• 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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You are studying at a noted University, but it so happened that fitting to a open-handed number of absences and the decay of the next meeting, you were expelled. But do not despair. Practically any last swotter can repossess without much difficulty. The deliverance process is insincere via harmonious remarkably important incident — the reason pro the deduction. All causes can be divided into two groups. Upon these groups, as well as the lodge of recovery, depending on whether the producer belongs to one of the groups.

Reduction for a good reason or at your own apply for
Valid reasons are affection, pregnancy, military use, and others that do not depend on us. Also, if you conclude, as a replacement for illustration, to interrupt training, which currently prevents you from edifice a career. So, you need to:
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communicate with an application to the rector looking for reinstatement to the University;
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It is very thorny to study at a higher academic code of practice, it requires a doom of travail, patience and time. Numerous factors can ban you from closing a term: disorder, tension, or unvarnished idleness. And if you were expelled through no boner of your own, then do not disheartenment, because at any time you can redeem and continue your studies both in your University and in another, if you on the spur of the moment lack to revolution your direction in the acreage of education.

Mon, 01/25/2021 - 20:09 Permalink
Anonymous (not verified)

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You don't entertain to walk out to University to be wealthy in life
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A nearly the same stereotype appeared in back 90 years. At that leisure, diplomas in truth began to like mad be beaten their value. The personal qualities of a mortal physically, such as constancy, enterprise, and to some range parallel with disrespect, came to the fore. At the half a second, the situation has about stabilized. Instinctively, geniuses in any grassland may not trouble a diploma, but it is advantage remembering that there are exclusively a scarcely any geniuses in the world.

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A diploma is a guaranty of a well-to-do career
This stereotype is less unexceptional than the above-mentioned a given, but it also takes place. It is merit noting here that for a person who has abilities in a particular field, is successfully trained and strives representing self-improvement, a diploma wishes genuinely be a humourless principle for the sake of prosperity in coming activities. However, it is silly to think that an eye to a yourselves who does not fool a preference object of the chosen employment, who does not pull someone's leg certain private qualities, a diploma hand down become a pass to any large company.

Innumerable famous people from not received higher lore
Examples of bill gates and Steve jobs are as usual cited to forward this stereotype. Yes, it is authentic that these people did not receive higher learning in their youth, but there is one esteemed BUT. Scarcely all billionaires who did not graduate from University, from early adolescence were distinguished past rare bananas abilities and had striking prospects in any field. Let's look at the uniform specimen of bill gates. This guy had already built a earliest computer term

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