Values Education is an essential element of whole-person education which aims at fostering students’ positive values and attitudes through the learning and teaching of various Key Learning Areas/Subjects, the provision of relevant learning experiences and our school-based Strive for Improvement Program (SIP). On this ground, we aim to develop students’ ability to identify the values embedded, analyze objectively and make reasonable judgement in different issues they may encounter at different developmental stages so that they could take proper action to deal with the challenges in their future life.

We promote Values Education through nurturing our students the twelve priority values and attitudes: “Perseverance”, “Respect for Others”, “Responsibility”, “National Identity”, “Commitment”, “Integrity”, “Care for Others”, “Law-abidingness”, “Empathy” and “Diligence”, “Empathy and “Self-discipline”.

Taking cultivation of positive values and attitudes as the direction, we make use of everyday life events to strengthen the coordination of learning activities, and enhance the connection, among various cross-curricular domains in values education, including moral education, civic education, national education (including Constitution, Basic Law and national security education), anti-drug education, life education, sex education, media and information literacy education, education for sustainable development, human rights education under the legal framework, etc. so as to provide students with all-round learning experience conducive to their whole-person development.

Strive for Improvement Program (SIP) is a school-based program which aims at providing personal growth education to students through the tailor made curriculum and joint effort of all class teachers and Guidance & Counselling Stream.

School-based learning and teaching materials and activities are developed to foster students’ development in the following domains: social development, personal development, academic development and career planning.

To nurture students to be a respectful student and raise their understanding for other ethnic groups, different play-based activities, such as board games, juggling, lightweight clay and mental health workshop are organized in order to provide chances for students to cooperate and communicate with students with different background.

Through participation in the above programs, students can know more about characteristics of different ethnic groups and their communication skills will be fostered since discussion and collaboration are requested during the implementation of the activities. For example, students  have to solve the problems of the games together while having fun in various kinds of board games.

In addition to enriching the content of Personal Growth Education (PGE) at upper primary levels, a school-based framework was prepared. Related workshops and activities were provided to P4 to P6 students regularly. The three core elements to be incorporated into the learning contents are: (1) “self-understanding and development”, through which students can understand themselves and the external influences on life planning; (2) “study pathways/career exploration”, through which students can explore the opportunities, constraints and options available for study and career development; and (3) “planning and management of further studies”, with which students are assisted to plan and make choices about further study, work out the implementation plan and put it into practice.