Homework Policy

The amount of homework of the three core subjects, Chinese, English and Math, should not be more than 30 minutes. Teachers set the homework according to the principles as follows:

1. The homework given is relevant to the school curriculum and has a clear learning goal, aim or objective.
2. Help students to learn through using different resources, e.g. libraries, reference materials, the Internet, other community resources.
3. Guide students to develop independence and creativity.
4. Offer interesting and challenging tasks for students to do, e.g. experiment, survey. A variety of approaches and styles can be used for designing homework to motivate students.
5. Make use of homework in helping students to plan and take control of their own learning, see their own progress, and develop good studying habits.
6. Enable students to work in groups to develop collaboration skills.
7. It is learner-friendly.
8. The homework is neither too hard nor too easy and it is framed in such a way that it encourages students to do their best.
9. The homework helps to improve students' thinking and promotes deeper understanding of a specific theme or issue.
10. Recitation or other forms of memorisation should not be totally discouraged but should be selectively used for study, such as promoting appreciation of literary texts, memory for understanding.
11. The homework should cater for individual differences.
12. The homework links classroom learning to students' lives, e.g. by linking events / people of the distant past and / or places in remote parts of the world to learning contexts familiar to students.
13. Use short-term homework to help students to review and practise what has been covered in class.
14. Long-term homework such as projects can be used to require students to plan their pace of work, delve into subjects that interest them, and present the information and ideas that they have formulated.

Assessment Policy

1. Our school assessment policy links with the curriculum that has set out what students should learn in terms of the learning targets / objectives (e.g. knowledge, skills, values and attitudes).
2. Assessment for learning is the basic principle of our school assessment policy. Different kinds of assessment methods are used to collect evidence of student learning to assess what students are expected to learn (i.e. learning targets and content) and the learning processes. Feedback is then given to students and teachers to form basis on decisions as to what to do to improve learning and teaching whilst diverse students’ needs are catered. Formative assessment and summative assessment are used to achieve the balance between assessment of learning and assessment for learning.
3. Formative assessment: project-based learning, learning portfolio, self-assessment, peer assessment, teacher observation, teachers’ oral feedback and assessment task.
4. Summative assessment: three examinations.