Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | Wah Ming Estate Phase II, Fanling, N.T. | |||
| Phone: | 27082211 | Email: | fsc@fsc.edu.hk | |
| Fax: | 27082882 | Website: | http://www.fsc.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Mr. Ng Chun Hung |
| School Head | : | Mr. Tam Chung Hon |
| 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 | : | 33% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Fong Shu Fook Tong Foundation |
| Religion | : | Not Applicable |
| Year of Commencement of Operation | : | 1990 |
| School Motto | : | Wisdom Courage Diligence Honesty |
| Area Occupied by the School | : | About 5000 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 | : | - |
| 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 | : | Computer Room, Visual Art Room, Music Room, English Room, Counselling Room, Inclusive Education Resource Room, Teaching Resource Room, Campus TV, Inno Lab, STEAM Room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, 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 | : | 32 |
| Total number of teachers in the school | : | 33 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 97% |
| Master/ Doctorate Degree or above | : | 47% |
| Special Education Training | : | 77% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 12% |
| 5 - 9 years | : | 19% |
| 10 years or above | : | 69% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 1 |
| P2 Number of classes | : | 2 |
| P3 Number of classes | : | 3 |
| P4 Number of classes | : | 3 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 3 |
| Total | : | 15 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 1 |
| P2 Number of classes | : | 1 |
| P3 Number of classes | : | 2 |
| P4 Number of classes | : | 3 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 3 |
| Total | : | 13 |
| Mode of teaching at different levels | ||
| The school adopts a diverse teaching model to cater for student diversity. | ||
| Remarks | ||
| - | ||
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 | : | Through project learning, multiple assessments such as student self-evaluation, peer assessment, online learning assessment and formative assessment to provide feedback on learning and teaching and promote effectiveness. Examinations are used as summative assessments to understand students' learning outcomes. |
| 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 to P.3 (mixed ability streaming) P.4 to P.6 (streaming according to students' academic abilities) |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 9 |
| Duration of each normal period | : | 35 |
| School starts at | : | 8:00 AM |
| School ends at | : | 3:30 PM |
| Lunch break | : | 12:20 - 1:15 |
| Lunch arrangement | : | Provided by designated supplier, arranged by parents and prepared by students. |
| Healthy school life | : | Promote healthy eating and physical fitness training policy |
| Remarks | : | P.5 and P.6 classes have class club organization activities. |
Life-wide Learning | Students are arranged to attend multiple intelligence classes every Friday afternoon, covering different areas such as recitation, uniform team training, 3D printing, board games, karate, sand painting, etc. In addition, various interest classes and sports and arts training are held after school and on Saturdays. Such as various ball game training, musical instrument training, fancy rope skipping, martial arts, drones, taekwondo, magic, pottery, choir, dance training, etc. |
School Mission | Our mission is to create a happy and rich learning environment for all of our students. |
School Characteristics | School Management | ||
| School Management Organisation | : | Headmaster: 1 Deputy Heads: 2 Primary School Masters: 6 |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | IMC was formed. |
| School Green Policy | : | Establish a "FSC Green Garden" to train students for service learning. |
| School's Major Concerns | : | 1. Optimizing classroom teaching strategies to cater for student diversity. 2. Broaden learning experience and develop students' potential. 3. Good citizenship through service learning. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. Using activity teaching-based and collaborative learning as well as student-centered teaching approach. 2. Offering diverse and inspiring learning opportunities through after-school activities, training, etc. 3. Helping students for knowledge building through all-round learning process. 4. Promoting curriculum design for advancing student upper level cognitive development and potential. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. Enrich students' learning experience through diversified visits and field trips. 2. Incorporate STEAM learning elements to promote the spirit of exploration and learning ability. 3. Improve students' information literacy and cultivate students' independent learning ability. 4. Through various moral education activities, cultivate students' good character and strengthen national awareness. |
| Development of Generic Skills | : | The cultivation of generic skills has been infiltrated in all disciplines, actively promoting STEAM education, and enhancing students' creativity and collaborative problem-solving skills. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | To cultivate students' positive personality and attitude development by means of continuous care and tiered support. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | 1. Whole School Approach to Cater for Student Diversity 2. Primary School SGT programme (Small Group Teaching Programme) 3. Extra classes for less able students 4. School-based Educational Psychology Service 5. School-based After-school Learning and Support Programmes |
| Whole School Approach to Integrated Education | : | 1. Establish a student support team to coordinate support work. 2. Social and concentration training group. 3. Provide school-based educational psychologist and School-based Speech Therapy Service. 4. Adjust the school curriculum, teaching, dictation and assessment level. 5. Organize the peer and mutual-help activities. 6. Organize some talks and workshops for parents. 7. Literacy Training Group. |
| 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; and organising activities to create an inclusive learning environment in the school. |
| Curriculum Tailoring and Adaptation | : | In response to different students' abilities and learning needs, teaching, homework and assessment will be adjusted. For example, special seating arrangements, homework adjustment, dictations adjustment, tests and examinations adjustment, peer counseling, exams arrangements for students with special educational needs. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Parent-Teacher Association has been set up twenty-nine years. Organize parents as volunteers to participate in school activities such as sports day, theme study week, outdoor learning day and act as activity instructors. PTA organize Teachers' Day as well. |
| School Ethos | : | 1. Establishing the Caring Campus through various policies such as morning assembly, class club, home period to develop a caring culture, establish a sense of belonging, and use a variety of ways to direct injection or infiltration of moral element to the way students. 2. Students mutual love, self-discipline and responsible attitude and leadership, training students in different areas, effectively enhance the sense of ability. |
| Future Development | ||
| School Development Plan | : | 1. Use different strategies to promote the learning of students with different learning styles and abilities, and enhance the effectiveness of taking care of student diversity in the classroom. 2. Enhance students' interest in learning through life-wide learning activities. 3. Shaping a positive culture on campus to allow students to use their strengths and resilience. |
| Teacher Professional Training & Development | : | 1. With the development needs of schools, school-based training activities are held, such as staff development days, seminars, workshops, school visits and other exchanges. 2. The school actively participates in various school support programs to increase teachers' mastery of the curriculum to enhance teaching and learning effectiveness. 3. Arrange subject teachers in various aspects of education programs systematically to meet the needs of learning and teaching. |
| Others | : | - Singapore / Okinawa Overseas Study Incentive Trip - Theme Learning Week (Based in Hong Kong, with an eye on the world) |
School Map 
Last revision date：01 September 2025