PSP2025 Fanling Assembly of God Church Primary SchoolSchool Information.

School Information

Supervisor/ Chairman of Management Committee	:	Dr. Lam Hau Ching
School Head	:	Mr. NGAN YUEN FUNG
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	:	Fanling Assembly of God Church Ltd
Religion	:	Protestantism / Christianity
Year of Commencement of Operation	:	2001
School Motto	:	Chinese version only
Area Occupied by the School	:	About 3940 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	:	-
Whole School Health Programme	:	Action School

2025/2026 Annual School Charges

School Fee	:	-
Tong Fai	:	-
PTA Fee	:	$100 (for 6 years)
Approved Charges for non-standard items	:	Fees for Specific Purposes $400
Other Charges	:	-

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	:	7 (English Room, Music Room, General Studies Room, STEAM Room, Visual Arts Room, Student Activity Centre, Conference Room).
Facility(ies) for Supporting Students with Special Educational Needs	:	Accessible lift and Accessible toilet.
Others	:	-

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	:	98%
Bachelor Degree	:	100%
Master/ Doctorate Degree or above	:	42%
Special Education Training	:	72%
Years of Experience (%)
0 - 4 years	:	19%
5 - 9 years	:	19%
10 years or above	:	62%

Class Structure

2024/25 school year
P1 Number of classes	:	5
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	:	25
2025/26 school year (Based on the number of classes approved by EDB in 2025)
P1 Number of classes	:	4
P2 Number of classes	:	5
P3 Number of classes	:	4
P4 Number of classes	:	4
P5 Number of classes	:	4
P6 Number of classes	:	4
Total	:	25
Mode of teaching at different levels
All classes in our school are small in size. We use tiered instruction and streamed classes to cater for learner diversity. We also offer remedial classes to give additional support. Following the School-Based Gifted Curriculum Programme, We provide pupils with activities to develop their multiple intelligences and higher-order thinking skills.
Remarks
-

Performance Assessment

Applicable to P1 only
Number of test(s) per year	:	1
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	:	1
Number of exam(s) per year	:	2
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	:	In order to promote assessment for learning, continuous Multiple Intelligence Assessments are supplemented with 3 formal assessments for Primary 2 to 6 and 2 for Primary 1 in each academic year. In addition, various evidence for learning is collected throughout the year.
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 in P.1-P.6.To cater for learner diversity, more capable P.4-P.6 students will be streamed into specific classes during English and Maths lessons. In this way, those who remain in the original classes can be catered to with a higher ratio of teachers to students.

School Life

Number of school days per week	:	5
Number of periods per day	:	8
Duration of each normal period	:	40
School starts at	:	8:00 AM
School ends at	:	2:55 PM
Lunch break	:	12:50 - 1:40
Lunch arrangement	:	Provided by designated supplier and / or students bring their own lunch.
Healthy school life	:	By participating in "ESS at a Glance" and "Joyful Fruit Day" and by establishing a food surveillance group, healthy eating habits and balanced diets can be achieved.
Remarks	:	-

Life-wide Learning

A wide range of extracurricular activities and special groups are provided, such as interest classes, uniform groups, school teams and talent groups. For the holistic development of students, the school has structured Life-wide Learning activities on Fridays.

School Mission

A professional and devoted teaching team provides a fair, respectful and safe learning environment for students to develop their multiple intelligences. In addition, our students' self-esteem, self-confidence and personalities are also nurtured while they strive to achieve outstanding academic achievements.

School Characteristics

School Management
School Management Organisation	:	Our school is committed to excellence as a Learning organisation, going so far as to set-up an administrative committee as well as a functional committee, in order to fully implement a school-based management system that effectively promotes our school's development.
Incorporated Management Committee / School Management Committee/ Management Committee	:	School IMC members of the school community are composed of external independent persons, parents, teachers and the principal components.
School Green Policy	:	Green environmental conservation measures are provided, such as waste separation schemes and reducing the use of disposable utensils.
School's Major Concerns	:	1. Promoting self-directed learning so that pupils can become self-disciplined, reflective and responsible. 2. Co-creating a sense of belonging towards the school and strengthening national identity.
Learning and Teaching Plan
Learning & Teaching Strategies	:	1. Create a diversified learning experience and a favourable learning environment which arouse students' motivation in learning, as well as to promote self-directed learning and support students to achieve higher learning goals. 2. Adopt the 'Three-tier Intervention Model for Gifted Education'. Apply different pedagogies and arrange different activities that could cultivate students' potential and the development of multiple intelligences. 3. Adopt diversified learning and teaching strategies to help students achieve their potential, and focus to cater for learner diversity, as well as to maintain students' motivation. 4. Diversified modes of assessment are introduced, putting great emphasis on both providing written feedback and involving different stakeholders such as students and parents in the assessment process. Great emphasis on reviewing and analysing student assessment data and data from student interviews in order to develop appropriate follow-up plans.
Development of Major Renewed Emphases of the Primary Education Curriculum	:	The school will focus on the key updates of the PECG: The updated seven learning goals of primary education; The three major directions and seven major renewed emphases of the ongoing renewal of the primary curriculum; and good use of learning time and suggested time allocation. In addition, for better equipping our students, the school will sustain and deepen cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities and catering for learner diversity, strengthen values education, reinforce STEAM education, broaden their scope of learning and horizons to achieve whole-person development and establish a solid foundation for lifelong learning.
Development of Generic Skills	:	Incorporate the training of generic skills into the formal curriculum and school-based curriculum.
Cultivation of Proper Values, Attitudes and Behaviours	:	A wide range of learning experiences are provided. These include the school-based counseling activities, the Understanding Adolescent Project, the Teacher-Student Buddies Mentoring Scheme and the curriculum of Life Education. With these school-based elements (regular assemblies, talks and teaching sessions offered by teachers of different subjects), the students' positive values and proactive attitudes can be nurtured.
Student Support
Whole School Approach to Catering for Learner Diversity	:	Adopting the Whole School Approach, Early Identification and Intervention are provided for students with special educational needs, small groups and learning support groups are there to help students develop learning, social and attention skills. Gifted learning activities are provided in various subjects so as to cultivate gifted students.
Whole School Approach to Integrated Education	:	Our school adopts a 3-tier support model to provide appropriate support to the students. For Tier One support, we provide quality teaching in the regular classroom for students with transient or mild learning difficulties. For Tier Two support, we provide additional support for students with persistent learning difficulties. For Tier Three support, we provide intensive individualised support for students with severe learning difficulties. We have an additional teaching post (SENCO) to lead the student support team and assist the school in planning, coordinating and implementing the Whole-School Approach to IE in order to further cultivate an inclusive school culture and enhance the effectiveness of the support given to students with special educational needs.
Curriculum Tailoring and Adaptation	:	Curriculum tailoring, learning adaptation measures and arrangements, and remedial teaching are adopted.
Home-school Co-operation and School Ethos
Home-School Co-operation	:	Based on the sincere collaboration between parents and the school, the Parent-Teacher Association initiates parent volunteer work and parent groups to support the school and parents.
School Ethos	:	Our pupils are actively educated, nurtured and cultivated through the teachings of Christ, the practice of multiple intelligences and the implementation of moral education in our positive, caring and healthy school environment to become industrious, responsible and moral people.
Future Development
School Development Plan	:	1. Improve teaching quality and effectiveness through promoting professional interaction and exchanges among teachers. 2. Develop students' multiple intelligences and implement Universal Gifted education to nurture students' potential. 3. Cultivate students with Christian education principles, faith, hope and love.
Teacher Professional Training & Development	:	1. Arrange diversified professional development activities which empower teachers to improve teaching quality and effectiveness, with an emphasis on the shared vision and school's concerns. 2. Make use of collaborative lesson planning and peer observation to encourage professional interaction and exchanges among teachers. 3. Cooperate with external professional support, with an emphasis on the pursuit of excellence.
Others	:	-

School Map

School Information.
School Information.
School Information.

Last revision date：10 October 2025

Address:	2 Wo Ming Lane, Fanling, N.T.
Phone:	29479966	Email:	mail@fagps.edu.hk
Fax:	29479922	Website:	http://www.fagps.edu.hk