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英皇家長交流區  

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425
發表於 21-7-17 17:06 |顯示全部帖子

回覆樓主:

本帖最後由 mikitsun 於 21-7-17 17:08 編輯

del

*

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16202
發表於 21-7-19 12:01 |顯示全部帖子
rsx 發表於 21-6-12 16:13
請問各位英皇家長,知唔知20-21學年有幾多個是由般咸道官立小學升上的?
呢個問題可以計下數, 李陞公佈有7人入英皇, 而英皇共有11個聯繫位, 假設李陞入讀的全是聯繫位入, 所以般官至少會有4人升讀英皇. 當然真實情況只有般官先知.

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2119
發表於 21-9-7 08:41 |顯示全部帖子

回覆樓主:

各位師兄師弟好!小兒打開網球,今年學界網球比賽 KC 應該爭一兩個人。 如果有師兄師弟有玩開網球又有興趣參加,在中學生活留低一個回憶 ( 其實真係志在參與), 麻煩盡快聯絡林sir 。謝謝!

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2545
發表於 21-10-6 01:32 |顯示全部帖子

吳永順校友 - 談英皇書院

本帖最後由 kiwi2007 於 21-10-6 01:39 編輯


英皇書院|般含道紅磚圍牆故事|
吳永順《建築.交響.夢》
[color=rgba(0, 0, 0, 0.78)]

筆者孩提時代的建築故事,要由一幅紅磚牆說起。(那些年,根本不知甚麼叫建築。)

小時候,住在中西區。每天從家中往返小學的路途上,必定經過般含道一幅用紅磚砌成的圍牆。圍牆沿着拐彎的行人路旁而建,因此都是彎彎曲曲的。由於當年個子小,根本看不見圍牆背後是個甚麼地方。但愈看不見,便愈想知道。還記得,年少的我也曾在圍牆外蹦蹦跳跳,目的就是希望窺探這道紅磚牆背後的神秘風景。

後來長高了,終於發現圍牆後竟然藏着一個花園,中間還有個噴水池。花園比街道還要低一層,地上滿佈綠草,兩旁還有以多個圓拱形造成的走廊。我被眼前的美麗景象吸引着,心裏不斷盤算着:「這究竟是個甚麼地方?」母親便對我說:「你要努力讀書,才能考進所中學。」還記得,那一年,我讀五年級。

我不記得後來我有沒有努力讀書,但卻有幸考進了這間一直嚮往的紅磚屋——英皇書院。花園內的一角,種了一棵大樹,是無花果樹。校刊的英文名稱The Fig Tree,就是以此樹為名。

就在這裏,我度過了七年寒暑。

校舍佔地不大,操場三邊被樓高三至四層的課室及實驗室大樓圍繞着。第四邊便是那個比公廁還要臭,卻是全校唯一的男生洗手間。這座「公廁」今天已被拆卸,原地改建成校舍的新翼。由於操場面積小,周邊的玻璃窗常被失球打破,所以在這裏踢足球倒是犯校規的。

身體瘦弱的我,從來不屬於球場,不是被「波餅」「省」中,便是跌倒受傷。我倒愛流連在課室外那寬闊的走廊跟同學們談天說地。

走廊的設計很獨特,每層的走廊都面向花園,卻各有不同的氣氛。最底層是紅磚砌成的拱門,中間兩層是灰色的麻石柱子,頂層便是開了多個窗戶的紅磚外牆,愈高年級便在愈高的樓層。地面太潮濕,頂層太侷促,我還是喜歡中二中三時在中間兩層的走廊。

升上預科,就連課室都沒有了。流動班「四處為家」,課餘時間最多花在頂樓的美術室做創作,搞美術展覽,搞聖誕壁報,可以做到通宵達旦。真感激我的美術老師,他叫李重政。這位「李Sir」,從來不把美術當成閒科教學。(我們那些年的美術科考試是要計分數的。)於是,一生受用的色彩理論、平面設計、一點透視、兩點透視,中學時期都學懂了。最重要的是,他教我知道,原來香港大學有一科叫「建築」。

那些年,人人都說從英皇進港大很容易,「過條馬路便成了」。不過,同學們都愛讀醫科,不讀醫的,是「叛徒」。我不跟大隊讀醫而選擇建築,也曾有一番掙扎。

畢業那天,一班同學依依不捨的在花園內拍照留念。我也跳上了那從來未敢踏足的噴水池頂,拍下了日後美好的回憶。

在這「失憶都市」,舊建築物一一在推土機下灰飛煙滅。英皇書院成為法定古蹟,不用拆,心裏有說不出的高興。人生最快樂的段落可以留得住,實在應該感恩吧。





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2545
發表於 21-10-12 07:41 |顯示全部帖子
Extract from King's College School Development Plan 2021-2024

SWOT Analysis
Our Strengths
1. The school management and teaching staff are responsive to changes in education. Plans for the school’s sustainable development are set
under a well-established and effective school organization structure.
2. Teachers are well experienced and committed to nurturing students. They display a strong sense of readiness to pursue continuous professional
growth and development and have professional sharing. The trusting relationship between the school management team and teachers has also
maintained a harmonious and collaborative culture for creating a better learning environment for students.
3. Students are by and large of good potential and work hard to strive for a high level of achievement.
4. Our dedicated student support teams have created a positive school culture for supporting students’ growth and development. The
implementation of comprehensive programmes helps to maximize students’ personal development and life adaptation.
5. The prestigious and glorious history of the school has fostered a strong sense of belonging, loyalty and concern for the school among the
different parties of stakeholders.
6. The School has maintained close and congenial relationships with parents, alumni, the community and other organizations. Their strong
support to the school enhances the continuous development.
Our Weaknesses
1. There is a lack of staff involvement from different ranks in the major school committees and in the process of decision making on school
policies. Inadequate opportunities are provided for the experienced AEOs to perform their administrative skills.
2. The unstable staffing and deployment of contract staff are undesirable for school development.
3. Despite various programmes being carried out to promote reading in past years, students’ reading habits are not well developed and there is
still a lack of reading culture within the school. Students are not fully aware of the importance of good reading habits for attaining success in
their academic endeavours.
4. There is still an imbalance of opportunities available for high achievers and low achievers. Many of our students who are relatively passive,
lack self-confidence and weak in self-management have difficulties to get hold of the learning opportunities to showcase their talents and
reveal their non-academic potentials.
5. Some students lack self-management skills and effect learning skills to bring about a general uplift in academic and personal development.
6. Many students tend to put their time and effort in coping with the academic demands while leaving the exposure to other learning experiences
at a lower priority. Being preoccupied by tutorial classes, it is difficult for them to take up school duties or participate in school activities that
are organized outside school hours.
7. Most students lack self-awareness and are not adept at expressing their feelings. Without coping strategies, emotional or psychological
problems may arise.
Our Opportunities
1. The directional recommendations of the Task Force on Review of School Curriculum facilitate the School to review and optimize the
whole-school curriculum so as to foster the whole-person development and diverse talents of students.
2. The S.3 curriculum renewal for economics, BAFS, ICT, physics, chemistry and biology can better meet the learning needs of students and
prepare them for learning senior level subjects without overburdening of their study.
3. The emphasis on STEM education will further heighten students’ interest in the learning of science, mathematics and technology, that help
train up students’ investigation, practical and learning skills.
4. The provision of Life-wide Learning Grant extends the School’s capacity in launching programmes to promote learning beyond the classroom.
With a great variety of other learning experiences, students can broaden their horizons and stretch their potentials.
5. The increase in the number of Assistant Principals and Education Officers has strengthened the school management team and allow more room
for school improvement.
6. Due to the pandemic-induced school suspension, teachers have taken on broad new ideas and technologies and developed skills for conducting
e-Learning.
Our Threats
1. Additional challenges lie ahead for the management team to formulate policy in handling students’ academic and behavioural problems due to
education reforms and the change of social circumstances.
2. Some experienced senior teachers are going to retire in the coming years and unavoidably exerts pressure on the school’s sustainable
development and the succession to key posts and duties.
3. An increasing number of students have been withdrawing from the school to study abroad, which may create a negative impact on the
student-learning atmosphere.
4. Teaching staff are overwhelmed by the ever-increasing workload of administrative tasks and education policies and cannot spend as much time
as they would like with their students or improving their teaching strategies.

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401
發表於 21-12-10 15:16 |顯示全部帖子
回覆 rsx 的帖子

按收集到的情況(非學校官方),至少有9個

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2545
發表於 21-12-18 11:39 |顯示全部帖子
本帖最後由 kiwi2007 於 21-12-18 11:45 編輯
kiwi2007 發表於 21-10-6 01:32
英皇書院|般含道紅磚圍牆故事|
吳永順《建築.交響.夢》


(Source: Champion, 2021KC Christmas Cards Competition)

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2545
發表於 22-4-5 07:55 |顯示全部帖子
本帖最後由 kiwi2007 於 22-4-6 23:29 編輯
kiwi2007 發表於 21-12-18 11:39
(Source: Champion, 2021KC Christmas Cards Competition)

原來鄧校長嘅射籃技術咁勁,果然係長天仔https://youtu.be/SjyPbbUJM-4

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1188
發表於 22-4-6 09:18 |顯示全部帖子
kiwi2007 發表於 22-4-5 07:55
原來鄧校長嘅射籃技術咁勁,果然條長天仔https://youtu.be/SjyPbbUJM-4


Rank: 5Rank: 5


2545
發表於 22-4-24 00:22 |顯示全部帖子
kiwi2007 發表於 22-4-5 07:55
https://drive.google.com/file/d/1j2iif3APKFCAK5tYraZluG-8_ap1TGdn/view

鄧校長好有心,ZOOM meeting 坐足一小時為應屆 DSE 考生打氣。英皇仔,加油

Rank: 6Rank: 6


5141
發表於 22-4-27 10:15 |顯示全部帖子
kiwi2007 發表於 22-4-24 00:22
https://drive.google.com/file/d/1j2iif3APKFCAK5tYraZluG-8_ap1TGdn/view

鄧校長好有心,ZOOM meeting  ...

我都沒看 多謝分享

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2545
發表於 6 天前 |顯示全部帖子
鎮校之寶  - Fig Tree 倒塌左,真可惜!
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