St. Antonius Primary School
📰 School Stories
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 2 matched
🎯 Mission
To follow the teaching of Christ and to spread the gospel to the whole world; make concerted efforts to educate and nurture young people according to the educational beliefs of the Catholic Church; provide a balanced, whole-person education to enable students to develop spiritually, morally, intellectually, physically, socially and artistically so that they can treasure life and follow the spirit of Christ to love and serve all mankind; appreciate the values of Chinese culture and its social norms; have a passion for life and enjoy a quality of life with a healthy balance between the material…
📚 Approach & Strategies
Our school adopts a small-class teaching approach, which aligns with cooperative learning and higher-order thinking skills in order to facilitate students' learning. Our school strives to develop E-learning and STR³EAM in our school-based curriculum so as to cultivate students' innovation and passion in learning Science. Through a variety of learning activities, students are able to have meaningful learning experience and broaden their horizons.
💛 SEN Support
Student Support Team is established. Our Special Educational Needs Coordinator (SENCO) is responsible for formulating and implementing the Whole School Approach to Integrated Education in order to provide support to students with special educational needs. School-based educational psychologist and school-based speech therapist will help to identify and provide counselling support to students with special educational needs.
🎨 Whole-person Learning
We provide a wide range of ECAs, including Young Pioneers of Christ, Orchestra, Choir, Ballet Class, Chinese Folk Class, Pottery Class, Chinese Culture Ambassador, English Ambassador, English Drama, Speech Training class, Mathematical Olympiad Class, Lego EV3 Robotics Course, Programming Course, Science Elite Training, Football Team, Volleyball Team, Basketball Team, Athletic Team, Table Tennis class, Swimming Team, Martial Arts class, Skipping Team, Hong Kong Road Safety Patrol, Flag-guards Team, Environmental Protection Ambassador, etc.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 48 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | - |
| title_supervisor_chairman_of_mc | Sister |
| title_of_school_head | Mr. |
| sponsoring_body | The Incorporated Trustees of The Chinese Sisters of The Immaculate Conception |
| school_motto | Please refer to the Chinese version. |
| school_size | 7760 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $30 |
| asc_charges_for_non_standard_items | $120 for the first semester and the second semester respectively |
| asc_others | - |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 4 |
| fac_no_of_library | 1 |
| fac_special_rooms | Chapel, Pastoral Room, STR³EAM Room, LEGO STEM Lab., Rising Star Media Station, English Wonderland, Music Room, Computer Room, Art Room and Pottery Workshop. |
| fac_others | Dancing Room, Herbal Gallery, Student Study Room, Counselling Room and Parents' Resources Room. Air-conditioned cover playground. |
| fac_support_for_specialedu | Accessible lift, Accessible toilet and Tactile guide path plan. |
| previous_year_tsi_no_of_approved_teaching_posts | 55 |
| previous_year_tsi_percent_of_received_teacher_training | 97 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 35 |
| previous_year_tsi_percent_of_special_edu_training | 27 |
| previous_year_tsi_percent_of_exp_0_4 | 10 |
| previous_year_tsi_percent_of_exp_5_9 | 10 |
| previous_year_tsi_percent_of_exp_10_or_above | 80 |
| previous_year_no_of_class_p1 | 5 |
| previous_year_no_of_class_p2 | 5 |
| previous_year_no_of_class_p3 | 5 |
| previous_year_no_of_class_p4 | 5 |
| previous_year_no_of_class_p5 | 5 |
| previous_year_no_of_class_p6 | 5 |
| previous_year_no_of_class_total | 30 |
| current_year_no_of_class_p1 | 5 |
| current_year_no_of_class_p2 | 5 |
| current_year_no_of_class_p3 | 5 |
| current_year_no_of_class_p4 | 5 |
| current_year_no_of_class_p5 | 5 |
| current_year_no_of_class_p6 | 5 |
| current_year_no_of_class_total | 30 |
| cs_mode_of_teaching | 1. Small-class teaching approach is adopted to enhance teacher-student interaction.<br>2. Diverse teaching strategies to enhance teaching and learning efficacy.<br>3. After class school-based tutorial lessons to support students' learning diversity. |
| cs_remarks | 1. At least one lesson with NETs per week for each level. <br>2. Putonghua Pinyin is taught in Primary 1. Starting from Primary 2, Putonghua will be the medium of instruction in Chinese lessons. |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 3 |
| replace_test_exam_P1 | Yes |
| no_of_test_per_year_P2-P6 | 0 |
| no_of_exam_P2-P6 | 3 |
| formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly | Yes |
| upload_school_assessment_policy_to_school_web | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | A year-round diverse assessment, formative assessment and summative assessment, is conducted to facilitate students' learning. The forms of assessment include written assessment, listening and speaking assessment, attainment demonstration in PE, Art and Music, project learning, students' self-evaluation, peer-evaluation, parents' evaluation, e-learning assessment, etc.<br> |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Primary 1-3: students are allocated evenly according to their academic performance. Primary 4-6: two classes for more-able students, students of the other three classes are allocated evenly based on academic performance. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 8 |
| duration_of_each_period | 35 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:20 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:20 |
| lunch_end_time | 1:20 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | Morning assembly is held every morning for prayers and different learning activities. After lunch, students can have fun activities in various special rooms. There are afternoon tutorial classes to allow students to finish their homework at school. Integrated classes and extracurricular activity classes are available on Wednesdays and Fridays afternoon to provide students with a diverse learning experience. |
| school_organisation | Incorporated Management Committee (IMC) is established to implement a structured accountability framework. School principal, vice principals, administrative committee and all task force and working groups collaborate together to plan, implement, manage and monitor different tasks. |
| imc_smc_mc | For details about the members of Incorporated Management Committee, please refer to our school website. |
| school_green_policy | Our school has been awarded with different environmentally friendly prizes. In order to develop our pupils' environmental friendly attitude, different environmental friendly activities, including students' talks, plant growing competitions, are always organised. Green messages are often shared on different platforms. |
| school_major_concerns | 1. To cultivate students' positive values in the spirit of the gospel.<br>2. To stimulate students' learning motivation, strengthen self-learning ability, and expand learning opportunities. |
| major_renewed_emphases_pri_edu_curriculum | Strengthening values education and national identity; better catering for learner diversity; reinforcing STR³EAM education; strengthening cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities; and enhancing assessment literacy for promoting learning and teaching effectiveness. |
| dev_of_generic_skills | Our school cultivates students' generic skills through different learning subjects and life-wide learning activities. In particular, students' study skills will also be enhanced through conducting our thematic project learning, STR³EAM. |
| cultivation_of_proper_values_attitudes_and_behaviours | Integrate the school's mission, school motto, the five core values of Catholic Education, twelve priority values and attitudes, etc. to form a school-based value education framework. We also design educational activities for students to promote value education and cultivate students' good character and behavior. We hope that these educational activities may lead students to live a life according to the spirit of the Christ and nurture students to become good citizens. |
| whole_school_approach_cater_for_learner_diversity | Policies include: small-class teaching approach, support for transition from Kindergarten Three to Primary One and from Primary Six to Secondary One, Student Support Team, remedial classes, after-school homework tutorials, after-school learning & support programme, gifted programme, Understanding Adolescent Project, "We Did It! - Parent-child volunteering" Award Scheme etc. |
| 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; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.. |
| curriculum_tailoring_and_adaptation | Our school-based curriculum is designed according to our students' needs. Our school provides measures such as curriculum adaptation, homework adaption and assessment adaption to cater for learner differences. Other measures such as enrichment classes, after-school remedial classes together with an efficacious allocation of class policy are adopted to meet the needs of students of different ability. |