Address : 80-86 Broadway, Mei Foo Sun Chuen, Kln. Web site : www.deliabw.edu.hkTel : 2742 2028, 2742 2029 Fax : 2785 1895 E-mail : bw@deliagroup.edu.hk

● Advisor: Mr. Lo KC ● Editor in Chief : Mr. Yap Paolo ● Art Design : Mr. Lam TF ● Producer : Mr. Kwok KF, Mr. Lau KC

Mr. Lo KC

As was mentioned in our School Development Plan last year, one of our main concerns is to help our students strive for improvement in the academic, artistic, and athletic fields. With the remarkable efforts of our students, together with the dedicated support from their parents, we have seen impressive and encouraging results in the past few months.

The first one involves a group of three senior

secondary students, Ella Ho, Hamera Khalid, and Jianne Soriano, who won the Championship in the 2013 iCity NetY Ambassadors Program. As a result, they served as the representatives of the Hong Kong youth and presented their research and findings on cyberbullying at the United Nations Internet Governance Forum, which was held in Bali, Indonesia, from 22 to 25 October 2013. This was the first time Hong Kong was represented at the UNIGF by non-Chinese-speaking students, and they certainly impressed the forum’s international participants with their insights into the benefits and challenges associated with Internet use on the part of Hong Kong’s youth.

In addition, Russell Balad, Jianne Soriano, and

Dennis Isip, all senior secondary students, won the Championship, 1st Runner-Up, and 2nd Runner-Up Prizes, respectively, at the 2012/2013 Hong

Kong Budding Poets Society (English) Award jointly organized by the Education Bureau and the City University of Hong Kong. Jianne also won the Best Improviser of the Year Award in the Secondary School Division. All three had gone through different stages in the competition, including penning their own poems, participating in the improvised writing session, and attending the final interview, to compete with other secondary school student poets in the territory.

Last but not the least, I would like to highlight

the achievements of our Athletic Team. In the Hong Kong Sports Federation Competitions 2012-2013, they won 2nd Place in Boys A Grade and 3rd Place in Boys B Grade. The individual awards they received dramatically increased from 3 to 15. It was clear that all the time, effort, and energy our student athletes had spent on their athletic training paid off in the end.

As a school, we are truly fortunate to have students who not only possess the potential to succeed but have also demonstrated their capacity to persevere, endure, and achieve. To help us reach our goals, new measures will be launched to better cater to the needs of our students in order for them to consolidate their all-round improvement and to scale even greater heights.

Our Students’ Excellent Achievements

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Under the New Academic Structure (NAS), implemented since September 2009, senior secondary students are required to take four core subjects, i.e. Chinese Language, English Language, Mathematics, and Liberal Studies. Students can choose two or more electives from a list of NSS electives for their Secondary Four to Six studies. Applied Learning courses, which complement other NSS subjects by offering studies with stronger elements of practical learning linked to broad professional and vocational fields, are also provided for students with varied interests and abilities at Secondary Five and Secondary Six. Apart from these, students have to acquire Other Learning Experiences (OLE) for whole-person development throughout these three years.

With reference to the previous five years’ “Choice of NSS electives” for S3 students conducted by the Academic Department in 2009, 2010, 2011, 2012, and 2013, the satisfaction rates of matching students’ preferences for their chosen electives have been increasing every year, from around 75% in 2009 to 99%

in 2013. Through flexible grouping and time-tabling, the School can provide students with diversified choices of electives to cater to students’ aptitudes, interests and abilities, thereby helping students fully stretch their potential.

Secondary Three students of the current year are now busy with prioritizing their preferences for the different electives offered. Assemblies, including various subject introductions and the explanation of the rationales and procedures of allocating students into different electives have been arranged for all S3 students. Booklets of different subjects’ information have also been distributed to S3 students for their reference. Last but not the least, teachers and senior students are always here to answer any questions from S3 students. It is hoped that through all these preparatory arrangements, S3 students can be well-informed as they make the most sensible choice for their NSS studies.

Ms. Tse CY

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X1 (S4) X2 (S4) X3 (S4)Biology Biology Applied Chinese

THS THS English LiteratureBAFS BAFS Mathematics M1

Chemistry PhysicsGeography History

VA ICTPE/HMSC ECON

APL Mode 2**(S5) APL Mode 2**(S5) APL Mode 1*(S5)Film & Video Studies Image Design Subjects conducted in EMIApplied Psychology Hotel Operation

ENG CSL MATH LS IS BET CL VA PE

App. CHIN 80

BIO 60

THS 65 70

BAFS 60 70

ECON 60 70

CHEM 60 70

PHY 70 70

ICT 60 70

GEOG 65

HIST 65

VA 70

M1 80

ENG LIT 80

PE 80

S3 S4

Students basically select one elective subject from X1 and the other from X2 and the lesson will be conducted within timetable; Students may select the third elective subject from X3 and have lesson after school except the

Applied Chinese which is for NCS students only; Applied Learning subjects may be taken in terms of Mode 1 or Mode 2: Mode 1 will be taken at

institute of course provider and Mode 2 will be taken at school within timetable; *APL Mode 1 is available to students with better academic achievement as the third elective

subject in the year 2015-2016; **APL Mode 2 is a replacement subject for S5 students who drop one elective subject in the

school year 2015-2016.

2. Reference of S3 relevant subject scores required for selection of S4 NSS elective subjects:

1. S4 NSS Elective and Applied Learning Subjects proposed for school year 2014-2015:

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In last year’s issue of Broad Way, I wrote about short-term strategies and techniques that our students could use to prepare for their assessments. The three easy-to-follow suggestions were 1) Review past assessments; 2) Do practice testing; and 3) Make meaningful corrections. These suggestions were especially relevant to those students who are trying their best to study for their quizzes, tests, and examinations a few days before assessment time. However, as I underscored last year, “For cramming to be effective, students should have already cleared up all misunderstandings or misconceptions with regard to their subject material beforehand. The cramming period should not be the time when the students discover (or admit) that they do not understand something. By then, it is really a bit too late.” This is worth emphasizing since students who believe that they can just sit back and relax for two to three months each term and then leave the last few days to catch up are in for a rude awakening. It is therefore crucial for students to understand that cramming’s effectiveness can only be maximized if content revision, not content acquisition, is the whole point.

For this issue, I would like to explore what it truly takes for real learning to take place for our students. This is not through the magic of short-term cramming or the miracle of a wonder drug for the brain; rather, it is through a dedicated long-term commitment to learning. In short, there really are no shortcuts to sustained and long-lasting learning. To help make the students’ learning more effective in the long run, let me suggest three long-term strategies and techniques for students when it comes to preparing for their quizzes, tests, and examinations, tips that when followed regularly may

contribute far more to the students’ future academic success than any short-term cramming can do:

1) Ask questions. Of course, this nothing new. Every day, teachers exhort their students to ask questions in class, especially if they do not understand the material. In practice, however, when teachers ask students to raise their hands if they have any questions, the number of students doing so is likely to be two, one, or even zero. As teachers, we would only fool ourselves if we were to think that everyone had understood the material. In fact, the dearth of hands raised for this purpose is likely due to the simple fact that students are very much concerned with how their peers view them and so they do not want to appear as if they had any difficulty understanding the teacher. Unfortunately, the effects of this misguided prioritization are truly visible in the students’ performance in the homework and the assessments. Thus, it is crucial for students to understand that their silence and unwillingness to ask will only have consequences far worse than receiving disapproval from their peers. Moreover, students should remember that if they are not willing to ask questions in class, they should take advantage of recess, lunch, and afterschool hours to ask their teachers questions. Even asking their peers for help would already be better than not asking anybody a question. Whether it is to clarify a confusing concept or to request additional material, asking teachers questions shows a student’s engagement with the material and willingness to become a better student.

2) Review the material regularly. Rather than wait till an assessment is approaching, students would be helped tremendously helped by regularly reviewing

Mr. Paolo Yap

What does it mean when a student says, “I will study harder”?: Part II – Long-Term Strategies and Techniques for Preparing for Quizzes, Tests, and Examinations

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what they have learned in their various classes. This can take the form of a daily or weekly chapter/unit review, whereby students reread that day’s or week’s textbook pages, notes, and classwork/homework. The more students do this, the more it becomes a regular habit for them. The benefits of such practice are manifold: First, reviewing the material regularly allows students to revisit concepts that they are expected to have learned already. Second, it ensures the further consolidation of their learning by committing to deeper memory the material learned. Third, it enables students to identify gaps in their knowledge and understanding so that they may go back to the reread the difficult concept or even ask their peers and teachers questions the following day. Finally, it strengthens the students’ understanding of the material as they later prepare for their quizzes, tests, and examinations. Such regular revision is integral for long-term academic success.

3) Study in advance. When classwork and homework are already done, or when the material has already been reviewed, many students are tempted to close their textbooks and move on to other pursuits, such as surfing the Internet or watching the television. While I believe in the importance of non-academic pursuits, it is nonetheless crucial for students to continue their learning in some way or another. This can be done by studying future concepts in advance. Students can read the next unit or section of the textbook and try to grasp as much information as possible. Even attempting a few questions on the new topic would be extremely beneficial. Of course, since such material is yet to be covered in class, students should not expect 100% understanding at this stage. Rather, what this does is to ensure that when the teacher finally covers the material in class, it will not be the first time for the students to encounter that topic. As has often been said, learning is made stronger when new material is mentally compared to the old. In fact, what is described “new” material is not necessarily new; instead, it normally builds on or has connections to existing knowledge. If students study in advance, they will be better prepared in class to handle the new material, which can also help them ask better and more specific questions. Continuous learning is an ideal that students may want to strive for.

Since we are talking long-term, it is really important that the three strategies and techniques above be especially applied to the subject that many of our students unfortunately struggle with: Mathematics. In a way like

language learning, Mathematics is a subject that cannot be solely mastered through memorization or through any shortcut. In fact, the reason why so many of our students have been struggling in Math for so many years now is the fact that their prior learning in this subject was largely ineffective or impermanent. Whether we like it or not, Math concepts depend on previously taught-material as well as on each other; thus, failing to understand any of the building blocks of Math—including the properties of numbers, divisibility rules, and the multiplication table—will inevitable result in a long-term failure for our students. It is indeed a vicious cycle: the more students fail in Math, the more they will hate it; and the more they hate Math, the more they will fail in it.

Thus, only a long-term dedication to Mathematics can ensure that our students are prepared not just for the imminent assessments but also for whatever challenges they are faced in the future. In fact, according to Amanda Ripley in her highly respected book, The Smartest Kids in the World: And How They Got That Way, “Math had a way of predicting kids’ futures. Teenagers who mastered higher-level math classes were far more likely to graduate from college, even when putting aside other factors like race and income. They also earned more money after college.” While other subjects are also incredibly important to the success of students, Ripley argues that Math has a disproportionate influence on the paths our students take.

As today’s Parent-Teacher’s Interview (PTI) Day draws to a close, students will have inevitably explained the problems they faced in the First Term and will have subsequently made promises to make their Second Term a better learning experience for them. Whether such promises of “studying harder” become truly a reality really depends on whether students have fully understood the import of their words. With three strategies and techniques listed above, plus the three from last year’s issue, I really hope that students themselves understand what it truly means to “study harder”. “After all,” as I concluded last year, “what each student is actually articulating is a vision of who he or she wants to be in the future: a better student.” Better students will make a better Broadway.

Ripley, A. (2013). The smartest kids in the world: And how they got that way. New York, USA: Simon & Schuster.

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In order to enhance the interactive and individually-paced learning of our students, educators believe that using electronic learning resources is always more effective than using traditional textbooks. That is why “Exploring and developing eLearning materials to boost our students' learning” was set as one of the major concerns in our School Development Plan 2012/13 – 2014/15. Hardware, software and Wi-Fi capacity in our school campus were upgraded in the year 2012/13 to ensure that the eLearning activities could be conducted smoothly in classrooms. In addition, about 73.5% (36 out of 49) of our teachers had 10 or more CPD hours in I.T. training to prepare for eLearning. Although eLearning activities had only been observed occasionally inside the classroom, it was encouraging that approval had been granted to our QEF application which aimed at developing eBook/eLearning resources for our S.1 Chinese as a Second Language subject. We believe that it could be a good way to start introducing useful materials for our teachers to implement eLearning activities both inside and outside the classroom.

In the year 2013/14, our School Management Committee launched an important eLearning scheme: Using Tablet PCs for eLearning. Each S.1 and S.4 student would be given a tablet PC for enhancing their interactive and individually-paced learning. Accordingly, arrangements have been made to ensure that not only the teachers could be capable of designing and setting eLearning materials but also the students could be capable of operating and developing good habits and manners with regard to using the tablet PCs.

1.SettingeLearningSchemeCommittee The committee, which is chaired by the assistant

principal, is to monitor the implementation of the eLearning scheme with the support committee members including the administrative master, academic mistress and assistant mistress, I.T. panel head and I.T. technician. Two sub-groups—eLearning Supporting Team and eCurriculum Development—were also set up. The former is coordinated by the administrative master and is responsible for coordinating the management of tablet PCs, providing support to teachers on training programs and eLearning activities, exploring eLearning software, and monitoring the implementation of 3-year plan. The latter is coordinated by the academic mistress and is responsible for monitoring the subject panels in eCurriculum development, referring teaching resources provided by HQs, and monitoring the development of the eTextbook for S.1 CSL.

2. Launching training programs A series of training programs for eLearning have

been launched for our teachers. These included:a) Training workshops on the use of Tablet PC

provided by HP and Microsoft before the start of the year 2013/14.

b) Training workshop on the use of the software “Classroom Manager” provided by HP on 6 November 2013

c) Training workshop on the use of “Power Lesson – Student’s Interface” provided by Board Learning (eClass) on 6 November 2013.

Mr. Ip KL

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d) Training workshop on the use of “Power Lesson – Teacher’s Interface” provided by Board Learning (eClass) on Teacher Development Day, 20 November 2013.

e) Other seminars on the use of eLearning materials on different subject areas organized by the HQs in September and October 2013.

All these workshops and seminars could equip our teachers in designing interactive eLearning materials which could be used to enhance the interactive and individually-paced learning for students. Sharing sessions of eLearning materials in various subjects would also be arranged by the HQs in the second term of the year 2013/14 so that teachers could be more confident and supported in conducting interactive lessons with the use of tablet PC and eLearning materials.

3. Developing the eTextbook for S.1 CSL (QEFProject 2012/0258)The whole project, which is in collaboration with HKU USP, was coordinated by our assistant principal with the support of two research assistants (one for our school and one for HKU). The developed eTextbook was used from November 2013 until the end of the school year 2013/14. It is believed that the Project will be continued so that a whole set of eTextbooks for CSL can be developed for S.1 to S.3.

At the end of the year 2013/14, it is expected that all teachers will be more familiar with developing eLearning materials and that the students (especially for S.1 and S.4) will have more opportunities to use tablet PCs in their lessons for interactive and individually-paced learning.

Foreseeing the coming years, students in Delia Memorial School (Broadway) can enjoy their eLearning with their tablet PCs freely on our eCampus. In classrooms, students will actively participate in the lessons because of the interactive eLearning materials duly designed and shared by the teachers. Students can make use of their tablet PCs for doing projects by recording the materials with the use of the functions of the tablet PCs and organizing the materials with the use of installed software and Apps. They can also share their findings with their classmates throughout the Wi-Fi on our eCampus. At home, students can review the lessons through the eClass platform as teachers have already uploaded the lesson materials in Power Lesson. They can also make use of the eCloud provided by Microsoft for organizing learning materials by themselves. It is possible to develop a real student-centered learning style with the use of tablet PCs and interactive eLearning materials.

We, Broadwayers, are ready to welcome the change in the teaching and learning style on our eCampus!

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Echoing the e-Textbook Scheme proposed by the EDB in April 2012, our Principal, Mr. Lo Ka Chi, came up with the idea of further developing the curriculum of Chinese as a Second Language in the form of the e-curriculum. We invited the staff of the University of Hong Kong’s Faculty of Education to be our collaborative partner. We came to a consensus after a long discussion at the Science Park in June 2013, and started planning the proposal for subsidy through the Quality Education Fund (QEF). We also obtained the consent of Dr. Loh KY, Dr. Lau MK and Dr. Ki WW to be the consultants of this project. Our application was approved by the QEF and we started the plan’s implementation in November 2013 in S1 for one year.

According to the proposal, the content of our e-curriculum is based on the textbooks of units 1-4 of “Chinese as a Second Language” which was first developed in 2004. Besides revising the contents of the teaching materials, we plan to add various kinds of features, such as video and sound effects, input of Chinese characters, and the differentiation of learning materials for students with different needs and lesson activities linked to the Internets, so as to make the learning more interesting and motivating. Apart

Mr. Lau KC

from Cantonese, we also provide the learners with a Putonghua version, which will become more popular in the coming years.

We have two qualified assistants, Ms. Dong Xin and Ms. Li Xuan Xi, to help implement the project. Ms. Dong is responsible for preparing the e-learning materials and conducting lessons in the class. After the trial teaching in the class, she will make amendments and supplement handouts if necessary. The learning material will then be forwarded to Ms. Li who is responsible for designing the e-book under the supervision of our collaborating partner from HKU.

It is hoped that four to six units of Chinese as a Second Language in the form of an e-book will be completed and uploaded to the school website within the scheduled timeline. The students can access the learning materials with their tablet PCs in the class and at home. Parents are also expected to access the learning platform with their children at home. Hence, they can develop a closer relationship with their children as well as adapt to the local Hong Kong society.

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This year, I teach Putonghua in S1 CSL classes. I am so excited that more and more students like to learn Putonghua. It is a wonderful beginning.

• Why study Putonghua?For students who learn Chinese (Putonghua) as

a foreign language, the learning is purposeful. In most cases, Chinese (Putonghua) is learned not only for its own sake, but also as vehicles for social contacts and for the transmission of ideas. It will help the students get more opportunities in their future lives.

• What to teach in Putonghua?It is not an easy thing to learn a new language. It is

also a challenge for me. However, the students are so active in learning Putonghua. What is taught must be determined by the students’ needs and must enable them to learn creatively, gradually strengthening their motivation and sense of achievement. The study of phonetics, vocabulary, sentence patterns, grammar, and discourse are the foundations of language communication.

All kinds of topics are also applied during the class. Topics include personal identity, family life, school life, shopping, education, and leisure. Sometimes, language teaching materials have to aid the students in understanding the culture and the society of the target language and in gaining knowledge and understanding of the cultures of the Chinese-speaking world.

• How to improve in Putonghua?Teaching Chinese (Putonghua) as a foreign

language is teaching Chinese (Putonghua) to the people whose native language is not Chinese. It is second language teaching. It focuses on training and fostering students to use correct Chinese in social communication. Traditional modes of teaching Chinese are gradually revealing more and more gaps and weaknesses, which will inevitably give rise to changes in teaching Chinese (Putonghua) as foreign language. So, the relationship between multimedia and teaching Chinese (Putonghua) as a foreign language is the focal point.

For teaching Chinese (Putonghua) as a foreign language, how to inculcate intuitiveness and visualization of the lectures of spoken Chinese, how to provide more chances for students to speak, and how to follow up the principle of intercommunication are very important in increasing the efficiency of teaching Chinese in a class. The relationship between multimedia and teaching Chinese (Putonghua) as a foreign language is indeed mutually interconnected.

Teaching of Putonghua in S1 CSL Classes

Ms. Dong Xin

Building Global Bridges

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5 days left, 4 days, just 3 more, oh my, 2 days, 1 day left, just a few more hours—SINGAPORE!

Recalling the days just before the flight where we would have those butterflies in my stomach as the thoughts of travelling to another country with our best friends entered our minds. We saved up our money, bought our (sort of) necessities for the trip and Googled what types of food was available. I (Cathy) was actually nervous at some point; it was most of our first times travelling “unsupervised”! We silently exclaimed “Touchdown!” (Because of course we were good students and we were considerate of the other passengers) when we landed. In hindsight, the entire trip was hectic yet completely and extraordinarily worth it! The constant hurrying to one place to another, the heat and the late night to early morning sleep was nothing as we experienced the beautiful architecture, clean environment and fun activities we adored throughout our 4 days in Singapore.

When we landed in Singapore from the day we arrived and on the days we would wake up slightly exhausted I was always ready and keen on what we were going to see next, what were we going to learn, what else does Singapore have that we don’t always see? Etc. Every time we’d learn something about how Singapore manages its people, it’s sometimes scary and strict to the point we feel like they’re just sugar coating the negatives of the country but a lot of the things that they developed were very smart and innovative, which was also quite inspiring.

After being blown away by the pristine surroundings as we landed and headed off to our tour coach on day 1, we were introduced to our ever-so-entertaining tour guide, Ms. Tanny. She was bubbly and it was fascinating to have her explain the history as we saw the beautiful sights in and outside of the coach.

At the first stop, we visited the iconic Merlion, where we took photos with the famous statue that is very valuable to Singapore. As we were told that the statue was made of porcelain and that its eyes were red teacups, we were all skeptical yet astonished. We knew we underestimated it at first but realized how cool it actually was. Don’t even get us started on how we were all in hysterical awe as we entered the Gardens by the Bay, when my friends and I

entered – we ran for it! It was unlike any other visit to a garden! The numerous exotic plants were all in this gigantic cool hemi-sphere-like structure with large windows that exposed the bright sunlight. The best part is the fact that the place was almost shivering cold but is not air-conditioned; refreshing air flowed through cold water-pipes that pumped out cool air. We then visited Clarke Quay (pronounced as Clark KEY by the way) and were amazed at how colorful and lively the place still was despite it being well-known for its nightlife and scenery by the Singapore River. Best thing was—it was air conditioned. What?! That’s when my friends and I complained about Hong Kong, “Why can’t Hong Kong adopt these ideas?” Oh well, Singapore wouldn’t be as amazing if Hong Kong had that too, I guess. We finally headed “home” to our hotel and enjoyed our sleepless night.

As day two arrived, we were woken up by the early phone call/alarm in our hotel rooms and headed straight to breakfast at the hotel. We launched into the Singapore City Gallery which displayed huge 3D structures of Singapore. Seeing how the place was almost abandoned and seeing how it is now, amazed us as we didn’t realize how much the place has developed. We saw how the place evolved from this small fishing village into this carefully planned, tourist-friendly and self-sufficient country it is now. It is also the world's fourth-leading financial center and have I mentioned how clean the place is? Next, we went deeper into the cultural side of Singapore. Since Singapore’s community is made up of different ethnicities such as Chinese, Indians, Malays and more, we got a taste of Chinatown, Kampong Glam, and Little India to feel the culture and heritage that shaped the country.

I (Jesa) got a henna tattoo and it was cute. My goodness, I remember spending money in Singapore was a little scary because the prices can be very deceiving! Thank goodness, I survived. All my Singaporean dollars were gone on the last day. The boys explored the many stalls of foods, cultural clothing and much more. The vibrant colors of buildings and the warm personalities of the shopkeepers welcomed us even more as we indulged ourselves in buying souvenirs for our family and friends back home. I’m sure a lot of the money went away. Everyone was shopping because we were always at a time crunch!

Singapore Study Tour By Catherine Laganzon

& Jesa Mae Amparo S6A

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We were then transported to a mall in Orchard Road, although we couldn’t really enjoy this place as much as we expected since the area is filled with high-end stores, my group of friends enjoyed the free-makeup testing in a famous cosmetics store and watched a performance that displayed teens like us performing folkdances and modern dance. When we asked for help and directions we were comforted and helped by super friendly people. Some of us even made new friends! I remember how on each break we had to eat or explore the sites; a few friends and I would run to find the dessert shops to eat sweet delicacies such as Ice Kachang and Iced Milo to quench our thirst and to fight the heat! We then headed home to yet another sleepless and “eventful” night.

On the third day, we almost felt like we were used to the routine we had at the hotel. We all squirmed in bittersweet giddiness knowing that the trip was almost coming to an end. We wanted to stay longer and enjoy such a new environment. Our teachers told us that we would be spending the entire day at Universal Studios! For our convenience, they allowed us to stay longer at the theme park (we are all eternally grateful!) And finally—a theme park besides Hong Kong’s Ocean Park and Disneyland. The heat was scorching hot but it never stopped us from having the time of our lives. Most of us “faced our fears” and that goes figuratively and literally! Honestly, rollercoasters and thriller rides are not my thing, but because this was a once in a lifetime experience, I (Cathy) went for them and faced my phobia of heights. We didn’t get to explore so much but we were still very satisfied. I (Jesa) lost my voice the next morning because of screaming so much on the rides. Honestly, I was overreacting at some point but it was just really fun! Although I (Cathy) did get quite sick after, I enjoyed the rest of the day with the softer rides and shows. The place was bigger than I expected and made me feel all excited about these characters I used to watch when I was younger. It really made me feel like a kid again—not saying I’m not anymore!

Eating at the Lau Pa Sat food market, too, was really good. Nice way to end the day with good food. The people were really nice too, we didn’t have to pay for extra sauce and take away! While we were waiting for our food we got scared though. We heard planes really nearby above us and apparently, the man taking our order said that it had something to do with National Day. That was interesting and it was a little something we didn’t expect to learn about in a food market.

Then came the dreaded day… we all agreed how much we wanted to stay! Alas, the show must go on, it started off with us visiting the Housing Board Gallery of Singapore, where we got an inside look at how the flats looked like in Singapore and even got a peek into the average room of a citizen living there. They had really big spaces compared to Hong Kong’s public housing flats and the gallery was like an IKEA store. Then to the Marina Barrage and NEW waters where we discovered how Singapore created the dam to separate two types of water, sea and processed water. The reservoir was amazing, we were taught the water cycle and how

the dam was able to turn sea water into consumable fresh water—talk about self-sufficient! The mechanics explained was really mind-blowing. Although this is not the main source of Singapore’s drinking water, it is a great innovation that we did not know of before.

We then went up to the roof garden and saw how big and beautiful the view of the country was from up there. Luckily there was an event that day, called Kite-Flying day and the many décor and colorful kites up in the sky felt like welcoming party to us. It was hot, but who would care when there was such a great view all around you! Despite the short amount of time given upon the roof, we enjoyed the bright sunlight and green grass as we took tons of photos with our friends to keep those brief moments immortal. Everything looked really good and there was never a dull moment. Music was playing too–good music that we knew; we sang and danced to some, we were so carefree.

Needless to say, we will definitely come back to explore Singapore once again. Some of us were already planning to come back when we’re older. The trip taught us so much and made us feel what it was like to be independent. We thought that the idea of the study trip was a great way to have us learn and enjoy at the same time. One of the best things was being able to spend a solid 4 days with our closest friends. We have become so much closer, opened up a little more to each other and showing how much we actually care about one another even though we are all obnoxious people. So, not only was this trip learning about Singapore but it was also a way to have every group of friends have quality time with one another even with the teachers. It has really been a great opportunity and experience, and we thank the tour team, Ms. Tanny and Ms. Gemini and our lovely teachers who joined us on his fantabulous journey, Mr. Kot, Mr. Paolo, Ms.Wong and Ms. Li. The trip has left us with memories and lessons that we will cherish forevermore.

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Building Global Bridges

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Under the New Senior Secondary (NSS) Curriculum Framework, every year during this period, S6 students expend a lot of energy as they prepare for the public examinations and explore what they would like to do for their postsecondary studies and careers. Facing them are choices and opportunities for further studies, vocational training, and work.

To help the S6 students cope with their needs, our school’s Career Guidance Team (CGT) is collecting, updating and disseminating information for all kinds of careers or further study options as a way to support our students and parents.

CGT is not only disseminating local career/study information to our students, but we also provide information for overseas studies. We believe that opportunities are available everywhere for our students, so our students should have a more globalized view, even in their choices for further studies. Hence, the CGT has organized a Taiwan study tour in December 2013. The tour aims at providing a chance for our students to explore more information for studying overseas like Taiwan.

In the Taiwan study tour, we visited Taipei’s Ming Chuan University (MCU), which was founded more than 50 years ago and has become an internationalized university. MUC cultivates talents in high tech, humanities and management. It also strives to be a better comprehensive university in research, teaching and service. During the study tour, our students attended MCU’s workshops, language classes, and lectures. They were given the chance to participate in the lessons together with university students. According to our students, this was an unforgettable experience for them as it had been difficult for them to imagine what the learning environment was like in an overseas university.

Excursions and visits were organized to allow students to discover the Taipei region. Students were excited when visiting various spots in Taipei like Tamsui Fisherman’s Wharf, Shilin Night Market, the Red House, and Xiangshun. Our students also gained new insights for studying overseas throughout this tour. Our tour guides were MCU students, including one of our alumni. Through the sharing of the guides’ experiences, our students understood that their chance for further studies was not limited to Hong Kong; rather, they can also explore other countries.

To show concern and support to Delia graduates who would like to further their studies, graduates who are pursuing recognized university programmes in Hong Kong, Mainland China, Taiwan, or Macau are eligible to apply for Delia scholarships and low-interest loans. Successful graduates may be awarded up to HK$10,000 in scholarship grants every year.

Among all the choices and opportunities for further studies, vocational training, and work, it is difficult but important for our students to carefully develop their career/study plan and to gain access to career/study information and resource materials. Through this study tour, we hope that we have provided helpful information for further studies to our students, so that they can understand that they actually have more postsecondary study options than what they would initially think.

Taiwan Study Tour

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This year, the Career Guidance Team organized visits to different tertiary institutes in Hong Kong, Macau and Taiwan. Those visits aimed to broaden the students’ global understanding as they plan their further studies.

In January 2014, our school career teachers, S.6 class teachers, and 54 S.6 students visited three tertiary institutes in Macau. Macau is a very special city, just an hour-long ferry ride from Hong Kong. Historical heritage, resorts, hotels, and casinos are located in every part within the city. With the rapid growth in the inbound visitors, it provides a very good atmosphere for the development of Information Technology, Business Administration, Hospitality and Tourism, which are the favourite subjects of most of our students. Although the itinerary of the trip was very tight, it was really a valuable experience for both the students and the teachers.

On the day of the visit, we visited the Institute for Tourism Studies (IFT), a prestigious institution for hospitality and tourism. IFT runs a hotel and two restaurants—actual businesses with paying guests—where their students train as part of their studies. Such facilities can definitely help their students immediately apply theory into practice on a regular basis.

The University of Macau is a well-known university that offers a variety of programmes, such as Business, Education, Technology, Hospitality, and Communication. During our visit, the university arranged a group of ambassadors to guide us around the campus and share with us their university life. Our students not only got information about the University itself, but also developed new friendships with the ambassadors. According to the university development plan, they will have a bigger and more advanced campus soon in the next academic year. Students can enjoy better facilities and a better learning atmosphere there.

Finally, we visited the Macau University of Science and Technology. The University invited two professors, one from the Department of Information Technology and another from the Department of Business, to explain the programmes offered by the University which are suitable for our students. Two students also shared their life in the University. We also had a chance to visit one of their computer laboratories, where they work on 3D technology.

We also did some sightseeing in this trip. We visited the Ruins of St. Paul's and the Senado Square, which are part of Macau’s famous historical heritage. Other than photo taking, we also bought a lot of souvenirs there, such as accessories, snacks and clothing. Before returning to Hong Kong, we had a chance to visit Galaxy Macau. It is an integrated resort hotel located on the Cotai Strip. It was an unforgettable experience for us to visit a 5-star integrated resort hotel, something that cannot be found in Hong Kong.

Overall, this was really a remarkable trip for every participant. This informative trip not only helped us to explore the cultures and the heritage of Macau, but also reduced our students’ worries regarding their plans after the HKDSE. We believe that our students can definitely have more postsecondary options while planning for the next step in their studies.

S6 Trip to Macau

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Every student in Broadway is born with talents. Once a student is admitted to our school, our teachers will always work with them to identify their talents. However, identifying one’s talents is not enough for being successful, motivation and attitude are also important. It is explained by Lou Holtz. “Your talent determines what you can do. Your motivation determines how much you are willing to do. Your attitude determines how well you do it.” (Lou Holtz).

Last year, our S.5 students, Ella, Jianne and Hemera, took part in the 2013 iCity NetY Ambassadors Program, a program initiated by the YMCA and DotAsia Organization, to promote the Internet Governance to the youth and to encourage secondary students in rising and engage in internet issues where contestants would have to write a 2,500 word essay regarding their chosen ICT issue. The winning team would be sent to attend the 8th Internet Governance Forum in Bali, Indonesia to represent the Hong Kong youth in late October 2013 to broaden their global vision on the latest issues on the Internet usage.

During the competition, our students demonstrated their talents, motivation and attitude for their success. Although the journey of the competition is harsh and difficult, our students never gave up and tried their best to complete every task. Finally, the result was announced in early October and our students were the champion of the competition. By joining this competition, it has not only proved the talent and attitude of our students, but also provided a valuable experience on the whole person development of them, such as self confident and self-esteem.

Every year, our school offers different kinds of activities and competitions for our students. Students are always encouraged to take part in them to get involved in diverse interests. It can also build up students’ character, such as discipline, commitment, tenacity and control. Don’t forget that these kinds of experiences are also important for the Student Learning Profile in applying for the Universities.

Feelings from Ella, Jianne and Hemera

We learnt a lot from joining the 2013 iCity NetY Ambassadors

Program such as the important digital issues that are happening in today's ICT world, for example spamming, cyber bullying, lack of privacy and security and many others. These are some of the issues that we talked about in the event along with other people from around the world who attended as we were the panelists for some workshops. We also got to discuss with the few young people around our age who came during the event. Not only that but we had the chance to meet other high-profile people such as the chairman of ICANN and a representative of UK

Facebook and tell them about our experience in what got us to the IGF. We learnt how to build up our communication and critical-thinking skills as well.

Overall, we certainly gained many things that are beneficial to us especially for our future.

During the preparation for the competition, we wrote an essay and had to present it in multimedia format. We sacrificed days and nights to do a lot of research and planning for our essay and presentation and all the hard work was worthy. At first, we doubted ourselves that there would be no chance in winning the competition but we realized that hard work is important and is also the way to success. To succeed is to put effort and dedicated in what you are doing and so we really encourage everyone to work very hard in your interests and also in the competition you joined!

This has been such a life-changing learning experience for us especially since the event happened in another country and we got to learn different kinds of culture outside. We strongly encourage our fellow Broadwayers to join as many activities and competitions as you can in the future. If we were able to compete with 40 other teams being the only ethnic minority group, then anything is possible.

Mr. Tam SC

United Nations Internet Governance Forum (UNIGF) 2013 in Bali, Indonesia

Building Global Bridges

15

I would like to start off by saying thank you to our principal, Mr. Lo Ka Chi, and teachers who organized such a study tour to Zhuhai, an experience that gave much to each and every student academically and individually.

This study tour brought me closer to the other students from the other four branch schools. This tour gave me the chance not only to cooperate with other students but also to get to know my teachers. Mr. Lo Ho Fung and Mr. Heung Chi Wai were basically our parents during our stay in Zhuhai for 18 days.

The main idea behind this trip was to learn Putonghua which was a real challenge for most of us. Nevertheless, I am proud to say that many Broadwayers handled it with a good attitude, always striving for success.

Lastly, the trip gave so much to me besides learning Putonghua. I gained a sense of Independence as I had to do everything myself for 18 days. It also widened my University options as Putonghua is now easier to understand for me because of the study tour.

I sincerely hope that many Broadwayers can be lucky enough to join such a remarkable and memorable experience.

Lamia Sreya S5B

Lamia Sreya S5B

Experience in Zhuhai Putonghua Camp

16

Hey everyone~ I am Iftikhar, Raseen

Faizah and I would like to thank my committee members for selecting me as being the captain. I've

never really thought I would end up being a

captain ever. Captain is just a title and the captain tells out

duties to the members. The credit does not only go to the captain but as well as the committee members. Without them, it's just the captain itself and you can't always do things alone. As a team, we lead. Just like a hero needs a team to fight a battle.

It is never easy leading a house with a huge number of people. It is really a tough job to get everything organized as we need to recruit members to join competitions, informing them once in a while, having meetings, making announcements, making sure the participants attend the house events. As well as managing your time with school work.

But, I have my committee members to help as they support me in every way. From the committee camp, I've received all the voting papers from them and there was one common thing every single one of them said. It was "Lead us to Victory". That is what made me motivated. I've told them it wasn't about winning, it was about having fun and having the dedication. It was about their willingness to come out there and do their best for our house and you guys are the ones who inspired me to push myself even more into leading Harmony to victory.

I would like to thank; Norielei (5A) – the Vice Captain, Kevin (5B), Justin (4A), Austin (4A), Suraj (4B), Angelica (3H), Cassandra (3H), Mohsin (3H) and Sunu (2H) – the committee members and Ms. Wong Po Ki and Mr. Chan Pak Kan. – the house supervisors.

Obligation. Yes, we own that word. What exactly does it mean? Well, to put it this way,

it’s another word for “responsibility”. An obligation is an important task that we are bound to do-- and that is exactly what we are here for; that is what I AM here for.

Hi there! I am Gianne from S.5A and I am Obligation’s Captain.

On the day I was elected as Captain, first thing that came in my mind was ‘Priorities’. Prior to

being captain, I was another student just like all of you. But after having been elected, I started to have other responsibilities from then on: holding meetings, going around the school encouraging students to join events, planning and organizing house activities and basically keeping track of house activities. Being the captain was a whole other priority for me, and the pressure was there.

Although there were times when the pressure got to me and made me want to quit and give up, I would always sit back, relax and tell myself these words: It wasn’t solely just “MY” Obligation to do, but it was also “OUR” Obligation to do. Honestly, I wouldn’t have done all this if my team wasn’t there to support me, guide me, lead me and actually be my fellow co-Captains. From Sahin, Faith, Cassandra and Hansley for cheering and house competitons, My 3 boys that I call “Lovenavdhu”, (Lovepreet, Navdip and Madhu) for sports day. My right and left Captains, Arian and Kimberlei for everything, from cheering all the way down to house events. Last but not least, I would like to thank our House Supervisors, Ms Wan and Mr Wong for always being there for us, reminding us why we are a team and being the Parents to our Obli family. I would not have done all this without all of you.

But the ones I’m really thankful for are, you guys, Obli members! Without your participation, your time, help and support, we would not have accomplished anything. We cannot own the word Obligation, without you guys. We may have started the year off from the bottom, but look at us now. Climbing our way to the top. “Cause we started from the bottom now we here”~ I would like to take this opportunity to thank our past captains as well, for guiding and leading Obligation with Pride and Honor, who gave me the motivation to work harder and make Obligation proud. We wouldn’t be who we are today, without your help. I hope I make you guys proud.

I am not striving to be just on top but even better,. Being One. A family. We are all bound or obliged to do certain things, not alone but together. To Broadwayers ,to everyone and to all houses, The Harmony Devils, The Morality Alligators and The Equality Eagles. Good Luck and Good job for the competitons. May the odds be ever in your favour~

Good Luck My Obligation Dinosaurs. We’ll BOOM knock em’ out. OBLI-PRIDE.

H O U S E

1717

Hello guys! I'm Kimberly and I'm the captain of Equality.

I'm quite surprised that I was chosen to be captain. Nonetheless, I'm willing to take this opportunity to bring out the talent and ability in

the students of Equality, be it sports, dancing, singing or

intelligence.

Also, I wouldn't be captain without my committee members and house supervisors. In the committee, everyone is equal, regardless of gender, nationality, or age. I'd like to thank all Equality's committee members for accepting me as captain despite my lack of experience. Please bear with me and I'm sure we'll be up there. They are without a doubt the most reliable team. Thanks for the support, guys.

Personally, I think that my duty as captain is to make sure that everyone gets a chance to participate in the events and planning the events. Our house would usually try to get a student that's good in a certain sport to lead the team for inter-house events, even if they weren't a committee member. We also persuade students with potential to join inter-house competitions because usually, they wouldn't be willing to join unless given encouragement.

I really hope to see more people join our inter-house activities, not just for the competition itself but to show our students' potential. Please believe in me as captain and don't be afraid to join us for inter-house events. I hope to see new faces, too!

Hi I’m Sarah Jane Ramos Mendoza of class 5A. I am this year

Morality’s house Captain.

Morality. What is it? It’s a principal concerning the distinction between right and wrong. It’s your values that

reflect your behaviour.

As a Morality Captain, I’m not aiming to win or be the leading house on

the board. I am aiming for unity and cater my members’ needs. It is tough being a Captain and it is surely a big responsibility. When school started, I already knew what was coming my way.

There was so much thing to do from studies, meetings, organizing and plannings. It is not easy. There were times that I just wanted to give up and shut everything down but I realized that I was being selfish. I was thinking for myself, not for the house so I changed my way of attitude towards my work. With the help of my committee members, I was able to work efficiently.

For my committee members, Mark (4B) Eric (5A), Carvic (5B), Kasandra (5B), Tanisha (4B), Hassaan (4A) Cedrick (4B) Rubilyn (4A) Christine (3M). Thank you for all the support, Without you guys, I would be lost. I am proud to say we did it ourselves, so far so good. You all helped in every competition, and are always willing to contribute. To our Supervisor Mr Lo and Vice-supervisor Miss Hung, thank for always keeping us in track. We couldn’t have done it without you.

For my Moras, ‘’One Goal, One Passion’’. Always be inspired to dream more and believe in yourself. I’ll always believe in you Moras. The more you learn and do more, you’d become more. Give your 100% in what you do/are doing. Don’t find faults when you don’t win, find remedy for it. Trust in one another. Believe in yourselves and have faith in your ability because I believe that you don’t have to be better than everybody else, but to believe to be better than you ever thought you could be. Also, thank for participating in the events. I highly appreciated it.

You are all different people with different personality but come together as one. Everyone gets involved in what’s happening inside the house.

OHANA. It means family. Family means no one gets left behind or be forgotten. Morality!

A F F A I R S

18

Hello! I am Ms. Cheung Kei Hung. I graduated from Lingnan University with a Bachelor’s degree in Business Administration. I am currently pursuing a Postgraduate Diploma in Education at The University of Hong Kong. Here at Broadway, I teach S1. Liberal Studies and

S.4-S.6 Business, Accounting and Financial Studies.

I like teaching very much as I think that teaching is not just a job; it is a way to shape the lives of my students. I can do my best to help them become the kind of person they want to be and to help them establish a positive mindset. For me, the most important thing is not just to teach my students the knowledge provided by textbooks; rather, it is to help them develop an appropriate learning attitude in their lives. I hope that all students can enjoy their school life in Broadway.

Ms

Ch

eung KHI graduated from The Hong Kong Polytechnic University and The

City University of Hong Kong with a Bachelor of Science degree in Applied Mathematics and a Master of Social Science degree in Applied Psychology, respectively.

I have great interest in teaching and believe that every individual has his/her own strengths, which is possible to promote in advance,

and this is the ultimate goal of schooling, where opportunities are provided for each student to help them realize their potential and excel.

As a computer teacher, I would like to cultivate the students’ interests in computer by vivid teaching methods and to develop a logical thinking pattern through the learning process. I hope that the learning principles in Computer practices can be made applicable in their daily lives, where problems are solved through rational reasoning, observation, analysis, and objective conclusions.

Mr.

Leung MK

Ms Li Kam Fan

Ms Chan Chung Ki

Ms Hung Hiu Ha

New Clerical Staff 1. Chong Tan Tan 2. Tai, Anna 3. Yu Kwan Yu

19

Chairperson of Alumni Association

It feels like it was just yesterday when I enrolled in F.1, and here I am now, an alumna. The school has offered a lot to me: supportive teachers, amazing friends, and friendly staff. I have learned to become a better leader through leadership programs, being a Class Monitress, Prefect, and House Captain in my secondary school days, all of which have surely benefited me on a daily basis. Broadway is the place where I spent my seven years and felt home. I cherish every moment and live with no regrets. Now I think it is my turn to give back to the school with a little something, to help build a harmonious alumni family and still keep the Broadway Spirit alive! I want to thank everyone for making me the Chairperson this year, and I hope to keep the bond strong between the graduates and the school.

The ConnectionThe Parent-Teacher Association (PTA) has

always aimed at bringing students, parents and teachers closer and to strengthen the relationship between them.

As parents, we are all busy, but there are many opportunities to become involved in a number of PTA events throughout the school year. As a committed group of teachers and voluntary parent-members, the PTA strives to enhance the experiences of all Broadwayers through many different activities, which range from day trips to religion awareness classes, utilizing the limited resources available. In the recent years, a good proportion of PTA activities are scheduled at the beginning of the new academic year so that the new S.1 students can also benefit.

The new PTA Standing Committee is in the process of laying out its year plan. As always, we welcome the feedback from all stakeholders. Do spare some time to share your thoughts and feedback with us through e-mail (link available at the school webpage) or the opinion box placed outside the General Office.

Mr. Mahmood, Faisal (Chairperson)

Adi Rai

地址: 九龍美孚新邨百老匯街80-86號 網址: www.deliabw.edu.hk電話: 2742 2028,2742 2029 傳真: 27851895 電郵: bw@deliagroup.edu.hk

顧問: 羅家志校長 總編輯: 葉保羅老師 排版及美術設計: 林子寬先生 製作: 郭家暉先生,劉國張助理校長

It has been argued that NCS students lack resources as well as access to opportunities in their education in Hong Kong. People say the education system is mostly designed for accommodating local Chinese students in the mainstream schools. Although these ethnic minority learners have gained attention from the EDB and various organizations in the past few years, they still seem far behind their Chinese counterparts. We are more concerned about our students’ academic achievements and career competitiveness.

In the past few years, our teachers have tailor-made various school-based curricula to cater to those students who find difficulty in adapting to the learning materials of the dominant curriculum and tried to offer students the most appropriate elective subjects for the HKDSE. In order to help them along the learning path, we have provided each of our Form 1 and Form 4 students a tablet PC for e-learning in the class. We believe that students can expand their knowledge and enhance their skills with the aid of cutting-edge technology. Our teachers can also benefit from this by taking the opportunity to upgrade their e-teaching techniques.

It is said that NCS students’ paths in both academic and career fields are limited due to differences in language and culture. In order to help them adapt to the dominant community, we have encouraged them to learn the Chinese language and attain recognized benchmark qualifications by taking the UK-based GCE-AL Chinese in addition to the GCSE. We have also invited some renowned companies, such as the Peninsula Hotel, to arrange internship opportunities for our students to gain hands-on career experience. In the future, we are planning to offer our students interesting and practical applied learning subjects, such as fashion design, film and video studies, hotel management and child care, all of which will give them insights into what they can do for their future careers.

For those students who are successful in getting admitted to universities for further studies, the school will provide them scholarship grants and low-interest loans. We strongly believe that no student should be deprived of the opportunity to enter university just because of financial difficulties.

Providing More Support to Our Students Ms. Chor SH (Deputy Executive Director)