Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | Estate Primary School No.2, Cheung Hong Estate, Tsing Yi, N.T. | |||
| Phone: | 24976073 | Email: | cy@plkcy.edu.hk | |
| Fax: | 24354695 | Website: | http://www.plkcy.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Ms. Choi Ka Man Carmen |
| School Head | : | Ms. Sin Chui Wah |
| 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 | : | 85% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Po Leung Kuk |
| Religion | : | Not Applicable |
| Year of Commencement of Operation | : | 1984 |
| School Motto | : | Love, Respect, Diligence, Honesty |
| Area Occupied by the School | : | About 5025 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese(incl.: Putonghua) and English |
| School Bus Service | : | School Bus; Nanny van |
| 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 | : | 20 |
| Approved Charges for non-standard items | : | Miscellaneous charges $450 |
| Other Charges | : | Replacement of Student Smart Card $10.00 |
School Facilities | Number of Classroom(s) | : | 24 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 2 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | Multi-purpose room, Music room, Activity room, Parent-teacher resources centre, Computer room, STEAM LAB, 3 Remedial learning classrooms, Interview room, Special teachers' room, Social workers' room, Staff lounge. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift and Accessible toilet. |
| Others | : | Interactive whiteboard is equipped in each classroom. Air Conditioning system is provided in the covered playground. |
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 | : | 49 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 38% |
| Special Education Training | : | 83% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 25% |
| 5 - 9 years | : | 13% |
| 10 years or above | : | 62% |
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 | : | 4 |
| Total | : | 24 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| 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 | : | 4 |
| Total | : | 24 |
| Mode of teaching at different levels | ||
| Putonghua teaching in Chinese from Primary 2-4. Students are allocated in four classes in each level based on their academic results. |
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| Remarks | ||
| Chinese and English Remedial Classes. | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 2 |
| 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 | : | 4 |
| 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 | : | Assess the knowledge, attitude and skills for the non-academic subjects. There is one Formative Assessment and one Summative Assessment each school term. |
| 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 | : | Students are evenly distributed into different classes. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 10 |
| Duration of each normal period | : | 30 |
| School starts at | : | 8:10 AM |
| School ends at | : | 3:15 PM |
| Lunch break | : | 12:40 - 1:40 |
| Lunch arrangement | : | Provided by designated supplier, arranged by parents and students bring their own lunch. |
| Healthy school life | : | 1. Morning Exercise Period and Reading Period are provided every morning. 2. A 10-minute-rest time is provided at the end of the lunch break. 3. Pupils have to do Straighten Up Exercise and Eye Exercise every day. |
| Remarks | : | Students are required to stay in school for lunch. Lunch is provided by a catering service; or parents may deliver lunch at the set time. Students may also bring their own lunch. |
Life-wide Learning | Poetry speaking, Debate, Calligraphy, Chinese chess, English Puppetry, Chinese Shadow Puppets, LEGO Robot, STEAM activities, Maths Training Class, Chinese Dance, Latin Dance, K-Pop Dance, Percussion Band, Erhu, Dizi, Pipa, Dulcimer, Handchimes, Strings, Choir, Gymnastic, Rhythmic Gymnastics, Athletics, Swimming, Badminton, Basketball, Football, Table Tennis, Minitennis, Rugby, Taekwondo, Artist training, Pastel Nagomi Art, Little Reporter, Cub Scouts, JPC, CYC, Lion Dance, Photo-taking, Flag Raising Team etc. |
School Mission | 1. To follow the school motto "Love, Respect, Diligence, Honesty". 2. To concentrate on teaching knowledge, skills training and strengthening body fitness. 3. To develop students' positive attitude towards life and morality. 4. To develop students in moral, intellectual, physical, social and aesthetic domains. |
School Characteristics | School Management | ||
| School Management Organisation | : | The school is headed by Principal and under the leadership of the Principal, there are 3 Deputy Heads and 9 Senior Teachers. School Policies are planned, implemented and supervised by Principal, Deputy Heads and Senior teachers. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The IMC of Po Leung Kuk Chan Yat Primary School was established in 2013. There are 14 members, including 1 School Supervisor, 6 Sponsoring Body Managers,1 Alternate Sponsoring Body Manager, 1 Principal (Ex-officio Manager), 1 Independent Manager, 1 Teacher Manager, 1 Alternate Teacher Manager, 1 Parent Manager and 1 Alternate Parent Manager. |
| School Green Policy | : | Recycle waste paper, plastic bottles, cans, toner cartridges. Set up school-based environmental protection and purchasing policies. Facilities for Hydroponics. |
| School's Major Concerns | : | Students learn Chinese cultures and virtues and nurture students’ positive values. Develop students’ generic skills through cross-curricular learning. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | Use cooperative learning, brain-based learning, higher-order-thinking skills to promote students' learning. Inclusion of Chinese instrument, String instrument, Swimming, Gymnastics, Rugby and Minitennis, hockey in the curriculum. Integration of Visual Arts, Performance Arts and Music to become an Integrated curriculum in Primary three. A new subject, Science, is provided in Primary 4 and 5. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | Our school strengthens the connections between different learning areas and develops cross-curricular learning and reading. Teachers arrange authentic situations and use inquiry-based and self-directed learning approaches to help students learn subject knowledge and skills. Different subjects organize teaching activities according to themes and learning objectives, and select diverse reading materials and meaningful tasks to enable students to explore topics from different perspectives, apply reading and thinking strategies they have learned, and construct new knowledge. To effectively promote values education, our school adopts a "Knowledge, Attitude, Practice" model, by having classroom learning (such as different levels of questioning, group discussions, watching videos, drama activities, etc.), school-based activities, practical experiences, and a positive learning atmosphere to help students' development. |
| Development of Generic Skills | : | Generic skills are the foundation of learning and can help students learn better. In addition to cultivating generic skills through learning in different subjects or learning areas, our school also provides various learning experiences to support students' development, such as diverse extracurricular activities, interdisciplinary activities that encompass different areas, service learning, overseas learning, STEAM courses, cross-disciplinary project studies, etc. These experiences lay a solid foundation for students' holistic development and lifelong learning. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Our school adopts a diverse strategy that flexibly combines various learning activities through different modes, such as value education lessons, assemblies, subject learning, comprehensive learning (such as field trips, interdisciplinary activities, etc.), and service-based experiential learning (such as volunteering, uniformed groups, etc.) to cultivate proper values, attitudes, and behaviors. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | Students guidance and counselling team and Student Support Team. We have one school social worker and one SGT. Tiered worksheets are provided if necessary. According to the special needs of the students, adjustment of the homework and the examination is considered. |
| Whole School Approach to Integrated Education | : | The core members of the student support team includes, the principal, vice principal, SENCO, SENST, Teaching Assistants, School Social Worker, Student Guidance Teacher and School-Based Education Psychologist and Speech Therapist. Well allocated the grant for providing different kinds of services to students with SEN. |
| Education Support for Non-Chinese Speaking(NCS) Students | : | 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; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.. |
| Curriculum Tailoring and Adaptation | : | Homework & assessment adaptation. Remedial lessons, training sessions, buddy reading for less able students. Enhancement classes for more able students. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Seminars are organized for parents to demonstrate how to develop a good parent and child relationship. Regular picnics and social gatherings are organized to enhance parent-teacher cooperation. Parents are invited as helpers in school functions such as Sports Day and Open Day. Enhance parents and school communication: Two Parents' Days and at least one Parents' Meeting. 5. Implement Cross-generational Integration Programme: invite the grandparents as the volunteers to help with the learning activities. |
| School Ethos | : | In order to establish a good relationship between teachers and students, the following arrangements have been made: Teacher-and -student ball games competition. A meeting for the representatives of the students to give opinions and feedback on the school policy. Buddy Scheme: Upper Primary Students accompany the Primary 1 students at the beginning of the school year. Lunch time with guidance teachers. Hand-in-Homework Scheme. Arrange birthday parties to strengthen the students' cohesion. No Homework Day to release the students' learning pressure. Model Student Election. |
| Future Development | ||
| School Development Plan | : | 1. Students learn Chinese cultures and virtues and nurture students' positive values. a. Students understand Chinese underlying values, cultures through different learning activities. b. Cultivating students' appreciation for Chinese culture and enhancing their curiosity exploration. c. Cultivating students' practice of Chinese cultural virtues as behavioral habits, enhancing their self-confidence and sense of achievement. 2. Develop students' generic skills through cross-curricular learning. a. Through cross-curricular learning enrich students' learning experience. b. Cultivate students' collaborative and communicative skills and enhance their confidence and self-fulfilment. |
| Teacher Professional Training & Development | : | 1. Provide teacher induction. 2. Participate EDB or University support program. |
| Others | : | Our students have won various prizes. For details, please refer to the Chinese version. |
School Map 
Last revision date：01 September 2025