We believe that every student is unique and has his/her potential. It is believed that through a systematic and targeted manner, we can explore and help nurture students with different capabilities on their academic, social and affective aspects, thereby realizing one’s potential, building self-confidence and enhancing self-worthiness.
Not only do we hope to enhance teaching quality but we also hope to strengthen the mode of Gifted Education, from ‘identifying students’ potentials’ to achieving ‘capabilities development’. This helps foster the popularization of Gifted Education. The infiltration of the elements of Gifted Education into our Universal Education helps inspire students’ thinking, creativity, personal and social skills. Each student has an opportunity to unleash potential. In addition, ‘adding Gifted Education elements into Universal Education’ can be achieved, emphasizing that well-performed students can gain benefits from school-based Gifted Education service systematically, so that their potentials can be developed fully.
The school-based ‘CCH Children's Gifted Behavior Questionnaire', with the idea of home-school cooperation, strengthens the mode of Gifted Education in ‘identifying students’ potentials’ at an early stage to achieving ‘capabilities development'. Furthermore, our team coordinates, optimizes and adds new items to the existing Gifted Education ‘Talent Pool’. Through enhancing the teaching quality of each subject, it is hoped that students’ potentials can be better explored and developed, enabling each student to receive equal opportunities to develop their potentials.
Our school adopted the "Three-Tier Implementation Model" from EDB to plan and implement our school-based gifted education programs.
(a) Level 1 refers to using pedagogies that could tap the potential of students in creativity, critical thinking, problem solving or leadership, etc. in the regular classroom;
(b) Level 2 refers to offering pull-out programmes in disciplinary or interdisciplinary areas for the more able students within the school setting; and
(c) Level 3 refers to provision of learning opportunities for the exceptionally gifted students in the form of specialist training outside the school setting.
These are the external gifted education programmes / activities which our students took part in before:
Ho Zheng Wing, S6
Course joining: Knowing more about how the immune system fights against bacteria and viruses
"I want to study Biomedical Sciences, so my Biology teacher encouraged me to join this course. The course gave me the opportunity to learn more about the human immune system. Later, the school invited me to shoot a short video to share with schoolmates the knowledge I have gained."
Hung Sui Ching, S4
Course joining: Gifted Education Fund: Off-school Advanced Learning Programmes - Hong Kong in Arts: Creative Arts Technology and Cultural Inheritance Programme for Gifted Students
"I had a precious opportunity to learn more art media. During my study, I began to develop an interest in architectural design. Thanks to the teacher for helping me choose paintings and exercises, and helping me pass the interview so that I can participate in this course."
Chan Hei Lok, S3
Course joining: First experience in Psychology
"It turns out that you can see through a person's psychology just by observing small movements and handwriting! Upon completion of the course, I am more certain that my interest in Psychology, and even in Criminal Psychology, will be of great help to my choice of subjects."
Please refer to the document attached to learn more about Gifted Education in our school.
For further readings, you can refer to the following websites:
Education Bureau--Gifted Education
Hong Kong Academy for Gifted Education
The Gifted and Talented Scheme, Faculty of Education, The Chinese University of Hong Kong
Gifted Program in Mathematics and Physics, Centre for Gifted Education Development, Faculty of Science, Hong Kong University of Science and Technology
HKU ACADEMY for the TALENTED