The HKCCC Union Logos Academy
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 3 matched
🎯 Mission
Adopting the Direct Subsidy Scheme and enhanced by the privileged "through-train" model, students' complete quality primary and secondary education in eleven years. Founded on the Truth of the Bible, the school is committed to nurturing future leaders with global perspectives by providing an all-round education, leading to students' spiritual, moral, cognitive, aesthetic, physical and social development.
📚 Approach & Strategies
There are five semesters and 190 teaching days per academic year. "Modular approach" is used flexibly to optimise lesson time in each semester. The school places emphasis on the authentic and genuine experiences within and beyond school hours and encourages students to internalize personal experiences within contexts in life. From Foundation Stage One onwards, cross-subject learning is promoted in all subjects. Science as well as humanity subjects adopt an integrated approach in curriculum design.
💛 SEN Support
Under the leadership of the Principal and Assistant Principal for Student Support, SENCO coordinates various internal student support teams and external support organisations to support students in need through a three-tier support model and EII. This aims to enhance students' social adaptation and learning effectiveness, promoting an inclusive school culture. Joint Student Support Team formulates support plans based on the needs of individual students. Regular meetings are held to follow up on cases and provide appropriate support such as assessment accommodations, counselling groups, Chinese reading and writing groups, social skills training groups and school-based speech therapy services. In addition, the SEN Support Team closely collaborates with the Curriculum Development Team to ad…
🎨 Whole-person Learning
Based on students' development stages, academic, recreational and physical education training are provided through the weekly co-curricular activities. Extracurricular activities include interest classes, Christian fellowships, uniform service teams, social services teams, inter-school competitions, field trips, overnight camps, cultural exchange programmes and various types of physical exercises.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | / |
|---|---|
| school_type_1 | DSS |
| school_type_2 | Whole Day |
| imc | Not Applicable |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | Not Applicable |
| title_supervisor_chairman_of_mc | Rev. |
| title_of_school_head | Dr. |
| sponsoring_body | The Hong Kong Chinese Christian Churches Union |
| school_motto | Please refer to the Chinese version |
| school_size | 7000 |
| through_train_sec_school | The Hong Kong Chinese Christian Churches Union Logos Academy |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | $28600 (Collect in 10 instalments) |
| asc_tong_fai | - |
| asc_pta_fee | - |
| asc_charges_for_non_standard_items | - |
| asc_others | - |
| fac_no_of_classroom | 76 |
| fac_no_of_school_hall | 3 |
| fac_no_of_playground | 6 |
| fac_no_of_library | 3 |
| fac_special_rooms | Primary & Secondary: Science Laboratories, Visual Arts Rooms, Music Rooms, Computer & Media Rooms, Dance Room, Conference Rooms, Lecture Rooms, Digital Piano Room, Counselling Room, Reading Room and Studio & TV Station. |
| fac_others | An indoor swimming pool and a air-conditioned basketball court. |
| fac_support_for_specialedu | Accessible lift. |
| previous_year_tsi_no_of_approved_teaching_posts | - |
| previous_year_tsi_percent_of_received_teacher_training | 91 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 56 |
| previous_year_tsi_percent_of_special_edu_training | 39 |
| previous_year_tsi_percent_of_exp_0_4 | 25 |
| previous_year_tsi_percent_of_exp_5_9 | 16 |
| previous_year_tsi_percent_of_exp_10_or_above | 59 |
| previous_year_no_of_class_p1 | 6 |
| previous_year_no_of_class_p2 | 6 |
| previous_year_no_of_class_p3 | 6 |
| previous_year_no_of_class_p4 | 6 |
| previous_year_no_of_class_p5 | 6 |
| previous_year_no_of_class_p6 | 0 |
| previous_year_no_of_class_total | 30 |
| current_year_no_of_class_p1 | 6 |
| current_year_no_of_class_p2 | 6 |
| current_year_no_of_class_p3 | 6 |
| current_year_no_of_class_p4 | 6 |
| current_year_no_of_class_p5 | 6 |
| current_year_no_of_class_p6 | 0 |
| current_year_no_of_class_total | 30 |
| cs_mode_of_teaching | Primary & Secondary education span 11 years, leading to HKDSE or IBDP exams. The 11 years is reconstructed into three stages: Foundation Stage (2 years), Development Stage (5 years) and Mastery Stage (4 years). Remark: Students will be promoted to Secondary Division of the same school after completion of the 5-year primary education. |
| cs_remarks | The innovative design frees students from the restrictions in traditional learning, does not heavily rely on textbooks, but adopts tailor-made materials to cultivate motivation and pleasure in effective learning. The approved number of enrollment for Grade 1 is 198. "BYOD" Policy is implemented starting from Grade 3. |
| no_of_test_per_year_P1 | 2 |
| no_of_exam_per_year_P1 | 2 |
| 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 | Yes |
| upload_school_assessment_policy_to_school_web | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | According to the needs of individual subjects, continuous assessments vary from students' performance in class, course work, tests and projects etc. Timely feedback is provided. There are two summative assessments each school year, in January and June. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Based on various factors including gender balance, arrangement of homeroom teachers, peer interaction, learning and teaching effectiveness, class size, etc. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 10 |
| duration_of_each_period | 35 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:15 |
| lunch_end_time | 1:05 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | - |
| school_management_url | https://www.logosacademy.edu.hk/en/about-us/organization-chart/ |
| school_organisation | Non-teaching related administrative work is mainly handled by the Principal, two Deputy Principals, four Assistant Principals and a team of non-teaching supporting staff so that the teaching staff devote themselves to students' learning and pastoral care. |
| imc_smc_mc | The Hong Kong Chinese Christian Churches Union Logos Academy Management Committee Limited. |
| school_green_policy | The school has paper recycling scheme and encourages reduction in paper consumption. |
| school_major_concerns | 1. Refining the Primary-Secondary through-train curriculum in line with the curriculum renewal.<br>2. Fostering an environment for students to become moral and healthy learners. |
| major_renewed_emphases_pri_edu_curriculum | Our school has developed a distinctive school-based curriculum to meet the school's major concerns and the latest curriculum development needs. We emphasize the importance of cultivating students' habits of self-directed learning, developing lifelong learning abilities, strengthening cross-curricular learning and reading at all levels and subjects, promoting the popularization of gifted education, catering to student diversity, strengthening STEAM education, emphasizing the use of hands and brains, cultivating students' media and information literacy, and improving assessment literacy to promote the effectiveness of teaching and learning.<br>We also enhance values education, including life education, national and national security education, make good use of learning time to create space, promoting balanced development of body and mind, enriching comprehensive learning experiences, and promoting the development of the whole person. |
| dev_of_generic_skills | Students' generic skills are developed through transdisciplinary learning, regular STEAM lessons and various activities. The school also fosters a culture of self-management, self-learning and self-reflection. Generic skills such as creative and critical thinking are essential in learning. Student achievements are measured according to how well their generic skills are applied. |
| cultivation_of_proper_values_attitudes_and_behaviours | The school adopts a whole-school approach to carry out positive education. Teaching staff has received trainings on positive psychology in order to establish the principles of personal wellbeing to students, parents, teaching and non-teaching staff and the whole community. |
| whole_school_approach_cater_for_learner_diversity | The Academy adopts the Whole School Approach model to cater for learner diversity. We are committed to promoting an inclusive culture. <br>Joint Student Support Team members and teachers work closely together to assist freshmen, transfer students, gifted students, or students with special educational needs in adjusting to the campus environment. Homework accommodations and special examination arrangements are offered to meet the genuine needs of students with special educational needs. <br>In the upcoming school development cycle 2024-2027, the school has decided to further facilitate integrated education as one of the approaches to foster an environment for students to become moral and healthy learners. In addition, the Academy encourages teachers to adopt differentiated instruction, tiered learning, e-learning and subject-based teaching strategies to cater for learning differences. |
| 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; 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; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at all levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc. |
| curriculum_tailoring_and_adaptation | Teaching materials from local publishers, Mainland and overseas are used. The school strives to integrate the most effective ways of learning among the best education systems practised all over the world. |
| home-school_co-operation | Many parent meetings are held annually. Parents participate in these meetings actively. Logos Parents' Reading Community has been set up to encourage parents to read. In addition, newsletters are issued frequently. Through the PTA, the Volunteer Parent Helpers Scheme, the Parents Academy, the Parents Fellowship, the Parents Support Group and the Parents Praying Group, partnership between the school and parents and among parents are strengthened. |