Peter Kenny
Welcome to the Renaissance College (RCHK) community and thank you for visiting our website. I expect many visitors to this site to be one of the 850 new students that will form the inaugural cohort of RCHK students in August 2006. This website will function as the prime interface for communications to all the RCHK community leading up to our opening.

The level of interest and excitement seems to grow each day as we approach the induction week for students and families from August 23rd to August 25th. (see the RCHK calendar on the home page) The structural building work has been completed and we now enter the final phase of interior fittings, landscaping and communication systems.

The RCHK world class facilities and resources will enable and augment teaching and learning but by far the most important commodity will be the people within the College. It is the students, Parents and staff of the College that enhances all our lives and creates an environment conducive to learning and an atmosphere of mutual respect.

Joining the RCHK community will be 90 international educators and educational support staff from over 17 countries.

Students and staff of RCHK Campus tour

RCHK is an international community that promotes intercultural awareness and seeks to live out the qualities described in the ‘learner profile’ of the IBO curriculum. Children and young Adults that are inquirers, thinkers, communicators, risk-takers; striving to be knowledgeable, principled, caring, open-minded, well-balanced, and reflective.

Internationalism cannot be bought or distributed. It is modeled, encouraged, supported, lived and believed.

Boys at Assembly
The important concern for RCHK is to preserve cultural identity and diversity, and to reinforce them through the opportunities provided by an international curriculum within the context of Hong Kong and the cultures there in.



I wish to articulate to the Renaissance College Community that a school wishing to become an authorized IB World school does not merely adopt a curriculum model. The whole school community (teachers, Parents and students) embark on a programme of curriculum renewal and whole school adoption on a philosophy to education. Rather than offering an international curriculum they understand that “internationalism” is an attitude that is expressed through the teaching and learning and the school community itself.

As the world shrinks, the philosophy and practice of leading educational institutions, such as RCHK, have a leading role to play in recognizing and strengthening local culture and linguistic diversity, and in focusing students’ awareness on the inequities in the lives of others.

The features that form the basis of the three programmes of the IBO are common and can be readily identified. They include:

• the broad nature of study, including more than one language

• the flexibility of each programme’s curriculum model, enabling teachers to respond to local requirements and interests

• the diversity and flexibility of pedagogical approaches.

Each programme promotes the education of the whole person, emphasizing intellectual, personal, emotional, and social growth, through all domains of knowledge, involving the major traditions of learning in languages, humanities, sciences, mathematics, and the arts.

It is the holistic foundation of the IBO programmes that resonates and supports the aims of RCHK.

The staff and students of RCHK will contribute enormously to the continuing development of ESF, IBO programmes and to National and International education in general. The Curriculum of RCHK is a dynamic one, which evolves, responds and develops in accordance with the needs of the students and contemporary research into teaching and learning.

Encouraging students to examine critically they’re own and others’ customs and traditions is a necessary element for an education that enables them to discern what is of value and what ought to be cherished and retained. Self-evaluation is crucial to encouraging and developing the critical mind.

RCHK is an inclusive community. It embraces the concept of an international community and its chief purpose is to provide an educational environment in which anyone, anywhere, may participate, may contribute, and may be encouraged by all to grow individually, and with an understanding of others.

“Developing in students their ability to appreciate and to evaluate human diversity and its legitimate boundaries can bring with it a strengthening of their motivation to modify their behaviour accordingly” (Orellana Benado, 1995).

Significantly, in each of the three programmes, the learning experiences for students are designed to relate to the realities of the world.

One of the practical ways in which IBO programmes develop citizenship is through service to others that requires both action and reflection.

The RCHK Community will be committed to service and providing the opportunities for its students to participate, contribute and experience the rewards that are intrinsic to service. Our students and teachers like us, are presented each day with issues, headlines and curriculum content that focuses their thoughts on conflict, terrorism, disasters, environmental doom and economic frailties that augment an already pessimistic vision of their world depicted and reinforced in movies, music videos and the mass media.

Service not charity, I believe, promotes action and experience that feeds optimism and perpetuates sustainable development, independence and motivates community progress in both developed and developing nations.

RCHK will be a leading institution in promoting best practices in education throughout Hong Kong. With the support and contribution of the English Schools Foundation, RCHK will initiate new international curriculum programmes, pedagogical models and pastoral care systems that allow all educational establishments within HK to benefit from the RCHK experience.

Our desire is that members of the Renaissance College Community, from Principal to Pupil view themselves as both teacher and student.

The Renaissance community will strive to evoke and display the learner profile of the International Baccalaureate Organization through their interactions with peers, teachers and the wider community beyond. RCHK students will be valued for their contributions to society now and be invited to actively participate in the contemporary life and future of the community.

Renaissance College is a student centred institution. Believing that, if all we aim to achieve is focused on the best interests of the student and initiated with the engagement of students, then success is ultimately assured. The underpinning concepts of student centred learning:

  • Student-centred learning is a way of thinking about student learning that drives your teaching practice i.e. a focus on how the students are learning, what they experience, and how they engage in the learning context.
  • Through gradual empowerment student-centred learning focuses on student outcomes rather than on teaching.

The most prominent manifestations of the student’s search for identity is for the student to control his or her own life. Empowerment for the student, then, is experiencing the ability to make a difference in their life and in the life of those around them.

RCHK is a community centre believing that schools need to operate within the context of the local community, its needs and cultures and be a place of invitation and inclusion. RCHK can serve as places for people to meet and work or play together, and thus help to bind people into communities by building the social capital. RCHK seeks to engage communities in conversation about their aspirations for their school and will create an owned vision of RCHK that is a centre of community.

Renaissance College is an inclusive institution believing that all students have a right to access the whole curriculum. All students have gifts, talents and needs and the responsibility of the college is to identify, support and nurture these in a manner, which supports the student socially, emotionally and academically. We believe that the affective needs to be addressed before the intellectual can be developed.

The RCHK student will seek to develop the qualities described in the learner profile and to participate in all pursuits academic and social. RCHK is a student centred institution and to succeed in this endeavor it will need the active participation of the student in all facets of its life.

RCHK will develop a broad and inclusive co-curricular programme that involves the students throughout the College in CAS.

Creative –music, drama, dance, visual arts, cultural pursuits

Action-Sports, Dance, outdoor activities, etc.

Service-service to others, community service, environmental service, community participation and contributions

RCHK will appoint a lead teacher to coordinate and guide CAS activities throughout the year and across the college.

We are committed to a rigorous, relevant and internationally benchmarked curriculum. Over the coming months we will invite all stakeholders (Parents, students and community members) to meet teachers, learn more about the curriculum and expectations and to inform our team about your child. Your contribution to RCHK and the college community is critical in establishing a leading educational institution in Hong Kong.

A Renaissance student is recognized not only by their academic achievements, but also their ethos to learning, strives to fulfill their own potential.

I look forward to meeting you in person at RCHK in August.

Kind regards,

digitized signature


Peter Kenny Dip.T, B.Ed, M.Ed
Principal


Welcome to the RCHK Secondary School

I would like to welcome all students and families to the Secondary School at Renaissance College, HK. The programme at RCHK is based on the IBO's Middle Years Programme (MYP), and Diploma Programmes (DP). Both provide a framework of academic challenge combined with developing an understanding of how to be an active contributing member of the global community.

The school is dedicated to supporting all students in achieving success. At RCHK, each student is a unique and valuable individual. As a team, we will work together to support students in developing socially, emotionally, physically and academically.

The IB MYP programme focuses on developing personal and intellectual growth of students during a time of uncertainty, sensitivity, resistance and change. The adolescent needs support in developing an awareness of how they learn by realizing "what works for them" in order for them to achieve success in all the endeavours they choose to face.

We strive to develop students who can engage in effective communication; develop the self-confidence to act individually and collaboratively; and to respect others through an appreciation of similarities and differences

In order to help all children feel successful, we support each student in the CAS programme in developing:

Creative pursuits - involvement in one or more of the arts (visual, music, drama)

Action activities - involvement in athletic/sport activities throughout the year

Service commitments - supporting communities; locally, nationally and globally

Students will be activity involved in their learning in order to develop a better sense of belonging to the world, and being responsible for what they do in all aspects of their lives. They will inquire into content and will be challenged to critically analyze work in order to justify decisions and opinions based on criteria.

Students will be challenged! We look forward to a wonderful inaugural year at RCHK.

Karen Powell
Head of Middle School