Cotton Spinners Association 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 ).Admission Criteria:
Interview 30%; Academic achievement 20%; Conduct 20%; Comments 10%; Extracurricular activities and Awards 20%.

Our school focuses on progressive assessment and continuous feedback in respect to “Teaching and Learning”. There are 2 school terms and the weighting for Continuous Assessment and Examination is 30% and 70% respectively. We also offer special arrangements in test and examination for students with special learning needs.

We design our curriculum based on the Curriculum Guide issued by the Education Bureau, taking into account the background situation of the school. In junior forms, the emphasis is placed on language building so as to facilitate studies in senior forms. Our S.1-S.3 students can enhance their competence in English, Chinese and Mathematics through our School-based Remedial Support Programme, which helps tackle their difficulties in studies. Moreover, we have adopted a small class size, streaming policy to cater for students' learning diversity.

The school and the school Parent Teacher Association frequently organize many home-school activities, including S.1 parents' oriental day, S.1 parents’ night, after-school interest groups, breakfast meetings and cafe for parents, lesson observation by parents, family poon choi dinner, parents’ outings, open day, parents' day, seminars for parents, etc. so as to enhance communication and co-operation between the school and parents. Moreover, there is a parent manager in IMC, in which parents’ opinions can be fully expressed.

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 school adopts ‘Whole-school Approach’ to implement Integrated Education. By establishing ‘Student Support Team’, which comprises vice principals, the SEN coordinator, SEN support teachers, subject teachers, teaching assistants, etc., and encouraging teachers to enroll in the courses concerned, our school enhances teachers’ competence in Integrated Education. We also flexibly use Learning Support Grant (LSG) and other resources to provide a wide range of support for the students who have special educational needs. The support ranges from recruiting teachers and assistants of Integrated Education, to buying services for students with speech impediment or autism. Through tailoring our curriculum, diversifying teaching strategies, preparing graded homework and exams, we try to embrace students’ learning diversity and boost their learning efficiency. To identify the students who have special educational needs at an early stage, our school has those who perform comparatively badly in 1st Term Unified Test undergo an assessment of reading and writing. In collaboration with professionals from EDB and educational psychologists, we regularly have meetings and conduct students’ assessments, and invite parents to join meetings and workshops. Together we tailor learning plans and regularly review the effectiveness of them so that parents grasp the skills of taking care of and teaching their children.

Small-class teaching is adopted in our school. We stream our students according to their ability so as to cater for learning diversity. For students with special educational needs (SENs), teaching assistants will offer personal help during lessons. Besides, we have successfully applied for a speech therapist, an educational psychologist, a counsellor, an expressive arts therapist and a clinical psychologist for better care of students. Different after-school tailor-made supplementary courses and interest groups have been organized to cater for individual differences.

Supporting the learning needs of newly arrived children: Offering Cantonese and English classes for newly arrived children to help them integrate into Hong Kong's learning environment as quickly as possible; organizing diverse activities to introduce Hong Kong and the community, covering basic English and traditional Chinese character learning, community experiences, personal growth, and cultural understanding, aimed at assisting children in adapting to life and learning in Hong Kong as soon as possible.