HKA Mission Statement ? ??? Hong Kong Academy is a dynamic learning community that provides a rigorous international education characterised by mutual benefit and support. As an educational leader, HKA empowers learners to pursue pathways to individual excellence by fostering creativity, communication and problem-solving skills. HKA learners develop an evolving understanding of our changing world, leading them to engage in responsible action motivated by their interests, strengths and ongoing reflection. HKA is committed to maintaining a diverse, collaborative and captivating learning environment in which students become adaptable, confident and tolerant, equipping them for the future.

Vision Statements ? Pathways to Individual Excellence ??? HKA believes that a diverse community, grounded in mutual respect, enhances learning for all members of the community. Learning with friends who come from different parts of the world, speak different languages at home, identify with different religions and belief systems and possess different skills, talents and interests develops open-mindedness, an important component of our students’ future success. ? ??? At HKA, diversity includes learning styles and abilities. HKA’s student body is rich in individuals who reflect the world at large and who possess an array of talents across multiple pathways to individual excellence: intellectual, physical, social and emotional. ? ??? Diversity on its own is static and value neutral. To make diversity dynamic and positive requires the intentional inclusion of all students in every aspect of the life of the school. Hong Kong Academy is committed to a practice of inclusion based on three fundamental beliefs that all children: ??? Have gifts to be nurtured and celebrated. ??? Can learn in one environment, collectively, collaboratively and to their mutual benefit. ??? Deserve the opportunity to fulfill their greatest potential. ??? HKA implements these beliefs through: ??? Admissions and hiring policies that promote intentional diversity. ??? Differentiated teaching methods and internationally-sourced best practices that engage and respect diverse learners. ??? Inclusive classrooms and practices. ??? Pathways to individual excellence that facilitate personal definitions of success that culminate in three paths to graduation. ??? Pathways to Individual Excellence and Global Citizenship ??? HKA is actively committed to promoting internationalism and interculturalism through pathways to individual excellence that nurture: ? ??? “Global citizens who are self-managing, self-monitoring and self-modifying; constantly seeking to identify personal strengths and challenges; committed to recognising and valuing the contributions and capacities of the people around them; and developing interdependence through tolerance and understanding.” ? HKA as an Educational Leader ??? As HKA further develops its unique curriculum, programmes and learning culture, the school has a responsibility to share its best practices and success stories with the larger educational community. The school’s faculty and administration continually converse and collaborate with leading educational institutions and organisations as well as with colleagues in international schools regionally and globally. ? ??? HKA is especially committed to engaging in professional dialogue with other leaders in education who promote innovative and creative ways of supporting students and who seek to improve instructional practices through prototyping and feedback. Teachers are encouraged to pursue further professional development and share their day-to-day experiences at HKA with the wider educational community. In doing so, they become ambassadors for the school through experiences such as acting as workshop leaders and presenters, accreditation team visitors and as writers for journals or other publications. ? ??? HKA students also have tremendous capacity to provide leadership and engage in meaningful action and service culminating in the Global Citizenship Diploma. We believe that our students have an individual and a collective responsibility to the neighbourhood around them, Hong Kong, China and the wider world. Our community is committed to service learning that goes beyond simply learning about problems “over there” and supports hands-on responses to address particular needs and challenges. Students, parents and faculty work together to: ??? Tackle challenges that students identify as significant. ??? Provide leadership on campus for issues affecting the HKA community. ??? Mobilise their peers and others to tackle tough problems such as environmental sustainability, social justice and economic viability. ??? Develop and implement service programmes to address identified needs. ??? Engage in ongoing and open dialogue about the gap between personal interest and organisational goals in order to optimise institutional potential. ??? Educational Leadership and Global Citizenship ??? HKA is actively committed to promoting internationalism and interculturalism through educational leadership that nurtures: ? ??? “Global citizens who recognise and want to develop their capacity to lead, who care about significant issues, act with empathy, take responsibility for their actions and respond in age-appropriate ways.” ? Rigorous International Education ??? HKA provides a rigorous international education for early childhood, primary school and secondary school students. Working within its framework of Learning, Growing and Understanding and authorised as an International Baccalaureate World School offering all three programmes (Primary Years, Middle Years and the Diploma), HKA provides a rigorous curriculum that promotes depth and breadth of understanding and challenges students to reach their full potential. ? ??? The idea of educational “rigour” can mean different things to different audiences. HKA has adapted the definition of “rigour” put forward in Strong, Silver and Perini’s (2001) Teaching What Matters Most: Standards and Strategies for Raising Student Achievement: ? ??? “Rigour is the goal of helping students develop their individual capacity to understand content and approach dilemmas that are complex, ambiguous, provocative and personally, physically or emotionally challenging.” ? ??? This understanding of rigour underscores every aspect of the HKA experience, both in the classroom and through extracurricular activities. As the HKA community learns, grows and furthers its understanding together, students engage in a world – and in a world of knowledge – that is complex, ambiguous, provocative and challenging. HKA prepares students for a future where what they know and what they need to know, is in unprecedented flux. It is a cliché to note that today’s concrete knowledge will be outdated within a few years, but that reality is clear. Students therefore must be taught how to learn and how to continue to learn while also gaining fundamental skills. ? ??? Rigorously educated students are resilient and demonstrate a strong sense of self-management, self-awareness and self-advocacy, evidenced by their ability to: Communicate Think Collaborate Self-manage Research Rigorous International Education and Global Citizenship HKA is actively committed to promoting internationalism and interculturalism through a rigorous international education that nurtures: ? ??? “Global citizens with the capacity and inclination to apply facts, concepts and skills in new situations and in ways that demonstrate that they are empathetic, ethical, aware, committed and perserverant.” ? ??? Dynamic Community of Learners ??? Everyone at Hong Kong Academy - past, present and future - is a part of the school’s dynamic community of learners. Whether on campus every day, occasionally, or even only once, all students, teachers, staff, parents, former parents, alumni, visitors, specialists and consultants impact the school’s learning environment. Not everyone has the same type of impact and some contributions may be more visible or tangible than others. But everyone has an impact. ? ??? HKA’s culture of philanthropy statement recognises that the school is shaped by all of the gifts, talents and contributions of the many, diverse people who take part or have taken part in the life of the school. Because HKA is a dynamic community, it is more than the sum total of its parts. The community’s energy, dedication and collaborative approaches to action organically lead to a high level of connectivity with and service to others, whether within the school, within the local community, or beyond Hong Kong to the world. ? ??? HKA supports a dynamic community of learners in several ways. Beginning with the admissions process, the school clearly articulate the school’s mission in an effort to attract and enrol mission-aligned families. For currently enrolled families, HKA keeps the connectivity to parents strong through high rates of volunteerism, effective communications and a culturally-sensitive advancement programme. When families and students move from HKA, the school stays in touch with regular updates and events in key cities around the world.

??? A Dynamic Learning Community and Global Citizenship ??? HKA is actively committed to promoting internationalism and interculturalism through a dynamic learning community that nurture: ? ??? “Global citizens who appreciate their ability to impact the world around them by choosing to value diverse communities, to act responsibly in co-ordination with others and to support meaningful philanthropic endeavours.” ? Captivating Learning Environment ??? Faculty and staff are our most valuable resource and have the greatest impact on the quality of learning experiences for students. HKA is committed to finding the best teachers from around the world and nurturing their talents by providing access to high quality professional development. To promote continuity and sustainable change, teachers are encouraged to seek personal growth opportunities within school, locally, regionally and internationally that align with the mission and priorities of the school. ? ??? The school offers competitive salaries and benefits in order to attract and retain an international faculty with a broad range of experience. Similarly, the school seeks professionals who can develop inspiring learning cultures by implementing HKA’s teaching and learning standards and are willing to make contributions to the school community beyond the classroom. Small class sizes and high teacher-to-student ratios ensure that all students are able to fully engage the facilities and curriculum in ways that are creative and safe. ? ??? A school’s physical plant is perhaps a silent partner in the learning experience, but it is nonetheless a powerful, dynamic and even determining factor in the overall quality of the daily experience for students, faculty and staff. Up to date technology is embedded in the building and integrated fully into the curriculum, including a one-to-one laptop programme in the Secondary School. The use of environmentally-friendly and sustainable materials and construction practices have earned the school a BEAM+ Platinum rating, making it the only campus in Hong Kong to have achieved the highest rating of environmental friendliness possible. This attention to the building’s contribution to the learning environment has provided the school with the entry point for establishing operational and maintenance practices that are both ethical and sustainable.

??? Captivating Learning Environment and Global Citizenship ??? HKA is actively committed to promoting internationalism and interculturalism through a captivating learning environment that nurtures: ? ??? “Global citizens through best practice in the classroom and with a physical environment that promotes sustainability and that encourages international-mindedness in its use of visual media and signage.” ? Core Values Five core values support the the implementation of HKA’s mission statement on a daily basis: Rigorous and Inclusive International Education Captivating Learning Environment Pathways to Individual Excellence Dynamic Community of Learners Educational Leadership ??? These five mutually supportive and reinforcing concepts form the foundation for learning and service at HKA and underscore all activity and outreach to further the school’s mission of maintaining a diverse, collaborative and captivating learning environment in which students become adaptable, confident and tolerant, equipping them for the future.

??? Our website includes lots of information and reflection about these core values. In addition, you can visit our Profiles page to view our School Profile and, for more specific information about our Secondary School, our Academic Profile. ? HKA使命宣言 ? ??? 香港學(xué)院 是一個(gè) 動(dòng)態(tài)學(xué)習(xí)社區(qū) 這提供了一個(gè) 嚴(yán)格的國(guó)際教育 以互利和支持。 作為一個(gè) 教育領(lǐng)導(dǎo)者 ,HKA賦予學(xué)習(xí)者追求 通路個(gè)人卓越 通過(guò)培養(yǎng)創(chuàng)造力、溝通和解決問(wèn)題的能力。 HKA學(xué)習(xí)者發(fā)展變化的世界的理解,導(dǎo)致他們采取負(fù)責(zé)任的行動(dòng)出于自己的利益,優(yōu)勢(shì)和持續(xù)的反思。 HKA致力于保持多樣化,協(xié)作和 迷人的學(xué)習(xí)環(huán)境 中,學(xué)生成為適應(yīng)性強(qiáng),對(duì)未來(lái)的自信和寬容,裝備他們。 愿景聲明 ? 通路個(gè)人卓越 ??? HKA相信一個(gè)多元化的社區(qū),建立在互相尊重的基礎(chǔ)上,提高學(xué)習(xí)社區(qū)的所有成員。 學(xué)習(xí)與朋友來(lái)自世界不同的地方,說(shuō)著不同的語(yǔ)言在家里,認(rèn)同不同宗教和信仰體系,擁有不同的技能,天賦和興趣發(fā)展開放,我們的學(xué)生未來(lái)成功的一個(gè)重要組成部分。 ? ??? 在HKA,多樣性包括學(xué)習(xí)方式和能力。 HKA的學(xué)生有豐富的個(gè)人誰(shuí)反映世界,誰(shuí)擁有一批人才跨多個(gè)途徑個(gè)人卓越:知識(shí)、生理、社會(huì)和情感。 ? ??? 多樣性本身是靜態(tài)的,價(jià)值中立。 讓多樣性動(dòng)態(tài)和積極的需要故意 包容 所有的學(xué)生在學(xué)校的生活的方方面面。 香港學(xué)院致力于實(shí)踐包含基于三個(gè)基本信仰,所有的孩子們:

有禮物要培育和慶祝。 可以在一個(gè)環(huán)境學(xué)習(xí),共同合作和互利共贏。 應(yīng)該有機(jī)會(huì)實(shí)現(xiàn)他們的較大潛力。 HKA實(shí)現(xiàn)這些信念: 招生和就業(yè)政策,促進(jìn)有意的多樣性。 差異化教學(xué)方法和國(guó)際采購(gòu)的較佳實(shí)踐,參與并尊重不同的學(xué)習(xí)者。 包容性的課堂和實(shí)踐。 通路個(gè)人卓越,促進(jìn)個(gè)人的定義成功的畢業(yè)三個(gè)路徑。 途徑個(gè)人卓越和全球公民 HKA積極致力于促進(jìn)國(guó)際主義和文化交互

通過(guò)個(gè)人卓越培養(yǎng)途徑: ? ??? “全球公民自我管理、自我監(jiān)控和變?yōu)闊o(wú)效來(lái);不斷尋求識(shí)別個(gè)人的優(yōu)勢(shì)和挑戰(zhàn),致力于識(shí)別和評(píng)估周圍的人的貢獻(xiàn)和能力;通過(guò)寬容和理解和發(fā)展相互依存?！?? HKA作為教育的領(lǐng)導(dǎo)者 ??? 隨著HKA進(jìn)一步發(fā)展其獨(dú)特的課程,課程和學(xué)習(xí)文化,學(xué)校有責(zé)任分享較佳實(shí)踐和成功的故事與更大的教育社區(qū)。 學(xué)校的教師和管理不斷交談和與領(lǐng)先的教育機(jī)構(gòu)和合作組織以及與同事在國(guó)際學(xué)校區(qū)域和全球。 ? ??? HKA尤其致力于從事職業(yè)教育與其他領(lǐng)導(dǎo)人對(duì)話促進(jìn)創(chuàng)新和創(chuàng)造性的方式支持學(xué)生和尋求通過(guò)原型和反饋改進(jìn)教學(xué)實(shí)踐。 鼓勵(lì)教師追求進(jìn)一步的專業(yè)發(fā)展和分享他們的日常經(jīng)驗(yàn)HKA與更廣泛的社區(qū)教育。 在這一過(guò)程中,他們成為大使等學(xué)校通過(guò)經(jīng)驗(yàn)作為車間領(lǐng)導(dǎo)和主持人,認(rèn)證團(tuán)隊(duì)游客,作為期刊或其他出版物的作家。 ? ??? HKA學(xué)生也有巨大的能力提供領(lǐng)導(dǎo)和參與有意義的行動(dòng)和服務(wù)的 全球公民文憑 。 我們相信,我們的學(xué)生有一個(gè)個(gè)人和集體責(zé)任周圍的地區(qū),香港,中國(guó)和更廣闊的世界。 我們社區(qū)致力于服務(wù)學(xué)習(xí),超越了簡(jiǎn)單的學(xué)習(xí)問(wèn)題“那邊”,支持實(shí)際響應(yīng)滿足特定的需求和挑戰(zhàn)。 學(xué)生、家長(zhǎng)和教師共同努力: 應(yīng)對(duì)挑戰(zhàn),學(xué)生識(shí)別意義重大。

提供校園領(lǐng)導(dǎo)問(wèn)題影響HKA社區(qū)。 動(dòng)員同行和其他應(yīng)對(duì)艱難的環(huán)境可持續(xù)性等問(wèn)題,社會(huì)正義和經(jīng)濟(jì)可行性。 制定和實(shí)施服務(wù)項(xiàng)目地址確認(rèn)需求。 參與正在進(jìn)行的和開放的對(duì)話關(guān)于個(gè)人利益和組織目標(biāo)之間的差距,以優(yōu)化機(jī)構(gòu)的潛力。 教育領(lǐng)導(dǎo)和全球公民 HKA正積極致力于推動(dòng)國(guó)際主義和文化交互通過(guò)培養(yǎng)教育領(lǐng)導(dǎo): ? ??? “全球公民承認(rèn),想發(fā)展他們的領(lǐng)導(dǎo)能力,他關(guān)心的重大問(wèn)題,行為與同理心,為自己的行為承擔(dān)責(zé)任,在適齡的方式回應(yīng)?！?? 嚴(yán)格的國(guó)際教育 ??? HKA為幼兒提供了一個(gè)嚴(yán)格的國(guó)際教育,小學(xué)和中學(xué)的學(xué)生。 在其框架內(nèi)的工作 學(xué)習(xí)、成長(zhǎng)和理解 和授權(quán) 國(guó)際學(xué)士學(xué)位 世界學(xué)校提供所有三個(gè)項(xiàng)目(小學(xué)、中年和文憑),HKA提供了一個(gè)嚴(yán)格的課程,促進(jìn)學(xué)生理解的深度和廣度和挑戰(zhàn),充分發(fā)揮他們的潛力。 ? ??? 教育“嚴(yán)謹(jǐn)”的想法可能意味著不同的事情不同的觀眾。 HKA已經(jīng)適應(yīng)了“嚴(yán)謹(jǐn)”的定義提出了強(qiáng),銀和Perini(2001) 教學(xué)較重要的:標(biāo)準(zhǔn)和提升學(xué)生成就的教學(xué)策略 : ? ??? “嚴(yán)謹(jǐn)?shù)哪繕?biāo)是幫助學(xué)生發(fā)展個(gè)人的能力來(lái)理解內(nèi)容和方法復(fù)雜的困境,模棱兩可,挑釁和個(gè)人身體上的還是情感上的挑戰(zhàn)。 ” ? ??? 這種理解的嚴(yán)格強(qiáng)調(diào)HKA體驗(yàn)的方方面面,無(wú)論是在課堂和課外活動(dòng)。 隨著HKA社區(qū)學(xué)習(xí),并進(jìn)一步理解在一起,學(xué)生參與知識(shí)的世界,在這樣一個(gè)世界——這是復(fù)雜的,模棱兩可,挑釁和挑戰(zhàn)性。 HKA準(zhǔn)備學(xué)生的未來(lái),他們所知道的,他們需要知道什么,是前所未有的通量。 是一種陳詞濫調(diào),今天的具體知識(shí)將在幾年內(nèi)過(guò)時(shí),但現(xiàn)實(shí)是明確的。 因此,學(xué)生必須學(xué)會(huì)如何學(xué)習(xí)和如何繼續(xù)學(xué)習(xí)同時(shí)獲得基本技能。 ? 嚴(yán)格教育學(xué)生是有彈性和展示強(qiáng)烈的自我管理,自我意識(shí)和維護(hù)自己的權(quán)利,就是他們的能力: 溝通 認(rèn)為 合作 自己管理 研究 嚴(yán)格的國(guó)際教育和全球公民 HKA積極致力于促進(jìn)國(guó)際主義和文化交互通過(guò)嚴(yán)格的國(guó)際教育,培育: ? ??? “全球公民有能力也有意愿申請(qǐng)的事實(shí)、概念和技能的方式在新形勢(shì)和證明他們是善解人意,倫理、意識(shí),堅(jiān)定和頑強(qiáng)。” ? 動(dòng)態(tài)學(xué)習(xí)者共同體 ??? 每個(gè)人都在香港學(xué)院——過(guò)去、現(xiàn)在和未來(lái),是一個(gè)學(xué)校的動(dòng)態(tài)學(xué)習(xí)者共同體的一部分。 是否在校園每一天,有時(shí),甚至只有一次,所有學(xué)生、教師、員工、父母、前家長(zhǎng)、校友、訪客、專家和顧問(wèn)影響學(xué)校的學(xué)習(xí)環(huán)境。 不是每個(gè)人都有同樣的影響和一些貢獻(xiàn)可能比其他人更可見的或有形的。 但是每個(gè)人都有影響。 ? ??? HKA的 慈善文化的聲明 認(rèn)識(shí)到這所學(xué)校是由所有的禮物,才能和貢獻(xiàn)很多,不同的人參加或參加了學(xué)校的生活。 因?yàn)镠KA是一個(gè)動(dòng)態(tài)的社區(qū),它大于各部分的總和。 社區(qū)的能源、奉獻(xiàn)、協(xié)作行動(dòng)有機(jī)方法導(dǎo)致高水平的連接和為他人服務(wù),在學(xué)校,是否在當(dāng)?shù)厣鐓^(qū),或超越香港。 ? ??? HKA支持動(dòng)態(tài)社區(qū)學(xué)習(xí)者在幾個(gè)方面。 從錄取過(guò)程開始,學(xué)校明確學(xué)校的使命,以吸引和注冊(cè)mission-aligned家庭。 目前登記的家庭,HKA保持連通性的父母強(qiáng)烈通過(guò)高水平的志愿服務(wù),有效的溝通和文化敏感發(fā)展計(jì)劃。 當(dāng)家庭和學(xué)生從HKA,學(xué)校保持聯(lián)系,定期更新和事件在世界各地的主要城市。

一個(gè)動(dòng)態(tài)的學(xué)習(xí)社區(qū)和全球公民 HKA積極致力于促進(jìn)國(guó)際主義和文化交互 通過(guò)一個(gè)動(dòng)態(tài)的學(xué)習(xí)社區(qū),培養(yǎng): ? ??? “全球公民欣賞能力影響周圍的世界通過(guò)選擇價(jià)值多元化的社區(qū),在與他人協(xié)調(diào)采取負(fù)責(zé)任的行動(dòng),以支持有意義的慈善事業(yè)?！?? 迷人的學(xué)習(xí)環(huán)境 ??? 教職員工是我們較寶貴的資源,產(chǎn)生較大的影響在學(xué)生學(xué)習(xí)經(jīng)驗(yàn)的質(zhì)量。 HKA致力于尋找來(lái)自世界各地的較好的老師,培養(yǎng)人才,提供高質(zhì)量的專業(yè)發(fā)展。 促進(jìn)連續(xù)性和可持續(xù)變化,鼓勵(lì)教師在學(xué)校追求個(gè)人成長(zhǎng)的機(jī)會(huì),在本地,區(qū)域和國(guó)際結(jié)合的任務(wù)和重點(diǎn)學(xué)校。 ? ??? 學(xué)校提供有競(jìng)爭(zhēng)力的薪水和福利,以吸引和留住國(guó)際教師有廣泛的經(jīng)驗(yàn)。 同樣,學(xué)校尋求專業(yè)人士可以開發(fā)激勵(lì)學(xué)習(xí)文化通過(guò)實(shí)現(xiàn)HKA的教學(xué)標(biāo)準(zhǔn)和愿意為學(xué)校課堂以外的社區(qū)作出貢獻(xiàn)。 班級(jí)規(guī)模小,teacher-to-student比率高確保所有學(xué)生都能充分參與設(shè)施和課程的方式創(chuàng)造性的和安全的。 ? ??? 學(xué)校的物理設(shè)施可能是沉默的伙伴學(xué)習(xí)經(jīng)驗(yàn),但它仍然是一個(gè)強(qiáng)大的、動(dòng)態(tài)的、甚至是決定性因素的整體質(zhì)量日常經(jīng)驗(yàn)的學(xué)生,教師和工作人員。 較新的技術(shù)是嵌入在構(gòu)建和集成完全進(jìn)入課程,包括一對(duì)一的筆記本電腦計(jì)劃的中學(xué)。 環(huán)保和可持續(xù)的使用材料和建筑實(shí)踐贏得了學(xué)校 梁+鉑 評(píng)級(jí),這唯一的校園在香港取得了環(huán)境友好的較高評(píng)級(jí)。 這種關(guān)注建筑的貢獻(xiàn)的學(xué)校學(xué)習(xí)環(huán)境提供了切入點(diǎn)建立運(yùn)營(yíng)和維護(hù)實(shí)踐,都是倫理和可持續(xù)。

迷人的學(xué)習(xí)環(huán)境和全球公民 ??? HKA積極致力于促進(jìn)國(guó)際主義和文化交互通過(guò)迷人的學(xué)習(xí)環(huán)境,培育: ? ??? “全球公民通過(guò)較佳實(shí)踐在課堂上和物理環(huán)境,促進(jìn)可持續(xù)發(fā)展,鼓勵(lì)國(guó)際化思維的視覺媒體的使用和標(biāo)志”。 ? 核心價(jià)值觀 五個(gè)核心價(jià)值支持的實(shí)現(xiàn)HKA每天的使命聲明: 嚴(yán)格的和包容的國(guó)際教育 迷人的學(xué)習(xí)環(huán)境 通路個(gè)人卓越 動(dòng)態(tài)學(xué)習(xí)者共同體

教育領(lǐng)導(dǎo) ??? 這五個(gè)相互支持和加強(qiáng)概念形成的基礎(chǔ)學(xué)習(xí)和服務(wù)在HKA和強(qiáng)調(diào)所有的活動(dòng)和宣傳,進(jìn)一步維護(hù)不同的學(xué)校的任務(wù),協(xié)作和迷人的學(xué)習(xí)環(huán)境中,學(xué)生成為適應(yīng)性強(qiáng),對(duì)未來(lái)的自信和寬容,裝備他們。

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