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Central & Western District St. Anthony's School
POA School Net：11
Profile
| school_name | Central & Western District St. Anthony's School |
|---|---|
| district | Central & Western |
| school_address | 2 Hospital Road, Hong Kong |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 25460369 |
| school_fax | 25460302 |
| school_email | sch@cwsa.edu.hk |
| school_website | http://www.cwsa.edu.hk |
| school_motto | FIDE ET CARITATE (FAITH AND CHARITY) |
| school_mission | Faithful to the spirit of Jesus Christ, we provide a quality and holistic education that aims at the spiritual, moral, intellectual, physical, social and aesthetic development of our students. In addition, inspired by the "preventive" system for the education of youth handed down from St. John Bosco, the founder of the Salesian Society, we strive to create and ideal formative environment for our students to develop their full potential. |
| sponsoring_body | Society of St. Francis De Sales |
| student_gender | Co-ed |
| commencement_of_operation_year | 1963 |
| religion | Catholicism |
More fields
| poa_school_net | 11 |
|---|---|
| imc | Established |
| name_supervisor_chairman_of_mc | So Chi Chiu Joseph |
| title_supervisor_chairman_of_mc | Father |
| name_of_school_head | Kwok Tat Wah |
| title_of_school_head | Mr. |
| school_size | 4000 |
| school_bus | Yes |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$40" |
| asc_charges_for_non_standard_items | "Approved Collection for Specific Purposes $150" |
| fac_no_of_classroom | 18 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 1 |
| fac_no_of_library | 1 |
| fac_special_rooms | 6 Special Rooms (STEM Lab., Visual Art Room, Music Room, Activity Room, Religious Room and English Room). |
| fac_support_for_specialedu | Ramp. |
| previous_year_tsi_no_of_approved_teaching_posts | 37 |
| previous_year_tsi_total_no_of_teachers | 37 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_bacherlor | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 38 |
| previous_year_tsi_percent_of_special_edu_training | 75 |
| previous_year_tsi_percent_of_exp_0_4 | 11 |
| previous_year_tsi_percent_of_exp_5_9 | 19 |
| previous_year_tsi_percent_of_exp_10_or_above | 70 |
| previous_year_no_of_class_p1 | 3 |
| previous_year_no_of_class_p2 | 3 |
| previous_year_no_of_class_p3 | 3 |
| previous_year_no_of_class_p4 | 3 |
| previous_year_no_of_class_p5 | 3 |
| previous_year_no_of_class_p6 | 3 |
| previous_year_no_of_class_total | 18 |
| current_year_no_of_class_p1 | 3 |
| current_year_no_of_class_p2 | 3 |
| current_year_no_of_class_p3 | 3 |
| current_year_no_of_class_p4 | 3 |
| current_year_no_of_class_p5 | 3 |
| current_year_no_of_class_p6 | 3 |
| current_year_no_of_class_total | 18 |
| cs_mode_of_teaching | Making effective use of small-class environment to facilitate diversified teaching strategies. Different training courses, enrichment courses, enhancement classes and remedial classes are conducted before and after school to cater for learner diversity. NETs co-teach with LETs in some English lessons in all levels. Chinese lessons conducted in Mandarin from Primary 2 to 6. |
| 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 | Yes |
| upload_school_assessment_policy_to_school_web | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | In addition to summative assessments, emphasis is also placed on progressive assessments and the use of multiple learning assessments to promote learning. Apart from paper and pencil assessments, there are also multiple assessment models such as project-based learning, oral presentations, and skills assessments, and assessments involving students, peers, and parents are introduced. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Mixed ability classes. Streaming P.5 and P.6 students into 3 groups in English lessons is organised. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 10 |
| duration_of_each_period | 30 |
| school_starts_at | 8:15 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 1:05 |
| lunch_end_time | 2:00 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | We encourage our students to take more fruits and vegetables so as to enhance personal health. We encourage students to participate in various sports activities to live a healthy life. |
| school_life_remarks | After lunch, STEM Lab, library, playground etc. are opened for students to join different activities. Big Brother & Sister Scheme helps junior students to adapt to primary school life. Students can join activities such as basketball, table tennis, volleyball and soccer in the playground. |
| life_wide_learning | We provide a variety of Extra-curricular Activities to foster our students' interests and needs. (e.g. soccer training, choir, uniformed groups. Please refer to school website.) |
| school_management_url | http://www.cwsa.edu.hk/visitors/ |
| school_organisation | Incorporated Management Committee |
| imc_smc_mc | Was established in 2014-2015. |
| school_green_policy | We carry out waste classification policy and make our school green by planting trees and flowers. |
| school_major_concerns | 1. Promote teachers' professional development to build a progressive and adaptive teaching team capable of meeting new challenges. 2. Foster students' curiosity and learning abilities, empowering them to become knowledge explorers of the new generation. 3. Strengthen home-school collaboration to cultivate healthy lifestyles among students and jointly build a wellness-focused school environment. |
| learning_and_teaching_strategies | Our school fosters whole-person development through innovative teaching strategies. We optimize curricula with different resources, arranging double teaching periods in the morning and activity classes in the afternoon, as well as innovative strategies such as blended learning, contextual learning and multi-sensory instructions with hands-on experience to promote STEAM and interdisciplinary learning. Students master study skills like note-taking and pre-class learning tasks while using digital tools for self-directed learning. Our integrated program combines life education, religious studies, and cross-curricular projects with life planning and national security education, connecting knowledge to real life. Through our talent pool, we identify and nurture gifted students with advanced courses and external competitions. This comprehensive approach ensures each student achieves their full potential. |
| major_renewed_emphases_pri_edu_curriculum | Seven Learning Goals of Primary Education: To emphasize the importance of cultivating sense of belonging towards country, Chinese culture, values education, active and independent learning, STEAM education, media and information literacy, healthy lifestyles and balanced physical and mental development. |
| dev_of_generic_skills | Our program features math problem-solving, critical thinking in General Studies, interdisciplinary projects, STEAM, cross-curricular activities, and service learning. Through hands-on experiences, students develop different generic skills such as collaboration, problem-solving, creativity, self-directed learning, and critical thinking skills. |
| cultivation_of_proper_values_attitudes_and_behaviours | Based on the five core values of Catholic education, together with the PERMA model of well-being and the twenty-four character strengths, the school will implement various plans and activities to comprehensively promote the physical, mental, and spiritual well-being development of students. The nurturing environment, filled with love, guides students to establish positive thinking and cultivate good characters by respecting school rules, allowing them to flourish in the loving care of God. |
| whole_school_approach_cater_for_learner_diversity | There are morning remedial lessons and after school remedial lessons for P.2-P.6 students. For the weaker students, we have small class teaching, tutorial lessons after school and on Saturday mornings. For the more able students, we have enrichment programs and school based gifted programs. |
| whole_school_approach_integrated_education | Student support team is established to coordinate the Whole School Approach in implementing integrated education. Members include the Principal, Vice-principal, Special educational needs coordinator, Special education needs support teachers, school social workers, school-based Educational Psychologist, school-based Speech Therapist, teacher representatives and teaching assistants. Our school caters for a diverse range of learning needs and offers support to our students. Small group training, after-school remedial programmes and pull-out remedial programmes are provided for students with special educational needs. The school social worker, school-based Educational Psychologist, school-based Speech Therapist also provide support for students in need. |
| 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; arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc; organising activities to create an inclusive learning environment in the school; 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. |
| curriculum_tailoring_and_adaptation | In order to strengthen students' motivation and to boost students' confident, teachers, the educational psychologist and the speech therapist make adaptation and adjustment on learning activities, assignments and the curriculum to cater for learner differences. Enrichment and enhancement curriculum is designed to meet the needs of the more able students in different key learning areas. |
| home-school_co-operation_url | http://www.cwsa.edu.hk/parents/index.htm |
| home-school_co-operation | With the assistance of the Parent-Teacher Association, the school organizes different activities for students. Parents support the school by participating in school life and services. |
| school_ethos | Our school fosters a simple and wholesome atmosphere, where students are eager to learn and follow rules, emphasizing a caring campus culture. We continuously promote positive education to facilitate their well-rounded and healthy growth, nurturing them into responsible citizens. |
| school_dev_plan | 1. Promote teachers' professional development to build a progressive and adaptive teaching team capable of meeting new challenges. 2. Foster students' curiosity and learning abilities, empowering them to become knowledge explorers of the new generation. 3. Strengthen home-school collaboration to cultivate healthy lifestyles among students and jointly build a wellness-focused school environment. |
| teacher_pro_training_and_dev | According to the "T-standard" implemented by the Education Bureau. |