1. Gifted Education
The school aims to provide whole person education to students. The curriculum is so designed as to meet the need of the changing society. Emphasis is placed on a balanced and wide curriculum to nurture students’ scientific and humanistic literacy, and the ability to grasp and adapt to changes and development of the society. While junior secondary curriculum is immersed with gifted elements, the school puts in resources to provide talented students with pull-out programmes of gifted education.Elements of gifted education are incorporated in junior secondary formal curriculum, so that students could broaden their horizons and develop thinking skills. Table I outlines the latest development of our junior secondary curriculum.
Table I：The latest development of junior secondary curriculum
| Year | Junior Secondary General Education on ThinkingTakes thinking education as the main theme. It aims to develop high order thinking potential among students, and to provide gifted students with a broader and wider learning experience. | General Education on Chinese MedicineIntroductory lessons on Chinese Medicine, coupled with studies in the school’s Chinese Herbal Medicine Gallery, greenhouse and field trips, to achieve the dual aims of cultural heritage preservation and health education | ||
| S2 | Scientific Enquiry | As part of the Integrated Science curriculum, students carry out investigations on science topics. Through questioning and problem-solving, students acquire skills on data collection, analysis and presentation, and nurture self-learning ability. | Chinese Medicine | 6 periods per year. Provides basic knowledge on Chinese Medicine. Supplemented with extra-curricular activities. |
| S3 | Extensive Learning (advanced training on thinking ability) |
A part of the Chinese History curriculum. Activities include talks, visits to museums and project design (Note 2). It aims to encourage students to develop high order thinking ability, to review and understand other modes of thinking, and examine one’s own thinking method. |
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Note 1: Focuses on “scientific enquiry” to develop students’ “scientific literacy”.
Note 2: Focuses on “history and culture” to develop students’ “humanistic literacy”.
Group members receive their certificates in turn. They vow to equip themselves and engage in active learning. Students take a group photo after receiving the certificate.
The 21th century needs persons with adaptability, intelligence and creativity. Students should possess both scientific and humanistic literacy, a broad knowledge base and learn to learn. We strive to put students at the center of learning, through the development of appropriate curriculum and effective learning and teaching activities, to promote students’ capacity to construct knowledge and skills, to develop students into leaders of the society in future.
Two experienced teachers have been seconded to the Gifted Education Section of Curriculum Development Institute under EDB for one and three years respectively. They were responsible for the design and planning of gifted curriculum, and acted as speakers and instructors for teacher training on gifted education.
The said teachers are members of the School-based Gifted Education Unit and are responsible for the design, initiation and coordination of school-based gifted education curriculum. Apart from curriculum for the whole class (please see Table I “The latest development of junior secondary curriculum” for details), from 2004/2005 onwards, a school-based pull-out gifted development programme is implemented for students with outstanding performance in specific domains. Students have to go through an identification and selection process before joining the programme. A task force comprising subject teachers is formed to provide tailor-made curriculum for students. The school also offers training with generic “gifted elements” to strengthen training on thinking skills, problem solving strategies, emotional intelligence and leadership. Table II summarizes the curriculum on gifted education.
Table II: Summary of School-based Gifted Education Curriculum (2009-2010)
| Group | Content/Purpose of specialized training | Generic Training |
| Chinese |
Oral training: Enhance verbal skills in conception, presentation and response;
Chinese Writing Training Workshops Purpose: Students can develop creativity, observational and thinking skills through expressing themselves in writing. Meanwhile, students can enhance their skills in creating and appreciating language arts. Genres of writing: free-verse poem, prose, short story, drama scripts (The writing techniques of these genres will be covered.) |
In the form of workshop, it places emphasis on the development of creativity, high order thinking skills and personal-social competency. |
| English | The course aims to help students excel their English language skills through interactive learning with native English teachers. Through doing research, creative work, discussions and a variety of stimulating activities, students would be able to gain more exposure to authentic English, as well as become more confident in their own language abilities. | |
| Mathematics | Provides training in thinking and broadens students’ horizon. Students will be selected to represent the school in territory-wide mathematics contests. | |
| Science | Through product design, stimulates imagination and divergent thinking. Students would be able to experience the course of invention, learn to enquire and acquire the skills of problem solving with creativity. |
Note: Lessons are conducted in groups outside formal classes throughout the year. The learning experience and performance of students will be kept in record.
2. Liberal Studies
The Academic Development Unit and Panel on Liberal Studies are responsible for the coordination of liberal studies across all levels (S1 – S7). Table III summarizes the planning of a broad and wide curriculum for liberal studies, which incorporates both gifted and liberal studies elements. Table III: A broad and wide Liberal Studies curriculum framework.
| Level | Year | Subject | Features |
| Senior Secondary | S6-7 | Liberal Studies | [ASL Exam Elective] In-depth study on special topics including “interpersonal relationship”, “HK studies”, “environmental protection” and “China today”. |
| S4-5 | Integrated Humanities | [HKCEE Elective] Broadening horizons. Enhance students’ understanding of themselves, the society of HK, the nation and the world. |
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| Junior Secondary | S3 | * Extensive Learning | [School-based Compulsory] Broadens horizons, develops high order thinking skills and nurtures humanistic literacy. |
| History & Culture | [School-based Compulsory] Widens space, time and cultural perspective, develops a holistic view on history as well as critical thinking skills |
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| S2 | Scientific Enquiry | [School-based Compulsory] Training of self-learning skills, nurtures scientific literacy. |
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| History & Culture | [School-based Compulsory] Widens space, time and cultural perspective, develops a holistic view on history as well as critical thinking skills. |
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| **General Education on Chinese Medicine | [School-based Compulsory] Introduces basic knowledge on Chinese medicine, fosters a passion for Chinese culture. |
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| S1 | History & Culture
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[School-based Compulsory] Widens space, time and cultural perspective, develops a holistic view on history as well as critical thinking skills. |
A curriculum on General Education on Chinese Medicine (with practitioners in Chinese medicine as instructors) is offered in S2. On HKCEE curriculum, the school offers several groups of Integrated Humanities electives for students, to provide systematic instruction on issues relating to the students themselves, the society of Hong Kong, the nation and the world at large. For A-Level curriculum, the school offers a number of modules on Liberal Studies. Students may select topics for in-depth study like “interpersonal relationship”, “HK studies”, “environmental protection” and “China today” according to their abilities and interests.
The design and implementation of Liberal Studies and balanced curriculum is characterized by its professionalism and strong team spirit. This year, two experienced teachers are seconded to EDB to take part in the central curriculum development and teacher training for Liberal Studies. In 2008/2009, the school participated in a project on Liberal Studies for the design of teaching and learning assessment. Over the years, our subject teachers have been serving on the HKEAA and CDI’s committee on Liberal Studies, and acted as speakers and instructors for teacher training sessions on Integrated Humanities and Liberal Studies. The subject panel comprises over ten experienced teachers, who are keen to share with each other so as to facilitate mutual support and professional development.
In short, teachers of the school are proactive in planning and implementing curriculums that are in line with the school’s objectives. We seek to respond to the needs of students and the society by improving continuously on both theory and practice of curriculum.
A curriculum on General Education on Chinese Medicine (with practitioners in Chinese medicine as instructors) is offered in S2. On HKCEE curriculum, the school offers several groups of Integrated Humanities electives for students, to provide systematic instruction on issues relating to the students themselves, the society of Hong Kong, the nation and the world at large. For A-Level curriculum, the school offers a number of modules on Liberal Studies. Students may select topics for in-depth study like “interpersonal relationship”, “HK studies”, “environmental protection” and “China today” according to their abilities and interests.
The design and implementation of Liberal Studies and balanced curriculum is characterized by its professionalism and strong team spirit. This year, two experienced teachers are seconded to EDB to take part in the central curriculum development and teacher training for Liberal Studies. In 2008/2009, the school participated in a project on Liberal Studies for the design of teaching and learning assessment. Over the years, our subject teachers have been serving on the HKEAA and CDI’s committee on Liberal Studies, and acted as speakers and instructors for teacher training sessions on Integrated Humanities and Liberal Studies. The subject panel comprises over ten experienced teachers, who are keen to share with each other so as to facilitate mutual support and professional development.
In short, teachers of the school are proactive in planning and implementing curriculums that are in line with the school’s objectives. We seek to respond to the needs of students and the society by improving continuously on both theory and practice of curriculum.