Whole-school Language Policy:
Developing students’ language abilities has been one of our major concerns for years. To this end, we have been implementing a range of measures and strategies including:
1. introducing school-based English curricula, including Literature in English and Language across the Curriculum to junior forms in order to maximize students’ exposure to English and their opportunities of learning the language; and
2. participating in the Chinese Language SEED Project of the EDB with eight of our Chinese teachers being seconded to the EDB to promote curriculum reform, thus enabling our teachers to keep abreast of the trends in curriculum development.
3. Enhancing students' Putonghua proficiency through Putonghua lessons and other learning activities.


Learning and Teaching Strategies:
1. The school endeavours to build up an environment conducive to learning in English through a variety of activities including English Speaking Day, English Week and foreign students exchange programme etc.
2. Providing formal curricula to ensure students can acquire useful knowledge and achieve good results in public examinations;
3. Involving in various pioneer/seed projects including Chinese, English, and I.T. so as to keep abreast of new educational trends;
4. Seconding experienced teachers to EDB to enhance curriculum development in various subjects in Hong Kong;
5. Developing various school-based curricula such as Integrated Arts Education to suit the needs of our students and to prepare them for the new educational changes in Hong Kong;
6. Adopting new teaching approaches including collaborative teaching, cross-curricular project assessment, peer lesson observation and arranging co-planning periods to improve teaching effectiveness.

School-based curriculum:
1. Electives: 3X. Our school offers 14 elective subjects. Students can choose to study according to their abilities and interests.
2. Curriculum highlights: Language across the Curriculum (S.1), English Literature (S.2-S.3), Computer Literacy (S.1-S.3), Integrated Arts Education (S.4-S.5), Moral & Civic Education (School-based Moral Education and S.1-S.3 Tung Wah Group of Hospitals Moral Education Curriculum are implemented).

Development of the Four Key Tasks:
1. Project Learning: Project learning activities with specific objectives are organized for students at junior secondary levels. They enable students to develop self-learning, problem-solving and communication skills. Students can also enhance their ability of expression and sharpen their I.T. skills. Teacher advisers monitor the learning progress of students and provide them with timely guidance and feedback. Outstanding learning outcomes are shared among students in a variety of formats such as oral presentations, board decoration, written reports, radio dramas, etc.
2. Reading to learn: Besides reading policies of different subjects, a Morning Reading Session is arranged every day to provide students the chance to read books under different key learning areas. Students need to prepare reading portfolios and record their own progress for future evaluation and improvement. Sharing sessions on reading are held periodically where teachers and students can share their reading experiences and introduce good reading books to others.
3. Moral and Civic Education: Moral Education lessons and different training programmes are arranged for each year level to help students establish their goals and attitudes towards their studies and lives. Through school policies on social services, students are encouraged to participate in voluntary work, which helps to cultivate their civic-mindedness. The ‘Give Warmth to Mountainous Areas’ activity. It enables students to experience the life of their counterparts there.

Life Planning Education:
With the help of the Career and Life Planning (CLP) grant, our school has enriched and expanded our career guidance service. We have prepared CLP Education Programmes for our students to help them better understand their own interests, abilities and orientations. They are then encouraged to make well-informed choices about their future studies and careers.
We have also designed a CLP Handbook for our senior form students so that they can make records of all the activities they have participated in and gather all the required information for writing up their Student Learning Profile (SLP) in Form 6. This handbook can also be regarded as a portfolio of their personal development. Through it, the teachers can understand their students’ academic and career aspirations and give them appropriate and timely guidance.
Another highlight of our senior form career guidance activities is the individual and group counselling sessions for all our students. In order to help them set up a concrete plan for further studies, our Principal, Vice-principals, form teachers and Careers teachers have all taken part in giving advice to students on their career planning and JUPAS programme choices.

Details: https://www.twghlkss.edu.hk/