Henrietta Secondary School
School Type
- Region: Hong Kong East
- School Type: Subsidized
- Student Sex: Co-educational
- School Banding: Band 2
- Medium of Instruction: Chinese and English
- School religion: Christianity
School History
- Year of foundation: 1946
- Sponsor: Hong Kong Baptist Church
- Mission: Based on the Christian spirit of "Train up a child in the way he should go, and he will not depart from it even when he is old" (Proverbs 22:6) and the core values of "Faith, Love, Faithfulness, and Honesty", we strive to become a quality Christian school that "trusts in Christ," "cares for the world," "learns and teaches faithfully," and "leads honestly" (Proverbs 22:6). We strive to become a quality Christian school that "trusts in Christ", "cares for the world", "teaches faithfully" and "leads honestly".
- School motto: Faith, Love, Loyalty, Sincerity.
- Management Structure: The school is organized by the Executive Council, the Senate and the Student Affairs Committee to coordinate school administration, student learning and whole-person development, to enhance the professionalism of teachers, and to plan the direction of school development.
- Existing Chancellor/Chairman of SMC: Zhao Zhikun
- Existing Principal: Ng Ho Yin
Teacher Information
- Total number of teachers in the school: 59
- Percentage of Teachers holding Diploma in Education: 90%
- Percentage of Teachers Holding Bachelor's Degrees: 100%
- Percentage of Teachers with Master's/Doctoral Degrees: 42%
- Percentage of Teachers with Special Education Training: 75%
Teacher seniority:
- Percentage of teachers with 0 to 4 years of experience: 15%
- Percentage of teachers with 5 to 9 years of experience: 10%
- Percentage of teachers with 10 or more years of experience: 75%
Teaching and Learning
Language of Instruction:
The medium of instruction is both English and Chinese.
The subject of Chinese Language Teaching and Learning from S1 to S3 in the 2023-2024 school year:
Chinese Language, Chinese History, Bible, Physical Education, Visual Arts, Putonghua, Mindfulness, Life and Society Programs
English Language Teaching (ELT) subjects from S1 to S3 in the 2023-2024 school year:
English Language, Mathematics, Science (S1 and S2)
Secondary 4 to Secondary 6 Literature and Literature subjects in the 2023-2024 school year:
Chinese Language, Civic and Social Development, Chinese History, History, Chinese Literature (S4, S5), Visual Arts, Physical Education, Bible
Teaching of English as a Foreign Language (EFL) subjects from S4 to S6 in the 2023-2024 school year:
English Language, Mathematics, Information and Communication Technology
School-wide language policy:
Middle School: Some classes are taught primarily in English, while all math and integrated science classes are taught in English. Native English teachers conduct weekly listening and speaking sessions with each class to enhance students' exposure to authentic English. Senior Secondary: English or mother-tongue teaching is implemented by subject or group according to the nature of the subject, the language proficiency of the students and their needs for further studies. Group teaching is practiced at all levels to enhance teachers' care for students.
School-based programs:
1. Elective subjects: 2X and 3X. A total of 105 combinations of elective subjects.
2. Curriculum focus: A reading course has been introduced in Secondary 1, and life and social studies and mental education courses have been introduced in junior secondary schools to help students develop positive values. Starting from 2021-22, a school-based Aspiration Driven Curriculum (ADC) will be introduced in senior secondary schools. The curriculum includes Growth Mindset, Independent Learning, Career Planning, Social Service, Multicultural Activities and Dream Catchers Program, which aims to cultivate students' independent thinking, creativity, problem-solving and communication skills, develop their potentials, strive for excellence, and develop goals and attitudes for lifelong learning. Attitude.
Tests and study adaptation measures:
The academic year is divided into two semesters. Each semester there will be one standardized test and one examination, and interim reports will be distributed to students for feedback.
Class Establishment:
- Number of S1 classes in this school year: 4
- Number of S2 classes in this school year: 4
- No. of S.3 classes in this school year: 4
- Number of S4 classes in this school year: 4
- Number of S5 classes in this school year: 4
- Number of S6 classes in this school year: 4
School fees:
No Tuition Fee Payment
Application for S1 admission:
It accepts applications for S1 Discretionary Places and participation in the central allocation under the Secondary School Places Allocation (SSPA) System. The admission criteria and weightings are set out below:
1. 40% from the EDB Sub-Register of Achievement; 2. 30% from the interview; 3. 10% from P.S. 4, P.S. 5, and P.S. 6; and 4. 10% from P.S. 4, P.S. 5, and P.S. 6 Conduct;
5. performance in extracurricular activities 10%.
Orientation and Healthy Living:
S1 Parents' Day, Parents' Academy and Orientation, S1 Orientation Day Camp, and S1 Orientation at the school.
Arrangements are made for medical organizations to come to the school to hold health education seminars and to teach daily living problems in the Life and Technology Section. Lunch suppliers also provide healthy and nutritious lunch boxes for students to choose.
Participate in the Hong Kong Physical Fitness Award Scheme and teach sports and health courses in PE lessons to cultivate students' good living habits.
Is Hinli Secondary School good?
The school group Band is a few:
Ranking Estimate Band 2A
School Wind:
The school's ethos is simple, with good teacher-student relationships. Students are guided by love and enlightenment, and are valued for their self-discipline and commitment, as well as their commitment to campus life and the realization of their goals and dreams. We have set up the Hin Oi Fund to take care of the needs of our students and to give full play to the school's spirit of compassion. We will mold promising young people to care for the community and become future leaders of society.
Learning and Teaching Strategies :
The school emphasizes the spirit of self-learning, encourages students to reflect and ask questions, and has a systematic record of what has been learned to deepen knowledge, and strives to enable students to master the learning method of independent learning.
Participation in the School-based Support Service of the Education Bureau: The School's STEM Education, History, Science and Civic and Social Development Departments have participated in the School-based Support Service in the past, which has enabled the School's teachers to collaborate with the Education Bureau in a systematic and close manner in the development of school-based curricula that meet the learning needs of the students, to enhance the teachers' professional knowledge and competence, and to promote professional exchanges.
Promoting positive education: A school-wide reward "Well Done" card scheme was introduced to encourage and recognize students' performance, and the "Classroom Learning Award" scheme was introduced to recognize and encourage students' active learning. A number of scholarships are offered each year for outstanding academic performance, academic progress, multiple learning achievements and sports to recognize students' efforts in various areas.
Active enhancement of English language proficiency: English is taught in small groups at all levels of senior secondary school. In addition, English broadcasting and English reading programs are available to enhance students' exposure to English. Summer study tours to the United Kingdom, Australia, New Zealand and Canada are organized to enhance students' English and broaden their horizons.
Establishment of Teaching Research Groups: Teaching Research Groups (TRGs) are formed by members from different subjects to study quality lessons from a cross-disciplinary perspective through systematic lesson observation and evaluation, and to promote professional discussion and development, so as to optimize teachers' teaching strategies and students' learning strategies, and to enhance the effectiveness of learning.
E-learning: For the fourth year, the school has implemented the BYOD Self-carrying Device Scheme, under which all S1, S2, S4, S5 and S6 students are allowed to bring along their tablet computers and make good use of IT through e-learning tools and software, which greatly enhances teacher-student interactions and the effectiveness of their learning.
Teacher professional training and development:
The Teacher Education Fund was established to encourage teachers to pursue lifelong learning and continuous education. This year, 25 teachers hold master's degrees. Teachers' professional development days were held to exchange ideas on teaching and learning, as well as to share and recognize the achievements of teachers in their work at the school, thereby developing the strengths of the school's teachers.
Life-wide Learning:
The students are organized into four clubs. There are more than 30 clubs and interest groups, which are categorized into six major groups: Religious, Academic, Physical Education, Disciplinary and Interest Groups, and Arts.
The development of the four key projects:
Moral and Civic Education: The Moral and Civic Education Section has been set up in the school to cultivate students' positive outlook on life through diversified activities (including exchange activities, visits, volunteer services, etc.), so as to help them become good citizens. All subjects also promote moral and civic education through the infiltration of relevant elements in the classroom, and the S4 school-based curriculum, ADC, also promotes students' social services.
Learning from Reading: Strengthening reading instruction through reading lessons to help students improve their reading skills. Organize thematic activities to promote reading.
Project-based Learning: Each subject trains students to collect and organize information and data, and to learn self-learning skills according to the needs of the subject, and teaches students information literacy in order to make good use of the information on the Internet.
Interactive Learning with IT: The school-based STEM curriculum and activities were promoted, robotics classes and aerial photography classes were organized, and some students won awards in robotics competitions. Through BYOD, teachers and students are able to make good use of IT and implement interactive learning.
Career Planning Education :
Please refer to the "Other" column on the right.
Whole school participation in caring for student diversity:
Through the completion of the EDB's school-based support services, the Mathematics, History, STEM and Science programs have continued to develop to cater for the diversity of students. The Student Support and Talent Management Unit of the school supports the needs of gifted students and encourages them to pursue gifted programs. The Counseling Section has implemented the "Learning Support Ambassadors" training program to promote mutual support and growth among students.
Whole School Participation Model Integrated Education:
The School has set up a "Student Support and Talent Management Team" comprising the Deputy Principal, co-ordinators and teachers, guidance, discipline, English and Chinese subject teachers, counselors, teaching assistants and the Gifted Education Co-ordinator, as well as a Special Education Co-ordinator to co-ordinate the care and support for the students with special educational needs (SEN) and gifted students, so as to enable the students to develop their potentials. In addition, more than 80% of the teachers in the school have completed courses related to gifted or integrated education to enhance their professional competence and support students' learning needs. The School has set up a "Talent Pool" to systematically and directionally identify and nurture gifted students and provide them with suitable educational opportunities so that they can realize their individual potentials. The school uses additional resources to provide speech therapy, small groups, individual counseling, and gifted programs to support students in need. Parents, educational psychologists or gifted education coordinators are invited to attend case conferences on a need basis to understand the students' situation and to develop appropriate strategies to support students' learning needs and potential.
Educational support for non-Chinese speaking students:
The School provides additional support to the admitted NCS students to help them learn Chinese: employing additional teachers/teaching assistants to support NCS students' Chinese language learning; and organizing cultural integration activities.
Facilities to support students with special educational needs (SEN):
Ramps, accessible lifts and accessible toilets.
Home school cooperation:
The school has established a campus culture of "Parents Please Come In" for many years. In 1991, the Parent-Teacher Association was established, a Parent Resource Center was set up, and a Parent Volunteer Team was formed. A Parent Handbook was produced to inform parents of the school system and activities, and to strengthen the connection and communication between parents and the school. A Parent Resource Center was set up for parents to borrow books and audio-visual teaching materials. Participate in school management through organizing parent-child activities, parent academies and school-based parent seminars to give full play to the spirit of home-school co-operation.
Environmental Policy:
Invite environmental organizations to give talks in schools. Implement the Green Charter and Resource Ambassador Program. Organize Campus Green Ambassadors.
Learning a variety of environmentally friendly planting techniques to promote the concept of sustainable living. The entire school has switched to energy-saving fluorescent lighting. The school has also installed environmentally friendly energy facilities.
Other:
"Career Planning Education".
The school's career planning program aims to help students understand themselves, deepen their understanding of the world of work and various career paths, and make appropriate preparations for their future education and employment. In terms of curriculum, through collaboration with different subject groups, for example, starting from junior secondary school, the Mental Education class allows students to increase their understanding of themselves, understand the relationship between their aptitudes and their choice of subjects and future careers, and gradually set appropriate life goals. The ADC program in S4 and S5 deepens students' planning for the future and prepares them for the future. In addition, we invite tertiary institutions and external organizations, university professors, professionals and alumni to share their experiences in choosing subjects and careers; arrange a series of campus activities and career aptitude tests to help students understand themselves; organize talks on multiple pathways, further education and employment, visits to various tertiary institutions, workplace awareness workshops, and visits to different workplaces, companies and organizations, so as to enable students to learn about and experience various trades and professions, and to deepen their understanding of the career world and various kinds of career pathways. In addition, we will deepen students' understanding of the vocational world and various career paths and broaden their horizons; and conduct group or individual counseling in the senior grades to assist students in planning for their future. To widen students' choices of overseas studies, we encourage them to participate in education exhibitions and seminars in Mainland China, Taiwan and overseas. To assist Form 6 students in applying for admission to tertiary institutions, such as: organizing preparatory seminars for Joint Admission to teach students how to fill in the "Other Experiences and Achievements" and additional information; organizing Joint Admission Seminars for Form 6 students; organizing Form 6 Mock Tabulation Workshops; inviting alumni to return to the school to explain the latest situation of the various institutions and their application strategies, share the tabulation experience and the characteristics of the institutions they have studied in, and share with teachers their strategies for re-screening and preparing for the tabulation of the results, so that they can help students re-arrange the order of selection of subjects in accordance with their situation and the needs of the students. We also help students to reorganize their selection order according to their own situation. Assisting students to further their studies in tertiary institutions by organizing OEA writing workshops, JUPAS seminars, mock interviews, and alumni sharing of experience in Joint University Programs and study tips. After the release of the examination results, we follow up and collect data on students' future plans.
School facilities:
The entire school is air-conditioned. The school has 32 classrooms and 22 special rooms, including a Liberal Studies Resource Center, a campus radio station, a student meeting room, a student activity center, a computer-assisted instruction room, an auditorium, and a parent resource center. All classrooms are equipped with computer network and well-equipped with physical projectors and LCD projectors.
The construction of the new wing building and all-weather outdoor track, the completion of the library optimization project, and the new STEM Creative Space have improved the learning environment.
Non-reflective whiteboards have been replaced in S1, S2 and S3 classrooms, and pens have been changed to alcohol-based pens for a healthier learning environment.
School contact information:
- Tel: 25701466
- Fax: 25034603
- Email: [email protected]
- Web site:http://www.henrietta.edu.hk
- Address: 2 City Garden Road, North Point, Hong Kong
- Hinli Middle School Wikipedia
- Webpage update: January 4, 2024
