Features of Curriculum
|1. To raise the academic results and abilities of the students
a. Depending on the interest and the abilities of the students, the school will run both EMI and CMI classes in junior forms.
b. Small class teaching is practiced, with about 30 students in each class.
c. To put lessons in life, Professional native English teachers are specially employed for the purpose of teaching English through drama.
d. To cater for learner differences, our teachers hold supplementary lessons after school with tailored teaching materials.
e. Several professional instructors are employed by our school to run tutorial classes after school.
f. To bridge for the NSS curriculum, Liberal Studies is introduced in junior forms.
g. Our school possesses an English Learning Center, holds English self-learning software, and organizes activities like English Week and English Corner. English Cafe is particularly set up for students to talk and play games with NETs.
h. In order to cultivate a good reading habit and the ability to appreciate arts, our school runs “Poem Every Week” program as well as introducing a weekly lesson in “Appreciation of Chinese and Western Classics.”
i. Introduction of Early Reading Period for all students and teachers to cultivate reading habit in the whole school. “Monthly Extensive Reading” Scheme, which requires a student to read all least a Chinese and an English book and do a written or an oral report every month, is set up. As for “Happy Reading at QualiEd” spontaneous reading scheme, we choose 6 books according to their difficulties out of 5 categories (literature, art, history, philosophy and science) for students joining that. We hope interested and capable students can explore a wide array of knowledge in depth systematically. We also organize a school-wide reading scheme, “Reading Together at QualiEd.” Under that scheme, the whole class or school reads the same book and join the corresponding activities.
|2. To refine the taste and personality of the students
a. Each S.1 student has to attend at least 10 hours of on Chinese tea culture and Spanish for enrichment.
b. Every S.2 student has to attend at least 10 hours of on Chinese Calligraphy and Korean.
c. Each student is expected to participate in at least 30 hours of social services. Through organizing, leading and participating in social services, students can develop a positive personality as well as leadership skills.
d. All junior form students are expected to join one uniformed group to train their law-abiding spirit.
e. Each student has to take part in adventure training course, body-building and rock climbing classes so as to build their esteem, discipline and team spirit.
|3. To inspire the diversified knowledge and the creativity students
Beyond the boundaries of subjects: Integrated Learning
Our school changes the learning mode of a bounded single subject by restructuring and consolidating various subjects. Our school emphasizes cross-subjects collaboration by introducing cross-subjects curriculum such as, Integrated Humanities, Combined Science, Combined Arts and Life Education. By doing so, we hope to cultivate generic and practical skills of the students.
Beyond lesson time – Independent Learning
- Our school changes the learning mode of the existing fixed lesson time. Apart from adjusting the length of lesson time to cater for different teaching needs, we bring in independent reading session and after-school self-learning session. We also set up online self-learning curriculum and databank so that students are no longer constrained by lesson time. No matter after school, at home or even at whatever time, students can learn by themselves by logging in the databank of the school online. This enhances the learning effectiveness.
Beyond restriction of forms and classes – Catering for Learner Differences
- We reform the learning mode of fixed forms and classes. For the three core subjects, i.e. Chinese, English and Mathematics, we arrange students into different groups according to their learning abilities, instead of the traditional forms and classes, so as to cater for learner differences. Our teachers devise appropriate teaching materials and deploy suitable teaching strategies based on the features and needs of different learner groups. By doing so, we help students of different abilities to gains more in the lesson.
Beyond the boundary of classroom – Authentic Learning
- We go beyond classroom teaching. Students and teachers go outside the classrooms and the campus to practice Authentic Learning and explore various interactive learning experiences, such as project learning, social services, study tour and extra-curricular activities. Students can acquire all-rounded knowledge from diversified learning, and consolidate subject knowledge by practicing.
Beyond geographical boundary – Around-the-world Learning
- We no longer follow the traditional place-based learning mode. We encourage students to travel outside Hong Kong and explore the world. Our school has established partnership of teaching, continuing education as well as exchange scheme with education institutions around the world. Every year, we invite overseas scholars and students to visit us, or to lecture or exchange ideas by using internet or videoconferencing. We regularly arrange students to exchange or have study tour to overseas schools during extended holidays so that the thinking skills and the visions of our students can go beyond geographical boundary and cater for the global development.