CANOSSA PRIMARY SCHOOL

Details
  • Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Ms. Yuen Wai Ching
      • School Head Mr. To Wing Keung
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Co-ed
      • Sponsoring Body Canossian Missions
      • Religion Catholicism
      • Year of Commencement of Operation 1968
      • School Motto Charity Justice Humility
      • School Size About 2700 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 $60
      • Approved Charges for Non-standard Items $200 per annum (to be paid in 2 instalments) for school assets maintenance and other school development.
      • 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 Music Room, Computer Room, Art Room, Study Room, Small Group Teaching Room, Reading Room, Student Activity Centre, Prayer Room, etc.
      • Facility(ies) for Supporting Students with Special Educational Needs Ramp, Accessible lift and Accessible toilet.
      • Others Counselling Room, Staff Common Room, Covered Playground, PTA Resource Room.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 44.0
      • Total number of teachers in the school 47
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 98%
        • Bachelor Degree 90%
        • Master/ Doctorate Degree or above 18%
        • Special Education Training 50%
      • Years of Experience (%)
        • 0 - 4 years 5%
        • 5 - 9 years 18%
        • 10 years or above 77%
    • 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 No particular streaming at Key Stage 1. From P.2 to P.6, there are 1 PTH class and 3 Cantonese classes. P.2 and P.3 English Group Teaching. P.3 Maths Remedial Teaching. Students stay in same cohort for P.1/2 and P.5/6 respectively.
      • Diversified Assessment for Learning Various modes of assessment for learning, e.g. self assessment and peer assessment are implemented in daily learning. Formative assessment of main subjects in the form of unit quiz helps to improve teaching and learning. Teachers' comments on students' learning are issued every year to help parents monitor students' progress.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 9
      • Duration of each normal period 35
      • School starts at 8:10 AM
      • School ends at 3:15 PM
      • Lunch time 12:25 - 13:20
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life Students are encouraged to build their own healthy lifestyle by engaging in daily school life, from healthy lunches to sports training sessions held on weekends and after school.
      • Remarks Measures to ensure a healthy school environment: daily checking of body temperature and maintenance of a hygienic environment.
    • School Characteristics
      • School Management Organisation The Incorporated Management Committee advises on school development. Daily running of the school is the responsibility of our school management team including subjects/administrative groups. Parent Teacher Association and Alumni Association collect and reflect opinions from their respective stakeholders, and support various school activities.
      • Incorporated Management Committee / School Management Committee/ Management Committee The school management system has been developing towards democracy and transparency that meets the needs of the stakeholders. Members of The Incorporated Management Committee, which comprise representatives from the school sponsoring body, school principal, teachers, parents and alumni, design and formulate policies and discuss on management of resources that suit the needs of our school. The school management team led by the principal ensures the quality of learning and teaching by close collaboration with parents and frontline teachers.
      • School Green Policy Enhancement and promotion of awareness of environmental protection (EP) are done by school EP Ambassadors and the Moral & Civic Education Team. Coupled with other measures, such as Reduce & Recycle, Economic Use of Energy and Caring of Plants in Campus, students' ownership of the school and their environmentally-friendly mind are cultivated.
      • School's Major Concerns To cater for learning diversity; enhance the performance of gifted children; to implement life education.
      • Learning & Teaching Strategies Curriculum Core Group (CCG) is responsible for teacher professional development and planning of school-based curriculum. Various new curriculum initiatives are led by CCG in order that life-wide learning experiences, generic and thinking skills, bilingualism, and information technology in learning & teaching, are run smoothly and effectively.
      • Development of Key Tasks Innovation in language education. Promotion of Reading to Learn through various learning sessions in timetable, teaching of reading strategies and cross-disciplinary lessons. Through the enhancement of network infrastructure, Integrated learning of information communication technology (ICT) in subject teaching helps students develop their self-directed learning skills. Facilitate development of students' inquiry mind and research skills by adoption of an inquiry-based learning approach in project learning. Life education lessons, weekly assembly and civic education units that incorporate various subjects help students develop their positive values and attitudes towards life.
      • Development of Generic Skills Pupils' generic skills are developed through project learning, collaborative learning, cross-curricular theme-based learning as well as daily learning experiences.
      • Whole School Approach to Cater for Student Diversity Using whole school approach to assist students with special learning needs through specialized services and collaboration between parents and teachers. Teachers also support students' learning in tutorials and remedial lessons.
      • Whole School Approach to Integrated Education Sensible use of the Learning Support Grant and other resources to promote integration education. The post of SENCO is established to coordinate services to SEN students including curriculum and assessment adaptation, speech therapy, IEP and other related training programmes.
      • Curriculum Tailoring and Adaptation Remedial teaching groups, homework and exam adaptation for students with special learning needs. Enhancement programmes in languages and Maths for more-able students.
      • Home-School Co-operation Various parent seminars and experience-sharing sessions are organised to support parents in handling children's needs and promote better family relationships. Parents participate actively in school activities and support the school with a powerful volunteer team. Moreover, the annual fund-raising event organised by the PTA facilitates better school development.
      • School Ethos School-based curriculum (MCE in subject learning, Life education lesson and Assembly) help students develop their positive values and attitudes towards life. They are in particular encouraged to join service learning through which caring for others, especially the needy ones is the focus. Preventive activities in a whole-school approach in guidance help our students learn to get along with others, be responsible to others and take good initiatives to care for our society. Upper primary students benefit from the Understanding Adolescent Project (Primary) in which their emotional issues and growth problems are better catered for and thus their resilience is enhanced.
      • School Development Plan Improvement of school administration, holistic life education, positive education and improvement in pedagogy to cater for learning differences, and enhancement in the academic performance on the whole.
      • Teacher Professional Training & Development Positive Education.
      • Others Please refer to the school's website for more information.

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