About CCC Kei San Secondary School
Campus and Contact
The school is located at 新界粉嶺蝴蝶山路8號 (8 Butterfly Mountain Road, Fanling, New Territories). Contact details include an email address (mail@ks.edu.hk) and phone number (2669 3906).
School Motto
The school is operated by the “Chinese Christian Church Hong Kong District Council.” (中華基督教會香港區會) Their vision is to nurture life and witness Christ’s love. Their mission emphasizes quality education inspired by Christ’s love, aiming to develop students into good citizens who contribute to society and the nation. The core values highlight evangelism, service, holistic education, and a proactive approach. The school’s philosophy is rooted in holistic education, focusing on cultivating life and character. They aim for students to have a healthy life attitude, correct values, and emulate Christ’s teachings.
School Policies and Practices
The school has a daily practice of singing hymns and reciting the Lord’s Prayer during morning assemblies is a tangible manifestation of the school’s commitment to its Christian ethos. These rituals serve not just as religious observances but as a constant reinforcement of the school’s core values of evangelism and service. By involving students in leading and hosting these assemblies, the school promotes leadership skills and a sense of community, aligning with its goal of holistic education. This practice nurtures a respectful and inclusive environment where students actively participate in and contribute to the spiritual life of the school. It also reflects the school’s mission to develop students with correct values and a healthy life attitude, modeled on Christ’s teachings. These activities, therefore, are not mere routines but integral to realizing the school’s vision of nurturing life and witnessing Christ’s love.
Roles and Responsibilities
In the school community, the roles of the Principal, discipline and guidance teams, and the Extra-Curricular Activities Committee (ECAC) are pivotal. Each stakeholder plays a unique part in upholding the school’s philosophy and operational efficiency, contributing to the holistic development of students.
The Principal actively monitors school operations and teaching quality. I observed him attending classes, meticulously evaluating teaching methods with a specialized form, and providing constructive feedback to teachers afterward. This hands-on approach ensures adherence to educational standards and fosters continuous improvement.
Discipline/Guidance Teams include seasoned discipline officers, often retired police officers, adept at handling challenging student behavior. Their role extends beyond punitive measures, as they also reward positive changes in students, embodying a balanced approach to discipline.
Extra-Curricular Activities Committee (ECAC) champions a wide array of clubs and teams, including unique options like golf, travel society, and archery. This diversity caters to varied student interests, encouraging holistic development beyond conventional academic pursuits.
These roles support the school’s mission by ensuring quality education, maintaining discipline, and encouraging diverse interests, aligning with the school’s focus on holistic student development.
School’s Response to Educational and Societal Needs
As a student-teacher, I observed how the school’s implementation of the national flag-raising ceremony aligns with Hong Kong’s educational policy developments. This initiative is a clear response to the societal emphasis on fostering national identity and pride, integrating it into the school’s educational practice.
In response to the Hong Kong Education Bureau’s policy, effective from January 2022, our school conducts a national flag-raising ceremony every week. This aligns with the government’s efforts to promote national education and identity among students. My role as a student-teacher involved understanding these initiatives and integrating them into our educational approach. The flag-raising ceremony, coupled with national education discussions, helps cultivate a sense of belonging and national pride among students. These efforts resonate with the broader objective of nurturing well-rounded individuals while presenting both opportunities and challenges in their implementation. It’s an intriguing balance of educational objectives and societal needs.
The emphasis on such ceremonies is part of a broader movement in Hong Kong’s education system to instill a sense of national identity and pride, as directed by the government and the Education Bureau. This policy reflects the legislative changes to the National Flag and Emblem Ordinance, aiming to enhance students’ sense of belonging to the country. By actively participating in these ceremonies, I contribute to fostering national consciousness in our students, aligning with the government’s objective of cultivating national identity and pride.
Comparative Reflection of School Motto (BP1 vs BP2)
In comparing the approaches of my two Broad Practice (BP) schools, notable similarities and differences emerge in their philosophies, goals, and implementation strategies.
(More information about my first BP experience: https://jimmychan.pro/eduhk-bp1-e-portfolio/on-site-bp/fe-reflection/)
Similarities:
- Christian Ethos: Both schools are rooted in a Christian environment, emphasizing moral and ethical education through their respective School Sponsoring Bodies. This shared religious foundation shapes their educational approaches and community interactions.
- Holistic Development: Each school focuses on the all-around development of students. This is evident in their commitment to nurturing not only academic skills but also moral, ethical, and social values.
- Committees for Specific Aims: Both schools employ specialized committees (like Learning and Teaching Development Committee, Extra-curricular Activities Committee, Discipline and Guidance Committee, and Religious Affairs Committee) to address different aspects of student development.
Differences:
- Implementation of National Identity Education: My current school actively integrates national identity education through initiatives like the flag-raising ceremony, aligning with Hong Kong’s educational trends. In contrast, my first BP school, ILC, focuses more on religious aspects, with activities like prayers before exams and a Church-School Cooperation Team.
- Approach to Discipline and Guidance: While both schools have discipline and guidance committees, my current school employs retired police officers as discipline officers, adding a unique dimension to handling student behavior issues. In contrast, ILC emphasizes a more community-oriented approach with teachers being closely involved in disciplinary actions and guidelines.
- Extracurricular Diversity: My current school offers a variety of unique clubs like golf, travel society, and archery, which are not typical in many schools. This contrasts with ILC, where the focus might be more on traditional or religious and academic based extracurricular activities.
These observations highlight the importance of aligning educational practices with the school’s overarching philosophy while adapting to the specific needs and trends of the educational environment. Each school’s approach offers valuable insights into how educational institutions can cater to different aspects of student development within their unique contexts.
Connections to CILO 2 and FEILOs 3, 4, 9
Reflecting on my experiences at CCC Kei San Secondary School, I recognize how they relate to CILO 2 and FEILOs 3, 4, 9:
CILO 2 (Critical Thinking Skills): My analysis of the school’s integration of national flag-raising ceremonies and the adaptation of its discipline strategies required me to critically evaluate how these practices influence student development and school culture. This analytical process has been instrumental in developing my critical thinking skills, enabling me to understand the complexities of educational environments and the implications of various educational policies and practices.
FEILO 3 (Catering for Diverse Learning Needs): Participating in activities like the flag-raising ceremony and observing the school’s unique disciplinary methods have enhanced my understanding of diverse learning needs. This exposure has taught me the importance of inclusivity and adaptability in education, reinforcing my capability to cater to a broad spectrum of student needs and backgrounds.
FEILO 4 (Caring Cultivator): Engaging with the school’s holistic approach to education has enabled me to embody the role of a caring cultivator. By participating in and observing various educational practices, I have gained insights into nurturing students’ overall development, which goes beyond academic achievement to include moral, social, and emotional growth.
FEILO 9 (Professional Relationships and Development): My involvement with different committees and activities at the school has been pivotal in building professional relationships and understanding the dynamics of educational environments. This experience has been invaluable in developing my skills in collaboration and communication, essential for my professional growth as an educator.
These experiences at CCC Kei San Secondary School have significantly contributed to my growth as a student-teacher, helping me understand and apply key educational concepts and practices, which are crucial for my future career in education.