📚 Secondary ・ Sham Shui Po
Maryknoll Fathers' School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
50
High
Secondary：10 indicators apply, 5 matched
📚
Maryknoll Fathers' School
Sham Shui Po ・
Secondary ・ Est. 1957
📍 Address
2 To Yuen Street Sham Shui Po
📞 Phone
27775117
📠 Fax
27785871
✉️ Email
mail@mfs.edu.hk
⛪ Religion
Catholicism
👩🏫 Principal
Sung Hoi Yan
📅 Founded
1957
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
The school adopts a Whole School Approach to promote the holistic development of our students, tailored to their individual interests and abilities, and guided by Christian values of charity and service. Our aim is to nurture students' growth across moral, intellectual, physical, social, aesthetical, and spiritual dimensions.
📚 Approach & Strategies
1. Learning and Teaching: We focus on addressing learner diversity by emphasizing subject-based learning strategies and skills. Assignments are designed to support varied learning experiences. Our approach centers on student-focused, small-class teaching, collaborative learning, and the integration of e-learning and AI advancements to enhance effectiveness. 2. Junior Secondary After-School Consolidation Program: After each assessment, consolidation courses in Chinese, English, and Mathematics are offered to help students build a solid foundation and prepare early for the DSE. 3. Gifted Education: We have established a talent pool to help students realize their potential through participation in special programs, such as science research or English drama.
💛 SEN Support
In accordance with the Education Bureau's "Three-Tier Support Model" and "Whole-School Participation" approach, the school is committed to addressing the needs of students with special educational needs (“SEN”). We strive to create an inclusive culture by supporting these students through a whole-school participation model. The Student Support Team, led by a senior teacher serving as the Special Educational Needs Coordinator (SENCO”), includes the SEN Coordinator, Special Educational Needs Support Teachers, and Teaching Assistants. This team coordinates the provision of appropriate examination arrangements, develops tailored Individual Education Plans (“IEP”s), deploys additional teaching assistants, and utilizes the Learning Support Grant to purchase professional services to cater to stu…
🎨 Whole-person Learning
多元發展： 共設22個課外活動小組。活動小組分有宗教、學術、興趣、服務及制服團隊五大範疇，旨在促進學生全人發展，培養興趣和技能，加強社交互動，提升責任感及團隊合作能力。中一級特設興趣培養計劃，於 "其他學習經歷" 時間讓學生自選學習樂器、運動、視藝、舞蹈、科創及外語，讓學生發展興趣及發揮潛能。 領導才能： 學生領袖組織包括學生會、四社、領袖生、朋輩輔導員、學生大使、學術長、圖書館助理員等。學生於服務時學會協作解決問題、應對挑戰、培養自信、有效表達和傾聽他人意見、建立良好的人際網絡和關係。 其他大型活動： 包括全方位學習日、郊外學習日、姊妹學校交流團、攤位遊戲日、海外交流團、陸運會、歌唱比賽、中五打氣營等。
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Ms. |
|---|---|
| title_of_principal | Ms. |
| principal_qualifications_experiences | (BSc, M.Ed, Professional Diploma in Counselling) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 100 |
| school_size | 6039 |
| sponsoring_body | The Catholic Diocese of Hong Kong |
| school_motto | Truth and Loyalty |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 53 |
| tsi_percent_of_received_teacher_training | 89 |
| tsi_percent_of_master_doctorate_or_above | 39 |
| tsi_percent_of_special_edu_training | 55 |
| tsi_percent_of_exp_0_4 | 38 |
| tsi_percent_of_exp_5_9 | 18 |
| tsi_percent_of_exp_10_or_above | 44 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language; Chinese History; Putonghua; Ethics / Religious Education; Physical Education; Visual Arts |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language; Integrated Science; Mathematics |
| 2025_2026_subject_offered_others_s1_to_s3 | Computer Literacy*; Music (S.1-S.2); Citizenship, Economics and Society*; Geography*; History*; Elementary Business Management (S.3)* |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language; Chinese History; Ethics / Religious Education; Physical Education; Visual Arts; Music; Design and Applied Technology; Applied Learning (S.5-S.6) |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language; Mathematics (Core and M2); Economics; Geography; History; Physics; Chemistry; Biology; Business, Accounting and Financial Studies; Information and Communication Technology |
| 2025_2026_subject_offered_others_s4_to_s6 | Citizenship and Social Development; Japanese; French; Korean; Spanish |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language; Chinese History; Putonghua; Ethics / Religious Education; Physical Education; Visual Arts |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language; Integrated Science; Mathematics |
| 2026_2027_subject_offered_others_s1_to_s3 | Computer Literacy*; Music (S.1-S.2); Citizenship, Economics and Society*; Geography*; History*; Elementary Business Management (S.3)* |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language; Chinese History; Ethics / Religious Education; Physical Education; Visual Arts; Music; Design and Applied Technology; Applied Learning (S.5-S.6) |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language; Mathematics (Core and M2); Economics; Geography; History; Physics; Chemistry; Biology; Business, Accounting and Financial Studies; Information and Communication Technology |
| 2026_2027_subject_offered_others_s4_to_s6 | Citizenship and Social Development; Japanese; French; Korean; Spanish |
| 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 | $60 |
| sc_student_union_association_fee | - |
| sc_charges_for_non_standard_items | Charges and Fees for Specific Purposes: $340 (S.1 – S.5); $170 (S.6) |
| sc_others | - |
| sc_remarks | The school has established Additional Learning Experience ("OLE") lessons to provide students with a broad and balanced education, supporting their well-rounded development in moral, intellectual, physical, social, aesthetic, and spiritual aspects. These lessons are delivered through various activities, including experiential learning, talks, leadership training, volunteer services, and more. |
| 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 ).Criteria for admission via Discretionary Places: Interview 20%, Academic Performance in Primary School 25%, EDB Rank Order 25%, ECA & Conduct 20%, Connections (Religious & Relationship with our school) 10%. |
| oa_orientation_activities_n_healthy_life | After the S.1 registration in July, a briefing session will be held for parents of new students to inform them about school policies. New students will participate in a week-long bridging programme designed to help them become familiar with the new environment and smoothly adapt to school life. To foster students’ sense of belonging and encourage regular consumption of wholesome meals, S.1 and S.2 students are required to stay at school for lunch. They may bring packed lunches or order lunch boxes from the school’s caterer. During lunch breaks, students have access to a variety of co-curricular activities to participate in. |
| school_major_concerns | Major Concerns for 2024-2027:<br>1. Cater to learner diversity.<br>2. Basing on a comprehensive school-based Whole Person Development Framework developed according to Catholic values, equip students with skills and attitudes needed in the 21st century.<br>3. Foster a vibrant and supportive school culture. |
| school_organisation | Adopting a school-based management model, the school’s policies and development are guided by an Incorporated Management Committee (“IMC”) and carried out by the principal and vice principals in collaboration with the School Administration Board. The management structure is organized into three main areas: Learning and Teaching Development, School Management and Sustainable Development, and Student Whole-person Development & Support. Parents, students, and teachers are encouraged to share their views on school policies through various organizations and channels, such as the Parent-Teacher Association, Student Union, and Teacher-Management Consultative Committee, to help improve school operations. |
| imc_smc_mc | Ms. Agnes Garman YEH; Ms. SUNG Hoi Yan, Idy; Dr. HO Nga Yi, Fiona; Ms. LEE Yuen Yee, Stella; Ms. LIU Pui Shan, Sisi; Mr. LO Wai Man, Horace; Dr. TAM Man Kei; Ms. YEUNG Mei Hay, May; Ms. CHENG Yuk Ching, Iris; Ms. WONG Ching Yin; Mr. LEE Wing Keung; Ms. CHAN Shuk Ying Edith; Ms. SIU Tsz Mei; Ms. WONG Hiu Chong. |
| school_green_policy | Environmental protection measures at our school guide and encourage students to actively participate in protecting the environment. These include inter-class recycling competitions, no air-conditioning days, hydroponic farming projects, donation drives for old school uniforms, and efforts to green the campus. The school participates in the Jockey Club Green Building Evaluation Scheme and is recognized as a "Green School" under the scheme, reflecting our commitment to sustainable campus development. |
| language_policy | In junior secondary, most classes use English as the medium of instruction (“MOI”) (please refer to subject offerings on our school website). Other classes adopt an “allocation of time to subjects” arrangement where Mathematics and Science are taught in English to help improve students' English proficiency. Small class teaching is implemented to provide individualized guidance and enhance teaching effectiveness. The Language across the Curriculum (“LAC”) Group supports students in learning other subjects confidently in English. Practical Use of English is integrated into the LAC curriculum, supplemented by activities such as an English Corner and English Days to facilitate students' language learning. |
| school_based_curriculum | 1. Electives: 3X and 4X. Please refer to school web page (<a href="https://www.mfs1.edu.hk/curriculum.php)." target="_blank" rel="noopener">https://www.mfs1.edu.hk/curriculum.php).</a><br> 2. Curriculum highlights: The school-based curriculum is tailored to support each student’s unique ability. S.1 and S.2 students are grouped according to their English proficiency for English lessons and taught in small groups that enhance interaction between teachers and students. To strengthen support for gifted students, the school offers elite courses to help students to develop their potential. |
| major_renewed_emphases_in_the_school_curriculum | 1. Promote Self-regulated Learning: Encourage students to set goals and plans, and effectively utilize subject-based learning strategies to take control of their own learning process.<br>2. School-Based Whole-Person Development Framework: A comprehensive six-year school-based whole-person development framework is established to help students acquire essential values and skills for the future society, while recognizing and appreciating Catholic values.<br>3. Interdisciplinary Collaborative Experiential Learning: The junior secondary curriculum emphasizes STREAM, integrating Science, Technology, Research, Engineering, Arts, and Mathematics to apply knowledge to real-life situations.<br>4. Interactive Learning Using Information Technology: A Bring Your Own Device (“BYOD”) program is implemented to enhance the use of electronic teaching tools and promote interactive learning.<br>5. National, Moral, and Civic Education: The school promotes life education aimed at character building, including education on the Basic Law and the National Security Law. |
| life_planning_education | The Life Planning Education and Career Guidance Team is committed to helping students understand their interests, abilities, and career pathways, providing them with a broader and deeper understanding of further education and employment opportunities. In addition to regularly inviting representatives from various professions to share their experiences and insights, we have developed a comprehensive six-year guidance program tailored to students at different levels:<br>S.1: "Understanding Myself" – Introduction to career planning through class teacher lessons and other learning experiences (“OLE”).<br>S.2: "Exploring Different Professions and Potentials" – Continuing career exploration within OLE.<br>S.3: "Subject Selection Guidance" – Assisting students in making informed subject choices.<br>S.4: "Facing the Future, Understanding Myself" – Workshops conducted in collaboration with external career planning organizations to help students position themselves for future studies.<br>S.5: "Exploring Diverse Pathways and Gaining Workplace Experience" – Continued workshops and activities to broaden students' career perspectives.<br>S.6: "Soaring High" – Co-hosting seminars and mock interview workshops with external career planning organizations, arranging alumni sharing sessions on subject selection, and providing individual consultations for students. |
| student_support_url | http://www.mfs1.edu.hk/schoollife.php |
| whole_school_approach_cater_for_learner_diversity | The school provides bespoke materials and learning experiences to cater for learning diversity. At the junior secondary level, English is taught in small class of split streams based on learning ability to accommodate different learning needs. |
| 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.; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; and organising activities to create an inclusive learning environment in the school. |
| adaptation_for_learning_and_assessment | 1. Continuous Assessment: We design assignments, quizzes, and tests at different levels aligned with teaching progress to encourage students to regularly review and reflect on their individual learning journey. 2. Challenging Questions in Junior Secondary Exams: Exams for junior secondary students include challenging questions aimed at identifying students’ diverse learning needs. 3. Biannual Assessments and Examinations: After each assessment, we conduct performance analysis and track data to enhance teaching approaches and improve learning effectiveness. |
| home_school_co_operation_url | https://www.mfs1.edu.hk/pta.php |
| home_school_co_operation | The Parent-Teacher Association (“PTA”) works closely with the school to promote effective communication among parents, students, and the school. The PTA organizes activities such as excursions, interest classes, professional talks, and movie screenings to foster collaboration and build a strong school community. PTA council members actively provide feedback on school policies and work to strengthen partnership and collaboration with the school. |
| school_ethos | Students are meek, humble, honest, thrifty, righteous, and charitable. They uphold strict self-discipline and consistently maintain a dignified and neat appearance. The school implements a dual-class teacher system and utilizes “sunshine phone calls” to maintain close communication with parents. Daily class teacher time and morning assemblies are incorporated to nurture good character and spiritual formation in students. |
| school_dev_plan | The theme of the school’s new three-year plan is "Unleash full potential. Collaborate in Synodality," which reflects our commitment to recognizing and developing the unique talents of every student and staff member.<br>• Unleash full potential: We strive to support everyone in discovering and realizing their strengths by fostering confidence and motivation.<br>• Collaborate in Synodality: We emphasize the importance of working together as a community. Synodality invites us to listen to one another, share ideas, and accompany each other on our journeys. We aim to create an inclusive environment where every voice is valued.<br>Key goals include:<br>1. Cater to Diverse Learning Needs: Foster a collaborative school environment that motivates and builds confidence in students of varied talents and abilities to enhance learning effectiveness.<br>2. Develop a Holistic Framework Based on Catholic Values: Establish a school-based framework for holistic development where parents and teachers work together to nurture students into individuals with strong values, traits, and skills.<br>3. Cultivate a vibrant and supportive school culture by enhancing collaboration among staff and nurturing strong relationships with parents and alumni. |
| teacher_pro_training_and_dev | The Teacher Development Team aligns its professional development activities with the school’s overall development plan. It organizes workshops addressing learner diversity, the use of AI to enhance teaching and learning, and the “Following Thy Way” spiritual programme. We regularly invite industry leaders and professional experts to conduct training sessions. Additionally, our experienced teachers share their insights and best practices at the Learning and Teaching Expo, enhancing our staff’s collective expertise. |