📚 Secondary ・ Kowloon City
SKH Holy Carpenter Secondary School
📰 School Stories
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
10
Low
Secondary：10 indicators apply, 1 matched
📚
SKH Holy Carpenter Secondary School
Kowloon City ・
Secondary ・ Est. 1965
📍 Address
10 Tai Wan Road, Hung Hom, Kowloon
📞 Phone
23642730
📠 Fax
23648708
✉️ Email
mail@hcs.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Ng Ka Fung
📅 Founded
1965
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
Basing upon the ethos of Christian whole-person education, the School shall nurture and develop students, under a caring and loving environment, spanning the areas of morality, intelligence, athletics, community spirit, aesthetics and spirituality. The School shall provide a broad spectrum of curriculum and opportunities for students and educate them with sound ethical and moral values. It is expected they learn to love God and others and assume their social responsibilities by developing their self-learning and problem solving skills.
📚 Approach & Strategies
We create an initiative, harmonious, collaborative and interactive self-learning environment for students, which enhance their views and senses toward civic matters, responsibilities and service. To ensure students' learning progress is based on their own ability, grouping will be formed according to their abilities on English Language in junior secondary teaching. Project learning is carried out to enhance their learning efficiency. A new junior secondary subject, promoting STEAM education is formed which integrates the knowledge of basic technology, design and graphics. The introduction of project learning across different subjects helps students to improve learning efficacy. We develop students' Values Education for Whole-person Development. Both Chinese, English and Mathematics extens…
💛 SEN Support
The Student Support Team comprises of members from various fields such as the Special Educational Needs Coordinator (SENCO) Special Educational Needs Support teacher, the Educational Psychologist, the Speech Therapist, the Guidance Mistress, the Life Planning Master, the school social worker, the student counsellor and the teaching assistants. Our school is committed to enhancing an inclusive culture, so we make good use of the ‘Learning Support Grant for Secondary School’ and ‘Grant for Supporting NCS Students with SEN’ to employ extra manpower including counseling assistance and teaching assistance to support our teachers in joining the ‘Whole-school Participation Education’ and to efficaciously implement the plan of integrated education. Services of reading and writing training are pro…
🎨 Whole-person Learning
本校積極推動各類型的聯課活動，包括學會活動、服務團隊、社際比賽、交流團、多元化的訓練課程及考取不同方面的資格，讓學生提升個人自信、發揮潛能、為將來訂立目標。透過參與不同的活動，學生可提升學習與人溝通和培養各項共通能力。學校更鼓勵學生積極參與各項校際比賽及校外交流活動，以豐富學生的其他學習經歷。
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | The Revd. |
|---|---|
| title_of_principal | Ms |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 100 |
| school_size | 1920 |
| sponsoring_body | Anglican (Hong Kong) Secondary Schools Council Limited |
| school_motto | Loyalty, Integrity, Diligence, Perseverance |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 41 |
| tsi_percent_of_received_teacher_training | 95 |
| tsi_percent_of_master_doctorate_or_above | 57 |
| tsi_percent_of_special_edu_training | 69 |
| tsi_percent_of_exp_0_4 | 14 |
| tsi_percent_of_exp_5_9 | 9 |
| tsi_percent_of_exp_10_or_above | 77 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Mathematics*, Science*, Computer Literacy*, Religious Studies*, Putonghua, Music*, Physical Education*, Design and Technology*, Life and Society (S3)*, Visual Arts*, Chinese History. |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language, Citizenship, Economics and Society (S.1-S.3) |
| 2025_2026_subject_offered_others_s1_to_s3 | Grouping S.1 and S.3 students by their English level. |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Mathematics, Citizenship and Social Development, Biology, Physics, Chemistry, Business, Accounting and Financial Studies, Tourism and Hospitality Studies, Information and Communication Technology, Design and Applied Technology, Health Management and Social Care, Chinese History, Ethics, Visual Arts (not for S.6), Applied Learning (Hotel Operations, Fashion Image Design), P.E., Elective Part of Mathematics. |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, ApL (English Communication). |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Mathematics*, Science*, Computer Literacy*, Religious Studies*, Putonghua, Music*, Physical Education*, Design and Technology*, Visual Arts*, Chinese History. |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language, Citizenship, Economics and Society (S.1-S.3) |
| 2026_2027_subject_offered_others_s1_to_s3 | Grouping S.1 and S.3 students by their English level. |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Mathematics, Citizenship and Social Development (S.4, S.5, S.6), Biology, Physics, Chemistry, Business, Accounting and Financial Studies, Tourism and Hospitality Studies, Information and Communication Technology, Design and Applied Technology, Health Management and Social Care, Chinese History, Ethics, Visual Arts (not for S.6), Applied Learning (Hotel Operations, Fashion Image Design), P.E., Elective Part of Mathematics. |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, ApL (English Communication). |
| current_year_no_of_class_s1 | 3 |
| current_year_no_of_class_s2 | 3 |
| current_year_no_of_class_s3 | 3 |
| current_year_no_of_class_s4 | 2 |
| current_year_no_of_class_s5 | 3 |
| current_year_no_of_class_s6 | 3 |
| 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 | $310 |
| sc_tong_fai_s5 | $310 |
| sc_tong_fai_s6 | $310 |
| sc_pta_fee | $30 |
| sc_student_union_association_fee | - |
| sc_charges_for_non_standard_items | Extra Charges: $310 (S.1-S.6) (include Parent-Teacher Association fee and insurance fee, exemption may be granted according to students' needs) |
| sc_others | - |
| sc_remarks | Our school operates 3 classes at each form levels. If it is in full operation, we shall have six forms of 3 classes each, a total of 18 classes. For details, please visit our website for more information (<a href="http://www.hcs.edu.hk/)." target="_blank" rel="noopener">http://www.hcs.edu.hk/).</a> |
| 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 ).Discretionary Places Rank Order (provided by the EDB) – 20% Academic performance – 20% <br>Conduct and Manner – 20% Performance during the interview – 20% <br>Extracurricular achievements – 10% Association with our school/school sponsoring body – 10% <br> |
| oa_orientation_activities_n_healthy_life | 5 Days Orientation and bridging programme for S.1 newcomers, including activities of various subjects. We emphasize creating the necessary healthy school conditions to satisfy the needs for physical, mental and spiritual health of all students, and we provide them with a variety of activities to sustain a healthy life in school. |
| school_major_concerns | 1. Strengthening the learning objectives of "national and global citizenship identity" and "healthy lifestyles."<br>2. Using digital technology to promote STEM education and enhance teaching and learning effectiveness.<br>3. Strengthening the effectiveness of the "Planning-Implementation-Evaluation-Replanning (PIEP)" self-assessment mechanism. |
| school_organisation | Our school proactively exercises the spirit of school-based management. The Incorporated Management Committee introduces collective decision making in our school-based management, and give advice to the principal, most administrative policies are developed with reference to the decision made in the presence of the school-based management team, assisted by 5 management committees, namely, National Security Education, Personnel, Finance, Academic and Student Affairs. An open, respectful, democratic and delegating school management culture is formed and teachers can share the ownership in formulating school policies. |
| imc_smc_mc | There are altogether 15 school managers in our school management board. Managers include representatives from the school sponsoring body, principals, teachers, parents, alumni and other individuals in the community. |
| school_green_policy | Our school supports the Green Campus Campaign, with the concepts of 3R (Reduce, Reuse, Recycle) and 3I (Increase, Invest, Innovate) as the general outline of the Green Policies to save energy and protect the environment. In addition to the formation of "Civic Ambassador" service team to support the implementation of environmental protection measures. The "School Food Waste Efficiency Project" has also been implemented during lunch. On the other hand, in student assemblies, class teacher lessons and on School Information Day, students are actively cultivating the values and attitudes of practicing green living. Hardware: The school has participated in the "Campus Low Carbon Campaign" and the "Green Campus 2.0 Project", using environmentally friendly air conditioners, LED lights, heat insulation patches, small solar power generation systems and real-time energy monitoring systems. |
| language_policy | We adopt Chinese as the medium of instruction. Recently, we have been promoting cross curriculum language learning by encouraging students to read to learn and permeating language learning through different subjects. This year, Citizenship, Economics and Society were taught in English at S1-S3 level. Moreover, Putonghua is used to teach Chinese Language in one of the S1 classes. Students are grouped and taught according to their English ability in S.1 to S.3 English classes. |
| school_based_curriculum | 1. Electives: 3X. We provide 80 elective groups for study.<br> 2. Curriculum highlights: To meet the learning goals and vigorous requirements of the NSS curriculum, we provide diversified combination of NSS electives to meet students’ interest. Other than the 4 core curriculum subjects, namely English Language, Chinese Language, Mathematics and Citizenship and Social Development, there are 10 electives in the curriculum and 3 Applied Learning Courses. On overall planning in using available resources, we ensure the government funding is effectively distributed. The CEG has been in good use on curriculum development, which enhances students' learning Personal, Social and Humanities Education; coping with the diverse and special learning needs of students and school activity. For the Diversity Learning Grant (DLG), we ensure there are opportunities for every student to have a broad, balanced and all-round development. |
| major_renewed_emphases_in_the_school_curriculum | 1. Junior High School Holistic Development Plan.<br>2. Promoting STEM through Digital Technology.<br>3. Cultivating Positive Values and Attitudes in Students.<br>4. Advancing National Security Education in a Spiral Upward Manner. |
| life_planning_education | Life-Planning Committee will base on different students' learning starting points, interest, capability, degree of maturity and psychological readiness to design a personal, group and collective training program and plan, which mainly focus on meeting their study needs. Once students enroll in school, the committee will start to identify their performance on the above factors. Appropriate educational service will be provided to help them either further studies or employment. This could help them to make decision on their career planning or educational path. |
| whole_school_approach_cater_for_learner_diversity | Our school believes that every student has the ability to learn and each individual can be educated and changeable. What they need is the opportunity we provide for them. We adopt whole school approach to cater for students' learning diversity needs. We also develop special tailor-made measures and guidance services for individual students who have special learning needs. We aim to facilitate NCS students to get used to local secondary education curriculum and to integrate into the society. By adopting different supporting measures, we also target at enhancing students’ learning effectiveness and thus to build a harmonious campus. We provide the admitted NCS students with additional supports in order to improve their Chinese proficiency, including organising after-school learning and support programmes, recruiting extra teaching staff, developing school-based Chinese language curriculum and teaching materials, and holding different cultural integration activities. Upon request, we communicate with different stakeholders to familiarise them with our education services. To further help the aforementioned students adapt to the school life and smoothly transit to different learning stages, their mental, communicational and social supports are also reinforced. |
| 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; and organising activities to create an inclusive learning environment in the school. Providing after-school support to learn Chinese; appointing additional teacher assistant(s); developing material for NCS student and organizing cultural integration activities in order to improve students’ learning abilities. |
| adaptation_for_learning_and_assessment | Both formative and summative assessments are used to assess student's performance, and also we highly emphasize giving feedback and promoting reflective learning so as to encourage continuous self-improvement. |
| home_school_co_operation | Our school devotes much effort in establishing a close link between home and school. We have set up PTA and parents are involved in many school activities. We highly value home-school cooperation. Parents and teachers periodically meet together and communication channel is thorough. A PTA newsletter is published recently to enhance home-school collaboration. |