Tak Nga Secondary School

Annual School Report

2014-2015

Content Page A. Our School 1. Characteristics of Education provided by the Sisters Announcers of the Lord 2-6 2. School Vision and Mission 3. School Information B. Achievements and Reflections on Major Concerns Major Concerns 1. Enhancement of professional leadership for sustainable school development 7-16 2. Effective learning and teaching to cater for the diverse needs of students 3. Development of students’ life planning capacity C. Quality Education Fund Project Final Report 16-23 D. Report on Use of Grants 1. Capacity Enhancement Grants 2. Diversity Learning Grant for Gifted Education 24-30 Programmes 3. School-based After-School Learning and Support Programmes E. Student Achievements 2014-2015 31-41

P.1

A. Our School

1. Characteristics of Education provided by the Sisters Announcers of the Lord

Our Convictions

Education, the art of reaching the very heart of a person, is a mission that requires boundless dedication of love and care. Only those who know how to touch a human heart can master this art.

We believe that a person is fundamentally religious, that is, he accepts the existence of the Creator, the origin of truth, goodness, and beauty, which all hearts are inclined to pursue. Education draws on such an inclination, and enables a person to develop his or her potentials to the full. We are deeply convinced that even the most deviant young people may repent and turn over a new leaf.

Application of Our Convictions

We absolutely agree that prevention is better than cure. We uphold the preventive measures founded by the great educator, St. John Bosco. The three key principles of his education method are: reasons, Christian faith, and love.

1. We reason with our students. The regulations we make and the measures we carry out should be equitable and easy to understand. We induce our students to learn and be good through encouragement and fervent exhortation. 2. We use Christian faith to mould our students. Different religions guide people towards different directions. In the pursuit of truth, goodness and beauty, we educate our youths to appreciate the values of the Gospel. 3. We tug at our students' heartstrings with our enduring love and care. Love is the core of our education. Only a heart can influence another heart. It is our deeds which reflect our love for our students, not our words.

P.2

2. School Vision and Mission

Vision Statement

We are a happy, learning-oriented community. We treasure Christian values.

We provide a loving and caring environment where students and staff excel and develop their individual potential fully.

Mission Statement

With our blend of Christian tradition and innovation, we nurture joyful, lifelong learners who have the integrity, wisdom, courage, and industry to succeed in the global environment and serve our nation. We ensure that all students and staff experience love and care. We promote staff excellence through professional development. We involve parents as trustful partners to support the growth and development of our students.

P.3

4. School Information

Background

Tak Nga Secondary School was founded by the Sisters of the Announcers of the Lord in 1962. It first ran both a Chinese middle school and an English Secondary Section to suit the students’ needs. Later in 1976, the English Secondary Section increased her capacity while the Chinese middle school places were reduced due to the changing needs of society and the desires of parents. In the autumn of 1980, Tak Nga became entirely an English Secondary School.

Whole-school Language Policy A. Principles: 1. We strive to provide a language-rich environment for every student to develop her proficiency in English 2. We believe that every student is able to excel in English. 3. We strive to maximize students’ learning opportunities of English Language with internal and external resources.

B. Objectives: 1. To develop students’ English proficiency 2. To develop students’ capacity to learn subjects through English 3. To foster students’ interest in learning English for international communication and entertainment

C. Strategies:

I. To enhance the language environment conducive to learning English, we  Organize English Week to celebrate students learning outcomes (performances, presentations and display of student work) every school year  Set up the English Zone to encourage students to use English for entertainment and for self-access learning  Have an English Club to co-ordinate regular lunchtime and English Zone activities  Students are required to keep a record of their participation in school English activities by collecting chops for their English Passports  Have English assembly with students’ presentations and teachers’ sharing every Monday, Tuesday, Wednesday and Thursday

P.4

 Make all announcements and promotions of activities in English  Display learning materials around the campus mainly in English  Publish the Bee, our English school newspaper, twice a year  Issue bilingual notices to students and their parents  Train students to be MCs and announcers  Organize English study trips

II. To develop students’ English proficiency, we  Implement Phonics-based Reading Curriculum in S1 to develop students’ reading skills and to improve their performance in spelling  Conduct Reading-pals programme to enhance S3 students’ reading and presentation skills and help S1 students develop reading habit  Adopt English as the medium of instruction in Physical Education and Visual Arts  Have on-line interactive learning – English Builder for all S. 1 to S. 6 students  Cope with the diversity of learning abilities in class by employing different teaching strategies such as cooperative learning  Have the English Morning Reading Session to promote good reading habits  Integrate language arts activities including poems and songs into both junior and senior form English curriculum  Encourage and subsidize students to join interschool speaking and writing competitions

III. To strengthen students’ capacity to learn content subjects in English through the Language across the curriculum (LAC), we have the Language Across the Curriculum Committee (LACC) to take a leading role in the implementation of LAC. Functions of LACC:  facilitates and strengthens the collaboration among English teachers and content subject teachers in order to enhance learning and teaching effectiveness in English language and other subjects  gives professional advice and support to content subject teachers so as to raise the effectiveness of using English as the medium of instruction.  implements pre-S1 Bridging programme to prepare students for using English as the medium of instruction  promotes professional development of teachers to enhance teachers’ capacity in using English as the medium of instruction

P.5

Destinations of graduates 2014-15 50 45 40 35 30 25

Percent 20 15 10 5 0 Overseas Other cert Local sub- (inculding courses or Local Degree Repeating Employment Other degree mainland & vocational Taiwan) training 2013/14 40.7 44.1 10.2 3.4 0.9 0.9 0 2014/15 45.74 45.74 3.1 2.33 0.78 0.78 1.55

Qualifications & Professional training attained by Teachers 2014-15 100.0 90.0 96.0 98.0 80.0 70.0 60.0 50.0 40.0 40.0 30.0

percentage of teachers 20.0 10.0 11.5 0.0 Teacher Certificate / Bachelor Degree Master / Doctorate Special Education Diploma in Education Degree or above Training

Teachers' Experience 2014-15 70

60 62 50 40

30

20 23 percentage of teachers 10 15

0 0-4 years 5-9 years ≥10 years P.6

Tak Nga Secondary School Achievements and Reflections on Major Concerns 2014-2015

Major Concern 1 - Enhancement of professional leadership for sustainable school development

Achievements Professional Development of middle leaders

Professional leadership is crucial for school effectiveness and sustained school development. The leadership roles of middle managers are particularly important nowadays. In view of this, the focus of Major Concern 1 is professional development of middle leaders. Three strategies were implemented in 2014-2015 school year, namely, introduction of middle leader’s performance self-evaluation, structured professional development programme for middle leaders and alignment of performance appraisal with professional development plans through annual appraisal interviews.

1. Introduction of Middle Leader’s Performance Self-evaluation

In April 2015, self-evaluation of middle leaders was conducted with the use of Middle Leader’s Performance Self-Evaluation Form (“the Form” hereafter), which was formulated by the Staff Development Committee with reference to Performance Indicators for Hong Kong Schools 1 and The Generic Teacher Competencies Framework2, as well as the feedback collected from middle leaders on the draft of the Form3. 26 middle leaders, including panel heads & their deputies and committee heads, filled in the Form. An opinion survey was conducted after the submission of the completed Form in April 2015. The feedback from middle leaders was encouraging. Majority of the middle leaders agreed that the form “specifies the areas of responsibilities of middle leaders”, “specifies the performance targets of each area of responsibilities”, and that the self-evaluation process helps them identify their strengths and weaknesses in each area of responsibilities.

1 Quality Assurance Division, Education Bureau (2008). Performance Indicators for Hong Kong Schools 2008 with Evidence of Performance. 2 Advisory Committee on Teacher Education and Qualifications (2003). Towards a Learning Profession, The Teacher Competencies Framework and The Continuing Professional Development of Teachers. 3 Feedback on the Self-Evaluation Form was collected at Middle Leaders’ Workshop conducted on 9 Jan 2015. P.7

2. Structured Professional Development Programme for middle leaders

A specially designed in-house workshop for middle leaders was conducted on 9th January 2015:

Theme: Leadership for school development Participants: Heads & Deputy Heads of subject panels / Committees Topics Speaker Feedback on Curriculum Review Ms Lo Yin Tao (Vice‐principal – L&T) (30 mins) Briefing on the Middle Leader’s Ms Cheung Ka Wai Performance Self‐Evaluation (Principal) Form background objectives areas of responsibilities & performance descriptors (45 mins) Group Discussion & Feedback on Heads & Deputy the draft of Middle Leader’s Heads of subject Performance Self‐Evaluation panels / Form Committees (45 mins)

Level of Agreement Mean Participants’ evaluation survey result: 5 4 3 2 1

otal Max Min T 1. I can share my experience in middle management and exchange the related information with my 31 5 21 5 0 0 4.0 colleagues in the workshop. 2. This workshop can pursue the needs of our school. 31 7 18 6 0 0 4.0 3. The information obtained in this workshop could be 31 5 16 8 2 0 3.8 applied to my work. 4. The speaker(s)/facilitator(s) was/were effective. 31 5 18 8 0 0 3.9 5. Overall, I was satisfied with the workshop. 31 5 16 9 1 0 3.8

The workshop created an opportunity for the school management to explain the expectations on middle leaders and for middle leaders to reflect on their work through the study of the Middle Leader’s Performance Self-Evaluation Form (“the Form” hereafter). It also enabled the Staff Development Committee to collect middle leaders’ views on the Form and make modifications. Participants’ feedback on the workshop was encouraging. The self-evaluation trial of committee heads, panel heads and their deputies was run in April 2015. Feedback from those who had taken part in the self-evaluation was collected for future planning, particularly for the Staff Development Committee to formulate strategies for middle leaders’ professional development.

P.8

3. Alignment of performance appraisal with professional development plans through annual appraisal interviews

Trial use of a specially designed “Appraisal Interview Record form” was conducted in May 2015 for the principal’s year-end appraisal interviews with senior teachers. Each form was drafted by the principal with reference to the teacher’s appraisal data4 of his/her three main areas of work, namely, teaching, student formation and administration/leadership. The feedback of senior teachers was encouraging as the record gave them a comprehensive overview of their performance and helped them formulate their individual professional development plans. The trial use of “Appraisal Interview Record form” will be extended to all teachers in the new school year. Reflections

The planning, implementation and evaluation (PIE) of the above strategies addressing Major Concern 1 - enhancement of professional leadership for sustainable school development is indeed a professional development process for the Staff Development Committee, which comprises the principal (advisor), the assistant principal (chairperson), two vice-principals and a senior teacher. The process entails study of important documents such as Performance Indicators for Hong Kong Schools and Teacher Competencies Framework. The in-house workshop for middle leaders integrated the production of a tool, the Middle Leader’s Performance Self-Evaluation form, with a professional development activity. Indeed, integration of professional development into teachers’ work is the key strategy adopted by the Staff Development Committee, which has been implemented in the learning and teaching domain through school-based curriculum development projects (to be explained under Major Concern 2). Success of this integration entails strategic planning and collaboration among different school units. The experiences gained from PIE of strategies for professional development of middle leaders generate the momentum for sustained school development. Enhancing professional leadership will continue to be the one of the major concerns of the school.

Major Concern 2: Effective learning and teaching to cater for the diverse needs of students Achievements

The school’s capacity to deliver effective learning and teaching is built up by the implementation of School-based Curriculum Development Projects & Enhancement Programmes and Soliciting Student Voice for Future Planning.

1. School-based Curriculum Development Projects and Enhancement Programmes

Building on the strengths developed from curriculum initiatives carried out in the previous years, 2014-2015 was the year in which we sustained and further develop

4 Appraisal data are collected from Appraisal Forms. A teacher basically receives and returns Teaching Duties, Lesson Observation and Administrative Work Appraisal Forms. P.9

strategies to cater for students’ diverse needs through implementing the following strategies: a. Whole school approach to cater for learner diversity

With on-site support of EDB School-based Support Services Section, our teachers have developed classroom strategies to cater for learner diversity. During two years of joining this EDB project, majority of teachers have gained invaluable experiences in developing and implementing classroom strategies to cater for students’ needs. Each subject panel has included their strategies to cater for learner diversity in its schemes of work. Details of this project can be found in the Evaluation Report of Whole School Approach to Cater for Learner Diversity Project.

Apart from developing classroom strategies, the project is in fact a professional development programme for teachers having engaged in it. Subject teachers of the same form planned lessons collaboratively. Teachers, particularly panel heads, opened up the classrooms for peer learning. Lesson study and teachers’ professional development was facilitated with the use of the lesson observation form focusing on classroom strategies to cater for learner diversity developed by the Academic Committee in 2013-2014. The Staff Development Committee has worked collaboratively with the Academic Committee in administering the school-based system of peer lesson observation. The project has created many opportunities for teachers, particularly panel heads and form coordinators, to develop instructional leadership through collaborative lesson planning, open classes, peer lesson observations and post lesson observation meetings. Celebration of learning was conducted in 4th Staff Development Day on 4th June 2015. Teachers shared their practices for catering for student needs tried in the project. Some teachers showed the evidence of improvement in student learning with the implementation of the strategies developed in the project.

2014-2015 4th Staff Development Day – Sharing on School-based Development Projects . Part I – Sharing on School-based Project on Catering for Learner Diversity Speakers: IS panel ( S1 ), L & S panel ( S2 ), Geog & History panels ( S3 ) . Part II – Sharing on School-based Project on Language Across the Curriculum Speakers: Physics/Chemistry/Biology Panels & English Panel ( S3 ), Maths Panel & English Panel ( S2 ) . Concluding Remarks – Speaker: Ms Lo . Q & A and Staff Development Day Questionnaire

b. School-based Enhancement programmes for high-achievers

In addition to the gifted education programmes supported by Diversity Learning

P.10

Grant, new school-based enhancement programmes for high-achievers were tried in 2014-2015. One of the new programmes is the Reading Ambassador Programmes for S2 top students. These high-achievers were given a mission to promote reading in the school. They designed the strategies and implementation plans for reading promotion among their schoolmates with the advice from two teacher advisors. The feedback from these students was encouraging. Through participation in this programme, they had gained experience in planning and organizing activities, as well as public speaking, i.e., making book recommendation to all their schoolmates during assemblies. This programme has created opportunities for them to develop different generic skills such as creative thinking and collaborative skills. They would take up new responsibilities (being school newspaper reporters) upon their promotion to S3, while another batch of top students in S2 will be selected to be Reading Ambassadors.

Another successful trial is peer tutoring in Mathematics. S3 Mathematics high achievers served as tutors of S1 students. These tutors were trained by the teacher advisor, a teacher of S1 and S3 Mathematics, to help their S1 schoolmates in coping with learning difficulties in Mathematics. The feedback of both S1 and S3 participants was very positive. This peer tutoring programme will continue to be one of the strategies to stretch students’ potentials and abilities.

2. Soliciting Student Voice for Future Planning

a. Trial subject selection for S3 students

All S3 students had a trial selection of senior secondary subjects after First Term Tests. In the trial, they ranked all subjects offered according to their preference. They also arranged their subject combinations. The trial selection results are as follows:

In fact, the trial selection results were consistent with the existing senior subject P.11

combinations. The results showed that the existing subject combinations could cater for the needs of majority of our S3 students.

b. Survey on Student Learning in S1-4

A large scale survey on student learning in S1 to S4 was conducted. All S5 and S6 students were given questionnaires on their learning in core subjects (Chinese Language, English Language, Mathematics & Liberal Studies) and elective subjects. Some examples of questionnaires completed by S5 and S6 students are shown below:

P.12

The survey has provided each subject panel important information on student learning, which enabled teachers to review the curriculum, learning, teaching & assessment strategies, especially for junior forms. Students’ reflections and opinions were consolidated and each panel conducted a review of its curriculum (junior and senior forms), learning, teaching & assessment strategies and plan for the future. An example of review and planning was shown below: English Language

Reflections

P.13

As mentioned in the reflections on Major Concern 1, the implementation of school based curriculum development projects is another way of integrating professional development into teachers’ work. This kind of integration is an effective means of developing curriculum leadership and building up teacher pedagogical capacity. In line with Major Concern 1, implementing school based development projects will continue to be one of the strategies to raise learning and teaching effectiveness in the coming years.

The new school-based enhancement programmes for high achievers have successfully mobilized junior form students to serve their schoolmates. The participants of the enhancement programmes highly valued the special learning experiences. Some reflections of Reading Ambassadors are shown below:

The positive feedback of Reading Ambassadors gave the teacher advisors a lot of encouragement. They also gave very good suggestions on how to promote reading and how to stretch students’ potentials. Their voice and their engagement give an impetus for the school’s continuous improvement.

It is the first time for the school to conduct S1-4 Learning Survey. The data collected from S5 and S6 students have provided important information for future planning regarding curriculum, assessment and pedagogy. This survey sheds light on the use of data for planning in other areas such as student support. In the future, data collected

P.14 from different sources such as APASO could be better utilized for planning, especially for formulating the school development plan for the next development cycle.

Major concern 3 - Development of students’ life planning capacity Achievements

The Student Formation Committee (SFC), which comprises the heads of Religious Affairs, Career Guidance, Moral and Civic Education, Extra-curricular Activities, Student Counselling and Discipline Committees, has been set up to coordinate the above mentioned committees towards the development of students’ life planning capacity. The Student Formation Progression Plan formulated by SFC set the framework for each of the committees to formulate strategies addressing the key values and students’ key learning goals in different stages, namely, Adaptation (S1-2), Transition (S3), Fortification (S4) and Self-direction (S5-6). Over 70 activities were organized by different committees addressing the key values and learning goals. These key values and key learning goals are indeed the elements for student development of life planning capacity.

The Career and Life Planning Grant (CLPG) from EDB has created space for the school to enhance the school-based life planning education for our students. The teaching load of the Career Mistress and the Deputy Career Master is reduced by employing additional teaching staff. With the space created for two career teachers, 129 career counselling and consultation sessions (individual and group) were conducted for all S6 students, while 74 sessions were conducted for all S3 students. In these counselling sessions, two career teachers help every S3 and S6 student to plan and make successive, interlocking decisions on their choices of study. In addition to direct support for S3 and S6 students in making study choices, non-teaching staff employed with the use of CLPG has greatly enhanced the capacity of the Career Guidance Committee in organizing different kinds of activities to help students of all levels develop life skills and life planning capacity, such as career talks, interview workshop, personal statement writing workshop, life planning camp, working reality programme, firm visit and university visit. Moreover, Career day has become an annual event in which alumni from different professions share their job experiences with students in small groups intimately.

P.15

Career Day with the help of alumni to give first-hand information for senior form students on different professions

Apart from government resources, external resources are sought for the implementation of life planning education. The school has been collaborating and networking with experienced NGOs like Hok Yau Club, the Hong Kong Federation of Youth Group (HKFYG) and the Hong Kong Association of Career Masters and Guidance Masters to step up career and life planning programmes tailored to our student needs. Teachers’ awareness of their roles in developing students’ life planning capacity was enhanced by professional development programmes conducted by NGOs. A workshop conducted by HKFYG on teachers’ roles in developing students’ life planning capacity was held on 29th October 2015 for all teachers. Teachers’ feedback was very positive. The school has also become one of the network schools of “CLAP for Youth@JC”, a career and life adventure planning programme organized by the Chinese University of Hong Kong & the Hong Kong Baptist University and fully funded by the Hong Kong Jockey Club Charities Trust during 2016-2019 academic years.

Reflections

The establishment of Student Formation Committee is a significant step towards more systematic planning, implementation and evaluation of student formation & support policies and programmes. Time is needed to delineate and clarify its powers and functions. From 2015-2016 onwards, SFC will take over the function of class teachers coordination, formerly under the Assistant Principal. Two vice-principals, the assistant principals and three senior teachers will be class teacher coordinators (each of them coordinates the class teachers of one form). It is expected that the strategies addressing the school’s major concerns can be more effectively implemented through better coordination of class teachers. The Student Formation Progression Plan will continue to shed light on different school units, especially the student support committees, to provide opportunities for students to achieve the key learning goals and internalize the key values stipulated in the progression plan.

With the availability of external resources and expertise, the school-based life planning education will be enhanced. Definitely, more students will be benefited from wide range of activities. To coordinate an increased amount of student activities, SFC has a very important role in ensuring good use of resources such as time and space.

P.16

M:FR/E

Final Report of Project Project No. : 2012/0021

Part A

Project Title: Integration of Global Citizenship Education, Drama Education

and Language Education in Junior Secondary Life and Society Curriculum

Name of Organization/School: Tak Nga Secondary School

Project Period: From 4/2013 (month/year) to 11/2014 (month/year)

Part B Please read the Guidelines to Completion of Final Report of Quality Education Fund Projects before completing this part of the report.

Please use separate A4-size sheets to provide an overall report with regard to the following aspects: 1. Attainment of objectives 2. Project impact on learning effectiveness, professional development and school development 3. Cost-effectiveness – a self-evaluation against clear indicators and measures 4. Deliverables and modes of dissemination; responses to dissemination 5. Activity list 6. Difficulties encountered and solutions adopted

Name of Project Leader: Cheung Ka Wai Winnie Name of Grantee: Sr. Mabel Chan

Signature: ______Signature: ______

Date: 19-1-2015 Date: 19-1-2015

* Final Report of Project should be submitted via “Electronic Project Management System” (EPMS). Once submitted, these reports are regarded as already endorsed by the supervisor of the school/the head of the organization or the one who signed the Quality Education Fund Agreement for allocation of grant on behalf of the organization.

P.17

1. Attainment of Objectives

Reasons for not Evidence or Activities Extent of being able to Objective indicators of related to the attainment of achieve the statement having achieved objective the objective objective, if the objective applicable Provide interactive Drama-based 100% achieved 4 x 2 sessions of -- drama workshops for participatory participatory drama Life and Society case studies case studies were curriculum aiming to workshops conducted with 81 develop students’ students attended in knowledge, values (4 sessions x 2 two years. and ability as global years) citizens. . Pre-assessment and post-assessment showed students’ development of empathy towards people who encounter life struggles such as unemployment and low income. Provide interactive Activity 1 75% attained Activity 1 was held on For Activity 2, only training through 3/6/2014 with 52 1 x 2 sessions were Seminar for all drama approaches to teachers attended. held on 22/11/2014 Tak Nga teachers on the and 29/11/2014 teachers content and pedagogy because of of global citizenship (1 session) inadequate education to increase enrollment. Only 8 their competence to teachers / educators discuss poverty and Activity 2 attended the sustainable teacher’s training Teachers’ development with training students. workshop & Project results sharing (2 x 2 sessions) Use of participatory Drama 100% attained 2 x 10 sessions of The objective “to drama case studies in production interactive drama encourage free teaching Labour project with workshop and expression in Market in the Life performance performance were held English” could not and Society successfully. A total of be attained since the curriculum to help (2 x 10 sessions 22 students lesson and students develop of interactive participated. workshops were empathy towards drama mainly conducted in people who encounter workshops for Pre-assessment and Cantonese. life struggles such as 12 students post-assessment unemployment and selected from showed students’ low income. the class each development of year) knowledge, values and ability as global citizens

Document and share 500 copies of a 100% attained 500 copies DVD were -- the project experience teacher delivered to all so that teachers can handbook and a secondary schools.

P.18 take reference in CD of lesson Each DVD includes teaching poverty and video delivered teaching handbook and sustainable to 500 schools, 1 lesson video extract. development copies per school 110 copies of print out of teaching handbook were given to participants of the teacher’s training and other schools who request to have hard copy of handbook after receiving the DVD.

2. Project Impact on The project’s effects on the learning effectiveness / professional development / school development should be evaluated, in evidence-based approach, with regard to:

a) Broadening students’/teachers’ horizons

An in-depth qualitative evaluation was conducted after the first year of the project. The evaluation results showed a positive impact on broadening students’ horizons in various aspects. From both the workshop and the devising theatre production project, it seemed that the students have significantly change their feelings towards the working poor people had changed from being indifferent (because the lazy and poorly educated people deserve poor living) to feeling empathetic, appreciative and supportive (because of the unfairness they faced and the positive attitude towards life despite hardship).

After the workshops and production project, most students still referred the problems that the working poor faced to ineffective or insufficient government policies, as they did before the workshops. But they would also think that the NGOs, employers, employees and even themselves should play a part to improve the working poor situation. The facilitator observed that there was a student, who participated in both the workshops and the production project, had a quite a big change in perception and attitudes towards working poor. From standing on the employer’s point of view in the beginning and stressed competitiveness, she now put herself the first role to improve the situation of the working poor.

b) Broadening teachers’ horizons, increasing training opportunities for teachers and enhancing professional development

Evaluations were conducted after the teacher’s seminar held at Tak Nga secondary school on 3/6/2014 and teachers’ training on 22/11 and 29/11/2014.

The evaluation results indicated that the latter training had a more positive impact on the teachers than the former one. In the latter training, the participants indicated that the training had met the objectives of introducing a new approach and pedagogy of combining global citizenship education and drama education. This approach could also help teachers plan their lessons which can enhance students’ knowledge, skills and attitudes. In the former teachers’ seminar, since the participants were teaching various subjects instead of focusing on personal, social and humanity education, and since the workshop was just a half day one, some teachers found it difficult to apply on their own subjects, and not easy to practise what they have learnt just with a few hour’s training.

c) Inducing collaboration with other professional organizations

The project is the collaboration between school (Tak Nga Secondary School), drama education organization (Merit Minds Workshop), and organization promoting global

P.19

citizenship (Oxfam). The tri-party collaboration successfully supplement and complement each other on knowledge (global citizenship and working poverty by Oxfam), skills (drama education approach), and context (learning under PSHE curriculum). It also provided a new direction of education on new generation with broader perspectives.

3. Cost-effectiveness Grantees are required to complete the ‘Budget Checklist’ at Table 2 in this Annex and enclose it as an appendix of this report. Please adopt the classification of budget items in Schedule II of the Agreement.

Budget Items Change Approved Budget Actual Expense (Based on Schedule II of [(b)-(a)]/(a) (a) (b) Agreement) +/- % Services $123,200 $59,800.00 - 51.46% General Expenses $36,100 $48,589.70 + 34.6%

The project is sustainable, as there is no need for any hardware injection in order to for other schools to replicate the project. As the lesson plans and the teaching resources are already in the teaching kits, teachers receiving the teaching kits DVD and have basic knowledge and experience in drama education could be able to try out the programme, and adopt it the school’s and curriculum needs. There are chances that teachers with no background knowledge in drama education might have difficulties replicating or adopting to the project, but with more and more promotion on the use of drama education in school curriculums, more teachers should be able to manage this skill.

However, teachers’ feedback was that with their heavy workload and busy schedule, they would have no time to rewrite the curriculum or to squeeze the teaching time for new programmes. Therefore, whether or not teachers will launch this program depends on their schedule and workload.

P.20

4. Deliverables and Modes of Dissemination

Is it worthwhile and feasible for the item Evaluation of the Item description Dissemination activities to be widely quality and (e.g. type, title, conducted (e.g. mode, date, disseminated by the dissemination value quantity, etc.) etc.) and responses QEF? If yes, please of the item suggest the mode(s) of dissemination. 500 copies DVD 500 copies were printed Two teachers’ training As the feedback of the teachers’ training was were delivered to and most of them were workshops were scheduled to be very positive, it is all secondary mailed out to all held in November 2014 and 40 worthwhile for the same schools. Each secondary schools in enrolments were expected. teachers’ training to be held again via QEF DVD includes Hong Kong. Therefore network but with shorter teaching handbook the quantity was The training aimed at providing duration. Teachers find the teaching kits useful and lesson video optimal. interactive training through when they attended the extract. drama approaches to teachers on teachers’ training Of the 110 copies of the the content and pedagogy of because they can visualize the programme 110 copies of print teaching handbook global citizenship education to once they experience the out of teaching printed, about 30 copies increase their competence to demonstration by the drama educator. handbook were were given out during discuss poverty and sustainable given to teachers’ training development with students. participants of the workshop, and upon teacher’s training request by some Only two sessions of one and other schools teachers. The teachers’ training workshop with who request to have remaining copies will be were held on 22/11/2014 and hard copy of given out to more 29/11/2014 because of handbook after teachers during other inadequate enrollment. Only 8 receiving the DVD occasions where there teachers / educators attended the are sharing with teacher’s training. The teachers. enrollment was done through the EDB training calendar which is the most popular enrollment method already.

P.21

5. Activity List

Types of Brief No. of participants activities description (e.g. seminar, (e.g. date, others Feedback from participants performance, theme, venue, school teachers students (Please etc.) etc.) specify) Drama-based Year 1 1 2 81 2 drama Pre-assessment and participatory 7/4-13/5/2013, educators post-assessment showed case studies 4 double lessons, students’ development of workshops Venue: Tak Nga Sec empathy and understanding School towards people who encounter life struggles such as Year 2 unemployment and low 30/4/-28/5/2014 income, and understand the 4 double lessons, reasons behind the issue of Venue: Tak Nga Sec working poverty. School Drama Year 1 1 52 22 2 drama Pre-assessment and production 24/6-4/7/2014 (worksho educators post-assessment showed project with 10 sessions of p students’ development of performance interactive drama attendanc 1 member of empathy and understanding workshops and a e) QEF staff towards people who encounter drama performance watching the life struggles such as Venue: Tak Nga Sec 1384 performance unemployment and low Schools, home visit (681 income, and understand the to working poverty S1-5 reasons behind the issue of family students working poverty. in Year 1 Year 2 and 703 24/6/-7/7/2014 S1-5 10 sessions of students interactive drama watching workshops and a performan drama performance ce) Venue: Tak Nga Sec School, Visit to Tin Shui Wai district Seminar for all 3/6/2013 1 52 Since the participants were Tak Nga 52 teachers attended teaching various subjects teachers on the instead of focusing on use of drama Venue: Tak Nga Sec personal, social and humanity education to School education, and since the support students workshop was just a half day with learning one, some teachers found it differences difficult to apply on their own subjects, and not easy to practise what they have learnt just with a few hour’s training.

“The information and suggestions given by the speakers are useful” : 2.6/4 marks “I would try out the methods suggested by the speakers”: 2.6/4 marks

P.22

Teachers’ 22/11/2014 and 6 8 2 drama Participants indicated that the training 29/12/2014 educators training had met the objectives workshop & of introducing a new approach Project results 8 teachers and 1 educator and pedagogy of combining sharing educators attended from global citizenship education Oxfam and drama education. This Venue: Tak Nga Sec approach could also help School teachers plan their lessons which can enhance students’ knowledge, skills and attitudes.

Please refer to Annex 2 for the evaluation results of the training.

6. Difficulties Encountered and Solutions Adopted

a) The spoken language used in the drama workshops and performance was Cantonese instead of English as students and tutors found that students expressed themselves much better in their mother tongue when they have to discuss the social issues such as working poverty and the labour issues

b) Number of teachers’s training was reduced from two workshops to one due to inadequate enrollment. The training with 40 vacancies was promoted in the training calendar of EDB, but the only 15 teachers were enrolled. As a result, one training workshop was cancelled. It turned out that only 8 teachers attended the training. The absent teachers were either having ad hoc school activities or was too busy to attend. The training handbook DVDs were sent to the absent teachers as remedy.

P.23

D. Report on Use of Grants

1. Capacity Enhancement Grants (CEG) 2014-2015 (a) English Language Panel - Evaluation Report on CEG

One qualified English Language teacher was hired to relieve English teachers of the additional workload to cater for the increasing learner diversity. Throughout the year, the teacher has shared the workload of their colleagues in the following areas: - preparing S4 students for their assessment tasks - designing assessment tasks - preparing teaching materials - handling the logistics of SBA (e.g. arranging the assessment groupings & time-tables and organizing video-taping equipment, etc.) - conducting remedial and enhancement programmes

Learner diversity of the students was catered for as additional support was given to the academically less able students in afterschool remedial classes. On the other hand, academically more able students were given more learning opportunities to stretch themselves through enhancement programmes such as debating training courses and workshops, choral speaking training, etc. These students could also develop their self-learning capacity through the enhancement programmes such as doing research for debating competitions.

Panel members have generally found that the support offered by the teacher to be vital to their work. They have benefited greatly in terms of reduced workload such as handling the logistics of SBA, preparations for learning and teaching materials. More important, learning and teaching effectives were raised as teachers were given more space to better focus on their lesson preparations and to collaborate in formulating teaching strategies.

Prepared by Wong Oi Kuen (Head of English Language Panel)

(b) 倫理及宗教科 - 學校發展津貼檢討報告

運用學校發展津貼，本科組得以聘用 0.5 名倫理及宗教科老師。0.5 老師職 責如下： - 任教初中倫理及宗教科，分擔宗教主任及其他倫理及宗教科老師備課的 工作 - 協助宗教主任及宗教組老師帶領宗教活動，例如天主教同學會定期聚會 - 協助宗教主任組織全校宗教活動，例如開學彌撒、宗教周等 - 協助宗教主任設計校園宗教佈置，營造全校宗教氣氛 - 與其他教友老師輪流帶領全校早禱

聘用 0.5 老師的預期好處全部達到。根據教師考績及本科老師意見，0.5 老 師具備專業知識，能有效促進校本倫理及宗教科課程發展，有助提升教學 效能。此外，宗教活動的參與率理想，當中不乏非教友同學參與，同學的 回饋亦顯示宗教活動的質素有所提升。

P.24

2. Evaluation Report on DLG-funded Gifted Education Programmes (2014-2015) No of Duration and Title Objectives Deliverables Selection mechanism Evaluation Expenditure Beneficiaries Venue English Debating To enhance students’ - Students’ 21 Nominated by the 10 2-hour sessions With the training, participants $4000 Workshop debating and public reflections in English Panel based on a year have become more confident in speaking skills written form their English assessment public speaking and in debating - Student results, especially Tak Nga Secondary contests. participation in speaking assessment School (TNSS) debating contests English Language To enhance Students’ 1 Nominated by the 20 days The participant has gained $4000 Leadership participant’s reflections in English Panel & class special learning experiences in a Programme (Hong leadership, written form teacher based on their Hong Kong different education system. Kong International presentation skills English assessment International Her leadership and interpersonal School) results and leadership School skills have been enhanced. potential English Language To enhance - Students’ journals 5 Nominated by English 5 days Participants have enriched her $5500 and Cultural Study participants’ English - Students’ oral teachers & class teacher learning experiences through Programme speaking and writing presentations based on their English Singapore excursions and school visit. skills assessment results and Their self-learning skills have learning attitude also been enhanced through conducting mini-research. 第十五屆世界華人 - 擴闊學生學習領域 提交中文作文 5 由中文科老師根據學生 不適用 是次比賽以「大自然」為主題， $800 作文大賽 - 提升學生寫作能力 中文寫作成績挑選 參加者從中獲得很大的滿足 感，增加了對寫作的興趣。 寫作拔尖計畫 增強學生之寫作能 每位參加者提交四 10 由中文科老師根據學生 兩節（每節一小時 個別寫作講評讓同學深入了解 $2000 力 篇中文作文 中文寫作成績挑選 三十分）個別寫作 如何提升寫作能力 講評 德雅中學 中文辯論訓練 提升口語技巧、思辯 參與校際辯論比賽 18 由辯論隊負責老師選拔 每星期兩節（每節 透過有系統演辯訓練，參加者 $8100 能力及與人合作能 一小時三十分）， 提升了思辯能力及與人合作能 力 共18節 力，更在多個辯論比賽中取得 德雅中學 理想成績。 香港中文大學資優 提升參加者批判思 參加者之反思 2 由通識科老師根據學生 一天（工作坊及實 多元化學習經歷增加了參加者 $3000 課程 – 新聞探究 維能力 通識科成績挑選 習） 對新聞工作的認識及擴闊了她 課程 香港中文大學 們的視野。 香港數學小天才錦 To enhance Participation in the 2 Nominated by the 1-hour competition The participants have gained $260 標賽 proficiency and contest and the Mathematics Panel based experience in coping with interest in result of the contest on their Mathematics Tseung Kwan O Mathematic competition and in Mathematics assessment results Government managing stress Secondary School

P.25

2015「奧海盃」數 To enhance Participation in the 3 Nominated by the 1.5 hour The participants have enhanced $540 學競賽 proficiency in contest and the Mathematics Panel based competition their confidence in coping with Mathematics result of the contest on their Mathematics YMCA West Mathematical contests. assessment results Kowloon Learning Centre A Glance at the To enrich knowledge Student’s 1 Nominated by Science 6 3-hour sessions The participant has enriched her $2540 Physical World in Physics reflections in teachers based on their CUHK knowledge in Physics, written form assessment results particularly in astronomy.

HK Biology - To acquire Result of Biology 10 Nominated by the 1-hour test The participants have enhanced $500 Olympiad for experience in examinations Biology Panel based on their confidence in coping with Secondary School coping with public students’ Biology Cheung Sha Wan the public examinations. (2014-2015) examination assessment results Catholic Secondary organized by HK - To assess students’ School Association for performance in Science and Maths important scopes of Education Biology Secondary School To acquire Result of Maths, 27 Nominated by the Maths 0.5 day The participants have enhanced $2160 Maths and Science experience in coping Physics, Chemistry and Science teachers their confidence in coping with Competition with public and Biology based on students’ Maths The Hong Kong the public examinations. organized by the examination Examinations & Science assessment Polytechnic Hong Kong results University Polytechnic University Hong Kong - To enhance - Student’s 6 Nominated by 1.5 hour test The participants have enriched $360 Geography learning of reflections in Geography panel based their geographical knowledge Olympiad 2015 Geography beyond written form on students’ Geography MKMCF Ma Chan and enhanced their confidence organized by the classroom - Participation in assessment results and Duen Hey in coping with the public HK Geographical - To increase the contest and learning attitude Memorial College examinations. Association understanding of the result of the global geography contest Psychology of To widen horizons Student’s 1 Nominated by class 6 3-hour sessions The participant has gained the $3400 Personal Growth and enrich reflections in teachers based on CUHK opportunity to explore various (CUHK Gifted understanding in written form students’ assessment psychological issues. She has Education human behavior and results and learning increased her understanding of Programme) mind attitude how people think, feel and act. The 5th Arts Olympiad To enhance artistic Participants’ art 3 Nominated by VA teacher Not applicable The participants have gained $210 (HK Region) skills and engage in work based on students’ VA experience and confidence in 2015-2016 “Dynamic cultural artistic assessment results and VA competition. HK Sports” exchange learning attitude Dance training To enhance dancing Participants’ dance 3 Nominated by advisor of 12 1.5 hour sessions The participants have gained $8400 course skills and confidence performance Dance Society confidence in performing in public. Total=118 $45,770

P.26

3. Report on the use of Career and Life Planning Grant (CLPG) (2014-2015) Objectives Strategies Evaluation Allocation of the CLPG 1. Provide students - Relieve part of the The objectives were attained. . Employment a teacher with opportunities teaching load of career - Time and space is created for Career Mistress and Deputy Career Master to for taking up part of and support for mistress and deputy enhance career guidance and school-based life planning education. the teaching load of the career development career master for stepping Throughout the school year, 126 career counselling sessions for S6 students Deputy Career Master. and life planning up career guidance and 74 sessions were conducted by the Career Mistress and the Deputy . Employment of an on all levels through internal and Career Master. Besides, a variety of career-related and life planning associate teacher for 2. Conduct classroom external coordination, activities were organized. taking up part of the career guidance individual guidance and - The associate teacher has performed the following functions throughout the teaching load of the activities planning, and curriculum school year: Career Mistress and (including planning and . Assist the career mistress and deputy career master to arrange career provide administrative programs and implementation. counselling sessions with students support to Career curriculum) for all - Provide administrative . Assist the career mistress to collect, sort and disseminate career Guidance Committee. classes at their support to the Career information through various means. . Employment of an corresponding Guidance Committee for . Assist the career mistress to prepare students recommendations. activity assistant for developmental implementing the . Assist the deputy career master to produce Student Learning Profile (SLP) supporting Career levels school-based career for individual career planning. Guidance Committee 3. Facilitate guidance service and life . Complete clerical work such as taking minutes of meetings in organizing career educational and planning programmes - The activity assistant support the Career Guidance Committee in organizing related and life career planning for - Provide career-related and escorting students to attend outings such as career visits and talks planning activities each student experiences with the - Detailed evaluation of the school-based career guidance service and life . Purchase the services partnership of NGOs planning programmes can be found in the evaluation report of Career of NGOs Guidance Committee. 4. Help students to - Provide curriculum and The objective were attained. . Employment of an develop values, administrative support for - The ERS and RAC assistant has performed the following functions assistant for supporting attitude, knowledge teachers of Ethics and throughout the school year: ERS teachers and RAC and skills needed for Religious Studies (ERS) . Assist teachers in producing learning and teaching materials of value . Subsidy for students to making wise choice, and the Religious Affairs education and spiritual education take part in value managing transition Committee (RAC) to . Assist teachers in organizing value education and spiritual education education & spiritual in learning and conduct value education activities education activities moving into the and spiritual education - Detailed evaluation of school-based ERS curriculum of all levels and value workplace, facing - Provide value-based other education & spiritual education activities organized by RAC and Student adversities and life learning experiences for Counselling Committee (SCC) can be found in the evaluation reports of ERS dilemmas students panel, RAC and SCC. 5. To promote Organize staff development The objectives were attained. Purchase of staff teachers’ programs on Students’ Life A staff development day was organized in October. Teachers received fruitful development services awareness on Planning information and new perspectives about students’ life planning in the workshop. from external students’ life Teachers’ rating towards the workshop was high. It was 4.4 out 5. It was planned organizations planning to organize more life-planning related workshop and sharing session in the next school year to consolidate the teachers’ understanding on this issue. P.27

二零一四/一五學年校本課後學習及支援計劃 校本津貼 - 活動報告表

學校名稱 : 德雅中學 計劃統籌員姓名 : 孔志良 老師 聯絡電話 : 2380 3788

A. 本計劃受惠學生人數(人頭)共 734 名(包括 A. 領取綜援人數：48 名，B. 學生資助計劃全額津貼人數：218 名及 C. 學校使用酌情權的清貧學生人數：468 名) B. 計劃的各項活動資料

合辦機構/ 參加合資格學生人數# 平均出 活動舉辦時期 實際開支 評估方法 備註(例如:學生的學習及 *活動名稱/類別 服務供應機構名稱 席率 /日期 ($) (例如:測驗、問卷等) 情意成果) (如適用) A B C 普通話工作規劃會議 1 8 15 >90% 4/9/2014 263 活動紀錄 (學習技巧訓練) 活動後問卷調查 導師報告 口語溝通模擬考試 1 8 7 >90% 15/11/2014 1440 測驗 香港中學語文教育研 (學習技巧訓練) 究會 MOCK EXAM 0 0 1 100% 7/12/2014 120 測驗 青年新世界 (學習技巧訓練) LS Mock exam 0 2 2 100% 13/12/2014 400 測驗 香港通識教育會 (學習技巧訓練) DSE 高效學習營 0 0 2 100% 6/3/2015 – 8/3/2015 760 活動紀錄 青協 (學習技巧訓練) 活動後問卷調查 導師報告 MATHS MOCK EXAM 2 10 10 100% 9/3/2015 2860 測驗 Canotta Publishing (學習技巧訓練) Company Limited 中三寫作工作坊 1 5 3 >90% 4/2015 – 5/2015 2880 活動紀錄 (學習技巧訓練) 活動後問卷調查 導師報告 中五級 文憑試「閱讀提升課程」 2 6 10 >90% 8/2015 7650 活動紀錄 (學習技巧訓練) 活動後問卷調查 導師報告 中五級聆聽及綜合提升班 2 9 12 >90% 8/2015 10350 活動紀錄 (學習技巧訓練) 活動後問卷調查 導師報告 中四寫作提升課程 0 10 9 >90% 8/2015 8550 活動紀錄 (學習技巧訓練) 活動後問卷調查 導師報告 全國青少年語文知識大賽 0 2 1 >90% 11/2014-4/2015 3120 活動紀錄 中國語文現代化學會 (學習技巧訓練) 活動後問卷調查 (教育部) 導師報告 P.28

Summer Holiday Reading Programme 0 0 2 >90% 7/2015-8/20015 200 活動紀錄 2015 活動後問卷調查 (學習技巧訓練) 導師報告 中二級──寫作訓練工作坊 0 2 4 >90% 3/10/2014-12/12/201 2250 導師報告 (語文訓練) 4 (逢星期五) 演講及辯論學會 0 4 7 >90% 8/10/2014-27/4/2015 5500 導師報告 (語文訓練) Reading Party 2 7 34 >90% 19-6-2015 310.1 導師報告 (語文訓練) HKPDS Summer Workshop2015 1 0 1 >90% 10-16/8/2015 2400 導師報告 Hong Kong (語文訓練) Parliamentary Debating Society 流行舞蹈組 0 1 0 >90% 4/10/2014-2/5/2014 700 導師報告 (文化藝術) 舞蹈組 1 0 0 >90% 6/10/2014-15/5/2015 700 導師報告 (文化藝術) 樂器班 10 7 0 >90% 全年 50246 導師報告 (文化藝術) Hong Kong Disney Performing ARTS 1 8 64 >90% 9/5/2015 12690 導師報告 (文化藝術) 體育活動 5 40 108 >90% 全年 16225 導師報告 陽光新一代大姐姐 1 3 1 >90% 19/12/2014 400 活動紀錄 (自信心訓練) 活動後問卷調查 導師報告 慈青中六信仰生活營 0 0 1 >90% 12/6/2015-14/6/2015 350 活動紀錄 慈青牧民辦事處 (自信心訓練) 活動後問卷調查 導師報告 中六<模擬面試工作坊> 4 11 58 >90% 11/11/2014 4380 導師報告 學友社 (社交/溝通技巧訓練) 《香港事業興趣測驗：互聯網版本》 2 13 26 >90% 19/12/2014 780 活動紀錄 香港輔導教師協會 2014-2015 計劃 活動後問卷調查 香港中文大學 (社交/溝通技巧訓練) 導師報告 西式餐桌禮儀與中西飲食文化工作坊 6 36 47 >95% 1/4/2015 6528 活動後問卷調查 時代顧問有限公司 (社交/溝通技巧訓練) 導師報告 聯校義工訓練營 2014 2 3 3 >90% 15/11/2014 2320 活動後問卷調查 明愛義工領袖聯盟 (義工服務) 導師報告 貴州歷史文化考察團 0 1 2 100% 9/7/2015-13/7/2015 3530 活動後問卷調查 泛亞教育交流中心、 (參觀/戶外活動) 學生報告 貴州大學 Hong Kong Big Bus Tour 2 6 20 100% 22/6/2015 1890 活動後問卷調查 (參觀/戶外活動) 導師報告

P.29

新加坡遊學團 0 0 6 100% 6/7/2015 – 10/7/2015 8500 活動後問卷調查 (參觀/戶外活動) 學生報告 土木夏令營 1 2 1 100% 10/7/2015-12/7/2015 2200 活動後問卷調查 香港科技大學 (參觀/戶外活動) 學生報告 學生領袖訓練計劃 0 8 4 100% 23/2/2015-27/2/2015 5400 活動後問卷調查 外展訓練學校 (領袖訓練) 學生報告 慈青領袖訓練營 0 1 2 100% 29/7/2015-31/7/2015 1700 活動後問卷調查 慈青牧民辦事處 (領袖訓練) 學生報告 祈禱工作坊 0 0 1 100% 9/7/2015-10/7/2015 30 活動後問卷調查 慈青牧民辦事處 (領袖訓練) 學生報告 慈青領袖訓練營-晉階訓練(六日五夜) 0 1 1 100% 26/7/2015-31/7/2015 1500 活動後問卷調查 慈青牧民辦事處 (領袖訓練) 學生報告 大姐姐訓練（二）宿營 1 4 3 100% 15/8/2015-16/8/2015 2240 活動後問卷調查 (領袖訓練) 學生報告

活動項目總數：___36______

@ 學生人次 48 218 468 總開支 171362.1 **總學生人次 734 備註:*活動名稱/類別如下：功課輔導、學習技巧訓練、語文訓練、參觀/戶外活動、文化藝術、體育活動、自信心訓練、義工服務、歷奇活動、領袖訓練及社交/溝通技巧訓練 @學生人次：上列參加各項活動的受惠學生人數的總和 **總學生人次：指學生人次(A) + (B) + (C) 的總和 # 合資格學生: 指(A)領取綜援/(B)學生資助計劃全額津貼及(C)學校使用酌情權的清貧學生

P.30

C.計劃成效 整體來說你認為活動對受惠的合資格學生有何得益? 改善 沒有 不適 請在最合適的方格填上「」號 下降 明顯 適中 輕微 改變 用 學習成效 a) 學生的學習動機  b) 學生的學習技巧  c) 學生的學業成績  d) 學生於課堂外的學習經歷  e) 你對學生學習成效的整體觀  感 個人及社交發展 f) 學生的自尊  g) 學生的自我照顧能力  h) 學生的社交技巧  i) 學生的人際技巧  j) 學生與他人合作  k) 學生對求學的態度  l) 學生的人生觀  m) 你對學生個人及社交發展的  整體觀感 社區參與 n) 學生參與課外及義工活動  o) 學生的歸屬感  p) 學生對社區的了解  q) 你對學生參與社區活動的整  體觀感

D. 對推行活動計劃的意見 在推行計劃時遇到的問題/困難 (可在方格上超過一項)  未能識別合資格學生(即領取綜援及學生資助計劃全額津貼的學生)；  難以甄選合適學生加入酌情名額；  合資格學生不願意參加計劃；  伙伴/提供服務機構提供的服務質素未如理想；  導師經驗不足，學生管理技巧未如理想；  活動的行政工作明顯地增加了教師的工作量；  對執行教育局對處理撥款方面的要求感到複雜；  對提交報告的要求感到繁複、費時；

P.31

E. Student Achievements 2014-2015

Academic 學術 / Leadership 領導才能

Name of Competition/Scholarship/Awarding Result Class and Name Organization

香港歷史青年領袖培訓學院「香港歷史 5C 陳銳 得獎 青年領袖」計劃 2014 - 2015 5D 趙潼

香港美術教育協會「光的藝術」創作 優異獎 3C 劉珈余 比賽 2015

第三屆2015國際華人兒童及青少年藝術 銅獎 1D 盧思哲 年展-[生命的誕生]藝術年展

7th Sham Shui Po District Outstanding 4D Hui Jing Yi Commendable Student Students Award 5D Wong Mei Chun

The Hong Kong University of Science and Technology Best Design Model Award of 4D Nguyen Hai Mi Construction of Structure Resisting CSRSM 4D Lam Kai I Seismic Motion, CEECP2015

5C 張美珊 香港五邑青年總會「2014-2015 年度獎助 現金獎一千五百元正 5D 方曉彤 學金計劃」 5D 許碧瑤

A scholarship award of 5D CHEUNG HON Don Bosco Prize 2014-2015 HK$20000 NING

Most Creative Writer Asia Children Education Association Competition (Junior Secondary 1C LEUNG WING Hong Kong Primary & Secondary School Division) KA English Writing Competition 2014- 2015 Merit

錄像藝術評賞資優培育計畫 2014-2015 得獎 6A 鄭紫珊

The Community Leadership & A scholarship award of 6D CHAN YEE KI Engagement Scholarship 2014- 2015 HK$50000

5D 伍珍珍 上游獎學金 2014-2015 得獎 5D 關嘉詠 3D 王晶晶

3D 許婧怡 3D 梁嘉怡 明日領袖獎 2014-2015 得獎 4C 陳銳熹 4D 袁梓珊 5D 張瀚寧

P.32

5D 周嘉敏

中文廣泛閱讀組高級組 第 30 屆中學生閱讀報告比賽 5A 萬凱宜 優異獎

陳贊一博士聯校微型小說創作獎 入選作品推薦獎 6D 謝慶玲

2A 陳泳晴 三等獎 5C 梁惠玲 5C 游芷欣

2A 馮嘉慧 2015 年全國現場作文總決賽 二等獎 2D 劉曉琳 5C 蘇漫冰

一等獎 2A 丘凱欣

三等獎 2A 林雅穎

2A 陳泳晴 2A 丘凱欣 二等獎 全國青少年語文知識大賽2015現場作文 2D 劉曉欣 決賽（香港區） 5C 游芷欣 2A 蕭潔潼 一等獎 5C 蘇漫冰 5C 梁惠玲

特等獎 2A 馮嘉慧

中學組(中四至中六) 亞軍 德雅中學 中學組(中一至中三) 季軍

2A 林雅穎 三等獎 2A 曾卓愉 全國青少年語文知識大賽 14-15 年 全國 2A 丘凱欣 現場作文晉級賽 2A 劉曉琳 2A 陳詠晴 2A 馮嘉慧 二等獎 4D 楊可盈 5C 蘇漫冰 5C 梁惠玲 5C 游芷欣

P.33

一等獎 2A 蕭潔潼

律政司刑事檢控科「檢控週 2015」 高級組(中文)得獎者 5D 方曉彤 標語創作比賽

High Distinction in Mathematics 5D LI SHUYI

5D CHAN HO SUM 5D CHEN SHUXIAN 5D CHEUNG HON NING 5D CHEUNG TIN Distinction in Mathematics YAN 5D GUAN JIAYONG 5D HO CHIU YU 5D NG CHUN CHUN

5C CHU NOK YI The Hong Kong Polytechnic University NOKY --- Secondary School Maths and Science 5D KWOK TSZ Credit in Mathematics Competition YING 5C LUK WAI YIN 5D TAM TZE YIN

5D CHEUNG HON Credit in Physics NING

5D CHEUNG HON High Distinction in Chemistry NING

5D KAM MAN CHING NATALIE Distinction in Biology 5D NG CHUN CHUN 5D NG KA WAI

5D KWOK TSZ Credit in Biology YING 5C TONG KA YAN

中文廣泛閱讀組(高級組) 第三十屆中學生閱讀報告比賽 5A 萬凱宜 優異獎

P.34

5D 張瀚寧 香港中學生太空搭載實驗方案設計比賽 入圍隊伍 5D 張天恩

5C 李曉琳 5C 彭斯雅 5D 歐陽凱欣 5D 陳顥心 5D 何昭汝 第 12 屆中學基建模型創作比賽 入圍隊伍 4C 毛舒平 4B 周善棋 4D 梁依依 4D 陳曉雪 4D 阮海美

香港浸會大學文學院及香港浸會大學語 文中心合辦 少年作家獎 6A 陳曉靜 第八屆大學文學獎

Good People Good Deeds Story Writing Top 10 in Hong Kong 3D Chili Li Competition

全港青年中文寫作比賽(2013-14 年度) 優異獎 6D 陳淑怡

中學組初級組 看漢中文網閱讀寶庫獎勵計劃 4A 陳宛玟 全港個人大獎 優異獎

4C 李美洁 5D 歐陽凱欣 4D 冼絡瑤 「向老師致敬 2014」徵文比賽 優異獎 4D 楊可盈 5A 李碧霞 5C 蘇漫冰

「第三屆全港學界微型小說創作比賽」 作家推薦獎「人氣臉書」 4D 李嘉雯

6A 陳君彥 中學六年級粵語詩詞獨誦季軍 6D 陳必祺 6D 梁嘉盈

校際朗誦節 中學五年級粵語散文 獨誦亞軍 5D 陳顥心

中學四年級粵語詩詞獨誦季軍 4C 陳銳熹

中學五、六年級普通話散文獨誦 5D 陳顥心

P.35

銅獎 1D 蔡伊華

2B 葉芷攸 3D 王晶晶 「中國中學生作文大賽」永隆文學之星 優異獎 4D 梁鍩澄 4C 張凱嵐 5D 易卓怡

第四屆香港吉野家勤學大賞 2014 優異獎 5D 伍珍珍

6C CHENG LAP TING (LILY) 6D CHEN BIQI (KOLINA) 6D FUNG SAU LAI (ELAINE) Distinction in 6D HO MAN YEE (NANCY) Mathematics 6D LAW CHUI YI (NATALIE) 6D LEE PUI YIN (TAMMY) The Hong Kong Polytechnic University 6D LEUNG YAN YAN - Secondary School Maths and Science (YAMMI) Competition 6D TONG KA YAN (JUDY)

High Distinction in 6D HO HILDA HEI TUNG Mathematics 6D TAM YUK YEE (MARY)

Distinction in Physics 6D HO MAN YEE (NANCY)

High Distinction in 6D LEUNG SIN MAN Chemistry (MAGGIE)

High Distinction in 6D LEUNG SIN MAN Biology (MAGGIE)

International General Certificate of Secondary Education (IGCSE) - Grade A* 6D HO HILDA HEI TUNG Mathematics

Sir Edward Youde Memorial Prizes Cash Award HK$1,000 6D Law Chui Yi 2014/15

P.36

Sole Verse Speaking Champion 3C Lau Sze Nga

Sole Verse Speaking Champion 4C Li Wing Tung

Sole Verse Speaking Champion 5C Cheung Mei Shan

Sole Verse Speaking Champion 5C Hui Lok Wai

Sole Verse Speaking 2nd Place 1D Chan Yan Yi

Sole Verse Speaking 2nd Place 4C Chak Ka Ning

Sole Verse Speaking 2nd Place 6D Lee Hau Yee

Sole Verse Speaking 3rd Place 1B Yeung Chung Hop

Sole Verse Speaking 3rd Place 1D Leung Yuen Nam

Sole Verse Speaking 3rd Place 1D Wong Cho Wai th 66 Hong Kong Schools Speech Sole Verse Speaking 3rd Place 3B Lam Siu Ching Festival Sole Verse Speaking 3rd Place 3D Cheung Wing Yin (2014-15) Sole Verse Speaking 3rd Place 3D Wong Cheuk Wing

Sole Verse Speaking 3rd Place 4A Law Lok Yin

Sole Verse Speaking 3rd Place 4D Yuen Tsz Shan

Sole Verse Speaking 3rd Place 5D Law Sze Man

Sole Verse Speaking 3rd Place 6A Ng Yuek Nam

Dramatic Duologue 2A Tang Yuen Man 2nd Place 2C Ng Tsz Ching

Dramatic Duologue 5B Lai Ka Yi 3rd Place 5B Wong Yiu Huen

Dramatic Duologue 5D Mo Wing Kiu 3rd Place 5D Tse Cheuk Tung

66th Hong Kong Schools Speech Tak Nga Secondary Festival Champion School Choral Speaking: Secondary 1 1D Girls: Non-Open

第十九屆 全港中小學中英文硬筆 中學初級組 英文書法 3D 江焯堯 書法比賽 優異獎

HKICPA Scholarship for Secondary Prize 5D Ho Chiu Yu Schools 2014-2015

The HKIS Building Surveying Scholarship and Eddie Lee Memorial 6D Chen Biqi HK$5000 Certificate of Award Education Foundation for Secondary 6D Law Chui Yi School Students 2014-2015 P.37

6C 鄭立婷 6D 湯嘉欣 世茂新家園精英培養計劃 獲獎 6D 陳必祺 6D 羅翠怡

4D 楊靜怡 4D 王美珍 冠軍 4D 李嘉雯 4D 梁鍩澄 深水埗市區更新實戰賽 4C 黎姵希 4C 馮嘉琪 優異 4C 劉奕君 4D 單德瑤

青苗學界十大進步獎 4C 蘇泳堯

2A 蔡嘉琳 2B 李卓珈 2C 許芷瑩 2D 李洋 3C 馬樂兒 3D 王晶晶 3D 李穎嘉 3D 秦嘉莉 4B 陳念恩 得獎 4C 張凱嵐 青苗學界進步獎 4D 單德瑤 5A 陶庭欣 5B 葉詠琪 5C 陸慧賢 5D 郭子盈 6A 孔子盈 6A 孔詠珊 6B 陳采然 6C 李攸 6D 陳必祺

獲獎「特別嘉許」 6C 葉欣宜 羅氏慈善基金高中應用學習奬學金 (2013-14 學年) 獲獎 6B 余佩筠

P.38

6th Kowloon Region Outstanding Distinguished Student 5D Li Shuyi Students Award

Outstanding Student 5D Li Shuyi

6D Chan Yee Ki 6th Sham Shui Po Outstanding 5D Guan Jiayong Students Award Commendable Student 4D Chu Wing Shan Michelle

4D Yuen Tsz Shan

祈良神父教育基金 獎學金一千五百元正 6A 李芊慧

商務閱讀報告比賽 高級組冠軍 5B 鄭立婷

獎學金三千元正 4C 蘇泳堯 張永賢律師奮進獎學金 入圍獎 6A 李芊慧

馮漢柱教育信託基金資助 萬鈞教 得獎 6C 何梓寧 育基金協辦 「卓越今天，成就將來」 得獎 5D 黎淑怡 青少年領袖獎勵計劃(2013-2014)

Chief Commissioner's Guide Award Prize 6C Kelly Ho 香港總監榮譽女童軍獎章

Physical 體育

Name of competition Result Class and Name

屈臣氏集團香港學生運動員獎 2014-2015 獎學金五百元 4C 翟嘉寧

第十七屆中國香港特別行政區 青少年滾 軸溜冰邀請賽 第六名 - 青年組女子 10000 米 2014 廣東省速度輪滑錦標賽 第四名 - 女子少年甲組 1000 米計時賽 2014 廣東省速度輪滑錦標賽 3B 潘凱欣 第三名 - 女子少年甲組 500 米爭先賽 2014 廣東省速度輪滑錦標賽 第四名 - 女子少年甲組 300 米個人計時賽 2014 廣東省速度輪滑錦標賽 第四名 - 女子少年甲組 5000 米淘汰賽

P.39

香港學界跆拳道比賽 2015 亞軍 - 女子組品勢測試賽

柏魏盃品勢比賽 2014 季軍 4B 葉潁欣 跆拳道品勢邀請賽 2014 - 顏色帶組 冠軍

明愛盃精英邀請賽 2014 - 青少年組 冠軍

4A Amber Poon Girls' A Grade 4X100m 4C Nicole Chak Relay - 3rd Runner-up 5A Rebecca Li 5C Au Hoisy Bacolod HKSSF Inter-school Athletics Girls' A Grade Long Jump 5C Au Hoisy Bacolod Championships - Champion Girls' A Grade High Jump - 5C Eugen Chan 2nd Runner-up Girls' C Grade 200m – 1st 1B Regine Ko Runner-up

30 秒鬥牛跳冠軍

30 秒後鬥牛跳冠軍

香港專業花式跳繩學校 2013-2014 第三季 30 秒交叉開跳亞軍 3B 譚藹莹 跳繩大賽 - 15 歲女子組別 30 秒後交叉開跳 亞軍

30 秒單車跳 冠軍

30 秒二重跳冠軍 3B Karen Cheung St. Teresa Secondary School Annual Sports 4C Nicole Chak 4X100m Invitation Relay Day 5A Rebecca Li 5C Au Hoisy Bacolod 香港滾軸運動總會 2014 香港速度錦標賽 女子 13-14 歲 1000 米季軍 3B 潘凱欣 屈臣氏田徑會暑期田徑結業賽 2014 女子甲組跳高亞軍 5C 陳頌怡 南華體育會暑期青少年田徑訓練班 2014 女子跳高季軍

P.40

Music 音樂

Name of competition Result Class and Name 2B 張文意 2B 卜芷瑤 4A 李曉華 優異獎 第四屆「我是合唱歌手」歌唱比賽 4A 梁芯瑜 4D 劉曼婷 4D 陳翠怡 卓越大獎 4C 鄔燊玲

2015 Hong Kong Joint school Music competition Gold medal Tak Nga Secondary School

香港亞洲鋼琴公開賽(少年組) 冠軍 2A 溫詩渟 5D 陳顥心 第二屆我是合唱歌手比賽 冠軍 4C 翟嘉寧

Other 其他

Name of competition Result Class and Name 李鄭屋邨居民子弟獎學金(2014-2015) 「操行優良獎」獎學金五百元正 1D 羅珮欣 4B 徐婉倫 4C 李嘉敏 『紹香園』品牌大獎 4C 馮雪怡 4C 陸彩虹 6B 岑凱琪 第 49 屆工展會-「廣告 TEEN 才」短 『現代美容』品牌大獎 6B 陳欣琪 片創作比賽 6B 秦嘉敏 5B 王曉如 5A 黃坤頤 『吉野家』品牌大獎 5C 張綺琪 5C 游芷欣

柏立基爵士信託基金傑出學生資助 現金資助二千元 3B 潘凱欣 (非學術範疇) 2014-2015 現金資助五千元 5B 蕭慧敏 Home Sweet Home Dessert 5D Kwan Ka Wing Champion Competition 4A Ng Ling Kong

P.41