Fanling Lutheran 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 and weightings for S.1 discretionary places:
Academic Result: 20%; Interview Performance: 35%; Conduct: 15%; Extra-curricular Activities: 10%; Awards: 10%;
School Comment (e.g. report cards of primary school): 10%.

1. Our school offers a diverse curriculum with an emphasis on language skills, critical thinking, speaking techniques, and the use of information technology. Teachers employ a variety of teaching methods, including a "Bring Your Own Device" policy, where electronic teaching is conducted in the classroom and students can also engage in e-learning using their personal tablets, fostering self-directed learning.
2. Our school actively promotes STEAM education, incorporating STEAM courses into some junior form subjects to foster a student-centered learning and teaching approach.
3. Our school has introduced the "Morning Reading" and "Read to Grow" programs to actively foster a culture of reading and writing. We also run the "Fun with Reading" incentive programme for S.1 to S.3 students, and each subject includes a structured reading strategy aimed at developing strong reading habits in students to support lifelong learning.

Apart from organizing activities for parents and students to improve their relationships, our Parent-Teacher Association also provides talks and training courses for parents to enhance the understanding of the school’s goals and policy in education.

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.

Our school recruited special educational needs student (SENs) support committees, including a special educational needs coordinator, an educational psychologist, a clinical psychologist, counselling psychologists, a speech therapist, social workers, student counsellors, Chinese teachers, English teacher, Science teacher, and Mathematics teachers. The educational psychologist provides assessment services for students of having suspected special learning difficulties; the clinical psychologists, counselling psychologist, social workers and student counsellors offer emotional support; and the speech therapist arranges assessment and speech training. Parents and teachers educational trainings are given to enhance skills for supporting students with learning difficulties so as to foster the culture of integration. The team coordinates with the whole school to implement the 3 Tier Support Mode in order to support students' learning differences and personal growth, and to assist parents and teachers with taking care of learning differences.
In Tier-1,
-Early identification and diversified teaching strategies to create positive learning environment support for students.
In Tier-2,
-Counselling programs and training groups for SEN students.
-Social emotional learning training groups, Life-planning themed counselling programs, and intensive tutorial lessons help achieving personal growth supports of SEN students.
-Special arrangements for lessons, homework and examinations for SEN students.
In Tier-3,
-Cooperation with professionals giving intensive individualized supports to SEN students.