📚 Secondary ・ Sai Kung
Shun Tak Fraternal Association Cheng Yu Tung Secondary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
30
Average
Secondary：10 indicators apply, 3 matched
📚
Shun Tak Fraternal Association Cheng Yu Tung Secondary School
Sai Kung ・
Secondary ・ Est. 1997
📍 Address
9 Hok Lam Lane, Tseung Kwan O, N. T.
📞 Phone
21910291
📠 Fax
21910290
✉️ Email
info@cyt.edu.hk
⛪ Religion
Not Applicable
👩🏫 Principal
Lee Wing Yeong
📅 Founded
1997
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
We are committed to creating a fair, open, safe, orderly, and flexible learning environment. With the support of society and parents, we provide diverse learning opportunities that foster the balanced development of students' moral, intellectual, physical, social, and aesthetic growth, cultivating a generation of outstanding talents for society.
📚 Approach & Strategies
1. Meeting the needs of diverse learners by adapting curriculum, designing tiered assignments, and implementing varied teaching strategies. 2. Implement a self-directed learning program in junior secondary levels, where students use "Self-learning Guides" for pre-class preparation. Classes incorporate group discussions, presentations, reports, and teacher feedback to encourage active learning and classroom engagement. 3. Offer both Chinese and English reading classes in the junior secondary curriculum to cultivate students' reading habits. 4. Implement interdisciplinary project-based learning to integrate diverse knowledge and skills, thereby expanding the depth and breadth of learning. 5. Enforce a Bring Your Own Device (BYOD) policy, requiring students to bring their tablets to sc…
💛 SEN Support
Our school's support measures for implementing integrated education: 1. Establish a Student Support Team, with the Special Educational Needs Coordinator as the convener. Collaborate with school-based educational psychologists and a guidance mistress to promote the "whole-school approach" of integrated education and formulate inclusion policies. Team members include special educational needs support teachers, a school-based speech therapist, social workers, counsellors, and SEN teaching assistants. 2. Use the Learning Support Grant and the Grant for Supporting NCS Students with Special Educational Needs to recruit additional support staff and outsource professional services, including clinical psychological service, Jockey Club "Keen and Active Kids" Project, Project on "Whole School…
🎨 Whole-person Learning
本校致力推行全方位學習，提供多元化的課外活動，涵蓋以下範疇： 制服隊伍：包括聖約翰救傷隊、升旗隊及少年警訊。 運動校隊：設有排球、沙灘排球、籃球、羽毛球、乒乓球、田徑、越野、閃避球、跆拳道及電競單車等隊伍。 藝術校隊：包括中國舞、爵士舞、合唱團、手鐘及手鈴等團隊。 學術校隊：涵蓋STEAM、機械人、無人機、專題研習、數學、辯論、英文辯論及朗誦等範疇。 其他學會：全校共有超過20個學會，豐富學生的學習經歷。 此外，本校設有「全方位學習日」：初中主題聚焦於STEAM、藝術及人文知識；高中主題則着重義工服務與生涯規劃，協助學生探索未來方向。
📋 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 | (BSc, MPhil, PGDE, MSc) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 100 |
| school_size | 7000 |
| sponsoring_body | Shun Tak Fraternal Association |
| school_motto | Erudition, Propriety, Commitment, Honesty |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 58 |
| tsi_percent_of_received_teacher_training | 89 |
| tsi_percent_of_master_doctorate_or_above | 64 |
| tsi_percent_of_special_edu_training | 68 |
| tsi_percent_of_exp_0_4 | 17 |
| tsi_percent_of_exp_5_9 | 2 |
| tsi_percent_of_exp_10_or_above | 81 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Mathematics*, Science (S.1, S.2)*, Science (Biology) (S.3)*, Chinese History, History, Geography, Life and Society (S.3), Citizenship, Economics and Society (S.1, S.2*), Computer Literacy*, Technology and Living, Putonghua (S.1, S.2), Physical Education*, Music, Visual Arts, Life Education, STEAM |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language, Science (Physics, Chemistry) (S.3), English Language Across the Curriculum (S.2, S.3) |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship and Social Development, Biology, Health Management and Social Care, Information and Communication Technology, Chinese History, History, Geography, Economics, (Business, Accounting and Financial Studies (Accounting, Business Management)), Tourism and Hospitality Studies, Visual Arts, Physical Education (DSE), Aesthetic Development (S.4), Physical Education, Life Education, STEAM (S.4, S.5), Life Planning (S.6) |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, Physics, Chemistry, Mathematics (Extended part Module 2) |
| 2025_2026_subject_offered_others_s4_to_s6 | Mathematics (Compulsory Part) |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Mathematics*, Science (S.1, S.2)*, Science (Biology) (S.3)*, Chinese History, History, Geography, Citizenship, Economics and Society*, Computer Literacy*, Technology and Living, Putonghua (S.1, S.2), Physical Education*, Music, Visual Arts, Life Education, STEAM |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language, Science (Physics, Chemistry) (S.3), English Language Across the Curriculum (S.2, S.3) |
| 2026_2027_subject_offered_others_s1_to_s3 | - |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Citizenship and Social Development, Biology, Health Management and Social Care, Information and Communication Technology, Chinese History, History, Geography, Economics, [Business, Accounting and Financial Studies (Accounting, Business Management)], Tourism and Hospitality Studies, Visual Arts, Physical Education (DSE), Aesthetic Development (S.4), Physical Education, Life Education, STEAM (S.4, S.5), Life Planning (S.6) |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, Physics, Chemistry, Mathematics (Extended Part Module 2) |
| 2026_2027_subject_offered_others_s4_to_s6 | Mathematics (Compulsory Part) |
| 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 | 4 |
| 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 | $340 |
| sc_tong_fai_s5 | $340 |
| sc_tong_fai_s6 | $340 |
| sc_pta_fee | $50 |
| sc_student_union_association_fee | $30 |
| sc_charges_for_non_standard_items | School Facilities Enhancement Fee<br>S.1 - S.5: $250; S.6: $150 |
| sc_others | - |
| sc_remarks | - |
| 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 ).1. Rank Order List (Provided by EDB): 40%; 2. Interview Performance: 40%; 3. Academic Results and Conduct (P.5 & P.6): 20%<br>The admission criteria and weightings have yet to be finalised. Please refer to the school's announcement on the school webpage in January 2026. |
| oa_orientation_activities_n_healthy_life | Our school organises an Orientation Day for S1 parents during the summer break to introduce the school's curriculum and policies. The event includes meetings between parents and class teachers to strengthen communication. To support students' transition to secondary school life, we offer bridging courses in Chinese, English, and Mathematics, as well as adaptation workshops covering areas such as collaborative learning, self-directed learning, and discipline training. At the beginning of the school year, senior form students are assigned to assist S1 students in adapting to secondary school life.<br>Our school participates in the "Healthy School Programme" under the Narcotics Division of the Security Bureau. Through diverse personal growth activities and voluntary school drug testing, we aim to enhance students' physical and mental health and well-being, foster their resolve to refuse drugs, and cultivate a healthy and drug-free school culture. Furthermore, our school has joined the "Beat Drugs with Sports" programme funded by the Beat Drugs Fund, which encourages students to organise sports and health-related activities and supports student athletes in participating in competitions, promoting anti-drug awareness and healthy lifestyles in secondary school. |
| school_major_concerns_url | https://cyt.edu.hk/mc |
| school_major_concerns | 1. Deepening self-directed learning to enhance academic performance.<br>2. Fostering a positive atmosphere and promoting students' well-being. |
| school_organisation | The School Development Committee is composed of the Principal, Vice-Principals, and Assistant Principal. Its primary responsibilities include planning the direction of school development, monitoring overall operations, and supervising various administrative committees.<br>The school has 14 administrative committees, covering the following areas: Learning and Teaching (Academic Affairs, Teacher Professional Development, Gifted Education), Student Development (Counselling, Extracurricular Activities, Student Affairs, Student Support, Moral, Civic and National Education, Career and Life Planning, and Discipline) and School Management (Information Technology, School Environmental Management and Public Relations). |
| imc_smc_mc | The Incorporated Management Committee of our school was established in 2005, comprising distinguished professionals from business, education, and engineering sectors, as well as representatives from teachers, parents, and alumni, forming a diverse and experienced team. |
| school_green_policy | Our school is committed to promoting environmental education and fostering sustainable development as core values among students. Each class appoints student "Eco-Ambassadors" to assist in energy conservation and the management of recyclable materials. Furthermore, we have adopted an eco-friendly lunch service model—on-site meal distribution—to significantly reduce the use of single-use plastic containers and cutlery, while also minimising food waste, in line with our commitment to building a green campus. |
| learning_and_teaching_plan_url | http://www.cyt.edu.hk |
| language_policy | Our school is committed to enhancing students' proficiency in "biliteracy and trilingualism." We implement "Extended Learning Activities in English" at the junior form, and conduct specific subjects in English for S2, S3, and senior form students. This approach aims to broaden the contexts in which students use English and comprehensively strengthen their English proficiency.<br>To create a rich language environment, the Chinese, English, and Putonghua departments regularly organise diverse language activities that encourage practical application. We also actively facilitate student participation in external speech and debate competitions to enhance their language expression skills and self-confidence.<br>Furthermore, our school offers Japanese and Spanish courses designed explicitly for S2 and S3 students. These programs aim to broaden students' global perspectives, enrich their language learning experiences, and further strengthen their future competitiveness. |
| school_based_curriculum | 1. Electives: 2X and 3X. At the senior secondary level, in addition to the four core subjects, the school offers 13 elective courses spanning various key learning areas such as PSHE, science, technology, arts, and physical education. <br> 2. Curriculum highlights: Our school actively implements a range of school-based programmes designed to enhance students' learning motivation and promote whole-person development. These programmes include STEAM education, English language across the curriculum, life education, and life planning, integrating academic knowledge with real-world applications to cultivate students' diverse competencies and future readiness. |
| major_renewed_emphases_in_the_school_curriculum | Our school adopts a strategic approach to systematically integrate major renewed emphases (MRE) into the school-based curriculum and student activities. These updates include: strengthening values education, learning Chinese history and culture, promoting reading across the curriculum, promoting STEAM education and information technology in education, nurturing the entrepreneurial spirit, and promoting diversity life-wide learning experience, optimised gifted education, all aimed at facilitating students' whole-person development and enhancing their capacity for lifelong learning. |
| life_planning_education | 1. Establish clear life planning objectives and implement them through systematic curricula, interactive workshops, company visits, and workplace experience activities.<br>2. Provide individualised and small-group counselling for further education and employment to meet diverse student needs.<br>3. Organise parent seminars and diverse activities, such as mainland further education study tours, industrial and commercial organisation visits, and further education information sessions.<br>4. Strengthen the school-based career mentorship program and deepen business-school partnerships to broaden students’ career perspectives. |
| whole_school_approach_cater_for_learner_diversity | 1. Students are grouped into classes based on their academic abilities. In certain subjects, teaching approaches such as combined-class grouping, collaborative teaching, or small-group instruction are adopted to address learning diversity.<br>2. The Student Support Team adopts an inter-professional team model, collaborating with various administrative units, subject teachers and class teachers to provide comprehensive support for students' individual needs. |
| 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. |
| adaptation_for_learning_and_assessment | 1. Our school continuously assesses students' learning outcomes through a diversified evaluation system that includes two major examinations and uniform tests each academic year, combined with assignments, quizzes, projects, and in-class performance.<br>2. To accommodate students' diverse learning needs, the school adapts curricula and teaching materials accordingly. Appropriate adjustments are also made during tests and examinations to ensure that every student has a fair and reasonable opportunity to demonstrate their learning achievements and attain their deserved success. |
| home_school_co_operation | The Parent-Teacher Association (PTA), established in 1998, has been actively participating in and supporting various school activities. It regularly organises diverse parent events and family outings, and has formed a parent volunteer team to assist the school in the smooth implementation of large-scale events. |
| school_ethos | Our school maintains a wholesome ethos that balances discipline with care. Through the Life Education curriculum, we are committed to promoting values education, and we further broaden students' perspectives and enrich their learning experiences via leadership training, community service, mainland and overseas study tours, as well as diverse co-curricular activities. |
| school_dev_plan | Deepening self-directed learning to enhance academic performance.<br>- Enhance students' learning motivation and self-confidence<br>- Improve students' English proficiency<br>- Cultivate students' interest in reading<br>- Develop students' technology innovation capability<br>Fostering a positive atmosphere and promoting students' well-being.<br>- Promote a positive and uplifting campus environment<br>- Strengthen students' sense of national identity<br>- Cultivate healthy attitudes and habits in daily life |