🎒 Primary ・ Wong Tai Sin
Tsz Wan Shan Catholic Primary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
27
Average
Primary：11 indicators apply, 3 matched
🎒
Tsz Wan Shan Catholic Primary School
Wong Tai Sin ・
Primary ・ Est. 2002
📍 Address
172 Po Kong Village Road, Wong Tai Sin,…
📞 Phone
23273332
📠 Fax
23276662
✉️ Email
mail@twscps.edu.hk
⛪ Religion
Catholicism
👩🏫 Principal
Siu Yan
📅 Founded
2002
👫 Gender
Co-ed
🗣️ Language
Chinese(incl.: Putonghua) and English
🎯 Mission
Our school takes Christ as the foundation of education and imitates the spirit of St. Vincent de Paul, the spirit of education without discrimination, to create a pleasant learning environment for students so that they can take the initiatives to learn and cultivate good character in a joyful and harmonious atmosphere, a spirit of self-discipline, the ability to distinguish right from wrong, correct values and a strong sense of citizenship are encouraged, so that our students can be willing to take responsibility and serve the community.
📚 Approach & Strategies
1. Actively promoting contextualized teaching through a variety of comprehensive learning activities to enhancing students' ability to be proactive in biliterate and trilingual. 2. Implementing thematic learning by promoting Chinese Culture Day, Thematic Reading Day, STEM Day and organizing overseas exchange activities. 3. Actively promoting gifted education, tiered support teaching, and diversified homework policy to cater for learner diversity.
💛 SEN Support
1. Our school is committed to create a caring and inclusive campus. Regularly holds teacher workshops and strengthen Tier 1 support . 2. Diversified group activities and services help students engage in campus activities and enrich their learning experience. 3. Improve students' learning motivation and confidence, formulate homework and assessment adjustment policies, and set up supporting small classes, etc. 4. Provides parents with strategies to support their children's learning and growth.
🎨 Whole-person Learning
Students can develop their potential, cultivate interests and enhance self-confidence, including: Maths Olympiad, English drama, rugby, table tennis, etc.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 45 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 50% |
| title_supervisor_chairman_of_mc | Father |
| title_of_school_head | Ms. |
| sponsoring_body | The Catholic Diocese of Hong Kong |
| school_motto | Strive for Persistency & Self-improvement in Christ! |
| school_size | 10000 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $60 |
| asc_charges_for_non_standard_items | $380 |
| asc_others | - |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 3 |
| fac_no_of_library | 1 |
| fac_special_rooms | Students Activity Room, Prayer Room, Art and Craft Room, General Studies Room, Maker Space, Stem Room, Music Room, PTA Resource Room, Mental Wellness Room, Reading Wonderland, etc. |
| fac_others | 4 Remedial Rooms, 1 SGT office. |
| fac_support_for_specialedu | Accessible lift, Accessible toilet, Braille and tactile floor plan, Tactile guide path, Accessible public information / service counter, Visual fire alarm system and . |
| previous_year_tsi_no_of_approved_teaching_posts | 55 |
| previous_year_tsi_percent_of_received_teacher_training | 98 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 33 |
| previous_year_tsi_percent_of_special_edu_training | 67 |
| previous_year_tsi_percent_of_exp_0_4 | 22 |
| previous_year_tsi_percent_of_exp_5_9 | 26 |
| previous_year_tsi_percent_of_exp_10_or_above | 52 |
| previous_year_no_of_class_p1 | 4 |
| 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 | 29 |
| current_year_no_of_class_p1 | 5 |
| current_year_no_of_class_p2 | 4 |
| 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 | 29 |
| cs_mode_of_teaching | Small classes for intensive remedial teaching programme. Remedial classes after school in P.1-P.6 for students with learning difficulties in Chinese, English and Maths. |
| cs_remarks | For the Chinese subject, all classes are taught in Cantonese and Putonghua. In addition, Putonghua is a compulsory subject for all students. |
| 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 | 1 |
| 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. Mock assessments/examinations are given to primary one in term 1 but Not recorded in the Report. 2. Some subjects are given practical formative assessments. 3. Skills tests and formative assessment accommodations are given for students with special needs like granting extra time individually, reading aloud, question paper with enlarged prints. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | P.4 - P.6, Top students are selected into two elite classes based on their total marks of Chinese, English and Maths as well as attaining a conduct grade B or above. Remaining students are evenly distributed into other classes. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 8 |
| duration_of_each_period | 35 |
| school_starts_at | 7:55 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:15 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:30 |
| lunch_end_time | 1:20 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | Different activities are arranged according to the schedule, such as monthly assemblies, moral and civic education, life education and health education, extracurricular activities, etc., to allow students to conduct lessons respectively, learning through multiple intelligence . |
| school_management_url | http://twscps.edu.hk/CP/pG/6/15/20 |
| school_organisation | Under the supervision of IMC, the principal, vice principals and PSM lead the function groups to develop quality education according to the four domains 'Management and Organisation', 'Learning and Teaching', 'School Ethos and Student Support' and 'Student Performance'. |
| imc_smc_mc | The IMC members includes priest, experienced principals, independent person, parents, teachers and alumni. |
| school_green_policy | Join FiT Scheme to install solar panels at school. Since 2025, the school has been joining an energy saving & environmental protection programme co-organised by Catholic Diocese of Hong Kong and The Jockey Club. |
| school_major_concerns_url | https://twscps.edu.hk/Document1/List/document/1/23 |
| school_major_concerns | 1. Strengthen students' physically, psychologically and mentally development healthily, as they can become a growth mindset and good nature of TWSCPS students.<br>2. Foster comprehensive learning abilities through thematic learning.<br>3. Strengthen the connection among teaching, learning and assessment to promote learning effectiveness. |
| learning_and_teaching_plan_url | https://twscps.edu.hk/CP/pG/320/44/362 |
| major_renewed_emphases_pri_edu_curriculum | 1. Values Education: The curriculum integrates the five core values of Catholic education, 12 priority values and attitudes, Chinese culture, and elements of positive education.<br>2. Learning Through Reading: Implementing reading award programmes.<br>3. Making Good Use of Class Time to Create Space for diverse intelligence learning activities. |
| dev_of_generic_skills | Providing various learning experiences and project learning, we develop students' communication, collaboration, critical thinking skills and creativity. Our curriculum aims to promote students' whole-person development and cultivate their lifelong learning and independent learning abilities. |
| cultivation_of_proper_values_attitudes_and_behaviours | The school-based curriculum cultivates students' development of positive values and attitudes. |
| student_support_url | https://twscps.edu.hk/CP/pG/366/329/416 |
| whole_school_approach_cater_for_learner_diversity | 1. Teachers use different teaching strategies to design classroom activities according to students' different learning styles and abilities.<br>2. Arrange students to participate in study tours and service activities outside Hong Kong.<br>3. Use diversified teaching and assessment methods to establish a compatible learning environment. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their learning of Chinese: organising activities to create an inclusive learning environment in the school; 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 | 1. School-based curriculum is added to some subjects and promote small class teaching.<br>2. Use the three-tiered framework implementation model to develop school-based gifted education, infiltrate the three elements of giftedness into each learning area, adapt different subject curriculums to enhance students' learning abilities through enrichment, extension and innovative content.<br>3. Providing diverse groups and school teams for students with different needs to discover their strengths and enhance their learning abilities, such as after-school tutoring classes for Chinese, English and Mathematics, English learning groups, gifted training classes, social skills groups, and Olympiad Maths training classes. |
| home-school_co-operation_url | https://www.twscps.edu.hk/Content/02_school_life/02_Activity/style02/activityIndex.aspx?categoryId=3 |
| home-school_co-operation | Monthly and schoolnewsletters are published to communicate with parents regularly. Recruit parent volunteers and regularly organise special lectures for parents, parent-child trips and other activities to enhance parents' sense of belonging to the school. |
| school_ethos | 1. Jesus Christ is the foundation of our school. We follow the principles of the Gospel to provide whole person education and nurture students to become positive and caring individuals. <br>2. Through school-based counselling activities like personal growth lessons / groups, Self-perfection programme, Sunshine Call programme, TWSCPS Student Award Programme, etc. |
| future_dev_url | https://twscps.edu.hk/Document1/List/document/1/23 |
| school_dev_plan | 1. We will strengthen students’ values education so as to help them establish positive values and encourage them to practise the values in their daily lives. We aim to nurture future generations with the qualities of a good TWSCPS student.<br>2. To encourage students to care about world affairs, broaden their learning experience, and cultivate them to become good world citizens who are with "both moral integrity and talents, love for the country and Hong Kong" and have an international perspective.<br>3. Optimizing curriculum planning, enhancing the connection between teaching and assessment, and introducing electronic platforms. |
| teacher_pro_training_and_dev | 1. Providing regular thematic seminars and workshops for teachers, conduct peer lesson observation and evaluation activities .<br>2. Systematically planning the professional development of all teachers in "STEAM Education" and "Humanities and Science," arranging teachers to participate in curriculum support programmes offered by the Education Bureau and various higher education institutions.<br>3. Organising not less than 3-day of teacher development days each year, conducting school-based workshops and workshops provided by the Education Bureau on campus. Regularly arranging for teachers to participate in cross-border exchange activities. |