To cultivate students’ listening, speaking, reading and writing skills, to enhance their language and life skills, and hence their social adaptability.
To develop their ability to express their thoughts and feelings in daily life and to understand how others feel.
To nurture their positive attitude, habit, conduct and social consciousness.
To enhance their understanding of Chinese culture, to reinforce their citizenship and sense of belonging to the country.
To enhance their skills in self-learning, information technology usage, communication, critical thinking and creativity.
Diversified Teaching Strategies :
To cater for learning diversity, diversified teaching strategies are employed.
Reading to Learn
Reading is a window to the world. Better still, you can tour around the world through books in your own time and at your own pace. Reading may also stimulate brain development, inspire new thoughts and encourage creativity. Our curriculum involves a large number of picture books and story books for students to read which enhances their reading ability and inspire them to think.
Problem-based learning in secondary education
Problem-based learning overcomes the limitation of traditional teaching approach and allows learning through diversified experiences. Interaction, collaboration and peer learning are encouraged. It also reinforces affective education and community education while developing students’ intellectual ability, the attitude and ability to learn. Different life scenario is simulated for students to learn and use the language in context to enhance their motivation of learning.
Junior secondary students were doing community service in a kindergarten. They wrote stories and lyrics of the graduation song for the graduation ceremony.
Senior secondary students wrote letters to their family members.
Students played the role of reporters to write news release and do interviews.
Mind maps are used to help students understand the content and sentence structure of reading materials and the divergent thinking of authors.
Diversified self-learning materials are provided for students to prepare before classes and extend their learning after classes in order to nurture their self-learning attitude and ability.
Interprofessional Collaboration :
Occupational therapists co-facilitate some classes. We use a Chinese character dance to help students analyse and memorize the strokes of Chinese characters. It facilitates the learning of the components formed by strokes and corresponding vocabularies for daily application. Furthermore, therapists can observe students’ pencil grip in class. Appropriate pencil grip tools are recommended with relevant training to enhance students’ handwriting ability and allow them to express themselves more confidently.