• Our school adopts collaborative learning as a regular classroom practice to cater to students’ diverse learning needs. Students are grouped according to mixed abilities, with each group comprising learners of different academic levels who learn from and support one another.
   
• Our curriculum encourages students to take initiative in their learning and to construct knowledge through active participation and “learning by doing.” Collaborative learning plays a vital role in promoting this process.
   
• Within each group, students of varying abilities complement and enhance one another’s learning. Working together, they accomplish classroom tasks while benefiting from a supportive environment that gives them the confidence to explore boldly and learn deeply.
   
• Collaborative learning emphasizes individual responsibility within the group. By incorporating elements of friendly competition and game-based activities, learning becomes engaging and motivating, inspiring students to actively participate.
   
• Group tasks foster discussion and interaction among members. Through regular communication and negotiation, students gradually develop strong communication and problem-solving skills, while also nurturing teamwork, empathy, and positive interpersonal values.

• At the junior secondary level, selected classes offer English-medium instruction (EMI) in Mathematics, Science, Music, and Visual Arts. At the senior secondary level, in alignment with the junior curriculum, EMI classes are offered in Mathematics and Mathematics Module 1 (M1), as well as in elective subjects such as Biology, Physics, and Chemistry.
   
• Starting from Secondary One in the 2022–23 academic year, the arrangement has been gradually extended to Secondary Two and Secondary Three. In selected classes, Mathematics and Science are taught in English, while Music and Visual Arts are no longer offered as EMI subjects.
   
• For classes where Chinese is the primary medium of instruction, the curriculum incorporates the learning of key English terminology across subjects. This approach helps broaden students’ English vocabulary and enhance their language proficiency, while also enabling students who may later transfer to EMI classes to make a smooth transition.
   
• After-school support groups are provided for students in Chinese-medium classes to strengthen their English proficiency and to help those who are slightly behind reach the expected standard in a timely manner.

• As some junior secondary classes mainly adopt English as the medium of instruction, the school implements an open and flexible transfer mechanism, known as the “Revolving Door Class” arrangement. This allows certain classes to study Mathematics and Science in English and facilitates smooth student mobility between classes.

• The school also provides a rich English-learning environment beyond the classroom. A wide range of English activities is organized each year, including regular student-led English morning assemblies, class-based short presentations during assemblies, inter-class spelling competitions, and the annual Inter-class Drama Competition. Students also participate in events such as the Catholic Diocese Joint-School English Talent Show and the Hong Kong Schools Speech Festival.

• Small English classes are arranged at both the junior and senior secondary levels. In general classes, the teacher–student ratio is relatively low. As the two English-medium classes usually have a larger enrolment, they are divided into three groups to enhance teacher–student interaction and communication.。
   
• Starting from the 2019–20 academic year, Secondary One classes were restructured from five classes into six smaller classes, significantly reducing the teacher–student ratio. This allows for more focused care and support for students’ learning and development. As a result, separate small English classes are no longer required at Secondary One.

• Ours is a caring and inclusive campus. We welcome students of different nationalities and ethnic backgrounds to join our diverse and multicultural community. Our professional teaching team, with extensive experience, is well equipped to address the learning needs of non-Chinese speaking (NCS) students. Our Chinese curriculum is aligned with the General Certificate of Secondary Education (GCSE). Selected subjects are offered in English-medium classes and taught in English. English serves as a common language of communication among teachers and students across the campus.

Senior Form