Hong Kong True Light 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 ).Academic result and EDB rank order: 60%
Interview: 30%
Extra-curricular Activities Performance and Awards: 10%

Assessment for learning is for the purpose of consolidating learning and enhancing their proactive pursuit of knowledge and spirit of inquiry. Hence, various forms of continuous assessment of a formative nature have been adopted to better reflect and monitor students' learning situation over time.

According to EDB's focus inspection report, our school has nurtured students' good characters and positive learning attitude through both the formal and informal curricula. Moreover, our school has provided students with various activities to encourage them to think from different perspectives, thus building up their positive views on life and values. The report also points out that the goals of our school curriculum are clear, focusing on fostering students' all-round development. The English focus inspection report by the EDB shows that our school has put a large amount of resources, especially human resources, in English Language teaching. Our school principal has been passionate about the key learning area of English Language Education. Our school attaches great importance to students' English Language learning. The School Sponsoring Body has employed an additional English consultant and Native English teachers, and English split-class teaching is implemented in all levels. The passing percentage of Chinese Language and English Language in 2025 Hong Kong Diploma of Secondary Education Examination were about 99% and 98% which is higher than the average passing percentage of Hong Kong. There were 12 subjects with passing rates higher than 90%. Furthermore, there were 7 subjects with the percentage of Level 4 or above higher than that of Hong Kong day school students. The percentage of students entering the JUPAS bachelor degree programme is higher than the territory-wide level and the value-added results of four core subjects, best five subjects and several elective subjects are higher than the Hong Kong average. Our school has further utilized additional funding for group teaching in some core subjects and most of the elective subjects in Secondary 4, 5 and 6. This has substantially increased the teacher-student ratio and the interaction between teachers and students. More frequent feedbacks during lessons can be achieved so as to improve teaching effectiveness.

School-parent cooperation is highly treasured. The PTA engages in organizing a wide range of voluntary work and actively takes part in major school functions in order to tie in with the objective of the setting up of PTA. Parents highly appreciate school effort in cultivating students' values and multi abilities. A PTA Scholarship was established for students who attained outstanding grades in conduct. Our school has also got the sponsorship from QEF to set up the Parents Resources Centre.

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; organising activities to create an inclusive learning environment in the school; and hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students.

Our school adopts a “whole school approach” model to implement integrated education. We establish a learning support team, members include vice-principals, SENCO, SENST, school social workers and the educational psychologist to cater for students with special educational needs. We also arrange teachers to receive integration education training to enhance their professional competence. Our school makes a flexible use of the Learning Support Grant and other school, which includes hiring teaching assistants to provide students with appropriate after-school support and social skill training, and outsourced speech therapy services for students in need. We also cater for students’ learning diversity and improve their learning outcomes through diversified teaching strategies. Our school joins the “Student Mental Health Support Scheme”, and also works closely with school-based educational psychologists to conduct regular student assessments and meetings, and invite parents to participate in individual meetings to design concrete and feasible support programs for students. Our school is committed to building an inclusive culture.

In order to expand students' learning experience outside the classroom and help them identify their personal goals in life, the school has arranged different programmes to cater for students' needs, including Experiential Learning Day, Exchange Programmes, Voluntary Service, University Visit, Professional Talk, Workplace Experience Plan, Mentorship Programme and Leadership Training Camp. Through discussions on current social issues, National education is effectively promoted. Students are groomed to establish comprehensive value educations. Students from different backgrounds are therefore effectively catered for. Split classes are practised in English, Chinese and Mathematics lessons from S.1-S.3.