📚 Secondary ・ Sha Tin
Ma On Shan Tsung Tsin Secondary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
60
High
Secondary：10 indicators apply, 6 matched
📚
Ma On Shan Tsung Tsin Secondary School
Sha Tin ・
Secondary ・ Est. 1958
📍 Address
5 Hang Shun Street, Ma On Shan, Shatin,…
📞 Phone
26404938
📠 Fax
26404965
✉️ Email
mosttss@mosttss.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Yim Kei Chu
📅 Founded
1958
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
Our school strives to provide a high quality all-round Christian education aimed at developing the moral, intellectual, physical, social, aesthetic and spiritual well-being of our students to enable them to grow in integrity, soundness of mind, body and soul, critical thinking and adopt positive values in life to serve society. Our students will be able to construct and live a meaningful and fruitful life, serving others.
📚 Approach & Strategies
"Self-Regulated Learning (SRL)" has been incorporated as a whole-school approach, encouraging students to use 'Preparation-Presentation-Feedback' in their active learning, facilitating analytical thinking, nurturing enthusiasm and boosting their confidence. Through annual review and professional staff development, we now have collaboration among all departments and committees to better facilitate students' learning. Moreover, our school integrates up-to-date e-learning tools and Artificial Intelligence (AI), such as Google Workspace, online quiz platforms like Kahoot, and ChatGPT. Smart TV blackboards are also installed in all classrooms throughout the school. These measures aim to provide students with more opportunities for self-learning and to equip them with the skills needed for the …
💛 SEN Support
The Special Education Needs (SEN) Coordinator liaises with the management team, subject and functional committee members, class teachers, social workers, educational psychologist and 'Student Support Team'. Our school uses 'Learning Support Grant' flexibly to provide SEN students with appropriate support and service from external professional organisations. Professional training courses on 'Catering for Students with Special Educational Needs' are widely available for our teaching staff to equip themselves with relevant skills, which enable SEN students to reach their study targets and obtain successful learning experience.
🎨 Whole-person Learning
本校設有多個學生組織︰學生會、四社和領袖生等，另舉辦領袖培訓，發展同學領導才能。 共設有近40個學會，包括中西樂團、中英文辯論、舞蹈、朗誦、劍擊、射箭、跳繩、男女童軍等多元化活動，並舉辦英語話劇比賽、EMI學科周、班際歌唱比賽、旅行日、全方位學習日、陸運會及境外學習活動。同時，帶領同學參加各樣校際學術及體藝等比賽，以拓闊視野。 校本課程方面，涵蓋初中同學在德育及公民教育、生涯規劃、建立正面價值觀和自我管理等培育。
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Mr. |
|---|---|
| title_of_principal | Mr. |
| principal_qualifications_experiences | (BA, PGDE, MA, MEd) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 100 |
| school_size | 6000 |
| sponsoring_body | Tsung Tsin Mission of HK |
| school_motto | Magna est Veritas (Latin) Great is the Truth (Eng) |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 57 |
| tsi_percent_of_received_teacher_training | 90 |
| tsi_percent_of_master_doctorate_or_above | 56 |
| tsi_percent_of_special_edu_training | 73 |
| tsi_percent_of_exp_0_4 | 21 |
| tsi_percent_of_exp_5_9 | 10 |
| tsi_percent_of_exp_10_or_above | 69 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Religious Studies, Putonghua, Chinese History, Citizenship, Economics and Society |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Science (S.1-S.3; S.3 includes Physics, Chemistry and Biology), Business English (S.3) |
| 2025_2026_subject_offered_others_s1_to_s3 | History, Geography, H.E. (S.1-S.2), D.T. (S.1-S.2), Music, Visual Arts, P.E., Computer Literacy |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship and Social Development, Chinese History, History, Geography, Tourism and Hospitality Studies, Visual Arts, Health Management and Social Care |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics Extended Part Module 1, Mathematics Extended Part Module 2, Business, Accounting and Financial Studies, Information and Communication Technology, Physics, Chemistry, Economics |
| 2025_2026_subject_offered_others_s4_to_s6 | Biology, Japanese Language, Korean Language, Spanish Language, French Language |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Religious Studies, Putonghua, Chinese History, Citizenship, Economics and Society |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language, Mathematics, Science (S1-S.3; S.3 includes Physics, Chemistry and Biology), Business English (S.3) |
| 2026_2027_subject_offered_others_s1_to_s3 | History, Geography, H.E. (S.1-S.2), Maker Education (S.1), D.T. (S.2), Music, Visual Arts, P.E., Computer Literacy |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship and Social Development, Chinese History, History, Geography, Tourism and Hospitality Studies, Visual Arts, Health Management and Social Care |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics Extended Part Module 1, Mathematics Extended Part Module 2, Business, Accounting and Financial Studies, Information and Communication Technology, Physics, Chemistry, Economics |
| 2026_2027_subject_offered_others_s4_to_s6 | Biology, Japanese Language, Korean Language, Spanish Language, French Language |
| current_year_no_of_class_s1 | 4 |
| current_year_no_of_class_s2 | 4 |
| current_year_no_of_class_s3 | 4 |
| current_year_no_of_class_s4 | 4 |
| current_year_no_of_class_s5 | 4 |
| current_year_no_of_class_s6 | 5 |
| sc_school_fee_s1 | - |
| sc_school_fee_s2 | - |
| sc_school_fee_s3 | - |
| sc_school_fee_s4 | - |
| sc_school_fee_s5 | - |
| sc_school_fee_s6 | - |
| sc_tong_fai_s1 | - |
| sc_tong_fai_s2 | - |
| sc_tong_fai_s3 | - |
| sc_tong_fai_s4 | $290 |
| sc_tong_fai_s5 | $290 |
| sc_tong_fai_s6 | $290 |
| sc_pta_fee | $20 |
| sc_student_union_association_fee | $40 |
| sc_charges_for_non_standard_items | School Facilities Enhancement Fee: $450 (S.1-S.5), $240 (S.6) |
| sc_others | - |
| sc_remarks | Our school provides students with exposure to sports, arts development, moral and civic education. Students are given opportunities to participate in social services. Overseas learning trips and exchanges are arranged to widen students' horizons. S.1 to S.3 have five split classes for Chinese Language and English Language; S.4 and S.5 have five split classes; S.6 has six split classes. |
| oa_s1_admission | Our school will accept discretionary places. Our school will participate in the Secondary School Places Allocation System through central allocation stage (Applicable for admission to S.1 in September 2026 ).Assessment of applicants is based on: <br>Rank Order List from the EDB (40%), Performance in interview (Academic skills, critical thinking skills, communication skills) (30%), Performance in Primary school (Academic achievements, extra-curricular activities, conduct and attitude) (30%). |
| oa_orientation_activities_n_healthy_life | Pre-S.1 Summer Bridging Course is offered to both consolidate students' English and Chinese foundation and help students familiarise with the learning mode of our school. During the period of these courses, opportunities for students to experience co-curricular activities are also underway. A Counselling Camp in September is held. A Peer Counsellor Scheme is in place to help S.1 students adapt to new study life in the school. Each class has two class teachers. Various interclass activities are held to provide students with pastoral care and help.<br>S.1 and S.2 students are required to stay at school for lunch. The Selection Committee of the catering supplier includes representatives from parents, students and teachers. Only those suppliers who provide freshly-cooked and healthy food will be considered to ensure a well-balanced diet. The tuck shop is under constant monitoring to ensure good hygiene and nutritional balance. Having successfully won funding from the Environmental Protection Fund (2012), the tuck shop has been transformed into an eco-canteen where students can now enjoy quality food and at the same time raise their awareness in environmental protection. |
| school_management_url | http://mosttss.edu.hk/hp2012/main.php |
| school_major_concerns_url | http://mosttss.edu.hk/hp2012/main.php |
| school_major_concerns | The Major Concerns (2025-2028):<br>1. Master learning strategies to enhance the effectiveness of learning and teaching;<br>2. Establish a positive life with a growth mindset. |
| school_organisation | The school is run by the Tsung Tsin Mission of Hong Kong Shaukiwan Church. Tsung Tsin Mission of Hong Kong has a long history and extensive experience in education. Originally known as Shaukiwan Tsung Tsin School and founded in 1958, the school was relocated to Shatin from 1990 to 1992 and renamed. |
| imc_smc_mc | The Incorporated Management Committee (IMC) consists of representatives from teachers, parents and alumni. Four meetings are held annually to discuss and adopt policies to help students grow and develop. Brainstorming sessions will also be held to develop strategies to achieve our vision. |
| school_green_policy | With the funding from the Environmental Protection Fund, the tuck shop has been transformed into an eco-canteen. Our school has also joined 'Solar Harvest - Solar Energy Support Scheme for Schools and Welfare Non-Governmental Organisations' to install solar energy generation systems on our rooftop. Electric vehicle chargers have also been installed, contributing our part in environmental protection. |
| language_policy | We have classes using English as the major medium of instruction in junior forms. (Please refer to the table of Subjects Offered) English is used as the medium of instruction (EMI) for learning and teaching of all students in junior form Mathematics (S.1-S.3) and Science (S.1-S.3). To cater for learner diversity and difference in English capability, EMI and CMI are adopted by class for the following subjects: Geography, History, Computer Literacy, Home Economics, Design and Technology, Music, Visual Arts, Physical Education for junior forms. Our English Enhancement Programme includes lunchtime conversation and after school activities with our NETs, English morning assembly, and other interesting activities to create an English-rich environment. We provide our junior form students with advanced English Language training (a variety of EMI activities and Language Across the Curriculum (LAC) approach) to enable them to choose EMI electives in senior forms. |
| school_based_curriculum | 1. Electives: 3X. Primarily studying 3 elective subjects: Economics, Chinese History, History, Geography, Biology, Physics, Chemistry, HMSC, ICT, Visual Arts, BAFS, THS, M1 and M2.<br> 2. Curriculum highlights: Each subject strengthens classroom discussions to enhance students' critical thinking skills. At the same time, cross-curriculum activities are arranged and senior secondary foreign language courses are also offered. These measures aim to improve students' ability to summarise and organise knowledge.<br>- In order to strengthen school development across the junior forms, we have a variety of EMI activities, which nurture students with potential in English and encourages them to use the language inside and outside classroom. The school-based curriculum includes Language Arts and Business English.<br>- STEAM education integrates knowledge from subjects such as Science, Design and Technology, Visual Arts, Information Technology and Mathematics. At the junior secondary level, the school-based Maker Education course is offered to enhance higher-order thinking and problem-solving skills.<br>- In junior forms, humanities subjects and the Individual and Society complement each other and allow students to acquire and build a broad and solid knowledge foundation, so they become more knowledgeable and responsible citizens with a firm sense of national identity, as well as a global perspective. This enables them to have positive values and a good attitude, to treasure Chinese culture and respect social diversity. |
| major_renewed_emphases_in_the_school_curriculum | 1. Cross-curricular Reading: We strive to promote the habit of reading. Besides the newly renovated iLibrary, the school broadens students' and boosts their confidence through the promotion of reading, which has become a part of the school's three-year plan. Besides the regular reading session, quality e-reading platforms are also provided. Recently, the library has collaborated with other departments and committees to link the systematic learning of different subjects. This allows students to master, integrate and apply knowledge flexibly.<br>2. Information Technology Teaching: Besides the newly built STEAM Room and Innovation Lab, each subject implements blended learning mode within their departments during the planning stage. Also, the school has added e-learning materials and homework to nurture students' self-learning ability and generic skills using information technology and Artificial Intelligence (AI).<br>3. STEAM: All STEAM subjects have reviewed their individual curriculum. We hope that this will build a solid knowledge foundation, and raise students' interest in Science, Technology and Mathematics as well as strengthen their ability to apply the knowledge, nurture their creativity, collaboration and problem-solving skills.<br>4. Positive Education: Our school focuses on developing students' positive values, including 'respect' and 'care for others', as well as information literacy. Concurrently, a sense of national identity is infused in students, making them become promising teenagers with confidence. |
| life_planning_education | Using 'The Ladder of Growth' as the blueprint, our school is developing plans and activities, such as individual and group interviews, seminars, career and life planning courses, visits to educational institutions, and work experience. In junior forms, we provide students with the systematic course 'My Growth Journal', enabling them to set goals, look for dreams and plan their life. Also, we plan a different learning focus for each stage of growth of students. Our key emphasis is to help S.1 and S.4 students to adapt to the changing demands of school life. The learning focus of S.1 and S.2 students is self-recognition and goal setting. For S.3 students, it is choosing electives for their senior secondary studies. S.4 students focus on future planning and learning about the workplace. S.5 students progress into career options and potential study paths. S.6 students prepare for public exams and make wise choices for further studies. Our school holds regular talks for parents of students at all levels in order for them to guide their children to make good life plans. |
| whole_school_approach_cater_for_learner_diversity | To cater for learner diversity, there is an extra split group for S.1 to S.3 Chinese Language and English Language according to students' language proficiency.<br>To cater for different needs of students, teachers of main subjects adopt class-based curricula and pedagogy in junior forms. After-school tutorials and enhancement classes are available to students. Academic and Most-progressed Awards are in place. Students are encouraged to participate in external competitions and exchange programmes. To raise learning competence, there is an extra split group in senior forms to allow small class teaching. Our school regularly organises various 'Other Learning Experiences' activities and encourages students to actively participate in external competitions to develop their potential in various aspects. Dual Class Teachers System supports our students' physical, mental, social and spiritual development. To meet the trend of integrated education, a student supporting group is formed to assist the students with special needs. |
| adaptation_for_learning_and_assessment | Besides formal tests and exams in each term, we also conduct a variety of continuous assessment tasks including project learning, homework, and quizzes. After-school Study Groups are arranged during the pre-exam period for junior form students to do revision under the guidance of teachers, and tutoring courses are also provided for core subjects. In senior forms, we have adopted small class teaching and introduced enrichment and remedial courses to further enhance learning effectiveness. |
| home_school_co_operation | Parents and the school have been co-operating closely for the benefits of students. They take part in volunteer work actively and assist in running school activities. The PTA organises various activities and publishes a newsletter regularly to enhance mutual communication. Committee members of the PTA often share their views with the school in the committee meeting. Through frequent contacts, our teachers communicate with parents effectively and harmoniously to provide support to students. |
| school_ethos | School Motto: Truth is Supreme. Our Biblical belief lays a solid foundation in all our efforts to establish and nurture the school ethos of caring and fair discipline in a positive, harmonious learning environment. Our students are devoted to their school life. Various counselling and student activities are in place. The Peer Counsellor Scheme helps the young ones at school, accentuating the role of senior students. We also organise leadership and volunteer training with external organisations to enable our students to become student leaders in all levels of society. In addition, our students have won awards in the Shatin Outstanding Students, 'Volunteer Campaign' run by the Social Welfare Department and the 'Heart to Heart School' project organised by<br>the Hong Kong Federation of Youth Groups. It reflects the message of Jesus Christ, 'not to be served, but to serve others'. |
| school_dev_plan | 1. Revitalise campus spaces, including the newly built Indoor Archery Centre and Cultural Centre, Maker Lab and Geospatial Lab to allow the diversified development of students.<br>2. Broaden students' horizons to enable them to possess global thinking and to become youngsters who can stand in the 21st century.<br>3. Enhance students' self-learning abilities, foster their interest in reading, strengthen their critical thinking and generic skills and enable them to apply Artificial Intelligence (AI) in their learning.<br>4. Create an atmosphere of Christianity-based positive value education. |
| teacher_pro_training_and_dev | Our school Teacher Development Team organises staff professional development training regularly, including experience sharing, workshops, seminars and site visits. Our school also joins the Joint Schools Teachers Development Day to allow professional exchanges with other schools. We also actively encourage peer observation among teachers, common lesson planning and professional training through external providers to facilitate professional exchanges and development. |