Primary School Profiles 2025 
Primary School Profiles 2025
| Address: | 10 Choi Tip Street, Tai Po, New Territories | |||
| Phone: | 26275600 | Email: | info@wkjs.edu.hk | |
| Fax: | 37403290 | Website: | https://wkjs.edu.hk | |
School Information | Supervisor/ Chairman of Management Committee | : | Miss Au Lai Yee |
| School Head | : | Ms. Hung Mo Chuk |
| 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 | : | The Superintendent in Hong Kong of the Pentecostal Holiness Church |
| Religion | : | Protestantism / Christianity |
| Year of Commencement of Operation | : | 2024 |
| School Motto | : | Put your trust in the light while there is still time; then you will become children of the light. (John 12:36a) |
| Area Occupied by the School | : | About 7085 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese & English |
| School Bus Service | : | School Bus |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | - |
| 4Rs Mental Health Charter | : | - |
| Whole School Health Programme | : | Pledged School |
2025/2026 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | 20 |
| Approved Charges for non-standard items | : | $400(Charged separately for each semester) |
| Other Charges | : | - |
School Facilities | Number of Classroom(s) | : | 36 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 1 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | 2 Computer Rooms, 1 Music Room, 1 Visual Arts Room, 1 Dance Room, 1 Student Activity Centre, 1 General Studies Room, 4 Small Group Teaching and Learning Rooms, 3 Indoor Sports Facilities |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift, Accessible toilet, Braille and tactile floor plan and Tactile guide path plan. |
| Others | : | - |
Teaching Staff Information (Including School Head) in the 2024/2025 school year | Number of teaching posts in the approved establishment | : | 28 |
| Total number of teachers in the school | : | 37 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 100% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 30% |
| Special Education Training | : | 20% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 10% |
| 5 - 9 years | : | 30% |
| 10 years or above | : | 60% |
Class Structure | 2024/25 school year | ||
| P1 Number of classes | : | 2 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | - |
| P6 Number of classes | : | - |
| Total | : | 14 |
| 2025/26 school year (Based on the number of classes approved by EDB in 2025) | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 2 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | - |
| Total | : | 18 |
| Mode of teaching at different levels | ||
| We promote collaborative learning and self-directed learning. Classes are conducted using a teaching model of ‘high expectations, high participation, high demonstration, and plenty of praise’, guiding students to make good use of learning strategies and reflect on their learning. In addition, diversified assessments and feedback are used to improve student learning. | ||
| 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 | : | 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 | : | We implement a diversified teaching model, accompanied by diverse assessments such as observations, speaking, listening, and self-directed projects. |
| 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 | : | We believe that every child is unique, invaluable, and cherished by God, and that each child can achieve success. Hence, we do not have elite classes and instead distribute students into classes based on ability and individual characteristics. |
School Life | Number of school days per week | : | 5 |
| Number of periods per day | : | 10 |
| Duration of each normal period | : | 30 |
| School starts at | : | 8:00 AM |
| School ends at | : | 3:30 PM |
| Lunch break | : | 12:30 - 1:30 |
| Lunch arrangement | : | Provided by designated supplier and students can have their lunch boxes delivered by family members or bring their own light lunch. |
| Healthy school life | : | Students participate in ‘Active Time’ every day before class, where they can play games and exercise. Assemblies, reading and fitness also form a core part of their morning routine. We launched the ‘School Physical Fitness Award Scheme’, ‘Straighten Up School Campaign’ and ‘Happy Fruit Day’. We encourage students to exercise 60 minutes per day, and we promote school-based Christian Life Education. |
| Remarks | : | - |
Life-wide Learning | 1. Multi intelligence activities for students twice a week. 2. Extra-curricular activities such as The Boys' Brigade. |
School Mission | Building on the concept of an 'INSPIRE' school, The Pentecostal Holiness Church Wing Kwong Junior School is founded on Christian truth, creating a campus that inspires creativity, fosters a loving and harmonious atmosphere, and provides diverse learning experiences. The goal is to ignite children's passion for learning, guide them to showcase their potential, and nurture a new generation rooted in Hong Kong, connected to the nation, and linked to the world. |
School Characteristics | School Management | ||
| School Management Organisation | : | A learning organization where team members develop a mind of Christ; are committed to serving the kingdom of God; live faithfully on mission with God; and love God and others. |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | The IMC of The Pentecostal Holiness Church Wing Kwong Junior School |
| School Green Policy | : | Establish environmental protection agreements; care for nature; cherish and use resources effectively, and save energy in daily life. |
| School's Major Concerns | : | Faith, Hope and Love 1. Faith: Shaping character strengths with the Truth of Christ 2. Hope: Enhancing 21st Century soft skills, unlocking multiple intelligences and equipping for the future 3. Love: Establish a caring campus culture using the 5 love languages; to love our country and the world |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | Centered around "INSPIRE school," we implement Christian-based learning and teaching strategies. Core StrategyStudent-Centric: Grounded in social constructivism and multiple intelligences for holistic growth. Active Learning: Implements self-directed and cooperative learning through experiential teaching. Values Education: Nurtures core life values and positive character within our students. Teaching MethodologyExperience-Based: Drives interactive inquiry and develops autonomous study skills. Motivation Boosters: Uses pre-lesson prep, note-taking, and e-learning platforms.Inclusive Education: Caters effectively to learners' diverse needs and learning paces. Real-World Links: Connects teaching to daily life via authentic contexts and service. Future ReadinessDigital Literacy: Guides students to explore topics using AI tools. Innovation Mindset: Cultivates talents equipped with innovative thinking. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | Enhance values education (including life education, civic and national security education); make good use of learning time to create space, promoting balanced physical and mental development; enrich all-round learning experiences to promote holistic development; strengthen support for student diversity; enhance STEAM education and cultivate students' media and information literacy; strengthen cross-curricular learning and reading to develop lifelong learning abilities; and improve assessment literacy to enhance the effectiveness of learning and teaching. |
| Development of Generic Skills | : | A school-based interdisciplinary curriculum called 'Global Studies' is established, using the United Nations' 17 Sustainable Development Goals as a framework. This involves diverse task-based projects and community service missions to develop students' transferable skills. Additionally, referring to the OECD's Learning Compass for the 21st Century, various learning experiences are designed within each subject to equip students with 21st-century soft skills. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | We strive to create a harmonious and loving school environment, providing diverse learning experiences to help children become children of light, capable of warming hearts and shining brightly as global citizens. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | 1. Selection and training of gifted students to participate in competitions. 2. All school teachers adopt a "whole-school approach" to cater for individual differences, which includes support from social workers, school-based educational psychologists, and school-based speech therapists for students with special educational needs. 3. Provide learning, homework, and examination accommodations for students in need. |
| Whole School Approach to Integrated Education | : | 1. Our school is committed to fostering an inclusive culture, with all teachers supporting students with special educational needs through a "whole-school approach". 2. School social workers, school-based educational psychologists, and school-based speech therapists regularly station at the school to evaluate and support students and their parents. 3. Homework and assessment adaptations are provided as needed. |
| 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; and organising activities to create an inclusive learning environment in the school. |
| Curriculum Tailoring and Adaptation | : | 1. Design "school-based curriculum" with flexibility, adapting and tailoring materials to suit students' learning needs while adjusting assignments and assessment methods accordingly. 2. Diversify classroom designs and extra-curricular activities. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | 1. Establish the Parent-Teacher Association (PTA) and a team of parent volunteers to help organize various school functions. 2. Host different parent-child activities and parent education workshops. |
| School Ethos | : | We endeavour to nurture children with positive values, innovative thinking, resilience, the courage to chase dreams, self-directed learning, a strong sense of responsibility, mutual support, and a global perspective. |
| Future Development | ||
| School Development Plan | : | Embarking with Faith, Hope, and Love 1. Faith: Shaping strong character through the truth of Christ. 2. Hope: Enhancing 21st-century soft skills, exploring multiple intelligences, and equipping for the future. 3. Love: Cultivating a caring campus culture through the language of love, with a heart for homeland and the world. |
| Teacher Professional Training & Development | : | 1. Cultivate teachers with a healthy body, mind, and spirit, serving with a joyful heart. 2. Foster a culture of professional exchange, where teaching and learning enhance each other. 3. Broaden teachers' international perspectives, looking forward to the future. |
| Others | : | An INSPIRE school that nurtures children with Christian truth. |
School Map 
Last revision date：01 June 2026
