Learning and Teaching > Curriculum

Our school mainly enrolls students with physical disabilities and multiple impairments, resulting in significant differences in learning among students. Driven by the mission of the Hong Kong Red Cross School, our school is committed to resource allocation and offers four sets of curriculums: Mainstream Curriculum (Secondary), Mainstream Curriculum (Primary), School-based Adapted Curriculum and Adapted Curriculum (Curriculum for Moderate Intellectual Disabilities. With the aim of catering to the diverse learning needs of students, we hope to fully develop students' strengths to ensure their academic success.

Hyperlink：

1. Mainstream Curriculum
2. School-based Adapted Curriculum  
3. Adapted Curriculum (Curriculum for Moderate Intellectual Disabilities)       
4. Strategies for Learning and Teaching Support across the Curriculum

 

Mainstream Curriculum

Introduction to Mainstream Curriculum (Primary)  

he Primary Regular Curriculum consists of a six-year program from Primary 1 to Primary 6. The curriculum is designed with a focus on holistic education, aiming to cultivate students' knowledge, skills, and values. In our school, the primary subjects include Chinese, English, Mathematics, General Studies (which will be split into Science and Humanities), Visual Arts, Music, Physical Education, Reading, Computer Studies, and Putonghua. Primary education emphasizes a solid foundation in knowledge while also focusing on the holistic development of students. Through diverse teaching methods and activities, it aims to stimulate students' learning interests and potential.

	P1	P2	P3	P4	P5	P6A1	P6A2
Chinese Language
English Language
Mathematics
General Studies
Computer Studies
Putonghua
Physical Education
Visual Arts
Music
Physical and Arts Activities
Reading
Weekly Meeting
Class Teacher Lesson
Non-Chinese Language Support

 

Introduction to Mainstream Curriculum (Secondary)

In line with the Education Bureau's latest seven learning goals for secondary education and considering students' abilities, interests, and needs. The secondary school curriculum aims to enhance students' lifelong learning and self-directed learning abilities throughout their years of study. Students' learning experiences include knowledge in different key learning areas, generic skills, values and attitudes. Through the five essential learning experiences integrated in the curriculum, students are encouraged to promote holistic development, cultivate lifelong learning, and develop the ability to "learn how to learn," ultimately achieving the seven learning goals.

 

Junior Secondary Curriculum：

The knowledge foundation of the junior secondary curriculum is primarily composed of eight key learning areas, with generic skills, values, and attitudes integrated into learning and teaching activities inside and outside the classroom. Moreover, through a series of cross-KLA learning experiences, students are encouraged to promote holistic development and establish the foundation for lifelong learning.

 

Senior Secondary Curriculum：

The senior secondary curriculum continues from junior secondary education, offering a diverse and specialized selection of subjects to enhance students' ability to learn how to learn. It is built on the knowledge and learning experiences that students have gained in eight key learning areas, with a particular focus on the positive values and attitudes developed during the process. The senior secondary curriculum consists of three parts: core subjects, elective subjects, and other learning experiences.

 

	S1	S2	S3	S3E	S4	S5A	S6A
Chinese Language
English Language
Mathematics
公社/生社/公經社
STEM
Science
Chinese History
History
Geography
BAFS
Computer Studies/ICT/ICT
Physics
Biology
Tourism and Hospitality Studies
Visual Arts
Music
Putonghua
Technology and Living
Physical Education
Physical and Arts Activities
Reading Clubs
Weekly Meeting
Class Teacher Lesson
Non-Chinese Language Support

 

 

Objectives of Mainstream Curriculum

• The school is committed to promoting the comprehensive and balanced development of students across seven learning objectives, which include psychological and emotional health. Therefore, in curriculum design and development, the school strives to balance the following aspects: five essential learning experiences, learning areas, common competencies, values and attitudes, as well as other priority learning areas in the school-based curriculum, including students' well-being and quality of life after leaving school. This approach enables students to become proactive and responsible citizens who contribute to society, the nation, and even the world. 。
• Participate in the Territory-wide System Assessment (TSA) and the Hong Kong Diploma of Secondary Education (HKDSE) examinations.
• Students can proceed to universities or enroll in tertiary education institutions for further studies upon graduation.

 

Exam Arrangement of Mainstream Curriculum

• Self-assessment questionnaires will be set for each subject to provide feedback and enhance teaching practices.
• Stakeholder questionnaires for school self-assessment to facilitate review and plan formulation.
• Formative Assessment：Continuous quizzes and in-class activity assessments will be implemented for each subject to enhance feedback for learning and teaching.
• Summative Assessments：At least one test and one exam will be conducted for each subject per semester, with an analysis of students' overall performance.
• In both secondary and primary schools, continuous assessment and examination scores each account for 50%, encouraging students to focus on their daily learning process.

 

Past Public Examination Achievements and Examples of Further Education

Lai Kwan Yee scored 25 points in her best five subjects, achieving 5** in Chinese Language, and 5 in Biology and ICT. She has been admitted to the Chinese University of Hong Kong to study Chinese Language.

Pang Jing Jia scored 25 points in his best five subjects, achieving 5** in Economics and 5* in Mathematics. He has been admitted to the University of Hong Kong to study Business Administration.

Qiu Wing Yi scored 19 points in her best five subjects, achieving Level 5 in Economics. She has been admitted to Lingnan University's Social Sciences program.

 

Chan Ho Yan scored 20 points in her best subjects, achieving Level 4 in Chinese Language, Mathematics, Liberal Studies, and Economics. She has been admitted to the Polytechnic University's Business Administration program as an athlete.

Yuen Wing Kei achieved Level 4 in Chinese Language and has been admitted to Lingnan University's Digital Arts and Creative Industries program as an athlete.

Chow Long Ho has been admitted to Lingnan University's Cultural Studies program as an athlete.

 

Lam Yuk Shan scored 23 points in her best five subjects, including 5** in Integrated Science. She achieved Level 4 in Chinese Language, Mathematics, M2, and Liberal Studies. She has been admitted to the University of Hong Kong to study Ecology and Biodiversity.

 

Yau Si Man achieved Level 5 in Chinese Language, Level 4 in Mathematics, M2, Liberal Studies, and Economics.

 

School-based Adapted Curriculum

Introduction to School-based Adapted Curriculum

By adapting the curriculum in line with the concept of the 'One Curriculum Framework for All' as the mainstream curriculum, we aim to expand future employment pathways for students whose academic performance is less than ideal. We hope to develop a positive learning attitude, character, sense of responsibility, self-confidence, and a proactive outlook on life in students with physical disabilities and multiple impairments through vocational guidance and a practical curriculum. This approach will inspire their potential and lay the foundation for lifelong learning, preparing them to integrate into and serve the community in the future.

	S3B	S5B	S6B	S6E1	S6E2
Chinese Language
English Language
Mathematics
公社/生社/公經社
Science
Chinese History
BAFS
Computer Studies/ICT/ICT
Health Management and Social Care
Visual Arts
Music
Putonghua
Physical Education
Physical and Arts Activities
Weekly Meeting
Class Teacher Lesson
Life Skills Training
工作/Work/Vocational Training
Life and Career
Non-Chinese Language Support

 

Development Objectives of School-based Adapted Curriculum

• To address various learning disabilities, such as mild intellectual disabilities, visual perception difficulties, poor physical coordination, and non-verbal communication challenges, which significantly hinder students' ability to learn in the mainstream curriculum.
• Under the principle of “One Curriculum Framework for All”, each subject's curriculum is based on the mainstream curriculum and is adapted according to students' abilities.
• In addition to teaching theoretical knowledge, the curriculum also emphasizes practicality and training in work skills

 

Exam Arrangement of School-based Adapted Curriculum

• Self-assessment questionnaires will be set for each subject to provide feedback and enhance teaching practices.
• Stakeholder questionnaires for school self-assessment to facilitate review and plan formulation.
• Formative Assessment: Continuous quizzes and in-class activity assessments will be implemented for each subject to enhance feedback for learning and teaching.
• Summative Assessments：At least one test and one exam will be conducted for each subject per semester, with an analysis of students' overall performance.
• In terms of school-based adapted curriculum, the weight of continuous assessment from primary to junior secondary levels is increased to 60%, while in senior secondary, continuous assessment and examination scores each account for 50%.

 

Other Strategies

• Catering for individual differences among students
• Transdisciplinary collaboration to enhance student learning effectiveness
• Selecting teaching materials to match students' age and psychological needs
• Utilizing multimedia to enhance teaching and learning
• Providing diverse learning activities to enrich students' learning experiences and enhance their confidence
• Developing students' common abilities, nurturing their diverse potentials
• Incorporating practical elements into teaching materials to enhance students' adaptability for their future life and work
• Continuously improving school-based adapted curriculum and actively developing distinctive courses suitable for students. For example, we started offering a Qualifications Framework (QF) course, Certificate in Barista Assistant Training, in October 2023, assisting students in obtaining quality-assured qualifications through public certification.

 

Past students' career pathways

• 2023-2024
  • 20% of students received supported employment
  • 60% of students entered the Vocational Training Council's Shine Skills Training Center to develop their skills.
  • 10% of students entered daytime training or vocational rehabilitation services.
  • 10% of students entered sheltered workshops.

 

Actual Classroom Situation

1. Qualification Framework Course

Receiving training at the customized in-school "Café 1010".
 

Invited to the Hong Kong Red Cross Volunteer Award Presentation Ceremony 2023 to prepare coffee on-site for attendees.

 

Experience real-world work settings to expand work-related experiences

 

Experience real-world work settings to expand work-related experiences

 

Putting students at the center, maximizing potential

 

Collaboratively planning, implementing, and executing through transdisciplinary collaboration

 

2. Life Skills Lesson

Assembly a chest of 3 drawers

 

Replace a light bulb

 

Using a shoe rack

 

Replace timer battery

 

Using an electric screwdriver

 

Adapted Curriculum

The Adapted Curriculum is a school-based curriculum designed for students with mild intellectual disabilities. Under the 'One Curriculum Framework for All', it adjusts the content, learning pace, and expected learning outcomes according to the individual abilities and actual needs of each student.

 

Introduction to Adapted Curriculum

The Adapted Curriculum offers a total of three classes: MoMHC, MoMHB and MOMHA. The curriculum is designed and implemented using. The curriculum is designed and implemented using transdisciplinary collaboration. The goal is to integrate knowledge, common competencies, values, and attitudes across different stages of learning, fostering students' correct values and attitudes, promoting their holistic development, and cultivating their abilities for lifelong and autonomous learning. Additionally, it aims to cater to students' individual abilities and characteristics, unleash their potential, and enhance their capacity for independent living to meet future life and work needs, thereby facilitating their integration into society.

	MoMHC	MoMHB	MoMHA
Weekly Meeting
Class Teacher Lesson
Morning Exercise
Chinese Language
Practical English
Language(Speaking)
Reading
Technology and Living
Computer Studies/ICT
Mathematics
General Studies
Citizenship and Social Development
Life Skills Training
Science
Work/Vocational Training/Life and Career
Physical Education
Music
Visual Arts
Physical and Arts Activities
Non-Chinese Language Support

 

Development Objectives of Adapted Curriculum

• Implementing transdisciplinary collaboration for physical fitness, rehabilitation, and self-care training to enhance students' independence.
• Preparing students in career readiness before graduation, aiming for them to continue training at skills centres, sheltered workshops or day activity centres after graduation.

 

Exam Arrangement of Adapted Curriculum

• No Examinations for Adapted Curriculum

 

圖及文字Ｘ３

 

Learning and Teaching Support Strategies for All Curriculum

 Learning and Teaching Support Policies

• For students with other learning interests, they will be encouraged to participate in applied learning (ApL).
• Organizing various life-wide learning activities to enhance students' learning experiences.
• In conjunction with the Praise Action and "I Can Do It" program, we assist students in setting academic goals and enhancing their self-image.
• Utilize the diversity learning grant (DLG) to provide enrichment courses based on students' abilities and interests.
• Transdisciplinary collaboration provides support that corresponds to students' functional needs, helping them complete assessments, or daily vocational training and self-care training with appropriate equipment and adjustments, thereby improving teaching effectiveness.
• Provide integrated project-based learning for students across all curricula to cultivate their communication, collaboration, and problem-solving skills, preparing them for further inquiry-based learning in senior secondary school.
• Dormitory volunteer program to provide learning support for dormitory students.

 

Catering for Learning Differences

• Transdisciplinary collaboration through Individualized Education Plans (IEP) to tailor learning plans and pathways for students. For students with slightly lower learning abilities in mainstream curriculum, discussions with parents and students will be held to explore the possibility of transitioning to a school-based adapted curriculum.
• Mainstream curriculum includes enrichment and remedial classes to strengthen students' foundations and enhance the learning efficiency of high-achieving students.
• Utilizing subsidies to support transportation arrangements for top-performing students attending additional classes.
• Participating in the school-based support services organized by the Education Bureau to review the current school policies on "catering for individual differences," aiming for more efficient learning and teaching practices.
• Providing students with additional classes during lunchtime or vacant periods for various subjects.