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Tsing Yi Trade Association Primary School

POA School Net：66

Profile

school_name	Tsing Yi Trade Association Primary School
district	Kwai Tsing
school_address	12 Ching Hong Road, Cheung Hong Estate, Tsing Yi, N.T.
school_type_1	Aided
school_type_2	Whole Day
medium_of_instruction	Chinese
school_tel	24979288
school_fax	24970140
school_email	info@tytaps.edu.hk
school_website	http://www.tytaps.edu.hk/
school_mission	We advocate the mission of education for all. We are committed to offering quality primary education for students. We aim at nurturing the students to be responsible, patriotic and concerned members of the community.
sponsoring_body	Tsing Yi Trade Association (Schools) Limited
student_gender	Co-ed
commencement_of_operation_year	1984
religion	Not Applicable

More fields

poa_school_net	66
imc	Established
training_compliance_rate_supervisor_managers_smc_chairperson_members	100%
name_supervisor_chairman_of_mc	Law King Shing
title_supervisor_chairman_of_mc	Mr.
name_of_school_head	Mak Mei Yan
title_of_school_head	Ms.
school_size	3000
nanny_van	Yes
parent_teacher_association	Yes
school_alumni_association	Yes
asc_charges_for_non_standard_items	"$250 (Non-recurring maintenance fee)"
fac_no_of_classroom	24
fac_no_of_school_hall	1
fac_no_of_playground	2
fac_no_of_library	1
fac_special_rooms	STEM Room, Visual Art Room, Music Room, Activity Room, English Room A/B, Computer Room, Speech Therapy Room.
fac_others	LED wall; computers and electronic whiteboards; library; TYTAPS café; aerospace gallery; flight simulator.
fac_support_for_specialedu	Ramp, Accessible lift and Accessible toilet.
previous_year_tsi_no_of_approved_teaching_posts	23
previous_year_tsi_total_no_of_teachers	25
previous_year_tsi_percent_of_received_teacher_training	100
previous_year_tsi_percent_of_bacherlor	100
previous_year_tsi_percent_of_master_doctorate_or_above	26
previous_year_tsi_percent_of_special_edu_training	46
previous_year_tsi_percent_of_exp_0_4	50
previous_year_tsi_percent_of_exp_5_9	33
previous_year_tsi_percent_of_exp_10_or_above	17
previous_year_no_of_class_p1	2
previous_year_no_of_class_p2	1
previous_year_no_of_class_p3	2
previous_year_no_of_class_p4	2
previous_year_no_of_class_p5	1
previous_year_no_of_class_p6	1
previous_year_no_of_class_total	9
current_year_no_of_class_p1	1
current_year_no_of_class_p2	2
current_year_no_of_class_p3	1
current_year_no_of_class_p4	2
current_year_no_of_class_p5	2
current_year_no_of_class_p6	1
current_year_no_of_class_total	9
cs_mode_of_teaching	Small class teaching is deployed in all levels. Remedial classes and Subject-based learning groups are deployed to all levels in catering for learning diversities. Teaching assistants are arranged for P.1-P.3 classes. 3 Native-speaking English Teacher co-plans and co-teaches with English teachers at least twice a week in all levels.
cs_remarks	Primary 1 to 6 implement small class teaching.
no_of_test_per_year_P1	0
no_of_exam_per_year_P1	2
replace_test_exam_P1	Yes
no_of_test_per_year_P2-P6	0
no_of_exam_P2-P6	3
formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly	Yes
upload_school_assessment_policy_to_school_web	Yes
upload_school_assignment_policy_to_school_web	Yes
diversified_assessment	Apart from summative assessment in the form of examinations, a variety of formative assessment tasks are designed to assess students' knowledge and skills in Key Learning Areas, generic skills, values and attitudes. Adjustments according to students' abilities and needs.
avoid_test_exam_after_long_holidays	Yes
arrange_timetable_flexibly_tutorial_session_in_afternoon	Yes
streaming_arrangement	Remedial groups for Chinese, English and Maths are arranged according to the academic performances of students. Curriculum adaptation and different teaching method will be deployed to cater for their learning diversities.
no_of_school_days_per_week	5
no_of_periods_per_day	9
duration_of_each_period	35
school_starts_at	8:15
school_starts_at_AMPM	AM
school_ends_at	3:25
school_ends_at_AMPM	PM
lunch_start_time	11:40
lunch_end_time	12:45
lunch_arrangement	Provided by designated supplier, arranged by parents and students bring their lunch by themselves.
healthy_school_life	In order to cooperate with healthy campus life, the school attaches great importance to caring for students and teachers. Therefore, the school actively promotes caring campus cultural activities and also participates in the "School Sports Promotion Plan" to promote different new sports, such as hockey and Floor Curling. Flag-raising ceremonies, monthly meetings, moral education are held.
school_life_remarks	Every morning assembly, English ambassadors report the day's weather information, helping students develop their speaking skills and build confidence. Each month, various book sharing and news sharing activities are held to enhance students' interest in reading and awareness of societal issues. Weekly, there are integrated activity classes and uniform team training, enriching students' learning experiences.
life_wide_learning	The school views character development as fundamental and organizes various activities based on a three-tier structure of gifted education, including whole-school experiential activities, integrated activities, uniform teams, and advanced courses. The curriculum includes: Chinese eloquence training, Cambridge English, English drama, phonics courses, Trinity English classes, GAPSK Mandarin classes, Japanese classes, Olympiad math, sand painting, ballet, Chinese dance, HIPHOP, KPOP, film production, drone flying, pottery, percussion, guzheng, harmonious pastel art, wine appreciation, and various sports team training classes, such as athletics, football, and basketball, allowing students to gain experience and achievements through competitions.
school_management_url	http://www.tytaps.edu.hk/it-school/php/webcms/public/index.php3?refid=1511&mode=published&lang=zh
school_organisation	School Management Structure: The school's administrative structure is divided into six groups: Management and Organization, Curriculum Development, School Culture and Support, Student Performance, Information Technology, and External Relations. The principal, along with the heads of each administrative group, forms an executive team that meets regularly to monitor the development in various areas of the school.
imc_smc_mc	The IMC is composed of 16 managers, including sponsoring body managers, the principal, teacher managers, parent managers, alumni manager and independent manager. An IMC meeting is held once every three months to support the school development.
school_green_policy	The Green policy is introduced through environmental projects for all classes every year. We emphasize a green school life. There are guidelines for energy saving. Energy saving air-conditioners are installed. Students are encouraged to save water and use handkerchiefs instead of tissues. Using recycled ink and paper, double-sided printing have become part of our school practice.
school_major_concerns_url	http://www.tytaps.edu.hk/it-school/php/webcms/public/index.php3?refid=1094&mode=published&lang=zh
school_major_concerns	1. Establish an innovative and technology-focused campus to cultivate students' self-directed learning abilities. 2. Nurture students' patriotism and love for Hong Kong, instill a sense of gratitude and appreciation, and foster care and concern for others. Slogans: Giving wings to every child who wants to fly, creating success for every child through love and care
learning_and_teaching_plan_url	http://www.tytaps.edu.hk/it-school/php/webcms/public/index.php3?refid=1094&mode=published&lang=zh
learning_and_teaching_strategies	1. Moral and Civic Education: Combining the Healthy Growth Program and counseling activities, we cultivate students' positive values, behaviors, and attitudes, encouraging them to practice these in their daily lives. 2. Learning from Reading: The campus is equipped with bookshelves and provides newspapers for each class, in line with reading programs and sharing activities, to foster students' reading habits and help them absorb new knowledge and current events from their reading. 3. Information Technology and Programming Education: Classrooms are equipped with electronic whiteboards and various interactive learning elements and games to enhance students' motivation, interest, and outcomes, increasing interaction between teachers and students as well as among students. 4. The third floor features a space dedicated to aerospace and a flight simulator.
major_renewed_emphases_pri_edu_curriculum	Values Education and STEAM Curriculum: To enhance students' correct values, the school incorporates values education into various subjects. The school-based STEAM curriculum, focusing on national education, covers different learning areas, including general knowledge, mathematics, information technology, and languages. This helps students gain a comprehensive understanding of the country's advancements in the aerospace field, fosters their national identity, and prepares them for career planning. Activities include AR experiences of China's aerospace development history, drone tours of China, VR virtual reality experiences, and flight simulation experiences. The aim is to enable students to learn about national security education and strengthen their STEAM skills through engaging and interesting STEAM activities. The school also emphasizes the development of programming skills, starting from Grade 1, to enhance students' media and information literacy.
dev_of_generic_skills	Through cooperative and interactive learning in lessons and cross-curricula activities, students are expected to develop the nine generic skills progressively.
cultivation_of_proper_values_attitudes_and_behaviours	Through subject courses and other related learning experiences, we nurture students' positive values and attitudes, helping them to recognize the values involved when facing challenges at different stages of growth. This enables them to conduct objective analyses, make reasonable judgments, and put their insights into practice, equipping them to face various challenges in future life.
whole_school_approach_cater_for_learner_diversity	The school implements a "three-tier support model" to cater to students' diverse learning needs. The first level includes optimizing classroom teaching and implementing small class teaching and group learning. The second level offers additional support for students with lower grades and special educational needs, such as pull-out teaching and after-school homework guidance. The third level provides personalized care and learning plans for students with severe learning difficulties.
whole_school_approach_integrated_education	The school establishes a student support team to develop support policies and hold regular parent consultation meetings to discuss student progress. The team includes the principal, special educational needs coordinator, curriculum director, section head, special educational needs support teacher, and a school-based interdisciplinary team consisting of a social worker, school-based educational psychologist, school-based speech therapist, and group tutors. Together, they provide comprehensive support for students.
support_for_non_chinese_students	Our school provides additional support for NCS students to facilitate their learning of Chinese: providing after-school support programmes in learning Chinese; appointing additional teacher(s)/teaching assistant(s) to support NCS students' learning of Chinese; arranging intensive Chinese learning and teaching mode(s), e.g. pull-out learning if necessary, split-class/group learning, etc; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; organising activities to create an inclusive learning environment in the school; and hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students. Provide after-school Chinese learning support; hire additional teachers or teaching assistants, or purchase translation services to facilitate communication with parents. Arrange intensive Chinese teaching models, use pen reading to allows students to learn Chinese independently.
curriculum_tailoring_and_adaptation	Through joint lesson preparation by teachers and scientific research conferences, our school formulates heterogeneous teaching strategies and adjusts learning materials, tailors courses, designs "layered worksheets" and homework for students with different abilities. Our school will provide homework, learning and assessment adjustment services for students who are assessed as having special educational needs or learning difficulties; for example, according to the situation of students who are assessed as having special educational needs, arrangements for pull-out assessment or granting extra time during the test assessment.
home-school_co-operation_url	http://www.tytaps.edu.hk/it-school/php/webcms/public/index.php3?refid=1426&mode=published&lang=zh
home-school_co-operation	We provide bilingual school information, such as circulars, newsletters etc. Immediate translation service is also available in order to keep close connection with parents of various nationalities. There are seminars and workshops for parents as part of parent education. The PTA often organizes various activities, such as family picnics, to maintain close relationship between the school and the parents.
school_ethos	Students understand etiquette rules and have a good teacher-student relationship. They work together regardless of level or ethnicity. The school focuses on developing moral character, self-discipline, and positive values through the "Journey to the Stars" program. A caring campus environment promotes respect and acceptance among students of different nationalities. Career planning and taking on responsibilities foster leadership skills and a sense of responsibility in each student.
future_dev_url	https://www.tytaps.edu.hk/it-school/php/webcms/public/mainpage/main.php
school_dev_plan	1. Optimize Diverse School-Based Curriculum and Strengthen Interdisciplinary Connections: Through the support of information technology in teaching, enhance learning assessment strategies to optimize the development and integration of major subject curricula. 2. Strengthen Support for Learning Differences, Aiding Students with Special Needs: This includes providing tailored support for both advanced learners and non-Chinese speaking students, as well as promoting the development of multicultural integration and collaboration. 3. Deepen Teacher Professional Development to Enhance Teaching and Learning Effectiveness: Provide teachers with the professional knowledge and skills needed for small class teaching, curriculum design, and addressing individual differences. 4. Promote Home-School Cooperation: Facilitate student care, family support, and community involvement.
teacher_pro_training_and_dev	Subject-based and school-based teacher development activities are held every year, and teachers are also encouraged to participate in off-campus advanced courses according to their personal development needs.