Whole-school Language Policy:
Our school aims for a high level of proficiency, spoken and written, in both Chinese and English. English is the main medium of instruction (except in Chinese Language, Chinese Literature, Chinese History and Putonghua lessons). Students are tri-lingual and bi-literate. This tradition will continue in the school.

Learning and Teaching Strategies:
1. To adopt student-centred pedagogy to promote self-directed learning and enhance learning ownership;
2. To enhance problem-based / inquiry-based learning, discovery approach to stimulate students’ intellectual ability;
3. To deepen experiential learning to enhance authentic learning experience locally and globally, e.g. participation in World Scholar’s Cup competitions;
4. To enhance students’ peer and self-assessments.

School-based curriculum:
1. Electives: 3X. Students are allowed to select 3 electives among 14 subjects offered in senior secondary forms.
2. Curriculum highlights:
(1) School-based Chinese and English Language curricula in junior forms tailored for students’ interests and needs.
(2) The Form 1 SHARP project and Form 2 Problem-Based Learning curriculum promote STEAM education and equip students with creativity, problem-solving, critical thinking, communication and collaboration skills to meet the changes and challenges in the future.
(3) Form 4 Cultural Arts is a one-year school-based programme. It aims to enrich students’ understanding of different interfaces between culture and arts, stimulate their interest in further exploration of arts, and encourage their appreciation of their cultural heritage.
(4) School-based programmes are planned and implemented across different subjects.
(5) Other Learning Experiences (OLE) scheme encompasses a significantly larger variety of co-curricular and extra-curricular activities. This provides students with diverse choices in the range of clubs, teams, activities, events, competitions and programmes, both local and overseas which they can participate.

Development of the Four Key Tasks:
1. Developing life-long and self-directed learners: Student-centred pedagogy is adopted to promote self-directed learning and enhance learning ownership, e.g. using problem-based and inquiry-based learning, discovery approach and STEAM education across different Key Learning Areas to stimulate students’ intellectual ability.
2. Project Learning in different forms provides alternative learning experiences to engage students in the learning process and opportunities to develop various generic skills. For example, a cross-curricular STEAM project was carried out in Form 2 to extend students’ exposure to innovative education trends.
3. Information technology for interactive learning: To foster a self-directed learning culture among students, the school provides a conducive environment to unleash students’ potential. Massive e-Learning resources are made available. These include online platforms to facilitate collaborative and self-directed learning, flipped classrooms, instant feedback during lessons and online assessment systems.
4. Reading to Learn: A whole-school approach is implemented to promote learning to read and reading to learn. Inspirational and interactive activities are organised, including regular book recommendations, talks by accomplished writers, and book club meetings. There are also seasonal board displays, book swaps, give-away corners, etc. Students are also encouraged to foster a habit of reading multi-modal texts from different sources.
5. Moral and Civic Education: Positive attitudes and values are inculcated through formal and informal education, as part of lessons, and through the multifarious out-of-classroom programmes and activities, including daily morning Assembly and Form Periods, community service projects, etc.

Life Planning Education:
The objectives of the Careers Team is to help students understand their strengths and interests, set goals for themselves and make informed choices for further studies and future careers. The team arranges careers and life education programmes conducted by Form Teachers and careers conferences for each form level. It organizes exhibitions, talks and visits on career opportunities and further education for students. The team also provides individual and group guidance on careers matters and further education. A small careers library provides information on further studies in local and overseas educational institutions for students’ reference.

Details: http://www.ssgc.edu.hk/home.asp?id=curriculum