Lung Kong Wfsl Lau Wong Fat 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 ).The admission criteria and weighting for S1 are as follows:
1. Academic Performance: This includes academic results, awards, and ranking from the Education Bureau (40%); 2. Interview Performance (30%);
3. Extra-curricular Activities and Awards (20%); 4. Conduct (10%). Applicants demonstrating outstanding performance will be awarded bonus marks.

To enhance learning through assessments, there is a Uniform Test Week in each term, a Mid-year and a Final Examination within each school year. For school-based continuous assessment in junior forms, coursework, assignments, class performance, project work and a wide variety of assignments are included.

We aim to nurture students who are self-directed learners through a holistic and balanced curriculum.
1. All subjects develop teaching materials that enhance students' self-directed learning with the support of IT resources and a BYOD policy.
2. Students are guided in applying note-taking skills that promote better organisation of notes and extend their learning capabilities.
3. School-based initiatives, such as collaborative lesson planning and peer lesson observation, significantly enhance students' learning effectiveness.
4. A variety of whole-school academic activities and thematic weeks have effectively boosted the learning atmosphere. Students can enjoy authentic learning experiences with engaging and interesting learning activities.
5. Small class teaching in English for senior forms improves students' English proficiency and addresses learner diversity. Activities such as English Day, English Week, and the Inter-school Speech Festival increase students' interest in learning English.
6. The school actively promotes electronic reading to diversify students' reading pathways. Students can access a free electronic reading platform provided by the school, enabling them to read hundreds of books from various fields online anytime and anywhere, thus fostering independent learning.
7. Students are encouraged and selected to participate in a variety of activities and competitions under the "One Subject; One Competition" initiative, showcasing their learning outcomes and boosting their confidence in learning.

Our school’s Parent-Teacher Association (PTA) was established in 1999. In alignment with the Education Bureau's 2024 guidelines for the ‘Curriculum Framework on Parent Education (Secondary School)’, we have actively organised educational seminars for parents and parent-child workshops covering topics related to adolescent development and parent-child communication. These efforts aim to promote collaboration between home and school, enhancing students' sense of belonging to the school. Additionally, since July of 2006, we have included parent representatives on our school board to ensure open and transparent governance. Class teachers also maintain regular contact with parents, working together to support student growth and development.

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.; and organising activities to create an inclusive learning environment in the school.

Inclusive Education is carried out in a whole-school approach. The Student Support Team, together with the Guidance Committee, Discipline Committee, Social Workers, Teaching Assistants, and Student Counselor, promotes an inclusive education policy to support students' learning and growth needs. The school also works closely with the EDB and an Educational Psychologist to conduct periodic assessments. Parents are invited to meetings to work out an individual education plan for their child, evaluate the effectiveness of the plan, and learn skills that can help and guide their child holistically. The school uses the Learning Support Grant and Grant for Supporting Non-Chinese Speaking Students with Special Educational Needs to hire services such as speech therapy, social skills training, after-school support and hiring of qualified personnel who specialise in supporting SEN students.

To better facilitate student development, two class teachers are deployed for each S.1-S.6 class. Form meetings are convened to provide pastoral care and support to students. We also organise a wide array of activities for students in need. To cater for learner diversity, S4-S6 students are streamed into smaller groups for Chinese, English and Maths subjects. Various learning support measures, such as Social Skills Classes, Reading and Writing Classes, and Peer Support Groups have been adopted to support students with diverse needs.