Primary School Profiles 2026 
Primary School Profiles 2026
| Address: | Estate Primary School No. 5, Phase III, Butterfly Estate, Area 28, Tuen Mun, N.T. | |||
| Phone: | 24665885 | Email: | info@siuleunsch.edu.hk | |
| Fax: | 24643082 | Website: | http://www.siuleunsch.edu.hk/ | |
School Information | Supervisor/ Chairman of Management Committee | : | Dr. Yung Tse You |
| School Head | : | Principal Ip Luk Ying |
| 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 | : | Lutheran Church - HK Synod Ltd |
| Religion | : | Protestantism / Christianity |
| Year of Commencement of Operation | : | 2005 |
| School Motto | : | Love to Learn, Practise with Strength, Glorify God, Benefit People |
| Area Occupied by the School | : | About 5800 Sq. M |
| Through-train Secondary School | : | - |
| Feeder Secondary School | : | - |
| Nominated Secondary School | : | - |
| Medium of Instruction | : | Chinese(incl.: Putonghua) and English |
| School Bus Service | : | Nanny van |
| Parent-Teacher Association | : | Yes |
| Past Students' Association/Alumni Association | : | - |
| 4Rs Mental Health Charter | : | Yes |
| Whole School Health Programme | : | Action School |
2026/2027 Annual School Charges| School Fee | : | - |
| Tong Fai | : | - |
| PTA Fee | : | 50 |
| Approved Charges for non-standard items | : | Upgrading Air circulation devices, Anti-mosquito devices and epidemic prevention equipment $430 per school year. |
| Other Charges | : | Reissue of Student Smart Card $40. |
School Facilities | Number of Classroom(s) | : | 24 |
| Number of School Hall(s) | : | 1 |
| Number of Playground(s) | : | 3 |
| Number of Library(ies) | : | 1 |
| Special Rooms | : | STEAM Lab, National Education Centre, School Library, Music Room, English Room, Visual Arts Room and Medical Room. |
| Facility(ies) for Supporting Students with Special Educational Needs | : | Ramp, Accessible lift and Accessible toilet. |
| Others | : | Counselling Centre, Meeting Room, Pastoral Office, Student Guidance Room, PTA Room, Educational Psychologist and Speech Therapy Room. |
Teaching Staff Information (Including School Head) in the 2025/2026 school year | Number of teaching posts in the approved establishment | : | 46 |
| Total number of teachers in the school | : | 56 |
| Qualifications and professional training (%) | ||
| Had Received Teacher Training | : | 95% |
| Bachelor Degree | : | 100% |
| Master/ Doctorate Degree or above | : | 27% |
| Special Education Training | : | 59% |
| Years of Experience (%) | ||
| 0 - 4 years | : | 20% |
| 5 - 9 years | : | 32% |
| 10 years or above | : | 48% |
Class Structure | 2025/26 school year | ||
| P1 Number of classes | : | 4 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 3 |
| P5 Number of classes | : | 4 |
| P6 Number of classes | : | 5 |
| Total | : | 24 |
| 2026/27 school year (Based on the number of classes approved by EDB in 2026) | ||
| P1 Number of classes | : | 2 |
| P2 Number of classes | : | 4 |
| P3 Number of classes | : | 4 |
| P4 Number of classes | : | 4 |
| P5 Number of classes | : | 3 |
| P6 Number of classes | : | 4 |
| Total | : | 21 |
| Mode of teaching at different levels | ||
| 1. The school implements an "English-Putonghua Immersion Program", enhancing English and Putonghua training in the regular curriculum while using both languages as the primary means of daily communication. 2. The school introduces Global Education, allowing all students to understand the cultures of different countries around the world. |
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| Remarks | ||
| Our school implements small class teaching and also offers advanced and remedial courses in Chinese, English and Mathematics to cater for students' learning diversity. Additionally, our school has established the Concordia Second Classroom to foster students' all-round development. | ||
Performance Assessment | Applicable to P1 only | ||
| Number of test(s) per year | : | 0 |
| Number of exam(s) per year | : | 2 |
| 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. Module revisions are conducted before each assessment. 2. Chinese, English, Mathematics, Humanities and Science are assessed solely based on examination scores. 3. Music, Visual Arts, P.E., and Global Education are evaluated through daily coursework and project reports. 4. Examination and curriculum accommodations are provided for students with special learning needs. |
| 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 | : | Primary 1 and 2 students are evenly distributed across classes. Primary 3 to 6 students are ranked by English performance, with the top performers selected for the International Group. |
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 | : | 3:15 PM |
| Lunch break | : | 12:30 - 1:30 |
| Lunch arrangement | : | Provided by designated supplier and arranged by parents. |
| Healthy school life | : | 1. Monitor the nutrition value of lunch. 2. Organise talks on Health Care and programmes like "Joyful Fruit Month". |
| Remarks | : | We advocate a healthy and balanced diet. An executive is appointed to monitor the quality of food provided by the catering service provider. Students are accompanied by class teachers when having lunch so as to learn the relevant know-how, to develop positive attitude and to nurture proper table etiquette. After lunch, students can participate in birthday parties, reading programme, 'Siu Leun Talent Show' and AI-powered sports games. |
Life-wide Learning | The Boys' Brigade, Flag Raising Team, Cambridge English Class, TOEFL Class, Creative Chinese Writing, English Drama, Olympiad Mathematics, Sports Activities (Football, Basketball, Swimming, Roller Skating, Fancy Jump Roping), Music (Choir, Chinese Drums, Chinese zither, Percussion), and Art (Sketching, Ink Painting, Harmony Pastels, etc.), as well as elite STEAM programme. |
School Mission | Based upon Christianity, we practise whole-person education by providing quality learning environment with love and care. We prioritize Biliteracy and Trilingualism by emphasizing English and Putonghua education in an authentic and anxiety-free context. Hence, our students are well equipped with bilingual communication competence which is indispensable for further studies and career development in this increasingly globalized world. By implementing life-impact education and in pursuit of beautiful life, we nurture students' positive self-concept and attitude towards people and society. |
School Characteristics | School Management | ||
| School Management Organisation | : | Incorporated Management Committee |
| Incorporated Management Committee / School Management Committee/ Management Committee | : | There are 14 members in the IMC, they include representatives from the Sponsoring Body, Teacher Managers, Parent Managers and one Independent Manager etc. |
| School Green Policy | : | 1. Implement a school-wide recycling program and collect old uniforms. 2. Launch school-based environmental protection and energy-saving activities, including the “One Person, One Flower” scheme, a food-waste reduction programme, an organic fertilizer planting programme, a “Green Christmas,” and an energy-saving policy. |
| School's Major Concerns | : | 1. Strengthening Value Education and Cultivating a Healthy and Positive Perspective on Life. 2. Making Good Use of Learning Time and Creating Space to Foster Whole-Person Development. |
| Learning and Teaching Plan | ||
| Learning & Teaching Strategies | : | 1. Cross-curricular activities facilitate students' bilingual competency inside and outside classroom. 2. English vocabulary items are incorporated into the Maths curriculum. Global Education lessons are taught in English. 3. Use Putonghua as the medium of instruction when teaching Chinese language. 4. To strengthen students' inquiry skills through cross-curricular thematic projects. 5. Train our students' generic skills and global vision through various exchange programmes. 6. To strengthen students' self-care skills inside and outside classroom. |
| Development of Major Renewed Emphases of the Primary Education Curriculum | : | 1. Enhance values education (including life education, national education, and national security education). 2. Strengthen catering for learner diversity. 3. Reinforce STEAM education to foster students' media and information literacy. |
| Development of Generic Skills | : | 1. Cultivate students' generic skills through project-based learning, service learning, and multiple intelligence classes. 2. Enhance students' understanding and appreciation of Chinese culture through participation in the Sister School Scheme. 3. Broaden students' international perspectives by organizing diverse themed study tours. |
| Cultivation of Proper Values, Attitudes and Behaviours | : | Our school has incorporated positive value education into the curriculum and various activities. This enables students to develop a positive attitude in school life. |
| Student Support | ||
| Whole School Approach to Catering for Learner Diversity | : | 1. Student Support Team in whole school approach is established to cater for student differences particularly in the fields of learning difficulties. 2. Adapted curriculum and assessment adaptation are provided to individual students. 3. Free homework lessons, care-taking classes, after-school self study room, multi-dimensional leisure activities are available for the whole person education. |
| Whole School Approach to Integrated Education | : | 1. The school has established a Student Support Team (SST) to provide support to students with Special Educational Needs (SEN), including the adapted curriculum, homework and assessment accommodations etc. 2. Providing training services for supporting students, such as learning groups, social and emotional support groups. |
| 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; organising activities to create an inclusive learning environment in the school; and our school uses Putonghua to teach Chinese in all classes / groups at all levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc. After-school adaptation activities and Chinese remedial classes. |
| Curriculum Tailoring and Adaptation | : | 1. Individual learning portfolios are established for students with special educational needs to review the students' performance in adapted curriculum, homework and assessment adaptation. 2. Pay special attention to P.1 students and identify if there are any signals for special educational needs and learning difficulties. |
| Home-school Co-operation and School Ethos | ||
| Home-School Co-operation | : | The Parent-Teacher Association (PTA) acts as a vital bridge between the school and families. We believe that students can achieve all-round development through home-school cooperation. Activities such as storytelling sessions, uniform recycling, and the "Siu Leun" stall help to foster a caring community. Through this close partnership, we ensure every child grows in a supportive environment, reaching their full potential and fulfilling our mission to glorify God and serve others. |
| School Ethos | : | We practise Christianity with love and care. Students are well prepared in a simple and Christian way of living. They know how to be respectful and polite. They also care about and are willing to serve the community. We adapt the "Open Campus" policy to benefit students. Self study programmes, I.T. support and library are open. |
| Future Development | ||
| School Development Plan | : | 1. The school implements an English-Putonghua Immersion Program to nurture biliterate and trilingual elites, incorporating English and Putonghua materials across all subjects and progressively using both languages for communication. Small-class teaching ensures comprehensive care for students. 2. By inviting overseas teachers (from Mainland, the UK, the US, and Australia) to live and engage with students, and through outbound exchange and study tours (to Mainland and overseas), the school creates an internationalized learning environment, fostering cross-border educational exchanges, global perspectives, and cultural inclusivity. 3. Develop AI teaching, e-learning and computer programming instruction. |
| Teacher Professional Training & Development | : | 1. Teacher professional development focuses on English and Putonghua, with a diversified approach to meet students' varied needs and align with the school’s development goals. 2. Teachers attend seminars and courses on diverse learning needs to gain deeper insights into supporting students with different learning requirements, enhancing classroom teaching quality. 3. Teachers participate in subject-specific seminars and courses to better understand new directions in curriculum development. |
| Others | : | Open and Inter-school competitions: Our students obtain excellent results every year in the Speech Festival, Music Festival, Football, Fencing, Drama and various sports competitions. Please refer to the school website for details. Our school organises study tours and mainland exchange programme, providing different learning experiences for students to enhance their understanding of the history, culture, custom and technology of the Mainland and other countries. |
School Map 
Last revision date：25 September 2026
