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Christian Alliance Toi Shan H. C. Chan Primary School
POA School Net：89
Profile
| school_name | Christian Alliance Toi Shan H. C. Chan Primary School |
|---|---|
| district | Sha Tin |
| school_address | Chung On Estate, Ma On Shan, Shatin, N.T. |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 26339277 |
| school_fax | 26339080 |
| school_email | mail@catshcc.edu.hk |
| school_website | https://www.catshcc.edu.hk |
| school_motto | The fear of the LORD is the beginning of wisdom: and the knowledge of the Holy One is understanding. Proverbs 9:10 |
| school_mission | The School is committed to providing a quality, all-round liberal education based on Christian principles and values. We believe that 'Train a child in the way he should go, and when he is old he will not turn from it.' (Proverbs 22:6) We love children and truly believe their experiences at our school should be full of God's Word, His love and lots of fun. It is our purpose to equip our children to build a strong foundation with our Lord Jesus Christ! |
| sponsoring_body | Kowloon Tong Church of The Chinese Christian And Missionary Alliance |
| student_gender | Co-ed |
| commencement_of_operation_year | 1984 |
| religion | Protestantism / Christianity |
More fields
| poa_school_net | 89 |
|---|---|
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 67% |
| name_supervisor_chairman_of_mc | Wong So Chun |
| title_supervisor_chairman_of_mc | Ms. |
| name_of_school_head | Yuen Wai Sze |
| title_of_school_head | Ms. |
| school_size | 4000 |
| school_bus | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$30" |
| asc_charges_for_non_standard_items | "$450 (Teaching facilities, support of teaching and learning activities, maintenance of special rooms and facilities.)" |
| asc_others | $20 (Replacement of student card) |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 3 |
| fac_no_of_library | 1 |
| fac_special_rooms | Immersive Learning XR Zone, 2 STEAM Rooms, 1 Computer Room, Student Activity Room, English Reading Room, Music Room, Art Room, Library, Reading Zone, Learning Corner, Parent Resource Centre. |
| fac_others | Each classroom has air-conditioning and is equipped with a computer, audio-visual equipment and an interactive touch panel. |
| fac_support_for_specialedu | Ramp, Accessible lift, Accessible toilet, Accessible public information / service counter and Visual fire alarm system. |
| previous_year_tsi_no_of_approved_teaching_posts | 56 |
| previous_year_tsi_total_no_of_teachers | 63 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_bacherlor | 97 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 26 |
| previous_year_tsi_percent_of_special_edu_training | 66 |
| previous_year_tsi_percent_of_exp_0_4 | 22 |
| previous_year_tsi_percent_of_exp_5_9 | 31 |
| previous_year_tsi_percent_of_exp_10_or_above | 47 |
| previous_year_no_of_class_p1 | 5 |
| previous_year_no_of_class_p2 | 5 |
| previous_year_no_of_class_p3 | 5 |
| previous_year_no_of_class_p4 | 5 |
| previous_year_no_of_class_p5 | 5 |
| previous_year_no_of_class_p6 | 5 |
| previous_year_no_of_class_total | 30 |
| current_year_no_of_class_p1 | 5 |
| current_year_no_of_class_p2 | 5 |
| current_year_no_of_class_p3 | 5 |
| current_year_no_of_class_p4 | 5 |
| current_year_no_of_class_p5 | 5 |
| current_year_no_of_class_p6 | 5 |
| current_year_no_of_class_total | 30 |
| cs_mode_of_teaching | Small class teaching with collaborative learning strategies are adopted for all classes. Starting from P.3, students are streamed according to their academic performance. Life-wide joint-class learning activities and multiple intelligence activities are organized to nurture students' intellectual and physical development. |
| 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 | Self and peer assessment,observation,presentation and performance are implemented. Formative assessment is emphasized to promote students' learning effectiveness and summative assessment is adopted to reflect students' performance. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | P.1 and P.2 are not streamed.P.3-6 are streamed based on learning ability and are adjusted annually.One of the classes in each level (P.3-P.6) using Putonghua as the medium of instruction for teaching Chinese will be adjusted according to students' needs every year. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 7 |
| duration_of_each_period | 35 |
| school_starts_at | 8:10 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:35 |
| lunch_end_time | 1:25 |
| lunch_arrangement | Provided by designated supplier and Parents can also send the lunch boxes to the students. |
| healthy_school_life | 1.Encourage balanced nutrition with more vegetables and less meat to develop healthy eating habits. The lunch committee selects and monitors the food quality regularly.2.Provide two active break times each day.3.Implement "Sweating Tuesday" for students to do exercise.4.Organize morning exercise sessions every Thursday and Friday.5.Set a no-homework day each month to encourage parent-child games. |
| school_life_remarks | School ends at 2:15 p.m. on Fridays. |
| life_wide_learning | Solo and Choral Speaking (including Cantonese, English and PTH speech), Musical, Chinese Dance, Ballet, Skipping, Basketball, Badminton, Football, Handball, Track and Field Events, Taekwondo, Gymnastics, Martial Arts, Brownie, Cub Scout, Gardening, Community Youth Club, Visual Arts, Music training includes Choir, Rhythm Band, Chinese drums, Violin, Steam team, Coding team, Japanese & Korean Classes, study tours and self-care camp. |
| school_management_url | http://www.catshcc.edu.hk/new/ |
| school_organisation | Our school is led by the IMC. The administrative groups, subject panels and different functional groups work under the Principal's leadership. |
| imc_smc_mc | Incorporated Management Committee established on 30th August, 2008. |
| school_green_policy | 1. 'One Person, One Flower Scheme' aims to promote a green culture and learn to care for plants. 2. Promote environmental protection by recycling old school uniforms and second-hand textbooks. 3. Establish a green pastoral place, let students participate in organic farming. 4. Electronic notices and no paper meetings. 5. solar photovoltaic system. |
| school_major_concerns_url | https://www.catshcc.edu.hk/Document1/List/document/1/9 |
| school_major_concerns | 1. Implement values education based on the Bible through multiple pathways and collaborative efforts. 2. Promote self-directed learning with whole-school participation and diverse strategies centered around the four learning approaches. |
| learning_and_teaching_strategies | Small class sizes are used with differentiated assignments to address individual differences. Cross-curricular reading elements are integrated into lessons to enhance students' reading skills and train them to learn from texts. Cross-curricular learning is promoted by connecting different subjects through a common theme, making learning more relevant to real life. For P.4 to 6, a "Bring Your Own Device" (BYOD) programme is implemented, utilizing multimedia for interactive learning. Other levels also use electronic software and platforms for online assessments, providing immediate feedback and showcasing learning outcomes. A life-wide learning approach is adopted to broaden various learning experiences and develop students' generic skills. After-school activities offer diverse opportunities to nurture the diverse potentials of students. |
| major_renewed_emphases_pri_edu_curriculum | 1. The school has 5-6 Native English teachers, maintaining a teacher-student ratio of no more than 1:6 to enhance students' English speaking skills and confidence. 2. In the first term of P.1, there will be no homework, assessments, or exams to reduce pressure on students and parents, thereby strengthening the transition from kindergarten to primary school. 3. Each level will include Forest Run curriculum to enhance experiential learning. 4. Weekly flag-raising ceremonies and assemblies will reinforce education on national identity and security. 5. Students will be taught reading strategies to promote extended reading, strengthening their language skills and self-learning abilities. 6. P.4 to P.6 will include STEAM courses, in conjunction with general knowledge and computer studies, to develop students' critical thinking and problem-solving skills, as well as to cultivate information literacy. |
| dev_of_generic_skills | Through STEAM activities, outdoor learning, study tours, e-learning and cross-curricular learning, students develop communication, problem-solving, collaboration, creativity, and self-directed learning skills. By employing coloured thinking skills, students are encouraged to think from multiple perspectives, fostering creativity and critical thinking. Various classroom activities enhance students' information literacy, enabling them to apply and cultivate these generic skills. |
| cultivation_of_proper_values_attitudes_and_behaviours | Through moral and civic education, life education and personal growth lessons, life skills curriculum, Forest Run Curriculum, religious activities, various subject curricula and diverse learning experiences, students are nurtured in twelve priority values and attitudes. This helps them approach issues related to personal, family, societal, national, and global contexts with a framework for judgment, empowering them to practise and take responsibility. |
| student_support_url | https://www.catshcc.edu.hk/CP/pG/47/71/56 |
| whole_school_approach_cater_for_learner_diversity | 1. Character Education: Foster a culture of mutual appreciation and acceptance. 2. Affective Teaching: Cultivate students' optimistic attitudes and beliefs. 3. Gifted Programmes: Implement enrichment courses to enhance higher-order thinking and train sports and arts teams. 4. Support Measures: Homework tutoring sessions and training groups for students with special educational needs. |
| whole_school_approach_integrated_education | We adopt the Whole School Approach which addresses the diverse learning needs of students, fostering a caring and supportive campus life. The school provides School-based Educational Psychology Service, School-based Speech Therapy Service, and various after-school training groups. This is implemented under a 3-tier Support Model to ensure students receive appropriate care. |
| 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; and organising activities to create an inclusive learning environment in the school. |
| curriculum_tailoring_and_adaptation | 1. School-Based Curriculum: Chinese "Lower Primary Tiered Teaching Support Programme," English RWI Phonics Programme, Mathematics visual problem-solving, General Studies Exploratory Programme, Six-Coloured Thinking Skills Programme, and STEAM Programme. 2. Gifted Students Training Groups. 3. Support Plans tailored to individual students' special educational needs. 4. School-Based "Life Growth" Curriculum. |
| home-school_co-operation_url | https://www.catshcc.edu.hk/CP/pG/45/55/52 |
| home-school_co-operation | Each year, we hold Parents' Day, Parent-child Sports Day, Parent-child school picnic and home visits. The Parent-Teacher Association's Parent-child reading groups and Parent Volunteer Team assist and support the school's life-wide learning activities. Various monitoring committees oversee the quality of services from suppliers for lunch, uniforms, school buses, and textbooks. The Parent-Teacher Association also co-organizes parent classes each year, teaching parents how to nurture their children academically, morally, and spiritually, while allowing them to share and support one another. |
| school_ethos | 1. Integrated approach to spirit, discipline and guidance, caring campus: To love God, oneself and others by cultivating good characters and positive values based on the truth and teaching in the bible. To promote inter-house activities to foster relationships among students of different levels. To help and love one another, to grow in the love of God and develop a harmonious and caring culture. 2. Learning without borders: Diversified and life-wide learning experiences are provided. Students are motivated to join various activities and social services. 3. To serve with love: To train leaders and set up role models; to integrate resources and give back to the community and the society. |
| school_dev_plan | Multiple Pathways and Collaboration to Implement Values Education Based on the Bible 1. Construct and design a school-based values education framework grounded in biblical principles. 2. Through various subjects, groups, cross-curricular and diverse learning activities, cultivate students' knowledge, emotion, thought and action to practise values education. 3. Collaborate with families to establish twelve priority values and attitudes for students. 4. Promote national education to help students understand national conditions. Whole-School Participation and Diverse Strategies to Promote Self-directed Learning with Four Learning Approaches as the Core 1. Design lessons using the four learning approaches (self-directed, collaborative, co-learning, and guided learning). 2. Develop a cross-curricular reading (RAC) framework. 3. Plan to establish an "AI Self-directed Learning Space," equipped with robots, enabling students to interact with AI to enhance their Mandarin and English speaking skills. |
| teacher_pro_training_and_dev | 1. Establishing Learning Communities: Facilitate systematic and high-quality collective lesson planning, classroom observation, and evaluation through teacher collaboration, sharing, and observation to enhance professional exchange and improve teaching and learning effectiveness. 2. Meeting Social Needs and Keeping Up with the Times: Provide training for new teachers, subject knowledge and teaching skills development, and professional conduct training. Engage in exchanges and sharing with external organizations and partner schools to promote professional development and growth. |
| school_character_others | Each year, students in P.4 to P.6 participate in overseas study tours to Hangzhou, Taiwan and Korea to engage in overseas exchange and learning. P.3 life education camp aims at enhancing students' self-management, collaboration, and leadership skills. P.1 to P.6 life skills curriculum and Forest Run Programme help train students in problem-solving, independence, and caring for nature. Additionally, life education and personal growth lessons for P.1 to P.6 cover topics such as self-awareness, self-worth, respect and care for others, harmonious coexistence with nature, and valuing life. The virtual reality learning room is also available to enrich students' learning experiences and enhance teaching effectiveness. |