🎒 Primary ・ Yau Tsim Mong
C.C.C. Kei Tsun Primary School
📰 School Stories
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
55
High
Primary：11 indicators apply, 6 matched
🎒
C.C.C. Kei Tsun Primary School
Yau Tsim Mong ・
Primary ・ Est. 1971
📍 Address
150 Tai Kok Tsui Road, Tai Kok Tsui, Ko…
📞 Phone
23928221
📠 Fax
23990319
✉️ Email
kts-mail@cccktps.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Yip Suet Yin
📅 Founded
1971
👫 Gender
Co-ed
🗣️ Language
Chinese
🎯 Mission
With the love of Christ, compassion for humanity and a progressive attitude, we strive to deliver high quality education, to develop students' potential to the fullest, to share with them the Gospel, and to cultivate in them a sense of good citizenship which will benefit our society and nation.
📚 Approach & Strategies
1. Our school implements small class teaching and adopts cooperative learning method. Teachers motivate students to think by asking questions at various levels. To increase students’ engagement in lessons, "teacher-student interaction" and "student-student interaction" are both promoted. 2. Encourage pupils to learn on their own by encouraging e-learning in the classroom and to make lessons more flexible and interactive. 3. Integrate different subjects with a theme and plan life-wide learning, so that students can gain knowledge and learn from experience.
💛 SEN Support
Core members of students support team consist of Special Educational Needs Coordinator (SENCO), Special Educational Needs Support Teacher (SENST), the school social worker, teachers and professionals. We provide support to students in need through deploying resources (e.g. learning support grant and enhanced speech support grant). Specific measures are also taken to help students with SEN (e.g. teaching adaptation and assessment accommodation, remedial learning groups, training on social skills, school-based speech therapy services, individual education plan) and mechanisms in soliciting parents' views and discussion on student progress are also available.
🎨 Whole-person Learning
A variety of life-wide learning, including: outdoor learning day, sports day, picnic day, art day, STEMA Day, Chinese cultural theme-based learning week. As for extracurricular activities, we have Cub Scouts, karate, violin, ink painting, swimming, and etc. In terms of school sports teams, we provide training in lacrosse, football, basketball, table tennis, rhythmic gymnastics, oriental dance, handbell, choir and etc. Students can explore their interests and be inspired by their potential through engaging in a variety of activities.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 32 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 60% |
| title_supervisor_chairman_of_mc | Rev. |
| title_of_school_head | Ms. |
| sponsoring_body | The Hong Kong Council of the Church of Christ in China |
| school_motto | Learning to Understand |
| school_size | 6769 |
| 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 | - |
| asc_tong_fai | - |
| asc_pta_fee | $30 |
| asc_charges_for_non_standard_items | $150 for students' e-payment and printing in each term. |
| asc_others | - |
| fac_no_of_classroom | 27 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 1 |
| fac_no_of_library | 1 |
| fac_special_rooms | Blackbox theatre, STEAM room, English room, General Studies room, Visual Arts room, music room, group learning room, computer room, multi-purpose room and social worker room<br><br> |
| fac_others | - |
| fac_support_for_specialedu | Ramp, Accessible lift and Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | 33 |
| 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 | 43 |
| previous_year_tsi_percent_of_exp_0_4 | 24 |
| previous_year_tsi_percent_of_exp_5_9 | 22 |
| previous_year_tsi_percent_of_exp_10_or_above | 54 |
| 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 | 3 |
| previous_year_no_of_class_p5 | 3 |
| previous_year_no_of_class_p6 | 4 |
| previous_year_no_of_class_total | 16 |
| 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 | 3 |
| current_year_no_of_class_p6 | 3 |
| current_year_no_of_class_total | 14 |
| cs_mode_of_teaching | Small class teaching is implemented, with around 25 students per class. Students are grouped according to their average abilities so that all-round care can be provided. |
| cs_remarks | - |
| 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 | Results from formative assessments, in-class observation and project learning all contribute to final results. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Students are grouped according to their average abilities. |
| 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 | 3:05 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:20 |
| lunch_end_time | 1:20 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | - |
| school_management_url | https://www.cccktps.edu.hk/page.php?id=49&lang=tc |
| school_organisation | The Hong Kong Council of the Church of Christ in China |
| imc_smc_mc | The first Incorporated Management Committee was established in 2007-2008. |
| school_green_policy | One million dollars was granted by Environment and Conservation Fund to set up a central kitchen to offer fresh lunch to students. |
| school_major_concerns_url | https://www.cccktps.edu.hk/page.php?id=12&lang=tc |
| school_major_concerns | 1. Master learnings from lessons, cultivate initiative, and built-up self-confidence.<br>2. Better self-understanding, potential development and dreams exploration. |
| learning_and_teaching_plan_url | https://www.cccktps.edu.hk/page.php?id=21&lang=tc |
| major_renewed_emphases_pri_edu_curriculum | 1. Emerge value education in different subjects and build up positive values while acquiring knowledge. <br>2. Include performance assessment in Mathematics and General Studies to evaluate student’s performance. <br>3. Encourage students to use their creativity and lesson knowledge to solve problems by promoting school-based STEAM education. |
| dev_of_generic_skills | 1. To develop students' capacity for higher-order thinking and self-directed learning.<br>2. To foster students' "Learning to Learn" abilities as well as their capacity for exploration, invention, and research.<br>3. To cultivate students’ senses of zest for life, social consciousness, and civic duty. |
| cultivation_of_proper_values_attitudes_and_behaviours | Each student has a booklet that they can keep track of all the good qualities they have developed over the year and to inspire them to reach their full potential as a person. Develop students' virtues by engaging them in activities such as the Grateful Diary, KT Boarding Pass, Dream Corner, Character Strength, and Positive Challenge Award Scheme. |
| student_support_url | https://www.cccktps.edu.hk/page.php?id=39&lang=tc |
| whole_school_approach_cater_for_learner_diversity | In order to help students with learning difficulties, additional teachers are allocated to English, Chinese and Mathematics subjects in some levels. Homework support is provided in tutorials. |
| 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 | The school designs a weekly bridging course for students who are enrolled as our students in the Discretionary Place Admission Stage. In addition, we design an English remedial course for newly-arrived students in order to enhance their interest in English. Enhancement programmes are provided for more able students in English, Mathematics Chinese and General Studies. |
| home-school_co-operation_url | https://www.cccktps.edu.hk/page.php?id=42&lang=tc |
| home-school_co-operation | 1. To foster a good relationship with parents, the school works to encourage parent education.<br>2. In order to establish a strong network of communication among parents and increase parents' efficacy, we work with the Kei Tsun Church to offer a variety of courses and sharing sessions for parents. <br>3. Volunteers from the parent community assist with lunchtime activities, school landscaping, and decoration. <br>4. In order to strengthen parents’ sense of belonging to the school, the school has arranged BYOD lessons observation for parents to have a better understanding about students’ learning. There are also parental activities, for instanced Chinese New Year fun fair and PTA picnic. |
| school_ethos | 1. Through morning assemblies, class teacher lessons, moral and civic education lessons, integrated lessons, etc., cultivate students' moral character and optimistic outlook.<br>2. Implement "one person, one service" to foster a spirit of altruism among students. Include service learning in school curricular so that students can serve our district.<br>3. Leadership training program to develop students' leadership skills. |
| future_dev_url | http://www.cccktps.edu.hk/page.php?id=13&lang=tc |
| school_dev_plan | 1. Enhance teachers' understanding and skills of, as well as attitude to assessment literacy so that they can focus on students’ learning effectiveness.<br>2. Provide appreciative, timely and specific feedback to enable students to improve their learning.<br>3. Optimize the lessons so that students can better understand what they have learnt and teachers can accurately diagnose students' learning effectiveness. This will boost students' confidence in their ability to learn.<br>4. Develop diversified assessment to cater for diverse needs, enable students to master what they have learned, and induce students to have self- learning.<br>5. Students can understand themselves better, able to discover their strengths and limitations, and embrace and value themselves.<br>6. Students develop healthy habits and positive values to prepare themselves for the future and future planning.<br>7. Creating opportunities to provide students a platform to realize their potential and feel confident in themselves. |
| teacher_pro_training_and_dev | Establish a culture of help among teachers, create a professional learning community, and use action learning groups as the primary vehicle for ongoing professional development. |