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Hong Kong and Macau Lutheran Church Primary School

POA School Net：95

Profile

school_name	Hong Kong and Macau Lutheran Church Primary School
district	Sai Kung
school_address	4 Chap Fuk Road, Tseung Kwan O, N.T.
school_type_1	Aided
school_type_2	Whole Day
medium_of_instruction	Chinese(incl.: Putonghua) and English
school_tel	27019803
school_fax	27040066
school_email	info@hkmlcps.edu.hk
school_website	http://www.hkmlcps.edu.hk
school_motto	To grow in wisdom and stature, and in favour with God and men
school_mission	Our mission is to develop excellent and holistic education through the spirit of God. We offer students a transformative educational experience, empowering them to fulfill their potential in morality, intelligence, physique, social skills, aesthetics, and Christianity. Students are equipped to embrace the positive and meaningful life.
sponsoring_body	Hong Kong & Macau Lutheran Church Ltd.
student_gender	Co-ed
commencement_of_operation_year	1991
religion	Protestantism / Christianity

More fields

poa_school_net	95
imc	Established
name_supervisor_chairman_of_mc	Leung Yat Man
title_supervisor_chairman_of_mc	Rev.
name_of_school_head	Ho Yin Fai
title_of_school_head	Mr.
school_size	7000
nominated_sec_school	HKMLC Queen Maud Secondary School
school_bus	Yes
parent_teacher_association	Yes
school_alumni_association	Yes
asc_pta_fee	"$40"
fac_no_of_classroom	30
fac_no_of_school_hall	1
fac_no_of_playground	3
fac_no_of_library	1
fac_special_rooms	20 special rooms: Language Room, STEAM Room, Computer Rooms, Visual Arts Centre, Dancing Room, Storytelling Room, Play Room, Speech therapy room etc.
fac_others	Classrooms are equipped with Wi-Fi and e-whiteboard. STEAM-related teaching equipment such as 3D printers and laser cutting machines is configured.
fac_support_for_specialedu	Ramp and Accessible toilet.
previous_year_tsi_no_of_approved_teaching_posts	56
previous_year_tsi_total_no_of_teachers	57
previous_year_tsi_percent_of_received_teacher_training	98
previous_year_tsi_percent_of_bacherlor	100
previous_year_tsi_percent_of_master_doctorate_or_above	19
previous_year_tsi_percent_of_special_edu_training	58
previous_year_tsi_percent_of_exp_0_4	21
previous_year_tsi_percent_of_exp_5_9	32
previous_year_tsi_percent_of_exp_10_or_above	47
previous_year_no_of_class_p1	5
previous_year_no_of_class_p2	5
previous_year_no_of_class_p3	5
previous_year_no_of_class_p4	5
previous_year_no_of_class_p5	5
previous_year_no_of_class_p6	5
previous_year_no_of_class_total	30
current_year_no_of_class_p1	5
current_year_no_of_class_p2	5
current_year_no_of_class_p3	5
current_year_no_of_class_p4	5
current_year_no_of_class_p5	5
current_year_no_of_class_p6	5
current_year_no_of_class_total	30
cs_mode_of_teaching	In order to help P.1 students adapt to school life, an additional teacher is made available to help out the class teacher during the daily class-teacher period in the morning. From P.4, students are streamed according to their academic abilities.
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	2
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	No
diversified_assessment	1. Assessment for Improvement – implementing a comprehensive P-I-E cycle, connecting learning activities with multiple assessment modes to evaluate students' performance and enhance their learning effectiveness. 2. Two exams are held, followed by additional practice and follow-up evaluations that target students' weaknesses. 3. Promoting ‘learning to learn’ via self-assessment and peer assessment.
avoid_test_exam_after_long_holidays	Yes
arrange_timetable_flexibly_tutorial_session_in_afternoon	Yes
streaming_arrangement	P.2 and P.3 students have Chinese language lessons conducted in Putonghua. Students are streamed according to their ability level from P.4 to P.6, with two classes allocated to more able students in each level.
no_of_school_days_per_week	5
no_of_periods_per_day	8
duration_of_each_period	35
school_starts_at	8:00
school_starts_at_AMPM	AM
school_ends_at	3:15
school_ends_at_AMPM	PM
lunch_start_time	12:25
lunch_end_time	1:20
lunch_arrangement	Provided by designated supplier and arranged by parents.
healthy_school_life	In line with the "EatSmart@school.hk" Campaign, student lunches are prepared with less oil and salt. Two days a week, students are provided with fruit. The rooftop features an eco-friendly central kitchen to enhance meal quality. Additionally, the school promotes the "Joyful Fruit Month", highlighting the benefits of eating fruit and encouraging students to consume enough fruit daily.
school_life_remarks	Teachers and parents regularly monitor and evaluate the quality of lunch provided by the suppliers. After lunch, students can engage in various activities such as performing talent shows, playing games, reading in the library, and listening to stories.
life_wide_learning	From Tuesday to Friday afternoons, we conduct various subject-specific or interdisciplinary learning activities, including over fifty extracurricular groups. The school holds three consecutive days of ‘Learning without Walls’, allowing students to extend classroom learning into real-world experiences, including exchanges in Mainland to broaden their horizons. We also organise themed learning days to equip students at all levels with knowledge from different subjects to solve real-life problems.
school_management_url	http://www.hkmlcps.edu.hk/doc.php
school_organisation	The School Management Committee appoints a supervisor and a principal. Together with other coordinators chosen from the senior teaching staff, they are responsible for the administration of the school.
imc_smc_mc	The school is supervised by the Incorporated Management Committee (IMC) which consists of the principal, representatives from parents, alumnus and teachers, one independent manager and seven other members.
school_green_policy	By means of school-based curriculum, activities and projects, students learn how to be environmentally aware. Furthermore, we have switched to sending parents e-notices to save paper. We have in place a waste separation and recycling policy that extends to the recycling of books and school uniforms.
school_major_concerns_url	http://www.hkmlcps.edu.hk/
school_major_concerns	Learn and explore, let wisdom grow; Think then act, let your light glow.
learning_and_teaching_plan_url	http://www.hkmlcps.edu.hk/
learning_and_teaching_strategies	1. Continuously promote self-directed learning with a student-centered approach, utilising highly engaging classrooms to enhance motivation and foster a love for learning. Establish a learning ladder to teach various learning strategies, helping students learn how to learn. Create real-life scenarios for students to apply their knowledge and skills in solving problems, supported by a school-based reward programme to encourage active learning and the pursuit of excellence. 2. Emphasise bilingualism and trilingualism by creating environments such as Chinese and English "Reading Time", "Putonghua Day", "English Day", and school-based English drama classes to cultivate students' love for reading and enjoyment in using foreign languages. 3. Classroom learning: The school implements a "Note-taking Expert" programme, allowing students to grasp learning strategies. Additionally, diverse low risk evaluations are used in daily teaching to monitor students' learning progress.
major_renewed_emphases_pri_edu_curriculum	1. Establish an "Experiential Exchange" learning ladder — students learn while travelling from their community to Hong Kong, from Hong Kong to the motherland, and from the motherland to the world. This expands students' horizons and enhances self-management and interpersonal skills. Events such as music performances, swimming galas and sports days provide diverse learning experiences and platforms for talent showcases. 2. Make effective use of learning time by centering on Chinese culture with self-study materials for "Accompanying You to China" and "Hong Kong Intangible Cultural Heritage," strengthening values education and national identity. 3. Enrich students' learning experiences through "Learning without Walls" and various comprehensive activities, linking learning content to real life. This promotes deep learning in authentic contexts, fostering holistic development.
dev_of_generic_skills	1. Establishing school-based framework of thinking courses and project learning, through learning and applying thinking and research skills, students progressively develop generic skills. 2. A school-based KS1 program 'Little Tarzan' is designed in which to take nature as the starting point, cultivating students' collaboration, problem-solving, and inquiry skills through hands-on experiments and creative learning activities. 3. Another school-based curriculum "Bee STEAM KIDS" provides students with diversified learning experiences in which to enable students to possess innovative thinking and an entrepreneurial spirit, and enhancing their ability to solve real-life problems.
cultivation_of_proper_values_attitudes_and_behaviours	Using a whole-school approach, we integrate classrooms, morning assemblies, weekly meetings, class meetings, personal growth classes, and special learning days to cultivate the five key qualities of "Sunshine Leaders" through "Knowledge, Emotion, Action": self-love and love for others, love for the school, resilience, optimism, and a commitment to service.
student_support_url	http://www.hkmlcps.edu.hk/
whole_school_approach_cater_for_learner_diversity	Adopting the 3-Tier Intervention Model to cater for students with special educational needs (SEN) and planning gifted education curriculum. The first level is the school-based programme. The second level involves top-performing students attending specialised courses in various subjects. Students with leadership qualities will participate in future leader training courses to enhance their leadership skills. The third level involves recommending outstanding students each year to participate in gifted courses at the Academy of Gifted Education.
whole_school_approach_integrated_education	Our school adopts the 3-Tier Support Model to support the students with special educational needs (SEN). Tier-1: Enhance in-class support by launching co-teaching and Happy Bee Classes. Tier-2: Add-on Intervention, for example, pull out programs for different groups of students with SEN after class, dictation and/or test and examination accommodations for students with learning difficulties. Tier-3: Intensive individualized support for students with severe learning difficulties and SEN such as drawing up of Individual Education Plan.
curriculum_tailoring_and_adaptation	Teachers have tailor-made the curriculum to fit the needs of students and to better cater for students' individual differences.
home-school_co-operation_url	http://www.hkmlcps.edu.hk/pta_pta.php
home-school_co-operation	We enhance communication through Parent Days, parent seminars, "Meet the Principal" sessions, parent workshops, and the Sunshine Hotline. The Parent-Teacher Association organises various activities for parents, families, and students to foster mutual understanding. Additionally, we establish a parent volunteer team to strengthen parents' sense of belonging to the school.
school_ethos	1. Diverse class building activities enhance students' self-management skills and promote a wholesome school atmosphere. 2. The "I Want to Work" programme cultivates students' sense of responsibility and commitment. 3. Focus on the physical, mental, and spiritual health of students, encouraging them to develop their strengths and foster good relationships through cooperative learning, creating a friendly school culture. 4. Promote students' spiritual development and establish a sense of civic responsibility, helping them cultivate positive thinking and create a harmonious campus.
future_dev_url	http://www.hkmlcps.edu.hk/doc.php
school_dev_plan	1. Foster self-directed learning; emphasize arousing students' curiosity and learning motivation; enable students to master diverse learning strategies; and create contexts for students to apply their knowledge and skills. 2. Cultivate the five key qualities of "Sunshine Leaders" through "Knowledge, Emotion, Action", and optimize the student reward programme to further encourage student growth and development.
teacher_pro_training_and_dev	In response to school development needs and educational trends, we encourage teachers to pursue further studies when appropriate. Specialised training is provided based on subject requirements, along with participation in collaborative programmes with the Education Bureau and higher education institutions. We establish co-planning meeting groups at all levels and regularly hold workshops, research, and teaching study groups to continuously train teachers in diverse teaching strategies. A special support programme for new teachers offers various forms of assistance in teaching, daily affairs, and student support, such as one-on-one mentoring, workshops, classroom observations, and reviewing student work. Additionally, our school will continue to participate in QTNS to assist partner schools in developing school-based STEAM interdisciplinary curricula.
school_character_others	Establish an "Experiential Learning" ladder that connects the community to Hong Kong, from Hong Kong to the nation, and from the nation to the world. This approach aims to cultivate self-management skills in students, broaden their horizons, and enhance their transferable skills.