TUNG WAH GROUP OF HOSPITALS CHEN ZAO MEN COLLEGE

Details
  • Secondary School Information
    • School Information
      • District Kwai Tsing
      • Other District(s) Sham Shui Po
      • Supervisor / Chairman of School Management Committee Ms. Ho Chiu Ha, Maisy
      • Principal Ms. Au Yeung Suk Lan Gail (B.Soc. Sc (Hon), Dip Ed (Distinction in Practical Teaching), M.A (Educational Leadership and Adminstration). Seconded to QAD, EDB in 2014-15 before taking up the Principalship in 2016.)
      • School Type Aided
      • Student Gender Co-ed
      • School Size About 6400 Sq. M
      • Sponsoring Body Tung Wah Group of Hospitals
      • Has the Incorporated Management Committee been established Yes
      • Religion Not Applicable
      • Year of Commencement of Operation 1972
      • School Motto Diligence Frugality Loyalty Faithfulness
      • Parent-Teacher Association Yes
      • Student Union / Association Yes
      • Past Students’ Association / School Alumni Association Yes
    • School Charges
      • S1 -
      • S2 -
      • S3 -
      • S4 -
      • S5 -
      • S6 -
      • Parent-Teacher Association Fee (Annual)($): $150
      • Students' Association Membership Fee($): -
      • Approved Charges for non-standard items (Annual) ($): $200
      • Other Charges / Fees($): -
    • School Facilities
      • School Facilities: All the classrooms are air-conditioned and equipped with whole school Wi-Fi coverage, tablets(e.g. iPad), computers, projectors and audio-visual equipment. The special rooms include a library, a STEM room, a multi-media learning centre, a language laboratory, two computer rooms, four science laboratories, a student activities centre, a multi-functional area and a gymnasium.
      • Facility for Supporting Students with Special Educational Needs: Ramp, Accessible lift and Accessible toilet.
    • Teaching Staff Information (Including School Head)
      • Number of teaching posts in the approved establishment: 54
      • Total number of teachers in the school: 57
      • Qualifications and Professional TrainingPercentage of teaching staff (%)
        • Teacher Certificate / Diploma in Education : 100%
        • Bachelor Degree: 100%
        • Master / Doctorate Degree or above : 32%
        • Special Education Training : 35%
      • Working ExperiencesPercentage of teaching staff (%)
        • 0-4 years : 23%
        • 5-9 years : 9%
        • 10 years or above : 68%
    • 2019/2020 Class Structure
      • S1 4
      • S2 4
      • S3 4
      • S4 4
      • S5 4
      • S6 4
    • Subjects Offered
      • Subjects Offered in 2019/2020 School YearS.1 - S.3
        • Chinese as the medium of instruction : Chinese Language, Putonghua, Chinese History, Music, Physical Education, Home Economics (S.1 & S.2), Design & Technology (S.1 & S.2), Visual Arts
        • English as the medium of instruction : English Language, Mathematics, Integrated Science (S.1 & S.2), Chemistry (S.3), Physics (S.3), Biology (S.3), Life and Society, Geography, History, Computer Literacy, Business Fundamentals (S.3)
        • Use either Chinese or English as the medium of instruction by class or by group : -
      • Subjects Offered in 2019/2020 School YearS.4 - S.6
        • Chinese as the medium of instruction : Chinese Language, Liberal Studies, Chinese History, Physical Education
        • English as the medium of instruction : English Language, Mathematics (& Extended Part Module 2, Economics, Geography, Business, Accounting & Financial Studies, Physics, Chemistry, Biology, Information & Communication Technology
        • Use either Chinese or English as the medium of instruction by class or by group : -
      • Subjects to be Offered in 2020/2021 School YearS.1 - S.3
        • Chinese as the medium of instruction : Chinese Language, Putonghua, Chinese History, Music, Physical Education, Home Economics (S.1 & S.2), Design & Technology (S.1 & S.2), Visual Arts
        • English as the medium of instruction : English Language, Mathematics, Integrated Science (S.1 & S.2), Chemistry (S.3), Physics (S.3), Biology (S.3), Life and Society, Geography, History, Computer Literacy, Business Fundamentals (S.3)
        • Use either Chinese or English as the medium of instruction by class or by group : -
      • Subjects to be Offered in 2020/2021 School YearS.4 - S.6
        • Chinese as the medium of instruction : Chinese Language, Liberal Studies, Chinese History, Physical Education
        • English as the medium of instruction : English Language, Mathematics (& Extended Part Module 2), Economics, Geography, Business, Accounting & Financial Studies, Physics, Chemistry, Biology, Information & Communication Technology
        • Use either Chinese or English as the medium of instruction by class or by group : -
    • Secondary One Admission, Orientation Activities & Healthy School Life
      • Secondary One 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 2020 ).The selection criteria for S.1 discretionary places include the students' rank order from EDB (20%), their interview performance (40%), their academic results (20%), their conduct grading (10%), the extra-curricular activities and awards (10%).
      • Orientation Activities and Healthy Life An English summer course, a parents day and an Orientation Day Camp are organised to help S.1 students adapt to their new school life. Peer counselling program is also arranged to help students face their problems. Talks and activities are organised by the Health Education Committee on topics like the importance of a balanced diet and regular exercise. Exercise is done in the morning assembly every day. The Tuck Shop Committee monitors the food provided by the School Canteen. Parent representatives are invited to sample lunch boxes in the process of choosing service providers.
    • School Characteristics
      • School Management
        • (1)School's Major Concerns 1. To deepen active learning of students through eLearning; 2. To cultivate the core value of “Respect” among students; 3. To empower teachers to be active facilitator for students’ development.
        • (2) School Management Organisation: We practise school-based management with the setting up of the Incorporated Management Committee to involve representatives of teachers, parents and alumni in fixing major policies and supervising the running of the school. The school also strives for perfection through various self-evaluating mechanisms.
        • (3) Incorporated Management Committee / School Management Committee / Management Committee: The IMC is composed of representatives from the sponsoring body, the parents, the alumni and the teachers as well as the Principal and an independent person. Regular meetings are held to scrutinize the School Development Plan, examine the Annual Evaluation Report, supervise financial allocations and give suggestions on various school matters.
        • (4) School Green Policy: Teachers and students set up the Green Earth Group to help formulate conservation policies and promote green messages through a conservation corner and a green rooftop garden. Recycling boxes are also placed in the school premises to encourage recycling of materials.
      • Learning and Teaching Plan
        • (1) Whole-school Language Policy: The school strives to enhance students’ biliterate and trilingual abilities. We adopt small-class teaching in English lessons and allocate extra resources to language teaching so as to create an English-rich campus. To ensure a continuity in the use of English as the medium of instruction, subjects offered in English in Junior Secondary (JS) are still available in English in Senior Secondary (SS).
        • (2) Learning and Teaching Strategies: We provide an all-round education and encourage multifarious instructional strategies with the use of I.T. to stimulate students and to develop their critical thinking. Cross-curriculum programs such as the Junior Secondary School-based Curriculum, the Reading Scheme and the School Life Education Scheme and the CORE Day echo the themes of the education reform to nurture students' generic skills and to build for them a foundation for life-wide learning. Our School-based Junior Secondary Curriculum is formulated with the co-ordinated efforts of different subjects to develop the generic skills of S.1-3 students systematically.
        • (3) School-based Curriculum: 1. Electives: 2X and 3X. There are 27 combinations of electives for senior form students this year. Students can make a variety of choices according to their interests and abilities.2. Curriculum highlights: S.1-3 School-based Curriculum: In S.1, we integrate the Youth Development Program of the Health Department to develop students' self-management and communication skills. We also cultivate self-learning skill among students from the beginning of S.1. In S.3, students have to work on a cross-curriculum project under supervision to promote self-directed learning and problem-solving skills. Students' critical skills are enhanced through practice in debate and writing in language subjects. We also apply e-Learning in various subjects in different levels for raising their self-learning ability.
        • (4) Development of Key Tasks: A reading period is included four days a week to promote the Extensive Reading Scheme. Students are encouraged to gather information related to different subjects on the web for discussions and reports. Skills for project learning are systematically developed in S.3. Activities on moral and civic education are planned by the Life Education Committee and conducted in the weekly class period.
        • (5) Career and Life Planning: Our school has designed a comprehensive career planning education from junior form to senior form. Activities include talks, workshops, careers test, visits to post-secondary institutions and workplace, guidance on release of public examinations and further studies. With more resources provided by the government under the Career and Life Planning Grant, we step further to provide individual or group guidance on further studies to all S.3-S.6 students. Systematic record would be made to facilitate follow up and support in later days. We also launch the ‘Mentorship Programme’ and develop school-based teaching materials on working attitude. The Education Bureau has invited us as the Professional Development School on careers guidance. We have shared our expertise with Partner schools to enhance students’ self-understanding, personal planning, goal setting, reflective thinking and articulation to progression pathways.
      • Student Support
        • (1) Whole School Approach to Cater for Student Diversity: Students in need of special assistance are given professional assessment and meetings are called for teachers to adjust teaching and evaluation arrangements. Gifted students are selected by teachers in charge of different key learning areas to participate in enhancement programs and inter-school contests to fully develop their potentials.
        • (2) Whole School Approach to Integrated Education: Our school has set up the Student Learning Support Team. Team members include the the SENCO, the Counselling Master, representatives from the Chinese Department and English Department, Education Psychologist and teacher assistants. The school makes use of Learning Support Grant to provide various services to SEN students, including counselling services, speech therapy, clinical psychology, emotional support, social skills groups, etc. We promote inclusiveness on the campus to support SEN students. To enhance the professional capacity of teachers in catering for students with SEN, our school arranges teachers to attend Basic, Advance and Thematic (BAT) courses systematically according to the professional development framework on integrated education. Members of Student Learning Support Team attend different professional interflow activities, meet teachers from different schools, learn updated information and share it with colleagues in order to enhance the professional capacity of our teaching staff to serve SEN students. The school also collaborates with parents of SEN students closely. We organize parenting activities, workshop and counselling sessions. We also maintain a close relationship with parents and let them understand that the school provides professional support to develop the potentials of SEN students.
        • (4) Measures to provide adaptation for Learning and Assessment: To encourage a balanced development among students, marks of all the subjects, both academic and cultural, are included in the calculation of the yearly total, which includes marks of examinations, tests and daily performance. Regular panel meetings are held to evaluate the performance of students and to adjust the course contents as well as the teaching strategy to meet the needs of students.
      • Home-school Co-operation and School Ethos
        • (1) Home-School Co-operation: The PTA organised a variety of activities to promote communication among parents, students and teachers. Opinions can also be exchanged on the web page and the chat room of the organisation.
        • (2) School Ethos: We have cultivated a harmonious culture by promoting the motto, "Care, Open, Respect and Endeavour" among every members of the school. A close and trusting partnership is established among teachers, students and parents. Various counselling programs, leadership training, life-wide learning functions and peer supporting schemes match the developmental needs of students.
      • Future Development
        • (1) School Development Plan: 1. To deepen active learning of students through eLearning; 2. To cultivate the core value of “Respect” among students; 3. To empower teachers to be active facilitator for students’ development.
        • (2) Teacher Professional Training and Development: The School and Staff Development Team arranges for teachers to participate in school-based and external professional development functions. Self-evaluation is conducted periodically with the use of questionnaires.
      • Life-wide Learning Activities including Five Essential Learning Experiences, Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc. More than 30 interest or service groups offer a wide range of functions for students. Junior form students must enrol in one core activity continuously for two years to develop their special talents. Field trips, visits, contests and study tours are organised to enrich school life.
      • Others Students achieved good results in both academic work and inter-school competitions. The overall subject passing percentage of the HKDSE in 2018-19 was 97.4%. Percentage of students attaining the general entrance requirements for admission to JUPAS Bachelors' Degree Programmes was 63.5% and the percentage of receiving an offer was 63%. Ms. Li Wing Nam, our S.6 graduate of 2019, was awarded TWGHs Man-mo Temple Scholarship worth more than HK$300,000 to, study in School of Law, Leeds University in England of London. Meanwhile, five students, include Hung Yat Hin, Li Cheuk Kiu, Tang Kam, Yip Sin Tung and Cheng Hing Ming got TWGHs HKDSE Outstanding Awards. Hung Yat Hin got the best result among 18 secondary schools in HKDSE.
      • Direct public transportation to School The school is ten minutes' walk from Kwai Hing MTR Station and is close to the Kwai Shing East Bus Terminal.
      • Remarks -

Add new comment

Restricted HTML

  • Allowed HTML tags: <a href hreflang> <em> <strong> <cite> <blockquote cite> <code> <ul type> <ol start type> <li> <dl> <dt> <dd> <h2 id> <h3 id> <h4 id> <h5 id> <h6 id>
  • Lines and paragraphs break automatically.
  • Web page addresses and email addresses turn into links automatically.