Munsang College

Transcription

Munsang College

Munsang
民
生
College
書
院
Annual Report
2012 – 2013
8 Dumbarton Road, Kowloon, Hong Kong
Web Site: http://www.munsang.edu.hk
E-mail: info@ munsang.edu.hk
Contents
Page
Mission Statement, School Goals and School Major Concerns
3
Introduction
4-6
School Layout and Facilities
7-8
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
9-13
Report on Academic Affairs
Curriculum 2012 – 2013
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
14-17
Financial Summary
Financial Summary 2012 – 2013 (Pending)
Use of Capacity Enhancement Grant (Pending)
Use of Diversity Learning Grant
18-20
Students’ Performance
F.6 Graduates Enrolled in Tertiary Institutes (2013)
External Examination
21-22
Students’ Achievements 2012 – 2013
External Scholarships
Internal Scholarships
Inter-school Activities and Competitions
23-41
Reports of Committees
42-101
Reports of Subject Departments
102-175
Evaluation of Major Concern 2012 – 2013
176-197
Major Concern 2013 – 2014
198
2
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
3
Introduction
Academic Calendar
The school year is divided into two school terms, September to January and February to July. Although
there are no summer sessions, there is a great variety of activities organized during the summer vacation.
Enrollment
Secondary Section
Form
Number of Classes
1
5
2
5
3
6
4
6 (*7)
5
6
6
6
Total
34
* Six classes being splitted into 7 groups
The normal class size is 23 to 39 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 new Innovative Learning Centre, a swimming pool, a
lecture theatre, a bible-study court, a chapel and archives. All of the rooms on campus are
air-conditioned.
Medium of Instruction
The medium of instruction in the Secondary Section is English, except for Chinese, Chinese History and
Putonghua.
Admission
Form 1 entrants are allocated through a centralized system monitored by the Government of Hong Kong.
Under the feeder system, about 85% of the places, after deducting the 30% discretionary places, are
reserved for our own students from Primary 6.
Administration
Munsang College is a non-profit private institution run by the College Council. The Hong Kong
Government accorded the Secondary Section of the College the status of an “aided” school in 1978. The
Principal is appointed by the College Council and approved by the Government of Hong Kong. The
Council is a self-perpetuating body incorporated under a Hong Kong Government Ordinance. The
College Supervisor is elected from among its members annually. The Council gives policy advice and
general guidance to the school.
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 with 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 2012 – 2013, teaching
assistants were hired to provide additional support to the students. A workshop for developing studnts’
executive skills was held in May and June 2013 with the assistance of the Educational Psychologist of the
EDB.
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 Christian fellowship meetings, Monday prayer, devotional and bible classes, etc. Other
4
activities include basketball, football, badminton, volleyball, tennis, fencing, field training, swimming,
gymnastics, dance class, orchestra, choir and so forth. There are clubs for art, drama, and debate as well
as clubs for the academic subjects such as English Language and Fench and Mathematics. Students take
part in Scouts & Guides activities, 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, basketball and football competition, the
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 parts in Mainland China provides a platform for students to show their love and care to the
needy.
Teams are organized to take part in inter-school science exhibitions, computer activities, athletics meets,
swimming competitions, music festivals, speech festivals and the like.
5
Curricula
While a unified curriculum was offered to students of Form One to Form Three, the New Senior
Secondary (NSS) has been in place for the Form Four students, with English Language, Chinese Language,
Mathematics and Liberal Studies being the 4 core subjects. Besides, all Form Four 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
Music (HKDSE)
Visual Arts (HKDSE)
Biblical Knowledge / Ethics (OLE)
Physical Education. (OLE)
Music (OLE)
Visual Arts (OLE)
Putonghua
Other Languages: NSS French
Other Languages: NSS Japanese
Form 1
and
Form 2
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Form 3
Form 4
(NSS 1)
Form 5
(NSS 2)
Form 6
(NSS 3)
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
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*
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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
6
School Layout
School Facilities
For the Secondary Section, there are four main blocks:
27 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
5 Store 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
(D202 - D511)
Block E
7
2 Classrooms
2 Integrated Science
Laboratories
Chemistry Laboratory
Biology Laboratory
Physics Laboratory
Library
Chaplain Office
2 Staff Rooms
3 Supportive Education
Rooms
Staff Common Room
General Office
Technical Support
Division Room
Lecture Theatre
Medical Room
Printing Room
6 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
2 Supportive Education
Rooms
Store Room
Block G
(G101 - G503)
Store Room
8
Administration Organization
Administration Structure
School Council
School Supervisor
Principal
School Secretary
Executive Committee
School Accountant
Publication
Vice-principal
Vice-principal
Annual Plan
SAMS
Scholarship
SSE
Chaplain
Annual Report
Academic
Affairs
LAC
Information
Technology
Resources
Appraisal
Counseling
Campus TV
Library
I.T.
Technicians
(Other Learning Experiences)
Discipline
Secretary
CCA
Crisis
Management
Alumni
Association
Clubs &
Societies
Subject Heads
Janitors
Clerical
Staff.
Subject Technicians
Teachers
& T.A.
Class
Teachers
Prefect
GPA
Association
Careers
Religious
Cultural
Exchange
AV
Technician
Community
Service
Student
Association
ParentTeacher
Association
Houses
Clerical
Staff
Ceremony
Parent’s Day
Staff
Development
Teachers’
Association
Class
Committee
SSE = School Self Evaluation
CCA = Co-curricular Activities
GPA = Guidance Prefect Association
LAC = Language Across Curriculum
9
Incorporated Management Committee
Chairman & Supervisor
Hon. Secretary
Hon. Treasurer
Manager
Parent Manager
Teacher Manager
Individual Manager
Mr. Jeremiah Wong Kui Hung
Ms. Kuby Chan Yin Hung
Mr. Yik Kwan
Mr. Cheung King Rock
Mr. Herbert Ho Hok Bun
Mr. Tsin Yan Pui
Ms. Wong Lei Lei
Mr. Yu Yan Tack
Dr. Alice Yuk Tak Fun
Ms. Kong Suet Ming
Mr. Spencer Sze Lap Ming
Mr. Mok Kwok Wai
Ms. Cheung Tung Ping
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
Half-post Self-financing Teaching Staff
Laboratory Technician
Social Worker
:2
: 14
: 35
:2
:2
:2
: 12
:1
:3
:2
10
Qualifications of Our Teaching Staff
100.00%
90.00%
80.00%
Percentage
70.00%
60.00%
2010-2011
50.00%
2011-2012
40.00%
2012-2013
30.00%
20.00%
10.00%
0.00%
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
2010 - 2011
11
14
8
8
11
11
5
6
2011 - 2012
12
10
15
9
10
12
5
5
2012 - 2013
9
9
18
7
7
12
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
Mr. Luk Kai Ho
Ms. Chung Yau Lin
Mr. Hui Kong Hang
Ms. Ho Chun Lan
Mr. Lui Hang Sum
Mr. Chan Shu Sum
11
26 - 30 30 yrs or
yrs
above
Working and Standing Committees
Committee
Academic Affairs
Discipline
Counseling
Careers
Co-curricular Activity
Information Technology
& Resources
Religious
Major Concerns
Language Across the
Curriculum
Library
Staff Development
Publicity & Alumni
Affairs
Parent-Teacher
Association
Ceremony
School Self Evaluation
Scholarship
Publication
National Education
Head
Members
Ms. M.S. Ting
Mr. F.L. Wu, Ms. S.L. Tam, Ms. M.Y. Chan,
Ms. W.Y. Chin, Ms. C.M. Ho, Ms. P.M. Lau,
Mr. K.L. Mok, Mr. K.W. Ng, Ms. W.S. Tse,
Ms. L.S. Ho
Mr. K.H. Luk
Ms. M.K. Leung, Mr. K.F. Chan, Ms. M.C. Chan,
Mr. K.W. Cheng, Ms. K.W. Hui, Ms. Y.W. Lee,
Mr. Y.Y. Mak
Ms. Y.L. Chung Ms. T.P. Cheung, Mr. T.H. Chan, Ms. L.T. Ching,
Ms. S.Y. Chiu, Ms. P.S. Lo, Mr. S.F. Tsang,
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. Y.Y. Tam, Ms. C.C. Yiu
Mr. K.H. Hui
Mr. K.W. Tsoi, Ms. H.Y. Wong, Ms. M.S. Choi,
Mr. C.W. Kwan, Ms. M.K. Lai, Ms. Y.W. Wong
Mr. H.S. Lui
Mr. H.F. Chan, Mr. L.H. Choi, Mr. Y.C. Ho,
Mr. S.T. Ho, Mr. K.T. Hung, Ms. W.C. Kwok,
Ms. Y.K. Pang, Mr. P.C. Wong, Mr. C.C. Kwok,
Mr. K.C. Poon, Mr. K.S. Lee, Mr. C.P. Cheung,
Mr. S. Ho, Mr. M.W. Leung, Mr. H.C. Tam, Mr. H. Tiu,
Ms. J. Lai
Rev. Allan Chua Ms. Y.Y. Ng, Mr. T.H. Chan, Ms. S.Y. Chiu,
Ms. S.W. Ho
Ms. M.Y. Kwok, Mr. Y.Y. Mak, Mr. K.C. Poon
Mr. K.W. Mok Mr. W.O. Chan, Mr. K.F. Chan, Mr. S.S. Chan,
Ms. M.S. Choi, Ms. H.S. Lui, Mr. K.W. Tsoi,
Mr. K.M. Yu, Mr. H.S. Chan, Mr. H. Hong,
Mr. S.H. Hung
Ms. Y.Y. Tam
Ms. W.Y. Chin, Ms. T.P. Cheung, Mr. C.S. Chow,
Mr. Christianopoulos, Mr. Y.H. Kan, Mr. C.W. Kwan
Ms. W.S. Tse
Ms. M.Y. Chan, Mr. C.M. Law, Mr. K.W. Ng,
Ms. S.Y. Wat, Mr. P.C. Wong, Ms. L.S. Ho
Mr. S.S. Chan
Mr. C.M. Law, Mr. K.T. Hung, Ms. P.M. Lau,
Ms. Y.W. Lee, Ms. P.S. Lo, Ms. Y.W. Wong
Mr. Y.H. Kan
Mr. S.F. Tsang, Ms. W.C. Kwok, Ms. M. Lam,
Ms. S.L. Tam, Ms. L.F. Tse, Ms. P.C Wu
Ms. W.Y.
Ms. M.Y. Pun, Mr. K.W. Mok, Ms. M.S. Ting,
Leung
Ms. Y.Y. Tsang, Ms. P.C. Wu, Ms. M.S. Yau,
Mr. K.M. Yu
Ms. Y.Y. Ng
Ms. L.F. Tse, Mr. Christianopoulos, Mr. K.W. Cheng,
Ms. K.W. Hui, Ms. M.W. Luen, Ms. Y.K. Pang,
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,
Ms. H.Y. Wong
Ms. K.H. Wong Mr. C.S. Chow, Mr. Christianopolous, Mr. S.T. Ho,
Ms. S.L. Lai, Ms. M. Lam, Ms. H.T. Wong
Mr. K.M. Yu
Ms. K.H. Wong, Ms. L.T. Ching, Ms. M.K. Lai,
Ms. M.Y. Pun, Ms. S.Y. Wat
12
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
Computer
Mr. Lui Hang Sum
Economics
Ms. Ting Man Shuk
English
Ms. Chin Wai Ying
Geography
Ms. Ng Yee Yuk
History
Ms. Tam Sau Lai
Integrated Science
Ms. Cheung Tung Ping
Liberal Studies
Ms. Tam Sau Lai
Ms. Kwok Mei Yu
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
Financal Studies
Ms. Ting Man Shuk
Putonghua
Ms. Leung Wai Yu
Visual Arts
Ms. Lam Mau
13
Ms. Leung Wai Yu
Ms. Tam Yuen Yee
Report on Academic Affairs
Curriculum 2012-2013
Class
Subject
1
2
3
4
5
6
A-E A-E A-F A B C D E F G Total A B C D E F Total A B C D E F Total
Form Period
(15 mins/day)
Reading
(15 mins/day)
15
15
18
21
English
45
40
48 6 6 6 6 6 6 6
42
6 6 6 6 6 6
36
Chinese
35
35
42 6 6 6 6 6 6 6
42
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
12 6 6 6 6 6 6 6
18
18
105
7 7 6 6 6 6
38
249
36
6 6 6 6 6 6
36
226
6 6 6 6 8 8
40
7 7 8 8 9 9
48
220
42
6 (8)
48
6 (8)
48
170
Physics
5 (3)
15
5 (3)
15
5 (3)
15
45
Chemistry
5 (4)
20
5 (3)
15
5 (3)
15
50
Biology
5 (3)
15
5 (3)
15
5 (3)
15
45
5 (1)
5
5 (1)
5
5 (1)
5
57
Information and
Communication
Teahnoloby
10
20
12
Science
20
20
36
History
10
10
6
5 (1)
5
5 (1)
5
5 (1)
5
41
Geography
10
10
6
5 (2)
10
5 (2)
10
5 (1)
5
51
Business &
Economics
76
12
12
Economics
5 (2)
10
5 (2)
10
5 (3)
15
35
Business
Accounting and
Financial Studies
5 (3)
15
5 (3)
15
5 (3)
15
45
Chinese History
10
10
12
5 (1)
5
5 (1)
5
5 (1)
5
47
Bible
Knowledge /
Ethics
5
5
6
3 (1)
3
3 (1)
3
3 (1)
3
25
Physical
Education
10
10
12 2 2 2 2 2 2 2
14
2 2 2 2 2 2
12
1 1 1 1 1 1
6
64
Music
5
5
6
Visual Arts
(HKDSE)
10
10
12
Visual
Arts/Music
(OLE)
Putonghua
5
5
16
5 (1)
5
5 (1)
5
7 (1)
7
4 (1)
4
5 (1)
5
47
11
6
16
Grand Total
230 235 276
318
297
297
Total
230 465 741
1059
1356
1653
14
1653
Class Structure
Class Level
F.1
F.2
F.3
F.4
F.5
F.6
Total
Number of Classes
5
5
6
6 (*7)
6
6
34
Number of Boys
91
105
105
98
109
96
604
Number of Girls
88
71
100
101
90
102
552
Total
179
176
205
199
199
198
1156
* Six classes being splitted into 7 groups
Number of School Days
(Including Form Test and Examination)
250
School Days
200
150
2011-12
100
2012-13
50
0
F.1 - F.5
F.6
15
2010-11
16
2011-12
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%
2010-11
2011-12
15.00%
2012-13
10.00%
5.00%
0.00%
Unfilled Places in the Classes
160
140
120
100
80
60
40
20
0
2012-13
Students’ Attendance
100.0%
99.5%
99.0%
2011-12
98.5%
2012-13
98.0%
97.5%
97.0%
F.1 - F.3
F.4 - F.5
F.6
Percentage of Early Exit Students in the School Year
1.0%
0.9%
0.8%
0.7%
0.6%
0.5%
0.4%
0.3%
0.2%
0.1%
0.0%
2010-11
2011-12
17
2012-13
Financial Summary
Financial Summary for the year ended 31 August 2013 (Pending)
18
Capacity Enhancement Grant
Income & Expenditure Summary for the year ended 31 August 2013 (Pending)
19
Diversity Learning Grant
Income & Expenditure Summary for the year ended 31 August 2013
Income
HK$
Grants received (DLG – OL)
HK$
$59,500.00
Less: Expenditure
Course Fee for F.4 French and Japanese Course
$45,500.00
Total Expenditure
$45,500.00
Surplus / (Deficit) of Income over Expenditure for the year 2012/2013
$14,000.00
Amount to be clawed back to the EDB
$14,000.00
Income
HK$
Grants received (DLG – OP)
HK$
$126,000.00
Less: Expenditure
Salary of Music Teachers in Network Program
Tutor Fee in Music (enhance students’ skills in composition)
Tutor Fee in Music (enhance knowledge in Chinese Music)
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
Activities for selected Career Ambassadors
Total Expenditure
$33,000.00
$19,960.00
$6,000.00
$26,050.00
$20,000.00
$2,940.00
$6,000.00
$4,800.00
$2,145.00
$4,000.00
$124,895.00
Surplus / (Deficit) of Income over Expenditure for the year 2012/2013
$1,105.00
Amount to be clawed back to the EDB
$1,105.00
20
Student Performance
F.6 Graduates Enrolled in Tertiary Institutes (2013)
(As at 30-9-2013)
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)
Associate Degree
Publicly-funded
Self-financing
23.0 (42)
1.1 (2)
21.9 (40)
19.8 (39)
1.0 (2)
18.8 (37)
Higher Diploma
Publicly-funded
Self-financing
10.4 (19)
6.0 (11)
4.4 (8)
8.1 (16)
4.6 (9)
3.6 (7)
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)
Mainland China
0.0 (0)
1.5 (3)
Repeat
1.1 (2)
0.5 (1)
Employment
2.2 (4)
0.5 (1)
Others
1.1 (2)
1.0 (2)
Total
100.0 (183)
100.0 (197)
Year
Local
Degree
Publicly-funded
CityU
CUHK
HKBU
HKIEd
HKU
HKUST
LingnanU
OUHK
PolyU
Others
Self-financing
Overseas
UK
USA
Australia
Canada
Others
21
External Examination
Hong Kong Diploma of Secondary Education Examination 2013
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
76
47.4
17.2
77.6
43.1
100.0
89.5
Business, Accounting and
Financial Studies (BAFS)
79
19.0
11.3
59.5
37.3
100.0
88.4
Chemistry
102
48.0
23.3
79.4
48.9
100.0
87.3
中國歷史
11
36.4
10.3
54.5
33.3
100.0
87.3
中國語文
197
21.3
8.9
54.8
27.4
99.5
80.4
Economics
82
36.6
14.6
65.9
40.7
98.8
84.1
English Language
197
35.0
9.8
79.7
25.9
100.0
77.5
Geography
35
54.3
9.5
82.9
33.3
100.0
83.8
History
9
33.3
12.5
88.9
44.8
100.0
92.7
Information and Communication
Technology (ICT)
12
25.0
7.3
66.7
24.1
100.0
77.4
Liberal Studies
197
19.3
8.1
54.8
35.4
98.5
88.3
Mathematics Compulsory Part
197
29.9
11.8
70.1
34.4
99.0
80.5
(M1, Calculus and Statistics)
29
31.0
17.4
82.8
45.2
100.0
87.2
(M2, Algebra and Calculus)
33
42.4
33.2
84.8
58.8
100.0
92.9
Music
4
0
16.9
100.0
24.8
100.0
82.2
Physics
69
37.7
26.2
62.3
49.1
98.6
90.1
Visual Arts
9
44.4
6.6
100.0
24.8
100.0
82.2
*All candidates refer to Day School First Attempters
Distinction and Credit Rate
Students with 3322
No. of Candidates taking
:
:
:
67.3%
79.2%
4X (21%)
3X (39%)
2X (40%)
22
Students’ Achievements 2012 – 2013
External Scholarships 2012 – 2013
2012 – 2013 Kowloon Region Outstanding Student Award
(2012 – 2013 九龍地域傑出學生獎)
F.6D Yip Shing Him
葉城謙
2012 – 2013 Kowloon City Outstanding Student Award (Secondary School Section)
(2012 – 2013 九龍城區傑出中學生獎)
F.6D Yip Shing Him
葉城謙
Sir Edward Youde Memorial Prizes for Senior Secondary School Students (2012 – 2013)
F.5C Tse Cheuk Hei
謝卓希
F.6E Lui Siu Hang
呂紹鏗
American Chamber Charitable Foundation Prize Book Award (2012 – 2013)
F.5D Chan Huen Yan
陳萱欣
2012– 2013 Determination for Improvement Award (by Kowloon West Chaoren Association Limited
(2012– 2013 年度九龍西潮人聯會「奮發圖強」獎學金)
F.5E Lau Hoi Shuk Virginia
劉海淑
2012– 2013 Best Improved Students Award -- Academic (by Kowloon West Chaoren Association
Limited
(2012– 2013 年度九龍西潮人聯會「最佳學業進步獎」)
F.3F Lam Cheuk Hei
林焯熙
2012– 2013 Best Improved Students Award -- Discipline (by Kowloon West Chaoren Association
Limited
(2012– 2013 年度九龍西潮人聯會「最佳操行進步獎」)
F.3B Chau Chung Yin
周仲言
23
2012 Youth Arch Student Improvement Award (by Youth Arch Foundation)
F2A
F2B
F2D
F2E
F2E
F3B
F3B
F3B
F3D
F3E
F3F
F4A
F4B
F4B
F4B
F4E
F4G
F5A
F5B
F5C
F5D
F5E
F5F
F6A
F6B
F6C
F6D
F6E
F6F
Cheung Ying
Cheung Tsz Yan
Poon Cheuk Him
Law Nok Yin Christie
Yeung Yuen Hang
Lee Sum Yi Angel
Lee Wan Yan
Wong Suen Kwan
Chung Ping Chiu
Wong Nicholas
Lam Cheuk Hei
Cheng Cheuk Lun
Cheng Cheuk Long
Ching Heng
Tsang Wang Fung
Ma Ho Yan
Li Shek Wan
Cheung Tsang Yu
Ngai Wai San
Kwok Kwan Ming
Yau Kam Po
Liu Tsz Fung
Chiu San Fung
Yu Wing Lam
Ng Chun Hei
Yeung Shuk Ying
Li Shin Hang
Ho Wing Yan
Ngan Hoi Yee
張鷹
張芷甄
潘卓謙
羅諾妍
楊元亨
李心怡
李昀恩
黃宣君
鍾秉釗
王俊庭
林焯熙
鄭卓倫
鄭卓朗
程珩
曾泓鋒
馬顥恩
李碩昀
張錚宇
倪偉燊
郭坤明
游金波
廖梓峰
趙新豐
庾詠琳
吳峻希
楊淑盈
李善珩
何穎恩
顏鎧而
F.1B
F.1C
F.1A
F.1D
F.1E
F.2B
F.2A
F.2C
F.2E
F.2D
F.2F
F.3F
F.3A
F.3C
F.3E
F.3B
F.3D
F.4A
F.4B
F.4C
F.4D
F.4E
F.4F
F.5A
F.5B
F.5C
F.5D
F.5E
F.5F
24
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
11 – 12
Internal Scholarships 2012 – 2013
Munsang College Scholarship for Outstanding
Achievement in HKDSE
F.6
Cheng Kwan Lok
Chui Yan Yee
Liu Chun Yin
So Yuen Man
Wu Sum Yi
Yu Yik Hei
Lam Chi Tat
Leung Tsun Sun
Tsui Ming Him Melvin
Chan Pak Sam
Chan Wai Kwan Manalie
Kong Ka Yu
Lau Chung Hang
Leung Shuk Hing
Leung Wing Sum
Ng Wai Hung
Cheng Chun Yin
Cheung Ho Pak Neville
Kong Ka Chun
Lee Lok Yiu
Lo Cheuk Hei Eugene
Lui Siu Hang
Lui Wai Chung
Poon Long Hin
So Tsz Hin
Tsang Hin Tung
Yip Shing Him
Munsang College Alumni Association Scholarship for
Outstanding Achievement in HKDSE
F.6
Cheng Kwan Lok
Class 1970 Versatile Society Scholarship for All-round,
Balanced and Remarkable Performances in Academic &
Non-academic Areas
F.5
Lai Boris J T
Mr. Au Chak Mun Memorial Scholarship
F.6
Cheng Kwan Lok
Mr. Mok Kon Sang Memorial Scholarship
F.6
Liu Chun Yin
Dr. Ts’O Seen Wan Memorial Scholarship
F.6
Wu Sum Yi
Dr. Lam Chi Fung Memorial Scholarship
F.5
Lai Boris J T
Mr. Rufus Huang Founding Principal Memorial
Scholarship
F.5
Chan Huen Yan
Dr. Daniel H. Lam Memorial Scholarship
F.5
Tse Cheuk Hei
25
Mr. Mok Hing Shung Memorial Scholarship
F.4
Kwan Anders Chi Chun
Mrs. Tseung Ts’O Lai Ki Memorial Scholarship
F.4
Keung Ho Ching
Mr. Luk Yan King Memorial Scholarship
F.4
Chau Yip Hei Justin
Mr. Kwong Jing Cho Memorial Scholarship
F.3
Lai Yuk Yee
Mr. Kong Yiu Wing Memorial Scholarship
F.3
Tam Wing Chi
Dr. Lam Shu Kee Memorial Scholarship
F.3
Wo Hui Kiu
Mr. Poon Bing Chung Memorial Scholarship
F.2
Lee Wai Chau
Mr. Manuel Woo Memorial Scholarship
F.2
Lee Ka Yu
Mr. Hong Tung Tick Memorial Scholarship
F.2
Leung Kwun Hong
Mr. Lau Chiu Tak Memorial Scholarship
F.1
Mak Hoi Tung
Mr. Mow Kee Yok Memorial Scholarship
F.1
Cheng Chung Yi
Mr. Chan Long Hin Memorial Scholarship
F.1
Leung Hei Tung
Mrs. Chan Wong Pui Yin Memorial Scholarship for Green
Education
F.3
Lee Sum Yi Angel
Dr. Samuel Loi Scholarship
F.4
So Cho Wing
F.2
Ng Chi Ting
Mr. Hong Tung Lun Memorial Scholarship for
Distinguished Leadership
F.6
Law Hoi Sing
Class 1962 (旭社) Golden Jubilee Scholarships for
Outstanding Students in Performing Arts
F.5
Leung Shing Kwan
F.1
Chan Sze Ching
Class 1965 Scholarship for High Achievers in Information
& Communication Technology
F.3
Ip Tin Yan
Class 1966 Scholarship for “Goal Hunters”
F.5
Liu Tsz Fung
Chan Huen Yan
Class ’68 House of Unity “Five Virtues Award”
1969 Alumni Prize for Innovative Approaches to Teaching
and Learning
F.3
Leung Lok Man June
F.6
Cheng Kwan Lok
F.4
Keung Ho Ching
F.1
Mak Hoi Tung
Team 1
F.2
Chau Pak Hei
Chen Sze Pui Kassie
Chow Chor Wun Leslie
Lee Ka Yu
Lui Siu Hin Alvin
Lui Wai Ting
Wong Ting Yan
Team 2
F.4
Tsang Wang Fung
F.3
Cho Chak Bong
Chung Ping Chiu
26
Lam Ching Yee
Lee Sum Yi Angel
Li Hau Hin
Wong Lok Yi
Class 1970 Versatile Society Scholarship for Outstanding
Performance in Areas Inviting Appreciation and/or
Recognition
F.6
Chan Chun Chi Cyrus
F.5
Chan Huen Yan
Chau Chun Yiu
Lai Boris J T
Wong Ching Ngar
Class 1970 Versatile Society Scholarship for Chinese
1971 Alumni Prize for Outstanding Achievement in Oration
F.4
Chiu Yin Man
F.6
Liu Chun Yin
F.5
Chan Huen Yan
F.4
Leung Wing See
F.3
Tam Wing Chi
F.2
Lee Wai Chau
F.1
Mak Hoi Tung
F.5
Chan Chi Yan
F.4
Cheung Ho Ching
Kwong Tsz Hin
Lee Wing Tung
Ng Wing Shan
Wang Yanling
F.2
Lee Ching Hei
Sze Yee Lam
Yu Waisy
F.1
Chen Cheuk Yin
Law Yuet Tung Phoebe
So Ka Ying
1971 Alumni Prize for Issue Essay Writing Competition
1977 Alumni Scholarship for Outstanding Dedication in
Community Service
1978 Alumni Prize for Outstanding Public Achievements
Scholarship for Interactors with Excellent Achievement in
Community Service
27
F.5
Chan Huen Yan
F.4
Leung Wing See
F.3
Tang Hiu Lam
F.2
Lee Wai Chau
F.5
Tsang Hoi Ting
F.4
Cheng Sze Wing Sophie
F.2
Law Ada Wing Hei
F.5
Fung Tsz Yau Irisa
F.3
So Ying Zoe
F.5
Lin Yee Kiu
Tam Hoi Man
Wong Ching Ngar
Parent-Teacher Association Scholarship for English
F.6
Cheng Kwan Lok
F.5
Chan Huen Yan
F.4
Keung Ho Ching
F.3
Lai Yuk Yee
F.2
Lo Ching Yan Charity
F.1
Lam Ryan
Mrs. Chan Tsin Bick Yee Memorial Scholarship for
Mathematics
F.5
Lai Boris J T
Mr. Fan Kam King Memorial Scholarship for Physics
F.6
Liu Chun Yin
Ms. Poon Kam Mui Memorial Scholarship for Economics
F.6
Hui Chun Hei
Mr. Cheung Chung Leung Memorial Scholarship for
Science Learning
Team 1
F.3
Wong Lok Yi
Lam Ching Yee
Lee Sum Yi Angel
Team 2
F.2
Chu Wing
Fok Ho Man
Kai Tsz Huen
Law Wing Tung
Ng Chi Ting
Sit Yan Yu
Mr. Lau Fook Chuen Memorial Scholarship for NSS
Electives
F.4
Kwan Anders Chi Chun
Mr. Chan Hon Wing Scholarship for Visual Arts
F.3
Ng Cheuk Wing
Mr. Steve Leung Scholarship for Visual Arts
F.6
Poon Cherk Ho
Chau Yip Hei Justin
Wong Yi Lok
F.5
Lee Hong Lam
F.4
Leong Krystle
Mr. Tsin King Fai Outstanding Athlete Memorial
Scholarship
F.2
Sze Yee Lam
Mr. Kwan Yat Wah Scholarship for Physical Education
Outstanding Athletes Award
F.6
Wong Lok Hin
F.5
Law Chak Ki
F.4
Yeung Po Kiu
F.3
Hui Man Ki
Leung Lok Man June
Sports Boy of The Year Award
F.6
Cheng Chun Yin
Sports Girl of The Year Award
F.5
Fung Tsz Yau Irisa
Mr. Ng Shu Sing (1963) Scholarship for Record-breakers in
F.3
Ng Pui Kei
28
Athletics Meet
F.2
Sze Yee Lam
Mrs. Ada Sh’e Memorial Scholarship for Music
F.3
Lau Tak Yin
Mr. Tsang Piao Kong Memorial Scholarship for Music
F.5
Tse Cheuk Hei
Dr. Daniel Yung Best Improved Student Award
F.5
Ho Yuen Ki
F.4
Sze Hei Man
F.3
Lee Si Yi
F.2
Yeung Shing Chi Antonio
F.1
Lam Shan
29
Inter-school Activities and Competitions
Alumni’s Achievements
The Chinese University of Hong Kong
Cheung Rebekah Pui-Hin
Ng Yuk Kwan
Faculty of Medicine
The Hong Kong University of Science and Technology
Chan Wing Yu
Chow Kin Fung
Chung Miing Yan
Li Hei Man
Yip Chee Chun
Ho Sin Hang Scholarship
Dr. and Mrs. Tzu Leung Ho
Outstanding Academic Award – Silver Medal
University Scholarship
2nd Runner-up of L’Oréal Brandstorm 2013
Dean of Engineering Scholarship
Hong Kong Baptist University
Ho Hong Yu
Bachelor of Business Administration (Hons.) (Marketing
Concentration)
Hui Lok Ching
Bachelor of Social Sciences (Hons.) in Government and
International Studies
Lam Wing Yee
Bachelor of Social Sciences (Hons.) in Communication –
Organizational Communication Option
Ma Sin Mei Rachel Bachelor of Business Administration (Hons.) (Human
Resources Management Concentration)
Tsui Yik Ki
Bachelor of Business Administration (Hons.) (Human
Resources Management Concentration)
Wong Tsz Wai
Bachelor of Social Sciences (Hons.) in Communication –
Public Relations and Advertising Option
Yu Sin Wa
Bachelor of Social Sciences (Hons.) in Government and
International Studies
The Hong Kong Institute of Education
Lai Sze Yan
Bachelor of Social Sciences (Honours) in Global
and Environmental Studies
Dean’s List (Semester 2)
HKSAR Government Scholarship
Academic
Canadian Mathematics Competition 2013 (Pascal, Cayley, Fermat Contests)
(University of Waterloo)
3A Zou Qingyu
3D Cheng Ho Man
4B Tsang Wang Fung
5D Kwong Tze Ho
3A Hui Ka Ho
3A Li Chi Hei
3A Li Chi Kan
3A Li Yuen Ho
3A Ng Minh Man
3A Wong Lok Yi
3B Cheng Chun Lam
3B Chiu Hoi Chun
3B Lam Ching Yee
3C Lam Chin Fung
4A Lee Chun Hong
4A Yeung Yu Ching
4B Kwan Anders Chi Chun
4B Ng Hoi Fung
4D Wong Tsz Long
4G Tsui Koon Chow
5C Tam Hoi Man
5C Tse Heung Ching
5D Yu Ho Ting
5E Chan Zhao Cong
5E Leung Ling Chung
5E Mak Chun Hang
5E Nun Shing Him
5F
Cheng Wai Yiu
5F
Chiu San Fung
5F
Lai Boris J T
5F
Tam Kendrew Long Hang
30
Medal and Distinction
Medal and Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Canadian Mathematics Competition 2013 (Fryer, Galois and Hypatia Contests)
(University of Waterloo)
3D Cheng Ho Man
4B Tsang Wang Fung
5E Chan Zhao Cong
5F
Lai Boris J T
3A Hui Ka Ho
3A Li Yuen Ho
3A Wong Lok Yi
3A Zou Qingyu
3C Lam Chin Fung
4A Yeung Yu Ching
4G Tsui Koon Chow
5F
Cheng Wai Yiu
5F
Chiu San Fung
5F
3A Li Chi Hei
3A Ng Minh Man
3B Chiu Hoi Chun
4A Lee Chun Hong
4D Wong Tsz Long
5C Tam Hoi Man
5D Yu Ho Ting
5E Mak Chun Hang
5E Nun Shing Him
Hong Kong Biology Olympiad for Secondary Schools (2012/2013)
(Hong Kong Association for Science and Mathematics Education)
6E Kong Ka Yu
6E Liu Chun Yin
6E Lui Siu Hang
6F
Poon Long Hin
6D Wu Sum Yi
6F
Tsang Pui Yu
6F
Yu Wai Tung
6D Chan Pak Sam
6D Lo Cheuk Hei Eugene
6E So Tsz Hin
6E Yu Yik Hei
6F
Chan Wai Kwan Manalie
6F
Tsang Hin Tung
6F
Yiu Tsz Yan
Australian National Chemistry Quiz 2013
(The Royal Australian Chemical Institute)
4D
5F
Lai Boris J T
3A Lam Wing Yeung
3A
3B Cheung Kwan Nok
3B
3C Lai Yuk Yee
4C
4G Au Tai Yau
4G
5C Kan Wing Hon
5C
5C Tse Cheuk Hei
5C
5C Yeung Chi Ho
5D
5E Chan Zhao Cong
5F
3A Chau Kin Lai Angus
3A
3B Chiu Hoi Chun
3B
3B Leung Yui Long
3C
4A Chan Chi Fung
4A
4B Ma Kan Yik
4B
4C Chow Chi Cheung
5C
5C Leung Ho Yiu
5C
5C Siu Sze Wai
5D
5F
5F
Wong Tsz Long
Zou Qingyu
Tang Hiu Lam
Chau Yip Hei Justin
Lok Tsun Ming
Tam Hoi Man
Tse Hei Man
Chan Huen Yan
Ng Cheuk Yin
Tam Wing Chi
Lee Sum Yi Angel
Wong Cheuk Lam
Hui Lok Yiu
Ng Hoi Fung
Cheung Hiu Ying
Lo Kai Fung
Kwong Tze Ho
Tsang Hoi Ting
2013 Hong Kong & Macao Mathematical Olympiad Open Contest
(The Hong Kong Mathematical Olympiad Assoication)
1A Chan Lok Yin
3A Hui Ka Ho
3A Li Yuen Ho
2B Lam Ching Man
2B Lee Wai Chau
3A Wong Lok Yi
3A Zou Qingyu
1C So Wai Ho
1C So Yui Kan
31
Gold
Gold
Silver
Silver
Silver
Silver
Silver
Bronze
Bronze
Bronze
Bronze
Bronze
First Class Honors
First Class Honors
Second Class Honors
Second Class Honors
Third Class Honors
Third Class Honors
Third Class Honors
Third Class Honors
HD Excellence
HD Excellence
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Distinction
Gold Prize
Gold Prize
Silver Prize
Silver Prize
Bronze Prize
2A
Chan Tsan Yin
Bronze Prize
Secondary School Mathematics and Science Competition 2013
(The Hong Kong Polytechnic University)
Chemistry
5E Chan Zhao Cong
5F
Lai Boris J T
5C Tam Hoi Man
5C Tse Cheuk Hei
5D Chan Huen Yan
5E Leung Ling Chung
5C Yeung Chi Ho
Physics
5F
Lai Boris J T
5C Tse Hei Man
5D Kwong Tze Ho
5E Chan Zhao Cong
5E Leung Ling Chung
5F
Ng Cheuk Yin
5F
5C Poon Chik Ki Jacky
5C Yeung Chi Ho
5D Yu Ho Ting
Biology
5C Cheung Hiu Ying
5C Lo Kai Fung
5C Tse Cheuk Hei
5C Tse Hei Man
5D Chan Huen Yan
5F
Mui Siu Yan
5C Chan Wing Lam
5C Ip Pak Yin
5C Yeung Chi Ho
5D To Yin Yu
Mathematics
5C Yeung Chi Ho
5E Chan Zhao Cong
5F
Lai Boris J T
5C Lo Kai Fung
5C Tam Hoi Man
5C Tse Cheuk Hei
5F
Medal
High Distinction
High Distinction
Distinction
Medal
High Distinction
High Distinction
High Distinction
Distinction
Distinction
Medal
High Distinction
High Distinction
High Distinction
Distinction
Distinction
High Distinction
High Distinction
Distinction
Distinction
華夏盃初賽 2013 (香港賽區)
(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))
1A Chan Lok Yin
2C Lui Siu Hin Alvin
First Class Honour Certificate
1B Chan Hiu Yee Hayley
1B Leung Hei Tung
Third Class Honour Certificate
1C So Wai Ho
1C So Yui Kan
2C Lo Ching Yan Charity
Hong Kong Mathematical High Achievers Selection Contest 2012-2013
(Po Leung Kuk, Hong Kong Association for Science and Mathematics Education)
3A Hui Ka Ho
3A Li Yuen Ho
Second Class Honour Certificate
3A Zou Qingyu
3A Wong Lok Yi
The 28th Book Report Competition for Secondary School Students
(Hong Kong Commercial Press)
3C Lai Yuk Yee
聯校中華文化常識問答比賽
(景嶺書院)
4A Wang Yanling
4D Keung Ho Ching
4F
Leung Wing See
4D
4E
Fong Chun Yin Ashley
Lam Tsz Ching
The 12th Pui Ching Invitational Mathematics Competition
(Pui Ching Middle School and Pui Ching Academy)
1A Chan Lok Yin
3A Hui Ka Ho
3A Zou Qingyu
32
Champion
2nd Runner-up
2nd Runner-up
2nd Runner-up
Merit
Merit
Hong Kong Physics Olympiad 2012-2013
(The Hong Kong Academy for Gifted Education)
Third Honour
第廿四屆中學生好書龍虎榜-好書推介網頁設計比賽
(香港教育專業人員協會)
3D Chan Lok Kwan
3D Ng Pui Lam
3D Yiu Tze Ka
3D Zhou Jinyu
3F
Cho Chak Bong
3F
Lee Lok Yin
3F
Man Pak Yin
3F
Tai Yuk Ting
3F
Tsang Hin Cheong
3F
Yu Chung Tak
優異獎
優異獎
優異獎
優異獎
優異獎
Sport
Breaking the Guinness World Record for the “Most People Skipping Double Dutch Style” (48 people)
(Ngong Ping 360)
3A So Ying Zoe
Guinness World Record
Thailand National Age Group Swimming Championship 2013
(Thailand Swimming Association)
5F
Fung Tsz Yau Irisa
Girls Year 15-17 4x200m Freestyle Relay Champion
Girls Year 15-17 400m Individual Medley 2nd Runner-up
A.S. Watson Group HK Student Sports Awards 2012-13
(A.S. Watson Group)
5E Liu Tsz Fung
全港標準舞及拉丁舞公開比賽系列二
(德峰舞蹈)
1C Chan Sze Ching
A.S. Watson Group HK Student Sports Awards
Age 12 Samba Champion
Age 12 Rumba Champion
Age 12 Cha Cha Champion
Age 12 Jive Champion
Age 12 Double Core: Cha Cha Samba 1st Runner-up
Age 12 Triple Core: Cha Cha Rumba Jive 1st Runner-up
環亞超級會長盃舞蹈公開賽暨 IDTA Trophy Championships
(Asianeeds Dancesport Association)
1C Chan Sze Ching
Age 12 Samba Champion
Age 12 Rumba Champion
Age 12 Cha Cha 1st Runner-up
Age 12 Jive 1st Runner-up
Age 12 Cha Cha Rumba 2nd Runner-up
Age 12 Cha Cha Jive 2nd Runner-up
Age 12 Cha Cha Rumba Jive Samba 2nd Runner-up
龍城顯活力之“十八區盃”國際標準舞及拉丁舞公開大賽
(Kowloon City District Recreation and Sports Council Limited)
1C Chan Sze Ching
Age 12 or below Rumba Champion
Age 12 or below Cha Cha 1st Runner-up
Age 12 or below Jive 1st Runner-up
Age 12 or below Samba 2nd Runner-up
Age 12 or below Cha Cha/Rumba/Jive 1st Runner-up
Age 12 or below Cha Cha/Rumba/Samba 2nd Runner-up
33
Ballroom and Latin Championship 2013
(David Dancing Sport Association)
1C Chan Sze Ching
Cha Cha & Rumba Champion
Cha Cha 1st Runner-up
Rumba 1st Runner-up
New World Harbour Race Team Swimmers Cup – Women Team
(Hong Kong Amateur Swimming Association)
3B Leung Lok Man June
2012 Long Course Team Swimming Championship
6F
Cheng Chun Yin
Champion
100m Butterfly Champion
第十七屆新界區新春冬泳錦標賽
(Tuen Mun Sports Association)
Junior Women’s Group Champion
屯門區海賽大比拼
(Tuen Mun Sports Association)
Youth Group 600m Champion
Tsuen Wan District Swimming Competition 2012/13
(Leisure and Cultural Services Department)
Wan Chai District Swimming Competition 2012
5E Liu Tsz Fung
200m Freestyle Champion
Sham Shui Po District Swimming Competition 2012
5E Liu Tsz Fung
Yau Tsim Mong District Swimming Competition 2012
3D Hui Man Ki
Kwun Tong District Swimming Competition 2012
3D Hui Man Ki
6F
Cheng Chun Yin
100m Freestyle 1st Runner-up
200m Individual Medley Champion
50m Backstroke 2nd Runner-up
200m Individual Medley Champion
100m Freestyle 2nd Runner-up
Kowloon City District Swimming Competition 2012
5E Liu Tsz Fung
34
New Territories District Swimming Competition 2012
3D Hui Man Ki
Tai Po District Swimming Competition 2012
3D Hui Man Ki
50m Butterfly 1st Runner-up
50m Backstroke 2nd Runner-up
Central District Swimming Competition 2012
6F
Cheng Chun Yin
Central & Western District Swimming Competition 2012
5E Liu Tsz Fung
Tuen Mun District Swimming Competition 2012
5E Liu Tsz Fung
50m Butterfly 2nd Runner-up
2013 Hong Kong Marathon Swimming cum Open Water Swimming Competition Series
Girls 1st Runner-up
香港中華業餘游泳聯會 2012 年度週年游泳團體錦標賽
(Hong Kong Chinese Amateur Swimming Association)
3D Hui Man Ki
The 40th Cross Tolo Harbour Open Race
200m Individual Medley 2nd Runner-up
100m Butterfly 2nd Runner-up
4th Runner-up
Hong Kong Rope Skipping Elite Championship 2013
(Hong Kong Rope Skipping Association)
3A So Ying Zoe
Single Rope Double Under Speed Relay 1st Runner-up
Double Dutch Speed Relay 2nd Runner-up
Single Rope Pairs Freestyle 3rd Runner-up
Team Overall 3rd Runner-up
2012 FISAC-IRSF World Rope Skipping Youth Tournament Team Competition
(International Rope Skipping Federation)
3A So Ying Zoe
12-14 Open Division 2nd Runner-up
35
Xtep Hong Kong Junior Age Group Athletic Meet 2013 - Race 1
(Hong Kong Amateur Athletic Association)
6B Wong Lok Hin
3B Ng Pui Kei
The Citizen Athletics Meet
(The Citizen Athletic Association)
3B Ng Pui Kei
Girls B Grade 400m 2nd Runner-up
Hong Kong International Diamond Mile
(Hong Kong Amateur Athletics Association)
3B Ng Pui Kei
3C Ip Tsz Lam
3D Hui Man Ki
3D Ng Pui Lam
The 49th Schools Dance Festival
(Hong Kong Schools Dance Association)
3B Tang Hiu Lam
3B
Tang Hiu Tung
Inter-school Athletics Championships
(Hong Kong Schools Sports Federation)
Girls B Grade Overall
Girls Overall
Boys B Grade Overall
Boys C Grade Overall
Boys Overall
1C Lau Ka Chung
1C Mehault Jason Christopher
1E
2C
3B
Wong Hin Chung
Ng Tsz Wai
Ng Pui Kei
3C
3D
Ip Tsz Lam
Hui Man Ki
4G
5D
6B
3B
3D
2D
3A
3D
4B
Lee Wing Tung
Kong Yan Pui
Wong Lok Hin
Ng Pui Kei
Hui Man Ki
Wong Yau Leung
Li Chi Hei
Ng Pui Lam
Cheng Cheuk Long
4D
4G
Kwong Tsz Hin
Yeung Po Kiu
5D
1D
1D
1D
2B
2D
Kong Yan Pui
Law Yu Tung Matea
Li Tin Ho
Tsang Pui Wing
Kwok Kuen Sing
Ching Yat
Boys A1 110m Hurdles 1st Runner-up
Girls B 400m 3rd Runner-up
Girls Relay 3rd Runner-up
Jazz & Street Dance-Duet
Highly Commended Award
Champion
1st Runner-up
1st Runner-up
3rd Runner-up
3rd Runner-up
Boys C Grade 4x100m Champion
Boys C Grade 100m Champion
Girls B Grade 400m Champion
Girls B Grade 4x400m Champion
Girls B Grade 1500m Champion
Girls A Grade 1500m Champion
Boys A Grade 110m Hurdle Champion
Girls B Grade 200m 1st Runner-up
Girls B Grade 800m 1st Runner-up
Boys B Grade 4x100m 2nd Runner-up
Boys B Grade 400m 2nd Runner-up
Girls B Grade 100m 2nd Runner-up
Boys B Grade 100m 2nd Runner-up
Boys B Grade 100m Hurdle 2nd Runner-up
Girls A Grade 800m 2nd Runner-up
Girls C Grade High Jump 3rd Runner-up
Boys C Grade 4x400m 3rd Runner-up
Girls A Grade 4x400m 3rd Runner-up
36
2D
2E
3A
3A
3C
3D
Poon Cheuk Him
Chu Chung Shing Michael
Li Chi Hei
Wong Po Yuk
Ip Tsz Lam
Ng Pui Lam
3E
3F
4B
4D
4E
4E
4G
5A
5A
5D
6B
6B
6E
Fung Hoi Ching
Chui Hiu Man
Cheng Cheuk Long
Lam Kin Yat
Lam Chung Pui Grace
Liu Ka Yu
Chai Sheung Hin
Law Chak Ki
Li Tin Lok
Kong Yan Pui
Ng Chun Hei
Wong Lok Hin
Lee Ka Sin
Boys B Grade 4x400m 3rd Runner-up
Girls B Grade 4x100m 3rd Runner-up
Girls B Grade 400m 3rd Runner-up
Girls B Grade 200m 3rd Runner-up
Boys B Grade 200m 3rd Runner-up
Boys A Grade 4x100m 3rd Runner-up
Inter-school Swimming Championships
6F
Cheng Chun Yin
6F
Cheng Chun Yin
5F
Fung Tsz Yau Irisa
2C Lai Lok Fung
4D Tsang Jin Hau Jonathan
5B Pun Ho Pong
5E Liu Tsz Fung
5E Liu Tsz Fung
6F
Cheng Chun Yin
3C Ip Tsz Lam
3D Hui Man Ki
3E Tsui Nga Ying Edna
4E Liu Ka Yu
5A Choi Michelle
5A Lee Ho Ching
5F
Fung Tsz Yau Irisa
5F
Fung Tsz Yau Irisa
Boys A Grade 200m Freestyle Champion
Boys A Grade 200m Individual Medley Champion
Girls A Grade 200m Individual Medley 1st Runner-up
Boys C Grade 50m Backstroke 2nd Runner-up
Boys A Grade 4x50m Medley Relay 2nd Runner-up
Boys A Grade 50m Butterfly 2nd Runner-up
Girls B Grade 200m Freestyle 3rd Runner-up
Girls B Grade 4x50m Medley Relay 3rd Runner-up
Girls A Grade 4x50m Medley Relay 3rd Runner-up
Girls A Grade 200m Freestyle 3rd Runner-up
Inter-school Football Competition
Boys A Grade
1st Runner-up
Inter-school Basketball Competition
Boys B Grade
1st Runner-up
Inter-school Table Tennis Competition
Boys C Grade Overall
2nd Runner-up
37
Music
Schools Creative Music Showcase 2012-13 - Final Performance
(Arts Education Section of Curriculum Development Institute, Education Bureau)
Music Creative Team
Gold Prize in Best Performance
Silver Prize in Best Music
Winterchoral Festival 2012
(Rave Group Pte Ltd)
School Choir
Gold Prize
Winterband Festival 2012
(Rave Group Pte Ltd)
Symphonic Band
Gold Prize
2012 Hong Kong Youth Music Interflows - Symphonic Band Contest
(Music Office, Leisure and Cultural Services Department)
Symphonic Band
Gold Prize
2012 Hong Kong Youth Music Interflows - Symphony Orchestra Contest
Symphony Orchestra
Silver Prize
2012 Hong Kong Youth Music Interflows - String Orchestra Contest
String Orchestra
Silver Prize
Schools Speech Choir Showcase 2012-13
(Arts Education Section of Curriculum Development Institute, Education Bureau)
Music Creative Team and School Choir
Silver Award in Best Performance
Silver Award in Best Creative Ideas
65th Hong Kong Schools Music Festival
(Hong Kong Schools Music and Speech Association)
Symphonic Band
2nd Runner-up
1C Wong Yeuk Kiu
Champion in Graded Piano Solo
4C Chan Wai Tung
Champion in Zhongruan Solo
2A Lai Chung Yin
1st Runner-up in Graded Piano Solo
2A Law Ada Wing Hei
1st Runner-up in Zhongruan Solo
4C Ngai Hoi Lam
1st Runner-up in Zheng Solo
2A Law Ada Wing Hei
2nd Runner-up in Liuqin Solo
3B Lee Wan Yan
3E Lee Hei Lam
2nd Runner-up in Female Voice Duet
4D Chiu Yin Man
2nd Runner-up in Piano Solo - Composer of the Year
Hong Kong a cappella Contest 2012
(The Hongkong Federation of Youth Groups)
Chorus
Silver Diploma
Hong Kong Children and Youth Piano Competition 2013
(Yuen Long Town Hall)
3C Or Wai Hung
Open Group Silver Award
Speech
《明日之星》全國青少年藝術人才總評選 – 香港區選拔賽 (2012)
(文化部中國文化管理學會、中國老藝術家協會、中國大眾藝術家協會專業委員會)
1A Chen Cheuk Yin
初中組朗誦類最高榮譽大獎
38
初中組英文新詩金獎
初中組英文演講金獎
初中組英文講故事金獎
初中組粵語新詩金獎
初中組粵語古詩金獎
初中組普通話古詩金獎
64th Hong Kong Schools Speech Festival
1A Chen Cheuk Yin
Solo Verse Speaking (Open) 1st Prize
1A Chen Cheuk Yin
2C Yu Waisy
Solo Verse Speaking 1st Prize
2A Lee Ching Hei
2A Sze Yee Lam
Dramatic Duologue 2nd Prize
5D Chan Chi Yan
Public Speaking Solo 2nd Prize
1B So Ka Ying
1C Law Yuet Tung Phoebe
Solo Verse Speaking 2nd Prize
1B Cheung Chi Hin
1D Law Yu Tung Matea
Solo Verse Speaking 3rd Prize
3C Or Wai Hung
Solo Verse Speaking 3rd Prize
第六十四屆香港學校朗誦節
4A Cheung Ho Ching
4D Kwong Tsz Hin
4D Ng Wing Shan
4G Lee Wing Tung
1A Chen Cheuk Yin
2C Yu Waisy
1B Ma Pak Yin
1B Mak Hoi Tung
3A Kam Wing Sum
3E Lee Hei Lam
5D Chan Huen Yan
5F
Cheng Lawrence Pak Lun
2E Ouyang Peizhen
3D So Yeuk Ting
2C Yu Waisy
二人朗誦
二人朗誦
詩詞獨誦
詩詞獨誦
二人朗誦
二人朗誦
二人朗誦
散文獨誦詩詞獨誦
韻文及散文獨誦
- 粤語
- 粤語
- 粤語
- 粤語
- 粤語
- 粤語
- 粤語
普通話
- 粤語
- 粤語
(冠軍)
(冠軍)
(冠軍)
(亞軍)
(季軍)
(季軍)
(季軍)
(季軍)
(季軍)
(季軍)
Art
Youth Visual Art Exhibition 2013
(Hong Kong Communication Art Centre and Eastern District Arts Council)
6B Chan Shu Ting
Hong Kong Outstanding Visual Art Student Award
5C Lee Hong Lam
Hong Kong Outstanding Visual Art Student Creative Award
5F
Chau Chun Yiu
6A Chan Chun Chi
6B Chan Shu Ting
6B Wong Yi Lok
6F
Fan Ka Yi
5B Yu Tsz Ching
Hong Kong Outstanding Visual Art Student Merit Award
5C Lee Hong Lam
5F
Chau Chun Yiu
6A Chan Chun Chi
6B Wong Yi Lok
6F
Fan Ka Yi
紅磡商業中心 2013 年度利是封設計比賽
(紅磡商業中心業主立案法團)
2B Tsang Nok Yi
2A Law Wing Tung
2A Wai Wing Yan
亞軍
季軍
優異獎
39
「放駕一天」減碳行動平面設計比賽
(香港地球之友、綠色力量及世界自然基金會)
6F
Poon Cherk Ho
6B Leung Hoi Kwan
亞軍
優異獎
印刷、出版及報業職安健海報設計比賽 2012
(職業安全健康局之印刷、出版及報業安全及健康委員會)
6B Leung Hoi Kwan
6B Wong Yi Lok
季軍
優異獎
「普藝盃」朗誦才藝大賽暨明信片繪畫比賽
(香港普及藝術協會)
5C Lee Hong Lam
中學組明信片創作比賽季軍
「世界心臟日」香港心臟基金會繪畫比賽
(「世界心臟日」香港心臟基金會)
5E Ho Tsz Wa
6B Wong Yi Lok
6F
Fan Ka Yi
5B Ho Yuen Ki
5C Lee Hong Lam
精英獎
精英獎
優異獎
Kowloon West Inter-school Fight Crime Graphic Design Competition
(Kowloon West Youth-Care Committee)
3C
Chan Cheuk Laam
4G
Wee Yuk Ki
Co-curricular Activities
Individual First Aid Competition Beginner Shield 2012
(Hong Kong St. John Ambulance Brigade Cadet Command)
5D Chan Huen Yan
Inter-divisional Competition 2012
(Hong Kong St. John Ambulance Brigade Cadet Command)
2D Kan Po Shuen
3A Chong Wing Yi
3A Lee Sheung Yi
3B Liu Hoi Ying
3B Yip Hiu Ching
3C Wong On Yi
3C Yung Wai Sui
3F
Ng Pui Ling
4D Lam Yan Ying
4E Shum Yau Ying
4F
Chung Hoi Ki
5D Chan Huen Yan
5E Lai Hin Yan
5E Soo Lam
6C Yip Pui Yin
6D Ng Cho Kwan
6E Leung Lok Sze
6E Lo Sin
6E Ng Ching Lam
6F
Yiu Tsz Yan
2D Kan Po Shuen
3A Chong Wing Yi
3A Lee Sheung Yi
3B Chow Lok Yee Candice
3B Liu Hoi Ying
3B Yip Hiu Ching
3C Wong On Yi
3C Yung Wai Sui
4C Lau Tsz Lee
4D Lam Yan Ying
4E Shum Yau Ying
4F
Chung Hoi Ki
4G Lee Pui Kwan
5D Chan Huen Yan
5E Lai Hin Yan
5E Soo Lam
6C Yip Pui Yin
6E Leung Lok Sze
6E Lo Sin
6E Ng Ching Lam
6F
Yiu Tsz Yan
40
School Most Actively Involved Award
School Participation Award
Merit Prize
Overall Champion
Footdrill 1st Runner-up
Uniform Inspection 1st Runner-up
人人就位孝愛互傳 MV 設計比賽
(Radio Television Hong Kong)
1B Pang Yui Man
2A
3C Yau Hiu Ying
3D
Yao David
Wong Sang Kiu
English Drama Fest 2013
(The Association of English Medium Secondary School)
1A Chung Shun Yi
1A Chung Shun Yi
1A Heung Tsoi Shuen
1A Ku Lok Lam
1A Ma Kwan Ting
1B Koun Hong Ni
1B Lam Hei Man
1B Lee Hoi Ying
1C Chan Sze Ching
1C Tam Rainbow
1D Pang Chak Lam
2B Ng Tsz Ying
2E Ngan Yan Ping
3C Fung Ho Chi
3F
Lee Lok Yin
4A Mo Ka Lun
4B Hong Chi Kei
Hong Kong School Drama Festival 2012/13
(Hong Kong Art School)
4G Sin Ho Long
4G Yeung Po Kiu
1D Tsang Pui Wing
1E Cheung Nga Man
2A Chan Harold
2E Lam Yat Ki
2E Lui Shu Man
2E Sze Yam Wai
2E Wan Sin Yau
3B Tsoi Wing Yan
3C Chan Sze Hang
3C Cheung Sze Nga
3C Cheung Wai Lam Kristy
3D Chan Hiu Tung
4C Lui Yan Yu
4C Ngai Hoi Lam
4C Shing Hui Ying
4E So Oi Yu
4F
Leung Wing See
4G Sin Ho Long
4G Yeung Po Kiu
5A Wong Lai Ting
5B Leung Tsz Yung
5B Yu Tsz Ching
5D Chan Wing Lam
Film Appreciation cum Essay Competition
(Community Youth Club)
2A Chu Wing
2nd Runner-up
2nd Runner-up
Outstanding Performer
Outstanding Performance
Award for Outstanding Actor
Award for Outstanding Cooperation
2nd Runner-up
41
Reports of Committees
Academic Affairs Committee
Objectives
Green Life
Collaborative
effort on enriching
the English
learning
environment on
campus
Strategies
Each class to
subscribe
newspapers
according to their
needs
All library
notices to be sent
to students’
eClass mailbox
F.4 or above
students to use
their student card
to sign in during
free lessons
Book talks about
green life
Students being
allowed to read
English books,
newspapers and
magazines only
in the reading
periods on
Tuesdays and
Thursdays
F.1 – F.3 classes
to subscribe
South China
Morning Post
Target
Group
F.1 – F.6
Time Scale
Success Criteria
Whole year
Reducing the
newspaper waste by
30%
F.1 – F.6
Whole year
Reducing paper use by
30%
F.4 – F.6
Whole year
No sign-in forms to be
printed
F.1 – F.6
18 Jan
2013 &
13 Mar
2013
F.1 – F.6
F.1 – F.3
Evaluation
Methods
Teacher’s
observation and
student’s
feedback
Evaluation
Newspaper wastage was reduced by 34%.
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
Use of paper was reduced by over 30%. We
are planning to send notices to student personal
email accounts after the library system is
upgraded.
A free period sign-in system designed by MSC
alumni was very useful. This system can be
continued to use in the next year.
Inviting guest speakers
to talk about green life
Teacher’s
observation and
student’s
feedback
Whole year
Students reading
English materials more
frequently as
compared with last
year
Teacher’s
observation and
student’s
feedback
Two talks have been finished. We have
invited Natural Network as our guest speaker
to talk about how to have a green life.
Students were very interested in speaker’s life
style.
Students were used to read English books
during reading periods. Some students also
subscribed SCMP electronic version for their
study.
Whole year
Students to be able to
read English
newspaper articles
more frequently at
Teacher’s
observation and
student’s
feedback
Since English Department helped students to
subscribe English Magazines, we kept on
helping students to subscribe SCMP and a new
database called student library provided by
42
Objectives
Target
Group
Time Scale
An extra stamp
to be given to
each English
book read for the
Reading Award
Scheme
Purchasing more
English items
(including books,
magazines,
DVDs, etc.) for
the library
catalogue
Book sharing
sessions and
library
announcements to
be conducted in
English
Lunch Time Book
Talks
F.1 – F.6
Whole year
F.1 – F.6
Whole year 500 or above English
materials are
purchased for the
library English
collection
Statistics from
SLS reports
Over 600 items were purchased for enhancing
English Collection. We also purchased 116
e-books in Gale Virtual Reference Library for
long term collection development.
We will
try to purchase more e-books for enhancing
our collection.
F.1 – F.6
Whole year Students to listen to
more English and
student librarians
could speak more
English
Teacher’s
observation and
student’s
feedback
5 English book sharing sessions were
organized this year. Students enjoyed
listening to the wonderful and informative
broadcast with nice background music.
F.1 – F.6
Teacher’s
observation and
student’s
feedback
5 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.
Collaborating
with English
Department to
supply English
readers to F.1 &
F.2 Students.
F.1 – F.2
Whole year  4 book talks to be
organized at
lunchtime.
 Teachers to be
invited as guest
speakers and
students to host at
least 1 book talk
Whole year  12 new titles of
English readers to be
purchased for F.1 &
F.2 students.
 Supply English
readers to students
according to English
Department’s
Statistics from
SLS reports
11 new titles were purchased throughout the
year. English teachers were very satisfied on
the service provided. We are now planning
to use e-books for next academic year.
Strategies
Success Criteria
school
Students to read
English materials more
frequently as
compared with last
year
43
Evaluation
Methods
Reading log
Evaluation
SCMP.
We changed the reading award scheme into
electronic format. However, some technical
problems were revealed. As a result, we
temporary suspended the scheme. Its use will
be reattempted next school year.
Objectives
Effective learning
& teaching
Target
Group
Time Scale
Publish Library
Digest
F.1 – F.6
Whole year
Articles Reading
Scheme
 5 English
Articles
 5 English
videos
Book Exhibition
in collaboration
with various
subjects
F.1 – F.6
Whole year
F.1 – F.6
Whole year
Bulk loan
services
including
acquisition and
loan out services
Assisting various
subjects to
purchase
subject-related
materials
F.1 – F.6
Developing an
online platform,
Newspaper
library, for
Liberal Studies
Maintaining
Strategies
Evaluation
Methods
Evaluation
Teacher’s
observation and
student’s
feedback
10 articles were published. Teachers and
students welcomed this digest to enrich
students’ vocabulary and widen their horizons.
Teacher’s
observation and
student’s
feedback
5 articles with videos were published.
Various topics were involved. Students were
eager to express their opinion in the quiz
section.
At least 3 book
exhibitions to be
co-organized with
various subjects
Teacher’s
observation and
student’s
feedback
Whole year
More than 1 subject
using this service
Teacher’s
observation and
student’s
feedback
6 book exhibitions were co-organized with
different subject departments including
Integrated Science, Biology, Chemistry,
Chinese History and Geography. They
aroused students’ interest on the subjects.
English, Chinese History and Integrated
Science departments used this service in the
year and teachers involved were satisfied with
the services provided.
F.1 – F.6
Whole year
50 items of
subject-related
materials to be
purchased by library
Library report
F.4 – F.6
Whole year
20% F.4 – F.6 students
visiting the online
platform
Online statistics
record
F.4 – F.6
Whole year
Visual Arts teachers
Visual Art
Success Criteria
schedule
10 articles to be sent to
students through
eClass learning
platform and the
library website
5 articles to be
delivered to students
with videos prepared
by student librarians
44
Over 50 items of subject collections were
purchased by library. They were mainly for
Chinese Language and History.
We also helped various subjects to purchase
e-book in Gale Virtual Reference Library to
develop e-book collection. Over 100 items
were purchased including topics such as
science, social studies, humanities, arts, etc.
We found that students used this Newspaper
library online platform to do their Newspaper
Presentation. The hit-rate was over 3143 this
year.
65 items were added in Arts collection in Arts
Objectives
Strategies
Target
Group
Time Scale
Visual Arts
collection in the
Arts Room
Cultivating
students’ learning
habit
Success Criteria
using the collection
during the lesson
Evaluation
Methods
teacher’s
observation
Trying to
develop a
collection for
Integrated
Science in the
I.S. Laboratory
Book Sharing on
Monday
F.1 – F.3
Whole year
Students to borrow I.S.
books during the I.S.
lessons with the I.S.
teachers’ authorization
I.S. teacher’s
observation
F.1 – F.6
Whole year
3 Chinese book
sharing sessions and
3 English book sharing
sessions
Teacher’s
observation and
student’s
feedback
Reading Award
Scheme
 The most
active readers
F.1 – F.6
Whole year
Over 40% of students
handing in the reading
log
eClass reading
scheme program
statistics
Articles reading
quiz
Reading
ambassadors
preparing
 a 3-minute
video
 an article and
 a quiz related
to the article
Reading-related
Information
Display
F.1 – F.6
Whole year
5 quizzes for the
Chinese articles and
5 quizzes for the
English articles
Teacher’s
observation and
student’s
feedback
F.1 – F.6
Whole year
Renewing the boards
every three months
Teacher’s
observation and
student’s
feedback
45
Evaluation
Room. Students welcomed the Arts
collection stored in Arts Room. They could
use digital cameras to save their selected
images for studying purpose during the
lessons.
This service will be extended to next year.
6 book sharing sessions were finished in the
year. Students were actively engaged in the
sharing. Radio drama format was very
popular. Students enjoyed doing the drama
and audience was willing to borrow the
recommended books.
We changed the reading award scheme into
electronic format. However, some technical
problems were revealed. As a result, we
temporarily suspended the scheme. Its use
will be reattempted next school year.
Student librarians had more chances to speak
in English and students enjoyed the video and
the quiz.
HK Education City stopped supplying the
materials to school. Library Committee
decided to display information from magazine
“Books4you 讀書好” and other reading
Objectives
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Lunch-time Book F.1 – F.6
Talks
Whole year
At least 4 talks to be
presented by teachers
(or students) are
organized
Teacher’s
observation and
book talk
attendance
record
Teacher’s
observation and
student’s
feedback
Publishing
Library Digest
(through eClass
learning platform
and library
website)
Student Librarian
Recruitment
F.1 – F.6
Whole year
At least 10 issues to be
published
F.1 – F.6
Sept 2012
CCA report
Book fair
 Parents’ Day
book fair
 “Take & read”
old book fair
“Books and
Movies Hunt” by
students
F.1 – F.6
Whole year
F.1 – F.6
Whole year
25 or above student
librarians to be
recruited
At least 1 book fair by
the publishers to be
held and 1 book fair to
be organized by the
library
At least 1 hunt to be
organized
423 World book
Day
 Book fair
 Broadcasting
programs
F.1 – F.6
Mid – Apr
2013
Library visit
Student
librarian
2012 –
2013
1 visit to be organized
for student librarians
Student’s
feedback
Teacher’s
observation and
student’s
feedback
Teacher’s
observation and
student’s
feedback
A 2-day book fair to be Teacher’s
organized and
observation and
4 broadcasting
student’s
programs to be
feedback
prepared
46
Evaluation
materials to widen students’ horizons. We are
planning to use TV to display the information
rather than paper.
4 talks were organized in the year. We were
pleased to invite Ms. Chan, our principal, to be
one of the speakers. We are planning to
organize book talks at the school library after
the renovation.
10 articles were published. Teachers and
students welcomed the reading materials.
The digest had also been uploaded to the
library website and Facebook to enhance the
accessibility of the students.
29 student librarians were recruited. They
served in library and promoted reading for
whole school.
Two book fairs were held on Parents’ Day and
423 World Book Day. “Take & Read” old
book fair was organized in Oct 2012.
Students and teachers welcomed this activity.
A new activity “Blind date with a book”
replaced “books and movies hunt”. Teachers
and students welcomed this activity as the idea
was very attractive.
Commercial Press Limited organized the book
fair from 29 Apr – 3 May. Students showed
enthusiasm in the book fair. Two English and
2 Chinese broadcasting programs were
organized. Student librarians enjoyed writing
the scripts and doing the recording.
After discussion with student librarians, they
preferred to join Reading Carnival rather than
library visit. As a result, we joined the 23rd
Reading Carnival. They have made a
Objectives
Introducing
information skills
Catering for
Learners’ Diversity
Strategies
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Evaluation
wonderful game booth about fairy tales to
serve primary students.
A new library website was set up:
http://msclyklibrary.wordpress.com/
Redesigning the
library website to
enhance the
promotion of
activities
F.1 Bridge
Program
 Library
introduction
course : library
catalogue use
Introduction of
Chinese Reading
Scheme
F.1 – F.6
Whole year
A new library website
with library OPAC will
be uploaded to official
website
Teacher’s
observation and
student’s
feedback
F.1
Aug 2013
All F.1 students taking
part in library
introduction course in
the bridge program
Teacher’s
observation and
evaluation
report of bridge
program
School librarian conducted the library
introduction course in the bridging program.
All F.1 students took part in it and found it
was useful and informative.
F.1
Sept 2012
Teacher’s
observation
The course was conducted by the school
librarian. Students became more familiar
with the book searching skills in the library
catalogue.
Database
introduction
 WiseNews
F.3 – F.4
Teacher’s
observation
Performance
Booster
for F.1 to F.3
(20 students from
each form for
Chinese, English
and Mathematics
respectively)
Selected
students
from
F.1– F.3
The school librarian conducted the courses.
Teachers and students from the junior forms
found the courses useful and equipped them
with information searching skills. Their
confidence in doing information search was
enhanced.
Chi
Eng
Math
All F.1 students taking
part in the course on
how to search CRS
books in the library
catalogue
Sept – Nov F.3 – F.4 students
2012
attending an
introduction program
of WiseNews during
LS lesson
(I)
26 Nov –
19 Dec
2012
(II)
4 Apr –
21 May
2013
Students who rank
Teacher’s
bottom in core subjects observation
Academic
performance in
the second term
examination
Pass
Fail
Pass
Fail Pass Fail
F.1
9
12
12
9
8
13
F.2
12
8
18
3
11
8
F.3
9
10
13
8
10
8
 Student performance in English was better
than those in Chinese and Mathematics.
 Students performed poorly in Chinese.
 Such information has been passed to Chinese
Department for reference.
47
Objectives
Strategies
Post-exam
supplementary
test and Summer
Remedial
Program
Gifted Education
 Enhancing F.4
students’ the
following life
learning skills:
- critical
thinking
- data analysis
- writing
Target
Group
F.1– F.3
students
who are
promotedon-trial
Selected
F.4 and F.5
students
Time Scale
Success Criteria
5 July 2013
and
Mid-July
2013
F.1 to F.3 students who
are promoted-on-trial
to be promoted by
meeting the promotion
criteria related to the
Core subjects and the
Group A subjects.

 Students
successfully
completed the
program with at least
80% of attendance
rate
 Over 80% of the
students indicating
that the program
help enhancing their
critical thinking
skills and writing
skill.

April 2013
48



Evaluation
Methods
Performance
in the
post-exam
supplementary
test
Learning
attitude and
performance
in the test
following the
Summer
Remedial
Program
Students’
assignments
Students’
feedback
Evaluation
Report
Evaluation
The participation rate was satisfactory. From
the evaluation report, the majority found that
the summer remedial program was helpful to
them. Their learning attitude in the course
was satisfactory. 9 students out of 18 who
have taken re-test in Chinese failed. 2
students out of 7 who have taken re-test in
Mathematics failed. They were asked to
meet the Deputy Head of AAC (Mr. Wu FL).
Extra exercises will be given to them for more
practice.
 The instructor was effective in providing
both positive and negative feedback to
facilitate student development. Feedback
on students’ assignment was successful in
enhancing students’ abilities in presenting
organized answers to examination-type
questions.
 Students’ attendance record has room for
improvement as they were pre-occupied by
supplementary classes and tutorial schools.
Reading in the School Library
The total number of books read by all students was 12,893. On average, each class read 368.3 items and
each student read 11 items this year. A F.1E student read the most number of books, i.e. 170 items. For
F.1 to F.3 students, 4,082 Chinese items (including books, multimedia materials and magazines, etc.) and
2,456 English items (including books, multimedia materials and magazines, etc.) were read this year.
For F.4 to F.6 students, they read 3,052 Chinese items and 1,923 English 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.5C, F.1B and F.1A.
Frequency of borrowing reading materials
from school library
Average no. of reading materials borrowed
from the school library per student per year
60%
average no. of reading materials (items)
25
50%
20
40%
30%
15
20%
10
10%
5
0%
once a week once every 2 once a month Less than
or more
weeks
once per
month
Never
0
F.1
F.2
F.3
F.4
F.5
F.1-F.3
F.6
F.4-F.6
Reading English materials
To further enhance students’ English proficiency level, the school library increased the English and
multimedia collections. Over 600 items were purchased for enhancing English Collection. We also
purchased 116 e-books in Gale Virtual Reference Library for long-term collection development. We will
try to purchase more e-books for enhancing our collection.
During the year, on average, each student borrowed 4.9 English items from the school library.
According to the SLS library system report, students read more English materials (increased by 2.63%)
compared with the last academic year.
English items borrowed in school library
9000
6000
3000
0
Gale Virtual Reference Library
http://infotrac.galegroup.com/itweb/hkmsc
49
Careers Committee
 To enhance students’ whole-person development in response to the School Major Concern on Green Life
 To instill the need of Life Planning in students for personal development through various careers programs
 To stretch students’ exposure and leadership
Objectives

Strategies
Green Life
To arouse students’
awareness on
environmental
protection
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 for guiding
students to self-exploration
and launch their life
planning towards further
studies and careers
Target
Group
All
students
Time
Scale
Whole
year
F.6
Sept. –
Dec.
2013
Success Criteria
Students will get use to
check information from
school webpage and
eClass
Evaluation
Methods
 Teacher
feedback
 Student
feedback
 Students will complete  Class
selective sections
Teacher
between Station 2 and
feedback
Station 4 of Career
 Student
Mapping.
feedback
 Students will be able
to prepare their
Personal Statements &
Student Learning
Profiles.
50
Evaluation
 Students checked messages from
Careers through eClass emails,
School webpage “NSS U & I”
under Careers Corner and also
facebook.
 F.6 graduates could communicate
with school on either eClass till
school accounts valid for them or
personal email accounts and
facebook.
 Facebook account on
MSC-Careers was open for wider
dissemination of messages and
was well-received by students.
 Paper-printed materials were
greatly reduced.
 “Career Mapping” was utilized as
a guide to lead students for
further self-exploration in their
life planning.
 Students were able to complete
their Personal Statements and
Student Learning Profiles
according to the schedules set by
Academic Affairs, Student
Affairs and JUPAS Office.
 F.6 Class Teachers, English
Teachers and Careers Teachers
formed a network in monitoring
the flow of students’ work in
Objectives
Strategies
Utilize Career Development
Tool Book for guiding
students to set their choices
for NSS electives and launch
their life planning
Target
Group
Time
Scale
F.4 – F.5
Oct. –
May
2013
Students will complete
both Station
 Managing My
Learning and Station
 Personal and Career
Development
 Class
Teacher
feedback
 Student
feedback
F.3
Oct. –
May
2013
Students will acquire a
better understanding of
themselves and be able
to set their choices for
NSS electives.
 Class
Teacher
feedback
 Student
feedback
Success Criteria
51
Evaluation
Methods
Evaluation
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, a
career development tool book,
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 Program”
(SOP).
 The booklet was well-received by
both Class Teachers and students
as a guide for activities and life
Target
Group
Time
Scale
Conduct Career Days / Talks
for F.1 through F.6
F.1 – F.6
Whole
year
Students will acquire a
better understanding of
themselves and be able
to see the need for life
planning.
 Teacher
observation
 Student
feedback
Sign-up JA programs and
Partnership Program with
HKGCC.
F.1 – F.6
Whole
year
Students will be
empowered and
enlightened by the
volunteers of various
programs.
 Teacher
observation
 Student
feedback
Objectives
Strategies
Career Intervention
Programs
 To instill in
students a positive
outlook on life
 To enhance
students’ personal
development
Career Intervention
Programs
To widen students’
exposure
and cultivate their
leadership
Success Criteria
52
Evaluation
Methods
Evaluation
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 better
understanding of themselves
through participating in
Self-Directed Search (SDS)
exercise, soci-game and playing
the newly designed career board
game “Dreamcrafter” in Career
Days for F.1 and F.2.
 Students found the SDS exercise
and games inspirational and
educational.
 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 found
the Career Days an appropriate
check points for life planning.
 Successfully linked students to
business volunteers through
programs offered by Junior
Achievement Hong Kong and
Hong Kong General Chamber of
Commerce.
 Students were empowered and
enlightened by the business
volunteers through participating
in workplace visits, careers
programs and workshops of
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
various kinds which they found
motivational and educational.
 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.
53
Activities Held:
Dates
Activities
11/09/12 (Tue)
14/09/12 (Fri)
08/10/12 (Mon)
08/10/12 (Mon)
02/11/12 (Fri)
09/11/12 (Fri)
11/11/12 (Sun)
17/12/12 (Mon)
18/01/13 (Fri)
26/01/13
01/02/13 (Fri)
Meeting F.6 Class Teachers for writing testimonials
JUPAS Talk
Interviewing Skills Workshop (1)
Queensland University of Technology visited Munsang College
U-Life Sharing Session
Interviewing Skills Workshop (2)
Sales event on Home-coming Day
Career Day for F.3 (Preparation for elective choices)
Career Day for F.5 (Writing Personal Statements)
JA Work Readiness Seminar @ UBS
Workplace Visit at Hong Kong Land Ltd.
JA Leadership Compass Workshop (AM)
JA Company Program CEO Briefing – Final Presentation (PM)
The Unreasonable at Sea event at MV Explorer
Careers Programs Sharing at Morning Assemblies
Talk on F.4 Promotion & Streaming (1st)
Afternoon session – for students
Evening session – for parents
It’s My Business – Session 1 (AM)
Australian Learning Workshops:
The University of Queensland and
The University of New South Wales
University of Colorado, Denver visited Munsang College
It’s My Business – Session 2 (AM)
Career Day for F.4 (1st Career Mapping)
Talk on F.4 Promotion & Streaming (2nd)
Dialogue in the Dark
Hillsborough Community College, Florida visited Munsang College
02/02/13 (Sat)
07/02/13 (Thur)
01 & 06/03/13 (Wed &Fri)
15/03/13 (Fri)
16/03/13 (Sat)
20/03/13 (Wed)
21/03/13 (Thur)
23/03/13 (Sat)
03/05/13 (Fri)
10/05/13 (Fri)
16/05/13 (Thur)
07/06/13 (Fri)
54
People involved
F.6 Class Teachers
F.6
F.6
Careers Committee
F.6
F.6
F.4 & F.5
F.3
F.5
F.4 & F.5 Student leaders
Careers Ambassadors & other students
JAHK
F.5 selected students
Whole School
F.3 & Parents
F.3 & F.4
F.3 to F.5
Senior students
F.3 & F.4
F.4
F.3 & Parents
Careers Ambassadors
Dates
Activities
20/06/13 (Thur)
Introduce JUPAS application mechanism and university programs
Career Talk by Hongkong Land: Working Attitude
The Hong Kong Institute of Surveyors: Surveying professions
Dragonair: Aviation professions
Talk for Parents on HKDSE (4-6 pm)
Interviewing Skills Workshop
Career Day for F.1
Career Day for F.2
JA Company Program
21/06/13 (Fri)
22/06/13 (Sat)
26/06/13 (Wed)
26/06/13 (Wed)
27/06/13 (Thur)
Sept 12 – Apr 13 (Every Sat)
55
People involved
F.5
F.3 to F.5
F.6 & Parents
F.5
F.1
F.2
F.4 & F.5
Co-Curricular Activity Committee
Objectives
Refine and
enhance the
existing
committee
works
Strategies
Revise the
structure and
duty allocation
of CCA
committee
Empowerment
of deputy heads
Enhance
communication
among
teachers,
students and
parents
Time
Scale
8/12
8/12
Provide space
and flexibility
Whole
Year
CCA iPort
Whole
Year
CCA portal
Whole
Year
Success Criteria / Activities
 New CCA committee
structure
 New duty allocation,
arranging two team members
to shoulder a task which
enhance communication and
cooperation
 Regular meetings among head
and deputy heads to smoothen
and monitor the operation of
CCA committee and the
functional groups
 Deputy heads facilitate and
monitor the activities of CCA
committee, report to head
regularly
 Encourage team members to
focus on the existing work,
proposal on refinement is
required.
 Introduce 1-2 new events this
year
 Finish the newly setup CCA
iPort before the end of
September
 Allocate 5 A3-sized colour
printing quota to the chief TIC
 Combine the existing CCA
portal and CCA summary to
make a single platform in
September
Evaluation
Methods
Teacher feedback
Evaluation
Committee members welcomed the new structure and
work allocation.
Teacher feedback
 Committee members preferred to contact the head
directly.
 It was not easy to arrange regular meetings among the
head and deputy heads. It was suggested to hold
meetings during morning assemblies and reading period.
 Various communication channels were used this year,
e.g. WhatsApp group for committee members, emails,
etc.
Teacher feedback
 An end-of-year evaluation meeting was conducted to
discuss and review the existing committee works.
 It was agreed to cancel the F.1 leadership training
workshop and reduce the number of workshops of NSS
service training.
 Student feedback
 Teacher feedback
 The setup of CCA iPort was completed on schedule.
 TICs were suggested to update the CCA iPort content
regularly.
 More different types of content could be included in the
CCA iPort, e.g. activity photos, external competition
poster, meeting schedules, etc.
 Information was disseminated effectively through CCA
iPort.
 A total of 1064 records were successfully added to the
CCA portal.
 Teachers got used to the operation of the portal and
found it useful in arranging activities.
 Parent feedback
56
Objectives
Strategies
Time
Scale
Evaluation
Methods
 Make the CCA portal public
for all students and parents in
December
Electronic
notification
Whole
Year
Encourage groups to pass
messages to students through
email and digital signage.
Establish a
clear sharing
platform which
publishes the
students’ CCA
experiences
Restructure the
CCA- related
information in
school
homepage
Whole
Year
Equip the
future leaders,
delight and
empower them
through
assigning
important
duties and
honor them
appropriately
Provide
opportunities to
organise
large-scale
activities
Whole
Year
 The following sections would
be updated or created
- Student Association
- House
- Social Service (blood
donation, flag selling, etc.)
- Service Tour
- Social Service Award
Scheme
- Leadership Training
Program
 The restructure is to be
completed in mid-April
Encourage the committee
members of SA, House to
organize whole school events
57
Evaluation
 It was technically difficult to make the portal accessible
by public.
 It was proposed to setup a new MSC portal to cater for
all activities (Academic and CCA) in the year 2013-14.
 Some CCA groups started to promote their activities
through email, e.g. Beacon, House, Student Association,
EASE, etc).
 Librarian, Moral & National Education, EASE tended to
use the digital signage as a medium of information
dissemination.
 The content and structure for the renewal of the school
homepage were discussed and drafted in the second
term.
 Due to the busy workload of the committee members,
the renewal of the school homepage work would be
postponed.
 Committee members were instructed to well file the
photos, videos and the information related to the
activities.
 Regarding the Student Association, a joint-school event
called “City Tracing” was organized with three other
schools: SKH Lam Woo Memorial Secondary School,
TWGHs Wong Fut Nam College and United Christian
College. The event was co-organised with the Liberal
Studies Society of our school. The event was well
received by students.
 For the internal activities, the Student Association
organized the Singing Contest in July 2013. The
programme was successfully organized within the time
limit. Students and teachers gave positive feedback on
the event.
 On top of the Singing Contest, the Student Association
Objectives
Strategies
Time
Scale
Evaluation
Methods
Student leader
list
10/12 - Propose to set up a student
3/13
leader list before March
Cultivate
House spirit
Introduce more
variety of
activities which
attract more
students to
participate
Whole
Year
 Organise 2-3 non-sports
inter-house activities
 Design the new house score
calculation method
Establish a well
designed
workflow for
external
achievement
records
Revise the
workflow to
minimize the
error and the
human resource
required
Send out
monthly
reminder
Whole
Year
 Support staff
feedback
Use CCA portal
to track the
achievement
records
Whole
Year
 Revise the workflow by the
end of September
 Redesign the form which
facilitates the submission of
achievement records
 Shorten the processing time
TIC would report the
achievement records within one
month after the reception of
prize or confirmation
Invite TIC to submit the records
actively by checking the CCA
portal records
Whole
Year
Teacher feedback
Teacher feedback
58
Evaluation
also organized a brand-new event called “Running
Man”. It was a teacher-student tournament. Again,
positive feedback was received from students and
teachers.
 House Captains and Vice Captains learnt to be effective
event organizers apart from leaders of their own house.
 The leader lists of Student Association and Houses were
compiled and posted in the school homepage.
 It was suggested to post the list in the school in the
coming year.
 Four inter-house events, including inter-house football
competition, inter-house basketball competition,
inter-house chess competition, and inter-house quiz,
were organized and successfully held by the Joint-house
Committee.
 Non-sports items, including inter-house chess
competition, library article reading scheme, and
outstanding academic performance, were added into the
house score calculation method.
 Students who are not strong at sports could also
contribute to their houses through taking part in
non-sports items.
 As requested, TICs submitted the records (with photos
of awardees) to be included in the yearbook and
displayed on the school homepage within two weeks.
 Revised template was put in the server for TICs’
reference.
 The processing time was shortened.
Monthly reminders were sent out through eClass. The
situation was improving.
CCA portal was checked but some records could not be
found. Some certificates or trophies were received late.
Objectives
Cultivate the
sense of
responsibility
and citizenship
to society
through Social
Services
Social service
award scheme
Time
Scale
Whole
Year
NSS social
service training
Whole
Year
 Provide service training and
opportunity to all F.4 and F.5
students
 Achieve more than 30 hours
of social services to meet the
EDB OLE requirement




Recruitment of
volunteer
Whole
Year
 More than 100 students are
recruited for voluntary
services invited by different
 Statistical report
Strategies
 Recognize and encourage
students to participate in social
service organized by external
organizations
 More students are rewarded
with gold and silver awards
 Schedule the collection of
record book
 Get supports for compilation
of statistic report
Evaluation
Methods
59
Statistical report
Student feedback
Teacher feedback
Organization
feedback
Evaluation
 The total service hours of students decreased by 38%.
This was largely due to a reduced number of classes
from 37 to 34. In addition, the calculation of service
hours and credit points, particularly for NSS service
training was refined (i.e. fixed at 15 hours only).
 The number of students rewarded with gold and silver
awards also decreased from 308 to 261 (18%).
 Record books were collected twice this academic year in
December 2012 and June 2013.
 Support was sought from students in compiling the
annual statistical report in the second term. The
efficiency of the process was greatly improved.
 The details of the Scheme was refined and attached in
the Student and Parent Handbook 2013/14.
F.5
 Three 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.4
 One day camp, three workshops and one service day
were arranged.
 Most of the students obtained more than 21 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.
 It was proposed to cancel the day camp next year.
 A total of 117 student volunteers were recruited for Lok
Chi Association Limited, Families of SMA Charitable
Trust and Oxfam etc.
Objectives
Engage
students in
learning of arts
in authentic
contexts
Strategies
Time
Scale
Evaluation
Methods
organizations
 Better use of bulletin board
and coordination of the
recruitment
 Develop an atmosphere to
serve the community, in which
students would participate in
voluntary works actively
More than 200 students
participate in flag selling
Evaluation
 A dedicated bulletin board was used to post the
information about volunteer recruitment. It took time
get students familiar with the arrangement.
Flag selling
Whole
Year
Blood donation
11/12
5/13
 More than 140 blood donors
 Better use of bulletin board,
posters and invite for support
from Campus TV
 Teachers and staff play the
leading role to donate blood
 Two blood donation days to
facilitate more students to
participate in the activity
Mainland China
2-7/13
 Recruit 20-30 participants
60
 Seven flag selling services were organized with a total
of 171 participating students.
 Promotion about the intrinsic value of flag selling might
help the students to understand the real meaning of flag
selling.
 The F.3 students were very busy with the adaptation to
new subjects and the preparation for choice of electives
in F.4, it was difficult to motivate and encourage them to
participate in volunteer service.
 It was suggested to have a more organized way to recruit
volunteers to participate in charitable activities. Indeed
flag selling is a simple and effective way for them to
learn to serve the society.
 Two blood donation days were arranged four months
apart, resulting in a higher participation rate.
 There were 124 donors in total.
 Some students showed their enthusiasm toward this
activity and gave blood in both blood donation days.
 The decreasing number of donors were caused by:
- Absence of the F.7 students (In the previous years, F.7
students were the major donors.)
- Clash of other activities (such as sports and production
of video for graduation classes)
 Promotional video, poster, pamphlets, invitation by class
teachers, participation of principal and teacher donors,
etc, contributed to the success of the blood donation
activity.
 School councilor Dr. Alice Yuk suggested to organize
Objectives
Strategies
Time
Scale
 Participants should plan and
execute the service program
 Organize experience sharing
after the trip
service trip
Evaluation
Methods
Drama
appreciation
Whole
Year
 Provide opportunities for
students to join and appreciate
the drama performance by
different public performers
 Train and encourage students
to create their authentic story
 Invite students to join annual
inter-school drama festival
Music
Whole
Year
Dance
Whole
Year
 Invite musicians and music
educators to conduct
master-class lecture and
various music training
programmes
 Provide opportunities for
students to attend concerts and
participate in competitions,
graded examinations and
community arts activities to
widen their exposure to music
Provide opportunities for
students to participate in
dancing activities, performances
 Musicians’
professional
advice
 Adjudicators’
judgments
 Examiners’
comments in
ABRSM Graded
Examination
61
Evaluation
sports and service trip to Sichuan.
 The funder of the trip suggested organizing the trip in
December, 2103.
 It was suggested to recruit forty 9-14 years old students
to join the trip. Ms. Wong HY and Mr. Lee KL
(Primary school) would help to recruit participants.
 An overseas service training program was suggested in
the year 2013-14.
 Having joined a Chinese drama show, students were
reminded to treasure the chance to appreciate different
drama shows, both in Chinese and English.
 Students were encouraged to write their own script and
to perform in the Hong Kong School Drama Festival
2012/13 and public performance at school.
 The following awards were obtained in Hong Kong
School Drama Festival 2012/13
- Award for Outstanding Actor (Two students)
- Award for Outstanding Cooperation
 The success of performance of this year was due to the
grant from the school and the Drama Festival, supports
from the experienced senior members, professional
coach and self-disciplined members.
 A few master-classes were held throughout the year.
 Two music concerts were arranged for students.
Eighty students were given free tickets to attend the
concert in October. Sixty students and parents were
given free tickets to attend the other in May.
 The various arts activities promoted the culture of the
pursuit of particular aesthetic learning experiences in the
school.
 Members performed in the LAC week in March and Fun
Day in July.
 A boy team with 8 members was established this year.
Objectives
Strategies
Time
Scale
Evaluation
Methods
and trainings
Others
Whole
Year
Engage
students in
various sports
activities
Sports
Development
Whole
Year
Organise
relaxing
post-exam
activities
Strengthen and
smoothen the
post-exam
activities
1-7/13
 Enrich students’ exposure in
arts through participating in
integrated arts learning
programme such as School
Creative Music Showcase and
Schools Speech Choir
Showcase
 Encourage new senior
secondary students to
participate in “A Journey on
Learning the Arts for New
Senior Secondary Students”
and related programmes
Provide opportunities for
diversified sports activities,
inter-school competitions and
sports exchange tour to widen
their horizon
 Finalize the arrangement
before May and attach in the
message from principal
 Inform teachers of the detailed
arrangement before the final
exam
 Fun Day
- Form the organizing
committee by the end of
October
- Apply for external funding
to subsidise this event
- More clubs and students are
 Adjudicators’
judgments in
competitions
 Professional
advices of artists
 Student
achievement
record
62
Evaluation
 They performed in the Work-it-out Showcase in Sha Tin
Town Hall in August. It broadened students’ horizon
and they gained a lot during the trainings and the
performance.
Students were more able to disseminate their aesthetic
learning outcomes through participating in these
integrated arts learning programmes.
 Students were given opportunities to participate in
different sports activities and competitions this year.
 Good results were achieved in many inter-school
competitions.
 The Sport Service Tour was cancelled due to the
earthquake of Sichuan.
 The Fun Day was organized successfully with positive
comments from teachers and students.
- The organizing committee was formed and the first
meeting was summoned before the Easter Holiday.
- Members of the organizing 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 organizing 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. They are
Beacon, EASE, French Club and Photography Team.
Objectives
Strategies
Time
Scale
Evaluation
Methods
to be involved in the event
(stage performance, stalls,
etc.)
Evaluation




63
Our old partners continued to lend their support to us,
such as Cultural Exchange, Dancing Club, PTA,
Science Society and Visual Arts Department.
The post exam activities arrangement was compiled and
attached in the Message from the Principal in May.
Three more activities were suggested after May.
Supplementary lessons for F.4 classes were arranged
during 24-27 June.
Different committees and groups arranged 16 activities
for students.
The new activities included:
- Careers Committee: F.5 Interviewing Workshop
- Home Economics: Talk on Personal Grooming for
Ladies (F.1 to F.2 ladies)
- English Department: English Activity Day
Appendix:
A) Flag Selling
Date
Class Class Size No. of Participants
2012/9/29
4A
28
15
2012/9/29
4B
29
24
2012/10/6
4C
31
19
2012/10/6
4D
27
11
2012/12/1
4E
29
14
2012/12/1
4F
29
20
2012/12/8
2012/12/8
2013/3/16
2013/3/16
2013/3/23
2013/3/23
2013/5/4
Total
4G
3A
3B
3C
3D
3E
3F
30
38
38
38
30
31
30
354
10
2
6
10
8
21
11
171
B) Blood Donation
Date
Class
F.5
2012/11/12
F.6
F.4
2013/5/3
F.5
Form Size
203
200
202
203
Total
Organizer
Hans Andersen Club
Hans Andersen Club
Hong Kong Lutheran Social Service ,LC-HKS
Hong Kong Lutheran Social Service ,LC-HKS
Christian &Missionary Alliance Church Union H.K.C &MA Social
Services
Christian &Missionary Alliance Church Union H.K.C &MA Social
Services
The Chinese Rhenish Church Hong Kong Synod
The Chinese Rhenish Church Hong Kong Synod
Hong Kong Aid Student Society
Hong Kong Aid Student Society
Open Door Ministries
Open Door Ministries
The Tsung Tsin Mission of Hong Kong Social Service Company Limited
No. of Participants
46
25
16
37
124
Participation Rate
22.7
12.5
7.9
18.2
Form
Rate
F.4
16/202 = 7.9%
F.5
83/203 = 40.4%
F.6
25/200 = 12.5 %
Overall Participation Rate
= 124 /605 = 20.5 %
C) Volunteers recruitment
Date
Name of the Event
No. of Participants
Organizer
2012/10/14
慈善共融杯 2012
F.4
49
Lok Chi Association Limited and Munsang College
2012/11/12
“Pass- IT- On 2012”
Charity sale
F.4
11
Hong Kong Red Cross
2012/11/25
2013/5/12
Magic Towel Sale
Oxfam Rice Sale
F.1 to F.4
F.2 to F.4
42
26
Families of SMA Charitable Trust
Oxfam
64
Form
Rate
F.3
58/205 = 28.3 %
F.4 113/203 = 55.7 %
Overall Participation Rate
= 171/408 = 41.9 %
Counselling Committee
Target
Group
New
comers
Time
Scale
3/9,
26/2
Success
Criteria
 Students
enjoy the
activities
 Make new
friends
Evaluation
Methods
 Feedback from
new comers
 Observation by
Guidance
Prefects (GPs)
and Counselling
teachers
Mentoring Scheme
F.1
students
25/9,
16/10,
20/11,
19/2,
26/3,
9/4,
14/5
F.1 students
have
confidence to
talk and ask
GPs questions
 Observation by
GPs
 Questionnaires
for F.1
participants
GP and Class Gathering
F.1 – F.3
students
F.1:
10/11
F.2:
30/9
F.3:
30/9
Observation on
students’
performance by
GPs and
Counselling
Teachers
Green Bag Design
Competition
F.1 – F.3
students
30/11
 70% of the
students
know their
class GPs.
 70% of the
students are
interested in
the
activities.
 Students
know more
about
themselves
Students work
hard in
designing their
Objectives
Strategies
Peer Caring Scheme
To help new-comers
and F.1 students to
adapt the school life
Lunch Gathering for F.1
and F.2 students from other
schools
Harmony School
Scheme
To enhance the class
cohesion, sense of
belonging and
develop students’
talent
65
Observation on
students’ products
by Counselling
Evaluation
Strengths
 The newly admitted students could know
more about our school through campus
tour.
 The relationship between GPs and the
newly-admitted students was built up.
Areas for improvement
 The weather was too hot in the afternoon.
It is suggested to shorten the duration of
the campus tour.
Strengths
 GPs helped students to solve their
difficulties.
 The relationship between students and
GPs were built up.
 GPs should encourage those students who
have no intention to attend the tutorials.
Strengths
 Students were interested in the activities
and performed actively.
 Students knew more about their class
GPs.
 For F.2 class gathering, not only games
but also cards for encouragement were
made for their classmates.
Strengths
 This activity was held in F.2 and F.3
only.
Objectives
Strategies
Target
Group
Time
Scale
Success
Criteria
products.
Evaluation
Methods
Committee and
Visual Art
teachers
Sound of Music
All students 11/1213/12
4/3-6/3
14/516/5
 Active
participation
of students
 Number of
messages
collected
from
students
Observation by
GPs and
counselling
teachers
Autograph for F.6
F.6
students
17/12,
18/12
Active
participation
of students
Number of
messages to be
collected
Lyrics Writing Competition
(lyrics and songs)
(Class Performance)
F.2
students
31/1
4/36/3
 Active
participation
of students
 Students
make an
effort to
practise their
performance
 Choir chairman,
Dance Club
chairman,
music teacher
and net teacher
will be the
adjudicators to
select winners
 The quality of
their products
and
performance
66
Evaluation
 As F.2 students had designed the products
in VA lesson, it was easier to collect the
products in F.2 than F.3 class.
 It was planned to make green bags for the
winners. However the cost was too
high.
 It is suggested to use a real bag as the
designed product instead of a paper one.
Strengths
 Three times of sound of music were
welcomed by junior formers.
 The third time of sound of music was
planned as a performance of Lyric
Writing Competition. However, it could
not be held because of the limitation of
time.
 It is suggested to display the big cards
(with autograph) outside the classrooms
of F.6.
 A banner is suggested to be made for
promoting the activity.
Strengths
 This activity was popular in F.2.
 Due to the tight schedule, the class
performance was cancelled during the
third sound of music.
Objectives
Strategies
Sister School
Scheme
 To enhance
students’ mind on
care & concern
 To learn how to
serve
Organize services and
outings for students from
our sister school (Elaine
Field School)
F.1 Quality Life
Training
To enhance the class
cohesion and
discipline
F.1 Quality Life Training
Day Camp
Target
Group
F.2 – F.5
students
Time
Scale
Whole
year
Success
Criteria
 Students
understand
the
difficulties
of disadvantaged
minority
 Students
enjoy the
activity.
Evaluation
Methods
 Students’
reflection
 Observation by
teachers during
the activity
F.1
students
3/10
12/10
19/10
 Students are
willing to
participate in
the activities
 Students
understand
the
importance
of selfdiscipline
 Class teachers’
observation
 Students’
feedback
67
Evaluation
Strengths
 Most of the students were actively
involved in the social service activities.
They were willing to serve the students
from Elaine Field School.
 It was a good practice that students
worked in groups. They had more
interaction with each other.
 Some F.2 and F.3 students were well
prepared in the last activity under the
supervision of teachers and social
workers.
Area for Improvement
 Few students were late or absent without
a proper reason. They may not be
selected next year.
 Each GP may invite one friend to join
these activities.
Strengths
 The tutors of the organiser were
professional and had a high expectation
on our students. It made our students
pay their effort to fulfil the tasks.
 Most of the classes enjoyed the whole
day programme.
 It enhanced the team spirit of the class.
Class teachers knew their students more
in the activities.
Area for improvement
 The programme was quite expensive.
Each student needed to pay around $280.
Some parents queried the effectiveness of
the programme. The cost of the service
should be considered in future.
 The programme was a bit harsh. More
information should be given to get the
participating students ready.
Objectives
Strategies
Moral and Civic
Education
 To arouse the
awareness of
public issues
 To stimulate
students to have
multi-perspectives
 To echo our school
major concern
“Green Life”
 To help students
develop green
concept
 To encourage F.3
students to set goal
for their study
MCE Board – News &
events
 News Headlines
 News Feature – Hot
current affairs (Board
display for special issues
will be made from time to
time.)
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
Whole
school
Time
Scale
Whole
year



F.1 – F.3
students
F.4 – F.6
students
(optional)
Whole
year
(Five
times
per
term)




 Inter-Class Bulletin
Board Competition
 Christmas Decoration
Whole
school
Oct.

Success
Criteria
The board is
changed
weekly
The topics
are related to
the daily
issue
More
students read
the content
on the board
Students
read and
listen more
daily news
Students are
familiar with
more
vocabularies
used in news
media.
Students
have
confidence
to express
their
opinions
Students
practice
critical
thinking
skill in
writing their
responses.
Students
could apply
their “Green
68
Evaluation
Methods
 Content
displayed on the
board
 Number of
readers
Evaluation
Strengths
 The news articles were updated almost
daily to raise students’ awareness of their
surroundings.
 Board displays on special issues were
successfully and smoothly finished in
collaboration with the MNE Committee.
 The board can be more attractively
designed to draw students’ attention.
 Students’
attitude by class
teachers.
 Quality and
quantity of
students’
responses.
 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.
 Students’
products
 Feedback from
Strengths
 The interclass bulletin board competition
enhanced class spirit and developed
Objectives
Strategies
Target
Group
Time
Scale
(Reminder to classes)
Dec.
F.2 Life Education
Educate & instill
proper values to
Form two students
Success
Criteria
Concepts” in
designing
their boards.
 Creative
presentation
Evaluation
Methods
adjudicators
Visit to Orphanage
F.3 – F.4
students
Mar.
The attitude of
our
participants in
doing the
service
 Feedback from
the staff of the
orphanage
 Response of the
participants and
GPs
Life Education
 2 thematic sessions in 1st
term (morality and sex)
 2 thematic sessions in 2nd
term (social and physical)
F.2
students
26/9
17/10
18/10
28/11
29/11
30/1
31/1
20/2
21/2
20/3
21/3
24/4
 Students
participate in
the lesson
eagerly
 Students
could reflect
what they
have learnt.
 Students’
participation in
the lesson
 Students’
Reflection
 Questionnaires
(Students &
Class teachers)
69
Evaluation
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.
 Communication with VA department
could be enhanced to ensure the students
had enough time for designing the boards.
Strengths
 The GPs collected 4 small boxes of
stationery from their schoolmates and
donated it to the Salvation Army.
 The activity was not well promoted
enough to junior formers, resulting in
insufficient participants from junior form.
Strengths
 Most of the students gave positive
feedback for life education. Over 120
students gave 4 marks or above out of 5
marks for the overview of life education.
Students learnt the four topics deeply and
the knowledge is useful for them.
 Among the four topics, students thought
that “social” was the most interesting one
as it could help them know how to choose
a “friend” correctly.
 Although all the four topics were useful
and related to their lives, it was not
interesting enough. It is suggested that
more videos, talks and cases for teaching
could be used.
 The teaching time was not enough.
Objectives
Sex Education
To learn how to get
along with others of
opposite gender.
Bao Bao Bear 蘆山
地震派熊活動
To arouse students
awareness on quake
students
Mental Health Fun
Fair
awareness on mental
health, enhance their
emotion management
skills and assist them
to build up a positive
self-image
Guidance Prefect
Association
To provide
leadership training to
Strategies
Talks are arranged in
different Forms
F.1 Talk by Social Worker
(Class visit)
F.2 護苗基金
(Post-exam)
F.3 明光社 & Talk by
Social Worker
(Class and reading
Periods + 1st lesson)
F.5 明光社
(P.E. lessons
double period)
 Morning assembly
 Sharing session
Target
Group
Time
Scale
Success
Criteria
Evaluation
Methods
 Students
participate in
the talks
eagerly.
 Students
could reflect
what they
have learnt.
Students’
participation in
the lesson
Evaluation
Students wanted to have more
information. 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.
 One of the speaker of 明光社 was not
interactive enough.
F.1
Sept.
F.2
June
F.3
2nd
term
F.5
2nd
term
F.1 – F.2
21/5,
19/6
Students
participate in
the activity
actively
Students’
participation and
feedback
Display boards and booths
during lunch time
All students 4/12,
5/12
Students
participate in
the activity
actively
Students’
participation and
feedback
Strengths
 The sharing session could further arouse
students’ awareness on quake students.
 Class teachers’ support should be sought
in advance for encouraging students to
participate.
Strengths
 Students’ awareness on mental health was
aroused in an interesting way.
 Meetings and Training
 Activity
- Love Sharing Charity
Ticket event
GPs
 GPs
participate in
the activities
actively
 Feedback of
GPs
 Observation by
Counselling
Strengths
 Rainbow Day Camp, a casual activity,
could improve the communication
between GPs and junior students.
Whole
year
70
Objectives
GPs and improve the
communication skills
and activity-leading
skills
School Assemblies
awareness on
specific topics
Remedial Work
To provide
appropriate support
to students.
Strategies
- Joint-school Project
- Rainbow Day Camp
 Activity-planning
 Serving School
- F.1 Orientation Day
- Information Day
- F.1 Parent Day
- Parent Day
- PTA AGM
- PTA old-book selling
 Cyber Bullying
Target
Group
Time
Scale
F.4 – F.6
F.1 – F.3
21/11
7/12
 Mental Health
F.4 – F.6
F.1 – F.3
27/2
28/2
 Ladies and Gentlemen
(coordinated with DC,
RE, MNE)
Repeaters’ group
 Periodic meeting with
repeaters
 Provide a two-week
calendar before the
examinations
F.1 – F.3
15/3
Counselling in the
 Release of F.3 subject
electives
 Release of final result
 Release of HKDSE
results
Students
with
emotional
problems
after
getting
their results
Repeaters
in
2011-12
2012-13
Sept.,
Dec.,
Feb.,
May
10/7
10/7
15/7
Success
Criteria
 GPs
Evaluation
Methods
teachers
Evaluation
 F.2-3 GPs could not take their role
effectively. All GPs should be assigned
to offer help to F.1 students who need
help for adaptation.
Students show
active listening
during the
assemblies.
Students’
performance
during the
assembly
Strengths
 The talk “Ladies and Gentlemen” was
attractive and suited the need of students
because all speakers were teachers.
 The topic “Cyber Bullying” was not
good. The topic can be rephrased as
“Healthy Use of Internet”.
 Students
make friends
in their
classes.
 Students
develop
positive
learning
attitude.
 Students can
express their
feelings to
the teachers.
 Students can
seek help
when
needed.
 Observation by
class teachers
 Academic
results after
exams.
Strength
 The activity provided a platform for
repeaters to voice their difficulties and
joy in their study.
 F.3-5 repeaters were reluctant to share in
the group of different classes. It is
suggested to have small group sharing
after first lunch meeting.
Strengths
 It was good to provide guidance to the
students getting the results of public
examination.
 It was good for F.6 subject teachers to
provide guidance.
71
 Observation
from class
teachers.
 Feedback from
students.
Objectives
Target
Group
Students
with
problem
Time
Scale
Whole
year
Success
Criteria
Students are
willing to
express their
need.
Evaluation
Methods
Observation on
students’ change
by counselling
teachers
F.1 Orientation Day
F.1
students
and parents
18/8
 Questionnaire
from parents
 Feedback from
class teachers
F.1 Parent Day
F.1
students
and parents
8/12
Parents’ Workshops and
Talks - Dealing with Stress
among Parents and
Children
All Parents
27/4
Over 80% of
the parents
agree that the
activity can let
them know
more about the
performance
of their
son/daughter
in school
Both parents
and teachers
can better
communicate
with each
other.
 Active
parent
participation
 Parents are
willing to
understand
and try.
Strategies
Case Work
Parents’ work
To enhance
communication
among school,
teachers and parents
72
Feedback from
teachers and
parents
Feedback from
parents
Evaluation
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 could improve the
communication between school and
parents.
 More coordination between students’
session and parents’ session should be
needed so that both sessions could end at
the same time.
Strengths
 It was good for parent to have a clear
picture on student’s academic
performance before the examination.
 The talk did not suit the need of parents.
Strengths
 The contents were practical to parents.
 It was good to have sharing sessions for
parents to exchange their experiences.
 The venue was too small for sharing
activities.
Discipline Committee
On the whole, students were very well-behaved and self-disciplined. They were well-mannered. Only occasionally were they late to school 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 and cyber-bullying as compared to the previous academic year. The situation was relatively more
serious in F.1. A number of students were academically weaker, with short concentration span. 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 and NGOs were engaged to follow students’ misbehaviour and value judgement.
2. In the year ahead, more effort is needed to instil in students a sense of integrity as more cases of cheating in dictations and daily quizzes were 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 third 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. 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 sex education. Besides, more video clips have to be uploaded onto the Campus TV to remind
students of the examination regulations and the correct procedure in presenting student card to the card readers for attendance.
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 implement Value Education for F.1 classes in morning
assemblies. Religious Committee and Counselling Committee will work together for the moral-related issues and to raise students’ moral standard. 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.
73
The table below shows the evaluation of various activities held by the Discipline Committee and Prefect Association.
Objectives
Strategies
Green Education  Classroom cleanliness will be
Keep Classroom
assessed by the prefects during
Clean Campaign
lunch time.
 A score chart of the whole
school will be published
half-yearly.
 The three classes with the
lowest score and having scores
less than 70% of the full mark
will be invited to clean
classrooms or 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
 The total score of
each class
 Annual
Evaluation of
Prefect
Association
Living Green
Paperless
Conduct
Meetings
Printed copies will only be
provided to the Principal, Vice
Principals, Discipline Master and
Deputy Discipline Mistress for
marking and reference.
All teachers
Whole
year
Less than 6 printed
copies for each
class level
The number of
printed copies
Betterment of
own self
New Leaf
Scheme
 Students may apply for clearing
records of minor offences up to
one black mark, provided that
significant improvement is
shown within a 12-day
observation period.
 Items that can be cleared
include no/late submission of
assignment, minor lateness
F.1-F.6
Whole
year
 Over 400
applications
 Over 30% of
successful
records of
clearance
The number of
applications and the
rate of successful
records of
clearance
74
Evaluation
 Students-on-duty did not perform
their duties well. In many cases,
the blackboards were not cleaned
before lunch. The rubbish bins
were fully filled with lunch boxes
etc. 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. Classroom cleanliness
will be monitored more closely
and reflected to class teachers for
further action in the coming
academic year.
 Only 5 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 416 applications in
first term, while 274 in second
term. 362 records were cleared
in first term. The success rate
was around 87%. In the second
term, 231 records were cleared,
which corresponded to 84%
success rate.
 Success rates were slightly
Objectives
Maintaining
Students’
Punctuality
Strategies
(within 30 minutes), violation
of school uniform regulations,
and violation of hair style
regulations.
 Students’ attendance is
monitored regularly by
Discipline teachers.
 Habitual latecomers and
frequent absentees are spotted
out and interviewed.
Precautionary or remedial
measures will be given to help
rehabilitation.
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
dropped as compared to previous
academic year.
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 show
improvement.
75
The number of
lateness and
suspected absence
record
 The number of lateness cases
showed a drop from 1176 to 1046
in first term, and a rise from 666
to 775 in second term.
 For the habitual latecomers, some
of them had various
psychological and physiological
reasons. Students concerned
and their parents were
interviewed. Recommendations
were worked out with all
stakeholders concerned to check
if the situation could be
improved.
Objectives
Strategies
Target
Group
Newlyappointed
teachers
Time
Scale
Early
Sept
F.1 class
teachers,
Late
Aug
Over half of the
teachers attending
the meeting being
satisfied with the
arrangement
Responses from
attendees
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
Teachers
Sharing Session
with P.6 Class
teachers
 Sharing with P.6 class teachers,
DC and CC members from the
Primary School on students’
disciplinary and emotional
issues.
 Uncertainties can be clarified in
the sharing session.
Orientation for
F.1 Newlyadmitted
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
Form One
Quality Life
Training Day
Camp
Enhancing self-discipline among
F.1 students through adventure
training.
All F.1
students
Early to
mid Oct
 Students could
behave
appropriately
within the camp.
 Students could
self-disciplined
during the
training.
 Teachers’
observation
 Feedback from
coach
Teachers
from DC,
CC and
School
Social
Workers
Over 70% of the
newly-appointed
teachers show the
orientation is a
relevant and
resourceful one.
76
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.
 Newly-admitted students were
motivated to seek assistance and
clarification during the
orientation.
 Few passive students were left
behind for individual discussion
as they could not adapt well to
the new environment and found
meeting new schoolmates
difficult.
 On the whole, most students were
well behaved.
 Few students could not stick to
the instructions provided by the
coach and they were punished.
 Many felt that the program was
quite demanding, especially the
weather was hot and sunny.
The table below shows the most frequent types of misconduct.
2012-2013
2011-2012
2010-2011
Misconduct
Lateness
Less than 15 minutes
15 to 30 minutes
More than 30 minutes
Assignment Record
Chinese Language
English Language
Mathematics
Liberal Studies
ICT
Improper Behaviour
Improper School Uniform
No PE Uniform for PE
Violating Hair StyleLessons
Regulations
Violating Ornaments Regulations
Serious Offences
Fighting
Truancy
Bullying
Smoking
Exam Irregularities
Cheating in Quiz/Dictation
Cheating in Exam
Violating Exam Regulations
Use or Possession of Prohibited Materials
First Term
Second Term
First Term
Second Term
First Term
Second Term
1046
915
95
13
2385
314
445
476
96
154
132
400
0
142
10
15
0
7
0
0
38
8
0
30
71
775
690
65
8
2639
418
493
659
66
88
224
138
17
32
2
34
6
8
1
1
85
13
2
70
128
1176
1069
77
30
3441
595
602
598
306
259
141
580
22
91
18
9
3
1
0
0
39
5
0
39
98
666
597
47
22
2405
464
312
425
250
119
114
191
5
39
10
13
1
4
0
0
76
31
0
47
77
1310
1215
69
26
2230
448
393
383
157
130
143
437
12
51
13
20
9
5
1
0
15
9
0
9
87
797
727
43
27
2457
479
302
606
152
468
122
287
89
54
9
15
0
2
5
1
30
17
1
13
55
77
The table below shows the outcome of New Leaf Scheme.
Application for clearing records of
Minor Lateness
Homework Assignment
Textbook
Reply Slips
Improper School Uniform
Improper Hair Style
Use or Possession of Prohibited Materials
Total
First Term
Number of
Application
records
received
cleared
171
144
141
119
16
16
2
2
57
52
8
8
21
21
416
362
78
Percentage
of records
cleared
84.21
84.40
100
100
91.23
100
100
87.02
Second Term
Number of Percentage
Application
records
of records
received
cleared
cleared
109
92
84.40
83
60
72.29
31
29
93.55
1
1
100
15
15
100
1
1
100
34
33
97.06
274
231
84.31
Information Technology & Resources Committee
To echo Green Life, incorporate self-directed learning and assessment for learning through the development of metacognitive skills, the following activities
were conducted.
Objectives
Green Life
Promoting document sharing
through electronic ways
Target
Group
Teachers and
Staff
Time
Scale
Whole
year
Optimizing quota system on
printing and copying
Teachers and
Staff
Whole
year
Teachers make good use
of the AeroDrive, eClass
& school homepage.
Reduce the use of
printout materials
Promoting A3 printing and
copying
Teachers and
Staff
Whole
year
Reduce the use of paper
by 15%
Report from the
system
Cooperating with
Co-Curricular Activity
Committee, board
decoration being integrated
as 1 single A3-sized paper
Introducing paperless Goal
Setting program and
iPortfolio
IT Division
Whole
year
Reduce the use of paper
by 90%
Observation and
feedback from
colleagues
F.1 Students
& Parents
Whole
year
Implement ‘paperless’
Observation and
goal setting program and feedback from
reduce the use of paper
colleagues
by 50% in iPortfolio
Connecting the Green
Console to all F.1- F.2
classrooms
F.1- F.2
Classrooms
September
2012
The Green Console can
be accessed in all F.1F.3 classrooms.
Strategies
Success Criteria
79
Evaluation
Methods
Report from the
system
Report from the
system
Observation
Evaluation
Most of the staff got used to
sharing documents through
the electronic platforms.
 Staff had a strong sense of
energy and paper
conservation.
 Only 69.5% of the overall
printing and copying quota
was used in this academic
year.
 All staff were able to make
use of the A3 Booklets
printing feature.
 Compared with last year,
the use of paper was
reduced by 20%.
All the boards from different
CCA groups were well
organized.
An overview of students’
learning progress and
achievements was provided
through a wide range of
assessments in iPortfolio.
 The Green Console was set
up successfully.
 Charts and figures could be
updated automatically
throughout the year.
Objectives
Strategies
Effective Learning
& Teaching
Enriching the content of the
WebQuest and MSC
e-learning packages
Updating subject homepages
Target
Group
All subject
teachers
Time
Scale
Whole
year
Projects of interested
subjects are uploaded to
the school homepage.
Subject homepages are
to be updated.
Whole
year
Classrooms Computer
Replacement
All
Classrooms
August
2012
Library Computer
Replacement
All
computers in
the library
IS and ICT
department
August
2012
Feasibility study on the
application of RFID in the
library
Restructuring School
homepage
Library
Introducing a new key
system for classrooms
Feasibility study on
e-Learning
Success Criteria
Evaluation
Methods
Panel evaluation
Panel evaluation
The performance of
computers in the
classrooms is to be
improved.
The performance of
computer in the library
is to be improved.
Mobile devices are to be
used in teaching and
learning.
Site check
December
2012
RFID is to be used in
the library.
Site check
IT Division
December
2012
The floor of laboratories
is to be replaced.
Site check
All
Classrooms
January
2013
A convenient and secure
key system is
developed.
Feedback from
user
December
2012
80
Site check
Panel evaluation
Evaluation
3 more WebQuest projects
were done.
Subject homepages were
migrated to a user-friendly
CMS for users to change the
content easily.
Computer with poor
performances were replaced
by those in MMLC.
10 New computers were
bought to replace the old
computers.
 13 mobile devices (iPad)
were bought.
 Students were able to use
the devices in their project
presentation.
 Electronic platform should
be developed to facilitate
effective sharing in
lessons.
RFID was installed in the
library successfully.
 School homepage was
migrated to a user-friendly
CMS.
 New user interface was
implemented.
 The content such as
Publications was enriched.
 A new system with higher
security level was
introduced.
Objectives
Strategies
Changing the locks of
special rooms by electronic
locks
Integrating and rearranging
security devices
Target
Group
Special
rooms
Time
Scale
January
2013
Whole
school
January
2013
Success Criteria
All the locks of special
rooms are to be replaced
by electronic locks.
Renovation is to be
completed and security
devices equipment is to
be installed.
Evaluation
Methods
Site check
Site check
Evaluation
 The work was done to
improve access control of
special rooms.
 Security system with alarm
and CCTV were installed
successfully.
 The stability of CCTV
system could be further
improved.
 Three individual accounts
had been set up for
secondary school, primary
school and kindergarten.
 The operation by night
guards could be improved
in order to avoid false
alarm.
Video produced by students
were uploaded to the school
homepage and digital
signage inside the school.
Collaborative
Effort on Enriching
the English
Learning
Environment on
Campus
Cooperating with the
Language across curriculum
committee, a new English
video channel is introduced
on the school homepage
Renovating the audio system
in Hexagonal area for LAC
to organize activities
All Students
Whole
year
Videos in the English
channel are kept
updating.
Panel evaluation
Hexagonal
Area
November
2012
New audio system is
installed and connected
to computer for sound
recording.
Site check
Feedback from
user
Students’
Whole-person
Development
Audio, Video and Lighting
control and production in the
new renovated school hall
IT Team,
Photography
Team,
Campus TV
Team
Member
IT Team
Whole
year
Students’ technical
skills on troubleshooting
classroom computer
related equipment and
leadership potentials are
to be further explored
and developed, so that
Post-event
evaluation
 Trainings about stage
management were arranged
for related students.
 Students were able to
demonstrate their skills
through backstage support
of school events.
Students were able to solve
basic technical problems.
Feedback from
IT team members showed
Class-based IT team
October
81
Objectives
Target
Group
Member
Time
Scale
2011
IT team committee members
are being ready to lead and
to serve
IT Team
Member
Whole
year
Supporting photo production
of school events by
photography team members
Photography
Team
Members
Whole
year
Post-event
evaluation
Supporting video production
of school events by Campus
TV members
Campus TV
Team
Member
Whole
year
Post-event
evaluation
Renovation works
 Staff room renovation
 Staff common room
renovation
Maintenance works
 Block E strengthening
project
 Maintenance works in the
store room ceiling in D210
 80 classrooms doors
replacements
Inventory Control
Teachers and
Staff
Whole
year
A tidy and safe working
environment is to be
developed.
Site check
All Students
Whole
year
Maintenance works are
to be followed up
closely to ensure the
safety of the campus.
Site check
Works were being done
continually to ensure the
safety of the campus.
Teachers and
Staff
Whole
Year
 Inventory checks to be
done on the items as
listed on eClass.
 For departments with
less than or equal 25
items, all items will be
checked.
 For departments with
Post-event
evaluation
 The work was done by IR
representative in
collaboration with relevant
departments.
 More than a month has
been spent on conducting
the work
 Of the 2678 items to be
Strategies
workshops
Infrastructure of the
Campus
Success Criteria
they are more capable of
demonstrating *quality
leadership in school and
becoming good leaders
in whatever contexts
after graduation.
82
Evaluation
Methods
user
Post-event
evaluation
Evaluation
team spirit and self-initiation
during event support.
 Trainings about stage
management were arranged
for related students.
demonstrate their skills
through backstage support
of school events.
Productions of Photography
team were uploaded to the
school homepage and digital
Productions of Campus TV
team were uploaded to the
school homepage and digital
A few renovation works were
finished to give students a
better learning environment.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
greater 25 items, only
a third of the items are
to be checked.
 All items managed by
IT Department of
MSCPS and IT &
Resources Committee
of MSC are to be
checked.

Stationery Ordering System
Students,
Teachers and
Staff
September
2013
A new Stationery
Ordering System is
developed.
Post-event
evaluation



Network improvement work
Whole
School
September
2013
83
The transmission
bandwidth and stability
of the school network is
to be upgraded.
Site check

checked, approximately
- 65% were located
- 12% were verified
written off or to be
written off
- 12% were not accessible
due to ongoing
renovation work or was
used as temporary
storage facility
- 7% were to be further
checked for accuracies
- 2% were verified to have
error in record
- 2% were verified to be
relocated
A report is prepared to sum
up the stocktaking
experience. Items with
error in record will be
followed up and rectified.
Stationery Ordering
System was developed
successfully.
Students could order
stationery from the General
Office 3 times per month.
Stocktaking of stationery
supplies was performed
twice annually by office
clerks.
The transmission
bandwidths for both
external and internal were
upgraded from 50Mbps to
100Mbps and 1Gbps to
10Gbps respectively.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
 The network uptime was
improved.
*well-liked by our Lord, and with positive attitude, high moral standards and correct value judgments
84
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 Education:
Objectives
Strategies
Target
Group
F.1 – F.6
students
Time
Scale
Whole
Year
Success Criteria
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
Students are able to
master the core
language skills
across the
curriculum.
Implementing
language across the
curriculum through
mini-projects in the
junior form
Integration of subject
content and language
learning in project work to
provide an authentic
context for junior forms to
use English
F.1 – F.3
students
Whole
Year
master the core
language skills
required in the
projects.
Providing more
English enhancement
activities for students
to use English
 F1-F3 English in the Air
 EASE: One minute video
production for IT kiosk
 O.L.@ EASE at
Thursday lunch breaks
 LAC Week
 English Activity Day
F.1 – F.6
students
Whole
Year
Students have
greater
opportunities to
use English in the
school campus.
85
Evaluation
Evaluation
Methods
Language plan
 All EMI academic subjects
incorporated in
included the language skills in
teaching schemes,
their teaching schemes.
Sharing by teachers  The language skills spanned all
forms and gave the teachers a
comprehensive view of what skills
were taught to the students.
appropriate English words to
express in papers, projects and
presentations
Students’
Cross-curricular project work: (Not
performance in the even in junior forms, but also in
projects and
senior forms as well)
presentations
 F.1 Mask Drama
 F.1-3 Mini Project (English,
Liberal Studies, Visual Arts, I.S.,
Geography)
 F.2 REES program (I.S.) Time
Travel in Science
 F.4 REES program projects
forums on social issues
 F.3 Biblical Knowledge Drama
 F.1-5 P.E. dance performances
 Teacher’s
Activities that were organized
observation
include:
 Number of
 English in the Air: F1-F3 News
students joining
watching during morning
the activities
assemblies. Students had to
watch a piece of news, read an
article and write a reflection on it.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
 REES Programs
 Debates across the
curriculum
 Drama Fest
Providing reading
material on current
issues and
highlighting
commonly misused
expressions in
English usage
Raising students’
concern for Green
Education
Releasing English Digest
regularly
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
F.1 – F.3
students
Whole
Year
Students have
greater awareness
about
environmental
protection.
The principles of
the 4Rs are applied
in the projects
Enhancing teachers’
professional
development in
 Some subject
All
departments apply the
teachers
skills in the language plan
Whole
Year
 Teachers gain
experience in
incorporating the
 Survey by
questionnaire
 Teachers’
86
Evaluation
 O.L.@ EASE at Thursday lunch
breaks: all classes in the junior
forms had to participate in this
weekly activity. They learn
presentation through singing,
dancing and acting.
 LAC Week in March: students
from different forms and five
different subjects presented their
work at lunch time in this week.
Drama, role plays and
presentations were done.
 English Monday: a weekly radio
broadcast which talks about
current issues like popular culture,
music and green tips shared by
Mr. C and students.
 English Day
 The Running Man for EASE
members
The Digest was well received and
some teachers responded to the
topics. This helped both students
and teachers to enrich their
vocabulary and is extremely helpful
for the students.
Apart from learning the knowledge
and skills from the subjects, the
students’ awareness towards green
education was raised through
projects, presentations and
mini-debates.
 REES programs in F.2 and F.4
were introduced this year and
many teachers attended the
Objectives
language across the
curriculum
Strategies
throughout the term.
 After attending REES
programs, teachers can
use their experience as a
reference to build up
strategies in the second
term.
Target
Group
Time
Scale
Success Criteria
LAC element
into their
curriculum.
 Teachers agree
that experience
sharing among
teachers benefit
their own
teaching.
87
Evaluation
Methods
reflection
Evaluation
workshops and joined hands in
developing teaching materials,
teaching schemes, conducting
lessons, doing peer observations
and redeveloping their plans.
The products were helpful to
students and enrich their language
skills across the curriculum.
 The teachers learned a lot from the
professors and coaches from
various organizations. The
things learned were incorporated
into the LAC activities and
curriculum planning.
家長教師會
為配合學校本年度之重點關注事項「環保教育」
，以及透過發展促進學習的評估等元認知教學技能使學生自主學習，本會將實施以下活動：
目標
策略
環保教育
與中、小、幼協辦便服日籌
配合學校本年度
款。
關注事項，加強家
校合作，響應綠色
生活。
施行
對象
家長
學生
撥款贊助校園溫室的設
施，如種子、花泥、各項工
具、園藝保養及學生飲用水
系統的運作等。
學生
家長教師會耕地
(PTA Farmland)
家長義工藉此耕地，協助推
動綠色生活及相關活動。
家長
施行時段
成功準則
2013 年 11 中、小、幼各級
月 30 日均有學生參與
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。
全年
提高家長及學
生的環保意
識，綠化校園，
節約能源。
全年
評估方法
 家長及學生的
支持
 學生參與便服
日的人數及各
級籌得之款項
便服日籌款於 2013 年 11 月
30 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$505,378，資助
學校相關之環保設施，加強
家校合作。
 學生的反應
 樽裝水的售賣
情況
本會贊助學生於水運會及陸
運會之飲用水系統，節省不
少膠樽消耗。同學大多歡迎
冷熱飲水系統設置，減少購
買樽裝水，加強環保意識。
10 個家庭於 2013 年 3 至 6
月期間接受 4 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、黃瓜、青瓜、
粟米、冬瓜、天椒、牛角椒、
南瓜等，收成豐富。4 位家
長義工更於 9/7/13 抽空把茄
子、節瓜等收成作食材，於
學校之太陽能宴中作烹調菜
式，把環保概念融入綠色生
活中。
家長義工於校友日
(11/11/12) 協助盆栽義賣，
籌得款項資助學校綠色活
提高家長及學
家長的參與程度
生的環保意識。及農作收成
家長積極參與
學校推行之環
保教育活動。
家長義工參與學校的環保
活動，包括盆栽義賣環保家
居清潔用品製作之相關活
88
成效
目標
策略
施行
對象
施行時段
成功準則
評估方法
動。
舉辦與環保或健康生活為
題之興趣班或工作坊。
(心靈治療 — 園藝治療工
作坊)
家長
2013 年 3
月至 4 月
家長的參與程度
及回應
舉辦親子生態旅遊，親近大
自然，促進親子關係。
(蒲台島、東龍島)
家長
學生
2013 年 6
月 23 日
家長及學生的參
與程度及回應
舉辦舊書買賣
家長
學生
2013 年 7
月 20 日
家長
學生
2013 年 1
月 21 日
家長
學生
7 月 8-9 日籌得款項資助
學生各類課外
活動。
學生的全人發展
歲晚探訪長者計劃
鼓勵學生參與不
同課外活動，加強
全人發展。
中一、二級遊戲日—
家教會攤位小食義賣
89
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
與程度及回應
與程度及回應
與程度及籌得款
項
成效
動。而家居清潔用品製作試
驗未能成功，活動取消。
本會邀請了社工鄧穎鐳女士
主講 3 節以園藝治療來促進
心理及生理健康之課程，加
強學員了解園藝治療舒緩壓
力的幫助，將環保帶入生
活，協助家長及其子女鬆弛
工作及學習壓力，共 10 人參
加，表現積極投入，均表示
課程具啟發性，亦有助舒緩
平日緊張的生活壓力。
參加人數共 40 。參加者能
透過是次活動認識東龍島上
的古蹟石刻及葡台島上各類
的奇石景觀，接觸大自然，
加強親子溝通。
各級均有同學報名成為「賣
方」，共 25 人，吸引不少初
中同學及家長到來選購，反
應良好。
參加人數共 14 人。參加者能
透過探訪九龍城區的獨居長
者送暖，培養關心別人，促
進全人發展，促進親子關
係。
共 7 位家長義工協助小食義
賣，共籌得$1164 資助學生
各類課外活動，鼓勵同學作
全人發展。
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 publish a form 1 admission brochure which illustrates the facilities and strengths of Munsang College.
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 reputation of the school is further enhanced.
Routine Work
1. Updating the alumni webpage and Facebook page to improve communication and interaction with alumni.
2. Communicating with different departments and committees, namely English, Music and Green Education Task Force to help update and publicize their
activities.
3. Organizing alumni talks, sharing and mentorship programs to increase alumni bonding.
4. Communicating with young alumni to ensure the steady development of the Alumni Association.
5. Communicating with the chairperson and committee of the Alumni Association regularly to help organize and publicize alumni activities.
90
Objectives
Publicizing
alumni activities
Promoting for the
anniversary
dinner
Building
relationship
between the
alumni and
current students
Developing the
sense of
belonging of the
young alumni
Strategies
 Re-structuring of the Alumni
web page:
http://www.mscaa.org.hk/
 Different groups (for different
year) should be set up on the
Facebook Alumni Page
 Add online alumni registration
 Add job-shadowing/ mentorship
page
 Homecoming Day - promotion
of the activity should be
increased.
 Organizing School’s
Anniversary Dinner (for e.g.
75th Anniversary Dinner and
25th/30th/40th Anniversary
Reunion Luncheon/Dinner.
 Ties, T-shirts, key-rings… can
be designed as a memorabilia.
 Inspiring Alumni Talks
 Re-structuring of the
Mentorship Programme
 Jobs Programme: Job
Shadowing opportunities/
Seminars on Interview Skills
will be organized in liaison with
Ms. Jennifer Tsui (alumna)
Alumni Teacher Programs:
 Graduates of form 6 should be
invited to give tutorial classes/
music classes/ sports lessons to
current students.
Target
Group
Alumni &
the public
Evaluation
Methods
Posts and
comments on
the Internet
Time Scale
Success Criteria
Whole year
 The awareness of the
alumni and public
towards our school
has increased.
 Alumni is giving
response online and
joining our activities.
Alumni &
alumni
teachers
Whole year
The alumni are
attracted to join the
dinner and give
positive feedback
Feedback to
the Alumni
Association
Committee
members
Details of the organization were
discussed. Members of the
committee also joined the annual
dinner.
Alumni &
students
Whole year
The students and
alumni join the
activities and have
positive feedback
Questionnaire
for the alumni
and students
Alumni &
students
Whole year
The students and
alumni join the
activities and have
positive feedback.
Questionnaire
for the alumni
and students
A formal meeting was held with
Ms. Jennifer Tsui and other
committee members of the
Alumni Association.
Questionnaires were created,
distributed to the students in F.5.
Views towards the mentorship
programme were collected. Two
alumni talks, one on
communication skills and the
other on studying in France, were
held and they were well-received.
Two training workshops, one on
drama and the other on customer
service, were held. They were
well-received and the students
were able to apply their skills in
91
Evaluation
Details of the re-structuring were
discussed with the Alumni
Association. More than 40
young alumni came back for the
Homecoming Day because of the
increased promotion.
Objectives
Providing a
chance for the
alumni to come
back to the school
Publicizing
school activities
Strategies
 Tutorial Programs: for senior
form students (different
subjects)
 Sunday Home - A venue should
be provided for alumni and
teachers to come back and
gather on the weekends.
 Opening up sports ground and
rooms at nights and on Sundays
for alumni. An alumni league
(football or basketball) can be
organized and matches can be
held weekly.
 Brochure
 YouTube
 Face book
 School Homepage
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Evaluation
their performance and activity.
Alumni
Whole year
The alumni are
attracted to come back.
Feedback from alumni.
Feedback to
the Alumni
Association
Committee
members
Details of the opening were
discussed with the school
principal and also the alumni
association. The school will not
be opened until further
confirmation with the alumni
association.
Alumni,
public and
current
students
Whole year
 The awareness of the
alumni and public
towards our school
has increased.
 The quality of the
students admitted to
form one is
improved.
 More students apply
for our school.
 Posts and
comments
on the
Internet
 Academic
background
of the
admitted
students
The awareness of the
alumni and public
towards our school’s
green education has
increased.
Posts and
comments on
the Internet.
Positive feedback from
Feedback from
A brochure was published and
distributed to students, parents,
alumni, visitors and other schools
in different visits and the
awareness of our school towards
the public and alumni was
increased.
The quality of the students
admitted to form one is reflected
by the results of the form 1
attainment tests which will be
released in December.
Less students applied for our
school. The brochures should be
distributed in more activities.
Promotion of the green activities
was done in the brochure and
posters which were mailed to
other schools. The awareness
of the alumni and public towards
our school’s green education was
increased.
This is postponed due to the new
Publicizing green
activities
Liaising with Mr. Chan to help
promote the activities (HKISSAC,
summer workshop for primary
kids, etc.) and facilities of Green.
The Public
Whole year
Publicizing our
Signage and labels can be posted
Visitors,
1st term
92
Objectives
unique heritage
Strategies
to introduce different unique areas
of the school.
Target
Group
students &
the Public
Time Scale
Success Criteria
visitors and students.
93
Evaluation
Methods
the visitors
and students.
Evaluation
planning of the school.
Religious Committee
Theme of the year: “Hallowed be Thy Name - Living a Green Life in Christ”
Scripture of the year:
9
‘Our Father which art in heaven, Hallowed be thy name.’ Matthew 6:9 (KJV)
Objectives:
a. To let students learn the divinity and the names 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
metacognitive skills, the following activities were conducted.
Target
Time
Evaluation
Objectives
Strategies
Success Criteria
Evaluation
Group
Scale
Methods
Worship God
AM 730 –
F.1 – F.7
Whole Participants
 Observation
 Participants were able to develop a habit of
Daily Spiritual
year
develop a habit of
from teachers
bible reading.
Quiet Time
Bible reading.
 Sharing with
 However, more promotion of the location of
students
Bible Study Court was needed to engage
more students to join the service.
Worship God, Weld
FM 103 –
F.1 – F.7
Sept
Participants build  Observation
 Participants built a better spiritual life with
with siblings in
Christian
2011a better spiritual
from teachers
God and peers. Some of them accepted
Christ
Fellowship at
May
life with God and  Sharing with
Christ at FM103.
Friday 1:03pm
2012
peers.
students
 More 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 Students and
 Observation
 Both students and teachers found the first
of a week
Section
year
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
 Theme song (30s to 1 min) was added
issues.
before the start of the prayers. The theme
song helped students prepare themselves for
the First Prayers.
Worship God;
SNAS –
F.1 – F.7
Whole Students develop Through SNAS
 The SNAS had encouraged students to
Weld with siblings in Spiritual
year
a balanced
record, the
develop a balanced spiritual life. And there
Christ;
Nourishment
spiritual life.
participation in
were 14 SNAS awardees.
Work in accordance
Award Scheme
FM103, SNAS
 Gold awardees:
with God’s Word;
training and
5F Shek Sunny and 1A Wong Chak Lam
Witness for God
services
 Silver awardees:
94
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
5C Tse Cheuk Hei, Siu Sze Wai, 3C Tse
Yuen Wing, Chan Kik Cheung, 3D Cheung
Ka Wai, 3E Lee Hei Lam, 2A Chan Tsan Yin
and 2B Sun Tin Long
 Bronze awardees:
4G Ma Isabella King Wing, Woo Chong Yiu,
1A Lam Ryan and 1C Wong Ming Yui
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.
Sept
2011
May
2012,
every
Thur
Whole
year
SNAS
 Observation
Ambassadors
from teachers
receive spiritual
 Sharing with
equipment to have
students
a balanced servant
life.
 Observation
from teachers
 Sharing with
students
SNAS Ambassadors gained experience in
leading the worship through reading scripture
and leading hymn.
F.1 – F.7
Whole
year,
10 Tue
 Observation
from teachers
 Sharing with
students
F.1 – F.7
Whole
year
 Students had a better understanding of the
theme of the year, i.e. Hallowed be Thy
Name - Chastity through effective speakers
from Swatow Christian Church, Kowloon
City.
 The PowerPoints of LETS were uploaded to
eClass for students’ reference.
religious knowledge in green education
through the talk conducted by Dr. Lucenay.
theme of the year, i.e. Hallowed be Thy
Name – Chastity, Social Boundary, through
the assembly held with CC, DC and MNE
on 12th Apr. Related bible scriptures were
suggested to CC to be printed on the reading
articles.
Worship God;
Weld with siblings in
Christ;
Work in accordance
with God’s Word;
Witness for God
SNAS
Ambassador
Training
SNAS
Ambassador
Work in accordance
with God’s Word
Hall Assemblies
Worship
(Junior & Senior)
F.1 – F.7
Acquire biblical
knowledge on
Chastity
LETS –
Life Education
Talk Series
Acquire biblical
knowledge on Green
Education and
Chastity
Hall Assemblies
Religious Talks
(Junior & Senior)
SNAS
Ambassadors gain
experience in
leading the
worship.
Students have a
better
understanding of
the theme of the
year, i.e.
Hallowed be Thy
Name - Chastity.
Students have a
better
understanding of
the religious
knowledge in
green education
and the theme of
the year, i.e.
Hallowed be Thy
Name - Chastity.
95
 Observation
from teachers
 Sharing with
students
Objectives
Strategies
Target
Group
F.1 – F.7
Time
Scale
Oct
2011
All sections
in MSC
campus
Oct
2011
Win souls for the
kingdom of God
Evangelical
Meeting
Learn God’s words
Christian
Book Fair
Witness for God
Christmas Carol
F.1 – F.7
Dec
2011
Worship God;
witness for God
Christmas
Worship
F.1 – F.7
Dec
2011
Weld among staff in
Christ
Staff Fellowship
Staff
Whole
year
Success Criteria
Students learn
more about the
salvation of God.
Evaluation
Methods
Observation from
teachers and
result of the
questionnaire
Students have a
better
understanding of
the religious
knowledge.
Participants serve
God in front of
schoolmates by
singing Christmas
Carol.
 Observation
from teachers
 Sharing with
students
Students learn
more about the
birth of Christ and
understand the
love of God.
Participants gain a
close rapport
among teachers
and staff.
 Observation
from teachers
 Sharing with
students
96
 Observation
from teachers
 Sharing with
students
Sharing with
teachers and
committee
members
Evaluation
 Students learnt more about the salvation of
God through the Evangelical Meetings held
by the David Cultural City. But the key
message conducted in the meetings was
mainly Chastity.
 A session of asking students who accept
Jesus standing up could be arranged in the
Evangelical Meeting next year.
Students had a better understanding of the
religious knowledge through the Christian
Book Fair.
 Participants served God in front of
schoolmates by singing Christmas Carol.
They also encouraged some primary
students to take part in the Christmas Carol.
 To avoid repeating activity with similar
nature, better communication with Student
Association would be needed.
Students learnt more about the birth of Christ
and understand the love of God through the
programme organized by Swatow Christian
Church, Kowloon City.
 Participants gained a close rapport among
teachers and staff through prayer cells.
 The teachers’ participation rate of Praise
Dance was low in the second term.
Considering the concern of cost
effectiveness, Praise Dance would not be
organized next year.
Staff Development Committee
Objectives
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.
The Staff Development Committee organized two school-based structured Staff Development Days in the academic year.
The teacher professional development activities/ programs aimed to help teachers to perform their duties. Programs of various areas were
arranged.
Objectives
Staff
Development
Program
Strategies
Staff Development Day I
Program I
Theoretical Approach and
Practical Application of
Knowledge Management
Staff Development Day I
Program II
Subject-based Staff
Development Program:
 Panel Chairpersons arrange a
subject-based Staff
Development Program.
 Panel Chairpersons set the
Target
Group
All teachers
All teachers
Time Scale
Success Criteria
26-10-2012
Through the program,
teachers are able to
recognize the
importance of
knowledge
management to the
school
26-10-2012
The theory of
knowledge
management can be
applied in the subject
department.
97
Evaluation
Methods
 Survey by
questionnaire
 Teachers’
reflection
At least one
strategy of
knowledge
management is
established in the
subject department.
Evaluation
 Mr. Chu Kai Wing, an
experienced principal, shared
how to build up and utilize
the sharing platform in his
school.
 From the questionnaire,
about 90% of teachers
agreed that knowledge
sharing platform facilitated
teacher sharing of effective
practices.
 Moreover, teaching
resources were collected,
categorized and stored for
retrieval in future.
 Teachers applied the idea of
knowledge management to
build up the sharing platform
for professional sharing and
development.
 Various programs were
arranged in different subject
department. The programs
Objectives
Strategies
goal of their program. The
program aims to apply the
theory of knowledge
management.
 The program may also
include sharing of
experience/ inviting speakers
to give a talk/ discussion on
the problem faced by a
teacher/ new methodology or
trend in teaching DSE/
evaluation of marking
scheme of the public
examination/ revamping the
scheme of work/ exploring
resource etc.
 The Staff Development
Committee helps to arrange
the program.
Staff Development Day II
Program I
Religious Thematic Talk:
Life Formation and Education
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Evaluation
provided a chance of
professional sharing.
All teachers
7-3-2013
Teachers would
understand the Life
and thus they can
change the life of
students.
Survey by teachers’
reflection
Teachers agreed that they
understood the miracle of life
and it was a precious
refreshing moment.
Program II
Teacher professional
development program/
workshop on catering students
with SEN
All teachers
7-3-2013
Teachers know more
about mental health
and thus they can
cater for students
with SEN.
 Survey by
questionnaire
 Teachers’
reflection
All teachers
7-3-2013
Teachers would be
 Survey by
 An experienced doctor, Mr.
Tsang Fan Kwong delivered
a talk to teachers.
agreed that they got the basic
idea of different mental
problems.
 Moreover, they had a basic
idea of how to cater for
students with SEN.
 Teachers recognized CII was
98
Objectives
Strategies
Target
Group
Time Scale
Program III
Life/ career planning
Programs
related to New
Teachers
New Teachers Orientation Day
 It aims to acquaint new
teachers with our school
structure, policies, their
duties, students’ background
and medium of instruction.
 The second part of the New
Teachers Orientation Day is
jointly organized with the
Discipline Committee. The
members of Discipline
Committee explain daily
routines to the new teachers.
 The committee members
will provide guidance and
help during the first term.
Teaching Experience Sharing
Program
 ‘Seed’ of different KLAs
share their experiences on
using metacognitive skills,
self-directed learning and
assessment for learning in
the lesson with newly
appointed teachers in years
2011-2012& 2012-2013.
 The program will be held in
September 2012. Activities
include lesson observation
Success Criteria
able to help students to
develop their career
plan.
Evaluation
Methods
questionnaire
 Teachers’
reflection
New
teachers
21-8-2012
 New teachers are
familiar with the
environment of the
school.
 New teachers are
able to master the
school routines.
Survey by
questionnaire
Newly
appointed
teachers in
2011-2012
&
2012-2013
Sept. 2012
Oct.2012
New teachers develop
basic skills on using
metacognitive skills,
self-directed learning
and assessment for
learning in the lessons
 Sharing between
new teachers and
‘seeds’.
 Lesson
observation by
the Principal and
her feedback.
99
Evaluation
a tool for finding the career
path.
agreed that they got basic
technique to help students
understand themselves and
develop their career plan.
 From the questionnaire, most
of the new teachers agreed
that they had a preliminary
picture of our school
environment and the daily
logistic arrangement after
joining the orientation.
 Communication between the
new teachers and our school
was strengthened.
 New teachers reflected that
they got a deeper
understanding on the
metacognitive skills after
reading the reference
materials.
 Moreover, the techniques
were consolidated after
visiting the lessons of their
‘seeds’.
 It was also a good
experience to share teaching
experience between
Objectives
Develop
teachers’
professional
knowledge and
teaching skills
Strategies
and experience sharing is
arranged. Moreover,
reading materials are
provided for new programs
before the lesson observation
is arranged.
 After the program in
September 2012, the
Principal, Ms. Chan, will
pay a class visit to newly
appointed teachers
(2012-2013) in October
2012. She will then share
her idea on using these
techniques with new
teachers.
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.
 The application for
reimbursement should be
made before application.
 Upon completion of the
course, a copy of the receipt
and the attendance certificate
(if any) are to be forwarded
to the Head of the Staff
Development Committee.
Training on catering for
students with SEN
 The school has a critical
mass of teachers having
Target
Group
Time Scale
Success Criteria
Evaluation
Methods
Evaluation
experienced teachers and
new teachers.
 A sharing platform was built
to enhance teachers’
professional competence.
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
 Teachers valued the support
by the School Council.
 A total of 10 applications
were successfully made.
All teachers
Whole year
By the end of the
2014/15 school year,
there are
 at least 10% -15%
Number of teachers
completes training
of different levels.
 Survey was done once half a
year.
 Three teachers completed the
basic course.
100
Objectives
Strategies
Target
Group
Time Scale
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
committee would monitor
the progress.
 A whole school activity
‘Mental Health of students
and teachers and how
teachers deal with students
with special needs’ is
coorganized with Counseling
Committee and arranged in
the Staff Development Day.
Evaluation
Methods
Success Criteria
Evaluation
 One teacher completed the
thematic course.
 Two more teachers were
required to complete basic
and advanced courses.
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
Grouping of Teaching Experience Sharing Program:
‘Seed’
New Teachers
Ms. Tam YY
Ms. Wong Hiu Tung,
Ms. Chin WY
Mr. Victor Chrisianopoulos
Ms. Tam SL
Mr. Tsang Shun Fai & Mr. Chan Ki Fong
Ms. Ng YY
Mr. Kwan Chun Wing
Mr. Chan WO
Mr. Mok Ka Lun & Ms. Ho Ching Man
Ms. Chan MY
Ms. Chiu Suk Yee & Ms. Choi Mei Shan
Cultural subject (VA)
Ms. Lam Mau
Ms. Pang Yi Ki
Mathematics
Ms. Leung MK
Mr. Hung Kam Ting
KLA
English
Humanities & LBS
Science
101
Reports of Subject Departments
Biblical Knowledge Department
To echo the School Major Concern on Green Education and incorporate self-directed learning and assessment for learning through the development of
Objectives
Strategies
Green Education
To arouse concern of
students on
environmental
protection
To encourage students to
live a Green Life in Christ
in the theme of the year
“Hallowed by Thy Name ”
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
 To conduct collaborative
lesson preparation and
share on good practices in
teaching
 To apply metacognitive
skills and AFL in
teaching
Collaborative Effort on Incorporation of language
Enriching the English
elements into learning tasks
Whole
year
F.1-F.3
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
and assessment for
learning
(self-learning &/
peer learning) in
learning and
teaching.
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
102
Evaluation
Methods
Teachers’
observation
Evaluation
Completed successfully with
worksheet
 Peer
observation
forms
 Panel
Chairperson
evaluation
report
Peer observation among teachers
had been completed successfully.
 Peer
observation
forms
 Panel
Chairperson
evaluation
report
 Minutes of
subject panel
reflective writing
worksheets
 All forms completed successfully
with writing LETS reflection
worksheet.
 Senior form completed with
writing ‘Count Your Blessing’
reflection.
 Completed successfully with
reflective writing worksheet
Objectives
Learning Environment
on Campus
To develop language
skills into subject
content
Students’
Whole-person
Development
Strategies
Target
Group
Time
Scale
and reflective writing
To provide opportunities
for students to become
service leaders to serve
God in bible lessons
(Morning LETS)
To organize Life Education
Talks (LETS), Morning
Quiet Time (AM730) and
Friday Meetings (FM103)
in collaboration with the
Religious Committee
Success Criteria
Evaluation
Methods
Evaluation
 Self- and peer assessment
elements had been completed
successfully in F.3 B.K. drama.
genres used in essay
writing for sharing.
F.4-F.6
Whole
year
Students are pleased to
serve God in
accordance with God’s
Word.
 Teachers’
observation
 Students’
sharing
Completed successfully with
Questionnaire
All
students
Whole
year
Students can be
exposed to God's word
and have practice in
their lives.
 Teachers’
observation
 Students’
reflection
Completed successfully with LETS
worksheets
103
Biology Department
Objectives
Green Life
Initiate the proper
behavior in the
daily lives of the
students
Strategies
 Complete
worksheet on
“Involvement of
Nitrogen Cycle and
Carbon Cycle in
the Decomposition
of Food Wastes”
 Use of the food
wastes as fertilizer
for plants
Read article and
complete worksheet
on “Reduction of
Food Wastes”
Target
Group
F.5
Time
Scale
First
term
F.3
Second
term
Success Criteria
Students should
 have proper behavior in
their daily lives
 reduce the production
of organic wastes
 use organic wastes in
daily practice if
possible
 know that they have to
well manage and
conserve the
environmental
resources, so as to
provide a sustainable
environment for the
present and future
generations
Students should
their daily lives
 reduce the production
of organic wastes
well manage and
conserve the
environmental
resources, so as to
provide a sustainable
environment for the
present and future
generations
104
Evaluation
Methods
 Students’
discussion
and
worksheet
 Teacher’s
observation
 Students’
discussion
and
Worksheet
 Teacher’s
observation
Evaluation
 Students were able to correlate the
concept learnt in cycling of materials to
this real-life example: composting.
 Most students were able to list the pros
and cons of the use of compost as natural
organic fertilizer.
 Attitude of students towards the use of
composting should further be refined as
many of them thought that this practice
was unhygienic and unpleasant.
 Students were actively engaged in the
discussion. Most students were aware
that the numerous wastes generated by
unsustainable practices were related to
food. They came from our kitchens,
supermarkets and restaurants.
 The students held positive attitudes
toward food waste reduction. They
proposed sensible and constructive
practices that could help conserve the
environment and natural resources as
follows:
- reduce the purchase of excessive food
materials;
- reduce the use of disposable utensils
and packaging materials.
 It is proposed to implement this task in
Chapter 2 (Food in Humans) to better
Objectives
Strategies
Target
Group
Effective Teaching
and Learning
 Apply
metacognitive
skills in teaching
and learning
practices
 Promote
students’ peer
and
self-assessment
skills to improve
their learning
 Different
metacognitive
skills and strategies
would be
employed in the
teaching and
learning processes.
 Students would be
asked to employ
self- and peer
assessment in
different occasions.
F. 3 – F. 5
Collaborative
Effort on Further
Enhancing
Students’ English
Capability in
Learning
Develop language
skills in subject
content
 Write experimental
reports
 Search and
understand the key
words in questions
 Learn the correct
skills to answer
questions
 Read
syllabus-related
articles
F. 3 – F. 5
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
Whole
Students should
academic  be able to apply peer /
year
self-assessment and
make use of the
assessment rubrics to
improve their learning
in both the lectures and
practical work
 agree that the
assessment rubrics can
help them identify their
strengths and
weaknesses in learning
 Students’
performance
and
presentation
 Teachers’
peer
observation
 Teachers’
sharing and
evaluation
reports from
Science
teachers of
the same
KLA

Whole
Students should
academic  know how to use
year
reported speech in
writing experimental
report
 understand the question
wordings used in
Biology assessment
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
 understand the
 Students’
experimental
reports and
assignments
 Students’
quizzes, tests
and
examination
 Teachers’
peer
observation

105



link up the green messages with the
learning content.
Learning effectiveness of the students
was enhanced through the employment
of metacognitive skills in the teaching
and learning processes.
Through the feedback from classmates
and teachers in the peer and
self-assessment practices, students
perceived the mistakes or misconception
that they had made.
Panel members agreed that “Peer
observation” provided a good
opportunity for them to share the
teaching practice between colleagues of
same KLA. Through discussions and
expressing their opinions, teaching skills
could be enhanced.
Guidelines, sample and practice had been
given before the students were asked to
complete the different tasks.
After the practice, students were able to
understand the techniques to write
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.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation
subject-related articles
and use the underlying
principles to answer
questions
Other Activities:
Activity
Time Period
December, 2012
Target Group
F.5 Biology students
Science Day
(for Primary six students of Munsang College)
December, 2012
F.6 and F.5 Biology
students
Participation in “Explore the World of Medicine”
Public Lecture Series 2012 & 2013 organized by Li
Ka Shing Faculty of Medicine of the University of
Hong Kong
Library Book Exhibition – reference book for NSS
Throughout the
academic year
F.5 and F.6 Biology
students
November, 2012
Biology students
Participation in “Hong Kong Biology Olympiad for
Secondary Schools (2012/2013) organized by H.K.
Association for Science and Mathematics Education
29th December,
2012
F.6 students
Participation in the “Senior Secondary Science and
Mathematics Competitions (SSSMC)” organized by
the Hong Kong Polytechnic University
May, 2013
F.5 students
Information Day
(for Primary six students from other school)
106
Evaluation
Enhancing students’ capability and confidence in
presentation, demonstration and performance of
experimental work
Enhancing students’ capability and confidence in
presentation, demonstration and performance of
experimental work
 Widening students’ horizon
 Enriching students’ experience and exposure
Enhancing students’ confidence in mastering the NSS
curriculum
 Enhancing students’ confidence in mastering the NSS
curriculum
 Enhancing students’ confidence in mastering the NSS
curriculum
Business, Accounting and Financial Studies 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
 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
sustainability of a city?”
To participate in Consumer
Culture Study Award 2012 –
2013
Target
Group
F.4
Time
Scale
Nov
2012
F.3 and
F.4
Nov
2012 –
Mar
2013
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:
107
Evaluation
Methods
 Class discussion
 Worksheet
 Teachers’
observation
 Project findings
 Presentation
 Teachers’
observation
Evaluation
 Students could suggest several
measures to different types of
companies to contribute to the
sustainability of Hong Kong.
 A team of 3 F.5 students were
selected to be one of the ten
finalists in “Green
Entrepreneurship Education
Program” organized by Hong
Kong Economic Times and
Green Education Unit of The
University of Hong Kong.
 They were selective to
implement their green product
and run a booth on 27 April
2013.
 Students found the program
very meaningful and they
could apply their innovative
business ideas and green
concepts.
 They understood the
importance of being a social
responsible corporation.
 All F.3 students participated in
the Study Award.
 They found the program
meaningful to them.
 They learnt how to cooperate
with others and solve
problems independently.
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria




Evaluation
Methods
Self-learning
Collaborative learning
Problem-solving
Team-building
Effective
Learning &
Teaching
To apply
self-learning
strategies,
metacognitive
skills and
assessment for
learning
effectively in
student learning
process
 To demonstrate different
learning skills during the
lessons
 Conduct peer observations
within and across panels
under the same KLA
F.4 –
F.6 and
all
subject
teachers
Whole
year
apply independent
improve the effectiveness
of learning.
metacognitive skills and
assessment for learning in
F.4 – F.6 (self-assessment
&/ peer assessment) in
learning and teaching.
 Pre- and
post-observation
meetings
 Peer observation
forms
 Panel
Chairperson
evaluation report
 Discussion in
panel meetings
To share good practices in
teaching during the panel
meetings
All
subject
teachers
Whole
year
Minutes of subject
panel meetings
Collaborative
Effort on
Enriching the
English Learning
Environment on
Campus
To develop
language skills
which are
commonly
To introduce different
language features through the
learning tasks and
assessment
F.4 –
F.6
Whole
year
 Good practices can be
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 systematic
108
Students’
assignments and
quiz/test/exam
papers
Evaluation
 They also tried out some
information search techniques
learnt from other subjects, e.g.
Liberal Studies and ICT.
 F.4 students did not join the
program as they were
recommended for other
business programs.
 As reflected by teachers in the
post-observation meeting,
teachers were confident in
introducing independent
learning strategies.
 Various metacognitive skills
were applied.
 Teachers were also able to
make use of self-assessment
and peer assessment to
enhance the effectiveness of
Teachers agreed that the sharing
was meaningful for improving
their own teaching pedagogies.
 Characteristics of the
questions words and question
answering techniques were
introduced.
 Students’ work was used for
peer assessment to enhance
their understanding of such
skills.
Objectives
Strategies
Target
Group
Time
Scale
employed in the
subject
Catering for
learners’ diversity
To stretch
potential of those
talented students
in BAFS
participate in different
business contests organized
by external professional
bodies
F.4 –
F.6
Whole
year
Success Criteria
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-management skills
are developed.
109
Evaluation
Methods
 Teachers’
observation
 Students’
feedback
 Students’
achievements in
the competition
Evaluation
 15 F.3 students and 57 F.4 and
F.5 students participated in
Citigroup Stock Challenge
2013.
 Students agreed that the
competition provided them the
opportunity to make
application of business and
economic concepts.
 They also suggested that more
training could be provided
before the competition.
 A team of 3 F.5 students were
selected as one of the
semi-finalists in PolyU
Innovation and
Entrepreneurship Global
Students’ Challenge 2013.
 They applied energy saving
concept and business
management concepts in the
competition. They were
invited to a one-week business
challenge program which
provided them opportunities to
the exposure to the business
context.
 Students agreed that their
problem-solving and
leadership skills were
enhanced.
Objectives
Strategies
To invite F.6 graduates of
last school year to share with
the students about the keys to
success in DSE
Target
Group
F.6
Time
Scale
Sept
2012
Success Criteria
Students are encouraged by
the alumni and also can
strategies to strive for
excellence in DSE.
110
Evaluation
Methods
Students’ feedback
Evaluation
 6 F.6 DSE and A-Level
graduates were invited to
share their tips for success in
preparing themselves in the
public exam.
 Students welcomed this
sharing as they learnt some
tips for studying and time
management.
Chemistry Department
Objectives
Green Education
students on
environmental
protection
Teaching
To apply
self-learning
strategies,
and assessment for
learning effectively
Target
Group
F.4
students
Time
Scale
Nov
2012
 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
May
2013
The performance of
students in the ‘Green
Test’ is satisfactory.
Results of the
‘Green Test’
Conduct peer observations
All
subject
teachers
Whole
year
and assessment for
learning in F.3- F.5
level in learning and
teaching.
apply independent
forms
 Panel
Chairperson
evaluation report
Strategies
Incorporation of the 4Rs in
the teaching scheme of F.4
topic “Conservation of
metals”
Success Criteria
Students pay the
concern on
conservation of metals.
111
Evaluation
Methods
Teachers’
observation
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 to prepare
outstanding PowerPoint to
share the idea of
conservation of metals with
others.
 Thus, the concern of
reserving our natural
resources was aroused.
 Students got satisfactory
result in the test.
 From the result of the Green
test, students were able to
incorporate their Chemistry
knowledge and daily issues.
 Moreover, the concern on
the environmental protection
was being aroused.
 Through peer observation
and collaborative lesson
preparations, good practices
in the application of
assessment for learning were
shared amongst the teachers.
 Panel members also found
Objectives
Strategies
Target
Group
Time
Scale
in student learning
process
Conduct collaborative lesson
preparation and share on
good practices in teaching
Whole
year
Success Criteria
improve learning.
Good practices can
be identified and
shared amongst the
panel members so as
to improve the
teaching practice
Evaluation
Methods
forms
 Panel
Chairperson
evaluation report
 Minutes of
subject panel
Evaluation




Collaborative Effort
on Enriching the
English Learning
Environment on
Campus
To develop language
skills into subject
content
Incorporation of language
and test/exam papers
Catering For
To stretch potential
of those talented
students in
Chemistry
Nomination of students to
enroll in Australian National
Chemistry Quiz 2013
F.3 – F.5
students
F.3 – F.5
students
Whole
year
June/
July
2013
 F.3 students are able
to master the genre
of Procedural
Account and
Descriptive Report
 F.4-5 students are
able to master the
common genres used
in essay writing.
Students’
worksheets and
test/exam papers
Students find the
competition
meaningful and
changeling.
 Teachers’
observation
 Students’
feedback
 Students’
achievements in
the competition
112




the assessment rubric/
checklist really useful for the
study of students.
It was a really good
assessment tools to give
timely feedback for the
betterment of learning.
Moreover, lessons were
more interactive when
different metacognitive skills
were used.
More interaction between
teachers and students could
be developed.
The lessons were conducted
smoothly.
F.3 students were well
equipped with the
connectives used 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 answers.
21 students from each of the
F.3 to F.5 levels were
selected to participate in the
ANCQ 2013.
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.
Objectives
Knowledge
Management
Strategies
Sharing of knowledge &
teaching methodology among
panel members for enhancing
teaching
Target
Group
All panel
members
Time
Scale
Whole
year
Success Criteria
Teachers are able to
share good practice of
teaching and materials
113
Evaluation
Methods
Teachers’ feedback
Evaluation
 Most students found that the
competition could stretch
their potential to explore
chemical knowledge not
included in Hong Kong
context. They found that it
was challenging.
 Through SBA sharing
platform, teachers gained the
experience of how to
conduct SBA tasks smoothly
and got preliminary idea of
potential problems of the
experiment.
 Through the Peer
Observation Sharing
Platform, teacher gained the
experience on conducting
lessons of various topics.
中國語文科
回應校本關注事項
為配合學校本年度之重點關注項目：發展學生自評互評能力，提升學生環保意識。
本學年曾舉辦／參加之活動
目標
策略
施行對象
成功準則
 提升學生環保意識
 學生能反思人與自
的關係
寫作一篇以環保中四
為主題的文章
 學生能創作出對
環保有正面看法
的文章
 所有學生參與
 發展學生互評能力
 促進老師及學生掌
握元認知教學法
共同備課
中一至中六級
教師
同儕觀課
全體教師
發展學生互評能力
作文同輩互賞
中一至中六級
 70%以上老師認
同能從此活動獲
益
 加入互評元素及
元認知教學法
 70%以上老師認
同此活動有幫助
 教師能在課堂上
運用元認知技巧
 學生能指出同學
文章的長短處，
並提出改善建議
發展學生互評能力
說話互賞
中一至中六級
 學生能指出同學
說話表現的長、
短處，並提出改
善建議
114
評估方法
成效
老師評改文章以「再造紙」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，部分優秀
的作品能深入反思人與自然的關係。
共同預備之教此活動施行三年，每級已累積六套共同
學步驟及材料備課材料，有助同事更有效施教，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。
作文互賞量表老師都看到大部分同學能在這活動中
對文章技法得到更深入的瞭解。
說話互賞量表老師都認同這活動能提升學生說話能
力，並提高學生練習說話的專注度和積
極性。
目標
提升學生學習讀、
寫、聽、說能力的興
趣
策略
施行對象
成功準則
評估方法
網上閱讀計劃
中一至中三學
生
學生能每週最少完
成四篇
成績統計
廣泛閱讀計劃
中一至中六學
生
 學生能每年最少
完成 9 篇
 能就所讀圖書作
思考
 假期後繳交成品
 能就所讀圖書作
思考
紀綠冊
參加教協舉辦的全校學生
閱讀活動：
 「好書龍虎榜
選舉」
 讀後感寫作
 好書推介網頁
設計比賽
聯校寫作班及徵寫作班：全校學能有 5 個或以上獎
文比賽
生 (約 30 人)
項
比賽：每班推薦
最少 3 位學生參
加
115
成效
 根據六月份看漢提供的學生成績統計
數據，校內各班成績理想，不少班別
閱讀百份比高達 100%，令人鼓舞；
全學年屬零篇章閱讀學生尚可：中一
有三人、中二有十九人、中三則是八
人，情況較去年失色；盼同學學會自
主學習，養成閱讀習慣，提升語文能
力；多謝同事努力督促並鼓勵學生嘉
獎學生。
 本學年獲獎結果如下：
中一級得獎人數：16
中二級得獎人數：30
中三級得獎人數：54
「積極閱讀獎」為以下 4 人：
2D 邱展鋒 21 則、1C 沈向 26 則、2B
劉彥曦 22 則、2B 董卓 21 則
學生作品
好書推介網頁設計比賽
兩組同學獲優異獎，得獎名單如下：
 F.3D：陳洛鈞、吳珮琳、周錦瑜、姚
芷嘉
 F.3F：戴玉婷、曹澤邦、李樂然、文
柏然、曾憲鏘、余頌德
 問卷調查
 比賽結果
聯校寫作班
已於二零一二年十一月完成課程
 聯校寫作比賽。聯校創作比賽頒獎禮
暨作家座談會已於 3/5/2013 假喇沙書
院舉行，本校共有約 80 位同學參與。
 六所學校(民生書院、協恩中學、英華
書院、喇沙書院、聖芳濟書院、瑪利
目標
策略
施行對象
成功準則
評估方法
校內寫作坊
初中學生 (約
25 人)
 學生熱愛寫作
 學生積極投入活
動
問卷調查
微型小說大賽
中一至中五學
生 (中六學生
自由參與)
能有 20 個或以上
獎項
比賽結果
班際辯論比賽
上學期：中三
下學期：中四
學生能掌握基本的
辯論技巧
 辯論比賽評
分表
116
成效
諾修院學校)競逐十八個獎項，我校共
奪兩項：
高中組微型小說季軍：5D 楊兆彤《三
人行》
初中組散文冠軍：2C 施東林《膠袋漂
流記》
出版了「第六屆聯校文學創作比賽」
文集
創意寫作班
於 2013 年 3 月邀請了陳志軍先生來校
教授創作寫作，詳情如下：
學生於問卷調查中有以下意見：
 導師準備充足，有很多參考作文供學
生欣賞。
 寫作班所安排的教材和練習能勾起我
的寫作意欲。教材亦富趣味，能激發
創意及靈感。教材中包含較創新的題
目，是平日的課堂少有接觸的。
 希望多加兩堂上課時間。
 第二屆「全港學界微型小說創作比賽」
主辦學校為大埔靈糧堂劉梅軒中學。
獲新界校長會、香港傑出青年協會、
華文微型小說學會、香港文藝社、《新
少年雙月刊》、《香港中學生文藝月
刊》、《香港小學生文藝月刊》，與
及多位本地微型小說作家大力支持。
 得獎名單將於 2013 年 11 月上旬公
佈，頒獎典禮將於 2013 年 12 月 21
日(六)舉行。
 中三及中四級 13 場辯論初賽於 2012
年 11 月至 2013 年 5 月期間順利舉
目標
策略
施行對象
成功準則
評估方法
 工作紙
口語才藝比賽
中一、中二學生學生能掌握基本朗
讀及短講技巧
校際朗誦節
中一至中五學
生
學生能掌握基本朗
誦技巧
善言巧論：口語中一至中五學
溝通比賽
生
學生能掌握小組討
論技巧
117
成效
行，各班同學均積極參與。
 進入決賽的中三隊伍分別是 3B 及
3C；而對賽的中四班別則為 4C 及
4D。兩場決賽於七月二日（星期二）
進行，冠軍分別為 3C 及 4D，最佳辯
論員則為 3C 黎鈺儀及 4D 姜可晴。
 中一、中二  同學需於賽後填寫工作紙，記下於賽
級口語考試
事中所學，並作反思，大部分同學均
評分表
同意在比賽中能學到不少正音及說話
 工作紙
技巧。
 中一、二級每班各派 2 個代表參賽，
兩級共有 20 名參加者。
 比賽誠邀吳國榮老師及梁煒榆老師擔
任評判。
校外比賽評分本屆參加中文朗誦節比賽的同學共有
準則
89 人，獲取「優良獎狀」共有 68 人，
「良好獎狀」共有 10 人。當中 5 位同
學榮獲「冠軍」，1 位同學榮獲「亞軍」，
9 位同學榮獲「季軍」
校外比賽評分  第七屆「善言巧論：全港學生口語溝
準則
通大賽」已於 2013 年 1 月圓滿結束，
本校總報名人次為 13，分別參與中學
文憑組之經典朗讀(6 人)及小組討論
(7 人)。
 初賽經典朗讀的平均等級為 4，其中 1
人(6F 陳奕嘉)獲小組優異獎，並晉身
決賽。初賽小組討論的平均等級為 4。
 所有證書均已於 2013 年 4 月分發予相
關老師派發給同學。
中史科
課程注入「生活與整合中三課程，删減部
社會」四個主題
份課題，加入「生活與
社會」中與中國有關的
四個主題。
中三
施行
時段
全年
環保教育
 學生能融會古
今，把課堂所學
融合於現今環境
議題；
 學生能學習從多
角度思考議題；
 學生能透過環境
議題的探究，進
行個人生活反
思。
推行促進學習的
評估
探究式學習：口頭匯報
自古至今，開鑿運河、
疏通水利，能否在環
境、經濟和社會三方面
取得平衡？（「環保教
育」專題研習）
中二
全年
 學生能從
 學生以小組
環境、經濟
形成作口頭
和社會三
匯報，每位
方面作出
組員至少匯
分析；
報兩分鐘；
 學生能提
 從全級中得
供充足理
分最高的組
據，清晰表
別中選出表
達立場。
現最佳的一
位學生。
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
中五
全年
 按時完成
 老師觀察及
指定的評
評語
估數量。
 小組組員評
 學生能透
語
過評估，了  自我反思的
解自己學
評語
習表現上
的強與
目標
策略
對象
成功準則
評估方法
能順利完成老師觀察及年
既定的教學中及年終檢討
進度，既無損
原有課程的
教授，亦能提
升中三學生
對現代中國
的認識。
118
成效
基本完成四個主題的教授，但因教學時
間不足，未能與學生深入討論，同時削
弱中史課程教授時間，尤其上學期，清
初至中葉一段歷史要在非常趕急的情況
下教授，效果打折扣。建議來年把四個
主題中較顯淺具體的「長三角經濟」及
「城鄉生活面貌」放在中二教授，中三
則教授另兩個較艱深的課題：
「中國的宏
觀經濟」及「中國政府對經濟的規劃與
調控」。
中二學生透過專題研習對中國水利如何
影響環境之認知有提升，從而反思個人
以至國家社會關於環保之問題；但研習
報告之表現則出現很大落差，精英班表
現優秀，F.2A、 F.2B 及 F.2C 均獲學校
VIP 獎。同學表現用心認真，闡述分析
富條理。非精英班一些組別則較馬虎了
事。建議來年繼續施行這項計劃。
各級均完成指定的評估數量。進行自評
及互評時，學生表現投入及積極，並了
解自己學習表現上的強與弱，知所改善。
建議來年繼續推行，並豐富形式之變
化，可透過同學互相提問、質詢，以達
到互評效果。
目標
繼續落實推行新
策略
對象
施行
時段
着重答題技巧之教授
中一至
中六
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
中六
全年
使用元認知教學
策畧
課堂上使用 KWL 方
法，提高學生對已知及
未知的意識，提升學習
效能。
每一課堂都具備提問元
素，訓練學生高階思
維。
中一至
中六
全年
中一至
中六
全年
於課題開始或結束時，
以概念圖形式教授，或
中一至
中六
全年
高中課程
成功準則
弱，知所改
善。
學生能運用
歷史探究方
法，分析資
料，進行個人
思辨及評價
史事的能
力。
 全年選最
少一個課
題進行探
究式學習
方法
 學生積極
蒐集史
料，小組討
論或輪流
講解時，亦
表現投入。
學生能準確
指出對課題
已知及未知
是甚麼。
老師能掌握
課堂提問的
技巧，學生回
答問題時亦
投入認真。
老師能掌握
概念圖或錯
119
評估方法
成效
 老師觀察
 工作紙
 口頭或文字
報告及專題
研習
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有改善，篇幅及質
素皆提升，有助應付新高中題目。來年
仍須繼續訓練其解讀資料及審題、扣題
能力。
不止按時完成，甚至超額完成指定的數
量，大部份級別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。但中六同學要
面對公開試，教學時間比別級少一半，
推行探究式學習有固難，建議來年只須
中一至中五推行。
 老師觀察
 工作紙
 口頭或文字
報告及專題
研習
 同儕觀課
 老師提問
 工作紙
教師使用 KWL 形式多變，透過工作紙甚
至口頭提問，讓學生對課題已知及未知
皆有所掌握。建議來年繼續。
 同儕觀課
 老師觀察
老師掌握提問技巧已圓熟，高階提問常
見，學生回答問題時亦投入認真。建議
來年繼續。
 同儕觀課
 老師觀察及
老師常用錯誤分析法，教學成效不俗，
學生能夠找出同學的錯處之餘，亦可突
目標
策略
對象
施行
時段
以錯誤分析法讓學生先
掌握史事或答題的重
點。
推動同儕觀課
人文學科科任老師互相
觀課
全體科
任老師
全年
推動共同備課
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
中一至
擴闊學生眼界，擴
參加坊間主辦之「資優
中五
充其學習經歷，以
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。
全年
成功準則
評估方法
誤分析法教
練習
學技巧，結合
課堂提問，學
生能進一步
掌握課題重
點及鞏固所
學。
每位老師觀科主任結集全
課及被觀課年觀課情況，
最少一次。完成報告。
同級科任老
師輪流準備
各專題習、探
究式學習及
閱讀中學習
的教學內
容。
學生無論對
中國的認識
及對本科之
興趣皆有所
增加。
120
科務會議上討
論成效
老師觀察及年
中及年終檢討
成效
顯問題所在，讓學生能從錯誤中學習，
以後不再犯同樣的錯誤。至於概念圖更
適用於課題總結，有助學生整合重點。
今年所有同事均開放課堂，邀請同科或
人文學科科任老師觀課，亦被邀到人文
學科其他科目的課堂觀課。各老師均有
不同的教學風格，尤其有機會認識其他
學科教學，獲益良多。來年將繼續同儕
觀課，並擴展至非人文學科所有老師，
讓同工互相觀摩學習。
教師均表示效果理想，來年宜繼續。
 中四級姜可晴同學獲選參加資優課程。
 本科與通識科及歷史科於四月成功籌
辦廣柬韶關考察團，讓中四及中五同學
到韶關及廣州交流、服務。
 中四中史組同學亦在老師帶領下到海
防博物館及六四紀念館參觀。
Economics Department
To echo the School Major Concern on Green Life and incorporate self-directed learning and assessment for learning through the development of metacognitive
skills, the following activities were conducted.
Objectives
Green Education
To arouse concern
of students on the
promotion of green
life and its
economic
cost-and-benefit
relationship
Effective Learning
& Teaching
To apply
self-learning
strategies,
demonstrate
and assessment for
in student learning
process
Strategies
 Comic drawings to show
the economic effects of
environmental protection
activities
 To demonstrate the
inter-relationship of
“Green Life” ideas to the
cost-and-benefit of the
society
 Presentation about the
content of the comic to
assess students’
presentation skills
 Teacher demonstration
during the lessons
 To conduct peer
observations within and
across panels in the same
KLA
Good practices in teaching to
be shared during the panel
Target
Group
F.5
Time
Scale
Feb
2013
F.1 –
F.6
Whole
year
Whole
year
Success Criteria
Students can apply
the economic
concepts in
explaining the
paradox about
environmental
protection.
 Students can
actively apply
independent
learning strategies
to improve
learning.
metacognitive
skills and
assessment for
learning in F.3- F.6
levels
(self-assessment &/
peer assessment) in
learning and
teaching.
Good practices can
be identified and
121
Evaluation
Methods
The comic
Presentation
Evaluation
 Students demonstrated their
understanding on the relationship
between economic concepts and “Green
Life” concepts.
 They were also able to explain the
economic concepts through the comic.
 It is suggested that a short essay would be
more effective to assess students’ ability
to explain the inter-relationship between
the concepts in a detailed way.
 Pre- and
post-observati
on meetings
 Peer
observation
forms
 Panel
Chairperson
evaluation
report
 Discussion in
panel
meetings
 Most students could actively apply
self-directed learning strategies.
 The teachers could apply metacognitive
skills and Assessment for Learning
smoothly and effectively.
 The capability of applying metacognition
teaching and Assessment for Learning of
teachers was enhanced through the peer
observation.
 Teachers agreed that they could apply the
good practices from the observation to
their lessons.
Minutes of
subject panel
 Teachers were invited to share one good
practice in the panel meeting which was
Objectives
Strategies
Target
Group
Time
Scale
meetings
Collaborative
Effort on Enriching
the English
Learning
Environment on
Campus
To develop
language skills
which are
commonly
employed in the
subject
Catering for
and Widening their
Horizon
of those talented
students in
Economics
Incorporation of
the curriculum of
Life and Society
into school
Success Criteria
shared amongst the
panel members so as
to improve the
teaching practice.
Evaluation
Methods
meetings
Evaluation
held in July.
 Teachers agreed that the sharing was
useful and such strategies could be
applied to their classes in the next
academic year.
 It was suggested that the sharing could be
conducted in the 2nd panel meeting so that
the strategies could be applied in the
second term.
 It was reported that F.4 students were less
able to describe their observations of
economic phenomenon fluently in
English.
 More guidelines were suggested to F.4
students to help them become more
familiar with the standard sentence
structure.
To introduce different
language features through the
learning tasks and
assessment
F.3 –
F.6
Whole
year
Students are to learn
different ways in
answering questions.
e.g. The language
skills of interpreting
and presenting the
observation of the
diagram
e.g. Expressing
numerical values
Students’
assignment and
assessment
seminars and contests
organized by external
professional bodies
e.g. academic seminars
organized by the universities
and governmental
department, investment
contest, consumer council,
etc.
 To organize after-school
learning activities related
to personal financial
planning
F.3 –
F.5
Whole
year
competition/
seminar
meaningful for
them.
 Students can apply
the subject
knowledge into the
real economic
environment.
 Teachers’
observation
 Students’
feedback
 Students’
achievements
in the
competition
 15 F.3 students and 57 F.4 and F.5
students participated in Citigroup Stock
Challenge 2013.
 Students agreed that the competition
provided them the opportunity to make
application of business and economic
concepts.
 They also suggested that more training
could be provided before the competition.
Students can
demonstrate their
learning outcomes
through the case
 Presentation
 Case study
report
 The panel co-organized with The Boys’
& Girls’ Clubs Association of Hong
Kong a series of workshops of
“Managing Finance and Being Your Own
F.3
Mar
2013
122
Objectives
curriculum
Strategies
 To make presentation on
different cases
Target
Group
Time
Scale
Success Criteria
studies
123
Evaluation
Methods
Evaluation
Master with Money”.
 All F.3 students attended the workshops
during March and April 2013.
 They agreed that the workshop could
enhance their knowledge on how to
manage their pocket money wisely.
English Department
To echo the School Major Concern of Green Life and incorporate self-directed learning and assessment for learning through the development of metacognitive
skills, The English Department has conducted the following activities.
Target
Group
All
subject
teachers
Time
Scale
Whole
year
Adopting green living style
as the theme in NSS
Elective – Short Stories.
F.4
Nov Dec
2012
Inviting high achievers in
2012 HKDSE to share their
learning experience.
F.6
Sept
2012
F.6 students can have
a better
understanding of the
requirements of
HKDSE and receive
useful study tips for
examination success.
Teachers’
observation
Collaborative lesson
preparation and sharing of
good practices.
All
subject
teachers
Whole
year
Good teaching
practices are
among panel
members.
Minutes of form
meetings and Panel
meeting
Objectives
Strategies
Green Life
 To raise students’
awareness of green
life
 To incorporate
creativity and
green living style
into the teaching
scheme
Integrating green elements in
daily teaching.
Effective Learning
& Teaching
 To enhance
students’ self
management skills
 To apply
metacognitive
skills and
assessment for
learning in
teaching and
learning
Success Criteria
Panel members have
incorporated green
concepts in their
teaching design.
F.4 Students are able
to produce creative
stories adopting a
green theme and
using the short story
elements.
124
Evaluation
Methods
Minutes of form
meetings
F.4 students’
writing
Evaluation
Teachers always selected materials
related to green issues and
incorporated these in their design of
learning and teaching activities.
After the NSS Short Stories Elective
Module, F.4 students were able to
produce short stories in different
genres adopting a green theme.
There were attempts of different
approaches to the main theme.
Outstanding works would be
published in the eBook.
The sharing was held in collaboration
with 3 other core subjects. It was
hard to find high achievers available
as different universities had different
schedules. This time, the sharing
started at 3:30 p.m. after school. A
speaker had to come after her lecture
at the university. Still, the
discipline of the F.6 students was not
satisfactory. Perhaps the morning
assembly time would be better. If
the hall is available, this activity will
also be good for F.5.
Teachers had a chance to share their
ideas and engage in professional
dialogues. The quality of teaching
was then enhanced.
Objectives
Strategies
Peer observation on the
application of metacognitive
skills and assessment for
learning.
on Enriching the
English Learning
Environment on
Campus
To enhance teachers’
professional
development in
Language Across the
Curriculum
Making use of the Refined
English Enhancement
Scheme to hire service to
boost teachers’
professionalism in LAC with
 Integrated Science
 Liberal Studies
Target
Group
All
subject
teachers
Time
Scale
Whole
year
I.S.
F.2
subject
teachers
Whole
year
L.S.
F.4
subject
teachers
Success Criteria
There is effective
learning and teaching
through application
of metacognitive
skills and assessment
for learning.
 Panel members are
able to apply the
skills learnt from
the workshops to
conduct LAC
teaching.
 Students
demonstrate the
language skills in
I.S. and L.S.
lessons.
Evaluation
Methods
Peer observation
forms, Panel
Chairperson
evaluation report
Lesson observation,
reports from I.S.
and L.S. panels
Evaluation
The effectiveness of learning and
teaching was further enhanced
through peer observation and
application of metacognitive skills
and assessment for learning.
F.2 Refined English Enhancement
Scheme
Teachers collaborated more than 25
hours with each other in F.2 and
conduct lessons and training sessions
with students for LAC project with
I.S.  Time Travel in Science. The
dramas were successfully acted out
in class and there was a champion
fight in the English Activity Day.
Students could learn much about the
process of producing a real play
across the curriculum and they
enjoyed it very much.
F.4 LAC
Teachers joined a total of 9 hours of
professional development
workshops, organised a class-based
forum on controversial social issues
with the trainer observing the
lessons. The trainer was highly
appreciative of the performance of
the students.
125
Activities Held
Time Period
Whole Year
EASE Activities:
Activity
English Monday
OL @ EASE
A-Meet Reporting
Freeze
Training Camps
English Friday @ Bridge Program
Student Involved
Whole School
Results And Evaluation
Students were encouraged to use English across
the curriculum via the inspiring functions and
activities; the English environment was enriched
throughout the year.
Students enhanced their vocabulary which is
extremely useful for the Liberal Studies subject.
Students also made watching English news a habit
and the vocabulary and phrases they learnt are
extremely useful for the Liberal Studies subject.
Students could be able to improve their language
skills in different papers through doing Online
Program regularly and consistently.
Students could benefit from the skills passed on
from the high achievers and they could ask
questions related to the English exams.
The Digest was well received and some teachers
responded to the topics. This helped both
students and teachers to enrich their vocabulary
and is extremely helpful for the students.
Club members had heated debate clashes and
audience attended to their debating skills and
teachers’ comment.
This could help boost students’ confidence level
and they could practise with those they were not
so familiar with.
Junior form students could learn from others’
performance and hence enhance their own
performing skills.
F5. Inter-class Debate
Champion: F.5E
Best Debater: Boris Lai
Thursdays
throughout the
year
English In The Air
Whole School
Oct 2012 –
August 2013
Online Learning Programme
F.1 – F.5
10 Oct, 2012
2012 HKDSE Core Subjects High Achievers’ Sharing
F.6
Whole year
Releasing English Digest regularly – an English article
on current issues published once to twice a month to
all teachers and students through e-class.
LAC + Beacon
Nov 2012,
Dec 2012
Mini Debates
English Debating Club
8 Nov 2012
Joint School Oral Practice
F.6A & F.6D
9 Nov 2012
F.1 – F.3 Speech Activity
F.1 – F.3
Nov 2012 –
May 2013
Form Debates
F.2 (2nd Term),
F.3 (1st Term),
F.5 (2nd Term)
126
Time Period
Nov 2012 –
May 2013
Activity
Forum – YOU HAVE A SAY
Student Involved
English Debating Club,
Public Speaking Club, and
F.1 – F.6
Nov – Dec 2012
64th Hong Kong Schools Speech Festival
F.1 – F.5
5th Dec 2012
Cultural Exchange Fair for primary students
EASE members
Jan – Mar 2013
The Mask Drama Competition
F.1
Feb – Mar 2013
La Galeria
Beacon and EASE members
Feb – Mar 2013
Standard Chartered Hong Kong English Public
Speaking Contest 2013
Nine F.1 – F.3 students
Mar – Apr 2013
Writing Workshops for Yearbook Editorial Team
18 – 22 Mar 2013
LAC Week
F.3 – F.5 student editors from
Voice (Yearbook)
F.1 – F.4
Mar – Apr 2013
English Drama Fest
English Drama Club
Members
Apr – May 2013
Forums
F.4
3 Jul 2013
English Activity Day
F.1 – F.5
May 2013
Black Cat Series Junior Section 28th Inter-school
Book Report Competition by the Commercial Press
Beacon members
127
Results And Evaluation
Students from various forms could express their
views openly, analyze or comment on others’
view; hence develop their spoken English and
analytical skills.
70 merits among 90 entries, with 3 first places, 4
second places and 3 third places
EASE members organized the whole event in
English and simultaneously empowered their
leadership skills.
Successful performance and showcases in LAC
Week. (Liaised with V.A.)
EASE and Beacon members co-organized the
whole event with the Photography Team
successfully in English.
Students could learn a lot from joining this grand
event and became confident when speaking in
public.
Students could learn writing and organizing skills
through editing.
Multifarious English and LAC events were held
and enjoyed by students.
(Liaised with I.S., V.A., P.E., History, Bible)
Australian Workshop on making career and
university choices. (Liaised with Careers
Committee)
Outstanding Performance Award,
Outstanding Performer: F.1A Jessica Chung
Forums on various social issues were done.
(Liaised with L.S. Department).
A multitude of events (English, LAC activities,
English dance performances, VIP performances,
Fashion Show, Debate Clash and Drama Contest
were held).
Overall Champion: F.3C Lai Yuk Yee
Geography Department
To echo the School Major Concern of Green Education, and incorporate self-directed learning and assessment for learning through the development of
metacognitive skills, the following activities have been conducted.
Objectives
Target
Group
All F.1
students
Time
Scale
1st term
To conduct a mini research
on ‘To what extent is our
farming organic?’
All F.2
students
Whole
Year
Students can appreciate
the efforts put on
replacing modern
farming by more
sustainable agriculture.
To conduct field studies on
mangroves and wetland
ecosystem
F.4
7/2/13
8/2/13
Students can appreciate
the importance of
environmental
conservation.
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
All
subject
Whole
Year
Students are willing to
take up the
responsibility of
protecting the
environment and
resources.
Strategies
Green
To promote a more
Education
environmentally-friendly
To arouse concern urban design
of students on
environmental
protection
Effective
Learning &
Success Criteria
Students should improve
the quality of the urban
environment by
considering more open
space, green areas, or
relieving urban
problems
128
Evaluation
Methods
 The land use
plans
 The land use
models
 Teacher and
peer
assessment
on students’
presentation
 Teachers’
observation
 Peer
assessment
of students’
presentation
 Teachers’
observation
 Peer
assessment
of students’
PowerPoint
presentation
 Teachers’
observation
 Students’
reflection
 Peer
observation
Evaluation
 Standard varied. The best work
was exceptionally excellent,
incorporating principles of
sustainability in the urban design
with the aid of a good land use
model.
 Most students were able to consider
the use of open space, parks and
trees to improve the quality of the
urban environment
Most of the F.2 students could
appreciate the effort put on replacing
modern farming by more sustainable
agriculture, yet many of them hesitated
in supporting by actions.
 Students were able to appreciate the
importance of wetland and the threat
to wetland.
 Students were able to make
suggestions to balance the
development and the conservation of
the environment.
 F.3 students were willing to take at
least one action to save rainforests.
 NSS students were willing to protect
rainforests and help reduce global
warming by turning off
air-conditioners.
 F.1, F.2 and F.4 subject teachers
conducted collaborative lesson
Objectives
Teaching
To apply
self-learning
strategies,
metacognitive
skills and
assessment for
learning
effectively in
student learning
process
Collaborative
Effort on
Enriching the
English Learning
Environment on
Campus
To develop
language skills
into subject
content
Strategies
on good practices in teaching
To conduct peer lesson
observation on effective
teaching practices
(metacognitive skills,
assessment for learning)
 Each teacher will observe
at least one lesson and be
observed once. There
should be at least one
cross-subject peer
observation in the PSHE
KLA.
 To hold debriefing meeting
after the peer observation
Developing group discussion
and presentation skills
through projects
and quiz/test/exam papers
Target
Group
teachers
Time
Scale
Whole
Year
F.1, F.2,
F.4
Whole
year
F.1
Whole
Year
F.2
Whole
Year
Success Criteria
amongst the panel
members so as to
improve the teaching
practice.
apply independent
improve learning.
and assessment for
learning (self-learning
&/ peer learning) in
Students can speak and
write across the
curriculum.
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.
129
Evaluation
Methods
forms
 Minutes of
form
meeting
 Peer
observation
form
 Debriefing
 Panel
Chairperson
evaluation
report
Project work
 Students’
worksheets
 Quiz/test/
exam
papers
Same as above
Evaluation
preparation, particularly on the
projects and assessment for learning.
 During peer lesson observation, peer
and self-learning was demonstrated
in F.2 and F.3. 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 junior forms.
 Metacognitive skills such as
questioning, concept mapping and
error analysis were also
demonstrated.
Group discussion and presentation
skills through projects were developed
in F.1, F.2 and F.4.
 Some students were quite weak in
expressing the ideas in English.
 Some students were not able to spell
geographical names correctly.
 Short essay was introduced in the
first term as bonus mark question
and was compulsory question in the
second term.
connectives and give examples.
With the exception of a few weaker
students, all students made good
attempts to use geographical terms
extensively.
Objectives
Preparing
students for
independent
learning
Target
Group
F.3
Time
Scale
Whole
Year
F.4 - F.6
Whole
Year
To organize talks
F.4 - F.5
attend exhibitions and
academic talks such as
N.S.S. seminars, exhibitions
on urban renewal in
Kowloon City.
To organize field studies
F.4 - F.6
2nd
Term
Whole
Year
Strategies
Success Criteria
Students can write a
short essay.
Evaluation
Methods
Same as above
Students can read
issue-based articles, and
write explanation,
comparison and
evaluation.
Students can be exposed
to the subject-related
topics.
Same as above
Field
worksheets /
reports
F.2B
29/5/13
Students can practice
map reading skills in the
field.
F.3
9/4/13
F.4E
19/1/13
Students can explore
industrial development
in Tuen Mun.
Students can
comprehend and analyse
the changing industrial
landscape in Tsuen
Wan.
F.4E
7/2/13
Students can identify
and explain changing
land uses in Mai Po, and
130
 Teachers’
observation
 Students’
reflection
Evaluation
Most students could write a short
essay. Yet some students were not
able to finish the essay in the
examination because of insufficient
time.
 F.4 students just started writing
comparison in table forms.
 More training would be required to
help students to have more
comprehensive evaluation.
Apart from compulsory participation,
some F.4 and F.5 students attended
N.S.S. seminars, a few F.2 students
attended a talk on water resources in
China at Science Museum and a few
F.1 students visited Ngan Tsin Wai
Village to explore the issue on urban
renewal.
Students learned how to find the
location on map and in the field.
They were aware of the need to be
more accurate and faster in reading
maps.
Students realised the increasing
storage use in industrial buildings.
Out of 6 sites visited, students could
report orally the application of
revitalization in 2 sites chosen for their
groups. Though they had not learned
the concept of sustainable city yet, this
field activity could broaden their
horizon.
Students were able to appreciate the
importance of wetland and the threat to
wetland.
Objectives
Strategies
Target
Group
Time
Scale
F.4
Blk.3
8/2/13
F.5
13/4/13
Success Criteria
analyse the current
conflicts among land
uses.
Students can describe
and explain the
importance of wetland,
and evaluate the current
wetland conservation
work in Hong Kong.
Students can identify
different types of rocks
and weathering
processes in Cheung
Chau.
131
Evaluation
Methods
Evaluation
Students were able to make
the environment.
Participants were active as they chose
to come. They enjoyed doing
experiments but found it difficult to
identify rocks and remember their
properties.
History Department
metacognitive skills and maintain the good practices of the History Department, the following activities were conducted.
Objectives
Strategies
Green Education
students on green life
To incorporate the
principles of 4Rs into the
teaching scheme of F.4
topic “International
cooperation in
environmental protection”
Effective Learning
and Teaching
 Collaborative
lesson preparation
 Professional
development
 Assessment for
learning
skills and AFL in
teaching
 To master the NSS
curriculum
 To share the training
received from EDB or
practices from other
schools
 To observe all members
once by 1 to 2 members
arranged within the panel
and PSHE KLA
 To hold debriefing
meeting after the peer
Target
Group
F.4
Time
Scale
April
All
subject
teachers
Whole
Year
OctNov
and
AprMay
Success
Criteria
Students
should be able
to use 4Rs to
suggest
solutions for
environmental
issues and
their
awareness of
green life
should be
enhanced.
Panel
members
should be able
to share the
metacognitive
skills, AFL
and good
practices in the
collaborative
lesson
preparation
period or the
department
meeting.
Panel
members
should be able
to apply at
least 2
metacognitive
132
Evaluation
Methods
 Teachers’
observation
 Students’
reflection
Evaluation
 The topic “International cooperation in
environmental protection” in F.4 History
Curriculum in the second term was able to
echo the school major concern.
 Due to tight teaching schedule, only an
overview of the international cooperation
efforts was covered. The rest of the topic
would be furthered in F.5.
 Peer
observation
forms
 Minutes of
form
meeting
 History teachers of each form met once/twice
a month to discuss the teaching pace and
shared good practices in teaching.
 The panel compiled a list of good practices for
enhancing teaching and learning in History.
 Written/oral reports from the coordinators had
effectively facilitated the follow-up after the
form meetings.
 Teaching interflow was arranged with Pui To
Middle School on 12 May 2013. Mr. Tsang
SF (3A) and Ms. Wat SY (1A) were being
observed and positive feedbacks were
received.
 Peer
observation
form
 Debriefing
meeting
 Chairperson
 All peer observations were conducted before
10 May 2013.
 All teachers had completed the
cross-disciplined peer observation.
Objectives
Strategies
observation and to submit
the peer observation
forms to the chairperson
afterwards
To invite high-achievers in
HKDSE History to conduct
sharing with the senior
history students
Target
Group
Time
Scale
F.4-F.6
Oct
Cross-curricular project
learning on Egyptian
painting
To conduct peer assessment
during the presentation
F.1
Nov
Mini-research on Napoleon
during the presentation
F.2
Nov
Mini-research on
propaganda poster
To assess the posters with
the well-designed rubrics
before submission
F.3B, D,
F
F.3A, C,
E
Nov
Mar
Success
Criteria
skills and AFL
during peer
observation.
Evaluation
Methods
evaluation
report
Evaluation
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
working out
the research.
Same as above
Teacher’s
observation
 The sharing was successfully conducted on
12/11 and students found the tips useful for
preparing the HKDSE examination.
 The joint-school workshop on exam
techniques for F.4 and F.5 students was
successfully conducted on 20/4.
Peer
assessment
form
There were some quality assignments from 1A,
1B & 1D. Students were able to explain the
Egyptian painting and produce the art work
based on the criteria of the assessment form.
Same as above
Students
should be able
to use the
marking
rubrics to
work out the
research.
Self
assessment
form
There were some quality PowerPoint
presentations with substantiated information.
Students were able to use point form to explain
the similarities and differences. However, their
presentation skills needed to be strengthened.
Students were not serious in conducting peer
assessment. Some students could not
distinguish the differences between a cartoon
and a poster. However, most were able to
produce the propaganda posters based on the
criteria of the assessment form. Despite a
decline in the quality of design, there was
improvement in their writings.
133
Objectives
Target
Group
F.4
Time
Scale
April
Success
Criteria
Students
should be able
to use the
marking
rubrics in
assessing the
presenting
group or
working out
the research.
Evaluation
Methods
Peer
assessment
form
Assessing the essay plan
To conduct self-assessment
and peer assessment during
the presentation
F.4-F.6
Whole
year
Same as above
Cross-curricular Project
Learning-descriptive
writing
 To design and describe
Ancient Egyptian
painting
 To use adjectives in
descriptive writing
 To cite relevant clues
from the source to
support the answer by
using specific language
pattern
Drama Across the
Curriculum
 To select two students
F.1
Nov
Students
should be able
to judge the
quality of the
essay plan by
using the
assessment
rubrics.
Students
should be able
to write in
structural
manner and
proper genre
and answer the
questions with
standard
language
pattern.
 Students’
project work
 Students’
worksheets
and
quiz/test/
exam papers
Collaboration with V.A. department was smooth
but the schedule was tight. Since the Egyptian
paintings were conducted for several years, new
project would be designed for next academic
year.
Students
should be able
to employ
 Peer
assessment
form
LAC week was successfully conducted on 18
March 2013. The representatives of F.1 history
classes demonstrated creativity and fluent
Strategies
Conduct WebQuest on the
Vietnam War
To conduct self-assessment
and peer assessment during
the presentation
on Enriching the
English Learning
Environment on
Campus
 To develop the
language skills
through conducting
mini-research
 To develop the
essay-writing skills
through
presentation of
essay plan
 To teach the useful
language
Whole
year
F.1
Nov/
Mar
134
Evaluation
 After a brief introduction by the teacher,
students were able to engage in self-directed
learning about the Vietnam War.
 Through the WebQuest website, students
could understand the requirements of different
tasks. They were able to study the sources
and evaluate their works based on the
assessment rubrics.
 The students demonstrated good analysis on
the lyrics and poster design. Their empathy
towards the Vietnam War was further
enhanced by the letter writing.
Students in general were able to judge the
quality of the essay plans with reference to the
assessment rubrics and raised questions to
clarify ambiguities.
Objectives
expression with
reference to the
"Manual of useful
expression of
question
keywords" and to
develop the
debating skills
 To learn answering
questions with
standard language
pattern
Strategies
from each class to
perform the Greek
Mythology
 To let students vote for
the best presenter from
each class to perform in
the LAC week in March
Comparative writing
 To compare Napoleon
and Louis XVI as the
national leaders
 To use
connectives/linking
words to explain
differences and
similarities
Analytical writing
 To design and analyse
propaganda poster
 To use connectives and
adverbs to analyse and
explain the meaning of
political cartoons
Argumentative writing
 To write and analyze the
anti-war feeling through
lyrics appreciation and
poster design
 To use conjunction/
linking paragraphs, topic
sentences and concluding
sentences in essay writing
and present their works in
structural manner
Target
Group
F.2
Time
Scale
Nov
Whole
year
F.3
Nov/
Mar
Success
Criteria
effective body
language to
deliver the
mythologies
and speak with
appropriate
intonation.
Students
should be able
to write in
structural
manner and
proper genre
and answer the
questions with
standard
language
pattern.
Same as above
Evaluation
Methods
 Student
performance
April
Same as above
Whole
year
135
English in the catwalk and the narration of the
costumes.
Same as above
Students were able to grasp the text-type
comparison such as making comparison of
similarities and differences.
Same as above
Improvement in writing was shown. Yet,
low-achievers tended to be descriptive and there
should be more drillings on explaining the
cartoonist’s attitudes and views.
Same as above
 Students could express their anti-war feeling
in the WebQuest exercise in written and
spoken forms.
 The letters to the American President were
generally written in an organized and
argumentative manner.
 On the other hand, students could express the
lyrist’s views verbally through analyzing the
lyrics of anti-war songs.
Whole
year
F.4
Evaluation
Objectives
Target
Group
F.4-F.6
Time
Scale
Whole
Year
Success
Criteria
Students
should be able
to respond to
different
essay-type
questions.
Evaluation
Methods
Peer
assessment
form
Reading
To develop the study
technique of SQR3
(Survey, Questioning,
Read, Recite, Review) in
reading
F.4-F.5
Whole
year
Pre-lesson
preparation
worksheet
To organize visit to local
heritage or overseas
countries
F.4-F.5
Dec/
July
Students
should be able
to apply the
reading skills
in doing the
pre-lesson
worksheet.
Students show
interests and
better
knowledge of
the historical
site and the
local/world
history.
Strategies
To form students into
groups to write and present
a plan based on the
assigned essay question
Catering for
Learning Diversity
and Widening their
Horizon
To enrich the
learning experience
of LS students and
stretch potential of
the talented
136
 Students’
reflection
 Teacher’s
observation
Evaluation
 Students were taught and reminded about the
structure of an essay and the requirements of
different question words, such as “account
for”, “in what way” and “trace and explain”.
 They consolidated their knowledge by writing
essay plans, making presentations and
completing guided essay writing tasks.
 Students could also learn from the feedbacks
and questions offered by their peers.
 Generally, they developed the knowledge
about the requirements of different question
words as well as the structure of an essay.
The reading skill of SQR3 was not introduced.
The panel would explore new strategy to
promote reading to learn in the next academic
year.
 Two museum visits were arranged for F.1A
and F.2B to the thematic exhibitions of “The
Wonders of Ancient Mesopotamia” (22/2) and
“Faberge Legacy of Imperial Russia” (20/3).
 Two heritage tours were conducted in senior
forms. The visit to Ping Shan Heritage Trail
was held on 16/11 while the visit to Central
and Western Heritage Trail was held on 23/11.
 Students in general were attentive and
well-behaved. They showed strong interest
in the exhibits.
Information & Communication Technology Department
To echo the School Major Concern on Green Life and incorporate self-directed learning and assessment for learning through the development of metacognitive
skills, the following activities were conducted.
Encourage e-learning with
the use of online systems
Target
Group
All
students
Time
Scale
Whole
year
Encourage the use of
e-learning packages
(WebQuest)
F.1 &
F.2
students
2nd
Term
F.1 Mini Project – Green
Life
F.1
students
1st
Term
F.2 Video Project – Green
Life
F.2
students
2nd
Term
A video promoting green life
and presentation will be
produced.
F.3 Digital Game Making
Project
F.3
students
1st
Term
A digital game promoting
green life and a presentation
will be produced.
Objectives
Strategies
Green Life
To arouse the
concern of students
on environmental
protection
Success Criteria
Reduce the use of hard copy
of handouts. Instead,
teaching materials are shared
among students through
eClass, School Homepage,
etc.
Materials of projects are to
be uploaded to MSC
e-learning packages so that
they can be reused in the
future.
A written report and
presentation of students’
findings will be produced.
137
Evaluation
Methods
Panel Chairperson
evaluation report
 Panel
Chairperson
evaluation report
 Self- and peerassessment
 Panel
Chairperson
evaluation report
 Panel
Chairperson
evaluation report
 Self- and peer
assessment
 Panel
Chairperson
evaluation report
Evaluation
 Notes and hand-outs were
updated regularly on the
school file server.
download lesson PowerPoint
and other materials
electronically.
5 new WebQuest packages were
uploaded.
effective use of the marking
rubrics to assess the presentation
of the others and themselves.
rubrics to assess the
presentation of the others and
themselves.
 Based on the suggestions
made last year, new
presentation approach was
adopted. All students were
responsible for presenting
their projects.
rubrics to assess the presentation
Objectives
Strategies
Effective Learning
To conduct peer
& Teaching
observations
To apply
self-learning
strategies,
and assessment for
in student learning
process
Target
Group
Success Criteria
Evaluation
Methods
 Panel
Chairperson
evaluation report
forms
Whole
year
Metacognitive skills and
assessment for learning
applied is to be observed.
lesson preparation
Whole
year
 Teaching materials of
different classes are to be
stored in the server and
shared among teachers.
 Evaluation of students’
performance is done each
cycle.
Panel Chairperson
evaluation report
Peer learning of students
Whole
year
Good examples of students’
works are reviewed during
lessons and will be published
on school homepage.
 Panel
Chairperson
evaluation report
 Students’
feedback
1st
Term
Based on the result of MS
Excel in F.1, a group of 20
elite students are selected to
participate in the MOS
Enrichment program
80 % of students
pass the Microsoft
Office Specialist
Exam
Enrichment Program
All
subject
teachers
Time
Scale
Selected
students
(20)
138
Evaluation
of the others and themselves.
 All members were observed
once by 1 to 2 panel members.
 Post-observation meetings
were held to share good
practices. The strengths and
rooms for improvement in
teaching were discussed.
 All members agreed that the
assessment for learning could
be effectively applied on
learning and teaching during
peer observations as indicated
in the peer observation forms.
 All members agreed that the
collaborative lesson
preparation (CLP) could be an
effective way to enhance the
teaching and learning process.
 During the CLP, colleagues
were encouraged to share
teaching experiences as well
as notes on the specific topics.
 Good examples were shown
after marking by teachers.
Students were more familiar
with the assessment rubrics.
 Students understood the topic
better.
 20 elite students were selected
for the MOS Enrichment
Program.
 1 student passed the
examination in one attempt
Objectives
Collaborative
Effort on Enriching
the English
Learning
Environment on
Campus
To develop
language skills into
subject content
Strategies
Target
Group
Time
Scale
elements into learning
All
students
Whole
year
Presentation by students
All
students
Whole
year
Success Criteria
 Subject specified
vocabulary will be learnt.
 Reference materials from
the Internet are provided
for students to read.
Presentation session is
arranged for students to
present their projects.
F.1 – learn to cooperate
F.1
1st
Students’ leadership
with others through a
students Term potentials are to be further
group project
explored and developed so
that they are more capable of
F.2 – learn the importance
F.2
2nd
of division of labour and
students Term demonstrating *quality
leadership in school and
planning through video
becoming good leaders in
production
whatever contexts after
F.3 – learn to solve
F.3
1st
problems systematically
students Term graduation.
and in an organized way
through programming
F.4 & F.5 – widen
F.4 &
Whole
students’ horizons by
F.5
year
participating in internal
students
activities and site visit of
external organizations
*well-liked by our Lord, and with positive attitude, high moral standards and correct value judgments
Students’
Whole-person
Development
of those talented
students
139
Evaluation
Methods
Evaluation
 Panel
Chairperson
evaluation report
 Students’
feedback
 Panel
Chairperson
evaluation report
 Panel
Chairperson
evaluation report
while another passed in two
attempts.
 The remaining 18 students
will take the examination in
the coming year.
Speaking
Students were able to present
their project using different
vocabulary they learnt in the
lessons.
Speaking
Most students presented their
projects in a collaborative way.
Ideas were explained clearly and
were easy to understand.
cooperate with group-mates.
 Students were able to integrate
different IT-related techniques
in solving problems.
 Over 20 elite students were
selected to join the enrichment
program in Microsoft Office
Specialist Training.
Integrated Science Department
Objectives
Strategies
Green Education
To arouse
concern of
students on
environmental
protection
To incorporate the 4Rs in
the teaching scheme of F.1
topic “Energy Sources”. A
mini-project will be held for
them. They need to design
and make a solar heater.
Effective
Learning &
Teaching
To apply
self-learning
strategies,
metacognitive
skills and
assessment for
learning
effectively in
student learning
process
To conduct peer
observations
Target
Group
F.1
students
Time
Scale
Feb
2013
All
subject
teachers
Whole
year
Success Criteria
Evaluation Methods
Students are aware of energy
crisis and they try to use
re-used materials or
renewable energy source.
 Teachers’
observation
 Students’ products
 Students can actively apply
independent learning
strategies to improve
learning.
(self-assessment &/ peer
assessment) in learning and
teaching.
forms
 Panel Chairperson
evaluation report
140
Evaluation
Students were interested in
searching and designing their
own home-made solar heater.
They conducted investigation
to find out the effectiveness of
their heaters. The winners of
each class demonstrated their
products in LAC week. The
participants enjoyed their
presentation and voted for the
champion in the activity.
 Peer observation enhanced
the teaching strategies
among science teachers in
our KLA. Feedback from
colleagues was useful for
improvement. It helps us
understand the curriculum
aim and teaching strategies
of other science subjects in
the same KLA.
 Self- and peer assessment
were incorporated in our
lessons. With the rubrics,
students performed well in
their presentation and
learning.
 Learning effectiveness of the
students was enhanced
through the employment of
metacognitive skills in the
learning and teaching
process as revealed in
students’ assessments.
Objectives
Strategies
Target
Group
lesson preparation and share
on good practices in
teaching
Collaborative
Effort on
Enriching the
English Learning
Environment on
Campus
To incorporate
language skills
into subject
content
Catering for
learners’ diversity
To stretch
potential of those
talented students
Time
Scale
Whole
year
Success Criteria
amongst the panel members
so as to improve the teaching
practice.
Evaluation Methods
forms
 Panel Chairperson
evaluation report
 Minutes of subject
panel
 Teachers’
observation
 Peer / selfassessment sheet
Students design and present
their poster. Self- and peer
assessment will be
conducted during the
presentation.
F.2
students
Nov.
 Students are able to design
the poster according to the
given rubric.
 Students are able to present
the poster.
 Students are able to
practise peer and selfassessments during the
presentation.
Integration of subject
content and language
learning in project work to
enrich the knowledge of
Nature of Science
F. 2
students
Jan –
May
Students are able to perform
a Science Story in a drama.
 Teachers’
observation
 Reflection in their
project logbook.
Students write learning
journals and conduct
scientific investigations.
F.1 – 2
students
Whole
year
Students are able to develop
their thinking and practical
skills in doing investigation
individually. They are able
to present their ideas in
Teachers’ feedback
141
Evaluation
Dialogues and sharing among
teachers in our department
enhanced the quality of our
 Creative oral presentation of
their posters was conducted
in class. Interactive
responses enhanced the
learning outcome.
 Students were willing to
search and organize the
content of the topic in the
poster. It indicated their
self-directed learning
motivation was improved.
 “Peer and self-assessment”
practices helped students
enhance the presentation
skills.
Students’ solar heaters were
demonstrated lively in the
LAC week. Feedback from
teachers and audience was
positive and encouraging.
Students were capable of
completing their learning
journals. Good practices
were presented to different
classes of the same level by
Objectives
Strategies
in Science
Target
Group
Time
Scale
Success Criteria
written format with
diagrams.
Evaluation Methods
Evaluation
teachers. Through this
practice, the self-learning and
encouraging atmosphere was
created.
Inter-school sharing sessions:
Lesson observations were opened to Science Net-work teachers organized by EDB Science Department. Follow-up discussions were arranged for sharing after
the lessons. Moreover, teachers from various Secondary Schools came to our school to observe the practical assessment in Form 2. Follow-up sharing and
discussion about the Curriculum Planning in Junior Science were held in our school. The experiences of preparing NSS in Science KLA were found useful
and they inspired a lot in enhancing the learning and teaching. Sharing in other schools gave positive and encouraging feedback to our department.
Sharing within our Integrated Science Department and other organizations
Date
Activities
Organization
31-10-2012 Lesson Observation
Hong Kong Association for
(Dean of Science from The University of Sydney,
Science and Mathematics
Science teachers from Hong Kong)
Education
02-12-2012
Rees
Lesson Observation and discussion
(Drama of Scientists)
 University of Hong Kong
 Munsang College Integrated
Science Department and
English Department
08-11-2012
Inter-school Teaching Sharing
 HKSYCIA Wong Tai Shan
Memorial College Scoemce
KLA
 Munsang College Integrated
Science Department
142
Evaluation
 Teachers appreciated the students’ performance in
the lessons.
 Feedback from teachers was encouraging.
 The collaborative work with English Department
and University of Hong Kong worked out an
effective teaching and enjoyable learning.
Students focused on the scientists stories and
applied the skills of drama in their performance,
making the whole product wonderful. It was a
successful experience for students and teachers.
 The audience and guest observers appreciated the
students’ drama. Participants enjoyed their
performance in the stage.
 Discussions and experience sharing with science
teachers from other schools were fruitful. It
would be highly appreciated if we could employ
some of those creative and interesting methods in
our teaching.
Activities:
Date
Activities
Students
Involved
F.1
November, 2012
Field Study on our Campus
(A Mini-report – Diversity of Nature)
September, 2012
Library Book exhibition – Scientists
F.1
April, 2013
Library Book exhibition – Space Travel
F.2
April, 2013
Film Show – Apollo 13
F.2
143
Evaluation
Students collected data in the field study. It was a good chance to get
a first-hand experience from field study. They appreciated the beauty
of nature and willing to protect our environment.
We teachers should promote the activity during the lesson in order to
encourage students to read the books.
Students visited the book display in the library and selected the
relevant books for their study. Teacher should lead the students to the
library to promote the exhibition.
Students enjoyed the film show very much and they needed to write a
report. They learnt from the film.
Liberal Studies Department
metacognitive skills and maintain the good practices of the Liberal Studies Department, the following activities were conducted.
Target
Group
F.1
Time
Scale
April
2013
Success
Criteria
The films
produced
should carry
the message of
environmental
conservation.
To conduct a mini-project
on green living e.g. plastic
bag levy or waste charge
F.2
Feb
to
Mar
2013
To introduce the concept of
green life and sustainable
development through
designing posters on
recycling
F.3
May
2013
Students
Students’
should be able mini-research
to discuss the
benefits
brought by
plastic bag
levy and the
possible
concerns /
hesitation.
Students
Poster-design
should be able
to apply 4Rs to
suggest ways
for green life
at home and
sustainable
development
Objectives
Strategies
Green Education
students on green life
To produce short films on
promoting ‘Green Living at
Home’
144
Evaluation
Methods
 Films
 Teachers’
observation
Evaluation
 ‘Green Living at Home’ was launched after
the Easter holiday. The Champion (F.1C)
was awarded VIP Cards from the Supply
Section.
 Each class nominated one film; the Champion
was then selected by their respective Liberal
Studies teachers.
 The final products all conveyed the messages
of environmental conservation and shall be
uploaded online.
 Recommendation was made that the
assignment should be completed earlier in the
academic year so that the Champion can better
enjoy their VIP benefits.
 The mini project was completed in April.
 Topics on green measures were randomly
assigned to students.
 Skills related to design and conduct interviews
and questionnaires were acquired by students
in the process.
 Students who followed instructions performed
well.
 The assignment was completed in May.
 Students improved their awareness of the 4Rs.
 The final products (posters) were delivered to
the Green Education Task Force.
Objectives
Strategies
Target
Group
Time
Scale
To discuss environmental
F.4
aspect of the quality of life
in Hong Kong and
explore issues like ‘wall
effect’ and ‘heat island
effect’ in relation to the
urban development of Hong
Kong
Mar
to
May
2013
To discuss the hurdles of
China from moving
towards sustainability and
make feasible suggestions
for China to have a more
sustainable development
F.5
Mar
2013
China and the globe from
moving towards
sustainability and make
feasible suggestions for
China and the globe to have
a more sustainable
development
F.6
Oct
to
Nov
2012
Success
Criteria
in the
mini-research.
Students
should be able
to examine the
development
of H.K.
critically and
highlight the
impacts on the
environment.
Students
should be able
to understand
sustainability
as important
element of
national
strength and
give
suggestions to
China on
sustainable
development.
Students
should be able
to evaluate the
issues
concerning
energy
technology
and the
environment
with multiple
perspectives.
145
Evaluation
Methods
Evaluation
Same as above
 Environmental issues such as wall effect, light
pollution and municipal solid waste charging
were taught and explored as part of the
curriculum.
 Thirty students visited the Tsim Sha Tsui
Promenade during Earth Hour to explore
environmental issues such as light pollution
and energy consumption
Same as above
Issues related to sustainable development in
China covering social, economic, and
environmental aspects were taught and explored
as part of the curriculum.
Same as above
Issues related to sustainable development such
as waste management and energy were taught
and explored as part of the curriculum.
Target
Group
All
subject
teachers
Time
Scale
Whole
year
 To master the NSS
curriculum
 To attain professional
development
 To share the training
received from EDB or
practices from other
schools
Same as
above
Whole
year
 To conduct lesson
observation
skills and AFL in
Same as
above
Whole
year
Objectives
Strategies
Effective Learning
and Teaching
 Collaborative
lesson preparation
 Professional
development
 Assessment for
learning
lesson preparation for each
form
Success
Criteria
Liberal Studies
teachers
should discuss
the teaching
pace and share
the good
practices in
teaching in the
collaborative
lesson
preparation
periods.
 Teachers
should share
the messages
from the
EDB or
HKEAA and
the good
practices
from other
schools.
 All LS
teachers
should
attend at
least one
seminar on
Life and
Society and
NSS LS
curriculum
respectively
Panel
members
should be able
to apply at
146
Evaluation
Methods
Oral report to
the
chairperson/
form
coordinators
Evaluation
 Teaching strategies and methods were shared,
discussed, evaluated and recorded regularly in
the collaborative preparatory lessons.
 Voluntary video recordings of lessons by
teachers as a learning tool for sharing teaching
practices shall be explored.
Teachers’
sharing and
training record
 5 teachers served as 2012-2013 HKDSE
Examination markers.
 Two teaching interflows with Buddhist Sin
Tak College and C. C. C. Heep Woh College
were arranged.
 Principal Ho of Buddhist Sin Tak College
offered to conduct lesson observations with
the Department and to review our progress
since the Inspection.
 The Liberal Studies Department will continue
to seek collaborations with other schools.
 All LS teachers had attended more than one
seminar on LS curriculum.
 Peer
observation
form
 Debriefing
 All teachers completed the peer observation
exercises.
 They all agreed that their capabilities in
applying metacognitive skills and AFL were
Objectives
Strategies
Target
Group
Time
Scale
teaching
To conduct IES mass
lectures
F.4-F.6
Whole
year
in news sharing
F.4-F.6
Whole
year
To invite high-achievers in
HKDSE Liberal Studies to
conduct sharing with the
senior students
F.4-F.6
Early
Oct
Success
Criteria
least two
metacognitive
skills and AFL
during peer
observation.
Students
should be able
to attain clear
and
standardized
messages on
the
requirements
and the
instructions of
IES before
they start the
task.
Students
should be able
to judge the
quality of
presentation
with the
assessment
rubrics.
Evaluation
Methods
meeting
 Chairperson
evaluation
report
Students
should have a
better
understanding
of the public
examination
and tips for
examination
success.
Teachers’
observation
147
Evaluation
enhanced.
 IES
Assessment
form
 IES tasks
The mass lectures were modified into
class-based sessions so that students can receive
group-based comments which reduce the learner
diversity.
 Assessment
form
 News
presentation
 The news sharing & analysis worksheets were
revised to further cultivate students' critical
thinking and news awareness.
 It was agreed that the news sharing exercises
provided a good opportunity for students to
collect, present data and conduct peer
assessment. Students who paid close
attention during the presentations benefited
immensely.
The sharing was conducted in a class-based
setting. The session was more interactive than
expected.
Objectives
Strategies
Collaborative
Effort on Enriching
the English Learning
Environment on
Campus
 To introduce useful
phrases and
expressions to
answer LS
questions
 To develop the
essay-writing skills
through
presentation of
essay plan
 To develop the
debating skills
through
argumentative
writing
Descriptive writing
To cite relevant clues from
the source to support the
answer by using specific
language pattern
Comparative writing
To use connectives/linking
words to explain
differences and similarities
Analytical writing
To use connectives and
adverbs to analyze and
explain the meaning of
political cartoons
 To use conjunction/
linking paragraphs, topic
sentences and concluding
sentences in essay writing
and present their works in
structural manner
 To form students into
groups to write and
present a plan based on
the assigned essay
question
Target
Group
F.1
Time
Scale
Whole
year
Success
Criteria
Students
should be able
to write in a
structural
manner and
proper genre
and answer the
questions with
standard
language
pattern.
Same as above
Evaluation
Methods
 Students’
project work
 Students’
worksheets
and
quiz/test/
exam papers
F.2
Same
as
above
Same as above
LAC worksheets were paired up with tests to
provide students with more drilling on
comparative questions.
F.3
Same
as
above
Same as above
Same as above
LAC worksheets, assignments and exams were
utilized to improve one-sided argumentation in
cartoon analysis and argumentative essay.
F.4-F.6
Same
as
above
Students
Same as above
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.
148
Evaluation
LAC worksheets were utilized to improve
answering skills to data-response questions (i.e.
description of trend, use of data).
 Essay plans were utilized to enhance students’
writing of the POVs and ‘other side’
argumentation.
 Improvements in students’ performance were
observed.
Objectives
Strategies
Refined English
Enhancement Scheme
(Rees)
 To attend workshop and
conduct lesson
observation
 To develop teaching
packages with English
Department on LS issues
related to Hong Kong
Today
Catering for
Learning Diversity
and Widening
Their Horizon
To enrich the
learning experience
of LS students
and stretch the
potential of the
talented
To co-organize debates
with Chinese and English
Departments on the
controversial social issues
Target
Group
F.4
Time
Scale
Same
as
above
F.1-F.5
Oct to
Nov
2012
Mar/
May
2013
Success
Criteria
LS teachers
should be able
to develop
teaching
packages that
uses diverse
social issues
and relevant
multimedia
resources to
stimulate
inquiry based
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.
149
Evaluation
Methods
Lesson
observation
Students’
performance in
the debate
competition
Evaluation
 Three workshops and five lesson observations
(including one with the English Department)
were conducted.
 City Forum was adopted into the F.4
curriculum. Students learned how to write
and present keynote speeches as well as
improved their questioning and answering
skills during the exercise.
 Some students placed too much emphasis on
role-playing in City Forum and neglected the
quality of the speeches; a balance should be
achieved between role-playing and presenting
quality speeches.
 The Liberal Studies Department will continue
to seek collaboration with the English
Department on improving students’ answering
and questioning skills.
 Debates co-organized with the English
Department were completed.
 Students demonstrated multi-perspective
thinking and evidence-based argumentation.
Objectives
Target
Group
F.2
Time
Scale
Apr
2013
To co-organize with the
Library Committee for
holding Information
Literacy Workshops
F.3-F.4
F.3
Mar
F.4
NovDec
To invite speakers to
conduct theme talks on
social issues
F.4-F.5
Same
as
above
To invite elite students to
take part in a series of
Liberal Studies enrichment
workshops
Top 30
of F.4
and F.5
Apr
2013
Strategies
To conduct Sex Education
Workshop on Pornographic
Culture and ways for
resisting from temptation
with the Health Department
Success
Criteria
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
communicate
it in an ethical
manner.
Students’
awareness of
social issues
should be
enhanced and
knowledge
should be
enriched.
Same as above
150
Evaluation
Methods
Students’
performance in
the workshops
Evaluation
The Sex Education Workshops on
“Pornographic Culture” were completed from
12/4 to 24/4. They were able to realize the
worsening pornographic culture among Hong
Kong media and improper sexual attitudes
among the adolescents.
 Students’
performance
in the
workshop
 Design of
assignments
The 45-minute library workshops were
completed by F.3 students from 22/3 to 9/4.
Workshops for F.4 students focusing on IES
shall be explored in the future.
Teachers’
observation
Theme Talk on “understanding contemporary
China through the lens of the media” was held
for the senior forms during the morning
assembly of May 13th.
 Teachers’
observation
 Students’
feedback
 Top thirty F.4 and F.5 students attended the
Writing Techniques Enrichment Workshop
(DLG programme) from March to May.
 The instructor was effective in providing both
positive and negative feedback to facilitate
student development. Feedback on students’
assignment was successful in enhancing
students’ abilities in presenting organized
answers to examination-type questions. Yet,
Objectives
Strategies
To organize field trip/visit
to local community or
heritage
Target
Group
F.1-F.5
Time
Scale
Early
Dec/
Early
May
Success
Criteria
Evaluation
Methods
Students’
Teachers’
knowledge in
observation
Liberal Studies
should be
enriched with
local
experience.
Evaluation
students’ attendance record has room for
improvement as they were preoccupied by
supplementary classes and tutorial schools.
 A series of activities were held as below.
 Field trips and visits shall continually be
explored to nurture the interest of students in
the subject as well as in issues related to the
community. More workshops and/or talks
shall be explored and co-organized with LS
Society in the future.
Activities Held:
Activities & Competitions
Public Examination Mental Preparation Workshop & Liberal Studies Question-Answering Skills Enrichment and
Training Workshop hosted by CUHK
Liberal Studies Pre-mock Examination
Sub-divided Room Tour organized by Concerning For CSSA & Low Income Alliance
‘Trade Demands Fairness’ Workshop organized by Oxfam Hong Kong
Centennial College “Liberal Education” Essay Writing Competition
‘Strike for Excellence in the DSE Liberal Studies Assessment’ hosted by the Faculty of Education, HKU
Dialogue in the Dark
Standard-Liberal Studies Writing Competition 2012-13
‘Five Scavenge Rice’ Workshop organized by Oxfam Hong Kong
The Earth Hour Study Tour at Victoria Harbour
Ngai Tsin Wai Tsuen Study Tour
Taster Programmes – ‘Making Sense of Politics’, ‘Moral Controversies in Contemporary Society’, ‘Understanding
China’s Governance: Challenges and Prospects’ & ‘Hong Kong: Becoming a Chinese Global City’ hosted by CUHK
HKU IES Contest led by Mr. Tsang Shun Fai, Mr. Chan Ki Fong and Ms. Kwok Mei Yu
Service Tour to Guangzhou and Shaoguan
SPCA Writing Competition
MTR-CUHK Youth QoL Champions Competition 2013 led by Mr. Chan Wing Shun Vincent
Environmental Issues Workshop
151
Participants
7 F.4 students
Time Period
17 Nov 2012
135 F.6 students
31 F.4 students
21 F.3 students
2 F.5 students
10 F.6 students
32 F.1 & F.2
students
2 F.5 students
F.4A
30 F.4 students
All F4 students
28 F.5 students
16 Nov 2012
21 Nov 2012
22 Dec 2012
Nov to Jan 2013
14 Jan 2013
19 Jan 2013
8 F.2 students
23 F.4 & F.5
students
1 F.3 student
10 F.4 & F.5
students
2A students
Feb to Apr 2013
12 Mar 2013
23 Mar 2013
Apr 2013
Mar to Apr
2013
Feb to Jul 2013
29 Mar to
1 Apr 2013
Apr to Jun 2013
Apr to Jul
2013
5 Jul 2013
Mathematics Department
To echo the School Major Concern of Green Education and whole-person development of students, the following activities were conducted.
Objectives
Strategies
Enhancing
whole-person
development of
students through use
of metacognitive
skills
Application of meta-cognitive
skills
 Frequently use 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 skills in each
Form from F1-4.
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
Time
Scale
All
students
Whole
year
 Teachers use
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.
 Teachers’
observation and
assessment
 Performance in
questions
involving implicit
use of the skills
All
students
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
 Observations in
lessons/
assessments
 Re-quiz/ re-test
 Questionnaire
Success Criteria
152
Evaluation
Methods
Evaluation
 It could be observed that
teachers used meta-cognitive
skills as routine in daily
teaching.
 Students became more aware
of and familiar to 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.
 Two sets of forms were
designed in previous years and
were in use currently. One
set was for self-reflection of
students after studying a
topic/chapter on
self-assessment of their
achievement obtained, effort
paid and altitude towards
studies throughout. The
other set consisted of two
parts, one for peer assessment
and the other for
self-assessment. The aim for
the forms was cultivating and
training students’ ability to be
an effective self-assessor. It
was reflected by teachers that
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
Evaluation


Enhancing
whole-person
development of
students through
further enhancing
students’ English
capability
Focus on usual use of English,
as indicated in teaching plan,
in mathematics context
Enhancing
whole-person
development of
students through
stretching potential
of those
mathematically
talented
 Enrichment Program on
Olympic-type Mathematics
 Mathematics Competitions
- Australian Mathematics
Competition
- Hong Kong Mathematics
Olympiad
- Hong Kong Mathematical
High Achievers Selection
Contest
- Pui Ching Invitational
Mathematics Competition
- Canadian Mathematics
Competition
All
students
F.1-5
students
Whole
year
Sep May
 Teachers can
emphasize the
language features
mentioned in the
teaching plans
use the specific
language content in
doing mathematics
problems
Participation and
Achievement of
participants
153
the second set was more easily
to be used and so more
frequently be used during
lessons.
Students had better
understanding on criteria of
assessment and the quality of
their own work.
Students became more able to
understand and accept
comments by teachers and
more efficient to finish their
works.
Students became more aware
of proper usage of the
terminology and sentence
structures.
More questions were set on
explanations based on the
ground of calculation results.
 Teaching plans
are implemented
as scheduled
 Observation from
home work, quiz,
test and exam

 Teachers’
observation and
assessment
during lessons in
the Enrichment
Program.
 Participants’
performance in
different
competitions
 Training classes on individual
levels (F.1-5) were organized
and external tutors were hired.
Students were trained in a
more systematic and in-depth
way. Participation rate was
satisfactory. Participants
were enthusiastic and
interactive. The efficacy was
more apparent in junior forms.
 Participants’ performances in
competitions were
satisfactory. It was
encouraging that they became

Objectives
Enhancing
whole-person
development of
students through
widening students’
horizon and
enriching their
experience and
exposure
Enhancing
whole-person
Strategies
Target
Group
Time
Scale
Online program –
“A Math Question Every Day”
F.1
students
Whole
year
Aesthetic Activity – Making
and investigation of Pop-up
models
F.4
students
Mar
Aesthetic Activity – Proofs by
Pictures
F.5
students
Nov
Re-structure of NSS
curriculum
F.4-6
students
Whole
year
Success Criteria
Participation and
achievement of
participants
Evaluation
Methods
Attempt rates and
scores
 Teachers’
observation and
assessment
 Questionnaire
 Teachers’
observation and
students’
presentation
 Questionnaire
Achievement of
students
154
Teaching scheme
and implementation
Evaluation
more capable and eager in
pursuit of higher standards.
Prize winners were put
forward as role models to their
peers in occasions when
merits and honours were
presented during morning
assemblies.
 Regular lesson times and
places would be
recommended.
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.
Other than serving as an
ingredient of the senior
secondary curriculum on
development of aesthetic sense
of students via various aspects,
the activity also aimed at
consolidating some profound
mathematics concepts.
Students showed interest and
impression. They appreciated
such a different aspect of doing
and investigating mathematics.
 Students had better
understanding and preparation
Objectives
Strategies
Target
Group
Time
Scale
Success Criteria
Evaluation
Methods
development of
students through
polishing learning
and teaching
effectiveness
Enhancing
whole-person
development of
students through
catering for learner
diversity
Extension on curriculum
covering trigonometry (i.e.
including finding angles
between lines and planes)
F.3
students
Whole
year
Achievement of
students
Teaching scheme
and implementation
Peer Observation
All
teachers
Whole
year
Sharing of good
teaching practices and
increasing varieties as
well as variations in
teaching methods
Teachers’
observation and
evaluation
Performance Booster
F.1-3
students
Nov
and
May
Participation and
achievement of
participants
Attendance and
performance of
participants.
155
Evaluation
for extended modules.
 There would be more time for
revision in F6.
 Result of HKDSE revealed
that the re-structure was
efficacy.
 Students had a more complete
and comprehensive picture on
3 dimensional problems.
 There would be a better
preparation to F5
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.
 Participants showed
enthusiasm and were willing
to improve.
 Attendance rate was
satisfactory.
 Improvement in result in exam
of some participants was
shown.
 It would be better to select
Objectives
Echoing Green
Education of school
by implementing
relevant learning
activities in the
curriculum
Strategies
Using statistics knowledge of
students learnt in the subject to
analyze data collected by
students themselves on
environment conservation such
as electricity consumption,
weight of daily waste etc.
Target
Group
F.2
students
Time
Scale
Nov Jun
Success Criteria
 Good presentation
and interpretation
from the statistics
using knowledge
leaned in the subject.
 Reflection on
environment
conservation
156
Evaluation
Methods
 Teachers’
Observation
 Assessment on
project works and
presentation
Evaluation
students to participate
according to examination
result rather than classroom
performance.
sensible projects from data
obtained.
 Awareness of environmental
protection was explicitly
aroused.
 The initiative and plan of
students to take action in
environmental conservation
were motivated.
Music Department
To echo the School Major Concern of Green Education and incorporate self-directed learning and assessment for learning, the following were conducted
throughout the year:
Objectives
Strategies
Green Life
students on issues
related to Green
Education
Introducing music related
to environmental protection
Teaching
To apply
self-learning
strategies,
and assessment for
in student learning
process
Students need to use
recycled materials as
musical instruments to
explore various timbre and
manipulate them into
creative works
Students are asked to
treasure the musical
instruments in music room
in order to reduce
depreciation and
replacement
Peer assessment and
self-assessment will be
implemented in assessing
students’ ensemble
performance and creative
works
Apply metacognitive skills
which include KWL,
questioning, concept map
and error analysis in
implementing music
curriculum.
Target
Group
F.1–5
Time
Scale
Whole
year
F.1
2nd
term
F.1–5
Success Criteria
Evaluation Methods
Evaluation
Students are able to sing
or play some examples
of music related to green
life.
create different rhythmic
patterns using their own
musical instrument.
 Students’ reflection
 Teacher’s observation
 Peer assessment
Whole
year
Students are able to use
the musical instruments
properly.
Students’ performance
 Students experienced
some songs related to
green life and had
analyzed the meaning of
the lyrics.
 Students were creative to
use recycled materials to
make some percussion
instruments.
 They should have a
stronger sense of
protection to the musical
instruments.
F.1–5
Whole
year
Students learn to assess
the performance and
creative works critically.
 Self-assessment
 Peer assessment
 Concert Journals
 Students critically
evaluated their own
performance and other
groups performance.
F.1–5
Whole
year
participate eagerly in
the learning activities.
 Subject teacher agrees
that the activities can
help students to
by students’
presentations.
 Weekly assignments
 Quiz
 Examination
 They were stimulated in
questioning and error
analysis.
 They were also provided
assignments and oral
quizzes to stimulate their
analytical sense.
157
 Students’ group
presentation
 Peer assessment
Objectives
on Further
Enhancing Students’
English Capability
To develop students’
language skills in
specific context
Smooth
Implementation of
New Senior
Secondary Music
Curriculum
To develop NSS
school-based music
curriculum in
accordance with the
strengths and
interests of students
Target
Group
Teachers
in Arts
Ed. KLA
(Music)
Time
Scale
Whole
year
F.1–5
Integrate the learning and
F.1–5
teaching of creating,
performing and listening
into NSS Music Curriculum
Restructure music
curriculum of Key Stage 3
so as to ensure the smooth
transition of students’
learning from S3 to SS1
Strategies
preparation, peer
observation and peer
assessment for NSS Music
will be conducted by Music
Panel Head of two schools
and Instructor
Students are required to
communicate music
effectively by using proper
musical terms and writing
styles as well as
presentation styles.
Success Criteria
Evaluation Methods
Evaluation
Three areas of students’
NSS music studies will
be strengthened due to
the collaborative
practice
 Peer assessment
Both teachers and
instructors attended the
Saturday lessons and
collaborated in conducting
the lessons.
Whole
year
Students are able to use
proper musical terms,
writing and presentation
styles to demonstrate
their critical reviews on
music.
 Programme notes of
Ensemble
Performance
 Quiz and Exam of
NSS Music
Students attended music
concert in the academic
year and had to hand in
report by using proper
musical terms and writing
styles.
Whole
year
 The learning of
creating will consist of
one of the three
important areas in
music lesson of Key
Stage 3.
 Students’ creativity
will be disseminated
in School Creative
Music Showcase and
Schools Speech Choir
Showcase.
 Programme notes of
Ensemble
Performance
 Quiz and Exam of
NSS Music
 Junior forms experienced
the integration through
lessons and ensemble
performance.
 Senior forms experienced
tailored-made curriculum
so as to experience
creating, performing and
listening in music.
158
Physical Education Department
metacognitive skills and cultivating students’ whole-person development, the PE Department has conducted the following activities:
Objectives
Strategies
concern on Green
Education
 Reducing the use of paper
printing by posting the
Athletics Meet and
Swimming Gala program on
our school website
 Two bicycle generators were
bought and students have
tried to ride the bicycle
during the lesson to generate
electricity for the school use.
 Guiding students to treasure
the equipment in order to
reduce the depreciation
 Encouraging students to
bring water bottles for the
PE lessons and sports
functions
 House Committee members
are required to use recycled
materials to decorate their
house area during the school
Athletics Meet and
Swimming Gala.
Effective Learning and
Teaching
To apply self-learning
strategies, metacognitive
skills and assessment for
learning effectively in
student learning process
preparation and sharing of
good practices in teaching
Target
Group
F.1–6
Time
Scale
Whole
year
All panel
members
Whole
year
Success Criteria
 Decrease by 5% of the
total number of
equipment need to be
ordered at the end of
this school year
 90% of our students
bring water bottles for
their PE lessons.
 Decrease by 10% of
the paper printing
Panel members share
the use of metacognitive
skills and good practices
in teaching in the
department meeting.
Teachers’ capability on
Peer observation among
159
Evaluation
Evaluation
Methods
 Students’
 Teachers reminded the
reflection
students to treasure the
 Teachers’
equipment at the beginning
feedback and
of the term. The number of
comments
equipment need to be
ordered has decreased.
 85% of our students brought
their own water bottles for
P.E. lessons and sports
functions.
 The paper usage was
reduced by 10% compared
with the last year.
 All houses have used
recycled materials to
decorate their area.
 Due to the constructional
work of fitness room and the
late delivery of the bicycle
generators, we could only
use them for 2 months.
Junior form students enjoyed
the activity and we will
continue the program next
year.
Peer
assessment
preparation was successfully
conducted. All panel
members shared good
practices during the panel
meetings.
 Peer
Peer assessments were
Objectives
Strategies
teachers
 All members will be
observed once by 1 to 2
members.
 To hold debriefing meeting
after the peer observation
Conducting peer/selfassessment among students
when doing the skill test
Cultivating students’
whole-person
development
 Providing opportunities for
diverse sports activities and
inter-school competitions.
 Sports exchange tour to
widen students’ horizon
 Developing desirable values
and attitudes such as
self-directed learning,
self-management,
sportsmanship, integrity and
responsibility.
Target
Group
Time
Scale
Success Criteria
incorporating peer / selfassessment into their
teaching is enhanced.
F.1-5
Whole
year
F.1-6
Whole
year
160
 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
observation
form
 Chairperson
evaluation
report
 Students’
reflection
 Teachers’
observation
 Student
achievement
record
 Student
feedback
 Teachers’
observation
Evaluation
successfully implemented
among all panel members.
All panel members agreed that
the peer assessment can
enhance our teaching
effectiveness.
Students’ peer/self- assessment
were successfully
implemented in all forms.
Even the weak students could
follow the rubrics and improve
their skills.
 Good results in different
inter-school competitions.
 5 students of our school
represented Hong Kong to
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.
 Due to the earthquake of
Sichuan, our Sports Service
Tour was cancelled.
Activities Held
Dates
Activities
Students Involved
Venue
4 Oct 2012
Annual Swimming Gala
F.1-F.6
Kowloon Tsai Park Swimming Pool
Sep 2012 – May 2013
Sports Co-Curricular Activities
F.1-F.6
MSC
Oct 2012
Hong Kong University Fencing Championships
Fencing Team members
HKU
8 Oct 2012
Inter-School Cross-Country Championships Div.1
F.1-F.6 School Team members
Hong Kong Golf Club
10,11,15,19 Oct 2012
Inter-School Swimming Championships
Kowloon Park Swimming Pool
Oct 2012 – May 2013
22,25,30 Oct 2012
Inter-School Football, Volleyball, Fencing, Taekwondo
and Basketball Championships
Athletics Demonstration
F.1-F.2
MSC
5 Nov 2012
Sports Injury Talk
F.1
GYM
15,22 Nov 2012
Athletics Meet
F.1-F.6
Kowloon Bay Sports Ground
24 Nov 2012
Dance Appreciation: Plateau Bluebells (HKDC)
Dancing Club members
HK Cultural Centre
27 Nov 2012
Inter-School Cross-Country Championships Div. 3
Cross-Country Team members
HK Aberdeen Reservoir
28 Nov 2012,
25 Jan 2013
30 Nov 2012
School Creative Music Showcase (Heat and Final)
Shatin Town Hall
Interview with RTHK (Hong Kong Games)
Sports Team Representatives
MSC
10 Dec 2012
Inter-School Football Championships
Boys A grade Final
Future Elites Forum and Charity Run
(Hong Kong Elite Athletics Association)
Inter-School Table Tennis Competition (Girls)
Football Team members
Po Kong Village Park
Athletics & Cross- Country Team
members
Table Tennis Team members
HK Sports Institute
Inter-School Athletics Championships
Wan Chai Sports Ground
Sports Team Representatives
DGS
Basketball Team members
School Sports Ground
22 Feb 2013
A.S. Watson Group HK Student Sports Awards
Leadership Training
Basketball Friendly Match with Holy Family
Canossian College
Inter-School Dance Competition
Tai Po Civic Centre
4,12,19 Mar 2013
Cricket Demonstration
F.3
15 Mar 2013
Inter-School Basketball Championships
Boundary Street Indoor Complex
30 Dec 2012
27 Jan 2013
29 Jan 2013,
1,5 Feb 2013
16 Feb 2013
19 Feb 2013
161
Homantin Sports Centre
Dates
Activities
Students Involved
Venue
Boys B grade Final
22 Mar 2013
Dance Performance – LAC Week
F.2-F.5
MSC
23 Mar 2013
Gymnastic Team member
Ma On Shan Sports Centre
14,27 Apr 2013
All Hong Kong Inter-Secondary Schools Gymnastic
Competition
Inter-School Table Tennis Competition (Boys)
Table Tennis Team members
Kwun Tong Sports Centre
21 Apr 2013 –
30 May 2013
21 Apr 2013
All HK Schools Jing Ying Football Tournament
(HKSSF)
HK International Diamond Mile
Ma On Shan Sports Ground
Athletics Team members
Central
22 – 26 Apr 2013
Cycling Week
F.1-F.5
GYM
Apr – May 2013
Cross-Country Team members
9 May 2013
Training with Ms Fok Lin-chu
(Former no. 1 of 800M in China )
Table Tennis Competition
GYM
26 May 2013
Volleyball Badge Testing Day
Table Tennis Team members and
F.1-F.5 students
Volleyball Team members
29 Jun 2013
Inter-School Basketball Marathon 2013
Shek Ku Lung Road Volleyball
Court
Harbour Road Basketball Court
2 Jul 2013
3 Jul 2013
Football friendly match
(Lobal Youth Action Community Service Day)
Dance Performance in English Activity Day
F.2 and F.4 Dancing Groups
School Hall
7,8 Jul 2013
Dance Performance on F.1 & F.2 Fun Day
Jul – Aug 2013
HVAA summer training course
Athletics Team members
Tsing Yi sports Ground
Jul – Aug 2013
Training with Ms Fong Lin-chu
(Former no. 1 of 800M in China )
Dance Performance in WorkItOut Showcase
Cross-Country & Athletics Team
members
Kowloon Bay Sports Ground
21 Aug 2013
162
Sha Tin Town Hall
Physics Department
To echo School Major Concern on 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
Strategies
To incorporate
Green Education
into teaching
Incorporation of
4Rs in the
teaching scheme
of F.4 “Heat and
Gases”
To enhance
teachers’ capability
to incorporate
assessment for
learning and
self-directed
learning into their
teaching
Peer observations
Target
Group
F.4
students
Time
Scale
Second
Term
All
subject
teachers
Whole
year
Collaborative
lesson preparation
and sharing of
good practices in
teaching
To further enhance
students’ English
capability
Incorporation of
language
elements into
F.3 to
F.5
students
Whole
year
Success Criteria
Students’ concern for
environmental protection,
especially the application
of solar energy, is
aroused.
apply independent
improve learning.
in teaching.
amongst the panel
members so as to improve
the teaching practice
 F.3 students are able to
master the genre of
Procedural Account and
163
Evaluation
Methods
 Peer assessment
 Experimental
reports
 Video-taking
and PowerPoint
presentation
 Peer
observation,
 Panel
Chairperson
evaluation
report
 Peer
observation
 Panel
Chairperson
evaluation
report
 Minutes of
subject panel
Students’
worksheets,
project reports,
Evaluation
 Most students enjoyed the learning process
of the project work and the final result was
satisfactory. Many of them participated in
the solar cooking demonstration and tasted
the sausages cooked by a 1.8-m solar cooker.
 The PowerPoint presentation together with
the Peer Assessment was held on 26th of
June. All the assessments were graded and
included in students’ Report Card.
 Peer assessment on F.4 project works was
effective and the revised version after
discussion would be applied in coming
academic year.
 Whole panel felt comfortable to try and share
their teaching strategies.
 An interactive briefing was introduced in
lessons to arouse students’ interest in the
topic being taught. Students’ response was
good.
 Team spirit of our panel has been raised
through collaborative work.
 For F.3 students, they were able to master
the genre of Procedural Account and
Descriptive Report through routine
Objectives
Strategies
Target
Group
Time
Scale
learning tasks and
quiz/test/exam
papers
Success Criteria
Descriptive Report
 F.4-5 students are able
to master the common
genres in
- Procedural Account
- Causal Explanation
- Factorial Explanation
- Comparison
- Sequential
Explanation
Evaluation
Evaluation
Methods
laboratory reports,
experimental work.
and
 For F.4-5 students, they were able to master
quiz/test/exam
the common genres in Procedural Account,
papers
Causal Explanation, Factorial Explanation,
Comparison and Sequential Explanation
through continuous assessment including the
cycled-based quizzes.
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
Jointly organize the ‘Hong Kong
Inter-School Solar Advancement
Challenge (HKISSAC) 2012’
with ‘CLP Power HK Limited’ and
EMSD
Target Group
Around four hundred
students from 29 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
Time Scale
1st December
2012
Evaluation
Participating students enjoyed the activity.
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.
19th
December
2012
Co-organize the Inter-Class
Renewable Energy Powered Model
Car Competition with Munsang
College Primary School
All P.5 and P.6 students,
assisted by seven F.4 to
F.6 students
26th June
2013
Organize a game booth in Fun Day
hosted by CCA of Munsang
College
Organize the Family Workshop
“How to Build Your Own Dream
Car”
All F.1 and F.2 students,
supervised by fourteen
F.3 to F.5 students
Forty-nine primary
students and parents,
supervised by twelve F.1
8th - 9th July
2013
Student demonstrators practiced their critical
thinking skills and made proper adjustments in the
demonstration to smooth the run-down and meet
the scheduled time.
Student leaders practiced their critical thinking
skills and made proper adjustments to the
arrangement to smooth the run-down and meet the
scheduled time.
Student supervisors practiced their
communication skills in guiding the participating
students to enjoy the games in the activities.
Student supervisors practiced their
communication skills in guiding the participants
to build the models. Both students and parents
Co-organize the Science Day with
Chemistry, Biology and Integrated
Science Departments of Munsang
College
164
13th - 14th
October
2012
Objectives
To stretch potential of the
talented students in
Physics
To assist students in
developing a stronger
sense of scientific
investigations, enhancing
their generic skills as well
as self-directed learning
skills
To broaden students’
horizon in Physics World
Strategies
Participate in ‘Physics Elite
Course’ organized by Physics
Department of Munsang College
Target Group
to F.5 science students
and eight Year 2 alumni
Twenty one F.4 and
Twelve F.5 Physics elites,
with lessons conducted by
two Year 2 alumni
Time Scale
February to
May 2013
Evaluation
were delighted when they completed the
construction of the models.
Students enjoyed the lessons and learnt technical
skills to tackle advanced questions. Earlier
training was preferred.
Participate in the ‘Hong Kong
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 ‘Sing Yin Physics
Olympiad 2012-2013’ organized by
‘Sing Yin Secondary School’
Participate in the ‘Secondary
School Mathematics and Science
Competition (SSMSC) – Physics’
organized by ‘The Hong Kong
Polytechnic University’
Participate in the ‘46th Joint School
Science Exhibition (JSSE)
Competition’ organized by 46th
‘Joint School Science Exhibition
Preparation Committee’
Ten F.4 students
19th May
2013
Students enjoyed the competition, though the
content was rather difficult. Earlier training was
preferred. F.4B Kwan Anders Chi Chun was
awarded the Third Honour.
Eight F.4 students
5th May 2013
Ten F.5 students
1st May 2013
A team of four F.4 and
twelve F.3 to F.5
demonstrators
Participate in the ‘10th
Infrastructure Building Competition
for Secondary Schools 2013’
organized by IVE (Tsing Yi), The
University of Hong Kong and Hong
Kong Construction Association.
“Public Science Talk:
Nanotechnologies in Our Daily
Life” organized by The Hong Kong
A team of five F.3 to F.5
students
November
2012 to
August 2013;
Final held at
23rd - 30th
August 2013
23rd March
2013
preferred.
preferred. The participants achieved very good
result, including 1 Medal, 6 High Distinction and
3 Distinction.
 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.
23rd January
2013
F.5 students
165
Students enjoyed the talk and paid high attention
to speaker’s speech.
Objectives
Strategies
Baptist University
“F.1-F.3 Inter-Class Energy Saving
Competition” accompanied with the
“Energy Saving Course” organized
by Green Education Task Force of
Munsang College
Target Group
All F.1 to F.3 classes,
with two students from
each class joining the
course
166
Time Scale
Evaluation
October
2012 to June
2013
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 of them could
bring the knowledge back to their class. The
overall result on classroom energy saving was
satisfactory.
普通話科
為配合學校本年度之重點關注事項「環保教育」
，以及透過發展促進學習的評估等元認知教學技能使學生自主學習，本科今年推行了以下
活動，以提升學生普通話的說話及自學能力。
施行
對象
環保教育
學生作課前準備，於課堂中二
透過「環保生
上作一分鐘的個人短學生
活」一題，反思個講，內容需圍繞「環保生
人的生活習慣。
活」一題，加以生活事例
說明。
施行
時段
上學期
有效的教與學
有效應用元認知
及促進學習的評
估等策略於教與
學的過程。
全年
學生能指出自己
及同學在字音上
的錯誤，並作糾
正。
 自評
 同輩互評
學生分組作課前預備，自中一
訂範圍，查找該類別詞語學生
的粵普對譯。
下學期
 課堂表現
 統測表現
同儕觀課及觀課後討論
全年
學生能說出粵方
言詞彙的普通話
說法，積累詞彙學
習。
教師及學生能於
課堂上運用元認
知教學及學習方
法(如：提問法、
自評、互評……)
提升教學效能。
目標
策略
學生作課前預備，於課堂
朗讀及作對話練習，並作
同儕互評。
中一至
三學生
科任
教師
成功準則
評估方法
學生能融入有關
 短講表現
環保的個人生活
 同輩互評
例子，並作反思。
167
 同儕觀課表
 觀課後討論
成效
學生普遍對環保主題的短講
感興趣，能作事前預備，除個
人感受外也具不少實用例
子，如舉出一些在家中能實踐
的環保概念、呼籲家人推動環
保之方法，以及在學校實行環
保的具體措施，亦見詳細恰
當，讓班上的同學於聆聽之時
能增進環保知識。
 各級按時完成對話練習活
動。
 透過學生自評及同輩互
評，學生能指出同學字音上
的謬誤，並作糾正，促進學
習。
學生在統測粵普對譯中的表
現尚可，大致能辨析常用詞彙
的普通話說法。
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。
施行
對象
照顧學習差異
課堂分組說話練習時，每中三
以同輩範讀提升
組選一位發音較準確的
學生
學習興趣，促進學同學作組長，帶領並糾正
習。
組員之發音。
目標
策略
第六十四屆學校朗誦節
中一至
三學生
施行
時段
全年
上學期
成功準則
學生能糾正同學
之讀音，互相學
習。
評估方法
 教師觀察及回
饋
 同輩互評
學生能投入參與。比賽結果
168
成效
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，促進學
習。
初高中均有學生參與，2E 歐
陽佩珍在學一、二年級普通話
散文獨誦中獲取季軍。
Visual Arts Department
metacognitive skills and cultivating students’ whole-person development, the following activities were conducted.
Objectives
Green Life
Encouraging
students to
implement the
“Principles of
4Rs’ in their
daily lives and
adopt a cleaner
and greener
lifestyle for
Environmental
Conservation
Effective
Learning and
Teaching
 Collaborative
Strategies
 Students need to fully use of their
Visual Diary and no rough paper
will be provided in the lesson in
order to reduce paper waste.
 Students need to bring their own
towels to Visual Arts Room as a
substitute for paper towels.
 Students need to learn to assemble
recycled materials and reuse waste
materials in their works through
several interdisciplinary
collaboration projects:
- “Ideal MSC” Class Bulletin
Board Design Competition in
recycled materials organized for
F.1 to F.3 students with
Counseling Committee.
- Green Recycle Bag Design
Competition organized for F.2
students with Counseling
Committee.
- Green Fashion Show for Green
Life organized for F.3 students
with English Department.
- At least one design and art
making topics related to Green
Living in F.4 to F.6 curriculum.
 Throughout the year, students are
requested to continue using Visual
Diary in recording their ideas and
doing lesson preparation and
Target
Group
F.1-6
Time
Scale
Whole
year
F.1-6
Whole
year
Success Criteria
Students are eager
to participate in the
teaching and
learning activities
and 100% teachers
agree that the
activities can help
students to enhance
their awareness of
environmental
protection and
implement their
green living ideas
into their art and
design making.
 All students
finish their self
and peer
assessment forms
169
Evaluation
Methods
 Subject
teachers’
observation
 Students’
artworks
 Presentation
and lesson
reflections in
their Visual
Diary
 Self and peer
assessment
forms
 Subject
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 in
environmental issues. All students
could use green elements and create
their own design by expressing
environmental protection messages
and promote the principles of 4Rs 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 on
environmental protection.
Therefore, all strategies will be
continued in the next academic year.
 Students can apply metacognitive
skill and assessment for learning
effectively through teachers’
observation and evaluation of their
Objectives
Strategies
lesson
preparation
 Assessment
for learning
and students’
sharing with
peers
 Professional
development
and peer
observation
within panel
members
reflection.
 Various self and peer assessment
forms will be designed for all
students.
 Applying metacognitive skills
(including KWL, Goal Setting,
Questioning, Concept Map and
Error Analysis, etc.) in designing
teaching and learning activities
 Collaborative lesson preparation of
teachers once a cycle and peer
observation of subject teachers at
least once in one term
Collaborative
Effort on
Enriching the
English
Learning
Environment on
Campus
To develop
language skills
into subject
content
 Introducing different English terms
and specific vocabularies
commonly used in Visual Arts to
facilitate students to do art
appreciation and help their further
study in NSS curriculum.
 Indicating those topics that can use
the strategy of Language Across
Curriculum in teaching and
learning and organizing
collaborative project with other
subject departments
 Collaboration with Language
Across Curriculum Committee:
- F.1 Mask Making and Drama
Performance
- F.3 Green Fashion Design
 Collaboration with History
department:
F.1 Ancient Egyptian Mural
Painting
Target
Group
Time
Scale
Success Criteria
and are eager to
participate in the
learning
activities.
 All subject
teachers agree
that the activities
can help students
to improve their
learning
effectiveness and
teachers to
enhance their
teaching.
F.1-6
Whole
Year
Evaluation
Methods
teachers’
observation
 Students’
reflections and
portfolio
 Visual Diary,
tests and
examinations
Evaluation
lesson reflections in Visual Diaries,
art portfolios and art and design
appreciation activities during
lessons.
 Besides Visual Arts, our subject
teachers observed lessons of other
subjects in the school this year.
They also visited other schools for
Visual Arts lesson observation. All
subject teachers agreed that
collaborative lesson preparation and
peer observation activities can
improve learning and teaching
effectiveness. Therefore, all
strategies will be continued in the
next academic year.
 Students are
 Artworks and Given the specific Visual Arts
able to write
Visual Diaries vocabularies, art and design
artist statements
by F.1-3
appreciation notes and essay samples
in English.
students
for students to study, most of them
 Students are
 SBA portfolio, improved their writing and
able to use
artworks, tests presentation skills. For F.4-6, most
English to present
and
students were able to write the art and
their ideas and
examinations
design appreciation from their
make their
by F.4-6
improving results of public
portfolios.
students
examination, internal tests and
examinations. Therefore, all
strategies will be continued in the next
academic year.
170
Objectives
Strategies
Implementation
of the Senior
Secondary
Curriculum
To develop and
further enrich
school-based
Visual Arts
Curriculum and
help students
adapt to
HKDSE Visual
Arts
examination.
 To invite high-achievers in
HKDSE Visual Arts to conduct
sharing with the senior students.
 To master the NSS curriculum,
subject teachers will attend the
training and workshops conducted
by EDB or HKEAA and share the
practices from other schools among
the subject panel.
 More varieties, updated Visual Arts
and Design books and DVDs will
be purchased 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
self-directed learning and SBA
portfolio.
Cultivating
Students’
whole-person
Development
To cultivate a
sense of
initiative and
leadership skills,
and incorporate
value education
Distribution of Student Code in order
to develop their sense of initiative
Development of students’ leadership
and cooperation skills through
project-based learning:
 F.3: Green Fashion Design
Target
Group
F.1-6
Time
Scale
Whole
year
Success Criteria
write art and design
appreciation during
internal tests and
examinations.




F.1-3
F.3-4
Whole
year
Mar May
follow the student
code and finish
their cleaning job at
the end of each
lesson
Students can show
their ability in
cooperating with
others.
171






Evaluation
Evaluation
Methods
Teachers’
 This year, 9 students sat for HKDSE
observation
Visual Arts examination, 6 of them
Students’
taking Paper 2 and 3 of them taking
artwork
Paper 1. 100% of students attained
SBA portfolio,
level 4 or above. One student got
tests and
level 5**, two students got level 5*
examinations
and one got level 5. The
Students’
examination result was encouraging
performance
and we will continue to train up
in public
students’ art making technique and
examination
appreciation writing skills.
 To achieve good result, reading and
experience sharing is very important,
especially in facilitating students to
do their SBA portfolios. Therefore,
more up-to-date reference books,
journals and DVDs will be
purchased for students as self-study
in the next academic year.
 From other schools’ experience,
professional talks and seminars
really help a lot in our teaching.
Thus, subject teachers will continue
to attend different professional
sharing, seminar and workshops
provided by different organization or
institutes.
Teachers’
 Most of the students were able to
observation
follow the student code and finished
Students’
their cleaning job at the end of the
artwork
lessons. But some junior students
Lesson
lacked self-management skills and
reflections
needed assistance from the peers or
Presentation
subject teacher.
Students’
 All the subject teachers agreed that
feedback
the project-based learning can help
Students’
students to develop their leadership
Objectives
Strategies
into Visual Arts
lessons
 F.4 (OLE) : Stop motion animation
production
 Incorporation of value education
through art-making and artwork
appreciation
 Encouraging 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 can
express positive
value in their
artworks.
activities,
exhibitions and
competitions
meaningful for
them.
172
Evaluation
Methods
achievement
in the
competitions
Evaluation
potentials and cooperation skills
through the working process and
presentation of final works.
 Students were able to express
positive values 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. Some of
them were able to have outstanding
achievements on the competition.
Activities Held:
The 5th Arts Ambassadors-in-School ( Hong Kong Arts Development Council (ADC))
Students
Involved
F.4-5
9/2012
Exhibition Visit: “Official Retraining Scheme” Conceptual Art Exhibition at C & G Apartment (Hong Kong-based Art Space)
F.4 & F.6
10/2012
Hong Kong Heart Foundation “World Heart Day Drawing Competition 2012”
F.5-6
10/2012
「普藝盃」朗誦才藝大賽暨明信片繪畫比賽
F.5
11/2012
“A Warm Green Christmas” organized by Sino Group of Hotels to decorate plastic bottles for Recycled Christmas Tree
F.1-6
11/2012
九龍城區書法比賽(毛筆組)(公開組)
F.2
11/2012
15th Anniversary of HKSARG – Art Graffiti Competition
F.5
11/2012
“Arts Bus: On the Move!” “Green City” Bus Body Design Competition
F.4-6
11/2012
學生獎勵計劃紀念品封面設計比賽
F.4
11/2012
OSH Poster Design Competition for Printing, Publishing & Newspaper Industry 2012
F.6
12/2012
The 6 Anniversary of Kids’ Dream “The District in My Eyes” Children’s Artwork Competition
F.4-5
12/2012
紅磡商業中心 2013 年度利是封設計比賽
F.1-2
12/2012
「保護視力，擴闊視野」! 亮睛工程“Eye Care, I Care”護眼創作比賽
F.3-F.6
12/2012
《愛健康‧愛環保》樽裝飲品包裝設計比賽
F.2, F.4-5
12/2012
Youth Visual Art Exhibition 2012-13 Hong Kong Outstanding Visual Art Student Award
F.5-6
12/2013
Exhibition of Secondary School Students’ Creative Visual Arts Work (2012/13)
F.4-6
Time Period
2012-2013
Activities (Co-curricular Activities, Exhibitions and Competitions)
九龍城區書法比賽(硬筆組)
th
th
1/2013
The 6 HKQAA My Dream Home Writing, Photo, Drawing and Poster Design Contest
F.5-6
1/2013
International Children Painting Competition in Hong Kong 2013
F.4-6
1/2013
Take a “Brake” Low Carbon Action Graphic Design Competition organized by Green Power
F.6
1/2013
Attending Fotanian Studio Opening 2013 exhibition
F.4-5
2/2013
Kowloon West Inter-school Fight Crime Graphic Design Competition
F.1-6
2/2013
Attending “Exhibition of Secondary School Students’ Creative Visual Arts Work (2012/13)”
F.4-6
173
2/2013
Hong Kong Outstanding Visual Arts Students Awards Presentation Ceremony & Youth Visual Arts Exhibition 2013
Students
Involved
F.5-6
3/2013
“A Night at the Museum of Art with Andy Warhol” – an overnight event held at the Hong Kong Museum of Art
F.4-5
3/2012
Jockey Club Student Drawing Competition at the Hong Kong Flower Show 2013 (LCSD)
F.4
3/2013
The Wharf Hong Kong Secondary School Art Competition 2012-13
F.4-5
3/2013
Against Child Abuse 2013 Bookmark Design Competition
F.2 & F.4
3/2013
開心家庭繪畫創作比賽
F.2
3/2013
Character T-Shirt Design Competition organized by meetpoint
F.6
3/2013
Yang Ming 4th International Adolescents Painting Competition 2012
F.4
4/2013
Attending Art Exhibition: “Wilson Shieh — Sumbody” & “Au Hoi Lam: My Father is Over the Ocean”
F.4-5
4/2013
Joint-school Visual Arts Exhibition co-organized by Law Ting Pong Secondary School, Munsang College and Ying Wa College
F.2-6
5/2013
職安傳愛 25 年郵票設計比賽
F.2
5/2013
International Students’ Visual Arts Contest-cum-Exhibition of Hong Kong (2013) – Photography :My Place•My People
F.4
30/5/2013
Attending Pooi To Middle School S6 Visual Arts Students’ Graduation Exhibition
F.5-6
23/6/2013
Attending “The Art of CUHK 2013 Graduation exhibition” (CUHK Fine Arts Department)
F.4-6
Time Period
Activities (Co-curricular Activities, Exhibitions and Competitions)
174
Selecting outstanding students’ artworks for display within the campus
Students
Involved
F.1-6
9/2012
Sharing session by high-achievers in HKDSE Visual Arts for F.4 to F.6 students
F.4-6
10/2012
Green School Bulletin Board Design Competition – cross-curricular project with Counseling Committee
F.1-6
11/2012
Munsang College Christmas Card Design Competition 2012-13
F.1-6
11/2012
Munsang College Lunar New Year Red Packet Design Competition 2012-13
F.1-6
12/2012
Knowing Egyptian Art and Culture – cross-curricular project with History Department
F.1
12/2012
Junk Wood Sculpture making workshops (朽木雕塑創作工作坊) by local artist Tin-Yan Wong
F.4-6
12/2012
Visual Arts artworks display and books exhibition during Open House and Information Day
F.1-6
1/2013
F.2 Green Bag Design Competition – cross-curricular project with Counseling Committee
F.2
1/2013
F.1 Theatre Mask Design – cross-curricular project with English Department
F.1
3/2013
The Cover Design Competition of Munsang College Student and Parent Handbook 2013-2014
F.1-6
3/2012
Mask Display and Egyptian Painting Presentation in LAC Week organized with English Department
F.1-6
3/2013
The Cover Design Competition of Year Book: Voice 2012-2013
F.1-6
4/2013
Joint-school Visual Arts Exhibition at School Administration Center
F.1-6
F.3 Green Fashion Show at English activity day - cross-curricular project with English Department
F.1-6
Portrait Drawing and Bookmarks Design in School Fun Day
F.1-2
Summer Oil Painting Class
F.4-6
Time Period
2012-2013
3/7/2013
8-9/7/2013
7/2013
Activities (School Activities, Exhibitions and Competitions)
175
Evaluation of School Major Concern 2012 – 2013
Green Education
Task Force Activities
School Major Concern
Green Life
Objectives / Intended Outcomes
The stakeholders being able to
1. implement the Four Principles of Waste Reduction – “Reduce”, “Reuse”, “Recycle” and “Replace” (Principles of 4Rs) in their daily life;
2. adopt a cleaner and greener lifestyle for protecting the environment.
Strategies
1. Interaction and Recognition
2. Back to Nature
3. Energy Conservation and Generation
4. Recycling and Waste Reduction
Implementation Plan
1. Interaction and Recognition
(a) Multiple Channels for Announcements and Interaction
Strategies
Time Scale
Model of Green Education
Whole Year
To draw the attention of stakeholders and
visitors to our major concern – Green Life, a
model being made and displayed in a
prominent area on campus to convey green
tips and messages as well as to collect
feedback from them
Success Criteria
 The model can be
finished and put on
display by early
October 2012.
 It is able to disseminate
green tips and messages
and to collect feedback
with the model.
Evaluation Methods
Observation and
analysis of data by
Green Education
Task Force



Bulletin Board and Campus LCD TV
 The Campus LCD TV being utilised to
Whole Year
At least 60% of students
 Questionnaire
and teachers agree that the
Survey
176

Evaluation
The model, named “Cactusman” was
displayed at the PTA Anniversary
Corner in early October to collect the
opinions from students and teachers
on Green Education.
New green policies such as recycling
of plastic forks, spoons and food
containers were then formulated and
implemented in response to the
opinion collected by “Cactusman”.
The “Cactusman” could be more
frequently used as a communication
channel for Green Education.
Very few videos were made for
promoting Green Education. The
Strategies
disseminate green messages such as
school policies, green activities, students’
sharing and many more.
 Important documents of Green Education
being displayed on the Bulletin Board of
Green Education
Time Scale
Success Criteria
messages can be
disseminated effectively
with the bulletin board
and TV.
Evaluation Methods
 Observation by
Green Education
Task Force


School Home Page and eClass
 To get Munsang connected to the outside
world, the use of School Home Page being
maximized to let the outside people know
what is happening in the college and what
has been achieved in Green Education
 The School Home Page and eClass being
used as channels of internal
communication
(b) Token of Recognition for the winners
Strategies
VIP Card
The VIP Cards for “Express Purchases” at
the Supply Section being issued to the
winners of green events throughout the
school year so as to motivate students to
participate in the events
Munsang eFarm
 The winners of green events being
enabled to plant on the Internet on a class
as well as individual basis
 Through continuous participation in the
virtual farm, a deeper understanding of the
kind of patience and love needed in
growing a healthy plant being fostered in
Whole Year
Time Scale
Whole Year
Whole Year
 It is able to update the
School Home Page
regularly with the latest
information.
 The school is able to
effectively use the home
page and eClass for
internal communication.
Observation and
analysis of data by
Green Education
Task Force
Success Criteria
The issue of VIP Cards is
able to motivate students
to join green events.
Evaluation Methods
Observation by
Green Education
Task Force
enhance their awareness
of waste reduction and
green living.
 All F.1 – F.3 classes
join the eFarm.
Observation and
analysis of data I.T.
& Resources
Committee
177







Evaluation
use of Campus LCD TV for Green
Education was ineffective.
The information of Green Education
like annual plan, posters of
environmental conservation and
other information were displayed on
the bulletin board.
Questionnaire survey was not
conducted because the means of
communication was clearly not fully
utilised.
The School Home Page of Green
Education was set up and regularly
updated with activity information,
photos and videos.
A lot of information on Green
Education was effectively
disseminated via eClass.
The use of School Home Page and
eClass was generally effective.
Evaluation
A total of 37 VIP Cards were issued
to and well received by the winners
of green activities.
The use of VIP Cards did not cause
any disruption to the operation of
Supply Section.
A total of 16 classes joined the
eFarm. Among these, 13 were
from F.1 – F.3.
Although some junior classes were
not actively involved, the
participants did foster patience as
well as a sense of responsibility and
team spirit. They learnt more about
Strategies
the participants
 The sense of responsibility and class spirit
being enhanced in the process
Solar Banquet
 Solar Banquet being held at the end of the
school year to show appreciation to the
top winners of green events organised by
school
 The food being cooked with solar cookers
and the produce of Munsang Gardens
being served in the event as a
demonstration of the use of solar energy
and promotion of organic farming
Time Scale
Success Criteria
July 2013
 It is able to set up the
solar cookers and use
them for cooking.
 The produce of organic
farming can be served
and well received in the
event.
Our Plant
 The winning class of Munsang eFarm
being invited to grow a fruit tree at the end
of the school year on campus as a token of
recognition, and to enjoy the fruits grown
from the tree in the next year
 Through the activities, the participants
being enabled to learn more about plants,
observe their growth and enjoy the beauty
of nature
eBook – MSC Green Life
An ebook being made as an electronic
record to celebrate green events, including
sharing, memorable photos and video clips
of the events as well as the winning pieces
of various competitions
July 2013
The participants are able
Observation by
to choose the suitable type Green Education
of tree and to plant it
Task Force
properly on campus.
August
2013
It is able to let the
stakeholders and public
know what have been
done in Green Education.
178
Evaluation Methods
Observation by
Green Education
Task Force
Observation by
Green Education
Task Force
Evaluation
plant and became more aware of
green living.
 The event was held on 9 July 2013.
Besides the winners of Energy
Conservation Competitions and
eFarm, student representatives,
teachers and parents participated in
the Solar Banquet.
 Food made with the produce of PTA
Farmland and cooked by solar
cookers was served and well
received.
 The event also provided a chance for
different stakeholders to share their
views on Green Education.
 “Cactusman” also helped collect
green messages from the participants
in the event.
 The class teacher and 10 student
representatives from the winning
class planted a lemon tree in the
Garden under the supervision of the
gardening tutor.
 On-site introduction of the key
features of lemon trees was given
and the activity was completed
satisfactorily.
 The eBook was being compiled at
the time of writing this report.
Thus, the evaluation of eBook would
be deferred.
2.
Back to Nature
(a) MSC Gardens & Organic Farming
Strategies
MicroGardens: Planned Cultivation
 A programme named “Leaders Leading
the Future Leaders” being launched to
enhance students’ leadership and
communication skills
 F.1 and F.2 class representatives being led
by MicroGardens committee members to
organise cultivation activities for their
classes
Time Scale
Whole Year
EcoGarden and Rooftop Butterfly Garden:
Ecological Study on Butterfly & Biological
Photography
 Nectar plants being grown to attract
butterflies from gardens around campus
 Ecological studies being conducted to
assist students to have a better
understanding about the diversity of
butterflies and other insects
 Biological photography being taught to
help students comprehend the body
structure of different insects
Second
Term
Greenhouses and Rooftop Farmland:
Organic Farming – Food & Medical Use
 A wide variety of plants being cultivated
organically, especially herbs and edible
plants
 The use of herbs in making better taste
dishes and their medicinal values being
introduced at Green@Munsang homepage
Whole Year
Success Criteria
 F.1 and F.2
representatives are able
to organize at least two
cultivation activities for
their forms.
 At least 10 trained
students are willing to
serve as leaders to train
the representatives in
the next school year.
Evaluation Methods
Evaluation by CARE
and Science Society
 At least 3 types of
butterflies are found in
the gardens.
 At least 70% of the
participants attend more
than 70% of the
meetings on ecological
studies.
participants attend more
than 70% of the
meetings on biological
photography.
Evaluation by CARE
and Science Society
 At least 5 types of herbs
and edible plants are
grown in greenhouses
and farmland in each
term.
 At least 50% of
Green@Munsang
homepage visitors like
herbal information.
 Evaluation by
CARE and Science
Society
 Questionnaire
Survey
179








Evaluation
This programme was a success.
Student representatives were very
responsible and enthusiastic about
plant cultivation. Three cultivation
activities were organised by the F.2
committee members of the Science
Society for the Micro-Gardening
Scheme with the assistance of
ex-committee members.
A total of 5 F.2 students are willing
to lead the activity in the next year.
Five species of butterflies were
found in the gardens. They were
Red Helen, Common Mormon,
Red-base Jezebel, Small Cabbage
White and Pale Grass Blue.
A total of 19 students joined the two
lessons on ecological studies. All
the participants enjoyed the lessons
though only 47% of them attended
both meetings because the event
clashed with other CCA activities.
Since very few insect species were
found in the garden, the biological
photography activities would be
deferred until the next school year.
Greenhouses and farmland were well
maintained.
More than 8 kinds of herbs and
edible plants grown there, including
Pepper mint, Basil, Oregano etc.
The proportion of homepage visitors
like herbal information could not be
obtained due to technical problems.
Strategies
PTA Farmland
 A wide variety of plants being cultivated
organically, especially herbs and edible
plants
 Green events being co-organised by the
PTA and Green Education Task Force
with the produce of the farmland
Eco-cleaners & Composting
Strategies
Eco-Cleaner DIY Workshops
Workshops being held to offer more
opportunities for the participants to learn
how to sustain a hygienic and sparkly clean
environment with simple, inexpensive and
effective materials
Time Scale
Whole Year
Success Criteria
 At least 3 types of herbs
and edible plants are
grown in the farmland
in each term.
 At least an event is
organized in each term.
Evaluation Methods
Evaluation by PTA
and CARE
Evaluation
 PTA Farmland was set up in the
second term with 9 families
participating in the activities. A
total of 4 sessions on organic
farming were organised for them.
Among the participating families,
70% attended all the sessions. The
produce was used in Solar Banquet.
Time Scale
Second
Term
Success Criteria
 The workshops are able
to arouse stakeholders’
awareness of choosing
eco-friendly cleaners.
participants switch to
non-chemical cleaners
after the workshop.
Evaluation Methods
 Observation by
Green Education
Task force and
CARE
 Questionnaire
Survey
Whole year
 The workshops are able
to arouse stakeholders’
awareness of reducing
food waste and the
advantages of food
composting.
participants compost
food scraps at home
after the workshop.
At least 15 people join the
competition.
 Observation by
Green Education
Task force and
CARE
 Questionnaire
Survey
Evaluation
 Some eco-cleaners were made for
trial in the beginning of the school
year. Unfortunately, the results
were unsatisfactory.
 The workshops were therefore
cancelled. Instead, a booth on
eco-cleaners was set up for
demonstration during Solar Banquet.
The feedback was encouraging.
 The composting of food scraps with
Bokashi Bucket was carried out for
trial in the first tem. However, it
was a failure.
 The workshops were therefore
cancelled. Instead, a talk on
composting and organic farming was
held for the participating families of
PTA Farmland. It was well
received.
The competition was called off due to
the cancellation of the eco-cleaner
workshop.
(b)
Composting of Food and Organic Farming
 Food scraps being composted to obtain
nutrient-rich soil, which is perfect for
organic farming
 Workshops on composting and organic
farming being held to enrich participants’
knowledge on these aspects
“The Strongest Eco-cleaner” Competition
A competition being held to find out the
strongest and most efficient D.I.Y.
eco-cleaner for removing tough stains
Second
Term
180
Evaluation by Green
Education Task force
and CARE
(c)
House Plant & Healthier Life
Strategies
A Study on “House Plant for Healthier Life”
 Potted plants being provided to encourage
students to grow at home
 Plants being used to reduce stress and a
relevant study being conducted by the
students
Photography Competition – “My House
Plant”
A photography competition being held to
promote healthier lifestyle and the
appreciation of the beauty of plants
(d) Charity Events – To Love & To Share
Strategies
Charity Sales
 Herbs and edible plants being grown by
students in different gardens on campus
 These produce being sold in charity sales
organized by students to raise money for
the needy
Voluntary Visits
Plants grown and money raised in charity
sales being given to the needy by students
during voluntary visits in order to share love
and contribute to the betterment of the
society
Time Scale
Second
Term
Second
Term
Time Scale
Whole Year
Success Criteria
 At least 30 students join
the house plant study.
participating families
keep the house plants
after the study.
Evaluation Methods
 Evaluation by
Green Education
Task force and
CARE
 Questionnaire
Survey
At least 30 families join
the competition.
Evaluation by Green
Education Task force


Whole Year


Success Criteria
At least 20 students
grow herbs and edible
plants for charity.
organize a charity sale
and raise a sum of at
least HK$5000.
At least 20 students join
each voluntary visit.
At least 70% of the
participants are willing
to serve the community
by engaging more in
voluntary works in
future.
181
Evaluation Methods
 Observation by
Green Education
Task force and
CARE
 Evaluation by
Science Society
and Interact Club
 Evaluation by
Green Education
Task force and
CARE
 Questionnaire
Survey
Evaluation
 A total of 42 students participated in
this study. Among the participants,
33 were able to keep their house
plant alive during the study.
Besides, 70% of them were willing
to take care of the house plant after
the study.
Since some of the house plants died,
only 7 families joined the competition.
It was recommended workshop about
growing plants be provided to students
in the coming year.
Evaluation
Only 18 students grew herbs and
edible plants for charity. A total of
$3,730 was raised from various charity
sales organized by different parties,
including Lok Chi Association
Limited, Parent-Teacher Association
and CARE.
Since the target NGO unexpectedly
failed to arrange the voluntary visit as
planned, the proceeds from the charity
sales would be donated in the next
school year.
3.
Energy Conservation and Generation
(a) Energy Conservation
Strategies
Domestic Electrical Energy Saving
Competition
 A competition being held to help students
and their families to develop a sense of
proper electricity usage
- The bimonthly electricity bills this year
being compared to those of the last year
- The families with the greatest savings
on energy use being awarded the
winners of the bi-month
F.1 – F.3 Inter-Class Energy Saving
Competition
 “Electricity Consumption Monitoring
System” being installed in F.1 and F.2
classrooms, like F.3 classrooms
 A competition being held for the junior
form to help them develop a sense of
proper electricity usage
 A programme named “Leaders Leading
the Future Leaders” being launched to
enhance students’ leadership skills and
organizing capabilities
 F.1 to F.3 class representatives being led
by Science Society committee in setting
electricity usage strategies through the
environmental factors measured by
advance instruments in their classrooms
After-school Energy Saving Policy
In order to better monitor the utilisation of
classrooms and avoid unnecessary
electricity use after school, the effort of
energy conservation being stepped up with
Time Scale
Whole Year
Whole Year
Success Criteria
 At least 150 families
join the competition.
 At least 70% of
to maintain the proper
electricity usage
behavior after the
competition.
Evaluation Methods
 Evaluation by
Green Education
Task force
 Questionnaire
Survey
 The classroom
electricity consumption
can be monitored
effectively with the
system.
 The classes are able to
reduce the improper use
of electricity.
 At least 70% trained
students are willing to
serve as leaders to train
the representatives of
the next school year.
 Observation by
Green Education
Task Force
 Evaluation by
CARE and Physics
Department
 Questionnaire
Survey






Whole Year
The students are able to
observe the energy saving
measures.
182
 Observation by the
Green Education
Task Force
 Data analysis with
the Electricity

Evaluation
A total of 212 families participated
in the four periods of the
competition.
The questionnaire survey was
conducted through student eClass.
Only 6 students answered the
questionnaire. All of the
respondents would be willing to
keep the good practices in electricity
usage.
The electricity consumption of F.1 –
F.3 classes was being effectively
monitored with the system.
Generally, the participating classes
could wisely use electricity,
switching on only one
air-conditioner in the classrooms for
most of the time during hot seasons.
A total of 30 class representatives
attended 8 lessons of the energy
saving course. 76% of the
participants attended more than 5
course lessons. Most students
enjoyed the lessons.
Questionnaire survey was conducted
through eClass. Only 2 students
finished the survey, indicating that
they would be willing to assist in
leading their schoolmates in the
coming year.
Besides the library, two additional
common rooms, one in each of
Blocks D and H, were reserved after
school for students’ use. However,
students still tended to stay in their
Strategies
the implementation of the following
measures on campus:
 The students and teachers being able to
use classrooms after school as usual with
advance booking
 Otherwise, the air-conditioners being
turned off after the last lesson and the
classrooms being closed by 4:00 p.m. on
normal school days
 A Student Common Room being reserved
in Block D and kept open for all students
until 5:00p.m. on normal school days
 Another Study Room being reserved in
Block H and kept open for F.6 students
before 5:00p.m. till the last school day of
F.6
(b) Renewable Energy Generation
Strategies
Rain Water Collection and Hydro-electricity
 The rain water on the roof of Block H
being collected for watering the
Greenhouses
 A micro hydro-electricity generator being
installed as a part of the rain water
collection system to explore the
generation and use of hydro-electricity in
the school
MSC Solar Cooker
To echo the Solar Banquet, workshops
being arranged for students to learn how to
set up an effective solar cooker for cooking
food
Time Scale
Time Scale
Whole Year
Success Criteria


Second
Term


Success Criteria
The school is able to
maintain the
Greenhouses with more
rain water and less tap
water.
The micro
hydro-electricity
generator is able to
generate electricity with
rain water.
At least 10 students join
the project.
The participants are
able to present the
principles of solar
cooker to other students
during dissemination
sessions.
183
Evaluation Methods
Consumption
Monitoring System
Evaluation
classrooms after school without prior
reservation by teachers. More
needs to be done to ensure proper
use of the resources.
 After evaluation, it is suggested that
the student representatives of each
class are to be assigned to turn off
the air-conditioners and lock up the
classroom by 4:00p.m., and sign at
the General Office by 4:15p.m. upon
completion.
Evaluation Methods
Observation by
Green Education
Task Force
Evaluation
 The construction of the watering
system for Greenhouses from
collected rain water was deferred due
to technical problem.
 The micro hydro-electricity
generator was set up and a group of
5 F.1 to F.3 students helped test the
system.
 Observation by
Green Education
Task Force
 Evaluation by
CARE and Physics
Department
 The F.4 Physics students carried out
an investigation project on designing
effective solar cooker, followed by a
competition held in late May.
 A total of 26 Science Society
members attended a series of
workshops on making solar cookers.
5 of them assisted in the
Strategies
Time Scale
Success Criteria
Hong Kong Inter-School Solar Advancement Challenge (HKISSAC)
Strategies
Time Scale
Success Criteria
HKISSAC
First Term  At least 500 students
 The third HKISSAC being organized on
from 40 primary
campus to arouse the interest of primary
schools join the
participants in renewable energy
competitions.
applications
 At least 70% of
 Briefing sessions, workshops and
participating schools are
competitions being organized with the
willing to join the
assistance of student leaders in the
HKISSAC next year.
planning and implementation stages
(d) Workshops for Students, Parents and Community
Strategies
Time Scale
Success Criteria
Our CARE – I Care
First Term  Students are able to
A learning session on energy crisis, energy
audit the power
audit, daily electricity consumption and
consumption of their
renewable energy development being
classrooms.
arranged in the CARE for P.6 to F.3 classes
during morning assemblies to strengthen
their sense of responsibility as global
to reduce electricity
citizens
consumption.
Evaluation Methods
Evaluation
demonstration of solar cooking to
the participants of Solar Banquet.
(c)
Family Workshops at CARE
To promote the use and development of
renewable energy to the public, half-day
family workshops on making renewable
energy models being organized in the
CARE to all primary schools in Hong Kong
during non-school days
Whole Year
 At least 20 families join
each family workshop
series.
 At least 70% of
participating families
are willing to join other
workshops arranged by
CARE.
184
Evaluation Methods
 Evaluation by
CARE and Physics
Department
 Questionnaire
Survey
Evaluation
 About 400 students from 29 schools
joined the competition.
 Most of the participating schools
enjoyed the event. A questionnaire
survey was conducted through email.
12 of the participating schools
responded. All of them would be
willing to join the coming
HKISSAC.
Evaluation Methods
 Evaluation by
CARE
 Questionnaire
Survey
Evaluation
All P.6 students of Munsang College
Primary School attended a session at
CARE on renewable energy.
However, the planned sessions on
energy management for F.1 to F.3
after HKISSAC were cancelled due
to the repair of spalling concrete in
CARE from December to April.
No questionnaire survey was
conducted since most classes had not
attended the sessions.
A number of family workshops
named “How to Make Your Own
Dream Car” were held in July and
October 2012. About 60 families
from 6 schools participated in
activities and showed great
enjoyment.
A questionnaire survey was
conducted through email. 11 of the


 Evaluation by
CARE
 Questionnaire
Survey


4.
Strategies
Time Scale
Success Criteria
Courses on Environmental Protection
To further promote environmental
protection to the public, an Environmental
Protection Course being organized in the
CARE to teach the participants basic
knowledge of protecting the environment in
different aspects
Second
Term
 At least 20 people join
each environmental
protection course.
 At least 70% of
to join other courses
arranged by the CARE.
 Evaluation by
CARE
 Questionnaire
Survey
Success Criteria
Students and teachers get
into the habit of recycling
used items like paper,
plastic bottles and
aluminum cans.
Evaluation Methods
Observation and
analysis of data by
Green Education
Task Force
Recycling and Waste Reduction
(a) On-campus Recycling and Waste Reduction
Strategies
Time Scale
The successfully implemented on-campus
Whole Year
recycling and waste reduction strategies
such as installing recyclable collection bins,
reducing printing paper and paper towel
consumption, installing water dispensers
and reducing consumption of bottled water
being further refined and promoted so as to
enhance recycling and waste reduction
185
Evaluation Methods
Evaluation
participating families responded.
All of them would be willing to join
other workshops organized by
CARE.
 The courses were cancelled due to
the repair of spalling concrete in
CARE from December to April.
 No questionnaire survey was
conducted.
Evaluation
 The stakeholders involved sustained
their effort in waste reduction and
recycling. It was observed that
teachers and students had got into
the habit of recycling plastic bottles
and aluminium cans.
 Four sets of recyclable collection
bins were installed for keeping
plastic used tableware. Students
were encouraged to recycle the
plastic tableware obtained from the
Supply Section. Nevertheless, it
was observed that this habit had not
yet been developed. The Task
Force would seek substitutes for the
plastic ones such as paper containers
and toothpicks because replacement
would be more practicable.
(b)
School Waste Reduction and Recycling Education and Awareness Campaign
Strategies
Time Scale
Success Criteria
 Through participating in the “Reduce
Whole Year  Students actively
Your Waste and Recycle Your Plastics
participate in the
Campaign” co-organized by the
Campaign by recycling
Environmental Protection Department
plastic bottles
(EPD), the awareness of students and
 Students become more
teachers of waste reduction and recycling
aware of the importance
being increased
of waste reduction in
 Students being encouraged to recycle
their daily living
plastic bottles
 Students being encouraged to share the
idea of waste reduction and recovery with
their families and to participate in the
Campaign with them
Tips on Recycling and Waste Reduction
Strategies
Tips on recycling and waste reduction,
including water conservation being given to
students to further enhance their awareness
of waste reduction
Evaluation Methods
Observation and
analysis of data by
Green Education
Task Force
Evaluation
 Large bottle-shaped recyclable
collection bins were placed at school
for recycling plastic bottles.
Students participated by recycling
the plastic bottles.
 Display boards were placed in the
PTA Corner for showing the
information about the Four
Principles of Waste Reduction.
Students’ awareness of waste
reduction was raised.
 A waste reduction programme
“Whose Guest us the Best” was
carried out. However, students’
participation was not satisfactory.
Stronger promotion should be
carried out in case of similar
campaign.
Evaluation Methods
Observation and
analysis of data by
Green Education
Task Force
Evaluation
 Tips on recycling and waste
reduction were disseminated to
students every Monday through
English Monday Broadcast.
 Through mass broadcasting, a large
number of students became more
aware of the principles and
importance of waste reduction.
Evaluation Methods
Evaluation by Green
Education Task
Force and Liberal
Studies Department
Evaluation
 As a part of the mini-project,
students designed posters to promote
the principle of 4Rs and
sustainability.
 Students were more aware of 4Rs
(c)
Time Scale
Whole Year
Success Criteria
Students become more
aware of waste reduction
and put into practice in
their daily living
(d)
F.3 LS thematic mini-project on Recycling and Waste Reduction
Strategies
Time Scale
Success Criteria
 F.3 LS thematic mini-project being held in Whole Year Students are able to
collaboration with the Liberal Studies
Department for F.3 students to enhance
of waste reduction and
the awareness of green living by drawing
green living
their attention to social issues on
186
Strategies
environmental quality of life such as
waste reduction.
 Good works being selected and compiled
into an eBook
(e)


(f)


F.4 English Writing Competition
Strategies
F.4 English writing competition being
held in collaboration with the English
Department for F.4 students, aiming to
increase the awareness of School Major
Concern, encourage the sharing of green
living style, and foster a deeper
understanding of Green Life
Good works being selected and included
in our ebook “MSC Green Life”
F.5 Chinese Essay Writing Competition
Strategies
F.5 Chinese essay writing competition
being held in collaboration with the
Chinese Department for F.5 students,
aiming to increase the awareness of
School Major Concern, encourage the
sharing of green living style, and foster a
deeper understanding of Green Life
Good works being selected and included
in our ebook “MSC Green Life”
Time Scale
Success Criteria
Evaluation Methods
Evaluation
and green living through the
mini-project.
 A few good works were selected to
be included in the eBook “MSC
Green Life”.
Time Scale
Whole Year
Success Criteria
of green living
Evaluation Methods
Evaluation by Green
Education Task
Force and English
Department
Evaluation
 F.4 students participated by writing a
short story on Green Living.
 Students were more aware of green
living.
 A few good works were selected to
Green Life”.
Time Scale
Whole Year
Success Criteria
of green living
Evaluation Methods
Evaluation by Green
Education Task
Force and Chinese
Department
Evaluation
To match with the curriculum and
the learning and teaching of the
Chinese Department, F.4 students
were required to participate in the
competition instead of F.5 students.
F.4 students participated by writing
Chinese composition on the topic
“Recycled Paper”.
Students were more aware of the
reduction of paper usage and green
living.
A few good works were selected to
Green Life”.




187
(g)
Artistic Creation from Junk
Strategies
 Hong Kong local sculptors being invited
to conduct workshops for students on
making new furniture from discarded
wood with a view to unleashing their
creativity and promoting recycling at
school
 The junk wood furniture made by students
being displayed on campus to promote art
appreciation and aesthetic development
Time Scale
Whole Year
Success Criteria
appreciate the junk
wood artworks and
demonstrate creativity
in making aesthetic
artworks from recycled
materials.
of green living.
188
Evaluation Methods
 Evaluation by
Visual Arts
Department
 Students’
appreciation
worksheet and
evaluation form.
Evaluation
 The junk wood furniture made by
our students was displayed on school
campus. Students could appreciate
those junk wood artworks and be
inspired to use their creativities to
turn discarded materials into useful
and aesthetic artworks.
 The activity could also enhance
students’ awareness of green living.
Green Education
Subject-based Activities
Target
Group
F.3 and
F.4
Success Criteria
Evaluation
Methods
 Project findings
 Presentation
 Teachers’
observation
Objectives
Strategies
BAFS
To arouse
students’ concern
on their real life
experience to the
consumer
behaviours about
green services /
products
Participate in Consumer Culture
Study Award 2012 - 2013
Biblical
Knowledge
To arouse concern
of students on
environmental
protection
Biology
Initiate the proper
behavior in the
daily lives of the
students
To encourage students to live a
Green Life in Christ in the
theme of the year “Hallowed by
Thy Name ”
All
students
Students should appreciate
the creation of God and are
willing to be faithful
stewards who make use of
all kinds of resources.
Teachers’
observation
 Complete worksheet on
“Involvement of Nitrogen
Cycle and Carbon Cycle in the
Decomposition of Food
Wastes”
 Use of the food wastes as
fertilizer for plants
F.5
Students should
their daily lives
 reduce the production of
organic wastes
 use organic wastes in
daily practice if possible
well manage and
 Students’
discussion and
Worksheet
 Teacher’s
Observation
Students can apply their
observation on the
consumer behaviour on the
services/product of green
life. Students can develop
different skills in the
following areas:
 Self-learning
 Collaborative learning
 Problem-solving
 Team-building
189
Evaluation
 All F.3 students were divided into 40
groups and participated in Consumer
Culture Study Award 2012-13.
 Guest lectures (by Consumer Council)
were arranged for the participants to
introduce different ways to explore
the interesting observation around the
students.
 Students were able to observe the
consumer behaviours on the
services/product of green life.
 They were able to analyze the
consumer behaviour with primary and
secondary data collected and gave
appropriate suggestions for
improvement.
 F.4 students were not invited to join
the Award due to the tight teaching
schedule.
 Instead they were invited to do a miniproject on analyzing local company
profiles and make suggestions to
incorporate green concepts into the
business.
Completed successfully with worksheet
 Students are able to correlate the
concept learnt in cycling of materials
to this real-life example: composting.
 Most students are able to list the pros
and cons of the use of compost as
natural organic fertilizer. However, a
few of them were unable to
discriminate between humus and
inorganic mineral ions.
Objectives
Chemistry
To arouse concern
of students on
environmental
protection
Strategies
Target
Group
Success Criteria
conserve the
environmental resources,
so as to provide a
sustainable environment
for the present and future
generations
Students should
their daily lives
 reduce the production of
organic wastes
well manage and
conserve the
environmental resources,
so as to provide a
sustainable environment
for the present and future
generations
Evaluation
Methods
 Attitude of students towards the use of
composting should further be refined
as many of them thought that this
practice was unhygienic and
unpleasant.
 Students’
discussion and
Worksheet
 Teacher’s
Observation
Read article and complete
worksheet on “Reduction of
Food Wastes”
F.3
Incorporation of the 4Rs in the
teaching scheme of F.4 topic
“Conservation of metals”
F.4
students
Students pay the concern
on conservation of metals.
Teachers’
observation
 A ‘Green Test’ is arranged for
F.5 students as one of the
form tests.
 It covers all topics related to
Green Education /
F.5
students
The performance of
students in the ‘Green Test’
is satisfactory.
Results of the
‘Green Test’
190
Evaluation
 The students were actively engaged in
the discussion. Most of them are
aware that the generation of numerous
waste and unsustainable practices are
related to food. This takes place in
our kitchens, at the supermarkets or
restaurants.
 The students held positive attitudes
toward food waste reduction. They
proposed sensible and constructive
practices that help conserve the
environment and natural resources as
follows:
- Reduce the purchase of excessive
food materials;
- Reduce the use of disposable
utensils and packaging materials.
- Use reusable food containers and
drinking bottles.
 It is proposed to implement this task
in Chapter 2 (Food in Humans) to
better link up the green messages with
the learning content.
 F.4 Chemistry teachers incorporated
the concept of conservation of limited
natural resources in the topic of
“Recycling of metals”.
 Students were able to prepare
outstanding power-point to share the
idea of conservation of metals with
others.
 Students got satisfactory result in the
test.
 From the result of the Green Test,
students were able to incorporate their
Chemistry knowledge into daily
Objectives
Strategies
Target
Group
Success Criteria
Evaluation
Methods
conservation in the DSE
syllabus.
中國語文
 提升學生環保
意識
 學生能反思人
與自的關係
寫作一篇以環保為主題的文章
中四
 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
中國歷史
 學生能融會古
今，把課堂所
學融合於現今
環境議題；
 學生能學習從
多角度思考議
題；
 學生能透過環
境議題的探
究，進行個人
生活反思。
Economics
To arouse
students’ concern
on their real life
experience to the
consumer and
supplier
behaviours about
green services /
products
探究式學習：口頭匯報
自古至今，開鑿運河、疏通水
利，能否在環境、經濟和社會
三方面取得平衡？（
「環保教
育」專題研習）
中二級
學生
 學生能從環境、經濟和
社會三方面作出分析；
 學生能提供充足理據，
清晰表達立場。
 Comic drawings to show the
economic effects of
environmental protection
activities
 Demonstrating the interrelationship of “Green Life”
ideas to the cost-and-benefit
of the society
 Presentation about the content
of the comic to assess
students’ presentation skills
 Green living style will be the
theme of the NSS Elective Short Stories.
 There will be a short story
writing competition to
showcase creativity.
F.5
Students can apply the
economic concepts in
explaining the paradox
about environmental
protection.
 學生以小組形成
作口頭匯報，每
位組員至少匯報
兩分鐘；
 全級中表現最佳
的一位學生獲得
VIP Card。
 全級中表現最佳
的三位學生獲得
Points for
Munsang
eFarm。
 The comic
presentation
 Teachers’
observation
F.4
produce creative stories
adopting a green theme and
using the short story
elements.
English
To incorporate
creativity and
green living style
into the teaching
scheme
191
Students’ writing
Evaluation
issues.
 Moreover, the concern on the
environmental protection was being
aroused.
以「再造紙」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，部分優秀的作品能深入反思人與
自然，環境保護與自己、下一代的關
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提升，從而反思
個人以至國家社會關於環保之問題；
但研習報告之表現則出現很大落差，
精英班表現優秀，F.2A、 F.2B 及
F.2C 均獲學校 VIP 獎。同學表現用心
認真，闡述分析富條理。非精英班一
些組別則較馬虎了事。建議來年繼續
施行這項計劃，對非精英班給予更多
及具體的指導。
 Students demonstrated their
understanding on the relationship
between economic concepts and
“Green Life” concepts.
 They were also able to work out the
explanation on the economic concepts
through the comic.
 It is suggested to require a short essay
to explain the inter-relationship
between two concepts in a detailed
way.
After the NSS Short Stories Elective
Module, F.4 students were able to
produce short stories in different genres
adopting a green theme. There were
attempts of different approaches to the
main theme. Outstanding works would
Target
Group
Success Criteria
Evaluation
Methods
Objectives
Strategies
Geography
To promote a
more
environmentallyfriendly urban
design
 Each group will design and
plan the land uses of Kowloon
City.
 Based on the design, they will
make a model to demonstrate
in the class.
 They have to explain the
design with principles of
sustainable development.
F.1
students
Students should improve
the quality of the urban
environment by
considering more open
space, green areas, or
relieving urban problems.
 Peer Assessment
Form
 The model
 The land use plan
Geography
To raise the
awareness of
environmental
protection
To conduct field studies on
mangroves and wetland
ecosystem
F.4
students
Students can appreciate the
importance of
environmental
conservation.
Teachers’
observation
History
To arouse concern
of students on
green life
To incorporate the principles of
4Rs in the teaching scheme of
F.4 topic “International
cooperation in environmental
protection”
F.4
Students should be able to
use 4Rs to suggest
solutions for environmental
issues and their awareness
of green life should be
enhanced.
Teachers’
observation and
students’ reflection
Integrated
Science
A Solar Heater/
Creative Energy
Toy using
recycled materials
make a solar cooker.
 A competition will be held to
compare the effectiveness of
heater or the creative energy
toy.
 Peer assessment will be part
of their marks.
F.1
 Students will search
information from the
Internet for their design.
 Some investigations may
be conducted to
determine the factors of
the design.
 Students will experience
how to solve problems.
 A hand-made solar heater
or energy toy will be
produced by students.
 Students can explain the
concept of their designs.
 Peer Assessment
Form
 Competition
Record
192
Evaluation
be published in the eBook.
 Most students were able to consider
the use of open space, parks and trees
to improve the quality of the urban
environment.
 Some groups could suggest
environmentally friendly transport
systems.
 Many students could comment on the
urban design of their peers based on
principles of sustainable development.
 Students were able to appreciate the
importance of wetland and the threat
to wetland.
the environment.
 The topic “International cooperation
in environmental protection” in F.4
History Curriculum in the second term
was able to echo the school major
concern.
 Due to tight teaching schedule, only
an overview of the international
cooperation efforts was covered. The
rest of the topic would be furthered in
F.5.
 Students were willing to search the
information from the Internet. Some
creative ideas were based on their
searching.
 They conducted the investigation and
video-taped the process. It was quite
a difficult task for our students.
Students were busy to manage many
activities during the school time.
Their self management should be
good enough to arrange their working
time.
 Some of their solar heater designs
were creative. Their investigations
Objectives
Strategies
Target
Group
Success Criteria
Evaluation
Methods
Evaluation
 Students can criticize
peer’s products.
Liberal Studies
To arouse concern
of students on
green life
To produce short films on
promoting ‘Green Living at
Home’
F.1
The films produced should
carry the message of
environmental
conservation.
 Films
 Teachers’
observation



To conduct a mini-project on
green living e.g. plastic bag levy
or waste charge
F.2
To introduce the concept of
green life and sustainable
development through designing
posters on recycling
F.3
To discuss environmental aspect
of the quality of life in Hong
Kong and explore issues like
‘wall effect’ and ‘heat island
effect’ in relation to the urban
development of Hong Kong
F.4
discuss the benefits brought
by plastic bag levy and the
possible concerns /
hesitation.
Students’ miniresearch
apply 4Rs to suggest ways
for green life at home and
sustainable development in
the mini-research.
Poster-design
examine the development
of H.K. critically and
highlight the impacts on the
environment.
Same as above







193
were also relevant to the task. It is a
good chance to let them practice in
doing investigation. They expressed
their opinions to the other groups
during the peer assessment.
‘Green Living at Home’ was launched
after the Easter holiday. The best
group was 1C and the students were
awarded VIP Cards.
The products all conveyed the
messages of environmental
conservation and quality assignments
would be uploaded online.
It was suggested that the competition
could have been held earlier so that
students could have more time for
preparation.
The mini project and the presentations
were conducted in April. The topics
on green measures were assigned to
students randomly.
Some good classes could follow
instructions closely but the remedial
class tended not to take the miniproject seriously.
The poster design was completed in
May and the posters all conveyed the
message of 4R.
The quality assignments were
forwarded to Green Education Task
Force.
Environmental issues such as wall
effect, light pollution and municipal
solid waste charging were taught and
explored as part of the curriculum.
Thirty students visited the Tsim Sha
Tsui Promenade during Earth Hour to
explore environmental issues such as
light pollution and energy
consumption.
Students identified environmentallyfriendly lighting fixtures along the
Objectives
Mathematics
To analyse living
habits by applying
mathematical
knowledge
Physics
Strategies
Target
Group
To discuss the hurdles of China
from moving towards
sustainability and make feasible
suggestions for China to have a
more sustainable development
F.5
China and the globe from
moving towards sustainability
and make feasible suggestions
for China and the globe to have
a more sustainable development
 Each student will work on a
topic which can be
- electricity, water or town
gas consumed or
- wastes produced like plastic
bottles and aluminium cans
or
- time utilized to browse the
Internet over three months.
 Students should record the
data under the topic they
chose and apply mathematical
knowledge to plot a suitable
graph to show the results.
 They will have to analyze the
graph they plotted and reflect
on what they can do to live a
greener life.
 Students are required to
submit an e-copy of the work
to the eClass.
F.6
All F.2
students
F.4
Success Criteria
Evaluation
Methods
understand sustainability as
important element of
national strength and give
suggestions to China on
sustainable development.
evaluate the issues
concerning energy
technology and the
environment with multiple
perspectives.
choose the right type of
graph to present the
result.
 Students are able to plot
the graph correctly.
analyse the graph they
plotted.
Same as above
 There will be a
194
Evaluation
harbour front as well as a variety of
advertising signs from both sides of
the Harbour, which is a major source
of light pollution.
 Small group discussions were held at
the site to further determine the effects
of Earth Hour on the city of Hong
Kong and around the world.
Environmental pollution and sustainable
development in China were taught and
explored as part of the curriculum.
Same as above
Environmental issue, waste
management and sustainable
development were taught and explored
as part of the curriculum.
The Assessment
Form
 Students were able to make sensible
projects from data obtained.
 Awareness of environmental
protection was explicitly aroused.
 The initiative and plan of students to
take action in environmental
conservation were motivated.
 It would be better the rubrics to be
released at the very beginning of the
assignment of project.
 Peer Assessment
 Due to poor weather condition in early
Objectives
Strategies
To design a solar
heater using
recycled materials
make a solar cooker and
videotape their
implementation process which
will be assessed by their peers.
 To improve their design, they
have to do measurements on
the light intensity received
with the 4-in-1 meter and the
focusing infrared with
thermometer.
 They have to do a PowerPoint
Presentation about their
products in the class which
will be assessed by their peers.
PE lessons
 Two bicycle generators will
be bought and students will in
turn to ride the bicycle during
the lesson to generate
electricity for the school use.
 Ask students to treasure the
equipments in order to reduce
the depreciation.
 Encourage students to bring
water bottles for PE lessons.
Physical
Education
To arouse concern
of students on
green life
Target
Group
students
taking
Physics
Success Criteria

F.1-5



competition in which
each group place a can of
water inside their cooker.
All the cookers are
placed under the sun for
the same period of time.
The groups will then be
rated according to the
increase in water
temperature.
Winning groups of each
block has to do a
presentation as well and
it will also be graded.
Decrease 10% of the
paper printing.
Decrease 5% of the total
number of equipment
need to be ordered at the
end of this school year.
90% of our students bring
water bottles for their PE
lessons.
Sports Day and Swimming Gala
 Reduce the use of paper by
printing lesser copies of
programs. Post the programs
and information on our school
website.
 Ask student officials to bring
their own water bottles and
provide distilled water for
them to refill.
 House members collect plastic
bottles and take them to
recycle.
Cheering Team Competition
 Students should use recycled
materials to decorate their
195
Evaluation
Methods
Form
 Competition
Record
 PowerPoint
Presentation
 Teachers’
observation
 Students’
reflection
Evaluation
May, the competition was postponed
to 31st May 2013. Most students
enjoyed the learning process and the
final result was satisfactory. Many of
them also saw the solar cooking
demonstration and tasted the sausages
and beef ball cooked by a 1.8-m solar
cooker.
 The PowerPoint presentation together
with the Peer Assessment was held on
26th June 2013. All the assessments
were graded and included in students’
Report Card.
 Due to the constructional work of
fitness room and the late delivery of
the bicycle generators, we could only
use them for 2 months. Junior
students enjoyed the activity and we
will continue the program next year.
 Teachers reminded the students to
treasure the equipment at the
beginning of each term. The number
of equipment need to be ordered has
decreased.
 85% of our students brought their own
water bottles for P.E. lessons and
sports functions.
 The paper usage was reduced by 10%
compared with the last year.
 All houses used recycled materials to
decorate their area during the
Athletics Meet and Swimming Gala.
Objectives
普通話
透過「環保生
活」一題，反思
個人的生活習慣
Visual Arts
Encouraging
students to
implement the
“Principles of
4Rs’ in their daily
life and adopt a
cleaner and
greener lifestyle
for Environmental
Conservation
Strategies
House area.
個人短講：內容圍繞「環保生
活」
，加以生活事例說明。
Students need to learn to
assemble recycled materials and
reuse waste materials in their
works through several
interdisciplinary collaboration
projects:
 “Ideal MSC” Class Bulletin
Board Design in recycled
materials will be organized for
F.1 to F.3 students with
 Green Recycled Bag Design
Competition will be organized
for F.2 students with
Target
Group
Success Criteria
中二級
學生
學生能融入有關環保的個
人生活例子，並作反思。
短講表現
 Students’ design
works
 Teachers’
judgement
 Peer appreciation
F.3
students
 Students can finish their
own design work and
write a design statement
to express their idea.
Their works should bring
out the idea of
environmental
conservation and
implement the
“Principles of 4Rs’ in
their daily life.
 For F.1-3, each class may
choose one or two most
outstanding design to get
the award.
Their works should bring
out the idea of
environmental conservation
and implement the
“Principles of 4Rs” in their
daily life.
Students can use green
fashion to deliver the
message of adopting a
greener lifestyle for
Environmental
Conservation.
F.4 to
F.6
Visual
Students can incorporate
the idea of Environmental
Conservation into their
F.1-3
students
F.2
students
 Green Fashion Show for
Green Life will be organized
for F.3 students.
 At least one design and art
making topics related to Green
Living in F.4 to F.6
196
Evaluation
Methods
Evaluation
學生普遍對環保主題的短講感興趣，
能作事前預備，除個人感受外也具不
少實用例子，如舉出一些在家中能實
踐的環保概念、呼籲家人推動環保之
方法，以及在學校實行環保的具體措
施，亦見詳細恰當，讓班上的同學於
聆聽之時能增進環保知識。
The topic “Ideal MSC” Class Bulletin
Board Design” in F.1 to F.3 Visual Arts
Curriculum in the first term was
successfully conducted and able to echo
Green Life. All students could use
green materials in their design.
works
 Teachers’
judgement
All F.2 students participated in the
competition and most of the design
could promote green messages, such as
4Rs and loving our planet.
works
 Teachers’
judgement
Fashion design using readymade or
recycled materials in F.3 Visual Arts
curriculum was successfully conducted
in the second term. All the students
could create their own design by
expressing environmental protection
messages with their outstanding fashion
designs being presented to F.1 to F.5
students at school hall during English
Activity Day.
There were three designs and art making
topics related to Green Life and green
issues in F.4 to F.6 curriculum, tests or
Objectives
Strategies
curriculum.
Target
Group
Arts
Elective
students
Success Criteria
design work.
197
Evaluation
Methods
Evaluation
examination. All students were able to
create outstanding design works to
present their creative ideas toward the
issue.
School Major Concern 2013 – 2014
1.
Green Education
The major concern of year 2013/2014 is Green Community. Through social services related to
energy conservation, butterfly conservation and plant appreciation as well as the utilisation of green
facilities on campus, students are educated and challenged to think holistically and critically about
global environmental issues, and work actively and positively for the possible solutions within the
community context. Besides, by means of a variety of strategies, students are encouraged to
implement the Four Principles of Waste Reduction – “Reduce”, “Reuse”, “Recycle” and “Replace”
in their daily life and promote a cleaner and greener lifestyle to the community.
The objectives / intended outcomes are:
(a) Promoting healthy, eco-friendly and sustainable living as well as butterfly conservation to the
community.
(b) Instilling in stakeholders a commitment to the environment and social responsibility through
the activities and interaction with the community.
The strategies adopted are:
(a) Butterfly Conservation
(b) Community Service
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
End
198

Munsang College

Transcription

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