Secondary School Profiles 2025/2026
Secondary School Profiles 2025/2026
| Address: | Choi Yuen Estate, Sheung Shui, N.T. | |||
| Phone: | 26726820 | Email: | school@tanghin.edu.hk | |
| Fax: | 26720711 | Website: | http://www.tanghin.edu.hk | |
School Mission
Our mission is to provide a holistic education based on Taoism, placing equal emphasis on students’ moral, intellectual, physical, social and aesthetic development. In accordance with our motto “Grasp Principles, Cultivate Virtues”, we are dedicated to helping students develop moral integrity and academic excellence.
School Information | District | : | North |
| Other District(s) | : | |
| Supervisor / Chairman of School Management Committee | : | Mr Tong Sau Chai, Henry, BBS, MH, JP |
| Principal (with Qualifications / Experiences) | : | Mr. Wong Shun Tak (B.Eng., P.C.Ed., M.A.) |
| School Type | : | Aided |
| Student Gender | : | Co-ed |
| Area Occupied by the School | : | About 5400 Sq. M |
| Name of Sponsoring Body | : | Hong Kong Taoist Association |
| Incorporated Management Committee | : | Established |
| Percentage of School Supervisor and Managers / Chairperson and Members of School Management Committee (SMC) of Government Schools Fulfilling the Training Targets | : | 87% |
| Religion | : | Taoism |
| Year of Commencement of Operation | : | 1982 |
| School Motto | : | Grasp Principles, Cultivate Virtues |
| Parent-Teacher Association | : | Yes |
| Student Union / Association | : | Yes |
| Past Students’ Association / School Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Action School |
Chargeable Fees (2025/2026)
| School Fee ($) | Tong Fai ($) | ||
| S1 | - | - | |
| S2 | - | - | |
| S3 | - | - | |
| S4 | - | $370 | |
| S5 | - | $370 | |
| S6 | - | $370 | |
| Parent-Teacher Association Fee (Annual) ($) | ： $60 | ||
| Student Union / Association Fee ($) | ： $10 | ||
| Approved Charges for Non-standard Items (Annual)($) | ： S.1-S.5 $470 / S.6 $300 (Further improvement of teaching and learning facilities) | ||
| Other Charges / Fees ($) | ： Replacement of student card $21 | ||
School Facilities | Number of Classroom(s) | : | 34 |
| School Facilities | : | ● Teaching facilities: STEM Learning Centre, laboratories, Visual Arts Room, Library, Music Room and computer rooms. There are computers, interactive TVs and audio-visual aids in all classrooms. ● Self-study facilities: online learning platforms and multi-media resources. ● Other campus facilities: Lecture Theatre, Nature Trail, Art Gallery, Chinese-style Garden, Culture Gallery, Campus TV Studio, dance studio, fitness equipment, smart card system, HEAzone Mental Health Hub, Hydroponic Garden, roof garden and solar powered meteorological station. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift, Accessible toilet and Portable ramp. |
Teaching Staff Information (Including School Head) in the 2025/2026 School Year | Number of Teaching Posts in the Approved Establishment | : | 64 |
| Total Number of Teachers in the School | : | 66 |
| Qualifications and Professional Training | : | Percentage of Teaching Staff (%) |
| Had Received Teacher Training | : | 89% |
| Bachelor Degree | : | 100% |
| Master / Doctorate Degree or above | : | 47% |
| Special Education Training | : | 39% |
| Years of Experience | : | Percentage of Teaching Staff (%) |
| 0-4 Years | : | 30% |
| 5-9 Years | : | 11% |
| 10 Years or above | : | 59% |
2025/2026 Class Structure | Number of Classes | ||
| S1 | : | 5 |
| S2 | : | 5 |
| S3 | : | 5 |
| S4 | : | 5 |
| S5 | : | 5 |
| S6 | : | 5 |
Subjects Offered | Subjects Offered in the 2025/2026 School Year | : | S.1 - S.3 |
| Chinese as the Medium of Instruction | : | Chinese Language, Chinese History, Physical Education, Putonghua, Life Education, ‘Citizenship, Economics & Society’ |
| English as the Medium of Instruction | : | English Language, Mathematics, Science, Geography, ICT & STEM, Visual Arts, Music, Business Fundamentals (S.3) |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | - |
| Subjects Offered in the 2025/2026 School Year | : | S.4 - S.6 |
| Chinese as the Medium of Instruction | : | Chinese Language, Citizenship and Social Development, Chinese History, Chinese Literature, Physical Education |
| English as the Medium of Instruction | : | English Language, Mathematics, Chemistry, Physics, Biology, Geography, History, Economics, Information and Communication Technology, 'Business, Accounting and Financial Studies' |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | Japanese |
| Subjects to be Offered in the 2026/2027 School Year | : | S.1 - S.3 |
| Chinese as the Medium of Instruction | : | Chinese Language, Chinese History, Physical Education, Putonghua, Life Education, ‘Citizenship, Economics & Society’ |
| English as the Medium of Instruction | : | English Language, Mathematics, Science, Geography, ICT & STEM, Visual Arts, Music, Business Fundamentals (S.3) |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | - |
| Subjects to be Offered in the 2026/2027 School Year | : | S.4 - S.6 |
| Chinese as the Medium of Instruction | : | Chinese Language, Citizenship and Social Development, Chinese History, Chinese Literature, Physical Education |
| English as the Medium of Instruction | : | English Language, Mathematics, Chemistry, Physics, Biology, Geography, History, Economics, Information and Communication Technology, 'Business, Accounting and Financial Studies' |
| Adopt a Different Medium of Instruction by Class or by Group / School-based Curriculum | : | Japanese |
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 2026 ).Admission criteria and weightings for S.1 discretionary places: Interview (30%), Academic results and conduct in primary school (30%), Extra-curricular activities / school or social services / prizes (20%), Rank Order List provided by EDB (20%). |
| Orientation Activities and Healthy Life | : | Orientation Activities: ● Form One Orientation Day: Give parents and new students a better understanding of the school through activities arranged. ● Form One Summer English Bridging Programme: Curriculum and teaching materials are designed to help students adapt to an English-medium learning environment. ● Orientation Week: S.1 students are guided by senior students to tour the school campus. This helps our new students to become familiar with the school environment and be better prepared for their secondary schooling. Healthy Life: ● The Health Education Unit provides students with health-related information. It also organizes various activities such as health talks and the influenza vaccination programme. ● We take part in the School Physical Fitness Award Scheme (SPFAS) to encourage students to participate in regular exercise for good health. ●We launch the 'Let's keep fit!'x MVPA60 Award Scheme to encourage students to do regular exercise. ● The Rope Skipping Team promotes rope skipping activities to strengthen students’ cardiopulmonary functions. ● We encourage students to participate in activities under the “Active Students, Active People” Campaign launched by the Education Bureau to help students develop a healthy lifestyle and foster a positive attitude towards life. |
School Characteristics | School Management | ||
| (1) School's Major Concerns | : | We put emphasis on guiding students to adhere to moral standards and enhancing their academic calibre. By providing them with a well-rounded education, students can enrich their knowledge, develop generic skills and cultivate proper values. We expect our students to have good thinking skills, lead a life of virtue and become leaders of tomorrow. |
| (2) School Management Organisation | : | Under the supervision of the Incorporated Management Committee, various administrative units such as the Executive Committee, the Studies Unit, the Discipline Unit, and the Counselling Unit map out and implement school policies. They liaise with the Parents-Teachers Association, the Student Union, teachers and the Alumni Association on a regular basis. |
| (3) Incorporated Management Committee / School Management Committee / Management Committee | : | The Incorporated Management Committee comprises representatives from the sponsoring body, independent professionals, parents, teachers, and alumni. The IMC is responsible for giving general directions to the school in the formulation of education policies, and for overseeing school performance. |
| (4) School Green Policy | : | ● The Conservancy Club has been established to encourage environmental protection. There is a green prefect in each class to implement conservation policies. ● Our school has a nature trail and a roof garden to enrich students’ knowledge about greening the environment. ● In order to promote the use of renewable energy, our school has installed solar panels to generate electricity. |
| Learning and Teaching Plan | ||
| (1) Whole-school Language Policy | : | ● Use English as the medium of instruction in all subjects except Chinese Language, Chinese History, Physical Education, Putonghua, Life Education and ‘Citizenship, Economics & Society’, and arrange a variety of language activities to raise students’ standard of English. The language activities include English weeks, training programmes for verse speaking, English overseas study tours, etc. ● Develop student interest in learning Chinese Language through activities such as the appreciation of good writing and participation in cultural activities. ● Include Putonghua as one of the core subjects in the junior school curriculum and ensure that all S.3 students reach a competence level. |
| (2) Learning and Teaching Strategies | : | ● Focus on improving students' proficiency in Chinese, English and Mathematics to ensure that they have a strong foundation for learning. ● Adopt student-centred learning activities to develop students' thinking skills. ● Encourage self-directed learning to help students become lifelong learners. ● Put emphasis on interaction and feedback between students and teachers in order to enhance students’ learning effectiveness. ● Arrange life-wide learning activities to enrich students’ learning experiences. |
| (3) School-based Curriculum | : | 1. Electives: 3X. Our school offers 41 subject combinations for students to choose. Students can choose three electives according to their interests and abilities. The more able students are allowed to select Japanese as their fourth elective. 2. Curriculum highlights: ● Revise the curriculum to set clearer key learning points and put emphasis on thinking and application in order to boost students' learning effectiveness. ● Encourage cross-curricular learning to help students draw connection between their knowledge and experiences. ● Introduce the subject, ICT & STEM, to junior forms and organize the S3 STEAM Project Learning Programme to promote STEAM education. ● Include Life Education in the junior form curriculum to help students cultivate positive moral values. ● Conduct life-wide learning lessons in senior forms to enrich students' other learning experiences. ● Arrange moral education and life-wide learning activities beyond class time to enable students to achieve a balanced and whole-person development. |
| (4) Major Renewed Emphases in the School Curriculum | : | ● Through the Life Education Curriculum, the Monthly Moral Programme, and My Learning Journal, Values Education is strengthened to help students become good citizens with moral integrity. ● The curricula of various subjects are revised and various activities (e.g. flag-raising ceremonies, exhibitions, talks, visits, study tours, etc.) are organized to promote national security education and enrich students' understanding of the traditional culture and development of our country, so as to enhance their sense of national identity. ● Cross-curricular reading programs and cross-curricular language learning are encouraged to enhance students' language proficiency. ● E-learning and STEAM education are advocated to develop students' generic and independent learning skills. ● Diversified life-wide learning experiences (e.g. community service, leadership training, workplace experience, etc.) are arranged to enable students to have a more holistic development. ● To boost gifted education, students are encouraged to participate in gifted programs, competitions or activities to help them develop their potential. ● Health Education is promoted to encourage students to adopt a healthy lifestyle. |
| (5) Life Planning Education | : | ● Help students develop their potential and better prepare them for the pursuit of their life goals. ● Equip students with transferable skills that can be applied in their future studies and career. ● Arrange talks, workshops and visits for students to help them draw up their plan for the future. ● Increase students’ ability to make informed and sensible choices among the multiple paths of further studies. ● Provide students and parents with information for further studies such as data about the JUPAS choices, admission requirements of universities and overseas institutions. ● Arrange activities such as Mock JUPAS and Mentorship Scheme to enhance students’ awareness of various paths for further studies and their understanding of the workplace. |
| Student Support | ||
| (1) Whole School Approach to Catering for Learner Diversity | : | ● Establish an academic support team to cater for students’ diverse learning needs. ● Implement enrichment programmes to consolidate students’ skills and knowledge, and ensure a strong foundation for learning. ● Set up a Gifted Student Development Unit to provide students with opportunities to give full play to their potential. ● The Counselling Unit provides individual and group guidance to support students with learning challenges. |
| (2) Whole School Approach to Integrated Education | : | ● The Special Educational Needs Team has been established. It consists of the heads of the Studies Unit, Counselling Unit, Discipline Unit, Exam Unit, counselling teachers, Special Educational Needs Coordinator (SENCO), form masters, social workers, educational psychologist, counsellor and subject teachers. ● Regular meetings are held to discuss the learning progress of SEN students and support measures are adopted in the curricula and assessments. ● The Learning Support Grant and other grants are used for employing 1 counsellor and organizing after-school activities. The activities include individual guidance and tutoring, school-based speech therapy services, training groups in the areas of social skills, executive functions, personal growth and career planning, and whole-school inclusive education activities. |
| (4) Measures to Provide Adaptation for Learning and Assessment | : | ● Adopt diversified means in implementing continuous assessment and provide students with positive feedback and guidance that contribute to their learning. ● Release students’ academic performance reports to parents four times a year. Closer links between the school and parents can be fostered through this measure. ● Follow the principle of 'Assessment for Learning' and encourage students to reflect on their progress. |
| Home-School Co-operation and School Ethos | ||
| (1) Home-School Co-operation | : | ● Establish a close liaison with parents through the Parents-Teachers Association, Parents’ Day, seminars, student handbooks, circulars, the school webpage, etc. ● Organize talks to introduce parents to ways of improving parent-child relationship and to keep them abreast of the latest educational developments. |
| (2) School Ethos | : | ● We put emphasis on moral education. Our students are well-mannered and self-disciplined. ● Moral education has been integrated into the regular curriculum to help students develop positive moral values. ● A “Big Brothers and Sisters” scheme has been established to foster the caring culture. ● The Student Union organizes various activities to create harmonious teacher-student relations. |
| Future Development | ||
| (1) School Development Plan | : | 1. To help students achieve the best learning outcome ● Provide more learning experiences for students to understand contemporary issues at local, national and global levels. ● Develop students' STEAM skills, entrepreneurial spirit and financial literacy. ● Encourage cross-curricular collaboration and self-directed learning. ● Adopt the principle of 'making thinking visible' to improve students' thinking skills. ● Give students more opportunities to use English and showcase their achievements to build their confidence. ● Provide more support for students to cater for their learning diversity and enable them to reach their full potential. 2. To enable students to be responsible nationals imbued with a sense of global identity. ● Teach students the 12 priority values and traditional Chinese values from Taoism and Confucianism. ● Improve the Monthly Moral Programme and the Life Education curriculum to help students cultivate positive values and attitudes through various learning activities. ● Strengthen students’ sense of national and global identity through various activities. ● Provide more opportunities for students to understand the development and culture of China through Chinese Culture Week and study tours to the Mainland. ● Equip students with the skills of using information and information technology ethically. 3. To empower students to become pillars of society ● Nurture leadership and entrepreneurship in students. ● Encourage students to serve the school and the community. ● Help students achieve their career aspirations by enriching their knowledge, sharpening their skills and raising their awareness of career planning. ● Provide more opportunities for senior students to explore career prospects in the Greater Bay Area and occupations related to STEAM. ● Invite more alumni to share their experiences and offer careers guidance. ● Help students develop a healthy lifestyle. |
| (2) Teacher Professional Training and Development | : | ● Teachers actively participate in training courses and seminars. ● Professional development seminars are held to give teachers a better understanding of the new education development policies. ● Promote the peer lesson observation and sharing culture in order to create a learning community. ● Improve the new teachers’ mentorship scheme in order to enhance teaching effectiveness. |
| Life-wide Learning (Including Five Essential Learning Experiences to be Provided through Key Learning Areas, Extra-curricular Activities, Co-curricular Activities, etc.) | : | ● Mission: In order to uphold the principle of “one art for life”, students are encouraged to participate in at least one cultural or art activity. ● Extra-curricular structure: There are Student Union, four houses, thirty clubs, sixteen service teams and thirteen school teams. ● Co-curricular activities: Various life-wide learning activities and Life-wide Learning Day are organized to broaden students’ horizons. ● S4 Life-wide Learning Sessions: 2 periods in each cycle are allocated for students to participate in life-wide learning activities in order to enhance their five essential learning experiences. |
| Others | : | 1. HKDSE (2025): ● The percentage of students attaining Level 4 or above was 87.3; whereas that of Level 5 or above was 54.2. On average, each student attained Level 4 or above in 5.6 subjects; and the average number of subjects in which each student attained Level 5 or above was 3.5 ● 99.2% of our students fulfilled the local university admission requirements; 127 students applied for a university degree programme through the JUPAS System and 97.6% of them got admitted; two students were admitted to the Faculty of Medicine at the University of Hong Kong through the School Nominations Direct Admission Scheme (SNDAS); three other students were admitted to renowned universities in Mainland, including Peking University and Tsinghua University. ● 26 students scored 35 points or above in the best 6 subjects. Wang Yuen Ting attained 5** in 6 subjects and 5* in 1 subject, earning a remarkable total of 13* and becoming one of the “Top Scorers” in Hong Kong. Zhang Candy attained 5** in 6 subjects and 5* in 1 subject; Cheuk Kwan Hoi and Yeung Tsz Yi Alice both got 5**in 5 subjects and 5* in 2 subjects. 2. Extra-curricular achievements: ● Our students performed remarkably well and have been awarded in the North District Outstanding Students Election and received The Greater Bay Area Outstanding Students Award. They also won different awards in other outstanding student leaders selections for their strong leadership. ● Our students were the Champion (Team Competition Secondary School Section) in the Territory-wide Inter-school National Security Knowledge Challenge. They have also won numerous awards in other competitions related to the Constitution, the Basic Law and National Security. ● The Rope Skipping Team won numerous awards. They won both the Overall Champion Award and the Creative Performance Award at the Lady Rope Skipping Show Performance Cup organised by the Hong Kong Rope Skipping Association. ● The music group won gold awards in various categories at JSMA Joint School Music Competition. ● The Dance Team won the Honour Awards in the Schools Dance Festival. ● Our students received the Silver Award in the Hong Kong Science Fair. ● Students had outstanding performance in the competitions of Mathematics, Physics, Information Technology, STEAM education, writing, calligraphy, speech, debate, public speaking, drama, arts, basketball, handball, swimming and services. |
| Direct Public Transportation to School | : | In proximity to Sheung Shui MTR Station and Sheung Shui Bus Terminus |
| Remarks | : | Our school does not run an Applied Learning Programme, but we arrange various courses and activities to enrich students’ Other Learning Experiences. Student performance in the activities is recorded in the Student Learning Profile. |
School Map 
Last revision date: 5/12/2025
