Actively innovate and explore, clarify learning goals, and create a rich life

Po Chiu Catholic Secondary School attaches great importance to improving students’ learning motivation and effectiveness. Principal Yuen Yuk Lan believes that the motivation for learning comes from the students’ hearts. Improving learning motivation and effectiveness requires not only the efforts of the school, but more importantly, the initiative of the students to help them establish clear goals, confidence and direction, so that the school can provide appropriate support. Therefore, the school actively develops different new teaching strategies, such as diverse activities, gifted education, etc., to provide different opportunities for success so that students can expand their knowledge and build their self-confidence and self-image.

Gifted education builds goals and confidence and inspires learning motivation from challenges

In recent years, the school has adopted three-tiered gifted education to help students build self-confidence and gain a sense of happiness from challenges, thereby improving learning motivation and effectiveness. Specifically, at the first level, higher-order thinking training is provided to all students in the school; at the second level, individual additional guidance is provided through pull-out courses; and at the third level, special courses are offered in conjunction with colleges and universities. The school will encourage and fund suitable students to participate, while providing administrative assistance, financial support and other guarantees.

During the participation process, students can not only broaden their horizons, clarify their goals and move forward steadily, but also gain a sense of accomplishment from overcoming difficulties and completing challenges, forming a stronger motivation for learning. For example, Huang, a student who participated in PolyU's "Young Researcher Mentoring Program" shared: "Thanks to the school for providing a platform that not only expanded my academic horizons, but also achieved personal growth and clarified my own goals."

Shum, who participated in the "Leadership Training Course" of the Hong Kong Academy for Gifted Education, also said: "The trust and recognition of teachers are the driving force for my continuous progress. Through the course, I can improve my leadership skills and break through myself. Finally, I won the gold medal. This is not only an honor, but also an affirmation of my past efforts."

Diverse teaching methods, learn and use English flexibly

The school uses a variety of teaching methods inside and outside the classroom to improve students' English ability and confidence. For example, we compile a booklet of commonly used vocabulary from Form 1 to Form 6, so that we have enough vocabulary to express it in compositions or group discussions, and get rid of the confidence problem caused by insufficient vocabulary. Foreign teachers also teach new words in conversation classes, and use pictures, videos, group discussions, etc. to help students learn and apply them, creating an immersive learning atmosphere, improving their self-confidence, and having the courage to answer questions in class. In addition, the English Department cooperates with the Drama Department to carry out cross-subject English drama activities in Secondary 2, guiding students to read and rehearse Bible story scripts, and outstanding students can even participate in school-wide performances. Participating students said that this activity effectively promoted independent learning, gradually learned and used vocabulary, and dared to use English to communicate with others.

Pay attention to the development of biliteracy and trilingualism and cultivate a new generation that is good at both Chinese and English

The school attaches great importance to students' biliteracy and trilingual development. It enriches learning experience through diverse activities, enhances learning motivation and application ability, and cultivates a new generation who are good at both Chinese and English.

The English department designs life-oriented activities and games, such as after-school groups with a restaurant theme, teaching English ordering vocabulary, and extending to the baking room to guide baking desserts in English; in the weekly morning meeting "Thought of the Week", foreign teachers explain English sayings, allowing students to learn English and inspire wisdom; "UpWords" cross-grade word competition not only trains word-writing and pinyin skills, but also cultivates communication and collaboration, allowing students to gain confidence and a sense of accomplishment. In addition, the school organizes an "all-round learning day" to lead students to visit Tai Kwun, watch movies, etc., and enjoy the fun of English through foreign guides and English ticket purchases, making learning more effective.

The Chinese subject focuses on integrating language into life and improving application abilities through diversified activities. On the one hand, students are allowed to go out of the classroom to observe and understand more. For example, a "literary walk" is carried out to recall the changes and growth of Hong Kong over the years from different local stories, connecting the community and literature; interdisciplinary collaboration is carried out, and students are arranged to visit Sha Tau Kok, Ping Shan Heritage Trail, etc. to gain a first-hand understanding of the connotation of Chinese culture and local history and customs. On the other hand, the school participated in the Jockey Club's "Interesting Classical Chinese" drama education program, presenting classical Chinese stories in the form of drama to break the boring impression of classical Chinese. The "Chinese Culture Week" newly added this year allows students to feel the charm of Chinese culture and learn in a relaxed atmosphere through martial arts, lion dance, traditional crafts, Hanfu experience, etc.

Taking care of learning diversity and implementing teaching in accordance with aptitude

Taking into account the learning diversity of students, the school teaches students in accordance with their aptitude to improve their learning motivation and effectiveness. Each level of the English subject is divided into groups according to English proficiency to provide teaching support. The courses include basic and extended content, allowing students to cope with learning according to their own abilities; there are group activities in the classroom (especially oral classes for foreign teachers) to improve oral skills in a targeted manner; lunch activities are held regularly outside class and are adjusted according to students' abilities to encourage participation.

In the Chinese subject, top-notch writing classes are set up according to the writing requirements of public examinations, and students with interest or potential are selected for key training in stages. For example, junior high school focuses on language use, rhetoric, etc.; Secondary 4 focuses on creative writing ideas; Secondary 5 focuses on exam preparation, and invites well-known writers and senior teachers to teach, effectively catering for different needs. For top students, it can develop interests, increase knowledge, and improve efficiency by pooling resources; for students who need to improve, it can reduce the pressure caused by comparison, reduce resistance to learning, and increase learning motivation.

Overseas study and exchange broadens knowledge horizons

In order to broaden students' horizons, the school has arranged many overseas exchange tours, including going to South Korea to learn about local environmental protection and technology; going to Japan to participate in mathematics competitions; and going to Xi'an, Fujian, Wuhan and other places to learn about the motherland and experience its historical and cultural connotations. In the future, the school plans to take Form 5 and Form 6 students to Nansha to visit sister schools, Jinan University, iFlytek, etc. Principal Yuen Yuk LanI hope this will broaden students’ horizons and build confidence, so that they can understand that they have different development directions.

Provide abundant resources to improve learning efficiency

In terms of teaching, the school makes good use of technology to improve learning efficiency. For example, the English department uploads teaching recordings to Google Classroom for students to review the pronunciation and application of new words; the Chinese department uses image generation technology to vividly visualize scenes, allowing students to specifically grasp the artistic conception and atmosphere in articles and poems. In the future, the school plans to introduce an AI reading practice platform and look for AI writing learning tools to assist in the teaching and learning of writing.

In terms of environment, the "Zhaixing Pavilion" on campus is open as a study room all year round, equipped with study materials, TV, tea and snacks, etc. After school, there are teachers to look after students and answer questions. Principal Yuen Yuk LanAdditionally, during this summer vacation, students continued to go back to school to review every day despite being called upon. "Forcing students will only be counterproductive. Learning motivation always comes from the students themselves. Through venues, human resources and a comfortable environment, we can stimulate motivation from the 'heart' and encourage students to take the initiative to review, which not only consolidates knowledge, but also effectively improves learning efficiency."

Peers inspire each other and continue to pursue excellence

The school provides diversified learning opportunities and encourages students to achieve success through different channels and to try boldly. For example, arranging off-campus gifted education courses not only allows participants to gain more inspiration, but also allows them to share what they see and hear when they return to school, influencing other students with the achievements of their peers and inspiring them to pursue higher academic pursuits. After some students who participated in off-campus gifted education courses returned to school, they encouraged their peers to jump out of their comfort zones and explore more possibilities for themselves, further promoting peers to encourage each other, make progress together, and improve learning effectiveness.