Fanling 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 ).For the criteria and weighting for S1 discretionary places, considerations go to the Rank Order List provided by EDB (20%), conduct (30%), interview (30%) and the ECA participation / services records / awards attained (20%).

Two examinations are conducted in a school year. Marks obtained in the examinations constitute 70% of the total marks. The other 30% is achieved from continuous assessment. Two uniform tests for each term are set for consolidating students' learning. To cater for student learning diversity and needs, tiered exercises and adjustments are made during assessments according to students' needs.

The school sets different levels of goals for students to strengthen their self-confidence. In addition to the summative and ongoing assessments, students' work, classroom performance and learning attitudes are also assessed and considered as part of their academic performance. Small class teaching has been adopted in English Language and Mathematics lessons. In junior forms, a tailor-made curriculum has been adopted. In order to raise the teaching level, the school promotes class research and collaborative activities. The Academic Affairs Team is familiar with the new direction of curriculum development, formulates different learning strategies and regularly organizes cross-curricular learning activities to cultivate students' self-directed learning and generic skills.

The Parent-Teacher Association is committed to promoting home-school cooperation and working hand in hand to cultivate the healthy growth of students. The association actively organizes various activities, including the Annual General Meeting, talks, workshops, parent-child outing, the Orientation for new Secondary One students, the 'Parents-Also-Appreciate Teachers Drive' and other activities. It has strengthened a close communication and connection with parents, upholding the spirit of home-school cooperation.

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; 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.

The Student Support Team is set up and led by the Special Educational Needs Coordinator (SENCo). It plans, implements and reviews the student support work. With the assistance of the Special Educational Needs Support Teacher (SENST) and the flexibly use of Learning Support Grant, the school has implemented the integrated education in a whole-school approach.

In support of students with special educational needs (SEN), the Student Support Team will identify students' needs in accordance with their situation. Educational psychologists will regularly come to the school to provide assessment and support for students. To respond to students' emotional or learning needs, it provides appropriate individual and group counselling and makes examination adjustment arrangements for students in accordance with the recommendations of educational psychologists.

The Secondary 1 Mentor Scheme: All non-class teachers (including Principal and Assistant Principals) serve as mentors for S1 students to help in their adaptation and development, both academically and non-academically. In addition, some subjects adopt small class teaching and curriculum tailoring, and arrange after-school enrichment classes, as well as elite classes. Mathematics classes in Form 4 are divided into groups according to the students' different abilities. Relevant teaching adjustments are made according to students' needs to comprehensively take care of their diversity.