📚 Secondary ・ Sha Tin
Christian Alliance Cheng Wing Gee College
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
50
High
Secondary：10 indicators apply, 5 matched
📚
Christian Alliance Cheng Wing Gee College
Sha Tin ・
Secondary ・ Est. 1984
📍 Address
12-14 Chik Wan Street Tai Wai Shatin
📞 Phone
26049762
📠 Fax
26016758
✉️ Email
school@teacher.cwgc.edu.hk
⛪ Religion
Protestantism / Christianity
👩🏫 Principal
Shum Kai Shing
📅 Founded
1984
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
Based on Christian ethos, the school advocates whole-person and balanced education in the areas of spirituality, ethics, intellect, physique, social skills and aesthetics. It is hoped that the students can develop self-confidence, self-discipline and self-learning spirit in a supportive and encouraging environment. At the same time, we aim to help our students learn the redemption gospel, understand life-guiding principles, learn to be well-mannered, think discreetly and show discernment, act swiftly and know how to contribute to the country as well as ultimately glorify God and benefit manki…
📚 Approach & Strategies
1. Through comprehensive and balanced curriculum design, students can study subjects in different fields and develop a proactive, innovative-thinking, and initiative-taking scholarly spirit. 2. Implement different reading programmes at all grade levels to cultivate students' reading abilities and habits. 3. Implement STEAM education in all junior secondary forms to stimulate students' potential in science, technology, engineering, arts, and mathematics innovation. 4. Offer interesting English for Fun courses in S.1 to cultivate students' interest in and literacy of English. 5. Offer Spanish courses in S.1 and S.2 to cultivate future core talents. 6. Offer comprehensive Performing Arts courses in S.2 to develop students' artistic potential. 7. Through diverse activities such as vi…
💛 SEN Support
The SEN Student Support Department consists of the Principal, the Vice-principals, Special Educational Needs Coordinator, Special Educational Needs Support Teachers, Educational Psychologists, Social Workers, Student Counsellor, etc. Aiming at implementing the One School Mindset, it is responsible for planning, promoting, and reviewing inclusive education. Also, all teachers are encouraged to enroll in relevant training courses to enhance not only their teaching and learning, but also their ability to give guidance and supports to students with SEN. In terms of students' learning diversities, our school will arrange trained teachers to conduct classroom research, implement support strategies, and review. Thereby the students can engage in classroom learning. At the same time, students wit…
🎨 Whole-person Learning
本校共設有60多項分屬宗教、學術、文化、運動、藝術、興趣小組及服務組別的課外活動。 中一至中五同學須在校內外參與最少一項體藝活動，以此推動學生發展藝術及體育方面的潛能；同時鼓勵同學在校內外參與不少於5小時的義工服務，關注社區需要。各項活動除了由專業的老師負責外，本校更外聘專業導師，為同學提供多元化體藝活動訓練。本校亦全力推動學生領袖培訓計劃，通過領袖訓練營及工作坊，積極培育學生成為具責任感的領袖。
📋 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, M.Phil, PGCE) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 80 |
| school_size | 6500 |
| sponsoring_body | Kowloon Tong Church of the Chinese Christian and Missionary Alliance |
| school_motto | The fear of the Lord is the beginning of wisdom, and knowledge of the Holy One is understanding. |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 55 |
| tsi_percent_of_received_teacher_training | 78 |
| tsi_percent_of_master_doctorate_or_above | 33 |
| tsi_percent_of_special_edu_training | 56 |
| tsi_percent_of_exp_0_4 | 70 |
| tsi_percent_of_exp_5_9 | 17 |
| tsi_percent_of_exp_10_or_above | 13 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | S.1-S.3: Chinese Language, Chinese History, Citizenship, Economics & Society, Biblical Knowledge, <br>Putonghua (S.1 and S.2) |
| 2025_2026_subject_offered_by_english_s1_to_s3 | S.1-S.3: English Language, Mathematics, Junior Secondary Science, English for Fun (S.1) |
| 2025_2026_subject_offered_others_s1_to_s3 | S.1: Geography, Around the World (School-based Project Learning), Music, Physical Education, <br>STEAM Education, Visual Arts, Spanish <br>S.2: Geography, Around the World (School-based Project Learning), Integrated Performing Arts, Technology and Living, Physical Education, STEAM Education, Spanish<br>S.3: Geography, Music, Physical Education, STEAM Education, Visual Arts, Technology and Living, Financial Literacy (School-based Curriculum), Citizenship, Economics and Society (Resources and Economic Activities) |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Chinese Literature, Chinese History, Citizenship and Social Development, Ethics & Religious Studies, Visual Arts, Health Management and Social Care, Physical Education, Biblical Knowledge |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics (M1&2), Physics, Chemistry, Biology, Information & Communication Technology, Business, Accounting & Financial Studies, Economics, Geography, Physical Education |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | S.1-S.3: Chinese Language, Chinese History, Citizenship, Economics & Society, Biblical Knowledge, <br>Putonghua (S.1 and S.2) |
| 2026_2027_subject_offered_by_english_s1_to_s3 | S.1-S.3: English Language, Mathematics, Junior Secondary Science, English for Fun (S.1) |
| 2026_2027_subject_offered_others_s1_to_s3 | S.1: Geography, Around the World (School-based Project Learning), Music, Physical Education, STEAM Education, Visual Arts, Spanish <br>S.2: Geography, Around the World (School-based Project Learning), Integrated Performing Arts, Technology and Living, Physical Education, STEAM Education, Spanish <br>S.3: Geography, Music, Physical Education, STEAM Education, Visual Arts, Technology and Living, Financial Literacy (School-based Curriculum), Citizenship, Economics and Society (Resources and Economic Activities) |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Chinese Literature, Chinese History, Citizenship and Social Development, Ethics & Religious Studies, Visual Arts, Health Management and Social Care, Physical Education, Biblical Knowledge |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language, Mathematics, Mathematics (M1&2), Physics, Chemistry, Biology, Information & Communication Technology, Business, Accounting & Financial Studies, Economics, Geography, Physical Education |
| 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 | $340 |
| sc_tong_fai_s5 | $340 |
| sc_tong_fai_s6 | $340 |
| sc_pta_fee | $50 |
| sc_student_union_association_fee | $50 |
| sc_charges_for_non_standard_items | House fee: $30 |
| sc_others | Replacement of Student Card $50 |
| 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 ).Criteria for S.1 Discretionary Places Admission:<br>1. EDB Rank Order and Internal Academic Performance 50%; <br>2. Conduct 15%;<br>3. Extra-curricular Activities / Service / External Awards / Talents 15%; <br>4. Performance in the interview 20%. |
| oa_orientation_activities_n_healthy_life | To help S.1 students to adapt to secondary school life, our school organise English Bridging Programme, S.1 Parent's Induction Day, Orientation Day in summer and Orientation week in September for the newcomers. Our school has established various departments, such as Religion and Outreaching Department, Guidance and Counselling Department, Civic, Moral, Nationalistic, Sex, Health, and Environmental Education Department to organize stimulating activities, such as hymn sharing, life education, environmental protection and energy conservation activities, ball games, talks and workshops to promote positive and healthy lifestyle. Guidelines and supervision are given to the supplier of lunch boxes and the tuck shop from time to time to ensure students have a balanced and healthy diet. |
| school_management_url | http://www.cwgc.edu.hk/ |
| school_major_concerns_url | http://www.cwgc.edu.hk/ |
| school_major_concerns | 1. To build a purpose-driven school in which all school stakeholders clearly understand the school priorities; <br>2. To help students develop good learning habits at junior levels and prepare themselves well for HKDSE examinations at senior levels; <br>3. To facilitate students to lead a balanced and healthy life style; 4. To enable students to better understand themselves, set up personal goals and equip themselves to become future leaders. |
| school_organisation | The staff and the Incorporated Management Committee members work collaboratively to set the school's development direction. Besides, teachers, students, parents and alumni can give their opinions through various channels to facilitate the school management and administration. |
| imc_smc_mc | The IMC, formed on 30 August 2008, can enhance transparency and accountability of school administration, which helps the school to provide quality education. |
| school_green_policy | The school endeavours to establish an environmentally friendly campus by incorporating conservation and sustainable concepts in various areas: 1. To organise environmentally friendly campaign such as “Inter-class Energy Conservation Competition”; 2. To promote “Paperless school”. For example, students are allowed to submit some assignments online. |
| language_policy | English is adopted as the MAIN medium of instructions at all levels . (please refer to subjects offered in 2024/2025 and 2025/2026 for details). With the use of suitable teaching strategies, teachers help students grasp the curriculum contents. An English language-rich environment is established to uplift students’ English language proficiency. The school devotes to develop students' abilities in biliteracy and trilingualism. |
| school_based_curriculum | 1. Electives: 2X, 3X and 4X. The school curriculum aims at meeting the learning needs of students at different stages: Learning foundation and habits are built up through active participation at junior levels while various competencies and skills for future studies are equipped at senior levels.<br> 2. Curriculum highlights: In addition to STEAM, our school offers English for Fun, Around the World, Spanish, and Integrated Performing Arts. |
| major_renewed_emphases_in_the_school_curriculum | 1. Reading across the Curriculum: (i) Students are expected to read in both Chinese and foreign languages. Award schemes are launched to encourage reading and sharing insights among students; (ii) Library lessons for language subjects are established. Morning reading sessions for widening the learning of subject knowledge, enhancing the language skills and developing the depth of reading to connect learning experiences are implemented; (iii) Students can learn and read through browsing the library website anytime and anywhere; (iv) Good books of various subjects are recommended to students to widen their reading horizon; (v) 'Reading Carnival' is organized to enhance students’ reading interest and competency. <br>2. Information Technology for Interactive and Self-directed Learning: (i) "Smart Interactive Touch Panels" for interactive learning and teaching are installed in classrooms; (ii) The library is developed to be an interactive learning center via information technology and the provision of online database; (iii) Various internet platforms for promoting self-directed learning via information technology are employed; (iv) STEAM education is implemented at junior levels to unleash students' potentials in innovation. <br>3. Project Learning: (i) Project learning is promoted and implemented to equip students with problem-solving and other generic skills; (ii) Junior students are required to conduct cross-curricular projects so as to experience self-learning and integration of knowledges and skills across disciplines. It is hoped that a solid foundation for senior secondary learning can be established. <br>4. Values Education: Departments specifically responsible for implementing values education in the school are set up. Basing on the Christian faith, departments and subjects work collaboratively to promote values education. |
| life_planning_education | Our school's life planning education is inspired by Professor Jin Shuren of the University of Macau, who states: "Career planning involves evaluating one's true self, responding to the circumstances, and selecting a way of life that ensures stability and fulfillment." We have established a career intervention framework that addresses the developmental needs of junior and senior secondary students, empowering them to author their own career stories. S.1-S.2: Self-Understanding Students engage in activities and workshops to explore their values, attitudes, skills, and knowledge (VASK). Subject groups incorporate career counseling elements, such as Career Construction Interview questions, to help students build personal narratives and develop a career-related self-concept in preparation for S.3. S.3: Subject Selection Using their self-concept and personal narratives, students define career aspirations through life design counseling, facilitating informed subject choices. We provide insights into industry trends, further education options, and self-assessment tools to support their decision-making. S.4-S.5: Career Exploration and Enhancing Employability Students become flexible, competitive leaders through career exploration activities, including university taster courses, job shadowing, mentorship, and entrepreneurial workshops. We also encourage community service and extracurricular participation to enhance their Student Learning Profiles (SLP). S.5-S.6: Planning for the Next Stage For S.5 to S.6 students, we offer guidance on further education and employment, helping them identify suitable paths for stability. We provide mock interviews, skills workshops, and coaching on resumes and personal statements to prepare them for future opportunities. |
| whole_school_approach_cater_for_learner_diversity | After school learning support classes and English enrichment classes are offered to students of different abilities to consolidate their foundation. Students' diversified learning needs are addressed by subjects in terms of appropriate teaching strategies. The SEN Student Support Team is responsible for taking care of students with special educational needs so that they can adapt to the school's learning environment and enjoy school life as soon as possible. An educational psychologist, who assists in both remedial and developmental counselling work, comes to our school regularly. Our gifted students are also nominated to attend courses and competitions organized by own school and organizations outside to stretch their potentials. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their learning of Chinese: appointing additional teacher(s)/teaching assistant(s) to support NCS students’ learning of Chinese; and organising activities to create an inclusive learning environment in the school. |
| adaptation_for_learning_and_assessment | S.1-5 have 2 examinations and 2 uniform tests annually. Student assessment includes examinations, tests, daily assignments, project work and daily performance in classes. Accommodation in assessments and learning is made for students with special educational needs. |
| home_school_co_operation | Our school attaches great importance on home-school co-operation. We have established a wide range of communication channels, activities, family study tour, and workshops, so to encourage parents to actively participate as volunteers, participants, or judges in both school and external activities and competitions. Parents not only can accompany students in their growth, but also can learn and maintain family harmony, as well as physical and mental health. Our school parents also cooperate actively with teachers to create an excellent learning environment. |
| school_ethos | The school ethos is pure and genuine. Our students are self-disciplined, diligent and kind-hearted. The Student Development and Student Support Committee coordinates all student support departments to shape a Christian valued culture for students’ growth. 'Holistic Development Review', 'Super Class Award Scheme', 'Outstanding Student Election' 'Competent Leader Award' and 'Student Voluntary Work Award Scheme' are organised every year to encourage students to have a broad and balanced development. Various Outstanding Student Awards aim to recognise students’ personal accomplishments and contributions to school and the community. A full-time counselling worker is employed to support students with special educational needs. The Parent-teacher Association and Alumni Association also participate enthusiastically in school activities and serve as volunteers from time to time. Teachers, parents, alumni and the school social workers work hand in hand to provide a caring school campus for students. |