📚 Secondary ・ Tai Po
Hong Kong Red Swastika Society Tai Po Secondary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
20
Low
Secondary：10 indicators apply, 2 matched
📚
Hong Kong Red Swastika Society Tai Po Secondary School
Tai Po ・
Secondary ・ Est. 1989
📍 Address
Fu Heng Estate Tai Po
📞 Phone
26666821
📠 Fax
26678029
✉️ Email
info@hkrsstpss.edu.hk
⛪ Religion
Not Applicable
👩🏫 Principal
Sze Ka Kei Patrick
📅 Founded
1989
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
Our mission reflects the beliefs of our sponsoring body. We focus on developing well-rounded students. We aim to inspire our students and inculcate self-discipline to nurture a group of young people to contribute to our society.
📚 Approach & Strategies
1. Teachers regularly engage in peer lesson observation, fostering a collaborative approach to lesson planning. 2. Information technology is leveraged to assist teaching and to develop digital teaching materials. 3. A project-based homework model is introduced, incorporating online research, field visits, group projects, and presentations, making learning more effective and enjoyable. 4. A customized junior secondary curriculum is developed, with some subjects featuring tailored learning materials. 5. Subject such as “Life and Society” and “Citizenship, Economics and Society” are offered from S1 to S3, integrating teaching units to minimize overlap and boost effectiveness while enhancing students' integrated skills. 6. The "Differentiated Instruction" approach is well established, wi…
💛 SEN Support
The school has implemented a "whole school approach" model to systematically support students with diverse learning needs, enabling collaborative support among teachers. In S1 and S2, resource classes provide pull-out teaching with individualized curricula and tailored assessments to meet short-term and long-term learning goals. To assess students' progress, Individual Education Plan (IEP) meetings are regularly held. From S.1 to S.2, classroom learning assistants collaborate with teachers to support students with learning needs. The curriculum is structured in a tiered approach, categorizing materials as "basic", "advanced", and "challenging" to suit various learning levels. Correspondingly, exams feature both "general" and "adapted" papers to accommodate different learning levels. To en…
🎨 Whole-person Learning
本校十分著重學生的多元發展，校方按學生能力及興趣，提供不同規模及類型的全方位學習機會。 1. 每年舉辦「主題式學習活動日」，中一至中五各級均設特定的研習主題，涵蓋不同學科，進行課室內外的學習活動，促進跨學協作，發展學生共通能力。 2. 本校每年舉辦「一班一服務」，中一至中五各級均需參加不同類型的義工服務，例如：探訪長者等。近年更成立了「長者學苑」，為學生提供跨代共融的義工體驗。 3. 課外活動豐富且多樣化，每一評估期設有不同種類達20多個的興趣班，包括長跑、飛鏢、手工藝、沙畫創作、藝術戲劇、手調飲品等等，讓初中學生按能力及興趣選擇。另外，為了培養學生自律、領導及服從等團隊精神，初中學生必須參加一個制服團隊（基督少年軍、童軍、女童軍和紅十字青年團）。 4. 中四、五設其他學習經歷OLE課，設有不同特色藝術課程，例如：立體雕塑、創意手作、中國茶藝和電影欣賞等等。近年更與外間機構合辦特色課程，例如：銀齡守護者，…
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Mr. |
|---|---|
| title_of_principal | Dr. |
| principal_qualifications_experiences | (M.A., M.Ed., Ed.D.) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 100 |
| school_size | 4000 |
| sponsoring_body | Hong Kong Red Swastika Society |
| school_motto | To enlighten oneself and to help the needy |
| 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 | 86 |
| tsi_percent_of_master_doctorate_or_above | 41 |
| tsi_percent_of_special_edu_training | 61 |
| tsi_percent_of_exp_0_4 | 34 |
| tsi_percent_of_exp_5_9 | 27 |
| tsi_percent_of_exp_10_or_above | 39 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Mathematics*, IS*, Chinese History, History* (S.3), Music, Visual Arts, P.E., Home Economics, Putonghua, Geography*, Innovation, Information and Technology Education*, Life and Society (S.3), Citizenship, Economics and Society (S.1, S.2). |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language |
| 2025_2026_subject_offered_others_s1_to_s3 | - |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Mathematics, Citizenship and Social Development, Information & Communication Technology, Business-Accounting & Financial Studies, Economics, Tourism and Hospitality Studies, P.E. (HKDSE), Geography, Biology, Visual Arts, History, Chinese History, Physics, Chemistry, Mathematics Extended Part Module 2. |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language |
| 2025_2026_subject_offered_others_s4_to_s6 | - |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Mathematics*, IS*, Chinese History, Music, Visual Arts, P.E., Home Economics, Putonghua, Geography*, Innovation, Information and Technology Education*, Citizenship, Economics and Society. |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language |
| 2026_2027_subject_offered_others_s1_to_s3 | - |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Mathematics, Citizenship and Social Development, Information & Communication Technology, Business-Accounting & Financial Studies, Economics, Tourism and Hospitality Studies, P.E. (HKDSE), Geography, Biology, Visual Arts, History, Chinese History, Physics, Chemistry, Mathematics Extended Part Module 2. |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language |
| 2026_2027_subject_offered_others_s4_to_s6 | - |
| current_year_no_of_class_s1 | 4 |
| current_year_no_of_class_s2 | 4 |
| current_year_no_of_class_s3 | 3 |
| current_year_no_of_class_s4 | 3 |
| 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 | $40 |
| sc_student_union_association_fee | - |
| sc_charges_for_non_standard_items | An annual fee of $450 HKD is charged to develop school-based culinary arts curriculum and continuously optimize STEAM and library facilities. |
| 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 ).The admission criteria and weighting for S.1 discretionary places are as follows: academic performance 20%, conduct 20%, extracurricular activities 20%, interview performance 20%, and parental support 20%. |
| oa_orientation_activities_n_healthy_life | S.1 Orientation Activities:<br>1. S.1 Parents Day (mid-July)<br>2. S.1 "Joyful and Vibrant Life at HKRSS" Orientation Camp<br>3. S.1 "Potential Unleashed" Summer Bridging Programme<br>Healthy Life:<br>Whole-person health concepts are promoted through talks, activities, and voluntary service, specifically designed to meet the physical and mental needs of students. |
| school_management_url | http://www.hkrsstpss.edu.hk/schoolOrg.php |
| school_major_concerns | Catering for individual differences; maximizing each student's potential. |
| school_organisation | A management culture centred on "empowerment and accountability" has been established; evaluation mechanisms have been developed to achieve the goal of "self-improvement”; "staff appraisal" has been implemented to enhance professional standards; cooperation between academic and administrative teams has been strengthened to cultivate a culture of harmonious collaboration. |
| imc_smc_mc | The school has established an Incorporated Management Committee, comprising Managers from the Sponsoring Body, Principal, Teacher Manager, Parent Manager, Alumni Manager and Independent Manager. |
| school_green_policy | 1. The school participates in the “Waste Separation and Recycling Scheme in Schools".<br>2. The concept of “Green Lunch” is implemented to promote environmental conservation.<br>3. Efforts are made to green the environment.<br>4. Activities to improve energy efficiency and conserve energy are actively organized. |
| language_policy | Mother tongue instruction is implemented from S.1 to S.6. |
| school_based_curriculum | 1. Electives: 2X and 3X. In addition, 12 Applied Learning courses (Modes 1 & 2) are offered, catering to students of diverse interests and aspirations.<br> 2. Curriculum highlights: The school customizes its curriculum, materials, pedagogies, and assessments to meet diverse learning needs. Students are grouped by ability and given differentiated curriculums that tailor teaching objectives and content depth. Regular assessments of student performance enable personalized material selection, ensuring full engagement and success in their strengths. |
| major_renewed_emphases_in_the_school_curriculum | The Moral, Civic, and National Education Team at our school is committed to nurturing students to uphold positive values and develop good attitudes and behaviors. A school-based values education curriculum is implemented during form teacher periods, enabling students to deepen their understanding and practice of positive values in everyday contexts. At the same time, the school provides a wide range of whole-person learning experiences, including assemblies, seminars, workshops, field trips, themed activities, and community exhibitions. By drawing extensively on external resources, we comprehensively promote moral education, life education, national education, education for sustainable development, health education, sex education, and mental health literacy education. Through these initiatives, we aim to help students embody positive values across the cognitive, affective, and behavioral domains, while further strengthening their sense of national identity, affection for the country, and recognition of their role as global citizens. |
| life_planning_education | The school is committed to providing a holistic life planning education. The goal is to help students explore their interests and unlock their potential, preparing them effectively for the future. Over the course of their six-year journey in secondary school, our students participate in a variety of activities, including lectures, workshops, and sessions led by class teachers, all carefully designed to spark early interest in life planning.<br>For senior students, we offer practical experiences such as workplace visits and excursions to Vocational and Professional Education and Training (VPET) colleges. These outings not only allow students to experience various professional environments but also prompt them to explore tertiary education opportunities. During these visits, students witness the day-to-day work of professionals across different industries and learn about the diverse higher education courses available. Moreover, through job shadowing and experience programs, students gain deeper insights into the specific careers, with some even having the opportunity to directly shadow industry experts closely. The school also provides personalized life planning counselling, delivered one-on-one or in small groups by dedicated educators and social workers, who offer advice tailored to each student's interests and aptitude, enabling them to thoughtfully consider their future paths from an early age. |
| whole_school_approach_cater_for_learner_diversity | 1. Our school has added a Classroom Learning Assistant (CLA) to S.1 and S.2 class and established a resource corner to assist students with learning needs, thereby enhancing their learning efficiency.<br>2. Personal Education Profiles (IEPro) are created for students with Special Educational Needs (SEN).<br>3. Diagnostic assessments in Chinese, English, and Mathematics are conducted.<br>4. Suspected SEN cases are referred to the Education Bureau for formal assessment.<br>5. Resource classes are set up for Chinese, English, and Mathematics for S.1 and S.2 students, with teachers developing Individual Education Plans (IEP) for the students.<br>6. Differentiated Instruction (DI) strategies are implemented.<br>7. Gifted students are recommended for membership at the Hong Kong Academy for Gifted Education.<br>8. These initiatives aim to improve teachers' understanding of diverse student needs and enable differentiated teaching, while fostering a caring and inclusive learning culture that helps students of all abilities and orientations engage actively in classroom learning. |
| 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; and organising activities to create an inclusive learning environment in the school. |
| adaptation_for_learning_and_assessment | Three assessments are conducted annually, supplemented by continuous assessments to provide a thorough evaluation of students’ abilities in various dimensions. Adapted examination papers are provided from S.1 to S.5 to accommodate the diverse needs of students. |
| home_school_co_operation | Parent-Teacher Association (PTA) has been established to promote collaboration between home and school through regular activities and meetings. |
| school_ethos | Our school fosters a disciplined culture characterized by strong teacher-student relationships. We implement a Personal Growth Education program to support student development, which includes：<br>1. Discipline and Self-Regulation: Partnership with external professional organizations is established to conduct activities such as S1 Orientation Camp, S1-S3 Uniform Group Camp, and S4 Growth Camp, enhancing students' self-esteem and self-discipline.<br>2. Arts Education: Programs in visual arts, music, drama, and dance are actively promoted, fostering students' appreciation for the arts.<br>3. Character Education: A school-based values education curriculum has been developed for class teachers, systematically assisting students in cultivating good character.<br>4. Behavioural Guidance: Various counselling activities are utilized to help students develop positive attitudes, values, and an appreciation for life.<br>5. Community Service: A volunteer service program has been established that embodies the ethos, “To enlighten oneself and to help the needy.”<br>6. Leadership Training: Leadership training courses are conducted for student leaders, with further development of leadership skills through the Student Council. |
| school_dev_plan | 1. The school aims to promote self-directed learning to enhance the learning effectiveness of students.<br>2. Career planning will be optimized to enhance students' applied skills and professional qualities.<br>3. The school plans to expand the culture of care to cultivate character traits of compassion and empathy among students. |
| teacher_pro_training_and_dev | The school is committed to building a professional teaching team to support the diverse learning needs of students. Through various effective professional development activities, such as school visits, participation in seminars and workshops, collaborative lesson planning, and in-depth analysis of student cases, the school has successfully established a culture of intense self-reflection and the pursuit of excellence. Teachers are also encouraged to share their insights with peers from other schools. |