Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 2 Wo Muk Road, Luen Wo Hui, Fanling, N.T. | |||
| Phone: | 26702257 | Email: | apsmail@apsss.edu.hk | |
| Fax: | 26685357 | Website: | https://www.apsss.edu.hk/rIndex | |
School Information | Supervisor/ Chairman of Management Committee | : | Mr. Choy Kin Chung Gary |
| School Head | : | Ms. Au Wing Yan Samantha |
| 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 | : | 53% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Kowloon Tong Church of the C.C. & M.A. |
| Religion | : | Protestantism / Christianity |
| Year of Commencement of Operation | : | 1961 |
| School Motto | : | The fear of the LORD is the beginning of wisdom, and knowledge of the Holy One is understanding. --Proverb 9:10 |
| Area Occupied by the School | : | About 3932 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese(incl.: Putonghua) |
| School Bus Service | : | 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 | : | $30 |
| Approved Charges for non-standard items | : | $470 (water dispenser maintenance, anti-epidemic supplies, Student electronic platform maintenance) |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 18 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 1 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | Computer Room, Music Room, STEM Room, Visual Art Room, Language Room, Guidance Activity Room, Dancing Room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift and Accessible toilet. |
| Others | : | Multipurpose Activity Room, Roof Garden, Small Group Teaching Room, Parents Resources Centre and Interview Rooms. |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 37 |
| Total number of teachers in the school | : | 39 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 97% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 36% |
| Special Education Training | : | 67% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 8% |
| 5 - 9 years | : | 20% |
| 10 years or above | : | 72% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 3 |
| P2 Number of classes | : | 3 |
| P3 Number of classes | : | 3 |
| P4 Number of classes | : | 3 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 3 |
| Total | : | 18 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 3 |
| P2 Number of classes | : | 3 |
| P3 Number of classes | : | 3 |
| P4 Number of classes | : | 3 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 3 |
| Total | : | 18 |
| Mode of teaching at different levels | ||
| P.1 -5 implements SCT. Remedial classes are provided for early intervention. Chinese, English and Maths remedial classes are provided for some P.1-6 students. Small classes in some levels are designed to cater for learner diversity. After school intensive remedial classes are arranged for students with SEN. |
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| Remarks | ||
| - | ||
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 | : | 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 | : | Diversified modes of assessment including student self-evaluation, peer evaluation and parents' feedback are conducted. Formative assessment is emphasized to monitor student learning to provide ongoing feedback and identify their strengths and weaknesses. One summative assessment and one examination per year for P.2 and two examinations per year for P.3 to 6. to students' performance. |
| 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 | : | Streaming is used in P.5-P.6 to cater for learner diversity. Adjustments are made yearly. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 9 |
| Duration of each normal period | : | 35 |
| School starts at | : | 8:10 AM |
| School ends at | : | 3:30 PM |
| Lunch break | : | 12:40 - 1:10 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | EatSmart School Accreditation Scheme to promote and practice healthy eating. Promote healthy eating and increased fruit consumption to help students develop healthy lifestyle and dietary habits. Promote students' physical, mental, social and spiritual health and establish a positive attitude towards life. |
| Remarks | : | - |
Life-wide Learning | Our school is using the holistic approach to develop our students to be a WHOLE person. Our curriculum comprises not only academic teaching but also a wide range of OLE (Other Learning Experience). Our students are given the opportunity to experience co-curricular activities, outdoor learning day, community servicing and a variety of extra-curricular activities. We are proud of our students for their outstanding achievements in inter-school competitions. |
School Mission | We provide quality education and training for the whole person, with a balanced emphasis on spiritual, moral, intellectual, physical, social, and aesthetic aspects, within a caring and supportive Christian environment. We believe that each and every student is the love of God and endowed individually. We therefore respect each of them and help them develop their potential to the full so that they may show greater concern for others and may contribute to society. |
School Characteristics | School Management | ||
| School Management Organisation | : | School administrative team, school development committee and subject & functional groups are led by IMC. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | IMC membership includes: Representatives of school sponsoring body, the Principal, elected representatives of teaching staff, parents, alumni and independent members of the community. |
| School Green Policy | : | To cultivate students' environmental awareness, our school has established a set of school-based environmental guidelines and organized various activities, including paper and lithium battery recycling, “Hong Kong No Air-Con Night,” “Earth Hour” lights-off campaign, and the “Eco-friendly Chinese New Year Decoration Competition.” In addition, the school has formed the “APSSS Young Farmers” service team to foster students’ care for plants and promote campus greening. |
| School's Major Concerns | : | Upholding Positive Values • Living a Healthy Life. Fostering Inquiry-Based Learning • Enhancing Communication and Interaction Skills. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | The use of notebook is promoted in P.3-P.6. A structured learning skills progression framework is provided to help students develop a list of study skills such as using mind maps, 5W1H, SCAMPER, higher-order thinking skills, etc. Effective teaching strategies such as multi-sensory approach and drama techniques are employed to foster student learning. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | Through daily lessons, life education lessons, national security education activities and competitions, etc., students are encouraged to uphold positive values. After the homework tutorial period, students may participate in ECAs which promote a balanced physical and mental development. Life-wide learning activities, including Project Learning and STEAM Week are arranged to enrich students' learning experience in real-world situations. Students can broaden their knowledge base, improve overall literacy, and build up interdisciplinary thinking skills by including cross-curricular reading and project-based learning. Promote RaC to enhance students' interdisciplinary learning ability and reading literacy. Students' interest and ability in science, technology and IT; creative thinking and pioneering and innovative spirit are cultivated through STEAM learning activities inside and outside the classroom. |
| Development of Generic Skills | : | Generic skills are developed in different subject-based key learning areas. Students' generic skills including communication, collaboration, critical thinking and higher-order thinking skills are equipped through learning activities. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | The ten priority values and attitudes, which are "Perseverance", "Respect for Others", "Responsibility", "National Identity", "Commitment", "Integrity", "Benevolence", "Law-abidingness", "Empathy", "Diligence", "Unity" and "Filial Piety" are adopted throughout school religious, moral and civil education. In response to the rapid societal changes and the developmental needs of students, the school puts emphasis on promoting students' independent thinking and self-directed learning capabilities. When students are facing difficulties, they are able to identify the values involved, analyze the issues objectively, make reasonable judgements and take action accordingly. Then they are prepared for different challenges in their future life. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | High achievers are provided with gifted education and enrichment programmes. Tutorial classes are provided to train students with learning difficulties. Reading, writing, social and attention enhancement programmes are provided to train students with SEN. |
| Whole School Approach to Integrated Education | : | 1. A student support team is established. The team members include the school-based educational psychologist, the school social worker, the student guidance teacher, Special Educational Needs Coordinator and Special Educational Needs Support Teacher. 2. Teaching assistants are employed in the implementation of the Whole School Approach to catering for student diversity. 3. School-based speech therapy service is provided to offer individual/group training/therapy sessions to students with speech and language impairment 4. Adapted learning materials, homework strategies and/or assessment accommodation are provided to students in need. 5. Parent education, including seminars and training groups, is organized to equip parents with better understanding of children with SEN, and render their support in alignment with the school measures. |
| Curriculum Tailoring and Adaptation | : | Elements of gifted education are included in regular teaching. Off-site support is reinforced. School-based acceleration (assessment) policy, and task & assessment adaptation are set for students with SEN. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | Organize activities such as parent workshops, parent-child classes, family adventures, family outings, charity sales, teacher appreciation events, etc to honor parents. Additionally, establish a parent volunteer team to assist in school events such as Chinese Cultural Day, Sports Day, and Reading Day. These initiatives foster home-school collaboration, enhances parent-child and teacher-student relationships, and strengthens parents' and students' sense of belonging to the school. |
| School Ethos | : | Teachers and social workers are Christians with educational aspirations. A caring atmosphere is created on campus with a systematic Life Education plan. School provides students with a learning setting that upholds fairness, harmony and care for others, to create a learning and living environment conducive to cultivating positive values and attitudes, which will further promote the school's reputation. |
| Future Development | ||
| School Development Plan | : | Student Development Goals: 1. Establishing Healthy Lifestyle Habits in Students. 2. Nurturing Harmonious Interpersonal Relationships. 3. Cultivating Responsible Citizenship. Academic Excellence Goals: 1. Enhancing Students' Core Learning Competencies. 2. Strengthening Interdisciplinary Knowledge and Skills Integration. 3. Empowering Teaching Staff Through Professional Development. |
| Teacher Professional Training & Development | : | Action learning encourages teachers to build personal insights into their own teaching and evaluate the suitability and adaptability of past practices. Teachers' professional development is enhanced in different ways which include collaborative lesson planning and peer observation. Teachers are also encouraged to participate in seminars and workshops, and join the EDB School-based Support Services, Seed Projects and Learning Communities, in which a sharing culture is promoted. |
| Others | : | Numerous scholarships are available to support studying and life-wide learning. Awards and prizes are provided to recognize excellence and outstanding achievements. Establish the "Self-Learning Advancement Incentive Program" to promote students' progress and advancement in various fields such as spirituality, intellect, physical fitness, and aesthetics through electronic recording and diversified rewards. Exchange programmes and study tours are held annually. |
School Map 
Last revision date：05 September 2025