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Q.E.S. Old Students' Association Primary School
POA School Net：72
Profile
| school_name | Q.E.S. Old Students' Association Primary School |
|---|---|
| district | Yuen Long |
| school_address | Phase 1, Tin Yiu Estate, Tin Shui Wai, NT |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 24480889 |
| school_fax | 24480997 |
| school_email | qps-mail@qesosaps.edu.hk |
| school_website | http://www.qesosaps.edu.hk |
| school_motto | Vos Parate Ut Serviatis |
| school_mission | To work together to create for our pupils a positive and caring environment that will enable them to have a healthy and balanced, physical, cognitive, and psycho-social development. To nurture for our society a group of youths who will use Vos Parate Ut Serviatis as their target in life and in their studies, and passionately and incessantly pursue knowledge, truth and excellence. To lead, contribute and support local development in education. |
| sponsoring_body | Queen Elizabeth School Old Students Association Education Promotion Organization |
| student_gender | Co-ed |
| commencement_of_operation_year | 1992 |
| religion | Not Applicable |
More fields
| poa_school_net | 72 |
|---|---|
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 98% |
| name_supervisor_chairman_of_mc | Li Pik Lan |
| title_supervisor_chairman_of_mc | Ms. |
| name_of_school_head | Chiang Tung Leung |
| title_of_school_head | Mr. |
| school_size | 7800 |
| school_bus | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$50" |
| asc_charges_for_non_standard_items | "Collect $310 per academic year for school facilities upgrade, etc." |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | STEM room, 2 English rooms, computer room, 2 music rooms, visual art room, pottery studio ,2 remedial teaching rooms, multi-purpose room and counselling room, campus TV. |
| fac_others | Conference room, interview rooms, 2 resource rooms, parent resource centre, kitchen and canteen. |
| fac_support_for_specialedu | Ramp and Accessible lift. |
| previous_year_tsi_no_of_approved_teaching_posts | 56 |
| previous_year_tsi_total_no_of_teachers | 60 |
| 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 | 19 |
| previous_year_tsi_percent_of_special_edu_training | 51 |
| previous_year_tsi_percent_of_exp_0_4 | 17 |
| previous_year_tsi_percent_of_exp_5_9 | 20 |
| previous_year_tsi_percent_of_exp_10_or_above | 63 |
| 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 | We value students' whole-person development by putting emphasis on their knowledge, skills and attitude. Cooperative and experiential learning methods are adopted to enhance students' learning motivation. Gifted elements and layered support are integrated into our daily teaching in order to allow students with different learning needs to develop their respective talents. |
| cs_remarks | The 4 Primary and Secondary schools of the sponsoring body have chosen "cooperative learning" as the learning and teaching strategy, and gifted education programs have been developed to enhance the connection of the 4 schools. |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 0 |
| replace_test_exam_P1 | Yes |
| no_of_test_per_year_P2-P6 | 0 |
| no_of_exam_P2-P6 | 2 |
| 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 | Multi-dimensional assessment and formative assessment will apply to Chinese, English and Mathematics. Through the descriptive and academic reports, parents are informed about their children's levels of generic skills and academic performance. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Mixed abilities. Every class is made up of students with different academic abilities and achievements. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 8 |
| duration_of_each_period | 35 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:25 |
| lunch_end_time | 1:25 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | Healthy School Policy aims to impart knowledge and develop in students a positive healthy attitude. Fruit recess on Mondays and Fridays. Lunch and Tuck Shop monitoring program encourages pupils to establish healthy eating habits. |
| school_life_remarks | Morning assembly provides opportunities to appreciate pupils' achievement and announce important messages. The class-teacher time and tutorial time enable pupils to develop good learning habits and strategies. It also lets pupils finish some homework. |
| life_wide_learning | We provide students with all-round learning experience in all aspects, through different subject-based activities that allow students to apply what they have learned. Experiencing classes and co-curricular activities are included in the afternoon class period. We also design interdisciplinary courses to provide students with a more interesting and lively learning experience. "Experiential Learning Week" will be held after examinations for students to explore knowledge in specific special topics. |
| school_management_url | http://www.qesosaps.edu.hk |
| school_organisation | The sponsoring body of our school is "Queen Elizabeth School Old Students' Association Education Promotion Organization". We established the Incorporated Management Committee in 2007 to facilitate communication between managers and the principal on school development. |
| imc_smc_mc | The IMC, which comprises 9 SB managers, headmaster, 1 independent manager, 1 alternate SB manager, 2 teacher managers and 2 parent managers, was established in 2007. |
| school_green_policy | The Sustainable Development Education has been integrated into the school curriculum. Pupils have to develop environmental and civic awareness through various learning activities. |
| school_major_concerns_url | http://www.qesosaps.edu.hk |
| school_major_concerns | Enhance students' self-directed learning abilities and generic skills, and strengthen their learning confidence. Develop students' correct values and the practice of a healthy lifestyle. |
| learning_and_teaching_plan_url | http://www.qesosaps.edu.hk |
| learning_and_teaching_strategies | The 35-minute lessons are designed to let teachers and pupils make good use of the time in implementing learning and teaching activities through cooperative learning. The school also establishes the class teacher time, after lunch activities time and tutorial time. The school encourages pupils to learn through practising. Pupils can construct knowledge through various learning and teaching activities in lessons. The school also arranges life wide learning activities for pupils to experience the learning processes and field studies. Personal-social education train and develop pupils' generic skills in collaboration with other learning areas. |
| major_renewed_emphases_pri_edu_curriculum | The students' learning time is balanced, with regular courses and experiential learning courses, including life education and positive education, experiential learning, reading lessons and diverse learning. Flipped classroom teaching is implemented in each subject to cultivate students' habits of self-learning. As a key strategy for caring for student diversity, the school requires every teacher to incorporate elements such as tiered instruction, visual cues, and questioning strategies in classroom teaching. Students have rich experiences in all aspects of learning, and the school actively collaborates with external organizations to provide opportunities for students to engage in diverse learning activities, such as visits, expeditions, workshops, and more. In addition, STEAM education is implemented through project-based and inquiry-based methods to cultivate students' critical thinking and discernment skills. |
| dev_of_generic_skills | Teachers regularly evaluate and improve teaching strategies through group classes and year-round sharing sessions, focusing on cultivating students' generic skills in daily class. Students' generic skills will also be consolidated through a variety of life-wide learning activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | With the vision of "Positive, Proactive and Caring", we set up our school-based Personal-social Education course materials. We aim to develop students' positive attitude with the The 18 Character Qualities of QPS based on Positive Psychology theories. Our Personal-social Education classes are taught by class teachers, so that team-building elements can be tailor-made to cater to students' needs at different growing stages. We also aim to cultivate student's values and characters through grade-based thematic life education activities and subject-based value education with intellectual, emotional, volitional and practical dimensions. |
| student_support_url | http://www.qesosaps.edu.hk |
| whole_school_approach_cater_for_learner_diversity | The school helps pupils identify and tackle learning difficulties. We develop pupils' learning interest, motivation and confidence, and enhance self-learning ability. 2 senior teachers will coordinate the policy and strategies to cater for individual differences. |
| whole_school_approach_integrated_education | Our school places great importance on the differences in students' abilities. As a result, we implement "Whole School Approach" to provide student support and establish the student support team. It is responsible for coordinating and formulating various policies and measures to cater for individual differences and collaborates with other groups to support students' learning and development. We implement curriculum accommodation, assessment accommodation and individual education plans. Moreover, we set up a variety of talented programmes to the different needs of students. For counselling programmes, there are leaping classes and homework counselling classes. |
| 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; and organising activities to create an inclusive learning environment in the school. After-school classes are arranged to help with their homework and Chinese learning. |
| curriculum_tailoring_and_adaptation | Co-planning of all main subjects is implemented in all school levels. Curriculum tailoring and adaptation is also implemented. Teachers work together to design the teaching and learning strategies, methods and activities of each module. These can help achieve a better teaching and learning effect. |
| home-school_co-operation_url | http://www.qesosaps.edu.hk |
| home-school_co-operation | The school establishes the PTA to strengthen the home-school communication and connection. The school and the PTA will collaborate to hold various seminars, workshops, courses and recreational activities. The PTA establishes the parent volunteer group to recruit the parents in helping the school's learning activities. Several parents' days, parents' meetings and students' learning outcome exhibitions will be held for parents to understand students' learning life in school each year. |
| school_ethos | The personal social education curriculum was established in accordance with the school mission, education objectives, curriculum vision and learning guidelines in collaboration with the whole school approach programs to develop a harmonic relationship between pupils and teachers and a sense of belonging in pupils. |
| future_dev_url | http://www.qesosaps.edu.hk |
| school_dev_plan | 1. Enhance students' self-directed learning abilities and generic skills, and strengthen their learning confidence. 2. Develop students' correct values and the practice of a healthy lifestyle. |
| teacher_pro_training_and_dev | External professional groups are invited to provide teaching support; regular group lessons, sharing sessions and workshops are held to share professional knowledge. Teaching quality will also be enhanced through class observation on various aspects. |
| school_character_others | We have been holding various overseas and mainland learning exchange activities and competitions , covering the exchange of culture and art, dance, music, sports, STEM, environmental protection, military training and visits to sister schools, etc. Students with different talents and characters have the opportunity to participate. Destinations include Tokyo, Osaka, Taipei, Yilan, Taichung, Sichuan, Shanghai, Ningbo, Hangzhou, Xi'an, Guangzhou, Heyuan, Nanning and Dongguan. |