Cheung Chau Government Secondary 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 ).Weightings for S1 discretionary places:
1. Position in the EDB Rank Order List and School Academic Results: 25%;
2. ECA and Community Service: 25%;
3. Conduct: 25%;
4. Interview: 25%.

Examinations which contribute to 70% of the final mark are held twice a year, once in each term. The formative assessment mark (coursework) which contributes to 30% of the final mark comprises of uniform tests held once in each term, classwork, homework, projects, quizzes and class performance.
We provide various assistance including speech-to-text software, screen reader, earphones, individual examination rooms and extended examination time to maximize the performance of SEN students under the most suitable circumstances.

1. Emphasis on Language Education. Reading across curriculum is implemented in Class Teacher Periods. Under the guidance of our teachers, students are encouraged to read extensively and share their readings in oral presentation, with a view to broadening their knowledge base, brushing up their presentation skills and enhancing their language ability.

2. Emphasis on creative thinking and problem-solving skills. School-based STEM curriculum is implemented in S.1-S.3. The knowledge base of students is strengthened through different learning activities. Their learning interest and problem-solving skills are fostered through participation in innovative activities such as making solar models, 3D printing, robot programming, and project learning.

3. Promotion of Arts and Aesthetic Education. Joint schools visual arts competitions are held to encourage primary and secondary students from the district to participate in the promotion of community arts and culture.

4. Emphasis on broadening students' horizons. Over the years, our school has actively organized overseas exchange programmes for students, e.g. “Guangzhou and Zhaoqing Sister Schools Exchange Programme”, “Seoul Voluntary Service Exchange Programme”, and “Greater Bay Area Career Employment in the Mainland and Macau”.

The Parent-Teacher Association (PTA) aims to foster home-school co-operation through organizing different activities and thematic seminars. The PTA awards scholarships to students who have achieved outstanding results and excellent progress, and makes generous donations to support extra-curricular activities. PTA Newsletters are regularly published, aiming to strengthen the communication between parents and the school.

Our school provides additional support for NCS students to facilitate their learning of Chinese: providing after-school support programmes in learning Chinese; appointing additional teacher(s)/teaching assistant(s) to support NCS students’ 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 Learning Support Team comprises the Principal, two Assistant Principals, SENCO, SENST, social workers, and counselling teachers. With the provision of professional assistance from educational psychologists and speech therapists, we take good care of students with special educational needs collaboratively. Applying diversified intervention models and using Learning Support Grant flexibly, we have recruited a teaching assistant for the implementation of inclusive education at school, organizing individual and group counselling sessions for students with special educational needs.
We lay great emphasis on career and life planning for students with special educational needs, organizing various training and visits based on their learning abilities, interests and specialties.
We also provide IEPs for students with specific learning difficulties / disabilities and arrange regular meetings with their parents, class teachers and educational psychologist throughout the school year.
We provide special examination arrangements for students with special educational needs, e.g. allowing extended exam time, arranging special exam centres, ancillary aids and relevant computer facilities and software, etc. Our teachers are suitably arranged to enroll in the professional development programme in relation to “catering for learning diversity” provided by the EDB, to enhance their professionalism in supporting the learning of students with special education needs.

1. We adopt curriculum planning, tailoring and adaptation to cater for diverse abilities.
2. Our Learning Support Team and Counselling Team provides comprehensive assistance to students who have special education needs.
3. The school Educational Psychologist and Speech Therapist provide professional support to students in need.
4. We provide Gifted Education Programmes to fully develop the potential of gifted students, including elite training courses, accelerated curriculums, and individualized education programmes.