• Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Dr. Hui Kam Ping Edith Eadaoin
      • School Head Ms. Ho Kin Yi Daphne
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Girls
      • Sponsoring Body HKCLC Edu Institute Co Ltd
      • Religion Catholicism
      • Year of Commencement of Operation 1927
      • School Motto The Lord is My Light
      • School Size About 11204 Sq. M
      • Through-train Secondary School -
      • Feeder Secondary School Marymount Secondary School
      • Nominated Secondary School -
      • Medium of Instruction English
      • School Bus Service Nanny van
      • Parent-Teacher Association Yes
      • Old Students' Association/ School Alumni Association Yes
    • 2019/2020 Annual School Charges
      • School Fee -
      • Tong Fai
      • PTA Fee $100
      • Approved Charges for Non-standard Items Specific purpose charge $450
      • Other Charges -
    • School Facilities
      • Number of Classroom(s) 24
      • Number of School Hall(s) 1
      • Number of Playground(s) 2
      • Number of Library(ies) 1
      • Special Rooms Small Group Teaching Room, General Studies Room, Music Room, Visual Arts Room, Computer Room, Language and Music Activity Room, Student Activity Centre.
      • Facility(ies) for Supporting Students with Special Educational Needs Accessible lift and Accessible toilet.
      • Others Roof Garden.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 46.0
      • Total number of teachers in the school 51
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 100%
        • Bachelor Degree 100%
        • Master/ Doctorate Degree or above 41%
        • Special Education Training 32%
      • Years of Experience (%)
        • 0 - 4 years 18%
        • 5 - 9 years 18%
        • 10 years or above 64%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 4
        • P2 Number of classes 4
        • P3 Number of classes 4
        • P4 Number of classes 4
        • P5 Number of classes 4
        • P6 Number of classes 4
        • Total 24
      • 2019/20 School Year (Based on the approval of EDB in 2019)
        • P1 Number of classes 4
        • P2 Number of classes 4
        • P3 Number of classes 4
        • P4 Number of classes 4
        • P5 Number of classes 4
        • P6 Number of classes 4
        • Total 24
    • Performance Assessment
      • Number of test(s) per year 0
      • Number of exam(s) per year 3
      • Streaming arrangement Mixed ability classes from Primary One to Primary Six.
      • Diversified Assessment for Learning Apart from pen-and-paper assessment, various modes of assessment are conducted.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 9
      • Duration of each normal period 35
      • School starts at 8:00 AM
      • School ends at 2:50 PM
      • Lunch time 12:15 - 13:05
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life Picnic Day, Games Day, Sports Day, Earth Day, Religious Formation, PTA Outing cum Learning Activity Day, Physical Fitness Award Scheme, Health Talks, Summer Concert, Fun Fair, Festive Celebrations.
      • Remarks Students should stay at school for lunch. Supplier provides lunch every day. Alternatively, students can bring their own lunch boxes and parents can make arrangements for lunch delivery to students.
    • School Characteristics
      • School Management Organisation School Management Organization is composed of 3 divisions: 1. School Leadership and Management Division is headed by the School Principal. 2. Learning and Teaching Division is headed by the Vice-Principal. 3. Pastoral Care & Student Formation is headed by the Vice-Principal.
      • Incorporated Management Committee / School Management Committee/ Management Committee Incorporated Management Committee was established in August 2015. It comprises members from School Sponsoring Body and stakeholders including teachers, parents, alumnae and independent member.
      • School Green Policy Teachers and students are provided with suggested measures and activities in saving resources, reducing wastes and upholding the sustainability policy for our environmentally-friendly school campus.
      • School's Major Concerns Our school's major concerns are: - Enhance the Framework for the Whole-School Approach to Values Education. - Unleash our students' potential to become MPS thinkers, MPS makers and MPS presenters.
      • Learning & Teaching Strategies Lessons and learning activities are planned and conducted to meet the MPS Teaching Philosophy, which aims to provide students with a Motivating, Interactive, Inspiring, Effective and Reflective atmosphere for learning. Bloom's Taxonomy is applied in questioning during lesson time to enhance students' high order thinking abilities.
      • Development of Key Tasks Morning Reading Lessons, Book Day, Reading Award Scheme are organized to sustain the strong reading culture in MPS. Students' generic skills and learning skills can be systematically fostered through Project Learning. Teachers integrate the use of Information Technology and subject resources for effective and interactive student learning. Apart from the school-based "Shining Gems Programme". We adopt a whole-school approach.
      • Development of Generic Skills Teachers develop students' Nine Generic Skills - Communication Skills, Critical Thinking Skills, Creativity, Collaboration Skills, Information Technology Skills, Numeracy Skills, Problem Solving Skills, Self-management Skills and Study Skills, through daily learning and teaching and various learning activities.
      • Whole School Approach to Cater for Student Diversity - High-achievers/Gifted students will be selected for pull-out programmes and competitions. - Various programmes will be organized by Panels and Teams to help students reflect and grow with Care, Love and Compassion. - Small-group teaching in Chinese and Mathematics is provided to support students' needs. - Understanding Adolescent Project is organized for P.4-P.6 students to enhance their resilience in coping with changes.
      • Whole School Approach to Integrated Education Through the Early Identification Scheme, support will be given to P.1 students with special educational needs. - Speech Therapy Training is provided for students with special needs in speech and language. - Assessment and Homework accommodations are provided for students with special educational needs. - After-school Homework Support Classes are provided to support students' needs.
      • Education Support for Non-Chinese Speaking(NCS) Students Our school provides additional support for NCS students to facilitate their learning of Chinese: providing after-school support programmes in learning Chinese; appoints additional teacher(s)/teaching assistant(s) to support NCS students’ 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. - Reading Buddies Scheme - Lunch Break Learning Group - After school writing workshop
      • Curriculum Tailoring and Adaptation - Notification and adjustment of dictation syllabus in advance. - Adjustment of font size of assessment papers. - Reading aloud of assessment questions during assessment. - Use of alternative ways to express answers e.g. numbers and symbols. - Allowance of extra assessment.
      • Home-School Co-operation MPS-PTA represents a partnership between parents and school. Together with the teachers, MPS-PTA works towards a common goal for the benefits of the students. MPS-PTA is a dynamic and enthusiastic association; its activities range from providing practical assistance to facilitating communication between school and homes. We have different programmes to enhance the connections between families. MPS parents are supportive to the PTA and school activities; they are generous and selfless with their time in contributing as Parent Helpers. The harmonious relationship between the school and parents enhances the sense of belonging to the MPS community for both students and parents.
      • School Ethos Students, teachers and parents share a deep sense of belonging to the school. They also enjoy a harmonious relationship and are respectful to each other. The Guidance and Formation Team, together with the Parent-Teacher Association, help enhance Home-School Collaboration for students' whole-person and balanced development.
      • School Development Plan The School Development Plan consists of 2 major concerns: - Enhance the Framework for the Whole-school Approach to Values Education; - Unleash our students' potential to become MPS thinkers, MPS makers and MPS presenters.
      • Teacher Professional Training & Development Teachers keep abreast of the current educational policies, guidance and information through staff development activities organized by the school, other educational institutions and Education Bureau. The school makes close reference to the Teacher Competencies Framework recommended by Advisory Committee on Teacher Education and Qualifications to meet the student needs and school needs.
      • Others -
Anonymous (not verified)

«Если бы вытесненные склонности, называемые мной тенью, были только злом, то не возникало бы особых проблем. Но тень – это не что-то целиком скверное, а просто низшее, примитивное, неприспособленное и неудобное. В нее входят и такие низшие качества, детские и примитивные, которые могли бы обновить и украсить человеческое существование, „сего не дано“» («Психология и религия», АС, с. 183).

Sun, 05/09/2021 - 16:59 Permalink
Anonymous (not verified)

ИСТЕРИЯ (Hysteria; Hysterie) – психическое состояние, характеризующееся преувеличенным раппортом с лицами из непосредственного окружения и адаптацией к окружающим условиям, доходящей до имитации.…

Sun, 05/09/2021 - 17:07 Permalink
Anonymous (not verified)

Однако главным ее опасением было то, что она могла упасть в обморок прямо на улице. Д-р Кокоурек посоветовал ей говорить себе в такие моменты: «Мое сердце бьется все быстрее! Я упаду в обморок прямо здесь, на тротуаре!» Еще ей посоветовали нарочно посещать те места, которых она раньше избегала, считая их для себя неприемлемыми и даже опасными. Две недели спустя пациентка сообщила: «Чувствую себя очень хорошо и не ощущаю никакого сердцебиения. Страх полностью исчез». Через несколько недель после ее выздоровления она сообщила: «Учащение сердцебиения иногда случается, но как только я говорю себе «мое сердце должно биться все быстрее», сердцебиение становится нормальным».…

Sun, 05/09/2021 - 17:23 Permalink
Anonymous (not verified)

«Для меня, — продолжает Абрамс, — психоделический опыт, по сути, стал тем, что вернуло меня к жизни, к танцу с жизнью со всеми ее передвижениями и изменениями. До 1962 г. мое поведение основывалось на логичном, рациональном, линейном опыте. Благодаря психоделикам я испытал влияние иллогичного, иррационального и нелинейного опыта. И он тоже — часть моей жизни! Этот аспект необходим, если я хочу, чтобы жизнь стала взаимосвязанной и гармоничной.

Sun, 05/09/2021 - 17:38 Permalink
Anonymous (not verified)

Используется в мифологии для обозначения вечно юного бога-дитя; это общая всем мифологиям черта: их герои, хотя бы в каком-то определенном аспекте, неизменно удерживают на вечные времена свой возраст. Грекам, изображавшим Зевса бородатым мужем, нисколько не мешало именовать его же «величайший мальчик». Если евангельский Христос совершил во времени круг своей земной жизни, то для культа и культового искусства он остается на все времена – наряду с прочими своими аспектами – еще и «младенцем Христом»: «Отроча младо, предвечный Бог». Психологически относимо к взрослому человеку, чья эмоциональная жизнь остается на детском или юношеском уровне, как правило, в связи с очень сильной зависимостью от матери (для женщины соответственно к отцу). В интерпретации Юнга архетип «вечного» мифологического дитяти имеет психологический смысл констатации неразрушимости некоторых инфантильных черт в психике взрослого мужчины.…

Sun, 05/09/2021 - 17:54 Permalink
Anonymous (not verified)


Mon, 05/10/2021 - 00:08 Permalink

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