Diocesan Boys’ School

School Report

2017-2018

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Key Elements of the School Report

(1) Our School…………………………………………………………………………………............................................ 2

(2) Achievements and Reflection on Major Concerns ……………………………………….......................... 3

(3) Our Learning and Teaching…………………………………………………………………................................... 13

(4) Support for Student Development…………………………………………………………............................... 15

(5) Student Performance………………………………………………………………………..................................... 18

(6) Financial Summary................................................................................................................... 26

(7) Feedback on Future Planning………………………………………………………………................................. 27

(8) Appendix…………………………………………………………………………………............................................. 29

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(1) Our School

DBS began with the acceptance of boys into the “Diocesan Home and Orphanage” in 1869.

The name “Diocesan Boys’ School” was first used by the School Committee in 1913. Under the

management of Sheng Kung Hui, DBS maintains its tradition to nurture children of both Chinese

and Western origin. More information is available from:

http://ssp.proj.hkedcity.net/chi/parser.php?file=chi/schbasic.htm&school_id=1109

Vision

The vision of our school is to equip our students with the sound knowledge, worthy qualities,

dynamic social and technical skills they need to become contributors to society and leaders with

integrity in a diverse and ever-changing world.

Mission

The mission of the school is to provide a liberal education based on Christian principles. To realize this stated mission, the school has set the following objectives:

To offer a well-balanced education for the development of the WHOLE person.

To maintain well-established school traditions.

To nurture a unique cultural identity.

To achieve self-respect and self-esteem so that each student can be a man of integrity,

discipline, devotion, industriousness, courage and gratitude.

To promote multiple intelligences so that students can fully develop their talents.

To equip our students to become life-long learners with a solid foundation of knowledge,

essential qualities of good character and proper social and technical skills in order to achieve

success in the future.

Class structure and number of students

G7/S1 G8/S2 G9/S3 G10/S4 G11/S5 G12/S6

Number of classes 6 6 6 6 6 6

Number of students* 245 245 226 229 221 198

*Number of students at 30.09.2017 including I.B groups

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(2) Achievements and Reflection on Major Concerns

Priority Task 1: To refine pedagogical approach and teaching strategies to cater for learner diversity

Achievements

eLearning continued to be the major concern of the school. Subject panels were requested to

adopt eLearning and/or other teaching strategies as major concerns in their annual plans.

Following the eLearning trainings held last year for all subject panels and equipping teachers

with the tools and skills for eLearning, the school took the initiative to upgrade computer and

IT-related facilities and provide mobile devices to teachers for integrating eLearning in their

daily teaching. Every teacher was provided with an iMac computer to replace his/her desktop

computer. Teachers were also provided with an iPad Pro for use in classroom teaching.

For the smooth migration of files from desktop computers to iMac computers, nine workshops

on cloud computing were conducted for teachers explaining how to upload the files in their

desktop computers to the Google Cloud Storage and also how to use shared files in Google

Drive for cloud computing. Cloud computing also facilitated eLearning in classroom teaching as

teachers could easily download teaching materials and other teaching-related resources from

the Google Cloud Storage to the iPad pro for classroom teaching.

Electronic whiteboards donated by old boys had been installed in the Geography Room and

I-Lab for trial use and it was found that they were not user-friendly and did not facilitate

eLearning effectively. After consulting some of the teachers and reporting to the Academic

Committee Meeting, the eLearning Team decided not to install the electronic whiteboards in

G12 classrooms and not to conduct workshops on the use of electronic whiteboards in the

second term as had been stated in the Annual School Plan. The Team explored other

possibilities of promoting eLearning and finally came up with the Dream Classroom Initiative for

which a trial run will be conducted next year before finalizing and implementing the plan the

year after next.

Teacher professional development continued to be one of the major concerns of the school.

Cross-subject and cross-curriculum peer lesson observations were conducted between our DSE

Section and IB Section. Through mutual lesson observations, local and expatriate teachers of

different subjects and different curricula could learn various teaching pedagogies and strategies

from one another, inspiring one another in to refine old teaching methods and devise new ones.

The culture of teacher professional development through peer lesson observation has been

successfully and durably established in the teaching faculty.

In the last year running of the 3-year scheme, the senior management conducted lesson

observation on the rest of the teaching faculty. Both good and unsatisfactory teaching practices

were identified. For instance, some of the teachers successfully made use of eLearning to

arouse students' interest in learning through creating an interactive teaching approach.

Teachers obtained timely feedback on the extent to which students understood the teaching

content and made appropriate adjustments to their practice. More individual attention was

given to those students who were lagging behind during the lesson. On the other hand, some

teachers did not incorporate eLearning into the daily teaching. The traditional way of

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instructional teaching made the lesson become boring with minimal interactions between the

teacher and students. The one-way mode of teaching could not motivate learning among

students and teachers could hardly know how well the students learn during the lesson.

The Innovation & Design (I&D) curriculum was implemented in Grade 7 starting September

2017. The curriculum is project-based and adopts a problem-solving approach. In the first term,

basic skills such as prerequisite of models creation and modification, manipulation of creation

and modification tools, basic commands for assembling individual models, production drawings

in isometric and orthographic views and dimensioning techniques and materials rendering, etc

were taught. The first project on electric bells, required students to apply the skills learned

before and created an electric bell on an individual basis. In the second term, students were

required to choose to work on a project either collecting leaves or shooting ping pong balls. The

project was group work that demanded that students communicate and collaborate. Students

could freely ideate their design and prototype and test the product until they had invented a

working product. Reflections

After providing teachers with mobile devices and the necessary trainings over the past two

years, teachers were prepared to incorporate eLearning into their daily teaching. However,

teachers opined that some of the classroom facilities were installed nearly two decades ago and

these outdated facilities can no longer keep pace with the latest trend in education. eLearning is

technology-based and its success needs to take place in modern facilities. In view of the

feedback and opinions from the teachers, the school set up an ad hoc committee on the Dream

Classroom Initiative. The committee members consisted of the Deans, ICT teachers, Science

teachers, Humanities teachers, IT technicians and Senior Campus Officer. After a series of

meetings, thorough discussions and showroom visits, the committee formulated a dream

classroom setting and proposed a one-year trial period in 2018-2019 to collect feedback and

suggestions for further refinement before finalizing and implementing the plan in the year after

next.

Teacher professional development is always one of the top priorities in the long-term

development of the school. Since teacher professional development through peer lesson

observations had been conducted for three consecutive years and the culture of peer lesson

observation has been established in the teaching faculty, peer lesson observation will be

incorporated as routine work for further exploration and refinement by the subject panels. The

school will continue to boost teacher professional development and search for other ways to

achieve it.

After the completion of lesson observation of the teaching faculty by the senior management,

the school will explore the possibility of establishing a team of master teachers for coaching

beginning teachers and promoting teaching quality by providing relevant training to those

teachers with unsatisfactory teaching performance and/or classroom management.

The I&D curriculum will be extended to Grade 8 in the next school year. After reviewing the

projects in Grade 7 and the performance of students last year, the I&D committee decided to

revamp the curriculum by introducing new projects to the curriculum. The new projects will

tackle real life problems and involve apps or coding in their innovations.

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Priority Task 2: To strengthen the life planning framework to cater for students’ developmental

needs and foster a positive attitude of respect and mutual support among the school community

Achievements:

Life planning education for Grade 7 was organized in October, November and March using G7

common period. A school-based G7 Life planning curriculum was developed so that our

students could understand themselves and the impact of external influences. In particular,

self-understanding is the very first step and building block for the commencement of this

entire life journey development. Specifically, building one’s own aspirations, cultivating one’s

own interests and strengths, sorting out one’s own beliefs and values, and establishing

emotional quotients are significant contributing factors in enhancing self-understanding at this

stage. To this end, one social worker and one class teacher were assigned to each Grade 7

student for implementing the life planning program. Members of the Student Guidance Team

were the advisors to the group. The objective of life planning education for Grade 7 is as

follows:

1. To develop a better understanding of values.

2. To identify one’s values and abilities

3. To identify ways to understand one’s own self

4. To identify one’s personalities

5. To develop a positive outlook on life with one’s own personalities

6. To stimulate students to put themselves in someone else’s shoes, to think from others’

point of view and solve problems more effectively

7. To learn about 4 behaviour types: Dominance, Influence, Steadiness, Compliance

8. To study the conflicts that each of the behavior types may face in order to enhance

students’ communication skills

9. To encourage students’ involvement in life planning and personal development

Life planning education for Grade 8 was organized in May using the activity periods.

A school-based G8 Life planning curriculum was developed for our students to understand

themselves and the impact of external influences. In particular, self-understanding is the

very first step and building block for the commencement of this entire life journey

development. Specifically, building one’s own aspirations, cultivating one’s own interests and

strengths, sorting out one’s own beliefs and values, and establishing emotional quotients are

significant contributing factors in enhancing self-understanding at this stage. Besides,

goal-setting also plays an important role in this induction period. Particularly, to be able to

maintain goals and temptation is vital in realizing goal achievement. To this end, Grade 8

students were divided into 18 groups, each group consisting of around 14 students supervised

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by a class teacher, subject teacher or member of Student Guidance Team as the advisor to the

group. The objective of the life planning education for Grade 8 is as follows:

1. To build up classroom regulations and build up aspiration

2. To explore one’s own strengths

3. To figure out one’s own strengths through different perspectives and methods

4. To explore the ideal self

5. To be able to encourage oneself and to be assured of one’s own beliefs and values

6. To revise the principle of goal setting

7. To reset one’s own life goals

8. To understand the importance of reinforcement in relation to goal achievement

9. To learn how to design an effective reward system

10. To realize the significance of persistence on goal achievement

11. To bring forth positive outcomes through successful resistance to temptation

The Careers Office, Overseas team and Local team of CFFS prepared the life planning

framework for G7 to G12 to cater for the students’ developmental needs.

A mobile phone policy was prepared by the Discipline Committee after consulting students,

teachers and PTA.

The school assigned a teacher to be the SEN coordinator to cater for students with diverse

learning and emotional needs.

Reflections:

Teachers gave positive feedback in the teachers’ evaluation of the Grade 7 life planning

curriculum. As teachers suggested that the school to incorporate more elements into the life

planning curriculum and extend the time of the program to include these elements, a new

Grade 8 life planning curriculum should be developed to include more elements in the

program.

Students and parents show interest in applying to US universities but they are not familiar with

the application process. Training on writing personal statements for students should be

arranged to support overseas university applications. More information sessions and

workshops should be arranged for students and parents.

There is a need to build up a database of students’ achievements and awards, scholarships and

extra-curricular activities to support applications to overseas universities and for external

scholarships and awards.

During the preparation process of mobile phone policy, the Discipline Committee consulted

house captains, Student Council, Prefects, the Student Guidance Team, teachers’

representatives and members of PTA. Students and teachers suggested that the Discipline

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Committee should give more trainings and support to teachers when implementing new

policies in the future.

According to the 3-year plan, the department heads assigned colleagues to attend SEN training

courses in 2017-18. However, significant numbers of teachers failed to apply to attend SEN

training courses throughout the training calendar because the courses are full. The school

decided to appoint a SEN coordinator and establish the learning diversity committee later after

most of the teachers completed the SEN training according to the plan.

Priority Task 3: To foster the holistic development of the students continuously with special

emphasis on moral education, social services and sex education

Achievements:

The Moral Education Committee was set up in the last academic year (2016-17), with the

objectives to promote correct moral values among Diocesan members (students / teachers /

parents / alumni) and to encourage them to care for needy people in society. All G7-G9

students were invited to take part in a 5-hour mandatory social services program to enhance

their sensitivity to and awareness of the community in which they belong. Students were also

encouraged to take the initiative to participate outside of school. Certificates or other evidence

provided by organizations had to be submitted to teachers-in-charge before June 2018 (G7:

Miss Hung Siu Man & Mr. Ho Lap Chi; G8: Mr. Ken Leung & Miss Or Wing Lam; G9: Miss Emily

Tam & Miss Tong Chui Mei).

Our Moral Education Committee worked strategically with Social Services Society, Religious

Studies Department, Civic Education Committee, Guidance Team, School Social Workers, Orbis

Group, Scouts and Boarding School, etc., to organize community services for students and

teachers. In addition, the “Moral Education Group” was formed by senior boys who were

directly appointed by the teachers-in-charge after selection interviews. All these parties

collaborated to educate students to be more humble, thoughtful, kind-hearted and

well-behaved. The highlights of their major activities are as follows:

G7: The Moral Education Committee liaised closely with La Violet Education, World Vision and

SKH Lok Man Alice Kwok Integrated Service Centre to encourage students to have more

interactions with people from different social sectors. In December 2017, three classes met

with ethnic minorities in Hong Kong. Our students explored various cultures and learnt how to

respect people with dissimilar interests and backgrounds. Three other classes joined the child

labor workshop organized by World Vision, and they had a taste of the hardship of child labor

and learnt more about their rights. The other three classes prepared dishes for elderly people

after meetings with nutritionists. Students worked in groups to cook healthy meals for senior

citizens from Lok Man Estate and had a good time together.

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G8: Originally the whole form prepared to participate in beach cleaning at Lung Ku Tan and

actualize certain environmental protection tasks. However, due to the stormy weather, the

activity was cancelled on the morning of 3rd July.

G9: Professional training sessions were organized by the social workers from SKH Children and

Youth Integrated Service Centre Kowloon City. Students were divided into groups, to organize

games, activities and performances to serve elderly people and children in the community

centers. Besides, the whole form also joined the gate-painting programs in Lok Man Sun Chuen

to redecorate for the elderly people. We successfully instilled positive values in students and

enabled them to interact well with the needy.

Sharing Sessions & Seminars: To echo with our main theme“Care For Others, Be Considerate!”,

regular sharing sessions were arranged during Morning Assembly, Activity Periods and Post

Examination Periods to cultivate the virtues and good personalities of our students. Teachers,

outstanding students, alumni and guest speakers were invited to provide the boys with

in-depth and inspiring discussions. The topics included “Exploring self-potential through social

services”, “Being a caring guy”, “Providing for the underprivileged in society”, “Service

experiences in Médecins Sans Frontières”, “Facing the difficulties in life with a positive mind”,

etc. These thematic sessions aimed to promote the participation of social services and foster

good values among students. The responses of the boys were constructive and rewarding.

Donations for the Underprivileged: Members of the Moral Education Group were active in

collecting food from students for the needy. All donations (e.g., canned food) were sent to J Life

Foundation in Sham Shui Po, where the volunteers and social workers redistributed the

supplies to low-income families. Similar donative activities were organized for Orbis as well as

other SKH Service Centers to raise fund and offer a helping hand to people suffering from

illness. After the events, most of the participants developed compassion for the disadvantaged.

Visits: In order to experience the life of the grassroots in Sham Shui Po and To Kwa Wan, field

trips were organized to visit the residents in subdivided-units and homeless center (e.g.,

Christian Concern For The Homeless Association). Students learnt more about the community

support from NGOs and cared more the minorities and the underprivileged. With more

understanding to the needs of these street sleepers and cage dwellers, students were

encouraged to design and prepare some gifts for them. Besides, students were also led to visit

the Jockey Club Life Journey Centre, Smart Home For Seniors, Lai Kok Elderly Home etc. They

chatted with the senior citizens and learnt from their life experiences.

Award System: “Social Service Awards (Bronze / Silver / Gold)” were listed on the final school

reports annually to acknowledge students with high devotion to and participation in

community services. The awards were defined by the total number of social service hours

students participated in: Bronze for less than 15 hours, Silver for 15-30 hours, and Gold for

more than 30 hours. In the academic year of 2017-18, we had 12 Bronze Awardees, 1 Silver

Awardee & 1 Gold Awardee.

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Sex Education: Guidance Team and School Social Workers organized four talks (two for senior

forms and junior forms respectively) about proper behaviors at school and on online media. In

order to have a more interactive environment for learning proper attitudes and values towards

sex, we worked closely with social workers to hold sharing and discussion sessions inside

classrooms for all G7 boys. The main theme of the activities was “Protecting Yourself &

Respecting Others”. We covered proper behaviors with the opposite sex (e.g., appropriate

distance and actions), pornographic content on media (i.e., reject faulty views about sex), body

image of self and opposite sex, etc. Each class was led by a teacher or a social worker for an

in-depth discussion. Some of the students voiced out their concerns and worries, and we were

able to respond to their questions and needs accordingly.

In addition to the social services activities, the G7 Character Building Programs and G10

Leadership Training Camp also prepared our boys for a life of active responsible citizenship.

This training focused on the dynamic combination of knowledge, social skills, critical thinking,

creativity, ethics and values, in order to achieve targets for whole-person development. More

details of the programs are elaborated in the following section (Support for Student

Development).

Besides, the new Grade 7 Entrance Ceremony was held successfully on Saturday, 26th August

2017 in the School Hall. It was a joyful and meaningful event for witnessing the pledge of the

incoming Grade 7 students. The boys committed to enriching themselves and contributing

positively to the community, heritage and legacy of the Diocesan Boys’ School. We started a

new page together and conferred our blessings upon the newcomers in a decent and grateful

manner.

All the G7 boys were reminded to learn the following pledge by heart: “In the name of God, We

pledge our utmost in our commitment to all-round excellence. We pledge our utmost to

safeguard the DBS brotherhood and to uphold our school’s undefiled heritage. We pledge our

utmost to serve and to lead. We pledge our utmost to be humble and respectful, to honor our

teachers and to value their teachings, and make learning a lifelong passion.” In front of all

parents, teachers, alumni and guests, we were honored to instill in all freshmen the excellent

qualities of DBS boys on this momentous occasion.

In accordance with the educational goal of all-round excellence, the ECA Committee held a

Clubs & Societies Joint Recruitment Day for all G7 students during period 5 and 6 on

4th September 2017. Around 27 counters were set up inside the School Hall to attract new

blood. Most of the committee members and senior boys designed and decorated their booths

assiduously to activate this lively multidisciplinary fun fair. The proper and effective promotion

of different activities could be achieved in this dynamic expo.

In order to stimulate students’ interest in, and ability to appreciate different art forms, the Arts

Development Committee specially organized “Diocesan Boys’ School Old Boys’ Artworks

Exhibition 2017: Diocesan d’Art: a Remix of the Timeless Pieces (藝萃傳承拔萃男書院舊生藝

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術作品展二零一七)” as well as the “Dominic Chiu (Class 2003) Photography Exhibition” in

November 2017 and July 2018 respectively. The main theme of the joint exhibition was

“Choices (擇)”. We displayed a collection of 71 items including photography, painting, graphic

designs, calligraphy, poems, architectural sketches, which were created by seventeen old boys

from Class 1975 to Class 2016. This multicolored carnival really cultivated our students’

aesthetic sense and knowledge. Similarly, Dominic Chiu’s travel photography was also stunning,

creative and inspiring. His artwork explored and recorded exotic places around the world, such

as the aurora high up in the northern sky, the Star Wars lightsaber reflecting on the world’s

largest mirror (Uyuni in Bolivia), the surreal scenes inside the largest cave on earth (Son Doong

in Vietnam), etc. His adventurous experiences were reported by the BBC and his set of Star

Wars photos was also widely featured by mass media. The discovery and exhibition of these

natural wonders could definitely widen our students’ horizons and thus enriched DBS culture.

Furthermore, we also strengthened our experiential learning programs and advanced DBS

culture by participating actively in various overseas training camps, competitions,

performances, study tours etc., e.g.,

鄒振先杯粵港澳大灣區（東莞）青少年田徑邀請賽 (October 2017)

World Robot Olympiad Final in Costa Rica (November 2017)

甲午戰爭一百二十三週年紀念之山東文化古蹟考察團 (December 2017)

Kazakhstan Economic & Cultural Study Tour (March 2018)

PD-SD USA Basketball Training Camp (April 2018)

Squash Team Training Camp in Penang, Malaysia (July 2018)

Fencing Team Training Camp in Seoul, South Korea (July 2018)

Volleyball Team Training Camp in Taipei, Taiwan (July 2018)

World Choir Games 2018 in Tshwane, South Africa (July 2018)

IB Chinese Literature & History Learning Tour in Germany & Czech Republic (July 2018)

IT Education Tour in Nagoya & Osaka, Japan (July 2018)

Chinese Orchestra Nanfeng International Music Competition Tour in Malaysia (August 2018)

Taiwan Band Clinic 2018 in Taipei, Taiwan (August 2018)

華工血淚史暨英、法古蹟、文化考察之旅 (August 2018)

Swimming Team Training Camp in Sanya, Hainan Island (August 2018)

Through these valuable learning opportunities outside classrooms, students cultivated their

multiple intelligences and worthy qualities in the direction of all-round excellence and

leadership. They maintained the highest level of achievements and were empowered to

succeed in school and in life.

Our House System is an integral part of the DBS heritage which provides an internal breeding

ground for budding athletes, scholars and leaders. We greatly appreciate the efforts of Old

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Boys and House Teachers to rejuvenate and perpetuate our traditional system. In order to

promote and strengthen House spirit, newly designed Pong Bong Sticks and Banners of the

8 Houses were produced by Mr. Charles Yip (Class of 1996) for all Inter-House Competitions

especially the Sports Day and Swimming Gala. The feedback was positive and encouraging.

In this academic year, Mr. Lee Moon Kee and the Photographic Team regularly decorated and

updated the noticeboards around the School Hall with plenty of colorful snapshots.

Impressive publicity work was done continuously to promote and appreciate students’

excellent achievements in different areas. Moreover, the Diocesan Media as well as the Audio

& Visual Team also cooperated professionally to produce prompt, vivid and well-edited video

clippings to record and report various school events in a documentary style.

Last but not least, different products, merchandise and backdrops were designed and made to

keep the strong School Spirit alive, e.g.:

We bolstered our morale to produce outstanding performance in academics, sports, music,

robotics and other competitions. We received good response from students, teachers, alumni

and parents. Our educational values and unique heritage were successfully preserved and

perpetuated.

Reflections:

As we usually have full teaching schedules and numerous activities in each academic year, the

school time for improving sex education program is relatively limited. Actually, more different

topics can be included in the future; for example, we may provide students with useful

knowledge on sexual harassment and its management, so that they can build up a healthy and

harmonious relationship with schoolmates and the opposite sex.

It is not easy to catch up with the rapidly changing society and the advancement of information

technology. We encounter certain hurdles and challenges when inculcating right values in

youth, for instance, the flood of pornographic information on social media, the frequent yet

irrational political conflicts in local, national and global contexts, the distorted moral values and

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misconceptions, etc. We may focus more on developing in all Diocesans the ability to examine,

understand, and respond to these many challenges.

Concerned Committees and Departments organize different programs to help participants

foster a sense of caring and respect for others. Students are able to know the reality and

problems of their community. They also learn how underprivileged families cope with their

struggles and thus gain valuable experience from these activities. Sometimes these events or

visits allow students to develop their leadership, organizational skills, eloquence and creativity.

For example, students are asked to plan and devise indoor games for senior citizens or children

at the community center. They gradually gain a sense of accomplishment through designing

these fun and well-liked interactive games. We have to go on organizing and optimizing these

meaningful service programs and diversified visits, so that our students can acquire a better

ability to understand and respond to the needs of others.

For the “Social Service Awards (Bronze / Silver / Gold)”, we have to keep on encouraging more

sincere boys to participate with great enthusiasm and boost their morale in coming years.

There is still room for improvement in this program in terms of logistics and effectiveness.

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(3) Our Learning and Teaching

Staff Development

Date Programmes

1st Staff Development Day

(PD &SD)

24 August 2017 STEAM and Classroom Management

2nd Staff development Day 22 November 2017 Social Service Program: Gate Painting

3rd Staff Development Day 4 June 2018 "Our Faith, Our Way" - Hong Kong Sheng Kung

Hui Development Day

In the light of unprecedented changes for business and society in the next 20 years and how

education positions itself and where STEAM fits in, the teaching faculty of the SD and PD, along

with school committee members and PTA members attended our Staff Development Day on the

theme of “STEAM Education and Classroom Management”, held at the Concert Hall of Yunni &

Maxine Pao Auditorium in DBS. The programme began with a talk on STEAM Education entitled

"The Next 20", conducted by Miss Marina J. Chan, Director of Strategic Initiatives at the MIT Hong

Kong Innovation Node and Mr. Dennis Cheung, registered architect and founding partner at

UPSOP. The audience gained inspiring insights into STEAM Education and Makerspace and their

sharing provided invaluable ideas and references to the school for setting up the school-based

STEAM curriculum in Grade 7.

Following the talk was a tea break during which the guest speakers, school committee members,

PTA members, SD and PD teachers had the chance for casual chats and exchange of ideas and

opinions.

The second talk on “Classroom Management” was conducted by representatives from the Pastoral

Care Working Committee of PD and the Discipline Committee of SD respectively. In order to

enhance the students’ learning in the classroom and nurture the personal development of

students, representatives explained the main objectives of classroom management and suggested

effective classroom management skills to teachers.

“The Year in Pictures” was screened as the last programme to highlight the school culture, major

events and achievements in the last academic year.

The Staff Development Day for nearly 250 staff members from both the PD and SD was a

successful event once again and the school was grateful to the staff members who worked

diligently over the summer holidays in making this annual event a reality.

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The second Staff Development Day was held on Wednesday, 22nd November 2017. The whole

teaching faculty participated in a half-day social service programme arranged by the SKH Lok Man

Alice Kwok Integrated Service Centre. Teachers were divided into 33 small groups consisting of 4

members and headed by one group leader. Each squad visited a flat in the Lok Man Public Housing

Estate, met the elderly residents, brought them blessings bags and painted their gates. Afterwards,

our colleagues enjoyed lunch at “Supreme Cuisine 21” nearby.

The major objectives of this service programme are: (1) strengthening the unity, friendship and

trust among colleagues through project-based activities; (2) caring for society and serving the

needy and elderly and (3) serving as role models for our students to promote and optimise

programmes of Moral Education more effectively in the future. The coordinators and guest

speakers from the SKH Lok Man Alice Kwok Integrated Service Centre were very helpful and

supportive. Their briefing session and professional, detailed and informative slides and video

clippings prepared us well to meet and serve the senior citizens.

Through these meaningful cooperative tasks towards a common goal, we fostered a sense of

belonging across the board. This valuable experience also allowed us to learn more about the

problems and difficulties faced by the elderly. The questionnaires reflected positive and

encouraging responses from colleagues: “We got to know the tenant as we painted her gate. She

chatted happily and our group translated as they chatted. Great to see the other side of life from a

different perspective.” “Through the life stories and anecdotes of the aged couple, I better

understood the mentality of the older generation and how they survived such difficult times. The

sharing also reminded me to respect their grey-haired wisdom.”

Besides these responses, we also received some constructive suggestions: “Some gates are still in

good condition. Perhaps we can help the elderly clean the flat next time.” “Team leaders might

meet up with their members in advance to discuss the work allocation.” We can conclude that this

community service programme has further promoted correct moral values among colleagues and

gave us a chance to give support to the underprivileged.

The third Staff Development Day was held at AsiaWorld-Expo, Hong Kong International Airport on

23 May 2018. The development day was organized by Hong Kong Sheng Kung Hui in celebration of the

20th Anniversary of the Province of Hong Kong Sheng Kung Hui Church. The theme of the

Development Day was "Our Faith, Our Way". The programme included Morning Prayer, Video

introducing the Hong Kong Sheng Kung Hui, Speech by Bishop Timothy Kwok and Bishop Andrew

Chan, Presentation of Long-serving Award, Sharing by Father Thomas Kwan, Hymn, Debriefing and

Benediction by Archbishop Paul Kwong. Members of the School Committee, Headmaster and all

teaching staff joined the occasion and had a blessed and meaningful development day.

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(4) Support for Student Development

To provide multiple pathways for students to develop their potential, the school gives the

senior secondary students the options to study subjects under the Hong Kong Diploma of

Secondary Education (HKDSE) or the International Baccalaureate Diploma Programme (IBDP).

In addition to offering the fourteen HKDSE elective subjects for selection, the school also offers

French as "Other Language", Music as "Other Programme" and Applied learning courses

offered by outside professional institutions to further cater for the specific needs of some

students. Students can also opt to study Liberal Studies and Physical Education in Chinese or

English.

Academic support outside regular class hours, a team comprising fifteen teachers was formed

to conduct English, Mathematics and Science Tutorials for junior form students. Another

team that consists of twenty teachers was formed to conduct Tutorial Lessons for senior form

students: ”Top-notch English, Chinese, Mathematics, Liberal Studies, Physics, Chemistry and

Economic Tutorial Class”, ”Remedial English Tutorial Class”, ”Drop Subject Period

(DSP) Tutorial Class”, “中文扶中班” and “中文補底班” for Grade 12 students. Academic

support was also provided to sportsmen and musicians who had been absent from school

because of overseas training and competitions. Moreover, Academic Advisors, a team

consists of eleven teachers was formed to provide academic support for transfer students and

repeaters.

A full-time university counsellor supported the application process of students for overseas

universities. The quantity and quality of counseling and guidance services on further studies

increased. The Centre purchased a new online system called CIALFO. This system

strengthened the preparation, collection and organization of further studies information for

university applications. During the year 2017-18, more than 47 Information Talks on local,

overseas, Mainland China and Taiwan universities were held to help students thoroughly

understand variety of further study options and pathways for further studies. Most of the

talks were open for free enrolment while some important talks were made compulsory for the

entire form to make sure that all students were informed of the essential information for their

career planning and university applications.

Three electronic profile workshops were held in January for Grade 7 students to establish an

electronic record of their OLEs. Grade 8 students attended the same workshop they

attended in Grade 7 last year. Three “One person one colour” workshops were organized in

November for Grade 10 students to help them understand their career aspirations.

Forty-two activities with career-related experience including job shadowing, visits, job

attachment and internships were arranged. Six career information sessions and career

intervention workshops were organized for students from Grade 8 to Grade 12 throughout the

year to provide them with opportunities for gaining work experience. One career inclination

1 6

workshop was organized in July for Grade 10 students. Two career planning workshops were

organized for G11 students in the second term. With support from the CUHK, the G10

workshop was arranged during the post-exam period to offer students a better understanding

the requirements of the admission processes of local universities. Positive comments were

given by students and teachers. One visit to a tertiary institution, two mock interviews for

local university, five JUPAS workshops and talks, five UK application workshops and seven US

application workshops were organized during the year. A career planning workshop for G9 was

arranged to provide study options in Grade 10, career assessment, selection of elective

subjects and connection of elective subjects with university programmes and occupations.

The Discipline Committee and Student Guidance Team cooperated to promote the respects,

self-discipline and acceptance attitude of students in the school. They tried to help students

at different developmental stages to overcome difficulties they encounter. The respectful

atmosphere maintained by chaplaincy committee and the teachers’ sharing during assembly

helped train students to maintain concentration in a solemn environment and nurtured their

positive attitude and good behavior at school. The Leadership Training Camp program and

the passing-out ceremony in front of their parents and peers served the same purposes but

added one thing extra – the leadership skills of our young men.

The Greater China Affairs Office coordinated the application processes of different universities

in China and Taiwan. Two visits related to further studies in China were arranged to increase

the awareness of students and parents about further studies in these regions. The Office

arranged some counselling and interview training for potential applicants and the feedback

has been positive. Experience sharing by alumni is particularly welcomed by students as they

are unfamiliar with the university culture and life of China. The Office continues to explore

more opportunities in universities application in China to provide more options for further

studies to our students.

Most of the students consider mainly further studies after graduation but do not give

career-oriented activities a high priority. This kind of activity provides students opportunities

in career exploration and obtains insight in different industries. In order to match the

interest of students with the potential industries, the selection process of potential students

for career-oriented activities should be revised.

A database of SEN students was established. SEN students were categorized according to the

nature of education need and their distribution. More support should also be given to assist

SEN students in facing different challenges in life. For teachers, a 3-years plan on the

professional development of teachers for SEN training has also been implemented.

Representatives from each Key Learning Area will be sent to receive SEN training in stages over

three years. After the professional training, teachers are able to understand the needs of SEN

students and provide additional support.

The G7 Character Building Program was run smoothly to cultivate the virtues and good

1 7

personalities of our kids. There were three sessions altogether throughout the academic year:

(1) Apple Race Cheering Activities on 20th September 2017; (2) Caring Activities to improve

social awareness on 19th December 2017; (3) Life Planning Soci-Game on 6th July 2018. After a

series of gatherings for participation and sharing, G7 students got closer to their new

classmates and teachers, and came to know each other better. Their sense of responsibility,

interpersonal skills, problem-solving techniques, team work, mutual trust, class bonding and

school spirit were strengthened gradually. They were also willing to explore and experience

more the different aspects of the society in an open and rational manner. Moreover, they also

learnt how to make correct choices for themselves and valued the different elements in life.

The debriefing sessions after the activities made self-reflections possible and rewarding.

G10 Leadership Training Camp was held on 26th – 29th September 2017 at the PLK Jockey Club

Tai Tong Holiday Camp in Yuen Long. We had a series of challenging activities including team

building tasks, mass games, rope courses, foot drill training, hiking, orienteering, etc.

The sense of belonging, discipline, brotherhood, and school spirit were fostered tremendously

among these future leaders. They also benefited in the areas of leadership, social skills,

problem-solving techniques, EQ, physical fitness etc. The Passing Out Ceremony was held on

Friday at the School Field with Mr. Horace Chan, the President of DSOBA, as our guest of

honour. Parents, teachers, trainers, students and alumni all had a good time and shared pride

and happiness together.

In order to familiarize all new boys with the school and give them a taste of secondary school

life, we organized a G7 summer school program which lasted for 2 weeks, from 16th July to 31st

July 2018. This bridging course included lessons of core subjects, sports and cultural activities,

as well as an overnight stay in our Boarding School. Kids all had a fine time participating and

got prepared for the coming academic year.

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(5) Student Performance

Summary of 2018 HKDSE Results is as follows:

No. of candidates sat: 144

No. of subjects per student: 6.6

No. of Level 5* or above: 129 (0.9 Level 5* or above per student) (equivalent to distinction)

No. of Level 4 or above: 586 (4.1 Level 4 or above per student) (equivalent to distinction

and credit)

Number (Percentage) of DBS (2018) All candidates (2018)

Level 5** 48 (5.1%) (1.2%)

Level 5* or above 129 (13.7%) (4.7%)

Level 5 or above 283 (29.9%) (11.7%)

Level 4 or above 586 (62%) (34.8%)

Percentage of students met the entrance requirements for Bachelor degree programmes

= 81.5%

Percentage of students met the entrance requirements for sub-degree programmes and other

further studies pathways

= 18.5%

Most of the students were admitted by local universities in the main round. Most of them were

accepted by HKU, CUHK and HKUST. There is a significant proportion of graduates being admitted

to different professional programs.

In extra-curricular activities, we had excellent achievements in Olympiads, Robotics, Music, Sports

and other Cultural Competitions. A brief summary is as follows:

International Junior Science Olympiad (IJSO)

International Junior Science Olympiad – Hong Kong Screening (Team Award: Champion)

First Honor Choi Yuet Chai Tiger 9D

First Honor Lam Wai Chung 9D

First Honor Li Hoi Wang 9D

First Honor Zhou Tin Jik Chris 9D

First Honor Yam Tsz Hong 9S

First Honor Li Yung Chi 9G

1 9

Australian Big Science Competition

High Distinction Chow Bak Yue 11D

High Distinction Choi Yuet Chai Tiger 9D

High Distinction Yam Tsz Hong 9S

Physics Olympiad

14th Pan-Pearl River Delta & Chinese Elite Schools Physics Olympiad

Second Class (二等獎) Mann Sean 11L

Second Class (二等獎) Lau Sze Chun 8G

Hong Kong Physics Olympiad 2018

First Honor Lam Yik Ki 10S

Second Honor Koo An Hei 9G

Second Honor Leung Chun Yu 9P

Third Honor Tong Harris Tak On 10G

49th International Physics Olympiad

One student represented Hong Kong:

Bronze Medal Mann Sean 11L

19th Asian Physics Olympiad

Two students represented Hong Kong:

Bronze Medal Lau Sze Chun 8G

Honorable Mention Mann Sean 11L

Australian National Chemistry Quiz (ANCQ)

High Distinction Excellence Mak Chi Hang Christopher 12L

High Distinction Excellence Koo An Hei 9G

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High Distinction Yuen Tsz Kin 12D

High Distinction Dai Siu Fung Ryan 12L

High Distinction Chow Yick Hin 12G

High Distinction Chow Bak Yue 11D

High Distinction Law Kwan Young Thomas 9D

High Distinction Chan Sze Chit 9S

Biology Olympiad

Hong Kong Biology Literacy Award 2017

Champion Team Chow Bak Yue 11D

Tong Karon James 11D

Fong Asa Sergei 11P

Li Wah Leung 11P

Chow Zi Hao Marcus 12S

Hong Kong Joint School Biology Olympiad 2017

Winners Chow Bak Yue 11D

Fong Asa Sergei 11P

Hong Kong Brain Bee Competition 2018

Winner Chow Bak Yue 11D

Chow Bak Yue represented Hong Kong to take part in the Brian Bee World Championship in Berlin,

Germany from 5th to 9th July 2018. Hong Kong was ranked 11th among 25 countries.

Mathematics Olympiad

17th Pui Ching Invitational Mathematics Competition

Gold Award Cheng Nick Hang 8D

Chan Yuen Ho 9G

Silver Award Au Yat Nam 7S

Wong Pak Qiu 8D

2 1

Shum Hei Chai 8G

Tang Jun Xiang 10D

Li Kwing Hei 11D

Bronze Award Lee Po Wa 7S

Ying Wai Yeung 10G

Overall 4th

International Mathematical Olympiad Preliminary Selection Contest - Hong Kong 2018

Gold Award Leung Harris 9G

Bronze Award Cheng Nick Hang 8D

Shum Hei Chai 8G

Chow Bak Yue 11D

Kwok Chin Hin 11P

Olympiad In Informatics

Hong Kong Olympiad In Informatics

Senior Category

Gold Li Kwing Hei 11D

Gold Leung Harris 9G

Silver Koo Nga Leong 12L

Bronze Cheng Nick Hang 8D

Junior Category

Gold Zhou Tin Yik Chris 9D

Silver Lam Wai Chung 9D

Silver Chan Yuen Ho 9G

Silver Li Yung Chi 9G

Silver Ng Tsz Hin 9S

Silver Lau Chun Chi 9S

Silver Tong Chun Shing 8G

Overall First Runner-up

2 2

National Olympiad In Informatics In Provinces

Senior Category

一等獎 Li Kwing Hei 11D

二等獎 Koo Nga Leong 12L

Junior Category

一等獎 Tong Chun Shing 8G

一等獎 Chan Yuen Ho 9G

二等獎 Lam Myron 8D

二等獎 Zhou Tin Yik Chris 9D

二等獎 Ng Tsz Hin 9S

二等獎 Li Yung Chi 9G

三等獎 Cheng Nick Hang 8D

Canadian Computing Competition

Winner Li Kwing Hei 11D

Robotics

World Robot Olympiad (WRO) Hong Kong Regional Selection 2017 (GEN II Football)

Champion

WRO Costa Rica 2017

Reached the round of top 32 teams

Hong Kong First LEGO League (FLL) Robotics Tournament

(1) Champion’s Award: 2nd place

(2) Project Presentation Award

First Tech Challenge (FTC) HK Tournament

3rd place

WRO 2018 Hong Kong Robot Challenge (Sumo Challenge)

Champion & 3rd place

2 3

Music

The 70th Hong Kong Schools Music Festival

Instrumental Championships:

Symphony Orchestra

Senior String Orchestra

Senior Wind Orchestra

String Ensemble – Senior

Woodwind Ensemble – Senior

Woodwind Ensemble – Junior

Brass Ensemble

Choral Championships:

The Best Boys’ Choir of the Year

Senior Boys' Choir (Foreign Language)

Senior Boys' Choir (Chinese)

Intermediate Choir (Foreign Language)

Intermediate Choir (Chinese)

Treble Choir (Foreign Language)

Treble Choir (Chinese)

The Chinese Orchestra musicians also gained a total of 19 awards: 5 championships, 6 second

positions and 8 third places.

Overseas Competitions

The Plucked String Division of our Chinese Orchestra participated in the Nanfeng International

Music Competition held in Kuala Lumpur, Malaysia in August 2018, and was awarded a total of

13 medals in different categories of musical instruments (5 Gold; 5 Silver; 3 Bronze).

Our Senior Choir and Senior Mixed Choir (with DGS) participated in the 10th World Choir Games

2018 held in Tshwane, South Africa in July. Our Choirs achieved outstanding results by capturing

the following accolades:

Male Choirs Category: Champion with Gold Medal

Musica Sacra With Accompaniment Category: 3rd place with Gold Medal

Mixed Choirs Category (with DGS): Champion with Gold Medal.

Our performances in all categories were quite successful, receiving standing ovations and

compliments from audiences, organizers, and fellow choristers of other nations.

2 4

Sports

Inter-School Sports Competitions Results 2017-2018

BOCHK Bauhinia Bowl: Champion (357 points)

A Grade B Grade C Grade Overall

Athletics Champion 2nd

Champion Champion

Badminton 2nd

2nd

Champion 2nd

Basketball Champion Champion 3rd

Champion

Cross Country Champion Champion Champion Champion

Fencing Epee: 2nd

Foil: Champion Sabre: Champion Champion

Football Champion Champion Champion Champion

Handball Champion Champion Champion Champion

Hockey - - - 7th

Life Saving 2nd

2nd

- 2nd

Softball - - - 2nd

Squash - - - Champion

Swimming 2nd

Champion 2nd

Champion

Table Tennis Champion Champion Champion Champion

Tennis - - - Champion

Volleyball Champion Champion Champion Champion

BOCHK Rising Star Award: 2

nd (90 points)

A Grade B Grade C Grade Overall

Archery 3rd

2nd

3rd

2nd

Beach Volleyball 3rd

Champion - 2nd

Indoor Rowing 3rd

2nd

Champion Champion

Rugby Sevens 11th

10th

5th

-

Tenpin Bowling - - - 2nd

Outstanding School Award in Jing Ying Team Sports Competitions: Champion (41 points)

Badminton Basketball Football Handball Volleyball

2nd

Champion 2nd

Champion Champion

2 5

Speech

第六十九屆香港學校中文朗誦節得獎名單

班別 姓名 項目 名次

11P 李梓睿 中學五、六年級詩詞獨誦男子組──粵語 冠軍

11P 李梓睿 中學五、六年級散文獨誦男子組──粵語 冠軍

9D 譚智鈞 中學三、四年級散文獨誦男子組──普通話 冠軍

7S 莊子賢 中學一年級散文獨誦男子組──粵語 冠軍

11L 朱宏懿 中學五、六年級詩詞獨誦男子組──普通話 亞軍

9L 黎逸熙 中學三、四年級散文獨誦男子組──普通話 亞軍

8M 陳子雍 中學二年級散文獨誦男子組──粵語 亞軍

7J

7T

李俊軒

林文杰

中學一、二年級二人朗誦──粵語 亞軍

11S 陳宏光 中學五、六年級散文獨誦男子組──粵語 季軍

9A 黎卓譽 中學三年級詩詞獨誦男子組──粵語 季軍

7M 葉浚晞 中學一年級散文獨誦男子組──粵語 季軍

7L 鄭令灝 中學一、二年級詩詞獨誦男子組──普通話 季軍

In the Hong Kong Schools Speech Festival (English Section), we obtained 1 First Prize, 3 Second

Prizes and 5 Third Prizes, totaling 9 awards.

2 6

(6) Financial Summary

Financial Position of Diocesan Boys’ School

2016/17 School Year

[Consolidated - Primary Division and Secondary Division (exclude Boarding School)] - Audited

Government Funds

Non-Government Funds

INCOME (in terms of percentages of the annual overall income)

DSS Subsidy (including government grants not subsumed in

the DSS unit rate payable to schools) 55% N.A.

School Fees N.A. 42%

Donations, if any N.A. 1%

Other Income, if any 0% 2%

Total 55% 45%

EXPENDITURE (in terms of percentages of the annual overall expenditure)

Staff Remuneration 71%

Operational Expenses (including those for Learning and

Teaching)

12%

Fee Remission / Scholarship1 8%

Repairs and Maintenance 2%

Depreciation 7%

Miscellaneous 0%

Total 100%

Surplus/Deficit for the School Year # 0.61 months of the annual expenditure

Accumulated Surplus/Deficit in the Operating Reserve as at

the End of the School Year # 7.15 months of the annual expenditure

# in terms of equivalent months of annual overall expenditure

Details of expenditure for large-scale capital works, if any:

1 The % of expenditure on fee remission/scholarship is calculated on the basis of the annual overall expenditure of the

school. This % is different from that of the fee remission/scholarship provision calculated on the basis of the school

fee income as required by the Education Bureau, which must be no less than 10%.

It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme

according to Education Bureau’s requirements (Put a “” where appropriate).

2 7

(7) Feedback on Future Planning

As the school is refining pedagogical approaches and teaching strategies to cater for learner

diversity through various professional development programmes and cross-subject &

cross-curricular peer lesson observations and promoting eLearning through provision of

mobile devices to the teachers, the learning and teaching efficacy began to be hindered by the

classroom facilities, which were installed nearly two decades ago and can no longer keep pace

with the latest trends in education. We have also formulated a "Dream Classroom Initiative"

which will be a 3-year project to upgrade classroom facilities and equipment in order to

further optimize leaning and teaching efficacy. The 2018-2019 school year is the first phase of

the project. Two experimental classrooms will serve as a prototype of our future dream

classrooms. Feedback and suggestions will be collected after a one-year trial period before we

convert all other classrooms into dream classrooms in 2019-2020 and 2020-2021.

The school will continue to seek an appropriate service provider to develop a database of

students’ achievements and awards, scholarships and extra-curricular activities to support

applications to overseas universities, external scholarships and awards.

The Discipline Committee and Student Guidance Team should provide more training and

support to teachers as they implement new mobile phone and uniform policies in the future.

In the light of students’ development needs, various kinds of student development activities

and preventive and counselling services should be arranged for students to develop positive

values and develop their potentials, with special emphasis on respect for others and

reasonable judgement.

The SEN coordinator should assist the school management to appoint appropriate teachers

who completed the SEN training to form the learning diversity committee in the future in

order to cater for the emotional and learning needs of SEN students.

In the area of extra-curricular activities, we need to continue to fine tune and optimize the

system of “clubs and societies” in order to face the new challenges of a pluralistic and rapidly

changing world. For example, inactive and outdated groups have to be trimmed or

restructured to fully utilize our resources. The “Clubs & Societies Joint Recruitment Day”

provides fun and exciting experiences to G7 boys. We can further extend the scale of these

activities in future and encourage upper form students to use more props or gimmicks to

attract new blood in the expo.

Moreover, we have to promote and participate in more trend-setting activities like the various

Academic Olympiads (both local and overseas tournaments), Robotics, Engineering, STEAM,

etc., to lay the groundwork for new traditions.

What is more, the Learning Tours Committee will also be strengthened continuously to plan

and organize more diversified overseas study / training programs for the well-balanced

development of the whole person, e.g., Chinese History / Liberal Studies Projects, “One Belt

2 8

One Road”, Environmental Protection, Social Services Programs, Robotics, IT, etc. By pursuing

multiple interests and new learning experiences outside classrooms, we aim to enrich our

students with more creative ideas, better critical thinking skills and international-mindedness.

In short, our ultimate goal is to add more values to students’ educational experiences.

Approaching the 150th Anniversary of DBS provides a significant milestone and a golden

opportunity for all stakeholders to celebrate, evaluate and plan for future developments

together. Through the organization of a series of sesquicentennial events and celebratory

activities, we sincerely hope that we can pass on the baton from generation to generation, and

our students can continue to carry the school banner of tradition and heritage with high spirit

and pride.

2 9

(8) Appendix

Report on the use of the Capacity Enhancement Grant (2017-2018) is as follows:

Item Use People

Responsible

17-18

Approved

1. • Teaching assistant for Chinese & Chinese related subjects

• Teaching assistant for English & English-related subjects

• Teaching assistant for Liberal Studies and Humanities subjects

• Teaching assistant for Mathematics and Science subjects

KKN

KWC

YTW

$864,000

Total:

Income (2017-2018):

$692 x 1366 = $945,272

Difference (Surplus):

$945,272 - $876,738.39 = $68,533.61

Report on the use of Strengthening School Administration Management (SAM) Grant

Ledger account for the SAM Grant:

Description Budget Actual Remarks

Incomes

SAM Grant $250,000 $250,000 Grant disbursed in March 2016

Expenditures

Salary for Administrative Assistant (IT Support) for 12 months

(MPF included)

$240,000 $218,568 The post funded by SAM Grant

ended by 31 August 2017

2U, 2 Socket Server (Admin. support) nil $28,600 Originally not included in the

work plan; added to the work

plan as there was surplus in

the grant after 2016/17

Total expenditures $247,168

Balance $2,832 Any unspent balance cannot

be used for other purposes

and will be clawed back

Evaluation:

1. iPads were procured on time.

2. Booking of iPads was made by emails.

3. 92% of the teaching faculty opined that they received technical support and assistance from the Administrative Assistant (IT Support).

3 0

3 1

Work Plan on the Use of Strengthening School Administration Management Grant

Name of School: Diocesan Boys’ School (District: Kowloon City)

We (Diocesan Boys’ School) have read and understand the stipulations stated in the EDB Circular Memorandum No.21/2016 on Strengthening School

Administration Management (SAM) Grant. The following work plan on the use of the SAM Grant is drawn up after consultation with the teachers:

Objective

After reviewing the operation of the school, the measures below will be devised to enhance the overall effectiveness in teaching-related administrative

work, especially in reducing the work teachers must do to prepare teaching materials for eLearning lessons.

Area Expected Results Item Evaluation Criteria

(Indicator) Budget

Sustainable

Development Plan

Teaching-related

administrative

work

• To enhance the

administrative

effectiveness

and reduce

teachers’

workload of

preparing

teaching

materials for

eLearning

lessons

• Employ an Administrative Assistant

(IT Support) to handle the

procurement, setting up and

maintenance of iPad, develop an

electronic system for online iPad

booking, administer the inventory of

iPad, provide technical support to

and assist teachers in developing

teaching materials for eLearning

lessons and offer training to the

current IT technicians

• iPads procured on time,

set up and managed

properly thereafter

• Electronic system for

online iPad booking

established

• 80% of the teaching

staff opine that they

receive technical

support and assistance

from the Administrative

Assistant

• $240,000 as

Salary for

Administrative

Assistant (IT

Support) for

12 months

(MPF

included)

• The electronic

system for online

iPad booking will

continue to be

utilized

• Other IT

technicians will

continue to

provide technical

support to and

assist teachers in

eLearning