Our school held a Life-wide Learning Week from March 19 to March 23, with an aim to provide students with experiential learning opportunities, directly addressing our school’s core focus on fostering self-directed learning and creative problem-solving through inquiry-based approaches. We arranged a variety of learning activities which included field trips and local visits, cross-border study tours, thematic project-based learning as well as community service. These experiences are intended to help students broaden their horizons, achieve the goal of whole-person development in an ever-changing society, and cultivate the capacity for lifelong learning.
Through careful planning across different forms, the activities created five essential learning experiences, including intellectual development, values education, community service, physical and aesthetic development, and work- related experiences.
In Secondary 1, students engaged in inquiry-based learning by applying technological knowledge, mathematical modeling, and design thinking through a series of technology-related workshops.
Day 1 was about technology and problem-solving workshops. Students explored the practical applications of technology and how it improves daily life. Activities included AR and VR gaming, wheelchair experience sessions, and mathematical modeling exercises.
On Day 2, students traveled to Shenzhen to observe China’s technological advancements firsthand. They visited the Handuan Robotfactory and Shenzhen Science & Technolog Museum. During the visit, they participated in practical workshops on Artificial Intelligence (AI) and aerospace technology, gaining insights into the development and diverse applications of AI.
On Day 3, students engaged in inquiry-based learning. They focused on analyzing social and daily life issues. They learned how to propose creative solutions to these problems, a process designed to stimulate their creative thinking and innovative mindsets.
The entire form participated in a three-day Mainland Exchange Programme to Yangjiang and Kaiping. The trip focused on the Maritime Silk Road and heritage conservation, allowing students to gain insights into the nation’s history, culture, economic development, and heritage preservation efforts. During the tour, students conducted thematic research projects, including exploring the cultural characteristics and preservation of the Kaiping Diaolou (fortified multi-story towers), Chikan Ancient Town, and Nanlo, studying the historical development of China’s Maritime Silk Road, investigating the history, challenges, and achievements of underwater archaeological exploration. Students also engaged in an exchange programme with teachers and students from a school in Yangjiang. This allowed them to gain an appreciation for the diligent study habits and attitudes of mainland students. They enjoyed a lion dance performance by Yangjiang students and shared experiences regarding the inheritance of China’s Intangible Cultural Heritage.
Secondary 3 students were divided into groups to conduct enquiry studies across various disciplines, including Science, History, and Business Studies. After participating in local visits and cross-border study tours, students established specific disciplinary themes to carry out group research and presentations.
Science Group:
Students participated in a two-day scientific study tour titled "Dongjiang Water Supply to Hong Kong & Technological Exploration Journey." During the trip, they visited the Guangdong-Hong Kong Water Supply Exhibition Hall, the Shenzhen Reservoir, the Dongshen Water Supply Project Memorial Park, and the Dongguan Science and Technology Museum. The itinerary was designed to help students understand the engineering behind the Dongjiang water supply to Hong Kong and China’s vital efforts in upgrading and securing water resources. Additionally, the trip aimed to foster a sense of gratitude and appreciation for the source of their resources (the spirit of "drinking water and thinking of its source").
Business Studies Group:
Business Studies students conducted field visits to the Mong Kok Flower Market and industrial buildings in Kwun Tong. They also participated in a cafe operations workshop to explore the practical application of economic theories and business management in daily life.
History Group:
Students participated in a guided tram tour of Central and Wan Chai. Through the tram journey and docent explanation, they gained a deeper understanding of Hong Kong’s historical evolution and the development of local livelihoods. On the second day, students visited Ap Lei Chau for an in-depth "Land and Sea" tour of Aberdeen’s fishing village culture. This allowed them to explore the traditions of the fishing community and the changes in fishermen's lives over time. They also visited Hung Shing Square to learn about the conservation and inheritance of the Ap Lei Chau Hung Shing Culture Festival.
To promote the core values of "Caring for the Elderly and Intergenerational Harmony," the school provided students with experiential learning opportunities to gain a deep understanding of the needs of senior citizens. Through direct interaction and community service, the program aimed to strengthen students' sense of belonging and identity recognition, encourage them to give back to the community as well as to help them understand the challenges posed by an aging population.
On the first day, students underwent volunteer training to understand the characteristics and daily needs of the elderly. They learned effective communication techniques for interacting with seniors and practiced designing games and performances in preparation for their visits to elderly centers. On the second day, the four Secondary 4 classes visited different elderly centers. Students spent time chatting with the seniors, performing various shows to create a joyful atmosphere, and leading group games to encourage participation. After gaining a deeper understanding of senior citizens and elderly care services through those two days of activity, students conducted issue-based inquiries to propose suggestions for improving elderly well-being and aged-care services. They concluded the programme by presenting their findings and recommendations in English during a final achievement sharing session.
The entire Secondary 5 students participated in a career planning and Greater Bay Area (Guangzhou) Industry Exploration Tour. Students visited the Guangdong-Hong Kong-Macao Greater Bay Area (Guangdong) Innovation and Entrepreneurship Incubation Base and the HKUST Fok Ying Tung Research Institute. These visits allowed students to understand the development, opportunities, and challenges for young entrepreneurs in Guangzhou. Through entrepreneurship seminars, they learned about the vital importance of creativity and innovation, as well as the key factors for business success.
The journey continued from Guangzhou to Foshan, where students visited Grandblue Environment Co., Ltd. (an energy enterprise) and Lingnan Xintiandi. These visits provided insights into the development of energy companies, environmental trends, and the growth of cultural tourism. Finally, guided tours and exchange sessions at Jinan University and the HKUST Fok Ying Tung Research Institute helped students understand the academic programmes, admission requirements, and career prospects of mainland universities. These experiences are designed to help students refine their future plans for further studies, employment, and entrepreneurship.
