SALESIAN SCHOOL

Details
  • Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Father Lam Chung Wai Simon
      • School Head Miss Chan Yuen Kee Karen
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Boys
      • Sponsoring Body Salesian Society of Don Bosco
      • Religion Catholicism
      • Year of Commencement of Operation 1951
      • School Motto To ignite one's life and to give light to others
      • School Size About 5800 Sq. M
      • Through-train Secondary School -
      • Feeder Secondary School Salesian English 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 $50
      • Approved Charges for Non-standard Items -
      • Other Charges School-based Management Fee: $300 per year ($150 per term).
    • School Facilities
      • Number of Classroom(s) 18
      • Number of School Hall(s) 1
      • Number of Playground(s) 4
      • Number of Library(ies) 1
      • Special Rooms Computer Room, Multi-media and Innovative Classroom, Library, Reading Room, Music Room, Visual Arts Room, English Room, Counseling Room, STEM Room and School TV Production Room.
      • Facility(ies) for Supporting Students with Special Educational Needs Accessible lift and Accessible toilet.
      • Others Chapel.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 34.0
      • Total number of teachers in the school 38
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 100%
        • Bachelor Degree 100%
        • Master/ Doctorate Degree or above 47%
        • Special Education Training 72%
      • Years of Experience (%)
        • 0 - 4 years 19%
        • 5 - 9 years 20%
        • 10 years or above 61%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 3
        • P2 Number of classes 4
        • P3 Number of classes 3
        • 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 3
        • P2 Number of classes 3
        • P3 Number of classes 4
        • P4 Number of classes 3
        • P5 Number of classes 2
        • P6 Number of classes 3
        • Total 18
    • Performance Assessment
      • Number of test(s) per year 0
      • Number of exam(s) per year 3
      • Streaming arrangement All classes are in mixed-ability mode to help students realize their potential. With high-ability students helping the low ability ones, it enhances students' learning through collaboration.
      • Diversified Assessment for Learning 1. Formative assessments: Observation, students' performance in classroom and students' work, module summary, skills assessments; 2. Summative assessments; 3. Project learning; 4. Self-evaluations, peer evaluations, teachers' quality feedback; 5. Effective assignments: Reading aloud, online assessments, reading reports, oral presentations, role play, etc.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 8
      • Duration of each normal period 35
      • School starts at 7:55 AM
      • School ends at 3:00 PM
      • Lunch time 12:35 - 13:35
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life 1. Through "School Physical Fitness Award Scheme" and "Energetic Campus", we can enhance students' health awareness and encourage them to participate in physical activities. 2. By participating in "Understanding Adolescent Project", we enhance students' ability in coping adversities.
      • Remarks Through religious activities we care for our students' spiritual healthiness. By participating in community activities or service learning, we help build our students' positive values.
    • School Characteristics
      • School Management Organisation Managed by Incorporated Management Committee (IMC) and beneath the Principal, our school has different administrative groups focus upon different areas: management and organization, student support, learning and teaching, school ethos and student personal growth and development. For details please refer to our school website.
      • Incorporated Management Committee / School Management Committee/ Management Committee Incorporated Management Committee Members include supervisor, fathers and brothers, principal and outsiders from educational and other fields.
      • School Green Policy In order to elevate our students' be awareness of the importance of environmental protection, we only choose lunch suppliers which use environmentally friendly lunch box. We also work closely with our PTA in the "School Uniform Recycling Project".
      • School's Major Concerns 1. To be with students in their daily life. 2. To consolidate students' ability to be self-disciplined. 3. To promote self-directed learning among students. 4. To nurture students with the positive and proactive values.
      • Learning & Teaching Strategies Based on the core curriculum, a school-based curriculum has been established for students according to their abilities, interests and needs. Through various learning and teaching strategies, such as collaborative learning, e-Learning and differentiated questioning skills, students construct knowledge, develop high-order thinking skills, improve communication skills and establish positive values and attitudes through interactive group activities in order to promote students' self-directed learning ability. Small class approach allows teachers to cater for students' learning diversities. In some lessons, extra resources and teachers are available for co-teaching or and pullout programmes. Higher-order thinking skills learning strategies are applied in Chinese and General Studies to encourage students to think in multiple dimensions.
      • Development of Key Tasks Our school promotes the flipped classroom learning model. With the use of ICT tools (iPads/tablet PC) and collaborative learning strategies help develop students self-directed learning ability.
      • Development of Generic Skills Students' generic skills in different areas are nurtured through systematically arranged learning experiences, such as theme-based learning, outdoor learning and service learning activities, etc. Students are encouraged to take part in intramural and interschool competitions and performances.
      • Whole School Approach to Cater for Student Diversity 1. The "Student Support Team" is established and speech therapists and educational psychologists are invited to provide support services for students, parents and teachers in a multi-disciplinary support model. 2. Trainings are provided for teachers to enhance the teaching support strategies in classrooms. 3. The purchase of special services helps arranging different group training for students. 4. Homework and assessment adjustments are provided for individual students with special learning needs. 5. Different multi-intelligent activities are arranged to cater for students' learning diversity.
      • Whole School Approach to Integrated Education The CLD mode enables teachers to arrange appropriate learning modes, multiple intelligence activities and group trainings in a suitable learning environment to narrow the gap between each learner, and to create a decent integrated educational environment.
      • Education Support for Non-Chinese Speaking(NCS) Students Our school provides additional support for NCS students to facilitate their learning of Chinese: Through diversified learning modes such as pullout programmes and after-school support programmes, NCS students are able to learn Chinese in a systematically in a harmonious atmosphere.
      • Curriculum Tailoring and Adaptation We develop the most suitable school-based curriculum based on our students' needs, which fosters an all-round development of our students.
      • Home-School Co-operation The electronic online platform GRWTH allows parents to acquire instant information from our school and promotes effective home-school communication. Various home-school activities such as Parents' Day, seminars, school picnic, Sports Day, etc. also strengthen home-school association.
      • School Ethos With our virtuous school ethos, our students are polite and helpful as they are nurtured in a profound religious atmosphere and positive values, which create a caring culture in our school.
      • School Development Plan 1. With the use of pre-task activities, various graphic organizers, reference books and online resources, students acquire different self-directed learning skills and increase learning efficiency. 2. To nurture students' attitude of self-discipline. 3. Students are able to learn about catholic values.
      • Teacher Professional Training & Development Professional Development activities such as staff development days, team planning sessions, peer observations, teacher sharing, etc. are held every year and have established a "learning circle" in order to elevate the quality of teaching and learning. Teachers are encouraged to participate in development courses (CPD) in various professional aspects related to our school's areas of concern, subjects development as well as to acquire the latest Educational trend.
      • Others 1. Our school is recognized by Microsoft as Showcase School in Hong Kong 2. International Outstanding Teaching Award in Digital Learning 2015-16 (Gold Award) 3. Hong Kong ICT Awards 2017: Best Student Invention (Silver Award) 4. Computational Thinking and Coding Education Programme (Resource School)
YEAR SCHOOL(BAND) TOTAL
ST. MARK'S SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
MUNSANG COLLEGE (HONG KONG ISLAND) 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
ST. PAUL'S COLLEGE 1
HONG KONG CHINESE WOMEN'S CLUB COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
ST. MARK'S SCHOOL 1
MUNSANG COLLEGE (HONG KONG ISLAND) 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
CHEUNG CHUK SHAN COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
CHEUNG CHUK SHAN COLLEGE 1
ST. STEPHEN'S COLLEGE 1
HONG KONG CHINESE WOMEN'S CLUB COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
PUI KIU MIDDLE SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
MUNSANG COLLEGE (HONG KONG ISLAND) 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
SALESIAN ENGLISH SCHOOL 1
WAH YAN COLLEGE, KOWLOON 1
ST. MARK'S SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
HONG KONG CHINESE WOMEN'S CLUB COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
CLEMENTI SECONDARY SCHOOL 1
HON WAH COLLEGE 1
CHRISTIAN NATIONALS' EVANGELISM COMMISSION LAU WING SANG SECONDARY SCHOOL 1
SALESIAN ENGLISH SCHOOL 1
SALESIAN ENGLISH SCHOOL 1
ST. MARK'S SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
MUNSANG COLLEGE (HONG KONG ISLAND) 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
ST. PAUL'S COLLEGE 1
HONG KONG CHINESE WOMEN'S CLUB COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
ST. MARK'S SCHOOL 1
MUNSANG COLLEGE (HONG KONG ISLAND) 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
CHEUNG CHUK SHAN COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
CHEUNG CHUK SHAN COLLEGE 1
ST. STEPHEN'S COLLEGE 1
HONG KONG CHINESE WOMEN'S CLUB COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
PUI KIU MIDDLE SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
MUNSANG COLLEGE (HONG KONG ISLAND) 1
THE CHINESE FOUNDATION SECONDARY SCHOOL 1
SALESIAN ENGLISH SCHOOL 1
WAH YAN COLLEGE, KOWLOON 1
ST. MARK'S SCHOOL 1
SHAU KEI WAN GOVERNMENT SECONDARY SCHOOL 1
HONG KONG CHINESE WOMEN'S CLUB COLLEGE 1
SALESIAN ENGLISH SCHOOL 1
CLEMENTI SECONDARY SCHOOL 1
HON WAH COLLEGE 1
CHRISTIAN NATIONALS' EVANGELISM COMMISSION LAU WING SANG SECONDARY SCHOOL 1
SALESIAN ENGLISH SCHOOL 1
SALESIAN ENGLISH SCHOOL 1

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