Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 1 Tong Chun Street, Tseung Kwan O, N.T. | |||
| Phone: | 22463959 | Email: | office@chilinbps.edu.hk | |
| Fax: | 22463972 | Website: | http://www.chilinbps.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Ven. Sik Wei Che |
| School Head | : | Mr. Law Kam Yuen |
| 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 | : | 100% |
| School Type | : | Aided Whole Day |
| Student Gender | : | Co-ed |
| Sponsoring Body | : | Chi Lin Nunnery |
| Religion | : | Buddhism |
| Year of Commencement of Operation | : | 1999 |
| School Motto | : | Be faithful, discover learning diligently, and become an all-rounded individual in preparation for tomorrow's world |
| Area Occupied by the School | : | About 6311 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 | : | $20 |
| Approved Charges for non-standard items | : | Three-day camping fee for P.3, P.4 and P.6 students - $100, Extra-curricular activities fee for the whole year - $50 |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 31 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 4 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | English Room, Computer Room, Student activity Room, Visual Art Room, Music Room, Counseling Room and Multi-purpose Room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Accessible lift and Accessible toilet. |
| Others | : | English Corner, Reading Corner, classrooms with Wi-fi, interactive smart BlackBoard, climbing wall. |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 46 |
| Total number of teachers in the school | : | 51 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 29% |
| Special Education Training | : | 69% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 48% |
| 5 - 9 years | : | 27% |
| 10 years or above | : | 25% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 3 |
| P2 Number of classes | : | 3 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 5 |
| P6 Number of classes | : | 5 |
| Total | : | 24 |
| 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 | : | 4 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 5 |
| Total | : | 22 |
| Mode of teaching at different levels | ||
| For P4-6, English classes are divided into ability-based groups, allowing students to learn at their own pace. Other subjects are taught in mixed-ability classes, incorporating activity-based learning, cooperative learning, gifted education, and small-step teaching. This approach enables students to construct knowledge through interaction and develop the skills required for the 21st century. |
||
| Remarks | ||
| - | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| 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 | : | 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 | : | 1. There are no tests or examinations until the end of P.1. 2. Formative assessments are adopted progressively to allow room for students in adapting to the examination system in primary school. 3. Three examinations are adopted every year in Primary 2-6 to assess different areas. 4. Formative assessments and peer assessments are adopted in all subjects. |
| 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 arranged in classes at random. Two individual classes are arranged for students to cater for learners' diversities. P4-P6 Heterogenous grouping (English). |
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 | : | 3:20 PM |
| Lunch break | : | 1:00 - 2:00 |
| Lunch arrangement | : | Provided by designated supplier, arranged by parents and parents can bring pupils home for lunch. |
| Healthy school life | : | 1. Informal curriculum is designed to foster all-round development. 2. Vegetarian lunchboxes are designed by a nutritionist. 3. Building a happy campus through peer support and teacher-student relationship. 4. Moral and Religious Education is integrated into lessons to cultivate a caring atmosphere. 5. Sports activities are promoted in the morning assemblies and at recess. |
| Remarks | : | Enrichment program after school and extra-curricular activities are organized from Monday to Saturday. (Free of charge) After-school homework classes are organized for P.1-P.2. Native English Teachers are arranged to work with class teachers in lessons every day to enhance students' English speaking abilities. |
Life-wide Learning | Our school is dedicated to creating a diverse experience for students of all grades. For P.1 and P.2 students, a 3-day on-campus day camp is arranged. P.3, P.4, and P6 students will participate in a 3-day camping training. The entire P.5 will go on a study tour in Singapore, and the entire P.6 will go on a study tour in Beijing. There are over 50 activities in the school team's top-notch classes and interest classes, covering subject expansion, ball games, dance, swimming, STEAM, etc. |
School Mission | Adhering to the spirit of compassion, equality and caring in Buddhism, we provide students with high-quality whole-person education by upholding our school motto 'Do everything for students.' and 'Never give up on one person.' We equip our students' with 21st century skills and develop them to become valued members the society through our school-based curriculum. |
School Characteristics | School Management | ||
| School Management Organisation | : | Three administrative groups are set up for organizing whole school affairs. They aim to create a pleasurable-learning atmosphere that fosters the holistic growth of the children. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The Incorporated Management Committee school consists of members from the Chi Lin Nunnery well-respected people in society, teacher representatives and parent representatives. Regular meetings are held to discuss the school's affairs and to provide valuable ideas for the development of the school. |
| School Green Policy | : | Our school has put a lot of efforts to arouse children's concern about the environment. The school has designed various learning activities to nurture the students' development. Vegetarian lunch boxes are tailor-made to promote a healthy lifestyle. |
| School's Major Concerns | : | 1. Nurture students to become lifelong learners who actively explore. 2. Cultivate students' sense of satisfaction, sense of belonging and happiness. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. Essential skills required for 21st Century through diversified Learning such as cooperative learning (students sit in groups). 2. Cultivate students' potential and special skills through informal curriculum. 3. Experiential learning through Singapore and China Study Tour, overnight camps as well as cross-curricular learning projects. 4. Several native English teachers and native English assistants are employed to cultivate an English-rich environment. Two periods of NET for P.1-P.6, Three after-school periods of NET for P.1-P.2 Two periods of NET Visual Arts and P.E. for P.3-P.4. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | Enhancing students' sense if will-being, cultivating character, and developing integrated skills through-formal and informal curriculum. |
| Development of Generic Skills | : | Foster students' generic skills and self-learning skills through different teaching strategies, cooperative learning, cross-curricular learning and project learning. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Develop positive thinking through personal development lessons and practical workshops. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | Catering to the diversity of students throughout the school: In order to cater to both gifted students and those with slightly lower abilities, the school provides pull-out classes such as advanced classes and remedial classes. These classes aim to enhance the learning abilities of stronger students while also supporting those who are less able or have special needs. Smooth transition from kindergarten to primary school: To facilitate a smooth transition from kindergarten to primary school, the school offers school-based after-school homework tutorials known as "Positive Energy" programs. Additionally, there are after-school learning and support programs called "Community-based Projects" to further assist students during this transition. |
| Whole School Approach to Integrated Education | : | The school adopts a "whole-school participation" model, integrating learning and teaching, to provide assessments and adaptations for students. The team is composed of the Special Education Needs Coordinator, Special Education Needs Support Teachers, Student Counselors, and Teaching Assistants. In addition, the school also offers after-school activities, such as social skills training groups, attention training groups, executive function groups, and joins the Jockey Club Autism Support Network. The school also provides school-based speech therapy services, school-based educational psychology services, individual education plans, and homework adaptation policies to support students with special educational needs. |
| 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; 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 | : | 1. School-based refined Chinese, English and Math curricula are adopted. RWI phonics and reading program is adopted in P.1-P.3. 2. Activities designed to cater for learners' diversities in classes. 3. Homework and assessment are tailor-made for students with special needs. 4. Cross-curricular activities are introduced to enhance holistic learning experience. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | The parent-teacher Association forms a supporting team to help organize various kinds of activities and to promote a loving and caring culture. Teachers pay visits to new students' homes every year. Scholarships and School Development Funds are set up to meet the needs of the school establishment and programs. Set up P.1-P.2 Parents' English Classes. |
| School Ethos | : | Students are arranged in mixed-abilities classes to encourage a loving and caring culture, as well as promoting students' cooperative and communicating skills. |
| Future Development | ||
| School Development Plan | : | 1. Develop students’ 21st century skills through the integration of formal and informal curriculum in order to further their studies and meet the challenges in the future. 2. Cultivate whole-person education through a variety of education measures to provide nutrients for good parent-child relationships to increase students' sense of happiness and build a joyful campus. 3. Create pleasant and effective learning environment by a team of caring and professional teachers. |
| Teacher Professional Training & Development | : | 1. Teacher development sessions every Friday afternoon. 2. Lesson observation and co-planning sessions are timetabled to enhance learning, teaching and professional development. 3. Co-planning meetings are held every week and sharing sessions are conducted regularly to promote professional development. 4. A school support service held by EDB is applied every year to increase the effectiveness of teaching and learning. |
| Others | : | Our school attaches great importance to expanding students' horizons and has prepared a rich variety of overseas exchange and study tour activities. The entire P.5 students participate in the Singapore study tour group, experiencing the local advanced education and diverse cultures. The entire P.6 students participate in the Beijing study tour group, feeling the historical heritage and modern vitality of our motherland. Meanwhile, in order to encourage students in the fourth and fifth grades to learn English well, we have specially established an excellent - performance study tour scholarship program. Students with outstanding performance can obtain study tour opportunities to enhance their abilities in practice. |
School Map 
Last revision date：30 September 2025