We hope that the campus is filled with the love, freedom and trust of the gospel. Students' whole-person growth is cultivated in three aspects: religious belief, benevolent care, and rational teaching. In the spirit of "Preventive Education", through different activities, students are induced to improve themselves, so that students can develop their potential, cultivate a good learning attitude, and establish a positive, happy, optimistic, enterprising and innovative life attitude, and become a good society citizen.
|Other District(s)||:||Sham Shui Po, Islands|
|Supervisor / Chairman of School Management Committee||:||Rev. Fr. So Chi Chiu|
|Principal (with Qualifications / Experiences)||:||Mr. Li Kin Man (B.S.W. PGDE, M.SOC.SC(Counselling), MA R.S.W.Associate Fellow, HKPCA)|
|Area Occupied by the School||:||About 7400 Sq. M|
|Name of Sponsoring Body||:||Salesians of Don Bosco|
|Incorporated Management Committee||:||Established|
|Year of Commencement of Operation||:||1972|
|School Motto||:||"DBTS" are the initials of four Latin words "Delectatio Bonitatis Thesaurus Sapientiae". These four words "pleasure, goodness, treasure, wisdom" bear the meaning of "Being glad to do good is a rich source of wisdom".|
|Student Union / Association||:||Yes|
|Past Students’ Association / School Alumni Association||:||Yes|
|School Fee ($)||Tong Fai ($)|
|Parent-Teacher Association Fee (Annual) ($):||$40|
|Student Union / Association Fee ($):||$30|
|Approved Charges for non-standard items (Annual) ($):||$300|
|Other Charges / Fees ($):||-|
|School Facilities:||:||1. We use diversified real-life learning venues (hardware), coupled with the professional curriculum and learning experience design (software) of the teacher team, to enhance students’ relevant knowledge and skills.
2. Practising preventive education methods (soulware) to cultivate students’ kind character (heart) by promote effective learning and whole-person development, make the school a second home for students.
3. "Inspire, Innovate, and Impact" is the school's core approach to improve students' learning effectiveness.
The ECO education park, STEM studio, mindfulness room, life education cat house will be completed in the 2021-22 school year.
4. Real-life learning venues include: Design Thinking and STEM Learning Center, A.I. Education Center, I.T. Research Center, Solar Power Farm, ECO Lab, Bosco Cafe, Art Gallery, Pottery Room, Campus TV studio, Muay Thai gymnasium and fitness room, etc.
|Facility(ies) for Supporting Students with Special Educational Needs:||:||Accessible lift and Accessible toilet.|
|Number of teaching posts in the approved establishment:||:||36|
|Total number of teachers in the school:||:||44|
|Qualifications and professional training||:||Percentage of teaching staff (%)|
|Teacher Certificate / Diploma in Education :||:||90%|
|Master / Doctorate Degree or above :||:||41%|
|Special Education Training :||:||24%|
|Years of Experience||:||Percentage of teaching staff (%)|
|0-4 years :||:||36%|
|5-9 years :||:||20%|
|10 years or above :||:||44%|
|No. of Classes|
|:||S.1 - S.3|
|Chinese as the medium of instruction||:||Ethics / religious education, Chinese language, Mathematics, Integrated Humanities, Integrated Science, Design and Technology, Chinese History, Putonghua, Arts, Physical Education, Music, Moral and Civic Education, Well-being learning experience.|
|English as the medium of instruction||:||English Language, Using English as the medium of instruction for Non-Chinese Speaking Students: Ethics / Religious Studies, Mathematics, Integrated Humanities, Chinese History, Integrated Science, Design and Technology, Arts, Physical Education, Music, Moral and Civic Education, Well-being Learning Experiences.|
|Adopt a different medium of instruction by class or by group / school-based curriculum||:||1. Design and Information Communication Technology
2. Cooperate with school-based STEM (science, technology, engineering, mathematics) curriculum interdisciplinary activities.
|:||S.4 - S.6|
|Chinese as the medium of instruction||:||Ethics / Religious Studies, Chinese Language, Mathematics, Mathematics Extended Part, Citizenship and Social Development (S4), Liberal Studies (S5, S6), Moral and Civic Education, Physical Education, Biology, Chemistry(S5, S6), Economics(S5), Business, Accounting and Financial Studies, Health Management and Social Care(S5,S6), Tourism and Hospitality Studies(S6), Design and Applied Technology, Visual Arts (S5), DSE P.E. (S5,S6), Multi-Media Story-Telling (S4) and Well-being Learning Experiences.|
|English as the medium of instruction||:||English Language, Using English as the medium of instruction for Non-Chinese Speaking Students: Ethics / Religious Studies, Mathematics, Citizenship and Social Development (S4), Liberal Studies (S5, S6), Moral and Civic Education, Business, Accounting and Financial Studies, Health Management and Social Care (S5) , Design and Applied Technology, Biology (S6), Chemistry (S5,S6), Visual Arts (S5), Physical Education, DSE P.E. (S5,S6), Well-being Learning Experiences.|
|Adopt a different medium of instruction by class or by group / school-based curriculum||:||Urdu (S4 elective subject)|
|Subjects to be Offered in 2022/2023 School Year||:||S.1 - S.3|
|Chinese as the medium of instruction||:||Ethics / Religious Studies, Chinese Language, Mathematics, Integrated Humanities, Integrated Science, Design and Technology, Chinese History, Putonghua, Arts, Physical Education, Music, Moral and Civic Education, Well-being Learning Experiences.|
|English as the medium of instruction||:||English Language, Subjects using English as the medium of instruction for Non-Chinese Speaking Students: Ethics / Religious Studies, Mathematics, Integrated Humanities, Integrated Science, Design and Technology, Chinese History, Arts, Physical Education, Music, Moral and Civic Education, Well-being Learning Experiences.|
|Adopt a different medium of instruction by class or by group / school-based curriculum||:||
|Subjects to be Offered in 2022/2023 School Year||:||S.4 - S.6|
|Chinese as the medium of instruction||:||Ethics / Religious Studies, Chinese Language, Mathematics, Citizenship and Social Development (S4, S5), Liberal Studies (S6), Moral and Civic Education, Physical Education, Visual Arts, Chemistry (S6), Economics (S6), Business, Accounting and Financial Studies, Biology, Health Management and Social Care (S6), Design and Applied Technology, Visual Arts (S6), DSE P.E. (S5,S6),Multi- Media Story-telling (S5),Well-being Learning Experiences.|
|English as the medium of instruction||:||English Language, Using English as the medium of instruction for Non-Chinese Speaking Students: Ethics / Religious Studies, Mathematics, Citizenship and Social Development (S4, S5), Liberal Studies (S6), Business, Accounting and Financial Studies, Health Management and Social Care (S6), Design and Applied Technology, Visual Arts (S6), Physical Education, DSE P.E. (S5,S6), Well-being Learning Experiences.|
|Adopt a different medium of instruction by class or by group / school-based curriculum||:||Urdu (S4, S5 elective subject)|
|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 2022 ).We welcome applications for discretionary places. The selection of applicants will base on their: 1. Conduct (30%), 2. Academic Results (25%), 3. Interview Performance (language competence, flexibility in responses, neat and tidy) (25%) and 4. Extra-curricular Activities & Awards (20%), decremented by percentage.|
|Orientation Activities and Healthy Life||:||To promote healthy living
1. Nutritious lunch for S.1 students on group basis will be ordered for students to enjoy on campus.
2. The school’s professional counseling team (including school-based social workers, counselors, speech therapists and educational psychologists) and teachers work closely together to assist students in their all-round growth through diversified activities and counseling.
|(1)School's Major Concerns||:||1. Introducing elements of self-directed learning to cater for learner diversity and enhance learning effectiveness and efficiency.
2. Enhancing holistic health among students; cultivating students into a good citizen.
|(2) School Management Organisation||:||The IMC Committee is composed of the sponsoring body, principal, teachers, parents, alumni and independent individuals. School Executive Committee helps implement school policies. The National Security Education Team is responsible for the overall planning and coordination of the work, formulating and implementing measures related to the national security education of the whole school. The Learning & Teaching Committee sets up policies enhancing the learning effectiveness of students and teacher professional development. It is implemented by different working groups. School emphasizes an all-round development of students. Great effort is paid to nurturing students' self-discipline.|
|(3) Incorporated Management Committee / School Management Committee / Management Committee||:||The school is led by Incorporated Management Committee.|
|(4) School Green Policy||:||1. The school won the "2020 Energy Saving Enterprise Award" by CLP HK.
2. The installation of total 32 solar power panels in school, coupled with STEM and environmental education allow students to practise low-carbon lifestyle habits.
3. Smart sensors on classroom and special rooms to reduce energy waste.
4. Classrooms switched to T5 lighting equipment, and installed heat insulation film to reduce the room temperature, thereby reducing power consumption.
5. The school converted a smart container into an ECO Ecological laboratory. The Biology Department raises different creatures in the ECO Lab to carry out environmental and life education and enhance the students focus on sustainable development.
|(1) Whole-school Language Policy||:||1. To cater for students’ abilities and learning needs, school implements the whole-school language policy. For Chinese-speaking classes, the medium of instruction (MOI) is Cantonese while the medium of instruction (MOI) is English Language for non-Chinese speaking classes.
2. The school has hired two foreign teachers to carry out activities such as English essay contest, story speech contest and drama contest to encourage students to use English and create an English learning environment.
3. The school regularly arranges diversified extracurricular language learning activities to broaden the learning experience of students and increase the opportunities for students to use biliteracy and trilingualism.
|(2) Learning and Teaching Strategies||:||1. School-based curriculum design and a wide range of strategies to cater for learner diversity are adopted on subject basis.
2. The implementation of "diversity assessment" can let students of different abilities and talents can showcase their learning outcomes.
3. Cross-curricular learning activities enable students to apply what they have learned from various subjects. Students can apply what they have learned to construct knowledge.
4. To arouse students’ learning motivation and to maximize learning outcomes, cross-curricular school-based STEM project is initiated. Teachers of Science, Design and Applied Technology and Information Technology work together to organize STEM activities.
|(3) School-based Curriculum||:||1. Electives: 2X. Two electives (2X) are offered in S.4-S.6.
2. Curriculum highlights:
a. School-based DICT and STEM school-based courses: The school’s STEM development has three objectives, namely to help others solve problems, to help improve the lives of the elderly, and to make the world a better place through different inventions. Based on the three objectives, the students develop different products and contribute to the community. Among them, Junior high students invented "Smart Flower Pot", "Smart Teapot" and "Medicine Sorter" and have achieved good results in overseas invention competitions. The school will continue to design different products based on these three objectives to serve the community.
b. Design and Technology Section: Design and Technology is the school’s junior high school curriculum. School-based courses are set up in response to the different learning abilities of junior high school students. The teaching content is appropriately adjusted to teach students the important basic knowledge of design, technology and computer. The undergraduate teaching mode is based on context and topics. Use the knowledge learned to solve life problems. For example, teaching students to design products based on the humanistic spirit and design cycles and other design concepts according to the needs of users.
|(4) Development of the Four Key Tasks||:||1. Reading, Information Technology and Project-based learning are integral to the school curriculum.
2. Through voluntary work and social service, students’ sense of responsibility and respect for others is enhanced.
3. And through sharing in morning assemblies and class periods, students’ correct moral judgement can be cultivated.
|(5) Life Planning Education||:||1. The Career Planning and Multiple Intelligence Development Group helps implement matters related to career planning education.
2. Through a scientific analysis of students’ personalities and occupational orientation; individual or group basis professional counselling; diversified job tasting and other learning activities, it is hoped that students’ self-management skills and habits (Self-understanding, Resources understanding, Goal Setting and Application) can be developed.
|(1) Whole School Approach to Catering for Learner Diversity||:||The school has established a complete student support and counselling system. Through the accompaniment and listening of teachers, support from pastoral and care teachers, and timely support from professional social workers and counsellors, students’ problems can be properly and promptly resolved.
1. Chinese, English, Mathematics, and Liberal Studies, are taught in small groups according to the ability of students.
2. The Chinese subject participates in the "School-based Support Program" of the Language Support Section of the Education Bureau;
3. Liberal Studies participates in the "Education Bureau Psychological Service-Lateral support for secondary students with dyslexia Program"
We also use diversified activities, throughout the school, etc., to prevent problems and cultivate student growth.
|(2) Whole School Approach to Integrated Education||:||1. Student Support Group is composed of the SEN coordinator and teachers, the educational psychologist, the speech therapist, counsellors, school social workers, subject teachers and other supporting staff. 2. Provide reading and writing trainings; social skills trainings; concentration and attentiveness trainings and counselling services to students with special learning difficulties.
3. Organizes talks and seminars to respective parents. Parent groups are formed To enhance family-school communication and cooperation. Relevant learning and support news are disseminated and parents’ opinions are collected.
4. Trainings by the school educational psychologist and speech therapist are arranged for teacher professional development.
|(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; appointing 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. There are two internal examinations. The responsible group provides students with examination adjustments according to expert suggestions, and tries to implement layered stratified assessment papers in junior high schools to enhance their learning motivation.
2. Continuous assessment is adopted. Daily marks composing of class and assignment performances are integral to the term score.
3. With a view to fostering students’ learning and monitoring students’ learning progress, diversified assessment modes such as class participation, project-based learning and self-evaluation and mutual evaluation are adopted.
|(1) Home-School Co-operation||:||The school organizes different types of activities through the parent-teacher association. Parent-child activities, parent-child seminars, domestic travel, parent-child volunteer services, etc., are organized to strengthen the communication and cooperation between parents and the school.|
|(2) School Ethos||:||The school ethos is simple, and we are committed to nurturing every student to be a good citizen who is comfortable, honest and willing to serve others.
Our classmates and teachers have a common mission:
1. Make more progress every day (Win over yourself every day).
2. Be a better person (Be a better man).
3. Build a better world (Make the world a better place).
|(1) School Development Plan||:||The school is committed to becoming a school of the future
1. We successfully applied for funding from the Quality Education Fund to transform the old metal workshop into a STEM studio.
2. The studio has five parts: the multi-functional learning area, the teaching area, the community nursing area, the AR/VR zone and the exhibition area. The project is expected to be put into service in 2022-2023.
3. The school has an "Eco Education Park" near the music room that plants different types of plants to attract butterflies and provide conservation and a habitat for them.
4. With the Eco Lab, students can observe and experience the ecology and biodiversity of H.K. The Ecological Education Park will also cope with the school's STEM courses and I.T. technology is used to assist in the maintenance of the park. Students will also learn to use A.I. technology, and the teaching effectiveness of technology and environmental education can be enhanced.
5. Through the school-wide service learning program, students will build a sense of belonging to the school and the community, and become caring and committed people.
6. The recognition of the characteristics of service learning enhance students' social, collaboration and communication skills, and increase students' self-esteem, self-image and self-confidence - Be a better man.
7. By in-depth understanding of group needs and social phenomena, enhancing personal, social and civic responsibility, and paying attention to community needs, students believe that they can bring changes to the community - Make the world a better place.
|(2) Teacher Professional Training and Development||:||The full implementation of different levels of professional training includes:
1. New teacher training, subject-based training, whole school teaching strategy training, middle management training, SEN training, observation and exchange with other schools.
2. "Lesson Walk-through" is carried out. Implement "Classroom Visits", through the "observation - sharing - amendment" cycle, so that teachers share with each other and promote professional exchanges.
3. The school has participated in the EDB School-based Support Programme to enhance their professional level.
|Life-wide Learning (including Five Essential Learning Experiences to be provided through Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc.)||:||Extra-curricular Activities and School Clubs:
1. “Wellness Learning Experience” group activities are organised every Friday. There are about 22 events and activities for whole person health for students to choose from.
2. There are other professional trainings and school teams. Professionals are hired to coach students in order to enhance the students’ standard in various domains.
3. The school has a number of special training and school teams, and hires relevant professionals or coaches to teach in order to improve the level of students in different areas.
4. “One-page Profile” co-created by class teachers and students aims at better understand and further explore students’ interests, strengths and potentials.
5. Resources are reserved for trainings to students with diverse talents. The school has also set up groups to tailor individualized career plans in accordance with the progress.
6. School encourages students to take an active role in discussions about school policies and management.
7. Members of the Student Union, Four Houses and various student servicing groups become the bridge between school and students on matters related to school management affairs and student services.
|Others||:||1. Project Zero: Beginning in July 2020, our school engages with a globally renowned research center at the Harvard Graduate School of Education (HGSE), on a three-year study entitled "Envisioning Innovation in Education" (EIE).
2. The school has a service plan for every student. The Elder Academy which is established since 2019 to encourage students to know and care for the elders in the community and to nurture the virtues of “Honor old people as we do our own aged parents".
3. Sponsored by The H.K. Jockey Club Charities Trust, our school has participated in the 3-year Jockey Club Project Well-being, a concerted endeavour among the H.K. Association of Careers Masters & Guidance Masters Ltd. (HKACMGM), College of Professional & Continuing Education of H.K. Polytechnic University (CPCE), Po Leung Kuk (PLK), Tung Wah Group of Hospitals (TWGHs) and 15 local primary and secondary schools. This project aims at promoting an enabling and positive school culture. Through co-creating a mindful room, a cattery and a kitten cafe, coupled with our tailor-made Well-being Learning Experience lessons, we wish to enhance students’ physical, emotional, social and spiritual well-being.
4. Every student will have the opportunity to participate in an outbound study tour at least once during their six years with us. Study tours including; The Mainland’s study Tour, The Macau Pilgrimage Tour, The Yunnan Youth Cultural Exchange Programme, the Malaysian Multicultural Exploration Tour, Salesians Youth Taiwan Study Tour, Youth Exchange in the Mainland Programme etc.
5. Scholarship/Grant - There were a total of 108 award-winning students this year.
Students of the school have been awarded: The Ng Siu Mui University Scholarship, Home Affairs Bureau Harmony Scholarship, Fr. Denis Martin Sponsorship, Sir Edward Youde Memorial Prize, Upward Mobility Scholarship, The Rev. Joseph Carra Memorial Education Grant, Elsie Tu Education fund, Salesians of Don Bosco Grant, "Progress Tour" Award Scheme, The Tsuen Kwai Tsing District Secondary School Principal's Association "Outstanding Student Election", A.S. WATSON GROUP Hong Kong Student Sports Awards, Federation of Parent-Teacher Associations (Kwai Tsing District) "Flying Progressive Student" Award, Hong Kong Guangdong Society New Territories School Head Association Scholarship, Lau Cheuk Yin Charitable Fund Limited Scholarship and Grant ,and Youth Arch Student Improvement Award.
6. Open/Inter-school competitions (2020-2021)
The 71st Hong Kong School Speech Festival,S.4 English Solo Speech Champion.
Silver Award at IPITEx International Innovation Exhibition 2020 in Bangkok, Thailand.
The 28th Issue of the Excellent Works Award of the Radio Television HK Literacy Competition;
HKQAA & EDB Photography Competition (S.1-6 Secondary School) Certificate of Merit & the Most Active Participation Award
Campus Farming Competition 2020 (Tsuen Kwai Tsing District Secondary School)
Harvard Book Award
|Direct public transportation to School||:||Bus: 34, 37, 37M, 38, 47X; MTR: Kwai Hing;
Light Bus (green): 89M.
Last revision date: 6/12/2021