Your children will love learning at our school because we understand that children come to us with their own learning styles, strengths and challenges. They have different combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it. Recognising each child as an individual, we can help them develop a love of learning by facilitating a culture of collaboration, mutual respect, support and problem-solving that involves the whole school community.
Within our Primary School Programme, it is necessary to achieve a balance between the programme of inquiry and single-subject teaching. The relationship between the subject areas and the units of inquiry will change from one unit to the next. However, in order to support transdisciplinary teaching and learning, the homeroom teacher takes responsibility for the main language of instruction (English), mathematics, social studies, and science.
The importance of traditional subject areas, or disciplines, is acknowledged: language (both English and Mandarin); mathematics; science; social studies; the arts; and personal, social and physical education (PSPE): and these are specified as components of the Primary School curriculum model. Overall expectations for each subject, within each age range, are specified in detailed scope and sequence documents. In general:
Assessment, Recording & Reporting
The assessment component in our curriculum can be divided into three closely related areas:
Teachers assess student learning in a variety of ways using a range of assessment tools, and the students themselves are expected to be reflective and think about their own learning.
Evidence of student learning is collected and feedback is given to students regularly and frequently: individualised, immediate feedback has been proven to make the most significant improvements in student learning. Students and teachers work together to create a ‘portfolio’ for each student. This portfolio is used as a reference during the Student-Led Conferences held at the end of Term 2.
Teachers also communicate regularly with parents so they can support and celebrate their child’s learning, as well as understand their progress and development. Formal reports are sent home at the end of each unit of inquiry, and at the end of Term 1 and Term 3.
Students share their learning journey with their parents during the Parent-Student-Teacher Conferences held at the end of the first and third terms, and at the Student-Led Conferences, held just after the end of Term 2.
HKCA PLK School Transdisciplinary units of inquiry
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