Bishop Hall Jubilee School

School Report

(2015/2016)

1

School Vision & Mission

Our Vision Running in the tradition of Christian education, our school aims at the holistic development of a

whole person, who is caring, self-confident, loving, embracing all that is good, true and beautiful. All

students will graduate as healthy individuals, both in mind and body. As our school motto goes “I

was not born to myself alone”, all Jubileans will be nurtured to love and serve the community.

Our Mission Bishop Hall Jubilee School was built to commemorate the Silver Jubilee of the consecration of the Rt.

Rev. Ronald Owen Hall as the (Anglican) Bishop of the Diocese of Hong Kong, Macao and South

China.

The mission of the school is to make available to boys and girls a sound secondary education

conducted on Christian principles as professed by Sheng Kung Hui.

We strive to exhort our students to emulate Bishop Hall, a great and godly man who dedicated his

whole life to serving the people of Hong Kong and China, in the spirit of his family motto – Non

nascor mihi solum (I was not born to myself alone), which is adopted as the school motto.

School Goals Our school values each student as a unique creation of God and is endowed with God’s gift. We aim

at creating a caring and positive learning environment so as to achieve the following school goals:

1. Incorporate Christian values and cultivate student’s moral and ethical consciousness to foster

students’ positive personal development.

2. Promote a culture of active service for others as a reflection of learning about the Christian faith

and school motto.

3. Nurture students in the spirit of the school’s core values of trustworthiness, perseverance, love,

self-motivation and self-discipline so as to help them become servant leaders.

4. Help students develop a global vision, appreciate the diversity of societies and cultures, and have

a better understanding of our community and the world.

5. Create a language rich environment to help students communicate effectively in both Chinese

and English.

6. Equip students with the nine generic skills (collaborative, communicative, creative, and critical

thinking skills, information technology skills, numeracy, problem solving skills,

self-management skills, study skills) to help them learn to become proactive and independent

learners who are able to work effectively in an increasingly interdependent and fast changing

world.

2

7. Encourage students to learn outside the classroom to broaden their horizons.

8. Provide opportunities for students to explore and stretch their potentials in both academic and

non-academic developments.

9. Appreciate the beauty and qualities of aesthetic expressions of different forms.

10. Understand the need for good physical and mental health in order to lead a healthy and balanced

life.

Our School

The school was founded in 1961. It is an EMI school with 30 classes. There are 30 classrooms,

5 laboratories, 2 computer rooms, a language room, a library, 4 other special rooms, a chapel, a roof

garden, an indoor activity hall, a playground and a school hall for students.

1. School Management Composition of the Incorporated Management Committee (IMC):

Members Sponsoring

Body

Principal Parent Teacher Alumni Independent

Number 7 1 2 2 1 1

2. Number of Days in a School Year with Regular Classes: 146

3. Number of Days with Learning Activities: 47

4. Lesson Time for the 8 Key Learning Areas 4.1 Percentage of Lesson Time for each KLA (F.1-F.3)

Key Learning Areas 13/14 14/15 15/16

Chinese Language Education 20.7 20.7 20.7

English Language Education 20.1 20.1 20.1

Mathematics Education 14.9 14.9 14.9

Personal, Social & Humanities Education 18.7 18.7 18.7

Science Education 12.9 12.9 12.9

Technology Education 2.3 2.3 2.3

Arts Education 6.3 6.3 6.3

Physical Education 4.0 4.0 4.0

3

4.2 Curriculum (2015 – 2016)

KLAs Subjects Subjects Offered in Different Forms (2015-16)

F.1 F.2 F.3 F.4 F.5 F.6

Chinese Language

Education

Chinese Language

Putonghua × × × ×

Chinese Literature × × × × ×

English Language

Education

English Language

English Literature × × ×

Mathematics Education

Mathematics

Mathematics Extended

Modules × × ×

Personal, Social &

Humanities Education

Business, Accounting &

Financial Studies

(BAFS)

× × ×

Chinese History

Economics × × ×

Geography

History

Liberal Studies

Religious Studies × × ×

Ethics × × ×

Tourism & Hospitality

Studies (THS) × × ×

Science Education

Integrated Science (I.S.) × × × ×

Biology × ×

Chemistry × ×

Physics × ×

Technology Education

Computer Literacy × × ×

Information &

Communication

Technology (ICT)

× × ×

Arts Education Visual Arts (V.A.)

Music × × ×

Physical Education Physical Education

(P.E.)

5. Class Organization

Level F1 F2 F3 F4 F5 F6 Total

No. of Classes 5 5 5 5 5 5 30

Boy 89 80 72 68 76 70 455

Girl 63 70 65 75 71 74 418

Total Enrolment 152 150 137 143 147 144 873

Percentage of S4 places filled by own S3 students: 100%

4

6. Our Teachers 6.1 Staff Establishment: 57.5 (including the Principal)

6.2 Teachers’ Professional Development

The average number of training hours undertaken by teacher: 41 hours

6.3 Principal’s Continuing Professional Development (CPD): 232 hours

6.4 Teachers’ Qualification

Percentage

PhD degree 3

Master’s degree 52

Bachelor’s degree 44

Tertiary non-degree 1

6.5 Teachers’ Experiences

Percentage

0-4 years 16

5-9 years 9

10-14 years 19

15 years or above 56

7. Review of Major Concerns (Achievements and Reflection)

Major Concern 1: Review and fine-tune the junior and senior curricula

7.1 Departments / Committees can make effective use of data in evaluating the objectives and

effectiveness of curricula and programs to improve student learning

7.1.1 Almost all subject departments and functional committees have made good use of the data

provided in evaluating the objectives and effectiveness of curricula and programs to improve

student learning. Regular sharing sessions were conducted by department and committee heads to

help improve their plans and implementation of programs. As revealed in the 4-point scale

school-based survey, the mean score is 2.8, which supports the fact that subject panels agreed that

they have internalized the use of PIE in curriculum evaluation and program implementation.

Mathematics Department made the best use of data for improving the assessment for learning.

Item analysis was conducted after each examination in order to understand the strengths and

weaknesses of student performances in different topics so that teachers could do follow-up

measures by re-teaching the topics in after-school classes and re-setting similar questions in the

next examination. Progress in student learning was positive. The successful attempts at some

departments will be further promoted to other departments so as to further promote assessment

for learning.

7.1.2 The core subjects made the best deliberate efforts at fine-tuning school-based curricula and to

implement them at the classroom level. The LS department had a comprehensive vertical

curriculum analysis by reviewing the necessary skills to be learnt by students in different forms.

5

The Chinese and English departments further fine-tuned their curricula of different papers in

order to cater for the self-directed teaching and learning strategies adopted since this academic

year. Feedback on student learning at the classroom level through peer lesson observation was

positive.

7.2 Students can apply higher order thinking skills in their studies and daily life

7.2.1 One of the strategies adopted by the school to enhance the higher order thinking skills is to do

it through the Self-directed Reading Scheme (SDRS) across subjects. The Chinese and English

departments set guided reading curriculum across different forms in order to promote

inferencing, comparison and critical thinking skills. Cross-curricular reading has been

promoted in school for years. Non-language subjects incorporate reading tasks into the

curriculum. For example, the Physics Department would suggest some related reading

materials to students before students conduct a mini project in order to promote reading across

the curriculum and apply the generic skills learnt to their daily life.

7.2.2 Most of the departments have emphasized higher order thinking skills and current issues in

their teaching and examinations. For some departments like LS, a holistic review has been

made to teach higher order thinking skills in a more systematic way. In junior forms, skills like

data studies, analyzing reasons from the views of different stakeholders, value judgment and

cause-and-effect relationship were taught. In senior forms, data description, cartoon

interpretation, comparison, conflicts among different stakeholders, giving suggestions and

evaluation skills were incorporated in teaching and examination papers. Yet, the extent of

incorporating higher order thinking skills in their studies and daily life varied in different

departments.

Major Concern 2: Cater for students’ diverse learning needs

7.3 Student learning motivation and classroom engagement can be enhanced

7.3.1 After some years of attempts made to develop school-based pre-lesson and reflective/

consolidation learning skills, the school has made good initiative in the four core subjects,

Chinese Language, English Language, Mathematics and Liberal Studies, to introduce the

pedagogy of self-directed learning in S1 this year. Student training of how to lead group

discussions was provided. Teacher sharing and lesson observations were arranged to enhance

staff development. Both teachers and students, as evidenced by the school-based survey,

appreciated the initiative. Student participation at the classroom level has been improved.

7.3.2 Teacher sharing sessions were deliberately arranged at staff meetings to enhance staff sharing

and staff development, particularly in relation to the school major concern and school

development. Useful tips were given on how to build up class ethos, implement self-directed

learning and flipped classrooms, as well as applying apps in classroom teaching. An additional

staff-training workshop was organized at a hall assembly to demonstrate how to lead students in

6

group discussions in order to enhance teachers’ capacity in implementing self-directed learning.

Teachers also took opportunities to attend self-directed open lessons offered by other schools.

After attending the open lessons, teachers came back and took their initiatives to try new

pedagogy in their own classrooms, and in turn, shared their experiences at staff meetings. All

these were positive steps taken by teachers to further enhance student learning motivation.

7.4 Differentiated teaching in after-school classes can be effectively implemented to address

students’ learning needs

7.4.1 One of the strategies to cater for students’ diverse learning needs is to support them by offering

after-school classes, with refined structured curriculum. The school has deployed both human

and financial resources for the core subjects, either by reduced teaching and non-teaching loads

of teachers of these subjects, or by deploying human and financial resources so that these

subjects could outsource more training from professional service providers or experienced

ex-teachers so that our teachers could be released of time to teach and fine-tune after-school

classes and curriculum by themselves to help run after-school classes. Positive feedback by

students has been received as shown in the school-based survey.

7.4.2 More than 90% of teachers agreed that the teaching contents of after-school classes have been

improved and they are useful to help student learn. However, the enhancement classes provided

by the Chinese Language Department need further follow-up and refinement.

7.5 A variety of experiences can be provided to enrich students’ life experiences

7.5.1 Integrating off-campus subject-related activities in the teaching curriculum have been

internalized in most subjects after some years’ efforts. Apart from the form-based co-curricular

activities in S1 PSHE-based Co-curricular learning days, S2 Science Investigation Project and S3

Chinese and English Life Writing Project, other academic departments also further organized

increasing co-curricular activities and joined inter-school competitions to enrich students’ life

experiences. A variety of subject-related activities ranging from alumni sharing their life

experiences in jobs or studies to excursions and inter-school competitions continued to be offered

by more departments, such as the Inter-school Basic Law Competition by Liberal Studies

Department, or hotel visits by the Tourism and Hospitality Studies Department, etc.

7.5.2 The Gifted Education Team has tried to make good use of the Talent Pool developed two years

ago to nominate pull-out programs with enriched / accelerated curricula for students with high

ability. In the last academic year, 4 teams of students from both junior and senior forms were

trained on a regular basis for the Hong Kong Student Science Project Competition. The training,

which included discussion and experiment, is done almost every day after school. The experience

aroused students’ interest in inter-school competitions as revealed in their initiative to take part in

the inter-school competition again this year. Two of our F.4 students have joined HKUST Dual

Program (Life Science – Level 1) last year. This is an accelerated program of HKDSE Biology.

7

They both obtained a certificate of Merit and are eligible for the Level 2 course, which is of Year

1 University level. Last year our school nominated 13 students from F.2 to F.5 to HKAGE.

Twelve of them were accepted as a member. Another student, Chan Wing Tung of F.5E, has

demonstrated outstanding performance in the HKAGE course (Glimpses of Modern

Biotechnology). She is also eligible for the membership of the HKAGE.

Major Concern 3: Raise the moral and ethical standard of students and nurture good habits

7.6 Systematic and holistic life planning education can be designed and implemented to promote

students’ career and life development so that students can acquire knowledge, attitudes and

values in self-understanding and aspiration planning in further studies and work

7.6.1 Life planning is a process of fostering students’ self-understanding and reflective habits of

mind in order to equip students with the knowledge, skills and attitudes in accordance with the

interests, abilities and aspiration planning in further studies and work of students. The school has

made deliberate attempts to design and implement systematic and holistic life planning education

last year. The Student Support Coordination Committee identified and coordinated different

moral and ethical needs programs for S1 to S6 students during the pre-term staff meeting and

these programs were implemented by different committees in class teacher periods and

assemblies throughout the year with centralized coordination and under certain themes. For

example, class teacher periods, coordinated by the Life Planning Committee, were implemented

under the themes of “Dream – Dare to dream” for S1, “Possibilities – Possible Jobs” for S2,

“Career Planning and Management” for S3 and “Career Exploration Engagement and Career

Planning” for S4-6. The better coordination shows an improvement in the school’s holistic life

planning education, but at the same time, the programs’ details need to be fine-tuned.

7.6.2 The Guidance Committee and Discipline Committee put efforts to prepare teaching materials

for class teacher periods to promote and nurture good learning habits and class ethos building.

More than 90% of teachers and students showed positive feedback to the arrangements and they

also found the materials useful for promoting good learning habits among students. The S1

Co-curricular Learning Team also included two sessions in S1 to teach students how to integrate

knowledge from different disciplines and organize different information by using graphic

organizers. The implementation of S1 Self-directed Learning since this academic year, in fact, is

another strategy to promote and nurture good learning habits in the long run, though the

effectiveness is still pending.

7.7 The perception of school and community commitment can be cultivated and students display

the characteristics of a servant leader

7.7.1 The school has made strenuous efforts to encourage students to serve the school and

community and learn to become a servant leader. The school systematically planned ample

service opportunities for students of different forms to participate. The objectives from S1 to S3

8

are to build self-confidence and pro-activeness and develop an atmosphere of collaboration, to

nurture service habits of students, and to promote a culture of service to others and appreciate the

diversities in our community respectively. For S4-S5, the Service Committee aimed at nurturing

students’ care for the needs of the disadvantaged and to cultivate a sense of empathy for others.

Through these activities and experience, students have learnt to become a real service learner.

The concept of servant leadership was further promoted by inviting enthusiastic servant leaders

to share their experiences and vision of serving at assemblies. The direction set received positive

feedback by all stakeholders.

7.7.2 The whole-school approach of coordinating the social service opportunities for students

effectively allowed most of our students to participate actively in school and community service.

With the help of S1 Class Teachers, all S1 students have learnt to serve their own class and

classmates with programs like greening project, etc. S2 students were given opportunities to

serve the school in significant school events like Sports Days, PTA Days, S1 Admission

Interviews, Music and Dance Night, etc. throughout the year. S3 students were engaged in a

service learning experience in the community by being involved in the Sister School Scheme to

offer social services to Mary Rose School to help the mentally handicapped students in various

activities and to participate in at least one flag-selling day. S4 and S5 students were given

training to acquire more in-depth service training so as to help themselves cultivate a sense of

empathy for others. They joined social service and training workshops offered by The Hong

Kong Federation of Youth Groups, New Life Psychiatric Rehabilitation Association, and Special

Olympics Hong Kong, as well as visited homeless people and Experience Food Collection and

Donation Service co-organized by Action Health. Through these activities, students have learnt

the real meaning of social service. They have also learnt to be more concerned about some of the

critical social problems in Hong Kong.

7.7.3 Deliberate attempts were made to recognize students’ efforts in social service. At assemblies,

students were given opportunities to share with their schoolmates what they had learnt and done

after some social service activities. Certificates of merits were issued to students who had

completed the social service at Mary Rose School. The Mr. Stephen Ng Scholarship (Social

Service) was set up to appreciate the outstanding achievements made by our students in social

service. The school is going to set up a more systematic scheme to recognize the efforts and

achievements made by our students in social service in the near future.

9

8. Performance of Students 8.1 HKDSE 2015-16

144 students took part in the HKDSE 2016, with 77.8% of students attained the minimum

university requirements for degree programmes at 33222 or better. The best three subjects

achieving a high percentage of level 4 or above ranging from 85.7% to 72.7% are History,

Biology and Mathematics (Compulsory Part) respectively. The best result attained was 35 points

in the best 5 subjects. Students attaining JUPAS offers are on the rise since the first HKDSE in

2012. This year, 79.9% of students were awarded JUPAS offers, 13.2% of students further their

studies overseas and all of our students further their studies in tertiary institutions.

8.2 JUPAS Offers of F.6 Graduates (2015-16) JUPAS Offers Percentage

Students with JUPAS offers 79.9%

Students with Bachelor’s degree JUPAS offers 62.5%

Students with Sub-degree JUPAS offers 17.4%

8.3 Distribution by Local Institutions (2015-16)

Local Institutions Number

The University of Hong Kong 21

The Chinese University of Hong Kong 17

The Hong Kong University of Science and Technology 7

The Hong Kong Polytechnic University 25

City University of Hong Kong 17

Hong Kong Baptist University 7

The Education University of Hong Kong 6

Lingnan University 3

The Open University of Hong Kong 2

Hong Kong Shue Yan University 3

Hang Seng Management College 5

Caritas Institute of Higher Education 2

Tung Wah College 1

Hospital Authority 1

Vocational Training Council 7

Hong Kong Universal Education 1

10

9. Academic Development 9.1 Students’ Reading Habit 9.1.1 Frequency of Borrowing Reading materials from the School Library by Students:

F.1-3

13/14 14/15 15/16

Once a week or more frequently 40% 23% 15%

Once every two weeks 25% 17% 12%

Once a month 25% 30% 35%

Less than once per month 10% 30% 35%

Never 0% 0% 3%

F.4-7

13/14 14/15 15/16

Once a week or more frequently 11% 9% 7%

Once every two weeks 29% 19% 15%

Once a month 40% 37% 36%

Less than once per month 12% 30% 32%

Never 8% 5% 10%

9.1.2 Average No. of Reading Materials Borrowed from the School Library per Student per

Year:

13/14 14/15 15/16

Key Stage (F.1 - 3) 20 17 15

Key Stage (F.4 - 7) 15 15 12

10. Student Participation in Co-curricular Activities 10. 1 Provision of Co-curricular Activities 10.1.1 No. of ECA clubs / interest groups in the following 5 categories

Categories 13/14 14/15 15/16

Academic 8 9 9

Sports 12 13 13

Art 8 8 7

Interest 5 13 4

Social services 11 11 11

10.1.2 Total number of learning activities* organized by KLA subjects

13/14 14/15 15/16

Key Stage (F.1 - 3) 120 124 124

Key Stage (F.4 - 7) 122 126 129

*Learning activates including:

Assembly & Morning Assembly, C-Day’s Activities, School Team Training, Lunch Time

Concert and Others (such as Sports Day, Swimming Gala, Chinese Week, English Week,

Drama, etc.)

11

10.2 Student Participation in Inter-school Events

Hong Kong Schools Music Festival, Hong Kong Schools Speech Festival, Hong Kong

Schools Drama Festival, School Dance Festival, Inter-school / inter-port sports events

organized by the Hong Kong Schools Sports Federation / Hong Kong Sports Association

for the Mentally Handicapped

No. of Students 13/14 14/15 15/16

Key Stage (F.1-3) 54.5%

(262 students)

63.3%

(299 students)

67.2%

(310 students)

Key Stage (f.4-7) 25.6%

(129 students)

40%

(185 students)

39.1%

(173 students)

10.3 Student participation in Uniform / Social and Voluntary Services Groups

HK Girl Guides Association, the Girl’s Brigade HK, HK Red Cross, Scout Association of

HK, HK Air Cadet Corps, Civil Aid Service Cadet Corps, HK Adventure Brigade, HK Sea

Cadet Corp’s, St. John Ambulance Brigade, the Boy’s Brigade HK, HK Road Safety

Association, the Community Youth Club, Junior Police Call

No. of Students 13/14 14/15 15/16

Key Stage (F.1-3) 26.8%

(129 students)

20.3%

(96 students)

6.7%

(31 students)

Key Stage (F.4-7) 36.1%

(182 students)

32%

(148 students)

6.6%

(29 students)

12

10.4 Participation in External Events

Bishop Hall Jubilee School

External Awards 2015 - 2016

Academic

Events Awards (No. of awards)

Canadian English Writing Invitational Contest Gold Award

Bronze Award

中國中學生作文大賽 2016 - 香港賽區

金獎 (2)

銅獎 (2)

優異獎 (2)

紅牆花縱作文比賽 季軍 (1)

第 31 屆中學生閱讀報告比賽 優異獎 (1)

第六屆全港中國歷史研習獎勵計劃 三等獎 (1)

嘉許獎 (1)

Mathematics

Events Awards (No. of awards)

2015 OLYMPRIX Mathematics Olympiad Selection

Contest (International Chern Cup)

Gold (1)

Silver (1)

Merit (5)

First Runner Up (1)

Second Runner Up (1)

The 33rd

Hong Kong Mathematics Olympiad (HKMO) Third Class Honour (2)

2016 International Competitions and Assessments for

Schools (ICAS) – Maths.

Distinction (5)

Credit (20)

Merit (6)

International Mathematical Olympiad Preliminary

Selection Contest – Hong Kong 2016 Merit (1)

KMC International Mathematics Contest 2016 -

Preliminary Round Third Class Honour (6)

2016 Pan Asia Pacific International Mathematics

Invitation Competition Third Prize (1)

The Hong Kong Youth Mathematical Challenge 2015 Champion (1)

Second Runner up (2)

13

Hong Kong Mathematical and Creative

Problem-Solving Competition

Champion (1)

Gold (1)

Silver (3)

Bronze (3)

Merit (2)

Speech

Events Awards (No. of awards)

English Speech Festival 2015-16

First (2)

Second (2)

Third (6)

第六十七屆香港學校朗誦節

粵語朗誦

冠軍 (1)

亞軍 (5)

季軍 (6)

優良 (20)

良好 (3)

普通話朗誦

冠軍(2)

亞軍(6)

季軍(7)

優良(31)

良好(5)

Music, Dance & Drama Events Awards (No. of awards)

The 68th

Hong Kong School Music Festival 1st Runner Up (3)

2015 Hong Kong Youth Music Interflows Silver Award (1)

Bronze Award (2)

Oriental Concentus Choir Competition2015 Silver Award

The 5th

Winter Choral Festival Silver (2)

The 20th St Cecilia International Music Competition

2015

Distinction (Heat) (1)

1st Runner Up (Final) (1)

14

第五十二屆學校舞蹈節

優等獎 (2)

甲級獎 (1)

乙級獎 (1)

第 44 屆全港公開舞蹈比賽 金獎 (2)

English Drama Festival 2016 Outstanding Performer (1)

2015-2016 校際戲劇節

中文話劇組

傑出合作獎 (1)

傑出舞台效果獎 (1)

傑出演員獎 (1)

Sports Events Awards (No. of awards)

HKSSF Inter-school Football Competition 2015-16 Sportsmanship Award (1)

HKSSF Inter-school Basketball Competition 2015-16

(Girls) (Division III) (Kowloon 1)

Overall Campion (1)

Champion (1)

4th

Position (1)

2nd

Runner up (1)

HKSSF Inter-school Table Tennis Competition 2015-2016

Division Three (Kowloon) 4

th Position (1)

HK Island & Kln Secondary Schools Competition -

BOCHK Indoor Rowing Cup 2015 - 2016

2nd

Runner-up (1)

5th

Position (1)

8th

Position (1)

Hong Kong Indoor Cycling Championship –

Artistic 2015-2016

Champion (1)

2nd

Runner-up (1)

Pacers Athletics Club Youth Athletics Championships

(2nd

Station) 2016

2nd

Runner-up (2)

4th

Position (1)

HKSSF Inter-School Athletics Championships –

Division Three (Area One)

Champion (3)

1st Runner-up (1)

2nd

Runner-up (1)

4th

Position (2)

HKSSF Inter-school Cross Country Championships

Division Two 10

th Position

2015 Hong Kong Junior Squash Championships 4th

Place

2015-2016 HKSSF Inter-school Swimming Championships

Division Three (K1)

1st Runner-up (2)

2nd

Runner-up (6)

4th

Position (1)

Pacers Athletics Club Youth Athletics Championships

(Autumn) 2015

Champion (1)

2nd

Runner-up (1)

4th

Position (1)

SKH Holy Carpenter Secondary School 50th

Anniversary

Swimming Gala 1

st Runner-up (1)

15

Others

Events Awards (No. of awards)

The Harvard Book Prize 2016 First (1)

Second (2)

Hong Kong Secondary Schools Debating Competition Best Debater (1)

基本法辯論比賽 最佳辯論員 (1)

星島辯論比賽 最佳交互發問 (2)

Elsie Tu Education Fund - Most Improved Student

Scholarship 2015 Excellent (1)

認識基本法 善德全港中學校際問答比賽 優異 (10)

Hong Kong Outstanding Students Award Outstanding Student Award (1)

新生精神康復會 ( 拍住上@330 ) 短片創作比賽 中學組 亞軍(1)

第十六屆全港學界普通話傳藝比賽

初中組 主持人亞軍(2)

初中組散文 優良(2)

初中組詩歌 優良(1)

Future Stars – Upward Mobility Scholarship 2016 Scholarship (2)

2015/2016 年度『九龍城區傑出學生選舉』 優異獎 (1)

2016/17 年度領展『第一代大學生獎學金』 獎學金 (1)

CUHK Chung Chi College: Admission Scholarship Scholarship (1)

Outstanding HKCC Freshman Scholarship 2015/16 (Hong Kong Polytechnic University)

Scholarship (1)

Sir Edward Youde Memorial Prizes 2015/16 Scholarship (1)

香港理工大學『青少年企業領袖訓練課程(第十五屆) 』

獎學金計劃 獎學金 (1)

萬鈞教育基金『青少年領袖獎勵計劃 2016』 獎學金

HKICPA BAFS Scholarship Scholarship (1)

16

11. Capacity Enhancement Grant (2015-2016)

Capacity Enhancement Grant received: $574,415.00

Expenditure: $377,389.50

Balance being Surplus C/F: $197,025.50

1. School Dance Team instructor $61,920.00

2. Cantonese Speech training coach fees $9,900.00

3. Putonghua Speech training coach fees $14,850.00

4. English Speech Festival training coach fees $33,340.50

5. Indoor Rowing training coach fees $4,480.00

6. Squash training coach fees $5,724.00

7. Table-tennis training coach fees $10,000.00

8. Basketball training coach fees $12,000.00

9. Chinese DSE Exam Preparation classes instructor fees $42,100.00

10. Chinese Drama instructor fees $40,500.00

11. English Drama instructor fees $14,900.00

12. Wind Band instructor fees $18,150.00

13. Orchestra instructor fees $23,925.00

14. Math Competition training course instructor fees $10,000.00

15. English Debate Course fees $69,600.00

16. Badminton Team $6,000.00

1. Dance Team

The Folk Dance Team hired a dance tutor with the CEG. There are more than 20 students performing in

the Dance Team. They have performed at Speech Day and Music and Dance Night. They have also won 2

Honour Awards, 1 Highly Commended Award and 1 Commended Award in the 52nd School Dance

Festival, 2 Gold Awards in the 44th Open Dance Contest. The dancers enjoyed the rehearsals and gave

high quality performances.

2. 粵語朗誦

為了分擔中文科老師訓練粵語朗誦比賽的工作，聘請「香港普通話朗誦藝術中心」的專業導師虞老

師及林老師下午四時到校進行朗誦訓練。

虞老師及林老師在 2015 年 10 月至 12 月，工作時數 18 小時，訓練學生 38 人。由「創造空間撥款

計劃」支付薪酬 9,900 元。

透過這次「多元學習撥款計劃」取得以下效果：

1. 能減輕中文科老師的工作負擔 (平均每人教導約 1 位學生)。

2. 參賽學生表現：參賽學生取得 1 冠 5 亞 6 季 19 優良 4 良好的成績。

3. 學生及老師的意見：虞老師及林老師做事負責，常根據學生表現，加時練習，幫助學生提

高朗誦水平。

17

3. Putonghua Speech

為了分擔普通話科老師訓練普通話朗誦比賽的工作，聘請「香港普通話朗誦藝術中心」的專業

導師袁疆才老師下午四時到校進行朗誦訓練。

袁疆才老師在 2015 年 10 月至 12 月，工作時數 27 小時，訓練學生 50 人。由「創造空間撥款計

劃」支付薪酬 14850 元。

透過這次「創造空間撥款計劃」取得以下效果：

1. 能減輕普通話科老師的工作負擔。

2. 參賽學生表現：參賽學生取得 2 冠軍 6 亞軍 7 季軍 34 優良 3 良好的成績。

3. 學生及老師的意見：袁老師十分專業，能發掘同學的潛能， 並提高他們朗誦的能力。若

學生參加訓練時間更多更用心，付出時間練習，比賽成績更佳。

4. English Speech

Capacity Enhancement Grant has been spent on the employment of an instructor for the coaching of

the English Speech Festival this year. By encouraging students to take part in the competition, we

hoped to boost their confidence in their English speaking ability and also engender a sense of pride.

There were altogether 54 participants involved in a variety of events, namely solo verse speaking,

dramatic duologue, solo prose reading, public speaking and choral speaking. Students’ experience

was greatly enriched as they got to compete with counterparts of all abilities from different schools.

Two championships, two first runners-up and six second runners-up were attained.

5. Basketball Team, Table-tennis, Squash Team, and Indoor Rowing Team

Capacity Enhancement Grant has been used to subsidize instructor fees for the basketball team,

table-tennis squash team, and indoor rowing team to provide regular training for those team members

who have all participated in competitions.

A summary of the number of students involved is given below:

Courses Number of Students

1. Basketball team 26

2. Table-tennis 26

3. Squash team 12

4. Indoor rowing team 10

Total 74

Feedback from students and results attained by them were positive. All of the students found the training

useful and practical. Their knowledge and experience in those sports events were enhanced throughout

training and participation in competitions. They had good performances in the competitions.

Their achievements are given below:

Teams Events Awards

Basketball

HKSSF Inter-school Basketball

Competition 2015/2016 Division

Girls Overall Champion (will be promoted to

Division Two 2016/2017),

18

Three (Kowloon 1) Girls A Grade Overall 4th

Position,

Girls B Grade Overall 2nd

Runner-up,

Girls C Grade Overall Champion

Table-tennis

HKSSF Inter-school Table-tennis

Competition 2015/2016 Division

Three (Kowloon)

Girls Overall ranked 7th

Position out of 48,

Girls B Grade Overall 4th

Position

Girls C Grade Overall 6th

Position

HKSSF Inter-school Table-tennis

Competition 2015/2016 Division

Three (Kowloon 2)

Boys Overall ranked 7th

Position out of 25

schools,

Boys A Grade Overall 7th

Position,

Boys B Grade Overall 5th

Position,

Boys C Grade Overall 5th

Position

Squash

2015 Hong Kong Junior Squash

Championships

Boys Under 13

3rd

Runner-up

Indoor

Rowing

HK Island & Kln Secondary

Schools Competition - BOCHK

Indoor Rowing Cup 2015 - 2016

Boys A Grade 5th

Position,

Boys A Grade 2nd

Runner-up, 8th

Position

6. Chinese DSE Exam Preparation Class

由於學生已一整天上課，再連續個多小時地補習，會容易感到疲倦，因此小組討論能讓課堂氣氛變

得較爲輕鬆和互動。教學方法主要是小組討論和提問。先讓學生自己閲讀和思考一下，然後才一起

討論。而一些表達個人意見或開放式題目,會先與學生討論回答步驟，再讓學生自己作答,而學生作

答後，任教老師會一一批改，讓學生了解自己作答的強與弱。

學生的學習動機和態度大都是良好的，他們都是抱著讓中文更上一層樓的心態學習，因此上課時都

很專心，也能夠完成老師的要求。而有些學生更於課程完結後表示，希望老師能安排多一點閲讀練

習，讓學生於課程完結後也能自己學習。

7. Chinese Drama

Capacity Enhancement Grant has been used to subsidize Chinese Drama Club fees for our students who

join the Hong Kong School Drama Festival 2016. Forty F1 to F5 students have taken part in the HKSDF

and benefitted from the grant. The CEG Grant was used to hire a professional drama instructor to teach

and train the students to perform in HKSDF. Feedback from students and results attained by them were

relatively positive. They won the Award for Outstanding Cooperation and Award for Outstanding Stage

Effect. F4 Yan Tung won the Outstanding Performer. However, due to the personality of the instructor,

most students found him difficult to work with. Two sides to one coin - this made students contribute

more and enhance their knowledge and skills in related professions.

8. English Drama

Target groups benefitted from the grant

Capacity Enhancement Grant has been used to subsidize drama instructor fees for our students of the

English Drama Club who share a passion in acting. In 2015-16, a drama instructor from Shakespeare for

19

All was employed to coach drama to 30 students ranging from F.1 to F.5.

Purposes of the program

The drama coach conducted weekly drama sessions as a facilitator to guide them to create a drama script

and ultimately to execute it in the EMI Interschool Drama Competition and performance in a school

assembly. Last year, the creation of the play was an adaptation of the original script from Death Takes the

Train by D. M. Larson, with continual modification over the course of the year. Since the entire play and

preparatory work was conducted in English, this ultimately proved to be a very useful tool in improving

students’ English language ability as well as promoting their interest in pursuing English media.

Feedback and Results

Feedback from students and results attained by them were positive. Tam Yi Ling Coco from F.4 got the

Outstanding Performer Award in the EMI Interschool Competition and the whole crew gained invaluable

and rewarding stage experience. The drama-coaching program aroused students’ interests in stage

production and enhanced their English Language skills through application in real life.

9. Wind Band

The CEG was used to hire a conductor to conduct the Wind Band for students playing wind instruments.

We have over 20 students taking part this year. They participated in the Music Office Interflow

competition and obtained a Silver Award. They have also performed in Music and Dance Night. They

have learnt a number of songs. The Wind Band has rehearsed effectively.

10. Orchestra

The CEG was used to hire a conductor to conduct the Orchestra for students playing wind and string

instruments. We have more than 40 students taking part in the Orchestra this year. The strings students

participated in the Music Office Interflow 2015 and won a Bronze Award in both the String Orchestra and

Symphony Orchestra category. The conductor also trained a group of String Ensemble participants and took

part in the Hong Kong School Music Festival. The Orchestra also performed in the Music and Dance Night

by themselves and with the Senior Mixed Voice Choir and Junior Choir in the Finale as well.

11. Mathematics Competition Course

Instructors were employed to train students to participate in recognized Mathematics contests and to

reduce teachers’ workload so that they can concentrate their efforts in teaching and learning of the

curriculum. Students’ feedback was positive, with 3.7 points out of a 4-point scale.

12. English Debate

Capacity Enhancement Grant has been used to subsidize the weekly course of the English Debating Team.

Between October 2015 and May 2016, a weekly debating course was offered to 13 students in F.2-4.

Students were selected to join the team on grounds of their sense of responsibility and willingness to

explore beyond classroom learning, instead of experience and de-facto English standard because the first

two qualities are considered more important for maximizing the value of the money spent and the smooth

operation of the team.

20

Purposes of the Course

Winning was not the primary goal this year as most of them were inexperienced prior to this course.

Experience accumulation and adaptation of the format were instead paramount. Regular exposure to

English debating is deemed conducive to the development of students’ public speaking skills, impromptu

speaking skills, logical thinking skills, elaboration and exemplification skills, and a stronger awareness of

current and controversial issues. The coach also incorporated activities into the course to introduce

elements of activity-based learning. Meanwhile, we also paid the coach for bringing students to various

friendly debates and formal competitions as a form of experiential learning for students to acquire and

reflect upon hands-on experience.

Feedback

Feedback from students was positive. They consider the coach committed and inspirational, and the

friendly debates precious chances to know students from other schools and witness the discrepancy

between the English standard of those students and theirs. They also found it useful to dig into both sides

of controversial issues and collaborate with fellow schoolmates while preparing for debate speeches.

Some initially shy students gradually gained more confidence and were willing to go on stage and

represent our school. Most of them expressed their inclination to remain on the team next year.

Results

Each member of the team represented the school at least once in two rounds of the Hong Kong Secondary

Schools Debating Competitions and five friendly debates. Out of these debates, we got two Best Debater

Awards and won one debate. With such experience acquired and failures reflected upon, the goal next

year will be to win more debates.

13. Badminton Team

Capacity Enhancement Grant has been used to subsidize instructor fees to provide regular training for

those team members who all have participated in competitions.

A summary of the number of students involved is given below:

Courses Number of Students

Badminton Team 27

Feedback from students and results attained by them were positive. All of the students found the training

useful and practical. Their knowledge and experience in those sports events were enhanced throughout

training and participation in competitions.

21

FINANCIAL SUMMARY 2015-2016

Income Expenditure Surplus/(Deficit)

$ $ $

I. Government Funds

(a) EOEBG Baseline Reference 2,040,682.21 1,784,505.24 422,981.46

School & Class Grant - Other Income 166,804.49 / /

(b) School Specific Grant

Administration Grant 3,906,294.00 2,833,325.86 1,072,968.14

(Employees' Compensation) 3,021.69 3,021.69 /

Noise Abatement Grant 517,267.00 453,505.37 63,761.63

Composite Information Technology Grant 419,709.00 289,819.90 129,889.10

Capacity Enhancement Grant 574,415.00 377,389.50 197,025.50

Sub-total: 7,628,193.39 5,741,567.56 1,886,625.83

(c) Non-EOEBG Funds

Sub-total: 47,651,448.91 46,400,206.26 1,251,242.65

Government Funds Total: 55,279,642.30 52,138,469.82 3,137,868.48

II. School Funds

(a) Tong Fai 141,120.00 640.00 140,480.00

(b) Other Income 1,691,947.95 1,470,535.61 221,412.34

(c) Donation for 55th Anniversary Celebration 160,000.00 / 160,000.00

(d) Donation for Chapel Refurbishment/SIP 538,235.00 264.00 537,971.00

School Funds Total: 2,531,302.95 1,471,439.61 1,059,863.34

Balance B/F (Government Funds) 2,685,591.94

Balance B/F (School Funds) 462,665.35

(1) Surplus of Government Funds 3,141,172.48

(2) Surplus of School Funds

1,059,863.34

Total surplus for 15/16 school year 7,349,293.11

22

School-based After-school Learning and Support Programmes 2015/16 s.y.

School-based Grant - Programme Report

Name of School: Bishop Hal l Jubi lee School

Project Coordinator: Mr. Leung Che Keung Contact Telephone No.: 2336 3034

A. The number of benefitting students (count by heads) under this programme is 36 (including A. 10 CSSA recipients, B. 18 SFAS full-grant recipients and C. 8 _under school’s discretionary quota)

B. Information on Activities under the Programmes

*Name / Type of activity

Actual no. of participating eligible students #

Average attendance

rate

Period/Date activity held

Actual expenses ($)

Method(s) of evaluation (e.g. test, questionnaires,

etc.)

Name of partner/ service provider

(if applicable)

Remarks if any (e.g. students’ learning and affective outcome)

A B C

F.1 Physical Training 6 13 4 100% Sept – Oct 15 1260 Questionnaire

Music Training Course 1 0 0 100% Oct 15 – May 16 3355 Questionnaire

Sat school tutorial course 3 4 4 100% Oct 15 – May 16 9900 Questionnaire

Public Exam Preparation 0 1 0 100% Feb 16 130 Questionnaire

Total no. of activities: _4_

@No. of participation counts 10 18 8

Total Expenses 14645

**Total no. of participation

counts

36

Note: * Name/type of activities are categorized as follows: tutorial service, learning skill training, languages training, visits, art /culture activities, sports, self-confidence development, volunteer service,

adventure activities, leadership training, and communication skills training courses. @ Participation count: refers to the aggregate no. of benefitted students participating in each activity listed above. ** Total no. of participation count: the aggregate of (A) + (B) + (C)

# Eligible students: students in receipt of CSSA (A), SFAS full grant (B)and disadvantaged students identified by the school under the 10% discretionary quota (C

23

C. Project Effectiveness

In general, how would you rate the achievements of the activities conducted to the benefitted eligible students:

Please put a “” against the most appropriate box. Improved No

Change Declining

Not Applicable Significant Moderate Slight

Learning Effectiveness

a) Students’ motivation for learning

b) Students’ study skills

c) Students’ academic achievement

d) Students’ learning experience outside classroom

e) Your overall view on students’ learning effectiveness

Personal and Social Development

f) Students’ self-esteem

g) Students’ self-management skills

h) Students’ social skills

i) Students’ interpersonal skills

j) Students’ cooperativeness with others

k) Students’ attitudes toward schooling

l) Students’ outlook on life m) Your overall view on students’ personal and social

development

Community Involvement

n) Students’ participation in extracurricular and voluntary activities

o) Students’ sense of belonging

p) Students’ understanding on the community

q) Your overall view on students’ community involvement

24

D. Comments on the project conducted

Problems/difficulties encountered when implementing the project

(You may tick more than one box)

unable to identify the eligible students (i.e., students receiving CSSA, SFAS full grant); difficult to decide on the 10% discretionary quota; eligible students unwilling to join the programmes; the quality of service provided by partner/service provider not satisfactory; tutors inexperienced and student management skills unsatisfactory; the amount of administrative work leads to apparent increase on teachers’ workload; complicated to fulfill the requirements for handling funds disbursed by EDB; the reporting requirements too complicated and time-consuming; Others (Please specify):

E. Do you have any feedback from students and their parents? Are they

satisfied with the service provided? (optional)