Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | Jockey Club Road, Sheung Shui, N.T. | |||
| Phone: | 26700334 | Email: | mail@tks.edu.hk | |
| Fax: | 26684311 | Website: | http://www.tks.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Supervisor Yip Yiu Shing Chris, M.H. |
| School Head | : | Principal Ng Mei Wah |
| 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 Tung Koon District General Association Charitable Foundation Limited |
| Religion | : | Not Applicable |
| Year of Commencement of Operation | : | 1959 |
| School Motto | : | Please refer to Chinese version. |
| Area Occupied by the School | : | About 5070 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 |
| Past Students' Association/Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Action School |
2025/2026 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | 30 |
| Approved Charges for non-standard items | : | - |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 20 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 1 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | A computer room, a music room, a STEAM Laboratory and a medical room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift and Accessible toilet. |
| Others | : | Ecological garden |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 29 |
| Total number of teachers in the school | : | 30 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 93% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 20% |
| Special Education Training | : | 64% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 16% |
| 5 - 9 years | : | 17% |
| 10 years or above | : | 67% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 2 |
| P2 Number of classes | : | 2 |
| P3 Number of classes | : | 1 |
| P4 Number of classes | : | 2 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 4 |
| Total | : | 14 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 2 |
| P2 Number of classes | : | 2 |
| P3 Number of classes | : | 2 |
| P4 Number of classes | : | 1 |
| P5 Number of classes | : | 2 |
| P6 Number of classes | : | 3 |
| Total | : | 12 |
| Mode of teaching at different levels | ||
| Small class teaching mode. Cooperative learning to enhance learning effectiveness. |
||
| Remarks | ||
| Two NET teachers work cooperatively to enhance English Language teaching. Space Town Programme and PEEGS Programme are implemented to promote effective English language learning. Arrange tiered support for learning; adaptive learning strategies, remedial programmes and gifted education are adopted. | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 1 |
| 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 | : | To enable effective feedback by conducting diverse modes of assessment activities for different subjects. Formative assessment includes self-assessment, peer assessment and teachers' effective feedback. There are different modes of assessment to facilitate student learning, such as oral examination, group discussion, group presentation and project learning. |
| 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 | : | - P.1 - P.3: Mixed ability classes. - P.4 - P.6: Group according to 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 | : | 8:15 AM |
| School ends at | : | 3:15 PM |
| Lunch break | : | 12:30 - 1:30 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | To fully support students’ physical and mental development, we carry out regular activities that promote their health and well-being, such as mindfulness meditation, healthy eating, mental health, posture exercises, SmartFun Campus, sports day, play therapy and horticultural therapy. |
| Remarks | : | - A multi-modal learning period is set up to provide a variety of activities for the participation of all students on Wednesdays. There will be a public performance for students to show their learning outcomes. - Different types of training and learning support courses are arranged on weekdays to enrich students' development in academic, physical and arts aspects. |
Life-wide Learning | Service learning: Scouts, Junior Police Call, Volunteer Service Team and flag-selling. Values Education: Study Tours, Education Camp, Eco Tours, talent shows, end-of-year showcase, field trips and visits. Intellectual Development: Oral skill training for Chinese and English language, Writing Classes, Phonics Classes, Math Olympiad Classes, STEM and STEAM Classes. Physical and Aesthetic Development: Choir, violin, basketball, football, swimming, dancing, skipping, taekwondo, track and field. |
School Mission | We are committed to our learners and promote whole-person development to enhance quality education, to establish a happy learning environment with a sense of belonging for all, to foster our learners' potential talents, to encourage positive values and attitudes to contribute to our community and society. |
School Characteristics | School Management | ||
| School Management Organisation | : | Strong team work is employed to manage the school. We have four key working cores: Management and Organisation, Teaching and Learning, Student Support and School Ethos, Student Performance. All the core groups are led by the school principal and the vice principal. To make our development more efficient and effective, "Plan-Implement-Evaluate" is used. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | IMC members include school supervisors, managers, principal, teachers, parents, alumni and notable community members. (Please refer to our school website for details.) |
| School Green Policy | : | A working group coordinates the green policy and our school-based environmental studies. Integrates our school-based environmental studies into General Studies curriculum, connects knowledge with practice. Students are encouraged to reuse items, participate in various recycling schemes and take part in the kitchen waste compost programme. By joining Green School 2.0 (Solar Harvest - Solar Energy Support Scheme and Energy Smart Programme), our goal is to enhance students' application and attitude towards solar energy and energy saving. |
| School's Major Concerns | : | 1. Enrich students' learning experiences and enhance learning and teaching effectiveness. 2. Foster students' proper values and attitudes through the learning and teaching of various Key Learning Areas and the provision of relevant learning experiences. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. Academics and moral growth are our major foci. Music, Arts and PE are highly encouraged. 2. Cooperative learning is employed so as to promote collaborative and communication skills. 3. STEAM Education is promoted to develop students' creativity and problem-solving abilities. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. Cultivate positive values and attitudes: Through different learning experiences to strengthen values education, especially national identity towards our country. 2. Enrich life-wide learning experiences and foster whole-person development: Better cater for student diversity, so that students can reach their potential through a range of learning strategies. Ease the transition from kindergarten to primary school and from primary school to secondary school, so that students will be more confident to overcome challenges. 3. Improve assessment policy: Use a variety of assessment methods (in-class, after-school). Introduce multi-party evaluation. 4. Reinforce STEAM education, and nurturing students’ media and information literacy. 5. Strengthen cross-curricular learning and reading across the curriculum to develop students’ lifelong learning capabilities. 6. Create space by making good use of learning time: Cultivate a healthy lifestyle with students through morning exercises and Active Recess. |
| Development of Generic Skills | : | To equip students with different generic skills through participation in a wide range of activities of different subjects with different learning goals. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | 1. Joining Just Feel Compassionate School Programme to enhance the positive values of students. 2. Moral and Civic Education Group arranges learning activities in weekly assemblies and growth tutorials to promote appreciation, respect for others and cherish life. 3. To organise talks and dramas to encourage healthy lifestyle and care for others. 4. To foster good disciplines and learning habits through class management lessons. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | We join the School-based After School Care Service Scheme (Expanded Programme), allowing primary students in need to stay after school to receive care and learning support. There are homework tutorials, enrichment classes, remedial programmes to cater for student diversity. We offer a range of support for transition from kindergarten to Primary One, as well as Primary Six to Secondary One. Supporting strategies for learning and teaching are provided through curriculum adaptation, strategies and support measures, assessment policy and special examination arrangements. |
| Whole School Approach to Integrated Education | : | Student Support Team is set up to implement Integrated Education; differentiated curriculum and learning tasks; cooperative learning; assessment adaptation; organise social and emotion groups, attention span training courses, reading and writing courses, student support learning groups and speech therapy sessions. School-based Speech Therapist, School-based Educational psychologist support our students, parents and teachers. |
| Education Support for Non-Chinese Speaking(NCS) 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; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; and organising activities to create an inclusive learning environment in the school. |
| Curriculum Tailoring and Adaptation | : | 1. Collaborative lesson planning to discuss curriculum adaptation, teaching and assessment strategies. 2. Improve the task sheets and tiered assignment to enhance students' abilities. 3. Maximise students' potentials and self-confidence in different subjects. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Through communication and understanding between the school, teachers, and parents, we can better understand students' personalities and needs, thus enhancing the effectiveness of teaching and learning. When parents and the school support each other and parents agree with the school's policies, teaching and learning will go smoothly. Teaching resources can also be used effectively, positively impact children's growth and learning. |
| School Ethos | : | - To foster a caring school culture, to enrich the spirit of love and care for others at school and in the community; students learn to love others as self, learn to appreciate each other, learn to study and grow healthily and happily. - To promote positive values and attitudes towards life through various moral and civic activities. - To develop students' emotional health through tackling the communication skills, improving emotional management and proper ways of expressing oneself. |
| Future Development | ||
| School Development Plan | : | 1. Enrich students' learning experiences and enhance teaching and learning effectiveness. 2. Foster moral education to nurture students' positive values and attitudes. 3. Sustain and deepen STEAM, AI, and computational thinking education to cultivate innovative talents. |
| Teacher Professional Training & Development | : | Our school joins EDB's language Support Services and universities' professional support services to develop the school-based curriculum, lesson observation system and assessment. We organise school visits and sharing, peer lesson observation and school-based professional development days. We also encourage teachers to join seminars and professional training courses. |
| Others | : | The school will continue to put prime emphasis on nurturing students' knowledge and moral growth. We make good use of the school's ecological garden; emphasize the characteristics of the school-based the green education; cultivate character, discipline, and academic persistence in students; promote STEAM education which aims at developing students' generic skills in an integrative manner; create a caring campus to allow students to acquire knowledge in a loving and caring environment, and contribute to society in future. |
School Map 
Last revision date：01 September 2025