Catering for students' learning differences

Our school recognizes the importance of catering for students’ learning differences and is able to flexibly utilize and allocate resources to make adjustments in the curriculum, assignment types, and assessments of most subjects to provide tailored teaching. Measures or special arrangements include:

1. A special education coordinator will be appointed and a dedicated team will be set up to assign teachers to receive special education training to care for and assist individual students with special needs.
2. The "Peer Tutoring Programme" has been implemented, inviting educational psychologists to conduct workshops for "mentors". After training, the "mentors" take turns to help students with learning difficulties learn to recognize words and read with them during lunch time, providing them with appropriate support in their studies and reducing their anxiety and restlessness.
3. We will effectively utilize resources to hire additional English teachers and implement smaller classes in junior high school English. Furthermore, we will hire two more foreign-born English teachers, significantly reducing the student-teacher ratio in spoken English classes.
4. Smaller classes are arranged for Chinese language instruction in Secondary 1 and 3 classes, which have lower academic performance. This reduces the teacher-student ratio and allows teachers more room to cater for individual student differences.
5. The course is divided into three levels: core, extended, and advanced. Students with lower abilities only need to complete the core portion, while those with higher abilities only need to complete the advanced portion. Teachers also assign students appropriate assignments based on the different levels of the course.
6. Starting from Secondary 1, Chinese, Mathematics, Science, and Computer Science exams will include 20% more challenging questions in addition to the 100% required. For English, exams will include different levels of testing based on student ability to cater to higher-ability students and boost learning motivation. This arrangement will be expanded annually to the junior secondary level.
7. Formulate "Test Paper Guidelines" that clearly stipulate that general questions account for 40%, extended questions account for 40%, and high-order thinking questions account for 20% to assess students of different abilities.
8. Based on the test and assessment data, teachers carry out training and remedial work both inside and outside the classroom. After-school training classes for Chinese, English and Mathematics are held as needed to strengthen students' learning.
9. Promote collaborative learning strategies in learning and teaching, enhance interaction among students, and enable more capable students to assist less capable students in their learning.
10. Increase the weight of "regular scores", strengthen continuous assessment, and reduce students' pressure when facing exams.
11. Make special examination arrangements for students with special needs.
12. A Gifted Education Team was established to organise and arrange enrichment activities for gifted students.
13. Teachers actively identify students with talents in various areas and recommend them for participation in the Education Bureau's Gifted Training Scheme. Since the 2003-2004 school year, our school has successfully recommended 234 gifted students in various areas (including excellence in mathematics, science, humanities, and leadership) to participate in the Hong Kong Academy for Gifted Education's Gifted Training Scheme, allowing them to receive more comprehensive and systematic development.