To provide whole-person, quality education based on Biblical truths to students in the moral, intellectual, physical, social, aesthetic and spiritual aspects of their lives so as to: enhance their academic aptitude; realise their potentials; bring them to know God and understand His Word; and build up their character and self-discipline; that they may grow up in faith, hope and love, hence establish themselves in society, care for their country and community, serve mankind, and glorify God.
|Other District(s)||:||Sham Shui Po, Tsuen Wan|
|Supervisor / Chairman of School Management Committee||:||Mr. Chui Ki Wing|
|Principal||:||Dr. Ho Yuk Fan (B. Sc., Dip. Ed., M. Ed (Ed. Psy., CUHK), D. Ed. (Ed. Admin & Policy, CUHK))|
|School Size||:||About 5700 Sq. M|
|Sponsoring Body||:||Evangelical School Development Inc Ltd.|
|Incorporated Management Committee been established||:||Established|
|Religion||:||Protestantism / Christianity|
|Year of Commencement of Operation||:||1982|
|School Motto||:||Self-discipline through the understanding of the Word; Service to mankind through faithfulness to the Lord.|
|Student Union / Association||:||Yes|
|Past Students’ Association / School Alumni Association||:||Yes|
|School Fee($)||Tong Fai($)|
|Parent-Teacher Association Fee (Annual)($):||$30|
|Students' Association Membership Fee($):||$20|
|Approved Charges for non-standard items (Annual) ($):||$319|
|Other Charges / Fees($):||House Fee $20|
|School Facilities:||:||School facilities: STEM SPACE, Student Guidance Centre, 2 Computer Rooms, Multi-media Learning Centre, Computer Design Room, English Corner, Counselling Room, Student Activity Centre, Dancing Room, Fitness Gymnasium, Philharmonic Instrument Room, Prefect Room. Air-conditioners are installed in all rooms.|
|Facility(ies) for Supporting Students with Special Educational Needs:||:||A specialized team of professional teachers and personnel to provide tailored support and guidance to SEN.|
|Number of teaching posts in the approved establishment:||:||56|
|Total number of teachers in the school:||:||62|
|Qualifications and Professional Training||:||Percentage of teaching staff (%)|
|Teacher Certificate / Diploma in Education :||:||95%|
|Master / Doctorate Degree or above :||:||48%|
|Special Education Training :||:||28%|
|Working Experiences||:||Percentage of teaching staff (%)|
|0-4 years :||:||28%|
|5-9 years :||:||8%|
|10 years or above :||:||64%|
|No. of Classes|
|Subjects Offered in 2020/2021 School Year||:||S.1 - S.3|
|Chinese as the medium of instruction||:||Chinese Language, Mathematics (S.1-S.2)*, Integrated Science* (S.1 & S.2), Physics (S.3)*, Biology (S.3)*, Chemistry (S.3)*, Geography*, Chinese History, History (S.1 & S.2)*, Life and Society*, Computer Literacy*, Music*, Physical Education*, Home Economics*, Design & Technology*, Putonghua, Biblical Knowledge & Ethics*, Academic Support and Positive Education (S.1-S.3)*, Business Fundamentals (S.3)*, 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 (S.3)*|
|Subjects Offered in 2020/2021 School Year||:||S.4 - S.6|
|Chinese as the medium of instruction||:||Chinese Language, Liberal Studies, BAFS (Management), BAFS (Accounting), Information & Communication Technology, Chinese History, Geography, Economics, Visual Arts (S.4), Chinese Literature (S.6), Physical Education, Biblical Knowledge & Ethics, Music|
|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 (S.6), Chemistry, Mathematics Extended Module|
|:||S.1 - S.3|
|Chinese as the medium of instruction||:||Chinese Language, Mathematics*, Integrated Science (S.1 & S.2) *, Physics (S.3)*, Biology (S.3)*, Chemistry (S.3)*, Geography*, Chinese History, History (S.1 & S.2) *, Life and Society*, Computer Literacy*, Music*, Physical Education*, Home Economics*, Design & Technology*, Putonghua, Biblical Knowledge & Ethics*, Academic Support and Positive Education (S.1 - S.3)*, Business Fundamentals (S.3)*, 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||:||-|
|:||S.4 - S.6|
|Chinese as the medium of instruction||:||Chinese Language, Liberal Studies, BAFS (Management), BAFS (Accounting), Information & Communication Technology, Chinese History, Geography, Economics, Visual Arts (S.4 & S.5), Physical Education, Biblical Knowledge & Ethics and Music (S.4)|
|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, Chemistry, Mathematics Extended Module|
*Subjects with extended learning activities (ELA) in English
|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 2021 ).Under the Secondary 1 Discretionary Places stage of Secondary School Places Allocation (SSPA) System, we accept S1 application for admission by considering academic achievement and interview performance (60%), conduct (25%) and extra-curricular activities and service (15%).|
|Orientation Activities and Healthy Life||:||To help Pre-S.1 students prepare for their secondary school life, we have Summer Bridging Course, S.1 Orientation Day Camp, S.1 Parents' Day, S.1 Class Teacher Caring Plan for Freshmen.
Our concern for students’ knowledge of healthy life is to let them develop a holistic concept of health, socially, physically and psychologically, by means of assemblies, morning assemblies, class teacher periods and school-wide special programmes through which we nurture students with concepts and habits of health, life skills and interpersonal skills.
|(1)School's Major Concerns||:||1. To promote motivation to learn and strive for continuous improvement;
2. To foster an English-rich environment through whole-school approach;
3. To care about student needs and to provide ample opportunities to nurture strengths.
|(2) School Management Organisation||:||Under the leadership of the IMC, the school management is steered through the Administrative Council, with membership as the Principal, the two Vice-Principals, heads of eleven functional committees and an elected representative of teaching staff. The two Vice-principals are responsible for planning, implementation and evaluation of practices and measures related to academic development and student development respectively.|
|(3) Incorporated Management Committee / School Management Committee / Management Committee||:||Our IMC was established in September 2008. Committee members are knowledgeable and experienced professionals with vision, passion and expertise in providing good education to the youth.|
|(4) School Green Policy||:||In order to arouse students’ awareness of environmental sustainability, various approaches have been adopted. We have 3-coloured bins to collect different types of waste and green activities including Green School Picnic and Green Christmas Party. In addition, we have regulations on the use of air-conditioning in the classrooms. We have campus surrounded by different kinds of vegetation. We also have the STEM Science Team which offers students opportunities to get exposure to the nature by running aquaponics and conducting soybean research, etc. These activities help educate our students to play an active part in environmental protection.|
|(1) Whole-school Language Policy||:||In junior forms, CMI is adopted, with Mathematics and Integrated Science having a reasonable portion of L&T conducted through EMI to prepare for bridging towards the senior section; there are English-based activities across subjects. Among electives offered in S.4-S.6, there are both Chinese and English classes offered for Mathematics, Biology and Chemistry.|
|(2) Learning and Teaching Strategies||:||Since 2018, we foster self-directed learning through building"10 Essential learning habits" in a whole school approach.
Students learn through various Other Learning Experiences (OLE), including community services, exchange programmes and visits, to widen their horizons and to nurture their sense of social responsibilities. We have S.1-S.3 Reading lesson in junior forms to motivate students to read and foster self-directed learning. Special tutorial classes could be offered for those who need additional support to develop their attitude and skills in learning.
Our school adopts a cross-disciplinary approach in junior form curriculum, for instance, cross-disciplinary project-based learning in Humanities in S.2, and entrepreneurship education module in S.3 with collaboration among subjects under the Technology Education KLA. Through these initiatives students integrate knowledge from different subjects, develop and apply generic skills, and showcase their learning outcomes to the whole school.
S.1-S.3 students will bring their own devices (BYOD)for e-learning. STEM education is another emerging focus of whole-school development. Since 2016, students have received a lot of recognitions and awards in STEM. In order to enhance learning and teaching, through integration in formal curriculum in S.1-S.3,and provision of ample opportunities for students to partake in competitions, as well as establishment of collaboration with various professional bodies and companies, we have nurtured a positive culture of self-directed learning and problem-solving.
|(3) School-based Curriculum||:||1. Electives: 2X. We offer over 20 subject combinations; Student may choose ApL or Other Language if they demonstrate interest and abilities in specific areas of study.
2. Curriculum highlights: Curriculums are adjusted along with the strategies of teaching, learning and assessment. By means of a variety of materials that integrates teaching, learning and assessment, students can enjoy the richness of learning and experience whole-person development and life-long learning as their life goals. Various subjects under Humanities KLA in junior levels aim to raise the awareness of exploring the world, broaden their horizons and critical thinking ability. The curriculum also provides ample opportunities for students to explore and learn to express their view with confidence.
|(4) Development of the Four Key Tasks||:||In order to develop the four key projects, formal curriculum, life-wide learning programmes, reading session, reading award scheme, student award scheme, e-student learning portfolio, extra-curricular activities and cross-curricular activities are implemented.|
|(5) Life Planning Education||:||The followings are key components of life planning education and career guidance in CALFSS:
1. To provide school-wide and class-based career guidance curriculum in line with developmental needs of students at different stages.
2. To promote students’ exposure through diversified career-related experiences and work-place engagement activities.
3. To provide comprehensive and impartial career information on further studies and options so as to promote informed choice-making among students.
4. To provide individualized guidance and counselling and to coach students in formulation of their Student Learning Profile, through which students could actualize their career aspirations.
|(1) Whole School Approach to Catering for Learner Diversity||:||We aim at bringing out students’ potentials and training the gifted systematically with the aid of school-based courses and those offered by tertiary institutions. Through various training and student support programmes, we unleash students’ potential and foster their personal growth. We are determined to build a culture of care and mutual respect with substantial social integration.
Our school has been granted additional and ample resources through different programmes, namely, “Carmelians x Joyful@HK” (by QEF), “Dream House@CALFSS” (by Child Development Fund) and “Positive Education Curriculum@CALFSS” (by JC Wellbeing Project). Through the curriculum and programmes, we nurture students with positive attitude towards life and their future and a growth mindset, passion and preparation to actualize their unique potential and aspirations, and many could have a fruitful learning experience through the mentorship scheme.
|(2) Whole School Approach to Integrated Education||:||The SEN Support Committee consists of Vice-Principal, the Chairperson of the Counselling Committee, SEN Coordinator, SENST, social workers, educational psychologists, senior language teachers and Student Development Assistants. Responding to the different learning needs of students, CALFSS provides SEN students with academic supports such as learning strategies courses in Chinese, English, Mathematics and Liberal Studies, and after-school remedial classes. Regarding exam accommodation, apart from the individualized exam room and time accommodation, the SEN group provides particular adjustments in the exam syllabus and assessment methods to enhance students’ learning motivation and effectiveness. For personal development and interpersonal skills, the School arranges speech therapy, occupational therapy, A-Connect Autism Support Programme, attention focus training, executive functioning training, art course, tabletop game group, etc. Through various training programmes and peer-support, we sincerely hope that students’ potentials are unleashed and their personal growth is fostered. The School aims to build up an inclusive and caring school culture. Through organizing talent shows, exhibitions (Art and Culture), drama, Inclusive Fun Day and voluntary services, students learn to embrace, appreciate and accept others. In order to promote teachers’ supporting skills, the teaching staff are provided with guidelines and training catering for the needs of SEN students. Other than these, three Student Development Assistants are additionally hired to coordinate different activities and carry out student counselling work.|
|(3) Education Support for Non-Chinese Speaking(NCS) Students||:||Our school provides additional support for NCS students to facilitate their learning of Chinese: organising cultural integration activities. We have a teacher coordinator to organize support measures NCS. We aim to provide relevant and pluralistic learning activities and post-class study supports, which assist learners to participate at ease in their school life and to co-construct a culture of inclusion and care.|
|(4) Measures to provide adaptation for Learning and Assessment||:||Other than the two term-end examinations, students are assessed according to their performances in daily assessments, tests, project work, lab reports etc. Since 2006, we have set up E-Student Learning Portfolio to help them collect and review learning experiences and work of excellence.|
|(1) Home-School Co-operation||:||The importance of the partnership between school and family in the growth of teenagers can hardly be overemphasized, as it can help nurture student's personal growth, positive attitude towards life, moral development and academic achievement. The Parent-Teacher Association(PTA) also aims to provide opportunities for teachers and parents to work together in a supportive atmosphere to improve students' welfare and enhance quality of teaching. This ensures students' healthy development in moral, intellectual, physical, social, aesthetic and spiritual aspects.|
|(2) School Ethos||:||Students are nurtured with good qualities including humbleness, respect and integrity. Students demonstrate positive attitude, self-discipline and have good peer relationship. They love the school and respect their teachers. They are keen to serve and are responsible. There are projects that promote positive culture. There are also special coaching classes, tutorial classes, study sessions, student award schemes and subsidies to promote whole-person education.|
|(1) School Development Plan||:||Our school will put forth the following initiatives through investment of resources, school-based and cross-school professional development, and collaborations with external partners:
1. To promote motivation and efficacy in learning:(i)To step up pedagogical competence and a culture of L&T innovations in order to foster a continuous improvement in learning outcomes, including the public examination results; (ii)To promote STEM/STEAM education through establishing a versatile STEM SPACE that facilitates learning activities related to science, technology, engineering and mathematics, engage students in various challenging competitions or programmes on STEM or making, explore and progressively instill STEM in curriculum to nurture talents and skills for the 21st century.
2. To enhance capacity in learning and teaching of English language: Promote learning and using English effectively by our students through enrichment in L&T strategies, cross-disciplinary activities, cross-school collaboration and exchange, as well as provisions of ample opportunities of exposure to an English-rich environment.
3. To build on our culture of care, we step up support to individual students, and provide opportunities of learning and development in line with their specific strengths and needs.
|(2) Teacher Professional Training and Development||:||There are annual events for teachers: Staff Development Day, teaching evaluation for teachers, summer staff retreat and class observation. Our teachers actively participate in various kinds of professional development activities.|
|Life-wide Learning (including Five Essential Learning Experiences to be provided through Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc.)||:||This year over 50 activities were held, including six areas: academic, interest, sports, social services, religious and counselling-oriented activities. S.1 students have to join one of them. Students have obtained a number of awards in the following events: Hong Kong School Speech and Music Festival, Hong Kong Multi-intelligence Competition, Hong Kong Statistic Project Competition, Joint-school Drama Competition, Joint-school Robotic Competition, Chinese Chess Competition, Weiqi Competition, International Sand Competition, District Sand Sculpture Competition, swimming, track and field events, basketball, volleyball, badminton, football, table tennis, Taek-won-do, rope-skipping, Hong Kong Reading Carnival Design Competition etc.|
|Others||:||Different types of scholarships are awarded to students with excellence in academic performance, non-academic achievements and conduct.|
|Direct public transportation to School||:||Bus: 31B, 32, 35A, 36B, 38, 40P、42C;
Minibus: 47M, 92M, 93, 93A, 97A.
Last revision date：03 December 2020