School-based Curriculums

School-based Curriculums
  1. 1. Diversified school-based curriculum in Junior Forms:
KLA School-based Formal curriculum
Chinese KLA F.1-3 Chinese Literature & Classics Curriculum
●      Develop students’ appreciation of Chinese classics and literature and increase their creativity in writing
English KLA F.1-3 English Language Arts Curriculum
●      Develop students’ appreciation of English literature and increase their creativity and analytical thinking skills
Science KLA F.1-2 Science Investigation and STEM Project
●      As part of the Integrated Science curriculum, students carry out investigations on science topics, such as Coral fish, Rocket Car and Aqua-ponics projects. Through questioning and problem-solving, students acquire skills on data collection, analysis and presentation, and nurture self-learning ability.F.2 Chinese Medicine and Herbs curriculum
●      A general Education of Introductory 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●      Develop students’ appreciation of Chinese traditional culture, i.e. Chinese medicine and herbs and broaden their knowledge base of medicine
PSHE KLA F.3 Museum Studies

Develop students’ appreciation of HK history and train their metacognitive thinking and project skills  
F.3 Life & society:
Broaden students’ knowledge base and develop students’ high-order thinking skills on political institutes and Basic Law education

Aesthetic KLA F.1-3 Music composing program
●      Develop students’ appreciation of and creativity in music
Technology KLA F.1 STEM subject
●      Develop students’ creativity and problem-solving skill by such projects as 3D Windmill and Arduino Pen Stand etc.

School-based Gifted Programs (High-achievers Enrichment curriculum)

We believe that every student is a gift from God.

According to the concept of giftedness by J. Renzulli, our students get ‘gifted behavior’. They possess above average intelligence, sense of task commitment, and creativity. The school adopted EDB’s 3 Level Model of Gifted Education.

3 Levels of Gifted education Implementation plans
Level I General gifted education for ALL (as seen in Diversified school-based curriculum)
Level II PULL-OUT Programs of Chinese, English, Mathematics and Science domains (Every Tuesdays after school time)
Level III External Special Support for the gifted students by the Gifted Academy, HK & other tertiary institutes
  • In Level I, the three gifted elements of creativity, high-order thinking and personal-social competency are infused and provided for all students deliberately in such subjects as Chinese, Chinese History, Computer, Design & Technology, English, Integrated Science, Liberal Studies, Music, and such projects as Chinese Medicine studies, Museum Studies and STEM projects.
  • In Level II, pull-out programs are tailor-made for targeted students to enrich their learning experience and stretch their talent in their specific domain. The pull-out programs also offer training workshop to strengthen students’ social and emotional intelligence.
  • In Level III, selected students will be recommended to the Hong Kong Academy of Gifted Education (HKAGE) or tertiary institutes to further develop their talent in different domains.

Level II Pull-Out Gifted Education Programs (2017-18)

Specific domains Implementation programs
Chinese Students can develop creativity through writing workshops. Workshops are provided which place emphasis on the development of generic elements such as, personal-social competency, emotional intelligence and leadership skills.
English Students can develop critical thinking through debate and discussion of global issues
Mathematics Students can excel their Mathematical thinking skills and problem-solving skills through intensive training.
Science Students can develop creativity and divergent thinking skills through inventions.
I.T. Students can develop creativity and innovative power through designing robots and application.

Note:

Lessons are conducted in groups outside formal classes throughout the year. The learning experience, performance of students and reflections will be kept as a kind of portfolio.

Level III: Name-list of students who have been selected to the HK Gifted Academy & tertiary institutes HKAGE 2019-2020

數學 Mathematics 科學 Science 人文學科 領導才能
Humanities & Leadership
2D CHAN TSZ LONG陳梓朗
2D LAU CHUN YIN劉俊言
3B YUE TUNG HO余東浩
3D TONG TSZ CHUN唐子臻
4B YIN CHUN LOK阮俊樂
4C SHUM YING FAN岑膺勳
2D CHAN TSZ LONG陳梓朗
2D LAU CHUN YIN劉俊言
3D TONG TSZ CHUN唐子臻
4B LEUNG TSZ HEI梁子禧
5B RUAN QING阮晴
5B TAM ISAAC CHEUK HEI   譚焯禧
6B TSE SHING HIM 謝誠謙
2C LEUNG KA KI NICOLE梁珈芪
3A YEE TIN CHAK余天澤
4A CHAN YING CHING陳映澄
5B TANG CHEUK HANG鄧卓恆
5C TSANG KA YAN曾嘉恩
6B SIU HOI HIN蕭凱軒
6C WONG TAK SHING黃德聖
6D CHU HOI YING朱凱盈
6D WO CHEUK KIU胡焯喬
6D FUNG PUI HIM馮沛謙
  1. School-based Liberal Studies Curriculum

Over the years, our LS subject teachers have been serving on the HKEAA and CDI’s committee on Liberal Studies, and acted as speakers and instructors for LS teacher training sessions on Liberal Studies.

  • Since 2005 up to now, a number of teachers of the Liberal Studies panel including the former Vice principal, Mr. WS Tai, the present Vice Principal, Mrs. CH Wong and the LS Panel head, Mr. MC Hui have been seconded to either the tertiary institute or EDB to take part in the curriculum development or teacher training for Liberal Studies. Thus, the design and implementation of school based Liberal Studies curriculum and framework are characterized by its professionalism and strong team spirit.
  • A broad and wide Liberal Studies curriculum framework is adopted in which wide academic knowledge, critical and independent thinking skills, passion for the community, environment and the world and actions for social concern and justice are developed and nurtured.
Level Year Formal curriculum Informal curriculum
Senior Secondary S4-S6 Broaden horizons of knowledge; Sharpen critical thinking skills; Enhance students’ understanding of themselves, the society of HK, the nation and the world;

Establish values and make judgment;

Conduct service or take actions for social justice if appropriate.

LS forums and assemblies; Seminar; Field visits; Mainland and overseas trips
Junior Secondary S3 Broaden cultural horizons; Develop IES and high order thinking skills  

Topics and prestigious guest-speakers of LS forums and assemblies in recent years:

 

Year Topics Guest-speakers/organization
2018-2019

 

  1. 週會_氣候變化
  2. 週會_無家者足球
  3. 沙循論壇_人權教育
  4. 沙循論壇_科技是朋友或敵人
  1. 關銘麟先生
  2.  社區組織協會
  3.  國際特赦組織
  4.  梁永泰博士
2017-2018
  1. 週會  一帶一路
  2. 週會 資訊素養
  3. 沙循論壇 年青企業家分享
  4. 沙循論壇 朱古力會議
  5. 沙循論壇 氣候變化與我何干?
  1. 范文熙先生
  2. 文可為副校長
  3. 百仁基金
  4. 樂施會
  5. 林超英先生

 

2016-2017
  1.  立法會選舉後,香港議會政治何去何從? (週會2016-09-28)
  2. 平等分享行動 (論壇2016-09-28)
  3. 創辦社企「拾易紙長」的心路歷程 (論壇2016-11-18)
  4. 中國環境治理與極地科學 (週會2016-11-30)
  5. 器官捐贈,以愛傳愛
  1. 劉進圖先生
  2. 平等分享行動曾志浩先生
  3. 校友胡煒豪先生
  4. 李樂詩博士
  5. 香港器官移植基金會
2015-2016
  1. 廚餘回收體驗行動分享 (論壇2015-10-19)
  2. 助人自助 (週會2015-11-30)
  3. 香港青年向下流? (論壇2016-03-02)
  4. 廉政互動劇場 (論壇2016-04-18)
  1. 綠嶺行動
  2. 香港善導會
  3. 青年事務委員會主席劉鳴煒先生
  4. 廉政公署委託中英劇團演岀
  1. Extensive Reading scheme for Extended Vision:
  • The implementation of Extensive Reading Scheme, Reading Time (held in the reading period of F.1-3 on Day 4 and Day 6 every cycle) and Reading Day (whole day activity comprising talks, reading, sharing and book exhibition), all fosters reading habit and develops interests on reading among students, as well as broaden the horizons for students.
  • From 2015-16 academic year onwards, a selected book is assigned by the Reading Group to each Form (F.1-3) respectively. The duration of the fixed-book reading is at least for one term of the year in the reading periods of Day 4 and Day 6.