Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 78 Choi Ha Road, Kowloon Bay, Kowloon. | |||
| Phone: | 27547024 | Email: | mail@apps.lmc.edu.hk | |
| Fax: | 23313417 | Website: | http://www.lmc.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Dr. Chung Chi Kit , Ronald |
| School Head | : | Mr. Yeung Kin Tak Enoch |
| 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 | : | 100% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Hong Kong Conservative Baptist Church Association Limited |
| Religion | : | Protestantism / Christianity |
| Year of Commencement of Operation | : | 1983 |
| School Motto | : | Truth and Knowledge |
| Area Occupied by the School | : | About 6000 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese |
| School Bus Service | : | School Bus |
| 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 | : | $380 |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 30 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 2 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | There are a Visual Art Room, a Music Room, a Computer Room, a General Studies Room and a School TV Room, a Counsellor's Room, an Activity Room, an English Room, a Group Learning Room, a Reading Fun Bus, Innovation Lab. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift and Accessible toilet. |
| Others | : | There are an organic farm, a garden, a Reading Fun Bus and some running tracks for students. |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 56 |
| Total number of teachers in the school | : | 61 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 29% |
| Special Education Training | : | 64% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 7% |
| 5 - 9 years | : | 9% |
| 10 years or above | : | 84% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 5 |
| P2 Number of classes | : | 5 |
| P3 Number of classes | : | 5 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 30 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 5 |
| P2 Number of classes | : | 5 |
| P3 Number of classes | : | 5 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 30 |
| Mode of teaching at different levels | ||
| "Small-class teaching" is implemented. In whole-class activities, three core elements are integrated: higher-order thinking skills, creativity, and personal and social skills. This approach aims to discover students with potential and group teaching is provided for students with special learning needs. |
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| Remarks | ||
| - | ||
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 | : | Learning performance is examined through diverse assessments such as teacher observations, student reflections, formative assessments, quizzes, dictations, project studies and follow-up actions. Promote self-directed learning and give students autonomy from self-assessments, peer evaluations, and parent assessments. |
| 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 | : | Mixed-ability classes are set for P.1 - P.6. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 7 |
| Duration of each normal period | : | 45 |
| School starts at | : | 8:00 AM |
| School ends at | : | 3:30 PM |
| Lunch break | : | 12:35 - 1:25 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | We take part in some activities by the Education Bureau to develop an active and healthy school campus in primary schools A lunch monitoring group ensures the nutritional quality of students' meals while fostering healthy living habits. This year, the school received the "Silver Award" in the School Physical Fitness Award Scheme. |
| Remarks | : | There are different parties at school to support students' physical, mental, and spiritual well-being. Morning reading or exercises are arranged, along with scripture reading and speeches under the national flag, helping to broaden students' horizons and enhance national education. Classrooms are equipped with different board games for students during breaks and lunch. Regular STEAM busking events cultivate students' |
Life-wide Learning | The school organizes diverse themed learning days each year, such as Chinese Cultural Week, Lifewide Learning Day, and Fun Science Learning Day. There are Integrated Learning lessons and Joyful Friday sessions on Monday and Friday afternoon, allowing students to develop academically, physically, socially, and in career planning. Through extracurricular activities, club events, and overseas excursions, the school enriches students' learning experiences and fosters the development of positive values. |
School Mission | Based on the spirit of Jesus Christ, we aim to provide quality education for children so that they can be fully developed in the spiritual, moral, intellectual, physical, social and aesthetic aspects respectively. Students are cultivated to be active and responsible learners who have a passion for life. They are also equipped with the knowledge and skills to face difficulties; take on responsibilities; and respect and accept others so as to become good citizens to contribute to the society. |
School Characteristics | School Management | ||
| School Management Organisation | : | School Management Committee has been developed to monitor the development of different groups and subjects in our school. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | Incorporated Management Committee has been developed. It includes 7 school board members from the school sponsoring body, 2 independent school board members, 2 school board members from teachers, 2 school board members from parents and 1 headmaster. |
| School Green Policy | : | We encourage all the school staff and students to take care of the school environment and reduce all sorts of waste and pollution. We also motivate them to make the school campus greener. |
| School's Major Concerns | : | 1. Cultivate school positive vibes; reinforce values education. 2. Practise diversified teaching strategies in order to develop student self-directed learning skills. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | The school curriculum is learner-oriented. Through the diversified teaching strategies, the basic knowledge of our students and their spirit of exploration can be developed. The positive learning atmosphere for students can also be built up with the 3 concepts – "High Participation", "High Display" and "High Expectation". The school-based Chinese curriculum is named as "The Kingdom of Dream Fairy Tales". It has a balanced coverage of the textbooks and children's literature like picture books, fairy tales, Chinese poetry and etc. The design of the school-based English curriculum is based on the three key components – the task-based learning, the school-based PLP-RW programme and the textbooks. It provides various opportunities for students to learn English effectively. Therefore, the English standard of students can be greatly uplifted. The Mathematics curriculum provides a programme, "Mathematics Proficiency Enhancement Task" which can effectively develop students' Maths thinking skills. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | The major renewed emphases include: 1. strengthening values education (including life education, national education and national security education). 2. Making good use of learning time and creating space to promote a balanced physical and mental development. 3. STEAM education, and nurturing students' media and information literacy. |
| Development of Generic Skills | : | Through the diversified learning activities of different subjects; theme-based projects and various learning opportunities, the communication skills, collaboration skills, creativity, information technology skills and critical thinking skills of students can be developed. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | The school emphasizes character development, drawing on Chinese culture as a foundation. Through diverse experiential learning opportunities, such as values education classes, individual service roles, occasional student fellowship, the Boys' Brigade, and comprehensive learning activities, students are guided to understand themselves, appreciate others, respect nature, and embrace life. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | Teachers use various strategies and pedagogies like collaborative learning, graded tasks, high order thinking approach to cater for learners' diversity. Extra support like remedial classes for homework, subject based remedial classes are also provided to students in need after school. Potential students are nominated to participate in different enhancement courses organized by Education Bureau or the school. |
| Whole School Approach to Integrated Education | : | Our school sets up Student Support Team (SST) and implements the Whole School approach to provide different kinds of support for student with special educational needs (SEN) and cater for learning diversity. Besides, our school also provides supports for students with SEN like School-based Educational Psychology Service, Enhanced School-based Speech Therapy Service, training groups on social skills, remedial learning groups, homework and assessment accommodation, etc. We hope that our students can develop their potential and have a happy childhood. |
| Curriculum Tailoring and Adaptation | : | Curriculum tailoring is done from time to time to meet the diverse needs and interests of students of different abilities. For the upper levels, we have the elite classes and intervention programme. An extended curriculum is provided for the more able students whereas a tailored curriculum is designed for the less able ones. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | The Parent-Teacher Committee is an important linkage for effective collaboration between the school and parents. Through regular meetings, Parents' Day, newsletters from the headmaster, school website and etc., ongoing communications can be ensured. |
| School Ethos | : | The school climate is simple and pure. We aim to set up a school in which the "5C" strategies - "Christianity", "Confidence", "Care", "Commitment" and "Collaboration" can be implemented. |
| Future Development | ||
| School Development Plan | : | Our school has joined different curriculum development programmes. We work with the experts from the EDB to improve the learning and teaching skills and strategies so as to develop a quality school-based curriculum as well as to boost students' confidence and cultivate character and positive values. |
| Teacher Professional Training & Development | : | Teachers collaborate in lesson planning to develop more effective teaching and learning strategies. The school regularly holds professional development days, enhancing the culture of professional sharing through teaching workshops and classroom observations. This year, the focus is on designing 3A classrooms based on three principles: Application of Knowledge, Active Participation, and Achievement. By incorporating inquiry-based learning and classroom interaction, the school aims to boost student engagement and interest in learning. |
| Others | : | Our school was given the Chief Executive's Award - "the Certificate of Merit" in the domain of Chinese Language Learning and in the domain of Physical Education for showing our teaching excellence. Our students were awarded numerous prizes in various Mathematics, Sports and Music competitions. |
School Map 
Last revision date：04 September 2025