What We Stand For

Our Mission

Renaissance College Hong Kong (RCHK) is a student-centred independent school. Through a rigorous and holistic curriculum, the college develops global citizens who strive for excellence, appreciate the aesthetics and are empowered to take progressive action.

RCHK strives to build a culture that promotes peace and democracy, values diversity and works towards a sustainable future for all.

Our Bedrock Principles

Renaissance College frames internationalism through its “Bedrock Principles” to illustrate who we are as a college community, and what we intend to accomplish together. RCHK is committed to creating an environment where all learners are global citizens who embrace diversity, are confident with change and possess a healthy sense of self. This internationalism is informed by our educational programme and demonstrated in the action we take and the engagement we have with others through language and technology fostering greater intercultural understanding.

To cultivate an inclusive community that values positive relationships and enables students and staff to flourish.
To foster a love of learning through an adaptive curriculum that nurtures creativity.
To connect learning through opportunities for pursuing action, outreach, fieldwork, and authentic learning experiences in the local and international communities in order to make the curriculum relevant and service to others genuine.
To transform learning and teaching through the integration of technology.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB Learner Profile for Renaissance College

The IB Learner Profile is a list of qualities that can help individuals and groups become responsible and respectful members of local, national, and global communities. Character strengths are the positive parts of your personality that impact how you think, feel and behave and are the keys to you being your best self. We use our character strengths in different amounts at different times as we develop as lifelong learners.

At Renaissance College, the IB Learner Profile has been extended to include the VIA Character Strengths (see bold text in the definitions). The definitions for each attribute shared here are ones we have developed and do not directly reflect the Learner Profile as shared by the IB.
The definitions found below reflect our uniqueness as a school.

Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional. We self-regulate to achieve wellbeing for ourselves and others. We recognise our interdependence with other people and with the world in which we live and approach our lives with zest. We understand that we are part of something bigger than our individual selves and, through our own interpretation of spirituality, appreciate what we might cherish in each moment.

Caring

We show empathy, compassion, kindness and respect. We experience love, express gratitude and show forgiveness to ourselves and others. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Our beliefs shape our actions and bring meaning to our lives.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We show teamwork to collaborate effectively. We display social intelligence, listening carefully to the perspectives of other individuals and groups, using humour appropriately.

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We appreciate beauty and excellence. We engage with issues and ideas that have local and global significance.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We show perspective, seek and evaluate a range of points of view, and we are willing to grow from the experience. We have hope for the future.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We show leadership and take responsibility for our actions and their consequences.

Reflective

We thoughtfully consider the world and our own ideas and experiences. We work to understand our strengths and weaknesses with modesty, in order to support our learning and personal development. We show caution in our choices, thinking, caring and planning for the future.

Risk-takers

We approach uncertainty with forethought, determination and perseverance; we work independently and cooperatively to explore new ideas and innovative strategies. We are brave and resourceful, showing resilience in the face of challenges and change.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative and judgment in making reasoned, ethical decisions.

IB Learner Profile in Chinese

For an extended version of the IB Learner Profile in Chinese, please click here.

Safeguarding and Child Protection

ESF upholds every child’s right to learn and live in conditions that protect them from harm.

At ESF we prioritise Safeguarding and Child Protection. Through our actions, we promote the optimum development of our students' intellectual, physical, emotional, and social wellbeing. Wherever possible, we aim to prevent harm through our safeguarding actions, and if harm has occurred, we respond through our child protection procedures.

All ESF staff are trained in preventative and protective measures, with each school having at least two dedicated Child Protection Officers on site to lead on this critical aspect of student life.

Our policy and procedures are based on the United Nations Convention on the Rights of the Child, Hong Kong law, and additional guidance from international sources such as Keeping Children Safe, and the International Task Force on Child Protection.

Our policy is built on four core tenets:

We respond: All our actions are proactive and responsive, guided by strong policy to ensure we do all we can to safeguard and protect our students.
We support: We work in hope, towards a future without child maltreatment, in close collaboration with our students and their families. We understand the specific context they live in, and support them in a culturally sensitive manner.
We connect: We engage and partner with local and international support services, with our communities, and with each other through the ESF Child Protection Officers Network.
We develop: The field of Child Protection is always in motion; we constantly strive to improve our approach. We refine and review our actions, with the aim to constantly better ourselves.

ESF Renaissance College - Child Protection Officers

Ryan Copley, Vice Principal (Wellbeing - Secondary) (copler2@rchk.edu.hk)
Stephanie Howdle-lang, Vice Principal (Wellbeing - Primary) (howdls1@rchk.edu.hk)
Jason Doucette, Head of Primary (doucej2@rchk.edu.hk)
Geoff Wheeler, Head of Secondary (wheelg1@rchk.edu.hk)

By enrolling their children at ESF, parents agree to work in partnership with us and abide by the ESF Safeguarding and Child Protection policy and procedures.

Download ESF Child Protection and Safeguarding Policy

Diversity, Equity and Inclusion

Diversity, equity and inclusion are at the centre of who we are at ESF.

We are a community of over 18,000 students and staff from more than 70 nationalities and cultures, with a history stretching back over 50 years. We recognise the importance of creating an environment where everyone is treated equally, with dignity and respect, and appreciated for who they are.

This is integral to our vision, mission and values as a leading international school organisation, committed to developing and inspiring every student to be the best that they can be.

Each school within ESF holds a shared vision to create a welcoming learning and working environment, including online, where everyone is valued and supported, so that each and every person in our community can thrive. We believe this is a key driver of our excellence and empowers our students and our staff to reach their fullest potential.

We are aware of our critical role in shaping the future generation of global citizens and are committed to constantly assessing and challenging our own diversity, equity and inclusion practices to ensure we are doing our very best for our students, staff, parents and the wider community.

Our DEI commitments:

To provide students with an equal opportunity to access education and the support they require to enable them to flourish and truly be the best that they can be.
To embrace diversity and celebrate the uniqueness of each student through our personalised learning approach in all ESF kindergartens, primary, secondary and all-through schools.
To educate students and staff on the importance and impact of positive diversity, equity and inclusion policies, practices and behaviours through normalising speaking up, identifying learning opportunities, and holding regular training, awareness events and campaigns.
To promote equitable practices in all of our operations and be fair in the way we deal with all aspects of recruitment and employment.
Not to tolerate discrimination or harassment of any kind, including online, against any student or member of staff such as in relation to gender, pregnancy, breastfeeding, adoption, marital status, age, family status, belief, race, disability or sexuality.
To constantly work on improving our focus and accountability in relation to diversity, equity and inclusion; to have personal responsibility and commitment to learning and growth in these areas; to provide regular training and professional development opportunities across all levels of the organisation; to be transparent about our efforts and our progress in reaching our goals; and to highlight and challenge our unconscious biases and be open to ideas for change and improvement.