Christian Alliance S W Chan Memorial College

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 ).All Primary six students who apply to our school will be offered an interview opportunity. Assessment items and weightings mainly include:
1. Academic performance of internal assessment, conduct, performance in extracurricular activities and service (50%);
2. Chinese and English expression ability (25%);
3. Mathematics, creativity, logical thinking, analytical skills (15%);
4. Politeness and attitude(10%).

(1) Providing different accommodations and support such as extended time and screen reading based on assessment needs.
(2) Revision classes and homework counselling programmes are set up to help students to solve homework problems and establish good habits.

(1) With the support of the e-learning resource bank, a creative and specialized school-based curriculum has been developed.
(2) In order to strengthen the learning ability of students as "autonomous learners" and cater for learners’ diversity, an "autonomous learning" teaching model is adopted in each subject.
(3) Through a variety of project learning tasks, students are expected to develop the nine generic skills.
(4) Lesson studies will be conducted in subjects in order to recognize the difficulties in students’ learning and enhance teaching effectiveness.

(1) For the purpose of enhancing communication between parents and our school, a Parents’ Day and Parents’ Nights are held every year. To assist F.1 freshmen in adaptation, additional parent counseling days and seminars are held for them;
(2) Different themed seminars are organized based on the needs of parents at different levels, such as introduction to secondary school subjects, F.3 subject selection, and various pathways after public examinations;
(3) The Parent-Teacher Association regularly organizes diverse and positive parent education activities, such as support groups, parent-child picnics, parent workshops, and parenting courses, according to The Education Bureau "Curriculum Framework on Parent Education (Secondary School)"; and has a parent volunteer team to serve the school and the community.
(4) In addition to the report cards, student performance reports which outline students learning and discipline performances are regularly distributed in order to promote home-school communication.

(1) A professional team comprising of the "Special Education Needs Coordinator", "Special Education Needs Support Teachers", Educational Psychologists, Clinical Psychologists and Speech Therapists has been formed to implement the "whole school participation" model of integrated education. Student Support Allowance have been allocated and resources are used to take care of students by providing assessment, referral, counselling and training services. The team maintains close communication with parents of students with special educational needs and provide appropriate support measures for students with special educational needs.
(2) After-school support programmes including executive skills and social skill classes, literacy enhancement classes are organized based on students’ diverse needs.
(3) Speech therapists are hired to provide regular training of speech and communication skills to students and collaborate with teachers and parents.
(4) Learning Support Committee collaborate with Discipline and Counselling Committee and Life Planning and Career Guidance Committee to organise counselling activities for students.

(1) To help elite students strive for excellence and develop their potentials to the fullest, gifted students of different subjects are recommended to join elite programmes, experiential courses at university and inter-school competitions.
(2) Learning support measures and policies to cater for different learning needs (including lesson studies and lesson observations) are coordinated by the school.
(3) Revision classes and homework counselling programmes which encourage students’ reflective skills and facilitate strength development are organized.
(4) During the period of real-time online lessons, teachers make phone calls to students and their parents regularly to understand students' learning progress and their daily routines so as to provide professional assistance.