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HKFYG Lee Shau Kee Primary School
POA School Net：72
Profile
| school_name | HKFYG Lee Shau Kee Primary School |
|---|---|
| district | Yuen Long |
| school_address | 11 Tin Wing Road, Tin Shui Wai, Yuen Long, N.T. |
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| medium_of_instruction | Chinese(incl.: Putonghua) and English |
| school_tel | 24481011 |
| school_fax | 24481823 |
| school_email | lskps@hkfyg.org.hk |
| school_website | http://www.lskps.edu.hk |
| school_motto | Courtesy, Participation, Creativity, Love and Care |
| school_mission | To foster the culture of courtesy, participation, creativity, love and care at school. To integrate IT in teaching and learning. To provide opportunity for students to pursue their ideals, to grow healthily and become responsible citizens and effective leaders in the fast growing society. |
| sponsoring_body | The Hong Kong Federation of Youth Groups |
| student_gender | Co-ed |
| commencement_of_operation_year | 2000 |
| religion | Not Applicable |
More fields
| poa_school_net | 72 |
|---|---|
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 86% |
| name_supervisor_chairman_of_mc | Lui Wai Lin |
| title_supervisor_chairman_of_mc | Ms. |
| name_of_school_head | Tse Wai Lok |
| title_of_school_head | Dr. |
| school_size | 7000 |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_pta_fee | "$20" |
| asc_charges_for_non_standard_items | "$310 equipment maintenance fee" |
| fac_no_of_classroom | 30 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | LEAD LAB I & II, Maker Room, Library, Reading Wonderland, General Studies Room, Music Room, Visual Arts Room, LSK STUDIO, etc. |
| fac_others | All classrooms and special function rooms are equipped with air conditioners, smart TV and visualizers. |
| fac_support_for_specialedu | Accessible lift, Accessible toilet, Tactile guide path and Accessible public information / service counter. |
| previous_year_tsi_no_of_approved_teaching_posts | 56 |
| previous_year_tsi_total_no_of_teachers | 63 |
| previous_year_tsi_percent_of_received_teacher_training | 94 |
| previous_year_tsi_percent_of_bacherlor | 98 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 42 |
| previous_year_tsi_percent_of_special_edu_training | 64 |
| previous_year_tsi_percent_of_exp_0_4 | 37 |
| previous_year_tsi_percent_of_exp_5_9 | 32 |
| previous_year_tsi_percent_of_exp_10_or_above | 31 |
| 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 | Putonghua as the medium of instruction is implemented in some Chinese classes. Small-class teaching and Cooperative Learning are adopted to cater for learner diversity. |
| cs_remarks | Enrichment programmes and remedial courses are provided for gifted learners and students with special educational needs respectively. |
| 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 | 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 | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | A variety of formative assessments, which are conducted by means of classroom activities, classwork, quizzes, presentations, academic / non-academic award schemes etc, are important means to reveal students’ performances. There are no exams or tests for P.1 and P.2 students, whereas P.3 to P.6 have two exams every year. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | No |
| streaming_arrangement | Mixed-ability grouping is adopted for most of the subjects. However, a few subjects' lessons are conducted according to students' abilities. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 9 |
| duration_of_each_period | 30 |
| school_starts_at | 7:55 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:05 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:15 |
| lunch_end_time | 1:25 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| healthy_school_life | Implementing physical fitness plan and arranging daily physical exercise time. |
| school_life_remarks | Morning assembly, reading aloud, reading, physical exercise, class building and life education are incorporated. Curriculum focuses on cultivating students' interest in learning languages, establishing solid language foundation, STEAM education and developing creativity. |
| life_wide_learning | English Musical, English musical team "Little Angels", "Learning through Engineering, Drama, Art and Design" (LEAD), Robot design and computer coding, drama, painting, ball games such as handball & basketball, Chinese dance, Jazz dance, gymnastics, African drum, tone chime, choir, percussion course, rope skipping, etc. multiple intelligent activities, talent programmes, and 3-year specialized training for P.4 to P.6. |
| school_organisation | Under the IMC, the principal leads 4 administrative groups (school administration, curriculum development, student affairs and community and school environment) to facilitate school administration and development. |
| imc_smc_mc | School managers include university professors, experienced social workers and educators, professionals, the principal, teacher and parent representatives. |
| school_green_policy | The environmental education department implements green campus policy and exploit school environment for student learning. |
| school_major_concerns | To provide free quality education, promote an enjoyable and effective learning atmosphere. To focus on developing students' language development and creativity. To focus on life education and STEAM education. To cultivate students' multiple intelligence and to educate them to be responsible self-directed learners. |
| learning_and_teaching_strategies | Cooperation with universities, emphasis on students' foundation, understanding and application. Activity approach and Cooperative Learning strategies are used. Promote life-wide learning through project learning, visits, services, competitions and performances. Using iPad, E-learning platform and multi-media materials to support students to learn, in particular to enhance students' language ability and creativity. Gifted education training and individualized education plans (IEP) are arranged for needed students. To develop students' multiple intelligence systematically, including extra-curricular activities, talent programmes and multiple intelligence training. |
| major_renewed_emphases_pri_edu_curriculum | Making good use of learning time and creating space to promote a balanced physical and mental development; enriching life-wide learning experiences and promoting whole-person development; better catering for learner diversity; reinforcing, STEAM education, and nurturing students' media and information literacy; strengthening cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities; and enhancing assessment literacy for promoting learning and teaching effectiveness. |
| dev_of_generic_skills | Nurture students' 9 generic skills, focusing on communication, creativity and critical thinking through classes, multiple intelligence and specialized training and extra-curricular activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | By implementing the school-based life education curriculum, students' development of moral values, civic awareness, attitudes and personality are facilitated aiming to raise students' initiative to care and respect for others. |
| whole_school_approach_cater_for_learner_diversity | Using strategies such as cooperative learning strategies to cater for learner diversity, provides talent programmes and remedial classes for needed students, and referral of special cases for further professional services. |
| whole_school_approach_integrated_education | Our school adopts the "three-tier support" model for the care of students, with the entire school participating. We design diverse teaching activities to cater for different learning needs, arrange homework and exam adjustments, and group training for students with special education needs. We also develop Individual Education Plans for individual students. Our school has SENCO coordinating relevant integration measures. We also have school-based educational psychologist and school-based speech therapist who conduct related assessments and provide support for students. |
| 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; and organising activities to create an inclusive learning environment in the school. Provides extra school-based learning materials and training activities for the non-Chinese speaking (NCS) students. |
| curriculum_tailoring_and_adaptation | There is an adaptation policy for curriculum and assessment. |
| home-school_co-operation | Parent-Teacher Association, "Parent-School", Reading Mums and Dads and parent volunteers team are the means to promote home-school cooperation and strengthen communication with parents. |
| school_ethos | To cultivate the school cultures of Politeness, Participation, Creativity and Love and Care. Courses, systems and policies are student-centred. Emphasis on holistic development, to establish an open, positive, caring and trustworthy environment. Awarded "Caring and Loving Campus" in recent years consecutively. |
| school_dev_plan | To explore students' potentials, to enhance students' learning effectiveness, to nurture healthy growth of students, to develop a positive attitude towards life, to develop comprehensive school-based English curriculum. To deepen the integration of reading and writing and to use Putonghua in teaching Chinese Language. To help improving students' learning and creativity through Cooperative Learning, E-learning, etc. To pursue whole person development through multiple intelligence courses, specialised trainings and talent programmes. Interactive learning zones, which have been established like LEAD LAB 2, strengthen students' self-directed learning and integrate the fun elements in learning. |
| teacher_pro_training_and_dev | Encourage teachers to take part in seminars and training workshops. Cooperate with tertiary institutes and EDB to enhance teachers' teaching skills by carrying out action research. Teachers learn via their own professional development plans. |
| school_character_others | Over 30 key measures to support students' learning and development and HSBC Volunteer English Teaching Programme including more than 20 native English speaking volunteers to train students' oral English. |