📚 Secondary ・ Sai Kung
Carmel Divine Grace Foundation Secondary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
50
High
Secondary：10 indicators apply, 5 matched
📚
Carmel Divine Grace Foundation Secondary School
Sai Kung ・
Secondary ・ Est. 1987
📍 Address
Po Lam Estate Tseung Kwan O
📞 Phone
27010908
📠 Fax
27040404
✉️ Email
info@school.cdgfss.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Chui Ka Yin, Jerry
📅 Founded
1987
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
To provide whole-person, quality education based on Biblical truths to students in the moral, intellectual, physical, social, aesthetic and spiritual aspects of their lives so as to: enhance their academic aptitude; realise their potentials; bring them to know God and understand His Word; and build up their character and self-discipline; that they may grow up in faith, hope and love, hence establish themselves in society, care for their country and community, serve mankind, and glorify God.
📚 Approach & Strategies
The primary focuses of the junior form curriculum are to develop students’ competencies in Chinese, English and Mathematics, and to encourage students to read extensively, write plentifully and think creatively and analytically. There is a good interface between the junior and senior secondary curriculums. Two examples of such are our school-based junior Social Studies curriculum, which emphasizes the training of various generic skills and study skills, and the inclusion of language arts and text grammar in the formal and informal school-based English Language curriculums across all levels. In line with the curriculum reform “Learning to Learn”, teachers are making strides to adopt a student-centred and skill-focused pedagogical approach in order to develop students into lifelong learners…
💛 SEN Support
The Student Support Working Group comprises the Principal, Vice-principal, Special Education Needs Coordinator, Guidance Master, Academic Affairs representative, Student Counsellor and School-based Educational Psychologist. This group strategically utilise the Learning Support Grant (LSG) to address the diverse needs of students with special educational requirements by organising various initiatives. These include mental health activities with the Christian Family Service Centre, the "Keen and Active Kids Project " co-organised by the University of Hong Kong and the Hong Kong Jockey Club, and access to clinical psychologist services. Moreover, the group provides instructional accommodations, counselling groups, social skills training, speech therapy services, parent-child workshops, and I…
🎨 Whole-person Learning
Our students can participate in extra-curricular activities classified into 3 major categories: academic, interest and service. On top of that, they also have the opportunities to realise their potentials by taking part in programmes such as Life-wide Learning Days, English Musical, Variety Show and Overseas Exchange Programmes. Participating actively and enjoying themselves enormously in these activities, students have won many prizes and clinched numerous titles in a wide range of inter-school competitions such as language, sports, music, uniformed groups and STEAM.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Prof. |
|---|---|
| title_of_principal | Mr. |
| principal_qualifications_experiences | (B.A., Cert. Ed., M.A.) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 93 |
| school_size | 5600 |
| sponsoring_body | Evangelical School Development Incorporation Ltd. |
| school_motto | Self-discipline through the understanding of the Word, Service to mankind through faithfulness to the Lord. |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 52 |
| tsi_percent_of_received_teacher_training | 94 |
| tsi_percent_of_master_doctorate_or_above | 61 |
| tsi_percent_of_special_edu_training | 69 |
| tsi_percent_of_exp_0_4 | 17 |
| tsi_percent_of_exp_5_9 | 13 |
| tsi_percent_of_exp_10_or_above | 70 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Putonghua, Biblical Knowledge, Chinese History, Social Studies/Citizenship, Economics and Society, Health Education |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Computer Literacy, Integrated Science, Physics, Chemistry, Biology, Geography, History, Economics, Music, Design and Technology, Home Economics, Physical Education, Visual Arts, Language Across the Curriculum |
| 2025_2026_subject_offered_others_s1_to_s3 | - |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship and Social Development, Chinese History, Biblical Knowledge |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics (Extended Part Module 1), Mathematics (Extended Part Module 2), Physics, Chemistry, Biology, Economics, Geography, History, Business, Accounting and Financial Studies, Information and Communication Technology, Music, Physical Education |
| 2025_2026_subject_offered_others_s4_to_s6 | - |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Putonghua, Biblical Knowledge, Chinese History, Citizenship, Economics and Society |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Computer Literacy, Integrated Science, Physics, Chemistry, Biology, Geography, History, Economics, Music, Design and Technology, Home Economics, Physical Education, Visual Arts, Language Across the Curriculum |
| 2026_2027_subject_offered_others_s1_to_s3 | - |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship and Social Development, Chinese History, Biblical Knowledge |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics (Extended Part Module 1), Mathematics (Extended Part Module 2), Physics, Chemistry, Biology, Economics, Geography, History, Business, Accounting and Financial Studies, Information and Communication Technology, Music, Physical Education |
| 2026_2027_subject_offered_others_s4_to_s6 | - |
| current_year_no_of_class_s1 | 4 |
| current_year_no_of_class_s2 | 4 |
| current_year_no_of_class_s3 | 4 |
| current_year_no_of_class_s4 | 4 |
| current_year_no_of_class_s5 | 4 |
| current_year_no_of_class_s6 | 4 |
| sc_school_fee_s1 | - |
| sc_school_fee_s2 | - |
| sc_school_fee_s3 | - |
| sc_school_fee_s4 | - |
| sc_school_fee_s5 | - |
| sc_school_fee_s6 | - |
| sc_tong_fai_s1 | - |
| sc_tong_fai_s2 | - |
| sc_tong_fai_s3 | - |
| sc_tong_fai_s4 | $340 |
| sc_tong_fai_s5 | $340 |
| sc_tong_fai_s6 | $340 |
| sc_pta_fee | $100 |
| sc_student_union_association_fee | $13 |
| sc_charges_for_non_standard_items | $470 (S.1-S.5); $235 (S.6) |
| sc_others | - |
| sc_remarks | - |
| oa_s1_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 2026 ).Admission criteria and weightings:<br>Conduct: B or above, Academic Performance: 50% (based on the Rank Order List provided by EDB and school academic results in P.4, P.5 and P.6), Participation and achievements in extra-curricular activities and community services: 10%, Internal & External Awards: 10% and Performance in individual interview (English and Chinese proficiency, personality, attitudes, thinking skills, value judgment, etc.): 30%. |
| oa_orientation_activities_n_healthy_life | To help S.1 students adapt to secondary school life, Summer English and EMI Bridging Course, 'Fun Fun to S.1' Summer Induction Programme and S.1 Orientation Day for both students and their parents are organised.<br>S.1 students also take part in lunchtime orientation activities in September, the Big Brothers and Big Sisters Scheme, S.1 Education Camp and Christian Fellowship, which help them enjoy their school life academically, spiritually and socially with a positive attitude. |
| school_management_url | https://www.cdgfss.edu.hk |
| school_major_concerns_url | https://www.cdgfss.edu.hk |
| school_major_concerns | School theme: Aspire to Learn, Soar and Strive; Forge Ahead, Lead and Thrive.<br>Major Concerns:<br>1) Empowering students to be future-ready learners with the skills, knowledge and mindsets to thrive in future challenges<br>2) Developing students into future-ready leaders through a supportive, innovative and inclusive school culture with diverse experiential learning opportunities |
| school_organisation | The School Managers come from different sectors and have abundant experience in education. Adopting a school-based management approach, committees and departments, comprising teachers with expert knowledge, have been set up to oversee the development and operation of the school. The structure of the school is purposely made simple so that teachers can focus on their core duty: teaching and caring. |
| imc_smc_mc | The Incorporated Management Committee of Carmel Divine Grace Foundation Secondary School |
| school_green_policy | To raise the awareness of environmental protection, we nurture our students to be “Green” by emphasising the 3R concept (REDUCE, REUSE & RECYCLE). Recycling bins have been installed. Administrative measures, such as guidelines for using air conditioners, are in place to save energy. Our school has applied for the “Green Schools 2.0 - Energy Smart & Solar Harvest Project” with various initiatives to help students and staff cultivate a green school environment by adopting energy efficient systems and innovative technologies, such as LED Lighting, variable-speed air-conditioners, solar energy generation system and real-time energy monitoring systems. The project complements the curriculums to enhance students’ environmental awareness and interests in science. It also promotes low-carbon living to the whole school. |
| learning_and_teaching_plan_url | https://www.cdgfss.edu.hk/ |
| language_policy | While English has been used as the medium of instruction (EMI) in all classes for most subjects, we also strive to help students become bi-literate and trilingual. The school-based subject “Language Across the Curriculum” helps S.1 students adapt to EMI learning. To cater for learner diversity, English remedial classes are organised to consolidate students’ knowledge in English while tailor-made enrichment curriculums are designed for S.2 to S.3 high-achievers to stretch their potential. Our Native-speaking English Teacher and local teachers organise various co-curricular and extra-curricular activities, as well as summer English Study Tours to provide students with ample opportunities to hone their language skills to be proficient users of English, and experience life and culture in English-speaking countries. Steps have been taken to improve students' Putonghua proficiency through S.1 and S.2 Putonghua lessons and extra-curricular activities. Complementing these measures, another school-based subject “Reading Across the Curriculum” and lessons for extensive reading in Chinese and English have also been scheduled in the timetables of junior forms to promote the joy and importance of reading to learn. |
| school_based_curriculum | 1. Electives: 2X and 3X. Mathematics (Modules 1 and 2), Physics, Chemistry, Biology, Economics, Geography, History, Information and Communication Technology, Chinese History, Business, Accounting and Financial Studies<br> 2. Curriculum highlights: S.1 Language Across the Curriculum, Junior Integrated Science, Home Economics, Junior Reading Across the Curriculum and Senior Biblical Knowledge are school-based curriculums. |
| major_renewed_emphases_in_the_school_curriculum | In response to the curriculum reform, the four key tasks have been well incorporated into the school curriculum. Moral and Civic Education is promoted through the formal curriculum of Biblical Knowledge, Health Education, Social Studies and Class Teacher Periods, and the informal curriculum offered by the joint efforts of the Religious Affairs, National and Civic Education, Guidance and Discipline and Moral Education Committees. Strategic reading skills are taught and practised in Chinese Language lessons, English Language lessons, Reading Across the Curriculum lessons, and some other subjects to reinforce students' capability in Reading to Learn. Reading across the Curriculum lessons are specially included in the junior curriculum, providing students with chances to read to learn. In addition, a series of school-based programmes including book fairs, thematic book displays, book sharing and reading award schemes are held to foster a love for reading among students. Project Learning is embodied in the junior curriculum for students' development of independent learning skills. e-Learning has been implemented. With good e-learning tools and e-devices, students are provided with different opportunities to use e-tools for interactive learning in the digital age, within and beyond the school hours. With the implementation of these four key tasks, students are expected to be well prepared for the Senior Secondary Curriculum. |
| life_planning_education | We have organised various career and life planning activities to help students from different forms to know and develop their interests and abilities so that they could make more informed career choices and devise suitable plans for further studies. Our activities include seminars on life planning, visits to local and overseas tertiary institutions and corporations, mentoring schemes, mock interviews, individual and group counselling service as well as talks for parents. |
| student_support_url | https://www.cdgfss.edu.hk/ |
| whole_school_approach_cater_for_learner_diversity | Measures to cater for student diversity include:<br>1. Enrichment and remedial courses to cater for learners' differences;<br>2. Tailor-made school-based curriculums and teaching materials;<br>3. Homework Support Scheme;<br>4. Small class teaching in English Language (S.1-S.3) and Chinese Language (S.1) to cater for learning diversity;<br>5. High-achievers' classes in English Language and Mathematics (S.2-S.3). |
| support_for_non_chinese_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. |
| adaptation_for_learning_and_assessment | S.1-S.5: There are 2 uniform tests and 2 examinations every year, with continuous assessment by coursework, class performance and tests.<br>S.6: There is 1 uniform test and 1 examination every year with continuous assessment by coursework, class performance and tests. |
| home_school_co_operation_url | https://sites.google.com/view/cdgfss-pta |
| home_school_co_operation | Every year, the Parent-Teacher Association organises a series of activities such as parents group, seminars on parenting and other outdoor social activities. In addition, parents participate actively in school programmes like "Salute to Teachers", Sports Days, Swimming Gala and community services. All the above have fostered home-school collaboration. Parents and teachers view one another as partners in education and a caring community is formed around the students. |
| school_ethos | Our teachers and students have a close rapport. Teachers frequently meet with students after school, helping them with their studies, sharing with them their concerns and worries, and guide them through adolescence. The Discipline and Moral Education Committee, Guidance Committee, National and Civic Education Committee and the School Social Workers launch programmes like the Big Brothers and Big Sisters Scheme, the S.1 Education Camp, Sex Education activities, exchange programmes to the Mainland or other countries, etc. to instill in them self-discipline, correct values, a proper understanding of sex and high moral standards. In Morning and Weekly Assemblies and Health Education programmes, students learn about morality, family ties, emotions, interpersonal relationships and civic responsibilities, so that they may treasure their lives, respect others, and grow and mature. |
| future_development_url | https://www.cdgfss.edu.hk/ |
| school_dev_plan | 1. Empowering students to be future-ready learners with the skills, knowledge and mindset to thrive in future challenges;<br>2. Developing students into future-ready leaders through a supportive, innovative and inclusive school culture with diverse experiential learning opportunities. |
| teacher_pro_training_and_dev | In the establishment of teachers' learning communities, the school provides various professional exchange channels like peer observation, collaborative lesson preparation, sharing of good practices and lesson study for teachers. Every year, school-based staff training such as seminars, workshops and joint school conferences are held. We have established a close partnership with universities for tapping their professional support. |
| fac_no_of_classroom | 28 |
| fac_school_facilities | Assembly Hall, Library, Self-study Room, Chinese History and Culture Room, English Activity Centre: English+, Multi-purpose Activity Centre, Computer Rooms, Laboratories, STEAM MakerSpace, Music Room, Visual Arts Room, Home Economics Room, Geography Room, Design and Technology Room, Computer-aided Design Room, Multi-purpose Learning Centre, Careers & Further Studies Guidance Resources Centre, Fitness Room, Campus-TV Studio, School History Museum, Leisure Corner, Stage in covered playground and Sport Climbing Wall. |
| fac_facility_for_special_educational_needs | Accessible lift and Accessible toilet. |