Tsung Tsin Primary School And Kindergarten
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 4 matched
🎯 Mission
To promote the ethos of 'High-quality Christian whole-person education' and inspire Gospel-centred learning. To create an enjoyable learning environment for children to attain a holistic and balanced development of the spiritual, moral, intellectual, physical, social and aesthetic well-being.
📚 Approach & Strategies
1. Local curriculums are implemented in the Primary English School Section; International curriculums are implemented in the International Junior School Section. 2. Language subjects are taught by native-speaking teachers, with extended conversational practices available at language booths during major recesses. Phonetic Training is conducted on a regular basis to further enhance students' speaking skills. 3. French and Japanese are taught by native French/Japanese teachers in the International Junior School Section. 4. Promote coding education and STEAM programmes and implement BYOD Scheme in certain P4 classes in 2024/25 school year to enhance students' computational thinking, inquiry and problem-solving abilities. 5. Students have the opportunity to improve their speaking and expressi…
💛 SEN Support
1. Set up a student support team to support students with special educational needs (SEN) through a whole-school approach and a Three-Tier Intervention Model. 2. A support team including a school-based educational psychologist, a school-based social worker, Student Guidance Officer of the Education Bureau, and other community resources utilization is set up to support the growing needs of students.
🎨 Whole-person Learning
1. Performances are organised to unleash students' physical and artistic potential; Encourage participation in community service to foster a sense of responsibility. 2. Extend students' learning experience by attending seminars, workshops, visits, concerts, dance and drama performances and major sports events, etc. 3. The 'Talent Enhancement Programme' provides students with after-school activities that are related to various key learning areas to develop students' multiple intelligences.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | / |
|---|---|
| school_type_1 | Private |
| school_type_2 | Whole Day |
| imc | Not Applicable |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | Not Applicable |
| title_supervisor_chairman_of_mc | Ms. |
| title_of_school_head | Acting Principal |
| sponsoring_body | Tsung Tsin Mission of HK |
| school_motto | And now these three remain: faith, hope and love. But the greatest of these is love. |
| school_size | 9000 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | - |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | $66000 English Primary School Section |
| asc_tong_fai | - |
| asc_pta_fee | $50 |
| asc_charges_for_non_standard_items | $21,000 English / Chinese (Putonghua) Enhancement Programmes |
| asc_others | $95,000 International Junior School Section |
| fac_no_of_classroom | 25 |
| fac_no_of_school_hall | 2 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | The new 8-storey academic building consists of a lecture room, a black box theatre, a smart library, a future classroom, a STEAM room, a music room, a visual arts room and a cookery room. |
| fac_others | Wireless network coverage throughout the entire school, and each classroom is equipped with a touch panel. |
| fac_support_for_specialedu | Accessible lift and Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | - |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 38 |
| previous_year_tsi_percent_of_special_edu_training | 0 |
| previous_year_tsi_percent_of_exp_0_4 | 49 |
| previous_year_tsi_percent_of_exp_5_9 | 25 |
| previous_year_tsi_percent_of_exp_10_or_above | 26 |
| previous_year_no_of_class_p1 | 4 |
| previous_year_no_of_class_p2 | 5 |
| previous_year_no_of_class_p3 | 4 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 4 |
| 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 | 5 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 4 |
| current_year_no_of_class_total | 25 |
| cs_mode_of_teaching | E-learning classes will be offered for P4 and P5 students in the 2025/26 academic year. |
| cs_remarks | 1. Chinese Language is taught in Putonghua by about 30 Native-speaking Putonghua Teachers.<br>2. About 30 Native-speaking English Teachers serve as Class teachers and are responsible for teaching the English Language. |
| 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 | 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 | 1. Summative assessment for core subjects is conducted twice a term. Formative assessment, including students' performances in class, coursework and project work, is embedded in the curriculum to encourage students to become reflective learners and continue to strive for excellence.<br>2. "Learning tasks" are set for each aesthetic subject to enrich students' learning experience. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | 1. Mixed ability classes are offered.<br>2. 3 classes per grade in the English Primary School Section and 1-2 class(es) per grade in the International Junior School Section. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 30 |
| school_starts_at | 8:05 |
| 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. |
| school_life_remarks | 1. Worship is held weekly for students to learn the Word of God.<br>2. The importance of reading and language proficiency is emphasized through designated morning reading sessions, in which teachers guide students in reading and sharing.<br>3. Develop students' multiple intelligences through Friday Fun Activities, After-school Programmes and Saturday Classes.<br>4. Organise camps for JP3-6 students to train their life skills. |
| school_organisation | Our school, together with Tsung Tsin Christian Academy, Shatin Tsung Tsin Secondary School and Tsung Tsin College, is under the management of Tsung Tsin Mission of Hong Kong Shamshuipo Church. |
| imc_smc_mc | The school managers are members of the Tsung Tsin Mission of Hong Kong. They are senior professionals in the education industry or other sectors, dedicated to promoting the development of the school and providing high-quality Christian holistic education for students. |
| school_green_policy | 1. The school, participating in the Jockey Club BEAM Plus in Schools Project, supports environmental protection through the conservation of energy and water, recycling, and carbon emission reduction.<br>2. Environmental protection concepts and implementation methods are taught through morning assemblies and digital signage. |
| school_major_concerns | 1. To implement Positive Education Programme and Talent Enhancement Programme in nurturing students' whole-person development.<br>2. To continue providing high-quality and diversified curriculum in enhancing students' biliterate, trilingual reading skills and promoting independent learning. |
| major_renewed_emphases_pri_edu_curriculum | 1. Incorporate STEAM elements into the curriculum and lunchtime activities: Lego robots, micro:bit, Scratch and science experiments.<br>2. Presentations relating to National Security Education are held in assemblies: Speeches under the National Flag, National Information Station, Chinese Cultural Day, Traveling Through China with Chinese Teachers, and International Cultures Sharing. |
| dev_of_generic_skills | 1. Camps, project learning and field trips help to strengthen students' cooperation skills, problem-solving skills and self-management skills.<br>2. Students' confidence, communication skills, creativity and critical thinking are fostered through TTTV, Master of Ceremony Training Programme and Student Journalists Programme.<br>3. Students' computational thinking and information technology skills are strengthened through coding and STEAM programmes.<br>4. Organising overseas study trips allows students to broaden their horizons and enhance their communication and adaptability skills. |
| cultivation_of_proper_values_attitudes_and_behaviours | 1. An annual moral education theme is established to cultivate students' positive mindset, good character, and spiritual development.<br>2. Moral education curriculum is implemented to cultivate students' holistic development in moral, emotional, and social competencies. |
| whole_school_approach_cater_for_learner_diversity | 1. P.6 students are placed in ability groups for English and Mathematics.<br>2. A variety of courses are designed and recommended based on students' learning needs to cater to the diversity of their learning styles and abilities.<br>3. Leverage the advantages of inter-school collaboration to promote and implement bridging courses to help JP1 and JP6 students adapt to the primary and secondary school life. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their learning of 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 all levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.. |
| curriculum_tailoring_and_adaptation | According to students' learning and growth needs, appropriate adjustments are made to the teaching plans, teaching materials, assignments, and assessments. |