Kau Yan School

A life place where students belong to
Grow healthily, joyfully, positively & naturally
Develop their potentials fully

Because we, as educators, work closely with their parents
Love them as God love us
Respect their uniqueness
Concern their feelings and well-being
Give time & space for their own development
Provide whole person quality education

What Makes Kau Yan School Different

● Christian education and positive education
● Blending the characteristics of local and international school
● Loving, positive, liberal, creative and professional staff
● School-based curriculum development
● Catering for individual needs whole-heartedly
● Working closely with parents and the community

Love to Learn

Implementation of Child-centred Education

A few useful school-based curriculum ideas:

● Visible learning by John Hattie
● Backward design
● Catering for students’ learning interests, abilities and needs
● Differentiated learning content, process, product and environment
● Collaborative inquiry e.g. study of student work to improve learning and teaching
● Do our students really learn? Students’ voice, success criteria

Motivating our Students

Homework & Examination Policy

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

Learn to Love

Positive Education

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.

International Education

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.

Global Citizenship Module

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.

Creativity

STEAM –Problem-based curriculum

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

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

2. 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

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

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

5. Test the model: use the model for testing and evaluation

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

7. Share results: exhibit the final product in the STEAM Fair

Enrichment Week

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.