Hong Kong Red Swastika Society Tai Po Secondary School

Band 3c

Co-ed

School Net Tp

Aided

N/A

Hong Kong本地→DSE

12.31

G7 - G12（S1 - S6）

3 

Chinese

Traditional Chinese

Not Applicable

1989

-

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 ).The admission criteria and weighting for S.1 discretionary places are as follows: academic performance 20%, conduct 20%, extracurricular activities 20%, interview performance 20%, and parental support 20%.

Three assessments are conducted annually, supplemented by continuous assessments to provide a thorough evaluation of students’ abilities in various dimensions. Adapted examination papers are provided from S.1 to S.5 to accommodate the diverse needs of students.

1. Teachers regularly engage in peer lesson observation, fostering a collaborative approach to lesson planning. <br>2. Information technology is leveraged to assist teaching and to develop digital teaching materials. <br>3. A project-based homework model is introduced, incorporating online research, field visits, group projects, and presentations, making learning more effective and enjoyable. <br>4. A customized junior secondary curriculum is developed, with some subjects featuring tailored learning materials. <br>5. Subject such as “Life and Society” and “Citizenship, Economics and Society” are offered from S1 to S3, integrating teaching units to minimize overlap and boost effectiveness while enhancing students' integrated skills. <br>6. The "Differentiated Instruction" approach is well established, with "diagnostic tests" and "tiered materials/assignments" in place to support students with varying learning abilities and styles. <br>7. Tiered examination papers are provided to S1 to S5 students with additional needs, which improve students' learning progress and effectiveness.

Parent-Teacher Association (PTA) has been established to promote collaboration between home and school through regular activities and meetings.

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; and organising activities to create an inclusive learning environment in the school.

The school has implemented a "whole school approach" model to systematically support students with diverse learning needs, enabling collaborative support among teachers. In S1 and S2, resource classes provide pull-out teaching with individualized curricula and tailored assessments to meet short-term and long-term learning goals. To assess students' progress, Individual Education Plan (IEP) meetings are regularly held. From S.1 to S.2, classroom learning assistants collaborate with teachers to support students with learning needs. The curriculum is structured in a tiered approach, categorizing materials as "basic", "advanced", and "challenging" to suit various learning levels. Correspondingly, exams feature both "general" and "adapted" papers to accommodate different learning levels. To enhance support, the school optimizes internal resources and integrates external services like speech therapy and social training activities, boosting student confidence. Additionally, significant focus is placed on teacher training in special education to foster professional growth.

1. Our school has added a Classroom Learning Assistant (CLA) to S.1 and S.2 class and established a resource corner to assist students with learning needs, thereby enhancing their learning efficiency.<br>2. Personal Education Profiles (IEPro) are created for students with Special Educational Needs (SEN).<br>3. Diagnostic assessments in Chinese, English, and Mathematics are conducted.<br>4. Suspected SEN cases are referred to the Education Bureau for formal assessment.<br>5. Resource classes are set up for Chinese, English, and Mathematics for S.1 and S.2 students, with teachers developing Individual Education Plans (IEP) for the students.<br>6. Differentiated Instruction (DI) strategies are implemented.<br>7. Gifted students are recommended for membership at the Hong Kong Academy for Gifted Education.<br>8. These initiatives aim to improve teachers' understanding of diverse student needs and enable differentiated teaching, while fostering a caring and inclusive learning culture that helps students of all abilities and orientations engage actively in classroom learning.

Established

The school has established an Incorporated Management Committee, comprising Managers from the Sponsoring Body, Principal, Teacher Manager, Parent Manager, Alumni Manager and Independent Manager.

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1. The school aims to promote self-directed learning to enhance the learning effectiveness of students.<br>2. Career planning will be optimized to enhance students' applied skills and professional qualities.<br>3. The school plans to expand the culture of care to cultivate character traits of compassion and empathy among students.

Catering for individual differences; maximizing each student's potential.

Our school fosters a disciplined culture characterized by strong teacher-student relationships. We implement a Personal Growth Education program to support student development, which includes：<br>1. Discipline and Self-Regulation: Partnership with external professional organizations is established to conduct activities such as S1 Orientation Camp, S1-S3 Uniform Group Camp, and S4 Growth Camp, enhancing students' self-esteem and self-discipline.<br>2. Arts Education: Programs in visual arts, music, drama, and dance are actively promoted, fostering students' appreciation for the arts.<br>3. Character Education: A school-based values education curriculum has been developed for class teachers, systematically assisting students in cultivating good character.<br>4. Behavioural Guidance: Various counselling activities are utilized to help students develop positive attitudes, values, and an appreciation for life.<br>5. Community Service: A volunteer service program has been established that embodies the ethos, “To enlighten oneself and to help the needy.”<br>6. Leadership Training: Leadership training courses are conducted for student leaders, with further development of leadership skills through the Student Council.

Our mission reflects the beliefs of our sponsoring body. We focus on developing well-rounded students. We aim to inspire our students and inculcate self-discipline to nurture a group of young people to contribute to our society.

To enlighten oneself and to help the needy

1. The school participates in the “Waste Separation and Recycling Scheme in Schools".<br>2. The concept of “Green Lunch” is implemented to promote environmental conservation.<br>3. Efforts are made to green the environment.<br>4. Activities to improve energy efficiency and conserve energy are actively organized.

不提供寄宿

Chinese/English/Math Paper / English Interview / Cantonese Interview