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St. Rose of Lima's School

POA School Net：34

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school_name	St. Rose of Lima's School
district	Kowloon City
school_address	4 Embankment Road & 1 Duke Street, Kowloon
school_type_1	Aided
school_type_2	Whole Day
medium_of_instruction	Chinese & English
school_tel	23382807
school_fax	23363158
school_email	info@goo.srols.edu.hk
school_website	http://www.srols.edu.hk
school_motto	THROUGH CHARITY TO TRUTH
school_mission	The school endeavours to live the spirit of Franciscan Missionaries of Mary, with the vision of a holistic development of our students in the aspects of spiritual, moral, intellectual, physical, social and aesthetic so that they become joyful and loving individuals and responsible citizens who are devoted to serve the others.
sponsoring_body	Franciscan Missionaries of Mary
student_gender	Girls
commencement_of_operation_year	1948
religion	Catholicism

More fields

poa_school_net	34
imc	Established
name_supervisor_chairman_of_mc	Mak Yuen Suk Lucia
title_supervisor_chairman_of_mc	Sister
name_of_school_head	Chan Wai Yin Maria
title_of_school_head	Ms.
school_size	2872
feeder_sec_school	St. Rose of Lima's College
school_bus	Yes
parent_teacher_association	Yes
school_alumni_association	Yes
asc_pta_fee	"$100"
asc_charges_for_non_standard_items	"$450"
fac_no_of_classroom	24
fac_no_of_school_hall	1
fac_no_of_playground	2
fac_no_of_library	1
fac_special_rooms	Library, Innovation Space, Visual Art Room, Music Rooms, Multi- purpose Rooms, Computer Rooms, General Study Room, Mathematics Room, English Room, Small Group Teaching Rooms, Conference Room, Student Guidance Room, Medical Room, PTA Room, Performing Arts Space, Social Worker Room, Pastoral Care Room
fac_others	Sky Garden
fac_support_for_specialedu	Ramp, Accessible lift, Accessible toilet and Braille and tactile floor plan.
previous_year_tsi_no_of_approved_teaching_posts	47
previous_year_tsi_total_no_of_teachers	52
previous_year_tsi_percent_of_received_teacher_training	98
previous_year_tsi_percent_of_bacherlor	98
previous_year_tsi_percent_of_master_doctorate_or_above	40
previous_year_tsi_percent_of_special_edu_training	76
previous_year_tsi_percent_of_exp_0_4	14
previous_year_tsi_percent_of_exp_5_9	16
previous_year_tsi_percent_of_exp_10_or_above	70
previous_year_no_of_class_p1	4
previous_year_no_of_class_p2	4
previous_year_no_of_class_p3	4
previous_year_no_of_class_p4	4
previous_year_no_of_class_p5	4
previous_year_no_of_class_p6	4
previous_year_no_of_class_total	24
current_year_no_of_class_p1	4
current_year_no_of_class_p2	4
current_year_no_of_class_p3	4
current_year_no_of_class_p4	4
current_year_no_of_class_p5	4
current_year_no_of_class_p6	4
current_year_no_of_class_total	24
cs_mode_of_teaching	Mixed ability grouping is adopted from P1-P6. Learning and teaching strategies are differentiated to address the learning needs of students of different classes. There are remedial classes to help the struggling learners to consolidate their foundation in Chinese Language, English Language and Mathematics and enrichment classes to stretch the potentials of higher ability students.
no_of_test_per_year_P1	0
no_of_exam_per_year_P1	2
replace_test_exam_P1	Yes
no_of_test_per_year_P2-P6	0
no_of_exam_P2-P6	3
formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly	No
upload_school_assessment_policy_to_school_web	No
upload_school_assignment_policy_to_school_web	No
diversified_assessment	Apart from summative assessment in the form of examinations, a variety of formative assessment tasks are designed to assess students' knowledge and skills in Key Learning Areas, generic skills, values and attitudes. For General Studies, one of the examinations is replaced by project learning.
avoid_test_exam_after_long_holidays	Yes
arrange_timetable_flexibly_tutorial_session_in_afternoon	Yes
streaming_arrangement	Mixed ability classes from P1 to P6.
no_of_school_days_per_week	5
no_of_periods_per_day	7
duration_of_each_period	35
school_starts_at	7:45
school_starts_at_AMPM	AM
school_ends_at	3:15
school_ends_at_AMPM	PM
lunch_start_time	12:50
lunch_end_time	1:45
lunch_arrangement	Provided by designated supplier and arranged by parents.
healthy_school_life	To enhance students' health and fitness level and to further engage students in developing an active and healthy lifestyle, the school has participated in 'Physical Fitness Award Scheme', 'MVPA60 Award Scheme' and organised various sports activities for students after lunch time. Healthy snacks can be brought to school.
school_life_remarks	Every day after lunch is the life-wide learning period. A variety of cross-curricular activities and 'Learning to Learn' activities are arranged to develop students' 'Learning to Love' and 'Loving to Learn' capabilities. Experiential learning experiences are arranged for our girls to achieve certain learning goals that are more difficult to attain solely through classroom learning and achieve whole person development
life_wide_learning	Chinese Orchestra, Wind Band, Choirs, Chinese Drum, Judo, Gymnastics, Table Tennis, Basketball, Football, Chinese Musical, English Musical, Chinese Dance, Ballet, Jazz, Contemporary Dance, Knitting, Brownies, Flag-guards, Young Pioneers of Christ (YPC), Franciscan Kids, School of Peace, Rotary Junioract Club, Chinese Debate Team, Lego Robotics, Coding, Rummikub, Light Clay, Chinese Painting, Fashion Design, Wall Painting, Campus TV reporters, Fun Science Experiments, Gardening (hydroponics). Co-curricular activities like STEAM Week and Chinese Culture Week are organised to provide students with opportunities to integrate and apply the knowledge and skills learned in different Key Learning areas to complete missions and solve problems.
school_management_url	www.srols.edu.hk
school_organisation	The School is founded by Franciscan Missionaries of Mary. In August 2015, the school established its Incorporated Management Committee which is responsible for the direction and development of the School. The School Sponsoring Body, the Incorporated Management Committee, the Supervisor, the Principal, the School Executive Committee and the School Development Committee work collaboratively for the development of the school.
imc_smc_mc	The Incorporated Management Committee was established in August 2015. The IMC consists of Sponsoring body managers, the Principal, Teacher manager, Parent manager and Independent manager. The managers manage the School, formulate school policies to ensure that the Vision, Mission and Core Values of the School are implemented effectively.
school_green_policy	We have green and clean campus scheme which enables the students to cherish a green and low-carbon lifestyle.
school_major_concerns	1. Foster students' self-understanding and cultivate a positive attitude to help them realize their potential and serve the community. 2. Strengthen students' generic skills and broaden their horizons.
learning_and_teaching_plan_url	http://www.srols.edu.hk/curriculum
learning_and_teaching_strategies	6-day cycle, with morning/afternoon reading sessions, afternoon life-wide learning periods and cross-curricular activities. A variety of learning activities are organised to enrich students' learning experiences. Every year, learning and teaching and student strategies and student support strategies are refined according to the major concerns of the school. Inquiry-based approach is adopted to ignite students' curiosity, to motivate students to become proactive learners and to increase their interest in reading. Experiential learning opportunities are provided to support students to achieve some learning goals that are more difficult to attain through classroom learning alone. Deeper learning is promoted through hands-on experience and reflection.
major_renewed_emphases_pri_edu_curriculum	Strengthening values education (life education, national education and national security education, 5 Core Values of HK Catholic Education, positive education); making good use of learning time and creating space to promote a balanced physical and mental development; enriching life-wide learning experiences and promoting whole-person development; better catering for learner diversity; reinforcing STEAM education, and nurturing students’ media and information literacy; strengthening cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities; and enhancing assessment literacy for promoting learning and teaching effectiveness.
dev_of_generic_skills	To foster students' 21st century skills through conducting learning activities in different Key learning areas, cross-curricular activities (Intangible Cultural Heritage projects, STEM projects), life-wide learning activities and extra-curricular activities.
cultivation_of_proper_values_attitudes_and_behaviours	Our school promotes Values Education through nurturing in our students the ten priority values and attitudes: "Perseverance", "Respect for Others", "Responsibility", "National Identity", "Commitment", "Integrity" "Care for Others", "Law-abidingness", "Empathy" and "Diligence" to promote whole-personal development and to equip students to contribute to the society. Our school aims at fostering students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences. We strive for developing students' ability to identify the values embedded, analyse objectively and make reasonable judgement in different issues they may encounter at different developmental stages so that they could take proper actions to deal with the challenges in their future life.
student_support_url	http://www.srols.edu.hk/index/index.htm
whole_school_approach_cater_for_learner_diversity	1. Differentiation instruction is adopted to cater for learner diversity to improve the effectiveness of learning and teaching. Teachers differentiate the curriculum, learning and teaching strategies and use different modes of assessment to assess the performance of students. 2. Bridging Programme for P1 students is arranged to help them experience a smooth transition of the new learning environment. 3. Enrichment Classes and Remedial Classes are designed to support student learning. 4. Learning programmes are designed to identify and develop students who demonstrate exceptional achievement or potential in specific academic subject area(s), creative thinking and leadership skills; remarkable talent and outstanding performance in different domains like visual and performing arts, sports and technology.
whole_school_approach_integrated_education	The school has established a "Student Support Team" led by the Special Educational Needs Coordinator to plan, implement, and review support for students with special educational needs. Different modes of support (remedial classes, various courses focused on academic improvement, skills enhancement groups, interest development) are provided to address the needs of students with special educational needs. An in-house speech therapist has been hired to provide group or individual speech therapy training sessions for students with language disorders.
curriculum_tailoring_and_adaptation	Differentiation instruction is adopted to cater for learner diversity to improve the effectiveness of learning and teaching. Teachers differentiate the curriculum, learning and teaching strategies and use different modes of assessment to assess the performance of students.
home-school_co-operation_url	http://www.srols.edu.hk/index/index.htm
home-school_co-operation	Home-school co-operation is fostered and parent education is promoted to create a positive environment for students to enhance learning effectiveness and foster their healthy development. PTA acts as a medium of communication between the school and the parents. The active participation of parents fosters the collaboration between the school and families and parents gain a better understanding of the school through different types of school activities. The Parents' Academy has been set up to promote parent education. Learning opportunities are offered for SROLS parents on six categories–Religious formation, Academic, Parenting, Higher-order thinking skills, Innovative Technology and Parent-child workshops.
school_ethos	St. Rose of Lima's School has the characteristics of simplicity and harmony, with a strong emphasis on Christian faith and positive attitudes and values. The relationship between students and teachers is good and our students have a strong sense of belonging to the school.
school_dev_plan	In the past two development cycles, the school has been committed to nurturing students’ leadership qualities and spirit of serving the community through understanding and practicing the “7 Habits” and the five core values of Catholic education. These efforts have also aimed to help students unleash their diverse potential. To sustain and deepen the achievements of the past cycles and further enhance students’ leadership qualities, the school will focus in this cycle on inspiring students to explore themselves, understand their character strengths, discover their interests and talents, and build a positive attitude. This will help them become leaders who understand themselves and actively utilize their strengths and potential to serve others. Moreover, to build on the six years of experience in promoting self-directed learning and to further develop students’ critical thinking, self-management, and independent learning skills, the school will focus on enhancing students’ generic skills and broadening their horizons in this development cycle.
teacher_pro_training_and_dev	Our school emphasises on teacher professional development. Through internal lesson studies and collaborating with universities, Education Bureau and other organisations, teachers keep abreast of the latest developments in curriculum, teaching pedagogies and assessments to continuously improve the school-based curriculum to enhance learning and teaching effectiveness.
school_character_others	Our school has formed sister school pairs with Qingdao Hainuo School. School management and teachers enhance their professionalism through exchanges of school management experiences, lesson observations. Students broaden their horizons and deepen their understanding of the Mainland/Hong Kong by participating in exchange activities, thereby enhancing their sense of national identity.