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C.C.C. Chun Kwong Primary School
POA School Net：74
Profile
| school_name | C.C.C. Chun Kwong Primary School |
|---|---|
| district | Yuen Long |
| school_address | 5 Chung Sing Path, Yuen Long, N.T. |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 24762696 |
| school_fax | 24430755 |
| school_email | info@ckps.edu.hk |
| school_website | http://www.ckps.edu.hk |
| school_motto | To study the truth until we attain perfection |
| school_mission | To implement a loving education through indoctrinating Jesus Christ's morals. To achieve whole-person education through a student-oriented approach. To establish mutual acceptance, to appreciate one another, with a constructive and competitive school culture, to nurture students with knowledge, to enable them to think independently, to be brave enough to take up responsibility, and serve the community to be good civic servants. |
| sponsoring_body | The Hong Kong Council of The Church of Christ In China |
| student_gender | Co-ed |
| commencement_of_operation_year | 1906 |
| religion | Protestantism / Christianity |
More fields
| poa_school_net | 74 |
|---|---|
| imc | Established |
| name_supervisor_chairman_of_mc | Leung Yuen Yiu |
| title_supervisor_chairman_of_mc | Mr. |
| name_of_school_head | Tsui Kin Sum |
| title_of_school_head | Mr. |
| school_size | 3000 |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$20" |
| asc_charges_for_non_standard_items | "$300" |
| fac_no_of_classroom | 12 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | A music room, an activity room, two group teaching rooms, a STEAM room, a visual arts room, and a social worker’s room. |
| fac_others | A school general office, a principal's office, a teacher's room, and a conference room. |
| fac_support_for_specialedu | Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | 28 |
| previous_year_tsi_total_no_of_teachers | 30 |
| 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 | 42 |
| previous_year_tsi_percent_of_special_edu_training | 67 |
| previous_year_tsi_percent_of_exp_0_4 | 13 |
| previous_year_tsi_percent_of_exp_5_9 | 37 |
| previous_year_tsi_percent_of_exp_10_or_above | 50 |
| previous_year_no_of_class_p1 | 2 |
| previous_year_no_of_class_p2 | 2 |
| previous_year_no_of_class_p3 | 2 |
| previous_year_no_of_class_p4 | 2 |
| previous_year_no_of_class_p5 | 2 |
| previous_year_no_of_class_p6 | 2 |
| previous_year_no_of_class_total | 12 |
| current_year_no_of_class_p1 | 2 |
| current_year_no_of_class_p2 | 2 |
| current_year_no_of_class_p3 | 2 |
| current_year_no_of_class_p4 | 2 |
| current_year_no_of_class_p5 | 2 |
| current_year_no_of_class_p6 | 2 |
| current_year_no_of_class_total | 12 |
| cs_mode_of_teaching | Co-operative Learning and Class Management are adopted. Small group teaching in Chinese, English and Maths is carried out. Better care is provided through using appropriate teaching methods and lower teacher-student ratio. |
| 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 | 1. The first exam of P1 is cancelled, and will be replaced by formative assessments. Chinese, English, Mathematics and General Studies will all be assessed progressively through formative assessments. 2. In addition to three exams a year for P.2-P.6, formative assessments will be conducted in some subjects. 3. There are also diversified assessments such as group discussions and peer assessments. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Mixed ability classes from P.1 to P.6. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 35 |
| school_starts_at | 8:05 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:15 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:35 |
| lunch_end_time | 1:35 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | To enhance students' physical fitness, there are morning running sessions and sports activities at recess. We also promote values education and emphasize character development. 'Everyone has a Job' programme plays an important role in students' life as it helps students understand the importance of serving others. To enhance spiritual growth, evangelistic meetings with the church are held. |
| school_life_remarks | There are interest groups on Wednesdays, extra-curricular activities on Fridays and Saturdays; and gifted classes and homework tutoring sessions after school. |
| life_wide_learning | There are diversified extra-curricular activities. There are Musical Training Class, Visual Arts Class, English Chef Class, Taekwondo Class, Campus Health Dance Class, Cambridge English Class, Rope Skipping Class, Paper Clay Art Class, Latin Dance Class, Handbell Team, Luminous Dragon Dance and Chinese Bass Drum Class, Lion Dance Class, Choir, Brownies Guide, Percussion Group, Hip Hop Dance Class and so on. In addition, there is a school picnic, P.5 Gospel Camp and study tours outside HKSAR arranged every year. |
| school_management_url | http://www.ckps.edu.hk/fthdy/711.pdf |
| school_organisation | The school has set up the Incorporated Management Committee which is responsible for leading the school development. There are four administrative groups under it, namely 'Management and Organisation', 'Learning and Teaching', 'Student Support and School Ethos' and 'External Relations' which are charged by the Supervisor and the Principal to carry out the school development plan and to execute the tasks. |
| imc_smc_mc | The Incorporated Management Committee was established in 2007. There are 7 School Sponsoring Body Managers, 1 Alternate Sponsoring Body Manager, 1 Ex-officio Manager (the Principal), 1 Teacher Manager, 1 Alternate Teacher Manager, 1 Parent Manager, 1 Alternate Parent Manager, 1 Alumni Manager, and 1 Independent Manager in the Committee. |
| school_green_policy | 1. To strengthen students' awareness of the importance of environmental protection to help students establish a green lifestyle with practical activities. 2. To promote the importance of waste reduction for cultivating students' habit of environmental protection. |
| school_major_concerns | 1. To further develop self-directed learning to inspire students' learning potentials. 2. To develop a caring school to nurture students' positive values. |
| learning_and_teaching_strategies | Our school implements cooperative learning. We promote students' class participation and collaboration through cooperative learning routines and varied learning tasks. In order to promote students' learning motivation, some lessons are conducted with the use of tablets. In addition, all subjects have special features of their own school-based curriculums so as to consolidate students’ knowledge, skills and attitudes in different subjects. |
| major_renewed_emphases_pri_edu_curriculum | 1. To actively promote 'Reading to Learn' to drive the learning of various subjects through reading different materials and expand the depth of students' knowledge. To develop 'Reading across the Curriculum', strengthen students' flexible use of different learning skills, and broaden students’ reading horizons. 2. To develop school-based STEAM courses to enhance students' ability to apply knowledge and skills comprehensively. 3. To strengthen values education in coordination with humanities subjects to deepen students' humanistic literacy. To integrate diverse learning experiences both inside and outside the classroom to foster students' holistic development. |
| dev_of_generic_skills | Self-directed learning is promoted actively through setting individual learning goals, selecting learning strategies, evaluating learning performances and outcomes, and altering goals as required. Students are encouraged to plan, monitor and evaluate their learning from time to time so as to develop themselves to be lifelong learners and self-evaluators. |
| cultivation_of_proper_values_attitudes_and_behaviours | The school actively promotes values education. Our school promotes Positive Education and cooperates with parents to build up the positive energy of students. Through Life Education Classes, flag-raising ceremony, Morning Assembly sharing sessions, guidance and discipline activities, religious activities, service learning activities and other moral activities, we cultivate students to have a positive sense of citizenship, let students feel the love of Jesus Christ, be proactive, love others, love themselves, and have a positive attitude towards life. |
| whole_school_approach_cater_for_learner_diversity | According to students' different abilities, multiple intelligence courses, group teaching, peer tutoring programs, after-school homework guidance, after-school support groups, etc. are established to provide appropriate support for students with different abilities. |
| whole_school_approach_integrated_education | We adopt the whole school approach to take care of students who have individual needs. We use the school resources and the extra resources we receive to carry out different measures in order to support students with special educational needs. (e.g. after-school learning group, social intercourse training group, concentration training group, Enhanced School-based Speech Therapy Service, fine motor skills training group, Individual Education Plans, game therapy, etc.) |
| 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; hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc. |
| curriculum_tailoring_and_adaptation | We have adaptation in teaching for students who have special needs. |
| home-school_co-operation | Our school has a Parent-Teacher Association. The aim is to strengthen the co-operation between parents and school. The PTA holds different activities regularly, e.g. picnics for parents and children, events dedicated to parents during Mothers' Day and Fathers' Day, Workshops for parents, etc. |
| school_ethos | Our school actively practises the caring culture, with the integration of guidance and discipline, and cooperates with school-based counselling activities to cultivate the all-round development of students, helping teachers and students to build a good school spirit with love, trust and care. Through the school-based counseling program ‘CKPS Smart Kids’ Reward Scheme, we cultivate students’ self-discipline and systematically guide them in establishing positive values. The program empowers students to develop good habits across diverse domains, face challenges courageously, and overcome difficulties—ultimately helping them become CKPS Smart Kids. |
| school_dev_plan | 1. To promote 'Reading to Learn' and improve its effectiveness. To promote 'Reading to Learn' by continuously enhancing 'Reading across the Curriculum' to broaden students' reading scope and improve their reading skills and interest. 2. To strengthen STEAM Education and cultivate students with the essential competencies for the 21st century, including innovative thinking, problem-solving skills, and scientific literacy. 3. To make good use of learning time, provide diverse learning experiences, broaden students' life experiences, expand their horizons, and develop their potential. 4. To promote diversified sports and arts activities, establish healthy lifestyles for students, and foster holistic development. 5. To continue to promote values education, cultivating students' proper values and attitudes. |
| teacher_pro_training_and_dev | Have a clear training focus, set up teachers' personal professional development portfolios and develop a Professional Learning Community for Teachers, to carry out systematic professional development policy and training scheme, including teacher professional development day, lesson studies, co-plannings with focused exchange, lesson observations and debriefing activities, teachers' professional development period every Friday etc. To follow the trend of curriculum development, the school participates in the School-based Support Program of the Education Bureau. The school allows teachers to continue to grow in their professional development for improving their teaching quality and developing school-based curriculum that meets the needs of the school. |
| school_character_others | In order to broaden the horizons of students, the school promotes different exchange programs. For example, for P.4 to P.6 students, the school conducts overseas study trips which allow students to experience the culture of different countries. During the trip, students are also arranged to visit local schools for exchange activities which help students understand the mode of teaching and campus life of other schools, as well as to enrich their learning experience. |