Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 6 Ching Shing Road, Sheung Shui, N.T. | |||
| Phone: | 26689088 | Email: | school@wisdom.edu.hk | |
| Fax: | 26680278 | Website: | http://www.wisdom.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Ven. Sik Ku Tay |
| School Head | : | Principal Lio Sio Leng |
| 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 | : | 88% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Heung Hoi Ching Kok Lin Association |
| Religion | : | Buddhism |
| Year of Commencement of Operation | : | 2003 |
| School Motto | : | To cultivate values and morals in students according to the teachings of Buddhism; to shape decent manners and appearance among students. |
| Area Occupied by the School | : | About 7000 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese |
| School Bus Service | : | Nanny van |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | Yes |
| 4Rs Mental Health Charter | : | - |
| Whole School Health Programme | : | - |
2025/2026 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | $30 |
| Approved Charges for non-standard items | : | $400 |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 30 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 4 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | Mr. Chan Hung Sum Hall, Campus TV Studio, Visual Arts Room, Electronic Keyboard(Music) Room, Computer Rooms, Lecture Theatre, STEM Room, English Wonderland , Chinese Cultural Room and Mindfulness Room etc. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible lift and Accessible toilet. |
| Others | : | Civic Education Interactive Station, Green Kitchen, Greenhouse, Amphitheatre, Basketball court, Football pitch, 4-lane running track and Play spaces. |
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 | : | 60 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 93% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 33% |
| Special Education Training | : | 53% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 28% |
| 5 - 9 years | : | 30% |
| 10 years or above | : | 42% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 5 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 5 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 29 |
| 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 | : | 4 |
| P4 Number of classes | : | 5 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 29 |
| Mode of teaching at different levels | ||
| 2025-2026 Academic Year: 1. Small Class teaching in P.1-P.6. 2. A dual-class teacher system is implemented in P.1. |
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| Remarks | ||
| The BYOD program is implemented for students in Primary 4 - 6. Relevant applications are provided to support students' learning with tablets. Students can participate in various e-learning interactions both in and out of the classroom, ultimately improving the effectiveness of learning and teaching. | ||
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 | : | 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 | : | Aside from written assessments, diversified modes of assessment are adopted to continually enhance the effectiveness of Assessment for Learning. These include project learning, students' in-class performance and attitude, personal attitude and various essential skills. The use of multiple assessment modes aims to promote the effective learning of students and inform learning and teaching. |
| 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.1-P.4 students are evenly allocated into classes based on average scores. P.5 and P.6 students are streamed according to their academic results. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 8 |
| Duration of each normal period | : | 35 |
| School starts at | : | 8:05 AM |
| School ends at | : | 2:45 PM |
| Lunch break | : | 12:40 - 1:45 |
| Lunch arrangement | : | Provided by designated supplier, arranged by parents and brought to school by students. |
| Healthy school life | : | To help students lead a healthy lifestyle, establish positive attitudes and values, develop life skills, and resist temptation. |
| Remarks | : | 1. On Wednesdays, the school ends at 12:40 pm and there is a "specialized training" period for students in the afternoon. (Students can freely choose to participate in paid interest classes.) 2. On Fridays, there are Multiple Intelligences Programme and moral education classes to promote students' physical and mental development. |
Life-wide Learning | Arts and Sports Programme, Multiple Intelligences Programme, Chinese Cultural Heritage Programme, Students' Activities Committee, Chinese Society, English Ambassadors, Social Service Ambassadors, Elite in Maker (STEM Education), Visual Arts Ambassadors, Student Librarians, Student Master of Ceremonies, English & Cantonese Drama Teams, English Puppetry Team, Interest Classes, School Team Trainings, Uniformed Groups and Student Service-learning Teams. |
School Mission | We aim to enable every student to discover, and fulfill one's true potential through both academic and social activities. As an integral part of Buddhist values, we encourage all students to show respect to others, property and themselves. We strive to nurture and develop the unique gifts of individuals and to empower them to create a better world. |
School Characteristics | School Management | ||
| School Management Organisation | : | The school-based administration framework includes the Incorporated Management Committee, the School Development Committee, the School Administration Committee and other functional teams. We aim at achieving self-improvement through school self-evaluation. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The Incorporated Management Committee includes: the Supervisor, Sponsoring Body Managers, the Principal, Teacher Managers, Parent Managers, Alumni Managers and Independent Manager. |
| School Green Policy | : | Students are encouraged to adopt an environmentally friendly and low carbon lifestyle through various life-wide learning activities. With the help of Green Ambassadors, students can learn from their peers and become responsible global citizens. |
| School's Major Concerns | : | 1. Build a practical platform to promote students' positive growth. 2. Strengthen the implementation of diversified learning models to enhance learning and teaching effectiveness. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | Responding to the need for changes, our school has advanced into a new phase of ongoing curriculum renewal among different subjects. To develop students' generic skills, a multi-dimensional learning approach is used to facilitate students' learning. Various teaching strategies are adopted according to students' developmental characteristics at different stages. Students' learning experience is enhanced through life-wide learning and cross-curricular activities. This helps students learn in a pleasant and effective way. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. To make good use of learning time and create space, the school utilizes information technology to support teaching before, during, and after classes, enhancing students' self-directed learning. 2. Optimize campus environment, establish a pleasant reading atmosphere, and encourage students to actively engage in reading and build their reading confidence. 3. The school establishes various practical platforms, allowing students to apply what they have learned. Training programs such as the Chinese Language Society, Putonghua ambassadors, English ambassadors, and campus journalists are implemented to enhance students' abilities in bilingual and trilingual communication. |
| Development of Generic Skills | : | 1. Students' generic skills are developed and strengthened through formal lessons and life-wide learning activities including Arts and Sports Programme, Chinese Cultural Heritage Programme, Multiple Intelligences Programme, Project Learning, Cross-curricular activities and Outdoor Learning Day. 2. Members of the service and leadership teams are entrusted with organizing activities and events, allowing them to practice communication and problem-solving skills through collaborative efforts. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | The school adopts the Whole School Approach to establish a school-based values education framework to promote positive values and attitudes. We experience Buddhism by developing the principle of "Cultivate all good". Furthermore, with the collaboration between different subjects and school activities, we develop and strengthen students' positive values and attitudes through classroom teaching as well as school and daily life experiences. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | The Three-Tier Support Model and Early Identification are adopted. To cater for learning diversity, adaptation is made in learning, teaching and assessments. Various learning modes like in-class support, routine intervention, after-school remedial classes and school team training are organized so that students can develop to their full capacity. Enrichment programmes to expand students' scope of knowledge and learning skills are also provided. |
| Whole School Approach to Integrated Education | : | The Student Support Team is established to collaborate with the school-based educational psychologist, school-based speech therapist, and to procure external professional services provided by the counselling psychologist. This aims to offer professional support to students with diverse learning needs through the Whole School Approach. |
| Curriculum Tailoring and Adaptation | : | Curriculum and assessment adaptation to accommodate students with learning diversity. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | The school holds Parents' Day three times per year for students of all levels. There are parent meetings and forums for new students in Primary one, evening parent meetings for Primary three, parent meetings for Primary five and six students on admission to Secondary one. There are two parent managers elected whose term of office is two years and there is also a parent coordinator in each class to facilitate the effectiveness of home-school communication. Some seminars and workshops are arranged regularly throughout the year to strengthen home-school co-operation assisted by Parent-Teacher Association. The parent volunteer team assists the school in implementing various activities and daily operations. |
| School Ethos | : | With emphasis on Buddhist values, a caring, supportive and well-mannered environment is established. A school-based moral and civic education curriculum is designed to help students embrace positive values and attitudes towards the core values including respect, care, integrity, responsibility, perseverance and gratitude. |
| Future Development | ||
| School Development Plan | : | Affective Education The school makes optimal use of the school-based Buddhist values education and life-wide learning education to instill the moral virtues of "Cultivate all good" into students. The school also promotes student mental health. Furthermore, the school continually utilises its resources to progress students' all-round development, especially in moral, physical, and spiritual aspects along with interpersonal skills. Learning and Teaching The school promotes students' learning efficacy, makes good use of learning time and adopts differentiated instructional strategies to cater for learner diversity. Also, the school builds a strong reading culture which gets students to develop a habit of reading and read with confidence. |
| Teacher Professional Training & Development | : | 1. The school provides school-based teacher professional training and development programmes together with subject-based professional sharing sessions such as collaborative lesson planning to cultivate a professional learning community. Teachers are encouraged to actively attend inter-school and inter-institutional development programmes to enhance the school's learning and teaching effectiveness. 2. Teacher professionalism is reinforced sustainably through Teacher Induction Scheme, collaborative teaching and lesson studies, etc. |
| Others | : | Twice awarded the Chief Executive's Award for Teaching Excellence (English Language Education KLA) and Certificate of Merit (Moral and Civic Education). The 6th Outstanding Teaching Award for Moral Education. The 5th Hi-Five Student Engagement Award Scheme - Emotional Engagement Award. Team Championship (Overall), 1st and 3rd runner up (individual) in 22nd (2024-25) P6 Academic Contest by HKTA Tang Hin Memorial Secondary School. Awarded 1st Runner-up in Choral Speaking, 4 first prizes, 1 second prizes and 7 third prizes in the 76th Hong Kong Schools Speech Festival. Awarded Highly Commended Award in Chinese Dance (Lower Primary) category and the Excellence Award (Upper Primary) category in the 61st Schools Dance Festival. Awarded first prize in the 20th Tai Po Sam Yuk Secondary School Writing Contest |
School Map 
Last revision date：01 September 2025