annual school report 2015/2016 - shatin pui ying college · 2016. 11. 29. · portable electric...

Shatin Pui Ying College / Annual School Report (2015-2016) / P.0

Shatin Pui Ying College Annual School Report

2015/2016


Contents A. School Vision and Mission 2 B. Our School 2 C. Major Concerns 2 D. Achievements and Reflection on Major Concerns 1. Implementing focused values education with a whole-school approach. 3 2. Encouraging the professional development of teachers in the interest of enhanced learning

among students. 4

3. Fostering life-planning education 6 4. Nurturing an international outlook and making better use of the global Pui Ying Network. 8 E. Support for Student Development 10 F. Student Performance 12 G. Financial Report 1. School Financial Source 23 2. Teacher Relief Grant 23 3. Capacity Enhancement Grant 24 4. Senior Secondary Curriculum Support Grant 24 5. Extra Senior Secondary Curriculum Support Grant 25 6. Report on Life Planning Education and Career Guidance Service ( 2015-2016) 26 7. Programme Evaluation Report for DLG-funded Other Programmes (Gifted Education)

(2015-2016) 33

8. Programme Evaluation Report for DLG-Applied Learning Courses (APL) (2015-17 Cohort) 40 H. Key Issues for the Coming Years 41


A. School Vision and Mission

1. Vision Statement Together we nurture the lives of our students

Hand in hand we witness the Love of Christ 2. School Mission a. Our school has ‘holistic education’ as its philosophy, with ‘Faith, Hope, Love’

as its motto. We are committed to the provision of a comprehensive range of quality education services, which aims to promote the moral, intellectual, physical, social, aesthetic and spiritual development of our students.

b. We help our students grow in physical fitness, self-discipline, responsibility, independent thinking, creativity, leadership and social skills.

c. Seeking to nurture in our students positive attitudes and Christian values, we want to see them develop into good citizens, serving the community and contributing to our nation.

B. Our School

1. Shatin Pui Ying College was established in 1978. 2. It is a Christian EMI secondary school fully subsidized by the government with 4

classes each for S1 to S3. We split the 4 classes into 5 smaller classes in S4 to S6. This enables teachers to cater much more effectively to learner diversity and encourage student involvement. There is a total enrolment of 783 students.

3. All S1 freshmen are Band 1 students. 4. We have a full establishment of 55 teachers (including 1 native-speaking English

teacher), 3 IT technicians, 3 laboratory technicians, 1 librarian, 9 clerical and administrative staff and 13 janitors. In addition, there are 6 teachers appointed under other government grants. To relieve teachers of their non-teaching workload, 4 undergraduates serve as part-time clerical staff.

5. Given that the quality of our students, the English proficiency of our teachers and the relevant supporting strategies are above the required standard, the Education Department has given us approval to use English as the medium of instruction since 1998.

C. Major Concerns

1. Implementing focused values education with a whole-school approach. 2. Encouraging the professional development of teachers in the interest of enhanced

learning among students. 3. Fostering life-planning education 4. Nurturing an international outlook and making better use of the global Pui Ying

Network.


D. Achievements and Reflection on Major Concerns Major Concern 1: Implementing focused values education with a whole-school approach Achievements: Activities by different subjects and committees were organised in accordance to this

year’s theme of values education: ‘Give thanks with a grateful heart, Respect others with courtesy always’.

In 「心靈加油站」 held in morning assembly periods for junior form students, articles related to the aforementioned theme were selected for teachers and students to read together in order to instil a positive attitude in students. Students’ feedback was positive and some even expressed the wish to obtain a copy of the articles to share with their families and friends.

Guest speakers were invited to share on the topic ‘Gratefulness Leads to Happiness’. For example, Mr. Kevin Lau Chun To, the former editor-in-chief of Ming Pao, shared on his experience of the knife attack, how he overcame the grudge with a thankful and forgiving heart during recovery. We also invited Rev. Siu Shing Pik to share on how to be grateful and treasure what we have. Students were able to learn from the valuable experience of the guest speakers.

Volunteer activities also helped students learn to be thankful. The Dongguan Trip organised by the Student Guidance Committee was one example. The Civic Education Committee also cooperated with other organisations in holding a series of volunteer activities for the physically challenged. Through the activities and the sharing afterwards, it was evident that our students had learnt to care for the underprivileged and treasure what they had.

The Discipline Committee reminded students in various occasions to be respectful and polite to others. Most students behaved in a respectful manner in front of teachers and guests.

The Parent Academy held by the Parent-Teacher Association also provided a platform to foster home-school cooperation in nurturing our students. Four lessons on topics such as life-planning, home education, communication tips and mental health were delivered by experts in the respective areas, including Principal Ip Cho Yin and Ms. Shirley Loo. A total of 53 parents enrolled in the series and the feedback was positive. Home-school cooperation in instilling positive values in students was realised through parent education activities.

Reflection: We attach much importance to the shaping of students’ personalities and hence values

education has been our focus of development. Experiences during their growth were crucial to the development of their characters. From the experience of implementing


values education these years, it has been concluded that more focused values education with a clearer outline would facilitate systematic delivery of messages related to values education. It is our hope that SPYC students will become “Servant Leaders”, “Passionate Learners”, “Youthful Seekers” and “Compassionate Neighbours”. This will be made clear to students so that they will understand the expectation of the school.

Moreover, values education should also infiltrate into daily teaching and topics of learning. Further coordination will be made to facilitate the realisation of values education across different subjects, achieving a whole-school approach to the cultivation of SPYC core values.

Major Concern 2: Encouraging the professional development of teachers in the interest

of enhanced learning among students Achievements: Professional Development Professional development was promoted in school by inviting experts to organise talks or

workshops. For example, a workshop on designing lead-ins was held by Principal Ip Cho Yin and a workshop of crisis management by Ms. Leung Yuen Ki, the educational psychologist.

Professional exchange among teachers was also encouraged. In August 2015, Mr. H.C. Wong shared on campus crisis management, and Ms. M.Y. Lee and Mr. C.F. Chow shared on a whole-school approach to the promotion of values education. In November 2015, Mr. K.M. Mak shared on e-learning strategies. In April 2016, Mr. K.Y. Lee and Mr. K.M. Mak shared on how information technology facilitates self-directed learning, Mr. Y.K. Chan, Mr. C.F. Chow and Mr. K.M. Mak shared on their experiences in mobile learning, Vice-principal T.N. Chen gave an overview of the promotion of self-directed learning in our school, and Mr. C.Y. Leung, Mr. H.Y. Mok, Mr. C.K. Chan and Ms. W.K. Wong shared their lesson designs with self-directed learning elements.

The Academic Committee arranged different topics of sharing for students in different forms, conducted by students or alumni, including note-taking strategies, learning attitude, and tips on preparing for HKDSE examination. Students’ feedback was positive.

Teachers were generally positive to the above activities and believed that they were helpful in promoting professional development. Questionnaires were given to teachers after each Staff Development training session to collect their feedback on their interest level, objectives, effectiveness, and general arrangement of the training. For most of these sessions, more than 80% of teachers were satisfied with the training on Staff Development Day, of which around 20% showed great satisfaction. On a scale of 1 – 5 (with 1 being the highest), the mean value of most components lay within the top range of 1 to 2, with no components lower than 2.3. This shows that most teachers were generally satisfied with the school’s Staff Development arrangement and found these training sessions helpful and stimulating.


Self-directed Learning and Mobile Learning In order to encourage self-directed learning, the use of lead-ins was promoted in S1

Chinese Language, English Language, Mathematics and Liberal Studies. Teachers also shared their experience in designing their lessons and the effectiveness in front of the whole teaching team in January and April 2016. Language teachers acknowledged the effectiveness of lead-ins in providing room to adjust their teaching strategies and design theme-based learning. Some teachers also used sample essays from previous years as a platform for current students to discuss and understand the task requirements. This enforces current students’ understanding of the curriculum, as well as encourages Liberal Studies teachers to design theme-based lead-in activities for junior form students and Language teachers to extend the scope to S2 students in the coming year.

Mobile learning was also our focus of development. To this end, the IT Team purchased a number of tablet computers, installed related devices and encouraged teachers to experiment with them. Teachers of various subjects were also invited to share their experience in promoting mobile learning in April 2016.

Nurturing Passionate Learners Students were encouraged to participate in learning activities and academic competitions

in and outside school so as to cultivate their interests and hone their skills in various aspects. For example, a three-week ELIC Day Camp was organised for junior form students. Students were also selected for the Hong Kong Budding Scientists Award organized by Gifted Education Section of EDB, Po Leung Kuk Wu Chung College STEM Portable Electric Generator Contest, Pui Ching Invitational Mathematics Competition, 27th Secondary Students’ Best Ten Books Election 2015/16 Book Report Competition organized by HK Professional Teachers’ Union and HK Public Libraries, and Basic Law Quiz Competition 2015-2016 organized by The Home Affairs Bureau & The Committee on the Promotion of Civic Education. Some senior form students were also subsidised to take part in gifted education programmes.

Our students were encouraged and motivated to join various external competitions, of which they had received many awards in different fields. Students had received top awards for academic competitions such as the Outstanding Award in Biliteracy & Trilingualism Composition and Speech Competition organized by Rotary Club of Hong Kong Island West and “第四屆全港學界微型小說創作比賽”, as well as the Best Invention Award and Best Design Award for Po Leung Kuk Wu Chung College STEM Portable Electric Generator Contest (Secondary School Division). In The Mooting and Mock Trial Competition 2015/16 (English Division) organized by Hong Kong Schools Mooting and Mock Trial Association, our school got the 2nd runner-up out of 16 schools.

For Arts contests, our school received the Silver Award for Best Music Prize and the Bronze Award for Best Creative Ideas Prize in the School Creative Music Showcase 2015/16 (Elite Group) sponsored by Education Bureau, and was also awarded the Highly


Recommended Dance Award in the 52nd Schools Dance Festival Jazz and Street Dance Competition (Secondary Section). In the Hong Kong School Drama Festival organized by Hong Kong Art School, our school was awarded Outstanding Director, Outstanding Performer, Outstanding Stage Effect, Outstanding Cooperation, and Award for Commendable Overall Performance.

Reflection: In order to take responsibility of their learning and become self-directed learners, we

ought to help them develop their motivation, attitude and skills in accordance to learners’ characteristics. Regular lessons together with extended activities and extracurricular programmes and contests will help promote a learning atmosphere in school and ignite students’ interests in learning. School-based professional development on the use of lead-ins and other teaching strategies will be further promoted. Through peer lesson observation and professional exchanges, it is hoped that pre-lesson learning can be realised. Various teaching strategies should also be explored to encourage lesson interaction and students’ self-directed learning.

With the popularisation of information technology, teaching methods should also be changed to cater for students’ learning needs. The use of information technology is complemented with other learning resources such as online learning platforms by service providers to facilitate learning in and outside classrooms. Yet, this should be realised through gradual implementation, starting with the experimentation by individual teachers and subjects. On the one hand, hardware support is necessary and on the other, professional development of teachers should be further promoted.

Major Concern 3: Fostering life-planning education Achievements: The Career and Life Planning Grant was used to employ teachers and teaching assistants

so as to reduce the teaching load of teachers in charge of implementing life-planning education. The Grant was also used to purchase related services and subsidise students’ activities.

The Careers Guidance Committee organised a variety of study talks, career talks and self-exploration workshops which helped students better understand their strengths and interests, as well as provided the opportunities of further studies and career options.

Life-planning lessons were conducted in small groups (7 students per group) for S4-S6 students, each led by a teacher advisor. Teacher advisors were members of the Careers Guidance Committee, the Academic Committee, S4 to S6 class teachers and subject teachers. Almost 70% of the students confirmed that life-planning lessons helped them discover their own area of interest, and more than 75% believed that the lessons allowed them to have a better understanding of the nature, requirements, and pathways of different


jobs. Over 90% felt supported and encouraged by the teacher during the sessions. Alumni were invited to share on their study tips, life experience and their work. For

instance, the first Alumni Homecoming Day and Mentorship Programme Kick-off Ceremony was held on 30 April 2016. We invited Ms. Prudence Mak, the founder of Chocolate Rain, as the guest speaker, and 58 alumni to share their workplace experience and career prospects with S4 and S5 students. The programme was successful with the support of our alumni, teachers and guests. 50 S4-5 students joined this Mentorship Scheme, and showed great enthusiasm during small group discussions. The evaluation survey showed that 96% of the participants felt they knew more about the working world from the session, 95% felt it was inspiring and helpful in life-planning, and over 85% felt that they have a better direction and motivation to better prepare themselves and explore future studies and career paths.

With abundant external support, the school encouraged students to participate in a range of activities, such as the Business-School Partnership Programme organized by the Education Bureau, and activities organized by some well-established organizations and chambers of commerce, for instance various workshops, company visits (e.g. PCCW), competitions (e.g. The Hang Seng - HKCSS Youth Career Exploration Programme, Engineering Exploration Programme and the Hong Kong Youth Social Entrepreneur Contest), internship programmes (e.g. Shadowing Programme of the Nursing Industry) and workplace experience workshops (e.g. Latte-art Life-planning Workshop, a professional barista was invited to teach coffee making and latte art). By taking part in these programmes, students would have basic understanding about the job market. In sum, over 500 students from S3-S6 have participated in at least one activity, ranging from seminars and workshops to competitions and company visits. There was also a total of 44 disciplines to choose from, including governmental, professionals, interests, artisan related jobs, etc.

There was also professional development regarding life-planning for teachers. For example, teachers responsible for providing guidance on the day of HKDSE Examination result release received training in June 2016. During the briefing session, materials on university intake were also provided for teachers, which later proved helpful in guiding students to reprioritize their JUPAS choices.

Reflection: The objective of life planning is to help students set their learning goals and directions. It

can be concluded from our experience it is important to inform students of their future study opportunities and career paths at an earlier stage. Therefore, in the coming year, we will continue to conduct life-planning lessons for S4 students and will consider what can be done to help junior form students in this regard. At the same time, besides providing information, we should not overlook the aspect of guidance in the life-planning curriculum.


Career exploration activities are popular among students and they have benefited much as can be seen from their reflection. We will continue to encourage students to take part in such activities organised by the government and other organisations. We will also make use of the alumni network to maximise the opportunities of company visits and career-related sharing.

This year’s Homecoming Day was successful with the support of almost 60 alumni and guests. In the future we have to further make use of the alumni network and invite different generations of alumni to share their experience.

Careers sharing mainly relied on alumni and external support, and parents can also play a part in the future so as to further broaden our students’ horizons.

Major Concern 4: Nurturing an international outlook and making better use of the

global Pui Ying Network Achievements: In April 2016, a group of 35 people including school managers, the Principal, teachers,

students and alumni participated in the school 137th anniversary ceremony held at Jiangmen Peiying Senior High School. The Girls’ Volleyball Team had the opportunities to play matches against other Pui Ying schools.

Alumni rendered their support in various aspects, from which our students and teachers benefited much, including: sharing on subject selection, further studies and career paths, being the instructors of S1 English Language and Chinese Language bridging

courses in summer holidays, tutors of enhancement courses for junior forms, provision of scholarship for students with outstanding performance by the Alumni

Association, and encouraging alumni to set up their Form Association scholarships to support

students’ learning and development, being part-time support staff.

We admitted an exchange student from Italy, allowing students the opportunity to get in touch with foreign culture.

We invited a student who had been on a one-year exchange programme in Switzerland to share his experiences.

Fan Hoi Ki of 6E participated in “Mighty Rovers” in Queensland, Australia and a veterinary summer school at Cornell Summer College in New York during May to June this year. Chan Wing Ching of 6D also represented Hong Kong to participate in a handball competition in Prague, Czechoslovakia during March, and Li Sheung Yu of 5A participated in a symposium in Malaysia and Singapore to learn more about the historical background and transformation of the Chinese. All of them will share their exchange


experiences with other students at the end of October 2016. We also invited experts to hold talks on various topics. For example, representatives of

UNICEF held talks about ‘War and Children’, ‘AIDS and Children’ and ‘Refugees at the Myanmar-Thailand Border’; representatives of World Vision held a talk about ‘Hunger and Poverty’.

Reflection: Coordination of activities by different subject departments and committees will allow a

wider range of experiences and opportunities to broaden students’ horizons. In this era of globalisation, it is of great importance to cultivate our students’ international

outlook. Besides knowledge acquired in lessons, students will be given more opportunities of experiential learning such as visits, interviews and exchange programmes to foreign countries. Study tours will also be organised to let students benefit from learning outside Hong Kong. In order to consolidate their learning and maximise the benefits they gain from the experiences, students will be encouraged to engage in meaningful reflection after activities.

The well-developed international Pui Ying network will continue to be utilised to assist students’ learning. The school anniversary celebration will be held in Hong Kong in the coming year, providing the opportunity for our students to exchange experience with Pui Ying alumni from different countries, especially through sports activities and other performances. This not only allows students to broaden their horizons, but also helps carry on the school history and mission.


E. Support for Student Development

1. We embrace the idea of student-centred education based on attentiveness to the needs and

development of students. The banner we proudly raise is ‘Let our Students Shine’. We call this Invitational Education.

2. The main objective of Invitational Education is to bring students’ potentials into full play

through an educational process which consists of 5 domains: ‘People’, ‘Places’, ‘Policies’, ‘Programs’ and ‘Progress’. We provide opportunities for students to develop their potentials by intentionally fostering a happy, recognizing and encouraging atmosphere which enhances confidence, develops potentials and allows excellence to bloom.

3. We offer a diversity of activities to bring out student potentials and nurture all-round

development. For example, students serve as leaders in the English Fun Camp, leading activities in English. Students serve as masters of ceremony in the morning assemblies. They take up all the major roles in the biennial presentation of English musicals. The same is true with other events such as Drama Fun Camp, Leadership Camp, Chinese Fun Camp and SPYC Ambassadors.

4. ‘Rite of Youth’ is a ceremony for our S4 students. Students pledge themselves to be

independent and responsible. Parents are invited to witness the ceremony. 5. ‘Rite of Confirmation’ is a ceremony consisting of stories of celebrities, sharing from

teachers and senior students, encouraging S5 students to strive for excellence. 6. In the ‘Eagle Passing’ ceremony, S6 students urged S5 students to carry on the Pui Ying

spirit. 7. We also aim at helping students acquire positive values. Various activities, post-activity

sharing sessions by students and topical seminars are conducted in morning assemblies, assemblies, and support programmes are introduced in class-teacher periods to foster students’ positive values.

8. Our Special Education Needs Team provides professional support to needy students. A fund

is earmarked for learning schemes and services for SEN students: a. Speech Evaluation and Therapy b. Enhancement class on Chinese Language c. “Make Friends and Have Fun” – social group d. School-based Therapy Scheme on Chinese Language e. Liberal Studies Enhancement Class for senior students


9. A Gifted Education Team has been formed to provide enhanced training for gifted students.

The aim is to develop their potentials and stimulate their interest in learning. We provide training to bring out the potential of gifted students in the realms of Mathematics, science, creativity, the humanities, debates and leadership.

10. Our Careers Guidance Committee provides Life Planning programmes to students. Various

talks and workshops on further education and careers guidance are organized to provide students with opportunities to better understand their strengths and areas of interest. All senior-form students are put into groups for the life planning lessons. In addition, we invited alumni to share about their learning experience, philosophies of life and the ups and downs at different workplaces.

11. We are committed to providing ample opportunity, through various platforms, to broaden

students’ horizons and realize their potential. This not only helps boost their confidence and self-esteem, but also lends strong support to their whole-person development.


F. Student Performance 1. S1 newcomers

All S1 newcomers are Band 1 students. 2. Hong Kong Diploma of Secondary Education Examination (2016) a. Level 2 or above attainment for all subjects has reached 99.2%, when compared with the

Hong Kong average of 85%. While our school’s Level 4 or above attainment is 66.5%, compared with the average of Hong Kong is 35.5%. The attainment of Level 5 or above has also exceeded the Hong Kong average of 12.5%, reaching 23% this year.

b. The percentage of Level 5-5** of most of the subjects is better than the Hong Kong average, some of which have exceeded the percentage of the Hong Kong average 2 times or more. For Tourism and Hospitality Studies, our Level 5-5** attainment is about 8 times the Hong Kong average. The Level 5-5** attainment of History is about 4 times the average of Hong Kong. For Chinese Language, English Language, Economics, Geography, Biology and Information & Communication Technology, our Level 5-5** attainment is about 2 times the Hong Kong average.

c. 85.6% of our students met the general entrance requirements of UGC-funded institutions, compared with the Hong Kong average of 36.3%.

d. University admissions rate (including both degree & sub-degree programs) is 96.73%, and 67.97% of our graduates were admitted to degree courses.

e. Level distributions:

SPYC HK 3322 or above attainment in core subjects 85.6% 36.3% Level 4 or above attainment in any 5 subjects 46.4% 20.2% English Language: Level 3 or above attainment 98.0% 54.2% Chinese Language: Level 3 or above attainment 87.6% 53.7% Level 2 or above for all subjects (average) 99.3% 84.6% Level 3 or above for all subjects (average) 91.2% 60.9% Level 4 or above for all subjects (average) 66.6% 34.9% Level 5 or above for all subjects (average) 23.3% 12.2% Level 5* or above for all subjects (average) 6.9% 4.9% Level 5** for all subjects (average) 1.3% 1.3%

f. S6 students have achieved excellent results in the 2016 HKDSE Examination.

The best individual result: 3 (5**), 2 (5*) and 3 (5).


Others 22%

Pathways for S6 Graduates (2016)

Offers Distribution to UGC-funded Programs (2016)

3. Pathways for S6 Graduates a. The university admission rate (degree and sub-degree programs) for S6 students is 98%.

73% of our S6 students were offered degree programs. b. 16 of our S6 students were admitted to overseas, mainland and Taiwan universities,

accounting for 10% of the total. The details are as follows:

Country/City

No. of graduates admitted to overseas, mainland and Taiwan universities

United Kingdom 3 United States 3

Canada 1 Japan 1

Australia 5 Taiwan 1

Mainland 2

Others 2% Sub-degree

Program Offers 25%

Degree Program Offers 73%

HKU 14%

CUHK 23%

HKUST 14%

CityU 16%

PolyU 12% HKBU 16%

LingU 1%

EdU 4%

Offers to HKU, CUHK and HKUST is 51%

JUPAS Degree Offers 68%

JUPAS Sub-degree

Offers 10%


Honours List

Academic

1. Biliteracy & Trilingualism Composition and Speech Competition organized by Rotary Club of Hong Kong Island West

Outstanding Award (Senior): Chan Ching Ying (4E) Best Chinese Writing Award: Chan Ching Ying (4E) 2. 「第四屆全港學界微型小說創作比賽」 Commended Award: Wong Sau Laam (4D) Outstanding Award: Lee Sheung Yu (4A) Commendable Award: Kwan Hiu Ching (4A), Chan Ki Shan (4A), Lau Ka Wai (4C)

Chin Chun Heng (4C) 3. 「通識達人」網上問答比賽 2016 organized by HKedCity The Outstanding Student Award (Junior): Pang Tsz Chai (3A) Merit (Senior): Wong Wing Ji (4A), Wong Wing Tung (4D), Yeung Hei Suet (6A)

Ngai Nok Yin (6F) 4. Hong Kong Young Social Entrepreneur Contest 2015 organized by Hong Kong Jayceettes

2nd runner-up: Tsui Tung Yan (6C), Li Yu Shan (6D), Tsang Tsz Yan (6E), Tang Wing Sum (6F) 5. Hong Kong Budding Scientists Award organized by Gifted Education Section of EDB

First Class Honour: Lai Chun Yin (4D), Chung Ho Pong (4E) Third Class Honour: Ko Ching Long (3D)

6. Greater China Web Design Competition 2015 for Secondary School Students

Originality Award: Chui Ka Man (6C), Yip Ho Hong (6D) 7. “中學生讀書隨筆寫作比賽” organized by Shenzhen Reading Month

Merit (Senior Group): Ling Ho Ying (5D) 8. Hong Kong Secondary Schools “Knowledge about China” Competition 2015 Merit (Junior Group): Pang Tsz Chai (3A), Lau Ka Wai (4C) 9. Po Leung Kuk Wu Chung College STEM Portable Electric Generator Contest (Secondary School Division) Best Invention Award Champion: Li Cheuk Him (2A) Best Design Award 3rd runner-up: Lai Kam Wai (2B) Best STEM Elements Award 3rd runner-up: Lai Kam Wai (2B) Highest Power Output Group Award

2nd runner-up: Fu Shun Ming (2A), Li Cheuk Him (2A)

Lai Kam Wai (2B), Tsang Wai Lam (2B) Ho Chung Hei (2B), Ngan Agnes (2B) Leung Ka Chai (2B), Liu Chi Hin (2C) Wong Chung Hin (2C)

10. Life Science Tournament 2016 organized by HKUST 1st runner-up: Chui Ka Man (6C), Yu Ngai To (6C), Chung Cheuk Lam (6D), Lai Ho Wa (6E) 8th runner-up: Ho Tsz Yau (6C), Ng Lok Yan (6C), Chan Lok Tung (6D), Chang Sze Ching (6D) 11. UNEP-DHI ECO Challenge 2016 organized by

United Nations Educational, Scientific and Cultural Organization Champion: Chu Brian (4A), Chin Chun Heng (4C)


12. STEM in mBot co-organized by Cyber port, Everbest Technologies Ltd & Tin Ka Ping Secondary

School 2nd runner-up: STEM in mBot ( mBot Battle Section) Participating students: Chiu Cho Hin (5E), Ng Ting Yan (5E), Chu Long Hey (5D),

Chan Ho Lai (5C), Chu Brian(4A) Merit: STEM in mBOT Lite Competition (Secondary School Section) Participating students: Chan Wai Chun (4C), Yuen Sheung Yin (4C), Hui Wai Lok (4C),

Wong Sze Wing (4C), Chin Chun Heng (4C) 13. Tuen Mun Outstanding Students’ Association Debating Competition Participants (1st round): Kwok Yu Hin (3A), Pang Tsz Chai (3A), Leung Tsz Wai (4D)

Hui Chi Lik (4D), Lai Ching Yi (4D), Chiu Chin Tung (4E) Best Debater: Leung Tsz Wai (4D) Shatin Pui Ying College won against Caritas Fanling Chan Chun Ha Secondary School Participants (2nd round): Mak Hiu Lam (1D), Leung Tsz Wai (4D), Hui Chi Lik (4D)

Lai Ching Yi (4D), Chiu Chin Tung (4E), Ho Wai Sum (5D) Best Debater: Hui Chi Lik (4D) Shatin Pui Ying College won against Qualied College 14. The 2nd Hong Kong Chinese Debating Competition (1st round) Participants: Kwok Yu Hin (3A), Pang Tsz Chai (3A), Hui Chi Lik (4D), Loo Hiu Tung (4E) Shatin Pui Ying College won against Methodist College 15. The WenHuaBei Debating Competition 2016 (1st round) Participants: Mak Hiu Lam (1D), Tsang Sin Ying (1D), Kwok Yu Hin (3A), Pang Tsz Chai (3A) Shatin Pui Ying College won against Salem-Immanuel Lutheran College 16. The Mooting and Mock Trial Competition 2015/16 (Chinese division) organized by

Hong Kong Schools Motting and Mock Trial Association 2nd runner-up

Preliminary: Participants: Cheng Hoi Man (1D), Tsang Sin Ying (1D), Wong Sze Nga (1D)

Kwong Yuet Yi (5A), Cheung Pui Fai (5A), Cheng Pak Ho (5D) Shatin Pui Ying College won against Belilios Public School Quarter Final: Participants: Cheung Pui Fai (5A), Cheng Pak Ho (5D) Honor Award : Cheng Pak Ho (5D) Shatin Pui Ying College won against Shun Tak Fraternal Association Tam Pak Yu College 17. The Mooting and Mock Trial Competition 2015/16 (English division) organized by

Hong Kong Schools Motting and Mock Trial Association 2nd runner-up

Preliminary: Participants: Ko Hiu Yee (4C), Cheung King Tung (4D), Lee Yuet Long (4D)

Wong Wing Tung (4D), Tsoi Tsz Kwan (4E) Best Debater: Cheung King Tung (4D) Shatin Pui Ying College won against Sing Yin Secondary School Quarter Final: Participants: Ko Hiu Yee (4C), Cheung King Tung (4D), Lee Yuet Long (4D)

Wong Wing Tung (4D), Tsoi Tsz Kwan (4E) Shatin Pui Ying College won against HKTA Tang Hin Memorial Secondary School


18. Hong Kong Secondary Schools Debating Competition - Our school met with Kwok Tak Seng Catholic Secondary School Participants: Wong Chung Hin (2C), Chan Wing Tung (3C), Ho Yan Tung (3C) Best Debater: Ho Yan Tung (3C) - Our school met with SKH Tsang Shiu Tim Secondary School Participants: Kwok Wai Lok (4A), Cheung King Tung (4D), Loo Hiu Tung (4E) Best Debater: Cheung King Tung (4D)

19. 27th Secondary Students’ Best Ten Books Election 2015/16 Book Report Competition organized by HK Professional Teachers’ Union and HK Public Libraries

Commendation Award: Young Ngo Suet (1B), Au Ka Yin (4E)

20. Basic Law Quiz Competition 2015-2016 organized by The Home Affairs Bureau & The Committee on the Promotion of Civic Education

Champion: Lee Sheung Yu (4A)

21. Pui Ching Invitational Mathematics Competition Merit: Yip Wing Yee (2A)

22. The Hong Kong Mathematical High Achievers Selection Contest 3rd prize: Wong Ka Yin (3C)

23. HuaXia Cup Mathematical Olympiad 2016 (Hong Kong) 1st prize: Wong Tsz Ming (2D) 3rd prize: Ng Ting Chun (2C), Yip Hiu Ping (2C)

24. HuaXia Cup Mathematical Olympiad Second Round Competition (Hong Kong) 3rd prize: Yip Hiu Ping (2C)

25. Hong Kong & Macao Mathematical Olympiad Open Contest “HKMO OPEN” Silver: Lei Chun Kit (1A), Tang Yuen Ting (1D), Ip Cheuk Hei (3D), Chow Hau Wing (4C)

Hui Chi Lik (4D) Bronze: Lau Ka Yan (1D), Wong Wing Yan (1D), Tin Tsz Wing (3C), Wong Ka Yin (3C)

26. Xiwanbei International Mathematics Contest Gold: Chan Tak Pang (5E) Silver: Ip Cheuk Hei (3D) Merit: Tang Yuen Ting (1D), Yip Wing Yee (2A), Chan Wai Lok (3B), Chow Hau Wing (4C)

Hui Chi Lik (4D)

27. “理財策劃大比拼” 2016 organized by The Boys' & Girls' Clubs Association of Hong Kong Merit: Chan Ki Shan (4A), Chan Pui Sze(4A), Lee Sheung Yu (4A)

Chan So Shan (4E), Chung Po Sang (4E), Ho Tsz Wai (4E), Wen Sin Yi (4E) Participation Award: Chan Ching Ying (4E), Loo Hiu Tung (4E), Yim Lok (4E), Kot Yan Lok (4E)

Au Wing Lam (4E)


28. “善德全港中學校際問答比賽 2016” co-organized by New Territories Region School Heads Association, Kowloon Region School Heads Association, Hong Kong Island Region School Heads Association, and Hong Kong Shine Tak Foundation

Entered Final Round: Participating students: Chu Brian (4A), Hui Chi Lik (4D), Lee Yuet Long (4D), So Chun Kei (4D)

Lee Sheung Fu (4D), Tsang Tak Wing (4D), Wong Wing Tung (4D), Wong Tsz Yan (5D), Cheng Pak Ho (5D), Tong Lok Him (5D)

29. “The 10th Xianggangbei Foreign Affairs Quiz Competition” organized by Office of The Commissioner

of The Ministry of Foreign Affairs of PRC in HKSAR and Education Bureau Entered Final Round: Participating students: Mak Hiu Lam (1D), Chan Nok Yin (2A), Lai Kam Wai (2B)

Lai Long Fung (3A), Pang Tsz Chai (3A), Wong Wing Ji (4A) Lau Ka Wai (4C), Wong Wing Tung (4D), Lee Sheung Fu (4D) Tsang Tak Wing (4D), Au Ka Yin (4E)

30. “第八屆「經典翹楚榜」之「經典與我」徵文比賽” co-organized by HKU Chinese Language Centre,

CUHK Yale-China Chinese Language Centre and International Classics Culture Association 1st runner-up: Tang Yi Lam (5C)

31. Kiwanis International Convention Service Award organized by Hong Kong Kiwanis clubs Merit: Lam Wing Ho (3B)

32. HKICPA Award Ceremony for Secondary Schools 2015-16 organized by Hong Kong Institute of Certified Public Accountants

Participation Award: Ho Wai Sum (5D)

Arts

1. School Creative Music Showcase 2015/16 (Elite Group) sponsored by Education Bureau Silver Award - The Best Music Bronze Award - The Best Idea Ideas from: Tang Yi Lam (5C), Yeung Kai Sui (6D) Composers: Li Cheuk Him (2A), Ho Chun Wai (2D), Kan Caleb (3D) Actors & Actresses: Wong Hei Yiu (2D), Chan Tsz Hei (3A), Wu Yan Ching (3C)

Au Wing Lam (4E) Instrumental Players: Tang Chun Ho (1A), Cheung Hoi Ying (1A), Siu Man Ching (1B)

Liang Yat Hei (1D), Lo Kwan Pak (2A), Chan Lok Hang (2D) Chu Hoi Leung (4E), Wong Wing Yan (4E), Cheung Hiu Long (5B) Lam Long Fung (5E), Lai Hiu Yan (5E)

Graphic Design: Koon Ching (4C) Kinect Programming: Chu Long Hey (5D), Chiu Cho Hin (5E), Ng Ting Yan (5E) Lighting & Technical Support: Chan Sze Wai (3C), Kan Caleb (3D), Leung Tsz Chung (5B)

Chui Tsz Hei (5D) 2. Shatin District Singing Contest 2015-16

Champion (Duet): Chung Cheuk Lam (6D), Cheng Sze Lok (6E)


3. The 52nd Schools Dance Festival

Jazz & Street Dance Competition (Secondary Section) The Highly Recommended Dance Award: Chow Yan Yee (1A), Fu Kai Yuk (1A), Tsoi Man Wan (1A), Chan Man Ni (1A)

Wong Lok Yin (2A), Wong Sze Yu (2A), Lee Chung Yan (2B), Leung Ka Chai (2B) Ngai Chung Sze (2B), Tsang Hee Yi (2C), Liu Wing Yan (2D), Tang Pui Man (2D) Wong Hei Yiu (2D), Wong Ting Yan (2D), Wu Yan Ching (3C), Cho Ping Ting (3C) Yang Sum Yin (3D), Yu Man Wai (4A), Fong Tsz Ying (4B), Wong Sau Laam (4D) Au Wing Lam (4E), Loo Hiu Tung (4E), Cailotto Alessia (4E), Yu Choi Yan (5A) Ip Sin Hang (5B), Au Yee Ki (5D), Ho Tsz Ki (5D)

4. Hong Kong School Drama Festival organized by Hong Kong Art School (Flowers for Algernon) - Award for Outstanding Director: Chan Wing Ching (5D) - Award for Outstanding Performer: Chan Wing Yi (3C) - Award for Outstanding Stage Effect - Award for Outstanding Cooperation - Award for Commendable Overall Performance 5. Jockey Club Equal Opportunities Drama Project-School Drama Competition organized by Prospects

Theatre (Flowers for Algernon) - Award for the most Moving Performance - Award for Outstanding Cooperation - Award for Outstanding Performer: Chan Wing Yi (3C) 6. The 2016 English Drama Festival organized by The Association of English Medium Secondary

Schools (The Circus) -

- Award for Outstanding Creativity Award for Outstanding Performer: Chan Wan (5B)

7. Mask Design Contest 2016 organized by The Society for AIDS Care Merit: Chak Pik Ki (1B), Chan Ki Shan (4A), Chan Cheuk Tung (5C) Shortlisted Entries: Leung Yi Ki (2A), Wong Sze Yu (2A), Chan Cheuk Wai (3C)

Chan Pui Sze (4A), Lee Sheung Yu (4A), Ng Hoi Yan (4B) Lai Yan Pui (4C), Lee Cheuk Yiu (4C), Leung Hing Man (5B) Wong Lok Ching (5C)

8. Speech 67th Hong Kong Schools Speech Festival a. Putonghua Solo Verse Speaking i. S1 Girls Third: Lam Bo Shan (1C) ii. S2 Girls Cert. of Merit: Tse Ya Tung (2D) iii. S4 Girls Third: Ng Ming Man (4B) Cert. of Merit: Lee Wing Yiu (4C) iv. S1 Boys Second: Cheng Yue Wang (1C)


b. Putonghua Solo Prose Speaking i. S1 Girls Third: Wong Wing Laam (1C)

Cert. of Merit: Zhang Xinran (1A), Luo Ching Yee (1B)

Chow Suet Ying (1C) ii. S1 Boys Second: Yu Lik Chi (1C) c. Cantonese Solo Verse Speaking i. S1 Girls Third: Chow Yan Yee (1A) ii. S3 Girls Second: Cho Ping Ting (3C) Third: Leung Wing Yan (3B) iii. S5 Girls Second: Tam Wing Sze (5E) iv. S4 Boys Cert. of Merit: Chu Brian (4A) d. Cantonese Solo Prose Speaking i. S2 Girls Second: Ong Hang Yin (2A) Cert. of Merit: Law Hiu Lam (2A) ii. S4 Girls Cert. of Merit: Choi Hoi Yan (4B) iii. S5 Girls Cert. of Merit: Tam Wing Sze (5E) iv. S1 Boys Cert. of Merit: Lei Chun Kit (1A) e. English Solo Verse Speaking i. S1 Girls Third: Mak Hiu Lam (1D) Cert. of Merit: Fung Yan Tung (1B), Kwok Ka Wai (1B)

Wong Ka Wing (1B), Lo Chin Ming (1C) Lam Bo Shan (1C), Liang Yat Hei (1D)

Cert. of Proficiency: Cheung Ting Yan (1C), Tsang Sin Ying (1D) ii. S2 Girls Third: Ong Hang Yin (2A) Cert. of Merit: Law Hiu Lam (2A), Heung Ying (2C) iii. S3 Girls Cert. of Merit: Ho Ho Yan (3B), Wong Tsz Ching (3B)

Cho Ping Ting (3C) iv. S4 Girls Cert. of Merit: Kwok Hei Tung (4E) v. S5 Girls Cert. of Proficiency: Ng Pui Yan (5A) vi. S1 Boys Third: Cheng Yue Wang (1C) Cert. of Merit: Lei Chun Kit (1A), Tang Chun Ho (1A) vii. S2 Boys Cert. of Merit: Wong Lok Kan (2C) viii. S3 Boys Third: Ryo Hayahiko (3C) f. English Pubic Speaking Solo i. S5 Girls Cert. of Merit: Chung Shu Wai (5E) 9. Music 68th Hong Kong Schools Music Festival a. Operatic Solo Cert. of Merit: Chan Cheuk Tung (5C) b. Vocal Solo – Foreign Language

Age 19 or under Cert. of Merit: Ryo Hayahiko (3C)

c. Percussion Classes i. Violin Solo (Grade 4) Cert. of Merit: Fong Evelyn (1A) ii. Violin Solo (Grade 8) Cert. of Merit: Chan Fong Yuen (3D)


d. Piano Classes i. Piano Solo (Grade 6) Second: Leung Wing Yiu (1B) Cert. of Proficiency: Cheung Yan Lam (1A) ii. Piano Solo (Grade 7) Cert. of Merit: Fong Evelyn (1A) e. Chinese Instrumental Music Classes i. Pipa Solo (Senior Group) Cert. of Merit: Lui Chun Man (3B) ii. Liuqin Solob (Junior Group) Cert. of Proficiency: Chu Ping Ying (2B) iii. Zhongruan Solo (Junior Group) Cert. of Proficiency: Wu Yan Ching (3C) 10. Hong Kong Putonghua Speech Championships 2016 organized by ‘中國香港普通話比賽中心’ a. Verse Champion: Luo Ching Yee (1B) Second: Chow Yan Yee (1A) b. Prose Champion: Wong Wing Laam (1C) Second: Chow Suet Ying (1C) c. Ancient Poetry Champion: Liang Yat Hei (1D) Second: Lam Bo Shan (1C) Third: Yu Lik Chi (1C) Fifth: Chan Tsz Wan (1D) d. Tongue Twister Champion: Cheng Yue Wang (1C)

Sports

1. Hong Kong School Sports Federation Shatin and Sai Kung Secondary Schools Area Committee Inter-School Championships 2015-2016

a. Athletics Girls B Grade 400m Champion: Chan Cheuk Wai (3C) Girls B Grade 200m 1st runner-up: Chan Cheuk Wai (3C) b. Long Distance Run Girls Grade A 7th runner-up: Chao Chung Yan (3C), Lee Cheuk Yiu (4C)

Lao Tsz Ying (5B), Chong Yuk Ying (5D) Chung Pui Pui (5D), Ng Tsz Yan (5D)

c. Cross-Country Competition Girls Grade A 7th runner-up: Chao Chung Yan (3C), Lee Cheuk Yiu (4C)

Lao Tsz Ying (5B), Chong Yuk Ying (5D) Chung Pui Pui (5D), Ng Tsz Yan (5D) Chui Ka Man (6C), Yeung Kai Sui (6D)

d. Basketball Girls Grade A 1st runner-up: Chao Chung Yan (3C), Cho Tsz Ching (5A)

Or Wai Sum (5D), Chan Wing Kiu (5E) Chan Cheuk Wai (6B), Tsui Tung Yan (6C) Lam Tsz Ki (6D), Chan Wing Ching (6E) Ting Yee Yung (6E), Tsang Tsz Yan (6E)


e. Volleyball Girls Grade A 2nd runner-up: Sat Wai Kiu (4B), Cheung Wing Yee (5C)

Hui Hoi Ying (5C), Chong Yuk Ying (5D) Chung Pui Pui (5D), Yiu Lee (5D) Lai Wai Ching (5E)

f. Handball Girls Grade A 3rd runner-up: Chao Chung Yan (3C), Chan Wing Ching (5D)

Or Wai Sum (5D), Lau Kit Ying (5D) Chan Wing Kiu (5E), Chan Cheuk Wai (6B) Tsui Tung Yan (6C), Chan Wing Ching (6E)

g. Badminton Girls Grade B 1st runner-up: Ng Tsz Ngai (3B), Leung Wing Yan (3B)

Mak Hiu Lam (3C), Wong Hei Man (3D) Lee Wing Yiu (4C), Woo Hau Yin (4C) Lee Carman (4D)

2. Central & Western District Age Group Badminton Competition Women’s Singles (Youth) 1st runner-up: Wong Hei Man (3D) 3. Hong Kong Age Group Skipping Competition organized by Hong Kong Rope Skipping

Association Girls (Age 12-14) 3 分鐘速度耐力跳比賽 1st runner-up: Kwok Ka Wai (1B) 4. The 5th EAKF Senior Championships & The 4th EAKF Junior & Cadet Championships Male Individual Kumite

( Under 52kg Group) 1st runner-up: Chau Ka Him (4B)

5. Shatin Youth Futsal Tournament (U14) organized by Sha Tin Sports Association Limited 1st runner-up: Kam Yik Nam (1A), Yeung Tsz Lok (1A)

Tsang Fan Yu (1B), Tse Long Hei(1B) Tse Tou Tou(1B), Tse Tsz Ho (1B) Ho Shing Chun (1C), Lo Tsz Chung (1C) Tang Kin Long (1D), Chan Lok Yin (2A)

6. Beach Volleyball - Hong Kong School Sports Federation New Territories Inter-Secondary Schools Boys 3rd runner-up Fung Yat Kit (5A), Yeung Long Yiu (5C)

Leung Sin Hou (5E)


7. Pui Ying Cup Volleyball Championship Junior Secondary Group Champion: Lui Ching Yee (1B), Yeung Tsz Laam (1C)

Leung Shu Sum (1D), Tsang Sin Ying (1D) Cheung Yan Yi (2B), Li Yiying (2D) Lui Pui Lam (2D), Tse Ya Tung (2D) Cheng Sze Wa (3D), Leung Tsz Ching (3D) Wan Tsz Ching (3D)

Senior Secondary Group 1st runner-up: Sat Wai Kiu (4B), Chaing Shuk Hang (4C) Yim Lok (4E), Cheung Wing Yee (5C) Hui Hoi Ying (5C), Chong Yuk Ying (5D) Chung Pui Pui (5D), Yiu Lee (5D) Lai Wai Ching (5E)

8.

HKCCCC Secondary School Principal Association P.E. Learning Section Inter-school Volleyball Competition 2016

Boys Division Champion: Chung Fai (3B), Fung Yat Tsun (3B) Ryo Hayahiko (3C), Tin Tsz Wing (3C) Lam Chun Kit (3D), Wong Kwok Ho (3D) Law Yun Hung (4D), Lee Sheung Fu (4D) Fung Yat Kit (5A), Yeung Long Yiu (5C) Leung Sin Hou (5E), Wong Hon Fung (5E)

Girls Division 1st runner-up: Wan Tsz Ching (3D), Sat Wai Kiu (4B) Yim Lok (4E), Cheung Wing Yee (5C) Hui Hoi Ying (5C), Chong Yuk Ying (5D) Chung Pui Pui (5D), Yiu Lee (5D) Lai Wai Ching (5E)


G. Financial Report 1. School Financial Source

The income of the school comes mainly from two sources, namely, government subsidies (including Expanded Operating Expenses Block Grant (EOEBG), comprising of School Specific Grants and Non-School Specific Grants (Baseline Reference), and other grants for specific purposes) and fees authorized by government (such as tong fai, rental and hire charges, profits from the sale of exercise books and stationery, outside donations, etc). The EOEBG can be used with some flexibility to cover daily expenses. The school may also apply to the Education Bureau for non-recurrent subsidies for major repairs to school buildings. All deficits appearing on the government’s account can either be covered by surplus retained from the EOEBG or the school’s subscriptions account.

2. Teacher Relief Grant

The Teacher Relief Grant received this year amounted to $189,956.00. There was no expenditure in this school year.


3. Capacity Enhancement Grant

a. Grant and other income received this year amounted to $574,415.00 and $558.00 respectively.

b. Expenditure

1. Employing one librarian $ 158,000.00 2. Employing six coaches $ 139,041.00 3. Employing five part-time support staff members $ 51,680.00 4. Employer’s contribution to Mandatory Provident Fund for

support staff members $ 10,484.11 Total: $ 359,205.11

c. There was a surplus of $215,767.89 at the year end, which would be accumulated to the EOEBG surplus total and carried forward to next year.

d. Evaluation

1. One librarian was employed to handle the operation of Library. She updated and re-organized the databases and systems of the library, led the support staff members to carry out the work of stocktaking and data entry. Her presence lessened workload of the teacher to perform duties dealing with the Library.

2. Six coaches were commissioned to the School Basketball, Volleyball, Handball and Football Teams. They coached, trained and led the school teams in tournaments and sports events. From the feedback of teachers concerned, this arrangement had the effect of reducing their workload and of giving them more space for school work.

3. Five part-time support staff members were employed. Their duties included providing clerical support to teachers. assisting teachers in the preparation of teaching resources. assisting teachers in managing students during their self-study time. assisting the librarian to carry out stocktaking and data input of library books.

From the feedback of teachers, the appointments were helpful in reducing workload, allowing them to concentrate on teaching and developing curriculum materials in support of student learning.

4. Senior Secondary Curriculum Support Grant

a. Grant received this year amounted to $704,028.00.

b. Expenditure

1. Employing two full-time additional teachers $ 244,453.00 2. Employing two teaching and administrative

assistants $ 244,259.46 2. Employer’s contribution to Mandatory Provident

Fund for support staff members $ 24,435.62 Total: $ 513,148.08

There was a surplus of $190,879.92 at the year end, which would be carried forward to next year.


c. Evaluation 1. Two additional teachers were employed to take up the full workload of two full-time

regular positions. Their duties included

taking up S1 and S5 Liberal Studies lessons. taking up S2 and S4 Liberal Studies lessons.

Their appointments helped reduce the general workload of teachers and made small class teaching possible in Liberal Studies. Regular teachers enjoyed more room for curriculum work and professional training in relation to the Senior Secondary curriculum. The additional teachers also helped the panel prepare teaching resources and provided valuable input for Senior Secondary curriculum development. On the whole, the Grant has facilitated our smooth implementation of the Senior Secondary curriculum.

2. Two teaching and administrative assistants were employed. Their duties included

providing secretarial service issuing school memoranda to students / parents assisting teachers to organize school activities assisting teachers in the preparation of teaching materials and resources substituting lessons

From the feedback of teachers, the appointments of teaching and administrative assistants helped reduce workload. It created space for them to design and fine tune the curriculum to meet diverse student needs.

5. Extra Senior Secondary Curriculum Support Grant

a. Grant received this year amounted to $250,000.00 and a surplus of $214,860.54 was brought forward from the school year 2014/15.

b. Expenditure

1. Employing one additional teacher $ 312,035.00 2. Employer’s contribution to Mandatory Provident Fund for

teacher $ 15,587.50 Total: $ 327,622.50

c. There was a surplus of $137,238.04 at the year end and would be carried forward to next year.

d. Evaluation One additional teacher was employed to take up S1 and S3 English Language lessons and S3 History lessons. The appointment helped reduce the workload of teachers and made small class teaching possible in English Language. The additional teacher also helped the panel prepare teaching resources. On the whole, the Extra Senior Secondary Curriculum Support Grant has been conducive to enhance the quality of education.


6. Report on Life Planning Education and Career Guidance Service (2015-2016)

A. Major Concerns

1. To help students better understand their interests, abilities and orientations 2. To equip students with knowledge, skills and attitude to make informed and responsible decisions for their

personal goals in studies, careers and life B. Implementation Plan 1. Major Concern: To help students better understand their interests, abilities and orientations

Targets Strategies Success Criteria Evaluation, Achievements & Reflection

To help S2 students better understand their interests, abilities and orientations

“Discovery Life” Workshop

Students knowing their strengths and weaknesses, able to set goals for their studies and the world of work

➢ Feedback from students was generally positive.

➢ The majority of the participants were actively involved.

Talk on “Career Planning”

➢ Feedback from both students and teachers was generally positive.

➢ The majority of the students were actively involved.

To help S3 students better understand their interests and strengths so as to make decisions on subject selection rationally

Discussion on“ Finding Your Colours of Life”

Students knowing more about their strengths and weaknesses so that they are able to make decisions on subject selection rationally

➢ Reference materials and PowerPoint were provided to class teachers who were familiar with the strengths and weaknesses of the class.

➢ Feedback from both students and class teachers was generally positive.

➢ Two lessons were allocated to “ Finding Your Colours of Life”. Most teachers reflected that time was sufficient and the lesson plan was clear and easy to follow.

To help S4 students better understand their interests, abilities and orientations

Talk on “Life Planning”

Students finding their orientations, able to set goals for their studies and careers

➢ Feedback from both students and teachers was generally positive.

➢ The majority of the students were actively involved.

➢ Students were encouraged to conduct self- reflection in the debriefing session.

➢ The majority of the students were satisfied with the arrangements of the life planning lessons and appreciated the sharing in small groups.

“Life Channel” Workshop

Conduct Basic Interest Marker Test and analyze their reports


To help S5 students better understand their interests, strengths and orientation

Conduct Basic Interest Marker Test and analyze their reports

Students finding their orientations, able to set goals for their studies and careers

➢ All students tried the Basic Interest Marker Test in December. This helped us to group students of similar interests.

➢ Feedback from students was generally positive. 69% students reflected that three sessions of life planning helped them enhance self- understanding. Over 80% agreed that they knew more about different occupations and over 75% found their orientation of future careers. Over 90% appreciated teachers’ assistance and care for them.

➢ Worksheets were provided as pre-tasks and post-tasks for students. This helped enhance students’ self-assessment.

➢ Teachers found it easier to analyze students report with the aid of reference materials and case studies.

Conduct Career Interest Inventory Test for S6 students

➢ Students will try the CII Test in September.

2. Major Concern: To equip students with knowledge, skills and attitude to make informed and responsible decisions for their personal goals in studies, careers and life

Targets Strategies Success Criteria Evaluation, Achievements & Reflection

To equip S3 students to make informed and responsible decisions for their subject selection

Organize subject selection experience sharing sessions for S3 students

Students getting a better understanding of the NSS subject combinations so that they are able to make decisions on subject selection rationally

➢ Response of students was generally positive. ➢ Presentation of alumni was well-received.

To help senior form students better understand the strategies on the selection of programme choices in JUPAS

Collect information on S6 school leavers to conduct data analysis

Students able to get access to the data collected so that they can know more about the admission requirements of various institutes

➢ Data collected was analyzed, processed and presented to help students make informed decisions.

Organize a talk on strategies in the selection of JUPAS programmes

Students were well-informed on the latest information on the JUPAS system

➢ Feedback of students and teachers was generally positive.

➢ Over 90% of the students found the information useful and the presentation clear.

➢ 100% of the students involved hoped that similar activity to be organized the next year.


Organize a talk on JUPAS Introduction to S5 students

Students were well-informed of the running and operation of the JUPAS system


➢ Most students found the information useful and the presentation clear.

Organize JUPAS experience sharing for S5-S6 students

Students getting a better understanding of different study options

➢ Some 40 graduates came to share their JUPAS experience.

➢ Many S6 students remained contact with graduates for further assistance.

➢ Students’ response was generally positive.

Conduct counselling sessions with S5-6 students on the selection of JUPAS programmes

Students revising JUPAS choices rationally

➢ 72% of S6 students found the life planning lessons facilitate their self-understanding.

➢ 86% of S6 students agreed that they better understood the JUPAS system, the entrance requirements of different programmes and the corresponding strategies. 80% of them thought the lessons helped them improve their interview skills.

➢ 78% of S6 students found the counselling sessions useful in goal setting and life planning.

➢ 89% of S6 students appreciated the assistance offered by teachers.

➢ Feedback of S5 students and teachers was also generally positive.

Organize Admissions talks and sharing sessions by different institutions (S4-5)

Students were well-informed of study options of universities

➢ Around 190 S4-5 science students participated in the admission talk of the School of Science of HKUST in October.

➢ Almost 50 S4-5 science students attended the admission talk of the Nursing Department of HKU in May.

Disseminate latest information about further study opportunities, JUPAS application / non-JUPAS application, interviews, admission requirements, and Information Day of Universities, etc. through various means

Stakeholders were well-informed of matters related to JUPAS

➢ Information on Open Days of universities was disseminated to S4 to S6 students and parents regularly via PYCnet.

➢ Posters of University Open Days were displayed on Careers notice board.

➢ Class teachers encouraged students to attend the Info Days to get better understanding of the admission requirements of different departments / faculties of various universities. Students were encouraged to share with their classmates after the visits.

➢ Many S5 and S6 students visited the universities they were interested in.

Encourage S4-6 students to attend University Open Days

Students were well-informed of campus activities and options of universities


To help S6 students to prepare for the release of HKDSE results

Organize a talk on Multiple Pathways for S6 students

Students were well-informed of various study paths

➢ Feedback of students was generally positive.

Organize a talk on “Study in Taiwan” for S6 students

Students knew more about universities in Taiwan and the strategies in the selection of programmes in Taiwan universities

➢ Feedback of students was generally positive as the majority found the information useful.

➢ About 20 students attended and eventually 4 applied for programmes relevant to their interests.

Conduct mock interviews (S6)

Students were better prepared for interviews and their interviewing skills sharpened

➢ Mock interviews were conducted in December during life planning lessons. All S6 students attended to facilitate peer learning.

➢ Most students came prepared. ➢ A list of specific questions was distributed to

different teachers and they found them useful in conducting the interviews.

➢ Students could form groups and were free to reserve a time-slot for mock interviews in May-June with any Careers teachers. Only 6 students participated as all had received similar training in life planning lessons.

Help students to apply for local / overseas tertiary institutes including liaison and preparation of necessary documents

Reference letters and relevant documents facilitated students’ application

➢ Almost 40 applications were processed and they were all accepted by the institutions.

Prepare reminders and reference materials for the release of HKDSE results

Students were better prepared for the release of HKDSE results

➢ Reference materials on the release of HKDSE were distributed to parents and students on the day of Mock Release of HKDSE Results.

➢ Most students found the information useful. ➢ Reference materials were also distributed to

teachers involved and their feedback was generally positive.

Conduct a Mock Release of HKDSE Results

Raise students’ awareness of the importance of being well-prepared for the release of HKDSE results

➢ Over 120 students and 50 parents attended the workshop.

➢ Representatives from Hong Kong Shue Yan University and Hang Seng Management College were invited to give admission talks.

➢ Feedback from both students and parents was generally positive.


Help students revise their JUPAS choices after the release of HKDSE results

Students revising JUPAS choices rationally

➢ Students could reserve two 45-minute time slots for consultation.

➢ Students’ response was generally positive and they felt well-supported by teachers.

To raise students’ awareness of career path

Join the Hang Seng - HKCSS Careers Exploration Scheme (S4)

Students were introduced to entrepreneurship at an early stage of career planning

➢ Five S4 students joined the programme as a team held by The Hong Kong Council of Social Service. They learnt the world of work through attending workshops and three company visits.

➢ Students were actively involved and worked very hard for the presentation.

Guide students to plan career paths in class teacher period (S5)

Students were guided to think about their career paths


➢ Most of them found the information useful and the presentation clear.

➢ Instead of playing all the videos chosen, S5 class teachers could have the flexibility to choose which videos to be played with reference to the characteristics of their own classes.

Nominate students to apply for external career-related activities so as to help students understand more about the world of work

Students were able to get most updated careers information

➢ 20 S3 students applied for various programmes.

➢ Over 400 S4-6 students attended the programmes.

Launch the Mentorship Programme (S5)

Students getting a deeper understanding of their future career paths

➢ 42 S5 students joined the programme. ➢ Feedback of students was generally passive. ➢ Students had to complete a task sheet the

next year to encourage them to connect with their mentor for better personal growth.

Organize a Homecoming Day (S3-6)

➢ Over 95% S5-6 students found the speech of the guest speaker inspiring and her performance satisfactory. 88% agreed that it helped their life planning.

➢ 96% of S5-6 students reflected the sharing by alumni helped them to know more about the world of work. 85% thought that the alumni sharing encouraged them to equip themselves to face challenges in the future. 96% were satisfied with the programme.


Arrange a talk for S3 parents to promote the importance of careers guidance

Parents knowing better ways to assist their children’s life planning

➢ The Principal shared with S3 parents the role played by parents in students’ life planning and highlighted the importance of encouraging students to participate in various extra-curricular activities to stretch their potential.

➢ Feedback of students and parents was generally positive.

Provide support to students through educating parents

Conduct a Mock Release of HKDSE Examination Results for parents

Parents knowing their ways to assist students’ life planning

➢ Over 50 S6 parents participated. ➢ All of them were actively involved and their

feedback was generally positive.

Enhance professional development for teachers on careers education

Arrange careers teachers to attend training workshops on life planning education and careers guidance

Teachers in the Careers Guidance Committee were equipped with skills of careers counselling and knowledge of life planning education

➢ Careers teachers actively joined the seminars and workshops related to life planning and multiple pathways.

➢ Some S6 class teachers were invited to join seminars held by Hok Yau Club to know more about the strategies to assist students after the release of HKDSE Examination Results.

➢ Teachers’ feedback was positive and the relevant materials disseminated to teachers and students were found useful.

➢ Teachers found the advice and information from the representatives of HKACMGM on the implementation of life planning lessons and Alumni Sharing Day useful.

Support teachers to provide life-planning lessons

Teachers acquiring the knowledge and skills in careers guidance

➢ A briefing session was conducted to over 40 teachers involved in S5-6 life planning lessons.

➢ Detailed guidelines and updated reference materials were provided. Feedback of teachers was generally positive.

Organize school-based staff development programmes on careers education

➢ A briefing session was given to S6 class teachers on JUPAS operation in September.

➢ A briefing session was given to over 30 teachers involved in Mock Release of HKDSE Examination Results.

➢ Detailed guidelines and updated reference materials were also provided. Feedback of teachers was generally positive.


C. Financial Report

1. Binding books : 2015 JUPAS DATA $ 1,037.50

2. Stationery $ 738.40

3. Postage and Transportation $ 161.00

4 Display Boards $ 186.00

5. Reference books for teachers $ 820.00

6. Refreshment at JUPAS sharing $ 331.10

7. Refreshment – Careers Exploration Day $ 1,335.20

8. Refreshment – Mock Release of HKDSE Examination results $ 510.00

9. Refreshment – Release of HKDSE Examination results $ 2,305.00

10. Membership fee (HKACMGM) $ 400.00 CLP grant

11. Employment of 2 teachers $ 413,977.65 CLP grant

12. Employment of 1 administrative assistant $ 126,840.00 CLP grant

13. Talk on Life Planning (S4) $ 2,000.00 CLP grant

14. Life Channel Workshop (S4) $ 16,000.00 CLP grant

15. Discovery Life Workshop (S2) $ 16,000.00 CLP grant

16. Transport allowance – careers talk & workshops $ 2,050.00 CLP grant

17. Visits & careers talk (transport allowance & workshops) $ 8,800.00 CLP grant

Total: $ 7,424.20 $ 586,067.65

D. Programme Team

Lin Ka Yee (Chairperson) Iu Chu Man, Ma Kwok Tsun (Secretaries) Hui Man Wai, Siu Kai Ning, Tsui Wing Lam, Chan Chi Kai, Chan Yu Kwan, Leung Chun Yee


7. Programme Evaluation Report for DLG-funded Other Programmes (Gifted Education) (2015-2016)

Programme Title Objective(s)

Targets (No./Level/ Selection)

Duration / Start Date Deliverables Evaluation Expenditure

The Hong Kong University of Science and Technology (HKUST) Dual Program

To provide opportunities for more able students to develop their potential by learning university-level knowledge at the university campus.

- Four S4 and S5 students

- Student application, parent and teacher recommendation

- 1-year Programme

- Lessons held in every Saturday

Students with potential in and passion for science or mathematics developed a deeper interest and knowledge in advanced science and mathematics.

Two students attained Grade A or above and the other students attained good results.

Program fee: HKD23,000.00

School Newsletter Team

- To raise students’ interest in journalism and editing.

- To provide opportunities for students to write and edit various kinds of genres, for example, literary texts.

- To enhance students’ English writing ability.

- To train students’ proofreading and editing skills.

- Four students from the senior forms (S4 to S6) and two students from the junior forms each school term

- In-school English writing results and teacher nomination

- Students with interesting internal or external school experience

- 1-year Programme

- Individual consultation with teachers

- Students were able to practise what they have learnt when they did interviews.

- Elite students who are taking creative writing classes can have a platform to practise the skills they have learnt.

- Two issues of Matrix were published and distributed to our students and some guests from primary schools, secondary schools and other institutions.

- The publication of two issues of Matrix.

- Continuous improvement, application of newly acquired writing skills and creativity in students’ works.

- Taking students’ opinions into consideration and improving the editorial strategies.

Publication of “Matrix”: HKD13,180.00





2013/2016 NSS Joint School Network Programme (Shatin District)

- To cater for students’ learning needs by providing an NSS elective for students with talents in music.

- To provide support for students to develop their talents.

- One S6 student - Interview by

teachers of The Hong Kong Baptist University Affiliated School Wong Kam Fai Secondary and Primary School

Every Thursday in the school year 2015/16

Students could master the NSS Music subject.

Student obtained average result according to her academic report.

Course fee: HKD1,200.00




- Three S5 students - Interview by




Some students obtained above-average results according to their academic reports.





- One S4 student - Interview by




Student obtained average result according to her academic report.






Leadership Training Project

To train student leaders. - Four S4 students - Student application

or teacher recommendation; priority given to committee members of ECA clubs or function teams

From November 2015 to April 2016

Students could understand their personal qualities, master leadership skills.

Students participated in training camp, workshops actively. They organized training sessions for S1 to S2 students in the 2nd term. They also led S1 to S2 students to carry out social services successfully.

Program fee: HKD2,097.00

Speech and debate training

To train students talented in debating and public speaking.

1. English Debate Team: - Five S4 students - Student

application and teacher selection

2. Chinese Debate Team: - Five students

from the senior forms (S4 to S5) and seven students from the junior forms

- Teacher interview or recommendation

1. English Debate Team: - From

October 2015 to February 2016

2. Chinese Debate Team: - 20 training

sessions (2 hours per session)

1. English Debate Team: - Preparation of

notes on different common laws and law cases.

2. Chinese Debate Team: - About 20

competitions throughout the year.

- Public speaking and critical thinking skills were enhanced.

- Students gained the experience of presenting a case in the court.

- They also learnt to study law cases and the presentation skills involved in a mock trial.

- Objective was generally achieved.

- More encouragement could be given to students to raise their confidence.

Competition entry fees: HKD3,550.00 Stationery for competition: HKD436.00 Debate training camp: HKD1,381.00





Music Arrangement Course (Logic Pro)

To provide training for more capable students to develop their advanced music arrangement skills, which are not covered in normal music lessons

- Eight S4-S5 students

- Students taking NSS Music course, elite school orchestral and choir members are selected

Course 1 (Arrangement with Logic Pro): - 7-lesson course

running from February 2016 to April 2016

Course 2 (Advanced arrangement techniques) - 4-lesson course

running from June 2016 to July 2016

Songs (classwork) arranged by students.

- Students participated in the courses.

- Some song arrangements made.

- Good feedback from students.

Course fee: HKD9,900.00 Music composition software: HKD6,352.00

Chinese Literary Magazine Editing Programme

- To provide training for more able students in the editing of a Chinese literary magazine.

- To enhance students’ literary competencies.

- Seven S4 and S5 students


6 lessons held in the second term (1.5 hrs. for each lesson)

Students’ good works were published by “Hong Kong Pupil Literature Monthly Magazine”.

- Students were generally satisfied with the content of the course and had shown interest in joining the extended course.

- Students were very devoted and passionate in learning, especially the experience of conducting interviews with people.


Kinect Programming Course

To provide advanced programming tasks for high achievers.

- Three S6 students - Elite programming

students selected from ICT class

- October 2015 to January 2016

- Irregular meetings after school

- Interactive multimedia show performed on School Christmas celebration in December and Shatin Town Hall in January.

- Program produced and show performed.

- Advanced programming skills learned and implemented.

Kinect sensor: HKD 1,639.00





Aerial Photography To conduct workshop in technology learning area for high achievers to learn advanced filming and video editing skills.

- Six S4 students - Selected from ICT

class

- October 2015 to December 2015

- Irregular meetings after school

- Movie produced from the flying machine.

- Concept and technology of aerial photography learned

- The quality of the movie produced is very poor because of the low quality flying machine

Aerial photographic parts: HKD745.00

Robot Control and Programming

To offer training in robotics control and programming to those talented in computer.

- Three S4 and S5 students


8 lessons from June to July 2016

- Program and robot created for the competition.

- Competition RIDIY 2016 participated.

Robotics parts: HKD9,525.50 Notebook (for programming): HKD4,398.00 Competition entry fee: HKD250.00

Professional Audio Recording Course

To provide skills learning workshop to able students on how to make multi-track recording for live orchestral performance.

- Three S4 students - Student application

and teacher recommendation

1 lesson in July 2016

- Sound track recorded for School Choir.

- Recording skills learned - Sound track produced with

good quality.

Digital recorder and accessories: HKD1,850.00


Programme Title

Objective(s)

Targets (No./Level/

Selection)

Duration / Start Date

Deliverables

Evaluation

Expenditure Gifted Education Training Programme

- To procure training resources in preparation for competitions.

- To build up student self- confidence.

1. Secondary School Maths & Science Competition 2016 (Poly U): - Three S4

students and twenty-five S5 students,


8 August 2016 Students with potential in and passion for science or mathematics developed a deeper interest.

Thirteen students attained distinction or above in the competition.

Competition entry fee: HKD2,610.00

2. HKU Life Science Tournament 2016: - Eight S6

students - Student

application and teacher recommendation

27 February 2016 Students with potential in Life Science developed a deeper interest.

One of the team attained the 1st-runner up of the competition.

Competition entry fee: HKD300.00 Apparatus: HKD90.00

3. ICAS: - Two S4 students - Student


8 March 2016 Students with potential in Science and Mathematics developed a deeper interest.

Comprehensive reports had been distributed to students.

Competition entry fee: HKD200.00





4. UNEP-DHI Eco Challenge 2016: - Four S4 students

and nine S5 students

- Student application and teacher recommendation

8 March 2016 Students with potential in Science and Technology developed a deeper interest.

One of the teams attained Championship in the competition.

Competition entry fee: HKD466.67 Parts and materials: HKD80.00

5. ANCQ 2016: - Eight S4

students and six S5 students

- Student application and teacher recommendation

26 June2016 Students with potential in Chemistry developed a deeper interest.

Three students attained distinction or above.

Competition entry fee: HKD1,040.00 Reference books: HKD175.00

6. Science Research Competition: - Four S4 students - Student


June 2016 Students with potential in Biology developed a deeper interest.

The first draft of the laboratory report had been reviewed with positive comments by the judge.

Competition entry fee: HKD100.00


8. Programme Evaluation Report for DLG - Applied Learning Courses (APL) (2015-2017 Cohort)




Western Cuisine To provide opportunities for students with varied interests, aptitudes and abilities to study ApL courses, taking into consideration of exposing them to broad and balanced learning experience in their senior secondary education.

Two S5 students 9/2015 – 8/2016 - Student acquired the knowledge and skills in western gastronomy, food hygiene and safety.

- One student withdrew in November 2015.

- One student attained 90% attendance rate.

- The student obtained Grade B in her cumulative results and her overall rating was very good.

- The student could develop interest and skills in the hospitality and catering industry.

Course Fee: HKD13,800.00


H. Key Issues for the Coming Years

1. Implementing focused values education with a whole-school approach a. Coordinate activities across different subject departments and function teams, inculcating in

students values such as gratitude, respect, resource conservation and environmental protection.

b. Strengthen emotional guidance in order to empower students to deal with adversity, and help them construct positive attitudes, ensuring their healthy growth and development.

2. Encouraging the professional development of teachers in the interest of enhanced learning among students a. Optimise the Senior Secondary curriculum and the system of school-based teaching

materials. Encourage teachers to participate in professional development and seek to develop a culture of professional exchange.

b. Raise students’ confidence and interest in learning and help them master learning strategies, with self-regulated learning as the goal.

c. Promote mobile learning by making good use of the PYCnet and maximize school-designed mobile applications. This would open up new possibilities for teaching.

d. Encourage collaboration between language subjects to reinforce language competency and develop high-order thinking ability.

3. Fostering life-planning education a. Strengthen collaboration between subject departments and function teams in the

implementation of life-planning education. Students with different abilities and character should be given their due in terms of learning goals and career prospects.

b. Implement a mentorship scheme to facilitate input from alumni drawn from a variety of background. Visits to workplaces, for instance, would enable students to gain a sound understanding of different occupations.

c. Expose students to career-related learning experience, help them review their secondary learning span, and steer them towards a habit of self-reflection at different stages of their student life.

4. Nurturing an international outlook and making better use of the global Pui Ying Network a. Utilise the global Pui Ying Network to support life-wide learning and broaden student

horizons through such activities as the Story of Vancouver. b. Strengthen students' sense of belonging by the effective use of the newly constructed School

History Room. There, a collection of historical items, donated by alumni, have been assembled and available for scrutiny and research.

Annual School ReportB. Our SchoolD. Achievements and Reflection on Major Concerns

Implementing focused values education with a whole-school approach.Encouraging the professional development of teachers in the interest of enhanced learning among students.Fostering life-planning educationNurturing an international out

annual school report 2015/2016 - shatin pui ying college · 2016. 11. 29. · portable electric...

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