| School Management |
| School Management Organisation |
:
| The IMC directs the development and policies, with an administration team consisting of the Supervisor, Principal, Vice Principals and Senior teachers, leads, manages, supports and monitors panels/committees, in effective communication with the PTA, the Alumni Association and the feeder secondary school. |
| Incorporated Management Committee / School Management Committee/ Management Committee |
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| According to the constitution, the IMC now has 7 School Sponsoring Body Managers, the Principal, 1 Teacher Manager, 1 Parent Manager, 1 Alumni Manager and 1 Independent Manager. Alternate Managers include 1 from the School Sponsoring Body, 1 from Teachers and 1 from Parents. |
| School Green Policy |
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| Environmental policy focuses on reuse, recycling and reduced consumption. Recycling bins are provided for different kinds of materials and plastic. The school encourages students to ride electricity-generating bicycles and has joined the 'Feed-on Tariff Scheme' which makes use of solar panels in school to generate electricity. |
| School's Major Concerns |
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| 1. Make optimal use of lesson time to enrich students’ learning experiences and promote balanced physical and mental development
2. To form students in positive values, centered on Christ, enabling them to live out the Wah Yan spirit for the Greater Glory of God (AMDG). |
| Learning and Teaching Plan |
| Learning & Teaching Strategies |
:
| Based on the school-based subject hierarchical knowledge/competency framework, the School designs curricula for Chinese, English, Mathematics, Humanities and Science, H-STREAM, self-care abilities, cross-curricular LWL activities using community resources (P.1-4), cross-curricular LWL on Pun U’s history, culture, technology (P.5) and cross- curricular life- wide learning programme on the history, culture, and technology of Beijing (P.6). P.4 and P.6 also join career exploration and life planning for self-understanding and workplace experience. The School uses e-learning (AR/VR/AI) to increase student-teacher interaction and immediate feedback; multiple intelligences theory in P.1-P.3 to develop thinking skills and deepen knowledge via display, consolidation, application; cooperative learning to develop collaboration, scientific enquiry, problem-solving, creativity. Post-assessment reflection enhances self-directed learning; written feedback describes acquired knowledge and skills. |
| Development of Major Renewed Emphases of the Primary Education Curriculum |
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| 1. To cultivate students' positive values through Personal Growth Education; 2. Optimization of diverse learning experiences through making good use of school hours: International Languages Day, reflective sessions, self-care ability sessions and whole school sports sessions etc.; 3. Regular implementation of cross-curricular life-wide learning activities with annual reviews; 4. To cater for students' diversity by optimizing multiple-intelligence assessment, teaching and learning materials and assessments according to hierarchical knowledge/competency framework; 5. To maximize the effectiveness of learning and teaching, the school optimizes the STREAM curriculum through VR/AR technology and provides students with interactive learning environment; 6. The continuation in improving Assessment Literacy among stakeholders. |
| Development of Generic Skills |
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| Through learning in different Key Learning Areas, cross-curricular, and life-wide learning activities, students master, construct, apply, enrich and deepen knowledge, develop critical thinking and enquiry skills. The School has also developed and adopts school-based assessment criteria of problem-solving, creativity and reflection. |
| Cultivation of Proper Values, Attitudes and Behaviours |
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| Our 21 school-based values are promoted through campus art works, cross-curricular curricula, award policies, guidance policies teaching reflection, service learning, Mainland and overseas interflow, parent education and teacher professional development. |
| Student Support |
| Whole School Approach to Catering for Learner Diversity |
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| 1. To address the diverse learning needs of students, three tiers of learning objectives (basic, intermediate, and advanced), curricula and assessments are set in Chinese, English, Mathematics, Humanities and Science. 2. Design P.1-P.2 school-based teaching and learning materials and assessments according to hierarchical knowledge/competency framework: Set A (foundational/progressive) and Set B(challenging) 3. Set up online learning platform using hierarchical knowledge/competency framework. 4. Nominate and train gifted students to join pull-out programmes and competitions. 5. Set up a parent resources database from which Mentors of the Workplace Experiential Self-understanding Programme are selected. 6. Provide subject-based acceleration scheme in Chi., Eng. and Maths. |
| Whole School Approach to Integrated Education |
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| The school has hired teaching assistants and Special Educational Needs Support Teachers (SENST) to provide in-class support for students, assist with accommodations during assessments and examinations, and help with monitoring and adjusting their progress. The school also provides social-emotional support groups and school-based speech therapy services. Additionally, they have implemented collaborative programs such as the Medical-Educational-Social Collaboration Program and the "Early Identification and Support for P.1 Students with Learning Difficulties" program. The school aims to foster a culture of inclusivity on campus. |
| Curriculum Tailoring and Adaptation |
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| Chinese Language: Teachers from P.1 to P.6 design school-based worksheets, while P.4 to P.6 follow a school-based curriculum. English Language: All levels implement a thematic learning model featuring school-based differential reading and writing programmes. A humanities-centred school-based STREAM curriculum is also in place to cultivate students' ability to apply scientific and technological knowledge from a humanistic perspective, using creative thinking to solve real-life problems. |
| Home-school Co-operation and School Ethos |
| Home-School Co-operation |
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| The School organizes lectures and gatherings for parents on issues such as curriculum, assessments and school policies. The PTA organizes different activities like values education workshops, annual gatherings and seminars for the parents of P.1 students. The PTA also assists the School in coordinating events including Christmas party and Chinese Cultural Day. Parent volunteers provide consistent support in lunch supervision, gardening and library assistance and provide support in events like Sports Day and Swimming Gala. Each class has designated class representatives to strengthen parent-school collaboration. |
| School Ethos |
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| The School emphasizes moral and spiritual education, aiming to cultivate students' self-discipline and adherence to rules. Each class implements a 'One Student, One Role' initiative to foster personal accountability. The School establishes student councils and student committees to develop leadership skills and foster a sense of service among upper primary students. Caring ambassadors are appointed to mentor younger students. The School actively promotes values education to help students develop the right values. The school also sets graduation attributes, aiming for students to pursue excellence upon graduation. Service learning is highly valued, and the School establishes groups such as the Rotary Interact Club and Community Ambassadors to actively promote student involvement in voluntary training and community service, enabling them to serve others, thus develop both talent and social responsibility. |
| Future Development |
| School Development Plan |
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| The School is committed to whole-person education, optimizing learning time and enhancing both classroom and beyond-classroom experiences to promote balanced development and diverse potentials. Through tiered knowledge and competency frameworks and formative, summative, and multiple-intelligence assessments, the School caters to diverse abilities and strengthens self-directed learning and generic skills. Following Christ's example, and integrating the Values Education Curriculum Framework, Catholic and Jesuit educational ideals, and positive Chinese cultural values, the School develops a school-based core values framework. Using a "cognitive, affective, and behavioural" approach, the School nurtures positive values and embodies the Jesuit vision of "Boys for and with others." A professional teacher learning community is also in place to develop student-centered resources and enhance teaching effectiveness. |
| Teacher Professional Training & Development |
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| The Teacher Development Team guides new teachers in understanding Catholic and Jesuit educational philosophies and our school community's unique context. Teachers are encouraged to pursue lifelong learning, master current professional knowledge, and strengthen subject, pedagogical, and value-based competencies to enhance teaching and learning. A professional learning community drives teacher development and sustains ongoing school improvement. |
| Others |
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| 1. Scholarships are awarded to the top one to three students in each class with the highest academic achievement for the entire school year.
2. To promote students' balanced development and encourage the pursuit of excellence, the school offers a wide range of reward programs and awards.
3. Exchange programs with Mainland and overseas as well as the participation in international competitions allow students to gain a deeper understanding of Hong Kong, China and the world. |
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 
