| School Management |
| School Management Organisation |
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| Since implementing school-based management in 1999, our school has established a system to enhance the management of operations, resources, and development planning. To promote quality education and excellence, the school development committee has adopted a tailored management framework. The formation of the Parent-Teacher Association in 2000 and the Alumni Association in 2005 has enabled collaboration among teachers, parents, and alumni for the improvement of our school. |
| Incorporated Management Committee / School Management Committee/ Management Committee |
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| The Incorporated Management Committee (IMC) was established in the 2008/09 school year to facilitate the implementation of school-based management. The establishment of the IMC provides our school with flexibility and autonomy in school operations and resource management. |
| School Green Policy |
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| Our school has devoted considerable effort in developing the 'Healthy Schools' Program. A series of measures such as setting up a waste categorization system and promoting energy conservation and waste reduction have been implemented. Under the Green School Project, Environmental Ambassadors take measures to raise environmental awareness among students. |
| School's Major Concerns |
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| 1. Students can comprehensively apply the required abilities to meet the "Alpha Generation".
2. To nurture students to become a healthy new generation with both talent and moral integrity. |
| Learning and Teaching Plan |
| Learning & Teaching Strategies |
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| Following closely the education reforms, a range of school-based curricular have been organized and implemented in our school. Through participating in cross-curricular activities, cross boundary learning activities, project learning, internet and intranet learning, e-learning and the drama programme, students' generic skills and biliteracy and trilingualism skills are fully developed. |
| Development of Major Renewed Emphases of the Primary Education Curriculum |
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| We offer interdisciplinary courses that integrate Chinese culture with diverse multimedia reading, utilizing information technology and SCAMPER innovative thinking tools for inquiry-based learning and practical experience. Our focus on STEAM education enhances students' scientific thinking and language skills. The school emphasizes values education, systematically promotes life education, and strengthens national security education to help students grasp current developments and history. Additionally, we prioritize the balanced development of students' physical, mental, and spiritual well-being by providing English, physical education, and arts classes, along with foreign coaches. We effectively utilize subsidies to offer varied learning activities, including Chinese Culture Day, Mental Health 4Rs Reading Day, and Internet of Things Programming, enriching the overall learning experience. |
| Development of Generic Skills |
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| Our school promotes in-depth learning and develops students' generic skills through a wide range of learning activities, workshops, project learning, and physical aesthetics and art activities. |
| Cultivation of Proper Values, Attitudes and Behaviours |
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| Our Value and Spiritual Education is a combination of value education and spiritual education. Through storybooks, movies and bible stories, students are able to recognize, experience, understand and hence, put their learning into practice in their daily lives. Our school was given the 2022/2023 Hi Five Student Engagement Award Scheme Honorary Award which ensures our positive and caring school atmosphere. |
| Student Support |
| Whole School Approach to Catering for Learner Diversity |
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| Our school has implemented a comprehensive range of support services and guidance to address the diverse learning needs of students. We have developed a three-tier school-based model for gifted education to identify students with dual exceptionalities and nominate potential candidates for advanced out-of-school learning programs, thereby fostering their strengths and intellectual development. Additionally, we provide stratified instruction, speech training, school-based educational psychological services, a pre-secondary bridging course, and tailored support programs, along with adjustments for homework and examinations. Before the start of the school year, there will be P1 adaptation programme and P1 English course (taught by Net teachers). |
| Whole School Approach to Integrated Education |
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| The Student Support Team has been set up to implement the whole-school approach policies on catering for student diversity. Various programs such as remedial classes and after-school support services are in place to enhance learning effectiveness. We provide students with individual and group training and guidance. Our teachers and the school-based educational psychologist hold regular meetings to discuss different cases and offer support to students. |
| Education Support for Non-Chinese Speaking(NCS) Students |
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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; and organising activities to create an inclusive learning environment in the school.
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| Curriculum Tailoring and Adaptation |
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| To address learner diversity, develop thinking skills and learning strategies, and foster positive values, we implement the following measures: Differentiated teaching is practiced in the lower primary Chinese curriculum, alongside a differentiated school-based English reading and writing scheme. An inquiry-based approach is used in Mathematics to enhance students' generic skills. We have also introduced STEM education in General Studies and Coding in the Limitless Potential Class. Life education is employed to instill core values, while cross-curricular activities support multiple intelligences. Additionally, we offer enrichment and remedial programs to meet diverse learner needs. |
| Home-school Co-operation and School Ethos |
| Home-School Co-operation |
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| Our aim is to promote our school-based parent education curriculum and activities, develop school-based parent education resources, and establish a positive parent education culture in the long run. Schools are advised to capitalise on their own resources and other resources to develop school-based parent education programmes as appropriate and promote parent education continuously in the long run. Parents agree with our school mission. They fully support the development of our school and enthusiastically participate in home-school activities. Both parents and the school collaborate with each other to nurture our students and contribute to the school society. |
| School Ethos |
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| Our goal is to enhance our school-based parent education curriculum and activities, develop relevant resources, and cultivate a positive culture of parent education over the long term. Schools are encouraged to leverage their resources and others to create appropriate school-based parent education programs and promote ongoing parent involvement. Parents align with our school mission, fully supporting its development and actively participating in home-school activities. This collaboration between parents and the school fosters student growth and contributes to the school community. |
| Future Development |
| School Development Plan |
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| Our school firmly believes that students are capable of creating their own futures. To that end, we are committed to equipping them with the skills and qualities necessary to become effective leaders who can navigate a rapidly-changing world. We strive to develop students who are F-Flexible (able to adapt to changing circumstances and embrace new challenges with confidence), U-Unafraid (unafraid to do what is right even in the face of adversity), T-Tender (with a deep capacity for empathy, compassion, and kindness), U-Unique (empowered to discover and develop their distinctive qualities to achieve their full potential), R-Reflective (taking time to evaluate their experiences and seek out new ways to grow and develop), and E-Eager (possessing a constant enthusiasm for learning and an eagerness to explore new ideas and perspectives). Together, these qualities will enable our students to become the future leaders that our world needs. |
| Teacher Professional Training & Development |
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| Our teachers are committed to continuous professional development and reflection, which is why we have implemented the "T-Standards+" program. Through this program, our teachers reflect on their professional roles and plan for ongoing development. |
| Others |
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| Our school development includes nurturing student's English proficiency and positive education, implementing national education and value education, and fostering kinesthetic and musical potentials. We have several Native-speaking teachers (NETs) in our school. They are responsible for different English activities and are also primary one class teachers (Each P.1 class has two class teachers: Putonghua teachers and Nets). Moreover, we have developed the English café activity as a whole-school rewarding scheme. |
Primary School Profiles 2026 
School Information 
2026/2027 Annual School Charges
School Facilities 
Teaching Staff Information (Including School Head) in the 2025/2026 school year 
Class Structure 
Performance Assessment 
School Life 
Life-wide Learning 
School Mission 
School Characteristics 
School Map 
