Kau Yan School

• Homework is finished at class as much as possible at lower grades
• Quality of work is more important than quantity, reading and projects are preferred
• Projects are mostly done at school, promote autonomous learning and soft skills
• No examination for P1 and 2 (progress reports)
• One examination for P3 (progress report)
• Two examinations for P4 to P6
• No BCA for P3 and P6

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SundayKiss: 首間退出TSA 救恩學校 （小學部） 專題研習展成果
信報: 從TSA談香港教育 經濟日報: 誰為功課鬆綁 Parents Daily【校長有話兒】陳梁淑貞校長 專訪

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RTHK 鏗鏘集 功課奴隸 2014 12 22

Our school promotes positive education to help our students and teachers attain flourishing lives. There are six major domains in the Positive Education Model: Positive Health, Positive Emotions, Positive Engagement, Positive Relationships, Positive Meaning and Positive Accomplishment.

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【星島日報】正向教育 愉快學習 【明報】教育有Say﹕實踐正向教育的點滴 【明報】教育有Say﹕幸福成長路

Our daily living can hardly be separated from the global development nowadays. Therefore we aim to nurture our students into caring global citizens.

Students are taught to develop awareness to international issues, encouraged to communicate with international people and taught to care for the need of the poor population through morning and weekly assemblies, topical projects, communication with non-local bodies and overseas study tours.

Teachers are exposed to good education systems and practices of the other parts of the world through a number of educational visits.

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信報: 救恩學校 移植北歐教育模式 【明報】教育有Say﹕芬蘭的教育 【Oh! 爸媽】救恩學校 全人教育與國際接軌

The modular curricular are part and parcel of our official curricular. They serve to promote better-balanced student development in respect to their physical, mental and social growth. Our modular design provides our students with a broad and balanced learning experience from which a holistic development is to be expected.

The objectives of the P.6 module are to develop students’ full potentials through an inspiring, challenging and open trans-disciplinary inquiry unit, and to develop learners’ global citizenship.

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【經濟日報】培育獨立思考 世界小公民 香港資優教育學苑 六年級跨學科單元計劃 六年級跨學科單元計劃 附件

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學前親子雜誌訪問：活動教學 以學生為本

P1 STEAM Problem-Based Learning

At KYS, play is an important part of students’ school lives. In each school day, students have an hour play time, including the first recess and the second recess after lunch. However, the school campus is not very big and there is not much space for free movement for all students at the same time.

The problem is: “How can we design games for KYS students that will not occupy much space and allow enough free movement?” In a group of two or three students, think about and design creative games by using the “Engineering Design Process”. Working steps are shown in the diagrams below:

The Learning Process

Define the problem: design games that allow students more physical movement without taking up much space

Identify what’s needed to solve the problem: look into the space that is available at KYS campus such as the playground, Site C, corridor, IA Centre & roof garden etc

Plan solution: brainstorm in group and give out creative ideas solving the problem

Make a model: use the engineering design process, work out the idea by building a prototype and make a model

Test the model: use the model for testing and evaluation

Reflect and redesign: share in class for improvement, then redesign the model and create the final product

Share results: exhibit the final product in the STEAM Fair

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【經濟日報】遊戲入校 實驗大比拼

Transdisciplinary project-based inquiry learning – This allows students to authentically make connections so that they can construct their own meaning and transfer learning to real world applications.

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【Oh!爸媽】功課做得開心 具探究創意精神 香港01：港小學行主題式學習 小學生幼園生一星期無堂上無功課　專題研究比平時學得還要多？