Munsang College

Transcription

Munsang College

Munsang
Secondary
民生
中
Annual
College
Section
書
學
院
部
Report
2 0 1 0 – 2 0 11
8 Dumbarton Road, Kowloon, Hong Kong
Web Site: http://www.munsang.edu.hk
E-mail: info@ munsang.edu.hk
Table of Contents
Mission Statement and School Goals
p.2 – 3
Introduction
p.4 – 5
School Layout and Facilities
p.6 – 7
Administration Organization
Administration Structure
College Council
Staff of the Secondary Section
Qualifications and Teaching Experience of Our Teaching Staff
Executive Committee
Working and Standing Committees
Subject Departments
p.8 – 12
Report on Academic Affairs
Curriculum 2010 – 2011
Class Structure
Number of School Days (Including Uniform Test and Examination)
Lesson Time for 8 Key Learning Areas for F.1 – F.3
Students’ Promotion
Unfilled Places in the Classes
Students’ Attendance
Percentage of Early Exit Students in the School Year
p.13 – 16
Financial Summary
Financial Summary 2010 – 2011
Use of Capacity Enhancement Grant
Use of Teacher Professional Preparation Grant
p.17 – 18
Students’ Performance
Destination of F.5 Graduates
F.7 Graduates Enrolled in Tertiary Institutes (2011)
External Examination
p.19 – 20
Students’ Achievements 2010 – 2011
External Scholarships
Internal Scholarships
Inter-school Activities and Competitions
p.21 – 36
Reports of Committees
p.37 – 97
Reports of Subject Departments
p.98 – 160
Major Concerns 2011 – 2012
p.161
-1-
Mission Statement
We adopt “Light And Life” and “All For One, One For All” as our school motto, and our commitment is to
offer to students a holistic education upon Christian principles and nurture in them a positive outlook on
life, so that they can be self-motivated, resolute, devoted to making valuable contributions to the
community, and prepared for the sublime state of life.
School Goals
1.
Cultivate students’ balanced moral, intellectual, physical, social and aesthetic development.
2.
Provide students with a well-equipped learning environment.
3.
Achieve a disciplined and simple culture through guidance and counseling.
4.
Instill in students a high self-esteem, confidence, self-respect and forgiveness.
5.
Nurture students to be ‘bi-literate and tri-lingual’ with good all-round communication skills.
6.
Develop students’ potential in independent thinking and creativity in a liberal learning atmosphere.
7.
Guide students towards self-learning and critical thinking so that they realize the significance of
life-long learning.
8.
Develop students’ leadership and independence through their self-regulatory planning and various
activities organized by the Student Association, Houses and Clubs.
9.
Provide multifarious extra-curricular activities to help students develop diverse potentials,
understand themselves, foster harmonious inter-personal relationships and sportsmanship.
10. Enhance students’ social, national and global awareness and foster in them a sense of community and
willingness to serve.
-2-
辦學宗旨
本校以「光與生命」及「人人為我，我為人人」為校訓，致力以耶穌基督精神，倡辦完人
教育，培育學生以基督之完美人生作典範，建立積極及勇毅之人生觀，熱心服務社會，俾
能獲得充滿光與真理之豐盛人生。
教育目標
1.
注重德、智、體、群、美五育均衡發展。
2.
提供設備完善而優越之學習環境。
3.
透過訓導及輔導工作，建立全校良好之紀律及純樸之校風。
4.
建立學生自尊、自信、自愛及體諒別人之良好品格。
5.
提高學生兩文三語之能力，培訓現代之通才。
6.
透過民主與自由之學習氣氛，俾學生能發展獨立思考及創作潛能。
7.
誘導學生發揮其自學能力及求知熱誠，從而認識終生學習之重大意義。
8.
透過學生自行策劃及推動學生會、各社及各學會之活動，俾能發揮其領袖才幹及立處
事能力。
9.
提供多元化之課外活動，俾學生發展多方面之潛能，認識自我，並培養良好之人關係
及體育精神。
10. 協助學生關心社會、國家及世界，培養他們的歸屬感及服務精神。
-3-
Introduction
Academic Calendar
The school year is divided into two school terms, September to January and February to July. Although
there are no summer sessions, a great variety of activities are organized during the summer vacation.
Enrollment
Secondary Section
Form
1
Number of
6
Classes
The normal class size is about 34 to 36 students
2
3
4
5
6
7
Total
6
6
6
6
3
3
36
Facilities
In the campus, there are eight principal buildings with a total building area of approximately 19,100 m2, a
spacious sports ground of 5,500 m2, a gymnasium, a swimming pool, a lecture theatre, a bible-study court,
a chapel and archives. All the rooms on campus are air-conditioned.
Medium of Instruction
The medium of instruction in the Secondary Section is English, except for Chinese, Chinese History and
Putonghua.
Admission
Form 1 entrants are allocated through a centralized system monitored by the Government of Hong Kong.
Under the feeder system, about 85% of the places, after deducting the 30% discretionary places, are
reserved for our own students from Primary 6.
Admission to Form 6 is based on the results in the Hong Kong Certificate of Education Examination.
For the year 2010-2011, 99% of the Form 6 places are occupied by our own Form 5 graduates.
Administration
Munsang College is a non-profit private institution run by the College Council. The Hong Kong
Government accorded the Secondary Section of the College the status of an “aided” school in 1978. The
Principal is appointed by the College Council and approved by the Government of Hong Kong. The
Council is a self-perpetuating body incorporated under a Hong Kong Government Ordinance. The
College Supervisor is elected from among its members annually. The Council gives policy advice and
general guidance to the school.
Co-curricular Activities
Students are encouraged to participate in various extra-curricular activities intended to build character and
develop personality. It is also in this belief that Munsang College places special attention on religious
activities such as Christian Fellowship meetings, Bible classes, etc. Other activities include basketball,
soccer, badminton, volleyball, tennis, track and field training, swimming, gymnastics, folk dance class,
choir and so forth. There are clubs for art, drama, and fencing as well as clubs for the academic subjects
such as English Language and Computer. Students take part in Scouts & Guides activities, St. John
Ambulance Brigade Cadets and St. John Nursing Cadets.
Teams are organized to take part in inter-school Science exhibitions, computer activities, sports meets,
swimming and life-saving competitions, music festivals, speech festivals and the like.
-4-
Curricula
While a unified curriculum was offered to students of Form One to Form Three, the New Senior
Secondary (NSS) has been in place for the Form Four students, with English Language, Chinese Language,
Mathematics and Liberal Studies being the 4 core subjects. Besides, all Form Four and
Form Five students must choose 3 electives out of the given ten (as in the table below). For Form Six to
Form Seven, students were streamed according to their aptitudes for Science and Arts subjects.
English
Chinese
Chinese History
Mathematics /
AS Mathematics
Liberal Studies
Physics
Chemistry
Biology
Science
Computer and Information Technology /
Information and Communication Technology
History
Geography
Business & Economics
Economics
Principles of Accounts / Business,
Accounting and Financial Studies
Visual Arts (HKDSE)
Biblical Knowledge / Ethics (OLE)
Physical Education. (OLE)
Music (OLE)
Visual Arts (OLE)
Putonghua
Munsang Alumni Association
The association was founded in 1939.
greatly to its development.
Form 1
Form 4 Form 5
and
Form 3
(NSS 1) (NSS 2)
Form 2
*
*
*
*
*
*
*
*
*
*
*
*
Form 6-7
Arts
Science
Group
Group
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
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*
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*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
It has a close relationship with the College and has contributed
-5-
School Layout
School Facilities
For the Secondary Section, there are four main blocks:
Block D
(D202-D511)
Block E
27 Classrooms
2 Supportive
Education Rooms
Bible Study Court
English Corner
Prefect Room
Student Association
Room
Staff Room
Social Worker Office
Cookery Room
(Rufus Huang
Computer Rooms
Memorial Building)
(E101-E502)
P.E. Office
Multimedia Learning
Center
Guidance Prefect
Association Room
Music Room
Visual Arts Room
Geography
Laboratory
Centre for
Advancement of
Renewable Energy
Fitness Room
Gymnasium
-6-
Block G
(G101-G503)
Block H
(H101-H801)
3 Classrooms
3 Supportive
Education Rooms
Muiti-purpose Rooms
Biology Laboratory
Physics Laboratory
Chemistry Laboratory
2 Integrated Science
Laboratories
Library
General Office
General Affairs
Office
Staff Room
Staff Common Room Chaplain Office
Medical Room
Printing Room
7 Classrooms
2 Supportive
Education Rooms
Multi-purpose Room
Student Activity Centre
Language Laboratory
Computer Assisted
Learning Room
Campus TV Room
Parent-Teacher
Association Room
Chapel
-7-
Media Production
Room
Administration Organization
School Council
School Supervisor
Principal
School Secretary
Executive Committee
Publication
School Accountant
Vice-principal
Vice-principal
Annual Plan
SAMS
SSE
Chaplain
Annual Report
Academic
Affairs
Information
Technology
Resources
Appraisal
Scholarship
Counseling
Campus TV
LAC
Library
I.T.
Technicians
(Other Learning Experiences)
Discipline
Secretary
CCA
Crisis
Management
Alumni
Association
Clubs &
Societies
Subject Heads
Janitors
Clerical
Staff.
Subject Technicians
Teachers
& T.A.
Class
Teachers
Prefect
GPA
Association
Careers
Religious
Cultural
Exchange
AV
Technician
Community
Service
Student
Association
ParentTeacher
Association
Houses
Clerical
Staff
Ceremony
Parent’s Day
Staff
Development
Class
Committee
Teachers’
Association
SSE = School Self Evaluation
CCA = Co-curricular Activities
GPA = Guidance Prefect Association
LAC = Language Across Curriculum
-8-
College Council
Chairman
Vice-chairman
Supervisor
Hon. Secretary
Hon. Treasurer
Councilors
Ms. Wong Lei Lei
Mr. Lui Wing Keung
Mr. Jeremiah Wong Kui Hung
Mr. Yu Yan Tack
Mr. Herbert Ho Hok Bun
Mr. Oswald Timothy Chan
Mr. Rocky Cheung King Rock
Mr. Tsin Yan Pui
Ms. Jennifer Tsui Ka Wah
Mr. Yik Kwan
Dr. Alice Yuk Tak Fun
Dr. Daniel Yung Leung Tung
Staff of the Secondary Section
Principal
Ms. Kuby Chan Yin Hung
Vice-Principal
Mr. Fan Kam King
Mr. Mok Kwok Wai
Principal Graduate Master/Mistress:
Senior Graduate Master/Mistress:
Graduate Master/Mistress:
Half-post Graduate Master/Mistress:
Senior Assistant Master/Mistress:
Assistant Master/Mistress:
Certificate Master/Mistress:
Self-financing Teaching Staff:
Self-financing Teaching Staff (half-post):
Laboratory Technician:
Social Worker:
:2
: 13
: 38
:2
:1
:3
:9
:2
:2
:3
:2
-9-
Qualifications of Our Teaching Staff
100.00%
90.00%
80.00%
Percentage
70.00%
60.00%
50.00%
2008-2009
2009-2010
40.00%
2010-2011
30.00%
20.00%
10.00%
0.00%
Bachelor degree
Master degree or above
With formal education
training
Teaching Experience of Our Teaching Staff
11-15
yrs
16-20
yrs
21-25
yrs
26-30
yrs
30 yrs
or
above
7
10
15
10
8
3
16
9
10
13
11
4
6
14
8
8
11
11
5
6
Numbers of
teaching staff
0-2 yrs
2008-2009
6
15
2009-2010
5
2010-2011
11
3-5 yrs 6-10 yrs
Executive Committee
Chairman
Committee members
Ms. Kuby Chan Yin Hung, Principal
Mr. Fan Kam King, Vice-Principal
Mr. Mok Kwok Wai, Vice-Principal
Mr. Yu Kin Man
Mr. Luk Kai Ho
Mr. Chan Kee Hoi
Mr. Hui Kong Hang
Ms. Ho Chun Lan
Mr. Lui Hang Sum
Mr. Ho Yu Chun
Mr. Chan Shu Sum
- 10 -
Working and Standing Committees
Committee
Academic Affairs
Careers
Ceremony
Counseling
Cultural Exchange
Discipline
Information Technology
Language Across
Curriculum
Library
Parent-Teacher
Association
Religious
Resources
School Self Evaluation
Staff Development
Publication
Scholarship
Head
Members
Mr. K.M. Yu
Mr. F.L. Wu, Ms. M.Y. Chan, Ms. W.Y. Chin,
Ms. W. Y. Leung, Mr. Y.M. Tsang, Ms. W.S. Tse,
Mr. K.C. Wong, Ms. L.Y. Wong, Mr. S.K. Yeung,
Ms. L.S. Ho
Ms. C.L. Ho
Ms. M.Y. Kwok, Mr. M.H. Cheung, Ms. W.M. Lam,
Mr. C.P. Lee, Ms. M.W. Luen, Ms. Y.Y. Tam,
Ms. C.C. Yiu
Mr. K.W. Mok
Ms. L.F. Tse, Mr. C.H. Fung, Ms. K.W. Hui,
Mr. S. Russell
Mr. K.H. Chan
Ms. T.P. Cheung, Ms. Y.L. Chung, Ms. S.Y. Au,
Ms. L.T. Ching, Ms. P.M. Lau, Ms. P.S. Lo,
Ms. M.Y. Pun, Ms. S.Y. Wat, Ms. M.S. Yau
Mr. S.S. Chan
Ms. M.Y. Pun, Ms. W.C. Kwok, Ms. S.L.Tam,
Ms. L.F. Tse, Ms. P.C Wu
Mr. K.H. Luk
Ms. M.K. Leung, Mr. T.H. Chan, Ms. H.M. Ching,
Ms. K.W. Hui, Mr. K.W. Ng, Ms. M.S. Ting,
Ms. Y.T. Wong
Mr. K.H. Hui
Ms. Y. Y. Tsang, Ms. H.Y. Wong, Mr. K.W. Cheng,
Mr. C.H. Fung, Ms. M.K. Lai, Mr. K.W. Tsoi,
Ms. Y.W. Wong, Mr. K.H. Wong
Mr. H.S. Lui
Mr. L.H. Choi, Ms. M.C.Chan, Ms. W.C. Kwok,
Ms. M. Lam, Mr. P.C. Wong, Mr. K.S. Lee,
Mr. C.P. Cheung, Ms. W.Y. Poon, Mr. H.K. Wong,
Mr. H. Tiu
Ms. Y.Y. Ng
Mr. W.Y. Chin, Mr. T.H. Chan, Ms. T.P. Cheung,
Mr. C.S. Chow, Mr. Y.H. KAN, Mr. Y.M. Tsang,
Mr. F.L. Wu
Ms. W.S. Tse
Ms. L.Y. Wong, Ms. H.M. Ching, Ms. C.C. Yiu,
Ms. L.S. Ho
Ms. S.L. Tam
Ms. S.C. Choi, Mr. K.K. Fan, Mr. K.W. Mok,
Ms. Y.Y. Tsang, Ms. P.C. Wu
Rev. Allan Chua Ms. S.W. Ho, Ms. S.Y. Ho, Ms. M.Y. Kwok,
Mr. S.K. Yeung Ms. Y.Y. Ng, Mr. K.C. Poon
Mr. Y.C. Ho
Mr. H.F. Chan, Mr. W.O. Chan, Mr. S.T. Ho,
Mr. C.M. Law, Mr. K.C. Poon, Mr. H.S. Chan,
Mr. C.C. Kwok
Mr. K.W. Mok
Ms. K.H. Wong, Mr. H.F. Chan, Ms. S.L. Lai,
Mr. H.S Lui
Mr. S.S. Chan
Mr. C.M. Law, Mr. KK. Fan, Ms. P.M. Lau, Ms. P.S. Lo,
Mr. K.W. Mok, Mr. KW. Ng, Ms. Y.Y. Tam
Ms. K.H. Wong Ms. M. Lam, Ms. S.Y. Au, Mr. C.S. Chow, Mr. S.T. Ho,
Ms. S.L. Lai, Mr. S. Russell
Mr. K.K. Fan
Ms. M.Y. Chan, Ms. C.L. Ho, Ms. S.W. Ho,
Ms. W.M. Lam,
- 11 -
Subject Departments
Department
Head
Deputy
Biblical Knowledge
Mr. Yeung Shun Ki
Biology
Ms. Chan Mei Yee
Chemistry
Mr. Yu Kin Man
Chinese Language
Mr. Ng Kwok Wing
Chinese History
Ms. Wong Kam Hung
Computer
Mr. Lui Hang Sum
Economics
Ms. Ting Man Shuk
English
Ms. Chin Wai Ying
Geography
Ms. Ng Yee Yuk
History
Ms. Tam Sau Lai
Integrated Science
Ms. Cheung Tung Ping
Liberal Studies
Ms. Tsang Yue Man
Ms. Kwok Mei Yu
Mathematics
Mr. Wu Fung Leung
Ms. Chung Yau Lin
Music
Mr. Fung Chi Hong
Physical Education
Ms. Wong Hoi Yee
Physics
Mr. Chan Wai On
Principles of Accounts
Ms. Ting Man Shuk
Putonghua
Ms. Ng Kwok Wing
Visual Arts
Ms. Au Suet Yee
- 12 -
Ms. Leung Wai Yu
Mr. Wong Pao Chie
Ms. Lai Siu Lan
Ms. Wong Yee Wan
Report on Academic Affairs
Curriculum 2010-2011
Class
Subject
Form Period
(15 mins/day)
Reading
(20 mins/day)
1
2
3
4
5
6
7
A-F A-F A-F A B C D E F Total A B C D E F Total A B C Total A B C Total
24
24
24
18
English
54
48
48 6 6 6 6 6 6
36
Chinese
Mathematics /
AS Mathematics
Mathematics
Extended Module 1, 2
42
42
42 6 6 6 6 6 6
36
36
30 6 6 6 6 6 6
Liberal Studies
12
12
9
9
126
6 6 6 6 6 6
38 6 6 6
18
6
6
6
18
260
36
6 6 6 6 6 6
36 5 5 5
15
5
5
5
15
229
36
6 6 6 6 6 6
36 8 *5 *5 13
8 *5 *5
13
195
2(2)
4
4
132
6(8)
48
6(8)
48
Physics
5(3)
15
5(3)
15 9 9
18
9
9
18
66
Chemistry
5(3)
15
5(3)
15 9 9
18
9
9
18
66
Biology
Computer and
Information
Technology /
Information and
Communication
Technology
5(3)
15
5(3)
15
10
10
10
50
6
12
6
5(1)
5
5(1)
5
Science
24
24
36
History
12
12
6
5(1)
5
5(1)
5
7
7
7
7
54
Geography
12
12
6
5(1)
5
5(1)
5
7
7
7
7
54
7
*7 *7 *7
14
51
Business & Economics
12
18
Visual Arts (HKDSE)
Biblical Knowledge /
Ethics (OLE)
Physical Education
(OLE)
34
84
12
Economics
Principles of Accounts
/ Business Accounting
and Financial Studies
Chinese History
10
12
12
12
12
5(3)
15
5(3)
*
15 7 *7 *7
5(3)
15
5(3)
15
7
7
7
7
34
5(1)
5
5(1)
5
7
7
7
7
60
5(1)
5
5(1)
5
10
6
6
6
1 1 1 1 1 1
6
1 1 1 1 1 1
6
1 1 1
3
1
1
1
3
36
12
12
12 2 2 2 2 2 2
12
2 2 2 2 2 2
12 2 2 2
6
2
2
2
6
72
Music
Visual Arts/Music
(OLE)
6
6
6
12
12
12
Putonghua
6
6
6
18
6(1)
6
4(1)
4
46
18
Grand Total
276 276 276
298
298
145
152 1721
Total
276 552 828
1126
1424
1569
1721
- 13 -
Class Structure
Class Level
F.1
F.2
F.3
F.4
F.5
F.6
F.7
Total
Number of Classes
6
6
6
6
6
3
3
36
Number of Boys
115
108
123
111
88
52
43
640
Number of Girls
101
106
104
111
112
46
40
620
Total
216
214
227
222
200
98
83
1,260
Number of School Days
(Including Uniform Test/Form Test and Examination)
250
S ch ool D ays
200
2008-09
150
2009-10
100
2010-11
50
0
F.1 - F.4
F.5
F.6
F.7
Lesson Time for 8 Key Learning Areas for F.1 – F.3
25.00%
2008-09
2009-10
2010-11
20.00%
15.00%
10.00%
- 14 -
Others
Physical
Educaiton
Arts
Education
Technology
Education
Science
Educaiton
Mathematics
Education
English
Language
Education
Chinese
Language
Education
0.00%
Personal,
Social and
Humanitie…
5.00%
Students’ Promotion
100%
80%
2008-09
60%
2009-10
40%
2010-11
20%
0%
S4 school places
S6 school places
S5 students promoted
allocated to own school allocated to own school to other schools S6
S3
S5
Unfilled Places in the Classes
120
100
80
60
40
20
0
2008-09
2009-10
- 15 -
2010-11
Students’ Attendance
99.50%
99.00%
98.50%
98.00%
2008-09
97.50%
2009-10
2010-11
97.00%
96.50%
96.00%
S1-3
S4-5
S6-7
Percentage of Early Exit Students in the School Year
3.0%
2.5%
2.0%
1.5%
1.0%
0.5%
0.0%
2008-09
2009-10
- 16 -
2010-11
Financial Summary
Financial Summary for the year ended 31 August 2011
Income
(HK$)
Expenditure
(HK$)
I. Government Fund
1. OEBG
(a) General Domain
Admin. Grant (including additional CA)
School & Class Grant
Consolidated Subject Grant
Composite IT Grant
SBM Supp. Grant
Other Grants & Subsidies and Bank Interest
(b) Special Domain
Grants related to Student Support
Capacity Enhancement Grant
2. Composite Furniture & Equipment Grant
Surplus of Income over Expenditure for the year 2010/2011
Accumulated Surplus as at 1 September 2010 (b/f from last year)
Accumulated Surplus as at 31 August 2011 (to be c/f to 2011/2012)
* Accumulated Surplus as at 31 August 2011:
General Domain
Special Domain
4,161,822.00
804,447.00
191,831.27
376,501.00
167,013.00
851,309.51
6,552,923.78
3,396,919.27
1,077,664.85
135,005.43
291,570.20
68,888.24
476,187.94
5,446,235.93
7,234.00
471,771.00
479,005.00
1,167.80
447,402.75
448,570.55
539,640.00
477,440.00
1,199,322.30
403,348.07
1,602,670.37 *
1,241,409.23
299,061.14
1,540,470.37
62,200.00
1,602,670.37
Composite Furniture & Equipment Grant
II. Subscriptions Fund
Tong Fai
Fees for Specific Purposes
Fees for Learning Resources
Others
490,370.00
377,700.00
707,766.20
203,226.10
1,779,062.30
Surplus of Income over Expenditure for the year 2010/2011
955,700.63
3,269,205.05
4,224,905.68
- 17 -
6,695.07
377,700.00
437,396.60
1,570.00
823,361.67
Capacity Enhancement Grant
Income & Expenditure Summary for the year ended 31 August 2011
HK$
HK$
Income
Grants received
471,771.00
Total Amount Received for 2010/2011
471,771.00
Less: Expenditure
Salary of 1 Contract Teacher and 1 Teaching Assistant
Conductor Fee of Musical Performance
446,202.75
1,200.00
Total Expenditure
447,402.75
Surplus / (Deficit) of Income over Expenditure for the year 2010/2011
24,368.25
268,020.16
292,388.41
Teacher Professional Preparation Grant
Income & Expenditure Summary for the year ended 31 August 2011
HK$
Income
Grants received
-
Less: Expensiture
Salary of 1 Contract Teacher (Half Post)
208,286.80
Surplus / (Deficit) of Income over Expenditure for the year 2010/2011
- 18 -
(208,286.80)
441,908.75
233,621.95
Student Performance
60.00%
50.00%
40.00%
2008-09
2009-10
2010-11
30.00%
20.00%
10.00%
0.00%
Local
Local NonUniversities
degree
programs
Overseas
Studies
Repeat F.7
Others
F.7 Graduates Enrolled in Tertiary Institutes (2011)
Name of
Universities
No. of
Enrollment
City U HKBU LU CUHK HKIEd Poly U HKUST HKU Open U HKSYU Overseas
9
2
3
11
0
13
- 19 -
10
8
0
1
8
External Examination
Hong Kong Advanced Level Examination 2011
Credit or above %
Subjects
Munsang
Passing
%
No. of candidates
*All
*All
*All
Munsang
Munsang
candidates
candidates
candidates
Biology (AL)
22.2
19.9
92.6
76.3
27
8 252
Chemistry (AL)
34.5
23.7
90.9
75.2
55
12 817
Chinese History (AL)
42.9
26.4
85.7
74.4
7
5 044
Chinese Language and Culture (AS)
36.1
25.1
98.8
93.5
83
35 442
Economics (AL)
25.0
23.4
87.5
74.2
24
9 842
Geography (AL)
36.8
23.5
73.7
78.3
19
8 122
History (AL)
28.6
36.1
100.0
85.7
7
4 763
Mathematics and Statistics (AS)
16.7
17.8
91.7
74.3
12
6 680
Physics (AL)
33.3
24.5
97.4
75.8
39
11 709
Principles of Accounts (AL)
14.3
24.9
92.9
74.9
14
5 619
Pure Mathematics (AL)
69.0
27.7
100.0
78.6
29
7 791
Use of English (AS)
27.7
13.0
98.8
69.7
83
39 115
Visual Arts (AL)
100.0
51.2
100.0
88.6
1
324
*All candidates refer to all day school candidates in H.K.
- 20 -
Students’ Achievements 2010 – 2011
External Scholarships 2010 – 2011
2010 – 2011 Kowloon District Outstanding Students Award
(2010 – 2011 九龍地域優秀學生獎)
F.7C Ng Wai San
吳偉新
2010 – 2011 Kowloon City Outstanding Students Award (Secondary School Section)
(2010 – 2011 九龍城區傑出中學生獎)
F.7C Ng Wai San
吳偉新
Sir Edward Youde Memorial Prizes for Senior Secondary School Students (2010 – 2011)
F.5E Lee Shing Lok
李承洛
F.7C Ng Wai San
吳偉新
Sir Edward Youde Memorial Awards for Disabled Students (2010 – 2011)
F.6A Wong Kwan Hang
黃君恒
American Chamber Charitable Foundation Prize Book Award (2010 – 2011)
F.5E Li Cheuk Yu
李卓瑜
2010 Best Improved Students Award (by Lion & Globe Educational Trust)
F.2B
F.2B
F.2C
F.2D
F.2D
F.2F
F.3B
F.3C
F.3C
F.3E
F.3E
F.3F
F.4A
F.4B
F.4B
F.4C
F.4D
F.4E
F.5B
F.5C
F.5D
F.5E
F.5F
F.6A
F.6B
F.6B
Ho Hoi Ching
Ng Wing Shan
Kwong Tsz Hin
Kwan Hei Ting
Chan Wing Tung
Yeung Cheuk Lam
To Yin Yu
Yeung Lok Him
Ho Kwun Ting
Lam Wai Kei
Ho Christy
Chan Mackay
Lau Tung Long, Angus
Kam Lai Mun, Maggie
Lau Chak Kan
Hui Chun Hei
Choi Oi Kay
Lam Chi Tat
Mak Chui Tung, Jacquelin
Mak Yuek Hon
Tong Ka Po
Lo Tsz Fung
Ching Long, Lorant
Lam Matthew Ho Yan
Lau Ka Wui
Yan tin Chun
何愷澄
吳穎珊
鄺子軒
關希亭
陳穎彤
楊卓霖
杜彥瑜
楊樂謙
何冠霆
林蔚淇
何易琳
陳鈞恆
劉曈朗
甘麗敏
劉澤勤
許晉熙
蔡皚淇
林志達
麥翠桐
麥躍瀚
湯嘉寶
勞子峯
桯朗
林浩恩
劉家滙
甄天雋
- 21 -
F.1B,
F.1F,
F.1C,
F.1D,
F.1E,
F.1A,
F.2A,
F.2D,
F.2E,
F.2B,
F.2C,
F.2F,
F.3E,
F.3D,
F.3F,
F.3A,
F.3C,
F.3B,
F.4B,
F.4C,
F.4D,
F.4E,
F.4F,
F.5A,
F.5B,
F.5C,
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
09 – 10
Internal Scholarships 2010 – 2011
Munsang College Alumni Association Scholarship for
Outstanding Achievement in HKALE
Arts Stream
Science Stream
Class 1970 Versatile Society Scholarship for All-round,
Balanced and Remarkable Performances in
Academic & Non-academic Areas
Mr. Au Chak Mun Memorial Scholarship
Mr. Mok Kon Sang Memorial Scholarship
Dr. Ts’O Seen Wan Memorial Scholarship
Dr. Lam Chi Fung Memorial Scholarship
Mr. Rufus Huang Founding Principal Memorial
Scholarship
Dr. Daniel H. Lam Memorial Scholarship
Mr. Mok Hing Shung Memorial Scholarship
Mrs. Tseung Ts’O Lai Ki Memorial Scholarship
Mr. Luk Yan King Memorial Scholarship
Mr. Kwong Jing Cho Memorial Scholarship
Mr. Kong Yiu Wing Memorial Scholarship
Dr. Lam Shu Kee Memorial Scholarship
Mr. Poon Bing Chung Memorial Scholarship
Mr. Hong Tung Tick Memorial Scholarship
Mr. Lau Chiu Tak Memorial Scholarship
Mr. Mow Kee Yok Memorial Scholarship
Mr. Chan Long Hin Memorial Scholarship
Mrs. Chan Wong Pui Yin Memorial Scholarship
Mr. Hong Tung Lun Memorial Scholarship
Class ’68 House of Unity “Five Virtues Award”
1969 Alumni Prize for Innovative Approaches to
Teaching and Learning
Class 1970 Versatile Society Scholarship for
Outstanding Performance in Areas Inviting
Appreciation and / or Recognition
1971 Alumni Prize for Outstanding Achievement in
Oration
- 22 -
F.7
F.7
F.5
Ng Wai San
Ip Yiu Man Geoffrey
Li Cheuk Yu
F.6
F.6
F.6
F.5
F.5
Chung Pak Hei
Tsui Hoi Ting
Lee Ka Hin
Tse Hei Tung
Chan Sau Yat
F.5
Lun Pak Ho Alex
F.4
Liu Chun Yin
F.4
Cheng Kwan Lok
F.4
Yip Shing Him
F.3
Chan Huen Yan
F.3
Tse Cheuk Hei
F.3
Lai Boris J T
F.2
Kwan Anders Chi Chun
F.2
Keung Ho Ching
F.2
Chai Sheung Hin
F.1
Lam Wing Yeung
F.1
Tam Wing Chi
F.1
Tam Tsun Kit
Student Leader Leung Wan Ho
F.5
Tse Hei Tung
F.3
Chan Huen Yan
F.1
Tang Hiu Tung
Team 1
Kwan Anders Chi Chun
F.2
Hong Chi Kei
Au Tai Yan
Ching Heng
Tsui Koon Chow
Chan Chi Fung
Team 2
Chan Laura
F.2
Chan Tsz Hei
Leong Krystle
Leung Wing See
Liang Yiling
Wong Stephanie Ming Yee
Team 3
Chan Laura
F.2
Chan Tsz Hei
Chow Mei Ho
Chai Sheung Hin
Cheung Ho Ching
Chow Chi Cheung
F.6
Chan Ka Hei
F.6
Chow Shuk Man
F.5
Li Cheuk Yu
F.5
Hui Fu Wing Edwin
F.5
Yeung Wun Yan
F.4
Liu Tung Bo
F.6
Tsang Tsz Hei
F.5
Ching Long Lorant
F.5
Chung Ming Yan
1971 Alumni Prize for Issue Essay Writing
Competition
1977 Alumni Scholarship for Outstanding Dedication
in Community Service
1978 Alumni Prize for Outstanding Public
Achievements
Parent-Teacher Association Scholarship for English
Class 1970 Versatile Society Scholarship for Chinese
Mrs. Chan Tsin Bick Yee Memorial Scholarship for
Mathematics
Mr. Cheung Chung Leung Memorial Scholarship for
Science Learning
F.5
F.5
F.1
F.5
F.5
F.5
F.2
F.2
F.2
F.2
F.2
F.1
F.1
F.1
F.1
F.1
F.1
F.7
F.5
F.2
F.1
F.4
F.4
F.4
F.6
F.5
F.5
F.7
F.6
F.5
F.4
F.3
F.2
F.1
F.7
F.6
F.5
F.4
F.3
F.2
F.1
F.3
Senior Form
F.5
F.4
Junior Form
F.2
Mr. Lau Fook Chuen Memorial Scholarship for NSS
Electives
Ms. Poon Kam Mui Memorial Scholarship for
Economics
- 23 -
F.4
F.4
F.5
Tsang Sze Kei
Tse Hei Tung
Or Wai Hung
Chu Cheuk Yan
Lee Yuen Ling
Man Wai Yin
Chu Wing Hei
Liang Yiling
Mo Ka Lun
So Cho Wing
Wong Stephanie Ming Yee
Ip Tsz Lam
Li Yin Ting
Tsoi Wing Yan
Tung Cheuk Yan
Wong Cheuk Kei
Yip Hon Man Hardy
Lam Chung Po
Tse Hei Tung
Wu Cheuk Hin
Chan Sze Hang
Lo Hiu Tung
Hui Chun Hei
Wong Po Man
Wong Kwan Hang
Liu Shing Him
Chan Wing Yu
Law Ka Sing
Wong Yuen Kiu
Tse Hei Tung
Cheng Kwan Lok
Chan Huen Yan
Chai Sheung Hin
Wong Michelle Ming Chee
Ng Wai San
Lee Wai Kwan
Lee Yuen Ling
Wu Sum Yi
Chan Huen Yan
Keung Ho Ching
Liang Jiayuan
Lai Boris J T
Poon Mong Wah
Liu Shing Him
Yung Yat Lam
Ho Hinson
Fok Ho Kong Jason
Ho Tsz Kin
Ma Ho Yan
Ng Wing Shan
Ngai Hoi Lam
Lee Cheuk Man
Lee Chun Hong
Ip Chun Ho
Leung Tsun Sun
Liu Chun Yin
Chow Kin Fung
Mr. Chan Hon Wing Scholarship for Visual Arts
Mr. Steve Leung Scholarship for Visual Arts
Mr. Steve Leung Scholarship for Visual Arts
Mr. Kwan Yat Wah Scholarship for Physical Education
Outstanding Athletes Award
Sports Boy of The Year Award
Sports Girl of The Year Award
Mrs. Ada Sh’e Memorial Scholarship for Music
- 24 -
F.1
F.5
F.4
F.4
F.3
F.1
F.4
Ng Cheuk Wing
Tse Hei Tung
Fan Ka Yi
Wong Lok Hin
Liu Tsz Fung
So Ying Zoe
Cheng Chun Yin
F.3
Fung Tsz Yau Irisa
F.5
Chiu Hoi Ching
Inter-school Activities and Competitions
Alumni’s Achievements
The Hong Kong University of Science and Technology
Cheng Ming Sum School of Business and Management
Wat Ka Yue
School of Business and Management
Li Sin Yung
School of Business and Management
Dean’s List (Fall 2010)
Dean’s List (Fall 2010)
BOCHK Charitable Foundation
– HKUST Scholarship Program
Hong Kong Baptist University
Chung Hoi Ching Bachelor of Social Sciences (Hons.) in
Dean’s List (Semesters 1 and 2)
Communication – Cinema and Television Option
Hui Lok Ching
Bachelor of Social Sciences (Hons.) in
Dean’s List (Semester 2)
Government and International Studies
Ko Wai Ho
Bachelor of Science (Hons.) in Applied Chemistry
(Environmental Studies Concentration)
Kwok Sin Yu
Bachelor of Business Administration (Hons.) –
Finance Major
President’s Honour Roll (Semester 2)
Lai Shuk Yee
Government and International Studies
Lau Martin Ho Yin Bachelor of Social Sciences (Hons.) in China
Studies – Sociology Option
Ma Sin Mei Rachel Bachelor of Business Administration (Hons.)
(Human Resources Management Concentration)
Ma Tsz Ho
Communication – Journalism Option (Chinese
Journalism Concentration)
Ng Fei Fei
Bachelor of Business Administration (Hons.)
(Marketing Concentration)
Tso Wing Ho
Bachelor of Social Sciences (Hons.) in Geography
President’s Honour Roll (Semester 2)
Wai King Ting
Bachelor of Business Administration (Hons.) –
Marketing Major
Wong Man Wai
Bachelor of Arts (Hons.) in Humanities (English
Studies Concentration)
Yip Yan Man
Communication – Public Relations and
Advertising Option
Lee Chin Wai
But Carmen
Heung Ho Tin
Leung Chun Hong
Lui Ka Yee
Associate Degree – Food Safety and
Environmental Health
Associate Degree Foundation – General
Education Stream
Education Stream
Associate Degree Foundation – Sport Studies
Stream
Education Stream
The Hong Kong Institute of Education
Lai Sze Yan
Bachelor of Social Sciences (Honours) in Global
and Environmental Studies Programme
- 25 -
Outstanding Academic Performance
(Semester 2)
(Semester 2)
(Semester 2)
(Semester 2)
Li & Fung Scholarship
HKU SPACE Community College
Law Sammy
Associate of Applied Science in Information
Technology
Academic Excellence Awards
Academic
PolyU Innovation and Entrepreneurship Student Challenge - Global Competition
(The Hong Kong Polytechnic University)
5E
Chan Wing Lam
5E
Li Cheuk Yu
5E
Tsang Pui Man
2011 Hong Kong & Macau Mathematics Olympiad Open Contest
(Hong Kong Mathematical Olympiad Association)
4E
Cheng Kwan Lok
1E
Hui Ka Ho
1F
Cheng Ho Man
3C Chan Zhao Cong
3C Lai Boris J T
4D Yip Shing Him
2C Tsang Wang Fung
2D Wong Tsz Long
3A Lo Kai Fung
3B Cheng Wai Yiu
The 10th Pui Ching Invitational Mathematics Competition
(Pui Ching Middle School)
1F
Cheng Ho Man
3C Lai Boris J T
1C Lam Chin Fung
2A Kwan Anders Chi Chun
3C Chan Zhao Cong
4E
Cheng Kwan Lok
4F
Leung Tsun Sun
Global Semi-finalist
Gold Prize
Silver Prize
Bronze Prize
Gold Prize
Bronze Prize
Merit
2011 香港解難奧林匹克
(The Hong Kong Polytechnic University, Hong Kong Community College, Family Learning Association
and Hong Kong Mathematical Olympiad Association)
3C Lai Boris J T
Gold Prize
3A Chan Huen Yan
Bronze Prize
Canadian Mathematics Competition 2011 (Pascal, Cayley, Fermat)
(The University of Waterloo)
3B Mui Nok Pui
4E
Liu Chun Yin
5F
Lun Pak Ho Alex
1E
Hui Ka Ho
1F
Cheng Ho Man
2A Tsui Koon Chow
2D Wong Tsz Long
3A Leung Ling Chung
3A Li Hoi Man
3A Lo Kai Fung
3A Mak Chun Hang
3A Tsang Nga Sze
3B Cheng Wai Yiu
3B Tse Cheuk Hei
3C Chan Zhao Cong
3C Kwok Kwan Ming
3C Kwong Tze Ho
3C Lai Boris J T
3C Lau Hoi Shuk Virginia
3E
Tam Kendrew Long Hang
4C Chung Kit Ying
4C Lo Hoi Yi
4D Chu Po Yu
4D Lau Pui Yat
4D Yip Shing Him
4E
Cheng Kwan Lok
4E
Kong Ka Yu
4E
Lam Chi Tat
4E
Leung Shuk Hing
4E
Lui Siu Hang
4E
Yu Yik Hei
4F
Cheng Chun Yin
4F
Ip Tsz Fung
4F
Leung Tsun Sun
5C Takahashi Rin
5D Yip Chee Chun
5E
Chan Sau Yat
5E
Chan Tung Tin
- 26 -
Distinction and Medal
Distinction
5E
5E
5E
5E
5E
5E
5E
Chor Chung Leung
Ho Hinson
Lam Evan
Lee Shing Lok
Liu Shing Him
Tsang Pui Man
Yung Yat Lam
5E
5E
5E
5E
5E
5E
Chow Kin Fung
Hui Fu Wing Edwin
Lee Ka Hei
Li Cheuk Yu
Lo Tsz Fung
Wong Tik On
Canadian Mathematics Competition 2011 (Fryer, Galois and Hypatia)
(The University of Waterloo)
3C Chan Zhao Cong
3C Lai Boris J T
4E
Cheng Kwan Lok
4E
Lam Chi Tat
4E
Leung Shuk Hing
4E
Lui Siu Hang
4E
Yu Yik Hei
4F
Leung Tsun Sun
5E
Ho Hinson
5E
Lo Tsz Fung
5E
Yung Yat Lam
3A Tsang Nga Sze
3B Cheng Wai Yiu
3C Kwok Kwan Ming
4C Chung Kit Ying
4D Yip Shing Him
4E
Liu Chun Yin
4F
Cheng Chun Yin
5E
Lee Shing Lok
5E
Li Cheuk Yu
1C Lam Chin Fung
2D Wong Tsz Long
3A Li Hoi Man
3A Mak Chun Hang
3B Mui Nok Pui
3C Lau Hoi Shuk Virginia
4D Chu Po Yu
4E
Kong Ka Yu
4F
Ip Tsz Fung
5E
Hui Fu Wing Edwin
5E
Lam Evan
5E
Lee Ka Hei
5E
Liu Shing Him
5E
Tsang Pui Man
5F
Lun Pak Ho Alex
Gold Award
Silver Award
Bronze Award
2011 Australian National Chemistry Quiz
(The Royal Australian Chemical Institute and Hong Kong Association for Science and Mathematics
Education)
3A Chan Huen Yan
3C Lai Boris J T
High Distinction Excellence
4E
Cheng Kwan Lok
4E
Lam Chi Tat
High Distinction
4E
Liu Chun Yin
4E
Tsui Ming Him Melvin
4F
Leung Tsun Sun
4F
Yuen Hong Kiu
5E
Chan Sau Yat
5E
Chin Ka Kit
5E
Liu Shing Him
5E
Poon Mong Wah
3A Leung Ling Chung
3A Yeung Chi Ho
Distinction
3B Mui Nok Pui
3B Tse Cheuk Hei
3C Chan Zhao Cong
4C Lo Hoi Yi
4D So Yuen Man
4D Yip Shing Him
4E
Chui Yan Yee
4F
Cheung Ho Pak Neville
4F
Tsang Hin Tung
5E
Chor Chung Leung
4D Wu Sum Yi
6B Cheung Rebekah Pui-Hin
Credit
6B Ngan Ka Chun
Secondary School Mathematics and Science Competition (Biology Paper)
5E
Chan Sau Yat
5C Law Hui Lun Anton
5E
Hui Fu Wing Edwin
5E
Liu Suet Ming
5E
Wong Tik On
5E
Chow Chi Ching
5E
Lee Shing Lok
- 27 -
High Distinction
Distinction
Credit
Secondary School Mathematics and Science Competition (Chemistry Paper)
5E
Poon Mong Wah
5E
Chan Sau Yat
5E
Chor Chung Leung
5E
Hui Fu Wing Edwin
5E
Liu Shing Him
5E
Wong Tik On
Secondary School Mathematics and Science Competition (Physics Paper)
5D Fok Ho Kong Jason
5E
Liu Shing Him
5E
Ho Hinson
5E
Poon Mong Wah
Secondary School Mathematics and Science Competition (Mathematics Paper)
4D Yip Shing Him
4E
Liu Chun Yin
High Distinction
Distinction
Credit
High Distinction
Distinction
Credit
Credit
二零一零年至一一年度聯校中文創作比賽
(民生書院、協恩中學、喇沙書院、瑪利諾修院學校、英華書院、聖芳濟書院及培正中學)
6C Lee Wai Kwan
高中組新詩冠軍
4E
Chui Yan Yee
高中組散文亞軍
3C Yeung Siu Tung
初中組小說亞軍
3C Chan Ying Yi
初中組小說季軍
好書推介網頁設計比賽
(香港教育專業人員協會)
3A Chan Huen Yan
3A Lee Kin Long
3A Tin Tsz Ling
3C Cheung Anthony Cheuk Hin
3C Leung Chun Yin
3C Woo Man Hin
3A
3A
3A
3C
3C
Cheng Wing Yuet
Lui Pui Lam Christy
Tong Lok Man Natalie
Ho Kwun Ting
Luk Kun Yin
亞軍
季軍
Hong Kong Physics Olympiad 2011
(The Education Bureau, Hong Kong Physics Olympiad Committee and the Physical Society of Hong
Kong)
4E
Liu Chun Yin
4E
Tsui Ming Him Melvin
2nd Honour
4F
Tsang Hin Tung
3rd Honour
Hong Kong Mathematical High Achievers Selection Contest 2010-2011
(Po Leung Kuk, Hong Kong Association for Science and Mathematics Education)
3C Lai Boris J T
2nd Class Honour Certificate
3B Cheng Wai Yiu
3B Tse Cheuk Hei
3rd Class Honour Certificate
3C Chan Zhao Cong
HKCC Business Excellence Contest 2010/11
(The Hong Kong Polytechnic University - Hong Kong Community College)
5B Chan Yat Long
5B Chung Ming Yan
5B Law Chuen Chun
5B Ng Chun Hei
5C Yu Ching Wan
5D Heung Wai Lun
Silver Award
The 28th Hong Kong Mathematical Olympiad 2011
(Hong Kong Institute of Education and Mathematics Department, Education Bureau)
4E
Liu Chun Yin
3rd Class Honour Certificate
- 28 -
International Sustainable World (Energy, Engineering and Environment) Project Olympiad 2011
(I-SWEEEP)
(Cosmos Foundation)
5E
Chan Wing Yu
5E
Liu Shing Him
Bronze Medal
Hong Kong Problem Solving Olympiad (Online School-Based Competition)
(The Hong Kong Polytechnic University and Family Learning Association)
2B Law Wing Lam
3C Lai Boris J T
Heritage Detectives Project
(South China Morning Post Young Post)
5E
Chow Chi Ching
5F
5F
Lau How Ying
6C
Chu Chun Hei
Hui Cheuk Lun
Secondary 2 Merit Award
Secondary 3 Merit Award
Third in the Six Best
Heritage Detective Series Covers
Geography Multimedia Learning Material Design Competition: Junior Secondary Students Category
(Civil Engineering & Development Department and Education Bureau)
2C Chan Laura
2C Kwong Tsz Hin
Most Educational Award
2C Seto Wai Yan
2C Wong Stephanie Ming Yee
小企業大長征
(Ocean Junior Chamber)
5B Chan Yat Long
5B Law Chuen Chun
5D Yuen Tin Long Tim
5B
5B
Chung Ming Yan
Ng Chun Hei
Finalist
Sport
Hong Kong Elite Rope Skipping Championships 2011
(Hong Kong Rope skipping Association)
1E
So Ying Zoe
Single Rope Double under Speed Relay - Mix Champion
Single Rope Team Freestyle 1st Runner-up
Guangdong, Hong Kong & Macau Fencing Open
(Macau Fencing Club)
1A Ho Ivan
Child A Grade Epee Individual Champion
2010 LANDSEED Taipei Fencing Open
(Chinese Taipei Fencing Association)
1A Ho Ivan
Child Men’s Epee Individual 2nd Place
Hong Kong Age Group Short Course Swimming Championships 2010-2011
(Hong Kong Amateur Swimming Association)
3B Fung Tsz Yau Irisa
Girls 13-14 200m Individual Medley 1st Runner-up
Girls 13-14 400m Individual Medley 2nd Runner-up
1D Hui Man Ki
Girls 11-12 50m Backstroke 2nd Runner-up
2D Liu Ka Yu
Girls 13-14 100m Backstroke 2nd Runner-up
Kowloon City District Age Group Swimming Competition 2010-2011
(Leisure and Cultural Services Department)
2D Liu Ka Yu
Girls 13-15 50m Freestyle 2nd Runner-up
Girls 13-15 50m Butterfly 2nd Runner-up
- 29 -
Inter-school Swimming Championships
(Hong Kong Schools Sports Federation)
3B
Fung Tsz Yau Irisa
3B
4F
Liu Tsz Fung
Cheng Chun Yin
1B
Leung Lok Man June
1C
1D
1D
2C
Ip Tsz Lam
Hui Man Ki
Tsui Nga Ying Edna
Kong Man Chun
2D
Liu Ka Yu
2D
3B
3B
3B
Siu Desmond Calvin
Fung Tsz Yau Irisa
Kong Yan Pui
Liu Tsz Fung
3D
Choi Michelle
3D
4B
Lee Ho Ching
Kwong Reisha Wai Ning
4D
4E
Wong Tsz Ho
Lee Ka Sin
4E
4E
4F
4F
Leung Shuk Hing
Yeung Wing Yin
Cheng Chun Yin
Shing Run Tong
Inter-school Football Competition
4A Cheung Chun Ming
4B
4B Wong Lap Hang Michael
4F
5A Chan Cheuk Lap
5A
5A Tse Sze Yiu
5D
5D Heung Wai Lun
5F
6A Pang Yat To
6B
6B Tsang Chun Kit
6C
6C Choy Chun Yin
6C
7C Kwan Stefan Ngar Hon
7C
7C Wong Chi Hang
7C
7C Yu Hing Nam
Girls B Overall Champion
Girls Overall 2nd Runner-up
Girls B 100m Freestyle Champion
Girls B 200m Individual Medley Champion
Boys B 50m Butterfly Champion
Boys B 100m Backstroke Champion
Boys B 50m Backstroke Champion
Girls C 100m Freestyle 1st Runner-up
Girls C 50m Butterfly 1st Runner-up
Girls C 4x50m Medley Relay 2nd Runner-up
Boys C 100m Freestyle 1st Runner-up
Boys C 200m Freestyle 3rd Runner-up
Girls B 4x50m Freestyle Relay 1st Runner-up
Girls B 50m Backstroke 2nd Runner-up
Girls B 50m Butterfly 2nd Runner-up
Boys C 50m Breaststroke 1st Runner-up
Girls B 4x50m Medley Relay 3rd Runner-up
Boys B 50m Freestyle 1st Runner-up
Boys B 4x50m Medley Relay 3rd Runner-up
Girls B 50m Backstroke 1st Runner-up
Girls A 100m Freestyle 1st Runner-up
Girls A 50m Breaststroke 2nd Runner-up
Girls B 50m Butterfly 3rd Runner-up
Law Chak Ki
Leung Ming Hei
Ho Lai Shun
Fung Wai Lam
Leung Ka Chi
Chan Chi Long Chris
Cheung Ka Ho
Erno Antero Snellman
Ng Cheuk Hang
Wong Hiu Fung Hilton
- 30 -
2nd Runner-up
Inter-school Athletics Championships
2C Yeung Po Kiu
1F
Pang Yiu Chik
2E
Pong Ka Wing
4A Chan Kin Hei
4B Wong Lok Hin
4D So Chun Wai
Boys C 100m Hurdle Champion
Boys C 100m Hurdle 3rd Runner-up
Boys B 400m 3rd Runner-up
Boys B 1500m 3rd Runner-up
Boys A 110m Hurdle 1st Runner-up
Boys B 400m 2nd Runner-up
Inter-school Fencing Championships
1A Ho Ivan
Boys C Epee Individual 2nd Runner-up
Inter-school Cross Country Championships
3B
3D
4A
2C
Cheng Wai Yiu
Pun Ho Pong
Chan Kin Hei
Kong Man Chun
3B
3F
4F
Ngan Chi Hin
Chang Kam Yuen
Cheng Chun Yin
Boys Overall 3rd Runner-up
Boys B Overall 2nd Runner-up
Boys C 4th Runner-up
Inter-school Table Tennis Competition
Girls C Overall 3rd Runner-up
World Dance Day 2011
(Hong Kong Dance Federation)
5E
Tam Kit Sum
5F
Tse Hei Tung
5E
Tsang Pui Man
Dance Ambassador
Music
Schools Creative Music Showcase 2010/11
(Arts Education Section of Curriculum Development Institute, Education Bureau)
1C Tang Hiu Lam
1E
Tang Hiu Tung
Gold Prize in Best Music,
2A Chan Chi Fung
2C Lok Tsun Ming
Silver Prize in Best Creative Ideas,
2E
Lau Tak Yin
2F
Lok Tsun Ho
Prize for Individual Composition
3A Lee Kin Long
3D Kwok Chi Fung Samuel
and Merit Prize
3E
Leung Shing Kwan
3F
Chan Mackay
4D Ngan Hoi Yan
4D Chan Pak Sam
4F
Fan Ka Yi
4F
Ng Fook Yee
4F
Poon Cherk Ho
5C Lee Kwong Yiu
5D Chiu Hoi Ching
5E
Chan Chung Yan
63rd Hong Kong Schools Music Festival
(Hong Kong Schools Music and Speech Association)
School Choir
Symphonic Band
2A Yuen Hay Ching
2B Chiu Yin Man
3A Wong Hoi Tik Heidi
4C Liu Tung Bo
2A Lo Man Fei
4C Mok Sin Ying Sania
4C Wong Tsz Chun
- 31 -
1st Place
3rd Place
Flute Solo 1st Place
Graded Piano Solo 1st Place
Graded Piano Solo 1st Place
Bassoon Solo 1st Place
Graded Piano Solo 2nd Place
Graded Piano Solo 2nd Place
Banhu Solo 2nd Place
Erhu Solo 2nd Place
5D
2C
2C
2D
3B
3F
5B
5C
5C
5E
Yuen Tin Long Tim
Lam Yan Ying
Leong Krystle
Tsang Wun Hin
Tse Cheuk Hei
Chan Mackay
Sham Lok Yee
Ng Ka Wun
Yeung Sin Hang
Liu Suet Ming Doris
Flute Solo 2nd Place
Zheng Solo 3rd Place
Graded Piano Solo 3rd Place
Trombone Solo 3rd Place
Piano Duet 3rd Place
Flute Solo 3rd Place
Piano Duet 3rd Place
Flute Solo 3rd Place
Winterband Festival 2010
(Rave Group Pte Ltd)
Symphonic Band
Gold Prize
2010 Hong Kong Youth Music Interflows - Symphonic Band Contest
(Music Office, Leisure and Cultural Services Department)
Symphonic Band
Gold Prize
Schools Speech Choir Showcase 2010-11
School Choir
Silver Prize for “Best Creative Ideas” of Creative Work “Misery”
Silver Prize for “Best Performance” of Creative Work “Misery”
Silver Prize for “Best Performance” of Set Piece “To Actuate”
2011 Asian Pacific Chinese Music Exchange and Competition
(聯合民族管弦樂團、苗栗縣國樂發展協會(台灣))
Chinese Instrumental Orchestra
Silver Prize
Winterchoral Festival 2010
(Rave Group Pte Ltd)
School Choir
Silver Prize
2010 Hong Kong Youth Music Interflows - String Orchestra Contest
String Orchestra
Silver Prize
2010 Hong Kong Youth Music Interflows - Symphony Orchestra Contest
Symphony Orchestra
Silver Prize
The 5th International Band and Orchestra Conference
(Taiwan Clinic)
Symphonic Band
Bronze Prize
2010 Hong Kong Youth Music Interflows - Chinese Orchestra Contest
Chinese Instrumental Orchestra
Bronze Prize
A Cappella Music Contest
(The Hong Kong Federation of Youth Groups)
Vocal Ensemble
Bronze Diploma
- 32 -
23rd Kowloon City Schools Music Interflow - String Ensemble
(Kowloon City District Children's Chorus)
String Ensemble
Best Performance Prize
Speech
62nd Hong Kong Schools Speech Festival
1C Or Wai Hung
5F
Tse Hei Tung
Solo Verse Speaking 1st Prize
5F
Ching Long Lorant
Public Speaking Solo 1st Prize
1B Li Yin Ting
2B Mo Ka Lun
Solo Verse Speaking 2nd Prize
2C Liang Yiling
5F
Lee Yuen Ling
1A Liu Hoi Ying
4C Lo Hoi Yi
Solo Verse Speaking 3rd Prize
3B Cheng Lawrence Pak Lun
3C Wong Cheuk Wun Charlotte
Dramatic Duologue 3rd Prize
5E
Chow Chi Ching
5F
Cheung Jeffrey
1A Chan Chun Hei
1A Ku Wei Nam Michael
Solo Verse Speaking Certificate of Merit
1A Lai Yuk Yee
1A Law Tsz Yu
1A Lee Sheung Yi
1A Lee Sum Yi Angel
1A Tam Tsun Kit
1B Cheung Sze Nga
1C Cheung Wai Lam Kristy
1C Tang Hiu Lam
1E
So Ying Zoe
1F
Ng Cheuk Wing
2B Chan Yat Chin
2B Ip Chun Ho
2B Law Wing Lam
2B Lee Wing Tung
2B Ng Wing Shan
2B Ngai Hoi Lam
2B Tse Hei Lam
2C Ng Hoi Fung
2C Sin Ho Long
2D Lo Sze Ching
2E
Fong Chun Yin Ashley
3B Chan Shin Kiu
3B Ho Cheuk Hang
3B Szeto Hiu Yue
3B Tam Wing Nga
3B To Yin Yu
3C Wong Ching Ngar
3D Tang Wai Yan
4A Ho Tsz Yiu
4B Chik Wing Yung
4C Cheng Wai Ki Renita
4D Lui Wai Chung
4F
Chan Yik Ka
4F
Koo Hiu Tung
4F
Liu Tsz Yan
4F
Wan Tik Man
5B Hui Man Kit Mandy
5B Lau Yuen Yin
5B Ma Hiu Wing
5C Au Man To
5C Choi Pok Ki
5C Ma Cheuk Wing
5C Mak Yuek Hon
5E
Cheung Chuk Mui
5F
Chu Chun Hei
5F
Yau Cynkauvan
4A Chim Yan Ching
5A Chan Hong Wing Hannie
Solo Prose Reading Certificate of Merit
5A Cheng Cheuk Yiu
5A Cheng Sum Yi
5A Cheung Cheuk Yi
5A Chow Hoi Ying
5A Hung Tsz Shan
5A Jim Ho Yin
5A Lai Wing Lam
5B Chan Yat Long
5B Ma Pak Ting Leo
Public Speaking Solo Certificate of Merit
1C Chiu Hoi Chun
1C Lee Lok Yin
Dramatic Duologue Certificate of Merit
1C Lee Wan Yan
1C Wong Michelle Ming Chee
3A Yu Jessica Wai Sze
3C Lai Tim Yan
4D Chan Pak Sam
4D Kong Ka Chun
4F
Liu Tsz Yan
4F
Wan Tik Man
5D Cheung Wing Yan
5D Lai Ka Man
5D Lau Si Ki
5D Li Sui Wing
5D Tong Ka Po
5D Wong Oi Ying
5F
Chu Cheuk Yan
5F
Fung Ka Lum
5F
Lee Tsz Lam
5F
Suen Man Ting
3A Chan Chi Ching Phoebe
3A Chan Huen Yan
Choral Speaking Certificate of Merit
- 33 -
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3B
3B
3C
3E
2A
4B
4D
6C
4D
Chan Kei Lam
Chau Sin Yi
Cheuk Kwan Ho
Lam Hiu Ying
Lau King Hei
Lee Hong Lam
Lee Kwai Man
Leung Ling Chung
Li Hoi Man
Lui Pui Lam Christy
Mui Siu Yan
Sze Man Hon
Tin Tsz Ling
Tsang Hoi Ting
Tse Heung Ching
Wong Ho Nam
Wong Hoi Tik Heidi
Yeung Chi Ho
Yu Jessica Wai Sze
Kwan Ho Yin
Soo Lam
Lai Hin Yan
Chan Tsan Sum
Ho Pui Yi
Leung Sze Lun
Ngan Hoi Yan
Fung Siu Yee
Chung Yuet Sum
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3A
3B
3B
3C
3C
3E
4B
4C
5F
Chan Mei Hang
Cheng Wing Yuet
Kan Wing Hon
Lam Kim
Law Hong Kwan
Lee Kin Long
Leung Joey
Li Chun Tung
Lo Kai Fung
Mak Chun Hang
Siu Sze Wai
Tang Yu Hin Wallace
Tong Lok Man Natalie
Tsang Nga Sze
Wan Hoi Hang
Wong Hoi Ching
Wong Tsz Sum
Yu Ho Ting
Chau Chun Yiu
Li Kei Yan
Chan Ka Ying
Lam Ho Yin
Lam Wai Kei
Leung Hoi Kwan
Solo Verse Speaking Certificate of Proficiency
Chong Lai Yin
Wong Tsz Him
5A
So Yuen Lam
Solo Prose Reading Certificate of Proficiency
第六十二屆香港學校朗誦節
5B Chung Ming Yan
二人朗誦 - 粵語中學五至七年級
5F
Tsang Sze Kei
1C Ip Tsz Lam
二人朗誦 - 粵語中學一、二年級
1C Tsoi Wing Yan
1C Yip Hon Man Hardy
基督教經文朗誦 - 粵語或普通話中學一、二年級
1D Tung Cheuk Yan Cherry
1D Wong Cheuk Kei
2A So Cho Wing
2C Chu Wing Hei
2C Wong Stephanie Ming Yee
散文獨誦 - 粵語女子組 - 中學二年級
5F
Chu Cheuk Yan
5F
Man Wai Yin
1B Yeung Hin Ho
詩詞獨誦 - 粵語男子組 - 中學一年級
2D Chan Chung Him
2D Lee Hoi Yee
2E
Fong Chun Yin Ashley
詩詞獨誦 - 粵語男子組 - 中學二年級
二人朗誦 - 粵語中學三、四年級
3A Law Hong Kwan
3C Wong Cheuk Wun Charlotte
4C Kan Chung Hei
4C Shum Leong Kwong
4D Lau Pui Yat
詩詞獨誦 - 粵語男子組 - 中學四年級
4F
Chan Cheuk Yiu
4F
Chan Wai Kwan
5E
Liu Suet Ming Doris
- 34 -
-
冠軍
冠軍
亞軍
亞軍
亞軍
亞軍
亞軍
亞軍
亞軍
亞軍
亞軍
亞軍
季軍
季軍
季軍
季軍
季軍
季軍
季軍
季軍
季軍
季軍
季軍
季軍
5F
二人朗誦 - 粵語中學五至七年級 - 季軍
Lau How Ying
Art
第三屆「友生昌盃」全港青少年書畫大賽
(Yau Sang Cheong)
5F
Lun Pak Ho Alex
2B Ip Chun Ho
書法高級組銅獎
國畫初級組優異獎
響應油尖旺區節之新春書法比賽
(Mong Kok District Cultural, Recreational and Sports Association Limited)
5F
Lun Pak Ho Alex
Exhibition of Secondary School Students’ Creative Visual Arts Work (2010/11)
5A Cheung Ching Yi
3rd Arts Ambassadors-in-School 2010/11
(Hong Kong Arts Development Council)
5F
Yeung Wun Yan
香港童軍九龍城區深資童軍主席盾
(Scout Association of Hong Kong)
4B Lam Cheuk Fai
5E
Merit Prize
Certificate of Recognition
Chan Tsz Ho
香港童軍總會 2010 年全港嘉爾頓錦標賽原野烹飪項目
1E
Lee Wing Sin
2A Ching Heng
2B Lee Chun Hong
3E
Leung Siu Ki
4C Kan Chung Hei
4E
Lam Chi Tat
4F
Tsang Hin Tung
5B Chan Yat Long
5C Lai Ka Ho
香港童軍九龍城區深資童軍足球比賽
5D Fung Wai Lam
6B
高中組優異
Tsang Chun Kit
Champion
Champion
Champion
2010 St. John Inter-divisional Competition
(Hong Kong St. John Ambulance Brigade Cadet Command)
3A
3B
4A
4B
4F
5A
5C
5E
6A
6A
5D
6A
3A
3B
3B
3C
Lo Kai Fung
Cheng Wai Yiu
Chan Yu Hin
Chiu Chi Hang
Law Hoi Sing
Wai Ping Sun
Law Hui Lun Anton
Wong Tik On
Ho Tak Chung
Wong Kwok Ho
Kwan Wai Lun
Ho Tak Chung
Lo Kai Fung
Chan Siu Fung
Yuen Ho Kwun Wisely
Leung Chun Hin
3B
3C
4A
4B
5A
5B
5D
5F
6A
Chan Siu Fung
Leung Chun Hin
Tang Tsz Chun
Ho Tsz Kin
Chiu Sung Tai
Ng Chun Hei
Kwan Wai Lun
Wong Tsz Him
Lau Tsz Ho
5F
6A
3A
3B
3C
4A
Wong Tsz Him
Wong Kwok Ho
Yeung Chi Ho
Cheng Wai Yiu
Chan Zhao Cong
Chan Yu Hin
- 35 -
Overall Champion
Footdrill Champion
First Aid 1st Runner-up
Uniform and Equipment 1st Runner-up
4A
4B
4F
5A
5C
5D
5F
6A
6A
4B
Tang Tsz Chun
Ho Tsz Kin
Poon Long Hin
Wai Ping Sun
Law Hui Lun Anton
Kwan Wai Lun
Cheung Jeffrey
Ho Tak Chung
Wong Kwok Ho
Chiu Chi Hang
4B
4F
5A
5B
5D
5E
5F
6A
Chiu Chi Hang
Law Hoi Sing
Chiu Sung Tai
Ng Chun Hei
Chow Hiu Nam
Wong Tik On
Wong Tsz Him
Lau Tsz Ho
6A
Lau Tsz Ho
Home Nursing 2nd Runner-up
Individual First Aid Competition 2011 (Elementary Level)
(Hong Kong St. John Ambulance Brigade Cadet Command)
3A Yeung Chi Ho
Hong Kong School Drama Festival 2010/11
(Hong Kong Art School)
2B Ngai Hoi Lam
2C Sin Ho Long
2C Yeung Po Kiu
1D Au Pui Yan
1D Cheung Ki Fat
1D Chong Yun Fung
1D Tung Cheuk Yan Cherry
1D Wong Cheuk Kei
1D Wong Hoi Ling
1D Yau Hiu Ying
1E
Ng Pui Lam
2B Chan Kik Cheung
2B Ngai Hoi Lam
2C Sin Ho Long
2C Yeung Po Kiu
2F
So Tsz Yi
2F
Yeung Tsz Long
3A Chan Chi Ching Phoebe
3A Wan Hoi Hang
3B Kwan Ho Yin
3B Wong Wai Hin Chris
3C Kwok Hoi Man
3C Wong Ching Ngar
3C Yeung Siu Tung
3D Ho Yuen Ki
3D Leung Tsz Yung
3D Tang Ka Ki
3D Yim Tsz Ching
3E
Au Tsz Ching Angie
3E
Ng Lok Wing
4C Li Chak Man
4C Pong Chun Sun Johnson
4D Ngai Suet Kwan
4D Yeung Po Yan Rachel
4E
Ko Ling Wai
5A Chan Hong Wing Hannie
5C Au Ching Yi
5C Yu Ching Wan
5D Lau Si Ki
5D Tse Yuk Lam
5D Wong Oi Ying
5F
Suen Man Ting
6C Chan Po Weng
Champion
Award for Outstanding Actress
Award for Outstanding Actor
Award for Outstanding Cooperation
Outstanding Award Scholarship
(Christine Liao School of Ballet and Hong Kong Dance Foundation Limited)
4F
Tsang Pui Yu
- 36 -
Awardee
Reports of Committees
Academic Affairs Committee
Objectives
Collaborative
effort on further
enhancing
students’ English
capability
Strategies /
Activities
Students are
allowed to read
English books,
newspaper and
magazines only
in reading period
on Tuesdays and
Thursdays
Each class
subscribes to
South China
Morning Post
Target
Group
F.1 – F.7
Time Scale
Success Criteria
Whole year
Students read
English reading
materials more
frequently as
compared with last
year
F.1 – F.7
Whole year
Teacher’s
observation and
student’s
feedback
Some of them would like to subscribe to English
magazines through the library. To echo the school
major concern of the next year, we would review
the subscription of newspapers.
An extra stamp
will be given to
each English
book read for the
Reading Award
Scheme
F.1 – F.7
Whole year
Students are able to
read English
newspaper articles
more frequently at
school
Students read
English reading
materials more
frequently as
compared with last
year
Reading log
Students read more English materials (increased by
4.75%) compared with last year. Students read
more English books loaned outside the school
library (increased by 30.66% compared with last
year)
Purchase more
English viewing
materials
(including books,
magazines,
DVDs, etc.) for
the library
catalogue
Book sharing
sessions and
library
announcements
F.1 – F.7
Whole year
500 or above
English materials
are purchased for
the library’s
English collection
Statistics from
SLS reports
339 DVDs and 1150 student books were purchased
by subject heads and the library. To enhance our
collection, we plan to buy some e-books and
database. Students can read them through the
Internet at home and on the campus.
F.1 – F.7
Whole year
Students listen to
more English and
student librarians
could speak more
Teacher’s
observation and
student’s
feedback
Students are able to obtain information from the
announcements conducted in English. 3 English
book sharing sessions and 5 article reading
activities were organized this year. The videos tied
- 37 -
Method of
Evaluation
Teacher’s
observation and
student’s
feedback
Evaluation
Students were used to reading English materials in
the reading period. To arouse their interest in
reading news, LAC provided news video clips for
class teachers to broadcast in some reading periods.
More English books were borrowed (increased by
70%).
Objectives
Cultivate a good
reading habit in
school
Strategies /
Activities
are conducted in
English
Target
Group
English reading
Ambassadors
will be set up
F.1 – F.7
Whole year
Collaborate with
English
Department to
supply English
readers to F.1 &
F.2 Students
F.1 – F.7
Whole year
Publish Library
digest
F.1 – F.7
Whole year
Book Sharing
Sessions on
Mondays
F.1 – F.7
Whole year
Reading Award
Scheme
The most active
readers
F.1 – F.7
Whole year
Time Scale
Success Criteria
Method of
Evaluation
English
5 training sessions
are held for
students.
3 book sharing
sessions are
organized on
Monday mornings
and 1 Book talk is
organized.
12 new titles of
English readers are
purchased for F.1 &
F.2 students.
Supply English
readers to students
according to
English
Department’s
schedule
10 articles will be
sent to students
through the eClass
learning platform
3 Chinese and
3 English book
sharing sessions
Over 70% students
hand in the reading
log
- 38 -
Teacher’s
observation and
student’s
feedback
Evaluation
in with the articles reading activities were well
received by students. And student librarians had
more confidence in speaking English.
5 training sessions and 3 book sharing sessions
were finished. Participants had a better
understanding about sharing books they read.
Statistics from
SLS reports
18 new titles were purchased for F.1 & F.2 students
through the year. English teachers were very
helpful about the logistics of managing the English
readers.
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Reading log
10 articles were published for students and staff.
Many students welcomed the new information. And
some parents encouraged their children to borrow
the recommended items from the library.
6 book sharing sessions were finished in the year.
Library found that some students borrowed the
recommended books after listening to the sharing.
It is a good practice in arousing students’ interest.
Over 70% students submit their reading log. F.1 and
F.2 students were keen on reading. The other form
students faced intense competition. The number of
items read increased by 18.0%. To reduce the
workload of class teachers, we are considering to
use an online reading award scheme by using new
Objectives
Strategies /
Activities
Target
Group
Time Scale
Article reading
quiz
Reading
ambassadors
prepare
 5-minute
videos
 1 tie-in article,
and
 1 quiz for all
students
Reading–related
Information
Display
F.1 – F.7
Whole year
5 quizzes for the
Chinese articles
5 quizzes for the
English articles
Teacher’s
observation and
student’s
feedback
F.1 – F.7
Whole year
Renew the boards
every two months
Lunch-time Book F.1 – F.7
Talks
Whole year
Publish library
digest (through
eClass learning
platform)
Book Exhibition
in collaboration
with various
subjects
F.1 – F.7
Whole year
At least 4 talks
presented by
teachers (or
students) are
organized
At least 10 articles
are published
F.1 – F.7
Whole year
At least 3 book
exhibitions are
co-organized with
various subjects
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
book talk
attendance
record
Teacher’s
observation and
student’s
feedback
Reading log
Bulk loan
services
(acquisition and
loan out services)
Student Librarian
Recruitment
F.1 – F.7
Whole year
More than 1 subject
uses this service
F.1 – F.7
September
2010 –
25 or above student
librarians are
Success Criteria
- 39 -
Method of
Evaluation
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
Evaluation
library system.
 10 quizzes with videos were published for
students. Students were used to doing the quiz
and eager to win the prize. The videos were
attractive and some students borrowed the
recommended books after watching the video.
 Student librarians were willing to speak more
English after the video recording. To echo the
school major concern, the theme of articles in the
next year will be about green education.
Students were used to getting information from the
display board. Some teachers and visitors said
that the board is very attractive and informative.
4 talks were organized in the year. More students
reserved time to attend the book talks. We can
invite some clubs and committees to organize book
talks in the next year.
10 articles were published for students and staff.
Many students welcomed the information. Some
parents encouraged their children to borrow the
recommended items from the library.
8 book exhibitions were organized in the year. We
found that the exhibitions attracted not only the
target students, but also the other form students.
Some students asked to borrow the displayed items
during the exhibition.
English, Chinese History and Integrated Science
Departments used this service in the year. The
logistics was smooth and teachers were very
helpful.
29 student librarians were recruited. They were
involved in many reading activities. To widen
Objectives
Catering for
Learners’ Diversity
 Students show
improvements in
learning
performance
and/or learning
attitude
Strategies /
Activities
Target
Group
Time Scale
Book fair
 Parents’ Day
book fair
 “Take & read”
old book fair
F.1 – F.7
November
2010
Whole year
“Books and
Movies Hunt” by
students
F.1 – F.7
Whole year
423 World Book
Day Book Fair
Broadcasting
programs
F.1 – F.7
Mid-April
2011
Participation of
external reading
activities
F.1 – F.7
Whole year
Habit of
Learning
Workshop for F.1
to F.3
(30 students from
each form)
Selected
students
from
F.1– F.3
17 – 19
November
2010
Remedial
Program for F.1
to F.3
(30 students from
Selected
students
from
F.1– F.3
March to
April 2011
Success Criteria
recruited
At least 1 book fair
by the publishers is
held
1 book fair will be
organized by the
library
At least 1 hunt is
organized
A 2-day book fair is
organized and
4 broadcasting
programs are
produced.
At least 1 external
reading activity is
joined
Improvement in
learning attitude
and habit (e.g.
non-submission of
assignments) for
F.1 to F.3 low
achievers
Students who rank
bottom after the 1st
term examination
and/or with poor
- 40 -
Method of
Evaluation
student’s
feedback
Teacher’s
observation and
book talk
attendance
record
Teacher’s
observation and
book talk
attendance
record
Teacher’s
observation and
student’s
feedback
Students’
feedback
Teacher’s
observation
Evaluation
Report
Assignment
Record
Teacher’s
observation
Academic
performance in
Evaluation
their horizons, we are considering a library visit to
CUHK.
2 book fairs were organized on Parent’s Day and
423 World Book Day. Since there were not
enough withdrawn items this year, “Take & Read”
old book fair were suspended this year.
1 book hunt was organized on Parent’s Day. We
also invited subject heads to purchase books during
the 2 book fairs. Some subject heads welcomed the
arrangement.
A 3-day book fair was organized and 4 broadcasting
programs were produced. A book talk was
organized during the week. Students welcomed
the lunch broadcasting programs. We are planning a
video to be tied in with the broadcasting program.
Student librarian joined the 22nd Reading Carnival.
We also invited 4 students to take part in “The
Third Young Writers’ Debut Competition”
organized by Sun Hung Kai Properties and Hong
Kong Joint Publishing. To widen their horizons,
we are considering to have a library or museum
visit in future.
The participation rate was satisfactory and most of
the participants found the course useful in
improving their learning skills and habits, though
the records of non-submission of assignments of
some students were still high in the first term.
Other than the training on learning skills, students
welcomed the course on the Core subjects shortly
after the first term examination. It would be better
if the course can last for a longer period of time and
Objectives
Strategies /
Activities
each form)
Target
Group
Time Scale
Post-exam
supplementary
test and Summer
Remedial
Program
F.1– F.3
students
who are
promote
d-on-trial
Late June
to mid-July
2011
Gifted Education
 enhance F.4
students’ the
following life
learning skills:
- critical
thinking
- data analysis
- writing
Selected
F.4
students
April 2011
Success Criteria
learning attitudes
show
improvements in
the final
examination
F.1 to F.3 students
who are
promoted-on-trial
can be promoted by
meeting the
promotion criteria
related to the Core
subjects and the
Group A subjects.
Students
successfully
complete the
program with at
least 80% of
attendance rate;
Over 80% of the
students indicate
that the program
help enhancing
their critical
thinking skills and
writing skill.
- 41 -
Method of
Evaluation
the final
examination
Performance in
the post-exam
supplementary
test;
Learning
attitudes and
performance in
the test that
follows in the
Summer
Remedial
Program
Students’
assignments;
Students’
feedback;
Evaluation
Report
Evaluation
it is difficult to assess the effectiveness of the
course.
From the evaluation report, the majority found the
summer remedial program was helpful to them.
Their learning performance and learning attitudes in
the course were satisfactory. Only two students
failed in the tests at the end of the course. They
were arranged to have a retest in early September
and secure the promotion afterwards.
Over 90% students found the Liberal Case exercise
could help enhancing their writing ability. The
skills learnt could formulate arguments of different
perspectives into concrete structure. Most
participants were able to explore more knowledge
and get insights in the workshop. They were able
to write up the issue into essay form in a stepwise
approach. Hence, this kind of workshops will also
be organized for F.4 and F.5 students in the next
school year.
Reading in the School library
The total number of books read by all students was 17,628. On average, each class read 463.9 items and
each student read 14 items in this year. A F.2C student read the most number of books, i.e. 242 items.
For F.1 to F.3 students, Chinese items (including books, multimedia materials and magazines, etc.) were
read 5638 times and English items (including books, multimedia materials and magazines, etc.) were read
4775 times this year. For F.4 to F.7 students, they read Chinese items 5114 times and English items 2101
times. The most active forms were F.1 to F.3. The most active classes in borrowing reading materials
from the school library were 2A, 1A and 1B.
Reading English materials
To further enhance students’ English level, the school library increased the English collections,
multimedia collection and adopted new policies in the Reading Award Scheme in these two years.
Compared with the recent four academic years, we found that more students borrowed English materials
such as subject reference books, novels and English multimedia materials. In this year, on average, each
student borrowed 4 English items from the school library. According to the Reading Award Scheme
record, students read more English materials (increased by 4.75%) compared with the last academic year.
English materials read in reading awards scheme 2009-2011
items
8000
7000
6000
F.4-F.7
5000
F.1-F.3
4000
3000
2000
1000
0
- 42 -
2009-2010
2010-2011
Academic year
Careers Committee
The Careers Committee has consistently been devoted to offering opportunities and professional guidance
to our students to become future leaders. In this year our main tasks are exposing students to the real
world by way of life planning that is conducive to coping with their lives in the years to come. Given the
support of the school authority, the Parent and Teacher Association, the Alumni Association, the Junior
Achievement Hong Kong and China Light & Power - the Partnering Program by Hong Kong General
Chamber of Commerce, we have witnessed growth and progress.
In order to help students grow in life learning in different arenas, Careers Committee offered a wide range
of OLE activities for junior and senior forms. The focus was on experience sharing that enlarged their
scope and enriched their experience. A case in point was the ‘Mentorship Programme’ for F6 that showed
an overwhelming majority in terms of numbers. In the process both the mentors and mentees displayed an
amicable relationship. Concerning to life planning ‘Career Day for F.1 & F.2’ and the ‘New Leaders
Programme’ for F1 to F6 were equally popular. The feedbacks of the students were positive. They
affirmed such exercises as they facilitated life planning and enlightened them on ethical issues. In a
similar vein, ‘JA Goal For Youth’ served as an eye opener for participants who benefited greatly from self
-exploration and discovery. Through such activities students were made fully aware of the significance of
early life planning. The outcome was made more gratifying by the selfless work done by volunteers who
not only served well as facilitators but also offered a rich source of inspirations.
Activities such as ‘The Company Programme’ and ‘It’s My Business’ were offered by the Junior
Achievement Hong Kong with a view to giving students real experiences of the financial world. With
concerted efforts by our JA Company T-Dogee, the following achievements were made which boost their
leadership qualities, morale and team spirit:
1. Corporate Social Responsibility Award (CSR)
2. Individual Award of Most Valuable Team Player (Lai Hoi-yan, F.6A)
3. Merit Prize on Outstanding Booth Design
4. Tung Kit-ho (F.6A) shortlisted as one of three finalists of IT Director of the Year.
The areas of job skills and self-evaluation were not left untouched. ‘JA Success Skills Workshop’ endowed
them with job search skills and time management. Participants were given a chance to evaluate themselves
in terms of their aptitude and abilities. The feedbacks from participating company, Goldman Sachs, were
very encouraging. To enhance our students’ global vision, we also extended international connection
with University of Melbourne.
To upgrade students’ leadership skills ‘Young Power Programme’ was put in place, which efficiently
triggered off their creativity, team work and leadership skills. Ultimately they cherished higher aspirations
for their future careers. The installation of Careers Ambassadors provided a platform to tap their
leadership potential. The provision of careers development tool - Career Interest Inventory (CII) also
helped the ambassadors in their self-exploration and assessment.
The Careers Committee concluded the year’s activities with the ‘Careers Programme Sharing’ in morning
assembly and a Medical Expedition Sharing by Harmony To Hau-man.
As a point of reference the School Major Concern has guided our planning well and helped our efforts to
come to fruition. The Careers Committee will persistently pursue our goals: organizing a variety of
programmes, workshops, visits, seminars and the like. In so doing students gain sufficient exposure to
different environments and possibilities through which they are enlightened on their interest, potential and
abilities. They are also empowered and emboldened to further their education and careers. In such a way,
they can charter their career paths ahead of them.
- 43 -
Activities Held:
Activities & Competition
Participants
Expected Outcome
Mentorship Program
F.6
Students would be able to venture a
wider life exposure and experience
through alumnus mentors.
JUPAS Talk for F.7
F.7
U-Life Sharing Session for F.7
F.7
JUPAS Talk for F.6
F.6
Alternative paths for further studies
& Writing Personal Statement
Workshop
F.5
Career Day for F.3
F.3
Talk on F.4 Promotion & Streaming
(2 occasions)
F.3
Career Day for F.1 & F.2
F.1 & F.2
Students would understand
comprehensively about
JUPAS
application and university program
choices.
Students would be enlightened with
knowledge about different
universities and u-life through
alumni.
Students would be activated for
preparing JUPAS application and
informed of university program
choices.
Students would know more about
other alternatives for further studies
and be able to write their personal
statements.
Students would be motivated to
think about their choices for NSS
electives and life planning through
sharing from seniors.
Students and Parents would acquire
the details and mechanism for F.4
Promotion & Streaming and be
urged to think about students’ life
prospects.
Students would be geared to think
about their life planning issues
through self-exploring activities.
- 44 -
Method of
Evaluation
Questionnaire
Evalution
Feedback from
teachers and
students
Over 70% of students declared that they
had maintained a good relationship with
their mentors and learned a lot through
various activities.
Students were able to complete the
application and made their choices for
further studies.
Feedback from
teachers and
students
Students found the information and
sharing from alumni useful and
directional.
Feedback from
teachers and
students
Students began to tabulate their choices
for JUPAS application and were aware of
various u-life issues.
Feedback from
teachers and
students
Students made enquiries for further
studies and submitted their personal
statements to their English teachers for
perusal.
Students were alert to life planning and
made enquiries for further studies or
shared their careers aspirations with their
class/careers teachers.
Students were able to choose their NSS
electives and complete the SOP arranged
by Academic Affairs Committee.
Enquiries about paths for further studies
and careers were received from students.
Majority of the participants found the
event meaningful and useful. However,
to enhance the effectiveness would require
the splitting of two forms into two events
so as to maximize students’ opportunities
to join each activity. Class Teachers help
Feedback from
teachers and
students
Feedback from
parents, teachers
and students
Questionnaire,
Feedback from
teachers, students
and social workers
Participants
Expected Outcome
 F.1 to F.3 students would focus on
building their awareness on ethics
regarding relationship with self
and others.
 F.4 to F.6 Workshops would focus
on applying ethics in the
workplace, trading and leading an
organization.
Students would have ventured a
series of real business practice and
learn about entrepreneurship,
teamwork, and leadership skills.
Students would learn about lives of
successful entrepreneurs,
understand how businesses fill a
market need, create effective
advertisements and appreciate how
businesses or entrepreneurs create
positive impact on the community.
Method of
Evaluation
Evalution
in the briefing session before games
would guide students a better picture of
the journey.
 Students were able to understand and
appreciate the important role that ethics
plays in business.
 Students were well-behaved, yet could
be more active along the interaction.
JA New Leaders Program
F.1 to F.6
JA Company Program
F.4 to F.6
It’s My Business
F.3
JA Personal Finance
F.3 to F.4
Students would learn to assess their Feedback from
personal skills and interests,
students
develop personal and family
budgets, understand the use and
abuse of credit, learn different kinds
of investment tools and discover the
value of education.
Students learned with the tools to help
themselves understand and make
responsible economic choices.
JA Goal For Youth
F.4 to F.6
Students would be instilled
concepts of personal leadership, life
planning and financial
responsibility and understood how
these skills would help them
Students were aware of the important role
that life planning and personal leadership
in realizing their life goals.
- 45 -
Feedback from
volunteer advisors,
teachers and
students
Feedback from
volunteer advisors,
teachers and
students
Feedback from
business advisors,
teachers and
students
Feedback from
students
Students experienced the opportunities for
real marketplace sales. With concerted
efforts our company was awarded with
three prizes in the competitions.
Students were encouraged to use critical
thinking to learn entrepreneurial skills that
support positive attitudes as they explored
their career aspirations.
Participants
JA Success Skills Workshop @
Goldman Sachs
F.5 to F.7
English Interviewing Skills
Workshop for F.5 & F.6 students
(Partnership Program with CLP)
F.4 to F.5
Visit Castle Peak Power Station
(Partnership Program with CLP)
F.3 to F.6
Career Talk and Visit to Science Park
F.4 to F.6
Life Planning Career Interest
Inventory (CII) Exercise
F.4 to F.6
Talk by Trinity College & University
of Melbourne
F.4 to F.7
CUHK Consultation Day for F.5
students
F.5
Visit to HKUST
F.5
Careers Program Sharing in Morning
Assembly
F.3 to F.6
Expected Outcome
become a socially and financially
responsible leader of tomorrow.
Students would learn about
interpersonal and job searching
skills. They would be assessed in a
mock interview by management
personnel.
interviewing skills through
presentation, sharing and
simulation activities.
environmental issues and recycled
energy in business.
Careers Ambassadors would be
enlightened through career talk and
tour of micro-chips industry led by
their alumnus, Mr. Joe Yiu.
Careers Ambassadors would get
hands-on experience to go through
CII so as to enhance their
self-exploration.
Students would be informed of
information about other options for
further studies.
Participants would acquire more
information about CUHK and their
programs.
Participants would acquire more
information about HKUST and
their programs.
Careers Ambassadors and
participants of various programs
would have a chance to share with
- 46 -
Method of
Evaluation
Evalution
Feedback from
students
Students were inspired by the advisors.
Their job searching skills were greatly
enhanced through hands-on experience
and sharing.
Feedback from
advisors and
students
Participants were energetic and willing to
learn. Positive feedback from both
advisors and students. Reflections from
students were collected for compilation.
Participants were enlightened through the
visit. Their awareness on saving energy
and protecting environment has been
greatly enhanced. Reflections from
students were collected for compilation.
Participants found it an invaluable
experience and wanted to pass on the
“light and life” and “All for One and One
for All” spirit to their fellows.
Careers Ambassadors found CII useful
and directional in their life planning.
Feedback from
advisors and
students
Feedback from
students
Feedback from
students
Feedback from
students
Feedback from
students
Information was well-received by
attendees. Good to connect to other
international institute.
Participants reflected that it was
informational.
Feedback from
students
Participants reflected that it was
informational.
Feedback from
students
Presenters reflected that their confidence
and presentation skills were greatly
improved.
Medical Expedition Sharing by
Harmony To Hau-man
Participants
F.3 to F.6
Expected Outcome
the school community of what they
have learnt.
Students would be inspired through
the sharing.
- 47 -
Method of
Evaluation
Feedback from
students
Evalution
Students found it a motivational and
inspiring learning through Harmony.
Co-Curricular Activity Committee
Structure of CCA Committee
Duty
Student
Association
Teacherin-charge
Scope of Work

HKH

WYW / CKW


Houses
TY3





Clubs &
Societies
TY3
TKW



Social Service
& Award
Scheme
LM2
CKW
NSS Service
Learning
WHY








Leadership
Development


HKH
WHY / TKW 


Aesthetic
Development
External
Resources /
Activities
OLE Records
Post Exam
Activities
FCH


HKH




WYW

Connie Lam
TKW
WHY

Monitor the election, inauguration, financial affairs
Oversee the external communication
Supervise the general affairs & activities
Monitor the election, inauguration, financial and general affairs,
arrangement of new comers to houses, etc.
Monitor the joint-house committee
Supervise all the inter-house activities
Manage the CCA membership enrollment
Supervise all clubs’ operation
Encourage the clubs and societies to organize large scale activities
(inter-class, inter-form, etc)
Examine and approve the outdoor activities application
Examine and approve the subsidy and/or funding application
Inspect all kinds of propaganda of the clubs and societies.
e.g. notice board, promotion materials, etc.
Collect and collate activities records
Collate the attendance record
Manage the volunteers recruitment
Organize on-campus blood donation day
Arrange flag-selling service
Promote and implement the social service award scheme
Plan the NSS social service learning program
Contact and liaise with external organization to organize training
workshops and service
Organize annual NSS service day
Provide opportunity for students to plan and organize events and
activities
Organize F1 class committee leadership training and prepare future
leaders
Provide an environment that keenly supports the development of
culture and arts.
Provide students with diverse arts experiences such as musical and
drama learning activities, dance and instrumental classes, symphonic
bands and orchestras, music competitions and performances
Invite artists and arts groups to provide training and performances
Invite students to participate in various aesthetic activities organized
by external organization
Promotion and application of external activities
Examine the external awards records and generate the monthly report
Publicize the achievement records on the bulletin board and school
homepage
Examine the submission and update of the OLE record
Generate the student achievement report to the school council,
principal and school homepage regularly
Coordinate the post-exam activities
- 48 -
Objectives
A. Smoothen
and
strengthen
the operation
of Clubs and
Societies
Strategies /
Activities
Restructure the
CCA groups and
rearrange the
teacher advisors
Amend the forms
and the operation
procedure to cater
for the needs
Time
Scale
May –
Jun 10
May –
Jun 11
Aug 10
Success Criteria / Activities
 Discuss with T-I-Cs and the
Principal and have the list
finalized before the end of
June
 Complete the amendments
by the end of June in 2011
 Add and cancel forms
 Amend all forms format and
content
 Revise the procedural
manual
Evaluation
Methods
 Teachers’
feedback




 Students’
feedback
 Teachers’
feedback




Smoothen the club
enrollment process
Strengthen the
CCA group’s
Sep –
Oct 10
Sep 10 –
May 11
 Most students could enroll in
their desired clubs
 Fewer clashes among
activities
 Re-design the enrollment
criteria
 Use various ways to publish
the enrollment information
and results
 Evaluate the eEnrollment
workflow
 Prepare the system and data
for the following academic
year
 Fully utilize the bulletin
board
- 49 -
Strengths / Area for improvement (if any) /
Remarks
Due to the recruitment process of new teachers, the
list was finalized in early Aug 2010.
The CCA groups were carefully set and grouped,
teachers accepted the arrangement.
The rearrangement work for 11-12 was started in late
June.
In order to facilitate the arrangement, the list should
be drafted and sent to the Principal before the staff
meeting in June.
Forms were consolidated, simplified and made
consistent before the start of the school term.
All forms were centralized in the home server;
teachers were well acknowledged and adapted.
T-I-Cs may have difficulties in differentiating
between the financial report Form A and Form B,
more elaboration and clarification is needed.
Submission of required forms (evaluation and
financial reports) were delayed seriously, strict
measures are to be enforced.
Due to large number of concurrent application, the
eClass server was clashed and the online enrollment
process was halted.
It is suggested to encourage student to perform the
enrollment by themselves.
The enrollment process would be rearranged to cater
for the problems.
 Students’
feedback
 Teachers’
feedback
 Parents’ feedback

 Students’
feedback
 Monitoring of clubs operation should be
strengthened.


Objectives
B. Cultivate the
sense of
responsibility
and
citizenship
to society
through
Social
Service
Strategies /
Activities
activities
Time
Scale
Simplify the
application of leave
of CCA
Sep 10 –
Jun 11
Budget application
and approval
Jun 11
Encourage students
to participate in
Social Service
Sep 10 –
May 11
NSS Social Service
Training
Sep 10 –
May 11
 Workshop to be given for
group presidents and
treasurers
Evaluation
Methods
 Teachers’
feedback
 Simplify the form and the
application procedure
 Speed up the process of
application for leave
 Set up criteria and maximum
amount for application of
subsidy
 Students’
feedback
 Teachers’
feedback
 Teachers’
feedback
 More than 100 students are
recruited for voluntary
services invited by different
organizations
 Develop an atmosphere to
serve the community, in
which students would
participate in voluntary
works actively
 Provide service training and
opportunity to all F4 and F5
NSS students
 Achieve more than 30 hours
of social service to meet the
EDB OLE requirement
 Statistical reports
 Students’
feedback
 Teachers’
feedback
- 50 -
 Students’
feedback
 Teachers’
feedback
Remarks
 Bulletin board of clubs should be updated more
often.
 There is limitation in activity promotion channel,
exploration of promotion channels is needed.
 Application had been made to T-I-C directly, T-I-C
could track the attendance easily and the whole
process was simplified.
 The criteria of budget application was outdated and
recommended for revision (The following items had
been removed for subsidy this year: coach fare,
insurance, training camp).
 Two voluntary services had been arranged with 18
students recruited.
 It was not easy to arrange students to spend extra
time for the services as most of them were fully
occupied.
 It may be easier if the service is arranged during the
long holiday (Christmas, Easter, etc).
F5
 3 workshops and 1service day (carnival with our
Munsang Kindergarten section) had been arranged.
 Most of the students obtained more than 11 hours for
service related training.
 Time clash with various after-school activities, e.g.
music band practice, meetings, etc.
 Positive feedback from our school Kindergarten
 Suggest to have a whole-day service instead of
half-day
F4
 1 day camp, 4 workshops and 2 service days had
been arranged.
 Most of the students obtained more than 22 hours for
service related training.
Objectives
Strategies /
Activities
Time
Scale
Evaluation
Methods
Remarks
 Students were very busy participating in various
aspects of school events. It was not easy for them to
spend time on planning and service.
 The benefited parties gave feedback and claimed the
students of Munsang College were well-behaved
with whole-heartedly devotion to the society.
 6 flag selling services were organized with a total of
300 students participated.
 Promotion about the intrinsic value of flag-selling
may help the students to understand the real meaning
of flag-selling.
 Two blood donation days were arranged with four
months apart. It greatly facilitated the high
participation of students.
 There were 151 donors in total.
 Some students showed their enthusiasm toward this
activity and promised to give blood again next time.
 Promotional video, poster, pamphlets, invitation by
class teachers, teacher donors, etc all contributed to
the success of the blood donation activity.
 Student volunteers had been recruited for ORBIS
etc.
Flag Selling
Sep 10 –
May 11
 More than 200 students
participate in flag selling
 Students’
feedback
Blood Donation
Sep 10 –
May 11
 More than 100 blood donors
 Teachers and staff play the
leading role to donate blood
Cooperate with
external
organization in
participating
various social
services
Social Service
Award Scheme
Sep 10 –
May 11
 Arrange partnership with one
or two NGOs and recruit
students for their program
 Students’
feedback
 Teachers’
feedback
Sep 10 –
May 11
 Recognize and encourage
students to participate in
social service organized by
external organizations
 More students are rewarded
with gold and silver awards
 Students’
feedback
 Teachers’
feedback
Sichuan Service
Tour
Feb –
May 11
 Response in action to the
earthquake in Sichuan,
 Students’
feedback
- 51 -
 Participate rate: F1 (67%), F2 (20%), F3 (55%), F4
(71%), F5 (87%), F6 (76%)
 Number of awardees this year:
- Iron
188
- Bronze 180
- Silver
64
- Gold
2
 17 senior form students were selected out of 53
applicants through interview in February.
Objectives
Strategies /
Activities
Time
Scale
China
 Students could plan and
organize different services
Evaluation
Methods
 Teachers’
feedback




C. Prepare the
future
leaders
F1 Leadership
Training
Student Association
Six Houses
Sep 10 –
May 11
Sep 10 –
Aug 11
Sep 10 –
Jun 11
 Train up the leaders
 Amend the constitution of
Student Association
 Establish a more formal
election campaign
 Restructure the committee
structure to cater for the
needs
 Student Association
Committee members are
confident enough to organize
activities and assist in school
functions independently
 Empower the student leaders
 Implement the
sub-committee to assist in
the operation and nurture the
potential leader
 Cultivate House spirit
 More variety of inter-house
activities are to be held
- 52 -
 Social workers’
feedback
 Students’
feedback
 Teachers’
feedback

 Students’
feedback
 Teachers’
feedback







 Students’
feedback
 Teachers’
Remarks
Training workshops were provided by YMCA.
5 days service trip created unforgettable experience
to students with a great impact.
A sharing session in morning assembly and a charity
sale with donation over $30,000 received were held
after the trip.
It is suggested to organize the service tour in coming
future.
2 training workshops, 1 day camp had been arranged
with support from Hong Kong Children & Youth
Services.
Joint-class committee had been setup, organizing
class activities on picnic day and a basketball
competition in April.
Students with outstanding leadership potential had
been shortlisted.
Constitution of Student Association had been
amended and endorsed by principal.
All students had the equal opportunity in the
election, i.e. all F.1 and F.2 students were allocated
with 1 vote for the election.
A whole day election day was held smoothly, this
greatly created the seriousness of the election.
Sub-committee system had not been set up.
More monitoring and training should be given to the
student association committee to enhance their skills
and confidence.
 Inter-house basketball, football and quiz
competitions were held successfully.
 Consultation of house restructuring was held in late
Objectives
D. Engage
students in
learning of
arts in
authentic
contexts
Strategies /
Activities
Time
Scale
Photo Gallery
Nov 10
– Apr 11
 Provide a platform to display
students’ works and facilitate
Art appreciation
Campus TV video
production
Sep 10 –
Jun 11
 Video shooting and editing
in various school functions
Drama
Appreciation
Sep 10 –
Jun 11
Music
Sep 10 –
Aug 11
 Provide opportunities for
students to join and
appreciate the drama
performance by different
public performers
 Train and encourage students
to create their original story
 Invite student to join annual
Inter-School Drama Festival
 Invite musicians and music
educators to conduct master
class lecture and various
music training programmes
 Provide opportunities for
diversified music learning
activities in authentic
contexts such as attending
concerts and participating in
competitions, graded
examinations and
community arts activities
- 53 -
Evaluation
Methods
feedback
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
 Musicians’
professional
advice in master
class lectures
 Adjudicators’
professional
judgments in
competitions
 Examiners’
professional
comments in
ABRSM Graded
Examination
Remarks
June to cater for the decreasing number of students
and NSS transition.
 Opinions from students, alumni and teachers were
solicited.
 Consultation and investigation work would be
conducted in the coming years.
 A joint poem and photo exhibition by EASE and
Photography Team was held in May.
 Campus TV played an important role in
documenting school events and functions.
 Joined several drama shows, both Chinese and
English
 Obtained the following awards in Hong Kong
School Drama Festival 2010/11
- Award for Outstanding Actress
- Award for Outstanding Actor
- Award for Outstanding Cooperation
 More students were given opportunities to have a
wider participation in aesthetic learning programme.
 More diversified and balanced aesthetic experiences
were given to students participants.
 Creativity, skills, aesthetic sensitivity of students
were nurtured through participating in respective
activities. Their positive values and attitudes as
well as the interest of life-long learning in music
were being cultivated in due course.
Objectives
E. Enrich
student’s
experience
F. Establish a
well
designed
workflow for
OLE &
achievement
records
Strategies /
Activities
Time
Scale
 Enrich student exposure in
Arts through participating in
integrated Arts learning
programme such as School
Creative Music Showcase
and School Speech Choir
Showcase
 More clubs would nominate
competitions held externally
Evaluation
Methods
 Government
bodies’ feedback
 Adjudicators’
professional
judgments in
competitions
 Professional
advices of artists
Remarks
 Students were able to associate the learning
experiences of and understand the interrelationship
among different art forms. Their understanding of
music and other art forms were deepened so as to
widen their conceptual understanding of the Arts,
stimulate their creativity and elevate their response
towards music.
 Students were more able to disseminate their
aesthetic learning outcomes through participating in
a series of arts-related competitions.
Others
Sep 10 –
Aug 11
Encourage students
to participate in
public competitions
Sep 10 –
Aug 11
Encourage
inter-school / jointschool activities
Sep 10 –
Aug 11
 More inter-school activities /
joint-school activities to be
held (by S.A., music dept.,
etc)
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Send students to
public forum or
visit
Sep 10 –
Aug 11
 Pass circular/activities
information to corresponding
T-I-Cs and encourage them
to lead students to reach out
 Students’
feedback
 Teachers’
feedback
Make good use of
the electronic
portfolio system
(iPortfolio by
eClass)
Smooth collection
and process
workflow for OLE
Sep 10 –
Aug 11
 Instruction manual to
students and teachers
 Training session for F1
students during ICT lessons
 Students’
feedback
 Teachers’
feedback
 Students were arranged to join exchange
programmes with student musicians from Attached
High School of China Conservatory of Music,
various middle high schools from Hong Kong,
Guangzhou, Beijing and Singapore so as to widen
their understanding of cultures of different regions.
 Participating students were actively involved in
“Dialogue with Albert CHAN, Jeffrey CHEUNG
and Dominic LAM: Arts, Creativity and
Invention” organized by Arts Education Section,
CDI, EDB.
 Over 230 students participated in four music tour
programmes throughout the year so as to promote
the culture of the pursuit of particular aesthetic
learning experiences in the school.
 All F1 students received a training session in early
September.
 Should encourage NSS students to manage and
update their own portfolio regularly.
Sep 10 –
Aug 11
 Monthly reminder to all
T-I-Cs
 Compile monthly
 Students’
feedback
 Teachers’
 Monthly reminders had been sent out, but the rate of
submission is low. Some teachers preferred to
submit the record at the end of the term. Thus the
- 54 -
Objectives
G. Others
Strategies /
Activities
records
Time
Scale
Publish student
achievement
records to school
homepage
Post Exam
Activities
Sep 10 –
Aug 11
achievement record reports
Jun –
Jul 11
 Clear rules of order of
display has to be formulated
 Monthly or upon request
update have to be entertained
 Let students relax after the
exam
- 55 -
Evaluation
Methods
feedback
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Remarks
achievement record was not up-to-date.
 Should revise the mechanism of the record
submission
 Records were updated promptly by IT technician
once the records were ready.
 The post exam arrangement should be started around
March, and finalized before June in order to inform
the parents with the Message from the Principal.
 The arrangements and rehearsal of large events were
hindered by the unavailability of the hall throughout
the school year.
 Teachers were not well informed about the
arrangement. CCA team should consolidate all the
venue, time, requirement of staff responsibility and
send to all staff before the final exam.
 More variety of activities are to be held besides talks
and Inter-house Quiz.
Appendix:
A) Flag Selling
Date
Class
2010/10/23
2010/10/23
2010/11/6
2010/11/6
2011/2/26
2011/2/26
2011/3/26
2011/3/26
2011/4/23
2011/4/23
2011/6/25
2011/6/25
4A
4B
4C
4D
4E
4F
3A
3B
3C
3E
3D
3F
Total No.
No. of
in Class Participants
36
13
35
13
39
34
40
33
32
26
40
32
39
33
40
19
39
24
35
14
36
25
37
34
Total
300
Form Participation:
F.3 149/226 = 65.9 %
F.4 151/222 = 68.0 %
Whole participation of F.3 and F.4 :
B) Blood Donation
Date
Class
F.5E and F.5F
2010/11/1
F.6
F.7
F.4
2011/4/7
F.5
F.6
Organizer
Hong Kong and Macau Lutheran Church
Hong Kong and Macau Lutheran Church
International Social Service Hong Kong Branch
International Social Service Hong Kong Branch
Asian Outreach Hong Kong Ltd
Asian Outreach Hong Kong Ltd
Open door Ministries
Open door Ministries
Society for Community Organization
Society for Community Organization
Wu Oi Christian Centre
Wu Oi Christian Centre
300/448 = 66.96 %
No. of students involved
79
98
83
222
200
98
Total
No. of Participants
28
21
18
17
60
7
151
Participation Rate
35.4%
21.4%
21.6%
7.6 %
30.0%
7.1%
Form Participation of the two Blood Donation Days:
F.4 17/222 = 7.6%
F.5 88/200 = 44%
F.6 28/98 = 28.5 %
F.7 18/83 = 21.6 %
Whole participation of F.4 to F.7： 151 /603 = 25.0 %
C) Volunteers recruitment
Date
Class
Type of service
2010/12/24
F.3 愛心魔術小手帕慈善義賣
2011/7/24
F.3
Selling of Charity tickets
No. of Participants
12
6
Social Service Award Scheme (SSAS) (10-11)
Participation Rate (Form)
Form
Rate
1
144/216 = 67%
3
125/227 = 55%
5
173/200 = 87%
Overall:
716/1176 = 61%
No. of Awards
Iron
Bronze
F.1
8
3
F.2
8
4
F.3
29
11
- 56 -
Organizer
脊髓肌肉萎縮症慈善基金
Ronald Mcdonald House
Form
2
4
6
Total Hours:
Rate
43/214 = 20%
157/222 =55%
74/97 = 76.5%
12088 hours
Silver
1
2
10
Gold
0
0
1
Total
12
14
51
F.4
F.5
F.6
Total
Iron
3
115
25
188
Bronze
123
27
12
180
Silver
17
24
10
64
- 57 -
Gold
1
0
0
2
Total
144
166
47
434
Counselling Committee
Educational work
Objectives
To promote and
strengthen
students’
moral and civic
awareness
(Moral and
Civic
Education)
Strategies / Activities
Moral lessons &
activities
about 5 virtues
(德智體群美)
Target
Group
All teachers
& students
Time Scale
Whole year


Civic Education: Current
Social Issues & Our
Voice
All teachers
& students
Class Board Competition
(Love & Care)
All students
& teachers
Whole year


Sept-Nov
2010

- 58 -
Success Criteria
Evaluation Methods
Students know the
importance of 5
virtues (德智體群
美) and could carry
out in daily life.
Students could take
part in activities and
give feedback /
comments after
discussion.

Arouse the students’
concern of social
issues.
Encourage students
to express their
opinions.

Promote and
strengthen the
students’ moral
spirit—Love and



PowerPoint of 5
virtues was shown
via Campus TV
during November.
Feedback from
students and Class
teachers of each
activity.
No. of current
social issue topics
posted.
Opinions from
Our Voice
No. of classes
taken part and
completed the
activities.
Strengths / Areas for
improvement (if any)
Strengths:
 TIC could flexibly
prepare the activities of 5
virtues.
 TIC could prepare Moral
lessons with detailed
lesson plans.
Area for Improvement:
 The content of 5 virtues
was too heavy, time was
too short and it was
difficult to reinforce
some concepts.
 It was very difficult to
find English materials for
the right level.
Strengths:
 At least one current
social issue topic was
posted each month
 Apart from current social
issues, hot issues were
posted.
 Students were willing to
write Our Voice
 Mainly Counselling
teachers write Our Voice.
 Students may not write in
English.
Strengths:
 All F1-F.7 students took
part in this activity and
did a good presentation.
Objectives
Target
Group
Time Scale



Life Education
Writing comments of Guidance
current issues
Prefects
第十九屆全港中學生十
大新聞選舉 - 新聞評述
比賽(學友社)
Dec
2010
Writing Slogans
Guidance
全港學生「無煙心願」 Prefects
傳送大行動 (香港吸煙
與健康委員會)
Dec
2010
2010 Top Ten Hong
Kong Elections
(<<星島日報>>主辦)
All teachers
& students
Dec
2010

F.2 students
There were five
thematic sessions in
the first term,
involving the fruit of
the Spirit namely
love, peace, patience,
goodness and


Sept-May





- 59 -
Success Criteria
Evaluation Methods
Care.
Strengthen the
co-operation and
friendship among
classmates
Enhance students’
creativity
All classes can
complete class
boards on time

The quality of
boards.
Arouse students’
concern of social
issues
Encourage students
to express their
opinions.
Arouse students’
awareness of the
harm of smoking

No. of students
taken part in the
activity.
The quality of
essays
Arouse the students’
concern of social
issues

Students
participated in the
lessons eagerly
Students could learn
the nine fruits of the
Spirit
Students could





No. of students
taken part in the
activity.
The quality of the
slogans
No. of students
taken part in
activity.
The result of the
election.
Students’
participation in
the lessons
- sharing
- answering
questions
- discussion
 Students were quite
creative in design.
 Duration of competition
was too short.
 Evaluation time overran
and affected lessons.
 More promotion is
needed.
 More interesting topics
or topic related to
students can be chosen.
Strengths:
 Students have good
writing skills.
 Mainly guidance prefects
took part in this activity.
 It would be better for
more students to take
part in the activity.
Strengths:
 All F1-F.7 students took
part in this activity
Improvement:
 It was better to have
promotion before hand.
 Strengths
- Students had a good
performance in the
lesson. They shared
their thoughts and
discussed the topics
eagerly.
Objectives

Set up a
supportive
network among
Form One class
teachers.
Try to cultivate
a positive
environment to
assist our
students to grow
positively
Target
Group
Time Scale
faithfulness.
And four thematic
sessions in the
second term,
involving the fruit of
the Spirit namely
kindness, gentleness,
self-control and joy.
Being a teacher, enjoy
teaching
F.1 class
teachers
Whole year
1st meeting
(Sept. 2010)
2nd meeting
(Nov. 2010)
3rd meeting Lunch
gathering
(Jan. 2011)
4th meeting Lunch
gathering
(June 2011)
5th meeting Evaluation
(June 2011)




- 60 -
Success Criteria
Evaluation Methods
reflect what they
have learnt.

Reflection
- the reflection
session in the
lessons
- reflection
forms done by
students
Teachers are willing
to try different ways
or strategies to
improve their classes
in various aspects.
Students have a good
relationship with
classmates and
teachers.
Students have a
sense of belonging to
their own classes.
Students participate
actively in their class
activities.

Feedback from
class teachers
Observation from
class teachers

- Since students lack
experience in life
through these
activities, they can
have reflection on
their life.
 Areas for Improvement:
- There was not
enough time to
consolidate students’
knowledge. There
should be more time
for each topic.
- Some students
attended musical
instrument extra
lessons and were
absent from the life
education.
Strengths:
 Sharing of being a class
teacher in early
September.
 Form One class teachers
had a good sharing
culture.
 Class teachers were
willing to try various
ways to monitor their
classes.
 Form one class teacher
lunch gatherings were
held during the
examinations for sharing
and encouraging
purposes.
Developmental work
Objectives
Guidance Prefect
Association
- Peer Caring
Scheme (PCS)

Class Guidance
Prefects (3-4
guidance prefects /
F.1 - 3 class)

New-comers
Orientation



Target
Group
F.1 -3
all classes
Time Scale
Success Criteria
Evaluation Methods
Whole year

Over 60% students
know the activities
organized by
guidance prefects
throughout the year

F.1
2nd Sept 2010


Lunch with F.1
new-comers
F.1
new-comers
10th Mar 2011

Over 60% students
know the activities
organized by
guidance prefects
throughout the year
Over 80%
attendance

Feedback from
new-comers
Guidance prefects
and class gathering
(F.1, F.2, F.3)
F.1 -3
all classes
F.1: 29th Sept
2010
F.2: 8th Oct 2010
F.3: 15th Oct
2010

All junior form
students know who
are their class
guidance prefects.

Discussion with
guidance prefects
in Evaluation
Meeting.
Discussion with
members in
Counselling
Committee
Eight times one
year (Four times
in the middle of
each term)
21/10, 4/11,

Over 80%
attendance

Mentoring
Scheme –
Homework
Guidance (F.1)
Seventy-two
F.1 students
- 61 -

Discussion with
guidance prefects
in Mid-term
Evaluation
Meeting and
Annual
Evaluation
Meeting.
Feedback from
new-comers
Questionnaires
for F.1 students
on the
effectiveness of
the Scheme
Strengths / Area for
Areas for Improvement:
 As promotion was not
allowed in the morning
assembly, the chance to
meet class guidance
prefects was much
reduced.
Strengths:
 This activity let the
new-comers have more
understanding of the
school.
Strengths:
 F.1 students enjoyed
having lunch with
teachers and guidance
prefects.
 Time is not sufficient.
 More discussions with
class committee and
preparation were needed.
 More guidance prefects
are required, especially
in Form three.
 It is better for guidance
prefects to have
microphones.
 More mentors and less
mentees should be
assigned in a group.
 Duration can be
Objectives
Target
Group
Time Scale
Success Criteria

18/11, 2/12, 3/3,
17/3, 31/3, 12/5
Guidance Prefect
Association
- Harmony
School Scheme
(HSS)
To provide an
opportunity for
students to care
for the
disadvantaged in
society
Evaluation Methods
Sound of Music
All teachers
& students
13th, 14th , 15th
Dec 2010
2nd, 3rd, 4th Mar
2011;
23rd , 24th ,25th
May 2011

Students could enjoy
the music and could
give/get
encouragement to
each other.

Autograph for F.7
All students
12th , 13th, 14th
Jan 2011

Students can support
F.7 students.

Visiting Elderly Homes
F.1 students
Jan 2011
2 outings

Students are willing
to prepare the gifts
for the elders.
Students do the
services positively
and happily.


- 62 -

Discussion with
guidance prefects
in Mid-term
Evaluation
Meeting and
Annual
Evaluation
Meeting.
Students’
participation:
Over 300 “song
selecting forms”
collected in this
event.
Discussion with
guidance prefects
and feedback
from F.7 students
Observation from
class teachers.
Students’ attitude
in the activities.
decreased.
 Guidance prefects can
prepare some materials
for F.1 students with no
homework.
Strengths:
 over 30 English songs
were added for selection.
 More trainings should be
given to MC.
 More technical support
should be given in this
event.
 Provide indoor venue in
case of poor weather.
 Block H should be open
for broadcasting.
Strengths:
 Over 200 autographs
were collected in the
front gate.
Strengths:
 The kind hearts of our
Form One students were
highly appreciated.
 Class teachers acted as
role models to our
students in the activities.
 The elderly homes were
close to our school.
 An evaluation session is
Objectives
Volunteer service
- Sister School
Scheme
The volunteer service at
Shatin- Chinese New
Year Fair
Target
Group
F.3-F.4
Time Scale
31st Dec 2010

14th July 2011
The volunteer service at
MegaBox (L17) - CEO
Karaoke
To encourage
students to design
a good revision
plan for
examination
Provide a 2-week
calendar for them to
make a short plan for
their study.
F.1 students
To share the
experience of
choosing
secondary
schools and
adapting to new
school life to
Primary Section
F.1 students were
trained to share their
experience to students
in Primary Section
P.6 students
Before
examinations
(Jan 2011)
(May 2011)

Dec 2011

- 63 -
Success Criteria
Evaluation Methods
The quota of each
service is 15-20, and
the participants
listen to the
instructions by the
tutors, from which
they learn to show
care to the needy and
the handicapped.
Students make their
study plan and work
out their plan
accordingly.

Evaluation by the
tutors and
instructors.

Students’
academic
performance in
the examination.
The feedback
from their parents
during the
Parents’ Day after
examination.
Students in Primary
Section have better
understanding of F.1
school life.



Discussion with
members in
Counselling
Committee
Feedback from
F.1 students and
students in
Primary Section.
suggested after the visits.
It can consolidate the
meaning of the activity.
Strengths:
 15 students drew plaudits
from the organizers of
each service.
 All participants found
that the activity could
achieve the said
objectives.
Strengths:
 We had collaboration
with Religious
Committee to give care
and support to our Form
One students.
 Some bible verses were
printed to encourage our
students to study.
 The leaflet was given on
the last day before the
examination in the first
term. It was a bit late
and should be delivered
earlier.
Strengths:
 F.1 students shared their
fresh and first-hand
experience which is the
need of students in
Primary Section.
 F.1 students could reflect
their growth throughout
Objectives
Target
Group
Time Scale
Success Criteria
Evaluation Methods
Time Scale
Success Criteria
Evaluation Methods
Students settle in their
learning.
Students make friends
in their classes.

the sharing.
Remedial Work – Case Work
Objectives
To assist the
adaptation of
repeaters in their
new study and to
build up their
confidence in
various aspects
Caring for the
Repeaters
Target
Group
Repeaters in
F.1 – F.4
Whole year
1st meeting
(Sept 2010)
2nd meeting
(Dec 2010)
3rd meeting
(May 2011)


- 64 -

Observation
from class
teachers
Academic results
after
examinations.
Strengths:
 Most of the repeaters
adapted positively in the
classes.
 Most of their
self-assessment marks
were more than 6.5.
Some of them were more
than 8 to 9. The students
had a positive attitude in
their second attempt of
study.
 Lunch gatherings for
repeaters were arranged
before Christmas
holiday. It was a good
time to encourage them
to keep on studying for
the coming examination.
 Most of the students
showed positive attitude
towards the learning
before the final
Objectives
To provide
appropriate
support to
students in need
Case Conference
Target
Group
Time Scale
Students with Mar 2011
difficulties


To provide
emotional support
to students in
need
To provide
guidelines to class
teachers in
distributing the
reports to students
and to provide
counselling
services to
students in need.


A Level
Releasing the
results of Form
Three students
subjects’ selection.
Distribution of Final
Report cards to
students
Students with 30th June 2011
emotional
problems
after getting
7th July 2011
their results.

Students with 7th July 2011
emotional
problems
after getting
their report
cards.




- 65 -
Success Criteria
Evaluation Methods
Teachers got
information about the
difficulties in classes
and individual
students.
Teachers were
arranged to take care
of certain cases
during the meeting.
More information was
gathered through the
meetings.
Students can express
their feelings to the
teachers.
Students can seek
help when needed.
Teachers can offer
warm care and
listening ears to the
students.

Students can seek
help when needed.
Teachers can offer
warm care and
listening ears to the
students.







Performance in
class
Class teacher’s
observation.
Form
coordinators’
evaluation
Discipline
records of the
students
Observation
from class
teachers
Feedback from
students
Observation
from class
teachers
Feedback from
students
examination. They tried
to do their revision
before the examination.
Strengths:
 The counselling teachers
are willing to give
support to the students.
 Social workers gave
valuable advice to
counselling teachers in
the cases.
Strengths:
 Some counselling
teachers are senior form
subject teachers of the
students.
 The counselling teachers
are experienced teachers.
 This is the second year to
release the result; the
experience from last year
was useful.
Strengths:
 Counselling teachers are
willing to encourage and
support the students.
Assemblies
Objectives
Target
Group
F.4 – F.6
students
To enhance
students’
awareness of
SMA
Sharing of 6A Wong
Kwan Hang
To provide
various topics to
widen their views
Arrange various
speakers to share their
experience to the
students in the
morning assembly.
F.1 students
Talk on Sex Education
(Social workers)
F.4 – F.7
Students
Sex Education
Time Scale
Talk on Mental Health
(Social workers)
F.4 – F.7
Students
Evaluation Methods
23rd Feb 2011

Students enhance
their awareness of
SMA.

Discussion with
members in
Counselling
Committee
Whole year
Assemblies
1st Assembly
(Oct 2010)
2nd Assembly
(Nov 2010)

Students are
interested in the
activities. They
responded positively
during the assemblies

Observation
from teachers
Students’ attitude
in the activities
Follow-up
response from
students
24th Nov 2010

To share the effect of
abortion caused by
casual sex
To develop
appropriate value and
concept of students
towards sex
To enrich their
knowledge in mental
health.
To enhance their
skills in emotion and
stress management.
To promote positive
self image


To enhance the
awareness of
Mental Health
Success Criteria
9th Feb 2011
(F.1– F.3)
11th Feb 2011
(F.4– F.7)



- 66 -





Workers’
observation,
Evaluation
questionnaire
Workers’
observation
Evaluation
questionnaire
Strengths:
 Students are more
impressed as the sharing
was the experience of
their fellow schoolmates.
Strengths:
 Students were interested
in listening to the sharing
of travel.
 Supportive
encouragements were
given to Wong Kwan
Hang during his sharing.
 Cards, gifts and
reflection were done by
various classes. Their
feelings were posted in
their notice board after
the sharing.
Strengths:
 Over 80% of respondents
indicated that the
program could help them
to develop appropriate
value and concept
towards love and sex.
Strengths:
 Almost all the
respondents indicated
that the activity could
help them to better
manage stress.
Objectives
To enhance the
awareness of Anti
Cyber Bullying
Talk on Anti Cyber
Bullying (Social
workers)
Target
Group
F.1 – F.3
students
Time Scale
25th Feb 2011


Success Criteria
Evaluation Methods
To enhance students’
knowledge and skills
in teaching with cyber
bullying
To encourage mutual
care and mutual
respect among
students

Success Criteria
Evaluation Methods
be peer counsellors
To encourage mutual
care among guidance
prefects and lower
form students

To develop the
leadership of students
goal setting and
problem solving
skills.
understanding and
utilization of school
social work service.
To enhance the
learning motivation
and self-confidence of
underachievers

Workers’
observation


Workers’
observation,
Evaluation
questionnaire
To enhance the

Workers’
Workers’
observation
Strengths:
 The feedback was
positive.
 Students could learn
mutual respect in the
internet and understand
the impacts of cyber
bullying on others.
School Social Work Service
Objectives
School Social
Work Service
Guidance Prefect
Scheme 2010-2011
中一適應之領導材你
要知
Target
Group
Guidance
Prefects
Sept 2010 Aug 2011

F.1 students
29th Sep 2010

Time Scale



Self Enhancement
Groups
F.1 – F.4
students
Dec 2010
Lunch Time Program
F.1 – F.7
Dec 2010


- 67 -

Workers’
observation
Evaluation
meeting
Strengths:
 Participants found that
the training could help to
enhance their leadership
skills, communication
skills and self
understanding.
Strengths:
 The response of students
was positive. They
could actively participate
throughout the process.
Strengths:
positive. All the
respondents are able to
set their learning goals.
Strengths:
Objectives
─ Study Skills
Enhancement
Target
Group
students
Time Scale
Success Criteria
Parents’ Workshop
F.1 parents
11th Dec 2010

Teachers sharing
Counselling
Teachers
26th Jan 2011


Parents’ Workshop
Lunch Time Program
─ Mental Health
Promotion
Parents
F.1 – F.7
students
29th Jan 2011
Feb 2011




- 68 -
learning motivation
and effective study
skills of students.
To enhance parents’
growth and
development of
adolescents
To share the
techniques of
handling SEN
students
To develop mutual
support among
counselling teachers
growth and
development of
adolescents
To enrich their
knowledge on
adolescent’s
psychosis
To enhance their
skills in emotion and
stress management
To promote positive
self image
Evaluation Methods
observation

Evaluation
questionnaire

Workers’
observation

Workers’
observation,
Evaluation
questionnaire


Workers’
observation
was positive.
Strengths:
 Participates found that
the program could
achieve the said
objectives.
Strengths:
 Teachers found this kind
of sharing useful for
them to have more
in-depth understanding
of the techniques of
handling SEN students.
Strengths:
 All the respondents
shared that they could
learn the developmental
needs of adolescents and
the activity could help
them to enhance their
communication skills
with children.
Strengths:
was positive.
Objectives
New Teachers sharing
Target
Group
New
Teachers
Time Scale
23rd Feb 2011


Parents Sharing
F.1 – F.5
parents
26th Feb 2011

New teachers sharing
New
Teachers
10th Mar 2011


Success Criteria
Evaluation Methods
To share how to
handle the difficult
situation between
parents and teachers
To enrich their
interaction with
school social workers

Evaluation
questionnaire
To enhance the
effective management
skills in handling the
study problem of
students
To share the
techniques of
handling students
with special needs
To enhance their
interactions with
school social workers

Workers’
observation

Evaluation
questionnaire
Happy Family Day
Camp
F.1 – F.3
students and
parents
19th Mar 2011

To enhance mutual
support and
appreciation among
family members.

Evaluation
questionnaire
Parents’ Workshop
F.1 – F.3
Parents
2nd Apr 2011

To enhance the
effective management
skills in handling the
study problem of
students
To provide a platform
for parents to share
their experience in

Evaluation
questionnaire

- 69 -
Strengths:
All the respondents shared
that the sharing could help
them to enhance their
interviewing techniques in
conducting effective
interview and
communication with parents.
Strengths:
 The response of parents
was positive.
Strengths:
showed that the sharing
could help them to
enhance their
understanding on the
mental and emotional
problems of adolescent.
Strengths:
found that the activity
could help to enhance
their mutual
understanding and
appreciation.
Strengths:
positive. Participants
could achieve the said
objectives.
Objectives
F.3 Class Based
Program
Self Confidence Group
Parent’s Group
Target
Group
F.3 Students
F.1 Students
Parents
Time Scale
Success Criteria
12/5/11 3D
17/5/11 3A
18/5/11 3B
19/5/11 3E
24/5/11 3F
25/5/11 3C

12/5/11
17/5/11
24/5/11
26/5/11

18/5/11
21/5/11
25/5/11
28/5/11




- 70 -
parent-child
communication
To enhance the
parent-child
communication and
relationship
Evaluation Methods

Evaluation
questionnaire
To enhance the self
confidence of
underachievers
To promote positive
self image

Evaluation
questionnaire
self-understanding,
self-acceptance and
self-growth through
using Satir Model
To enhance
parent-child
communication and
relationship

Evaluation
questionnaire
Strengths:
positive. Participants
could help them enhance
the parent – child
communication and
relationship.
 Participants also shared
that the program could
help them with insightful
reflection on the
management of conflicts
with their parents.
Strengths:
 Most of them found that
the group could help
enhance their self
confidence and self
esteem. They showed
that the group could help
to enhance their study
skills.
Strengths:
 All of the participants
shared that the group
could match their
expectations.
 They also shared that the
group could help them to
enhance their awareness
on taking care of their
ownself, improve their
parent-child relationship
Objectives
Target
Group
Time Scale
Success Criteria
Evaluation Methods
Parent’s Workshop
Parent’s
18/6/11

To enhance the
emotion and stress
management skills of
parents

Evaluation
questionnaire
Teachers Sharing
Counselling
Teachers
30/6/11

To share how to
handle the students
with emotion / mental
problems

Evaluation
questionnaire
and equip them with
effective parenting skills.
Strengths:
 More than 80%
respondents found the
activity could help them
better manage emotion
and stress.
Strengths:
shared that the sharing
could help them to
enhance their
understanding on the
mental and emotional
problems of students.
Conclusion
All activities held this year were implemented, with ample evidence, to have echoed the school major concerns and targets set in the Annual Plan. The progress
of work was smoothly launched.
- 71 -
Cultural Exchange Committee
1. Cultural Exchange Ambassadors (CEAs)
Recruitment was done in June. There were more than thirty F.3 students showing interest. After
interview, ten F.3 students were chosen as new CEAs. Besides, some F.5 students and F.6 students
joined the team and they were all experienced CEAs. F.6B Tsui Hoi Ting and F.5E Hui Fu Wing were
selected as the Heads of Cultural Exchange Ambassadors respectively.
The Cultural Exchange Ambassadors were responsible for helping AFS exchange students to
adapt to the new school life. On 26 August 2010, an orientation was arranged for the exchange
students. Moreover, the ambassadors introduced the exchange students and their home countries to all
our students in the morning assembly on 13 October 2010 and 15 October 2010.
The ambassadors helped to organize lots of cultural exchange activities in school. They helped to
promote the one-year sending program in October 2010 and organized the Cultural Exchange Fair on
13 May 2011.
The ambassadors also helped to organize the Local Exchange Program in November 2010 and
April 2011. They helped the exchange students to adapt to the new environment and arranged a lot of
programs for them. Meanwhile, some ambassadors were chosen as the representatives of the school to
study in the partner school during the exchange program. They also received teachers and students
from Mainland China for cultural exchange purposes. The ambassadors assisted teachers to update the
official Homepage of the Cultural Exchange Committee, which was launched in May 2005.
From their self-evaluation, ambassadors agreed that their horizons were widened. They learnt to
be confident, responsible and independent.
2. AFS Exchange Students
Hosting an exchange student allows our students to benefit tremendously from exposure and
interaction with a student from another culture.
This year, we hosted one AFS exchange student. He was Erno Antero Snellman from Finland. He
was allocated to F.6C. He was arranged to take different subjects in different forms. During the
academic year, he gave broadcasting programs to all students. The programs were conducted in
October 2010, December 2010, February 2011 & April 2011. Thus, students knew more about his
country.
Before he left our school at the end of the exchange program, he gave us a farewell speech
during the assembly on 25 May 2011. In his speech, he shared that he gained invaluable memories in
our school.
3. One-year Sending Program
Cultural Exchange Ambassadors promoted the One-year Sending program in the morning
assembly to F.3 and F.4 students in October. Ms. Pun Mei Yi explained the details about the
application and made contact with Mr. Thomas Wong, the Sending Program Director of AFS. Finally,
F.3E Ho Tsz Wing had been selected by AFS as an exchange student to France in the coming academic
year.
4. Local Exchange Programs
Our school, Ying Wa Boys’ School and Ying Wing Girls’ School had jointly organized a Local
Exchange Program in November 2010 and April 2011. During the program, a group of our F.4- F.6
students were selected to attend classes in our partner schools, while a group of their students came in
exchange.
The program was intended to enhance the students’ awareness of their surrounding and they
experienced a different way of learning in a new environment. Moreover, they developed their skills in
communicating with others. Besides broadening the horizons of our students, we hoped that students
of three schools could experience the culture of other school and also establish a closer and friendly
relationship with each other.
5. Cultural Exchange Fair 2011
It was held on 13 May 2011. AFS exchange students and CEAs led the activity. Besides our AFS
exchange students, we invited three AFS exchange students from other schools to join our fair. They
came from Austria, Holland and Czech Republic.
AFS exchanges students introduced their cultures through playing their traditional games,
- 72 -
learning their language and tasting food. Through the fair, AFS exchange students introduced their
cultures to our students. Our students learned more about the cultures of different countries and got a
chance to communicate with the foreign students in an informal setting. A total of 12 classes (F.1 –F.4)
joined the fair during their English lesson. Moreover, CEAs developed skill to organize a fair and to
communicate with other foreign students.
6. Study Tour to Coquitlam School District, Vancouver Canada during the summer vacation
To enable students to experience Canadian culture and use newly learned English skills and
vocabulary by participating in group activities and by exploring the beautiful outdoors of the Lower
Mainland area of British Columbia, our school co-organized a 2-week programme with the Coquitlam
School District International Education in the summer holiday. A total of 18 students from F.1 to F.5
joined the tour.
7. Cultural Exchange Programs with Mainland teachers and students
To celebrate our 85th anniversary, our school Supervisor and Principals of three sections had
signed a “Memorandum of Understanding” with the Education Department of Chanzheng Foshan
China. Three programs collaborated with Secondary schools in Chanzheng Foshan China were
arranged. They were
a. Exchange Program with students and teachers from Chanzheng Foshan on 22 February 2011 & 23
February 2011.
b. Exchange Program with teachers from Chanzheng Foshan on 25 February 2011.
c. Exchange Program with English teachers from Chanzheng Foshan on 23 May 2011 & 24 May
2011.
Moreover, exchange programs with teachers and students from Sichuan and Beijing China were
also arranged. They were
d. Exchange Program with Teachers & Students from Sichuan on 2 December 2010.
e. Exchange Program with Educators from Beijing on 30 March 2011 & 27 May 2011.
During the program, class visit and sharing with our teachers were arranged. The purpose of
cultural exchange was achieved.
Cultural Exchange Ambassadors evaluated that they had a deeper understanding of cultures of
different cities of our country. Moreover, they were proud of being the school representatives to
receive guests. They reflected that they learnt how to communicate with newcomers and speak in front
of the public. In addition, they learnt how to plan and organize activities for different targets. They
also learnt how to strike a balance between studying and organizing activities. They built up their
communicative skills and self-management skills.
- 73 -
Summary Table of Programs
Date
Program
23/8/2010
26/8/2010
13/10/2010
& 15/10/2010
13/10/2010
&
15/10/2010
25/11/200927/11/2009
2-12-2010
10-11/2011
First Meeting with Cultural Exchange Ambassadors
AFS Exchange Student Orientation
Inauguration of CEAs
Introduction of AFS Exchange student (Hall presentation)
&
Sharing of students joining One-year sending program
Local Exchange Program I
(Partner School: Ying Wa Boys’ School)
Exchange Program with Teachers & Students from Sichuan
Promotion and application on One-year Sending Program
10/2010
Cultural Exchange Ambassadors &
12/2010, 2/2011 &
AFS Exchange Students
4/2011
Broadcasting Program
13/4/2011Local Exchange Program II
15/4/2011
(Partner Schools: Ying Wa Girls’ School)
1/2011 -6/2011
Preparation of Study Tour to Coquitlam School District, Vancouver
22/2/2011-23/2/2011
Exchange Program with students and teachers from Chanzheng Foshan
25/2/2011
Exchange Program with teachers from Chanzheng Foshan
30/3/2011
Exchange Program with Educators from Beijing
13/5/2011
Cultural Exchange Fair 2011
13/5/2011
Promotion of Cultural Exchange Ambassador Program to F.3 students
23/5/2011
Exchange Program with English teachers from Chanzheng Foshan
-24/5/2011
25/5/2011
Farewell speech of AFS Exchange Student
27/5/2011
Exchange Program with Educators from Beijing
21/6/2011
Recruitment and Selection of F.4 Cultural Exchange Ambassadors (CEAs)
10/7/2011Study Tour to World Expo 2010 Shanghai
23/7/2011
4/2011 - 6/2011
Promotion on Cultural Exchange Programs
(organized by different organizations)
12/2010
Homepage Updating
&
6/2011
10/2010- 6/2011
Board display:
9/2010: Introduction of CEAs
10/2010: Introduction of AFS exchange students
12/2010: Local Exchange Program I
5/2011: Local Exchange Program II , Recruitment of CEAs &
Cultural Exchange Fair 2010
- 74 -
Discipline Committee
On the whole, students were very well-disciplined. They were well-behaved and well-mannered. Only
occasionally would they be late to school and forgot to bring/submit assignments and reply slips.
Violation records were acceptable, merely because of violations of school uniform regulations or
regulations of hair style and its accessories. Major offences were uncommon. Details are as follows.
1. This year there was an increase in cases of bullying. The situation was more serious in junior
secondary, particularly F.1 and F.2.
Those students were academically weaker and their
concentration span was quite short. They attempted to play tricks with classmates first. If the
situations were not under fine control, serious consequences were observed. Discipline teachers
needed to go into the classroom for investigation. On the other hand, Hong Kong Police Force was
notified and their staff had made visits to school and talks had been arranged to individual students,
classes and to all junior students during Hall Assemblies. Colleagues from Counseling Committee,
School Social Workers and expertise from NGO were engaged to modify students misbehavior and
their misbeliefs.
2. The year we needed to raise student’s sense of integrity as cases of cheating in dictations and daily
quizzes have rose slightly. Precautionary measures including talks during school assemblies had
been arranged seriously. The new measures implemented by HKEAA were introduced into our
internal examinations immediately to familiarize students with the measures. Class teachers were
asked to remind their students of the severity of truancy.
3. There were quite a number of truancy cases and most of them were related to students’ other
disciplinary problems and their family problems. For an extreme case, parents and/or guardians of a
student could not be reached due to shift nature of the job and finally the student agreed to withdraw.
Colleagues from Counseling and Careers Committee showed joint effort on providing guidance to that
student.
4. From this academic year, discipline teachers would be stationed at the Main Entrance of the school
every morning (before 7:55 am) and afternoon (before 1:45 pm) to check students’ punctuality. The
issue related to minor lateness was improved. Habitual latecomers would be identified, interviewed
and their parents were informed or interviewed. Appropriate remedial work would be provided.
One student was asked to repeat her F.5 study as her attendance record did not allow her to take
internal examination.
5. We suggest a closer collaboration of Discipline Committee with the Police, Counseling Committee
and class teachers. Special talks were arranged for students, including issues related to bullying and
sex education. Besides, video clips had been uploaded to the Campus TV to remind students of the
correct procedure in presenting student card to the card readers to show attendance and etc.
6. In the coming academic year, there will be more collaboration of Discipline Committee with other
departments and committees. There will be more collaboration among the Primary and Secondary
Sections of the College. Life Education for F.2 classes will continue and will be conducted in class
during morning assembly. We hope to cultivate in students a more positive value judgment.
- 75 -
The table below shows the evaluation of various activities held by the Discipline Committee and Prefect Association.
Objectives
Encouraging
students to
learn
goal-setting
and acquire
selfmanagement
skills
-
Punctuality
-
-
-
Objectives
Arouse
students’
awareness of
the
importance of
cleanliness
Any students may apply for clearing
records of minor offences, up to one
black mark, provided that significant
improvement is shown in a 12-day
period afterwards.
Items that can be cleared include
no/late submission of homework
assignment, minor lateness (within
30 minutes), violation of school
uniform regulations, violation of
hair style regulations.
Students’ attendance is monitored
regularly by Discipline teachers.
Habitual latecomers and frequent
absentees are spotted out and
interviewed. Precautionary or
remedial measures will be given to
help rehabilitation.
-
Classroom cleanliness will be
assessed by the prefects during
lunch time.
A score chart of the whole school
will be published half-yearly. The
three classes with the lowest score
and having scores less than 70% of
the full mark will be invited to clean
classrooms or to perform special
duties.
Target
Group
F.1-7
Time
Scale
Whole
Year
Success Criteria
-
F.1-7
Whole
Year
Target
Group
F.1-7
Time
Scale
Whole
Year
-
More
than 500
applications.
More than
30% of the
applications
are
successful.
The case
numbers of
lateness and
suspected
absence.
-
Success Criteria
-
- 76 -
The total
score of each
class
Prefect
evaluation
meeting
-
Evaluation
Methods
The number
of
applications
and the rate of
successful
applications.
Strengths /
Area for improvement
There were 403 applications in first
term, while 281 in second term. 306
records were cleared in first term.
The success rate is around 76%. In
the second term, 196 records were
cleared, which corresponded to
69.8% success rate.
More than
40% of the
habitual
latecomers
and frequent
absentees
show
improvement.
The number of cases of lateness and
suspected absence was reduced.
Evaluation
Methods
Total score of
each class is
over 70% of
the full mark.
Strengths /
Area for improvement
Most classes were able to achieve the
expected outcome. However,
complaints were received from
janitors and subject teachers related
to classroom cleanliness.
Students-on-duty did not perform
their jobs well or did not perform
their jobs at all. There will be more
green education provided in the
coming academic year. Students’
responsibility should be emphasized
in different school activities.
The table below shows the most frequent types of misconduct.
Misconduct
Lateness
Less than 15 minutes
15 to 30 minutes
More than 30 minutes
Assignment Record
Chinese Language
English Language
Mathematics
Liberal Studies
Chinese History
ICT
Others
Improper Behaviour
Improper School Uniform
No PE uniform for PE lessons
Others
Violating Hair Style Regulations
Violating Ornaments Regulations
Serious Offences
Fighting
Truancy
Bullying
Smoking
Others
Exam Irregularities
Cheating in Quiz/Dictation
Cheating in Exam
Violating exam regulations
Use or Possession of Prohibited Materials
- 77 -
First Term
1310
1215
69
26
2230
448
393
383
157
207
130
512
143
437
12
425
51
13
33
9
5
1
0
18
18
9
0
9
87
Second Term
797
727
43
27
2457
479
302
606
152
171
468
279
122
287
89
198
54
9
13
0
2
5
1
6
31
17
1
13
55
The table below shows the outcome of New Leaf Scheme.
Application for Clearing Records of
Application
Received
Minor Lateness
Homework Assignment
Textbook
Reply Slips
Improper School Uniform
Improper Hair Style
Use or Possession of Prohibited Materials
214
78
27
18
36
8
22
403
First Term
Number of
Records
Cleared
168
60
9
14
32
4
19
306
- 78 -
Percentage
of Records
Cleared
78.5
76.9
33.3
77.7
88.9
50.0
86.4
75.9
Second Term
Number of Percentage
Application
Records
of Records
Received
Cleared
Cleared
134
92
68.7
75
54
72.0
30
12
40.0
2
2
100
17
15
88.2
4
3
75.0
19
18
94.7
281
196
69.8
Information Technology Committee
To echo School Major Concern and facilitate the incorporation of self-directed learning and assessment for learning through the development of
meta-cognitive skills, the following activities were conducted.
Objectives
To enable and
expose students in
an IT-enriched
environment by
providing a stable
and reliable
infrastructure
system network for
using IT as a
medium of learning
and communication
in the school.
Strategies/
Tasks
Room
Renovation
Target
group
All involved
classrooms
Projector
Replacement
Time scale
Success Criteria
Evaluation
People
Responsible
IT
Committee
Whole year
Server Room (H301), Computer Aided
Learning Room (H302), Multi-Media
Learning Centre (D511), Technical
support room (G201A) and Innovative
Learning Centre (H601) can be
renovated.
All renovation had been
finished successfully during
summer.
All involved
classrooms
Summer
Holiday
 The projectors of 23 classrooms and
All replacement was done
during summer holiday.
IT
Committee
Restructuring
on Network
infrastructure
Network of
the whole
school
Summer
Holiday

IT
Committee
Data migration
Teachers and
Staff
Summer
Holiday
 Archiving all past data
 Migrating the past data to new file
Network of whole school
had been rearranged to 5
sub-networks. They were
 Server Network
 Staff Network
 Student Network
 Wireless Network for
guest
 Wireless Network for
staff
Back-up copies of data
were made and data
migration to new server
was successfully done
during summer holiday.




Lecture Theatre can be replaced.
The projector light bulbs of 8
classrooms and School Hall can be
replaced.
Consolidating school networks from
14 sub-networks to 5 sub-networks
Rearranging special rooms network
Rearranging classrooms network
Resetting wireless network password
and security identifier
server
 Implementing and setting up new file
server
 Implementing a high availability
Security Alarm
Alarm
Summer
server to enhance the sustainability of
the system
 Feasibility study on integrating 5
- 79 -
All the changes had been
IT
Committee
IT
Objectives
Strategies/
Tasks
System
Target
group
system of
whole school
Inventory
System
Teachers and
staff
Time scale
Holiday
Success Criteria
accounts into 1.
 All projector tempers can be disabled
 7 new security alarms can be installed
successfully
Whole year
 In accordance with R64 of the




Education Regulations, schools are
required to maintain a Fixed Assets
Register. Capital assets which are of
value to the school in the provision of
services for a period of time longer
than one year should be recorded as
fixed assets. Payment vouchers in
respect of all relevant expenditures
should also be retained for a period of
not less than seven years.
The Fixed Assets Register Policy
encompasses all three sections of the
college. Anyone who is involved in
the purchases of fixed assets has a role
to play.
In this year, capital assets which are of
value to the school in the provision of
services for a period of time longer
than one year should be recorded as
fixed assets.
A Fixed Assets ID is assigned to every
item that goes onto the Fixed Assets
Register. Each Fixed Assets ID is a
unique combination assigned to track
the individual item or items that are
bought in bulk. The Fixed Assets ID
would also track the teacher or staff
who requested for the ID.
The implementation of the Fixed
Assets Register Policy is to be done at
the beginning of the school year 2011-
- 80 -
Evaluation
updated during summer
holiday.
 An inventory system
was developed to record
fixed assets of all
subject department and
committees.
 Write-off of IT
equipment was done
once in each term.
People
Responsible
Committee
IT
Committee
Objectives
Strategies/
Tasks
Target
group
Time scale
Success Criteria




2012. All applicable newly purchased
items shall be recorded and labeled in
accordance with the policy.
For items that were purchased prior to
school year 2011-2012, they are to be
re-registered in phases within the
school year 2011-2012. All existing
labels that have been affixed prior to
school year 2011-2012 will be retained
for reference.
For items that have been in use for 5
years or more, they can be written off
by submitting Fixed Assets Write-off
Form A to the IT & Resources
Committee for processing.
For items that have been in the
school’s possession for less than 5
years and needs to be written off
because of theft, lost, damages or
being obsolete, the teacher or staff-incharge needs to complete Fixed Assets
Write-off Form B and have the
relevant form must be submitted to the
Principal for prior approval. In case of
theft, a report needs to be filed with
the police. In case of lost, a report to
be filed with the police may be
required upon Principal’s discretion.
Write-off requests are processed once
every term. The Primary Section and
the Kindergarten Section are to handle
their respective write-off requests.
The Secondary Section is to handle the
write-off requests from the Secondary
Section, the Council and the Tuck
Shop.
- 81 -
Evaluation
People
Responsible
Objectives
To facilitate
teachers and
students using IT in
teaching and
learning, such as
integrating IT into
the curriculum,
teaching and
learning activities.
Strategies/
Tasks
Target
group
Time scale
Success Criteria
 Write-offs are to be donated to
School
Homepage
Subject
teachers
Whole year
e-Learning
Policy
Teachers and
students
Whole year
organizations. Two Write-off
Donation Lists will be compiled.
Write-off Donation List A shall
contain a list of charitable
organizations. Write-off Donation List
B shall contain a list of Environmental
or Recycling Companies. Priority will
always be given to organizations on
List A. Each organization will take
turns in receiving the donations.
 The contents of School Homepage are
updated throughout the year including
circulars and other school information.
 Include new features in the school
homepage to provide updated,
pertinent and useful information to all
stakeholders.
 e-Learning Platform, WebQuest
 It is a tool to promote e-learning and
self-directed learning
 Involved subjects of this academic
Subject
websites
Subject
teachers
Evaluation
Whole year
year include Computer, Liberal
Studies, Mathematics, and Physics
 All the WebQuest projects are
uploaded to MSC e-learning package
in School Homepage
 The subject website of Computer
Department can be renovated.
 It is planned that all other subject
websites would be updated by the next
academic year.
- 82 -
People
Responsible
Contents had been updated
throughout the year. Three
new features had been
added:
 3 Video channels
 Comprehensive view on
school events,
announcements,
circulars and
achievements
 A Daily Bread
Involved WebQuest
projects were done
successfully and uploaded
to the School Homepage.
IT
Committee
Updated Subject website of
Computer Department was
launched in summer
holiday.
IT
Committee
and Subject
Departments
IT
Committee
and Subject
Departments
Objectives
To enhance the
accessibility of all
IT systems for the
stakeholders,
consolidate and
simplify the
applications of the
platforms.
To establish the
culture of IT, and
promote experience
sharing within the
school and with
Strategies/
Tasks
e-Learning
one-off grant
Target
group
Subject
teachers
Restructuring
on Computer
Domain
system
Teacher and
staff
Summer
Holiday
School Portal
System
Teacher and
staff
Whole year
eClass
Integration
Teachers,
staff and
students
Summer
Holiday
Media
Reporting /
Sharing
Teachers and
students
Whole year
Time scale
Success Criteria
Evaluation
Whole year
 It is a learning fund offered by EDB to
On average, about $3000 ~
$5000 was allocated to
each subject department.
Colleagues were invited to
apply for the funding.
Application was received
from Integrated Science
Department.
Update was done
successfully during summer
holiday.
promote the procurement of e-learning
materials by subject departments.
 IT committee is responsible for the
allocation of the funding, and to be
spent by 2013.
 Integrating domain controllers from 3
sections into 1 system
 Implementing a backup server to
enhance fault tolerance on the system

 In order to enhance the effectiveness
and provide quality technical support
to teachers and staff, IT service
request portal has been developed this
year. Colleagues can submit their IT
related service requests to the portal.
 Integrating admin eClass and learning
eClass
 In order to enhance the stability of the
eClass service, the eClass can be
migrated to a new powerful server
 In order to enhance the sustainability
of the eClass service, a Disaster
Recovery Service can be implemented
to eClass.
 In order to facilitate the use of
electronic documents, the email quota
can be enlarged.
Contact external organizations to promote
and share IT culture of the school
- 83 -
People
Responsible
IT
Committee
and Subject
Departments
IT
Committee
School Portal was
implemented to handle IT
& school maintenance
request.
IT
Committee
Update was done according
to the plan. New features
were introduced:
 Implementation on
Email Server
 Continuous Assessment
Mark Sheet
 Feasibility study on
eClass servers
migration
IT
Committee
 Introducing IT team in
IT
Committee,
IT
Supporting
Team, and
eZone Magazine on 27
January 2011
 PC Market
 Microsoft Case Study in
Objectives
Strategies/
Tasks
Target
group
Time scale
Success Criteria
external
organizations.
Evaluation
June 2011
Achievements
Seminar
Teachers and
students
Whole year
Teachers
Whole year
Take part in external competition or
activities.
 The Best Booth of
Share experience with external
organizations
 Being an organizer of
- 84 -
Microsoft Education
Forum 2011, Microsoft
 Comprehensive Subject
Award, Hkedcity and
Chief Executive Award
 Mr. LUI Hang-sum was
the winner of the
Microsoft most valued
teacher 2010 and was
delegated as Hong
Kong’s representative to
attend the World Wide
Innovative Education
Forum 2011 in Cape
Town in October 2010.
the Seminar with eZone
and iProA on 19 May
2011
a guest speaker in
Microsoft Education
Forum 2011 in
November 2010 and
March 2011.
a guest speaker in
AiTEL Education
Forum in June 2011.
a guest speaker to
introduce the school IT
People
Responsible
Campus TV
Team
IT
Committee
and
Computer
Department
IT
Committee
and
Computer
Department
Objectives
To provide a
reliable and
sustainable IT
platform. This
includes the
establishment of
cost effective
environment and
high efficiency
communication
channels.
Strategies/
Tasks
Target
group
Time scale
Success Criteria
Workshop for
Staff and
Parents
Teachers,
staff and
parents
Whole year
Arrange training workshops for staff and
parents to enrich their IT knowledge.
Restructuring
File server
Teachers and
Staff
Summer
Holiday
 Files of the Current year are only






stored in the “Home” and “Subject”
drives
Files of the past 3 years are stored in
the “Backup” drive
All the unclassified files are stored in
the “Others” folder
“Others” folder is to be offline on 31Dec-2011
Multimedia files, such as Videos and
Pictures are NOT recommended to be
stored in the file server
Multimedia files are suggested to be
stored in the multimedia drive
In order to facilitate electronic
circulation, Personal Drive and
- 85 -
Evaluation
support service portal in
Learning and teaching
expo 2011 at the Hall of
the Hong Kong
Convention and
Exhibition Centre on 28
June 2011.
 19 January 2011 for
Teacher and Staff
(Outlook + Excel)
 12 March 2011 for
Parents
 25 March 2011 for
Teacher
 15 sessions of workshop
for Teachers and staff
on the application of
New file server and
printing system. Over
95% of staff had joined.
All the changed were done
during summer holiday
People
Responsible
IT
Committee
and Teachers
IT
Committee
Objectives
Strategies/
Tasks
Consolidating
Printing and
Copying
Target
group
Teachers,
staff and
students
Time scale
Whole year
Success Criteria
Personal Website can be implemented
for the usage of all users
 Each year an 8GB disk quota is
granted to each staff (Additional
storage will be granted upon request
with reason)
 For operation details, 15 sessions of
workshop can be scheduled during
summer holiday.
 External access right would be
enabled after workshop
 FTP(M:\) Server is no longer available
 All past data is archived in the server
room
 Using computer to receive fax and
circulating fax documents
electronically is introduced
Phase 1: (Sept to Dec 2011)
 There is no difference in printing with
the new system
 Copying and scanning functions are
available in all machines
 Only A4 and A3 paper are accepted
 F4 paper is still available until 01 Feb
2012
 No additional machine is available in
the common room
 No recycled paper is allowed for
printing
 Bulk printing and copying
- Option 1: Same as before, print
the master copy and pass it to the
print room, the meter will be
counted accordingly
- Option 2: Direct print out from
the computer, the meter will be
- 86 -
Evaluation
Phase 1 was completed
successfully.
People
Responsible
IT
Committee
and
Resources
Committee
Objectives
Strategies/
Tasks
Target
group
Time scale
Success Criteria
Evaluation
People
Responsible
counted to corresponding staff
 Students can buy vouchers from the
To enhance the use
of video as a media
of learning and a
communication
channel and
provide video
production service
for school events
by Campus TV
Team.
To cope with the
school’s major
concern by
In cooperation
with the 85th
anniversary
celebrating
committee,
some
productions
have been
made for
celebrating
IT Kiosks and
Displays
Second
term
Save resources
by
Reduce,
Whole year
Whole year
tuck shop and add value to their
student cards through the web (Service
will be available in October)
 Printing service request form has been
updated
Phase 2: (Jan to Mar 2012)
 Promoting duplex printing and
copying
 Promoting A3 paper
Phase 3: (Apr to Jul 2012)
 Promoting network scanning
 Promoting the electronic circulation of
documents
Phase 4: (2012-2013)
 Reducing the number of total printouts
 Introducing the electronic flow of
documents
 A School Heritage Movie
 85th Anniversary Official Homepage
 Video shooting and editing
 A DVD production
The contents of IT Kiosks are updated
throughout the year including school
events highlights and other school
activities.
 Reduce the use of paper by promoting
the use of electronic files.
 Reduce the energy cost by
- 87 -
School Heritage Movie and
85th Anniversary Official
Homepage were launched
in School Homepage.
Video shooting, editing and
DVD production was done
by Campus TV Team.
IT
Committee
and 85th
Anniversary
Musical Task
Force
Updated was done by
Campus TV Team
throughout the year.
Campus TV
Team
Cost and waste of IT
facilities were reduced,
while the performance had
IT
Committee
Objectives
promoting green
education with the
use of IT tools and
online technology.
Strategies/
Tasks
Reuse,
Recycle and
Replace.
Target
group
Time scale
Success Criteria
restructuring server and network.
 Promote the use of electronic means
for public announcement, such as
LCD displays and School Hompage.
 Implement a more cost effective
printing solution.
- 88 -
Evaluation
been improved.
People
Responsible
Language Across the Curriculum
LAC Committee consisting of eight members has been set up with a view to facilitate and optimize students’ learning through better use of English.
Committee structure
Head:
Deputy Head:
Committee members:
Ms. Ng Yee Yuk
Ms. Chin Wai Ying
Ms. Chan Tsz Him, Ms. Cheung Tung Ping,
Mr. Chow Chi Shing, Mr. Kan Yu Hin,
Mr. Tsang Yue Man, Mr. Wu Fung Leung
Plans
1. Whole school
implementation of language
plan which states the core
language skills required in
each form
Implementation
All academic EMI subjects were invited to incorporate
language skills into their teaching schemes (server: 15_
LAC_public _teaching schemes). The Worksheets
were also placed in the server (LAC_public_LAC
worksheets: F1 to F.7). Subject evaluation was to be
done at the end of each term.
Effectiveness
 All EMI academic subjects included the language skills in
their teaching schemes. Some of the subjects had put their
worksheets and subject evaluation into the server for
reference. The active subject departments involved in LAC
included: Chemistry, English, Geography, History, I.S.,
Liberal Studies, Visual Arts.
2. Developing understanding
of question words and
vocabulary building for
each EMI subject
3. Integration of subject
content and language
learning in project work to
provide an authentic context
to use English in junior
forms
All EMI teachers were invited.
 The work was shown in worksheets and teacher sharings.
Cross-curricular project work:
F.1 Environmentally Friendly Classroom
F.1 4-step Literacy Approach to Endangered Species
F.2 Geography Multimedia Learning Material Design
Competition
F.2 West Kowloon Cultural District
F.3 Commercial videos
F.3 Statistics
A questionnaire was used to collect information on
English enhancement activities.
 Presentation skills, language skills, vocabulary building and
writing skills were taught and the students were able to
demonstrate these through the cross-curricula activities and
projects. Student presentation on their work was done in
lessons and the best works in the hall on 20 May, 2011.
4. Encouraging more English
enhancement activities to
increase opportunities for
students to use English
- 89 -
 More English enhancement activities had been done by
EASE, Public Speaking Club, Debating Club, Beacon and
could also be seen in other committees such as Song
Dedication organized by Religious Committee, Sound of
Music organized by Counseling Committee. English
Musical was an excellent attempt by school to enhance
Plans
Implementation
5. Providing reading material
on current issues and giving
support on English usage
6. Sharing strategies for
promoting language across
the curriculum
English Digest (server: 15_ LAC_public_English
Digest)
Effectiveness
opportunities to speak and sing in English.
 50 issues were well received.
b. A workshop on developing Language Across the
 CTP, KYH, NYY shared about the integration of content and
language in science, cross-curricular project and the whole
school language plan, and the response received by EDB was
good.
 Well received by the teachers.
Curriculum: 4 –step approach to Academic
English
Date:
18 January, 2011 (Tuesday)
Time:
2 p.m. – 4 p.m.
Speaker: Dr. Angel Lin,
Associate Professor of HKU
c. LAC Sharing Session on staff development day on 1
June, 2011
 9 teachers out of 8 EMI departments contributed to the
sharing.
a. Sharing of strategies in developing language across
the curriculum by Munsang College organized by
EDB on 20 November, 2010
Collaborating with subject departments in developing reading, writing and speaking strategies
Department
Strategies / Tasks / Activities
Method of evaluation
Effectiveness
English
 Video clips
 Students were able to speak English in the production of the
Developing speaking and writing
Geography
 Writing
videos arranged by Liberal Studies Department.
skills in authentic context of
Liberal Studies
 Presentation
 Students learned the writing and presentation of the slogans
environmental protection in F.1
Integrated Science
and logos for environmental protection in the lessons of
Visual Arts
English and Visual Arts.
Library
 Students were able to write action plans in I.S. lessons to
LAC
help protect the environment and explain how their actions
slow down global warming in geography lessons.
F.1 4-step Literacy Approach to
Worksheets
 F.1 students were able to pick up science terminology.
I.S. and English
Endangered Species
English and Visual
Arts
Computer and
Geography
Developing speaking skills in
performing drama using masks
F.2 Geography Multimedia
Learning Material Design
Drama performance
Powerpoints
- 90 -
 F.1 Students were able to perform drama in English and even
sing songs in English.
 Two groups were awarded by EDB.
Department
Geography
Integrated Science
Library Committee
LAC
Strategies / Tasks / Activities
Competition
Developing speaking and writing
across the curriculum in F.2
Method of evaluation
Written assignments
English
BAE
LAC
Developing speaking across the
curriculum in F.3
Video clips
Mathematics
Developing presentation skills in
F.3
Classroom presentation
- 91 -
Effectiveness
 Students were able to evaluate the three master plans of West
Kowloon Cultural District, though some did not apply the
town planning concepts.
 Students were able to design their environmentally friendly
building or community after doing science investigation and
present their design.
 The three best works were awarded with internal
scholarships: two for 1969 Alumni Prize for Innovative
Approaches to Teaching and Learning and one for Mr.
Cheung Chung Leung Memorial Scholarship for Science
Learning.
 Students successfully produced a video commercial to
promote a product.
 Students were able to incorporate their economic concepts
learned in BAE together with presentation skills and acting
learned in the English lesson.
 Students had learned skills in presentation in English lesson
before. They were instructed to give a presentation on a topic
about some statistical data with the skills kept in mind.
 Students were able to present statistical facts, data and
findings in group in English using power point.
 Language skills and collaboration among students within
groups were demonstrated.
 Students learned through their preparation, presentation and
from their classmates’ presentation.
Religious Committee
Objectives
Theme of the year: “The fruit of the Spirit”
Scripture: Galatians 5:22-23 (New International Version)
22
But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, 23gentleness and self-control. Against such things there is no law.
1.
2.
3.
Help students be formed Christ-like person.
Help students understand that the nine character qualities are a unity, a perfectly formed Christ-like character.
Key issues to be addressed:
a. Encourage students to study religious knowledge through self-learning, such bible study and spiritual quiet time
b. Assist students to set goals and work towards these goals
c. Assist students to build up their Self-directed Learning skills through attending AM730
Activities Held in collaboration with Biblical Knowledge Department:
Activities
AM 730
(From 7 Sept to 1
June, every
morning)
FM 103
(From 17 Sept to
20 May, every
Friday lunch time)
Participants
Expected Outcome
Some students may have a better
Bible reading.
F.1 - F.7
spiritual life.
 Observation
from teachers
 Sharing with
students
understanding of the theme of the
year.
 Observation
from teachers
 Sharing with
students
 Observation
from teachers
 Sharing with
students
 Observation
from teachers
 Sharing with
students
F.1 - F.7
LETS
(Ten Tuesdays)
F.1 - F.7
Wycliffe Bible
Translators Bible
Exhibition
All sections
in MSC
campus
Breakthrough
Book Fair
All sections
in MSC
campus
Method of
Evaluation
 Observation
from teachers
 Sharing with
students
understanding of the different
versions of the Bible
understanding of the religious
knowledge
- 92 -
Evaluation
 In term 2, attendance increased after promotion of bible
reading. Some SNAS Ambassadors also attended.
Training could not be properly done because of lack of
publicity.
 Newcomers can be given training materials.
 27 meetings implemented. Steady attendance except
during peak Musical practice. There was a wide range of
spiritual level within cells.
 Content to be planned quarterly with fine-tuning. Arranging
lunch box becoming difficult due to green policy
 LETS Videos uploaded to BK eClass and worksheets helped
students understand the talks. It was also supported by
prayers of SNAS Ambassadors.
 One form each time at Chapel. Two talks for F.1 to F.3.
 Not many students visited the exhibition because it was held
at the Administration Center (not a proper place).
 Most students visited the book fair.
 A book fair will be held after the evangelical meetings next
year.
Activities
Participants
First Prayer
of a week
Secondary
section in
MSC campus
Hall Assemblies
Religious Talks
(Junior & Senior)
Hall Assemblies
Worship
(Junior & Senior)
F.1 - F.7
F.1 - F.7
SNAS
F.1 - F.7
SNAS Ambassador
Training
SNAS
Ambassadors
SNAS Ambassador
Training Camp
SNAS
Ambassadors
Staff Fellowship
Staff
Expected Outcome
spiritual life.

knowledge

SNAS Ambassadors gain
experience in leading the worship.

spiritual life.

SNAS Ambassadors may have a
better spiritual life and worship.

SNAS Ambassadors may have a
strong spiritual life.

Teachers may have a better
spiritual fellowship with each
other.








Method of
Evaluation
Observation
from teachers
Sharing with
students
Observation
from teachers
Sharing with
students
Observation
from teachers
Sharing with
students
Observation
from teachers
Sharing with
students
Observation
from teachers
Sharing with
students
Observation
from teachers
Sharing with
students
Observation
from teachers
Sharing with
teachers
- 93 -
Evaluation
 Some good responses from students and teachers
 Fewer compared to last year. Due to tight schedule, the
time for the speaker was too short (10 mins)
 Junior: hymn leading has switched from teacher to students,
who introduced the hymns before singing. Greater
participation of SNAS Ambassadors.
 Presentation of SNAS Awards should be held earlier in the
next academic year.
 SNAS Ambassadors enjoyed the training.
 Increase in frequency. More advisors would be invited to
help.
 SNAS Ambassadors enjoyed the camp.
 A new camp will be held in earlier holidays
 Teachers attended and responded well.
Resources Committee
The Resources Committee aimed to provide a good learning and teaching environment for students and teachers. Due to the long history of our school campus,
the maintenance of it is of utmost importance. We paid attention to both the structural safety and the hygienic of all buildings.
Besides, in view of several attacks on schools in China, we also continued to improve the security level of our school campus.
Last but not least, to echo the increasing global concern on environmental protection, we introduced a photocopying quota system for staff so that paper
consumption could be reduced.
Activities Held:
Activities
Improving the structural safety of
the school campus.
 The school campus will be
inspected.
 ER and MR will be applied if
necessary
Improving the hygiene level of
the school campus.
 A new water tank will be built.
 New drinking machines will
be installed.
 Water pipes will be replaced.
Improving the campus security
level.
 New CCTV camera will be
installed in CARE.
 Card system for opening doors
of special areas will be
installed.
Clearer division of duties between
the IT Committee and the
Resources Committee
 The possibility of handing
Participants
Expected Outcome
Method of Evaluation
Evaluation
Mr. Ho YC
Mr. Kwok CC
 Contractor from EDB
agrees that our campus is
structurally-safe.
 Close contact with the
There were a number of repair works
contractor will be kept and done and the campus was structurally
they will be invited to visit stronger than before.
our school when necessary.
Mr. Ho YC
Mr. Chan HF
Mr. Kwok CC
 Drinking water doesn’t
have suspicious
substances.
 No strange smell to be
found in drinking water.
 Teachers’ opinion will be
collected.
 Continuous inspection of
water quality will be done.
Staff was satisfied with the quality of
water from the new dispensers and
no more complaint were received.
Mr. Ho YC
Mr. Ho ST
Mr. Kwok CC
 No cases of trespassing
recorded throughout the
year.
 Number of trespassing will
be closely monitored.
The card system was in use already.
Besides, there were not many cases
of trespassing.
Mr. Ho YC
 Both committees agree
that the division of duties
is the best for the time
being.
 Discussions with the IT
Committee should be held.
To smooth things out, the IT
Committee and Resources
Committee were merged together to
form the IR Committee with 3
- 94 -
Activities
over the visualizers to IT
Committee will be explored.
 The possibility of taking the
alarm system from the IT
Committee will be explored.
Building a more
environmentally-friendly campus.
 The printing quota system will
be implemented.
 Talks about environmental
protection will be held.
Participants
Expected Outcome
Evaluation
sections.
Mr. Ho YC
Mr. Chan WO
 Paper consumption is
reduced.
 Talks can increase students
and staff’s awareness on
environmental protection.
- 95 -
 The number of paper
consumed will be
compared with data of the
previous years.
 Students’ feedback on the
talks will be collected and
compared with staff’s.
The quota system was introduced
with success. Besides, some activities
and modification on the school
campus were discussed to go in line
with the School Major Concern of
the coming years - green education.
Staff Development Committee
The committee coordinated matters and activities regarding professional development of teaching staff
and in relation to the School Major Concern. The programs of the Staff Development Committee aimed at
updating teachers’ professional knowledge and teaching skills.
News and courses of staff professional development were provided to all teachers. Update resource
materials on continuing education were collected and circulated among teachers concerned. The School
Council also supported teacher to take courses related to their professional development and
reimbursement of $800/year was provided to each teacher for attending courses.
It was the second year of the new three-year cycle of Teachers’ Continuing Professional Development
(CPD). Teachers spent not less than 150 hours on CPD in the cycle. With the CPD record, teachers could
record personal continuing professional development systematically and plan for the future. Courses
related to teacher’s academic and non-academic duties were the important elements of CPD. Moreover,
attending courses related to NSS were important to our teachers. According to the CPD records, teachers
attended lots of seminars related to New Senior Secondary Curriculum.
Staff Development Days were arranged to facilitate activities related to the School Major Concern and to
raise teachers’ awareness of curriculum reforms. The Staff Development Committee organized three
school-based structured Staff Development Days on 18 January 2011, 9 May 2011 and 1 June 2011.
To echo the school major concern, Ms. Merry Keung, the Senior Manager of Assessment Development
(HKEAA) was invited to conduct a half-day seminar on 18 January 2011. Through the seminar, teachers
developed a deeper understanding on Assessment for Learning. Moreover, the rationale of School-based
Assessment was recognized. From the questionnaire, teachers agreed that they got a deeper understanding
on ‘assessment for learning’. Moreover, their capability on assessing students through SBA was
consolidated.
In the afternoon session, a seminar arranged by the Language Across the Curriculum Committee was held.
The title was ‘A 4-step Approach to Language Across the Curriculum’. Dr. Angel Lin, Associate Professor
of Faculty of Education HKU, was invited as our speaker. Through her talk, teachers learnt how to use
English to learn and to teach content subject. She also introduced the importance of understanding
academic literacy genres in secondary education. Sharing strategies of teaching English across different
content subjects was also done.
The second Staff Development Day was held on 9 May 2011. A study tour to Guangzhou was arranged.
Teachers visited schools in Guangzhou. During the visit, teachers of two places shared their teaching
experience. In order to echo our major concern, teachers put focus on how mainland teachers apply
assessment for learning in their teaching. Most of the teachers agreed that the tour helped them
recognizing the teaching in mainland. It was a precious moment for teachers to share their experience.
The third Staff Development Day was held on 1 June 2011. To consolidate teachers’ knowledge about
OLE (Other Learning Experience), an intrinsic element in nurturing students into well-rounded pillars of
our society, the speaker of this seminar, Mr. Stephen Yip Yam Wing, Chief Curriculum Development
Officer of Life-wide Learning and Library Section, eloquently delivered an invaluable speech highlighting
the gist of and rationale behind OLE in the current curriculum.
As a continuum of the seminar in the morning session, Dr. Chui Yat Hung, Lecturer of Department of
Applied Social Sciences from Hong Kong Polytechnic University, expounded the concept of life planning,
centering his speech around the urgent need for students to structure their life roles for career and life
planning.
To assist new teachers to adapt to the new environment and realize their duties in our school, a New
Teacher Orientation Day was arranged. It was held on 23 August 2010. Through the activity, new teachers
got to know more about the school routines. In order to enable new teachers to know more about the
Discipline Committee, an orientation program was also arranged on the same day. As indicated in the
questionnaire, new teachers agreed that they have a preliminary picture of our school environment and the
daily logistic arrangement after joining the orientation. Moreover, communication between the new
teachers and our school was strengthened.
- 96 -
Staff Development Committee Programs (2010-2011)
Date
23 August 2010
18 January 2011
(morning session)
18 January 2011
(afternoon session)
9 May 2011
Programs
New Teacher Orientation Day
(Staff Development Committee & Discipline Committee)
Staff Development Day I
Talk on AFL & SBA
Staff Development Day I
A 4-step Approach to Language Across the Curriculum
Study Tour to Guangzhou Mainland
1 June 2011
(morning session)
1 June 2011
(morning session)
1 June 2011
(afternoon session)
Staff Development Day III
Talk on OLE (OLE: Is it necessary?)
LAC sharing session
Seminar on Life Planning
- 97 -
Reports of Subject Departments
Biblical Knowledge Department
To echo the school’s major concern, we helped promoting Asessment for Learning and metacognitive skills through drama, lessons and prayer writing.
following activities were also conducted.
1.
Religious Theme of the year was ‘The fruit of the spirit’
In addition to LETS talks, students were asked to search information on ‘The fruit of the spirit’, discuss and present the theme in class.
performance of the students, they showed a better understanding of the theme.
The
Based on the
2.
Further enhancing students’ English capacity
Through pre-lesson preparationsand writing reflections, student’s English was improved.
F.1 students wrote an application related to their daily life.
F.2, F.4 and F.6 students wrote a reflection of the witness they watched.
F.5 students wrote a reflection on the fruit of the spirit and prayer writing.
Through different writing activities, various English patterns were developed.
3.
Promotion of religious activities in collaboration with Religious Committee
a. Evangelical meetings:
There was preparation for evangelical meetings in F.1 BK lessons. BK teachers encouraged students to attend the Follow-up meetings at FM103.
b. Spiritual Nourishment Awards Scheme:
BK teachers assisted in the promotion and the record. However, students were not very enthusiastic about the scheme. Therefore this coming school
year, SNAS ambassadors would promote the SNAS programme.
Activities Held in collaboration with Religious Committee:
Activities
AM 730
(From 7 Sept to 1
June, every
morning)
FM 103
From 17 Sept to
20 May, every
Friday lunch time
Participants
Expected Outcome
Some students may have a better Bible
reading.
F.1 - F.7
F.1 - F.7


spiritual life.


Method of
Evaluation
Observation
from
teachers
Sharing with
students
Observation
from
teachers
Sharing with
- 98 -
Evalution




In term 2, attendance increased after promotion of bible
reading. Some SNAS Ambassadors also attended.
Training could not be properly done because of lack of
publicity.
Newcomers could be given training materials.
27 meetings were implemented. Steady attendance
except during peak Musical practice. There was a wide
range of spiritual levels within cell groups.
Content was planned quarterly with fine-tuning.
Activities
Participants
Method of
Evaluation
students
Expected Outcome

understanding of the theme of the year.
LETS
Ten Tuesdays
F.1 - F.7
Wycliffe Bible
Translators Bible
Exhibition
All sections
in MSC
campus
Breakthrough
Book Fair
All sections
in MSC
campus

understanding of the different versions
of the Bible.

knowledge.



Observation
from
teachers
Sharing with
students
Observation
from
teachers
Sharing with
students
Observation
from
teachers
Sharing with
students
- 99 -
Evalution


Arranging lunch box would be difficult due to green
policy.
LETS Videos uploaded to BK eClass and worksheets
helped students understand the talks. It was also supported
by prayers of SNAS Ambassadors.
One form each time at Chapel. Two talks for F.1 to 3.
Not many students visited the exhibition because it was held
at the Administration Center.


The book fair was well received.
A book fair would be held after the evangelical meetings
next year.
Biology Department
To echo Major Concerns of the School, Biology Department has conducted the following activities:
Objective I:
1. To enhance teachers’ capability on incorporating peer assessment and / or self-assessment in their teaching through peer observation
2. To initiate and improve students’ own learning through the application of metacognitive skills and promotion of peer- and self-assessment skills
3. To enhance students’ and teachers’ confidence on mastering the NSS curriculum
Strategies /
Target Time
People
Success Criteria
Methods of Evaluation
Reflection / evaluation
Tasks
group Scale
Responsible
nd
Information
F.3
2
Students are able to:
 Students’ performance
 Classmates  Most students could conduct smooth
searching on
Term
 conduct smooth
 Peer-assessment by the  Subject
presentation.
diet-related
presentation;
next presenting group
teachers
 Some groups could prepare a good
diseases and
 apply peer-assessment
 Teachers’ assessment
 Teachers in
PowerPoint presentation which includes
presentation
and make use of the
and feedback
the panel
pictures or flow charts.
assessment rubrics to
 Peer observation
 Few groups could present without referring to
improve their learning.
the scripts.
Use of
F.4
Whole Students are able to
 Student’s performance;  Classmates  Use of the metacognitive skills in the
metacognitive and
year
 complete the tasks;
 Peer-assessment and
 Subject
presentation after lecturing is a good revision
skills in
F.5
 conduct smooth
self- assessment;
teacher
tool.
explaining
presentation and answer  Teacher’s feedback
 Teachers in  Employing peer- and self-assessment provided
learned
raised questions in the
the panel
a good chance for the students to perceive the
biological
lesson;
mistakes or misconception that they had made.
concepts to
 use assessment rubrics
 These two practices enable students to have a
their peers
to assess their learning
better understanding on the concepts and
achievement.
correct sequences of events in some
complicated physiological processes.
Use of
F.5
2nd
Students are more
 Peer-assessment and
 Classmates  Through the practice and feedback from
microscopes
term
confident in using
self-assessment
 Subject
classmates and teachers, students could
and practice of
microscope; and acquire
 Teacher assessment and
teacher
improve their practical skills. They would be
techniques in
different practical skills,
feedback
 Teachers in
more confident in performing experiments.
experimental
so as to achieve higher
the panel
work
score in Area A of SBA.
nd
Preparation of F.6
2
Students could acquire the  Peer-assessment and
 Classmates  Students are able to learn, and comment on
microscopic
term
practical skills and
self-assessment
 Subject
slides prepared by themselves and classmates.
slides
technique
 Teacher assessment and
teacher
 Students are more alert of the steps involved in
feedback
 Teachers in
the preparation.
the panel
- 100 -
Objective II:
To facilitate student learning through better use of English
Strategies /
Target
Time Scale
Success Criteria
Tasks
group
Students are able to use
Write
Form 3, Whole
school year reported speech to write
experimental 5 and 6
experimental report
report
Methods of Evaluation
 F.3 students complete the
worksheet
 F.5 and F.6 students
complete the experimental
report for SBA and TAS
Answering
questions
start with
“compare
and contrast”
Form 4
and 5
Whole
school year
know the genre used in
answering “Compare
and contrast” questions;
 Discussion in the lessons
 Complete the worksheet
“Reading to
learn” task
Form 5
and 6
Whole
school year
understand the
subject-related article
and use the underlying
principle to answer
questions
Complete the worksheet
- 101 -
People
Reflection / evaluation
Responsible
Teachers in  Given with guidelines, samples and
the Panel
practice, most students know the correct
format of a scientific report.
 However, if time is available, more
practice should be given so that students
could achieve higher score in SBA and
TAS.
Teachers in  After the discussion, students understood
the panel
that “similarities” and “difference”
should be included in the answer.
 Answering in “table” and “paragraph”
forms was practised and students
acquired the way how to present the
answers.
Teachers in  Through article reading, students are able
the panel
to widen their horizon in the
development of biological science.
 Besides, they can taste the style of
scientific writing in an authentic way.
Other Activities:
Activity
Field trip – Fresh Water Habitat
Time period
December, 2010
Target group
F. 7B students
Evaluation
 Enrich students’ experience and exposure.
Science Day (for Primary six students of Munsang
College)
Participation in “Explore the World of Medicine”
Public Lecture Series 2011 organized by Li Ka
Shing Faculty of Medicine of the University of
Hong Kong
Library Book Exhibition – reference book for
NSS
A seminar, namely “New Routes to Attack Cancer
by Targeting Reverse of Dying-Process” which
was organized by the Chinese University in Hong
Kong, and conducted in Lecture Theatre of
Munsang College
Participation in the “Senior Secondary Science
and Mathematics Competitions (SSSMC)”
organized by the Hong Kong Polytechnic
University
December, 2011
 F.6B students
 10 F. 5E students
 Enhance students’ capability and confidence in presentation,
Throughout the
school year
F.5 and F.6 Biology
students
1/12/2010 –
17/12/2010
16th February,
2011
Students who study
Biology
 F.5 and F. 6
Biology students;
 Biology teachers of
Munsang College
Enhance students’ confidence on mastering the NSS
curriculum
 Enhance the “Widening of students’ horizon”;
 Enhance both teachers’ and students’ confidence on
mastering and understanding the NSS curriculum.
30th April, 2011
Nine F.5 students
 Enhance the:
A “Biotechnology Workshop on Crime Scene
Investigation” – emphasizing on PCR and Gel
Electrophoresis technique - organized by
Bio-Rad and conducted in Biology Laboratory of
Munsang College
Participation in “DNA Workshop“ organized by
the Hong Kong Polytechnic University
14th June, 2011
Biology teachers and
technician of
Munsang College
Summer
vacation (23rd
and 24th June)
Summer
vacation (20th –
22nd July)
Two F. 5 students
 Enhance the:
Six F. 5 students
- “Widening of students’ horizon”;
- “Enriching students’ experience and exposure”; and
- Students’ confidence on mastering the NSS curriculum.
 F.5 Biology students should be encouraged to participate in
one of these activities.
Participation in “DNA Camp “organized by the
Hong Kong Polytechnic University
- 102 -
demonstration and performance of experimental work
Enhance the:
 “Widening of students’ horizon”; and
 “Enriching students’ experience and exposure”.
- Students’ confidence on mastering the NSS curriculum:
- “Widening of students’ horizon”;
- “Enriching students’ experience and exposure”.
 Students’ performance: One student scored “High
Distinction”, while four scored “Distinction” and two scored
“Credit”.
 It is worthwhile to nominate F.5 students to participate in this
competition if it would be run in the c school year.
Enhance teachers’ and technician’s capability and confidence
on mastering the NSS curriculum.
BAFS / Principles of Accounts Department
The major objective of the Department of Principles of Accounts / BAFS is to increase students’ awareness of the development of the business practices and
statutory requirements of accounting practices in Hong Kong and encourage students to appreciate the responsibilities of accounting professionals and business to
various stakeholders and society as a whole. Learning how to make ethical business decision is also part of the main concern of the department.
Apart from the strategies of metacognitive skills and pre-lesson preparation, we have put more focus on ‘assessment for learning’ which was introduced this year
as the school major concern.
1.
2.
Enhancing teachers’ capability on incorporating peer assessment and / or self-assessment into their teaching through:
a.
Collaborative lesson preparation
In F.3, collaborative lesson preparation sessions were conducted to help teachers prepare the school-based curriculum of Business and Economics.
Through these sessions, teachers’ capability and confident in carrying out peer / self-assessment was further enhanced. Similar sharing sessions were
also conducted informally for other levels. It was reviewed by the teachers that the resources shared during the lesson preparation sessions among panel
members were resourceful and helpful. More formal sharing sessions or collaborative lesson preparation sessions are appreciated.
b.
Peer observation
Through peer observation, skills of conducting peer / self-assessment activities were observed. Teachers’ experiences were shared during pre- and
post-observation discussion. After a one-year implementation, teachers admitted that they are more confident in conducting effective lessons with
peer-/self-assessment. Metacognitive skills were also observed in the lessons. Teachers were found more confident in making use of such skills to
enhance students’ learning.
Promoting students’ peer assessment / self-assessment skills for improving their own learning
Time
Methods of
Strategies / Tasks
Expected Outcome
Scale
Evaluation
F.3 – F.6
• Students understand the • Self-reflection /
Whole
• Marking schemes / Assessment
assessment
assessment
year
rubrics will be distributed to the
requirements.
form
• Students know how to
• Teachers’
students after the dissemination of
improve their
observation
the assignment
• Discussion will be held among
performance next time.
teachers and students to let them
understand the quality of the
assignment required
- 103 -
Effectiveness
• Students agreed that the implementation of
peer / self-assessment had provided them
opportunities to learn from their classmates.
• Teachers agreed that students were more
willing to make improvement when they
shared the experience of success from their
classmates.
3.
Collaborative effort on further enhancing students’ English capability
Time
Strategies / Tasks
Expected Outcome
Scale
• F.3 One-minute Video Production
March
• Students are required to produce
• Use the appropriate
and
one-minute video introducing the
English to introduce the
April
business / economic issue assigned 2011
business issue
• Introduce the business /
to them
• English teachers will teach students
economic terminologies
how to write script
to their classmates
• F.4 – F.6 Business Analysis
• Students are required to write a
report on the performance analysis
of a business entity
• Each student chose one public
listed company to prepare the
analysis
• Accounting ratios are to be used as
tools
• A report to be prepared to evaluate
the company’s performance on the
following aspects:
- Profitability
- Liquidity
- Management efficiency
- Investment performance
- Students are to present their
observation
2nd Term
• Evaluate different
performance aspects
with appropriate
accounting ratios
• Explain the causes and
effects
• Make suggestion with
appropriate writing
style
• Present their points of
view with the
appropriate manner as
a business expertise
- 104 -
Methods of
Evaluation
• Video
• Teachers’
observation
• Feedback from
the classmates
by peer
assessment
Effectiveness
• Due to the tight teaching schedule, the
project was carried out in April.
• Students were able to make application of
concepts they have learnt in the lessons.
• Students have demonstrated appropriate
usage of English in TV commercial.
form
• Students’
• Students agreed that they could make
reports
• Presentation
• Teachers’
observation
• Students’ peer /
self assessment
form
application of what they had learnt from
accounting in interpreting company’s
financial performance.
• Teachers also appreciated students’
performance in the report writing.
• Application of subject knowledge and
concepts were demonstrated.
Activities Held:
Activities &
Competition
少年投資精英盃 2011
Organized by CITI
Group and Economic
Times
小企業大長征 2011 之
傳統名店,風華顯現
Participants
• 27 F.3
Expected Outcome
• Students can relate the economic
students
• 24 F.4
students
• 5 F.5 students
and business issues in daily life to
the impact on the market.
• Students can apply their business
(One of the 8
Finalists)
•
•
•
and management concepts.
•
《浩洋青年商會》主辦
Method of
Evaluation
Teachers’
observation
System
records from
Economic
Times
Teachers’
observation
Students’
feedback
Effectiveness
• Active participants found the competition very
•
•
•
•
HKCC Business
Excellence Contest
2010
Organized by The Hong
Kong PolyU
Community College
PolyU Innovation
Entrepreneurship
Global Student
Challenge
• 6 F.5 students
• Student can understand more the
• Teachers’
•
(1st Runner-up)
dilemma between being
profit-making and social
responsible.
• Students can apply their business
observation
• Students’
feedback
•
• Student can demonstrate their
• Teachers’
• Through the guidance from our alumnus, Mr.
observation
• Students’
feedback
Ricky Wong, students could learn the real
business practice.
• They also learnt how to prepare a
comprehensive business proposal and present
like a real businessman.
• Teachers
• Students’ interest in the subject has been
• 3 F.5 students
(Semi-finalist)
•
Organized by The Hong
Kong Polytechnic
University
Accounting Software
Applications
Competition for
Secondary School
Students 2011
meaningful in encouraging them to be aware
of the current economic and financial issues.
Students also agreed that their awareness
about the global economic changes was
enhanced.
Students were actively participated in the
program.
They learnt how to present their ideas in a
formal presentation.
They also learnt the skills of effective
communication with different means of media
and social network.
Students demonstrated their understanding in
corporate social responsibility.
They could also make suggestions to the
business.
Students’ presentation skills and teamwork
spirit were also further consolidated.
•
• 4 F.6 students
•
•
creativity in designing a new
product which is echoing healthy
life style.
Students can apply their business
Students can prepare a business
proposal.
Students can take this opportunity
to apply their concepts with the
computerized accounting system.
Students interest can be raised in
the subject.
Organized by IVE
- 105 -
•
observation
• Feedback
from students
aroused as they found that useful in the
working environment.
Chemistry Department
To echo the school major concern of Smooth Implementation of New Senior Secondary (NSS) curriculum and incorporating assessment for learning, the
Chemistry Department has conducted the following activities.
Strategies &
Activities
A. Enhance teachers’
1. Collaborative
capability and confidence on
lesson
(a) Applying metacognitive
preparation
skills in teaching
(b) Mastering NSS curriculum
Target
group
All
subject
teachers
Time
Scale
Whole
year
2. Peer observation
All
subject
teachers
Whole
year
Panel members are
confident in applying
metacognitive skills
in the lessons being
observed.
Use of the self- (and
peer) assessment
rubrics to assess the
basic practical skills
in
(a) Qualitative
Analysis (F.3
or above)
(b) Volumetric
Analysis (F.4
or above)
F.3 – F.6
students
Whole
year

Objectives
B. Promoting students’ peer
assessment / self-assessment
skills for improving their
own learning
Success Criteria
Panel members
prepare the L & T
worksheets/activities/
tasks collaboratively,
especially in the
lessons being
observed.


- 106 -
The students can
know better the
assessment criteria.
The activity can
improve the
laboratory
techniques and
titration skills.
Students can be
more confident in
the school-based
assessment
practical work.
Method of
Evaluation
Teachers’
observation and
peer observation
evaluation form
Teachers’
observation and
peer observation
evaluation form


Questionnaire
Performance in
the practical
works
Evaluation
All teachers agree that
collaborative lesson preparation
can improve the learning and
teaching effectiveness,
especially in fulfilling the
requirements in School-based
Assessment (SBA) and
mastering the new topics in NSS
curriculum.
All teachers were accustomed to
applying meta-cognitive skills
(questioning, think aloud and
error analysis) in daily teaching.
New practices in learning and
teaching will also be shared in
the post-lesson observation
meeting and subject panel
meetings.
From the survey conducted for
after the F.5 self-assessment
activity, it was found that more
than 90% students agreed that
the rubric helps to improve their
laboratory skills and be more
confident in SBA tasks. Also,
it was observed that students can
have a clear picture of the
requirements and the assessment
criteria. However, there is the
common problem of time
constraint in peer assessment.
Objectives
C. Collaborative effort on
further enhancing students’
English capability
Strategies &
Activities
1. Incorporation of
language
elements into
learning tasks and
quiz/test/exam
papers
Target
group
All
subject
teachers
Time
Scale
Whole
year
Success Criteria



D. Catering for learners’
diversity
2. Reading news
and magazine
articles more
extensively
Enrolling Australian
National Chemistry
Quiz 2011
F.3 students are
able to master the
genre of Procedural
Account.
F.4 – F.5 students
are able to master
the common genres
used in essay
writing:
 Procedural
Account
 Causal
Explanation
 Factorial
Explanation,
 Comparison
 Sequential
Explanation
are able to write in
reported speech in
laboratory reports.
are able to improve
their reading skills.
All
subject
teachers
Whole
year

7 F.3
students,
14 F.4
students,
5 F.5
students
and 3 F.6
students
30
June
2011
Participants find the
competitions
meaningful for them.
- 107 -
Method of
Evaluation
Students’
worksheets and
quiz/test/exam
papers
Evaluation
Students showed improvements
in the writing skills. The
majority were able to make use
of the template of the genres
provided and apply what they
have learnt in the lessons.
It was agreed that the language
element can be incorporated into
F.3 curriculum in future as in
this academic year. It would
enhance students’ confidence in
answering essay type question.
Besides, it saves time for
preparing students the
examination techniques required
in NSS Chemistry curriculum.
Students’
worksheets and
quiz/test/exam
papers
Participants’
performance and
feedback in the
competition
More practices should be
provided. Students were still
weak in applying their chemical
knowledge in different scenario.
NSS Diversity Learning Grant
(DLG) will also be utilized in
next school year to subsidize
more students to participate in
this competition and follow-up
workshops should be offered to
the Gifted students so as to
consolidate their chemical
knowledge and stretch their
potentials.
Objectives
D.
Catering for learners’
diversity
Strategies &
Activities
Secondary School
Mathematics and
Science
Competitions Chemistry
Target
group
6 F.5
students
Time
Scale
30
April
2011
Success Criteria
Participants find the
competitions
meaningful for them.
- 108 -
Method of
Evaluation
Participants’
performance and
feedback in the
competition
Evaluation
Students’ performance was
satisfactory, with 1 High
distinction, 2 Distinctions and
3 Credits. The training
workshop and resource materials
provided to them were helpful in
preparing the topics not covered
in F.5 curriculum, though they
found some of the questions
were too difficult for them.
To widen their horizon, it would
be worthy to nominate our F.5
students to participate in the
competition if it were run again
in the next school year.
中國語文科
回應校本關注事項
順利推展新高中學制
為配合學校本年度之重點關注項目：發展學生自評互評能力，本科舉辦多項活動讓老師及學生掌握元認知教學法，使學生能學會學習，以
達至終身學習之鵠的。
本學年曾舉辦／參加之活動


目標
發展學生互評能
力
促進老師及學生
掌握元認知教學
法
策略
共同備課
同儕觀課

發展學生互評能
力
 發展學生互評能
力
作文同輩互賞
說話互賞
施行對象
成功準則
評估方法
成效
中一至中五級  70%以上老師
 共同預備之  能成功提升教學果效
教師
認同能從此活
教學步驟及  已開始於伺服器裡建立教學材料庫
動獲益
材料
 加入互評元素
及元認知教學
法
全體教師
 70%以上老師
 觀課後問卷  全體教師均認同此活動對其教學有
認同能從此活
裨益
動獲益
 全體教師均認同同事能圓融地運用
 教師能在課堂
元認知技巧
上運用元認知
技巧
中一至中六級  學生能指出同
 作文互賞量  全體教師在查看量表時都認同大部
學文章的長、短
表
分學生能指出同學文章的長、短
處，並提出改善
處，並提出改善建議
建議
 科主任查核習作時亦認同大部分學
生能指出同學文章的長、短處，並
提出改善建議
中一至中七級  學生能指出同
 說話互賞量  全體教師在查看量表時都認同大部
學說話表現的
表
分學生能指出同學文章的長、短
長、短處，並提
處，並提出改善建議
出改善建議
- 109 -
目標
策略
 提升學生學習
朗誦技巧工作坊
讀、寫、聽、說能
力的興趣
施行對象
成功準則
評估方法
中一至中七級  學生表現投
 出席率
入，積極參與訓  問卷
練
 老師觀察

初中網上閱讀計劃
中一至中三學  學生能每週最
生
少完成四篇
 成績統計


廣泛閱讀計劃
中一至中七學  學生能每年最
生
少完成 9 篇
 能就所讀圖書
作思考
全校學生
 假期後繳交成
品
 能就所讀圖書
作思考
 紀綠冊

 學生作品

參加教協舉辦的閱讀
活動：
 「好書龍虎榜選
舉」
 讀後感寫作
 好書推介網頁設計
比賽
長篇閱讀報告
筆可能寫作計劃
中一至中五學  能就所讀圖書
 閱書報告
生
作具深度之思
考
中一至中六學  5 名或以上學生  學生作品
生(選取五至
參與能有學生
十人)
作品刊於該刊
物中
- 110 -



成效
為加強同學的朗誦技巧並配合「校
際朗誦節」之舉行，於 2010 年 9 至
11 月期間邀請香港朗誦協會中文組
主席宋立揚先生到校教授工作坊
反應熱烈、成效理想
中三級的榜首狀元：何冠霆及次名
狀元梁俊軒二人更獲取全港閱讀優
異獎，將出席上述機構的 9/7 頒獎
典禮
67 人獲「積極閱讀獎」，獲証書嘉
許；而全校閱讀數量最高學生：
F.2A 馬敬詠、F.1D 戴玉婷 ( 各 21
本)，獲書券及証書嘉許
讓全校同學參與公開比賽，吸收創
作經驗
好書推介網頁設計比賽：
- F.3A 陳萱欣、呂珮琳、田芷羚、
唐樂敏、鄭永悅、利健朗獲取亞
軍；
- F.3C 何冠霆、張卓軒、胡文軒、
陸冠言獲取季軍
每班均兩份佳作
佳作見思考深度
 五名同學參與上述活動
 其作品已刊於中學寫作教育刊物
《筆尖》中
目標
策略
聯校寫作班及徵文比
賽
施行對象
成功準則
寫作班：全校  能有 5 個或以
學生 (約 30
上獎項
人)
比賽：每班推
薦最少 3 位學
生參加
評估方法
 問卷調查
 比賽結果






校內寫作坊
初中、中四及  學生熱愛寫作
中五學生 (約  學生積極投入
活動
25 人)
 問卷調查

微型小說大賽
中一至中五學  能有 20 個或以
上獎項
生 (中六及中
七學生自由參
與)
 比賽結果

- 111 -



成效
已於二零一零年十一月完成課程
參加聯校寫作班人數共 20 位
參與日營、文學節講座超過 30 人
聯校創作比賽頒獎禮暨作家座談會
已於 19/5/11 本校禮堂順利舉行
七所學校競逐十五個獎項，我校共
奪四項：
- F.6C 李慧筠同學獲得高中組新
詩冠軍；
- F.4E 崔欣怡同學獲得高中組散
文亞軍；
- F.3C 楊兆彤同學獲得初中組小
說亞軍；
- F.3C 陳映而同學獲得初中組小
說季軍。
出版了「第四屆聯校文學創作比賽」
文集
活動取消，原因如下：
- 取消了資助，參與反應冷淡
- 導師忙碌，更改了數次時間
建議：
- 恢復資助，另聘導師
- 開辦予初中同學
讓全校同學參與微型小說創作，吸
收創作經驗
讓學生今年有機會參與更大型的比
賽
有關機構今年停辦
學生作品轉投「青年文學獎 2011‧
小小說」，比賽結果暫未公佈
中史科
目標
推行促進學
習的評估
策略/計劃
對象
全年每級每班最少選定一中一至
個課題或教學活動，於課堂中六
上進行學生自評或小組互
評活動。
落實推行新
高中課程
初中與高中課程之銜接
中二及
中三
着重答題技巧之教授
中一至
中五
增強初中老師對新高中中
史課程的掌握
中一至
中三
成功準則
 按時完成指定的評估數
量。
 學生能透過評估，了解自
己學習表現上的強與
弱，知所改善。
鑑於高中選修課題為宗教
史及制度史，故中二及中三
須配合有關課程，讓學生探
究中國制度及宗教。
評估方法
老師觀察及評
語、小組組員評
語或自我反思
的評語
成效
各級按時完成，甚至超額完成指定
的評估數量。進行自評及互評時，
學生表現投入及積極，並了解自己
學習表現上的強與弱，知所改善。
工作紙、口頭或由於中二及中三須進行多個探究式
文字報告、測考學習計劃及跨科專題研習，故未能
成績
完成此項計劃，由於來年須呼應校
方「環保教育」之關注項目，專題
研習數量增加，故建議取消此項計
劃。
 學生能運用歷史探究方
老師觀察、工作經過教師着力訓練學生分析資料及
法，分析資料，進行個人紙、口頭或文字評價史事的能力，學生亦透過探究
思辨及評價史事的能力。報告及專題研
式學習，學生於作答資料題及評論
 為配合高中同學書寫中
習
題之表現有改善，篇幅及質素皆提
史論文需要，初中老師因
升，有助應付新高中題目。
應不同題型之題目教授
學生答題技巧。
大部份初中老師均出席由
出席人數、科務由於本年度教育局並無開辦有關新
教育局/考評局舉辦有關新會議
高中中史課程詮釋講座，考評局所
高中中史課程詮釋/考評的
舉辦有關新高中中史考評的研討會
研討會
亦集中校本評核介紹，均不適合初
中中史同事參加：但科主任已於第
二次科務會議就着上述議題進行專
業分享。
- 112 -
目標
推行探究式
學習
策略/計劃
選定一些課題，由學生蒐集
有關資料，透過小組討論或
學生輪流講解，讓學生體驗
自學。
對象
中一至
中四及
中六
使用元認知
教學策畧
課堂上使用 KWL 方法，提
高學生對已知及未知的意
識，提升學習效能。
每一課堂都具備提問元
素，訓練學生高階思維。
中一至
中七
中一至
中七
於課題開始或結束時，以概中一至
念圖形式教授，或以錯誤分中七
析法讓學生先掌握史事或
答題的重點。
推行跨科專
題研習
推動同儕觀
課
與中文及數學科某些課題中二
結合，由學生蒐集有關資
料，透過討論及協作，完成
研習報告，讓學生體驗自
學。
同級科任老師互相觀課
全體科
任老師
推動共同備
課
同級科任老師輪流準備各
課題的教學內容
中一至
中五
成功準則
 上、下學期各選最少一個
課題進行探究式學習方
法
 學生積極蒐集史料，小組
討論或輪流講解時，亦表
現投入。
學生能準確指出對課題已
知及未知是甚麼。
評估方法
成效
老師觀察、工作各級完成指定數量的探究式學習，於
紙、口頭或文字蒐集史料及匯報工作的能力提升不
報告及專題研少。
習
老師提問、工作曾使用 KWL 方法之教師指出，學生
紙
透過 KWL 方法對課題已知及未知
皆有所掌握。
老師能掌握課堂提問的技
同儕觀課、老師老師皆能於課堂注入提問元素，高階
巧，學生回答問題時亦投入觀察
提問亦常見，學生回答問題時亦投入
認真。
認真。
老師能掌握概念圖或錯誤
同儕觀課、老師老師表示錯誤分析法教學成效不
分析法教學技巧，結合課堂觀察及練習
俗，學生能夠找出同學的錯處之
提問，學生能進一步掌握課
餘，亦可突顯問題所在，讓學生能
題重點及鞏固所學。
從錯誤中學習，以後不再犯同樣的
錯誤。
學生分組完成一份專題研
老師評分
本年度跟往年一樣，與數學及中文
習的文字報告
科合作於中二級舉辦跨科專題研習
活動，但老師發現研習所含的中史
元素不多，故來年不會參予此活動。
每位老師觀課及被觀課最
少一次
科主任結集全
今年所有同事均開放課堂，各老師
年觀課情況，完均有不同的教學風格，觀課獲益良
成報告。
多。而來年將繼續同儕觀課，讓老
師互相學習。
同級科任老師輪流準備各
科務會議上討
教師均表示效果理想，來年宜繼續。
課題的教學內容，編成教學論成效
進度表。
- 113 -
Computer Department
Nowadays Information and Communication Technology is crucial to our daily life. No one can live
without IT. The Computer Department aims at equipping students with necessary skills for their further
studies and careers, including developing their creativity through comprehensive designing tasks as well
as their problem solving skills through designing and programming work.
The Computer Department not only introduced the use of various IT tools to the students, but also
cultivated in them a number of generic skills and values with a focus on creativity, critical thinking,
communication and problem solving. Through various training and projects, students could better manage
their study and learn independently and logically.
In 2010-2011, the Computer Department strengthened the WebQuest platform. It is aimed to equip
students with skills for acquiring and filtering mass information through the Internet. They were also able
to make good use of IT as a presentation tool. By working as a team, students were more aware of the
latest technologies. More importantly, they had enhanced their capability and become independent learners
and team players.
Self-assessment and peer-assessment were adopted in order to work in line with one of the school major
concerns - Assessment for Learning. Students were required to take a more active role in their learning by
having in-depth reflection on the process of self-evaluation and peer-assessment in various aspects, such
as “e-Waste” project presentation and video project presentation in F1 and F2 respectively. By doing so,
students were given a chance to reflect upon their own strengths and weaknesses and, at the same time,
learn from each other and excel in their learning. Together with teachers’ guidance and modeling, students
were able to acquire self-learning strategies comprehensively. Their learning skills therefore were
enhanced so that they could become independent learners in the 21st century.
To echo the School Major Concerns, the following strategies were adopted.
1. Enhance teachers’ capability on incorporating peer-assessment and / or self-assessment into their
teaching through
a. Collaborative Lesson Preparation
Regular meetings were held on a weekly basis. The meetings aimed to improve teaching by
 reaching a clear direction of new topics during preparation
 sharing teaching materials and improving teaching
 finding out if there was any problem in teaching and seeking for improvement in specific
topics
b. Peer Observation and Sharing
Teachers observed and were observed by other computer teachers once per academic year to learn
from each other and enhance teaching. In addition, teachers agreed that sharing among colleagues
helped them to improve the quality of teaching.
Moreover, a set of the assessment rubrics has been developed.
2. Further promoting students’ metacognitive skills through teacher modeling
During the lesson observation, teachers demonstrated different metacognitive skills such as
questioning, error analysis, and critical thinking. During the lesson, students found this way of
learning useful.
3. Collaborative effort to enrich the English learning environment on campus
Teachers were encouraged to design courseware to initiate reading, speaking & writing activities for
students so as to provide opportunities for them to improve their English.
- 114 -
Activities Held:
Activities
Mini-Project:
“e-Waste”
Research
Participants
F1
Expected Outcome
 Able to write a formal report
 Able to present in front of the
class
Microsoft Office
Specialist Exam
Video Production
Project
F1
 Obtain the certification
F2
 Produce a video
 Able to work with group-mates
class
Programming
Project
F3
 Able to work with group-mates
class
 Self-evaluation, each student is to be
accessed by themselves according to
the assessment rubrics
 Peer assessment, each group is to be
accessed by other group according to
 Examination
- 115 -
Evaluation
Students could do the presentation well
and satisfied all the criteria.
A total of 30 students passed the exam.
Economics Department
The main objective of the Department of Economics is to develop students’ analytical and critical understanding of the important forces and institutions with
which they will come into contact and the inter-dependence of economic activities.
Students’ curiosity and interest in economic problems and issues facing individuals, societies, countries and the world as a whole are also our foci. Through
different activities, students are trained to understand controversies over economic issues.
Apart from the strategies of metacognitive skills and pre-lesson preparation, we have put special emphasis on ‘assessment for learning’ which was introduced as
the school major concern this year.
1.
2.
Enhancing teachers’ capability on incorporating peer assessment and / or self-assessment into their teaching through:
a.
Collaborative lesson preparation
Several collaborative lesson preparation sessions were conducted this year in order to enhance teachers’ capability and confidence in carrying out peer
/ self-assessment. It was reviewed by the teachers that the resources shared during the lesson preparation sessions among panel members were
resourceful and helpful. More sharing sessions or collaborative lesson preparation sessions are appreciated.
b.
Peer observation
Different ways of conducting peer / self-assessment activities were observed through peer observation. Teachers’ experiences were shared during preand post-observation discussion. After a one-year implementation, teachers admitted that they were more confident in conducting effective lessons.
Metacognitive skills were also observed in the lessons.
Promoting students’ peer assessment / self-assessment skills for improving their own learning
Time
Methods of
Strategies / Tasks
Expected Outcome
Scale
Evaluation
F.3 – F.6
 Students know their
Whole
 Self-reflection
 Marking schemes/Assessment
strengths and weaknesses
/ assessment
year
rubrics will be distributed to the
in the application of
form
students after the dissemination of
concepts.
 Teachers’
the assignment.
 Students know the way to
observation
 Discussion will be held among
improve their performance.
teachers and students to let them
understand the quality of the
assignment required.
- 116 -
Effectiveness
 Students agreed that the implementation
of peer / self-assessment had provided
them opportunities to learn from their
classmates.
 Teachers agreed that students were more
willing to make improvement when they
shared the experience of success from
their classmates.
3.
Collaborative effort on further enhancing students’ English capability
Time
Strategies / Tasks
Expected Outcome
Scale
 F.3 One-minute Video Production
March
 Students are required to produce
and
 use the appropriate English
one-minute video introducing the
April
to introduce the business
business / economic issue assigned
2011
issue
to them.
 introduce the business /
 English teachers will teach students
economic terminologies to
how to write script.
their classmates
F.4 – F.6
 Read issue-based articles on
economic topics
 Raise economic questions from the
selected articles
 Relate the questions with the
economic concepts
 Present the arguments for and / or
against the point of view in the
articles
 Prepare news commentary report
with appropriate writing style
Whole
year
 Select the articles with
quality
 Raise appropriate
economic questions for
reflection
 Express their ideas and
opinions with appropriate
English
 Organize their writing in
an appropriate writing style





Methods of
Evaluation
Video
Teachers’
observation
Feedback
from the
classmates by
peer
assessment
form
Students’
reports
Teachers’
observation
Effectiveness
 Due to the tight teaching schedule, the
project was carried out in April.
 Students were able to make application of
concepts they had learnt in the lessons.
 Students demonstrated appropriate usage
of English in TV commercial.
 The articles chosen were quality works
with various subject concepts included.
 Students were able to make appropriate
expression in explaining economic
concepts through small group
presentation during classes and individual
assignment.
Activities Held:
少年投資精英盃 2011
Organized by CITI Group and
Economic Times
Participants
 27 F.3 students
 24 F.4 students
Expected Outcome
 Students can relate
the economic issues
in daily life to the
impact to the market
- 117 -
Method of
Evaluation
 Teachers’
observation
 System records
from Economic
Times
Effectiveness
 Active participants found the competition very
meaningful in encouraging them to be aware
of the current economic and financial issues.
 Students also agreed that their awareness
about the global economic changes was
enhanced.
English Department
To echo the school’s major concerns of Assessment for Learning, the English Department has conducted the following activities.
Objectives
Enhancing teachers’
capabilities in incorporating
peer assessment and / or
self-assessment into their
teaching
Promoting students’ peer
assessment / self-assessment
skills in order to improve their
own learning
Strategies &
Activities
Collaborative
lesson preparation
Target
group
F.1-F.6
English
teachers
Time
Scale
Whole
year
Peer observation
All
English
teachers
Whole
year
Peer Evaluation /
Self-evaluation for
speaking
F1 - F2
At least
once per
term
Success Criteria
Teachers prepare
teaching materials
and self and/or peer
evaluation activities
together.
Teachers are able to
incorporate self
and/or peer
evaluation into their
teaching.


Peer Evaluation /
Self-evaluation for
speaking and
writing
F3 – F7
At least
twice
per term



Peer / self
evaluation forms
are completed
appropriately and
seriously.
Students are
positive about the
feedback given.
Peer / self
evaluation forms
are completed
appropriately and
seriously.
Students are
positive about the
feedback given.
Improvement
shown in
subsequent written
work.
- 118 -
Method of
Evaluation
Teachers’
observation and
peer observation
evaluation form
Teachers’
observation and
peer observation
evaluation form
Teachers’
observation and
students’ reflective
journal writing
Teachers’
observations,
students’ reflective
journal writing and
students’
performance in
formal writing
Evaluation
All teachers involved agreed that the
strategy improved their teaching and
students’ learning effectiveness.
Most teachers involved agreed that
such practices made them more
conscious of applying self and peer
assessment in their lessons. More
teachers would like to try out such
elements in their teaching.
Students were more active in their
learning. They have shown more
interest in the English lessons and
their language awareness has been
raised.


Students were more serious in the
SBA tasks using self-evaluation
forms. They would practise until
a satisfactory recording was done
in the language lab. They found
the exercise useful as they could
identify their weaknesses for
further development.
Some commonly overlooked
mistakes were avoided in their
writing.
Objectives
Collaborative effort on further
enhancing students’ English
capability
 Providing language support
for different EMI subjects
 Activities held by
English-related co-curricular
groups
Strategies &
Activities
Implementation of
LAC language plan
involving EMI
subjects and
English
Target
group
All
students
Debating activities
(Debating Club)
F.1-F.6
students
Time
Scale
Whole
year
Success Criteria
apply their language
skills effectively in
other EMI subjects.



Dec
2010 &
Mar
2011


Training on
presentation skills
(Public Speaking
Club)
F.1-F.6
students
Whole
year




Method of
Evaluation
Sharing among
teachers
Students’
performance in
EMI subjects
Students’ results
Written and oral
comments from
adjudicators
Sharing among
group members
Students enjoy the
activities and
actively participate
in them.
Teachers’
observation
Students have
better presentation
skills.
Students become
confident speakers.
Students’ enjoy
participating in
forums.
Students learn to
be Reading
Ambassadors.

Members’ writing
skills of various
genres are
enhanced.
Members’ writing
is showcased.
Members have
more interest in
reading and
writing.
Teachers’
observation




Students’
performance as
MCs in school
assemblies and
functions
Peer evaluation
among group
members
Written
comments for
speakers in the
forums

Publishing English
newsletters
(Beacon – The
Budding writers)
F.1-F.7
students
Dec
2010,
Mar &
May
2011



- 119 -
Evaluation
There were more opportunities for
students to use English in different
activities held by EMI subjects.
Students were more at ease with
English in fulfilling the various tasks.
Two debates at lunch breaks were
held successfully and students
talented in debate were identified.
Students were more familiar with
debating procedures.

Every member had at least one
chance to be the MC. The
experience helped them to become
more confident in speaking
English.
 The feedback form for the speakers
about their performance in the
forums could help them identify
their strengths and weaknesses in
idea presentation.
 Some students received training as
Reading Ambassadors. They had
yet to promote reading.
Three newsletters were published as
scheduled. This was a first try.
The quality and content could be
further enriched in the future.
Objectives
Strategies &
Activities
Activities held by
English
Ambassadors
(EASE)
 English Monday
 Flash This
 EM 102.3
 TTME
 A-meet
Interviews
 La Galeria
 Speech Choir
Competition
Target
group
F.1-F.7
students
85th Anniversary
Musical
F.1-F.7
students
Time
Scale
Whole
year
Sept
2010 –
May
2011
Success Criteria

EASE members
have good
intonation and
emotion in their
broadcast and
video productions.
 Students practise
listening skills and
learn English
words and idioms
through English
Monday Broadcast.
 EASE members
help create an
English
environment and
use English to talk
with other students
and teachers
throughout the
year.
 EASE members
demonstrate
creativity,
reporting and
presentation skills.
Script reading /
Acting Training:
 Improve
pronunciation and
intonation.
 Enhance students’
confidence to
speak / perform in
public
- 120 -


Method of
Evaluation
Number of
students who
answer English
Monday
questions
correctly
Members’
feedback
Students’
attendance in
training and
rehearsing sessions
Evaluation
There were more members this year.
English ambassadors had fun and
enjoyment while engaging in these
activities. They had a greater
chance to polish their presentation
skills and refine their script writing
skills. Their self-esteem was
boosted when admiration and respect
was received from their peers.
The English videos produced for
Campus TV did not receive the
expected viewing rate. A vote for
the five best videos could be
considered to boost the viewing rate.


Students had a lot of fun preparing
for the musical. Students had
shown devotion and dedication in
the trainings and workshops
despite the fact that they were quite
time consuming and required a lot
of effort.
This musical was a good
opportunity to introduce a new
Objectives
Strategies &
Activities
Target
group
Time
Scale
Success Criteria
Method of
Evaluation
Event Programme
Preparation:
 Language use with
relation to the
specific document
Newsletter writing:
 Article writing
 Proofreading
 Photo captioning
Enhancing students’ English
levels with various means
Online Learning
Programme
F.1-F.5
Hong Kong
Schools Speech
Festival
F.1-F.6
students
Magazine Talk
F.6
Talk on legal
system
Visit to High Court
F.6
F.6
Oct
2010 –
Aug
2011
Nov
2010 Dec
2010
9 Sept
2010
5 Nov
2010
11 Nov
2010
Watching musical /
drama:
 Appreciation of
performance arts in
English
 Listening skills
Most students are
able to finish the
lessons online.
Information from
progress reports
Participants practise
seriously and gain
satisfactory results.
Results from
Speech Festival
Students learn about
the importance of
magazine reading.
More magazine
articles are chosen
for clipping
exercises
Feedback from
students’ journal
writing
Students gain
authentic knowledge
about legal
proceedings in
preparation for
“Mock Trial”
- 121 -
Evaluation
language art form to students. It
was very nice to provide all the
students a chance to witness every
aspect of stage productions from
start to finish. Students also had a
good opportunity strengthening
their teamwork through
collaborating with others.
 One shortcoming that was
observed at the end of the event
was that the quality of script was
rather inadequate and inferior in
terms of completeness and English.
The number of speaking roles was
too restricted, limiting the number
of students who could have
benefited.
Eleven students were classified as
outstanding among ALL users of
English Builder, in addition to
numerous merit awards.
There were 81 merits, among 95
entries, with 3 first places, 4 second
places and 4 third places.
More students would read quality
English magazines. Broader
perspectives on current issues were
spotted in their writing.
Students found the talk and visit
useful and they were able to apply
the information gained to the activity
“Mock Trial”.
Objectives
Strategies &
Activities
Speech Activity
Target
group
F.1-F.2
Time
Scale
12 Nov
2010
Oral Exchange
F.7
15 Dec
2010
Speech Contest
F.4-F.5
23 Mar
2011
Mock Trial
F.6
25 May
2011
Success Criteria
appreciate poetry and
recite the poems with
meaning.
practise for their oral
exam with peers
from another school.
Each student is ready
to give a speech
within a time limit.
present their cases
from different
perspectives.
- 122 -
Method of
Evaluation
Teachers’
observation
Students’ reflection
in journal writing
Comments and
feedbacks from
adjudicators
Audience’s
response
Evaluation
Participants recited the poems with
their own style and interpretation.
This activity has helped lay the
foundation for NSS Poems and
Songs, one of the electives.
Such practice was welcomed by
students as they learned more about
their own strengths and weaknesses
in spoken English.
The activity was positively received
and the audience all enjoyed the
contest.
Participants were able to take up the
various roles in a court case. The
audience, other than F.6, all had
something to learn.
Geography Department
Major concern of this year was assessment for learning. It included enhancing teachers’ capability on incorporating peer assessment and / or self-assessment into
their teaching through collaborative lesson preparation and peer observation, and promoting students’ peer assessment / self-assessment skills for improving their
own learning, Our department was also actively involved in collaborative effort on further enhancing students’ English capability through incorporating
language plans into the teaching schemes. Main strategies are summarised below.
Objectives
Strategies
1. Enhancing
Collaborative lesson
teachers’ capability preparation, peer observation
on incorporating
and post-observation meetings
peer assessment
and / or
self-assessment into
their teaching
2. Promoting
students’ peer
assessment /
self-assessment
skills for improving
their own learning
3. Further enhancing
students’ English
capability
 Students present how their
actions reduce global
warming
 Student presentation on
Unstable Earth & concept
map
Unstable Earth
 Student presentation on their
proposals of field study
 Student presentation on their
findings in field study
Agroecosystem
Incorporating language plans
into the teaching schemes
Target
Group
All
subject
teachers
Time
Scale
Whole
year
Success
Criteria
Teachers can
incorporate
assessment for
learning into
their teaching.
Evaluation
Methods
 Peer lesson
observation
evaluation
form,
 Teacher
feedback in
panel meetings
All F.1
Whole
year
Students can
improve their
learning through
peer assessment.
 Peer assessment
form
 Teacher
observation
Whole
year
Students can
master the skills
stated in
implementation
 Teaching
schemes
 Implementation
plan
All F.2
All F.3
F.4
F.5
Strengths / Areas for improvement
All colleagues had demonstrated
assessment for learning: peer
assessment. Some good practices
were shown, such as clear instruction
on the rubrics before student
presentation, guiding student
feedback based on the rubrics,
engaging the audience actively by
making them give comments, raise
challenging questions and answer
questions.
 It was found that peer assessment
sharpened students’ critical
evaluation of the work. Some
students were also able to set
questions and give feedback.
Pre-lesson preparations to promote
independent learning were also
involved.
 Self assessment should not be
given marks as some students gave
full marks for themselves.
F.6
F.1, 2,
4, 5, 6, 7
- 123 -
Many students were able to master
the core language skills stated in the
plan. However in the ‘Reading to
Learn’ scheme, some senior form
Objectives
4. Collaborating with
other subject
departments in
developing writing
and speaking
strategies
5. Cultivating
academic interest
Strategies
Target
Group
Time
Scale
Success
Criteria
plan
Mini-project on
Environmentally friendly
classrooms in collaboration
with English, I.S., Liberal
Studies and V.A.
All F.1
students
Whole
year
Mini-research on
Environmentally friendly
district in collaboration with
I.S.
All F.2
students
2nd term
Geography Multimedia
Learning Material Design
Competition in collaboration
with Computer Department
Conducting field studies
F.2
students
Sept-Oct Students can
master key
geography
terms.
17-2-11 Students can
13-5-11 develop enquiry
skills.
Attending seminars
F.5
F.6
F.6 & 7
Sept.
Students can
develop
speaking and
writing skills in
authentic
context.
Students can
develop
speaking and
writing across
the curriculum.
Students can be
exposed to
academic talk
and develop
note-taking
skill.
- 124 -
Evaluation
Methods
 Writing
 Presentation
Written
assignment
Powerpoints
 Observation
 Field reports
Notes done by
students
Strengths / Areas for improvement
students showed difficulty in
retrieving accurate concepts from
reading news articles.
Students were able to explain how
their environmentally friendly
actions slow down global warming.
 Students were able to evaluate the
three master plans of West
Kowloon Cultural District, though
some did not apply the town
planning concepts.
 Students were able to design their
environmentally friendly building
or community after doing science
investigation and present their
design.
 The three best works were awarded
with internal scholarships.
Two groups were awarded by EDB.
F.5 students were able to present their
field study reports for the assessment
of their peers. However, because of
the weather, F.6 students were unable
to collect soil samples from the field.
Students developed some note-taking
skills and were able to grasp the main
ideas though had difficulty in
understanding the details.
History Department
To echo the school’s major concern of Smooth Implementation of New Senior Secondary (NSS) and incorporating self-directed learning and Assessment for
learning through the development of metacognitive skills, the History Department has conducted the following activities:
Objectives
Strategies
Enhance teachers’
capability and
confidence on
metacognitive skills
 Collaborative
lesson preparation
 To apply metacognitive
skills & AFL in teaching
 To master the NSS
curriculum
 To share the training
received from EDB or
practices from other
schools
Assessment for
Learning
 Self assessment
 Peer assessment
 All members were to be
observed once by 1 to 2
members arranged within
the panel.
 Debriefing meeting
should be held after the
peer observation & the
peer observation forms
should be submitted to
the chairperson
afterwards.
Mini-research on Egyptian
painting
To conduct self assessment
and peer assessment during
Target
group
All
subject
teachers
F.1
Time
scale
Whole
year
Success
Criteria
Panel
members
should be able
to share the
metacognitive
skills, AFL,
good practices
during the
form meeting
or the panel
meeting.
Evaluation
methods
Peer
observation
forms
Oral report
from the
form
coordinators
to the
chairperson
April
to May
Panel
members
should be able
to apply at
least 2
metacognitive
skills & AFL
during peer
observation.
Peer
observation
form &
debriefing
meeting
Nov
Students
should be able
to use the
marking
Teachers’
observation
&
Peer
- 125 -
Strengths/ Areas for improvement
 History teachers of each form had met twice a
month to discuss the teaching pace & shared the
good practices in teaching.
 Three panel members (TSL, TYM, WSY) had
attended EDB seminars regularly so as to master
the NSS curriculum.
 CSC & WSY had participated in the
Collaboration Programme (Junior Secondary)
for the “Depository of Curriculum-based
Learning and Teaching Resources” and had
shared their trial-out experience in the third
department meeting.
 To facilitate the follow-up after the form
meetings, written reports from the form
coordinators were suggested.
 All members had been observed once by 1 to 2
panel members.
 Debriefing meetings were held to share good
practices & discuss the strengths and rooms for
improvements in teaching.
 All members agreed that the metacognitive
skills and assessment for learning could be
effectively applied on learning and teaching
during peer observation as indicated on the peer
observation forms.
 Students were able to make effective use of the
marking rubrics to assess the presentation of the
others and themselves. Each group was assigned
to assess one presentation only.
Objectives
Mini-research on Napoleon
The arrangements were
basically the same as F.1
However, the group
presentations were assessed
by all.
F.2
Nov
Success
Criteria
criteria/rubrics
in the
presentation or
working out
the research.
Same as above
Mini-research on
conscription poster
Students were required to
assess their posters with
the well-designed rubrics
before submission.
Trial-out of Pre-test /
Tutorial / Post-Test method
Pre-test and post-test were
conducted before and after
a topic was taught/revision
on a topic.
F.3B, D,
F
Nov
Same as above
Same as
above
F.1C
F.3A
May
Conduct WebQuest on the
Vietnam War
the presentation
F.4
April
F.1C:
Teachers'
Observation
& students'
performance
F.3A:
Teachers'
Observation
+ worksheet
Peer
assessment
form
Assessing the essay plan
F.4-
Whole
Students
should be able
to enhance
their
knowledge and
understanding
of the
historical
context.
Students
should be able
to judge the
quality of the
assignments
based on the
rubrics.
Same as above
Strategies
Target
group
Time
scale
the presentation
- 126 -
Evaluation
methods
assessment
form
Same as
above
peer
 As learnt from F.2 experience, the teacher had
modified the way in conducting peer assessment
which was more effective and less
time-consuming.
 Students were able to make effective use of the
marking rubrics to assess the presentation of the
others and themselves.
 Since each presentation lasted for 5-8 mins and
required the self assessment & peer assessment
from all groups, it had taken 4 lessons to finish
all the presentation. The process was quite
time-consuming.
Students were very familiar with the marking
rubrics and able to produce quality work with
reference to the rubrics.
 Students were able to show improvements in the
understanding of the topic and students were
more alert to the misconception and historical
errors committed.
 Feedback on students' answers of the pre-test &
the post-test helped to check the knowledge
gained.
Very few students were familiar with the
assessment rubrics and the requirements of the
three tasks assigned by the WebQuest. It was
suggested that teacher should go through the
information and requirements of the three tasks of
the WebQuest with students in class carefully.
Students in general were able to make sound
Objectives
Collaborative effort
on enriching the
English learning
environment in
campus
 To develop the
language skills
through conducting
mini-research
 To develop the
essay-writing skills
through
presentation of
essay plan
 To teach useful
language
expression with
reference to the
"Manual of useful
expression of
question
keywords"
 To teach the useful
language
expression with
reference to the
"Manual of useful
expression of
question
keywords" & to
develop the
debating skills
Target
group
F.6
Time
scale
year
F.1
Nov
Students
should be able
to describe an
Egyptian
painting with
adjectives
describing its
features.
Students'
descriptive
writing on
the painting
Comparative writing
Mini-research:
Comparison of Napoleon
and Louis XVI as the
national leader
F.2
Nov
Students'
comparative
writing on
the two
historical
leaders
Analytical writing
Mini-research: poster
design
 A worksheet was
designed to help students
classify and identify the
cartoonists’ attitudes
using precise language
(adjectives)
 Students were
encouraged to use
connectives and adverbs
when stating causes and
F.3
Nov
Students
should be able
to use specific
language
pattern to
compare and
contrast the
two historical
figures.
Students
should be able
to write &
present the
ideas of
extreme
nationalism
through the
use of symbols
to design the
conscription
poster and
explain the
symbolic
Strategies
the presentation
Descriptive writing
Cross-curricular Project
Learning--- Ancient
Egyptian painting
Success
Criteria
- 127 -
Evaluation
methods
assessment
form
Students'
analytical
writing on
the
conscription
poster
judgment of the quality of the essay plan with
reference to the criteria laid in the marking rubrics
Speaking
Students were able to present their painting by
using “There is / are…”
Writing
 Students were able to use adjectives to describe
the Egyptians in their Mini Research like
‘clever’, ‘religious’, ‘rich’…etc
 Students were able to explain the causal
relationship by using ‘because’,’ thus’,
‘therefore’…
Speaking
Most students presented their projects in a
collaborative and elegant way. Ideas were
clarified in the understandable manner.
Writing
 There is still room for improvement in their
marshal of ideas.
 They have to brush up skills on using linking
words and logical transitions.
Writing
 Students were able to use connectives and
adverbs expressing cause and effect
relationship, e.g. because/as a result/Therefore
 Students were able to write a short passage to
explain the design of their conscription poster
which required them to use expressions showing
cause and effect relationship.
 Students were able to describe the conscription
poster with grammatical language.
Objectives
Strategies
Target
group
impacts of historical
events.
 A language mark was
included in the
mini-research task.
Analytical writing
F.4
Students learnt how to write
& present the anti-war
feeling through lyrics
appreciation and letter
writing.
Analytical writing
Students were formed in
groups to write and present
a plan based on the
assigned essay question.
Time
scale
April
F.4
Whole
Year
F.5
Whole
year
F.6
Whole
year
Success
Criteria
meaning with
specific
language
pattern.
Evaluation
methods
Students
should be able
to write &
present the
anti-war
feeling
through lyrics
appreciation
and letter
writing.
Students
should be able
to write &
present the
structure of an
essay.
Same as above
Students' ppt
presentation,
poster design
& letter to
Nixon
Writing
Students in general were able to explain and
present the anti-war feeling towards the Vietnam
War through analyzing the anti-war lyrics, poster
design and letter writing.
Teachers'
observation
& peer
assessment
form
Writing
F.4 students were not very familiar with the essay
structure and the requirements of different
question keywords. More drillings on the use of
question keywords was needed.
Same as above
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Writing
 F.5 Students in general were able to use
conjunction/linking paragraphs, topic sentences
and concluding sentences in essay writing &
present their works in structural manner.
 Students were able to summarize the main
points and explain one’s historical view in
conclusion.
 But very few F.5 students were able to put
forward a point of view by giving both-sided
arguments of a question statement in
debate/discussion.
Writing
 F.6 students were able to use conjunction/
Objectives
Strategies
Target
group
F.1
Writing
Students learnt to answer
the questions with standard
language pattern:
 the use of adjectives in
descriptive writing
 the use of connectives in
explaining causal
relationship
F.2
Writing
Students learnt to answer
the questions with standard
language pattern:
 the use of
connectives/linking
words to explain
differences and
similarities
 to cite relevant clues from
the source to support the
answer by using specific
language pattern
Time
scale
Success
Criteria
Evaluation
methods
Whole
year
Students
should be able
to answer the
questions with
standard
language
pattern.
Students'
performance
in
assignments,
Test & Exam
Whole
year
Same as above
Same as
above
- 129 -
linking paragraphs, topic sentences and
concluding sentences in essay writing & present
their works in structural manner.
 F.6 students were able to summarize the main
points and explain one’s historical view in
conclusion.
 Students were able to put forward a point of
view by giving both-sided arguments of a
question statement in debate/discussion.
Writing
Students could use adjectives like ‘powerful’,’
unhygienic’, ‘gigantic’ in their works.
Students were able to use adjectives e.g. positive
or negative to describe the cartoonist’s attitude
Students were able to explain causal relationship
by using connectives like ‘because’, ‘as a result’,
etc. when explaining situations.
Writing
 Most students, especially those from strong
classes (A-C), had sound mastery of referring to
data/ pictures and exhibited their inference
skills. Their deduction from data was mostly
accurate and to the point.
 They also demonstrated the use of some good
connectives.
 Slow classes, however, still showed room for
improvement.
 Therefore, more drilling to them would be
provided in the coming years.
 Noticeable improvements have been seen in the
Final Exam papers.
 Students showed the linking device between
ideas by appropriate paragraphing and
supportive evidence.
Objectives
Strategies
Target
group
Writing
F.3
Students learnt to use
connectives and adverbs to
analyze and explain the
meaning of political
cartoons.
F.4
Speaking
Students learnt to use
specific language pattern in
conducting a debate.
Writing
Students learnt to tackle a
debate motion with
multiple perspectives and
establish arguments for the
affirmative and the negative
team.
Same as above
F.5
Time
scale
Success
Criteria
Evaluation
methods
Whole
year
Same as above
Same as
above
Whole
year
Students
should be able
to present the
both-sided
arguments in
logical
sequence with
proper
expression in
debate.
Same as
above
Whole
year
Same as above
Same as
above
- 130 -
 They already realized there was a need to
substantiate arguments with historical facts,
which were bolstered by coherent links of
connectives.
Writing
Students in general were able to use connectives
and adverbs expressing cause and effect in
answering the data-based questions, e.g.
because/as a result/therefore.
Speaking
Not many F.4 & F.5 students were able to conduct
the debate in a logical manner due to poor
preparation. More drillings on the language
expression on debate are needed.
Writing
 Both F.4 & F.5 students were able to summarize
the main points and explain one’s historical
view in conclusion.
 F.5 students in general were more capable to use
 However, very few F.4 students were able to put
forward a point of view by giving both-sided
arguments of a question statement in
debate/discussion.
 F.4 students needed more drillings on thinking
skills with multiple perspectives.
Objectives
Widening students’
horizon, enriching
their experience and
exposure
Same as above
Target
group
F.6-F.7
Time
scale
Whole
year
Success
Criteria
Same as above
Evaluation
methods
Same as
above
Visit to MSC Museum
F.1-F.3
Visit to Lo Wai Chuen
Visit to the Thematic
Exhibition of 1911
Revolution at the History
Museum
F.4-F.6
1/411/4
21/3
22/4
To develop
students’
interests &
understanding
of school
history, local
history &
regional
history
Teachers’
observation
& students’
reflection
Strategies
- 131 -
Speaking
The speakers of the affirmative and the negative
team were able to define and explain in clear
terms. Both sides were able to give a clear outline
and propose a better definition/understanding of
the debate motion.
Writing
 F.6 & F.7 Students were able to use
 They were able to summarize the main points
and explain one’s historical view in conclusion.
 They were able to put forward a point of view
by giving both-sided arguments of a question
statement in debate/discussion.
Student participants in general were enthusiastic
during the visits and reflections were made to
express their empathies and knowledge gained.
Integrated Science Department
Objectives
Promoting
students’ peer
assessment/
self-assessment
skills for
improving their
own learning.
Form Two students design
poster on the topic of either
Healthy Snacks or Smoking.
Students need to present
their setups and fill in peer/
self assessment sheet.
Target
Group
F.2
Time
Scale
Nov.
Success Criteria



Form One students need to
search information and
design an experimental
setup to purify dirty water.
Students need to present
their setups and fill in peer/
self assessment sheet.
Form one students construct
graphic organizer after
reading passages.
Presentation was needed to
show their understanding.
Some more able classes in
Form two are required to
present their self-study task
---Discovery of Oxygen
F.1
May


F.1
1st term

F.2
1st term


Form two students have to
conduct a mini-research.
They design an
environmentally friendly
buildings or public area.
Students do peer/ self
F.2
2nd
term


design the poster
according to the given
rubric.
present the poster.
Students are able to do
peer and self assessments
during the presentation
Students are able to do
self-learning and design
experimental setups.
Students are able to assess
others and themselves
according to the
performance.
construct graphic
organizer that can
summarise the key
concepts.
Students are able to search
stories on “The Discovery
of Oxygen” and present in
the lesson.
Creative presentation skill
is highly encouraged.
Students are able to search
the relevant information.
Students give fair
assessment to peer and
themselves.
- 132 -
Evaluation Methods



Teachers’
observation
Peer/ self
assessment
The quality of students’ work
has improved with the
provision of rubrics.
The students actively
participated in the presentation.
Teachers’
observation
Peer/ self
assessment
Students actively participated
in the whole activity.
The assessment sheet reflected
that students worked seriously.

Teachers’
observation
Students learnt how to get key
ideas from passage reading.
Feedback from peer enhanced
the learning quality.

Self and peer
assessment
Students participated actively
in the activity.

Teachers’
observation
Students’
presentation
Students’
assessment sheets
The performance of both
presentation and assessment
were better than last year.



Objectives
Smooth
Implementation
of New Senior
Secondary
(NSS)
assessment during their
presentation.
Students have to write
learning journals and carry
out scientific investigations.
Target
Group
F.1-2
Time
Scale
Whole
year
Success Criteria


Students should have a
practical assessment.
F1-2
April


Enhancing
Students’
English
capability





Students showed improvement
in journal writing and
conducting scientific
investigations.
Teachers’
observation
Students’ answers
on the assessment
Students’ attitude and
performance impressed science
teachers of other schools.
Worksheets
Sharing by teachers
Students’ writing skills showed
improvement in examinations.
F. 1-2
Oct –
May

Students are able to use
English in doing project
work.

Cross-curricular
project work
Students’ writing skills showed
improvement in examinations.
F.2
April

Students are interested in
watching the film.
Students are willing to
think the leading
questions during the film
show.
Students are interested in
discussing the assigned
reading books.

Teachers’
observation
Students’
worksheet
Students discussed actively
during the activity.
Students showed good
responses in their worksheets.
Students’ oral
feedback
We could not get concrete
feedback from students.
We should ask students to
write some comments on the
extra leaflet in the book.
They should write comments
Integration of subject
content and language
learning in project work to
provide an authentic context
to use English in junior
forms
Film Show
F.1-2
Whole
year

- 133 -

Teachers’ feedback
Self assessment
Peer assessment

F. 1-2
Reading Scheme
present their ideas in the
correct written format
with diagrams.
conduct simple scientific
investigations.
Form One students are
able to manage basic
practical skills.
Form Two students are
able to conduct scientific
investigation.
master the core language
skills across the curricula.
Whole
year
Implement the whole school
language plan in our
curriculum.

Cultivating a
good reading
habit
Evaluation Methods



Objectives
Book display in library
Target
Group
F.1
F.2
Time
Scale
Sept.
March
Success Criteria

Students visit the library
to read the books.
Evaluation Methods

Students should
sign in their names
when they visit the
library.
in their learning journal after
reading the book next year.
Students were busy and forgot
to go to library.
Should remind students to go
to the library to read the
displayed books.
Inter-school sharing gathering
Lesson observations were open to Science Net-work teachers organized by EDB Science Department. Follow-up discussions were arranged for sharing after the
lessons. Moreover, teachers from various Secondary Schools came to our school to observe the practical assessment in Form 2. Follow-up sharing and
discussion about the Curriculum Planning in Junior Science were held in our school. The experiences of preparing NSS in Science KLA were found useful and
they inspired a lot in enhancing the learning and teaching. Sharing in other schools gave positive and encouraging feedback to our department.
Sharing within our Integrated Science Department and other organizations
Date
08.09.2010
Activities
Supporting students to learn Science in English
12.11.2010
Munsang College, Christian & Good discussion with the teacher.
Lesson Observation
(I.S. lesson of Ms. Cheung Tung Ping being observed by a Missionary Alliance Sun Kei
teacher of Christian Missionary Alliance Sun Kei Secondary Secondary School
School)
Learning English and learning in English: Getting in tune with EDB
Feedback was good and encouraging.
our students’ needs
(Sharing of strategies in developing language across the
curriculum)
20.11.2010
Organization
Evaluation
Munsang College, Christian & Good and positive response from the teacher
Missionary Alliance Sun Kei
Secondary School
18.12.2010
Symposium on Language and Literacy in Science Learning
EDB
Feedback was good and encouraging.
14.12.2010
21.12.2010
20.04.2011
LAC Project with Dr. Angel Lin and HKU
HKU
Discussion was positive and encouraging.
Lesson Observation for Science Teachers from other schools
EDB,
Teachers appreciated the performance of our
- 134 -
Date
12.07.2011
25.08.2011
23.08.2011
Activities
Inter schools meeting
Prepare teaching materials
Inter schools meeting
Prepare teaching materials
How to arouse students’ interest to learn science
Activities
Date
Activities
Organization
MSC I.S. Dept.
EDB, I.S. Department
EDB, I.S. Department
Shatin Methodist College
Students involved
Whole year
Science Learning Journal
F.1 & F.2
November, 2011
Field Study in our Campus
(A Mini-report – Diversity of Nature)
F.1
Sept. 2010
Library Book exhibition - Scientists
F.1
March, 2011
Library Book exhibition – Environmental Protection
Renewable Energy Sources
F.2
April, 2011
Mini-research --- An Environmental Building Design
F.2
April, 2011
Practical Assessment – Investigation
EDB Net-work sharing
F.2
April, 2011
Film Show--Apollo 13
F.2
- 135 -
Evaluation
students.
Good collaboration among science teachers in
different schools.
Good sharing among teachers on science teaching
for preparing a new academic year.
Teachers showed good participation and feedback in
the sharing session.
Evaluation
They treasured their self-learning through the learning journal. It
created an open space for fruitful experience.
Students experienced the learning process; they appreciated the
beauty of nature.
Students visited the exhibition and found books of scientists in
the library. They read some of them during the year.
Students visited the book display in the library and selected the
relevant books for their study.
Students enjoyed the authentic investigative study during the
lessons. Students made good use of the experiments in doing
their project.
The performance of our students was highly appreciated.
Teachers were interested to know our science curriculum. The
activity was successful.
Students enjoyed the film show very much; they needed to write
a report. They learnt from the film.
Liberal Studies Department
The Department of Liberal Studies provides opportunities for students to explore issues relevant to the
human condition in a wide range of contexts. Liberal Studies enable students to understand the
contemporary world and its pluralistic nature. It enables students to make connections among different
disciplines, examine issues from a variety of perspectives, and construct personal knowledge of immediate
relevance to themselves in today’s world. It helps students to develop independent learning capabilities
and cross-curricular thinking. The learning experience provided will foster students’ capacity for life-long
learning, so that they can face the challenges of the ever-changing world with confidence.
The school major concern of this year is smooth implementation of NSS through the following:
1.
Enhance teachers’ capability and confidence on
a. applying metacognitive skills in teaching
b. mastering the NSS curriculum

collaborative lesson preparation

peer observation

sharing of good practices

attending EDB seminars
Teachers were encouraged to use more metacognitive skills especially error-analysis in teaching and
learning. Collaborative lesson preparation meetings were held regularly for F.1 to F.5 teachers, in
which good practices, teaching resources and experiences were shared, team spirit and
professionalism among the teachers were enhanced.
2.
Further promote students’ metacognitive skills through teacher modeling
During the lesson observation, teachers demonstrated different metacognitive skills such as: think
aloud, KWL, questioning, error-analysis, etc. in delivering the lesson. Students became more
reflective in their learning.
3.
Collaborative effort on enriching the English learning environment in campus
To prepare students to learn Liberal Studies in English effectively, the English proficiency of
students were to be raised. Activities focusing on reading, writing and speaking skills were
incorporated into the Liberal Studies lessons. Useful phrases and expressions were introduced to
students to fit their essays into academic genre, reading and speaking skills were polished by the
news sharing.
- 136 -
To echo the school’s major concern of Smooth Implementation of New Senior Secondary (NSS), enhancing students’ social awareness, incorporating
self-directed learning and Assessment for learning through the development of metacognitive skills, the Liberal Studies Department has conducted the following
activities:
Objectives
Enhancing
teachers’
capability and
confidence on
NSS teaching
Conducting collaborative
lesson preparation for each
form
Target
group
All
subject
teachers
Time
scale
Whole
year
Opening NSS classroom:
co-teaching practises organised
by teachers from different
academic backgrounds
F.4 to
F.5
subject
teachers
Whole
year
Conducting IES mass lectures
for F.4 and F.5 students
F.4 to
F.5
subject
teachers
Conducting the mini-IES
assignment named ‘IES Stage
0’
F.4
students
Nov
2010
April
2011
May
2011
July
2011
April
2011
Strategies
Evaluation
Methods
 Oral report
from the form
coordinators
to the
chairperson
 Teachers’
feedback
Strength / Areas for
improvement
 Good teaching practices
were shared.
 Coordination and
Cooperation among the
teachers were enhanced.
 Help and advices were
given to the new
teachers by the
experienced Liberal
Studies in the meetings.
Both teachers and students
gained knowledge and
experience across different
fields of knowledge.
Clear and standardized messages
on the requirements and the
instructions of IES should be
delivered to the students.
 Teachers’
observation
 Students’
performance
in different
classroom
activities
 Teachers’
feedback
 Students’
performance
 Students should be well
prepared for the IES Stage 1.
 They should understand the
requirements of good IES.
 Teachers’
feedback
 Students’
performance
Most of the students
generated sensible IES
research titles in Stage 1.
Success criteria
Liberal Studies teachers should
discuss the teaching pace and
shared the good teaching practices
in teaching in the collaborative
lessons:
 F.1-F.3 Liberal Studies
teachers: meet once a cycle
 F.4 Liberal Studies teachers:
meet once a week
 F.5 Liberal Studies teachers:
meet twice a week to discuss
the teaching pace & shared
the good practices in teaching
The department should develop a
resource bank for a variety of
teaching and learning materials
contributed by teachers and
different organizations.
- 137 -
Both teachers and students
understood the
requirements of IES
Objectives
Strategies
Target
group
Time
scale
Success criteria
research titles.
Students should be able to show
the supporting second-hand
information of the proposed IES
titles and justify the feasibility of
their IES titles.
Evaluation
Methods
improvement
 Teachers’
feedback
 Students’
performance
 Prompt help and
guidance were provided
to students.
 Infeasible IES titles
were identified at an
early stage.
Students should be able to use
both first-hand and second-hand
information in answering one of
the focus questions and present
them to the Liberal Studies
Teaching Assistant(CT2).
 Teachers’
feedback
 Students’
performance
 Students were kept on
track by attending the
summer tutorial.
 Few students were
unable to show up in the
tutorials.
August
2011
Students should be able to draft
the research titles, background
information and focus questions
and present the proposal to the
Liberal Studies Teaching
Assistant(CT2).
 Teachers’
feedback
 Students’
performance
in IES
proposal
Whole
year
Teachers should be able to share
the messages from the EDB and
Conducting IES tutorial for F.4
students: students were
required to discuss the
research titles with the subject
teachers and provided
supporting second-hand
materials to the teachers
Conducting IES summer
tutorial for F.5 students:
students were required to
answer one of the focus
questions with the use of
first-hand and second-hand
information and present to the
Liberal Studies Teaching
Assistant (CT2)
Conducting IES summer
tutorial for F.4 students:
students were required to
provide background
information and generate 3 to
5 focus questions and present
to the Liberal Studies Teaching
Assistant (CT2)
F.4
students
June
2011
F.5
students
July
2011
F.4
students
Sharing of EDB & HKEAA
NSS seminars to all panel
All
subject
- 138 -
 Students were kept on
track by attending the
summer tutorial.
 Few students were
unable to show up in the
tutorials.
 Different understanding
of the feasibility of the
IES titles was found
between the Teaching
Assistant and the
subject teachers.
 Criteria for assessing
IES titles have to be
stated and explained in
the LS Department IES
Manual.
Oral report to the Teachers found the sharing
chairperson
useful and the good
Target
group
teachers
Time
scale
Encouraging panel members to
attend EDB & HKEAA
seminars regularly so as to
master the NSS curriculum
All
subject
teachers
Whole
year
There should be at least 1 teacher
to attend each of the HKEAA
seminar, such as: trial marking
seminar on IES.
Teachers’
feedback
Applying metacognitive skills
in teaching and learning:
teachers model think aloud
method and error analysis
All
subject
teachers
Whole
year
Teachers should be able to
demonstrate metacognitive skills
in classroom teaching and design
of assignment.
 Design of
assignments
 Lesson
observation
 Students’
performance
Objectives
Strategies
members
Success criteria
Evaluation
Methods
HKEAA and the good practices
from other schools to panel
members.
- 139 -
improvement
practices from other
schools gave the team
inspiration to refine the
school curriculum.
 All F.5 students
attended the HKEAA
Liberal Studies Marking
Workshop.
 Junior-form teachers
lacked professional
development in Liberal
Studies.
 The junior-form
teachers will be
encouraged to attend
LS seminars next year
and more internal
sharing among the
senior-form and
junior-form teachers
will be arranged at
school.
 Teachers were familiar
with the metacognitive
skills such as:
error-analysis while
other skills such as:
KWL were not
deployed very often.
 Teachers who are more
familiar and confident
in using KWL will be
invited to share their
experience with other
teachers.
Objectives
Assessment for
Learning (self
& peer
assessment)
Collaborative
effort on
Target
group
F.2
students
Time
scale
April to
May
2011
News sharing: assessment
rubrics were given to students
before the commencement of
News Sharing. Students were
also required to assess peers’
performance.
F.1 to
F.6
students
Whole
year
Writing project proposals
F.3
students
April
2011
 Students should understand
the criteria of good topics.
 They should set their topics
and focus questions in
accordance with the criteria.
 Design of
assignment
 Oral
presentation
Writing
Introducing useful phrases and
F.4 to
F.5
2nd Term
Students should use the phrases
and expression in writing essays
 Design of
assignment
Strategies
Conducting WebQuest on
Cantopops and quality of life
in H.K.: assessment rubrics
was given and explained to
students before the
commencement of the
mini-research.
Success criteria
 Students should be
self-directed learners in
exploring the requirements
and the instructions of the
WebQuest.
 Students should complete their
WebQuest according to the
requirements of the
assessment items listed in the
rubrics.
Students should understand the
requirements of teachers and the
assessment items for the news
sharing.
- 140 -
Evaluation
Methods
 Oral and
PowerPoint
presentation
 Written
reports
 Lesson
observation
improvement
 Most of the students
completed their
presentation and written
report with reference to
 Quality of students’
works was improved
with the help of clear
instructions and rubrics.
 Oral and
PowerPoint
presentation
 News sharing
form
 Lesson
observation
 Students’ understanding
of the rubrics was
reflected in their oral
presentation. Thinking
skills such as:
multiple-perspective
thinking and
distinguishing facts and
opinions were shown in
the presentation.
 Focus of learning
objective of each form
should be set next year.
 Students from the
remedial classes had
difficulties in following
the requirements of the
IES proposal.
 Teachers of the
remedial classes may
need to narrow down
the learning objectives
to 1 item only such as:
setting IES topics.
 Students found the
phrases and expression
Objectives
Target
group
students
Time
scale
Writing
Introducing the basic format of
essay writing since F.2
F.2
students
2nd Term
Students should define the
keywords of the questions e.g.
quality of life when attempting
the questions.
 Design of
assignments
and
examinations
 Students’
performance
Writing
Examining the requirement of
different question keywords
with students e.g. With
reference to, according to your
own knowledge
F.1 to
F.5
students
Whole
year
Students should understand the
different requirements of different
question keywords.
 Design of
assignments
and
examinations
 Students’
performance
Reading, speaking and writing
Arranging News Sharing
Sessions once a cycle: students
were required to search news
on the related topics and led
discussion in the classes
F.1 to
F.5
students
Whole
year
Students should be able to analyze
the issues from multiple
perspectives and examine the
conflicts of interest of different
stakeholders.
 News sharing
form
 Oral and
PowerPoint
presentation
Strategies
enriching the
expression for argumentative
English learning essay writing
environment in
campus
Success criteria
e.g. It is no doubt that…
- 141 -
Evaluation
Methods
 Students’
performance
improvement
useful for writing
argumentative essays.
 Useful phrases and
expressions could be
introduced to F.1 to F.3
students as well next
year.
Most of the students could
define the keywords when
attempting the questions,
but their discussions were
not closely related to the
definitions that they gave at
the beginning of the
answers. More training
should be given in this area.
Most of the students
understood the question
keywords like: ‘according
to Source 1’ and ‘with
reference to Source 1’, but
some of them had
difficulties in understand
the requirement of ‘in the
light of source 1’. More
types of questions
keywords should be
introduced to students next
year.
 The news sharing of the
F.4 and F.5 consumed a
lot of lesson time. Next
year, the presentation of
each group should be
restricted to 15 mins.
 A spiral approach of
Objectives
Target
group
Time
scale
Speaking and performing
Producing short commercials
on promoting citizenship in
Hong Kong in English
F.1
students
1st Term
Students should be able to convey
the message of “Being a
responsible citizen” in the
commercials.
Students’
production of
commercials
Writing and critical thinking
Participating in a series of
Liberal Studies thinking and
writing workshops
F.4 elite
students
(top 60
in the 1st
term
examina
tion)
March
to April
2011
 Students should be able to
apply the essay writing skills
(ACES, DARE, CIAO) into
their assignments.
 Students should be able to
teach the F.5 students on the
essay writing skills during the
F.5 summer supplementary
class.
 Students’
performance
 Students’ oral
presentation’
F.4 to
F.5
students
Decem-  Students should understand
ber 2010
the history of the Legislative
& April
Council Building.
2011
 Students should appreciate the
legislative procedures in Hong
Kong.
Strategies
Widening
Arranging 2 visits to the
students’
Legislative Council Building:
horizon,
to understand the history of the
enhancing their Legislative Council Building
social
and the legislative procedure
awareness
in Hong Kong
Success criteria
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Evaluation
Methods
Students’
attendance and
performance
improvement
news sharing could be
developed so as to
facilitate a vertical
planning of curriculum,
for examples:
F.1: distinguishing facts
and opinions
F.2: analyze the issues
from different
perspectives
F.3: analyze the
interests of
different
stakeholders To further enrich the LAC
element in the activity, a
slogan of promoting
citizenship could be
included in the films.
The F.4 elite students
shared the essay writing
skills to the F.5 students
during the summer
supplementary class. Next
year the sharing could be
incorporated into the
assignments so that the F.5
students will be more
interested and attentive in
the sharing.
 Students were highly
interested in the visit.
They were attentive and
well-disciplined during
the visit.
 The concept of Rule of
Objectives
Strategies
Target
group
Time
scale
Success criteria
Evaluation
Methods
Conducting Sex Education
Workshop on Pornographic
Culture and ways for resisting
from temptation with the
Health Department
F.2
students
April
2011
Students should be able to suggest
ways to resist from temptation of
the pornographic information.
Students’
performance in
the workshops
Co-organizing debates with the
Debate Society on the
controversial topics like,
“urban redevelopment in H.K’
and the “pregnant women from
Mainland China”
F.3 to
F.4
students
March
& July
2011
Students should be able to put
forward their arguments with the
supporting evidences and analyze
the motions from multiple
perspectives.
Students’
performance in
the debate
competition
- 143 -
improvement
Law could be
introduced to the
students before the
visits next time.
 Students were active in
the workshops.
 Follow-up assignment
could be designed in
relation to this topic.
 The debaters conducted
research and collected
data of the related
issues. This enhanced
their problem solving
skills.
 The audience
appreciated the effort
made by the debaters
and learnt the critical
thinking skills through
enjoying the debate
competitions.
Mathematics Department
For smooth implementation of New Senior Secondary (NSS) curriculum and incorporation of self-directed learning through the development of meta-cognitive as
well as self-assessment skills, the Mathematics Department conducted the following activities:
Objectives
Stretching potential
of mathematically
talented students
Widening students’
horizon and
enriching their
experience and
exposure
Strategies/ Activities
Target
Group
F.1-7
Evaluation Methods
Effectiveness
 Teacher observation and assessment
during lessons in the Enrichment
Program.
 Participants’ performance in different
competitions, local or international,
afterwards.
Participants’ performances in
competitions were heartening. A number
of prizes were obtained. It was even
inspiring that they became more capable
and eager to pursue higher standards.
Prize winners were put forward as role
models for their peers in the presentation
of certificates and medals during morning
assemblies.
F.1
Attempt rates and scores
Project in collaboration with
Chinese and Chinese History
departments on development of
ancient mathematics
F.2
 Teacher observation throughout the
process
 Assessment of the project
 Peer and self evaluation
Project in collaboration with
F. 3
Questions were not simple. Nevertheless
some students were still able to get high
scores. They could learn more according
to their higher ability compared with
those average ones. Self-directed learning
was encouraged and developed.
Through the project, students acquired
more concrete knowledge and a better
understanding of achievements of China
in mathematics. Generic and self-directed
learning skills were also developed.
Students’ reflections revealed that the
awareness of students on their ancestors’
success was aroused and this in turn
encouraged them to aim higher.
Through the project, students acquired
 Enrichment Program on
Olympic-type Mathematics
 Mathematics Competitions
- Australian Mathematics
Competition
- Hong Kong Mathematics
Olympiad
- Hong Kong Mathematical
High Achievers Selection
Contest
- Pui Ching Invitational
Mathematics Competition
- Canadian Mathematics
Competition
Online program
“A Math Question Every Day”
- 144 -
Objectives
Target
Group
English department on the uses and
abuses of statistics
Enhancing learning
and teaching
effectiveness
Evaluation Methods
of students’ presentation
 Peer and self evaluation
Aesthetic Activity - Making and
Investigating Pop-up models
F.4
 Questionnaires
Aesthetic Activity – Proofs by
Pictures
F.5
 Teacher observation and students’
presentation
 Questionnaires
Application of meta-cognitive skills
 Frequently use of the skills
(especially questioning,
self-questioning, error analysis
and KWL) during lessons.
 Change ways of setting questions
and insert explicit parts involving
implicit use of the skills in
assignments and assessments.
 Select a topic to pinpoint the use
of the skill in each form from
F.1-4.
Peer observation
All
subject
teachers
 Performance in questions involving
implicit use of the skills
All
subject
teachers
Teacher observation and evaluation
Self-reflection in Learning
F.1-7
Observations in lessons/ assessments
- 145 -
Effectiveness
more concrete knowledge and a better
understanding of the uses and abuses of
central tendency measures of statistics as
well as group presentation skills. They
practiced skills learned in English subject
and used the skills in area seldom touched
in English lessons. Students showed
interest and found the project beneficial.
As an ingredient of the NSS curriculum
of development of aesthetic sense of
students via various aspects, the activity
also aimed at consolidating some
profound mathematics concepts. Students
showed interest and impression. They
appreciated such a different aspect of
doing and investigating mathematics.
 Teachers used meta-cognitive skills as
routine in daily teaching. This was
observed during peer lesson
observations.
 Students became more aware of and
familiar with the use of
meta-cognitive skills in their studies
and doing questions.
 Questions of diversified types were
designed.
The activity provoked sharing of good
teaching practices and increasing
varieties as well as variations in teaching
methods. In running the practice, teachers
were enthusiastic and positive. It was
agreed that peer observation had a
positive impact on teaching.
Students became more aware of their
Objectives
Target
Group
Evaluation Methods
 Students were to complete a form
on “self assessment in learning”
after finishing a chapter or a
number of sections
strengths and weaknesses in learning.
F.1-7
 Observations in lessons / assessments
 Performance in re-quiz/ re-test
 Students became more aware of their
mistakes
 There were mark improvements
shown in Quiz/ Test
Emphasis of sentence structures
F.1-7
and usage of wordings in reading and
answering mathematics questions
Accurate usage of English in reading and
answering questions
 Students became more aware of
proper usage of the terminology and
sentence structures.
Re-structure of NSS curriculum
F.4
Teaching scheme and implementation
Extension on curriculum covering
trigonometry (i.e. including finding
angles between lines and planes)
F.3
Teaching scheme and implementation
Briefing session on extended
modules
Low Achievers Remedial Program
F.4
Students’ reflection on understanding and
selection of extended modules
Attendance and performance of
participants were evaluated.
 Students had better preparation for
extended modules.
 There would be more time for revision
in F.6.
 Students had better preparation for
senior form topics involving
trigonometry
 It was acceptable for students
regarding this extension.
Students had clear concepts on their
decision regarding extended modules.
Participants in each session showed
enthusiasm and were willing to improve.
Analysis on participants’ results found
improvement in their results.
Self/ Peer assessment on learning
 Self/ Peer marking of exercises/
quizzes/ tests following
guidelines in a peer assessment
form
Catering for learner
diversity
Effectiveness
F.2, 4
- 146 -
Music Department
To echo with the school’s major concerns of “Assessment for Learning”, Music Department provided the following structural learning experiences to students of
key stage 3 and 4:
Objectives
Strategy/Task
To enhance
teachers’ capability
on implementing
peer assessment
and self assessment
strategy during the
process of learning
and teaching
Peer observation and
assessment of two integrated
arts-learning activities (School
Creative Music Showcase and
Schools Speech Choir
Showcase).
Time
Scale
Whole
year
Class
Level
F.1-5
Success Criteria
Creative works, which
are refined from
teachers’ critical
comments during the
process of peer
assessment, should
demonstrate the
integration of
multimedia and music.
 Professional
judgment from
various adjudicators
in both Showcases.
 Teachers’ and
students’ feedback on
the creative works
and integrated
performance




To promote
students’ peer
assessment/
self-assessment
practice so as to
improve their
arts-learning
Briefing on “how to write
concert journals” will be
arranged for students.
Pre-concert talks, which are
held by performers or
conductors, will be arranged
for students.
Students are required to assess
their and others’ ensemble
performance and creating
works in accordance with the
requirement mentioned in KS
Whole
year
Whole
year
F.1-5
F.1-5
write a more critical
review by using
assessment criterion
(rubrics) in their
concert journals.
 Students’ writing of
concert journals
 Students’ discussion
 Teachers’ feedback
assess their own or
others’ ensemble
performances and
creative works.
 Students’ reflection
on their own
performance and
creating works
 Peer assessment
- 147 -


Strengths/Area for
Improvement
Such collaborative practice
between different arts
subject promotes students’
interests in the learning of
all arts form.
Students’ concept of one
arts form can be applied to
other arts learning.
The practice of integrated
arts-learning should be
further promoted.
Peer assessment and
observation, which are
implemented by teachers
from different Arts Ed.
KLAs, can foster the
effectiveness of learning
and teaching of integrated
arts.
Students could think
critically on their own and
others’ music performance
and creative works.
Development of critical
thinking skills in the
teaching of listening,
creating and performing
should be further promoted
in coming year.
Objectives
Strategy/Task
Collaborative effort
on further
enhancing students’
English capability
3 and 4.
They are also
required to develop assessment
criterion in some of the tasks.
Students are required to write
concert journals by using
proper musical terms and
writing styles.
Students are required to
prepare a short introductory
speech and programme note in
their ensemble practice
session.
Time
Scale
Class
Level
Whole
year
F.1-5
Whole
year
F.1-5
Success Criteria
 Students are able to
use suitable
glossaries and
proper writing styles
in their journals
writing.
 Students are able to
communicate
effectively by using
proper music terms
and expression
styles in doing
concert review with
other classmates.
express their views
towards the
performance and
creative works
critically by using
proper music terms and
expression styles.
- 148 -
and professional
comments
 Students’ writing of
concert journals
and professional
comment
 Students’ feedback
from peer assessment
 Students’ peer
assessment
and professional
comments Strengths/Area for
Improvement
 In order to communicate
more effectively, wider
choice of glossaries and
greater variety in the
expression styles should be
introduced to students in
coming years.
 Use of other medium,
instead of lesson time, to let
students know more about
the glossaries and
expression styles.
Activities Held:
Time period
23 – 26/9/2010
10/2010
Activity
Students involved
Music Tour with Dr. Henry SHEK – Cultural Exchange with the musicians from Xinghai Conservatory of Music
and Shantou Philharmonic Chorus
F.2 – 7
Dialogue with Celebrities Series - Albert CHAN, Jeffrey CHEUNG and Dominic LAM - Art, Creativity and
Inventions (EDB)
F.5
22/10/2010
Sharing of Mr. LEUNG Yau-cheung, Tommy (alumni 2007)
F.1 - 3
7/11/2010
Performance in Great Migrations Exhibition 2010
F.2 – 5
A Journey on Learning the Arts for NSS Students (EDB)
F.4 – 5
Hong Kong Youth Music Interflow – Secondary (Symphonic Band, Symphony Orchestra, String Orchestra,
Chinese Instrumental Orchestra)
F.1 - 5
Masterclass by Mr LEUNG Kin-fung, 1st Associate Concertmaster of HKPO
F.1 – 7
A Cappella Music Contest - Vocal Ensemble
F.2 – 5
Performance in Family Concert – Introduction to Brass Instruments
F.1 – 7
12/2010
Winterband Festival – Concert Presentation
F.1 – 7
12/2010
Winterchoral Festival – Concert Presentation
F.1 – 7
4/12/2010
Masterclass by Dr. Thomas V.Fraschilo, presented by Winterband Festival
F.1 - 7
8/12/2010
Cultural Exchange with Kent ridge Secondary School (Singapore) and Yishun Junior College (Singapore),
presentedby Winterchoral Festival
F.1 - 7
9/12/2010
Cultural Exchange with Pioneer Junior College Symphonic Band, presented by Winterband Festival
F.1 – 7
10/12/2010
Masterclass by Mr. Werner Pfaff, presented by Winterchoral Festival
F.1 - 5
16/12/2010
Performance in 2010 The Peak Tower Christmas Celebration
F.1 – 5
18/12/2010
Performance in Family Christmas Family Love Concert
F.1 – 7
12/2011
23rd Kowloon City District Schools Music Interflows–String Ensemble
F.2 – 5
12/2011
九龍城區音樂精英欣賞大匯演 – Choir
F.1 – 5
1/2011
Schools Creative Music Showcase
F.1 – 5
11/2010
11 – 12/2010
11/2010, 3/2011
11/2010
14/11/2011
- 149 -
Time period
Activity
Students involved
1, 4, 7/2011
Masterclass by Mr. Raoul Gehringer, Associate Conductor of Vienna Boys Choir
F.1 - 5
2 – 3/2011
Hong Kong Schools Music Festival
F.1 – 7
2/2011
Collaboration Scheme of Cantonese Opera Teaching (HKIEd)
3/2011
Hong Kong Philharmonic Orchestra Masterclass
F.2 – 5
20/3/2011
Performance in Government House Open Day 2011
F.1 – 7
3, 5/2011
Masterclass by Mr. Jimmy CHIANG (alumni 1996)
F.1 – 7
2011 Asian Pacific Chinese Music Exchange & Competition (Taiwan)
F.1 – 5
Masterclass by Mr. YAU Yuen-hing (alumni 1970’s)
F.1 – 7
5/2011
The 5th International Band and Orchestra Conference (Taiwan)
F.1 – 3
5/2011
Performance in Munsang College 85th Anniversary Musical
F.1 – 7
5/2011
F.4 – 5
5/2011
Schools Speech Choir Showcase
F.1 – 7
Music Tour with Dr. Henry SHEK (Stage II) – Cultural Exchange with the musicians from China Conservatory
of Music High School Division
F.1 – 7
Performance in Kowloon True Light Middle School Music
F.1 – 5
13, 14/7/2011
Masterclass by Dr. LEE Tian-tee, presented by HK International Band Fair 2011
F.1 – 7
14/7/2011
Masterclass by Mr. Chris Brien, presented by HK International Band Fair 2011
F.1 – 7
14/7/2011
Performance in Hong Kong International Band Fair 2011
F.1 – 7
14/7/2011
Performance in ｢校園音樂大使展關懷」資助計劃 – ｢關懷音樂會」
F.1 – 3
15/7/2011
Joint Mass Band in Hong Kong International Band Fair 2011 – 汕頭東廈中學交響管樂團
F.1 – 7
4/2011
4, 7/2011
26 – 29/6/2011
2/7/2011
- 150 -
F.2
Physical Education Department
To echo the school’s major concerns of Smooth Implementation of Assessment for learning, the Physical Education Department has done the following:
Strategies / Tasks
 Collaborative lesson
preparation
Time
Scale
Whole
year
Success Criteria
Teachers’ capability on
incorporating peerassessment or
self-assessment into their
teaching is enhanced.
Implementation of peer and
self-assessment to students (F.1-6)
 Marking schemes /Assessment
rubrics will be distributed to
the students after the
dissemination of the
assignment
 Discussion will be held among
teachers and students
Whole
year
 75% students agree that
they understand the
assessment requirements.
 75% students agree that
they know how to improve
their performance next time.
 Students are able to apply
peer /self assessment skills
to improve their learning.
Seminars / Workshops on Staff
Development Day
Whole
year
Teachers getting a deeper
understanding on
Assessment for Learning.
Methods of
Evaluation
preparation and peer
observation reports
from panel
Teachers’
Observation,
Projects and quiz
Self-reflection/Self
assessment form
Teachers’
observation
Survey
questionnaire
Effectiveness
Peer-assessments were successfully implemented
among all panel members. All panel members
agreed that the peer assessment can enhance our
teaching effectiveness.
 Peer /Self -assessments were successfully
implemented in all forms. Even the weak
students could follow the rubrics and improved
their skills.
 Positive feedbacks from students and teachers.
 More time is needed to explain the rubrics and it
is better to do it once a term.
All panel members attended related seminars and
workshops this year.
Cultivating Students’ Whole-person Development and Smooth Implementation of OLE (Physical Development) in NSS Curriculum:
This year, the school allocated two 45-minute PE lessons (in a 6-day cycle) to enhance students’ physical fitness and arouse their interest in pursuing sports
activities. In order to constitute part of the 135 hours of Other Learning Experience, PE department offered diverse learning experiences in OLE through a
multi-activity PE program which helped students develop a solid foundation in physical fitness and sports skills.
We invited the Tin Shui Wai Pegasus Football Team to visit us and had friendly match with our students. Our team members had learnt a lot and the other
students also enjoyed the show. Besides, we organized a basketball exchange match with the Pioneer School of Singapore this year. This provided a golden
opportunity for our team members to enhance their basketball skills.
Different sports associations were invited to visit us. Coaches of Cricket, weight-lifting, Athletics, Rugby and skipping had been invited to introduce the sport to
students. Students were very interested in these sports. Some classes were asked to do projects on these sports topics so that they could have a deeper
understanding on a certain sport. They motivated themselves to persist in achieving their goals in sport.
- 151 -
We offered many diversified co-curricular activities to enable students to extend their learning beyond the classroom under the guidance of teachers and alumni.
An Athletics Training Tour to Guangzhou was organized to widen students’ horizon and nurture their sense of belonging. Students participated and got good
results in competitions of various sports organized by the HKSSF and other sports organizations. All the school team members had played a prominent part in
different championships. Furthermore, the sense of belonging and self-confidence of our students was further enhanced.
Our students were also invited to serve as officials in some sports competitions. They were given chances to experience on organizing and managing the
activities. They could carry out their duties properly and efficiently.
Activities Held
Dates
th
th
24 , 30 Sept, 2010
19, 26th Oct, 2010
8,13th Oct, 2010
Activities
Swimming Gala
Athletics Meet
Interschool Swimming Championships
Nov, 2010
12th Nov, 2010
Oct, 2010
Inter-house Basketball Competition
Sports Injury Talk
Interschool Cross-country Championships
21st Feb, 2011
Tin Shui Wai Pegasus Football Team (天水圍飛馬
足球隊) Visit
Interschool Athletics
Championships
Exchange basketball match with Pioneer Junior
College team from Singapore
World Dance Day 2011
Inter-school Football, Volleyball, Fencing,
Taekwondo, Table tennis and Basketball
Competitions
Sports Co-curricular Activities
Inter-house Football Competition
Athletics Training Tour
Feb, Mar, 2011
12th Mar, 2011
29th Apr, 2011
Oct, 2010 – May, 2011
Sept, 2010 – May, 2011
May 2011
27th – 30th June, 2011
3rd July, 2011
4th Aug,2011
Coca-Cola Rope Skipping for Guinness World
Records Breaking Festival
Dance performance
- 152 -
Target Group
F.1 – F.7
F.1 – F.7
F.1– F.7 school team
members
F.1 – F.7
F.1
members
F.1– F.7
Venue
Kowloon Tsai Park Swimming Pool
Kowloon Bay Sports Ground
Kowloon Park Swimming Pool
members
Basketball team members
Wanchai Sports Ground
Dance club members
F.1 – F. 7
Youth Square
School Sports Ground
MSC
Fanling Golf Club, HK Aberdeen Reservoir
MSC
MSC
F.1– F.7
F.1– F.7
Athletics and Cross-country
team members
F.1
School Sports Ground
Guangzhou Sports Training and Technical
College
Victoria Park
Dancing club members
Kwai Tsing Theatre
Physics Department
To echo School Major Concern – Assessment for Learning, Physics panel tried out various types of strategies to enhance students’ learning. Besides, Physics
department also arranged various inter-school activities and competitions to assist students to develop a stronger sense of scientific investigation and to increase
their sense of belongings to school.
Activities Held:
Objectives
To enhance teachers’
capability and confidence
on mastering the NSS
curriculum and applying
‘Assessment for
Learning’ in teaching
improvement in both
skills and knowledge
understanding and
answering of different
types of questions
To provide opportunity
for students to practice
their organizing power,
collaboration and
communication skills,
and to enhance their
Activity
Peer Observation, with teaching
pedagogy focusing on applying
‘Assessment for Learning’, e.g.
peer-assessment during laboratory
sessions
Time period
Whole year
Target group
F.3 to F.6
Evaluation
Whole panel felt comfortable to try and share their
strategies and all members agreed that the modified
versions after discussions could be applied when
teaching similar topics in future. Team spirit of our
panel has been raised through collaborative work.
Various types of Self- and PeerAssessment on skills and
knowledge, e.g. self- and
peer-assessment on experimental
works
Whole year
F.3 to F.6
Training on question words through
different types of written
assessments, e.g. laboratory report,
quiz and test
Jointly organize the ‘Hong Kong
Inter-School Solar Advancement
Challenge (HKISSAC) 2010’
with ‘CLP Power Hong Kong
Limited’
Organize the ‘Opening Ceremony
Second term
F.3 to F.6
Peer-assessment through Concept Map on chapter
revision in F.3 and self-assessment through
continuous quizzes and chapter tests in F.4 and F.5
are not effective and will not be used next year.
Students enjoyed error analysis through classwork in
front of the class instead.
Peer-assessment through SBA experiments in F.5 and
self- and peer-assessment through TAS experiments
in F.6 and F.7 are successful. Students enjoyed
these modes of assessments. Their practical skills
and subject knowledge behind the experiments have
been consolidated through the assessments.
Many students had shown a better understanding of
the questions and could apply proper language pattern
to write the answers.
20th
November
2010
Over one hundred
and fifty F.1 to F.6
students
8th March
Over forty F.3 to F.6
- 153 -
Students enjoyed the activity. Student leaders of
different service areas had practiced their critical
thinking skills in making proper adjustments to the
arrangement to smooth up the run-down and meet the
scheduled time.
Students enjoyed the activity. They had
Objectives
sense of belonging to
school
To stretch potential of the
talented students in
Physics
Activity
of the Centre for the Advancement
of Renewable Energy (CARE)’
Time period
2011
Target group
Science students as
demonstrators
Jointly organize the GreenPlus
Symposium organized by the ‘CLP
Power Hong Kong Limited’
Jointly organize the ‘GreenPlus
School Kick-off Ceremony’ with
‘CLP Power Hong Kong Limited’
and ‘Green Power’
Jointly organize the ‘Kick-off
Ceremony of Greenhouses’ with
‘CLP Power Hong Kong Limited’,
‘Green Power’ and ‘Parent and
Teacher Association of Munsang
College’
25th May
2011
F.6B Ma Man Hei
5th July 2011
Over eighty F.1 to
F.6 students
5th July 2011
Organize the ‘Summer Courses
2011 – How to Build Your Own
Solar Powered Transformer Model’
12th-13th July
2011 (for
Primary);
14th-15th July
2011 (for
Secondary)
Participate in the ‘International
Sustainable World (Energy,
Engineering, & Environment)
Project Olympiad 2011 (I-SWEEEP
2011) Hong Kong Region Trials’
organized by the ‘Hong Kong
Innovative Technology and
Education Association’ and the
29th January
2011
Over one hundred
and fifty P.5 to P.6
and F.1 to F.6
worked together to
build up the
Recycled Plastic
Bottle Greenhouses
in June
Sixty-four primary
students (P.3-P.5)
with eleven parents
and seventeen junior
secondary students
(F.1-F.3) joined the
workshops and
supervised by ten F.3
to F.5 science
students
A team of two F.5
students: F.5E Chan
Wing Yu and F.5E
Liu Shing Him
- 154 -
Evaluation
demonstrated very good presentation skills to all the
guests of the ceremony about the interactive
renewable energy models and other advanced
facilities in CARE.
The student enjoyed the activity. She had conducted
a very good presentation of the development of Green
Education in Munsang College to the media.
Students enjoyed the activity. They had conducted a
good presentation in front of the guests and the media
participating the ceremony on the Green Facilities
and their applications in Munsang College.
Students enjoyed the activity. Many students had a
positive change in their behavior on ‘Reuse and
Recycle’ due to the visual impact the three
Greenhouses.
Both students and parents enjoyed the activity.
They were delighted when their models were
finished.
The two students gained both knowledge and
experience in making the renewable energy model.
They won the Outstanding Sustainability Award and
represented Hong Kong to join the Final of the
competition in U.S.A.
Objectives
To assist students in
developing a stronger
sense of scientific
investigations, enhancing
their generic skills as well
as self-directed learning
skills
Activity
‘Innovation and Technology
Student Club, Department of
Engineering, The Chinese
University of Hong Kong’
Participate in the ‘International
Sustainable World (Energy,
Engineering, & Environment)
Project Olympiad 2011 (I-SWEEEP
2011)’ organized by the ‘Cosmos
Foundation in Houston of USA’
Participate in the ‘Hong Kong
Physics Olympiad (HKPhO) 2011’
jointly organized by ‘The Hong
Kong Academy for Gifted
Education, Education Bureau, The
Government of The HKSAR’, ‘The
Hong Kong University of Science
and Technology’ and ‘Physical
Society of Hong Kong’
Participate in the ‘Secondary
School Mathematics and Science
Competition (SSMSC) – Physics’
organized by ‘The Hong Kong
Polytechnic University’
Participate in the ‘44th Joint School
Science Exhibition (JSSE)
Competition’ organized by 44th
‘Joint School Science Exhibition
Preparation Committee’
Participate in the ‘2011 Fun
Science Competition <Pearl Over
The Canyon>’ jointly organized by
‘The Society of Hong Kong
Schools’, ‘Hong Kong Association
of Heads of Secondary Schools’,
‘Hong Kong Association for
Time period
Target group
Evaluation
4th-9th May
2011
A team of two F.5
students: F.5E Chan
Wing Yu and F.5E
Liu Shing Him
The two students broadened their horizon and gained
the experience in demonstrating their renewable
energy model to the judges and visitors. They won
the Bronze Medal.
19th March
2011
Ten F.4 students
joining Junior Level
and ten F.5 students
joining Senior Level
Student enjoyed the competition, though the content
was rather difficult. Earlier training was preferred.
F.4E Liu Chun Yin and F.4E Tsui Ming Him Melvin
won the Second Honour and F.4F Tsang Hin Tung
won the Third Honour. The whole F.4 team won one
of the ten “Best School Award”.
23rd April
2011
Two teams of six F.5
students
November
2009 to
August 2010;
Final held at
19th - 25th
August 2011
19th February
2011
A team of four F.6
Project Holders and
twenty F.3 to F.6
Demonstrators
Student enjoyed the competition, though the content
was rather difficult. Earlier training was preferred.
F.5D Fok Ho Kong Jason won the High Distinction,
F.5E Liu Shing Him won the Distinction and F.5D Ho
Hinson and F.5E Poon Mong Wah won the Credit.
Student enjoyed both the proposal preparation and the
exhibition periods, but did not have sufficient time in
making the models. They were qualified in
Proposal Competition and entered the Final
Exhibition.
Two teams of four
F.5 students
- 155 -
Student enjoyed the model preparation period.
Objectives
To assist students in
developing a stronger
sense of scientific
investigations, enhancing
their generic skills as well
as self-directed learning
skills
Activity
Science & Mathematics Education’,
‘Hong Kong Federation of
Education Workers’, ‘School of
Science, The Hong Kong
University of Science and
Technology’ and ‘Hong Kong
Science Museum, Leisure and
Cultural Services Department’
Participate in the ‘Design for
Elderly Competition’ jointly
organized by ‘Institute of
Mechanical Engineers’, ‘The Hong
Kong Institution of Engineers’,
‘ASME Hong Kong Section’,
‘Electrical and Mechanical Services
Department’, ‘The University of
Hong Kong’, ‘The Chinese
University of Hong Kong’, ‘The
Hong Kong Polytechnic
University’, and ‘The Hong Kong
University of Science and
Technology’
Technology and Renewable Energy
Events (HKTREE)’ organized by
and ‘Hong Kong Science &
Technology Parks’
Participate in the ‘Energy
Innovation Project Competition
2010/2011’ organized by the ‘The
Hong Kong Institution of
Engineers – Electrical Division’ and
Participate in ‘The 8th Bridge
Building Competition for
Secondary Schools’ jointly
Time period
Target group
Evaluation
12th March
2011
A team of three F.4
students
Student enjoyed both the proposal preparation and the
exhibition periods, but did not have sufficient time in
making the models. They were qualified in
Proposal Competition and entered the Final
Exhibition.
19th March
2011
Four teams of
thirteen F.4 to F.5
students
25th March
2011
A team of four F.4 to
F.5 students
Student enjoyed both the proposal and model
preparation period, but did not have sufficient time to
write the report.
26th March
2011
Three teams of
fourteen F.5 students
Student enjoyed both the model preparation period
and the event day testing. They had broadened their
horizon to see a professional testing with advanced
- 156 -
Objectives
Activity
organized by ‘IVE Engineering’,
‘Faculty of Engineering, The
University of Hong Kong’ and
‘Hong Kong Construction
Association’
Youth Science and Technology
Invention Competition 10-11’
organized by the ‘Hong Kong New
Generation Cultural Association
Science Innovation Centre’
Participate in the ‘Renewable
Energy Powered Electrical and
Mechanical System Design
Competition’ organized by the
‘Department of Engineering, IVE
(Tsing Yi)’
Participate in the “Renewable
Energy Powered Model Car
Competition” organized by ‘The
Boys' and Girls' Clubs Association
of Hong Kong’
Time period
Target group
Evaluation
equipment.
26th March
2011
Three teams of nine
F.3 to F.5 students
Student enjoyed the model/proposal preparation
period.
16th April
2011
Two teams of twelve
F.4 to F.5 students
Student enjoyed both the proposal and model
preparation period, but did not have sufficient time to
write the report.
15th May
2011
Three teams of
fifteen F.5 students
- 157 -
普通話科
因應重點關注事項，本科要求學生自行擬定個人短講題目，於課堂上分享所思所感，並就
自己的表現進行自評。除了個人習作，學生須分組進行二人對話，練習過程中，同學須透
過聆聽錄音光碟、翻查字典等方法掌握語音，學習普通話之餘，亦訓練多元智能。另外，
學生亦於二人對話練習後填寫自評表及互評表，以期在正式考試中有最佳表現。本年度有
數位學生參加朗誦節，表現理想。
本學年曾舉辦／參加之活動
目標
學生於課前作預習，
如：找出該課的詞彙
或對話句型造句，然
後作同儕互評。每位
同學作至少一分鐘的
個人短講，就此作自
評及互評。
活動名稱
同儕互評
對象
舉辦機構
中一至普通話科
中三
提高學生說話能力
第六十二中一至香港學校音樂及學生能積極參加相關活
屆香港學中三
朗誦協會
動
校朗誦節
- 158 -
成效
 學生能指出同學在發
音上的錯誤。
 學生能正確地評價同
學的造句及個人短講
表現。
Visual Arts Department
To echo the school’s major concerns of “Assessment for Learning”, the Visual Arts department has conducted the following activities.
Time
Scale
Whole
year
Class
Level
F1-5
Interschool Visual Arts Exhibition
Whole
school
F1-7
To improve
teaching
effectiveness
 Each cycle, subject teachers
Whole
school
F1-5
Smooth
implementation
of the NSS
curriculum
Training about art appreciation
and artist statement writing.
Whole
school
F1-5
 F1-3 students can
F1-5
write visual art and
design appreciations
in short paragraphs.
 F4-5students can
write appreciations
and artists’ statements
in research
workbooks.
Students are requested
Objectives
To facilitate
students’
learning, and
enhance
students’ self
and peer
evaluation
capacity
Strategy/Task
Each form and each class should
at least have one selected topic on
applying self and peer assessment
activities during the lesson.
will arrange at least ONE
lesson in doing collaborative
lesson preparation.
 Peer observation between
subject teachers per year cycle.
Metcognitive skills used in
Whole
Success Criteria
 Students can do self
reflection and peer
assessment in the
lessons.
 Students can use
visual diary to do
pre- lesson
preparations and
lesson reflections.
Outstanding artworks
are displayed. Self
reflection, peer
assessment and art
appreciation ability are
achieved.
 Peer observation of
the subject teachers
 Use of collaborative
lesson preparation
and peer observation
- 159 -
Strengths/Area for
Improvement
 From teachers’
Assessments activities help to
observation
improve both learning and
 Students’
teaching. Therefore all
presentation
strategies will continue to be
 Self and peer
implemented in the next
assessment worksheet academic year.
and visual diary
Exhibition work sheet
for students.
Students can apply
metacognitive skill and
assessment for learning
effectively through the
exhibition.
Peer observation and
evaluation forms for
teachers.
preparation and peer
observation can improve
teaching effectiveness.
Therefore all strategies will
continue to be implemented in
the next academic year.
Teachers found students being
insufficient in visual arts and
design knowledge and skills.
Therefore more specific
training and exposure need to
be provided to students.
 Artist statement
worksheet for F1-4
 F4, 5 students’
performance
in internal tests and
examinations.
 Students’
presentation.
 Visual Diary for F1-3
Metcognitive skills help to
Objectives
Strategy/Task
learning and teaching activities.
(including questioning, mind map,
high order thinking etc)
Time
Scale
school
Class
Level
Success Criteria
to use visual diary and
research workbooks to
do their pre-lesson
preparations.
observation
 Students’
presentation
 Peer assessment
Strengths/Area for
Improvement
improve learning and teaching,
therefore all the strategies will
continue to be implemented in
the next academic year.
worksheets.
Small visual art library was set up
in V.A. room to promote reading.
Whole
school
F1-5
Activities Held:
Time period
2010-2011
Students are encouraged
to read and borrow
books directly in the
Visual Arts Room.
Students can gather
information and ideas
from reference books.
observation
 Students’ portfolios
and artworks.
Activity
Arts Ambassadors-in-school ( HK Development Council )
Reading can help students to
inspire ideas, improve their
artistic vision and facilitate
them to do their SBA
portfolios. More NSS
references should be purchased
in the near future.
Students involved
F.5
1/2010
Exhibition of Secondary School Students’ Creative Visual Arts Work (10-11) EDB
1/2011
響應油尖旺區節之新春書法比賽
F.5
4/2011
「友生昌杯」全港青少年書畫大賽
F.5
4/2011
From sight to insight – Interschool Visual Arts Exhibition 4
F.1 – F.7
5/2010
F.4 – F.5
26/11/2010
“Green X’mas@CDAV” Community Art Program workshop with students
F.1 – F.5
20/9/2010
Sharing workshop with Hong Kong established Artist: Otto Li Tin Lun
F.5
15/12/2010
Contemporary Art Thinking and Making” workshop with Hong Kong established Artist
F.5
22/12/2010
“Travel to Learn in the City” Artist in School - Joint School Presentation and Lecture
F.5
04/01/2011
Attending EDB Secondary Students’ Visual Arts Exhibition 2010-2011
F.5
07/04/2011
Opening Reception of Joint school art exhibition 2011
16/4/2011
TLC Student Joint School Exhibition III: ▶ start with playing
- 160 -
F.1 – F.5
F.1 – F.5
F.5
Major Concern 2011/2012 – Green Education
The objectives / intended outcomes are:
1.
2.
The school being run with the Four Principles of Waste Reduction – “Reduce”, “Reuse”, “Recycle”
and “Replace” (Principles of 4Rs) for Environmental Conservation
The stakeholders being aware of the Principles of 4Rs and Environmental Conservation
The strategies adopted are:
1.
2.
3.
4.
Optimization of school infrastructure to facilitate the implementation of the Principles of 4Rs for
protecting the environment
Incorporation of the Principles of 4Rs and Environmental Conservation into school administration,
staff development, learning and teaching as well as co-curricular activities.
Energy and water conservation
Recycling and waste reduction
End
- 161 -

Munsang College

Transcription

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