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Taoist Ching Chung Primary School (Wu King Estate)
POA School Net：70
Profile
| school_name | Taoist Ching Chung Primary School (Wu King Estate) |
|---|---|
| district | Tuen Mun |
| school_address | Estate Primary School No. 1, Phase 1, Wu King Estate Area 28, Tuen Mun, N.T. |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 24652881 |
| school_fax | 24656863 |
| school_email | office@tccpswke.edu.hk |
| school_website | https://www.tccpswke.edu.hk |
| school_motto | To guide students in the understanding and appreciation of the underlying natural constitution of the world. |
| school_mission | We are mandated to establish a legitimate public educational institute for school age students in Tuen Mun. Cultivating the students to be positive and optimistic, let them have the courage to face challenges. |
| sponsoring_body | Ching Chung Taoist Association of Hong Kong Ltd. |
| student_gender | Co-ed |
| commencement_of_operation_year | 2008 |
| religion | Taoism |
More fields
| poa_school_net | 70 |
|---|---|
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 81% |
| name_supervisor_chairman_of_mc | Chiu Suk Yee |
| title_supervisor_chairman_of_mc | Ms. |
| name_of_school_head | Ng Sze Ming |
| title_of_school_head | Mr. |
| school_size | 3500 |
| school_bus | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$30" |
| asc_charges_for_non_standard_items | "$300" |
| fac_no_of_classroom | 25 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Including Reading Room, Art Room, Computer Room, Aerospace Simulation Lab, STEAM Lab, Music Room, Dancing Room. |
| fac_others | 1. Our school installed optical fibre network in all classrooms and special rooms. 2. Electronic Whiteboard installed in all classrooms. |
| fac_support_for_specialedu | Ramp, Accessible lift, Accessible toilet and Visual fire alarm system. |
| previous_year_tsi_no_of_approved_teaching_posts | 47 |
| previous_year_tsi_total_no_of_teachers | 50 |
| previous_year_tsi_percent_of_received_teacher_training | 92 |
| previous_year_tsi_percent_of_bacherlor | 96 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 38 |
| previous_year_tsi_percent_of_special_edu_training | 30 |
| previous_year_tsi_percent_of_exp_0_4 | 18 |
| previous_year_tsi_percent_of_exp_5_9 | 30 |
| previous_year_tsi_percent_of_exp_10_or_above | 52 |
| previous_year_no_of_class_p1 | 4 |
| previous_year_no_of_class_p2 | 4 |
| previous_year_no_of_class_p3 | 4 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 5 |
| previous_year_no_of_class_p6 | 4 |
| previous_year_no_of_class_total | 25 |
| current_year_no_of_class_p1 | 4 |
| current_year_no_of_class_p2 | 4 |
| current_year_no_of_class_p3 | 4 |
| current_year_no_of_class_p4 | 4 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 5 |
| current_year_no_of_class_total | 25 |
| cs_mode_of_teaching | Small class sizes for P.1 to P.6. Group teaching for P.3 to P.6. Students are screened through systematic testing, are streamed according to the test results, and are given activities and materials appropriate to their levels. Effort is made to cater for learners' individual differences and to overcome weaknesses and move students towards a normative level. |
| 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 | Each subject will have formative as well as summative assessment. Apart from the subject knowledge, different abilities of students will also be assessed. Our assessment includes writing exam papers, project work and assessing students, attitude and their generic skills. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | From Primary Three to Primary Six, the more-able students among their fellows will be selected to the best class at their level. Other students will be evenly distributed in the remaining classes. |
| 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 | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:30 |
| lunch_end_time | 1:30 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | 1. Exercise & Reading Sessions during morning assemblies, EatSmart School Accreditation Scheme. 2. To create a vibrant and healthy growth environment by becoming 'Active School'. 3. To Organize a 'Joyful Fruit Month'. |
| school_life_remarks | 1. Supplementary lessons before or after school for those less able students. 2. Scout activities for P.1 to P.6 (Once a week). 3. On Fridays, students are dismissed early for participating in multiple intelligence activities. 4. After-lunch activities are organized for students. 5. Sports activities are provided during recess. |
| life_wide_learning | We maintain programmes for systematically developing special skills for students with interests and potentials in certain areas such as: English & Chinese Poetry Speaking, Mathematical Drills, General & Social Knowledge Quizzes. Various musical performances (e.g. Percussion, Choir, African Djembe etc.) and various sports - many of which have produced champions in inter-school or territory-wide tournaments. |
| school_management_url | http://www.tccpswke.edu.hk/zh_tw/site/view?name=%E5%AD%B8%E6%A0%A1%E7%B0%A1%E4%BB%8B# |
| school_organisation | Under the school principal, the school is divided into 3 administration units: school administrative affairs unit, curriculum & academic development unit, student support unit & extra curricula activities unit. They are responsible for setting up school policies, facilitating the smooth running of the school policies and making final decisions. |
| imc_smc_mc | It was established in 2009. The Committee members are formed by representatives from the school advisory board, teachers, parents and alumni. |
| school_green_policy | 1. Establishment of "Green Kids" for environmental protection campaigns. 2. Implementation of garden plantation and waste sorting programmes. |
| school_major_concerns_url | https://www.tccpswke.edu.hk/zh_tw/site/view?name=%E5%AD%B8%E6%A0%A1%E7%B0%A1%E4%BB%8B |
| school_major_concerns | 1. Cater for learner diversity to increase students' learning efficacy. 2. Increase positive emotions among students to promote their physical, mental and spiritual well-being. |
| learning_and_teaching_plan_url | https://www.tccpswke.edu.hk/uploads/files/2021/09%20Sep/goodschool.PDF |
| learning_and_teaching_strategies | 1. Rescheduling the academic timetable around special events. 2. The school library promotes reading across the curriculum through consultation with various subject teachers. 3. Promote all-directions learning mode and curriculum integration to broaden the students' learning experiences. 4. Self-directed learning strategies are introduced to students including note-taking skills, use of reference books, use of online resources and through the systematic thinking strategies such as mind map in order to help in problem solving and analysing. 5. Design diverse classroom strategies that align with curriculum characteristics and the VARK learning theory for catering to different learning needs. |
| major_renewed_emphases_pri_edu_curriculum | 1. Promote School Mindfulness Project for students' balanced physical and mental development. 2. Promote Student e-Portfolio Award Scheme to strengthen values education. 3. Set up a flag-raising team and promote national security education activities. 4. Set up a cross-curricular program of Ukulele, GIGO and healthy living to enrich students' learning experience. |
| dev_of_generic_skills | Our school has systematically arranged the nine generic skills to different key stage areas of learning. We have always taken the students' development and the specific focuses of various subjects into account when we are doing such a planning. |
| cultivation_of_proper_values_attitudes_and_behaviours | Our school promotes positivity in education. Optimizing moral and civic education curriculum, life education, which aims at fostering to develop students' positive values and attitudes. So as to provide students with all-round learning experience conducive to their whole-person development. |
| student_support_url | https://www.tccpswke.edu.hk/zh_tw/site/view?name=%E5%AD%B8%E7%94%9F%E6%94%AF%E6%8F%B4%E7%B5%84 |
| whole_school_approach_cater_for_learner_diversity | 1. Supplementary lessons before or after school, group teaching and Small Class Size Teaching Programme. 2. Students with Special Education Needs (SEN) are identified as early as P.1 to be given relevant evaluation and support. Peer counselling and tutoring are in full service. |
| whole_school_approach_integrated_education | 1. Special Educational Needs Coordinator and Special Educational Needs Support Teacher promote and consolidate the school-based Whole School Approach to integrated education. 2. Employ additional teachers and additional teaching assistants by using Learning Support Grant. School provides School-based Speech Therapy Service to help students with special educational needs. 3. Cater for students' diverse learning needs through the 3-Tier Intervention Model: Tier-1: quality teaching in regular classroom; Tier-2: provide remedial teaching and small group services such as School-based Speech Therapy Service, social groups, etc.; Tier-3: provide Individual Education Plans. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their 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. Making use of the funds from the EDB to support all non-Chinese speaking students in our school in learning Chinese, with a teaching assistant to provide pull-out lessons for individual students so as to consolidate their knowledge of the language and strengthen their abilities in learning Chinese Language. |
| curriculum_tailoring_and_adaptation | 1. Outstanding learners are given more challenges (e.g. Maths team). 2. SEN students are provided with adapted syllabuses. |
| home-school_co-operation_url | https://www.tccpswke.edu.hk/zh_tw/photoAlbums/view?id=973 |
| home-school_co-operation | Our school understands the importance of school-parents cooperation and so we have tried using different means to communicate well with the parents. Our school's Parent-Teacher Association has also been set up for years and all the committee members have devoted themselves to the better development of the school. We are glad that the committee members have taken part in various school activities enthusiastically and have set a good example to their kids at school. Our school also cares a lot about the education of parents. We have arranged a lot of talks and seminars in order to help parents to take better care of the development, both physically and mentally, of their kids. |
| school_ethos | 1. We have actively promoted the "caring culture" within our school. It is even one of our key school based development areas. It is our honour that we were awarded as one of the ten best schools in Hong Kong in promoting this caring culture. 2. We have also been invited by the EDB to join the "Invitational Education Programme" and won Gold Award in order to let all students get the most care, trust and respect from the harmonic atmosphere of our school. 3. Supplementary Lessons for less able students under a whole school approach. 4. An orientation program is established for incoming P.1 students, facilitating adjustment to the new school environment, school and class routines. 5. Moral is of utmost importance for any education. We have implemented personal development classes according to the needs of students. School-based guidance and discipline strategies are also established. |
| future_dev_url | https://www.tccpswke.edu.hk/zh_tw/photoAlbums/view?id=977 |
| school_dev_plan | 1. To develop project-based learning in STEAM education. Learn to be a creative and problem solving and to enhance the generic skills of our students. 2. To develop our school-based electronic-teaching by enhancing the IT teaching skills of our teachers and improving students' ability of learning through different e-learning platforms and Apps, as well as upgrading the gadgets needed. 3. To Integrate the 12 core values, VARK learning theories, multisensory learning modes, and national education principles into our curriculum. |
| teacher_pro_training_and_dev | 1. The Committee organizes appropriate school-based training items include staff development days. 2. Hold co-planning meetings, peer observation, sharing sessions and lesson demonstrations in various subjects in order to enhance the professional communication and development. |
| school_character_others | 1. All students are required to partake in Scout activities. 2. To develop IAIE (Invitational Education) in order to create an even more encouraging and welcoming learning environment. 3. To broaden students' vision, we place great emphasis on overseas exchange programs such as Australia, Singapore, China, South Korea and Taiwan. 4. Scholarship is readily available to students with outstanding academic and competition achievements. |