HO YU COLLEGE AND PRIMARY SCHOOL (SPONSORED BY SIK SIK YUEN)

Details
  • Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Mr. Yu Tai Ip Francis
      • School Head Mr. Mak Man Chiu
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Co-ed
      • Sponsoring Body Sik Sik Yuen
      • Religion Confucianism, Buddhism and Taoism
      • Year of Commencement of Operation 1997
      • School Motto To act benevolently and to preach benevolence
      • School Size About 11148 Sq. M
      • Through-train Secondary School Ho Yu College and Primary School (Sponsored by Sik Sik Yuen)
      • Feeder Secondary School -
      • Nominated Secondary School -
      • Medium of Instruction Chinese(incl.: Putonghua)
      • 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 $30
      • Approved Charges for Non-standard Items -
      • Other Charges -
    • School Facilities
      • Number of Classroom(s) 30
      • Number of School Hall(s) 1
      • Number of Playground(s) 4
      • Number of Library(ies) 2
      • Special Rooms Biotechnology Laboratory, Digital Library, Computer Rooms, Multi-media Learning Centre, Student Activity Centre, Dance Room, Home Economics Room, Auditorium.
      • Facility(ies) for Supporting Students with Special Educational Needs Ramp, Accessible lift and Accessible toilet.
      • Others Archery and Golf Area, Biotechnology Mobile Laboratory, Nature Education Trail, Butterfly Garden, Greenhouse, Rock Climbing Wall, Fitness Room.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 33.0
      • Total number of teachers in the school 36
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 92%
        • Bachelor Degree 100%
        • Master/ Doctorate Degree or above 42%
        • Special Education Training 22%
      • Years of Experience (%)
        • 0 - 4 years 39%
        • 5 - 9 years 25%
        • 10 years or above 36%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 5
        • P2 Number of classes 3
        • P3 Number of classes 2
        • P4 Number of classes 2
        • P5 Number of classes 3
        • P6 Number of classes 3
        • Total 18
      • 2019/20 School Year (Based on the approval of EDB in 2019)
        • P1 Number of classes 5
        • P2 Number of classes 5
        • P3 Number of classes 3
        • P4 Number of classes 2
        • P5 Number of classes 2
        • P6 Number of classes 3
        • Total 20
    • Performance Assessment
      • Number of test(s) per year 2
      • Number of exam(s) per year 2
      • Streaming arrangement Class allocation is made according to students' abilities and personal traits. In addition, cooperation and creativity are enhanced through team work, with the aim of achieving synergistic learning efficiency.
      • Diversified Assessment for Learning Continuous assessment: emphasis is placed on students' learning progress. Students' in-class performance, homework, project learning are part of the assessment. In this way, excessive drills for exam can be avoided and teachers can provide feedback to students as soon as possible.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 6
      • Duration of each normal period 45
      • School starts at 8:30 AM
      • School ends at 3:40 PM
      • Lunch time 12:15 - 13:15
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life The School participates in the "EatSmart@school.hk" Campaign and adopts various measures for environmental protection and energy conservation. This aims to help students build the good habit of green healthy living. In addition, the School regularly organizes a wide range of aerobic exercise to boost students' health and wellness.
      • Remarks In our "Through-Train" School, teachers have more time to recognize and nurture the potential and talents among students throughout their primary and secondary years. Primary students have the opportunities to learn from and interact with senior students, thus improving their communications skill.
    • School Characteristics
      • School Management Organisation Our School offers 12 years of continuous primary and secondary education to our students, in a "Through-Train" mode of education, facilitating seamless integration of primary and secondary curricula. Primary students can have lessons in the well-equipped secondary science laboratory and special rooms.
      • Incorporated Management Committee / School Management Committee/ Management Committee The IMC of our school is composed of the Sponsoring Body Manager, School Principal, Teacher as well as Parents Representatives.
      • School Green Policy The organic farmland of our "Yu Garden" can help students understand the importance of conserving food. Other environmental protection measures adopted on campus include the use of solar energy and wind-generated electrical system, various energy-saving electrical appliances, waste separation and recycling, used books recycling and the School Uniform Recycling Campaign.
      • School's Major Concerns Enhancement of students' trilingual and biliterate skills in English and Chinese, self-regulated learning and scientific exploration. Emphasis is also put on cultivating students' good character.
      • Learning & Teaching Strategies Duration of 45 minutes for each period helps facilitate interactive lessons. Classes are taught in mother tongue. Students' English skills are developed through enhancement of English learning elements in various school subjects. Self-regulated learning is fostered in senior primary classes to develop students' self-initiative to learn and their ability to learn in groups.
      • Development of Key Tasks 1. Enhancement of students' language skills through extensive reading under the "Reading to Succeed" Scheme. 2. Effective use of tablets and Wi-Fi network for the implementation of "Flipped Classroom" programme and to enhance interactive learning in class. 3. Enhancement of students' English language skills: Implementation of tiered instruction in groups and English Reading and Writing Scheme to enable students to make progress according to their capabilities. Building the "English Everywhere" learning environment through various Multiple-Intelligence activities. 4. Effective use of the unique science teaching facilities including the Biotech MobileLab and the Biotechnology Teaching Laboratory to enhance the science learning environment for all levels. In addition, courses on micro-organisms and DNA are offered. 5. Ho Yu has been fostering science and technology education for over a decade. The School will participate in the Professional Development Schools Scheme upon the invitation of the EDB.
      • Development of Generic Skills Students' generic skills are developed and nurtured through various learning activities offered in each subject, the Project Learning Weeks and the Multiple-Intelligence classes.
      • Student Support
        • Whole School Approach to Cater for Student Diversity 1. Diversity in learning capabilities is addressed through tiered instruction, after-school enhancement classes and tutorial classes. 2. Curriculum accommodations are made for students in need while advanced curriculum is adopted for more capable students.
        • Whole School Approach to Integrated Education 1. Assistance to students with special educational needs to gradually adapt to the learning environment by means of homework accommodation and assessment accommodation, therapy services, and homework class, etc. 2. Participation in inclusion activities to foster a culture of inclusion.
        • 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; organising cultural integration activities; and hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents.
        • Curriculum Tailoring and Adaptation Measures include streaming for English Language, tiered assignments, curriculum integration and development of high order thinking.
      • Home-school Co-operation and School Ethos
        • Home-School Co-operation The Parent-Teacher Association and parent volunteers work hand-in-hand to organize various parent-child bonding activities; parents also participate in the learning activities and interest classes.
        • School Ethos Our School emphasizes and develops a loving and caring culture for everyone on campus - a culture that is strict yet loving, and harmonious yet well-disciplined. Students learn and grow healthily in harmony achieved through the close interaction between Home and School, teachers and students and the senior and junior students.
      • School Development Plan 1. Foster STEM education. 2. Enhance values education (Respect, Perseverance & Civic Education).
      • Teacher Professional Training & Development Teachers are encouraged to pursue professional development. Peer Teaching Observation for teachers, induction and guidance for new teachers as well as teaching experience sharing with affiliated schools are arranged.
      • Others In the current school year, our students have been awarded prizes in a number of competitions, including Putonghua Choral Speaking Competition, English Choral Speaking Competition, Talent Problem Solving Competition, School Dance Festival, Inter-school Athletics Competition, Hong Kong Youth Mathematical Challenge, etc.
  • Secondary School Information
    • School Information
      • District Islands
      • Other District(s)
      • Supervisor / Chairman of School Management Committee Mr. Yu Tai Ip
      • Principal Mr. Mak Man Chiu
      • School Type Aided
      • Student Gender Co-ed
      • School Size About 11148 Sq. M
      • Sponsoring Body Sik Sik Yuen
      • Has the Incorporated Management Committee been established Yes
      • Religion Confucianism, Buddhism and Taoism
      • Year of Commencement of Operation 1997
      • School Motto To act benevolently and to preach benevolence
      • 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)($): $30
      • Students' Association Membership Fee($): -
      • Approved Charges for non-standard items (Annual) ($): -
      • Other Charges / Fees($): Alumni Association: Life membership fee $60, annual fee $20.
    • School Facilities
      • School Facilities: Biotechnology Mobile Laboratory, Biotechnology Laboratory, Fitness Center, Archery and Golf Area, Nature Education Trail, Dance Room, Student Activity Centres, Multi Media Learning Centre, Digital Library, Computer Rooms, Auditorium, Home Economics Room, Mini Soccer Field, Basketball Court, Gymnasium, Running Track, Sand Pit, Climbing Wall, Greenhouse, Butterfly Garden and Farmland.
      • Facility for Supporting Students with Special Educational Needs: Ramp, Accessible lift and Accessible toilet.
    • Teaching Staff Information (Including School Head)
      • Number of teaching posts in the approved establishment: 58
      • Total number of teachers in the school: 65
      • Qualifications and Professional TrainingPercentage of teaching staff (%)
        • Teacher Certificate / Diploma in Education : 100%
        • Bachelor Degree: 100%
        • Master / Doctorate Degree or above : 54%
        • Special Education Training : 20%
      • Working ExperiencesPercentage of teaching staff (%)
        • 0-4 years : 17%
        • 5-9 years : 9%
        • 10 years or above : 74%
    • 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, Putonghua, Home Economics, Physical Education, Computer & Technology, History and Culture*, Visual Arts, Music, Life and Society*, Geography*
        • English as the medium of instruction : English Language
        • Use either Chinese or English as the medium of instruction by class or by group : Mathematics, Integrated Science
      • Subjects Offered in 2019/2020 School YearS.4 - S.6
        • Chinese as the medium of instruction : Chinese Language, Liberal Studies, History, Geography, Economics, Information and Communication Technology, Health Management and Social Care, Tourism and Hospitality Studies, Chinese History, Physical Education, Visual Arts
        • English as the medium of instruction : English Language
        • Use either Chinese or English as the medium of instruction by class or by group : Mathematics, Biology, Physics, Chemistry
      • Subjects to be Offered in 2020/2021 School YearS.1 - S.3
        • Chinese as the medium of instruction : Chinese Language, Putonghua, Home Economics, Physical Education, Computer & Technology, History*, Chinese History, Visual Arts, Music, Life and Society*, Geography*
        • English as the medium of instruction : English Language
        • Use either Chinese or English as the medium of instruction by class or by group : Mathematics, Integrated Science
      • Subjects to be Offered in 2020/2021 School YearS.4 - S.6
        • Chinese as the medium of instruction : Chinese Language, Liberal Studies, Chinese History, History, Geography, Economics, Information and Communication Technology, Health Management and Social Care, Tourism and Hospitality Studies, Chinese History, Physical Education, Visual Arts
        • English as the medium of instruction : English Language
        • Use either Chinese or English as the medium of instruction by class or by group : Mathematics, Biology, Physics, Chemistry
    • 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 ).Our school accepts applications for S.1 discretionary places. Interview: 40%; Academic Performance: 20%; Conduct: 20%; Co-curricular activities / Services / Awards / Special talents: 20%.
      • Orientation Activities and Healthy Life 1. Orientation activities – Self Regulated Learning Week is conducted for new students during the summer holiday. There are various team and group activities as well as bridging courses for Chinese Language, English Language, Mathematics, Science, History and Culture, Life and Society, and Geography. Students and parents participate in the New Student Orientation Day activities including school introduction, self regulated learning and various observation classes for parents and meeting with class teachers. This aims to enable parents to have a better understanding of our School’s beliefs and foster home-school cooperation in nurturing students’ spirit of self-learning. 2. Healthy Life – The School adopts a healthy campus policy and participated in the Healthy Campus Programme to help students understand the importance of good health and a well-balanced diet and build positive values. This aims to enhance students’ ability to tackle adversity and adapt to the ever-changing society. Based on the main theme of “Love • Ho Yu”, the School also implements the self-help programme “Love • Overcoming Adversity”, the leadership programme “Love • Excellence” and the service programme “Love • Helping Others”. Our Hoyu Market and Math Bank, in line with the financial management education covered in the values education class and moral education class, aim to enable students to understand the correct financial management concepts from a young age.
    • School Characteristics
      • School Management
        • (1)School's Major Concerns Foster STEM education; enhance values education (respect, perseverance and civic education).
        • (2) School Management Organisation: Our School, established with one registration incorporating primary and secondary in 2003, is governed by one IMC and managed by one administrative system with one team of teaching staff teaching all levels. We offer 12 years of continuous primary and secondary education to our students in a true "Through-Train" mode of education.
        • (3) Incorporated Management Committee / School Management Committee / Management Committee: IMC is comprised of representatives from the School Sponsoring Body, the Principal, and representatives of teachers and parents.
        • (4) School Green Policy: Hydroponics in the nursery and the organic farmland of our Yu Garden can enable students to experience the joy of farming. In addition, pedal-driven fitness bicycle generators have also been installed to encourage students to make use of the bicycles to exercise regularly and keep fit; the electricity generated is stored for future use. There are also waste separation bins for recycling. Our civic ambassador team promotes the important message of environmental protection and a clean campus in a bid to cultivate the green school culture.
      • Learning and Teaching Plan
        • (1) Whole-school Language Policy: We aim at training our students to be proficient in Cantonese, Putonghua and English by: 1. Creating a favourable learning environment for language acquisition as in the weekly English Day, weekly Putonghua Day, Language Games, Competitions, Peer Reading Programme, English Broadcast, Festival Celebrations and the English Ambassador Scheme. Students can improve their English skills through day-to-day learning activities in the “English Everywhere” environment. 2. Having Native Speaking English teachers teaching most of the English Speaking and Conversation classes. 3. Mathematics and Integrated Science lessons of some of the junior secondary classes are taught in English. Extended learning activities conducted in English are implemented in other subjects. For example, some of the modules are taught with English as the medium of instruction to enhance students’ ability to use the syntax and vocabulary of English. In addition, extra-curricular extended learning activities are also conducted in English.
        • (2) Learning and Teaching Strategies: 1. Teaching is focused on the differing abilities and cognitive development of individual students and designed in a learner-centered approach. 2. An inquisitive learning process is encouraged for the acquisition of general and specialized knowledge, logical thinking and calculation skills. 3. Self Regulated Learning Scheme is adopted. We hope our students can be equipped with the skills of “life-long learning” and “learning to learn”. 4. Continuous assessment as a form of learning feedback conducted throughout the year besides the regular tests and examinations. 5. 45-minute classes are conducted to allow more time for a diverse range of highly intensive activities. 6. A school-based curriculum is set out for junior secondary forms according to the needs and abilities of the students in line with the NSS syllabus and assessment. 7. ‘Morning Reading with teachers’, Reading Awards, and online reading schemes, plus top reader recommendations are all offered to encourage a good reading habit.
        • (3) School-based Curriculum: 1. Electives: 2X and 3X. Biology, Chemistry, Physics, Economics, Geography, Chinese History, History, Tourism and Hospitality Studies, and Visual Arts, Information and Communication Technology, Health management and Social care.2. Curriculum highlights: Several school-based curricula are implemented at junior secondary level to raise students’ interest in learning. These curricula are Values Education, STEM courses, History and Culture, Life and Society, and Information and Communication Technology.
        • (4) Development of Key Tasks: 1. Self Regulated Learning: Self Regulated Learning programme is implemented in junior secondary forms. Students do pre-class preparation according to self-learning outline designed by the teacher. Group discussion, presentation, reading aloud, peer evaluation and teachers’ guidance are conducted to enhance learning effectiveness. Over the past seven years, our students have clearly gained thorough understanding of the meaning of learning adopting suitable methods of learning. This has enabled them to achieve good results in the Diploma of Secondary Education Examination. At the same time, students have developed the belief in life-long learning and a positive attitude. 2. English Learning Programme: Enhancement of students’ English skills through small-class tiered instruction, recruitment of Native English Speaking Teachers (NET), and various English learning activities. 3. Continuous efforts have been made to develop the Biotechnology curriculum over the years. In recent years, emphasis has been put on the enhancement of integrated learning of mechanical engineering, mathematics, and information and communication technology. This aims to encourage students to learn in a “hands-on” manner. As proposed by Kolb in his theory of experiential learning, experience is the starting point of learning, and each experience is turned into knowledge through sharing and reflection. This shows that students not only accumulate experience and knowledge during the learning process, they can also build a proactive learning attitude.
        • (5) Career and Life Planning: Through-train life planning is provided to students to cater for their needs at different learning stages. Students develop self-understanding from a young age. They identify their own qualities and build positive values and learning attitude based on their qualities. In addition, students are introduced to various pathways for further studies and working life to help them equip themselves. Financial management education is implemented to help students cultivate good money management habits and positive values. In addition, a school-wide Career Expo is held annually. Around twenty professionals and alumni are invited to share their experiences in different career paths. This aims to enable students to have a good understanding of the requirements of the learning pathways of various academic disciplines and get well equipped for their future.
      • Student Support
        • (1) Whole School Approach to Cater for Student Diversity: To cater for individual differences of students, our school adopts teaching in small groups or collaborative teaching. At the same time, teachers customize appropriate teaching materials to meet students’ individual needs and help them learn effectively.
        • (2) Whole School Approach to Integrated Education: Student Support Team had been set up to provide appropriate support to students with special educational needs. We aim to help students develop their personal potential and integrate them into the life of mainstream school. The main members of our Student Support Team include our Vice-Principal, Special Education Needs Coordinator, Special Education Needs Supporting Teacher, Chinese Language Teacher, English Language Teacher, School Counselor, School Social Worker, Educational Psychologist and Teaching Assistant. We do not only work for our students but work together with class teachers and parents. For Teachers: In order to enhance the learning effectiveness of our students and to provide appropriate support for them, SST and the class teacher discuss students’ learning progress and relevant strategies constantly. The school also actively encourages teachers to enroll in inclusive education-related courses to enhance the overall professional competence of teachers in special education. For Students: In order to identify the special educational needs of students at an earlier stage, we conduct Chinese reading and writing tests for S1 students at the beginning of each year. In addition, the school has used the "Learning Support Grant" to recruit additional staff or purchase professional supporting services to implement various training courses and group activities such as speech therapy to meet the special learning needs of individual students. For parents: The school attaches great importance to the cooperation between home and school. In addition to establishing a constant communication mechanism, we also organize talks and individual meetings for parents to better understand their child’s learning progress at school.
        • (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; organising cultural integration activities; and hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents.
        • (4) Measures to provide adaptation for Learning and Assessment: 1. Our school values students' learning process and progress. Besides tests and examinations, periodic progress evaluations are conducted to evaluate the performance of students. 2. Our school promotes students' self-evaluation, enabling students to realize their strengths and weaknesses. 3. Adjustments built into the School’s Internal Examination mechanism to meet students’ needs include: simplified exam paper, extended time allowed, computer screen to help students read the exam paper.
      • Home-school Co-operation and School Ethos
        • (1) Home-School Co-operation: Through the Parent-Teacher Association activities, close liaison with parents is ensured. The school works hand in hand with parent managers and parent volunteers in the best interest of students.
        • (2) School Ethos: Our school puts emphasis on moral education and training students’ endurance and self-discipline. Students are taught to respect others, strive for academic excellence, and care for the school so as to create a harmonious and orderly school culture. The school organizes various activities such as the Big Brother and Big Sister Scheme and Leadership Scheme for students’ whole person development. This also helps students to have good self-understanding, develop their potential and cultivate positive values, in order to become a self-loving teenager with self respect. In addition, Quality Circle is formed at all levels. It aims to combine the resources of the class teachers of the same grade to provide comprehensive care to the students. In our “through-train” school, secondary students have the opportunity to practise leadership and peer counseling through helping their primary schoolmates. They can learn to care for others, enhance their communication and social skills and build their sense of responsibility.
      • Future Development
        • (1) School Development Plan: Cultivate students’ self-respect and self-confidence; enhance students’ Self Regulated Learning ability and learning effectiveness.
        • (2) Teacher Professional Training and Development: Our School encourages the continuous professional development of teachers. We implement various schemes and activities for our teaching staff, including the Peer Teaching Observation, Guidance and Assistance for new teachers, and sharing of teaching experiences, to enhance their teaching capabilities.
      • Life-wide Learning Activities including Five Essential Learning Experiences, Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc. Emphasis is put on organizing learning activities outside the classroom to enrich students’ learning experiences in “intellectual development, moral and civic education, community service, physical and aesthetic development, and career-related experiences”. For example, English drama, reading club, science exploration interest classes, hydroponic gardening, astronomy society, volunteer services, leadership teams, peer counseling, Auxiliary Medical Service, scout activities, marching band, Chinese orchestra, choir, hand-bell team, dance team, cheerleading team, basketball, football and volleyball teams, kin-ball team, archery team, track and field team, balloon art, overseas cultural exchange. These diverse activities aim at boosting students’ whole-person development.
      • Others -
      • Direct public transportation to School Bus: 37, 37M, 37H, E21A, E31
      • Remarks -

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