📚 Secondary ・ Yuen Long
S.K.H. Bishop Baker Secondary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
50
High
Secondary：10 indicators apply, 5 matched
📚
S.K.H. Bishop Baker Secondary School
Yuen Long ・
Secondary ・ Est. 1984
📍 Address
10, Fung Yau Street South Yuen Long
📞 Phone
24754778
📠 Fax
24799150
✉️ Email
info@skhbbss.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Ng Yau Mei, Shirley
📅 Founded
1984
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
The school is set up to provide whole-person quality education, endeavouring to empower our students to pursue healthy growth as well as academic excellence to lead a joyful life with faith, hope and love. Through establishing good rapport between parents and children, schoolmates and alumni, teachers and students, family and school, community and school, God and people, our school ensures that our students receive diversified learning opportunities which help them (1) nurture positive values, (2) foster physical, mental, social and spiritual health, (3) persevere in talent development and (4…
📚 Approach & Strategies
Our school adopts the strategy of "Gifted Education for All" and "Education for the Gifted" to help students cultivate learning interests, foster positive and constructive feedback, and develop effective study habits. We reinforce the self-directed learning cycle of "pre-lesson preparation, in-class engagement, and post-lesson revision" to enhance teaching and learning efficacy. In the junior forms, we actively promote cooperative learning. Students are assigned into groups of five to six, each group being led by two academically competent and supportive peer leaders who receive training through our school-based "Peer Mentoring Programme" and serve as learning companions, providing timely assistance and care during lessons. To strengthen digital education, we integrate information literac…
💛 SEN Support
The Integrated Education (IE) Section (Student Support Team) with different professionals develops an all-round inclusive education plan for supporting students with Special Education Needs (SEN) strategically. All teachers are encouraged to attend the related SEN courses successively to enhance their professional capabilities. Outsourced training services help furnish diversified support for students with SEN. Moreover, the school adopts diverse teaching strategies, offers after-school individualized remedial teaching and makes special arrangements for assignments, tests and exams to cater for learner diversity. Regular SEN meetings, student assessments and close liaison with their parents help devise Individual Education Plans for students with SEN, collect opinions and evaluate progres…
🎨 Whole-person Learning
各學科積極配合五種基要學習（包括智能發展、價值觀教育、體藝發展、與工作有關的經驗及社會服務）及課程主要更新重點，舉行聯課活動，拓寬學生視野。每年設兩天「多元學習日」，讓學生走出課室作聯課活動，豐富體驗式學習。本校設有學生會，全校學生分屬四社（謙、愛、勤、誠）。另有25個學會，包括4個學術學會、8個藝術學會、6個體育學會、3個服務學會及4個興趣學會，全年設「一生一體藝計劃」，為學生提供不同類型的體藝培訓。
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Mr. |
|---|---|
| title_of_principal | Ms. |
| principal_qualifications_experiences | [B.A.(CUHK), PGDE (EdUHK), MEd(HKU)] |
| imc | Established |
| school_size | 4600 |
| sponsoring_body | Anglican (Hong Kong) Secondary Schools Council Limited |
| school_motto | DAT DEUS INCREMENTUM |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 55 |
| tsi_percent_of_received_teacher_training | 90 |
| tsi_percent_of_master_doctorate_or_above | 75 |
| tsi_percent_of_special_edu_training | 64 |
| tsi_percent_of_exp_0_4 | 17 |
| tsi_percent_of_exp_5_9 | 10 |
| tsi_percent_of_exp_10_or_above | 73 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language; Putonghua; Chinese Literature (S.3); Chinese History; History & Culture; Well-being and Values Education (S.2); Moral and Civic Education (S.3); Religious Studies |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language; Mathematics; Geography; Citizenship, Economics and Society (S.1, S.2); Economics and Principles of Accounts (S.3); Integrated Science & STEAM Education (S.1, S.2); Physics(S.3); Chemistry (S.3); Biology (S.3); Computer Literacy; Visual Arts; Home Economics (S.1, S.2); Music; Physical Education |
| 2025_2026_subject_offered_others_s1_to_s3 | - |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language; Citizenship and Social Development; Chinese Literature; Chinese History; History; Business, Accounting and Financial Studies (Business Management); Visual Arts; Religious Studies; Career and Life Development |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language; Mathematics; M1; M2; Geography; Economics; Business, Accounting and Financial Studies (Accounting); Physics; Chemistry; Biology; Information and Communication Technology; Physical Education |
| 2025_2026_subject_offered_others_s4_to_s6 | Japanese |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language; Putonghua; Chinese Literature (S.3); Chinese History; History & Culture; Well-being and Values Education (S.2); Religious Studies |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language; Mathematics; Geography; Citizenship, Economics and Society; Economics and Principles of Accounts (S.3); Integrated Science & STEAM Education (S.1, S.2); Physics (S.3); Chemistry (S.3); Biology (S.3); Computer Literacy; Visual Arts; Home Economics (S.1, S.2); Music; Physical Education |
| 2026_2027_subject_offered_others_s1_to_s3 | - |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language; Citizenship and Social Development; Chinese Literature; Chinese History; History; Business, Accounting and Financial Studies (Business Management); Visual Arts; Religious Studies; Career and Life Development |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language; Mathematics; M1; M2; Geography; Economics; Business, Accounting and Financial Studies (Accounting); Physics; Chemistry; Biology; Information and Communication Technology; Physical Education |
| 2026_2027_subject_offered_others_s4_to_s6 | Japanese |
| 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 | $370 |
| sc_tong_fai_s5 | $370 |
| sc_tong_fai_s6 | $370 |
| sc_pta_fee | $150 (One-off payment) |
| sc_student_union_association_fee | $25 |
| sc_charges_for_non_standard_items | 470 |
| 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: Academic Performance (40%); Performance in interview (30%); ECA Participated, Services and Awards (20%); Conduct (10%) |
| oa_orientation_activities_n_healthy_life | S.1 Students' Orientation, S.1 Parents' Day, Growth Programme, S.1 Bridging Programmes. <br>Before every new school year commences, the school holds an S.1 Orientation Day in which both junior and senior students are provided with good opportunities to build friendships for better social support and integration. S.1 Parents' Day is set to familiarise parents with the school mission, policies and strategies, thus encouraging them to help their children develop healthy habits at school and home. S.1 Bridging Programmes are usually scheduled in July to help S.1 students adapt to learning in English. 'Subject-based Bridging Handbooks', 'Learning to Learn Handbook' and related school-based programmes are also introduced to systematically cultivate positive attitudes and growth mindset in students, thus empowering them to learn in English with confidence. From September to November on odd Days of Learning Cycles, mentors from senior forms will help S1 juniors become increasingly involved in secondary school life via various interactive activities offered at 9th period and after school by the Peer Coaching Scheme with support for adaptation and after-school learning support. |
| school_major_concerns | 1. To enhance the learning and teaching effectiveness with digital education. 2. To nurture global citizens with healthy lifestyles and positivity. |
| school_organisation | The school continues seeking collective wisdom from staff and stakeholders to provide quality whole-person education. Through clear division of labour and strong cooperation, our teaching staff, parents, students and alumni are empowered to take part in mapping out and implementing our school policies. |
| imc_smc_mc | Incorporated Management Committee of the school includes 14 members: Supervisor, Treasurer, Secretary, Principal and other School Managers. |
| school_green_policy | To strengthen the school community's sense of environmental protection, we have formulated energy-saving policies as well as measures, joined Greening School Scheme, and designed different activities for both students and teachers to put convictions into practice. Every year, students actively participate in the Keep the Classroom Clean Campaign to promote environmental protection. |
| language_policy | English is the main medium of instruction in our school. (Please refer to the latest online information of subjects offered for details.) |
| school_based_curriculum | 1. Electives: 3X and 4X. S4 students are allowed to study three or four electives under the new Senior Secondary Curriculum.<br> 2. Curriculum highlights: Our school-based curriculum is diverse and flexible to meet our goal of providing student-centred and all-round education. Our 'Life Education' is implemented through different subjects to help students nurture positive values of affirming and treasuring life with emphasis on social participation. Furthermore, the activities for students' learning and development designed by different Subjects and Sections not only enhance students' mental and physical competence, but also help them further attain a fulfilling and flourishing life. Our 'Gifted Education' is implemented through Parallel Curricula, Tiered Assignments, Gifted Tours, Good Mentor Scheme, training courses and competitions inside and outside the school. |
| major_renewed_emphases_in_the_school_curriculum | 1. Values Education inside and outside Classroom: Our holistic approach includes different subjects to actively promote Moral and Civic Education, Basic Law education and National Security Education. Learning experiences organized by Sections belonging to the Student Guidance Committee to promote holistic well-being (physical, mental and spiritual) with cultivation of positive values and national identity and global citizenship. <br>2. English proficiency through systematic reading programs and cross-disciplinary language initiatives: The "Morning English Reading Scheme" and "Cross-curricular English Program" foster a rich reading environment, enabling students to advance their English acquisition and application skills. We implement the "Extensive Reading Reward Scheme" and subject-based co-curricular reading activities to broaden students' horizons, cultivating their interest in wide-ranging reading and developing discipline-specific research habits. Notably, our interdisciplinary collaboration features a "Project Maker" public speaking program for S.2 students to boost their confidence and competence in English oration. <br>3. STEAM education and use of IT: Students explore their potential and creativity through S.1 & S.2 STEAM lessons by participating in various training sessions, activities, local competitions, and national and international contests. Funding from QEF projects and the IT Innovative LAB has also supported further development in these areas. <br>4. Understand the Chinese History and nurture appreciation for Chinese culture: With interdisciplinary collaboration and diverse learning opportunities, students can better explore the essence of Chinese culture, create culture-related learning outcomes and optimise the innovative use of Chinese culture in contemporary era. |
| life_planning_education | With a view to helping students develop a more positive and global outlook on careers and life, our school adopts a whole school approach to support the Careers Section for implementing the Career and Life Planning Education (CLPE). The Parallel Curriculum Model implemented in different subjects not only helps students acquire basic knowledge and learning skills, but also enables them to seek their personal identities and values. Different sections have been holding a wide variety of activities. For example: 1. The Careers Section organizes a Career and Life Planning Curriculum for S.1, S.2, S.4 students together with careers talks for all forms, visits to tertiary institutes and workplaces of some professions, on the job experiences and individual as well as group career counselling, etc. Students can access information about career paths and equip themselves proactively to plan for their future. 2. The MCE Section has been endeavouring to train up ambassadors for running community services programmes as well as overseas exchange programmes in order to let schoolmates enrich their life experiences, broaden their horizons and establish positive life goals. 3. The CLAP@JC programme has been adopted to foster a sustainable ecosystem that unites the education, business, and community sectors to create a cross-sectoral but youth-owned support platform. It therefore promotes better career and life development for students, which facilitates their smooth transition from school to work. 4. Our school has become a resource school under the CLAP@JC Programme to lead our network Hub's direction and foster a community of good practices for students, teachers and parents, thus contributing to the sustainable development of CLPE. |
| whole_school_approach_cater_for_learner_diversity | We set up enrichment and remedial programmes in every subject to serve our students in accordance with their abilities and therefore cater for learner diversity. Besides, we carry out a school-based Peer Coaching Scheme in which senior students are empowered to help their juniors brush up their learning in English and other subjects. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their 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 | The school's assessment policy enables students to continuously understand their own strengths and weaknesses in learning and reflect on the feasible strategies as well as practices for improvement. The school, teachers, and parents can also better understand the students' learning abilities, provide constructive feedback and suggestions for improvement, and adapt the curriculum design in a timely manner to cater for students' learning needs. Each mid-term assessment report shows the student's learning performance and attitude while the Academic Report provides the results of both formative assessment and summative assessment, thus helping evaluate the student's learning outcomes and progress. |
| home_school_co_operation | Our school stresses the importance of home-school cooperation. Through diverse means of communication with parents, we have been trying to let parents know more about the school life of their children, willing to listen to parents' opinions and making prompt responses to their concerns. Our Parent-Teacher Association is well-established. The committee members are always active and helpful in organizing different kinds of activities to contribute a lot to the school development. In addition to serving as bridges between families and school, our parent committee members participate in the administration of school affairs and discuss with other parents about the issues they concern. |
| school_ethos | We aim to develop pragmatic, genuine, proactive and caring school ethos. We pay attention to all-round growth and development of our students by providing them with diverse learning experiences to lay the foundation for lifelong learning. |