Chi Lin Buddhist Primary School
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
Primary：11 indicators apply, 1 matched
🎯 Mission
Adhering to the spirit of compassion, equality and caring in Buddhism, we provide students with high-quality whole-person education by upholding our school motto 'Do everything for students.' and 'Never give up on one person.' We equip our students' with 21st century skills and develop them to become valued members the society through our school-based curriculum.
📚 Approach & Strategies
1. Essential skills required for 21st Century through diversified Learning such as cooperative learning (students sit in groups). 2. Cultivate students' potential and special skills through informal curriculum. 3. Experiential learning through Singapore and China Study Tour, overnight camps as well as cross-curricular learning projects. 4. Several native English teachers and native English assistants are employed to cultivate an English-rich environment. Two periods of NET for P.1-P.6, Three after-school periods of NET for P.1-P.2 Two periods of NET Visual Arts and P.E. for P.3-P.4.
💛 SEN Support
The school adopts a "whole-school participation" model, integrating learning and teaching, to provide assessments and adaptations for students. The team is composed of the Special Education Needs Coordinator, Special Education Needs Support Teachers, Student Counselors, and Teaching Assistants. In addition, the school also offers after-school activities, such as social skills training groups, attention training groups, executive function groups, and joins the Jockey Club Autism Support Network. The school also provides school-based speech therapy services, school-based educational psychology services, individual education plans, and homework adaptation policies to support students with special educational needs.
🎨 Whole-person Learning
Our school is dedicated to creating a diverse experience for students of all grades. For P.1 and P.2 students, a 3-day on-campus day camp is arranged. P.3, P.4, and P6 students will participate in a 3-day camping training. The entire P.5 will go on a study tour in Singapore, and the entire P.6 will go on a study tour in Beijing. There are over 50 activities in the school team's top-notch classes and interest classes, covering subject expansion, ball games, dance, swimming, STEAM, etc.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 95 |
|---|---|
| school_type_1 | Aided |
| school_type_2 | Whole Day |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chairperson_members | 100% |
| title_supervisor_chairman_of_mc | Ven. |
| title_of_school_head | Mr. |
| sponsoring_body | Chi Lin Nunnery |
| school_motto | Be faithful, discover learning diligently, and become an all-rounded individual in preparation for tomorrow's world |
| school_size | 6311 |
| through_train_sec_school | - |
| feeder_sec_school | - |
| nominated_sec_school | - |
| school_bus | - |
| nanny_van | Yes |
| parent_teacher_association | Yes |
| school_alumni_association | Yes |
| asc_school_fee | - |
| asc_tong_fai | - |
| asc_pta_fee | $20 |
| asc_charges_for_non_standard_items | Three-day camping fee for P.3, P.4 and P.6 students - $100, Extra-curricular activities fee for the whole year - $50 |
| asc_others | - |
| fac_no_of_classroom | 31 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 4 |
| fac_no_of_library | 1 |
| fac_special_rooms | English Room, Computer Room, Student activity Room, Visual Art Room, Music Room, Counseling Room and Multi-purpose Room. |
| fac_others | English Corner, Reading Corner, classrooms with Wi-fi, interactive smart BlackBoard, climbing wall. |
| fac_support_for_specialedu | Accessible lift and Accessible toilet. |
| previous_year_tsi_no_of_approved_teaching_posts | 46 |
| previous_year_tsi_percent_of_received_teacher_training | 100 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 29 |
| previous_year_tsi_percent_of_special_edu_training | 69 |
| previous_year_tsi_percent_of_exp_0_4 | 48 |
| previous_year_tsi_percent_of_exp_5_9 | 27 |
| previous_year_tsi_percent_of_exp_10_or_above | 25 |
| previous_year_no_of_class_p1 | 3 |
| previous_year_no_of_class_p2 | 3 |
| previous_year_no_of_class_p3 | 4 |
| previous_year_no_of_class_p4 | 4 |
| previous_year_no_of_class_p5 | 5 |
| previous_year_no_of_class_p6 | 5 |
| previous_year_no_of_class_total | 24 |
| current_year_no_of_class_p1 | 3 |
| current_year_no_of_class_p2 | 3 |
| current_year_no_of_class_p3 | 3 |
| current_year_no_of_class_p4 | 4 |
| current_year_no_of_class_p5 | 4 |
| current_year_no_of_class_p6 | 5 |
| current_year_no_of_class_total | 22 |
| cs_mode_of_teaching | For P4-6, English classes are divided into ability-based groups, allowing students to learn at their own pace.<br>Other subjects are taught in mixed-ability classes, incorporating activity-based learning, cooperative learning, gifted education, and small-step teaching. This approach enables students to construct knowledge through interaction and develop the skills required for the 21st century.<br> |
| cs_remarks | - |
| no_of_test_per_year_P1 | 0 |
| no_of_exam_per_year_P1 | 1 |
| 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. There are no tests or examinations until the end of P.1. 2. Formative assessments are adopted progressively to allow room for students in adapting to the examination system in primary school. 3. Three examinations are adopted every year in Primary 2-6 to assess different areas. 4. Formative assessments and peer assessments are adopted in all subjects.<br> |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Students are arranged in classes at random. Two individual classes are arranged for students to cater for learners' diversities. P4-P6 Heterogenous grouping (English). |
| no_of_school_days_per_week | 5 |
| no_of_periods_per_day | 8 |
| duration_of_each_period | 40 |
| school_starts_at | 8:00 |
| school_starts_at_AMPM | AM |
| school_ends_at | 3:20 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 1:00 |
| lunch_end_time | 2:00 |
| lunch_arrangement | Provided by designated supplier, arranged by parents and parents can bring pupils home for lunch. |
| school_life_remarks | Enrichment program after school and extra-curricular activities are organized from Monday to Saturday. (Free of charge)<br>After-school homework classes are organized for P.1-P.2.<br>Native English Teachers are arranged to work with class teachers in lessons every day to enhance students' English speaking abilities. |
| school_management_url | http://www.chilinbps.edu.hk/CustomPage/openInIFrame.aspx?webPageId=13 |
| school_organisation | Three administrative groups are set up for organizing whole school affairs. They aim to create a pleasurable-learning atmosphere that fosters the holistic growth of the children. |
| imc_smc_mc | The Incorporated Management Committee school consists of members from the Chi Lin Nunnery well-respected people in society, teacher representatives and parent representatives. Regular meetings are held to discuss the school's affairs and to provide valuable ideas for the development of the school. |
| school_green_policy | Our school has put a lot of efforts to arouse children's concern about the environment. The school has designed various learning activities to nurture the students' development. Vegetarian lunch boxes are tailor-made to promote a healthy lifestyle. |
| school_major_concerns_url | http://www.chilinbps.edu.hk/management.php?aid=4 |
| school_major_concerns | 1. Nurture students to become lifelong learners who actively explore.<br>2. Cultivate students' sense of satisfaction, sense of belonging and happiness. |
| learning_and_teaching_plan_url | http://www.chilinbps.edu.hk/course.php?aid=16 |
| major_renewed_emphases_pri_edu_curriculum | Enhancing students' sense if will-being, cultivating character, and developing integrated skills through-formal and informal curriculum. |
| dev_of_generic_skills | Foster students' generic skills and self-learning skills through different teaching strategies, cooperative learning, cross-curricular learning and project learning. |
| cultivation_of_proper_values_attitudes_and_behaviours | Develop positive thinking through personal development lessons and practical workshops. |
| student_support_url | http://www.chilinbps.edu.hk/support.php?aid=5 |
| whole_school_approach_cater_for_learner_diversity | Catering to the diversity of students throughout the school:<br>In order to cater to both gifted students and those with slightly lower abilities, the school provides pull-out classes such as advanced classes and remedial classes. These classes aim to enhance the learning abilities of stronger students while also supporting those who are less able or have special needs.<br>Smooth transition from kindergarten to primary school:<br>To facilitate a smooth transition from kindergarten to primary school, the school offers school-based after-school homework tutorials known as "Positive Energy" programs. Additionally, there are after-school learning and support programs called "Community-based Projects" to further assist students during this transition. |
| 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; 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. |
| curriculum_tailoring_and_adaptation | 1. School-based refined Chinese, English and Math curricula are adopted.<br>RWI phonics and reading program is adopted in P.1-P.3.<br>2. Activities designed to cater for learners' diversities in classes.<br>3. Homework and assessment are tailor-made for students with special needs.<br>4. Cross-curricular activities are introduced to enhance holistic learning experience. |
| home-school_co-operation_url | http://www.chilinbps.edu.hk/CustomPage/35/index.html |
| home-school_co-operation | The parent-teacher Association forms a supporting team to help organize various kinds of activities and to promote a loving and caring culture. Teachers pay visits to new students' homes every year. Scholarships and School Development Funds are set up to meet the needs of the school establishment and programs. Set up P.1-P.2 Parents' English Classes. |
| school_ethos | Students are arranged in mixed-abilities classes to encourage a loving and caring culture, as well as promoting students' cooperative and communicating skills. |
| future_dev_url | http://www.chilinbps.edu.hk/management.php?aid=4 |
| school_dev_plan | 1. Develop students’ 21st century skills through the integration of formal and informal curriculum in order to further their studies and meet the challenges in the future. <br>2. Cultivate whole-person education through a variety of education measures to provide nutrients for good parent-child relationships to increase students' sense of happiness and build a joyful campus.<br>3. Create pleasant and effective learning environment by a team of caring and professional teachers. |
| teacher_pro_training_and_dev | 1. Teacher development sessions every Friday afternoon.<br>2. Lesson observation and co-planning sessions are timetabled to enhance learning, teaching and professional development.<br>3. Co-planning meetings are held every week and sharing sessions are conducted regularly to promote professional development.<br>4. A school support service held by EDB is applied every year to increase the effectiveness of teaching and learning. |