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  • Future Ready #IB45

FUTURE READY #IB45

‘FUTURE READY’ is a campaign that celebrates our exceptional students who have pushed their limits to become the best versions of themselves during their time at ESF. Transcending mere exam scores, we want to provide these students a platform to shine and for us to recognise the transformative power of education in shaping future aspirations, empowering students to make a positive impact on the world and to thrive in their chosen fields and beyond.

Class of 2024

Caitlin Wong

ESF Discovery College

Tracy Fu

ESF Island School

Hannah Wu

ESF Island School

Bernice Wing Tung Chou

ESF King George V School

Mila Phoenix Dresner

ESF King George V School

Reiss Lau

ESF King George V School

Kirsty Lee

ESF King George V School

Chi Him Tsang

ESF King George V School

Darkan Budhrani

ESF Renaissance College

Joseph Wong

ESF Renaissance College

Shriya Srinivasan

ESF Renaissance College

Marc Christopher Dingcong

ESF Sha Tin College

Nicole Samantha Lau

ESF Sha Tin College

Benedict Lok Hei Pang

ESF Sha Tin College

Ken Sotooka

ESF Sha Tin College

Enoch Chu

ESF South Island School

Annice Hui

ESF South Island School

Marcus Lau

ESF South Island School

Anson Li

ESF South Island School

Eunsu Stella Min

ESF South Island School

Vincent Huang

ESF West Island School

Jiya Joji

ESF West Island School

Heewoong Kim

ESF West Island School

Our Amazing Year 13 Graduates are ready to dedicate their whole hearts to the next stop of their journey!
They are happy to share with us their future plans:

· Caitlin Wong  ESF Discovery College
Imperial College London, Masters of Science in Chemistry

· Tracy Fu  ESF Island School
HKU-UCL, Dual Degree Programme in Law

· Hannah Wu  ESF Island School
University of Toronto, Life Sciences

· Bernice Wing Tung Chou  ESF King George V School
The University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

· Mila Phoenix Dresner  ESF King George V School
Chinese University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Global Physician- Leadership Stream)

· Reiss Lau  ESF King George V School
University of California Los Angeles, Bachelor of Science in Bioengineering

· Kirsty Lee  ESF King George V School
The University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

· Chi Him Tsang  ESF King George V School
The University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

· Darkan Budhrani  ESF Renaissance College
The University of Hong Kong, International Business and Global Management

· Joseph Wong  ESF Renaissance College
Imperial College London, Master of Mechanical Engineering

· Shriya Srinivasan  ESF Renaissance College
University College London, Anthropology

· Marc Christopher Dingcong  ESF Sha Tin College
Delft University of Technology, Aerospace Engineering

· Nicole Samantha Lau  ESF Sha Tin College
King’s College London, Bachelor of Laws

· Benedict Lok Hei Pang  ESF Sha Tin College
Chinese University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Global Physician- Leadership Stream)

· Ken Sotooka  ESF Sha Tin College
HKU-Cambridge, Dual Degree Bachelor and Master of Science in Physics

· Enoch Chu  ESF South Island School
Chinese University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Global Physician- Leadership Stream)

· Annice Hui  ESF South Island School
Imperial College London, Biological Sciences

· Marcus Lau  ESF South Island School
University of Oxford, Master of Engineering in Chemical Engineering

· Anson Li  ESF South Island School
London School of Economics and Political Science, Bachelors of Laws

· Eunsu Stella Min  ESF South Island School
Chinese University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery

· Lauren Darley  ESF West Island School
Queen’s University Belfast, School of Medicine

· Vincent Huang  ESF West Island School
The University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

· Jiya Joji  ESF West Island School
Chinese University of Hong Kong, Bachelor of Medicine and Bachelor of Surgery

· Heewoong Kim  ESF West Island School
University of Oxford, Medicine

Join the ESF family

Apply Now

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Shriya Srinivasan

英基啓新書院

2024 年度畢業生

升學去向

倫敦大學學院
人類學

我的故事

「這些年我孜孜不倦,只為理解、發掘、體會世界的美好;嘗試帶來改變,讓身邊社群更臻完善。要認清真正的自己 — 不論是生理上,還是從社會、文化角度探究。這不單是書本上的口號,更是一個人即將蛻變的率真體現。世人常言的普世理論和共同目標,在許多人看來總是虛無縹緲 — 該說是一個個理想,還是可以實踐於世的政策和思維?我確信大同世界並非盡是空談,改變世界也非夢想家的專利,每一個細微的行動,把絕無僅有的物質文明、歷經千代的人類本質小心守護,不容時日沖散最後一點痕跡,才是我推崇的切實做法。我立志將人類學知識融會貫通於邁向全球化的數碼時代。科技文明的瞬息萬變為生活帶來許多獨特的精彩時刻,卻又建成重重隔膜,讓人們最真摯的本質漸被埋沒。現今網絡的便捷和跨界限的連繫,應當造福活在這世上的每一位,這是任何人都能輕描淡寫卻又重量十足的挑戰。

我盼望他日能在制度下發揮舉足輕重的影響,而人類學院作為倫敦大學學院中規模最大的研究所之一,定必能填補我對世界認知缺乏的碎片,開發未知的領域。就我對這社會和人性的獨到觀點和充分理解,我定必能夠拉近理想與現實的距離,讓一瞬之念終有日百花齊放。」

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Shriya Srinivasan

ESF Renaissance College

Class of 2024

Choice of University

University College London
Anthropology

My Story

All I try to do is learn about, appreciate, and attempt to improve the world around me. I believe that understanding ourselves, on every level – biological, social, cultural – is not just a matter of knowledge but a matter of true, effective change. I want to translate abstract global aims to real culture and health policy impacts on communities. I hope to help preserve the fragile material culture and human facets that can easily disappear in a rapidly changing world. Eventually, I aim to apply anthropology to how society can adjust to an increasingly digitising and globalising world. Technology and modernisation makes our lives richer and fosters unique interactions, but often dilutes the communities and cultural adaptations that make us who we are. In the end, I believe that an efficient, interconnected world ought to serve everyone equally – and that is the ultimate challenge.

I hope that one day in the future, I can help massive institutions serve the individual better. A degree in Anthropology at one of the biggest research departments at UCL will allow me to encounter parts of the world I have never understood before. I aspire to be that link between ideation and action because of my unique, constant, and deep understanding of how people and societies function.

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邱志健

英基沙田學院

2024 年度畢業生

升學去向

香港大學 - 劍橋大學
物理雙學位課程

我的故事

「天文學家卡爾·薩根曾經說過:『在世界某個角落,有些不可思議的事物正在等待被發現。』正是這種情感驅使世世代代的科學家們,將他們的輝煌一生奉獻給探索和創新,也驅使我立志加入他們的行列。

香港大學-劍橋大學自然科學雙學位課程為我提供了一個全心研究、發現下一個『不可思議』的平台。我該與志同道合的同儕同行互勉,推動物理學的前沿,善用在兩個知名學府擁有的尖端技術。

通過發明和發現,我期望能加入偉大的前人,在世界和歷史上留下進步的痕跡,效力創科發展,並研究改善他人生活的技術。我希望將對理解宇宙的熱情轉化為切實的改變,相信這些抱負將在香港大學-劍橋大學自然科學雙學位課程中一一實現。」

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朱天朗

英基南島中學

2024 年度畢業生

升學去向

香港中文大學
內外全科醫學士課程「環球醫學領袖培訓專修組」

我的故事

「我常望遨遊學海,渴望著探索醫學領域不同元素。我相信在香港中文大學就讀醫學專業將不僅能提升我的教育水平和研究能力,還將為我提供必要的臨床實習機會,塑造我未來的醫學之旅。

為了真正在醫學領域做出改變,我希望通過開展研究或制定政策來完善個性化醫療手法,以優化患者治療途徑。

雖現在身為一個學生,我的野心,我的夢想,仍將帶我走向更大抱負。我將利用在香港中文大學的機會、資源和師生的支持,滿足我的好奇心,不斷追求進步,成為一個終身學習的人,一個總能使夢想成真的夢想家。」

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彭樂希

英基沙田學院

2024 年度畢業生

升學去向

香港中文大學
內外全科醫學士課程「環球醫學領袖培訓專修組」

我的故事

「『任何一個喜愛醫學這門藝術的地方,同樣也會充滿了對人類的熱愛。』

醫學之父希波克拉底的睿智使我深深著迷,為了延續這意志,我將入讀香港中文大學,實現對醫學的嚮往。

在中大醫科大家庭的培育和支持下,我立意成為一名醫學科研專家,在不斷研究和創新中為人頪醫學破舊立新,邁向未來。

我誓言要以堅定不移的意志和無盡的好奇心持續孕育對醫學的熱忱和人類的熱愛。相信在修讀中大醫學課程後,我決心服務香港大眾的終極目標,將不再是夢。」

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李芯弦

英基英皇佐治五世學校

2024 年度畢業生

升學去向

香港大學
內外全科醫學士課程「傑出醫科學人」

我的故事

「相信自己是實現夢想的第一步。我希望能以醫生的身份進入醫學領域;不僅僅是治療病人,更要治愈他們。我向來是一個樂觀的人,而我銳意將這正向思維帶給我的病,因為我相信積極的心態才是快速康復的開端。

雖然我對自己將來專攻的領域還不確定,但我有信心隨著時間的推移,我會更清楚地了解自己的長處和興趣,以便繼續發展自己的專業技能來服務大眾。醫學是一條終身學習之路,我決心竭力實現我的抱負,成為有影響力的人。

我的旅程剛剛開始,對未來可謂充滿期待!」

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李凌傑

英基南島中學

2024 年度畢業生

升學去向

倫敦政治經濟學院
法學學士

我的故事

「宏觀人類的悠遠歷史,是『法律』打造了我們所熟知的社會體系,作為促進現代文明的基石。法律作為維護社會平等、正義和捍衛機會的方式,激發了我對這一領域的奉獻精神。現今世界的法律問題不再局限於邊界、社區和單一國家之內,而是成為國際間的共同協力。生活其中,我努力理解全球人民不斷演變的需求和挑戰。儘管我只是微不足道的一個力量,但我會很榮幸能與志同道合的人一起努力,加強鞏固國際法機制,保衛地球村的多元多樣。儘管生活給予每個人的機會不盡相同,正義之路總會為每個人提供茁壯成長的機會。」

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劉巧琳

英基沙田學院

2024 年度畢業生

升學去向

倫敦國王學院
法學學士

我的故事

「一位律師的立足之道在於他敏捷思維和應對能力。不久的將來,我將在法律的最前線游刃有餘地活用這些技能,在各種火線下捍衛公義。

倫敦國王學院之所以成為我的首選志願,皆因其踏實謙卑的態度與扎實的教育基礎相輔相成,讓我確信能取得必要的技能和堅實的學術基礎,他日在法庭上不只是如機械般搬弄知識,更是能活用批判思考和創造力發揮所長。

我的『抱負』並非特別耀眼,也稱不上是甚麼宏願;事實上,我的未來充滿許多無法預知的事。然而,我確信,我的多元才能和對事物的敏銳觸覺,加上國王學院法學院的全面教育,都能助我穩健立足,以應對和理解對法律訴訟體系的核心。」

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劉倩彤

英基英皇佐治五世學校

2024 年度畢業生

升學去向

加州大學洛杉磯分校
生物工程學士課程

我的故事

「笑聲有著美妙的神奇療效。一個人的笑聲可造就人的喜悅。朋友們的笑聲總能鼓舞我敞開心扉,與他人建立聯繫,漸漸變得快樂。我相信在加州大學洛杉磯分校(UCLA)的校園將會笑聲不斷,彼此相互支持,成就一切看似不可能的夢想。

我渴望能與一個開明且富有創意的團隊合作,創建一個無界限的社區,人們不再受到各種社會規範約束,而是能共融,欣賞大家在各方的付出和成就。在可見的將來,我希望通過跨越領域的合作,開發有用的醫療技術,讓人們不再受苦痛折磨,可以無時無刻開懷大笑。

在UCLA,我將擁有所有這些機會,甚至更多未知的驚喜;我將能夠探索不同技術,發掘對更多事物的熱情。這種自由定必能教我更深入地了解不同的世界觀,建立更全面的個人哲學,領吾真正的快樂泉源!」

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周穎彤

英基英皇佐治五世學校

2024 年度畢業生

升學去向

香港大學
內外全科醫學士課程「傑出醫科學人」

我的故事

「治人必先治其心: 在病人最脆弱的時刻成為他們的支柱,引導他們接納治療、逐漸康復,正是推動我學習醫學的動力。昔日在療養院和安寧病房做義工,讓我意識到通過同情心傳播正能量的重要性。

能接受實用和倫理兼重的醫學教育,將完善我在醫療保健領域的表現和追求。我渴望利用不斷發展的醫學科技和團隊合作的協力增益,來造福社會各界的弱勢群體。我希望通過繼續我的志願工作和投身人道援助來實現這一目標。如今回想心理治療學家弗蘭克博士(Dr. Frankl)的話,終於深明其義:『人類要為一個值得追求的目標而掙扎、奮鬥。』對我來說,這個目標是便是改善病人的生活,也許是治愈,也許只是安慰,也將帶來温暖。治療時亦讓人心得以慰藉,這就是我想在社會上產生的影響。」

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狄美娜

英基英皇佐治五世學校

2024 年度畢業生

升學去向

香港中文大學
內外全科醫學士課程「環球醫學領袖培訓專修組」

我的故事

「醫學不僅僅是關於治療病人,更是對他們的療癒,無微不至的照顧,減輕他們的痛苦。在我的理想中,我預見自己為一個領導者、施給者,為他人帶來安慰。這也是我渴望成為醫生的原因。

目睹祖母對抗中風和癌症的過程,讓我意識到生命的不可測且短暫。我感激命運讓我遇上並走過這些低谷,讓我意識身邊各種人事物的可貴,人生中的一切皆不是理所當然。當我努力成為最好的自己時,我希望能不斷向他人學習並鼓勵大家作出正面的改變。在家人、朋友和中大醫學院的支持下,我相信不久的將來,我將實現我的夢想。」

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黄瀚錕

英基西島中學

2024 年度畢業生

升學去向

香港大學
內外全科醫學士課程「傑出醫科學人」

我的故事

「醫學發展一日千里,每每突破可能性的界限,驚動世人。這些過程總使我怦然心動,也許就在此刻,我被這領域深深吸引了。

你知道嗎?我正要憑藉同理心、奉獻的決心和合作精神,成為這個領域的改變者,克服明天的挑戰,從發現創新治療方法和設計尖端技術到倡導政策改革一一涉獵。

歸根結底,醫學代表著一個通過臨床工作和學術研究,設身處地改善人們生活的機會。這就是激勵我在香港大學學習醫學的動力。

你說我會遇上超越限制,切實改善社區福祉的種種機遇?相信我,我定必物盡其用,不放過任何機會。」

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Vincent Huang

ESF West Island School

Class of 2024

Choice of University

University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

My Story

The way medicine is constantly evolving — pushing the boundaries of what's possible — completely captivates me.

And you know what? Harnessing empathy, dedication, and a collaborative mindset, I am determined to be a change maker in this field and conquer the challenges of tomorrow — from discovering innovative treatments and designing cutting-edge tech to advocating for policy reforms.

At the end of the day, medicine represents an opportunity to empathetically improve lives through both clinical work and academic research. And that's what motivates me to study medicine at HKU.

The opportunity to go above and beyond and tangibly improve the well-being of our community? You better believe I am going to make the most of it.

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Anson Li

ESF South Island School

Class of 2024

Choice of University

London School of Economics and Political Science
Bachelor of Laws

My Story

As the foundation that crafts civilisation into what we now know as society, the law as a mode of ensuring equality, justice, and opportunity inspires my dedication to this field. Amidst a world where legal issues are emerging in forms that transcend borders, communities, and nations, I strive to understand the evolving needs and struggles of people around the globe. Though a meagre individual force, I would be honoured to work alongside like-minded aspirants to strengthen international legal mechanisms that protect the diverse population we have today. Despite being bestowed with different opportunities in life, a pathway of justice offers everyone a chance to thrive.

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Enoch Chu

ESF South Island School

Class of 2024

Choice of University

The Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Global Physician- Leadership Stream)

My Story

As someone who is keen to learn and explore different elements within the medical landscape, studying Medicine at CUHK will not only enhance my educational and research capabilities, but also provide me with the clinical exposure necessary to shape my future medical journey.

To truly make a difference in the medical field, I wish to enhance personalised healthcare approaches by conducting research or establishing policies, with the aim of optimising patient treatment pathways.

Being an ambitious student and a dreamer, I will make use of opportunities, resources, and support at CUHK in order to satisfy my curiosities and maintain myself as a lifelong learner seeking for constant improvement.

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Ken Sotooka

ESF Sha Tin College

Class of 2024

Choice of University

HKU-Cambridge Dual Degree
Bachelor and Master of Science in Physics

My Story

Carl Sagan once said, "Somewhere, something incredible is waiting to be known". It is this sentiment that drove scientists throughout history to dedicate their lives to discovery and innovation, and what drives me to join these scientists.

The HKU-Cambridge dual degree program in natural sciences provides me with a platform to research and discover the next "incredible" something. I envisage myself working with like-minded peers to push the frontier of physics, working with cutting-edge technology in two reputable institutions.

I want to leave a mark in the world through discovery, helping innovate and develop technologies that improve the lives of others. I hope to channel my passion for understanding the universe into tangible change, which I can achieve with the HKU-Cambridge dual degree program.

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Benedict Lok Hei Pang

ESF Sha Tin College

Class of 2024

Choice of University

Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Global Physician- Leadership Stream)

My Story

“Wherever the art of medicine is loved, there is also a love of humanity”.

Echoing these wise words from Hippocrates, the ‘father of medicine’, I am delighted to pursue a degree in Medicine at the Chinese University of Hong Kong.

By being part of the CUMed family and with the faculty’s nurture and support, I hope to become a clinician scientist and contribute towards the betterment of human health through clinical service, research and innovation.

I pledge to maintain my passion to medicine and love of humanity by remaining persistent and inquisitive throughout the course. With my ultimate aim to serve the Hong Kong public, I am fully confident that CUHK’s MBChB program will provide me with the support and resources I need to turn this goal into reality.

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Nicole Samantha Lau

ESF Sha Tin College

Class of 2024

Choice of University

King's College London
Law

My Story

A lawyer’s bread and butter is his ability to think on his feet. One day I see myself employing this skill and many others at the first line of fire before a judge.

What cements King’s as my university of choice is its down-to-earth humility preceding such solid educational standing. Armed with the necessary skills and a strong academic foundation, I wish to apply myself critically and creatively in the courtroom.

My ‘ambitions’ are not particularly glamorous, nor are they grand; actually, I can’t entirely be sure of what my future holds. I am sure, nevertheless, that my versatility and acuity–and an LLB that the Dickson Poon School of Law will provide–all ground me in good stead to navigate and grasp the heart of the adversarial system.

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Kirsty Lee

ESF King George V School

Class of 2024

Choice of University

University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

My Story

Believing in yourself is the first step to achieving your dreams. I hope to enter the medical field as a doctor; not only to treat patients, but to heal them too. As I’ve always been a positive person, I’m determined to share this mindset with patients as I believe a positive mentality is crucial to a speedy recovery.

Although I’m still unsure of which specialism I will pursue, I am confident that I will gain a clearer understanding of my strengths and interests over time, so I can continue developing my skills to serve the public community. Medicine is a lifelong learning journey, and I am determined to commit to making my aspirations come true.

My journey has just begun, and I’m looking forward to what the future holds!

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Reiss Lau

ESF King George V School

Class of 2024

Choice of University

University of California Los Angeles
Bachelor of Science in Bioengineering

My Story

Laughter is beautifully therapeutic. One person’s laughter is everyone’s joy. Hearing my friends laugh inspires me to reach out, connect with others and cultivate happiness. I believe that laughter is abundant at UCLA, where everyone is supported to be anything they dream of.

I envision myself working with an open-minded and creative team to create a community where social boundaries are pushed and hard work is appreciated. Ultimately, I want to collaborate with others through interdepartmental projects to develop helpful medical technologies that will keep people laughing.

At UCLA, I’ll have all these opportunities and more. I’ll be able to explore other avenues and pursue other passions. Such freedom will allow me to glean more into different worldly perspectives and consolidate a more holistic personal philosophy.

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Mila Phoenix Dresner

ESF King George V School

Class of 2024

Choice of University

Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Global Physician- Leadership Stream)

My Story

Medicine is not just about curing patients but also caring for them and alleviating their suffering. I envision myself as a leader, provider and source of comfort to others, which is why I aspire to be a doctor.

Witnessing my grandmother’s fight against stroke and cancer made me realize that life is unpredictable and transient. Being grateful for the opportunities I am presented with means that I don’t take anything or anyone for granted. As I strive to become the best version of myself, I hope to constantly learn from others and inspire positive change. With the support of my family, friends and CUMed, I am confident that I will achieve my dreams.

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Bernice Wing Tung Chou

ESF King George V School

Class of 2024

Choice of University

University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

My Story

The prospect of caring for patients at their most vulnerable moments and guiding them toward acceptance and recovery is what propels me to study medicine. Volunteering at care homes and hospices made me realise the importance of spreading positivity through empathy.

The breadth of a medical education in both the empirical and ethical aspects of healthcare will help me nurture a holistic approach to this field. I aspire to utilise proliferating medical advancements and the synergy of teamwork to benefit the underprivileged. I hope to achieve this through continuing my volunteer work and venturing into humanitarian aid. I’ve come to appreciate Dr. Frankl’s words that humans need some “striving and struggling for some worthy goal”. For me, this is to improve patient lives, whether to cure or comfort. This is the type of difference I want to make in society.

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丁頌熹

英基沙田學院

2024 年度畢業生

升學去向

代爾夫特理工大學
航空太空工程學士課程

我的故事

「如果你一直畏懼,夢想就永遠只是夢想。當你敢於追逐它們的那一刻,就是你的未來開始形成的時候。那也是你真正開始活著的時刻。

我選擇就讀代爾夫特理工大學的航空航天工程學士學位,是因為我想在一個培育全面、多元思維的環境中茁壯成長。只有在這樣一個同樣充滿熱誠的群體中,我才能不受限制地發揮最大潛力。

我的抱負是成為一名能將創意設計與實用性完美融合的工程師,而最終目標是不斷擴展人類對可能性的認知。我想向世界展現航空航天工程之美,並創造一個永遠服務於人類世世代代的偉大發明。」

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Annice Hui

英基南島中學

2024 年度畢業生

升學去向

倫敦帝國學院
生物科學專業

我的故事

「作為一個富有同理心和動力的人,我對未來的願景是為全球弱勢群體的健康盡一分力。

親眼目睹獲得優質醫療服務的機會存在極大差距,我心中深深埋下一份責任感:要為那些不幸的人們施予援手。通過在學術上的追求,我的目標是深入理解造成全球健康不平等而錯綜複雜的社會、政治和經濟因素。

最後,我希望竭盡所能,為弱勢社群的需求發聲,為建立更加公平的全球健康格局而全力以赴。」

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王天賜

英基啓新書院

2024 年度畢業生

升學去向

倫敦帝國學院
機械工程專業

我的故事

「我渴望擁有創作的自由。

對於一個即將就讀倫敦帝國學院機械工程專業的人來說,這未免顯得些許矛盾。然而我希望能在那裡學有所成,創造出解決醫療問題的方案——我一直在考慮專注於手術用機械、人工器官和義肢的開發。

我完全可以想像自己在觸手可及的將來成為自己的老闆,或領導一支研究團隊,去構思嶄新的治療方式,以解決困擾人類的各種疾病。

可能有人會認為我過於理想主義;但我已經胸有成竹,迎接未來的一切未知。

耶利米書 29:11」

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劉衍東

英基南島中學

2024 年度畢業生

升學去向

牛津大學
化學工程專業

我的故事

「一切都始於一個願景:看見自己越過終點線、看見自己在公開試金榜題名、看見自己完美地為過去十數年的學業謝幕。因此要成就大事,就必須敢於追求擲地有聲的夢想。

於我而言,牛津大學的化學工程專業正是實現夢想的絕佳機會。我期望設計出古今難題之解決方案,並將其結合創意、新穎及優雅。我夢想在這片土地留下自己獨一無二的痕跡,在科學領域中一石激起千層浪。

然後,我想召集一個靈活而雄心壯志的群體,帶領無限自由並深入的探索機會。現在,我已經能夠憧憬一個令我茁壯成長的所在地。也許,我的夢想不再只是單純的幻想。」

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Eunsu Stella Min

英基南島中學

2024 年度畢業生

升學去向

香港中文大學
內外全科醫學士課程

我的故事

「即將作為香港中文大學的醫學生,我渴望成為醫療事業的未來一員。利用我的協作技能、豐富的同理心和一絲不苟的特質,我期望領導一支由不同背景的專業人才組成、富有熱誠的跨學科團隊,去應對錯綜複雜的人類健康難題。

我希望利用我的藝術天賦,熟練掌握外科手術的技能以治療患者。我渴望站在研究的前綫,改善以患者為中心的醫療服務。我亦希望直面並緩解香港及全球的醫療問題。

憑藉熱忱、知識和香港中文大學醫學院的栽培,我一定能夠發揮最大潛能,實現我的理想。」

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Jiya Joji

英基西島中學

2024 年度畢業生

升學去向

香港中文大學
內外全科醫學士課程

我的故事

「『時而治癒,時常醫治,時刻安慰。』——這句永不過時的話語是我曾跟隨的一位醫生告訴我的。它成為了我作為醫護人員所追求的信條。

我憧憬自己不單單身為一名醫護人員,更成爲患者的一縷曙光,在艱難時刻成為他們的同伴和傾聽者。除了臨床工作,我也夢想成為進步的引領者,運用自己的知識為改善患者護理作出貢獻。

最後,我希望將來能夠解決落後地區醫療的不平等問題,為更加公平的明天克盡己任。懷著這些美好願景,我推開香港中文大學內外全科醫學士課程這道任重而道遠的大門。」 "

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Darkan Budhrani

英基啓新書院

2024 年度畢業生

升學去向

香港大學
工商管理學士(國際商業及環球管理)課程

我的故事

「展望未來,我期待一個能夠讓我施展所長,為世界帶來正面影響的未來。我對商業、設計和創意解難的熱情,一直驅使我尋找新的挑戰和機會。

我被商業諮詢領域的快節奏和協作性質深深吸引。在那裡,我可以運用我的分析能力,協助組織應對千絲萬縷的難題。我渴望有朝一日擁有自己的初創公司,將我對設計和全球商業的興趣融為一體。

他朝一日,我希望能帶來正面的改革,以企業家思維解決社會需求。在香港大學工商管理學士(國際商業及環球管理)課程的栽培下,我相信我能夠如願以償。」

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Heewoong Kim

ESF West Island School

Class of 2024

Choice of University

University of Oxford
Medicine

My Story

Picture a future where medicine transcends its current boundaries, where cutting-edge treatments meet holistic patient care, and where technology amplifies the human touch in healing. That's the vision I'm passionate about bringing to life through my medical journey at Oxford University.

My mind is a fusion of scientific curiosity and empathetic problem-solving, viewing each medical challenge as an opportunity for groundbreaking solutions.

My mission? To turn the medical world on its head, sprinkle it with innovation, and serve it up with a side of compassion.

I'm not just pursuing a medical degree; I'm preparing to become a leader equipped with a brain that never stops buzzing and an unshakeable belief that medicine can be both brilliant and fun.

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Jiya Joji

ESF West Island School

Class of 2024

Choice of University

Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery

My Story

”To cure sometimes, to relieve often, to comfort always” - this timeless sentiment shared with me by a doctor I once shadowed has become a guiding light for my aspirations as a medic.

I envision myself as a beacon of hope for my patients, transcending the purely clinical role by offering patients a companion and listening ear in challenging times. Beyond the clinical setting, I also dream of being a catalyst for progress, leveraging my knowledge to contribute to research that could potentially drive significant improvements in patient care.

Finally, in the future, I would like to confront healthcare disparities in underserved regions and contribute to a more equitable tomorrow. With these dreams, I approach the incredible opportunity to join the esteemed medical programme at CUHK.

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Eunsu Stella Min

ESF South Island School

Class of 2024

Choice of University

Chinese University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery

My Story

As a prospective medical student in The Chinese University of Hong Kong, I aspire to be apart of the future of medicine. Using my collaborative skills, empathetic nature and attention to detail, I aspire to lead a multidisciplinary team full of diverse and passionate individuals to tackle the complexities of human health.

I wish to use my artistic talents to seamlessly master the skills of surgery to treat patients. I wish to be at the forefront of research to improve patient centred care. I wish to confront and alleviate the healthcare issues in Hong Kong and around the world.

With passion, knowledge and support from the CUMed community, I'll be able to reach my fullest potential and live out my dreams.

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Marcus Lau

ESF South Island School

Class of 2024

Choice of University

University of Oxford
Master of Engineering in Chemical Engineering

My Story

All things start with a vision: seeing yourself win that race, seeing yourself ace that test, seeing yourself rock that performance. So to make it big, dream big.

For me, the University of Oxford’s Chemical Engineering program is the perfect chance to dream. I dream of designing tomorrow’s solutions to the problems of today, a coalescence of ingenuity, novelty and elegance. I dream of leaving my personal impact on our world, measured in the metric tonnes and millions in capital.

Then, combine this with a community of bright and ambitious minds as well as boundless opportunities for free and advanced exploration. Now, I can envision a place to grow and thrive in. Maybe my dreams can cease being just dreams.

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Annice Hui

ESF South Island School

Class of 2024

Choice of University

Imperial College London
Biological Sciences

My Story

As an empathetic and driven individual, my vision for the future is to dedicate myself towards improving health outcomes for underserved populations globally.

Witnessing firsthand the stark disparities in access to quality healthcare has instilled in me a profound sense of obligation to offer aid and support to those who are less fortunate. Through my academic pursuits, I aim to develop a nuanced understanding of the complex social, political, and economic factors that contribute to health disparities worldwide.

Ultimately, I aspire to leverage my abilities and knowledge to champion the needs of marginalized communities and work towards building a more equitable global health landscape.

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Marc Christopher Dingcong

ESF Sha Tin College

Class of 2024

Choice of University

Delft University of Technology
Aerospace Engineering

My Story

Dreams only stay dreams as long as you let them. The moment you aren't scared to chase them is the moment your future is formed. It's the moment you start to live.

I chose TU Delft's BSc in Aerospace Engineering because I envisage myself flourishing in a holistic environment that nurtures a symphony of intellectual styles. Only among a community of these equally passionate individuals can I excel without limitations.

My ambition is to be an engineer that has mastered the integration of creative design with practical solutions, all with the goal of furthering humanity's perception of what is possible. I want to reveal the elegance of aerospace engineering to the world. I strive to create a legacy that forever serves our future generations.

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Joseph Wong

ESF Renaissance College

Class of 2024

Choice of University

Imperial College London
Master of Mechanical Engineering

My Story

Honestly, I aspire to have creative freedom.

That might sound pretty ironic coming from someone going to Imperial College to study mechanical engineering, but I’m hoping I can gain the skills there to creatively engineer solutions to medical problems. So far, I’ve been thinking about specialising in developing surgical robotics, artificial organs, and prosthetics.

I can totally see myself in the perhaps not-so-distant future being my own boss, or leading my own team of researchers to brainstorm new ways of treating the multitudes of illnesses that plague humankind.

Call me idealistic, but I’m ready and optimistic for whatever lies ahead. Jeremiah 29:11

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Darkan Budhrani

ESF Renaissance College

Class of 2024

Choice of University

Hong Kong University
International Business and Global Management

My Story

As I look ahead, I envision a future where I can utilize my experiences and skillset to make a meaningful impact on the world around me. My passions for business, design, and creative problem-solving have motivated me to seek out new challenges and opportunities.

I'm drawn to the fast-paced, collaborative nature of the consulting field, where I can apply my analytical abilities to help organizations navigate complex issues. I aspire to one day have my own start-up that seamlessly blends my interests in the design and global business.

Ultimately, I hope to create positive change and use an entrepreneurial mindset to address societal needs. With the support from the BBA program of International Business and Global Management at HKU, I am confident I can turn these aspirations into reality.

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Chi Him Tsang

ESF King George V Schooll

Class of 2024

Choice of University

The University of Hong Kong
Bachelor of Medicine and Bachelor of Surgery (Distinguished MedScholar)

My Story

The greatest medicine is to teach people how not to need it. I see myself as an agent of positive change, a caregiver, a lifelong learner, and someone who constantly strives for personal growth and improvement.

With an intent to specialize in a particular medical field, I aim to delve deeper into an area where I can continue making meaningful impacts on the lives of others. I want to combine my passion for helping people with my dedication to personal and professional development, ensuring I constantly evolve as a healthcare provider.

With my commitment to medicine, I am confident I will have the means to turn my aspirations into a reality and contribute to creating a healthier future for all.

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Hannah Wu

ESF Island School

Class of 2024

Choice of University

University of Toronto
Life Sciences

My Story

From courtyard karaoke to WANBO beach cleanup activities to inter-house debates, the one thing that has defined my experience at Island School is the strong sense of community and belonging I've found there.

Looking ahead, I'm really excited about heading to the University of Toronto to study Life Sciences and I cannot wait to explore new horizons! More than anything, I strive to bring a little part of the Island School Spirit with me wherever I go — a spirit marked by the humour and humility I've come to know very well through my role in the school community. My dream is to embody the same supportiveness and encouragement I have experienced, advocating for myself and my peers, while fostering enthusiastic and kind communities through my leadership in the future.

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Tracy Fu

ESF Island School

Class of 2024

Choice of University

HKU-UCL
Dual Degree Programme in Law

My Story

Success doesn’t go to you, you go to success. The HKU-UCL Dual Degree Programme in Law, with its specialised focus in both HK and UK law, is the most suitable pathway for me to achieve my ambitions. I envisage myself exploring the fundamental principles of equality, transparency, and fairness whilst thriving in a community of like-minded individuals.

Ultimately, I strive to apply the legal knowledge I will gain to good practice in the pursuit of justice. With globalisation making law inevitably more interconnected, the dual degree programme will grant me the flexibility to pursue legal careers in both the UK and HK. I will immerse myself in the diverse cultures of both countries, and experience the best of both worlds.

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Caitlin Wong

ESF Discovery College

Class of 2024

Choice of University

Imperial College London
Masters of Science in Chemistry

My Story

Today, some of the world's most innovative discoveries emerge from the lab. Behind the scenes, there is a modern-day alchemist, an atomic architect. There is a chemist: someone who has the power to manipulate infinitesimally small atoms, yet produce infinitely impactful solutions.

I am determined to join these chemists, working with my passion and integrity at the forefront of the sciences. My ambition is to make meaningful contributions to society through developments in environmental or medicinal chemistry, ultimately developing novel solutions for a more sustainable future. I will continue to accumulate knowledge as a learner, address global issues as an advocate, and spread hope as a dreamer.

Pursuing a Masters of Chemistry at Imperial College London is the next step for me to chase my dreams. I can't wait for the exciting journey ahead.

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Caitlin Wong

ESF Discovery College

Class of 2024

Choice of University

Imperial College London
Masters of Science in Chemistry

My Story

Today, some of the world's most innovative discoveries emerge from the lab. Behind the scenes, there is a modern-day alchemist, an atomic architect. There is a chemist: someone who has the power to manipulate infinitesimally small atoms, yet produce infinitely impactful solutions. I am determined to join these chemists, working with my passion and integrity at the forefront of the sciences. My ambition is to make meaningful contributions to society through developments in environmental or medicinal chemistry, ultimately developing novel solutions for a more sustainable future. I will continue to accumulate knowledge as a learner, address global issues as an advocate, and spread hope as a dreamer. Pursuing a Masters of Chemistry at Imperial College London is the next step for me to chase my dreams. I can't wait for the exciting journey ahead.

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Year 1 Central Application - Key dates

Parents should refer to the “Determining Year Group” guidelines under the admission process to determine the appropriate year group to apply for when submitting their primary application.

1-30 September

  • The Central application period for parents to submit application
  • An acknowledgement email containing the applicant’s reference number will be sent upon submission
2 SeptemberNomination Rights applications open
First Friday of OctoberDeadline for receipt of supporting documents
Mid-OctoberAcknowledgement email sent to parents to advise admission process
November to January (Following Year)First round interviews conducted at primary schools
March to August (Following Year)Further interviews conducted by primary schools as necessary

Year 7 Central Application - Key dates

Parents should refer to the “Determining Year Group” guidelines under the admission process to determine the appropriate year group to apply for when submitting their secondary application.

1-30 September
  • The Central application period for parents to submit application
  • An acknowledgement email containing the applicant’s reference number will be sent upon submission
2 SeptemberNomination Rights applications open
First Friday of OctoberDeadline for receipt of supporting documents
Early OctoberAcknowledgement email sent to parents to advise admission process
Mid-October to the end of NovemberInterview period
Early/Mid-December Offer for Year 7 places sent out
Mid-DecemberDeadline to confirm places offered by payment of a deposit and non-refundable capital levy

ESF Jockey Club Sarah Roe School (JCSRS)

2B Tin Kwong Road, Homantin, Hong Kong

Founded

1985

Age Range

Age 5 – 19

Number of Students

70

Curriculum

Bespoke curriculum. All secondary-aged students access accredited ASDAN courses.

About Our School

Everything we do at ESF Jockey Club Sarah Roe School is based on an understanding that every child is unique, with their own skills and passions. We offer our students some wonderful facilities to keep them happy, engaged and always learning. Our bespoke curriculum puts our students at the centre.

We reach our goals alongside our students through personalised, progressive and challenging lessons that offer students multiple opportunities for repeated, frequent experiences. Parents are an important facet of this team, since nobody knows your child better than you. Our teachers and therapists work with you to help establish suitable and practical goals for each student and how to support this learning at home. By helping each child to develop their own interests and personality, we help them to be the best they can be.

Meet the Principal

Anna Smakowska

Anna has almost 20 years of experience as a teacher and leader – with a strong focus throughout her career on helping students reach their full potential, regardless of any and all challenges that they may face.

School Bus Routes

The bus service for JCSRS students is managed by ESF Centre and JCSRS. School staff work as Bus Escorts and they are First Aid trained.

*The stops along the school bus routes may be subject to change. For more information, please contact the school.

Phone:

(+852) 2761 9893

Email:

info@jcsrs.edu.hk

Website:

www.jcsrs.edu.hk

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K1 Central Application - Key dates

Parents should refer to the “Determining Year Group” guidelines under the admission process to determine the appropriate year group to apply for when submitting their kindergarten application.

1-30 September
  • K1 Central application period for parents to submit application
  • Acknowledgement email containing the applicant’s reference number will be sent upon submission
2 September at 1pmESF Kindergarten Class A Debenture application opens 
First Friday of OctoberDeadline for receipt of supporting documents
October
  • Application forms will be verified, parents will be contacted if there are any missing documents
  • Applications are processed in random order and are assigned a computer-generated sequential number and then ordered according to the priority criteria
November

Parents receive Play Visit status notification letters

  • Invitation to attend a Play Visit for a place/entry waitlist if successful; or
  • Confirmation of waitlisting for possible future Play Visit opportunities
November to January (Following Year)First round Play Visits conduct at kindergartens
January to Early March (Following Year)Parents receive letter with Play Visit result
March to August (Following Year)Further Play Visits conduct by kindergartens if necessary

ESF Year 6 students transferring to secondary school for August

ESF’s all-through education, K1 to Year 13, enables a seamless transition from kindergarten to primary and from Year 6 to secondary. The close links our primary schools have with their associated secondary schools play an important role in delivering a positive experience and a good start to the year, for our Year 7 students.

ESF will process and allocate according to an ‘associated secondary school’ for Year 7 placement. Below are the associated secondary schools for each primary school.

ESF primary schoolAllocated ESF secondary school
Bradbury SchoolSouth Island School
Quarry Bay SchoolSouth Island School
Glenealy SchoolIsland School
Peak SchoolIsland School
Kennedy SchoolWest Island School
Beacon Hill SchoolIsland School
Kowloon Junior SchoolKing George V School
Clearwater Bay SchoolKing George V School
Sha Tin Junior SchoolSha Tin College

The Year 7 transition information will be sent to parents via email with details to login and access the form.

All Year 6 students enrolled in an ESF primary school by 1 December are guaranteed a place in an ESF secondary school on completion of Year 6.

For Year 6 students in Learning Support (LS): the child’s placement will be managed and allocated through a different process that takes account of the availability of Year 7 LS placements across all secondary schools. The student’s Year 7 placement will be confirmed by the end of November.

A student joining Year 6 from 1 December onwards can not be guaranteed a secondary school place at their corresponding ‘associated secondary school’ but offered a Year 7 place at an alternative secondary school where there is availability.

For Renaissance College and Discovery College Year 6 students

The guarantee of Year 7 place is with the corresponding secondary sections. Transfer requests to an ESF secondary school may be considered based on availability and date of written request starting from 1 September to your school’s admissions office. There is no guarantee of transfer to Year 7 in an ESF secondary school.

Please note transfer between a private independent school and an ESF school and vice versa will mean payment of deposit and capital/building levy to take up the school place.

Please note the following key dates:

First two weeks of SeptemberParents complete the Year 7 transfer form
End NovemberYear 7 offer letters are sent via email from ESF Centre
Beginning of  DecemberDeadline to confirm places the Year 7 places offered. ESF primary students are requested to pay the deposit to confirm the place.

ESF K2 students transferring to primary school for August

Students who are attending ESF kindergartens will complete the Year 1 transition process. Information from ESF kindergartens will support the transition process.

Students in ESF kindergartens identified as needing additional learning support may be recommended to apply through the Admission and Review Process. This is a separate application process managed centrally at ESF Centre. This process also applies to all students applying from outside ESF. There are limited resources for placement within Learning Support and Jockey Club Sarah Roe School. Not all students going through the Admission and Review Process may be placed, as the demand is often greater than the number of places available.

The Year 1 transition information will be sent to parents via email with details to login and access the form.

All K2 students enrolled in an ESF kindergarten before 1 December are guaranteed a place in an ESF primary school on completion of K2.

A new student joining K2 on or after Year 1 offers to go out cannot be guaranteed a primary school place but will be given high priority on the waitlist for a Year 1 place.

Allocation for primary school is based on priority order plus EDB requirements (when necessary), and computer-generated random numbers. K2 children may be directed to an alternative primary school if there is an oversubscription at their first preference school. There is no guarantee of the school of first preference. All ESF primary school offers are accepted with a two-year commitment before any transfer request, regardless of residential address.

Please note the following key dates:

First two weeks of SeptemberParents complete the Year 1 transfer form
End NovemberYear 1 offer letters are sent via email from ESF Centre
Beginning of  DecemberDeadline to confirm places the Year 1 places offered. ESF kindergarten students are requested to pay the deposit to confirm the place

ESF Levels of Adjustment Framework​

The ESF Levels of Adjustment (LOA) provide a framework for identifying and documenting the adjustments and accommodations for students who require support for learning.

ESF uses LOA 1 to 6 to describe the amount and type of support a student requires in order to access the curriculum. The LOA also reflects the level of provision required.

Outlined below are the most common placements for students with LOA 1 to 6. Occasionally, placements may differ depending on the profile of the individual student.

LOA 1

Mainstream with support
Additional Differentiation:

Additional, ongoing class-based teaching and learning adjustments led by the class or subject teacher, in liaison with the IN department and/or short-term small group or individual intervention in 1 or 2 dimensions of schooling.

LOA 2

Mainstream with support
Additional Differentiation:

Regular, individualised teaching and learning adjustments of objectives, outcomes, materials or equipment, in multiple dimensions of schooling, as a result of class-based assessments and teacher judgement.

A combination of additional small group support, for minimum 2 cycles of intervention, in multiple areas. The student has an IEP, there is an ongoing liaison between class/subject teachers and the IN department, and there is regular contact with parents. These students often sit well below age-related expectations in one of the dimensions of schooling.

LOA 3-4

Learning Support
Daily, continuous differentiation:

Daily, individualised teaching and learning adjustments of objectives, outcomes, materials or equipment.

Access to daily push-in support in mainstream lessons and pull-out support focusing on skill development, concept reinforcement, and functional life skills teaching. Access to alternative curriculums at the secondary level.

LOA 5-6

Jockey Club Sarah Roe School
Continuous individualised differentiation:

Continuous, individualised support. Systematic interventions and highly individualised teaching programmes through multidisciplinary approaches with a high staff-to-student ratio.

Learning Support

Mainstream with Support

Many students who require less extensive, class-based teaching and learning adjustments are catered for within mainstream classes in all kindergartens and schools.

Learning Support

Students who require more extensive, daily teaching and learning adjustments are catered for within learning support (LS) within ESF primary schools and secondary schools.

Entry to this level of provision is through a central process called the Admissions and Review Process, not through the local school.

Jockey Club Sarah Roe School

Students who require the most extensive teaching and learning adjustments are catered for within the Jockey Club Sarah Roe School (JCSRS).

JCSRS has a bespoke curriculum that is designed to be broad and balanced to meet the needs of our diverse learners. The curriculum is taught through subjects but has significant elements of project based learning that enhance transdisciplinary application of knowledge and skills.

  • Built around Global Competencies that put the student at the centre of everything that we do
  • Designed to be personalised, progressive and challenging for all the students in our school
  • Designed to give students multiple opportunities to practice skills through repeated and frequent exposure to similar knowledge and skills to develop deep learning and generalisation skills that they can take beyond the classroom
  • Designed to reflect the whole person with strong links to therapeutic interventions
  • Pathway driven and implemented through taught subjects


The JCSRS curriculum is divided into six pathways, each with its own distinct learning approach and priorities. The pathways are determined by age and also by the needs of students.

  1. Foundation Pathway
  2. Builders Pathway
  3. Integrated Pathway
  4. Life Skills Pathway
  5. Independent Living and Learning Pathway
  6. Post 16 Pathway

Secondary School (Year 12-13)

IB Diploma Programme:

The International Baccalaureate Diploma Programme (IB DP) is a course designed for students aged 16 to 19. Students can choose to follow either the full IB Diploma Programme or their choice of individual IB Diploma courses. Widely recognised as the best possible preparation for study at university, the IB DP builds research skills, promotes personal responsibility and encourages independent learning.

The full IB DP core comprises six subjects and the following key components:

  • Theory of Knowledge (ToK)
  • Extended Essay (EE)
  • Creativity, Activity and Service (CAS)

Students can choose one subject from each of the groups below, three at Higher Level (HL) and three at Standard Level (SL).

  1. Studies in Language and Literature (Language A);
  2. Language Acquisition (Language B or ab initio), or a second Language A;
  3. Individuals and Societies (Humanities);
  4. Experimental Sciences;
  5. Mathematics;
  6. Arts (or a second Science, or a third language).

Specialised Pathways:

Our personalised pathways allow students to focus on creative projects and inquiries and reflect on their achievements. Students whose strengths are in applied learning are often practical and goal-oriented. Courses are routed in practical and real-world situations and are made relevant to the world of work. The courses are modular with no external examination element.

ESF schools currently provide Business and Technology Education Council (BTEC ) courses which are recognised by many universities worldwide. These courses can be studied alongside other subjects and provide a varied learning experience for students.

A number of ESF schools are also developing the International Baccalaureate Career-related Programme (IBCP) to offer opportunities for those students who have a particular career path in mind. The IBCP allows students to specialise and dedicate themselves to a career path that they know they want to pursue. The IBCP encompasses some elements of the IB Diploma Programme within its structure. It also encompasses the IB’s educational philosophy and mission.

Secondary School (Year 7-11)

IB Middle Years Programme:

The Middle Years Programme (MYP) prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. Learning focuses on the development of the whole child as an inquirer, both in and beyond the classroom and encourages students to be critical, creative and reflective thinkers. The MYP is a framework on which to hang a challenging and rigorous curriculum, which provides authentic, real-world connections to the learning in the classroom.

The curriculum consists of 8 subject groups integrated through 6 interactive areas providing global contexts for learning.

  1. Language acquisition
  2. Language and Literature
  3. Individuals and Societies
  4. Sciences
  5. Mathematics
  6. Arts
  7. Physical and health education
  8. Design

Our MYP centres around and is underpinned by the following five key components:

  • Teaching and learning in context
  • Conceptual understanding
  • Approaches to teaching and learning
  • Service as action through Community Service
  • Inclusion and learning

 

As a further means of developing autonomous, self-directed learners, students are given the opportunity to demonstrate their learning through completing a project, which encourages reflection on their learning and outcomes of their work. This is a long-term project, which is embedded within a global context and generates a synthesis of creative and critical thinking and approaches to learning through an in-depth investigation.

MYP Projects
Students who complete the MYP in Year 9 or Year 10 complete the community project, enabling them to develop their commitment to service as action within the community. All students who complete the MYP in Year 11 complete the personal project.

International General Certificate of Secondary Education (IGCSE)
(Years 10 & 11):

The IGCSE is a two year course of study with an externally set syllabus with assessment criteria for Years 10 to 11. The five ESF secondary schools design courses to meet these criteria. This includes a range of language courses available in foreign, second and first languages. The examinations are externally set which is similar to the IB Diploma final examination period. Grades are awarded with students typically taking between seven to ten subjects.

Students will also be able to access a range of co-curricular courses in the creative, community service and physical domains. Some of these activities have qualifications associated with them.

Primary School Curriculum

IB Primary Years Programme (Age 5-11):

International Baccalaureate Primary Years Programme (PYP) is an international, trans-disciplinary programme designed to foster the development of the whole child, not just in the classroom but also through other means of learning. The PYP focuses on the total growth of the developing child, encompassing academic, social, physical, emotional and cultural needs.

We provide a wide range of curricular and co-curricular programmes and opportunities. The curriculum is expressed in three interrelated ways:

  • Written curriculum — concepts, knowledge, skills, attitudes and action
  • Taught curriculum —  Students are encouraged to be curious, be inquisitive, to ask questions, explore and interact with their local and global environments.
  • Assessed curriculum —Students are assessed both formatively and summatively. Students who are in their final year of the programme carry out a collaborative inquiry project, known as the exhibition, under the guidance of their teachers.
Examples of co-curricular activities include:
  • Tournament of the Minds
  • Primary Choir
  • Battle of the Books
  • Year 6 Chinese Cultural Tour to Beijing
  • Sporting competition
Our schools aim to develop internationally minded students by encouraging the development of the traits described in the IB student profile. We support children to become inquirers, thinkers, communicators, risk-takers and to be knowledgeable, principled, caring, open-minded, balanced and reflective.

Kindergarten Curriculum

ESF Pre-Kindergarten (Age 2-3):

Our approach to learning is through play based theory. Across five key areas of enquiry; Wellbeing, Belonging, Communication, Contribution, and Exploration, each toddler’s voice will be heard, their progress celebrated, and their language and knowledge nourished. Our curriculum centres on the premise that everything that occurs with or for the child is curriculum. It is inquiry based and concept driven. It is designed to be stimulating yet flexible to provide for the children’s desire to explore and investigate.

IB Primary Years Programme (Age 3-5):
The Primary Years Programme (PYP) is built on 6 Transdisciplinary Themes through which students explore and engage in the different subject areas. The core of the PYP model shows the 5 Essential Elements which are common to all teaching and learning: concepts, skills, knowledge, attitudes, and action. The PYP Curriculum provides:
  • Content guidelines and learning objectives
  • A teaching methodology
  • Assessment strategies
Mandarin Chinese is the specialist language and is integrated into the PYP programme, forming a core aspect of the curriculum. At Abacus and Tung Chung International Kindergartens, there is a choice between an English stream and a bilingual English and Mandarin Chinese stream.
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