Secondary School Profiles 2024/2025
Secondary School Profiles 2024/2025
| Address: | 33, Inverness Road, Kowloon | |||
| Phone: | 23379123 | Email: | office@hfcc.edu.hk | |
| Fax: | 23370827 | Website: | http://www.hfcc.edu.hk | |
School Mission
We are committed to realizing students’ potential by providing an all-round education in a dynamic learning and teaching environment that enhances Christian values of love and unity, and grooming them into motivated, caring individuals with a strong sense of social responsibility and national identity through lifelong learning.
School Information | District | : | Kowloon City |
| Other District(s) | : | |
| Supervisor / Chairman of School Management Committee | : | Sr Shiu Yuen Fun, Magdalen |
| Principal (with Qualifications / Experiences) | : | Ms Cheng Ming Wai, Cara (BSc (HKUST), MSc (HKU), PGDE (HKU), MSc (CU), MA (HKUST) ) |
| School Type | : | Aided |
| Student Gender | : | Girls |
| Area Occupied by the School | : | About 4320 Sq. M |
| Name of Sponsoring Body | : | Daughters of Charity of the Canossian Institute |
| Incorporated Management Committee | : | Established |
| Percentage of School Supervisor and Managers / Chairperson and Members of School Management Committee (SMC) of Government Schools Fulfilling the Training Targets | : | 100% |
| Religion | : | Catholicism |
| Year of Commencement of Operation | : | 1972 |
| School Motto | : | United in Love |
| Parent-Teacher Association | : | Yes |
| Student Union / Association | : | Yes |
| Past Students’ Association / School Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Pledged School |
Chargeable Fees (2024/2025)
| School Fee ($) | Tong Fai ($) | ||
| S1 | - | - | |
| S2 | - | - | |
| S3 | - | - | |
| S4 | - | $320 | |
| S5 | - | $320 | |
| S6 | - | $320 | |
| Parent-Teacher Association Fee (Annual) ($) | ： | $300 | |
| Student Union / Association Fee ($) | ： | $25 | |
| Approved Charges for Non-standard Items (Annual)($) | ： | - | |
| Other Charges / Fees ($) | ： | - |
School Facilities | Number of Classroom(s) | : | 24 |
| School Facilities | : | Apart from the 30 air-conditioned classrooms, 4 laboratories, 2 computer rooms, the STEAM room and the School Library, the school is also equipped with the IT Innovation Lab, the PSHE Learning Centre, the Chinese Language Centre, the English Language Centre, Self-Access Learning Community, the Lecture Theatre and 3 spacious multi-purpose rooms to accommodate the different learning needs of our students. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible toilet. |
Teaching Staff Information (Including School Head) in the 2024/2025 School Year | Number of Teaching Posts in the Approved Establishment | : | 52 |
| Total Number of Teachers in the School | : | 54 |
| Qualifications and Professional Training | : | Percentage of Teaching Staff (%) |
| Had Received Teacher Training | : | 95% |
| Bachelor Degree | : | 100% |
| Master / Doctorate Degree or above | : | 50% |
| Special Education Training | : | 41% |
| Years of Experience | : | Percentage of Teaching Staff (%) |
| 0-4 Years | : | 22% |
| 5-9 Years | : | 15% |
| 10 Years or above | : | 63% |
2024/2025 Class Structure | Number of Classes | ||
| S1 | : | 4 |
| S2 | : | 4 |
| S3 | : | 4 |
| S4 | : | 4 |
| S5 | : | 4 |
| S6 | : | 4 |
Subjects Offered | Subjects Offered in the 2024/2025 School Year | : | S.1 - S.3 |
| Chinese as the Medium of Instruction | : | Chinese Language, Chinese History, Religious Education, Putonghua (S.1-S.2), Physical Education and Visual Arts |
| English as the Medium of Instruction | : | English Language, Mathematics, Geography, History, Integrated Science (S.1-S.2), Citizenship, Economics and Society (S.1), Life & Society (S.2-S.3), Physics (S.3), Biology (S.3), Chemistry (S.3), Reading (S.3), Information and Communication Technology, Home Economics, Music and Drama and Language Arts (S.1, S.3) |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | - |
| Subjects Offered in the 2024/2025 School Year | : | S.4 - S.6 |
| Chinese as the Medium of Instruction | : | Chinese Language, Chinese History, Chinese Literature, Ethics and Religious Education, Religious Education, Physical Education and Visual Arts |
| English as the Medium of Instruction | : | English Language, Mathematics, Biology, Chemistry, Physics, Economics, Geography, History, Business, Accounting and Financial Studies, Information and Communication Technology, Literature in English, Music and Citizenship and Social Development |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | - |
| Subjects to be Offered in the 2025/2026 School Year | : | S.1 - S.3 |
| Chinese as the Medium of Instruction | : | Chinese Language, Chinese History, Religious Education, Putonghua (S.1, S.2), Physical Education and Visual Arts |
| English as the Medium of Instruction | : | (S.1-S.2) English Language, Mathematics, Geography, History, Integrated Science, Citizenship, Economics and Society, Information and Communication Technology, Home Economics, Music (S.3) English Language, Mathematics, Biology, Chemistry, Physics, Geography, History, Life & Society, Reading, Information and Communication Technology, Home Economics, Music and Drama and Language Arts (S.1, S.3) |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | - |
| Subjects to be Offered in the 2025/2026 School Year | : | S.4 - S.6 |
| Chinese as the Medium of Instruction | : | Chinese Language, Chinese History, Chinese Literature, Ethics and Religious Education, Religious Education, Physical Education and Visual Arts |
| English as the Medium of Instruction | : | English Language, Mathematics, Biology, Chemistry, Physics, Economics, Geography, History, Business, Accounting and Financial Studies, Information and Communication Technology, Literature in English, Music and Citizenship and Social Development |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | - |
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 2025 ).(1) Assessment of applicants’ performance in primary school (70%): (i) Academic Performance (40%) - Academic Results in Primary 5 Final Report and Primary 6 Mid-year Report; Position in Discretionary Rank Order List (ii) Other performance (30%) - Conduct; Extracurricular Activities; Talents & Skills; Awards & Responsibilities (2) Interview (30%) |
| Orientation Activities and Healthy Life | : | A Bridging Course and an orientation programme for S.1 is held in August and an S.1 Parents' Orientation is organised in August every year. We treasure an all-round development of our students. To nurture the spiritual, moral and psychological growth of our students, students are encouraged to join the Career and Life Planning Programme and various religious activities. Students also participate in the School Physical Fitness Award Scheme to improve their physical health. To help develop students' lifelong interest in sports, students are exposed to a variety of sports activities. Other than learning nutrition in Home Economics, students have the opportunity to design their own recipes of healthy diet. Talks on health issues are organized regularly. Annual staff outing, retreats and so on are also implemented to develop a healthy and harmonious staff force. |
School Characteristics | School Management | ||
| (1)School's Major Concerns | : | - To promote a healthy lifestyle and develop the habit of regular exercise in promotion of physical health; - To promote self-love to reach a higher state of well-being and enhance personal attributes; - To nurture students to have a growth mindset, embrace diversity to cope with changes and challenges, and respect all creatures. |
| (2) School Management Organisation | : | Active participation of teachers in setting school goals and policies is encouraged. Important policies or issues are discussed with the Middle Management Committee to be endorsed by the Advisory and Administration Team. For Subject Departments, members are involved in curriculum planning, pedagogy, assessment and support measures for students. |
| (3) Incorporated Management Committee / School Management Committee / Management Committee | : | The Incorporated Management Committee comprises members from the School Sponsoring Body, the Principal, 1 Teacher Manager, 1 Parent Manager, 1 Alumna Manager, 1 Independent Manager as well as 1 Alternate Teacher Manager and 1 Alternate Parent Manager. |
| (4) School Green Policy | : | The campus environmental ambassadors are responsible for coordinating paper recycling, encouraging energy conservation, and promoting overall environmental work in the school. The “One person; One flower” programme cultivates students’ appreciation and care for nature. |
| Learning and Teaching Plan | ||
| (1) Whole-school Language Policy | : | All subjects are using English as the medium of instruction, except Chinese Language, Chinese History, Chinese Literature, Putonghua, Religious Education, Physical Education and Visual Arts. |
| (2) Learning and Teaching Strategies | : | To enhance motivation in learning and to facilitate the spirit of self-directed learning among students, - e-teaching strategies are made good use of. - school-based staff development workshops are organized to enhance teachers’ knowledge and competence to incorporate diversified learning strategies to provide individual support to students. - theme-based investigation, science learning as well as after-school enhancement classes are conducted to develop students' interest and proficiency in the subjects. - whole-school approach to reading for life is stressed to develop students’ interests and strategies, and to enhance their knowledge of the world. - collaborative learning and teaching approaches are adopted to encourage peer learning among students and support among teachers. |
| (3) School-based Curriculum | : | 1. Electives: 3X. 2. Curriculum highlights: - S.1 Mysteries in Planting: Optimizing the growth of plants as students collect data about their living environment, this project allows students to create an interconnected ecosystem through the integration of IoT devices and programming techniques, incorporating elements of STEAM Education, Values Education and Green Education. - S.2 STEAM X PSHE Problem-based Learning: Exploring the architectural marvels of Hong Kong, this project fuses the power of STEAM Education and National Education with VR technology, where students apply their subject knowledge in PSHE subjects, conduct site visits and presentations on a theme of their enquiry. - S.3 Hovercraft Investigation: Engaging in Scientific Investigation, students made their unique hovercrafts and unlock the secret of performance enhancement of hovercrafts, allowing the realms of Mathematics, ICT, STEAM and Visual Arts and Values Education to converge. - Cross-curricular Collaboration: Our school encourages cross-curricular collaboration so as to promote students' learning among different subjects, for example, the Senior Level English Debate Competition jointly held by English Language and Citizenship and Social Development Departments. |
| (4) Major Renewed Emphases in the School Curriculum | : | The school curriculum aims to promote whole-person development and enhance students' life-long learning capability. It promotes life-long learning skills, values and attitudes to meet contemporary needs and provides opportunities for students to learn in each of the eight key learning areas by providing a diversified choice of elective subjects to cater for students' interests, abilities and needs. Developing knowledge and skills in literacy, numeracy and the use of Information and Communication Technology is integral to all learning areas. |
| (5) Life Planning Education | : | The school aims at helping students to achieve their career and life goals by enhancing students’ independent thinking skills and understanding of multiple pathways through the school-based Career and Life Planning Programme. Activities such as self-exploration careers scouting tasks can help junior form students better understand their own interests and traits as well as become more well-informed about various subject choices. Senior form students are guided to reflect on their school and life experiences so they have a better awareness of self. They are also encouraged to take a step further to be in touch with the world and learn beyond the classroom in order to formulate their career and life plans. |
| Student Support | ||
| (1) Whole School Approach to Catering for Learner Diversity | : | Students are streamed according to their learning needs and capability. Remedial Classes and Learning Support Classes are organized. Teaching strategies, learning materials and activities are adapted to cater for learner diversity. |
| (2) Whole School Approach to Integrated Education | : | Our school provides support to both gifted students and students with special educational needs. Our Student Support Team includes the Coordinator of the Learning and Teaching Board, Coordinator of the Student Affairs Team, Coordinator of Special Educational Needs (SENCO) and Subject Teachers. Various grants, including Learning Support Grant and Diversity Learning Grant, are utilized to organize programmes and the school-based gifted programmes which aim to nurture students’ talents in different disciplines. Gifted students are also nominated to many programmes and trainings organized by tertiary institutions and various organisers throughout the year. Support to students includes early identification, collaboration with different parties (teachers, parents, Guidance Team, school social workers, Educational Psychologists), as well as school-based enhancement classes which provide additional academic support to S1-S6 students. Whole-school inclusive programmes are organized to promote an inclusive culture among students. Teachers are also invited to attend trainings and workshops which equip them with professional skills on catering for diversified learning needs. |
| (3) Education Support for Non-Chinese Speaking (NCS) Students | : | Our school provides additional support for NCS students to facilitate their learning of Chinese: appointing additional teacher(s)/teaching assistant(s) to support NCS students’ learning of Chinese; and organising activities to create an inclusive learning environment in the school. |
| (4) Measures to Provide Adaptation for Learning and Assessment | : | In terms of assessment and examinations, our school will provide appropriate special examination arrangements for students with special educational needs based on professional recommendations. |
| Home-School Co-operation and School Ethos | ||
| (1) Home-School Co-operation | : | Our Parent-Teacher Association (PTA) plays a vital role in enriching student life. With the zealous support from the Parent Committee Members, various functions such as Annual Dinner, Annual Outing and Educational Talks are arranged to foster parent-child relationship and strengthen the collaboration between parents and the school. To enable parents to better understand the school’s arrangement on NSS subject selection, measures such as holding talks and making announcement via the school’s e-platform are adopted. |
| (2) School Ethos | : | Following the Canossian philosophy of education of 'Humility in Charity' and our school motto 'United in Love', students are nurtured in a positive, caring and harmonious learning environment with various educational & religious formation activities. |
| Future Development | ||
| (1) School Development Plan | : | The theme for this school year is “Staying Active; Staying Healthy”, with the aim to encourage students to face challenges of growth with a positive attitude, and to participate in diverse activities to maintain their physical, mental, and spiritual well-being. |
| (2) Teacher Professional Training and Development | : | Teachers participate in professional and school-based staff development programmes to keep abreast of educational development in learning and teaching. Lesson review, peer observation and collaborative lesson planning are promoted to foster a positive and evaluative learning culture. |
| Life-wide Learning (Including Five Essential Learning Experiences to be Provided through Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc.) | : | A full range of co-curricular activities is provided to cater for students' diverse interests and create opportunities for the development of personality, creativity, leadership and social awareness. These activities are grouped under 5 major categories: Academic Clubs, Interest Groups, Religious Groups, Uniform and Service Groups and Sports Clubs. In addition, students are encouraged to participate in community service, inter-school activities as well as territory-wide competitions. |
| Others | : | In recognition of students’ all-round development, school-initiated scholarships are presented to students who have outstanding achievements in academic, leadership, service and aesthetic potential. Students are encouraged to set attainable targets for on-going formation and striving for excellence. |
| Direct Public Transportation to School | : | Bus route no.: 1, 11D, 11K, 85, 85A, 85B, 75X and 113; MTR: Lok Fu Station |
| Remarks | : | A wide variety of activities are arranged by the Clubs, 4 Houses and the Students’ Association. Our academic clubs help complement the school curriculum while the service and uniform groups emphasize the significance of self-discipline and offering service with a team spirit. The interest clubs, the sport society and music society all aim at developing students’ interests and talents in diverse aesthetic learning areas. |
School Map 
Last revision date: 5/12/2024
