International English education, pioneering thinking development, and building a future pattern

Buddhist Yip Kei Nam Memorial College To create high-quality international English education, we attach great importance to the professional abilities of teachers and are committed to building a high-quality teaching team. 43% of the teachers have university degrees, 55% have master's degrees, and 2% have doctoral degrees. We not only create an immersive language environment, build a diverse curriculum system, but also connect with abundant external resources to promote the comprehensive development of students' language and lay a solid foundation for them to enter their ideal university in the future. Principal Lam Chi Wai, Jimmy has rich experience in English education management and teaching, and is deeply involved in the field of international education. He is good at integrating cutting-edge concepts and conducting school-based processing, so that English education has a global perspective and meets the actual needs of students. It not only exercises language skills, but also becomes a core carrier to connect the world and inspire thinking.

Immersive English environment, double expression and natural edification

To create an immersive English context, we must first start with the campus environment. The school integrates English elements into all kinds of communication in daily campus scenes, so that students can accumulate new words and dare to express themselves. This environmental impact not only affects students, but also benefits teachers. Nowadays, the school's internal notices and other documents are all written in English. Through frequent reading and use, teachers have naturally consolidated English vocabulary and used it flexibly in teaching. For example, when referring to the sports meeting, the teacher will say "sports meeting" and "Sports Day" at the same time, and under the influence of this double expression, the students will firmly remember the corresponding English expressions.

Build Compass Program, blending international and local experience

The school refers to the experience of international education and combines the actual situation of the school with school-based improvements to build the Compass Program curriculum framework. Principal Lam Chi Wai, Jimmy said: "The valuable thing about the course is that it can expand students' thinking, guide them to pay attention to global issues, and think about grand propositions beyond books, such as human survival and development. This complements the previous model of local schools that focus on teaching subject knowledge. After all, book knowledge often lags behind, and students will need to broaden their horizons and independent thinking ability when they enter society in the future. The content that students are exposed to is becoming more diverse, their vocabulary is constantly enriched, and their willingness to think independently is fully stimulated."

International education does not mean abandoning local characteristics, but achieving an organic integration of international concepts and local culture. The school draws on the empathy education concept in the IB curriculum and carries out specialized international volunteer service learning. In September this year, Form 1 and 2 students completed six hours of specialized training and participated in a full day of practical activities. The training content not only covers volunteer service skills and empathy development, but also guides students to break out of traditional thinking and think about multiple ways to help others. For example, some students put forward the unique perspective that "dogs also need help." The school encouraged them to explore more specific and practical ways to help, instead of being limited to conventional forms such as visits to nursing homes.

Master learning methods and understand the nature of learning

The Compass Program is a core curriculum that runs throughout the program, and the school develops a step-by-step learning ladder. At the beginning of the course, the school focuses on guiding students to master learning methods, allowing students to understand the nature of learning through rich practical experience rather than pure theoretical teaching. In this process, the school is committed to promoting the concept of happy learning and positive learning. Principal Lam Chi Wai, Jimmy pointed out: "Only by allowing students to learn in a relaxed and pleasant atmosphere can they stimulate their willingness to learn independently. When students gain knowledge and gain a sense of accomplishment through independent learning, they will actively invest more energy and develop good habits of lifelong learning. This is just like adults who actively pay attention to areas such as cooking and sports that they are interested in. Students' independent learning driven by their interests is the most lasting and effective way of learning."

Stratified gifted curriculum system opens the door to the world in English

The school has built a hierarchical and progressive gifted curriculum system. Starting from the first level, all students are exposed to various rich learning experiences. Taking the golf experience course as an example, the school offers related courses for students in Form Three to Form Five to learn golf-related professional vocabulary, such as swing putter birdie, etc. Students are naturally immersed in the English environment during the learning process. More importantly, this type of course is not only a carrier of language learning, but also opens a new door for students - students gain unique life experiences through the opportunities provided by the school. Some students have even become representative members of the Belt and Road Pickleball Project due to their outstanding performance.

Hosted many foreign schools and built a bridge for international exchanges

The school actively builds a bridge for international educational exchanges and has received visits from representatives from many foreign schools: Mr. John Wu, the principal of Ace Acumen Academy in Canada, visited the school to discuss educational concepts in depth with @TERM3@@, and walked into the classroom together to encourage students to deepen their English learning and expand their international horizons; Mr. Butin from Kingham School in the UK communicated face-to-face with students, talked about cultural differences between different places, and improved their confidence in communicating with foreigners in English; Mr. Matthew from Abbotsholme School in the UK They visited campuses and classrooms to share diverse cultures, and then had lunch with 12 junior high school students to interact on topics such as the food culture of the two places.

Planning overseas exchange groups to create international talents

The school carefully plans overseas exchange group projects to create an immersive English application environment and cross-cultural experience platform for students: in 24-25, it successively launched Japan Friendship In-depth Exchange Group, Seoul Technology Tour, British and Danish Innovation and Technology Exhibition Exchange Group, Singapore STEAM Study Group and Malaysia Exchange Visit Plan, allowing students to improve their English expression skills and appreciate the cultural and technological charm of different countries during the participation process; 25-26 In this year, the school further expanded its exchange territory and launched "Youth Dreams Flying: In-depth Exchange in Australia", "One Belt and One Road Joint School Dubai Study Group", "Malaysia's "Natural Ecology and History and Culture" Study and Exchange Group" and the British and Danish Innovation and Technology Exhibition Exchange Group, etc., and continued to create high-quality international exchange opportunities for students, helping them become cross-cultural students.
Global talents with diversified communication skills.

Learn a third language and build a comprehensive worldview

The school not only focuses on English, but also responds to the Education Bureau’s call to improve third languages and incorporates Japanese and Korean into the regular curriculum system. Students in Form 1 learn Japanese, while students in Form 2 learn Korean, not as extracurricular interests, but as part of regular classes to ensure students can study systematically and seriously. This initiative not only meets the common requirements for third language learning in international courses, but also allows students to understand the cultures of different countries through language learning and build a more comprehensive worldview.

Planning overseas exchange groups to visit top IT companies

With the rapid development of AI, the education model is undergoing disruptive changes. The school actively connects with high-quality external resources, organizes students to participate in the Youth Tech Program, and visits top IT companies in Hong Kong for exchanges, allowing them to experience the working atmosphere of international companies first-hand, thereby clarifying the goal of learning the language well and improving their abilities. In terms of academic cooperation, the school has become a leading school in the "AI for the Future" program of the Chinese University of Hong Kong. The field of AI involves the processing and identification of hundreds of languages, which also gives students a deep understanding of the importance of multilingual learning.

Use English in daily life situations and realize the practical value of language

The school has also carried out in-depth cooperation with the Chinese University of Hong Kong, the University of Hong Kong, Hong Kong Baptist University and other institutions. One of the public welfare projects using LEGO as the carrier is of great significance. Students used LEGO to build slopes to provide convenience for wheelchair users with limited mobility. The project also received relevant certification from Guinness World Records. Students not only participated in the construction, but also participated in seminars, communicated and discussed with people from all walks of life, and improved their problem-solving and cross-cultural communication skills in practice. The activities adhere to the principle of life-oriented, allowing students to naturally use English in various life scenarios such as learning, communication, and service, and deeply appreciate the practical value of language as a communication tool.