The majority of teaching staff are Australian but the school has teachers from a diverse range of backgrounds.

Yes. Students who have satisfied the English level entrance assessment requirements but for whom English is their second language can receive professional support in our enhanced English as a Second Language (ESL) program. In primary school, the ESL program runs parallel to English classes for three 45 minute lessons a week. Students participating in this program will not miss out on what is being taught in their English classes as the ESL teachers will complement the topics and tasks done there. The ESL teachers are expert in the area of second language acquisition and regular sessions with them will help your child develop English language skills for all subjects across the curriculum. ESL support is also provided in secondary English classes.

Chinese, French

The school strives to keep class sizes to a maximum of around 25 students where possible, and a maximum of 20 in the Reception classes.

25

Yes

Technology is used in the classroom from Early Childhood to Secondary. The digital learning journey begins in Early Childhood, where the school provides Apple iPads and Chromebooks in the classrooms. AISHK teachers are innovative, utilising creative tools to encourage inquisitive learning, making it fun and interesting for young children.

AISHK introduces a school designated 1 to 1 laptop program beginning from Middle and Upper Primary to Secondary school students. Year 10-12 students have the freedom to bring their own devices to match their learning needs and habits as necessary.
To support students in their use of technology, the school has a dedicated IT kiosk for laptop service located next to the library.

Yes

As in Australia, students are tested internally throughout the year to ensure they have achieved the educational outcomes of the curriculum. As part of the National Assessment Program – Literacy and Numeracy (NAPLAN) tests are held each year for all students in Years 3, 5, 7 and 9. Students in Years 11 and 12 elect to study for either the Higher School Certificate exam (HSC) or the International Baccalaureate (IB) Diploma. Hong Kong examinations are not available. Each year, students may participate in the Australian schools' competitions for Mathematics, English, Science and Computer Studies.

In the Class of 2025 HSC cohort, the top ATAR score was 99.7, with a median ATAR of 86 and 67% of students attaining an ATAR above 80. For the IB cohort, the highest score was 44/45, with an average score of 38 (compared to the global average of 29.3) and over 70% of IB students achieving at least one grade 7.

Yes

The needs of individuals and classes will influence the amount of homework set, but as a guide, AISHK suggests the following homework guides for Primary students:
 Reception Year no homework
 Preparatory Year no set homework on a regular basis, unless a need is identified
 Year 1 10 minutes on any day
 Year 2 20 minutes on any day
 Year 3 30 minutes on any day
 Year 4 40 minutes maximum on any day
 Year 5 50 minutes maximum on any day
 Year 6 60 minutes maximum on any day

Secondary students will be given the following homework in no more than 6 subjects per day:
 Year 7 20 minutes per subject per day
 Year 8 30 minutes per subject per day
 Year 9 30 minutes per subject per day
 Year 10 35–40 minutes per subject per day
 Year 11 minimum of 3 hours per day
 Year 12 minimum of 3 hours per day

Yes. The Learning Support program is run by Learning Enrichment Centre (LEC) and caters for children who are completely mainstreamed with minimal withdrawal for specialist learning enrichment services.

When additional help is required, an LEC teacher designs a program to suit the needs of a particular student. The program is very flexible. The LEC teacher may offer support within the classroom and work alongside the class teacher in helping the student, or the student may be withdrawn from class at certain times during the week and given help on a continuing basis or for a short period of time depending on the specific needs of the student.

Upon receiving a completed application for admission, including school reports for the past two years, the Head of School will decide if the student needs to be assessed prior to entry. Many students coming from Australia where the education systems are closely related to AISHK, may not require assessment prior to entry.

Most students with a first language other than English are assessed, as are those who need learning support. The school will endeavor to place your child in the class that is right for his/her academic and social development, not just the class the child is old enough to attend. An assessment interview is undertaken by professional teachers to ensure that an applicant has attained a level of English and / or academic ability that will enable him/her to succeed in the classroom and to ensure correct placement.

Depends on the grade level.

For students to be considered for Term 1 intake, we recommend submitting applications by 1 July the year prior to commencement. Admissions assessments for Term 1 entry are conducted from August to October each year pending vacancies.

For students to be considered for Term 3 intake, we recommend submitting applications by 1 February the year they are wanting to commence. Admissions assessments for Term 3 entry are conducted from March to May each year pending vacancies.

Yes, students are able to join AISHK at the start of Term 3 (mid-year).

7:55am for Primary, 8:15am for Secondary

2:50 pm for Primary, 3:30pm for Secondary

An outsourced bus service is offered for AISHK school through Top Do Bus Company. While AISHK works with the bus company to arrange bus schedules and follow up any bad behavior on the buses, please note that transport to and from school is the parents’ responsibility and any problems must be sorted out directly with the bus company.

Students from Preparatory onwards (Prep – Year 12) have their lunch at the school. Hot and cold meals, sandwiches and rolls, as well as a range of salads and balanced snack foods, are available at the school cafeteria located on the 1st floor level. There are no facilities available for the reheating of food.

Yes

Orchestra, choir, guitar, chess, badminton, running, gymnastics, soccer, sewing, art and craft, trampoline, debating, creative ICT, drama, jazz dance, netball, touch rugby, basketball, table tennis, volleyball, cricket, rugby, glee club, math and science, taekwondo, cooking, painting workshop, science adventure

Physical education, swimming.

Yes

Library, auditorium, music rooms, design and technology workshops, art classrooms, science labs, green roof

25 metre multi-lane indoor swimming pool combined with a shallow learning pool, two gymnasiums, outdoor soccer field, running track.

Founded in 1995, AISHK is a Reception (K2) to Year 12 co-educational day school that provides a high quality, balanced education in a vibrant environment.

Uniquely Australian in ethos and atmosphere, the school operates on an Australian school year cycle (i.e. late January to mid-December). Our 1,200 students represent 25 nationalities. AISHK is the only school in Hong Kong to offer the Australian curriculum. In the senior high school years students have the option to study either the New South Wales Higher School Certificate (NSW HSC) or the International Baccalaureate Diploma (IBDP). Each year our graduating students matriculate with outstanding results and transition to tertiary studies in Australia and elsewhere around the world.

AISHK is dedicated to providing a world-class education, enabling each student to optimise their academic, cultural, physical and social development. Student wellbeing is a focus for the school, which is highlighted by AISHK's schoolwide PROSPER framework, a set of norms integrated into the school that enhance both wellbeing and academic achievement. PROSPER
emphasizes the importance of physical health, emotional resilience, and social skills among students. AISHK is committed to providing a dynamic and respectful learning environment and curriculum in which students can flourish while advancing their social, emotional and academic capabilities needed to succeed at school and beyond.