📚 Secondary ・ Tsuen Wan
Po Leung Kuk Yao Ling Sun College
✨ Happy Index
Composite score across the happiness indicators applicable to this school (0-100%)
60
High
Secondary：10 indicators apply, 6 matched
📚
Po Leung Kuk Yao Ling Sun College
Tsuen Wan ・
Secondary ・ Est. 1982
📍 Address
Shek Wai Kok Estate Tsuen Wan
📞 Phone
24983331
📠 Fax
24995136
✉️ Email
info@plkylsc.edu.hk
⛪ Religion
Not Applicable
👩🏫 Principal
Wan Ka Fai
📅 Founded
1982
🏷️ School Type
Aided
👫 Gender
Co-ed
🎯 Mission
Aligned with the education policy of Po Leung Kuk, we strive for students' excellence in the areas of intellectual, moral, physical, social and aesthetic development. We endeavor to promote the growth of whole person development so as to enable students to become responsible citizens and make a positive contribution to the community. An array of learning opportunities is provided to help students develop their learning skills and potential.
📚 Approach & Strategies
To cater for learner’s diversity, our school has adopted different strategies. Small-class teaching is adopted for enhancing students’ engagement and learning effectiveness. Remedial and gifted enrichment classes are organized for mixed abilities. Besides, cross subject collaboration facilitates the integration of learning elements, such as Language across Curriculums, cross curricular reading for developing students’ integrated knowledge and skills. Cross-subject learning activities are organized to enhance learning efficacy. Different strategies adopted to address students diversified learning needs, such as varying questions, flexible grouping and different assignment requirements. STEAM education and e-Learning are always on the top priorities.
💛 SEN Support
The Inclusive Education Committee (IEC) is composed of our vice principals, heads of different functional groups, social workers, Special Educational Needs coordinator, Special Educational Needs Support teachers, educational psychologist and speech therapist to cater for the students with special educational needs. Our school puts emphasis on the overall learning abilities of our students. To cater for the learner diversity, group-based strategies are used. The scheme of ‘Read and Write’ is integrated in our Junior Form Chinese Language curriculum. Meanwhile, after-school extra Chinese and English classes are provided for students with SEN. Our school also makes use of the Learning Support Grant to purchase services and programmes from NGOs like Clinical Psychological Services, Speech The…
🎨 Whole-person Learning
學生會 四社 1. 謙社 2. 勤社 3. 誠社 4. 信社 學術小組 1. 中文學會 2. 英文（及戲劇）學會 3. 數學學會 4. 科學學會 制服團體與社會服務小組 1. 童軍 2. 女童軍 3. 社會服務小組 藝術與文化 1. 樂器班 2. 合唱團 3. 藝樂園 4. 舞蹈學會（爵士、中國舞） 體育活動 1. 田徑 2. 游泳 3. 籃球（男子及女子） 4. 排球 5. 羽毛球 6. 乒乓球 7. 足球 8. 手球 9. 越野跑 10. 健體 11. 龍舟 12. 巧固球 興趣小組 1. 基督徒團契 2. 攝影學會 學校與學生領袖 1. 香港青年獎勵計劃與領袖培訓
📋 School Data
All raw fields from the Education Bureau school profile not shown above.
| title_supervisor_chairman_of_mc | Ms |
|---|---|
| title_of_principal | Mr. |
| principal_qualifications_experiences | (B.A., PGDE, M.A., M.Ed.) |
| imc | Established |
| training_compliance_rate_supervisor_managers_smc_chair_members | 100 |
| school_size | 6950 |
| sponsoring_body | Po Leung Kuk |
| school_motto | Love, Respect, Diligence, Honesty |
| parent_teacher_association | Yes |
| student_union_association | Yes |
| school_alumni_association | Yes |
| tsi_no_of_approved_teaching_posts | 60 |
| tsi_percent_of_received_teacher_training | 89 |
| tsi_percent_of_master_doctorate_or_above | 33 |
| tsi_percent_of_special_edu_training | 32 |
| tsi_percent_of_exp_0_4 | 48 |
| tsi_percent_of_exp_5_9 | 2 |
| tsi_percent_of_exp_10_or_above | 50 |
| 2025_2026_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Putonghua (S.1-S.2), Mathematics*, Chinese History, History*, Computer Literacy*, Citizenship, Economics and Society (S.1-S.3)*, Geography*, Visual Arts*, Physical Education*, Home Economics*, Design & Technology*, Whole Person Education, Science (S.1-S.2)*, Music*; S.3: Science (Physics*, Chemistry*, Biology*)* |
| 2025_2026_subject_offered_by_english_s1_to_s3 | English Language |
| 2025_2026_subject_offered_others_s1_to_s3 | Computer Literacy (S.1-S.2); Reading (S.1-S.2) |
| 2025_2026_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Mathematics (Compulsory Part and Extended Part: Module 1), Citizenship and Social Development, Chinese History, Economics, Geography, History (S.4), Tourism and Hospitality Studies, Information and Communication Technology, Biology, Chemistry, Physics, Visual Arts, Physical Education, Whole Person Education; Language Across the Curriculum, Health Management and Social Care (S.4), Other Learning Experiences (S.4) |
| 2025_2026_subject_offered_by_english_s4_to_s6 | English Language |
| 2025_2026_subject_offered_others_s4_to_s6 | Language Across the Curriculum (S.6), POWER-UP ENGLISH (S.4-S.5) |
| 2026_2027_subject_offered_by_chinese_s1_to_s3 | Chinese Language, Putonghua (S.1-S.2), Mathematics*, Chinese History, History*, Computer Literacy*, Citizenship, Economics and Society (S.1-S.3)*, Geography*, Visual Arts*, Physical Education*, Home Economics*, Design & Technology*, Whole Person Education, Science (S.1-S.2)*, Music*; S.3: Science (Physics*, Chemistry*, Biology*)* |
| 2026_2027_subject_offered_by_english_s1_to_s3 | English Language |
| 2026_2027_subject_offered_others_s1_to_s3 | Computer Literacy (S.1-S.2); Reading (S.1-S.2) |
| 2026_2027_subject_offered_by_chinese_s4_to_s6 | Chinese Language, Mathematics (Compulsory Part and Extended Part: Module 1), Citizenship and Social Development, Chinese History, Economics, Geography, History (S.4-S.5), Tourism and Hospitality Studies, Information and Communication Technology, Biology, Chemistry, Physics, Visual Arts, Physical Education, Whole Person Education; Language Across the Curriculum, Health Management and Social Care (S.4-S.5), Other Learning Experiences (S.4) |
| 2026_2027_subject_offered_by_english_s4_to_s6 | English Language |
| 2026_2027_subject_offered_others_s4_to_s6 | POWER-UP ENGLISH(S.4-S.6) |
| current_year_no_of_class_s1 | 4 |
| current_year_no_of_class_s2 | 4 |
| current_year_no_of_class_s3 | 4 |
| current_year_no_of_class_s4 | 4 |
| current_year_no_of_class_s5 | 4 |
| current_year_no_of_class_s6 | 4 |
| sc_school_fee_s1 | - |
| sc_school_fee_s2 | - |
| sc_school_fee_s3 | - |
| sc_school_fee_s4 | - |
| sc_school_fee_s5 | - |
| sc_school_fee_s6 | - |
| sc_tong_fai_s1 | - |
| sc_tong_fai_s2 | - |
| sc_tong_fai_s3 | - |
| sc_tong_fai_s4 | $290 |
| sc_tong_fai_s5 | $290 |
| sc_tong_fai_s6 | $290 |
| sc_pta_fee | $20 |
| sc_student_union_association_fee | - |
| sc_charges_for_non_standard_items | $100 (S.1-S.6) |
| sc_others | - |
| sc_remarks | - |
| oa_s1_admission | Our school will accept discretionary places. Our school will participate in the Secondary School Places Allocation System through central allocation stage (Applicable for admission to S.1 in September 2026 ).1. Rank order provided by the EDB and academic results in primary school: 40%; 2. Conduct and remarks: 15%; <br>3. Activities & awards: 15%; 4. Interview performance: 30%<br>Interviews will be conducted individually in Chinese and English focusing on communication skills, manner and basic competence. |
| oa_orientation_activities_n_healthy_life | The first year of secondary school is highly important for both S.1 students and their parents. There is a series of orientation activities starting from July to prepare students and parents for challenges in the new academic year. The orientation activities include the following: S.1 Parents’ Day, Class spirit nurturing activities, S.1 Positive Education Programme. We are concerned about the growth and development of each student. Workshops and talks on healthy life style, sex education and mental health education are provided regularly to foster the understanding of students. We have joined the Healthy School Programme, students can have more opportunities to participate in various activities that are beneficial to their physical and mental health. |
| school_major_concerns | 1. Uplifting students’ language abilities and competencies and strengthening students’ learning efficacy for maximizing opportunities of exploring students’ potential capabilities of learning in different disciplines in academics to achieve a sense of accomplishment.<br>2. Implanting Value Education among students for upholding and developing positive values and attitudes in life, building up a healthy lifestyle with a clear vision of their future life development and enhancing their sense of blessing and fortune. |
| school_organisation | The operation of our school is supervised and monitored by the Administrative Committee, which consists of the principal, vice-principals and chair-persons of major committees. The committee is responsible for the planning and decision-making of academic development, pastoral care, students’ activities and resources management. The School Improvement Team sets a clear focus on the betterment of school self-evaluation and future development. |
| imc_smc_mc | The Incorporated Management Committee (IMC) was established on 1st September, 2012. It is comprised of representatives from the sponsoring body (Po Leung Kuk), the principal, teachers, parents and alumni representatives and independent professionals. Through the participations of different stakeholders in school management, it is hoped to establish effective channels of communication among different parties and to facilitate the smooth running of the school. |
| school_green_policy | The concepts of energy-saving and sustainable development have been promoted in school. A team of environmental protection ambassadors is formed to promote the concept of sustainable development by organizing activities, such as waste recycling scheme. Furthermore, the “Harvest Garden” in the school campus has been established. Students have been gaining knowledge and experiences on organic farming, tree preservation, ecosystem and sustainable development. In recent years, we have been actively promoting sustainable development in the community too. Our school, students and the public join hands to make our future greener. |
| language_policy | Our school shares the common notion of valuing the importance of developing and raising students’ capabilities and levels of proficiency in both English and Chinese languages in an integrated approach. The creation of an English rich environment through a diverse variety of language learning activities both inside and outside the classroom contexts is a must. In addition, our school provides different learning platforms for our students to explore their potentials and showcase their individual talents in using the language authentically. For example, the English Ambassadors organize and coordinate student-oriented activities for arousing their peers' willingness in using English. At the school level, we adopt a fine-tune policy on English learning in junior forms. In relation to it, English is used as the medium of instruction in some subjects in order to cater for learning needs. To reinforce the notion of expanding students' vocabulary capacities, the collaboration of other subjects is absolutely necessary. All subject heads of other subjects work hand in hand strenuously to introduce English vocabulary and reading texts to increase students’ exposure to English and consolidate their foundation of using English on a knowledge-based basis. Not only can the adoption of English learning holistically facilitate our students to learn the language more effectively and interestingly, but also their self-confidence in using it. Besides, we employ various measures to develop and enhance students’ language proficiency levels in Chinese and Putonghua for enabling them to equip themselves with a higher level of language proficiency for further studies and career development. |
| school_based_curriculum | 1. Electives: 3X. A total of 12 subjects are offered.<br> 2. Curriculum highlights: A broad and balanced curriculum is introduced in junior forms, with the aim of preparing students for the future challenges. Whole Person Education, a school-based curriculum, is introduced in all forms. The objectives include broadening students' horizons, nurturing positive, moral and civic values. Last but not least, "mindfulness" curriculum is also introduced to develop positive values among students. |
| major_renewed_emphases_in_the_school_curriculum | Our school adopts the whole school approach to promote value education. Departments and committees have integrated the elements of Value Education into their own subject curriculum and activities to develop students' sense of citizenship, national identity and global consciousness.<br>To further promote the reading atmosphere, morning reading lessons and in-class libraries are set up this year. Through the learning activities in S1 and S2 reading lessons, the effectiveness of the school-based reading scheme would be further enhanced. Furthermore, with the addition of the Language across the Curriculum in senior forms, students could eventually integrate knowledge from different disciplines and construct their humanistic qualities.<br>Elite Nurturing Team is formed to implement the pull-out elite enrichment program to facilitate the development of students’ potential of multiple intelligences.<br>STEM Room is launched to enhance the “STEAM for ALL” education. Through the cross-disciplinary collaboration, students could integrate and apply the knowledge and skills to solve authentic problems. Moreover, the elements of AI and IoT have been added to the junior computer curriculum in order to cultivate students’ 21st century skills. |
| life_planning_education | Based on students’ needs, our whole school approach to life planning education focuses on many life planning activities to help students understand themselves and career prospects. It is expected that they would set up goals for their future. We also provide student counselling services to help them realize their full potential accordingly. In order to enhance our life planning education, we fully utilize the subsidies from the support of Po Leung Kuk and the assistance from other organizations. Our students are able to get the latest information under the guidance of our professional teachers. |
| whole_school_approach_cater_for_learner_diversity | Our school strives to build up integration and embracing learning environment. We cater for the learning diversity among students by providing enrichment and remedial classes for students of different learning pace. Worksheets of different levels of difficulties are designed in subjects and small-class teaching is adopted in core subjects. Besides, different strategies are adopted in classrooms to address students varied abilities and needs, such as varying questions, flexible grouping and special assessment and examination accommodations are arranged according to students’ diverse needs. Furthermore, self-accessing learning (SAL) classes for the core subjects in senior forms are organized to help enhancing students’ learning and uplifting their academic efficiency. |
| support_for_non_chinese_students | Our school provides additional support for NCS students to facilitate their learning of Chinese: appointing additional teacher(s)/teaching assistant(s) to support NCS students’ learning of Chinese; and organising activities to create an inclusive learning environment in the school. |
| adaptation_for_learning_and_assessment | There are three semesters in an academic year. Summative assessment is arranged at the end of each semester to get informed of the learning progress of the students while continuous assessment is conducted in the forms of homework, classwork, projects and presentations throughout each semester. |
| home_school_co_operation | Home-school cooperation is strengthened by our efficient and devoted Parent-Teacher Association which was established in 1998. A great variety of activities have been jointly organised by the school regularly, notably including parent education course, parent-child workshops, home-school cooperation events, etc. |
| school_ethos | Our school is dedicated to helping students develop a positive mindset and healthy psychological well-being, aligning with their growth needs and promoting holistic development. The student development lessons and school activities cover the following key areas: Self-Awareness and Emotional Management, Building Positive Values, Interpersonal Communication and Relationship Building, Gratitude and Appreciation, Developing a Positive Life Perspective. |