Curriculum Design 課程設計
 

Through learning circle & collaborative lesson planning, our teachers design interactive lessons, which have a variety of learning activities and are related to daily application for our students. Students are encouraged to participate, collaborate, communicate and create in order to construct knowledge by themselves.

本校老師透過建構學習圈及共同備課, 設計互動化、多元化及生活化課堂, 鼓勵學生多參與,多協作、多溝通及發揮創意,建構知識。

Besides, our teachers provide learning activities of different levels to cater for learners’ diversity. Teachers make use of different modes of assessment to give feedback on students' learning, so as to promote assessment for learning in a sustainable way. Students are motivated to learn through projects, site visits, experiential learning, social services, flipped-classroom and self-learning on the web. In this way, it is hoped that students' self-learning habits and life-long learning skills will be developed.

老師亦提供不同層次學習活動,照顧學生學習多樣性。老師透過持續及多元化的評估模式,回饋學生學習情況,推動評估促進學習。學生亦可藉不同的學習經歷,如專題研習、實地考察、體驗學習、社會服務、反轉教室及網上自學等,培養共通能力和學習興趣。

 

2018/2019 學年開設科目 中一至中三
以中文為教學語言: 中國語文、普通話、中國歷史、宗教教育、體育、通識教育(中三)
以英文為教學語言: 英國語文(包括跨學科英國語文運用)、數學、綜合科學(包括物理、化學、生物課程)
按班別/組別訂定教學語言/校本課程: 地理、歷史、生活與社會(中一至中二)、經濟(中三)、「企業、會計與財務概論」(中三)、普通電腦、音樂、視覺藝術
2018/2019 學年開設科目 中四至中六
以中文為教學語言: 通識教育、中國語文、倫理與宗教、資訊及通訊科技、地理、中國歷史、歷史
以英文為教學語言: 英國語文、數學、物理、化學、生物
按班別/組別訂定教學語言/校本課程: 經濟、「企業、會計與財務概論」
2019/2020 學年擬開設科目 中一至中三
以中文為教學語言: 中國語文、普通話、中國歷史、宗教教育、體育、通識教育(中三)
以英文為教學語言: 英國語文(包括跨學科英國語文運用)、數學、綜合科學(包括物理、化學、生物課程)
按班別/組別訂定教學語言/校本課程: 地理、歷史、生活與社會(中一至中二)、經濟(中三)、「企業、會計與財務概論」(中三)、普通電腦、音樂、視覺藝術
2019/2020 學年擬開設科目 中四至中六
以中文為教學語言: 通識教育、中國語文、倫理與宗教、資訊及通訊科技、地理、中國歷史、歷史
以英文為教學語言: 英國語文、數學、物理、化學、生物
按班別/組別訂定教學語言/校本課程: 經濟、「企業、會計與財務概論」

 

 

 

Strive for Perfection through a school-based curriculum
校本課程 臻於至善

 

Our school-based curriculum is broad and balanced, and we provide our students with a variety of subjects so that they can have whole-person development and embark on life-long learning. We have curriculum tailoring so as to provide learning activities of different levels for our students and cater for learners' diversity.

本校為學生提供寬廣、均衡而多元化課程,促進全人發展和終身學習。各科皆設校本課程,適當地調適學習內容,提供不同層次學習活動, 照顧學習多樣性。

Besides the acquisition of knowledge, our curriculum also emphasises the cultivation of values and the mastery of generic skills. In addition to the core curriculum, extended curriculum is provided to further develop student s' potential and cater for learner s' diversity.

課程除知識外,同時著重價值觀及共通能力。除核心課程外, 設延伸課程,進一步發展學生潛能,照顧學習多樣性。

 

Assessment for Learning
促進學習評估

 

Apart from internal tests and examinations, various modes of assessment are adopted such as project learning, journals and peer observation. The strategies include students’ self-evaluation, peer observation, teachers’ evaluation and learning circle, so as to improve the effectiveness of learning and teaching. We also require the students to conduct self-evaluation in their learning achievement and attitude.

本校在「促進學習評估」和「對學習評估」方面,兩者兼備。除恆常的考試和測驗外,各科均設有進展性評估,著重學習過程和學習回饋;以多元化的評估模式(如專題研習、學習歷程檔案、課堂觀察) 和策略(如學生自評、同儕互評教師評估),作為改善學習與教學的基礎。

 

Mobile learning
移動學習
 

SBC is the pioneer in integrating IT into various curricula of Hong Kong. Since the establishment of the Joint School Information Technology Society (JSIT) in 2002, our school's information technology group has successfully researched and developed a number of cross-curriculum applied mobile study modules and apps, which have been introduced in many workshops organised by the Education Bureau and other commercial organisations. The appropriate use of mobile learning can improve self-learning effectiveness, whether students learn on their own at home or during field trips.

本校是把資訊科技融入香港學界之先驅。自2002年創辦聯校資訊科技學會(JSIT),本校資訊科技組不斷研發多項跨學科應用移動學習模式,並於多個由教育局或商業機構舉辦之工作坊中分享經驗。我們深信移動學習模式有助提升學與教效能,讓學生能隨時隨地進行自主或協作學習。

With the full-fledged IT infrastructure, all classrooms and special rooms are equipped with high speed WiFi access to the Internet to facilitate teaching and learning. Our school has introduced the "Bring-Your-Own -Device" (BYOD) policy. It is expected that mobile learning will be applied to more academic subjects in the school, on the condition that it will benefit the students in their learning. We will continue to encourage and promote mobile learning in the campus and to different stakeholders.

有見及此,本校全部課室及特別室均已鋪設高速無線網絡,供師生學習之用;本校現推行學生自攜裝置(BYOD)政策,把移動學習風氣推廣至更多科目。

In the past five years, teachers in this school have gradually strengthened the use of cloud-based application software and platforms, e.g. Google Apps for Education. Thanks to the 'iPad for ALL' scheme, students learn anywhere, anytime, and achieve self-regulated learning. Not only can students obtain study resources and information via the Internet at any time convenient to them, but also share their learning experience with their peers and teachers more efficiently. The cloud-based technology enables the teachers and students to collaborate as partners and  jointly create a common study platform.

過去五年,本校教師逐步增加使用雲端軟件及相關平台,例如Google Apps for Education,加上靈活運用校內百多台平板電腦,學生可不受課堂時間和地點的限制進行學習,提升自主學習的效能。學生不單能隨時隨地跟老師及其他同學交換意見,更重要的是學生能自主控制學習進度,自行提升學習質量。近年,本校不單採用「Samsung智能學校解決方案」協助教學,亦適時使用iPad作為教學活動工具。