Bethel High School

Our school will accept discretionary places. Our school will participate in the Secondary School Places Allocation System through central allocation stage (Applicable for admission to S.1 in September 2026 ).Discretionary places admission criteria:
Academic Performance -30%;
Conduct and Attitude - 30%; Performances in extra-curricular activities - 20%;
Interview performance - 20%.

Our school pays great attention to continuous and diversified assessments so as to understand students' learning and improve teaching and learning. To improve teaching, some classes adopt small group tutorials and teachers adapt the curriculum to cater for diverse learners' needs. Special arrangements for internal exams are set for students who need special education to make sure they can undergo a fair assessment.

The curriculum is designed to be student-centred and to cater for students' learning diversity, in line with Hong Kong's education goals, the seven learning objectives and the latest trends in education development. We are committed to the development of STEAM cross-curricular programmes and the promotion of performing arts and Newsports. The curriculum covers various Key Learning Areas and provides students with different learning experiences, enabling them to enhance their knowledge, develop generic skills, strengthen their understanding of our country's history and development, and inject elements of national education and national security to enhance their national identity and cultivate positive values and attitudes.

We value communication with parents. Class teachers contact parents in the ‘Sunshine Call’ during September so as to gain a better understanding of students' attributes. In October, we hold a Parents’ Day to let parents learn about students’ school life. Parents can also learn more about the school via the e Class App, that sends out school announcements which will enhance communication effectiveness. In addition, we work closely with the PTA to promote parent-child education and enhance home-school co-operation.

Our school provides additional support for NCS students to facilitate their learning of Chinese: arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc.; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; and organising activities to create an inclusive learning environment in the school. Our school’s Chinese Language Curriculum for the NCS students is set in alignment with the EDB’s ‘Chinese Language Curriculum Second Language Learning Framework’. With reference to the "Learning Framework", we have designed a school-based curriculum, as well as adapted and developed teaching materials for NCS students with different learning needs. We aim at maximising students' learning outcomes and facilitating students to learn Chinese progressively in a "small-step" approach.

Our school is committed to developing an inclusive school culture and adopting a ‘Whole School Approach’ to implement student support policies to let all students feel they are valued and treated equally. Our school has established a ‘Student Support Team’. The team hold meetings periodically to provide students with special education needs with appropriate plans and programmes, including the Peer Reading Scheme, speech therapy service, Individual Education Plan, after-school tutorial classes, the ‘Screen Reader Software’ Scheme, the ‘Speech to Text Software’ Scheme, the Talk face-to-face Caring Scheme, the ‘Meet a While’ Scheme, lunchtime gathering activities, S.1 School-based Inclusive Education and the ‘Elite Volunteers’ Volunteer Service Programme; and to have a teaching assistant to support students with special needs. We also made special arrangements for tests and examinations, such as extending exam time, enlarging exam papers, employing screen reader software and speech to text software, etc.; and provide assistance for students to apply for special exam arrangements in public exams. The Student Support Team work closely with the school Educational Psychologist and the school social worker to detect students with special needs at an early stage and transfer them to have assessments on their needs and provide them with timely support.

Our school adopts different approaches to cater to learners' diversity, which include split classes, a school-based curriculum, small-sized remedial groups, an Individual Education Plan, a peer support scheme, an Enhanced Smart Teen Project, and peer study groups. To foster an inclusive school culture, we have implemented a ‘Big Brothers and Sisters’ Scheme, a Fellowship, Student Ambassadors, an Organic Farming Team, and Prefects to let all students feel valued and treated equally.