S.K.H. Tsang Shiu Tim Secondary School

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 weightings for F.1 discretionary place application are: position in EDB’s "Rank Order List" (50%), interview performance (30%), and conduct and performance of extra-curricular activities (20%) in primary school.

Lesson study and peer observation encompassing intensive professional exchange is a pivotal area in staff development. Teachers are also assisted in their teaching through the help of the Information Technology Committee. Students' learning is enhanced through project learning. Computer rooms are open to all students during lunch time and after school to facilitate research. The Exhibition Corner regularly displays outstanding project works. The curriculum is structured according to students' abilities and needs. Within such a framework, each academic discipline sets its own teaching goals, activities, homework policies and assessment tools in its annual plan. Through the on-going cycle of "planning", "implementation" and "evaluation", each subject fine-tunes the development of learning and teaching in the school. Enhancement of students' reading and language ability is achieved through extensive reading schemes in both English and Chinese lessons as well as the establishment of the Reading Lounge. The Reading Period in the morning has nurtured a vibrant reading culture.

Established since 2000, the Parent-Teacher Association strives to promote close home-school collaboration. Parents participate actively in various school functions. Parenting courses, Christianityity fellowship, workshops, interest classes and social activities such as Christmas Party and picnics are organised regularly so that parent-child and parent-teacher relationships could be strengthened.

1. A Student Support Team comprising two school social workers, a speech therapist, an educational psychologist and teachers has been formed to care for students with special educational needs.
2. One Integrated Education Assistant and one Student Support Worker are employed to provide support to our students with special educational needs.
3. A Speech Therapist is employed to offer training and treatment for students with different educational needs.
4. With funding from the Learning Support Grant, courses on social skills are conducted to provide better support for our students with special needs.
5. In order to implement integrated education through a whole-school approach, teachers are given relevant training. Integrated education issues have been incorporated into our school curriculum.

Numerous scholarships award students of good conduct, outstanding service, excellence in academic pursuits and remarkable improvement. Topping up courses of the EDB and tertiary institutes for gifted students and remedial courses for weaker students address student diversity. With funding from the Learning Support Grant of the EDB, we implement a whole-school approach to support students with special educational needs.