| School Management |
| School Management Organisation |
:
| The Supervisor/the Principal and the senior teachers. |
| Incorporated Management Committee / School Management Committee/ Management Committee |
:
| The Incorporated Management Committee has been set up with members from School Sponsoring Body, teachers, parents, alumni and independent person. The Principal is being the ex-officio manager. |
| School Green Policy |
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| To raise students' environmental awareness and help them cultivate a good living habit, they are encouraged to practice low-carbon living such as bringing their own utensils for lunch. |
| School's Major Concerns |
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| 1. To strengthen STEAM education and enhance the effectiveness of learning and teaching in line with the concept of "rejuvenating our nation through science and education".
2. To deepen and expand Values Education to lay a good foundation for cultivating values and nurturing people in an ongoing way. |
| Learning and Teaching Plan |
| Learning & Teaching Strategies |
:
| Diversified learning activities are designed with the integration of Health Ed., Values Ed., IT in Ed., STEAM Ed., Gifted Ed., Positive Ed., Information Literacy and Life Planning Ed. according to the EDB Curriculum Guides of different Key Learning Areas. Students can apply what they have learnt and foster their generic skills through Project Learning, Life-wide Learning Week and Cross curricular activities related to Integrated learning activities of Arts and Physical Education. Cooperative learning is applied in a small class teaching environment to enhance the effectiveness of learning and teaching and cater for learner diversity. To enrich students' learning experience, the School has organised cross-curricular and inter-school activities like Chinese/International Culture Week and overseas study tours. Our philosophy is to extend and diversify students' learning beyond the classroom. We aim at developing students' self-directed learning skills and preparing them to be life-long learners. |
| Development of Major Renewed Emphases of the Primary Education Curriculum |
:
| Our school keeps up with the latest education trends in order to engage students in different learning experiences during or outside lesson time. A comprehensive plan for time allocation and timetabling is designed to conduct formal lessons and learning activities such as integrated lessons and experimental lessons. STEAM Education, Values Education and Health Education are promoted in order to cultivate students’ positive values, attitudes and behaviours so as to facilitate whole-person development. A ‘Self-directed Learning Award Scheme’ is implemented to encourage students to make good use of their time. To facilitate Service Learning, students are trained to be ambassadors of different areas. This helps to raise their awareness on personal, social and civic responsibility and equip them to be future leaders. To enhance assessment effectiveness and facilitate all round development of students, assessment policies and methods are evaluated and revised constantly. |
| Development of Generic Skills |
:
| Students' generic skills (e.g. collaboration skills, communication skills, critical thinking skills, IT skills, creativity, etc.) are fostered through diversified learning activities like theme days, cross-curricular activities, project learning and integrated Arts and Physical Education activities. We aim at developing students' self-directed learning skills (e.g. having pre-lesson preparation, note taking, using reference books, collecting and choosing useful information, etc.) and preparing them to be self-directed learners. |
| Cultivation of Proper Values, Attitudes and Behaviours |
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| We foster students' positive values and attitudes through the learning and teaching of various Key Learning Areas/subjects and the provision of relevant learning experiences thus to enhance their knowledge of constitution, basic law, National Security and other good practices. |
| Student Support |
| Whole School Approach to Catering for Learner Diversity |
:
| Students with special educational needs are supported under Learning Support Grant. Collaborative learning is implemented in Key Stage 1, as well as add-on classes, social interaction, focus groups and dyslexia groups. Support programmes are provided for students in need. There are elite classes from P.2 to P.6. Pull-out programmes are organised for students who perform excellently in different areas. Gifted students are also recommended to join courses provided by outside organisations such as the Hong Kong Academy for Gifted Education and the Web-based Learning Courses of EDB. To ensure a smooth transition from kindergarten to primary school and from primary school to secondary school, appropriate measures are adapted to cater for P.1 and P.6 students, and school-based after school care service. |
| Whole School Approach to Integrated Education |
:
| To build a caring and inclusive culture, seminars and workshops are held to help teachers, staff, parents and students to have a better understanding of students with special educational needs. The key members of the Student Support Team are the Principal, Vice-principal, School Curriculum Leader, Discipline Master/Mistress, Special Education Needs Coordinator, school social worker, Special Educational Needs Support Teacher and Special Education Needs collaborative teachers. The team implements and promotes related policies and issues. |
| 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. Support service is provided for NCS students.
|
| Curriculum Tailoring and Adaptation |
:
| We cater for learner diversity through the 3-Tier Intervention Model. Intervention and enrichment programmes on Chinese Language, English Language and Mathematics are provided outside class time according to the needs of the School and students. |
| Home-school Co-operation and School Ethos |
| Home-School Co-operation |
:
| The School formulates clear Home-School Co-operation Policy and supports the parents by offering parent education activities. Parents are encouraged to be volunteers to provide support for school events and be more involved in their children's school so as to promote mutual understanding and create a harmonious school together. |
| School Ethos |
:
| Our well-behaved students result from the simplicity of the school ethos. As mentioned in the main theme, the School has created a caring and supportive climate. Various programmes which aim at helping students to develop good social skills have been promoted and student leader services have been created. Students enjoy amicable and harmonious relationships with one another. Students' learning is further extended and diversified beyond the classroom in the light of "A school without boundaries". Different teaching modes like cooperative learning are applied in a small class teaching environment. With increasing participation in the learning process, students build up their confidence and learn actively, establishing a solid positive value foundation. |
| Future Development |
| School Development Plan |
:
| Teacher professional development and training enables teachers to plan challenging learning programmes for students. The School provides a caring & supportive environment for new teaching colleagues through mentor programme. Through the mechanism of School self-evaluation, enhancement of quality human resources management and accountability practice, the school aims at achieving excellence and improvement. |
| Teacher Professional Training & Development |
:
| In order to fulfill EDB requirements, the School formulates its professional development plans according to the annual school plan, major concerns and school needs. The School continues to organise Professional Training & Development activities such as workshops, seminars, experience-sharing sessions and visits in cooperation with the EDB or other schools/institutions for teachers. Teachers also have practices like co-planning, peer lesson observation and evaluation in order to keep in touch with the latest development of the education sector. |
| Others |
:
| We have scholarship provided by PTA in order to steer every student achieving their highest both in academic and conduct behaviours. |
Primary School Profiles 2025 
School Information 
2025/2026 Annual School Charges
School Facilities 
Teaching Staff Information (Including School Head) in the 2024/2025 school year 
Class Structure 
Performance Assessment 
School Life 
Life-wide Learning 
School Mission 
School Characteristics 
School Map 
