POPE PAUL VI COLLEGE

Details
  • Secondary School Information
    • School Information
      • District Kwai Tsing
      • Other District(s) Sham Shui Po
      • Supervisor / Chairman of School Management Committee Sister Luigia Mindassi
      • Principal Mr. Leung Yee Ho Genthew
      • School Type Aided
      • Student Gender Girls
      • School Size About 9200 Sq. M
      • Sponsoring Body Missionary Sisters of the Immaculate - P.I.M.E. Sisters
      • Has the Incorporated Management Committee been established Yes
      • Religion Catholicism
      • Year of Commencement of Operation 1969
      • School Motto Love and Service
      • Parent-Teacher Association Yes
      • Student Union / Association Yes
      • Past Students’ Association / School Alumni Association Yes
    • School Charges
      • S1 -
      • S2 -
      • S3 -
      • S4 -
      • S5 -
      • S6 -
      • Parent-Teacher Association Fee (Annual)($): $40
      • Students' Association Membership Fee($): $15
      • Approved Charges for non-standard items (Annual) ($): Printing fee: $50
      • Other Charges / Fees($): -
    • School Facilities
      • School Facilities: Besides standard school facilities, our school also boasts a Multi-media Learning Centre, English Learning and Teaching Support Centre, PTA Resource Centre, Social Worker Room, Chapel, Counselling Room, Medical Room, Conference Room and a Campus Garden. The School Hall and all the classrooms and special rooms are air-conditioned.
      • Facility for Supporting Students with Special Educational Needs: Accessible lift and Accessible toilet.
    • Teaching Staff Information (Including School Head)
      • Number of teaching posts in the approved establishment: 52
      • Total number of teachers in the school: 55
      • Qualifications and Professional TrainingPercentage of teaching staff (%)
        • Teacher Certificate / Diploma in Education : 98%
        • Bachelor Degree: 98%
        • Master / Doctorate Degree or above : 49%
        • Special Education Training : 31%
      • Working ExperiencesPercentage of teaching staff (%)
        • 0-4 years : 9%
        • 5-9 years : 9%
        • 10 years or above : 82%
    • 2019/2020 Class Structure
      • S1 4
      • S2 4
      • S3 4
      • S4 4
      • S5 4
      • S6 4
    • Subjects Offered
      • Subjects Offered in 2019/2020 School YearS.1 - S.3
        • Chinese as the medium of instruction : Chinese Language, Chinese History, Physical Education, Civic & Moral Education, Putonghua (S.1-S.2)
        • English as the medium of instruction : English Language, Mathematics, Computer Literacy, Visual Arts, Music, Integrated Science (S.1-S.2), Integrated Humanities (S.1-S.2), Home Economics (S.1-S.2), Physics (S.3), Chemistry (S.3), Biology (S.3), History (S.3), Geography (S.3), Business Fundamentals (S.3)
        • Use either Chinese or English as the medium of instruction by class or by group : -
      • Subjects Offered in 2019/2020 School YearS.4 - S.6
        • Chinese as the medium of instruction : Chinese Language, Chinese Literature, Chinese History, Ethics & Religious Studies, Liberal Studies, Physical Education, Civic & Moral Education
        • English as the medium of instruction : English Language, Mathematics, Physics, Chemistry, Biology, History, Geography, Economics, Business, Accounting & Financial Studies, Information & Communication Technology, Visual Arts, Aesthetic Development (S.4)
        • Use either Chinese or English as the medium of instruction by class or by group : -
      • Subjects to be Offered in 2020/2021 School YearS.1 - S.3
        • Chinese as the medium of instruction : Chinese Language, Chinese History, Physical Education, Civic & Moral Education, Putonghua (S.1-S.2)
        • English as the medium of instruction : English Language, Mathematics, Computer Literacy, Visual Arts, Music, Integrated Science (S.1-S.2), Integrated Humanities (S.1-S.2), Home Economics (S.1-S.2), Physics (S.3), Chemistry (S.3), Biology (S.3), History (S.3), Geography (S.3), Business Fundamentals (S.3)
        • Use either Chinese or English as the medium of instruction by class or by group : -
      • Subjects to be Offered in 2020/2021 School YearS.4 - S.6
        • Chinese as the medium of instruction : Chinese Language, Chinese Literature, Chinese History, Ethics & Religious Studies, Liberal Studies, Physical Education, Civic & Moral Education
        • English as the medium of instruction : English Language, Mathematics, Physics, Chemistry, Biology, History, Geography, Economics, Business, Accounting & Financial Studies, Information & Communication Technology, Visual Arts, Aesthetic Development (S.4)
        • Use either Chinese or English as the medium of instruction by class or by group : -
    • Secondary One Admission, Orientation Activities & Healthy School Life
      • Secondary One Admission Our school will accept discretionary places. Our school will participate in the Secondary School Places Allocation System through central allocation stage (Applicable for admission to S.1 in September 2020 ).Academic result: 50%; Interview performance: 25%; Conduct: 10%; Extra-curricular activities: 15%.
      • Orientation Activities and Healthy Life S.1 Orientation begins in mid-July. Parents are invited to attend a sharing session. In mid-July or late July, bridging programmes in English, Mathematics, Integrated Humanities and Integrated Science subjects are organized to help S.1 students adapt to the new school life. The awareness of a healthy lifestyle is constantly promoted among students with the help of our Student Health Captains. All our students are encouraged to have regular exercise to improve their physical as well as mental well-being. Our school has set up a committee to monitor the quality of food and the standard of service of the school tuck shop.
    • School Characteristics
      • School Management
        • (1)School's Major Concerns
        • (2) School Management Organisation: The Incorporated Management Committee is responsible for making long- term plans for the continuous development of the school and the effective use of its resources to ensure that all students are given all-round and well-balanced learning opportunities. The Consultative Committee works closely to plan and implement effective school-based strategies for the development of the school. Under the leadership and coordination of the School Principal and the three Vice-principals, various functional groups are set up to take charge of matters such as curriculum co-ordination, IT education, extra-curricular activities, discipline and guidance programmes as well as liaison with parents.
        • (3) Incorporated Management Committee / School Management Committee / Management Committee: The Incorporated Management Committee of the School was established on 31 August 2013 comprising managers representing various stakeholders including the sponsoring body, teachers, parents, alumnae and independent personnel.
        • (4) School Green Policy: The school is dedicated to developing a green campus. Apart from imparting environmental knowledge through subject curricula, the Civic Education Committee actively promotes environmental conservation through other learning experiences and fun-filled activities. Students are encouraged to save energy, reduce waste and protect the environment.
      • Learning and Teaching Plan
        • (1) Whole-school Language Policy: The school has a well-defined language policy with English as the medium of instruction in all subjects except Chinese Language, Chinese History, Physical Education, Civic & Moral Education and Putonghua. To help students achieve a high level of proficiency in both English and Chinese, programmes and activities such as reading scheme, speech competition, drama and debate are carried out every year.
        • (2) Learning and Teaching Strategies: We pride ourselves on fostering an atmosphere conducive to learning. Emphasis is put on providing students with the necessary learning experiences and developing their full potential. Attention is also paid to the cultivation of good behaviour and moral values so that students are well equipped to serve the community. Diverse teaching strategies, tailored learning content and appropriate assignments are adopted in accordance with students' abilities, needs and interests. Effective methods like questioning, discussion and sharing are used to promote active learning and help build students' confidence.
        • (3) School-based Curriculum: 1. Electives: 2X and 3X. The school offers 12 elective subjects including Ethics & Religious Studies which is jointly offered by six schools. 2. Curriculum highlights: As a Catholic school, we attach great importance to value education. Our school offers Civic and Moral Education lessons to students of all forms to instill in them positive attitudes and values. We also help students cultivate a proper learning attitude, develop generic skills and master subject knowledge. In the junior forms, we arrange project-based learning activities and organize social service programmes to help students become confident, disciplined learners. Our school-based Aesthetic Development Curriculum stretches across the studies of literature, music, dancing, design, and stage performances. Apart from regular classroom learning and activities, we also cooperate with professional instructors to coach our students on script writing, stage movements, costume design, make-up, set and prop design, and theatre lighting and sound effects in our after-school workshops. Through theatrical creation and production, students can not only apply what they have learned but also build up their confidence and artistic sense.
        • (4) Development of Key Tasks: 1. Our library boasts a good collection of books and resources. A reading corner is also set up in each class to create an environment conducive to reading. The school's reading scheme covers not only English and Chinese but also a variety of subjects. Students are encouraged to use information technology and other media to enrich their reading experience. Reading activities like book exhibitions, book recommendations and talks by writers are held every year to nurture a reading culture among students. 2. For the development of pedagogical and assessment innovation, besides setting up an e-platform for students to consolidate learning in different subjects at their own pace, teachers promote assessment for learning and e-learning across KLAs with pedagogically designed activities for inquiry so as to improve students’ self-efficacy and enhance their information literacy. Multimedia-enriched presentations are used to explain abstract concepts and information technology is employed to provide an environment for students to observe, explore and experience with the help of computer simulation. Students are encouraged to search for information on the Internet before they discuss and share knowledge with peers and teachers in class, which makes learning more interesting and effective. 3. Cross-curricular project-based learning is carried out in S.1-S.3. Students learn to formulate challenging questions, process information as well as present, share and reflect on the outcome of the project. The experience enables students to develop communicative and problem-solving skills. 4. Our school has designed a school-based curriculum for Integrated Humanities to develop the generic skills of the junior form students so that they will be well prepared for studying Liberal Studies at the senior level. 5. Moral and Civic Education has a prominent position in our school curriculum. Lessons are given every cycle to inculcate in students proper values and attitudes essential to their personal and social development.
        • (5) Career and Life Planning: In order to empower students to make informed and responsible choices for further study and future careers, Life Planning Education Lessons, after-school workshops and Multiple Pathways Talks delivered by representatives of different institutes are arranged. Information relating to the world of work and post-secondary studies is disseminated through the school intranet, board display and Careers Corner in the school library. Career talks and company visits are organized for senior form students. For S.4, Career Planning workshops are arranged. For S.5, students are encouraged to use the two career assessment tools--Career Interest Inventory and Basic Interest Marker-- to find, develop and review their personal plans and career goals. Interview workshops are held to help S.6 students develop skills and attitudes in presenting their goals, personal attributes and employability skills.
      • Student Support
        • (1) Whole School Approach to Cater for Student Diversity: Teachers are encouraged to take courses related to catering for diverse learning needs. Strategic e-learning lesson plans are developed through Lesson Study in all Key Learning Areas aiming at catering for learning diversity. After-school tutorials are provided to S.1 students to help them adapt to EMI learning and teaching.
        • (2) Whole School Approach to Integrated Education: The Student Support Team is set up to plan, coordinate and implement the Whole School Approach to Integrated Education in order to further cultivate an inclusive school culture and enhance the effectiveness of the support given to students with special educational needs. Besides, the Team flexibly deploys the Learning Support Grant to cater for individual differences and SEN by recruiting teaching assistants or purchasing professional services to provide individual or group training for students. Regular meetings are held among the SST, subject teachers, class teachers and parents to keep them informed of the student’s progress and to discuss the effectiveness of the support measures.
        • (3) 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.; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; and organising cultural integration activities.
        • (4) Measures to provide adaptation for Learning and Assessment: Students' academic performance is assessed by one test and two examinations in a school year. The assessment system also takes into consideration students' performance in project work, homework assignments and classwork.
      • Home-school Co-operation and School Ethos
        • (1) Home-School Co-operation: Links between the school and parents are strengthened through activities like seminars and workshops organized by the P.T.A. Parent volunteers lend their support to the school by carrying out some non-teaching duties and organizing activities like visits to the elderly people who live alone in the neighbourhood. The P.T.A. has also set up a scholarship and a grant for our students.
        • (2) School Ethos: Our students learn to behave well and observe discipline in a harmonious and warm school environment. The school has a broad curriculum of civic and moral education to foster students' positive values and facilitate their whole person development. Specific policies such as a bi-class teacher system, a big sister scheme and a summer bridging programme are introduced to help S.1 students adjust to life in an EMI school. Other student support services come in the form of discipline, guidance and careers programmes as well as close collaboration between teachers and parents.
      • Future Development
        • (1) School Development Plan: 1. To nurture positive values and resilience in students and enable them to embrace challenges in life; 2. To enhance students’ generic skills through STEM education and interactive e-learning tools; 3. To maintain a professional and empathetic staff community and to support students' holistic development.
        • (2) Teacher Professional Training and Development: 1. The school attaches great importance to staff development to help teachers enhance their knowledge and skills in curriculum design and teaching, thus promoting a new culture for effective teaching and learning; 2. Through Lesson Study, professional sharing, peer review activities and joint school staff development programmes, the school has developed itself into a learning community.
      • Life-wide Learning Activities including Five Essential Learning Experiences, Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc. 1. There are more than 30 clubs and societies to cater for students' academic, intellectual, physical, social and aesthetic development. Four Houses are set up with activities organized every year to enhance a sense of belonging and unity among the students. 2. Our students are actively involved in a variety of extra-curricular activities such as English drama competitions, inter-school speaking practice, inter-school debate competition, The Hong Kong Schools Speech and Music Festival and sports competitions in the Kwai Tsing District. 3. In March every year, we have our Activity Day when students visit nature reserves, historic and cultural sights, tertiary institutions as well as various workplaces to enrich their learning experiences. 4. To develop students' potential and to engage them in serving the community, we organize a Social Service Programme for S.3 students who have to design their own community service plan under the guidance of social workers. In the past 14 years, we have joined and won prizes in the Kwai Tsing Youth Community Service Planning Scheme. The winners were given the chance to join overseas field trips to broaden their horizons. 5. Although our School Debate Team has been set up for a rather short time, we have attained remarkable achievement in various inter-school debate competitions. In 2018-19, our English Debate Team was awarded 1st runner-up in HK Secondary Schools Debating Competition Term 1 NT Division 1 Senior. 6. Our students were awarded Champion in the 7th HK Secondary Schools Mental Health Quiz Competition. 7. Our students were awarded 1st runner-up in 2019 Robofest Hong Kong Bottle Sumo (Senior Group U) Competition. 8. As for sports, our School Swimming Team won the Girls Grade C 2nd runner-up in the 2018-19 Inter-school Swimming Competitions (Kwai Tsing District).
      • Others The school has set up several scholarships to recognize students' excellent conduct and outstanding academic performance. The Scholarships include the Pope Paul VI College Anniversary Scholarship for Excellence, Mr.Lung To Memorial Scholarship, Ms. Miranda Lee Lai Ngor Memorial Scholarship, Mr.Ng Ka Mong Memorial Scholarship, Mrs. Wendy Chan Memorial Scholarship. Besides, the "Pope Paul VI College Alumnae Association Love and Service Scholarship" was established by the alumnae to give recognition to students with outstanding service participation.
      • Direct public transportation to School Buses: 31, 31B, 31M, 32, 35A, 36B, 43A; Mini-buses: 86, 86M, 403, 403X, 406, 410.
      • Remarks Students can take Applied Learning courses organized by EDB approved course providers as elective subjects to suit their different orientations and abilities in their S.5 and S.6 studies. Besides, the school provides diversified learning experiences for the students.
Anonymous (not verified)

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Fri, 12/11/2020 - 16:25 Permalink
Anonymous (not verified)

The coronavirus pandemic has studied universities to swap to coolness learning. psychology essay writing service college thesis service learning proposal essay.
But what is happening in present can be named an crisis delivery of content to audience members in self-isolation . Most of the universities and educators themselves were not ready for the teach online. According to a 2019 HSE study, University educators with an academic degree rate their level of proficiency in remote technologies at 3.2 points out of five. One in four people has never utilized remote video services to participate in webinars or video conferences in the past three years.
But teachers are not required to own online studying technologies. They were simply not prepared for this, although education and its new methods are the main function of universities. Try to oblige the surgeon to do their work in self-isolation. Let him explain to the patient via Skype how to remove his appendicitis. It sounds crazy. Therefore, the resourcefulness with which teachers adapt to the remote format is commendable.

In some cases it gets funny. Colleagues from regional varsities said that some professors asked to write summary by hand and send them scans for verification.Nowadays, people communicate remotely in real time thanks to new digital technologies, students can "raise their hands" with a single button, they can write with a finger on a tablet as on a blackboard, and they are told: "Please write a handwritten summary and send the scan." Or, for example, this case: a physical education educator asked students to shoot five-minute videos where they show physical exercises. Although remote physical excercises can be more unique, for example, you can select of ready-made videos on YouTube, find checklists in the official domain, and teach them to play sports in self-isolation, while you can't go anywhere anywhere.

University professors are faced with a lack of guidance and difficulties in dealing with organizational matters. Some of them conduct lectures on Skype, some of them -in Zoom, someone only sends questions to WhatsApp. Some professors record lectures on a webcam and send them to their students. The quality of such materials is very low, and it is hard to perceive them. At least because the content on YouTube, which students are used to, is shot and edited professionally and the viewer is spoiled by the quality of video materials.
There are also problems with monitoring attendance. Some teachers ask you to put a " + " in the chat, others require you to turn on Webcams and take screenshots of students. Against the background of all the misunderstandings and troubles, one element of academic life remains unchanged - assessment. Students don't study on campus, but they will get grades, even formal ones.
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Learning online from home does not have these disadvantages, because it is based on a carefully designed learning process in an electronic information and educational environment. Educators have instructions, manuals, memos,checklists, templates for emails and notifications, and even presentations. Everything is thought out here-from the screen saver before the lesson to the slide with homework.

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измерение давления-разрежения жидкостей и газов;
измерение гидростатического давления (уровня) жидкостей и газов.
Подробнее о датчике: https://neftel.ru/datchik-davlenija-metran-150

[b]Датчик давления Метран-100[/b]
[img]https://neftel.ru/upload/izmerenie-davlenija/datchiki-davlenija/datchik…]
Датчики "Метран-100" применяются для точного определения давления жидкостей, паров и газов на газовых, нефтяных, металлургических или химических производствах. Кроме того, метрановские датчики моделей "22", "43", "44", "45", "49", "Сапфир-22М" применяются в атомных и тепловых промышленностях. По качеству измерители способны заменить иностранные приборы.

Назначение и модели датчика давления Метран-100:
измерение избыточного давления: Метран-100-ДИ
измерение абсолютного давления: Метран-100-ДА;
измерение разрежения: Метран-100-ДВ;
измерение давления-разрежения: Метран-100-ДИВ;
измерение разности давлений: Метран-100-ДД;
измерение гидростатического давления (уровня): Метран-100-ДГ.
Подробнее о датчике: https://neftel.ru/datchik-davlenija-metran-100

[b]Датчики давления Метран-75[/b]
[img]https://neftel.ru/upload/izmerenie-davlenija/datchiki-davlenija/datchik…]
Назначение датчика давления Метран-75:
измерение избыточного давления жидкостей и газов (Метран-75G);
измерение абсолютного давления жидкостей и газов (Метран-75A);
измерение давления-разрежения жидкостей и газов (Метран-75G);
Подробнее о датчике: https://neftel.ru/datchiki-davlenija-metran-75

[b]Датчик давления Метран-55[/b]
[img]https://neftel.ru/upload/izmerenie-davlenija/datchiki-davlenija/datchik…]
Малоразмерные измерители Метран-55 используются в системах регулирования разных производств, также осуществляют автономный контроль за работой технологической предприятия. Датчики постоянно преобразовывают показатели избыточного (ДИ), абсолютного (ДА) давлений, также разряжение (ДВ), давления-разряжения (ДИВ) в нейтральных и агрессивных средах в объединенный ток-сигнал.

Назначение датчика давления Метран-55:
измерение избыточного давления (Метран-55ДИ),
измерение абсолютного давления (Метран-55ДА),
измерение давления разрежения (Метран-55ДВ), (Метран-55ДИВ)
Подробнее о датчике: https://neftel.ru/datchik-davlenija-metran-55

[b]Датчик давления Метран 305ПР[/b]
[img]https://neftel.ru/upload/userfiles/images/e079cf96f2b711fe9e5cc1c8d8da5…]

Преобразователь расхода вихреакустический Метран-305ПР в нефтедобывающей промышленности - измерение расхода воды в системах поддержания пластового давления (ППД).

Давление измеряемой среды до 25 МПа!
Полная взаимозаменяемость с вихревыми преобразователями расхода, традиционно эксплуатирующимися в системах ППД, по присоединительным размерам и по способу монтажа.

Технические характеристики

Измеряемые средывода (подтоварная, пластовая) и водные растворы с вязкостью до 0,000002 м2/с (2 сСт)
Типоразмер: 50, 100 мм
Температура измеряемой средыот 1 до 100 °С
Давление измеряемой средыдо 30 МПа
Погрешность1%
Динамический диапазон1:100
Выходные сигналыИмпульсный пассивный типа “замкнуто / разомкнуто” - оптопараТоковый 4-20 мА с HART-протоколомЦифровой протокол Modbus RTU / RS485
Материал проточной частинержавеющая сталь 12Х18Н10Т
Исполнениевзрывозащищенное исполнение 1ExdIICT5 X
Подробнее о датчике: https://neftel.ru/datchik-davlenija-metran-305pr

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