2
GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
CONTENTS
Cover: Nora Tam
6 12 16 20 24 30
FEATURE Planting seeds of hope Schools use volunteer work to help students realise the importance of giving back to the community - May Chan Rhodes
SPECIAL NEEDS The power of caregiving Mixing with mainstream pupils helps special needs students unlock their full potential - May Chan Rhodes
SCHOOL VISIT Turning over a new leaf The Canadian International School of Hong Kong is introducing new practices in communication, environmental protection and IT development - Sophia Lam
SCHOOL VISIT Bigger and better Parents were given a chance to tour the German Swiss International School after a long campus renovation - Ben Young
CURRICULUM Full STEAM ahead One of the United States’ most successful early-years education programmes is quickly growing in Hong Kong - Ben Young
INSIGHTS Defining Hong Kong’s schools Knowing how and when to classify a school as international can be tricky, and even confusing - Ruth Benny
p.6 TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE
3
Box Hill ( H K ) International Kindergarten & Preschool 博 士 山(香港)國 際 幼 稚 園 暨 幼 兒 園
www.boxhill.edu.hk
Every child is unique. We tailor our approach to the individual child's social, emotional, and intellectual needs Box Hill is an international kindergarten originating from Australia. Our curriculum is based on the UK Early Years Foundation Stage. We offer classes for children aged 6 months to 6 years old.
APPLY NOW Academic Year 2017-18
Fo Tan
No.327, Podium of Jubilee Square, Fo Tan
Tel : 2688 2161 Fax : 2688 2271 fotan@boxhill.com.hk
Ma On Shan
G/F., Tower 10, Phase One, Vista Paradiso, Ma On Shan
Tel : 2750 6323 Fax : 2750 6964 mos@boxhill.com.hk
4
Please visit our school website for more details GOOD SCHOOLS GUIDE http://www.boxhill.edu.hk
Tseung Kwan O
Shop K01, Level 2, Metro Town,Tseung Kwan O
Tel : 2623 0023 Fax : 2623 0098 tko@boxhill.com.hk
Kwai Chung
No. 21, G/F., Commercial Complex of Wonderland Villas, Kwai Chung Tel : 2151 1383 Fax : 2151 1127 wl@boxhill.com.hk
SOUTH CHINA MORNING POST
CONTENTS
p.36
p.38
32 36 38 40 42
LITERATURE Early literacy strategies Encouraging children to read from a young age is of the utmost importance - Tina Stephenson-Chin
OPINION Teaching for the future In a world of opportunity, Hong Kong’s schools must look at innovation as a key focus moving forward - Malcolm Kay
RESEARCH Tips on studying smarter not harder Research in neuroscience and brain-based learning has revealed effective methods for remembering information - Anjali Hazari
FOCUS The parents’ perspective Despite a need for a more customer service-driven approach, a cutting-edge survey gives Hong Kong’s international schools a glowing report card - Alex Gibbs
EVENT RECAP The Hong Kong DSSSC Expo The event was a fruitful gathering of Hong Kong’s Direct Subsidy Scheme schools, parents and experts - Ben Young
EDITORIAL Editor: Ginn Fung | Assistant Editors: Ben Young (Project Editor), Sophia Lam Community Editor: Daisy Fung | Feature Editor: Samuel Lai | Sub-editor: Paul Wenham Art Director: Candy Lai | Assistant Art Director: Ming | Editorial Assistant: Wendy Lau Freelance Designer: Wing ADVERTISING Assistant Sales Director Alex Wong (852) 2680 8984 alex.wong@scmp.com
Senior Account Manager Stella Chung (852) 2680 8377 stella.chung@scmp.com
Account Manager Jacko Man (852) 2680 8702 jacko.man@scmp.com
CONTACT US Editorial: editor@educationpost.com.hk | Advertising: advertising@scmp.com Reprint: reprint@scmp.com Good Schools Guide is printed and published by South China Morning Post Publishers Limited, Morning Post Centre, 22 Dai Fat Street, Tai Po Industrial Estate, Tai Po, New Territories, Hong Kong. Tel: 2680 8888. Printed by Apex Print Limited, 11-13 Dai Kwai Street, Tai Po Industrial Estate, Tai Po, New Territories, Hong Kong, Tel:2660 2666. © SCMPPL
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE
5
FEATURE
Planting seeds of hope Schools use volunteer work to help students realise the importance of giving back to the community, writes May Chan Rhodes
S
6
ervice learning is an increasingly important aspect of education, one that goes beyond exam results. Not only does it help develop impressionable young minds into empathetic, responsible global citizens, it also challenges the deeply-embedded notion of what “success” really means.
“Service learning is not a quick process,” says Peter Muir, the creativity, action and service (CAS) director, and community engagement co-ordinator of Discovery College, a private independant English Schools Foundation (ESF). “We have to realise that making a transformation is not as simple as raising funds, or just raising awareness.
While it is commendable for schools to create a robust culture where students and teachers actively engage in local, regional and global community service, it’s also important that students have the right mindset so that they understand the significance of their actions.
We need to look at ways of helping our students understand the complexities of these issues, and how they can play a role in changing the processes that help create many of the issues we face.”
GOOD SCHOOLS GUIDE
The school has been encour-
aging students to take the initiative in forming small groups to work on various social issues under the supervision of teachers. The projects are usually very closely related to what they have been learning at school, ranging from human rights issues and environmental protection, to literacy among underprivileged children both at home, across the border in the mainland, and abroad. Examples of these projects may involve trips to Hong Kong’s low-income districts, outreach programmes for immigrant families, or overseas trips where they help to build schools and homes.
SOUTH CHINA MORNING POST
FEATURE
Many of our students come from a well-off background. It is important to help them realise not everybody has the same blessings STEPHEN HACKMAN
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE
7
FEATURE
“It is possible for students to get the wrong idea when they get involved in community service,” Muir says. “It may reinforce stereotypes, or make students think that some members of society are helpless without the aid of privileged people. That is why we always have a teach-
ers guiding them, to make sure the message is not lost.”
educate both students and parents to think differently.”
The teachers themselves were also conscious of the importance of measuring the “success” of an effort by numerical denominators such as the amount of funds raised and the number of participants in a charity event.
In order to further empower students as agents of change, ESF and the Australian International School Hong Kong have partnered to form Young Founders School (YFS), a 48-hour start-up boot camp for 1217 year olds, sponsored by Credit Suisse.
The root cause of social issues always requires qualitative change that could take generations to materialise, Muir says. “What matters most is to enlighten the students about the larger world, the hidden side of the poverty in an affluent Hong Kong where the homeless and the cage-home population are, by and large, out of sight,” Muir says. “We try and guide them towardsthinking about the role they can play in striving towards a better world.” Getting involved in supporting others, especially less fortunate members of the community, can really have an impact,” he adds. “It can lead to changes in how we understand ourselves, make us reconsider our beliefs and values, and result in adjustments to our lifestyles. “It is about more than just giving money. There is too much emphasis on fundraising, perhaps it is because of Hong Kong’s culture, which is dominated by the financial industry,” Muir continues. “We need to
8
GOOD SCHOOLS GUIDE
Mentors and coaches who are leaders of industry were present to provide students with platforms to launch their start-up ideas. The winning team from ESF’s Sha Tin College, was endowed with US$1,000 of start-up funds from Credit Suisse, as well as the support of mentors in the business community, to bring the idea forward. It also joined the other top-performing teams in presenting their ideas at the California Tower in the US. At American International School, all high school students are involved in the Outdoor Education and Leadership Program, which was launched in 2005. For a week before the fall break every October, regular high school classes are suspended and all students join this off-campus programme to take part in outdoor education and adventure, community service or leadership training programmes in a variety of locations. The aim is to develop students holistically in a way that isn’t possible in the classroom. Yew
Chung
Internation-
SOUTH CHINA MORNING POST
FEATURE
al School has taken a step further to internalise community service as part of its curriculum by requiring all Year 10 and 11 students to take global perspectives as one of the core subjects alongside English, mathematics, and Chinese in their GCSE studies. Students will be required to spend two years involved in local, regional and global issues, and investigate how they can contribute towards finding solutions. Stephen Hackman, head of the Christian & community development division at the Yew Chung Education Foundation, says the school stresses the importance of having empahty for others. “We believe that community service will help develop empathy in our children and will transform the years to come,” Hackman says. “Many of our students come from a well-off background. It is important to help them realise not everyone has the same blessing, and motivate them to think about how to share their blessing to make the world a better place.”
TUESDAY, DECEMBER 13, 2016
Korean International School students helping to build a school in Nepal.
He recalled a student who signed up for an inner-city outreach programme, helping disadvantaged Southeast Asian children learn Chinese and about Chinese culture. She says that while she had begun it simply as part of the academic requirements of her course, she had a change of heart when she saw the real impact her work had on real people. Students from other years also participate in ongoing volunteering programmes, including the World Classroom, where students travel to different places to learn
about their culture while participating in charity work. Another programme, Seeds of Hope, was set up in 2008, in the wake of the disastrous Sichuan earthquake to partner with local non-profit organisations in the area. The goal is to establish Seeds of Hope schools in rural areas to give educational opportunities to poor and disadvantaged children in the mainland. It also creates sister-school relationships with the Seeds of Hope schools, with the long-term goal of having on-
going cultural exchanges, educational trips and charity projects that will be of great benefit to the student body for years to come. Hackman says the school is planning to broaden the Seeds of Hope concept to include all the school’s charity work under the same umbrella. “We want to put all that we do under the same context, which is to bring hope and love to those who are less fortunate,” says Hackman. The Korean International School (KIS) is another
GOOD SCHOOLS GUIDE
9
FEATURE
which enjoys a robust culture of inclusion and global citizenship. It was the first educational institution in Hong Kong to introduce the Springboard Project, a scheme for children with various learning difficulties from autism to Down’s syndrome. Since 1996, KIS has been integrating special needs students in both its primary and middle schools in partnership with Springboard, which worked with the school to monitor the children’s progress and help parents understand the deal with their needs. “They share the same morning assembly, the same playtime, the same teachers and they participate in the same
activities,” says Chris Chadwick, the principal of KIS English section. “It is wonderful.” “We need to think about what kind of young people you want in the future, and encouraging them right now. We want our students to be really grounded young leaders, and that is why we encourage them to care for others, to be creative and take action.” Community service is a natural way of life at KIS as both students and teachers weave this element into the fabric of their campus life. The monthly non-uniform day is a regular platform for students to raise funds for a wide range of causes, from an earthquake in Italy
The Seeds of Hope programme aims to bring hope and love to the needy.
to a tsunami in Japan, a typhoon in the Philippines, or a local reading programme improving literacy among disadvantaged children. The school is also involved with several other charities such as UNICEF, the Red Cross, Orbis, Operation Santa Claus, and the Society for the Prevention of Cruelty to Animals. Around the corner might be bake sales, quiz nights, the sale of samosas,
chai or siu mai to raise funds for a dozen other charities and social issues. The gardening patch also grows vegetables that can be donated to local homes. Trips to the rural mainland, Cambodia, Vietnam, Indonesia and Malaysia are being organised, to enable students to learn about different cultures, and to contribute to their communities. The KIS campus itself turns into a meeting point for Korean families all over Hong Kong during weekends. “We challenge our students to be global citizens and leaders. Participating in well-developed community service projects is a strong element of the mission,” says Chadwick. “It makes you a more mature person.
The Yew Cheung Education Foundation believes community service will help students develop empathy with those that are less fortunate.
10 GOOD SCHOOLS GUIDE
“The message is clear: you are not your exam results. There is so much more in you than you think. It is more important for our students to learn how to relate to people of different abilities, cultures and languages than whether they score an A or B in their exam.” SOUTH CHINA MORNING POST
FEATURE
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 11
SPECIAL NEEDS
The power of caregiving Mixing with mainstream pupils helps special needs students unlock their full potential, reports May Chan Rhodes 12 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
SPECIAL NEEDS
P
artnership between mainstream and special needs schools can be a mutually fruitful experience on multiple levels, says Karin Wetselaar, principal of Jockey Club Sarah Roe School (JCSRS). JCSRS is an ESF school catering to children with various disabilities. These range from physical disabilities, such as deafness, to complex learning disabilities, to developmental disorders like autism. The school has been in close partnership with the neighbouring King George V School, also an ESF school. Through this joint partnership, students and teachers share classes, resources and workshops on a regular basis.
Photo: Franke Tsang
“It is a powerful way for students and teachers to experience how everyone has something to give despite their differences,” says Wetselaar. “They all learn how to relate to people who are different from them, and how to work together.” JCSRS students regularly attend maths, physical education and arts classes at KGV or Kowloon Junior School, depending on their
strengths. Teachers adapt to their learning needs and styles accordingly. For example, a student with high-functioning autism may be brilliant at arts or technology, but could find themselves on a steep learning curve when it comes to teamwork and social skills. On the other hand, a student with hearing and speech impairment may need to employ smartphone technology to work with classmates. This way, they can be more aware of happenings in the classroom and contribute to a discussion. “To have an inclusive classroom, both the teachers and students have to want to have someone different in the classroom,” Wetselaar says. “This is the most important thing of all. For the rest, you just learn as you go.” Wetselaar adds that teachers need to be able to think outside the box, mobilise various resources, and be willing to adapt to the different learning needs and styles of individuals. They also need to focus on students’ strengths instead of their limitations.
professionally enriching to be able to manage a classroom of diversity, especially when inclusion is increasingly the norm in schools, workplaces and the community. JCSRS has invited teachers from other ESF schools to join its professional development workshops where education experts and therapists discuss best practice in classroom management and how to support students with different learning abilities. “It is a trend in education, and in society, to be more inclusive,” says Wetselaar. “Our students have been actively venturing out. For example, some were getting work exposure in a hotel, wearing uniform, serving the guests. These are valuable experiences because they show that our students can work in a public environment too, just like everyone else.” “It is a privilege to be able to learn and grow alongside people who are different from who you, but who have something to give, nonetheless,” she says. “There is a place for everyone in the world; there is a place for them in the world, too.”
She notes that teachers from mainstream schools find it
It is a privilege to be able to learn and grow alongside people who are different from you, but who have something to give, nonetheless KARIN WETSELAAR
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 13
C
M
Y
CM
MY
CY
CMY
K
SCHOOL VISIT
Turning over a new leaf Ddddd
The Canadian International School of Hong Kong is introducing new practices in communication, environmental protection and IT development, writes Sophia Lam
David Baird
16 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
SCHOOL VISIT
The Canadian International School of Hong Kong is located in Aberdeen.
W
hen David Baird, interim head at Canadian International School of Hong Kong (CDNIS), took over in August, he was determined to turn things around. The previous year had seen personnel changes, resulting in the dismissal of nine teachers and a degree of uncertainty for students, parents and other staff. “We have moved forward, but there are still little pockets who were deeply hurt,” says Baird, noting that messages posted on social media clearly had an impact on perceptions and reactions. “Sometimes, people have the wrong information.”
Photos: Gary Mak
TUESDAY, DECEMBER 13, 2016
Baird did not expect to arrive and resolve all concerns
within two or three months. “The level of personal hurt is caused by social media,” he explains. “What’s changed the most over the past 15 years is the speed at which communication happens in social media.” But the school has been making a concerted effort to strengthen its own communications, even bringing in a graphic artist and a writer to help spotlight the great work teachers are doing. “Teachers do amazing things with kids, and my job is to get the stories out there,” says Baird, adding that one thing CDNIS has learned from last year’s incident is the importance of clarity and transparency. Acting accordingly, Baird
introduced coffee mornings earlier this term as a way of explaining to parents how the school handles a range of issues. He learned, for example, that parents were concerned about junior school mathematics, so a full two-hour session was devoted to discussion of the programme and necessary developments. More than 150 parents attended that morning, confirming the value of the initiative and their eagerness to be involved. This was only the tip of the iceberg for what the new interim head has in store for the students. As an advocate of environmental education and with experience as a naturalist for Canada’s park services, he is insistent on giving students more expo-
GOOD SCHOOLS GUIDE 17
SCHOOL VISIT
sure to the great outdoors. In this respect, his philosophy was inspired by Kurt Hahn, the founder of Outward Bound and the United World Colleges. “He was one of the best educators in the world, who ran a school in Germany until he encountered trouble with Adolf Hitler,” Baird says. “After witnessing Nazi soldiers kill a child in front of his mother, he was outraged and led all his students on a protest march. His philosophy of education was to challenge kids physically and mentally, which underpins the Outward Bound movement.”
18 GOOD SCHOOLS GUIDE
Reflecting these ideals, CDNIS has a Creativity, Action and Service (CAS) week in November as part of the International Baccalaureate (IB) Diploma Programme. This allows students to face new challenges on projects in some of the more remote parts of Southeast Asia and Australia. They might work on a local construction project in Cambodia or find themselves trekking through the Himalayan foothills in India.
“It’s difficult, but if you value something, you make it happen,” he explains.
Baird believes it is particularly important to arrange such experiences for children living in Hong Kong’s concrete jungle.
“We have to set an example, and communicate the message in the right way,” he says.
Promoting a greener outlook in other ways, the school also plans to cut electricity consumption by 10 per cent this year, in part by maximising the inflow of natural light in the main nine-storey classroom building. Baird sets the example by switching lights off and using fans instead of air conditioning in his office.
Senior students study the Ontario Secondary School Diploma (OSSD) in addition to the IB diploma. The dual qualification opens up opportunities at universities around the world. “It is like the bonus of having two passports,” Baird says. To integrate aspects of the OSSD and IB curriculums, CDNIS upper school principal Tim Kaiser and his team continue to review the syllabus, taking account of different marking schemes, intended learning outcomes, and the required number of hours per subject.
SOUTH CHINA MORNING POST
SCHOOL VISIT
I love working in a nonprofit school. Everything goes back to helping the students DAVID BAIRD
CDNIS, the first “Apple Distinguished School” outside of North America, provides each student with a laptop, a policy to be extended to Grade 2 upwards.
The school has long boasted a strong Chinese programme, and a new Chinese Cultural Centre, which opened last summer, will take things a step further. Students learn the language in an “immersive” environment in classrooms which feature traditional Chinese architecture.
With technology playing an increasing role in classrooms, the school is also putting extra emphasis on digital developments with a team of trained technicians. “You can load up the school with computers, but if you don’t have the trained staff to make them work, nothing will come of it,” Baird says.
“We invested a lot of money,” says Baird, referring to the development and promotion of Chinese studies. “I love working in a non-profit school. Everything goes back to helping the students.”
As the first school outside North America to be recognised as an “Apple Distinguished School” in 2000, CDNIS ensures that students have a laptop, a policy soon to extend from Grade 2 upwards. And soon, iPads will be introduced as well.
TUESDAY, DECEMBER 13, 2016
Not only do CDNIS students excel in the digital field, they are also nothing short of champions on the sports field. As a member of both the International Schools Sports Federation Hong Kong (ISSFHK) and the South East Asia Student Activities Conference (SEASAC), CDNIS teams have competed all over Asia in various age-level tournaments. An Olympic coach from Australia takes charge of swimming and, this November, football and volleyball teams will be competing in the ISSFHK Season 1 Finals, hoping to add to the collection of pennants already on display on the main gym wall.
The aim, of course, is to give students far more than just the basic academic education. “A transcript doesn’t talk about the happiness or the ride or the engagement with teachers,” Baird says. “Our graduates are not only given a ticket to go to the university, they’ve also been given the confidence to succeed in life. “On a personal note, even though I’ve only been here a short time, I already love the school and the teachers, so it’s going to be really hard to leave.”
GOOD SCHOOLS GUIDE 19
SCHOOL VISIT
Bigger and better Parents were given a chance to tour the German Swiss International School after a long campus renovation, reports Ben Young
20 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
SCHOOL VISIT
T
he German Swiss International School (GSIS) celebrated the opening of their newly renovated campus with an open day, during which parents and guests got the chance to see the refurbished facilities, as well as the various talents possessed by the student body. Over 500 people attended the event, including representatives from the Hong Kong Education Bureau, the Central Agency of German Schools Abroad, German Consul General Nikolaus Graf Lambsdorff, Swiss Consul General Reto Renggli and Austrian Consul General Claudia Reinprecht. The celebration began with a parade and concert conducted by the prima-
ry students, followed by a lion dance ritual from the secondary school students. Also featured were performances from the school choir, orchestra, soloists and the GSIS Big Band. There was also a ribbon-cutting ceremony to signify the end of an exceptionally long and labour-intensive renovation process, which was completed in five separate phases over the course of eight years. “This process has been particularly challenging as we started teaching the IB Diploma just as we became a building site,” says Mary Peart, head of English secondary. “It speaks volumes of the quality, focus and determination of our students and their teachers that both these projects have proven so successful,” she says.
“The bright and spacious rooms of the school offer optimal possibilities for a modern, open and flexibly designed classroom,” adds Michael Scholz, head of German secondary. “With the new campus, the school community has created a home where students and teachers can work and live in a positive, constructive learning environment.” There were several student activities being held once the open day began, including a dodgeball tournament, art exhibition, drama performances in the new black box theatre, and an impressive debate showcase. “The Open Day was a wonderful opportunity to celebrate at the end of a very long and challenging journey to redevelop and up-
GSIS built a new black box theatre as part of the renovation.
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 21
SCHOOL VISIT date our facilities. We have always taken great pride in our students and their achievements at GSIS, but now at last, we can all take pride in our impressive, colourful new home as well,” Peart adds. Ordinarily, one would expect a campus’ expansion to be linked to an increased student uptake, especially for a school with a high demand for places such as GSIS. Instead, this renovation was centred purely on improving the experience for existing students. For school principal Annette Brandt-Dammann, the new opportunities for students are the most exciting aspect of the entire project.
student-centred learning, group work, independent study and the use of technology in the classroom and laboratories,” says Brandt-Dammann. “The new music rooms, sports halls, swimming pool and drama studio mean that our students can enjoy a rich and varied school experience.”
The new music rooms, sports halls, swimming pool and drama studio mean that our students can enjoy a rich and varied school experience ANNETTE BRANDT-DAMMANN (CENTRED IN PHOTO)
Unsurprisingly, the students are just as excited as the staff. “The Open Day was a huge success and we are honoured to be a part of this tight-knit and dynamic school community,” say GSIS head students Valerie Hung and Sophie Weidmann. “We are confident that GSIS will continue to improve and amaze from here on out.”
“The new facilities enable
-13
Age 3
Science & Math, Coding, 3D Printing, and more fun programs Programs available from Dec 19 to 30
HK$100 CASH COUPON
This coupon can only be used for enrolling 2016 Science Workshop Christmas Odyssey Program. Each child is only entitled to this offer once. Original of the coupon must be surrendered for us, photocopies of this coupon will not be accepted. Please present this coupon before payment. This coupon cannot be redeemed for cash and will not be replaced if lost. Science Workshop reserves the right of final decision on any disputes. Science Workshop reserves the right to amend the terms and conditions of this coupon at any time without notice.
Email: info@ScienceWorkshophk.com 22 GOOD SCHOOLS GUIDE
Website: www.ScienceWorkshopHK.com
For inquiries, please call 2523 5533 (Central) or 3118 6787 (Causeway Bay).
SOUTH CHINA MORNING POST
THE SPORTS GROUND ALONG THE STREAM SURROUNDING THE SECONDARY CAMPUS OF YK PAO SCHOOL
AN INTERNATIONAL CHINESE SCHOOL FOR TOMORROW’S CHINA With over 1200 students from China and overseas, Pao School offers a unique Year 1-12 Chinese English immersion bilingual educational programme, combining international and Chinese educational curricula, including Shanghai Plus and International Plus (IGCSE and IB). With a residential programme that features house system and high supervision (low student-teacher ratio) by international professional staff, the Secondary Division is situated in an English town outside Shanghai city, with Tudor houses and moats. The campus is equipped with world-class facilities.
IB WORLD SCHOOL OXYGEN BAR
TUESDAY, DECEMBER 13, 2016
BLACK BOX THEATRE
Personalized university counselling. Scholarships are available for international students.
Contact us admissions@ykpaoschool.cn Tel: +86 21 6167 1999-6000 www.ykpaoschool.cn
GOOD SCHOOLS GUIDE 23
CURRICULUM
Full STEAM ahead One of the United States’ most successful early-years education programmes is quickly growing in Hong Kong, writes Ben Young
24 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
CURRICULUM
These are Grade 3 tasks and they’re learning, they’re engaged, they’re sorting things out, and they’re having fun at the same time JOHN JALSEVAC
P
arents looking to enrol their children in early childhood education will likely have heard of the STEM educational approach to Science, Technology, Engineering and Mathematics. Recently, however, a movement has begun in which STEM is being supplanted by STEAM, which has a focus on integrating Arts into the rest of the curriculum. An educational philosophy now commonly adopted by private schools in the United States, and increasingly, Hong Kong, STEAM aims not just to teach art as a separate subject from maths and science, but to combine the disciplines in a holistic manner. This enables students to develop a flexible, fluid approach to thinking and problem-solving. “If you ask an architect to design a house, what’s the first thing they’re going to do?” asks John Jalsevac, school director at the American School Hong Kong (ASHK). “Designing a house is very scientific, but the first thing they’re going to do is a sketch, or a digital rendering. STEAM is very much about the overlap of the sci-
TUESDAY, DECEMBER 13, 2016
entific realm with the artistic realm.” STEAM is also known for its strong emphasis on project-based learning. According to Jalsevac, STEAM schools such as ASHK acquire “kits” from partnering companies, such as Pearson Education. These contain all the necessary materials for students to embark on group projects, in which they must work together to plan, design and, ultimately, build something useful.
Jalsevac adds that prior to the projects’ practical execution, teachers provide students with the relevant concepts and foundational knowledge needed. When the project begins, however, the teacher acts more like a “guide on the side”, as opposed to the “sage on the stage”. This way, children are given the freedom to create, innovate and at times, make mistakes on their own. “These are Grade 3 tasks,
The STEAM educational approach encourages students to be inquisitive and ask questions, rather than just accept what they are told.
GOOD SCHOOLS GUIDE 25
CURRICULUM
and they’re learning, they’re engaged, they’re sorting things out, and they’re having fun at the same time,” explains Jalsevac. One guide on the side is Erin Spring, a Grade 3 homeroom teacher at ASHK. Before being introduced to the STEAM curriculum, she acquired years of experience teaching the International Baccalaureate (IB) Primary Years Programme (PYP). “The PYP and STEAM are very similar. Both rely on inquiry and project-based learning. However, the beauty of STEAM is that it is not bound by the overriding trans-disciplinary themes in the PYP programme,” explains Spring. She adds that the similarities between STEAM and the PYP programme offer students a smooth transition to the IB’s Middle Years Programme and Diploma Programme. ASHK is in fact an accredited IB school, and all its secondary school students will graduate with an IB Diploma. Towards the end of Spring’s
Grade 3 lesson on magnetism, students were divided into groups of four and asked to design and build a miniature magnetic railroad system, with all the necessary materials conveniently provided in the kits. Spring says there are more sophisticated projects to come for future units of study. “They will be designing water filtration systems, creating their own, original invention to solve a problem, and even designing their own animal based on a set of environmental criteria,” she says. The Golden Gate International Kindergarten and Nursery (GGI) in Kowloon has been utilising the STEM approach for years. This year, however, the school has joined the STEM to STEAM movement. “It’s really exciting for us because we used to teach art as a separate subject,” says Winnie Young, founder of GGI. “This year, we’re really looking to integrate art into the rest of the STEM components, to see how it fits into the bigger picture. For
STEAM students are given the opportunity to participate in various group projects and scientific experiments.
26 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
CURRICULUM
example, we want kids to be able to see the beauty in technology, and understand the creativity that goes into it.” Young points out that STEAM is not owned by a single governing body, making it more of a “principle” than a rigid curriculum. This gives schools and teachers flexibility in creating a customised and, therefore, optimal curriculum for students. “We work very closely with NASA, and they look for kids with a strong STEAM background to enter their youth programmes,” Young says. “We take these kinds of things into account when designing our own STEAM programme.” Like many other STEAM schools, both GGI and ASHK abide by the US Common Core curriculum. According to Young, it’s natural to
associate STEAM with the US, whose universities think very highly of the innovative qualities that the curriculum fosters. However, she believes the rest of the world, including Hong Kong, is beginning to catch on. “The Hong Kong Education Bureau has already begun to push STEAM in their local schools, they find it benefits student learning,” says Young. “It’s very different from the traditional rote learning that Hong Kong parents experienced when they were young, where you memorise the answer, get a grade and all is well. But STEAM is something which excites children. “It excites us, as educators, when students are able to come up with a new idea or discover something on their own. I think that’s something very different from what Hong Kong parents are used to,” says Young.
The Hong Kong Education Bureau has already begun to push STEAM in their local schools, they find it benefits student learning WINNIE YOUNG
GGI works closely with NASA, who think highly of students that come from a STEAM background.
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 27
INSIGHTS
Defining Hong Kong’s schools Knowing how and when to classify a school as international can be tricky, and even confusing, writes Ruth Benny
30 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
INSIGHTS
W
hen is a school “inter n at ion a l” or “private”? Are they the same thing or is there a difference? This confusing distinction often leaves parents feeling confused. But, hey, schools are confused too! Fortunately, there are technical definitions to determine whether a school is international, private or independent.
Private schools A private school must pay fees. They are fairly autonomous and choose their own curriculum, set their own admissions policies, and so on. Many private schools adopt the local curriculum and teach in Cantonese. Examples include Rosaryhill School and Raimondi College Primary School, while others may choose a non-local curriculum, such as Island Christian Academy and Stamford American School. International schools International schools in Hong Kong are private schools, they are fairly autonomous and choose their own curriculum, set their own admissions policies, and so on. You may think the clue is in the name, for example French International School, Chinese International School, and so on. Almost all schools with the word “international” in their name
are international. However, there are exceptions, such as the International Christian School. There are also examples of international schools that don’t have the word “international”, for example, the Delia School of Canada. International schools established since 2012 must maintain a high percentage of students holding passports other than, or in addition to, the HKSAR passport. This percentage can range from 50 to 90 per cent, depending on the school. Of course, many of these children are HKSAR passport holders too. Mainland China passport holders, on the other hand, are something of a grey area. There are two ways that new international schools come into being in Hong Kong. The first is through a government allocation exercise, usually handled by the Education Bureau. The government grants a piece of land or a vacant building to the new school, who agree to a certain stipulation of non-local students. The second is through application, in which an already existing private school applies to become “international”. It will demonstrate that it has been serving a majority of non-local students over the years it has been active. This is a fairly new procedure, and schools such as Island Christian Academy and Stamford
American School are planning to apply for international status soon. Independent Schools Seven schools in Hong Kong have the status of “private independent school”. They are: ESF’s Renaissance College and Discovery College, the Independent Schools Foundation Academy, Victoria Shanghai Academy, PLK Choi Kai Yau, International Christian School and Yew Chung International School (Secondary). School sponsors were allocated land and capital grants for the launch of the new, non-profit private schools. Private independent school are similar to private schools in that they they are autonomous, choose their own curriculum and set their own admissions policies. However, there is a requirement that at least 70 per cent of admitted students be Hong Kong Permanent Residents, as these schools are usually set up to assist the local community. However, they may also be foreign nationals. And, that’s it! Not quite as simple as one would think. In fact, principals and teachers mix these terms up all the time. With that being said, parents can benefit from learning these definitions, as they can help with understanding different schools’ admissions policies and characteristics.
Photo: Nora Tam
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 31
LITERATURE
Early literacy strategies Encouraging children to read from a young age is of the utmost importance, writes Tina Stephenson-Chin
I
love to read stories to children. I enjoy working with the text, adding emphasis and changing my voice to match the different characters in the stories. It has taken a lot of time and hard work to get better at it, but it’s always worth it when I look see a look of captivation on a group of children’s faces, mesmerised by the story and listening intently. Reading is a passion and an ability that is developed over a lifetime, beginning at birth and carrying on for the rest of our lives. Of course, I
do not mean “start teaching children to read at birth”; learning to read and decode text is only one aspect of learning to read. Children need to become captivated by the speech used in storytelling; and eventually, as they become word-oriented, they will begin to learn to read and decode text. This process of capturing their interest is the first step and can begin at birth. I have put together nine tips which can help to inspire early literacy. These tips are listed in a step-wise manner,
starting from the youngest months and proceeding to the school years. 1. If you love it, they will too The most important thing children need to acquire is a love of reading. If children love books, and are being read to, then I can guarantee they will become avid readers as a natural extension of the process. Enjoying books naturally leads to interest in text and a desire to read for themselves. The general rule is that parents who enjoy reading have children who enjoy reading too and
The most important thing children need to acquire is a love of reading TINA STEPHENSON-CHIN
32 GOOD SCHOOLS GUIDE
in my many years of early childhood practice, I have never seen an exception to that rule. Parents who love to read can love to read anything. There’s no need to pretend to love the greatest works of literature, anything will do; from newspapers to magazines to picture books, all can be used to instil a love of reading in your child. 2. Start early, be consistent I have been reading actively to my son since he was born, and reading is now part of his routine. We have had at least one book a day every day of his life. Some books we only read once, others we’ve read over and over. Some have stories, others just pictures; but we’ve enjoyed them all. Being together is a big part of the enjoyment, as I ensure that the environment is a relaxed one in which there is some physical contact. We always talk about the book
SOUTH CHINA MORNING POST
LITERATURE
and the ideas it inspires. All these make it easy to love reading. 3. Choose books that are age-appropriate Books that are too long can be boring, especially for young children. On the other hand, books with the wrong type of illustrations can frighten them, so it is important to choose the right book. Infants like books which can be mouthed and pulled without being ripped to pieces. Toddlers like books about things similar to their everyday experiences family activities such as going to school, cleaning the house, going to restaurants, and so on. They also like animals, thus stories about animals performing human activities are often appealing. Pre-schoolers like books which include fantasy and imagination, stories about
Photo: Shutterstock
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 33
LITERATURE
princesses and super heroes, for instance. School-age children have a well-developed sense of humour, and are more likely to enjoy funny or silly books. 4. Teach them reading etiquette There are conventions to reading which are best learned from an early age. Turn the book upside down and ask your child “Is this is the right way?” Move your fingers across the text as you read. Point out elements in the illustrations which also appear in the text. 5. Introduce the book Books are creative works of art, and it helps to point out the names of the author and illustrator so that your child can better appreciate this fact. Encourage your child to be inquisitive; talk about the cover and speculate what the book may be about. Ask questions like, “Do you think the story will be funny? Scary?” 6. Point out sight words Phonics are a useful way to learn new words, but most of the time we sight read. The human brain is excellent at isolating patterns, and most of the time it is that patterning of text and the shape of the words that we read. This ability develops over years of being exposed to text. As children grow, so will their interest in text. Start by pointing out letters which appear throughout the text, especially at
34 GOOD SCHOOLS GUIDE
the start of words. Then, as they progress, begin to show them common words which appear throughout the text: “the”, “it”, “I”, “he, “she”, etc. Learning to identify those words puts them concretely on the road to reading. 7. Switch reading roles Once your child begins to decode text and read sight words, that is a good time to swap reading roles with them. You can start by letting them ready a few words, before having them read one line while they read the next, before eventually, they are ready to read all on their own. This process encourages them to read along with you, and allows them to take pride in showing you what they have learned. 8. Focus on grammar and punctuation Grammar and punctuation are challenging to learn, and one reason is because they are indistinctly expressed in speech. When you read aloud, make use of the punctuation. Pause at commas, take a deep breath at each full stop, and change your voice for text wrapped in quotations. Punctuation marks are like road signs, they tell us how the story goes and they are only really learned through listening. Punctuation marks are what turns spoken words into written text, and set the cadence, rhythm and mood for the entire story.
they will like picture books for their own reading; but as they get older and their attention span increases, they will become more interested in books with longer blocks of text and more complex ideas, such as Diaries of a Wimpy Kid or Charlotte’s Web. Fortunately, these kinds of books can still be read aloud to the whole family. It may seem old-fashioned, but sitting together listening to a book being read aloud is a wonderful family activity that makes for some great quality time. No matter how old your child is, it is never too early or too late to start building a love of reading.
Tina Stephenson-Chin is the principal of EtonHouse International Pre-school.
Charlotte’s Web is a good choice of book for a child to read aloud.
9. Don’t stop reading Lastly, don’t stop reading. As children learn to read,
SOUTH CHINA MORNING POST
Lam Tin
Tin Wan, Aberdeen
Campus
Campus
Year 1 to Year 13
Nursery, Reception & Year 1,2 & 3
Enrolling for Year 10 from August 2017
Opening August 2017*
* Subject to receipt of customary regulatory approvals
Applications now being accepted
Join one of our Parent Information Sessions and see for yourself what makes our school special.
Why Choose Our School? As part of an international family of 43 schools, and exposure to our unique Global Campus, we give your child access to unparalleled learning experiences and resources. Taught by outstanding teachers, and underpinned by our Be Ambitious philosophy, we empower students to succeed both inside and outside of the classroom. This, combined with our exclusive collaborations with two of the worlds most prestigious organisations, The Juilliard School, and Massachusetts Institute of Technology (MIT), means your child will be engaged, challenged, and inspired throughout their educational journey with us. Students at NAIS Hong Kong follow the EYFS framework, IGCSEs and IB Diploma. With a focus on individualised learning, our rigorous curricula ensures that students have a creative and challenging learning experience.
Contact the Admissions Team to reserve your place.
www.nais.hk
admissions@nais.hk
TUESDAY, DECEMBER 13, 2016
+852 3958 1488 GOOD SCHOOLS GUIDE 35
OPINION
Teaching for the future In a world of opportunity, Hong Kong’s schools must look at innovation as a key focus moving forward, writes Malcolm Kay 36 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
OPINION
Approximately 65 per cent of children will also end up with jobs that have yet to be created. Education needs to recognise and respond to this reality MALCOLM KAY
This is one reason that changes in education tend to happen slowly. Many teaching practices have their roots in the last century and possibly earlier. It is easy for us to accept this, yet around at the world we see that the most innovative and entrepreneurial people are often the ones who cast aside traditional ways of thinking, and are able to devlelop revolutionary new products and ideas.
Photo: Shutterstock
K
nowing what kind of education to choose for your child is always a challenge; partly because it is difficult to forecast their future job opportunities, and partly because as adults we are influenced by the type of education that we received, thinking that it may be the best option for our children. It is very difficult as parents to predict upcoming changes, and the impacts they may have on the needs of the next generation.
TUESDAY, DECEMBER 13, 2016
One thing is for certain; change is necessary and future employment opportunities will be significantly different from those that existed in the last 30 years. Approximately 65 per cent of children will also end up with jobs that have yet to be created. Education needs to recognise and respond to this reality, and implement the curricula and teaching methods that will be relevant in the future. This phenomenon is finally gaining some recognition at the macro level. However, there is much yet to be done at the more practical level of schooling.
The 2016-2017 Global Competitiveness Report by the World Economic Forum is very positive about many of the developments in Hong Kong, but consistently cites the need for its citizens to innovate in order to continue to thrive: “The challenge for Hong Kong is to evolve from one of the world’s foremost financial hubs to become an innovative powerhouse: with the exception of the market size pillar (33rd), innovation remains the weakest aspect (27th) of Hong Kong’s performance.” Education must therefore respond to this challenge and put in place practices that will prepare children for success as our next generation of entrepreneurs and business leaders. Schools need to move from a traditional education to a more progressive approach, which will allow children to develop the inquisitive and innovational skills they will need in the future. By asking children to create rigorous topic questions in their area
of study, it encourages them to self-regulate their learning, which is one of the most powerful tools available in the learning toolbox. By having students formulate and answer their own questions, we start them on a journey in education that expands rather than restricts their thinking, by helping them learn how to observe, analyse, evaluate, and then imagine. In addition, it is important for children to build a strong foundation in fields that will be most relevant in their futures, such as science, technology, engineering, mathematics and innovation. This will enable them to develop the analytical skills needed to become entrepreneurs and innovators. Young minds are creative minds and we have the great opportunity to let them loose into a world of untold opportunity.
Malcolm Kay is the principal of Stamford American School Hong Kong.
GOOD SCHOOLS GUIDE 37
RESEARCH
Tips on studying smarter not harder Research in neuroscience and brain-based learning has revealed effective methods for remembering information, writes Anjali Hazari
Photo: Shutterstock
38 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST
A
round this time of the academic year, meeting predicted grades starts to become a reality for secondary school students. After being consumed by personal statements, writing innumerable application essays, taking the SATs and other subject specific tests, receiving the mock examination timetable is a reminder of the enormous effort they will need to invest in order to actually get into the universities they have applied to. While things like getting more sleep, diet and exercise, an organised study environment and strong time management skills are all important in facilitating effective learning, how you study can have a big effect on performance. Here are three tips for studying smarter which are based on research in neuroscience and brain-based learning. 1. Chunking information Head of the international section of the French International School, Ian Clayton holds workshops for parents and students on chunking, which is used to describe
RESEARCH the way the brain groups together and compartmentalises information for more effective memorisation. Through simple exercises in making students memorise and recall different letters of the alphabet, he is able to effectively demonstrate how the brain chunks information and creates patterns in helping them learn. Sixty years ago, cognitive psychologist George A. Miller of Princeton University’s Department of Psychology, presented memory span and sensory stimuli as the two biggest limitations to the brain’s capacity to process information. Miller’s study investigated the longest list of items (digits, words, etc.,) that a person can repeat back correctly immediately after presentation. He determined that the memory span of young adults is approximately seven. Furthermore, he concluded that memory span is not limited in terms of individual bits of information, but rather, in terms of “chunks”, which he determined to be the largest meaningful unit in the pre-
An educator since the eighties, Anjali Hazari teaches IB and IGCSE biology at the French international school and is a university consultant at Arch Education. Parent of two highly successful individuals, Anjali writes extensively on education policy, practice and reform.
sented material that the person recognises. Miller also noted that performance on one-dimensional absolute judgement is nearly perfect with up to five or six different stimuli, but declines as the number of different stimuli in the environment are increased. Also known as the seven’s law, the number seven constitutes a useful heuristic to remind students to “chunk” information, as longer pieces become significantly harder to remember and process simultaneously. 2. Teach the teacher I often tell my students to pretend that I am an imbecile with no understanding of the subject matter when they write their exam responses. This forces them to frame answers completely, coherently, and communicate them to me logically. In other words, teach me about the material.
Ian Clayton encourages his students to teach him to help their own learning.
TUESDAY, DECEMBER 13, 2016
Research by John Nestojko, PhD, a postdoctoral re-
searcher in psychology in arts & sciences at Washington University in St. Louis, supports this. “When compared to learners expecting a test, learners expecting to teach recalled more material correctly, they organised their recall more effectively and they had better memory for especially important information.” 3. Say it out loud Whilst the Study And Cover And Write And Check (SACAWAC) technique is good for memorisation, verbal memory is something which is essential in the study of language. New words and phrases are reinforced by repeating ideas aloud to another person, real or imaginary. Lead scientist Victor Boucher from the University of Montreal, concludes: “The results of our research confirm the importance of motor sensory experiences in memory retention and help to better define sensory episodes associated with verbal expression.” GOOD SCHOOLS GUIDE 39
FOCUS
The parents’ perspective Despite a need for a more customer service-driven approach, a cutting-edge survey gives Hong Kong’s international schools a glowing report card, reports Alex Gibbs
W
ord of mouth is often the first and most helpful source of information for parents, especially during the initial stages of inquiring about the many schools Hong Kong has to offer. Nowadays, a lot of these word-ofmouth conversations take place online on various social media platforms. So, in mid-2016, we set about canvassing the opinions of a wide range of parents by conducting The International School Survey 2016: A Parent Perspective.
Photo: Shutterstock
40 GOOD SCHOOLS GUIDE
The survey measured parents’ perceptions of the quality of education, school enrolment processes, fee structures, academic and co-curricular offerings, changing trends in pedagogy, the attributes and criteria valued most for a child’s education, and parents’ overall satisfaction with Hong Kong’s international school sector. Opinions from more than 1,000 parents, representing interests in 63 different international schools, provided feedback for the survey, which was held online. SOUTH CHINA MORNING POST
FOCUS Here are five noteworthy points which emerged from the data: 1. 88 per cent of parents got into their school of choice This was the most shocking statistic obtained in the survey. While it is certainly possible that the number is skewed due to factors such as a relatively small sample size, it demonstrates that the hysteria surrounding schools’ admissions processes are often greatly exaggerated. “Once you’re in, it didn’t seem so hard after all,” one parent remarked. Fortunately, with an influx of new schools, and the expansion of some established schools, supply is beginning to balance out to meet demand. With that being said, gaining admissions into the city’s top international schools is still a challenging task. There are still very high levels of intake and high-pressure waiting lists, especially in the early years, but this is often the case in the private sector throughout the developed world. It’s possible that some parents’ opinion of their first choice changed once they realised that their current school was a great fit. This shows that it is important for parents to exercise patience, regardless of their child’s place on the waiting lists. According to the feedback, 85 per cent of participants in this survey received offers from their school of first choice within two years. 2. Parents applied to an average of 3.7 schools Parents applying for places in the early years often put more applications in, someTUESDAY, DECEMBER 13, 2016
times as many as seven or eight, which explains the inflation of waiting list numbers in those early years. 3. The three most important sources of information in choosing a school are speaking to staff members, school tours, and information sent from the school It is recommended that parents use all of the resources at their disposal when choosing a school. However, many existing parents believe that the most valuable information comes from interactiong with schools directly. 4. The four most important reasons for choosing a school are: Quality of Teaching, Balanced and Well-rounded Education, Student Welfare, Reasonable Expenses The international school system in Hong Kong is world-class. Teachers are carefully selected from around the world and many are drawn from some of the top premier schools abroad. This, however, makes the recruitment of teachers competitive, and with staffing costs exceeding 80 percent of all operating costs for most schools, the cost of top-notch teachers is a primary reason fees are so high. 5. Prospective parents viewed the following aspects of education to be stronger at international schools: • Academic Standards • Quality of Teaching • Pathways to University • Global and Cultural Awareness Academically, tertiary entrance exam results from
Hong Kong eclipse those of private schools in the US, Britain and Australia. Moreover, universities from around the world favour Hong Kong students, a testament to the wonderful history of success of the international school alumni who represent the historically great quality of the system. Unless you are seriously convinced you have a more suitable option overseas for your child, have faith in the secondary education here for your children. The results of the survey paint a glowing picture of a world-class, highly successful international school sector. The overall satisfaction with the schools’ academic programmes ranked “very high”, at 80 per cent, with only nine per cent noting “dissatisfaction”. Across regional benchmarks, this is exceptional. However, while students are extremely well-catered to, it’s the parents who need a greater amount of attention and effort in terms of com-
munication, both before and after they join a school community. In the competitive market that the Hong Kong system has become, parents expect, and deserve, a high degree of engagement on several levels. To stay competitive, schools need to adopt a customer service-driven approach. Take note of schools that place a greater effort in communicating with parents and engaging with them at an intricate level during the admissions process. The improvements in this area is a trend that is being led by schools that are the most adaptive, progressive, and relevant to today’s needs, for students and parents both. The survey was organised by Agenda Consulting, in partnership with Education Post and MMG Education, a regional education research specialist who have conducted over 1,000 stakeholder surveys for more than 150 schools in the Asian region.
Alex Gibbs has worked at director level and consulted for international schools for the past 15 years. He is managing director at Hong Kongbased Agenda Consulting — a specialist communications, marketing and fundraising firm for the international school sector in Asia.
GOOD SCHOOLS GUIDE 41
EVENT RECAP
The Hong Kong DSSSC Expo The event was a fruitful gathering of Hong Kong’s Direct Subsidy Scheme schools, parents and experts, Ben Young reports
T
he Hong Kong Direct Subsidy Scheme Schools Council (DSSSC) Expo, which took place on November 19 at the Cordis Hong Kong, was the biggest gathering of Hong Kong’s local Direct Subsidy Scheme (DSS) schools to date. The event was an excellent opportunity for parents to find out more about the elite, as well as the affordable, education the city has to offer. With over 33 participating schools, many principals and education executives were given a platform to show what their schools have to offer. With over 2,000 parents attending the event, the expo was a “record-breaking” one for the DSSSC. The council’s chairman, Chiu Cheung Ki, praised SCMP for helping
42 GOOD SCHOOLS GUIDE
to elevate the brand of DSS schools by co-organising the event. “It was a great event; excellent arrangement and good location with great number of visitors helping the DSS schools reach out to a great number of people,” says Samuel Cheng, school principal of United Christian College (Kowloon East). “It was helpful for promotion indeed!” In addition to the schools’ information booths, there were two panel discussions, one in the morning and one in the afternoon. This gave parents the chance to listen to leaders in Hong Kong’s education sector discuss, and at times, engage in healthy debate over some key educational issues. Lo Wai Shing, chief prin-
Most DSS schools provide adequate subsidy for needy families LI PAK-HUNG
cipal of Evangel College kick-started the morning discussion by saying: “DSS schools have to perform well in order to obtain both the favour of parents and the subsidy from the government, which is why we always have a great urgency and motivation to up the game.” The topic of tuition fees was brought up during the afternoon session, to which
Li Pak-hung, principal of ECF Saint Too Canaan College responded by saying most parents wont have to worry about affordability. “Most DSS schools provide adequate subsidy for needy families,” he says. As DSS schools are becoming more popular, places are becoming more scarce, prompting one parent to raise this concern during a post-panel discussion Q&A session. Leung Wing-lok, renowned columnist and education expert, says that it is hard to give practical tips on this issue, as interviewers’ perceptions of a child can vary greatly from school to school. “Just bear in mind that it is important to demonstrate confidence and sincerity, and don’t recite standard answers,” Leung says. SOUTH CHINA MORNING POST
TUESDAY, DECEMBER 13, 2016
GOOD SCHOOLS GUIDE 43
44 GOOD SCHOOLS GUIDE
SOUTH CHINA MORNING POST