Yuen Long Catholic Secondary School

Band 3a

Co-ed

School Net Yl

Aided

N/A

Hong Kong本地→DSE

12.31

G7 - G12（S1 - S6）

3 

Chinese

Traditional Chinese

Catholicism

1995

-

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 ).Interview: 20%,<br>Academic results of P.5 and P.6: 40%,<br>Conduct:30%, <br>Services, awards and extracurricular activities: 5%.<br>Ties with school: 5% (e.g. Catholic Primary School)

Uniform Tests and 2 examinations are organised every school year. The school values continuous assessments and employs multi-modal assessments to monitor students’ learning progress. Classroom performance, SBAs and coursework have been incorporated as assessment components.

1. Emphasis is laid on developing students' language competence. Curricula are designed based on the EDB's 8 Key Learning Areas . The school-based curriculum is built upon and adapted from the official curriculum. <br>2. Curriculum Integration and cross-subject activities are implemented to enhance the learning and teaching outcomes.<br>3. Developing students' interests and habits in extensive reading through subscribing to digital reading platforms (e.g. Hyread e-book), running ‘Good book recommendation' sessions by teachers and students, a league table for active readers, book fair, inter-class board decoration competitions, slogan-design competitions for the promotion of extensive reading, and organising subject-based extensive reading schemes. <br>4. Developing learners' autonomy and Information Literacy through incorporating IT elements in teaching.

The Parent-Teacher Association and its subsidiary Parents’ Voluntary Services Group provide the school with indispensable support for its development. The Parent-Teacher Association runs seminars, parents’ meetings, workshops, tea-gatherings and picnics. Not only do these events promote parent-school communications and exchanges, they also build up rapport between the two parties and enhance student and parents’ sense of belonging towards the school. <br>Parent volunteers also lend their support in organizing school functions, such as school uniform redistribution, bazaars, meal tasting for lunchboxes.

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.

The school has set up a Student Support Team to address the particular needs of SEN students. The team comprises 4 teachers and 3 social workers. They support SEN students by running enhancement and remedial classes, carrying out teaching and assessment adjustments, offering counselling, running social groups, offering speech therapy, designing IEPs, referring to Educational Psychologists for assessment and counselling, having parents’ meetings and running exam-preparation classes. Also, our school offers a range of support to Non-Chinese Speaking students through the ‘Grants for Supporting Non-Chinese Speaking Students with Special Educational Needs’.

S.1 entrants are streamed on the basis of their attainments in the Attainment Tests so as to take good care of learners’ diversity. For the sake of supporting struggling students and stretching the potential of more able learners, after-school Learning Support Groups, Enhancement Classes, Remedial Classes, tutorials and training courses are offered. Teachers would also run supplementary classes for S.4 and S.6 during holidays and after-school. <br>The school has also set up task forces to support NCS, SEN students, and NAS. Their particular learning needs are addressed by gatherings, internal and external activities, psychological and emotional counselling, English Language and Chinese Language classes, etc. <br>Learning Support For Non-Chinese Students (NCS):<br>Chinese language courses run in small-groups or in a pull-out mode, after-school learning support and group activities. <br>Learning Support for New Arrival Students (NAC): <br>English classes, Cantonese classes, Conventional Chinese Characters classes, and NAS Adaptation Programmes will be provided.

Established

The IMC has been set up in 2015.

1. To foster a positive learning vibe through employing a whole-school approach to disciplining and counselling; To support students’ personal development through encouraging them to actively take part in extra-curricular activities and in leadership development programmes<br>2. To develop students as autonomous and self-regulated learners;<br>3. To promote a school culture of professional exchanges;<br>4. To develop school-based curricula for enhancing students’ learning outcome.

Major Concerns I:Enhance　students' learning motivation and autonomy, promote diverse teaching and learning, and cater for learner diversity.<br>Major Concerns II: Strengthen the promotion of values education to establish a positive culture among students.

1. Whole-school Class-Management Plans: Development Programmes, Leadership Development, Voluntary Services, teacher-student gatherings and dual form-teacher systems, etc. These measures form an extensive support network for students when they are in hard times, and guide them back to the straight and narrow;<br>2. "Adventure-based Counselling” and "Small Group Counselling": Assisting students to overcome the challenges they encountered in their study and in personal development;<br>3. A “Discipline cum Counselling” approach to nurture our students;<br>4. The Religious Affairs and Moral Education Team runs morning assemblies and monthly gatherings to foster students’ spiritual development.

Embracing Christ's love and the ideal of whole person education, teachers and students co-operate to build up the culture of mutual respect. Our school mission is committed to providing quality education to foster students' multiple intelligence and cultivate their life-long learning attitude and Christianityity values.

The salt of the earth; the light of the world.

The school encourages students to go green. Recycling bins have been placed on campus to facilitate the recycling of paper, plastic articles and aluminum cans.

不提供寄宿

Chinese/English/Math Paper / English Interview / Cantonese Interview