PSP2025 Buddhist Chi King Primary SchoolSchool Information.

School Information

Supervisor/ Chairman of Management Committee	:	Ven. Sik Yin Chi
School Head	:	Ms. Fan Sau Ki
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	:	Not Applicable
School Type	:	Aided Whole Day
Student Gender	:	Co-ed
Sponsoring Body	:	The Hong Kong Buddhist Association
Religion	:	Buddhism
Year of Commencement of Operation	:	1969
School Motto	:	Enlighten with Wisdom, Manifest with Compassion.
Area Occupied by the School	:	About 7000 Sq. M
Through-train Secondary School	:	-
Feeder Secondary School	:	-
Nominated Secondary School	:	-
Medium of Instruction	:	Chinese & English
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	:	-
Approved Charges for non-standard items	:	$310
Other Charges	:	1. Replacement of student card $9.5 2. Replacement of Grade Report $25

School Facilities

Number of Classroom(s)	:	25
Number of School Hall(s)	:	1
Number of Playground(s)	:	1
Number of Library(ies)	:	1
Special Rooms	:	CKPOWER Reading Bus, Inno Lab, Zen Place, School Library, Future Classroom, English Room, Visual Art Room, GS Room, Music Room, and Multi-purpose Activity Room.
Facility(ies) for Supporting Students with Special Educational Needs	:	Accessible lift, Accessible toilet, Tactile guide path and Visual fire alarm system.
Others	:	Chee Hoi Hall, Vanilla Garden, Rooftop Playground, Student Canteen, Renewable Energy System and Lotus pond.

Teaching Staff Information (Including School Head) in the 2024/2025 school year

Number of teaching posts in the approved establishment	:	48
Total number of teachers in the school	:	53
Qualifications and professional training (%)
Had Received Teacher Training	:	100%
Bachelor Degree	:	100%
Master/ Doctorate Degree or above	:	24%
Special Education Training	:	70%
Years of Experience (%)
0 - 4 years	:	27%
5 - 9 years	:	13%
10 years or above	:	60%

Class Structure

2024/25 school year
P1 Number of classes	:	4
P2 Number of classes	:	4
P3 Number of classes	:	4
P4 Number of classes	:	4
P5 Number of classes	:	4
P6 Number of classes	:	5
Total	:	25
2025/26 school year (Based on the number of classes approved by EDB in 2025)
P1 Number of classes	:	3
P2 Number of classes	:	4
P3 Number of classes	:	4
P4 Number of classes	:	4
P5 Number of classes	:	4
P6 Number of classes	:	4
Total	:	23
Mode of teaching at different levels
The school implements Small Class Teaching to adopt appropriate strategies for catering learning diversity through gifted education programmes, remedial classes and after-school tutoring support. BYOD classes are employed from P4 to P6 levels to cultivate students' positive characters and innovation mindsets.
Remarks
The school has carried out appropriate curriculum planning and adjustments in KS1 and KS2, including flexible and interactive school-based assessment policies and career planning courses to help students in adapting to stages of education and cultivate their positive character traits and creativity.

Performance Assessment

Applicable to P1 only
Number of test(s) per year	:	0
Number of exam(s) per year	:	0
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	:	On P.1, the summative assessment is replaced by a diversified formative assessment. Different assessment modes, e.g. practical assessment, project-based learning, electronic assessment, and presentations, etc, are adopted for P.2 to P.6. Students' self-assessments, peer assessments, and teachers' or parents' assessments are included. External assessment, e.g. international subject 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	:	P.4 to P.6 levels are divided into classes based on academic performance, with elite classes included.

School Life

Number of school days per week	:	5
Number of periods per day	:	9
Duration of each normal period	:	40
School starts at	:	8:05 AM
School ends at	:	3:45 PM
Lunch break	:	1:00 - 2:05
Lunch arrangement	:	Provided by designated supplier, arranged by parents and Meals are provided on-site by a designated supplier. Parents are responsible for arranging meals..
Healthy school life	:	The designated supplier prepares fresh, nutritious meals in the "Green Kitchen" on campus, ensuring students enjoy healthy lunches daily.
Remarks	:	The school timetable features a rotating schedule for morning sessions and a weekly schedule for afternoon extracurricular activities. It includes integrated classes like DEAR time (morning reading), moral and civic education, positive values education, and morning exercises. On Wednesdays, school ends at 2:15 p.m.

Life-wide Learning

Afternoon classes use an activity-based learning format: Mondays and Tuesdays feature multiple intelligence classes, Thursdays focus on integrated subjects, and Fridays are for growth classes. Activities include interdisciplinary learning, physical education, English musicals, STEAM experiments, and emerging sports like skateboarding. Each year, we hold a "Comprehensive Learning Week" with tiered activities, including field trips for P.1 and exchange programs for P.4 and P.6.

School Mission

By emphasizing Buddhist education and diverse curricula, we aim to nurture children by enhancing self-learning abilities and developing talents in moral judgment, intellect, social skills, aesthetics, and spirituality.

School Characteristics

School Management
School Management Organisation	:	The school-based administration and development framework includes the Incorporated Management Committee, School Development Committee, Curriculum Core Committee, School Ethos and Student Support Committee, and various School Administration and Subject Groups.
Incorporated Management Committee / School Management Committee/ Management Committee	:	Established on 1 April, 2006.
School Green Policy	:	We are launching the "Health & Green Campus" Campaign to promote healthy living habits and environmental awareness among students through school-based policies focused on resource conservation.
School's Major Concerns	:	The learning theme "Sow Seeds of Wellness, Nurture Trees of Wisdom" aims to instill correct values through quality Buddhist education, enhancing students' happiness and promoting their physical, mental, and spiritual health. By promoting STEAM education, we develop students' innovative thinking and abilities in technology, equipping them to effectively utilize these innovations.
Learning and Teaching Plan
Learning & Teaching Strategies	:	Focusing on student-centered learning, we use diverse strategies, including thinking tools and pre-lesson activities, to promote "learning by doing." We incorporate inquiry experiments and peer learning, encouraging students to apply classroom knowledge to complete tasks and reflect on their experiences and insights.
Development of Major Renewed Emphases of the Primary Education Curriculum	:	In response to updates in the primary education curriculum, we focus on fostering moral character and optimizing curriculum planning. By efficiently using instructional time, we integrate subjects and align in-class and out-of-class tasks, creating diverse learning experiences linked to values education. This includes positive values classes, diverse intelligences sessions, interdisciplinary reading, and STEAM activities like the "Children's Creative Dream Workshop." We also offer a school-based information literacy curriculum and use various assessment methods to promote student learning and holistic development.
Development of Generic Skills	:	1. We integrate various subjects to comprehensively develop common competencies. For example, through STEAM courses, information literacy, and interdisciplinary activities like Arts Day, we enhance students' skills in information technology, computational thinking, problem-solving, self-management, and research. 2. Interactive learning inside and outside the classroom boosts students' communication, collaboration, critical thinking, and higher-order thinking skills.
Cultivation of Proper Values, Attitudes and Behaviours	:	We promote values education—including Buddhist ethics, moral education, life values, positive education, national security, and media literacy—integrated into subject learning, growth courses, interdisciplinary activities, and counseling programs. These initiatives provide diverse learning experiences and cultivate positive values and attitudes. Additionally, student exchanges with sister schools in Mainland enhance understanding of national history and culture.
Student Support
Whole School Approach to Catering for Learner Diversity	:	BBy adopting various teaching strategies and differentiated instruction, the school aims at catering to students’ learning needs. Additional academic support and small group teaching are also provided for students with special educational needs. Appropriate counseling is provided to them to improve their learning and social skills, concentration and emotional regulation abilities. Interest classes and training groups are also offered to foster students’ multiple intelligence. The school adopts a school-based gifted education program to enhance students’ potential.
Whole School Approach to Integrated Education	:	Student guidance personnel, school-based educational psychologists and speech therapists are stationed on campus regularly to identify and support students in need. Individual or group training is provided for students to enhance learning efficiency. Peer counseling programs are implemented to promote a caring and inclusive campus culture. Parents support groups are adopted to promote parent-child relationships and home-school communication.
Curriculum Tailoring and Adaptation	:	Differentiated learning programmes are arranged to develop students' multiple intelligence. Graded learning tasks are designed to cater to learners' diversity. Homework and assessments are adjusted for students with special educational needs.
Home-school Co-operation and School Ethos
Home-School Co-operation	:	To meet school needs and align with the "Curriculum Framework on Parent Education (Primary School)," we offer professional courses for parents to enhance family education and promote home-school cooperation, including training, expert lectures, tea gatherings, parent-child activities, volunteer training, and mindfulness workshops. We support the Parent-Teacher Association in organizing events and promoting reading. Communication is strengthened through Parent Day, PTA meetings, and classroom observations, using messaging apps, social media, hotlines, intranet, and announcements to share updates on school activities and student progress.
School Ethos	:	We promote positive moral education, optimize growth classes, and develop students' communication skills and personal strengths. By advocating Buddhist moral education and Chinese traditional culture, we help students establish a positive outlook and cultivate twelve key values. Through diverse activities, leadership training, and holistic learning, we enhance students' well-being and encourage a love for the country and concern for society and the world.
Future Development
School Development Plan	:	1. Sow Seeds of Wellness Foster a systematic school-based curriculum, including growth classes and mindfulness courses, to cultivate correct values, establish positive emotions, and promote students' overall wellness. 2. Nurture Trees of Wisdom Enhance learning effectiveness through innovation and technology courses, such as interdisciplinary STEAM education, to inspire creativity and scientific potential, fostering interest and practical application of science and technology.
Teacher Professional Training & Development	:	1. The school enhances teaching and learning by implementing a "Design, Implementation, Reflection, and Optimization" model through peer learning groups and lesson observations, aiming to improve overall quality. 2. Aligning with the school's development priorities, the school organizes school-wide and subject group professional development activities for teachers. These may include lectures, workshops, exchange visits, teacher competitions, and participation in external professional support programs with the involvement of expert support. 3. The Education Bureau has appointed the school as the Centre of Excellence (CoE) for eight consecutive years. 4. Two teachers from our school have been invited to participate in the 'Leading Teacher and Principal Training Program' organized by the Education Bureau.
Others	:	Please refer to the Chinese version.

School Map

Photo of school building
First Writing Ceremony of P1
IT in Education Centre of Excellence (CoE)
Exploring in Chi King -'A Quality Campus '

Last revision date：30 September 2025

Address:	12 Kai Lai Road, Kowloon Bay, Kowloon
Phone:	27594504	Email:	info@bckps.edu.hk
Fax:	27507448	Website:	http://www.bckps.edu.hk