- The ESF is the largest English-medium international school organisation in Hong Kong. - Our 22 schools and comprehensive program of extra-curricular activities bring out the best in evey student. - Our mission is to inspire creativity and nurture global citizens and leaders of the future.
English Schools FoundationAbout the
The English Schools Foundation (ESF) is the largest English-medium international school organisation in Hong Kong. Our 22 schools and comprehensive programme of extra-curricular activities bring out the best in every student through a personalised approach to learning and by inspiring curious minds.
Among 22 schools, here we mainly introduce ESF Glenealy School below.
ESF Glenealy School is a community-based school. We are proud of the positive relationships that we build with students, their families and the wider community. Being a 2-form entry ESF primary school of 360 students, we are able to offer a personalised, inclusive and flexible approach to meeting the needs of our learners.
At Glenealy, highly skilled teachers ensure an education that is transformational. We develop caring and curious global citizens who make a positive difference. We provide meaningful and relevant experiences where learners develop skills, knowledge, understanding and attitudes for success in life. Our safe, nurturing environment values each learners’ voice and choice, fostering positive relationships in which learners flourish.
At Glenealy, our mission statement is to empower learners to flourish and make a positive difference. Our vision for every student is to be the best that they can be. We support and challenge students to ensure continual academic progress, personal growth and high standards.
An extensive co-curricular programme provides opportunities for students to participate in a range of arts, sports and special interest activities.
Address: 7 Hornsey Road, Mid-levels, Hong Kong Tel: +852 2522 1919 Fax: +852 2521 7838 E-mail: enquiry@glenealy.edu.hk Website: www.glenealy.edu.hk
As an IB world school we use the Primary Years Programme (PYP) as our curriculum framework. This enables us to develop a curriculum that is not tied to one country but is relevant and meaningful to our international community, embracing global citizenship. The inquiry based approach we use has ensured that our students do not only achieve strong academic results but also understand themselves as a learner. Developing the transferable skills, conceptual understandings and attitudes that equip them with a love of learning.
Learning in the primary school
Through the PYP: • students’ learning, social and emotional well-being needs are effectively met, • students develop independence and take responsibility for their own learning, • students gain understanding of the world and learn how to function effectively within it, • students develop personal values on which international-mindedness will flourish.
The curriculum The PYP provides schools with a curriculum framework of five essential elements that students need to equip them for successful lives, both now and in the future: • knowledge • concepts • approaches to learning (skills) • action
Schools work with the five elements to construct a rigorous and challenging primary curriculum that is engaging, relevant and significant for learners in the 3–12 age range. The curriculum organises learning across subject areas.
How does learning take place? The PYP provides structured, purposeful inquiry which engages students actively in their own learning. The programme supports students’ efforts to construct meaning from the world around them by: • drawing on their prior knowledge • providing provocation through new experiences • providing opportunities for reflection and consolidation.
This approach respects students’ developing ideas about how the world works. It encourages them to question, consider and refine their understanding of the social and natural world. Students learn how to learn, helping them to interact effectively with the learning environments they encounter and encouraging them to value learning as an essential and integral part of their everyday lives.
How are students assessed in primary school? Learning is viewed as a continuous journey. Teachers use assessment to identify students’ needs and use assessment data to plan the next stage of their learning. They identify what students know, understand, can do and value at different stages in the teaching and learning process and then use this evidence to inform next steps in learning.
Teachers use a wide range of assessment strategies to collect information on each of the elements represented in the curriculum: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action.
Year 6 students carry out an extended, in-depth, collaborative project known as the PYP Exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real-life issues or problems. Students share their learning within the five essential elements of the PYP with the whole school community. The PYP Exhibition provides an opportunity for teachers to assess students’ learning across the five essential elements.
Our school’s Programme of Inquiry (Below) provides an outline of the different Units of Inquiry our students experience from Years 1 to 6. This has been designed to be significant, engaging, flexible, broad and balanced. Fostering a developmental progression of the students skills, attributes and abilities both across and within each year group.
As an IB world school we use the Primary Years Programme (PYP) as our curriculum framework. This enables us to develop a curriculum that is not tied to one country but is relevant and meaningful to our international community, embracing global citizenship. The inquiry based approach we use has ensured that our students do not only achieve strong academic results but also understand themselves as a learner. Developing the transferable skills, conceptual understandings and attitudes that equip them with a love of learning.
Learning in the primary school
Through the PYP: • students’ learning, social and emotional well-being needs are effectively met, • students develop independence and take responsibility for their own learning, • students gain understanding of the world and learn how to function effectively within it, • students develop personal values on which international-mindedness will flourish.
The curriculum The PYP provides schools with a curriculum framework of five essential elements that students need to equip them for successful lives, both now and in the future: • knowledge • concepts • approaches to learning (skills) • action
Schools work with the five elements to construct a rigorous and challenging primary curriculum that is engaging, relevant and significant for learners in the 3–12 age range. The curriculum organises learning across subject areas.
How does learning take place? The PYP provides structured, purposeful inquiry which engages students actively in their own learning. The programme supports students’ efforts to construct meaning from the world around them by: • drawing on their prior knowledge • providing provocation through new experiences • providing opportunities for reflection and consolidation.
This approach respects students’ developing ideas about how the world works. It encourages them to question, consider and refine their understanding of the social and natural world. Students learn how to learn, helping them to interact effectively with the learning environments they encounter and encouraging them to value learning as an essential and integral part of their everyday lives.
How are students assessed in primary school? Learning is viewed as a continuous journey. Teachers use assessment to identify students’ needs and use assessment data to plan the next stage of their learning. They identify what students know, understand, can do and value at different stages in the teaching and learning process and then use this evidence to inform next steps in learning.
Teachers use a wide range of assessment strategies to collect information on each of the elements represented in the curriculum: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action.
Year 6 students carry out an extended, in-depth, collaborative project known as the PYP Exhibition. This involves students working collaboratively to conduct an in-depth inquiry into real-life issues or problems. Students share their learning within the five essential elements of the PYP with the whole school community. The PYP Exhibition provides an opportunity for teachers to assess students’ learning across the five essential elements.
Our school’s Programme of Inquiry (Below) provides an outline of the different Units of Inquiry our students experience from Years 1 to 6. This has been designed to be significant, engaging, flexible, broad and balanced. Fostering a developmental progression of the students skills, attributes and abilities both across and within each year group.
Course Information
Schedule
52 Weeks
VISA Info
I-20 Issued Upon Request
Accommodation
Off-campus Residence
Qualification
N/A
Course Schedule
(2024Year schedule), has been finished. (2025Year schedule), has been updating
Fees
School's Admin fee
Tuition
52 Week
Week
Week
Week
Week
(HKD)$ 133,800 / Week
Week
Week
Week
Week
Week
Housing Placement
Accommodation Fee
Terms
Homestay
On-Campus Dorm/residence
Off-Campus residence
Airport Pickup
Other Charges
Remarks / Other Information
* Dates and Fees are approximate and may change without prior notice.
Location
Facilities
We wanted increased opportunities for our learners to create an environment where they had more control of how, what and where they learned. An environment where students developed their approaches to learning, reflected on themselves as learners, the class as a community of learners and how they learned best both individually and collectively.
We began a journey as a whole school, focusing on empowering learners and exploring the pedagogical factors that have the greatest positive impact on learning. Through professional development teachers and educational assistants engaged with the latest educational research from around the world.
This focus had a positive effect on pedagogy across the school, although it was becoming increasingly obvious that the furniture and structure of our classroom environments were impeding our goal for increased learner agency. The space was cluttered and limited, with most students assigned to tables of six with a lack of flexibility and opportunity for movement. This traditional layout was designed on a teacher at the front of class model, with the teacher taking the role of imparter of knowledge rather than facilitator of learning. This was not our vision for learning at Glenealy so we knew a change was required. A team of dedicated professionals within the school spent significant time researching learning spaces. Exploring research on design, furnishings, impact of colour, full spectrum lighting, learning styles and the effect of clutter on focus and attention.
This learning was first synthesised and applied to the redesigning of our library space. This created more of a 21st century book shop effect with soft furnishings and playful nooks and spaces for students to enjoy and develop a love of reading, creating a welcoming learning hub in the school. The success of this redevelopment shone a light on the power a well thought out, learner focused design could have on creating an atmosphere where learning can flourish.
We wanted to capture this success and amplify it, applying a similar approach to the design of all learning spaces across the school. To ensure full engagement in the process and to gain multiple perspectives students and staff were involved as much as possible in the redesign of learning spaces. We examined the latest designs both locally and from around the World. Some classrooms engaged in rapid-prototyping, trialling the use of different furnishings and layouts. From this a collective design brief of building flexible, dynamic, light and adaptable learning spaces was agreed.
We are currently in the process of refurbishing and redesigning our outdoor areas to create learning spaces outside as well as in. This process of redevelopment is due to be completed in December 2019.
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