| School Management |
| School Management Organisation |
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| The school is managed by Incorporated Management Committee. Engaged in the essence of running schools by the Hong Kong Catholic Diocesan Schools Council, the School Head leads the administrative groups to achieve all development goals by implementing the school policies. |
| Incorporated Management Committee / School Management Committee/ Management Committee |
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| To set up the Incorporated Management Committee to ascertain whether the School is being operated and managed to the standard as specified in the School Development Plan. Please refer to the school website for details. |
| School Green Policy |
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| The school has participated in the "Jockey Club Energy-Saving School Programme" and "Green Campus 2.0", with solar panels installed for power generation and recycling bins set up. It has been certified under the Green School Award Scheme. The school also takes part in the "One Person, One Flower" campaign, the "Clean Your Plate — Zero Food Waste" initiative, visits "Green in the District" to practise waste recycling, organises a learning week with an environmental protection theme, and engages in study activities such as butterfly rearing, hydroponic farming, and aquaponics, all aimed at encouraging the adoption of a low-carbon and eco-friendly lifestyle. |
| School's Major Concerns |
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| 1. To advance digital education and construct a future-ready learning model to cultivate excellent, self-directed learners.
2. To develop a school-based signature curriculum, founded on nurturing diverse potentials and values, to promote whole-person development. |
| Learning and Teaching Plan |
| Learning & Teaching Strategies |
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| 1. Optimize the learning of languages through immersive activities on English Days and Putonghua Days. 2. Optimize the school-based curriculum by utilizing cooperative learning and multi-level questioning strategies. Emphasize knowledge construction and innovation to comprehensively cater to learning diversity and cultivate students' higher-order thinking skills. 3. Broaden students' horizons and enrich their learning experiences through project-based learning, cross-curricular curriculum, life-wide learning activities, and overseas exchange programs. 4. Leverage information technology to enhance teaching and learning interaction, facilitate instant feedback, and promote students' self-directed learning abilities. 5. Fully integrate AI into STEAM, ICT curriculum, and daily classroom teaching. Enhance students' AI literacy, computational thinking, and creativity to equip them for the challenges of the 21st century. 6. Promote reading and organise activities e.g. Reading with Dogs Programme. |
| Development of Major Renewed Emphases of the Primary Education Curriculum |
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| 1. Uphold the five core values of Catholic education, continuously enhance the school-based life education curriculum, and strengthen values education to nurture students who are positive, proactive, and have a love for nature. 2. Build students' sense of national identity by integrating National Education and National Security Education into classroom teaching. 3. Strengthen the school-based STEAM curriculum and hold a STEAM Day annually. 4. Make good use of afternoon sessions to conduct life-wide learning activities, values education, cross-curricular learning, and STEAM education to promote whole-person development. 5. Make good use of diversified and formative assessments to strengthen "Assessment for Learning," enabling students to receive timely feedback and make prompt improvements during the learning process. Concurrently, school hours are effectively used to guide students to engage in online self-learning and wholesome activities after school and during holidays. |
| Development of Generic Skills |
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| Through the implementation of the school-based curriculum, project learning, cross-curricular activities and life-wide learning, students' creativity, critical thinking skills, collaborative skills, communication skills and problem-solving skills are nurtured. |
| Cultivation of Proper Values, Attitudes and Behaviours |
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| 1. The school strengthens the minds of students with different degrees of religion, promotes Positive Education to cultivate students' positive values and attitudes through Moral and Civic Education, Character Strengths Promotion Scheme and assembly sharing.
2. Through a series of related learning activities, we nurture students with good character so as to enhance their whole-person development. |
| Student Support |
| Whole School Approach to Catering for Learner Diversity |
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| The school has established clear policies to cater to the diverse needs of students. Differentiated instruction is implemented in the afternoon, with students grouped by ability for targeted academic enhancement and support. For gifted and talented students, we arrange various enhancement classes, specialized training, and referrals to external programs (Our students are successfully admitted to gifted programmes at The Hong Kong Academy for Gifted Education and various tertiary institutions). Additionally, high-ability students are trained to participate in different competitions to showcase their potential. For students with Special Educational Needs (SEN), we provide support such as homework and assessment accommodations and pre-lesson tutorial classes to address their learning differences, fostering a caring and inclusive campus environment. |
| Whole School Approach to Integrated Education |
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| Through a whole-school approach, we provide appropriate support services for these students by utilizing the Learning Support Grant. Specific measures include Chinese and English pull-out classes for certain grade levels, remedial learning groups, social skills training groups, enhanced school-based speech therapy service, school-based educational psychology services, and Individual Education Plans (IEPs). Furthermore, we maintain regular communication with parents to jointly support the learning and growth of our 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; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.
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| Curriculum Tailoring and Adaptation |
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| Differentiated assignments, homework and assessment accommodations, before/after-school enhancement classes, pre-lesson tutorial classes, a Kindergarten-to-Primary transition programme, and a P.6 Secondary School transition programme. |
| Home-school Co-operation and School Ethos |
| Home-School Co-operation |
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| We hold regular home–school exchange sessions so parents can understand school development. For parent education, the school's "Star-Parent Certificate" encourages parents to keep learning and practicing positive discipline, character education, and home–family communication skills. We also offer activities to keep parents updated on education trends and parenting skills. A parents' group is set up to promote mutual support. For parental involvement, the Incorporated Management Committee includes a parent director so parents can take part in school decision-making. A parent volunteers team strengthens home–school links and helps parents understand how the school runs. Through activities, outdoor learning, and workshops, the school and parents work together closely. |
| School Ethos |
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| Our school places great emphasis on character formation. Through school-based discipline and counselling activities, Morning Assembly Sharing, the "Class Teacher‛s Mailbox," and the "Blessed with Friendship" birthday celebrations—we cultivate positive values in our students, including self-discipline, obedience, unity, and brotherly love. We organize adventure training and 'SFACS Day and Night' Campus Camp for upper-primary students. This immersive experience allows students to deepen their understanding of faith, strengthen their sense of belonging to the school, and develop self-care skills and a strong sense of responsibility. We actively participate in the "Whole School Health Programme." Through specialized workshops, seminars, and diverse activities, we raise awareness of psychological health and enhance students' understanding of mental wellness. Our goal is to bolster their resilience while creating a supportive and encouraging environment that fosters adaptability. |
| Future Development |
| School Development Plan |
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| 1. Based on the five core values of Catholic education, cultivate students with positive values and attitudes, and demonstrate the characteristics of SFACS in their lives.
2. Through diverse and enriching learning experiences, develop students with 21st-century competencies so that they can confidently face future challenges. |
| Teacher Professional Training & Development |
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| According to the professional roles of teachers and principals described in 'T-Standard', guidelines on Teachers' Professional Conduct and the school's major concerns, different teacher professional trainings are organised so that teachers' professional standards and teaching quality can be maintained. |
| Others |
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| To encourage students to pursue excellence in different areas, the school offers various awards—
Parents-Teachers Association Stipend, Parents-Teachers Association Scholarship, Parents-Teachers Association Academic Excellence Award, Chan Wong Sit Chun Memorial Education Fund, St. Francis of Assisi Caritas Alumni Sports & Arts Education Scholarship. |
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 
