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Fuk Wing Street Government Primary School
POA School Net：40
Profile
| school_name | Fuk Wing Street Government Primary School |
|---|---|
| district | Sham Shui Po |
| school_address | 231 Fuk Wing Street, Shamshuipo, Kowloon |
| school_type_1 | Gov't |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese |
| school_tel | 23869426 |
| school_fax | 27089854 |
| school_email | fwsgps@edb.gov.hk |
| school_website | http://www.fwsgps.edu.hk |
| school_motto | Be a moral person and embrace learning |
| school_mission | The school is devoted to providing universal education and creating a pleasant and enjoyable learning environment for whole-person education. |
| sponsoring_body | Government |
| student_gender | Co-ed |
| commencement_of_operation_year | 1958 |
| religion | Not Applicable |
More fields
| poa_school_net | 40 |
|---|---|
| imc | Not Applicable |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 100% |
| name_supervisor_chairman_of_mc | Chan Pik Wa, Gloria |
| title_supervisor_chairman_of_mc | Dr. |
| name_of_school_head | Cheng Yuk Ching |
| title_of_school_head | Ms. |
| school_size | 4112 |
| nominated_sec_school | Tsuen Wan Government Secondary School, Homantin Government Secondary School, Kowloon Technical Secondary School, Jockey Club Government Secondary School |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_charges_for_non_standard_items | "Learning material Fee ($60)" |
| fac_no_of_classroom | 24 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 1 |
| fac_no_of_library | 1 |
| fac_special_rooms | English Room, Computer Room, Visual Art Room, Music Room, Counselling Room, Multi-activity Room, Multi-purpose Room, Playroom, Campus TV, STEM Room. |
| fac_others | Electronic blackboard, Kinesthetic learning platform, Air purifier, Lift, etc. |
| fac_support_for_specialedu | Ramp and Accessible restroom. |
| previous_year_tsi_no_of_approved_teaching_posts | 44 |
| previous_year_tsi_total_no_of_teachers | 47 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_bacherlor | 93 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 34 |
| previous_year_tsi_percent_of_special_edu_training | 72 |
| previous_year_tsi_percent_of_exp_0_4 | 2 |
| previous_year_tsi_percent_of_exp_5_9 | 18 |
| previous_year_tsi_percent_of_exp_10_or_above | 80 |
| previous_year_no_of_class_p1 | 3 |
| previous_year_no_of_class_p2 | 4 |
| previous_year_no_of_class_p3 | 4 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 4 |
| previous_year_no_of_class_p6 | 4 |
| previous_year_no_of_class_total | 23 |
| current_year_no_of_class_p1 | 3 |
| current_year_no_of_class_p2 | 3 |
| current_year_no_of_class_p3 | 4 |
| current_year_no_of_class_p4 | 4 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 4 |
| current_year_no_of_class_total | 22 |
| cs_mode_of_teaching | Small class teaching is implemented from P.1 to P.6. Support service is provided for students with special educational needs. |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 0 |
| 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 | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | In Primary One, there are totally three formative assessments in each academic year and no school examinations. For Primary Two to Six, there are three examinations instead. At all levels, students’ knowledge, attitudes and skills will be comprehensively assessed through a variety of assessment methods, including practical assessments, project learning, group discussions and presentations. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | For P.1 and P.2, mixed ability grouping is implemented. For P.3 to P.6, class streaming is based on students' academic achievement, with elite classes and enhanced study groups. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 35 |
| school_starts_at | 8:15 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:15 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 1:10 |
| lunch_end_time | 2:10 |
| lunch_arrangement | Either provided by contract supplier or arranged by parents. |
| healthy_school_life | The school has established a healthy campus policy to allow students to develop healthy lifestyle habits. The school also participated in the “MVPA60 Award Scheme” and "EatSmartschool HK Campaign", and was again awarded the "Eat Smart School". |
| school_life_remarks | We focus on whole-person education that cultivates students' active "lifelong learning", advocates "one skill for life" and "a duty per student". Besides, constructing STEAM learning through developing "Butterfly Garden" and participating in the Green Mech Competitions are also stressed. The school also stresses on kindergartens-primary-secondary transition by launching Orientation Day and different programmes. |
| life_wide_learning | Activity groups, enhancement classes and after-school art classes, covering academic, physical education, art, thinking and skill training are set up. Uniform groups include Cub Scouts, Brownies and Flag Raising Team. Featured groups include orchestra and music ensembles, Community Youth Club, Junior Police Call, Student Environmental Protection Ambassadors and Little Journalists. Other activities include Sports Day, school picnic, educational visits, education camps and overseas study tours. |
| school_organisation | The school-based management is implemented. There are two vice principals and twelve administrative streams to plan and implement school policies. |
| imc_smc_mc | The School Management Committee monitors and promotes school development. |
| school_green_policy | Pursuing green management, the school emphasizes equally on knowledge and practice. In addition to promoting environmental protection information, School Green Policy is adopted and supported by 'Greening the Campus Campaign' (e.g. setting up environmental planting area at school), energy saving programmes and recycling programmes. |
| school_major_concerns | 1. Enhancing teaching and learning and continuously developing students' self-directed learning and inquiry skills. 2. Fostering a positive lifestyle and enhancing students' physical and mental well-being. |
| learning_and_teaching_strategies | 1. Based on the gifted teaching approach, metacognitive strategies, systematic thinking training, assessment literacy and student-oriented learning activities are implemented to enhance the effectiveness of learning and teaching. 2. To monitor students' academic progress and take appropriate follow-up actions, there are formative assessments for P.1 students (no examinations). Multi-learning assessments and examinations are given to P.2 to P.6 students. |
| major_renewed_emphases_pri_edu_curriculum | The school focuses on building morality, creating space and student learning as its main directions that align with the major emphases in the Primary Education Curriculum Guide. By launching different activities and arranging class time flexibly, all subject teachings are conducted in the morning session so that more time in the afternoon can be used to carry out a variety of life-wide learning activities such as STEAM education, extensive reading and moral education to foster whole-person development. The school also attaches great importance to cultivating students' media and information literacy, enhancing their assessment literacy, taking care of the diversity of students and structurally building their healthy lifestyles. Through organic integration, natural connection and multiple strategies, key points of school curriculum are integrated into the overall curriculum planning and implemented by inside and outside classroom and whole-school participation. |
| dev_of_generic_skills | The generic skills are developed through formal curriculum and extracurricular activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | Introduce seminars, workshops or diversified activities on positive-values to create an optimistic atmosphere for stakeholders of the school. |
| whole_school_approach_cater_for_learner_diversity | 1. Early identification of students' special educational needs. 2. School-based Educational Psychology Service and School-based Speech Therapy Service. 3. After-school learning support programme and curriculum adaptation. 4. Comprehensive Student Guidance Service. |
| whole_school_approach_integrated_education | The school uses learning support grant to recruit additional teaching assistants. Teachers work with various professionals such as school social worker, school-based educational psychologist and school-based speech therapist to provide support service for students in need. Homework and assessment adaptation are provided for students with SEN. Homework tutoring classes, interest classes and off-campus learning activities are arranged. |
| 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. |
| curriculum_tailoring_and_adaptation | To address learners' diversity, curriculum adaptation and homework adjustment are implemented. |
| home-school_co-operation | 1. Parents participate in school development through PTA, SMC and the Trading Operation Committee. 2. PTA Annual General Meeting, Parent-child Picnic, Parents' Interest Class, Talks/Seminars for parents and Parent-child activities are held. 3. Parents volunteer in various school activities and Parent-student paired-reading scheme. |
| school_ethos | The school endeavours to nurture students to exhibit self-discipline and to love one another. Programmes are run to encourage students to actualise oneself and to build up confidence. Leadership programmes are organised for potential students. By serving the others, uniform group members can develop a sense of belonging and responsibility. |
| school_dev_plan | 1. Strengthen the interdisciplinary learning, extensive reading and electronic literacy. 2. Universal gifted education and universal quality education. 3. Nurture students' positive values, facilitate students' diversified development and comprehensive healthy growth. 4. Enhance students' comprehensive understanding of the motherland and reinforce students' national identity. |
| teacher_pro_training_and_dev | To align with school development plan, school-based training programmes are designed. Teachers are encouraged to attend external courses to enhance their professional development. |
| school_character_others | Our school has been long-established since 1958 and has nurtured elites for the society with alumnus serving in different positions. To prepare our students for the future, we will continue to provide quality education to every student by addressing moral, intellectual, physical, social and aesthetic perspectives. |