Teacher Partnership Program

The Teacher Partnership Program (TPP) is a comprehensive, school-based initiative designed to enhance the skills and effectiveness of teachers through targeted teacher training. This program places a strong emphasis on two core principles: Timely in-class visits and Pragmatic, actionable advice.

  • The "Timely" component ensures that support and guidance are provided at critical moments during the school year, offering immediate, context-specific feedback that can be quickly implemented. This approach helps address challenges as they arise, fostering a dynamic and responsive teaching environment.
  • The "Pragmatic" aspect of the TPP focuses on delivering practical, actionable advice that teachers can easily incorporate into their daily routines. This hands-on guidance is grounded in real-world classroom experiences, ensuring that the strategies are both relevant and effective.

By combining these two key elements, the Teacher Partnership Program empowers teachers to continuously improve their teaching practices, ultimately leading to better student outcomes and a more enriching educational experience for all stakeholders.

Subjects S1 S2 S3 S4 S5 S6
Business, Accounting and Financial Studies       * * *
Business Studies     *      
Biology     * * * *
Chemistry     * * * *
Chinese History * * * * * *
Chinese Language * * * * * *
Chinese Literature           *
Citizenship, Economics and Society *          
Citizenship and Social Development       * * *
Economics       * * *
English Language * * * * * *
Mathematics (Extended Part Module 2)       * * *
Geography * * * * * *
Health Management and Social Care       * * *
History * * * * * *
Home Economics * * *      
Information and Communication Technology * * * * * *
Integrated Science * *        
Mathematics * * * * * *
Music * * *      
Physical Education * * * * * *
Physics     * * * *
Religious Education * * * * * *
STEAM * * *      
Tourism and Hospitality Studies       * * *
Visual Arts * * * * * *
Physical Education (DSE)       * * *