🎒 Primary ・ Kowloon City
Holy Angels Canossian School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
18
Low
Primary：11 indicators apply, 2 matched
🎒
Holy Angels Canossian School
Kowloon City ・
Primary ・ Est. 1958
📍 Address
21 Hok Yuen Street, Hung Hom, Kowloon
📞 Phone
23624448
📠 Fax
23646665
✉️ Email
info@hacs.edu.hk
⛪ Religion
Catholicism
👩🏫 Principal
Lui Po Ki
📅 Founded
1958
👫 Gender
Girls
🗣️ Language
Chinese
🎯 Mission
Our school upholds the values of St. Magdalene of Canossa for the moral, intellectual, physical, social, aesthetic and spiritual development of the students. We aim at providing a caring environment for students, developing students' potential through diversified learning activities and nurturing their positive values in order to turn them into caring and responsible citizens.
📚 Approach & Strategies
To ensure students to have a smooth transition from KS2 to KS3 and satisfy the needs of Through Train mode, school-based curriculum for different KLAs are designed and implemented. Opportunities for students to utilize effective problem solving skills are offered during lessons, fostering the development of their higher order thinking skills. Self-directed learning and e-Learning are promoted. Differentiated instruction is applied to cater for learner diversity. Furthermore, various activities including 'Inquiry-based activities', 'Life-wide learning' and 'Project learning' not only enrich students' learning experience, but also enlighten their curiosity, creativity and generic skills.
💛 SEN Support
Our Student Support Team utilises funding from ‘Learning Support Grant’ to provide training for students with special educational needs to enhance their concentration, social skills and Chinese reading and writing skills. In the meanwhile, Enhanced School-based Speech Therapy Service supports students with speech and language impairment in their development of learning and communication. In addition, our school values home-school collaboration, with Special Educational Needs Coordinator, school social workers, school-based speech therapist and school-based educational psychologist communicating regularly with parents to provide professional support.
🎨 Whole-person Learning
Provide students with life-wide learning experiences through cross-curricular learning activities. Provide students with opportunities to appreciate and reflect on works of art so as to cultivate their art and cultural literacy. In order to help students to achieve whole-person development, various modes of activities, such as talks and exploration activities, are held.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 35 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 93% |
| title_supervisor_chairman_of_mc | Sister |
| title_of_school_head | Ms. |
| sponsoring_body | Canossian Missions |
| school_motto | Humility and Charity |
| school_size | 2300 |
| through_train_sec_school | St. Mary's Canossian College |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | - |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $150 |
| asc_charges_for_non_standard_items | $100 |
| asc_others | - Replacement of Smart card $33 |
| fac_no_of_classroom | 18 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 1 |
| fac_no_of_library | 1 |
| fac_special_rooms | Activity Room, Music Room, Multi-purpose Room, Language Learning Room, Computer Room, STEM Room, Remedial Teaching Rooms and Prayer Room. |
| fac_others | Campus Radio Station. |
| fac_support_for_specialedu | Ramp, Accessible lift and Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | 34 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 34 |
| previous_year_tsi_percent_of_special_edu_training | 49 |
| previous_year_tsi_percent_of_exp_0_4 | 14 |
| previous_year_tsi_percent_of_exp_5_9 | 29 |
| previous_year_tsi_percent_of_exp_10_or_above | 57 |
| previous_year_no_of_class_p1 | 3 |
| previous_year_no_of_class_p2 | 3 |
| previous_year_no_of_class_p3 | 3 |
| previous_year_no_of_class_p4 | 3 |
| previous_year_no_of_class_p5 | 3 |
| previous_year_no_of_class_p6 | 3 |
| previous_year_no_of_class_total | 18 |
| current_year_no_of_class_p1 | 3 |
| current_year_no_of_class_p2 | 3 |
| current_year_no_of_class_p3 | 3 |
| current_year_no_of_class_p4 | 3 |
| current_year_no_of_class_p5 | 3 |
| current_year_no_of_class_p6 | 3 |
| current_year_no_of_class_total | 18 |
| cs_mode_of_teaching | Implementing small class teaching from P.1 to P.6.<br>Using Putonghua as the medium of instruction in teaching Chinese language for one of the classes in each level, starting from P.3. |
| cs_remarks | - |
| no_of_test_per_year_P1 | 1 |
| no_of_exam_per_year_P1 | 1 |
| replace_test_exam_P1 | Yes |
| no_of_test_per_year_P2-P6 | 2 |
| no_of_exam_P2-P6 | 2 |
| formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly | No |
| upload_school_assessment_policy_to_school_web | No |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | Apart from test and examination, diversified modes of assessment, such as self, peer and parent assessment as well as learning attitude assessment, are adopted. Analysing and evaluating written assessment results aim at improving learning and teaching. Besides, for those with marked learning difficulties, assessment adaptation is provided. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | To cater for learner diversity, the higher ability class of each level would use Putonghua to learn Chinese language and the other two classes would be mixed ability classes. The streaming arrangement would start from Primary 3 according to students' academic performance. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 10 |
| duration_of_each_period | 35 |
| school_starts_at | 8:10 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:25 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:10 |
| lunch_end_time | 1:00 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | - |
| school_management_url | http://www.hacs.edu.hk |
| school_organisation | The Incorporated Management Committee is chaired by the Supervisor. The Principal manages the school with the assistance of Deputy Head, middle managers, panel chairs and coordinators from different subject groups. There are four administration groups named as 'Management & Organisation', 'Learning & Teaching', 'Student Support & School Ethos' and 'Student Development'. |
| imc_smc_mc | The Incorporated Management Committee includes: The Supervisor, Sponsoring Body Managers, the Principal (ex officio member), Teacher Managers, Parent Managers, Alumni Manager and Independent Manager. |
| school_green_policy | The campus greening and recycling scheme enables the students to live an environmentally friendly life. |
| school_major_concerns_url | http://www.hacs.edu.hk/%E6%A0%A1%E5%8B%99%E6%96%87%E4%BB%B6 |
| school_major_concerns | 1. To nurture students to become good law-abiding citizens who demonstrate love for their country, family and school.<br>2. To lead a healthy lifestyle in order to promote physical strength and spiritual well-being. |
| learning_and_teaching_plan_url | http://www.hacs.edu.hk |
| major_renewed_emphases_pri_edu_curriculum | To promote whole-person development, we strengthen values education, including national education, national security education and life planning education. We also make good use of learning time and create space to promote a balanced physical and mental development for students by organising life-wide learning activities. To better cater for learner diversity, students’ media and information literacy is nurtured through STEAM education curriculum. Besides, cross-curricular learning and reading across the curriculum are implemented for developing students' lifelong learning capabilities. |
| dev_of_generic_skills | Students' generic skills are developed through different learning activities such as Project Learning, Life-wide learning, cross-curricular learning and inter-school activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | To facilitate students' whole-person development and promote their well-being, our school fosters students' positive values and attitudes through Moral and Civic Education and the provision of relevant learning experiences. Moreover, we nurture 'Canossian' through school-based moral education programme. From personal, interpersonal and religious perspectives, we aim at nurturing our students the six priority values and attitudes: 'Perseverance', 'Responsibility', 'Justice', 'Respect for Others', 'Integrity' and 'Gratitude' by imitating the virtues of the saints and the significant people from China as well as experiential learning. |
| student_support_url | http://www.hacs.edu.hk |
| whole_school_approach_cater_for_learner_diversity | To cater for learner diversity, remedial classes (for Chinese, English & Mathematics) are organised, so that students can develop to their full capacity. Higher ability class of P.3 to P.6 use Putonghua as the medium of instruction for Chinese Language learning. We also provide different enrichment programmes to widen students' horizons, expand their knowledge and learning skills, thus enabling them to be well-rounded in their learning for life. Student Support Team aims at helping students with learning difficulties. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their learning of Chinese: providing after-school support programmes in learning Chinese; and organising activities to create an inclusive learning environment in the school. 1. Chinese Remedial Class<br>2. Parent-led Reading Scheme |
| curriculum_tailoring_and_adaptation | In order to cater for learner diversity, graded learning tasks and materials are designed. Moreover, teachers incorporate higher-order thinking skills into the curriculum. |
| home-school_co-operation_url | http://www.hacs.edu.hk |
| home-school_co-operation | In order to enhance parents' sense of belonging, PTA activities are held throughout the year. With parents' active participation and support, the school is able to hold and implement various activities, such as storytelling time, field trips, etc. Through Parents' Day, Parent Teacher Association, Intranet and Parent App, we can maintain a close relationship between the school and the families. |
| school_ethos | Our school maintains a harmonious teacher-student relationship. Parents participate actively in all kinds of school activities. Upper primary students serve as 'Big Sisters', 'Lunch Ambassadors', 'Discipline Prefects' and 'Reading Buddies', a loving and caring atmosphere is created. Through discipline, guidance, moral and religious education, students build up positive values and good behaviour. The school provides various types of support for pupils, such as bridging course for Primary one students, seminar for preparing students' for secondary education. The Understanding Adolescent Project is a comprehensive support programme for personal growth. It aims at enhancing upper primary students' resilience in coping with the challenges they have to face as they grow up. |
| future_dev_url | http://www.hacs.edu.hk |
| school_dev_plan | By implementing school policies that integrating school-based curriculum and diverse activities, our school aims at cultivating students’ sense of national identity, establishing a healthy lifestyle and developing good living habits, thereby creating a harmonious campus. |
| teacher_pro_training_and_dev | 'Professional Development Days' with different themes are held for all teachers every year. Teachers attend courses, seminars, workshops, participate in learning communities or join Teachers' Network so as to update their skills, share their knowledge and views; through co-planning and peer lesson observation, their teaching effectiveness is enhanced. |