CHINESE METHODIST SCHOOL, TANNER HILL

Details
  • Primary School Information
    • School Information
      • Supervisor/ Chairman of Management Committee Rev. Chan Tak Cheong
      • School Head Ms. Chui, Yuen Pik
      • Has the Incorporated Management Committee been established? Yes
      • School Type AidedWhole Day
      • Student Gender Co-ed
      • Sponsoring Body The Methodist Church, Hong Kong
      • Religion Protestantism / Christianity
      • Year of Commencement of Operation 2010
      • School Motto Complying with the Word of God
      • School Size About 3200 Sq. M
      • Through-train Secondary School -
      • Feeder Secondary School -
      • Nominated Secondary School -
      • Medium of Instruction Chinese
      • School Bus Service School Bus; Nanny van
      • Parent-Teacher Association Yes
      • Old Students' Association/ School Alumni Association Yes
    • 2019/2020 Annual School Charges
      • School Fee -
      • Tong Fai
      • PTA Fee $30
      • Approved Charges for Non-standard Items $310
      • Other Charges -
    • School Facilities
      • Number of Classroom(s) 22
      • Number of School Hall(s) 1
      • Number of Playground(s) 2
      • Number of Library(ies) 1
      • Special Rooms There are special rooms to facilitate learning and teaching. They are a Music Room, an IT room, a Visual Arts Room, a General Studies Room, a Counseling Room, a Student Activity Centre and Life Education Centre.
      • Facility(ies) for Supporting Students with Special Educational Needs Ramp, Accessible lift, Accessible toilet, Braille and tactile floor plan and Tactile guide path plan.
      • Others Every classroom is equipped with a computer and a projector. There is a canteen, a reading-corner, a medical room, a roof garden and Happy Zone.
    • Teaching Staff Information (Including School Head) in the 2018/2019 school year
      • Number of teaching posts in the approved establishment 40.0
      • Total number of teachers in the school 35
      • Qualifications and professional training (%)
        • Teacher Certificate / Diploma in Education 100%
        • Bachelor Degree 97%
        • Master/ Doctorate Degree or above 33%
        • Special Education Training 30%
      • Years of Experience (%)
        • 0 - 4 years 25%
        • 5 - 9 years 10%
        • 10 years or above 65%
    • Class Structure
      • 2018/19 School Year
        • P1 Number of classes 5
        • P2 Number of classes 3
        • P3 Number of classes 4
        • P4 Number of classes 4
        • P5 Number of classes 3
        • P6 Number of classes 2
        • Total 21
      • 2019/20 School Year (Based on the approval of EDB in 2019)
        • P1 Number of classes 3
        • P2 Number of classes 5
        • P3 Number of classes 3
        • P4 Number of classes 4
        • P5 Number of classes 4
        • P6 Number of classes 3
        • Total 22
    • Performance Assessment
      • Number of test(s) per year 0
      • Number of exam(s) per year 2
      • Streaming arrangement The highest scoring students throughout the academic year are placed in class A whereas the remaining students are evenly placed in classes.
      • Diversified Assessment for Learning Various modes of assessment are adopted such as on-going teacher observation, students' self- and peer-assessments, formative and summative assessments. Project learning is employed as part of the assessment of some subjects like General Studies.
    • School Life
      • Number of School Days per week 5
      • Number of periods per day 8
      • Duration of each normal period 40
      • School starts at 8:15 AM
      • School ends at 3:30 PM
      • Lunch time 12:30 - 13:25
      • Lunch arrangement Provided by designated supplier and Prepared by parents.
      • Healthy school life To lead a "Healthy Lifestyle" is one of the main goals of our school curriculum. We implement Healthy School Policy to help students achieve favourable physical, psychological and social well-being so as to foster students' whole-person development. We also encourage students to establish balanced healthy living habits.
      • Remarks Learning and teaching are facilitated through different ways: Reading sessions, class teacher periods, assemblies, personal growth lessons, integrated lessons, library lessons, tutorial lessons, drama lessons and extra-curricular activities. Remedial classes are arranged to cater for students' learning differences.
    • School Characteristics
      • School Management Organisation Our School was renamed from Chinese Methodist School, North Point (P.M.) to Chinese Methodist School, Tanner Hill and changed from a half-day to whole-day school in 2010. Our school has implemented school-based management policies to enhance self-assessment since 1996. The School Board of Directors is composed of the Parent-Teacher Association, the School Director-Teacher Consultation Committee, the Administration Committee, the Panel Committee and the Functional Constituency to enable managing the School in a collective and accountable way.
      • Incorporated Management Committee / School Management Committee/ Management Committee The School Board of Directors is representative of society. It is comprised of professionals from different sectors, teachers, parents and former students.
      • School Green Policy Our School advocates reducing waste and valuing natural resources. We offer various learning opportunities to encourage students to be actively responsible for protecting natural resources.
      • School's Major Concerns 2013-2015 Care without boundaries, Servant Leader & Self-discipline 2016-2018 Talent, Harmony & Self-directed learning 2018-2019 Discovering joy all over the world
      • Learning & Teaching Strategies The school provides students with dynamic learning experiences to due with different learning needs and achieve different learning targets. Lesson time is flexibly arranged to accommodate different types of theme-based learning activities. Life-wide learning is highly promoted in a whole-school approach, for instance: inter-school sports, music, speech and art competitions, drama, cross-curricular activities, community service programmes, visits and field trips. Students' learning experiences and horizons are broadened and their multiple intelligences are utilized to ensure that they develop to their full potential. To this end, curriculum integration, project learning, life education e-learning and drama education have been implemented.
      • Development of Key Tasks They are incorporated into numerous scopes of learning. The reading scheme and project learning are carried out on a regular basis. The aims of the three-year development plan are to strengthen students' abilities in IT, self-learning competence and life education.
      • Development of Generic Skills Our school has been striving to broaden students' horizons through activities such as drama education, theme-based learning tasks, curriculum integration and cross-curricular activities. Our aims are to cultivate students' creativity, enhance students' inquisitiveness and investigative skills for the construction of knowledge and independent learning capabilities.
      • Whole School Approach to Cater for Student Diversity The school provides individual students with emotional and behavioural counselling. The Good Student Award Scheme encourages self-improvement and better learning attitude. The Personal Growth Group, Peer Counselling Programme and Big Buddy Reading Programme enable strong bonding among peers. Furthermore, parenting seminars enhance parents' communication skills with their children.
      • Whole School Approach to Integrated Education 1. Student Support Team provides appropriate support to students with special educational needs. 2. It supports SEN students through teaching strategies and adaptation.
      • Curriculum Tailoring and Adaptation Guidelines on assignment load and graded worksheets are tailor-made to assist student learning.
      • Home-School Co-operation Our parent managers participate in the school-based management in order to assure quality education.
      • School Ethos A positive school culture cultivates intimate harmonious relationships among the staff, between teachers and students, and among students themselves. All the stakeholders fully support the school.
      • School Development Plan 1. To reinforce students' learning initiative and to enhance students' self-directed learning through sustainable improvements in learning and teaching strategies. 2. To nurture students with the CMSTH qualities based on Christian principles (C–Care, M–Mission, S–Self-Discipline, T–Talent, H–Harmony, +PLUS).
      • Teacher Professional Training & Development 1. To cultivate an atmosphere of educational research for enhancing our effectiveness in learning and teaching. 2. To arrange co-planning meetings, peer lesson observation and co-teaching sessions for increasing the effectiveness in learning and teaching.
      • Others 1. The Chief Executive's Award for Teaching Excellence 2011-12 (Arts Education Key Learning Area) 2. Awards for Arts Education 2011 (Bronze Award) 3. Caring School Award Scheme 2012 (Outstanding Caring School for Caring Teaching Team Award) 4. Caring School Award Scheme 2013/15, 2016/17 5. The 11th Hong Kong Joint Primary School Mathematics Competition(East District) Overall Champion 2015 6. 2018-19 Schools Dance Festival (Chinese Dance) - Champion 7. The 5th Rummikub Competition - Group Champion, Individual 3rd place and merit 8. 2019 Hong Kong Joint School Music Association - Brass band (Bronze Award)

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