Good Schools Guide March 2017

CONTENTS

Main photo: Kowloon Junior School

FRIDAY, MARCH 31, 2017

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COVER STORY Green education Hong Kong’s schools are making an effort to tackle both local and global environmental issues — John Cremer

PROFILE Reaching the mountain top After some initial hurdles, Mount Kelly School Hong Kong is fully set to open for the upcoming school year — Ginn Fung

CAMPUS NEWS An educational revolution An exclusive look at French International School’s unique new campus in Tsueng Kwan O — Ben Young

DIRECT SUBSIDY SCHEME Crossing the streams More local schools are starting to offer the IB Diploma along with the DSE — Ben Young

A world of opportunities The Li Po Chun United World College is, in many ways, Hong Kong’s most international school — Ben Young

SCHOOL VISIT A place of many talents in Sai Wan Ho The Korean International School boasts a smart and surprisingly diverse student body — Ben Young

KINDERGARTEN The Finnish line Sky Wide International Kindergarten & Playschool fosters a confident approach to life’s challenges — Rebecca Simpson

SPECIAL REPORT Preparing for university UK boarding schools help students mentally prepare for the challenges of higher education — Chris Davis

The choice is yours When it comes to UK boarding education, parents have an array of fantastic schools to choose from — Chris Davis

GOOD SCHOOLS GUIDE

3

Play

is a Child’s Work

At Fairchild, the process of inquiry based learning through play, is inspired by the Reggio Emilia approach which recognises -m7 ˆ-Ѵ†;v ;-1_ 1_bŃ´7Ä˝v ro|;mা-Ń´Äş †u 1†uub1†Ѵ†l -Ń´vo 1ol0bm;v |_; 0;v| o= |_; ubাv_ oѴ†l0b- -m7 m|-ubo Ĺ? -m-7-Ĺ‘ -uѴ‹ ;-umbm]ņ bm7;u]-u|;m u-l;‰ouhv -m7 |_; -uѴ‹ +;-uv o†m7-াom "|-]; =uol |_; &mb|;7 bm]7olÄş Fairchild caters for children from age 6 months to 6 years between our two campuses, Fairchild Junior Academy, a playgroup in $bm -† -m7 -bu1_bŃ´7 bm7;u]-u|;mġ - m;‰ġ u;]bv|;u;7 bm|;um-াom-Ń´ hbm7;u]-u|;m bm "-b +bm] †mÄş Ń´-vv;v -u; o@;u;7 bm m]Ń´bv_ -m7 -m7-ubmÄş To experience our environment, drop in for an informal ‘Weekday Walk-Through’ every Wednesday and Friday between 9 and Ć?Ć?-l -| ;b|_;u 1-lr†v ou vb]m †r =ou om; o= o†u v1_;7†Ѵ;7 r;m o†v;v |o l;;| ‰b|_ o†u |;-l o= ;Šr;ub;m1;7 ;7†1-|ouvÄş

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58 62 p.18 EDITORIAL Editor: Ginn Fung Assistant Editors: Ben Young (Project Editor), Sophia Lam Community Editor: Daisy Fung Feature Editor: Samuel Lai Art Director: Candy Lai Assistant Art Director: Ming Freelance Designer: Elaine Tang 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

66 70 76 80 84 88

CURRICULUM Females in STEM subjects Research shows that Hong Kong has a gender discrepancy in Science, Technology, Maths and Engineering subjects — Chris Davis

ED TECH Digital learning initiatives Research shows that Hong Kong has a gender discrepancy in Science, Technology, Maths and Engineering subjects — John Brennan

OPINION The strengths and weaknesses of assessment It is important for parents to understand that education is not just about achieving high exam scores — Brian Cooklin

PEDAGOGY Teaching us a lesson The highly renowned Finnish educational system provides some ideas for cities like Hong Kong — Rebecca Simpson

DISSUSSION Defining curriculum When it comes to choosing a curriculum, there is often more than meets the eye — Ron Roukema

INSIGHT Supply to meet demand Fortunately, parents will not have to deal with the horrors of waiting lists for much longer — Malcolm Kay

PARENTING Let's get real with academic expectations Hong Kong parents must learn to help children set ambitious, but still realistic goals — Henrik Hoeg

SPECIAL NEEDS Spotting learning disabilities For special needs children, identifying problems early on can make a huge difference — Jeremy Greenberg

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

FRIDAY, MARCH 31, 2017

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COVER STORY

Photo: South Island School

Green education Hong Kong’s schools are making an effort to tackle both local and global environmental issues, writes John Cremer

E

veryone concerned about the environment can take solace in knowing that Hong Kong’s schools are guiding and motivating youngsters to team up, take action, and start making a real difference.

Activities and initiatives are under way across the city, involving pupils of all ages and using a combination of advanced science and common sense to get people thinking and taking responsibility.

Some projects focus on issues with an immediate local impact like recycling, beach clean-ups or ways to reduce air pollution.

Others are designed more to raise awareness of global problems such as climate change, deforestation, and the harm caused by the trade in ivory and endangered species.

But what all share is a desire to act and a belief that small

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GOOD SCHOOLS GUIDE

groups and even individuals can spark the momentum that leads to positive change.

“For us, encouraging student agency in local and global issues is a top priority,” says Nasci Lobo, alumni relations and sustainable development officer at the Canadian International School of Hong Kong (CDNIS). “We want them to take the initiative in proposing and investigating, suggesting possible solutions, and working with faculty and staff to make things happen.”

We choose projects based on what is most pertinent and feasible SHERRY CHEN

Initiatives can spring from a topic covered in the curriculum, a news item, or something going on in the broader community. As examples, CDNIS students have spearheaded schemes to stop the sale of drinks in plastic bottles, to reduce food waste in school cafeterias, and to raise awareness about marine conservation.

classrooms cut electricity consumption by over 10 per cent for one academic year.

And, last November, a visit by renowned conservationist Jane Goodall, as part of her “Roots and Shoots Youth Summit”, provided inspiration by showing that youth-led community programmes can point the way in solving environmental problems.

A decision to set the air conditioning at no lower than 24 degrees and to switch off units in empty

“Nowadays, students usually have a good basic understanding of the main green issues,” Lobo says.

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COVER STORY

Photo: AIS

For us, encouraging student agency in local and global issues is a top priority

Photo: Kowloon Junor School

NASCI LOBO

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COVER STORY

CDNIS works closely with Plastic Free Seas.

“They pick this up in class, in clubs, from projects or through personal interest.

However, before any new initiative or special activity, teachers explain in more detail how it pertains to Hong Kong and other parts of the world. We want them to understand what is being planned and why.”

For example, when working with Plastic Free Seas, students learn about the current state of marine pollution and conservation in the waters around Hong Kong. They would be told how this relates to global efforts. And, when out on the boat, they then hear more about the scientific techniques used to analyse and trace the materials they have collected.

A good portion of the action plans and projects originate from the SEED (School Environmental Education Development) committee. Set up in 2010, this includes staff, students, administrators and parents and has become an excellent forum for ideas, discussion and review.

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Younger members are given the chance to voice their opinions about issues requiring attention or improvement. And communicating outcomes to the rest of the school gives them a broader sense of ownership.

“We have found that initiatives which are endorsed and supported by the senior leadership team are usually the most successful,” Lobo says.

“When the school sees the interim head and others leading by example, they are more inclined to back the cause. It is also essential, though, to provide feedback, which is done via a weekly newsletter and social media.”

When it comes to working with partners in the local community, CDNIS has a long history of collaborating with individual experts and NGOs. Connections are maintained by inviting guest speakers, running student advocacy campaigns, arranging visits, and fundraising.

The four houses in the lower school are each paired with

Even when there is a global issue or emergency of some kind, we can look at ways to tackle it locally FRAN CROUCH

an NGO, which creates opportunities for hands-on learning. In the upper school, groups and clubs are actively encouraged to link up with organisations pursuing similar goals and get involved in practical ways.

“Word has spread in Hong Kong about the effectiveness of our approach,” says Smriti Safaya, CDNIS coordinator of local and global engagement.

“When selecting partners, we look for organisational and financial transparency plus a connection to our own vision statement which seeks to inspire excellence, cultivate character and empower engagement.”

However, some of the most successful schemes, such as the green roof club and “Friday lights out” campaign, didn’t need outside partners or extensive planning.

The latter began back in 2009 with a proposal to switch off all non-essential and non-emergency lights every Friday lunch time. The primary aim was to raise awareness about power costs and consumption, but the bigger goal was to change habits and behaviour at school – and everywhere else.

The good sense and simplicity of the scheme had obvious appeal. That then SOUTH CHINA MORNING POST

COVER STORY

carried over into the plastic bottle ban and the green roof, which has become a quiet spot for study, relaxation or just taking in the views over Aberdeen and the Lamma Channel.

Green themes have also become more of a focus for the school’s artist in residence (AiR) programme.

“Many of the Hong Kongbased artists we collaborate with are actively engaged in community projects or environmental awareness and action,” says AiR coordinator Kim Campbell.

“For instance, Grade 2 students recently had the opportunity to work with artist Liina Klauss on a landart installation using marine debris and waste washed up from the ocean.”

draw and document the various objects and figure out how they ended up on the beach,” Campbell says.

“We are also collaborating with local artist Wong Tin-yan, who creates most of his sculptures from discarded wood sourced from around the city. He gives it new purpose and, after exhibitions, disassembles the sculptures and reuses the wood once again.”

At the American International School (AIS) in Kowloon Tong, there is a similar effort to balance discussion of global issues that will shape the coming decades with local actions which show quick and clear results.

That starts with children in elementary classes planting vegetables in an international garden, general participation in Earth Day activities, and creating a more eco-friendly campus.

“We choose projects based on what is most pertinent and feasible,” says Sherry Chen, teacher sponsor at AIS for the high school recycling club, which is open to all students and meets for about an hour every Wednesday.

“Three years ago, the focus was on establishing the habit of recycling among all our high schoolers and having the ‘infrastructure’ – bins, collection and disposal services – for that to happen. Later, we could

The first task was to collect and separate the items into different colours and objects.

The next was to create a “rainbow river”, emphasising the contradiction between pollution and the beauty of art, as well as prompting discussion about how to clean up the seas.

“Like archaeologists, the students also used their powers of observation to

Photo: South Island School

Artist Liina Klauss works with students at CDNIS.

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COVER STORY

Students volunteer for routine tasks which include collecting items from classrooms, cleaning and organising materials, and overseeing delivery to different recycling stations.

The club has also turned its attention to other green initiatives, most notably cutting down food waste.

An early idea to install a compost machine hit difficulties, so the latest plan is to talk to the company running the canteen about ways to modify the menu, offer different portion sizes, and do more to promote the three Rs – reduce, reuse and recycle.

“Once we achieve that goal, the next step is to educate the wider community about buying or ordering appropriate portions and not taking more than you need,” Chen says. “We are

also planning an inter-house competition to see which one wastes least food at lunch time.”

Chen adds that the key to getting students involved is to find a core group who are intrinsically motivated and, therefore, prepared to influence and encourage others. To build momentum, it is also important to take on new projects, with due consideration for available resources, and not simply recycle the old ideas.

“In my classroom, especially for the freshmen life science course, I take the opportunity to raise awareness, show relevant documentaries, and arrange authentic projects,” Chen says. “This has inspired students to become more eco-friendly, with one even asking about doing a beach clean-up for a grade.”

According to Fran Crouch, the making a difference co-ordinator at South Island School, there is never just

Photo: South Island School

expand the range of items we recycle from just plastic to aluminium and paper too.”

Recycling is a key initiative for many Hong Kong schools.

one reason for deciding on an environment-related initiative. The process is multifaceted, requiring a level of passion, a certain amount of relevant experience, and action points which allow everyone to play a part.

Photo: AIS

“Even when there is a global issue or emergency of some kind, we can look at ways to tackle it locally,” Crouch says.

“For other things like air quality, students can see and feel it and are directly affected. That is reason enough for us to look at energy consumption and consider how to increase the use of renewables.”

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Another key element, he notes, is to empower students by giving them a voice in decisions. At the same time, it pays to ensure they are

educated on the background, potential obstacles, and any relevant research findings.

“Once they have the knowledge and facts about what is happening, then they will feel moved to act,” Crouch says. “Without this, any project may seem like just another thing the teachers want them to complete.”

At present, ESF’s South Island School is contemplating a number of new plans. These include the reduction or removal of single-use items, meat-free Mondays, powerdown days, and waste audits.

In each case, the secret to success is a combination of support from teachers and managers, sufficient time and resources, and the chance to call on outside expertise when needed.

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PROFILE

Reaching the mountain top After some initial hurdles, Mount Kelly School Hong Kong is fully set to open for the upcoming school year, writes Ginn Fung

“S

chool establishment always involves a lot of challenges and hard work, but it is also one of the most rewarding things you can do,” says Peter Kenny, director of Mount Kelly School Hong Kong, which is due to open in September this year, teaching a curriculum modelled after that of the sister school in the UK. On such matters, he is not just venturing an opinion, but speaking from hard-earned experience, having previously served as the founding principal of ESF’s Renaissance College Hong Kong (RCHK)

and, in other roles, handled essential aspects like campus design, project management, recruitment, marketing, technology implementation, and curriculum development.

At RCHK, he recalls, the key issue in the period prior to opening in 2006 was whether construction would be completed on time. For Mount Kelly, similar concerns arose around delays at the New Territories campus. But solutions have been found and, by and large, things remain well on track for welcoming the first classes in line with the original schedule.

“Thankfully, we have located excellent sites - in the Kowloon City district and Tuen Mun, which will now be fully operational in September next year,” Kenny says. “This offers a new choice for parents in Hong Kong.

These are permanent sites, not temporary or ‘plan B’.

Basically, the two campuses will offer the same curriculum in parallel from pre-prep, or ‘playgroup’, all the way through kindergarten to Year 6, with the Tuen Mun campus carrying on to Year 8.”

Noting that many parents remain unsure about the relative merits of the IB (International Baccalaureate)

Thankfully, we have located excellent sites - in the Kowloon City district and Tuen Mun PETER KENNY 12 GOOD SCHOOLS GUIDE

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PROFILE

compared to the UK national curriculum and other options, Kenny is quick to highlight similarities rather than differences.

For example, on graduation, both IB and A-Levels give access to universities in Hong Kong and around the world.

Therefore, in practice, they have the same status and acknowledgement. Also, in the senior years, they both have a syllabus with the content and essential knowledge that students have to learn and on which they are assessed.

“But there is a key difference in the pre-prep to Year 8 age group,” says Kenny, who has previously worked as a regional manager for the IB and been head

of music at an international school using the UK national curriculum. “The IBPYP (Primary Years Program) is a framework of practice, meaning they dictate how the teachers plan the subjects, the teaching methodology, and the structure of the subjects. What they don’t do

is dictate the content of that curriculum, so each school can be different.

“The advantage of the UK national curriculum in primary education is that it actually gives you the syllabus. Parents, teachers and those who are evaluating

Peter Kenny and a rendering of Mount Kelly School Hong Kong

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GOOD SCHOOLS GUIDE 13

PROFILE

The relationship between the teacher and the student is what really motivates children to learn PETER KENNY

the programme know exactly what a child should learn at a particular age. It is standard across all the schools in the UK, Hong Kong, or wherever that school may be.”

In addition, this approach allows Mount Kelly the flexibility to offer enhancements to the basic curriculum. For example, there are plans to have daily lessons in Putonghua for beginners, intermediate, and near native-level speakers.

That is seen as particularly important in the context of Hong Kong and being an international school.

“Of all the places I’ve taught, this is like no other city,” says Kenny, who worked in Australia, Dubai, Germany, Canada and South Korea before arriving in Hong Kong in 2006. “For parents – and society – it’s all about education. In many countries, it is sport or politics, but here education is what is on everybody’s

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mind. Parents know that is the avenue for their family and their children to achieve success and security, whether it is here or elsewhere.”

That general outlook augurs well for Hong Kong’s hopes of becoming a recognised as a hub for high-quality education within Asia and a setter of standards.

However, one disappointment for Kenny is that access is often lacking to families who lack the financial means.

“I am a great supporter of government systems and government schools, and have contributed as much as I can to help all children from all backgrounds benefit through scholarships,” he says. “Mount Kelly is committed to that as well, which is one of the things that attracted me to this position. We can’t just have those with the financial means accessing high-quality education.”

Regarding the “market” for international schools in Hong Kong, with its apparent tiers and the pressure to get into the right district, Kenny agrees that the chase for places is likely to remain competitive. However, with more schools opening up, there is also greater choice, so parents have more scope to consider which school best meets the needs of their child.

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It also means, though, that every school has to be better in terms of the “service” they provide for students and families and that they must keep improving all the time.

Kenny’s general advice for parents choosing a school is first to pay close attention to the quality of teachers and other adults in that institution.

“The new ‘three Rs’ in education are relationships, rigour and relevance,” he says. “The relationship

SOUTH CHINA MORNING POST

PROFILE

between the teacher and the student is what really motivates children to learn.

For instance, the reason you like maths or hate music usually depends on the teacher you have.”

In turn, rigour denotes that each lesson or activity must be purposeful. No one, he stresses, should be in a classroom wasting their time sticking bits of pasta to a piece of paper. Instead, when at school, every child should be engaged in purposeful learning which is pitched at the right level, not relearning things they already know while creating gaps in their education.

The two campuses in the city will offer the same curriculum in parallel from pre-prep, or "playgroup", all the way through kindergarten to Year 6, with the Tuen Mun campus carrying on to Year 8.

We focus on making sure our staff gets to know every child within the school

Finally, relevance indicates that children need to acquire information or knowledge that is relevant to how we live today.

“Learning about the British Empire is not relevant today,” Kenny says. “But learning about the political system in Hong Kong versus China is, so the curriculum has to be regularly updated, especially in a world where information is always updated on the internet.”

As an example, he notes that the Mount Kelly curriculum would not have young children writing or reading stories about taking their pet pony for a ride through the village green. Instead, the topic might be something like going for a bike ride in Tai Po to make it relevant to their day-to-day lives.

Class size is also important, simply because if a child is one of 15 to 20 in the classroom, rather than one of 30, the opportunity for the teacher to understand individual likes and dislikes, strengths and weaknesses, is greatly increased.

“We focus on making sure our staff gets to know every child within the school, so no one is on their own, everyone has a close friend,” Kenny says. “Also, our aim is to get some of the world’s best teachers here in Hong Kong, and we are currently conducting interviews with shortlisted candidates for a limited number of positions to understand how they teach and how passionate they are.”

PETER KENNY

Rendering of Mount Kelly Kindergarten at TST

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CAMPUS NEWS

An educational revolution An exclusive look at French International School’s unique new campus in Tsueng Kwan O, set to open next year, by Ben Young

Christian Soulard

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SOUTH CHINA MORNING POST

CAMPUS NEWS

The idea is to create collaborative practice in a naturally bilingual environment CHRISTIAN SOULARD

W

ith four campus locations and a total of 2,673 students, the French International School (FIS) already has a substantial presence in Hong Kong. So, their latest expansion project is not just about increasing the numbers.

A fifth campus, though, is set to open in September 2018 in Tseung Kwan O and will be able to accommodate up to 1,050 additional students, around 700 of which will be primary school pupils.

With this step, the key objective is to provide even better opportunities for a well-rounded bilingual education in surroundings conducive to learning.

“When I was asked to think about this project, I thought of our community and what they want,” says Christian Soulard, headmaster of FIS. “That is a bilingual education in English and French. There is a huge demand in the local French community for this kind

FRIDAY, MARCH 31, 2017

of education. And Englishspeaking parents who enrol their children in our school usually want them to get a bit of a French education too.”

The French community in Hong Kong is growing rapidly, having doubled to around 20,000 since 2006.

This has led to high demand for places at FIS, not just from French nationals, but also from locals and international students from other countries.

New joiners can choose either the French stream, based on France’s national curriculum, or the International stream, which uses the British national curriculum and then the IB diploma in the last two years. The two generally operate independently, but Soulard wants to see more collaboration and interaction on the new campus.

To this end, the new campus will have some unique architectural features. The design of the new main building is based on the ancient Roman “Villa”. Each

year group will have its own floor or “unit”, but there will also be a central common area, or “agora”, where students from both streams can mingle during assemblies and breaks.

“You will have French teachers, English-speaking teachers, and kids whose mother tongue is French or English living and working together in one space,” Soulard says.

Each unit will have five classrooms, three dedicated to the French stream and two for the international stream, with the agora serving as a flexible space for general class activities. This makes it much easier for teachers to organise cross-stream collaboration projections and group-learning activities.

“The idea is to create collaborative practice in a naturally bilingual environment, but at the same time respecting the two separate curriculums,” Soulard says. “We hope concept of Villa will facilitate this kind of education, but

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CAMPUS NEWS

The new campus in Tseung Kwan O is set to open in 2018 and will be able to accommodate up to 1,050 students.

at the same time, I’m also insisting that there be a real respect for each stream’s core curriculum.”

Soulard believes if the Villa campus project is a success, other schools in Hong Kong offering a bilingual education may follow suit.

“Around the world, I haven’t seen many schools with this style of education,” he says.

“I suppose that if it is a big success it may be adopted by other schools. That would be fantastic for us.”

The new campus will have a strong environmental focus, encouraging the use of sustainable energy sources like rooftop solar panels to minimise the school’s carbon footprint.

"We will have a garden maintained by students and teachers and lessons about sustainable development and sensitivity to nature from a young age,” Soulard says.

“All our science teachers are working on developing a curriculum which emphasises these things.”

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In addition, the new campus will have state-of-the-art sporting facilities including an indoor gymnasium, swimming pool and outdoor track. These, along with a 300-seat auditorium, will be made available to the public wherever possible in order to benefit the wider community.

“We have a great relationship with the French consulate, which means the school will host quite a few events around French culture,” Soulard says.

are two MTR stations close by, and we thought it was a great location, not too far from the city centre.”

FIS first opened in 1963 with just 30 students. Since then, it has grown steadily to become the powerhouse it is today. The campus on Jardine’s Lookout opened in 1984, and the main secondary school campus on Blue Pool Road in Happy Valley opened in 1999.

Subsequent expansion saw a Chai Wan campus in 2011, followed by

another in Hung Hom in 2014.

Concerning the latest development, Soulard and the rest of the FIS team are excited and optimistic.

“There’s still a lot to do; we are not completely ready, but it is definitely on the way.”

Of all the potential locations suggested by the Education Bureau, Soulard says Tseung Kwan O was the top choice for a variety of reasons.

“We have this sensation that the French community is spread around Hong Kong,” he says, adding that many French expats are now opting to live in Kowloon and the New Territories. “We felt Tseung Kwan O was a new area of development and a lot of people are going to move to this kind of district. The facilities are absolutely excellent, there SOUTH CHINA MORNING POST

DIRECT SUBSIDY SCHEME

Crossing the streams More local schools are starting to offer the IB Diploma along with the DSE, writes Ben Young

T

he International Baccalaureate Diploma Program (IBDP) has become the most prominent educational system for Hong Kong’s international secondary schools. A majority of schools, including all those in the English Schools Foundation association, now offer the IBDP to graduating students.

2016 graduated with a stellar average score of 40.3 out of 45, compared to the global average of 30.1.

Recently, several local schools under the Direct Subsidy Scheme (DSS) also started offering the programme.

These schools recognise the benefits and opportunities of a modern, globally renowned curriculum like that of the IBDP. It may not be long before more local schools follow suit.

“We offer DSE and IBDP in parallel,” says Anissa Chan, principal of SPCC. “We believe this arrangement enables us to better cater to our diverse student body, which encompasses a broad array of talents and interests, and different learning styles.”

St Paul’s Co-educational College (SPCC) was one of the first DSS schools to adopt the IBDP, after it became an IB world school in 2011. Since SPCC admitted its first cohort of IB graduates in 2013, the college has consistently produced some of the best results in the city. The class of 22 GOOD SCHOOLS GUIDE

Like all local secondary schools, SPCC also offers the Hong Kong Diploma of Secondary Education (DSE) curriculum. Students at SPCC can choose the programme that suits them best.

Around 30 per cent of SPCC’s graduating students are taking the IBDP, while 70 per cent are studying for the DSE. “Many of our teachers are qualified to teach both curricula,” explains Chan. “With their different strengths, and their expertise in different disciplines, our colleagues often engage in professional

SPCC is striving for academic excellence in the IB Diploma Program.

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DIRECT SUBSIDY SCHEME

Offering the IBDP has broadened the horizons of several local schools.

Anissa Chan

dialogue and sharing. They offer professional support to each other, and this results in synergy between teaching and learning.”

There are plenty of opportunities for student cooperation outside of the classroom, too. “The IB and DSE streams have plenty of chances to interact, collaborate, and learn from each other,” says Chan. “For example, the two streams participated in the same learning trip to Laos last November, where they worked as volunteers on a project that helped local ethnic minorities improve their livelihood.”

The practice of adopting dual-stream curricula has been commonplace in Hong Kong’s international schools for quite some time.

For example, the French International School has a French stream and an international Stream; the former teaches the French national curriculum, while students on the latter study the IBDP. The German Swiss International School and

FRIDAY, MARCH 31, 2017

the Canadian International School follow similar practices.

DSS schools like SPCC are, in a way, doing something similar to the international schools. The DSE can be considered the “national” curriculum of Hong Kong, while the IBDP is available to students who desire a more international education.

Students opting for either curriculum graduated with admiral [university] offers ANISSA CHAN

“Both our IB and DSE students have been performing well,” says Chan, adding that SPCC values students from the two streams equally. “Students opting for either curriculum graduated with admirable offers from local and overseas universities, including Oxbridge and Ivy League universities.”

St Stephen’s College is a more recent addition to the DSS IB school family. The college became an official IB school in 2014. Derek Barham, St Stephen’s IB coordinator, says that the process of implementing the IB curriculum has been a challenging, but ultimately,

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DIRECT SUBSIDY SCHEME

More students are graduating from us, and we, as an institution, have been able to develop, learn and grow DEREK BARHAM

rewarding experience that has helped St Stephen’s take the next step as a school.

“A new curriculum is always challenging at first, mainly due to a lack of experience,” says Barham, who adds that being a local school made it difficult for St Stephen’s to recruit qualified IB teachers.

“But the rewards have been great, as we now have the ability to offer a range of options and programmes to students. More students are graduating from us, and we, as an institution, have been able to develop, learn and grow.”

There were 35 IB students and 94 DSE students during the first year that St Stephen’s offered the IB. The following year, the number of IB students rose to 49, while the number of DSE pupils dropped to 85. This exemplifies a growing trend among local families, who, more than ever, want their children to receive a global education. “We are actually oversubscribed for next year, as we are not supposed to have more than 50 IB students.” explains Barham.

has “absolutely” enriched the school’s learning environment. “Students now have a wider range of options and educational choices,” Barham says. “Each system has its own emphasis, flavour, and strengths.

Students can choose the learning style which suits them and their aspirations best.”

As at SPCC, there are chances for collaboration between the two streams outside of the classroom at St Stephen’s.

“In terms of inter-house activities, extra-curricular activities and moral and civic education, there is still a lot of interaction,” Barham says.

Local Hong Kong families often apply to international schools to increase their chances of finding places in universities outside of Hong Kong. This is often difficult, as international schools are typically more expensive than local ones, and reserve most of their places for foreign passport holders. Even families that can afford tuition fees can’t be guaranteed a space.

But if more schools follow in the footsteps of SPCC and St Stephen’s, this may no longer be necessary. According to Barham, all of the IB students at St Stephen’s are local

passport holders. Yet if the trend of local schools offering IB curricula continues, more expatriate families are likely to enrol their children in local institutions.

Other DSS schools currently offering the IB include Creative Secondary School, Li Po Chun United World College of Hong Kong, Evangel College, ELCHK Lutheran Academy, Diocesan Boys’ School and HKCCCU Logos Academy.

He adds that the IBDP 24 GOOD SCHOOLS GUIDE

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A world of opportunities The Li Po Chun United World College is, in many ways, Hong Kong’s most international school, writes Ben Young

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The college likes to see itself as a local international school ARNETT EDWARDS

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he Li Po Chun United World College of Hong Kong (LPC) is unique among schools in Hong Kong. Schools here are usually described as “local” or “international”, but the LPC straddles the two definitions. It’s the most international school in Hong Kong, but it’s also technically a local school.

“The college likes to see itself as a local international school," says LPC principal Arnett Edwards.

"International in outlook and having students of over 80 different nationalities.

However, the college is also local in the sense that it has students from a diverse range of backgrounds within Hong Kong.

According to the Education Bureau, an international school must be privately owned and have 70 per cent of its school places allocated to foreign passport holders.

LPC has only 60 per cent of its students coming from overseas compared to 40 per cent local students. The school, founded in 1992, is also part of the government’s Direct Subsidy Scheme (DSS).

That means it’s a “local” school.

The school is open to Year 12/Year 13 students who, over the course of two years, study the International Baccalaureate (IB) Diploma programme.

As a full boarding school, all 250 students reside at the beautiful and spacious campus in Wu Kai Sha, New Territories.

However, LPC’s student body holds, incredibly, 81 passports from around the world, making it the most culturally diverse school in the city even if international schools are included.

Another unique feature of LPC is that the entire teaching faculty, as well as Edwards, also live on site.

This arrangement generates a strong sense of togetherness within the small and vibrant community. “We live together and learn together,” explains Kate Kam, admissions director.

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Group activities are a big part of the LPC experience.

LPC is part of a global educational organisation called United World Colleges (UWC). UWC has 17 schools, each located in unique countries scattered across four continents worldwide.

UWC schools are, for the most part, boarding schools that accept a large percentage of their students from overseas. The idea is to foster a diverse, inclusive and forward-thinking learning atmosphere.

Kam believes the prestige of the UWC brand makes LPC's admissions process highly competitive. “Our school has, relatively speaking, a far more complicated admissions process than most schools in Hong Kong,” she says. "The overseas students fly in from their home countries; they don't come from expatriate families who live in the city."

Anyone wishing to apply to LPC must do so through UWC’s Hong Kong committee and undergo a 28 GOOD SCHOOLS GUIDE

rigorous selection process.

The committee, after looking at all the initial applications, decides which applicants will go through to the next phase of LPC admissions, as well as which applicants may be selected to attend a UWC school overseas.

During the second phase of admission, known as the “on-campus challenge day”, potential students spend a day at the LPC campus, and participate in a variety of activities. This allows applicants to become more familiar with the school, and vice versa. “It’s like a day camp,” explains Kam. “Everything is organised by alumni and current students.

They design a programme featuring different tasks, so that applicants can get a taste of the UWC experience.”

We live together and learn together KATE KAM

Candidates are selected strictly on merit and fit.

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of letting parents and applicants know that the UWC experience is about more than achieving a high IB score. "LPC focuses on the all-round development of a young person, not only academics," he says.

LPC has a strong alumni network.

scholarships. “We don’t ask Hong Kong applicants about their financial situation,” Kam says. “We go through the entire process without knowing if the candidate will be able to pay or not.

When we give an offer, we ask for the family’s financial documents to see how much sponsorship they need.”

May Yuk Lee, assistant fundraising and communications manager, works diligently with the school’s development office to raise scholarship money and ensure that places

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are given to the most deserving applicants.

“We spend a lot of time raising funds for student scholarships through different means,” Lee says.

“For example, we work with partnering foundations and donors. Also, we get a lot of support from alumni, who may have received scholarships when they studied here and want to give something back.”

Despite LPC's status as an elite academic school, Edwards makes a point

To this end, to fulfil the IB Diploma’s Creativity, Action and Service (CAS) requirement, LPC students must participate in a minimum of four Quan Cai (QC) activities each term. QC means “all-round development” in Chinese.

The programme has five components: community service, creativity, action, campus support, and global concern. Activities range from different forms of charity work, to coral monitoring and deep sea diving in Hoi Ha Wan.

“Second-year students take leadership positions for many of the QCs, instead of the staff,” says Kam. “Teachers are mostly there to supervise. It’s different from most local schools, where teachers tell students what to do and when to do it. Students make their own schedules and plan their own activities.”

Pupils will get the chance to travel abroad during project week, a key component of the QC programme.

The school also organises “cultural evenings” every couple of months, which further emphasises LPC’s appreciation of global thought and diversity.

Whether you call LPC local or international, it undoubtedly lives up to the UWC mantra of “education like no other”.

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A place of many talents in Sai Wan Ho The Korean International School boasts a smart and surprisingly diverse student body, writes Ben Young

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We are like the United Nations, we have a lot of different nationalities MARCO TANG

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he Korean International School (KIS) is determined to correct the misconception that students “must” be Korean nationals if they wish to attend.

“Parents always ask us if our school is only for Korean students,” says Chris Chadwick, principal (international section). “You wouldn’t ask that about the French International School (FIS), American International School, or Chinese International School. Anyone can attend; it’s just a matter of whether it’s the right programme for you.”

As a former principal of FIS, Chadwick is familiar with the type of dual-stream curriculum commonly used by schools catering to expatriate families from different countries.

For example, at FIS, students in one stream follow the French National Curriculum, with lessons conducted

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in French. In the parallel international stream, lessons are taught in English.

KIS has a similar model, offering both Korean and international options, with the latter significantly larger in terms of overall student numbers.

“We have around 400 students, while the Korean stream has around 110,” says Chadwick, adding that the school takes pride in its talented and diverse student body, a sentiment echoed by the pupils themselves.

“We are like the United Nations”, says Marco Tang, head of the student council.

“We have a lot of different nationalities.”

Tang, who attended a local primary school, says coming to KIS has allowed him to thrive like never before.

“I used to be shy, unconfident, and didn’t like to talk much,” he says.

“But once I started at KIS

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my English improved, the teachers gave me so much help and support, and now I have the confidence to talk to anyone.”

Tang believes that small class sizes played a significant role in his newfound success.

“In the local school, I used to be in classes with 60 or more students,” he says. “The teachers would not let you ask many questions during lessons, and they simply didn’t have enough time to focus on each student.”

In KIS, however, there are rarely more than 10 in a class and, sometimes, no more than three.

“For Year 13, we have around 50 students and eight teachers,” says Chadwick.

“Many Hong Kong schools have year groups with 150 to 200 students. No matter how hard you try, you just can’t get to know people as easily.”

KIS is proud to be one of the few remaining schools in Hong Kong to offer the GCE A-Level qualification.

“We are one of the last bastions of British education,” says Chadwick.

“We feel it is a more focused path. It is a less stressful course than the IB (International Baccalaureate) Diploma and lets the kids decide what they want to do.”

Jasper Thong, a Year 13 student of KIS became the 2016 Asian Formula Renault B-class series champion.

We are one of the last bastions of British education; we feel it is a more focused path CHRIS CHADWICK

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Jessica Hunter, a Year 13 student, won special recognition for getting the highest mark in Hong Kong in her AS Level examinations in both biology and English language. She decided to attend KIS specifically because of the A-level curriculum which, clearly, has allowed her to flourish.

“I used to go to West Island School, but found the IB system very difficult,” Hunter says. “I feel the A-Level qualification is worth just as much as the IB but, in my opinion, is easier to study.”

“KIS has given me an unlimited amount of support throughout the four years I’ve been here,” Thong says. “All members of staff understood I’m pursuing something very different from what other students are doing. Without their help, I would never have made it this far.”

KIS has given me an unlimited amount of support throughout the four years I’ve been here JASPER THONG

Chadwick emphasises that the school has no intention of changing its curriculum, class sizes or caring approach in the near future.

“It works for us,” he says.

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KIS also opens the door to universities around the world. Tang has won a full scholarship to study business administration at Marymount College in the United States, while Hunter recently received an offer to study biology at the University of Birmingham.

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However, another Year 13 student, Jasper Thong, has chosen an entirely different career path. As the 2016 Asian Formula Renault B-Class Series champion, he is on the way to fulfilling his dream of becoming a professional race car driver.

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David Coles

The Finnish line Sky Wide International Kindergarten & Playschool fosters a confident approach to life’s challenges, writes Rebecca Simpson

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un learning and successful school acceptance are not considered mutually exclusive in the eyes of many Hong Kong parents.

But at Sky Wide International Kindergarten & Playschool, school manager David Coles, and principal Carolyn Jesse, are working hard to change that idea.

Sky Wide opened the doors to its Hung Hom campus during the first week of March 2017. From the onset, the school aspires to offer a fun, supportive and personalised learning environment. Pupils prepare for a successful primary school interview without the stress of homework and tests. This approach may seem unusual, even counter-intuitive to some. However, according to its board of educators, it

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works if schools adhere to the world-renowned Finnish approach to education.

A small country, Finland punches well above its weight in terms of its education results. According to the Programme for International Student Assessment test (PISA), Finnish teenagers are some of the brightest in the world. They’ve consistently scored high marks in international tests for science, reading, and math.

It’s an impressive result, and one that’s inspiring educators across the globe.

Hong Kong educators aren’t immune to the charms of the Finnish approach to learning either, and a group of Hong Kong-based educators has come together to bring this leading educational approach to the city.

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Principal Jesse is one of the board’s most enthusiastic members.

The group recently met with Jari Sinkari, head of mission at the Consulate General of Finland, Hong Kong, to learn more about the country’s experiential, child-oriented methodology.

Such student-led learning is central to the educational methods at Sky Wide. The school has a contractual relationship with Fun Academy, a global earlychildhood education initiative that encourages children to be curious, independent, and to work together.

Fun Academy is a prestigious organisation that is endorsed by the Finnish government.

So, to be listed as a Fun

Academy school not only strongly bolsters Sky Wide’s global reputation as a school, but having teachers trained

by Fun Academy staff ensures students receive an authentic Finnish eduation experience.

It also gives the school access to fantastic collaborative partners, such as Helsinki University.

Carolyn Jesse

“All teachers have gone through professional development with a Fun Academy leader,” Jesse says.

“Part of the Finnish approach for teachers involves a continuous, dialogue-driven approach to professional development.”

Learning how to learn Student-led learning is a concept parents may initially associate with the Montessori approach. The two methodologies have some

The idea behind the Finnish approach is that children take initiative CAROLYN JESSE

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similarities; for instance, Montessori students are often allowed to choose from a range of activities. However, Jesse insists the Finnish student-led approach has some key difference.

“The idea behind the Finnish approach is that children take the initiative,” says Jesse.

“We encourage students to be the directors of their own learning. When they are presented with an idea or concept, they figure out the best way to learn that concept themselves.”

In kindergarten and early learning, Sky Wide will offer exploration centres which aim to discover the best learning methods for each individual student. Children can explore activities at their own pace, with no real time limit. “If the students are really immersed in a certain learning approach, for example, in the block and math centre; they can stay there longer to develop a more in-depth understanding of the subject, using an approach that fits their particular learning style,” Jesse says.

The school aims to be an oasis of calm for its students, and parents who visit the school will note its relaxing design and decoration.

The interior features wood, and the classrooms are subtly decorated to reflect natural elements.

Jesse notes the tendency of some modern classrooms, which cover every wall with colour, to overstimulate students in some . “We’re creating a more soothing learning environment,” she says.

This soothing learning environment includes exceptionally clean air, too; thanks to a Finland-approved

The Finnish system breeds self-confidence, self-learning, and self-motivation DAVID COLES

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Sky Wide students are encouraged to take their own learning initatives.

air-purification system manufactured by LIFA Air. “The thought of children spending a significant amount of time in a purified environment is very appealing, especially in Hong Kong,” says Coles, school manager.

Parental involvement The Finnish approach offers a very different experience for parents. Unlike in local schools, they will be expected to be actively involved in their children’s schooling. Involvement ranges from volunteering at school events and activities through to attending school briefings and parent-teacher conferences.

“One of the first questions I ask parents is, ‘are you going to be supportive of activity based homework?’

Jesse says. “Not a single one has said no.”

Jesse believes that parents are unlikely to seek more homework and tests for their children under the Finnish education sysytem. “An open dialogue really helps them understand that real learning is taking place,” she says.

“When they are involved in their child’s education, test results feel less important”

The purpose of this highcontact involvement is to keep parents in the know, as well as connect the teachers to the children’s families.

“It’s very important that parents be on-board with our educational system,” Jesse stresses.

Building self-confidence Primary school placement is stressful for many Hong Kong parents. Our city’s culture spawns assessment after assessment, putting both students and parents in an unbreakable cycle of tests.

So, it’s difficult to understand how a pre-school without any assessments can justify the claim that its approach will benefit students in an interview scenario.

The school has already received strong interest from Hong Kong parents seeking an alternative to their current early childhood options:

“It all comes down to personal development,” says Coles. “The Finnish system

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breeds self-confidence, self-learning, and selfmotivation, and these are the keys to a child’s success.

In terms of the general approach to childhood, a very large percentage of children are told that they’re failures by the age of 11 or 12.

It happened in the UK with the 11+ examination [which sent successful candidates to selective schools], for instance. If you believe that you’re a failure at that age, then you’re not going to go into an interview with the self-confidence you need.”

Jesse confirms this from her personal experience of teaching in the city. “It’s sad when you ask a five year old to do something in the classroom, and he replies, ‘I can’t do it’,” she says while adding that self-confidence is essential for children to excel in interviews, something the school prides themselves in instilling in children.

“If children have confidence, they will do their best.”

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SPECIAL REPORT

Preparing for university UK boarding schools help students mentally prepare for the challenges of higher education, writes Chris Davis

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oarding schools in Britain have a longstanding track record as springboards for students looking to gain entry into top universities. This is based on their combination of first-rate instruction, multicultural learning environments, pastoral care, and a wide range of extracurricular activities.

However, according to expert speakers at the recent UK Boarding Schools Festival organised by Education Post, the path to boarding school still requires careful planning. It is best to start early, and the first step is to realise that getting into a good school is not simply a matter of completing forms and paying fees.

The most prestigious schools are well known for their rigorous admissions procedures. They are designed to assess each candidate’s academic and other potential. According to Cissy Lo, education marketing manager at the British Council Hong Kong, it’s important for parents to understand this process and

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start preparing as early as four years in advance.

While Year 7 (age 11) or Year 9 (age 13) are the usual entry points, some parents choose Year 5 (age 9). Entry to prep (primary) school boarding at this stage allows children to adjust to studying in the UK before moving up to senior level.

At most schools, Year 10 is a crucial point as it sees the start of two-year GCSE courses, usually involving some form of continuous assessment. Interestingly, as Hong Kong’s universities continue to climb the global rankings, some parents are now sending their children to UK schools with a view to applying for university places here, via the international route.

Of course, whether offering GCSE (General Certificate of Secondary Education) and A-levels or IB (International Baccalaureate) programmes, no school can guarantee a university place. Many leavers, though, do go on to a Russell Group university, which includes Oxford and Cambridge plus 22

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The overall aim is always to bring out the best in students, whatever their abilities or ambitions

Photo: Shutterstock

MARK BRUCE

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SPECIAL REPORT other leading institutions.

Applicants from boarding schools have generally had the benefit of small classes, an in-depth curriculum, and support in developing broad interests and individual talents.

In many cases, the school will also give constructive guidance on preparing applications and writing personal statements, which are intended to spell out study interests and outline what the candidate could bring to the university.

“The overall aim is always to bring out the best in students, whatever their abilities or ambitions,” says Mark Bruce, development manager (international) at Queen Ethelburga’s Collegiate.

“There are many ways to be successful in life, and we want to help each individual find what works best for them.”

Queen Ethelburga's Collegiate is known for its high academic standards, which encourage students to set ambitious goals. The key to this is having the right mindset, Bruce notes, adding that students should find motivation in pursuing their own passions rather doing what their parents dictate.

Besides academic considerations, Gareth Collier, principal at Cardiff Sixth Form College, notes other aspects of preparing for university.

“Some reasons students struggle or even fail in their first year have nothing to do with academic ability,”

says Collier, who has guided many students towards top medical, legal and humanities courses. He stresses the importance of choosing the right course and university, learning how to be independent, and finding a balance between studying and other activities.

“No one can run a marathon at a sprinter’s pace and the same applies to academics - at some stage you will struggle,” Collier says.

A big plus, though, is to have developed essential “life skills” at boarding school in an environment where teachers, housemasters and tutors provide cogent advice and practical support.

“Students will not find the same level of support at university,” Collier says, noting that boarders at Cardiff Sixth Form College have their own rooms with a kitchen where they can learn to cater for themselves.

No one can run a marathon at a sprinter’s pace, and the same applies to academics GARETH COLLIER

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The choice is yours When it comes to UK boarding education, parents have an array of fantastic schools to choose from, writes Chris Davis

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UK boarding school education is a popular choice for Hong Kong students.

Such schools offer a learning experience that is valued internationally, and the qualifications obtained can lead to a wide range of options in higher education and future careers.

UK boarding schools undoubtedly provide a firstclass education. But Ann Johnson, head of Abbots Bromley International College and admissions at Abbots Bromley School, believes they do much more than that. One overlooked advantage of a boarding school is that it gives students the time to explore their personal interests.

This can make an important contribution to their overall development.

“Students from Hong Kong, and other Asian countries, feel less pressured in a boarding school environment,” says Johnson,

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a panelist at the UK Boarding Schools Festival. “A boarding school allows them to try new things, and gives them the opportunity to do the things they are passionate about.”

Abbots Bromley School has 225 students, including 22 from Hong Kong.

The panelists note that another overlooked benefit of boarding is the time students save from travelling, which can instead be spent productively. And, Johnson says there’s plenty to keep students busy when they are not studying; with horse riding and dance being just two of the many activities available at Abbots Bromley’s 52-acre site.

Nick Leiper

Hong Kong students who embark on the UK boarding school journey are seldom alone. According to data from the UK Independent Schools Council, collected from over 1,200 British private schools, says that 20.9 per cent of all non-British pupils whose parents live outside of the UK now come from the

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It's our duty to welcome our students as caterpillars and help them emerge as butterflies Sarah Hicklin

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There is no ‘best’ boarding school... but there is a boarding school that is ‘best’ for your child NICK LEIPER

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mainland, while 17.6 per cent come from Hong Kong.

However, with so many great schools to choose from, making a final decision can prove to be a hefty challenge.

“To make the final choice, parents and students should select a school that fits a student’s abilities, aptitudes and interests,” says Nick Leiper, director of marketing and admissions at Westbourne School located in Penarth, Wales.

Students from Hong Kong and other Asian countries feel less pressured in a boarding school environment ANN JOHNSON

He adds that the selection should not be based solely on a school’s ranking in the league tables. “There is no ‘best’ boarding school,” says Leiper. “But there is a boarding school that is ‘best’ for your child.”

Moreover, parents should seek the environment in which their child will be most comfortable. For instance, is the school located in a city or a rural area, and which would the child prefer? It also pays to find out how the academic subjects are taught, and what extra-curricular activities are offered.

“Parents should do some research, and talk to school advisors in the UK. After all, their children will be spending a lot of time there,” Leiper notes. “They should also discuss their findings with their children before making the final decision.”

Dedicated pastoral care is a highlight of a UK boarding school education.

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Johnson, Leiper and Hicklin were all among the panelists at the UK Boarding School Festival.

Students receive individual attention from tutors and housemasters, which ensures that students excel academically, and are put in a position to pursue their passions.

“At Westbourne, about 90 per cent of our students are accepted into Russell Group universities,” says Leiper. The

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From left: Ben Young, panel discussion moderator; Johnson, Hicklin, Leiper and Samuel Chan, founder of Britannia StudyLink.

Russell Group represents 24 of the UK’s top universities, including Oxford and Cambridge.

Sarah Hicklin, director of admissions and marketing at the 600-year-old Oswestry School in Shropshire, England, says the school helps children navigate the challenges of obtaining a first-class education.

It also helps students to cope with the uncertainty of the teenage years. “It’s our duty to welcome our students as caterpillars and help them emerge as butterflies,” says Hicklin.

She believes a boarding school education should be regarded as a great privilege, and that every effort must be 56 GOOD SCHOOLS GUIDE

made to ensure that students fulfill their potential. In terms of university admissions, she thinks that UK boarding schools position students to reach the upper echolons of British universities more effectively than schools from outside of the country.

“This aspect has become more relevant since UK universities restructured their admission processes,” Hicklin says. Under the new system, universities give additional weight to GCSE (General Certificate of Secondary Education) grades and A-level predictions, as well as the all-important Universities and Colleges Admissions Service (UCAS) personal statement.

“They have to be aware aware that when they are competing with applicants with the same grades, the personal statement can make their application stand out,” explains Hicklin.

UK boarding schools help students put forth applications that get noticed

by University admissions officers; not just with the prestige carried by the schools' names, but also through bolstering personal statements with great life experiences and furnishing them with the academic capabilities needed to succeed.

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Females in STEM subjects Research shows that Hong Kong has a gender discrepancy in Science, Technology, Maths and Engineering subjects, writes Chris Davis 58 GOOD SCHOOLS GUIDE

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If the current STEM gender learning gap persists, Hong Kong females risk losing out on tomorrow’s best job opportunities SU-MEI THOMPSON

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gender gap has resulted in the underrepresentation of Hong Kong female secondary school students that study science, technology, engineering and maths; commonly referred to as STEM subjects, could be holding females back from future high-quality, well-paying jobs in the future, according to the findings of a research report commissioned by The Women's Foundation (TWF).

Involving nearly 1,000 Form Three female students and 146 STEM teachers from 13 schools, including co-education and all-girl schools, the study highlights how gender stereotyping, negative early experiences and a lack of female role models are some of the reasons that teenage girls are reluctant to pursue STEM studies at Diploma of Secondary Education (DSE) level.

"Our research shows that, with the exception of biology,

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the perception among many girls is that STEM subjects involve nothing but boring theories, and that they lack the confidence to do well in these subjects," says Dr Dannii Yeung from the City University of Hong Kong Department of Applied Social Sciences, who conducted the study with Dr Mario Liong.

According to 2015 Hong Kong DSE figures, nearly three times as many male students studied information communications technology (ICT) at exam level compared to female students. The number of male students that took the physics exam also significantly outstripped female students. Hong Kong is not alone in facing a STEM gender-gap. A similar situation exists in the US, Europe and Australia.

Yeung says because there is no “one-size fits all” solution, schools, parents, businesses, policy makers and the media need to work together to encourage and inspire teenage female students to

study STEM subjects so they are better prepared to benefit from 21st century career opportunities. For example, because parents have a major influence on their children's career choices, information needs to be made available to them regarding the range of jobs and opportunities in STEM-related industries, and what these types of jobs offer to young women.

Parents are also encouraged to provide support to their daughters by emphasising how STEM subjects are not only relevant to school work, but increasingly play an important part in everyday life. "It is never too early to encourage and motivate females to take an interest in STEM subjects," says Yeung.

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core exam topics instead of just electives.

Through career fairs and talks at schools, businesses could highlight the different ways that STEM-related skills and knowledge are a fundamental part of an expanding field of high-paying jobs, while policy makers could press for a review and improvements to STEM education. At the same time, the media should spotlight more female STEM role models and promote the career and lifestyles offered by the STEM sectors.

Welcoming the study findings, Dr Catherine K.K. Chan, deputy secretary for education says the government’s education policy is designed to provide STEM learning opportunities for male and female students from kindergarten to university level.

"We work closely with

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schools, careers councillors and parents to promote STEM learning, but it does take time for the results to filter through," says Chan, who would like to see more employers working with schools to communicate the opportunities STEM-related careers entail. Chan would also like to see more schools' STEM female alumni return to inspire students by talking about their careers.

Citing the latest World Economic Forum's Future of Jobs Report, TWF’s CEO SuMei Thompson, says females gain one technology related job for every 20 old economy jobs lost. On the other hand, males gain one technology related job for every four old economy jobs lost.

"The conclusion is clear," says Thompson. "If the current STEM gender learning gap persists, Hong Kong females risk losing

out on tomorrow's best job opportunities." She adds that companies lose out because of a smaller applicant pool and reduced diversity.

To strengthen girls’ engagement in STEM subjects, through its Girls Go Tech programme, TWF provides girls at schools in some of Hong Kong’s poorest districts with coding and digital literacy foundational skills.

Monica Fung, vice principal at the all girls' Holy Trinity College, says that when students are exposed to STEM topics at an early age it tends to boost their confidence and competencies.

"If various stakeholders can do more to interest junior students in science and technology subjects, I believe we will see more females studying STEM subjects at

a higher level," says Fung.

"More needs to be done in developing programmes that promote the opportunities and various careers in the STEM area."

Legislative Council member Charles Peter Mok, who represents the Information Technology Functional Constituency, says the gender gap in STEM-related study and career choices could further aggravate the existing workforce shortage in the technology sectors.

"Hong Kong companies have made great progress in attracting females to the sector, but more needs to be done," explains Mok, who believes that companies who implement familyfriendly policies tend to attract and retain more female professionals.

SOUTH CHINA MORNING POST

Hong Kong Baptist University Affiliated School Wong Kam Fai Secondary and Primary School We, as the first through-train school affiliated to a university in Hong Kong, aim at providing quality education and whole person development by exploring students’ potential in an environment where East meets West. Various platforms and ample opportunities are provided, while our campus accommodates excellent facilities such as the indoor gymnasium and the performing arts theatre so that students could showcase their talents.

Middle school concept has been applied and multi study pathways are offered. In senior grades, students can pursue either the NSS curriculum or the GCE A-level curriculum (Grades 11-12). Grade 10 students can opt to participate in our top-up programmes for the IGCSE examinations. Meanwhile, A-School is registered as a Cambridge Associate School and a UCAS Centre.

Scholarship is offered to students with outstanding performance in the area of academics, sports, performing arts or leadership. Financial assistance is also granted to students of less privileged background.

Address:

6 On Muk Lane, Shek Mun, Shatin, N.T. Tel No.:

2637 2270 (Secondary Division) / 2636 7332 (Admission Office) Fax No.: 2637 2043 Email: a-school-ss@hkbuas.edu.hk Website: http://www.hkbuas.edu.hk/

ED TECH

Digital learning initiatives Microsoft is partnering with Hong Kong’s schools to enhance e-learning in the city, writes John Brennan 62 GOOD SCHOOLS GUIDE

SOUTH CHINA MORNING POST

ED TECH

W

hile Hong Kong hasn’t been right at the forefront of the e-learning revolution, the use of educational websites such as Khan Academy, which offers practice exercises and instructional videos, and of digital tools in the classroom, is growing all the time.

The Microsoft in Education Forum 2017, held at the HKCCU Logos Academy, featured 14 local schools.

They were there to showcase their latest e-learning projects utilising Microsoft technology and solutions.

Gavin Choi teaches Computer Literacy, Information and Communication Technology, and Physics at St Stephen’s College secondary school. He believes e-learning can make lessons more interactive, both between teacher and student, and among the students themselves.

“With digital tools, students can collaborate and share feedback on any given task,”

Choi says. “Furthermore, I think the 4Cs of Learning – Critical Thinking, Creative Thinking, Collaborating and Communicating – can be achieved more quickly and successfully through the use of digital tools.”

In his role as e-learning coordinator at St Stephen’s, Patrick Yuen is in an ideal position to observe the use of such technology, not just in science subjects but across the curriculum.

“I think that most subjects can make use of IT to enhance learning and teaching,” Yuen says. “Even for Chinese composition, some teachers will ask students to record a video about the scene, listing details that will help them write the composition.”

Nonetheless, he points out, the tools themselves cannot make learning ‘happen’.

“Teachers need to study and select the most suitable tool available and transform their pedagogies from those that are teacher-centred to

E-learning tools arouse students’ interest in learning, rather than distracting their attention ANGUS WONG

FRIDAY, MARCH 31, 2017

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ED TECH

student-centred ones, says Yuen. “This is the best way to maximise students’ learning and the effectiveness of their teaching.”

Wong Fung Ming is a Liberal Studies and History Teacher at Yuen Long Merchants Association Secondary School, and she uses e-learning tools to facilitate effective learning, knowledge building and reflective assessment in her classes.

“The learning goal of creating a ‘Knowledge Building Environment’ in the classroom can be achieved more successfully with digital tools,” Wong says.

“The design of e-learning lessons provides students with immediate access to content that is suited to their learning needs. Students are encouraged to construct knowledge from information sources and become knowledge creators.”

Online e-learning tools can also help teachers with the sometimes difficult task of assessing the strengths and weaknesses of their students.

By asking their students to complete online exercises before lessons, and then analysing the data produced, teachers can tailor the content and complexity of their teaching to help their students learn in the most effective way possible.

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“Getting instant feedback from their teacher also makes lessons more exciting for students,” Yuen explains.

In some subjects, he notes, students are required to hand in a video to present their work. “They really enjoy those kinds of projects, and teachers also find that their students are more engaged and their work is really creative.”

Additionally, there is a belief that, after students have finished their formal education, their experience of e-learning will boost their career prospects.

According to a recent survey, conducted by Microsoft which covered nearly 1,000 schools across Asia Pacific, 46 per cent of educators in Hong Kong consider digital literacy to be one of the top skills required by students seeking to adapt to the workplace of the future. This places it behind only problem solving, with 82 per cent, knowledge construction, 72 per cent, and collaboration, 60 per cent, in their ratings.

What’s more, Angus Wong, Education Lead of Microsoft Hong Kong, thinks the capabilities of e-learning technology, and our understanding of what is the most effective use of such tools, will only increase, “in terms of the subjects covered, the degree of

Microsoft is at the forefront of education technology.

interactivity and the ways in which it can be used to encourage collaboration between students.”

But could these digital initatives lead young people to spend an even more unhealthy amount of time in front of screens than they already are?

students’ interest in learning, rather than distracting them,” he says.

Choi suggests it’s a question of balance. “I think with suitable education and proper device management, students will not spend more time than necessary being transfixed by screens.”

Wong doesn’t think so.

“E-learning tools arouse SOUTH CHINA MORNING POST

OPINION

The strengths and weaknesses of assessment It is important for parents to understand that education is not just about achieving high exam scores, writes Brian Cooklin

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SOUTH CHINA MORNING POST

OPINION

Photo: Shutterstock

W

hen asked the purpose of assessment, some people would say it is a test to see what, or how much you know. However, in terms of a child’s learning and overall progress, there is only limited value in the type of assessment which simply gives a snapshot of individual performance on a given day. On another day, the results you get might be quite different.

In most cases, assessment is used to identify what a child knows and does well. It can give a better understanding of where gaps need to be addressed and where specific skills can be developed. It also helps in pinpointing particular learning difficulties and drawing up suitable action plans to deal with them.

The assessment process itself can also be used to challenge pupils, spurring them to try harder, reach higher, and make better use of the knowledge and skills they have already acquired.

In my experience as a principal at three schools on three different continents over the past 15 years, benchmarking assessment is a particularly powerful tool.

FRIDAY, MARCH 31, 2017

I have used GL assessments for admissions and at key stages of a child’s development. I have also deployed progress testing in maths and English, along with CAT 4 (cognitive ability testing), while recognising there are various companies and packages available which do a similar job.

What counts most is that they help to identify each child’s potential and to set meaningful targets which personalise learning and gauge progress. The aim is to teach children, not classes.

And, to do that effectively, we need to know what each child is capable of as an individual.

For a class or subject teacher, it is a big advantage to have this information from the outset. That makes it easier to set preliminary targets, plan arrangements for any additional needs or support, and begin to know and understand the child.

Our goal is to develop confident children with inquiring minds. We want them to collaborate effectively and show ambition in terms of learning and achieving.

More specifically, cognitive ability testing assesses four areas: verbal, non-verbal, quantitative and spatial

GOOD SCHOOLS GUIDE 67

OPINION

What counts most is that they help to identify each child’s potential and to set meaningful targets which personalise learning and gauge progress Brian Cooklin is principal of Nord Anglia International School.

abilities. It is designed to focus on reasoning ability, which is not tied to any particular curriculum.

This makes it ideal for an international school where children usually come from a range of countries where different curricula, course content and teaching styles are used.

Therefore, the tests provide an unbiased guide to abilities and all-round potential. For example, if English is not the child’s first language, the verbal score may be low. In other areas, though, scores could be much higher, pointing to latent abilities and the likelihood of rapid improvement.

We use the information obtained to make sure we meet

68 GOOD SCHOOLS GUIDE

the needs of everyone who joins the school. By drilling down, we can also discover hidden weaknesses, special talents, and where a child compensates or has concerns for one reason or another.

For instance, in the verbal test, a child might be strong at completing sentences, but have difficulty in inferring or deducing the meaning of sentences written by other people. This could then become a specific teaching point.

For a non-selective school in terms of academic ability, it is important to know in advance of any underlying difficulties. This avoids embarrassment, especially if a learning-related problem has not yet been diagnosed.

And it is a way of ensuring the school will be the right place for the child.

Any tests later on should be designed to track and accelerate progress, with a combination of realistic and challenging targets. In addition, by plotting verbal scores against non-verbal scores, it is possible to spot preferred learning styles.

This helps teachers to form groups for different activities, knowing who will be good at, say, researching information or producing visual images.

Armed with this information, we can also focus on building each child’s confidence, encouraging them to take appropriate risks and overcome any fear of failure.

Overall, that makes for more effective learning and happier individuals.

SOUTH CHINA MORNING POST

PEDAGOGY

Teaching us a lesson The highly renowned Finnish educational system provides some ideas for cities like Hong Kong, writes Rebecca Simpson

For example, The World Economic Forum ranks Finland’s tertiary education number one in the world, while an impressive 38 per cent of Finns have a university degree.

It has also consistently ranked highly in the Programme For International Assessment (PISA) study, which compares national education systems.

Finland places emphasis on equality of learning. There

70 GOOD SCHOOLS GUIDE

are no tuition fees in public schools, and very few private schools exist, meaning virtually all pupils attend a comprehensive, governmentfunded school system.

Although the educational landscape in Hong Kong is significantly different, there are a few things the city could learn from the Finns.

Late start In Finland, children don’t officially start school until they are seven years old. Children do attend preschool and day-care, but are encouraged to play, and are rarely taught or tested.

Children in Hong Kong, on the other hand, are often assessed in preschool and

Photo: Shutterstock

I

f education was an Olympic sport, Finland would be a favourite to win the gold medal. The small Nordic country, home to about 5.5 million people, is surprisingly one of the world leaders of education through several key metrics.

SOUTH CHINA MORNING POST

PEDAGOGY

must start school by age six.

The Finnish system thrives in the face of our city’s homework-laden preschool culture.

Less assessment There’s not much testing involved in the Finnish system. Pupils usually received their first assessments at the beginning of their teens. Then, at age 16, they take the country’s sole mandatory standardised test.

Ungraded classes Students in Finland are not ranked against their peers.

Classes are made up of pupils with mixed abilities, with children of all levels learning side-by-side. Exposure in the classroom to a variety of peers is thought to narrow the gap between the “best” and “worst” pupils.

These differences all point to the same end – that the Finnish system is less stressful for students than Hong Kong’s, yet, seems to produce better results.

A Finnish classroom is less competitive and

We’re preparing young learners to direct their own learning DAVID COLES

hostile. It’s an inviting space where students don’t have to worry about being judged by teachers or peers, and they are not simply striving to succeed on their next assessment.

This environment would be difficult to replicate within Hong Kong, which has a shortage of school places and a plethora of curricular challenges.

education. He is currently the school manager of Sky Wide International Kindergarten & Playschool, Hong Kong’s first kindergarten and playschool to offer the Finnish approach to early childhood learning.

David Coles, who worked for five years as a principal inspector with the Hong Kong Education Bureau, has decades of experience in

“The main planks of education reform – the changes to the secondary system, for instance, and the HKDSE, as opposed to the two exams before that, are the right way to go,” he says.

“The whole idea of liberal studies, and the emphasis on lifelong learning, and lifewide learning, are all steps in the right direction.

Coles believes that although education reform in Hong Kong is facing some difficulties, it’s on the right track.

One of the difficulties is that the majority of people who are involved in education in Hong Kong, were educated locally,” Coles continues.

“They don’t have much of an insight into what these things

72 GOOD SCHOOLS GUIDE

mean in the classroom.”

However, Coles has a lot of respect for the effort put forth by Hong Kong’s educators.“The teachers and the people involved in the schools in Hong Kong are very hard working,” he says.

“They are typical of the Hong Kong work ethic.

They want what's best for the kids, but they don’t really have an intrinsic understanding of what some of the labels mean,” Coles continues. “For example, when you’re talking about developing critical thinking, most of them have spent their life in an educational system that doesn’t value this concept.”

Coles is proud to be part of the first team to bring the Finnish approach to the city’s young learners. Sky Wide International Kindergarten & Playschool opened its doors to Hong Kong families in March 2017, offering preschoolers a fun, supportive

SOUTH CHINA MORNING POST

PEDAGOGY

and personalised learning environment. The school adopts the experiential, child-centred methodology of Finland.

The child is at the heart of the curriculum - there’s nothing new in that,” Coles continues.

“The notion that children should bear a major part of the responsibility for their own learning, and be guided and supported by teachers to become self-directing, is very well established. This idea has disappeared in recent years in most of the world, because of the over-emphasis on formal assessment at secondary, and even primary, level.

It can be a challenge for parents to find out how their child is progressing without formal assessments.

However, Coles says that parents should have trust in the results produced by the Finnish method.

The notion of preparation for assessment has impacted many early childhood centres,” he says. “But we’re not about that. We prepare young learners to direct their own learning, to be compassionate, to be team workers, and to be understanding and respectful of their peers and the environment.

We’re offering a special experience, and we’re working with a system that has proven results. One of the things parents find very reassuring, is that in international tests taken by 15-year-olds, Finland constantly out-scores other

74 GOOD SCHOOLS GUIDE

countries. It’s because children are trusted to be the directors of their own learning.”

Coles believes the Finnish approach also promotes children’s independence, and understanding and appreciation of their community. “Parents will be surprised at the way their children develop,” he says. “The kids are happy to ask questions, they are inquisitive, they are confident, and they are happy to meet new people.

Parents start to notice their children’s enthusiasm for learning. We are confident of this outcome.”

Confidence, the ability to ask questions, and an ability to tackle different learning environments set a child up for success later on in life. “By the time they reach primary school, they are motivated, confident young learners,” says Coles.

We're offering a special experience, and we're working with a system that has proven results DAVID COLES

The results of the Finnish early childhood experience are different to those at other Hong Kong pre-schools. “If kids have been over-directed, or over-regimented, in a kindergarten setting, they won’t be ready [for primary school] because they’re not used to making up their own minds,” explains Coles.

“They’re just waiting to be told the next thing to do. We don’t see that as a model for child development,”

SOUTH CHINA MORNING POST

Photo: Shutterstock

DISCUSSION

Defining curriculum When it comes to choosing a curriculum, there is often more than meets the eye, writes Ron Roukema 76 GOOD SCHOOLS GUIDE

SOUTH CHINA MORNING POST

DISCUSSION

O

ften, parents use a “one-shoe-fitsall” approach when choosing a school for their child. However, every school offers a different approach, programmes and curriculum, and navigating all that can be difficult and stressful. Therefore, parents must educate themselves on the some of the myths of Hong Kong’s education system – in order to choose the a school that best suits their child’s interests, learning style and needs, now and into the future.

The first myth is that a programme is the same as a curriculum. A curriculum is often defined as the courses offered by a school, but this is a gross oversimplification.

A more accurate definition is the knowledge and skills students are expected to learn within a given learning environment.

According to the “Glossary of Education Reform”, this includes “the learning standards or learning

objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.”

Understanding this will help parents distinguish between quality schools and those that simply offer programmes.

A second myth is that one type of curriculum is “better” than any other. However, American, French or British curricula should not be seen as better or worse than any other; rather, a curriculum is simply a pathway to a larger goal, such as accessing a certain country’s university system.

Unfortunately, parents often consider moving their child between schools at the middle- or high-school age, thinking that this is when it begins to matter. In reality

Understanding how their children learn will help parents determine which approach will suit them best

Ron Roukema is provost at Hong Kong International School.

though, the path for learning begins in pre-school, and a child who transfers into another curriculum later might not be prepared for the approach and depth of learning expected.

Some schools take a more traditional approach to academics and miss the “soft skills”, such as service learning. Others might emphasise collaborative learning or assessment techniques that focus on a mastery of standards.

Understanding how their children learns will help parents determine which approach will suit them best.

A third myth is that the International Baccalaureate (IB) and the Advanced Placement (AP) are curricula to be followed.

However, neither one actually provides a curriculum, only exams which are recognised by colleges and universities worldwide.

The IB Diploma years usually

78 GOOD SCHOOLS GUIDE

include a specialisation focus for students. The AP is generally considered to be more flexible in design, in that students can take a one-year course that will help them prepare for an examination at the end of the course.

So, how should parents navigate all the confusing options and select the best-fit curriculum for their child? Key factors to consider include the child’s interests and learning style, the family’s plans to remain in one country or move elsewhere, the mobility of programs, the school’s approach to learning, and the quality of external reviews.

With the registration season open again for schools in Hong Kong, my advice to parents who want to minimise the stress, for themselves and their child, is: Pick the school where you can see your child remaining, growing and happily learning.

SOUTH CHINA MORNING POST

Photo: Bruce Yan

INSIGHT

Supply to meet demand Fortunately, parents will not have to deal with the horrors of waiting lists for much longer, writes Malcolm Kay

T

here has been significant press regarding the availability of school places in Hong Kong’s international schools, mostly in regards to the lack of spaces and the need for new schools to accommodate incoming expatriate families.

Fortunately, a number of new schools and existing schools' campuses are in the pipeline, and 2018 should see an increase in availability that will give comfort to

80 GOOD SCHOOLS GUIDE

companies looking for inward investment.

So, how is the educational landscape in Hong Kong changing? In an environment where demand for school places exceeds supply it is difficult to believe that all schools will feel the pressure to be the best, as full enrolment is virtually guaranteed. In an environment where supply exceeds demand, however, it is a very different story. Only the best will survive.

From here on out, every school will need to have a clear definition of what “the best in class” looks like, and have strategic goals that will lead educators to be the greatest they can be. As a result, students benefit and Hong Kong, as a city, benefits.

I often ask parents what they think a good education should look like. How do you know that the quality of education taking place in your child’s classroom is of the highest quality? It is not a question that can be SOUTH CHINA MORNING POST

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MY

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answered simply by looking at the academic performance results of students, but also personal growth achieved outside the classroom.

Ideally, every student should be provided with an education that allows them to “achieve more than they believe they can”.

Top schools don't just produce excellent student growth and performance, but also understand what causes excellent growth and performance. Good educators understand the relationship between cause and effect.

As a parent you should be able to walk into any classroom and ask the teacher: “what are you doing to ensure that my child is receiving a high quality education?” The following items are each serve as answers to this question, as the positive effect of each is well documented.

• Students taking responsibility for their own learning.

• Clear definition of lesson goals that are discussed by students in groups.

• Detailed, high quality feedback.

• Development of metacognitive strategies.

• Problem solving teaching and self regulation.

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Malcolm Kay is Superintendent of Stamford American School Hong Kong

With the advent of blurring lines between human intelligence and the capability of machines, the world that today’s students inhabit may be very different when they enter the workforce

The more we do of this in classrooms, the better the results will be. Education is not a generalist pursuit, but a technical interpretation of research.

Finally, we have to remember that the reason for schooling is to promote a successful life for every student. This means it is important to promote strong character so that they can develop a sense of purpose and become an example to the rest of us. It is also important to develop children who can grow up to be effective in an ever changing employment landscape.

With the advent of blurring lines between human intelligence and the capability of machines,

the world that today’s students inhabit may be very different when they enter the workforce. It will be a world where the skills that lead to innovation and entrepreneurship, including analysis, synthesis and evaluation, are highly sought after.

And so we should all welcome an educational landscape in Hong Kong where supply exceeds demand with open arms.

Parents should have choices as to provide the very best education for their children as possible. How else can they be sure that their children acquire the skills that will allow them to succeed for the jobs of the future?

SOUTH CHINA MORNING POST

PARENTING

Let's get real with academic expectations

L

ast week, I found myself locked into a two-hour conversation with a parent trying to convince her that her son was an excellent reader. We were touching base after my first two literacy sessions with her child, who had been given the lowest possible ratings on every literacy metric on his latest report card. She was in panic. But, in my session with the boy he had effortlessly

84 GOOD SCHOOLS GUIDE

read a chapter book and produced excellent written work for a seven-year-old.

The education system is Hong Kong consistently ranks among the best in the world when measured by academic results. But, in the process of getting there, expectations for students have become unrealistically high, and in some cases, developmentally unfeasible. Parents feel like they have no longer have

footing for what expectations they can reasonably set for their kids.

And as the world shows us, there is a lot of leeway. In Scandinavian countries, whose education systems rank as high as Hong Kong and are widely admired, children are not expected to begin reading until the age of seven. In Hong Kong, I regularly encounter parents who are concerned that their four or five-year-old is not reading up to their expectations or, more often, to a school’s expectation.

Reading, like so many other kinds of learning, is not a rush to the finish line. The child that crawls first does not necessarily become an Olympic sprinter, and the child that

Photo: Shutterstock

Hong Kong parents must learn to help children set ambitious, but still realistic goals, writes Henrik Hoeg

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PARENTING

Henrik Hoeg is director of literacy at Jadis Blurton Family Development Center

is pressured to read as soon as possible does not have better literacy outcomes.

What the child gains instead is unnecessary stress, a disdain for reading, and a notion that academic achievement is an end in and of itself. It’s a notion many of us could stand to discard.

The competitive streak among some schools doesn’t help either. As one school shifts expectations to have kids reading earlier, other schools feel they have to play catch up. It’s a vicious race to the bottom. Naturally, what gets trimmed to cram in extra rote learning and forced reading is creativity, play, critical thinking, socialising, and physical education, all the things standardised

86 GOOD SCHOOLS GUIDE

Reading, like so many other kinds of learning, is not a rush to the finish line testing cannot capture and academically-obsessed educators see as frivolous.

The result is a generation of kids who feel like they are drowning in the ever rising expectations. Kids who are increasingly likely to develop anxiety or depressive issues.

These kids eventually come out of the academic assembly line under-equipped for a job market that increasingly values lateral thinking over rote knowledge.

So, what can parents do?

There is good news as parents are in a great position to counteract some of what is going wrong.

This starts with not buying into the mindset that sees grades as the most important thing in life. Parents should

know that their child’s happiness is more important than their academic success, and shouldn’t let anyone convince them otherwise. Reading, learning and exploring should be treated as enjoyable activities, adventures in curiosity, rather than hoops to jump through on the trudge towards academic “excellence”.

Inevitably, as the recent spate of tragedies in the school community have highlighted, major changes will need to be made to the underlying philosophy of education in Hong Kong. But perhaps the first step, for all of us, is asking children how they are doing, more often than we ask them how they did on their latest report card.

SOUTH CHINA MORNING POST

SPECIAL NEEDS

Photo: Shutterstock

Spotting learning disabilities For special needs children, identifying problems early on can make a huge difference, writes Jeremy Greenberg

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E

arly identification and intervention with children having special needs is commonplace in North America. Pediatricians and many parents are sensitive to early learning issues that can arise in young children as early as one to two years old. In the early years when there are frequent doctor visits, parents may experience routine questions that aim to highlight whether or not a child may have reached their developmental milestones. Does your child look at you when you enter the room?

Does he throw tantrum and cry frequently? Does he play with toys appropriately for roughly ten minutes at a time?

These and other questions may be presented to parents

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GOOD SCHOOLS GUIDE 89

SPECIAL NEEDS

in an effort to identify any early learning problems that toddlers may face.

Early learning problems are quite common across the whole population.

Contrary to popular belief, speech slurring, trouble with handwriting, social avoidance, and other developmental delays are fairly common amongst many young boys and girls. In other words, not all children are proficient in every subject. Everybody has his or her unique strengths and weaknesses. For some children, it may take many years for them to acquire even the most basic skills while others learn readily through observation of others.

For children in Hong Kong, the same is true. However, some pediatricians might not be trained to spot learning difficulties, or might not ask the types of routine questions aimed to highlight developmental delays or learning differences. First time parents who do not have another developing child in their family to whom they can compare, can easily miss learning problems in those all-important first few years. Cultural differences in the parenting styles between North American parents and Hong Kong parents

90 GOOD SCHOOLS GUIDE

The earlier the intervention, the better the prognosis and treatment in most cases JEREMY GREENBURG Jeremy Greenburg is director of the Children's Institute of Hong Kong

may further complicate and compound the issue of early identification. It is a scary idea for some Hong Kong parents to entertain the possibility that their child could have a mild or even serious learning disability.

Denial is commonplace, and is the enemy of progress.

Early Intervention (EI) works to reverse or possibly even eliminate developmental delays in many children.

In North America, EI is an entitlement programme and is provided through the Department of Health in all states. Special education, applied behavior analysis, speech and language therapy, occupational therapy, and physical therapy are the most commonly prescribed services for young children who have been identified as having some type of learning problem. The earlier the intervention, the better the prognosis and treatment in most cases.

Children between the ages of one and three and in their early years have very plastic brains, as they experience a concentrated amount of neurological growth that

takes place rather quickly.

This is a critical time for intensive interventions that can reduce problematic behaviors and help to shape appropriate language, social, and play skills. This is not to say that older children are incapable of learning. In my view, all people can learn at all ages, however there is some truth to the belief in the window of opportunity that has been described in younger children.

The window never closes, although it may become narrower. Fortunately, in Hong Kong, there are schools and professionals that are accustomed to working with young children having special needs and their families, some in English and some in Cantonese. Once parents decide to begin the journey of special education and related treatments, with the help of caring and professional teachers and therapists; the whole family, especially children, will benefit tremendously.

SOUTH CHINA MORNING POST