VI. Report on Use of Grants

Tak Nga Secondary School
Annual School Report
2012-2013
50 years of love and wisdom
Home for young minds to bud and blossom
Annual School Report
2012-2013
Content
I.
Characteristics of Education provided by the
Sisters Announcers of the Lord
Page 2
II. School Vision and Mission
Page 3
III. School Information
Page 4-6
IV. Report on Major Concerns
(Achievements and Reflections)
Page 7-11
1. Smooth implementation of NSS
curriculum
2. Catering for Learner Diversity
3. Enhance Students’ Sense of Responsibility
V. Refined English Enhancement Scheme Project-end Evaluation Report
Page 12-16
VI. Report on Use of Grants
1. School-based After-School Learning and
Page 17-18
Support Programmes
2. Capacity Enhancement Grants
Page 19-20
VII. Student Achievements 2012-2013
Page 21-29
1
I.
Characteristics of Education provided by the
Sisters Announcers of the Lord
Our Convictions
Education, the art of reaching the very heart of a person, is a mission that the requires
boundless dedication of love and care. Only those who know how to touch a human heart
can master this art.
We believe that a person is fundamentally religious, that is, he accepts the existence of the
Creator, the origin of truth, goodness, and beauty, which all hearts are inclined to pursue.
Education draws on such an inclination, and enables a person to develop his or her
potentials to the full. We are deeply convinced that even the most deviant young people
may repent and turn over a new leaf.
Application of Our Convictions
We absolutely agree that prevention is better than cure. We uphold the preventive measures
founded by the great educator, St. John Bosco. The three key principles of his education
method are : reasons, Christian faith, and love.
1.
We reason with our students. The regulations we make and the measures we carry out
should be equitable and easy to understand. We induce our students to learn and be
good through encouragement and fervent exhortation.
2.
We use Christian faith to mould our students. Different religions guide people towards
different directions. In the pursuit of truth, goodness and beauty, we educate our
youths to appreciate the values of the Gospel.
3.
We tug at our students' heartstrings with our enduring love and care. Love is the core
of our education. Only a heart can influence another heart. It is our deeds which reflect
our love for our students, not our words.
2
II. School Vision and Mission
Vision Statement
We are a happy, learning-oriented community. We treasure Christian values. We
provide a loving and caring environment where students and staff excel and develop
their individual potential fully.
Mission Statement
With our blend of Christian tradition and innovation, we nurture joyful, lifelong
learners who have the integrity, wisdom, courage, and industry to succeed in the
global environment and serve our nation. We ensure that all students and staff
experience love and care. We promote staff excellence through professional
development. We involve parents as trustful partners to support the growth and
development of our students.
3
III. School Information
Background
Tak Nga Secondary School was founded by the Sisters of the Announcers of the
Lord in 1962. It first ran both a Chinese middle school and an English Secondary
Section to suit the students’ needs. Later in 1976, the English Secondary Section
increased her capacity while the Chinese middle school places were reduced due to
the changing needs of society and the desires of parents. In the autumn of 1980, Tak
Nga became entirely an English Secondary School.
Whole-school Language Policy
A. Principles:
1. We strive to provide a language-rich environment for every student to develop her
proficiency in English
2. We believe that every student is able to excel in English.
3. We strive to maximize students’ learning opportunities of English Language with
internal and external resources.
B. Objectives:
1. To develop students’ English proficiency
2. To develop students’ capacity to learn subjects through English
3. To foster students’ interest in learning English for international communication
and entertainment
C. Strategies:
I. To enhance the language environment conducive to learning English, we
 Organize English Week to celebrate students learning outcomes (performances,
presentations and display of student work) every school year
 Set up the English Zone to encourage students to use English for entertainment
and for self-access learning
 Have an English Club to co-ordinate regular lunchtime and English Zone
activities
 Students are required to keep a record of their participation in school English
activities by collecting chops for their English Passports
 Have English assembly with students’ presentations and teachers’ sharing
every Monday, Tuesday, Wednesday and Thursday
 Make all announcements and promotions of activities in English
4
 Display learning materials around the campus mainly in English
 Publish the Bee, our English school newspaper, twice a year
 Issue bilingual notices to students and their parents
 Train students to be MCs and announcers
 Organize English study trips
II. To develop students’ English proficiency, we
 Implement Phonics-based Reading Curriculum in S1 to develop students’
reading skills and to improve their performance in spelling
 Conduct Reading-pals programme to enhance S3 students’ reading and
presentation skills and help S1 students develop reading habit
 Adopt English as the medium of instruction in Physical Education and Visual
Arts
 Have on-line interactive learning – English Builder for all S. 1 to S. 6 students
 Cope with the diversity of learning abilities in class by employing different
teaching strategies such as cooperative learning
 Have the English Morning Reading Session to promote good reading habits
 Integrate language arts activities including poems and songs into both junior
and senior form English curriculum
 Encourage and subsidize students to join interschool speaking and writing
competitions
III. To strengthen students’ capacity to learn content subjects in English through
the Language across the curriculum (LAC), we have the Language Across the
Curriculum Committee (LACC) to take a leading role in the implementation of
LAC. Functions of LACC:
 facilitates and strengthens the collaboration among English teachers and content
subject teachers in order to enhance learning and teaching effectiveness in
English language and other subjects
 gives professional advice and support to content subject teachers so as to raise
the effectiveness of using English as the medium of instruction.
 implements pre-S1 Bridging programme to prepare students for using English as
the medium of instruction
 promotes professional development of teachers to enhance teachers’ capacity in
using English as the medium of instruction
5
Percent
Destinations of graduates 2012-13
50
45
40
35
30
25
20
15
10
5
0
2011/12
2012/13
Local
Degree
Local subdegree
Overseas
Repeating
Employment
30
40.8
46
45.8
18.2
7.5
2.2
1.7
0.7
0
Other cert
courses or
vocational
training
0
2.5
Other
2.9
1.7
6
IV. Achievements and Reflections on Major Concerns
2012-2013
1.
Smooth implementation of NSS curriculum
1.1 Achievements:
 2012 HKDSE Examination statistics were thoroughly studied by panels. Strengths
and weaknesses in the implementation of the school-based NSS curriculum were
identified, which give direction for teachers to formulate and adjust strategies to
enhance student performance in HKDSE Examinations. Additional lesson time was
allocated to S6 elective subjects for teachers to provide more learning support to S6
students. The 2013 HKDSE Examination results were encouraging. The Level 4
or above percentage of most subjects, including all four core subjects, were well
above that of all candidates.
 Students’ proficiency in English Language is crucial for effective learning as English
is the medium of instruction of most subjects. Conscientious efforts have been put
in enriching an English Language environment. The English Language rich
environment was highly commended by the Medium of Instruction Focus Inspection
Team from Quality Assurance and School-based Support Division of Education
Bureau. Throughout the year, the English Panel had organized regular lunchtime
Hall and English Zone (the self-assess English Language Learning Centre located on
the ground floor) activities which aim at increasing students’ exposure to English.
Students in S1 to S5 were required to keep a record of their participation in school
English activities by collecting chops for their English Passports. Majority of
students were able to attain Satisfactory (which requires a minimum of 30 chops) or
above, while a number of senior form students achieved Excellent for their
participation rate.
 To support effective teaching, instructional leadership and teacher collaboration is
indispensable. To provide the momentum for development of these two areas, the
Panel / Key Learning Area (KLA) based Professional Development Programmes
were launched. Each panel or KLA formulated their foci and implementation plan
of professional development. For example, the Chinese Language Panel focused on
questioning techniques while the Personal, Social and Humanities Education KLA
focused on assessment task design. Professional development activities such as
open classes, lesson observations and collaborative lesson planning had been
conducted within the panels / KLAs.
 A staff development day was held on 5 June 2013 for teachers to discuss and
evaluate the achievements of the programmes. Knowledge and generic experiences
were shared in the meeting of all teachers. Most teachers agreed that the sharing
could inspire and enhance their teaching and learning practices. All panels would
further the subject-based professional development into the next stage to sustain the good
practices.
7
5th June 2013 Staff Development Day – Quality Teaching and Learning
Science teachers were evaluating the
implementation
of
their
professional
development plan – effective use of English as
the medium of instruction in science subjects.

Chinese Language teachers were sharing with
all teachers on their experiences in the use of
questioning techniques for developing
students’ high order thinking skills.
As one of the components of the NSS curriculum, other learning experiences
(OLE) play an important role in whole person development of our students.
2012-2013 was remarkable in school history as our school celebrated its 50th
Anniversary. All students were engaged in different celebration activities. For
example, the school choir had used their summer vacation in producing a Music
CD, which was one of the 50th Anniversary souvenirs. Committee members of
different student organizations set up more than 20 booths in the school campus
and conduct interesting activities for their schoolmates and the general public in
the Open Day on 1st December 2012. Indeed, the student helpers had gained
valuable experiences beyond classroom learning.
50th Anniversary Open Day on 1st December 2012
Girl Guides’ handicraft making booth
School Choir’s performance in the basketball court
 Nearly 60% of senior secondary students participated in territory-wide inters-school
competitions, increased by almost 10% as compared to last school year. A variety of
co-curricular activities had been organized by subject panels, committees and student
organizations. Leadership training was a key element of OLE. Leadership training
programmes were launched by different student support committees. One example
was participation in the Ambassadors of Counseling Training Scheme 2013 organized
by Hok Yau Club. S4 students were nominated by our Career Mistress as Careers
8
Student Ambassadors. The 5 training sessions provided by Hok Yau Club enriched
their knowledge on the latest development of multiple pathways and enhance their skills
in peer counseling, programme planning and implementation. These ambassadors
conducted a sharing session for their S5 schoolmates on multiple pathways. They also
served as student helpers on the Day of Release of 2013 HKDSE Examination Results.
1.2 Reflections
 With the completion of senior secondary education of the first and second cohorts
under the New Academic Structure (NAS), teachers are provided with more
comprehensive data from both public assessment and internal assessment. To
enhance the effectiveness of learning and teaching, more sophisticated use of
assessment data is required in both junior and senior forms. This entails both
teachers’ assessment literacy and professional leadership of heads of subject panels
and Key Learning Areas.
 With the implementation of NAS, students’ demand for careers guidance has
increased sharply. More resources, especially human resources, are required to
provide careers guidance to students. Indeed, a strategic plan for careers education
throughout students’ secondary school life would provide the framework for the
formulation of yearly targets and plans to cater for the needs of students.
 Language proficiency is the prerequisite for students to pursue further study and for
their career development. Development of students’ proficiency in English
Language, Chinese Language and Putonghua will continue to be our priority.
Subject panels and committees will continue to create different learning opportunities
for students to use language purposefully.
2 Catering for Learner Diversity
2.1 Achievements:
 The implementation of the Language Across the Curriculum (LAC) project under
the Refined English Enhancement Scheme was a success. To quote from
Education Bureau’s Focus Inspection Report on our school’s use of the Medium of
Instruction at the Junior Secondary Levels (MOIFI) which was conducted in May
2013, the launch of LAC Pilot Project served as a good starting point for the
collaboration of subject teachers in promoting LAC. Professional development
activities such as collaborative lesson planning, open classes, lesson observations
and sharing sessions focusing on LAC had been conducted. Teachers’ comments
were positive towards the collaboration between content subject teachers and
English Language teachers. The former regarded the latter as an importance
source of support for effective use of English as the medium of instruction.
9
 Afterschool remedial classes were offered for students who need more support in
learning Chinese Language, English Language and Mathematics. Split class
teaching was adopted in four HKDSE core subjects in one class of each senior
form. External resources were drawn to provide additional afterschool remedial
classes and homework guidance classes for junior form students.
 High achievers were stretched through participation in inter-school competitions
and programmes organized by universities and other organizations, such as the
Secondary School Mathematics and Science Competition organized by the Hong
Kong Polytechnic University and English is Everywhere Courses organized by the
Language Fund. Students had achieved excellent performance in different
categories of external competitions, which included academic, physical, music and
art competitions. The list of awardees in various competitions was posted on our
school website.
 The Reading Pals Programme (RPP) and the Phonics-based Reading Curriculum
(PBRC) under the Refined English Enhancement Scheme (first year) was
successfully sustained. Conditions for the implementation of these programmes
such as special timetabling arrangements and allocation of manpower were created
in the previous school year. These two programmes were highly commended by
the EDB in the MOIFI. The inspection team commented that the RPP benefited
both the high achievers (one S3 class) and the S1 students who need more support
in learning English in developing their reading strategies and boosting their
confidence in speaking.
2.2 Reflections:
 Language is the vehicle for learning.
Students’ language support needs are
identified and catered for through the implementation of LAC. The launching of
this project enables us to identify the conditions for the implementation of LAC and
the importance of planning, which comprises school, subject and class level. It is
the responsibility of the school administration to provide the infrastructure for the
implementation of LAC, such as special timetabling arrangements, staffing,
professional development opportunities, etc. The MOIFI report has given us
constructive suggestions on how to sustain and how to build on the success of the
LAC Pilot Project. The report will definitely serve as an important reference for
our planning for years ahead.
 Afterschool remedial classes as a means to cater for learner diversity have been
implemented for many years. More systematic collection and use of data, such as
inspection of assignments of these classes, may help us evaluate the effectiveness of
these classes.
10
 Participation in programmes and competitions offered by external organizations is a
way to cater for the needs of high achievers. There is a need to solicit more
resources for creating learning opportunities for students.
3 Enhance students’ sense of responsibility
3.1 Achievements:
 Cultivation of students’ sense of responsibility was by means of implementation
of formal and informal curriculum. To instill right values based on Catholic
faith for junior form students, S1 and S2 classes had more Ethics lessons than
their schoolmates in higher forms. Spiritual education was introduced to all S1
students. The Student Counselling Committee collaborated with the Ethics and
Religious panel in conducting sex education to all S2 students in their Ethics
lessons.
 To help junior form students acquire essential self-management concepts and
skills, the Student Counselling Committee formulated a school-based curriculum
for S1 and S2 class teacher periods. Booklets (students’ and teachers versions)
were published to facilitate the conduct of lessons by S1 and S2 class teachers.
The feedback from both class teachers and students was positive.
 A special timetable with an extended 9th period was adopted for creating time
and space for hall assemblies, which serve as a platform for different subject
panels and student support committees to conduct a variety of co-curricular
activities. For example, the Careers Guidance Committee invited Ms Mary
Cheung to conduct a talk on “the Importance of Etiquette, Manners and Personal
Image to Young Ladies” for the whole school. The feedback from students,
especially senior form students, was encouraging.
 Talks on different issues were conducted by the Moral and Civic Education
Committee regularly in morning assemblies throughout the school year.
Students found the talks relevant to their life as the content was derived from
their daily life such as learning attitude and use of internet.
3.2 Reflections:
The activities and programmes organized by different subject panels and student
support committees provided a lot of learning opportunities to students.
It is
difficult to quantify the outcomes of these activities and programme in respect of
enhancement of students’ sense of responsibilities.
Nonetheless, there is a need
for developing a mechanism for evaluating the effectiveness of the activities and
programmes.
Moreover, collaboration among committees and subject panels is
probably a way towards more efficient use of resources.
11
V. Refined English Enhancement Scheme - Project-end Evaluation Report
Name of School: Tak Nga Secondary School
Project Period: 2011/12 to 2012/13
Part 1 - Project deliverables [Please refer to Part 1 of Guidelines on completing the Project-end Evaluation Report]:
No.
1
Describe the tangible deliverables
(e.g. Language-across-the- curriculum and English language
Suitable for dissemination; reason(s)
curriculum materials, teaching and learning resources by
non-language subjects, etc.)
Reading Pals Programme (RPP)
(1) Resource package with reproducible learning and teaching materials
such as worksheets and assessment tasks for English Language teachers
to implement RPP
(2) Reading packages with (i) instructions for group leaders; (ii) reading
materials; and (iii) materials for conducting reading activities
Phonics- based Reading Curriculum (PBRC)
2
*Yes / No
The resource package and the reading packages are
reproducible. The teachers-in-charge and students can also
share their experiences with teachers of other schools. The
reading packages were highly commended by EDB in the
Medium of Instruction Focus Inspection conducted in May
2013.
*Yes / No
Resource package with reproducible learning and teaching materials such The resource package is reproducible.
The
as worksheets, teaching aids and assessment tasks for English Language teacher-in-charge can share her experiences on teaching
teachers to implement PBRC
phonics. Indeed, she has demonstrated the teaching of
phonics to other English panel members.
12
Language Across the Curriculum – Reading & Writing skills development (LAC)
3.
*Yes / No
The lesson plans, reproducible learning & teaching materials
(1) Resource package with lesson plans, reproducible learning & teaching
and assessment tasks resources packages can be adapted to
materials and assessment tasks for all English Language teachers to
the curriculum of different schools. The teachers-in-charge
teach the specified language items and structures
are happy to share their experiences with teachers of other
(2) resource package with lesson plans, reproducible learning & teaching schools. Indeed, a sharing session with another secondary
materials and assessment tasks for content subject teachers implement school on LAC has been conducted, in which the teachers of
both schools shared their experiences and T/L resources in
LAC
LAC.
Local English Study Camp
*Yes / No
(1) a camp booklet for each participant
4.
(2) resource package with materials for conducting different language The camp booklet and the materials for conducting language
activities are reproducible.
activities
* Delete the inappropriate.
Part 2 - Attainment of output targets [Please refer to Part 2 of Guidelines on completing the Project-end Evaluation Report]:
Output / outcome-based targets pledged by school in the
proposal
Extent of Attainment (please elaborate)
Reading Pals Programme (RPP)
At least 70% of the participating class of Secondary 3 students are able
to

develop their oral expression, pronunciation and spoken
confidence through story-telling experiences

critically analyse what they read and express this
understanding to others as tutors in interactive reading activities
The targets were fully attained. Nearly the whole class of Secondary 3
students had very positive feedback towards the programme. These
reading tutors found that they read more English books than before,
learnt more new vocabulary. In addition, the programme provided
opportunities for them to make use of their phonic skills to decode the
difficult words. Their confidence and fluency in speaking English had
been enhanced by serving as reading tutors.
13
Phonics- based Reading Curriculum (PBRC)
At least 70% of the students participated in the programme are able to
 show a mastery of all English sounds
 read independently
 develop interactive learning skills with reading pals
The targets were fully attained. The assessment data reflected that
around 80% of the participants (S1 students) were able to show a
mastery of all English sounds. All of the participants were able to read
independently and had develop interactive learning skills with reading
pals such as asking questions and answering questions orally.
Language Across the Curriculum – Reading & Writing skills The programme was implemented in three stages, with one subject in
development (LAC)
focus in each stage. Although student performance in the first stage
(Life and Society) was not satisfactory, the experience gained was
At least 70% of students are able to apply language items and structures valuable input for the implementation of the second and the third stage.
About 72 % of participants (all S2 students) were able to apply the
acquired from English lessons in content subjects involved in LAC
language structure in the content subject (Integrated Science) while 96%
of participants attained their LAC learning targets in the third stage
(Geography).
Local English Study Camp
The target was fully attained. The study camp had created a lot of
At least 80% of students show positive comments about the trip in the opportunities for participants (40 S1-3 students) to use English
opinion survey
purposefully. It also engaged participants in a variety of indoor and
outdoor activities beyond classrooms.
14
Part 3 - Reflections on the project [Please refer to Part 3 of Guidelines on completing the Project-end Evaluation Report]:
(in concise and precise language, point form acceptable)
2012-2013 was a year for us to consolidate the fruits of 2011-2012 - RPP, PBRC and the Local English Study Camp .
Teaching plans and materials
were revised and refined. The experiences gained from the implementation of the projects were shared with English teachers in professional
development activities. With the implementation of the projects, we accumulated both teaching and administrative experiences. We succeed in
building the infrastructure for carrying out the programmes, which is crucial for their sustainability. We are glad that these support measures for
student learning were highly commended by the EDB MOI Focus Inspection team.
The launching of LAC impact had positive impact on teachers. Compared with DOLACEE implemented in 2005/2006, teachers had a more
positive attitude towards LAC. Before the implementation of the LAC pilot project, content subject teachers regarded LAC was an additional
workload to them, as they were required to teach English Language in addition to the content of their subjects. After the implementation of this
project, content subject teachers obtained the support of English teachers to their teaching of subjects. English teachers provided a language
perspective for the content subject teachers, which enabled them to be aware of students language support needs. The project served as a platform
for English teachers and content subject teachers to exchange ideas, which provide the momentum for more effective teaching and learning. The
experiences gained from the implementation of this project were shared among teachers through professional development activities such as post
lesson observation conference, sharing session for all teachers during professional development day, etc. The project was indeed an important step
for the school towards a learning organization. As commented by the EDB MOI Focus Inspection team, “good arrangements have been made for
collaborative lesson planning and professional sharing, and quantitative and qualitative data on student performance are duly analysed to facilitate
ongoing review of teaching progress and design of materials.” (extracted from the Focus Inspection Report on the Use of English as the Medium of
instruction at the Junior Secondary Levels of Tak Nga Secondary School, Quality Assurance and School-based Support Division, EDB, June 2013).
The years ahead will be full of challenges.
The success of the trials financed by REES will have to be sustained and expanded without additional
resources. Strong leadership and collective wisdom are indispensable for us to move on the cycle of planning, implementation and evaluation to
sustain and expand our achievements.
15
Part 4 - Self-rating on the implementation of the project [Please refer to Part 4 of Guidelines on completing the Project-end
Evaluation Report.]:
Taken Parts 1 to 3 above together, the overall rating on my school’s implementation of the Project is : ( 4 )
[4= Very good
3 = Good
2 = Satisfactory
1 = Can be improved]
Part 5 - Information for stakeholders [Please refer to Part 5 of the Guidelines on completing the Project-end Evaluation
Report.]:
Please put a”” in the appropriate box.
(1) Has your school included the Strategy and implementation Plan of the Project in your school development plan?
 Yes.
 No. [Please give reason(s)]:
_____________________________________________________________________________________________________
(2) Has your school included the report(s) on the progress and evaluation of the Project in the annual school report?
 Yes.
 No. [Please give reason(s)]:
_____________________________________________________________________________________________________
16
VI. Report on Use of Grants
1. School-based After-School Learning and Support Programmes 2012/13
Name of School：
Programme Report
Tak Nga Secondary School
Project Coordinator： Mr. Chow Kin Fai
A. Information on Activities under the Programme
Actual no. of
Target
students #
benefitted
Average
subsidy
Period/Date
activity held
Actual expenses
($)
Method(s) of evaluation
(e.g. test, questionnaires,
etc)
Name of partner/
service provider
(if applicable)
Remarks if any
(e.g. students’ learning
and affective outcome)
Musical Class
26
2701
Nov 2012–
June 2013
70233
Teacher Observation
Schroeder’s
Music Union
/
LS Reading
21
60
Jan 2013
1258.5
Teacher Observation
/
/
Pop Dance Activity
3
630
Oct 2012–
May 2013
1890
Teacher Observation
/
/
Newspaper Reading Scheme
1
140
Oct 2012–
May 2013
140
Adventure-based Training
Camp
7
400
Sept 2012
2800
Teacher Observation
FHL Power
Adventure
Training Centre
/
Chinese Enhancement Class
14
450
Aug 2013
6300
Questionnaire
/
/
Total Expenses
82621.5
Name of activity
Note:
# Target students: students in receipt of CSSA/SFAS full grant and disadvantaged students identified by the school under the 10% discretionary quota.
17
B.
Project Effectiveness
To the benefitted students, achievements of the activities conducted are rated as follows:
Please put a “” against the most appropriate box.
Learning Effectiveness
a) Students’ motivation for learning
b) Students’ study skills
c) Students’ academic achievement
d) Students’ learning experience outside classroom
e) Your overall view on students’ learning effectiveness
Personal and Social Development
f) Students’ self-esteem
g) Students’ self-management skills
h) Students’ social skills
i) Students’ interpersonal skills
j) Students’ cooperativeness with others
k) Students’ attitudes toward schooling
l) Students’ outlook on life
m) Your overall view on students’ personal and social
development
Community Involvement
n) Students’ participation in extracurricular and voluntary
activities
o) Students’ sense of belonging
p) Students’ understanding on the community
q) Your overall view on students’ community
involvements
C.
Improved
Significant Moderate
Slight
No
Change
Declining
Not
Applicable

















Comments on the project conducted
Problems/difficulties encountered when implementing the project
unable to identify the target students (i.e., students receiving CSSA, SFAS full grant);
difficult to decide on the 10% discretionary quota;
target students unwilling to join the programmes;
the quality of service provided by partner/service provider not satisfactory;
tutors inexperienced and student management skills unsatisfactory;

the amount of administrative work leads to apparent increase on teachers’ workload;
complicated to fulfill the requirements for handling funds disbursed by EDB;
the reporting requirements too complicated and time-consuming;
Others (Please specify):
18
VI. Report on Use of Grants
1. Capacity Enhancement Grants (CEG) 2012-2013
(a) Mathematics and Computer Panels - Evaluation Report on CEG
A qualified and experienced Mathematics and I.C.T. teacher was hired to support teachers in
developing senior secondary curriculum tasks, in conducting I.C.T. & Maths classes from S2
and S6 and in promoting self-learning by using web-resources throughout the academic year.
Throughout the year, the teacher has supported teachers of same panels by sharing the teaching
load of his colleagues. Learner diversity of the students was catered for as the weaker
students were organized in small groups and additional support was given to them afterschool.
He has helped these students develop their self-learning capacity through small group teaching.
Another contribution made by the teacher was making it possible for the implementation of
smaller class sizes for the Module 1 and Module 2 Mathematics in S5 classes, which directly
reduced the teaching workload of S5 Mathematics teachers.
In addition, the teacher helped to promote the self-learning by using web-resources from the
publisher in S2. There were regular On-line exercises assigned to students and the students
needed to finish the exercises at home individually. Moreover, he designed and prepared
worksheets, exercises and quizzes by collaborating effectively with other panel members
teaching the same forms.
Panel members have generally found that the support offered by the teacher to be vital to their
work. They have benefited greatly in terms of reduced overall workload and increased access to
more resources.
19
(b) 「學校發展津貼」中文老師工作檢討 (2012-2013)
概況﹕
中文老師﹕賴雪君老師(0.5)，王鈺棋老師(0.5)
任教情況﹕
中六級中文 1 班；中五級中文 1 班；中一級中文 4 班；中三、二級通識 8 班
對同學的幫助：
‧ 教學人手增加，有助中六級實施分班教學﹝由 4 班改為 5 班﹞，中四級也可分 5 組教學，
對照顧學習能力差異及進行活動教學有極大裨益。
‧ 協助規畫中四及中六級必修及選修課程，共同備課、參加校內閱卷會議，優化課程內容，
使同學學習更有系統。
‧ 協助統籌中文科科務的工作，管理中文科網頁，提供最新的校外比賽資訊，上載網頁，鼓
勵學生多加參與，增進學習經歷。
對我科老師的幫助：
‧ 人手增加，有助分擔中文科老師的科務工作。
‧ 教學人手增加，中六級能實施分班教學﹝由 4 班改為 5 班﹞，中四級也可分 5 組教學，有
助老師照顧學習能力差異及進行活動教學。
‧ 人手增加，避免了中文科老師任教 4 班的情況出現，減輕工作量；中文科同事亦可避免同
時兼三個科組﹝中文、中史、普通話﹞的工作。
‧ 共同分享教學資源，交流教學心得，令科內同事增進教學知識，加以反思。
‧ 協助統籌中文科科務的工作，例如管理中文科網頁和壁報板，為學生提供重要及有用資訊。
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VII.
Student Achievements 2012-2013
Results in External Competitions (2012-2013)
Academic
Name of competition
比賽名稱
Result
成績
Name and Class
獲獎學生
Distinction
5D Lau Wing Ki
Hong Kong Polytechnic University
5DChan Yik Tin
Secondary School Mathematics and
5D Cheung Wing Kei
Science Competition 2013
5D Ting Ho Ching
Credit
Subject: Chemistry
5D Lei Ho Kar
5C Tam Mei Ting
5C Lau Sin Yee
Hong Kong Polytechnic University
High Distinction
5C Lee Sarah Yee
Distinction
5C Ho Chin Hang
5C Kwok Yi Man
5C Ng Ka Tik
5C Tang Hiu To
5C Wong Po Ying
5C Yeung Ka Ching
Credit
5C Au Yee Hung
5C Lai Tsz Yan
5C Leung Ho Yan
5C Leung Ka Ki
5C Lui Chi Ching
5C Ng Ka Wing
High Distinction
5D Cheung Wing Kei
5D Tang Yuk Wah
Distinction
5D Lam Tsoi Man
5D Lo Ho Wun
Credit
5D Chan Yik Tin
5D Cheng Sze Ki
5D Lau Wing Ki
5D Lei Ho Kar
5D Lui To Shan
Secondary School Mathematics and
Science Competition 2013
Subject: Biology
Hong Kong Polytechnic University
Secondary School Mathematics and
Science Competition 2013
Subject: Math
香港潮人深水埗同鄉會
「2013 年度林建康助學金」
5D 丘素芬
21
Junior Form
3D Chen Shuxian
3D Ho Chiu Yu
3D Ng Chun Chun
Senior Form
4D Law Chui Yi
4D Ho Hilda Hei Tung
6D Pang Helen
The 5th Sham Shui Po District
Outstanding Students Award
「梁漢洪教聯獎學金」
5D 劉詠琪
Hong Kong Institute of Accredited
Accounting Technicians (Secondary
School Group) Scholarship
5D Lo Ching Yi
4B
4B
4C
4D
4D
吳學怡
李雅塋
曾曉慧
梁智晶
譚鈺儀
中學基建模型創作比賽 2013
最佳承托效益獎
亞軍
仁濟醫院王華湘中學
2013 閱讀周「巨人足跡」
中、小學中、英文閱讀報告賽
中學組季軍
1A 司徒晴晴
Champion
5D Katie Leung
中學一、二年級
普通話詩詞獨誦亞軍
1D 陳怡穎
1D 王晶晶
中學一、二年級
普通話詩詞獨誦季軍
2B 陳銳熹
中學三、四年級
普通話詩詞獨誦季軍
3D 陳顥心
優異獎狀
4D 陳必祺
良好獎狀
3C 張瀚寧
4C 林嘉儀
4C 鄭立婷
合誦冠軍
3D 關嘉詠 3D 方曉彤
3D 周嘉敏 3D 易卓怡
The Hong Kong Polytechnic University
Healthy Lifestyle-Lyrics Rewriting
Competition for Secondary School Students
香港學校音樂及朗誦協會
第六十四屆香港學校朗誦節 2012
鎮文化教育協會主辦
語文教育及研究常務委員會合辦 教育
局、香港電台普通話台、
家庭與學校合作事宜委員會協辦
「第十五屆全港中小學普通話演講比賽
2013」
蔡麗雙博士詩文朗誦協會
香港朗誦藝術語言中心
第九屆中外作家詩文朗誦比賽
(2013‧香港)
合誦亞軍
4D 陳必祺 4D 梁嘉盈
4D 王懿初 4A 陳曉靜
對誦冠軍
5A 李穎珊 4D 陳必祺
對誦亞軍
4D 梁嘉盈 4A 陳曉靜
對誦季軍
5A 李逢如 5A 劉雅穎
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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
第二十四屆讀嘉年華
「閱」聞「閱」趣寫作比賽
慈幼會
「向老師致敬 2013」徵文比賽
初中組冠軍
3D 關嘉詠
初中組優異獎
3D 伍珍珍
高中組亞軍
4C 鄭立婷
高中組優異獎
4D 陳必祺
初中組亞軍
3D 關嘉詠
高中組冠軍
4D 謝慶玲
高中組季軍
4D 陳必祺
高中組優異獎
4D 譚錦華
中學六年級
粵語詩詞獨誦冠軍
香港學校音樂及朗誦協會
校際朗誦節
陸陳漢語國際教育
第十三屆世界華人學生作文大賽 香
港賽區
中學六年級
粵語詩詞獨誦亞軍
中學六年級
粵語詩詞獨誦季軍
中學五年級
粵語詩詞獨誦亞軍
中學五年級
粵語詩詞獨誦季軍
中學四年級
粵語詩詞獨誦季軍
中學三年級
粵語散文獨誦亞軍
中學三、四年級
粵語二人朗誦季軍
中學二年級
粵語詩詞獨誦亞軍
中學一年級
粵語詩詞獨誦季軍
6A
6A
6A
6A
王文詩
黎欣兒
蔡學明
黃德妍
6A 李苡昕
6D 馬菀蔚
5C 黃寶盈
5C 劉亦羚
4D 陳必祺
3D 陳顥心
4D 李穎朗 吳錦恩
2D 陳銳熹
1C 宋卓慧
1D 陳怡穎
一等獎
4A 廖芷嘉
二等獎
3C 梁惠玲
2A 陳曉琪
三等獎
3C 王美月
2B 葉蘊瑤
優秀獎
2B 朱詠珊
3A 列寶怡
3C 陳婉虹
3D 梁穎
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4C
4D
4D
4D
鄭立婷
陳必祺
陳淑怡
梁嘉盈
Solo Verse Speaking
Champions
3B Ng Cheuk Tung Sofrie
Solo Verse Speaking
2nd Place
1C Tong Wing Kiu Nicole
1D Chan Yi Wing
2B Lai Pei Hei
3C Hui Lok Wai Christina
Dramatic Duologue
2nd Place
5C Tang Hiu To and
5C Yau Bianca Yui Zhi
Solo Verse Speaking
3rd Place
1C Cheung Wing Yin
3D Wong Jendy
4A Liu Tsz Ka
5A Au So Ying
5D Mok Hiu Ting
Choral Speaking
Merit
Tak Nga Secondary School 3D
Tak Nga Secondary School 4A
Dramatic Duologue
Merit
5C Lam Pui Hung and
5D Lei Ho Kar
2B Chak Ka Ning and
2B Li Wing Tung
2B Wong Wai Tung and
2B Chu Wing Shan Michelle
3D Wong Kit Ling and
3D Leung Wing
Solo Verse Speaking
Merit
1B Choy Man Yan
1B Ip Sze Wai
1C Sung Cheuk Wai
1D Chan Melanie Pui Lam
1D Leung Yi Ling
1D Mak Stephanie Ying Sum
1D Zee Ka Wai
2B Chak Ka Ning
2B Cheng Yin Yi
2B Chiu Tung
2B Chu Wing Shan Michelle
2B Lau June Yik Sze
2B Li Wing Tung
2B Wong Wai Tung
2B Yeung Ching Yi
2C Chiu Cheuk Ying
2C Li King Lam
2C Pau Wing Yim
2C Sin Lok Yiu
2D Law Lok Yin
3A Lam Yan Kei
3A Lau Mei Kwan
3A Pang Sze Nga Phoebe
3B Yue Yuen Yu Yolanda
3C Lu Pak Yu Sherry
3C Pak Lo
3D Chan Ho Sum
3D Law Sze Man
3D Leung Wing
3D Ng Ka Yi
64th Hong Kong Schools Speech
Festival
(2012-2013)
24
3D Wong Kit Ling
4A Gill Ramenjeet
4A Wong Abigail Tsz Chai
4B Li Wing Long
4B Ng Yannis
4C Cheung Seen Yee Sammi
4C Fung Tak Yu
4C Ho Tsz Ning
4C Lam Cho Tung
4C Siu Ka Ying
4C Siu Kiu Yan
4C Tsui Yuk Ha
4D Chan Wing Sum
4D Ho Man Yee
4D Law Chui Yi
4D Leung Ka Ying
4D Luk Hiu Ching
4D Tam Kam Wa
4D Tong Fuk Yee
4D Tong Ka Yan
4D Wan Lok Man
4D Wong Yi Chor Teresa
5A Chow Tsz Kwan
5A Chung Carey
5A Fung Wing Ting
5A Lee Xiao Tong
5A Leung Chung Yee
5A Li Wing Shan
5B Chan Jacqueline
5B Cheong Ming Sze
5B Fok Ching Yiu
5B Wong Yik Yu
5D Chan Tsz Yan
5D Kwan Tan Ying
5D Lai Wing Lam
5D Lei Ho Kar
5D Leung Ho Yung
5D Tang Yuk Wah
5D Yau So Fan
6C Chiang Chi Yan Ruby
6D Lai Oi Ki
6D Hon Wing Hin
5D Kwan Tan Ying
5D Cheung Wing Kei
4D Chen Biqi
4D Ho Hilda Hei Tung
4D Tong Ka Yan
The 4th Sham Shui Po District
Outstanding Students' Awards
「明日領袖獎」計劃 2012-2013
2013 港澳數學奧林匹克公開賽
《港澳盃 HKMO Open》暨 亞洲國際
數學奧
林匹克公開賽選拔賽﹝香港賽區﹞
6C Tam Sze Ki
銀獎
2B 林佳貽
銅獎
1D 趙晉伶
2B 趙潼
2B 朱詠珊
2B 伍沛茵
3D 陳淑賢
3D 張天恩
3D 何昭汝
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2013 港澳數學奧林匹克公開賽《港澳盃
HKMO Open》暨 亞洲國際數學奧林匹
克公開賽選拔賽﹝香港賽區﹞ 晋級賽
2B 林佳貽
銅獎
3D 何昭汝
2013 年《希望杯》國際數學競賽
〔香港〕
三等獎
2B 林佳貽
6D 彭海倫
香港青少年數學精英選拔賽
三等獎
3C Cheung Hon Ning
「華夏盃」全國數學奧林匹克邀請賽
2013 香港賽區)晉級賽
二等獎
2B Lam Kai I (Nancy)
一等獎
2B Lam Kai I (Nancy)
二等獎
2B Ng Pui Yan (Tiffany)
「華夏盃」全國數學奧林匹克邀請賽
2013 港賽區)初賽
Youth Arch Student Improvement
Award
2A Yuen Ming Wai
2A Nguyen Hai Mi Helen
2C Cheung Sum Yi
2C Ho Wai Yin
3C Siu Wai Man
3D Cheung Mei Shan
3C Yip Wing Ki
3A Tsui Sin U
4B Or Yuen Ki
4B Tsui Fung Kan
4D Li Ho Man
4C Cheung Yuk Ting
5A Yuen Hoi Hang
5B Wong Yik Yu
5C Au Yee Hung Angie
5D Lo Lok Ka
6A Cheng Yi Kiu
6B Ng Suet Ying
6C Ho Ting Yin
6D Chan Yuen Kiu
Youth Arch Student Improvement Scholarship
6A Cheng Yi Kiu
「We love HK」
Online Reading Program
Excellent grades
Sir Edward Youde Memorial Prizes
2012/13
九龍西潮人聯會
Rev.Joseph Carra Education Fund
1D Leung Ka Yi
5D Lau Wing Ki
6C Tam Sze Ki
最佳學業進步獎
3D 伍嘉惠
最佳操行進步獎
5D 徐穎欣
奮發圖強獎
5A 顏綺澄
6C Wong Hoi Ning
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2012 Advancement Academy
Scholarship
2A So Tina WwingYiu
Hong Kong International Institute of
Educational Leadership Scholarship
Scholarship
Wong Hei Men
United College, The Chinese
University of Hong Kong Scholarship
Wong Chi Lam Scholarship
Li Rui Yi
Visual Arts
Name of competition
比賽名稱
艾斯爾國際文化交流
2013「童眼看世界」繪畫比賽
Result
成績
Name and Class
獲獎學生
一等獎
4A 梁曉宜
二等獎
4D 譚錦華
三等獎
4C 黃敏儀
優異獎
4A 李彩璇
4C 伍楚翹
4C 李芷然
4C 何梓寧
4C 蕭嘉塋
香港佛光緣小藝術家獎
「人人行三好,好心會放光」
香港佛光緣小藝術家獎
「人人行三好,好心會放光」
香港教育專業人員協會及
康樂及文化事務署香港公共圖書館
聯合主辦
嘉許
4C
4D
4D
4D
4D
4D
4D
何梓潼
梁嘉盈
馮秀麗
梁倩汶
譚錦華
湯馥儀
李珮賢
入選
林穎同 (舊生)
4D 謝慶玲
4D 馬穎嘉
4D 尹樂敏
優異獎
5B 陳曉曈
初中組亞軍
3D 黃燕萍
初中組優異獎
3D 王曉彤
第 24 屆閱讀嘉年華
永亨盃海報設計比賽
青年議會「華彩傳心意」美術設計比賽
27
Physical
Name of competition
比賽名稱
Result
成績
Name and Class
獲獎學生
1st Runner-Up
2B Nicole Chak
3A Rebecca Li
3D Au Hoisy Bacolod
4A Michelle Lam
Holy Family Canossian College
Annual Sports Day 2012-2013
4X100m Invitation Relay
1st Runner-Up
2B Nicole Chak
3A Rebecca Li
3D Au Hoisy Bacolod
4A Michelle Lam
HKSSF Athletics Championships
2012-2013
Girls B Grade - Long jump
1st Runner-Up
3D Au Hoisy Bacolod
St Teresa Secondary School
35th Sports Day
4X100m Invitation Relay
1st Runner-up
Our Lady of the Rosary College
38th Athletics Meet
4X100m Invitation Relay
Champion
Kit Sam Lam Bing Yim
Secondary School
Annual Sports Day 2012-2013
4X100m Invitation Relay
Watsons Athletic Club Annual
Challenge
3rd Runner-up
2B Nicole Chak
3A Rebecca Li
3D Au Hoisy Bacolod
4A Michelle Lam
2B Chak Ka Ning Nicole
Girls' B Grade 400m
Music
Name of competition
比賽名稱
Result
成績
Name and Class
獲獎學生
深水埗區傑出學生協會
Talent Wanted
深藏畢露才藝表演賽
亞軍
4A 廖芷嘉
65th Hong Kong Schools Music
Festival
Grade two piano solo
-winner
Singing in foreign language
age 16 or under1st runner up
Grade five piano solo 1st runner
Grade seven piano solo 2nd runner up
1C Leung Nga Man
TNSS School Choir
3D Lam Yuk Chi Eugenie
5B Tse Wing Tung Joanna
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Others
Name of competition
比賽名稱
慈青日
鮑思高神父問答比賽
Hong Kong School Drama Festival
2012/13
2012 特區政府施政十件事件評選
羅氏慈善基金、教育局合辦
高中應用學習獎學金
Result
成績
優異獎
Name and Class
獲獎學生
3D
4A
4D
5A
黃婉婷
黃祉儕
何敏儀
潘星悅
Award for Commendable
Overall Preformance
Tak Nga Secondary School
Award for Outstanding Script
4D Law Chiu Yi
5D Lei Ho Kar
5C Tang Hiu To
Award for Outstanding
Cooperation
Tak Nga Secondary School
Award for Outstanding Stage
Effect
Tak Nga Secondary School
Award for Outstanding
Preformer
1D Chan Yi Wing
2B Lau June Yik Sze
5D Mok Hiu Ting
5D Lei Ho Kar
Award for Outstanding
Director
5C Tang Hiu To
三等獎
5C 梁可欣
二等獎
4C 廖婉儀
6A 鄭伊翹
For internal awards, please visit our school website:
http://www.taknga.edu.hk/  Student Achievement  Internal Awards
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