Kowloon True Light School

2015-2016 School Report

Content
1

OUR SCHOOL
1.1 School Brief History, Motto, Vision and Mission
1.2 School Management Committee
1.3 School Organization Structure
1.4 Staff Profile
1.5 Professional Development of Teachers

P. 1
P. 2
P. 3
P. 4
P. 5-10

OUR LEARNING AND TEACHING

2.1 Number of Active School Days
2.2 Student Population
2.3 Our Curriculum
2.4 Medium of Instruction and Language Policy
2.5 Subjects Offered

P. 11
P. 11
P. 11-12
P. 12
P. 13

SUPPORT FOR STUDENT DEVELOPMENT

3.1 Nurturing Programme
3.2 Whole-school Approach to Guidance & Discipline
3.3 Spiritual Development
3.4 Careers Guidance
3.5 Talent Development
3.6 Social Service and National Education
3.7 Environmental Education
3.8 SEN
3.9 Financial Support

P. 145
P. 15
P. 15
P. 16
P. 16
P. 17
P. 17
P. 17
P. 17

STUDENT PERFORMANCE
4.1 Students Attendance
4.2 Hong Kong Attainment Test (Pre-S1)
4.3 Results in HKDSE
4.4 Pathways of Graduates
4.5 Students Reading Habit
4.6 Achievements and Awards

P. 18
P. 18
P. 19
P. 19
P. 20
P. 21-25

MAJOR CONCERNS
5.1 Achievements and Reflections on Major Concerns for the year 15 16
5.2 Feedback on Future Planning

P. 27-32
P. 32

SCHOOL FINANCIAL REPORT

6.1 School Financial Summary
6.2 Report of School-based After-school Learning and Support Programmes
6.3 Capacity Enhancement Grant

P. 33
P. 34
P. 34

1. OUR SCHOOL
1.1 School Brief History, Motto, Vision and Mission
History
Ms. Harriet Noyes, the founder of our school, was a missionary from America. She
established the True Light Seminary in Guangzhou in 1872. Upholding the Christian
spirit of love, kindness and persistence, Ms. Noyes was the first person to provide
education and ministry to women in South China. In 1949, Principal Ma Yi Ying relocated
the school to Hong Kong and renamed it "Kowloon True Light Middle School". The school
continues her vision for women's education to promote Chinese culture and cultivate
all-round Christian values for girls and women through education.
Motto
"Thou Art the Light of the World." (Live like Jesus Christ, love others and glorify God.)
Vision
A Christian school where girls blossom into people of goodness, righteousness, and
excellence with an unswerving quest for truth
Mission
In the wake of countless, dedicated True Light pioneers and partakers, our mission is to
inspire our female generations to unrelentingly pursue knowledge, unreservedly develop
their talents and leadership, unswervingly uphold biblical values and unconditionally
render service to the needy, in particular to the people of our homeland.
Theme of the Year
Thrive & Fly

P. 1

1.2 School Management Committee

The School Management Committee consists of 15 members including alumnae of True
Light Schools, emeritus principals and representatives of the Hong Kong Council of the
Church of Christ in China.
Members of SMC
Supervisor

Rev. WU Ping Kit

Chairperson

Rev. SO Shing Yit, Eric

Vice Chairperson

Ms. WONG Lai Kuen, Hannah

Members

Rev. CHAN Chi Kin

Mr. FUNG Sau Chung
Rev. HUI Hoi Ming
Ms. LEE Yi Ying
Ms. MAK Kit Yiu, Winnie
Dr. SHI Mei Chun
Mr. TAM Kim Hung
Mr. TO Yiu Kwan
Dr. WONG Sing Wing
Ms. WAH Kit Ming
Rev. YUNG Chuen Hung
Mr. KWOK Wai Keung

P. 2

1.3 School Organization Structure 2015-2016

P. 3

1.4 Staff Profile

Number of Staff (Including the Principal)
Post
Teaching Staff
Language Consultant
Associate Teacher
Clerical Staff
Teaching Assistant
Laboratory Technicians
IT Assistants
School Social Workers
Education Psychologist
Janitors
Total

No.
54
1
2
8
1
2
2
2
1
7
80

Teachers qualifications and experience

Qualifications
Bachelor
Degree
Number
Percentage

Master
Degree or
above
22
41%

29
54%

Non-degree

Special
Education
Training
2
4%

2
4%

Teacher's Qualificaions
100%
50%

54%

41%

4%

4%

Non-Degree

Special Training

0%
Bachelor

Teaching Experience
Number
Percentage

Master or above

0-4 years

5-9 years

over 10 years

5
9%

41
76%

8
15%

Teaching Experience
100%
76%

80%

60%
40%
20%

15%

9%

0%
0-4 years

5-9 years

P. 4

over 10 years

Teachers with the Language Proficiency Requirement

With Teachers Training (%)
100%
100%
100%

Subject
English Language
Putonghua
With Teachers Training

Teacher's Training
100%

100%

100%

English

Putonghua

Teacher's Training

100%
50%

0%

1.5 Professional Development of Teachers

Continuing Professional Development (CPD) hours of teachers
Total CPD hours of teachers

1848 hrs

Average CPD hours of teachers

34.2 hrs

#There are 6 main categories of staff development programmes at KTLS, namely Staff
Personal Growth, Team Building, Learning and Teaching, Student Support, External
Relationship and Leadership and Management.
Category

Programme

Staff Personal Growth,

Student Support

1. Staff Retreat: A Good Shepherds Related to Major

Heart
Concern 1, Cater
for Learner

Diversity, CLD
2. Teachers Spiritual Enrichment
Free participation.

Staff Personal Growth,

Team Building
Staff Personal Growth,
Team Building
Staff Personal Growth,
Student Support, Learning
and Teaching

Staff Personal Growth,

Student Support, Learning
and Teaching
Leadership and
Management

Remarks

3. New Staff Lunch Gathering

Twice a year.

4. Workshop:
Cater for Learner Diversity:
Enhancing the Effectiveness of
Learning and Teaching
5. Workshop:
Cater for Learner Diversity:
Lesson Observation and
Post-lesson Conference
6. Professional Learning
Session(PLS)
7. Peer observation
8. Printing Professional Teacher
Training Handbook for teachers

Related to Major
Concern 1, Cater
for Learner
Diversity, CLD

Related to Major
Concern 1, Cater
for Learner
Diversity, CLD
Related to Major
Concern 2,

P. 5

Staff Personal Growth,

Student Support, Learning
and Teaching

Staff Personal Growth,

Student Support, Learning
and Teaching

Language Across
Curriculum
9. Other Staff Development activities Activities will be
a. School-based teaching support arranged over the
b. School visits and exchange year.
activities
c. Professional talks and sharing
Our school participated in the
professional sharing on school
development on 9th January
2016. The chairperson of the
Careers and Guidance
Committee, Mr. Chan Kwan
Wai was responsible for a
presentation on life planning
education. The theme of the
sharing included the
curriculum framework of the
life planning education and
some good practice in our
school.
d. School Mentorship
Programme (
)
On 20th October 2015, the
Vjce-principal Miss Ho,
together with the Panel of
BAFS and the Panel of CTI
joined the Inter-School
Professional Seminar.
On 7th January 2016, the
Vice-principal Miss Ho,
together with The Panel of
English and The Panel of
Mathematics joined the
Inter-School Professional
Seminar.
In March 2016, our school
representatives organized
Inter-School Professional
Seminar and we invited member
schools to join our activity.
e. Partnership Programme or
Visits
10. Professional Learning
Related to Major
Community (PLC)
Concern 1, Cater
a. First meeting was held on 30th for Learner
September. The topic was
Diversity, CLD
Flipped Classroom.
b. Second meeting was held on
22nd December. Topics
discussed included Cater for
Learners Diversity,
Promoting Self-learning and
e-learning: Enhancing the

P. 6

Learning and Teaching

Leadership and
Management

Staff Personal Growth,

Team Building
Learning and Teaching
Leadership and
Management

Learning and Teaching

Leadership and
Management

Learning and Teaching

Effectiveness of Learning and

Teaching. Chinese and
English subject teachers
exchanged views on
preparation of teaching
materials and curriculum
design.
c. Third meeting was a session
for feedback of Professional
sharing trip to Shanghai.
d. In the fourth meeting,
Mathematics subject teachers
gave a presentation on the
topic Cater for Learner
Diversity.
1. Communal Lesson Planning
Each subject
department went
through a 4-step
Communal
Lesson Planning
cycle and submit
the relevant
materials to VP
Mr. Liu.
2. New Staff Induction Programme Meetings were
and Mentorship Scheme
arranged over the
year.
3. Language Across Curriculum
Related to Major
Support Programme In
Concern 2,
collaboration with CUHK, S1
Language Across
English and Integrated Science
Curriculum
teachers, S4 English and Biology
teachers communally designed
Meetings were
teaching materials in order to
arranged over the
enhance the effectiveness of
year.
Language Across Curriculum
(LAC).
4. Mathematics
Related to Major
a. Participated in QSIP
Concern 1, Cater
- School Network
for Learner
Programme
Diversity, CLD
- Teachers collaborated with
CUHK for the betterment Meetings were
of learning and teaching
arranged over the
year.
5. Liberal Studies
Related to Major
a. Participated in QSIP
Concern 1, Cater
- Teachers collaborated with for Learner
CUHK for the betterment Diversity, CLD
of learning and teaching
b. School Network Programme Meetings were
c. School Based Support
arranged over the
Programme
year.
6. Economics
Related to Major
a. Workshop: teaching Economics Concern 1, Cater
for Learner
in school

P. 7

b.
Learning and Teaching

7.

Learning and Teaching

8.

a.

b.

c.

Learning and Teaching

9.

a.

b.

c.

Learning and Teaching

Workshop: Examination
strategies
BAFS
Assessing student learning for the
BAFS curriculum series
- Strategies to access student
learning
- Good practices on assessment
Geography
Professional development on
public assessment
Geography (Workshop on the
Setting of Examination
Questions)
Professional development on
public assessment
Geography (Workshop on the
Marking of Examination Scripts)
In-service Professional
Development Programme: 5-day
Course for Secondary School
Teachers on Teaching Personal,
Social & Humanities Education
(PSHE) Key Learning Area in the
English Medium
Visual Arts

- In collaboration with an
experienced VA teacher, Mr.
Yeung Sau Cheuk (),
the VA panel chairlady
brought students to workshops
which encourage students to
express creativity and
imagination thought art work.
9 S4 students participated in
workshops about the issues
water crisis and
consumerism.

- Exhibition of Works
Ocean Art
Walk2016
Organized by Alliance, the
exhibition was held in Stanley
Market in April 2016.

1. Lesson Observation and Post

Observation Conference for
teachers

P. 8

Diversity, CLD
Related to Major
Concern 1, Cater
for Learner
Diversity, CLD

Related to Major
Concern 1, Cater
for Learner
Diversity, CLD

Related to Major
Concern 1, Cater
for Learner
Diversity, CLD

Principal, VPs
and Panels
concerned are
involved.
Two foci are

emphasized: LAC
& CLD
Principal, VPs
and Panels
concerned were
involved.
Two-tier
programme was
required.
Related to Major
Concern
1, Cater for
Learner Diversity,
CLD

Learning and Teaching

2. Assignment Inspection and

Written/ Oral Feedback

Learning and Teaching,

Student Support

3. Special Education

Learning and Teaching,

Student Support

4. Professional Teacher Training for

teachers teaching Non-Chinese
speaking students
()

5. Individual Meeting with the Opinions

Principal
collected were
used for future
planning or
refinement of
school policies.
6. Individual Teachers Professional
A maximum
Development Programme
amount of $1500
for
reimbursement
for each staff
member waw
provided.

Staff Personal Growth,

Team Building

NA

Learning and Teaching

External Relationship

Learning and Teaching

External Relationship

Learning and Teaching

External Relationship

1. Exchange Programmes with

Guangzhou True Light Schools

Lesson
Observation,
Sharing and
Professional
Conferencing
among teachers in
these schools
2. Exchange Programmes with Liu Professional
Po Shan Memorial College
Conferencin
g among
- Professional sharing sessions
teachers in
were conducted successfully.
these
Chinese and English subject
teachers and teachers from Liu Po schools
Shan Memorial College
exchanged views and teaching
strategies concerning students
with diverse learning needs.
3. Professional Sharing Trip in
Lesson
Shanghai
Observation,
Sharing and
- Led by the principal, teachers
Professional
observed lessons and joined
Conferencing
post-lesson conference in
among teachers in
secondary schools in Shanghai.
these schools
Teachers exchanged views and
experience on educational issues.

P. 9

A feedback session was held in

March.
*The foci of teaching policy in 2012-15:
(1) EMI
(2) Thinking Skills
(3) Enquiry Learning
(4) IT in education (2014-15)
Other optional development foci:
(1) Cater for learner diversity
(2) Classroom Assessment
(3) Quality Feedback
(4) Lead-in Strategy and/or Consolidation Tasks
(5) Cooperative/Collaborative Learning, Student Participation and/or Mode of Interaction
(6) Self Learning Strategies
(7) Reflective Learner and Metacognition
(8) Curriculum Planning and Alignment

P. 10

2. OUR LEARNING AND TEACHING

2.1 Number of school days in the academic year
Number of school days in 2015-2016
Number of days with normal lessons
Number of days with learning activities for whole school or junior forms.
Number of days for uniform tests & examinations

193 days
12 days
32days

2.2 Student Population

Student Population 2015-2016

S1

S2

S3

S4

S5

S6

Total

Number of classes
Number of students

4
117

4
119

4
123

5
128

5
110

5
109

27
706

2.3 Our curriculum

We have 40 lessons and 2 periods of OLE in a week. Each period lasts for 40 minutes.
Time allocation for the 8 key learning areas:

S1
8%

5%

5%
21%

11%

18.5%

18.5%

13%

5%

8%

S2

5%

18.5%

11%
18.5% 13%

21%

S3
8% 3%
8%

18%

11%

18%
18% 16%

P. 11

Chinese Language
English Language
Mathematics
Humanities
Science
Technology
Arts
PE

Chinese Language
English Language
Mathematics
Humanities
Science
Technology
Arts
PE

Chinese Language
English Language
Mathematics
Humanities
Science
Technology
Arts
PE

Besides the normal lessons in the timetables, we have the English Academy, morning
assemblies and school assemblies, fellowships, form and class activities, arts and sports
activities and services, etc.

2.4 Medium of Instruction and Policy

MOI Policy
Starting from the year 2010, we offer 6 subjects using EMI and use Putonghua to teach
Chinese in junior forms. When students are promoted to senior forms, their NSS subjects
(except LS, VA & Chinese related subjects) are conducted in English and they will take the
English papers in the HKDSE.

To prepare students and teachers to face the fine-tuned policy of MOI

1. Refined English Enhancement Scheme

The project Language Across the Curriculum Project, designed and conducted in
collaboration with Faculty of Education, the University of Hong Kong, came to the end in
the academic year 2013-2014. Leaving a good resources bank for the EMI subject teachers
to enrich their curriculum and enhance the teaching effectiveness. The LAC Department
and those EMI subjects are making good use of the designed materials in the teaching
curriculum.

2. School-based Pre S1 Summer Bridging Programme

A 5-day bridging programme which aimed at creating a smooth transition for students from
learning in a CMI environment to learning in an EMI environment in the secondary school
was run by our own teachers.
Different subjects involved in the bridging programme were listed in the following table:
LAC (introduction to the programme)

Computer Literacy

English

Geography

History

Home Economics

Integrated Science

Mathematics

3. Quality School Improvement Project(QSiP)

Ms. Cheung Hiu Tung Becky of QSIP(CUHK) was invited to hold meetings on LAC
collaboration with our Biology, Intergraded Science and English Language teachers. Under
the leadership of subject panels liaison group of English Language and Biology, the event
was successfully run with the participation of subject teachers. Two areas were selected as
the focal points, namely passive voice and essay writing. In order to raise students
awareness of the language features targeted, teaching materials were collaboratively
designed by Ms. Cheung and our subject teachers. Lesson observations, followed by
evaluation meetings, were held to evaluate the effectiveness of the project. Students were
much more aware of the use of English in Science subjects and hence the effectiveness of
learning and teaching was greatly enhanced. Lessons have become more motivating,
interactive and engaging. Students were much benefited from the collaboration.
4. Language Consultant
Ms. Pauline Chow was employed as the school Language Consultant who oversaw the use
of English on campus and made insightful recommendations to facilitate effective EMI
teaching.

P. 12

2.5 Subjects Offered

The formal curriculum offered by the school in the 2015-2016 is listed below:
Subject
S.1
S.2
S.3
S.4
Chinese Language Education
Chinese Language
Chinese Literature
Putonghua
English Language Education
English Language
English Literature
Mathematics Education
Mathematics
Mathematics M1
Personal, Social & Humanities Education
Liberal Studies
Geography
History
Economics
Chinese History
Business, Accounting and Financial Studies
Religious Studies
Science Education
Integrated Science
Physics
Chemistry
Biology
Technology Education
Computer Literacy
Information Computer & Technology
Home Economics
Physical Education
Arts Education
Music
Visual Arts
compulsory subjects

electives

P. 13

S.5

S.6

3 SUPPORT FOR STUDENT DEVELOPMENT

Our school does not only aim at the transmission of knowledge and skills, but also the
development of a person as a whole. To equip students with essential skills to achieve their
goals and success, they are instilled with positive values and attitudes so that they can become
independent and caring individuals.
3.1 Nurturing Programme
Our theme of the 2015-2016 school year was Thrive & Fly. Every class designed a class
motto to give encouragement to one another. They were inspired by the touching stories in their
Personal Growth Handbook about how to develop their potential for future success.
In a series of school assemblies called Living with Wisdom Seminars, four outstanding
alumnae, who are now doctors and lawyers / solicitors, shared with students their stories on how
they strived for success at school and at work. Students are proud to be True Light Bearers
The Bi-weekly Journal and Buzzing Time are different platforms for students to learn to be
caring and sharing. Thus, a bonding class spirit can be developed, promoting a warm and
compassionate atmosphere at school. Different speakers or activities in school assemblies,
morning assemblies, form assemblies and sister-form assemblies have provided further strategies
on how to thrive and fly.
Students Learning Support Programme has been another highlight in our nurturing programme.
After the first Uniform Test in November, all students explored their unique gifts by collecting
not only their data in academic assessments, but also teachers comments on their learning
attitude. Then they drafted their learning plans in both academic and non-academic areas.
Following this, each student was given one-to-one counselling with their teacher. While they
were individually taken care of, advice on different aspects of school life was provided. After
the Counselling Day in November, students followed the advice and guidance given by
counsellors or class teachers.
One of our concerns is providing spiritual support and greater strength for fighting for success
before HKDSE. A High-table Tea, held on the S6 last school day, provided a chance for the
principal and teachers to share with S6 students tips on facing challenges and to encourage them
to strive for their best. This heartwarming gathering has created loving memories for our DSE
fighters.
All S1 newcomers need support from the school to adapt to the new environment. Hence, a
series of activities in the Fun World of Learning was held before the beginning of the term. S1
students learnt the different ways of learning in secondary school, how to cope with EMI subjects
in the Bridging Course and some life skills during Personal Growth Day Camp. After getting
used to their new school life, S1 students had to turn their new page by setting up their form
council with a great musical performance, Alice in Wonderland, which was performed during
our anniversary celebration. It was a great success, with their show being met with loud
applause and joy.
Our students are also provided with lots of opportunities to meet students of different cultural
backgrounds through off-shore experiences and an AFS Exchange Programme. A study tour to
England was organized in the summer holiday to broaden students horizons and to enhance their
ability to communicate with foreigners. A girl from Finland was hosted at our school and our
students have benefited through daily interactions with her.
In order to give students recognition for their efforts and to motivate them to strive for excellence,
a luncheon named Academia was held on Parents Day. We hope that students potentials

P. 14

can be stretched to the fullest through parent-teacher collaboration.

3.2 Whole-school Approach to Guidance & Discipline and Health Education
To cater for learner diversity and enhance life planning education is one of our major concerns
this year. Throughout the year, DGC has been supporting students with EBD and following them
up closely with parents and teachers concerned. A plan for individual counseling was drawn
before the beginning of the school year while follow up counselling with students with special
needs and referral were carried out in the second term.
Another major concern this year is to promote safe internet education. A workshop conducted by
social workers from HKFYG was held at the beginning of the school year to help parents to
support and counsel their children on using the internet safely. About sixty parents attended this
event and they found the workshop very useful. Advice about internet use has been given through
talks entitled Healthy Use of the Internet and Internet Safety, which were provided by HKU
Department of Paediatrics and Adolescent Medicine and the School Liaison Officer from
Kowloon City Police Station. Thus, students had the opportunity to learn more about Internet
safety and how to protect themselves from cybercrime.
The Joyful Fruit Day was held in November instead of May so that S6 students could participate.
To go with school policies, there have been changes in the structure of the prefect team, the time
of recruitment and arrangements for prefect training.
3.3 Spiritual Development
Religious education is part of the school curriculum. There are also regular activities to uphold
Biblical values and reinforce life education among students. For instance, we kick off every
week with a spiritual morning assembly on Monday. Apart from the evangelistic talks and sharing
in different form-based fellowship and school assemblies, we also have some angels in each
class, spreading Gods love when providing service and support to other students. Students
joining the Christmas caroling activity at school and in hospitals, visiting different homes for the
elderly and selling religious coupons have provided service and evangelistic sharing for the
underprivileged. By organizing different fellowship activities, students do not just receive MC
training, but also develop different kinds of generic skills such as problem solving or
communication skills. Thus, they can be our future leaders, taking up more important posts
within or beyond school.
This year, several enthusiastic Christian teachers, aiming to further enhance our spiritual culture,
have formed different cell groups with students. Through prayers, Bible reading and hymn
singing, our Chiristian spirit has been developed.
We have abundant evangelistic activities not only for students, but also for new teachers. A
series of God at Work seminars has been held for all new teachers. Through the 6 meetings,
new teachers have learnt how to put faith in God when handling different challenges like time
management and facing pressure problems.
Apart from teachers and students, helping parents nurture a Christian family is always our
concern. Our Parent Education Institute, supported by a Christian church, , aims to help
parents lead a warm family with their children under Gods guidance and love. Through lectures
and interactive teaching, with theory, practice and experiential learning, the participants, who
attend regularly, can uplift their parenting skills with an ideal education foundation.

P. 15

3.4 Life Planning Education

Life planning education and career guidance, an integral part of our holistic school curriculum, is
essential for whole-person development and life-long learning. To help students decide their
career path, a strategic JUPAS counselling plan has been developed, which encourages the use of
some apps and school-based Excel programmes. Students can be provided with all the necessary
statistics regarding their academic performance and all data analysis related to university
admission information. After receiving individual counselling by different NGOs and careers
teachers, students can make realistic and sensible JUPAS choices.
To let students explore their interests, strengths and options of learning and work, different
activities like Form-based Colouring your Life workshops, a Life Planning Games Day, a
Career Day and Business Partnership Programmes have been held. S5 students also had a
chance to experience university life during the summer holiday. Having lessons in the lecture
hall of Chinese University has given them a lifelong memory, not to mention the sweet moments
when they shared secrets in the dormitory at night.
The Mentorship Programme is another highlight for S6 students. Our school has a strong
alumnae community and this has contributed greatly to our students development. Alumnae
serving in different professions have been invited to act as mentors. Through participation in
various activities, mentors and mentees meet on a regular basis to share their life experiences
regarding career pursuit.
3.5 Talent Development
To enhance national pride and cultivate their civic mind, the National and Social Caring
Committee has organized different meaningful and unforgettable activities for our students to
help them become loving, caring and responsible citizens.
A cultural study and service tour to Taiwan was organized at Easter to provide a service-learning
experience for students. After this experiential learning, they understood the culture and history
of Taiwan and the needs of the underprivileged people there. Apart from this, some S5 students
took part in a trip to Liannan, a mountainous area in Guangdong, to experience life in a rural
village and to serve the poor children there by acting as their teachers and helping them set up
their library. Thus, this has developed their love-giving personality.
Next, a service-learning scheme for S3 and S4 has been organized for a number of years to
promote the moral values of serving others and to enhance their communication and
collaboration skills. Through social-service training workshops and visiting the elderly and the
disabled, they can develop gracious acts and a thankful heart.
Our joy also comes from our success in participating in The 7th National High School Students
Leadership Competition in Shanghai, which took place in July 2016, showcasing the positive
outcomes of their project on enhancing students emotional intelligence through a wide variety of
activities and games. We could make engaging presentations in front of a large number of elite
students from all over China. It was our greatest pride and honour to be presented the First Prize,
the Grand Prize and The Bauhinia Community Service Award for the teams efforts.
In order to encourage students to care for the elderly and to contribute to our community, our
school helps organize True Light Institute for the Elderly. Our CYC members, together with
some HKYWCA social workers, have helped to organize different courses on IT, Dance, etc., for
the elderly. Confidence grows instantly when the elderly can communicate with the younger
generation using iPads. There is a great sense of achievement for our students when they can take
up civic responsibility and enhance inter-generational harmony.

P. 16

3.6 Social Service and National Education

Different platforms and opportunities have been provided to students to identify their gifts and
potentials. A wide range of dynamic and diverse learning activities under ECA and
Multiple-intelligence courses are held to allow students to explore their interests and strengths in
different areas of sports, arts and knowledge.
Through development of leadership skills, our Student Union has organized numerous events,
such as the Student Summit, for students to explore their talents and widen their views on
different social issues.
Thanks to regular training and practices, our sports teams have thrived at different inter-school
competitions, winning many prizes. Other kinds of exposure include the Basketball Training
Camp in Taiwan and the Mock Trial Justice Education Project, which enhances their
self-confidence, rationality and articulation abilities.
It was a fruitful and rewarding
experience for all participants as they have gained much from these eye-opening projects.
Before the summer holiday, we had a UK Music Tour to showcase students artistic and acting
talents and to widen their exposure to other cultures. This was the first time our school
performed a musical, Flowers in the Mirror, in Manchester, Cambridge and London. It was a
great success. Their dedication and creativity impressed the audience. Participants have not
only got sweet and unforgettable experiences, but many generic skills such as problem solving,
communication, collaboration skills have also been strengthened.
3.7 Environmental Education
The school provides environmental education to nurture students as responsible global citizens
through a formal and informal curriculum. This is integrated into many subjects such as
Integrated Science, Geography, Chemistry and even English. Students are encouraged to develop
many green habits in daily life. Apart from creating a set of rules to enhance conservation, we
hold the Environmental Protection Week annually to help students to be more eco-friendly.
Through the workshops and talks, students have a better understanding of how heat shield coating
and solar panels have helped to cause less destruction to the environment. Collaboration with
the outside world gives us much support here. We have not only joined a scheme to save
electricity, but also participated in poster design and composing songs about saving the
environment.
3.8 SEN
Five students have been identified as having special education needs, with hearing impairment or
other SEN problems. Their major subjects are taught by qualified teachers with SEN training.
We have not only provided extra time in their examinations, but also bought some hearing aids to
help the students understand better in normal lessons. In addition, there is an associate teacher
to provide individual counselling for both academic support and personal growth while the social
workers and educational psychologist have regular meetings with their teachers and parents.
3.9

Financial Support

About 150 students with financial difficulties received subsidies from The Hong Kong Jockey
Club Life-wide Learning Fund and Shiu Wai Ming Learning Fund. They could join various
activities such as excursions to Malaysia and the Summer English courses. A few students could
enjoy free lunch meals and more than 30 students could receive an E-class subsidy of $500 at the
beginning of the school term. (For financial reports of the above programmes, please see 6.2
School-based After-School Learning and Support Programmes, P.34.)

P. 17

4. STUDENT PERFORMANCE
4.1

Students Attendance (whole school year)

2015-2016
S1
S2
S3
S4
S5
S6
Average

4.2

Percentage
98.3%
98.5%
98.0%
97.0%
96.2%
94.7%
97.4%

Hong Kong Attainment Test (Pre-S1)

The average scores in the 3 subjects are tabulated below:
Year
13-14
14-15
15-16

Chinese score
61.9
63.4
58.8

English score
62.2
68.3
60.9

Mathematics score
66.6
64.7
65.9

Hong Kong Attainment Test (Pre-S1)

70
65

68.3

66.6
61.9

65.9

64.7

63.4

62.2

60.9
58.8

60
55
50

13-14

14-15
Chinese

English

P. 18

15-16
Mathematics

4.3

Results in HKDSE
67% of our students met the general entrance requirements for undergraduate programmes
of local universities. They achieved level 3 or above in Chinese Language and English
Language, and level 2 or above in Mathematics Compulsory Part and Liberal Studies.

HKDSE Results 2016

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Level 2-3

4.4

Level 4 or above

Pathways of Graduates
54.2 % of students received a JUPAS offer in the year 2016. Including all other local or
overseas offers, 65.2% of students received a degree offer while 23.6% received a higher
diploma/associate degree offer.

P. 19

4.5

Students Reading Habit

Number of books borrowed (Year)
Category

2015-2016

Chinese books
Chinese multimedia
English books
English multimedia
Total

3,113
15
4,732
356
8,216

Number of books borrowed (Year)

4732

5000
4000

3113

3000
2000
356

1000

15

0
Chinese books

Chinese multimedia

English books

English multimedia

Number of books borrowed (Monthly)

1400
1200

1000
800
600

400
200

0
Sep15

Oct15

Nov15

Dec15

P. 20

Jan16

Feb16

Mar16

Apr16

May17

4.6

Achievements and Awards

Events

Kowloon Region Outstanding

Student Election

Awardees

Results

6A Cheng Sin Yu

Outstanding Student

6A Wong Tak Yin

Heng Yuen Chung Literature Star

Award
Merit

5A Wong Chor Kiu Michelle

2C Yim Hau Yan

3D Yip Tsz Ting Christy

The 12 Bi-Literacy And
Tri-Linguicism Elites
Competition (Chiese)
67th Hong Kong Schools Speech Festival (Chinese recites)

Among the top ten

Among the top ten Merit

Choral Speaking

3C

Champion

Prose Reading

1D So Fung Chi

The Second Runner-Up

2D So Yik Ying
2D Pun Yuk Ting
1D Lin So Yin
Solo Verse Speaking
1A Law Wan In
1D Lui Sui Ki
3C Lee Wai Ki
3C Chow Pui Man
1A Yeung Hiu Ching
1B Chan Tze Yu
2D Cheuk Tsz Ching
4E Wong Yu Sze
Prose Reading
4B Cheung Wai Man
4C Wong Ching Man
4E Ma Jasolin Ching Laam
2D Chu Wai Ka Kamille
2D Chu Fei Yu Agnes
2C Cheung Wai Yin
1B Wong Grace Dionne
Dramatic Duologue
1B Ko Kit Ming
1D Chan Pui Ting
Dramatic Duologue
1D Cheung Hau Yee
1D Li Cheuk Ying
Dramatic Duologue
1D Tong Wing Ki
67th Hong Kong Schools Speech Festival (Putonghua recites)
Dramatic Duologue

The Second Runner-Up

Merit

Merit

Merit
Proficiency
Proficiency

Putonghua Chorus Speaking

3C

Winner

Duel Chorus Speaking

2D So Yik Ying
2D Pun Yuk Ting
1D So Fung Chi

Third

Cantonese Solo Prose Reading

Third

The 67th Speech festival (English recites)

Solo Verse Speaking

2D Ngan Sze Man Tiffany

2D So Yik Ying

P. 21

1st place
2nd place

2nd place

Solo Verse Speaking

4A Lam Ka Pui Desiree

4A Young Hoi Nok Cola
2C Cheung Wai Yin

Merits

Choral Speaking

1D Sit Yiu Man Nicole

1D So Fung Chi
1D Wong Grace Dionne
1D Ching Lok Chi
1C Law Cheuk Lam
2D Chu Wai Ka Kamille
2D Lam Tsz Ching Cathelie
2D Pun Yuk Ting
2D Shum Yuen Ying
1B Zalfah Liaqat Gul
3D Chung Hiu Ying
3D Ho Wing In
4A Kwok Wai Ying
4A Lam Ka Pui Desiree
5A Chin Wai Yin
5A Sin Lok Lam
1D
4A Lee Chi Ching
4B Kwan So Fan
4B Pak Tze Woon

Merits

1D Ko Kit Ming
1B Leung Hoi Ying
1B Luk Cho Ying
3D Liu Ying Ho Vanessa
3D Cheung Hau Man
3D Li Kris
5A Tse Lok Yiu

Merits

3D Kung Ching Laam

Commentary Writing Competition

(Senior Section) Commended
Prize
Commentary Writing Competition
(Junior Section) Commended
Prize

197 Awardees
318 Awardees
57 Awardees
1D Chan Pui Ting
1D Lok Yi Ching
1D Ng Siu-Yong
1D Wong Wai Sze

Green Badge of Honour

Blue Badge of Honour
Purple Badge of Honour
Bronze prize

3D Mi Yuqi
3D Yang Ming Ming

Two individual prizes were won

by two of the four participants

6A Lee Yi Sum
6A Lui Sin Tung

High Distinction

3D Yang Ming Ming

3rd Class Honour

Dramatic Duologue

Dramatic Duologue
Public Speaking
Solo Verse Speaking

Public Speaking
27

The 27th Secondary Students

Best Ten Books Election

Popular Reading Award

Scheme
Hong Kong Mathematics
Creative Problem Solving
Competition for Secondary
Schools
Hong Kong Youth
Mathematical High Achievers
Selection Contest
Secondary School Mathematics
and Science Competition
The Hong Kong Budding

P. 22

3rd place

Merits

Merits

Proficiency Certificate

Scientists Award
Secondary School Creating
Business Competition

Finance Wise - Financial

Education Programme for the
Youth
HKCC Business Excellence
Contest

2C Li Ka Yu
3D Mi Yuqi
4A Chan Ho Ying
4A Situ Huangdan
4A Ho Ka Yan
4A Wong Sin Lam, Ciny
4A Chiu Shui Ki
4B Tse Pui Yue
4A Li Kris,
4A Lui Ka Wing

2nd Class Honour

4A Chan Ho Ying
4A Situ Huangdan
4A Ho Ka Yan
4A Wong Sin Lam, Ciny
4A Fu Wai Lan
5C Cheung Wing Lam

Judges Commendation

Young Politician organized

by RTHK
6D So Chi Ling
International Students Visual
Art Contest-cum-Exhibition of
Hong Kong - Harmony(2015)
Secondary School Distinguished 6E Chu Wing Ki
Artwork Exhibition
Exhibition of Secondary School 6B Sin Pui Man
6D Lau Sze Ki
Students' Creative Visual Arts
6E Chan Cho Yan
Work
1C Song Ka Yee Sany
"HKYPAF Third Hong Kong
International Youth Performing
Arts Festival 2015".
The Song Composition Contest 4A Ho Ka Yan
4A Chan Ho Ying
for The 80th Anniversary of
4A Chiu Sui Ki
The Boys and Girls Clubs
4A Tang Chun Huen Zoe
Association of Hong Kong
68th Hong Kong Schools Music Festival

The best team reflecting local

culture

Outstanding youth Financial

Secretary

Winner of the Heats and Final

Certificate of Commendation

Distinguished Artwork
Certificate of Merit

Piano and music competition

champion
On the shortlist , and award for
The Most Popular Online
Award

Zheng Solo - Junior

1C Yeung Cheuk Gi

1st Runner-up

Zheng Solo - Junior

5D Tsang Yuen Chi

1st Runner-up

Female voice Foreign

Language -Age 16 or under
Female voice Duet Age 19 or
under
Female voice Duet Age 14 or
under
Female voice Chinese - Age 16
or under
Grade Seven Piano Solo

4C Chau Hei Tsz

1st Runner-up

4C Chau Hei Tsz

3D Keung Hau Yan

1st Runner-up

3D Yang Ming Ming

3D Chung Hiu Ying

2nd Runner-up

4A Chan C Ching

2nd Runner-up

4E Chan Hang Yi

2nd Runner-up

Secondary School
Choir-Foreign Language-Age
16 or under-Girls-First

School Choir

Merits (5th Place)

P. 23

Division-Intermediate
Hong Kong School Drama
Festival Awards

English Drama Team

Award for Outstanding Script

Award for Outstanding Stage
Effect
Award for Outstanding
Cooperation
Award for Commendable Overall
Performance
Award for Outstanding Performer

English Drama Fest

5E Lai Ka Long Stephanie

3B Chan Hiu Yau
3D Cheung Hau Man Audrey
4C Chau Hei Tsz
5A Lam Ching Yin Rachel
Drama Team

52nd Schools Dance Festival

3B Chan Hiu Yau

Chinese Dance Group

Outstanding Spoken English

Outstanding Teamwork
Outstanding Performer
Grade A

5A Cheung Lok Yee

Senior Excellence

4D Chen Yee
4D Won Chui Chui
3D Chung Hiu Ying Hannah
3D Lam Hei Yiu
3D Lee Man Tung
3D Mi Yuqi
4D Tse Po Pui
3C Lam Wing Yan
5E Li Nga Man
4B Li Mei

First Prize
Grand Prize
The Bauhinia Community Service
Award

English Debate Team

4A Chan Hei Nam

Winning team of the match

The 29th HKSAR Outstanding

Students Selection

5C Chung Yiu

English Literature Prize

Mock Trial Justice Education

Project
Inter-School Swimming
Competition
Division Three (Kowloon One)
Girls

5C Chung Yiu

Best Attorney

Swimming Team
1D Chiu Jamie Tsz Ching
2B Li Yuet Sum
2C Chan Ching Yau
2C Chan Hoi Ching
2B Lo Man Ling
3B Ho Cheuk Yu
4E Ma Jasolin Ching Laam
4E Tse Po Pui
2B Li Yuet Sum

Girls Grade C Champion

Grade C 4x50m Medley Relay
Champion

Memorial Of Sino-Japanese
War Hong Kong Inter-School
Chinese Penmanship
Competition
The 7th National High School
Students Leadership
Competition

Student Environmental
Protection Ambassador Scheme
Basic Law Debating
Competition
Hong Kong Secondary Schools
Debating Competition

2B Li Yuet Sum
1D Chiu Jamie Tsz Ching

P. 24

Gold Badge
Silver Badge
Bronze Badge
The Best Debater Award

Best Debater

Grade B 4x50m Medley Relay 1st

Runner-Up

Grade C 50m Backstroke

Champion
Grade C 50m Butterfly Champion
Grade C 50m Freestyle 2nd

3B Ho Cheuk Yu
2B Wong Sin Ting
2C Chan Ching Yau
HK Island & Kowloon
Secondary Schools Inter-School
Athletics Competition
Division Three (Kowloon Two)

Hong Kong Schools Sports

Federation
Inter-School Basketball
Competition
Division Three (Kowloon Two)
Hong Kong Inter-School
Softball Competition 2014-15
Samsung 59th Festival Of
Sport Hong Kong Secondary
School Baseball Elite
Championship 2015
HK Island And Kowloon
Secondary Schools Inter-School
Cross Country Competition
Division Three (Kowloon Two)
Hong Kong Schools Sports
Federation
Inter-School Volleyball
Competition Division Three
(Kowloon One)
BOCHK Rising Star Award
HKCCC Inter-School
Basketball Competition
Yoba Three-Player Basketball
Competition
HKTKDA Ladies Taekwondo
Competition
HKTKDA Inter-School
Taekwondo Competition

Athletic Team
3A Tang Hau Lam
3C Ngai Wai Kiu
4B Chiu Sum Yu
3D Chan Tsz Ting
3D Mi Yuqi
4B Chiu Sum Yu
4B Pak Yuk Kei
2C Sin Mei Ka
2C Chan Ching Yau
2B Li Yuet Sum
Basketball Team

Runner-Up
Grade B 50m Freestyle 2nd
Runner-Up
Grade C 100m Breaststroke 3rd
Runner-Up
Grade C 100m Breaststroke 3rd
Runner-Up
Grade B Overall Champion
Grade B Discus Champion
Grade B Shot Put 1st Runner-Up
Grade B Shot Put 2nd Runner-Up
Grade B Discus 2nd Runner-Up
Grade B 4x100 Relay 2nd
Runner-Up

Grade C Discus Champion

Grade C Hurdle 2nd Runner-Up
Grade C High-Jump 3rd
Runner-Up
Girls Grade C Champion
Girls Grade B 1st Runner-Up
Girls Overall Champion

Softball Team

2nd Runner-Up

Softball Team

Women Senior 1st Runner-Up

Women Overall 2nd Runner-Up

Athletic Team

2B Wong Sin Ting

3D Chan Tsz Ting
Volleyball Team

Overall 2nd Runner-Up

Grade C 2nd Runner-Up
Grade B 3rd Runner-Up
6th Place
4th Place
Girls Grade B 3rd Runner-Up

2B Li Yuet Sum
Basketball Team

Rising Star Athlete Award

Girls 1st Runner-Up

Basketball Team

Girls Youth 1st Runner-Up

4C Li Hiu Tung

Ladies Belt Group 2nd

Runner-Up
Ladies 42-44kg Belt Group 2nd
Runner-Up

5E Cheung Yin Fan

P. 25

5. MAJOR CONCERNS
5.1

Achievements and Reflections for the 2015 2016

Major Concern 1: To further enhance the effectiveness of LAC policy

Achievements

A sample draft of an LAC plan, including classroom teaching, assignment and assessment
policies & strategies, was prepared for all subject panels for reference. Subject panels wrote
and carried out their strategies as planned.
Subject-based learning outcomes in LAC, including spelling and language & organization,
was pre-set and assessed by subject panels throughout the year. This strategy raised the
awareness of EMI subject panels in teaching vocabulary and the use of language in
answering questions in tests and examinations.
EMI subject panels made use of the assessment data prepared by the Academic Affairs
Committee to evaluate the effect of the LAC policies. Adjustment in the teaching strategies
was made after the evaluation.
Support in different areas was given from our Language Consultant to EMI subject panels.
The areas included Professional Learning Session of the English Department, proofreading
of the scripts of the EMI subjects, development of the Liberal Studies curriculum in S3 and
the using of English Language in different kinds of school activities.
The new Read to Speak module in junior forms was found to be a success as students
were given more opportunities to practise speaking through interesting general fluency
tasks and activities with specific learning objectives. The Write up project was extended
to junior forms helping students gain confidence when their articles were published in local
newspapers.

Reflections

The success criteria of over 80% of the students obtaining a passing mark in the LAC
scores could only be met in the best English class of each Form. Improvement should be
made in the 2nd term. However, there were no observable changes found in the 2nd UT
and slight improvement found in the 2nd Term Examination. The concern has to be
stressed in the coming year.
We had a central policy that every EMI lesson in Junior Forms should have 2 out of the
following 3 tasks: reading, speaking and writing. However, this policy was not
successfully implemented in the 1st term and emphasis on the policy was made again in
the 2nd term. The strategies will be re-stated in the coming year and more supervision is
needed to ensure the strategies are employed in the classrooms.

P. 26

Major Concern 2:

To cater for learner diversity

Achievements

CLD plans specifying the expected learning outcomes of students and the related policies
& strategies were written by every subject panel head. This set a target for every subject
panel to achieve.
Before each Uniform Test/Examination, each subject panel handed in tables of expected
and attained levels of students. Subject panel heads monitored the assessment results
compared with the expected levels. This helped reinforce students to make progress.
The Academic Affairs Committee of our school prepared the evaluation data for different
subject panels after the two Uniform Tests and Examinations. Each subject panel made use
of the data to write evaluation reports and adjustment in the teaching strategies was made.
For those students who needed more help in academic performance, a one to one caring
support program was designed. Each target student was taken care of by a teacher in a
counseling program. Improvement plan for the students was advised and monitored by the
counseling teacher. In the counseling process, students felt that they were being taken care
of by teachers and made improvement in their academic results.
After the final examination, each teacher of the HKDSE subjects in S5 estimated the
attained level of each student in DSE next year and a target level was also given to each
student so that they set a target to strive for. Detailed analyses of the results were made and
target students were spot out for subject teachers to follow up. Counseling was given to
some students to encourage them to develop their strengths and overcome their
weaknesses, hoping that they have a better chance to enter an institute to further their
tertiary education.
To cater for learner diversities, more emphasis was put on the improvement of curriculum,
teaching materials and methods. To enhance effectiveness on learning and teaching,
each subject, adhering to the policy of Professional Learning Communities (PLC), resolved
difficulties in teaching by making timely use of collaborative lesson preparation meetings
and peer observations. In the meantime, the Quality Education Fund funded the Chinese
Language subject for the development of an e-learning platform for junior forms; the
English Language subject, in collaboration with Science (S1-3) and Biology (S4-6), took
part in the Quality School Improvement Project of the Chinese University of Hong Kong
(QSIP)(CUHK) to enhance the fine-tuning the Medium of Instruction; the Mathematics
subject, on the other hand, participated in both the QSIP(CUHK) and "Seed" Projects of the
Education Bureau to improve the problem-based teaching method adopted for S1-6.
Other subjects, such as Business, Accounting and Financial Studies (BAFS), Economics
and Visual Art, also conducted professional sharing by the effective use of external
networks, with a view to getting better results in public examinations.
As classes were grouped in accordance with students' performance in English, students
were streamed into different groups according to their ability in Chinese Language (S1-3).
At the same time, additional resources were deployed in providing enrichment classes (for
S4-6) in Chinese Language and Mathematics.
Besides, supplementary lessons after
school were specially provided for Chinese Language, English Language, Mathematics,
Liberal Studies and other elective subjects, so that the strategy of "Catering for Learner
Differences" could be adopted in different forms in accordance with their need. To cater
for learner differences, apart from designing differentiated teaching materials, teachers
were also required to design teaching materials for enrichment classes and supplementary
classes after school. For individual subject, while certain fine-tuning was still needed in
the teaching method, students in general appreciated the efforts of their teachers and they
were capable of completing their work as required.
To further enhance the effectiveness in learning and teaching and to better prepare students
in the senior forms for examinations, students were encouraged to take part in joint-school
assessments in Chinese Language, English Language, Mathematics, Liberal Studies and
other elective subjects in S6, and joint-school oral practice for Chinese and English

P. 27

Languages in S5 and S6 organized by the Student Union. As such, students were not only
allowed to broaden their horizon, to know their own strength and uplift their spirit, teachers
could also learn more from the performance of the students of various schools, so as to
make adjustment in the strategy preparing our students for the public examinations.
As for extended learning, students were encouraged to take a more active role in both
internal and external learning activities, so as to provide them with the opportunity to put
what they have learnt into practice, to motivate them to excel. Last year, our students
made outstanding achievements in various learning activities, for instance, for Chinese
Language, 6A Wong Tak Yin won a Literature Star award in the National Secondary
Students Writing Competition; for English Language, various awards were won in the
2015/2016 Hong Kong School Drama Festival; for Mathematics, a bronze medal was won
in the HK Mathematics Creative Problem Solving Competition for Secondary Schools
organized by the Mensa Society; for Liberal Studies and BAFS, a
was won in Creative Cube Competition 3
Secondary School Creating Business
Competition; for Music, our students won the Champion in piano and music competition in
the HKYPAF 2015. The above achievements
demonstrated that our students had great potential. If a mechanism for identifying talents
of different subjects can be set up, appropriate training can be provided to top students
earlier. That being the case, it is believed that an atmosphere conducive to learning can be
created, to the benefit of greater effectiveness in learning and teaching.
With regard to performance of our students in public examinations, it was the very first
time they took exam paper of various subjects in English. As teachers needed to meet the
challenges brought about by the transformation, and students, apart from lacking
confidence, were not getting well-equipped, their results were slightly lower than those of
last year. Nevertheless, a continuous upward trend has been seen in the results of English
Language, Chinese History and Physics. While the results of Chinese Language, Liberal
Studies and certain elective subjects were not as good as those of last year, they were still
higher than those of previous years. In general, the results achieved by average students
were stable, more efforts would be needed for better results.

Reflections

For Optimizing CLD Strategies, each subject panel has to reorganize the curriculum
framework, revise the teaching materials and strategies next year.
In all core subjects (S1 S6) and in other subjects (S4 S6), clear expectations of
performance of students of different abilities in tests and examinations should be set. All
these should be clearly stated in test & examination blueprints for evaluation and
follow-ups.
For Mathematics and Science subjects, there should be added emphasis on exploratory or
investigative / topical or problem-solving aspects.
To enhance students' self-study skills, elements of e-learning, lesson preparation, peer
evaluation should be introduced.

P. 28

Major Concern 3: Building a Professional Learning Community (PLC)

Achievements
3.1 To nurture a culture of professional sharing
Different seminars about PLC were organized on Staff Development Days
In collaboration with QSIP(CUHK), the school held a series of workshops and seminars
focusing on Cater For Learner Diversity. On 19th August, 2015, Mr. Tai Hay Lap, BBS,
JP and Ms. Cheung Hiu Tung Becky were invited to give a sharing to our teachers.
Staff Development Day was successfully held at Jao Tsung-I Academy on 28th October,
2015. Mr. Tai Hay Lap, BBS, JP, Ms. Cheung Hiu Tung Becky and Ms. Han Ngai Sze
Zita delivered a talk entitled Cater for Learner Diversity: Lesson Observation and
Post-lesson Conference. The talk was followed by a workshop on CLD. Meanwhile,
subject panels of Chinese Language, English Language, Mathematics and Integrated
Science had a Peer Learning Session meeting after the talk.
On 29th April, 2015, Ms. CHEUNG Hiu Tung Becky of QSIP(CUHK) was invited to hold a
meeting on LAC collaboration with our Biology and English Language teachers, with
officers of School-based Support Section, Education Bureau attending. Under the
leadership of subject panels liaison group of English Language and Biology, the event was
successfully run with the participation of subject teachers.
On 6th June, 2015, QSIP(CUHK) concluded its Support for Learning Diversity Project.
Mathematics teachers were invited to share their experiences in teaching and research.
Staff development program on PLC were introduced.
Guidelines on PLC were given to all teachers.
Panel heads of core subjects drafted a PL plan before term began. (Foci, schedule)
The Vice Principal and Assistant Principal helped those departments with one or two
members organize a joint community for professional learning. For example, subject
panels of Chinese History and History established a community for professional
learning.
The e-learning platform on Chinese Language commenced its phase one work. The
design team of collaborative partner conducted lesson observations on 20th April, 2015,
to assess students' ability, and to exchange views with S1 teachers on the students'
performance, with a view to refining its design strategy.

Panel head of Chinese Language went to S1 Group A and B for lesson observations on
20th May, 2015, to find out how the e-learning platform actually operated and its
effectiveness in learning and teaching, and to discuss ways for making adjustments
with S1 teachers and staff members of collaborative partner.

In May, the Principal, the two vice-Principals and the Assistant Principal attended
professional sharing sessions of English, Chinese, Mathematics and Liberal Studies
respectively, showing their support by giving out encouragement and useful advice.

A PLC / core group on voluntary basis or nominated by Panel head led by the Assistant
Principal was set up to carry out the following tasks at school level: identifying a focus,
developing action enquiry, initiating innovation and change, trying out strategies, collecting
feedback, refining practice and sharing outcomes.
First meeting was held on 30th September. The topic was Flipped Classroom.
Second meeting was held on 22nd December. Topics discussed included Cater for
Learners Diversity, Promoting Self-learning and e-learning: Enhancing the
Effectiveness of Learning and Teaching. Chinese and English subject teachers
exchanged views on preparation of teaching materials and curriculum design. Principal
Lee and Vice-principal Ms. Ho were invited to the meeting and give comments.
In a seminar held on 4th May, 2015, Ms. Irene YAU Oi-yuen, being invited as the
Keynote speaker, talked about successful experiences in school development under the

P. 29

topic of 'School-based experience sharing on enhancing learning and teaching

effectiveness'. The talk was rich in content and inspiring. 30 participants joined the
event. We were thankful for their active participation.

New staff gatherings were organised.

The first new staff gathering was held on 2nd September, 2015. Principal Lee,
vice-principals, mentors and new staff were invited to the meeting. In the gathering,
Principal Lee shared about the vision and mission of the school with the new staff
members. Ms. Ho and Mr. Liu also shared about academic affairs.
The second new staff lunch gathering was held on 5th January, 2016. Principal Lee,
vice-principals, mentors and new staff had lunch together to strengthen the bond.
With the help from the Religious Affairs Committee, teachers spiritual enrichment
programs for the new teachers were held in October and December.

3.2 To help panel heads perform the roles as curriculum leaders and mentors

Every panel head conducted a Professional Learning session for each subject / key learning
area regularly (biweekly for English / 12 -16 per year and monthly for other core and
content subjects / 6-8 per year). A schedule was made in August.
For core subjects, PLS was conducted in every form.
Lessons were assigned for professional sharing sessions
Teachers were encouraged to take part in professional development training programmes in
learning and teaching
Teachers were encouraged to collaborate in developing PLC, participation in activities
such as internal professional sharing sessions, peer lesson observation, teaching and
research group, external school sharing and etc. Such participation was counted as
training hours. According to the 'Records of teachers taking part in professional
development', most subject groups were able to tie in gradually with the progress in
completing various professional development activities.
For other external professional development activities in teaching, such as Briefing Session On
HKDSE, HKEAA Markers' meeting, EB seminars, workshops and training programmes on
curriculum development, according to the 'Records of teachers taking part in professional
development', most teachers were able to cope with the need of respective subject to take part in
such activities.
3.3 The two major concerns of the school, including LAC and CLD, together with other
related-issues like e-learning, to be addressed in professional sharing sessions
The following measures were successfully implemented in the core subject panels:
a. There should be one special focus such as Diversified Assignment Design, E-learning,
Enquiry- based Learning, Quality Feedback, MOI problems or students learning
outcomes once a month.
b. Panel heads should include the foci for the whole year in their PL Plan in August.
c. Before any PLS, relative documents / teaching materials should be submitted to teachers
involved.
d. Under each focus like LAC and CLD, one lesson should be chosen for try-out. Peer
Observation is needed to evaluate its learning outcomes.
e. Each teacher has to take part in one peer class observation, followed by a professional
dialogue at least once a year. This should be recorded and kept in panel minutes.
3.4 To enhance our professional capacity by external bodies
Our collaboration with professional bodies such as EDB and other local institutes
continued.
In collaboration with QSIP (CUHK), the school joined the Small Wheel Programs to
enhance the effectiveness of teaching and learning, build up teachers professional

P. 30

capacity, and promote students growth.

On 8th September, 2015, a meeting was held with Ms. Cheung Hiu Tung Becky, School
Development Officer from QSIP (CUHK). With the help from Ms Cheung, S4 English
and Biology teachers had a discussion about strategies to enhance the effectiveness of
Language Across Curriculum (LAC).
On 11th September, 2015, a meeting was held with Mr. Wong Wai Yin Brian, School
Development Officer from QSIP (CUHK). Members of the Mathematics subject panel
had a conversation with Mr. Wong regarding to enhancing the effectiveness of learning
and teaching. The Mathematics subject panel also joined the School Network Program.
On 30th October, 2015, Ms. Becky Cheung from QSIP, S1 English and Integrated
Science teachers, S4 English and Biology teachers communally designed teaching
materials in order to enhance the effectiveness of Language Across Curriculum (LAC).
On 27th November, 2015, Ms. Becky Cheung from QSIP, S1 English and Integrated
Science teachers, S4 English and Biology teachers communally designed teaching
materials in order to enhance the effectiveness of Language Across Curriculum (LAC).
The Liberal Studies subject panel participated in QSIP (CUHK). Teachers collaborated
with CUHK for the betterment of learning and teaching. The panel also joined the
School Network Program organized by the Curriculum Development Institute (EDB)
and the School Based Support Program by the School Based Support Team (EDB).
The Economics panel took part in two workshops about Teaching Economics in
school and Examination Strategies organized by the Economics Department and the
Hong Kong Association for Economics Education (HKAEE) respectively.
The BAFS panel took part in the Assessing student learning for the BAFS curriculum
series, which focused on the strategies to assess student learning and also the good
practices on assessment.
The Geography panel took part in a workshop on the Setting of Examination
Questions organized by the Geography Department; a workshop on the Marking of
Examination Scripts organized by the EDB and HKEAA, and in In-service
Professional Development Program, which was a 5-day Course for Secondary School
Teachers focusing on Teaching Personal, Social & Humanities Education (PSHE) Key
Learning Area in the English Medium.
The Visual Arts Panel joined a program entitled .
In collaboration with an experienced VA teacher, Mr. Yeung Sau Cheuk (), the
VA subject panel chairlady brought students to workshops which encouraged students
to express creativity and imagination through art work. Nine S4 students participated in
workshops about the issues water crisis and consumerism. The panel also joined a
program titled Ocean Art Walk2016, which was organized by Alliance.
The exhibition was held in Stanley Market in April 2016.
There were 5 visits by other schools / educational bodies within or beyond Hong Kong.
The school joined the School Mentorship Program organized by the Hong Kong Policy
Research Institute Limited. A series of joint-school activities were held in March.
On 20th October 2015, the Vice-principal Miss Ho, together with the Panel of BAFS
and the Panel of CTI, joined the Inter-School Professional Seminar. In the activity, they
had valuable professional dialogue with other members from different local schools.
On 27th November, 2015, professional sharing sessions were conducted successfully.
Chinese and English subject teachers and teachers from Liu Po Shan Memorial College
exchanged views and teaching strategies concerning students with diverse learning
needs.
On 7th January 2016, the Vice-principal Miss Ho, together with The Panel of English
and The Panel of Mathematics joined the Inter-School Professional Seminar. In the
activity, they had valuable professional dialogue with other members from different
local schools.
Our school participated in the professional sharing on school development on 9th
January 2016. The chairperson of the Careers and Guidance Committee, Mr. Chan
Kwan Wai was responsible for a presentation on life planning education. The theme of

P. 31

the sharing included the curriculum framework of the life planning education and some
good practice in our school. In the activity, Mr. Chan had much valuable professional
dialogue with other career teachers from different local schools.
An exchange trip to Shanghai for staff was organized in March to enhance our
professional capacity through lesson observation, sharing and professional
conferencing. Through this trip, our teachers shared experience with Shanghai Nanyang
Model School and Qixiu Experimental Middle School.
On 23rd May, 2015, China Holiness College visited our school to exchange data in the
Chinese Language subject and to share experience and views.
Our school took part in the HKCCCC Cross-school Sharing Session on 21st June, 2015.
The theme of the sharing session was 'enhancing teaching effectiveness by using data
analysis'. Mr Yim Man Shun and Miss Sun Tsui Shan shared our actual experience.
Through the above external professional sharing, our teachers were able to broaden
their horizons and benefit from the constructive comments collected.

Reflection

To nurture a culture of professional sharing.

It is believed that with inputs of professional bodies or experts duly introduced, sufficient
funding and the positive mindset of teachers, the professional development of our school
can get twice the result with half the effort.

Referring to 3.1(Staff development program on PLC) in the previous section, subject panels
are still refining the implementation of different strategies. As this is a new methodology, it
takes time for teachers to develop quality CLD materials to cater for different needs of
students. More sharing and support from professional parties are expected to make this a
success.

Recommendation
1. To tie in with our major concern in the coming year, professional training for teachers can
be developed in collaboration with professional bodies using external resources.
2. According to some subject panel heads, it has been difficult to conduct PLS on a monthly
basis due to the limited lesson allocation and number of students. It is expected the
schedule can be handled more flexibly. For example, subject panel heads can set up a
one-year schedule and refine the implementation of PLS stage by stage. For every stage, a
detailed plan towards to completion of refinement is expected.

5.2

Feedback on Future Planning

To enhance academic achievements / learning performance
The learning attitudes and self-esteem of many of our students are quite negative, so
more counseling programmes have to be given to our students next year.
A review on the grouping policy has been conducted, so as to minimize possible
labeling on students.
A gifted students group will be set up to identify students' potential earlier, nurture top
students and enhance their self-esteem and motivation.
To help students improve their learning attitude, build up good learning habits and
enhance self-study skills will be emphasized.
To further enhance EMI learning effectiveness, LAC and CLD are still our major
concerns.
To nurture our students into loving individuals with positive attitudes is always our
focus. Apart from developing a school-based curriculum, True Light Bearer Course,
we will explore other means, such as arts, to strengthen their character building.

P. 32

6. SCHOOL FINANCIAL REPORT

6.1

2015 2016 Financial Summary

Income ($)

Expenditure ($)

3,647,664.00

3,382,570.00

I. Government Funds
1) OEBG Grant
a)

General Domain

1. Administration Grant (include [Link] for Add'l

Clerical Assistant)

2. School & Class Grant

1,112,120.56

Grant Received

688,365.00

Other Income

340,173.13

3. Air-conditioning Grant for Preparation Room of Laboratories

14,550.00

4. Consolidated Subject Grant

189,906.97

66,662.40

5. Noise Abatement Grant

366,693.00

114,685.00

6. Lift Maintenance Grant

30,624.00

64,290.00

7. Recurrent English Language Grant

18,344.00

11,541.00

8. Enhancement Grant

6,120.00

9. Supplementary Grant

203,360.00

140,630.00

8,403.00

14,241.00

381,108.00

465,581.24

5,895,311.10

5,372,321.20

574,415.00

591,228.30

7,344.00

2,205.20

581,759.00

593,433.50

438,048.00

439,843.00

(1) Tong Fai

305,580.00

221,938.34

(2) Approved collection of fees

218,550.00

274,084.60

1,006,130.73

378,418.00

1,530,260.73

874,440.94

10. Training and Development Grant

11. Composite Information Technology Grant
Sub-total
b)

Special Domain

1. Capacity Enhancement Grant

2. Prog Fund for Whole-Sch Ap to Guid & Dis
Sub-total
2) Composite Furniture and Equipment Grant
II. School Funds (General Funds)

(3) Others
Sub-total

P. 33

6.2

School-based After-School Learning and Support Programmes

School-based After-School Learning and Support Programme
Subsidy Items

Income ($)

Grant from Previous year

Grant of this year
Sub-total

10,667.42
103,200.00
113,867.42

1)
2)
3)
4)

ECA Tutor Fee (First Term)

ELIC English Summer Program
ECA Tutor Fee (Second Term)
Hong Kong Schools Speech Festival Application
Fee
5) English Enrichment Class in Writing
Sub-total
Balance

6.3

Expenditure ($)

53,765.00
14,400.00
28,160.00
210.00
320.00
96,855.00
17,012.42

Capacity Enhancement Grant

Capacity Enhancement Grant
Item

Income($)

Surplus brought forward from the previous year

Expenditure($)

72,964.35

Grant received this year

574,415.00
Sub-total

647,379.35

Subsidy Items
1)

Associate Teachers & Teaching Assistant

2)

Differentiation Scheme

565,267.50
25,960.80
591,228.30

Sub-total
Balance

P. 34

56,151.05