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Introduction | Faculty | Calendar | Primary Allocation | Contact Info

Introduction

Welcome to Victoria Harbour Heights campus

 

Our School and IB PYP

As an “IB World School” our mission is “To develop innovative an pertinent learning and teaching environments that foster teachers’ professionalism and help children to scaffold and reach their full potential. To nurture children’s international-mindedness to encourage them to become global citizens”.

 

The core values of our campus help us to provide a stimulating and caring learning environment where both children and staff feel respected. All members of our learning community are valued for their individuality and in this way we aim to guide our students to become internationally-minded citizens.

 

HH Core Values

    Integrity
  • We treat everyone equally.
  • We are independent thinkers.
  • We reflect on our teaching and act on it.
  • We solve problems in an appropriate way and constructive way.
  • We value the uniqueness of everyone and celebrate our difference.
  • We are thoughtful.
    • Respect
  • We treat everyone with care and respect.
  • We have positive relationships with all and we maintain our sense of humour.
  • We promote self-esteem in everyone.
  • We appreciate every person’s contribution to school life.
  • We have respect for the environment and use resources wisely.
    • Cooperation
  • We are effective communicators.
  • We are team-players and willingly share ideas.
  • We collaborate.
  • We work well with parents and the wider community.
  • We are always positive in our approach to our role and everyone we work with.
    • Commitment
  • We are caring and passionate towards all our children and their learning.
  • We always work hard and give 100%.
  • We are reliable.
  • We are open-minded and willing to learn.
  • We readily accept new challenges and strive to develop.
  • We have pride in our school and its environment.
  • We make sure that our school is a safe and happy place to be.
  • We ensure all children have the opportunity to succeed because of our high quality teaching.
  • We all reach for the TOP and never accept second best.
  •  

    The International Baccalaureate (IB) Primary Years Programme (PYP) is an international programme for students aged 3-12. At Harbour Heights we combine this with the best practices from a range of national systems including Hong Kong and around the world to provide a comprehensive approach to learning and teaching. In addition, we also implement the philosophy of IB PYP at the Pre-Nursery level (aged 2-3), even though this age group is not formally a part of the PYP.
    Learning is a lifelong process. The learner profile is the profile of the whole person as a lifelong learner. In the pursuit of “international-mindedness”, the lifelong learner will espouse this profile.

     

    IB Learner Profile

    The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

    IB learners strive to be:

    Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

     

    Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

     

    Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

     

    Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

     

    Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

     

    Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

     

    Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

     

    Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

     

    Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

     

    Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

     

    For more information about the IBO please visit http://ibo.org/informationfor/parents/

     

    Our School Curriculum

    Through our school’s many and varied learning activities, children learn to think, inquire, create, observe, research, find answers, ask questions and solve problems. They practice communicating and learn to appreciate others. They work together to achieve success. They learn to accept responsibility and gain self-confidence to try new things and to express themselves. Through this, they can achieve successful development, and that is the best result!

     

    Learners Constructing Meaning : Inquiry in the Early Years

    Our Early Years learners are by nature, full of curiosity. Our school environment supports the children in their exploration and investigation of both new and familiar concepts.

     

    Inquiry-based learning is driven by the learner’s questions and wonderings rather than the teacher’s lessons. The role of the teacher during inquiry is to guide and facilitate the students to construct their own meaning through engaging, relevant, challenging and significant learning.

     

    The Primary Years Programme is organized around six transdisciplinary themes through which children construct meaning from experience about the social and physical world around them.

     

    How the world works

    How we organize ourselves

    Sharing the planet

    Who we are

    How we express ourselves

    Where we are in place and time

     

    The PYP curriculum comprises three interrelated components (as shown below) that inform teachers about their own practice during student inquiry. The teacher can then facilitate the connection between a child’s prior knowledge and knowledge to be acquired.

     

    What do we want to learn? The Written Curriculum

    The Primary Years Programme (PYP) strives for a balance between the search for understanding (concepts), the acquisition of essential knowledge and transdisciplinary skills, the development of positive attitudes and the opportunity for positive actions. The five (5) components of the written curriculum are considered "essential elements". In the learning environment, students engage with the curriculum through meaningful situations and engagements. They develop skills that transcend the individual disciplines, which ultimately help them to conduct purposeful inquiry and prepare for further education and life beyond school.

     

    How best will we learn? The Taught Curriculum

    The taught curriculum is the written curriculum in action. Central ideas, infused with a spirit of “inquiry”, are chosen in each unit of inquiry that will enhance each student’s understanding of issues of global significance. Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding.

     

    How will we know what we have learned? The Assessed Curriculum

    The prime objective of assessment in the PYP is to provide feedback on the learning process. Students and teachers should be actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self-assessment skills.

     

    From the school year 2014 we are proud to announce that we will become a chartered school for the Teachers College Reading and Writing Project. This is an exciting new project run by the Teachers College, Columbia University and provides a literacy-rich curriculum aiming to produce avid readers and writers. This curriculum will run alongside our IB PYP curriculum and will incorporate the transdisciplinary skills and attitudes that are vital to the IB philosophy.

    For more information on this project, please visit http://rwproject.tc.columbia.edu/

     

    Our School Information

    Streams

    Trilingual (English/Cantonese/Putonghua)

    Bilingual (English/Putonghua)

    Classes

    Pre-Nursery (2-3 years old)

    Nursery (3-4 years old)

    Lower (4-5 years old)

    Upper (5-6 years old)

    Extra curricular activities

    Our campus hosts numerous extra curricular activities, including Little Scouts and Happy Bees. The activities and philosophy of these groups promote civic responsibility, team building and caring, moral attitudes.

     

    Our School Environment

    Harbour Heights campus has an area of 20,000 square feet, accommodating:

    12 Classrooms

    Library

    Music Room

    2 Physical Play Areas

    Sensory Room

    Art Studio

    Creative Play Areas

    Construction Areas

    Multi-purpose Room

    Messy Play Area

     

    Our School Community

    As a community of learners, we believe that the successful development of our children depends on close co-operation and collaboration between parents and teachers. Parents play a vital role in our school and together, with students and teachers, our school is committed to ongoing improvement.

    Our “Parental Participation Scheme”, encourages parents to become actively involved in the following types of learning engagements:

  • Speaking about their jobs or interest topics in the classroom
  • Coming to new parents' orientations
  • Attending workshops and seminars
  • Joining a variety of field trips
  • Taking part in sports days
  • Participating in the parent-child home reading scheme
  • Learning with their children through parent-child home projects
  • The Parent-Teacher Association (PTA) was established in 1996 to enhance co-operation and collaboration between parents and teachers
  • Participating provides a great opportunity for the parents to become familiar with our units and also to assist the teacher in the modeling of the learner profile attributes and attitudes. This often proves to be a very rewarding experience for the children, parents and teachers.