2014-2015

Transcription

2014-2015

Munsang
民
生
College
書
院
Annual Report
2014 – 2015
8 Dumbarton Road, Kowloon, Hong Kong
Web Site: http://www.munsang.edu.hk
E-mail: info@ munsang.edu.hk
Contents
Mission Statement, School Goals and School Major Concerns
Page
1
Introduction
2–4
School Layout and Facilities
5–6
Administration Organization
Administration Structure
Incorporated Manangement Committee
Staff of the College
Qualifications and Teaching Experience of Our Teaching Staff
Executive Committee
Working and Standing Committees
Subject Departments
7 – 11
Report on Academic Affairs
Curriculum 2014 – 2015
Class Structure
Number of School Days (Including Form Test and Examination)
Lesson Time for 8 Key Learning Areas for F.1 – F.3
Unfilled Places in the Classes
Students’ Attendance
Percentage of Early Exit Students in the School Year
12 – 15
Financial Summary
Financial Summary 2014 – 2015
Use of Capacity Enhancement Grant
Use of Diversity Learning Grant
Use of Career and Life Planning Grant
16 – 19
Students’ Performance
F.6 Graduates’ Pathway 2014 – 2015
External Examination
20 – 21
Students’ Achievements 2014 – 2015
External Scholarships
Internal Scholarships
Inter-school Activities and Competitions
22 – 41
Reports of Committees
42 – 103
Reports of Subject Departments
104 – 204
Evaluation of Major Concern 2014 – 2015
205 – 210
Major Concern 2015 – 2016
211
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.
2.
3.
4.
Nurturing academic excellence with a view to becoming life-long learners
Cultivating exemplary conduct, correct values and high moral standards
Advocating a strong sense of unity and social responsibility
Developing enlightened and dynamic leadership quality
School Major Concerns
1.
2.
Enhancing learning and teaching effectiveness
(a)
Catering for learners’ diversity
Adopting differentiated instruction and tiered assignments to cater for students’ diverse
learning needs
Using e-learning to cater for students’ different learning styles
(b)
Effective use of assessment
Using assessment to
 support and extend students’ learning
 help students’ self-reflection and self-monitoring
 facilitate teachers to make adjustment to their teaching strategies
(c)
Use of effective study skills
Cultivating students’ note-taking skills and memory skills through school-based or
subject-based programs (e.g. F.1 Summer Bridge Program)
Building learning communities
Strategies for students

Enabling students to learn from their peers and to share good practices

Providing a platform for high achievers to learn from their peers, teachers and alumni

Facilitating students’ reflection skill in running Other Learning Experiences (OLE) activities
Professional development for teachers

Inculcating a sharing culture

Providing chances on experience sharing on teaching and curriculum planning

Managing and sharing learning and teaching resources

Equipping teachers with various teaching strategies to cater for learners’ diversity and cultivate
self-directed learning

Enhancing teachers’ communication and collaboration among different committees and
departments
1
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, there is a great variety of activities organized during the summer vacation.
Enrollment
Secondary Section
Form
1
2
3
4
5
6
Number of Classes
5
5
5
5 (#6) 6 (*7) 6 (*7)
#
Five classes being splitted into 6 groups; * Six classes being splitted into 7 groups
The normal class size is 15 to 41 students in each class.
Total
32
Facilities
The school campus has 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, an Innovative Learning Centre, a
lecture theatre, a bible-study court, a chapel and an archives. All of the rooms on campus are
air-conditioned.
Medium of Instruction
The medium of instruction 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.
Administration
Munsang College is a non-profit private institution run by the Munsang College School Sponsoring Body
(SSB). The Hong Kong Government accorded the Secondary Section of the College the status of an
“aided” school in 1978 which has been incorporated since September 2012. The existing Principal was
appointed by the Ex-College Council and approved by the Government of Hong Kong. The Incorporated
Management Committee gives directions on the formulation and implementation of school policies.
Student Support Services
The Student Affairs Office is responsible for the provision of “Student Support Services”. The
Discipline Committee implements various measures to train students to be well-behaved and to foster their
sense of responsibility. The Counselling Committee and the school social workers closely co-operate
with the community to help students in need and to hold various counselling activities, talks and growth
development services. The Careers Committee offers students career guidance support and a variety of
programmes for enriching their career and life planning education. Through the Student Association, six
houses, and CCA groups, the Co-curricular Activity Committee helps developing students’ organization
and leadership skills.
To cater for students’ special educational needs (SEN), the medical history of students is collected in the
beginning of the school year. The students with SEN are identified and followed by the working
committees and school social workers. Referrals are made to the Educational Psychologist of the
Education Bureau (EDB) when necessary. Cross-disciplinary case conferences are held with the
Educational Psychologist accordingly. With the Learning Support Grant of 2014 – 2015, student helpers
were hired to provide additional support to students such as after-school tutorials and oral examination
practices. Training camps and workshops on stress management, speech therapy and development of
self-confidence and social skills were also organised for students with the funding. A horticultural
therapy workshop was held for students in our Eco Garden to promote emotional resilience.
Co-curricular Activities
Students are encouraged to participate in various co-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 Spiritual Nourishment Award Scheme, Monday prayer, devotional and bible classes, etc.
School teams are set up to build school spirit include basketball, football, badminton, volleyball, fencing,
2
field training, swimming, dance class, orchestra, choir and so forth. There are groups for aesthetic
development such as visual arts, drama, photography and campus TV. Groups for academic subjects
such as English, French and Mathematics nurture students’ knowledge. Students take part in various
uniform teams such as Boy Scouts, Girl Guides, St. John Ambulance Brigade Cadets and St. John Nursing
Cadets.
Munsang College believes that platform for students to organise various large scale activities could
develop their leadership potential and the heart of service. Student Association is responsible for
organising the annual singing contest, teacher-student tournament, sports activity, thematic activity of the
year and so forth. The six Houses also lead their fellow members to compete in numerous inter-house
activities. In the post-exam period, various activities like inter-class competitions, debate competition,
English Activity day, etc. would be held. Service tour to different nations provides a platform for
students to show their love and care to the needy.
Teams are organised to take part in inter-school science and visual arts exhibitions, IT competitions,
athletics meets, swimming competitions, music festivals, speech festivals, drama festival and the like.
Career & Life Planning
School Year 2014-15 marked a paradigm shift to a comprehensive life planning education and career
guidance service. This has helped students understand their own interest, capabilities and academic or
career aspirations, develop a positive attitude towards work and learning and integrate their aspirations
into whole-person development and life-long learning.
To bring forth comprehensive life planning education and career guidance service, personal and small
groups counselling services, CLP-in-class sessions coupled with Career Days for all Forms were
conducted, focusing on the issues particularly addressing students’ needs.
The Careers Committee has consistently been devoted to offering opportunities and professional guidance
to nurture our students to be self-directed learners and future leaders through a wide range of
career-related activities and morning assembly sharing. The partnering programs with NGOs and alumni
well-manifested the effectiveness of mentorship, to bring students inspirational and career-related skills
and knowledge, helping them to compose their personal repertoire with confidence and character.
To address the diversity of learning and enhance our students’ global vision and options for further studies,
we extended our classroom to Australian Teaching & Learning Showcase 2014 in Physics with La Trobe
University, Melbourne. We have channeled international connections with Cambridge University in the
UK as well as Waseda University, Ritsumeikan University and Yamanashi Gakuin University in Japan,
from which scholarships have been set for our students.
The CLP Grant provided great support to implementing CLP with extra human resource; a teaching
assistant was deployed in planning and implementing the comprehensive careers education, making the
flow of work more effective and efficient.
3
Curricula
While a unified curriculum was offered to students of Form One to Form Three, the Senior Secondary (SS)
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 to Form Six students must choose
2 to 3 electives out of the given eleven (as in the table below).
English
Chinese
Chinese History
Mathematics
Mathematics Extended Part
(Module 1: Calculus and Statistics)
(Module 2: Algebra and Calculus)
Liberal Studies
Physics
Chemistry
Biology
Science
Information and Communication Technology
History
Geography
Business and Economics
Economics
Business, Accounting and Financial Studies
Home Economics
Music (HKDSE)
Visual Arts (HKDSE)
Biblical Knowledge / Ethics (OLE)
Physical Education (OLE)
Music (OLE)
Visual Arts (OLE)
Putonghua
Other Languages: NSS French
Form 1
and
Form 2
*
*
*
*
*
*
*
*
*
Form 3
Form 4
(SS 1)
Form 5
(SS 2)
Form 6
(SS 3)
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Munsang Alumni Association
The association was founded in 1939.
greatly to its development.
It has a close relationship with the College and has contributed
4
School Layout
School Facilities
For the Munsang College, there are four main blocks:
26 Classrooms
Butterfly Garden
Bible Study Court
Social Worker Office
Guidance Prefect
Association Room
Joint House Room
Prefect Room
Student Association
Room
English Corner
3 Store Rooms
Janitor Room
4 Supportive Education
Rooms
Cookery Room
Music Room
2 Visual Arts Rooms
(Rufus Huang
Memorial Building)
2 Computer Rooms
Geography Room
Centre for Advancement
of Renewable Energy
(E101 - E502)
Technical Support
Division Room
Covered Playground
Gymnasium
Block D
(D203 - D511)
Block E
5
2 Classrooms
2 Integrated Science
Laboratories
Chemistry Laboratory
Biology Laboratory
Physics Laboratory
Library
Technical Support
Division Room
Staff Room
Staff Common Room
Lecture Theatre
General Office
Store Room
Printing Room
Medical Room
7 Classrooms
Chapel
Multi-Purpose Room
Block H
Innovative Learning
Centre
Computer Aided
Learning Room
Student Activity Centre
(H101 - H801)
Campus TV Room
Parent-Teacher
Association Room
Server Room
Store Room
Supportive Education
Room
Covered Playground
Block G
(G101 - G503)
6
Administration Structure 2014-2015
Incorporated Management Committee
School Supervisor
Principal
Christian Ministry
Executive Committee
Core Committee
School Secretary
Vice-Principal
Vice-Principal
Assistant Principal
Annual Report
Annual Plan
Cultural
Exchange &
Alumni Affairs
Parent-Teacher
Association
Publicity & Public
Relations
Information Technology
& Resources
School Estate
Management Officer
Academic
Affairs
Finance
Committee
Subject
Teachers
SAMS
I.T.
Technicians
Janitors
Discipline
Counseling
Co-curricular
Activities
Careers
Crisis
Management
Scholarship
Accounts
Department
Year Book
Staff
Development
Subject
Heads
LAC
Publication
School Self Evaluation
Clerical
Staff
Class
Teachers
Technicians
& T.A.
Clerical
Staff
Class
Committee
Prefect
Association
GPA
Clubs &
Societies
Student
Association
GPA = Guidance Prefect Association
LAC = Language Across Curriculum
7
Houses
Incorporated Management Committee
Chairman & Supervisor
Hon. Secretary
Hon. Treasurer
Manager
Parent Manager
Teacher Manager
Alumni Manager
Individual Manager
Mr. Jeremiah Wong Kui Hung
Ms. Kuby Chan Yin Hung
Mr. Yik Kwan
Mr. Cheung King Rock
Mr. Herbert Ho Hok Bun
Ms. Wong Lei Lei
Dr. Alice Yuk Tak Fun
Ms. Tsui Ka Wah
Mr. Ko Chi Wai
(alternate)
Mr. Lam Kam Hung
Ms. Cheung Ching
(alternate)
Ms. Wong Kam Hung
Mr. Yu Kin Man
(alternate)
Mr. Lee Yip Chung
Mr. Tony Chan Kwok Man
Staff of the College
Principal
Vice-Principal
Ms. Kuby Chan Yin Hung
Mr. Yu Kin Man
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
Laboratory Technician
Social Worker
:2
: 15
: 33
:5
:2
:3
:6
: 4.8
:3
:2
8
Qualifications of Our Teaching Staff
100.0%
90.0%
80.0%
Percentage
70.0%
60.0%
2012-2013
50.0%
2013-2014
40.0%
2014-2015
30.0%
20.0%
10.0%
0.0%
Bachelor degree
Master degree or above With formal education
training
Teaching Experience of Our Teaching Staff
Numbers of
teaching staff
0-2
yrs
3-5
yrs
6 - 10
yrs
11 - 15
yrs
16 - 20
yrs
21 - 25
yrs
2012 - 2013
9
9
18
7
7
12
7
3
2013 - 2014
7
9
16
6
8
14
7
3
2014 - 2015
6
8
19
6
8
12
10
5
Executive Committee
Chairman
Committee members
Ms. Kuby Chan Yin Hung, Principal
Mr. Mok Kwok Wai, Vice-Principal
Mr. Yu Kin Man, Vice-Principal
Mr. Lui Hang Sum, Assistant Principal
Ms. Ting Man Shuk
Mr. Luk Kai Ho
Ms. Chung Yau Lin
Mr. Hui Kong Hang
Ms. Ho Chun Lan
Mr. Chan Shu Sum
9
26 - 30 30 yrs or
yrs
above
Working and Standing Committees
Committee
Academic Affairs
Discipline
Counseling
Careers
Co-curricular Activity
Information Technology
& Resources
Staff Development
Chriatian Ministry
Language Across the
Curriculum
Finance Committee
Cultural Exchange &
Alumni Affairs
Parent-Teacher
Association
Publicity & Public
Relation
School Self Evaluation
Scholarship
Publication
Head
Members
Ms. M.S. Ting
Mr. F.L. Wu, Ms. S.L. Tam, Ms. M.Y. Chan,
Ms. C.M. Ho, Ms. P.M. Lau, Mr. K.L. Mok,
Mr. K.W. Ng, Ms. Y.Y. Tam, Ms. W.S. Tse,
Mr. F. Chiu, Mr. H.S. Chan, Mr. W.P. Chan,
Ms. S.L. Law, Ms. C.L. Lo
Mr. K.H. Luk
Ms. M.K. Leung, Mr. K.W. Cheng, Ms. M.C. Chan,
Ms. W.Y. Chin, Ms. K.W. Hui, Mr. Y.Y. Mak,
Ms. L.F. Tse
Ms. Y.L. Chung Ms. T.P. Cheung, Mr. T.H. Chan, Ms. L.T. Ching,
Ms. S.Y. Chiu, Ms. P.S. Lo, Ms. M.S. Yau
Ms. C.L. Ho
Mr. W.S. Chan, Mr. C.P. Lee, Ms. M.Y. Kwok,
Ms. W.M. Lam, Ms. M.W. Luen, Ms. H.T. Wong,
Mr. C.W. Li
Mr. K.H. Hui
Ms. H.Y. Wong, Mr. K.T. Hung, Mr. C.W. Kwan,
Ms. M.K. Lai, Mr. Y.C. Leung, Ms. Y.K. Pang
Ms. S.L. Li
Mr. H.S. Lui
Mr. H.F. Chan, Mr. L.H. Choi, Mr. Y.C. Ho,
Mr. W.O. Chan, Mr. P.C. Wong, Mr. C.C. Kwok,
Mr. C.P. Cheung, Mr. S. Ho, Mr. M.W. Leung,
Mr. H.C. Tam
Mr. S.S. Chan
Mr. C.W. Kwan, Mr. C.M. Law, Mr. K.W. Mok,
Ms. M.S. Ting, Ms. S.Y. Wat, Mr. K.M. Yu
Ms. S.W. Ho
Ms. T.P. Cheung, Ms. S.Y. Chiu, Mr. L.H. Choi,
Mr. K.H. Hui, Ms. M.K. Leung, Mr. Y.Y. Mak,
Mr. S.K. Yeung, Mr. K.C. Poon
Ms. Y.Y. Tam
Mr. Y.H. Kan, Ms. W.Y. Chin, Mr. C.S. Chow,
Mr. Christianopoulos, Ms. W.C. Kwok, Ms. Y.Y. Ng
Mr. K.M. Yu
Mr. K.W. Tsoi, Mr. K.H. Hui, Mr. K.W. Ng,
Ms. M.S. Ting, Mr. F.L. Wu, Ms. A. Kwok
Mr. Y.H. Kan
Mr. W.S. Chan, Ms. P.C. Wu, Ms. W.C. Kwok,
Mr. S.K. Lui, Ms. S.L. Tam, Ms. H.T. Wong
Ms. W.Y. Leung Ms. M.Y. Pun, Mr. S.T. Ho, Ms. Y.W. Lee,
Mr. K.W. Mok, Ms. Y.Y. Tsang, Ms. P.C. Wu,
Mr. K.M. Yu
Mr. K.W. Tsoi
Ms. M. Lam, Mr. W.O. Chan, Mr. Christianopoulos,
Ms. K.W. Hui, Mr. C.P. Lee, Ms. W.Y. Leung,
Mr. H.S. Lui
Mr. K.W. Mok
Ms. K.H. Wong, Mr. S.S. Chan, Ms. S.L. Lai
Mr. K.W. Mok
Ms. C.L. Ho, Ms. S.W. Ho, Ms. Y.W. Lee
Ms. M. Lam
Ms. K. H. Wong, Mr. C.S. Chow, Mr. Christianopolous,
Mr. S.T. Ho, Ms. S.L. Lai, Ms. M.Y. Pun
10
Subject Departments
Department
Head
Deputy
Biblical Knowledge
Ms. Ho Sau Wai
Biology
Ms. Chan Mei Yee
Chemistry
Mr. Chan Shu Sum
Chinese Language
Mr. Ng Kwok Wing
Chinese History
Ms. Wong Kam Hung
ICT
Mr. Lui Hang Sum
Economics
Ms. Ting Man Shuk
English
Ms. Tam Yuen Yee
Geography
Mr. Kwan Chun Wing Newton
History
Ms. Tam Sau Lai
Home Economics
Ms. Hui Kwan Wah
Integrated Science
Ms. Cheung Tung Ping
Liberal Studies
Ms. Tam Sau Lai
Mr. Mak Ying Yin
Mr. Tsoi Ka Wing
Mathematics
Mr. Wu Fung Leung
Ms. Chung Yau Lin
Music
Mr. Leung Yau Cheung
Physical Education
Ms. Wong Hoi Yee
Physics
Mr. Chan Wai On
Business, Accounting and
Financal Studies
Ms. Ting Man Shuk
Putonghua
Ms. Leung Wai Yu
Visual Arts
Ms. Lam Mau
11
Ms. Leung Wai Yu
Ms. Chin Wai Ying
Report on Academic Affairs
Curriculum 2014-2015
Class
Subject
1
2
3
4
5
6
A-E A-E A-E A B C D E F Total A B C D E F G Total A B C D E F G Total
Form Period
(15 mins/day)
Reading
(15 mins/day)
15
15
15
18
English
40
40
40 6 6 6 6 6 7
37
7 6 6 6 6 6 6
43
Chinese
35
35
35 6 6 6 6 6 8
38
8 6 6 6 6 6 6
Mathematics /
Mathematics
Extended
Module 1,2)
30
30
25 6 6 6 6 6 6
36
Liberal Studies
10
10
10 6 6 6 6 6 8
21
21
105
6 6 6 6 6 6 6
42
242
44
6 6 6 6 6 6 6
42
229
7 7 7 7 8 7 8
51
8 8 8 8 9 8 9
58
230
38
8 6 6 6 6 6 6
44
6 6 6 6 6 6 6
42
154
Physics
5 (2)
10
5 (2)
10
5 (3)
15
35
Chemistry
5 (3)
15
5 (4)
20
5 (4)
20
55
Biology
5 (2)
10
5 (3)
15
5 (3)
15
40
5 (1)
5
5 (1)
5
5 (1)
5
30
Information and
Communication
Technoloby
5
5
5
Science
20
20
30
History
10
10
5
5 (1)
5
5 (1)
5
5 (1)
5
40
Geography
10
10
5
5 (2)
10
5 (2)
10
5 (2)
10
55
Business &
Economics
70
10
10
Economics
5 (2)
10
5 (2)
10
5 (2)
10
30
Business
Accounting and
Financial Studies
5 (2)
10
5 (3)
15
5 (3)
15
40
Chinese History
10
10
10
5 (1)
5
5 (1)
5
5 (1)
5
45
Bible
Knowledge /
Ethics
5
5
5
3 (1)
3
3 (1)
3
3 (1)
3
24
Home
Economics
5
5
Physical
Education
10
10
10 2 2 2 2 2 2
Music
5
5
5
10
Visual Arts
(HKDSE)
Visual
Arts/Music
(OLE)
10
10
10
Putonghua
5
5
5
12
2 2 2 2 2 2 2
14
1 1 1 1 1 1 1
7
63
15
5 (1)
5
6 (1)
6
5 (1)
5
5 (1)
5
15
36
15
Grand Total
235 230 230
273
320
320
Total
235 465 695
968
1288
1608
12
1608
Class Structure
Class Level
F.1
F.2
F.3
F.4
F.5
F.6
Total
Number of Classes
5
5
5
5 (*6)
6 (*7)
6 (*7)
32
Number of Boys
100
88
79
102
102
86
557
Number of Girls
82
85
89
69
84
96
505
Total
182
173
168
171
186
182
1062
* Five classes being splitted into 6 groups / Six classes being splitted into 7 groups
Number of School Days
(Including Form Test and Examination)
250
School Days
200
2012-13
150
2013-14
100
2014-15
50
0
F.1 - F.5
F.6
13
2012-13
14
2013-14
Others
Physical Educaiton
Arts Education
Personal, Social and
Humanities Education
Technology Education
Science Educaiton
Mathematics Education
English Language
Education
Chinese Language
Education
Lesson Time for 8 Key Learning Areas for F.1 – F.3
20.00%
2012-13
2013-14
15.00%
2014-15
10.00%
5.00%
0.00%
Unfilled Places in the Classes
160
140
120
100
80
60
40
20
0
2014-15
Students’ Attendance
100.00%
99.50%
99.00%
98.50%
2012-13
98.00%
2013-14
97.50%
2014-15
97.00%
96.50%
F.1 - F.3
F.4 - F.5
F.6
Percentage of Early Exit Students in the School Year
0.70%
0.60%
0.50%
0.40%
0.30%
0.20%
0.10%
0.00%
2012-13
2013-14
15
2014-15
Financial Summary
Financial Summary for the year ended 31 August 2015
Income
(HK$)
Expenditure
(HK$)
I. Government Fund
(1). EOEBG
Baseline Reference Provision
Administration Grant
Composite IT Grant
Noise Abatement Grant
Capacity Enhancement Grant
2,193,938.89
4,480,112.00
444,651.00
647,759.00
557,148.00
8,323,608.89
3,801,378.08
2,898,421.78
364,501.00
363,009.52
364,391.69
7,791,702.07
Other income
5,539.30
8,329,148.19
7,791,702.07
Surplus of Income over Expenditure for the year 2014/2015
Accumulated Surplus as at 1 September 2014 (b/f from last year)
Accumulated Surplus as at 31 August 2015 (to be c/f to 2015/2016)
537,446.12
744,418.59
1,281,864.71
(2). Grants outside EOEBG
5,070,836.75
31,207.88
3,783,846.42
3,815,054.30
5,039,628.87
II. Subscriptions Fund
Tong Fai
Fees for Specific Purposes
Rental Income
Others
420,996.00
318,600.00
231,300.00
565,678.85
1,536,574.85
1,210,417.55
5,184,354.36
6,394,771.91
16
318,600.00
7,434.00
123.30
326,157.30
Capacity Enhancement Grant
Income & Expenditure Summary for the year ended 31 August 2015
HK$
HK$
Income
557,148.00
471,771.00
557,148.00
471,771.00
Grants received
Total Amount Received for 2014/2015
Less: Expenditure
Employing an Admin. Officer of the Green Campus Project
Sponsorship for activities organized by clubs and societies
Sponsorship for high achievers joining study tours
Sponsorship for AFS exchange students
Aesthetic Development
Sponsorship for student leaders thru leadership training programs
Sponsorship for students - Harvard Model Congress Asia 2015
Project materials and consumables of Green Campus Project
Music - Choral Instructor tuition fee
Music - Honorarium for Masterclass
Sponsorship for Microsoft Office Skill Competition
239,400.00
5,347.10
18,100.00
4,818.00
9,000.00
3,812.50
10,473.95
22,940.14
21,000.00
4,500.00
25,000.00
1,200.00
Total Expenditure
364,391.69
Surplus / (Deficit) of Income over Expenditure for the year 2014/2015
192,756.31
538,757.71
268,020.16
731,514.02
292,388.41
17
Diversity Learning Grant
Income
HK$
Grant received (DLG – OL)
HK$
$17,500.00
Less: Expenditure
Course Fee for F.4 & F.6 French Course
$7,000.00
Total Expenditure
$10,500.00
$0.00
Amount to be clawed back to the EDB
$10,500.00
Income
HK$
Grant received (DLG – OP)
HK$
$119,000.00
Less: Expenditure
Salary of F.4 – 6 Music Teachers in Network Program
Tutor Fee in Music (enhance students’ skills in composition)
Workshop to enhance writing and analytical skills
Communication and Leadership Training Program
Workshop for elite students in Chemistry
Elite Course for Physics
Total Expenditure
$62,980.00
$10,000.00
$10,000.00
$29,500.00
$2,000.00
$4,500.00
$118,980.00
$ 20.00
$ 20.00
18
Career and Life Planning Grant
Income
HK$
Grant received
HK$
$517,620.00
Less: Expenditure
Salaries & Employer’s MPF Contributions for contract teacher and
teacher-assistant
Purchase of stationery
Tailor-made service provided by YMCA for F.1 & F.2 Career Day
Total Expenditure
$482,438.20
$2,640.00
$8,800.00
$493,878.20
$23,741.80
$0.00
19
Student Performance
F.6 Graduates’ Pathway 2014/2015
(As at 8-9-2015)
2012-2013
% (no.)
83.2 (164)
55.3 (109)
45.7 (90)
4.6 (9)
12.7 (25)
2.0 (4)
0.5 (1)
13.2 (26)
3.6 (7)
0.5 (1)
0.5 (1)
7.6 (15)
0.5 (1)
0.0 (0)
9.6 (19)
2013-2014
% (no.)
86.0 (154)
63.1 (113)
53.6 (96)
8.9 (16)
14.5 (26)
2.8 (5)
0.6 (1)
14.5 (26)
6.1 (11)
0.6 (1)
0.0 (0)
5.6 (10)
0.0 (0)
0.0 (0)
9.5 (17)
2014-2015
% (no.)
86.0 (154)
55.3 (99)
46.4 (83)
7.8 (14)
12.3 (22)
3.4 (6)
0.6 (1)
5.6 (10)
7.8 (14)
2.8 (5)
0.0 (0)
5.6 (10)
0.6 (1)
2.2 (4)
6.7 (12)
Associate Degree
Publicly-funded
Self-financing
19.8 (39)
1.0 (2)
18.8 (37)
17.9 (32)
2.2 (4)
15.6 (28)
20.1 (36)
0.6 (1)
19.6 (35)
Higher Diploma
Publicly-funded
Self-financing
8.1 (16)
4.6 (9)
3.6 (7)
5.0 (9)
2.2 (4)
2.8 (5)
10.6 (19)
2.8 (5)
7.8 (14)
13.2 (26)
5.6 (11)
2.0 (4)
3.0 (6)
0.0 (0)
2.5 (5)
10.1 (18)
4.5 (8)
0.6 (1)
1.7 (3)
2.2 (4)
1.1 (2)
11.7 (21)
6.1 (11)
1.1 (2)
3.4 (6)
1.1 (2)
0.0 (0)
Mainland China
1.5 (3)
0.0 (0)
0.0 (0)
Macau
0.0 (0)
0.0 (0)
0.6 (1)
Taiwan
0.0 (0)
0.6 (1)
0.0 (0)
Repeat
0.5 (1)
0.6 (1)
0.0 (0)
Employment
0.5 (1)
1.1 (2)
0.6 (1)
Others
1.0 (2)
1.7 (3)
1.1 (2)
100.0 (197)
100.0 (179)
100 (179)
Year
Local
Degree
Publicly-funded
CityU
CUHK
HKBU
HKIEd
HKU
HKUST
LingnanU
OUHK
PolyU
Others
SSSDP
Self-financing
Overseas
UK
USA
Australia
Canada
Others
Total
20
External Examination
Hong Kong Diploma of Secondary Education Examination 2015
Subjects
Level 5 or above %
Level 4 or above %
Level 2 or above %
No. Sat.
(Munsang
*All
*All
*All
College) Munsang
Munsang
Munsang
candidates
candidates
candidates
Biology
70
40.0
18.8
75.7
44.6
100
90.1
Financial Studies (Accounting)
38
13.2
13.8
73.7
42.0
100
90.4
Financial Studies (Business)
19
47.4
7.1
84.2
27.1
100
84.3
Chemistry
69
42.0
26.4
78.3
51.5
100
88.3
中國歷史
12
25.0
12.1
58.3
34.5
91.7
87.3
中國語文
177
13.0
7.5
50.8
25.4
99.4
81.8
Economics
42
33.3
16.4
73.8
43.7
97.6
85.2
English Language
177
29.9
8.9
81.4
26.3
100
79.1
Geography
48
33.3
11.3
64.6
36.0
97.9
85.2
History
25
20.0
14.8
88.0
46.6
100
93.2
Information and Communication
Technology (ICT)
13
30.8
7.3
69.2
24.5
100
77.6
Liberal Studies
177
29.4
10.6
75.1
36.2
100
87.1
Mathematics Compulsory Part
177
35.6
14.1
80.2
38.3
100
81.6
(M1, Calculus and Statistics)
13
7.7
12.1
38.5
54.7
100
87.7
(M2, Algebra and Calculus)
20
80.0
17.2
95.0
63.1
100
93.2
Music
6
16.7
20.4
83.3
53.4
100
94.2
Physics
53
37.7
27.1
69.8
48.9
100
89.8
Visual Arts
13
53.8
6.7
84.6
24.6
100
83.4
*All candidates refer to Day School First Attempters
Distinction and Credit Rate
Students with 3322
No. of Candidates taking
:
:
:
72.8%
80.8%
4X (6.2%)
3X (37.3%)
2X (56.5%)
21
Students’ Achievements 2014 – 2015
External Awards 2014 – 2015
Alumni’s Achievements
2014-15 “Grantham Scholars of the Year” Award
(Grantham Scholarships Fund)
Chan Huen Yan
The Chinese University of Hong Kong
Chan Huen Yan
United College Admission Scholarship and Yau Ying Sum Hostel Scholarship
Scholarship
2014/2015 AmCham Charitable Foundation Prize Book Award
(The American Chamber of Commerce in Hong Kong)
5F
Wong Cheuk Hei
Sir Edward Youde Memorial Prizes for Senior Secondary School Students
(Sir Edward Youde Memorial Fund Council)
6B Lok Tsun Ming
2014-2015 Kowloon Region Outstanding Student Award
(Kowloon Region Outstanding Students’ Association)
6B Keung Ho Ching
Kowloon Region Outstanding Student Merit Award
2014-2015 Kowloon City Outstanding Student Award
(Kowloon City District School Principals’ Liaison Committee)
6B Keung Ho Ching
Kowloon City Outstanding Student Merit Award
Academic
WYNG Philomathia Student Essay Contest
(WYNG Foundation, Philomathia Foundation, Trinity Hall of Cambridge University, and Hong Kong
Association of Careers Masters and Guidance Masters)
5F
Lee Sheung Yi
Grand Prize - Study Trip to Cambridge University
第十五屆華人少年作文比賽
(中國國務院僑務辦公室文化司、國家對外漢語教學領導小組、教育部關心下一代工作委員會、中
國教育學會及教育部語言文字應用研究所)
2C Chan Lok Yee
一等獎
MTR-CUHK Youth QoL Champions Competition 2015
(The Chinese University of Hong Kong and MTR Corporation)
4A Lui Siu Hin Alvin
4B Chow Chor Wun Leslie
4B Ho Kin Wa
4B Huang Chin Yuet Nicole
4B Lo Ching Yan Charity
4B Ng Chi Ting
4C Fung Sze Wai
Hong Kong Biology Olympiad for Secondary Schools (2014/2015)
(Hong Kong Association for Science and Mathematics Education)
6B Au Tai Yau
6B Ching Heng Markus
6B Kwan Anders Chi Chun
6B Ma Kan Yik
6B Ng Hoi Fung
6B Wong Yu Ching Esther
2014 Australian National Chemistry Quiz
(The Royal Australian Chemical Institute)
4A Lee Ho Kwan
Gold Award
Gold Award
Gold Award
Gold Award
First Class Honor
First Class Honor
First Class Honor
High Distinction Excellence
22
Canadian Mathematics Competition 2015 (Pascal, Cayley, Fermat Contests)
(University of Waterloo, Canada)
3B Chan Lok Yin
4B Ng Ki Fung Jason
5G Hui Ka Ho
Distinction and Medal
Secondary School Mathematics and Science Competition 2015
(The Hong Kong Polytechnic University)
Mathematics
5D Chiu Hoi Chun
5E Lam Chin Fung
Physics
5D Tam Tsun Kit
Medal
Medal
2015 The Asia International Mathematical Olympiad Open Contest Semi-Final
(The Hong Kong Mathematical Olympiad Association)
2A Wan Ka Ho
Gold Award
2015 Hong Kong & Macao Mathematical Olympiad Open Contest cum The Asia International
Mathematical Olympiad Open Contest Trial
2A Wan Ka Ho
Gold Award
Microsoft Office Skills Competition 2015
(Microsoft (HK) Ltd)
4A Larm Guan Yuet Samuel
Overall Champion
The 2015 Microsoft Office Specialist World Championship
(Certiport, Inc.)
4D Kwok Ue Nam
6D Lo Sze Ching
6A Lee Chun Hong
4th Place
7th Place
8th Place
Singapore and Asian Schools Mathematics Olympiads 2015
1A Lee Ka Hei
Gold Award
The 14th Pui Ching Invitational Mathematics Competition
(Pui Ching Middle School and Pui Ching Academy)
2A Wan Ka Ho
Silver Prize
PolyU Innovation and Entrepreneurship Global Student Challenge 2015
5D Ng Minh Man
5E Huang Yui Kin
5E Lee Lok Yin
Sport
National Youth "Future Star" Sunshine Sports Games 2015
(General Administration of Sport, Ministry of Education)
5F
So Ying Zoe (Representing HK)
FISAC-IRSF World Rope Skipping Championships 2014
(International Rope Skipping Federation)
5F
So Ying Zoe
Champion in Rope Skipping
Freestyle Single Rope Team 3rd Runner-up
FINA/MASTBANK Swimming World Cup 2014 – Hong Kong
(FINA-Federation Internationale De Natation)
5F
Leung Lok Man June
A.S. Watson Group Hong Kong Student Sports Awards 2014-2015
(A.S. Watson Group)
23
Semi-finalist
Semi-finalist
Women 400m 6th Runner-up
5F
Leung Lok Man June
A.S. Watson Group Hong Kong Student Sports Awards
Inter-school Athletics Championships
(Hong Kong Schools Sports Federation)
Girls C Grade
1B
Fok Tsz Ching
4C
Ng Pui Lam
5B
Hui Man Ki
5D Cheung Tak Ho
5E
Cheng Chun Yue Jeffrey
5E
Ho Ching Tao Michael
5E
Ng Pui Kei
5E
Ng Pui Kei
6A Cheng Cheuk Long
6B
Lee Wing Tung
2nd Runner-up
Girls C Grade 200m Champion
Girls A Grade 4x400m Relay Champion
Boys A Grade 4x100m Relay Champion
Girls A Grade 200m Champion
Hong Kong Open Winter Swimming Championships 2014
(Hong Kong Winter Swimming Association)
2A Cheung Yi Yan
2C Tam Hei Tung
5F
Leung Lok Man June
Girls Overall Champion
2014 Long Course Swimming Championships
(Hong Kong Chinese Amateur Swimming Association, Hong Kong Amateur Swimming Association)
5F
Leung Lok Man June
200m Freestyle Champion
The 51st Schools Dance Festival 2015
(Hong Kong Schools Dance Association)
2B Chan Fong Wai
3A
Jive 甲級獎
Cha Cha 甲級獎
Chan Sze Ching
2014-2015 Hong Kong Inter-school Gymnastic Competition
2C Chu Tsz Yat
Boys Junior Overall 1st Runner-up
Boys Junior Floor Exercise 1st Runner-up
Inter-school Cross Country Championships
Girls C Grade
1st Runner-up
Music
2014 Hong Kong Youth Music Interflows - Symphonic Band Contest
(Music Office, Leisure and Cultural Services Department)
Symphonic Band
67th Hong Kong Schools Music Festival
(Hong Kong Schools Music and Speech Association)
2C Ng Siu Chung
4B Ho Kin Wa
4B Tse Wai Sum
4B Yu Waisy
4C Tsang Nok Yi
4D Hung Tsz Hin
4D Kwok Yiu Fung
4D Yee Ho Yau Hannah
4E Choi Yau Kit
4E Yeung Ka Ki
School Choir
Speech
第六十六屆香港學校朗誦節
3B Leung Hei Tung
3B Mak Hoi Tung
24
Gold Award
Madrigal Competition - 2nd Place
School Choir Competition - 2nd Place
二人朗誦 - 粤語 (冠軍)
2A
1A
Leung Wai Ting Nicole
Ng Hoi Tung
4B
散文獨誦 - 普通話 (冠軍)
詩詞獨誦 - 粤語 (冠軍)
Yu Waisy
Hong Kong Schools Speech Festival
1D Hung Ching Fei
2A Lam Ka Hei
Solo Verse Speaking (First Prize)
Art
The 8th Youth Visual Art Exhibition 2015
(Hong Kong Communication Art Centre, Eastern District Arts Council and Outstanding Designers
Association)
6E Ma Ho Yan
Hong Kong Outstanding Visual Art Student Award
6E Tse Hei Lam
2014 香港錄像藝術評賞徵文比賽
(文化地圖)
5B Lo Wing Tao
榮譽獎及徵文比賽大獎
The 8th HKQAA “My Dream Home" Poster Design Contest
(Hong Kong Quality Assurance Agency)
5B Liu Ho Yi
Champion
World Heart Day 2014 Hong Kong Heart Foundation Drawing Competition
(Hong Kong College of Cardiology, Hong Kong Heart Foundation)
6C Yeung Cheuk Lam
Elite Prize
The Outstanding Student Artist Award of Hong Kong
(art-at-all)
6A Chan Kik Cheung
Hunger Banquet
(Oxfam Hong Kong)
4A Fok Ho Man
4B Cheung Tsz Yan
4E Choi Yau Kit
5D Li Hau Hin
5E Lam Wing Yue
5G Tsang Wan Ki Chloe
6B Hung Choi Hang
6B Wong Hei Tung Stephanie
6D Chan Ka Man
4B
4E
5A
5D
5G
6B
6B
6C
Cheung Tsz Ching
Chan Yin Lam
Ma Chun Fung
Poon Pak Hong
Li Chi Kan
Chan Siu Chun
Sze Hei Man
Law Hoi Ying
Winner
Most Creative Education Award
Inter-divisional Competitions for Nursing Cadet Divisions 2014
(Hong Kong St. John Ambulance Brigade Youth Command)
3B Mak Hoi Tung
3C Chan Ka Yan
3C Woo Yu Ting
4A Lee Pui Ki
4B Cheung Tsz Ching
4B Leung Chi Ling
4E Lam Man Yi
4F
Ma Ka Yi
4F
Ng Pui Ling
5F
Lee Sheung Yi
5G Chong Wing Yi
5G Wong On Yi
5G Yip Hiu Ching
5G Yung Wai Sui
Inter-divisional Home Nursing Competition for Nursing Cadet Divisions 2014
4F
Ma Ka Yi
5G Chong Wing Yi
25
Overall Champion
Champion
Inter-divisional First Aid Competition for Nursing Cadet Divisions 2014
4A Lee Pui Ki
5G Wong On Yi
5G Yip Hiu Ching
5G Yung Wai Sui
1st Runner-up
Inter-divisional Home Nursing Competition for Ambulance Cadet Divisions 2014
3A Lau Cheuk Tung
3E Sit Lok Man
1st Runner-up
Social Innovation Video Competition for Secondary Students
(Social Innovation and Entrepreneurship Development Fund and the Government's Youth Portal)
4C Lee Kong Fai
4E Yao David
2nd Runner-up and Most Liked Award – Merit
5C Guan Zi Liang
5D Ip Tin Yan
Hong Kong School Drama Festival 2014/15
(Hong Kong Art School)
3C Pang Chak Lam
1D Chan Tsz Ting
2B Hung Ho Lim
2B Tsui Pak Hei
2B Wong Tsz Lai
2D Lai Ting Kwan
3C Law Yan
3C Pang Chak Lam
3C Wan Tsz Kui
3D Cheung Nga Man
5E Or Wai Hung
English Drama Fest 2015
(The Association of English Medium Secondary Schools)
4B Alissa Frick
1A Chan Yuk Wa
1A Chau Yee Lok
1A Luk Wing Sum
1A Ng Hoi Tung
2B Ko Stephanie Nga Ching
2B Lau Wing Yan
2D Cheung Tsz Ching
2D Tse Wai Yi
3B Chung Shun Yi
4B Alissa Frick
4C Antonio Angellotti
4E Ngan Yan Ping
4E Wan Sin Yau
26
Award for Outstanding Actor
Award for Outstanding Cooperation
Best Actress
Outstanding Script Award
Internal Scholarships 2014 – 2015
Munsang College Scholarship for Outstanding Achievement in
HKDSE
F.6
Munsang College Alumni Association Scholarship for
Outstanding Achievement in HKDSE
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. Manuel Woo 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
Dr. Rayson Huang Memorial Scholarship for Chemistry
F.6
Au Tai Yau
Chan Tsz Hei
Chau Yip Hei Justin
Ching Heng Markus
Hui Lok Yiu
Keung Ho Ching
Kwan Anders Chi Chun
Lee Pui Lo Penny
Lok Tsun Ming
Ma Kan Yik
Ng Hoi Fung
So Cho Wing
Wong Tsz Long
Wong Yu Ching Esther
Chau Yip Hei Justin
F.5
Wong Cheuk Hei
F.6
F.6
F.6
F.5
F.5
F.5
F.4
F.4
F.4
F.3
F.3
F.3
F.2
F.2
F.2
F.1
F.1
F.1
F.6
F.5
F.5
Chau Yip Hei Justin
Keung Ho Ching
Lai Yuk Yee
Lam Chin Fung
Wo Hui Kiu
Lee Ka Yu
Lee Wai Chau
Leung Kwun Hong
Chan Yuen Kwan Tiffany
Cheng Chung Yi
Lam Ryan
Cheung Hiu Tung
Kwong Siu Lun
Yeung Sin Tung Jessie
Leung Hoi Ching
Wong Cheuk Ying
Yu Hoi Ching
Wong Sze Hang
Cho Chak Bong
Chung Ping Chiu
Ng Chi Ting
Ching Heng Markus
Mrs. Chan Wong Pui Yin Memorial Scholarship for Green
Education
Dr. Samuel Loi Scholarship
Mr. Hong Tung Lun Memorial Scholarship for Distinguished
Leadership
Mr. Tsui Tim Fook Memorial Scholarship for Reflective
Storytelling
Class 1962 (旭社) Golden Jubilee Scholarships for Outstanding
Students in Performing Arts
F.4
F.6
F.5
F.3
F.2
F.4
F.3
F.2
Class 1965 Scholarship for High Achievers in Information &
Communication Technology
Class 1966 Scholarship for “Goal Hunters”
F.6
F.5
F.5
Class ’68 House of Unity “Five Virtues Award”
F.6
27
Li Hau Hin
Lam Ryan
Alissa Frick
Chan Sze Ching
Pang Chak Lam
Chan Fong Wai
Ma Hoi Kiu
Woo Chong Yiu
Leung King Chun
Lee Sum Yi Angel
Wong Cheuk Hei
Chau Yip Hei Justin
1969 Alumni Prize for Innovative Approaches to Teaching and
Learning
F.3
F.1
Team 1
F.4
Team 2
F.1
Class 1970 Versatile Society Scholarship for Outstanding
Performance in Areas Inviting Appreciation and/or Recognition
F.6
F.5
Class 1970 Versatile Society Scholarship for Chinese
F.6
F.5
F.4
F.3
F.2
F.1
F.5
1971 Alumni Prize for Outstanding Achievement in Oration
F.4
F.3
F.2
F.1
1977 Alumni Scholarship for Outstanding Dedication in
Community Service
F.5
F.4
1978 Alumni Prize for Outstanding Public Achievements
F.5
Scholarship for Interactors with Excellent Achievement in
Community Service
Parent-Teacher Association Scholarship for English
F.4
F.5
F.6
F.5
F.4
F.3
F.2
F.1
28
Cheng Chung Yi
Siu Yiu
Ip Sheung Sau
Kwok Ue Nam
Tse Hoi Yan
Tung Cheuk Hang Clara
Chan Hui Ching
Chan Lok Wun Sarah
Chan Sze Yat
Ma Ho Yan
Cheung Ka Wai
Chui Sea Tsai Nikki
Keung Chun Yin
Lee Sum Yi Angel
Tam Tsun Kit
Leung Wing See
Lai Yuk Yee
Lee Wai Chau
Cheng Chung Yi
Yu Hoi Ching
Kam Wing Sum
Lee Hei Lam
Huang Chin Yuet Nicole
Lai Lok Fung
Lee Ching Hei
Lo Ching Yan Charity
Wong Ting Yan
Yu Waisy
Choi Charlotte
Law Yuet Tung Phoebe
Leung Hei Tung
Mak Hoi Tung
So Ka Ying
Lam Ka Hei
Leung Wai Ting Nicole
Chan Yuk Wa
Fali Yasmine
Hung Ching Fei
Ma Wing Sze
Ng Hoi Tung
Yip Hon Man Hardy
Chu Wing
Law Wing Tung
Sit Yan Yu
Leung Lok Man June
So Ying Zoe
Yu Waisy
Tsoi Wing Yan
Wo Hui Kiu
Wong Cheuk Lam
Ching Heng Markus
Tang Hiu Tung
Lee Ho Kwan
Lam Ryan
Kwong Siu Lun
Yu Hoi Ching
Mrs. Chan Tsin Bick Yee Memorial Scholarship for Mathematics
Mr. Fan Kam King Memorial Scholarship for Physics
Ms. Poon Kam Mui Memorial Scholarship for Economics
Mr. Cheung Chung Leung Memorial Scholarship for Science
Learning
F.6
F.6
F.6
Team 1
F.4
Team 2
F.2
Mr. Lau Fook Chuen Memorial Scholarship for NSS Electives
F.1
F.4
Mr. Steve Leung Scholarship for Visual Arts
F.5
Mr. Tsin King Fai Outstanding Athlete Memorial Scholarship
F.2
F.1
Mr. Kwan Yat Wah Scholarship for Physical Education
Outstanding Athletes Award
Athletics
Cross-country
Gymnastic
Swimming
Mr. Kwan Yat Wah Scholarship for Physical Education Sports
Boy of The Year Award
Mr. Kwan Yat Wah Scholarship for Physical Education Sports
Girl of The Year Award
Mr. Ng Shu Sing (1963) Scholarship for Record-breakers in
Athletics Meet
Mrs. Ada Sh’e Memorial Scholarship for Music
Mr. Tsang Piao Kong Memorial Scholarship for Music
Dr. Daniel Yung Best Improved Student Award
The Liu’s Best Improved Award
Chinese
English
Mathematics
Liberal Studies
29
F.5
F.2
Wong Tsz Long
Ip Sheung Sau
Lam Ching Man
Larm Guan Yuet Samuel
Tse Hoi Yan
Tang Pui Lam
Ma Wing Sze
Lee Wai Chau
Leung Kwun Hong
Liu Ho Yi
Tung Cheuk Yan Cherry
Cheung Yi Yan
Wong Cheuk Chi Theo
F.2
F.5
F.6
Ng Pui Kei
Cheung Yi Yan
Lee Man Dik
Chu Tsz Yat
Leung Lok Man June
Yeung Po Kiu
F.5
So Ying Zoe
F.5
F.2
F.1
F.3
F.4
F.5
F.4
F.3
F.2
F.1
Ng Pui Kei
Wong Tsz
Fok Tsz Ching
Wong Yeuk Kiu
Choi Yau Kit
Wong Cheuk Wai
Tung Cheuk Hang Clara
Wong Yee Ching
Chan Tsz Tim
Ma Tsin Wai
F.2
F.1
F.5
F.5
So Yin Ching
Ma Tsin Wai
Kan Hoi Tung
Ng Lok Hin
Inter-school Activities and Competitions 2014 – 2015
Alumni’s Achievements
(Grantham Scholarships Fund)
Chan Huen Yan
The Chinese University of Hong Kong
Chan Huen Yan
United College Admission Scholarship and Yau Ying Sum Hostel Scholarship
Hong Kong Baptist University (College of International Education)
Chan Cheuk Lap
SPSS Best Progress Award
Kwok Hoi Man
Associate of Arts (Applied Social Service)
Dean’s List (Semester 1)
Leung Tsz Yung
Associate of Arts (Film, Television and Digital Media
Studies)
Li Tin Lok
Associate of Science (Sport and Recreation Studies)
So Chun Wai
Associate of Arts (Creative Communication) President’s Honour Roll (Semester 1)
SPSS Outstanding Performance Scholarship
Wong Tsz Yan Cherry Associate of Arts (Applied Social Service)
Yip Wai Yin
Associate of Arts (Chinese for Professional
President’s Honour Roll (Semester 1)
Purposes)
Scholarship
Youth Arch Foundation: Youth Arch Student Improvement Award
(Youth Arch Foundation)
2A Lam Wing Yan
2B Chan Wing Hei
2C Chan Tsz Tim
2C Mo Chan Kit
2E Chau Yan Yi
3A Chui Chun Yee
3C Chan Cheuk Yin
3C Lee Hoi Ying
3C Wong Hei Lit
3E Wong Hin Chung
4A Law Wing Tung
4B Lau Wing Yiu
4C Ngai Yuk Yan
4D Leung Ka Chai
4E Ngan Yan Ping
5A Lai Yik Laam
5B Lee Hoi Yee
5C Lee Wan Yan
5D Chan Tsz To
5E Huang Yui Kin
5F
Tam Man Ching
5G Hui Kin Chung
Wong Hei Tung
6A Yip Ho Yin
6B
Stephanie
6C Wu Hei Po
6D Li Pui Yan
6E Li Ho Yim
6F
Ku Man Nok
6G Or Wing Yan
Youth Arch Student Improvement Award
(The American Chamber of Commerce in Hong Kong)
5F
Wong Cheuk Hei
(Sir Edward Youde Memorial Fund Council)
6B Lok Tsun Ming
2014-2015 Kowloon Region Outstanding Student Award
(Kowloon Region Outstanding Students’ Association)
6B Keung Ho Ching
Kowloon Region Outstanding Student Merit Award
2014-2015 Kowloon City Outstanding Student Award
(Kowloon City District School Principals’ Liaison Committee)
6B Keung Ho Ching
Kowloon City Outstanding Student Merit Award
30
Upward Mobility Scholarship
(The Hong Kong Council of Social Service)
4B Ng Chi Ting
4F
Pang Yiu Chik
6F
Chow Pui Yu
兒童心臟基金會學業奬勵計劃 2015
(Children’s Heart Foundation)
3E Choy Chi Ying
學業進步獎
Academic
WYNG Philomathia Student Essay Contest
(WYNG Foundation, Philomathia Foundation, Trinity Hall of Cambridge University, and Hong Kong
Association of Careers Masters and Guidance Masters)
5F
Lee Sheung Yi
Grand Prize - Study Trip to Cambridge University
第十五屆華人少年作文比賽
(中國國務院僑務辦公室文化司、國家對外漢語教學領導小組、教育部關心下一代工作委員會、中
國教育學會及教育部語言文字應用研究所)
2C Chan Lok Yee
一等獎
MTR-CUHK Youth QoL Champions Competition 2015
(The Chinese University of Hong Kong and MTR Corporation)
4B Ho Kin Wa
4B Ng Chi Ting
4C Fung Sze Wai
Hong Kong Biology Olympiad for Secondary Schools (2014/2015)
(Hong Kong Association for Science and Mathematics Education)
6B Au Tai Yau
6B Ching Heng Markus
6B Ma Kan Yik
6B Ng Hoi Fung
6B Wong Yu Ching Esther
6B Chow Sze Ngok Samuel
6B Hung Choi Hang
6B Lee Pui Lo Penny
6B Lok Tsun Ming
6B So Cho Wing
6B Wong Tsz Long
6B Wong Wing Lam
6B Chau Yip Hei Justin
2014 Australian National Chemistry Quiz
(The Royal Australian Chemical Institute)
4A Lee Ho Kwan
4B Lee Wai Chau
4B
4A Leung Kwun Hong
4A
5D
5D Tam Tsun Kit
5E
5G Hui Ka Ho
5G
6B Chau Yip Hei Justin
6B
6B Ma Kan Yik
6B
4A Sze Yee Lam
5B
5D Ng Minh Man
5G
5G Lam Wing Yeung
5G
5G Wo Hui Kiu
6B
6B
Tse Hoi Yan
Lee Ka Yu
Li Yuen Ho
Lam Chin Fung
Zou Qingyu
Lok Tsun Ming
Wong Yu Ching Esther
Lee Ka Chun
Chau Kin Lai Angus
Leung Yui Long
Ching Heng
Wong Tsz Long
Canadian Mathematics Competition 2015 (Pascal, Cayley, Fermat Contests)
(University of Waterloo, Canada)
3B Chan Lok Yin
4B Ng Ki Fung Jason
5G Hui Ka Ho
1B Chan Ho Lam
2A Wan Ka Ho
31
Gold Award
Gold Award
Gold Award
Gold Award
First Class Honour
First Class Honour
First Class Honour
Second Class Honour
Second Class Honour
Second Class Honour
Second Class Honour
Third Class Honour
High Distinction Excellence
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
2A
3B
3B
4A
4B
5B
5D
5E
5G
Yuen Ho Kwan
Chan Lok Yin
Kong Yuen Ching
Yau Ho Lim
Ng Tsz Wai
Lee Ka Chun
Li Yuen Ho
Lam Chin Fung
Hui Ka Ho
3A
3B
3B
4B
4D
5D
5D
5E
5G
So Yui Kan
Chan Yuen Kwan Tiffany
Wong Yeuk Kiu
Ng Ki Fung Jason
Kwok Ue Nam
Chiu Hoi Chun
Ng Minh Man
Lau Wing To
Zou Qingyu
Secondary School Mathematics and Science Competition 2015
Mathematics
5D Chiu Hoi Chun
5E Lam Chin Fung
5B Lee Ka Chun
5B Tang Hiu Tung
5D Li Yuen Ho
5D Ng Minh Man
5E Ku Wei Nam Michael
5G Chau Kin Lai Angus
5G Hui Ka Ho
5E Lau Wing To
5F
Lee Sheung Yi
5F
Ling Tsz Ching Syndi
5G Lam Wing Yeung
Physics
5D Tam Tsun Kit
5D Cheng Chun Lam
5D Li Yuen Ho
5D Ng Minh Man
5E Chung Ping Chiu
5E Lam Chin Fung
5G Hui Ka Ho
5C Cho Chak Bong
5D Chiu Hoi Chun
5G Lai Yuk Yee
Chemistry
5D Cheng Chun Lam
5D Li Yuen Ho
5D Tam Tsun Kit
5E Lam Chin Fung
5G Cheung Sze Nga
5G Zou Qingyu
5D Chiu Hoi Chun
5D Ng Minh Man
5D Tsoi Wing Yan
5F
Wong Cheuk Hei
5G Chan Long Chung
5G Lai Yuk Yee
5G Lam Wing Yeung
5G Leung Yui Long
5G Wo Hui Kiu
Biology
5G Chan Long Chung
5G Lai Yuk Yee
5G O Yin Sing
5G Zou Qingyu
5B Liu Ho Yi
5B Tang Hiu Tung
5G Hui Ka Ho
5G Lam Wing Yeung
5G Leung King Chun
5G Wong Cheuk Lam
5G Wong Sze Hang
2015 The Asia International Mathematical Olympiad Open Contest Semi-Final
2A Wan Ka Ho
3B Kong Yuen Ching
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Medal
High Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Medal
High Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Distinction
Distinction
Gold Award
Silver Award
2015 Hong Kong & Macao Mathematical Olympiad Open Contest cum The Asia International
Mathematical Olympiad Open Contest Trial
2A Wan Ka Ho
Gold Award
1A Yu Hoi Ching
2A Yuen Ho Kwan
Silver Award
3A So Yui Kan
4D Kwok Ue Nam
Silver Award
1A Ma Wing Sze
2D Yan Wing Fung
Bronze Award
3B Kong Yuen Ching
4B Ho Kin Wa
Bronze Award
32
4B
Ng Ki Fung Jason
4B
Ng Tsz Wai
Bronze Award
Microsoft Office Skills Competition 2015
(Microsoft (HK) Ltd)
2B Tsui Pak Hei
4D Kowk Ue Nam
6D Lo Sze Ching
5C Ng Oi Hei
6A Lee Chun Hong
Overall Champion
Silver
Silver
Bronze
Singapore and Asian Schools Mathematics Olympiads 2015
1A Lee Ka Hei
Gold Award
華夏盃全國數學奧林匹克邀請賽 2015
(華南賽區)晉級賽
1A Lee Ka Hei
(香港賽區)初賽
1A Lee Ka Hei
1A Ma Wing Sze
1A Chau Yee Lok
1B Wong Ka Chun
1B Wong Yuen Lam
三等獎
一等獎
二等獎
三等獎
Hong Kong Mathematical High Achievers Selection Contest 2014-2015
(Po Leung Kuk, Hong Kong Association for Science and Mathematics Education)
3B Chan Lok Yin
3A Cheung Chi Hin
3A So Yui Kan
3B Chan Yuen Kwan Tiffany
The 14th Pui Ching Invitational Mathematics Competition
(Pui Ching Middle School and Pui Ching Academy)
2A Wan Ka Ho
1A Yu Hoi Ching
1B Chan Ho Lam
4B Ng Ki Fung Jason
Second Class Honour
Third Class Honour
Third Class Honour
Silver Prize
Merit
Merit
Hong Kong Physics Olympiad (HKPHO) 2015
(Hong Kong Academy for Gifted Education, Education Bureau and Hong Kong University of Science and
Technology)
Second Honour
Honourable Mention
The "Chemists Online" Self-study Award Scheme 2015
(The Education Bureau)
5G Wong Cheuk Lam
5G Zou Qingyu
5D Cheng Chun Lam
5D Mak Kei Chi Krist
5D Tsoi Wing Yan
The 2015 Microsoft Office Specialist World Championship
(Certiport, Inc.)
4D Kwok Ue Nam
6D Lo Sze Ching
6A Lee Chun Hong
第 26 屆中學生好書龍虎榜
(香港教育專業人員協會、康樂及文化事務署香港公共圖書館)
3A Chui Chun Yee
4B Lee Wai Chau
3A Ng Cheuk Yu Natalie
3A Ng Yan Ki
3A Woo Ching Ki
3D Cheng Ka Ki
3D Ching Yat
3D Ho Ka Ho
33
Bronze Award
Platinum Award
Platinum Award
4th Place
7th Place
8th Place
讀後感寫作比賽（初級組）推薦獎
讀後感寫作比賽（高級組）推薦獎
好書推介網頁設計比賽優異獎
3D
3D
Li Tin Ho
Mou Yik Chun
3D
3D
Lui Shing Hei Jeremy
Yung Ming Yan
Weather Observation Competition 2015
(Ho Koon Nature Education cum Astronomical Centre)
4B Ho Kin Wa
4C Fung Lok Kan
4C Tse Lok Hin
4E Yeung Lok Wang
Merit in Weather Photos
Merit in Weather Photos
HKICPA Accounting and Business Management Case Competition
(Hong Kong Institute of Certified Public Accountants)
5F
So Ying Zoe
5F
Yeung Hin Ho
5G Wo Hui Kiu
5G Yung Wai Sui
Certificate of Outstanding Performance
Certificate of Outstanding Performance
PolyU Innovation and Entrepreneurship Global Student Challenge 2015
5D Ng Minh Man
5E Huang Yui Kin
5E Lee Lok Yin
Sport
National Youth "Future Star" Sunshine Sports Games 2015
(General Administration of Sport, Ministry of Education)
5F
Semi-finalist
Semi-finalist
Champion in Rope Skipping
8th Asian Rope Skipping Championships 2015
(Asian Rope Skipping Federation)
5F
Single Rope Speed Relay 3rd Runner-up
Double Dutch Speed Relay 3rd Runner-up
Single Rope Team Freestyle 3rd Runner-up
FISAC-IRSF World Rope Skipping Championships 2014
(International Rope Skipping Federation)
5F
Freestyle Single Rope Team 3rd Runner-up
Freestyle Double Dutch Single 4th Runner-up
Overall 7th Runner-up
FINA/MASTBANK Swimming World Cup 2014 – Hong Kong
(FINA-Federation Internationale De Natation)
5F
Leung Lok Man June
Women 400m 6th Runner-up
A.S. Watson Group Hong Kong Student Sports Awards 2014-2015
(A.S. Watson Group)
5F
Leung Lok Man June
A.S. Watson Group Hong Kong Student Sports Awards
Inter-school Athletics Championships
Girls C Grade
Girls A Grade
1B
Fok Tsz Ching
4C
Ng Pui Lam
5B
Hui Man Ki
5D Cheung Tak Ho
5E
Cheng Chun Yue Jeffrey
5E
Ho Ching Tao Michael
5E
Ng Pui Kei
5E
Ng Pui Kei
6A Cheng Cheuk Long
6B
Lee Wing Tung
1B
Fok Tsz Ching
1B
Fok Tsz Ching
2nd Runner-up
3rd Runner-up
Girls C Grade 200m Champion
Girls A Grade 200m Champion
Girls C Grade 400m 1st Runner-up
Girls C Grade 4x400m Relay 1st Runner-up
34
1B
1B
2A
2A
2A
2B
2E
3C
5E
1C
1C
1E
2B
4C
2B
4C
Wong Yeuk Nam
Yee Wing Ngar
Cheung Yi Yan
Cheung Yi Yan
Cheung Yi Yan
Wong Ho Yee
Wong Tsz
Mehault Jason Christopher
Ng Pui Kei
Hau Cheuk Hei
Hoi Chun Ho
Wong Cheuk Chi Theo
Lee Man Dik
Ng Pui Lam
Lee Man Dik
Ng Pui Lam
Girls B Grade 100m Hurdles 1st Runner-up
Boys B Grade 100m 1st Runner-up
Girls A Grade 400m 1st Runner-up
Boys C Grade 4x400m Relay 2nd Runner-up
Girls A Grade 200m 2nd Runner-up
Boys C Grade 800m 3rd Runner-up
Girls A Grade 400m 3rd Runner-up
Hong Kong Open Winter Swimming Championships 2014
(Hong Kong Winter Swimming Association)
2A Cheung Yi Yan
2C Tam Hei Tung
5F
Leung Lok Man June
5F
Leung Lok Man June
2A Cheung Yi Yan
1st Runner-up
9th Runner-up
Kwai Tsing District Dance Festival cum Hong Kong Ballroom and Latin Dance Competition
(Kwai Tsing District Council and Alan Li Dancing Studio Academy)
2B Chan Fong Wai
3A Chan Sze Ching
Cha Cha Champion
Rumba Champion
Jive Champion
Cha Cha, Rumba and Jive 1st Runner-up
Tsuen Wan District Swimming Championships 2014
(Leisure and Cultural Services Department)
5F
Leung Lok Man June
200m Butterfly Champion
9th IDTA Cup Asian Open Dance Championships 2015
(CDTA | IDTA Creation Dance Teachers’ Association)
2B Chan Fong Wai
3A Chan Sze Ching
14 Years Old Cha Cha Rumba
and Jive Samba Champion
14 Years Old Cha Cha and Rumba Champion
16 Years Old Cha Cha Jive Rumba and Samba 1st Runner-up
Kowloon City District Age Group Swimming Championships 2014
2A Cheung Yi Yan
200m Medley Relay Champion
100m Freestyle 3rd Runner-up
2014 Long Course Swimming Championships
5F
Leung Lok Man June
The 51st Schools Dance Festival 2015
(Hong Kong Schools Dance Association)
2B Chan Fong Wai
3A
Chan Sze Ching
35
Jive 甲級獎
Cha Cha 甲級獎
The Ballroom Dance and Latin Dance Open Championship
(Dance Maco)
2B Chan Fong Wai
3A Chan Sze Ching
Cha Cha, Rumba and Jive Champion
Cha Cha and Jive 1st Runner-up
Cha Cha, Jive, Rumba, Samba and Paso Double 1st Runner-up
Hong Kong Rope Skipping Elite Championships 2015
(Hong Kong Rope Skipping Association)
5F
So Ying Zoe
Single Rope Speed Relay 1st Runner-up
Single Rope Team Freestyle 1st Runner-up
Double Dutch Pair Freestyle 1st Runner-up
15 or above Female Team Overall 1st Runner-up
Double Dutch Speed Relay 2nd Runner-up
2014-2015 Hong Kong Inter-school Gymnastic Competition
2C Chu Tsz Yat
Boys Junior Overall 1st Runner-up
Boys Junior Floor Exercise 1st Runner-up
Boys Junior Vaulting 2nd Runner-up
Boys Junior Horizontal Bar 2nd Runner-up
Inter-school Cross Country Championships
Girls C Grade
Girls Overall
2B Lee Man Dik
2A Cheung Yi Yan
5E Huang Yui Kin
1B Wong Yeuk Nam
1st Runner-up
3rd Runner-up
Boys C Grade Individual 2nd Runner-up
Girls C Grade Individual 2nd Runner-up
Boys A Grade Individual 5th Runner-up
Girls C Grade Individual 9th Runner-up
2014 Division 2 Age Group Short Course Swimming Competition
(Hong Kong Amateur Swimming Association)
2A Cheung Yi Yan
The 29th New Territories Regional Swimming Gala
5F
Leung Lok Man June
100m Backstroke 1st Runner-up
100m Freestyle 2nd Runner-up
100m Butterfly 1st Runner-up
200m Butterfly 2nd Runner-up
Kwun Tong District Age Group Athletics Meet
1B Yee Wing Ngar
The 11th Hong Kong School DanceSport Championships 2015
(Hong Kong DanceSport Association)
2B Chan Fong Wai
3A Chan Sze Ching
Jive 2nd Runner-up
Cha Cha 2nd Runner-up
Rumba 2nd Runner-up
Samba 2nd Runner-up
Paso Double 2nd Runner-up
2014 Short Course Swimming Championships
5F
Leung Lok Man June
100m Freestyle 2nd Runner-up
Sai Kung District Age Group Athletics Meet
1B Yee Wing Ngar
Girls C Grade 400m 2nd Runner-up
36
Summer Training Course 2015
(The Citizen Athletics Association)
1D Ma Man Pui
Girls B Grade 100m Hurdle 2nd Runner-up
Inter-school Swimming Championships
2B Lee Man Dik
2E
3B
3D
4A
6D
Boys C Grade100m Breaststroke 3rd Runner-up
Boys C Grade 50m Breaststroke 3rd Runner-up
Boys B Grade 4x50m Medley Relay 3rd Runner-up
Boys A Grade 200m Freestyle 3rd Runner-up
Lai Chun Yi
Wong Yeuk Kiu
Kong Man Pok
Lai Lok Fung
Kong Man Chun
Music
2014 Hong Kong Youth Music Interflows - Symphonic Band Contest
Symphonic Band
2C Ng Siu Chung
4B Ho Kin Wa
4B Tse Wai Sum
4B Yu Waisy
4C Tsang Nok Yi
4D Hung Tsz Hin
4D Kwok Yiu Fung
4D Yee Ho Yau Hannah
4E Choi Yau Kit
4E Yeung Ka Ki
School Choir
Schools Speech Choir Showcase 2014/15
(Arts Education Section, Education Bureau)
School Choir
Gold Award
Madrigal Competition - 2nd Place
School Choir Competition - 2nd Place
Silver Award in Best Performance
Silver Award in Best Creative Ideas
Winter Band Festival 2014
(Rave Group Pte. Ltd.)
Symphonic Band
Silver Award
Winter Choral Festival 2014
(Rave Group Pte. Ltd.)
School Choir
Silver Award
Schools Creative Music Showcase 2014/15
(Arts Education Section, Education Bureau)
2A Yeung Sin Tung Jessie
2D Ma Hoi Kiu
3A Cheng Hoi Man
3B Chan Yuen Kwan Tiffany
3B Wong Yeuk Kiu
3C Luk Chung Yin Matthew
4B Cheung Ying
5A Lau Tak Yin
5A Ma Chun Fung
5D Chan Tsz To
5D Mak Kei Chi Krist
6C Lee Chun Yip
6D Chiu Yin Man
6E Lok Tsun Ho
6E Tsang Pak Hei
2014 Hong Kong Youth Music Interflows - String Orchestra Contest
String Orchestra
37
Bronze Award in Best Music and
Bronze Award in Best Performance
Bronze Award
2014 Hong Kong Youth Music Interflows - Chinese Orchestra Contest
Chinese Orchestra
Bronze Award
Speech
第六十六屆香港學校朗誦節
3B Leung Hei Tung
3B Mak Hoi Tung
二人朗誦 - 粤語
2A Leung Wai Ting Nicole
散文獨誦 - 普通話
1A Ng Hoi Tung
4B Yu Waisy
詩詞獨誦 - 粤語
1A Fali Yasmine
1A Ma Wing Sze
3A So Ka Ying
3C Choi Charlotte
5A Lee Hei Lam
5G Kam Wing Sum
2A Leung Wai Ting Nicole
散文獨誦 - 粤語
4B Yu Waisy
公開組韻文及散文獨誦 - 粤語
1B Siu Yiu
詩詞獨誦 - 粤語
Hong Kong Schools Speech Festival
1D Hung Ching Fei
2A Lam Ka Hei
1A Chan Yuk Wa
1A Ma Wing Sze
1A Ng Hoi Tung
3B Law Yuet Tung Phoebe
3B Sit Yee Ting
3B Wong Nga Yu
3C Choi Charlotte
3C Ma Pak Yin
3A So Ka Ying
6C Au Tsz Ching Angie
1A Yu Hoi Ching
2A Lam Ka Yan
3A Cheng Hoi Man
3B Leung Hei Tung
3C Chan Ka Yan
(冠軍)
(冠軍)
(冠軍)
(亞軍)
(亞軍)
(亞軍)
(亞軍)
(亞軍)
(亞軍)
(季軍)
Solo Verse Speaking (First Prize)
Solo Verse Speaking (Second Prize)
Solo Verse Speaking (Second Prize)
Dramatic Duologue (Third Prize)
Dramatic Duologue (Third Prize)
Public Speaking Solo (Third Prize)
Solo Verse Speaking (Third Prize)
Art
The 8th Youth Visual Art Exhibition 2015
(Hong Kong Communication Art Centre, Eastern District Arts Council and Outstanding Designers
Association)
6E Ma Ho Yan
Hong Kong Outstanding Visual Art Student Creative Award
6E Tse Hei Lam
6A Chan Kik Cheung
Hong Kong Outstanding Visual Art Student Merit Award
6A Tam Angela
6C Yeung Cheuk Lam
6D Chan Fai Mei
6D Chan Ka Man
6E Ho Hoi Ching
6E So Oi Yu
6G Wee Yuk Ki
The Outstanding Student Artist Award of Hong Kong
(art-at-all)
6A Chan Kik Cheung
6A Tam Angela
38
Winner
Finalist
(文化地圖)
5B Lo Wing Tao
5F
Lee Sheung Yi
榮譽獎及徵文比賽大獎
傑出獎
The 8th HKQAA “My Dream Home" Poster Design Contest
(Hong Kong Quality Assurance Agency)
5B Liu Ho Yi
5B Lo Wing Tao
5D Chow Yuet Yiu Yoyo
5A Ng Cheuk Wing
5B Yeung Tsz Hei Marco
Champion
1st Runner-up
Merit
Finalist
World Heart Day 2014 Hong Kong Heart Foundation Drawing Competition
(Hong Kong College of Cardiology, Hong Kong Heart Foundation)
6C Yeung Cheuk Lam
5B Liu Ho Yi
6E So Oi Yu
Elite Prize
Merit Prize
「尊重版權創作之源」2014/15 年度全港校際尊重版權創作大賽（中學組：海報設計比賽）
(香港版權影印授權協會)
6D Chan Ka Man
Silver Prize
6E Ma Ho Yan
Merit Prize
2014 Van Gogh Museum Art Competition
(VG Association)
2A Tang Pui Lam
3rd Place in Group E
Exhibition of Secondary School Students’ Creative Visual Arts Work (2014/15)
(Education Bureau)
6A Chan Kik Cheung
6D Chan Ka Man
6E Ma Ho Yan
6E So Oi Yu
6E Tse Hei Lam
牽手的承諾藝術創作獎勵計劃
(國際成就計劃香港部)
4C Lee Kong Fai
4C
Zeng Chi Pang
Certificate of Merit
優異作品
“My Ocean Dream” Guangdong-Hong Kong-Macao Marine Life Drawing Competition 2014
(The Agriculture, Fisheries and Conservation Department and the Ocean Park Conservation Foundation,
Hong Kong)
6C Yeung Cheuk Lam
Merit Prize
全港青少年繪畫日
(藝育菁英)
4C Wong Ting Yan
Harvard Model Congress
(Harvard Model Congress Asia)
4A Lee Ho Kwan
4A Leung Kwun Hong
Hunger Banquet
(Oxfam Hong Kong)
4A Fok Ho Man
4B Cheung Tsz Yan
4E Choi Yau Kit
5D Li Hau Hin
5E Lam Wing Yue
Merit Prize
4A
4B
Lee Ka Yu
Lee Wai Chau
4B
4E
5A
5D
5G
Cheung Tsz Ching
Chan Yin Lam
Ma Chun Fung
Poon Pak Hong
Li Chi Kan
39
Most Creative Education Award
5G
6B
6B
6D
Tsang Wan Ki Chloe
Hung Choi Hang
Wong Hei Tung Stephanie
Chan Ka Man
6B
6B
6C
Chan Siu Chun
Sze Hei Man
Law Hoi Ying
Inter-divisional Competitions for Nursing Cadet Divisions 2014
3B Mak Hoi Tung
3C Chan Ka Yan
3C Woo Yu Ting
4A Lee Pui Ki
4B Cheung Tsz Ching
4B Leung Chi Ling
4E Lam Man Yi
4F
Ma Ka Yi
4F
Ng Pui Ling
5F
Lee Sheung Yi
5G Chong Wing Yi
5G Wong On Yi
5G Yip Hiu Ching
5G Yung Wai Sui
Overall Champion
Inter-divisional Home Nursing Competition for Nursing Cadet Divisions 2014
4F
Ma Ka Yi
5G Chong Wing Yi
Inter-divisional First Aid Competition for Nursing Cadet Divisions 2014
4A Lee Pui Ki
5G Wong On Yi
5G Yip Hiu Ching
5G Yung Wai Sui
Champion
1st Runner-up
Inter-divisional Home Nursing Competition for Ambulance Cadet Divisions 2014
3A Lau Cheuk Tung
3E Sit Lok Man
Inter-divisional Footdrill Competition for Ambulance Cadet Divisions 2014
2C Cheng Wai Hang
2D Yan Wing Fung
3A Lau Cheuk Tung
3C Luk Chung Yin Matthew
3C Mehault Jason Christopher
3D Lau Ho Lam
3E Sit Lok Man
5G Chu Weng Hey
5G Leung King Chun
6B Cheung Ho Ching
1st Runner-up
2nd Runner-up
Social Innovation Video Competition for Secondary Students
(Social Innovation and Entrepreneurship Development Fund and the Government's Youth Portal)
4C Lee Kong Fai
4E Yao David
2nd Runner-up and Most Liked Award – Merit
5C Guan Zi Liang
5D Ip Tin Yan
Hong Kong School Drama Festival 2014/15
(Hong Kong Art School)
3C Pang Chak Lam
1D Chan Tsz Ting
2B Hung Ho Lim
2B Tsui Pak Hei
2B Wong Tsz Lai
2D Lai Ting Kwan
3C Law Yan
3C Pang Chak Lam
3C Wan Tsz Kui
3D Cheung Nga Man
5E Or Wai Hung
English Drama Fest 2015
(The Association of English Medium Secondary Schools)
4B Alissa Frick
1A Chan Yuk Wa
1A Chau Yee Lok
1A Luk Wing Sum
1A Ng Hoi Tung
2B Ko Stephanie Nga Ching
2B Lau Wing Yan
2D Cheung Tsz Ching
2D Tse Wai Yi
3B Chung Shun Yi
4B Alissa Frick
40
Award for Outstanding Actor
Award for Outstanding Cooperation
Best Actress
Outstanding Script Award
4C
4E
Antonio Angellotti
Wan Sin Yau
4E Ngan Yan Ping
CYC Member Merit Award Scheme
(Community Youth Club)
4A Law Wing Tung
4B
4D Lui Wai Ting
Chu Wing
41
Secondary School Level 3 (Purple Badge)
Secondary School Level 3 (Purple Badge)
Reports of Committees
Academic Affairs Committee
1.
Objectives
Catering for
learners’ diversity
Strategies
Target Group
To organize related
library materials for
teachers so as to support
teaching effectively
 Performance Booster
1 for F.1 to F.3
 20 students from each
form for Chinese,
English and
Mathematics
respectively
All teachers
Time
Scale
Whole
year
Success Criteria
The materials have
been introduced to
teachers.
Evaluation
Methods
Teacher’s
feedback
F.1 – F.3 students
who are ranked
bottom 20 in core
subjects in the
first term
examination
28 Apr –
22 May
2015
70% of
participants have
improvement in
the second term
examination.
 Teacher’s
observation
 Academic
performance in
the second term
examination
Performance Booster 2
F.1 – F.3 students
who are ranked
bottom 20 in core
subjects in the
year result of the
examination
16 Jul –
23 Jul
2015
All students can
pass the test at the
end of the
programme.
Post-exam
supplementary test for
group A subjects
F.1 and F.2
students having
failed (with the
year result in
more than one of
the group A
subjects
8 Jul
2015
F.1 to F.2 students
who are
promoted-on-trial
can be promoted
by meeting the
promotion criteria
related to the group
A subjects.
 Test result
 Learning
attitudes and
performance in
the test that
follows in the
Performance
Booster 2
Performance in
the post-exam
supplementary
test
42
Evaluation
During the staff meeting on 16th
Mar 2015, school librarian had a
sharing on recent library resources
to update all teachers.
The following students out of 20
in each form showed improvement
in the second term examination.
F.1
F.2
F.3
Chi.
16
18
18
Eng.
15
16
14
Maths.
16
11
12
The result was satisfactory and
improved compared to the last
school year.
 8 students took the
supplementary test on 1st Sept
2014. 1 of them failed the test.
Parents and students were met
by vice principal and principal.
 Another supplementary test was
arranged on 8th Sept 2014. The
student passed the test.
 3 students took the
supplementary test on 1st
September. 1 of them failed the
test. Parents and students were
requested to have a special
meeting by vice principal and
principal.
 Another supplementary test was
arranged on 8th Sept 2014. The
Objectives
Effective use of
assessment
To use assessment
to
 support and
extend students’
learning
 develop students’
self-reflection
and
self-monitoring
skills
 facilitate teachers
to make
adjustment to
Time
Scale
Target Group
 Elite students to be
selected and join the
gifted programmes
organized by various
organizations and
institutes
e.g. HKAGE, CUHK,
HKUST, etc.
 To build a talent pool
for the school
 Collect information of
talented students on a
regular basis
To coordinate the
activities between the
core subjects and
Quality School
Improvement Program
(QSIP) team of CUHK
F.1 – F.5
Whole
year
50% of students
nominated are
accepted by the
programmes.
Nomination result
F.1 – F.6
Whole
year
The talent pool has
been developed.
The database for
talent pool
F.1 (Chi, Eng and
Math)
F.4 (LBS)
Whole
year
Questionnaire
Teachers of the
subjects
concerned
Whole
year
70% of the
teachers involved
agree that the
program can
improve the
students’ learning
effectiveness.
70% of users agree
that the software
can help them
analyze students’
work in an
effective way.
To promote the use of
S-Mark in different
subjects
Success Criteria
Evaluation
Methods
Strategies
43
Questionnaire
Evaluation
student passed the test.
 The nomination period of
HKAGE was in the Second
Term.
 Sufficient time was allowed to
teachers for making nomination.
 15 students were nominated.
12 of them were successfully
admitted.
 The design of the talent pool
portal is in progress.
 The portal will be introduced to
parents, students and teachers in
late Oct 2015 for trial run.
Teachers of the core subjects
agreed that the collaborative lesson
preparation has inspired them in
designing the learning and
teaching activities that cater for
learners’ diversity.
 Teachers who have used the
system reported that the system
could help teachers in analyzing
students’ performance in
different questions.
 The system was found not being
run smoothly especially when
saving the marked answer scripts
to the server.
 The problems have been
reported to the service provider.
Objectives
their teaching
strategies
Use of effective
study skills
Cultivating
students’
note-taking skills
and memory skills
Time
Scale
Strategies
Target Group
Success Criteria
Library OPAC searching
tutorial
F.1 – F.6
Whole
year
Reading skills to be
introduced to F.1
students
F.1
Whole
year
To teach note-taking
skills to F.1 students in
F.1 Bridging Program
F.1
Summer
2014
To introduce
information searching
skills to F.1 newcomers
in F.1 Bridging Program
F.1
Summer
of 2014
 Chinese reading
scheme
 To introduce how to
search CRS books in
library OPAC
To subscribe to
WiseNews as an online
F.1
Sept
2014
All F.1 students
take part in the
course.
F.3 & F.4
Sept –
Nov
F.3 & F.4 students
have an instruction
44
Evaluation
Methods
Evaluation
At least 50
participants using
this service learn
how to search the
items they want
through library
OPAC.
F.1 students learn
the skills and find
it useful for their
reading.
Students’ agree
that the note-taking
skills are useful for
their learning.
Number of
students using this
tutorial program
We have reserved one computer
for searching purpose. Moreover,
we tried using iPad to provide
online searching. The response is
very good.
Teachers’
observation and
students’ feedback
F.1 students learned how to locate
their wanted materials.
 Teachers’
observation
 Questionnaire
All F.1 students
take part in library
introduction course
in Bridging
Programme.
 Teachers’
observation
 Evaluation
report of
Bridging
Programme
Teachers’
observation
 Note-taking skills were
introduced to F.1 students in the
Bridging Programme.
 It was found that the students
were attentive in learning the
skills.
 Students agreed that the skills
taught are useful to their learning
and they would try to apply to
the lesson.
F.1 students learned how to use
library in assisting their learning.
Usage of the
service
Related Chinese fiction books
have been introduced to F.1
students.
The usage in this year is not
satisfactory. More promotion of
Objectives
Strategies
Target Group
resource for students
 Teachers’ Book
Recommendation
 To invite teachers to
introduce books they
think worth
recommending to
students
2.
F.1 – F.6
Time
Scale
2014
Success Criteria
programme of
WiseNews during
Liberal Studies
lessons.
4 teachers will be
invited to have
book sharing
through school
broadcasting
system.
Whole
year
Evaluation
Methods
Evaluation
using WiseNews should be done
so as to improve the usage rate.
Teachers’ and
All recommended books were
displayed in library for students to
borrow.
(a) Strategies for students
Objectives
Enabling students
to learn from their
peers and teachers
and to share good
practices
Strategies
Target Group
Time
Scale
Whole
year
 Morning Book Talk
 To invite students to
have book sharing
within the campus
F.1 – F.6
To organize related
students to support
learning effectively.
Articles Reading
Scheme
 4 English articles
 4 Chinese articles
 Publish Library Digest
 To boost reading
atmosphere in school
F.1 – F.6
Whole
year
F.1 – F.6
Whole
year
F.1 – F.6
Whole
year
Success Criteria
4 groups of
students will be
invited to have
book sharing
through school
broadcasting
system.
Introduce the
all students to use.
45
Evaluation
Methods
Teachers’ and
student’s
feedback
Evaluation
Some students performed very well
in their sharing. Some needed
more practices to perform their
sharing more clearly.
Students’
feedback
A list of these library materials was
also mailed to students’ eClass
account.
Distribute the
articles and finish
the scheme.
Teachers’ and
students’
feedback
As compared with previous school
years, the responses declined.
More promotion should be done.
5 pieces of digest
will be sent to
students through
eClass learning
platform & library
Teachers’ and
students’
feedback
 It was partially completed.
 More effort should be put to
explore students’ interests.
Objectives
Facilitating
students’ reflection
skill in running
OLE activities
Strategies
Target Group
Time
Scale
 Author Talk
 To let students know
more about reading
and writing books
F.1 – F.6
Whole
year
Articles Reading Quiz
F.1 – F.6
Whole
year
Thematic Book
Exhibition
F.1 – F.6
Whole
year
Book Fair
 Parent Day book fair
 World Book Day book
fair
423 World book day
 Book fair
 Broadcasting
programs
F.1 – F.6
Whole
year
F.1 – F.6
MidApril
2015
Bulk Loan Service
F.1 – F.6
Student Librarian
Training
Besides basic training,
some student librarians
will be chosen to have
library leadership
training so as to assist in
promoting reading
culture
F.1 – F.5
Whole
year
Sept to
Oct 2014
Success Criteria
website.
At least 1 talk for
junior forms and
senior forms
respectively are
organized.
4 quizzes for
Chinese articles
and
4 quizzes for
English articles are
conducted.
At least 3 book
exhibitions are
organized.
1 book fair for each
term is organized.
 3-day book fair is
organized
 At least 3
broadcasting
programs are
made.
More than 1 subject
use this service.
Student librarians
have participated in
the training.
46
Evaluation
Methods
Evaluation
Teachers’
observation and
student’s
feedback
We have invited Ms. Kwan Lai
Shan (關麗珊) and Ms. Chiang Wai
Yu (蔣慧瑜) as our guest speakers
this year.
Students’
participation
As compared with previous school
years, the responses declined.
More promotion should be done.
Students’
participation
The displays attracted students to
borrow these library items.
Students’
participation
We had one Chinese and on English
book fairs this year. The feedback
is good.
Students’
participation
Since it clashed with LAC
activities, we shifted our activities
to other days.
Subject Panels’
participation
Students’
participation
This year we co-organized with
Chinese History Department
18 students have been trained as
our student librarians.
Objectives
Strategies
To conduct library
survey to understand
students’ reading habit
and their expectation
(b)
Target Group
F.1 – F.6
Time
Scale
Oct 2014
Success Criteria
Conduct the survey
and follow-up
actions are taken to
respond students’
feedback by
purchasing at least
10 books of
students’
preferences.
Evaluation
Methods
Students’
feedback
Evaluation
 The result was very helpful for
future development.
 It is found that our students read
more Chinese books than English
books.
 More promotions should be done
to promote English reading.
Strategies for teachers
Objectives
 Managing and
sharing learning
and teaching
resources
 Enhancing
teachers’
communication
and collaboration
among different
committees and
departments
Strategies
To collaborate with
English Department to
supply English readers
to F.1 & F.2 Students
To visit subject heads to
understand more on how
to collaborate with them
and develop relevant
collection for teaching
and learning
To supply library
catalogue to each
subject so that they may
know their resources in
the library
F.1 – F.2
Time
Scale
Whole
year
All Subject
Heads
Whole
year
Target Group
All Subject
Heads
Success Criteria
 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.
Visit each subject
panel head at least
once in the school
year.
First Term Send library
catalogue to subject
heads accordingly
by email.
47
Evaluation
Methods
Statistics from
SLS reports
Evaluation
 Students needed more reminders
to return all readers for the next
class to borrow.
 In order to meet the schedule,
next year we shall involve class
teachers for better circulation
among different classes.
Teachers’
feedback
All major subjects like English,
Chinese and Mathematics
Department Heads and some other
Department Heads have been
visited.
Teachers’
feedback
To be completed in 2015 – 2016
Objectives
Strategies
Target Group
Time
Scale
Whole
year
Book Exhibition in
collaboration with
subject panels
F.1 – F.6
To assist subject panels
in purchasing library
items so as to build up
their collections
To maintain Visual Arts
collection in Visual Arts
Room
F.1 – F.6
Whole
year
F.4 – F.6
Whole
year
Success Criteria
At least 3 book
exhibitions are
co-organized with
different subject
panels.
50 items of subject
collection are
purchased by
library.
Visual Arts teachers
use the collection
during the lesson.
48
Evaluation
Methods
Teachers’
observation and
student’s
feedback
Library report
Visual Arts
teachers’
observation
Evaluation
These book exhibitions have been
completed. We will extend our
collaboration with other subjects in
the next year.
We will continue to assist
Department Heads to purchase
relevant library materials from
different suppliers.
To be completed in 2015 – 2016
Reading in the School Library
Library Usage by Item
Month
Check
Out
Days
Chinese
Books
(a)
English
Books
(b)
All
Books
(a+b) = (A)
Serials
(B)
Audio
Materials
(C)
Visual
Materials
(D)
Others
(E)
Monthly
Check Out
(A) to (E)
Daily
Check Out
Mid-Month
Loan
Yearly Total
140
8,157
4,777
12,934
81
0
473
10
13,498
N/A
N/A
Monthly Avg.
16
816
531
1,293
10
0
53
0
1,350
94.8
529.8
Yearly
Check Out
13,498
Library Usage by Form Level
S1
S2
S3
S4
S5
S6
Total Issued
Yearly Total
2,911
1,304
1,194
1,637
2,155
804
10,006
Total Students
182
173
168
171
186
182
1,062
Yearly Average
16
8
7
10
12
4
9.4
Form
No. of
Students
Total
Checkouts
Average
Checkouts
S1 – S3
523
5,409
10.3
S4 – S6
539
4,597
8.5
S1 – S6
1,062
10,006
9.4
49
Careers Committee
 To enhance students’ whole-person development in response to the School Major Concern on addressing Learning Diversity
 To instill the NEED of Life Planning in students for personal development through a series of Life Planning Programs and Tools
 To widen students’ exposure and stretch their leadership so they will be able to compose a more promising personal story
Objectives
Strategies
Green Community
To sustain students’
awareness on green
community
Use e-channels for
disseminating careers
information to all
students
Life Planning
Programs
To assist students in
identifying their
interests, potentials,
abilities, needs so as
to set their priorities
in relation to further
education and career
planning
Utilize Career
Development Tool
Book and Career
Interest Inventory
(CII) for guiding
students to
self-exploration and
launch their life
planning towards
further studies and
careers preparation
Target
Group
All
students
Time
Scale
Whole
year
F.6
Sept. –
Dec.
2014
 Students will complete
selected sections of
Station activities of
the Career Mapping to
further explore their
interest in tertiary
preparation.
 Students will be able
to prepare their
Personal Statements &
Student Learning
Profiles.
Teachers &
Students’
feedback
F.4 - F.5
Oct. –
May
2015
Students will complete
both
Station 1 – Managing
Teachers &
Students’
feedback
Success Criteria
Students will get use to
check information from
school homepage,
eClass and careers
facebook.
50
Evaluation
Methods
Teachers &
Students’
feedback
Evaluation
 Students checked information through
eClass, School webpage “NSS U & I”
and also MSC-Careers facebook.
 F.6 graduates could communicate with
school on either eClass till school
accounts valid for them or personal
email accounts and facebook.
 WhatsApp/WeChat groups were used
between and among teachers and
students when situations required.
 Paper-printed materials were monitored
to minimal usage.
 With the help of Career Mapping
activities and CII, students were helped
to understand better in matching their
interests and paths for further studies
and career preparation.
 All students were able to prepare their
Personal Statements and Student
Learning Profiles (SLP) in stipulated
time.
 F.6 Class Teachers, English Teachers
and Careers Teachers formed a network
in monitoring the flow and quality of
students’ work in preparing their
personal statements and SLP.
 100% submission of OEA and SLP for
JUPAS Applications.
 Career Mapping and CII were utilized
as a guide to lead students for further
self-exploration in their life planning.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
My Learning and
Station 2 – Personal and
Career Development
Life Planning
Programs
identifying their
interests, potentials,
abilities, needs so as
to set their priorities
in relation to further
planning
Utilize Career
Development Tool
Book and Career
Interest Inventory
(CII) for guiding
students to set their
choices for NSS
electives and launch
their life planning
F.3
Oct. –
May
2015
Students will acquire a
better understanding of
themselves and be able
to set their choices for
NSS electives.
51
Teachers &
Students’
feedback
Evaluation
 Both Class Teachers and students found
the tool book a useful guide but it could
be used more often.
 F.5 students were led to anticipate in
preparing personal statements for
further studies and choosing university
programs. Positive feedbacks were
received from students and Class
Teachers.
 Time constraint was a hindrance for
further discussions with students.
 Finding Your Colours Of Life was
utilized for helping students to perform
self-exploration exercise and also
providing comprehensive information
about the NSS electives offered to them.
 The booklet was well-received by both
Class Teachers and students as a guide
for life planning activities, but it could
be used more often.
 Students were able to choose their NSS
electives with consideration of their
own interests and capabilities.
 Students would have to complete the
pre-tasks in the booklet and
subject-choice handout before attending
the counselling sessions with their
careers teachers, making the counselling
sessions more effective and fruitful.
 Positive feedbacks were received from
Class Teachers and students regarding
the provision of personal counselling
services.
 Brief record of interviews would be
compiled for further guidance and
counselling reference.
Objectives
Strategies
Life Planning
Programs
self-exploration so as
to instill in them a
positive outlook for
their life planning
Utilize Career
Development Tool
Book and
self-exploring
activities for guiding
students to set their
goals for their life
planning
Career Intervention
Programs
 To instill in
students a positive
outlook on life
 To enhance
students’ personal
development
Conduct Career Days /
Talks for F.1 through
F.6
Target
Group
F.1- F.2
Time
Scale
Oct. –
May
2015
F.1 - F.6
Whole
year
Success Criteria
to set their goals in their
life planning
to see the need for life
planning.
52
Evaluation
Methods
Teachers &
Students’
feedback
 Teachers &
Students’
feedback
 Evaluation
Meeting with
Service
Provider
(for F.1 & F.2)
Evaluation
 Finding Your Colours Of Life was
utilized for helping students to perform
self-exploration exercise.
 Tailor-made activities and worksheets
focused on goal setting and life
planning were conducted in
CLP-in-class sessions, boosting
students’ awareness in early life
planning. Message was well-received
by students and teachers.
 Suggestions called to combine career
goal setting activities with storytelling
goal setting so students would not have
to overlap the same exercise.
 Career Days from F.1 to F.6 served a
timeline for students’ development in
the course of careers and life planning.
 Students were aware of the necessity to
perform various tasks in the course of
life planning for further studies and
careers preparation.
 Career Days and CLP-in-class sessions
with appropriate issues addressed for all
forms helped to raise students’
awareness in early life planning and
augment their capacity and knowledge
to enhance their personal development.
 Junior formers learnt how to map out
their life planning through participating
in soci-game, a simulation of reality, in
Career Days for F.1 and F.2.
 A 4-hour event of Career Days F.1 and
F.2 was suggested to be shortened.
 Changing the current service provider
might bring other possible good services
for our students. Would keep track on
other service providers for future
Objectives
Strategies
Career Intervention
Programs
 To widen students’
exposure
 To cultivate their
leadership
 To sustain students
to be self-directed
learners
 To equip students
with work skills
 Join Junior
Achievement Hong
Kong (JAHK)
programs
 Partnership Program
with Hong Kong
General Chamber of
Commerce
(HKGCC)
 Partnership Program
with American
Chamber of
Commerce in Hong
Kong
 Programs offered by
tertiary institutes
Target
Group
Time
Scale
F.1 - F.6
Whole
year
Success Criteria
 Students will be
empowered and
enlightened by the
volunteers of various
programs.
 Learning through
various programs will
be shared with the
school community
through morning
assemblies / talks.
53
Evaluation
Methods
 Teachers &
Students’
feedback
 Program
Evaluation by
organizations
Evaluation
consideration.
 Successfully linked students to business
volunteers through programs offered by
Junior Achievement Hong Kong and
Hong Kong General Chamber of
Commerce.
 Students were empowered and
enlightened by the business volunteers
through participating in workplace
visits, Job shadowing, seminars and
workshops of various kinds which they
found motivational and educational.
 Students reflected that the knowledge
and skills they learnt through various
careers programs like teaching
showcase would gear them to seek
further exploration and learning in that
subject matter.
 Through organizing careers events,
Careers Ambassadors learnt how to
serve others and were given a platform
to enhance their leadership and
organizing ability.
 Careers Ambassadors and other
participating students’ sharing in
morning assemblies or career talks
helped in stretching their capacity of
leadership as well as developing a
culture of sharing on campus.
Activities Held:
Dates
Activities
Students Involved
18 Sep 2014
JUPAS Talk
F.6
28 Sep 2014
Visit Cathay Pacific City – Life Skills Education Programme
F.5 to F.6
25 – 26 Sep 2014
Recruit Careers Ambassadors
F.4 to F.6
24 Sep 2014
Meeting F.6 Class Teachers for writing testimonials
F.6 Class Teachers
th
31 Oct 2014
The 6 Global Conference of the Alliance for Healthy Cities (CUHK Medi)
Selected Careers Ambassadors
09 Oct 2014
Career Day for F.4 (1 Career Mapping) – Professional Mentorship (1)
F.4
09 Nov 2014
Home-coming Day – Professional Mentorship (2)
F.4 to F.6
09 Nov 2014
Sales event on Home-coming Day (JAHK Company Program)
Company Program students
13 Nov 2014
Australian Teaching & Learning Showcase 2014 – La Trobe University
F.5 to F.6 Physics students
14 Nov 2014
U-Life Sharing Session
F.6
15 Nov 2014
TED x Youth @ Hong Kong 2014
F.4 to F.5 students
21 Nov 2014
JA Job Shadowing
Careers Ambassadors
25 Nov 2014
Dean’s Visit & Career Talk – CUHK Medical School
F.3 to F.6 Science students
03 Dec 2014
Career Day for F.3 (Preparation for elective choices)
F.3
13 Dec 2014
JA Company Program Trade Fair
Company Program students
29 Jan 2015
Career Day for F.5 (Writing Personal Statements)
F.5
13 Feb 2015
Workplace Visit at Wyeth Nutrition (HKGCC Program)
Careers Ambassadors
14 Feb 2015
JA Success Skills Workshop @ Bloomberg
F.4 to F.5
Feb – Apr 2015
Job Shadowing at Wyeth Nutrition (HKGCC Program)
Careers Ambassadors
11 Mar 2015
Careers Programs Sharing at Morning Assembly
Talk on F.4 Promotion & Streaming (1st)
Afternoon session (3:30 – 5:00 pm) – for students
Evening session (7:00 – 8:30 pm) – for parents
JA Success Skills Workshop @ Munsang (Starbucks)
F.4 to F.5
20 Mar 2015
18 Apr 2015
08 May 2015
st
F.3 & Parents
F.4 to F.5
nd
Career Day for F.4 (2 Career Mapping)
F.4
54
Dates
06 & 08 May 2015
Activities
Students Involved
Careers Programs Sharing at Morning Assemblies
Whole School
nd
15 May 2015
Talk on F.4 Promotion & Streaming (2 )
F.3 & Parents
20 May 2015
520 Wow Project – A finale of CLP @ Munsang
F.4 to F.5
23 Jun 2015
Introduce JUPAS application mechanism and university programs
F.5
25 Jun 2015
Career Day for F.1
F.1
26 Jun 2015
Career Day for F.2
F.2
27 Jun 2015
Professional Mentorship (3)
F.4 to F.5
27 Jun 2015
Interviewing Skills Workshop
F.5
06 Jul 2015
Interviewing Skills and Business Ettiquette Workshop @ HKGCC
F.4 to F.6
10 Jul 2015
Career Sharing cum Business Schools Partnership Programme 2014/15 Closing Ceremony
Careers Ambassadors
Jul – Aug 2015
Hong Kong Polytechnic University Summer Programs
F.4 to F.5
55
Co-Curricular Activity Committee
Objectives
Build an
effective
committee
Equip the
future
leaders,
delight and
empower
them through
assigning
important
duties and
honour them
appropriately
Build
Munsangnite
Spirit
Target
Group
CCA
Time
Scale
8/14
Strengthen the role and
ability of the
committee members
CCA
Whole
year
Organise CCA
enrolment day
 Set up Information
booths of CCA
groups
 Simplify the
enrolment procedure
All
students
9/14
Set up student leader
list
All
students
Whole
year
Organise whole school
activities
 Singing contest
 Inter-house quiz
 Inter-house dancing
All
students
Whole
year
Strategies
Revise the structure
and duty allocation of
CCA committee
Success Criteria
 Committee members satisfy with
and are motivated in the newly
assigned duties.
 A clear line of reporting is resulted.
 Each committee members would
be responsible for one major duty.
 Immediate support and guidance
can be given by the committee
head.
 Committee members feel secure
and confident in making decision.
 Information of CCA groups can be
disseminated to students through
the information booths.
 CCA group committee members
can be encouraged to plan ahead
for their annual activities.
 The enrolment procedure can be
simplified and the duration can be
shortened.
 The number of students forgetting
to enrol in CCA groups can be
reduced.
 Workload of CCA group teacher
advisors can be reduced.
The leader lists of Student
Association and Houses can be
posted in the school homepage.
 Students can show a tighter bond
with their schoolmates.
 The House Spirit can be cultivated
and further heightened.
56
Evaluation
Methods
Members’
feedback
Members’
feedback
 Teachers’
feedback
 Students’
feedback
Students’
feedback
 Students’
feedback
 Teachers’
feedback
Evaluation
 Committee members well accepted the
redesigned structure.
 The clear line of reporting facilitated
communication in carrying out the plan.
 Committee members could focus on the
assigned duty.
 Committee members could work more
independently.
 The decision making process could be
further simplified.
 Information booths were set up to
facilitate information dissemination (e.g.
annual activities) and interaction between
committee members of CCA groups and
their potential members.
 The enrolment process was further
simplified; and less manpower was
needed this year.
 The number of students failed to get any
CCA groups in the first round dropped by
42%.
 Workload of CCA group teacher advisors
in the enrolment process was kept
minimal.
The House Committee list was posted on
school homepage whereas the Student
Association Committee list was only
available on the Association board.
 The singing contest and inter-house
dancing competition was well-received.
 Students could demonstrate their music
and dance talents on.
 6 professional and famous judges invited.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
competition
Ensure
smooth
operation of
CCA groups
Organise inter-class
activities
F.1-F.2
Post
Exam
Opportunities for students to join the
Inter-class competition and cultivate
class spirit.
 Students’
feedback
 Teachers’
feedback
Encourage CCA
groups to organise
open activities for the
whole school
Enrollment of CCA
groups to be taken at
the end of the 2nd term
for year 2015-16
All
students
Whole
year
At least 3 activities to be organised
by collaboration among CCA groups
for the whole school.
All
students
7/15
Increase the attendance
of CCA group
meetings
All
students
Whole
year
 Student’s ownership and
responsibility towards their CCA
groups can be enhanced.
 A fair opportunity for all to apply
for the CCA groups among
students can be attained.
 Monthly attendance report of each
CCA group can be generated.
 60% of average attendance rate can
be obtained.
 Each CCA group arranges at least 8
meetings for a year.
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Decrease the number
of absence from CCA
group meetings
without application for
leave
Smoothen the financial
procedures
 Prepare sample
reimbursement form
All
students
Whole
year
Number of absence without
application can be decreased to 150
cases for the whole year.
CCA
TICs
Whole
year
 Sample of the reimbursement form
can be sent to CCA groups TICs in
the beginning of the year.
 Accurate reimbursement
57
 Statistical
report
 Teachers’
feedback
 Students’
feedback
 Teacher
advisors’
feedback
 Teachers’
feedback
Evaluation
 The inter-house quiz was organised
smoothly without any disputes or
technical faults.
 The inter-class rowing competition was
held successfully in June for all F.1 and
F.2 students
 Students enjoyed the activities and
showed their class spirit and co-operation
during the competition.
Singing Contest cum Inter-house Dancing
Competition was held in June co-organised
by Student Association and House
Committee.
 Preliminary proposal was put forward in
academic year 2014-2015.
 The proposal was dropped as there are
many potential problems in operation.
 Each CCA groups arranged at least 8
meetings this year.
 Monthly attendance reports were failed to
be created or circulated. Closer
monitoring is needed in the coming
academic year.
 The average attendance rate for CCA
groups was more than 60%.
 Students were more serious about taking
leave with the online attendance system.
 The number of absence without
application was around 100 for the whole
year.
 TICs found the sample reimbursement
form useful.
 The reimbursement procedure was
revised and announced to all staff in
Objectives
Strategies
Target
Group
Time
Scale
 Head of CCA to
check all the
reimbursement
application
 Revise the subsidy
application
procedure
Cultivate the
sense of
responsibility
and
citizenship to
society
through
social
services
Success Criteria
Evaluation
Methods
application result.
 Subsidy application procedure can
be revised to meet the requirements
of Finance Committee.
Social Service Award
Scheme
 Collect the record
book twice a year
 Encourage students
to participate
short-term service
 Promote through
morning broadcast
All
students
Whole
year
 Number of students obtaining gold
or silver awards can be increased.
 Record books can be collected
according to the schedule.
 Statistical
report
 Students’
feedback
 Teachers’
feedback
Social service training
F.4-F.5
Whole
year
 All F.4 and F.5 students can be
provided with service training and
opportunity.
 More than 25 hours of social
services of each student can be
achieved to meet the EDB OLE
requirement.
 Statistical
report
 Students’
feedback
 Teachers’
feedback
58
Evaluation
November. Dedicated folder and
financial report (excel file) were created
for all CCA groups. TICs found this
arrangement ease the reimbursement
procedure.
 Financial reports were checked with
Accounts department in November,
March and July with no problem found.
 Principle for approval of the subsidy
application was revised to meet with the
requirements from Finance Committee.
 The numbers of awardees of gold, silver
and bronze were increased as compared
with last year. (Gold 6+, silver 6+ and
bronze 43+).
 Two short-term activities (flag-selling)
were arranged. The participation rate
was satisfactory.
 Recruiting volunteers with assistance
from class teachers was effective.
 The record books were collected twice
this year, but the checking of record
required abundant time and energy.
 It was suggested to use an electronic
system for the recording and managing of
the SSAS records.
F.5
 Most of the students obtained more than
11 hours for service-related training.
 Two 2-hour workshops and one service
day (carnival with our Kindergarten) were
arranged.
F.4
 Two 2-hour workshops and one service
day (e.g. visit elderly homes and other
organisations).
 In the process of organizing the
Objectives
Strategies
Time
Scale
Success Criteria
Evaluation
Methods
F.4
Whole
year
 At least 90% of F.4 students join
the flag selling activities.
 Three flag selling activities can be
organised.
 Statistical
report
 Students’
feedback
Recruitment of
volunteers
All
students
Whole
year
Arrange students to join at least five
social service activities organised by
external organizations.
Blood donation
Arrange 2 blood
donation days
F.5-F.6
F.4-F.5
11/14
4/15
Exchange tour
F.3-F.6
Whole
year
 More than 120 blood donors can be
recruited.
 Class visits in October and March
can be held to promote the activity
and recruit the donors.
 The number of teachers and
non-teaching staff donors can be
increased.
 An exchange tour can be organised
to widen student’s horizon.
 Another type of exchange tour
beside service tour can be
organized (Sports, music, Eco tour,
etc.).
 Students’
feedback
 Teachers’
feedback
 Statistical
report
 Students’
feedback
 Teachers’
feedback
Revise the election
mechanism of house
committee
 Refine the election
process
 Revise the
All
students
Whole
year
Flag selling
 Fixed schedule of
the flag selling
activities
 Invite class teacher
to help in recruiting
Cultivate
House spirit
Target
Group
 The capability, responsibility and
accountability of the house
committee members can be
guaranteed.
 To enhance the confidence and
willingness of house captains as
59
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Evaluation
programme, students could identify their
own strength and build their
self-confidence.
 Three flag selling activities were
organised.
 All F.4 students had participated one of
the three flag-selling days.
 Students acknowledged this arrangement
gave higher flexibility.
 Refer to Appendix B
Many F.4 and F.5 students joined the social
service activities organised by external
organizations e.g. Peace box activity,
HKSSF sports volunteers etc.
 There were 121 blood donors including
students, teachers and janitors.
 The percentage of participation of blood
donation had a slight increase as
compared to last year.
 Refer to Appendix C
 A sports training tour to Taiwan was held
in July. Students of school teams
received intensive training and the team
spirit was boosted.
 A music exchange tour was proposed but
finally cancelled due to the clash of the
schedule of tour purpose with other tours
this year.
 The election mechanism was unchanged
as lacking of consultation and time for
notification to students.
 Annual General Meeting (AGM) of six
houses was arranged. Last year’s
activities and performance were reported
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
students’ leaders.
 Better operation of the committee
is resulted.
 Each house would organize at least
1 Intra-house activity.
 An annual general meeting of each
house would be held.
 Wider range of students could join
the house activities.
composition of the
committee
Strengthen
the
promotion of
activities
Organise a variety of
house activities
 Organise Intra-house
activities
 Organise Inter-house
dancing competition
 Collaborate with
Student Association
to enhance the
variety of activities
Monday broadcast
All
students
Whole
year
All
students
Whole
year
Lunch broadcast
All
students
Whole
year
Facebook CCA fans
page
All
students
Whole
year
CCA
TICs
Whole
year
All
teachers
Whole
year
CCA iPort
 Regular updates, i.e.
at least 3 times per
year
 Allocate 10 A3-sized
colour printing quota
Munsang portal
 Release the activity
 CCA groups can promote
upcoming CCA activities in a
causal and timely manner.
 It helps students and teachers know
more about the activities held by
different CCA groups.
 Organize twice a week (Wed and
Fri) for promoting CCA group
activities.
 Peer recognition to Student
Association can be gained.
A Facebook page will be created and
operated by students to share news
and activities held by CCA groups.
 CCA iPort would be updated at
least 3 times (Oct, Feb, May) a
year.
 TIC would find it convenient in
printing posters and promotion
items.
 Clash of activities can mostly be
avoided.
60
Evaluation
Methods
Evaluation
and current year goal was announced in
the AGM.
 Students’
feedback
 Teachers’
feedback
 No intra-house activity was organised as
the schedule was tight.
 Inter-house dancing competition was held
successfully in joint effort with Student
Association.
 Students’
feedback
 Teachers’
feedback
 A few CCA groups made good use of the
system to promote their coming activities.
 It was suggested to inform the
chairpersons of each CCA group during
their leadership training workshop next
year.
 Student Association and House
Committee were the major users of lunch
broadcast.
 The frequency was once a month on
average.
 The page was a good start to share news
about CCA activities at school.
 It was suggested to better promote the
CCA Facebook fans page to students.
Most of the CCA Groups were keen on
updating their news and activities on CCA
iPort with posters with good quality.
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers got used to the Munsang portal
and made appropriate usage from it.
Objectives
Strategies
Target
Group
Time
Scale
 The activity information can be
released to teachers, students and
parents through various ways (TVs,
school homepage, etc.).
information through
various channels
Promote
student LED
culture
Engage
students in
various
sports
activities
Others
 Use the softcopy in
CCA server for
further promotion
(e.g. Facebook page,
school homepage
and TVs on campus)
 Allocate bulletin
boards to several
groups
Join the EDB student
LED network
Sports Development
 Intensive training
programs for
students in sports
teams
 Join various
inter-school
competitions
 Organise inter-class
competitions
 Provide training
courses during
summer holiday
 Invite sponsorship
for the team jersey
Success Criteria
Evaluation
Methods
 Teachers’
feedback
All
teachers
and
students
Whole
year
 The promotion works can be done
easily.
 The promotion works can reach
students easily.
 Students’
feedback
 Teachers’
feedback
Selected
students
Whole
year
 Students would join the workshops
and trainings by EDB.
 An activity in student LED
approach would be organised.
 Students’
feedback
 Teachers’
feedback
All
students
Whole
year
 More awards from dancing and
volleyball are to be obtained.
 Inter-class competitions such as
basketball and football for junior
form students will be organized
during lunch time/post-exam
period.
 At least 7 teams would organize
summer training courses.
 A summer training camp would be
organized for basketball and
volleyball teams.
 A united team tracksuit would be
provided for all students in sports
teams.
 Student
achievem
ent
record
 Students’
feedback
 Teachers’
feedback
61
Evaluation
 The existing version of Munsang portal
failed to disseminate information in
various ways.
 A revised Munsang portal would be
released in September, 2015 with
advanced functions.
 Templates for poster and TVs have been
prepared. Few CCA groups used these
templates for their promotion products.
 A Facebook page was created, around 100
students liked the page and information of
activities was released through it.
 School decided not to join the student
LED program organised by EDB this year
due to limitation of resources.
 The activity in student LED approach was
cancelled.
 School team members participated in
different inter-school competitions and
obtained good results (Girls Overall
Champion of HK Open Winter
Swimming Championship; Inter-school
Athletics Championship Girls C 2nd
Runner-up; Boys individual 1st runner-up
in All Hong Kong Inter-Secondary
Schools Gymnastics Competition etc.
 Summer training courses for football,
athletics, volleyball and basketball team
were organised.
 Due to the leave of the TIC in early June,
the inter-class ball game competition was
cancelled.
Objectives
Establish a
welldesigned
workflow for
external
achievement
records
Engage
students in
learning of
arts in
authentic
contexts
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Use Munsang Portal to
track the achievement
records
All
teachers
Whole
year
The un-submitted achievements can
be spotted easily.
Teachers’
feedback
Send out monthly
reminder
All
teachers
Whole
year
The achievement records can be
reported by TICs within two weeks
especially for those events to be
included in the year book after the
reception of prizes or confirmation.
Teachers’
feedback
Collect trophies and
display on school
campus
Drama appreciation
 Invite students to
join public drama
performances
 Promote through
morning broadcast
and email
 Reserve venue for
rehearsal earlier
All
teachers
Whole
year
The trophies can be displayed in
timely manner.
Teachers’
feedback
Whole
school,
Chinese
Drama
Club
Whole
Year
 Promote at least 3 public
performances for students to join.
 The clash of venue for practice
would be minimised.
 Students’
feedback
 Teachers’
feedback
Music
 Organise masterclass
 Invite students to
attend concerts and
All
students
Whole
year
 Professional musicians and music
educators can be invited to conduct
masterclasses or various music
activities.
 Students’
feedback
 Teachers’
feedback
62
Evaluation
 The united team tracksuits were in
production process with the generous
donation from school councillors and will
be ready for distribution in September.
 There was an increasing usage of
Munsang Portal and events can be tracked
through the portal.
 It was time consuming to use Munsang
Portal to track the achievement records.
 Reminders of achievement record
collection were sent out to all teachers at
the end of each month.
 There were numerous un-submitted
achievements at the end of the school
year.
 Teachers should be reminded of the
importance of the submission of these
records in a timely manner.
The trophies were collected and displayed
in the Administration Centre.
 Students were invited to join a public
Chinese drama performance.
 The following awards were obtained in
Hong Kong School Drama Festival
2014/15.
- Award for Outstanding Actor
- Award for Outstanding Cooperation
 Some factors facilitated the training and
rehearsal such as the sense of belonging,
professional coach and availability of
school hall for rehearsal.
 A number of masterclasses and
workshops were organised to enhance
students’ musical. These internationally
renowned musicians includes:
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
 Widen students’ exposure to music.
 Music exchange activities with
local (and/or overseas) schools can
be organised to extend students’
musical experiences in the
inter-school or international
context.
participate in
competitions, graded
examinations and
community arts
services
 Organise music
exchange activities
-


Organise
relaxing
post-exam
Dance
 Organise dancing
activities,
performances and
trainings
All
students
Whole
year
Others
 Participate in
Schools Creative
Music Showcase and
Schools Speech
Choir Showcase
 Organise Aesthetic
Week with Visual
Arts Department
Strengthen and smooth
the arrangements for
post-exam activities
All
students
Whole
year
All
students
1-7/15
Opportunities for students to
participate in dancing activities can
be increased.
 Students’ exposure in arts can be
enriched through participating in
integrated arts learning programme
such as Schools Creative Music
Showcase and Schools Speech
Choir Showcase.
 Students’ creativity can be nurtured
through organizing music and arts
activities during Aesthetic Week.
 The arrangements can be finalised
before May and be attached in the
Message from the Principal.
63
Mr. Louis Siu (Percussion)
Dr. Paula Holcomb (Symphonic Band)
Prof. Theodora Pavlovtich (Choir)
Mr. Roland Szentpali (Brass)
Mr. Tsui Ying-fai (Chinese Orch)
Mr. Jimmy Chiang (Orchestra and
Choir)
- Prof. Charles Castleman (String
Ensembles)
Students participated in a number of
competitions, performances and
community arts services.
Several inter-school music exchange
activities, workshops and seminars were
organised. Students learnt to appreciate
music through exchange with different
students and musicians.
Students were given opportunities to
perform inside and outside school. (89th
anniversary variety show; Work-it-out
Showcase in Sha Tin Town Hall etc.)
Students enjoyed the dancing experiences
and broadened their horizon through the
practices and performances.
Students participated in the captioned
competitions and receive good awards.
Several ensembles performed during
Aesthetic Week with positive feedbacks
from the performers and audiences.
 Students’
feedback
 Teachers’
feedback

 Students’
feedback
 Teachers’
feedback

 Students’
feedback
 Teachers’
 The finalised schedule of post-exam
activities was ready in May.
 Three days were reserved for F.4


Objectives
activities
Strategies
Target
Group
Time
Scale
 Prepare post-exam
activities in the
beginning of the
academic year
 Balance the
activities and
supplementary
lesson schedules
Appendix:
A) Social Service Award Scheme
Award
No. of awardee
Gold award
10 students
Silver award
13 students
Bronze award 66 students
Iron award
59 students
C) Blood Donation
Date
Class
F.5
2014/11/7
F.6
F.4
2015/4/24
F.5
Form Size
187
183
170
187
Total
Success Criteria
 Teachers can be informed of the
detailed arrangements before the
final examination.
 3 days can be reserved for F.4
supplementary lessons during the
post-exam period.
B) Flag Selling
Class
Class Size
4A
34
4B
31
4C
29
4D
25
4E
27
4F
24
Others
Class
F.3-F.5
F.3-F.4
No. of Participants
46
13
12
47
118
No. of Participants
34
31
29
25
27
24
No. of Participants
39
36
Participation Rate
24.6%
7.1%
14.2%
25.1%
64
Evaluation
Methods
feedback
Evaluation
supplementary lessons.
 The new policy of arranging teachers to
join 2-3 post-exam activities was well
received by teachers. They would like
to keep this arrangement next year.
Organiser (Date)
TREATS (2014/12/6)
Against Child Abuse Limited (2015/12/24)
Yan Kwong Social Service Limited (2015/2/14)
Form
F.4
Rate

185/189 = 97.8 %
Organiser (Date)
Hong Kong Christian Service(2015/4/25)
St. James Settlement(2015/6/27)
Form
Rate
F.4
12/170 = 7.1%
F.5
93/187 = 49.7%
F.6
13/183 = 7.1 %
Overall Participation Rate
= 118 /540 = 21.9 %
Counselling Committee
Objectives
“You Light up my
Life” Scheme
To help F.1 students
to adapt to the school
life by student
mentoring
Peer Caring Scheme
To help new-comers
and F.1 students to
adapt to the school
life
Harmonics School
Scheme
 To enhance the
class cohesion,
sense of belonging
 To develop
Strategies
Kick-off Ceremony
Target
Group
F.1
Time
Scale
5/9
Periodic Lunch Gathering
17/10
11/12
6/2
30/4
Add Oil Scheme
11/12
26/5
Success
Criteria
 Students can
know their
mentors
 Students can
feel the
encouragement and
support from
Guidance
Prefects
(GPs)
Evaluation Methods
Evaluation
Observation from GPs and
counselling teachers
 The relationship between GPs and
F.1 students was built up.
 Most F.1 students enjoyed the
dancing session.
 There were too many lunch
gatherings held throughout the
year. It was suggested to replace
one by an afterschool inter-class
mini competition.
F.1 students was built up.
 It was good to give support to F.1
students before examinations by
writing a card.
 Beside cards, it was suggested to
prepare a small gift for F.1
students.
 The new admitted students could
know more about our school
through campus tour.
new admitted students was built
up.
 The newly admitted students could
know more about our school
through campus tour.
 Students were interested in the
activities and performed actively.
 Selection of songs was welcomed
by most students.
 Improvement of the sound system
of hexagonal area was needed.
 Many simple and similar messages
were posted.
F.1 Orientation Day
Activity (40 minutes)
F.1
23/8
Active
participation
of students
Lunch Gathering for F.1
from other schools
F.1
2/9
3/3
Sound of Music
Whole
school
11-13/11
9-13/3
12-14/5
Students enjoy
the activities
and they are
able to make
new friends.
Active
participation
of students
Autograph for F.6
Whole
school
9-11/12
Active
participation
Number of messages
collected
65
Objectives
students’ talents
 To build up a
supportive culture
among
schoolmates
Strategies
Target
Group
Time
Scale
Success
Criteria
of students
Evaluation Methods
Publication
F.1
Nov
2014
Mar
2015
Each F.1 - F.2
student gets a
leaflet about
GPA in each
term.
Feedback from GPs
Thanksgiving Activity
All
students
May
2015
Number of messages
collected
Sister School
Scheme
To enhance students’
mind on care &
concern
Organize services for
students from our sister
school (Elaine Field
School) to go outing
F.2-5
Whole
year
Active
participation
of students
 Students
understand
the
difficulties
of deprived
minority.
 Students
enjoy the
activity.
Moral and Civic
Education
 To arouse the
awareness of
public issues
 To stimulate
students to have
multi-perspectives
mind
 To increase
MCE Board – News &
Events
 News Headlines
 News Feature – Hot
current affairs
Whole
school
Whole
year
(4 times
per
term)
 The board is
updated
monthly.
 More
students read
the content
on the board.
 Observation from
teachers
 Observation from the
readers
English in the Air
 Watching & Listening to
F.1-3
Whole
year
 Students’
awareness
teachers
66
 Reflection of our
students
teachers
Evaluation
 More valuable messages should be
encouraged among GP
schoolmates.
 The publication provided a
channel for F.1 and F.2 students to
know more about GPA.
 The design of second publication
was good.
 The publication should focus more
on F.1 students’ activities of GP
Festival.
 More senior formers participated.
 Promotion in junior form should
be revised.
 Most of the students were actively
involved in the social service
activities. They were willing to
serve the students from Elaine
Field School.
 It was a good practice to divide
students into groups. They had
more interaction with each other.
 Some F.3 students made a good
preparation in the second activity
under the supervision of teachers
and guidance prefects.
 The news articles were updated
almost daily to raise students’
awareness of current issue.
 Board displays on special issues
were successfully held.
 The board can be more attractively
designed to draw students’
attention.
 English in the Air was conducted
in collaboration with LAC
Objectives
Strategies
interaction between
media and students
 To encourage our
students to present
their ideas
 To echo school
major concern
 To enhance
students’ mind on
care & concern
TV news
 Reading news
 Writing response ranging
from a few sentences to a
short slogan
 Engaging in English
activities related to the
news
Target
Group
Time
Scale
(5 times
per
term)
Success
Criteria
on current
issue is
aroused.
 Students
learn more
vocabularies
from
newspapers.
 Students are
willing to
express their
opinions.
 Students’
critical
thinking
skill is
improved.
Students’
environmental
awareness is
aroused.
Evaluation Methods
Evaluation
 Questionnaires for class
teachers and students
Committee for junior students.
The collaboration was satisfactory
and smooth. Students could
acquire useful expressions and
vocabularies for their study
through writing, activities and
reading.
 Video clips were effective to
arouse students’ interest before
writing the opinion. They were
willing to express their opinion.
 Response from the
students
 Feedback from
adjudicators
 The competition enhanced class
spirit and students’ communication
skills.
 The presentations were generally
creative and fluent. Some of the
boards displayed excellent
creativity.
 The manpower could be reduced
as some of the GPs really had
nothing to do during the
presentation process.
 Participants formed a group to join
the activity.
 Participants were actively involved
in the activity so as to understand
the feeling of the blind.
 Most F.3 students were responsible
and active to serve the disabled
under the guidance of GPs.
Inter-class Bulletin Board
Competition
Whole
School
Oct
Dialogue in the Dark
Guidance
Prefects
Nov
GPs are able to Response from the
supervise the
students
progress of the
scheme.
Community Service
F.3-4
Nov
GPs are able to  Reflection of the
organize
students
services for
67
Objectives
Strategies
Target
Group
Time
Scale
Hunger Banquet
Whole
school
Apr
F.1 Value Education
To instil proper
values in F.1 students
 Three thematic sessions
in 1st term (internet
addiction, thanksgiving
and cyber-bullying)
 Two thematic sessions in
2nd term, (drugs and
respect diversity)
F.1
24/9
15-16/1
0
12-13/1
1
10-11/1
2
4-5/2
11-12/3
1/4
Sex Education
To help students to
get along with others
of opposite gender
Talks are arranged in
different Forms and
speakers are social workers
or from other organizations.
Success
Criteria
students from
our sister
school (Elaine
Field School).
Awareness on
the poor is
aroused.
Evaluation Methods
teachers
 Response from the
students
 Feedbacks from class
teachers and GPs
 Students
participate in
the lesson
actively.
 Students
reflect on
what they
have learnt.
teachers
 Students’ reflection
 Questionnaire
 Students
participate in
the talks
actively.
Observation on Students’
participation in the lesson
68
Evaluation
 More F.3 students should be
encouraged to participate in this
service.
 Most participants enjoyed the
event and were active to play the
game.
 Time management was good.
 The activity fee was reasonable.
 Most of the students gave positive
feedback. Over 130 students
gave 4 marks or above out of 5
marks for the overview of value
education. And most of students
thought that they had learnt the
five topics deeply.
 Among the five topics, students
thought that “internet addiction”
was the most interesting one as it
is related to their real life. This
result was the same as last year.
 Students suggested that more
interactive activities such as group
discussion can be included to
make the lesson more interesting.
Besides, students thought that the
teaching time was not enough.
Students wanted to have deeper
information. These suggestions
were the same as last year too.
Unfortunately, due to the time
constraint, it was hard to improve.
 The activity held by 護苗基金
was very interactive and students
participated actively.
 The activities guided students to
Objectives
Positive Thinking
Scheme
 To help students
build up positive
outlook on life
 To relieve negative
affect of students
Guidance Prefect
Association
 To organise
large-scale
activities for
students in school
 To provide
leadership training
to GPs and
improve the
communication
Strategies
Target
Group
Time
Scale
Success
Criteria
 Students
could reflect
on what they
have learnt.
Evaluation Methods
have appropriate attitude and
manner towards peers.
 The students could reflect on what
they learnt during the talk.
 The talk held by 明光社 became
more and more interactive and
professional after providing
services for several years. The
students actively participated in
the groups.
 Other organizations would be
considered instead of 香港基督教
女青年會 as the topic and the
content was not coherent.
 Social workers Talk 異性相處和界線
 衛生署 - 友情與愛情
 護苗基金 - 初中護苗教
育課程
F.1
 香港基督教女青年會 Net 仔 Net 女(網上交友)
 護苗基金 - 初中護苗教
育課程
F.2
 明光社
 Social workers Talk - 性
病的認識
 Stress management
Workshop
 Peer sharing
 Bond-building activities
F.3
1st term
17-18/3
Whole
school
Whole
year
 Students
enjoy the
activities.
 Students
build up
positive
image.
Observation by
Counselling teachers and
social workers
 Meetings and Training
 Activities
- GP Festival
- Joint-school Project
 Activity-planning
 Serving School
- F.1 Orientation Day
- F.1 Parent Day
- Parent Day
- PTA AGM
- PTA Used Book Sale
GPs and
all
students
Whole
year
 GPs
participate in
the activities
actively
 Students
enjoy the
activities
organised by
GPs.
 Feedback of GPs
 Observation by
Counselling teachers
1st term
9-10/12
22-24/6
1st term
24-25/6
69
Evaluation
 The collaboration with AAC was
good in the support of SEN
students.
 The bond-building activities
helped the intervention by social
workers, especially for the
students with social problem.
 Students were so busy that they
may not able to join the activity.
The date should be considered
carefully.
 The communication between GPs
was improved by informal
gatherings.
 GP Festival was held successfully.
Students were interested in the
activities and performed actively.
 Joint-school activity widened the
horizon of GPs.
 GPs were so busy that they could
not attend all preparation
meetings.
Objectives
skills and
activity-leading
skills
School Assemblies
To arouse students’
awareness on
specific topics
Remedial Work
To provide
appropriate support
to students.
Parents’ work
To enhance
communication
among school,
teachers and parents
Strategies
Target
Group
 Talk delivered by
UNICEF
 Interview (Students’
stories)
F.4-6
Repeaters’ group
 Periodic meetings with
repeaters
 Provision of a two-week
calendar before the
examinations
Counselling in the release
of HKDSE results
Time
Scale
Success
Criteria
Evaluation Methods
Evaluation
 It was good to have follow-up
activities after the morning
assembly in order to reinforce the
messages conveyed.
 The sharing gave some inspiration
to fellow students.
The meetings for the senior formers
were individually conducted. It
allowed students to express their
feelings easily.
15/10 &
4/3
17/10 &
27/2
Students show Observation on students’
active listening performance during the
during the
assembly
assemblies.
Repeaters
in
2013-14
2014-15
Sep
Dec
Feb
May
Students
develop
positive
learning
attitude.
 Observation by class
teachers
 Academic results after
Form Tests and
examinations
F.6
July
Case Work
All
students
Whole
year
Students can
seek help
when needed.
Students are
willing to
express their
need.
It was good to provide guidance to
the students when receiving the
results of public examination.
It was good to transfer students to
religious teachers when needed for
better follow-up.
F.1 Orientation Day
F.1
students
and
parents
F.1
students
and
parents
23/8
 Observation from class
teachers
 Feedback from students
 Observation from class
teachers
 Feedback from students
 Observation on students’
change
 Questionnaire from
parents
 Feedback from class
teachers
Feedback from teachers
and parents
All
Parents
Whole
year
(twice)
Feedback from parents
 The topics met parents’ needs.
 Small group discussion sessions
were effective for parents to learn
F.1 Parent Day
Parents’ Workshops and
Talks
F.1-3
6/12
The parents
know more
about the
school.
The parents
better
understand the
performance
of their
children.
 Active
parent
participation
70
The activity improved the
communication between the school
and parents.
 It was good for parents to have a
clear picture on students’ academic
performance before the
examination.
 The talk suited the need of parents.
Objectives
Strategies
Target
Group
Time
Scale
Success
Criteria
 Parents are
willing to
understand
and try.
71
Evaluation Methods
Evaluation
parenting skills.
 More time for group discussion
session was suggested.
Cultural Exchange & Alumni Affairs Committee
Objectives
1. To create a language-rich environment at school where students are exposed to the language and culture of different countries.
2. To widen the horizons of students. Students participating in cultural exchange program can develop intercultural knowledge. Moreover, students learn to
communicate with people from other countries or other school.
3. Leadership Training- Cultural Exchange Ambassadors (CEAs) with enlightened and dynamic leadership quality are selected as the Heads of CEAs. They
take leading roles in the activities organized by the committee. Thus, their leadership experience and organizational skills can be enriched.
4. To raise the public and the current students’ awareness towards the Munsang College Alumni Association through organizing and publicizing different
activities.
5. To provide a platform for current students and alumni to interact so they can learn from their experience.
Target
Group
Alumni &
the public
Time
Scale
Whole year
Activities should be held to give a
chance to the alumni to come back to
visit our school and interact with our
current students.
Alumni &
students
Whole year
The students and alumni
join the activities and
have positive feedback.
Feedback from
the alumni and
students
Cultural and English activities will
be held for MSCPS and the
neighbouring primary schools to
attract quality students for the F.1
admission.
Different
Primary
Schools
Whole year
The students participate
in and enjoy the
activities.
Feedback from
the students
Objectives
Strategies
Publicizing
alumni activities
Alumni Information Dissemination
alumni activities, updates and
information will be passed to the
person-in-charge of the webpage for
the Alumni Association
Building
relationship
between the
alumni and
current students
Attracting
outstanding
students for the
F.1 admission
72
Success Criteria
The awareness of the
alumni and public
towards our school has
increased.
Evaluation
Methods
Feedback from
the alumni and
the public
Evaluation
 Details of different
alumni activities and
information were
updated.
 The public was able to
find out more about
different alumni
activities.
A lot of alumni came
back on different
occasions, like
Homecoming and the
Wave Concert, which
enhanced the
relationship between
alumni and current
students.
Various activities, like
Christmas Booth at
Bishop Walsh Primary
School, Cultural Fair,
Mini Cultural Fair,
Friday Fest and School
Visits were held and
they were extremely
Objectives
Widening
students’
horizon &
Leadership
Training
Widening
students’
horizon &
Leadership
Training
Widening
students’
horizon &
Leadership
Training
Strategies
 Cultural Exchange Ambassadors
(CEAs) are school representatives
and responsible to receive guests
(both teachers and students) for
cultural exchange purposes.
 Training on their writing skill and
presentation skill are also given.
 They help the students gain
international understanding by
organizing different cultural
exchange activities in the school.
 They are also responsible for
activities related to AFS exchange
students and help them to adapt to
the new environment
Cultural Exchange Fair
 AFS exchange students and CEAs
lead the activity. AFS exchange
students introduce their cultures
through playing their traditional
games, learning their language and
tasting food.
 AFS exchange students of different
countries from other school are
invited.
Mini Cultural Fair
 AFS exchange students and CEAs
lead the activity. AFS exchange
students introduce their cultures
through playing their traditional
Target
Group
Time
Scale
F.3 – 5
students
Whole year
(12 formal
GM)
To be a CEA, students
develop his/ her
self-management skill,
communication skill,
organizing power,
self-confidence,
interpersonal
relationship an
intercultural knowledge.
Self-evaluation
report – CEAs
would give
feedback about
their own
performance at
the end of the
year
CEAs &
whole
school
Nov-Dec
2014
Number of
participants and
evaluation/
reflection from
CEAs and
participants
The Fair was
successfully held and
the students were able to
learn about the culture
of the different
countries. The
Cultural Exchange
Ambassadors were able
develop their
organization and
communication skills
through the fair.
CEAs &
whole
school
Once per
term
 Students learn more
about the culture of
different countries and
get a chance to
communicate with the
foreign students in an
informal setting.
 AFS exchange
students introduce
their cultures to our
students.
 Cultural Exchange
Ambassadors develop
the organization and
communication skill.
 Students learn more
different countries and
get a chance to
communicate with the
Number of
participants and
evaluation/
reflection from
CEAs and
 Two Fairs were
successfully held
Parents and primary 5
and 6 students from
MSCPS were invited
73
Success Criteria
Evaluation
Methods
Evaluation
well-received.
Twenty-six students
from Form Four and
Five joined the CEA and
planned, implemented
and evaluated a lot of
different activities
throughout the year.
They agreed that they
learned a lot and
improved their
leadership.
Objectives
Strategies
Target
Group
Time
Scale
games, learning their language and
tasting food.
 This activity is held by the AFS
students at our school and the
returnees of the one-year sending
programme to give them a chance
to share what the culture from their
country.
Success Criteria



Widening
students’
horizon
Widening
students’
horizon
Hosting AFS students
 The school hosts AFS exchange
students from different countries.
They are English-speaking
students. They are allocated as F.4
students.
 Activities involved:
orientation day, introduction of
AFS exchange students in morning
assembly, informal outing,
language classes, broadcasting
programs, Junior form class visit
and Cultural Exchange Fair etc
One-year sending program
 Through hosting exchange
students, our students know more
about one-year sending program.
Students have the opportunity to go
to one of 25 destinations. Students
spend one academic year abroad
attending local school, often
participating in community service
activities and living in a local host
All
students
Whole year


F.3 above
Aug 2014May 2015


74
foreign students in an
informal setting.
Parents have a
positive experience
and are able to involve
actively.
AFS exchange
students introduce
their cultures to our
students.
Cultural Exchange
Ambassadors develop
the organization and
communication skill.
The chance of our
students to expose and
interact with a student
from another culture is
increased.
Hosting makes an
exchange student to
learn more about
Hong Kong culture,
language and
traditions with a depth
unattainable to
visitors.
There are applicants
and students are
successful in their
application to join the
program
Students develop the
self-regulated learning
skill. Moreover, they
learn how to solve
their problems during
Evaluation
Methods
participants
 feedback/
evaluation is
made by
students
/classes and
CEAs
involved
 evaluation is
made by AFS
students
Number of
success
applicants and
their evaluation
after the
completion of
the program
Evaluation
to participate.
 The students were
able to learn about the
culture of the different
countries.
 The Cultural
Exchange
Ambassadors were
able develop their
organization and
communication skills
through the fair.
 The students of our
school were able to
interact with the AFS
students, Antonio and
Alissa in the
classroom and through
different CCA.
 The AFS students also
enjoyed their stay and
learned a lot about the
culture of MSC, Hong
Kong students and
Hong Kong.
 Kelly Lam from F. 3B
joined the AFS to
Germany and has
returned. She will be
an ambassador and
share her experience
in the school
assembly.
 She will also help in
various Cultural
Objectives
Widening
students’
horizon
Strategies
family.
 Teacher-in-charge arranges the
matters related to students’
application such as preparation of
reference letters and related
document. She/ he also answers
students’ questions concerning the
programme.
Local Exchange Programmes
 A group of students from two
schools are interchanged. They
study in the partner school during
the 3-day program. Two
programmes are arranged.
 A 3-day local exchange program
will be arranged in the year
2014/15.
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
the programme.
F.4 & F.5
students
Twice in
the year
75
 Students experience a
different way of
learning in a new
environment.
 Students develop
communication skill
and problem-solving
skill.
 Students of both
schools know more
the other school and
establish a
relationship.
Evaluation
Exchange activities.
Participants
complete a
self-assessment
form.
 Students who visited
other schools were
able to broaden their
horizon and
experience a
completely different
culture.
 Students who hosted
were able to interact
with students from
another school which
developed their
communication skills.
 Students were able to
learn about the culture
of another school and
establish a close
relationship.
Discipline Committee
On the whole, students were still very well-behaved and self-disciplined. All of them were well-mannered. Only occasionally were they late to school in the
morning and forgot to bring/submit assignments and reply slips. Violation records were still acceptable, mainly related to school uniform regulations or
regulations of hair style and accessories. Major offences were uncommon. Details are as follows.
1. This year there were far more cases of bullying as compared to the previous academic year. The situation was more common in F.1. The students
attempted to play tricks with classmates first. If the situation was not under fine control, serious consequences could be unavoidable. Besides, some cases
were extended from their primary schooling. Attempts were made to negotiate with different parties and the parents concerned. Counselling Committee,
school social workers, educational psychologist and NGOs were engaged to follow students’ misbehaviour and value judgement.
2. In the year ahead, effort is needed to instil in students a sense of integrity as there were still cases of cheating in dictations and daily quizzes reported. In
most of the cases, students concerned were interviewed and they showed regret about their misconduct. Precautionary measures including talks during
school assemblies had been arranged accordingly. Only very few students denied to admitting their misconduct will be provided with spiritual nurturing in
the coming academic year.
3. This was the fifth year for discipline teachers to station 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, particularly after lunch. Habitual latecomers were identified, interviewed
and penalized to join lunch detention classes; and their parents were informed or interviewed.
4. Strong collaboration between Discipline Committee and the Police, Counselling Committee and class teachers is still necessary. Special talks are to be
arranged for students, including issues related to bullying and Sex Education. Besides, more tailor-made video clips have to be uploaded onto the Campus
TV to remind students of the examination regulations and the proper attitude and behaviour in school.
5. In the coming academic year, there will be further collaboration between Discipline Committee and other departments and committees. There will also be
more collaboration between the College and the Primary School. Counselling Committee will continue implementing Value Education for F.1 classes and
Sex Education for F.2 classes in morning assemblies. Christian Ministry and Counselling Committee will work together for the moral-related issues and to
raise students’ moral standard. Careers Committee will strengthen the implementation of life planning programme to all class levels, and career counselling
will be provided to those who are academically weaker and the repeaters. It is hoped to cultivate in students a more positive value judgment. Besides, F.1
and F.2 Home Economics will continue fostering students’ self-management and self-discipline.
6. Students with high records of misconduct were requested to perform community services during summer vacation in order for them to gain a greater
understanding of how their individual actions affect the well-being of the public. Besides, F.1 students with high record of late submission of homework
assignment were interviewed, monitored and if necessary, retained after school to join assignment tutorial classes.
76
The table below shows the evaluation of various activities held by the Discipline Committee and Prefect Association.
Objectives
Strategies
Green Education  Classroom cleanliness being
Keep Classroom
assessed by the prefects during
Clean Campaign
lunch time.
 A score chart of each class
being posted on the notice
board for class teacher to
monitor and to take further
action; another chart of the
whole school being published
half-yearly.
 The three classes with the
lowest score and having scores
less than 70% of the full mark
being invited to clean
classrooms or perform special
duties.
Living Green
Paperless
Conduct
Meetings
Printed copies being provided to
the Principal, Vice Principals,
Discipline Master, Deputy
Discipline Mistress and Prefect of
Studies for marking and reference
only.
Target
Group
F.1-F.6
Time
Scale
Whole
year
All teachers
Whole
year
Success Criteria
A total score of
70% of the full
mark for each class
Less than 7 printed
copies for each
class level
77
Evaluation
Methods
 Total score of
each class
 Annual
Evaluation of
Prefect
Association
The number of
printed copies
Evaluation
 Students-on-duty did not perform
their duties punctually. In many
cases, the blackboards or
whiteboards were not cleaned
before lunch. The rubbish bins
were filled with lunch boxes, and
very few plastic bottles and metal
cans were disposed of properly.
Still many students put their own
belongings on the floor to make
the classroom in a mess.
 Further strategies have been
implemented to relieve the
situation. Two more small bins
for recycling were put in each
classroom to implement Green
Education. However, the
effectiveness was not up to the
expectation and further action
should be taken to improve the
situation.
 Only 6 printed copies were
prepared for each conduct
meeting. Non-teaching staff
helped the preparation of pdf and
electronic devices for the smooth
running of conduct meetings.
On the whole, class teachers and
subject teachers did welcome this
new policy.
 In the second term, to ease the
installation of desktop computers
for the Conduct and Promotion
Meeting, iPads were used and
users welcomed the change.
Objectives
Betterment of
own self
New Leaf
Scheme
Maintaining
students’
punctuality
Strategies
 Students being able to apply for
clearing records of minor
offences up to one black mark,
provided that significant
improvement is shown within a
12-day observation period.
 Items that can be cleared
include no/late submission of
assignment, minor lateness
(within 30 minutes), violation
of school uniform regulations,
violation of hair style
regulations, late submission of
reply slip and no hymn book for
hall assembly.
 Students’ attendance being
monitored regularly by
discipline teachers.
 Habitual latecomers and
frequent absentees being
spotted and interviewed
Target
Group
F.1-F.6
Time
Scale
Whole
year
F.1-F.6
Whole
year
Success Criteria
 Over 550
applications
 Over 40% of the
records of
clearance being
successful
 Less record of
lateness as
compared to the
previous
academic year
 Over 30% of the
habitual
latecomers and
frequent
absentees
showing
improvement
78
Evaluation
Methods
The number of
applications and the
rate of successful
records of
clearance
The number of
lateness and
suspected absence
records
Evaluation
 There were 390 applications in
first term, while 290 in second
term. 285 records were cleared
in first term. The success rate
was around 73.08%. In the
second term, 222 records were
cleared, which corresponded to
76.55% success rate.
 Success rates were greatly
improved as compared to
previous academic year.
 The number of lateness cases
showed a rise from 753 to 977 in
first term, and a drop from 923 to
688 in second term.
 For the habitual latecomers, they
were interviewed by the
Discipline Master and if the
situation was not improved, they
were sent to lunch detention
class.
 The number of truancy had been
increased with the fact that many
cases were reported by parents.
The students concerned were
asked to return to school
immediately, interviewed and
remedial work was implemented.
Objectives
Strategies
Maintaining
students’
punctuality in
submission of
homework
assignments
 Students’ record of late
submission of homework
assignments being monitored
regularly by discipline teachers,
class teachers and TIC of AAC.
 Reports of late submission of
homework assignments and
cumulative records will be
published monthly for close
monitoring.
Equipping new
teachers
New Teachers
Orientation
 Sharing with experienced
discipline teachers on students’
disciplinary issues.
 Case study: to familiarize
newly-appointed teachers with
common disciplinary issues
Target
Group
F.1-F.6
Time
Scale
Whole
year
Newlyappointed
teachers
Early
Sept
Success Criteria
Less record of late
submission of
homework
assignments as
compared to the
previous academic
year.
Over 50% of the
newly-appointed
teachers show the
orientation is a
relevant and
resourceful one
79
Evaluation
Methods
The number of late
submission of
homework
assignments and
the cumulative
statistics
Analysis of
Questionnaire
response
Evaluation
 The number of late submission
cases showed a drop from 2842 to
2681 in first term, and a
significant drop from 2047 to
1482 in second term.
 Class teachers from the
academically-weaker classes
worked hard to alleviate the
situation, with detention classes
for those who could not submit
homework assignments on time.
 Discipline teachers interviewed
both students with poor
assignment records and their
parents.
 One had a high record of 56 times
and he was required to retain in
the same class level in the coming
academic year.
 Feedback was very positive and
most, if not all, found that case
study benefited their
understanding of our students.
The strengths and areas for
improvement of our students
were mentioned in the
orientation.
Objectives
Strategies
Equipping F.1
class teachers
Sharing Session
with P.6 class
teachers
 Sharing with P.6 class teachers,
DC and CC members from the
Primary School on students’
disciplinary and emotional
issues.
 Uncertainties can be clarified in
the sharing session.
Orientation for
F.1
newly-admitted
students
 Helping newly-admitted
students to adapt to the school
life in Munsang College
 Early identification of any
possible cases of bullying or
harassment
 Clarifying uncertainties
Target
Group
F.1 class
teachers,
teachers
from DC,
CC and
School
Social
Workers
Time
Scale
Late
Aug
All F.1
newlyadmitted
students
Late
Sept
Success Criteria
Over half of the
teachers attending
the meeting being
satisfied with the
arrangement
Over 70% of
students attending
the orientation
being satisfied the
arrangement
80
Evaluation
Methods
Responses from
attendees
Responses from
attendees
Evaluation
 Very encouraging responses were
received, not only from the class
teachers, but also the school
social workers and teachers from
both DC and CC.
 The sharing session was very
informative and lots of
ideas/ways to deal with students’
disciplinary and/or emotional
problems had been shared.
 Besides, up-to-date information
related to students was provided
by the P.6 class teachers to help
better interfacing.
 Few of them had encountered
difficulties in meeting new
friends and to cope with the new
learning environment.
 Few of them reported that there
were bullying cases. Students
concerned were interviewed,
counselled and penalized.
The table below shows the most frequent types of misconduct.
2014-2015
2013-2014
2012-2013
2011-2012
Misconduct
Lateness
Less than 15 minutes
15 to 30 minutes
More than 30 minutes
Assignment Record
Chinese Language
English Language
Mathematics
Liberal Studies
Improper Behaviour
Improper School Uniform
No PE Uniform for PE Lessons
Violating Hair Style Regulations
Violating Ornaments Regulations
Serious Offences
Fighting
Truancy
Bullying
Smoking
Exam Irregularities
Cheating in Dictation etc
Cheating in Exam
Violating Exam Regulations
Use or Possession of Prohibited Materials
First Term
Second Term
First Term
Second Term
First Term
Second Term
First Term
Second Term
977
837
93
28
2681
401
289
507
56
204
349
8
20
4
47
0
14
14
0
134
3
0
124
75
688
602
57
29
1482
307
225
295
20
132
115
3
13
4
34
2
7
2
0
101
4
4
93
128
753
626
78
30
2842
361
474
567
196
106
251
9
18
7
13
2
1
1
0
130
5
2
122
67
923
820
80
14
2047
482
264
342
69
91
260
5
33
7
21
2
2
0
0
130
6
0
104
73
1046
915
95
13
2385
314
445
476
96
132
400
0
142
10
15
0
7
0
0
38
8
0
30
71
775
690
65
8
2639
418
493
659
66
224
138
17
32
2
34
6
8
1
1
85
13
2
70
128
1176
1069
77
30
3441
595
602
598
306
141
580
22
91
18
9
3
1
0
0
39
5
0
39
98
666
597
47
22
2405
464
312
425
250
114
191
5
39
10
13
1
4
0
0
76
31
0
47
77
81
The table below shows the outcome of New Leaf Scheme.
First Term, 2014-2015
First Term, 2013-2014
Second Term, 2014-2015
Second Term, 2013-2014
Application for
clearing records
of
Application
received
Minor Lateness
126
85
67.46
109
68
62.39
86
61
70.93
151
98
64.90
Homework
Assignment
122
87
71.31
177
108
61.02
96
74
77.08
116
83
71.55
Textbook
47
28
59.57
77
55
71.43
45
32
71.11
63
35
55.56
Reply Slips
1
1
100
16
6
37.50
1
0
0
10
5
50.00
41
34
82.93
26
24
92.31
15
11
73.33
22
19
86.36
4
4
100
2
1
50.00
1
0
0
1
1
100
24
22
91.67
20
19
95.00
35
34
97.14
17
15
88.24
Hymn book
25
24
96.00
13
11
84.62
11
10
90.91
11
11
100
Total
390
285
73.08
440
292
66.36
290
222
76.55
391
267
68.29
Improper School
Uniform
Improper Hair
Style
Use or Possession
of Prohibited
Materials
Number of Percentage
Application
Application
Application
records
of records
records
of
records
records
of
records
records
of records
received
received
received
cleared
cleared
cleared
cleared
cleared
cleared
cleared
cleared
82
Information Technology & Resources Committee
Implement S-Mark in digital
marking system
Target
Group
BAFS, ICT
and others
Time
Scale
Whole
year
Develop a manual for school
systems
Whole
school
Whole
year
Develop the procedural
manual for school
administrative systems
Panel evaluation
Develop an Event Portal for
coordinating school events
Whole
school
Whole
year
MSC Portal is to be
successfully developed
and implemented.
Enhance the performance of
eClass server in both
software and hardware
Whole
school
Whole
year
Improve the
performance of eClass
 System report
 Feedback
from
colleagues
 System report
 Feedback
from
colleagues
Upgrade WebSAMS to the
latest version
Whole
school
Whole
year
Improve the
performance of
WebSAMS
Buy 32 mobile devices to
support e-learning
Implement mobile device
management system so as to
support e-learning
Whole
school
Selected
subjects
Whole
year
Whole
year
Facilitate e-learning
Introduce a standard format
for form test report cards
Whole
school
Whole
year
F.1 (Exclude
Sept 2014
The form test report
cards are to be printed
out without problems.
Improve the day to day
Objectives
Strategies
Enhancing learning
and teaching
effectiveness
Introduce new student ID
Success Criteria
Teachers learn how to
use the system
smoothly.
Mobile devices can be
managed easily with the
use of software.
83
Evaluation
Methods
Post-event
evaluation
 System report
 Feedback
from
colleagues
Feedback from
colleagues
Post-event
evaluation
Evaluation
S-Mark marking system was
implemented in BAFS and
ICT successfully. The pilot
scheme will continue in
2015/2016.
A set of eClass and Moodle
manual were developed.
The user manual of
remaining systems will be
developed in 2015/2016
Event Portal 2.0 was
developed. After the trial run
in 1st term, it will be operated
in 2nd term.
 Additional memory for
eClass server was added.
 New version of the
operating system was
upgraded.
With the EDB funding,
WebSAMS server and
operating system were
upgraded.
32 iPads were bought.
Post-event
evaluation
iClass system was installed
successfully. Teachers are
able to control the mobile
devices in the classroom
through the system.
A standard format form test
report card was developed.
Post-event
New student ID for all F.1
Objectives
Strategies
format
Students’
Whole-person
Development
Manage audio, video and
lighting control and
production in the newly
renovated school hall
Support IT services of
school events by IT Team
members
Support photo production of
school events by
Photography Team members
Infrastructure and
computer system of
the Campus
Renovation works
 Chapel
 Student toilets
Restructure network and
telephone cables
Maintenance works
 Major repair
 Emergency repair
Target
Group
8 Repeaters)
Time
Scale
IT Team,
Photography
Team and
Campus TV
Team
member
IT Team
member
Whole
year
Photography
Team
members
Whole
year
Students
 Aug
2014
 Jul 2015
Whole
school
Students,
teachers and
staff
Success Criteria
administrative operation
of the school
Students’ technical skills
on troubleshooting
classroom computer
related equipment and
leadership potentials are
to be further explored
and developed, so that
they are more capable of
demonstrating quality
leadership in school and
becoming good leaders
in whatever contexts
after graduation.
Whole
year
Evaluation
Methods
evaluation
students was implemented.
Post-event
evaluation
Various events were
successfully organized. The
communication between each
student group had been
improved.
Post-event
evaluation
Students showed
improvement in problem
solving and communication
skills. Senior students were
ready to lead a team
independently.
Photo shooting and
post-production of major
school events by
Photography Team were
provided.
The venues were renovated.
With better equipment and
environment, students
enjoyed studying and
learning in the Chapel.
Students also appreciated the
newly-renovated toilets.
The cables in the library,
special rooms and
classrooms in Block G and H
were upgraded to cat. 6
standard.
 Most of major repair items
were finished and
outstanding items are being
followed closely.
 Application of major repair
Post-event
evaluation
A tidy and safe
environment is to be
created.
Site check
Whole
year
Improve the network
performance and reduce
energy consumption.
Site check
Whole
year
Maintenance works are
to be followed up
closely to ensure the
safety of the campus.
Site check
84
Evaluation
Objectives
Strategies
Selective check of Fixed
Assets
Target
Group
Time
Scale
Success Criteria
Whole
school
Second
Term
F.1 students
Nov 2014
Implement eClass App for
iOS and Android
Whole
school
Second
Term
Improve the AV equipment
of Chapel
Improve AV equipment of
Lecture Theatre
Improve staff’s work
efficiency with the use of
SSD and replacing old
computers
Provide external access to
IR Request Portal
Whole
school
Whole
school
Teacher and
staff
Sept 2014
Teachers and
staff
Sept 2014
Implement ePayment system
Sept 2014
Sept 2014
85
Evaluation
Methods
 All items are
accounted for.
 Information in the
eInventory system is
complete and
accurate.
 All items are attached
with a barcode label.
Payment can be made
through eClass system.
Post-event
evaluation
The app is to be made
available on the
platforms.
System report
The AV equipment can
function normally
The AV equipment can
function normally
The performance of
computer shows
significant improvement
Site check
Optimize the operation
of the IR Request Portal.
System report
Site check
 System report
 Feedback
from
colleagues
Post-event
evaluation
Evaluation
for the next year was
submitted. Various
applications of emergency
repair have been submitted
to supplement major repair.
The majority of the selected
items were checked to have
no problems. There are some
outstanding items to be
followed up.
ePayment system was
implemented smoothly in the
second term. It will be
extended to F.2 classes in
2015/2016. PPS bill service
will be available in Sept
2015 for students to make
deposit.
eClass App was developed
successfully. Stakeholders
may download the App
through the Internet in 2015.
AV equipment of Chapel was
improved.
AV equipment of Lecture
Theatre was improved.
The storage of all computers
in staff room were upgraded
as SSD.
The system setup was
completed successfully. It
will be launched in the next
Objectives
Strategies
Buy 32 extra IP address and
new domain name
“msc.edu.hk” so as to cope
with the extensive use of
Internet services
Target
Group
Time
Scale
Whole
school
Whole
year
Success Criteria
Improve the
performance of network
services
86
Evaluation
Methods
Post-event
evaluation
Evaluation
academic year.
32 IP addresses and new
domain name “msc.edu.hk”
were in service successfully.
Language Across the Curriculum Committee
1. Enhancing learning and teaching effectiveness
Target
Group
F.1 –
F.6
students
Time
Scale
Whole
Year
 Integration of subject content and
language learning in project work
to provide an authentic context for
both junior and senior forms to use
English.
 F.2: CISCO Conference &
interaction between Australian &
MSC students (ICT)
F.1 –
F.6
students
Whole
Year
 F1-F3 English in the Air
(Beacon and non-Beacon
members)
 EASE: One minute video
production for IT kiosk (Short
drama)
 O.L.@ EASE Thursday lunch
 LAC Week
 English Activity Day
 REES Programs
(F.2 Drama + F.5 Debate on social
issues)
 Debates across the curriculum
 Drama Performances across the
F.1 – F.6
students
Whole
Year
Objectives
Strategies
Enhancing
teaching and
learning
effectiveness
Implementing
language across
the curriculum
skills in the whole
school
Enhancing
teaching and
learning
effectiveness
Implementing
language across
the curriculum
through
mini-projects in
the different
forms
Enhancing
teaching and
learning
effectiveness
Providing English
Enhancement
activities for
students to use
English
Whole school implementation of
LAC language plans which state the
core language skills required in each
form and in various subjects.
Evaluation
Methods
 Language plan
incorporated in
teaching schemes
 Sharing by
teachers and
students
There was an efficient
collaboration among various
departments for implementing
LAC language plans.
Students are able to
master the core
language skills
required in the
projects,
presentations and
forums.
Students’
performance in the
projects, forums
and presentations
Mini-projects and CISCO
Conference were accomplished
successfully throughout the
academic year.
Students have
greater
opportunities to use
English in the
school campus.
 Teacher
observation
 Number of
students joining
the activities and
reading our
publications
All the mentioned projects and
activities were accomplished in
the year and students’ language
skills were enhanced through
engaging in the programs.
Success Criteria
master the core
language skills
across the
curriculum.
87
Evaluation
Objectives
Strategies
Target
Group
Time
Scale
All
teachers
and
students
Whole
Year
Target
Group
F.1 – F.6
students
Time
Scale
Whole
Year
Target
Group
All
teachers
Time
Scale
Whole
Year
Success Criteria
Evaluation
Methods
Evaluation
curriculum
 Publications like Newsletter, Voice,
Musings@Munsang
 English Monday
Enhancing
teaching and
learning
effectiveness
Providing reading
material on
current issues and
highlighting
commonly
misused
expressions in
English usage
Releasing English Digest regularly –
an English article on current issues
published once to twice a month to
all teachers and students through
eClass.
Teachers and
students are more
aware of the correct
use of English.
Feedback from
teachers and
students
English Digest was released on a
regular basis and both teachers
and students could reach the
content through eClass.
2. Building learning communities
Objectives
Strategies
Building learning
community
Continuation to
raise students’
concern for Green
Community
 Incorporating the 4Rs in LAC
projects, presentations, debates and
drama performances.
 Students’ projects as a focus in
publications.
Success Criteria
Students have
greater awareness
about
environmental
protection and care
about our
community.
Evaluation
Methods
The principles of
the 4Rs are applied
in the projects and
presentations,
debates and drama
performances.
Evaluation
A multitude of presentations,
projects, performances were
done to boost the language
standard and confidence level of
students.
(b) Strategies for teachers
Objectives
Building learning
community
Enhancing
Teachers’
Strategies
 Some subject departments apply
the skills in the language plans
throughout the term.
 After attending REES programs,
Evaluation
Methods
 Teachers gain
 Survey by
experience in
questionnaire
incorporating the  Teachers’ and
LAC element into
students’
Success Criteria
88
Evaluation
 Some subject departments had
constantly used the skills in
the language plans last year.
This collaboration will be
Objectives
professional
development in
language across
the curriculum
Strategies
Target
Group
Time
Scale
Success Criteria
teachers can use their experience as
a reference to build up teaching
strategies in the whole year.
their curriculum.
 Teachers agree
that experience
sharing among
teachers benefit
their own
teaching.
 REES programs:
Students can
consolidate their
analysis on a
multitude of
social
issues/scenarios
across the
curriculum.
89
Evaluation
Methods
reflection/
feedback
Evaluation
continued in the years to
come.
 REES programs was a
cornerstone for teachers to
build up more advanced
teaching strategies in teaching
Electives and various English
papers.
家長教師會
目標
策略
促進家校合作，建
立學習社群
鼓勵家長及學生舉
辦及參與不同親子
活動，共同學習，
促進家校合作。
家長教師會園圃
(PTA Farmland)
家長義工藉此耕地，種
植不同種類的蔬果，共
同協助推動各類環保活
動。
愛心苗圃
(Charity Farmland)
家長及學生義工藉此耕
地，學習種植及管理農
田，把收成作義賣籌
款，協助推動綠色生活
及慈善工作。
家長義工參與學校的環
保活動，包括盆栽義賣
及探訪弱勢社群活動。
與環保或健康生活為題
之興趣班或工作坊
 蛋糕製作班
 生態攝影入門課程
施行
對象
家長
施行時段
全年
成功準則
評估方法
提高家長及家長的參與程
學生的環保度及農作收成
意識。
家長積極參
與學校推行
之環保教育
活動，加強
家校合作。
成效
7 個家庭於 2014 年 10 至 2015 年 2 月期
間及 2015 年 4 月至 7 月期間接受共 8
節種植工作坊的訓練，並於學校 D 座天
台的家長教師會耕地種植多種蔬果，如
菜芯、白菜、意大利菜、火箭菜、草莓、
蕃茄、青瓜、黃瓜、茄子、紫天椒等，
收成豐富，反應良好，參與者更自行種
植苦瓜。
於學校 D 座天台的 Charity Farmland 種
植多種蔬果，如蘿蔔、粟米、西瓜、哈
蜜瓜等，收成豐富。農田主要由學生管
理，收成作義賣籌款。
盆栽義賣活動暫沒舉辦，改為生態攝影
入門課程。
家長
2014 年 12
月6 日
家長的參與程
度及回應
2015 年 1
月 10 日、
1 月 24 日
及2月7
日
90
 今年參與蛋糕製作班的家長十分踴
躍，報名人數超出預期。共有 38 人報
名，有 30 人獲分派參加製作彩虹蛋糕
及 2D 鴨仔馬卡龍，8 人落選。建議來
年繼續舉辦。
 共舉辦了三節生態攝影入門課，教授
了單鏡反光機基本操作技巧、到大埔
滘自然護理區作實地拍攝及學習軟件
修圖技巧，共三個家庭參與，回應正
面。由於攝影需要部分專業器材，參
與人數不多，來年將作調適。
目標
策略
施行
對象
 環保皮革工作坊
施行時段
成功準則
評估方法
 環保皮革工作坊是配合環保教育，是
2015 年 5
月9日
舉辦親子生態旅遊，親
近大自然，促進親子關
係。
 家長
 學生
2015 年
6 月 28 日
舉辦舊書買賣活動。
 家長
 學生
2015 年 7
月 18 日
親子義工服務 — 歲晚
長者探訪活動
 學生
 家長
2015 年
1月
家教會參與的活動
 學生
鼓勵家長與學生共同參  家長
與學校活動 — 如：
校友日攤位 (2014 年 11
月 9 日)、
元宵湯丸攤位 (2015 年
3 月 5 日)、
中一迎新日家教會宣傳
(2015 年 8 月 22 日)等。
全年
成效
家長及學生的
參與程度及回
應
家長及學生
積極參與舊
書買賣，提
高家長及學
生循環再用
的環保意
識。
完成探訪活
動。
家長及學生的
參與程度及回
應
家長及學生的
參與程度
完成攤位活家長及學生的
動。
參與程度
91
次材料主要是回收自廢皮，課程主要
是介紹皮革的種類、選購皮革的注意
事項、處理皮革的方法、縫合及修飾
皮革之技術。參加人數共 35 人。
是次活動參加者共 67 人。各人能透過
參觀東坪洲及塔門上的奇石及自然景
觀，如更樓石、岸上頁岸等風化奇觀等
認識不同的地貌，感受大自然之奧秘，
更能促進親子溝通。
各級均有同學報名成為「賣方」，共 38
人，是次活動吸引不少初、高中同學及
家長到來選購，反應良好，同學更把賣
剩的書本轉贈師弟妹，活動深具意義，
建議來年舉辦活動前多作宣傳。
由於未有合適活動，故活動取消。而於
2014 年 11 月及 2015 年 5 月家長義工參
與校內 Mini Cultural Fair 泡製多款茶點
供中、小學生及交流學生享用，反應良
好，氣氛熱烈。
 於校友日家教會設遊戲攤位，派發家
教會單行紙、環保袋及小禮物，共 12
位家長義工協助，場面歡樂。元宵攤
位活動共 14 位家長義工協助泡製湯
丸及派發糖果予中、小、幼之同學，
反應熱烈，活動受同學歡迎。中一迎
新日共 10 位家長義工協助到各中一
班別宣傳家教會及其活動，即時紀錄
家長聯絡方法，並選出級聯絡代表，
目標
策略
施行
對象
第九屆(第二次)周年大
會及第十屆家教會執行
委員選舉
家長與老師午膳交流
 家長
 學生
建設理想校園
與中、小、幼協辦便服
透過家校合作，改日籌款。
善校內的環保及
其他設施，美化校
園。
 家長
 學生
撥款贊助校園溫室的各  學生
項設施，如盆栽、種子、  家長
花泥、工具及園藝保養
及學生飲用水系統的運
作等。
施行時段
成功準則
2015 年
2 月 14 日
完成會務報
告，並投票
選出第十屆
家教會執行
委員。
2014 年
中、小、幼
11 月 28 日各級均有學
生參與便服
日及捐款，
籌得之款項
能資助建設
綠色校園及
其他設施。
全年
提高家長及
學生的環保
意識，綠化
校園，節約
能源。
92
評估方法
家長的參與程
度
 家長及學生
的支持
 學生參與便
服日的人數
及籌得之款
項
學生的回應
成效
藉以加強家校之間的訊息傳遞。
 家長義工均於每年的周年大會授予證
書，以肯定其對家校合作之貢獻。
本年度於家長日下午增設「家長與老師
午膳交流」，吸引不少家長到來參與，
加強家校之間的溝通。而第十屆家教會
執行委員選舉順利舉行，並選出了十位
家長執行委員。
便服日籌款於 2014 年 11 月 28 日順利
完成，各級均有同學參與，反應熱烈，
中、小、幼共籌得款項$474,838，資助
學校相關之環保設施及學生交流活
動，加強家校合作。
本會贊助於校園內設置飲用水系統，設
置受同學歡迎，減少了大量膠樽的消
耗，大大提高了同學的環保意識。同
時，本會亦贊助各項園藝保養，綠化校
園。
Publicity & Public Relations Committee
Objectives
Establish and
maintain a close
relationship with
various stakeholders
Build a relationship bank
with collection of name
cards
Alumni, parents,
and the public
Time
Scale
Whole
Year
Send invitations to various
stakeholders in the
relationship bank regarding
school major events
Alumni, parents,
and the public
Whole
Year
Send or post school
publications to various
stakeholders
Alumni, parents,
and the public
Whole
Year
Set up a system of updating
school homepage with
recent activities held in the
school
Alumni, parents,
and the public
Whole
Year
Strategies
Target Group
93
Success
Criteria
Name cards
are collected
and sort into
categories.
 Invitations
are sent to
stakeholders.
 Invited
guests
participate in
the school
major
events.
Stakeholders
are able to
receive more
frequent
updates from
the school.
 Stakeholders
are able to
receive more
frequent
updates by
visiting
school
homepage.
 Sliding
pictures of
school
homepage
are reviewed
once a
month.
Evaluation
Methods
Teachers’
observation
Name cards were collected and sorted
according to categories.
Teachers’
observation
Alumni and parent representatives
were invited to major school events.
 Teachers’
observation
 Feedbacks from
stakeholders
Printed copies of school newsletters
were distributed to alumni, students
and parents.
 Teachers’
observation
 Feedbacks from
stakeholders
School homepage was updated with
key major events held each month.
Evaluation
Objectives
Liaison with Cultural
Exchange & Alumni
Affairs Committee
and Parent Teacher
Association in
building relationship
with alumni and
parents
Coordinate and
publicize major
ceremonies of the
school
Strategies
Target Group
Set up a system of rewards
and recognition for donors
Alumni, parents,
and the public
Time
Scale
Whole
Year
Visit targeted primary
schools to present
information related to S1
admission
Targeted
primary schools
1st
term
Hold regular meeting with
Heads of the Cultural
Exchange & Alumni Affairs
Committee and Parent
Teacher Association
Alumni, parents
Whole
Year
Assist Cultural Exchange &
Alumni Affairs Committee
and Parent Teacher
Association in publicity of
related events (e.g. PTA
annual general meeting,
Home-coming Day)
Opening Ceremony
Alumni, parents
Whole
Year
All students
Sep
High Table Dinner
Selected
students
Feb
Anniversary Thanksgiving
Day
F.1 - F.3 student
representatives,
and all F.4 - F.5
Mar
94
Success
Criteria
 System of
recognition
is
established.
 Number of
donors
increased
Targeted
primary
schools know
more about
our school.
Heads of the
committees are
able to
exchange ideas
in the
meetings.
 Publicity of
the events is
enhanced.
 Alumni and
parents’
engagement
is enhanced.
 The event is
conducted
smoothly.
 Highlights of
the event are
uploaded to
school
homepage.
 The event is
conducted
smoothly.
Evaluation
Methods
Teachers’
observation
Evaluation
The project was postponed to avoid
clashes with the fundraising of campus
development projects.
 Teachers’
observation
 Feedbacks from
targeted
primary schools
Teachers’
observation
 Several talks were held in targeted
primary schools.
 Information of the school was
disseminated to the targeted primary
schools.
Meetings were held to prepare for
various school events.
Observation and
feedbacks from
teachers
 Publicity of events related to parents
and alumni was enhanced.
 School newsletters helped to
disseminated information to parents
and alumni.
Teachers’
observation
 Teachers’
observation
 Feedbacks from
participants
 The event was conducted smoothly.
 Highlights of the event were
uploaded to school homepage.
 Teachers’
observation
 Feedbacks from
 The event was conducted smoothly.
 Highlights of the event were
uploaded to school homepage.
Objectives
Strategies
Speech Day
Publicize school
information and
boost school image
Target Group
students
All F.5 - F.6
students,
F.1 - F.4
prize-winners
Time
Scale
Jul
Publish school brochure
Students,
parents, alumni,
and the public
1st
term
Publish school newsletters
Students,
parents, alumni,
and the public
Whole
year
(Two
issues)
Publish Distinguished
Alumni Series (in
collaboration with Cultural
Exchange and Alumni
Affairs Committee)
Students,
parents, alumni,
and the public
Whole
year
(One
issue)
95
Success
Criteria
 Highlights of
the event are
uploaded to
school
homepage.
 Parents and
alumni are
invited to
join.
School
brochure is
published by
the end of
Nov.
 Fall issue
can be
published by
Feb.
 Summer
issue can be
published by
Jul.
 Printed
copies can
be sent to
various
stakeholders.
 At least six
alumni are
interviewed.
 Printed
copies can
be published
and sent to
various
stakeholders.
Evaluation
Evaluation
Methods
participants
 Parents and alumni were invited to
join.
 Observation and
feedbacks from
teachers
 Feedbacks from
participants
Teachers’
observation
School brochure was published in Nov
2014.
 Teachers’
observation
 Feedbacks from
stakeholders
 Fall issue was published in Feb 2015
and the Summer issue was published
in Jun 2015.
 Printed copies of Fall issue were
distributed to all Secondary students,
all Primary 5 and 6 students, and
around 1000 local and overseas
alumni.
 Printed copies of Summer issue were
distributed to all Secondary, Primary,
Kindergarten students, and around
1000 local and overseas alumni.
Teachers’
observation
 Two issues will be combined into
one and published as part of the 90th
Anniversary Celebration.
 Five distinguished alumni were
interviewed.
Objectives
Time
Scale
Whole
year
Strategies
Target Group
Publish a booklet to
summarize the green
education related activities
in the past years
Students,
parents, alumni,
and the public
Seek sponsorship from
sportswear companies for
uniforms of school teams
Sports Teams
2nd
term
Standardize external
publications
All teachers
Whole
Year
Participate in international
student conference (in
collaboration with Cultural
Exchange & Alumni Affairs
Committee)
Five F.4 High
Flyers
Sep
2014 Jan
2015
96
Success
Criteria
Materials to be
included in the
booklet can be
prepared and
well-organized
.
Sports Teams’
uniforms are
sponsored by
sportswear
companies.
Evaluation
Methods
Teachers’
observation
 External
publications
can be
standardized
in style or
format.
 Guidelines
can be
issued to all
teachers.
 Participants’
horizon and
international
exposure is
widened.
 Connection
with
international
Teachers’
observation
Teachers’
observation
 Teachers’
observation
 Feedbacks from
participants
Evaluation
The project is incorporated into the
newsletter. Green Education
activities were included in the
newsletter.
 A total of $230,000 was received
from more than 8 sponsors, whom
also agreed to be the honorary
advisors of the sports teams.
 A collaboration was established with
Adidas Sport.
 The new tracksuit for school sports
team will be available by Oct 2015.
 A Pledge Ceremony for all school
sports team will be held and the
honorary advisors will be invited to
the ceremony.
External publications are standardized
in the use of colour.
 Five F.4 high flyers participated in
the Harvard Model Congress Asia
(HMCA) and their horizon was
widened.
 Invitation was received from HMCA
for HMCA 2016 in Seoul.
Objectives
Strategies
Target Group
Time
Scale
97
Success
Criteria
education
bodies is
established.
Evaluation
Methods
Evaluation
Staff Development Committee
Objectives- Enhancement of Teacher Professional Development
1. Structured school-based staff development programmes address the major concerns of the school and to raise teachers’ awareness of curriculum reforms.
2. The teacher professional development activities/ programs aim to help teachers to perform their duties.
3. Programs related to new teachers are arranged in order to assist new teachers to adapt to the new environment and realize their duties in our school.
Moreover, assistance will be offered to new teachers in order that they could obtain useful teaching experience.
4. Programs and routine works aim to provide opportunities to develop teachers’ professional knowledge and teaching skills.
Major Concerns
1. To inculcate a sharing culture and promote teacher sharing of experience, knowledge and skills in teaching and learning so as to enhance teachers’
professional development.
2. To develop teachers’ ability on catering students of different learning diversity.
3. To alert teacher on the necessity of ‘comprehensive’ CPD.
The Staff Development Committee will coordinate and organize various teacher professional development activities/ programs in order to echo the Major
Concerns and help teachers to perform their duties.
Objectives
To inculcate a
sharing culture
and promote
teacher sharing
of experience,
knowledge and
skills in
teaching and
learning.
Strategies
Peer Observation
It is coordinated to enhance
teachers’ capability and
confidence on applying
metacognitive skills and
Assessment for Learning.
Collaborative Lesson
Preparation
It is arranged in order to build
up sharing atmosphere among
teachers.
Target
Group
All teachers
Time Scale
Success Criteria
Whole Year
All teachers
Whole Year
Through the ‘Peer
Observation’, 70% of
teachers agree that
their capability and
confidence on
applying
metacognitive skills
and Assessment for
Learning are
enhanced.
70% of teachers would
spend more than 8
hours on collaborative
lesson preparation.
98
Evaluation
Methods
 Survey by Peer
Observation
Form
 Survey by Panel
Chairperson
Evaluation Form
CPD record of
teachers
Evaluation
Over 80% teachers agreed
that Peer Observation could
enhance teachers’ capability
and confidence of applying
Assessment for Learning.
 Over 80% teachers spent
more than 8 hours on
collaborative lesson
preparation.
 Moreover, teachers
agreed that sharing
atmosphere was built up
by collaborative lesson
preparation.
Objectives
Strategies
Seed Program
 ‘Seed’ of different KLAs
share their experiences on
using metacognitive skills,
self-directed learning and
assessment for learning with
newly appointed teachers in
years 13-14 & 14-15.
 The program will be held in
September/ October 2014.
Activities including lesson
observation and experience
sharing are arranged.
Moreover, reading materials
are provided for new
teachers before the lesson
observation is arranged.
 After the program in
September 2014, the
Principal pays a class visit to
newly appointed teachers
(14-15) in October/
November 2014.
Knowledge Sharing Platforms
(KSP)
For each subject, 3 KSPs are
built in the intranet for
collecting and storing teaching
resources.
Teaching Interflow (TI)
Sharing on experience among
teachers of different schools
for enhancing teaching and
learning strategies is arranged.
Target
Group
Newly
appointed
teachers in
2013-14 &
2014-15
Time Scale
Success Criteria
Sept. 2014
Nov. 2014
New teachers develop
basic skills on using
metacognitive skills,
and Assessment for
learning in the lessons
All teachers
Whole Year
All teachers
February
2015
March
2015
70% of teachers agree
that KSP provides an
effective platform for
sharing effective
practices and teachers’
professional
competence is
enhanced.
 70% of teachers
agree that the
teaching and
learning strategies
are enhanced
through the program.
99
Evaluation
Methods
 Sharing between
new teachers and
‘seeds’.
 Lesson
observation by
the Principal and
her feedback.
Evaluation
 New teachers agreed that
Seed Program helped
them to develop basic
skills of using
metacognitive skills,
self-directed learning and
Assessment for Learning
in the lessons.
 Seed agreed that teaching
experience could be
shared through seed
program.
 Survey by
questionnaire
 Teachers’
reflection
About 80% of teachers
agreed that KSP provided
an effective platform for
sharing effective practices
and enhancing teachers’
professional competence.
 Survey by
questionnaire
 Teachers’
reflection &
sharing
 Over 80% of teachers
agreed that teaching and
learning strategies were
enhanced through
Teaching Interflow.
 About 70% of teachers
Objectives
To develop
teachers’
capability on
catering students
of learning
diversity
Strategies
Target
Group
Time Scale
Staff Development Days
Quality School Improvement
Project - Support for Learning
Diversity (CUHK):
Talk/ workshop/ sharing/
joint-school program are
arranged.
On-line program on gifted
education
All Middle Managers complete
an 8 hours on-line foundation
course in Gifted Education
provided by HKAGE.
All teachers
26-8-2014,
29-10-2014
&
12-12-2014
All
Middle
Managers
Whole Year
Training on catering students
with SENs
 The school has a critical
mass of teachers having
received training in order to
provide quality support for
students with SEN.
 Teachers of related areas are
invited to take the relevant
courses. Members of the
Staff Development
Committee would monitor
the progress.
All teachers
Whole year
Talk/ training workshop on
tackling problems related to
negative affects of students
Supportive training
workshop(s) will be arranged.
All teachers
Twice
per year
(once
per term)
100
Success Criteria
 Networking is built
with the partner
school(s).
that the experience is
useful for tackling
problems of students
of learning diversity.
70% of Middle
Managers agree that
they increase the
awareness of catering
for the needs of
students through the
course.
By the end of the
2014/15 school year,
there are
 At least 10% -15%
of teachers complete
the Basic course.
 At least 3 to 6
teachers complete
the Advanced
Course.
 At least 3 to 6
teachers complete
the Thematic
Course.
that the talk(s)/
workshop(s) are
helpful for teachers to
cater problems related
Evaluation
Methods
Survey by
questionnaire
Survey by
questionnaire
Number of teachers
completes training
of different levels.
Survey by
questionnaire &
teachers’ reflection
Evaluation
agreed that collaboration
with partner school was
built.
agreed that they have
gained the experience in
tackling students’ learning
diversity problem through
joining QSIP (CUHK)
workshops.
Most of the Middle
Managers agreed that the
on-line program on gifted
education developed their
skills to identify and
arrange programs for gifted
students.
Up to June 2015,
 5 teachers completed the
basic course,
 3 teachers completed
advanced and
 10 teachers completed
thematic courses of
different areas.
agreed that the thematic
talks were helpful to
teachers in catering for
students with SEN.
Objectives
To alert teacher
on the necessity
of
‘comprehensive’
CPD.
Strategies
Teachers would learn practical
skills on tackling problems
related to that area.
Teachers’ CPD record
An average of 50 CPD hours
on professional development is
spent.
Target
Group
Time Scale
Evaluation
Methods
Evaluation
to the negative affects
of students.
All teachers
Whole Year
that we are able
 to broaden their
professional
knowledge, skills
and experience
through taking part
in the professional
development
programs.
 to have a better
planning for a new
cycle of CPD.
Teachers’ CPD
record
Reimbursement of course fee
The School Council supports
teacher to take courses related
to their professional
development and a
reimbursement of $800 is
provided to teachers for
attending courses.
All teachers
Whole Year
Number of
successful
applications
Staff Development Day
Talk on Sexual Harassment
Policy
Cases would be shared.
All teachers
29-10-2014
The School Council
gives support for all
teachers to develop
their professional
knowledge and
teaching skills through
the sponsorship.
Teachers can fully
utilize the resources
provided to apply for
courses related to
teaching.
 Teachers would
recognize the
newly-developed
policy on sexual
harassment.
Moreover, 1/3 of CPD hours
(of a 3-year cycle) are spent on
external programs.
Teachers would complete a
self-reflection for their CPD.
Special Theme
Talk
Success Criteria
101
Survey by
questionnaire
agreed that they were
able to broaden their
professional knowledge,
skills and experience
through taking part in the
internal and external
professional development
programs.
 85% of teachers
recognized a balance of
external and internal
programs was important
for the comprehensive
professional
development.
A total of 16
reimbursements (with the
expense of $6,332) were
successfully done.
agreed that they developed
the basic skill to tackle
problems related to sexual
harassment.
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
 Teachers would
develop the basic
skill to tackle
problems related to
sexual harassment.
Remarks
1. KLA Developers are responsible for collaborating with KLA coordinators for the matters related to Staff Development.
They
act as a mentor of new teachers.
help to monitor the development of Knowledge Sharing Platform (KSP) of different subjects in the KLA.
help to monitor the CPD of teachers in the KLA.
help to arrange the Teaching Interflow (TI).
Division of labour
KLA
Chinese
English
Mathematics
LBS
Science
Humanities, Technology and Cultural subjects
2.
Grouping of Seed Program (Teaching Experience Sharing)
KLA
English
Chinese
LBS
Cultural subject (Music)
‘Seed’
Ms. Chin Wai Ying
Ms. Leung Wai Yu
Mr. Mak Ying Yin
Mr. Tsoi Ka Wing
Ms. Tam Sau Lai
Ms. Lam Mau
102
KLA Developer
Ms. Wat Sin Yee
Mr. Kwan Chun Wing
Mr. Mok Kwok Wai
Mr. Yu Kin Man
Mr. Law Che Ming
Ms. Ting Man Shuk
New teachers
Ms. Wong Yuk Yuen
Mr. Lee Leung Kin
Mr. Lui Shing Kit
Mr. Chan Wing Shan
Ms. Tsang Yuk Yee
Ms. Tsang Yuk Yee
Evaluation
3.
Schedule of Teaching Interflow (TI)
Stage
Date
I
July 2014
II
September 2014
III
Mid. September. 2014
–
Late October 2014
Invitation
IV
Early November 2014
Confirmation of program
V
VI
December 2014
–
March 2015
Late February 2015
–
March 2015
Task
Teacher-in-charge
Introduction of program
[contact with the partner school(s)]
Release of information Program Plan &
sample of official invitation letter
Mr. Chan SS & Mr. Kwan CW
(Staff Development Committee)
Preparation of program
KLA coordinators,
KLA Developers &
Subject Department Heads
KLA coordinators,
KLA Developers &
Subject Department Heads
Teaching Interflow
(School visit by partner school(s)
All teachers
VII
25 March 2015
Staff Development DayEvaluation/ Reflection of the program
TIC of KLAs
VIII
June 2015
Report in Voice
Mr. Kwan CW
103
Reports of Subject Departments
Biblical Knowledge Department
Objectives
Students’
Whole-person
Development
Effective learning &
teaching
To apply
strategies,
and assessment for
learning effectively
in student learning
process.
Strategies
To engage students to
encourage others to love
God and their neighbours in
the theme of the year “Love
Your Neighbour”
Target
Time
Group
Scale
All students Whole
year
To provide opportunities
for students to become
service leaders to serve
God in bible lessons
(Morning Worship)
F.4-F.6
Whole
year
To organize religious talks
at hall assemblies, Morning
Quiet Time (AM730) and
Christian Fellowship on
Friday (FM103) in
collaboration with the
Christian Ministry.
All students Whole
year
Success
Criteria
Students
should reflect
on the
characters of
Jesus Christ
and are willing
to follow the
model of Jesus
to love God
and their
neighbours.
Students are
pleased to
serve God in
accordance
with God’s
word.
 Students can
be exposed
to God's
word and
have practice
in their lives.
 Good
practices can
be identified
and shared
amongst the
panel
members so
as to
improve the
104
Evaluation
Methods
Teachers’
observation
Evaluation
 Students set goals at the beginning of the
year through the completion of the
thematic worksheet and are encouraged
by teachers to love their neighbour.
 The junior form students reflected
through the assignment after Christian
Ministry assembly and learn how to love
their neighbours.
Teachers’
observation &
students’ sharing
Some students are willing to serve in the
morning Bible lesson and are willing to
continue the service in the next year.
 Teachers’
observation &
students’
reflection
 Peer
observation
forms/ Panel
Chairperson
evaluation
report/ Minutes
of subject panel
 Some students joined the FM 103
regularly but AM730 has been cancelled
due to no students joined the morning
session. Some students are busy in the
morning and are unable to join.
 Self and peer assessment and
metacognitive skills had been completed
successfully in B.K. lesson, e.g. F.3 B.K.
drama and other forms.
 Peer observation among teachers has
been completed successfully.
Objectives
Strategies
To enrich the.English
learning environment
in campus
To develop language skills
into subject content by
adding language elements
into learning tasks and
reflective writing.
Target
Group
F.1-F.3
Time
Scale
Whole
year
Success
Criteria
teaching
practice.
All students
are able to
master the
common
genres used in
essay writing
for sharing.
105
Evaluation
Methods
Reflective writing
worksheets
Evaluation
 Junior forms completed successfully with
writing reflection worksheet after
assembly.
 Senior form completed with writing count
your blessing reflection.
 F.3 LAC week drama enhanced the
students in writing English script and
speaking skill.
Biology Department
1.
Target
Objectives
Strategies
Group
Effective use of  Adopt tiered
F. 3 – F.6
assessment
assignments, e.g.
students
MC, structured
questions and
essay to support
and extend
 Using different
assessment
strategies to
support and extend
students’ learning;
e.g. use MC Item
Analysis to
facilitate teachers
to make adjustment
to their teaching
strategies
Enhancing
Incorporate different F.3 – F.6
students’
language element
students
English
and skills in different
capability and
learning practices
skills in learning and assessment tasks
subject content
Time
Scale
Whole
academic
year
Whole
academic
year
Success Criteria
 Students are willing to complete the
assignments and agree that this could
help consolidate their understanding.
 Teachers could understand the
capability of the students.
 Students could clarify their
misconception after the discussion
with teachers.
Students
 know how to use reported speech in
writing experimental report.
 understand the question wordings
used in Biology test and examination
papers.
 be able to find out the key words in
the questions and employ the correct
skills to answer the questions.
 know the genre used in answering
“Compare and Contrast” essay-type
questions.
106
Evaluation
Methods
Students’
performance
Students:
 Performance
in different
assessment
tasks
Teacher:
 Peer
observation
Evaluation
 Most students could
complete and achieve
satisfactory results in the
multiple choice questions.
 Some students who were
weak in language found
difficulty in answering the
high-ordered thinking
structured questions.
They could not apply their
biological knowledge to
answer the
application-typed
questions.
 After practice, most
students were capable of
writing practical reports
and answer essay-type
questions in the correct
format.
 Most students were able to
search the key words in the
questions and answer in
the appropriate ways.
 Great learning diversity
was observed, yet most
students achieved an
average score in different
assessment tasks.
Objectives
Strategies
 Bridging is built
between junior and
senior form
science.
 A list of question
words and their
relevant examples
is built for junior
form students.
2.
Target
Group
F.1 –F.2
students
Time
Scale
Success Criteria
Whole year
F.1- F.2 students are able to recognize
commonly used question words in the
public examination.
Time Scale
Success Criteria
Evaluation
Methods
Students’
performance &
teachers’
evaluation
Evaluation
Most junior students are able
to understand the use of
common question words.
Objectives
Strategies
Enabling
students to
learn from
their peers and
to share good
practices
 Employ different
and strategies in the
learning processes
 Incorporate
peer-/self assessment
in the learning
(b)
Target
Group
F.3 – F.6
students
Whole
academic
year
 Students agree that the different
skills and assessment rubrics in
peer-/self- assessment can help them
identify their strengths and weakness
in learning.
 Students are able to make use of the
assessment rubrics to improve their
learning in lectures and practical
skills.
Evaluation
Methods
Students:
 Performance
Teachers:
 Peer
observation
 Sharing and
evaluation
reports from
members
Evaluation
Learning effectiveness of the
students was enhanced
through the employment of
metacognitive skills in the
learning processes.
Objectives
Providing
chances of
experience
sharing on
teaching
Strategies
 Sharing teaching and
marking practices in
subject panel
meetings
 Completing and
discussing the
Curriculum Mapping
Target
Group
Teachers
in the
Panel and
Science
KLA
Time Scale
Whole
academic
year
Success Criteria
Colleagues could learn through the
practice of mentioned strategies.
107
Evaluation
Methods
Sharing between
Panel members
and colleagues
in Science KLA
in school
Evaluation
Peer observation, and
discussion provided a good
opportunity for colleagues in
the Panel to share the
teaching practice.
Objectives
Strategies
in the Panel and
Science KLA
 Observing and
sharing opinion on
the teaching
practices
Sharing of teaching
practice with science
teachers from other
school through
Teaching Interflow.
Managing and
sharing
learning and
teaching
resources
Incorporating
Knowledge Sharing
Platforms (KSPs) in
the home server of the
Department
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Teachers
in the
Panel and
Science
KLA
March
2015
Colleagues could learn through the
lesson observation and discussion with
science teachers of the other school.
Sharing between
Panel members
and colleagues
in the Science
KLA
Teachers
in the
Panel
Whole
academic
year
Colleagues agree that they could share
their professional knowledge
effectively
Sharing between
Panel members
108
Evaluation
Panel members agreed that
the sharing between teachers
in the same KLA from other
school could inspire us with
the enthusiasm and skills in
teaching.
Panel members agreed that
the sharing between teachers
is a good practice to enhance
their professional
development.
Business, Accounting and Financial Studies Department
1.
Objectives
Strategies
Catering for learners’
diversity
To adopt
differentiated
instruction and tiered
assignments
 Prepare the worksheets for
students with different
learning abilities
 Guiding questions will be
provided in the questions for
the students who are less
able to understand the
concepts
 Challenging questions will
be included in the
assignment for high
achievers
 Provide bonus-mark
question upon request during
the test
 Students are to finish their
test paper and exchange for
the bonus-mark question
 This is to stretch the
potential of the more capable
students
 Data collected from S-mark
to be used to analyze
effectiveness
 The common mistakes and
good practices can be
exhibited during the lessons
and allow students’
reflection
Effective use of
assessment
To use assessment to
 support and extend
self-reflection and
self-monitoring
skills
to make adjustment
to their teaching
strategies
Target
Group
F.4 – F.5
Time
Scale
Whole
year
F.4 – F.5
Twice
a term
 80% of students can
complete the
bonus-mark
questions.
 70% of students
agree that they are
motivated to excel in
the assessments
 From the tests
collected
 Questionnaire
Bonus mark question was
added to class tests which
highly motivated both less able
and high achievers to attempt.
F.4 – F.5
Whole
year
identify and explain
the mistakes of their
classmates’ work.
 Observation in
the lesson
 Peer observation
 With the demonstration by
the teachers, students were
able to identify and explain
the mistakes in their
classmates’ work.
 Students were observed
being adapted to such
practice and felt easy in
sharing their work in front of
the class.
Success Criteria
complete all the
questions of ordinary
level.
 70% of students are
able to complete all
the challenging
questions on their
own.
109
Evaluation
Methods
From the
assignment
collected and
observation during
lessons
Evaluation
 It was observed that the
homework assignments were
designed with different
levels of difficulties.
 Challenging questions were
set and high-achievers were
highly motivated in finishing
those questions.
 The less able students were
also attracted to try out the
challenging questions.
Objectives
Strategies
Use of effective
study skills
To cultivate students’
note-taking skills and
memory skills
For management class,
students are encouraged to
make use of mind-map to
consolidate the concepts they
have learnt
For accounting class, students
are encouraged to use the
organizing skills to integrate
all steps in accounting cycle
with details, e.g. flow chart,
table, etc.
2.
Target
Group
F.5
Time
Scale
Once a
term
F.4 – F.5
Success Criteria
 Students can prepare
their own revision
notes.
 70% of students find
the notes are useful
for their revision.
Evaluation
Methods
 Students’ work
 Questionnaire
Evaluation
 The design of the notes
provided by the teachers
allowed student enough
space to generalize the
concepts during the lessons.
 Students agreed that their
satisfaction from making
their own notes enhanced
their motivation in learning.
 Further modification is
needed to enhance the design
of the notes.
Objectives
Strategies
Enabling students to
learn from their peers
and to share good
practices
 Good work from students of
networking schools and
alumni will be shared among
the students
 The students’ work will be
stored in KSP
 The student’s work will also
be uploaded to eClass
Invite graduates with good
grades in HKDSE to share
their keys of success
Providing a platform
for high achievers to
learn from their
peers, teachers and
alumni
Facilitating students’
reflection skill in
running OLE
activities
 Through the participation of
the activities organized by
Young Entrepreneurs (YE),
students can understand the
Target
Group
F.5 – F.6
Time
Scale
Whole
year
F.6
Oct
2014
70 % of students agree
that the sharing from
the high achievers is
resourceful.
Questionnaire
F.4 – F.5
Whole
year
 70% of participants
agree that they learn
the way to organize
activities for
The activities
evaluation report
Success Criteria
50% of students can
download their peers’
work from eClass.
110
Evaluation
Methods
eClass record
Evaluation
 Students essays were shared
among classmates and the
good pieces were stored and
shared in eClass.
 Students reflected that they
like reading the good pieces
online instead of
downloading them.
 4 alumni with good HKDSE
results in 2014 and 1 from
2013 were invited to share
their tips of success.
 F.6 students were keen to ask
questions about their
management of time.
 Firm visits and authentic
work experiences were
arranged for the members.
 Through the activities,
Objectives
Strategies
Target
Group
Time
Scale
practice in the real business
context
 Students are encouraged to
organize the activities for the
members of YE
(b)
Success Criteria
Evaluation
Methods
schoolmates.
 They are also able to
do the evaluation for
the activities.
Evaluation
students’ understanding of
business operation was
enhanced.
Objectives
Strategies
Inculcating a sharing
culture
Sharing effective practices in
subject panel meetings
Managing and
sharing learning and
teaching resources
 Knowledge sharing platform
for the subject is built
 Seminar resources, students’
work and past exam paper
are to be shared through KSP
 To conduct two peer
observation activities for a
subject teacher to involve
teacher(s) of the same
subject and other subject(s)
 Each panel members is
responsible for presenting
one lesson in a running
cycle. Moreover, each has
to visit a lesson conducted
by another panel member
To arrange collaborative lesson
preparation in F.3 BAE to
ensure that the common topics
are taught in effective way in
Enhancing teachers’
communication and
collaboration among
different committees
and departments
Target
Group
All panel
members
Time
Scale
Whole
year
All panel
members
Whole
year
At least 3 KSPs are
developed at the end
of the school year.
Resources in the
KSPs
All panel
members
Whole
year
 Teachers can apply
and assessment for
learning in lessons.
 Sharing of good
teaching practices
among teachers in
the same subject /
KLA.
 Panel Head
Evaluation Form
 Minutes of
subject panel
 Lesson
observation
report
 The materials
stored in subject
sever
F.3 BAE
teachers
Success Criteria
that a sharing culture
is inculcated.
The learning and
teaching materials are
prepared with the joint
effort from all teachers
111
Evaluation
Methods
Minutes of subject
panel
Evaluation
 All teachers agreed that the
sharing in the panel meeting
was effective.
 The importance of informal
sharing outside the panel
meeting was also
emphasized.
 4 KSPs were built.
 Teachers were reminded to
upload the seminar resources
to the KSP.
 Peer observations were
conducted.
 Good practices were also
shared in the
post-observation meeting.
 Teachers agreed that this was
a channel for teachers to
build a learning community
inside school.
 There were 8 meetings
arranged for collaborative
lesson preparation in F.3
BAE.
 It was agreed that the
Objectives
Strategies
Target
Group
Time
Scale
F.3 BAE
Providing chances of
experience sharing
on teaching and
curriculum planning
Teaching Interflow (with SKH
Lam Woo Memorial
Secondary School)
Success Criteria
Evaluation
Methods
Evaluation
teaching F.3 BAE.
All panel
members
Whole
year
that they get insights
from the partnering
school.
Teachers’ reflection
after Teaching
Interflow





112
preparation time was
effectively used in helping
teachers from Economics
and BAFS to understand the
requirement of the part
which they were not familiar
with.
3 teachers from SKH Lam
Woo Memorial Secondary
School came and visited our
classes.
1 F.4 class and 1 F.5 class
were open for the
observation.
The post-observation
discussion and sharing was
appreciated by all the panel
members.
Teachers being observed
learnt a lot from the
feedback from the observers.
Due to the tight working
schedule in the next school
year, Teaching Interflow will
be suspended.
Chemistry Department
1.
Objectives
Catering for
Learner’s Diversity
Gifted Programs
To stretch potential
of those talented
students in
Chemistry.
Target
Group
F.3 – F.5
students
Time
Scale
June 2015
Methods of
Evaluation
 Students are able to  Students’
tackle with the quiz
performance &
paper and find the
feedback
competition
 Results of ANCQ
meaningful and
changeling.
 The performance
of students is
satisfactory.
Nomination of top 15 of F.5
to take part in SSMSC
organized by Hong Kong
Polytechnic University
F.5
students
May 2015
 Students are able to  Students’
tackle with the quiz
performance &
paper and find the
feedback
competition
 Results of the
meaningful and
SSMSC
changeling.
 The performance
of students is
satisfactory.
Arranging Science
Enrichment Programs
F.4 – F.5
students
To be
confirmed
 Students are able to
embark on a
Strategies
Nomination of students to
enroll in Australian National
Chemistry Quiz 2015.
113
Success Criteria
Students’
evaluation &
Evaluation
 60 students from F.3 to F.5
levels were selected to
participate in the ANCQ
2015 held in June.
 A training workshop was
also organised to provide the
participants basic
background on the question
styles and the techniques
used in the competition.
 Students agreed that the
competition could stretch
their potential to explore
chemical knowledge not
included in Hong Kong
context.
 20 F.5 students were selected
to participate in the SSMSC
2015 held in May.
 A briefing and training
workshop was organised to
provide the participants
basic background and the
techniques used in the
competition.
 Students agreed that the
competition could enhance
their confidence in mastering
DSE curriculum and also
stretch their potential to
explore chemical knowledge
beyond the syllabus.
The originally plan in
participating the HKU Campus
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
organized by University of
Hong Kong for the high
achievers.
 HKU Campus visit
 Junior Science Institute
Workshop
Catering For
Learners’ Diversity
Helping weaker
students to study
Chemistry
Effective Learning &
Teaching skills
To apply different
methodology such as
and Assessment for
Learning effectively
 Worksheets with more
elaboration and hints are
provided for students to
motivate them in learning.
 Public exam. Papers are
classified with different
levels of difficulty.
 After-school small study
groups are arranged for 2X
F.6/F.5 students with yearly
result lower than 30 marks.
F.3 – F.6
students
F.5
& F.6
students
whole
year
 Different metacognitive
skills such as questioning
are applied in the class.
 Activities involving peer
assessment &
self-assessment are
arranged.
F.3 – F.6
students
Whole
year
journey of science
exploration and get
the opportunity to
taste the u-life.
the interest in
science.
Students find the
worksheets/ public
exam. Papers help
them to understand
the concepts and get
a better performance
in Chemistry.
Students get
improvement in the
result of tests and
examination.
whole
Year
F.4 – F.6
students
Performance of
students in the
lessons and
examinations.
114
Methods of
Evaluation
feedback
Evaluation
Tour was cancelled as there
was limited programs and the
appointment should be made
through their homepage and be
fully booked within one day.
 Teachers’
Observation
 Students’
feedback and
examination
results
Both teachers and students
agreed that these worksheets
enabled them to understand
more about the concept.
Results of
examinations and
tests.
 One booster program per
month was arranged for F.6
students.
 The Core parts were
emphasized and the
examination skills were
introduced.
 The booster program was
well-received by students.
 However, the program was
not arranged for F.5 students
as it clashed with
after-school CCA / SBA and
supplementary classes of
other electives.
 Teachers agreed that lessons
were more interactive when
different metacognitive skills
were used.
 More interaction between
teachers and students could
be developed. The lessons
Students’
performance
Objectives
in student learning
process.
Teaching skills
Collaborative Effort
on Enriching the
English Learning
Environment on
Campus
Strategies
Target
Group
Time
Scale
Success Criteria
Methods of
Evaluation
were conducted smoothly.
Incorporation of language
elements into learning tasks
and test/exam papers
F.3 – F.6
students
Whole
year
 F.3 students are
Students’
able to master the
worksheets and
genre of Procedural performance.
Account and
Descriptive Report
 F.4-6 students are
able to master the
common genres
used in essay
writing.
Bridging is built between
junior and senior form
science.
F.1 –F.2
students
Whole
year
F.1-2 students are
able to recognize
commonly used
question words in the
public examination
Students’
performance &
teachers’ evaluation
Using IT in
Making use of ‘MC analysis’
Education
to get feedback for the
(e-learning) for
effective use of assessment.
enhancing learning &
teaching
F.4 – F.6
students
Two
Exams
Clear advice and
reinforcement can be
made by using the
effective feedback.
Students’ feedback
& performance
Using IT in
Education
F.3 – F.6
students
Whole
year
the practice of
& performance.
Teaching skills
To develop language
skills into subject
content.
Evaluation
Self-learning materials are
prepared in the eClass for
115
 Two investigative studies
were arranged. Teachers
agreed that F.3 students were
better equipped to design
and arrange experiment.
Moreover, they acquired the
basic skills in answering
paragraph-length answer.
 Through practicing, F.4 to
F.6 students were able to
recognize the common
genres used in questions
required paragraph-length
answer.
Shown by the performance of
F.3 students at the beginning
of academic year, they were
able to understand the use of
common question words as the
foundation was well-built in
F.1 & F.2.
 Teachers agreed that the
‘MC analysis’ had the
advantages of getting
statistics and feedback
easily.
 Moreover, it was a quick
way to find common
mistakes for discussion.
Teachers agreed that eClass
was a convenient platform for
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
(e-learning) for
students’ pre-lesson
enhancing learning & preparation/ further
teaching.
enhancement.
F.4 e-Learning Project
2.
F.4
students
Second
Term
Target
Group
F.3- F.6
students
Time
Scale
Whole
year
F.4-F.6
students
Whole
year
pre-lesson
preparation.
 Students would
recognize abstract
and different
concepts with the
help of video.
use their Chemistry
knowledge to build
up Chem.-related
Apps./ video…..
Methods of
Evaluation
Evaluation
students to prepare and
consolidate their studies.
& performance
 Students were able to use
their chemical knowledge to
create outstanding project.
 These outstanding students’
projects will be displayed in
the coming Open Day.
Building up a learning community
Objectives
Strategies
and to share good
practices.
Sharing outstanding students’
works (test/ assignment) in
the class.
Enhancing students’
practical skills
Peer-assessment and
self-assessment are
conducted in practical tasks.
(e.g. titration)
Success Criteria
 Sharing of good
practices among
students during the
discussion of tests
and assignment.
metacognitive
skills (e.g. error
analysis) during
the discussion.
Students will learn
experimental skills
through the process
of assessment
116
Evaluation
Methods
 Students’
feedback &
performance
 Feedback from
Chemistry
Teachers
Teachers and students agreed
that it was a good way for
students having self and peer
evaluation.
 Students’
feedback &
performance
 Observation by
teachers
Students agreed that their
practical skills were improved
through the peer- &
self-assessment. Thus, they
were well equipped for SBA.
Evaluation
(b)
Objectives
Strategies
Building up a
learning community
Peer Observations
 In the peer observation,
different teaching
methodologies such as
metacognitive skills & AFL
are applied.
 A pre-meeting & a post
meeting are arranged for
each peer observation.
Collaborative Lesson
Preparation
 Conduct collaborative
lesson preparation and
share on good practices in
teaching.
 F.3- Investigative study &
others
 F.4- F.6: Sharing on SBA
 Sharing of teaching
experience with Science
Teachers of other Schools
 Lesson observation and
discussion are arranged.
Teaching Interflow
(TI)
Building Knowledge
Sharing Platform
(KSP) to enhance
teachers’ professional
competence.
Target
Group
Chemistry
teachers
Time
Scale
Whole
year
Chemistry
Teachers
Whole
year
Chemistry
Teachers
of MSC
& partner
school
Staff Dev.
Day
(25/3/15)
Teachers could gain
experience by
sharing with teachers
of other school.
Whole
year
Teachers are able to
share good practice
of teaching and
materials
Sharing of knowledge &
Chemistry
teaching methodology among Teachers
panel members by building
up different KSPs.
Success Criteria
metacognitive
skills and
assessment for
learning in F.3- F.6
level in learning
and teaching.
 Sharing of good
teaching practices
among teachers in
in Science KLA.
Good practices can
be identified and
shared amongst the
panel members so as
to improve the
teaching practice
117
Evaluation
Methods
 Peer Observation
Forms
 Feedback from
Chemistry
Teachers
 Panel
Chairperson
Evaluation Form
 Peer Observation
Forms
 Panel
Chairperson
Evaluation Form
 Minutes of
subject panel
 Sharing between
Panel Members
and colleagues in
the same KLA.
 Teachers’
reflection
Evaluation
 Teachers agreed that good
teaching practices could be
shared through peer
observation.
 A learning community was
built as teachers used what
they observed and applied on
their own lesson.
 Teachers also agreed that
peer observation was a good
reflection ourselves.
Through collaborative lesson
preparations, ideas could be
exchanged and good practices
in different teaching
methodologies were shared
amongst the teachers.
 Teachers agreed that it was a
precious chance of getting
experience sharing with
teachers of an academically
strong school.
 Moreover, collaboration with
partner schools was built.
 Teachers agreed KSPs
provided an effective
platform for sharing
resources.
 Four KSPs were built. They
are SBA, Peer Observation,
Curriculum Review and
challenging MC Bank.
 New KSP will be further
developed.
Objectives
IT in Education
(e-learning)
Development of
skills on using
S-MARK
Strategies
 Studying and exploring the
use of S-marking system.
 Trial will be done on
marking F.3 Second Form
Test/ Quiz.
Target
Group
F.3
Chemistry
Teacher
Time
Scale
Teacher
Training
(28/8/14)
118
Success Criteria
make good use of
S-marking to get
feedback for the
effective use of
assessment.
Evaluation
Methods
Evaluation
 Teachers agreed that
S-MARK had the advantages
of getting statistics.
 Moreover, it was a quick
way to find samples of
mediocre works for
discussing common
mistakes.
 However, the server was not
stable and it took much time
in accustoming the use of the
system in marking.
中國語文科
1.
提升學與教效能
目標
施行
對象
中一學
生
施行
時間
全年
中一至
中六學
生
中一至
中三學
生
全年
寫作大綱練習(附設寫作指
導，建立鷹架)
中一至
中六級
全年
詩詞小測(班本)
中四至
中六學
生
全年
名言小測(班本)
中一至
中三學
生
全年
文化常識小測(班本)(與中
中一至
全年
策略
開展促進學習的
生活點滴引入家長評估
評估，發展學生互
評能力
照顧學習差異
作文同輩互賞
初中班本剪裁導讀教材
全年
成功準則
評估方法
老師認同此措施令
學生更投入寫作
學生作品
學生能指出同學文
章的長、短處，並提
出改善建議
 老師能按照學生
水平剪裁教材
 學生語文水平能
因之而得到提升
 學生能掌握審
題、立意、選材、
組織的寫作能力
 學生能以更佳態
度看待寫作練習
 學生對著名詩詞
的認識得到提升
 學生鑑賞詩詞的
能力得到提升
 學生對中國古代
名言的認識得到
提升
 學生能活用中國
古代名言
 學生的文言閱讀
能力得到提升
學生的文化常識水
作文互賞量表
119
老師評改練習
成效
有的家長投入給予評語，但
亦有不少家長只簽名，不寫
評語。但老師均認同此舉加
強家長對學生功課的督促。
老師都看到大部分同學能
在這活動中對文章技法得
到更深入的瞭解。
大致能發揮作用，但不少老
師認為可教授全部導讀篇
章，讓學生做到多讀積厚。
 老師評改練習
 老師評改作文
大部分老師認為練習附設
之指導部分有助學生自學
和完成功課。學生作文時擬
大綱意識亦較高。
 成績統計
 老師觀察
老師大致同意此測考方
向，但學生仍表示測考範圍
較多。
 成績統計
 老師觀察
老師全部同意此測考方法
能達致目標，學生成績亦理
想。
 成績統計
老師大致同意此測考方
目標
策略
史科協作)
提升學生學習
初中網上閱讀計劃
讀、寫、聽、說能
力的興趣
施行
對象
中六學
生
中一至
中三學
生
施行
時間
成功準則
評估方法
成效
平得到提升
 老師觀察
向，成績尚待改善。
全年
學生能每週最少完
成四篇
成績統計
紀綠冊
中一至中三級榜首狀元各
有三人；中一級三人、中
二級四人及中三級四人表
現優異。上述同學均獲頒
嘉許證書，以資鼓勵。另
外 1B 梁凱晴更獲看漢中
文網「閱讀寶庫」獎勵計
劃的初中冠軍，3A 陳凱婷
獲亞軍，3B 鄭琮怡獲季
軍，取得相關機構獎狀及
本校獎學金。
中一至中六各級學生均要
分別根據長篇閱讀書目及
好書龍虎榜書目做長篇閱
讀報告及廣泛閱讀(短篇)
報告。各級順利推行閱讀
計劃。
全級學生均能完成要求，部
分作品反思亦見深入。
廣泛閱讀計劃
中一至
中六學
生
下學
期
 學生能每年最少
完成 9 篇
 能就所讀圖書作
思考
生活點滴加入輔導元素(與
輔導組協作)：以「感恩」
為題寫作文章一篇
 讀後感寫作
 好書推介網頁設計比賽
中一學
生
學期
初
全校學
生
下學
期
 學生能完成課業
學生作品
 老師認同學生反
思「感恩」的意義
 假期後繳交成品
學生作品
 能就所讀圖書作
思考
120
全校中一至中五學生投票
選好書，並與中學圖書館
合作參加《最踴躍投票學
校》比賽。全校中一至中
五學生參加《讀後感寫作
比賽》
，本校兩位同學獲推
薦獎，得獎名單如下：3A：
崔臻怡(初中組)4B：李維洲
(高中組)為配合圖書館之
目標
策略
施行
對象
施行
時間
成功準則
評估方法
元宵燈謎活動
中一至
中六學
生
下學
期
 學生能成功猜中
燈謎
 學生對元宵文化
興趣有所提升
老師觀察
中華文化問答比賽(與中史
科合辦)
中四、中五月
五學生
 參賽學生表現優
異
 觀賽學生表現投
入
老師觀察
聯校寫作班及徵文比賽
寫作
全年
班：全校
學生
(約 30
能有 5 個或以上獎
項
 問卷調查
 比賽結果
121
成效
活動，本組於四月二十八
日及二十九日兩天安排中
一至中五級參與城邦書展
活動(14-15) 。老師亦能藉
此機會與學生提供心儀書
本之選擇，部分同學亦能
選購喜愛的書籍。中三級
同學參加《第二十六屆好
書推介網頁設計比賽》
，兩
組同學獲優異獎，得獎名
單如下：3D 鄭加祺、程逸、
何家豪、賴天皓、呂晟熙、
毛易進、容銘仁；3A 吳綽
瑜、吳昕祺、胡靖琪。
參加者為中一至中五學
生、小學及幼稚園之學生
當天共有花燈 160 個，中、
小、幼學生表現雀躍，踴躍
參與各活動如猜燈謎、小吃
及湯圓。中一至中五學生於
活動後填寫工作紙，計作課
業。
當天除了本校中五級學生
參與，亦有本校中四級學生
及培道中學師生觀賽。比賽
結果如下：冠軍 5F、亞軍
5G、季軍 5D。
參加聯校寫作班人數共二
十三位，聯校創作比賽頒獎
禮已於二零一五年五月七
日本校禮堂順利舉行。七所
目標
策略
施行
對象
人)
比賽：每
班推薦
最少 3 位
學生參
加
施行
時間
下學
期
成功準則
評估方法
微型小說大賽
中一至
中五學
生
能有 10 個或以上獎比賽結果
項
班際辯論比賽
中三、中全年
四學生
學生能掌握基本的
辯論技巧
辯論比賽評分
表、工作紙
口語才藝比賽
中一、中下學
二學生
期
學生能掌握短講技
巧
中一、中二級口
語考試評分表、
工作紙
122
成效
學校競逐十五個獎項，我校
共奪兩項：李維洲同學獲得
高級組散文冠軍；周仲言同
學獲得高級組散文亞軍。聯
校文學創作委員會出版了
「第八屆聯校文學創作比
賽」文集
「第三屆全港學界微型小
說創作比賽」結果如下：3D
呂昊峻(初中組亞軍)，另有
13 位學生獲嘉許狀
中三及中四級 7 場辯論初
賽於 2014 年 11 月至 2015
年 5 月期間順利舉行，各班
同學均積極參與。進入決賽
的中三隊伍分別是 3C 及
3D；而對賽的中四班別則
為 4A 及 4B。兩場決賽於
六月二十九日（星期一）進
行，冠軍分別為 3C 及 4B，
最佳辯論員則為 3C 黃希烈
及 4B 李維洲。
本年度的中一及中二級口
語才藝比賽於 19-3-15 順利
完成。比賽分為中一及中二
級兩組，均為「備稿演講」
形式。中一、二級每班各派
兩名代表參賽，兩級共有
20 名參加者。中一、二級
各選出冠、亞、季軍，成績
如下：
目標
策略
校際朗誦節
2.
施行
對象
施行
時間
中一至
中五學
生
上學
期
施行
對象
中五學
生(考
生)、中
四 16 位
學生(觀
察員)
施行
時間
下學
期
成功準則
評估方法
學生的朗誦技巧得
到提升
校外比賽評分準
則
成功準則
評估方法
成效
中一：冠軍：1A 陸穎琛；
亞軍：1E 莫嘉嘉；季軍：
1A 余凱晴。中二：冠軍：
2A 楊倩桐；亞軍：2C 伍紹
聰；季軍：2A 徐梓桓。同
學須填寫工作紙，記下於賽
事中所學，並作反思；同學
能在比賽中學到審題及說
話技巧。
本屆參加中文朗誦節比賽
的同學共有 67 人，獲取「優
良獎狀」共有 50 人，
「良好
獎狀」共有 8 人。當中 5
位同學榮獲「冠軍」
，10 位
同學榮獲「亞軍」，1 位同
學榮獲「季軍」。
建立學習社群
(a) 應用於學生方面的策略
目標
提高學生口試應
試能力
策略
聯校口試(喇沙書院、協恩
中學、培正中學、寶血會上
智書院、培道中學、九龍華
仁書院)
 學生口試能力得
到提升
 學生應試態度得
到改善
123
老師觀察
成效
學生反應良好，大都在試前
加緊認真練習，口試能力亦
因而提升。觀察員大部分表
示觀察過程有助他們應
試，了解友校同儕的表現。
(b)
應用於教師方面的策略
目標
促進學習的評估
 發展學生互評能
力
 促進老師及學生
掌握元認知教學
法
施行
對象
共同備課(高中主題：寫作中一至
前教學活動；初中主題：建中六教
立延伸閱讀文章庫，以照顧師
學習差異)
施行
時間
全年
同儕觀課
全科教
師
全年
全科教
師
聯校口試(喇沙書院、協恩相關主
中學、培正中學、寶血會上考老師
智書院、培道中學、九龍華
仁書院)教師工作坊
策略
提升專業能力，建與友校(協恩中學)進行教
立教學交流社群
學交流及觀課活動
提升老師擬定口
試題目和評分能
力
成功準則
評估方法
成效
共同預備之教學
步驟及材料
大部分老師認同此活動有
助教學，而且已建立相關教
材庫。
老師回應
大部分老師認同此活動有
助教學，能從同儕學到有用
的教學技巧。
下學
期
 70%以上老師認
同能從此活動獲
益
 加入互評元素及
元認知教學法
 70%以上老師認
同能從此活動獲
益
 教師能在課堂上
運用元認知技巧
70%以上老師認同
能從此活動獲益
觀課後問卷
下學
期
70%以上老師認同
能從此活動獲益
老師回應
大部分老師認同此活動能
啟發他們教學，也能開闊他
們對課程發展的認識。
大部分老師認同此工作坊
提升了他們擬題的能力和
評分的能力，能從友校同儕
學到擬題的訣竅，有助教
學。
124
中史科
目標
提升學與教
照顧學習差異
策略/計劃
對象
 課堂上，運用不同層次的
提問技巧，分組討論時將
不同能力的學生合為一組
等。
 課餘額外為成績稍遜的學
生補課及小測；選拔優異
的學生參加比賽及資優課
程等。
 課業設計上，須同時具備
深淺題目，也可仿傚試題
加上挑戰題。
 測考上，須同時具備深淺
題目，並沿用挑戰題。
 復活節假期裏，與通識
科、歷史科及地理科合辦
「西安交流團」
 籌辦本地博物館參觀或講
座交流活動
中一至
中六
施行
成功準則
時段
全年  老師於課堂上提問能力
高的學生時加以追問
 於課堂上分組討論時將
不同能力的學生合為一
組，全年起碼試行一次
 成績稍遜的學生於成績
或學習態度上有改善
 能力稍高之同學能成功
入選並修讀資優課程
 課業及測考皆具備深淺
題目
 「西安交流團」能順利
舉辦
 本地博物館參觀或講座
交流活動能順利舉辦
125
評估方法
成效
 同儕觀課
 老師觀察
 報名人數
 參與學生
的回饋
 科務會議
上討論成
效
 老師於課堂上的策略性高
階提問明顯增加，學生的
思考及表達能力提升不
少。
 課堂上進行分組討論時，
同事均嘗試運用同質分組
及異質分組法，發現同質
分組較異質分組更提升學
習果效，因能處理不同深
淺題目，使學生拉近學習
差異，建議來年課堂上進
行分組討論時，可多運用
同質分組法。
 老師(尤其高中)皆有與能
力較弱之學生進行補課或
答題操練，惟補底效果未
算顯著。
 何老師推薦中四乙班李維
周同學參加資優課程，李
同學成功入選。
 課業及測考皆具備深淺題
目，學習能力有差異的學
生均有所發揮。
 本年度順利舉辦了「西安
交流團」及「南京交流
團」。
 安排能力較高的同學參與
課外活動，擴闊視野，如
在中國法制講座中提問、
目標
策略/計劃
對象
施行
時段
成功準則
評估方法
參與饒宗頤文化館歷史文
化獎勵計劃及青年外交官
體驗計劃。
各級上、下學期均已完成最
少一次。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，透過同學
互相提問、質詢，以達到互
評效果。
 經過本科有系統規劃各級
就着不同能力重點教授，
教師着力訓練學生分析資
料及評價史事的能力，學
生於作答資料題及評論題
之表現有改善，篇幅及質
素皆提升，有助應付新高
中題目。來年仍須繼續訓
練其解讀資料及審題、扣
題能力。
 初中課題分「精教」及「略
教」
，以配合高中課題，效
果理想，來年宜繼續。
按時完成。學生於蒐集史料
及匯報工作的能力提升不
少，對研習本科的興趣亦增
加，建議來年繼續。
推行促進學習的
評估
於課堂上就着教學活動進行
學生自評或小組互評活動，
上、下學期各進行一次。
中一至
中六
全年  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。
加強初中與高中
的銜接
 着重資料題和論述題答題
技巧之教授
 初中課題分「精教」及「略
教」，以配合高中課題
中一至
中三
全年  學生於課業及測考能展
現資料題和論述題答題
技巧，達到每級於論
點、論據及論證的要
求。
 學生透過「精教」部份
打好與高中課程有關的
課題之基礎。
推行具備
“e-learning” 元素
之探究式學習
選定一些課題，先由老師提
供網址或網上資源，學生閱
讀有關資料，並進一步蒐集
資料，透過小組討論或學生
輪流講解，讓學生體驗自
學。
人文學科科任老師或其他科
目老師互相觀課
中一至
中六
全年  上、下學期各進行一次
 學生積極蒐集史料，小
組討論或輪流講解時，
亦表現投入。
老師觀察、
工作紙、
口頭或文字
報告或專題
研習
中史乃
subject
全年每位老師觀課及被觀課
最少一次
科主任結集今年共有四位同事開放課堂
全年觀課情供同儕觀課，課前及課後邀
推動同儕觀課
126
 同儕觀課
 老師觀察
及評語
 小組組員
評語或自
我反思的
評語
課業及測考
成效
目標
策略/計劃
對象
1
的同事
推動共同備課
同級科任老師商議探究式學
習、促進學習的評估、初中
「精教」及「略教」課題及
閱讀中學習的教學內容，然
後輪流準備，資料共享。
全體
同事
建立學習社群
協作教學
本科與中文科合作，在課堂
上配合中史科課程，教授《文
化及文學知識》一書相關的
成語。
中一
至
中三
與友校師生聯繫
學習
 邀請鄰校:培道中學老師蒞
臨本校中史課堂觀課。
 本校中史組學生與培道中
學中史組學生互相觀摩學
習。
中四
至
中五
施行
時段
成功準則
評估方法
成效
況，完成報請科主任出席討論，於觀課
告。
上同事獲益良多。來年繼
續。
全年同級科任老師輪流準備
 同儕觀課各級已順利完成，並已把共
探究式學習、促進學習的  分級會議同備課資源上存至本科伺服
評估、初中「精教」及「略
上討論成器上之 Knowledge Sharing
教」課題及閱讀中學習的
效
Platform，供同事分享使用。
教學內容，編成教學進度
表，資源與同級老師共
享，並上存 Knowledge
Sharing Platform，供其他老
師選用。
全年學生能掌握與歷史事件
 測考
 同事普遍發現《文化及文
有關之成語，從而提升對  老師觀察
學知識》一書之成語未必
這些歷史事件的掌握。
適合於課上教授，建議來
年重新擬定《文化及文學
知識》一書的教學範圍。
 本科與中文科合作，成功
舉辦「中五文化常識問答
比賽」
，並邀請培道中學 40
名師生到臨參與，是兩校
及兩科難得的切磋砥礪機
會。
全年  能開放最少一節中史課  培道中學  培道中學老師曾到臨觀看
節供培道中學老師觀
老師觀課
科主任之中五級中史課
課。
評語
堂，課後並進行了專業討
 本校中史組學生與培道  參予活動
論，培道中學老師給予不
中學中史組學生最少舉
的學生自
少提點及建議，同事獲益
辦一次互相觀摩學習的
我反思的
良多。
活動。
評語
 培道中學學生參與「中五
 分級會議
文化常識問答比賽」
，除參
127
目標
策略/計劃
對象
施行
時段
成功準則
128
評估方法
成效
上討論成
效
加間場問答遊戲外，更即
場進行了三分鐘專題演
講，其高水準表現令本校
師生讚嘆不已，兩校學生
有了重要的交流切磋。建
議來年繼續。
Economics Department
1.
Target
Group
F.4 – F.6
Time
Scale
Twice
per
each
term
Through peer-assessment and
error analysis, common
mistakes and good practices in
tests will be exhibited and
explained by students.
F.3 – F.6
Whole
year
Summarizing skills are to be
introduced to help students
summarize the key concepts to
be covered in past exam
questions. Sense of
ownership of the learning
outcomes will then be
enhanced.
F.4
Once a
term
Objectives
Strategies
diversity
To adopt
differentiated
assignments
 Prepare graded- / tierdassignment for selected
chapters
 Prepare a set of challenging
questions for high achievers
 Prepare questions of
fundamental concepts for
less abled students
Effective use of
assessment
self-reflection and
self-monitoring
skills
to make adjustment
to their teaching
strategies
Use of effective
study skills
memory skills
Success Criteria
complete the
challenging
questions on their
own.
complete all the
fundamental
questions without
the assistance from
teachers.
identify and explain
the mistakes of their
classmates’ work.
Students can prepare
their own summary of
the exam questions for
self-studying.
129
Evaluation
Methods
From the
assignment
collected and
observation during
lessons
 Observation in
the lesson
Students’ work
Evaluation
 It was observed that the
homework assignments were
designed with different
levels of difficulties.
 Challenging questions were
set and high-achievers were
highly motivated in finishing
those questions.
 The less-able students were
also attracted to try out the
challenging questions.
 With the demonstration by
the teachers, students were
able to identify and explain
the mistakes in their
classmates’ work.
 Students were observed
being adapted to such
practice and felt easy in
sharing their work in front of
the class.
 The design of the notes
provided by the teachers
allowed students enough
space to summarize the
concepts learnt.
 Students agreed that their
satisfaction from making
their own notes enhanced
their motivation in learning.
2.
Objectives
Strategies
and to share good
practices
 Sharing of good work from
students
 The students’ work will be
stored in KSP
 The student’s work will also
be uploaded to eClass
Invite graduates with good
grades to share their keys of
success
learn from their
peers, teachers and
alumni
(b)
Target
Group
F.4 – F.5
Time
Scale
Twice
a term
F.6
Oct
2014
Target
Group
All panel
members
Time
Scale
Whole
year
All panel
members
Whole
year
At least 3 KSPs are
of the school year.
Resources in the
KSPs
All panel
members
Whole
year
and assessment for
 Sharing of good
teaching practices
among teachers in
the same subject /
 Panel Head
Evaluation Form
 Minutes of
subject panel
 Lesson
observation
report
 The materials
Success Criteria
50% of students have
downloaded their
peers’ work from
eClass.
70 % of students
agreed that the sharing
from the high
achievers is
resourceful.
Evaluation
Methods
eClass record
Questionnaire
Evaluation
The downloading rate is 46%
which was slightly lower than
expected.
2 high achievers in HKDSE
2014 were invited to share
their learning tips with the F.6
students.
Objectives
Strategies
culture
subject panel meetings
Managing and
teaching resources
 Knowledge sharing platform
for the subject is built
 Seminar resources, students’
work and past exam paper
are to be shared through KSP
 There are at least two peer
observation activities for a
subject teacher to involve
teacher(s) of the same
subject and other subject(s).
 Each panel members is
responsible for presenting
one lesson in a running
communication and
collaboration among
and departments
Success Criteria
that a sharing culture
is inculcated.
130
Evaluation
Methods
Minutes of subject
panel
Evaluation
 All teachers agreed that the
sharing culture is good for
the development of the
subject.
 It is recommended to do so
in the next academic year.
3 KSPs were created.
 Peer observations were
conducted.
 Good practices were also
shared in the
post-observation meeting.
 Teachers agreed that this was
a channel for teachers to
build a learning community
Objectives
Strategies
Target
Group
Time
Scale
cycle. Moreover, each has
to visit a lesson conducted
by another panel member.
 Collaborative lesson
preparation in F.3 BAE
experience sharing
on teaching and
curriculum planning
Teaching Interflow (with SKH
Lam Woo Memorial
Secondary School)
All panel
members
Whole
year
Success Criteria
KLA.
 The learning and
teaching materials
are prepared with the
joint effort from all
teachers teaching F.3
BAE.
that they get insights
from the partnering
school.
131
Evaluation
Methods
stored in subject
sever
after Teaching
Interflow
Evaluation
inside school.
 3 teachers from SKH Lam
Woo Memorial Secondary
School came and visited our
classes.
 F.5 class was open for the
observation.
 The post-observation
discussion and sharing was
appreciated by all the panel
members.
 Teachers being observed
learnt a lot from the
feedback from the observers.
 Due to the tight working
schedule in the next school
year, Teaching Interflow will
be suspended.
English Department
Objectives
Enhancing learning
and teaching
effectiveness
 To stretch potential
of talented students
 To enrich students’
learning experience
Strategies
join gifted education
programs.
join Hok Yau Club Mock
Exam 2014-15.
Target
Group
F.1-3
Time Scale
Whole year
F.6
Oct and Nov
2014
Students join Mock Exam
Papers and Oral Training
Sessions in Joint-school
English Association
Workshop for Higher Forms.
Analysis on writing package
from EDB with different
levels (From Level One to
Level Five Double Stars).
F.5 and
F.6
Nov 2014
F.4 to 6
Whole year
join a number of writing
competitions and drama
performances (both internal
and external competitions).
All
students
Whole year
Encouraging all students to
join Speech Festival and
Speech Activity Day in
November 2014.
All
students
First Term
CISCO Conference &
Interaction between
Australian & MSC students
(ICT).
F.2
Nov 2014
132
Success Criteria
Performance of students
in tests and exams
improves.
handle complicated and
scaffolding questions in
mock exam and
HKDSE.
handle questions with
various genres and
multifarious levels of
difficulty in exams.
conduct peer assessment
on others work; hence
improve their own
writing.
Prizes from
competitions and
outstanding performance
in Drama Fest.
Prizes from Hong Kong
Speech Festival and
widened student
exposure in Speech
Activity Day.
Boost students’
confidence in the whole
form when
communicating with
Evaluation
Methods
Exam and test
results
Students’ exam
results
HKDSE results in
various papers
HKDSE result
Teachers’ and
judges’ feedback/
Score in
competitions
Teachers’ and
students’
feedback/ score
Teachers and
(both MSC and
overseas)
Evaluation
Those who have joined the
programs have boosted their
English standard.
Students who have joined the
program performed well in
the exam with more
confidence.
It was suspended for one
year and may be continued if
Joint-School English
Association will re-organize
them.
Teachers have selected
copies for students and more
will be given to students next
year.
Students joined the 10th HK
Speech Festival apart from
the 66th HK Schools Speech
Festival, Drama competitions
and Debating contexts
outside school.
Students joined more
competitions and had
opportunities to perform on
stage.
It was successfully done with
Australian schools and F.2/3
students, who could be able
to come across native
Objectives
Enhancing learning
and teaching
effectiveness
Help weaker students
Strategies
Target
Group
Time Scale
EASE programs
All
students
Whole year
High flyers training on oral
papers
F.6
First Term
English DS2 program for
students (Service provider:
English Builder); catering for
learner diversity for Papers 1
and 3 for DSE.
F.4 and 5
students
Second Term
Worksheets and exercises
with more detailed
elaboration and hints are
provided for weaker students
to motivate them to learn and
use better answering
techniques.
Performance Booster
Program
All
students
Interclass oral practice
mixing students with
Success Criteria
foreigners.
Boost students’ oral,
writing, listening and
presentation skills in
front of other students.
Evaluation
Methods
Teachers’ and
students’
feedback/ exam
results
Teachers invite students
with 5* or above to
come back and have oral
practice with F.6
students to better their
standard.
Weaker students are
spotted and join the
program to boost their
performance in internal
exams and HKDSE.
Students’ peer
evaluation, higher
flyers’ comment,
teachers’
evaluation
Whole year
Students’ feedback:
They find the exercises
help them understand
the concepts better and
improve in overall
standard.
Results in tests
and exams
F.1 to 3
students
Second Term
Results in the
second term exam
F.4 to 6
students
Whole year
tackle different papers
well.
Students from different
classes have inter-class
133
Students’
performance in
exams
Students’ peer
evaluation and
Evaluation
English.
 A multitude of functions
were held throughout the
year which could boost
students’ English standard
and VIPS like P.6 students
and students from other
schools were invited.
 Students’ presentation
skills were enhanced
through these programs.
Teachers had oral practice
with students’ instead on the
grounds that some high flyers
were occupied with other
matters during the time of
practice.
It was replaced by English
Builder instead since service
provider considered papers in
English Builder Program
more appropriate for senior
form students rather than
DS2 program.
More analysis could be done
as students need more
detailed elaboration on the
high-order thinking questions
in Paper 1 Reading, which is
getting more complicated.
Most students had their
standard improved after
attending the lessons.
Some classes had done it and
it was agreed that more
Objectives
Strategies
Target
Group
Time Scale
different standard.
Enhancing learning
and teaching
effectiveness
support and extend
process
Enhancing learning
and teaching
effectiveness
Training on reflective
skills and
self-exploration
Enhancing learning
and teaching
effectiveness
Widen learning
Showing of exemplary
samples of students
performing in SBA exam and
written materials.
F.4 to 6
students
Whole year
Sharing of videos of higher
flyers’ talk in Lecture
Theatre.
F.4 to 6
students
Whole year
High flyers’ talk
recorded and shared
among senior forms.
Evaluation
Methods
reflection,
teachers’
comment
Demonstration of
excellent student
performance in
SBA exam (with
written consent of
students) and
sharing of
exemplary work
from good
students.
Students and
teachers’
comment
Success Criteria
oral practice to foster
their oral skills and
boost confidence.
Demonstration of
excellent student
performance in SBA
exam (with written
consent of students) and
sharing of exemplary
work from good
students.
 Adopt various
methodologies like
assessment for learning
efficaciously in student
learning process.
 Activities like peer- and
self-assessments are
conducted.
Pre-lesson preparation and
post-lesson reflection.
All
students
Whole year
Different metacognitive
skills like questioning,
KWL, error-analysis are
used before, during and
after lessons in students’
work.
Students’
improvement in
tests, daily
quizzes,
examinations and
public exams.
All
students
Whole year
Students have more
understanding of texts
and issues.
Students’
improvement in
all papers.
Students have more exposure
to English ERS books,
English Channel, English
Builder (I.T. learning
All
students
Whole year
Students will be able to
learn English in
different context and
improve in reading,
Students’
improvement in
public
performance,
134
Evaluation
should be done in the years
to come to boost students’
oral standard.
Elite students’ performances
were shown to students and
we agreed that more should
be saved for teaching
purposes.
It was done and high form
students raised questions
during the talk and learnt the
skills from the high flyers.
 Many peer- and
self-assessments were done
in writing, reading and oral
lessons.
 Students could correct
others and their own errors
and conducted
self-reflection.
They were conducted in
various papers and the book
Reading Anthology and it
was proven to be useful in
extending the tasks for
enrichment of knowledge.
Both online books and
hardcopies were given to
students and students were
benefitted through extensive
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
exposure
program) and activities to
help boost their standard.
listening, writing and
speaking.
Enhancing learning
and teaching
effectiveness
Collaborative effort
on enriching the
English learning
environment in
campus
Form activities F.1
F.1
students
Whole year
F.1 Speech Competition
Form activities F.2
F.2
students
Whole year
F.2 Drama Contest
Form activities F.3
F.3
students
Whole year
Reader’ theatre:
Students’ poetry
performance
Form activities F.4
F.4
students
Whole year
Forums: Thorough
analysis on multifarious
social issues and peer
assessment is made.
Form activities F.5
F.5
students
Whole year
Form activities F.6
F.6
students
Oct 2013 to
Jan 2014
Debate: Students should
be able to take multiple
perspectives and take
stance in a debate.
Students will be
‘candidates’ and
‘examiners’ in
joint-school oral
practices.
135
Evaluation
Methods
clutch prizes and
excel in
examinations.
Contest: It is held
in Form Activity
periods and
students could
practise their
speech on stage.
Contest: Students
should be able to
write, organize
and act out a
10-minute play on
stage.
Contest: Students
can write and act
out the poetry on
stage.
Forum On Stage
at the end of the
year.
Debate Clash on
stage
Teachers’
observation, peer
assessment forms
Evaluation
reading and English Builder
programs.
It was done successfully and
students gained confidence
speaking in public.
It was put on stage in English
Activity Day and students
could perform very well on
stage.
Students could read out their
own poetry in a lively
manner and enjoy writing
poems.
Students were able to
perform very outstanding
forums on various current
social issues and really learnt
a lot from many forums
throughout the year.
Heated debates were held in
F.5 and in English Activity
Day on a current social issue.
Students conducted
joint-school oral practice
with some other school and
learnt how to work with
students of various levels.
Objectives
Enhancing learning
and teaching
effectiveness
To enhance students’
overall standard and
widen their exposure
in Language Across
the Curriculum
Strategies
EASE activities
Target
Group
All
students
Time Scale
Success Criteria
Whole year
EASE students help
organizing multifarious
activities like English
Day, LAC Week,
Cultural Exchange
activities, Bridge
program, as student
leaders and help in
publications to widen
their horizons.
Evaluation
Methods
Teachers’
observation,
number of
students joining
the activities and
reading the
publications.
BEACON
All
students
Whole year
Students’ writing skills
are enhanced through
writing on different
genres, joining external
competitions and
functions and helping in
publicationsNewsletter.
Teachers’
observation,
students’ work,
prizes in
competitions,
publications.
Drama Club
All
students
Whole year
Students’ confidence
level and ability to
perform in English are
boosted through
practicing and joining
contests.
Debating Team
All
students
Whole year
Speech Festival
All
students
Oct
2014-Dec
Students could be able
to argue for/against hot
topics in town in
mini-debates and
external debates.
Outings will be
organized.
Students appreciate
others’ performance and
Teachers’
observation,
students’
performance,
prizes in
competitions,
publications.
Students’
performance,
teachers’
assessment.
136
Performance on
stage in
Evaluation
 Students did not only rely
on textbooks and
classroom activities since
they were given
opportunities to learn and
organize functions outside
classroom throughout the
whole year.
 Their oral, writing,
organization skills and
confidence were enhanced.
 Regular meetings were
held and students reported
that they had consolidated
their writing skills and
could attempt different
genres with ease.
 They will join more
competitions in the years to
come.
 They continuously joined
contests and won different
prizes in the year.
 Students’ confidence level
and spoken English had
tremendous improvement.
Internal and external debates
were held throughout the
year and students had plenty
of chances to meet outsiders
in different kinds of debating
contests.
Students gained confidence
and were more well-prepared
Objectives
Strategies
Target
Group
Time Scale
2014
(Speech
Activity
Day:
28/11/2014)
Success Criteria
Evaluation
Methods
November,
teachers’
assessment and
students’ peer
assessment.
learn the skills of
delivering speeches/
short dramas/ dramatic
duologues on stage and
learn the skills of
presentation.
Students will perform on Teachers’
stage on solo verse and
assessment
dramatic duologue.
Speech Activity Day
F.1-3
students
28/11/2014
Language Across the
Curriculum
All
students
Whole year
Constant collaboration
with other departments
to better the teaching
pedagogy and encourage
the appropriate use of
English in different
subjects.
Teaching
Schemes of
various
departments,
teachers’
reflection and
discussion.
Language Across the
Curriculum
All
students
20-24/4/2015
Judges’ and
students’
assessment
Post-Exam Activity Day
All
students
3/7/2015
Collaborate with
different departments to
enrich English learning
environment at school.
Students’ and teachers’
evaluation on the
performances, debates
and drama contests.
Refined English
Enhancement Scheme:
Continuation of the scheme
in the coming years
All
students
Whole year
137
 Panel members are
able to apply the skills
learnt from the
workshops to conduct
LAC teaching.
 Students demonstrate
the language skills
across the curriculum.
Students’,
teachers’ and
VIPs’ (those from
other schools,
HKU or EDB).
Lesson
observation,
reports from
teachers
Evaluation
after delivering speeches on
stage.
Many students were
interested in the activity and
they did well on the stage
and won students’ applause
and gained confidence.
Many activities were held
and constant collaboration
with other departments and
primary school could build
solid English foundation and
a sense a belonging to
school.
It was held successfully with
different themes and
extended for one day, till
Monday.
Students enjoyed fashion
show, debate, drama and
other performances and more
than twenty VIPs were
invited to be guests.
 The Scheme was continued
in lessons and many peer
lesson observations were
conducted in the year.
 Some packages will be
refined to suit the HKDSE
requirement.
Objectives
Strategies
Target
Group
Time Scale
Online Learning Program
F.1-5
teachers
Whole year
English Monday
All
students
Whole year
English Digest
All
students
Whole year
English in the Air
F.1 to 3
students
Whole year
 Liaison with departments
 Activities in different forms
F.1 to 5
students
Whole year
138
Success Criteria
 Teachers can build up
strategies for the
whole year.
Students could be able
to improve their
language skills in
different papers through
doing Online Program
regularly and
consistently.
English Monday: a
weekly radio broadcast
which talks about
current issues like
popular culture, music
and green tips shared by
Mr. C and students.
Releasing English
Digest regularly – an
English article on
current issues published
once to twice a month to
all teachers and students
through eClass, so that
teachers and students are
more aware of the
correct use of English.
F1-F3 News watching
during morning
assemblies. Students had
to watch a piece of
news, read an article and
write a reflection on it.
F.1: Mask performance
(VA)
F.2: Letter on Personal
Evaluation
Methods
Evaluation
Online
assessment, marks
included in
exams.
Students could be able to
tackle questions in four
different papers and come
across more social issues.
Students’
reflection
It was regularly conducted on
various topics like pop
culture, music and heated
issues.
Students’ and
teachers’
reflection work:
Once a month.
Students’ knowledge of
current issues was enhanced
through reading articles and
equally important, they could
come across more
vocabulary and phrases.
Students’
reflection
It was successfully
conducted throughout the
year and students actively
participated in the program.
Teachers’ and
students’
feedback/
 They were all
accomplished and students
carried out performance in
Objectives
Strategies
Activities
 LAC Week,
 English Activity Day
 Musings@Munsang
 EASE Thursday Lunch
activities
 EASE lunch activities with
primary schools
 English in the Air
 Newletter (Publication)
 Voice (Publication)
 English Monday
 Beacon
 Debate Team
 Drama Club
 Speech activities
 Form activities (F.1-6)
 eClass learning
Target
Group
All
students
and
primary
students
Time Scale
Whole year
Success Criteria
Goal:
Time Capsule
(Careers
Department)
F.2: CISCO (LS)
F.3: Fashion Show (VA)
F.4: Debate Clash
(Geography)
F.5: Debate Clash (LS)
Students can learn from
good students’ work in
all aspects, and even
primary students can
learn from outstanding
secondary students.
Evaluation
Methods
assessment forms.
Students’ and
teachers’
comment/
feedback/ mark
sheets.
Evaluation
class and on stage.
 Their exposure to English
was definitely widened.
Model work and exemplary
performances were
appreciated by students and
they could learn from their
peers’ remarkable
performances.
Objectives
Building learning
communities
learn from their
Strategies
Inviting high achievers in
2013-14 HKDSE to share
learning experience with
students and their sharing
Target
group
F.6
Time scale
First Term
139
Success Criteria
Students’ participation
and comment.
Evaluation
methods
Students’
feedback and
teachers’
comment.
Evaluation
 Most students found the
sharing useful and specific
exam skills were
suggested.
Objectives
peers and to share
good practices
Strategies
recorded for further showing
to other students.
Peer assessment in oral
presentations, forums and
debates.
Target
group
All
students
Time scale
Whole year
Success Criteria
Students get
improvement in oral
tests and examinations.
Evaluation
methods
Peer assessment
forms,
self-assessment
forms, teachers
giving comment
and assessments.
Evaluation
 Similar sharing should be
made on a regular basis.
 Students were more
engaged in oral
presentations on the
grounds that their
performances were
assessed by their peers and
they were more attentive
when presenting.
(b) Strategies for teachers
Objectives
Strategies
Building learning
communities
culture
 Sharing effective practices
in subject panel meetings
and staff meetings (done
every year in the English
Panel meeting).
 Pre-meetings and
post-meetings are arranged
for each peer observation.
 Sharing of good work from
students in the Department.
Building learning
communities
Managing and
teaching resources
Knowledge sharing platforms
to enhance teachers’
professional competence.
Target
group
F.1-6
teachers
All
English
members
Time scale
Success Criteria
Whole year
and assessment for
learning in teaching.
 Sharing of good
teaching practices
among teachers.
Whole year
Teachers can share good
practice of teaching and
teaching materials.
140
Evaluation
Evaluation
methods
 Feedback from
 Teachers in all forms
English teachers
conducted collaborative
 Peer
observation
exchanged teaching
forms
pedagogy and materials.
 Panel Chairs
 Good work from students
Evaluation
was shared (for oral
forms
presentation) and more on
other papers will be shared
in the coming year.
 Teachers shared their
effective teaching methods
in Panel meetings and
public exam markers gave
valuable advice on how to
write better essay and oral
exams.
Reflection from
Four Knowledge Sharing
teachers
Platforms were developed
and actually more were saved
in department folders for
teacher references.
Building learning
communities
communication and
collaboration among
and departments
 Lesson observations
preparations
 Collaboration with LAC
 Curriculum mapping
All
English
members
Whole year
share good practices in
meetings and lesson
observations so as to
improve teaching
pedagogy.
 Minutes of
subject panel
 Lesson
observation
forms
 Teachers’
feedback from
LAC
Building learning
communities
experience sharing
on teaching and
curriculum planning
Teaching interflow: Sharing
of good teaching methods
with many other schools with
different banding, like Tsang
Siu Tim, St. Marks and Yuen
Yuen No.1 School.
All
English
members
Whole year
Teachers gain
knowledge from lesson
observation and sharing
with other schools.
Presentation in
Staff
Development
Days and sharing
in Panel.
Building learning
communities
Equipping teachers
various teaching
strategies to catering
learning diversity
and cultivating
Whole-school approach to
catering for learning
diversity and cultivating
self-directed learning.
All
English
teachers
Whole year
Collaborating in our
school to develop
materials, functions and
pedagogies for catering
learning diversity and
self-directed learning of
students.
Students’
performance,
teachers’ sharing
and feedback.
141
 F.4 and F.5 students
acquired debating skills
through LAC Debate and
English Activity Day
debates.
 Drama performance in
collaboration with LS in
F.2 raised students’
awareness of social issues.
 Teachers could effectively
make use of a regular time
slot for pre-lesson
preparation.
We collaborated with St.
Marks, Tsang Siu Tim and
Yuen Yuen No. 3 Secondary
School for multi-tasks
throughout the year and
students in MSC could
benefit from various
interflow opportunities.
 It had been carried out for
years and more in-depth
collaboration will be done
in the coming year.
 Practice papers of different
levels of difficulty will be
given to students to cater
for learner diversity and
cultivate more self-directed
learning.
Geography Department
1.
Objectives
Catering for
To adopt
differentiated
instruction and
tiered assignments
Strategies
Bonus mark question
To include challenging
(bonus mark) questions in
tests and examinations.
Target
Group
F.1-F.5
students
Time Scale
Success Criteria
Whole year
Academicallystronger students can
perform well in
challenging (bonus
mark) questions.
Evaluation
Methods
Results of
students’ form
tests and
examinations
Diverse teaching strategy
To introduce additional
case studies and give
extra work in
academically-stronger
classes.
F.1-F.3
students
Whole year
be exposed to at least
one extra case study
in each topic.
Teachers’
observation and
feedback
Small-group tutorial
To organise small study
groups for students who
are weak in map reading
in lunchtime or after
school.
F.1-F.3
students
Whole year
Students get
improvement in the
results of tests and
examinations.
Results of
students’ tests
and
examinations
142
Evaluation
 The bonus mark questions were
challenging enough in general.
 They could broaden students’
horizon in the subject and
encourage them to read beyond
textbook content.
 Most of the students in elite classes
found the extra case studies
challenging and interesting. Their
geographical knowledge was
enriched.
 Due to limited teaching time, only
one extra case could be introduced
at best. In response to this,
students may be encouraged to read
the extra case studies at home as
 The effectiveness of small-group
tutorial was obvious in F.1.
Students’ mistakes in map reading
were identified in the tutorial and
immediate feedback was given to
students.
 Small-group tutorial was offered to
weaker students before form test
and examination in F.2. The
tutorial successfully consolidated
and enhanced students’ skills in
map reading.
 Tutorial was organised after the
first quiz on map reading in F.3.
The confidence in mastering and
interest in map reading of weaker
students were raised.
Objectives
Strategies
Hong Kong Geography
Olympiad 2015
To nominate and
encourage top 5 students
to participate in Hong
Kong Geography
Olympiad 2015 organised
by HKGA.
Academic talks and
exhibitions
To take students out or
encourage them to attend
external academic talks
and exhibitions.
Target
Group
F.4-F.5
students
F.4-F.5
students
Time Scale
Success Criteria
7/2/
2015
 Students can show
and develop an
interest in
Geography.
 The performance
of students is
satisfactory.
Whole year
 Majority of
students can
participate in at
least one external
academic talk or
exhibition.
 Students can have
a deeper
understanding on
relevant topics or
issues.
143
Evaluation
Methods
 Results of
Hong Kong
Geography
Olympiad
 Students’
feedback and
reflection
 Teachers’
observation
 Students’
feedback
Evaluation
 A total of 10 students joined the
Hong Kong Geography Olympiad.
 As this was the first year of their
NSS Geography study, the students
found the competition a bit
difficult. This was because many
topics were not yet covered in
teaching.
 The competition could definitely
broaden their horizon. Students,
particularly F.5, should be
encouraged to join the event in the
coming year.
 F.4 and F.5 students were led to
join CUHK HKDSE seminar
(27/9/2014), Hong Kong
Geography Day 2014 (22/11/2014),
Eco-tourism Certificate Training
Course (January to March 2015),
Weather Observation Competition
2015 (9/5/2015) and the school talk
on Developing Lamma Island
(15/5/2015).
 The academic talks were closely
related to the topics in HKDSE
syllabus.
 Students found the Eco-tourism
Certificate Training Course
interesting. The field trip could
enhance their understanding in
fluvial processes and river
management.
 Students got the “Merit in Weather
Photo” in Weather Observation
Competition 2015. They would
like to join the Competition next
year if there is any.
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
 Students can
collect fist hand
information on
green urban
designs in the
community.
 Students can
suggest a more
environmentallyfriendly urban
design.
 Students can
determine if a
slope is safe or not.
 Students can
identify and
discuss the
effectiveness of the
slope stabilisation
measures.
F.1 mini research
To discover
environmentally-friendly
urban designs in the
community (echoing
green education).
F.1
students
May 2015
F.2 slope study
To examine the slope
safety and slope
stabilisation measures.
F.2
students
November
to
December
2014
F.3 field visit
To conduct a field visit to
Kai Tak Nullah.
F.3
students
16/12/ 2014  Students can have
a better
understanding on
river management
strategies and
human
modification to
144
Evaluation
Methods
 Peer
assessment
 Students’
presentations
Students’
presentation
files
 Teachers’
observation
 Students’
feedback
Evaluation
 The theme talk on Developing
Lamma Island was more like an
organisation promotion instead of
an academic talk. Students could
learn little about geography-related
concepts. Similar talks by the
organisation may not be considered
in the future.
 Most F.1 students could support
their research findings with
first-hand information and
geographical concepts whereas a
small number of them just relied on
the textbook information and
secondary sources found on web.
 Students could suggest a more
environmentally-friendly urban
design.
 Students could gain a better
understanding of slope safety and
slope stability.
 They could evaluate the
effectiveness of the chosen slope
stabilisation measure.
 Students’ presentation skills were
trained and enhanced through this
project. F.2C students did the best
in presentation.
 Some bright students were taken to
the Kai Tak Nullah to study the
flood prevention measure.
 The students were able to locate
themselves and follow the route
given on the map. They were
able to identify certain
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
rivers in Hong
Kong.
Effective use of
assessment
To use assessment
to
 support and
extend students’
learning
self-reflection
F.4 field study
To conduct a field study
on coastal or river
environment.
F.4
students
06/05/
2015
 Students can
master skills on
doing fieldwork
and write field
reports.
 Students can apply
their learnt
concepts to analyse
the coastal or river
environment.
 Teachers’
observation
 Students’ field
reports
F.5 field study
To conduct a field study
on an urban geography
topic.
F.5
students
04/02/
2015
 Teachers’
observation
 Students’ field
reports
Metacognitive skills and
 To apply different
metacognitive skills in
lessons.
 To arrange activities
involving
peer-assessment and
self-assessment.
F.1-F.6
students
Whole year
 Students can
master skills on
doing fieldwork
and write field
reports.
their learnt
concepts to analyse
urban environment.
 Students can do
selfmonitoring on their
learning progress.
 Teachers can make
adjustments to
their teaching
strategies.
145
Peer observation
Evaluation
modifications to rivers.
 Worksheets on future modifications
were also given.
 Students were taken to study the
coastal environment of Cheung
Chau. They were given different
equipment to collect field data and
study the coastal processes.
 In doing the field reports, students
generally could identify the
landforms and types of land uses in
the study area. However, they
failed to explain the geographical
phenomena with reference to field
data or observation.
 Debriefing to students on
weaknesses found in the field
report was conducted.
 Students developed the concept of
sustainability from the study of
Cheung Chau.
 Students learned the skills of
collecting first-hand data and
conducted the land use survey.
 Metacognitive skills, such as
KWL, error analysis and concept
map, were demonstrated in peer
lesson observation.
 Self-assessment and/ or peer
assessment were adopted in
observed lessons.
 Timely feedback to students’
answers or discussion findings was
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
and
self-monitoring
skills
to make
adjustment to
their teaching
strategies
MC item analysis
To analyse the
performance of students
in multiple choice
questions in
examinations.
F.4-F.6
students
Whole year
 Students can
understand their
inadequacies and
misconceptions.
adjustments to
their teaching
strategies.
 Students’
feedback
 Results of
students’ tests
and
examinations
Use of effective
study skills
Cultivating
students’
note-taking skills
and memory skills
Newspaper report
 To make students be
aware of current issues
relating to geography.
 To develop students’
comprehension skills.
F.4-F.5
students
Whole year
 Students’ horizon
on geographical
issues can be
broadened.
learnt concepts in
analysing
geographical
issues.
 Teachers’
observation
 Students’
newspaper
report
assignments
Dictation
To arrange dictations on
geographical terms.
F.1
students
Whole year
Students can build up
and have correct
spelling of
geographical terms.
 Students’
dictation
marks
 Results of
students’ tests
and
examinations
146
Evaluation
offered.
 The analysis helped teachers
identify the weaknesses or
misconceptions of students
effectively.
 Revisiting the corresponding
concepts helped clarify students’
misunderstanding and improved
their academic performance.
 It is suggested that the questions of
which many students answered
incorrectly can appear in revision
tests in the future.
 News reading was incorporated in
assignments in F.4. Students
could extract the relevant
geographical knowledge from the
news. This broadened their
horizon.
 F.5 students increased their
understanding of the topic of
sustainable city through
researching on eight current
geographical issues in Hong Kong.
 The element of dictation was
incorporated into daily quizzes.
 It helped students spell
geographical terms correctly in
examinations.
 Some of the students were still
very weak in spelling because of
inadequate revision.
2.
Objectives
Strategies
Target
Group
F.6
students
Time Scale
16/9/
2014
Success Criteria
Students can have a
clearer picture on
how to prepare for
HKDSE
examination.
Evaluation
Methods
 Teachers’
observation
 Students’
feedback
Enabling students
to learn from their
peers and to share
good practices
HKDSE alumni sharing
To invite alumni to
conduct a sharing session
on learning geography
and examination skills in
HKDSE.
Providing a
platform for high
achievers to learn
from their peers,
teachers and alumni
eClass learning platform
To make use of the eClass
to share learning
resources with students.
F.4-F.6
students
Whole year
Students can have an
easy access to
learning materials
from the eClass to
facilitate their
or self-assessment.
 Teacher’s
observation
 Students’
feedback
Facebook group
To create a Facebook
discussion group as an
interactive learning
platform.
F.4
students
Whole year
 Students can
perform
discussions and
geographical
enquiries outside
classroom.
 Various video clips
and newspaper
articles can be
uploaded to
broaden students’
horizon.
 Teacher’s
observation
 Students’
feedback
147
Evaluation
 Most of the F.6E students found the
sharing useful and specific exam
skills were suggested.
 Similar sharing should be made as
a regular activity.
 Due to typhoon, the sharing was
postponed to the SA forum day.
F.6 Block 3 students had to join the
event on that day. It is reminded
to check the school calendar
carefully to avoid a clash with
school activity on that day.
 The eClass learning platform was
mainly used by F.5 students to
share learning resources with
students, such as geographical
issues and suggested answers.
 It was not frequently used as a
channel to share information to
students or solicit students’
opinions and questions in F.4 and
F.6.
 The Facebook page was launched
and conducted as a private group.
 It successfully was used as a
platform to share teaching and
learning resources, including
details of activities organised by
external organisations, part tests,
answers of textbook exercises and
revision exercises by the teacher.
 Students also posted videos, photos
related to the subject.
 However, students did not always
raise questions in the group.
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Evaluation
More encouragement may be
needed, for example, making it as a
part of the daily mark.
 Besides, some students did not
have a Facebook account.
Dissemination of information had
to be done through the help of
classmates or in class as well.
 Even though the means contains its
own weaknesses, it is encouraged
to be used in other forms in the
coming year. It allows instant
feedback, group discussion and
students to share learning
resources.
(b)
Objectives
Inculcating a
sharing culture
Strategies
Collaborative lesson
preparation
To conduct collaborative
share on good practices in
teaching.
Peer observation
 To conduct peer lesson
observation on effective
teaching practices
(metacognitive skills,
assessment for learning,
self-directed learning).
 To hold a pre-meeting
before and a debriefing
meeting after each peer
Target
Group
F.1-F.6
teachers
F.1-F.6
teachers
Time Scale
Whole year
Whole year
Evaluation
Methods
Good practices can
 Teachers’
be identified and
feedback
shared among the
 Peer
department members.
observation
 Minutes of
department
meeting
 Teachers can apply  Peer
metacognitive
observation
skills and
 Department
assessment for
Chairperson
evaluation
report
self-directed
learning strategies
to improve their
learning.
Success Criteria
148
Evaluation
 F.1, F.2 and F.6 subject teachers
conducted collaborative lesson
preparation and exchanged
teaching resources and pedagogy.
 The good practices of teaching
were summarised in the Peer
Observation Evaluation Form.
 Various metacognitive skills were
applied.
 Open-ended or Socratic questions
were raised to check student’s prior
and learnt concept and guide
students in their
knowledge-construction process.
 Pre-lesson preparation was adopted
in lessons. Materials and work
got from pre-lesson preparation
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
observation.
Managing and
sharing learning
and teaching
resources
Knowledge Sharing
Platforms
To share knowledge and
pedagogy among
department members for
enhancing teaching.
F.1-F.6
teachers
Whole year
At least three
Knowledge Sharing
Platforms are
of the school year.
 Teachers’ oral
feedback
 Resources in
the
Knowledge
Sharing
Platforms
Enhancing
teachers’
communication and
collaboration
among different
committees and
departments
F.4 mini debate
To liaise with Language
Across Curriculum
Committee in organising
a mini debate.
F.4
students
20/4/
2015
 Students can
develop debating
skills.
 Students can
analyse an issue
from different
perspectives.
 Teachers’
observation
 Students’
performance
in mini debate
Study tour to Xian
To collaborate with
Chinese History,
Geography and Liberal
Studies Departments in
organising a study tour.
Whole
school
19-23/11/
2014
Students can
understand more
about geography of
China.
 Teachers’
observation
 Students’
presentation
Teaching language skills
 To collaborate on
F.1
students
Whole year
Students can
interpret questions
Performance of
students in daily
149
Evaluation
were well used in lessons as well.
observed lessons.
 Four Knowledge Sharing Platforms
were developed.
 Resources from peers were shared.
Handouts or PowerPoints of
external seminars were shared
through the platform to enhance
teaching.
 Works of students were also
uploaded and shared for future
reference.
 Students acquired debating skills
through the event. Their
arguments and rebuttals were
grounded on knowledge gained in
textbook and their own research on
the Internet.
 The event was educational and
successfully inspired the audience
to think if genetically-modified
crops were a solution to world
hunger.
 Students gave positive feedback on
the tour including accommodation
and catering.
 The trip could enhance students’
understanding of Chinese History
and the development of rural
China.
 More geography elements could be
incorporated into the trip.
 Most of the F.1 students were able
to interpret questions words and
Objectives
Strategies
enriching the English
learning environment
on campus.
 To develop language
skills into subject
content.
 To incorporate language
elements and features
into learning tasks and
quizzes, tests and
examination papers.
Providing chances
of experience
sharing on teaching
and curriculum
planning
Teaching Interflow
To arrange a lesson
observation and a
post-observation
discussion.
Target
Group
F.2
students
Time Scale
Whole year
F.3
students
Whole year
F.4-F.6
students
Whole year
F.1-F.6
teachers
20/3/
2015
Success Criteria
words, make simple
description, state
causal relationship
and build
geographical
vocabulary.
Students can develop
comprehension
skills, use
connectives and
develop simple
essay-writing skills.
 Students can make
comparisons and
contrasts.
 Students can write
a short essay.
Students can develop
debating skills and
write essays of
different genres.
 Teachers can share
and apply the good
practices on their
own lessons.
 Teachers get
insights from
Teaching Interflow.
Evaluation
Methods
assessments,
quizzes, tests
and
examinations
Evaluation




Teachers’
feedback and
reflection



150
respond to the questions
accordingly while a number of
them, especially those in weaker
classes, encountered problems in
elaborating on the answers because
of the limited geographical
vocabulary.
F.2 students generally
demonstrated the use of
connectives in assessments.
F.3 students were able to make
comparison and contrast in table
form and writing a short essay.
Debating skills were cultivated
through the F.4 mini debate.
F.4-F.6 students were able to write
essays of different genres.
However, more training is needed
to train students’ interpretation of
question words and keywords in
short essays.
The framework of teaching
language skills will be reviewed
and revised in the coming year.
A geography teacher from PLK
Tsoi Kai Yau School observed one
F.1 geography lesson and provided
constructive feedback which was
conducive to our development in
teaching profession.
He also shared his teaching
experience and expertise in lesson
design in the post-observation
meeting. This helped polish our
teaching strategies to yield the best
from our students.
Peer learning and
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Evaluation
self-improvement in teaching were
favoured.
151
History Department
1.
Target
Objectives
Strategies
Group
Catering for
To conduct historical
F.1-F.4
learners’
studies by mini-research
diversity
To adopt
differentiated
instruction
and tiered
assignments
To include bonus mark
question in test and
examination
F.1-F.6
Whole
year
To adopt e-learning
 WebQuest
 eClass platform or
Facebook group
F.4-F.6
Feb
F.6
Dec
F.1-F.3
F.4-F.6
Mar
Whole
To organize tutorials for
less able students
Effective use
of assessment
Time
Scale
Feb to
Mar
To conduct peer
assessment during the
Success Criteria
Various learning styles and
intelligences of students
should be exhibited in the
mini-research.
Evaluation
Methods
Teachers’
observation &
students’ work
Over 70% of students exercise
their critical thinking or
creativity by attempting the
bonus mark question.
Over 60% of students agree
that e-learning enhance their
historical studies.
Teachers’
observation &
students’ work
Over 70% less able students
agree that the tutorials are
useful for them.
Teachers’
observation &
students’
feedback
 All students should be able
to use the marking rubrics in
Teachers’
observation &
152
Teachers’
observation &
students’ work
Evaluation
 1A & 1B were more capable of
describing the social life of ancient
Egypt in the paintings.
 F.2 students in general, except 2A was
weak in making comparison in
conducting the mini-research.
 F.3 students in general were able to
analyze the symbolic meaning of the
propaganda design with multiple
perspectives.
 F.4 students were capable to design the
routes for walking tour in Kowloon City
District with substantiated historical
context.
Over 70% of students attempted the bonus
mark questions in test and examination.
 Google drive and iPad were often used
in senior form history classes for the
discussion of past paper questions.
 Students were able to give instant
feedback to the presenting groups and
conduct pre-lesson preparation.
Positive feedback was received.
More questions were assigned to less able
students via Google drive for practices.
Positive feedback was received. About
88% of students attained level 4 or above
in HKDSE and 20% attained level 5 or
above.
 Students were able to make effective
use of the assessment rubrics to give
Objectives
Strategies
To use
assessment to
 support and
extend
students’
learning
 develop
students’
selfreflection
and
self-monitor
ing skills
 facilitate
teachers to
make
adjustment
to their
teaching
strategies
Use of
effective study
skills
Cultivating
students’
note-taking
skills and
memory skills
presentation
 mini-research (F.1F.4)
 essay plan
presentation (F.4-F.6)
2.
To organize notes and
essay plans with
effective use of graphic
organizer such as
T-chart and concept map
Target
Group
Time
Scale
year
F.4-F.6
Whole
year
Target
Group
F.6
Time
Scale
Oct
Success Criteria
assessing the presenting
group/working out the
research and essay plan.
 All teachers should be able
to provide quality feedback
by using the assessment
rubrics.
Over 70% of students develop
the habit of note-taking by
using the graphic organizer.
Evaluation
Methods
students’ work
Teachers’
observation &
students’ work
Evaluation
quality feedback to the presenting
groups.
 Teachers were able to provide timely
feedback to facilitate classroom learning
and teaching by using the assessment
criteria.
Most of the sstudents in senior forms
showed improvement in planning the
essay and tackling various question words
in essay writing by making effective use
of graphic organizer such as T-chart.
Objectives
Enabling
students to
learn from
Strategies
To invite high-achievers
in HKDSE History to
conduct sharing with the
Success Criteria
All students have a better
understanding of the public
examination and tips for
153
Evaluation
Methods
Teachers’
observation &
students’
Evaluation
Wong Tsz Yeung who attained Level 5*
was invited to conduct the sharing with
F.6 history students. Examination skills
Objectives
their peers and
to share good
practices
Providing a
platform for
high achievers
to learn from
their peers,
teachers and
alumni
(b)
Strategies
Target
Group
Time
Scale
senior history students
To use eClass or social
networking platform to
share materials and
encourage discussion on
historical issues
Success Criteria
success.
F.4-F.6
Whole
year
Over 50% of students upload
or download materials and
share views on historical
issues via eClass platform or
Facebook group.
Target
Group
All
teachers
Time
Scale
Whole
year
All
teachers
Whole
year
At three KSPs are developed at
the end of the school year.
All
teachers
Whole
year
communication and
collaboration among different
committees and departments
Evaluation
Methods
feedback
and notes were shared.
Teachers’
observation &
data from
social
networking
platform
 Good samples of SBA and assessment
criteria were uploaded to Facebook
groups for students’ reference.
 All senior form students had tried to
tackle the essay-type questions via the
use of Google drive.
Evaluation
Objectives
Inculcating a
sharing
culture
Managing and
sharing
learning and
teaching
resources
Enhancing
teachers’
communicatio
n and
collaboration
among
Strategies
 To conduct
preparation (F.1-F.3)
 To share on good
practices in teaching
by conducting peer
observation
 To share marking
experience and good
practices in subject
panel meetings
To share marking
experience
and teaching resources
via Knowledge Sharing
Platform (KSP)
To collaborate with
History, Chinese History
and Geography
Departments in
organizing study tour/
field trip (F.4 &F.5)
Success Criteria
 All teachers agree that a
sharing culture is inculcated.
 All teachers agree that the
sharing conducted is useful
for enhancing their teaching.
154
Evaluation
Methods
Panel
Chairperson
evaluation
report
KSP and
minutes
Teachers’
feedback,
students’ work
&
Annual Report
Panel
Chairperson
evaluation
report
Evaluation
 History teachers of each form met
once/twice a month to discuss the
teaching pace and shared good practices
in teaching.
 Written/oral reports from the
coordinators had effectively facilitated
the follow-up after the form meetings.
 Marking experience was shared in the
first department meeting.
Three KSP folders were built for sharing
good practices: junior form mini research,
SBA and HKDSE live scripts.
 A series of guided tour training
organized by CACHe was conducted in
F.4 & F.5 history classes. Students had
designed various routes of walking tours
in Kowloon City District.
 A presentation was conducted and
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
different
committees
and
departments
Providing
chances of
experience
sharing on
teaching
 To conduct curriculum
mapping of junior and
senior curriculum
 To arrange teaching
interflow and share
experience with
networking schools
 To share knowledge
and pedagogy among
department members
via KSP
All
teachers
Whole
year
Over 70% of teachers will
have a better understanding of
the interface between junior
and senior curriculum.
155
Teachers’
feedback &
Annual Report
Evaluation
videotaped in the last training session.
 Study Tours to Xian, Nanjing and
Zhengzhou were co-organized with the
Chinese History, Geography and Liberal
Studies Departments in May and July.
 Most of the history teachers had a better
understanding of the generic skills and
examination skills required by both
junior and senior forms during the
department meeting.
 Experience sharing was conducted with
history teachers from Pooi To Middle
School and Ma Ko Pan Memorial
College after the lesson observation of
the Chairperson. Positive feedback
was received.
 Most of the history teachers often refer
to the materials uploaded to KSPs for
reference and classroom teaching.
Home Economics Department
1.
Objectives
diversity
To adopt
differentiated
assignments
Effective use of
assessment
self-reflection and
self-monitoring
skills
to make adjustment
to their teaching
strategies
Target
Group
F.1& 2
students
Time
Scale
Whole
year
To include challenging
(bonus mark) questions in
daily assessment
F.1& 2
students
Whole
year
To form groups of 4 for
practical needlecraft and
cookery lessons
F.1& 2
students
Whole
year
metacognitive skills in
lessons
 To arrange activities
involving peer-assessment
and self-assessment
F.1& 2
students
Whole
year
To analyze some issues of
healthy eating especially in
organic food and low-carbon
diet (echoing green
education)
F.2
students
Whole
year
Strategies
To add additional reference
and give extra work to
academicallystronger
classes
Success Criteria
be exposed to further
study in related
topics.
156
Evaluation
Methods
 Teachers’
observation
 Students’
feedback
perform well in
challenging (bonus
mark) questions.
Students get
improvement in the
daily work and
practical work.
 Students can do
self-monitoring on
their learning
progress.
 Teacher can make
adjustments to her
teaching strategies.
Students’
assignments
 Students can have
a deeper
understanding on
relevant topics or
issues.
 Students
 Daily
assignments
 Group
Experiment &
Discussion
 Practical
 Teachers’
observation
 Students’
performance
 Teachers’
Observation
 Students’
Presentation
Evaluation
Students were well-cared by
their parents and their
domestic helpers. They had
no common sense of daily
household work, e.g. how to
clean a dirty net cloth and tea
towel. But they showed great
improvement both in attitude
and habit by the end of the
term.
Students were enthusiastic in
learning about the subject
outside classroom time via the
Internet.
Students showed great interest
in embroidery work on their
aprons and “DIY” gift to
parents.
 Students learnt to work out
the shopping list, use money
wisely and do budgeting on
their meal-planning.
 They did well on the
shopping of the proper
ingredients and proper
storage on food.
 Students’ peer and selfassessment were
successfully implemented in
all classes.
 Even the weaker students
gained confidence and
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
understand the
difference in
appearance, smell,
flavour and texture
of organic and
inorganic food.
Use of effective
study skills
Cultivating students’
memory skills
2.
To do presentation on
practical cookery lessons
F.1& 2
students
Whole
year
To incorporate language
elements into learning
F.1& 2
students
Whole
year
Target
Group
F.1& 2
students
Time
Scale
Whole
year
use proper cookery
terms, writing and
presentation styles to
show their critical
reviews on Home
Economics.
English reference
materials from the
internet are provided
for students to read.
Evaluation
Methods
 Examination
 Students’
assignments
 Practical exam on
meal planning for
F.2 students
Students’
assignments
Evaluation
improved their skills.
 However, it is better to use a
form to facilitate the
assessments for weaker
students so that they can fill
in the questions easily and
effectively.
Students actively engaged in
their practical work. They
did a good job with their
weekly assessments.
Students learnt the specialized
terms and used them in writing
their meal-plans and
assessment records.
Objectives
Strategies
and to share good
practices
To review good examples of
students’ work by camera
/video recording
Success Criteria
Students can have a
clearer picture on the
lesson topics and
show interest on the
practical work.
157
Evaluation
Methods
 Teachers’
observation
 Students’
reflection
Evaluation
 Students, even the less able
ones, showed great interests
in practical cookery lessons.
 Most of the F.2 students
were really excited with their
practical exams. They even
did several rehearsals before
their exams.
 Students were eager to arrive
early in the morning/during
lunch break to do
self-preparation and table
setting.
Objectives
learn from their
peers, teachers and
alumni
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
To create a Facebook
discussion group as an
interactive learning platform
F.1& 2
students
Whole
year
 Students can
perform
discussions outside
classroom.
 Various video clips
and newspaper
articles can be
uploaded to
broaden students’
horizons.
 Teacher’s
observation
 Students’
feedback
To make use of the eClass to
share learning resources with
F.1& 2
students
Whole
year
Students can have an
easy access to
 Teacher’s
observation
158
Evaluation
 They showed interests in the
topics of Personal Grooming
and Healthy Eating.
 Students in both forms
enjoyed the discussion on
Life Education and we will
cover more on this topic in
the coming school year.
 The Facebook page was
launched and conducted as a
private group.
 It was successfully
implemented as a platform to
share teaching and learning
resources, including videos
on cooking demonstrations,
related recipes and exercises
from the teacher.
 Students also posted videos
and photos related to the
subject.
 However, students did not
raise or answer questions in
the group frequently. More
encouragement might be
needed, for example, making
it as a part of the daily mark.
 Besides, some students did
not have a Facebook
account. Dissemination of
information had to be done
through the help of
classmates or during classes
as well.
 It was not frequently used as
a channel to share
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
students
(b)
learning materials
from the eClass to
facilitate their
or self-assessment.
Evaluation
Methods
 Students’
feedback
Evaluation
information among students.
 The platform acts as a
channel for one-way
communication only. It is
hoped to get improvement in
the new term.
Objectives
Strategies
culture
To conduct peer observation
on effective teaching
practices (metacognitive
skills, assessment for
learning and self-directed
learning)
communication and
collaboration among
and departments
To collaborate with French
Club in organising a
workshop on soap making
Target
Group
F.1& 2
students
Time
Scale
Whole
year
Members
in two
clubs
Second
term
Success Criteria
metacognitive
skills and
assessment for
self-directed
learning strategies
to improve their
learning.
 Students can make
the home-made
soap.
 Students find the
activity interesting
and meaningful.
159
Evaluation
Methods
 Department
Chairperson
evaluation report
 Teachers’
observation
 Students’
performance in
the workshop
Evaluation
 As this subject was taught by
a single teacher, peer
observation was conducted
in collaboration with
teachers from Chinese
History and Chinese
Language panels.
 Various metacognitive skills
were applied.
 Pre-lesson preparation was
adopted in lessons.
 Materials and work got from
pre-lesson preparation were
well used in lessons as well.
lessons observed.
 Students gave positive
feedback on the workshop,
with both groups of students
thoroughly enjoying the
activities and were able to
produce their own work.
 The event was educational
and successfully inspired the
students.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Managing and
teaching resources
To share knowledge and
pedagogy among colleagues
for enhancing teaching
All
teachers
Whole
year
Issues on healthy
eating and recipes
are kept in the
Knowledge Sharing
Platforms.
Resources in the
Knowledge Sharing
Platforms
experience sharing
on teaching and
curriculum planning
To arrange a lesson
observation and a
post-observation discussion
F.1& 2
students
Second
term
and apply the good
practices on their
own lessons.
 Teachers get
insights from
Teaching Interflow.
Teachers’ feedback
and reflection
160
Evaluation
 Finished products were
given to school teachers and
schoolmates as gifts.
 Future collaboration with
French Club or other CCA
clubs are encouraged and
recommended.
 Two knowledge sharing
platforms were developed.
 Resources on recipes were
shared. Handouts on “F.2
Healthy Eating” were shared
through the platform to
enhance teaching.
 Works of students were also
uploaded in photo albums
and shared for future
reference.
As this subject was taught by a
single teacher, teaching
interflow could only be done
in collaboration with the
Chinese History and Chinese
Language panels.
Information & Communication Technology Department
1.
Target
Objectives
Strategies
Group
Catering for
Optimize the learning
All panel
learners’
package for students
members
diversity
(handouts, question
To adopt
bank, exercise, lesson
differentiated
activity)
instruction and
tiered
assignments
Effective use of
assessment
To use
assessment to
 support and
extend
students’
learning
 develop
students’
self-reflection
Time
Scale
Whole
year
Use eLearning to cater
for different learning
styles
F.6
Whole
year
Enrichment and
remedial program
All forms
Whole
year
Use assessment to
self-reflection and
self-monitoring skills
 facilitate teachers to
make adjustment to
their teaching
strategies (e.g.
S-Mark, MC Item
F.6
Whole
year
Success Criteria
 Further enhancement of
handouts.
 Handout for each chapter
should include scaffolding
questions to cater for
learners’ diversity.
 Lesson objectives should
include students’ daily life
experience.
By the end of the 2014/15
school year, teachers
involved agree that
eLearning can cater for
various learning styles of
students.
To continue the MOS
training for 20 F.1 students.
school year, 70% of students
agree that the learning
effectiveness is enhanced by
making use of the assessment
data.
161
Evaluation
Methods
Panel
Chairperson
evaluation
report
Teachers’
reflection in
sharing session
 70 % of
students got a
pass in the
exam
 Students’
feedback
Survey by
questionnaire
Evaluation
 The handout template has been
compiled and used by all teachers.
 Teachers found that the template was
useful and could ease the preparation
of teaching handouts.
 Teachers suggested using textbook
exercises and past public exam
questions instead of the question
banks provided by the publisher.
 The past exam paper system will be
setup in the Moodle system next year.
 To cater for learning diversity, it was
suggested to further classify the
questions according to the level of
difficulties.
 8 students took the MOS exam and
100% of them got a pass.
 5 students were nominated to join the
2015 Microsoft Office Specialist
World Champions in the United States
in July, 3 of them were ranked top 10
finalists.
 S-Mark system was implemented
successfully to facilitate error analysis
during the lessons. It was convenient
and accurate to process the marks.
 A learning package for the NSS ICT
curriculum has been compiled and
uploaded in the subject server.
 Teachers suggested keeping revising
and fine-tuning the NSS learning
package.
Objectives
and selfmonitoring
skills
 facilitate
teachers to
make
adjustment to
their teaching
strategies
Use of effective
study skills
Cultivating
students’
note-taking
skills and
memory skills
2.
Target
Group
Time
Scale
Drill the exam skills
F.4 – F.6
Whole
year
 MC drilling should be
started at F.4.
 Structured type question
should be started at the
second term of F.4.
 Past paper drilling is to be
started in the second term
of F.5.
 Panel
Chairperson
evaluation
report
 Teachers’
feedback
Students are encouraged
to prepare a notebook to
write down key points
regularly
F.6
Whole
year
 Students can prepare their
own revision notes
 70% of students agree that
the notebook is useful for
their revision
 Students’
work
 Survey by
questionnaire
Target
Group
F.4 – F.6
Time
Scale
1st
Term
Strategies
Success Criteria
Evaluation
Methods
Evaluation
Analysis)
 All compulsory parts of CIT, CS and
ICT past public exam papers were
digitized.
 All elective parts of CIT and ICT past
public exam papers were digitized.
 The digitized questions were classified
according to the ICT curriculum.
 The question bank of past public exam
was prepared according to the
textbook chapters.
 Students were required to finish and
submit the past paper answers
according to the teaching schedule.
 All F.6 students were encouraged to
bring a notebook every lesson and
write down key points initiatively.
 Students agreed note-taking skills
could help their revision.
Objectives
Strategies
Enabling
students to learn
from their peers
and to share
Invite an elite student to
share their learning
strategies
Success Criteria
70% of students agree that
the learning effectiveness is
enhanced.
162
Evaluation
Methods
Survey by
questionnaire
Evaluation
 Two elite students of each form were
invited to share their learning
strategies during the lessons in
September 2014.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
good practices
Providing a
platform for
high achievers
to learn from
their peers,
teachers and
alumni
F.6
Sept
2014
Target
Group
All panel
members
Time
Scale
Whole
year
Establish a sharing and
peer support atmosphere
All panel
members
Whole
year
Managing and
sharing learning
and teaching
resources
Knowledge sharing
platform
All panel
members
Whole
year
Providing
chances of
experience
Conduct peer
observations
All panel
members
Whole
year
(b)
Invite 2 alumni with
outstanding
performance in HKDSE
2013 to share their
learning strategies
the learning effectiveness is
enhanced.
Survey by
questionnaire
Evaluation
 Most of students agreed that the
learning effectiveness was enhanced.
 Two ICT elite alumni, Stacey CHOI
and Sam HO shared their learning
strategies during the lesson in
September 2014.
 Most of students agreed that the
learning effectiveness was enhanced.
Objectives
Inculcating a
sharing culture
Strategies
Meet regularly to share
and discuss the teaching
and learning for NSS
Success Criteria
 All panel members should
meet once a cycle.
 Each meeting should report
the teaching progress,
share and discuss the
lesson plan and idea.
 Encourage sharing of
ideas, teaching tips, etc.
among panel members.
 The sharing would be
recorded briefly and stored
in the subject server.
Seminar materials, SBA
reference, lesson activities
are to be shared during the
preparation and stored in the
subject server.
 Application of
metacognitive and
assessment for learning is
163
Evaluation
Methods
Teachers’
feedback
 Panel
Chairperson
evaluation
report
 Teachers’
feedback
Teacher
feedback
 Panel
Chairperson
evaluation
Evaluation
Panel members met almost every Day 6
throughout the whole year to share the
teaching methodologies, new ideas after
joining seminars and report the progress
of teaching.
 Panel members actively participated in
continuous training provided by
various organizations and
post-seminar sharing were conducted
with panel members.
 Panel members are encouraged to join
the trainings related to the ICT
elective Module C.
 A share folder was built in the subject
server where the teaching and learning
materials were stored.
 Panel members found it convenient in
getting the resources.
 Peer observations within and across
subject departments were organized.
 The requirements for observation have
Objectives
sharing on
teaching
Strategies
Target
Group
Time
Scale
Success Criteria
being observed.
required to conduct TWO
cross-subjects peer
observation per year.
required to open at least
ONE lesson for panel
members. (i.e. each
member should observe
and being observed at least
once a year)
164
Evaluation
Methods
report
 Teacher
feedback
Evaluation
been fulfilled by all panel members.
 Different assessment for learning
strategies (peer assessment, web-based
assessment, projects) were
demonstrated in the lessons observed.
Integrated Science Department
1.
Objectives
Catering for
Enriching the
English learning
environment.
Strategies
Target
Group
F.1 – 2
students
 Students will keep a
learning journal.
 It is a collection of
self-study material and
includes information,
observations, thoughts and
scientific investigations
conducted at home.
 Tasks of different levels of
difficulty would be
assigned to students on
catering for learners’
diversity.
Incorporate Mentoring
F.1 – 2
Scheme in which selected
students
F.2 students will be trained
to be the mentors for some
F.1 students.
Students will be introduced
to a list of common question
words used in the senior
forms.
F.1-F.2
students
Time
Scale
Whole
year
Success Criteria
Evaluation Methods
Evaluation
 Students develop a correct
way for the study in
Science.
develop their logical
thinking and practical
skills for investigation.
 Teachers’ feedback
 Most students were able to
complete their tasks
independently.
 Some students were willing
to search information from
internet under their curiosity.
 It enhanced students’
Whole
year
 Form One students have
confidence to manage
practical skills.
 Form One students are able
to conduct their scientific
study smoothly and
become more interested in
science.
 Teachers’
observation
 Students’ works
 Feedback from
students
F.1:
2nd
term
F.2:
1st
term
 Students get familiar with
the ‘question words’ used
in the senior form.
 They are able to
understand the requirement
of the questions.
 Students’
performance
 Teachers’ evaluation
 The mentors were highly
motivated in helping Form
One students to learn
science. It developed a
good culture of
peer-learning.
 Most of the Form One
students were able to
conduct a simple
investigative task.
 Form One and Form Two
students agreed that they
were benefited from the
scheme.
Most students understood the
requirement of the questions.
165
Objectives
F.2
students
Time
Scale
F.1:
2nd
term
F.2: 1st
term
Whole
year
Target
Group
F.1 – 2
students
Time
Scale
Whole
year
To conduct collaborative
lesson preparation and share
on good practices in
teaching.
Target
Group
All
teachers
in the
panel
Time
Scale
Whole
year
 To build up networking
with different schools.
 To arrange Teaching
All
teachers
in the
March
2015
Strategies
Effective use of
assessment
Using self- and peerassessment to enhance their
quality of learning
Use of effective
study skills
 Students will be taught the
use of graphic organizers
(e.g. concept map,
flowchart, Vann diagram,
timeline, etc.) as tools for
self-learning
 Students have a
self-learning topic and
share their understanding
in a presentation.
2.
Target
Group
F.1 – 2
students
Success Criteria
Evaluation Methods
Evaluation
The quality of their
presentation is enhanced.
 Teachers’
observation
 Students assessment
forms
Students can apply the
graphic organizers in their
presentations of the topics.
 Teachers’
observation
 They showed improvement
in their presentation.
 Peer assessment encouraged
students to prepare better
before the presentation.
 More practices of using
graphic organizers could be
arranged.
 Teachers may use more
examples to illustrate during
the lesson.
Objectives
Learn from peers
(b)
Strategies
Good practices would be
posted on board and
website. It allows students
to learn from each other.
Success Criteria
Students are willing to learn
and search interested topics
by themselves.
Evaluation Methods
 Teachers’
observation
Evaluation
The culture of sharing good
practices among the peer was
shown after teachers’ feedback
in the class.
Objectives
Providing
chances of
experience
sharing on
teaching and
curriculum
planning among
different
Strategies
Success Criteria
Good practices can be
identified and shared
amongst the panel members
so as to improve teaching
practice.
Teachers explore and
develop new teaching
methodologies.
166
Evaluation Methods
Evaluation
Students’ performance
in the lessons
Sharing of good practices were
commonly shown among
panel members.
Teachers Feedback
 The impact from our
Learning Circle was great.
 Colleagues were willing to
Objectives
committees and
departments
Strategies
Interflow.
To build up curriculum
mapping with senior science
subjects.
To cultivate the
sharing culture by
Knowledge
Sharing Platform
(KSPs)
Teachers are encouraged to
share their teaching
methodologies and
experiences among panel
members for enhancing
effective teaching.
Target
Group
panel
Time
Scale
All
teachers
in the
panel
All
teachers
in the
panel
Whole
year
Whole
year
Success Criteria
The junior school-based
curriculum is developed to
interface with senior sciences
subjects.
All science teachers share
their teaching materials and
good practice at least once in
the year and upload to our
platform.
167
Evaluation Methods
 Students’
performance
 Teachers’ evaluation
 Quantity and quality
of materials shared
 Teachers’ feedback
Evaluation
try new and creative
methodologies in their
lessons.
As time is limited, we could
not complete all the mapping
parts that our senior subjects
listed.
 The sharing platform was
built in our server.
 It minimized our workload
by using the materials in our
platform.
 Good practices were shared
that could enrich our
experiences in teaching.
Liberal Studies Department
1.
Target
Objectives
Strategies
Group
Catering for
To conduct
F.1-F.3
learners’
mini-research
diversity
To adopt
differentiated
instruction and
tiered
assignments
Time
Scale
Mar
2015
Various learning styles and
intelligences of students
should be exhibited in the
mini-research.
Evaluation
Methods
Teachers’
observation &
students’ work
Over 60% of students agree
that e-learning enhance
their understanding of LS
issues.
Teachers’
observation &
students’
feedback
Nov
2014
Over 80% of the students
agree that the writing
workshop enhance their
writing skills.
Teachers’
observation &
students’
feedback
Dec
2014
Over 70% of the students
agree that the tutorials are
useful for them.
Teachers’
observation &
students’
To adopt e-learning
 S-Mark (F.3)
 eClass and other
social networking
platform (F.4-F.6)
F.3-F.6
Whole
year
To organize writing
workshop for
high-achievers
Top 60 of
F.4
students
F.6
To organize tutorials for
high-achievers and less
able students
Success Criteria
168
Evaluation
 F.1: Students were able to hand in a
project proposal which consisted of the
following parts: (i) topic Web (ii) topic to
be investigated (iii) explain why they are
interested in (iv) evaluate their topics by
using the assessment criteria.
 F.2: Most of the students were able to
make use of the acquired skills in setting
questionnaire.
 F.3: Only the elite class could conduct
research and report on current news
effectively.
Students’ essay samples, city forum scripts,
news presentation PowerPoint and IES
materials were all uploaded to eClass
platform for students’ reference. Teacher
also used other e-platform such as
Facebook and google drive to facilitate
pre-lesson preparation and post-lesson
discussion. Positive feedback was
received.
 The large majority (100%) of students
found that the program was useful and
satisfied with it.
 The large majority (93%) of students
found that the trainer was professional,
friendly and satisfied with his teaching.
 Selected students prepared a PowerPoint
and shared their learning outcome with
their classmates during the lessons.
Enrichment classes were organized for all
F.6 students. Students learnt more about
the writing skills as required by the public
Objectives
Effective use of
assessment
To use
assessment to
 support and
extend
students’
learning
 develop
students’
self-reflection
and selfmonitoring
skills
 facilitate
teachers to
make
adjustment to
their teaching
strategies
Use of effective
study skills
Cultivating
students’
note-taking
skills and
memory skills
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
feedback
 To conduct
peer-assessment and
error analysis
 To adopt S-Mark
system in marking
(F.3)
F.1-F.6
Whole
year
 All students should be
able to conduct peer
assessment in news
sharing and provide
quality feedback to the
presenting groups with
the assessment rubrics.
 F.3 LS teachers should be
able to use S-Mark to
mark the assignments or
quizzes and carry out
error analysis by using
the S-Mark system.
Teachers’
observation &
students’ work
To adopt learning
journal
F.1-F.6
Whole
year
Students should be able to
jot down the point of views
of different stakeholders
after watching videos or
reading editorials in the
learning Journal. More
capable students are
expected to express their
opinion towards a
controversial issue.
Teachers’
observation &
students’ work
169
Evaluation
examination. About 75.1% of students
attained level 4 or above and 29.4%
attained level 5 or above in HKDSE.
 Peer assessment was smoothly conducted
during news presentation and students
were familiar with the practice.
 S-Mark was used in the second term.
Teachers were able to assess students’
work through the system.
 Junior form students were able to use 50
words to summarize each presentation
and search for reference/news
articles/video related to two selected
topics. Besides, they were able to
distinguish opinions from facts.
 All senior form students attempted to
select a video or editorial of current
issues once a month and expressed their
opinion in the learning journal or jot
down the key points during the news
presentation.
2.
Objectives
Strategies
Enabling
students to learn
from their peers
and to share
good practices
To invite high-achievers
in HKDSE Liberal
Studies to conduct
sharing on examination
tips
Providing a
platform for
high achievers
to learn from
their peers,
teachers and
alumni
To use eClass or social
networking platform to
share materials and
encourage discussion on
LS issues
(b)
Target
Group
F.6
Time
Scale
Oct
F.4-F.6
Whole
year
Target
Group
All
teachers
Time
Scale
Whole
year
All
teachers
Whole
year
All students have a better
understanding of the public
examination and tips for
success.
Evaluation
Methods
Teachers’
observation &
students’
feedback
Over 50% of students
upload or download
materials and share views
on LS issues via eClass
platform or Facebook
group.
Teachers’
observation &
data from
social
networking
platform
Success Criteria
Evaluation
Three high-achievers (5**) including
Anson Chan Huen Yan, Jacky Poon Chik
Ki, and Chan Kei Lam were invited to share
their study skills with their fellows. F.6
students showed positive responses to the
sharing.
Students’ essay samples, city forum script,
news presentation PowerPoints and IES
materials were all uploaded to eClass
platform. Teacher also used other
e-platforms such as Facebook and google
drive to facilitate students to conduct
pre-lesson preparation and in-class
discussion. Positive feedback was
received.
Objectives
Inculcating a
sharing culture
Managing and
sharing learning
and teaching
resources
Strategies
 To conduct
preparation
 To share on good
practices in teaching
by conducting peer
observation
 To share marking
experience and good
panel meetings
To share marking
experience
and teaching resources
via Knowledge Sharing
Success Criteria
 All teachers agree that a
sharing culture is
inculcated.
 All teachers agree that the
sharing conducted is
useful for enhancing their
teaching.
At three KSPs are
developed at the end of the
school year.
170
Evaluation
Methods
Panel
Chairperson
evaluation
report
KSP and
minutes
Teachers’
feedback,
students’ work
&
Evaluation
 LS teachers of each form met once/twice
a month to discuss the teaching pace and
shared good practices in teaching.
 Written/oral reports from the coordinators
had effectively facilitated the follow-up
after the form meetings.
 Marking experience was shared in the
first department meeting
More than three KSP folders were built.
Materials from CUHK QSIP, DSE marking
materials, teaching materials and students’
works were uploaded to KSP.
Objectives
Enhancing
teachers’
communication
and
collaboration
among different
committees and
departments
Providing
chances of
experience
sharing on
teaching
Strategies
Platform (KSP)
 To liaise with Chinese
and English
Departments in
organizing debate on
social issues (F.3-F.5)
 To liaise with English
Department in
conducting drama
(F.2) and English
Journal on LS issues
(F.4)
 To co-organize
workshop with the
School Library on
information literacy
(F.3 & F.5)
 To collaborate with
History, Chinese
History and
Geography
Departments in
organizing study tour/
field trip (F.4 &F.5)
 To collaborate with
LS Society to conduct
theme talks/activities
on social issues
 To conduct curriculum
mapping of junior and
senior curriculum
 To arrange teaching
interflow and share
experience with
networking schools
 To share knowledge
Target
Group
Time
Scale
All
teachers
Whole
year
Completion of tasks with
positive feedback from all
parties involved
All
teachers
Whole
year
will have a better
understanding of the
interface between junior
and senior curriculum.
agree that the sharing
with networking school
Success Criteria
171
Evaluation
Methods
Annual Report
Panel
Chairperson
evaluation
report
Teachers’
feedback &
Annual Report
Evaluation
 Students in general were able to
demonstrate multi-perspective thinking in
the debate competitions. It was agreed
to continue the collaboration with the
Chinese and English Departments in the
coming year.
 The collaboration with English
Department in organizing drama and
writing English Journal were smoothly
conducted in F.2 and F.4.
 F.5 Library Workshop was organized
from 2nd March to 5th March. The
librarian Mr. Chiu had introduced
different online resources to help students
collect second-hand information for
conducting their IES.
 Study Tours to, Xian, Nanjing and
Zhengzhou were co-organized with the
Chinese History, Geography and Liberal
Studies Departments in November, May
and July.
 Various theme talks were organized
during the hall assembly such as “The
Occupy Central Movement” in September
by Mr. Cheung Tat Ming, “China legal
system” by Mr. Cheng No Chi in
November and “China’s diplomacy” by
Mr. Lee Siu Kwong in May.
 Most of the LS teachers had a better
understanding of the generic skills and
subject content required by junior and
senior forms during the department
meeting.
 Experience sharing was conducted with
LS teachers from Queen’s College after
the lesson observation of Mr. Tsoi Ka
Objectives
Strategies
and pedagogy among
department members
via KSP
Target
Group
Time
Scale
Success Criteria
and materials shared via
KSP are useful for their
teaching.
172
Evaluation
Methods
Evaluation
Wing. Positive feedback was received.
 A new structure and lesson flow of city
forum were developed by CUHK QSIP.
Lesson observation and evaluation were
conducted. Positive feedback was
received and the collaboration will be
continued in the coming year.
 Most of the LS teachers often refer to the
materials uploaded to KSPs for reference
and classroom teaching.
Mathematics Department
Objectives
Strategies
Enhancing
whole-person
development of
students through
use of
metacognitive
skills
Application of
meta-cognitive skills
 Frequently use of
the skills
(especially
questioning,
self-questioning,
error analysis and
KWL) during
lessons as used to.
 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 to
F.4.
Self-marking of
exercises/ quizzes/
tests following
guidelines in a peer
assessment form
Enhancing
whole-person
development of
students through
use of
self-assessment
strategies
Target
Group
All
students
All
students
Time Scale
Success Criteria
Whole year
 Teachers used
meta-cognitive skills
smoothly in daily
teaching.
 Students become more
aware of and familiar to
using meta-cognitive
skills in their studies and
doing questions.
 Questions of diversified
types are designed.
Whole year
 Students become more
aware of their mistakes
and able to identify and
explain the mistakes.
determine the key steps in
answering questions.
 Mark improvement in
Quiz / Test
173
Evaluation
Methods
 Teacher
observation and
assessment
 Performance in
questions
involving implicit
use of the skills
 Observations in
lessons/
assessments
 Improvement in
quizzes of the
same type
Evaluation
 It could be observed that teachers
used meta-cognitive skills as
routine in daily teaching.
 Students became more aware of
and familiar with using some
meta-cognitive skills in their
studies and in doing questions.
Continual reminders were still
necessary.
 Questions of diversified types were
designed as observed in
examination papers. Performance
of students was satisfactory.
 Time was tight. Nonetheless,
teachers had tried various ways
such as asserting elements of
self-assessment in homework
assignments and quizzes on a
regular basis to squeeze time to
train up students’ ability and
attitude.
 Students had a better
understanding on criteria of
assessment and the quality of their
own work.
Objectives
Enhancing
whole-person
development of
students through
further
enhancing
students’
English
capability
Enhancing
whole-person
development of
students through
stretching
potential of
those
mathematically
talented
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Focus on usual use of
English, as indicated
in teaching plan, in
mathematics context
All
students
Whole year
 Teachers can emphasize
the language features
mentioned in the teaching
plans.
 Students are able to use
the specific language
content in doing
mathematics problems.
 Teaching plans
are implemented
as scheduled.
home works,
quizzes, tests and
exams.
 Enrichment
Program on
Olympic-type
Mathematics
 Mathematics
Competitions
- Australian
Mathematics
Competition
- Hong Kong
Mathematics
Olympiad
- Hua Xia Cup
- Hong Kong
Mathematical
High Achievers
Selection Contest
- Pui Ching
Invitational
Mathematics
Competition
- Canadian
Mathematics
Competition
F.1 - 5
students
Oct - Apr
Participation and
Achievement of
participants
 Teachers’
observation and
assessment
during lessons in
the Enrichment
Program
 Participants’
performance in
various
competitions
174
Evaluation
 Students became more able to
understand and accept comments
by teachers and more efficient to
finish their works.
 Students became more aware of
proper usage of the terminology
and sentence structures.
 More questions were set on
explanations based on the ground
of calculation results.
 Training classes on individual
levels (F.1-4) were organized and
external tutors were hired.
Students were trained in a more
systematic and in-depth way.
Participation rate was satisfactory
in F.1 and F.2. Participants were
enthusiastic and interactive. For
F.3 and F.4, time clash with other
activities had been a problem as in
the previous years.
 Participants’ performances in
competitions were satisfactory. It
was encouraging that they became
more capable and eager in pursuit
of higher standards. Prize
winners were put forward as role
models to their peers on occasions
when merits and honours were
presented during morning
assemblies.
 Whole-year training for F.1 and F.2
for a solid foundation while
half-year for F.3 and F.4
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Enhancing
whole-person
development of
students through
widening
students’
horizon and
enriching their
experience and
exposure
Online program
“A Math Question
Every Day”
F.1
students
Whole year
Participation and
Achievement of
participants
Attempt rates and
scores
Enhancing
whole-person
development of
students through
polishing
learning and
teaching
effectiveness
Re-structure of
senior secondary
curriculum
F.4 - 6
students
Whole year
Achievement of students
Teaching scheme
and implementation
Extension on
curriculum covering
trigonometry (i.e.
including finding
angles between lines
and planes)
F.3
students
Whole year
Achievement of students
Teaching scheme
and implementation
Performance Booster
(joint effort with the
F.1 - 3
students
Apr - May
Participation and
Achievement of
Attendance and
performance of
Enhancing
whole-person
175
Evaluation
pinpointing training for external
competition was implemented.
The outcome was satisfactory.
Questions in the programme were
not simple but 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. Nonetheless the attempt
rate was a bit lower than previous
year. There had to be closer
monitoring and frequent
encouragement in the next year.
 Students had a better
understanding and preparation for
the extended modules.
 There would be more time for
revision in F.6.
 Result of HKDSE revealed that the
re-structure was efficacious.
Over 82%, and 90% of the
students had got Level 4 or above
in the compulsory part and
extended module 2 respectively in
this year.
 Students had a more complete and
comprehensive picture on
3-dimensional problems.
 There would be a better
preparation for F.5 trigonometry.
 Participants showed enthusiasm
and were willing to improve.
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
participants
Evaluation
Methods
participants.
development of
students through
catering for
learner diversity
Academic Affairs
Committee)
Enhancing
whole-person
development of
students through
implementing
relevant learning
activities for
students to
recognize their
role as a global
citizen
To analyze living
habits in light of
“Green Life” in a
project work by
applying
mathematical
knowledge learned
F.2
students
Nov - Apr
choose an appropriate
type of graphs and plot
the graph correctly to
present the data collected
in three months.
analyse and interpret the
graph they plot
 Some kinds of reflection
and further action on
“Green Life” can be
made.
The Assessment
Form for the
Project
Building
learning
communities
through building
question banks
for more able
students
Building
learning
communities
through
inculcating a
sharing culture
among students
Building enrichment
question banks for
more able students
F.1 - 3
students
Whole year
Completion of 5 questions
for each topic for some
more able students
Students
performance
Peer marking of
exercises/ quizzes/
tests following
guidelines in
assessment form
All
students
Whole year
they learn from peer
marking.
Questionnaire
176
Evaluation
 Attendance rate was satisfactory.
 Improvement in result in exam of
some participants was shown.
 It would be better to select students
to participate according to
examination result rather than
classroom performance.
Most students chose appropriate
ways to collect data. Some of them
used interesting data in their
everyday lives. It was noticed that
students preferred using graphs
learned in F.1 to those in F.2. More
guidance on choosing graphs had to
be provided. Nevertheless some
students could make quite sensible
interpretation and reflection. Their
awareness on “Green Life” on
various aspects such as electricity
consumption and use of plastic
bottles had been aroused through the
project.
Some students were enthusiastic.
Nonetheless, overall effect was not
apparent due to tight schedule of
students.
In some classes, students showed
strong interest. They learned more
about how to learn from marking
schemes. However, responses
differed from class to class.
Teachers had to adjust the depth and
pace in conducting this activity
Target
Group
Strategies
Building
learning
communities
through
polishing
teaching
variations,
varieties and
effectiveness as
well as
inculcating a
sharing culture
among teachers
Building
learning
communities
through
managing and
sharing learning
and teaching
resources
 Each panel
members was
responsible for
presenting one
lesson and visiting
at least a lesson
conducted by
another panel
member
 Sharing effective
panel meetings
All
subject
teachers
Whole year
 Sharing and learning of
good teaching practices
as well as ideas among
teachers
 50% of teachers agree
that a sharing culture is
inculcated.
Teacher
observation and
evaluation
 Knowledge sharing
platform for the
subject would be
built
 Seminar resources,
students’ works
and past exam
papers are to be
shared through
KSP
Teaching interflow
All
subject
teachers
Whole year
At least 2 KSPs are
developed for junior and
senior levels respectively at
the end of the school year.
Resources in the
KSPs
KSPs were successfully built. This
would be continued in the next year.
All
subject
teachers
Whole year
70% of teachers agree that
they get insights from the
partnering school.
after teaching
interflow
All teachers agreed that they had got
a better holistic picture of the current
situation in Hong Kong.
Building
learning
communities
through
providing
experience on
sharing of
teaching and
curriculum
planning
Time Scale
Success Criteria
Evaluation
Methods
Objectives
177
Evaluation
accordingly.
It was agreed that teachers had
improved by peer observation and
lesson collaboration in pre-meetings
of peer observations. Good
practices were accumulated.
Music Department
Objectives
diversity
Target
Group
F.1–4
students
Time
Scale
Whole
year
To conduct student-centred
learning and encourage students
to construct knowledge in music
F.1–4
students
Whole
year
80% of the students
agree that they are able
to develop self-learning
techniques.
To engage students in class
discussions and enhance students’
positive attitudes and critical
thinking skills
F.1–4
students
Whole
year
80% of the students
engage in the class
discussions with critical
responses.
To nominate musically talented
students to join musical groups
and participating in external
competitions, masterclasses and
performances, hence extending
their aesthetics experiences to an
interschool and/or international
level
F.1–6
students
Whole
year
 80% attendance rates
of the nominated
students in different
activities.
 80% of the nominated
students agree that
their aesthetic
exposure has been
widened.
Strategies
interpretation and appreciation
skills in music and multimediarelated topics through integrated
activities of creating, performing
and listening
178
Success Criteria
 80% of the students
agree that their
creativity have been
developed and their
understandings in
music have been
enhanced.
 Teacher can adjust the
teaching pace and
strategy to cater the
needs of students.
Evaluation
Methods
 Students’
reflection
 Teacher’s
feedback and
comments
 Results of
examinations
 Students’
reflection
 Teacher’s
feedback and
comments
 Students’
reflection
 Teacher’s
feedback and
comments
 Students’
reflection
 Musicians’
and
adjudicators’
feedback and
comments
 Teachers’
feedback and
Evaluation
 Performing and listening
techniques of the
students have improved
as seen from the
assignments and the
results of the
examinations.
 The creative part can be
enhanced through
assigning task of
different difficulties to
students.
Students are able to look
for music materials and
construct knowledge with
the guidance of the music
teacher.
 Class discussions were
conducted every lesson
and students are able to
present arguments and
critical thinking skills.
 Small group discussions
can be enhanced through
students’ pre-lesson
preparations.
Talented students were
nominated to join musical
groups and other pull-out
talent programmes and
quality aesthetic
experiences were provided
to the students.
Objectives
Effective use of
assessment
Use of effective study
skills
Strategies
Target
Group
Time
Scale
To enhance Senior Secondary
students academic capability and
practical skills in music through
“SS Music Training Programme”
F.4–6
HKDSE
music
students
Whole
year
80% of the students
show good learning
progress and/or
improvement in quizzes,
tests and exams.
To actively exchange ideas
between teachers and students,
and develop students’
self-reflecting skills
F.1–4
students
Whole
year
80% of the students
show good
self-reflecting skills
through their responses
in class discussions.
 Teachers’
Feedback and
comments
 Students’
reflection and
feedback
To adopt diversifies modes of
assessment flexibly to cater for
student diversity
F.1–4
students
Whole
year
80% of the students
show that having
choices and flexibility in
assessment allow the
best learning outcome.
To encourage peer-assessment
amongst students during
presentations and performances,
developing students’ abilities in
reflection and critical thinking
F.1–4
students
Whole
year
80% of the students
agree that their
reflection and critical
thinking skills have
been developed.
To enhance students’ organization
of ideas through class discussion
and class work
F.1–4
students
Whole
year
80% of students being
able to show good
organization of ideas
through class discussion
 Teachers’
Feedback and
comments
 Students’
reflection and
feedback
 Teachers’
Feedback and
comments
 Students’
reflection and
feedback
 Teachers’
Feedback and
comments
 Students’
179
Success Criteria
Evaluation
Methods
comments
 Teachers’
Feedback and
comments
 Students’
reflection and
feedback
Evaluation
 The selected students
constructed professional
knowledge through the
SS Music Training
Programme organised on
Saturdays by two music
instructors.
 Regular individual
meetings with the
students can be arranged
to monitor the learning
progress of the students.
 Students provided
valuable feedbacks
through the class
discussions during the
lesson.
reflect on themselves
after group work and
assignments.
Different assessment
modes were applied to
students – e.g. word limits,
length of music
performances, etc.
Feedbacks and discussions
were held after the
completion of the tasks.
Students can provide good
feedbacks for their peers.
 Students could give
concrete descriptions of
the topics taught.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
and presentations.
Evaluation
Methods
reflection and
feedback
Evaluation
construct good structure
and organize ideas well
for the examinations and
presentations.
Objectives
Enabling students to learn
from their peers and to
share good practices
Providing a platform for
high achievers to learn
from their peers, teachers
& alumni
and
reflection skill in running
OLE activities
Target
Group
F.1–4
students
Time
Scale
Whole
year
To allow students to work in
groups and enhance their
team-working skills through
presentations and/or performances
F.1–4
students
Whole
year
80% of the students
agree that working in
groups enhance their
learning experiences.
 Teachers’
Feedback and
comments
 Students’
reflection and
feedback
To nominate musically talented
students to join musical groups
and participating in external
competitions, masterclasses and
performances, hence extending
their aesthetic experiences to an
interschool and/or international
level
F.1–6
students
Whole
year
 80% attendance rates
of the nominated
students in different
activities.
 80% of the nominated
students agree that
their aesthetic
exposure has been
widened.
 Students’
reflection
 Musicians’
and
adjudicators’
feedback and
comments
 Teachers’
feedback and
comments.
Strategies
To encourage students to learn
from each other through class
activities and peer-assessment
180
Success Criteria
80% of the students
agree that they have
learnt from their peers.
Evaluation
Methods
 Teachers’
Feedback and
comments
 Students’
reflection and
feedback
Evaluation
 Group works were
assigned to students and
students were able to
exchange ideas through
the tasks.
 Some students were able
to lead the group
effectively and teach
their peers in the areas
that they are good at.
Most groups were able to
develop good planning,
coordination and
team-working skills.
More guidance can be
given to those whose
team-working skills were
relatively low.
Students talented in music
were provided
opportunities in
participating in
masterclasses,
competitions, etc. The
music groups could
achieve satisfactory results
and prizes in the
competitions.
(b)
Professional development for teachers
Objectives
Strategies
Target
Group
Subject
teacher
Time
Scale
Whole
year
Success Criteria
Evaluation
Methods
 Teachers’
feedback and
reflection
 CPD Record
 Lesson
observation
forms
 Inculcating a sharing
culture
 Managing and sharing
learning and teaching
resources
 Enhancing teachers’
communication and
collaboration among
and departments
 To enhance collaborations
between music department and
other departments/committees
in different events,
performances, competitions,
and ceremonies, etc
 To gain insights in teaching
through professional
development courses
experience sharing on
teaching and curriculum
planning
To arrange a lesson observation
and a post-observation discussion
with a networking school
(Teaching Interflow)
Subject
teacher
Mar
2015
Teacher being able to
exchange insights and
ideas from the Teaching
Interflow
Teachers’
feedback and
reflection
Equipping teachers with
To observe students’ progress and
various teaching strategies responses and adjust the
to cater for learners’
curriculum and pace accordingly
diversity and cultivate
Subject
teacher
Whole
year
Teacher being able to
take care of the needs of
the majority of students
Teachers’
feedback and
reflection
181
Collaborations between
departments being
smoothly executed
Evaluation
 Music department has
collaborated with
different departments
and working committees
in a number of events in
the academic year.
 The music teacher has
constantly participated in
a number of
subject-based
professional trainings.
The teaching interflow was
not able to be arranged in
this academic year, due to
clashes with major
competitions of the year.
However, music exchanges
with other schools/music
teachers were arranged.
The curriculum was
adjusted throughout the
year according to students’
ability and responses.
Activities held in 2014 – 15
(a) Competitions
Dates
Activities
HKYMI2014 – String Orchestra Contest
th
25 Nov 2014
(Bronze Award)
27th Nov 2014
Showcase Preliminary Selection
26th – 28th Nov 2014
Winter Band Festival (Silver Award)
2nd – 3rd Dec 2014
Winter Choral Festival (Silver Award)
5th Dec 2014
HKYMI2014 – Symphonic Band Contest (Gold Award)
6th Dec 2014
HKYMI2014 – Symphonic Band Winners’ Final
th
10 Dec 2014
HKYMI2014 – Chinese Orchestra Contest (Bronze Award)
Schools Creative Music Showcase 2014/15
th
th
16 – 17 Feb 2015
(Bronze Prizes in Best Performing and Best Creative Ideas)
2nd Mar – 1st Apr 2015
 Intermediate Symphony Orchestra
 Intermediate School Choir - Second Division (2nd Place)
 Chinese Instrumental Ensemble
 Madrigal (2nd Place)
 Senior String Ensemble & Piano Ensemble
 Junior Woodwind Ensemble
 Brass Ensemble
5th May 2015
Schools Speech Choir Showcase 2014/15 (Silver Awards in Best
Performance and Best Creative Ideas)
7th Aug 2015
2015 Hong Kong International Youth Cultural Arts Festival
(Champion)
(b) Performances
Dates
Activities
23rd Aug 2014
MSC F.1 Orientation Day
20th – 21st Nov 2014
Musicians’ Showcase Series – Band Show「秋」
th
7 Dec 2014
Kowloon City District Youth Music Performance
21st Dec 2014
The 27th Kowloon City District Joint School Concert
th
14 Feb 2015
MSC Parent Day / PTA Annual General Meeting
6th Mar 2015
MSC 89th Anniversary Thanksgiving Day
13 – 16 Apr 2015
8th May 2015
th
th
th
4 Jul 2015
Music at the Garden
Performance at the memorial service of renowned alumnus Dr.
Rayson Huang
School Care Subsidy Scheme – Care and Concern Concerts 2015
182
Target Group
Venue
String Orchestra
City Hall
Selected students
Symphonic Band
School Choir
Symphonic Band
Symphonic Band
Chinese Orchestra
Selected students
School Hall
Tsuen Wan Town Hall
Tsuen Wan Town Hall
Queen Elizabeth Stadium
Tuen Mun Town Hall
Kwai Tsing Theatre
Various
Various
School Choir
Tsuen Wan Town Hall
Piano Ensemble
Tsuen Wan Town Hall
Target Group
Symphonic Band
Popular Band
School Choir
String Orchestra
Senior String Ensemble
School Choir and
Symphony Orchestra
Popular Band
String Ensemble and
School Choir
Choral Group, Brass
Ensemble, String Quartet
Venue
School Hall
School Garden
Kao Shan Theatre
Kao Shan Theatre
School Hall
School Hall
School Garden
School Hall
Yan Chai Hospital Ng Wong Yee
Man Neighbourhood Elderly Centre
Dates
9th Jul 2015
Activities
Target Group
School Choir and
Symphony Orchestra
String Ensembles
Symphonic Band
MSC Speech Day
15th Aug 2015
Prof. Charles Castleman – Student Concert
22nd Aug 2015
MSC F.1 Orientation Day
(c) Aesthetic Development (Exchanges, Masterclass, Seminars, etc)
Dates
Activities
28th Oct 2014
Annual General Meeting
4th Nov 2014
20th Nov 2014
25th Nov 2014
27th Nov 2014
27th Nov 2014
3rd Dec 2014
3rd Dec 2014
11th Dec 2014
29th Jan 2015
27th Feb 2015
2nd – 5th Mar 2015
24th Apr 2015
13th May 2015
20th May 2015
27th May 2015
27th May 2015
11th, 13th Aug 2015
Target Group
All students of music
department
Interview with Renowned Alumni – Prof Victor Chan
(Co-organised with Publicity and Public Relations Committee)
Alumni Sharing Session by Mr. Mackay Chan, Miss Ginny Tin
and Mr. Cheuk-hei Tse (Senior Assembly)
Percussion Masterclass by Mr. Louis Siu
Exchange with Woodland Rings Secondary School Symphonic
Band (Singapore)
Symphonic Band Masterclass by Dr. Paula Holcomb in Winter
Band Festival
Choral Masterclass by Prof. Theodora Pavlovitch in Winter Choral
Festival
Friendship Concert, Adjudicators’ Workshop in Winter Choral
Festival
Alumni Sharing Session by Mr. Mackay Chan, Miss Ginny Tin
and Mr. Cheuk-hei Tse (Junior Assembly)
Handel’s Chandos Anthem “O Praise the Lord with One Consent”
Brass Ensemble Masterclass by Mr. Roland Szentpali
Performances in Aesthetic Week 2015
HKDSE Music students
Senior form students
Symphonic Band
Symphonic Band
Symphonic Band
Hong Kong City Hall
School Hall
Venue
School Hall
CUHK
School Hall
Room H701
School Hall
Chapel
School Choir
School Hall
School Choir Committee
Y-Theatre
Junior form students
School Hall
Selected students
Brass Ensemble
Brass Ensemble and
Popular Band
Hong Kong Philharmonic Orchestra – 2014/15 Jockey Club Keys Selected Students
To Music Education Programme
Being Demonstration Ensemble at the EDB training workshop – Chinese Orchestra
“Ensemble Coaching Series: (4) Chinese Instrumental Ensemble”
organised by Education Bureau
EDB training workshop – “Ensemble Coaching Series: (3) Brass Symphonic Band
Ensemble Coaching”
Orchestral Masterclass by Mr. Jimmy Chiang
Symphony Orchestra
Choral Masterclass by Mr. Jimmy Chiang
School Choir
Strings Masterclass by Prof. Charles Castleman
String Ensembles
183
Venue
School Hall
Hong Kong City Hall
Hong Kong City Hall
Munsang College
Shatin Town Hall
Lecture Theatre, EDB KLT
Education Services Centre
Lecture Theatre, EDB KLT
Education Services Centre
School Hall
Chapel
School Hall
Physical Education Department
To echo the School’s Major Concern of Enhancing learning and teaching effectiveness and Building learning communities, the Physical Education Department
has conducted the following activities:
Objectives
Strategies
diversity
Adopting differentiated
instruction and activities to cater
for students’ diverse learning
needs
Effective use of
assessment
To conduct Peer observation
among panel members in order to
facilitate teachers to make
adjustment to their teaching
strategies. All members will be
observed once by 2 members and
hold debriefing meeting after the
peer observation.
To conduct Peer-assessment
among students when doing the
skill test to help students’
self-reflection and self-monitoring
Target
Group
All
students
Time
Scale
Whole
year
Success Criteria
Panel members share the
use of metacognitive
skills and good practices
in teaching in the
department meetings.
Teachers’ capability on
incorporating peer / self
assessment into their
teaching is enhanced.
agree that they
understand the
assessment
requirements.
agree that they know
how to improve their
performance next time.
184
Evaluation
Evaluation
Methods
 Students’
 Students with different
reflection
abilities were assigned
 Teachers’
tasks with different level of
feedback and
difficulties.
comments
 Panel members shared the
use of metacognitive skills
and good practices in
teaching in the department
meetings.
 Chairperson Peer-assessments were
evaluation
successfully implemented
report
among all panel members.
 PeerAll panel members agreed
observation
that the peer assessment can
form
enhance our teaching
effectiveness.
 Students’
reflection
 Teachers’
observation
Students’ peer assessments
were successfully
implemented in all forms.
Even the weak students could
follow the rubrics and
improve their skills.
2.
Objectives
Strategies
Sharing section after each module
Cultivating students’
whole-person
development
Providing opportunities for
students to participate in diversify
sports activities and participating
in interschool competitions
Target
Group
F.1-5
students
Time
Scale
Whole
year
Success Criteria
60% of the students agree
that they can improve
their performance through
the sharing activities.
60% of the students
participate in sports
activities and
competitions.
Evaluation
Methods
 Students’
reflection
 Teachers’
observation
 Student
achievement
record
 Student
feedback
 Teachers’
observation
Evaluation
 After each target module, a
sharing section was held
after the skill test.
Students with good
performance shared their
experience in front of the
class.
 Teachers suggested
reducing the number of
sharing sessions due to the
lack of time.
 All the School Team
members had played a
prominent part in different
inter-school competitions.
More than 60% of the
students participated in
sports activities and
competitions.
 The Taiwan sports training
tour was successfully held
in July. The sense of
belonging and
self-confidence of our
students was further
enhanced.
(b) Professional development for teachers
Objectives
Strategies
To equip teachers
with various teaching
strategies
Teachers are encouraged to attend
professional development courses
Target
Group
All panel
members
Time
Scale
Whole
year
185
Success Criteria
All Panel members attend
at least 1 course in each
term.
Evaluation
Methods
 CPD record
 Teachers’
feedback and
reflection
Evaluation
All panel members have
attended at least 1
subject-based seminar and 1
seminar related to the school
major concern.
Objectives
Strategies
To provide chances
of experience sharing
on teaching and
curriculum planning
Teaching Interflow
To arrange a lesson observation
and a post-observation discussion
with DBS
Activities Held 2014-15
Dates
20 Sept 2014
30 Sept 2014
Sep 2014-May 2015
8,15,16,24 Oct 2014
12-14 Oct 2014
18-19 Oct 2014
Oct 2014-May 2015
1,2 Nov 2014
14 Nov 2014
16 Nov 2014
17 Nov 2014
18 Nov 2014 &
4 Dec 2014
22 Nov 2014
26 Nov 2014
27 Nov 2014
30 Nov 2014 &
7 Dec 2014
6 Dec 2014
Target
Group
All panel
members
Time
Scale
Mar
2015
Success Criteria
 Teachers get insights
from the Teaching
Interflow.
 Teachers can share and
apply the good practices
on their own lessons.
Evaluation
Methods
Teachers’
feedback and
reflection
Evaluation
The teaching Interflow with
DBS was successfully held in
March. We focused on
assessment for learning and
catering for learner diversity.
Our partner schools shared
their teaching experience in
the post-observation meeting.
Their feedback is
constructive and conducive.
Activities
Jing Ying Table Tennis Competition
Annual Swimming Gala
Sports Co-Curricular Activities
Inter-School Swimming Championships
Watsons Athletics Meet
Hong Kong Age Group Athletics Meet
Inter-School Football, Volleyball ,Badminton and
Basketball Championships (HKSSF)
Interschool Fencing Championships
Basketball Friendly match with Maryknoll Father School
Inter-School Table Tennis Competition - Boys
Football Friendly match with Chan Sui Ki La Salle
College
Athletics Meet
Students Involved
Table Tennis Team members
F.1-F.6
F.1-F.6
Swimming Team members
Athletics Team members
F.1-F.6 School Team members
Venue
Ho Man Tin Sports Centre
Kowloon Tsai Park Swimming Pool
MSC
Kowloon Park Swimming Pool
Wan Chai Sports Ground
Fencing Team members
Basketball Team members
Football Team members
MSC
Boundary Street Stadium
Ho Man Tin Football Pitch
F.1-F.6
Kowloon Bay Sports Ground
Inter-School Swimming Championships - Officials
Inter-School Cross-Country Championships
School Creative Music Showcase-Heat
68th Inter-school Athletics Championships (SCAA)
F.4
Cross-Country Team members
Dancing Team members
Kowloon Park Swimming Pool
HK Aberdeen Reservoir
MSC
Inter-School Table Tennis Competition - Boys
To Kwa Wan Sports Centre
186
Dates
21 Dec 2014
22,27,30 Jan 2015
25 Jan 2015
28 Jan 2015 &
3 Feb 2015
31 Jan 2015
5 Feb 2015
11 Feb 2015 &
2 Mar 2015
13 Feb 2015
19 Feb 2015
4 Mar 2015
6 Mar 2015
16,17,18 Mar 2015
17 Mar 2015
19 Mar 2015
3 Apr 2015
11,12 Apr 2015
17 Apr 2015
17 Apr 2015
18 Apr 2015
8 May 2015
10 May 2015
15 May 2015
29 Jun 2015
1-5 Jul 2015
Activities
HK Open Winter Swimming Championships
Inter-School Athletics Championships
Standard Chartered Marathon 2015 - Youth Dash
High Jump Training with Mr. Yeung Hong To (Record
holder of Watsons Athletic Club Annual Challenge, HK
ranking no.2)
A.S. Watson Group HK Student Sports Awards Leadership
Training
Volleyball friendly match with Pool To Middle school
Athletics Demonstration
Students Involved
Swimming Team members
Athletics Team members and F.1
students
Venue
Gold Coast Tuen Mun
Victoria Park
MSC
Sports Team Representatives
Diocesan Girls’ School
Volleyball Team members
F.1-F.2
Pool To Middle School
MSC
Football friendly match with Ming Yin Sec School
Basketball Friendly match with Holy Family Canossian
College
The 51st School Dance Festival - Dance Sport
Dance Performance - 89th School Anniversary Variety
Show
Cheering Demonstration
Football Friendly match with DBS
Teaching Interflow with DBS
飛達慈善復活跑 2015 (Pacers Athletics Club)
All Hong Kong Inter-Secondary Schools Gymnastics
Competition
Tennis Demonstration
Long Jump Demonstration with Chan Ming Tai
(Hong Kong Long Jump Ranking no. 1)
五角球賽服務生
MSC Table Tennis Competition
Kowloon Tsai Park Football pitch
Holy Family Canossian College
MSC
F.2-F.4
F.5B,F.5F
Gymnastics Team members
MSC
Ho Man Tin Football Pitch
MSC
Tai Po
Ma On Shan Sports Centre
F.5 Girls
F.5 Boys
Kowloon Tsai Tennis Court
MSC
A.S. Watson Group HK Student Sports Awards Prize
Presentation
Basketball Friendly match with Pooi To Middle School
Inter-class Rowing Competition
Sports Training Tour to Taipei
187
F.2 & F.4 volunteers
Shek Kip Mei Park
Table Tennis Team members and MSC
F.1-F.3 students
Sports Team Representatives
F.1-F.2
Basketball and Athletics Team
MSC
MSC
Taipei
Dates
Activities
Jul-Aug 2015
Jul-Aug 2015
Jul-Aug 2015
Summer Volleyball training
HVAA Athletics Training
Summer Elementary Referee Training Course
25 Aug 2015
Dance Performance in Work-It-Out Showcase
Students Involved
members
Volleyball Team members
Volleyball and Basketball Team
members
188
Venue
MSC
Tsing Yi Sports Ground
HKSSF
Sha Tin Town Hall
Physics Department
To echo school major concern of enhancing learning and teaching effectiveness and building learning communities, 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 belonging to school.
Activities held to respond to School Major Concern:
Target
Group
F.4-F.6
Time
Scale
Whole
year
Bonus mark
questions for
higher ability
students in each
homework
F.3
Whole
year
Effective use of
assessment
Using S-Mark in
quizzes, Form
Tests and
Examinations
F.4-F.6
Whole
year
Use of effective
study skills
Booster course
for low achievers
F.6
First
Term
Second
Term
Second
Term
Objectives
Catering for
Strategies
Consolidationtype and
examination-type
questions in each
homework
F.5
F.4
Success Criteria
 Students show good
performance in both
classwork and
homework
 Students can follow
teachers’ instruction in
class
performance in both
classwork and
homework
class.
performance in Form
Tests and Examinations
 Students could answer
high level questions
 Students’ academic
performance can be
improved
class
189
Evaluation
Methods
 Students’
classwork and
homework
 Students’
performance in
class
Evaluation
 Most students could finish their classwork
and homework efficiently.
 Most of them could follow the lessons and
show good performance in class.
 Students’
classwork and
homework
 Students’
performance in
class
 Most high ability students could tackle the
bonus mark questions in their classwork and
homework.
 Most of them could tackle high order
questions in class.
 Students’ Form
Test/
Examination
papers
 Students’
performance in
class
 Although S-Mark has not been applied due
to technical problem, analysis of students
performance in form test and examination
papers have been conducted through Excel
and the results have been discussed with
students.
 Most students have shown gradual
improvement in the assessment results.
 Most low achievers have shown great
improvement in their academic performance.
 Most of them have shown great
improvement in their performance in class.
 F.6 students have achieved good HKDSE
results.
 Students’
quiz/test/
examination
paper
 Students’
performance in
Objectives
Strategies
Elite course for
high achievers
Enabling students
to learn from their
peers and to share
good practices
Professional
Peer assessment
in project works
Target
Group
Time
Scale
F.6
First
Term
F.5
Second
Term
F.4
Second
Term
F.5
Whole
year
Second
Term
 Students build up team
spirit
collaboration skills
F.3-F.4
Success Criteria
 Students’ academic
performance can be
improved
 Students have good
performance in
HKDSE/SSMSC/
HKPHO
Pairing-up of
high and low
achievers
F.6
First
Term
 Students build up team
spirit
 Students show
improvement in
academic performance
Conduction of
All
Whole
 Teachers arrange at
190
Evaluation
Methods
class
 HKDSE results
 Students’
quiz/test/
examination
paper
 HKDSE results
 Students’
quiz/test/
examination
paper
 SSMSC results
 Students’
quiz/test/
examination
paper
 HKPHO results
 Students’ Peer
Assessment
Form
 Students’
Project Report
 Students’ Form
Test/
Examination
papers
 Students’
performance in
class
 Peer
Evaluation
 Most high achievers have shown good
improvement in their academic performance.
 Most of them have shown good
 F.6, F.5 and F.4 students have achieved good
results in HKDSE, SSMSC and HKPHO
respectively.
 All students have shown good team spirit
and collaboration skills in their project
works.
 F.4 students have shown great improvement
in their PowerPoint presentations in the Solar
Cooker Project and Popsicle Stick Bridge
Project held in the first and second terms
respectively. Most of them have paid high
attention to the teams presenting their project
works.
 All students have shown improvement in
their performance in two form tests and the
mock examination.
 Most of them have shown good
 All members have done more than two peer
Objectives
development for
teachers
Strategies
peer observations
within Science
KLA
Target
Group
subject
teachers
Conduction of
collaborative
lesson
preparation and
share on good
practice in
teaching
All
subject
teachers
Curriculum
mapping across
subjects within
Science KLA
All
subject
teachers
Knowledge
sharing platform
of learning and
teaching
resources in
Physics and
Science KLA
All
subject
teachers
Experience
sharing on
All
subject
Time
Scale
year
Whole
year
Whole
year
Whole
year
Second
Term
Success Criteria
least two lessons for
peer observations with
colleagues within
Science KLA
 Teachers apply
in teaching.
 Teachers
communication and
collaboration are
enhanced
 Good practices can be
identified and shared
amongst panel members





 Common topics in
Physics and IS are
identified
 Subject panel arranges
at least one peer
observation with IS
teachers on the common
topics
 Lesson materials are
shared within subject
panel
 Administration
materials are shared
among Science KLA
panels

 Learning and teaching
strategies are improved

191





Evaluation
Methods
Observation
Form
Panel
Chairperson
Evaluation
Report
Minutes of
subject panel
Peer
Observation
Form
Panel
Chairperson
Evaluation
Report
Minutes of
subject panel
Evaluation
observations across Science KLA.
 All members have shown improvement in
applying error analysis, peer assessment and
questioning skills in their lessons.
 All assessment tools including quizzes, tests,
experimental worksheets and project reports
were made through collaboration.
 Good practices, including the application of
visualizer to perform in-class marking
against HKDSE criterion, and the application
of demonstration models to assist student
learning such as Monkey and hunter kit and
tailor-made Bridge Model, have been shared
through peer observation.
Peer
 Common topics in Physics and IS have been
Observation
summarized in a word file and shared with
Form
IS panel.
Curriculum
 Although peer observation with IS has not
Mapping Form
been arranged due to lesson time constraint,
Minutes of
discussions with IS teachers on common
subject panel
topics such as force, electricity and energy
have been conducted.
Physics Folder
 All learning materials including notes,
in Home-server
quizzes, experimental worksheets, project
Joint Science
reports and form test and examination papers
Folder in
were shared among the panel in Physics
Home-server
folder in Homeserver.
Minutes of
 The summarized curriculum mapping file
subject panel
between Physics and IS has been placed in
z_Joint Science folder in Homeserver.
Reflection Form  Peer observation with Physics panel of Our
on Teacher
Lady Of The Rosary College on our F.4
Objectives
Collaborative
effort on further
enhancing
students’ English
capability
Strategies
teaching and
curriculum
planning among
teachers of
network school
Incorporation of
language
elements into
learning tasks
through report
writing
Incorporation of
language
elements into
learning tasks
through
assessment
papers
Building a list of
question words
and their relevant
examples for
junior form
students
Target
Group
teachers
Time
Scale
 Curriculum in different
forms are reviewed
Evaluation
Methods
Interflow
 Minutes of
subject panel
F.6
First
Term
Whole
year
master the genre of
Procedural Account and
Descriptive Report
 Students’
project reports
 Students’
laboratory
reports
Most students could use proper genre in the
project reports and experimental reports,
including objective, setup description and
function explanation, procedure, conclusion
and discussion.
F.3-F.6
Whole
year
 Students’
classwork and
homework
 Students’
quiz/test/
examination
papers
 Most students could provide answers of
different types of question with proper length
and content.
 Most students could finish different types of
assessments within allowed time duration.
F.1-F.2
students
Whole
year
tackle questions starting
with question words of
different genres such as
Procedural Account,
Comparison, Causal
Explanation, Factorial
Explanation and
Sequential Explanation
recognize the commonly
used question words in
the public examination
 Students’
performance in
class
 Students’
quiz/test/
examination
papers
 Teachers’
evaluation
A list of question words used in Physics public
examinations and the corresponding question
types was provided in z_Joint Science folder in
Homeserver where I.S. teachers could use to
teach the junior classes.
F.3-F.5
Success Criteria
192
Evaluation
Physics lesson was held on 18 March 2014.
 Lesson arrangements and curriculum
structures of the two schools have been
shared between the two Physics panels.
普通話科
施行
時段
全年
目標
策略 / 計劃
施行對象
有效的學與教
有效應用元認知及
促進學習的評估等
策略，照顧學習差
異，提升學習動機，
促進學習
課程調適：
設有粵普對譯小冊子
(鞏固粵普對譯的基
礎)，增強學生的粵普對
比能力。
設有自習部份，以提昇
對普通話能力較強的學
生的學習興趣，培養學
生的自學能力。如粵普
對譯手冊(自習)、量詞
(自習) 、課本自習天
地。
課堂活動：
設有不同的課堂活動，
以照顧不同學習模式的
學生，如個人短講、分
組話劇、以強帶弱的分
組朗讀、拼寫活動。
中一至三
學生
中一至三
學生
全年
課業及評估：
設有不同的課業及評估
模式，以照顧不同學習
模式及能力的學生，如
個人短講、分組話劇、
同儕互評、測驗設有自
習題及挑戰題。
中一至三
學生
全年
成功準則
 學生能完
成粵普對
譯小冊
子。
評估方法
 習作表現
 學生大致能辨識常用詞彙的普通話
 教師觀察及回
說法，小冊子針對不同主題及情
饋
景，讓學生認識多些普通話詞彙，
並加強自學能力。
 學生能作
 測驗成績
自習，並完
成延伸活
動「自學天
地」，加強
自學能力。
學生能透過
個人短講、分
組話劇等不
同的課堂活
動，提升學習
興趣及朗
讀、拼寫的能
力。
學生能完成
不同形式的
課業及評
估，並在同輩
互評中認識
自己及同學
在字音上的
錯誤，並作糾
正。
193
成效
 在統測中考問粵普對譯及量詞的表
現中規中矩，大部分學生能展示學
習成效。
 短講表現
 學生大多能作課前準備，內容大致
 分組話劇表現
符合題目要求，各級學生就不同主
題作短講，整體表現尚理想。
 分組話劇，部分同學表現出色，能
根據主題改編劇本，富有創意，用
心演出，能照顧學習差異。
 短講表現
 上學期各級均按時完成個人短講。
 分組話劇表現  下學期各級均按時完成分組話劇，
 教師觀察及回
部分同學表現出色，能根據主題改
饋
編劇本，富有創意，用心演出，能
 同輩互評
照顧學習差異。
 測驗成績
 學生在觀看話劇後，透過同輩互
評，能指出同學字音上的謬誤，並
作糾正，教師即時回饋促進學習。
 測驗設有自習題及挑戰題能考核不
目標
建立學習社群
策略 / 計劃
施行對象
施行
時段
成功準則
評估方法
成效
同能力的學生。
學生能糾正
 教師觀察及回課堂分組朗讀時作角色扮演，互相觀
同學之讀音
饋
摩，提昇學習興趣﹔「組長」大致能
及拼音，互相  同輩互評
糾正同儕之發音，同學間從錯誤中糾
學習。
正讀音，促進學習。
課堂分組說話及拼寫練中一至三
習時，作以強帶弱的分學生
組形式(每組選一位發
音較準確的同學作組長
範讀，帶領並糾正組員
之發音。)並杗作同儕互
評，加強同學之間的交
流及互相觀摩學習。
第六十六屆學校朗誦節中一至三
學生
全年
全年
學生的參與
程度。
比賽結果
同儕觀課及觀課後討論
科任教師
全年
 同儕觀課
 觀課後討論
共同備課，分享教學資
源
科任教師
全年
 每位教師
作同儕觀
課及被觀
課至少各
一次。
 課堂上運
用元認知
教學法，提
升教學效
能。
教師分組作
共同備課，分
享教學資
源。
194
每個學期最少
作一次教學資
源分享
初高中均有學生參與，2A 梁瑋庭於中
學一、二年級普通話女子散文獨誦組
獲取冠軍。
教師能於課堂運用不同的元認知教學
法及分組活動，於分組話劇中滲入課
前自學及同儕互評的元素，促進自主
學習，並加強課堂的互動性。教師均
表示同儕觀課獲益良多。
上下學期順利完成共同備課，並把個
人短講、分組話劇及「一、不變調」
的教學資源於科會及內聯網上作分
享。
Visual Arts Department
Objectives
Strategies
Catering for
learners’
diversity
 To stretch
potential of
those talented
students in
Visual Arts
 To enrich
students’ art
learning
experience
 To nominate students to
different Visual Arts and
design related exhibitions,
competitions, learning
activities and programs
 To select and display
students’ outstanding
artworks constantly at
different floors in our
campus to encourage
talented students do better
 To organize exhibition of
students’ outstanding art and
design works at School
Administration Centre and
arrange students to
appreciate their school
mates’ works during lesson
time
 To apply “learning out of the
classroom” through visiting
different arts and design
exhibitions
Target
Group
F.1-3 &
F.4-6
students
taking
VA
Time
Scale
Whole
year
Success Criteria
 All F.4 to 6 Visual
Arts elective
students are able to
visit at least two
external
exhibitions and
participate in at
least two
competitions and
find it is
meaningful to
them.
 F.1 to 3 students
must visit at least
one exhibition and
finish exhibition
worksheets.
 The performance
of students in the
exhibition and
competitions is
satisfactory.
195
Evaluation
Methods
 Exhibition
worksheets
 Students’
performance
and feedback
 Results of
competitions
Evaluation
 F.6E So Oi Yu was nominated as “Visual
Artist” of “SCMP Student of the Year”
while two F.5 students were nominated as
“Arts Ambassadors” of the “Arts
Ambassadors-in-School Scheme”
organized by Hong Kong Arts
Development Council.
 Ten F.6 students were awarded in the
“Youth Visual Art Exhibition 2015”
organized by Hong Kong Communication
Art Centre and Eastern District Arts
Council. Two of them (F.6E Ma Ho Yan
and Tse Hei Lam) got the “Outstanding
Visual Art Student Award”.
 During the second term, we had
nominated three students to “The
Outstanding Student Artist Award of
Hong Kong” organized by art-at-all, F.6A
Angela Tam got Finalist and F.6A Chan
Kik Cheung obtained the Winner award
and receiving sponsorship for a trip to
Venice for the “56th Venice Biennale”.
 Students especially from senior forms
were eager to participate in different
exhibitions and external art and design
competitions and most of them had a
satisfactory performance. Students all
agreed that they were able to learn form
other peers and build up their confidence
when there works being appreciated and
recognized by others.
 Therefore we will continue to encourage
and nominate capable students to
participate in exhibitions and
Objectives
Helping weaker
students to
study Visual
Arts
Use of effective
study skills in
visual arts
learning
Strategies
 To provide notes and
supplementary worksheets
with more elaboration of the
specific topics for students to
motivate them in learning
 To give clear instructions,
more art making
demonstrations and instant
feedbacks for weaker
students during the lessons
 To arrange after-school art
making workshops for the
weaker students who are not
able to finish their art
making task during in lesson
time
 Students are requested to use
Visual Diary to jot down
notes, do pre-lesson
preparation, reflection and
feedbacks on different topics.
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
F.1-3 &
F.4-6
students
taking
VA
Whole
year
 Students find the
notes and
worksheets help
them to understand
the concepts and
get better
performances in
Visual Arts
examinations.
 80% of students
are able to finish
their artworks and
submit their works
on time.
 Students’ art
and design
works
 Result of
examinations
 Subject
teacher’s
observation
 Students’
feedbacks
F.1-3 &
F.4-6
students
taking
VA
Whole
year
do lesson
reflections and
make progress
through different
study skills.
 Students’
artworks and
presentation
 Visual diaries
 Teachers’
observation
196
Evaluation
competitions.
 The best artworks from junior and senior
students were selected and displayed at
the corridor of Visual Arts room, different
floors in Block C and Block D and the
exhibition area outside the school library.
 This year we organized two “Outstanding
Visual Artworks Exhibition” showing F.4
to F.6 V.A. students’ creative artworks at
School Administration Centre during
March and July. All F.1 to F.4 Students
have visited the exhibition and completed
the Exhibition Worksheet. All the
students were able to appreciate the
schoolmates’ works and learn form them.
 We were able to see the improvement of
the art making and visual arts 2nd term
examination results. Clear instructions,
demonstrations, supplementary notes and
references for each topic during lesson
could help students learn better.
 After-school art making workshops were
able to enhance students’ motivation in
finishing their artworks.
 Most of the students were able to submit
their works on time. We will continue to
implement these strategies in the coming
academic year.
 Students could apply metacognitive skill
and assessment for learning effectively
through teachers’ observation and
evaluation of their lesson reflections in
visual diaries, art portfolios and art and
design appreciation activities during
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
adjustments to
their teaching
strategies.
(including Mind Mapping,
Goal Setting, Questioning,
Concept map and Error
analysis…etc.) in classroom
teaching
Effective use of
assessment to
help students
learn better
 To promote the idea of
assessment for learning and
arrange activities involving
peer-assessment and
self-assessment
 To request students to do
lesson reflections and share
their art making works with
others
 To arrange artworks
presentation and critics
activities among students for
F.4-F.6 visual arts students
F.1-3 &
F.4-6
students
taking
VA
Whole
year
 At least two self
and peer
assessment
activities for F.4 to
6 students in each
term
 At least one self
and peer
assessment
activities for F.1 to
3 students in each
term
 Teachers’
observation
 Students’
feedback
 Visual diaries
 SBA
portfolios
 Self and peer
assessments’
forms
Use of
e-learning
materials to
help students
develop their
Self-directed
learning
behaviors
 To use subject website,
eClass and Facebook to
announce and update
art-related news, activities
(exhibition & competition)
 To display students’ best
artwork in the photo albums
 To give students inspiring
websites as reference guiding
them to develop self-directed
learning strategies
 To encourage students using
e-learning materials in doing
pre-lesson preparation and
F.1-3 &
F.4-6
students
taking
VA
Whole
year
 Most of the
students are able to
use e-materials to
do pre-lesson
preparation and
self-directed
learning.
 The e-learning
materials and
reference will be
updated every
month.
use e-learning
 Teachers’
observation
 Students’
artworks
 Students’
feedback
 Visual diaries
 SBA
portfolios
197
Evaluation
lessons.
 All the junior form students were able to
do their pre-lesson preparation in at least
two topics and show their idea
development, art making research and
their lessons reflections in their Visual
Diary and we will continue to encourage
students using different study skills to
learn.
 Peer assessments and lesson reflections
writing were able to consolidate their
learning.
 Junior forms (F.1-3) students need to
finish at least one lesson reflection
writing for each term in their Visual
Diary.
 Senior forms (F.4-6) students had more
opportunities to present their works to
their peers, teachers and artists during,
artwork exhibition, lesson observation
and artist in school program. Students
were able to criticise their peer’s work
and learn form other classmates.
 Facebook is used actively as a way to
spread the news of art competitions,
exhibitions and useful websites which
was an effective way to spread
information and inspiring students to be
self directed learners. For example,
students are able to recall the activities
from the Aesthetics Week in March and to
improve the Exhibition Worksheet by
viewing the album of the Outstanding
Visual Artworks Exhibition on Facebook.
 Information about students’ achievements
in art and design competitions and related
activities was updated in Facebook and
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
submitting some of their
assignments in eClass
 To collaborate
on enriching
the English
learning
environment
in campus
 To develop
language
skills into
subject
content
 To introduce different
English terms and specific
vocabularies commonly used
in the learning and teaching
of Visual Arts, which
facilitate students to do art
appreciation and help their
further study in senior
secondary curriculum
 To indicate those topics
which can use the strategy of
Language Across Curriculum
(LAC) in teaching and
learning and organize
collaborative project with
other subject department
 To collaborate with LAC
committee: F.2 Design
project and F.3 Green
Fashion Design and fashion
show on English Activities
Day
 To arrange Visual arts
activities in LAC week
 To watch art and design
related English films,
animations and videos
F.1-3 &
F.4-6
students
taking
VA
Whole
year




materials to help
them finish their
project works and
SBA.
write their artist
statements in
English.
use English to
present their ideas.
write descriptive
writing to describe
their painting.
use English to
present their ideas.
198
Evaluation
Methods
Evaluation
school homepage which helped to
encourage students to achieve better
results in external competitions.
 Teachers’
observation
 F.1-3 visual
diaries
 F.4-6 tests and
examinations
 Students’
presentations
 Students’
artworks and
statements
 With the specific visual arts vocabularies,
art and design appreciation notes and
essay samples given for study, students
could improve their writing and
presentation skills.
 For F.4-6, we found that most of the
students were able to manage to write the
art and design appreciation according to
their improving results of internal tests
and examinations and public
examination.
 F.2 Students were able to introduce and
display their “Monster” mixed medium
sculptures in LAC week in April 2015.
Green Fashion Design for F.3 students
were completed successfully and students
were able to showcase of their creative
works during English Activity Day in
July 2015.
 Watching art and design related English
films, animations, videos and advertising
were able to arouse students’ interest on
the specific topics. Therefore, all
strategies will be continued to implement
in the next academic year.
(a)
Objectives
Strategies
Providing a
 To arrange Goal Setting and
platform for
reflective story telling
visual arts
activities in visual arts
students to learn
learning for F.4-6 visual arts
from their peers,
elective students
teachers, alumni  To invite high achievers in
and professional
HKDSE visual arts
artists and
examination to conduct
designers
sharing with the senior
secondary visual arts elective
students
 To invite alumni back to
school to share the university
interview skills and art and
design portfolio building
skills to our students
 To organize
“Artist-in-School Program”
which gives students the
opportunities to learn from
the professional artists or
designers and get inspiration
by their creative ideas and
serious practice
Target
Group
F.4-6
students
taking
VA
Time
Scale
First
Term
Success Criteria
 All students agree
that the sharing can
help them to have a
clearer objective,
better
understanding of
visual arts study,
the public
examination and
tips for
examination
success.
 All the students
agree that they can
learn a lot from
various artists or
designers through
the sharing of
creative ideas and
art making skills.
199
Evaluation
Methods
 Students’
feedbacks and
evaluation
 Teachers’
observation
 Students’
artworks and
SBA
Evaluation
 This year we had 13 students attending
HKDSE Visual Arts examination, 7 of
them taking Paper 2 and 6 of them taking
Paper 1. 84% of students obtaining
level 4 or above. One student got level
5**, four students got level 5*, two got
level 5 and four got level 4. The
examination result was encouraging and
we will continue to train up students’ art
making technique and appreciation
writing skills.
 All the senior form students could make
use of the resources to do their
self-directed learning and use various
artists or designers from the reference
books to finish their SBA assessment.
Thus, up-to-date reference books,
journals and DVDs will continue to be
purchased for students for self-study in
the coming academic year.
 The Artist in School program was
successfully held this year. We invited
three professional artists: Lumlong &
Lumli, Rainbow Lee and Clara Cheung to
conduct artist talks and workshops in the
school for our F.4 to F.6 students.
Beside the artist talk we also invited one
designer, Herman Tsang, to conduct a
design workshop to F.5 students. All the
students agreed that they could learn a lot
from various artists and designer through
the sharing of creative ideas and art
making skills. Therefore, the program
will continue in the next year.
Objectives
Strategies
Facilitating
students’
reflective skills
in Project
learning and
running visual
arts OLE
activities
 To explore students’
leadership potentials and
cooperation skills through
project-based learning:
- F.1 – F.3 “Healthy
lifestyles” Green Bulletin
board Design with
Counseling Committee
- F.3 Green fashion show
with English Department
 Aesthetic week - Whole
school events to cultivate
students’ creativity and
develop their interest in
visual arts
 To set up “The curators” for
F.4-6, giving professional
talks and workshops for
students and inviting them to
curate different visual arts
exhibitions in school campus
and asking them to organize
whole school arts related
activities
(b)
Target
Group
F.1-3 &
F.4-6
students
taking
VA
Time
Scale
Whole
year
Target
Group
Visual
arts
subject
teachers
Time
Scale
Whole
year
Success Criteria
their ability in
cooperating with
others through the
final works and
presentation.
their confidence in
presenting their
ideas.
 Students are eager
to participate in the
activities and have
positive feedbacks
on all the activities.
 Students can
express positive
values in their
reflection
statements.




Evaluation
Methods
Teachers’
observation
Students’
artworks and
presentation
Visual diaries
Students’
feedbacks and
evaluation of
the activities
Evaluation
 All the project-based learning activities
were successfully conducted and all
subject teachers agreed that the
project-based learning could help students
to develop their leadership potentials and
cooperation skills through the working
process and presentation of final works.
 Students were able to express positive
value through their artworks and the
reflective writing and appreciation
feedbacks.
 Aesthetic week was successfully held in
March 2015 with Music Department.
The event successfully raised students’
interest in arts and craft making with a
number of positive feedbacks from
students and teachers.
 Due to the tight schedule and difficulty in
arranging professional curators to conduct
workshops for our students, “The
curators” program will be postponed.
Objectives
Strategies
 Inculcating a
sharing
culture among
teachers
 Enhancing
teachers’
communicatio
n and
preparation of teachers once
a cycle
 At least two Peer
Observation activities within
the same subject and two
Peer Observation activities
for a subject teacher to
Success Criteria
All subject teachers
agree that all tasks
can help to enhance
their teaching
proficiency.
200
Evaluation
Methods
 Subject
teachers’
sharing
 Lesson
observation
forms
 Students’
works
Evaluation
 The collaborative lesson planning and
sharing were conducted smoothly in this
year. All the subject teachers agreed
that collaborative lesson preparation was
able to enhance teaching and learning
effectiveness especially for senior forms.
 All subject teachers conducted one or
more lesson observation. Subject
Objectives
Strategies
collaboration
among
different
committees
and subject
departments
involve teachers of other
subjects.
 To share of knowledge &
teaching methodology
effective practices in subject
panel meetings among panel
members for enhancing
teaching effectiveness
 To integrate visual arts
elements into formal and
informal curricula of other
subjects and committees and
suggest at least three
theme-based art making
projects with different key
learning areas
Managing and
sharing learning
and teaching
resources
To enrich the contents of
Knowledge Sharing Platform
(KSP) in order to share
knowledge and teaching
resources among subject
teachers for enhancing
teaching
 To arrange “Teaching
Interflow” for all subject
teachers that would provide a
platform to exchange ideas
with teachers from other
schools
 Lesson observation and a
post-observation discussion
will be arranged in the
To provide
chances of
experience
sharing on
teaching and
curriculum
planning.
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
 Teachers’
feedbacks
Visual
arts
subject
teachers
Whole
year
At least three KSPs
are developed at the
end of the school
year.
 Teachers’
feedback
 Resources in
the KSP
Visual
arts
subject
teachers
Whole
year
and apply the good
practices on their
own lessons.
 Teachers get
insights from
Teaching Interflow.
 Every subject
teacher is able to
 Teachers’
feedback and
reflection
 Subject
teachers’ CPD
record
 Subject
teachers’
sharing
201
Evaluation
teachers shared their opinion and
effective practices in subject panel
meetings.
 This year we had a number of
cross-curricular projects with other
subject departments and working
committees. They include “Healthy
lifestyles” Green Bulletin Board Design
with Counseling Committee, Art making
workshops for primary school students
with Cultural Exchange and Alumni
Affair Committee, Monster Design and
Green Fashion show with English
Department and Kowloon City Historic
Talk and workshops with History
Department…etc.
 All subject teachers agreed that we learnt
a lot from the experience sharing with
teachers of other subjects and other
schools, and our teaching and learning
effectiveness was enhanced.
There were three types of teaching
resources collected and stored in the KSP.
All subject teachers agreed that building up
of KSP enhanced the use of materials
related to teaching. Therefore we will
continue to enrich the contents of KSP.
 “Teaching Interflow” was successfully
conducted in March 2015. Three visual
arts teachers (including the Visual Arts
department head, Ms Tse Siu Wah) from
Ti-I College visited our campus and
observed two F.4 visual arts lessons.
They do appreciate our students’ works
and the active learning atmosphere. We
were able to exchange ideas and share our
Objectives
Strategies
“Teaching Interflow”.
 To master the change of
senior secondary curriculum
and complicated changing art
scenes, subject teachers will
attend the training and
workshops conducted by
EDB, HKEAA and different
art space and institutes.
 To explore the possibilities
of organizing collaborative
activities among different
schools e.g. Joint School
Mock Examination
Target
Group
Time
Scale
Success Criteria
attend at least two
professional
training seminar or
workshops
conducted by EDB
and HKEAA.
 At least one
interschool activity
and one teaching
practice sharing
activity among
teachers of
different schools
will be organized
in this school year.
202
Evaluation
Methods
Evaluation
difficulties of teaching visual arts in
junior and senior forms. All subject
teachers agreed that the activity was
fruitful.
 Subject teachers continued to attend
different professional seminars and
workshops throughout the year. There
was one teacher who had marked HKDSE
visual arts Paper 2 and shared the
marking experience with the peers.
 This year the Visual Arts Joint School
Mock Examination was successfully held
in our school with 18 secondary schools
and almost 200 visual arts elective
students participated in the examination.
All the F.6 students and teachers were
able to learn a lot from the performance
and sharing of different schools’ works.
It will be good to have more joint school
events for our students. In the coming
year, we will continue to have
collaborative lesson preparation, sharing
teaching experience within subject panel,
attending professional seminar and
workshops and collaboration with partner
schools in order to enhance the teaching
and learning effectiveness.
Activities Held:
Date
2014-2015
2014-2015
2014-2015
8/2014
17/9/2014
23/9/2014
30/9/2014
1/10/2014
10/2014
10/2014
10/2014
10/2014
11/2014
16/11/2014
20/11/2014
30/11/2014
12/2014
12/2014
12/2014
12/2014
12/2014
12/2014
12/2014
12/2014
1/2015
1/2015
2/2015
2/2015
2/2015
25/2/2015
Activities (Co-curricular activities, exhibitions and competitions)
The 7th Arts Ambassadors-in-School ( Hong Kong Arts Development Council (ADC))
Selecting outstanding students’ artworks for display within the campus
藝育菁英「大師承傳工作坊」
Sharing session by 2014 HKDSE High Achievers: Cheng Pak Lun, Lawrence (Fine Arts, CUHK)
Sharing session by alumni studying art & design disciplines in various universities :
Leung Hoi Kwan (Fashion and Textile, The Hong Kong Polytechnic University), Poon Cheuk Ho (Creative Media, City
University of Hong Kong)
2014 Van Gogh Museum Art Competition
全港青少年繪畫日－區區畫畫決賽
“Healthy Lifestyle” Green School bulletin board design competition - cross-curricular project with Counseling Committee
Artist-in-School Program (Painter Lumlong & Lumli 8/10 & 15/10 and Illustrator Rainbow Lee 李香蘭 23/10 & 24/10)
South China Morning Post and The Hong Kong Jockey Club - Student of the Year – Visual Artist election
Munsang College 90th Anniversary Logo and Slogan Design Competition
Exhibition Visit “ Strolling along Kowloon City Park- An Exhibition on Kowloon City
Hong Kong Heart Foundation “World Heart Day Drawing Competition 2014”
My Ocean Dream" Guangdong-Hong Kong-Macao Marine Life Drawing Competition 2014
First Ferry 15th Anniversary Stamp Design Competition
「尊重版權創作之源」2014/15 年度全港校際尊重版權創作大賽（中學組：海報設計比賽）
Munsang College Christmas Card Design Competition 2014-2015
Munsang College Red Packet Design Competition 2014-2015
Creative Design Talk by Designer: Herman Tsang
Art making workshops for primary school students during Cultural Fair
Art making workshops in Bishop Walsh School promoting recyclable material arts making to primary school students and
public
Kowloon City Historic Talk and workshops conducted by CACHe cross-curricular project with History Department
The 8th HKQAA “My Dream Home" Writing, Photo, Drawing and Poster Design Contest
“Youth Visual Art Exhibition 2015” Hong Kong Outstanding Visual Art Student Awards
Exhibition of Secondary School Students’ Creative Visual Arts Work (2014/15)
The Wharf Hong Kong Secondary School Art Competition 2014-15
Presentation in LAC Week: F.2 Green Stationery Container Design
Hong Kong Outstanding Visual Arts Students Awards Presentation Ceremony and Youth Visual Arts Exhibition 2014 Opening
Ceremony at Youth Square
Joint-school Mock Examination in Munsang College School Hall and D506-509 Classrooms
203
Students
Involved
F.5
F.1-6
F.4-5
F.4
F.4-6
F.4-6
F.2
F.5
F.1-6
F.4-6
F.6
F.1-6
F.4-6
F.4-6
F.6
F.4-6
F.6
F.1-6
F.1-6
F.5
F.4-5
F.3-6
F.4
F.5-6
F.4-6
F.4-6
F.4-5
F.1-5
F.5-6
F.6
Date
3/2015
16/3/2015
3/2015
3/2015
3/2015
4/2015
4/2015
4/2015
5/2015
5/2015
5/2015
6/2015
3/7/2015
5/7/2015
9/7/2015
12/7/2015
14/7/2015
7/2015
8/2015
8/2015
Activities (Co-curricular activities, exhibitions and competitions)
Visiting Fotanian Open Studios 2015
Visiting Hong Kong Art Basel 2015
Munsang College Outstanding Visual Arts Exhibition 2015 at Administration Centre
AAA “Teaching Lab” and “Learning Lab”
Aesthetic Week organized with Music Department –Whole-school events to cultivate students’ creativity and develop their
interests in arts
Forevermark 牽手•承諾藝術創作獎勵計劃
LAC Week – Presentation on F.2 Monster Design
Art-at-all Artist in Residency Programme – with artist Lo Chi Kit 羅至傑
The Cover Design Competition of Munsang College Student and Parent Handbook 2015-2016
The Cover Design Competition of Year Book: Voice 2014-2015
The Outstanding Student Artist Award of Hong Kong organized by art at all Student Artist election
Art Exhibition at CUHK: “The Art of CUHK 2015”
F.3 Green Fashion Show at English activity day-cross-curricular project with English Department
「全港青少年繪畫日－區區畫畫」
Outstanding F.4 to F.6 Visual Arts works exhibition at School Administration Centre
香港傑出學生藝術家奬 2015－學生藝術家聯展 OSA Award of Hong Kong 2015 - Student Artist Exhibition
Artist-in-School Program whole day creative workshop by Clara Cheung
Munsang College Summer Mural Painting Workshop
Art-at-all Visual Arts Teacher Training & Artist in Residency Programme – Conference & Student Exhibition
K11 Art Keen First Encounter Professional Talk by Mr. Clement Chan on the topic: How to build up a professional art folio
204
Students
Involved
F.4
F.4
F.1-6
F.4
F.1-5
F.4
F.5
F.5
F.1-5
F.1-5
F.6
F.4-5
F.1-5
F.4-5
F.1-6
F.6
F.4
F.1-3
F.5
F.4
Evaluation of School Major Concerns 2014 – 2015
1. Major Concern:
Enhancing Learning and Teaching Effectiveness
Objectives
Strategies
diversity
Adopting differentiated
instructions and tiered
assignments to cater for
students’ diverse learning needs
Effective use of
assessment
Time
Scale
Whole
year
Success Criteria
70% of the teachers agree
that their awareness,
knowledge and skills on
catering for learners’
diversity are enhanced.
Evaluation
Methods
Survey by
questionnaire
Using e-learning to cater for
different learning styles
Whole
year
school year, teachers
involved agree that
e-learning can cater for
various learning styles of
students.
Teachers’
reflection in
sharing session
Using assessment to
 support and extend students’
learning
 help students’ self-reflection
and self-monitoring
Whole
year
school year, 70% of the
students agree that
learning effectiveness is
enhanced by making use
Survey by
questionnaire
205
Evaluation
 In most cases, differentiated instructions
and tiered assignments were adopted in
classroom learning and teaching, as
reflected from the results of the survey.
 Besides, more than 95% teachers agreed
that the awareness, knowledge and skills
on catering for learners’ diversity were
enhanced through the two training
workshops provided by Quality School
Improvement Project of the CUHK at the
beginning of the school year.
 Teachers were encouraged to enrol in
e-learning seminars and workshops this
school year so as to face the challenges of
teaching with technology.
 To prepare teachers for the use of
e-learning platform, workshops on the use
of Moodle were provided to teachers to
equip them with knowledge, skills and
confidence in the application of
e-learning in learning and teaching.
 Moodle would be adopted as the learning
platform to allow teachers to place the
learning materials there for self-directed
learning. It aims at catering diverse
needs of students and extend student
learning time.
 Over 92% teachers agreed that use of
assessment data has facilitated them to
make adjustment to teaching and
learning.
 It was reported that S-Mark could really
Objectives
Strategies
Time
Scale
 facilitate teachers to make
adjustment to their teaching
strategies (e.g. S-Mark)
Use of effective
study skills
Cultivating students’ note-taking
skills and memory skills through
school-based or subject-based
programs
(e.g. F.1 Bridging Programme)
Success Criteria
Evaluation
Methods
Evaluation
of assessment data.
Whole
year
70% of teachers agree that  Teachers’
students are better
observations
equipped with the study
 Survey by
skills.
questionnaire




206
facilitate teachers in identifying students’
common strengths and weaknesses in
different types of questions. However,
the technical problems of the system were
not yet been solved and we agreed to
extend the pilot period to the next school
year.
Note-taking skills and information
searching skill were introduced to the
students in the summer bridging
programme for newly admitted F.1
students. They were attentive in the
course.
Over 92% students agreed that study
skills, such as note-taking and memory
skills, have been developed in school.
However, as most of the F.1 subject
teachers were not involved in the summer
bridging programme, the skills developed
may not be well incorporated and applied
in our daily classroom learning and
teaching.
Hence, note-taking skills workshop will
be introduced to F.1 and F.2 students in
Sept 2015 during the lesson time and
there will be a briefing session for all
teaching staffs.
2. Major Concern:
Objectives
Strategies
Time
Scale
Whole
year
Success Criteria
that F.2 – 5 students have
developed a culture of
peer learning and
self-reflection in their
learning.
Evaluation
Methods
 Teachers’
observations
 Students’
sharing and
selection of
good practices
and to share good
practices
Reflective Story-telling
learn from their
peers, teachers and
alumni
High Flyer Scheme
Whole
year
70% of the mentors agree
that the high flyers have
peer learning.
Teachers’
observations
reflection skill in
running OLE
activities
 Workshop and learning
symposium in Student-LED
project
 Student-Teacher Tournament
 F.5 Service Day
 GP Festival
 JA Company Programme
Whole
year
that F.2 – 5 students have
peer learning and
self-reflection in their
learning.
Teachers’
observations
207
Evaluation
 Students were encouraged to set their
own learning goals and with continuous
monitoring, they were guided to reflect
on areas for improvement after the first
term examination and evaluate the
effectiveness of the strategies adopted.
 Through the story telling activities,
students could learn from each other in
sharing effective study skills such as time
management and good study habits.
Peer learning started to develop amongst
the high achievers and they will learn and
offer support to each other in both academic
and non-academic areas.
 To foster students’ leadership skill, we
provided them opportunities for both
local and international exposures through
visits and exchanges.
 Students become more confident and
reflective in running OLE activities.
Besides, they are more willing to share
their experiences to other students.
 Their skills in communication, working
as a team and problem solving are further
strengthened.
2. Major Concern:
(b) Professional development for teachers
Objectives
Strategies
Time
Scale
Whole
year
Success Criteria
that a sharing culture is
inculcated.
Evaluation
Methods
 Minutes of
subject panel
and staff
meetings
 Survey by
questionnaire
culture
subject panel meetings, middle
manager meetings and staff
meetings
Managing and
teaching resources
Knowledge sharing platforms
(KSPs)
Whole
year
At least 3 KSPs are
developed by the end of
the school year.
 Minutes of
subject panel
meetings
 Resources in
the KSPs
communication and
collaboration among
and departments
preparation
 Curriculum mapping
Whole
year
in lessons.
 Sharing of good
teaching practices
among teachers of the
same subject / KLA.
 Panel Head
Evaluation
Form
 Minutes of
subject panel
meetings
208
Evaluation
 Sharing sessions were included in
different meetings to build up a culture of
collegiality. More than 90% teachers
agreed that effective teaching practices
were shared in the subject panel
meetings.
 Teachers have the opportunities to learn
from one another and the sharing of good
practise is especially crucial for the
professional development of new
teachers.
 All subject panels developed at least three
KSPs in the subject server of different
themes and areas. They are valuable
resources for knowledge management,
especially for new teachers in retrieving
useful information from the subject
folder.
 With the repertoire of KSPs available in
the Intranet, subject heads may also get
innovative ideas from other colleagues in
developing their own in the near future.
 One more KSP will be developed in the
coming academic year.
 Each teacher has participated in at least
two peer observation activities related to
their major teaching subject.
 From the Panel Head Evaluation Form,
most subjects also included collaborative
lesson preparation in the lesson being
observed and by careful curriculum
planning, more fruitful experience
sharing would be made in the
professional development programmes.
Objectives
Strategies
Time
Scale
Success Criteria
Evaluation
Methods
experience sharing
on teaching and
curriculum planning
 Networking schools
 Teaching Interflow (with other
schools)
Whole
year
that they get insights from
the networking
program(s).
 Sharing
between panel
members and
colleagues of
the same
KLA.
 Teachers’
reflection after
Teaching
Interflow
Equipping teachers
with various teaching
strategies to cater for
and cultivate
Whole-school approach to cater
for learners’ diversity and
cultivate self-directed learning
Whole
year
that they are confident
and equipped with
strategies to cater for
learners’ diversity and
cultivate self-directed
learning.
Survey by
questionnaire
209
Evaluation
 In addition, good practices were
identified in the peer observation which
would be very useful for further
development in coming years.
 Over 80% teachers spent more than 8
hours on collaborative lesson preparation
and a sharing culture is inculcated.
 This is the second year of the Teaching
Interflow and teachers from 14 partnering
schools paid us a visit.
 Over 80% teachers agreed that teaching
and learning strategies were enhanced
through the Teaching Interflow.
 Better collaboration was built with the
networking schools. Post-observation
meeting was conducive to our
development in teaching profession and
constructive feedback was offered by
teachers of the partner schools.
 Two workshops, namely “Support for
Learning Diversity” and “Self-Regulated
Learning” were arranged to our teachers
on 26th Aug 2014 and 29th Oct 2014
respectively. Besides, Joint-school Staff
Development Day on the theme of
“Application and reflection on Catering
for learner diversity and Self-directed
learning” was conducted on 12th Dec
2014 for all teachers.
 Over 90% teachers are confident and felt
competent in employing strategies to
cater for learners’ diversity and to
cultivate an atmosphere of self-directed
learning.
The two workshops offered by the Quality School Improvement Project (QSIP) of CUHK on Support for Learner Diversity were very insightful especially the
sharing of experiences in other schools. The course contents were very comprehensive and useful. We have a chance to revisit different approaches teachers
can use to deal with students, who learn differently, i.e. the cognitive psychology and neuroscience. Various strategies to cater for learners’ diversity, such as
graded assignment & Socratic questioning, were introduced and we can better understand students’ difficulties and needs in learning. Teachers also found that
the strategies for the design of pre-lesson preparation activities, self-regulated learning and flipped learning are useful for them. It is a valuable experience in
analyzing the pre-lesson learning tasks in groups and sharing with colleagues in the workshops. Last but not least, with the professional support from the QSIP
Team in curriculum planning and development of learning materials and activities, followed by the lesson observation activities, teachers participated in the
project highly appreciated the continuous guidance and valuable feedback offered by the team. Therefore, we agreed to make application for the School-Based
Support Services for one more year. Through site-based support, more teachers will be included in the learning circle and further developed to evaluate the
effectiveness of the pedagogies adopted and be competent to have a sustainable process for enhancing students’ learning motivation and effectiveness.
After the External School Review conducted in October 2014, Learning Enhancement Team (LET) was set up in the second term and it is composed of the
Principal, Vice-Principal, Head of Academic Affairs Committee and Coordinators from different key learning areas. Through the regular meetings, issues such
as how to conduct lesson observation, designing questionnaire to collect student feedbacks on classroom learning and teaching effectiveness and evaluation on
school major concerns were discussed. All the attendees worked as a professional learning community and were willing to share their views on different
aspects. In 2014 – 2015, we agreed that we have to focus on the two areas, namely questioning skills and assessment as/for learning. Teachers were reminded
to include higher order thinking (HOT) questions in their lessons to stretch student potentials and more importantly, to arouse students’ interest and motivation in
engaging learning activities in a meaningful way.
To nurture our students into effective learners and have better interface between our primary and secondary education, a Steering Committee of Curriculum
Interface (SCCI) was set up in late April 2015 with membership comprising three teachers from each of Munsang College and Munsang College Primary School.
The committee works out the framework and time schedule for the actions to be taken. And in the first year of implementation, we expected that there should be
a closer look at the vertical progression of the curriculum planning in core subjects, especially in primary six and secondary one level. Common difficulties,
misconceptions and weaknesses of our students would be identified through lesson observation and scrutinization of students work. We continue to build up
learning communities with different schools and teachers are strongly encouraged to participate in activities of networking schools.
210
School Major Concerns 2015 – 2016
1.
2.
(a)
Catering for learners’ diversity
Adopting differentiated instruction and tiered assignments to cater for students’ diverse
learning needs
Using higher order thinking questions and assessing students learning outcomes
Using e-learning to cater for students’ different learning styles
(b)
Effective use of assessment
Using assessment to
 identify students’ common areas of improvement and misconceptions
 help students’ self-reflection and self-monitoring
 facilitate teachers to make adjustment to their teaching strategies
(c)
Use of effective study skills
Cultivating students’ note-taking skills and study skills through school-based programs for
F.1 and F.2 students

Enabling students to learn from their peers and share good practices

Providing a platform for high achievers to learn from their peers, teachers and alumni

Enhancing students’ capability of employing reflection skills in running OLE activities
Staff development for teachers

Inculcating a sharing culture among teachers

Providing teachers with chances on experience sharing on teaching and curriculum planning

Managing and sharing learning and teaching resources

Facilitating communication and collaboration among teachers of different committees and
subject departments
211

2014-2015

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