S.K.H. ST. MICHAEL'S PRIMARY SCHOOL

Aided Primary Schools

Aided

Details

Primary School Information
- School Information
- - Supervisor/ Chairman of Management Committee Mr. Tai Tak Ching
  - School Head Ms. Ho Yick Yee Lottie
  - Has the Incorporated Management Committee been established? Yes
  - School Type AidedWhole Day
  - Student Gender Co-ed
  - Sponsoring Body Anglican (Hong Kong) Primary Schools Council Limited
  - Religion Protestantism / Christianity
  - Year of Commencement of Operation 1919
  - School Motto NOT TO BE SERVED BUT TO SERVE
  - School Size About 4500 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 $30
  - Approved Charges for Non-standard Items $300
  - Other Charges -
- School Facilities
- - Number of Classroom(s) 24
  - Number of School Hall(s) 1
  - Number of Playground(s) 1
  - Number of Library(ies) 1
  - Special Rooms Multi-purpose Area, Visual-art Room, 2 Music Rooms, 2 Computer Rooms, 2 Small-group Teaching Rooms, English Room, Conference Room.
  - Facility(ies) for Supporting Students with Special Educational Needs Accessible lift and Accessible toilet.
  - Others -
- 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 54
  - Qualifications and professional training (%)
  - Teacher Certificate / Diploma in Education 100%
    Bachelor Degree 96%
    Master/ Doctorate Degree or above 36%
    Special Education Training 54%
  - Years of Experience (%)
  - 0 - 4 years 4%
    5 - 9 years 12%
    10 years or above 84%
- 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 P.4 to P.6 students are streamed according to the average academic score. Small-class teaching in English and Math. are also adopted. Students of these classes are placed according to the academic results of English Language and Math.
  - Diversified Assessment for Learning Other than the three annual summative assessments, students are formatively assessed in terms of conduct, attitudes, generic skills, life skills and etc. We also adopt different modes of assessment (e.g. self-assessment, peer assessment) suited to the purposes and processes of teaching and learning.
- School Life
- - Number of School Days per week 5
  - Number of periods per day 10
  - Duration of each normal period 35
  - School starts at 8:10 AM
  - School ends at 3:00 PM
  - Lunch time 11:55 - 12:55
  - Lunch arrangement Provided by designated supplier and Prepared by parents.
  - Healthy school life The School is keen on promoting a healthy and green lunch, through participating in Fruit Day, implementing school-based physical fitness scheme, morning exercises and holding Sports Day, seminars about sports or health and a carnival about sports and arts.
  - Remarks -
- School Characteristics
- - School Management Organisation Our school is a member of Anglican (Hong Kong) Primary Schools Council Ltd. The Incorporated Management Committee and the Principal supervise the school and offer immediate suggestions to the school.
  - Incorporated Management Committee / School Management Committee/ Management Committee The IMC holds meetings to discuss and provide constructive ideas for school issues.
  - School Green Policy We adopt a whole school approach to promote environmental education.
  - School's Major Concerns 1. Continual improvement of the teaching and learning strategies for the enhancement of the quality and effectiveness of teaching and learning. 2. Development of students' spiritual awareness by learning the teaching of Christ.
  - Learning and Teaching Plan
  - Learning & Teaching Strategies To be in line with the student-based learning strategies, all academic subjects focus teaching on learners' thinking and practising. Strategies such as cooperative learning, project learning, e-learning, service learning, etc. are adopted to let students think, discuss and explore, in conjunction with goals of encouraging students to learn actively, to self-construct knowledge and have the capabilities and the appropriate values and attitudes in every aspect developed.
    Development of Key Tasks 1. Reading Scheme: Reading lesson and morning reading scheme; school-based reading programmes; English and Chinese extensive reading schemes. 2. E-learning: The school campus is wifi-connected for the promotion of students' learning with electronic devices; one Computer lesson per week for students from P.1 to P.6; the establishment of "I.T. Pioneers". 3. Project Learning: full implementation from P.1 to P.6. 4. Moral and Civic Education: morning prayers, morning assemblies, weekly assemblies, class-teacher periods and Personal Growth Education periods are set up; comprehensive guidance and counseling programme is provided.
    Development of Generic Skills The School emphasizes the importance of fostering students' generic skills, particularly in terms of communication skills, collaboration skills, creativity and critical thinking skills. Through cooperative learning and project learning, students learn to work in groups and thus communication and socialization skills are developed. The School further develops the lower primary students with life skills in the subject of General Studies.
  - Student Support
  - Whole School Approach to Cater for Student Diversity 1. We adopt a Whole School Approach to cater for student diversity; 2. Implement support programmes, such as Individual Education Plan, social skills training courses and reading and writing skills classes.
    Whole School Approach to Integrated Education 1. Intervention programmes and enhancement courses provided after school; 2. Adapt the curriculum, student learning activities, homework and assessment papers; 3. Provide "Early Identification and Intervention of Learning Difficulties Programme for Primary One Pupils"; 4. Speech therapists and educational psychologists offer professional services at school; 5. Establish a Student Support Team to coordinate student support work.
    Education Support for Non-Chinese Speaking(NCS) Students Our school provides additional support for NCS students to facilitate their learning of Chinese: arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc.; and organising cultural integration activities.
    Curriculum Tailoring and Adaptation To cater for learning diversity, the curriculum is flexibly adapted according to students' capability and level. After-school enrichment and enhancement courses are established for the more capable students and the less able ones. Over the last few years, the School has actively set up some classes for gifted students in the subjects of Mathematics and General Studies, with the purpose of providing them with extra learning opportunities and thus enable them to gain better understanding of the subjects and have their higher-order thinking skills sharpened as well.
  - Home-School Co-operation PTA holds regular activities to encourage home-school co-operation. Parents are enthusiastic in offering help in various school activities such as Reading Mummy and Daddy, Sports Day, Birthday Celebrations.
  - School Ethos 1. Good school ethos: the School environment concerns for the sense of self-discipline and responsibility; 2. Encourages joyful learning; 3. An integration of discipline and guidance: development of the practice of school-based guidance and counseling, and establishment of student's good qualities and manners; 4. Strengthening of home-school co-operation: the PTA has been established for years to help with the development of the School.
  - Future Development
  - School Development Plan 1. Inspiring creativity and encouraging self-learning; 2. Developing school-based curriculum reform and promoting curriculum adaptation and integration; 3. Encouraging students to learn through reading, thus enhancing their ability to self-learn; 4. Strengthening comprehensive guidance and counseling programme; 5. Promoting E-learning; 6. Developing gifted education.
    Teacher Professional Training & Development Fully implementing collaborative meetings and peer observation. For the coming years, teacher development and training will focus on promoting E-learning and developing positive values and attitudes of students.
    Others -