• Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Sister Wong May May
      • School Head Ms. Kwok Man Yee Jeannie
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Co-ed
      • Sponsoring Body The Superioress of The Sisters of The Precious Blood
      • Religion Catholicism
      • Year of Commencement of Operation 2009
      • School Motto please refer to the school mission
      • School Size About 4600 Sq. M
      • Through-train 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 $200(one-off fee)
      • Approved Charges for Non-standard Items $200
      • 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 Campus TV Station, Computer Room, Stem Room, Integrated Learning Centre, Dancing Room, 2 Music Rooms, Art Room, 2 Basketball Courts, Football Field, Greenhouse and Canteen.
      • Facility(ies) for Supporting Students with Special Educational Needs Ramp, Accessible lift, Accessible toilet, Braille and tactile floor plan, Tactile guide path and Accessible public information / service counter.
      • Others Classrooms are equipped with computers linked up with projectors, visualizers, elite panaboards.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 47.0
      • Total number of teachers in the school 51
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 98%
        • Bachelor Degree 100%
        • Master/ Doctorate Degree or above 57%
        • Special Education Training 48%
      • Years of Experience (%)
        • 0 - 4 years 16%
        • 5 - 9 years 12%
        • 10 years or above 72%
    • 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 1
      • Number of exam(s) per year 2
      • Streaming arrangement P.1 admission for September 2018: Pupils are evenly distributed into 4 classes. P.2 -P.6: The top 28% pupils of each level are streamed to class A, the others are evenly allocated to class B, C and D.
      • Diversified Assessment for Learning Diversified assessment for different subjects. Apart from examinations, a diversified and progressive assessment is also used to monitor teaching and learning.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 8
      • Duration of each normal period 40
      • School starts at 8:00 AM
      • School ends at 3:10 PM
      • Lunch time 12:50 - 13:45
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life We help students build up a healthy living style through talks, exhibitions and life education. Activities such as morning fun games, lunch recess activities zone, healthy eating in school, Joyful Fruit Month, eye care, Body Fitness Programme, straighten Up Campus Campaign and mindful attention training are implemented.
      • Remarks There is a religious assembly, class teacher period, reading period and homework tutorial period every school day. To promote student-teacher relationship and provide students with a wide range of learning experience, Personal Growth Education and Multi-intelligence Activities are held on Wednesdays in the afternoon.
    • School Characteristics
      • School Management Organisation The school is supervised by the IMC. The principal and two vice-principals set directions and lead various management committees in school development.
      • Incorporated Management Committee / School Management Committee/ Management Committee The IMC is composed of the school supervisor, 5 school sponsoring body appointed managers, 1 principal manager, 1 teacher manager, 1 alternate teacher Managers, 1 parent manager, 1 alternate parent managers, 1 alumni manager and 1 independent manager, a total of 13 members.
      • School Green Policy Encourage students to put the environmental protection knowledge into practice, activities like school uniform recycling, waste separation, bicycle generator, plastic recycling, organic farming, Green lunch are carried out.
      • School's Major Concerns 1. Inherit the spirit of sisters of the Precious Blood. Nurture a healthy life of balanced body, mind and soul. 2. Enhance assessment literacy. Making optical use of assessment data and information to adjust teaching strategies for improving student learning.
      • Learning & Teaching Strategies 1. To develop students' multi-intelligence and creativity. 2. To promote interactive learning through co-operative learning and information technology. 3. To create student-centred learning environment and enrich students' learning experience through enhancing students' assessment literacy and STEM education. Encourage students to develop a habit of self reflection and turn them into independent learners.
      • Development of Key Tasks 1. To promote reading with Chinese picture books, RWI storybooks, English picture books and reading bags. Reading across the curriculum is encouraged in the curriculum and during theme learning week. 2. A 5-day theme learning week is conducted every year to enrich students' learning experience. Project-based learning and STEM education are applied in different subjects. 3. Moral education is conducted through civic and moral education curriculum, morning assembly and campus TV. 4. Interactive learning is enhanced through information technology. Students can get immediate feedback in the lessons and conduct peer evaluation.
      • Development of Generic Skills We organize various curriculum and activities like self-directed learning, multi-intelligence activities on Wednesdays, life-wide learning, theme learning week, STEM curriculum, enquiry-based learning, e-learning etc. to broaden students' generic skills.
      • Whole School Approach to Cater for Student Diversity 1. To develop a school-based curriculum to cater for students' diversity. 2. To enhance students' learning using appropriate electronic materials. 3. Students with different capabilities are engaged in class learning via 'Brain-based Learning Approach'. 4. To give gifted students more opportunities to pursue for excellence. Some elite training courses in various areas are provided, such as music, sports, drama, speech, etc.
      • Whole School Approach to Integrated Education 1. Student Support Team is set up. 2. A 3-tier support model is adopted.
      • Curriculum Tailoring and Adaptation Regular co-planning to cater students' learning diversity.
      • Home-School Co-operation 1. Regular meetings act as a way for the communication between parents and the school. 2. In order to cultivate a good teacher-parent relationship, PTA holds activities, such as school uniform recycling, outings, seminars and Christmas Carnivals. 3. A volunteer parents' team is formed to help with students' lunch and school big events. 4. Parents are encouraged to participate in parent education workshops.
      • School Ethos 1. To develop students' positive values and attitudes through all-round and school-based guidance activities, ethics and religious studies, moral and growth education. 2. To cultivate a loving environment through various schemes, such as class management, One On One reading scheme, Primary 1 bridging course, Adventure-based learning, Understanding Adolescent Project, etc. 3. To promote whole person development by organizing a wide range of activities like study tours, thematic learning, Live Shows, life-wide learning activities, etc. 4. To promote motivation in learning and learning attitudes, Si Yuan Smart Kids Award Scheme is implemented. 5. Alumni association facilitates communication between teachers and graduate students.
      • School Development Plan 1. To nurture a caring atmosphere and boost team spirit. 2. To promote Green School. 3. Taking care of students' physical and mental health. 4. Enhance assessment literacy, Implement holistic approach for school-based self-directed learning curriculum.
      • Teacher Professional Training & Development 1. English teacher do co-planning with the professor from EdUHK to develop curriculum with "assessment as learning". 2. Mathematics teachers join the EDB learning circle to develop school-based STEM curriculum. 3. Teacher's professional development workshops are conducted according to the school's major concerns.
      • Others 1. Our School received Caring School Award from Hong Kong Christian Service in the past few years. 2. Si Yuan Scholarships are given. 3. Si Yuan Talent Award offered by alumni association. 4. Straighten up campus Campaign. 5. School-based study Tours Scheme. 6. HSBC Hong Kong Community Partnership Programme.
Anonymous (not verified)

Знаете ли вы?
Биограф русского художника романтизировала историю его французской прародительницы вслед за Герценом.
Видеоигру с простейшей графикой называли и шедевром, и троллингом.
Убийца с руками-клешнями избежал тюрьмы, но позже сам был убит.
Хотя ареал белизского геккона состоит из нескольких крохотных островов, IUCN не считает его раздробленным.
После 50 черепно-мозговых травм регбист завершил карьеру, опасаясь получить синдром деменции.


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Fri, 03/19/2021 - 15:58 Permalink
Anonymous (not verified)

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Sun, 05/09/2021 - 16:58 Permalink
Anonymous (not verified)

Юнг редко пользовался этим термином, что можно объяснить и тем, что он настаивал на врожденной природе морали, которая представляет «предсуществующий нравственный канал, пропускающий поток психической энергии» (КСАП, с. 147).

Sun, 05/09/2021 - 16:58 Permalink
Anonymous (not verified)

«Под душевными болезнями я разумею все те, которые за последние десятилетия соединяются под неясной, подающей повод ко многим недоразумениям, рубрикой dementia praecox (шизофрении); другими словами, все те галлюцинаторные, кататонические и параноидные состояния, которые не суть частичные явления известных органических процессов разрушения, подобно прогрессивному параличу, dementia senilis, эпилепсии и хронической или острой интоксикации или же маниакально-депрессивному сумасшествию» (ИТАП, т. 3, с. 336).

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

«Даже если у аналитика нет невроза, а только более обширная область бессознательного сверх обычной, то этого уже достаточно для образования взаимного бессознательного, т.е. контрпереноса. Это явление является одной из главных опасностей при занятии психотерапией. Оно приводит к психическому заражению обоих – и аналитика, и пациента, а сам аналитический процесс к остановке» (CW 16, par. 545; ЮПП, пар. 545).…

Sun, 05/09/2021 - 17:08 Permalink
Anonymous (not verified)

В логотерапии смысл не только в том, что «должен», но и в том, что «желаю»: логотерапевты говорят о человеческой «воле к смыслу». Это логотерапевтическое понятие не должно вызывать у читателя впечатление, что ему предлагают некую идеалистическую гипотезу. Давайте вспомним результаты экспериментов, проведенных Дж. Дэвисом, У. Маккортом и П. Соломоном, в связи с эффектом визуальной стимуляции галлюцинаций во время блокировки чувственного восприятия. В итоге авторы пришли к следующему выводу: «Наши результаты согласуются с гипотезой, в которой придается особое значение смысловому параметру. Галлюцинации возникают вследствие изоляции от смысловых контактов с внешним миром. Мозгу для нормального функционирования необходим продолжительный смысловой контакт с окружающим миром»[50 - .…

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

«Завтра у меня откроются глаза художника, завтра я смогу ощутить новые сочетания цветов и форм, смогу преодолеть то, что мешало мне». Далее: «Хорошо выспалась... Поработала утром. Формула самовнушения та же, что и вчера. Неожиданно — картины! Несмотря ни на что, живые и оптимистичные. Утром — дурные вести из Америки, все рухнуло. Я потеряла то, что поддерживало меня. Я одинока, все бессмысленно. За что держаться? Друзья уходят. Не умею молиться. Хоть ложись и помирай... Бог поймет. Но я не должна. Странно, только сегодня я вижу глазами художника. Я недостаточно работаю. Я рисую. Но снова и снова во мне возникает чувство конца. Это невыносимо... Однако я не хочу потерять свое человеческое достоинство. Отдаться Богу, всецело, глубоко... Но я не умею. Это плохо. Все потеряно! Проделать упражнение на расслабление? Не могу отключиться. Однако успокаиваюсь».…

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

После второго сеанса отношения Анны и Билла переросли в крепкую дружбу; они подолгу бывали вместе и стали чрезвычайно близки вследствие совместного опыта. Анне хотелось продолжить экспериментирование с взаимным гипнозом, тогда как Билл потерял к этому всякий интерес. Прошло почти три месяца, прежде чем они согласились на проведение еще одного сеанса. Билл настоял, чтобы при этом не было ни Кэрол, ни других наблюдателей.

Sun, 05/09/2021 - 17:39 Permalink
Anonymous (not verified)

В кайфе периферийное внимание ослабляется и его содержание уменьшается; основное внимание получает энергию, которая в другое время использовалась бы периферийным вниманием. Возможно, это связано с тем, что каждый тип внимания имеет свои особенности и поэтому оказывает разное воздействие, или с тем, что сила периферийного содержания снижается из-за ослабления ассоциаций. Последнее представляется истинным, первое, возможно, тоже.…

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

«Ввиду признаваемой частоты данного явления отнесение его к патологической перверсии представляется весьма сомнительным. Психологические данные показывают, что здесь мы скорее всего имеем дело с незавершенным отделением от гермафродитического архетипа вкупе с отчетливым сопротивлением отождествиться с ролью одностороннего сексуального бытия. Такая диспозиция не должна оцениваться отрицательно при всех обстоятельствах, поскольку она удерживает архетип Первочеловека (Original Man), односторонность сексуального бытия которого, до известной степени, утрачена» (CW 9i, par. 146; СППИ, с. 29).…

Sun, 05/09/2021 - 17:54 Permalink

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