• Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Ms. Ng Ting Ting
      • School Head Ms. Tso Siu Yin
      • Has the Incorporated Management Committee been established? Not Applicable
      • School Type Gov'tWhole Day
      • Student Gender Co-ed
      • Sponsoring Body Government
      • Religion Not Applicable
      • Year of Commencement of Operation 1962
      • School Motto Please refer to Chinese version.
      • School Size About 2300 Sq. M
      • Through-train Secondary School -
      • Feeder Secondary School -
      • Nominated Secondary School Queen Elizabeth Secondary School, Homantin Government Secondary School and Jockey Club Government Secondary School
      • Medium of Instruction Chinese
      • School Bus Service School Bus
      • Parent-Teacher Association Yes
      • Old Students' Association/ School Alumni Association Yes
    • 2019/2020 Annual School Charges
      • School Fee -
      • Tong Fai
      • PTA Fee $80
      • Approved Charges for Non-standard Items -
      • Other Charges -
    • School Facilities
      • Number of Classroom(s) 30
      • Number of School Hall(s) 1
      • Number of Playground(s) 3
      • Number of Library(ies) 1
      • Special Rooms Computer room, IT learning centre, Art room, Performance room, Brilliant TV Station, Library, Music rooms, Activity rooms, etc.
      • Facility(ies) for Supporting Students with Special Educational Needs Ramp and Accessible lift.
      • Others MTC Literature Garden, a delicately designed outdoor playground, Space Hall and Fun Fun World, a lively English learning area.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 51.0
      • Total number of teachers in the school 51
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 100%
        • Bachelor Degree 96%
        • Master/ Doctorate Degree or above 22%
        • Special Education Training 35%
      • Years of Experience (%)
        • 0 - 4 years 2%
        • 5 - 9 years 0%
        • 10 years or above 98%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 5
        • P2 Number of classes 5
        • P3 Number of classes 5
        • P4 Number of classes 5
        • P5 Number of classes 5
        • P6 Number of classes 5
        • Total 30
      • 2019/20 School Year (Based on the approval of EDB in 2019)
        • P1 Number of classes 5
        • P2 Number of classes 5
        • P3 Number of classes 5
        • P4 Number of classes 5
        • P5 Number of classes 5
        • P6 Number of classes 5
        • Total 30
    • Performance Assessment
      • Number of test(s) per year 2
      • Number of exam(s) per year 2
      • Streaming arrangement 1. Primary 1 to Primary 3 levels are mixed abilities. 2. Elite classes (A & B) are practised from Primary 4 to Primary 6 levels according to the academic results and the rest will be allocated to C, D and E classes.
      • Diversified Assessment for Learning We aim at stimulating the students' motivation of learning and enhancing their learning effects through formative assessments.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 8
      • Duration of each normal period 35
      • School starts at 7:55 AM
      • School ends at 2:55 PM
      • Lunch time 12:25 - 13:15
      • Lunch arrangement
      • Healthy school life To lead a healthy school life, we do not only participate in the "SportACT" programme, but also launch the Health Promoting School Programmes, such as the "" Campaign (ESSS), Joyful Fruit Month and Bright Smiles School Campus promoted by the Health Department.
      • Remarks High quality professionals are employed to provide a wide range of physical, artistic and musical training programmes for students on a self-paid basis. Some courses are arranged within the homework guidance p.m. session. At present, we have a great variety of programmes exceeding 100.
    • School Characteristics
      • School Management
        • School Management Organisation We have 51 teaching staff, comprising the headmistress, the deputy head, administrative masters or mistresses (including NET teacher), the librarian and teachers. The deputy heads and eleven administrative master/mistresses with supporting team members are in charge of vital administrative duties, including school affairs, curriculum, teaching affairs, discipline and counselling, extracurricular activities, sports and arts development, student affairs, home-school cooperation, general affairs and library management. For non-teaching staff, we have 5 general clerks, 5 teaching assistants and 6 workmen. Cleaning and security services are fulfilled by contractors.
        • Incorporated Management Committee / School Management Committee/ Management Committee The School Management Committee is chaired by Principal Assistant Secretary (Infrastructure and Research Support) of Education of the Education Bureau. Other committee members include the headmistress, 2 teacher representatives, 2 parent representatives, 1 alumni representative and 1 representative from the community.
        • School Green Policy Through launching a great variety of activities, we aim at raising our students' awareness of environmental protection, such as saving energy, conserving water and practicing the 4Rs (Refuse, Reuse, Recycle and Reduce).
        • School's Major Concerns (2018-2021) School's Major Concerns: 1. We maximize the effectiveness of learning and teaching for addressing various learning needs of our students. 2. We instill in students positive values as their personal growth education is of our great concern.
      • Learning and Teaching Plan
        • Learning & Teaching Strategies The education theme is formulated every year and the learning target and activities are set up in each subject in line with the education theme. Our teachers skillfully adopt the activity approach to teach students, and the campus TV produces programmes for various subjects to enhance the learning interest of students. To stress the importance of the holistic development, we provide daily classes with various arts and sports training activities to help students to develop good interests and confidence.
        • Development of Key Tasks 1. We endeavour to promote moral and civic education through nurturing in our students the positive value of resilience. "Resilience" is the common concern among all the subject learnings where the provision of relevant activities and experiences is conducive to their whole-person development. 2. We are always committed to cultivating reading culture and enhancing students' reading interest through various reading activities. This year, we have participated in 'eRead Scheme' organized by Hong Kong Education City to further promote extensive reading. 3. We also place the emphasis on developing students' study skills, collaborative skills as well as communicative skills. Taking the project learning in General Studies as an example, we provide students with authentic contexts or themes for enhancing their generic skills under proper teachers' guidance. 4. We strive for equipping our classrooms and special rooms with advanced and up-to-date learning facilities.
        • Development of Generic Skills Generic skills are effectively developed through participating in inter-school and extra-school activities.
      • Student Support
        • Whole School Approach to Cater for Student Diversity 1. Support measure for academically gifted students: Starting from Primary 2, students who are gifted in a particular subject receive the elite development training before or after school. 2. Support measures for under-privileged students: Co-teaching, Remedial teaching in small groups in both morning and afternoon session, Buy service training group. 3. Professional Support: School-based educational psychologist, School Speech therapist.
        • Whole School Approach to Integrated Education Our school adopts the Whole School Approach to Integrated Education as promoted by the Education Bureau (EDB). Led by the principal and the vice principals, our Special Educational Needs Coordinator (SENCO) of our Student Support Team takes up the duties of planning, coordinating and implementing the relevant policies based on the guiding principles laid by EDB. The practicable strategies and relevant policies are launched with the full support from other school administrative teams, including Student Discipline and Guidance, School Academic Assessment, School Curriculum and Student General Affairs.
        • Curriculum Tailoring and Adaptation To enhance students' learning effectiveness, curriculum tailoring and adaptation is conducted by the teachers of different subjects and of the same teaching level.
      • Home-school Co-operation and School Ethos
        • Home-School Co-operation Parent-Teacher Association and Parent Support Team are conducted in school.
        • School Ethos Various measures have been undertaken to cultivate school ethos, which include civic and moral education, counselling, one-life-one-art/sport scheme, training programme for gifted and talented, home-school cooperation, etc. Our school received very good comments from the external school reviewers on school ethos and student support.
      • Future Development
        • School Development Plan 1. With the help of the reading plan and information technology education, students can develop self-learning ability. 2. The effectiveness of learning and teaching is further enhanced through teacher's professional development, course curriculum reform and self-assessment. 3. "One-Life-one-art/sport scheme" and "training programme for gifted and talented" are implemented to help students achieve their full potential.
        • Teacher Professional Training & Development Our school aims at enhancing teacher professionalism through launching a great variety of professional development programmes. For the sake of quality education and benefits of student learning,our teacher champion the robust development of dedicated teaching profession by active participation in various teacher's training courses.
        • Others -
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