The ELCHK Faith Love Lutheran School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 4 matched
🎯 Mission
To preach the gospel to students so that they can receive redemption through Jesus Christ and accept Him as their Saviour; to provide a holistic education to students so that they can have a balanced growth in spiritual, moral, intellectual, physical, inter-personal and aesthetic development.
📚 Approach & Strategies
Advocate e-learning, STREAM education and cross-curricular activities to strengthen students' ability to integrate and apply their knowledge and skills across different subject disciplines; Promote students' self-directed learning, sense of national identity and positive values; Cultivate a happy campus life by providing students with various study tours and service learning. Students learn more about traditional Chinese culture and thereby cultivate their sense of national identity through the participation on Chinese Culture Day. They also learn about national security education and being cultivated a sense of belonging towards country and national identity through the participation in Nanjing Massacre Remembrance Day, Constitution Day, flag-raising ceremony, speeches under the national…
💛 SEN Support
School-based Speech Therapy Service, School-based Educational Psychology Service, Exam Adaptations. The school values every student in the school and therefore highlight the school concern as "To uphold positive values and attitudes; To be a courage, faith and love student.". Through different activities, students are encouraged to recognize and respect each person's uniqueness and special needs.
🎨 Whole-person Learning
English Drama, Chinese Dance, Musical Ensemble, e-Orchestra, Athletics, Taekwondo, Rope Skipping, Ball Games, Fellowship, The Boys' Brigade, Cub Scout, Flag Guards, Little School Reporters, Drone Soccer Training Class, AI Arts, AI Technology, Ceramic Class, Choir, Modern Dance, Lion Dance Class, Comic Creation Class, Skateboarding Class, Chinese Calligraphy Class, Puppetry Class, Tea Arts, Robots, Community Youth Club, Junior Police Force
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 16 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | - |
| title_supervisor_chairman_of_mc | Ms. |
| title_of_school_head | Ms. |
| sponsoring_body | The Evangelical Lutheran Church of Hong Kong |
| school_motto | Pursue righteousness by faith; Attain benevolence through enlightenment. |
| school_size | 900 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | Yes |
| nanny_van | - |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $30 |
| asc_charges_for_non_standard_items | $300 |
| asc_others | - |
| fac_no_of_classroom | 24 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Computer Room, Music Room, Visual Arts Room, English Room, Campus TV Studio, Chinese Culture Room, Health Care & Environmental Resource Room, Discovery Centre, Multi-media Activity Room, Interactive Learning Room, 360° VR Teaching Classroom, Library |
| fac_others | PTA Room, School Pastor Room, Counselling Room, Teaching Resource Room, PE Resource Room, Medical Room, Server Room. |
| fac_support_for_specialedu | Ramp, Accessible lift, Accessible toilet and Tactile guide path plan. |
| previous_year_tsi_no_of_approved_teaching_posts | 20 |
| previous_year_tsi_percent_of_received_teacher_training | 88 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 36 |
| previous_year_tsi_percent_of_special_edu_training | 54 |
| previous_year_tsi_percent_of_exp_0_4 | 64 |
| previous_year_tsi_percent_of_exp_5_9 | 12 |
| previous_year_tsi_percent_of_exp_10_or_above | 24 |
| previous_year_no_of_class_p1 | 1 |
| previous_year_no_of_class_p2 | 1 |
| previous_year_no_of_class_p3 | 1 |
| previous_year_no_of_class_p4 | 1 |
| previous_year_no_of_class_p5 | 2 |
| previous_year_no_of_class_p6 | 2 |
| previous_year_no_of_class_total | 8 |
| current_year_no_of_class_p1 | 1 |
| current_year_no_of_class_p2 | 1 |
| current_year_no_of_class_p3 | 1 |
| current_year_no_of_class_p4 | 1 |
| current_year_no_of_class_p5 | 1 |
| current_year_no_of_class_p6 | 2 |
| current_year_no_of_class_total | 7 |
| cs_mode_of_teaching | E-Learning approach is adopted in P.1 to P.6, in which P.3 to P.6 students bring their own device (BYOD) to the school to learn Chinese Language, English Language, Mathematics, General Studies, Putonghua, Computer Studies, etc. Pre-/after-school remedial programmes, pull-out class programmes and co-teaching are provided to support students. |
| cs_remarks | - |
| 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 | Yes |
| upload_school_assignment_policy_to_school_web | Yes |
| diversified_assessment | 1. Diversified modes of assessment and formative assessment are conducted through written assessment, e-Learning, project study, practical assessment, evaluation, etc. 2. Assessment for Learning: Students' strength and weakness in learning are identified by analyzing the data with Rasch Model; Self- and Peer-Assessment are also both included in every subject. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Students are evenly allocated with gifted and remedial programmes provided to cater for students' individual needs and abilities. |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 10 |
| duration_of_each_period | 35 |
| school_starts_at | 7:50 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 12:00 |
| lunch_end_time | 12:50 |
| lunch_arrangement | Provided by designated supplier, arranged by parents and To help students reheat lunchboxes with cooking steamer. |
| school_life_remarks | Life-wide Learning Period and ECA every week; After-school Child Care to support working parents; After-school Tutorial Class (including SEN and Non-Chinese Speaking Students); Peter's Fellowship by Faith Hope Lutheran Church. |
| school_organisation | School Development Committee, Executive Council, Staff Committee and 20 different subject panels collaboratively manage and develop the school. |
| imc_smc_mc | The Incorporated Management Committee consists of 15 members. |
| school_green_policy | The school has joined BEC Jockey Club Intelligent Resource Management Programme; Jockey Club BEAM Plus in Schools Project; Cherish Water Campus Integrated Education Programme and received “Gold Award (Hong Kong East)” and “Water Conservation Star Award”; Pilot Scheme for Provision of Necessary Equipment for ‘Plastic-free’ School Lunch; Sustainable Development School Outreach Programme by Council for Sustainable Development. Jockey Club BEAM Plus in School Project Energy Monitoring System. The school also sets up recycling bins on each floor, recycles food waste every day. |
| school_major_concerns | Concern 1: To strengthen multiple learning strategies; To cater for various learning diversity; To promote learning and teaching effectiveness<br>Concern 2: To uphold positive values and attitudes; To be a courage, faith and love student. |
| major_renewed_emphases_pri_edu_curriculum | 1. Strengthen Values Education (including Value Education, National Education and National Security Education)<br>2. Better catering for learner diversity |
| dev_of_generic_skills | Develop students' generic skills by providing different learning experiences, project learning and cross-curricular activities. |
| cultivation_of_proper_values_attitudes_and_behaviours | To help students identify character strengths; develop a sense of hope and gratitude; build positive communication skills; learn to cherish the things they have; adapt a proactive and optimistic attitude towards life. |
| whole_school_approach_cater_for_learner_diversity | Cater for diverse learning needs of students with “the 3-Tier Support Model”: <br>1. Tier-1 support refers to early identification and catering for all students with diverse learning and adjustment needs;<br>2. Tier-2 support refers to additional support / “add on” intervention, such as social groups, literacy groups and pull-out remedial tutorial for students with persistent learning or adjustment difficulties;<br>3. Tier-3 support refers to individualized intensive support for students with persistent and severe learning or adjustment difficulties. |
| 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; developing school-based Chinese Language curriculum and/or adapting learning and teaching materials; organising activities to create an inclusive learning environment in the school; hiring additional manpower and/or translation/interpretation services to facilitate the communication with parents of NCS students; and our school uses Putonghua to teach Chinese in all classes / groups at certain levels with extra support as appropriate, e.g. pull-out/small-group classes, learning and teaching resources with Pinyin, etc.. Foster parent-school communication; provide after-school tutorial class; organise Chinese cultural activities. |
| curriculum_tailoring_and_adaptation | Cater for Learner Differences" with gifted, enriched and remedial classes, especially for elite students. Supportive measures such as homework, dictation, exam adaptation and graded worksheets are also provided for students with special educational needs to take care of students' learning diversity. |
| home-school_co-operation_url | https://www.cwflls.edu.hk/tc/content.php?wid=99 |