Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 2 ON YAN STREET, KWUN TONG, KOWLOON | |||
| Phone: | 27570854 | Email: | hktawts@hktawts.edu.hk | |
| Fax: | 23313420 | Website: | http://www.hktawts.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Mr. Wong Kwong Hon |
| School Head | : | Ms. Cheung Po Man Rowena |
| Incorporated Management Committee been established? | : | Established |
| Percentage of School Supervisor and Managers / Chairperson and Members of School Management Committee (SMC) of Government Schools Fulfilling the Training Targets | : | Not Applicable |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | The Hong Kong Taoist Association |
| Religion | : | Taoism |
| Year of Commencement of Operation | : | 1969 |
| School Motto | : | Grasp Principles, Cultivate Virtues |
| Area Occupied by the School | : | About 7071 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | English |
| School Bus Service | : | School Bus; Nanny van |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Pledged School |
2025/2026 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | $30 |
| Approved Charges for non-standard items | : | $300 |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 30 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 1 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | Music Room, Visual Arts Room, Inno Space, Language Room, Multi-purpose Room, Dancing Room, 2 basketball courts, Science Hub, Sky Gardens, Small Group Teaching Rooms, Discipline and Counselling Room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift, Accessible toilet, Braille and tactile floor plan, Tactile guide path and Accessible public information / service counter. |
| Others | : | Our school officially moved to On Yan Street's new campus in January 2025. |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 48 |
| Total number of teachers in the school | : | 55 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 95% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 33% |
| Special Education Training | : | 49% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 33% |
| 5 - 9 years | : | 14% |
| 10 years or above | : | 53% |
Class Structure | 2024/25 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 | : | 4 |
| P6 Number of classes | : | 4 |
| Total | : | 24 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 5 |
| P3 Number of classes | : | 3 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 4 |
| Total | : | 24 |
| Mode of teaching at different levels | ||
| Small-class teaching has been implemented for P.1 to P.6 classes. Enrichment and remedial classes are provided to cater to students' needs and different learning abilities. | ||
| Remarks | ||
| As we strive for excellence in all areas, we have changed to a more collaborative pedagogical teaching model to fit our needs. All our teachers plan, teach and assess the curriculum in groups (according to class levels) in order to ensure that the students' learning experiences are cohesive and aligned. | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 2 |
| Replace tests and examinations with diversified assessments in the first term of P1 | : | Yes |
| Applicable to P2 to P6 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 3 |
| Applicable to P1 to P6 | ||
| Formulate appropriate school-based assessment and assignment policies, inform parents of related arrangements, and collect views from teachers, students and parents regularly (at least once per school year) for ongoing review and optimisation of the school assessment and assignment policies | : | Yes |
| Upload the school-based assessment policy onto the school webpage for information of the public and stakeholders | : | Yes |
| Upload the school-based assignment policy onto the school webpage for information of the public and stakeholders | : | Yes |
| Diversified Assessment for Learning | : | 1. Progressive assessments are arranged in different subjects to follow students' learning progress throughout the year. 2. Assessing students' abilities by various assessment methods such as group discussions, presentations, reading reports, project learning and learning portfolios. |
| Avoid arranging tests or examinations immediately after long holidays in order to let students take more rest during the holidays | : | Yes |
| Arrange the timetable flexibly according to the school context, with a tutorial session provided in the afternoon as far as possible for students to finish some of their homework under teachers’ guidance | : | Yes |
| Streaming arrangement | : | In order to cater to learner differences, P.2 to P.6 students are streamed according to their academic results. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 9 |
| Duration of each normal period | : | 35 |
| School starts at | : | 8:10 AM |
| School ends at | : | 3:15 PM |
| Lunch break | : | 12:20 - 1:15 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | Developing a healthier lifestyle for students by holding morning exercises, weeks for fruit, fitness groups, fitness record campaigns, health talk, etc. Launching a school-based activity – "Reach for the stars Reward Scheme". |
| Remarks | : | Class teacher periods, weekly assemblies, personal growth education, integrated arts activities and tutorial classes are held. School library and computer rooms are open for students during recess and after-school periods. In addition, after-school learning support programmes are organised for students in need. |
Life-wide Learning | School enriches our students' educational experiences by providing more than 30 different kinds of extra-curricular activities such as Fencing Class, Handchime Class, Football Team, Cricket Team, Skipping Team, Taekwondo Class, Karate Class, African Drum Class, Harmonica Class, the Concerts Choir, Modern Dance, Dragon Dance, Drama, Coding, Board Games, Little Chefs, English Debate Team, French Class, Spanish Class, Cub Scouts, Brownies, etc. |
School Mission | The mission of our school is to instill lifelong learning habits through a positive and well-structured multicultural learning environment in which all students attain a quality education. This will be achieved through the development of a well-balanced curriculum which recognizes the need for growth in attitude, knowledge and skills through moral, intellectual, social, physical and aesthetic development. |
School Characteristics | School Management | ||
| School Management Organisation | : | The Incorporated Management Committee is responsible for supervising and managing the school. The Board consists of the School Policy Management Committee, the Financial Supervisory Committee and the Learning and Teaching Committee, which cooperate to plan and execute development projects, and communicate with the Parent-Teacher Association, the Alumni Association and the teaching staff closely. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The Incorporated Management Committee of the School has been established. Members of the Committee consist of the representatives of the Sponsoring Body, parents, teachers and professionals. |
| School Green Policy | : | 1. Launching the "Air-conditioning Free Day". 2. Striving to conserve energy and water; reduce effluents and waste, and promote recycling. 3. Set up food waste composter and recycling bins to encourage students to sort and recycle. 4. The new school campus is equipped with an energy-saving system, solar photovoltaic panels, and the entire school uses eco-friendly LED light tubes. |
| School's Major Concerns | : | 1. Establish a healthy lifestyle to achieve balanced physical and mental development 2. Cultivate an interest in extensive reading and develop an active reading habit 3. Cultivate information literacy, use information and information technology in a rational and responsible manner |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. Adopting student-centered teaching strategies which enhance students' learning motivation. 2. Focusing on the communication and feedback between teachers and students in order to enhance the effectiveness of learning. 3. Enhancing students' creativity through the way of design thinking. 4. Strengthening co-curricular activities to enrich students' learning experiences. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | Make good use of flexible learning time, provide experiential learning and transdisciplinary learning activities, strengthen value education, strengthen STEAM education and broaden students horizons. Let students learn from playing through games and different tasks and master programming, computational thinking and 5C abilities. |
| Development of Generic Skills | : | To cultivate students' generic skills through the formal curriculum and cross curriculum and the daily life experience to develop generic skills. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | To enhance students' empathy and positive thinking, as well as cultivate global citizenship mindset through multicultural education. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | Implementing the curriculum accommodation and providing different kinds of learning groups in order to provide learning and social support for students with special educational needs. |
| Whole School Approach to Integrated Education | : | Policy: Implementing the Whole School Approach to Integrated Education aims to cater for students’ individual differences. Resources: Learning Support Grant, Grant for Supporting Non-Chinese Speaking Students with Special Educational Needs and School-based Speech Therapy Service. Support measures: In order to enhance students’ learning abilities, remedial classes, co-teaching and the Early Identification and Intervention Programme for P.1 Students with Learning Difficulties will be conducted. |
| Education Support for Non-Chinese Speaking(NCS) 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; organising activities to create an inclusive learning environment in the school; and hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students. Providing Summer School. |
| Curriculum Tailoring and Adaptation | : | 1. Small group cooperative learning as well as collaborative teaching are implemented to cater for students who are academically gifted or under-achieving. 2. In cooperation with Hong Kong University, a school-based Chinese curriculum has been developed. 3. Our school has implemented a "3-year Seed Project" in cooperation with the Education Bureau's Native-English Speaking Teacher Section to design an effective English curriculum aiming at enhancing our students' literacy proficiency. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | 1. "School Newsletter" and "Class Newsletter" are issued twice a month and once every two months respectively to maintain effective communication with parents. 2. Parents are invited to join school activities and events. 3. We actively organize parent volunteer service teams to help during different school functions. 4. Parents are invited into the classrooms to understand their children's learning experience. 5. A close partnership with the Parent-Teacher Association strengthens the relationship between parents and the school. |
| School Ethos | : | Our school strives to help students understand the importance of cultural diversity and develop an attitude that accepts multi-cultural environment. Our core curriculum, hence, includes the teaching of specific knowledge about the life and culture of different countries in order to develop and expand students' national and international visions. Implementing the Life Planning Education, students can have move self-understanding and are able to plan their future. |
| Future Development | ||
| School Development Plan | : | 1. Developing a bilingual learning environment to enhance students' language ability. 2. Nurturing students with correct values and attitudes and enhancing their personal qualities and sense of citizenship. 3. Implementing multicultural education. |
| Teacher Professional Training & Development | : | To increase exposure to new education trends and to continually upgrade our quality of teaching and learning, academic exchanges across local schools and overseas are organised for our staff. In addition, during professional development periods, our staff co-plans, evaluates and shares teaching experiences in order to enhance teaching effectiveness. |
| Others | : | School promotes STEAM Education and Coding Education were introduced to our school curriculum. With the guidance of teachers, students can develop science knowledge and skills. Through the inquiry learning approach, students are able to raise questions, investigate through experimentation and analyzing the outcomes. |
School Map 
Last revision date：03 September 2025