🎒 Primary ・ Southern
Aplichau Kaifong Primary School
📰 School Stories
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
55
High
Primary：11 indicators apply, 6 matched
🎒
Aplichau Kaifong Primary School
Southern ・
Primary ・ Est. 1954
📍 Address
9 Lei Tung Road, Lei Tung Estate, Ap Le…
📞 Phone
28711669
📠 Fax
28711716
✉️ Email
akps@akps.edu.hk
⛪ Religion
Not Applicable
👩🏫 Principal
Wan Shu Hung
📅 Founded
1954
👫 Gender
Co-ed
🗣️ Language
Chinese
🎯 Mission
'Honesty, trustworthiness, diligence and agility' is the school's motto. We help students to acquire knowledge and skills, and develop positive life values. We promote balanced development of the five moral strands and develop their potential with quality education in a harmonious and joyous environment. We aim to foster an excellent school spirit of good-behaviour and build quality personal character as willing to serve others.
📚 Approach & Strategies
1. Enriching students' learning experiences and developing their generic skills through thematic reading, class reading clubs, sister-school exchanges, overseas learning, and life-wide learning activities. 2. Enhancing students' self-learning abilities through inquiry-based learning, higher-order thinking training, and the implementation of e-learning and AI courses. 3. Integrating STEAM education elements into various subjects to strengthen students' investigative skills. 4. Introducing a "Forest Curriculum", allowing students to step outside the classroom, gain hands-on experience, acquire interdisciplinary knowledge, and learn wilderness survival skills. 5. Actively participating in external support programs to continuously improve the effectiveness of learning and teaching.
💛 SEN Support
The school has established a Student Support Team to co-ordinate the resources of the school and the community. We implement various activities to support students with special educational needs, such as School-based Educational Psychology service, and learning and social skills groups. Our teachers also actively seek professional development to increase the readiness of fast-paced curriculum adaptation. Our school also organizes various peer support programmes, such as the "Big Brother and Sister Scheme" to facilitate the value of mutual support.
🎨 Whole-person Learning
Students participate in various school team trainings, interest groups, and service teams, such as: Drum band, Dance, Recitation, English drama, Language lab, Writing class, English phonics class, Ball games training, English class, Visual arts class, Olympiad math class, Community Youth Club, Scouts and Girl Guides, English Ambassadors. They also engage in social services, performances, and competitions, including: Visiting elderly homes, Overseas exchange programs, Talent Show.
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| poa_school_net | 18 |
|---|---|
| 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 | Mr. |
| sponsoring_body | Aplichau Kaifong Welfare Association |
| school_motto | Honesty, trustworthiness,<br>diligence and agility |
| school_size | 6200 |
| 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 | - |
| asc_others | - |
| fac_no_of_classroom | 25 |
| fac_no_of_school_hall | 1 |
| fac_no_of_playground | 2 |
| fac_no_of_library | 1 |
| fac_special_rooms | Inno Space, VR Cave, Multimedia Learning Room, Dance Studio, Sensory Integration Room, Library, Multipurpose Room, English Room, Music Room, Visual Arts Room, Parents' Resource Room, Counseling Room and Interview Room. |
| fac_others | The hall and all classrooms are air-conditioned. There are around over 100 desktop and laptop computers and around 160 iPads with Internet access. |
| fac_support_for_specialedu | The school has a sensory integration room providing systematic sensory integration courses building positive adaptation reactions and encourages sensory integration in brain development. |
| previous_year_tsi_no_of_approved_teaching_posts | 20 |
| previous_year_tsi_percent_of_received_teacher_training | 79 |
| previous_year_tsi_percent_of_master_doctorate_or_above | 54 |
| previous_year_tsi_percent_of_special_edu_training | 79 |
| previous_year_tsi_percent_of_exp_0_4 | 25 |
| previous_year_tsi_percent_of_exp_5_9 | 21 |
| previous_year_tsi_percent_of_exp_10_or_above | 54 |
| 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 | 0 |
| 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 | 6 |
| cs_mode_of_teaching | The school offers elite classes and implements small class teaching. We have enrichment and remedial groups. After school, we have various English activity groups, STEAM Innovation Team, special Chinese lessons for Non-Chinese Students, concentration training groups and homework tutorial lessons conducted by school teachers. Project-based learning and experimental learning are also provided. |
| cs_remarks | Implement 'Small Class Teaching' approach which allows more individual guidance and cares for their all-round development. Conduct experiential learning (e.g. Forest Curriculum) to allow students to learn by their hands-on experience, and thereby enhance their curiosity in exploring and acquiring knowledge. |
| 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 | Diversified formative assessment is developed. Self-assessments, peer and group assessments, evaluation of learning during lessons and summative assessment are conducted. To accommodate P.1 students with primary school learning, test and exam have been replaced by formative assessments. 'Fun Dictations' motivate students to learn Chi. and Eng. as they allow them to score over 100. |
| avoid_test_exam_after_long_holidays | Yes |
| arrange_timetable_flexibly_tutorial_session_in_afternoon | Yes |
| streaming_arrangement | Students are streamed into classes according to their academic performance and conducts. |
| 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 | 3:30 |
| school_ends_at_AMPM | PM |
| lunch_start_time | 1:00 |
| lunch_end_time | 1:50 |
| lunch_arrangement | Provided by designated supplier and arranged by parents. |
| school_life_remarks | In addition to regular classes, the school also offers morning reading sessions, library lessons, personal growth classes, tutorial sessions, extracurricular activities, and diversified learning courses. During the school day, there are enrichment and remedial classes for Chinese, English, and Mathematics. After school and on Saturdays, a variety of activities and training programs are available. |
| school_management_url | https://www.akps.edu.hk/pages/group.pdf |
| school_organisation | An Incorporated Management Committee, School Core Team, an administrative team and individual subject panel have been established. |
| imc_smc_mc | The constituents of the Incorporated Management Committee are as follows: 7 members from the school founding association, 2 independent incumbents, 1 principal, 2 teachers and 2 parents. |
| school_green_policy | Green Education Team implements environmental teaching and learning activities, such as planting, organic gardening, and food waste recycling. We also promote sustainable measures on campus, such as carbon reduction actions, continuous use of green bioenergy, and reductions of waste. |
| school_major_concerns_url | https://www.akps.edu.hk/pages/proposal.php |
| school_major_concerns | 1. Leverage student diversity to enhance learning performance.<br>2. Foster positive values in students, and strengthen and consolidate their positive behaviors. |
| learning_and_teaching_plan_url | https://www.akps.edu.hk/pages/course_intro_new.php |
| major_renewed_emphases_pri_edu_curriculum | 1. Strengthening values education, national education and national security education.<br>2. Making good use of learning time and creating space to promote a balanced physical and mental development.<br>3. Enriching life-wide learning experiences and promoting whole-person development. <br>4. Better catering for learner diversity.<br>5. Reinforcing STEAM education, and nurturing students' media and information literacy.<br>6. Strengthening cross-curricular learning and reading across the curriculum for developing lifelong learning capabilities.<br>7. Enhancing assessment literacy for promoting learning and teaching effectiveness. |
| dev_of_generic_skills | Development of generic skills through diversified learning activities and experiences such as scientific exploration, creative activities, theme-based learning, outdoor learning and foreign exchanges visits. |
| cultivation_of_proper_values_attitudes_and_behaviours | Our school aims to create a culture of positive values, to help students develop such values and attitude towards life. The school-based student guidance programme, Positive Energy Kid, is designed to promote positive self-value and the drive for excellence within students. We also integrate the programme with various learning experiences, leadership training, community services, monthly-themed assemblies, and personal growth lessons, to help students discover their own character strengths, maintain their emotion management and strengthen their abilities to encounter stress and challenges. |
| student_support_url | https://www.akps.edu.hk/pages/student_support.php |
| whole_school_approach_cater_for_learner_diversity | 1. Teachers care for students and adapt the curriculum for those with special needs. <br>2. A bridging program is offered before the school year starts to help Primary 1 students familiarize themselves with the school and adapt to campus life as quickly as possible. <br>3. In-class pull-out and remedial programs are available, along with after-school support groups taught by our teachers, including the *District-based Support Scheme* tutoring group, reading and writing group, emotional training group, and social skills group. <br>4. Platforms are provided for students to showcase their talents and enhance their sense of achievement. <br>5. Additional support includes programs for newly arrived children from Mainland, a peer reading scheme, a mentorship program, and school-based speech therapy services. |
| 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. |
| curriculum_tailoring_and_adaptation | 1. Several classes are split into ability groups for main subjects. 2. Catering to students with SEN for homework and assessments, such as providing extra time and a separate room. 3. Adjust dictation difficulty according to student ability and implement. 4. Design levelled-worksheets and adapt course books for different abilities. |
| home-school_co-operation_url | https://www.akps.edu.hk/pages/ptcoop |
| home-school_co-operation | The school maintains close contact with parents through various measures (e.g. via phone call, text message, letter and meeting face to face). The school hosts activities involving students and their families, such as interest groups or volunteering events, and even invite parents to or help in school activities, encouraging dialogue and involvement with the school. |
| school_ethos | Teachers foster students' moral character via love and care. Students support and respect one another, building a harmonious and caring school culture. |
| future_dev_url | https://www.akps.edu.hk/pages/proposal/21-24.pdf |
| school_dev_plan | 1. Promote creative education, develop experiential learning, encourage diversified teaching approaches, and optimize the effectiveness of learning and teaching. <br>2. Develop sustainable multiple intelligence activities, enrich holistic learning experiences, foster whole-person development, and unlock students' potential. <br>3. Strengthen values education (including life education, national and national security education). <br>4. Enhance STEAM education and cultivate students' media and information literacy. <br>5. Introduce AI elements to develop students' logical thinking and creativity. 6. Strengthen cross-curricular learning and reading to cultivate lifelong learning capabilities. <br>7. Deepen understanding of Chinese culture and enhance national identity. 8. Improve assessment literacy to enhance the effectiveness of learning and teaching. |
| teacher_pro_training_and_dev | There are different ways to enhance teachers' professionalism: organising teachers' development days, arranging for teachers to attend seminars and workshops and encouraging teachers to share and exchange ideas on teaching. Also, participation in a professional support scheme co-organised by the EDB and The Education University of Hong Kong encourages the formation of a co-learning community with the goal of developing into a proactive learning school. |