CCC Kei Chi Secondary School
Roles of the School Management
In general, the Student Support Team of a school is subordinate to either the Curriculum, Learning and Teaching Committee or Student Affairs Committee. Our Learning Support Committee (LSC) is subordinate to these two committees concurrently. Led by two vice-principals, the LSC facilitates school-based work at different levels, taking care of students with special educational needs (SEN). The LSC can perform its duties effectively because the school management, being knowledgeable about the operation of student support, plan and implement with careful consideration.
The duties of the LSC include providing appropriate and diversified support services for students with SEN, establishing a regular communication mechanism with parents, and providing teachers with advice on teaching accommodation, with a view to enhancing students' learning effectiveness and facilitating their integration into school life. The LSC together with the Discipline Team, Counselling Team and Career and Life Planning Team used to be subordinate to the Student Affairs Committee. Through explicit policies and appropriate measures, these committees had been making joint effort to provide students with support and activities in various areas to enable students to develop in a holistic and balanced manner. As early as in the 2017/18 school year, the principal strategically promoted the Learning Support Team to the LSC. Furthermore, the LSC has started to be subordinate to the Student Affairs Committee and Curriculum, Learning and Teaching Committee since the 2020/21 school year. In this way, the school not only optimises classroom learning and teaching to cater for the learning and adjustment needs of all students through tier-1 support, but also facilitates effective collaboration among subject panels and committees to devise support programmes and implement curriculum, teaching and assignment adaptation for students with SEN.
By implementing optimised classroom learning and teaching strategies at three levels, i.e. external, internal and subject levels, the school improves the design of assignments from different perspectives. Like the analogy of using a smaller gear wheel to drive a larger one, teachers are facilitated to improve classroom teaching arrangement or curriculum planning in order to enhance students' learning effectiveness.
At the external level
The school management has sought external professional support to implement multi-disciplinary collaboration. Mathematics teachers, school-based speech therapist (SBST) and external professionals (e.g. the Speech Therapy Service Section of the Education Bureau) have joined hands to implement the school-based “Curriculum-based Language Support” collaboration programme on Mathematics. They work together to prepare the content and notes for teaching so as to equip students with different strategies for learning mathematical language.
At the internal level
The school management makes use of mixed-class re-grouping/ small group teaching strategically, including dividing four classes into five groups at junior secondary level during Chinese lessons, dividing four classes into five groups at all levels during English lessons, etc. Teachers also adopt diversified teaching strategies to support students with different learning abilities. In addition, the school arranges the SBST to work with Chinese and English teachers to provide oral training for students in Chinese and English.
At the subject level
The school facilitates the cooperation between the LSC and the Curriculum Development Committee by setting up a “Differentiated Instruction Development Team”. They hold meetings with representatives of teachers from all key learning areas to set up research and learning groups, share with teachers the successful experiences in the design of tiered worksheets in Chinese and Mathematics. Teachers of each subject focus on exploring how to improve the design of tiered assignments and optimise the learning and teaching strategies on an ongoing basis. The LSC works with the SBST and subject teachers to make assignment accommodation. During the collaborative lesson preparation sessions of various subjects, members of the LSC share with colleagues the experience in the design and application of tiered worksheets and recommend these good practices to other subjects strategically.
To bring about changes, the school management needs to be far-sighted with a clear vision and plan strategically. With the leadership and support of the principal, the LSC will further develop its function and provide students with appropriate and diversified support in light of their different needs.