📚 Secondary ・ Kwai Tsing
Daughters of Mary Help of Christians Siu Ming Catholic Secondary School
📰 School Stories
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
40
Average
Secondary：10 indicators apply, 4 matched
📚
Daughters of Mary Help of Christians Siu Ming Catholic Secondary School
Kwai Tsing ・
Secondary ・ Est. 1973
📍 Address
6 Kwai Yip Street Kwai Chung
📞 Phone
24241796
📠 Fax
24841434
✉️ Email
general@dmhcsm.edu.hk
⛪ Religion
Catholicism
👩🏫 Principal
Leung Pui Shan
📅 Founded
1973
🏷️ School Type
Aided
👫 Gender
Girls
🎯 Mission
To foster clear goal-setting, life-long learning and community participation in a caring Christian educational environment.
📚 Approach & Strategies
Our school's curriculum is dedicated to cultivating well-rounded students who are thoughtful, possess transferable skills, and engage in self-directed learning. These students not only embody a positive attitude and sound values but also demonstrate the qualities of responsible citizens who care about society. To cater to diverse learning styles, we offer a variety of teaching strategies that enable every student to leverage their strengths. Our curriculum emphasizes blended learning and the use of artificial intelligence (AI) to enhance educational experiences, actively promoting student autonomy in learning. We pay particular attention to language development; for instance, our junior secondary English curriculum includes English Literature, and drama training is integrated into the S2 …
💛 SEN Support
Our school is operating with the Whole School Approach to Integrated Education. The Student Formation Team, including the vice principals, SEN coordinator, subject panel heads, social workers, the school-based educational psychologist and teaching assistant, has been supporting the SEN students in school. The Learning Support Grant is applied mainly on supporting staff to provide support to the coaching and social skills training of SEN students in need. Special examination arrangement such as time and venue accommodation are provided to necessary students. Besides, thematic talks are held to enhance teachers' understanding of Integrated Education. They are encouraged to attend training courses on Catering for Diverse Learning Needs provided by EDB to equip themselves with professional kn…
🎨 Whole-person Learning
The school is committed to providing students with different learning opportunities outside the classroom with a view to consolidating their knowledge learned in the classroom, broadening the students' horizons, and to enhance their learning motivation and entrepreneurial spirit. 1. With the aim to broaden students’ horizons, a “Life-wide Learning Day” is organized every year, providing different fun-filled activities, such as cultural and creative workshop, University taster program, Nature well-being day, etc., for students to choose from. The activities are carefully planned to match the theme and developmental needs of each form, enabling students to learn different skills and knowledge from experience. 2. In order to allow students to have a deeper understanding of what they have le…
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Sister |
|---|---|
| title_of_principal | Ms. |
| imc | Established |
| school_size | 6832 |
| sponsoring_body | The Mother Provincial of the Daughters of Mary Help <br>of Christians (Hong Kong) |
| school_motto | Purity and Charity (Integrity, Honesty, Love & Concern) |
| 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 | 87 |
| tsi_percent_of_master_doctorate_or_above | 49 |
| tsi_percent_of_special_edu_training | 47 |
| tsi_percent_of_exp_0_4 | 22 |
| tsi_percent_of_exp_5_9 | 25 |
| tsi_percent_of_exp_10_or_above | 53 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Chinese History, Citizenship, Economics and Society (S.1-S.2), Life & Society (S.3), Ethics and Religious Education, Putonghua, Visual Arts |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Geography, History, Science (S.1-S.2), Computer Literacy, Physics (S.3), Chemistry (S.3), Biology (S.3), Technology and Living, Music, Physical Education |
| 2025_2026_subject_offered_others_s1_to_s3 | School-based Curriculum: Other Languages (Japanese Language, Korean Language) (S.2) |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Chinese History, Chinese Literature, Citizenship and Social Development, Visual Arts, Ethics and Religious Education, Ethics and Religious Studies, Aesthetic Development, Physical Education |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics (Extended Part Module 1), Geography, History, Economics, Physics, Chemistry, Biology, Business, Accounting and Financial Studies |
| 2025_2026_subject_offered_others_s4_to_s6 | School-based Curriculum: Aesthetic Development (S.4) |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Chinese History, Citizenship, Economics and Society, Ethics and Religious Education, Putonghua, Visual Arts |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Geography, History, Science (S.1-S.2), Computer Literacy, Physics (S.3), Chemistry (S.3), Biology (S.3), Technology and Living, Music, Physical Education |
| 2026_2027_subject_offered_others_s1_to_s3 | School-based Curriculum: Other Languages (Japanese Language, Korean Language) (S.2, S.3) |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Chinese History, Chinese Literature, Citizenship and Social Development, Visual Arts, Ethics and Religious Education, Ethics and Religious Studies, Aesthetic Development, Physical Education |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics (Extended Part Module 1), Geography, History, Economics, Physics, Chemistry, Biology, Business, Accounting and Financial Studies |
| 2026_2027_subject_offered_others_s4_to_s6 | School-based Curriculum: Holistic Development Course (S.4) |
| 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 | $200 (Life membership) |
| sc_student_union_association_fee | $30 (S.6: $15) |
| sc_charges_for_non_standard_items | Improve school facilities and school printed matter: $400 (S.1-S.5) / $240 (S.6) |
| sc_others | ECA Clubs and Houses Fee: $100 (S.6: $50) |
| 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 ).1. Academic results 40%;<br>2. Internal & external awards, service, ECA (or specialties) and others 20%;<br>3. Interview performance 40%.<br>4. Conduct grade for P5 must be equal to or higher than B to be eligible for an interview. |
| oa_orientation_activities_n_healthy_life | Our school places great emphasis on the adaptation of new S1 students. To facilitate this transition, we organize a preparatory class in mid-July, allowing new students to acclimate to the English learning environment. After the school year begins, we conduct a Learning Strategies Workshop specifically for S1 students. This workshop equips them with effective memorization and revision techniques, helping to establish strong learning strategies and cultivate a positive learning attitude. Our Learning Support Program further assists students in their academic journey. Additionally, S.1 and S.2 Classroom Open Day is held to enhance parents’ understanding of their children’s learning progress and to foster communication between parents and teachers.<br>In alignment with our commitment to a healthy school environment, we promote holistic well-being among students through various initiatives: Morning exercise sessions every week, Mental Health Month in October, Physical Education Week, Morning Breakfast Activities, "Guarding You, Sweet in Heart" events before tests & exams and workshops, health tips, exhibitions, and lessons in Technology and Living and Physical Education, alongside extracurricular activities, team sports, and sports days, all aim to encourage students to prioritize personal health, environmental hygiene, balanced diets, and regular exercise for overall wellness.<br> |
| school_management_url | http://dmhcsm.edu.hk/02_profile/01/ehist.php |
| school_major_concerns_url | https://www.dmhcsm.edu.hk/t/school-documents |
| school_major_concerns | 1. Student Academic Development: Students' learning diversity is catered to enhance their learning effectiveness through the development of various programmes (cross-subjects learning, integration of specific subject knowledge, English language skills, blended and AI learning).<br>2. Student Formation and Student Support: To create positive learning experience for our students with the ability to live and think positively towards themselves and search for meaning in their lives. |
| school_organisation | The Incorporated Management Committee was established in 2013. The School Development and Management Committee and The School Policy and Executive Team are led by the Principal. The School Policy & Executive Team, mainly comprising senior teachers, is functionally made up of the Student Formation and Student Support Committee and the Academic Development Committee, facilitating and coordinating the work of the 5 sections, namely Student Formation and Student Support, Student Activities, Academic Development, General Management/Support Service and IT Assisted Education. |
| imc_smc_mc | The Incorporated Management Committee consists of 15 members, they include School Supervisor, Principal, 7 members from School Sponsoring Body, parents and teachers each have 2 representatives, Alumni Manager and Independent Manager, to ensure a full participation in important school affairs. |
| school_green_policy | Our school is dedicated to promoting environmental sustainability through a range of key initiatives. We have replaced our air conditioners with variable-speed models and upgraded our lighting to energy-efficient LED. The funds received from the Feed-in Tariff Scheme of the installed solar energy generation systems, are used to maintain the systems and support students' environmental education activities. We have also installed recycling bins to encourage proper waste separation and recycling. The student organization, Eco Club, promotes environmental education among students. As a result of these efforts, our school has achieved a Green rating under BEAM Plus Existing Schools V1.0. |
| learning_and_teaching_plan_url | https://www.dmhcsm.edu.hk/t/school-profile |
| language_policy | Our school embraces a bilingual and trilingual language policy, promoting proficiency in Chinese and English. We create an immersive English environment where students engage in morning prayers, assemblies, announcements, and special events, all conducted in English. This approach not only enhances their language skills but also prepares them for a globalized world.<br>In addition to our core language offerings, we provide opportunities for junior secondary students to experience learning other languages. Specifically, in the standard school-based curriculum, our S2 students can choose to study Japanese or Korean, further enriching their linguistic repertoire and cultural understanding. As they progress to senior secondary, students have the option to take examinations in other languages, allowing them to showcase their language proficiency and expand their academic qualifications. This commitment to a diverse language curriculum equips our students with valuable skills for their future endeavors. |
| school_based_curriculum | 1. Electives: 2X and 3X. The School provides a comprehensive and diverse curriculum offering choices from among 13 elective subjects.<br> 2. Curriculum highlights: The school-based curriculum includes comprehensive programs in ethics and religious education, career planning and vocational education, aesthetic development, as well as other language offerings for junior secondary students. We also provide after-school elite classes, enrichment programs, service learning and opportunities for individual students to participate in in-depth school-based project studies. These initiatives are designed to enhance the educational experience and support holistic student development. |
| major_renewed_emphases_in_the_school_curriculum | Our curriculum has been thoughtfully integrated with values education and national education across all subjects. This approach strengthens students' sense of national identity and fosters good moral character.<br>Additionally, every Wednesday, we hold a morning reading session where students can choose from a selection of Chinese and English literature, eBooks, and share their reading insights. This initiative not only promotes a love for reading but also encourages critical thinking and discussion among students. |
| life_planning_education | Our objectives of life planning education are enabling students’ self-understanding, enhancing personal planning as well as goal setting and equipping students with the knowledge of various studies, career and training pathways, work ethics and the working world, thereby preparing them well for further studies or career pursuits. Our Life Planning Education and Career Guidance Team organizes various activities to meet the needs of students at different levels from S1 to S6 in a coordinated and systematic manner. At junior secondary levels, school-based life planning education programmes are organized to help students identify their interests and abilities, encourage them to set study goals, and guide them in connecting their career aptitudes with subject selection, thereby better equipping students for senior secondary education. At senior secondary levels, students reflect on and review their interests, abilities and aspirations for a better understanding of themselves, so that they would be able to set appropriate goals for study or career development, and further connect their career aptitudes with subject selection, ensuring a smooth transition from school to workplace. A line-up of job-related activities helps students to identify their directions on academics and career. In addition, talks, workshops and guidance are provided to S.6 students and parents to enhance their understanding of further studies and pathways. Our Life Planning Education & Careers Guidance Group has initiated a mentoring programme, namely 'We are Siumingians' targeting to build a better social network among all Siumingians. |
| student_support_url | http://dmhcsm.edu.hk/02_profile/01/ehist.php |
| whole_school_approach_cater_for_learner_diversity | According to students’ ability in Chinese, English and Mathematics, the most able students from each of the junior levels are allocated to one or two of the classes. Teachers will conduct Gifted Education Training Programme for the most able junior students. Exercises at different levels of difficulty and various learning activities are offered to students with different learning abilities e.g. individual guidance and tutorials in junior Chinese, English, Mathematics and Science; enrichment and enhancement programmes for various subjects in senior level etc. |
| 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; 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 | Apart from written examinations, different forms of school-based continuous assessment have been adopted to assess students' performance, which include class and practical assessment, presentations and peer evaluation. Moreover, guidance has been provided to students for the development of talents and capabilities. |
| home_school_co_operation_url | https://sites.google.com/dmhcsm.edu.hk/dmhcsmpta/ |
| home_school_co_operation | The committee members of the Parent-Teacher Association (PTA) meet regularly and organize various activities such as the Classroom Open Day, the Orientation Barbecue, seminars, Parenting courses, family outing, flower-purchasing service for Mother's Day, Parents-Also-Appreciate-Teachers Drive, etc. The PTA offers parents a good chance for interaction among themselves and with the School. The PTA also recognizes students' effort in academic studies by granting scholarships and promotes students' balanced development by sponsoring activities. |
| school_ethos | The school motto is purity and charity with simple and harmonious school spirit. To strengthen students' formation, morning assemblies, class teacher periods, Ethics and Religious Education lessons, Adventure-based Guidance Training Camp are integral parts of the curriculum. Two class teachers are assigned to each class for pastoral care. The Senior Student Helpers Scheme and Tutorial Classes are designed to help newcomers adapt to the new environment and overcome academic difficulties. |
| future_development_url | https://www.dmhcsm.edu.hk/t/school-profile |
| school_dev_plan | The School Development Plan of the coming year with the main theme “Build An ‘Amoris Laetitia’ Family Together”, consists of academic and student formation. For the academic development, the school aims to develop the curriculum with multiple pathways catering for learning diversity. There are 3 targets:<br>1) to develop the interdisciplinary curriculum so as to motivate students to deepen and broaden their learning;<br>2) to integrate subject-specific knowledge and English skills in enhancing students’ language proficiency and performance in selected subjects (LaC);<br>3) to optimize the learning and teaching process with blended learning and AI so as to stimulate students’ learning motivation and abilities.<br><br>In student formation, the school aims to create positive learning experience for our students with the ability to live and think positively towards themselves. There are also 3 targets: 1) to foster a positive psychological, social and learning environment for students; 2) to broaden the horizons of the students, enabling them to understand their own strengths and weaknesses, personalities, abilities, and helping them to search for meaning in their lives; 3) to establish a sustainable lifestyle and foster spiritual well-being. |
| teacher_pro_training_and_dev | To tie in with the implementation of our school target, the senior secondary curriculum and the teaching of core values in Catholic Education, teachers continue to participate actively in internal and external training programmes for professional development, in the sharing of lesson plans and lesson observation. There are also occasions for inter-school subject-based presentations and discussion during annual joint-school staff development days. |
| fac_no_of_classroom | 29 |
| fac_school_facilities | 4 Laboratories, Multi-Media Learning Centre, Information Technology Learning Centre, Library, General Purpose Room, Visual Arts Room, Music Room, Geography Room, Fashion and Textile Technology Room, Food Technology Room, Counselling Room, English Corner, Social Worker Room, PTA Resource Room, Chapel, Garden, Butterfly Garden, 2 Volleyball Courts, Basketball Court, Carpark and 2 Lifts, Sports Science Lab, Herbal Garden, Dance Room, 2 mini multipurpose rooms, student relax corner. |