Contents
A. School Vision and Mission 1
B. Features of MSS 2 - 11
C. Major Concerns and Programmes for 2006-2007 12 - 59
D. Student Achievements and Awards 60 - 66
E. Government Funds and School Funds 2006 - 2007 67
F. Major Concern for 2007-2010 68
G. Report on Capacity Enhancement Grant & Teacher Professional Preparation Grant 2006-2007 69 - 70
Appendix 1: School Organisation Chart
Appendix 2: External and Internal Awards & Scholarships
Appendix 3: Hong Kong Schools Speech Festival (English)
Appendix 4: Hong Kong Schools Speech Festival (Chinese)
Appendix 5: Hong Kong Schools Music Festival
Appendix 6: Hong Kong Schools Dance Festival
0
Marymount Secondary School
School Vision & Mission
Our School aims to provide quality education. According to our Catholic and cultural traditions, we aim at the greater development of our students in moral, intellectual, physical, social, aesthetic and spiritual aspects.
Through care and concern for each individual person, we seek to educate our students so that
1. their acquisition of knowledge and skills is joined to Christian values;
2. they become reflective and will accept their strengths and weaknesses;
3. they come to a knowledge of God and put Christian values into practice;
4. they are sensitive to the needs of others, especially the poor;
5. they fulfill a role in serving others to build a just and compassionate society.
1 B. Features of MSS
1. Brief History
Our school is a well-established government aided school with a long history and fine traditions. It was founded by the Maryknoll Sisters from America in 1927. In the year 1978, the sponsorship was handed over to the Columban Sisters from Ireland. In 1996, the sponsorship of the school was transferred to the Christian Life Community (CLC), an international Catholic lay community associated with the Society of Jesus. The CLC has pledged to preserve the same school spirit, foster the fine traditions and continue to provide an all-round education to students of the school. Under the same sponsorship is Marymount Primary School (MPS), our feeder school.
2. School Culture
We provide a broad and balanced curriculum and an environment conducive to enhancing students’ language competence, particularly English. Not only are we strong in the development of a culture of creative arts, we also had an early start in the development of an Information Technology culture and students are able to enjoy a wide range of creative arts and IT in teaching and learning. We have well established leadership training and extra-curricular activities for our students. In pastoral care, we attach great importance to values education.
3. Class Structure
Class Structure of Secondary 1 - 7
S7 S6 S5 S4 S3 S2 S1 Number of classes at each level
2 We have four classes each in Secondary 1 to 5 and three classes each in Secondary 6 and 7. Under a symmetrical structure, once admitted to our school, students are able to proceed and enjoy schooling until Secondary 5 and a large percentage of students are able to continue their education with us in Secondary 6.
4. School Improvement Project (SIP)
The first phase of the SIP was completed in August, 2006. Lessons and activities commenced in the new annex in September. This included the provision of :
• Biology Laboratory • Chemistry Laboratory • Conference Room • Covered Playground • Gymnasium • Integrated Science Laboratory 1 & 2 • Physics Laboratory • Multi-purpose Room • Open Ball Court • Visual Arts Room
The Staff Lounge and the Home Economics Room was also refurbished over the summer.
The second phase of the SIP which involved the renovation and conversion of special rooms in the main building was completed by the end of October, 2006. This included the provision of :
• Careers Mistress Room • Campus TV Room • Drama Room • Extra classrooms • Geography Room • LEAD Room • Liberal Studies Room • Music Room • Music Store Room • Student Activity Centre
3 5. Composition of School Management Committee (SMC)
The SMC consists of representatives from the sponsoring body, the teaching staff, the alumnae, parents and the Principal.
Composition of the School Management Committee (SMC)
7 77
7
6
5
4 3 3 3 04/05 05/06 3 06/07 1 2 11 1 111 1 1 1
1 0 0
0 School Alumnae Principal Teachers Independent Parents Sponsoring Members Body
Members of the SMC 2006-2007
Members Representing Dr. Eadaoin K.P. Hui School Sponsoring Body Fr. Seán ÓCearbhalláin, S.J. School Sponsoring Body Ms. Amy Chan School Sponsoring Body Mr. Alfred Sit School Sponsoring Body Mrs. Jennie Chor School Sponsoring Body Ms. Lorraine Choi School Sponsoring Body Ms. Monica Ip School Sponsoring Body Ms. Barbara Chan Alumna Ms. Betty Choi Alumna Dr. Lydia Cheng Alumna Mrs. Mary Yew Teacher Manager Ms. Asha Sharma Parent Manager Ms. Veronica Ma School Principal (MSS) Mrs. Julie Ma Appointed non-voting Member (Principal of MPS)
4 6. Our Teachers
On our staff establishment, we had a total of 53 full-time teachers (including the principal), 5 teachers and 1 administrative assistant employed through the Capacity Enhancement Grant (CEG) and 3 teachers employed through the Teacher Professional Preparation Grant (TPPG).
Highest Academic Qualifications attained by Teachers * 2006-2007
Bachelor Degree
47% Master Degree or 53% above
% of Professionally-trained Teachers *
100%
100
99 98% 98%
98
97
96
95 04/05 05/06 06/07
* Teachers on the staff establishment
5 % of Subject-trained Teachers * in the Core-three Subjects
100% 100% 100% 100% 100% 100% 100%
83% 83%
80% 71%
60% Chinese English 40% Maths
20%
0% 04/05 05/06 06/07
% of Teachers * meeting the Language Proficiency Requirement (LPR)
100% 100% 100% 100% 100% 100%
100
80
60
English 40 Putonghua
20
0 04/05 05/06 06/07
* Teachers on the staff establishment 6 We take pride in reporting that in line with our aim to cultivate students who are truly bilingual and fluent in English, Cantonese and Putonghua, all language teachers in our school have met the Language Proficiency requirements for teaching English and Putonghua.
% of Teachers * with the stated years of Teaching Experience
100
77% 79% 80 70%
60 04/05 05/06 06/07 40
20% 15% 20 13% 8% 6% 6% 4% 2% 0%
0 0-2 yrs 3-5 yrs 6-10 yrs over 10 yrs
* Teachers on the staff establishment
7 7. Our Students
926 students were enrolled in the school in September 2006. The majority of S1 students are from MPS, while the majority of S6 students were filled by students of S5 from our own school.
Student Attendance
99% 99% 99% 98% 98% 98% 98% 98% 98% 98% 98% 98% 100 97% 96% 96% 97% 96% 96% 95% 94% 91%
50 Percentage
0 S1 S2 S3 S4 S5 S6 S7
Class Level 04/05 05/06 06/07
% of Early Exit Students
2.38%
2.50 1.83% 2.00
1.50 0.88% 1.00
0.50
0.00 04/05 05/06 06/07
Over 90% of students who withdrew during the school term continue their studies overseas. 8 Destination of S5 Graduates
70 65% 63% 62%
60 04/05 05/06 50 06/07
40
31% 27% 30 25%
20
10% 7% 10 3% 3% 2% 1% 1% 0% 0% 0% 0% 0% 0% 1% 0% 0 S6 Course S5 Course Overseas Post S5 Employment Others Unknown Studies
Destination of S7 Graduates
60 54%
50% 50 47%
04/05 37% 40 05/06 35% 34% 06/07
30
20 14% 14%
9% 10 4%
0% 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0 Local S7 Course Overseas Post S7 Employment Others Unknown university Studies
9 8. Our Partners in Education
As our partners in education, the MSS Alumnae Association (MSSAA) and the MSS Parent-Teacher Association (MSSPTA) have been active in raising funds to support the MPS School Re-development and MSS School Improvement Projects. A joint MSSAA and MSSPTA Committee was also formed to raise funds and to prepare celebration activities for the 80th Anniversary of the school.
Over the years, the two associations have also generously supported teachers and students in various educational programmes and scholarships. In addition to this, they have been most enthusiastic in supporting school functions like our Annual Sports Day and Swimming Gala.
The MSS Alumnae Association
This is the second year of the Mentorship Programme since its launching in December, 2005. Mentors shared with their mentees their experience and offered them advice on further studies and future careers. In some cases, visits to a workplace were arranged to enable mentees to know more about the profession.
Other activities held include: • Visit to an Elderly Home • Annual Christmas Party • Mentor-Mentee Gathering • Fun Fair • Film Gala: Charlotte’s Web • Easter Egg Hunt • Welcome Form 5 Lunch Party • 80th Anniversary Grand Dinner
The MSS Parent-Teacher Association
This year the Values Education Workshops co-organized with the MPSPTA and facilitated by the Hong Kong International Institution for Educational Leadership continued to be very popular among parents of the two schools. In order to enable more parents from other schools to share the benefits of this programme, parents from Wah Yan College Hong Kong and St. Joseph’s Primary School were also invited to participate in this event.
10 Other activities held include: • Annual General Meeting • Ocean Park Halloween Bash • Talk on “Preparing Students for NSS Liberal Studies” by Dr. John Tan • S1 Parents Sharing Session • Sending Christmas Cakes to all Classes at Christmas Party • Outing to Sheung Shui Holiday Farm • Values Education Workshops & Evaluation Session • Court Visit for S2 students • Teacher Appreciation Lunch • Post Exam Skin Care Workshop for S1 students • Fun Fair “Safari” • 80th Anniversary Open Day • 80th Anniversary Grand Dinner • PTA Reading Scheme
11 C. Major Concerns and Programmes for 2006-2007
1. Management and Organization
1.1 Empowering Staff to Meet the Challenges of School Development
Achievement
The Staff Development and Appraisal Committee (SDAC) organized a total of 20 hours of staff development programmes and activities for our staff in 2006-2007.
The following staff development programmes were organized:
Date Programme Facilitators/Speakers 30 August, I. Values Education Workshop Ms.Katrina Rowan 2006 II. Use of Praise & Encouragement Ms. Dorothy Wong III. Stress Management of ICC Limited 27 October, Sharing Session on Learning Circle Mr. Peter Wong and 2006 Principles and Strategies Mr. Kyle Chan 7 December, I. NSS Workshop for Middle Managers EMB 2006 II. NSS Workshop for Staff Sharing of experiences of other schools 5, 15 January, e-Class Training e-Class Provider and IT 2007 Committee 20 April, 2007 Appraisal Mechanism for Middle SDAC Managers
In addition to the above, teachers pursued Continuous Professional Development (CPD) that meet their individual needs by taking part in seminars and workshops organized by the EMB and other educational institutions, participating and engaging in job-enrichment activity such as sharing of good practices, mentoring and action learning, providing service to education and the community and pursuing higher academic study. The school gave full support to teachers engaged in CPD by appointing additional staff with the Teacher Professional Preparation Grant (TPPG) and Substitute Teacher Grant (STG) so that human resources could be deployed flexibly and teachers would not be over-burdened by substitution duties resulting from CPD.
The school was very pleased to have the opportunity for teachers of the English Department, teachers in charge of the LEAD Programme (Learning through Engineering and Art & Design) and the JUMP Programme (Junior One 12 Understanding and Managing Project Learning) to share their good practices with teachers and principals from Shanghai and other local schools on several occasions during the year.
Summary of CPD of Principal and teachers
The Principal was engaged in 156 hours of CPD while the average number of CPD of teachers (excluding the Principal) was 83.9 hours. The average CPD hours completed by staff were well above the suggested 50 hours per year by EMB, while two members of our teaching staff completed their course of studies for a Master Degree during the year, bringing the percentage of staff having Master Degrees or above qualifications to 47%.
Average No. of CPD Hours
192.5 183.5 200
125 156 Teachers 150
95.7 83.9 Principal Hours 100
50
0 04/05 05/06 06/07
Reflection & Evaluation
Results from evaluation surveys after each staff development programme showed that the programmes were generally well received by the staff. On average, over 80% of the staff ‘agreed’ or ‘strongly agreed’ that the objectives of the programmes were achieved and the programmes were helpful. One of the main reasons for such positive feedback was that SDAC put in a lot of effort in the planning and organizing of the programmes, ensuring that they were able to meet the needs of school development as well as the individual teachers.
13 The feedback in the Principal’s Annual Interview with Teachers indicated that the majority of staff understood and were committed to the direction of school development and also the need to be well-prepared for the implementation of the New Senior Secondary. The suggestions collected from staff for future school-based staff development programmes could be categorized under the following areas:
1. Assessment for Learning 2. Preparation for NSSC 3. Thinking Skills/ Metacognition 4. Catering for student diversity 5. Team building
14 1.2 Strengthening the Culture of Care and Collaboration among Staff
Achievement
The majority of the staff found the Programme on Stress Management conducted in August, 2006 before the commencement of the new school year useful.
The collaborative culture of teachers learning from one another was further developed. As reported in the schedule of staff development programmes, in October, 2006, two teachers, who went on a study visit to Singapore in April, 2006 shared what they have learned about the practice of Learning Circles with the rest of the staff; while other teachers that attended the EMB workshops on Learning Circles in Hong Kong acted as facilitators.
In order to facilitate collaboration within the panel, structured meeting times for the larger panels were built into the timetable. The results of the evaluation of the cross-curriculum projects, for example S1 JUMP, S2 LEAD or whole school projects such as the Life-wide Learning Day were all positive. Not only had the programmes enhanced students’ learning, but they also helped promote care and collaboration as well as professional development among staff.
New teachers found the Induction Programme for New Teachers useful. They also felt that they were well taken care of by their mentors and other more experienced teachers.
As an appreciation of the effort and hard work of teachers all through the school year, the school was happy to have secured financial support from the MSS Alumnae Educational Trust for staff welfare such as lunch on staff development days, celebration activities and staff off-shore learning activities.
Reflection & Evaluation
In the three-year School Development Plan of 2004 – 2007, empowering staff to meet the challenges of school development and strengthening the caring and collaboration culture among staff have been the focus under Management and Organization. The school is very pleased to see that the result of the EMB Stakeholder Survey on School Culture, Staff Development and Staff Appraisal has been very encouraging; the average satisfaction level of teachers towards the above three areas over the past three years has risen steadily.
15 Results of EMB Stakeholder Survey (Teachers)
Aspect included Average in the survey 2003-2004 2004-2005 2006-2007 School 3.66 3.56 3.73 Culture Staff 3.20 3.34 3.62 Development Staff 3.53 3.63 3.86 Appraisal Based on a 5-point scale with 5 being the highest score
In the coming three years, the school is committed to allocating resources to foster staff’s professional development especially in the area of preparation for the implementation of the New Senior Secondary, stepping up capacity building effort and providing opportunities for collegial collaboration.
16 2. Teaching & Learning
Objective: To develop Students into Independent and Intelligent Learners
2.1 Integrating Values Education into the Curriculum
2.1.1 Subject departments reviewed and fine-tuned the incorporation of Values Education into the Schemes of Work based on an evaluation of their achievement in the previous year
Achievement
Most subject panels were able to incorporate Values Education into their curriculum and suggest how these will be carried out through a variety of teaching strategies and activities e.g. group discussions, role-play, case studies, debates, mini projects and other writing assignments.
Some subject panels were able to articulate their values more effectively than others. The different values identified by subject panels tended to be varied and diversified. Some were content-based e.g. respect, empathy, honesty, trust, faith, love, service, forgiveness; while others, especially those of practical subjects, tended to be of a pedagogical nature e.g. patience, perseverance, responsibility and commitment.
The Ignatian Pedagogical Paradigm of Experience, Action and Reflection was adopted by some subjects while others incorporated reflective pedagogy which included activities like self-reflection and peer evaluation into their curriculum. Students were required to reflect on their own performance and how they can further improve after each term or unit of learning.
A special Forgiveness Education Programme which was developed and refined over 3 years was incorporated into the Religious Education curriculum at S6. The two components include: ‘An Ethical Programme with the implementation of Ignatian Pedagogical Paradigm and Traditional Confucian Virtues in Forgiveness’ & ‘A Spiritual Programme with the implementation of Enright’s Model of Forgiveness, Ignatian Pedagogical Paradigm and Christian Values’.
17 Reflection and Evaluation
While most subject panels showed an awareness and readiness to incorporate Values Education into their curriculum, some still had difficulty articulating these values. In some cases, the values mentioned tended to be too general and arbitrary, with little or no suggestions on how these would be carried out. In view of this, there is a need for the provision of more staff development programmes for Values Education.
2.1.2 Securing external professional support to assist the Values Education Task Group
Achievement
As part of the Staff Development programme, Ms. Katrina Rowan conducted a Values Education Reflection and Workshop for all teachers in the morning of 30th August. In addition to inviting teachers to reflect on the importance of Values Education and to project their vision of an MSS graduate, Ms. Rowan presented a summary report on The Integration of Values Education into the Formal Curriculum 2005-2006 which she had compiled from the Schemes of Work of the various academic panels. A few teachers were also invited to share their experience with the rest of the staff.
A report on the general strengths and suggestions for improvement for individual panels were also prepared and distributed to the respective Panel Heads and Subject Co-ordinators. They were asked to discuss this with members of their panel and to submit a short report on how they can further develop Values Education in their subject. Suggestions on the support they would need for achieving their goals were also collected.
Reflection & Evaluation
Teachers’ feedback was largely positive. Most teachers enjoyed the personal reflection and the sharing by other teachers most. One teacher pointed out that she was most impressed by “how values education can make a difference in young people” and another said that she realized that “the scope of ‘values’ is much wider” than what she had thought it was.
The workshop also gave teachers more ideas on what they can do to integrate Values Education into their curriculum and inspired them on how they can collaborate 18 with other subject panels. One teacher pointed out that the workshop made her realize that she can ‘help the students to see wider and higher’ and another suggested that it has reminded her of how she can ‘exert a positive influence on students’.
Since teachers found the sharing on the teaching of values interesting, sharing of a similar nature can be arranged. Ms. Rowan suggested that this can be carried out during the Academic Committee Meetings and Staff Meetings.
2.1.3 Attending other staff development programmes as additional support for Values Education.
Achievement
Teachers were encouraged to attend professional development programmes related to Values Education. They included the following:
Course Duration Number of teachers HKIIEL Values Education Course (VEC002) 10 sessions 5 Ignatian Education Workshop III 5 days 2
Reflection & Evaluation
Teachers who attended the two courses found them very practical and stimulating. Some of the ideas and strategies suggested by the speakers can be easily incorporated into lessons. Since some of the workshops from VEC002 provided suggestions on how Values Education can be incorporated into the curriculum, an attempt was made to invite one of the speakers to our Staff Development Day in August 2007. However, he was not available at that time. It would be a good idea to look out for other opportunities to invite speakers from the course to run a school- based staff development programme for our teachers in the future.
As a follow-up of the Ignatian Education Workshop, the RMEC will promote Ignatian Education by displaying and introducing the ‘prayers of love’ of three different levels : ‘Prayer of Generosity’, ‘Suscipe’ and ‘Soul of Christ’ to students in the coming years.
19 2.1.4 Setting up a Values Education Resource Center to support the implementation of Values Education
Achievement & Reflection
The following reports have been compiled within the year: • The Integration of Values Education into the Formal Curriculum 2005- 2006 (August 2006) • Integrating Values Education into the Curriculum Interim Report 2006- 2007 (February, 2007) • Integrating Values Education into the Curriculum Report based on Half- yearly Report of Academic Panels 2006-2007 (June, 2007) In addition to providing a SWOT analysis of the implementation of Values Education in the formal curriculum, the above reports summarized some of the values that the different panels have incorporated into their subjects. In some cases, teaching strategies and activities were also provided. These may serve as a pool of reference for teachers who are in need of some inspiration to get started.
It may also be useful to compile a set of teaching plans and material as well as samples of questionnaires for the evaluation of Values Education at the subject level to serve as exemplars for teachers’ reference. Other relevant material for the design and evaluation of Values Education may be placed together with these.
2.1.5 Designing a mechanism / tool for evaluating values education to monitor the progress and effectiveness of Values Education
Achievement & Reflection
Subject-based surveys on the effectiveness of Values Education were designed and carried out by some panels.
While it is possible to compile a list of values and strategies that the different subject panels have used to incorporate Values Education into their curriculum, an evaluation of its effectiveness may not be as easy as it seems since the acquisition of values is ongoing and may not be a conscious process. Moreover, it may be difficult to isolate the values that students have acquired from the formal curriculum from those that they have acquired from other sources. Since it may be difficult to draw up a set of ‘success criteria’ for the evaluation of Values Education, the idea of conducting a longitudinal survey / evaluation of students’ attitude and self-perception at various stages of their secondary education may be more feasible. 20 The following tools may be taken into consideration for the above purpose: • APASO (all students in S1 will be required to complete the relevant section starting from October 2006) • An evaluation based on the Multiple Intelligences framework suggested by Dr. K.C. Pang (VEC002)
2.2 Refining Teaching Strategies
2.2.1 Subject departments reviewed and fine-tuned teaching strategies for the Schemes of Work based on feedback from Subject Evaluation Survey, ESR, needs of NSSC and other departmental needs
Achievement & Reflection
Based on the reforms in the New Senior Secondary Curriculum and the recommendations made in the ESR Report, subject panels reviewed and fine-tuned teaching strategies to make them more effective and relevant to students’ needs. The results of the Subject Evaluation questionnaire and Student Feedback were also taken into consideration when reviewing teaching strategies for the specific needs of individual panels. Special attention was given to strategies which catered for learner difference, provided interactive and student-centered teaching and learning activities and those which further developed the generic skills of students.
2.2.2 Setting up a Liberal Studies Development Team
Achievement
A session to introduce NSS Liberal Studies to teachers followed by a survey on teachers who were interested in teaching the subject was carried out in September 2006 before the Liberal Studies Development Team was set up. The main task of the Team was to discuss and decide the future direction and development of the subject. In order to familiarize themselves with the new curriculum, members of the Team attended the training sessions provided by the EMB.
In order to prepare potential Liberal Studies teachers for the new subject, a Liberal Studies Learning Circle was set up in the second term for sharing and exchange between the more experienced teachers and those who will be teaching the subject in the first year.
21 With the completion of the second stage of our SIP, a special room was designated for Liberal Studies.
Reflection & Evaluation
Since most teachers found the sharing in the second term useful, one lesson per cycle will be arranged for teachers in the Liberal Studies Learning Circle to conduct regular sharing to prepare for the new curriculum.
Further co-ordination on the tailoring of the curriculum and how this can be accommodated in the timetable will be carried out in the coming year. A survey and study on learning experiences in the junior levels and how far this is preparing students for NSS Liberal Studies will also be carried out.
In order to provide new teachers with hands-on experience in course work design and to establish a network with other schools, two potential teachers of Liberal Studies will be taking part in the EMB School-based Support Service programme for Professional Development Schools, ‘Building a Learning-Teaching Platform for NSS Liberal Studies in EMI Schools’ in the coming year.
2.2.3 Employing additional full-time & part-time teachers through the Capacity Enhanced Grant & Teacher Professional Preparation Grant
Achievement & Reflection
Additional part-time and full time teachers were employed in the English, Chinese and Maths panels to make possible small class teaching and to cater for the diverse learning needs of students in the junior levels. Additional manpower in the Science and Humanities panels also facilitated the supervision of project work, JUMP (S1) and LEAD (S2) in the junior levels, and the increase in Biology and Chemistry lessons in S6 & S7.
In addition to helping out with teaching duties, the extra teachers also substituted a total of 828 lessons for regular teachers who had to attend meetings and training sessions for CPD and the NSSC. An extra administrative assistant also relieved the regular teachers of administrative and IT related duties. (For details, please refer to Section G.)
22
2.2.4 Utilizing ePlatform for teaching & learning and assessment
Achievement & Reflection
Two training sessions on the use of the electronic learning platform were provided to all teachers in January 2007. Subject panels were encouraged to use this as a means to provide online interactive and self-assess learning material for students to supplement learning activities in the classroom.
Although this was introduced in the second term, a number of subject panels are already using it to extend learning beyond the classrooms. Students are able to access exercises, quizzes, assignments and other online learning materials. Teachers find the system effective in providing interactive feedback to students as well as in monitoring students’ performance and progress.
Other means of using IT for interactive and self-directed learning included the use of the MSS Depot, Knowledge Forum, as well as the Wikibook for the sharing and exchange of knowledge and skills.
2.2.5 Further develop project work in the junior secondary to prepare students for the requirements of NSSC, Independent Enquiry Studies of Liberal Studies
Achievement
JUMP (S1) This is the first year that lessons for JUMP were incorporated into the second term timetable of S1. The kick-off session took place in January and students had a field trip to Ocean Park in March. The 4 stages of project work include topic exploration & development of an inquiry plan; setting up questionnaires & data collection; data tallying, analysis & charting; summarizing findings in a newsletter / poster / power-point.
LEAD (S2 & 3) This is the second year that LEAD has been incorporated into the S2 curriculum and the first year that it has been extended to S3. With the donations from Ms. Belinda Hung, an alumna of the school, facilities for LEAD have been upgraded. The former Visual Arts Room was also converted into a LEAD Room.
23 An internal LEAD Showcase was held on 26th June, prior to Open Day while an exhibition of students’ achievement in project work through JUMP and LEAD was arranged on Open Day.
Creative Class This is a research project initiated by Dr. Felicia Tsang, an alumna who also introduced LEAD to the school. The programme aimed at leading curriculum reforms through the use of modern technology. Our school joined this programme as a ‘seeding school’ together with a few other schools in Hong Kong. The official opening took place in MSS in October 2006. A few meetings were conducted in our school and other participating schools within the year. Teachers from other schools were invited to attend our LEAD Showcase on Open Day.
Reflection & Evaluation
The overall satisfaction of the JUMP programme was 3.20 based on a 4-point scale with 4 being the highest score. Creating a special slot of time for JUMP in the timetable has allowed for greater teacher involvement. On the whole, the programme is more manageable and therefore more effective than last year.
Since project work provides very good ground work for the Independent Enquiry Studies in Liberal Studies, this will continue to play an important part in the junior secondary curriculum. The possibility of allocating a special slot of time for project work in S3 to reinforce the skills of inquiry-based learning will be explored in the coming year.
2.2.6 Fine-tuning teaching strategies to cater for learner difference, to stretch students’ potential through active questioning, to cultivate generic skills of a higher order e.g. study skills, self-management skills, problem-solving skills
Achievement
In addition to the provision of split-class teaching to facilitate enrichment and enhancement programmes in English, Chinese and Maths, subject panels continued to modify and improve their strategies to challenge the gifted and cater for the needs of those who were less capable.
Open-ended questions and extended assignments were designed to enable students to complete the tasks according to their ability. Categorizing questions into levels of difficulty, from the basic (straightforward), the intermediate (requiring 24 problem-solving) to the advanced (requiring a higher level of creativity and critical thinking skills) made assessment tasks manageable to the majority of students while providing motivation to those with a higher ability to excel. In some cases where students needed extra help and attention, the teaching pace was adjusted and extra lessons arranged. Study groups, revision sessions and private coaching were provided to students who lagged behind.
Various channels were provided for students to stretch their potential through active questioning. Students were encouraged to brainstorm for questions and contribute these to question banks as well as to make use of Knowledge Forum to raise and respond to questions posted. Students set revision questions for each other and uploaded their answers to the MSS Depot. Student teachers were responsible for teaching their assigned units by actively engaging their peers in responding to questions they had set.
Different methods were used to help students further develop the skills for independent learning. Some subjects made use of student reflections, checklists of learning tasks, learning journals and portfolios to enable students to reflect on their learning progress and set targets for self-improvement.
Reflection & Evaluation
Although a variety of teaching strategies were introduced and modified to cater for students of different needs, the need to continue evaluating and modifying these as we move towards the curriculum reforms of the NSS will be an ongoing one. Further efforts at collaborative lesson planning and sharing of good teaching practices would enable the school to move forward as a learning community.
2.2.7 Language Panels further develop strategies for reading
Achievement
The language panels continued in their effort to refine the reading reports to allow for more creativity and critical thinking. For the English book reports of the PTA Reading Scheme, instead of just writing a summary and their impression of the book, students were encouraged to present their reading experience in a different way e.g. writing a diary entry of the main character, imagining an interview with some of the characters, designing a book jacket for the book that they have read etc.
25 As for the Chinese Panel, in order to help students in S2 develop reading strategies of a higher level, all students were required to read a prescribed book. Teachers provided guidelines to students on how to read the book and what to look for while reading. They were then required to conduct information search, carry out discussions and share their reports and reflections with the class. This took the form of mind maps, tables and charts and power-point presentations.
Reflection & Evaluation
Students showed an appreciation of the new strategies. The standard of book reports in the new format was of a higher standard. S2 students were also very serious and involved in their research and sharing. Activities of a similar nature will be further developed and introduced to students of other levels.
2.2.8 Supplementing classroom activities with opportunities for life-wide learning
Achievement & Reflection
Classroom learning was supplemented by a variety of learning activities which continued outside the school. Students went on field trips to the Wetland Park, Bride’s Pool, Mai Po, Hoi Ha Marine Park and Kadoorie Farm. Excursions to the Supreme Court, Flower Show, the Biotechnology Education Resource Centre, the Space Museum and attending public lectures enriched student learning and provided them with a new perspective on the knowledge they acquired from their textbooks. Some students went on a pilgrimage to Macau while others went to the UK for the English Enhancement and the Cambridge English & Science Summer Programmes.
Since life-wide learning opportunities play an invaluable part in students’ learning, the possibility of building a slot of time into students’ timetable to create time and flexibility to facilitate such activities will be explored in the coming year.
2.2.9 Making assessment an integral part of teaching and learning by reviewing and revising comments in the academic report and by recognizing students’ effort and achievement
Achievement
In an attempt to review and revise comments in the academic report to ensure that they are of an encouraging and constructive nature, the Curriculum Committee invited all teachers to submit their suggestions for improvement. Two sub- 26 committees, one to examine comments in English and another to examine comments in Chinese, revised the comments. New comments of a more specific nature were included while those which were inappropriate were either deleted or modified to ensure that they provided positive feedback and suggestions on how students can further improve. The first draft was presented for consultation in August 2007 and the new set of comments will be ready for use by January 2008.
Rubrics, marking schemes and samples of good work were provided to students to set standards. Teachers, in general, were more conscious of the need to praise students and give them positive feedback when they showed improvement and took initiative in their learning. Peer evaluation supplemented teacher evaluation and provided a channel for students to show appreciation for what their classmates have achieved.
The Anniversary Awards for Special Talents were presented to students as part of the celebration activities for the 80th Anniversary. In addition to awards for students outstanding in Leadership, Speech and Drama, Music, Sports and Art, a new category to recognize students who were outstanding in Service was introduced.
Reflection & Evaluation
In the spirit of praise and recognition for student effort and achievement, a review of comments for the ECAS report will be carried out in the coming year. A more prestigious Leadership Award will also be introduced to give recognition to student leaders who have done exceptionally well in leading their clubs and special groups.
2.2.10 Launching the 80th Anniversary Open Day as a showcase of learning outcomes
Achievement and Reflection
The 80th Anniversary Open Day took place on 6th and 7th July, and preparation for this took place from 3rd to 5th. More than 30 venues which included the Hall, classrooms and specials room in the main building and the new annex were used for performances, demonstrations and exhibition of student work. Visitors who came to the school admired both the variety and standard of students’ work on display.
27 2.2.11 Survey on Student’s Reading Habits & Strategies to Promote Reading
Achievement
To further provide an environment conducive to reading, recommended booklists were placed on the Library homepage, additional reading and audio-visual material were purchased and made available in the library. Book fairs were arranged for students to select reading material that they were interested in.
This year we continued to create time and space for students to read, by allocating one lesson in English and Chinese / French per cycle for students to read and engage in reading related activities.
A charity sale of second-hand books was carried out during Fun Fair on 2nd February. Books donated by students were sold and funds collected were used for sponsoring the service trip to the mainland in April.
To commemorate World Book Day on 23rd April, a book fair was arranged for students to purchase books of their own choice and lessons after lunch were set aside for silent reading in the classrooms.
The PTA Reading Scheme continued to attract a large number of students and high quality book reports. Students’ participation was overwhelming.
Reading Awards for Books in English Gold Award Silver Award Bronze Award 29 36 152
Reading Awards for Books in Chinese Gold Award Silver Award Bronze Award 39 26 212
28 Frequency of borrowing Reading Materials from the School Library by Students
04/05 (S1-S3) 05/06 (S1-S3) 06/07 (S1-S3) 04/05 (S4-S7) 05/06 (S4-S7) 06/07 (S4-S7)
45 44% 43% 44%
40
35
29% 28% 30 27% 26% 25% 23% 25% 23% 25 22% 21% 20% 14% 18% 20 17% 16% 16% 17% 17%
14% 14% 15 11% 10% 8% 8% 10 7% 6% 6% 5
0 > once a week once every 2 weeks once a month < once a month never
Average No. of Reading Materials / Books borrowed from the School Library per Student
17 15 16
16 14 12 9
10 7 No. of books S1-S3 8 S4-S7 6 2 4 2 0 04/05 05/06 06/07
* Data from the survey on Students’ Reading Habits showed that a large number of students either purchased their own reading material or borrowed them from their classmates and friends.
29 % Time reading English materials per week (S1-S3) 2006-2007
1% 19% 22% More than 3 hrs 2 hrs 1hr Less than 1 hr 30% 27% Never
% Time reading English materials per week (S4-S7) 2006-2007
More than 3 hrs 1% 19% 25% 2 hrs 1hr Less than 1 hr 25% Never 30%
% Time reading Chinese materials per week (S1-S3) 2006-2007
10% 3% More than 3 hrs 40% 2 hrs 20% 1 hr Less than 1 hr Never 27%
% Time reading Chinese materials per week (S4-S7) 2006-2007
2% 12% More than 3 hrs 36% 2 hrs 1 hr 23% Less than 1 hr 27% Never
30 Total Expenditure from School Library Funds
$38817 $35115 40000 $34546 $31103 35000 $31397 $30283 Student Staff 30000 PRCF* 25000
20000 $ $13489 $13688 $10151 15000
10000
5000
0 2004-2005 2005-2006 2006-2007
PRCF* - Fund for Promotion of Reading Culture
Number of AV and Books purchased by the School Library
700 612 600 564
486 500
381 AV 400 331 338 Eng Bk for Ss Eng Bk for Ts 300 Ch Bk for Ss 181 200 Ch Bk for Ts 146 143 116 91 90 94 90 100 64
0 2004-2005 2005-2006 2006-2007
Ss : Students Ts : Teachers 31 Reflection & Evaluation
Students, especially those in the junior levels, felt that the list of recommended reading material was very useful and appreciated the convenience of purchasing books at the book fairs arranged by the Library. They also enjoyed their reading lessons and the book sharing sessions arranged by their teachers. Students in the senior levels suggested that more reference material should be made available in the Library. The lending period for books in the Study Collection should be made longer.
Although there has been a slight drop in time students have spent on reading English and Chinese books this year, the results of the survey on students’ reading habits are still above the EMB norms.
In order to encourage students to read extensively to prepare for the broadening in the new curriculum, the Library will be recommending 1 to 2 books to students each month in the coming year. Information will be posted on the Library website as well as class boards for students’ reference. To further cultivate their interest in reading, the Library will also look out for new opportunities to challenge them by encouraging them to participate in external reading programmes and competitions.
Further attempts will be made to create reading time for students. In addition to two language lessons per cycle, two lessons in the morning of World Book Day will be set aside for reading in the coming year. In order to help students consolidate their reading habit, the possibility of including a regular reading slot in the timetable will be explored. Preparations for the second MSS Book Day which will be held in the following academic year will be mad e.
32 Student Learning Time 2006-2007
No. of Days with Regular Classes
179 177 177 179 175 175 180 158 161 157 160 140 120 S1 100 Days S2 80 S3 60 40 20 0 04/05 05/06 06/07
No. of Days with Learning Activities
15 15 15 16 14 13 13 14 12 11 11 12
10 S1 Days 8 S2 S3 6 4 2 0 04/05 05/06 06/07
33 % of Lesson Time for each KLA
22% 22% 22%
21% 21% 21%
20
17% 17%17%
15
12%12% 12% 11%11% 11% % 10
7% 7% 7% 6% 6% 6%
5 4% 4% 4%
0 Chinese Engl Mathematics P S T A PE SH cien ech rts i sh ce
04/05 05/06 06/07
34 3. Student Support & School Ethos
Objective: Developing students into integrated persons of Wisdom, Care, Love and Compassion
3.1 Introduction
According to the time frame set out in the School Development Plan for 2004- 2007, the school made the first three major concerns the priorities for 2004-2005:
1. Raise the awareness of God’s unconditional love for each person with a view to helping students live out Gospel values
2. Promote the importance of self-discipline, healthy habits, healthy relationships and community service
3. Foster dignity and integrity, self-respect and self-discipline, aiming at making a difference within ourselves at home, in school, in our community and in the world
Acting upon the experience of 2004-2005, the first three major concerns were further pursued while the following were made the priorities for 2005-2006:
4. Address the diverse needs of students
5. Establish a cohesive school community: collaborating with others for the good of all
For 2006-2007, the first three major concerns were to be refined, expanded and addressed while each committee/team in the Pastoral Care Division set its specific goals and objectives in alignment with the concerns. At the same time, the fourth and fifth major concerns were made the priorities of the year.
3.2 The First Three Major Concerns
The 2006-2007 Pastoral Care Programmes Composite Schedule was the collaborative effort of the heads of the committees and teams of the Division as well as the Homeroom and Assistant Homeroom Teachers, who advised the heads on their concerns for the development of students, the merits of the 2005-2006 programmes and areas for improvement. Initiation of the actual 2006-2007 plans came from the 35 pastoral care heads, an approach that facilitated both the longitudinal and lateral planning of programmes.
To evaluate the programmes arranged for students, the committees and teams of the Pastoral Care Division have often made use of questionnaires to obtain feedback, in particular the opinions of students. Furthermore, the Assessment Programme for Affective and Social Outcomes (APASO) provided by the EMB has been administered to provide data on students’ personality traits, inclinations and attributes to inform future planning and facilitate the provision of pastoral care that best caters for students’ needs as they go through their different phases of developme nt. A summary of the APASO surveys administered in 2006-07 is as follows.
Affective/Social Outcomes Class Level Timing Self Concept S1, S6 September 2006 S3, S6 May 2007 Values S1, S3 September 2006 S6 September 2006 & May 2007 Leadership S4 September 2006 S6 August 2006
Achievement
3.2.1 Life-wide Learning Day 2006
T o extend learning space from the classroom to real-life situations and to provide st ude nts with authentic experience so that they grasp knowledge, skills, attitudes and values that are in line with the first three major concerns, the school set aside 15th September 2006 as Life-wide Learning Day (LWL Day). With the experience gained from 2005, LWL Day 2006 was scheduled on a Friday so that students and teachers had a good rest before school resumed normal.
The Guidance Team (GT) was pleased that, through organizing the one-day team-building training for S1, their objective of enabling students to learn to coopera te and build a healthy relationship with one another had been achieved. Over 70% of S2 students found the visit to the History Museum organized by the Civic Education Committee (CEC) meaningful and enjoyable, especially the video- watching of Collective Memories: Women in 60s. The Extra-curricular & Services Committee (ECASC) was satisfied with the Voluntary Service Training for S2 provided by Sing Woo Centre. Most S3 students agreed that the Visit to Ocean Park organized by the Environmental Education Committee (EEC) enhanced their
36 awareness of the natural environment and wildlife. As for the visit to Health Info World organized by the Health Education Team (HET), S4 students found the activity informative and readily applicable to their daily life. The aim of the GT in providing S4 students with the opportunity of challenging their potential and enhancing their cooperation and social skills through the leadership training session in the afternoon had been fulfilled.
The Self-Directed Search Workshop organized for S5 by the Career Guidance Team (CGT) was well received. Participants expressed the view that the workshop “led to a better understanding of self and gave them some direction for their future careers”. The CMAC talk arranged for S5 in the afternoon by the Religious & Moral Education Committee (RMEC) was interactive and students had time to do reflections. S6 students gave a positive rating for instructors and activities arranged (70+ % and 80% respectively) in the leadership training camp organized by the ECASC. S7 had a whole-day formation progra mme organized by the RMEC, during which there was input by the facilitator and op portunity for students to refl ect upon their “gifts of life”.
3.2.2 Achievements of the Pastoral Care Committees and Teams
The RMEC has adhered to its specific goals in helping students to learn religion, learn about religion and learn from religion so that “students can be self- reflective and self-governed persons”. All the RMEC programmes and activities were organized in response to the major concerns of the school. The liturgies were aimed at raising students’ awareness of God’s unconditional love for each person and helping students live out Gospel values. The programmes held during long homeroom periods not only helped promote the importance of self-discipline, healthy relationships and habits between students but also fostered students’ dignity and integrity, self-respect and self-discipline. Since ‘Follow Jesus to love and serve Others with Your heart’ was chosen as the theme of the year, programmes were conducted to enhance students’ understanding of the importance of community service.
Whole-school programmes held in response to the first three major concerns include the Opening School Liturgy, Special Programme for Advent, Christmas Programme, Chinese New Year Mass, Special Programme for Lent I, Good Samaritan Lunch, Graduation Mass, Special Programme for Lent II, Celebration of World CLC Day and prayers at assembly.
The EEC’s aims in increasing students’ exposure to the natural environment so that they are more aware of God’s unconditional love for each person in terms of
37 the unique creation of themselves and the world have been fulfilled. Through participating in the programmes arranged, students not only learnt self-discipline but also “developed environmentally-friendly habits for the good of the people at home, in school, in our community and in the whole world”. Some examples of such programmes are the recruitment of Student Environmental Protection Ambassadors, the Inter-class Competition on Collection of Moon-cake Boxes, the SPCA Talk: Pets and the Inter-class Charity Clothes Collection Competition.
In relation to the first three major concerns, the CEC has aptly set their goals to enable students to gain a greater understanding of Hong Kong, to achieve a greater understanding of China and subsequently develop their national identity as well as to enable students to be civic-minded and sensitive to current affairs. In the light of these goals, the CEC has accomplished most of the tasks set. Students have taken an active part in the activities designed, some examples of which are flag-raising in the school campus in celebration of National Day, Top Ten News Election, Inter-house Quiz on Knowledge of China, News Everyday (Board Display) and Inter-class News Quizzes. Students’ evaluation has also shown a very positive response.
The Student Affairs Committee, comprising the Career Guidance Team (CGT), the Discipline Team (DT), the Guidance Team (GT) and the Health Education Team (HET), has aligned its work with the first three major concerns.
The CGT has made it their specific concern to enable students to make appropriate decisions on further studies by providing them with information and advice on their choices as well as to enable students to explore their career inclinations and the world of work. While the team’s specific concerns ultimately enhance and foster students’ gospel values, dignity, self-respect and self-discipline, career guidance programmes and activities are most effectively planned and delivered according to the different phases of students’ development and their corresponding aspirations and needs. These programmes will be further discussed in the section on Major Concern No. 4: Address the Diverse Needs of Students.
In line with the school major concerns, the DT aimed at “fostering students’ self-discipline and acknowledgement of others’ rights as well as their own so that the needs and interests of everyone at school are recognized and given due consideration”. In short, students were encouraged to show respect for self and others as well as take responsibility for their actions. Homeroom and Assistant Homeroom Teachers (HRs and AHRs) have played a major role in achieving the above, especially at the beginning of the year when they spelled out for students the spirit of self-discipline and self-management and the need to balance between rights and 38 responsibilities. Annual discipline talks were held to set the tone for school expectations on student behaviour. Throughout the year, the DT collaborated with HRs and AHRs, the GT and the School Social Worker in monitoring student discipline and providing appropriate follow-up.
The GT has organized a whole range of programmes in response to the major concerns, such as the Team-building Programme for S1 and Leadership Training Programme for S6, the Orientation Camp for Pastoral Care Service Groups, the Big Sisters Scheme, the Peer Counselling Letter-writing Scheme and the whole-school assembly on “Appropriate Behaviour”. Over the last year, the GT has continued to fulfill its role in being “an agent that trains and supports students and parents”. The team has collaborated well with the DT, especially in enabling students to adjust their behaviour and/or attitude. Where the development of life skills is concerned, the team has provided opportunities for students to explore life values and develop their potentials.
The HET has made a special point of providing students with health knowledge so that they could apply it to their daily life, enhancing students’ understanding of the importance of physical fitness, personal hygiene and a balanced diet to good health as well as cultivating values related to dignity, self-discipline and self-management. Eyerobics: daily eye-exercise during Homeroom Period, the interview with Dr. Ko Wing Man during assembly and the Inter-house General Knowledge Quiz jointly organized with the CGT and the EEC are some instances of HET programmes aimed at enhancing students’ health awareness and promoting a healthy lifestyle.
The ECASC has made providing opportunities for students to learn to be more sensitive to the needs of others, especially the poor, and fulfilling a role in serving others to build a just and compassionate society their specific goal. Towards this end, an exchange programme was arranged with the Education Bureau of Guangxi in September 2006. Accompanied by three teachers, 45 S4 and S6 students visited one junior and one secondary school in Guangxi in April 2007. In return, ten Guangxi students were invited to come to Hong Kong in May. The Guangxi students attended lessons at MSS and participated in extra-curricular activities with their assigned buddies. The exchange programme, a special experience for both schools, was very well received.
Coordinating and promoting extra-curricular activities and services continues to be a major concern of the committee. Indeed, the achievements in community service are very impressive. 39 • Four Flag Selling Days were scheduled with a total of 134 participants.
No. of Date Organizing Association Participants 7 Oct. 2006 Hong Kong Lutheran Social Service, LC-HKS 69 25 Nov. 2006 Hong Kong Arthritis & Rheumatism Foundation 37 27 Jan. 2007 Salvation Army 9 31 Mar. 2007 Centre for Restoration of Human Relationships 19
• Five Service Projects were organized with a total of 100 S4 & S6 participants.
No. of Date Service Centre Nature of Service Participants End of Oct. 2006 UNICEF Fund-raising Project 11 21 Oct. & 11 Nov. Selling of Raffle 2006 Yan Chai Hospital Tickets 38 23 Dec. 2006 明愛中區長者中心 Organize Party for the Elderly 27 3 Feb. 2007 樂善堂陳黎掌嬌敬 Organize Party for the 18 老康樂中心 Elderly 10 Mar. 2007 SPCA Charity Sale 6
• “Heart-to-Heart” Project Similar to 2005-2006, our school joined this project initiated by the Hong Kong Federation of Youth Groups. Compared with the requirement for member schools to complete a minimum of 2,000 hours of community service, MSS students contributed 16,000 hours of community as well as school services.
• Service Trip to China To prepare students for the service trip to the Guangxi Province, 45 students from F. 4 & 6 were recruited in October 2006. Two training workshops were held in January and March 2007. Students were divided into groups to make action plans for their lesson teaching and games when they visited one junior and one senior secondary school in April 2007.
• Service Hours
Class Level Total Service Hours Average Service Hours S3 2297.5 14.18 S4 2073.75 21.80 S5 1144.75 9.46 S6 2501.5 29.43 S7 140 1.86 * Percentage of S3 - 7 students who fulfilled the school requirement: 89.7% (522/582)
40 • Fund-raising Activities Through organizing and participating in fund-raising activities, students not only derived ple asure but also learned leadership and organizational skills. In 2006-2007, they were given the opportunity to develop into integrated persons of wisdom , care, love and compassion through rendering service and extending financial help to those in need.
Committees/Teams/ Fund-Raising Event Funds Raised Designated Purpose of Student Groups/ (Date) Funds Raised/ External Organizations Beneficiaries Caritas – Hong Kong Raffle Tickets Sale $66,790.00 Beneficiaries of (October, 2006) Caritas – Hong Kong The Student Council Dress Casual Day 1 $51,631.00 80th Anniversary (6 October, 2006) Celebration Events The HK Tuberculosis, Appeal for Donation $1,134.10 Beneficiaries of Chest & Heart Diseases (24 November, 2006) The HK Tuberculosis, Association Chest & Heart Dis eases Association Unicef –“Trick-or-Treat for Appeal for Donation $1,264.50 Beneficiaries of UNICEF”& ECASC (December, 2006) UNICEF The Fun Fair Organizing Fun Fair “Safari” $145,347.70 80th Anniversary Committee & (2 February, 2007) Celebration Events The St uden t Council Chi Heng Foundation The Student Council Dress Casual Day 2 $23,960.00 80th Anniversary (14 February, 2007) Celebration Events The Salvation Army 【愛心利是日】 $1,051.70 Beneficiaries of (5 March, 2007) The Salvation Army RMEC Good Samaritan Lunch $17,780.00 Donated $10,000 to & (14 March, 2007) sponsor the ECASC The Student Council Service Trip to China; $600 as Subsidy for S3 Guided Service Project; $1,072.70 as Subsidy for Student Council Service Project Caritas – Hong Kong Lenten Box Collection $6,099.10 Beneficiaries of (March, 2007) Caritas – Hong Kong The Student Council Dress Casual Day 3 $15,058.90 80th Anniversary (23 March, 2007) Celebration Events
Reflections & Evaluation
Acting upon two years’ experience, the Pastoral Care Division will further reflect when o rganizing activities for Life-wide Learning Day (LWL Da y ). Review of the 2006 LWL Day shows that only 64% of S2 students would recommend a similar visit for S2 next year while the opinions of S3 students regarding the visit to Ocean Park were quite divided. The CEC and the EEC will therefore explore other possible venues for their programmes. Since S4 students would appreciate a more 41 concise and interactive talk on health information, the HET will consider making other arrangements for 2007. Taking into consideration S5 students’ preference of allowing more time for interpretation of test results and putting more emphasis on the choice of academic programmes when doing the Self-Directed Search Workshop, the CGT will adapt the approach accordingly. Bearing in mind that students found a lack of activities, the RMEC will work towards improving the delivery of the formation programme.
In actualizing their specific g oals in line with the first three major concerns of 2004-2007, the committees and teams have each come forth with innovation and zeal. The objectives, themes and values to be covered have all been very clearly spelt out in the annual plans. The reports illustrate how the programmes and activities have been carried out to achieve the set goals. The evaluation tools h ave been well made use of in the SWOT analysis, thus informing the committees/teams on success and ways to improve.
What perhaps is worth pondering over is how to sustain the values formation and shape the character development of students, which ultimately is the mission of teachers entrusted with the responsibility of pastoral care provision. The school has set the direction for development. The first three major co ncerns rightly set the aims of living out gospel values, promoting self-respect and re spect for others, fostering dignity an d self-discipline, elements that constitute the “rock” upon which integrity of character and honourable behaviour are built. While some goals are more tangible and more easily achievable, it is a mammoth task where character and/or attitude building is concerned. Students often know what is expected of them, yet immediate gratification often gets the better of reason or conscience. Other times, they are too preoccupied with what seems to be most pressing and set their priorities quite differently from school expectations. Here, the Pastoral Care Division has yet a long way to go. It is only with constant reflection, sensitiv ity to students’ needs in character building, an open mind that embraces change, continuous professional development, dedication and steadfastness that the committees and teams could achieve success in values education through conducting pastoral care programmes and activities.
The RMEC has observed that students are often too engaged in other activities to turn up regularly for meetings and rehearsals. Teacher members have other commitments too, sometimes making it difficult to arrange meetings for discussions and sharing. Despite all that, the RMEC continues to do a wonderful job, not only due to its own dedication and enthusiasm but also the support and sharing provided by the Education Committee of the Christian Life Community. 42 Aware that Catholic students are not ready to share their faith with others, the RMEC has revised their goals, trying to help Catholic students to reflect through different means such as reading the Bible, attending workshops and/or camps and cultivating the habit of sharing faith with other Catholics. Through strategic planning, too, both the RMEC and the ECASC will continue to organize service that is beneficial to those who serve and those served. To take a proactive step, the RMEC has also recommended including the teaching of catechism in the curriculum.
With the support of the school for extra-curricular activities and services, the ECASC continues to offer a wide selection of clubs and groups. Appropriate feedback has been provided for student leaders as well as members, 80.2% of whom have been active during the year. Recognition for student achievement as leaders has been reflected in awards while ECAS reports provide a summary of members’ involvement. Students agree with the school service policy and student leaders even took the initiative to suggest raising the service requirement in the future.
The EEC is proud of their team spirit and harmonious relationship. While response to the programmes was more than satisfactory, looking for space in the campus for greening activities is a problem. The EEC also admitted that it “takes time to change students’ attitude toward the environment” and that it is difficult to sustain the spirit of promoting environmental protection or friendliness. However, the committee does not lose heart, seeing that they are not alone where environmental education is concerned.
Civic Education being one of the four key tasks and one of the essential learning experiences necessary for whole-person development, the CEC has set specific goals gearing students towards establishing their national identity and promoting civic-mindedness. While a collaborative culture has been evident among members on the committee, collaboration with other committees and teams in the Pastoral Care Division is lacking. The CEC sees a golden opportunity in the year 2008, though, when China will be hosting the Olympics. The committee could make use of the theme to cooperate with the PE Department, the Health Education Team and other subject panels in “raising awareness and developing concern towards China”.
43 3.3 Address the Diverse Needs of Students
Achievement
3.3.1 Achievements of the Division as a whole
To better inform the committees and teams of resources related to catering for the diverse needs of students, teachers have been encouraged to attend the relevant workshops and seminars. Consequently, the Jockey Club Life-wide Learning Fund has been more effectively deployed to facilitate student participation in extra- curricular activities such as the S1 Instrumental Programme and the S2 LEAD Programme which would otherwise be too costly for individuals. Through attending the Launching Ceremony of the EMB Enhancement Programmes for the Exceptionally Gifted, teachers acquired better understanding not only of the enhancement students gained through the programmes but also the friendship developed with their counterparts from other schools and the sense of accomp lishment and satisfaction derived from the participation.
Introduced since August 2006 as one of the strategies to address the diverse needs of students, the Mechanism for Early Identification of Students with Special Educational Needs (SEN) has been operating smoothly. The tool is a checklist of symptoms observed in students, categorized according to behavioural, academic, defective speech/hearing, physical, emotional, social and family needs. The checklist has been made available in the Teachers’ Reference File. Teachers are encouraged to report their observations to the school so that students identified to be of exceptionally high or low ability, students with behavioural problems and students with special educational needs (SEN) could be given appropriate assistance and support.
During the year, the Pastoral Care Division has been able to extend support to students troubled by test/exam anxiety, illusions/hallucinations and/or lack of self- confidence, students suspected of showing suicidal tendencies, students who needed redirection or prompting to complete tasks, students who behaved immaturely, students who suffered from poor relationship with parents, students who lied, wanted everything their own way, did not do their homework and hung around with bad companions as well as students who suffered from depression. In all the cases, parents were alerted to the observations and their cooperation solicited. The pooling together of resources and collaboration among the Homeroom Teachers, the Social Worker, the Guidance Team and other committees/teams have made possible timely intervention. Where the symptoms warranted expert knowledge and care, referrals have been made to professionals such as educational psychologists and audiologists. 44 Likewise, the system facilitated support for students who needed financial help. Teachers recommended needy students for assistance through the mechanism, especially those who suffered sudden misfortune such as the loss of a parent.
Apart from adopting administrative measures to develop the talents of students and stretch their potentials such as through streaming of students and small class teachin g, those who show exceptional aptitude and giftedness are given opportunities to excel. Students were nominated for and/or enrolled in various programmes such as
¾ The Chinese University of Hong Kong Science Enrichment Programme for S3-4 ¾ Otic Foundation “To Hear with Love: Scholarship Programme” ¾ The EMB Support Measures for the Exceptionally Gifted Students Scheme: Enhancement Programmes on Humanities, Leadership, Mathematics & Science ¾ The EMB Budding Scientists Programme ¾ The Hong Kong International School High Achievers’ Programme and English & Leadership Programme ¾ The Chinese University of Hong Kong – Winter & Summer Gifted Programmes. The nominations encouraged students to excel and in some cases, eligible students had to compete for the limited seats. The participants found the programmes useful and inspiring. Indeed, many of them have been spurred on to attend more advanced courses, as in the case of the programmes for the gifted. Students have moved on to credit-bearing courses such as those on Film Art and Culture and Creative and Critical Thinking organized by tertiary institutions commissioned by the EMB’s Support Measures for the Exceptionally Gifted Students.
Students in need of financial assistance are provided with relevant information and channels for application. Homeroom Teachers have played an active role in the recommendation and nomination processes for scholarships and education grants. Fee remission, though centrally monitored by the government, is a useful indication for the school. Whenever the opportunity arises, fee remission students will be given first priority for financial help.
To cater for the diverse needs of students, funds have been drawn from the Subscription Account. Over the last academic year, the school has subsidized expenses on arts education courses/programmes on music and dance as well as sports training.
45 Funds drawn from the Pastoral Care Division Subscription Account Dance $24,000 2006-2007 to subsidize Music $28,000 courses/programmes Sports $15,520 Total $67,520
3.3.2 Achievements of the Committees and Teams
Since addressing the diverse needs for students was one of the major foci of the year, the committees and teams placed special emphasis on it when making their programme plans.
To enable Non-MSS S6 students to adapt quickly to the new school life, the Guidance Team (GT) organized a half-day Orientation Day for them. The S6 Adventure-based Leadership Training Camp organized by the Extra-curricular Activities & Services Committee (ECASC) on LWL Day served to enhance participant s’ u nderstanding of the importance of teamwork while developing their leadership skills. The Leadership Training held by the GT for S4 prepared them for their leaders hip posts. Together with the Orientation Camp for all chairladies of clubs and groups organized by the ECASC, students were well geared towards their new role as leaders.
For the purpose of enhancing national identity, the Civic Education Committee (CEC) introduced a new programme 《繁簡由之》at assembly, the purpose of which was to enable students to understand more about simplified Chinese. With flag-raising on the first school day of every month, the playing of Chinese folk songs at lunch time, sharing of the favourite Chinese folk songs of teachers and students and board displays, civic education was effectively delivered while students learnt to appreciate the Chinese culture.
The Environmental Education Committee (EEC) organized both regular programmes on the environment and programmes catering for the diverse interest of students. Recycling workshops were organized for S1. Visit to Ocean Park, Bride’s Pool, Mai Po, and Kadoorie Farm were arranged for S3, S4, S5 and S6 respectively. Greening activities like the Green Power “Green Earth” Poster Design Competition and the “One person One Flower” Scheme were held for EET officers and volunteers. The whole-school programme on the prevention of cruelty to animals raised awareness as well as captured the hearts of students across the forms.
46 Coordinating service work being one of the major roles of the ECASC, the committee addressed the diverse nee ds of students systematically. S2 was given voluntary service training through a tw o-and-a-half-hour training workshop. Two in- depth Service Training workshops were conducted for S4 in addition to the service trip to Guangxi, China for S4 and S6. To provide an achievable goal for all to aspire to, students in S3 to S7 have to do community service for a specific number of service hours. To cater for the different interests and strengths of students, a balanced variety of extra-curricular activities have been organized. There are 9 academic clubs, 10 interest clubs, 7 visual & performing arts clubs, 9 school teams, 7 school service groups, 4 community service groups and 5 pastoral care service groups.
The Religious & Moral Education Committee (RMEC) has planned a compre hensive programme for each class level according to their needs. “Affective Education” for S1 is aimed at instilling the values of respect, rights and responsibility. “Honesty” for S2 is a programme designed to promote the value. “Visit to the Home for the Aged” for S3 teaches students care, love and compassion. “Justice and Service” for S4 as well as the “CMAC Talk” and “Sharing of Love and Friendship” for S5 are self-explanatory. “Knowing Oneself” and the “ICAC Talk” for S6 cover the topics of love, honesty and integrity while “Formation Day” for S7 enhances self- acceptance. Religious activities have been planned for both Catholics and non- Catholics. The RAC Orientation and Evaluation Camps, Catholic Gatherings, the CLC Passover Feast and the Pilgrimage to Macau are some examples.
The work of the Career Guidance Team (CGT) last year is perhaps the exemplar of programmes and activities conducted according to students’ inclinations and needs. The MSS Alumnae Mentorship Programme 2006-07 matched 34 S6 mentees with 29 alumnae members. The mentees treasured the mentors sharing their work experience with them, the advice given on academic and personal development and the friendship built up between them. S7 students found the talk on JUPAS choices and information on interviews relevant to their needs. S6 and S7 students found the University Programme Talks conducted by faculty members from the HKU useful and informative. S5 students were very responsive to the sessions on “Study Opportunities after S5” and the talk succeeded in prompting them to study harder and plan for their future.
To relate the world of work with study, a career talk was arranged for S4. The two visits to workplaces arranged for S5 and S6 enabled students to understand certain kinds of occupation and the variety of jobs offered by a company. The S6 Choice of Subjects Programme for S5 was welcome by both students and parents who found the talk about university criteria, examples of study choices and paths of past 47 students interesting. The S4 Choice of Subjects Programme enabled S3 students to make informed decisions about subject choices. Students found the final discussion session with subject teachers particularly helpful. Enhancing study skills being one of the specific objectives of the CGT, mind-mapping workshops have been arranged for S2.
The CGT has also contributed a lot towards fulfilling the Pastoral Care Division’s goal in looking out for the most updated programmes for students such as job shadowing, summer school, exchange programmes and study trips. During the year, opportunities for participation in exchange programmes held locally and abroad have been provided by the CGT. Where worthy but needy students applied for the programmes, the CGT has sought financial help on their behalf. The table below gives a summary of the programmes organized by the team to broaden students’ cultural experience as well as to enhance language competency and other life skills.
Programme Design/Purpose Participants Time Crimson Summer ¾ Help students improve English 7 S4 Students Summer Exchange 2007 at oral proficiency 2007 the HKU ¾ Cultivate moral values and skills needed to become world-class leaders ¾ Establish meaningful cultural exchanges with students in Hong Kong, Mainland China & Harvard University UK English ¾ A rich programme of drama, 22 S1 & S2 July 21 – Enhancement writing, film, choral speaking, Students August 6 Summer Programme dance and etiquette workshops 2007 plus excursions designed to enhance both students’ English skills and cultural experience Cambridge English ¾ Participants were given the 14 S3 – S5 July 23 – & Science option of taking either a Science Students August 5 Programmes or English Programme 2007 In the UK ¾ The programme included lectures, project work, debates, a study skills session and excursions ¾ A Cambridge mentor was assigned to guide individual groups of 6 New Zealand ¾ An environment and English One S4 Summer Ambassador enhancement programme in student 2007 Programme 2006/07 New Zealand HKU Engineering ¾ Designed to provide participants One S5 Summer Summer Camp 2007 with a taste of the engineering student 2007 course 48 Discipline Talks were held for S1, S2 with S3, S4 with S5 and S6 with S7, each addressing the needs of the specific class level(s). The police talks on “Road Safety”, “Shoplifting” and “Internet Crimes” served to raise junior students’ awareness of the need to observe road safety rules, crimes and the consequences of committing them. In terms of providing individual attention for students, the Discipline Team (DT) has been able to provide personalized guidance regarding values and behaviour while soliciting the understanding and cooperation of parents.
The Guidance Team (GT) together with the School Social Worker provides individual counselling to students who are in need as well as support for the DT. Of the cases handled, the most common problems were related to the family/inadequate parenting skills and peer relationship. Other problems were related to lack of motivation to study, truancy, non-attendance, teacher-student relationship, inadequate study skills and so forth. To cater for the needs of S1, a four-session mind-mapping workshop has been successfully run, the pre-test and post-test results of which showed improvement on study skills. To extend help to parents, the GT has conducted workshops for them. Participants’ feedback showed that they found th e support group helpful. They reflected on their relationship with their daughters and considered alternative ways of relating to them.
The Health Education Team (HET) provided health programmes for S1 to S3 in coordination with Homeroom and Assistant Homeroom Teachers (HRs & AHRs) who ran most of the sessions. The Health Department continued to support the school by providing four sessions in the year. The themes, recommended by HRs and AHR s and adopted by the HET, addressed the needs of students in their respective developmental phase.
With regard to the review of pastoral care provision aiming at synchronizing i t with the New Senior Secondary Curriculum (NSSC) – Other Learning Experience s (OLE) and Student Learning Profile (SLP), the head of ECASC and the V ice Principal (Pastoral Care Division) have both attended the relevant information seminar and training sessions run by the EMB. The information and knowledge gained have been shared with the heads of other committees and teams in the Division. The head of the RMEC and the Vice Principal (Pastoral Care Division) have also attended a Values Education Course (VE002) on Promoting Good Values in Schools run by the Hong Kong International Institute of Educationa l Leadership, most sessions of which were geared towards preparing teachers and educ ators for the NSSC especially where the provision of pastoral care is concerned.
49 For the year 2006-2007, the Student Council (SC) organized its activities according to the theme “Talent in teamwork, unwavering in unity". The programmes organized with a view to addressing the diverse needs of students are listed below.
Date Activities Description of Activity School Tour & Introduction to 5th Sept 2006 Form 1 Orientation Student Council, Houses & ECAS Election of Student Council Officers, 1st – 11th Sept SC Election Spokesmen & Councillors of 2006 each class Overnight Camp for Team Building, 22nd – 23rd Sept SC Orientation Camp Leadership Training, Planning Ahead 2006 & Briefing on Duties 5th – 18th Oct Sale of 2nd hand reference books for Reference Book Sale 2006 HKCEE & HKALE Blood Donation Talk & 25th & 31st Oct In support of Hong Kong Red Cross Inter-class Blood 2006 Blood Donation Campaign Donation Competition A platform for the exhibition of 1st Nov – early Talent Quest Heats student talents in singing, dancing, Dec 2006 drama etc. Talent Quest Final A showcase and celebration of 19th Dec 2006 ‘A Slice of Heaven’ student talents Jointly organized with RAC to raise 14th March 2007 Good Samaritan Lunch funds for Service Trip to China & other Service Projects Jointly organized with Christian Service Project Action to provide activities and 21st April 2007 ‘Fun with English’ games in English for primary students from the Mainland Sale of stationery, T-shits & jacket, 28th – 30th May Mega Sale ‘Festum’ telephone straps specially designed 2007 for the 80th Anniversary 23rd – 24th June Overnight Camp for reflection and SC Evaluation Camp 2007 an evaluation of the year’s activities.
50 Reflections & Evaluation
The Early Identification System for Students with Special Educational Needs (SEN) has been in place for a full year since September 2006. Some teachers took the initiative to discuss their observation of students while others reported what students and/or paren ts shared with them. As a result, quite a few cases that warranted special attention have been referred to the school, but the number of referrals remains below ten, showing that the system has not been fully utilized.
With regard to the reports sent by the Audiological Services to the school about students with hearing impairment, Homeroom Teachers have been alerted to the specific recommendations of educational audiologists and action has been taken accordingly. Parents, however, may not be forthcoming where special educational needs of their children are concerned. Except for one student whose parents informed the school e ven before admission, none of the other parents shared with the school about the needs of the child. It is equally difficult to identify students that need financial help unless parents or students themselves come forward with requests. These are but two illustrations of SEN students who may pass unnoticed. Indeed, the school has to depend on teachers’ observation and alertness to identify students’ needs so that appropriate help and support could be extended to them.
In very much the same way, students’ potentials have to be identified, tapped and stretched. While students with exceptional aptitude and giftedness have been nominated for programmes for the gifted and enhancement courses, teachers could play a more active role in responding to invitations to nominate students, in identifying s tudents’ potentials and in recommending them for courses.
With the diverse interests and needs of students in mind, the planning of pastoral care programmes and activities takes insight, dedication, collaboration and coordination. The actual implementation of the programmes drew heavily on school resources in terms of time, venues and human resources. The Pastoral Care Programmes Composite Schedule 2006-2007 shows how packed the school year has been where programmes and activities are concerned. The committees and teams have been very supportive of each other. They displayed both flexibility and tolerance when programmes had to be adjusted or rescheduled due to unforeseen circumstances.
Where expenditure was incurred in the implementation of programmes, the heads of committees and teams were able to draw on funds approved by the school. On occasions when extra funding or subsidy was necessary, the committees and teams 51 appealed to the Parent-Teacher Association (PTA) for help. Over the last academic year, the generosity of parents has facilitated the organization of extra- curricular and co-curricular activities by various school committees and teams:
Committee/Team/ECA Group Amount The Extra-curricular & Services Committee – $12,600 Service Trip to China The Religious & Moral Education Committee – $4,000 Pilgrimage to Macau The Religious & Moral Education Committee – $1,000 Mass for Catholic Families Chinese Drama Club – $750 Joint School Chinese Drama with WYHK Total $18,350
Evidence of the success of the committees and teams in achieving their goals abounds. S1 students found the Affective Education programme meaningful and learnt that “everyone is special but not perfect”. Participants in the pilgrimage to Macau agreed that the experience has strengthened their Christian faith and looked forward to the next trip. Students who joined the exchange programme with Guangxi students found the experience most memorable. With the help of the PTA, the ECASC was able to recruit ten host families for the exchange students. S2 students gave very encouraging feedback on their Health Education Programme. The talk by SPCA on prevention of cruelty to animals was popular with students. Flag-raising in the school campus and Top Ten News Election achieved the objectives set. Seeing the success of the Pastoral Care Service Groups Orientation Programme and the monitoring of S1 lunch arrangements, the Guidance Team has resolved to offer their help next year. The University Talks for S6 and S7 and S4 Choice of Subjects Programme have been greatly appreciated by students.
While the Career Guidance Team was satisfied that the programmes succeeded in addressing the diverse needs of their target groups, team members did not have enough time to collaborate. Looking ahead, the team will be working out a framework and mode of operation for students to acquire career-related experience in preparation for the New Senior Secondary Curriculum. Some of the programmes planned also need further reviewing and refinement. The Job Shadow Programme was not made possible until July 2007 when the school was busy with preparation for anniversary celebration. The team will apply to the Junior Achievement Hong Kong for a suitable job shadow experience for S6 once again next year. In view of S2 students’ response and comments on the mind-mapping workshop, another licensed Buzan instructor will be invited next year and the training will start with S1 instead. 52 Civic education programmes have always been on the right track where students’ needs are concerned. However, the Civic Education Committee will continue exploring ways to sustain students’ interest, such as looking for Chinese folk songs and music that cater to teenagers’ taste while enhancing their understanding of China.
To systematically develop the Student Learning Profile (SLP), the school management has set up an SLP sub-committee under the Curriculum Com mittee (CC) over the summer of 2007. The sub-committee, chaired by the head o f the Extra- curricular & Services Committee (ECASC), will develop a system of data management and explore the design of the SLP so that it serves not on ly as a track record of a student’s whole-person development but also a means of encouraging students to take responsibility for their learning. Hopefully, the timet abling sub- committee will come up with feasible suggestions on allocating sufficient time for the delivery of the informal curriculum made up of co-curricular and extra-curricular activities as well as career-oriented curriculum (or Applied Learning as it is currently termed by the EMB).
53 3.4 Establish a cohesive school community: collaborating with others for the good of all
Achievement
3.4.1 Developing a Culture of Recognition
Further to the proposed award system in 2005-2006, the Extra-curricular & Services Committee (ECASC) has been working closely with the Awards Committee in exploring a system that answers the need of giving recognition to students in a fair and practicable way. No conclusion has yet been reached, especially in view of the introduction of the Student Learning Profile (SLP) with the implementation of the New Senior Secondary Curriculum (NSSC) in 2009.
On the other hand, both committees have been monitoring the current award system and the requirements to be fulfilled before students are eligible for, say, the Service Award. Starting from 2006-2007, students must attain a yearly attendance rate of 95% or above and a conduct grade of not lower than B- as part of the basic eligibility requirement for the Service Award. Some teachers were, however, concerned about the restrictive nature of the requirement. Others were concerned that the service award voting by members, an objective measure, might not be reliable enough to reflect the contributions of the student officer or the quality of her service. In view of these concerns, the committees decided that the subjective requirement, teacher adviser’s recommendation, will be given due consideration in the decision- making process.
Through the course of review, discussion and consultation, the committees revised the requirements for the leadership award to ensure that it reflects the attributes and gives due recognition to students worthy of the title of being a leader. The prerequisites will be made known to students in the 2007-2008 Orientation Camp for the Student Council and all the ECAS units. The revised prerequisites for the Leadership Award are as follows:
• Service Award recipients who have satisfied Basic Requirements and Objective Measures • Rating on at least SIX leadership attributes (at Club Adviser’s discretion) • Rating on administrative skills (at ECAS Adviser’s discretion) • 1 Award for each House/Group/Club; 5 Awards for Student Council (for Chairladies & Coordinators only)
54 3.4.2 Enhancement of Teacher-student Relationship
To enhance teacher-student relationship, various activities have been organized. Teachers were invited to bring their pets to school in the SPCA Talk held to raise students’ environmental awareness. Teachers shared their love and care for animals with students. In various inter-house activities, both teachers and students were actively involved, some instances of which are the Inter-house Base Football Match, Cookery Competition as well as the Walking Relay and 4x 100 metre-relay on Sports Day. Students and teachers put in their best as they joined effort to beat their opponents.
The heart-warming experience for the teaching staff began on 21st May 2007 when the Student Council jointly organized the Teacher Appreciation Week with the PTA to express gratitude to teachers. The council organized sales booths, DIY Heart of Love, Booklets of Appreciation for teachers and a special assembly programme. The PTA contributed to the Teacher Appreciation Week by presenting flowers to teachers early in the morning of the final day. They also treated the teachers to a buffet lunch in the Home Economics Room. In addition, the parents sponsored the small gifts that were put on sale in the Student Council sales booths.
3.4.3 Pooling Together Expertise and Efforts of Stakeholders
Loyal, supportive and understanding, the PTA has collaborated well with the school since its founding nine years ago. During the year 2006-2007, the PTA continued to contribute to the school. An educational talk by Dr. John Tan on “Preparing Students for NSS Liberal Studies” was arranged for S1 Parents on 9 Decem ber 2006. In collaboration with the Hong Kong International Institute of Educational Leadership, the PTAs of both Marymount Secondary School and Marymount Primary School organized a four-week workshop on Values Education plus an evaluation session for parents. Parents of Wah Yan College Hong Kong and St. Joseph’s College were invited to join the workshops.
The PTA’s support for students never falters, either. Court visits, a co- curricular activity for EPA, were organized for S2 in May 2007. Halloween Bash at Ocean Park was arranged for students and families on 6th and 29th October 2006. PTA m embers took part in the 4x100 m Walking Relay and got the 6th position on Sports Day, 28th November 2006. On 19th December 2006, the PTA even celebrated Christmas with students by sending each class a Christmas cake, a big one topped with festive sugar decorations. They set up their own booth on Fun Fair Day to support the event and help raise funds. In addition to an outing for parents, students 55 and their families, the PTA organized a skin care workshop for S1 during the post- exam period.
The increase in PTA membership over the years has been very encouraging, starting with a mere total of 34.86% in 1998-1999. Statistics show that there was a slight increase from 86.22% of parents across the levels in 2005-2006 to 86.39% in 2006-2007.
PTA Membership per Class Level 96% 96% 100 94% 94% 91% 90% 89% 90 81% 80% 77% 76% 80 74% 70 65% 61% 60 50 40 Percentage 30 20 10 0 S1 S2 S3 S4 S5 S6 S7 Class Level 2005-2006 Membership 2006-2007 Membership
With the 80th Anniversary Preparatory Committee comprising MSS staff set up at the end of 2005-2006, initial ideas had been solicited and communication with MPS had started. Meanwhile, two members of the PTA Executive Committee were invited to join the Alumnae & PTA 80th Anniversary Grand Dinner Preparatory Committee chaired by Ms. Asha Sharma, alumna, parent, school manager and Chairperson of the PTA Executive Committee from 2002-2006.
While MPS and MSS worked together towards settling on the anniversary logo and slogan, preparing for the Thanksgiving Mass, the Opening Ceremony of the New School Complex and Launching of the Open Day, alumnae and PTA members joined effort in co-organizing with the school a whole range of fund-raising activities and celebration events. Parents were actively and deeply involved in planning and coordinating the activities, raising a lot of funds for the school. The Grand Dinner organized by the Alumnae & PTA 80th Anniversary Grand Dinner Preparatory Committee was a tremendous success. There were over 120 tables, exceeding the original estimate by 40. It was an invaluable opportunity for meeting friends, 56 teachers, principals, the Maryknoll and Columban Sisters as well as a happy reunion for past students who have not seen each other for a long time.
The summary below provides an overview not only of the anniversary celebration events but more importantly, the fruits of the collaborative effort of students, the MSS Alumnae Association, the PTA and the school.
Activity Date Purpose Organizing/ Co-organizing Body Anniversary Logo & April & May Preparation for selection of MSS 80th Anniversary Slogan Design 2006 anniversary logo and Preparatory Committee Competitions slogan to set the theme for celebration and publicity purpose Dress Casual Day I 6th October Fund-raising for 80th MSS Student Council ‘Teachers in 2006 Anniversary Celebration Uniform’ Fun Fair ‘Safari’ 2nd February Fund-raising for MSS Fun Fair Committee 2007 Chi Heng Foundation & Student Council and (Both the Alumnae MSS 80th Anniversary Association and PTA Celebration set up booths to help raise funds.) Film Gala – 7th February Fund-raising for the Fund-Raising Committee Charlotte’s Web 2007 MPS Redevelopment & for the MPS MSS Improvement Projects Redevelopment & MSS Improvement Projects Dress Casual Day II 14th February Fund-raising for 80th MSS Student Council ‘Chinese New Year’ 2007 Anniversary Celebration Dress Casual Day III 23rd March Fund-raising for 80th MSS Student Council ‘Co lours’ & 2007 Anniversary Celebration Photo Competition Readathon April 2007 Fund-raising for 80th Alumnae & PTA 80th Anniversary Celebration Anniversary Grand Dinner Preparatory Committee and PTAs of MPS & MSS Thanksgiving Mass 6th July 2007 80th Anniversary MPS & MSS 80th Celebration Anniversary Preparatory Committee Opening Ceremony 6th July 2007 Official Opening of the MPS & MSS 80th of the New School New School Complex Anniversary Preparatory Complex cum & Committee Launching of 80th Anniversary Celebrations Celebration Open Day 6th & 7th July 80th Anniversary MPS & MSS 80th 2007 Celebration Anniversary Preparatory Committee 80th Anniversary 7th July 2007 80th Anniversary Alumnae & PTA 80th Grand Dinner Celebration Anniversary Grand Dinner Preparatory Committee 57 Reflections and Evaluation
Getting recognition for work well done is no longer the privilege of students. At the 80th Anniversary Grand Dinner, teachers who have served for 15 years or more were each presented with a souvenir by the Principal Ms. Veronica Ma in recognition of their service to the school. During the First Staff Meeting of 2007-2008, Dr. Eadaoin Hui, Supervisor of the school, presented a certificate of appreciation to each of the teachers who served on the MSS 80th Anniversary Preparatory Committee. Certificates of Appreciation were also presented to all other members of staff.
The 80th Anniversary Celebration has once more rekindled the school spirit and renewed ties. More significantly, it has strengthened the bond between the school, alumnae and parents. The cooperative efforts have fostered friendship and appreciation for one anothe r’s role and contribution towards the education and nurture of students. The early stage of the preparation for 80th anniversary celebration during the first half of 2006-200 7 coincided with the time when MPS and MSS were overseeing the completion of the School Redevelopment and Improvement Projects and in the case of MSS, teachers were busy preparing for moving into the new annex or the refurbished rooms. By early 2007, the final touches to the new complex were complete and preparation f or the anniversary gained momentum and picked up speed.
The anniversary celebration events would not have been smoothly run without the collaboration and contributions of all the stakeholders, namely students, teachers, parents and alumnae. The school is grateful to the PTA for their trust, generosity and readiness to contribute. Th ey have been great partners to work with. Gratitude is also due our colleagues the MP S teaching and office staff, whose cooperation and unfailing support have made preparation for the joint school programmes much pleasanter and easier than would have been otherwise.
Needless to say, the MSS Alumnae Association is all for the school. The completion of the MPS Redevelopment and MSS Improvement Projects undoubtedly owes much to the continuous professional and financial support of alumnae, parents and friends of the school. The funds raised by the Fund-Raising Committee for the projects are a marvel that has made the dream of MPS and MSS girls come true – “Our dream is a school life in a complete institution, a campus where we need make no compromise for a com plete education …”. The unprecedented success of the Grand Dinner is the fruit of the dedication, ingenuity and collaborative spirit of the Alumnae & PTA 8 0th Anniversary Grand Dinner Preparatory Committee. The scale of the dinner and the overwhelming number of alumnae, parents and friends of the
58 school who attended the occasion is testimony to their strong sense of identity with the school.
Quoting the words of our Supervisor, Dr. Eadaoin Hui, when she addressed the audience at the Opening Ceremony of the MPS & MSS New School Complex on 7th July 2007, “These ten years witnessed a greater involvement of the alumnae, parents and teachers in school management initiatives. Our relationship has grown beyond being stakeholders to becoming a community with a spirit of union, unity and trust.”
59 D. Student Achievement and Awards
1. Results of Attainment Test
Scores attained in Hong Kong Attainment Test (S1A Test)
Chinese English Mathematics
100.0
90.0 88.0 83.0 83.0 80.0 69.0 70.0 67.0 66.0 63.0 61.0 60.0 58.0
50.0
40.0
30.0
20.0
10.0
0.0 04/05 05/06 06/07
The Attainment Tests at S3 were replaced by the Territory-wide System Assessment (TSA) starting from 2005 - 2006. A random selection of students took part in the Speaking Assessments in English and Chinese in April while all students were required to complete the Written Assessments in English, Chinese and Mathematics in June. Both the speaking and written assessments were conducted by education officers and staff from the Hong Kong Examination and Assessment Authority. Students’ performance and work were also marked by external examiners.
60 2. Results of Public Exams
Result of HKCEE
Average Passing Rate Awarded 14 points or more 98% 100 98% 98%
90 86% 85% 80 77%
70
60
50
40
30
20
10
0 04/05 05/06 06/07
Results of HKALE
% of students awarded the minimum entrance requirement for Tertiary Education
100 96%
90 88% 89%
80
70
60
50
40
30
20
10
0 04/05 05/06 06/07
61 Summary of Student Results in the Two Public Exams
A-C in All A in All Average No. of 5* in 5* in Subjects Subjects Passing 2007 Candidates English Chinese (incl. Eng. (incl. Eng. Rate HKCEE & Chi.) & Chi.) 121 98.1% 18.2% 6.1% 60.3% 7.8%
No. of A – E in A-C in A in 2007 Candidates All Subjects All Subjects All Subjects HKALE 73 93.3 % 32.9% 4%
3. Awards, Scholarships and Other Outstanding Achievements
Award / Scholarship / Event Winners / Positions The University of Hong Kong 2006/2007 “Young Leaders of 1 Winner Tomorrow” Community Leaders Scholarship Scheme for (S7 2005/06) First Year Undergraduates The Hong Kong Polytechnic University Hong Kong Community 2 Winners College – Outstanding HKCC Freshman Scholarship 2006/07 (S7 2005/06) The Chinese University Admission Scholarship 2007/2008 – 1 Winner Physical Education and Sports Science (S7 2006/07) Sir Edward Youde Memorial Prizes 2006/07 2 Winners Zonta Club of Kowloon 1 Winner & 2007 Young Women in Public Affairs Award 2 Finalists Harvard Book Prize 2006/07 1 Winner & 2 Runners-up Brown University Book Prize 2006/07 1 Winner New Zealand Student Ambassador 2006/07 1 Winner Crozier Scholarship 2 Winners Cambridge Brilliance in Hong Kong Award 1 Winner National Putonghua Ambassadors Competition Hong Kong 1 Gold Award (R) Regional Contest (R) / National Contest (N) 1 Commended (N) Territory-wide Chinese Oral Communication Contest 2006/07 – 2 Champions Impromptu Public Speaking Class Hong Kong Bar Debating Competition 2006/07 1st Runner-up The Standard Chartered Hong Kong English Public Speaking 1st Runner-up Contest 2007 Rosary Church Bible Reading Competition (Junior Secondary) 1 Champion The WrITE Project of the Chinese University of Hong Kong 2 1st Runners-up Writing Competition – Short Poems in English 1 2nd Runner-up Hong Kong Baptist University Young Authors in Literary Writing 1 Champion Award 2006/07 Kung Kao Po Chinese Essay Writing Competition 1 Champion Unicef Young Envoys Programme 2006/07 Outstanding Young 3 Winners Envoys Rev. Joseph Carra Memorial Education Grants 2006/07 1 Winner
62 4. Achievement in Inter-school Competitions
¾ 58th Hong Kong Schools Speech Festival Winners – E nglish
Number 1st Position 2nd Position 3rd Position By Students: 593 36 39 128 By Events: 355 23 29 33
Students demonstrated their enthusiasm, talents and skills in speech and drama as they continued to excel in the speec h festival. Apart from the unprecedented number in entries, events and winners in solos, duologues, teams and groups, there was added variety and outstanding achievement in new ventures like the “Public Speaking Team” and “Thematic Group Speaking” events.
¾ 58th Hong Kong Schools Speech Festival Winners – Chinese
Number 1st Position 2nd Position 3rd Position By Students: 169 6 3 13 By Events: 125 4 3 8
Students’ interest in the Chinese events of the festival has been further developed. With the encouragement and guidance of teachers, more students in the junior forms took part in the competitions in 2006/2007. Participants perform ed well in both duologues and solos including the new attempt in “Bible Reading” in Chinese.
¾ 59th Hong Kong Schools Music Festival Winners
Number 1st Position 2nd Position 3rd Position By Students: 603 69 62 221 By Events: 153 14 14 15
School entries last year included not only the choral groups but also the String Orchestra, winning a total of six prizes between them. The junior choir did as well as their senior counterparts in “Folk Church Music”.
Students continued to do well in individual vocal and instrumental events. Athene Mok of S6C, outstanding vocalist, won the “Female Voice Solo Soprano in Chinese for 19 & under” event and was honoured with the Miss Barbara Fe i Vocal Scholarship. Katy Wong of S6C, Athene’s partner in hymn singing and other school performances, won the championship in the “Female Voice Duet for 18 & under” event with her.
63 The Symphonic Band took part in the 2006 Hong Kong Youth Music Interflows Symphonic Band Contest Secondary School Class and won the Bronze Prize.
¾ 43rd Hong Kong Schools Dance Festival Winners
Number Highly R ecommended Commended By Students: 75 67 8 By Events: 8 5 3
The Dance Team took part in “Tabloid Junkie”, a group dance event in the Jazz dance section and won the Highly Commended and Best in Choreography Awards. The team has also been highly commended for their performance in other jazz dances as well as modern dances.
¾ Interschool Sports Championships
Interschool Swimming Division I Co mpetition
1st Position 2nd Position 3rd Position 4th Position 1 2 1 4
Bernice Lau of S3B took part in the 49th Malaysia Open Swimming and Waterpolo Championship and was the champion in the 200m Breaststroke and 4 x 100m medley relay. She also took part in the Hong Kong Age Group Long Course Swimm ing Championship and Age Group long Course Swimming Competition Division 1 (part 3) and came 2nd in the 200m Breaststroke and 3rd in the 100m Breaststroke resp ectively.
Julia Chan of S3B took part in the Age Group long Course Swimming Compe tition Division 1 (part 3) and came 2nd in the 200m Breaststroke and 3rd in both 50m and 100m Breaststroke.
Inter-School Athletics Division II Competition
1st Position 2nd Position 3rd Position 4th Position 3 1 4 5
The Athletics Team came second in Grade C and Grade B. They came 2nd in the Overall Inter-School Athletics Division II Competition and will be promoted to Division I next year. 64 South China Athletics Association Inter-School Athletics Competition
1st Position 2nd Position 3rd Position 4th Position -- 2 7 --
A.S. Watson Group Hong Kong Student Sports Award 2007
Nancy Mui of S4B is the winner of the above award.
Inter-School Cross Country Division II Competition
The School Cross Country team has attained the 4th place in the Grade B competition.
Inter-School Badminton Division II Competition
The School Badminton Team came second in Grade B and 3rd in the Grade A and Grade C competition respectively. The team came 2nd in the Overall Inter-School Badminton Division II Competition and will be promoted to Division I next year.
Inter-School Table-Tennis Divisi on II Competition
The School Table Tennis Team won 3rd place in the Grade B competition.
Girls Under 17 Division in the Hong Kong Junior Open 2006
Anthea Yung of S5C was the second runner-up in the 2006 squash competition.
Asian Karate-do: 8th Junior Cadet Karate-do Championships 2006 Junior Female Individual Kumite below 60kg Hong Kong Karate Youth Game: Girls 18-20Kumite (over 53kg) Division
Margo Ma of S7B continued to achieve outstanding results in the Karate Youth Game. She won the silver medal in the Individual Kumite below 60 kg and was the seco nd runner-up in the 18-20 Girls’ Kumite event.
65 JCKSC Masters Ladies and Junior Division 2006 Hong Kong Chinese Lady Golfers Association Championship 2006 (Junior Division)
Phenie Lai of S2C was the champion and first runner-up of the above events respectively.
¾ Odyssey of the Mind Competitions 2006 – 2007
Members of Division II, the Junior Team, won the 1st runners-up. Members of Division III, the Senior Team, won the 2nd runners-up as well as the Creativity Award.
¾ Hong Kong Award for Young People
Silver Award Bronze Award Green Birds 6 9 25
66 E. Government Funds and School Funds 2006 - 2007
67 F. Major Concern for 2007-2010
Engineering a smooth and
successful transition to
NSS aiming at
catering for the diverse
needs
of students,
stretching their potential
and inspiring them to excel
through reflection,
68 G. Report on Capacity Enhancement Grant & Teacher Professional Preparation Grant 2006-2007
Teaching / Administrative Funding Evaluation and Recommendation Duties for next year Chinese Teacher (full time) CEG - Split class teaching in S1 and S2 was made to facilitate small class possible with the presence of an extra teaching so as to cater for the teacher. Students learnt in smaller classes diverse learning needs of and were given more attention. Each students in the junior levels student had more opportunities to interact in the classroom. - A similar arrangement is recommended for next year. Chinese Teacher (part-time) CEG - In addition to relieving existing Chinese to prepare S4 & 5 students teachers of their workload, the extra teacher for the HKCEE Oral Exam was able to give students in S4 & S5 more coaching on oral skills in prepartion for their Chinese Oral Exam, a new component in the HKCEE syllabus. - A similar arrangement is recommended for next year. English Teacher (full time) CEG - The extra teacher supervised students in the to facilitate the classroom during the video-taping for SBA. implementation of SBA and - She also facilitated the provision of split- to cater for the diverse class enhancement programmes in S2 and learning needs of students in S3 for students who needed extra attention the junior levels in English. Teachers found that small class teaching in S3 was particularly effective. Students’ learning attitude has improved and they have displayed higher learning motivation. - A similar arrangement is recommended for next year. Maths Teacher (part-time) to CEG - The extra teacher was able to share out the cater for the diverse learning teaching duties (S1 & S2) of teachers in the needs of students in the panel while at the same time giving extra junior levels and to provide attention to students who were weak in the extra lessons after school subject. hours for students with - The performance of most of the S1 and S2 learning difficulty in Maths students who attended the ‘enhancement lessons’ showed improvement. - A similar arrangement is recommended for next year.
69 Teaching / Administrative Funding Evaluation and Recommendation Duties for next year Science Teacher (full time) CEG - In addition to sharing out teaching duties in to make possible additional the Science Panel so that extra lessons in Biology & Chemistry at the Chemistry and Biology can be offered in S6 senior level & to facilitate & S7, the extra teacher has also been able to implementation of LEAD & help with the supervision of project work in JUMP S1 & S2. - A similar arrangement is recommended for next year Administrative Assistant CEG - In addition to assisting with the logistics of (full time) to assist with the video-taping of SBA for the English and logistics of English & Chinese Panels, the Administrative Chinese SBA and other Assistant also provided support in IT related administrative & IT related duties e.g. e-Class. duties - She was also called upon to help with other administrative duties to relieve other teachers of such duties from time to time. - A similar arrangement is recommended for next year Math & IT Teacher to assist TPPG - In addition to sharing out the teaching duties with teaching duties in in the Maths & IT panels, the extra teacher Maths, IT, LEAD, JUMP was also able to assist the IT Panel Head in and substitution the logistics as well as the administrative and preparatory work for LEAD and JUMP. - A similar arrangement is recommended for next year Humanities Teacher to assist TPPG - In addition to relieving the teaching duties with teaching duties in of teachers in the EPA and Geography panel Geog, EPA, JUMP and who are involved in JUMP, as well as substitution providing extra manpower for the supervision of project work in S1, the extra teacher has been able to share out substitution duties for teachers who have to attend seminars and training for NSSC. - A similar arrangement is recommended for next year. Science Teacher to assist TPPG - In addition to relieving the teaching duties with teaching duties in I.S. of the existing Chemistry Panel Head who Chemistry, LEAD and has to co-ordinate LEAD as well as substitution providing extra manpower for the supervision of project work in S2, the extra teacher has been able to share out substitution duties for teachers who have to attend seminars and training for NSSC. - A similar arrangement is recommended for next year. Details on the implementation and effectiveness of the above can be found in the panel reports of the respective subject panels. - End -
70
Marymount Secondary School School Organisation Chart 2006 – 2007
Staff Development School Management Committee & Appraisal Committee IT Committee Supervisor SIP Committee
Principal School Assessment, Admission Advisory Executive &Awards PTA Council Committee Assistant Principals School General Affairs (Quality Assurance, Financial MSS Alumnae Management, Schedules, Timetabling, MR, F&E, Association Teaching Resources) Crisis Management Student Council Pastoral Care Teaching & Learning Division Division
Student Affairs Civic Religious Extra-curricular Environmental Committee Education & Moral Activities & Education Academic Curriculum Education Services Committee Committee Committee Committee Committee Committee
Houses ECAS Learning Junior Secondary Promotion through One Understanding of Reading Discipline Guidance Career Health Club/ Engineering, and Managing Working Appendix 1 Team Guidance Education Groups / Team Art & Design Project Learning Group Team Team Teams Working Group Working Group (PRWG) (LEAD) (JUMP) Homeroom & Assistant Homeroom Teachers Appendix 2
Marymount Secondary School External and Internal Awards and Scholarships 2006 - 2007
Awards & Scholarships Name of student Class The University of Hong Kong Alison Lam 7A (2005/06) 2006/2007 “Young Leaders of Tomorrow” Community Leaders Scholarship Scheme for First Year Undergraduates
The Hong Kong Polytechnic University Emma Joey So 7A (2005/06) Hong Kong Community College Anita Mak 7C (2005/06) Outstanding HKCC Freshman Scholarship 2006/2007
Sir Edward Youde Memorial Prizes 2006/2007 Adrienne Lee 7B Priscilla Au-Young 5A
Zonta Club of Kowloon 2007 Young Women in Public Affairs Award Winner Vivien Sin 5A Finalists Adrienne Lee 7B Tiffany Yeung 7C
Harvard Book Prize 2006/2007 Winner Eileen Lou 6C Runners-up Gigi Chong 6A Minerva Keung 6B
Brown University Book Prize 2006/2007 Winifred Mark 5A
New Zealand Student Ambassador 2006/2007 Charmaine Kwong 4A
Crozier Scholarship Priscilla Au-Young 5A Christy Leung 5A
Rev. Joseph Carra Memorial Education Grants Jenny Wah 6B 2006/2007
1 Appendix 2
DANCE 43rd Hong Kong Schools Dance Festival
Highly Commended Award & Best in Choreography Jazz Dance Section Tabloid Junkie (Group Dance)
Highly Commended Award Jazz Dance Section Slice of Heaven (Group Dance) Modern Dance Section Chinese Dance Section
Commended Award Modern Dance Section Beauty of Life (Trio Dance) Chinese Dance Section
SPEECH AND DEBATE 2006/2007 Territory-wide Oral Communication Contest F6&7 Impromptu Public Speaking Class Champions Evelyn Wan 7C Jenny Wah 6B
Junior Secondary Public Speaking Class 1st Runner-up Joyce Chan 3D
National Putonghua (PTH) Ambassadors Competition HK Regional Contest Gold Award (Regional) & Commended Award Priscilla Kam 2D (National)
Singing & Poetry Recitation in PTH Dual Sammi Wong 2B Commended Award Mandy Ngan 2C
Singing in PTH Cee Cee Rose 2D Silver Award Biddlecombe
Poetry Recitation in PTH Bronze Award Jacqueline Chua 1B
SCOLAR & RTHK Putonghua Festival 2006 Janice Lee 4A Silver Award Carmen Chan 4A Hanen Tang 3A Sharon Ng 3B Emily Cheng 3C Christina Pong 2D
2 Appendix 2
SPEECH AND DEBATE (cont’d) Hong Kong Bar Association Hong Kong Bar Debating Competition 1st Runners-up Rosalind Wong 6A Stephanie Teng 6B Jacqueline Li 4A Felicity Ng 4A
The Standard Chartered Hong Kong English Public Speaking Contest 2007 1st Runner-up Audrey Pike 4A
Rosary Church Kowloon Bible Reading Competition (Junior Secondary) Champion Joyce Chan 3D Caren Lam 3D
MUSIC Music Office, Leisure & Cultural Services Department 2006 Hong Kong Youth Music Interflows Symphonic Band Contest-Secondary School Class: Intermediate A Bronze Prize Symphonic Band
SPORTS A.S. Watson Group Hong Kong Student Sports Award 2007 Winner Nancy Mui 4B
The Asian Karate-do Federation 8th Junior Cadet Karate-do Championships 2006 Junior Female Individual Kumite (below 60kg) Silver Medal Margo Ma 7B
Hong Kong Karate Youth Game 2006 Girls’18-20 Kumite (over 53kg) 2nd Runner-up Margo Ma 7B
Hong Kong Junior Squash Open Championship 2006 Girls under 17 2nd Runner-up Anthea Yung 5C
JCKSC Masters Championship 2006 Ladies and Juniors Division Champion Phenie Lai 2C
3 Appendix 2
SPORTS (cont’d) The H.K. Chinese Lady Golfers Association Championship 2006 Junior Division 1st Runner-up Phenie Lai 2C
49th Malaysia Open Swimming and Waterpolo Championship 200m Breaststroke 1st Bernice Lau 3B 4 x 100m Medley Relay 1st Bernice Lau 3B
Hong Kong Age Group Long Course Swimming Championship 200m Breaststroke 2nd Bernice Lau 3B 200m Breaststroke 2nd Julia Chan 3B 100m Breaststroke 3rd Julia Chan 3B 50m Breaststroke 3rd Julia Chan 3B
Age Group Long Course Swimming Competition Division 1 (Part 3) 100m Breaststroke 3rd Bernice Lau 3B
Inter-School Swimming Division I Competition B Grade 100m 3rd Julia Chan 3B 50m Breaststroke 2nd Julia Chan 3B C Grade 200m Breaststroke 2nd Christina Tse 2C 100m 1st Christina Tse 2C
Inter-School Table-Tennis Division II Competition nd 2 Runners-up Charis Kwok 4A Suki Ha 3A Veronica Lam 3C Vivian Luk 3D Winnie Yeung 3D
Inter-School Badminton Division II Competition Grade A 2nd Runners-up Zoey Yeung 7A Cecilia Chan 4A Fiona Tsui 7B Jessica Cheung 4C Annabel Fan 6A Shawna Tsang 4D
4 Appendix 2
SPORTS (cont’d) Inter-School Badminton Division II Competition Grade B 1st Runners-up Vivian Chiu 4D Attie Leung 3C Janice Chak 3A Jamie Yuen 3C Jodie Lam 3A Kelly Ng 3D Peggy Lee 3A Lisa Wong 3D Kelly Wong 3A
Grade C Dorothy Chong 2B 2nd Runners-up Tiffany Thian 1B Alicia Lau 2B Sabrina Ng 1C Jaimie Wong 2D Cherie Au Yeung 1C Janice Wong 1D
Inter-School Athletics Division II Championships Girls Grade A Discus Throw 1st Iris Wong 6A Girls Grade B 800m 3rd Carita Tsoi 4A Girls Grade B 400m 1st Aurelia Keung 3C Girls Grade B High Jump 1st Nancy Mui 4B Girls Grade B 4 x 400m Relay 3rd Julianna Yau 4A Carita Tsoi 4A Audrey Pike 4A Girls Grade C Aurelia Keung 3C 800m 3rd Girls Grade C 100m 2nd Uta Keung 1D Girls Grade C 4 x 400m 3rd Mabel Au 2B
Stefanie Au 1A Genevieve Tsang 1A Girls Grade B Overall2nd Ancella Ho 1D Girls Grade C Overall2nd Uta Keung 1D Girls Overall2nd
OM
5 Appendix 2
Odyssey of the Mind Competition 2006/2007 Junior Team (Division II) st 1 Runners-up Vanessa Li 3A Jessica Law 3B Nicole Sheung 3B Abby Yan 3C Caren Lam 3D Vanessa Tao 3D Winnie Yeung 3D
Senior Team (Division III) nd 2 Runners-up & Creativity Award Iris Wong 6A Maggie She 6B Reny Cheng 6C Sheena To 6C Candy Yip 6C Marika Cheng 4B Bridget Au-yeung 4B
Essay Writing Competitions Cambridge Brilliance in Hong Kong Award Winner Evelyn Fok 3D
The WrITE Project of the Chinese University of Hong Kong Writing Competition — Short Poems in English 1st Runner-up Cee Cee Rose 2D Biddlecombe
2nd Runner-up Sharlene Tai 3D
Hong Kong Baptist University 4th University Award for Literary Writing 2006/2007 Young Authors Award Kuldip Kaur Singh 5A Kung Kao Po, Serra Club, HK Catholic Diocesan Schools Council & Catholic Religious Schools Council Chinese Essay Writing Competition First Minerva Keung 6B
“Chinese Culture in the Eyes of Hong Kong Students” Essay Competition Commended Award Bertha Cheung 4A
Drawing Alliance Française de Hong Kong’s Junior French Poster Drawing Competition 1st Runner-up Shaili Pareshkumar 1A Shah Drawing (cont’d) Alliance Française de Hong Kong’s Senior French
6 Appendix 2
Comics Drawing Competition Champion Mandy Wong 2A 2nd Runner-up Nigel Glycel Pagaduan 2A Nacinopa Others Sleep Health Promotion Campaign 2006-2007 organized by The School Health Promotion Hong Kong East Cluster (HKEC) Outstanding Performance Award Elizabeth Wai 4A Gloria Yu 4A Carmen Yuen 4A Sharon Yuen 4A
Hong Kong Awards for Young People 2006-2007 Green Bird Award Emily Chow 2A Simone Fung 2A Idnani Nimarta Hiroo 2A Jane Lee 2A Mehta Aarushi 2A Glycel Nacinopa 2A Khusboo Ramchandani 2A Samantha Ng 2A Krisol Mhae Rempillo 2A Kimberly Tong 2A Mandy Wong 2A Jeannie Wong 2A Adrienne Chan 2B Evelyn Lam 2B Joanne Li 2B Jessica Ng 2B Kiri Tse 2B Natalie Wai 2B Cee Cee Biddlecombe 2D Stephanie Chan 2D Natalie Ki 2D Melody Lam 2D Brigitte Lo Yee Yan 2D Romaine Ng 2D Nicole Wong 2D Bronze Award Ada Leung 3B Chris Li 3B Stephanie Luk 3B Jasmine Ng 3C Jacqueline Cheung 3D Florence Ho 3D Tracy Lai 3D Olivia Man 3D Winnie Yeung 3D Others Hong Kong Awards for Young People 2006-2007
7 Appendix 2
(cont’d) Silver Award Cecilia Chan 4A Gian Siu 4A Elizabeth Wai 4A Sylwyn Wong 4B Ariel Chan 4D Karen Po 4D
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP Maryknoll Sisters Education Grants Mandy Kwan 1D Kanthleen Yu 4D Krisol Mhae Rempillo 2A Sue So 6A Sharon Ng 3B
Columban Sisters Education Grants Phoebe Fung 1D Carmen Chan 4A Wendy Sze 2D Kitty Chan 6C Yvonne Yu 3B
Mrs. Chau Ho Dak Hing Memorial Vicky Lam 5A (2005-2006) Scholarship Jenny Wong 5A (2005-2006) Eileen Lou 5A (2005-2006) Mrs. Nancy Wong Scholarship for Sharlene Tai 3D Outstanding Achievement in Priscilla Au-Young 5A English Literature
Miss Hui Fung Ching Memorial Audrey Wong 3A Scholarship for Outstanding Roshelle Cheung 5D Achievement in Chinese Studies Mr. Hui Kee Memorial Scholarship for Amanda Chui 6B Outstanding Achievement in Religious Activities
MSS Most Outstanding Student Rachel Chan 4A Awards Felicity Ng 4A Carita Tsoi 4A
8 Appendix 2
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP (cont’d) 80th Anniversary Talent Award Art Rebecca Ko 5D Dance Evelyn Wan 7C Music Athene Mok 6C Speech & Drama Joyce Chan 6C Winky Lai 2A Sports Nancy Mui 4B Leadership Minerva Keung 6B Caroline Li 5B Audrey Pike 4A Service Gigi Chong 6A Katy Wong 6C Crystal Wong 4B Academic Award Loretta Lo 1A Ivy Fong 1B Ivy Cheung 1C Kelly Ng 1D Jacquelyn Fok 2A Eunice Leung 2B Lauria Kwai 2C Cee Cee 2D Biddlecombe Hanen Tang 3A Nicole Sheung 3B Aurelia Keung 3C Phyllis Tang 3D Rachel Chan 4A (Science) Felicity Ng 4A (Science) Carita Tsoi 4A (Science) Sharon Yuen 4A (Science) Angel Yuen 5A (Arts) Jovita Tam 5A (Arts) Priscilla Au-Young 5A (Science) Christy Leung 5A (Science) Cesarine Chan 6B (Arts) Minerva Keung 6B (Arts) Tonie Wu 6A (Science) Stephanie Chan 7B (Arts) Adrienne Lee 7B (Science) Tiffany Yeung 7C (Science)
Best in English Award Stefanie Au 1A Vedika Daswani 1A Stephanie Lau 1A Loretta Lo 1A Kimberly Tong 2A Jennifer Wong 2A Agnes Cheung 2B Emily Ting 2B Hanen Tang 3A Caroline Woo 3A Evelyn Fok 3D Sharlene Tai 3D Louise Lau 4A Felicity Ng 4A Gloria Yu 4A Carmen Yuen 4A Priscilla Au-Young 5A Amelia Lo 5A Winifred Mark 5A Claudia Massey 5A Nikki Lee 6A Tonie Wu 6A Joyce Chan 6C Adrienne Lee 7B Monica Chan 7C Evelyn Wa 7C
9 Appendix 2
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP (cont’d) Best in Chinese Award Loretta Lo 1A Edith Lee 1B Mandy Kwan 1D Yvette Yu 1D Adrienne Chan 2B Sammi Wong 2B Mandy Ngan 2C Priscilla Kam 2D Vanessa Li 3A Audrey Wong 3A Aurelia Keung 3C Joyce Chan 3D Carmen Chan 4A Bertha Cheung 4A Felicity Ng 4A Sharon Yuen 4A Priscilla Au-Young 5A Yuki Cheng 5A Christine Shen 5A Joyce Tam 5C Minerva Keung 6B Sheena Yap 6B Cherry Chak 6C Rosana Lo 7A Harmony Ng 7A Joanna Koo 7C
Best in French Award Carmen Yuen 4A
Bilingual Award (English &Chinese) Loretta Lo 1A Eunice Leung 2B Hanen Tang 3A Felicity Ng 4A Priscilla Au-Young 5A Cesarine Chan 6B Evelyn Wan 7C
Bilingual Award (English & French) Winifred Mark 5A
Best in Mathematics Award Melanie Ng 1A Ivy Fong 1B Ivy Cheung 1C Ann So 1C Angel Chan 2A Cynthia Yip 2A Alicia Lau 2B Melody Lam 2D Hanen Tang 3A Angel Lau 3B Olivia Man 3D Phyllis Tang 3D Rachel Chan 4A Gian Siu 4A Gloria Yu 4A Sharon Yuen 4A Priscilla Au-Young 5A Floria Hau 5A Christy Leung 5A Tamini Cheung 5C
Most Improved Student Award Nimarta Idnani 2A Eunice Leung 2B Jessica Tsai 2C Ona Tse 2C Tiffany Yuen 3A Angel Lau 3B Lucia Lee 3C Gloria Leung 3D Cherry Li 4B Nancy Mui 4B Mariel Ho 4C Priya Gaur 5B Jenny Fu 5C Iris Chan 5D Vera Lam 5D Kelly Au 7A Stephanie Chan 7B Katie Wong 7B
10 Appendix 2
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP (cont’d) F1 JUMP Programme
Most Innovative Poster Design Aliens 1A Most Interesting Topic Question JYTRS 1C Best Inquiry Plan Design Elastic Rings 1D Best Data Analysis Work JASCC 1B Best Reflections Queen 1D Best Question Bank Alien Angels 1A Best Newsletter XDD 1C Best Questionnaire Design Jumpz 1A
F.2 LEAD Programme
Overall Champion Dorothy Chong 2B Evelyn Lam 2B Joanne Li 2B Emily Ting 2B Eunice Leung 2B
Form 3 Geography EPA & CIT Cross- Curriculum Project
Best Project Award Joyce Xu 3A Vanessa Li 3A Christy Wan 3A Tiffany Yuen 3A
PTA Reading Scheme Awards (Chinese) Best Reading Report Award Lathia Luk 1B Priscilla Kam 2D (Best of Gold) Lilian Leung 3C Felicity Ng 4A
Best Reading Report Award Bonnie Mak 1B Connie Cheuk 2C (Best of Silver) Karena Lee 3A Louise Lau 4A
Best Reading Report Award Janice Wang 1A Sammi Wong 2B (Best of Bronze) Cheryl Ho 3D Stephanie Pui 4A
Most Active Student Award Vivian Law 3C
Best Reading Record Cards Award Lathia Luk 1B Sammi Wong 2B Stephanie Chan 3B
Most Active Class Award Form 2D
11 Appendix 2
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP (cont’d) PTA Reading Scheme Awards (English) Best Reading Report Award Jennifer Chan 1A Agnes Cheung 2B Olivia Man 3D
Most Active Student Award Winky Lai 2A
Most Active Class Award Form 2A
The Top Three in Gold Award for Genevieve Tsang 1A Tiffany Law 1B Fitness Cheng Long Yan 1C Lau Wing Tung 2B Antonia Li 2C Yuen Ka Hei 2D Ng Cho Kuen 3B Mak Pui Ying 3C Ng Hoi Lee 3D Audrey Pike 4A Carmen Yuen 4A Wan Ka Yau 4D Floria Hau 5A Christy Wan 5A Rebecca Leo 5B Chan Yin Wai 6A Lillian Yau 6B
Service Award Student Council Tonie Wu 6A Denise Chik 6C Gigi Chong 6A Michelle Yeung 6A Katalyna Lee 5B
RAC Amanda Chui 6B
ECA Committe e Virginia Tong 6C Rachel Chan 4A Stephanie Pui 4A Service Committee Carman Yip 6A Carmen Yuen 6B Hayley Chan 6A Gian Siu 4A Oletta Lam 4B Sports and Competitions Committee Nancy Mui 4B Carita Tsoi 4A
Houses Jupiter Crystal Ng 6B Cecilia Chan 4A Cecilia Wong 4C Mercury Lichee Cheng 6B Venus Annabel Fan 6A Josephine Wong 4A School Teams Athletics Team Julianna Yau 4A Badminton Team Vivian Chiu 4D Cross Country Team Audrey Pike 4A Dance Team Audrey Pike 4A Odyssey of the Mind Iris Wong 6A Swimming Team Nellie Ho 4C Table-tennis Team Pearl Li 6C Tennis Team Vivian Liu 4C
12 Appendix 2
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP (cont’d) Service Award (cont’d) Academic Clubs English Society Vera Chung 4B French Carmen Yuen 4A History Florence Lau 4B Home Economics Jennifer Siu 4D House of Debate Felicity Ng 4A Putonghua Janice Lee 4A
Interest Clubs Astronomy Kitty Chan 6C Computer & IT Anita Lo 6B HKAYP Zoe Wong 6A Japanese Culture Jenny Tang 6A Volleyball Rita Lai 4C
Visual & Performing Arts Clubs Chinese Drama Dorothy Pa 6B Dance Audrey Pike 4A Visual Arts Norine Chu 4A
School Service Groups Campus TV Team Olivia To 4C MSS Messenger (E) Julianna Yau 4A MSS Messenger (C) Katherine Chan 6A Music Committee Stephanie Chu 4C Athene Mok 6C Katy Wong 6C Student IT Team Florence Tsang 6C Tuckshop Annie Yim 6A Carman Cheung 6A Yearbook Eileen Lou 6C Joyce Chan 6C Sheena Yap 6B Iris Wong 6A
Community Service Groups Chelle Cheung 4D Girl Guides Catherine Chen 4D Interact Angel Cheung 6C Ankie Hung 6A Sheena To 6C Cesarine Chan 6B Candy Yip 6C Elkie Lei 6B Z Club Cherry Chak 6C
13 Appendix 2
INTERNAL AWARDS, GRANTS AND SCHOLARSHIP (cont’d) Service Award (cont’d) Pastoral Service Groups Careers Service Lillian Yau 6B Elaine Leung 6B Valerie Ng 6C Civic Education Minerva Keung 6B Ellen Cheung 6C Pearl Li 6C Terri Wan 4D Queenie Ng 4C Claudia Ng 4A Environmental Education Team Odelia Ko 6B Maggie She 6B Reny Cheng 6C Guidance Alison Tse 6B Jennifer Lee 6A Whitney Leung 6B Alice Wong 6C Sue So 6A Health Education Team Dora Chu 6A Eden Leung 6C Judith Kung 6C Gloria Yu 4A Sharon Yuen 4A
14 Appendix 3
Marymount Secondary School The 58th Hong Kong Schools Speech Festival
Solo Verse Speaking – Non-open Event Name of student Class Position Form 1 Girls Karishma Raju Advani 1A 2nd Anthea Chow 1A 1st Vedika Deepak Daswani 1A 1st Christie Wu 1A 1st Valeria Li 1B 2nd
Form 2 Girls Winky Lai 2A 1st Cee Cee Rose Biddlecombe 2D 2nd
Form 3 Girls Heidi Leung 3D 1st Sharlene Tai 3D 2nd
Form 4 Girls Vivian Chiu 4D 3rd
Form 5 Girls Vivien Sin 5A 1st
Form 6 –7 Girls Michelle Li 6C 3rd Sybil Lau 7A 1st
Prose Reading – Non-open Event Name of student Class Position Form 1 Girls Valerie Li 1B 3rd
Form 2 Girls Kimberly Tong 2A 2nd Aarushi Mehta 2A 3rd Rachel Lee 2B 2nd Esther Yeung 2B 3rd
Form 3 Girls Caroline Woo 3A 3rd Evelyn Fok 3D 1st
Form 4 Girls Stephanie Pui 4A 2nd Sharon Yuen 4A 3rd Natalie Ng 4B 2nd Karen Ho 4D 3rd
Form 5 Girls Lilian Mak 5A 2nd Joey Wong 5B 2nd
Forms 6 to 7 Girls Rosalind Wong 6A 2nd Maggie She 6B 1st
1 Appendix 3
Bible Reading Event Name of student Class Position Age 13 Patsy Ho 2A 3rd
Age 14 Jenny Lok 3C 2nd Agnes Lau 4D 1st
Age 15 Cassandra Kwok 4A 2nd Charmaine Kwong 4A 1st Gian Siu 4A 3rd Julianna Yau 4A 3rd Sharon Yuen 4A 3rd Natalie Ng 4B 2nd Jamie Tsui 4B 3rd Queenie Wong 4B 3rd Dorothy Li 4D 1st Stephanie Lowe 4D 3rd Katalyna Isabella Lee 5B 1st Bonnie Chau 5D 2nd
Age 16 or over Stephanie Kan 4D 3rd Priscilla Au-Young 5A 1st Lilian Mak 5A 1st Vivien Sin 5A 1st Lidian Kee 5B 3rd Caroline Li 5B 2nd Ivy Wong 5B 2nd Crystal Wong 5B 3rd Denise Ng 5D 1st Gigi Chong 6A 3rd Bian Ho 6B 2nd Maggie She 6B 2nd
Public Speaking Solo Event Name of student Class Position Forms 1 to 2 Samantha Lee 2A 2nd Aarushi Mehta 2A 2nd
Forms 3 to 4 Jacqueline Li 4A 3rd Felicity Ng 4A 3rd
Form 5 Vivian Sin 5A 2nd Elaine Wong 5C 3rd
Forms 6 to 7 Joyce Chan 6C 3rd Charlotte Yu 6C 1st
2 Appendix 3
Public Speaking Team Event Name of student Class Position Forms 1 to 3 Jenny Wong 3B 1st Nicole Sheung 3B Winnie Yeung 3D
Dramatic Duologue Event Name of student Class Position Forms 1 to 2 Karishma Raju Advani 1A 1st Vedika Deepak Daswani 1A Vivien Au 1A 3rd Emily Kwok 1A Cherry Chan 1A 2nd Jennifer Chan 1A Shereen Khemchandani 1A 2nd Kriti Kothari 1A Sophia Li 1A 1st Tiffany Tsui 1A Rose Mary Lam 1C 3rd Josephine Wong 1C Patsy Ho 2A 1st Zoe Ho 2B Melody Kan 2A 3rd Kathy Lui 2A Nigel Glycel Nacinopa 2A 2nd Khusboo Ramchandani 2A Sonia Lee 2B 1st Jessie Chiu 2C
Forms 3 to 4 Caroline Woo 3A 1st Sharlene Tai 3D Charmaine Kwong 4A 2nd Stephanie Pui 4A Jacqueline Li 4A 2nd Audrey Grace Pike 4A
Forms 5 to 7 Rosalind Wong 6A 2nd Joyce Chan 6C Michelle Li 6C 2nd Charlotte Yu 6C
Choral Speaking Event Class Position Form 1 Girls 1C 3rd 1D 3rd
3 Appendix 3
Thematic Group Speaking Event Name of student Class Position Forms 4-7 Boys and/or Girls Rachel Chan 4A 2nd Louise Lau 4A Stephanie Pui 4A Gian Siu 4A Natalie Ng 4B Tamini Cheung 5C 3rd Jamie Lau 5C Anita Su 5C Elaine Wong 5C Rachel Wong 5C
Improvised Dramatic Scenes Event Name of student Class Position Forms 4-7 Boys and/or Girls Jacqueline Li 4A 1st Audrey Grace Pike 4A Winifred Mark 5A Fiona So 5A Angel Yuen 5A Bonnie Wan 5B Nikki Lee 6A Rosalind Wong 6A Jessie Ip 6B Stephanie Teng 6B Joyce Chan 6C
Dramatic Scenes Event Name of student Class Position Forms 5 to 7 Priscilla Au-Young 5A 3rd Cassandra Chung 5A Vivien Sin 5A Caroline Li 5B Nikki Lee 6A Zoe Wong 6A Rosalind Wong 6A Jessie Ip 6B Stephanie Teng 6B Joyce Chan 6C
4 Appendix 4
瑪利曼中學 第五十八屆香港學校朗誦節
優勝者名單 二零零六年十二月
項目編號 項目名稱 學生姓名 班別 名次 304 詩詞獨誦(粵語組) 李昭明 中三丙班 季軍 305 詩詞獨誦(粵語組) 賴詠祈 中二甲班 冠軍 306 詩詞獨誦(粵語組) 趙婥瑜 中一甲班 亞軍
406 散文獨誦(粵語組) 何靜言 中一丁班 亞軍 406 散文獨誦(粵語組) 袁凱瑩 中一乙班 冠軍 406 散文獨誦(粵語組) 張藹茵 中一丙班 季軍
443 二人對話(中學三至四年級) 陳曉怡 中三乙班 季軍 443 二人對話(中學三至四年級) 蕭樂瑤 中三乙班 季軍
443 二人對話(中學三至四年級) 陳曉彤 中三丁班 季軍 443 二人對話(中學三至四年級) 梁穎思 中三丙班 季軍
443 二人對話(中學三至四年級) 張倬瑤 中三丁班 季軍 443 二人對話(中學三至四年級) 鄭康葶 中三丁班 季軍
443 二人對話(中學三至四年級) 林靄彤 中四乙班 季軍 443 二人對話(中學三至四年級) 劉昱禧 中四丁班 季軍
444 二人對話(中學一至二年級) 高穎彤 中一甲班 季軍 444 二人對話(中學一至二年級) 杜蔓琳 中一甲班 季軍
444 二人對話(中學一至二年級) 李頌欣 中二乙班 冠軍 444 二人對話(中學一至二年級) 趙迪妍 中二丙班 冠軍
444 二人對話(中學一至二年級) 陳怡秀 中一丁班 冠軍 444 二人對話(中學一至二年級) 余依穎 中一丁班 冠軍
459 天主教經文朗誦(中學組) 朱煦欣 中二乙班 季軍
462 基督教經文朗誦(中學組) 許樂怡 中三甲班 亞軍
1 Appendix 5
Marymount Secondary School The 59th Hong Kong Schools Music Festival
School Entries Event Position Junior Choir (Singing in English) 3rd nd Intermediate Choir (Singing in English)Intermediate Choir (Singing in Chinese) 2 rd Junior Folk Church Music (Age 14 & Under) 3 3rd Senior Folk Church Music (Age 18 & under) 1st String Orchestra (Intermediate) 3rd
Vocal Entries Event Name of student Class Position Miss Barbara Fei Vocal Scholarshop Athene Mok 6C 1st Female Voice Solo Soprano (19 & under Chinese) Athene Mok 6C 1st Female Voice Solo Mezzo-Soprano (19 & under Foreign) Katy Wong 6C 1st Female Voice Solo (17 & under Foreign) Athene Mok 6C 1st Female Voice Solo (17 & under Chinese) Stephanie Chu 4C 2nd Female Voice Solo (15 & under Foreign) Stephanie Luk 3C 3rd Amanda Li 3C 2nd Female Voice Solo (15 & under Chinese) Vivian Hung 4B 3rd nd Jasmine Leung 3D 2 Stephanie Luk 3C 1st Female Voice Solo (13 & under English) Amanda Li 3C 2nd Female Voice Solo (13 & under Chinese) Tiffany Wong 1C 1st Lam Lok Hei 2B 3rd Phoebe Chan 2A 2nd Female Voice Solo (13 & under Foreign) Gabrielle Yuen 1B 1st Female Voice Solo (13 & under Foreign) Phoebe Chan 2A 3rd Female Voice Duet (18 & under) Gabrielle Yuen 1B 1st st Athene Mok 6C 1 Katy Wong 6C Female Voice Duet (14 & under) Valerie Ng 6C 2nd Stephanie Chu 4C Natalie Cheng 3D 3rd Peggy Wu 3B Amanda Li 3C 1st Stephanie Luk 3C Winky Lai 2A 2nd Peggy Wu 3B Gabrielle Yuen 1B 1st
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Instrumental Entries Event Name of student Class Position Clarinet Solo Intermediate Karen Po 4D 2nd nd Piano Solo (Grade 6) Mandy Wong 2A 2 rd Piano Solo (Grade 8) Savia Chan 3C 3 Kayol Lam 4A 2nd Piano Sonata Renee Woo 1B 1st Piano Duet Intermediate Winky Lai 2A 1st Piano Duet Senior Kayol Lam 4A 3rd rd Flute Solo Jasmine Leung 3D 3 nd Flute solo Intermediate Rachel Chan 4A 2 Vanessa Li 3A 3rd Zheng Solo Adrienne Chan 2B 3rd Zheng Solo Intermediate
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瑪利曼中學 第四十三屆校際舞蹈節 (二零零六至二零零七年度)
中國舞 甲等獎 一 舞蹈名稱：女兒家 參賽者： 一乙 胡穎珩 三甲 李泳枬 一丙 李楚欣 三乙 梁可兒 一丙 趙蔚婷 三丙 戴晞雯 一丁 崔樂希 三丁 黃琬善 一丁 鄧曉敏 四乙 張藹婷 二丙 張明怡 四丁 曾斯敏 二丙 桂子
二重組乙等獎 二 舞蹈名稱：傣家姑娘在河邊 參賽者： 三丙 姜曉絃 四甲 譚雅姿
現代舞 甲等獎 一 舞蹈名稱：扎染情緣 參賽者： 一乙 胡沛楒 二丁 紀樂怡 一乙 廖敏芝 二丁 賴曉欣 一乙 譚采怡 二丁 王詠珩 二乙 源敏彤 三乙 胡沛祈 二乙 黃嘉恩 三丁 霍智澄 二乙 惠希翹 三丁 王曉驊
三人組乙等獎 二 舞蹈名稱：覓 參賽者： 三丁 霍智澄 三丁 王曉驊 四丁 曾斯敏
三人組乙等獎 三 舞蹈名稱：生命之光 參賽者： 二甲 朱希雅 二甲 蘇玥 二丁 紀樂怡
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現代舞 甲等獎 四 舞蹈名稱：小狗物語 參賽者：一乙 吳彥伶 二乙 林樂曦 一丙 陳曉慧 二乙 黃心兒 一丙 鄭朗欣 二丙 歐陽藹琪 一丁 姜曉慧 二丙 蔡梓晴 一丁 黃曦桃 二丙 霍昫晴 二甲 蘇玥 二丙 翁梓詠 二甲 伍希旻 二丁 袁皓琳 二甲 黃沛琳 三丁 王曉驊
街舞 甲等獎 最佳編舞獎 一 舞蹈名稱：Tabloid Junkie 參賽者： 二甲 朱希雅 二乙 宋珮蓉 二丙 柴心彤 二丁 彭欣婷 三甲 麥敬文 三丙 姜曉絃 三丙 林皓驊 三丙 駱菁雯 三丙 蔡瑩筠 三丁 鄭康葶 三丁 梁政欣 四甲 譚雅姿 四丙 梁惠堯
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