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Asbury Methodist Primary School
POA School Net：65
Profile
| school_name | Asbury Methodist Primary School |
|---|---|
| district | Kwai Tsing |
| school_address | Estate School No. 2, Lai King Estate, Kwai Chung, N.T. |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 27429499 |
| school_fax | 23700675 |
| school_email | mail@asbury.edu.hk |
| school_website | http://www.asbury.edu.hk |
| school_motto | To understand and stand up for the truth. |
| school_mission | Develop whole-person education based on Christian principles, Nurture wholesome life through preaching of the gospel. |
| sponsoring_body | Methodist Church HK |
| student_gender | Co-ed |
| commencement_of_operation_year | 1961 |
| religion | Protestantism / Christianity |
More fields
| poa_school_net | 65 |
|---|---|
| imc | Established |
| name_supervisor_chairman_of_mc | Chan Ka Lai |
| title_supervisor_chairman_of_mc | Ms. |
| name_of_school_head | Wong Wai Hang |
| title_of_school_head | Mr. |
| school_size | 1656 |
| school_bus | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$50" |
| asc_charges_for_non_standard_items | "$400" |
| fac_no_of_classroom | 23 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 3 |
| fac_no_of_library | 1 |
| fac_special_rooms | Hall, Climbing wall, Community Cinema, Campus TV, IT Room, English Room, Music Room, VA Room, Dancing Room, Religion Room, Science Room, Student Life Education Room, Parent Resource Centre, Tuck-shop. |
| fac_others | Every classroom is equipped with a computer, interactive whiteboard, sound system and a visualiser. |
| fac_support_for_specialedu | Ramp, Accessible lift, Accessible toilet and Accessible public information / service counter. |
| previous_year_tsi_no_of_approved_teaching_posts | 39 |
| previous_year_tsi_total_no_of_teachers | 44 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_bacherlor | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 29 |
| previous_year_tsi_percent_of_special_edu_training | 58 |
| previous_year_tsi_percent_of_exp_0_4 | 50 |
| previous_year_tsi_percent_of_exp_5_9 | 27 |
| previous_year_tsi_percent_of_exp_10_or_above | 23 |
| previous_year_no_of_class_p1 | 2 |
| previous_year_no_of_class_p2 | 3 |
| previous_year_no_of_class_p3 | 3 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 4 |
| previous_year_no_of_class_p6 | 3 |
| previous_year_no_of_class_total | 19 |
| current_year_no_of_class_p1 | 2 |
| current_year_no_of_class_p2 | 2 |
| current_year_no_of_class_p3 | 3 |
| current_year_no_of_class_p4 | 3 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 4 |
| current_year_no_of_class_total | 18 |
| cs_mode_of_teaching | 1. Small class teaching is implemented in P.1-P.6. 2. Conduct enhancement and intervention classes to cater for learners' diversity. 3. The implementation of Bring Your Own Device (BYOD) e-learning in senior grades. |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 2 |
| replace_test_exam_P1 | Yes |
| no_of_test_per_year_P2-P6 | 0 |
| no_of_exam_P2-P6 | 3 |
| formulate_appropriate_school_based_assessment_assignment_policy_inform_parents_collect_views_from_teachers_students_parents_regularly | Yes |
| upload_school_assessment_policy_to_school_web | No |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | Different modes of assessments are used, such as life skills evaluation, experimental evaluation, project-based learning, practical evaluation, formative assessment and summative assessment. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Ability groupings. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 35 |
| school_starts_at | 8:05 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:25 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:40 |
| lunch_end_time | 1:40 |
| lunch_arrangement | Provided by designated supplier, arranged by parents and students can bring their own lunch. |
| healthy_school_life | A morning assembly (flag-raising ceremony), a reading corner, and morning exercises. Students can participate in activities such as rock climbing, juggling, basketball, and jogging during the long break. Additionally, there will be campus greening initiatives, such as a herbal garden corner. |
| school_life_remarks | The Computer room and the library are opened to students during lunch time and after school. We also have broadcasting session at lunch time. |
| life_wide_learning | Extra-curricular activities are held on Fridays, such as handicrafts making, table-tennis, basketball, maths board games, coding, English made easy, film appreciation and student fellowship. Over 30 academic and non-academic activities are organised for students to join after school, such as percussion team, athlete team, marathon training, jazz dancing, lion dance, English Ambassadors, drone programming, art class and uniform groups. |
| school_management_url | https://www.asbury.edu.hk/ |
| school_organisation | The School Board of Directors is composed of the Parent-Teacher Association, the Administration Committee, the Panel Committee and the Functional Constituency to enable managing the School in a collective and accountable way. |
| imc_smc_mc | The School Management Committee is comprised of professionals from different sectors, representatives of the organization body, teachers, parents and former students. There are Administration Committee and other Panel Committees to lead the development of the school. |
| school_green_policy | We offer various learning opportunities to teach students to conserve natural resources. |
| school_major_concerns | 1. Make effective use of learning time to enhance students' independent learning and improve their learning effectiveness. 2. Continue to promote life education to cultivate a positive and proactive value system among students. |
| learning_and_teaching_plan_url | https://www.asbury.edu.hk/ |
| learning_and_teaching_strategies | In addition to curriculum-based education, the school also promotes diverse learning experience activities. Students engage in experiential education (such as Learning By Doing integrated courses and managing a snack bar), comprehensive learning (including life skills, team training camps, overseas excursions, and community visits/services), thematic exploration (covering science and technology, as well as traditional Chinese culture), various types of artistic performances and competitions both inside and outside the school, religious education, and moral education. These initiatives help students accumulate learning experiences and develop multiple intelligences. |
| major_renewed_emphases_pri_edu_curriculum | Our school places a strong emphasis on cultivating students' positive values and attitudes. Through various learning activities such as regular morning assemblies, flag raising ceremonies, life education lessons, and positive education week, we actively nourish students' correct values and attitudes. We utilize our learning time effectively to create space for diverse learning experiences and activities during lunch breaks. This helps students in exploring different interests beyond academic while promoting physical and mental development. In addition, by connecting different learning areas organically, we provide students with a comprehensive environment that fosters holistic development. To cater students' learning diversity, we adopt a wide range of teaching strategies to enhance their participation. |
| dev_of_generic_skills | Enhancing pupils' generic skills by doing projects, small class learning, field trips and various learning activities, like Project Week, Chinese Cultural Day and other extra-curricular activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | We believe every student has their uniqueness and strengths in learning, personality and skills. Each of them is special and able to learn. Our school takes a holistic approach in driving positive education, including formal and hidden curriculum, themed activities, school culture and staff policy. We encourage our students to explore, develop and build their strengths. We focus on individual and collective improvement, to develop a Growth Mindset. "Be the BEST of US ‧ be the BEST of ME". |
| whole_school_approach_cater_for_learner_diversity | Our school adopts small class teaching and through classroom teaching enhancement, cooperative learning, designing graded activities, and other strategies to cater for students' learning diversity. The school provides various after-school programmes such as subject based learning classes, gifted programmes, remedial classes, and homework tutorials. For Primary 1 to 6, our NET teacher and ELTA teaches English phonics skills to improve our students’ pronunciation and speaking skills. For Primary 6, the NET teacher conducts interview skills training to prepare our students for the secondary school entrance interviews. |
| whole_school_approach_integrated_education | Our school adopts the whole school approach to integrate students with different abilities and needs. The school provides graded support to assist our students in learning. The Student Support Team members includes SENCO, school-based Educational Psychologist, school-based Speech Therapist, guidance personnel, and Special Educational Needs Support Teachers (SENSTs). Our school utilities EDB funding and other resources to hire classroom learning assistants, and to offer courses such as 'social interaction and emotion regulation course', 'attention training course', 'Chinese reading and writing course' and 'Parent-child rock climbing Experience' and to cater for our students' needs. |
| support_for_non_chinese_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 hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students. The school offers after-school Chinese lessons and homework classes for non-Chinese speaking students. Accommodations in assessments and homework are also provided. |
| curriculum_tailoring_and_adaptation | Through regular co-plan sessions amongst teachers, the school provides curriculum adaptation and enhancement. Accommodations in assessments and homework are also provided to students with special educational needs. |
| home-school_co-operation | The School regards parents as close partners. Apart from holding regular parent meetings, the Parent-Teacher Association was set up to be the bridge between parents and school to help develop our school. Two parent representatives are elected to join the School Management Committee as parent manager and alternate parent manager. |
| school_ethos | Our School emphasizes the cultivation of a harmonious teacher-students relationship and the enhancement of students' sense of belonging to the school. Teachers have established a close rapport with students. They put emphases on their professional growth, too. In all, students are kind, polite, willing to help and responsible. |
| school_dev_plan | Based on the principle that "love should come in time, love should be visible, and love should be put into action": 1. Strengthen the connection between the updates of various courses to optimize the overall curriculum planning. 2. Optimize classroom teaching strategies to promote interdisciplinary learning and reading, fostering students' ability for self-directed learning. 3. Promote student reading to enhance their interest in reading and create a reading atmosphere on campus. 4. Enhance professional training for teachers to promote their professional development and improve their teaching capabilities. 5. Promote values education to cultivate positive and active values and attitudes in students. 6. Establish a compassionate and positive campus culture to nurture students' spirit of serving others and develop young servant leaders. 7. Focus on students' mental health, creating an inclusive, supportive, and respectful school environment to enhance the sense of achievement and happiness among teachers and students. |
| teacher_pro_training_and_dev | We organize a series of professional workshops or seminars run by subject specialists and external organization in order to improve the effectiveness and efficiency of teaching and learning. |
| school_character_others | 1. Set up homework guidance section in the schedule (every Monday, Tuesday and Thursday). Therefore, students can finish the homework of the day. 2. Providing "class management lesson" to foster the relationship between teachers and students through sharing and various learning experience. 3. Set up "multi-intelligence" section every Friday during the self-study section. Students have a chance to join different extra-curricular activities to widen their vision. 4. Promote Positive Education, Promotes students to adopt positive behaviors in facing challenges and difficulties, fostering resilience. |