Shatin Pui Ying College Annual School Report 2015/2016

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Contents

A. School Vision and Mission 2

B. Our School 2

C. Major Concerns 2

D. Achievements and Reflection on Major Concerns 1. Implementing focused values education with a whole-school approach. 3 2. Encouraging the professional development of teachers in the interest of enhanced learning 4 among students. 3. Fostering life-planning education 6 4. Nurturing an international outlook and making better use of the global Pui Ying Network. 8

E. Support for Student Development 10

F. Student Performance 12

G. Financial Report 1. School Financial Source 23 2. Teacher Relief Grant 23 3. Capacity Enhancement Grant 24 4. Senior Secondary Curriculum Support Grant 24 5. Extra Senior Secondary Curriculum Support Grant 25 6. Report on Life Planning Education and Career Guidance Service ( 2015-2016) 26 7. Programme Evaluation Report for DLG-funded Other Programmes (Gifted Education) 33 (2015-2016) 8. Programme Evaluation Report for DLG-Applied Learning Courses (APL) (2015-17 Cohort) 40

H. Key Issues for the Coming Years 41

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A. School Vision and Mission

1. Vision Statement Together we nurture the lives of our students Hand in hand we witness the Love of Christ

2. School Mission a. Our school has ‘holistic education’ as its philosophy, with ‘Faith, Hope, Love’ as its motto. We are committed to the provision of a comprehensive range of quality education services, which aims to promote the moral, intellectual, physical, social, aesthetic and spiritual development of our students. b. We help our students grow in physical fitness, self-discipline, responsibility, independent thinking, creativity, leadership and social skills. c. Seeking to nurture in our students positive attitudes and Christian values, we want to see them develop into good citizens, serving the community and contributing to our nation.

B. Our School

1. Shatin Pui Ying College was established in 1978. 2. It is a Christian EMI secondary school fully subsidized by the government with 4 classes each for S1 to S3. We split the 4 classes into 5 smaller classes in S4 to S6. This enables teachers to cater much more effectively to learner diversity and encourage student involvement. There is a total enrolment of 783 students. 3. All S1 freshmen are Band 1 students. 4. We have a full establishment of 55 teachers (including 1 native-speaking English teacher), 3 IT technicians, 3 laboratory technicians, 1 librarian, 9 clerical and administrative staff and 13 janitors. In addition, there are 6 teachers appointed under other government grants. To relieve teachers of their non-teaching workload, 4 undergraduates serve as part-time clerical staff. 5. Given that the quality of our students, the English proficiency of our teachers and the relevant supporting strategies are above the required standard, the Education Department has given us approval to use English as the medium of instruction since 1998.

C. Major Concerns

1. Implementing focused values education with a whole-school approach. 2. Encouraging the professional development of teachers in the interest of enhanced learning among students. 3. Fostering life-planning education 4. Nurturing an international outlook and making better use of the global Pui Ying Network.

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D. Achievements and Reflection on Major Concerns

Major Concern 1: Implementing focused values education with a whole-school approach

Achievements:  Activities by different subjects and committees were organised in accordance to this year’s theme of values education: ‘Give thanks with a grateful heart, Respect others with courtesy always’.  In 「心靈加油站」 held in morning assembly periods for junior form students, articles related to the aforementioned theme were selected for teachers and students to read together in order to instil a positive attitude in students. Students’ feedback was positive and some even expressed the wish to obtain a copy of the articles to share with their families and friends.  Guest speakers were invited to share on the topic ‘Gratefulness Leads to Happiness’. For example, Mr. Kevin Lau Chun To, the former editor-in-chief of Ming Pao, shared on his experience of the knife attack, how he overcame the grudge with a thankful and forgiving heart during recovery. We also invited Rev. Siu Shing Pik to share on how to be grateful and treasure what we have. Students were able to learn from the valuable experience of the guest speakers.  Volunteer activities also helped students learn to be thankful. The Dongguan Trip organised by the Student Guidance Committee was one example. The Civic Education Committee also cooperated with other organisations in holding a series of volunteer activities for the physically challenged. Through the activities and the sharing afterwards, it was evident that our students had learnt to care for the underprivileged and treasure what they had.  The Discipline Committee reminded students in various occasions to be respectful and polite to others. Most students behaved in a respectful manner in front of teachers and guests.  The Parent Academy held by the Parent-Teacher Association also provided a platform to foster home-school cooperation in nurturing our students. Four lessons on topics such as life-planning, home education, communication tips and mental health were delivered by experts in the respective areas, including Principal Ip Cho Yin and Ms. Shirley Loo. A total of 53 parents enrolled in the series and the feedback was positive. Home-school cooperation in instilling positive values in students was realised through parent education activities.

Reflection:  We attach much importance to the shaping of students’ personalities and hence values education has been our focus of development. Experiences during their growth were crucial to the development of their characters. From the experience of implementing

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values education these years, it has been concluded that more focused values education with a clearer outline would facilitate systematic delivery of messages related to values education. It is our hope that SPYC students will become “Servant Leaders”, “Passionate Learners”, “Youthful Seekers” and “Compassionate Neighbours”. This will be made clear to students so that they will understand the expectation of the school.  Moreover, values education should also infiltrate into daily teaching and topics of learning. Further coordination will be made to facilitate the realisation of values education across different subjects, achieving a whole-school approach to the cultivation of SPYC core values.

Major Concern 2: Encouraging the professional development of teachers in the interest of enhanced learning among students

Achievements: Professional Development  Professional development was promoted in school by inviting experts to organise talks or workshops. For example, a workshop on designing lead-ins was held by Principal Ip Cho Yin and a workshop of crisis management by Ms. Leung Yuen Ki, the educational psychologist.  Professional exchange among teachers was also encouraged. In August 2015, Mr. H.C. Wong shared on campus crisis management, and Ms. M.Y. Lee and Mr. C.F. Chow shared on a whole-school approach to the promotion of values education. In November 2015, Mr. K.M. Mak shared on e-learning strategies. In April 2016, Mr. K.Y. Lee and Mr. K.M. Mak shared on how information technology facilitates self-directed learning, Mr. Y. K . Chan, Mr. C.F. Chow and Mr. K.M. Mak shared on their experiences in mobile learning, Vice-principal T.N. Chen gave an overview of the promotion of self-directed learning in our school, and Mr. C.Y. Leung, Mr. H.Y. Mok, Mr. C.K. Chan and Ms. W.K. Wong shared their lesson designs with self-directed learning elements.  The Academic Committee arranged different topics of sharing for students in different forms, conducted by students or alumni, including note-taking strategies, learning attitude, and tips on preparing for HKDSE examination. Students’ feedback was positive.  Teachers were generally positive to the above activities and believed that they were helpful in promoting professional development. Questionnaires were given to teachers after each Staff Development training session to collect their feedback on their interest level, objectives, effectiveness, and general arrangement of the training. For most of these sessions, more than 80% of teachers were satisfied with the training on Staff Development Day, of which around 20% showed great satisfaction. On a scale of 1 – 5 (with 1 being the highest), the mean value of most components lay within the top range of 1 to 2, with no components lower than 2.3. This shows that most teachers were generally satisfied with the school’s Staff Development arrangement and found these training sessions helpful and stimulating.

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Self-directed Learning and Mobile Learning  In order to encourage self-directed learning, the use of lead-ins was promoted in S1 Chinese Language, English Language, Mathematics and Liberal Studies. Teachers also shared their experience in designing their lessons and the effectiveness in front of the whole teaching team in January and April 2016. Language teachers acknowledged the effectiveness of lead-ins in providing room to adjust their teaching strategies and design theme-based learning. Some teachers also used sample essays from previous years as a platform for current students to discuss and understand the task requirements. This enforces current students’ understanding of the curriculum, as well as encourages Liberal Studies teachers to design theme-based lead-in activities for junior form students and Language teachers to extend the scope to S2 students in the coming year.  Mobile learning was also our focus of development. To this end, the IT Team purchased a number of tablet computers, installed related devices and encouraged teachers to experiment with them. Teachers of various subjects were also invited to share their experience in promoting mobile learning in April 2016.

Nurturing Passionate Learners  Students were encouraged to participate in learning activities and academic competitions in and outside school so as to cultivate their interests and hone their skills in various aspects. For example, a three-week ELIC Day Camp was organised for junior form students. Students were also selected for the Hong Kong Budding Scientists Award organized by Gifted Education Section of EDB, Po Leung Kuk Wu Chung College STEM Portable Electric Generator Contest, Pui Ching Invitational Mathematics Competition, 27th Secondary Students’ Best Ten Books Election 2015/16 Book Report Competition organized by HK Professional Teachers’ Union and HK Public Libraries, and Basic Law Quiz Competition 2015-2016 organized by The Home Affairs Bureau & The Committee on the Promotion of Civic Education. Some senior form students were also subsidised to take part in gifted education programmes.  Our students were encouraged and motivated to join various external competitions, of which they had received many awards in different fields. Students had received top awards for academic competitions such as the Outstanding Award in Biliteracy & Trilingualism Composition and Speech Competition organized by Rotary Club of Hong Kong Island West and “第四屆全港學界微型小說創作比賽 ”, as well as the Best Invention Award and Best Design Award for Po Leung Kuk Wu Chung College STEM Portable Electric Generator Contest (Secondary School Division). In The Mooting and Mock Trial Competition 2015/16 (English Division) organized by Hong Kong Schools Mooting and Mock Trial Association, our school got the 2nd runner-up out of 16 schools.  For Arts contests, our school received the Silver Award for Best Music Prize and the Bronze Award for Best Creative Ideas Prize in the School Creative Music Showcase 2015/16 (Elite Group) sponsored by Education Bureau, and was also awarded the Highly

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Recommended Dance Award in the 52nd Schools Dance Festival Jazz and Street Dance Competition (Secondary Section). In the Hong Kong School Drama Festival organized by Hong Kong Art School, our school was awarded Outstanding Director, Outstanding Performer, Outstanding Stage Effect, Outstanding Cooperation, and Award for Commendable Overall Performance.

Reflection:  In order to take responsibility of their learning and become self-directed learners, we ought to help them develop their motivation, attitude and skills in accordance to learners’ characteristics. Regular lessons together with extended activities and extracurricular programmes and contests will help promote a learning atmosphere in school and ignite students’ interests in learning. School-based professional development on the use of lead-ins and other teaching strategies will be further promoted. Through peer lesson observation and professional exchanges, it is hoped that pre-lesson learning can be realised. Various teaching strategies should also be explored to encourage lesson interaction and students’ self-directed learning.  With the popularisation of information technology, teaching methods should also be changed to cater for students’ learning needs. The use of information technology is complemented with other learning resources such as online learning platforms by service providers to facilitate learning in and outside classrooms. Yet, this should be realised through gradual implementation, starting with the experimentation by individual teachers and subjects. On the one hand, hardware support is necessary and on the other, professional development of teachers should be further promoted.

Major Concern 3: Fostering life-planning education

Achievements:  The Career and Life Planning Grant was used to employ teachers and teaching assistants so as to reduce the teaching load of teachers in charge of implementing life-planning education. The Grant was also used to purchase related services and subsidise students’ activities.  The Careers Guidance Committee organised a variety of study talks, career talks and self-exploration workshops which helped students better understand their strengths and interests, as well as provided the opportunities of further studies and career options.  Life-planning lessons were conducted in small groups (7 students per group) for S4-S6 students, each led by a teacher advisor. Teacher advisors were members of the Careers Guidance Committee, the Academic Committee, S4 to S6 class teachers and subject teachers. Almost 70% of the students confirmed that life-planning lessons helped them discover their own area of interest, and more than 75% believed that the lessons allowed them to have a better understanding of the nature, requirements, and pathways of different

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jobs. Over 90% felt supported and encouraged by the teacher during the sessions.  Alumni were invited to share on their study tips, life experience and their work. For instance, the first Alumni Homecoming Day and Mentorship Programme Kick-off Ceremony was held on 30 April 2016. We invited Ms. Prudence Mak, the founder of Chocolate Rain, as the guest speaker, and 58 alumni to share their workplace experience and career prospects with S4 and S5 students. The programme was successful with the support of our alumni, teachers and guests. 50 S4-5 students joined this Mentorship Scheme, and showed great enthusiasm during small group discussions. The evaluation survey showed that 96% of the participants felt they knew more about the working world from the session, 95% felt it was inspiring and helpful in life-planning, and over 85% felt that they have a better direction and motivation to better prepare themselves and explore future studies and career paths.  With abundant external support, the school encouraged students to participate in a range of activities, such as the Business-School Partnership Programme organized by the Education Bureau, and activities organized by some well-established organizations and chambers of commerce, for instance various workshops, company visits (e.g. PCCW), competitions (e.g. The Hang Seng - HKCSS Youth Career Exploration Programme, Engineering Exploration Programme and the Hong Kong Youth Social Entrepreneur Contest), internship programmes (e.g. Shadowing Programme of the Nursing Industry) and workplace experience workshops (e.g. Latte-art Life-planning Workshop, a professional barista was invited to teach coffee making and latte art). By taking part in these programmes, students would have basic understanding about the job market. In sum, over 500 students from S3-S6 have participated in at least one activity, ranging from seminars and workshops to competitions and company visits. There was also a total of 44 disciplines to choose from, including governmental, professionals, interests, artisan related jobs, etc.  There was also professional development regarding life-planning for teachers. For example, teachers responsible for providing guidance on the day of HKDSE Examination result release received training in June 2016. During the briefing session, materials on university intake were also provided for teachers, which later proved helpful in guiding students to reprioritize their JUPAS choices.

Reflection:  The objective of life planning is to help students set their learning goals and directions. It can be concluded from our experience it is important to inform students of their future study opportunities and career paths at an earlier stage. Therefore, in the coming year, we will continue to conduct life-planning lessons for S4 students and will consider what can be done to help junior form students in this regard. At the same time, besides providing information, we should not overlook the aspect of guidance in the life-planning curriculum.

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 Career exploration activities are popular among students and they have benefited much as can be seen from their reflection. We will continue to encourage students to take part in such activities organised by the government and other organisations. We will also make use of the alumni network to maximise the opportunities of company visits and career-related sharing.  This year’s Homecoming Day was successful with the support of almost 60 alumni and guests. In the future we have to further make use of the alumni network and invite different generations of alumni to share their experience.  Careers sharing mainly relied on alumni and external support, and parents can also play a part in the future so as to further broaden our students’ horizons.

Major Concern 4: Nurturing an international outlook and making better use of the global Pui Ying Network

Achievements:  In April 2016, a group of 35 people including school managers, the Principal, teachers, students and alumni participated in the school 137th anniversary ceremony held at Jiangmen Peiying Senior High School. The Girls’ Volleyball Team had the opportunities to play matches against other Pui Ying schools.  Alumni rendered their support in various aspects, from which our students and teachers benefited much, including:  sharing on subject selection, further studies and career paths,  being the instructors of S1 English Language and Chinese Language bridging courses in summer holidays,  tutors of enhancement courses for junior forms,  provision of scholarship for students with outstanding performance by the Alumni Association, and  encouraging alumni to set up their Form Association scholarships to support students’ learning and development,  being part-time support staff.  We admitted an exchange student from Italy, allowing students the opportunity to get in touch with foreign culture.  We invited a student who had been on a one-year exchange programme in Switzerland to share his experiences.  Fan Hoi Ki of 6E participated in “Mighty Rovers” in Queensland, Australia and a veterinary summer school at Cornell Summer College in New York during May to June this year. Chan Wing Ching of 6D also represented Hong Kong to participate in a handball competition in Prague, Czechoslovakia during March, and Li Sheung Yu of 5A participated in a symposium in Malaysia and Singapore to learn more about the historical background and transformation of the Chinese. All of them will share their exchange

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experiences with other students at the end of October 2016.  We also invited experts to hold talks on various topics. For example, representatives of UNICEF held talks about ‘War and Children’, ‘AIDS and Children’ and ‘Refugees at the Myanmar-Thailand Border’; representatives of World Vision held a talk about ‘Hunger and Poverty’.

Reflection:  Coordination of activities by different subject departments and committees will allow a wider range of experiences and opportunities to broaden students’ horizons.  In this era of globalisation, it is of great importance to cultivate our students’ international outlook. Besides knowledge acquired in lessons, students will be given more opportunities of experiential learning such as visits, interviews and exchange programmes to foreign countries. Study tours will also be organised to let students benefit from learning outside Hong Kong. In order to consolidate their learning and maximise the benefits they gain from the experiences, students will be encouraged to engage in meaningful reflection after activities.  The well-developed international Pui Ying network will continue to be utilised to assist students’ learning. The school anniversary celebration will be held in Hong Kong in the coming year, providing the opportunity for our students to exchange experience with Pui Ying alumni from different countries, especially through sports activities and other performances. This not only allows students to broaden their horizons, but also helps carry on the school history and mission.

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E. Support for Student Development

1. We embrace the idea of student-centred education based on attentiveness to the needs and development of students. The banner we proudly raise is ‘Let our Students Shine’. We call this Invitational Education.

2. The main objective of Invitational Education is to bring students’ potentials into full play through an educational process which consists of 5 domains: ‘People’, ‘Places’, ‘Policies’, ‘Programs’ and ‘Progress’. We provide opportunities for students to develop their potentials by intentionally fostering a happy, recognizing and encouraging atmosphere which enhances confidence, develops potentials and allows excellence to bloom.

3. We offer a diversity of activities to bring out student potentials and nurture all-round development. For example, students serve as leaders in the English Fun Camp, leading activities in English. Students serve as masters of ceremony in the morning assemblies. They take up all the major roles in the biennial presentation of English musicals. The same is true with other events such as Drama Fun Camp, Leadership Camp, Chinese Fun Camp and SPYC Ambassadors.

4. ‘Rite of Youth’ is a ceremony for our S4 students. Students pledge themselves to be independent and responsible. Parents are invited to witness the ceremony.

5. ‘Rite of Confirmation’ is a ceremony consisting of stories of celebrities, sharing from teachers and senior students, encouraging S5 students to strive for excellence.

6. In the ‘Eagle Passing’ ceremony, S6 students urged S5 students to carry on the Pui Ying spirit.

7. We also aim at helping students acquire positive values. Various activities, post-activity sharing sessions by students and topical seminars are conducted in morning assemblies, assemblies, and support programmes are introduced in class-teacher periods to foster students’ positive values.

8. Our Special Education Needs Team provides professional support to needy students. A fund is earmarked for learning schemes and services for SEN students: a. Speech Evaluation and Therapy b. Enhancement class on Chinese Language c. “Make Friends and Have Fun” – social group d. School-based Therapy Scheme on Chinese Language e. Liberal Studies Enhancement Class for senior students

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9. A Gifted Education Team has been formed to provide enhanced training for gifted students. The aim is to develop their potentials and stimulate their interest in learning. We provide training to bring out the potential of gifted students in the realms of Mathematics, science, creativity, the humanities, debates and leadership.

10. Our Careers Guidance Committee provides Life Planning programmes to students. Various talks and workshops on further education and careers guidance are organized to provide students with opportunities to better understand their strengths and areas of interest. All senior-form students are put into groups for the life planning lessons. In addition, we invited alumni to share about their learning experience, philosophies of life and the ups and downs at different workplaces.

11. We are committed to providing ample opportunity, through various platforms, to broaden students’ horizons and realize their potential. This not only helps boost their confidence and self-esteem, but also lends strong support to their whole-person development.

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F. Student Performance

1. S1 newcomers All S1 newcomers are Band 1 students. 2. Hong Kong Diploma of Secondary Education Examination (2016) a. Level 2 or above attainment for all subjects has reached 99.2%, when compared with the Hong Kong average of 85%. While our school’s Level 4 or above attainment is 66.5%, compared with the average of Hong Kong is 35.5%. The attainment of Level 5 or above has also exceeded the Hong Kong average of 12.5%, reaching 23% this year. b. The percentage of Level 5-5** of most of the subjects is better than the Hong Kong average, some of which have exceeded the percentage of the Hong Kong average 2 times or more. For Tourism and Hospitality Studies, our Level 5-5** attainment is about 8 times the Hong Kong average. The Level 5-5** attainment of History is about 4 times the average of Hong Kong. For Chinese Language, English Language, Economics, Geography, Biology and Information & Communication Technology, our Level 5-5** attainment is about 2 times the Hong Kong average. c. 85.6% of our students met the general entrance requirements of UGC-funded institutions, compared with the Hong Kong average of 36.3%. d. University admissions rate (including both degree & sub-degree programs) is 96.73%, and 67.97% of our graduates were admitted to degree courses. e. Level distributions:

SPYC HK 3322 or above attainment in core subjects 85.6% 36.3% Level 4 or above attainment in any 5 subjects 46.4% 20.2% English Language: Level 3 or above attainment 98.0% 54.2% Chinese Language: Level 3 or above attainment 87.6% 53.7% Level 2 or above for all subjects (average) 99.3% 84.6% Level 3 or above for all subjects (average) 91.2% 60.9% Level 4 or above for all subjects (average) 66.6% 34.9% Level 5 or above for all subjects (average) 23.3% 12.2% Level 5* or above for all subjects (average) 6.9% 4.9% Level 5** for all subjects (average) 1.3% 1.3%

f. S6 students have achieved excellent results in the 2016 HKDSE Examination. The best individual result: 3 (5**), 2 (5*) and 3 (5).

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Pathways for S6 Graduates (2016)

JUPAS Others 2% Sub-degree Sub-degree Offers Program Offers 10% 25% Others JUPAS Degree 22% Offers Degree Program Offers 68% 73%

Offers Distribution to UGC-funded Programs (2016)

LingU 1% PolyU 12% CityU HKBU 16% EdU 4% 16%

HKU HKUST 14% 14%

CUHK 23%

Offers to HKU, CUHK and HKUST is 51%

3. Pathways for S6 Graduates a. The university admission rate (degree and sub-degree programs) for S6 students is 98%. 73% of our S6 students were offered degree programs. b. 16 of our S6 students were admitted to overseas, mainland and Taiwan universities,

accounting for 10% of the total. The details are as follows: No. of graduates admitted to overseas, mainland Country/City and Taiwan universities United Kingdom 3 United States 3 Canada 1 Japan 1 Australia 5 Taiwan 1 Mainland 2

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Honours List

Academic 1. Biliteracy & Trilingualism Composition and Speech Competition organized by Rotary Club of Hong Kong Island West Outstanding Award (Senior): Chan Ching Ying (4E) Best Chinese Writing Award: Chan Ching Ying (4E)

2. 「第四屆全港學界微型小說創作比賽」 Commended Award: Wong Sau Laam (4D) Outstanding Award: Lee Sheung Yu (4A) Commendable Award: Kwan Hiu Ching (4A), Chan Ki Shan (4A), Lau Ka Wai (4C) Chin Chun Heng (4C)

3. 「通識達人」網上問答比賽 2016 organized by HKedCity The Outstanding Student Award (Junior): Pang Tsz Chai (3A) Merit (Senior): Wong Wing Ji (4A), Wong Wing Tung (4D), Yeung Hei Suet (6A) Ngai Nok Yin (6F)

4. Hong Kong Young Social Entrepreneur Contest 2015 organized by Hong Kong Jayceettes 2nd runner-up: Tsui Tung Yan (6C), Li Yu Shan (6D), Tsang Tsz Yan (6E), Tang Wing Sum (6F)

5. Hong Kong Budding Scientists Award organized by Gifted Education Section of EDB First Class Honour: Lai Chun Yin (4D), Chung Ho Pong (4E) Third Class Honour: Ko Ching Long (3D)

6. Greater China Web Design Competition 2015 for Secondary School Students Originality Award: Chui Ka Man (6C), Yip Ho Hong (6D)

7. “中學生讀書隨筆寫作比賽” organized by Shenzhen Reading Month Merit (Senior Group): Ling Ho Ying (5D)

8. Hong Kong Secondary Schools “Knowledge about China” Competition 2015 Merit (Junior Group): Pang Tsz Chai (3A), Lau Ka Wai (4C)

9. Po Leung Kuk Wu Chung College STEM Portable Electric Generator Contest (Secondary School Division) Best Invention Award Champion: Li Cheuk Him (2A) Best Design Award 3rd runner-up: Lai Kam Wai (2B) Best STEM Elements Award 3rd runner-up: Lai Kam Wai (2B) Highest Power Output Group Award 2nd runner-up: Fu Shun Ming (2A), Li Cheuk Him (2A) Lai Kam Wai (2B), Tsang Wai Lam (2B) Ho Chung Hei (2B), Ngan Agnes (2B) Leung Ka Chai (2B), Liu Chi Hin (2C) Wong Chung Hin (2C)

10. Life Science Tournament 2016 organized by HKUST 1st runner-up: Chui Ka Man (6C), Yu Ngai To (6C), Chung Cheuk Lam (6D), Lai Ho Wa (6E) 8th runner-up: Ho Tsz Yau (6C), Ng Lok Yan (6C), Chan Lok Tung (6D), Chang Sze Ching (6D)

11. UNEP-DHI ECO Challenge 2016 organized by United Nations Educational, Scientific and Cultural Organization Champion: Chu Brian (4A), Chin Chun Heng (4C) Shatin Pui Ying College / Annual School Report (2015-2016) / P.14

12. STEM in mBot co-organized by Cyber port, Everbest Technologies Ltd & Tin Ka Ping Secondary School 2nd runner-up: STEM in mBot ( mBot Battle Section) Participating students: Chiu Cho Hin (5E), Ng Ting Yan (5E), Chu Long Hey (5D), Chan Ho Lai (5C), Chu Brian(4A) Merit: STEM in mBOT Lite Competition (Secondary School Section) Participating students: Chan Wai Chun (4C), Yuen Sheung Yin (4C), Hui Wai Lok (4C), Wong Sze Wing (4C), Chin Chun Heng (4C)

13. Tuen Mun Outstanding Students’ Association Debating Competition Participants (1st round): Kwok Yu Hin (3A), Pang Tsz Chai (3A), Leung Tsz Wai (4D) Hui Chi Lik (4D), Lai Ching Yi (4D), Chiu Chin Tung (4E) Best Debater: Leung Tsz Wai (4D) Shatin Pui Ying College won against Caritas Fanling Chan Chun Ha Secondary School Participants (2nd round): Mak Hiu Lam (1D), Leung Tsz Wai (4D), Hui Chi Lik (4D) Lai Ching Yi (4D), Chiu Chin Tung (4E), Ho Wai Sum (5D) Best Debater: Hui Chi Lik (4D) Shatin Pui Ying College won against Qualied College

14. The 2nd Hong Kong Chinese Debating Competition (1st round) Participants: Kwok Yu Hin (3A), Pang Tsz Chai (3A), Hui Chi Lik (4D), Loo Hiu Tung (4E) Shatin Pui Ying College won against Methodist College

15. The WenHuaBei Debating Competition 2016 (1st round) Participants: Mak Hiu Lam (1D), Tsang Sin Ying (1D), Kwok Yu Hin (3A), Pang Tsz Chai (3A) Shatin Pui Ying College won against Salem-Immanuel Lutheran College

16. The Mooting and Mock Trial Competition 2015/16 (Chinese division) organized by Hong Kong Schools Motting and Mock Trial Association 2nd runner-up Preliminary: Participants: Cheng Hoi Man (1D), Tsang Sin Ying (1D), Wong Sze Nga (1D) Kwong Yuet Yi (5A), Cheung Pui Fai (5A), Cheng Pak Ho (5D) Shatin Pui Ying College won against Belilios Public School Quarter Final: Participants: Cheung Pui Fai (5A), Cheng Pak Ho (5D) Honor Award : Cheng Pak Ho (5D) Shatin Pui Ying College won against Shun Tak Fraternal Association Tam Pak Yu College

17. The Mooting and Mock Trial Competition 2015/16 (English division) organized by Hong Kong Schools Motting and Mock Trial Association 2nd runner-up Preliminary: Participants: Ko Hiu Yee (4C), Cheung King Tung (4D), Lee Yuet Long (4D) Wong Wing Tung (4D), Tsoi Tsz Kwan (4E) Best Debater: Cheung King Tung (4D) Shatin Pui Ying College won against Sing Yin Secondary School Quarter Final: Participants: Ko Hiu Yee (4C), Cheung King Tung (4D), Lee Yuet Long (4D) Wong Wing Tung (4D), Tsoi Tsz Kwan (4E) Shatin Pui Ying College won against HKTA Tang Hin Memorial Secondary School

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18. Hong Kong Secondary Schools Debating Competition - Our school met with Kwok Tak Seng Catholic Secondary School Participants: Wong Chung Hin (2C), Chan Wing Tung (3C), Ho Yan Tung (3C) Best Debater: Ho Yan Tung (3C) - Our school met with SKH Tsang Shiu Tim Secondary School Participants: Kwok Wai Lok (4A), Cheung King Tung (4D), Loo Hiu Tung (4E) Best Debater: Cheung King Tung (4D)

19. 27th Secondary Students’ Best Ten Books Election 2015/16 Book Report Competition organized by HK Professional Teachers’ Union and HK Public Libraries Commendation Award: Young Ngo Suet (1B), Au Ka Yin (4E)

20. Basic Law Quiz Competition 2015-2016 organized by The Home Affairs Bureau & The Committee on the Promotion of Civic Education Champion: Lee Sheung Yu (4A)

21. Pui Ching Invitational Mathematics Competition Merit: Yip Wing Yee (2A)

22. The Hong Kong Mathematical High Achievers Selection Contest 3rd prize: Wong Ka Yin (3C)

23. HuaXia Cup Mathematical Olympiad 2016 (Hong Kong) 1st prize: Wong Tsz Ming (2D) 3rd prize: Ng Ting Chun (2C), Yip Hiu Ping (2C)

24. HuaXia Cup Mathematical Olympiad Second Round Competition (Hong Kong) 3rd prize: Yip Hiu Ping (2C)

25. Hong Kong & Macao Mathematical Olympiad Open Contest “HKMO OPEN” Silver: Lei Chun Kit (1A), Tang Yuen Ting (1D), Ip Cheuk Hei (3D), Chow Hau Wing (4C) Hui Chi Lik (4D) Bronze: Lau Ka Yan (1D), Wong Wing Yan (1D), Tin Tsz Wing (3C), Wong Ka Yin (3C)

26. Xiwanbei International Mathematics Contest Gold: Chan Tak Pang (5E) Silver: Ip Cheuk Hei (3D) Merit: Tang Yuen Ting (1D), Yip Wing Yee (2A), Chan Wai Lok (3B), Chow Hau Wing (4C) Hui Chi Lik (4D)

27. “理財策劃大比拼” 2016 organized by The Boys' & Girls' Clubs Association of Hong Kong Merit: Chan Ki Shan (4A), Chan Pui Sze(4A), Lee Sheung Yu (4A) Chan So Shan (4E), Chung Po Sang (4E), Ho Tsz Wai (4E), Wen Sin Yi (4E) Participation Award: Chan Ching Ying (4E), Loo Hiu Tung (4E), Yim Lok (4E), Kot Yan Lok (4E) Au Wing Lam (4E)

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28. “善德全港中學校際問答比賽 2016” co-organized by New Territories Region School Heads Association, Kowloon Region School Heads Association, Hong Kong Island Region School Heads Association, and Hong Kong Shine Tak Foundation Entered Final Round: Participating students: Chu Brian (4A), Hui Chi Lik (4D), Lee Yuet Long (4D), So Chun Kei (4D) Lee Sheung Fu (4D), Tsang Tak Wing (4D), Wong Wing Tung (4D), Wong Tsz Yan (5D), Cheng Pak Ho (5D), Tong Lok Him (5D)

29. “The 10th Xianggangbei Foreign Affairs Quiz Competition” organized by Office of The Commissioner of The Ministry of Foreign Affairs of PRC in HKSAR and Education Bureau Entered Final Round: Participating students: Mak Hiu Lam (1D), Chan Nok Yin (2A), Lai Kam Wai (2B) Lai Long Fung (3A), Pang Tsz Chai (3A), Wong Wing Ji (4A) Lau Ka Wai (4C), Wong Wing Tung (4D), Lee Sheung Fu (4D) Tsang Tak Wing (4D), Au Ka Yin (4E)

30. “第八屆「經典翹楚榜」之「經典與我」徵文比賽” co-organized by HKU Chinese Language Centre, CUHK Yale-China Chinese Language Centre and International Classics Culture Association 1st runner-up: Tang Yi Lam (5C)

31. Kiwanis International Convention Service Award organized by Hong Kong Kiwanis clubs Merit: Lam Wing Ho (3B)

32. HKICPA Award Ceremony for Secondary Schools 2015-16 organized by Hong Kong Institute of Certified Public Accountants Participation Award: Ho Wai Sum (5D)

Arts

1. School Creative Music Showcase 2015/16 (Elite Group) sponsored by Education Bureau Silver Award - The Best Music Bronze Award - The Best Idea Ideas from: Tang Yi Lam (5C), Yeung Kai Sui (6D) Composers: Li Cheuk Him (2A), Ho Chun Wai (2D), Kan Caleb (3D) Actors & Actresses: Wong Hei Yiu (2D), Chan Tsz Hei (3A), Wu Yan Ching (3C) Au Wing Lam (4E) Instrumental Players: Tang Chun Ho (1A), Cheung Hoi Ying (1A), Siu Man Ching (1B) Liang Yat Hei (1D), Lo Kwan Pak (2A), Chan Lok Hang (2D) Chu Hoi Leung (4E), Wong Wing Yan (4E), Cheung Hiu Long (5B) Lam Long Fung (5E), Lai Hiu Yan (5E) Graphic Design: Koon Ching (4C) Kinect Programming: Chu Long Hey (5D), Chiu Cho Hin (5E), Ng Ting Yan (5E) Lighting & Technical Support: Chan Sze Wai (3C), Kan Caleb (3D), Leung Tsz Chung (5B) Chui Tsz Hei (5D)

2. Shatin District Singing Contest 2015-16 Champion (Duet): Chung Cheuk Lam (6D), Cheng Sze Lok (6E)

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3. The 52nd Schools Dance Festival Jazz & Street Dance Competition (Secondary Section) The Highly Recommended Dance Award: Chow Yan Yee (1A), Fu Kai Yuk (1A), Tsoi Man Wan (1A), Chan Man Ni (1A) Wong Lok Yin (2A), Wong Sze Yu (2A), Lee Chung Yan (2B), Leung Ka Chai (2B) Ngai Chung Sze (2B), Tsang Hee Yi (2C), Liu Wing Yan (2D), Tang Pui Man (2D) Wong Hei Yiu (2D), Wong Ting Yan (2D), Wu Yan Ching (3C), Cho Ping Ting (3C) Yang Sum Yin (3D), Yu Man Wai (4A), Fong Tsz Ying (4B), Wong Sau Laam (4D) Au Wing Lam (4E), Loo Hiu Tung (4E), Cailotto Alessia (4E), Yu Choi Yan (5A) Ip Sin Hang (5B), Au Yee Ki (5D), Ho Tsz Ki (5D)

4. Hong Kong School Drama Festival organized by Hong Kong Art School (Flowers for Algernon) - Award for Outstanding Director: Chan Wing Ching (5D) - Award for Outstanding Performer: Chan Wing Yi (3C) - Award for Outstanding Stage Effect - Award for Outstanding Cooperation - Award for Commendable Overall Performance

5. Jockey Club Equal Opportunities Drama Project-School Drama Competition organized by Prospects Theatre (Flowers for Algernon) - Award for the most Moving Performance - Award for Outstanding Cooperation - Award for Outstanding Performer: Chan Wing Yi (3C)

6. The 2016 English Drama Festival organized by The Association of English Medium Secondary Schools (The Circus) - Award for Outstanding Creativity - Award for Outstanding Performer: Chan Wan (5B)

7. Mask Design Contest 2016 organized by The Society for AIDS Care Merit: Chak Pik Ki (1B), Chan Ki Shan (4A), Chan Cheuk Tung (5C) Shortlisted Entries: Leung Yi Ki (2A), Wong Sze Yu (2A), Chan Cheuk Wai (3C) Chan Pui Sze (4A), Lee Sheung Yu (4A), Ng Hoi Yan (4B) Lai Yan Pui (4C), Lee Cheuk Yiu (4C), Leung Hing Man (5B) Wong Lok Ching (5C)

8. Speech 67th Hong Kong Schools Speech Festival a. Putonghua Solo Verse Speaking i. S1 Girls Third: Lam Bo Shan (1C) ii. S2 Girls Cert. of Merit: Tse Ya Tung (2D) iii. S4 Girls Third: Ng Ming Man (4B) Cert. of Merit: Lee Wing Yiu (4C) iv. S1 Boys Second: Cheng Yue Wang (1C)

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b. Putonghua Solo Prose Speaking i. S1 Girls Third: Wong Wing Laam (1C) Cert. of Merit: Zhang Xinran (1A), Luo Ching Yee (1B)

Chow Suet Ying (1C) ii. S1 Boys Second: Yu Lik Chi (1C) c. Cantonese Solo Verse Speaking i. S1 Girls Third: Chow Yan Yee (1A) ii. S3 Girls Second: Cho Ping Ting (3C) Third: Leung Wing Yan (3B) iii. S5 Girls Second: Tam Wing Sze (5E) iv. S4 Boys Cert. of Merit: Chu Brian (4A) d. Cantonese Solo Prose Speaking i. S2 Girls Second: Ong Hang Yin (2A) Cert. of Merit: Law Hiu Lam (2A) ii. S4 Girls Cert. of Merit: Choi Hoi Yan (4B) iii. S5 Girls Cert. of Merit: Tam Wing Sze (5E) iv. S1 Boys Cert. of Merit: Lei Chun Kit (1A)

e. English Solo Verse Speaking i. S1 Girls Third: Mak Hiu Lam (1D) Cert. of Merit: Fung Yan Tung (1B), Kwok Ka Wai (1B) Wong Ka Wing (1B), Lo Chin Ming (1C) Lam Bo Shan (1C), Liang Yat Hei (1D) Cert. of Proficiency: Cheung Ting Yan (1C), Tsang Sin Ying (1D) ii. S2 Girls Third: Ong Hang Yin (2A) Cert. of Merit: Law Hiu Lam (2A), Heung Ying (2C) iii. S3 Girls Cert. of Merit: Ho Ho Yan (3B), Wong Tsz Ching (3B) Cho Ping Ting (3C) iv. S4 Girls Cert. of Merit: Kwok Hei Tung (4E) v. S5 Girls Cert. of Proficiency: Ng Pui Yan (5A) vi. S1 Boys Third: Cheng Yue Wang (1C) Cert. of Merit: Lei Chun Kit (1A), Tang Chun Ho (1A) vii. S2 Boys Cert. of Merit: Wong Lok Kan (2C) viii. S3 Boys Third: Ryo Hayahiko (3C) f. English Pubic Speaking Solo i. S5 Girls Cert. of Merit: Chung Shu Wai (5E)

9. Music 68th Hong Kong Schools Music Festival a. Operatic Solo Cert. of Merit: Chan Cheuk Tung (5C) b. Vocal Solo – Foreign Language Cert. of Merit: Ryo Hayahiko (3C) Age 19 or under c. Percussion Classes i. Violin Solo (Grade 4) Cert. of Merit: Fong Evelyn (1A) ii. Violin Solo (Grade 8) Cert. of Merit: Chan Fong Yuen (3D)

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d. Piano Classes i. Piano Solo (Grade 6) Second: Leung Wing Yiu (1B) Cert. of Proficiency: Cheung Yan Lam (1A) ii. Piano Solo (Grade 7) Cert. of Merit: Fong Evelyn (1A) e. Chinese Instrumental Music Classes i. Pipa Solo (Senior Group) Cert. of Merit: Lui Chun Man (3B) ii. Liuqin Solob (Junior Group) Cert. of Proficiency: Chu Ping Ying (2B) iii. Zhongruan Solo (Junior Group) Cert. of Proficiency: Wu Yan Ching (3C)

10. Hong Kong Putonghua Speech Championships 2016 organized by ‘中國香港普通話比賽中心’ a. Verse Champion: Luo Ching Yee (1B) Second: Chow Yan Yee (1A) b. Prose Champion: Wong Wing Laam (1C) Second: Chow Suet Ying (1C) c. Ancient Poetry Champion: Liang Yat Hei (1D) Second: Lam Bo Shan (1C) Third: Yu Lik Chi (1C) Fifth: Chan Tsz Wan (1D) d. Tongue Twister Champion: Cheng Yue Wang (1C)

Sports

1. Hong Kong School Sports Federation Shatin and Sai Kung Secondary Schools Area Committee Inter-School Championships 2015-2016 a. Athletics Girls B Grade 400m Champion: Chan Cheuk Wai (3C) Girls B Grade 200m 1st runner-up: Chan Cheuk Wai (3C) b. Long Distance Run Girls Grade A 7th runner-up: Chao Chung Yan (3C), Lee Cheuk Yiu (4C) Lao Tsz Ying (5B), Chong Yuk Ying (5D) Chung Pui Pui (5D), Ng Tsz Yan (5D) c. Cross-Country Competition Girls Grade A 7th runner-up: Chao Chung Yan (3C), Lee Cheuk Yiu (4C) Lao Tsz Ying (5B), Chong Yuk Ying (5D) Chung Pui Pui (5D), Ng Tsz Yan (5D) Chui Ka Man (6C), Yeung Kai Sui (6D) d. Basketball Girls Grade A 1st runner-up: Chao Chung Yan (3C), Cho Tsz Ching (5A) Or Wai Sum (5D), Chan Wing Kiu (5E) Chan Cheuk Wai (6B), Tsui Tung Yan (6C) Lam Tsz Ki (6D), Chan Wing Ching (6E) Ting Yee Yung (6E), Tsang Tsz Yan (6E)

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e. Volleyball Girls Grade A 2nd runner-up: Sat Wai Kiu (4B), Cheung Wing Yee (5C) Hui Hoi Ying (5C), Chong Yuk Ying (5D) Chung Pui Pui (5D), Yiu Lee (5D) Lai Wai Ching (5E) f. Handball Girls Grade A 3rd runner-up: Chao Chung Yan (3C), Chan Wing Ching (5D) Or Wai Sum (5D), Lau Kit Ying (5D) Chan Wing Kiu (5E), Chan Cheuk Wai (6B) Tsui Tung Yan (6C), Chan Wing Ching (6E) g. Badminton Girls Grade B 1st runner-up: Ng Tsz Ngai (3B), Leung Wing Yan (3B) Mak Hiu Lam (3C), Wong Hei Man (3D) Lee Wing Yiu (4C), Woo Hau Yin (4C) Lee Carman (4D)

2. Central & Western District Age Group Badminton Competition Women’s Singles (Youth) 1st runner-up: Wong Hei Man (3D)

3. Hong Kong Age Group Skipping Competition organized by Hong Kong Rope Skipping Association Girls (Age 12-14) 3 分鐘速度耐力跳比賽 1st runner-up: Kwok Ka Wai (1B)

4. The 5th EAKF Senior Championships & The 4th EAKF Junior & Cadet Championships Male Individual Kumite 1st runner-up: Chau Ka Him (4B) ( Under 52kg Group)

5. Shatin Youth Futsal Tournament (U14) organized by Sha Tin Sports Association Limited 1st runner-up: Kam Yik Nam (1A), Yeung Tsz Lok (1A) Tsang Fan Yu (1B), Tse Long Hei(1B) Tse Tou Tou(1B), Tse Tsz Ho (1B) Ho Shing Chun (1C), Lo Tsz Chung (1C) Tang Kin Long (1D), Chan Lok Yin (2A)

6. Beach Volleyball - Hong Kong School Sports Federation New Territories Inter-Secondary Schools Boys 3rd runner-up Fung Yat Kit (5A), Yeung Long Yiu (5C) Leung Sin Hou (5E)

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7. Pui Ying Cup Volleyball Championship Junior Secondary Group Champion: Lui Ching Yee (1B), Yeung Tsz Laam (1C) Leung Shu Sum (1D), Tsang Sin Ying (1D) Cheung Yan Yi (2B), Li Yiying (2D) Lui Pui Lam (2D), Tse Ya Tung (2D) Cheng Sze Wa (3D), Leung Tsz Ching (3D) Wan Tsz Ching (3D) Senior Secondary Group 1st runner-up: Sat Wai Kiu (4B), Chaing Shuk Hang (4C) Yim Lok (4E), Cheung Wing Yee (5C) Hui Hoi Ying (5C), Chong Yuk Ying (5D) Chung Pui Pui (5D), Yiu Lee (5D) Lai Wai Ching (5E)

8. HKCCCC Secondary School Principal Association P.E. Learning Section Inter-school Volleyball Competition 2016 Boys Division Champion: Chung Fai (3B), Fung Yat Tsun (3B) Ryo Hayahiko (3C), Tin Tsz Wing (3C) Lam Chun Kit (3D), Wong Kwok Ho (3D) Law Yun Hung (4D), Lee Sheung Fu (4D) Fung Yat Kit (5A), Yeung Long Yiu (5C) Leung Sin Hou (5E), Wong Hon Fung (5E) Girls Division 1st runner-up: Wan Tsz Ching (3D), Sat Wai Kiu (4B) Yim Lok (4E), Cheung Wing Yee (5C) Hui Hoi Ying (5C), Chong Yuk Ying (5D) Chung Pui Pui (5D), Yiu Lee (5D) Lai Wai Ching (5E)

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G. Financial Report

1. School Financial Source

The income of the school comes mainly from two sources, namely, government subsidies (including Expanded Operating Expenses Block Grant (EOEBG), comprising of School Specific Grants and Non-School Specific Grants (Baseline Reference), and other grants for specific purposes) and fees authorized by government (such as tong fai, rental and hire charges, profits from the sale of exercise books and stationery, outside donations, etc). The EOEBG can be used with some flexibility to cover daily expenses. The school may also apply to the Education Bureau for non-recurrent subsidies for major repairs to school buildings. All deficits appearing on the government’s account can either be covered by surplus retained from the EOEBG or the school’s subscriptions account.

2. Teacher Relief Grant

The Teacher Relief Grant received this year amounted to $189,956.00. There was no expenditure in this school year.

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3. Capacity Enhancement Grant

a. Grant and other income received this year amounted to $574,415.00 and $558.00 respectively. b. Expenditure 1. Employing one librarian $ 158,000.00 2. Employing six coaches $ 139,041.00 3. Employing five part-time support staff members $ 51,680.00 4. Employer’s contribution to Mandatory Provident Fund for support staff members $ 10,484.11 Total: $ 359,205.11

c. There was a surplus of $215,767.89 at the year end, which would be accumulated to the EOEBG surplus total and carried forward to next year. d. Evaluation

1. One librarian was employed to handle the operation of Library. She updated and re-organized the databases and systems of the library, led the support staff members to carry out the work of stocktaking and data entry. Her presence lessened workload of the teacher to perform duties dealing with the Library.

2. Six coaches were commissioned to the School Basketball, Volleyball, Handball and Football Teams. They coached, trained and led the school teams in tournaments and sports events. From the feedback of teachers concerned, this arrangement had the effect of reducing their workload and of giving them more space for school work.

3. Five part-time support staff members were employed. Their duties included  providing clerical support to teachers.  assisting teachers in the preparation of teaching resources.  assisting teachers in managing students during their self-study time.  assisting the librarian to carry out stocktaking and data input of library books.

From the feedback of teachers, the appointments were helpful in reducing workload, allowing them to concentrate on teaching and developing curriculum materials in support of student learning.

4. Senior Secondary Curriculum Support Grant

a. Grant received this year amounted to $704,028.00. b. Expenditure

1. Employing two full-time additional teachers $ 244,453.00 2. Employing two teaching and administrative assistants $ 244,259.46 2. Employer’s contribution to Mandatory Provident Fund for support staff members $ 24,435.62 Total: $ 513,148.08

There was a surplus of $190,879.92 at the year end, which would be carried forward to next year.

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c. Evaluation 1. Two additional teachers were employed to take up the full workload of two full-time regular positions. Their duties included

 taking up S1 and S5 Liberal Studies lessons.  taking up S2 and S4 Liberal Studies lessons. Their appointments helped reduce the general workload of teachers and made small class teaching possible in Liberal Studies. Regular teachers enjoyed more room for curriculum work and professional training in relation to the Senior Secondary curriculum. The additional teachers also helped the panel prepare teaching resources and provided valuable input for Senior Secondary curriculum development. On the whole, the Grant has facilitated our smooth implementation of the Senior Secondary curriculum.

2. Two teaching and administrative assistants were employed. Their duties included  providing secretarial service  issuing school memoranda to students / parents  assisting teachers to organize school activities  assisting teachers in the preparation of teaching materials and resources  substituting lessons From the feedback of teachers, the appointments of teaching and administrative assistants helped reduce workload. It created space for them to design and fine tune the curriculum to meet diverse student needs.

5. Extra Senior Secondary Curriculum Support Grant a. Grant received this year amounted to $250,000.00 and a surplus of $214,860.54 was brought forward from the school year 2014/15. b. Expenditure

1. Employing one additional teacher $ 312,035.00 2. Employer’s contribution to Mandatory Provident Fund for teacher $ 15,587.50 Total: $ 327,622.50

c. There was a surplus of $137,238.04 at the year end and would be carried forward to next year. d. Evaluation One additional teacher was employed to take up S1 and S3 English Language lessons and S3 History lessons. The appointment helped reduce the workload of teachers and made small class teaching possible in English Language. The additional teacher also helped the panel prepare teaching resources. On the whole, the Extra Senior Secondary Curriculum Support Grant has been conducive to enhance the quality of education.

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6. Report on Life Planning Education and Career Guidance Service (2015-2016)

A. Major Concerns

1. To help students better understand their interests, abilities and orientations 2. To equip students with knowledge, skills and attitude to make informed and responsible decisions for their personal goals in studies, careers and life

B. Implementation Plan

1. Major Concern: To help students better understand their interests, abilities and orientations

Targets Strategies Success Criteria Evaluation, Achievements & Reflection

To help S2 “Discovery Life” Students knowing ➢ Feedback from students was generally students better Workshop their strengths and positive. understand weaknesses, able to ➢ The majority of the participants were actively their interests, set goals for their involved. abilities and studies and the world Talk on “Career Feedback from both students and teachers orientations of work ➢ Planning” was generally positive. ➢ The majority of the students were actively involved.

To help S3 Discussion Students knowing ➢ Reference materials and PowerPoint were students better on“ Finding Your more about their provided to class teachers who were familiar understand Colours of Life” strengths and with the strengths and weaknesses of the their interests weaknesses so that class. and strengths they are able to make ➢ Feedback from both students and class so as to make decisions on subject teachers was generally positive. decisions on selection rationally ➢ Two lessons were allocated to “ Finding Your subject Colours of Life”. Most teachers reflected selection that time was sufficient and the lesson plan rationally was clear and easy to follow.

To help S4 Talk on “Life Students finding ➢ Feedback from both students and teachers students better Planning” their orientations, was generally positive. understand able to set goals for ➢ The majority of the students were actively “Life Channel” their interests, their studies and involved. Workshop abilities and careers ➢ Students were encouraged to conduct self- orientations Conduct Basic reflection in the debriefing session. Interest Marker ➢ The majority of the students were satisfied Test and analyze with the arrangements of the life planning their reports lessons and appreciated the sharing in small groups.

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To help S5 Conduct Basic Students finding ➢ All students tried the Basic Interest Marker students better Interest Marker their orientations, Test in December. This helped us to group understand Test and analyze able to set goals for students of similar interests. their interests, their reports their studies and ➢ Feedback from students was generally strengths and careers positive. 69% students reflected that three orientation sessions of life planning helped them enhance self- understanding. Over 80% agreed that they knew more about different occupations and over 75% found their orientation of future careers. Over 90% appreciated teachers’ assistance and care for them. ➢ Worksheets were provided as pre-tasks and post-tasks for students. This helped enhance students’ self-assessment. ➢ Teachers found it easier to analyze students report with the aid of reference materials and case studies.

Conduct Career ➢ Students will try the CII Test in September. Interest Inventory Test for S6 students

2. Major Concern: To equip students with knowledge, skills and attitude to make informed and responsible decisions for their personal goals in studies, careers and life

Targets Strategies Success Criteria Evaluation, Achievements & Reflection

To equip S3 Organize subject Students getting a ➢ Response of students was generally positive. students to selection better understanding ➢ Presentation of alumni was well-received. make informed experience sharing of the NSS subject and responsible sessions for S3 combinations so decisions for students that they are able to their subject make decisions on selection subject selection rationally

To help senior Collect Students able to get ➢ Data collected was analyzed, processed and form students information on S6 access to the data presented to help students make informed better school leavers to collected so that decisions. understand the conduct data they can know more strategies on analysis about the admission the selection of requirements of programme various institutes choices in JUPAS Organize a talk on Students were ➢ Feedback of students and teachers was strategies in the well-informed on the generally positive. selection of latest information on ➢ Over 90% of the students found the JUPAS the JUPAS system information useful and the presentation clear. programmes ➢ 100% of the students involved hoped that similar activity to be organized the next year.

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Organize a talk on Students were ➢ Feedback of students and teachers was JUPAS well-informed of the generally positive. Introduction to S5 running and operation ➢ Most students found the information useful students of the JUPAS system and the presentation clear.

Organize JUPAS Students getting a ➢ Some 40 graduates came to share their experience sharing better understanding JUPAS experience. for S5-S6 students of different study ➢ Many S6 students remained contact with options graduates for further assistance. ➢ Students’ response was generally positive.

Conduct Students revising ➢ 72% of S6 students found the life planning counselling JUPAS choices lessons facilitate their self-understanding. sessions with S5-6 rationally ➢ 86% of S6 students agreed that they better students on the understood the JUPAS system, the entrance selection of requirements of different programmes and JUPAS the corresponding strategies. 80% of them programmes thought the lessons helped them improve their interview skills. ➢ 78% of S6 students found the counselling sessions useful in goal setting and life planning. ➢ 89% of S6 students appreciated the assistance offered by teachers. ➢ Feedback of S5 students and teachers was also generally positive.

Organize Students were ➢ Around 190 S4-5 science students Admissions talks well-informed of participated in the admission talk of the and sharing study options of School of Science of HKUST in October. sessions by universities ➢ Almost 50 S4-5 science students attended the different admission talk of the Nursing Department of institutions (S4-5) HKU in May.

Disseminate latest Stakeholders were ➢ Information on Open Days of universities information about well-informed of was disseminated to S4 to S6 students and further study matters related to parents regularly via PYCnet. opportunities, JUPAS ➢ Posters of University Open Days were JUPAS application displayed on Careers notice board. / non-JUPAS ➢ Class teachers encouraged students to attend application, the Info Days to get better understanding of interviews, the admission requirements of different admission departments / faculties of various requirements, and universities. Students were encouraged to Information Day share with their classmates after the visits. of Universities, ➢ Many S5 and S6 students visited the etc. through universities they were interested in. various means

Encourage S4-6 Students were students to attend well-informed of University Open campus activities and Days options of universities

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To help S6 Organize a talk on Students were ➢ Feedback of students was generally positive. students to Multiple Pathways well-informed of prepare for the for S6 students various study paths release of HKDSE results Organize a talk on Students knew more ➢ Feedback of students was generally positive “Study in Taiwan” about universities in as the majority found the information useful. for S6 students Taiwan and the ➢ About 20 students attended and eventually 4 strategies in the applied for programmes relevant to their selection of interests. programmes in Taiwan universities

Conduct mock Students were better ➢ Mock interviews were conducted in interviews (S6) prepared for December during life planning lessons. All interviews and their S6 students attended to facilitate peer interviewing skills learning. sharpened ➢ Most students came prepared. ➢ A list of specific questions was distributed to different teachers and they found them useful in conducting the interviews. ➢ Students could form groups and were free to reserve a time-slot for mock interviews in May-June with any Careers teachers. Only 6 students participated as all had received similar training in life planning lessons.

Help students to Reference letters ➢ Almost 40 applications were processed and apply for local / and relevant they were all accepted by the institutions. overseas tertiary documents institutes including facilitated students’ liaison and application preparation of necessary documents

Prepare reminders Students were better ➢ Reference materials on the release of and reference prepared for the HKDSE were distributed to parents and materials for the release of HKDSE students on the day of Mock Release of release of HKDSE results HKDSE Results. results ➢ Most students found the information useful. ➢ Reference materials were also distributed to teachers involved and their feedback was generally positive.

Conduct a Mock Raise students’ ➢ Over 120 students and 50 parents attended Release of awareness of the the workshop. HKDSE Results importance of being ➢ Representatives from Hong Kong Shue Yan well-prepared for University and Hang Seng Management the release of College were invited to give admission talks. HKDSE results ➢ Feedback from both students and parents was generally positive.

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Help students Students revising ➢ Students could reserve two 45-minute time revise their JUPAS JUPAS choices slots for consultation. choices after the rationally ➢ Students’ response was generally positive release of HKDSE and they felt well-supported by teachers. results

To raise Join the Hang Students were ➢ Five S4 students joined the programme as a students’ Seng - HKCSS introduced to team held by The Hong Kong Council of awareness of Careers entrepreneurship at Social Service. They learnt the world of work career path Exploration an early stage of through attending workshops and three Scheme (S4) career planning company visits. ➢ Students were actively involved and worked very hard for the presentation.

Guide students to Students were ➢ Feedback of students and teachers was plan career paths guided to think generally positive. in class teacher about their career ➢ Most of them found the information useful period (S5) paths and the presentation clear. ➢ Instead of playing all the videos chosen, S5 class teachers could have the flexibility to choose which videos to be played with reference to the characteristics of their own classes.

Nominate students Students were able ➢ 20 S3 students applied for various to apply for to get most updated programmes. external careers information ➢ Over 400 S4-6 students attended the career-related programmes. activities so as to help students understand more about the world of work

Launch the Students getting a ➢ 42 S5 students joined the programme. Mentorship deeper ➢ Feedback of students was generally passive. Programme (S5) understanding of ➢ Students had to complete a task sheet the their future career next year to encourage them to connect with paths their mentor for better personal growth.

Organize a ➢ Over 95% S5-6 students found the speech of Homecoming Day the guest speaker inspiring and her (S3-6) performance satisfactory. 88% agreed that it helped their life planning. ➢ 96% of S5-6 students reflected the sharing by alumni helped them to know more about the world of work. 85% thought that the alumni sharing encouraged them to equip themselves to face challenges in the future. 96% were satisfied with the programme.

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Arrange a talk for Parents knowing ➢ The Principal shared with S3 parents the role S3 parents to better ways to assist played by parents in students’ life planning promote the their children’s life and highlighted the importance of importance of planning encouraging students to participate in various careers guidance extra-curricular activities to stretch their potential. ➢ Feedback of students and parents was generally positive.

Provide support Conduct a Mock Parents knowing their ➢ Over 50 S6 parents participated. to students Release of ways to assist ➢ All of them were actively involved and their through HKDSE students’ life planning feedback was generally positive. educating Examination parents Results for parents

Enhance Arrange careers Teachers in the ➢ Careers teachers actively joined the seminars professional teachers to attend Careers Guidance and workshops related to life planning and development training Committee were multiple pathways. for teachers on workshops on life equipped with skills ➢ Some S6 class teachers were invited to join careers planning education of careers counselling seminars held by Hok Yau Club to know education and careers and knowledge of life more about the strategies to assist students guidance planning education after the release of HKDSE Examination Results. ➢ Teachers’ feedback was positive and the relevant materials disseminated to teachers and students were found useful. ➢ Teachers found the advice and information from the representatives of HKACMGM on the implementation of life planning lessons and Alumni Sharing Day useful.

Support teachers Teachers acquiring ➢ A briefing session was conducted to over 40 to provide the knowledge and teachers involved in S5-6 life planning life-planning skills in careers lessons. lessons guidance ➢ Detailed guidelines and updated reference materials were provided. Feedback of teachers was generally positive.

Organize ➢ A briefing session was given to S6 class school-based staff teachers on JUPAS operation in September. development ➢ A briefing session was given to over 30 programmes on teachers involved in Mock Release of careers education HKDSE Examination Results. ➢ Detailed guidelines and updated reference materials were also provided. Feedback of teachers was generally positive.

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C. Financial Report

1. Binding books : 2015 JUPAS DATA $ 1,037.50

2. Stationery $ 738.40

3. Postage and Transportation $ 161.00

4 Display Boards $ 186.00

5. Reference books for teachers $ 820.00

6. Refreshment at JUPAS sharing $ 331.10

7. Refreshment – Careers Exploration Day $ 1,335.20

8. Refreshment – Mock Release of HKDSE Examination results $ 510.00

9. Refreshment – Release of HKDSE Examination results $ 2,305.00

10. Membership fee (HKACMGM) $ 400.00 CLP grant

11. Employment of 2 teachers $ 413,977.65 CLP grant

12. Employment of 1 administrative assistant $ 126,840.00 CLP grant

13. Talk on Life Planning (S4) $ 2,000.00 CLP grant

14. Life Channel Workshop (S4) $ 16,000.00 CLP grant

15. Discovery Life Workshop (S2) $ 16,000.00 CLP grant

16. Transport allowance – careers talk & workshops $ 2,050.00 CLP grant

17. Visits & careers talk (transport allowance & workshops) $ 8,800.00 CLP grant

Total: $ 7,424.20 $ 586,067.65

D. Programme Team

Lin Ka Yee (Chairperson) Iu Chu Man, Ma Kwok Tsun (Secretaries) Hui Man Wai, Siu Kai Ning, Tsui Wing Lam, Chan Chi Kai, Chan Yu Kwan, Leung Chun Yee

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7. Programme Evaluation Report for DLG-funded Other Programmes (Gifted Education) (2015-2016)

Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure The Hong Kong To provide opportunities - Four S4 and S5 - 1-year Students with Two students attained Grade A Program fee: University of for more able students to students Programme potential in and or above and the other students HKD23,000.00 Science and develop their potential - Student - Lessons held in passion for science attained good results. Technology by learning application, parent every Saturday or mathematics (HKUST) Dual university-level and teacher developed a deeper Program knowledge at the recommendation interest and university campus. knowledge in advanced science and mathematics. School Newsletter - To raise students’ - Four students from - 1-year - Students were - The publication of two issues Publication of Team interest in journalism the senior forms Programme able to practise of Matrix. “Matrix”: and editing. (S4 to S6) and two - Individual what they have - Continuous improvement, HKD13,180.00 - To provide students from the consultation with learnt when they application of newly acquired opportunities for junior forms each teachers did interviews. writing skills and creativity in students to write and school term - Elite students students’ works. edit various kinds of - In-school English who are taking - Taking students’ opinions into genres, for example, writing results and creative writing consideration and improving literary texts. teacher nomination classes can have a the editorial strategies. - To enhance students’ - Students with platform to English writing interesting internal practise the skills ability. or external school they have learnt. - To train students’ experience - Two issues of proofreading and Matrix were editing skills. published and distributed to our students and some guests from primary schools, secondary schools and other institutions.

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Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure 2013/2016 NSS - To cater for students’ - One S6 student Every Thursday in Students could Student obtained average result Course fee: Joint School learning needs by - Interview by the school year master the NSS according to her academic HKD1,200.00 Network providing an NSS teachers of The 2015/16 Music subject. report. Programme (Shatin elective for students Hong Kong Baptist District) with talents in music. University - To provide support Affiliated School for students to Wong Kam Fai develop their talents. Secondary and Primary School 2014/2017 NSS - To cater for students’ - Three S5 students Every Thursday in Students could Some students obtained Course fee: Joint School learning needs by - Interview by the school year master the NSS above-average results according HKD7,200.00 Network providing an NSS teachers of The 2015/16 Music subject. to their academic reports. Programme (Shatin elective for students Hong Kong Baptist District) with talents in music. University - To provide support Affiliated School for students to Wong Kam Fai develop their talents. Secondary and Primary School 2015/2018 NSS - To cater for students’ - One S4 student Every Thursday in Students could Student obtained average result Course fee: Joint School learning needs by - Interview by the school year master the NSS according to her academic HKD2,400.00 Network providing an NSS teachers of The 2015/16 Music subject. report. Programme (Shatin elective for students Hong Kong Baptist District) with talents in music. University - To provide support Affiliated School for students to Wong Kam Fai develop their talents. Secondary and Primary School

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Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure Leadership To train student leaders. - Four S4 students From November Students could Students participated in training Program fee: Training Project - Student application 2015 to April 2016 understand their camp, workshops actively. HKD2,097.00 or teacher personal qualities, They organized training sessions recommendation; master leadership for S1 to S2 students in the 2nd priority given to skills. term. They also led S1 to S2 committee members students to carry out social of ECA clubs or services successfully. function teams Speech and debate To train students 1. English Debate 1. English Debate 1. English Debate - Students gained the Competition training talented in debating and Team: Team: Team: experience of presenting a entry fees: public speaking. - Five S4 students - From - Preparation of case in the court. HKD3,550.00 - Student October 2015 notes on - They also learnt to study law Stationery for application and to February different cases and the presentation competition: teacher selection 2016 common laws skills involved in a mock trial. HKD436.00 2. Chinese Debate 2. Chinese and law cases. - Objective was generally Debate training Team: Debate Team: 2. Chinese Debate achieved. camp: - Five students - 20 training Team: - More encouragement could be HKD1,381.00 from the senior sessions (2 - About 20 given to students to raise their forms (S4 to S5) hours per competitions confidence. and seven session) throughout the students from year. the junior forms - Public - Teacher speaking and interview or critical recommendation thinking skills were enhanced.

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Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure Music To provide training for - Eight S4-S5 Course 1 Songs (classwork) - Students participated in the Course fee: Arrangement more capable students to students (Arrangement with arranged by students. courses. HKD9,900.00 Course (Logic Pro) develop their advanced - Students taking Logic Pro): - Some song arrangements Music music arrangement NSS Music course, - 7-lesson course made. composition skills, which are not elite school running from - Good feedback from students. software: covered in normal music orchestral and choir February 2016 to HKD6,352.00 lessons members are April 2016 selected Course 2 (Advanced arrangement techniques) - 4-lesson course running from June 2016 to July 2016 Chinese Literary - To provide training - Seven S4 and S5 6 lessons held in Students’ good - Students were generally Course fee: Magazine Editing for more able students students the second term works were satisfied with the content of HKD2,413.64 Programme in the editing of a - Student application, (1.5 hrs. for each published by “Hong the course and had shown Chinese literary parent and teacher lesson) Kong Pupil interest in joining the extended magazine. recommendation Literature Monthly course. - To enhance students’ Magazine”. - Students were very devoted literary competencies. and passionate in learning, especially the experience of conducting interviews with people. Kinect To provide advanced - Three S6 students - October 2015 to - Interactive - Program produced and show Kinect sensor: Programming programming tasks for - Elite programming January 2016 multimedia show performed. HKD 1,639.00 Course high achievers. students selected - Irregular performed on - Advanced programming skills from ICT class meetings after School Christmas learned and implemented. school celebration in December and Shatin Town Hall in January.

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Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure Aerial Photography To conduct workshop in - Six S4 students - October 2015 to - Movie produced - Concept and technology of Aerial technology learning area - Selected from ICT December 2015 from the flying aerial photography learned photographic for high achievers to class - Irregular machine. - The quality of the movie parts: learn advanced filming meetings after produced is very poor because HKD745.00 and video editing skills. school of the low quality flying machine Robot Control and To offer training in - Three S4 and S5 8 lessons from - Program and robot - Competition RIDIY 2016 Robotics parts: Programming robotics control and students June to July 2016 created for the participated. HKD9,525.50 programming to those - Student application, competition. Notebook (for talented in computer. parent and teacher programming): recommendation HKD4,398.00 Competition entry fee: HKD250.00 Professional Audio To provide skills - Three S4 students 1 lesson in July - Sound track - Recording skills learned Digital recorder Recording Course learning workshop to - Student application 2016 recorded for - Sound track produced with and accessories: able students on how to and teacher School Choir. good quality. HKD1,850.00 make multi-track recommendation recording for live orchestral performance.

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Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure Gifted Education - To procure training 1. Secondary School 8 August 2016 Students with Thirteen students attained Competition Training resources in Maths & Science potential in and distinction or above in the entry fee: Programme preparation for Competition 2016 passion for science competition. HKD2,610.00 competitions. (Poly U): or mathematics - To build up student - Three S4 developed a deeper self- confidence. students and interest. twenty-five S5 students, - Student application, parent and teacher recommendation

2. HKU Life Science 27 February 2016 Students with One of the team attained the Competition Tournament 2016: potential in Life 1st-runner up of the competition. entry fee: - Eight S6 Science developed a HKD300.00 students deeper interest. Apparatus: - Student HKD90.00 application and teacher recommendation 3. ICAS: 8 March 2016 Students with Comprehensive reports had been Competition - Two S4 students potential in Science distributed to students. entry fee: - Student and Mathematics HKD200.00 application and developed a deeper teacher interest. recommendation

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Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure 4. UNEP-DHI Eco 8 March 2016 Students with One of the teams attained Competition Challenge 2016: potential in Science Championship in the entry fee: - Four S4 students and Technology competition. HKD466.67 and nine S5 developed a deeper Parts and students interest. materials: - Student HKD80.00 application and teacher recommendation 5. ANCQ 2016: 26 June2016 Students with Three students attained Competition - Eight S4 potential in distinction or above. entry fee: students and six Chemistry developed HKD1,040.00 S5 students a deeper interest. Reference - Student books: application and HKD175.00 teacher recommendation 6. Science Research June 2016 Students with The first draft of the laboratory Competition Competition: potential in Biology report had been reviewed with entry fee: - Four S4 students developed a deeper positive comments by the judge. HKD100.00 - Student interest. application and teacher recommendation

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8. Programme Evaluation Report for DLG - Applied Learning Courses (APL) (2015-2017 Cohort)

Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure Western Cuisine To provide opportunities Two S5 students 9/2015 – 8/2016 - Student acquired - One student withdrew in Course Fee: for students with varied the knowledge and November 2015. HKD13,800.00 interests, aptitudes and skills in western - One student attained 90% abilities to study ApL gastronomy, food attendance rate. courses, taking into hygiene and safety. - The student obtained Grade B consideration of exposing in her cumulative results and them to broad and her overall rating was very balanced learning good. experience in their senior - The student could develop secondary education. interest and skills in the hospitality and catering industry.

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H. Key Issues for the Coming Years

1. Implementing focused values education with a whole-school approach a. Coordinate activities across different subject departments and function teams, inculcating in students values such as gratitude, respect, resource conservation and environmental protection. b. Strengthen emotional guidance in order to empower students to deal with adversity, and help them construct positive attitudes, ensuring their healthy growth and development.

2. Encouraging the professional development of teachers in the interest of enhanced learning among students a. Optimise the Senior Secondary curriculum and the system of school-based teaching materials. Encourage teachers to participate in professional development and seek to develop a culture of professional exchange. b. Raise students’ confidence and interest in learning and help them master learning strategies, with self-regulated learning as the goal. c. Promote mobile learning by making good use of the PYCnet and maximize school-designed mobile applications. This would open up new possibilities for teaching. d. Encourage collaboration between language subjects to reinforce language competency and develop high-order thinking ability.

3. Fostering life-planning education a. Strengthen collaboration between subject departments and function teams in the implementation of life-planning education. Students with different abilities and character should be given their due in terms of learning goals and career prospects. b. Implement a mentorship scheme to facilitate input from alumni drawn from a variety of background. Visits to workplaces, for instance, would enable students to gain a sound understanding of different occupations. c. Expose students to career-related learning experience, help them review their secondary learning span, and steer them towards a habit of self-reflection at different stages of their student life.

4. Nurturing an international outlook and making better use of the global Pui Ying Network a. Utilise the global Pui Ying Network to support life-wide learning and broaden student horizons through such activities as the Story of Vancouver. b. Strengthen students' sense of belonging by the effective use of the newly constructed School History Room. There, a collection of historical items, donated by alumni, have been assembled and available for scrutiny and research.

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