📚 Secondary ・ Kowloon City
Rhenish Church Pang Hok Ko Memorial College
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
20
Low
Secondary：10 indicators apply, 2 matched
📚
Rhenish Church Pang Hok Ko Memorial College
Kowloon City ・
Secondary ・ Est. 1969
📍 Address
30 Hereford Road Kowloon Tong
📞 Phone
23370283
📠 Fax
23360953
✉️ Email
school@rcphkmc.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Tang Man Wai, Simon
📅 Founded
1969
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
Consistent with the philosophy of Christian education, we aim to provide each student with quality all-round education, so that our students achieve their maximum potential, behave well, achieve excellent academic results and contribute to our society. Nurtured by caring teachers in a Christian-rich environment, our students can know God’s love, understand the Christian faith and be willing to embrace God.
📚 Approach & Strategies
1. Emphasizing a student-centered approach, we employ differentiated instructional strategies and measures to catering students' learning needs. Classroom instruction places a strong emphasis on interactive exchanges between teachers and students. 2. We highly value students' achievements and leverage their strengths as the foundation for helping them unleash their full potential, thus enhancing their learning motivation and self-confidence. 3. Employing an evidence-based approach, we use various data to provide teachers and students with a comprehensive understanding of students' learning conditions. 4. Each subject area put emphasis on fortifying students' learning skills and higher-order thinking abilities, enabling them to acquire and apply effective cognitive strategies. 5. T…
💛 SEN Support
(I) Our school is committed to supporting students with special educational needs through a whole school approach. Student Support Team is led by the SENCO. The main members include core subjects teachers, heads of counselling and discipline division, social workers, counsellors and administrative assistants. The Learning Support Grant is used to acquire individual and group counselling services, arrange after-school homework classes to help students to improve their learning and social skills. Members of the Student Support Team review the learning progress and teaching objectives of students regularly. Each subject panel will set assessment paper with appropriate levels of difficulty in order to cater for learner diversity. The team will also assess the needs of special educational trai…
🎨 Whole-person Learning
1. 在初中推行「一才計劃」，讓學生在初中三年內發展不同範疇的興趣及技能，以豐富學生的學習經歷，並發掘自己的潛能。本課程的內容包括音樂培育、創新科技、寰宇溝通、團隊創建、體藝表演等五大範疇。學生因應其興趣，逢星期一課後進行有系統的培訓。 2. 全方位學習計劃：學校為學生安排全方位學習計劃，每級每學期均有不同學習主題。透過利用多樣化的環境和社區資源，讓各級學生進行體驗式活動。期望學生透過六年的經歷，能夠建立正面的人生觀、提升個人素質並能服務社區、關懷世界。 3. 學生會及四社外，另設有多個學會及活動小組，範疇涉及學術、文化、社會服務等。學校配合學生的興趣與潛能，為學生提供多元活動。 4. 設有多個制服團體及校隊。
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Mr. |
|---|---|
| title_of_principal | Mr. |
| imc | Established |
| school_size | 6400 |
| sponsoring_body | The Chinese Rhenish Church Hong Kong Synod |
| school_motto | Strive for excellence and bear witness to the Lord. |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 57 |
| tsi_percent_of_received_teacher_training | 94 |
| tsi_percent_of_master_doctorate_or_above | 55 |
| tsi_percent_of_special_edu_training | 60 |
| tsi_percent_of_exp_0_4 | 23 |
| tsi_percent_of_exp_5_9 | 8 |
| tsi_percent_of_exp_10_or_above | 69 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Chinese History, History*, Geography*, Citizenship, Economics and Society (S.1 to S.2), Life & Society (S.3), Science-Biology (S.3), Computer Literacy*, Innovation & Technology Education (S.1 to S.2), Visual Arts, Music, P.E., Talent Class, Religious Studies, Putonghua |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Science (S.1 to S.2), Science-Chemistry (S.3), Science-Physics (S.3) |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship & Social Development, Chinese History, Economics, Geography, History, Biology, Information and Communication Technology, Business, Accounting and Financial Studies, Health Management & Social Care, Visual Arts, Religious Studies, Applied Learning, Music (HKDSE), Physical Education (HKDSE), Career and Life Development (S.4, S.5), Aesthetics (S.4, S.5) |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, Mathematics (Compulsory Part), Mathematics (Extended Part Module II), Chemistry and Physics |
| 2025_2026_subject_offered_others_s4_to_s6 | HKDSE Japanese Language (Medium of instruction: Japanese)<br>HKDSE Korean Language (Medium of instruction: Korean) |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Chinese History, History*, Geography*, Citizenship, Economics and Society, Science-Biology (S.3), Computer Literacy*, Innovation & Technology Education (S.1 to S.2), Visual Arts, Music, P.E., Talent Class, Religious Studies, Putonghua |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Science (S.1 to S.2), Science-Chemistry (S.3), Science-Physics (S.3) |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship & Social Development, Chinese History, Economics, Geography, History, Biology, Information and Communication Technology, Business, Accounting and Financial Studies, Health Management & Social Care, Visual Arts, Religious Studies, Applied Learning, Music (HKDSE), Physical Education (HKDSE), Career and Life Development (S.4, S.5), Aesthetics (S.5) |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, Mathematics (Compulsory Part), Mathematics (Extended Part Module II), Chemistry and Physics |
| 2026_2027_subject_offered_others_s4_to_s6 | HKDSE Japanese Language (Medium of instruction: Japanese)<br>HKDSE Korean Language (Medium of instruction: Korean) |
| 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 | $30 |
| sc_student_union_association_fee | $30 |
| sc_charges_for_non_standard_items | 450 |
| 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 ).The criteria for assessing applications for the Secondary One discretionary places are as follows:<br>1. Academic Performance (50%)<br>2. Conduct and Attitude (20%)<br>3. Co-curricular Activities and Others (15%)<br>4. Performance at Interview (15%) |
| oa_orientation_activities_n_healthy_life | S.1 Orientation Activities: <br>1. In August, a Bridging Course is held to familiarize students with the new curriculum and learning styles. Included in the Course is a Potential Exploring Camp aiming at developing students’ confidence to face new challenges. <br>2. Moreover, a Briefing Session is held for the S.1 parents for them to gain a better understanding of their children's secondary school life.<br>Healthy Life: We promote healthy living and encourage all students to participate in the School Physical Fitness Award Scheme and different types of sports activities. To ensure healthy eating, the Green Kitchen provides meals on-site. We also encourage students to bring their own lunch and provide reheating services. The school monitors the hygiene, variety and nutritional value of the food items sold by the tuck shop. All S.1 students join the Basic Life Skills Training Programme organized by the Department of Health, which aims to enhance youngsters’ physical and mental health. <br>In addition, the Healthy Campus Program is implemented under the theme of "Healthy Life in RCC", in which students begin to inculcate the concept of healthy campus life from the moment they enter secondary school, so that they can become teenagers with healthy lives by high school. Student leaders also help schools plan, prepare and lead anti-drug and healthy living education activities. |
| school_management_url | https://www.rcphkmc.edu.hk/tc/%E8%A1%8C%E6%94%BF%E6%9E%B6%E6%A7%8B |
| school_major_concerns | 1. Improve learning and teaching effectiveness through assessment for learning. <br>2. Promote positive education to nurture positive Rhenishers. |
| school_organisation | The IMC, the School Executive Committee and the School Improvement & Development Committee are set up to play a leading role in the school's sustainable development. Academic affairs, general affairs and student affairs committees are responsible for different school matters. |
| imc_smc_mc | There are 15 school managers (including the principal) in the Incorporated Management Committee. They are made up of specialists from the medical, accounting, and education fields. Teachers, parents, alumni, and church leaders are also present. The IMC assures competent management, helps with strategic planning, and demonstrates a deep interest for the school's advancement. |
| school_green_policy | Based on 3R- principle, we aims to create a green campus and foster students’ and teachers’ environmental awareness with a whole school approach. |
| language_policy | We put great importance on improving students' biliteracy and trilingualism. Chinese and English subjects are taught in small groups split-class setting. "The Six Targets Enhancement Programme" is specially designed for S.1 students focusing on English listening and speaking skills. In junior forms, English is adopted as the medium of instruction for Mathematics and Science. Extended Learning Activities (ELA) is conducted to increase students’ exposure to English across a broad range of subjects. Putonghua is taught in S.1 and S.2. All-round learning activities are carried out, such as Language Week and English Activity Days. Students are encouraged to submit articles for newspaper contributions, recitation, speech, and drama competitions. The N conduct oral activities which support the development of a school-based curriculum. |
| school_based_curriculum | 1. Electives: 2X and 3X. Students can choose elective subjects according to their individual strengths, interests and Career & life development.<br> 2. Curriculum highlights: <br>(I) We prioritize the care and accommodation of student diversity by implementing differentiated instruction strategies such as tiered goals and tiered assignments. <br>(II) Our curriculum design is evidence-based and follows a backward design approach. We emphasis alignment between teaching, learning, and assessment. <br>(III) We value the learning process of students and emphasize assessment practices that promote and enhance learning. (IV) We offer a diverse range of curriculum options, such as the Junior Secondary One Talent Program, Applied Learning in Senior Secondary, and opportunities in sports and music, respecting students' individual development. <br>(V) We develop school-based curriculum to provide diverse learning experiences, opportunities for exploration and reflection. This approach aims to cultivate generic skills, values, and the application of knowledge. |
| major_renewed_emphases_in_the_school_curriculum | 1. Moral and Civic Education - Towards Values Education: Our school focuses on cultivating students' character, enhancing their sense of citizenship and responsibility, making them literate citizens and laying a solid foundation for their future social standing. <br>2. Information Technology for Interactive Learning - Towards Self-directed Learning: Our school has a Multi-media Learning Centre and a computer room. The extensive Wi-Fi coverage on campus, the newly established e-learning platform and the BYOD Scheme all work towards enhancing communication and interaction between teachers and students. This will surely bring about more effective learning and teaching and enhances self-directed learning. <br>3. Reading to Learn - Towards Reading across the Curriculum: We run a ‘Morning Reading Session’ and an ‘Extended Reading Programme’ to cultivate good reading habits. Reading programmes are therefore integrated into the school-based curriculum. Articles covering a broad range of topics are selected by all subject teachers and a school-based cross-curricular reading booklet is compiled. |
| life_planning_education | For S.1-S.3 students, we provide opportunities to explore their interests and strengths. They include life camps, interest assessments and simulated career planning aiming to foster students' self-understanding, personal development, and acquisition of essential skills. In S3, we engage students in workshops, trial classes and simulated subject selection activities, allowing them to make informed decisions about elective subjects. For S.4-S.6 students, we offer different activities through a school-based curriculum, collaborations with business organizations, and partnerships with external institutions. They encompass workshops, visits to tertiary institutions, entrepreneurial experiences, work placements, and workplace visits. The primary goal is to provide students with multifaceted perspectives on themselves, the professional world, and social and global developments. To support students' career development, we implement a mentorship program from S1 to S6. Class teachers assume the role of life coach. We also invite alumni to serve as mentors, sharing their life experiences and professional insights, offering advice and providing support. |
| whole_school_approach_cater_for_learner_diversity | (I) Differentiated instruction is adopted in the lesson. (II) For Chinese, Mathematics and English, groupings of students of diverse needs are arranged in all forms. (III) English speaking and listening training classes are provided for S.1 students on Saturdays. (IV) Homework tutoring class is available for junior form students. (V) For different subjects, enhancement and remedial classes are organized to enhance students’ learning effectiveness. English speaking and listening training courses are organized for all S.1 students on Saturday mornings. (VI) Students from various forms are nominated to attend different gifted programmes. Elite students in junior forms are invited to auditions and training sessions under “Team Tenacious.” which offers diversified enhancement programmes, e.g. internal and external school activities and overseas study tours. |
| 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. |
| adaptation_for_learning_and_assessment | Apart from using uniform tests and examinations for summative assessment, diversified modes of formative assessment like regular test periods, quizzes, lesson activities, daily assignments and class performances have also been adopted to monitor students’ learning progress. |
| home_school_co_operation_url | https://sites.google.com/rcphkmc.edu.hk/rcphkmc-pta |
| home_school_co_operation | The Parent-Teacher Association (PTA) and the school are good partners. Our parents participate in voluntary work such as being tutors of activities and helping to reheat students' lunch boxes. The Parent Managers support the school policies thoroughly and participate in the school management. The school also offers interest classes and lectures for parents. |
| school_ethos | Our school has a rich Christian culture. Students are polite, well-behaved and are recognized by parents and the community. Consistent with the philosophy of Christian education, we aim to provide each student with quality all-round education, and stress the importance of cultivating students' virtues and values based on the Christian faith. Students are also encouraged to care for and help each other to build a healthy school community. |