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Y.L.P.M.S. Alumni Association Tang Ying Yip Primary School
POA School Net：72
Profile
| school_name | Y.L.P.M.S. Alumni Association Tang Ying Yip Primary School |
|---|---|
| district | Yuen Long |
| school_address | 86 Tin Shui Road, Tin Shui Wai, Yuen Long, N.T. |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 26178200 |
| school_fax | 26176226 |
| school_email | mailbox@alu.edu.hk |
| school_website | http://www.tyyps.edu.hk |
| school_motto | Tang Ying Yip Primary School's guiding principles value diligence, filial piety, kindness and honesty. |
| school_mission | We are committed to create an environment that allows every student to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes. We educate students the virtue of diligence, filial piety, goodwill and integrity to ultimately achieve the spirit of service. |
| sponsoring_body | Yuen Long Public Middle School Alumni Association |
| student_gender | Co-ed |
| commencement_of_operation_year | 1989 |
| religion | Not Applicable |
More fields
| poa_school_net | 72 |
|---|---|
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 47% |
| name_supervisor_chairman_of_mc | Hau Yiu Chung, William |
| title_supervisor_chairman_of_mc | Mr. |
| name_of_school_head | Sin Yuen Nga |
| title_of_school_head | Ms. |
| school_size | 6200 |
| nominated_sec_school | YLPMSAA Tang Siu Tong Secondary School |
| school_bus | Yes |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$30" |
| asc_charges_for_non_standard_items | "$420" |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 4 |
| fac_no_of_library | 1 |
| fac_special_rooms | Including a STEAM room(IN HUB), Campus TV, small group teaching rooms, computer rooms, "Wetland Zone", "Chinese Culture Corner", an English learning centre, a PTA resources centre and an alumni room. |
| fac_others | Air-conditioning, smart blackboard and visualizers available in all classrooms. An ornamental edible garden, a pottery studio and a piano studio. |
| fac_support_for_specialedu | Accessible lift, Accessible toilet, Braille and tactile floor plan and Tactile guide path plan. |
| previous_year_tsi_no_of_approved_teaching_posts | 53 |
| previous_year_tsi_total_no_of_teachers | 62 |
| previous_year_tsi_percent_of_received_teacher_training | 84 |
| previous_year_tsi_percent_of_bacherlor | 98 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 34 |
| previous_year_tsi_percent_of_special_edu_training | 40 |
| previous_year_tsi_percent_of_exp_0_4 | 39 |
| previous_year_tsi_percent_of_exp_5_9 | 19 |
| previous_year_tsi_percent_of_exp_10_or_above | 42 |
| previous_year_no_of_class_p1 | 4 |
| previous_year_no_of_class_p2 | 4 |
| 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 | 28 |
| current_year_no_of_class_p1 | 3 |
| current_year_no_of_class_p2 | 4 |
| current_year_no_of_class_p3 | 4 |
| 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 | 26 |
| cs_mode_of_teaching | Small Class Teaching method has been implemented aiming at catering for individual differences. Dual-teacher system in major subjects is adopted for particular classes in P.3 and P.4. |
| cs_remarks | Resources are flexibly deployed to facilitate Small Class Teaching methods. Students with lower achievements in Chi lang, Eng lang and Math are provided with make-up classes. Ancillary measures are taken to assist NCS students in learning Chinese. |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 1 |
| 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 | Diverse assessment methods have been adopted to enhance teaching and learning efficiency. Progressive assessments with specific marking scheme are set for each subject to comprehensively assess students' performance. Self-assessment and peer-assessment are also in place as learning tools. Speaking Assessment Day is implemented as we value students' development of communication skills. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | "By class" arrangement is adopted from P.3 where allocation of students are made based on their capabilities. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 10 |
| duration_of_each_period | 35 |
| school_starts_at | 8:10 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:25 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 1:00 |
| lunch_end_time | 1:50 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | Our school has won the Gold Medal of the Hong Kong Healthy School Award Scheme. Now being one of the Advanced Schools of the Whole School Health Programme launched by the Department of Health, we organise a wide range of whole-school activities in order to arouse students' sense of healthy life-style. We also hold parent seminars regularly for family education |
| school_life_remarks | Everyday timetable is divided into morning session of regular curriculum and afternoon session of school-based programme, the latter covers new school-based STEAM curriculum, multi-intelligence session, extra-curricular activities, study enhancement groups, and other programmes concerning physical and spiritual cultivation, etc. In addition, tutorial session is set on a daily basis to provide homework instructions. |
| life_wide_learning | Activities include a variety of ball games, swimming team, rope skipping, dance class, shuttlecock team, dragon dance team, choir, drum team, handbell team, musical instrument training, paper mache class, traditional Chinese painting class, ceramics class, Math club, scientific exploration, English exchange programme, General Studies club, drama club, emcee junior training, coding class, mBot club, Greenmech team, digital media club, gardening class, Chinese chess club, Wetland Park tour guide training, and several service groups. |
| school_management_url | https://www.alu.edu.hk/tc/content.php?wid=15 |
| school_organisation | The Incorporated Management Committee, being the policy-making and consultation body, is accountable directly to Yuen Long Public Middle School Alumni Association and the Education Bureau. Parent-Teacher Association and Old Students' Association are established to convey opinions from different stakeholders to school. |
| imc_smc_mc | Members of the IMC include Sponsoring Body Managers, the Supervisor, the Principal, Teacher Manager, Parent Manager, Alumni Manager, and Independent Manager. Sponsoring Body Managers are elected by the sponsoring body, where Teacher Manager, Parent Manager and Alumni Manager are elected through voting election. |
| school_green_policy | Promote school-based curriculum of "Dr. Wetland Junior", "Little P. Farmer" and Aquaponics course. Install solar panels and energy consumption panels, and promote paper, plastic and food waste recycle to encourage practice of sustainable lifestyle. Encourage the use of reusable energy for school greening to arouse environmental protection awareness. |
| school_major_concerns_url | https://www.alu.edu.hk/tc/content.php?wid=18 |
| school_major_concerns | Help students to develop self-directed learning habit and inquisitiveness aided with e-learning and learning strategies and by introduction of intensive participation and presentation pattern. Optimise life education curriculum and promote Chinese Culture. Create loving environment by constructing classroom culture. Inspire students' multi-talents by investments in sports, arts, scientific experiment and dramas development to create vibrant learning atmosphere. |
| learning_and_teaching_plan_url | http://www.tyyps.edu.hk |
| learning_and_teaching_strategies | To foster students' interest in learning and enhance their self-directed learning abilities, we design our curriculum with a student-centered approach and employ diverse teaching strategies. Through inquiry-based learning activities, e-learning platforms, enhanced classroom interaction and tailored learning materials, we cater to the diverse needs of our students. Furthermore, we implement thematic education, integrating various learning elements to cultivate students' generic skills and positive values. During the afternoon's multi-intelligence sessions, we organize activities based on six major themes, conducted in small groups with diverse and interactive approaches, aiming at enriching students' learning experiences, broadening their horizons, and developing their multiple intelligence. |
| major_renewed_emphases_pri_edu_curriculum | By incorporating relevant content into subjects' curriculum, students are provided with daily exposure to Chinese cultural knowledge. Through introduction of local and overseas exchanges, life-wide learning activities and different forms of experiential learning, students are provided with various activities to deepen their knowledge of national security and enhance their sense of national identity. With notions of renovation, intelligence, collaboration and communication, STEAM curriculum aims to develop students’ creativity in alignment with sustainability. Timetables are designed to achieve learning experiences enhancement. Various activities for multi-intelligence development are set at the afternoon session, which includes curriculum attending to students’ mental well-being, extensive learning activities, diversity learning for hobby development and tutorial classes to cater for students’ educational needs. |
| dev_of_generic_skills | A conductive study environment is prepared to enhance students' presentation skills. Peer assessments are in place in different subjects to strengthen skills of critical thinking and creativity. Students are encouraged to set study goals and make study reviews for learning effectiveness, thereby to develop their skills on self-review and reflection. Students' different learning skills and generic ability are cultivated and elevated through project learning, cross-subject activities, enhancement activities and life-wide learning. |
| cultivation_of_proper_values_attitudes_and_behaviours | We strive to create a healthy school environment to elevate students' psychosocial and spiritual cultivation. "Positive Education" and "Service Learning" has been carried out on a whole school approach. A "Teacher-company Guidance Programme" participated by all teachers is promoted to strengthen student's ability against adversity. We establish a benevolent school culture to provide students with a positive, inclusive and caring environment. We encourage students to pursue self-affirmation while establishing positive value. By building a positive culture, students shall achieve all-round development. |
| student_support_url | https://www.alu.edu.hk/tc/content.php?wid=41 |
| whole_school_approach_cater_for_learner_diversity | A Whole-school Approach and the 3-tier intervention model is adopted to attend to the needs of students with different learning needs. Several study groups are set to accommodate different concerns of students. For instance, students are selected for activity groups to develop potentials; Dual-subject teacher method is adopted in P.3 and P.4 classes, where students of the same level are separated into groups during lessons on certain subjects; Remedial class of core subjects and tutorials are set to support learning; Different guardian groups and school-wide peer campaign are in place to cater for student diversity. |
| whole_school_approach_integrated_education | By unification and flexible deployment of resources, prompt and appropriate supports are provided to students to enhance learning incentives, enabling them to acquire study strategies and achieve improvements, which helps them to reach study goals and adapt to school life better. Different services such as growth group, Enhanced School-based Speech Therapy Service and School-based Educational Psychology Service are deployed to advise on teaching and assessment adjustment. We value home-school co-operation and conduct regular discussion with parents via various channels regarding student support strategies. Our school was granted the Excellence Award in the 5th Hi-Five Student Engagement Award Scheme. |
| 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. |
| curriculum_tailoring_and_adaptation | School-based curriculum are designed through co-planning discussion. Small class teaching is adopted to cater for learning differences. Additional tutorials and external services are provided for top and low-achieved students. |
| home-school_co-operation_url | https://www.alu.edu.hk/tc/content.php?wid=43 |
| home-school_co-operation | We actively practice parent education and maintain a close bonding with parents through different means, such as Parents' Day, seminars, monthly newsletters, mobile apps and school website. Parent Volunteers are organised to encourage parents to participate in giving support to all kinds of school activities as to foster home-school co-operation. |
| school_ethos | Disciplinary and counseling tasks are launched in a whole-school approach, covering a wide-range of areas including moral education of preventive nature, civic education of intensive nature, counseling of remedial nature and a reward-and-penalty system. Students are encouraged to make progress in moral and academic performance through the school-based 'Self Improvement Reward Scheme'. We strive to establish a caring culture and practice classroom management. |
| future_dev_url | https://www.alu.edu.hk/tc/content.php?wid=18 |
| school_dev_plan | We aim to establish a system for students' development of multiple talents and potentials, ultimately achieve the nurturing of their lifelong learning ability. We strive to create an environment of well-being in school, building a supporting network for whole-person development. |
| teacher_pro_training_and_dev | Teachers are encouraged to pursue continuing professional development. We appreciate co-working between teachers to enhance teaching effectiveness. We exchange experience with fellows from other schools through internal and external training programme and gain programme support by inviting sharing from professionals. Taking part in external programme allows teachers to seize opportunity of experience sharing for professional development and establish learning community. |
| school_character_others | Apart from awards for academic high achievers, scholarships and grants has been specifically established for needy students with satisfactory academic performance. Furthermore, scholarships are awarded to students with outstanding performance in sports, art and music, and model students excelling both in moral skills and studies. |