• Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Mr. Yeung Yiu Chung, JP
      • School Head Mr. Wong Kam Leung
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Co-ed
      • Sponsoring Body Hong Kong Federation of Education Workers Education Organization Co. Ltd.
      • Religion Not Applicable
      • Year of Commencement of Operation 2001
      • School Motto Pragmatic and Innovative
      • School Size About 12000 Sq. M
      • Through-train Secondary School HKFEW Wong Cho Bau Secondary School
      • Feeder Secondary School -
      • Nominated Secondary School -
      • Medium of Instruction Chinese
      • School Bus Service School Bus
      • Parent-Teacher Association Yes
      • Old Students' Association/ School Alumni Association Yes
    • 2019/2020 Annual School Charges
      • School Fee -
      • Tong Fai
      • PTA Fee $30
      • Approved Charges for Non-standard Items Fees for Specific Purposes $300
      • Other Charges -
    • School Facilities
      • Number of Classroom(s) 30
      • Number of School Hall(s) 1
      • Number of Playground(s) 3
      • Number of Library(ies) 1
      • Special Rooms Student Activity Room, Dancing Room, Visual Arts Room, Music Room, STEM Room, Computer Room, Multi-Purpose Room and two English Rooms.
      • Facility(ies) for Supporting Students with Special Educational Needs Accessible lift and Accessible toilet.
      • Others Central Kitchen, Garden, Farmland, Bike Exerciser, Fitness Room, Playroom, Counselling room, Speech Therapy Room, Chinese Arts Theatre.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 43.0
      • Total number of teachers in the school 44
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 100%
        • Bachelor Degree 100%
        • Master/ Doctorate Degree or above 33%
        • Special Education Training 34%
      • Years of Experience (%)
        • 0 - 4 years 32%
        • 5 - 9 years 10%
        • 10 years or above 58%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 6
        • P2 Number of classes 5
        • P3 Number of classes 5
        • P4 Number of classes 3
        • P5 Number of classes 2
        • P6 Number of classes 2
        • Total 23
      • 2019/20 School Year (Based on the approval of EDB in 2019)
        • P1 Number of classes 5
        • P2 Number of classes 7
        • P3 Number of classes 7
        • P4 Number of classes 5
        • P5 Number of classes 3
        • P6 Number of classes 2
        • Total 29
    • Performance Assessment
      • Number of test(s) per year 2
      • Number of exam(s) per year 2
      • Streaming arrangement P.1-P.3 Students are evenly distributed in each class. P.4-P.6 With the exception of elite class in each level, all other classes are mixed with students of different abilities. One class in each level is used Putonghua as MOI in Chinese lesson.
      • Diversified Assessment for Learning Both Summative Assessment and Formative Assessments are used to assess students' performance. Diversified modes of assessment are also adopted, such as class observation, small group presentations, project learning, skill assessment and online assessment. Self assessment, peer assessment and parents' assessment are other tools to evaluate student learning in different aspects.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 9
      • Duration of each normal period 35
      • School starts at 8:30 AM
      • School ends at 4:00 PM
      • Lunch time 12:45 - 13:35
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life Cooking Vegetables and Rice in Central Kitchen at school. Healthy lunch is provided for selection in lunch menu and fruit is included. Participate in Healthy Eating Programmes and "School Sports Programme". In order to inform students of their physical health and reflect their progress and effectiveness of exercise, fitness test is carried out every year.
      • Remarks Fitness Equipment are provided for students in recess time. We arrange morning and afternoon reading session and reading schemes. Multiple Intelligence programmes are held every Wednesday. School assembly and Interest activity session are held every Friday alternatively. National Flag raising ceremony is also held every month. Students can take part in self learning in school library and computer room.
    • School Characteristics
      • School Management Organisation We emphasize the importance of communication between the management and frontline staff. We have an accountability system. Our Incorporated Management Committee consists of a number of School Managers which include teacher and parent representatives. Under the IMC, we have a number of consultation and working groups to facilitate the participation of teaching staff and parents in the administration of the School. Every year we will do the School Self Evaluation and that will be the reference for our future school development. PTA has been established to promote Home-School co-operation and parent education.
      • Incorporated Management Committee / School Management Committee/ Management Committee The Incorporated Management Committee of HKFEW Wong Cho Bau School.
      • School Green Policy Different green school projects are carried out to develop green ethos and an environmental protection culture such as recycling waste, reusing cutlery set, adjusting temperature of air-conditioner, monitoring the use of the electrical appliances, water and paper. We also organize seminars and activities to promote environmental protection.
      • School's Major Concerns 1. Enhancing teaching strategies and facilitating self-directed learning. 2. Increasing students' self-confidence and nurturing perseverance. 3. Strengthening professional development and improving the monitoring system.
      • Learning & Teaching Strategies 1. Multiple intelligence groups, interest groups, service learning and School-based Program for Gifted Children are held on Wednesdays or Fridays for students to develop their potential; 2. Develop students' ability of biliteracy and trilingualism: implement "Teaching Chinese in Putonghua", NET Scheme, PLPRW Programme, speech training courses and language-rich environment to enhance students' ability to use different language; 3. Integrating different knowledge through cross curriculum project learning or cross-curricular activities; 4. Learning outside the confines of the classroom to broaden students' horizons through visits or study tours; 5. Catering for learner diversity through small class teaching, elite classes, intensive remedial teaching, after-School tutorial classes for students with special needs and language learning classes.
      • Development of Key Tasks Arrange morning and afternoon reading sessions; Conduct reading award schemes and online reading scheme; Promote interactive learning through the use of iPad in teaching and learning; Develop school-based e-learning teaching material; Provide e-learning platform for self-directed learning; Develop school based IT curriculum (Implement Coding curriculum in Computer lesson); Develop students' independent learning capabilities through project learning; Emphasize National Education and organize exchange tours to build up close relationship with some schools in mainland China; Develop national, civic and moral education through different learning activities and the lesson of Moral and Civic Education.
      • Development of Generic Skills Strengthen the development of students' generic skills through interactive learning activities, project learning, as well as different subject-based curriculum and interdisciplinary activities.
      • Whole School Approach to Cater for Student Diversity We provide students with enhancement and remedial classes. Collaboration with EDB and universities has been facilitated to improve classroom efficiency. After-school tutorials are provided for students. In the tutorials, professional teachers are responsible for designing learning activities and the follow-up of individual students. There are psychologists, speech therapists and counseling programs to support students with different educational needs. Courses for gifted children such as English Writing Class, Mathematical Olympiad Class and Robot Making Class are organized so as to develop students' potential. We also provide financial aids for students with financial difficulties.
      • Whole School Approach to Integrated Education Our Student Support Team plan, implement and review student support services. Both basic and additional resources are used to provide support services to the students who have specific learning needs. Our school adopt a 3-tier support model and home-school cooperation in order to provide appropriate support to each student.
      • Education Support for Non-Chinese Speaking(NCS) Students Our school provides additional support for NCS students to facilitate their learning of Chinese: arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc.; and organising cultural integration activities. We organize Chinese Learning Classes, After-school Tutorial Classes and Chinese Learning Activities for NCS students.
      • Curriculum Tailoring and Adaptation Instructional content is adapted according to learning aptitude and attainment of pupils and teaching materials of graded difficulty is available. Assignments are modified and flexible assessment arrangements are made according to pupils' special educational needs.
      • Home-School Co-operation We emphasize the importance of close partnership between school and parents. There are various communication channels between the school and parents. Home-School Cooperation Projects are organised throughout the academic year such as PTA picnics, Chinese New Year feasts, etc. We also arrange talks and seminars to help parents to take better care of the development of their child in physical and mental aspects.
      • School Ethos Foster self-respect, mutual respect, self-discipline and concern for each other; Establish positive values; Emphasize the importance of Discipline and Counselling; Organize activities of moral and civic education; Implement emotion management courses; Provide opportunities for students to participate in community activities and to serve the society.
      • School Development Plan 1. Enhance quality of learning and teaching; 2. Provide different courses tailored to the needs of students; 3. Promoting information technology education with times, especially focus on STEAM and e-learning teaching and self-directed learning; 4. Foster moral education and positive values; 5. Build up "love and care" school culture.
      • Teacher Professional Training & Development Co-planning culture, peer lesson observation and collaborative lesson planning has been established. Teachers always get use to attend teaching seminars, workshops and training courses related to the school development or their area of expertise. They also develop school-based curriculum and diversified teaching strategies by joining programmes which organize by EDB or universities.
      • Others 1. We focus on promoting STEM Education. 2. We succeed in obtaining QEF to promote development of Chinese Orchestra at school and school curriculum development in Visual Arts. 3. We attained 'Caring Campus' Awards for the past eight years. 4. We set up awards to students with remarkable academic achievement, good conduct and both of them. 5. Students can broaden their horizons through visits or study tours. 6. Students got outstanding results of inter-school competitions in academic and athletics aspects.
Anonymous (not verified)

Sat, 05/08/2021 - 03:47 Permalink
Anonymous (not verified)

Признание Юнгом неизбежности энантиодромических изменений помогало ему в предвидении психических изменений. Юнг полагал также возможность установления связи с энантиодромичекими изменениями, связи, составляющей, по его мнению, сущность сознания. Если сознательную жизнь определяет какая-то крайне односторонняя тенденция, то через некоторое время в психическом возникает равная по мощи контрпозиция. Вначале она не имеет доступа к сознательному проявлению, но затем прорывает запреты эго и сознательный контроль. Закон энантиодромии определяет и юнговский принцип компенсации.…

Sun, 05/09/2021 - 17:16 Permalink
Anonymous (not verified)

Я назвал этот феномен, с которым психиатру приходится иметь дело столь часто, «экзистенциальным вакуумом». Я имею в виду чувство общего недостатка или потери главного смысла существования человека, который бы делал его жизнь привлекательной. Следующая за этим пустота, состояние внутренней опустошенности представляют собой вызов современной психиатрии. На языке логотерапии этот феномен именуется также «экзистенциальной фрустрацией» или фрустрацией «воли к смыслу».

Sun, 05/09/2021 - 17:30 Permalink
Anonymous (not verified)

Данные по изменениям в периферической циркуляции во время пассивной концентрации на тяжести и тепле отличались у разных независимых авторов (Schultz, 1926, 1932; Schultz, Luthe, 1959; Binswanger, 1929; Stovkis, Renes & Landmann, 1961). Самое обширное исследование было проведено Полцьеном при университете в Вюрцбурге (Polzien, 1955, 1959, 1962a,b,c). Полцьен обнаружил, что повышение температуры тела было более явным в периферических областях конечностей, чем в более ближних. Одновременно были зафиксированы различные изменения ректальной температуры. В зависимости от испытуемого и продолжительности его пассивной концентрации повышение температуры тела, измеренной в пальцах, варьировалось между 0,2 и 3,5 градусами по Цельсию. Эти находки согласуются с другими данными, полученными Сайбенталем и Мюллером-Хегеманном (Siebenthal, 1952; Muller-Hegemann, 1956). Прибегнув к специальному механизму, оба автора независимо друг от друга зафиксировали повышение веса обоих рук во время пассивной концентрации на тяжести. Отмеченное возрастание веса было приписано частично релаксации локальных мышц и частично повышенной циркуляции крови в руках (Schultz, Luthe, 1959).

Sun, 05/09/2021 - 17:34 Permalink
Anonymous (not verified)

«Дело идет не об архаической древности, созданной в виде подражания, как, например, римская скульптура позднейшего периода или „готика“ XIX века, но о свойствах, носящих характер „сохранившегося остатка“. Такими свойствами являются все психологические черты, по существу согласующиеся со свойствами примитивного душевного уклада. Ясно, что архаизм прежде всего присущ фантазиям, возникающим из бессознательного, т.е. тем плодам бессознательного фантазирования, которые доходят до сознания. Качество образа является тогда архаическим, когда образ имеет несомненные мифологические параллели. Архаическими являются ассоциации по аналогии, создаваемые бессознательной фантазией, так же как и ее символизм. Архаизм есть отождествление с объектом – мистическое соучастие. Архаизм есть конкретизм мышления и чувства. Далее архаизм есть навязчивость и неспособность владеть собой. Архаизм есть слитное смещение психологических функций между собой – дифференциация, например, слияние мышления с чувством, чувства с ощущением, чувства с интуицией, а также слияние частей одной и той же функции (например, цветовой слух, амбитенденция и амбиваленция, т.е. Состояние слияния с противоположностью, например какого-нибудь чувства с чувством, ему противоположным)» (ПТ, пар. 682).

Sun, 05/09/2021 - 18:00 Permalink
Anonymous (not verified)

Согласно Юнгу, потребность в установлении и поддержании пространства теменоса зачастую проявляется рисунками или образами сновидений четверичной природы (кватерности), такими, например, как мандалы.

Sun, 05/09/2021 - 18:03 Permalink
Anonymous (not verified)

Mon, 05/10/2021 - 02:31 Permalink

Add new comment

Restricted HTML

  • Allowed HTML tags: <a href hreflang> <em> <strong> <cite> <blockquote cite> <code> <ul type> <ol start type> <li> <dl> <dt> <dd> <h2 id> <h3 id> <h4 id> <h5 id> <h6 id>
  • Lines and paragraphs break automatically.
  • Web page addresses and email addresses turn into links automatically.