| Curricula

Learning and Teaching >


1. About the curricula


Through the principle of "one curriculum framework for all" and  Individualized education plan (IEP) to develop physically handicapped and other related difficulties students with good learning attitudes, manners, responsibility, self-confidence, and have a positive outlook on life. Hence, enhance their potential and lay a learning foundation for life to prepare them for future integration into the community.


Ordinary Curricula's Developmental Goals:

  • To provide students with experience that are important for learning and cater for each individual's potential to enable moral, intellectual, physical, social and aesthetic to be fully developed. Thus, become active and responsible citizens to serve for the community, the nation, and possibly for the world.
  • Attend TSA and Hong Kong Diploma of Secondary Education (HKDSE) 
  • After graduation, students are able to enrol in university or other Tertiary Education to further their study.


Adapted Curricula's Developmental Goals:


  • To cater for students with multiple learning difficulties, such as being less intellectual, having visual perception problems, poor motor coordination, non-verbal learning disorder, etc., which caused them to have great difficulties to follow the ordinary curricula.
  • Under the principle of one curriculum framework for all, all subjects uses the ordinary curricula as the base fundamentals and are adapted according to students' abilities.
  • In addition to theoretical knowledge, these curricula also consider its practicability and include job skills training.

Intellectual Disabled Curricula's Developmental Goals:


  • To refer students to work at Skills Centre (those with excellent capabilities) or Sheltered Workshop, or to continue training at Day Activity Centre during their schooling or after graduation.
  • In addition to academic knowledge, it emphasizes on physical fitness, rehabilitation and self-care training. The learning targets are to have students successfully complete the 12 years Intellectual Disabled Curricula and enhance their self-reliance.



2. Learning and Teaching Supporting Policy


  • For students who have other learning interests, encourage them to participate in relevant applied courses.
  • Organize different comprehensive learning activities to enhance students' learning experience.
  • Through "Praising Actions" and "I can do it" schemes to help students set academic goals and build students’ self-image.
  • Our School uses Diversity Learning Grant to provide enrichment programs according to students’ abilities and interests.
  • After school tuition sessions are to consolidate students' foundations and enhance outstanding students' learning effectiveness.
  • Project-based learning activities will be provided to upper primary, junior secondary and special class students. It aims to cultivate generic skills, such as communication skills, collaboration skills and problem-solving skills for students. This helps to prepare students to use enquiry-based learning approach during their stage in senior secondary.
  • The Boarding Section Volunteer Project is conducted to provide support in boarders' learning.
3. Assessment Mechanism


  • Each subject has their own assessment to provide feedbacks to promote teaching.
  • The school's stakeholder surveys are conducted to review and formulate plans.
  • Formative Assessment: Each subject sets persistent dictations and/or quizzes and has class activities' evaluations to feedback learning and teaching.
  • Summative Assessment: Every term, each subject sets at least one test and one examination to analyze a student's overall performance. (The Intellectual Disabled Curricula does not have examinations)

In ordinary curricula, primary and secondary schools' summative assessment and examination marks each accounts for 50% of the final mark to motivate students to pay attention in their daily learning.


In adapted curricula, summative assessment's mark proportion is increased to 60% to reduce students' stress in examinations.


4. Catering for Learning Diversity


  • With IEP multi-disciplinary teams' collaborative approach to customize each student's learning plans and career pathways. For less intellectual students, they will be arranged for the transition to adapted curricula.
  • After school tuition sessions are additionally provided for primary and junior secondary students to consolidate students' foundations and enhance outstanding students' learning effectiveness.
  • Using funding to provide traffic arrangement for students attending after school tuition sessions.
  • Participate in School-based support services to inspect current "catering for individual differences" schools' policy in order to effectively carry out learning and teaching.
  • Chinese and English use lunch time or spare periods to provide students with make-up lessons.