Sham Shui Po
Tack Ching Girls' Secondary School
Address: 9 Hing Wah Street West Sham Shui Po
Tel: 27293211
Email: tcgss@tackching.edu.hk
Fax: 27251779
URL: http://www.tackching.edu.hk
How to travel to Tack Ching Girls' Secondary School
MTR: Lai Chi Kok (EXIT D4); Nam Cheong (EXIT A).
Public Bus Routes: 6C, 12, 12A, 18, 36A, 296C, 701, 701S, 702, 702A, 702S, 914, A21, 971, 914P, 914X, 118, 118P, 286C, N118.
Mini-Bus Routes: 44, 44A, 44M, 44s 81K.
About
Tack Ching Girls' Secondary School is a Aided Girls secondary school located in Hong KongThe school was founded in 1923. The school is located in Sham Shui Po, and covers an area of approximately 7380 square meters. The supervisor/chairman of the school management committee is Cheung Wing Ming, Francis Dr.,And the principal is Hui Yin Shan Ms. (BSoc (Hons), Dip Ed, M Ed.). The sponsoring body of Tack Ching Girls' Secondary School is Superioress of Sisters of Precious Blood and is a Catholicism school. The mission of the school: "Our school aims to provide an all-round education based on Christian values which nurture students with the value of propriety, righteousness, integrity and self-consciousness as well as the spirit of persistence. The school also aims to provide students with a congenial learning environment filled with love, peace, friendship, honesty, fairness, mutual trust and understanding."School has Parent-Teacher Association,has student union,doesn't has IMC,has old students/alumni associations, the existence of these organizations promotes the cohesion and cooperation of the school community. The motto of Tack Ching Girls' Secondary School Adhering to the school motto of Courtesy, Justice, Integrity, Dignity, encourages students to strive for excellence in academic, moral and personal growth.
Admission Information
Class Structure
Form 1: 5 classes. Form 2: 5 classes.
Form 3: 5 classes. Form 4: 5 classes.
Form 5: 5 classes. Form 6: 5 classes.
^It is important to note that these class numbers may change over time, so students and parents should check with the school for the most up-to-date class structure when applying for admission.
2022-2023
Secondary One Entrance
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 2023 ).Admission is based on the following criteria:-
Interview (30%)
Academic Performance (50%)
Conduct (10%)
Extra-curricular Activities (5%) and Others (e.g. achievements in talented aspects, public service) (5%)
2022-2023
Orientation Activities and Healthy Living
Bridging courses, an orientation, a counselling day and a parents’ talk are held during the summer holidays.
In order to encourage students to lead a healthy life, the school lunch supplier and the tuck shop are required to provide students with nutritious and healthy food for all meals in school. Students are also taught healthy diet and living in their Technology and Living lessons.
2022-2023 Annual Fees
The tuition structure for Tack Ching Girls' Secondary School is as follows:
∎ Form 1: Tuition is $0/year, lecture fee is $60".
∎ Form 2: Tuition is $0/year, lecture fee is $60".
∎ Form 3: Tuition is $0/year, lecture fee is $60".
∎ Form 4: Tuition is $0/year, lecture fee is $300".
∎ Form 5: Tuition is $0/year, lecture fee is $300".
∎ Form 6: Tuition is $0/year, lecture fee is $300".
The PTA dues are $30" per year.
Student union fee: $20".
The approved charge for non-standard items is $240 (S.1 to S.3), $10 (S.4 to S.6) per year.
Other charges/fees: House Fee: $20 per academic year.
^Please note that the above prices and charges are for reference only and may change over time. Students and parents should check with the school for the latest tuition and related fee details when applying for admission.
2022-2023 Faculty Profile (Including Principal)
Based on 2022/2023 data, Tack Ching Girls' Secondary School has a total of 77 teachers and 75 approved teacher positions. The qualifications and professional training of teachers are as follows:
∎ Diploma of Education: 94% of the total number of teachers in the school.
∎ Bachelor's degree: 100% of the school's faculty.
∎ Master's degree, doctoral degree or above: accounting for 78% of the total number of teachers in the school.
∎ Special education training: 50% of the total number of teachers in the school.
In terms of seniority of teachers, the data are as follows:
∎ Teachers with 0-4 years of experience account for 18% of the total number of teachers in the school.
∎ Teachers with 5-9 years of experience account for 13% of the total number of teachers in the school.
∎ Teachers with 10 or more years of experience account for 69% of the total number of teachers in the school.
These data show that Tack Ching Girls' Secondary School has an experienced team of teachers with diverse academic and professional training. more than half of teachers hold master's, doctoral or above degrees, which will help to provide more in-depth and professional educational content. Their PGCE and BA guarantee they have a good foundation in teaching. In addition, most of teachers have rich teaching experience, and 69% of teachers have 10 or more years of seniority. This means that they have accumulated rich experience and professional knowledge in the teaching field, and can better guide and support the growth of students.These teacher profiles reflect that Tack Ching Girls' Secondary School has a team of strong and experienced teachers who provide a high quality education to their students.
Subjects offered in the 2022-2023 school year
Form 1 to Form 3:
Chinese as the medium of instruction:Chinese Language, Mathematics, Life and Society, Chinese History, Geography, Integrated Science (S.1 and S.2), Biology (S.3), Physics (S.3), Chemistry (S.3), Computer Literacy, Putonghua (S.1 and S.2), Ethics & Religious Studies, Visual Arts, Physical Education, Technology and Living, Rhythmic Gymnastics and Music
English as the medium of instruction:English Language
Form 4 to Form 6:
Chinese as the medium of instruction:Chinese Language, Mathematics, Mathematics Extended Part (Module 1), Chemistry, Physics, Biology, Geography, Chinese History, World History, Tourism and Hospitality Studies, Economics, Information and Communication Technology, Visual Arts, Chinese Literature, Ethics & Religious Studies, Arts Development, Physical Education, Citizenship and Social Development (S.4, S.5), Liberal Studies (S.6), Personal Development (S.4, S.5), Health Management and Social Care (S.4), Applied Learning (S.5, S.6)
English as the medium of instruction:English Language, Reading across the Curriculum (S.4, S.5)
Subjects proposed for the 2023-2024 school year
Form 1 to Form 3:
Chinese as the medium of instruction:Chinese Language, Mathematics, Life and Society, Chinese History, Geography, Integrated Science (S.1 and S.2), Biology (S.3), Physics (S.3), Chemistry (S.3), Computer Literacy, Putonghua (S.1 and S.2), Ethics & Religious Studies, Visual Arts, Physical Education, Technology and Living, Rhythmic Gymnastics and Music
English as the medium of instruction:English Language
Form 4 to Form 6:
Chinese as the medium of instruction:Chinese Language, Mathematics, Mathematics Extended Part (Module 1), Chemistry, Physics, Biology, Geography, Chinese History, World History, Tourism and Hospitality Studies, Economics, Information and Communication Technology, Visual Arts, Chinese Literature, Ethics & Religious Studies, Arts Development, Physical Education, Citizenship and Social Development, Personal Development, Health Management and Social Care (S.4, S.5), Applied Learning (S.5, S.6)
English as the medium of instruction:English Language, Reading across the Curriculum
School Facilities (for Supporting Students with Special Educational Needs)
1. The school is of standard millennium design, with 36 classrooms, 15 special rooms including the Visual Arts Room, Music Room, Cookery Room, Needlework Room, Geography Room, the library, Student Activity Centre and a laboratory each for Integrated Science, Biology, Physics and Chemistry.
2. Equipped with a Computer Room and a Computer Assisted Learning Centre, the school serves to make students’ learning fun and more diversified through the use of information technology.
3. There are also the STEM Learning Room, the School Hall, the School History Room, the Ethics & Religious Room and the Parent Resource Room.
Accessible lift and Accessible toilet.
School Characteristics
School Management
School's Major Concerns:
1. Using diverse teaching strategies to strengthen learning motivation and help students perform as expected.
2. Developing students’ spiritual literacy and enhancing positive thinking.
School Management Organisation:
In accordance with the mission of the Superioress of Sisters of Precious Blood, the school is committed to providing a holistic education for students. Under the supervision of the Incorporated Management Committee (IMC), through the school supervisor, the school’s various administrative committees and working forces put into full swing the school goals and key concerns.
Incorporated Management Committee / School Management Committee / Management Committee:
The school’s Incorporated Management Committee comprises representatives of the school sponsoring body, the principal, teachers, parents, alumnae and professionals.
School Green Policy:
The promotion of environmental protection in school is assisted by CYC Student Citizen Ambassadors through various recycling programmes, activities, workshops, voluntary services and the publication of periodicals. In addition, class ambassadors for energy conservation help to save energy through the vigilant use of electrical appliances in classrooms.
Details: undefined
Learning and Teaching Plan
Whole-school Language Policy:
1. Established in 1923, the school places equal emphasis on the use of both Chinese and English as the media of instruction.
2. There are 10 English lessons per cycle for junior forms and S.6. For S.4 and S.5, there are 9 English lessons and 2 lessons for Reading across the Curriculum (RaC). To address learner diversity and enhance students’ English language proficiency, they are taught in small groups.
3. To cultivate a rich English environment, the school arranges a wide range of regular English learning activities and competitions including English drama, debating, writing, speech, reading and sharing activities, etc. The school’s English Society and the English Debate Team have been founded to develop students' interest in learning English. All the English teachers, especially the two Native English teachers, are committed to organizing a wide range of internal and external English activities in order to increase students’ exposure and chances of learning English.
Learning and Teaching Strategies:
1. To cultivate the spirit and the habit of self-learning among students, the school plays an active role in implementing the policy of biliteracy and trilingualism, e-learning, other multifaceted teaching and learning activities.
2. To cater for learner diversity, junior form students are taught in groups according to their abilities in the three core subjects including Chinese, English and Mathematics, with additional guidance provided in the junior form after-school academic support programmes.
3. To broaden students’ scope of learning, enhance their learning skills and abilities, various life-wide learning activities are arranged.
4. To promote the culture of reading, the whole-school morning reading programme, reading months and cross-curricular activities, which help to boost reading across the curriculum, are launched throughout the year.
5. In addition to a wide range of English activities which are organized at regular intervals, English hall assemblies are also conducted two days a week so as to create a school-wide English learning environment.
School-based curriculum:
1. Electives: 2X. For details of Elective subjects, please refer to the school website.
2. Curriculum highlights: Junior form students are allocated to different classes according to their abilities. S.4 & S.5 School-based Curriculum: Reading across the Curriculum, Personal Development. S.1-S.3 School-based Curriculum: STEM School-based Curriculum
Development of the Four Key Tasks:
1. Moral and Civic Education: Various curricula and activities are structured in accordance with the framework of Moral and Civic Education and the Policy for Healthy Campus, so as to instill among students the right and positive values and attitudes.
2. Reading to Learn: Whole-school morning reading sessions and cross-curricular reading activities are conducted to promote the culture and habit of reading.
3. Project Learning: Project learning is incorporated into different subjects to develop students’ generic skills across the curriculum more comprehensively.
4. E-learning: E-learning is carried out to cater for learner diversity and enhance self-directed learning. In order to inspire students' creativity, the school-based STEM curriculum has been developed.
Life Planning Education:
1. A school-based Life Planning Programme is implemented to help students get to know their own interests, equip them with the necessary knowledge, skills and cultivate among them the right attitude for work and studies, so as to help them make wise decisions for further studies and choice of careers.
2. Besides different talks and workshops organized every year, study and career guidance and counselling are provided for students with additional support to S.3, S.5 and S.6. A teacher from the Life Planning Committee is allocated to each of the classes of the above-mentioned forms to provide individual guidance for students and help them plan for their future studies and careers.
3. To help enhance students’ knowledge and understanding of the workplace requirements as well as explore their personal potentials, the school also takes part in the Business-School Partnership Programme.
Details: undefined
Student Support
Whole School Approach to Catering for Learner Diversity:
1. The school adopts a whole-school approach under the concerted effort of the school’s Disciplinary and the Counselling Team.
2. The teaching of Chinese, English and Mathematics is conducted in groups according to students’ abilities.
3. In line with the Education Bureau’s policy for special educational needs, the school has a Student Support Team to cater for the personal growth and learning needs of students with special educational needs and provide them with care and support services, so as to enhance their learning effectiveness.
4. The school also provides enhancement and remedial learning support for students.
Whole School Approach to Integrated Education:
The Student Support Committee adopts a whole-school approach to promote integrated education with the Learning Support Grant, in order to accommodate diverse learning needs and develop students’ confidence.
Students can enroll themselves for a wide variety of walk-in sessions conducted in the Student Support Room to communicate with their peers and the counsellors. To provide students with professional training and assessment, the Committee enhances school-based speech therapy and furnishes different kinds of professional training services ranging from occupational therapy to support from on-site clinical psychologists and educational psychologists. To broaden students’ life experience, the Committee schedules internal programmes including personal growth activities during lunch hours, senior form study groups, autism network support teams, exam revision classes, peer counselling services, etc. External activities include school visits, job shadowing and voluntary services, etc. Apart from that, the Committee schedules workshops for parents and publishes parent education pamphlets for them to help them gain a better understanding of student support.
Educational Support for Non-Chinese Speaking Students:
undefined
Measures to provide adaptation for Learning and Assessment:
1. There are two uniform tests and two examinations in each academic year.
2. Continuous assessments include quizzes, assignments, group discussions as well as project learning.
3. Also, based on the evaluation of students’ performance after the mid-year examinations, adaptations to teaching strategies will be made, so as to better enhance students’ learning.
Details: undefined
Home-School Co-operation and School Ethos
Home-School Co-operation:
Established in 1994, the Parent-teacher Association has organized various activities and the members have participated in a range of large-scale activities which have not only helped with students’ development in both academic and moral aspects, but also strengthened the bond and communication between parents and the school.
School Ethos:
1. The harmonious and orderly campus is reflected by the school mottos ‘Courtesy’, ‘Justice’, ‘Integrity’ and ‘Dignity’.
2. It has been the school’s mission to provide whole-person education fostering students’ development in the moral sphere and the desirable personalities with positive outlook on life.
Details: undefined
Future Development
School Development Plan:
1. To increase students’ learning motivation through diversified curriculum, activities and teaching & learning support.
2. To cater for learner diversity.
3. To enhance students’ resilience, develop their positive thinking and promote mental health.
4. To help students set clear goals and strive for success.
5. To cultivate a rich religious and spiritual education environment.
6. To instill among students a sense of belonging to school.
Teacher Professional Training and Development:
Based on the school’s future development and major concerns, the Staff Development Management Committee organizes at least three Staff Development Days in each academic year. Teachers are also encouraged to pursue life-long learning and participate actively in various seminars and workshops.
Life-wide Learning (including Five Essential Learning Experiences to be provided through Key Learning Areas, extra-curricular activities, co-curricular activities, etc.):
1. The school provides students with more than 40 extra-curricular activities, ranging from academic to services and from aesthetics to sports and interests.
2. To enrich students’ school life, develop their potential and increase their sense of belonging to the school, every year the school organizes various events or activities such as Teacher’s Day, Christmas celebration, House Activity Day, Singing Contest, House Ball-game Competitions, School Picnic, visits, etc.
3. The ‘Adopt-A-School’ Project co-organized by the Hong Kong Jewellery and Jade Manufacturers Association and the school’s Life Planning Committee provides students with an invaluable opportunity for internship in the jewellery industry which helps to broaden their horizons.
4. The school also provides lots of other different opportunities for students to develop their leadership qualities through training camps and the running of the school Student Association and Sports Houses.
5. In addition, the school encourages students to take part in various external school competitions, life-wide learning activities and overseas study tours so as to enrich their school life.
Details: undefined
Others
1. Various internal scholarships have been set up for students for the pursuit of excellence and self-improvement in terms of academic, moral and conduct.
2. The school also nominates students for external scholarships.