Munsang College

Transcription

Munsang College

Munsang
College
民生
書
院
Annual
Report
2013 – 2014
8 Dumbarton Road, Kowloon, Hong Kong
Web Site: http://www.munsang.edu.hk
E-mail: info@ munsang.edu.hk
Contents
Mission Statement, School Goals and School Major Concerns
Page
1
Introduction
2–4
School Layout and Facilities
5–6
Administration Organization
Administration Structure
Incorporated Manangement Committee
Staff of the College
Qualifications and Teaching Experience of Our Teaching Staff
Executive Committee
Working and Standing Committees
Subject Departments
7 – 11
Report on Academic Affairs
Curriculum 2013 – 2014
Class Structure
Number of School Days (Including Form Test and Examination)
Lesson Time for 8 Key Learning Areas for F.1 – F.3
Unfilled Places in the Classes
Students’ Attendance
Percentage of Early Exit Students in the School Year
12 – 15
Financial Summary
Financial Summary 2013 – 2014 (Pending)
Use of Capacity Enhancement Grant (Pending)
Use of Diversity Learning Grant
16 – 18
Students’ Performance
F.6 Graduates’ Pathway 2013 – 2014
External Examination
19 – 20
Students’ Achievements 2013 – 2014
External Scholarships
Internal Scholarships
Inter-school Activities and Competitions
21 – 39
Reports of Committees
40 – 99
Reports of Subject Departments
100 – 186
Evaluation of Major Concern 2013 – 2014
187 – 200
Major Concern 2014 – 2015
201
Mission Statement
We adopt “Light And Life” and “All For One, One For All” as our school motto, and our commitment is
to offer to students a holistic education upon Christian principles and nurture in them a positive outlook on
life, so that they can be self-motivated, resolute, devoted to making valuable contributions to the
community, and prepared for the sublime state of life.
School Goals
1.
2.
3.
4.
Nurturing academic excellence with a view to becoming life-long learners
Cultivating exemplary conduct, correct values and high moral standards
Advocating a strong sense of unity and social responsibility
Developing enlightened and dynamic leadership quality
School Major Concerns
1.
Green Education
(a) Green School (2011 / 2012)
Cultivating among the stakeholders an awareness of the Four Principles of Waste Reduction –
“Reduce”, “Reuse”, “Recycle” and “Replace” (Principles of 4Rs) and incorporating them into
the learning and teaching activities.
(b) Green Life (2012 / 2013)
Encouraging the stakeholders to implement the “Principles of 4Rs” in their daily life and adopt
a cleaner and greener lifestyle for Environmental Conservation.
(c) Green Community (2013 / 2014)
Promoting healthy, eco-friendly and sustainable living as well as butterfly conservation to
the community.
Instilling in stakeholders a commitment to the environment and social responsibility
through the activities and interaction with the community.
2.
Assessment for Learning
Students being able to apply
(a) peer assessment for learning
(b) self-assessment for learning
Teachers being able to
(a) incorporate peer assessment and self-assessment into their teaching
(b) further their professional growth on assessment for learning
3.
Cultivating Students’ Whole-person Development
Framework
F.1 Value Education
F.2 Personal Development: Reflective Storytelling (Aesthetic/Physical Development)
F.3 Life Planning
F.4 Personal Development: Reflective Storytelling (Serving Others/Moral and Civic Education)
F.5 Leadership and Service Training
1
Introduction
Academic Calendar
The school year is divided into two school terms, September to January and February to July. Although
there are no summer sessions, there is a great variety of activities organized during the summer vacation.
Enrollment
Secondary Section
Form
Number of Classes
1
5
2
5
3
5
4
5
6 (*7) 6 (*7)
6
6
Total
33
* Six classes being splitted into 7 groups
The normal class size is 19 to 40 students in each class.
Facilities
The school campus has eight principal buildings with a total building area of approximately 19,100 m2, a
spacious sports ground of 5,500 m2, a gymnasium, a swimming pool, an Innovative Learning Centre, a
lecture theatre, a bible-study court, a chapel and an archives. All of the rooms on campus are
air-conditioned.
Medium of Instruction
The medium of instruction is English, except for Chinese, Chinese History and Putonghua.
Admission
Form 1 entrants are allocated through a centralized system monitored by the Government of Hong Kong.
Under the feeder system, about 85% of the places, after deducting the 30% discretionary places, are
reserved for our own students from Primary 6.
Administration
Munsang College is a non-profit private institution run by the Munsang College School Sponsoring Body
(SSB). The Hong Kong Government accorded the Secondary Section of the College the status of an
“aided” school in 1978 which has been incorporated since September 2012. The existing Principal was
appointed by the Ex-College Council and approved by the Government of Hong Kong. The Incorporated
Management Committee gives directions on the formulation and implementation of school policies.
Student Support Services
The Student Affairs Office is responsible for the provision of “Student Support Services”. The
Discipline Committee implements various measures to train students to be well-behaved and to foster their
sense of responsibility. The Counseling Committee and the school social workers closely cooperate with
the community to help students in need and to hold various counseling activities, talks and growth
development services. The Careers Committee offers students lots of career-related information and
talks. Through the Student Association, six houses, and clubs and societies, the Co-curricular Activity
Committee helps developing students' organization and leadership skills.
To cater for students’ special educational needs (SEN), the medical history of students is collected in the
beginning of the school year. The students with SEN are identified and followed by the working
committees and school social workers. Referrals are made to the Educational Psychologist of the
Education Bureau (EDB) when necessary. Cross-disciplinary case conferences are held with the
Educational Psychologist accordingly. With the Learning Support Grant of 2013 – 2014, teaching
assistants and student helpers were hired to provide additional support to the students. Traning camps
and workshops on stress management and development of self-confidence and social skills were also
organised for students in the second term with the funding.
Co-curricular Activities
Students are encouraged to participate in various co-curricular activities intended to build character and
develop personality. It is also in this belief that Munsang College places special attention on religious
activities such as Spirital Nourisement Achivement Scheme, Monday prayer, devotional and bible classes,
etc. School teams are setup to build school spirit include basketball, football, badminton, volleyball,
tennis, fencing, field training, swimming, dance class, orchestra, choir and so forth. There are groups for
2
aesthetic development such as visual arts, drama, photography and campus TV. Groups for academic
subjects such as English, Fench and Mathematics nurture students’ knowledge. Students take part in
various uniform teams such as Boy Scouts, Girl Guides, St. John Ambulance Brigade Cadets and St. John
Nursing Cadets.
Munsang College believes that platform for students to organize various large scale activities could
develop their leadership potential and the heart of service. Student Association is responsible for
organizing the annual singing contest, teacher-student tournament, sports activity, themetic activity of the
year and so forth. The six Houses also lead their fellow members to compete in numerous inter-house
activities. In the post-exam period, the senior form students would organize a carnival-like activity, Fun
Day, for the junior form students to enjoy, relax and have fun. Service tour to different nations provides
a platform for students to show their love and care to the needy.
Teams are organized to take part in inter-school science and visual arts exhibitions, IT competitions,
athletics meets, swimming competitions, music festivals, speech festivals, drama festival and the like.
3
Curricula
While a unified curriculum was offered to students of Form One to Form Three, the Senior Secondary (SS)
has been in place for the Form Four students, with English Language, Chinese Language, Mathematics
and Liberal Studies being the 4 core subjects. Besides, all Form Four to Form Six students must choose
2 to 3 electives out of the given eleven (as in the table below).
English
Chinese
Chinese History
Mathematics
Mathematics Extended Part
(Module 1: Calculus and Statistics)
(Module 2: Algebra and Calculus)
Liberal Studies
Physics
Chemistry
Biology
Science
Information and Communication Technology
History
Geography
Business and Economics
Economics
Business, Accounting and Financial Studies
Home Economics
Music (HKDSE)
Visual Arts (HKDSE)
Biblical Knowledge / Ethics (OLE)
Physical Education (OLE)
Music (OLE)
Visual Arts (OLE)
Putonghua
Other Languages: NSS French
Form 1
and
Form 2
*
*
*
*
*
*
*
*
*
Form 3
Form 4
(SS 1)
Form 5
(SS 2)
Form 6
(SS 3)
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
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Munsang Alumni Association
The association was founded in 1939.
greatly to its development.
It has a close relationship with the College and has contributed
4
School Layout
School Facilities
There are four main blocks:
31 Classrooms
Butterfly Garden
Bible Study Court
Social Worker Office
Guidance Prefect
Association Room
Joint House Room
Prefect Room
Student Association
Room
English Corner
Staff Room
Janitor Room
4 Supportive Education
Rooms
Cookery Room
Music Room
2 Visual Arts Rooms
(Rufus Huang
Memorial Building)
2 Computer Rooms
Geography Room
Centre for Advancement
of Renewable Energy
(E101 - E502)
Technical Support
Division Room
Covered Playground
Gymnasium
Block D
(D203 - D511)
5 Store Rooms
Block E
5
2 Classrooms
2 Integrated Science
Laboratories
Chemistry Laboratory
Biology Laboratory
Physics Laboratory
Library
Technical Support
Division Room
Staff Room
Staff Common Room
Lecture Theatre
General Office
Store Room
Printing Room
Medical Room
7 Classrooms
Chapel
Multi-Purpose Room
Block H
Innovative Learning
Centre
Computer Assisted
Learning Room
Student Activity Centre
(H101 - H801)
Campus TV Room
Parent-Teacher
Association Room
Server Room
1 Supportive Education
Room
Store Room
Block G
(G101 - G503)
6
Administration Structure 2013-2014
Incorporated Management Committee
School Supervisor
Principal
School Secretary
Core Committee
School Estate
Management Officer
Executive Committee
Publication
Vice-Principal
Vice Principal
Annual Plan
Academic
Affairs
Finance
Committee
LAC
Publicity
&
Alumni
School
Accountant
Annual Report
Information Technology
& Resources
Library
Ceremony
Staff
Development
Discipline
Counseling
CCA
Careers
Subject
Heads
Major Concerns
Crisis
Management
I.T.
Technicians
Religious
Scholarship
SAMS
Subject
Teachers
Clerical
Staff
Chaplain
SSE
Class
Teachers
Technicians
& T.A.
Administrative
Officer of Green
Campus Project
Assistant Centre
Coordinator for
CARE
Janitors
Class
Committee
LAC = Language Across Curriculum
Prefect
Association
GPA
Clubs &
Societies
Student
Association
Houses
SSE = School Self Evaluation
CCA = Co-curricular Activities
GPA = Guidance Prefect Association
7
Clerical
Staff
ParentTeacher
Association
Incorporated Management Committee
Chairman & Supervisor
Secretary
Hon. Treasurer
SSB Manager
Parent Manager
Teacher Manager
Independent Manager
Mr. Jeremiah Wong Kui Hung
Ms. Kuby Chan Yin Hung
Mr. Yik Kwan
Mr. Cheung King Rock
Mr. Herbert Ho Hok Bun
Mr. Tsin Yan Pui (alternate)
Ms. Wong Lei Lei
Mr. Yu Yan Tack
Dr. Alice Yuk Tak Fun
Ms. Kong Suet Ming
Mr. Spencer Sze Lap Ming (alternate)
Mr. Mok Kwok Wai
Ms. Cheung Tung Ping (alternate)
Mr. Tony Chan Kwok Man
Staff of the College
Principal
Vice-Principal
Ms. Kuby Chan Yin Hung
Mr. Yu Kin Man
Mr. Mok Kwok Wai
Principal Graduate Master/Mistress
Senior Graduate Master/Mistress
Graduate Master/Mistress
Half-post Graduate Master/Mistress
Senior Assistant Master/Mistress
Assistant Master/Mistress
Certificate Master/Mistress
Self-financing Teaching Staff
Laboratory Technician
Social Worker
:2
: 15
: 34
:2
:2
:2
:9
:4
:3
:2
8
Qualifications of Our Teaching Staff
100.0%
90.0%
80.0%
Percentage
70.0%
60.0%
2011-2012
50.0%
2012-2013
40.0%
2013-2014
30.0%
20.0%
10.0%
0.0%
Bachelor degree
Master degree or above With formal education
training
Teaching Experience of Our Teaching Staff
Numbers of
teaching staff
0-2
yrs
3-5
yrs
6 - 10
yrs
11 - 15
yrs
16 - 20
yrs
21 - 25
yrs
2011 - 2012
12
10
15
9
10
12
5
5
2012 - 2013
9
9
18
7
7
12
7
3
2013 - 2014
7
9
16
6
8
14
7
3
Executive Committee
Chairman
Committee members
Ms. Kuby Chan Yin Hung, Principal
Mr. Mok Kwok Wai, Vice-Principal
Mr. Yu Kin Man, Vice-Principal
Ms. Ting Man Shuk
Mr. Luk Kai Ho
Ms. Chung Yau Lin
Mr. Hui Kong Hang
Ms. Ho Chun Lan
Mr. Lui Hang Sum
Mr. Chan Shu Sum
9
26 - 30 30 yrs or
yrs
above
Working and Standing Committees
Committee
Academic Affairs
Discipline
Counseling
Careers
Co-curricular Activity
Information Technology
& Resources
Staff Development
Religious
Major Concerns
Language Across the
Curriculum
Library
Publicity & Alumni
Affairs
Parent-Teacher
Association
Ceremony
School Self Evaluation
Scholarship
Publication
Head
Members
Ms. M.S. Ting
Mr. F.L. Wu, Ms. S.L. Tam, Ms. M.Y. Chan,
Ms. C.M. Ho, Ms. P.M. Lau, Mr. K.L. Mok,
Mr. K.W. Ng, Ms. Y.Y. Tam, Ms. W.S. Tse,
Ms. L.S. Ho
Mr. K.H. Luk
Ms. M.K. Leung, Mr. K.W. Cheng, Ms. M.C. Chan,
Ms. W.Y. Chin, Ms. K.W. Hui, Mr. Y.Y. Mak,
Ms. L.F. Tse
Ms. Y.L. Chung Ms. T.P. Cheung, Mr. T.H. Chan, Ms. L.T. Ching,
Ms. S.Y. Chiu, Ms. P.S. Lo, Ms. M.S. Yau
Ms. C.L. Ho
Mr. C.P. Lee, Ms. M.Y. Kwok, Ms. W.M. Lam,
Ms. M.W. Luen, Ms. H.T. Wong, Ms. C.C. Yiu
Mr. K.H. Hui
Ms. H.Y. Wong, Ms. M.S. Choi, Mr. K.T. Hung,
Mr. C.W. Kwan, Ms. M.K. Lai, Ms. Y.K. Pang,
Ms. Y.W. Wong
Mr. H.S. Lui
Mr. H.F. Chan, Mr. L.H. Choi, Mr. Y.C. Ho,
Mr. W.S. Chan, Ms. W.C. Kwok, Mr. P.C. Wong,
Mr. C.C. Kwok, Mr. C.P. Cheung, Mr. S. Ho,
Mr. M.W. Leung, Mr. H.C. Tam, Mr. H. Tiu
Mr. S.S. Chan
Mr. K.W. Tsoi, Ms. L.T. Ching, Ms. P.S. Lo,
Mr. K.W. Mok, Ms. M.S. Ting, Mr. K.M. Yu
Rev. Allan Chua Mr. K.C. Poon, Mr. T.H. Chan, Ms. S.Y. Chiu,
Ms. S.W. Ho
Ms. M.Y. Kwok, Mr. Y.Y. Mak, Ms. Y.Y. Ng
Mr. K.W. Mok Mr. W.O. Chan, Ms. M.C. Chan, Mr. S.S. Chan,
Mr. H.S. Lui, Mr. H.S. Chan, Mr. K.S. Lee,
Mr. H. Hong, Mr. S.H. Hung
Ms. Y.Y. Tam
Ms. W.Y. Chin, Mr. C.S. Chow, Mr. Christianopoulos,
Ms. C.M. Ho, Mr. Y.H. Kan, Mr. C.W. Kwan
Mr. C.M. Law
Ms. W.S. Tse
Ms. L.S. Ho, Ms. P.M. Lau, Mr. C.M. Law,
Mr. K.W. Ng, Ms. S.Y. Wat, Mr. P.C. Wong,
Mr. Y.H. Kan
Ms. M. Lam, Mr. W.S. Chan, Ms. W.C. Kwok,
Ms. M.W. Luen, Ms. P.C Wu
Ms. W.Y.
Ms. M.Y. Pun, Mr. S.T. Ho, Mr. K.W. Mok,
Leung
Ms. Y.Y. Tsang, Mr. S.H. Tsoi, Ms. P.C. Wu,
Mr. K.M. Yu
Mr. K.W. Tsoi
Ms. L.F. Tse, Mr. Christianopoulos, Ms. K.W. Hui,
Ms. W.Y. Leung, Ms. M.Y. Pun,
Mr. K.W. Mok Ms. K.H. Wong, Ms. M.C. Chan, Ms. S.L. Lai
Mr. K.W. Mok Ms. C.L. Ho, Ms. S.W. Ho, Ms. W.M. Lam,
Mr. S.H. Tsoi
Ms. K.H. Wong Mr. C.S. Chow, Mr. Christianopolous, Mr. S.T. Ho,
Ms. S.L. Lai, Ms. M. Lam
10
Subject Departments
Department
Head
Deputy
Biblical Knowledge
Ms. Ho Sau Wai
Biology
Ms. Chan Mei Yee
Chemistry
Mr. Chan Shu Sum
Chinese Language
Mr. Ng Kwok Wing
Chinese History
Ms. Wong Kam Hung
ICT
Mr. Hui Kong Hang
Economics
Ms. Ting Man Shuk
English
Ms. Tam Yuen Yee
Geography
Ms. Kwok Mei Yu
History
Ms. Tam Sau Lai
Home Economics
Ms. Hui Kwan Wah
Integrated Science
Ms. Cheung Tung Ping
Liberal Studies
Ms. Tam Sau Lai
Mr. Mak Ying Yin
Mr. Tsoi Ka Wing
Mathematics
Mr. Wu Fung Leung
Ms. Chung Yau Lin
Music
Ms. Wong Yee Wan
Physical Education
Ms. Wong Hoi Yee
Physics
Mr. Chan Wai On
Business, Accounting and
Financial Studies
Ms. Ting Man Shuk
Putonghua
Ms. Leung Wai Yu
Visual Arts
Ms. Lam Mau
11
Ms. Leung Wai Yu
Ms. Chin Wai Ying
Report on Academic Affairs
Curriculum 2013-2014
Class
Subject
1
2
3
4
5
6
A-E A-E A-E A B C D E F G Total A B C D E F G Total A B C D E F Total
Form Period
(15 mins/day)
Reading
(15 mins/day)
15
15
15
21
English
40
40
40 6 6 6 6 6 6 6
42
6 6 6 6 6 6 6
42
Chinese
35
35
35 6 6 6 6 6 6 6
42
6 6 6 6 6 6 6
Mathematics /
Mathematics
Extended
Module 1,2)
30
30
30 6 6 6 6 6 6 6
42
Liberal Studies
10
10
10 6 6 6 6 6 6 6
21
18
105
6 6 6 6 6 6
36
240
42
7 7 6 6 6 6
38
227
7 7 7 7 8 7 8
40
7 7 8 8 9 9
48
220
42
6 6 6 6 6 6 6
42
6 (8)
48
162
Physics
5 (2)
10
5 (3)
15
5 (3)
15
40
Chemistry
5 (4)
20
5 (4)
20
5 (3)
15
55
Biology
5 (3)
15
5 (3)
15
5 (3)
15
45
5 (1)
5
5 (1)
5
5 (1)
5
45
Information and
Communication
Technoloby
10
20
10
Science
20
20
30
History
10
10
5
5 (1)
5
5 (1)
5
5 (1)
5
40
Geography
10
10
5
5 (2)
10
5 (2)
10
5 (1)
5
50
Business &
Economics
70
10
Economics
10
5 (3)
15
5 (2)
10
5 (3)
15
40
15
5 (3)
15
45
5
5 (1)
5
45
3
3 (1)
3
24
5 (3)
Business
Accounting and
Financial Studies
5 (3)
15
Chinese History
10
10
10
5 (1)
5
Bible
Knowledge /
Ethics
5
5
5
3 (1)
3
Home
Economics
5
5
Physical
Education
10
10
10 2 2 2 2 2 2 2
Music
5
5
5
5 (1)
3 (1)
10
Visual Arts
(HKDSE)
Visual
Arts/Music
(OLE)
10
10
10
Putonghua
5
5
5
14
2 2 2 2 2 2 2
14
1 1 1 1 1 1
6
64
15
5 (1)
5
7 (1)
7
5 (1)
5
5 (1)
5
15
37
15
Grand Total
240 240 240
318
320
305
Total
240 480 720
1038
1358
1663
12
1663
Class Structure
Class Level
F.1
F.2
F.3
F.4
F.5
F.6
Total
Number of Classes
5
5
5
6 (*7)
6 (*7)
6
33
Number of Boys
93
84
104
105
91
97
574
Number of Girls
84
89
69
91
102
84
519
Total
176
173
173
196
193
181
1092
* Six classes being splitted into 7 groups
Number of School Days
(Including Form Test and Examination)
250
School Days
200
2011-12
150
2012-13
100
2013-14
50
0
F.1 - F.5
F.6
13
2011-12
14
2012-13
Others
Physical Educaiton
Arts Education
Personal, Social and
Humanities Education
Technology Education
Science Educaiton
Mathematics Education
English Language
Education
Chinese Language
Education
Lesson Time for 8 Key Learning Areas for F.1 – F.3
20.00%
2011-12
2012-13
15.00%
2013-14
10.00%
5.00%
0.00%
Unfilled Places in the Classes
160
140
120
100
80
60
40
20
0
2013-14
Students’ Attendance
100.0%
99.5%
99.0%
98.5%
2011-12
98.0%
2012-13
97.5%
2013-14
97.0%
96.5%
F.1 - F.3
F.4 - F.5
F.6
Percentage of Early Exit Students in the School Year
0.30%
0.25%
0.20%
0.15%
0.10%
0.05%
0.00%
2011-12
2012-13
15
2013-14
Financial Summary
Financial Summary for the year ended 31 August 2014 (Pending)
16
Capacity Enhancement Grant
Income & Expenditure Summary for the year ended 31 August 2014 (Pending)
17
Diversity Learning Grant
Income & Expenditure Summary for the year ended 31 August 2014
HK$
Income
HK$
Grants received (DLG – OL)
$42,000.00
Less: Expenditure Course Fee for F.5 French Course Total Expenditure Surplus / (Deficit) of Income over Expenditure for the year 2013/2014
Amount to be clawed back to the EDB Income
Grants received (DLG – OP)
Less: Expenditure Salary of F.4 – 6 Music Teachers in Network Program
Tutor Fee in Music (enhance students’ skills in composition)
Workshop to enhance writing and analytical skills
Communication and Leadership Training Program
Workshop for elite students in Chemistry
Elite Course for Physics
Subsidy on Program Fee for elite students in Mathematics
Workshop to enhance students leadership potentials
$14,000.00
HK$
$68,920.00
$9,845.00
$25,000.00
$11,000.00 $1,960.00
$4,500.00
$2,600.00 $2,175.00
Total Expenditure Surplus / (Deficit) of Income over Expenditure for the year 2013/2014
Amount to be clawed back to the EDB 18
$14,000.00
$0.00
$28,000.00
HK$
$126,000.00
$126,000.00
$0.00
$0.00
Student Performance
F.6 Graduates’ Pathway 2013/2014
(As at 3-9-2014)
Local
Degree
Publicly-funded
CityU
CUHK
HKBU
HKIEd
HKU
HKUST
LingnanU
OUHK
PolyU
Others
Self-financing
2011-2012
% (no.)
83.1 (152)
49.7 (91)
44.8 (82)
4.4 (8)
12.6 (23)
3.8 (7)
2.7 (5)
6.0 (11)
10.4 (19)
0.0 (0)
0.5 (1)
4.4 (8)
0.0 (0)
4.9 (9)
2012-2013
% (no.)
83.2 (164)
55.3 (109)
45.7 (90)
4.6 (9)
12.7 (25)
2.0 (4)
0.5 (1)
13.2 (26)
3.6 (7)
0.5 (1)
0.5 (1)
7.6 (15)
0.5 (1)
9.6 (19)
2013-2014
% (no.)
86.0 (154)
63.1 (113)
53.6 (96)
8.9 (16)
14.5 (26)
2.8 (5)
0.6 (1)
14.5 (26)
6.1 (11)
0.6 (1)
0.0 (0)
5.6 (10)
0.0 (0)
9.5 (17)
Associate Degree
Publicly-funded
Self-financing
23.0 (42)
1.1 (2)
21.9 (40)
19.8 (39)
1.0 (2)
18.8 (37)
17.9 (32)
2.2 (4)
15.6 (28)
Higher Diploma
Publicly-funded
Self-financing
10.4 (19)
6.0 (11)
4.4 (8)
8.1 (16)
4.6 (9)
3.6 (7)
5.0 (9)
2.2 (4)
2.8 (5)
12.6 (23)
7.1 (13)
2.7 (5)
1.1 (2)
0.5 (1)
1.1 (2)
13.2 (26)
5.6 (11)
2.0 (4)
3.0 (6)
0.0 (0)
2.5 (5)
10.1 (18)
4.5 (8)
0.6 (1)
1.7 (3)
2.2 (4)
1.1 (2)
Mainland China
0.0 (0)
1.5 (3)
0.0 (0)
Taiwan
0.0 (0)
0.0 (0)
0.6 (1)
Repeat
1.1 (2)
0.5 (1)
0.6 (1)
Employment
2.2 (4)
0.5 (1)
1.1 (2)
Others
1.1 (2)
1.0 (2)
1.7 (3)
100.0 (183)
100.0 (197)
100.0 (179)
Year
Overseas
UK
USA
Australia
Canada
Others
Total
19
External Examination
Hong Kong Diploma of Secondary Education Examination 2014
Subjects
Level 5 or above %
Level 4 or above %
Level 2 or above %
No. Sat.
(Munsang
*All
*All
*All
College) Munsang
Munsang
Munsang
candidates
candidates
candidates
Biology
71
52.1
17.0
81.7
43.4
100
88.9
Business, Accounting and
Financial Studies (BAFS)
57
35.1
11.3
77.2
38.6
100
88.7
Chemistry
89
39.3
25.1
75.3
50.4
98.9
87.1
中國歷史
11
9.1
11.4
72.7
32.7
100
87.1
中國語文
179
17.3
7.9
58.7
25.6
99.4
80.1
Economics
63
50.8
16.5
79.4
43.2
100
84.6
English Language
179
38.0
10.1
82.1
26.7
100
77.7
Geography
47
38.3
10.2
74.5
35.1
100
84.7
History
10
40.0
13.2
80.0
45.5
100
92.2
Information and Communication
Technology (ICT)
11
27.3
6.9
81.8
22.8
100
77.2
Liberal Studies
179
26.8
9.2
69.8
35.3
99.4
87.5
Mathematics Compulsory Part
179
32.4
13.0
80.4
36.1
100
79.7
(M1, Calculus and Statistics)
15
53.3
25.0
73.3
51.1
100
87.4
(M2, Algebra and Calculus)
22
50.0
36.3
86.4
62.7
100
93.6
Music
3
33.3
20.7
100
55.9
100
96.8
Physics
66
54.5
27.2
80.3
49.8
100
90.2
Visual Arts
13
23.1
6.7
46.2
23.5
100
83.6
*All candidates refer to Day School First Attempters
Distinction and Credit Rate
Students with 3322
No. of Candidates taking
:
:
:
74.7%
86.0%
4X (9.5%)
3X (50.8%)
2X (39.7%)
20
Students’ Achievements 2013 – 2014
External Awards 2013 – 2014
Kowloon City Outstanding Students Award (Secondary School Section)
(Kowloon City District School Principals’ Liaison Committee)
6D Chan Huen Yan
Kowloon City Outstanding Students Award
Canadian Mathematics Competition 2014 (Fryer, Galois and Hypatia Contests)
(University of Waterloo)
2B So Yui Kan
4G Hui Ka Ho
5B Wong Tsz Long
Distinction and Medal
Canadian Mathematics Competition 2014 (Pascal, Cayley, Fermat Contests)
2A Chan Lok Yin
4G Hui Ka Ho
5G Tsang Wang Fung
Microsoft Office Skills Competition 2014
(Microsoft)
3E
Larm Guan Yuet Samuel
Overall Champion
2014 香港解難奧林匹克
(The Hong Kong Polytechnic University, Hong Kong Community College, Family Learning Association
and Hong Kong Mathematical Olympiad Association)
3A Lee Wai Chau
Gold Award
2014 Science Assessment Test
(Hong Kong Association for Science and Mathematics Education)
2A Chan Hiu Yan
2A Chen Hoi Ting Rosetta
2A Cheng Chung Yi
2A Choi Wan Chi
2A Chui Chun Yee
2A Kwok Yeuk Nam
2A Lee Man Hiu
2A Ng Yan Ki
2A Pang Yu Hing
2A Woo Ching Ki
2A Chan Lok Yin
2A Heung Kai Him
2A Ho Ming Chun
2A Lam Ho Cheung
2A Lam Ryan
2A Lo Ho Ting
2A Woo Chong Po
2A Yu Chai Hin
2B Kwok Oi Man
2B Woo Yu Ting
2B Poon Yan Wah
2C Chan Hiu Yee
2C Choi Charlotte
2C Kong Yuen Ching
2C Lam Shan
2C Leung Hei Tung
2C Shum Yuen Lam
2C So Ka Ying
2C Cheung Chi Hin
2C Lau Chung Yan
2C Lui Shing Hei
2C Ng Cheuk Hei
2C Wong Yeuk Kiu
2C Lau Pui Yan
2D Chung Hei Yu
2D Ho Ka Ho
2D Keung Ka Ho
2D Lai Ting Kwan
2E
Ho Man Ching
2E
Chan Cheuk Yin
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Gold Award
Inter-school Swimming Championships
(Hong Kong Schools Sports Federation)
Boys A Grade
Girls B Grade
Champion
Champion
Inter-school Athletics Championships
Girls B Grade
Champion
21
Inter-school Basketball Competition
Boys Overall
Boys B Grade
Champion
Champion
7th Asian Rope Skipping Championship
(Asian Rope Skipping Federation)
4F
So Ying Zoe
Team Overall 1st Runner-up
The 10th Hong Kong School DanceSport Championship
(Hong Kong DanceSport Association)
1B Chan Fong Wai
2C Chan Sze Ching
Waltz Champion
All Hong Kong Inter-Secondary Schools Gymnastic Competition 2013-2014
Boys Novice Vaulting Champion
1A Chu Tsz Yat
Boys Novice Floor Exercise Champion
2013 Hong Kong Youth Music Interflows
(Music Office, Leisure and Cultural Services Department)
Symphonic Band
Gold Prize
Schools Creative Music Showcase 2013/14 – Final Performance
(Arts Education Section of Curriculum Development Institute, Education Bureau)
Music Creative Team
Gold Prize in Best Performance
Winterchoral Festival 2013
(Rave Group Pte Ltd)
School Choir
Gold Prize
65th Hong Kong Schools Speech Festival
(Hong Kong Schools Music and Speech Association)
1A Lam Ka Hei
2B Mak Hoi Tung
2C Chan Ka Yan
2A Choi Wan Chi
2A Kwok Yeuk Nam
4B Chui Sea Tsai Nikki
4C Lee Wan Yan
5B Lai Sau Ching
5F
Cheung Hiu Lam
5B Pak Shuk Wai
Solo Verse Speaking Champion
Dramatic Duologue Champion
Public Speaking Solo Champion
第六十五屆香港學校朗誦節
1A Leung Wai Ting
散文獨誦 – 粤語 (冠軍)
Youth Visual Art Exhibition 2014
(Hong Kong Communication Art Centre, Eastern District Arts Council, Outstanding Designers
Association)
6F
Chau Chun Yiu
Hong Kong Outstanding Visual Art Student Award
6F
Cheng Lawrence Pak Lun
World Heart Day 2013 Hong Kong Heart Foundation Drawing Competition
(Hong Kong College of Cardiology, Hong Kong Heart Foundation)
Munsang College
6A Choi Michelle
Gold Award
Champion
Sir Edward Youde Memorial Prizes for Senior Secondary School Students 2013-14
(Sir Edward Youde Memorial Fund Council)
5B Ching Heng
Sir Edward Youde Memorial Prize
6D Chan Huen Yan
Sir Edward Youde Memorial Prize
22
American Chamber Charitable Foundation Prize Book Award 2013-14
(AmCham Charitable Foundation)
American Chamber Charitable Foundation Prize Book Award
5B Wong Yu Ching Esther
The Reduce Your Waste and Recycle Your Plastics Campaign 2012-13
(The Environmental Protection Department, the Environmental Campaign Committee, the Education
Bureau and the Yan Oi Tong EcoPark Plastic Recycling Centre)
4D Lee Sum Yi Angel
The Best Waste Reduction and Recycling Ambassador Award
of the Campaign – Gold Award
23
Internal Scholarships 2013 – 2014
Munsang College Scholarship for Outstanding Achievement in
HKDSE
F.6
Munsang College Alumni Association Scholarship for
Outstanding Achievement in HKDSE
Class 1970 Versatile Society Scholarship for All-round,
Balanced and Remarkable Performances in Academic &
Non-academic Areas
Mr. Au Chak Mun Memorial Scholarship
Mr. Mok Kon Sang Memorial Scholarship
Dr. Ts’O Seen Wan Memorial Scholarship
Dr. Lam Chi Fung Memorial Scholarship
Mr. Rufus Huang Founding Principal Memorial Scholarship
Dr. Daniel H. Lam Memorial Scholarship
Mr. Mok Hing Shung Memorial Scholarship
Mrs. Tseung Ts’O Lai Ki Memorial Scholarship
Mr. Luk Yan King Memorial Scholarship
Mr. Kwong Jing Cho Memorial Scholarship
Mr. Kong Yiu Wing Memorial Scholarship
Dr. Lam Shu Kee Memorial Scholarship
Mr. Poon Bing Chung Memorial Scholarship
Mr. Manuel Woo Memorial Scholarship
Mr. Hong Tung Tick Memorial Scholarship
Mr. Lau Chiu Tak Memorial Scholarship
Mr. Mow Kee Yok Memorial Scholarship
Mr. Chan Long Hin Memorial Scholarship
Mrs. Chan Wong Pui Yin Memorial Scholarship for Green
Education
F.6
Dr. Samuel Loi Scholarship
Mr. Hong Tung Lun Memorial Scholarship for Distinguished
Leadership
Mr. Tsui Tim Fook Memorial Scholarship for Reflective
Storytelling
Class 1962 (旭社) Golden Jubilee Scholarships for Outstanding
Students in Performing Arts
Clas 1965 Scholarship for High Achievers in Information &
Communication Technology
Class 1966 Scholarship for “Goal Hunters”
F.6
F.6
F.6
F.6
F.5
F.5
F.5
F.4
F.4
F.4
F.3
F.3
F.3
F.2
F.2
F.2
F.1
F.1
F.1
F.4
F.3
F.6
F.4
F.2
F.2
F.1
F.5
F.3
F.5
F.4
24
Chan Huen Yan
Chan Kei Lam
Chan Shin Kiu
Chan Zhao Cong
Chau Chun Yiu
Cheung Hiu Ying
Kwong Tze Ho
Lai Boris J T
Leung Ho Yiu
Li Hoi Man
Lo Kai Fung
Poon Chik Ki Jacky
Tam Hoi Man
Tsang Hoi Ting
Tse Cheuk Hei
Tse Heung Ching
Wong Wing Tung
Yeung Chi Ho
Chan Huen Yan
Lo Kai Fung
Chan Huen Yan
Chan Huen Yan
Lai Boris J T
Tse Cheuk Hei
Keung Ho Ching
Kwan Anders Chi Chun
Wong Tsz Long
Chiu Hoi Chun
Tam Wing Chi
Wo Hui Kiu
Lee Ka Yu
Lee Wai Chau
Leung Kwun Hong
Chan Yuen Kwan Tiffany
Cheng Chung Yi
Mak Hoi Tung
Cheung Hiu Tung
Kwong Siu Lun
Yeung Sin Tung Jessie
Lam Ching Yee
Lee Sum Yi Angel
Wong Lok Yi
Ng Chi Ting
Lai Boris JT
Wong Cheuk Hei
Lam Ryan
Chan Sze Ching
Pang Chak Lam
Chan Fong Wai
Lo Sze Ching
Cheung Hiu Lam
Lai Sau Ching
So Ying Zoe
Class ’68 House of Unity “Five Virtues Award”
1969 Alumni Prize for Innovative Approaches to Teaching and
Learning
F.5
F.4
F.2
Team 1
F.4
Team 2
F.2
Class 1970 Versatile Society Scholarship for Outstanding
Performance in Areas Inviting Appreciation and/or
Recognition
F.5
Class 1970 Versatile Society Scholarship for Chinese
F.6
F.5
F.4
F.3
F.2
F.1
F.5
1971 Alumni Prize for Outstanding Achievement in Oration
F.4
F.2
F.1
1971 Alumni Prize for Issue Essay Writing Competition
F.6
F.3
1977 Alumni Scholarship for Outstanding Dedication in
Community Service
1978 Alumni Prize for Outstanding Public Achievements
Scholarship for Interactors with Execellent Achievement in
Community Service
25
F.5
F.3
F.6
F.5
F.4
F.5
Kwan Anders Chi Chun
Tam Wing Chi
Cheng Chung Yi
Chau Chung Yin
Lee Man Ho
Tsang Hin Cheong
Wong Cheuk Hei
Wong Yui Chit
Chan Sum Yee
Ho Yi Ching
Lam Yuen Ying
Ng Cheuk Yu Natalie
Ng Yan Ki
Woo Ching Ki
Ching Heng
Hung Choi Hang
Lam Yan Ying
Leong Krystle
So Cho Wing
Tsang Wang Fung
Chan Huen Yan
Keung Ho Ching
Leung Ka Wun
Lee Wai Chau
Mak Hoi Tung
Tsang Nok Yan Jasmine
Cheung Hiu Lam
Lai Sau Ching
Pak Shuk Wai
Chui Sea Tsai Nikki
Lai Yuk Yee
Lee Wan Yan
Ling Tsz Ching Syndi
Tam Man Ching
Chan Ka Yan
Choi Charlotte
Choi Wan Chi
Kwok Yeuk Nam
Law Yuet Tung Phoebe
Mak Hoi Tung
So Ka Ying
Cheung Tsz Ching
Lam Ka Hei
Leung Wai Ting
Tse Heung Ching
Yuen Ho Kwun Wisely
Lee Wai Chau
Tse Hoi Yan
Cheung Ho Ching
Wang Yanling
Lau Ka Yiu
Chau Chun Yiu
Lok Tsun Ming
Leung Lok Man June
Tsang Pui Yan
Wang Yanling
Wei Wai Chi
Parent-Teacher Association Scholarship for English
Mrs. Chan Tsin Bick Yee Memorial Scholarship for
Mathematics
Mr. Fan Kam King Memorial Scholarship for Physics
Ms. Poon Kam Mui Memorial Scholarship for Economics
Mr. Cheung Chung Leung Memorial Scholarship for Science
Learning
F.6
F.5
F.4
F.3
F.2
F.1
F.6
F.6
F.6
Team 1
F.4
Team 2
F.2
Mr. Lau Fook Chuen Memorial Scholarship for NSS Electives
F.4
Mr. Chan Hon Wing Scholarship for Visual Arts
F.3
Mr. Steve Leung Scholarship for Visual Arts
F.6
F.5
Mr. Tsin King Fai Outstanding Athlete Memorial Scholarship
Mr. Kwan Yat Wah Scholarship for Physical Education
Outstanding Athletes Award
Mr. Kwan Yat Wah Scholarship for Physical Education Sports
Boy of The Year Award
Mr. Kwan Yat Wah Scholarship for Physical Education Sports
Girl of The Year Award
Mr. Ng Shu Sing (1963) Scholarship for Record-breakers in
Athletics Meet
Mrs. Ada Sh’e Memorial Scholarship for Music
Mr. Tsang Piao Kong Memorial Scholarship for Music
Dr. Daniel Yung Best Improved Student Award
26
Chan Huen Yan
Lai Lai Ying
Tam Wing Chi
Lee Wai Chau
Cheng Chung Yi
Tang Pui Lam
Lai Boris J T
Lai Boris J T
Kan Wing Hon
Chung Ping Chiu
Lam Ching Yee
Li Hau Hin
Tam Tsun Kit
Cheng Chung Yi
Heung Kai Him
Lam Ryan
Pang Yu Hing
Chiu Hoi Chun
Tam Wing Chi
Wong Ting Yan
F.6
Chan Ka Man
Yeung Cheuk Lam
Lo Wing Tao
Sze Yee Lam
Cheung Yi Yan
Fung Tsz Yau Irisa
Yeung Po Kiu
Chan Chun Hei
Leung Lok Man June
Ng Pui Kei
Liu Tsz Fung
F.4
Hui Man Ki
F.5
F.4
F.1
F.1
F.5
F.5
F.4
F.3
F.2
F.1
Lam Chung Pui Grace
Ng Pui Kei
Wong Tsz
Hui Tin Ho
Pu Wei Che
Lok Tsun Ming
Lee Wan Yan
Law Wing Tung
Chan Cheuk Yin
Yeung See Ming James
F.4
F.3
F.1
F.6
F.5
F.4
Inter-school Activities and Competitions 2013 – 2014
Alumni’s Achievements
The University of Hong Kong
Chan Yuen Tong
BA
Hui Fu Wing Edwin
Lai Chi Fung
Lee Yuen Ling
Lun Pak Ho Alex
Tse Hei Tung
Yeung Sze Wing
BSc
BDS
BBA(Acc&Fin)
BSc(ActuarSc)
BA&LLB
BEcon&Fin
Lee Kwok Wing Prize in Chinese Fiction
Wong Sai Chung Memorial Prizes
HKU Foundation Scholarships for Outstanding Students
Koo Shui Ting Memorial Scholarships
HKU Worldwide Undergraduate Student Exchange Scholarships
The Chinese University of Hong Kong
Ng Wai Hung
Wu Yee Sun College Admission Scholarship for Academic Excellence
Tsang Pui Yu
Chung Chi College Admission Scholarship for Outstanding Extra-curricular Performance
Wu Sum Yi
Wu Yee Sun College Admission Scholarship for Academic Excellence
The Hong Kong University of Science and Technology
Lee Shing Lok
HKSAR Government Scholarship Fund – Reaching Out Award
Tam Wai Yeung
Dean’s List (2013-14 Spring)
Hong Kong Baptist University
Fung Ka Lum
Bachelor of Social Sciences (Hons.) in
China Studies (Geography Concentration)
Ho Hong Yu
Bachelor of Business Administration (Hons.)
(Marketing Concentration)
Lam Wing Yee
Communication – Organizational Communication
Option
Lee Wai Kwan
Communication – Journalism Option (Chinese
Journalism Concentration)
Wong Tsz Wai
Communication – Public Relations and Advertising
Option
Woo Wing Chin Jolie Bachelor of Business Administration (Hons.)
(Finance Concentration)
The Hong Kong Institute of Education
Chan Chung Yan
Bachelor of Arts (Honours) in Creative Arts and
Culture Programme
HKU SPACE Community College
Yim Kin Cheong
Dean’s List (Semesters 1 and 2)
Dean’s List (Semester 2)
President’s Honour Roll
(Semester 1)
Dame Margaret Zee Student
Exchange Scholarship (Music)
HKU SPACE Community College Scholarship
Hong Kong Baptist University (College of International Education)
Chan Cheuk Lap
Cheung Man Wai
Cheung Wing Yan
Fok Chun Kit
Hung Chai Francesca
Kwan Hiu Tung
So Chun Wai
Wong Tsz Ki
27
President’s Honour Roll (Semester 1)
Yip Wai Yin
Scholarship
(Kowloon City District School Principals’ Liaison Committee)
6D Chan Huen Yan
Youth Arch Foundation: Youth Arch Student Improvement Award
(Youth Arch Foundation)
2A Kwok Shun Hei Matthew
2B Chan Chi Hung
2B Wong Yee Ching
2C Chan Cin Yee
2C Lam Shan
3A Leung Ka Chai
3C Lai Chung Yin
3C Ng Ki Fung Jason
3D Wong Ming Chak
3E
Ma Chung Hin
4A Chan Hiu Tung
4C Lo Yin Cheung Aylmer
4D Leung Kam Fung
4E
Chau Cheuk Hei Grace
4F
Lee Sheung Yi
4G Pun Mei Yi Shirley
5A Lee Chun Hong
5B Sze Hei Man
5D Lam Yan Ying
5E
Ho Tsz Wing
5F
Chau Man Ching
5G Fan Ka Ming
5G Lee Pui Kwan
6A Tang Ka Ki
6B Ho Yuen Ki
6C Tam Wing Nga
6D Leung Joey
6E
Leung Hoi Ching
6F
Yuen Ho Kwun Wisely
Youth Arch Student Improvement Award
Academic
2014 Hong Kong & Macao Mathematical Olympiad Open Contest
cum The Asia International Mathematical Olympiad Open Contest
(The Hong Kong Mathematical Olympiad Association)
Trial
1A Wan Ka Ho
1B Kwong Siu Lun
1C Yan Wing Fung
2A Chan Lok Yin
4G Hui Ka Ho
2B So Yui Kan
3A Ng Tsz Wai
4A Cheng Ho Man
4G Zou Qingyu
1B Lee Chun Nok
1E
Lau Chi Choi
3B Ho Kin Wa
4G Chu Weng Hey
Semi-final (2014 The Asia International Mathematical Olympiad Open Contest)
1B Kwong Siu Lun
1A Wan Ka Ho
4A Cheng Ho Man
Australian Mathematics Competition 2013
(The Australian Mathematics Trust and the University of Canberra)
5B Kwan Anders Chi Chun
6D Kwong Tze Ho
6E
Chan Zhao Cong
6F
Lai Boris J T
2B So Yui Kan
3A Kwok Ue Nam
3C Lui Siu Hin Alvin
3C Tsang Nok Yi
3E
4A Cheng Ho Man
4G Zou Qingyu
5B Lok Tsun Ming
5B Wong Tsz Long
6A Cheuk Shuk Ying
6C Kwok Kwan Ming
6C Lo Kai Fung
6C Mui Nok Pui
6C Tsang Nga Sze
6E
Leung Chun Hin
6E
Li Hoi Man
6E
Nun Shing Him
6F
Tam Kendrew Long Hang
28
Gold Award
Gold Award
Gold Award
Silver Award
Silver Award
Bronze Award
Bronze Award
Gold Award
Silver Award
Bronze Award
High Distinction
High Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
2A
2B
2C
3A
3A
3C
4C
4E
5A
5A
5B
5B
5D
5G
5G
6B
6D
6E
6E
6F
Chan Lok Yin
Tang Yat Ka
Cheung Chi Hin
Chan Tsan Yin
Sit Yan Yu
Ng Ki Fung Jason
So Chung Hei
Lam Chin Fung
Lee Chun Hong
Yeung Yu Ching
Ma Kan Yik
Tsui Koon Chow
Leung Ka Kei
Chan See Chun
Yeung Po Kiu
Mo Tik Kan
Yu Ho Ting
Lee Tsz Wai
Tsui Yau Sen Reggie
Chiu San Fung
2A
2C
2C
3A
3C
4B
4D
4G
5A
5B
5B
5C
5D
5G
6A
6B
6E
6E
6E
6F
Yu Chai Hin
Chan Yuen Kwan Tiffany
Kong Yuen Ching
Lam Ching Man
Lee Ka Yu
Lee Ka Chun
Cheng Chun Lam
Chau Kin Lai Angus
Leung Siu Ki
Chau Yip Hei Justin
Ng Hoi Fung
Leung Kwan Ting
Lo Sze Ching
Tsang Wang Fung
Li Shing Hin
Ngai Wai San
Kwan Ho Yin
Leung Ling Chung
Yu Chun Hin
Ho Kwun Ting
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Credit
Canadian Mathematics Competition 2014 (Fryer, Galois and Hypatia Contests)
2B So Yui Kan
4G Hui Ka Ho
5B Wong Tsz Long
1A Wan Ka Ho
1B Lee Chun Nok
2A Chan Lok Yin
2C Wong Yeuk Kiu
3A Lee Wai Chau
3A Ng Tsz Wai
3B Ho Kin Wa
3C Ng Ki Fung Jason
3C Tsang Nok Yi
4E
Lam Chin Fung
4G Chu Weng Hey
4G Zou Qingyu
5A Yeung Yu Ching
5B Chan Tsz Hei
5B Hung Choi Hang
5B Lok Tsun Ming
5G Tsang Wang Fung
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Canadian Mathematics Competition 2014 (Pascal, Cayley, Fermat Contests)
2A Chan Lok Yin
4G Hui Ka Ho
5G Tsang Wang Fung
1A Wan Ka Ho
1B Lee Chun Nok
2B So Yui Kan
2C Wong Yeuk Kiu
3A Lee Wai Chau
3A Ng Tsz Wai
3B Ho Kin Wa
3C Ng Ki Fung Jason
3C Tsang Nok Yi
3C Yau Chak Ming
3C Yau Ho Lim
4A Cheng Ho Man
4E
Lam Chin Fung
5A Yeung Yu Ching
5B Chan Tsz Hei
5B Lok Tsun Ming
5B Wong Tsz Long
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
華夏盃全國數學奧林匹克邀請賽 2014
(中國教育研究會華夏盃組委會、中國教育學會教育機制研究分會、香港數學奧林匹克協會(HKMO))
(香港賽區)初賽
1A Wan Ka Ho
1B Kwong Siu Lun
一等獎
2A Chan Lok Yin
一等獎
29
1B Lee Chun Nok
1B Cheung Hiu Tung
(華南賽區)晉級賽
1B Kwong Siu Lun
1A Wan Ka Ho
(全國)總決賽
1A Wan Ka Ho
2B
2A
So Yui Kan
Chan Lok Yin
二等獎
三等獎
狀元獎
二等獎
二等獎
Secondary School Mathematics and Science Competition 2014
(The Hong Kong Polytechnic University)
Physics
5B Chau Yip Hei Justin
5B Chan Chi Fung
5B Hui Lok Yiu
5B Lok Tsun Ming
5B Ma Kan Yik
5B Woo Chong Yiu
5G Tsang Wang Fung
5A Lee Cheuk Man
5A Poon Ho Ching
5B Chan Tsz Hei
5B Cheung Ho Ching
Chemistry
5B Au Tai Yau
5B Ng Hoi Fung
5B So Cho Wing
5B Wong Tsz Long
5A Poon Ho Ching
5B Chan Tsz Hei
5B Hui Lok Yiu
5B Hung Choi Hang
5B Ma Kan Yik
Biology
5B Au Tai Yau
5B Ching Heng
5B Chow Sze Ngok Samuel
5B Hung Choi Hang
5B Ma Kan Yik
5B Ng Hoi Fung
5B Wong Tsz Long
5B Lee Pui Lo
5C Wong Chi To
5C Wu Yan Ping
Mathematics
5B Chan Tsz Hei
5B Hung Choi Hang
5B Wong Tsz Long
5E
Lo Man Fei
5A Yeung Yu Ching
5B Keung Ho Ching
5B Tsui Koon Chow
5C Chow Chi Cheung
Medal
High Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Medal
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Distinction
Medal
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Hong Kong Biology Olympiad for Secondary Schools (2013/2014)
(Hong Kong Association for Science and Mathematics Education)
6C Cheung Hiu Ying
6C Kan Wing Hon
6E
Nun Shing Him
6D Chan Huen Yan
6F
Wong Cheuk Wun Charlotte
6C Chan Kei Lam
6C Tse Hei Man
6C Tse Heung Ching
6E
Liang Jiating
6F
Cheng Wai Yiu
First Class Honor
First Class Honor
Second Class Honor
Third Class Honor
Third Class Honor
Third Class Honor
Microsoft Office Skills Competition 2014
(Microsoft)
3E
1C Tsui Pak Hei
4C Ng Oi Hei
Overall Champion
Gold
30
3C
5D
3A
Tse Lok Hin
Lo Sze Ching
Kwok Ue Nam
5A
Lee Chun Hong
Silver
Silver
Bronze
二零一三至一四年度聯校創作比賽
(民生書院中文科、協恩中學、喇沙書院、瑪利諾修院學校、英華書院及聖芳濟書院)
2A Pang Yu Hing
微型小說(初中組)冠軍
5E
Chow Mei Ho
微型小說(高中組)冠軍
3B Leung Kwun Hong
微型小說(初中組)亞軍
2014 香港解難奧林匹克
(The Hong Kong Polytechnic University, Hong Kong Community College, Family Learning Association
and Hong Kong Mathematical Olympiad Association)
3A Lee Wai Chau
Gold Award
Hong Kong Mathematical High Achievers Selection Contest 2013-2014
(Po Leung Kuk, Hong Kong Association for Science and Mathematics Education)
3B Ho Kin Wa
3C Yau Chak Ming
The 13th Pui Ching Invitational Mathematics Competition
(Pui Ching Middle School and Pui Ching Academy)
1B Lee Chun Nok
1A Wan Ka Ho
2A Chan Lok Yin
4A Cheng Ho Man
4G Hui Ka Ho
4G Zou Qingyu
Second Class Honour
Third Class Honour
Bronze Award
Merit
Merit
Merit
Hong Kong Physics Olympiad (HKPHO) 2014
(The Hong Kong Academy for Gifted Education, The Education Bureau and The Hong Kong University
of Science and Technology)
4D Ng Minh Man
Third Honour
Cisco - Internet of Everything Competition 2014
(Cisco System Hong Kong)
5A Lee Chun Hong
5D Lo Sze Ching
第廿五屆中學生好書龍虎榜 - 讀後感寫作比賽
(香港教育專業人員協會)
2B Wong Ming Yui Lucas
5C Leong Krystle
Merit
(初級組)推薦獎
(高級組)推薦獎
Sport
2013-2014 A.S. Watson Group HK Student Sports Awards
(A.S. Watson Group)
4B Hui Man Ki
Inter-school Swimming Championships
Boys A Grade
Girls B Grade
Boys Overall
Girls Overall
Girls A Grade
Boys B Grade
Girls C Grade
A.S. Watson Group HK Student Sports Awards
Champion
Champion
1st Runner-up
1st Runner-up
2nd Runner-up
3rd Runner-up
3rd Runner-up
31
3A
3E
4B
Sze Yee Lam
Tsui Nga Ying Edna
Hui Man Ki
4D
4F
5D
5E
6A
6A
6B
6E
Siu Desmond Calvin
Leung Lok Man June
Kong Man Chun
Liu Ka Yu
Choi Michelle
Lee Ho Ching
Pun Ho Pong
Liu Tsz Fung
6F
Fung Tsz Yau Irisa
1A
Cheung Yi Yan
3A
4B
4F
5D
6F
1A
3C
4A
4A
4D
4E
Sze Yee Lam
Hui Man Ki
Leung Lok Man June
Kong Man Chun
Fung Tsz Yau Irisa
Lam Ka Hei
Lai Lok Fung
Shum Yee Nok
Tsang Jin Hau Jonathan
Siu Desmond Calvin
Wong Nicholas
4G
5E
6B
6E
1A
1A
1D
1E
2C
3C
3E
4A
4F
5E
6A
6B
Chan Chun Hei
Li Ho Yim
Pun Ho Pong
Liu Tsz Fung
Lam Ka Hei
Tam Jasper
Tam Hei Tung
Lam Wing
Tsui Cheuk Ying
Lai Lok Fung
Tsui Nga Ying Edna
Tsang Jin Hau Jonathan
Leung Lok Man June
Liu Ka Yu
Choi Michelle
Pun Ho Pong
Girls B Grade 4x50m Medley Relay Champion
Girls B Grade 50m Butterfly Champion
Boys A Grade 4x50m Medley Relay Champion
Girls A Grade 4x50m Medley Relay Champion
Boys A Grade 50m Butterfly Champion
Girls A Grade 50m Backstroke Champion
Girls C Grade 50m Backstroke 1st Runner-up
Girls C Grade 50m Freestyle 1st Runner-up
Girls B Grade 50m Backstroke 1st Runner-up
Girls B Grade 200m Individual Medley 1st Runner-up
Girls B Grade 100m Freestyle 1st Runner-up
Boys A Grade 100m Freestyle 1st Runner-up
Girls A Grade 200m Individual Medley 1st Runner-up
Girls C Grade 50m Breaststroke 2nd Runner-up
Boys B Grade 4x50m Medley Relay 2nd Runner-up
Boys A Grade 100m Freestyle 2nd Runner-up
Boys A Grade 100m Breaststroke 2nd Runner-up
Boys B Grade 200m Breaststroke 2nd Runner-up
Boys A Grade 200m Breaststroke 2nd Runner-up
Boys A Grade 50m Backstroke 2nd Runner-up
Boys A Grade 50m Freestyle 2nd Runner-up
Girls C Grade 100m Breaststroke 3rd Runner-up
Girls C Grade 4x50m Freestyle Relay 3rd Runner-up
Boys B Grade 50m Backstroke 3rd Runner-up
Girls B Grade 50m Breaststroke 3rd Runner-up
Boys A Grade 50m Backstroke 3rd Runner-up
Girls B Grade 200m Individual Medley 3rd Runner-up
Girls A Grade 50m Butterfly 3rd Runner-up
Girls A Grade 50m Backstroke 3rd Runner-up
Boys A Grade 100m Backstroke 3rd Runner-up
Inter-school Athletics Championships
Girls B Grade
Girls Overall
Girls C Grade
1B Wong Ho Yee
1B Wong Tsz
1D
Champion
1st Runner-up
2nd Runner-up
Girls C Grade 4x100m Champion
Girls C Grade 100m Hurdles Champion
Law Yu Tung Matea
32
2C
2D
3D
4B
4C
4E
Cheng Cheuk Yin
Mehault Jason Christopher
Cheung Ka Lam
Hui Man Ki
Ng Pui Lam
Ng Pui Kei
1A
Cheung Yi Yan
4C
4C
4E
2D
4B
Chui Hiu Man
Ng Pui Lam
Li Chi Hei
Mehault Jason Christopher
Hui Man Ki
5E
4C
Lam Chung Pui Grace
Ng Pui Lam
Boys C Grade 100m Champion
Girls B Grade 4x400m Champion
Girls B Grade 200m Champion
Girls B Grade 400m Champion
Girls C Grade 800m 1st Runner-up
Girls C Grade 1500m 1st Runner-up
Girls B Grade 100m Hurdles 1st Runner-up
Girls B Grade 400m 1st Runner-up
Boys B Grade 400m 1st Runner-up
Boys C Grade 200m 2nd Runner-up
Girls B Grade 800m 2nd Runner-up
Girls A Grade 800m 2nd Runner-up
Girls B Grade 200m 3rd Runner-up
Inter-school Basketball Competition
Boys Overall
Boys B Grade
Boys A Grade
Champion
Champion
1st Runner-up
Inter-school Cross Country Championships
1A Cheung Yi Yan
4B Hui Man Ki
3D Cheung Ka Lam
Girls C Grade 5th Runner-up
Girls B Grade 7th Runner-up
Girls B Grade 9th Runner-up
Sham Shui Po District Age Group Swimming Competition 2013
(Leisure and Cultural Services Department)
4B Hui Man Ki
Youth Group (G) Women’s 50m Butterfly Champion
Youth Group (G) Women’s 50m Freestyle Champion
Youth Group (G) Women’s 200m Individual Medley Champion
Yau Tsim Mong District Age Group Swimming Competition 2013
4B Hui Man Ki
Youth Group (G) Women’s 50m Freestyle Champion
Tai Po District Age Group Swimming Competition 2013
4B Hui Man Ki
Youth Group (G) Women’s 50m Freestyle 1st Runner-up
Eastern District Age Group Swimming Competition 2013
4B Hui Man Ki
Youth Group (G) Women’s 50 Butterfly Champion
33
Kwun Tong District Swimming Competition 2013
5E
Liu Ka Yu
50m Butterfly Champion
Kowloon City District Swimming Competition 2013
5E
Liu Ka Yu
50m Freestyle Champion
第十八屆新界區新春冬泳賽
4F
Leung Lok Man June
Champion
Hong Kong Open Age Group Wushu Competition 2013
(Hong Kong Wushu Union)
6C Chan Wing Lam
Girls Teenage Group Broadsword Champion
Girls Teenage Group Spear Champion
Girls Teenage Group All Round 1st Runner-up
All Hong Kong Inter-Secondary Schools Gymnastic Competition 2013-2014
1A Chu Tsz Yat
Boys Novice Vaulting Champion
Boys Novice Floor Exercise Champion
WDA World Federation of Outstanding Dancers Hong Kong Ballroom and Latin Dance Publicly Series 3
(Dance Maco)
1B Chan Fong Wai
2C Chan Sze Ching
14 Years Old Jive Champion
14 Years Old Cha Cha Champion
14 Years Old Cha Cha and Jive 1st Runner-up
The 10th Hong Kong School DanceSport Championship
(Hong Kong DanceSport Association)
1B Chan Fong Wai
2C Chan Sze Ching
President Cup Super cum IDTA Trophy 2013
(Dance Heart Forever)
1B Chan Fong Wai
2C Chan Sze Ching
The 11th ISTD Cup Ballroom Dance Championships
(Come Dancing Studio Academy)
1B Chan Fong Wai
2C Chan Sze Ching
Table Tennis Friendly Match with HKUGA College
(HKUGA College)
4C Ng Pui Lam
4D Lam Ching Yee
4E
Ng Pui Kei
Waltz Champion
Cha Cha Cha 1st Runner-up
Rumba 2nd Runner-up
Jive 2nd Runner-up
14 Years Old Jive Champion
14 Years Old Cha Cha 1st Runner-up
14 Years Old Cha Cha and Jive Merit
Under 12 Cha Cha and Rumba Champion
Girls Overall Champion
Hong Kong Rope Skipping Elite Championship 2014
(Leisure and Cultural Services Department and Hong Kong Rope Skipping Association)
4F
So Ying Zoe
Pair Freestyle Champion
Team Freestyle Champion
34
7th Asian Rope Skipping Championship
(Asian Rope Skipping Federation)
4F
So Ying Zoe
Double Dutch Speed Relay 2nd Runner-up
Single Rope Team Freestyle 2nd Runner-up
Single Rope Pairs Freestyle 2nd Runner-up
The 67th Inter-school Athletics Meet
(South China Athletic Association)
4E
Ng Pui Kei
3D
4C
Cheung Ka Lam
Ng Pui Lam
4B
4E
Girls B Grade 400m 1st Runner-up
Girls B Grade 4x400m Relay 2nd Runner-up
Girls B Grade 4x400m Relay 2nd Runner-up
Hui Man Ki
Ng Pui Kei
33rd Mizuno New Year Run
4F
So Ying Zoe
Age 15-19 1st Runner-up
Yuen Long District Age Group Table Tennis Competition
5E
Chan Wing Tung
Age 16-18 1st Runner-up
2013-14 Division 1 Age Group Short Course Swimming Competition
(Hong Kong Amateur Swimming Association)
4F
Leung Lok Man June
2013 Annual Swimming Championships
6F
Fung Tsz Yau Irisa
Girls 800m Freestyle 1st Runner-up
1500m Freestyle 2nd Runner-up
Girls A Grade 200m Individual Medley 2nd Runner-up
Girls A Grade 100m Freestyle 2nd Runner-up
Hong Kong Age Group Short Course Swimming Championships 2013-2014
4F
Leung Lok Man June
400m Freestyle 2nd Runner-up
The 4th Hong Kong Games
(Sports Commission)
4B Hui Man Ki
Women’s 200m Individual Medley 2nd Runner-up
2013-14 Hong Kong Age Group Long Course Swimming Championships
6F
Fung Tsz Yau Irisa
200m Individual Medley 2nd Runner-up
Hong Kong Junior Age Group Athletic Meet 2013 – Race 2
(Hong Kong Amateur Athletic Association)
4E
Ng Pui Kei
WAC Annual Challenge 2013
(Watsons Athletic Club)
4E
Ng Pui Kei
35
Inter-school Table Tennis Championships
Boys C Grade
2nd Runner-up
The 41st Cross Tolo Harbour Open Race
4F
Leung Lok Man June
4th Runner-up
2013 第五屆廈金海峽橫渡接力公開賽
(China Swimming Association)
4F
Leung Lok Man June
7th Runner-up
Hong Kong Open Solo Dance Competition – Hong Kong (Asia) Solo Dance Competition 2013
(Hong Kong Professional Dance Teachers Association)
1B Wong Tsz
Ballet Open Grade Solo Merit
The 50th Schools Dance Festival – DanceSport
(Hong Kong Schools Dance Association)
1B Chan Fong Wai
2C Chan Sze Ching
Cha Cha Cha Highly Commended Award
Jive Highly Commended Award
Music
66th Hong Kong Schools Music Festival
5D Chiu Yin Man
Piano Solo - Composer of the Year (Honours Certificate)
1A Hui Tin Ho
Flute Solo (First Prize)
Graded Piano Solo - Grade 7 (Second Prize)
1A Yeung Sin Tung Jessie
Graded Piano Solo - Grade 4 (Second Prize)
5F
Chung Hoi Ki
Pipa Solo (Second Prize)
5G Li Shek Wan
Hong Kong Strings Scholarship for Stringed instruments (Second Prize)
1B Cheung Hiu Tung
Graded Piano Solo - Grade 6 (Third Prize)
3C Lau Tak Him
French Horn Solo (Third Prize)
3C Yee Ho Yau Hannah
Vocal Solo - Foreign Language (Third Prize)
5C Chan Wai Tung
Liuqin Solo (Third Prize)
2013 Hong Kong Youth Music Interflows
(Music Office, Leisure and Cultural Services Department)
Symphonic Band
String Orchestra
Chinese Orchestra
Gold Prize
Bronze Prize
Bronze Prize
Schools Creative Music Showcase 2013/14 – Final Performance
Music Creative Team
Gold Prize in Best Performance
Bronze Prize in Best Music
Winterchoral Festival 2013
School Choir
Gold Prize
Winterband Festival 2013
Symphonic Band
Silver Prize
36
Schools Speech Choir Showcase 2013-14
School Choir
Silver Award in Best Performance
Speech
65th Hong Kong Schools Speech Festival
1A Lam Ka Hei
2B Mak Hoi Tung
2C Chan Ka Yan
2A Choi Wan Chi
2A Kwok Yeuk Nam
4B Chui Sea Tsai Nikki
4C Lee Wan Yan
5B Lai Sau Ching
5F
Cheung Hiu Lam
5B Pak Shuk Wai
1D Cheung Tsz Ching
2B Law Yuet Tung Phoebe
1A Leung Wai Ting
1E
Li Chin Wing Jed
Public Speaking Solo Champion
Solo Verse Speaking 1st Runner-up
Solo Verse Speaking 2nd Runner-up
第六十五屆香港學校朗誦節
1A Leung Wai Ting
2C Choi Charlotte
2C So Ka Ying
4F
4F
Tam Man Ching
1A Lam Ka Yan
2B Ma Pak Yin
2B Mak Hoi Tung
2C Chan Ka Yan
2C Leung Hei Tung
散文獨誦
二人朗誦
二人朗誦
散文獨誦 –
二人朗誦
二人朗誦
– 粤語
– 粤語
– 粤語
普通話
– 粤語
– 粤語
(冠軍)
(亞軍)
(亞軍)
(季軍)
(季軍)
(季軍)
Art
Youth Visual Art Exhibition 2014
(Hong Kong Communication Art Centre, Eastern District Arts Council, Outstanding Designers
Association)
6F
Chau Chun Yiu
6F
5D Chan Ka Man
Hong Kong Outstanding Visual Art Student Creative Award
5E
Ma Ho Yan
5E
So Oi Yu
6A Choi Michelle
6A Lee Ho Ching
6C Lee Hong Lam
6D Lai Tim Yan
6F
Chau Chun Yiu
6F
5D Chan Ka Man
Hong Kong Outstanding Visual Art Student Merit Award
5E
Ma Ho Yan
5E
So Oi Yu
6A Choi Michelle
6A Lee Ho Ching
6C Lee Hong Lam
6D Lai Tim Yan
World Heart Day 2013 Hong Kong Heart Foundation Drawing Competition
(Hong Kong College of Cardiology, Hong Kong Heart Foundation)
Munsang College
6A Choi Michelle
5C Yeung Cheuk Lam
6B Ho Yuen Ki
6C Lee Hong Lam
5E
So Oi Yu
6B Yu Tsz Ching
37
Gold Award
Champion
Elite Prize
Elite Prize
Merit Prize
2013 International Year of Water Cooperation Art and Design Competition
(Po Leung Kuk Hong Kong and Education Bureau)
5D Chan Ka Man
2nd Class Honours in International Competition
5D Chan Ka Man
5E
Ho Hoi Ching
3rd Class Honours in Hong Kong Competition
Exhibition of Secondary School Students’ Creative Visual Arts Work (2013/14)
(Education Bureau)
5E
So Oi Yu
Grand Prize
Electrical & Mechanical Trade and Repair of Vehicles – OSH Poster Competition 2013
(Occupational Safety and Health Council)
6A Choi Michelle
6B Ho Yuen Ki
6C Lee Hong Lam
6E
Ho Tsz Wa
Merit Prize
Merit Prize
Occupational Safety and Health Council 25th Anniversary Stamp Design Competition
(Occupational Safety and Health Council and Metroinfo FM99.7)
5E
So Oi Yu
Merit Prize
寫字助學慈善籌款硬筆書法比賽
(愛達迅教育基金會)
1E
Chan Lok Kiu
書法獎(初中組)優異獎
Co-curricular Activities
English Drama Fest 2014
(The Association of English Medium Secondary Schools)
1B Tse Wai Yi
1D Cheung Tsz Ching
1D Wong Yee Sum
1E
Chan Man Ching
2C Koun Hong Ni
3B Ouyang Peizhen
3E
Ngan Yan Ping
4D Lee Sum Yi Angel
1B Tse Wai Yi
1C Chan Tsz Ting
1D Cheung Tsz Ching
1D Wong Yee Sum
1E
Chan Man Ching
2A Chung Shun Yi
2A Lam Ryan
2A Wong Chak Lam
2C Chan Cin Yee
2C Chan Sze Ching
2C Koun Hong Ni
2C Wan Sin Yee
2D Tsang Pui Wing
3B Ouyang Peizhen
3D Wan Sin Yau
3E
Ngan Yan Ping
4D Lee Sum Yi Angel
Hong Kong School Drama Festival 2013/14
(Hong Kong Art School)
2C Pang Chak Lam
1B Hung Ho Lim
1B Leung Wing Tung
1C Ho Yan Yu Jemimah
1C Wong Tsz Lai
1E
So Chak Sang
1E
So Yin Ching
2A Ho Yi Ching
2B Cheung Nga Man
2C Pang Chak Lam
2D Lai Ting Kwan
3C Ho Wai Chu
3D Wan Sin Yau
3E
Lam Yat Ki
4B Yip Hon Man Hardy
4E
Or Wai Hung
JA Company Programme
(Junior Achievement Hong Kong)
4A Shum Yee Nok
4C Chen June Hon
4B
4E
Wong Sang Kiu
Chen Chin Ching Justin
38
Outstanding Performer
Outstanding Team Work
Award for Outstanding Performer
Award for Outstanding Cooperation
The Most Popular Mobile
Promotor Award in JA Trade Fair
4E
4E
4F
4G
Cheung Kwan Nok
Lam Chin Fung
Chan Chun Hei
4E
4E
4F
4G
Ku Wei Nam Michael
Li Chi Hei
Tam Man Ching
Hui Kin Chung
The Reduce Your Waste and Recycle Your Plastics Campaign 2012-13
(The Environmental Protection Department, the Environmental Campaign Committee, the Education
Bureau and the Yan Oi Tong EcoPark Plastic Recycling Centre)
4D Lee Sum Yi Angel
The Best Waste Reduction and Recycling Ambassador Award
of the Campaign – Gold Award
The 29th Sing Tao Debating Competition - Preliminary
(Sing Tao Daily)
5B Keung Ho Ching
Best Debator
Home Nursing Competition 2013
(Hong Kong St. John Ambulance Brigade Cadet Command)
3D Kan Po Shuen
4G Chong Wing Yi
1st Runner-up
Inter-divisional First Aid Competition 2013
(Hong Kong St. John Ambulance Brigade Cadet Command)
4G Leung King Chun
5B Cheung Ho Ching
5B Chow Sze Ngok Samuel
6F
Cheng Wai Yiu
39
2nd Runner-up
2nd Runner-up
Reports of Committees
Academic Affairs Committee
To echo the School Major Concern of Green community, incorporate self-directed learning and assessment for learning through the development of
metacognitive skills, the following activities were conducted.
Time
Scale
Whole
year
Evaluation
Methods
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Objectives
Strategies
Target Group
Green Community
Each class to subscribe
newspaper by their
needs
F.1 – F.6
All library notices to be
sent to students’
through e-class email
F.1 – F.6
Whole
year
Reduce the paper
use by 30%.
F.4 or above students to
use their student cards
to sign in during free
lesson
F.4 – F.6
Whole
year
No sign-in form
is to be printed.
Teacher’s
observation and
student’s
feedback
Book talks about HK
green life
F.1 – F.6
Students are allowed to
read English books,
newspaper and
magazines only in
reading period
(Tuesdays and
Thursdays)
An extra stamp will be
given to each English
book read for the
F.1 – F.6
17 Jan
2014 &
26 Feb
2014
Whole
year
Invite guest
speakers to talk
about green life
in Hong Kong.
Students read
English materials
more frequently
compared to last
year.
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Whole
year
Students read
English materials
more frequently
Reading log
Collaborative
effort on enriching
the English
learning
environment on
campus
F.1 – F.6
Success Criteria
Reduce the
newspaper waste
by 30%.
40
Evaluation
 Students subscribed the newspaper
on their own needs.
 The newspaper waste reduced by
more than 32%.
 Notice was sent to students’
personal email account.
 Students agreed that it was an
effective way to receive the notice
from school library.
 The attendance system was used.
The system worked smoothly in
most of the time.
 It was suggested to merge the
system with eClass attendance
record.
2 book talks themed “Green Life”
were organized.
Students were used to read English
books during reading periods.
 Reading award scheme in electronic
format was adopted this year. It
was run smoothly most of the time.
Objectives
Strategies
Target Group
Time
Scale
Success Criteria
Reading Award Scheme
Evaluation
Methods
compared to last
year
Purchase more English
items (including books,
ebooks, magazines,
DVDs, etc.) for the
library collections
F.1 – F.6
Whole
year
Book sharing and
library announcements
are conducted in
English
F.1 – F.6
Whole
year
Lunch Time Book Talk
F.1 – F.6
Whole
year
Collaborate with
English Department to
supply English readers
to F.1 & F.2 Students.
F.1 – F.2
Whole
year
500 or above
English materials
are purchased for
the library
English
collection.
Students listen to
more English and
student librarians
could speak more
English.
 4 book talks
are organized
in lunch break.
 Invite teachers
as guest
speakers and
students host at
least 1 book
talk.
 12 new titles of
English readers
are purchased
for F.1 & F.2
students.
 Supply English
readers to
students
according to
English
Department’s
schedule.
41
Statistics from
SLS reports
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Statistics from
SLS reports
Evaluation
 There was a technical problem in
retrieving the data at the end of the
school year. Technical support
was sought from IR Committee.
Over 500 English items were
purchased.
4 English book sharing sessions were
organized this year. Students
enjoyed listening to the wonderful
and informative broadcast with nice
background music.
 4 book talks were conducted.
 Student librarians did the promotion
and briefly introduced our guest
speakers and closing speech in
English. They became more
confident in speaking English to the
public.
 English teachers were satisfied with
the service provided.
 12 new titles of English readers
were purchased.
Objectives
Effective learning
& teaching
Strategies
Target Group
Time
Scale
Whole
year
Publish Library Digest
F.1 – F.6
Articles Reading
Scheme
 5 English Articles
 5 English video
F.1 – F.6
Whole
year
Book Exhibition in
collaboration with
various subjects
F.1 – F.6
Whole
year
Bulk loan services
including acquisition
and loan out services
F.1 – F.6
Whole
year
Assist various subjects
to purchase subject
collection
F.1 – F.6
Whole
year
Maintain Visual Arts
collection in Art Room
F.4 – F.6
Whole
year
Try to develop
Integrated Science
collection in I.S.
Laboratory
F.1 – F.3
Whole
year
Success Criteria
10 digests will be
sent to students
through eClass
learning platform
& library
website.
5 articles will be
delivered to
students with
videos prepared
by student
librarians.
At least 3 book
exhibitions are
co-organized
with various
subjects.
More than 1
subject use this
service.
50 items of
subject collection
are purchased by
library.
Visual Arts
teachers use the
collection during
the lesson.
Students can
borrow I.S.
collection during
the I.S. lesson
with I.S.
teacher’s
authorization.
42
Evaluation
Methods
Teacher’s
observation and
student’s
feedback
Evaluation
 10 digests were sent to students
through eClass learning platform
and library website.
 Students and teachers were
interested in reading it.
Teacher’s
observation and
student’s
feedback
 The Articles Reading Scheme was
successfully held.
 Student librarians could prepare the
materials and videos independently.
Teacher’s
observation and
student’s
feedback
6 book exhibitions were organized
successfully.
Teacher’s
observation and
student’s
feedback
Library report
3 subject panels used this service.
Visual Arts
teacher’s
observation
Visual Arts teachers used the
collection during the lesson and
agreed that the collection was
well-maintained.
This service was pending during this
year. More detailed discussion
would be made with the subject head
in the next academic year.
I.S. teacher’s
observation
More than 50 items of subject
collection were purchased for various
subjects.
Objectives
Cultivate students’
learning habit
Strategies
Target Group
Time
Scale
Whole
year
Book Sharings in
Monday
F.1 – F.6
Reading Award Scheme
The most active readers
F.1 – F.6
Whole
year
Articles reading quiz
Reading ambassadors
prepare
 3 minutes videos
 1 tie-in article and
 1 quiz to all students
F.1 – F.6
Whole
year
Reading–related
Information Display
F.1 – F.6
Whole
year
Student Librarian
Recruitment
F.1 – F.6
Book fair:
F.1 – F.6
Success Criteria
3 Chinese book
sharings and 3
English book
sharings are
conducted.
Over 30%
students hand in
the reading log
through e-class
reading scheme
program.
Evaluation
Methods
Teacher’s
observation and
student’s
feedback
e-class reading
scheme program
statistics
5 quizzes for the
Chinese articles
and 5 quizzes for
the English
articles are
prepared.
Teacher’s
observation and
student’s
feedback
Announce the
most updating
reading
information
through
Facebook and
Campus TV.
September 25 or above
2013
student librarians
are recruited.
Teacher’s
observation and
student’s
feedback
Whole
At least 1 book
43
CCA report
Teacher’s
Evaluation
 3 Chinese books sharings and 3
English book sharings were done on
Monday.
 Students were actively engaged in
the sharing.
 The number of reading log
submitted was unsatisfactory.
 More promotion was suggested to
encourage the usage of this
platform.
 Difficulty of Chinese characters
input was found. This might be
one of the causes of the
unsatisfactory record.
 10 quizzes were made: 5 for
Chinese and 5 for English.
 The reading ambassadors agreed
that they had learnt a lot in
preparing the materials for the
quizzes, e.g. the technical skills in
editing the video clips, the
information searching skills, etc.
This was not completed with the
limited human resources after the
resignation of the school librarian.
 12 student librarians were recruited.
 It was observed that the number of
students who are willing to work as
student librarians was decreasing.
More promotion activities should be
done.
 2 book fairs by publishers were
Objectives
Strategies
Target Group
 Parents’ Day book
fair
 423 World Book Day
book fair
Introduction of
information skills
Time
Scale
year
“Blind date with a
book”
F.1 – F.6
Whole
year
423 World book day
Book fair Broadcasting
programs
F.1 – F.6
MidApril
2014
Game booth in reading
carnival
Student librarian
2013 –
2014
F.1
Aug 2013
F.1 Bridging
Programme
library introduction
course : library
catalogue use
Success Criteria
fair by the
publishers is
organized and 1
book fair is
organized by
library.
At least 1 activity
is organized.
3-day book fair is
organized and at
least 3
broadcasting
programmes are
announced.
1 booth will be
organized by
student librarians
for public.
All F.1 students
take part in
Library
introduction
course in F.1
Bridging
44
Evaluation
Methods
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Student
librarian’s
feedback
Teacher’s
observation and
evaluation report
of Bridging
programme
Evaluation
organized.
 1 book fair was organized by
library.
 5 teachers were invited to choose a
book.
 The books were wrapped and
students did not know the name of
the book.
 They were invited to choose the
book according to their preference
of the teachers.
 Students found this activity
interesting and they were more
willing to borrow the other books
from the same series.
 It was recommend to be
re-organized in the next year.
 A 3-day book fair was organized.
 3 broadcasting programmes were
made through the announcement
system during the reading period in
the morning.
 The booth was run by the student
librarians.
 They were devoted in running the
games with the public.
 An introduction of the usage of the
library catalogue was made to F.1
students during F.1 Bridging
Programme.
 School librarian conducted this
introduction course. All F.1
Objectives
Strategies
Target Group
Time
Scale
Success Criteria
Evaluation
Methods
Programme.
Chinese reading scheme
introduction
Enhance Library
Facilities
Catering for
Learners’
Diversity
F.1
Sept 2013
Database introduction
WiseNews
F.3 – F.4
Sept –
Nov 2013
Introduce RFID system
for self-checkout
system
F.1 – F.6
Whole
year
Group Discussion
Room
F.1 – F.6
Whole
year
Selected students
from
F.1– F.3
28 Apr –
26 May
2014
Performance Booster 1
for F.1 to F.3
(20 students from each
form for Chinese,
English and
45
All F.1 students
take part in the
course of
introducing how
to search CRS
books in library
OPAC.
F.3 & F.4
students have an
introduction
program of
Wisenews during
L.S. lesson.
Teacher’s
observation
10% students can
use RFID system
to borrow some
library
collections (L.S.
Collection,
Fiction, etc.).
20 times usage
rate to be made
in the year.
Library report
70% of the
participants have
improvement in
the final exam
result.
Teacher’s
observation on
their academic
performance in
the final
Teacher’s
observation
Usage report
Evaluation
students took part in it and found it
useful and informative.
The course was conducted by the
school librarian. Students became
more familiar with the book searching
skills in the library catalogue.
 The school librarian conducted the
courses. Teachers and students
from the junior forms found the
courses useful and agreed that the
course equipped them with
information searching skills. Their
confidence in doing information
search was enhanced.
 Information searching skills for IES
of Liberal Studies were introduced
to F.5.
 The detective tags were installed in
all books.
 Students were familiar with the use
of the RFID system to borrow the
books.
The usage count of the discussion
room was 45. It was observed that
the room was mainly used for SBA
discussion.
 The following students out of 20
showed improvement in final exam.
F.1
F.2
F.3
Chi.
17
20
18
Eng.
12
14
10
Objectives
Strategies
Target Group
Time
Scale
Success Criteria
Mathematics
respectively)
Post-exam
supplementary test and
Performance Booster 2
F.1– F.3 students
who are
promoted-on-trial
Evaluation
Methods
examination
F.1 to F.3
 Performance
students who are
in the
promoted-on-trial
post-exam
can be promoted
supplementary
by meeting the
test
promotion
 Learning
criteria related to
attitudes and
the Core subjects
performance in
and the Group A
the test that
subjects.
follows in the
Performance
Booster 2
7 July
2014
Mid-July
2014
Elite students to be
selected and join the
programs organized by
Hong Kong Academy
of Gifted Education
F.1 – F.5
Sept –
Nov 2013
50% of students
nominated are
accepted by the
Academy.
Nomination
result from
HKAGE
Dual Program 2013
(HKUST)
F.1 – F.5
Sept
2013 –
Jun 2014
 50% of
students
nominated are
accepted by the
program.
 50% of the
selected
students
Result summary
from HKUST
46
Evaluation
Maths.
18
18
9
 The result was satisfactory and
improved compared to the last year.
 The participation rate was
satisfactory.
 From the evaluation report, the
majority found that the summer
remedial program was helpful.
 Students’ learning attitude in the
course was satisfactory.
 7 students (2 for English and 5 for
Mathematics) were asked to attend
the re-test on 28th August 2014 due
to their failures in passing the test in
July.
 All students who were
promoted-on-trial could be
promoted in the next academic year.
 The nomination period was changed
to the second term.
 Sufficient time was allowed to
teachers for making nomination.
 15 students were nominated. 9 of
them were successfully admitted.
 It was found that the successful rate
in the domain of humanities was
relatively lower than the other
domains.
 100% of the students nominated (5
from Mathematics and 1 from
Chemistry) were accepted by the
programme.
 2 students completed pre-stage and
were promoted to level 1
 1 student completed level 1 and was
promoted to level 2.
Objectives
Strategies
Target Group
Time
Scale
Success Criteria
complete
pre-stage and
level 1.
47
Evaluation
Methods
Evaluation
Reading in the School Library
The total number of books read by all students was 10,730. On average, each class read 306.6 items and
each student read 9.8 items this year. For F.1 to F.3 students, 6,706 items (including books, multimedia
materials and magazines, etc.) were read this year. For F.4 to F.6 students, they read 4,024 items. The
most active forms were F.1 and F.5. The most active classes in borrowing reading materials from the
school library were F.1A, F.1B and F.1C.
During the year, on average, each student borrowed 4.6 English items from the school library. According
to the SLS library system report, students read less English materials (decreased by 6.11%) compared with
the last academic year.
It was suggested that more promotional activities on English items should be introduced in the next
academic year.
48
Careers Committee
 To enhance students’ whole-person development in response to the School Major Concern on Green Community
 To instill the need of Life Planning in students for personal development through a series of Life Planning Programs and Tools
 To widen students’ exposure and stretch their leadership so they will be able to compose a more promising personal story
Objectives
Strategies
Green Community
To arouse students’
awareness on green
community
Use e-channels for
disseminating careers
information to all students
Life Planning
Programs
To assist students in
identifying their
interests, potentials,
abilities, needs so as
to set their priorities
in relation to further
education and career
planning
Utilize Career Development
Tool Book and Career Interest
Inventory (CII) for guiding
students to self-exploration
and launch their life planning
towards further studies and
careers preparation
Target
Group
All
students
Time
Scale
Whole
year
F.6
Sept. –
Dec.
2013
Success Criteria
Students will get use to
check information from
school homepage and
eClass.
 Students will complete
selective sections of
Station activities of
the Career Mapping to
further explore their
interest in tertiary
preparation.
 Students will be able
to prepare their
Personal Statements &
Student Learning
Profiles.
49
Evaluation
Methods
Teachers &
Students’
feedback
Teachers &
Students’
feedback
Evaluation
 Students checked information
through eClass emails, School
webpage “NSS U & I” under
Careers Corner and also
MSC-Careers facebook.
 F.6 graduates could
communicate with school on
either eClass till school
accounts valid for them or
personal email accounts and
facebook.
 WhatsApp/WeChat groups
were used between and among
teachers and students when
situations required.
 Paper-printed materials were
monitored to minimal usage.
 With the help of Career
Mapping Station 3 Activities,
info tips and CII, students
were helped to understand
better in matching their
interests and paths for further
studies and career preparation.
 All students were able to
prepare their Personal
Statements and Student
Learning Profiles (SLP) in
stipulated time.
 F.6 Class Teachers, English
Objectives
Strategies
Target
Group
F.4 - F.5
Time
Scale
Oct. –
May
2014
Success Criteria
Students will complete
both Station 1 –
Managing My Learning
and
Station 2 – Personal and
Career Development
Evaluation
Methods
Teachers &
Students’
feedback
Evaluation




Life Planning
Programs
identifying their
interests, potentials,
abilities, needs so as
to set their priorities
in relation to further
planning
Utilize Career Development
Tool Book for guiding
students to set their choices
for NSS electives and launch
their life planning
F.3
Oct. –
May
2014
Students will acquire a
better understanding of
themselves and be able
to set their choices for
NSS electives.
Teachers &
Students’
feedback



50
Teachers and Careers Teachers
formed a network in
monitoring the flow of
students’ work in aspects of
quality and time wise.
Career Mapping was utilized
as a guide to lead students for
further self-exploration in
their life planning.
Students were directed to
complete Station activities
during Form Periods as well
as in Career Days for F.4 &
F.5.
Both Class Teachers and
students found the tool book a
useful guide for them.
Time constraint was still a
hindrance for further
discussions with students.
Finding Your Colours Of Life
was utilized for helping
students to perform
self-exploration exercise and
also providing comprehensive
information about the NSS
electives offered for them.
Students were directed to go
through the exercise of interest
profile in the booklet in Career
Day for F.3 (Preparation for
elective choices).
Students were able to choose
their NSS electives with
consideration of their own
interests through the AAC
system of “Student Option
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Career Intervention
Programs
 To instill in
students a positive
outlook on life
 To enhance
students’ personal
development
Conduct Career Days / Talks
for F.1 through F.6
F.1 - F.6
Whole
year
Students will acquire a
themselves and be able
to see the need for life
planning.
 Teachers &
Students’
feedback
 Evaluation
Meeting with
Service
Provider
(for F.1 & F.2)
Career Intervention
Programs
Join Junior Achievement Hong
Kong (JAHK) programs and
F.1 - F.6
Whole
year
Students will be
empowered and
 Teachers &
Students’
51
Evaluation
Program” (SOP).
 The booklet was well-received
by both Class Teachers and
students as a guide for
activities and life planning.
 Students’ awareness on early
life planning was tapped
through Career Days / Talks
for F.1 through F.6 with
appropriate issues addressed
in each Form activities.
 Junior formers acquired a
themselves through
participating in Self-Directed
Search (SDS) exercise and
playing the newly designed
career board game
“Dreamcrafter” in Career
Days for F.1 and F.2.
 Careers Ambassadors’
personal sharing (storytelling)
to the junior formers were
well-received as a positive
booster for both parties in
Career Days for F.1 to F.3.
 Students were aware of the
necessity to perform various
tasks in the course of life
planning for further studies /
careers preparation.
 Both teachers and students
admitted the Career Days an
appropriate check points for
life planning.
 Successfully linked students to
business volunteers through
Objectives
Strategies
 To widen students’
exposure
 To cultivate their
leadership
Partnership Program with
Hong Kong General Chamber
of Commerce (HKGCC).
Target
Group
Time
Scale
Success Criteria
enlightened by the
volunteers of various
programs.
Evaluation
Methods
feedback
 Program
Evaluation by
organizations
Evaluation





52
programs offered by Junior
Achievement Hong Kong and
Hong Kong General Chamber
of Commerce.
Students were empowered and
enlightened by the business
volunteers through
participating in workplace
visits, careers programs and
workshops of various kinds
which they found motivational
and educational.
Green Tour and Art Jamming
Workshop brought to our
students two important
concepts Green Community
and Sustainability,
well-echoing our school major
concern.
Careers Ambassadors admitted
that in organizing careers
events, they learnt how to
serve as program leaders.
Careers Ambassadors and
other participating students’
sharing in morning assemblies
or career talks helped in
stretching their growing
capacity of leadership as well
as developing a culture of
sharing.
Careers Ambassadors would
compile a booklet of their
learning for sharing with the
school community.
Activities Held:
Dates
Activities
Students Involved
16 Sep 2013
JUPAS Talk
F.6
18-19 Sep 2013
Recruit Careers Ambassadors
F.4 to F.6
27 Sep 2013
Meeting F.6 Class Teachers for writing testimonials
F.6 Class Teachers
09 Oct 2013
Interviewing Skills Workshop (1) (JAHK Program)
F.4 to F.6
12 Oct 2013
Interviewing Skills Workshop (2) (JAHK Program)
F.4 to F.6
10 Nov 2013
Sales event on Home-coming Day (JAHK Company Program)
Company Program students
13 Nov 2013
Job Shadowing (JAHK Program)
Careers Ambassadors
18 Nov 2013
U-Life Sharing Session
F.6
th
25 Nov 2013
The 19 Annual Hong Kong Business Summit (HKGCC Event)
Careers Ambassadors
06 Dec 2013
Career Day for F.3 (Preparation for elective choices)
F.3
17 Jan 2014
Career Day for F.5 (Writing Personal Statements)
F.5
14 Feb 2014
Green Tour at Fuji Xerox (HK) Ltd (HKGCC Program)
Careers Ambassadors
01 Mar 2014
It’s My Business – Session 1 (AM) (JAHK Program)
F.3 & F.4
05 Mar 2014
Careers Programs Sharing at Morning Assembly
F.4 & F.5
08 Mar 2014
F.3 & F.4
F.3 & Parents
19 Mar 2014
It’s My Business – Session 2 (AM) (JAHK Program)
Talk on F.4 Promotion & Streaming (1st)
Afternoon session (3:30 – 5:00 pm) – for students
Evening session (7:00 – 8:30 pm) – for parents
Career Talk by Alumni - Mr Wong Chung Kit
12 Apr 2014
JA Company Program Graduation Ceremony (JAHK Program)
Company Program students
21 Apr 2014
Art Jamming Workshop with Fuji Xerox (HK) Ltd. (HKGCC Program)
Careers Ambassadors & VA Students
30 Apr 2014
Dialogue in the Dark
Careers Ambassadors & Other Students
13 Mar 2014
st
09 May 2014
Career Day for F.4 (1 Career Mapping)
16 May 2014
nd
F.4 & F.5
F.4
Talk on F.4 Promotion & Streaming (2 )
F.3 & Parents
53
Dates
Activities
Students Involved
14 & 16 May 2014
Careers Programs Sharing at Morning Assemblies
Whole School
28 May 2014
Modul University (Vienna) @ Munsang
Interested students
21 Jun 2014
"To Grow with Hong Kong - Greener Future" Art Exhibition Unveiling Ceremony
(Fuji Xerox Hong Kong)
Careers Ambassadors & VA Students
24 Jun 2014
Introduce JUPAS application mechanism and university programs
F.5
24 Jun 2014
文教節目 @ RTHK Radio 5： “奮發時刻 DSE” Successful Story Sharing
2013 Graduates
26 Jun 2014
Career Day for F.1
F.1
27 Jun 2014
Career Day for F.2
F.2
07 Jul 2014
Sep 2013 – Apr 2014
(Saturdays)
Interviewing Skills Workshop
F.5
JA Company Program
F.4 & F.5
54
Co-Curricular Activity Committee
Objectives
Build an
effective
committee
Enhance
communication among
teachers,
students and
parents
Avoid the
overlap of
activities
within the
Committee
Strategies
Revise the structure
and duty allocation
of CCA committee
Time
Scale
8/13
Strengthen the role
and ability of the
committee
members
Whole
year
Munsang Portal
Whole
year
CCA iPort
Whole
year
Review and
streamline the
activities planned
by the Student
Association and the
8/13
Success Criteria
 The committee structure will be
redesigned with one deputy head
 Committee structure is simplified.
 A clear line of reporting is resulted.
 A new duty allocation system can be
established.
 Major duties of the Committee can
be undertaken by the committee
members.
 Usage of the existing CCA Portal
can be extended to give an overview
schedule of all activities (academic
and non-academic).
 Clash of activities can mostly be
avoided.
 The redesigned system can be
launched for teachers, students and
parents for use in the beginning of
the second term.
 Regular updates, i.e. at least 3 times
per year, of the CCA iPort from CCA
groups can be implemented.
 8 A3-sized colour printing quota can
be allocated to the chief TIC of each
CCA group.
 Redundant or repetitive activities can
be avoided or cancelled.
 Various new activities can be
organised for more students.
55
Evaluation
Methods
Teachers’
feedback
Teachers’
feedback
Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Evaluation
 Committee members well accepted the redesigned
structure.
 The clear line of reporting facilitated
communication in carrying out the plan.
 Committee members experienced greater
responsibility and flexibility in their duties.
 Support from the head of committee was essential
in planning, executing and evaluating the
activities with committee members.
 Committee head needed to further delegate the
decision making power to committee members.
 Teachers got used to the CCA Portal and gained
the benefit from it.
 The existing CCA Portal was used for the whole
year.
 The redesigned Munsang Portal was undergoing
testing and fine-tuning in the second term.
 The redesigned Munsang Portal can be launched
in September, 2014.
 Regular updates, i.e. at least 3 times a year, by
CCA groups were observed.
 Information posted in the CCA iPort included not
only meeting schedules, but also external
competitions, events and activity photos.
 Students were attracted to station in front of the
CCA iPort to look for the information they
needed.
 The repetitive and redundant sports activities, i.e.
football and basketball competitions, used to be
organised by the Student Association were
organised by the House Committee this year.
 Due to the vacancy of Student Association this
Objectives
Strategies
Time
Scale
Evaluation
Methods
Success Criteria
House Committee
Equip the
future leaders,
delight and
empower
them through
assigning
important
duties and
honour them
appropriately
CCA Enrolment
Day
9/13
New sports
activities organised
by the Student
Association
Whole
year
Leadership training
camp for Student
Association and
House Committee
First
Term
 The enrolment process can be joined
by CCA group committee members.
 Information booths can be organised
by committee members of CCA
groups.
 Information of CCA groups can be
disseminated to students through the
information booths.
 CCA group committee members can
be encouraged to plan ahead for their
annual activities.
 The enrolment procedure can be
simplified and the duration can be
shortened.
 The number of students forgetting to
enrol in CCA groups can be reduced.
 Workload of CCA group teacher
advisors can be reduced.
 Teachers’
feedback
 Students’
feedback
 A brand new sports activity (other
 Students’
than basketball and football) can be
feedback
launched this year.
 The activity can be generally
well-received by students with a high
participation rate.
 Skills of planning and organising
 Teacher
activities can be passed on to the
advisors’
Student Association and House
feedback
Committee.
 Student
 Team spirit, sense of belonging and
leaders’
leadership can be cultivated in the
feedback
56
Evaluation
year, new activities were not introduced.
 Student Association and Joint-house committee
can discuss the variety of activities at the
beginning of the school year.
 Information booths were organized by CCA group
committee members in school hall, gym room and
covered playground on CCA Enrolment Day.
 Boards were allocated to CCA groups to
disseminate information about their groups and
proposed activities.
 Students showed creativity in making their own
CCA boards and promotion strategies.
 The main-round enrolment procedure was
simplified into two after-school periods.
 More interaction between CCA group committee
members and students should be encouraged next
year, e.g. junior form students were asked to visit
the information booths during lesson periods.
 Good practices of popular booths were shared to
committee members in the post-exam “CCA
Leaders Training Workshop”.
 Only 13 students failed to enroll any CCA group
and 9 of them failed because the desired group
was full.
 No students were interested in organising a new
sports activity.
 It was hoped that a new sports activity could be
organised by the Student Association next year.
 The leadership training camp was not organized
due to the vacant Student Association this year,
 A training workshop was organized for CCA
group committee members to cultivate their
leadership and planning skills.
 Joint-house committee members in 2012-2013
Objectives
Strategies
Time
Scale
Evaluation
Methods
Success Criteria
Evaluation
Student Association and the House
Committee.

Student conference
Cultivate
House spirit
Whole
year
Raise peer
recognition of the
student leaders and
school ambassador
groups
Whole
year
Introduce a wider
variety of activities
Whole
Year
Publicize activities
in different ways
Whole
Year
 An effective, two-way
communication between various
student leaders and school
administrators can be held at least
once in this academic year.
 Visions and opinions of students on
school policies or curriculum can be
effectively channeled to school
administrators through various
student leaders, and vice versa.
 School Ambassador groups including
Cultural exchange ambassador,
Career ambassador, EASE and
Christ ambassador can be set up.
 Honour can be given to students
holding office in these School
Ambassador groups.
 Different non-sports inter-house
activities can be organised.
 Publicity of all House events can be
done on both the campus and the
Internet.
 The numbers of participants and
spectators for the inter-house events
can be increased.
 The Joint-House room can be well
57
 School
administrators’
feedback
 Students’
feedback
 Teachers’
feedback



were invited to share their experience with newly
appointed members at the beginning of the school
year.
The school joined the Student LED project
organised by EDB, a group of 10 potential student
leaders were recruited. Students were trained to
be future leader and started to plan activities for
the coming year.
Due to the vacant Student Association this year,
few activities, including student conference, were
selected to invite applications from students to
organise.
No students were interested in organising the
student conference.
It was hoped that the student conference could be
organised by the Student Association next year.
 Students’
feedback
 Teachers’
feedback
 Various ambassador groups were set up.
 The school ambassador groups effectively boosted
the students’ potential and served school in
different aspects.
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Non-sports activities, including inter-house chess
competition, library article reading scheme and
outstanding academic performance were organized
by the Joint-house committee.
 Posters and bulletin boards were made to promote
different activities.
 A Facebook page can be set up so as to
disseminate information of all the events
organized by the Joint-house committee.
 Promotion can be made during Monday and lunch
broadcast.
Objectives
Monitor CCA
group
operation in a
better way
Cultivate the
Strategies
New enrolment
procedure
Time
Scale
9/13
Evaluation
Methods
Success Criteria
utilized to serve students.
 A fair opportunity to apply for the
CCA groups among students can be
attained.
 The number of pre-enrolled
members by TIC can be restricted.
 A faster-processing new enrollment
system can be implemented.
 Students’
feedback
 Teachers’
feedback
Evaluation
 A separate quota system was introduced for junior
form students and senior form students in order to
allow a fair opportunity in applying for CCA
groups.
 The main-round enrolment procedure was
simplified into two after-school periods.
 The MC did not perform well in giving
instructions and more training for MC was needed.
 Attendance data of each CCA group had been
prepared twice a month.
 Head of CCA committee sent out reminders to the
teachers concerned about the attendance data.
Better attendance
record tracking and
online
attendance-taking
system for CCA
groups
Revised procedure
of application for
leave for CCA
group meetings
Whole
year
 Attendance data of each CCA group
can be obtained.
 The number of meetings of each
CCA group can be monitored.
 Teacher
advisors’
feedback
Whole
year
 Students’
feedback
 Teacher
advisors’
feedback
 The procedure helped to raise students’ sense of
responsibility and commitment.
 A summary report for absence was prepared and
analyzed.
Regulate the
number of meeting
Whole
year
 Application for leave by students can
be made appropriately.
 The number of students absent from
the CCA group meetings can be
reduced.
 The record of application for leave
can be tracked well.
 A minimum of 8 meetings can be
organised by each CCA group for all
members in this academic year.
All of the CCA groups held at least 8 meetings.
Smoothen the
financial works
Whole
year
 Teachers’
feedback
 Students’
feedback
 Teachers’
feedback
Social service
Whole
 Statistical
 The number of students rewarded with gold and
 Sample of the reimbursement form
can be sent to TICs of CCA groups
in the beginning of the year.
 All application for reimbursement
can be checked by the Head of CCA
committee before submitting to the
Accounts Department.
 Application for subsidies can be
started in May.
 Students can be encouraged to
58
 The sample was prepared and the TICs found it
was useful.
 Some TICs failed to submit the reimbursement
form to the Head of CCA but to Accounts
Department directly.
Objectives
sense of
responsibility
and
citizenship to
society
through social
services
award scheme
Time
Scale
Year
NSS social service
training
Whole
Year
 All F.4 and F.5 students can be
provided with service training and
opportunity.
 More than 25 hours of social
services of each student can be
achieved to meet the EDB OLE
requirement.
 Time required for the whole training
program can be optimised to balance
the lesson schedule.
 Statistical
report
 Students’
feedback
 Teachers’
feedback
 Organisation’s
feedback
Flag selling
Whole
Year
 Flag selling can be joined by more
than 200 students.
 Procedures for recruiting participants
in flag selling can be revised.
 4 flag selling days can be arranged in
the academic year.
 Students can be encouraged to make
the best use of chance to participate
in one of these flag selling activities.
 Clash with other activities can
mostly be avoided.
 Statistical
report
 Students’
feedback
Strategies
Success Criteria
participate in social service activities
organised by external organisations.
 More students can be rewarded gold
and silver awards.
 The schedule of the collection of
record book can be clearly set.
59
Evaluation
Methods
report
 Students’
feedback
 Teachers’
feedback
Evaluation
silver awards decreased, some short term service
with duration of half day or few hours may be
introduced so that they may spare more time to
join.
 See appendix A
 Activities requiring longer service hours during
long holiday may be offered.
F.4
 Two 2-hour workshops and one service day
(carnival with our Kindergarten) were arranged.
 Most of the students obtained 11 hours for
service-related training.
 Positive feedback from the Kindergarten was
received.
 It was suggested to have a whole-day service
instead of half-day.
F.5
 Most of the students obtained more than 11 hours
for service-related training.
 Students were very busy with various school
events. It was not easy for them to spend time on
the planning and service.
 The benefited parties gave feedback and claimed
that our students were well-behaved with
whole-hearted devotion to the society.
 3 flag selling services were organised with a total
of 185 F.4 students participated.
 All F.4 students were obliged to join either one
service day. This helped to give more flexibility
for the students.
 Class teachers and students shared their ideas
about the intrinsic value of flag-selling during the
recruitment and promotion period. It did help to
promote the understanding of the real meaning of
flag-selling.
 See Appendix B
Objectives
Strategies
Sports service tour
Service tour project
(Travolov)
Engage
students in
various sports
activities
Time
Scale
11/13
Term 2
Blood donation
11/13
5/14
Sports
Development
Whole
Year
Success Criteria
 Opportunities for students to serve
the children in Sichuan can be
provided.
 Students’ horizon can be broadened.
 A group of students can be recruited
to participate in a series of service
activities.
 Students can be involved in
planning, organising and evaluating
a self-initiated service project to
serve a group of Southern Asian
people in Hong Kong.
 A service tour can be arranged in
July.
 More than 150 blood donors can be
recruited.
 Participation rate of donors from
teachers and staff can be increased.
 Two blood donation days can be
arranged to facilitate more students
to participate in the activity.
 Informal class visit can be arranged
in October and February to recruit
blood donors in advance.
 Opportunities for students to
participate in diversified sports
activities and inter-school
competitions can be provided.
 An interclass basketball competition
for junior form students can be
organised during lunch
time/post-exam period.
 Different sports training courses for
students in the summer holiday can
be arranged.
60




Evaluation
Methods
Students’
feedback
Teachers’
feedback
Students’
feedback
Teachers’
feedback
 Statistical
report
 Students’
feedback
 Student
achievement
record
 Students’
feedback
 Teachers’
feedback
Evaluation
The sports service tour was cancelled, as many
students were worried about the recurrence of
earthquakes in Sichuan.
 Service tour to Myanmar was successfully held in
July 18-23 with 23 students participated.
Positive feedback was collected.
 3 fund raising activities were organized and raised
around $30000 HKD.
 PTA sponsored $3500 for each participant.
 The local service project was not organised.
 2 blood donation days were arranged with 5
months apart. It greatly increased the number of
participating students.
 There were 132 donors (including teacher, staff
and student) as compared with 124 donors last
year.
 Informal class visit during promotion and
recruitment period did have positive effect on the
attitude of students towards the meaning and
process of giving blood.
 See Appendix C
 Different summer training courses were organised
in order to prepare for the inter-school
competitions in 2014-2015.
 Students joined different youth development
programmes organised by different associations.
 It was suggested to raise CCA quota for students
who are good at sports.
Objectives
Strategies
Establish a
well-designed
workflow for
external
achievement
records
Revise the
workflow to
minimize the error
and the human
resources required
Engage
students in
learning of
arts in
authentic
contexts
Time
Scale
Whole
Year
Success Criteria
 The workflow of collection and
submission of achievement records
can be revised by the end of
September.
 The related forms can be redesigned
to facilitate the submission of
achievement records.
 The processing time of the student
achievement records can be
shortened.
 The achievement records can be
reported by TICs within two weeks
especially for those events to be
included in the year book after the
reception of prizes or confirmation.
 Dedicated reminders for record
submission to TICs could be sent
after the competition promptly.
Evaluation
Methods
 Teachers’
feedback
 Support staff ’s
feedback
 The related forms have been redesigned to
facilitate the record processing.
 The submission procedure was clearly defined and
well followed by all teachers and staff.
 Teachers’
feedback
 Monthly reminders had been sent out regularly.
 Some colleagues submitted the records at the end
of the school year.
 Teachers’
feedback
 CCA committee took the initiative to remind
colleagues to submit the records by checking the
CCA Portal.
 Teachers’
feedback
 The plan of making new cabinets for trophy
display was dropped due to financial and location
problems.
 The latest trophies were displayed in the
administration center.
 The school joined a Chinese drama show, students
were informed of the chance to appreciate
different drama shows, both in Chinese and
English.
 Promotion of the drama performances was
delivered through email and meeting so that
students had more up to date information.
 Students were encouraged to write their own
script and give performance by joining the Hong
Kong School Drama Festival 2013/14 and public
performance at school.
 The following awards in Hong Kong School
Send out monthly
reminder
Whole
Year
Use Munsang
Portal to track the
achievement
records
Collect trophies
and display on the
school campus
Whole
Year
Whole
Year
 The trophies can be displayed in
timely manner.
Drama appreciation
Whole
Year
 Opportunities for students to join and  Students’
appreciate the drama performance by
feedback
different public performers can be
 Teachers’
provided.
feedback
 Training and encouragements can be
given to students to create their
authentic stories.
 Students could join the inter-school
drama festival.
61
Evaluation
Objectives
Organise
relaxing
post-exam
activities
Strategies
Time
Scale
Music
Whole
Year
Dance
Whole
Year
Others
Whole
Year
Strengthen and
smooth the
arrangements for
post-exam activities
1-7/14
Evaluation
Methods
Success Criteria
 Musicians and music educators can
be invited to conduct master-class
lecture and various music training
programmes.
 Opportunities for students to attend
concerts and participate in
competitions, graded examinations
and community arts activities can be
provided to widen their exposure to
music.
 Opportunities for students to
participate in dancing activities,
performances and trainings can be
provided.
 Musicians’
professional
advice
 Adjudicators’
judgments
 Examiners’
comments in
ABRSM
Graded
Examination
 Students’
feedback
 Teachers’
feedback
 Students’ exposure in arts can be
enriched through participating in
integrated arts learning programme
such as Schools Creative Music
Showcase and Schools Speech Choir
Showcase.
 Aesthetic program in post-exam
period can be organised.
 Invite and coordinate the post-exam
activities and their schedules can be
drawn up in the beginning of the
academic year.
 The arrangements can be finalised
before May and be attached in the
Message from the Principal.
 Teachers can be informed of the
detailed arrangements before the
final examination.
 Students’
feedback
 Teachers’
feedback
 Adjudicators’
judgments in
competitions
62
 Students’
feedback
 Teachers’
feedback
Evaluation
Drama Festival 2013/14 were obtained.
- Award for Outstanding Actor for one student
- Award for Outstanding Cooperation
 Several master-class lectures were organised
throughout the year for different music groups.
 Three lunch music appreciation concerts, Bach
Lunch, were organised. Student musicians were
invited to perform to whole school.
 A boy-dancing group was set up.
 Joined various internal and external activities,
such as the school anniversary performance, LAC
week, Fun Day, 18 districts cheering team
competitions, etc.
 Music department, dance club and visual arts
department joined the Schools Creative Music
Showcase organised by the EDB and obtained
Gold Prize in Best Performance and Bronze Prize
in Best Music.
 The school choir participated in the Schools
Speech Choir Showcase organised by the EDB
and obtained Silver Award in Best Performance.
 First version of the schedule should be sent out
one month earlier to all teachers in order to
remind them to submit any other activities as soon
as possible.
 24 activities were arranged for students.
 2 days were reserved for F.4 supplementary
lessons due to tight schedule of post-exam
activities.
Objectives
Strategies
Fun Day
Time
Scale
1-7/14
Appendix:
A) Social Service Award Scheme
Award
No. of awardee
Gold award
4 students
Silver award
7 students
Bronze award
23 students
Iron award
122 students
C) Blood Donation
Date
Class
F.5
2013/11/8
F.6
F.4
2014/5/2
F.5
Form Size
196
183
185
196
Total
Evaluation
Methods
Success Criteria
 4 days can be reserved for F.4
supplementary lessons during the
post-exam period.
 F.1 and F.2 Fun Day can be
combined to be a single day event.
 Organising committee can be formed
by the end of October.
 External funding can be applied to
subsidise this event.
 More CCA groups and students can
be involved in the event (stage
performance, stalls, etc.).
B) Flag Selling
Class
Class Size
4A
20
4B
24
4C
24
4D
26
4E
26
4F
26
4G
35
No. of Participants
45
14
39
25
123
 Students’
feedback
 Teachers’
feedback
No. of Participants
23
24
28
26
26
27
35
Participation Rate
22.9
7.7
21.8
12.8
63
Evaluation
 Fun Day was organised successfully with positive
comments from teachers and students.
 Members of the organising committee came from
mainly F.4 and F.5 students. F.3 students were
included in the sub-committee groups so as to
train up future leaders for organising the Fun Day
in the future.
 Funding was sought from the Kowloon City
District Youth Programme Committee and the
school.
 New CCA groups joined the event (Magic Club,
Card and Chess Club, Basketball Team and Home
Economics Club).
Organiser (Date)
The Hong Kong Society for the Aged (2013/11/30)
Christian Family Service Centre (2014/2/15)
Asia Women's League Limited (2014/3/8)
Form
F.4
Form
Rate
F.4
39/185 = 21.1%
F.5
70/196 = 35.7%
F.6
14/183 = 7.7 %
Overall Participation Rate
= 123 /564 = 21.8 %
Rate
185/189 = 97.8 %
Counselling Committee
Objectives
“You Light up my
Life” Scheme
To help F.1 students
to adapt to the school
life by student
mentoring
Peer Caring Scheme
To help new-comers
and F.1 students to
adapt to the school
life
Strategies
Kick-off Ceremony
Target
Group
F.1
Time
Scale
6/9
Periodic Lunch Gathering
Whole
year
Add Oil Scheme
Dec,
May
Success
Criteria
 Students can
know their
mentors
 Students can
feel the
encouragement and
support from
Guidance
Prefects
(GPs)
Evaluation Methods
Evaluation
 Observation from GPs
and counselling teachers
Strengths
 The relationship between GPs and
F.1 students was built up.
Areas for improvement
 The rundown of the event can be
revised.
Strengths
 F.1 students were so busy. It was
suggested to organise some official
lunch gatherings.
Strengths
 It was good to give support to F.1
students before examinations by
writing a card.
Strengths
 The newly admitted students could
know more about our school
through campus tour.
newly admitted students was built
up.
 The duration of the campus tour
can be shortened.
Strengths
 Students were interested in the
activities and performed actively. Strengths
 Students were interested in the
activities and performed actively.
Lunch Gathering for F.1
from other schools
Newcomers
3/9,
24/2
Students enjoy
the activities
and they are
able to make
new friends
 Questionnaires for F.1
participants
F.1 Orientation Day
Activity (40 minutes) F.1
17/8
Words of Thanks
All
students
21/5-30
/5
Active
participation
of students
Students enjoy
the activities
and give
thanks to
64
 Observe by GPs and
Counselling teachers
Objectives
Harmony School
Scheme
 To enhance the
class cohesion,
sense of belonging
 To develop
students’ talents
 To build up a
supportive culture
among
schoolmates
Strategies
Target
Group
Mentoring Scheme
F.1
Design of Stationery
Container
F.2
Sound of Music
All
students
Autograph for F.6
Publication (for junior
form)
Time
Scale
25/9,
16/10,
20/11,
19/2,
26/3,
9/4,
14/5
31/10
Success
Criteria
fellows who
have helped
them before
F.1 students
have
confidence to
talk and ask
GPs questions
Evaluation Methods
 More gifts should be prepared.
 Students
worked hard
in designing
their
products.
 Assessment by
Counselling Committee
and Social Workers
9/12 11/12
&
8/4 10/4
 Active
participation
of students
All
students
17/12,
18/12
 Active
participation
of students
 Number of messages to
be collected
F.1-2
students
Dec
 Each F.1
gets a leaflet
about GPA.
 Feedback from GPs and
F.1 students
65
Evaluation
Strengths
 GPs should encourage those
students who do not have intention
to attend the tutorials.
Strengths
 Co-organized with VA department
 Students learned the techniques
from VA lesson and designed their
own products.
 The selected products were not
displayed.
Strengths
 Two times of sound of music were
welcomed by junior form students. Areas for improvement
 Good messages should be selected
to present first.
Strengths
 Great support to F.6 students from
the whole school
 It was too late to put the big cards
(with autograph) outside the
classrooms of F.6.
 A better place should be selected
for the event and the banner.
Strengths
 A channel for F.1 students to know
more about GPA and their form
Objectives
Strategies
Target
Group
Time
Scale
Success
Criteria
Evaluation Methods
Sister School
Scheme
To enhance students’
mind on care &
concern
Services for students from
our sister school (Elaine
Field School) to go outing
F.2-5
students
Whole
year
 Students
understand
the
difficulties
of deprived
minority.
 Students
enjoy the
activity.
 Reflection of our
students
 Observation from
teachers
Moral and Civic
Education
 To arouse the
awareness of
public issues
 To stimulate
students to have
multi-perspectives
mind
 To increase
MCE Board – News &
Events
 News Headlines
 News Feature – Hot
current affairs
Whole
school
Whole
year,
(Four
times
per
term)
 The board is
changed
monthly.
 More
students read
the content
on the board.
teachers
 Observation from the
readers
66
Evaluation
teachers.
 Cooperation with different GPs
should be reinforced.
 Second publication failed to be
published because of the heavy
workload of GPA. Early
preparation and well planning
should be needed.
Strengths
 Most of the students were actively
involved in the social service
activities. They were willing to
serve students from Elaine Field
School.
 It was a good practice that students
were forming groups. They had
more interaction with each other.
 Some F.2 and F.3 students made a
well preparation in the second
activity under the supervision of
teachers and guidance prefects.
Area for Improvement
 Few students were late or absent
without a proper reason. They
may not be selected next year.
Strengths
 The news articles were updated
almost daily to raise students’
awareness of their surroundings
 Board displays on special issues
were successfully held.
Area for improvement
 The board can be more attractively
designed to draw students’
attention.
Objectives
Strategies
interaction between
media and students
 To encourage our
students to present
their ideas
 To echo school
major concern
 To enhance
students’ mind on
care & concern
English in the Air
 Watching & Listening to
TV news
 Reading news
 Writing response ranging
from a few sentences to a
short slogan
 Engaging in English
activities related to the
news
Target
Group
F.1-3
students
Time
Scale
Whole
year
(Five
times
per
term)




Success
Criteria
Students’
awareness
on current
issue is
aroused.
Students
learn more
vocabularies
from
newspapers.
Students are
willing to
express their
opinions.
Students’
critical
thinking
skill is
improved.
Evaluation Methods
Evaluation
teachers
 Questionnaires for class
teachers and students
Strengths
 English in the Air was conducted
in collaboration with LAC
Committee for junior students.
The collaboration was satisfactory
and smooth, and students could
acquire useful expressions and
vocabulary for their studies
through writing, activities and
reading.
 Most students were willing to
write their opinion on the
worksheet.
 Video clips effectively aroused
students’ interest before writing
the opinion.
 The workload between CC and
LAC was equally divided.
 Students’ works could be more
effectively and widely displayed.
Strengths
 The competition enhanced class
spirit and trained students’
communication skills.
 The presentations were generally
creative and fluent, while some of
the boards displayed excellent
creativity.
 The manpower could be reduced
as some of the GPs really had
nothing to do during the
presentation process.
Strengths
 GPs were well-prepared and
willing to serve F.1 students in the
Inter-class Bulletin Board
Competition
Whole
School
Oct
Students’
environmental
awareness is
aroused.
 Response from the
students
 Feedback from
adjudicators
Angel Scheme
F.1
students
Nov Dec
GPs are able to
supervise the
progress of the
 Response from the
students
 Feedbacks from class
67
Objectives
Strategies
Community Service
Hunger Lunch
F.1 Value Education
To instil proper
values in F.1 students
 Two thematic sessions in
1st term (Internet
addiction and
cyber-bullying)
 Two thematic sessions in
2nd term, (drugs and
respect diversity).
Target
Group
Time
Scale
F.2 and
F.3
students
Feb
Whole
school
Mar
F.1
9/10
16/10
17/11
11/12
12/12
11/12
12/12
Success
Criteria
scheme.
Evaluation Methods
teachers and GPs
GPs are able to
organize
services for
students from
our sister
school (Elaine
Field School).

Awareness on
the poor is
aroused.

 Students
participate in
the lesson
eagerly
 Students
could reflect
what they

68




Evaluation
scheme.
 It was difficult for GPs to maintain
classroom discipline without the
supervision of class teachers.
 F.1 students may not be actively
involved in the scheme.
 The scheme may be held in GPA
instead of F.1 classes.
Reflection of the
Strengths
students
 Most F.2 students were responsible
Observation from
and willing to serve for the
teachers
disabled under the guidance of
GPs.
 More F.2 students should be
encouraged to participate in this
service.
Response from the
Strengths
students
 Most participants enjoyed the
Feedbacks from class
event and the game.
teachers and GPs
 Good time management was
achieved.
 The activity fee for each
participant should be lowered.
 The video clips should be replaced
by a short drama for attractiveness
of the event.
Students’ participation in Strengths
the lesson
 Most of the students gave positive
Students’ Reflection
feedback for Value Education.
Questionnaires (Students
Over 120 students gave 4 marks or
& Class teachers)
above out of 5 marks for the
overview of Value Education.
Students have learnt the four
Objectives
Sex Education
To help students to
get along with others
of opposite gender
Guidance Prefect
Association
 To organise
large-scale
activities for
Strategies
Talks are delivered by
social workers or other
organizations.
F.1
Social workers Talk
(Form Period + 1st lesson)
F.2
護苗基金
(post-exam 24-25/6)
F.3
明光社
(Form Period + 1st lesson)
Social workers Talk
(Form Period)
F.5
明光社
(P.E. lessons double period)
 Meetings and Training
 Activities
- GP Festival
- Joint-school Project
 Activity-planning
Target
Group
Time
Scale
19/2
20/2
12/3
13/3
2/4
F.1
1st term
F.2
2nd term
F.3
1st term
Success
Criteria
have learnt.
Evaluation Methods
 Students
participate in
the talks
actively.
 Students
could reflect
on what they
have learnt.
Observation on Students’
participation in the lesson
 GPs
participate in
the activities
actively
 Students
 Feedback of GPs
 Observation by
Counselling teachers
2nd term
F.5
GPs and
all
students
2nd term
Whole
year
69
Evaluation
topics deeply and the knowledge is
useful for them.
 Among the four topics, students
thought that “Internet addiction”
was the most interesting one as it
is related to their real life.
 More interactive activities such as
group discussion can be included
to make the lesson more
interesting.
 The teaching time was not enough.
Students wanted to have more
details. So, the teaching time
should be longer.
Strengths
 The activity held by 護苗基金
was very interactive and students
participated actively.
 The activities guided students to
have appropriate attitude and
manner towards peers.
 The students could reflect on what
they have learnt during the talk.
 Other organizations may be
considered instead of 明光社.
 The activity held by 護苗基金
would be implemented in F.1.
Strengths
 Christmas Party improved the
communication between GPs.
Similar activities was suggested to
be organized.
Objectives
Strategies
students in school
 To provide
leadership training
to GPs and
improve the
communication
skills and
activity-leading
skills
 Serving School
- F.1 Orientation Day
- F.1 Parent Day
- Parent Day
- PTA AGM
- PTA Used Book Sale
School Assemblies
awareness on
specific topics
Assemblies
 MCE Talk(程翔)
 社會關愛(社區組織協會
SOCO)
 逆境五綾鏡
followed by Mental
Health Fun Fair
 社會關愛(OFAM)
followed by Hunger
Lunch
Repeaters’ group
 Periodic meeting with
repeaters
 Provide a two-week
calendar before the
examinations
Remedial Work
To provide
appropriate support
to students.
Counselling in the
 Release of F.3 subject
electives
 Release of final result
 Release of HKDSE
results
Target
Group
Time
Scale
F.4 – F.6
27/11
12/3
F.1 – F.3
6/12
Success
Criteria
enjoy the
activities
organised by
GPs.
Evaluation Methods
 Students
show active
listening
during the
assemblies.
 Observation on students’
performance during the
assembly
 Students
make friends
in their
classes.
 Students
develop
positive
learning
attitude.
 Students can
express their
feelings to
the teachers.
 Students can
seek help
when
 Observation by class
teachers
 Academic results after
exams
Evaluation
 GP Festival was held successfully.
Students were interested in the
activities and performed actively.
 GPs were so busy that they may
not attend all preparation
meetings.
 The training sessions were too
boring to GPs. The format of
training should be activity-based. Strengths
 It was good to have follow-up
activity after the morning
assembly in order to reinforce the
messages conducted.
28/2
Repeaters
in
2012-13
2013-14
Students
with
emotional
problems
after
getting
their
Sept.,
Dec.,
Mar.,
July
10/7
14/7
70
 Observation from class
teachers
 Feedback from students
Strengths
 The activity provided a platform
for repeaters to voice their
difficulties and joys in their study.
 It was good to show a real
situation to the repeaters about the
promotion criteria they needed to
meet.
Strengths
 It was good to provide guidance to
the students getting the results of
subject electives, final result and
public examination.
 It was suggested to contact the
Objectives
Parents’ work
To enhance
communication
among school,
teachers and parents
Target
Group
results
Time
Scale
Case Work
Students
with
problem
Whole
year
Students are
willing to
express their
need.
Observation on students’
change by counselling
teachers
F.1 Orientation Day
F.1
students
and
parents
17/8
The parents
know more
about the
school.
 Questionnaire from
parents
 Feedback from class
teachers F.1 Parent Day
F.1
students
and
parents
7/12
Over 80% of
the parents
better
understand the
performance
of their
children.
Feedback from teachers
and parents
Parents’ Workshops and
Talks
All
Parents
15/3,
17/5
 Active
parent
participation
 Parents are
willing to
understand
and try.
Feedback from parents
Strategies
Success
Criteria
needed.
71
Evaluation Methods
Evaluation
repeaters and understand their
feeling before releasing the final
result.
Strengths
 It was good to have a clear list of
students with special needs.
 It was difficult to build up the
relationship if counselling teachers
did not teach the student before.
Strengths
 The activity can improve the
communication between school
and parents.
 The arrangement of purchasing PE
uniform and house uniform should
be revised.
Strengths
 It was good for parent to have a
clear picture on student’s academic
performance before the
examination.
 The talk suited the need of parents.
 The computers in the classroom
should be checked.
Strengths
 The topics met parents’ needs.
 Small group discussion sessions
were effective for parents to learn
parenting skills.
 More time for group discussion
session was suggested.
Discipline Committee
On the whole, students were still very well-behaved and self-disciplined. All of them were well-mannered. Only occasionally were they late to school in the
morning and forgot to bring/submit assignments and reply slips. Violation records were still acceptable, mainly related to school uniform regulations or
regulations of hair style and accessories. Major offences were uncommon. Details are as follows.
1. This year there were not that many cases of bullying as compared to the previous academic year. The situation was more common in F.1. A number of
students were academically weaker or with special educational needs, with short concentration span or others. They attempted to play tricks with classmates
first. If the situation was not under fine control, serious consequences could be unavoidable. Attempts were made to negotiate with different parties and
the parents concerned. The Hong Kong Police Force was also invited to deliver theme talks to students for prevention of disciplinary problems.
Counselling Committee, school social workers, educational psychologist and NGOs were engaged to follow students’ misbehaviour and value judgement.
2. In the year ahead, effort is needed to instil in students a sense of integrity as there were still cases of cheating in dictations and daily quizzes reported. In
each case, students concerned were interviewed and they showed regret about their misconduct. Precautionary measures including talks during school
assemblies had been arranged accordingly.
3. This was the fourth year for discipline teachers to station at the Main Entrance of the school every morning (before 7:55 am) and afternoon (before 1:45 pm)
to check students’ punctuality. The issue related to minor lateness was improved, particularly after lunch. Habitual latecomers were identified, interviewed
and their parents were informed or interviewed.
4. Strong collaboration between Discipline Committee and the Police, Counselling Committee and class teachers is still necessary. Special talks are to be
arranged for students, including issues related to bullying and sexual harassment. Besides, more homemade video clips have to be uploaded onto the
Campus TV to remind students of the examination regulations and the proper attitude and behaviour in school.
5. In the coming academic year, there will be further collaboration between Discipline Committee and other departments and committees. There will also be
more collaboration between the College and the Primary School. Counselling Committee will continue implementing Value Education for F.1 classes in
morning assemblies. Christian Ministry and Counselling Committee will work together for the moral-related issues and to raise students’ moral standard.
Careers Committee will strengthen the implementation of life planning programme to all class levels. It is hoped to cultivate in students a more positive
value judgment. Besides, F.1 and F.2 Home Economics will foster students’ self-management and self-discipline.
6. Students with high records of misconduct were requested to perform community services during summer vacation in order for them to gain a greater
understanding of how their individual actions affect the well-being of the public. Besides, students with high record of late submission of homework
assignment were interviewed, monitored and if necessary, retained after school for completion of the work.
72
The table below shows the evaluation of various activities held by the Discipline Committee and Prefect Association.
Objectives
Strategies
Green Education  Classroom cleanliness being
Keep Classroom
assessed by the prefects during
Clean Campaign
lunch time.
 A score chart of each class
being posted on the notice
board for class teacher to
monitor and to take further
action; another chart of the
whole school being published
half-yearly.
 The three classes with the
lowest score and having scores
less than 70% of the full mark
being invited to clean
classrooms or perform special
duties.
Target
Group
F.1-F.6
Time
Scale
Whole
year
Success Criteria
A total score of
70% of the full
mark for each class
Evaluation
Methods
 Total score of
each class
 Annual
Evaluation of
Prefect
Association
Living Green
Paperless
Conduct
Meetings
Printed copies being provided to
the Principal, Vice Principals,
Discipline Master, Deputy
Discipline Mistress and Prefect of
Studies for marking and reference
only.
All teachers
Whole
year
Less than 7 printed
copies for each
class level
The number of
printed copies
Betterment of
own self
New Leaf
Scheme
 Students being able to apply for
clearing records of minor
offences up to one black mark,
provided that significant
improvement is shown within a
F.1-F.6
Whole
year
 Over 500
applications
 Over 40% of the
records of
clearance being
The number of
applications and the
rate of successful
records of
clearance
73
Evaluation
 Students-on-duty did not perform
their duties punctually. In many
cases, the blackboards or
whiteboards were not cleaned
before lunch. The rubbish bins
were filled with lunch boxes,
plastic bottles and metal cans and
the trash was not disposed of
properly. Many students put
their own belongings on the floor
to make the classroom in a mess.
 Further strategies will be
implemented to relieve the
situation. Two more small bins
for recycling will be put in Form
One classrooms to implement
Green Education. Classroom
cleanliness will be monitored
more closely and reflected to
class teachers for further action in
the coming academic year.
 Only 6 printed were prepared for
each conduct meeting.
Non-teaching staff helped the
preparation of pdf and electronic
devices for the smooth running of
conduct meetings. On the
whole, class teachers and subject
teachers did welcome this new
policy.
 There were 440 applications in
first term, while 391 in second
term. 292 records were cleared
in first term. The success rate
was around 66.36%. In the
Objectives
Maintaining
students’
punctuality
Strategies
12-day observation period.
 Items that can be cleared
include no/late submission of
assignment, minor lateness
(within 30 minutes), violation
of school uniform regulations,
violation of hair style
regulations, late submission of
reply slip and no hymn book for
hall assembly.
 Students’ attendance being
monitored regularly by
discipline teachers.
 Habitual latecomers and
frequent absentees being
spotted out and interviewed
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
successful
F.1-F.6
Whole
year
 Less record of
lateness as
compared to the
previous
academic year
 Over 30% of the
habitual
latecomers and
frequent
absentees
showing
improvement
74
Evaluation
second term, 267 records were
cleared, which corresponded to
68.29% success rate.
 Success rates were dropped as
compared to previous academic
year.
The number of
lateness and
suspected absence
records
 The number of lateness cases
showed a drop from 1046 to 753
in first term, and a rise from 775
to 923 in second term.
 For the habitual latecomers, some
of them had various
psychological and physiological
reasons. Students concerned
and their parents were
interviewed, with the assistance
of school social workers and
psychologists.
Recommendations were worked
out with all stakeholders
concerned to check if the
situation could further be
improved.
Objectives
Strategies
Target
Group
Newlyappointed
teachers
Time
Scale
Early
Sept
Success Criteria
Evaluation
Methods
Analysis of
Questionnaire
response
Equipping new
teachers
New Teachers
Orientation
 Sharing with experienced DC
teachers on students’
disciplinary issues.
 Case study: to familiarize
newly-appointed teachers to
common disciplinary issues
Equipping F.1
class teachers
Sharing Session
with P.6 class
teachers
 Sharing with P.6 class teachers,
DC and CC members from the
Primary School on students’
disciplinary and emotional
issues.
 Uncertainties can be clarified in
the sharing session
F.1 class
teachers,
teachers
from DC,
CC and
School
Social
Workers
Late
Aug
Over half of the
teachers attending
the meeting being
satisfied with the
arrangement
Responses from
attendees
Orientation for
F.1
newly-admitted
students
 Helping newly-admitted
students to adapt to the school
life in Munsang College
 Early identification of any
possible cases of bullying or
harassment
 Clarifying uncertainties
All F.1
newlyadmitted
students
Late
Sept
Over 70% of
students attending
the orientation
being satisfied the
arrangement
Responses from
attendees
Over 50% of the
newly-appointed
teachers show the
orientation is a
relevant and
resourceful one
75
Evaluation
 Feedback was very positive and
most, if not all, found that case
study benefited their
understanding of our students.
The strengths and areas for
improvement of our students
were mentioned in the
orientation.
 Very encouraging responses were
received, not only from the class
teachers, but also the school
social workers and teachers from
both DC and CC.
 The sharing session was very
informative and lots of
ideas/ways to deal with students’
disciplinary and/or emotional
problems had been shared.
 The orientation was not held as
most of the newly-admitted
students were interviewed
individually or in groups during
September.
 Few of them had encountered
difficulties in meeting new
friends and to cope with the new
learning environment.
The table below shows the most frequent types of misconduct.
2013-2014
2012-2013
2011-2012
2010-2011
Misconduct
First Term Second Term First Term Second Term First Term Second Term First Term Second Term
Lateness
Less than 15 minutes
15 to 30 minutes
More than 30 minutes
Assignment Record
Chinese Language
English Language
Mathematics
Liberal Studies
Improper Behaviour
Improper School Uniform
No PE Uniform for PE Lessons
Violating Hair Style Regulations
Violating Ornaments Regulations
Serious Offences
Fighting
Truancy
Bullying
Smoking
Exam Irregularities
Cheating in Dictation etc
Cheating in Exam
Violating Exam Regulations
Use or Possession of Prohibited Materials
753
626
78
30
2842
361
474
567
196
106
251
9
18
7
13
2
1
1
0
130
5
2
122
67
923
820
80
14
2047
482
264
342
69
91
260
5
33
7
21
2
2
0
0
130
6
0
104
73
1046
915
95
13
2385
314
445
476
96
132
400
0
142
10
15
0
7
0
0
38
8
0
30
71
76
775
690
65
8
2639
418
493
659
66
224
138
17
32
2
34
6
8
1
1
85
13
2
70
128
1176
1069
77
30
3441
595
602
598
306
141
580
22
91
18
9
3
1
0
0
39
5
0
39
98
666
597
47
22
2405
464
312
425
250
114
191
5
39
10
13
1
4
0
0
76
31
0
47
77
1310
1215
69
26
2230
448
393
383
157
143
437
12
51
13
20
9
5
1
0
15
9
0
9
87
797
727
43
27
2457
479
302
606
152
122
287
89
54
9
15
0
2
5
1
30
17
1
13
55
The table below shows the outcome of New Leaf Scheme.
Application for
clearing records
of
First Term, 2013-2014
First Term, 2012-2013
Second Term, 2013-2014
Second Term, 2012-2013
Application Number of Percentage Application Number of Percentage Application Number of Percentage Application Number of Percentage
records
of records
records
of records
records
of records
records
of records
received
received
received
received
cleared
cleared
cleared
cleared
cleared
cleared
cleared
cleared
Minor Lateness
109
68
62.39
171
144
84.21
151
98
64.90
109
92
84.40
Homework
Assignment
177
108
61.02
141
119
84.40
116
83
71.55
83
60
72.29
Textbook
77
55
71.43
16
16
100
63
35
55.56
31
29
93.55
Reply Slips
16
6
37.50
2
2
100
10
5
50.00
1
1
100
26
24
92.31
57
52
91.23
22
19
86.36
15
15
100
2
1
50.00
8
8
100
1
1
100
1
1
100
20
19
95.00
21
21
100
17
15
88.24
34
33
97.06
Hymn book
13
11
84.62
-
-
-
11
11
100
-
-
-
Total
440
292
66.36
416
362
87.02
391
267
68.29
274
231
84.31
Improper School
Uniform
Improper Hair
Style
Use or Possession
of Prohibited
Materials
77
Information Technology & Resources Committee
To echo the School Major Concern of Green life, incorporate self-directed learning and assessment for learning through the development of metacognitive skills,
the following activities were conducted.
Objectives
Green Community
Target
Group
Teachers and
Photo Exhibition
Hold an exhibition of photos staff
taken by our stakeholders to
show the beauty of nature to
the general public
Time
Scale
Second
Term
HKISSAC
Organise the fourth
HKISSAC on campus to
arouse the interest of
primary participants in
renewable energy
applications
Participants
First Term
The participants become
more aware of the
application of renewable
energy.  Observation
by CARE
 Feedback
from
participants
and Science
Society
Develop eBook for green
education
Whole
school
Whole
year
An online publication of
green education is to be
developed.
Panel evaluation
Strategies
Success Criteria
 At least 3 different
groups of stakeholders
exhibit their photos.
 The public are able to
appreciate the beauty
of nature. 78
Evaluation
Methods
 Number of
categories of
entries
 Observation
by Green
Education
Task Force &
Photo Team Evaluation
 Photos of plants taken by
students were put on
exhibition outside Rooms
G203 and G204 although
more stakeholders could
have been involved.
 Visitors could enjoy the
beauty of nature through
these photos on campus.
 The fourth HKISSAC was
held successfully on
November 30. There
were more than 400
primary students from 31
primary schools
participating in the event
and the pre-event activities.
 Through the Renewable
Energy Family Workshop
in October and the Briefing
Session & Workshop, and
the Custom Race in
November, primary
participants’ awareness on
the renewable energy
applications was raised.
An online platform of eBook
for green education was
developed. There were 7
subject departments
involved.
Effective learning
& teaching
Enrich the content of the
Webquest and MSC
e-learning packages
Whole
year
Enrich the content of the
school homepage
Whole
year
Update subject homepages
Whole
year
Improve the IT facilities of
the classrooms and special
rooms
Replace teachers’ computers
Collaborative
effort on enriching
the English
learning
environment on
campus
All subject
teachers
Whole
school
August
2014
Teachers
August
2014
Improve the IT facilities of
Library
the library
Develop a procedural manual Whole
for school systems
school
August
2014
Whole
year
Replace the locks of student
leaders’ rooms with
electronic ones
Develop MSC Portal for
coordinating school events
Special
rooms
January
2014
Whole
school
Whole
year
Cooperate with the
All students
Language Across Curriculum
committee, a new English
video channel is to be
introduced on the school
homepage
Projects of interested
subjects are to be
uploaded to the school
homepage.
The latest information of
the school can be found
through the school
homepage.
Change the design and
content of the
homepages.
Whole
year
All previous projects were
homepage.
Feedback from
user
The web banner of the front
page has been a good
communicate channel for the
latest information.
The content was updated
regularly. The structure of
time table was amended for
better communication.
Hard disks of computers
were replaced with Solid
State Disk in all classrooms.
22 teachers’ computers were
replaced with new ones.
Panel evaluation
Poor performing
computers and
projectors are replaced.
The performance of
teachers’ computers is to
be improved.
New IT facilities are to
be installed.
Develop a procedural
manual for school
administrative systems.
Site check
All the locks of special
rooms are replaced with
electronic locks.
MSC Portal is
successfully developed
and implemented.
Site check
Videos in the English
channel are to be kept
up-to-date.
79
Panel evaluation
Site check
Site check
Panel evaluation
System report,
feedback from
colleagues
Panel evaluation
Projection system and sound
system were upgraded.
A series of forms were
standardized in format.
The procedural manual is
being developed.
The locks of student leaders’
rooms were replaced with
electronic locks.
The basic function of MSC
Portal has been developed.
It will be launched in the
next academic year.
Content and videos provided
by English teachers were
homepage regularly.
Students’
Whole-person
Development
Infrastructure and
computer system of
the Campus
Manage audio, video and
lighting control and
production in the newly
renovated school hall
IT Team,
Photography
Team,
Campus TV
Team
member
Support IT services of school IT Team
events by IT Team members member
Whole
year
Students’ technical skills
on troubleshooting
classroom computer
related equipment and
leadership potentials are
to be further explored
and developed, so that
they are more capable of
demonstrating *quality
leadership in school and
becoming good leaders
in whatever contexts
after graduation.
Whole
year
Post-event
evaluation
Various events were
successfully organized. The
communication between each
student group had been
improved.
Post-event
evaluation
Students showed
improvement in problem
solving and communication
skills. Senior students were
ready to lead a team
independently.
Photo shooting and post
production of major school
events by Photo Team were
provided.
The venues were renovated.
With better equipment and
environment, students
enjoyed studying and
learning in the new library.
Students having classes on
5/F of Block D also
appreciated the
newly-renovated classrooms.
The cables in the server
room, special rooms, lecture
theatre and staff room were
upgraded to cat. 6 standard.
The streamlining of call sheet
system was completed
smoothly. The call sheet
generation program has been
amended to cope with the
changes.
Support photo production of
school events by
Photography Team members
Photography
Team
members
Whole
year
Renovation works
 Library
 5/F, Block D
 Room D411, D311 Students
Whole
year
A tidy and safe
environment is to be
created.
Site check
Restructure network and
telephone cables
Whole
school
Whole
year
Improve the network
performance and reduce
energy consumption.
Site check
Streamline of Call Sheet
System
Whole
school
September
2013
Post-event
evaluation
Maintenance works
 Major repair
Students,
teachers and
Whole
year
 Optimize the human
resources deployed in
handling call sheet
dissemination
 No. of dissemination
will be reduced from 3
to 2 daily Maintenance works are
to be followed up
80
Post-event
evaluation
Site check
All major repair items were
finished and outstanding
 Emergency repair
staff
Comprehensive check of
Fixed Assets
Whole
school
Munsang App for Android
Version
Students,
parents,
teachers and
staff
Provide external access to IR Teachers and
Request Portal
staff
closely to ensure the
safety of the campus.
Second
Term
November
2013
September
2013
 All items are
accounted for
 Information in the
eInventory system is
complete and accurate
 All items are attached
with a barcode label
Provide one more
channel to communicate
with different
stakeholders.
Optimize the operation
of the IR Request Portal.
*well-liked by our Lord, and with positive attitude, high moral standards and correct value judgments
81
Post-event
evaluation
Site check
Post-event
evaluation
items are being followed
closely. Application of
major repair for the next year
was submitted. Various
applications of emergency
repair have been submitted to
supplement major repair.
The majority of the items
were checked to have no
problems. There are some
outstanding items to be
followed up.
App for Android version was
developed successfully.
Stakeholders may download
the App through the Internet.
The system setup was
completed successfully. It
will be launched in the next
academic year.
Language Across the Curriculum Committee
The following activities were conducted to assist students in learning across different subjects, enrich the English environment at school, and echo the School
Major Concern of Green Community:
Target
Group
F.1 – F.6
students
Time
Scale
Whole
Year
Integration of subject content and
language learning in project work to
provide an authentic context for both
junior and senior forms to use
English.
F.1 – F.4
students
Whole
Year
Students are able to
master the core
language skills
required in the
projects,
presentations and
forums.
Students’
performance in the
projects, forums
and
presentations
 F1-F3 English in the Air
(Beacon and non-Beacon
members)
 EASE: One minute video
production for IT kiosk (Short
drama)
 O.L.@ EASE Thursday lunch
 LAC Week (24/2 – 28/4/2014)
 English Activity Day
 REES Programs
(F.2 Drama +F.5 Debate on social
issues)
F.1 – F.6
students
Whole
Year
Students have
greater
opportunities to use
English in the
school campus.
 Teacher
observation
 Number of
students joining
the activities and
reading our
publications
Objectives
Strategies
Implementing
language across
the curriculum
skills in the whole
school
Whole school implementation of
LAC language plan which states the
core language skills required in each
form and in various subjects.
Implementing
language across
the curriculum
through
mini-projects in
the junior form
Providing more
English
enhancement
activities for
students to use
English
Success Criteria
master the core
language skills
across the
curriculum.
82
Evaluation
Methods
Language plan
incorporated in
teaching schemes,
sharing by teachers
and students
Evaluation
 All EMI academic subjects
included multifarious
language skills in their
teaching schemes.
 The language skills spanned
all forms and teachers could
have a comprehensive view
of what kinds of skills were
taught to students.
 Language, presentation,
organizing skills and
vocabulary building were
taught and students were
able to demonstrate these
through many
cross-curricula activities and
projects.
 Some of the work was
presented in LAC Week and
English Activity Day.
 Many English enhancement
projects and activities had
been organized by EASE.
 Other English clubs like
Debating Team and Beacon
also set their topics on green
education and social issues.
 Students’ presentation skills
had greatly enhanced in
OL@EASE , LAC Week and
English Activity Day. They
also made it a habit in
Objectives
Providing reading
material on
current issues and
highlighting
commonly
misused
expressions in
English usage
Raising students’
concern for Green
Community
Enhancing
Teachers’
professional
development in
language across
the curriculum
Strategies
 Debates across the curriculum
 Drama Performances across the
curriculum
 Publications
(one in the first term)
 English Monday
Releasing English Digest regularly –
an English article on current issues
published once to twice a month to
all teachers and students through
eClass
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
All
teachers
and
students
Whole
Year
Teachers and
students are more
aware of the correct
use of English.
Feedback from
teachers and
students
 Incorporating the 4Rs in LAC
projects, presentations, debates and
drama performances.
 Students’ projects as a focus in
publications.
F.1 – F.6
students
Whole
Year
The principles of
the 4Rs are applied
in the projects and
presentations,
debates and drama
performances
 Some subject departments apply
the skills in the language plan
throughout the term.
 After attending REES programs,
teachers can use their experience as
a reference to build up teaching
strategies in the whole year.
All
teachers
Whole
Year
Students have
greater awareness
about
environmental
protection and care
about our
community.
 Teachers gain
experience in
incorporating the
LAC element into
their curriculum.
 Teachers agree
that experience
sharing among
teachers benefit
their own
teaching.
 REES programs:
Students can
consolidate their
analysis on a
83
Survey by
questionnaire &
teachers’ and
students’
reflection/feedback
Evaluation
watching English news from
English in the Air and
enriched their vocabulary
which is so extremely useful
in other subjects like Liberal
Studies.
The Digest was well-received
and there were occurrence of
hot topics and various social
issues. This helped both
students and teachers to
enhance their vocabulary and
is extremely helpful for
students.
Students’ awareness of green
was raised through lessons,
performances and publications.
 Teachers learned a lot from
coaches from outside and
they incorporated the things
they learnt into curriculum
planning and LAC activities.
 Students could also benefit
from the programs like
Liberal Studies; they
naturally and subconsciously
used concepts learnt in
various lessons, projects and
functions.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
multitude of
social
issues/scenarios
across the
curriculum.
84
Evaluation
Methods
Evaluation
家長教師會
目標
策略
環保教育
與中、小、幼協辦便服
配合學校本年度關日籌款。
注事項，加強家校
合作，共建環保社
區。
施行
對象
 家長
 學生
施行
時段
2013
年
11 月
29 日
成功準則
評估方法
成效
中、小、幼各
級均有學生
參與便服日
或捐款，籌得
之款項能持
續支持建設
綠色校園及
其他設施。
提高家長及
學生的環保
意識，綠化校
園，節約能
源。
提高家長及
學生的環保
意識。
家長積極參
與學校推行
之環保教育
活動。
 家長及學生的
支持
 學生參與便服
日的人數及籌
得之款項
便服日籌款於 2013 年 11 月 29 日順利
完成，各級均有同學參與，反應熱烈，
中小幼共籌得款項$496,664，資助學
校相關之環保設施，加強家校合作。
學生的回應
本會贊助於校園內設置飲用水系統，
設置受同學歡迎，減少了大量膠樽的
消耗，大大提高了同學的環保意識。
家長的參與程
度及農作收成
7 個家庭於 2013 年 10 至 2014 年 2 月
期間及 2014 年 3 月至 7 月期間接受共
10 節種植工作坊的訓練，並於學校 D
座天台的家長教師會耕地種植多種蔬
果，如茄子、番茄、蘿蔔、粟米、指
天椒、黃瓜、青瓜等，收成豐富，反
應良好，參與者更自行種植苦瓜。
於學校 D 座天台的 Charity Farmland
種植多種蔬果，如蘿蔔、粟米、西瓜、
哈蜜瓜等，收成豐富。農田主要由學
生管理，收成作義賣籌款。
撥款贊助校園溫室的各學生
項設施，如盆栽、種子、
花泥、工具及園藝保養
及學生飲用水系統的運
作等。
全年
家長教師會園圃
(PTA Farmland)
家長義工藉此耕地，種
植不同種類的蔬果，協
助推動各類環保活動。
家長
全年
Charity Farmland
學生義工藉此耕地，把
收成作義賣籌款，協助
推動綠色生活及慈善工
作。
家長義工參與學校的環
保活動，包括盆栽義賣
及探訪弱勢社群活動。
學生
學生的參與程
度及農作收成
家長
家長的參與程
度及農作收成
85
20 多位科學學會、扶輪社的學生義工
及家長義工分別於(8/3/14)到了安徒生
會包威信中心參與了青少年探訪活
動，贈送香草，製作環保盆栽，及於
目標
策略
施行
對象
舉辦與環保或健康生活家長
為題之興趣班或工作
坊。(中醫藥暗瘡護理課
程)
施行
時段
 家長
 學生
2014
年6
月 29
日
舉辦舊書買賣
 家長
 學生
2014
年7
月 19
日
 家長
 學生
2014
年1
月
 學生
 家長
全年
評估方法
家長的參與程
度及回應
2014
年5
月 17
日
舉辦親子生態旅遊，親
近大自然，促進親子關
係。
(屯門新生命農場)
歲晚探訪長者計劃
學生的全人發展
鼓勵學生參與不
同課外活動，加強
全人發展，促進家
校合作。
親子義工獎勵計劃(暫
定)
鼓勵學生與家長共同參
與學校活動 — 如：校
成功準則
提高家長及
學生的環保
意識。
家長積極參
與學校推行
之環保教育
活動。
家長及學生
積極參與舊
書買賣，提高
家長及學生
循環再用的
環保意識。
家長及學生
積極參與探
訪活動
家長及學生的
參與程度及回
應
家長及學生的
參與程度及回
應
家長及學生的
參與程度及回
應
完成義工服
家長及學生的
務，獲取證書參與程度
86
成效
(15/3/14) 探訪了曹舒菊英老人中心，
以有機食材製作菜色，並贈送盆栽。
本會邀請了校友中醫師萬帥章先生主
講 1 節醫藥暗瘡護理課程，通過講授
中醫藥暗瘡護理知識及製作暗瘡護理
面膜，加強學員對中醫學及中藥材的
認識，培養學員對中醫皮膚護理的興
趣，共 44 人參加，表現積極投入，均
表示課程具實用性及趣味性，建議明
年再辦。
參加人數共 41。參加者能透過參觀「有
機農場」、「香草園」、「廚餘堆肥區」
等認識不同的環保設施，更加強接觸
大自然。另，親子合力以大自然物料
製作「環保扇子」
、
「香草浴鹽」及「環
保小花盆」
，加強對循環再用的認識，
促進親子溝通。
各級均有同學報名成為「賣方」，共
23 人，吸引不少初中同學及家長到來
選購，反應良好，同學更把賣剩的書
本轉贈師弟妹，活動深具意義，建議
多作宣傳。
由於活動日期接近第一學期之考試，
故活動取消。而改為於下學期探訪九
龍城區的護老院，培養同學的同理
心，關心別人，促進全人發展及加強
親子關係。
 於校友日家教會設食物及遊戲攤
位，共 16 位家長義工，籌得$365，
全數給予民生書院校友會。元宵攤
位活動共 12 位家長義工協助泡製湯
目標
策略
施行
對象
施行
時段
成功準則
評估方法
友日(10/11/14)、元宵攤
位活動(14/02/14)、中一
迎新日(23/8/14)等。
第九屆(第二次)周年大
會 — 親子講座
 學生
 家長
2014
年
3月
22 日
中一、二級遊戲日—
家教會攤位小食義賣
 學生
 家長
2014
年
7月3
日
邀請講者主
講有關親子
相處為題之
講座，促進親
子溝通。
籌得款項資
助學生各類
課外活動。
87
家長及學生的
參與程度
家長及學生的
參與程度及籌
得款項
成效
丸及派發糖果予中小幼之同學，反
應熱烈，活動受同學歡迎。中一迎
新日共 10 位家長義工協助到各中一
級別宣傳家教會，即時紀錄家長聯
絡方法，並選出級聯絡，加強家校
之間的訊息傳遞。
 家長義工均於每年的周年大會授予
證書，以肯定其對家校合作之貢
獻，故不另設親子義工獎勵計劃。
本會十分榮幸邀請到香港電台親子節
目主持人鄧靄霖女士擔任講座嘉賓，
主講題為「爸媽同子女做個 friend」之
講座，吸引多於 100 位中小幼家長前
來參與。
共 10 位家長義工協助小食義賣及遊
戲攤位，共籌得$1080.5 資助學校購買
置於家教會十周年紀念角的 4 張椅
子，供師生使用。
Publicity and Alumni Affairs Committee
Objectives
1. To publicize and strengthen current activities and alumni affairs in order to let current students, alumni and the public know that Munsang is a top-tiered
college.
2. After publicizing, the bonding with alumni will be strengthened, more talents will be admitted to form one, and eventually our school’s renowned reputation
will be further enhanced.
3. To widen the horizons of students. Students participating in cultural exchange program can develop intercultural knowledge. Moreover, students learn to
communicate with people from other countries or other school.
4. Leadership Training- Cultural Exchange Ambassadors (CEAs) with enlightened and dynamic leadership quality are selected as the Heads of CEAs. They
take leading roles in the activities organized by the committee. Thus, their leadership experience and organizational skills can be enriched.
Strengths of the Team
1. The committee acts as a bridge between alumni and current teachers and students which helps improve communication and increase bonding.
2. The committee publicizes the uniqueness and strengths of the college to the public. This increases the esteem of teachers, students and alumni as they have
been working so hard in making Munsang a better school.
3. The committee helps nurture and develop student leaders.
4. The reputation of the school is further enhanced.
Routine Work
1. Communicating with different departments and committees, namely English, Music and Green Education Task Force to help update and publicize their
activities.
2. Organizing alumni activities to increase alumni bonding.
3. Communicating with young alumni to ensure the steady development of the Alumni Association.
4. Communicating with the chairperson and committee of the Alumni Association regularly to help organize and publicize alumni activities.
5. Coordinating and organizing cultural exchange activities.
88
Objectives
Strategies
Publicizing
alumni activities
Alumni Affairs
Alumni Information Dissemination
- alumni activities, updates and
information will be passed to the
person-in-charge of the webpage for
the Alumni Association
Homecoming Day
Help promote Homecoming to the
young alumni
Developing the
sense of
belonging of the
young alumni
Target
Group
Alumni &
the public
Evaluation
Methods
Feedback from the
alumni and the
public
Time Scale
Success Criteria
Whole year
The awareness of the
alumni and public
towards our school has
increased.
Alumni
November
The alumni are
attracted to join the
Homecoming Day
Feedback from the
alumni who joined
The students and
alumni join the
activities and have
positive feedback
From the alumni
and students
The awareness of the
alumni and public
towards our school has
increased.
Feedback from
parents, students
and alumni
Building
relationship
between the
alumni and
current students
Alumni Talks & Programs
Activities should be held to give a
chance to the alumni to come back to
visit our school and interact with our
current students.
Alumni &
students
Whole year
Publicizing
school activities
School Information Dissemination
A newsletter will be published to
publicize the activities and
achievements of our school
The
public,
alumni &
students
Mid-year
Attracting
outstanding
students for the
F.1 admission
Liaison with Primary Schools
Cultural and English activities will
be held for MSCPS and the
neighbouring primary schools to
attract quality students for the F.1
admission.
Cultural Exchange Ambassadors
(CEAs)
CEAs are school representatives and
responsible to receive guests (both
teachers and students) for cultural
exchange purposes. Training on
Different
Primary
Schools
Whole year
The students
participate in and
enjoy the activities.
Feedback from the
students
F.4 – 5
students
Whole year
(12 formal
GM)
To be a CEA, students
develop his/ her
self-management skill,
communication skill,
organizing power,
self-confidence,
Self-evaluation
report – CEAs
would give
feedback about
their own
performance at the
Widening
students’
horizon &
Leadership
Training
89
Evaluation
Details of different alumni
activities and information
were updated. The
public was able to find
out more about different
alumni activities.
A lot of young alumni
came back on
Homecoming to help hold
booths, e.g. photo taking
& handcrafts making,
which was well-received.
Three alumni concerts
were held in Sept, Jan and
Jul and both alumni and
current students were able
to bond together and have
fun.
This was published in
liaison with the PTA
committee in May. It
was distributed to all the
parents and was
well-received.
Friday Fest was held
every Friday lunch time
and the primary students
were able to meet high
school students and also
have fun learning English.
Twenty-six students from
form four and five joined
the CEA and planned,
implemented and
evaluated a lot of different
activities throughout the
Objectives
Strategies
their writing skill and presentation
skill are also given. They help the
students gain international
understanding by organizing different
cultural exchange activities in the
school. They are also responsible
for activities related to AFS exchange
students and help them to adapt to
the new environment
Cultural Exchange Fair
AFS exchange students and CEAs
lead the activity. AFS exchange
students introduce their cultures
through playing their traditional
games, learning their language and
tasting food. Moreover, AFS
exchange students of different
countries from other school are
invited.
Widening
students’
horizon
Hosting AFS students
 The school hosts AFS exchange
students from different countries.
They are English-speaking
students. They are allocated as F.4
students.
 Activities involved:
Orientation day, introduction of
AFS exchange students in morning
assembly, informal outing,
language classes, broadcasting
Target
Group
Time Scale
Success Criteria
interpersonal
relationship an
intercultural
knowledge.
CEAs &
whole
school
Nov-Dec
2013
All
students
Whole year
90
 Students learn more
about the culture of
different countries
and get a chance to
communicate with
the foreign students
in an informal
setting.
 AFS exchange
students introduce
their cultures to our
students
 Cultural Exchange
Ambassadors
develop the
organization and
communication skill.
 The chance of our
students to expose
and interact with a
student from another
culture is increased.
 Hosting makes an
exchange student to
learn more about
Hong Kong culture,
language and
traditions with a
Evaluation
Methods
end of the year
Evaluation
year. They agreed that
they learned a lot and
improved their leadership.
Number of
participants and
evaluation/
reflection from
CEAs and
participants The Fair was successfully
held and the students were
able to learn about the
culture of the different
countries, Germany, Italy,
Brazil and France. The
Cultural Exchange
Ambassadors were able
develop their organization
and communication skills
through the fair.
 Feedback/
evaluation is
made by students
/classes and
CEAs involved
 Evaluation is
made by AFS
students
The students of our school
were able to interact with
the AFS students, Levi
and Michela in the
classroom and through
different CCA. The AFS
students also enjoyed
their stay and learned a lot
about the culture of MSC,
Hong Kong students and
Hong Kong.
Objectives
Strategies
programs, Junior form class visit
and Cultural Exchange Fair etc
One-year sending program
 Through hosting exchange
students, our students know more
about one-year sending program.
Students have the opportunity to go
to one of 25 destinations. Students
spend one academic year abroad
attending local school, often
participating in community service
activities and living in a local host
family.
 Teacher-in-charge arranges the
matters related to students’
application such as preparation of
reference letters and related
document. She/ he also answers
students’ questions concerning the
program.
Local Exchange Programmes
 A group of students from two
schools are interchanged. They
study in the partner school during
the 3-day program.
 Two programmes are arranged:
 A 3-day local exchange program
will be arranged in the year
2013/14.
Target
Group
Time Scale
F.3,
F.4 & F.6
students
Aug. 2013May 2014
F.4 – 5
students
Twice in
the year
91
Success Criteria
depth unattainable to
visitors.
 There are applicants
and students are
successful in their
application to join
the program
 Students develop the
self-regulated
learning skill.
Moreover, they learn
how to solve their
problems during the
programme.
 Students experience
a different way of
learning in a new
environment.
 Students develop
communication skill
and problem-solving
skill.
 Students of both
schools could know
more about the
culture of the other
school and establish
a closer relationship
with each other.
Evaluation
Methods
Evaluation
Number of success
applicants and their
evaluation after the
completion of the
program
One student, Kelly Lam,
from F.3B joined the AFS
to Germany and will
leave in September. The
student who came back
from the program last
year, Vicki, was
passionate in helping in
Cultural Exchange
activities and also was a
very disciplined and
helpful student.
Participants
complete a
self-assessment
form.
Students who visited
other schools were able to
broaden their horizon and
experience a completely
different culture.
Students who hosted were
able to interact with
students from another
school which developed
their communication
skills. In the end, we
were able to learn about
the culture of another
school and establish a
close relationship.
Religious Committee
Theme of the year:
Scripture of the year:
“Thy Will Be Done”
‘10 Thy kingdom come, Thy will be done in earth, as it is in heaven’. Matthew 6:10 (KJV)
Objectives:
a. To let students learn the will and the kingdom of God.
b. To remind students that we have to be a good steward of our time, relationships and resources of the Earth.
To echo the school major concern of Green Education and incorporate self-directed learning and assessment for learning through the development of
Target
Time
Evaluation
Objectives
Strategies
Success Criteria
Evaluation
Group
Scale
Methods
Worship God
AM 730 –
F.1 – F.6
Whole year Participants
 Observation
Completed.
Daily Spiritual
develop a habit of
from teachers
Quiet Time
Bible reading.
 Sharing with
students
Participants build  Observation
Worship God, Weld
FM 103 –
F.1 – F.6
Sept
 Participants built a better spiritual life with
2013
with siblings in
Christian
a better spiritual
from teachers
God and peers. Some of them accepted
- May
Christ
Fellowship at
life with God and  Sharing with
Christ at FM103.
2014
Friday 1:03pm
peers.
students
 Games and sharing time were arranged in
the meetings to help students build their
spiritual life in a lively way.
Worship God
First Prayer
Secondary Whole year Students and
 Observation
 Both students and teachers found the first
of the week
Section
teachers learn
from teachers
prayer help them to pray to God more
how to pray to
 Sharing with
specifically in different aspects.
God for different
students
issues.
Worship God;
Through SNAS
SNAS –
F.1 – F.6
Whole year Students develop
 The SNAS had encouraged students to
Weld with siblings in Spiritual
a balanced
record, the
develop a balanced spiritual life. And
Christ;
spiritual life.
participation in
Nourishment
there were 9 SNAS awardees.
Work in accordance
FM103, SNAS
Award Scheme
 Gold awardees:
with God’s Word;
training and
6F Shek Sunny and 3D Sun Tin Long
Witness for God
services
 Silver awardees:
2A Wong Chak Lam and 2B Poon Long
Yin
 Bronze awardees:
92
Objectives
Strategies
Target
Group
Time
Scale
Evaluation
Methods
Christ (SNAS)
Ambassadors
receive spiritual
equipment to have
a balanced servant
life.
Christ (SNAS)
Ambassadors gain
experience in
leading the
worship.
Students have a
better
understanding of
the theme of the
year, i.e. green
education in
Christianity and
the will of God.
 Observation
from teachers
 Sharing with
students
Nov 2013
Students learn
more about the
salvation of God.
Observation from
teachers and
result of the
questionnaire
Dec 2013
Students have a
better
 Observation
from teachers
Sept
2013
- May
2014,
every
Tue
Whole year
Worship God;
Weld with siblings in
Christ;
Work in accordance
with God’s Word;
Witness for God
Work in accordance
with God’s Word
Christ (SNAS)
Ambassador
Training
Hall Assemblies
Worship
(Junior & Senior)
F.1 – F.6
Learn God’s words
on ‘Thy Will Be
Done’ and Green
Community
Religious Talks @
Morning
Assembly – LETS
Life Education
Talk Series
F.1 – F.6
Whole
year,
4 hall
assemblies
Win souls for the
kingdom of God
Evangelical
Meeting
F.1 – F.6
Learn God’s words
Christian
Book Fair
All sections
in MSC
Christ
(SNAS)
Ambassador
Success Criteria
93
Evaluation
5A Chan Kik Cheung, 4F Wong Cheuk
Hei, 3A Chan Tsan Yin, 2B Tang Yat Ka
and 1D Wong Yee Sum.
Christ (SNAS) Ambassadors received
spiritual equipment to have a balanced
servant life through worship service,
trainings of gospel-sharing, hymn-leading,
prayer-leading and spiritual nurturing.
 Observation
from teachers
 Sharing with
students
Christ (SNAS) Ambassadors gained
experience in leading the worship through
reading scripture and leading hymn.
 Observation
from teachers
 Sharing with
students
 Students had a better understanding of the
religious knowledge in understanding
God’s will through the talk conducted by
Dr. Lucenay, Kowloon International
Baptist Church.
 Students had a better understanding of the
will of God on homosexuality through the
two talks conducted by Rev. Abraham
Yeung, Swatow Christian Church,
Kowloon City.
 Hosted by Saddleback Church, Hong
Kong.
 More scriptures would be preferred for the
meeting next year. It was expected that
the meeting could be more evangelical,
more gospel message followed by calling
from the pastor.
 The questionnaire could be refined next
year to distinguish the new believers and
those who have been Christians.
Completed successfully.
Objectives
Strategies
Target
Group
campus
Time
Scale
Witness for God
Christmas Carol
F.1 – F.6
Dec 2013
Worship God;
witness for God
Christmas
Worship
F.1 – F.6
Dec 2013
Weld among staff in
Christ
Staff Fellowship
Staff
Success Criteria
understanding of
the religious
knowledge.
Participants
witness for God
by singing
Christmas Carol.
Students learn
more about the
birth of Christ and
understand the
love of God.
Whole year Participants gain a
close rapport
among teachers
and staff.
94
Evaluation
Methods
 Sharing with
students
 Observation
from teachers
 Sharing with
students
 Observation
from teachers
 Sharing with
students
Sharing with
teachers and
committee
members
Evaluation
 Participants served God in front of
schoolmates by singing Christmas Carol.
 They also encouraged some primary
students and some other Christians to take
part in the Christmas Carol.
The program was successfully done with
good message and music, filled with
Christmas spirit with the collaboration with
Biblical Knowledge Department, Music
Department and Saddleback Church, Hong
Kong.
 Participants gained a close rapport among
teachers and staff through prayer cells.
Staff Development Committee
Objectives- Enhancement of Teacher Professional Development
1. Structured school-based staff development programmes address the major concerns of the school and to raise teachers’ awareness of curriculum reforms.
2. The teacher professional development activities/ programs aim to help teachers to perform their duties.
3. Programs related to new teachers are arranged in order to assist new teachers to adapt to the new environment and realize their duties in our school.
Moreover, assistance will be offered to new teachers in order that they could obtain useful teaching experience.
4. Programs and routine works aim to provide opportunities to develop teachers’ professional knowledge and teaching skills.
Major Concerns
1. To inculcate a sharing culture and promote teacher sharing of experience, knowledge and skills in teaching and learning so as to enhance teachers’
professional development.
2. To develop teachers’ ability to cater for students of different learning diversity.
3. To alert teachers to the necessity of a ‘comprehensive’ CPD.
The Staff Development Committee coordinated and organized various teacher professional development activities/ programs in order to echo the Major
Concerns and help teachers to perform their duties.
Objectives
To inculcate a
sharing culture
and promote
teacher sharing
of experience,
knowledge and
skills in
teaching and
learning.
Target
Group
All teachers
Time Scale
Success Criteria
Whole Year
Collaborative Lesson
Preparation
It is arranged in order to build
up sharing atmosphere among
teachers.
All teachers
Whole Year
Through the ‘Peer
Observation’, 70% of
teachers agree that their
capability and
confidence on applying
metacognitive skills and
Assessment for
Learning are enhanced.
70% of teachers would
spend more than 5 hours
on collaborative lesson
preparation.
Seed Program
 ‘Seed’ of different KLAs
share their experiences on
Newly
appointed
teachers in
Sept. 2013
Oct. 2013
Strategies
Peer Observation
It is coordinated to enhance
teachers’ capability and
confidence on applying
Assessment for Learning.
New teachers develop
basic skills on using
metacognitive skills,
95
Evaluation
Methods
 Survey by Peer
Observation
Form
 Survey by Panel
Chairperson
Evaluation Form
CPD record of
teachers
 Sharing between
new teachers and
‘seeds’.
Evaluation
 Over 80% teachers agreed
that Peer Observation
could enhance teachers’
capability and confidence
of applying metacognitive
skills and Assessment for
Learning.
 Over 80% teachers spent
more than 5 hours on
collaborative lesson
preparation. Moreover,
teachers agreed that
preparation helped to build
up the sharing atmosphere.
 Over 80% of new teachers
agreed that Seed Program
helped them to develop
Objectives
Strategies
using metacognitive skills,
self-directed learning and
assessment for learning in
the lesson with newly
appointed teachers in years
2012- 13 & 2013-2014.
 The program will be held in
September 2013. Activities
include lesson observation
and experience sharing is
arranged. Moreover, reading
materials are provided for
new programs before the
lesson observation is
arranged.
 After the program in
September 2013, the
Principal will pay a class
visit to newly appointed
teachers (2013-14) in
October 2013.
Knowledge Sharing Platforms
(KSP)
For each subject, two KSPs are
built in the intranet for
collecting and storing teaching
resources.
Staff Development Day II
Teaching Interflow (TI)
Sharing on experience among
teachers of different schools
for enhancing teaching and
Target
Group
2012-13 &
2013-14
Time Scale
Success Criteria
self-directed learning
and Assessment for
learning in the lessons
Evaluation
Methods
 Lesson
observation by
the Principal and
her feedback.
All teachers
Whole Year
70% of teachers agree
that KSP provides an
effective platform for
sharing effective
practices and teachers’
professional competence
is enhanced.
 Survey by
questionnaire
 Teachers’
reflection
All teachers
14-3-2014
 70% of teachers agree
that the teaching and
learning strategies are
enhanced through the
program.
 Survey by
questionnaire
 Teachers’
reflection &
sharing
96
Evaluation
basic skills of using
metacognitive skills,
self-directed learning and
Assessment for Learning in
the lessons.
 65% of teachers agreed
that KSP provided an
effective platform for
sharing effective practices
and enhancing teachers’
professional competence.
 Committee members
agreed that more
guidelines, promotion and
sharing on the use of KSP
will be done next year.
 Over 85% of teachers
agreed that teaching and
learning strategies were
enhanced through Teaching
Interflow.
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
All teachers
22-11-2013
 Collaboration is built
with the partner
school.
that the experience is
useful for tackling
problems of students of
learning diversity.
On-line program on gifted
education
Subject Department Heads and
Deputy Heads complete an 8
hours on-line foundation
course in Gifted Education
provided by HKAGE.
Middle
Managers
Whole Year
Training on catering students
with SEN
 The school has a critical
mass of teachers having
received training in order to
provide quality support for
students with SEN.
 Teachers of related areas are
invited to take the relevant
courses. Members of the
Staff Development
Committee would monitor
the progress.
Thematic Talk on catering for
students with SEN
Supportive talks will be
arranged. They aim to help
teachers solving problems
All teachers
Whole year
learning strategies is arranged.
To develop
Staff Development Day I
Talk/ workshop/ sharing is
teachers’
arranged.
capability on
catering students
of learning
diversity
All teachers Twice per
year
70% of Subject
Department Heads and
Deputy Heads agree that
they develop the skills
to identify and arrange
programs for gifted
students through the
course.
By the end of the
2014/15 school year,
there are
 At least 10% -15% of
teachers complete the
Basic course.
 At least 3 to 6 teachers
complete the
Advanced Course.
 At least 3 to 6 teachers
complete the Thematic
Course
that the thematic talks
are helpful to teachers in
catering for students
with SEN.
97
Evaluation
Methods
Survey by
questionnaire
Survey by
questionnaire
Number of teachers
completes training
of different levels.
Survey by
questionnaire &
teachers’ reflection
Evaluation
 Teachers agreed that
collaboration with partner
school was built.
 Over 85% of teachers
agreed that, through the
sharing of experienced
teacher(s), they got the
experience for tackling
problems of students of
learning diversity.
 About 60% of
Subject-department Heads/
deputy heads agreed that
the on-line program on
gifted education developed
their skills to identify and
arrange programs for gifted
students.
Up to June 2014,
 6 teachers completed the
basic course,
 3 teachers completed
advanced and
 6 teachers completed
thematic courses.
 90% of teachers agreed that
the thematic talks were
helpful to teachers in
catering for students with
SEN.
Objectives
To alert teacher
on the necessity
of
‘comprehensive’
CPD.
Strategies
related to students with SEN.
Teachers’ CPD record
An average of 50 CPD hours
on professional development is
spent.
Moreover, 1/3 of CPD hours
are spent on external
programs.
Reimbursement of course fee
The School Council supports
teacher to take courses related
to their professional
development and a
reimbursement of $800 is
provided to teachers for
attending courses.
Target
Group
Time Scale
Success Criteria
All teachers
Whole Year
that they are able to
 broaden their
professional
knowledge, skills and
experience through
taking part in the
professional
development
programs.
 be better equipped for
fine-tuning of DSE.
Teachers’ CPD
record
 70% of teachers agreed that
they were able to broaden
their professional
knowledge, skills and
experience through taking
part in the professional
development programs.
 Moreover, they were aware
that a balance of external
and internal programs was
important for the
comprehensive
professional development.
All teachers
Whole Year
The School Council
gives support for all
teachers to develop their
professional knowledge
and teaching skills
through the sponsorship.
Teachers can fully
utilize the resources
provided to apply for
courses related to
teaching.
Number of success
applications
 A total of 13
reimbursements (with the
expense of $5348) were
successfully done.
98
Evaluation
Methods
Evaluation
Remarks:
1. Grouping of Teaching Experience Sharing Program:
KLA
‘Seed’
New teachers
Ms. Chin Wai Ying
Ms. Wong Hiu Tung,
Ms. Tam Yuen Yee
Mr. Victor Chrisianopoulos
Humanities & LBS
Ms. Tam Sau Lai
*Mr. Vincent Chan Wing Shun
Cultural subject (VA)
Ms. Lam Mau
Ms. Pang Yi Ki
Mr. Wu Fung Leung
Mr. Hung Kam Ting
English
Mathematics
*New teacher of 2013-14
2.
Staff Development Day- Teaching Interflow (TI)
Schedule
Stage
Date
Task
I
3 Sept.2013
Introduction of program
II
Late Sept. 2013
Release of informationProgram plan & sample of invitation letter
III
Late Sept. 2013 –
7 Nov. 2013
Development of partnership
IV
7 Nov. 2013
Confirmation of program
VI
Nov. 2013 –
Mar. 2014
14 March 2014
VII
4 April 2014
Evaluation/ Reflection of the program
VIII
June 2014
Report in Voice
V
Preparation of program
Teaching Interflow
99
Teacher-in-charge
Mr. Chan Shu Sum & Mr. Tsoi Ka Wing
(Staff Development Committee)
KLA coordinators, KLA Developers &
Subject Department Heads
KLA coordinators, KLA Developers &
Subject Department Heads
All teachers
TIC of KLAs
Mr. Tsoi Ka Wing
Reports of Subject Departments
Biblical Knowledge Department
To echo the School Major Concern of Green Education and incorporate self-directed learning and assessment for learning through the development of
Objectives
Strategies
Green Education
Promoting healthy,
eco-friendly and
sustainable living as
well as butterfly
conservation to the
community
To engage students to
encourage others to love
God and the creation of
God in the theme of the
year “Thy Will Be Done ”
Effective learning &
teaching
To apply
self-directed
learning strategies,
metacognitive skills
and assessment for
learning effectively
in student learning
process
To conduct peer
observations
Target
Group
All
students
Time
Scale
Whole
year
All
students
and all
subject
teachers
Whole
year
Success
Criteria
Students
should
appreciate the
creation of
God and are
willing to be
faithful
stewards who
make use of
all kinds of
resources.
Students can
actively apply
independent
learning
strategies to
improve
learning.
Teachers can
apply
metacognitive
skills and
assessment for
learning
(self-learning
&/ peer
learning) in
learning and
teaching.
100
Evaluation
Methods
Teachers’
observation
Peer observation
forms
Panel
Chairperson
evaluation report
Evaluation
Completed successfully with worksheets
Peer observation among teachers had been
completed successfully.
Collaborative effort
on
enriching the English
learning environment
in campus
To develop language
skills into subject
content
Students’
Whole-person
Development
 To conduct collaborative
lesson preparation and
share on good practices
in teaching
 To apply metacognitive
skills and AFL in
teaching
All
students
and all
subject
teachers
Whole
year
Incorporation of language
elements into learning tasks
and reflective writing
F.1-F.3
Whole
year
To provide opportunities
for students to become
service leaders to serve
God in bible lessons
(Morning LETS)
F.4-F.6
Whole
year
To organize Life Education
Talks (LETS), Morning
Quiet Time (AM730) and
Friday Meetings (FM103)
in collaboration with the
Religious Committee
All
students
Whole
year
Good practices
can be
identified and
shared
amongst the
panel
members so as
to improve the
teaching
practice
All students
are able to
master the
common
genres used in
essay writing
for sharing.
Peer observation
forms
Panel
Chairperson
evaluation report
Minutes of
subject panel
 All forms completed successfully with
writing LETS reflection worksheets.
 Senior form completed with writing
‘Count Your Blessing’ reflection.
 Self and peer assessment had been
conducted successfully in F.3 B.K.
drama.
Reflective writing
worksheets
 Completed successfully with reflective
writing worksheets
 Language Across Curriculum elements
had been incorporated in F.3 B.K. drama
script-writing.
Students are
pleased to
serve God in
accordance
with God’s
Word.
Students can
be exposed to
God’s word
and have
practice in
their lives.
Teachers’
observation &
students’ sharing
Students were willing to serve and they
prepared well in ‘Count the Blessing’
assembly.
Teachers’
observation &
students’
reflection
Completed successfully with LETS
worksheets.
101
Biology Department
Objectives
Strategies
Green
Community
Poster design
competition on Food
Waste Reduction
Effective
Teaching and
Learning
Employ different
and strategies in
teaching and learning
processes
Sharing of teaching
practice with science
teachers from other
school
[Teaching Interflow]
Target
Group
F.3
students
F.3 – F.5
students
Time Scale
Success Criteria
Evaluation
Methods
Design of poster
Feb. 2014
 Students become aware of the need
of environmental conservation
through the practice of “Reduction of
Food Waste”.
 Students are able to spread the
message “Reduction of food Waste”
to their friends and family.
Whole
academic
year
 Students agree that the assessment
Students:
rubrics in peer-/self- assessment can  Performance
help them identify their strengths and
weakness in learning.
Teachers:
 Peer
 Students are able to make use of the
observation
assessment rubrics to improve their
 Sharing and
learning in both the lectures and
evaluation
practical work.
reports from
members
Second staff
development
day
Colleagues could learn from the
teaching practice of the other school.
102
Sharing between
panel members
and colleagues
in the same
KLA
Evaluation
 Based on the Biological
knowledge and message
acquired from different
media, most students were
eager to propose strategies
on “Reduction of Food
Wastes” in the design.
 Spreading the green
messages to different
communities could be
enhanced through the
creative drawings in the
poster.
 Learning effectiveness of
the students was enhanced
through the employment of
metacognitive skills in the
learning processes, and the
feedback from classmates
and teachers in the peerand self-assessment
practices.
 Panel members agreed that
peer observation and
discussion provided a good
opportunity for colleagues
in the school to share the
teaching practice.
 Panel members agreed that
the sharing between
teachers in the same KLA
from other school could
inspire us with the
enthusiasm and skills in
teaching.
Objectives
Strategies
Enhance
students’
English
capability and
skills in
learning
subject content
Incorporate different
language element and
skills in different
learning practices and
assessment tasks
Collaborative
effort on
enriching the
English
learning
environment in
campus
A bridging between
junior and senior form
science:
Building a list of
question words and
their relevant
examples for junior
form students.
Target
Group
F.3 – F.6
students
F.1 – F.2
students
Time Scale
Whole
academic
year
Whole year
Success Criteria
Students
 know how to use reported speech in
writing experimental report.
 understand the question wordings
used in Biology test and examination
papers.
 be able to find out the key words in
the questions and employ the correct
skills to answer the questions.
 know the genre used in answering
“Compare and Contrast” essay-type
questions.
Junior students are able to recognize
commonly used question words in the
public examination.
103
Evaluation
Methods
Students:
 Experimental
reports
 Assignments
 Quizzes
 Tests
 Examination
Teacher:
 Peer
observation
Students’
performance &
teachers’
evaluation
Evaluation
 Students were given the
chance to practise after
guidelines and samples for
different tasks were given.
 After the practice, most
students were capable of
writing practical reports
and answer essay-type
questions.
 Great learning diversity
was observed among the
students, yet most students
achieved an average score
in the assessment tasks.
As shown in the
examination results, junior
students are able to
understand the use of
common question words.
Other Activities:
Activity
Science Day
(for Primary six students of Munsang College)
Library Book Exhibition – reference book for NSS
Participation in “Hong Kong Biology Olympiad for
Secondary Schools (2013/2014)” organized by H.K.
Association for Science and Mathematics Education
Participation in the “Senior Secondary Science and
Mathematics Competitions (SSSMC)” organized by
the Hong Kong Polytechnic University
Time Period
19th December,
2013
Target Group
F.6 and F.5 Biology
students
6th – 29th
November, 2013
21st December,
2013
Biology students
11th May, 2014
F.5 students
F.6 students
104
Evaluation
Enhancing students’ capability and confidence in
presentation, demonstration and performance of
experimental work
Enhancing students’ confidence in mastering the NSS
curriculum
 Enhancing students’ confidence in mastering the NSS
curriculum
 Widening students’ horizon
 Enriching students’ experience and exposure
curriculum
Business, Accounting and Financial Studies Department
metacognitive skills, the following activities will be conducted.
Objectives
Strategies
Green Education
 To arouse concern
of students on
environmental
protection
 To enhance
students
understanding
about
‘sustainability’
from the business
point of view
Class discussion on
corporate social
responsibility:
“How can a company
contribute to the
sustainably of a city?”
teaching
To apply
self-learning
strategies,
 To demonstrate different
learning skills during
the lessons
 To conduct peer
observations with
colleagues from
To participate in
Consumer Culture Study
Award 2013 – 14
Target
Group
F.4
Time
Scale
Nov
2013
F.3
Nov
2013 –
Mar
2014
F.3 – F.6
and all
subject
teachers
Whole
year
Success Criteria
Students can
understand how to
maintain the
balance between
profit
maximization and
sustainability.
Students can
apply their
observation on the
consumer
behaviour on the
green
services/products.
Students can
develop different
skills in the
following areas:
 Self-learning
 Collaborative
learning
 Problem-solving
 Team-building
 Students can
actively apply
independent
learning
strategies to
improve the
105
Evaluation
Methods
 Class
discussion
 Worksheet
 Teachers’
observation
 Project findings
 Presentation
 Teachers’
observation
 Pre- and
post-observatio
n meetings
 Peer
observation
forms
Evaluation
 Students learnt the rights and
responsibilities of different
stakeholders of a business.
 Students could make suggestions for
the business, e.g. How to balance the
interest among different stakeholders?
How to maintain the balance between
the sustainability and profit
maximization?
 From the project findings, students
were able to explain the consumer
behaviour towards the recycled
products and services provided by the
green industry.
 During the preparation stages, students
have developed their problem-solving
and self-learning skills. They also
learnt how to cooperate with their team
members.
 Students could have the pre-lesson
preparation at home. They agreed
that the pre-lesson preparation helped
them learn more effectively during the
lesson.
 Teachers could apply different teaching
Objectives
and assessment for
in student learning
process
Collaborative
effort on enriching
the English learning
environment in
campus
To develop language
skills which are
commonly
employed in the
subject
Strategies
Target
Group
Time
Scale
different subjects
To share good practices in
teaching during the panel
meetings
All subject
teachers
Twice
a year
To introduce different
language features through
the learning tasks and
assessment
F.4 – F.6
Whole
year
Success Criteria
effectiveness of
learning.
 Teachers can
apply
metacognitive
skills and
assessment for
learning
(self-assessment
and / peer
assessment) in
F.3 – F.6.
 Good practices
can be identified
and shared
amongst the
panel members
so as to improve
the
effectiveness of
teaching.
 Students are to
learn different
ways in
answering
questions with
different
question words.
 e.g. Describe,
Explain, State,
Identify, etc.
 Students are
expected to
learn the essay
structure, e.g.
how to construct
their essay in a
106
Evaluation
Methods
 Panel
Chairperson
evaluation
report
 Discussion in
panel meetings
Minutes of
subject panel
meetings
Students’
assignments and
quiz/test/exam
papers
Evaluation
pedagogies, e.g. mind-mapping, think
aloud and error analysis.
 From the peer-assessment, students
learnt a lot from the success and
mistakes of their classmates. They
also agreed that they had a clear
direction on how to make improvement
through peer-assessment.
 During the panel meetings, good
teaching practices have been shared.
 A visit was paid to S.K.H. Lam Woo
Memorial Secondary School.
Teachers of both schools agreed that
the lesson observation and
post-observation sharing inspired both
parties with various good teaching
practices.
 It was observed that students could
construct their essays in a more
organized way. They understood the
way to plan their answers with the help
from the question words.
 Students were observed that their time
management was not effective so as to
finish their work within the time limit.
 It was suggested to add
‘time-management’ to the learning
focus next year.
Objectives
Catering for
learners’ diversity
To stretch potential
of those talented
students in BAFS
Strategies
To encourage students to
participate in different
business contests
organized by external
professional bodies
To invite F.6 graduates
last school year to share
with the students about the
keys to success in DSE
Target
Group
Time
Scale
F.4 – F.6
Whole
year
F.6
Oct
2013
Success Criteria
systematic way,
explain the key
points with
relevant
examples, and
paragraph.
 Students find
the competition
meaningful for
them.
 Students can
apply the
subject
knowledge into
the real business
context.
 Through
students’
participation in
different
activities, their
leadership
skills,
problem-solving
skills,
critical-thinking
skills and
time-manageme
nt skills are
developed.
Students are
encouraged by
the alumni and
also can improve
their learning
strategies to strive
for excellence in
107
Evaluation
Methods
Evaluation
 Teachers’
observation
 Students’
feedback
 Students’
achievements in
the competition
 To stretch the potential of students,
they were encouraged to participate in
different business activities, e.g.
Rich-kids, poor-kids and Budget Talk
2014.
 Through the participation in various
business activities, students’ leadership,
time-management, problem-solving
and critical-thinking skills were
developed.
 Students who were with more interest
in business were invited to join ‘Young
Entrepreneur (YE)’, the CCA group of
the school. From the activities
organized by YE, students learnt much
about the operation of social
enterprises. Their awareness about
helping the poor through business was
enhanced.
 Students’
feedback
 High achievers of this subject in DSE
2013 were invited to have a sharing
with the F.6 students.
 Good learning practices and tips of the
exam skills were also shared.
 Students were excited to meet their big
brothers and sisters. They found it
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
DSE.
108
Evaluation
Methods
Evaluation
useful to their preparation of the
HKDSE. They also expressed their
willingness to be invited to share their
key of success next year.
Chemistry Department
Objectives
Green Education
To arouse concern of
students on
environmental
protection
Effective Learning &
Teaching
To apply
self-learning
strategies,
and assessment for
in student learning
process
Target
Group
F.4
students
Time
Scale
Nov
2013
 A ‘Green Test’ is arranged
for F.5 students as one of
the form tests.
 It covers all topics related
to Green Education/
conservation in the DSE
syllabus.
F.5
students
April
2014
The performance of
students in the ‘Green
Test’ is satisfactory.
Results of the
‘Green Test’
Conduct peer observations
All
subject
teachers
Whole
Year
 Teachers can apply
and assessment for
learning in F.3- F.6
level in learning and
teaching.
 Sharing of good
teaching practices
among teachers in
different subjects of
 Peer observation
forms
 Panel
Chairperson
evaluation report
Strategies
Incorporation of the 4Rs in
the teaching scheme of F.4
topic “Conservation of
metals”
Success Criteria
prepare a PowerPoint
of 5 slides to arouse
the concern on metal
conservation.
109
Evaluation
Methods
Students’ work
Evaluation
 F.4 Chemistry teachers had
incorporated the concept of
conservation of limited
natural resources in the topic
of “Recycling of metals”.
 Students were able to search
information through the
Internet to prepare
outstanding PowerPoint to
share the idea of
conservation of metals with
others.
 Students got a satisfactory
result in the Green Test.
They agreed that they were
able to incorporate their
Chemistry knowledge and
daily issues.
 Moreover, the concern on
the environmental protection
was being aroused.
 Teachers agreed that lessons
were more interactive when
different metacognitive skills
were used.
 More interaction between
teachers and students could
be developed. The lessons
were conducted smoothly.
 Teachers agreed that we
learnt a lot from the
Objectives
Collaborative Effort
on Enriching the
English Learning
Environment on
Campus
To develop language
skills into subject
content
Strategies
Target
Group
Time
Scale
Success Criteria
Science KLA.
 Building up a
Knowledge Sharing
Platform (KSP) in
the intranet to
enhance teachers’
professional
competence.
Good practices can
be identified and
shared amongst the
panel members so as
to improve the
teaching practice
Evaluation
Methods
experience sharing with
teachers of other Science
subjects.
 Moreover, the building up of
KSP enhanced the use of
useful materials related to
teaching.
forms
 Panel
Chairperson
evaluation report
 Minutes of
subject panel
Conduct collaborative lesson
preparation and share on
good practices in teaching
Whole
Year
Sharing of teaching
experience with Science
Teachers of other Schools in
the Teaching Interflow (TI).
Second
Staff
Dev.
Day
Colleagues could learn
from the teaching
practice of the other
school.
Sharing between
Panel Members and
colleagues in the
same KLA.
Incorporation of language
elements into learning tasks
and test/exam papers
F.3 – F.6
students
Whole
Year
 F.3 students are able
to master the genre
of Procedural
Account and
Descriptive Report
 F.4-6 students are
able to master the
common genres used
in essay writing.
Students’
worksheets and
test/exam papers
A bridging between Junior
and Senior Form Science by
building up a list of question
words and their relevant
examples for Junior Form
F.1 – F.2
students
Whole
Year
Junior students are
able to recognize
commonly used
question words in the
Public Examination.
 Students’
performance
 Teachers’
evaluation
110
Evaluation
 Through the peer
observation and
preparations, good practices
in the application of
assessment for learning were
shared amongst the teachers.
 Teachers agreed that it was a
precious chance of getting
experience sharing with
teachers of an academically
strong school.
 Teachers agreed that F.3
students were well equipped
with the basic skills in the
questions required
paragraph-length answers.
 By practicing, F.4 to F.6
students were able to realize
the common genres used in
questions required
paragraph-length answer.
 As shown in the examination
results, junior students were
able to understand the use of
common question words.
Objectives
Catering For
Learners’ Diversity
of those talented
students in
Chemistry
Catering For
Learners’ Diversity
Helping weaker
students to study
Chemistry
Knowledge
Management
Strategies
Target
Group
Time
Scale
students.
Nomination of students to
enroll in Australian National
Chemistry Quiz 2014.
F.3 – F.5
students
June/
July
2014
Students find the
competition
meaningful and
changeling.
 Teachers’
observation
 Students’
feedback
 Students’
achievements in
the competition
F.4 –F.6
students
Whole
Year
Students find the
worksheets help them
to understand the
concepts and get a
better performance in
Chemistry.
 Teachers’
Observation
 Students’
feedback and
examination
results
All panel
members
Whole
year
Teachers are able to
share good practice of
teaching and materials
Teachers’ feedback
Worksheets with more
elaboration and hints are
provided for students to
motivate them in learning
and know netter the
requirements in answering
questions.
Sharing of knowledge &
teaching methodology among
panel members for enhancing
teaching
Success Criteria
111
Evaluation
Methods
Evaluation
 Around 50 students from
each of the F.3 to F.5 levels
were selected to participate
in the ANCQ 2014 held in
June.
 A training workshop was
also organised to provide the
participants basic
background on the question
styles and the techniques
used in answering the M.C.
questions.
 Students agreed that the
competition could stretch
their potential to explore
chemical knowledge not
included in Hong Kong
context.
 Both teachers and students
agreed that these worksheets
enabled them to understand
more about the concept.
 Teachers agreed that KSP
was a good platform for
sharing materials
 It can develop the sharing
atmosphere among teachers.
Other Activities:
Activity
Time Period
19th December
2013
Target Group
F.5 & F.4 Chemistry
students
Participation in the “Senior Secondary Science and
Mathematics Competitions (SSSMC)” organized by
the Hong Kong Polytechnic University
11th May 2014
F.5 students
Participation in the 2014 Australian National
Chemistry Quiz (H.K. Section) organized by the
Royal Australian Chemistry Institute
26th June 2014
F.3 – F.5 Chemistry
students
Science Day
(for Primary six students of Munsang College)
112
Evaluation
Enhancing students’ capability and confidence in
presentation, demonstration and performance of
experimental work
curriculum
 Enriching students’ knowledge in Chemistry
中文科
目標
提升學生環保
意識
策略
寫作一篇以環保
為主題的文章
促進學習的評
估
 發展學生互評
能力
 促進老師及學
生掌握元認知
教學法
施行對象
中四學生
施行時間
上學期
成功準則
 學生能創作出對環保有
正面看法的文章
 所有學生參與
共同備課(高中主
中一至中六
題：寫作前教學活教師
動；初中主題：建
立延伸閱讀文章
庫，以照顧學習差
異)
同儕觀課
全體教師
全年
 70%以上老師認同能從
此活動獲益
 加入互評元素及元認知
教學法
全年
 70%以上老師認同能從
此活動獲益
 教師能在課堂上運用元
認知技巧
發展學生互評
能力
作文同輩互賞
中一至中六
學生
全年
提升學生寫能
力
 提升學生審
寫作大綱練習
中一至中六
級
全年
評估方法
成效
老師評改文以「再造紙」為題寫文章一
章
篇，由於題目為開放式，故
有少數同學所寫未必與環
保有關，如以再造紙為喻，
比喻人生起落或自省改
過，雖合題意，但未能配合
環保之主題。但大部分同學
仍以環保角度寫作，效果亦
令人滿意，部分優秀的作品
能深入反思人與自然的關
係。
共同預備之此活動施行四年，每級已累
教學步驟及積八套共同備課材料，有助
材料
同事更有效施教，提升學生
學習果效。
觀課後問卷全體老師認同此活動有助
提升自己的教學技能，尤其
觀看同事施行元認知教學
技巧時，同事都同意能從中
反思自己的教學法。
學生能指出同學文章的
作文互賞量老師都看到大部分同學能
長、短處，並提出改善建議表
在這活動中對文章技法得
到更深入的瞭解。
 學生能掌握審題、立意、  老師評改
選材、組織的寫作能力
練習
 學生能以更佳態度看待
 老師評改
113
學生大致能跟從指示完成
審題和擬寫大綱的步驟，唯
少數學生仍未能掌握段旨
目標
策略
題、立意、選
材、組織的寫
作能力
 改善學生寫作
態度
 積累詞彙
豐富學生文學
詩詞小測
知識
 提升學生對著
名詩詞的認識
 提升學生鑑賞
詩詩詞的能力
提升學生名言
名言小測
積累
 提升學生對中
國古代名言的
認識
 提升學生的文
言閱讀能力
提升學生的文
文化常識小測
化常識水平
提高學生應試
技巧
文憑試應試技巧
講座(由本科老師
主講)
提升學生學習
初中網上閱讀計
讀、寫、聽、說劃
能力的興趣
施行對象
施行時間
成功準則
寫作練習
評估方法
作文
成效
寫法。
中四至中六
學生
全年
 學生對著名詩詞的認識
得到提升
 學生鑑賞詩詞的能力得
到提升
 成績統計
 老師觀察
老師大致同意此測考方
向，但學生多表示測考範圍
較多。
中一至中三
學生
全年
 學生對中國古代名言的
認識得到提升
 學生能活用中國古代名
言
 學生的文言閱讀能力得
到提升
 成績統計
 老師觀察
老師全部同意此測考方法
能達致目標，學生成績亦理
想。
中四至中六
學生
全年
學生的文化常識水平得到
提升
 成績統計
 老師觀察
中六中文能
力稍遜的學
生
上學期
70%學生認為講座內容有
助應試
問卷調查
老師大致同意此測考方
向，但學生多表示測考範圍
較多。
老師和學生都同意這講座
有效提升學生應試技巧。
中一至中三
學生
全年
學生能每週最少完成四篇
成績統計
114
中一至中三學生參與初中
「網上閱讀」計劃：中一級
的榜首狀元六人、中二級的
狀元九人及中三級的狀元
十九人。上述表現優異同學
目標
策略
施行對象
施行時間
成功準則
評估方法
廣泛閱讀計劃
中一至中六
學生
下學期
 學生能每年最少完成 9 篇紀綠冊
 能就所讀圖書作思考
 讀後感寫作
 好書推介網頁設
計比賽
全校學生
下學期
 假期後繳交成品
 能就所讀圖書作思考
學生作品
元宵燈謎活動
中一至中六
學生
下學期
 學生能成功猜中燈謎
 學生對元宵文化興趣有
所提升
老師觀察
115
成效
獲頒證書嘉許。3E 藍均悅更
獲看漢中文網「閱讀寶庫」
獎勵計劃的初中冠軍，3C
楊嘉琪獲亞軍，2A 鄭琮怡、
彭裕馨及林穎諾獲優異
獎，取得相關機構獎狀及獎
學金。
中一至中六各級學生均要
分別根據長篇閱讀書目及
好書龍虎榜書目做長篇閱
讀報告及廣泛閱讀(短篇)報
告。各級順利推行閱讀計
劃。
全校中一至中五學生投票
選好書，並參加《最踴躍投
票學校》比賽。全校中一至
中五學生參加《讀後感寫作
比賽》中三級同學參加《好
書推介網頁設計比賽》
。
《第
二十五屆好書龍虎榜讀後
感寫作比賽》中，兩位同學
獲推介獎，得獎名單如下：
2B：王明睿
5C：梁頌鍶
由中文科主辦，聯合英文
科、圖書館、家教會、小學
部美術科等推行。參加者為
中一至中四學生、小學及幼
稚園之學生。當天共有花燈
160 個，中、小、幼學生表
現雀躍，踴躍參與各活動如
目標
策略
施行對象
施行時間
全年
成功準則
聯校寫作班及徵
文比賽
寫作班：全
校學生 (約
30 人)；比
賽：每班推
薦最少 3 位
學生參加
能有 5 個或以上獎項
校內寫作班
中一至中三下學期
學生共 15 位
75%學生認同此課程能提
升他們寫作興趣和能力
微型小說大賽
中一至中五
學生
下學期
能有 10 個或以上獎項
班際辯論比賽
中三、中四
學生
全年
學生能掌握基本的辯論技
巧
116
評估方法
成效
猜燈謎、小吃及湯圓。中一
至中四學生於活動後填寫
工作紙，老師評改。
 問卷調查參加聯校寫作班人數共十
 比賽結果五位。參與全港文學節講座
超過一百一十人。聯校創作
比賽頒獎禮暨作家座談會
已於二零一四年五月十三
日喇沙書院禮堂順利舉
行。七所學校競逐十五個獎
項，我校共奪三項：5F 班周
美好獲得高中組微型小說
冠軍；2A 班彭裕馨獲得初
中組微型小說冠軍；3B 梁冠
康同學獲得初中組微型小
說亞軍。「第五屆聯校文學
創作比賽」文集出版了。
問卷調查
全部參與之同學同意此課
程能提升他們寫作的興
趣，亦能提高他們的寫作技
巧。
比賽結果
去年度的「第二屆全港學界
微型小說創作比賽」中，我
校共十位同學獲嘉許狀。本
年度的「第三屆全港學界微
型小說創作比賽」共有六十
六人參加，得獎名單將於二
零一四年十一月上旬公佈。
辯論比賽評  中三及中四級 8 場辯論初
分表、工作
賽於 2013 年 11 月至 2014
紙
年 5 月期間順利舉行，各
目標
策略
施行對象
施行時間
成功準則
評估方法
口語才藝比賽
中一、中二
學生
下學期
學生能掌握短講技巧
中一、中二
級口語考試
評分表、工
作紙
校際朗誦節
中一至中五
學生
上學期
學生的朗誦技巧得到提升
校外比賽評
分準則
117
成效
班同學均積極參與。
 冠軍分別為 3A 及 4G，最
佳辯論員則為 3A 林靖雯
及 4D 李心怡。
 本年度舉辦的中一及中二
級口語才藝比賽於 3 月 20
日順利完成。
 比賽共分為兩部分：中一
參與「備稿演講」比賽，
而中二參與「即席演講」
比賽。
 中一、二級每班各派 2 個
代表參賽，兩級共有 20 名
參加者。
 同學需於賽後填寫工作
紙，記下於賽事中所學，
並作反思，大部分同學均
同意在比賽中能學到不少
審題及說話技巧。
本屆參加中文朗誦節比賽
的同學共有 70 人，獲取「優
良獎狀」共有 56 人，
「良好
獎狀」共有 5 人。當中 1 位
同學榮獲「冠軍」
，4 位同學
榮獲「亞軍」
，5 位同學榮獲
「季軍」。
中史科
目標
中二及中三課程
注入「生活與社
會」科四個主題
提升學生對環保
的認識
提升學與教
推行促進學習的
評估
施行
時段
全年
策略
對象
成功準則
整合中二及中三課程，
將部份課題列作畧教處
理，加入「生活與社會」
中與中國有關的四個主
題：
中二教授「長三角經濟」
及「城鄉生活面貌」
，中
三教授「中國的宏觀經
濟」及「中國政府對經
濟的規劃與調控」。
中二級每班選定一個與
中國運河的開鑿有關的
課題進行專題研習
中二
及
中三
中二
全年
中二級每班
完成一次與
中國運河的
開鑿有關的
課題之專題
研習。學生能
從環境、經濟
和社會三方
面作出分
析；能提供充
足理據，清晰
表達立場。
於課堂上就着教學活動
進行學生自評或小組互
評活動，上、下學期各進
行一次。
中一
至
中六
全年
 按時完成
指定的評
估數量。
 學生能透
過評估，了
評估方法
成效
能順利完成測考、工作紙、基本完成四個主題的教授。中二級透
既定的教學老師觀察及年
過工作紙讓老師掌握學生所學；中三
進度，既無損中、年終檢討
級除了工作紙外，更把兩個課題以「挑
原有課程的
戰題」形式於下學期考試向學生提
教授，亦能提
問，結果顯示作答準繩度頗高。建議
升中二及中
來年繼續。
三學生對現
代中國的認
識。
118
專題研習報
告、小組報告、
老師觀察及評
語、小組組員評
語或自我反思
的評語(學生以
小組形成作口
頭匯報，每位組
員至少匯報兩
分鐘；從全級中
得分最高的組
別中選出表現
最佳的一位學
生。)
老師觀察及評
語、小組組員評
語或自我反思
的評語
中二學生透過專題研習對中國水利如
何影響環境之認知有少許提升，從而
反思個人以至國家社會關於環保之問
題；但由於課節有限而課程內容繁
多，故分組在堂上報告對教學進度造
成不少妨礙；整體而言，效果一般，
浪費不少教學時間。建議下年度取消
此習作，集中課堂學習。
各級均完成指定的評估數量。於同儕
觀課中可見進行自評及互評時，學生
表現投入及積極，並了解自己學習表
現上的強與弱，知所改善。建議來年
繼續推行。
目標
策略
對象
施行
時段
加強初中答題技
巧訓練
着重資料題和論述題答
題技巧之教授
中一
至
中三
全年
推行探究式學習
選定一些課題，由學生
蒐集有關資料，透過小
組討論或學生輪流講
解，讓學生體驗自學。
中一
至
中五
全年
推動同儕觀課
人文學科科任老師或其
他科目老師互相觀課
全體科任
老師
全年
成功準則
評估方法
解自己學
習表現上
的強與
弱，知所改
善。
學生於課業課業及測考
及測考能展
現資料題和
論述題答題
技巧，達到每
級於論點、論
據及論證的
要求。
 全年選最
少一個課
題進行探
究式學習
方法
 學生積極
蒐集料，小
組討論
時，亦表現
投入。
每位老師觀
課及被觀課
最少一次
119
 老師觀察
 工作紙
 口頭或文字
報告及專題
研習
成效
經過本科有系統規劃各級就着不同能
力重點教授，教師配合着力訓練學生
分析資料及評價史事的能力，學生於
作答資料題及評論題之表現持續有改
善，篇幅及質素皆提升，有助應付高
中題目。來年仍須繼續訓練其解讀資
料及審題、扣題能力。此外，為加強
初中與高中的銜接，建議來年初中課
題分「精教」及「略教」以配合高中
課題，同學透過「精教」部份打好與
高中課程有關的課題之基礎。
所有級別皆完成兩個課題或以上的探
究式學習，學生於蒐集史料及匯報工
作的能力提升不少，對研習本科的興
趣亦增加，建議來年繼續。
科主任結集全
順利完成。超過半數的老師不只進行
年觀課情況，完科內觀課，更到其他 KLA 科目課堂
成報告。
觀課或邀請其他 KLA 老師來觀課，
互相觀摩學習，得益良多。此外，本
科於 14/3/2014 應培道中學中史科邀
目標
推動共同備課
策略
對象
施行
時段
同級科任老師輪流準備
各專題研習、探究式學
習及閱讀中學習的教學
內容
中一
至
中六
全年
照顧學習差異
 選拔能力稍高之同學
擴闊學生眼界，擴
參加坊間主辦之「資
充其學習經歷，以
優課程」。
縮短學生學習能
 鼓勵及推薦學生參加
力之差幅。
本校或坊間主辦之交
流團，到中國考察歷
史。
 籌辦本地博物館或歷
史遺跡參觀考察活
動。
中一
至
中五
全年
成功準則
同級科任老
師輪流準備
各專題研
習、探究式學
習及閱讀中
學習的教學
內容，編成教
學進度表。
學生無論對
中國的認識
及對本科之
興趣皆有所
增加。
120
評估方法
科務會議上討
論成效
老師觀察及年
中及年終檢討
成效
請，由黃錦紅、何盛圖及黎美嬌老師
代表本校到彼校觀賞陳瑩瑩老師中一
中史課堂，令本校老師能見識彼校之
課程、教學特色及課堂文化，更建立
兩校緊密協作關係，獲益良多。建議
來年邀請培道中學中史科老師蒞臨本
校本科觀課，進一步鞏固互相切磋砥
礪之基礎。
教師均表示效果理想，來年宜繼續。
建議各級的探究式學習、課外閱讀或
專題研習的共同備課資料須放進分級
會議紀錄及進度表內。
 本科未有學生成功入讀校外資優課
程。
 由本科與通識科、歷史科及地理科
合辦，於 16/4/2014-19/4/2014 期間
到福建土樓考察，了解客家民俗建
築風格及生活特色，參與農耕及竹
具編織活動，並在當地小學進行義
教。本科由黃錦紅老師代表擔任領
隊。是次文化交流並成功爭取教育
局「高中學生內地交流活動資助計
劃 2014-15」之資助，學生報名踴
躍，共有 33 名中四及中五學生參
加，完成交流團後於 21/5 禮堂早會
向中三至中五學生匯報。參予交流
團的學生均表示對祖國的歷史及風
目標
策略
對象
施行
時段
成功準則
評估方法
成效
俗文化增加了認識。
 中一甲班楊倩桐同學獲「青少年文
物之友計劃」取錄。
 本校中四及中五級修讀中史及歷史
科同學於 19/5/2014 與培道中學高中
同學聯袂出席「抗日老兵分享會」，
對八年抗戰及中國人堅毅精神有進
一步理解。
121
Economics Department
To echo the School Major Concern of Green Education – Green Community and incorporate self-directed learning and assessment for learning through the
development of metacognitive skills, the following activities will be conducted.
Objectives
Strategies
Green Education
 Essay writing to show
the economic effects of
students on the
environmental protection
promotion of green
activities
community and its
 Demonstrating the
economic
inter-relationship of
cost-and-benefit of
“Green Community”
the society
ideas to the
cost-and-benefit of the
society
 Presentation about the
content to assess
students’ presentation
skills
Effective learning &  Teachers’ demonstration
teaching
during the lessons
To apply
 To conduct peer
self-learning
observations across
strategies,
different subjects
demonstrate
and assessment for
in student learning
process
To share good teaching
Target
Group
F.5
Time
Scale
Mar
2014
Success
Criteria
Students can
apply the
economic
concepts in
explaining the
paradox about
environmental
protection.
Evaluation
Methods
 The essay
 Presentation
materials
F.3 – F.6
Whole
year
 Students can
actively apply
independent
learning
strategies to
improve their
learning.
 Teachers can
apply
metacognitive
skills and
assessment
for learning
(self-assessm
ent and / peer
assessment)
in F.3 – F.6.
Good practices
 Pre- and
post-observatio
n meetings
 Peer
observation
forms
 Panel
Chairperson
evaluation
report
 Discussion and
sharing in panel
meetings
 Students could have the pre-lesson
preparation at home. They agreed that
the pre-lesson preparation helped them
learn more effectively during the lesson.
 Teachers could apply different teaching
pedagogies, e.g. mind-mapping, think
aloud and error analysis.
 From the peer-assessment, students
learnt a lot from the success and
mistakes of their classmates. They
also agreed that they had a clear
direction on how to make improvement
through peer-assessment.
Minutes of
 During the panel meetings, good
Twice
122
Evaluation
 Students were able to demonstrate the
application of the cost-and-benefit on
the green community.
 Students could explain the paradox
about the environmental protection with
the concept of social cost.
 Students were able to present their
learning outcomes in an effective way.
Their presentation was well-structured.
Objectives
Strategies
Target
Group
practices during the panel
meetings
on enriching the
English learning
environment in
campus
To develop language
skills which are
commonly
employed in the
subject
To introduce different
language features through
the learning tasks and
assessments
Catering for learners’  To encourage students to
diversity and widen
participate in different
their horizon
seminars and contests
organized by external
of those talented
professional bodies
students in
 e.g. academic seminars
Economics
organized by the
universities and
governmental
department, Consumer
Council, etc.
Time
Scale
a year
F.3 – F.6
Whole
year
F.3 – F.5
Whole
year
Success
Criteria
can be
identified and
shared amongst
the panel
members so as
to improve the
teaching
practice.
 Students are
to learn
different ways
in answering
questions.
 e.g. The
language
skills of
interpreting
and
presenting the
observation of
the diagrams
 e.g.
Describing
the shifting of
the curves in
the diagrams
 30% students
studying
Economics
(or Business
and
Economics)
participate in
either
academic
seminars or
contests.
123
Evaluation
Methods
subject panel
meetings
Evaluation
teaching practices have been shared.
 A visit was paid to S.K.H. Lam Woo
Memorial Secondary School. Teachers
of both schools agreed that the lesson
observation and the post-observation
sharing inspired both parties with
various good teaching practices.
Students’
assignment and
assessment
 F.3 students have acquired the basic
ideas of structuring their answers in a
systematic way. They have learnt the
meanings of different question words.
 F.4 – F.6 students were able to structure
their answers in a precise and concise
way. They agreed that the training on
the exam skills were very useful for the
preparation of the HKDSE.
 Teachers’
observation
 Students’
feedback
 Students’
achievements in
the competition
 All F.3 students have participated in
Consumer Study Award. 5 groups with
outstanding performance were
nominated for the Award.
 10 F.4 and F.5 students were invited to
attend the Budget Talk 2014 organized
by the University of Hong Kong.
 The participation rate in external
activities was unsatisfactory. More
encouragement should be given to
students, for example allowing bonus
Objectives
Incorporation of
the curriculum of
Life and Society into
school curriculum
Strategies
 To organize learning
activities related to
personal financial
planning
 To make presentation on
different cases
Target
Group
F.3
Time
Scale
Apr
2014
Success
Criteria
 Students can
apply the
subject
knowledge
into the real
economic
context.
Students can
demonstrate
their learning
outcomes
through the
case studies.
124
Evaluation
Methods
Evaluation
marks to the participants.
Presentation
 Students have learnt how to make a plan
for their own money.
 They have learnt the importance of
personal financial planning.
English Department
To echo the School Major Concern of Green Community and incorporate self-directed learning and assessment for learning through the development of
metacognitive skills, the following activities will be conducted.
Objectives
Green
Community
 To raise
students’
awareness of
green life and
be responsible
citizens
 To incorporate
elements of
green
education,
creativity and
care for
community into
teaching
schemes
 To integrate
green elements
in daily
teaching
Strategies
Poetry courses: Building from
self, environment to life
Target
Group
F.1
Time Scale
Success Criteria
Whole year
Writing poems, sharing of
poems in class, presentations
Evaluation
Methods
Presentations and
sharing, teachers’
comment
Evaluation
Poetry courses were
accomplished in lessons
and students could relate
poems to their
surroundings
Drama competitions
were done in lessons
and interesting shows
were put up in English
Activity Day
Practice in lessons and a
fashion show was put up
in English Activity Day
To let students create a drama on
protecting our environment and
act out in competitions (REES)
F.2
Jan 2014July 2014
Students should be able to
carry out the message of
protecting our environment in
the plays on stage
Drama competition
To introduce the concept of green
education and green community
through creating recyclable
clothes (VA)
F.3
Sept 2013July 2014
make recyclable clothes and
demonstrate them in front of
audience, carrying out the
message of green
Fashion show
 Adopting green living style and F.4
care for environment as the
theme in NSS Elective – Short
Stories, social issues.
 To introduce green elements and
environmental protection in
speech performance Forums
Whole Year
produce creative stories
adopting a green theme and
using short story elements
F.4 students’
writing
(Discussions in
forums)
Various forums were
done in lessons and
discussion forums were
held in Form Activity
Periods
 To discuss environmental
aspects and make suggestions
on how to protect our
environment (REES).
Debates on green issues
Whole year
evaluate issues concerning
environmental protection and
the green issue with multiple
perspectives
F.5 debate clash
Inter-class competitions
were held and the final
was held in Form
Activity Periods
F.5
125
Objectives
Strategies
To discuss environmental issues,
incorporate the 4Rs and make
feasible suggestions for
Effective learning
& teaching
 To apply
metacognitive
skills
 Assessment for
learning in
teaching and
learning
 Raise students’
self-manageme
nt skills
 Collaborative
lesson
preparation
 Professional
development
Target
Group
F.6
Time Scale
Success Criteria
Oct 2013Dec 2013
evaluate issues concerning the
environment from multiple
perspectives.
Evaluation
Methods
Writing and
presentations
Integrating green elements in
daily teaching
All
students
Whole year
Panel members incorporate
green concepts in their
teaching design.
Minutes of form
meetings
Collaborative lesson preparation
and sharing of good practice
All
subject
teachers
Whole year
Good teaching practices are
identified and shared among
members.
Minutes of form
and panel meetings
 To conduct lesson observations
 To apply metacognitive skills
and AFL in teaching
All
subject
teachers
Whole year
Panel members should be able
to apply metacognitive skills
and assessment for learning
during lesson observation.
Peer observation
form, debriefing
meeting and Panel
Chairs evaluation
reports
Inviting high achievers in 2013
HKDSE to share learning
experience
F.6
Sept 2013
Students can have a better
understanding of the
requirements of HKDSE and
receive useful study tips for
exam success.
Teachers’
observation
Peer assessment in oral
presentations, forums and debates
All
students
Whole year
evaluate others’ performance
and stances in an independent
way.
Assessment forms,
students’
presentations
126
Evaluation
Presentations and essays
were done on green
issues throughout the
year.
Green concepts were
incorporated into
classroom teaching
throughout the year.
Teachers had a chance
to share their ideas and
engage in professional
dialogues to improve
teaching quality.
The effectiveness of
learning and teaching
was further enhanced
through peer
observation and
application of
assessment for learning.
It was held successfully
and some high flyers
were invited to share
their experience with
students who could
benefit from the skills
passed on from the high
achievers and they could
ask questions related to
English exams.
Students learnt how to
evaluate their and
others’ performance and
further better their own
Objectives
Collaborative
effort on
enriching the
English learning
environment in
campus
To enhance
students’ overall
standard and
widen their
exposure in
Language Across
the Curriculum
Strategies
Target
Group
 To master the NSS curriculum
 To attain professional
development
 To share good training from
various institutes
All
subject
teachers
Form Activities F.1
F.1
students
Form Activities F.2
Time Scale
Success Criteria
Evaluation
Methods
Whole year Teachers should share good
teaching pedagogy from
various courses and messages
from EDB and they have
attended many courses. They
will continue to attend more
seminars and workshops this
year.
March
F.1 Speech Competition
2014
Teachers’ training
records and sharing
F.2
students
Jan
2014-July
2014
write to act out a 10-minute
drama on stage.
Contest
Form Activities F.3
F.3
students
Feb 2014April 2014
Readers’ Theatre: Students’
poetry performance
Contest
Form Activities F.4
F.4
students
Whole year
Forums: Thorough analysis on
multifarious social issues and
peer assessment is made.
Teachers’ and peer
assessment
Form Activities F.5
F.5
students
Whole year
Debate: Students should be
able to take multiple
perspectives and take stance.
Contest
Form Activities F.6
F.6
students
Oct
2013-Jan
2014
Students would be ‘candidates’
in the Joint-School Oral
Practice with Pooi To Middle
Teachers’
observation, peer
assessment forms
127
Contest
Evaluation
standard.
Teachers could improve
their teaching pedagogy
and share their training,
news from seminars and
experience as markers to
fellow members.
It was held in Form
Activity periods and
students could practise
their speeches on stage.
Students could learn a
lot from planning,
writing the scripts to
performing on stage.
Students had the chance
to carry out poetry
performance in classes
and had more
understanding of poetry.
Inter-class and stage
performance were done
and students could
analyse issues from
different perspectives.
Inter-class and final
were done and students
could learn from
developing arguments to
cultivating their
debating skills.
Students learnt oral
skills throughout
individual presentations
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
School and other schools.
EASE activities
F.1 to 6
students
Whole year
BEACON
All
students
Whole year
Drama Club
All
students
Whole year
128
EASE students help organizing
multifarious activities like
English Day, LAC Week,
Cultural Exchange activities,
Bridging program, training
camps, Athletics Meets,
Swimming Galas as student
leaders and help in
publications to widen their
horizons.
Students’ writing skills are
enhanced through writing on
different genres, joining
external competitions and
functions and helping in
publications- Newsletter.
Teachers’
observation,
number of students
joining the
activities and
reading the
publications
Students confidence level and
ability to perform in English
Teachers’
observation,
Teachers’
observation,
students’ work,
prizes in
competitions,
publications
Evaluation
and discussions with
students from 7 other
schools. Students also
joined the Joint-school
English Association
Workshop for higher
formers for all papers
which further
consolidated their skills
in reading, writing,
listening and speaking.
Students were
encouraged to use
English across the
curriculum through the
inspiring activities and
functions; our English
environment was much
enriched throughout the
year.
Lee Sheung Yi of F.4F
was the top 6 in WMI
Student Essay Contest
(Co-organized by
Cambridge University)
and received training ; a
newsletter was
published and students
were greatly encouraged
to write on different
genres in various
publications and join
competitions.
Outstanding team work:
Students won
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
are boosted through practicing
and joining contests.
Evaluation
Methods
students’
performance, prizes
in competitions,
publications
Students’
performance,
teachers’
assessment
Debating Team
All
students
Whole year
Students could be able to argue
for/against hot topics in town
in mini-debates and external
debates. Outings will be
organized.
Speech Festival
All
students
Oct
2014-Dec
2014
(Speech
Activity
Day:
29/11/13)
Students appreciate others’
performance and learn the
skills of delivering speeches/
short dramas/ dramatic
duologues on stage and learn
the skills of presentation.
Performance on
stage in November,
teachers’
assessment and
students’ peer
assessment
Speech Activity Day
F.1-3
students
29/11/2013
Students will perform on stage
on solo verse and dramatic
duologue.
Teachers’
assessment
Language Across the Curriculum
Committee
All
students
Whole year
Constant collaboration with
other departments to better the
teaching pedagogy and
encourage the appropriate use
Teaching Schemes
of various
departments,
129
Evaluation
Award (a chorus of 9
students together).
Club members had
heated debate clashes
and audience attended to
their debating skills;
students joined many
competitions outside
and had a debate clash
in English Activity Day.
Tremendous
improvement this year:
An encouraging result
this year: A total of 10
students won the first
prize, two won the
second prize and two
third prized in Speech
Festival and students
have shown much
improvement in speech
competitions outside
school; 82 joined and 58
got merits.
It was a good training
session for students
before they joined
Speech Festival and
learn from other good
students.
Constant collaboration
with various
departments
academically and in
Objectives
Strategies
Target
Group
Time Scale
of English in different subjects
Evaluation
Methods
and discussion
Success Criteria
Language Across the Curriculum
Week
All
students
24/2/201428/2/2014
Collaborate with different
departments to enrich English
learning environment at school
Judges’ and
students’
assessment
Post-exam Activity Day
All
students
30 June
2014
Students’ and teachers’
evaluation on the
performances, debates and
drama contests
Students’, teachers’
and VIPs’ (those
from other schools,
HKU or EDB)
Refined English Enhancement
Scheme: to hire Service providers
to boost teachers’ professionalism
in LAC with Liberal Studies (F.5)
and Geography (F.2)
F.2
subject
teachers
and
F.5
subject
teachers
Whole year
Lesson observation,
reports from
Geography and
L.S. panels
Online Learning Program
F.1-5
students
Whole year
 Panel members are able to
apply the skills learnt from
the workshops to conduct
LAC teaching.
 Students demonstrate the
language skills in Geography
and L.S. lessons.
 Teachers can build up
strategies for the whole year.
Students could be able to
improve their language skills
in different papers through
doing Online Program
regularly and consistently.
130
Online assessment,
marks included in
exams
Evaluation
different functions could
enrich the English
learning environment.
Multifarious English
and LAC events were
held and enjoyed by
students (Liaised with
I.S., V.S., P.E., History,
Bible); La Galaria:
EASE and Beacon
members co-organized
the whole event with
Photography Team
successfully in English.
Many events (English,
LAC activities, English
dance performances,
Fashion Show, Debate
Clash and Drama
Performance were held.
Learning packages were
developed and students
engaged in discussions,
drama performances and
a multitude of essay
writing.
Students could improve
their language skills in
different papers through
doing Online Program
regularly and
consistently.
Objectives
Strategies
English Monday
Target
Group
All
students
Time Scale
Success Criteria
Whole year
English Monday: a weekly
radio broadcast which talks
about current issues like
popular culture, music and
green tips shared by Mr. C and
students.
Releasing English Digest
regularly – an English article
on current issues published
once to twice a month to all
teachers and students through
eClass, so that teachers and
students are more aware of the
correct use of English.
F1-F3 News watching during
morning assemblies.
Students had to watch a piece
of news, read an article and
write a reflection on it.
English Digest
All
students
Whole year
English In the Air
F.1-3
students
Whole year
To cater for learner diversity
Performance
Booster Program
F.1-3
students
Whole year
C & E Enhancement (English)
F.5
Whole year
131
Weaker students have to attend
the program to consolidate and
improve their English
standard.
Students have to attend the
program to consolidate and
improve their English standard
in F.5.
Evaluation
Methods
Students’ reflection
Students’ and
work: Once a
month
Exam and test
results, students’
reflection
Exam and test
results, students’
reflection
Evaluation
It was organized
regularly and students
could listen to authentic
English throughout the
year and learn more
current issues.
The Digest was
well-received and it
helped students and
teachers to enrich their
vocabulary and phrases.
Students enhanced their
vocabulary which was
extremely useful to the
LS subject. Students
also made watching
English news a habit
and the vocabulary and
phrases they learnt were
extremely useful for LS.
A number of students
had comparatively better
results after attending
Booster Program.
Most students reflected
that they had more
exposure to English
after attending more
lessons from different
teachers
Objectives
Target
Group
F.2
Time Scale
Success Criteria
Whole year
Students have exchange and
interaction with students from
Australia to boost their oral
and confidence level and
enhance their spoken English.
High flyers training on oral papers
F.6
First term
Teachers invite students with
5* or above to come back and
have oral practice with F.6
students to better their
standard.
Students’ peer
evaluation, higher
flyers’ comment,
teachers’ evaluation
Joint-school oral practice and
inter-class oral practice
F.6
First term
Students’ peer
evaluation and
reflection, teachers’
comment
Showing of exemplary samples of
students performing in SBA exam
and written materials
F.4-6
Whole year
 Various schools of different
academic standard will be
invited to have oral practice
with F.6 students to let
students comprehend other
students with higher, similar
or lower standard.
 Students from different
classes have inter-class oral
practice to foster their oral
skills and boost confidence.
Demonstration of excellent
student performance in SBA
exam (with written consent of
students) and sharing of
exemplary work from good
students
Strategies
CISCO Conference & interaction
between Australian & MSC
students (ICT)
132
Evaluation
Methods
Students’ peer
evaluation,
and teachers’
comment
Evaluation
It was not organized as
the Australians were not
ready for this program.
As it was a meaningful
program, it will be done
this year with all F.2
classes in November on
different issues and
episodes will be
included as items in Flip
Classroom.
Students could learn a
lot from the high flyers;
teachers and students
raised questions they
wanted to know and
students were willing to
help their fellows to
improve their standard.
Students could be able
to interact with students
from different schools
and with differentiated
standard and this would
help them to polish their
oral skills.
Students learnt from the
work of other students
with various standard
and they knew how they
could attain better
standard as a result.
Objectives
Strategies
Sharing of videos of higher flyers’
talk in Lecture Theatre
Cultural Exchange Student Forum
2013-14 from Kowloon City to
the World
Functions: Group interaction,
team sharing, forum, discussions
Target
Group
F.4-6
F.4
Time Scale
Success Criteria
Whole year
High flyers’ talk recorded and
shared among senior forms
Students from various classes
could be able to boost their
oral and analytical skills
through the program and help
in their form activity and NSS
curriculum Forums on social
issues.
September,
October
133
Evaluation
Methods
Students and
teachers’ comment
Students’ sharing,
and comment
Evaluation
Students learnt from
words of high flyers
Students learnt how to
organize activities in
English and had
reflections on the
activity; polish their
language standard and
organizing ability.
Geography Department
To echo the School Major Concern of Green Education, and incorporate effective learning and assessment for learning through the development of
metacognitive skill, the following activities were conducted.
Objectives
Green
Education
students on
environmental
protection
Target
Group
F.1
Time
Scale
2nd
term
To conduct field studies on
organic farms
F.2
2nd
term
the secondary forest in Tai
Po Kau
F.3
14/12/
2013
the coastal landscape on
F.4
14/4/
2014
Strategies
To discover some
environmentally-friendly
urban designs in the
community
Success
Criteria
Students can
collect 1st hand
information on
the green
urban designs
in the
community
and make
suggestions on
a more
environmental
lyfriendly urban
design.
Students can
appreciate the
efforts put on
replacing
modern
farming by
more
sustainable
agriculture.
Students can
investigate the
micro-climate
and structure
of the forest in
Tai Po Kau.
Students can
understand
134
Evaluation
Methods
Teacher & peer
assessment of
students’
presentation
Evaluation
 Most students were able to identify the
urban problems in the communities with
the support of 1st hand information.
 More capable students were able to
incorporate principles of sustainability in
the presentation.
 All students were able to make
suggestions to improve the quality of
living in the communities though the
quality of suggestion varied.
Teachers’
observation &
students’
reflection
 The trip to organic farms was not held
because of tight teaching schedule.
 Some students were invited to share their
experience of visiting organic farms with
their classmates in class instead.
 Students were able to tell the benefits and
difficulties of running organic farms in
Hong Kong.
Teachers’
observation &
students’
reflection
 Most of the students appreciated the
importance of trees and appreciated
nature.
 Students were able to measure the
micro-climate with instruments.
Teachers’
observation &
Students were able to explain the coastal
landscape on Cheung Chau after the field
Objectives
Strategies
Target
Group
Time
Scale
Cheung Chau Island
Effective Learning &
Teaching
To apply
self-learning
strategies,
and assessment for
in student learning
process
To conduct field studies
organised by Ho Koon
Nature Education Centre
F.5
12/5/
2014
Incorporating green
education in green topics
 saving rainforests (F.3)
 sustainable city (NSS)
F.3-F.6
Whole
year
To conduct collaborative
lesson preparation and
share on good practices in
teaching.
All subject
teachers
Whole
year
To conduct peer lesson
observation on effective
teaching practices
(metacognitive skills,
assessment for learning).
 Each teacher will observe
at least one lesson and be
Success
Criteria
more about the
natural
environment
in Hong Kong.
Students can
understand
more about the
natural
environment
in Hong Kong.
Students are
willing to take
up the
responsibility
of protecting
the
environment
and resources.
Good practices
can be
identified and
shared
amongst the
panel
members so as
to improve the
teaching
practice.
Evaluation
Methods
students’ study
reports
 Students can
actively
apply
independent
learning
strategies to
improve
 Peer
observation
form
 Debriefing
 Panel
Chairperson
evaluation
135
Evaluation
studies.
Teachers’
observation &
students’ study
reports
 Students were able to identify and
explain the urban problems in Tsuen
Wan.
 Students were able to report the findings
of the field study in written form.
Teachers’
observation &
students’
reflection
Students were guided to tell what
individuals could help Hong Kong to move
towards a more sustainable city.
 Peer
observation
form
 Minutes of
form meetings
 F.1, F.2 and F.5 subject teachers
conducted collaborative lesson
preparation, particularly on the projects
and assessment for learning.
 The teaching interflow was conducted
with Po Leung Kuk Choi Kai Yau School
on junior geography curriculum on
14/3/2014. The chairperson had shared
the observation with the panel members
in the debriefing session on the staff
development day.
 During peer lesson observation, peer and
self-learning was demonstrated in F.1 and
F2. The assessment rubrics helped
students to give a fair assessment based
on geography concepts.
 Pre-lesson preparation learning task and
learner presentation were found in both
Objectives
Strategies
Target
Group
Time
Scale
observed once.
 To hold debriefing
meeting after the peer
observation
To share learning and
teaching resources on the
subject server
Collaborative
Effort on Enriching
the English learning
Environment on
campus
 To introduce useful
phrases and
expressions to
answer Geography
questions
 To introduce
To develop presentation
skills through drama
F.2
1st
term
Success
Criteria
learning.
 Teachers can
apply
metacognitiv
e skills and
assessment
for learning
(self-learnin
g &/ peer
learning) in
learning and
teaching.
Resources on
NSS seminars,
good works
from students,
relevant
geography
news articles
and
educational
videos are
uploaded to
the subject
server.
Students
should
incorporate
concepts on
formation and
precautionary
measures of
natural
hazards into
English
Dramas.
136
Evaluation
Methods
report
Evaluation
senior and junior forms.
 Metacognitive skills such as questioning,
concept mapping and error analysis were
also demonstrated.
Teachers’ oral
feedback
 Teachers uploaded educational resources
to the KSP once after attending seminars.
 Teachers teaching NSS Geography
shared students’ good essays via KSP.
 More than 10 educational videos were
shared through the Multimedia drive.
Drama
performance
 Though standard varied, most of the
students showed interest and enjoyed
themselves in the activity.
 More capable students were able to apply
geography concepts effectively in the
dramas.
Objectives
essay-writing skills
in junior forms
 To develop
presentation skills
through English
drama
Strategies
To incorporate language
elements into learning
tasks and quiz/test/exam
papers
Target
Group
F.1
F.2
F.3
F.4-F.6
Time
Scale
Whole
year
Success
Criteria
Students can
describe the
given figures,
state causes
and effects,
and spell
geographical
names
correctly.
 Students can
use
connectives
to express
sequence,
additional
ideas and
give
examples.
 Students can
use
geographical
terms
extensively.
Students can
write short
essays.
Students can
read
issue-based
articles, and
write
explanation,
comparison
and
137
Evaluation
Methods
Students’
worksheets &
quizzes/ tests/
exam papers
Evaluation
 Some students were quite weak in
understanding the question words in the
examinations.
 Many students were not able to spell
geographical names correctly. It is
suggested that dictation can be
introduced in F.1 next year.
 More training on question
comprehension and spelling should be
provided next year.
 Short essay was introduced in the first
term as bonus mark question and was a
compulsory question in the second term.
 Students were able to use connectives
and give examples. With the exception
of a few weaker students, all students
made good attempts to use geographical
terms extensively.
Most students could write a short essay.
Yet some students were not able to finish
the essay in the examination because of
insufficient time.
More training would be required to help
students to have more comprehensive
evaluation.
Objectives
Catering for
Learning Diversity
and Widening of
Horizons
To enrich students’
learning experience
the learning
Target
Group
Time
Scale
To organize talks
F.4-F.5
2nd
term
To encourage talented
students to participate in
Geography Olympiad
organized by HKGA, all
students to attend
exhibitions and academic
talks such as N.S.S.
seminars
To organize DSE sharing
session
F.4-F.6
Whole
year
F.6
6/9/
2013
To organize field studies
F.2-F.5
2nd
term
Strategies
Success
Criteria
evaluation.
Students can
be exposed to
the
subject-related
topics.
Alumni (high
achievers in
DSE
Geography)
are invited to
share the
learning and
exam
strategies with
F.6 students.
Students can
master the
enquiry skills.
138
Evaluation
Methods
Teachers’
observation &
students’
reflection
Teachers’
observation &
students’
reflection
Field reports
Evaluation
The talks on urban planning were not held
because of the unavailability of the Lands
Department.
 F.4 and F.5 students showed initiative to
attend NSS seminars. Students acquired
deeper understanding in topics like
global warming and water conservation
after the seminars.
 F.5 students showed hesitation in joining
the Geography Olympiad. Teachers
may give more encouragement next year.
 Most of the students found the advice
given by the high achievers helpful.
 It is suggested that similar sharing can be
held next year.
Students of different learning styles were
actively involved and exercised the enquiry
skills in the field studies.
History Department
metacognitive skills and maintain the good practices of the History Department, the following activities were conducted.
Target
Group
F.4
Time
Scale
May
2014
skills and AFL in
teaching
 To master the NSS
curriculum
 To share marking
experience
 To arrange teaching
interflow with
networking schools
All subject
teachers
Whole
Year
Peer observation
 To observe at least one
lesson and be observed
once
 To hold post-observation
meeting for sharing good
All subject
teachers
Whole
Year
Objectives
Strategies
Green Education
students on green
community
awareness of the
importance of international
cooperation in
Effective Learning
and Teaching
 Collaborative
lesson preparation
 Professional
development
 Assessment for
learning
Success
Criteria
Students
should be able
to explain how
international
cooperation
helps in
tackling global
environmental
issues.
Teachers can
share and
apply the good
practices on
their own
lessons.
 Students can
actively
apply
independent
learning
strategies to
139
Evaluation
Methods
Teachers’
observation and
students’
reflection
Evaluation
The chapter of “international cooperation in
economic, social and cultural affairs” was
taught in May. Students’ were able to
explain the impacts of human activities on
nature as well as the achievements and
limitations of international cooperation in
tackling global environmental issues in
class discussion.
 History teachers of each form met
once/twice a month to discuss the
teaching pace and shared good practices
in teaching.
 Written/oral reports from the coordinators
had effectively facilitated the follow-up
after the form meetings.
 The Chairperson shared the marking
experience with the panel in the First
Department Meeting.
 The teaching interflow was conducted
with Pooi To Middle School (12/3) and
Ma Ko Pan Memorial College (10/4) on
NSS curriculum. The chairperson had
shared the observation with the panel
members in the Third Department
Meeting.
Peer observation
 Peer observations were conducted from
form,
April to May.
post-observation
 The panel compiled a list of good
meeting and Panel
practices for enhancing teaching and
Chairperson
learning in History in the Panel
evaluation report
Chairperson evaluation report.
Peer observation
forms and
minutes of form
meeting
Objectives
Target
Group
Time
Scale
To invite high-achievers in
HKDSE History to conduct
sharing with the
senior history students
F.4-F.6
Oct
2013
To conduct peer assessment
during the presentation
 mini-research (F.1-F.4)
 essay plan presentation
(F.4-F.6)
F.1-F.6
Whole
Year
Strategies
practices and identifying
the aspects in need of
staff development
opportunities
Success
Criteria
improve
learning.
 Teachers
agree that
their
capability on
applying
metacognitiv
e skills &
AFL in
teaching can
be enhanced.
 Teachers can
apply the
good
practices of
lesson
observed on
their own
lessons.
Students
should have a
better
understanding
of the public
examination
and tips for
examination
success.
Students
should be able
to use the
marking
rubrics in
assessing the
presenting
group or
140
Evaluation
Methods
Evaluation
Teachers’
observation
 Nicole Lee who scored 5** was invited to
conduct the sharing with F.6 history
students. Examination skills and notes
were shared.
Peer assessment
form
 Peer assessment was conducted in F.1 &
F.2 in December 2013. Although there
was room for improvement for the
presentation skill, students in general
knew how to evaluate the presentation
with the assessment rubrics.
 Due to tight schedule, peer assessment
was replaced by self-assessment for F.3
Objectives
Collaborative Effort
on Enriching the
English Learning
Environment on
Campus
Strategies
To develop the language
skills through conducting
mini-research in F.1-F.4
 design and describe
Ancient Egyptian
painting (F.1)
 compare Napoleon and
Louis XVI as the national
leaders (F.2)
 design and analyze
propaganda poster and
explain the meaning of
political cartoons (F.3)
 analyze the anti-war
feeling through lyrics
appreciation and poster
design (F.4)
To develop the
essay-writing skills through
essay plan presentation in
F.4-F.6
Target
Group
F.1-F.6
Time
Scale
Nov
2013/
Mar
2014
Success
Criteria
working out
the research or
essay plan.
Students
should be able
to write in a
structural
manner and
proper genre
and answer the
questions with
standard
language
pattern.
Whole
year
141
Evaluation
Methods
Students’ project
work and
students’
performance in
quiz, test and
exam
Evaluation
students.
 F.4 students were able to make effective
use of the assessment rubrics to conduct
their mini-research on the Anti-Vietnam
War Movement and give quality feedback
to the presenting groups.
 F.4-F.6 students showed improvement in
planning the essay and tackling various
question words in essay writing by
making effective use of graphic organizer
such as T-chart.
 F.1 students were capable of describing
the social life of ancient Egyptians in
paintings. It was suggested to continue
the collaboration between the History and
Visual Art Departments next year.
 F.2 students in general, except 2A was
weak in making comparison in
conducting the mini-research. It was
suggested that more drillings on
comparison should be carried out next
year.
 F.3 students in general were able to
explain the symbolic meaning of the
propaganda design with multiple
perspectives. Samples were uploaded to
KSP for teachers’ reference.
 F.4 students were capable to explain the
anti-war message through analyzing the
lyrics of anti-war songs and demonstrate
their empathetic feeling in making use of
photos and writing speeches to explain
the cruelty of the Vietnam War.
 F.4-F.6 students in general could present
their arguments in structural manner in
essay-writing. Yet, there should be more
supporting evidence in elaboration.
Objectives
Target
Group
F.4
Time
Scale
Feb
2014
Reading to learn
 To write 50 words on one
reference book as
background information
in conducting
mini-research
F.1-F.4
Nov
2013/
Mar
2014
To organize visit to local
heritage or overseas
countries
F.4-F.5
Nov
2013/
Apr
2014
Strategies
Drama Across the
Curriculum
 To reenact the historical
figures with 1-minute
speech
Catering for
Learning Diversity
and Widening of
Horizons
Success
Criteria
Students
should be able
to employ
effective body
language to
reenact the
historical
figures and
speak with
appropriate
intonation.
Students
should be able
to read and
write 50 words
on one
reference book
as background
information.
Evaluation
Methods
Students’
performance
Students show
interests and
better
knowledge of
the historical
site and the
local/world
history.
Students’
reflection and
teachers’
observation
142
Students’
mini-research
Evaluation
F.4 & F.5 students were able to reenact the
historical figures and speak with
appropriate intonation and demonstrate
their historical knowledge in the legendary
figures showdown during the LAC week.
Students in general were motivated and
interested in the activity. It was agreed to
continue the collaboration with the LAC
next year.
 F.3 students were able to write a book
report for the mini-research.
 Instead of writing 50 words on one
reference book as background
information, F.4 students were asked to
write speeches to persuade the US
President to withdraw from the war.
The speeches were well-written and
persuasive. Samples were uploaded to
KSP for teachers’ reference.
 Various activities were held to enhance
students’ interest and understanding of
local and national history.
 F.4 history students attended a walking
tour to Sheung Wan, Central and Western
heritage on 14/11.
 Selected students from F.4 & F.5 students
attended the SC Fan Memorial Lecture on
addressing the challenges in US-China
relations held by the HKU on 27/3.
 F.4 & F.5 History and Chinese History
students attended a sharing by the
veterans in Pooi To Middle School on
19/5.
Home Economics Department
To echo the School Major Concern of Green Community and incorporate self-directed learning and assessment for learning through the development of
metacogitive skills, the following activities will be conducted.
Target
Group
F.1 – 2
students
Time
Scale
Whole
year
Success
Criteria
 Help
students
form a good
attitude and
habit in their
daily life.
 Reduce
paper waste
from person,
at home and
in the
community.
Evaluation
Methods
 Teacher’s
observation
 Students’
presentation
Encourage e-learning with
the use of sharing links.
F.1 – 2
students
Whole
year
 Panel
chairperson
evaluation
report
 Students’
reflection
Students were enthusiastic in learning about
the subject outside classroom time via the
Internet.
Students are asked to use
the sewing stitches for the
work on apron and school
F.1 – 2
students
Whole
year
 Reduce the
use of
hardcopy of
handouts.
 Teaching
materials are
shared
among
students
through
eClass and
sharing
links.
Students are
able to use the
sewing stitches
Students’
performance
Students showed great interest in
embroidery work on their aprons.
Objectives
Strategies
Green Life and
Community
students on issues
related to Green Life
and Community
 Students need to bring
their own apron, towels
and lunch boxes for the
practical cookery lessons.
 Encourage “A simple
Lunch Box everyday” for
snack buying and doggy
bag on daily life.
143
Evaluation
 Students were well-cared by their parents
and their domestic helpers. They had no
common sense of daily household work,
e.g. how to clean a dirty net cloth and tea
towel. But they showed great
improvement both in attitude and habit by
the end of the term.
 Over 95% of our students brought their
own lunch boxes for Home Economics
lessons.
Target
Group
Time
Scale
Students are taught to
treasure food, fuel and
labour resources through
the practical cookery
lessons.
F.1 – 2
students
Whole
year
teaching
To apply
self-learning
strategies,
and assessment for
in students’ learning
process
Peer-assessment and
self-assessment will be
implemented in assessing
students’ meal-planning
and practical works.
F.1 – 2
students
Whole
year
self-/ peer-assessment
F.1 – 2
students
Whole
year
on enriching the
English learning
To incorporate language
elements into learning
All students
Whole
year
Objectives
Strategies
uniform.
Success
Criteria
for their
household
work.
Students learn
to plan the
shopping list,
use money
wisely and do
budgeting and
preparation on
food, etc.
Metacognitive
skills and
assessment for
learning
applied is
being
observed.
 Evaluation
of students’
performance
is one each
cycle.
 Good
examples of
student
works are
reviewed
during
lessons and
will be
recorded by
camera.
 Subject
specified
vocabulary
144
Evaluation
Methods
Evaluation
 Teacher’s
observation
 Students’
presentation
 Peer assessment
 Students learnt to work out the shopping
list, use money wisely and do budgeting
on their meal-planning.
 They did well on the shopping of the
proper ingredients, proper storage on
food.
 Daily
assignments
 Group
discussion
 Practical
examination
 Students’ peer/self- assessment were
successfully implemented in both forms.
 Even the weaker students gained
confidence and improved their skills.
 Students’
practical work
 Students’
reflection
 Panel
Chairperson
evaluation
report
Students actively engaged in their practical
work. They did a good job with their
weekly assessments.
 Panel
Chairperson
evaluation
Students learnt the specialized terms and
used them in writing their meal-plans and
assessment records.
Objectives
Target
Group
Time
Scale
Students are asked to do
presentation on practical
cookery lessons.
F.2 students
Whole
year
Students are to cooperate
with others through group
discussion, role play in
value education and
practical cookery work.
Students are to learn the
importance of division of
labour and planning
through meal-planning and
project work.
Students are to learn to
solve problems
systematically and in an
organized way through
practical work.
F.1 students
Whole
year
F.2 students
Whole
year
F.2 students
Whole
year
Strategies
environment in
campus
To develop language
skills in specific
context
Students’
whole-person
development
To cultivate students’
sense of initiative,
explore students’
leadership potentials
and incorporate value
education
Success
Criteria
will be
taught.
 English
reference
materials
from the
internet are
provided for
students to
read.
Students are
able to use
proper cookery
terms, writing
and
presentation
styles to show
their critical
reviews on
Home
Economics.
Students can
apply the
subject
knowledge in
their daily life.
 Students can
express
positive
value in their
practical
work.
 Students find
the activities
interesting
and
145
Evaluation
Methods
report
 Students’
assignments
Evaluation
Practical exam on
meal planning for
“A healthy
Packed Lunch
to …”
 Students, even the less able ones, showed
great interests in practical cookery
lessons.
 Most of the F.2 students were really
excited with their practical exams. They
even did several rehearsals before their
exams.
 Panel
Chairperson
evaluation
report
 Student
feedback
 Self- and
peer-assessment
 Students were eager to arrive early in the
morning/during lunch break, to do
self-preparation and table setting.
 They showed interests in the topics of
Personal Grooming and Healthy Eating.
 Students in both forms enjoyed the
discussion on Life Education and we will
cover more on this topic in the coming
school year.
Objectives
Strategies
Fair-trade Tea Home
Brewing Workshop
co-organized with LBS
Target
Group
F.1 – 2
students
Time
Scale
20 Jan
2014
Success
Criteria
meaningful.
146
Evaluation
Methods
Evaluation
Information & Communication Technology Department
Objectives
Polish the
learning and
teaching
materials
Smooth
transition to
the new
elective
module
Equip NSS
ICT students
Target
Group
All panel
members
Time
Scale
Whole
year
Compile a learning
package for the ICT
curriculum
All panel
members
8/14
Revise the F.1 – F.3
curriculum
All panel
members
Whole
year
New teaching materials
are prepared
collaboratively
All panel
members
Whole
year
Participate in the
training and workshop
provided by EDB
All panel
members
Whole
year
Redesign the teaching
scheme of F.4 – F.6
All panel
members
Sept
2013
Strategies
Redesign and
standardize the learning
package for students
(handouts, question
bank, exercise, lesson
activity)
Success Criteria
 Lesson handout template
would be prepared by Aug
2013.
 Handout for each chapter
should include the
curriculum, teaching content,
relevant past paper
questions, web reference and
glossary.
Evaluation
Methods
 Panel
Chairperson
evaluation
report
 Student
feedback
 All F.4 – F.6 notes will be
redesigned by July 2014.
 A learning package for the
NSS ICT curriculum should
be compiled by Aug 2014.
 More multimedia and web
development content should
be introduced.
 A mini SBA project focus on
multimedia production
would be conducted in F.3.
Panel
Chairperson
evaluation
report
All learning and teaching
materials for the elective
module would be discussed
among panel members
Panel members should join at
least a training related to
multimedia and web
development offered by EDB.
 80% of the curriculum
should be taught by the end
Teachers’
feedback
147
Teachers’
feedback
Teachers’
feedback
 Teachers’
feedback
Evaluation
 The handout template has been
compiled and used by all teachers.
Teachers found that the template was
useful and could ease the preparation of
teaching handouts.
 Teachers found that it was not easy to
arrange lesson activity for each topic.
 Teachers suggested using textbook
exercises and past public exam
questions instead of the question banks
provided by the publisher.
 A learning package for the NSS ICT
curriculum has been compiled.
 Teachers suggested keeping revising
and fine-tuning the NSS learning
package.
 Multimedia and web development
content were introduced in F.2
curriculum.
 The mini-SBA project for F.3 would be
conducted in next year.
 Advanced multimedia and web
development content can be introduced
in F.3 curriculum next year.
The new teaching materials have been
prepared and shared among the panel
members.
 Only a member joined the related
training.
 The other panel members would join in
the next year.
 80% of the curriculum has been taught
by the end of F.5.
Objectives
Strategies
Target
Group
Time
Scale
for public
exam
Success Criteria
of F.5.
 Regular revision tests would
be arranged in F.6.
Focus on public exam
paper practice and
drilling in F.6
Organise and categorise
the public exam
questions
Training in the exam
skills
F.6
1st
Term
At least 5 years of public exam
papers would be discussed and
finished by students.
All panel
members
Whole
year
 All the CIT, CS and ICT past
exam papers would be
digitalized by Sept 2013.
 The questions would be
classified and mapped
according to the curriculum
by Dec 2013.
 Question bank for each
chapter would be prepared
by Mar 2014.
 The feasibility study of an
electronic public exam paper
system would be completed
by Jun 2014.
F.4-F.6
Whole
year
F.4
 MC drilling would be started
from Oct 2013.
 Structured type question
drilling would be started
from Feb 2014.
148
Evaluation
Methods
 Students’
feedback
 Teachers’
feedback
 Students’
feedback
 Panel
Chairperson
evaluation
report
 Teachers’
feedback
 Teachers’
feedback
 Students’
feedback
Evaluation
 The module E: Social Implications in
core module is to be scheduled in F.6.
 Regular revision tests, past public exam
paper practices and drills were given to
F.6 students.
 3 sets of mock paper from other schools
were finished by F.6 students.
More than 7 years of public exam papers
have been discussed and finished by
students.
 All the compulsory parts of CIT, CS and
ICT past public exam papers were
digitized.
 All the elective parts of CIT, and ICT
(software development) past public
exam papers were digitized.
 The digitized questions were classified
according to the ICT curriculum.
 The question bank of past public exam
was prepared according to the textbook
chapters.
 The feasibility study of the past exam
paper system has to be scheduled in the
coming year.
 To cater for learning diversity, it was
suggested to further classify the
questions according to the level of
difficulties.
 The MC and structured questions
practices were given according to the
schedule.
 Students found the skills were useful
and adopted well in the exam.
Objectives
Enhance the
teaching and
learning
efficiency
through
regular
collaborative
lesson
preparation.
Build an
improving
teaching team
through
various staff
development
programs
Strategies
Target
Group
Time
Scale
Success Criteria
F.5
 Past paper drilling would be
started from Feb 2014.
 All panel members would
meet once a cycle.
 The teaching progress,
discussion of the lesson
plans and good practices
would be shared in each
meeting.
Panel members feel
comfortable to share.
 A folder would be created in
subject server.
 Panel members would share
the useful web links of
teaching content and updated
news.
 The resources library would
be re-organized by Sep 2013.
 Panel members would keep
the content up-to-date.
Evaluation
Methods
Teachers’
feedback
Panel members met almost every Day 1
throughout the whole year to share the
teaching methodologies, new ideas after
joining seminars and report the progress
of teaching.
Teachers’
feedback
Teachers’
feedback
Panel members rotated in sharing good
teaching practices.
The sharing of the panel members were
briefly recorded by Panel Chairperson and
stored in the subject server.
Teachers’
feedback
 Panel Chairperson has restructured the
teaching resources folder in the subject
server. Panel members were able to
get the information easily.
 More web links of teaching content
were to be added in the future.
 Panel members have paid a visit to St.
Paul Secondary School for lesson
observation in March 2014.
 Panel members shared and discussed
with the teachers of St. Paul Secondary
school and learnt more about the
development and implementation of
NSS ICT curriculum.
 Peer observations within and across
subject departments were organized.
 The requirements for observation have
been fulfilled by all panel members.
Meet regularly to share
and discuss about the
teaching and learning
strategies for NSS
All panel
members
Whole
year
Establish a sharing and
peer support atmosphere
The sharing would be
briefly documented and
stored in the subject
server for easy
reference.
All panel
members
All panel
members
Whole
year
Whole
year
Build a more organized
and updated teaching
resources library in
subject server
All panel
members
Whole
year
Teaching interflow
scheme
All panel
members
Whole
year
At least two schools with
successful and visionary ICT
curriculum will be visited.
Teachers’
feedback
Conduct peer
observations
All panel
members
Whole
year
 Metacognitive skills and
assessment for learning
applied is being observed.
 Panel members are required
 Panel
Chairperson
evaluation
report
149
Evaluation
Objectives
Implement
effective
learning and
teaching
activities
Strategies
Target
Group
Time
Scale
Success Criteria
to conduct TWO
cross-subjects peer
observation per year.
 Panel members are required
to open at least ONE lesson
for panel members (i.e. each
member should observe and
being observed at least once
a year).
Seminar materials, SBA
reference, lesson activities
would be shared during the
collaborative preparation
lessons and would be stored in
the subject server.
Panel members should
participate at least two
trainings by EDB or various
organisation (oracle, adobe,
etc.).
Knowledge sharing
All panel
members
Whole
year
Professional
development
All panel
members
Whole
year
Peer learning among
students
All forms
Whole
year
Peer assessment for
learning
F.1-F.3
Whole
year
 Good examples of student
works are reviewed during
lesson and will be published
in school homepage and
bulletin board.
 Students are encouraged to
share their works during the
lesson.
 One peer assessment task
should be conducted in each
form.
 The peer assessment form
using MC answer sheet
format would be prepared by
150
Evaluation
Methods
 Teachers’
feedback
Evaluation
 Different assessment for learning
strategies (peer assessment, web-based
assessment, projects) were
demonstrated in the lessons observed.
Teachers’
feedback
 A share folder was built in the subject
server where the teaching and learning
materials were stored.
 Panel members found it convenience in
getting the resources.
Panel
Chairperson
evaluation
report
 Panel members actively participated in
continuous training provided by various
organizations and post-seminar sharing
were conducted with panel members.
 Panel members are encouraged to join
the trainings related to the ICT elective
Mod C.
 Good examples of student works have
been stored in the subject server. These
examples have been well illustrated
during the lessons and well discussed
with students.
 F.2 students were requested to build a
web-portfolio of their works with
sharing and reflection.
 At least one peer assessment task has
been conducted in each form.
 Students’ responsibility and autonomy
were raised.
 Students were trained to ask questions
on their peers’ work, deeper reflective
 Panel
Chairperson
evaluation
report,
 Students’
feedback
 Panel
Chairperson
evaluation
report,
 Students’
feedback
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Oct 2013 to ease the mark
processing.
Organise enrichment
and remedial program
F.2
Incorporation of
language elements into
learning
All forms
Presentation by students
F.1 – F.4
1st
Term
20 students are to be recruited
to attempt the second level of
the MOS exam.
Whole
year
 Subject specified
vocabularies would be
taught.
 Reference materials from the
Internet are provided for
students to read.
 Assignments like idiom
poster, vocabulary flash card
design would be introduced
in each form.
 At least one presentation
session would be arranged
for students to present their
projects.
 Various presentation modes
are to be introduced
(individual, group, booth,
etc).
Whole
year
151
Evaluation

skills and subject knowledge thus
required.
An on-line way for marking and
comment collection platform was setup.
It was convenient and accurate to
process the marks.
12 students took the MOS exam and
100% of them got pass.
4 students were invited to join the 2014
Microsoft Office Specialist World
Champions in the United States in July,
2 of them were ranked top 10 finalists.
The subject vocabularies were
highlighted in notes.
The glossary and reference link sections
were included in all NSS notes.
English idiom poster design was
included in F.2 curriculum. Students
picked out their favourite idioms and
designed a relevant posters and shared
among classmates.
 80 % of
students got
pass in the
MOS exam
 Students’
feedback
 Panel
Chairperson
evaluation
report
 Students’
feedback

 Panel
Chairperson
evaluation
report
 Students’
feedback
 F.1 – Presentation of “How to live in a
green life” was done.
 F.2 – Video clip sharing of “My Life,
My Goal and My Dream” was done.
 F.3 – Student used web blog to promote
the CCA groups.
 F.4 – Presentation of the mini-movie
production was done.
 F.1 and F.2 students presented
individually while F.2 students
presented like setting up a booth for
other classmates to visit and share their
learning process.
 F.3 and F.4 students presented in a




Objectives
Strategies
Use of the latest IT tools
Target
Group
All panel
members
Time
Scale
Whole
year
Success Criteria
Panel members should try to
design learning and teaching
activities with the aids of IT
tools (smart board, iPad, Apple
TV, tablets, etc.).
152
Evaluation
Methods
 Teachers’
feedback
 Students’
feedback
Evaluation
group. Collaboration and
communication skills were
strengthened.
We tried the following latest IT tools in
this academic year:
 Box: A cloud storage which can share
learning materials to students and
collect works from students.
 iPad: Students used iPad in searching
and organizing data and information
before doing group discussion and
sharing.
 Apple TV: The content in iPad could be
projected to the screen.
Integrated Science Department
Objectives
Strategies
Green Education
To arouse
students’
awareness of
issues related to
environmental
protection.
 Integrate the concept of
4Rs in the teaching of the
topic “Energy Sources”.
 Students will conduct a
mini-project on applying
the knowledge of energy
conversion in designing
and making a toy.
 Students will visit
‘CARE’ when they learn
the topic of renewable
energy sources.
 Students will be taught the
use of graphic organizers
(e.g. concept map,
flowchart, Vann diagram,
timeline, etc.) as tools for
self-learning
 Students will self-learn a
science topic and share
their understanding in a
presentation.
 To conduct self- and/or
peer- assessment with
rubrics for the
presentation in class.
 To promote students’
metacognitive skills by
effective questioning that
promote students’
reflection
Enhancing
effective learning
and teaching in
the subject panel
To develop
students’
self-learning
capabilities and
metacognitive
skills by
promoting
assessment for
learning.
Target
Group
F.1
students
Time
Scale
Dec.
2013
All
teachers
in the
panel
Whole
year
Success Criteria
Evaluation Methods
Evaluation
 Students are aware of the
energy crisis of the world.
 Students can make toys
which work as energy
convertors by using
recycled materials.
 Students can put 4Rs into
action in their daily life.
 Students develop
energy-saving habits.
 Teachers’
observation
 The functioning of
the toy produced by
students.
 Energy consumption
in the classroom.
 The awareness of
environmental issues and
conservation of energy was
enhanced.
 Some energy toys were
designed creatively.
Students’ presentation in
LAC week was lively and
attractive.
 Students can apply the
graphic organizers in their
presentations of the science
topics they learned.
 Students can reflect on
their self-learning process
and provide constructive
feedback to their peers in
their presentations.
 Teachers are able to engage
students in extended
dialogues by effective
questioning
 Student presentation
 self- and/or peerassessment
 Students practiced drawing
mind maps and summaries
in their learning journals.
It enriched their learning
skills.
 Self- &/ Peer- assessment
was conducted in students’
presentations of their work.
Students developed
ownership of their learning
and benefited from their
peers.
153
Objectives
Strategies
Target
Group
lesson preparation and share
good practices in teaching
Time
Scale
Whole
year
Success Criteria
Evaluation Methods
Good practices can be
identified and shared
amongst the panel members
so as to improve teaching
practice.
 Panel Chairperson
evaluation report
 Minutes of subject
panel
To cultivate the
sharing culture by
Knowledge
Sharing Platform
(KSP)
Teachers are encouraged to
share their teaching
methodologies and
experiences among panel
members for enhancing
effective teaching.
All
teachers
in the
panel
Whole
year
All science teachers share
their teaching materials and
good practice at least once in
the year
 Quantity and quality
of materials shared
 Teachers’ feedback
Enriching the
English learning
environment.
To develop
students’
language skills in
learning subject
content
Students will be introduced
to a list of common question
words used in the senior
forms.
F.1-F.2
students
F.1:
2nd
term
Students can understand the
requirements implied by
common question words
used in the senior forms.
Students’ performance
& teachers’ evaluation
F.2:
Whole
year
154
Evaluation
 The peer lesson observation
provided opportunity for
sharing good learning and
teaching practices among
teachers. The comments
and suggestions from senior
form science teachers helped
us to improve our teaching
in the junior forms. Such
professional exchange
among senior and junior
form teachers enhanced a
smooth interface between
junior and senior forms.
 The collaborative culture in
our department promoted
synergy and enhanced the
effectiveness of teaching.
Knowledge Sharing Platform
was built which encouraged
colleagues to share their good
practices.
 Students began to
understand some common
question words.
 Questions in our assessment
were well designed using the
common question words
identified for students to
practice their answering
skills.
Objectives
Catering for
learners’ diversity
To further
develop the
potential of
students with a
strong interest
and talent in
science.
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation Methods
Students will keep a
learning journal as a
collection of notes,
observations, thoughts and
scientific investigations
conducted at home.
F.1 – 2
students
Whole
year
Students are able to develop
their logical thinking and
practical skills for
investigation. They are
able to present their ideas in
a systematic way.
Teachers’ feedback
Incorporate a Mentoring
Scheme in which some
F.2 students will be trained
to be the mentors for some
F.1 students. Mentors will
give comments or feedback
on the drafts and products of
their mentees.
F.1 – 2
student
Whole
year
The selected F.1 students are
able to conduct their own
scientific study smoothly and
become more interested in
science.
 Teachers’
observation
 Students’ works
 Feedback from
students
155
Evaluation
 Some students still found
difficulties in mastering the
skills.
 Most students were capable
of keeping their learning
journals.
 Good works were showed to
students to acknowledge
their efforts.
 Students were motivated to
learn from their peers, and
the self-learning atmosphere
was strong.
 The supporting and sharing
culture developed by the
mentors Form Two helped
the Form One students to
learn and master some
scientific skills and
practices.
 The number and frequency
of tasks can be increased to
provide more opportunity for
practice.
Liberal Studies Department
metacognitive skills and maintain the good practices of the Liberal Studies Department, the following activities were conducted.
Objectives
Green Education
students on green
community
Target
Group
F.1
Time
Scale
Mar
2014
To produce 4-koma on
promoting green policies
F.2
Dec
2013
To design poster on
promoting recycling
F.3
To discuss
local/regional/global
make feasible suggestions
to achieve sustainable
development
F.4
Strategies
To produce advertisement
on promoting ‘Green
Community’
Success
Criteria
The students’
work should
carry the
message of
social
responsibility
in
environmental
protection.
Same as above
Evaluation
Methods
Students’ work &
teachers’
observation
April
2014
Same as above
Same as above
Whole
year
Students
should be able
to examine the
impacts of
environmental
problems on
mankind and
give feasible
solutions to
achieve
sustainable
development.
Students’ work &
teachers’
observation
156
Same as above
Evaluation
The mini-research was conducted
successfully and the advertisements
produced were able to convey message of
social responsibility of environmental
protection.
successfully and the 4-komas produced
were able to compare waste management
policies of different countries. It was
suggested to collaborate with the Visual Art
Department in next year.
The mini-research was replaced by class
presentation of project learning. Students
were able to evaluate different waste
management methods in their presentation.
Students were able to examine the impacts
of environmental problems, the role of the
government and the views of different
stakeholders. Students in general were
able to provide possible solutions in class
discussion and assessments.
Objectives
Effective Learning
and Teaching
 Collaborative
lesson preparation
 Professional
development
 Assessment for
learning
Strategies
To discuss
development
To discuss
development
lesson preparation for each
form
skills and AFL in
teaching
 To master the NSS
curriculum
 To share marking
experience
 To arrange teaching
interflow with other
schools
Target
Group
F.5
Time
Scale
Whole
year
Success
Criteria
Same as above
Evaluation
Methods
Same as above
Same as above
F.6
Whole
year
Same as above
Same as above
Same as above
All subject
teachers
Whole
year
Oral report to the
chairperson/ form
coordinators
The teaching scheme was followed at the
right time. Sharing of good practices was
conducted on a regular basis but there was
insufficient time in F.5 collaborative
preparatory lesson.
All subject
teachers
Whole
year
Liberal Studies
teachers
should discuss
the teaching
pace and share
the good
practices in
teaching in the
collaborative
lesson
preparation
period.
Teachers can
share and
apply the good
practices on
their own
lessons.
Teachers’ sharing
& training record
 Teachers were able to master the
metacognitive skills and AFL and apply
them in teaching.
 Sharing of DSE script marking
experience was conducted in F.4 and F.5
on a regular basis and samples of DSE
scripts were uploaded to KSP for
teachers’ reference.
 Teaching interflow was conducted with
Tsuen Wan Government Secondary
School, Queen’s College and S.K.H.
Tsang Shiu Tim Secondary School on
157
Evaluation
Objectives
Strategies
Target
Group
Time
Scale
Peer observation
 To observe at least one
lesson and be observed
once
 To hold post-observation
meeting for sharing good
practices and identifying
the aspects in need of
staff development
opportunities
All subject
teachers
Whole
year
To conduct peer assessment
in news sharing
F.1-F.6
Whole
year
Success
Criteria
 Students can
actively
apply
independent
learning
strategies to
improve
learning.
 Teachers
agree that
their
capability on
applying
metacognitiv
e skills &
AFL in
teaching can
be enhanced.
 Teachers can
apply the
good
practices of
lesson
observed on
their own
lessons.
Students
should be able
to judge the
quality of the
presentation
with the
assessment
rubrics.
158
Evaluation
Methods
Peer observation
form,
post-observation
meeting & Panel
Chairperson
evaluation report
Assessment form
& news
presentation
Evaluation
14/3. Sharing of teaching practices was
conducted and the powerpoint was
uploaded to KSP for teachers’ reference.
Peer observation was conducted smoothly
and a list of good practices was compiled
for enhancing teaching and learning in
Liberal Studies. The list was included in
the Panel Chairperson evaluation report.
Students were able to conduct peer
assessment in news sharing. Some classes
were enthusiastic in Q&A session.
Objectives
Strategies
HKDSE Liberal Studies to
conduct sharing with the
senior students
Collaborative
Effort on Enriching
the English Learning
Environment in
Campus
To introduce useful phrases
and different genres to
answer Liberal Studies
questions
 descriptive writing (F.1)
 comparative writing (F.2)
 analytical writing (F.3)
 argumentative writing
(F.4-F.6)
Refined English
Enhancement Scheme
(Rees)
 To develop students’
debating skills through
holding city forum
 To develop teaching
packages with English
Department on Liberal
Studies issues related to
Modern China
Target
Group
F.6
Time
Scale
Early
Oct
2013
F.1-F.6
Whole
year
F.5
Whole
year
Success
Criteria
Students
should have a
better
understanding
of the public
examination
and tips for
examination
success.
Students
should be able
to respond to
different
question words
and write in a
structural
manner and
proper genre
and answer the
questions with
standard
language
pattern.
Evaluation
Methods
Teachers’
observation
Liberal Studies
teachers
should be able
to develop
teaching
packages that
uses diverse
social issues
and relevant
multimedia
resources to
stimulate
inquiry based
Lesson
observation
159
Students’
performance in
quiz/test/
exam
Evaluation
The sharing of high-achievers was inspiring
and F.6 students were attentive to the tips
for examination success. It was suggested
that the presenting students should prepare
notes for their sharing.
 F.1 students showed improvement in the
use of adjectives and descriptive writing.
 F.2 students in general were weak in
comparative writing.
 F.3 students showed improvement in
cartoon analysis.
 F.4-6 students needed more practices in
tackling exam question keywords. It
was suggested that students should
elaborate their answer with more concrete
examples and more quality samples
should be provided for their reference.
Besides, there should be more error
analysis exercise to be conducted in next
year.
 The 2-year REES program was
completed with the lesson observation
smoothly conducted in F.5 on 8/11 &
19/11.
 Improvements shown in students’
questioning skills during Q & A session.
 Two teaching packages related to city
forum were uploaded to KSP and
submitted to the English Department for
compilation.
 It was agreed to adopt City Forum on a
regular basis in teaching and learning.
Objectives
Catering for
Learning Diversity
and Widening
their Horizon
To enrich the
learning experience
of Liberal Studies
students and stretch
potential of the
talented
Target
Group
Time
Scale
To co-organize debates
with Chinese and English
Departments on the
controversial social issues
F.3-F.5
Oct &
Nov
2013
Mar &
May
2014
To conduct Sex Education
Workshop with the Health
Department on
Pornographic Culture and
ways for resisting
temptation
F.2
Mar &
April
2014
F.3 & F.5
Feb &
Mar
2014
Strategies
To co-organize with the
Library Committee for
holding Information
Literacy Workshops
Success
Criteria
learning for
NSS Liberal
Studies linked
with NSS
English
language
selected
themes.
Students
should be able
to put forward
their
arguments
with
supporting
evidences and
analyze the
motions with
multiple
perspectives.
Students
should be able
to suggest
ways to resist
temptation of
the
pornographic
information.
Students
should know
how to access
the online
information,
and how to
evaluate, use
and
160
Evaluation
Methods
Evaluation
Students’
performance in
the debate
competition
Students in general were able to
demonstrate multi-perspective thinking in
the debate competitions. It was agreed to
continue the collaboration with the Chinese
and English Departments in next year.
Students’
performance in
the workshops
It was agreed to continue the collaboration
with the Health Department to organize
workshop on pornography culture for F.2
students.
Students’
performance in
the workshop &
design of
assignments
 The F.3 workshop was started in March
and students’ response was positive.
 The F.5 workshop was held in
mid-February and it was useful for
students to conduct their IES.
 It was agreed to continue the
collaboration with the Library in next
year.
Objectives
Strategies
To invite speakers to
conduct theme talks on
social issues
To join the pilot scheme of
Model United Nations
organized by Roundtable
Community
Target
Group
Time
Scale
F.1-F.6
Whole
year
F.5
Whole
year
Success
Criteria
communicate
it in an ethical
manner.
Students’
awareness of
social issues
should be
enhanced and
knowledge
should be
enriched.
Students’
knowledge of
China’s role in
the United
Nations should
be enriched.
161
Evaluation
Methods
Evaluation
 2A students had attended the talk on the
Basic Law organized by the Kowloon
Region School Heads Association on
25/2.
 The Liberal Studies Department had
co-organized a talk by Mr. Ching Cheung
with Moral and Civic Education
committee on human rights in China on
27/11. Students were enthusiastic in Q
& A session.
 Talks by St. James Settlement and Hong
Kong Journalists Association were
organized on 6/11 and 19/11 which
enhanced students’ understanding of
issues related to poverty and press
freedom.
 The Liberal Studies Society had
organized a workshop related to fair trade
on 24/1 which enhanced students’
understanding of fair trade.
Teachers’
 Students had attended two lectures on
observation &
China issues organized by the Roundtable
students’ feedback
Community in December.
 Around 30 Participating students attended
training workshops on 1/3 and the Model
UN Conference on 8-9/3.
 Around 10 participating students joined
the Consul Sharing Meeting in April and
the Experimental Workshop in June.
 Although some insights on modern China
were gained, the schedule of the program
was very intense and highly consumed
students’ time in joining the activities.
Teachers’
observation
Objectives
Strategies
To invite elite students to
take part in a series of
Liberal Studies enrichment
workshops
To organize field trip/visit
to local community or
heritage
Target
Group
Top 30 of
F.4 & F.5
Time
Scale
Nov &
Dec
2013
F.1-F.5
Whole
year
Success
Criteria
Students’
knowledge and
skills in
Liberal Studies
should be
enriched.
Students’
knowledge in
Liberal Studies
should be
enriched with
local
experience.
162
Evaluation
Evaluation
Methods
Teachers’
Selected students prepared a PowerPoint
observation &
and shared their learning outcome with
students’ feedback their classmates during the lessons.
Teachers’
observation
 Various field trips to local heritage/
communities for F.4 students were
conducted in April and students shared
their insights in the hall presentation in
May which helped enhance students’
understanding of urban development.
 The Liberal Studies Department had
co-organized a study tour to Fujian with
the Chinese History and Geography
Departments on 16/4/2014-19/4/2014.
Thirty-three F.4 & F.5 students actively
participated in the activities and student
representatives shared their understanding
of Chinese culture and Fujian Tolou in the
hall assembly.
Mathematics Department
Objectives
Strategies
Enhancing
whole-person
development of
students through
use of
metacognitive
skills
Application of
meta-cognitive skills
 Frequently use of
the skills
(especially
questioning,
self-questioning,
error analysis and
KWL) during
lessons as used to.
 Change ways of
setting questions
and insert explicit
parts involving
implicit use of the
skills in
assignments and
assessments.
 Select a topic to
pinpoint the use of
the skill in each
Form from F.1-4
Self/ Peer marking of
exercises/ quizzes/
tests following
guidelines in a peer
assessment form
Enhancing
whole-person
development of
students through
use of
self-assessment
Target
Group
All
students
All
students
Time Scale
Success Criteria
Whole year
 Teachers used meta-cognitive skills
smoothly in daily teaching.
 Students become more aware of and
familiar to using meta-cognitive
skills in their studies and doing
questions
 Questions of diversified types are
designed.
Whole year
 Students become more aware of their
mistakes
 Mark improvement in Quiz/ Test
 More students agree than disagree
that peer-assessment and
self-assessment help them in
learning
163
Evaluation
Methods
 Teacher
observation
and
assessment
 Performance
in questions
involving
implicit use of
the skills
 Observations
in lessons/
assessments
 Re-quiz/
re-test
 Questionnaire
Evaluation
 It could be observed that
teachers used
meta-cognitive skills as
routine in daily teaching.
 Students became more
aware of and familiar with
using some meta-cognitive
skills in their studies and
in doing questions.
Continual reminders were
still necessary.
 Questions of diversified
types were designed as
observed in examination
papers. Performance of
students was satisfactory.
 Time was tight.
Nonetheless, teachers had
tried various ways such as
assert elements of
self-assessment in
homework assignments
and quizzes on a regular
basis to squeeze time to
train up students’ ability
and altitude.
 Students had a better
understanding on criteria
of assessment and the
Objectives
Enhancing
whole-person
development of
students through
further
enhancing
students’
English
capability
Enhancing
whole-person
development of
students through
stretching
potential of
those
mathematically
talented
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Focus on usual use of
English, as indicated
in teaching plan, in
mathematics context
All
students
Whole
year
 Teachers can emphasize the
language features mentioned in the
teaching plans
 Students are able to use the specific
language content in doing
mathematics problems
 Teaching
plans are
implemented
as scheduled
 Observation
from home
work, quiz,
test and exam
 Enrichment
Program on
Olympic-type
Mathematics
 Mathematics
Competitions
- Australian
Mathematics
Competition
- Hong Kong
Mathematics
Olympiad
- Hua Xia Cup
- Hong Kong
Mathematical
High Achievers
Selection Contest
- Pui Ching
Invitational
Mathematics
Competition
- Canadian
F.1 - 4
students
Sep - May
Participation and Achievement of
participants
 Teacher
observation
and
assessment
during lessons
in the
Enrichment
Program.
 Participants’
performance
in different
competitions
164
Evaluation
quality of their own work.
able to understand and
accept comments by
teachers and more efficient
to finish their works.
aware of proper usage of
the terminology and
sentence structures.
 More questions were set
on explanations based on
the ground of calculation
results.
 Training classes on
individual levels (F.1-4)
were organized and
external tutors were hired.
Students were trained in a
more systematic and
in-depth way.
Participation rate was
satisfactory in F.1 and F.2.
Participants were
enthusiastic and
interactive. For F.3 and
F.4, time clash with other
activities had been a
problem.
 Participants’ performances
in competitions were
satisfactory. It was
encouraging that they
became more capable and
eager in pursuit of higher
standards. Prize winners
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Mathematics
Competition
Enhancing
whole-person
development of
students through
widening
students’
horizon and
enriching their
experience and
exposure
Online program
“A Math Question
Every Day”
F.1
students
Whole
year
participants
Attempt rates
and scores
Enhancing
whole-person
development of
students through
polishing
learning and
teaching
effectiveness
Re-structure of
senior secondary
curriculum
F.4 - 6
students
Whole
year
Achievement of students
Teaching
scheme and
implementation
165
Evaluation
were put forward as role
models to their peers on
occasions when merits and
honours were presented
during morning
assemblies.
 Whole year training for F.1
and F.2 for a solid
foundation while half year
for F.3 and F.4 pinpointing
training for external
competition was proposed.
About 25% of the students
frequently attempted.
Questions were not simple.
Nevertheless some students
were still able to get high
scores throughout. They
could learn more according
to their higher ability
compared with those average
ones. Self-directed
learning was encouraged and
developed.
 Students had a better
understanding and
preparation for extended
modules.
 There would be more time
for revision in F6.
 Result of HKDSE revealed
that the re-structure was
efficacious. Over 80%,
72% and 86%of the
students had got Level 4 or
above in the compulsory
part, extended module 1
Objectives
Strategies
Target
Group
Extension on
curriculum covering
trigonometry (i.e.
including finding
angles between lines
and planes)
F.3
students
Peer Observation
All
teachers
Time Scale
Whole
year
Success Criteria
Achievement of students
Evaluation
Methods
Teaching
scheme and
implementation
Evaluation


Whole year
Sharing of good teaching practices and
increasing varieties as well as
variations in teaching methods
Teacher
observation and
evaluation



Enhancing
whole-person
development of
students through
catering for
learner diversity
Performance Booster
(via Academic
Affairs Committee)
F.1 - 3
students
Apr and Jul
participants
Attendance and
performance of
participants.



166
and extended module 2
respectively in this year.
Students had a more
complete and
comprehensive picture on
3-dimensional problems.
There would be a better
preparation for F.5
trigonometry.
The activity provoked
sharing of good teaching
practices and increasing
varieties as well as
variations in teaching
methods. In running the
practice, teachers were
enthusiastic and positive.
It was agreed that peer
observation had a positive
impact on teaching.
This year teachers were
encouraged to open their
lessons in a more scattered
manner throughout the
year. The effect was
satisfactory.
Cross subject peer
observation had been
started this year.
Participants showed
enthusiasm and were
willing to improve.
Attendance rate was
satisfactory.
Improvement in result in
exam (April session) of
Objectives
Echoing Green
Education of
school by
implementing
relevant learning
activities in the
curriculum
Strategies
To analyze living
habits in light of
“Green Life” in a
project work by
applying
mathematical
knowledge learned
Target
Group
F.2
students
Time Scale
Nov - Apr
Success Criteria
 Students are able to choose an
appropriate type of graph and plot
the graph correctly to present the
data collected in three months.
 Students are able to analyse and
interpret the graph they plot
 Some kinds of reflection and further
action on “Green Life” can be made.
167
Evaluation
Methods
The Assessment
Form for the
Project
Evaluation
some participants was
shown.
 It would be better to select
students (for the April
session) to participate
according to examination
result rather than
classroom performance.
 For the July session,
performances of a few
students in F.1, 2 and 3
were not satisfactory.
Special attention had to be
paid on them in the next
year.
Most students chose
appropriate ways to collect
data. Some of them used
interesting data in their
everyday lives. They were
able to use appropriate
graphs to present their data.
Some could make quite
sensible interpretation and
reflection. Their awareness
on “Green Life” on various
aspects such as electricity
consumption and use of
plastic bottles had been
aroused through the project.
Physical Education Department
metacognitive skills and cultivating students’ whole-person development, the PE Department has conducted the following activities:
Objectives
Strategies
Green Education
students on issues related to
Green Education
 Reducing the use of paper by
printing lesser copies of
programs and posting the
programs and information on
our school website.
 Students should use recycled
materials to decorate their
House area for the Cheering
Team Competition.
 Students will in turn to ride on
the bicycle generator during
the lesson to generate
electricity and transfer to AA
batteries for the school use.
 Encouraging students to bring
water bottles for the PE
lessons.
Effective Learning and
Teaching
To apply self-learning
strategies, metacognitive
skills and assessment for
learning effectively in
student learning process
Collaborative lesson preparation
and sharing of good practices in
teaching
Target
Group
F.1–6
Time
Scale
Whole
year
All panel
members
Whole
year
Peer observation among
teachers:
 All members will be observed
once by 1 to 2 members.
 To hold debriefing meeting
after the peer observation
168
Success Criteria
 90% of our students
bring water bottles for
their PE lessons.
 Decrease by 5% of the
paper printing.
Evaluation
Evaluation
Methods
 Students’
 The number of paper
reflection
used for printing has
 Teachers’
decreased by 5%.
feedback and  All houses have used
comments
recycled materials to
decorate their area.
 All the junior students
have tried the bicycle
generators and learnt to
save the energy in their
daily life.
 85% of our students
brought their own water
bottles for P.E. lessons
and sports functions.
Panel members share
the use of metacognitive
skills & good practices
in teaching in the
department meeting.
Peer
assessment
Collaborative lesson
preparation was
successfully conducted.
All panel members shared
good practices during the
panel meetings.
Teachers’ capability on
incorporating peer / self
assessment into their
teaching is enhanced.
 Peer-observa
tion form
 Chairperson
evaluation
report
Peer-assessments were
successfully implemented
among all panel members.
All panel members agreed
that the peer assessment
could enhance our
teaching effectiveness.
Objectives
Cultivating students’
whole-person
development
Target
Group
Conducting peer/self-assessment F.1-5
among students when doing the
skill test
Time
Scale
Whole
year
 Providing opportunities for
students to participate in
diversify sports activities and
participating in the interschool
competitions.
 Developing desirable values
and attitudes such as
self-directed,
self-management,
sportsmanship, integrity and
responsibility.
Whole
year
Strategies
F.1-6
169
Success Criteria
 80% of the students
agree that they
understand the
assessment
requirements.
 80% of the students
agree that they know
how to improve their
performance next
time. 70% of the students
participate in sports
activities and
competitions.
Evaluation
Methods
 Students’
reflection
 Teachers’
observation
 Student
achievement
record
 Student
feedback
 Teachers’
observation
Evaluation
Students’ peer/self
assessment were
successfully implemented
in all forms. Even the
weak students could
follow the rubrics and
improve their skills.
 Excellent results in
different interschool
competitions. We got
5 shields and more than
20 trophies this year.
 3 students of our school
represented Hong Kong
to participate in
different international
competitions.
 All the school team
members had played a
prominent part in
different competitions.
Furthermore, the sense
of belonging and
self-confidence of our
students was further
enhanced.
 Our cheering team
represented the
Kowloon City District
to join the 18 Districts
Cheering Competition.
Activities Held:
Dates
20 Sept 2013
24 Sept 2013
Activities
Jing Ying Table Tennis Competition
Annual Swimming Gala
Target Group
Table Tennis Team members
F.1-F.6
Venue
Ho Man Tin Sports Centre
Kowloon Tsai Park Swimming Pool
Sports Co-Curricular Activities
Inter-School Swimming Championships
F.1-F.6
Swimming Team members
MSC
Kowloon Park Swimming Pool
Volleyball Team members
MSC
Cross-Country Team members
Athletics Team members
F.1-F.6 School Team members
Hong Kong Disneyland
Ma On Shan Sports Ground
28 Oct 2013
3,9,23 Nov 2013
13, 21 Nov 2013
24 Nov, 1Dec 2013
Volleyball Friendly Match with Holy Family Canossian
College
HK X-country Championships 2013(HKAAA)
WAC Annual Challenge 2013
Inter-School Football, Volleyball, Tennis ,Badminton,
Taekwondo and Basketball Championships(HKSSF)
Football Friendly match with Sing Yin Secondary School
Top Talent Volleyball Competition
Athletics Meet
67th Inter-school Athletics Championships (SCAA)
Football Team members
F.1-F.6
Ho Man Tin Football Pitch
Boundary Street Indoor Complex
Kowloon Bay Sports Ground
Tseung Kwan O Sports Ground
26,27 Nov 2013
Inter-School Cross-Country Championships
Cross-Country Team members
HK Aberdeen Reservoir
25 Nov 2013,
School Creative Music Showcase-Heat
Dancing Team members
MSC
6 Dec 2013
Basketball Team members
14,21,22 Dec 2013
Inter-School Basketball Championships
Boys A grade Final
Age Group Athletics Meet
Wan Chai Sports Ground
18 Jan 2014
Inter-School Table Tennis Competition-Boys
Sep 2013-May 2014
26 Sept,
9,11,17 Oct 2013
3 Oct 2013
6 Oct 2013
12 Oct 2013
Oct 2013-May 2014
th
19 Jan 2014
The 50 School Dance Festival-Jazz and Hip Hop
Tai Po Civic Centre
25 Jan 2014
A.S. Watson Group HK Student Sports Awards Leadership
Training
School Creative Music Showcase-Final
Sports Team Representatives
HKBUAS
Sha Tin Town Hall
29 Jan 2014
th
30 Jan 2014
The 50 School Dance Festival -Dance Sport
Queen Elizabeth Stadium
12,17, 26 Feb 2014
Inter-School Athletics Championships
Wan Chai Sports Ground
16, 23 Feb 2014
Interschool Fencing Competition
Fencing Team members
17 Feb 2014
Football Friendly match with Chan Sui Ki La Salle
Football Team members
Ho Man Tin Football Pitch
170
Dates
Activities
Target Group
Venue
College
19 Feb 2014
Volleyball Friendly match with Holy Family Canossian
College
Dance Performance – LAC Week
Holy Family Canossian College
F.1-F.5
MSC
F.4
F.5
MSC
School Hall
Kowloon Tsai Tennis Centre
Ngau Tau Kok Road Sports Centre
29 Mar 2014
Lawn Bowls Demonstration
Dance Performance-88th School Anniversary Variety Show
Tennis Demonstration
Inter-School Basketball Championships
Boys B grade Final
Inter-School Table Tennis Competition-Girls
10, 24 Apr 2014
MSC Table Tennis Competition
F.1-F.3
MSC
11, 25 Apr 2014
MSC Tennis Competition
Junction Road Tennis Court
12 Apr, 4 May 2014
School Hall
Yuen Long Theatre
Jul-Aug 2014
13 Aug 2014
Hong Kong Youth D League (U18)
Dance Performance in Work-It-Out Showcase
Dancing Team members and
Gymnastics Team members
F.3 and F.5 Dancing Groups
F.1-F.2
Volleyball Team members and
2 Jul 2014
3 Jul 2014
3 Jul 2014
4 Jul 2014
21, 22, 30 Jul 2014
Jul-Aug 2014
Jul-Aug 2014
Jul-Aug 2014
Jul-Aug 2014
All Hong Kong Inter-Secondary Schools Gymnastics
Competition
Interschool Basketball Championships
Prize Presentation
Black Pool Dance Festival Champion
Brigham Young University Ballroom Dance Workshop
The 18 Districts Cheering Team Competition
(Representing Kowloon City District)
Dance Performance in English Activity Day
KT Football Demonstration
Dance Performance on F.1 & F.2 Fun Day
Basketball Friendly match with Maryknoll Father School
The 39th Youth volleyball competition(U16)
Basketball Team Summer Training
HVAA Athletics Training
TCAA Athletics Training
Summer Elementary Referee Training Course
Tennis Team members and
F.1-F.3 students
Gymnastics Team members
28 Feb 2014
3, 4, 6 Mar 2014
7 Mar 2014
10,11,17 Mar 2014
21 Mar 2014
15 May 2014
17 May 2014
1 Jul 2014
171
Ma On Shan Sports Centre
School Hall
School Sports Ground
Tseung Kwan O Sports Centre
Tsing Yi Sports Ground
Sham Shui Po Sports Ground
HKSSF
Tsuen Wan Town Hall
Physics Department
To echo School Major Concern of Green Education and Assessment for Learning, Physics panel tried out various types of strategies to enhance students’ learning.
Besides, Physics Department also arranged various inter-school activities and competitions to assist students to develop a stronger sense of scientific investigation
and to increase their sense of belonging to school.
Activities held to respond to School Major Concern:
Objectives
To incorporate
Green Education
into teaching
To enhance
teachers’ capability
to incorporate
assessment for
learning and
self-directed
learning into their
teaching and
cultivate the
sharing atmosphere
among teachers
Target
Group
F.4
students
Time
Scale
First
Term
Introducing the
concept of energy
efficiency of
various electrical
devices
F.6
students
First
Term
Students’ concern on
energy efficiency on
electrical appliances is
aroused.
Conduction of
peer observations
within Science
KLA
All
subject
teachers
Whole
year
 Teachers arrange two
peer observations for
colleagues within
Science KLA.
 Students apply
independent learning
strategies to improve
learning.
 Teachers apply
assessment for learning
in teaching.
Strategies
Introducing the
concept of solar
energy through
“Solar Cooker
Project”
Success Criteria
environmental protection,
especially the application
of solar energy, is
aroused.
172
Evaluation
Methods
 Peer
Assessment
Form
 Experimental
Report
 Video Clip
 PowerPoint
Presentation
Domestic Energy
Auditing Report
 Peer
Observation
Form
 Panel
Chairperson
Evaluation
Report
 Minutes of
subject panel
Evaluation
 Most students enjoyed the learning process
of designing and building their own solar
cooker.
 The model testing result was good.
 Most groups were well prepared in their
PowerPoint presentation of their models.
 Most students knew how to find the energy
efficiency of various electrical devices
including air-conditioner, light bulb and
electric cooker.
 Students’ experimental performance on
comparing efficacy of different types of light
bulbs was good.
 All members have conducted peer
observation of other subject within science
KLA at least once.
 Good practices of other subject colleagues
were shared within panel during professional
dialogue.
Objectives
Strategies
Collaborative
lesson preparation
and sharing of
good practices in
teaching
To further enhance
students’ English
capability
Sharing of
teaching practice
among teachers of
other school
Building up
knowledge sharing
platforms of
various kinds of
teaching resources
in Physics folder
Incorporation of
language
elements into
learning tasks
through project
report writing
Incorporation of
language
elements into
learning tasks
through
assessment
papers
Target
Group
All
subject
teachers
Time
Scale
Whole
year
All
subject
teachers
Second
Term
Teaching and learning
strategies can be
improved.
All
subject
teachers
Whole
year
Teaching resources can be
shared amongst the panel
members to facilitate
teaching.
 Physics Folder
in Home server
 Minutes of
subject panel
F.4
students
First
Term
master the genre of
Procedural Account and
Descriptive Report.
 Students’
project reports
 Laboratory
reports
F.5 - F.6
students
Whole
year
Students are able to tackle
questions starting with
question words of
different genres such as
Procedural Account,
Comparison, Causal
Explanation, Factorial
Explanation, and
Sequential Explanation.
 Students’
worksheets
 Quiz/test/exam
papers
Success Criteria
Good practices can be
identified and shared
amongst panel members
to improve teaching
practice.
173
Evaluation
Methods
 Peer
Observation
Form
 Panel
Chairperson
Evaluation
Report
 Self/Peer
Assessment
Form
Minutes of
subject panel
Evaluation
 Most assessment tools including quizzes,
tests, experimental reports and project
worksheets were made through
collaboration.
 Good practices of a member on introducing
Projectile Motion in F.4 were adopted by
another member of the same form after peer
observation.
Lesson observation of science teachers,
including Chemistry and I.S., of S.K.H. Tsang
Shiu Tim Secondary School was held on 14
March 2014.
All teaching and assessment tools including
notes, quizzes, tests, experimental reports and
project worksheets were shared among the
panel in homeserver.
Most students could use proper genre in the
Solar Cooker Project report in the first term
and the Electric Car project report in the
second term, including objective, model
description and function explanation, and
discussion.
 Revision on experimental and essay typed
questions were provided to and discussed
with F.5 and F.6 students respectively.
 Most students were able to analyse and
answer questions starting with question
words of different genres.
Objectives
Strategies
A bridging
between junior
and senior form
science:
Building a list of
question words
and their relevant
examples for
junior form
students.
Target
Group
F.1 - F.2
students
Time
Scale
Whole
year
Success Criteria
Junior students are able to
recognize commonly used
question words in the
public examination.
Evaluation
Methods
 Students’
performance
 Teachers’
evaluation
Evaluation
A list of question words and relevant examples
were provided in z_Joint Science folder in
Homeserver where I.S. teachers could access.
Activities held to assist students to develop a stronger sense of scientific investigation and to increase their sense of belonging to school:
Objectives
To provide opportunity
for students to practice
their organizing power,
collaboration and
communication skills,
and to enhance their
sense of belonging to
school
Strategies
Target Group
Time Scale
th
Evaluation
30
November
2013
Participating students enjoyed the competitions.
Student-leaders of different service areas practiced
their critical thinking skills and made proper
adjustments to the arrangement to smooth the
run-down and meet the scheduled time.
Co-organize the Science Day with
Chemistry, Biology and Integrated
Science Departments of Munsang
College
Around four hundred
students from 36 local
primary schools,
supported by over one
hundred F.1 to F.6
students
All P.6 students,
demonstrated by about
twenty F.4 to F.5 students
in each laboratory
19th
December
2013
Organize a game booth in Fun Day
hosted by CCA of Munsang
College
All F.1 and F.2 students,
supervised by ten F.3 to
F.6 students
3rd July 2014
Organize the Family Workshop
“How to Build Your Own
Super-Cap Powered Model Boat
and Plane”
16 students and parents,
supervised by eight F.1 to
F.5 science students
19th October
2013
 Participating students enjoyed the booth games.
 Student-demonstrators practiced their critical
thinking skills and made proper adjustments in
the demonstration to smooth the run-down and
meet the scheduled time.
 Two physics games, one about moment and the
other about electromagnetic induction, were
done.
 Student-supervisors practiced their
communication skills in guiding the
participating students to enjoy the games.
 Student-supervisors practiced their
communication skills in guiding the participants
to build the models.
 Both students and parents were delighted when
Jointly organize the ‘Hong Kong
Inter-School Solar Advancement
Challenge (HKISSAC) 2013’
with ‘CLP Power HK Limited’ and
EMSD
174
Objectives
To stretch potential of the
talented students in
Physics
developing a stronger
sense of scientific
investigations, enhancing
their generic skills as well
as self-directed learning
skills
Strategies
Target Group
Participate in ‘Physics Elite Course’ Fifteen F.4 and fifteen F.5
organized by Physics Department
Physics elites, with
of Munsang College
lessons conducted by one
PGDE (Physics) student
and two master (Physics)
students from CUHK
Participate in the ‘Hong Kong
Fifteen F.4 students
Physics Olympiad (HKPHO) 2013’
jointly organized by ‘The Hong
Kong Academy for Gifted
Education’, ‘Education Bureau’ and
‘The Hong Kong University of
Science and Technology’
Participate in the ‘Secondary
Fourteen F.5 students
School Mathematics and Science
Competition (SSMSC) – Physics’
organized by ‘The Hong Kong
Polytechnic University’
Participate in the ‘47th Joint School
Science Exhibition (JSSE)
Competition’ organized by 47th
‘Joint School Science Exhibition
Preparation Committee’
A team of four F.4 and
twelve F.3 to F.5
demonstrators
Participate in the ‘11th
Infrastructure Building Competition
for Secondary Schools 2014’
organized by IVE (Tsing Yi), The
University of Hong Kong and Hong
Kong Construction Association.
Participate in the “Electric Car
Project”
A team of five F.4
students
F.4 students
Time Scale
March 2014
to May 2014
they completed the construction of the models.
 Students enjoyed the lessons and learnt
technical skills to tackle advanced questions.
 Lessons focused on advanced topics were
preferred.
11th May
2014
 Students enjoyed the competition, though the
content was rather difficult.
 Earlier training was preferred.
 F.4D Ng Minh Man was awarded the Third
Honour.
18th May
2014
 Students enjoyed the competition, though the
content was rather difficult.
 Earlier training was preferred.
 The participants achieved excellent result,
including 2 Medal, 7 High Distinction and 4
Distinction and 1 Proficiency.
 Students enjoyed both the proposal preparation
and the exhibition periods.
 The project leaders practiced problem solving
skills and they received praises from the visitors
on both the decoration and practical use of their
invention.
Students built up a strong team spirit through the
collaboration work on constructing the bridge
model at the competition site.
November
2013 to
August 2014;
Final held at
22nd-26th
August 2014
1st March
2014
April 2014
to May 2014
175
Evaluation
 Most students enjoyed the learning process of
designing and building their own electric.
 The model testing result was good.
 Most groups were well prepared in their
PowerPoint presentation of their models.
Objectives
To broaden students’
horizon in Physics World
Strategies
Target Group
Time Scale
Evaluation
“F.1-F.3 Inter-Class Energy Saving All F.1 to F.3 classes, with
Competition” accompanied with the two students from each
“Energy Saving Course” organized class joining the course
by Green Education Task Force of
Munsang College
September
2013 to May
2014
Field Trip to Ocean Park
Fifty F.5 students
18th January
2014
Field Trip to Disney World
Fifty F.5 and thirty-five
F.4 students
25th and 27th
of June 2014
 In the Course, student-representatives learned
advanced physics knowledge as well as
practical skills in operating various instruments
to measure environmental data affecting the use
of electrical appliances in a classroom.
 Most students enjoyed the course and shown a
good performance in the experiments.
 Participating students enjoyed the trip.
 Through practical experience on different
machines and the follow-up experimental
period, students got a deeper understanding of
free falling, collision and circular motion.
 Participating students enjoyed the trip.
 Through practical experience on different
models or machines, and the follow-up Q&A
sessions, students got a deeper understanding of
topics in different sections including friction,
conservation of mechanical energy, fluorescence
and interference of sound.
176
普通話科
施行
對象
中二學生
施行
時段
上學
期
有效的教與學
學生作課前預備，於課
有效應用元認知及堂朗讀及作對話練習，
促進學習的評估等並作同儕互評。
策略於教與學的過
程
增強學生的粵普對比能
力，培養學生的自學能
力。
中一至三
學生
全年
同儕觀課及觀課後討論
科任教師
照顧學習差異
課堂分組說話練習時，
提升學習動機，促每組選一位發音較準確
進學習
的同學作組長範讀，帶
中一至三
學生
目標
策略
環保教育
學生作課前準備，於課
提高環保意識，實堂上作個人短講，內容
踐綠色生活
需圍繞關於「環保生活」
或「環保社區」之題材，
輔以生活事例說明感
受。
中一至三
學生
全年
成功準則
評估方法
學生能運用
 短講表現
與環保相關
 同輩互評
的詞彙，引用
生活例子，並
抒發感受。
學生能指出
自己及同學
在字音上的
錯誤，並作糾
正。
學生能完成
延伸活動「自
學天地」，加
強自學能
力。
每位教師作
同儕觀課及
被觀課至少
各一次。
課堂上運用
元認知教學
法，提升教學
效能。
學生能糾正
同學之讀
音，互相學
177
 教師回饋
 同輩互評
成效
學生準備充足，內容大多能符合題目
要求，就本年度關注事項「環保生活」
或「環保社區」之主題作講解，加入
在校園及家居實踐「環保」生活的例
子，如節約用水的方法、使用雙面紙
的習慣等，並能使用相關詞彙，反思
自己對實踐環保的貢獻。整體表現尚
理想。
 各級按時完成對話練習活動。
 學生透過同輩互評，能指出同學字
音上的謬誤，並作糾正，促進學習。
習作表現
學生大致能辨析常用詞彙的普通話說
法，在統測粵普對譯中的表現尚可。
 同儕觀課
 觀課後討論
教師能於課堂運用不同的元認知教學
法及分組活動，加強師生間課堂之互
動。學生亦能運用課前準備、同儕互
評等方法促進自主學習。教師均表示
同儕觀課獲益良多。
教師觀察及回
饋
同學間作角色扮演，提昇學習興趣，
互相聆聽﹔「組長」大致能糾正同儕
之發音，同學間從錯誤中糾正過來，
目標
策略
施行
對象
施行
時段
成功準則
領並糾正組員之發音。
習。
第六十五屆學校朗誦節
學生的參與
程度。
178
評估方法
成效
促進學習。
比賽結果
初高中均有學生參與，1A 林嘉欣在學
一、二年級普通話散文獨誦中獲取季
軍。
Visual Arts Department
Objectives
Strategies
Green
Community
 Promoting
healthy,
eco-friendly
and
sustainable
living to the
community
 Instilling
students’
commitment
to the
environment
and social
responsibility
through the
activities and
interaction
with the
community
 Students need to learn to
assemble recycled materials and
reuse waste materials in their
artworks and through several
interdisciplinary collaboration
design projects, students are
able to learn the concept of
sustainable design and
upcycling.
- “I have a dream” Class
Bulletin Board Design in
recycled materials will be
organized for F.1 - F.3
students with Counseling
Committee.
- Stationery Storage Box
Design Competition will be
organized for F.2 students
with Counseling Committee.
- Green Community Fashion
Show will be organized for
F.3 students with English
Department.
- At least one design and art
making topics related to
Green Community in F.4 - F.6
curriculum.
 To organize sustainable
community design projects for
F.4 – F.5 Visual Arts elective
students and inviting students to
attend environmental
conservation visual arts and
design exhibitions and
workshops.
Target
Group
F.1-6
Time
Scale
Whole
year
Success Criteria
 Most of the
students can finish
their design and
apply the ideas of
environmental
conservation in
their works.
 Students can use
imagery, specific
typography and
any form of
materials that
related to Green
community in their
design works.
179





Evaluation
Methods
Students’ art
and design
works
Subject
teachers’
observation
Visual diaries
Students’ peer
assessment
and lesson
reflections
Internal and
external
competition
results
Evaluation
 Green School Bulletin Board Design
Competition for F.1 to F.3 students,
Green Recycle Bag Design
Competition for F.2 and Green
Fashion Design for F.3 students were
completed successfully to arouse
students’ awareness of environmental
issues. All students could use green
elements and create their own design
by expressing environmental
protection messages and promote 4Rs
principles in their design works.
 There were also several designs and
art making topics related to Green
Living in F.4 to F.6 curriculum and all
students were eager to create
outstanding works to present their
creative ideas toward the issue. The
activities helped to arouse concern of
students with environmental
protection. Therefore, all strategies
will continue to be implemented in the
next academic year
 F.4 and F.5 students participated in
“2013 International Year of Water
Cooperation Art and Design
Competition” organized by Po Leung
Kuk and the Education Bureau to
promote the water saving issue. All
students agreed with the design
projects could help them know more
about sustainable living and commit
the responsibility to have healthy and
eco-friendly lifestyle.
Objectives
Strategies
Effective
Learning and
Teaching
 Collaborative
lesson
preparation
 Peer
observation
 Knowledge
Sharing
Platform
(KSP) will be
built
 Professional
development
and
collaborative
with other
schools
 Collaborative lesson
preparation of teachers once a
cycle
 At least two Peer observation
activities within the same
subject and two peer
observation activities for a
subject teacher to involve
teachers of other subjects.
 Knowledge Sharing Platform
(KSP) will be built in the
intranet to collect and store
teaching resources and facilitate
teacher sharing of effective
practices.
 To master the changing of
senior secondary curriculum
and complicated changing art
scenes, subject teachers will
attend the training and
workshops conducted by EDB,
HKEAA and different art space
and institutes.
 To explore the possibilities of
organizing collaborative
activities among different
schools.
Target
Group
All panel
members
Time
Scale
Whole
year
All panel
members
Whole
year
Success Criteria
 All subject
teachers agree that
all tasks can help
to enhance their
teaching
proficiency.
 At least two types
of teaching
resources will be
collected and
stored in the KSP.
 Every subject
teacher is able to
attend at least two
professional
training seminar or
workshops
conducted by EDB
and HKEAA
 At least one
interschool activity
and one teaching
practice sharing
activity among
teachers of
different schools
will be done in this
year.
180
Evaluation
Methods
 Subject
teachers’
sharing
 lesson
observation
forms
 Content in
KSP
 Subject
teachers’ CPD
record
 Subject
teachers’
sharing
Evaluation
 All subject teachers conducted more
than one lesson observation.
 Besides our peer observation, we had
also observed other schools’ visual arts
lessons. During Second Staff
Development Day Program 20132014 on KLA-based Teaching
Interflow, we visited Jockey Club Ti-I
College and observed two junior form
visual arts lessons. After the lessons
observation we had the opportunity to
meet and discuss with their visual arts
department head. All of our subject
teachers agreed that the activity could
enhance our visual arts teaching and
learning strategies. Therefore, we
will continue to have peer lesson
observation activities in the coming
year.
 Teachers agreed that we learnt a lot
from the experience sharing with
teachers of other subjects and other
schools.
 Subject teachers continued to attend
different professional seminars and
workshops throughout the year.
There was one teacher who had
marked HKDSE visual arts Paper 1
and shared the marking experience
with the peers. The collaborative
lesson planning and sharing were also
conducted smoothly in the second
term.
 This year our F.6 students participated
in the Visual Arts Joint School Mock
Examination and we found that both
teacher and students were able to learn
Objectives
Implementation
of the Senior
Secondary
Curriculum
To develop and
further enrich
school base
Visual Arts
Curriculum and
help students
adapt to
HKDSE Visual
Arts
examination.
Strategies
Target
Group
Time
Scale
HKDSE visual arts to conduct
sharing with the senior secondary
Visual Arts elective students.
F.4-6
Sept
To purchase more varieties,
updated visual arts and design
books and DVDs in order to
help students to learn art making
and art appreciation. Those
reading materials also facilitate
students in doing their SBA
portfolio.
Students can read and borrow
books directly in the visual arts
room in order to facilitate their
F.4-6
Whole
year
F.4-6
Whole
year
Success Criteria
All students agree
that the sharing can
help them to have a
better understanding
of the public
examination & tips
for examination
success.
 Students at least
use two artist or
designer from the
reference books to
do their SBA
assessment.
 Most of the
students can use
different reference
books to enhance
their artworks and
design making
181
Evaluation
Methods
 Students’
feedbacks
 Subject
teachers’
observation
 Students’ SBA
portfolios and
artworks
 Subject
teachers’
observation
 Performance
on tests and
examinations
Evaluation
a lot from students’ performances of
other schools. It will be good to have
more joint school events for our
students. In the coming year, we will
continue to have collaborative lesson
preparation, sharing teaching
experience within subject panel,
attending professional seminar and
workshops and collaboration with
partner schools in order to enhance the
teaching and learning effectiveness.
 Moreover, there were three types of
teaching resources collected and
stored in the KSP. All subject
teachers agreed that building up of
KSP enhanced the use of materials
related to teaching.
 This year we had 13 students attending
HKDSE Visual Arts examination, 7 of
them taking Paper 2 and 6 of them
taking Paper 1. 100% of students
obtaining level 3 or above, one student
got level 5*, two students got level 5
and three got level 4. The
examination result was normal and we
will continue to train up students’ art
making technique and appreciation
writing skills.
 All the senior secondary students
could make use of the resources to do
their self-directed learning and use
various artists or designers from the
reference books to finish their SBA
assessment. Thus, up-to-date
reference books, journals and DVDs
will continue to be purchased for
students as self-study in the coming
Objectives
Strategies
Target
Group
Time
Scale
self-directed learning and SBA
portfolio.
Collaborative
Effort on
Enriching the
English
Learning
Environment on
Campus
To develop
language skills
into subject
content
To introduce different English
terms and specific vocabularies
commonly used in the learning
and teaching of Visual Arts, that
facilitate students to do art
appreciation and help their further
study in senior secondary
curriculum.
To indicate those topics which
can use the strategy of Language
Across Curriculum (LAC) in
teaching and learning and
organize collaborative project
with other subject department:
 Collaboration with LAC
committee: F.1 Mask Making
and Drama Performance and F.3
Green Community Fashion
Design.
 Visual arts activities in LAC
week
 To collaborate with History
Department: F.1 Ancient
Egyptian mural painting
Success Criteria
Evaluation
Methods
skills and inspiring
them more creative
ideas.
F.1-6
Whole
year
F.1-6
Whole
year
 Students are able to
write their artist
statements in
English.
use English to
present their ideas.
write descriptive
writing to describe
their painting.
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 Subject
teachers’
observation
 F.1-3 visual
diaries
 F.4-6 tests and
examinations
 Students’
artworks and
statements
Evaluation
academic year.
 The Artist in School program was
successfully held this year. We
invited three professional artists: Otto
Li Tin Lun, Lewis Lau Yin To and
Ricky Yeung Sau Cheuk to conduct
artist talks and workshops in the
school for our F.4 and F.5 students.
All the students agreed that they could
learn a lot from various artists through
the sharing of creative ideas and art
making skills. Therefore, the
program will continue in the next year.
 Students could apply metacognitive
skill and assessment for learning
effectively through teachers’
observation and evaluation of their
lesson reflections in visual diaries, art
portfolios and art and design
appreciation activities during lessons.
 With the specific visual arts
vocabularies, art and design
appreciation notes and essay samples
given for study, students could
improve their writing and presentation
skills. For F.4-6, we found that most
of the students were able to manage to
write the art and design appreciation
according to their improving results of
internal tests and examinations and
public examination.
 Therefore, all strategies will be
continued to implement in the next
academic year.
Objectives
Cultivating
Students’
Whole-person
Development
To cultivate
students’ sense
of initiative,
explore
students’
leadership
potentials and
incorporate
value education
into visual art
lesson
Strategies
 To watch art and design related
English films, animations and
videos
 To distribute Student Code in
order to develop their sense of
initiative.
 Students are requested to use
Visual Diary to record their
ideas, do lesson preparation, to
reflect and give feedbacks on
different topics.
 Exploration of students’
leadership potentials and
cooperation skills through
project-based learning:
 F.1: Collaborative Mask drama
making and Ancient Egyptian
collaborative mural painting
 F.3: Collaborative Green
Community fashion design and
fashion show
 F.4-F.6: Inviting students to
help organize interschool visual
arts exhibitions. Inviting alumni
back school to share the
university interview skills and
Target
Group
Time
Scale
F.1-3
Whole
year
F.1,
F.3-6
Whole
year
F.1-6
Whole
year
Success Criteria
follow the student
code and finish
their cleaning job
at the end of each
lesson.
use Visual Diary to
express their
critical reflections
among different
topics.
 Students can show
their ability in
cooperating with
others through the
final works and
presentation.
 Students can show
their confidence in
presenting their
ideas.
Students can express
positive value in
their artworks and
their reflection
statements
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Evaluation
Methods
 Subject
teachers’
observation
 Students’
artworks and
presentation
 Lesson
reflections
 Peer
assessment
form
 Visual diaries
 Students’
artworks and
presentation
 Visual diaries
 SBA
Evaluation
 Most of the students were able to
follow the Student Code and finish
their cleaning job at the end of the
lessons.
 Students were able to show their idea
development, art making research and
their lessons reflections in their Visual
Diary.
 All the project-based learning
activities were successfully conducted
and all subject teachers agreed that the
project-based learning could help
students to develop their leadership
potentials and cooperation skills
through the working process and
presentation of final works.
 Students were able to express positive
value through their artworks and the
reflective writing and appreciation
feedbacks.
 Students especially from senior forms
were eager to participate in different
exhibitions and external art and design
competitions and some of them were
able to have outstanding achievements
in the competition.
Objectives
Strategies
art and design portfolio building
skills to our students.
 Incorporation of value
education through art-making
and artwork appreciation
 To encourage students to
participate in external and
inter-school visual arts and
design activities, exhibitions
and competitions in order to
gain experiences and widen
their horizon.
Target
Group
F.1-6
Time
Scale
Whole
year
Success Criteria
Students find the
activities, exhibitions
and competitions
meaningful for them.
Evaluation
Methods
portfolios
 Students’
achievements
in the
competition
Evaluation
Activities Held:
2013-2014
The 6th Arts Ambassadors-in-School ( Hong Kong Arts Development Council (ADC))
Students
Involved
F.4-5
2013-2014
Selecting outstanding students’ artworks for display within the campus
F.1-6
9/2013
Sharing session by high-achievers in 2013 HKDSE Visual Arts Examination for F.4 to F.6 students
F.4-6
9/2013
Art Exhibition at Osage Gallery: “Dirty Paper: Yesterday's” & “The Imperfect Circle”
F.4 & F.6
10/2013
“I have a Dream”
F.1-6
10/2013
Hong Kong Heart Foundation “World Heart Day Drawing Competition 2012”
F.5-6
10/2013
Art Exhibition & Artist Talk at Lee Shau Kee School of Creativity: “Painting On and On 5. Taciturn”
F.4-6
11/2013
Art making booths at Homecoming Day cross-curricular project with Publicity and Alumni Affairs Committee
F.4-6
11/2013
Art Exhibition at HK Museum of Art: “Hong Kong Contemporary Art Awards 2012”
F.1-6
11/2013
九龍城區書法比賽(硬筆組)
F.1-6
11/2013
Shatin to Central Link Kowloon City District Hoarding Drawing Competition 2013
F.1-6
11/2013
《全港中學健康人生繪畫比賽》 (第四屆)
F.5-6
Time Period
Activities (Co-curricular activities, exhibitions and competitions)
Green School bulletin board design competition - cross-curricular project with Counseling Committee
184
11/2013
Volunteer for Seniors Day 2013 Lucky Bag Drawing Competition
Students
Involved
F.4-6
11/2013
2013 International Year of Water Cooperation Art and Design Competition
F.4-6
11/2013
「傳遞.愛」平面設計比賽 (香港青年義工團)
F.5-6
11/2013
HKIED “To Teachers with Love - Dr T Design Competition cum Fundraising Campaign”
F.5
12/2013
Munsang College Christmas Card Design Competition 2013-2014
F.1-6
12/2013
Visual Arts Artworks and Book Exhibition in School Information Day
F.1-6
12/2013
Art making workshops for primary school students during Cultural Fair
F.4-5
12/2013
South China Morning Post and The Hong Kong Jockey Club- Student of the Year – Visual Artist election
F.6
12/2013
Electrical & Mechanical Trade and Repair of Vehicles - OSH Poster Competition 2013
F.5- 6
12/2013
DSD’s 25 Years of Excellent Service to Hong Kong - Wall Painting Contest for Secondary Schools
F.5
12/2013
Youth "Dreamers" ChariTEE Design Competition
F.5
1/2014
The 7 HKQAA “My Dream Home" Writing, Photo, Drawing and Poster Design Contest
F.5-6
1/2014
Youth Visual Art Exhibition 2013 Hong Kong Outstanding Visual Art Student Award
F.4-6
1/2014
Exhibition of Secondary School Students’ Creative Visual Arts Work (2013/14)
F.4-6
2/2014
The Wharf Hong Kong Secondary School Art Competition 2013-14
F.4-5
2/2014
F.2 Green Stationery Container Design Competition – Cross-curricular Project with Counseling Committee
F.2
2/2014
Presentation in LAC Week: F.2 Green Stationery Container Design
F.1-6
2/2014
Hong Kong Outstanding Visual Arts Students Awards Presentation Ceremony and Youth Visual Arts Exhibition 2014 Opening
Ceremony at Central Library
F.5-6
2/2014
「微經驗：聲‧景‧物」作品外借計劃 “Short Films For You” Artwork on Loan Scheme organized by Videotage
F.4
2/2014
Visual Arts Joint School Mock Examination
F.6
3/2014
Art Exhibition at Osage Gallery: “Solo Exhibition by Leung Mee Ping - Pearl River Delta Series I : Made In Hong Kong”
F.4
4/2014
Munsang College Outstanding Visual Arts Exhibition 2014 at Administration Centre
F.1-6
4/2014
Art Exhibition at HK Museum of Art: “Ju Ming – Sculpting the Living World”
F.5
Time Period
th
185
4/2014
Age of Enlightenment - Art Education Week: “Art Education Forum” at Youth Square
Students
Involved
F.5
4/2014
麥兜回收墨兜大行動墨兜環保年曆卡設計比賽
F.5
4/2014
"To Grow with Hong Kong - Greener Future" Art-jamming Workshop Fuji Xerox (Hong Kong) Limited
F.5
5/2014
Artist-in-School Program (Otto Li Tin Lun 9/4, 10/4)
F.4-5
5/2014
The Cover Design Competition of Munsang College Student and Parent Handbook 2014-2015
F.1-5
5/2014
The Cover Design Competition of Year Book: Voice 2013-2014
F.1-5
5/2014
The 15th International art exhibition for children and young people “Let’s eat!” (Hyvinkää, Finland)
F.5
6/2014
「全港青少年繪畫日－區區畫畫」
F.4-5
6/2014
Art Exhibition at CUHK: “The Art of CUHK 2014”
F.4-6
6/2014
F.3 Green Fashion Show at English activity day-cross-curricular project with English Department
F.1-5
7/2014
Art making booths at Fun Day for F.1 and F.2 students
F.1-2
7/2014
「電子立體建築工作坊」organized by The Conservancy Association Centre for Heritage
F.4
7/2014
「錄像藝術評賞資優培訓工作坊」co-organized by CULTaMAP & Association of Hong Kong Visual Arts and Culture
Education
F.4
8/2014
「速寫．香港潮人盂蘭勝會」戶外速寫活動 organized by The Conservancy Association Centre for Heritage
F.4
Time Period
(Lewis Lau Yin To 16/5,19/5) (Ricky Yeung Sau Cheuk 26/5,27/5)
186
Evaluation of School Major Concern 2013 – 2014
Green Education
Task Force Activities
School Major Concern
Green Community
Intended Outcomes
1. Promoting healthy, eco-friendly and sustainable living as well as butterfly conservation to the community.
2. Instilling in stakeholders a commitment to the environment and social responsibility through the activities and interaction with the community.
Objectives
Butterfly
Conservation
Strategies
Photo Exhibition
An exhibition of photos
taken by our stakeholders
being held to show the
beauty of nature to the
general public
Butterfly Gardens Guided
Tours
NGOs being invited to visit
our butterfly gardens with
our students as tour guide to
introduce butterfly ecology
Community
Service
Plant Appreciation
 Plants grown by the
students of each class
being donated in service
visits
Time
Scale
Second
Term
Second
Term
Second
Term
Success Criteria
 At least 3 different
groups of stakeholders
exhibit their photos.
 The public are able to
of nature.
 At least 2 NGOs visit
the gardens.
 Visitors become more
aware of the
importance of
butterfly conservation.
 At least 2 types of
plants are donated.
 The needy are able to
of plants.
187
Evaluation Methods
 Number of
categories of
entries
 Observation by
Green Education
Task Force &
Photo Team
 Observation by
CARE
 Feedback from
Science Society
 Observation by
Green Education
Task Force and
CARE
 Feedback from
Evaluation
 Photos of plants taken by students were put
on exhibition outside Rooms G203 and G204
although more stakeholders could have been
involved.
 Visitors could enjoy the beauty of nature
through these photos on campus.
 Three NGOs paid us a visit to our CARE,
green houses and various gardens in April.
They were Jane Shu Tsao Social Centre for
the Elderly, Hans Andersen Club Diana
Boyd Wilson Centre, and HKFYG Jockey
Club Wang Tau Hom Youth S.P.O.T.
 These three groups of visitors enjoyed the
visits and showed positive feedback on our
green facilities.
 Through the guided tours led by our Science
Society representatives, the participants
became more aware of butterfly
conservation.
 Seedlings of New Guinea impatiens were
received from LCSD in late November and
distributed to all F.1 to F.5 class
representatives in early December.
 All representatives attended a briefing
Objectives
Strategies
Time
Scale
Success Criteria
 During the visits, the
participating students being
responsible for teaching the
needy how to take care of
the plants
Evaluation Methods
Evaluation
class teachers


enjoy sharing their
love with the needy.
 Students become more
aware of the need of
the society.
Visit to NGO
Money raised in charity sales
being donated to the needy
people who students are to
visit in order to share love
and contribute to the
betterment of the society
 Observation by
student leaders,
parents and
teachers
 Feedback from
NGO



First
Term

HKISSAC
The fourth HKISSAC being
organized on campus to
arouse the interest of primary
participants in renewable
energy applications
First
Term
The participants become
more aware of the
application of renewable
energy.
188
 Observation by
CARE
 Feedback from
participants and
Science Society


session on keeping plants and a practical
session on transplanting seedlings to planting
pots.
Since seedlings arrived late, only a few
classes could successfully grow their plants
outside their classrooms because of the
holidays and examination.
As for the service visits, the indoor plants
and herbs donated were either sponsored by
the Rotary Club or grown by the Science
Society.
Due to unavailability of NGOs, visits could
only be arranged in the Second Term.
In March and April, Science Society and
Interact Club co-organized charity visits to
Jane Shu Tsao Social Centre for the Elderly
and Hans Andersen Club Diana Boyd
Wilson Centre.
At the Elderly Centre, organic meals were
prepared by our students for the elderly.
Indoor health plants were donated to them.
At the Youth Centre, two kinds of herbs
were donated to the youth. They were also
taught to make planting pots with recycled
plastic bottles for the herbs and to keep
plants through proper watering and
fertilization.
The participating elderly and youth did enjoy
the activities. On the other hand, our
students became more aware of the need of
the society.
The fourth HKISSAC was held successfully
on November 30. There were more than
400 primary students from 31 primary
schools participating in the event and the
pre-event activities.
Through the Renewable Energy Family
Workshop in October and the Briefing
Objectives
Strategies
Dissemination of eBook
An eBook recording the
green activities held by the
school being disseminated to
the community to arouse the
concern of environmental
protection
Time
Scale
Success Criteria
At least 50% of NGOs
receiving the eBook
give positive feedback.
Second
Term
Evaluation Methods
 Observation by
Green Education
Task Force and
CARE
 Feedback from
recipients
Evaluation
Session & Workshop, and the Custom Race
in November, primary participants’
awareness on the renewable energy
applications was raised.
 Instead of eBook, a website was set up to
register the green activities held for Green
Education, including both academic and
non-academic items. The website was
made accessible to the public via our school
homepage.
 As the NGOs we worked together this year
were catering for the elderly and the youth
who might not be able to give feedback on
the Internet materials, we had not asked them
to evaluate the website.
Other than the above green activities, we also organized Inter-class Energy Saving Competition for F.1 to F.3 this school year. The fifteen junior classes
competed for the Best Energy Saving Class Award according to the presentation of energy saving strategies by the class representatives and the actual energy
consumption of the classroom. F.1A, F.2C and F.3C won the Award in their forms and F.1A was the overall champion.
Besides, an energy course was arranged for the class representatives to back up the competition. Through the course series, class representatives acquired
scientific knowledge of energy-saving and renewable energy, and the skills to measure the environmental data which had a significant effect on the energy saving
strategies for their classroom.
Furthermore, as a pilot scheme for students to keep plants on campus, a pot of Fuchsia was hanged on the front pillar outside each F.3 classroom.
of the corresponding classes were responsible for taking care of the plant through which they learnt to appreciate the beauty of nature.
The students
Concluding Remark of Green Education 2011 – 14
Green Education is chosen to be our School Major Concern for the three-year cycle 2011 – 2014.
‘Green Life’ and ‘Green Community’.
It is strategically implemented in three phases: ‘Green School’,
To implement ‘Green School’ in 2011 – 2012, a number of strategies were introduced to promote Environmental Conservation and actualize the Four Principles of
Waste Reduction – ‘Reduce’, ‘Reuse’, ‘Recycle’ and ‘Replace’ (Principles of 4Rs). The principles have been incorporated into the school administration as well
as the formal and the informal curricula. In areas related to school administration, a new energy-efficient and multi-purpose printing solution is adopted together
with a tailor-made staff printing quota system. Since then, scanning and duplex printing are commonly practised in school to reduce the use of paper and energy.
More paperless school meetings are also held at different levels to help save trees.
189
With the funding from the Parent-Teacher Association (PTA), quality water is provided for students since 2011. The habit of ‘Bring Your Own Bottle’ has been
successfully developed in students. As a result, thousands of plastic bottles are saved from landfill. Aside from school administration, Environment
Conservation and the Principles of 4Rs are also incorporated into classroom learning and co-curricular activities. According to the survey conducted in the first
term of 2011 – 2012, about 86% of the students and nearly all the teachers became more aware of the Principles of 4Rs and Environmental Conservation.
Having consulted the stakeholders, the framework of ‘Green Life’ for 2012 – 2013 was shaped with an aim to promote a cleaner and greener lifestyle as well as to
implement the Principles of 4Rs through the strategies – ‘Interaction and Recognition’, ‘Back to Nature’, ‘Energy Conservation and Generation’ and ‘Recycling
and Waste Reduction’. Various subject-based and co-curricular activities were organised for students throughout the school year. VIP Cards were issued to
and well received by the winners of the activities for express purchase at the Supply Section.
Being an electronic record of the activities held for Green
Education, a web-based eBook of pictures and essays has been compiled and uploaded onto our school home page.
The PTA constantly provides tremendous support for Green Education. In August 2012, with the sponsorship from the PTA, a new Electricity Consumption
Monitoring System was installed in Form One and Form Two classrooms in addition to the existing monitoring system of Form Three. Inter-class energy saving
competitions were then held in Forms One and Two as well to get all junior secondary students into the habit of energy conservation.
Like students’ organic
farmlands including Greenhouses, Eco Garden and MicroGardens, the PTA also established her own organic farmland – PTA Farmland – for parent-child
gardening activities. To echo ‘Green Life’, the PTA organised a parent-child course on horticultural therapy in collaboration with the Christian Family Service
Centre.
In addition to the Butterfly Garden, the Eco Garden becomes the second Certified Butterfly Garden on campus. Upon completion of the training
course offered by Fung Yuen Butterfly Reserve, student representatives help promote butterfly conservation to their peers and the community.
Being the major concern of the last phase, ‘Green Community’ is implemented in terms of Butterfly Conservation and Community Services. Community
services for promoting plant appreciation and organic food were organised jointly by the Science Society and Interact Club for the elderly and youngsters with the
support of NGOs. Guided tours of our Butterfly Garden and other green facilities were also conducted for them on butterfly conservation and renewable energy.
These activities were well received. In the course of community services, students learnt to share love and contribute to the betterment of the society.
Besides,
subject-based activities were held in relation to ‘Green Community’ such as “Demonstrating the inter-relationship of ‘Green Community’ ideas to the
cost-and-benefit of the society” in Economics curriculum, “Introducing the concept of green education and green community through creating recyclable clothes”
in English and Visual Arts, “Discovering environmentally-friendly urban designs in the community” in Geography and many more.
Throughout the three phases, Recycling, Energy Conservation and Charity Sales remain important parts of Green Education.
Although much emphasis has
been placed on recycling plastic bottles and aluminium cans, some students are still unable to develop such habit. Undoubtedly, more needs to be done to
address the issue. Energy courses and Inter-class energy saving competitions have been held to acquaint students with the importance and ways of energy
conservation. It is encouraging that the electricity consumption for air-conditioning of 2013 – 2014 drops by about 7% relative to the last year’s although there is
construction work next to the campus all through the school year. Lastly, students grow vegetables and herbs in our organic farmland for charity sales. Being
global citizens, they learn to love and care for the needy as well as the Earth.
Last year, we participated in the ‘School Waste Reduction and Recycling Campaign 2012/13’. In the competition, F.4D Lee Sum Yi Angel was presented Gold
Award of ‘Best Waste Reduction and Recycling Ambassador’. This year, we also joined the ‘12 th Hong Kong Green School Award’. F.4D Lam Ching Yee,
F.4D Lee Sum Yi Angel and F.4G Wong Lok Yi delivered a presentation of the Butterfly Garden on behalf of the school. Finally, we were presented the ‘Minor
Works Project Award’.
190
Green Education
Subject-based Activities
Target
Group
F.4
Time
Scale
Nov
2013
F.3
Nov
2013 –
Mar
2014
 Students can apply their
observation on the
consumer behaviour on
the green
services/products.
 Students can develop
different skills in the
following areas:
- Self-learning
- Collaborative learning
- Problem-solving
- Team-building
 Project
findings
 Presentation
 Teachers’
observation
To engage students to
encourage others to love
God and the creation of
God in the theme of the
year “Thy Will Be Done ”
All
students
Whole
year
Students should appreciate
the creation of God and are
willing to be faithful
stewards who make use of
all kinds of resources.
Teachers’
observation
Poster design competition
on Food Waste Reduction
F.3
students
Feb.
2014
 Students become aware
of the need of
environmental
conservation through the
practice of “Reduction of
Food Waste”.
Design of poster
Objectives
Strategies
BAFS
 To arouse concern
of students on
environmental
protection
 To enhance
students
understanding
about
‘sustainability’
from the business
point of view
Class discussion on
corporate social
responsibility:
“How can a company
contribute to the
sustainably of a city?”
To participate in Consumer
Culture Study Award
2013 – 14
Biblical Knowledge
Promoting healthy,
eco-friendly and
sustainable living as
well as butterfly
conservation to the
community.
Biology
Green Community
Success Criteria
Students can understand
how to maintain the
balance between profit
maximization and
sustainability.
191
Evaluation
Methods
 Class
discussion
 Worksheet
 Teachers’
observation
Evaluation
 Students understood the social
responsibility of different
stakeholders in a business.
 Students could illustrate the
concept of social responsibility in
the cases provided.
 All F.3 students participated in
Consumer Culture Study Award.
 They have applied their
observation on the consumer
behaviour on the green services
and products.
 3 selected projects were
nominated for the Award.
 Students reported that their
problem-solving skills had been
enhanced.
 They also learnt how to cooperate
with the others.
Completed successfully with
worksheet
 Based on the Biological
knowledge and message acquired
from different media, most
students were eager and able to
propose strategies on “Reduction
of Food Wastes” in the Poster
Design.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
spread the message
“Reduction of food
Waste” to their friends
and family.
Chemistry
students on
environmental
protection
中國語文
提升學生環保意
識
Incorporation of the 4Rs in
the teaching scheme of F.4
topic “Conservation of
metals”
F.4
students
Nov
2013
Students are able to prepare
a PowerPoint presentation
of 5 slides to arouse the
concern on metal
conservation.
Students’ work
 A ‘Green Test’ is
arranged for F.5 students
as one of the form tests.
 It covers all topics related
to Green Education/
conservation in the DSE
syllabus.
F.5
students
April
2014
The performance of
students in the ‘Green Test’
is satisfactory.
Results of the
‘Green Test’
寫作一篇以環保為主題
的文章
中一至
中五級
學生
按各
級進
度而
定
 學生能創作出對環保
有正面看法的文章
 所有學生參與
老師評改文章
192
Evaluation
 Spreading the green messages to
different communities could be
enhanced through the creative
drawings in the Poster.
 Collaborative group work is
highly recommended as students
would be able to generate more
creative and practical ideas.
 F.4 Chemistry teachers had
incorporated the concept of
conservation of limited natural
resources in the topic of
“Recycling of metals”.
 Students were able to search
information through the Internet
to prepare outstanding
PowerPoint presentations to share
the idea of conservation of metals
with others.
 Students got a satisfactory result
in the Green Test. They agreed
that they were able to incorporate
their Chemistry knowledge and
daily issues.
 Moreover, the concern on the
environmental protection was
being aroused.
以「滿佈垃圾的沙灘」為題寫
文章一篇，由於題目為開放
式，故有少數同學所寫未必與
環保有關，如以再造紙為喻，
比喻人生起落或自省改過，雖
合題意，但未能配合環保之主
題。但大部分同學仍以環保角
度寫作，效果亦令人滿意，部
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
分優秀的作品能深入反思人與
自然的關係。
中二學生透過專題研習對中國
水利如何影響環境之認知有少
許提升，從而反思個人以至國
家社會關於環保之問題；但由
於課節有限而課程內容繁多，
故分組在堂上報告對教學進度
造成不少妨礙；整體而言，效
果一般，浪費不少教學時間。
建議下年度取消此習作，集中
課堂學習。
中國歷史
提升學生對環保
的認識
中二級每班選定一個與
課題進行專題研習
中二
全年
中二級每班完成一次與
課題之專題研習。學生
能從環境、經濟和社會
三方面作出分析；能提
供充足理據，清晰表達
立場。
專題研習報
告、小組報
告、老師觀察
及評語、小組
組員評語或自
我反思的評語
(學生以小組
形成作口頭匯
報，每位組員
至少匯報兩分
鐘；從全級中
得分最高的組
別中選出表現
最佳的一位學
生。)
Economics
students on the
promotion of green
community and its
economic cost-andbenefit of the society
 Essay writing to show the
economic effects of
activities
 Demonstrating the interrelationship of “Green
Community” ideas to the
cost-and-benefit of the
society
 Presentation about the
content to assess
students’ presentation
skills
Poetry courses: Building
from self, environment to
life
F.5
Mar
2014
Students can apply the
economic concepts in
explaining the paradox
about environmental
protection.
 The essay
 Presentation
materials
 From the students’ work, their
understanding on the economic
effects of environmental
protection activities has been
shown.
 Students could also relate the
“Green Community” ideas to the
explanation of the cost-andbenefit of the society.
 From the presentation, students’
collaboration and presentation
skills were observed.
F.1
Whole
year
Writing poems, sharing of
poems in class,
presentations
Presentations
and sharing,
teachers’
comment
F.1 teachers have asked students to
write poems and presented in class.
English
 To raise students’
awareness of green
life and be
193
Objectives
Strategies
responsible citizens
 To incorporate
elements of green
education,
creativity and care
for community into
teaching schemes
 To integrate green
elements in daily
teaching
To let students create a
drama on protecting our
environment and act out in
competitions (REES)
To introduce the concept of
green education and green
community through
creating recyclable clothes
(VA)
 Adopting green living
style and care for
environment as the theme
in NSS Elective – Short
Stories, social issues.
 To introduce green
elements and
in speech performance
Forums
To discuss environmental
aspects and make
suggestions on how to
protect our environment
(REES)Debates on green
issues
To discuss environmental
issues, incorporate the 4Rs
and make feasible
suggestions for
Target
Group
F.2
Time
Scale
Jan
2014July
2014
F.3
Sept
2013July
2014
F.4
Whole
Year
F.5
F.6
Success Criteria
carry out the message of
protecting our environment
in the plays on stage
Evaluation
Methods
Drama
competition
Evaluation
 F.2 Geography teachers’ lessons
have been visited and English
teachers have conducted drama
teaching in the second term and
the winners performed in English
Activity Day.
 F.2 students also made recyclable
clothes in the LAC Week .
Students have been making
recyclable clothes and had a
successful catwalk performance in
the English Activity Day at the end
of the term.
Students have written an essay on
municipal waste charge and forums
were done in the second term.
make recyclable clothes
and demonstrate them in
front of audience, carrying
out the message of green
produce creative stories
adopting a green theme and
using short story elements
Fashion Show
Whole
year
and the green issue with
multiple perspectives
F.5 debate clash
 Green concepts were introduced
and debate clashes were done in
the second term.
 An essay on municipal waste
charge has been done by students.
Oct
2013Dec
2013
the environment from
multiple perspectives
Writing and
presentations
 A variety of oral topics on green
have been explored and finished
in lessons.
 An essay on municipal waste
charge has been done by students.
 Journals on green have been
written.
194
F.4 students’
writing
(Discussions in
forums)
Objectives
Target
Group
All
students
Time
Scale
Whole
year
To discover some
environmentally-friendly
urban designs in the
community
F.1
2nd
term
organic farms
F.2
2nd
term
the secondary forest in Tai
Po Kau
F.3
14/12/
2013
the coastal landscape on
Cheung Chau Island
F.4
14/4/2
014
To conduct field studies
organised by Ho Koon
Nature Education Centre
F.5
12/5/2
14
Incorporating green
education in green topics
 saving rainforests (F.3)
F.3-F.6
Whole
year
Strategies
Integrating green elements
in daily teaching
Geography
To raise the
awareness of
environmental
protection
Success Criteria
Panel members incorporate
green concepts in their
teaching design
Students can collect 1st
hand information on the
green urban designs in the
community and make
suggestions on a more
environmental-friendly
urban design.
Evaluation
Methods
Minutes of form
meetings
Teacher & peer
assessment of
students’
presentation
Students can appreciate the
efforts put on replacing
modern farming by more
sustainable agriculture.
Students can investigate the
micro-climate and structure
of the forest in Tai Po Kau.
Teachers’
observation &
students’
reflection
Teachers’
observation &
Students’
reflection
more about the natural
environment in Hong
Kong.
more about the natural
environment in Hong
Kong.
Teachers’
observation &
students’ study
reports
Teachers’
observation &
students’ study
reports
Students are willing to take
up the responsibility of
protecting the environment
Teachers’
observation &
students’
195
Evaluation
A multitude of discussions and
constant reviewing on green topics
in different forms
 Most students were able to
identify the urban problems e.g.
air pollution and land use conflict
in the communities.
 Most of the students could
suggest ways to improve the
urban problems.
 Many students could comment on
the urban design of their peers
based on principles of sustainable
development.
The field trip was not held because
of time constraint.
 Most of the students appreciated
the importance of trees and
enjoyed the nature.
 Students were able to measure the
micro-climate with instruments.
Students were able to explain the
coastal landscape on Cheung Chau
after the field studies.
 Students were able to identify and
explain the urban problems in
Tsuen Wan.
 Students were able to report the
findings of the field study in
written form.
Students were guided to tell what
individuals can help Hong Kong to
move towards a more sustainable
Objectives
Strategies
Target
Group
Time
Scale
 sustainable city (NSS)
History
students on green
community
Home Economics
students on issues
related to Green Life
and Community
Integrated Science
awareness of issues
related to
environmental
awareness of the
importance of international
cooperation in
 Students need to bring
their own apron, towels
and lunch boxes for the
practical cookery lessons.
 Encourage “A simple
Lunch Box everyday” for
snack buying and doggy
bag on daily life.
Encourage e-learning with
the use of sharing links.
Success Criteria
and resources.
F.4
May
2014
F.1 – 2
students
Whole
year
F.1 – 2
students
Whole
year
Students are asked to use
the sewing stitches for the
work on apron and school
uniform.
Students are taught to
treasure food, fuel and
labour resources through
the practical cookery
lessons.
F.1 – 2
students
Whole
year
F.1 – 2
students
Whole
year
 Integrate the concept of
4Rs in the teaching of the
topic “Energy Sources”.
 Students will conduct a
mini-project on applying
F.1
students
Dec
2013
Evaluation
Methods
reflection
explain how international
cooperation helps in
tackling global
environmental issues.
 Help students form a
good attitude and habit in
their daily life.
 Reduce paper waste from
person, at home and in
the community.
Students’
reflection &
teachers’
observation
 Reduce the use of
hardcopy of handouts.
 Teaching materials are
shared among students
through eClass and
sharing links.
Students are able to use the
sewing stitches for their
household work.
 Panel
chairperson
evaluation
report
 Students’
reflection
Students’
performance
Students learn to plan the
shopping list, use money
wisely and do budgeting
and preparation on food,
etc.
 Teacher’s
observation
 Students’
presentation
 Peer
assessment
 Teachers’
observation
 The
functioning of
the toy
 Students are aware of the
energy crisis of the
world.
 Students can make toys
which work as energy
196
 Teacher’s
observation
 Students’
presentation
Evaluation
city.
Students were able to explain
achievements and limitations of
international cooperation in
tackling global environmental
issues in class discussion.
Students were well-cared by their
parents and their domestic helpers.
They had no common sense of
daily household work e.g. how to
clean a dirty net cloth and tea
towel. But they showed great
improvement both in attitude and
habit by the end of the term.
Students were enthusiastic in
learning about the subject outside
classroom time via the Internet.
Students showed great interest in
embroidery work on their aprons.
Students learnt to work out the
shopping list, use money wisely
and do budgeting on their mealplanning. Most of the F.2 students
were really excited with their
practical exam.
 The awareness of environmental
issues and conservation of energy
was enhanced.
 Some energy toys were designed
creatively. Their presentation in
Objectives
protection.
Liberal Studies
students on green
community
Mathematics
Echoing Green
Education of school
by implementing
relevant learning
activities in the
curriculum
Strategies
the knowledge of energy
conversion in designing
and making a toy.
 Students will visit
‘CARE’ when they learn
the topic of renewable
energy sources.
To produce advertisement
on promoting ‘Green
Community’
Target
Group
Time
Scale
F.1
Mar
2014
To produce 4-koma on
promoting green policies
F.2
Dec
2013
To design poster on
promoting recycling
F.3
April
2014
F.4-F.6
Whole
year
F.2
students
Nov Apr
To discuss
development
To analyze living habits in
light of “Green Life” in a
project work by applying
mathematical knowledge
learned
convertors by using
recycled materials.
 Students can put 4Rs in
action in their daily life.
 Students develop energysaving habits.
Evaluation
Methods
produced by
students.
 Energy
consumption
in the
classroom.
Students’ work should carry
the message of social
responsibility in
environmental protection.
Students’ work
&
teachers'
observation
examine the impacts of
environmental problems on
mankind and give feasible
solutions to achieve
sustainable development.
choose an appropriate
type of graph and plot the
graph correctly to present
the data collected in three
months.
Students’ work
&
teachers'
observation
Success Criteria
197
The Assessment
Form for the
Project
Evaluation
LAC week was lively and
attractive.
 Students did not visit ‘CARE’
because the centre was under
maintenance.
successfully and the advertisements
produced were able to convey
message of social responsibility of
environmental protection.
successfully and the 4-koma
produced were able to compare
waste management policies of
different countries.
The mini-research was replaced by
class presentation of project
learning. Students were able to
evaluate different waste
management methods in their
presentation.
Students were able to examine the
impacts of environmental problems,
the role of the government, the
views of different stakeholders and
provide possible solutions in class
discussion and assessments.
Most students chose appropriate
ways to collect data. Some of them
used interesting data in their
everyday lives. They were able to
use appropriate graphs to present
their data. Some could make quite
sensible interpretation and
Objectives
Physical Education
To arouse concern
of students on
issue related to
Green Education
Physics
Incorporating Green
Education into
teaching
Strategies
 Reducing the use of paper
by printing lesser copies
of programs and posting
the programs and
information on our school
website.
 Students should use
recycled materials to
decorate their House area
for the Cheering Team
Competition.
 Students will in turn to
ride on the bicycle
generator during the
lesson to generate
electricity and transfer to
AA batteries for the
school use.
 Encouraging students to
bring water bottles for the
PE lessons.
Introducing the concept of
solar energy through “Solar
Cooker Project”
Introducing the concept of
Target
Group
Time
Scale
F.1–6
Whole
year
F.4
students
1st
Term
F.6
1st
Success Criteria
analyse and interpret the
graph they plot
 Some kinds of reflection
and further action on
“Green Life” can be
made.
 90% of our students bring
water bottles for their PE
lessons.
 Decrease by 5% of the
paper printing.
Evaluation
Methods
Evaluation
reflection. Their awareness on
“Green Life” on various aspects
such as electricity consumption and
use of plastic bottles had been
aroused through the project.
 Students’
reflection
 Teachers’
feedback and
comments
 Printing
reports
 The number of paper used for
printing has decreased by 5%.
 Six Houses have used recycled
materials to decorate their House
area for the Cheering Team
Competition.
 85% of our students bring water
bottles for their PE lessons.
 All the junior students have tried
the bicycle generators and learnt
to save the energy in their daily
life.
environmental protection,
especially the application
of solar energy, is aroused.
 Peer
assessment,
Experimental
report
 Video clip
 PowerPoint
presentation
Domestic
 Most students enjoyed the
learning process of designing and
building their own solar cooker.
 The model testing result was
good.
 Most groups were well prepared
in their PowerPoint presentation
of their models.
 Most students knew how to find
198
Objectives
Strategies
energy efficiency of
various electrical devices
Target
Group
students
Time
Scale
Term
Success Criteria
energy efficiency on
electrical appliances is
aroused.
Evaluation
Methods
energy auditing
report
Evaluation
the energy efficiency of various
electrical devices including airconditioners, light bulbs and
electric cookers.
 Students’ experimental
performance on comparing
efficacy of different types of light
bulbs was good.
普通話
提高環保意識，
實踐綠色生活
學生作課前準備，於課
堂上作個人短講，內容
需圍繞關於「環保生
活」或「環保社區」之
題材，輔以生活事例說
明感受。
中二
上學
期
學生能運用與環保相關
的詞彙，引用生活例
子，並抒發感受。
短講表現
同輩互評(短
講時間為一分
鐘，從全級中
選出表現最佳
的一位學
生。)
學生準備充足，內容大多能符
合題目要求，就本年度關注事
項「環保生活」或「環保社
區」之主題作講解，加入在校
園及家居實踐「環保」生活的
例子，如節約用水的方法、使
用雙面紙的習慣等，並能使用
相關詞彙，反思自己對實踐環
保的貢獻。整體表現尚理想。
Visual Arts
 Promoting healthy,
eco-friendly and
sustainable living
to the community
 Instilling students’
commitment to the
environment and
social
responsibility
through the
activities and
interaction with the
community
 Students need to learn to
assemble recycle
materials and reuse waste
materials in their
artworks and through
several interdisciplinary
collaboration design
projects students are able
to learn the concept of
sustainable design and
upcycling.
 “I have a dream” Class
Bulletin Board Design in
recycle materials will be
organized for F.1 – F.3
Committee.
 Stationery Storage Box
F.1 – F.6
students
Sep –
May
 Most of the students can
finish their design and
apply the ideas of
environmental
conservation in their
works.
 Students can use imagery,
specific typography and
any form of materials that
related to Green
community in their
design works.
 Students art
and design
works
 Subject
teachers’
observation
 Visual diaries
 Students’ peer
assessment
and lesson
reflections
 “I have a dream” Class Bulletin
Board Design in recycled
materials Competition for F.1 –
F.5 students, Stationery Storage
Box Design Competition for F.2
students and Green Fashion
Design for F.3 students were
completed successfully to arouse
students’ awareness in
environmental issues. All
students could use green elements
and create their own design by
expressing environmental
protection messages. Students
were able to present their
outstanding up-cycling design
products to others during LAC
week and English Activity Day.
199
Objectives
Strategies
Design Competition will
be organized for F.2
Committee.
 Green Community
Fashion Show will be
organized for F.3 students
with English department.
 At least one design and
art making topics related
to Green Community in
F.4 – F.6 curriculum.
Organizing sustainable
community design projects
for F.4 – F.5 visual arts
elective students and
inviting students to attend
environmental conservation
visual arts and design
exhibitions and workshops.
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
 There were also several designs
and art making topics related to
Green Community in F.4 to F.6
curriculum and all students were
eager to create outstanding works
and able to apply visual element
and design principles to present
their creative ideas toward the
issue.
F.1 – F.6
students
Whole
year
Most of the students agree
the design projects and
exhibition visits can help
them know more about the
issue of sustainable living
and commit the
responsibility to have
healthy and eco-friendly
lifestyle.
200
 Students art
and design
works
 Subject
teachers’
observation
F.4 and F.5 Students participated in
“2013 International Year of Water
Cooperation Art and Design
Competition” organized by Po
Leung Kuk Hong Kong and
Education Bureau to promote the
water saving issue. All the students
agreed the design projects could
help them know more about
sustainable living and commit
themselves to healthy and ecofriendly lifestyle. The activities
helped to arouse students’ concern
with environmental protection.
School Major Concerns 2014 – 2015
1.
2.
Enhancing learning and teaching effectiveness
(a)
Catering for learners’ diversity
Adopting differentiated instruction and tiered assignments to cater for students’ diverse
learning needs
Using e-learning to cater for students’ different learning styles
(b)
Effective use of assessment
Using assessment to
 support and extend students’ learning
 help students’ self-reflection and self-monitoring
 facilitate teachers to make adjustment to their teaching strategies
(c)
Use of effective study skills
Cultivating students’ note-taking skills and memory skills through school-based or
subject-based programs (e.g. F.1 Summer Bridging Programme)
Building learning communities
Strategies for students

Enabling students to learn from their peers and to share good practices

Providing a platform for high achievers to learn from their peers, teachers and alumni

Facilitating students’ reflection skill in running Other Learning Experiences (OLE) activities
Professional development for teachers

Inculcating a sharing culture

Providing chances on experience sharing on teaching and curriculum planning

Managing and sharing learning and teaching resources

Equipping teachers with various teaching strategies to cater for learners’ diversity and cultivate
self-directed learning

Enhancing teachers’ communication and collaboration among different committees and
departments
201

Munsang College

Transcription

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