Annual Sr 09-10.Pdf

True Light Girls’ College School Report (SR) 2009-2010

1. Our School

1.1 School Profile Our school is an aided EMI girls’ secondary school established in 1973. There are 24 classrooms and 15 special rooms including the Geography Room, the Digital Creative Arts Centre, the Multi-media Learning Centre, the Cookery Room, the Needlework Room, the Language Room, the Library, the Student Activity Centre, the Music Room, the CAL Room, the Chapel and the School History Archive and four laboratories. Five gardens were built in the campus to provide a green and cozy environment for the students. There have been a lot of improvements in our campus environment and teaching facilities over the past few years. The School Hall, all classrooms and special rooms are air-conditioned and equipped with LCD projectors, visualizers and screens for interactive teaching and learning purposes. Wireless Local Area Network (WLAN) has also been launched to cover the whole campus.

1.2 School Motto, Vision & Mssion 1.2.1 School Motto Thou art the light of the world

1.2.2 Vision of the School We inspire our students to Think independently, Learn proactively, Grow in love and Contribute to society.

1.2.3 Mission of the School

To develop students’ analytical and critical thinking skills and their academic and cognitive abilities.

To cultivate students’ enthusiasm for the pursuit of knowledge, physical fitness, social skills and aesthetic appreciation to lay a good foundation for life-long learning.

To lead students to live in God’s love and walk in the right path guided by Christian values.

To establish with students their goals in life so as to shine forth as the light of the world.

1.3 School Management 1.3.1 School Management Committee The School Management Committee consists of 14 members including alumnae of True Light Schools, emeritus principals and representatives of the Hong Kong Council of the Church of Christ in China.

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1.3.2 School Organization Chart (09-10)

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1.3.3 Teachers’ views on School Management and Professional Leadership Teachers are in general satisfied with the school management and the professional competence and leadership of the principal and middle managers. Teachers’ view on EDB Stakeholder Survey Score (1-5) School Management 3.7 Principal’s professional leadership 3.7 Vice Principals’ professional leadership 3.7 Subject Panels/ Committee Heads’ professional leadership 3.8

1.4 Number of Active School Days Year 2009-2010 The number of days in a school year with regular classes. 155 The number of days in a school year with learning activities organized for the whole school or whole-class level of students. 23 The number of examination days 20

1.5 Curriculum The formal curriculum offered by the school in the 2009-2010 school year is listed below: Subject S.1 S.2 S.3 S.4 S.5 S.6 S.7 Subject S.1 S.2 S.3 S.4 S.5 S.6 S.7 Chinese Language Education Science Education Chinese Language ＊＊＊＊＊ Integrated Science ＊＊ Chinese Language & Culture (ASL) ＊＊ Physics / Physics (AL) ＊＊＊＊＊ Chinese Literature (AL) ＊＊ Biology / Biology (AL) ＊＊＊＊＊ Putonghua ＊＊＊ Chemistry / Chemistry (AL) ＊＊＊＊＊ English Language Education Technology Education English Language ＊＊＊＊＊ Computer Literacy ＊＊＊ Use of English (ASL) ＊＊ Computer & Information Technology Mathematics Education / Information & Communication ＊＊ Mathematics ＊＊＊＊＊ Technology Additional Mathematics ＊ BAFS / Business Studies (AL) ＊＊＊＊＊ Principles of Accounts / Principles of Pure Mathematics (AL) ＊＊＊ Mathematics & Statistics (ASL) ＊＊ Accounts (AL) Personal, Social & Humanities Education Home Economics ＊＊＊ Geography / Geography (AL) ＊＊＊＊＊＊＊ Physical Education History / History (AL) ＊＊＊＊＊＊＊ Physical Education ＊＊＊＊＊＊＊ Economics / Economics (AL) ＊＊＊＊＊ Arts Education Chinese History ＊＊＊＊＊ Music / Aesthetic Development ＊＊＊＊＊ Liberal Studies / Liberal Studies (AL) ＊＊＊ Visual Arts ＊＊＊＊＊ Life Education I ＊＊ Life Education II ＊＊＊

Ethics ＊＊＊＊＊＊＊

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1.6 Lesson Time for the 8 Key Learning Areas

6.3% S1 6.3% S2 16.7% 4.2% 16.7% 4.2% 6.3% 6.3%

10.4% 10.4%

22.9% 22.9%

18.8% 18.8%

14.6% 14.6%

6.0% S3 4.0% 16.0% Key: 6.0% Chinese Language Education English Language Education Mathematics Education 12.0% Personal, Social & Humanities Education 20.0% Science Education Technology Education Physical Education

22.0% Arts Education 14.0%

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1.7 Staff Profile (2009-2010)

Highest academic qualification Professionally trained 100 100 60 53 90 50 80 43 70 40 60

30 50

Percentage 40 Percentage 20 30 10 4 20 10 0 Master Bachelor Tertiary non- 0 degree Teacher

Working experience Teachers with LPR 100 100 80 100

70 67 90 80 60 70 50 60 40 50 40 Percentage 30 Percentage 19 30 20 14 20 10 10 0 0 0-4 years 5-9 years over 10 years English Putonghua

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1.8 Professional Development of Teachers 1.8.1 The Staff Development Programs organized by the School for 2009-2010 No. Date Program 26th August, 2009, 2nd October, 2009, 1 TL Joint School Sharing Session on Learning and Assessment in NSS 4th – 5th January, 2010, 12th March, 2010

219th August, 2009 Orientation for New Teachers

31st September, 2009 Introduction of “ICAN” Project

426th September, 2009 CCC Sharing Session for New Teachers

54th January, 2010 Experience Sharing on the Enhancement of Students’ Motivation in Learning

613th January, 2010 Experience Sharing on understanding students with special educational needs

72nd March, 2010 E-class training workshop

816th & 18th March, 2010 Workshop on using Electronic White Board

9 July, 2010 Concluding Session for Mentorship Program

1.8.2 Continuing Professional Development (CPD) hours of teachers Structured mode Other modes Total number of CPD hours of teachers Average number of CPD hours of teachers Hours 2153.8 69.0 2222.8 44.5

1.8.3 Teachers’ view on professional development EDB Stakeholder Survey Score (1-5) Teachers’ view on professional development 3.5

Teachers are expecting even more teacher professional development activities to help them to perform their duties and enable more professional interflow among themselves.

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1.9 Professional Development of Principal

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1.10 Student Population Year 2009-2010 S1 S2 S3 S4 S5 S6 S7 Total No. of Class 4 4 4 4 4 2 2 24 No. of Student 152 163 166 159 163 60 57 920

1.11 Students’ Attendance Year 2009-2010 S1 S2 S3 S4 S5 S6 S7 Total Students’ attendance rate (%) 98.5 98.5 98.4 98.9 97.9 97.4 97.8 98.2

1.12 Destination of Exit Students

Percentage of S5 graduates in the following destination Percentage of S7 graduates in the following destination No. of categories categories No. of students students (i) S6 course 121 2% 4% (i) Local university course 32 4%

9% (ii) S5 course 5

6% (ii) Local full time diploma 22 1% (iii) Local full-time post- 9 / Association degree secondary / vocational 39%

training course 55% (iii) Overseas studies 2 (iv) Overseas studies 9 80%

(iv) Unknown 7 (iv) Working 1

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1.13 Students’ Reading Habit

600 2.0 1.1

511 0 0.0 500 450

400 -2.0 08-09 320 286 09-10 -4.0 300

No. of books -6.0 200

81.2 82.1 -8.0 100

-10.0 -10.6 0 Percentage increase between 08-09 and 09-1 -11.9 Daily issue record No. of English Fiction No. of students -12.0 books(Scholastic participating in Daily issue No. of English Fiction books No. of students Book Club, USA) reading Aw ard record (Scholastic Book Club, USA) participating in reading ordered by students Award Schemes ordered by students Schemes

S1-S3 S4-S7 Average no. of reading materials borrowed from the school library per student per year 12.2 10.3 Percentage of students having the following reading frequency (once a week or more frequently) 100 100

1.14 Students’ Physical Development Year 2009-2010 Age 14 Age 15 Average of total score of the 4 fitness items for S3 students 3.8 3.6 Percentage of S3 students within the acceptable weight range 73.2 75

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2. Achievements and Reflection on Major Areas of Concern

2.1 Enhancing the Effectiveness of Learning and Teaching 2.1.1 Achievements

Five foci, namely enhancing teachers’ professional development, arousing students’ learning motivation, promoting cross-curricular teaching and learning, fostering students’ reading habits, and catering for learner differences were planned and satisfactorily implemented.

On enhancing teachers’ professional development, basically each teacher had more than twice attended seminars or workshops for professional development, especially on themes relating to learning and teaching; the average CPD hours for teachers had remained quite consistently at a relatively high level of more than 43 hours in the structured mode in these three years; professional sharing had been the most effective through the setting up of resource banks or corners in the school intranet, or even in the resource rooms for some subject panels, by different subjects for different levels and topics, with contents like teaching files, teaching aids, learning materials, question banks and examination papers, etc; many corresponding staff professional development programmes had also been successfully held, like joint seminars with the other True Light schools about ‘assessment for learning’ under the NSS Curriculum, a sharing session on ‘invitational education and learning motivation’, and a talk on ‘understanding students with special educational needs in True Light’.

On arousing students’ learning motivation, the subject panels mostly agreed that the new homework submission strategies, like the use of ‘Homework Assignment Tables’ and the ‘No/Late Submission Records’, had been quite satisfactorily employed to help students submit their assignments on time, with a success rate of at least 80%, while some stricter supplementary measures, like mark deduction, had also been used by individual subject panels; e-learning through the e-class platform had also been effectively conducted, with at least one set of learning materials, including power point slides, useful video clips, self-learning exercises, answer keys or guidelines, and useful web links, uploaded to the e-class platform by different subjects for different levels; while many subject panels had also made use of the e-class platform for students to submit their assignments; more information technology devices, like the convenient use of the electronic whiteboards with the simultaneous response system and the visualizers installed in every classroom and special room, were more frequently applied to create a more interactive and effective classroom conducive to quality learning and teaching; students’ good work was duly recognized as their pieces of good work were either shown to classmates via visualizers or handouts, displayed in classrooms, display boards or subject rooms, or uploaded to subject homepages or the school homepage constantly; some subjects, especially Liberal Studies and Life Education II, had been promoting cooperative learning, while the traditional mode of cooperative learning, like students working in groups for project learning, practical activities, presentation and competitions had been more widely adopted by most subject panels, with more than 60% of students finding this learning mode useful and helpful.

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On promoting cross-curricular teaching and learning, teachers’ awareness of the significance and implication of cross-curricular learning had been aroused, and initial steps had been taken by different subject panels to examine whether their present practices had already involved cross-curricular elements and to consider possible corresponding measures in future; the Academic Standing Committee had started to look into the possible ways, including the working out of some suitable mechanisms, to promote cross-curricular learning at school level; it had been decided to organise a Cross-curricular Learning Day in the new school year as an initial attempt for the purpose with the adoption of a whole school approach.

On fostering students’ reading habits, students’ book reports were posted up in the display boards in classrooms and the school canteen, while their English book reports were even displayed and updated at least once a month at the English Corner in the school library and posted up in the display boards outside the MMLC; teachers’ sharing of their reading experience and recommendation of good books had been conducted at least once a term; suggested reading booklists prepared for students by each KLA for each level had been completed and uploaded to either the subject web pages or the school library website.

On catering for learners’ differences, most teachers were well aware of the use of graded questions and differentiated tasks to better match students’ abilities during the lessons and in designing worksheets, assignments and tests, and students were all the time encouraged to attempt all the different tasks, while many teachers were also trying to develop more other strategies and provide students with more individual help and guidance to better cater for their different learning needs; pull-out programmes or enhancement courses, like enhancing students’ Chinese literary writing skills, strengthening students’ English language abilities through debating training and widening students’ horizons for learning Liberal Studies, had been held for high achievers; more challenging tasks, assignments or learning activities had been designed and provided for high ability students by many subject teachers, some with encouragement like addition of bonus marks, while some teachers would ask brighter students to do extra exercises for more practice; after-school tutorial groups for weaker students at junior secondary level had been arranged throughout the year, as 12 Saturday tutorial groups were arranged in the first term (S1: 2 groups for Chinese, 4 groups for English, 3 groups for Mathematics; S2: 1 group for Chinese, 1 group for English, 1 group for Mathematics) and 5 tutorial groups were arranged in the second term (S1: 1 group for Chinese, 1 group for English, 1 group for Mathematics; S2: 1 group for English, 1 group for Mathematics), while many subject teachers were used to arrange after-school tutorials for weaker students; the streaming policy for students of each junior secondary level had been reviewed and the present practice would be upkept to best cater for the needs of the students while teachers could adopt suitable and tailor made teaching strategies for different classes (S1 students would be randomly allotted to the four classes so that they could start their education at TLGC on the same footing, while the best 36 students in English in S2 and S3 would be allotted to Class A, with the rest of the students randomly allotted to the remaining three classes).

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2.1.2 Reflection

Teachers in general had been active and enthusiastic at enhancing their professional development for more effective teaching. Besides attending courses, seminars or workshops, they would also organise school-based workshops or sharing sessions on their own initiative. To further strengthen teachers’ professional development, more interflows with other schools, including paying school visits will be arranged, so that teachers can learn from the strengths of other schools with real life experience and practical examples. The new Homework Submission Policy, together with the supplementary subject-based measures, had been quite effective in helping students to submit homework on time. To further motivate students to learn through completing their homework assignments, more thoughts or designs should be given to improving the quality of the homework assignments, especially in the sense that students would find the assignments useful and as an integral part of their learning. Students’ homework workload will be re-considered and regulated to maximize the learning outcomes. Rich learning materials had been successfully uploaded to the e-class platform to facilitate students’ learning. This paves the way for the further advancement of e-learning in the school, which still has plenty room for various kinds of development. The new mode of cooperative learning had started to develop in the school, mainly through the effort of the Liberal Studies teachers. As most teachers still adopted the traditional mode of cooperative learning in their teaching, staff development programmes with cooperative learning as the main theme will be arranged for them so that cooperative learning can be better promoted and enhanced for the benefits of the students. Cross-curricular learning had been carried out by individual subject panels or administrative committees over the years, and it could be much better enhanced if there is central coordination with clear rationales, strategic plans and systematic procedures. Staff development programmes in this aspect will be arranged to facilitate professional sharing of ideas of cross-curricular learning. Students’ reading habits has been steadily fostered with the implementation of reading periods, efforts made by the school library and subject teachers, and encouragement through book report displays and teachers’ invaluable sharing. It will be even more fruitful if students, besides reading for leisure and for interest, will enrich their academic learning through reading. Teachers will be encouraged to design learning activities or assignments which will require students to read, or include elements of reading. Teachers have been increasingly aware of catering for learner differences with the use of more graded questions and differentiated tasks in lessons and assignments and in providing suitable care and support to both high and low achievers. Students’ learning diversities can still be much better catered for with more effective strategies. Staff development programmes in this aspect will be arranged.

2.2 Cultivation of Personal Growth 2.2.1 Achievements

Aligning with our school mission, we aim at promoting whole-person development and life-long learning of students so that they can attain balanced development in the domains of ethics, intellect, physique, social skills and aesthetics and be capable of life-long learning, critical and exploratory thinking, innovating and adapting to changes, hence preparing them to meet all the challenges towards adulthood. Together with formal curricular, various programmes, activities and assemblies were arranged to facilitate the personal growth of our students. The theme of this year is “Caring and Serving”. Students were encouraged to take up posts and responsibilities in school. A student is selected by their teachers and fellow students in each form for their excellence in caring for and serving others and awarded True Light Star Award. Furthermore, students were advised to participate more in community services. We joined the Heart to Heart project

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organised by the Hong Kong Federation of Youth Groups. By the end of the year, we have totally accumulated over 30,000 service hours. Smiling Programme was held at school for the whole year in response to the Year Theme “Caring and Serving”. Students acted as smiling ambassadors to welcome every student coming to school every day. This provided students a warm feeling at school. In this programme, the ambassadors were happy to take up the job and their self-esteem was built up through the programme. The mentors from Secondary Three and Four enthusiastically provided guidance and assistance to Secondary One students through mass counselling activities, orientation days, class visits, and informal contact. Their effort was much appreciated by S1 students, parents and teachers. About 40 students are invited to be the School Ambassadors so that they have chances to join the various important school promotional activities and functions which help strengthen their sense of belonging towards the school , enhance their social skills and provide opportunities for them to share their school life and study experiences in a positive and proactive manner with visitors and parents. Their effort was highly appreciated by visitors, parents and teachers. 6 assemblies are arranged focusing on the year theme. Special guest speakers, Mr. Lo Kwong Fai, Professor Daniel Wu, Ms Chan Man Yi, Professor Leung Ping Chung, Mr. Edmond Li and Dr. Wong Chi Sang were invited to share their experiences in caring the needy in our society and mainland China. Most students showed appreciation and have benefited greatly. Moral and civic education fostered in students’ positive attitudes and values through formal and informal curricula. Civic values concerning roles and responsibilies of self towards peers families and societies are promoted. Talks on drugs education, sex education and compensating dating were arranged to increase students’ awareness on these issues. In order to promote students’ national identity, develop their organisation and communication skills and enhance their team spirit, 3 different educational trips going to Mainland China were organised. Some students were selected to go to Japan and United Kingdom for study tours. This helped widen their global horizons. To encourage students to care about others and the environment, students from S4 and S6 participated in Hong Kong Bird Watching Network organised by Wetland Park and World Wetland Day 2010 and the Wetland Inter-school Project Competition respectively. Effort has been made in fostering the religious atmosphere in school. Besides classroom teaching, various evangelistic activities like Gospel Week, Alpha Day Camps, Gospel Movie Shows etc. were organised to introduce Jesus Christ to students and help them follow Jesus Christ. There is a hymn broadcast every morning before roll call. Christian teachers take turns to lead the prayer every Day 4 and Day 6. Preachers from neighbourhood churches has been invited to help organise various religious activities.

2.2.2 Reflection

The problems of students are getting more and more diversified. Thus teachers have to be more aware of their special needs and provide guidance to facilitate their personal growth. It is noticed that the promotion of the caring and serving culture is quite successful since there was an increase in the number of students participating in community service. A revised Service Learning Program will be provided for S5 students. Structured and well-organised training will be provided to equip students with proper planning, organising, communication and other generic skills before taking part in voluntary services. With the aim of deepening students’ faith and promoting the growth of their spiritual life, the Religious Education Committee needs more spiritual mentors to nurture students. It is suggested that Christian parents would be invited to assist in organising and promoting gospel programmes.

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2.3 Implementation of the New Senior Secondary Curriculum 2.3.1 Achievements

The smooth and steady implementation of the New Senior Secondary Curriculum was made with the foci on equipping the teachers and students, making the necessary resources ready, refining the Other Learning Experiences (OLE) curriculum, establishing the Student Learning Profile (SLP) system, reviewing the subject combination, and devising the School-based Assessment (SBA) policies.

On equipping teachers well for teaching the NSS subjects, teachers in general had attended at least two related workshops or seminars, with their main concerns on updating their teaching and assessment methodologies and subject knowledge, and teachers had been quite active in sharing among themselves their teaching experiences during panel meetings or sharing sessions; a school network with the other True Light schools focusing on the development of assessment for learning for NSS subjects was formed, and four inspiring teachers’ seminars about ‘NSS Assessment for Learning’ were subsequently organized, which were greatly useful to all True Light teachers in making their assessment strategies for the NSS curriculum; middle managers had received some specific training in the area of curriculum leadership, with the foci on effective lesson observation and on questioning techniques for effective learning, and they became more enlightened and confident as NSS curriculum leaders.

On equipping students well for HKDSE, all subject panels had drafted the teaching plans aiming at completing the syllabus by December 2011 for the first cohort of students, so that there would be sufficient time spared for teachers to have final revision with students in January-February 2012.

On making ready the teaching materials, resources and venues for NSSC, different subject panels had made efficient use of the Migration Grant to procure the necessary reference materials relating to NSS subjects, including reference books, journals or magazines, VCDs/DVDs, for teachers and students; the Multi-Purpose Room (Room 311) in the new annex had been purposively renovated with specific seating arrangements to facilitate cooperative learning, which was widely adopted and practiced in the Liberal Studies lessons.

On implementing the OLE curriculum, the overall plan for OLE was carefully designed and consolidated, and the specific action plans for individual domains in aesthetic and physical development, moral and civic education, community service and career-related experience had also been worked out by the teachers-in-charge and well consolidated; different stakeholders, including students, parents and teachers, were well informed of the OLE arrangements through school circulars, the school homepage and briefing meetings.

On establishing a complete SLP record for each S1 to S4 student, the electronic platform for SLP, i.e. iPortfolio, was completed in August 2009, and the corresponding formats for junior and senior level students were confirmed in December 2009; an on site iPortfolio training workshop was organized for all teachers in late August 2009 to familiarize them with the system;

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training workshops provided by teachers for S1 to S4 students to familiarize them with the use of iPortfolio were organized in December 2009 and March 2010; teaching assistants were requested to help collect and input students’ SLP data, and they had been temporarily assisted by an IT helper recruited through QEF in the period from November 2009 to June 2010; language sessions have been scheduled to be held in the new academic year to help students to write their portfolios; all S4 students, though with different extents, had uploaded their data and information for their SLP records, while all S1 to S3 students had input some records of their learning activities outside school and completed their learning portfolios for some of the subjects.

On reviewing the NSS subject combination for students, the NSS elective subject combination had been modified and refined for the best interests of students, with important changes like re-allocating History and Chinese History, ICT and Visual Arts, into different subject blocks, instead of putting them in the same blocking, to make it possible for students to take subjects requiring similar aptitude or ability, while the new subject combination could still fulfill the NSSC rationale of letting students to choose elective subjects of different natures for their all round development; the steps for elective subject allocation had also been modified, and the overall satisfaction rate for this new subject allocation procedure was 84%.

On implementing SBA of each subject, teachers responsible for SBA of their own subjects had all attended at least one related training workshop or seminar; subject panels with SBA in 2012 HKDSE had all drafted their SBA implementation plans with good details; the overall school policy on SBA had also been decided, and students were duly informed of the details through a briefing meeting and the specially published ‘SBA Student Handbook’, which included useful items like Rationale and Aims for SBA Implementation, SBA Implementation Timetable, SBA Calendar, SBA Administrative Mechanism, SBA Quality Assessment, Students’ Responsibilities, and Handling of Irregularities.

2.3.2 Reflection

The school had been proceeding smoothly in implementing the NSS Curriculum, and, based on the reflections of the previously made measures and invaluable practical experiences, refinement and further improvement of the school’s NSSC measures has still to be made.

As more teachers will have to be involved in teaching the NSSC subjects, it will be more necessary to equip them further for the NSS Curriculum. With the present practices as foundation, teachers would continue to attend refresher courses whenever they find it appropriate, the True Light Schools network would provide teachers with more necessary support, cooperation and mutual support could also be sought from other schools, like the C.C.C. schools, while learning from the good experiences of other schools through school visits or interflows could also be attempted. With the teaching plans drafted by different subject panels to allow sufficient teaching and revision time for students to prepare for HKDSE, follow-up steps should be taken to help bring about their realization, providing teachers and students with the necessary and sufficient support in the process. The subject panels had been quite ready for implementing the NSS curriculum in terms of procuring and preparing teaching and learning materials. Further measures would still be necessary in reviewing and refining the teaching plans and strategies, especially since these are newly attempted tactics.

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The overall OLE plan with more detailed guidelines and programmes had been designed and made known to all stakeholders, and further discussion would still be needed to find out the balance between using the school hours and time after school for students to take part in the different kinds of other learning experiences in order to broaden their horizons for a balanced development. Students had been provided with the iPortfolio as an electronic platform for maintaining their SLP records. More support and reinforcement measures would still be necessary to help students make efficient and sufficient use of this platform. The NSS subject combination for students should still be constantly reviewed whenever needs arise or important changes have taken place. For instance, there should be a further study on the feasibility and usefulness in introducing other elective subjects, like Combined Science, and/or Applied Learning to students. The school has taken a significant step in implementing SBA by providing students with the informative SBA Student Handbook. Further measures concerning the coordination of SBA learning activities, record keeping, assessment criteria and handling of irregularities have still to be followed. Experience sharing from the HKEAA in handling appeals and irregularities would be helpful and useful.

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3. Learning and Teaching

3.1 Learning Experiences

Our students learned proactively with various kinds of learning experiences inside and outside the classrooms.

As for the formal curriculum, besides setting clear learning objectives and important teaching points to enrich and consolidate students’ subject knowledge, teachers were well aware of putting various elements of value education, including civic, national, and environmental education in their lessons to help students relate what they learnt in the lessons with their daily life and the core values of the society for the sake of their all round development.

Teachers were highly attentive to students and wholeheartedly supportive to their learning. They always supplemented their lessons with detailed handouts and worksheets of graded difficulties for students to reinforce and consolidate their learning. Students were greatly motivated to learn as teachers often made wide use of information technology devices and audio-visual aids to enhance the teaching efficiency, while engaging students in many kinds of class activities, including the provision of opportunities for peer and collaborative learning, such as group discussions and role plays.

The different classroom activities provided students with interactive and constructive learning experiences, and the lively classroom atmosphere helped engage students in active participation in the lessons, and they were more ready and willing to contribute in learning in classroom.

Efforts had also been made to include bridging elements in lessons for S1, S3, S4 and S6 students to help S1 students with their smooth transition from primary to secondary education, to prepare S3 students for their forthcoming new senior secondary education, to equip S4 students better in their study of the NSS curriculum, and to accustom S6 students with the demands of their A-Level study.

Besides learning in the classroom, students also learned outside the classroom, involving themselves with a variety of extra-curricular or co-curricular activities, like visits, field trips and study tours abroad or in mainland China, to widen their learning experiences. Different subject panels had always been working closely with their subject clubs or societies to provide life-wide learning activities for students to enhance their learning of the subjects, and many subject panels had organized their own subject weeks to arouse students’ interests in learning the disciplines through various innovative activities.

Talks or discussion forums had been organized to help widen students’ knowledge horizons, arouse their social concerns and develop their independent thinking. Celebrities like Mrs. Anson Chan, the former Chief Secretary, and Miss Emily Lau, a member of the Legislative Council, had been invited as guest speakers. Their wisdom and advice had been highly inspiring and enlightening, and their talks and sharing had been an invaluable learning experience for the students.

Steps had been taken to prepare students for cross-curricular learning. Cross-curricular work offers a creative way to develop students’ knowledge, skills and understanding while motivating them to learn through stimulating and interconnected topics. It allows learning that engages students’ imagination, flourishes their creativity, and gives teachers opportunities to encourage enquiry, discussion and debate by students. Reviews would be taken to slim down the present curriculum which involved repetition and excess overload of students to make room for cross-curricular learning while a Cross-curricular Learning Day would be organized as a pioneering attempt for this new mode of learning.

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3.2 Teaching Strategies

The school encouraged and facilitated collaborative lesson preparation among teachers. Through the Collaborative Teaching Scheme, teachers worked as an elitist team consisting of two or three teachers according to their subjects taught, and they had completed a cycle of collaborative lesson preparation and mutual lesson observation in either the first or second term. Special attention was paid to the scheming of student-oriented lessons, the working out of suitable teaching strategies to cater for learning diversities, and the designing of assignments to engineer assessment for learning. Teachers were requested to submit their collaborative teaching plans to the school, so that a stock of invaluable teaching strategies and experiences could be kept for teachers’ easy reference and professional sharing.

Common free periods for teachers of English, Chinese and Mathematics at each level and for Liberal Studies teachers in general were arranged for enhancing their collaborative teaching strategies. Teachers of other disciplines were also encouraged to arrange their common free periods for such professional development and sharing. Peer lesson observation focusing on teaching strategies among teachers of the same key learning area, taken as a part of the school-based professional development, was also widely practised and much valued by the teachers.

To engineer proactive learning of students, teachers often acted as facilitators in classrooms, adopting strategies to arouse students’ learning motivation and to construct an interactive classroom, providing students with more timely and constructive feedback and compliment. Many of them designed a range of differentiated and challenging tasks to create sufficient peer learning opportunities. Many also enlisted various scenarios to enhance students’ creativity and critical thinking skills, inspiring them to explore alternative methods to solve problems.

Teachers had been using more information technology techniques and devices to make their teaching strategies doubly effective. The installation of the electronic whiteboards with the simultaneous response system and the visualizers in every classroom and special rooms contributed to teachers’ convenient use of more advanced devices to create a more interactive and effective classroom conducive to quality learning and teaching.

There were two school visits, one made by a group of about 50 principals from Mainland schools and the other made by a group of teachers and students from True Light schools in Guangzhou, in May 2010 to have an interflow and professional sharing of our teaching strategies in motivating students to learn and in developing students’ generic skills in the lessons. They had observed lessons of English, Mathematics, Pure Mathematics, Liberal Studies, Geography, Chemistry and Integrated Science, and the teachers conducting the lessons were highly praised for using effective teaching strategies.

3.3 Assessment

The subject panels continuously assess students’ performance in terms of homework assignments, projects, quizzes, tests and examinations. Consolidating students’ subject knowledge was duly addressed in the overall design of the assignments, which showed a wide range of assessment methods, including essay writing, surveys, projects, case studies, book reviews, newspaper cuttings and reports in various styles. Some assignments included diversified tasks and a range of questions of varied difficulties to extend and consolidate students’ classroom learning. The school and the subject panels had also been making effort to introduce a wider mode of assessment to help students benefit more from peer and self assessment and become independent self-motivated learners.

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Consultation among subject teachers on assessment criteria and the monitoring of the quality of assignments at the subject level had become usual practices, and this helped to bring about a better overall assessment policy.

A clear homework assignment policy had been prepared by the Academic Committee to provide better regulations for students’ submission of their assignments timely and orderly. The subject panels were also asked to make known to students their own homework policies, including the general demands and the kinds of penalties for late submission of assignments.

The assignment inspection policy was carried out with an inspection schedule. The subject panel heads were required to make use of standard forms to record assignment inspection, while they had to submit their students’ assignments to the Principal for inspection.

Assessment for learning was much emphasized this year, especially in face of the implementation of the New Senior Secondary Curriculum, which requires the cultivation of the overall and general learning abilities of students. Four teachers’ professional development seminars on “NSS Assessment for Learning” were jointly organized with the other True Light schools. Teachers greatly benefited from the seminars and most of them agreed that the seminars were most appropriate with their needs. Teachers became more aware of the importance of formative assessment and put assessment for learning in the classroom setting to closely monitor students’ learning progress. Follow up measures were taken by individual subject panels to see into real implementation of these assessment strategies in lessons and assignments.

- 19 - True Light Girls’ College School Report (SR) 2009-2010

4. Student Support and School Ethos

In line with our major concerns, the school adopts a whole school approach to facilitate students’ whole person development in collaboration with parents, alumnae and external organization.

From EDB stakeholder questionnaires, we found that teachers’, students’ and parents’ views on support for student development are 3.8, 3.7 and 3.7 respectively on average. Teachers’, students’ & parents’ views on school climate are 3.7, 3.8 and 3.9 respectively on average.

Teachers’, students’ & parents’ views on support for student Teachers’, students’ & parents’ views on school climate development 5 5 4.5 4.5 4 4 3.9 3.5 3.8 3.7 3.7 3.5 3.7 3.8 3 3 2.5 2.5 2 2 1.5 1.5 1 1 0.5 0.5 0 0 Teachers' views Students' views Parents' views Teachers' views Students' views Parents' views

In year 2009-2010, our school has submitted our APASO data to The Hong Kong Institute of Education for Hong Kong Norm values review. Except for negatively worded scales (with a * mark), a mean value higher than 2.5, shows students on average have positive attitude towards the concept measured by the scale. For a negatively worded scale, a mean value lower than 2.5, shows students on average have positive attitude towards the concept measured by the scale.

- 20 - True Light Girls’ College School Report (SR) 2009-2010

APASO Questionnaire E on Attitudes to School (Not agree at all = 1, Not quite agree = 2, Quite agree = 3, Extremely agree = 4)

3.5

2.5 TLGC (S.1-S.3) 2 HK Norms (S.1-S.3)

1.5 TLGC (S.4-S.7) HK Norms (S.4-S.7) 1

0.5

0 Achievement Experience General Negative Affect* Opportunity Social Integration Teacher-Student Satisfaction Relationship

4.1 Whole-school Approach to Guidance & Discipline The discipline and guidance committees work effectively with the school social workers and the educational psychologist to provide individual counseling, conferences with parents.

4.1.1 Discipline 1. Leadership Training 62 school prefects were recruited to render peer support to their fellow schoolmates. The school is committed to providing ample opportunities to train our prefects by stretching their potential and encouraging them to serve the school community. New members of the team took part in a series of duty-specific activities to get themselves ready for maintaining order and promoting good manners in school.

2. Activities A talk on school regulations was given to all students on 2nd September 2009. In addition, two class periods were arranged to set up class rules and regulations by students and class teachers on 3rd September 2009.

- 21 - True Light Girls’ College School Report (SR) 2009-2010

4.1.2 Guidance 1. S1 Mentoring Scheme S1 Mentoring Scheme is a whole year programme. About 40 S3 and S4 students were recruited and trained to help S1 students to adapt to the new learning environment and share the ‘True Light’ culture with them. They helped their younger sisters to get to know the school and each other by organizing an orientation day, regular meetings during short assemblies and lunch time, an orienteering day in Stanley, etc. The student mentors played an active role and conducted tailor-made and interactive activities.

2. S1 Orientation Day On the day of pre-S1 attainment test, all S1 parents were invited to attend a talk “同步升中路”. The talk covered aspects of attention such as disciplinary concerns, guidance and counseling matters, service of social workers, student identity card and ePayment reminders.

3. Serving our neigbourhoods About 32 S1 to S3 students were recruited to be volunteers in a whole year voluntary tutoring service for the neighbourhood primary school, TWGHs Lo Yu Chik Primary School. They served the primary students every Tuesday or Thursday from 4:00 pm to 5:15 pm between Mid-September, 2009 and May, 2010. The aim of the programme was not to teach the primary school students how to do the homework, but our students would practise English with them and organize activities for them. Our students would receive a certificate upon 80 percent attendance. An induction programme was given to student helpers before the service.

4. Workshops conducted by social workers and educational psychologist Our school social workers had organized programmes in promoting student mental health such as “The sea and I” outing, quiz and comic design competition. They had also organized sex education for S2, S3 and S6 students in different topics i.e. sexual harassment, dating and contraception, marriage and family planning. The school social workers had also provided parent workshops and parent and child day camp to promote parent and child communication. Anti-drug talk, exhibition and competition were organized to arouse the attention to the consequence of using drugs. Moreover, an overnight camp was organized for the junior form students to promote their peer relationship and healthly interpersonal relationship.

The educational psychologist organized a workshop for S1 students on understanding relationship among IQ & EQ and their academic performance. A workshop was also organized for S7 students on understanding self career interest and choice of future studies in the first term.

4.1.3 S1 Orientation Day for parents & students On 5th September, 2009, all S1 parents and students were invited to spend an afternoon with our class teachers. The school vision was introduced by the Principal, followed by an information session covering aspects of attention such as the school’s history, academic affairs, pastoral care, student-activities arrangements and channels of home-school communication. The highlight of the programme featured the experience sharing session chaired by the Parent-Teacher Association. Parents of students from senior forms shed light on how they had accompanied their daughters throughout their junior secondary school life. All S1 students’ parents met their two class teachers in the classrooms after the talk.

- 22 - True Light Girls’ College School Report (SR) 2009-2010

4.1.4 Careers and Further Studies Guidance Team 1. Personal Growth Making use of the resources from external organizations, workshops and talks were organized to have the value-addedness to oneself. Workshop on Careers Planning for S2 students (organized by the Salvation Army Yaumatei Integrated Service for Young People) Money Management Talk for S3 students (TWGHs Healthy Budgeting Family Debt Counselling Centre) JA Leadership Seminar for S4, S6 and S7 students: How to be a leader- Importance of Career Aspiration (organized by JAHK) Leadership Training Workshop for S4 and S6 students (organized by Rotary Club) Grooming Training Class for S5 students (organized by Beauty Tech Institute) Workshop on JUPAS for S6 and S7 students (organized by the Salvation Army Yaumatei Integrated Service for Young People) JA Job Shadowing - Transport Department for S5 and S6 students (organized by JAHK) Visit Monita Beauty and interview grooming class for S7 students (organized by EDB) 2. S7 Guidance Councelling Workshop on JUPAS (organized by the Salvation Army Yaumatei Integrated Service for Young People) Alumni Sharing on University Admission Requirements Careers Talk by City University Careers Talk: Further Studying Opportunities 3. S5 Guidance Councelling Visit of Labour Department - Youth Entrepreneurship Scheme (YES) Careers Visit: Careers Expo 2010 Careers Talk by The Hong Kong Institute of Vocational Education (IVE) Seminar for S5 students and parents 4. S3 Guidance Councelling 2 Careers Talk on NSSC S4 Subject Choice Seminar

4.2 Other Learning Experiences (OLE) In view of the fast growing usage of IT and the increase of teacher’s workload, our school has decided to make the best use of IT in daily administrative routines. We applied the Quality Education Fund on “Use of New Technology to increase School Administration Efficiency” last year. The project was finished on 30th June, 2010. $87511.6 was used on improving the hardware and software for our current computer system, as well as the staff cost of the part-time technician. With the improvement of the new Smartcard system, we make use of the student smartcard or teacher/staff smartcard to manage and monitor the access control of the special rooms. All the records of students’ extra-curricular activities, achievements, awards, prizes as well as academic performance, learning reflection were stored in the new system. With such improvement, the workload of our teachers was greatly reduced. Furthermore, starting from May 2010, the application of ECA activities can be done online. Students can also enroll in different activities with the help of the internet.

Two workshops were arranged on 10th Dec 2009 and 2nd Mar 2010 for our students in using the new iPortfolio System.

In order to ensure necessary exposure of students for balanced and whole-person development to meet the learning goals of the curriculum, our school has been providing sufficient opportunities for our students to explore the five areas of OLE.

- 23 - True Light Girls’ College School Report (SR) 2009-2010

4.2.1 Aesthetic Development (ASD) The aim is to nurture in students the virtues of creativity, openness, flexibility and aesthetic sensitivity for learning to learn and life-long learning. It also helps students to cultivate an open-minded attitude to and respect for the arts through music, art, drama, dance and other aesthetic activities in True Light.

4.2.1.1 Music

To further enhance students’ aesthetic development under NSSC, two ASD lessons in S4, and one ASD lesson in S5 and S6 were arranged. Through active participation in listening, performing and creating, students can exercise creativity, imagination, aesthetic sensitivity and critical thinking skill to express the characteristics and feelings of the music.

Internal Activities “One Student One Instrument Scheme” School Choir, School Orchestra, School Recorder Team Singing Contest Music Week Assembly Concert by outstanding performers in the Music Festival OLE day – Class Song Singing Competition School Anniversary Ceremony & S1 Form Association Ceremony “Music for millions” Concert (樂韻播萬千) presented by Music Office Instruments Classes in our school Piano Duet Recital School Annual Concert 2010 – Da Capo

External Activities “Cultural Fellow Scheme” (文化同行計劃) – Co-organized with H.K. Baptist University Ying Wa College Christmas Concert “HSBC Creative Note” Student Concert Christmas carols performance at Hotel Renaissance Kowloon 2010 H.K. Arts Festival Young Friends’ Scheme - 388 students participated as members. “Arts Ambassadors in School” Scheme organized by Arts Development Council 香港基本法推介聯席會議主辦第三屆「中國民歌歌唱比賽」全港中學校際歌唱大賽2010 「關心中國旱災籌欵音樂會」—中華基督教會合一堂馬鞍山堂舉辦 Joint School Graduation Ceremony with Kowloon True Light Middle School at AC Hall 62nd H.K. Schools Music Festival 62nd H.K. Schools Music Festival Church Music Prize-winners’ Concert at St. John’s Cathedral

- 24 - True Light Girls’ College School Report (SR) 2009-2010

4.2.1.2 Visual Arts

The Visual Arts Department organized many activities this year. It aims at arousing students’ interest in different art aspects and engaging learning experiences through various means.

Internal Activities Glassware Workshops Inter-class Display Board Competition S1 Form Association Display Board and Programme Cover Design Competition S2 Form Association Badge Design Competition Athletics Meet Cover Design Competition External Activities Point to Point Site Specific Art Project - TLGC Exhibition in Sau Mau Ping Shopping Centre Secondary School Students’ Creative Visual Arts Work Exhibition - TLGC Exhibition in Kowloon Tong Education Services Centre Visit to Arts in Park Exhibition Visit to Contemporary Installation Arts Exhibition Business of Design Week: My Dream of Fashion Design Workshop Art in Hospital – Mural Painting Arts for Chalk 2010 HK by the Chi Heng Foundation Art Camp in Suzhou by the Chi Heng Foundation Art Talk by Savannah College of Art and Design (SCAD) Art Talk (Animation) by The Hong Kong Institute of Vocational Education (IVE) Art Talk (Photography) by C01 Design School Art Talk (Painting) by Teaching Resources Centre Art Talk (Medium Introduction) by HK Artland

Design competitions were held throughout the academic year. The purpose of these competitions is to provide a platform for students to showcase their artistic potential. Students also participated in various visual arts activities outside the school. It was a very good experience for them as it helped foster an artistic sensibility in schools. Moreover, the visits arranged increased students’ ability in their appreciation of art and enhanced the pleasure of art appreciation.

4.2.1.3 Drama

To enhance students’ ability in the appreciation of drama performance and encourage creativity in drama, our school provides life-wide learning opportunities for students in joining drama activities both within and outside school. It hopes to develop an aesthetic sensitivity through drama workshops and plays and cultivate lifelong interest in drama.

- 25 - True Light Girls’ College School Report (SR) 2009-2010

Internal Activities Training Worshops Radio Drama “One Class One Drama Production” Scheme The OLE Drama Day External Activities Joint School Brand New Show (JSBNS) Drama Fest organized by the Association of English-medium Secondary Schools (AEMSS)

The participating students reported that they acquire better pronunciation, story writing, voice and tone using and acting through Drama Workshops. Moreover, the actresses reported that they were more confident in speaking English, and learned how to use their voice effectively to express themselves. The crew and the back stage team learnt all the stage management for staging performance. Furthermore, all participating students reflected that they felt a sense of achievement staging a performance at school.

4.2.2 Physical Development In order to motivate students to adopt a healthy lifestyle through doing regular exercise, different sports activities such as the School Physicals Award Scheme, S1 Sports Promotion Scheme, Sports Equipment Lending Scheme were organized. Besides, the inter-class rope jumping competitions and tug-of-war competition were held in the long assembly session. The inter-class and inter-house ball games and racket games competition as well as dance competition were arranged at lunch time or after school sessions. Apart from the traditional events, the newly introduced 11 legged race and PE quiz were held. Some of the classes have good foundation in PE knowledge and they got very good results in the quiz.

In order to nourish students in understanding, appreciating and experiencing different dance activities, the PE department arranged a series of dance education and competitions to our students. It hopes to arouse students’ interest in dancing and provide opportunities for potential students to excel in dance performance. Students developed self-confidence and expressiveness and built up teamwork ability through these dancing activities. The School Dance Team participated in the 46th School Dance Festival and obtained Honour Award and Choreography Award. Having excellent achievement, they were invited to perform at the “Kaleidoscope of European Dancing” which was organized by the Hong Kong Dance Federation.

To further broaden students’ experience in sports, we also joined the programmes organized by external organizations. 20 S4 students attended the Dance Matine’e—Dance X Men organized by the Hong Kong Dance Alliance in November, 2009. 40 students from different forms also participated in the East Asia Game Education Tour (Volleyball) in the Hong Kong Coliseum in December. Besides, the Rowing Promotion Program was held in January 2010. Over 600 students participated in the introductory class and eight students were recommended to attend the challenge course at the rowing center in Shatin. Seven sports team had regular practice and competitions for potential students. Through the intensive training and experience in different competitions, students’ sportsmanship and sports skills were further strengthened. Most of them demonstrated very pleasing results in the inter-school competitions.

- 26 - True Light Girls’ College School Report (SR) 2009-2010

4.2.3 Moral and Civic Education Moral and Civic Education in our school is being carried out in the formal and informal curricula. In the formal curriculum civic values concerning roles and responsibilities of self towards peers and families, serving our school and community and caring about Hong Kong and China are immersed. The focus of the informal curriculum is mainly on promoting national identity.

In this school year the Civic Education Committee organized or promoted the following activities: Educational Tour - 學生領袖生獎勵計劃 : 國情教育課程 Educational Tour - 「民族文化交流之旅 - 福建深度行」交流團建國六十周年展板展覽 (21/9/09 - 30/9/10) 認識祖國常識問答比賽 (Oct) (S1-S3) YMT Sec Schools Tour 2009 - School Tour Major Learning Area Exhibition (4/11/09 to 4/12/09) 十大新聞選舉 (Dec) 「一人一利是」籌募活動 (23/2/10 - 25/2/10) Educational Tour - 「南京經濟文化」交流團 (25/6/10 - 28/6/10)

In general all these activities were run smoothly and the responses of students were very good and positive.

4.2.4 Community Service In order to echo with the school theme “Caring and Serving”, our students are encouraged to participate more in the area of social services so as to broaden their horizons, build up their self-confidence and develop the sense of responsibility to our society.

Our school provides lots of opportunities for our students to serve the community. Through different organizations like Girls Guides, Red Cross Youth Unit, Zonta Z Club, Oxfam Club and Community Youth Club, students can participate as volunteers in various activities like in Flag Selling, Walk for Millions, Charity Sale, blood donation day, organizing health project, visiting elderly centre, etc. In addition, our S4 students organized a charity fun fair on 29th March, 2010 in order to raise fund for the "Five Loaves and Two Fish Project．ACT" Project of the Hong Kong Christian Council. Through stall games and charity auction, $11,818 were raised and donated to the Council.

In order to raise our students’ awareness of concern over community affairs and encourage them to take part in community activities and voluntary work, our school joined the “Volunteer Movement” of the Steering Committee on Promotion of Volunteer Service of the Social Welfare Department last year. The scheme awarded our students certificiates according to their accumulated number of service hours. More than 100 of our students received Bronze certificates for achieving 50 hours of service, 13 students got Silver Award for attaining 100 service hours. 2 of our students are awarded the Gold Certificate for serving more than 200 hours. Our School also awarded the Gold Cerficiate of organization for 22783 hours of services for the year of 2009.

In addition, our school pledges to encourage our students to take part in voluntary services and became one of the Heart-to-Heart Project School of the Hong Kong Federation of Youth Group. 2 students were sent to the organization to receive service leader training. Finally, over 90% students were involved in various social services. The following table shows the number of service hours of our students in the academic year 2009-2010 :

- 27 - True Light Girls’ College School Report (SR) 2009-2010

Level Total number of participants Service Hours S1 122 2329 S2 119 2862 S3 133 7044 S4 150 16015 S5 160 1368 S6 50 3362 S7 30 567

As a result, 58 students got the certificates for attaining more than 100 service hours. 25 of our students were awarded the certificate for serving more than 150 hours. 15 students awarded certificates for serving more than 200 hours.

Throughout the activities, our students have fully realised the school motto – Thou Art the Light of World. Students gained great satisfaction from participating in social services to serve other people and contribute to society and at the same time, developed positive attitudes on perseverance and respect for others.

4.2.5 Career-related Experience (for NSS) For the NSSC students, all S4 students were given an opportunity to understand the world of work and start planning for their future. Leadership Training Workshop (organized by Rotary Club) Communication skills workshop by Alfred Cheung (organized by the Labour Department YES) Workshops, seminars and visits organized by Labour Department YES between January and May 2010. Talk and Simulation (Mr Work) for the World of Work, Relationship between careers and interests, Careers Talk on Cultural Industries and visit of Skyhigh Creative Partners JA Leadership Seminar: How to be a leader- Importance of Career Aspiration (organized by JAHK) Career visits of Cathay City and Hong Kong Economic Times (organized by EDB)

4.3 Religious Education 1. Through classroom teaching, teachers tried to provide students with a basic understanding about Christianity, guide them to investigate what faith means to them and help them search for a true meaning of life. It is the aim of religious education to help students lead a more positive and meaningful life. 2. Various regular evangelistic activities were organized to introduce Jesus Christ to students and help them follow Jesus Christ: Sermons, morning hymn sharing and testimonies were delivered to students during assemblies. 3. Weekly student-fellowship meetings including Bible studies, Bible quiz, hymns sharing, testimonies and religious film appreciation, were conducted to introduce Christianity to students. The theme of the year is ”Caring & Serving” for junior fellowship and “Bond of Love” for senior fellowship. 4. All S1 students together with their parents and class teachers attended the Education Sunday Service at Hop Yat Church on 20th September 2009. 5. Gospel Week was held from 3rd November to 10th November 2009 and the theme of evangelistic meeting was “Where is Love”. The activities included hymn sharing, game stalls and evangelistic video show, etc. This provided students with opportunities to know and to understand more about Jesus Christ. - 28 - True Light Girls’ College School Report (SR) 2009-2010

6. An evangelistic meeting was held on 17th Mar 2009. The theme of the evangelistic meeting was 「科學的見證」. 7. A visit to 「真光苑」was held on 23rd December 2009. The theme of the visit was 「愛心關懷在真光」. 8. A visit to 「基智中學愛的家」was held on 25th April 2010. The theme of the visit was 「親子活動」. 9. The Alpha Day Camp was organized for S4 students. They satisfied with the arrangement generally and reflected that they can investigate what Christian faith means to them in a leisure way. 10. The Gospel Day Camp was held on 29th June 2009 at Scout Association of Hong Kong. 11. Christian teachers gathered to form Teacher Fellowship and had regular meetings during lunch time. They shared and prayed together and gained mutual support from others.

4.4 Environmental Education The major aim is to raise the awareness of environmental conservation among all students. A Green ambassador is selected from each class to promote the environmental conservation in school. A set of ABCD rules is set up to indoctrinate the right attitude and behaviour on environmental conservation.

In addition, the following activities were held to enhance environmental conservation and education in school: 1. Seminar on sustainable case – Mongkok as a regional center 2. Conservation Day – Low carbon living 3. “Green citizen” badges training courses

4.5 Study Tour We have joined 6 different study tours going to Mainland China, Japan and United Kingdom. Our Civic Education Committee organized a Nanjing Study Tour for 36 S3 to S6 students in June. All these study tours emphasize experiential learning and offer both group and self-directed activities that enable learners to explore new territories, cultures and people. The study tours not only provide opportunities for our students to learn about different cultures, but also offer an excellent platform for them to develop various skills including organization, communication and collaboration.

Date Study Tour Participants 25-28 June 2010 Nanjing Study Tour 36 students from S3, S4 and S6 「南京考察之旅2010」 Principal and 5 teachers 2-6 July 2010 Guangxi Cultual Study Tour 9 S6 students and 1 teacher 「桂港‧和而不同，民族文化之旅」 26 July 2010 – True Light Join School Study Tour to United Kingdom 7 students from S1 to S3 16 August 2010 真光四校暑期英語進修及旅遊活動 16-21 July 2010 Su Zhou Study Tour 2 S6 students 「智行2010藝術營」 17-21 August 2010 Shanghai Expo Study Tour 9 S4 students and 1 teacher 「薪火相傳：中華文化探索與承傳」 22-30 June 2010 Japan-East Asia Network of Exchange 2 students from S2 and S4 21世紀東亞青少年大交流計劃

- 29 - True Light Girls’ College School Report (SR) 2009-2010

4.6 Financial Assistance Fund 4.6.1 Student Financial Assistance Scheme There were 96 and 207 students who received full and half subsidy respectively.

4.6.2 Government Matriculation Maintenance grants Eleven S6-7 students was given the grant in 2009-10. The total sum was $23400.

4.6.3 The Hong Kong Jockey Club Education Fund A total of $62021.5 was provided to our students from Hong Kong Jockey Club Life-wide Learning Fund. Subsidies were given to students participating in activities, such as training fees in sports, transportation in picnic and trip, training fees of music courses and camp fees.

4.6.4 Granthan Maintenance Grants There were 5 students who had made successful applications in 2009-10. Four S6-7 students received $2759 and one S4 student received $2065. The total amount was $13101.

4.6.5 Shiu Wai Ming Financial Assistance Fund Shiu Wai Ming Financial and Educational Assistance Fund is donated by an alumna and managed by Shiu Wai Ming Financial and Educational Assistance Fund Management Committee. Students at school and graduates of the year eligible for receiving CSSA or student financial assistance are entitled to apply for the fund to subsidize for their living, joining extra-curricular activities and further studies. Other students with relevant proofs of their family financial difficulties can also apply. The nature of subsidies ranges from cultural & study tours, examination fees to ECA activities. The beneficiary is more than 70 and the amount approved is about $105,000. Besides, there is a one-off subsidy open to all students 49 students are eligible for the subsidy and $44,000 was granted in total.

4.6.6 True Light Scholarship A S4 student is approved to receive a grant of $3000 from the True Light Scholarship because of her special family needs.

4.7 Parent- Teacher Association The True Light Parent-Teacher Association was established in 1999, aiming at strengthening the communication between parents and the school. Over the years, the Association has organized a wide range of recreational activities, including picnic, visit to True Light Alma Mater in Guangzhou, community services, seminars and workshops for both parents and students. It has been a very enthusiastic sponsor of school activities, facilities, Reading Award Scheme and scholarships to students who excel in their academic performance. Communicating with parents has always been considered to be of paramount importance. Newsletters are published on regular basis to facilitate better understanding and communication. The Association has been giving strong support for various activities in school such as Teachers’ Day, Walkathon, Joint-school Graduation Ceremony, School Anniversary Ceremony, Swimming Gala and Athletic Meets, etc. A variety of 158 scholarships are also offered by the Association to encourage students to fully develop their potentials. According to EDB stakeholder questionnaires, parents’ view on home-school cooperation is 3.5 on average. Parents offer strong support and favourable comment to school.

- 30 - True Light Girls’ College School Report (SR) 2009-2010

Activities Selling of old textbooks S1 Bridging Course Pre-S1 English Enhancement Course S1 Orientation BBQ night 2 Computer Courses for parents A Parent Education Talk “Positive Parenting” provided by Dr. Tsang FK (Castle Peak Hospital) “Fruit Day” to promote healthy eating among students PTA annual picnic on 21st March 2009 and picnic photo competition Charity sale for ‘Five Loaves and Two Fish Project’ on 29th March 2009 Participate in the selection of lunch-box and school uniform suppliers Presentation of the PTA Scholarships at the End of School Year Ceremony Publication of PTA Newsletter Volume 13 Sponsoring and attending the School Annual Concert

4.8 Alumni Association The Alumni Association hold meetings regularly and show a very strong sense of belong to the school. The graduated girls support the school well, with scholarships, sponsorship of various school activities, sharing at assemblies, and mentoring programme to S7 girls in their JUPAS choices. “Alumni Homecoming Day” was organized on 23rd January 2010 and received a very good response from the alumni. A total of 57 alumni participated in the mentoring programme providing advices to S7 girls in their choice of future studies.

- 31 - True Light Girls’ College School Report (SR) 2009-2010

5. Student Performance

5.1 Students’ Performance in Hong Kong S1 Attainment Tests (HKAT)

HKAT English Performance HKAT Chinese Performance

80.0 70.0 70.0 60.0 60.0 50.0 50.0 40.0 40.0 30.0 30.0

Average Marks Average 20.0 Marks Average 20.0 10.0 10.0 0.0 0.0 2007-2008 2008-2009 2009-2010 2007-2008 2008-2009 2009-2010 TLGC Year TLGC Year Hong Kong Hong Kong

HKAT Mathematics Performance

80.0 70.0 60.0 50.0 40.0 30.0

Average Marks Average 20.0 10.0 0.0 2007-2008 2008-2009 2009-2010 TLGC Year Hong Kong

- 32 - True Light Girls’ College School Report (SR) 2009-2010

5.2 Performance in Public Examination 5.2.1 Academic attainment in the Hong Kong Certificate of Education Examination (HKCEE)

Comparison of HKCEE results in year 2008 – 2010 HKCEE Distinction and Credit Rates of Best Six Subjects in year 2010 100% Distinction & Credit 90% Percentage

80% TLGC HK

70% English Language 80.1 17.3 60% Physics 69.8 30.5 50% Visual Arts 63.2 25.9 40% Computer & 59.0 23.8 30% Technology

20% Chinese Language 57.1 17.9

10% Mathematics 57.1 28.0

(08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) 01 02 03A 03B 04 05 06 07 08 09 10 11 12 13 TLGC Chin. Eng Maths A. Phy Chem Bio CIT Econ Geog Hist C. Hist Prin of V. Art A-C D-E Maths Accounts

No. of Percentage of students with Average Passing Percentage Year Students 14 points or more of all subjects 2008 149 71.1 96.1 2009 150 72.7 96.0 2010 161 73.8 96.6

- 33 - True Light Girls’ College School Report (SR) 2009-2010

5.2.2 Academic attainment in the Hong Kong Advanced Level Examination (HKALE)

Comparison of HKALE results in year 2008 – 2010 HKALE Distinction and Credit Rates of Best Six Subjects in year 2010 100% Distinction & Credit 90% Percentage

80% TLGC HK

70% History 100 35.0 60% Principles of 50.0 22.9 Accounts 50% Business Studies 42.9 21.0 40%

30% Geography 40.0 22.4

20% Chinese Literature 37.5 26.7

10% Use of English 36.8 13.3 0% (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) (08) (09) (10) 01 02 03A 03B 04 05 06 07 08 09 10 11 12 13 TLGC Chin Use of P. M & S Phy Chem Bio Econ Geog Hist Chin. Bus. St. Lib. St. Prin. of A-C D-E Eng Maths Lit. Accounts

Average Passing No. of Percentage of students satisfied the Year Percentage of all Students minimum university entrance requirements subjects 2008 63 71.1 96.8 2009 57 75.9 90.1 2010 57 94.7 96.1

- 34 - True Light Girls’ College School Report (SR) 2009-2010

5.3 Achievements and Awards 5.3.1 English Language

61st Hong Kong Schools Speech Festival Invitation to Prize Presentation Ceremony of CILTHK Essay Competition 2009 No. of Champion – 2 HK Budding Poets (Eng) Award 2009/10 No. of 1st Runner up – 8 Distinction Award No. of 2nd Runner up – 10 Poet of the School (Secondary) Tse Yik Ching, Alison 5A Hui Wing Wa 4A Solo Verse Speaking Champion True Light Improvisation Drama Sharing Law Ka Man 2A 2010 EPGY Academic Session Liu Ka Wai 4A Talent Search (English Writing) Most Natural Sounding Dialogue Award 1st Runner Up Distinction Award Chan Yuen Yung 1B Cheung Hin Ching 1D So Wing Tung 1B Chiu Tsz Ching 2A EMI Drama Fest Lo Chi Kiu 1C Cheung Yik In 3A Mui Cheuk Ling 2D To Ching Hei 4A Outstanding Spoken English Award Tsang Pui Lam 2D Lee Hei Ming 4D Chik Nga Wun 3D Wong Ho Yan 4A

2nd Runner Up Wong Ka Yi 2C Chan Po Yi 3A Lo Lok Sin 3A Tung Han Bin, Rachel 3A Chan Ying Shuen 4A Lau In Tung 4D Lau Man Ying 4D Chan Wai Ki 5C Lam Yan Yin 5C

Harmonic Choral Speaking 2nd Runner Up 6A, 6S Students

Solo Dramatic Performance 2nd Runner Up Lam Yan Yin 5C

- 35 - True Light Girls’ College School Report (SR) 2009-2010

5.3.2 Chinese Language

香港學校中文朗誦節冠軍 2 項亞軍 2 項季軍 8 項

冠軍 4A 謝昀臻 & 4A 黃詠雪、4D 黎淑均

亞軍 1B 周芷妃、3A 駱之

季軍 1A 黃詩殷、1A 吳婷彥、 3A 岑韵瑜、3B 何倩煒、 3D 戚雅媛、4A 馮美欣、 4B 蘇愛儀、4B 吳穎璋

5.3.3 Mathematics

Australian Mathematics Competition 2009 2009 EPGY Academic Talent Search EDB Gifted Education Department No. of Prudence Award – 1 (Mathematics) The Second HK Mathematics Creative No. of Certificate of Distinction – 8 Problem Solving Competition for Secondary Distinction School Prudence Award Jiang Yuhan 3A Jiang Yuhan 3A Ngan Wing Hei 3A Silver Award Yeung Ka Yi 1A Certificate of High Distinction Ho Hiu Kwan 1B Wan Wing Tung 3A Pui Ching Invitational Mathematics Mark Lok Wun 2A Tsang Ling San 3A Competition Or Shun Yee 2D Jiang Yuhan 3A Ning Pui Yu 4A Certificate of Distinction Choi Yi Chi 4D Wu Cheuk Kwan 2B The Hong Kong Academy for Gifted Education Kong Ka Yan Angel 4A Chow Tseung Man 6S International Mathematical Olympiad (IMO) Mak Ho Ying 4B Preliminary Selection Contest (HK) 2010 Chan Hoi Wan 7S Bronze Award Chow Tseung Man 6S

- 36 - True Light Girls’ College School Report (SR) 2009-2010

The University of New South Wales Hong Kong and Macao Mathematical 2009/2010 Statistical Project Competition for 2009 International Assessments for School Olympiad Open Contest Secondary School Students Mathematics in English No. of Gold Award – 1 No. of Prudence High Distinction – 1 No. of Silver Award – 10 Distinguished Prize (Junior Section) No. of Certificate of Distinction – 20 No. of Bronze Award –5 Cheung Ho Man 4A Lee Wing Yee 4A High Distinction Gold Award Tang Ho Yu 4A Cheung Yik In 3A Chow Tseung Man 6S Wong Lok Ting 4A

Distinction Silver Award Lo Chi Kiu 1C Ma Pui Yi 1A 《華夏盃》全國中小學數學 Chiu Tsz Ching Urania 2A Kwok Man Yi 1C 奧林匹克邀請賽 2010（香港賽區） Sun Ling Yu 2A Lam Tsz Man 1D Wong Ka Yi 2C Wu Cheuk Kwan 2B Ng Pui Sum 3A Wong Ka Yi 2C 三等獎 Tsang Ling San 3A Jiang Yuhan 3A 1B 陳婉蓉、2C 王嘉怡、 Ho Sze Ching 3B Poon Tsz Ki 4A 2B 鄔卓筠、2A 麥樂瑗 Lam Man Sze 3D To Ching Hei 4A

Leung Sze Ching 3D Leung Cheuk Yiu 4D Chan Mei Kei 4A Leung Miu Yin 6S Cheung Ho Man 4A 全港中學生數學短片比賽 Chiu Hoi Yan 4A Bronze Award Lo Lai Fan 4A Chan Man Man 2D 優異獎 Ning Pui Yu 4A Chung Cheuk Chu 2D 3A 姜雨含、3A 梁沁韻、 Tse Regina 4A Cheung Yik In 3A To Ching Hei 4A Kong Ka Yan Angel 4A 3A 顏詠晞、3A 童嘉欣 Lau In Tung 4D Law Tsz Shun 6S Wong Ching Yeung 4D Wong Tsz Ying 4D Leung Cheuk Yiu 4D

- 37 - True Light Girls’ College School Report (SR) 2009-2010

5.3.4 Visual Arts

YTM District Summer Youth Programme 油尖旺區公益少年團校際滅罪環保袋設計比賽 Bookmark Design Competition 「珍惜生命遠離毒害愛護環境共創未來」最踴躍參與獎 (中學組) 季軍 Certificate of Merit 文件夾封面設計比賽

Liang Sum Wan 3A Yeung Hoi Ting 2A 冠軍中學初級組冠軍 Mok Yee Man 2B 5D 陳雍希 1B 潘天恩

季軍中學初級組亞軍 2009 East Asian Games Hong Kong 5C 陳蔚淇 3D 鄧慧晶 “Be the Legend” Badge Design Competition

中學初級組季軍 Champion 3B 伍瑞文 Fung Ka Man 2B

2nd Runner up 優異獎 Cheung Sui King Carrie 5C 1B 張詠茵、2B 莫綺汶、 2C 陳思諾、3B 何倩煒、

3D 林綺虹 YTM District 國慶彩旗設計比賽 Anti-Drugs Drawing Competition 中學高級組優異獎

4C 廖嘉利 Certificate of Merit 優異獎

Fung Ka Man 2B 2B 馮嘉雯 Hui Chui Mei 3C Lin Yee Hung 3D

「社會與我」攝影比賽「健康原動力」無毒計劃-四格漫畫比賽優異獎

優異獎 4C 黃寶瑩 3C 許翠薇

季軍 2B 馮嘉雯

亞軍 3A 董韓彬

- 38 - True Light Girls’ College School Report (SR) 2009-2010

5.3.5 Music

62nd Hong Kong Schools Music Festival 中學合唱團 Vocal Solo No. of Champion – 6 冠軍 Champion No. of 1st Runner up – 1 Lam Kwan Yee, Jade 2A No. of 2nd Runner up – 2 中文聖詩合唱 No. of Certificate of Merit – 39 No. of Certificate of Merit – 18 優良 Secondary School Choir 女子中文合唱 Female Voice Duet Champion No. of Certificate of Merit – 8 Oratorio (corporate with Ying Wa College) 37th Young Friends of the Champion Hong Kong Arts Festival Madrigal - Mixed Voice Bronze Award (corporate with Ying Wa College) Lam Wai Ip 5B

Arts Ambassadors-in-School (2009/10) Graded Piano Solo Tsang Yuk Ling 6A 1st Runner up Ho Hilary 3A 慶祝國慶 60 周年第三屆「中國民歌歌唱比賽」 No. of Certificate of Merit – 7

Flute Solo 中小學隊際組優異獎 2nd Runner up 2A 林琨頤、2A 梁曉琦、2A 黎衍廷 Sin Lok Yee 2C

No. of Certificate of Merit – 1

Guitar Solo No. of Certificate of Merit – 1

Recorder Ensemble (Secondary School) Champion Chiu Hoi Yan 4A Chan Wai Shan 2D

2nd Runner up Ho Wing Lam 1C

No. of Certificate of Merit – 3 - 39 - True Light Girls’ College School Report (SR) 2009-2010

5.3.6 Physical Education

Inter-school Swimming Competition Inter-School Athletics Championships Inter-school Basketball Competition B Grade C Grade 50m & 100m Breaststroke A Grade Javelin Throw 1st Runner up Third Fourth Wong Pui Yu 1B Wong Sze Man 6A Inter-school Table Tennis Competition C Grade 4x50m Relay B Grade High Jump B Grade Fourth Third 1st Runner up Wong Yan Yu 1A Sit Mau Ki 4D Wong Pui Yu 1B B Grade Discus Throw Chow Tung King 2C First School's Invitational Relay Yeung Lok Yee 2C Wong Wing Suet 4A A Grade 4x50m Freestyle Relay HKBU Affiliated School B Grade Shot Put Fourth 4×100m Invitation Relay Second Hui Tin Wan 3D 2nd Runner up Wong Wing Suet 4A Cheung Yi Ching 6A Chan Wan Sze 2A Ng Hay Man 6S B Grade Hurdling Chan Sze Yui 2C Yau Ka Yan 6S Fourth Tang Wai Yin 3C Chow Wing Yan 4D Yuen Yin Ting Eileen 3B

Inter-school Dance Festival C Grade 4x100m Relay Fourth A.S. Watson Group Hong Kong Student Sports Awards Kwan Hoi Ying April 1C Western Dance (Group) Chan Yu Yan 5D Law Yin Wan 1C Honours Award Kuan Krystal Elizabeth 1C

Chan Wan Sze 2A Choreography Award 香港遊樂場協會「正向人生」 Leung Cheuk Chi 2C 排球比賽 Chan Sze Yui 2C 亞軍 Inter-school Badminton Competition B Grade Fourth

- 40 - True Light Girls’ College School Report (SR) 2009-2010

5.3.7 Business, Accounting and Financial Studies

JA Company Programme 2009/10

Best Annual Report Certificate of Merit

Best Oral Presentation Certificate of Merit

5.3.8 Chemistry

Australian National Chemistry Quiz No. of Certificate of High Distinction – 9 Certificate of Distinction – 12 Certificate of Credit - 13

Certificate of High Distinction Certificate of Distinction To Ching Hei 4A Cheung Ho Man 4A Lau In Tung 4D Ning Pui Yu 4A Ho Kit Yan 5D Lo Lai Fan 4A Lee Georgina Yuk Ting 5D Tse Regina 4A Lam Hoi Ying 5D Cheung Long Yiu 4B Yeung Lai Ying 5D Lee Wing Yee Alice 4D Chow Tseung Man 6S Wong Tsz Ying 4D Law Tsz Shun 6S Lau Man Ying 4D Li Chung Yan Joyce 7S Leung Cheuk Yiu 4D Yeung Chee Wing 6S Liu Tin Yu 6S Ip Oi Man 7S

5.3.9 Uniform Team

Road Safety Patrol

Best Team Member Award Chan Man Fan 3B Cheng Shan Kiu 3B

- 41 - True Light Girls’ College School Report (SR) 2009-2010

5.3.10 Scholarships

EDB Murjani Scholarship EDB Lo Wai Kwan Scholarship Lion & Globe Educational Trust Chan Yee Kiu 2B Sun Ling Yu 2A Best Improved Students Award Lam Shuk Fong 3A Chan Hin Yung Alice 2B So Sze Wing 3A Chan Sui Ying 2B Tsang Ka Wai 5B Hung Man Sum 2C Mok Yee Man 2B Lo Lok Sin 3A Cheung Tsz Hei 3C Kwan Ka Yee 3B Kwok Oi Kei 3C Chung Ka Man 4D Jiang Xinting 4D Lee Ka Yu 4C Au Yeung Kit Ching 4D Sir Edward Youde Memorial Fund Scholarship Choi Chun Chun 5A Leung Tsz Ching 5A Yung Hing Yuen 5C Chung Man Sheung 7S Lee Ching Man 5D Li Sin Man 6A Chan Jik 6A Mak Wing Chi 6A

- 42 - True Light Girls’ College School Report (SR) 2009-2010

5.3.11 Community Activities

社會福利署義工運動共賀建國六十周年認識祖國油尖旺公益少年團義務工作嘉許常識問答比賽「珍惜生命遠離毒害愛護環境共創未來」真光女書院學生參與義務工作，服務社會達 22783 中學組得獎者報告書設計比賽冠軍小時，精神可嘉，頒獲金狀 1B 張詠茵、1B 周芷妃、1B 何曉君、 1B 李倩聰、1B 馬鈺宜、1B 潘天恩、金狀 2 人 1B 尹焯娉、1B 黃穎彤、1C 鄭曉晴、衛生署開心果日 2009 銀狀 13 人 1C 古栢妍、1C 郭曼怡、1D 駱昀萱、「水果傳愛心」活動 2A 陳杏園、2A 何悅恩、2A 彭宇彤銅狀 107 人中學組季軍

金狀新中國成立 60 周年 4A 潘紫琪、5D 何杰殷中學生攝影賽優秀品作展

入選獎 4B 梁曉陶

推廣義工服務督導委員會秘書處 2009 年義工服務油尖旺區傑出學生選舉 2009-2010 嘉許優異狀 - 165 人傑出學生獎 6S 王芷筠

銀狀 3A 岑韵瑜、4A 簡嘉琳、4A 盧麗芬、 4A 謝昀臻、4A 余曉穎、4B 袁凱瑩、 4C 陳翱媛、4C 陳安琪、4D 梁卓瑤、 4D 蘇維恩、5B 楊翠娟、5C 周敏玲、 6A 楊月

- 43 - True Light Girls’ College School Report (SR) 2009-2010

6. Financial Summary

- 44 - True Light Girls’ College School Report (SR) 2009-2010

7. The Way Forward

With the commencement of the New Senior Secondary Curriculum, the academic year in 2009-10 has been a very challenging year for us. Yet with the concerted effort of all our staff, we have successfully put our plan for New Senior Secondary Curriculum into practice and provided plenty of subjects for students to choose as well as lots of other learning experiences for them to enrich their school life and grow in various dimensions. We have organized the Nanjing Study Tour for students to have a better understanding about the recent development of China. We have provided various community service experiences for students to cultivate their caring and serving hearts. Besides, we have installed visualizers, electronic whiteboards and simultaneous response system in classrooms and some special rooms to facilitate more interactive and effective e-learning for students.

Based on our strengths and with reference to our evaluation on our previous school plans as well as the results of our stakeholders’ survey, we will sharpen our focus in the following key areas in the coming school year:

(1) Enhancing the effectiveness of teaching and learning by arousing students’ learning motivation and providing cross curricular learning experience; (2) Cultivating personal growth and school culture through “Appreciation and Thankfulness”; (3) Implementing the New Senior Secondary Curriculum with an emphasis on school-based assessment and other learning experiences and (4) Improving school facilities with special consideration given to environment conservation.

Amidst all the changes in the education system in recent years, True Light will hold on to our mission of being the Light of the World and continue to provide quality Christian education and work to the best of our ability to equip our students with the right attitude to learning, an inquisitive mind, positive values and a will to serve and shine in the world.

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