Tak Nga Secondary School

Transcription

Annual School Report
2014-2015
Content
Page
A.
Our School
1. Characteristics of Education provided by the Sisters
Announcers of the Lord
2. School Vision and Mission
3. School Information
B. Achievements and Reflections on Major Concerns
Major Concerns
1. Enhancement of professional leadership for sustainable
school development
2. Effective learning and teaching to cater for the diverse
needs of students
3. Development of students’ life planning capacity
7-16
16-23
C. Quality Education Fund Project Final Report
D. Report on Use of Grants
1. Capacity Enhancement Grants
2. Diversity Learning Grant for Gifted Education
Programmes
3. School-based After-School Learning and
Programmes
E. Student Achievements 2014-2015
2-6
24-30
Support
31-41
P.1
A. Our School
1. 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
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.
2.
3.
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.
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.
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.
P.2
2.
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.
P.3
4. 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
P.4






Make all announcements and promotions of activities in English
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
P.5
Destinations of graduates 2014-15
50
45
40
30
25
20
15
10
5
0
Local Degree
Local subdegree
40.7
45.74
44.1
45.74
2013/14
2014/15
Overseas
(inculding
mainland &
Taiwan)
10.2
3.1
Repeating
Employment
3.4
2.33
0.9
0.78
Other cert
courses or
vocational
training
0.9
0.78
Other
0
1.55
Qualifications & Professional training attained by
Teachers 2014-15
100.0
90.0
98.0
96.0
80.0
70.0
60.0
50.0
40.0
40.0
30.0
20.0
10.0
11.5
0.0
Teacher Certificate /
Diploma in Education
Bachelor Degree
Master / Doctorate
Degree or above
Special Education
Training
Teachers' Experience 2014-15
70
percentage of teachers
percentage of teachers
Percent
35
60
62
50
40
30
20
23
10
15
0
0-4 years
5-9 years
≥10 years
P.6
Achievements and Reflections on
Major Concerns 2014-2015
Major Concern 1 - Enhancement of professional leadership for
sustainable school development
Achievements
Professional Development of middle leaders
Professional leadership is crucial for school effectiveness and sustained school
development. The leadership roles of middle managers are particularly important
nowadays. In view of this, the focus of Major Concern 1 is professional development
of middle leaders. Three strategies were implemented in 2014-2015 school year,
namely, introduction of middle leader’s performance self-evaluation, structured
professional development programme for middle leaders and alignment of performance
appraisal with professional development plans through annual appraisal interviews.
1.
Introduction of Middle Leader’s Performance Self-evaluation
In April 2015, self-evaluation of middle leaders was conducted with the use of Middle
Leader’s Performance Self-Evaluation Form (“the Form” hereafter), which was
formulated by the Staff Development Committee with reference to Performance
Indicators for Hong Kong Schools 1 and The Generic Teacher Competencies
Framework2, as well as the feedback collected from middle leaders on the draft of the
Form3. 26 middle leaders, including panel heads & their deputies and committee
heads, filled in the Form. An opinion survey was conducted after the submission of
the completed Form in April 2015. The feedback from middle leaders was
encouraging. Majority of the middle leaders agreed that the form “specifies the
areas of responsibilities of middle leaders”, “specifies the performance targets of each
area of responsibilities”, and that the self-evaluation process helps them identify their
strengths and weaknesses in each area of responsibilities.
1
2
3
Quality Assurance Division, Education Bureau (2008). Performance Indicators for Hong Kong
Schools 2008 with Evidence of Performance.
Advisory Committee on Teacher Education and Qualifications (2003). Towards a Learning
Profession, The Teacher Competencies Framework and The Continuing Professional Development of
Teachers.
Feedback on the Self-Evaluation Form was collected at Middle Leaders’ Workshop conducted on 9
Jan 2015.
P.7
2.
Structured Professional Development Programme for middle leaders
A specially designed in-house workshop for middle leaders was conducted on 9th
January 2015:
Theme:
Leadership for school development
Participants: Heads & Deputy Heads of subject
panels / Committees
Participants’ evaluation survey result:
1. I can share my experience in middle management
and exchange the related information with my
colleagues in the workshop.
2. This workshop can pursue the needs of our school.
3. The information obtained in this workshop could be
applied to my work.
4. The speaker(s)/facilitator(s) was/were effective.
5. Overall, I was satisfied with the workshop.
Total
Topics
Speaker
Feedback on Curriculum Review Ms Lo Yin Tao (Vice‐principal – L&T) (30 mins)
Briefing on the Middle Leader’s Ms Cheung Ka Wai Performance Self‐Evaluation (Principal) Form background objectives areas of responsibilities & performance descriptors (45 mins)
Group Discussion & Feedback on Heads & Deputy the draft of Middle Leader’s Heads of subject Performance Self‐Evaluation panels / Form Committees (45 mins)
5
Max
Level of Agreement
4
3
2
Mean
1
Min
31
5
21
5
0
0
4.0
31
7
18
6
0
0
4.0
31
5
16
8
2
0
3.8
31
31
5
5
18
16
8
9
0
1
0
0
3.9
3.8
The workshop created an opportunity for the school management to explain the
expectations on middle leaders and for middle leaders to reflect on their work through
the study of the Middle Leader’s Performance Self-Evaluation Form (“the Form”
hereafter). It also enabled the Staff Development Committee to collect middle leaders’
views on the Form and make modifications. Participants’ feedback on the workshop
was encouraging.
The self-evaluation trial of committee heads, panel heads and their
deputies was run in April 2015. Feedback from those who had taken part in the
self-evaluation was collected for future planning, particularly for the Staff Development
Committee to formulate strategies for middle leaders’ professional development.
P.8
3.
Alignment of performance appraisal with professional development plans through
annual appraisal interviews
Trial use of a specially designed “Appraisal Interview Record form” was conducted in
May 2015 for the principal’s year-end appraisal interviews with senior teachers. Each
form was drafted by the principal with reference to the teacher’s appraisal data4 of
his/her three main areas of work, namely, teaching, student formation and
administration/leadership. The feedback of senior teachers was encouraging as the
record gave them a comprehensive overview of their performance and helped them
formulate their individual professional development plans. The trial use of “Appraisal
Interview Record form” will be extended to all teachers in the new school year.
Reflections
The planning, implementation and evaluation (PIE) of the above strategies addressing
Major Concern 1 - enhancement of professional leadership for sustainable school
development is indeed a professional development process for the Staff Development
Committee, which comprises the principal (advisor), the assistant principal (chairperson),
two vice-principals and a senior teacher. The process entails study of important
documents such as Performance Indicators for Hong Kong Schools and Teacher
Competencies Framework. The in-house workshop for middle leaders integrated the
production of a tool, the Middle Leader’s Performance Self-Evaluation form, with a
professional development activity. Indeed, integration of professional development
into teachers’ work is the key strategy adopted by the Staff Development Committee,
which has been implemented in the learning and teaching domain through school-based
curriculum development projects (to be explained under Major Concern 2). Success of
this integration entails strategic planning and collaboration among different school units.
The experiences gained from PIE of strategies for professional development of middle
leaders generate the momentum for sustained school development.
Enhancing
professional leadership will continue to be the one of the major concerns of the school.
Major Concern 2: Effective learning and teaching to cater for
the diverse needs of students
Achievements
The school’s capacity to deliver effective learning and teaching is built up by the
implementation of School-based Curriculum Development Projects & Enhancement
Programmes and Soliciting Student Voice for Future Planning.
1.
School-based Curriculum Development Projects and Enhancement Programmes
Building on the strengths developed from curriculum initiatives carried out in the
previous years, 2014-2015 was the year in which we sustained and further develop
4
Appraisal data are collected from Appraisal Forms. A teacher basically receives and returns
Teaching Duties, Lesson Observation and Administrative Work Appraisal Forms.
P.9
strategies to cater for students’ diverse needs through implementing the following
strategies:
a.
Whole school approach to cater for learner diversity
With on-site support of EDB School-based Support Services Section, our teachers
have developed classroom strategies to cater for learner diversity. During two years of
joining this EDB project, majority of teachers have gained invaluable experiences in
developing and implementing classroom strategies to cater for students’ needs. Each
subject panel has included their strategies to cater for learner diversity in its schemes
of work. Details of this project can be found in the Evaluation Report of Whole
School Approach to Cater for Learner Diversity Project.
Apart from developing classroom strategies, the project is in fact a professional
development programme for teachers having engaged in it. Subject teachers of the
same form planned lessons collaboratively. Teachers, particularly panel heads,
opened up the classrooms for peer learning. Lesson study and teachers’ professional
development was facilitated with the use of the lesson observation form focusing on
classroom strategies to cater for learner diversity developed by the Academic
Committee in 2013-2014.
The Staff Development Committee has worked
collaboratively with the Academic Committee in administering the school-based
system of peer lesson observation. The project has created many opportunities for
teachers, particularly panel heads and form coordinators, to develop instructional
leadership through collaborative lesson planning, open classes, peer lesson
observations and post lesson observation meetings. Celebration of learning was
conducted in 4th Staff Development Day on 4th June 2015. Teachers shared their
practices for catering for student needs tried in the project. Some teachers showed
the evidence of improvement in student learning with
the implementation of the strategies developed in the
project.
2014-2015 4th Staff Development Day – Sharing on School-based
Development Projects
 Part I – Sharing on School-based Project on Catering for Learner
Diversity
Speakers: IS panel ( S1 ), L & S panel ( S2 ), Geog & History
panels ( S3 )
 Part II – Sharing on School-based Project on Language Across
the Curriculum
Speakers: Physics/Chemistry/Biology Panels & English Panel
( S3 ), Maths Panel & English Panel ( S2 )
 Concluding Remarks – Speaker: Ms Lo
 Q & A and Staff Development Day Questionnaire
b.
School-based Enhancement programmes for high-achievers
In addition to the gifted education programmes supported by Diversity Learning
P.10
Grant, new school-based enhancement programmes for high-achievers were tried in
2014-2015. One of the new programmes is the Reading Ambassador Programmes for
S2 top students. These high-achievers were given a mission to promote reading in
the school. They designed the strategies and implementation plans for reading
promotion among their schoolmates with the advice from two teacher advisors. The
feedback from these students was encouraging. Through participation in this
programme, they had gained experience in planning and organizing activities, as well
as public speaking, i.e., making book recommendation to all their schoolmates during
assemblies. This programme has created opportunities for them to develop different
generic skills such as creative thinking and collaborative skills. They would take up
new responsibilities (being school newspaper reporters) upon their promotion to S3,
while another batch of top students in S2 will be selected to be Reading Ambassadors.
Another successful trial is peer tutoring in Mathematics. S3 Mathematics high
achievers served as tutors of S1 students. These tutors were trained by the teacher
advisor, a teacher of S1 and S3 Mathematics, to help their S1 schoolmates in coping
with learning difficulties in Mathematics. The feedback of both S1 and S3
participants was very positive. This peer tutoring programme will continue to be one
of the strategies to stretch students’ potentials and abilities.
2.
Soliciting Student Voice for Future Planning
a.
Trial subject selection for S3 students
All S3 students had a trial selection of senior secondary subjects after First Term Tests.
In the trial, they ranked all subjects offered according to their preference. They also
arranged their subject combinations. The trial selection results are as follows:
In fact, the trial selection results were consistent with the existing senior subject
P.11
combinations. The results showed that the existing subject combinations could cater
for the needs of majority of our S3 students.
b.
Survey on Student Learning in S1-4
A large scale survey on student learning in S1 to S4 was conducted. All S5 and S6
students were given questionnaires on their learning in core subjects (Chinese Language,
English Language, Mathematics & Liberal Studies) and elective subjects. Some
examples of questionnaires completed by S5 and S6 students are shown below:
P.12
The survey has provided each subject panel important information on student learning,
which enabled teachers to review the curriculum, learning, teaching & assessment
strategies, especially for junior forms. Students’ reflections and opinions were
consolidated and each panel conducted a review of its curriculum (junior and senior
forms), learning, teaching & assessment strategies and plan for the future. An example
of review and planning was shown below:
English Language
Reflections
P.13
As mentioned in the reflections on Major Concern 1, the implementation of school based
curriculum development projects is another way of integrating professional
development into teachers’ work. This kind of integration is an effective means of
developing curriculum leadership and building up teacher pedagogical capacity. In line
with Major Concern 1, implementing school based development projects will continue to
be one of the strategies to raise learning and teaching effectiveness in the coming years.
The new school-based enhancement programmes for high achievers have successfully
mobilized junior form students to serve their schoolmates. The participants of the
enhancement programmes highly valued the special learning experiences. Some
reflections of Reading Ambassadors are shown below:
The positive feedback of Reading Ambassadors gave the teacher advisors a lot of
encouragement. They also gave very good suggestions on how to promote reading and
how to stretch students’ potentials. Their voice and their engagement give an impetus
for the school’s continuous improvement.
It is the first time for the school to conduct S1-4 Learning Survey. The data collected
from S5 and S6 students have provided important information for future planning
regarding curriculum, assessment and pedagogy. This survey sheds light on the use of
data for planning in other areas such as student support. In the future, data collected
P.14
from different sources such as APASO could be better utilized for planning, especially
for formulating the school development plan for the next development cycle.
Major concern 3 - Development of students’ life planning capacity
Achievements
The Student Formation Committee (SFC), which comprises the heads of Religious
Affairs, Career Guidance, Moral and Civic Education, Extra-curricular Activities,
Student Counselling and Discipline Committees, has been set up to coordinate the above
mentioned committees towards the development of students’ life planning capacity.
The Student Formation Progression Plan formulated by SFC set the framework for
each of the committees to formulate strategies addressing the key values and students’
key learning goals in different stages, namely, Adaptation (S1-2), Transition (S3),
Fortification (S4) and Self-direction (S5-6). Over 70 activities were organized by
different committees addressing the key values and learning goals. These key values
and key learning goals are indeed the elements for student development of life planning
capacity.
The Career and Life Planning Grant (CLPG) from EDB has created space for the school
to enhance the school-based life planning education for our students. The teaching load
of the Career Mistress and the Deputy Career Master is reduced by employing additional
teaching staff. With the space created for two career teachers, 129 career counselling and
consultation sessions (individual and group) were conducted for all S6 students, while 74
sessions were conducted for all S3 students. In these counselling sessions, two career
teachers help every S3 and S6 student to plan and make successive, interlocking
decisions on their choices of study.
In addition to direct support for S3 and S6
students in making study choices, non-teaching staff employed with the use of CLPG has
greatly enhanced the capacity of the Career Guidance Committee in organizing different
kinds of activities to help students of all levels develop life skills and life planning
capacity, such as career talks, interview workshop, personal statement writing workshop,
life planning camp, working reality programme, firm visit and university visit.
Moreover, Career day has become an annual event in which alumni from different
professions share their job experiences with students in small groups intimately.
P.15
Career Day with the help of alumni to give first-hand information for senior form students on
different professions
Apart from government resources, external resources are sought for the implementation of life
planning education. The school has been collaborating and networking with experienced
NGOs like Hok Yau Club, the Hong Kong Federation of Youth Group (HKFYG) and the Hong
Kong Association of Career Masters and Guidance Masters to step up career and life planning
programmes tailored to our student needs. Teachers’ awareness of their roles in developing
students’ life planning capacity was enhanced by professional development programmes
conducted by NGOs. A workshop conducted by HKFYG on teachers’ roles in developing
students’ life planning capacity was held on 29th October 2015 for all teachers. Teachers’
feedback was very positive. The school has also become one of the network schools of
“CLAP for Youth@JC”, a career and life adventure planning programme organized by the
Chinese University of Hong Kong & the Hong Kong Baptist University and fully funded by the
Hong Kong Jockey Club Charities Trust during 2016-2019 academic years.
Reflections
The establishment of Student Formation Committee is a significant step towards more
systematic planning, implementation and evaluation of student formation & support policies
and programmes. Time is needed to delineate and clarify its powers and functions. From
2015-2016 onwards, SFC will take over the function of class teachers coordination, formerly
under the Assistant Principal. Two vice-principals, the assistant principals and three senior
teachers will be class teacher coordinators (each of them coordinates the class teachers of one
form). It is expected that the strategies addressing the school’s major concerns can be more
effectively implemented through better coordination of class teachers. The Student Formation
Progression Plan will continue to shed light on different school units, especially the student
support committees, to provide opportunities for students to achieve the key learning goals and
internalize the key values stipulated in the progression plan.
With the availability of external resources and expertise, the school-based life planning
education will be enhanced. Definitely, more students will be benefited from wide range of
activities. To coordinate an increased amount of student activities, SFC has a very important
role in ensuring good use of resources such as time and space.
P.16
M:FR/E
Project No. : 2012/0021
Final Report of Project
Part A
Project Title: Integration of Global Citizenship Education, Drama Education
and Language Education in Junior Secondary Life and Society Curriculum
Name of Organization/School: Tak Nga Secondary School
Project Period: From 4/2013 (month/year) to 11/2014 (month/year)
Part B
Please read the Guidelines to Completion of Final Report of Quality Education Fund Projects
before completing this part of the report.
Please use separate A4-size sheets to provide an overall report with regard to the
following aspects:
1. Attainment of objectives
2. Project impact on learning effectiveness, professional development and school
development
3. Cost-effectiveness – a self-evaluation against clear indicators and measures
4. Deliverables and modes of dissemination; responses to dissemination
5. Activity list
6. Difficulties encountered and solutions adopted
Name of Project Leader: Cheung Ka Wai Winnie
Signature: ________________________
Date: 19-1-2015
Name of Grantee: Sr. Mabel Chan
Signature: _________________________
Date: 19-1-2015
* Final Report of Project should be submitted via “Electronic Project Management
System” (EPMS). Once submitted, these reports are regarded as already endorsed
by the supervisor of the school/the head of the organization or the one who signed the
Quality Education Fund Agreement for allocation of grant on behalf of the
organization.
P.17
1. Attainment of Objectives
Objective
statement
Activities
related to the
objective
Provide interactive
drama workshops for
Life and Society
curriculum aiming to
develop students’
knowledge, values
and ability as global
citizens. .
Drama-based
participatory
case studies
workshops
Provide interactive
training through
drama approaches to
teachers on the
content and pedagogy
of global citizenship
education to increase
their competence to
discuss poverty and
sustainable
development with
students.
Activity 1
Extent of
attainment of
the objective
100% achieved
(4 sessions x 2
years)
75% attained
Seminar for all
Tak
Nga
teachers
(1 session)
Activity 2
Teachers’
training
workshop
&
Project results
sharing
Evidence or
indicators of
having achieved
the objective
4 x 2 sessions of
participatory drama
case studies were
conducted with 81
students attended in
two years.
Reasons for not
being able to
achieve
the
objective,
if
applicable
--
Pre-assessment and
post-assessment
showed students’
development of
empathy towards
people who encounter
life struggles such as
unemployment and
low income.
Activity 1 was held on For Activity 2, only
3/6/2014 with 52
1 x 2 sessions were
teachers attended.
held on 22/11/2014
and 29/11/2014
because of
inadequate
enrollment. Only 8
teachers / educators
attended the
teacher’s training
(2 x 2 sessions)
Use of participatory
drama case studies in
teaching Labour
Market in the Life
and Society
curriculum to help
students develop
empathy towards
people who encounter
unemployment and
low income.
Drama
production
project with
performance
100% attained
(2 x 10 sessions
of interactive
drama
workshops for
12 students
selected from
the class each
year)
Document and share 500 copies of a 100% attained
the project experience teacher
so that teachers can handbook and a
2 x 10 sessions of
interactive drama
workshop and
performance were held
successfully. A total of
22 students
participated.
Pre-assessment and
post-assessment
showed students’
development of
knowledge, values and
ability as global
citizens
500 copies DVD were
delivered to all
secondary schools.
The objective “to
encourage free
expression in
English” could not
be attained since the
lesson and
workshops were
mainly conducted in
Cantonese.
--
P.18
take reference in
teaching poverty and
sustainable
development
CD of lesson
video delivered
to 500 schools, 1
copies per
school
Each DVD includes
teaching handbook and
lesson video extract.
110 copies of print out
of teaching handbook
were given to
participants of the
teacher’s training and
other schools who
request to have hard
copy of handbook after
receiving the DVD.
2. Project Impact on
The project’s effects on the learning effectiveness / professional development / school
development should be evaluated, in evidence-based approach, with regard to:
a) Broadening students’/teachers’ horizons
An in-depth qualitative evaluation was conducted after the first year of the project.
The evaluation results showed a positive impact on broadening students’ horizons in
various aspects.
From both the workshop and the devising theatre production project, it seemed that the
students have significantly change their feelings towards the working poor people had
changed from being indifferent (because the lazy and poorly educated people deserve
poor living) to feeling empathetic, appreciative and supportive (because of the
unfairness they faced and the positive attitude towards life despite hardship).
After the workshops and production project, most students still referred the problems
that the working poor faced to ineffective or insufficient government policies, as they
did before the workshops. But they would also think that the NGOs, employers,
employees and even themselves should play a part to improve the working poor
situation. The facilitator observed that there was a student, who participated in both
the workshops and the production project, had a quite a big change in perception and
attitudes towards working poor. From standing on the employer’s point of view in the
beginning and stressed competitiveness, she now put herself the first role to improve the
situation of the working poor.
b) Broadening teachers’ horizons, increasing training opportunities for teachers and
enhancing professional development
Evaluations were conducted after the teacher’s seminar held at Tak Nga secondary
school on 3/6/2014 and teachers’ training on 22/11 and 29/11/2014.
The evaluation results indicated that the latter training had a more positive impact on the
teachers than the former one. In the latter training, the participants indicated that the
training had met the objectives of introducing a new approach and pedagogy of
combining global citizenship education and drama education. This approach could
also help teachers plan their lessons which can enhance students’ knowledge, skills and
attitudes. In the former teachers’ seminar, since the participants were teaching various
subjects instead of focusing on personal, social and humanity education, and since the
workshop was just a half day one, some teachers found it difficult to apply on their own
subjects, and not easy to practise what they have learnt just with a few hour’s training.
c) Inducing collaboration with other professional organizations
The project is the collaboration between school (Tak Nga Secondary School), drama
education organization (Merit Minds Workshop), and organization promoting global
P.19
citizenship (Oxfam).
The tri-party collaboration successfully supplement and
complement each other on knowledge (global citizenship and working poverty by
Oxfam), skills (drama education approach), and context (learning under PSHE
curriculum). It also provided a new direction of education on new generation with
broader perspectives.
3. Cost-effectiveness
Grantees are required to complete the ‘Budget Checklist’ at Table 2 in this Annex and
enclose it as an appendix of this report. Please adopt the classification of budget items in
Schedule II of the Agreement.
Budget Items
(Based on Schedule II of
Agreement)
Approved Budget
(a)
Actual Expense
(b)
Change
[(b)-(a)]/(a)
+/- %
Services
$123,200
$59,800.00
- 51.46%
General Expenses
$36,100
$48,589.70
+ 34.6%
The project is sustainable, as there is no need for any hardware injection in order to for other
schools to replicate the project. As the lesson plans and the teaching resources are already in the
teaching kits, teachers receiving the teaching kits DVD and have basic knowledge and experience
in drama education could be able to try out the programme, and adopt it the school’s and
curriculum needs. There are chances that teachers with no background knowledge in drama
education might have difficulties replicating or adopting to the project, but with more and more
promotion on the use of drama education in school curriculums, more teachers should be able to
manage this skill.
However, teachers’ feedback was that with their heavy workload and busy schedule, they would
have no time to rewrite the curriculum or to squeeze the teaching time for new programmes.
Therefore, whether or not teachers will launch this program depends on their schedule and
workload.
P.20
4. Deliverables and Modes of Dissemination
Item description
(e.g. type, title,
quantity, etc.)
Evaluation of the
quality
and
dissemination value
of the item
Dissemination
activities
conducted (e.g. mode, date,
etc.) and responses
500 copies DVD
500 copies were printed Two teachers’ training
were delivered to
and most of them were
workshops were scheduled to be
all secondary
mailed out to all
held in November 2014 and 40
schools.
secondary schools in
enrolments were expected.
Each
DVD includes
Hong Kong.
Therefore
teaching handbook the quantity was
and lesson video
optimal.
The training aimed at providing
interactive training through
extract.
drama approaches to teachers on
Of the 110 copies of the the content and pedagogy of
110 copies of print teaching handbook
global citizenship education to
out of teaching
printed, about 30 copies increase their competence to
handbook were
were given out during
discuss poverty and sustainable
given to
teachers’ training
development with students.
participants of the
workshop, and upon
teacher’s training
request by some
Only two sessions of one
and other schools
teachers.
teachers’ training workshop with
The
Is it worthwhile and
feasible for the item
to
be
widely
disseminated by the
QEF? If yes, please
suggest the mode(s)
of dissemination.
As the feedback of the
teachers’ training was
very positive, it is
worthwhile for the same
teachers’ training to be
held again via QEF
network but with shorter
duration. Teachers find
the teaching kits useful
when they attended the
teachers’ training
because they can
visualize the programme
once they experience the
demonstration by the
drama educator.
who request to have remaining copies will be were held on 22/11/2014 and
hard copy of
given out to more
29/11/2014 because of
handbook after
teachers during other
inadequate enrollment.
receiving the DVD occasions where there
Only 8
teachers / educators attended the
are sharing with
teacher’s training.
teachers.
enrollment was done through the
The
EDB training calendar which is
the most popular enrollment
method already.
P.21
5. Activity List
Types of
activities
(e.g. seminar,
performance,
etc.)
Drama-based
participatory
case studies
workshops
Brief
description
(e.g. date,
theme, venue,
etc.)
Year 1
7/4-13/5/2013,
4 double lessons,
Venue: Tak Nga Sec
School
No.ofparticipants
others
school teachers students
(Please
specify)
1
2
81
2 drama
educators
Year 2
30/4/-28/5/2014
4 double lessons,
Venue: Tak Nga Sec
School
Drama
production
project with
performance
Year 1
1
24/6-4/7/2014
10 sessions of
interactive drama
workshops and a
drama performance
Venue: Tak Nga Sec
Schools, home visit
to working poverty
family
Year 2
24/6/-7/7/2014
10 sessions of
interactive drama
workshops and a
drama performance
Venue: Tak Nga Sec
School, Visit to Tin
Shui Wai district
3/6/2013
1
52 teachers attended
Seminar for all
Tak Nga
teachers on the
use of drama
Venue: Tak Nga Sec
education to
School
support students
with learning
differences
52
Feedback from participants
Pre-assessment and
post-assessment showed
students’ development of
empathy and understanding
towards people who encounter
unemployment and low
income, and understand the
reasons behind the issue of
working poverty.
22
2 drama
Pre-assessment and
post-assessment showed
(worksho educators
students’ development of
p
attendanc 1 member of empathy and understanding
towards people who encounter
e)
QEF staff
watching the life struggles such as
1384
performance unemployment and low
income, and understand the
(681
reasons behind the issue of
S1-5
working poverty.
students
in Year 1
and 703
S1-5
students
watching
performan
ce)
52
Since the participants were
teaching various subjects
instead of focusing on
personal, social and humanity
education, and since the
workshop was just a half day
one, some teachers found it
difficult to apply on their own
subjects, and not easy to
practise what they have learnt
just with a few hour’s training.
“The information and
suggestions given by the
speakers are useful” : 2.6/4
marks
“I would try out the methods
suggested by the speakers”:
2.6/4 marks
P.22
Teachers’
training
workshop &
Project results
sharing
22/11/2014 and
29/12/2014
8 teachers and
educators attended
Venue: Tak Nga Sec
School
6
8
Participants indicated that the
training had met the objectives
of introducing a new approach
1 educator and pedagogy of combining
global citizenship education
from
and drama education. This
Oxfam
approach could also help
teachers plan their lessons
which can enhance students’
knowledge, skills and attitudes.
2 drama
educators
Please refer to Annex 2 for the
evaluation results of the
training.
6. Difficulties Encountered and Solutions Adopted
a) The spoken language used in the drama workshops and performance was
Cantonese instead of English as students and tutors found that students
expressed themselves much better in their mother tongue when they have to
discuss the social issues such as working poverty and the labour issues
b) Number of teachers’s training was reduced from two workshops to one due to
inadequate enrollment. The training with 40 vacancies was promoted in the
training calendar of EDB, but the only 15 teachers were enrolled. As a result,
one training workshop was cancelled. It turned out that only 8 teachers
attended the training. The absent teachers were either having ad hoc school
activities or was too busy to attend. The training handbook DVDs were sent
to the absent teachers as remedy.
P.23
D. Report on Use of Grants
1.
Capacity Enhancement Grants (CEG) 2014-2015
(a) English Language Panel - Evaluation Report on CEG
One qualified English Language teacher was hired to relieve English teachers
of the additional workload to cater for the increasing learner diversity.
Throughout the year, the teacher has shared the workload of their colleagues in
the following areas:
- preparing S4 students for their assessment tasks
- designing assessment tasks
- preparing teaching materials
- handling the logistics of SBA (e.g. arranging the assessment groupings &
time-tables and organizing video-taping equipment, etc.)
- conducting remedial and enhancement programmes
Learner diversity of the students was catered for as additional support was
given to the academically less able students in afterschool remedial classes. On
the other hand, academically more able students were given more learning
opportunities to stretch themselves through enhancement programmes such as
debating training courses and workshops, choral speaking training, etc. These
students could also develop their self-learning capacity through the
enhancement programmes such as doing research for debating competitions.
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
workload such as handling the logistics of SBA, preparations for learning and
teaching materials. More important, learning and teaching effectives were
raised as teachers were given more space to better focus on their lesson
preparations and to collaborate in formulating teaching strategies.
Prepared by
Wong Oi Kuen (Head of English Language Panel)
(b) 倫理及宗教科 - 學校發展津貼檢討報告
運用學校發展津貼，本科組得以聘用 0.5 名倫理及宗教科老師。0.5 老師職
責如下：
- 任教初中倫理及宗教科，分擔宗教主任及其他倫理及宗教科老師備課的
工作
- 協助宗教主任及宗教組老師帶領宗教活動，例如天主教同學會定期聚會
- 協助宗教主任組織全校宗教活動，例如開學彌撒、宗教周等
- 協助宗教主任設計校園宗教佈置，營造全校宗教氣氛
- 與其他教友老師輪流帶領全校早禱
聘用 0.5 老師的預期好處全部達到。根據教師考績及本科老師意見，0.5 老
師具備專業知識，能有效促進校本倫理及宗教科課程發展，有助提升教學
效能。此外，宗教活動的參與率理想，當中不乏非教友同學參與，同學的
回饋亦顯示宗教活動的質素有所提升。
P.24
2. Evaluation Report on DLG-funded Gifted Education Programmes (2014-2015)
Duration and
No of
Beneficiaries Selection mechanism Venue
Title
Objectives
Deliverables
English Debating
Workshop
To enhance students’
debating and public
speaking skills
- Students’
reflections in
written form
- Student
participation in
debating contests
Students’
reflections in
written form
21
- Students’ journals
- Students’ oral
presentations
5
第十五屆世界華人 - 擴闊學生學習領域
作文大賽
- 提升學生寫作能力
提交中文作文
5
由中文科老師根據學生
中文寫作成績挑選
不適用
寫作拔尖計畫
增強學生之寫作能
力
每位參加者提交四
篇中文作文
10
由中文科老師根據學生
中文寫作成績挑選
中文辯論訓練
提升口語技巧、思辯
能力及與人合作能
力
參與校際辯論比賽
18
由辯論隊負責老師選拔
香港中文大學資優
課程 – 新聞探究
課程
香港數學小天才錦
標賽
提升參加者批判思
維能力
參加者之反思
2
由通識科老師根據學生
通識科成績挑選
To enhance
proficiency and
interest in
Mathematics
Participation in the
contest and the
result of the contest
2
Nominated by the
Mathematics Panel based
on their Mathematics
assessment results
兩節（每節一小時
三十分）個別寫作
講評
德雅中學
每星期兩節（每節
一小時三十分），
共18節
德雅中學
一天（工作坊及實
習）
香港中文大學
1-hour competition
English Language
Leadership
Programme (Hong
Kong International
School)
To enhance
participant’s
leadership,
presentation skills
English Language
and Cultural Study
Programme
To enhance
participants’ English
speaking and writing
skills
1
Nominated by the
English Panel based on
their English assessment
results, especially
speaking assessment
10 2-hour sessions
a year
Nominated by the
English Panel & class
teacher based on their
English assessment
results and leadership
potential
Nominated by English
teachers & class teacher
based on their English
assessment results and
learning attitude
20 days
Tak Nga Secondary
School (TNSS)
Hong Kong
International
School
5 days
Singapore
Tseung Kwan O
Government
Secondary School
Evaluation
Expenditure
With the training, participants
have become more confident in
public speaking and in debating
contests.
$4000
The participant has gained
special learning experiences in a
different education system.
Her leadership and interpersonal
skills have been enhanced.
$4000
Participants have enriched her
$5500
learning experiences through
excursions and school visit.
Their self-learning skills have
also been enhanced through
conducting mini-research.
是次比賽以「大自然」為主題， $800
參加者從中獲得很大的滿足
感，增加了對寫作的興趣。
個別寫作講評讓同學深入了解 $2000
如何提升寫作能力
透過有系統演辯訓練，參加者
提升了思辯能力及與人合作能
力，更在多個辯論比賽中取得
理想成績。
多元化學習經歷增加了參加者
對新聞工作的認識及擴闊了她
們的視野。
The participants have gained
experience in coping with
Mathematic competition and in
managing stress
$8100
$3000
$260
P.25
2015「奧海盃」數
學競賽
To enhance
proficiency in
Mathematics
Participation in the
contest and the
result of the contest
3
Nominated by the
Mathematics Panel based
on their Mathematics
assessment results
A Glance at the
Physical World
To enrich knowledge
in Physics
Student’s
reflections in
written form
1
Nominated by Science
teachers based on their
assessment results
HK Biology
Olympiad for
Secondary School
(2014-2015)
organized by HK
Association for
Science and Maths
Education
Secondary School
Maths and Science
Competition
organized by the
Hong Kong
Polytechnic
University
Hong Kong
Geography
Olympiad 2015
organized by the
HK Geographical
Association
- To acquire
experience in
coping with public
examination
- To assess students’
performance in
important scopes of
Biology
To acquire
experience in coping
with public
examination
Result of Biology
examinations
10
Nominated by the
Biology Panel based on
students’ Biology
assessment results
Result of Maths,
Physics, Chemistry
and Biology
Examinations
27
- To enhance
learning of
Geography beyond
classroom
- To increase
understanding of
global geography
Psychology of
To widen horizons
Personal Growth
and enrich
(CUHK Gifted
understanding in
Education
human behavior and
Programme)
mind
The 5th Arts Olympiad To enhance artistic
(HK Region)
skills and engage in
2015-2016 “Dynamic cultural artistic
HK Sports”
exchange
Dance training
To enhance dancing
course
skills and confidence
- Student’s
reflections in
written form
- Participation in
the contest and
the result of the
contest
Student’s
reflections in
written form
6
1
Participants’ art
work
3
Participants’ dance
performance
3
Total=118
1.5 hour
competition
YMCA West
Kowloon Learning
Centre
6 3-hour sessions
CUHK
The participants have enhanced
their confidence in coping with
Mathematical contests.
$540
The participant has enriched her
knowledge in Physics,
particularly in astronomy.
$2540
1-hour test
the public examinations.
$500
the public examinations.
$2160
The participants have enriched
their geographical knowledge
and enhanced their confidence
in coping with the public
examinations.
$360
The participant has gained the
opportunity to explore various
psychological issues. She has
increased her understanding of
how people think, feel and act.
experience and confidence in
VA competition.
$3400
Cheung Sha Wan
Catholic Secondary
School
Nominated by the Maths
and Science teachers
based on students’ Maths
& Science assessment
results
0.5 day
Nominated by
Geography panel based
on students’ Geography
learning attitude
1.5 hour test
Nominated by class
teachers based on
students’ assessment
results and learning
attitude
Nominated by VA teacher
based on students’ VA
learning attitude
Nominated by advisor of
Dance Society
The Hong Kong
Polytechnic
University
MKMCF Ma Chan
Duen Hey
Memorial College
6 3-hour sessions
CUHK
Not applicable
12 1.5 hour sessions
confidence in performing in
public.
$210
$8400
$45,770
P.26
3. Report on the use of Career and Life Planning Grant (CLPG) (2014-2015)
Objectives
Strategies
1. Provide students
- Relieve part of the
with opportunities
teaching load of career
and support for
mistress and deputy
career development
career master for stepping
and life planning
up career guidance
on all levels
through internal and
2. Conduct classroom
external coordination,
career guidance
individual guidance and
activities
planning, and curriculum
(including
planning and
programs and
implementation.
curriculum) for all - Provide administrative
classes at their
support to the Career
corresponding
Guidance Committee for
developmental
implementing the
levels
school-based career
3. Facilitate
guidance service and life
educational and
planning programmes
career planning for - Provide career-related
each student
experiences with the
partnership of NGOs
4. Help students to
develop values,
attitude, knowledge
and skills needed for
making wise choice,
managing transition
in learning and
moving into the
workplace, facing
adversities and life
dilemmas
5. To promote
teachers’
awareness on
students’ life
planning
- Provide curriculum and
administrative support for
teachers of Ethics and
Religious Studies (ERS)
and the Religious Affairs
Committee (RAC) to
conduct value education
and spiritual education
- Provide value-based other
learning experiences for
students
Organize staff development
programs on Students’ Life
Planning
Evaluation
The objectives were attained.
- Time and space is created for Career Mistress and Deputy Career Master to
enhance career guidance and school-based life planning education.
Throughout the school year, 126 career counselling sessions for S6 students
and 74 sessions were conducted by the Career Mistress and the Deputy
Career Master. Besides, a variety of career-related and life planning
activities were organized.
- The associate teacher has performed the following functions throughout the
school year:
 Assist the career mistress and deputy career master to arrange career
counselling sessions with students
 Assist the career mistress to collect, sort and disseminate career
information through various means.
 Assist the career mistress to prepare students recommendations.
 Assist the deputy career master to produce Student Learning Profile (SLP)
for individual career planning.
 Complete clerical work such as taking minutes of meetings
- The activity assistant support the Career Guidance Committee in organizing
and escorting students to attend outings such as career visits and talks
- Detailed evaluation of the school-based career guidance service and life
planning programmes can be found in the evaluation report of Career
Guidance Committee.
The objective were attained.
- The ERS and RAC assistant has performed the following functions
throughout the school year:
 Assist teachers in producing learning and teaching materials of value
education and spiritual education
 Assist teachers in organizing value education and spiritual education
activities
- Detailed evaluation of school-based ERS curriculum of all levels and value
education & spiritual education activities organized by RAC and Student
Counselling Committee (SCC) can be found in the evaluation reports of ERS
panel, RAC and SCC.
The objectives were attained.
A staff development day was organized in October. Teachers received fruitful
information and new perspectives about students’ life planning in the workshop.
Teachers’ rating towards the workshop was high. It was 4.4 out 5. It was planned
to organize more life-planning related workshop and sharing session in the next
school year to consolidate the teachers’ understanding on this issue.
Allocation of the CLPG
 Employment a teacher
for taking up part of
the teaching load of the
Deputy Career Master.
 Employment of an
associate teacher for
taking up part of the
teaching load of the
Career Mistress and
provide administrative
support
to
Career
Guidance Committee.
activity assistant for
supporting
Career
Guidance Committee
in organizing career
related
and
life
planning activities
 Purchase the services
of NGOs
assistant for supporting
ERS teachers and RAC
 Subsidy for students to
take part in value
education & spiritual
education activities
Purchase of staff
development services
from external
organizations
P.27
二零一四/一五學年校本課後學習及支援計劃
校本津貼 - 活動報告表
學校名稱 :
德雅中學
計劃統籌員姓名 : 孔志良老師
聯絡電話 :
2380 3788
A. 本計劃受惠學生人數(人頭)共 734 名(包括 A. 領取綜援人數：48 名，B. 學生資助計劃全額津貼人數：218 名及 C. 學校使用酌情權的清貧學生人數：468 名)
B. 計劃的各項活動資料
*活動名稱/類別
參加合資格學生人數#
平均出
席率
活動舉辦時期
/日期
實際開支評估方法
($)
(例如:測驗、問卷等)
合辦機構/
服務供應機構名稱
(如適用)
A
B
C
普通話工作規劃會議
(學習技巧訓練)
1
8
15
>90% 4/9/2014
263
口語溝通模擬考試
MOCK EXAM
LS Mock exam
DSE 高效學習營
1
8
7
>90% 15/11/2014
1440
活動紀錄
活動後問卷調查
導師報告
測驗
0
0
1
100% 7/12/2014
120
測驗
香港中學語文教育研
究會
青年新世界
0
2
2
100% 13/12/2014
400
測驗
香港通識教育會
0
0
2
100% 6/3/2015 – 8/3/2015
760
青協
MATHS MOCK EXAM
中三寫作工作坊
2
10
10
100% 9/3/2015
2860
活動紀錄
導師報告
測驗
1
5
3
>90% 4/2015 – 5/2015
2880
中五級文憑試「閱讀提升課程」
2
6
10
>90% 8/2015
7650
中五級聆聽及綜合提升班
2
9
12
>90% 8/2015
10350
中四寫作提升課程
0
10
9
>90% 8/2015
8550
全國青少年語文知識大賽
0
2
1
>90% 11/2014-4/2015
3120
活動紀錄
導師報告
活動紀錄
導師報告
活動紀錄
導師報告
活動紀錄
導師報告
活動紀錄
導師報告
備註(例如:學生的學習及
情意成果)
Canotta Publishing
Company Limited
中國語文現代化學會
(教育部)
P.28
Summer Holiday Reading Programme
2015
中二級──寫作訓練工作坊
(語文訓練)
演講及辯論學會
(語文訓練)
Reading Party
(語文訓練)
0
0
2
>90% 7/2015-8/20015
200
0
2
4
2250
0
4
7
>90% 3/10/2014-12/12/201
4 (逢星期五)
>90% 8/10/2014-27/4/2015
活動紀錄
導師報告
導師報告
5500
導師報告
2
7
34
>90% 19-6-2015
310.1
導師報告
HKPDS Summer Workshop2015
(語文訓練)
1
0
1
>90% 10-16/8/2015
2400
導師報告
流行舞蹈組
(文化藝術)
舞蹈組
(文化藝術)
樂器班
(文化藝術)
Hong Kong Disney Performing ARTS
(文化藝術)
體育活動
陽光新一代大姐姐
(自信心訓練)
0
1
0
>90% 4/10/2014-2/5/2014
700
導師報告
1
0
0
>90% 6/10/2014-15/5/2015
700
導師報告
10
7
0
>90% 全年
50246
導師報告
1
8
64
>90% 9/5/2015
12690
導師報告
5
1
40
3
108
1
>90% 全年
>90% 19/12/2014
16225
400
慈青中六信仰生活營
(自信心訓練)
0
0
1
>90% 12/6/2015-14/6/2015
350
中六<模擬面試工作坊>
(社交/溝通技巧訓練)
《香港事業興趣測驗：互聯網版本》
2014-2015 計劃
西式餐桌禮儀與中西飲食文化工作坊
聯校義工訓練營 2014
(義工服務)
貴州歷史文化考察團
(參觀/戶外活動)
Hong Kong Big Bus Tour
4
11
58
>90% 11/11/2014
4380
導師報告
活動紀錄
導師報告
活動紀錄
導師報告
導師報告
2
13
26
>90% 19/12/2014
780
6
36
47
>95% 1/4/2015
6528
2
3
3
>90% 15/11/2014
2320
0
1
2
100% 9/7/2015-13/7/2015
3530
2
6
20
100% 22/6/2015
1890
活動紀錄
導師報告
導師報告
導師報告
學生報告
導師報告
Hong Kong
Parliamentary
Debating Society
慈青牧民辦事處
學友社
香港輔導教師協會
香港中文大學
時代顧問有限公司
明愛義工領袖聯盟
泛亞教育交流中心、
貴州大學
P.29
新加坡遊學團
土木夏令營
學生領袖訓練計劃
(領袖訓練)
慈青領袖訓練營
(領袖訓練)
祈禱工作坊
(領袖訓練)
慈青領袖訓練營-晉階訓練(六日五夜)
(領袖訓練)
大姐姐訓練（二）宿營
(領袖訓練)
0
0
6
100% 6/7/2015 – 10/7/2015
8500
1
2
1
100% 10/7/2015-12/7/2015
2200
0
8
4
100% 23/2/2015-27/2/2015
5400
0
1
2
100% 29/7/2015-31/7/2015
1700
0
0
1
100% 9/7/2015-10/7/2015
30
0
1
1
100% 26/7/2015-31/7/2015
1500
1
4
3
100% 15/8/2015-16/8/2015
2240
48
218
468
學生報告
學生報告
學生報告
學生報告
學生報告
學生報告
學生報告
香港科技大學
外展訓練學校
活動項目總數：___36__________
@
學生人次
總開支
171362.1
**總學生人次
734
備註:*活動名稱/類別如下：功課輔導、學習技巧訓練、語文訓練、參觀/戶外活動、文化藝術、體育活動、自信心訓練、義工服務、歷奇活動、領袖訓練及社交/溝通技巧訓練
@學生人次：上列參加各項活動的受惠學生人數的總和
**總學生人次：指學生人次(A) + (B) + (C) 的總和
# 合資格學生: 指(A)領取綜援/(B)學生資助計劃全額津貼及(C)學校使用酌情權的清貧學生
P.30
C.計劃成效
整體來說你認為活動對受惠的合資格學生有何得益?
請在最合適的方格填上「 」號
學習成效
a) 學生的學習動機
b) 學生的學習技巧
c) 學生的學業成績
d) 學生於課堂外的學習經歷
e) 你對學生學習成效的整體觀
感
個人及社交發展
f) 學生的自尊
g) 學生的自我照顧能力
h) 學生的社交技巧
i) 學生的人際技巧
j) 學生與他人合作
k) 學生對求學的態度
l) 學生的人生觀
m) 你對學生個人及社交發展的
整體觀感
社區參與
n) 學生參與課外及義工活動
o) 學生的歸屬感
p) 學生對社區的了解
q) 你對學生參與社區活動的整
體觀感
改善
明顯
適中
沒有
輕微
改變
下降
不適
用

















D. 對推行活動計劃的意見
在推行計劃時遇到的問題 /困難
(可在方格上 超過一項 )








未能識別合資格學生 (即領取綜援及學生資助計劃全額津貼的學生 )；
難以甄選合適學生加入酌情名額；
合資格學生不願意參加計劃；
伙伴 /提供服務機構提供的服務質素未如理想；
導師經驗不足，學生管理技巧未如理想；
活動的行政工作明顯地增加了教師的工作量；
對執行教育局對處理撥款方面的要求感到複雜；
對提交報告的要求感到繁複、費時；
P.31
E. Student Achievements 2014-2015
Academic 學術 / Leadership 領導才能
Name of
Competition/Scholarship/Awarding
Result
Class and Name
Organization
香港歷史青年領袖培訓學院「香港歷史
青年領袖」計劃 2014 - 2015
香港美術教育協會「光的藝術」創作
比賽 2015
第三屆 2015 國際華人兒童及青少年藝術
年展-[生命的誕生]藝術年展
7th Sham Shui Po District Outstanding
Students Award
得獎
5C 陳銳
5D 趙潼
優異獎
3C 劉珈余
銅獎
1D 盧思哲
Commendable Student
4D Hui Jing Yi
5D Wong Mei Chun
The Hong Kong University of Science and
Technology
Best Design Model Award of
4D Nguyen Hai Mi
Construction of Structure Resisting
CSRSM
4D Lam Kai I
Seismic Motion, CEECP2015
香港五邑青年總會「2014-2015 年度獎助
學金計劃」
Don Bosco Prize 2014-2015
Asia Children Education Association
Hong Kong Primary & Secondary School
English Writing Competition 2014- 2015
5C 張美珊
現金獎一千五百元正
5D 方曉彤
5D 許碧瑤
A scholarship award of
5D CHEUNG HON
HK$20000
NING
Most Creative Writer
Competition (Junior Secondary
1C LEUNG WING
Division)
KA
Merit
錄像藝術評賞資優培育計畫 2014-2015
得獎
The Community Leadership &
A scholarship award of
Engagement Scholarship 2014- 2015
HK$50000
6A 鄭紫珊
6D CHAN YEE KI
5D 伍珍珍
上游獎學金 2014-2015
得獎
5D 關嘉詠
3D 王晶晶
3D 許婧怡
3D 梁嘉怡
明日領袖獎 2014-2015
得獎
4C 陳銳熹
4D 袁梓珊
5D 張瀚寧
P.32
5D 周嘉敏
第 30 屆中學生閱讀報告比賽
陳贊一博士聯校微型小說創作獎
中文廣泛閱讀組高級組
優異獎
入選作品推薦獎
5A 萬凱宜
6D 謝慶玲
2A 陳泳晴
三等獎
5C 梁惠玲
5C 游芷欣
2015 年全國現場作文總決賽
2A 馮嘉慧
二等獎
2D 劉曉琳
5C 蘇漫冰
一等獎
2A 丘凱欣
三等獎
2A 林雅穎
2A 陳泳晴
全國青少年語文知識大賽 2015 現場作文
二等獎
2A 丘凱欣
2D 劉曉欣
5C 游芷欣
決賽（香港區）
2A 蕭潔潼
一等獎
5C 蘇漫冰
5C 梁惠玲
特等獎
2A 馮嘉慧
中學組(中四至中六)
亞軍
德雅中學
中學組(中一至中三)
季軍
2A 林雅穎
三等獎
全國青少年語文知識大賽 14-15 年全國
2A 曾卓愉
2A 丘凱欣
現場作文晉級賽
2A 劉曉琳
2A 陳詠晴
2A 馮嘉慧
二等獎
4D 楊可盈
5C 蘇漫冰
5C 梁惠玲
5C 游芷欣
P.33
律政司刑事檢控科「檢控週 2015」
標語創作比賽
一等獎
2A 蕭潔潼
高級組(中文)得獎者
5D 方曉彤
High Distinction in Mathematics
5D LI SHUYI
5D CHAN HO SUM
5D CHEN
SHUXIAN
5D CHEUNG HON
NING
Distinction in Mathematics
5D CHEUNG TIN
YAN
5D GUAN
JIAYONG
5D HO CHIU YU
5D NG CHUN
CHUN
5C CHU NOK YI
The Hong Kong Polytechnic University
NOKY
--- Secondary School Maths and Science
Competition
Credit in Mathematics
5D KWOK TSZ
YING
5C LUK WAI YIN
5D TAM TZE YIN
Credit in Physics
High Distinction in Chemistry
5D CHEUNG HON
NING
5D CHEUNG HON
NING
5D KAM MAN
CHING NATALIE
Distinction in Biology
5D NG CHUN
CHUN
5D NG KA WAI
5D KWOK TSZ
Credit in Biology
YING
5C TONG KA YAN
第三十屆中學生閱讀報告比賽
中文廣泛閱讀組(高級組)
優異獎
5A 萬凱宜
P.34
香港中學生太空搭載實驗方案設計比賽
入圍隊伍
5D 張瀚寧
5D 張天恩
5C 李曉琳
5C 彭斯雅
5D 歐陽凱欣
5D 陳顥心
第 12 屆中學基建模型創作比賽
入圍隊伍
5D 何昭汝
4C 毛舒平
4B 周善棋
4D 梁依依
4D 陳曉雪
4D 阮海美
香港浸會大學文學院及香港浸會大學語
文中心合辦
少年作家獎
6A 陳曉靜
Top 10 in Hong Kong
3D Chili Li
優異獎
6D 陳淑怡
第八屆大學文學獎
Good People Good Deeds Story Writing
Competition
全港青年中文寫作比賽(2013-14 年度)
看漢中文網閱讀寶庫獎勵計劃
中學組初級組
全港個人大獎優異獎
4A 陳宛玟
4C 李美洁
5D 歐陽凱欣
「向老師致敬 2014」徵文比賽
優異獎
4D 冼絡瑤
4D 楊可盈
5A 李碧霞
5C 蘇漫冰
「第三屆全港學界微型小說創作比賽」
作家推薦獎「人氣臉書」
4D 李嘉雯
6A 陳君彥
中學六年級粵語詩詞獨誦季軍
6D 陳必祺
6D 梁嘉盈
校際朗誦節
中學五年級粵語散文獨誦亞軍
5D 陳顥心
中學四年級粵語詩詞獨誦季軍
4C 陳銳熹
中學五、六年級普通話散文獨誦
5D 陳顥心
P.35
銅獎
1D 蔡伊華
2B 葉芷攸
3D 王晶晶
「中國中學生作文大賽」永隆文學之星
優異獎
4D 梁鍩澄
4C 張凱嵐
5D 易卓怡
第四屆香港吉野家勤學大賞 2014
優異獎
5D 伍珍珍
6C CHENG LAP TING
(LILY)
6D CHEN BIQI (KOLINA)
6D FUNG SAU LAI
(ELAINE)
Distinction in
6D HO MAN YEE (NANCY)
Mathematics
6D LAW CHUI YI
(NATALIE)
6D LEE PUI YIN (TAMMY)
The Hong Kong Polytechnic University
6D LEUNG YAN YAN
- Secondary School Maths and Science
(YAMMI)
Competition
6D TONG KA YAN (JUDY)
High Distinction in
6D HO HILDA HEI TUNG
Mathematics
6D TAM YUK YEE (MARY)
Distinction in Physics
6D HO MAN YEE (NANCY)
High Distinction in
6D LEUNG SIN MAN
Chemistry
(MAGGIE)
High Distinction in
6D LEUNG SIN MAN
Biology
(MAGGIE)
Grade A*
6D HO HILDA HEI TUNG
Cash Award HK$1,000
6D Law Chui Yi
International General Certificate of
Secondary Education (IGCSE) Mathematics
Sir Edward Youde Memorial Prizes
2014/15
P.36
th
66 Hong Kong Schools Speech
Festival
(2014-15)
Sole Verse Speaking Champion
3C Lau Sze Nga
4C Li Wing Tung
5C Cheung Mei Shan
5C Hui Lok Wai
Sole Verse Speaking 2nd Place
1D Chan Yan Yi
4C Chak Ka Ning
6D Lee Hau Yee
Sole Verse Speaking 3rd Place
1B Yeung Chung Hop
1D Leung Yuen Nam
1D Wong Cho Wai
3B Lam Siu Ching
3D Cheung Wing Yin
3D Wong Cheuk Wing
4A Law Lok Yin
4D Yuen Tsz Shan
5D Law Sze Man
6A Ng Yuek Nam
Dramatic Duologue
2A Tang Yuen Man
2nd Place
2C Ng Tsz Ching
Dramatic Duologue
5B Lai Ka Yi
rd
3 Place
5B Wong Yiu Huen
Dramatic Duologue
5D Mo Wing Kiu
rd
3 Place
66th Hong Kong Schools Speech
Festival
Choral Speaking: Secondary 1
Tak Nga Secondary
Champion
第十九屆全港中小學中英文硬筆
中學初級組英文書法
書法比賽
優異獎
Schools 2014-2015
School
1D
Girls: Non-Open
HKICPA Scholarship for Secondary
5D Tse Cheuk Tung
Prize
3D 江焯堯
5D Ho Chiu Yu
The HKIS Building Surveying
Scholarship and Eddie Lee Memorial
Education Foundation for Secondary
HK$5000 Certificate of Award
6D Chen Biqi
6D Law Chui Yi
School Students 2014-2015
P.37
6C 鄭立婷
世茂新家園精英培養計劃
獲獎
6D 湯嘉欣
6D 陳必祺
6D 羅翠怡
4D 楊靜怡
冠軍
4D 王美珍
4D 李嘉雯
4D 梁鍩澄
深水埗市區更新實戰賽
4C 黎姵希
優異
4C 馮嘉琪
4C 劉奕君
4D 單德瑤
4C 蘇泳堯
青苗學界十大進步獎
2A 蔡嘉琳
2B 李卓珈
2C 許芷瑩
2D 李洋
3C 馬樂兒
3D 王晶晶
3D 李穎嘉
3D 秦嘉莉
得獎
4B 陳念恩
4C 張凱嵐
青苗學界進步獎
4D 單德瑤
5A 陶庭欣
5B 葉詠琪
5C 陸慧賢
5D 郭子盈
6A 孔子盈
6A 孔詠珊
6B 陳采然
6C 李攸
6D 陳必祺
獲獎「特別嘉許」
6C 葉欣宜
獲獎
6B 余佩筠
羅氏慈善基金高中應用學習奬學金
(2013-14 學年)
P.38
6th Kowloon Region Outstanding
Students Award
Distinguished Student
5D Li Shuyi
Outstanding Student
5D Li Shuyi
6D Chan Yee Ki
6th Sham Shui Po Outstanding
5D Guan Jiayong
Students Award
Commendable Student
4D Chu Wing Shan
Michelle
4D Yuen Tsz Shan
祈良神父教育基金
獎學金一千五百元正
6A 李芊慧
商務閱讀報告比賽
高級組冠軍
5B 鄭立婷
獎學金三千元正
4C 蘇泳堯
入圍獎
6A 李芊慧
得獎
6C 何梓寧
得獎
5D 黎淑怡
Prize
6C Kelly Ho
張永賢律師奮進獎學金
馮漢柱教育信託基金資助萬鈞教
育基金協辦
「卓越今天，成就將來」
青少年領袖獎勵計劃(2013-2014)
Chief Commissioner's Guide Award
香港總監榮譽女童軍獎章
Physical 體育
Name of competition
Result
Class and Name
屈臣氏集團香港學生運動員獎 2014-2015
獎學金五百元
4C 翟嘉寧
第十七屆中國香港特別行政區青少年滾
軸溜冰邀請賽
- 青年組女子 10000 米
第六名
2014 廣東省速度輪滑錦標賽
- 女子少年甲組 1000 米計時賽
第四名
- 女子少年甲組 500 米爭先賽
第三名
- 女子少年甲組 300 米個人計時賽
第四名
- 女子少年甲組 5000 米淘汰賽
第四名
3B 潘凱欣
P.39
香港學界跆拳道比賽 2015
- 女子組品勢測試賽
亞軍
柏魏盃品勢比賽 2014
季軍
4B 葉潁欣
跆拳道品勢邀請賽 2014 - 顏色帶組
冠軍
明愛盃精英邀請賽 2014 - 青少年組
冠軍
Girls' A Grade 4X100m
Relay - 3rd Runner-up
HKSSF Inter-school Athletics
Championships
4A Amber Poon
4C Nicole Chak
5A Rebecca Li
5C Au Hoisy Bacolod
Girls' A Grade Long Jump
5C Au Hoisy Bacolod
- Champion
Girls' A Grade High Jump 2nd Runner-up
5C Eugen Chan
Girls' C Grade 200m – 1st
Runner-up
1B Regine Ko
30 秒鬥牛跳冠軍
30 秒後鬥牛跳冠軍
香港專業花式跳繩學校 2013-2014 第三季
跳繩大賽 - 15 歲女子組別
30 秒交叉開跳亞軍
3B 譚藹莹
30 秒後交叉開跳亞軍
30 秒單車跳冠軍
30 秒二重跳冠軍
St. Teresa Secondary School Annual Sports
4X100m Invitation Relay
Day
3B Karen Cheung
4C Nicole Chak
5A Rebecca Li
5C Au Hoisy Bacolod
香港滾軸運動總會 2014 香港速度錦標賽女子 13-14 歲 1000 米季軍
3B 潘凱欣
屈臣氏田徑會暑期田徑結業賽 2014
女子甲組跳高亞軍
南華體育會暑期青少年田徑訓練班 2014
女子跳高季軍
5C 陳頌怡
P.40
Music 音樂
Name of competition
Result
Class and Name
2B
2B
4A
4A
4D
4D
優異獎
第四屆「我是合唱歌手」歌唱比賽
張文意
卜芷瑤
李曉華
梁芯瑜
劉曼婷
陳翠怡
卓越大獎
4C 鄔燊玲
2015 Hong Kong Joint school Music competition
Gold medal
香港亞洲鋼琴公開賽(少年組)
冠軍
2A 溫詩渟
第二屆我是合唱歌手比賽
冠軍
5D 陳顥心
4C 翟嘉寧
Other 其他
Name of competition
Result
李鄭屋邨居民子弟獎學金(2014-2015) 「操行優良獎」獎學金五百元正
Class and Name
1D 羅珮欣
4B 徐婉倫
『紹香園』品牌大獎
4C 李嘉敏
4C 馮雪怡
4C 陸彩虹
6B 岑凱琪
第 49 屆工展會-「廣告 TEEN 才」短
片創作比賽
『現代美容』品牌大獎
6B 陳欣琪
6B 秦嘉敏
5B 王曉如
『吉野家』品牌大獎
5A 黃坤頤
5C 張綺琪
5C 游芷欣
柏立基爵士信託基金傑出學生資助
(非學術範疇)
現金資助二千元
3B 潘凱欣
2014-2015
現金資助五千元
5B 蕭慧敏
Home Sweet Home Dessert
Competition
Champion
5D Kwan Ka Wing
4A Ng Ling Kong
P.41

Tak Nga Secondary School

Transcription

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