Hhckla Buddhist Ching Kok Secondary School

Band 2c

Co-ed

School Net Sk

Hhckla Buddhist Wong Cho Sum School

Aided

Through-train

Hong Kong本地→DSE

12.31

G7 - G12（S1 - S6）

3 

Chinese

Traditional Chinese

Buddhism

2003

-

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 ).Academic results: 45%; Conduct: 25%; Performance in extra-curricular activities and services: 10%; Performance in the interview: 20%.

In addition to the two annual examinations and two uniform tests, the school implements a range of continuous assessments methods, including assignments, quizzes and projects.

1. To enhance student-oriented teaching and cater for learner diversity, small-class teaching is adopted in Chinese, English and Mathematics classes according to the specific needs of students. We also create school-based materials, implement STEAM education and organize cross-curricular learning activities to improve learning and teaching. After-school enhancement and remedial classes as well as extended learning programmes are organized for students.<br>2. In addition to tests and examinations, the school also adopts a variety of methods for student assessment, including class participation, group discussions, presentations and experiments, with the aim of using assessment as a learning tool.<br>3. The school aims to foster positive learning attitudes among students by adopting self-directed learning, lesson preparation, cooperative learning and e-learning.<br>4. The school encourages reading across the curriculum. With our reading reward scheme, students learn extensively from reading and broaden their knowledge base.<br>5. The school provides rich learning experiences for students, which helps them to develop generic skills and leadership skills. The school also encourages students to explore different cultures so as to broaden their horizons and improve their communication skills. Furthermore, each student has the opportunity to participate in overseas learning activities including study tours, cultural experience tours and overseas exchange programmes. Scholarships and funds are provided for students in these programmes.

We treasure parent-teacher cooperation and set up the Parent-Teacher Association which contains parent manager. Regular meetings are conducted with parents to gather their opinions on school affairs. To strength liaison with parents, we organize family activities to assist the healthy development of the students. In addition, we organize the Parents’ Day, tea gatherings and talks on a regular basis. We also support parents' growth through parents' education programmes. We have held a variety of activities including PTA tour, PTA cooking class and parent mindfulness activity.

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; organising activities to create an inclusive learning environment in the school; hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.

Our school aims to build an inclusive culture and support students with special educational needs under the whole-school approach. We provide appropriate and diversified support services to enhance students' learning effectiveness and help them integrate into school life through the effective use of resources. Our school has flexibly used the "Learning Support Grant" to recruit additional staff and set up the Student Support Team. Our support team works and collaborates with other sections of the school to support students in need. At the same time, our school-based educational psychologist provides curriculum and teaching support, and develop individual education plan for students in need.

1. Our school adopts different measures to cater for learner diversity, including proper class allocation of students, class teacher arrangement, language policy, tailored curriculum, assignments and assessment. <br>2. Small-class teaching is adopted in the school. <br>3. We also have an educational psychologist and additional social workers to enhance our guidance for students.

Established

The school set up the IMC in early 2006. In addition to members from HHCKLA, the IMC also includes independent public members who are devoted to education, school teachers and parent representatives. This allows for better transparency and responsibility of school management.

1. Strengthen National Security Education and boost recognition of National Identity.<br>2. Cultivate Student’s Positive learning Attitude.

1. Strengthen National Security Education and boost recognition of National Identity. 2. Cultivate Student’s Positive learning Attitude.

Our school is committed to integrating the principles of discipline and counseling in order to establish an 'orderly with Love' school environment for students. In order to enhance the quality of education, we foster students' self-discipline, promote better morals and self-improvement through morning assemblies, weekly assemblies and various counseling programmes. Students have benefited from the guidance of teachers under the "Double Class Teachers Scheme". In the External School Review conducted in 2015 by the Education Bureau, the reviewing team has given the school highly-positive comments. They noted that our students have the intention to strive for the best and excel in their studies and that our teachers are energetic. The school has a positive culture in which students are gentle and respectful.

In accordance with Buddhist virtues and the needs of society, our school is committed to developing diligent, self-confident students who will be pro-active in society. Our ethos is to help students to have all-round development in ethics, intellect, physique, social skills, aesthetics and spirit.

Enlightenment, nobility, virtue and righteousness

The school emphasizes the promotion of environmental education. Apart from project learning, we have incorporated environmental protection in different teaching units. Moreover, we promote environmental protection through talks, visits and greening school campaigns.

不提供寄宿

Chinese/English/Math Paper / English Interview / Cantonese Interview