NT Heung Yee Kuk Yuen Long District Secondary School

School Report

(2014 / 2015)

Contents Page 1. Our school 3-4 1.1 School Mission 3 1.2 Brief Historical Background 3 1.3 School Premises 3 1.4 School Management 4 2. Achievements and Reflections on Major Concerns 5-8 2.1 Major Concern 1 5 2.2 Major Concern 2 6-8 3. Learning and Teaching 9-16 3.1 Our Curriculum 9-12 3.1.1 School Curriculum 9 3.1.2 Lesson Time for the 8 Key Learning Areas (S.1-3) 10 3.1.3 Curriculum Development Plan 11 3.1.4 Teaching and Assessment 11 3.1.5 Numbers of School Days 12 3.2 Our Teachers 13-16 3.2.1 Number of Teachers 13 3.2.2 Teachers‘ Experience 13 3.2.3 Highest Academic Qualification 14 3.2.4 Professionally Trained Teachers 15 3.2.5 Subject-trained Teachers 15 3.2.6 Teachers Meeting Language Proficiency Requirement (LPR) 16 4. Support for Student Development 17-33 4.1 Careers Guidance 17-18 4.2 Discipline 19-20 4.3 Environmental Education 21-22 4.4 Guidance & Counseling 23-25 4.5 Health & Sex Education 26-28 4.6 Moral, Civic and National Education 29-31 4.7 Other Learning Experiences 32-33

1 Contents Page 5. Students’ Performance 34-53 5.1 Class Organization 34 5.2 Students‘ Attendance 34 5.3 Students‘ Promotion 35 5.4 Destination of Exit Students 36-37 5.4.1 S.6 Graduates 36 5.4.2 Early Exit Students 37 5.5 Reading Habit 37-38 Frequency of Students Borrowing Reading Materials from the 5.5.1 37 School Library Average Number of Reading Materials Borrowed from the School 5.5.2 38 Library per Student per Year 5.6 Results of Hong Kong Attainment Test 38 5.7 Results of Territory-wide System Assessment (S.3 TSA Results) 39 5.8 Public Examination Results 39-40 5.8.1 The Overall Performance in Public Examinations 39 5.8.2 Results of Hong Kong Diploma Secondary Education Examination 40 5.9 Inter-school Activities and Awards 42-53 5.9.1 Academic 42-44 5.9.2 Art 45 5.9.3 Music 46 5.9.4 Sports 47-48 5.9.5 Scholarships 49 5.9.6 Outstanding Students 50-51 5.9.7 Others 52-53 6. Financial Summary 54 7. Future Planning 55 7.1 School Development Plan 2015-2018 55 7.2 School Major Concerns 2015-2016 55

2 1. Our School

1.1 School Mission

The school strives to provide students with all round education to inspire them to become responsible citizens and to be enthusiastic learners, developing their potential to the fullest extent so that they can cope with the challenge of the fast-changing world.

1.2 Brief Historical Background

The foundation-laying ceremony was held on 26th March 1966, with Hon. Aserappa JP, District Commissioner, New Territories, as our guest of honour. N.T Heung Yee Kuk made a donation of $600,000 while the remaining construction expenses were covered by the government. In September 1967, the first school year commenced. Since construction work was still in progress, teachers and students had to use the premises of Yuen Long Government Primary School as a temporary venue. Upon the completion of the construction work on 13th August 1968, the first batch of students moved into the new premises on 3rd September 1968. The opening ceremony was officiated by Sir David Trench, G.C.M.G., M.C., Governor of Hong Kong, on 23rd January 1969.

1.3 School Premises

The school premises are divided into 4 blocks: Administration and Special Rooms Block, Classrooms Block, New Annex Block and the Hall. All blocks are ventilated with air conditioners. There are altogether 34 Classrooms, 4 Science Laboratories, 3 Computer / Multi-media / Information Technology Learning Centres, 1 Geography Room, 1 Visual Arts Room, 1 Design and Technology Room, 1 Music Room, 1 Student Activity Room, 1 Library, 1 Social Worker Room and 1 Heung-chung Interactive-time English Corner (HITEC Room). Other facilities include 2 Covered Playgrounds, 1 Basketball Court, 1 Volleyball Court, 1 School Garden, 1 Tuckshop and 1 Car Park.

3 1.4 School Management

The School Management Committee (SMC) was set up in September 1999 to implement school based management. The SMC is comprised of a wide representation of stake-holders, including the Principal Education Officer(as Chairperson), the Principal, members from N.T. Heung Yee Kuk, teachers, parents, alumni and independent members who are professionals from different fields, to enhance transparency and accountability.

The composition of the SMC in Recent Years Independent EDB Principal Teacher Parent Alumnus Member 1 1 2 2 1 5 12 - 13 (8.3%) (8.3%) (16.7%) (16.7%) (8.3%) (41.7%) 1 1 2 2 1 5 13 - 14 (8.3%) (8.3%) (16.7%) (16.7%) (8.3%) (41.7%) 1 1 2 2 1 5 14 - 15 (8.3%) (8.3%) (16.7%) (16.7%) (8.3%) (41.7%)

4 2. Achievements and Reflections on Major Concerns

2.1 Major Concern 1: Utilizing assessment for learning to bring learning and teaching effectiveness to full fruition

Achievements and Reflections: Efforts were made by both teachers and students to strive for advancement. In classroom teaching, teachers gave practical feedback to inform students‘ learning. Gaining constructive input, students could learn more thoroughly. A highlight in learning and teaching practices was using students‘ good work to demonstrate success criteria as well as facilitating peer learning. Students reflected that they found it easier to analyze how well they and their peers had done as well as expressing opinions on what they learnt. They were more capable of looking for room for improvement.

All teachers responding to a survey about utilizing assessment for learning stated that they had integrated various modes of assessment like group discussion with follow-up presentation and project work into regular learning practices. They also designed varied activities such as experiments with laboratory reports to help assess students‘ learning progress and refine planning for the coming lessons. Relevant findings were used to help plan and modify teaching approaches and materials to meet students‘ need.

Informative staff development sessions have been done to equip teachers with the skills concerned so they were able to support students to tackle problems happened in their learning process.

Assessment for learning is a complex issue that should be carefully investigated. In the early stage, some teachers found it not easy to incorporate this assessment approach with regular teaching practices. Then with more supporting information like feedback from lesson observation discussed in Academic Affairs Meeting, teachers‘ experience sharing in collaborative lesson preparation sessions, problems were tackled and teachers could work out suitable ideas to design learning and teaching activities that prompted students to learn more actively. More importantly, it lays the foundation for guiding students to acquire the skills of self-directed learning and implement relevant measures to boost learning and teaching effectiveness.

5 2.2 Major Concern 2:

Task 1 To boost students‘ sense of responsibility towards community

Achievements and Reflections: A wide range of programmes (over 440 OLE programme with 24% of the activities closely related to the Major Concern) including talks, sharing sessions, campaigns, workshops and visits were successfully organized and have boosted students‘ sense of responsibility towards the community. The programmes were run smoothly and well-received with high participation rate (80%) from different levels of students. The programmes like Balloon Twisting Programme, Voluntary Service Day were the most popular and were given with positive comment.

Most teachers agreed that obvious improvement in students‘ behaviour and attitude towards life have been seen. Students were more willing to learn from their mistakes and make reflection. For activities such as talks, visits and exchange tours, students were fully engaged in them. Moreover, showing greater concern about current issues, students participated more actively in a wide range of external competitions and received prizes. Their serious attitude and ample preparation for different contests were praiseworthy.

Through S.1 Ambassador Training, S.1 Happy Ambassador Programmes, Heung Chung Buddies, etc, many teachers found that the majority of participating students were more positive in their attitude and their sense of responsibility towards the school and the community were greatly enhanced. In Running Life Programme and Personal growth workshop with Visual Arts, participating students learnt better communication skills and well co-operated with others, promoting them to adopt a positive attitude towards their studies.

With more chances to serve the community through various service learning activities like teaching the minority in tutorial class, rice distribution, Balloon Twisting Programme and Voluntary Service Day , students showed great concern about helping others and developed a positive outlook for their life.

Our school designed a variety of activities to suit the needs of students of different levels. Senior students showed more interest in different activities and there was age limitation for some external programmes. Thus, more promotion work should be done for junior students.

6 Low participation rate was found in some programmes organized by external organizations, as they were mostly done in the test cycle and examination period of our school. Students‘ concerns were fully reflected to the organizers so that some adjustment in the time schedule could be made in the coming years.

Task 2 To enhance students‘ sense of responsibility and ethical manner towards each other

Achievements and Reflections: Most teachers agreed that obvious improvement in students‘ behaviour and attitude towards life have been seen. Students were more willing to learn from their mistakes and make reflection. For activities such as talks, visits and exchange tours, students were fully engaged in them. Moreover, showing greater concern about current issues, students participated more actively in a wide range of external competitions and received prizes. Their serious attitude and ample preparation for different contests were praiseworthy.

With the implementation of the Di Zi Gui (《弟子規》) Reading Programme, Si Shu Xiao Pin (《四書小品》and MCE Materials Reading Scheme, a great improvement in students‘ behavioral and academic performance was achieved as they could be cultivated with better demeanor and positive values in traditional Chinese culture.

Students could also broaden their horizons and be more aware of social issues and current affairs through taking part in exchange tours and a wide variety of current affairs quiz competitions. From these activities, students could have better understanding about their current world and develop the sense of responsibility as a citizen in the global community.

Fruitful results were gained in open competitions e.g. Hong Kong Student China‘s National Situation Knowledge Contest (final round), awards of the most enthusiastic and best performing team in the 14th Basic Law Trophy Inter-school Debate Competition, the Champion in junior division and the 2nd prize in senior division in the News Commentary Competition organized by Hok Yau Club.

7 Task 3 To better life planning education and careers guidance to address students‘ developmental need at different stages

Achievements and Reflections: Careers and life planning was appropriately provided to students. Students with at different needs and at different stages of growth were provided with different modes of life planning education and career guidance. In S.6 Multiple Pathways and S.3 Subject Selection, guidance was given to students to empower them to make informed choices according to their interest, abilities and aspiration. In S.4-S.6 Careers Mappings and S.1-S.3 Finding Colors of Life, different learning elements of career development, like self-understanding and development, career exploration, and career planning and management, were adequately provided to our students to light up their careers path.

Students have better understanding of their own careers interest, abilities and further studies options and they are more confident in applying their careers and life planning skills to making informed choices.

Students would be encouraged to keep close track of the latest careers information so as to help themselves to make appropriate and well-informed choices in their further careers paths selection. Some specific S.6 students should be given more intensive personal careers counseling with follow-up programme.

8 3. Learning and Teaching

3.1 Our Curriculum

3.1.1 School Curriculum

Level S.1 S.2 S.3 S.4 S.5 S.6 Subject

Chinese Language       Chinese Literature    Putonghua    English Language       Mathematics       Mathematics Extended Part Module 1 & 2   Liberal Studies       Biology     Chemistry     Physics     Science   Computer Literacy    Information and Communication Technology    Technology for Life    Chinese History       Economics    Geography       History       Music     Visual Arts       Physical Education       Class Teacher Period       Reading Period      

9 3. 1. 2 Lesson Time for the 8 Key Learning Areas (S.1-3)

Year 12 - 13 13 - 14 14 - 15 KLA

Chinese 18.7% 18.7% 18.7%

English 19.1% 19.1% 19.1%

Mathematics 12.5% 12.5% 12.5%

Liberal Studies 11.4% 10.8% 11.4%

Personal, Social & Humanities 14.6% 14.6% 14.6%

Science 11.1% 11.1% 11.1%

Technology Education 4.2% 4.2% 4.2%

Arts Education 4.2% 4.8% 4.2%

Physical Education 4.2% 4.2% 4.2%

Percentage of Lesson Time for the Key Learning Areas

25%

12-13 20% 13-14 15% 14-15 10%

10 3.1.3 Curriculum Development Plan

The school curriculum was well designed to include all the key learning areas, offering students a variety of subjects and giving them different learning experiences in moral, intellectual, physical, social and aesthetic development. To meet students‘ need, diverse approaches like streaming, group teaching, after school remedial class and homework guidance programme were adopted to stretch the potential of high flyers and give assistance to the weaker ones. It was also emphasized that students should have a solid foundation of learning different subjects so that it could pave the way for their studies in senior years. Curriculum planning of Liberal Studies served as a good example. Syllabuses of junior years introduce students to the six major modules concerned and guide them to acquire essential examination skills, which are vital for working on Independent Enquiry Study (IES) in the NSS curriculum. Many other subject-wise learning activities like foreign restaurants dining experience, field trips were also incorporated into the formal curriculum to widen students‘ exposure to more learning opportunities as well as developing their generic skills.

It is important that students can study their preferred elective subjects in the NSS curriculum. With good planning and allocation of resources, S3 students could be allowed to choose elective subjects based on their interest and ability. Based on students‘ preferences, different combinations of elective subjects were formed, which attained the satisfaction rate at 100%.

3.1.4 Teaching and Assessment

Being ambitious for students, teachers put effort into their work to strive for betterment on designing teaching materials and methods. Aiming at enhancing classroom dynamics, teachers particularly paid attention to employing effective questioning techniques. It also prompted students to exercise high order thinking. Cooperative learning organized in different modes were also used to increase interaction between teacher and students and among students themselves. Students participated actively in lessons and got themselves much more involved in the learning process, maximizing both learning and teaching effectiveness.

Clear and instructive guidelines were set for assignments, tests and examinations. Different methods of assessments were used to reflect learning targets. Moreover, appropriate encouragements and praises were suitably used to foster students to learn well. Students‘ good work was display to recognize their effort as well as facilitating peer learning. Teachers‘ timely feedback was very effective positive reinforcement that helped sustain students‘ learning incentive and boost their confidence. With teachers‘ support and their hard work, students achieved brilliant results in both school examinations and the HKDSE examination.

11 3.1.5 Numbers of School Days

Year Number of School Days

12 - 13 190

13 - 14 190

14 - 15 190

12 3.2 Our Teachers

3.2.1 Number of Teachers

School Year 12 - 13 13 - 14 14 - 15

Number of Teachers 61 61 59

3.2.2 Teachers’ Experience

Teaching Experience Over 10 0 – 4 years 5 – 9 years years Year 12 - 13 7% 16% 77% 13 - 14 6% 15% 79% 14 - 15 5% 19% 76%

Teachers' Experience

90%

80%

70%

60% 12-13 50% 13-14 40% 14-15 30% 20% 10% 0% 0-4 years 5-9 years over 10 years

13 3.2.3 The Highest Academic Qualification

Qualification Tertiary Non-degree Bachelor Degree Master Degree or above Year 12 - 13 11% 59% 30%

13 - 14 11% 56% 33%

14 - 15 12% 56% 32%

The Highest Academic Qualification Attained by Teachers

80%

60%

12-13 13-14 40% 14-15

20%

0% Non-degree Bachelor Master Degree Degree or Above

14 3.2.4 Professionally Trained Teachers

Year 12 - 13 13 - 14 14 - 15

Professionally Trained 100% 98% 98%

% of Professionally-trained Teachers

100%

80%

60% 12-13 13-14 14-15

3.2.5 Subject-trained Teachers

Subject Chinese English Mathematics Year 12-13 100% 100% 100%

13-14 92% 100% 100%

14-15 100% 100% 100%

Subject-trained Subject-trained Teachers in the Core-three Subjects teachers refer to serving teachers assigned to teach 100% subjects relevant to the subjects they majored 80% in the former College of Education / Hong 12-13 60% Kong Institute of 13-14 Education, 40% post-secondary colleges 14-15 or universities. 20%

0% Chinese English Mathematics

15 3.2.6 Teachers Meeting Language Proficiency Requirement (LPR)

Subject English Putonghua Year

12 - 13 100% 100%

13 - 14 100% 100%

14 - 15 100% 100%

% of Teachers Meeting Language Proficiency Requirement

100% 80% 12-13 60% 13-14 40% 14-15 20% 0% English Putonghua

16 4. Support for Student Development To fully support our students in their personal growth, the Whole-person Development Committee which composed of the Discipline Team, the Other Learning Experiences Team, the Guidance & Counselling Team, the Careers Guidance Team, the Moral, Civic and National Education Team, the Health & Sex Education Team and the Environmental Education Team aptly designed various programmes and activities to provide pastoral cares for students‘ personal development. ‗Class Teacher Period‘ was conducted every cycle for students to develop positive moral values and social attitudes through participating in a variety of activities with various themes. Effective level assemblies for each level twice a week were organized to enhance students‘ sense of responsibilities towards themselves, peers and families, as well as the community they live in to bolster their whole-person development. Whole-school approach was adopted to cater for learner diversity. Class teachers, subject teachers, discipline teachers, guidance teachers, the school social worker and the school based education psychologist devotedly provided students with different needs with full support and extensive assistance. We also actively maintained close contact with their parents.

4.1 Careers Guidance

Date Major Events / Activities Target Group

Multiple Pathways Programs  Careers Interest Inventory Whole Year  Multiple Pathways Talk S.5 – S.6 Students  JUPAS & E-APP Talk  University Admission Talk Careers Planning and Management activities  JUPAS Online Application Workshops  E-APP Online Application Workshops  Mock Release of HKDSE & JUPAS Whole Year S.6 Students  Scheme for Admission of Hong Kong Students to Mainland Higher Education Institutions (MHEI)  The Universities and Colleges Admissions Service (UCAS) Careers Exploration activities  Job Shadowing  Job Placement Whole Year  Careers Expo S.3 – S.6 Students  Alumni Sharing  Interview Skill program  Applied Learning counselling

Date Major Events / Activities Target Group

To provide careers guidance to students  Individual and Group Career Guidance and Counselling for S.6 students  Orientation Evening for Parents of S.3 Students  Leaving Certificates, Transcripts, Letters of Recommendation, Letters of Reference and other student documents  Destination Survey on graduates including S.6 and Whole Year S.3 – S.6 Students non-S.6 students  Responsive careers guidance on the release of HKDSE Results  Dissemination of careers information through a variety of channels, including School Careers Web, School Careers EClass, School Careers Intranet Mail, School Newsletters, Careers Display Board, Parents Letters, etc.

Achievement, Reflection and Improvement

1. All graduating students have taken Careers Guidance & Counseling in this year to help them to understand their own careers interest, abilities and further studies options.

2. Graduating students completed all the applications to various tertiary institutes successfully under the careers guidance services and they would applied their careers and life planning skill to make informed choices.

3. Students were nurtured to understand more about their interests, abilities and orientations so as to develop their careers in various developmental stages under the life planning education & careers guidance framework.

4. The careers information is always updating and changing. We could encourage students to keep track on the latest careers information so as to facilitate their further careers paths selection.

5. Senior secondary school students are observed to show more interest on handling their careers and life planning than junior secondary school students. Even S.6 students have a higher concern on careers and life planning than S.5 students. Therefore, students are encouraged to set their personal goals in advance.

18 4.2 Discipline

Date Major Events / Activities Target Group

Nutrition of concepts of self-discipline and responsibility 9/2014  6/2015 1. Morning Assembly Sharing Sessions Whole school 2. Class Teacher Periods 8/2014 3. S.1 Induction All S.1 students

Corrective aspect of discipline Whole school 1. Supervision of students‘ behaviour 2. Disciplinary action 9/2014  7/2015 3. After-school homework tutorial classes and daily detention 4. Guidance, counselling and follow-up action

Enhancing measures for elite students 9/2014, 2/2015, 1. In-house Prefect Training Workshop, Prefect team 5/2015 Day-camp Leadership Training Programs 10/2014  12/2014 2. Enrichment Courses and Exchange Prefect leaders, Head Program prefects and High flyers S.4 prefects

Courses on Promoting Learning Attitudes 9/2014  1/2015 1. Running Life Program 4 S.2S.3 students 11/2014  3/2015 2. Creative Balloon Workshop and Social 18 S.1S.4 students Service Team 4/2015  5/2015 3. 6-session Art Therapy Workshop 8 S.1S.2 students

9/2014  7/2015 Teachers‘ Workshops Discipline teachers

19 Achievement, Reflection and Improvement

1. Heung Chung students are capable students, and effective school focus both on high academically and behavioural expectations. To support the objective, a comprehensive approach including disciplining and educating has been implemented. The school regulations were strictly enforced and severe follow up measures were imposed upon on failure of homework submission, late arrival and improper school uniform, as all these are the responsibilities of students. Proper communication with parents follow with a timely interview with students to educate them about their inappropriate performance were conducted. Furthermore, the record of school uniform irregularity was decreased by 37.9%, while the record of lateness was decreased by 19.3%. All these data proved that Heung Chung students can do better with appropriate guidance. And for further enhancement, we suggested that:

a. Home-school cooperation should be strengthened by the modification of notification procedure of misconduct cases.

b. Class teacher should pay a more active role in dealing with the necessary follow-up interview and action.

c. The measure of junior form after-school homework tutorial class should be extended to senior form students so as to promote active learning of students.

2. In-house prefect training workshops and day-camp training programs provided opportunities to prepare students to become effective prefects and to extend team building. In addition, engaging in leadership courses and exchange program empower prefects with holistic development.

3. For other behavioral remedial courses, students showed improvement. Students were guided to confront their problems. Mutual understanding and trust between students and teachers had been built. Follow-up caring should be provided so as to help them with consistently awareness and self-development and to empower individuals to manage their problems.

4. Value education is integrated throughout the whole year by means of assemblies. However, time control should be done better.

20 4.3 Environmental Education

Date Major Events / Activities Target Group

1. Greening School Scheme a. Greening School Subsidy Scheme (growing of 10/2014- 3/2015 plants and shrubs) Whole School 12/2014- 3/2015 b. One Student One Herb Scheme

2/2015- 4/2015 c. One Student One Pot-flower Scheme

2. School Energy Saving Scheme

Whole year a. School Environmental Ambassador Scheme b. Theme-based talk on Morning Assembly (On 4/2015 Whole School Energy Saving and related topics) 4/2015 c. Inter-class Energy Saving Competition

4/2015 d. Class teacher periods

3. Educational Programmes Held within School

10/2014-4/2015 a. Collection of Waste Paper Campaign

9/2014 b. Green Swimming Gala

10/2014 c. Mooncake Box Recycle

10/2014 d. Open Day

11/2014 e. Green Picnic Whole School 2/ 2015 f. Red Packet Recycle

3/2015 g. Talk on Love for Trees and Tree Safety

3/2015 h. Green Sports Day

4/2015 i. Goods Exchange Bazaar

4/2015 j. Class Teacher Period

5/2015 k. Send Love and Care to Homeless

21 4. Educational Programmes Held outside School a. Asia Eco-expo 2014 cum Chat with Head of 11/2014 Environmental Bureau b. Photography Competition on Fish pond landscape 11/2014 and eco-system（漁塘風景及生態攝影團） 12/2014 c. New Territories Fish Pond Festival Carnival d. Chat with Bureau Heads – Transport and Housing 2/2015 Bureau（青年與運輸及房屋局局長張炳良談長遠房屋策略） e. Building Safety Week 2015（安全週 2015 學校導 Whole School 3/2015 賞） f. Visit to Airport Control Tower and know more 4/2015 about the third runway project （參觀機場控制塔及認識機場航運和擴建機場第三跑道計劃 11/2014 g. Hiking – Lung Jek 「龍脊郊遊徑一天遊」

1/2015 h. Hiking from Tung Chung to Tai O「東澳古道遊」

7/2015 i. Hiking – Yuen Tsuen Old Trail「元荃古道遊」

Achievement, Reflection and Improvement The above arrangement of various activities provides ample opportunities for students to learn ideas, concepts and knowledge of environmental protection. Moreover, through the group and outing activities, students acquired essential generic skills of collaboration and communication. Finally, the above activities also contributed to the development of positive values and cultivation of sense of responsibility towards themselves, school, community and the world too.

One direction for future improvement is to introduce briefing and de-briefing sessions to the activities to further consolidate the learning effects. Moreover, some forms of assessment can be introduced such as holding of meetings for presentation or use of worksheets and questionnaires. Another direction for future development is to introduce more cross-curricular activities for the students. This is recommended because there are a lot of international experiences we can draw as role-models or examples of environmental protection. Countries such as Korea, Taiwan or Japan are good examples for learning and reflections.

22 4.4 Guidance & Counseling

Date Major Events / Activities Target Group

1. S.1 Orientation Programme:

8/2014 S.1 Orientation All S.1 Students

8/2014 Orientation for S.1 parents S.1 Parents

8/2014 S1 Parents‘ workshop S.1 Parents

S.1 Ambassador guidance programme and training 9/2014 - 11/2014 S.1 Students programme

11/2014 - 12/2014 S.1 Happy Ambassador training programme S.1 Students

2. Programmes to develop Students’ Serving Spirit and leadership training

S.1 Ambassador guidance programme and training programme

S.1 Happy Ambassador training programme S.1 Students, S.1 Happy 9/2014-5/2015 Ambassadors & Hueng Heung Chung Buddies training programme Chung Buddies

Volunteers‘ leadership training programme

Seminar for volunteers

23 Date Major Events / Activities Target Group

3. Programmes to strengthen Students’ Ability to Combat Adversity

Workshop on Love Yourself and Others S1 Leadership 9/2014 training S.1 Students (「愛己及人」領袖訓練工作坊) Workshop I & II on Ingredients to combat adversity 10/2014 S.6 Students (抗逆配方) 10/2014 & Positive thinking and attitudes programme S.2 Students 11/2014 (「樂觀思维與正面情緒」) 10/2014 & Class Teacher periods Whole School 3/2015 11/2014 & Building up stamina & physical fitness - Hiking S.1 to S.3 Students 5/2015 (毅力挑戰 - 生態遠足樂活動) 12/2014, 2/2015 Talks on morning assemblies Whole School & 5/2015

10/2014 Open Day display board Whole School Adventure ship- team building & responsibility 7/2015 nurturing programme S.2 to S. 5 students (「乘風航海上歷奇」訓練活動)

4. Cultivating Caring Culture and caring programmes

Salute to teachers day (敬師活動）& 9/2014 Whole School Nomination of Form Co-ordinators

9/2014 - 6/2015 Devising duty roster of Counseling teachers Whole School

9/2014 - 6/2015 Taking care of SEN students SEN students

Cooperation and Cases referral to Educational 9/2014 - 6/2015 4 concerning students Psychologist

1/2015 Dialogue in the dark (黑暗中對話) S.1 – S.3 students

2/2015 S.6 Farewell Party S.6 students

Parents‘ workshop on knowing more about 3/2015 All parents your children (高清看孩子)

4/2015 Heung Chung Buddies Caring Activity S.2 students

24 Achievement 1. S1 parents and students agreed that the seminars, orientation programmes and S1 Ambassador helped them to adapt the new school life. 2. Through various programmes and activities, it is believed that students have improved their awareness in serving and caring others. 3. After joining Adventure Ship, & challenging hiking trips, students can combat adversity in a more positive manner. 4. Students‘ leadership and potential have been well developed by programmes like S1 Ambassador Programme, Heung Chung Buddies, S1 Happy Ambassador Programme. 5. Other programmes such as Salute to Teachers Day, Dialogue in the Dark, Farewell to S6 students and Heung Chung Secret Buddies were organized to help promote positive atmosphere and learning attitude. 6. A range of activities and programmes were organized to encourage SEN students to develop their socializing skills and uphold positive values.

Reflection and Improvement 1. Programmes like S1 Ambassador Programme, S1 Happy Ambassador Programme were effective. 90% of S1 students attended the activities. Thus these will be held again next year but with more promotional work done beforehand. 2. Heung Chung Buddies was run in a rather smooth way. Most of the Buddies performed well, but few lacked responsibilities, which will be strengthened next year. 3. For the programme which was preparing students for the exams, some students were not attentive enough. It was suggested that only interested parties will be invited to join the programme. There is still room to improve in the area of improving students‘ ability to combat adversity. This will be one of the major concerns of Guidance & Counselling Team next year.

Date Major Events / Activities Target Group

4.5 Health & Sex Education

4.5 4.6

26 9/2014 Student Health Service S.1 – S.6

9/2014 Blood Donation S.4 – S.6

Morning Assembly Talk 9/2014 S.1 – S.6 (Introduction of Student Leadership Training Camp) Healthy School Programme : S.1 Briefing Session on 10/2014 Healthy School Programme S.1 Healthy School Programme : Parents‘ Briefing Session on 10/2014 Healthy School Programme All parents

12/2014 Class Teacher Period: Life Education S.5 – S.6

12/2014 Talk: Fruity Friday S.1, 3 & 4

1/2015 Healthy School Programme : Sex Education Workshop S.1

3-4/2015 Healthy School Programme : Stress Management Group S.1 – S.6

5/2015 Class Teacher Period: Life Education S.4 – S.5

Healthy School Programme : Class Teacher Period: 5/2015 S.1 – S.3 Cigarette and Wine

7/2015 Sex Ed. Workshops S.2

7/2015 Sex Ed. Workshops S.3

7/2015 Healthy School Programme : Interschool Carnivals S.1 – S.5

10/2014-7/2015 Drug Tests S.1-5

Achievement 1. Student Health Service The participation rate is very high (911 participants).

2. Healthy School Programme

27 It includes 5 drug tests scattered throughout the whole academic year, 2 briefing sessions to S.1 students and Parents separately, 5 stress management workshops, 5 interschool carnivals as well as one community carnival. The drug tests were conducted smoothly. The two briefing sessions were successfully launched. There are 7 students nominated by class teachers to attend the stress management workshops. The interschool carnivals had to be carried out in the other joint schools. The carnivals took place in our school were arranged as post examination activities.

3. Blood Donation Day 73 participants had successfully donated their blood in school. The number dropped slightly compared to previous years.

4. Class Periods Based on the results of the questionnaire set by school, all teachers found that the topics for the class periods can meet the needs of students. They found that the students can actively involve in the class activities and the lesson target can be met. 96% students claimed that they actively participated in the class while 98% of them found that the period was interesting and majority of them (94%) claimed that the period was helpful for their personal development in the long run.

5. Talks There were 2 talks – one was healthy diet and the other one is alcoholism. The students‘ feedback for the first talk was better than the second one. Maybe healthy diet is more popular than alcoholism. According to the results of the questionnaire, all teachers found that the talks can meet the development needs of students and the messages of the talks can be delivered while over 90% students found that the activities were helpful for their personal development in terms of sense of health. The activities were very informative.

6. Morning Assembly Talks Based upon observation and feedbacks from class teachers, majority of students paid attention to the talks and the themes of the talks can be effectively conveyed by the student speakers.

28 7. Sex Education Workshops There were workshops for S.1, S.2 and S.3. For S.1, the response was very positive. More than 94% claimed that the workshops were helpful for their personal growth and they all actively involved in the activities. According to the teachers‘ observation, students‘ performance in the workshops for S.2 was very good. Students were highly involved and interested in the activities. For S.3, the programme included 3 sessions. The first one was interactive drama show taken place at school hall. The second and third sessions were workshops taken place at classrooms. The response was good. All these activities can help students to understand more about sex which cannot learn from routine classroom activities.

Reflection and Improvement 1. Healthy School Programme The duration of each stress management workshop was more than one hour. Some students claimed that it was too long. The arrangement of the workshop in next year may be fine-tuned to meet the need of our students.

2. Talks The talk was very informative. However, some information was not new to some of our students. The contents of health talk should be further tailored-made to meet the needs of our students. More hands-on activities should be included.

3. Workshops The time management in workshops should be improved so as to avoid overtime. The activities in the workshops should be further tailored made for each class to meet the different needs of students. More interactions can be achieved in workshops which were more preferred than talks for our students.

29 4.6 Moral, Civic and National Education

Target Date Major Events / Activities Group

Lectures on ―Di Zi Gui”《弟子規》to S1 students and selected Analects S.1-S.3 《論語》and Mencius articles to S2 and S3 students

Flag-raising Ceremony S.4

Class Teacher Period: Whole Year S.1：Sense of Responsibility / Chinese Civilisation / Basic Law S.2：Honesty / Chinese Civilisation / Basic Law S.3：Care and Love Others / National Diplomacy / Basic Law S.1-S.6 S.4：Hong Kong Media / Fight Against Corruption / Basic Law S.5：Hong Kong Election / Chinese Situation / Basic Law S.6：Equality and Justice / Chinese Civilisation / Basic Law

Monthly Programmes:

First Term Tutorials and Sharing on ―Si Shu Xiao Pin” (四書小品) S.4-S.6

Second Term Sharing on reading materials on Moral Education S.4-S.5

12/2014 & Recognition of Good Learning Attitude Scheme S.1-S.6 6/2015 「表揚學習態度良好學生」計劃

Whole 10/2014 ―We Love HK‖ Moral Education Reading Scheme School

Hok Yau Club the News Commentary Competition (Champion in Junior Whole 10/2014 Division and the Second Prize in Senior Division) School

Whole 11/2014 Posting verses with moral values in each class School

Collaboration with the Discipline Team on printing ―moral verses‖ at the Whole 12/2014 back of mobile phone loan card School

30 Target Date Major Events / Activities Group

Inter-Class Display Board Design Competition on the theme – ―Cultivate 2/2015 S.1-S.5 Oneself, Care for Community‖

Daily Programmes:

The cultural show Celebrating the Victory in the War of Resistance Selected 9/2014 against Japanese was organized by Heung Yee Kuk Students

10/2014 Inter-class Putonghua Current Affairs Competition S.1 - S.2

11/2014 ―iTeen‖ Leadership Training Workshop by ICAC S.4 - S.5

11/2014 Visit ICAC North Point Headquarters S.4 - S.5

11/2014 Joining the 4th National Situation Knowledge Contest S.3-S.5

Joining the 14th Basic Law Trophy Inter-school Debate Competition to 11/2014 S.4-S.5 promote of the Basic Law of Hong Kong 12/2014 Exchange Programme to Taiwan and Sharing Session S.4 - S.5

1/2015 Talk on Election and Voter Registration S.5 - S.6

Whole 1/2015 Talk on National Diplomacy by Professor Lau Siu Kai School

3/2015 ICAC Interactive Drama S.4

3/2015 Joining Diplomatic Knowledge Contest S.3 - S.5

3/2015 Mainland Exchange Programme to Zhejiang and Sharing Session S.5

Whole 4/2015 ―Fight Against Corruption‖ Exhibition and Quiz School

7/2015 Uniform Flag-raising Competition Whole School 7/2015 Inter-Class Current Affairs Competition

7/2015 Mainland Exchange Programme to Chaozhou and Sharing Session S.3

31 Achievement, Reflection and Improvement With the implementation of the Di Zi Gui (《弟子規》) Reading Programme, Si Shu Xiao Pin (《四書小品》and MCE Materials Reading Scheme, a great improvement in students‘ behavioral and academic performance was achieved as they could be cultivated with better demeanor and positive values in traditional Chinese culture.

32 4.7 Other Learning Experiences

Date Major Events / Activities Target Group

9/2014 Introducing the OLE System S.1

Student Association Election / Student Association Activities

Management of the OLE Club and Team Affairs / Club and Team Activities Whole School Management of House Affairs / House Activities

Student Award Scheme

Student Learning Profile S.1 - S.6

‗School-based After-School Learning and Support Selected Students Programmes: Community-based Projects‘ Exchange Programmes: Selected Students (for S.1 - S.5)

Matsu, Taipei Visit (馬祖、台北考察之旅) 7-9/11/2014 3 students

The 13th Singapore-Hong Kong Exchange Programme 2014 8 students (第 13 屆新加坡香港學生交流團) 8-18/11/2014 Whole Year ―Passing on the Torch‖ Platform Programme Series: An Exploration into the History and Cultural Development of 10 students Nanjing (「薪火相傳」平台系列－南京歷史文化探索之旅內地交流活動計劃) 4-8/12/2014

Taiwan Universities Visit (2014 香港官立中學學生持續發 20 students 展專題研習‧台灣校園體驗之旅) 18-22/12/2014

The Mainland Exchange Programme for Student Leaders 1 student -Beijing (領袖生內地交流計劃－北京) 23-27/12/2014

The Geography Cross Border Field Study at Taiwan (地理科台灣生態、地貌與文化考察」台灣高雄及墾丁） 30 students 25-28/03/2015 The Affiliated High School (Jinhua II) of Zhejiang Normal University Exchange Programme「浙港姊妹學校浙師大附 30 students 中(金華二中)交流團」 Mainland Exchange Programme for Junior Secondary and Upper Primary Students - History and Culture in Chaozhou(「同根同心」—香港初中及高小學生內地交流 40 students 計劃 (潮州的歷史文化之旅) 2-4/07/2015

9/2014 Annual Swimming Gala

10/2014 Open Day

11/2014 Inter-class Singing Contest

11/2014 School Picnic Whole school

11/2014 Speech Day

12/2014 Christmas Variety Show

3/2015 Annual Sports Days

1 & 7/2015 Student Development Period S.1 to S.5

Achievement, Reflection and Improvement This year, over 410 co-curricular activities were organized inside and outside school. The themes and content of the activities were diversified and full of educational values. Students could not just only broaden their horizons and explore their interests and talents, but also further strengthened their leadership, organizational and interpersonal skills. They could also cultivate their sense of responsibility in helping their peers as well as the community.

In order to ensure that all activities to be held smoothly and students can acquire more knowledge and develop more talents and personal values, more preparation and coordination work were suggested to be done earlier.

34 Student Performance

5.1 Class Organization 2.1 Number of Operating Classes

Level S.1 S.2 S.3 S.4 S.5 S.6 Total

No. of Classes 4 4 4 5 6 5 28

Number of Students

Level S.1 S.2 S.3 S.4 S.5 S.6 Total

No. of Boys 60 77 52 64 79 65 397

No. of Girls 81 72 85 80 89 116 523

Total Enrolment 141 149 137 144 168 181 920

5.2 Students’ Attendance

Level S.1 S.2 S.3 S.4 S.5 S.6 Year

12 - 13 99.6% 99.3% 99.0% 98.0% 97.3% 97.8%

13 - 14 99.6% 99.5% 99.1% 98.5% 98.1% 98.1%

14 - 15 99.3% 99.3% 99.0% 98.4% 97.6% 96.2%

Students' Attendance Rate

100% 95% 90% 12-13 85% 13-14 80% 14-15 75% 70% S1 S2 S3 S4 S5 S6

35 5.3 Students’ Promotion

Students’ Promotion S.3 to S.4

Year 12 - 13 99% 13 - 14 99% 14 - 15 99%

Students' Promotion

100%

12-13 95% 13-14 14-15

90% S.3 to S.4

36 5.4 Destination of Exit Students

5.4.1 S.6 Graduates (HKDSE)

Destination Category (i) (ii) (iii) (iv) (v) (vi) (vii) Year

12 - 13 55% 7% 29% 4% 4% 1% 0%

13 - 14 63% 2% 25% 6% 0% 4% 0%

14 - 15 73% 0% 20% 5% 0% 2% 0%

Key for Destination categories: (i) Local university course; (ii) S.6 course; (iii) Local full-time post-secondary / vocational training course (including HKIEd, HKAPA, Shu Yan, Chu Hai, YMCA, Private Institutes, Institutes of continuing education, Associate degree programme, HKIVE, CITA, VTC, etc); (iv) Overseas studies; (v) Full-time employment (including Youth Pre-employment Training Programme & Youth Work Experience & Training Scheme); (vi) Others (including "neither working nor studying" & Study in China & Macau); and (vii) Unknown

Percentage of S.6 Graduates' Destination (HKDSE)

80% 70% 60% 50% 12-13 40% 13-14 30% 14-15 20% 10% 0% (i) (ii) (iii) (iv) (v) (vi) (vii)

37 5.4.2 Early Exit Students

School Year 12 - 13 13 - 14 14 - 15

Early Exit Students 0.87% 1.31% 1.30%

Early Exit Students

4% 3% 2%

0% 12-13 13-14 14-15

5.5 Reading Habit

5.5.1 Frequency of Students Borrowing Reading Materials from the School Library

Once a Less than Frequency Once every Once a week or once per Never two weeks month Level more month S.1 - 3 25.5% 38.3% 14% 4.2% 18% S.4 - 6 3.0% 5.4% 23% 23.4% 45.2%

Frequency of Students Borrowing Reading Materials from the School Library

80% 60% S.1 - 3 40% S.4 - 6 20%

0% Once a Once every Once a Less than Never week or two weeks month once per more month

38 5.5.2 Average No. of Reading Materials Borrowed from the School Library per Student per Year

Average Number of Reading Materials Borrowed from the Level School Library per Student per Year S.1 - 3 12.2 S.4 - 6 1.8

Average Number of Reading Materials Borrowed from the School Library per Student 20

S.1-3 S.4-6

5.6 Results of Hong Kong Attainment Test

Pre-S1 Results Subject Chinese English Mathematics Year 12 - 13 68.27 76.22 84.51

13 - 14 74.37 72.63 81.24

14 - 15 75.42 75.38 81.16

The Average HKAT Scores of Pre-S1 Tests

100

80 12-13 60 13-14

40 14-15

0 Chinese English Mathematics

5.7 Results of Territory-wide System Assessment

S.3 TSA Results Subject Chinese English Mathematics Year 12 - 13 97% 100% 100%

13 - 14 93% 99% 99%

14 - 15 97% 99% 99%

5.8 Public Examination Results

5.8.1 The Overall Performance in Public Examinations

HKDSE

No. of students sitting the examination 180 Total no. of Level 5**: 39 Total no. of Level 5* or above: 164 Total no. of Level 5 or above: 355 Total no. of Level 4 or above: 792 % of candidates meeting the general entrance requirements for local undergraduate university 88.9% programmes: Overall passing %: 98.3% Four Level 5**, two Level 5*, The best individual result one Level 5 and A in French (1 student)

40 5.8.2 Results of Hong Kong Diploma Secondary Education Examination

Subjects

French Language

Visual Arts

Physics

Music

ICT

History

Geography Level 2/E or Above of the Territory Economics

Level 2/E or Above of the Chinese Literature School

Chinese History Level 4/C or Above of the Chemistry Territory

Biology Level 4/C or Above of the School Mathematics - Extended Part (Algebra and Calculus) Mathematics - Extended Part (Calculus and Statistics) Liberal Studies

Mathematics (Compulsory Part)

English Language

Chinese Language

0 20 40 60 80 100 Percentage

41 5.9 Inter-school Activities and Awards

5.9.1 Academic

Number Activities Awards obtained

Champion 12 66th Hong Kong Schools Speech Festival, Hong Kong Schools Music and Speech First Runner-up 13 Association Second Runner-up 11

th The 11 Biliteracy and Trilingualism Outstanding Senior Group Award 1 Composition and Speech Competition, Rotary Club of Hong Kong Island West & Hong Senior Group Outstanding Chinese and 1 Kong Federation of Education Workers English Composition The 17th Putonghua Public Speaking Competition for Primary and Secondary Merit Star Award 2 School, The Cultural and Educational Association of the New Towns

Joint School Mathematics Project Presentation Champion 1 Contest 2014-2015, Sha Tin Government Secondary School Best Questioning Award 1

Secondary School Team Award: First 1 Runner-up

Singapore and Asian Schools Math Gold Award 13 Olympiads (Hong Kong Region), Archimedes Olympiad Research Institute Silver Award 5

Bronze Award 3

Hong Kong Mathematics Creative Problem Solving Competition for Secondary School, The Gifted Education Section of the Gold Award 4 Education Bureau and Hong Kong Federation of Education Workers Pan-Asia Pacific International Mathematics Invitation Competition, Pan-Asia Pacific Second Prize 2 International Mathematics Invitation Competition Organising Committee

42 Number Activities Awards obtained

Gauss Prize 1 The Hong Kong Youth Mathematical Challenge, The Hong Kong Youth Gold Prize 1 Mathematical Challenge Committee Silver Prize 2

Gold Award 2 World Class Arena (Mathematics) Elite Competition, Qualification and Curriculum Distinction in Mathematics 3 Authority of British Government Distinction in Problem Solving 3

The Best 20 Secondary Schools Award 1 The Hong Kong Mathematical High First Class Award 1 Achievers Selection Contest, Po Leung Kuk & Hong Kong Mathematics and Science Second Class Award 2 Education Association Third Class Award 1

Hong Kong & Macao Mathematical Olympiad Gold Award 8 Open Contest cum The Asia International Mathematical Olympiad Open Contest, The Silver Award 12 Hong Kong Mathematical Olympiad Association Bronze Award 8

Hong Kong & Macao Mathematical Olympiad Gold Award 4 Open Contest cum The Asia International Mathematical Olympiad Open Contest (Semi-final), The Hong Kong Mathematical Silver Award 1 Olympiad Association

Mathematics Problem Solving Techniques Second Class Award 8 Competition, International Mathematical Olympiad Hong Kong Committee Third Class Award 1

Number Activities Awards obtained

The Best Nurturing Award of Secondary 1 ‗Xiwanbei‘ International Mathematics School Contest, Hong Kong Olympic Mathematics Silver Prize 2 Association Bronze Prize 3

Gold Prize 1 ‗Xiwanbei‘ International Mathematics Contest (Final), Hong Kong Olympic Mathematics Silver Prize 1 Association Bronze Prize 1

Singapore and Asian Schools Math Gold Honour 1 Olympiads Asians (Final), Hong Kong Mathematical Olympiad Association Silver Honour 1

High Distinction 1 Australian Mathematics Competition, Australian Mathematics Trust Distinction 2

KMC International Mathematics Contest, First Prize 2 KMC International Mathematics Committee Second Prize 1 Hong Kong Actuarial Problem Solving and Creating Challenge, The Chinese University Second Runner-up 1 of Hong Kong International Junior Science Olympiad 2015 – Hong Kong Screening, The Hong Kong Academy for Gifted Education, the Gifted Third Class Honour 2 Education Section of the Education Bureau (EDB) & The Hong Kong Association for Science and Mathematics Education Enrichment Program for Gifted Learners (Matrix), The Hong Kong University of Distinction 1 Science and Technology

44 Number Activities Awards obtained

National Hua Luo-geng Cup Mathematics Second Class Award 1 Competition Hong Kong, The National Hau Luo-geng Cup Mathematics Competition Hong Third Class Award 2 Kong Committee

‗China Cup‘ Mathematics Olympic Invitational First Class Award 4 Competition, China Education Research Second Class Award 9 Association, ‗China Cup‘ Committee & China Education Committee Third Class Award 4

First Class Award 2 ‗China Cup‘ Mathematics Olympic Invitational Competition (Semi-final), ‗China Cup‘ Second Class Award 4 Mathematics Olympic Invitational Competition, China Education Research Association Third Class Award 3

‗Asian Cup‘: Stars of the Olympic Mathematics Creative Thinking Competition (Final), China Distinction Award 1 Aoshuzhixing Teaching Research Association ‗Asian Cup‘: Stars of the Olympic Mathematics Creative Thinking Competition, China Second Class Award 1 Aoshuzhixing Teaching Research Association ‗Hua Cup‘: National Mathematics Olympic Selection Competition (Final), China First Class Award 1 Aoshuzhixing Teaching Research Association

Champion 1 Rotary District 3450 & Sing Tao Daily, 2014-2015 ROTARY CUP Inter-school Debate Best Debater Award 2 Competition The Best Interrogative Speaker Award 2

The 3rd Fun Debate Competition, St. Mark‘s School, Heep Yunn School, Diocesan Boys‘ Second Runner-up 1 School and Holy Trinity College

31st NT Joint-School Debate Competition, NT First Runner-up 1 Joint-School Debating Society

45 5.9.2 Art

Number Activities Awards obtained

Award for Outstanding Performer 1

Hong Kong Schools Drama Festival 2014/15, Award for Outstanding Stage Effect 1 Hong Kong Art School

Award For Outstanding Cooperation 1

World Peace Painting and Calligraphy Exhibition, The World Peace Caland Gold Prize 1 Paintings and Calcon 2014 International Year of Family Farming Third Class Honour 2 Art and Design Competition, Po Leung Kuk Yuen Long Star of Arts 2014/15, Yuen Long Yuen Long Star of Arts 1 District Arts Committee Ice Snow Mood International Teacher Student Calligraphy Painting Photography Exchange Gold Award 1 Exhibition, Harbin Literature and Arts United Association Calligraphy & Photography Contest China Youth & Children Research Association, ‗Star Grade One Award 1 River‘ National children‘s Fine Arts Junior Section Outstanding Award (English 1 Penmanship Competition) The 19th Hong Kong Schools Chinese and Junior Section Outstanding Award (Chinese English Penmanship Competition (Final), 1 Penmanship Competition) Hong Kong Professional Teachers‘ Union Junior Section Premium Award (Chinese 1 Penmanship Competition) 7th Arts Ambassadors-in-School, Hong Kong Art Ambassador 2 Arts Development Council

46 5.9.3 Music

Number Activities Awards obtained

Champion 5 The 64th Hong Kong Schools Music Festival, Hong Kong Schools Music & Speech First Runner-up 3 Association Second Runner-up 1

‗New Tune Cup‘ Musical Instrument Champion 1 Competition, New Tune Music Association Dunhuang Cup Pipa Competition, China Silver Prize 1 Nationalities Orchestra Society 2015 Joint School Music Competition, Hong Gold Award – Piano Solo 1 Kong Joint School Music Association (Secondary-Advanced)

Champion 3

Tuen Mun District Chinese and Western Gold Medal 1 Instrumental Music Contest, Tuen Mun Arts Promotion Association First Runner-up 2

Silver Medal 1

47 5.9.4 Sports

Number Activities Awards obtained

Inter-school Sport Day, Hong Kong Schools Overall Second Runner-up (Girls 1 Sports Association Grade C)

Overall Boys Champion 1

Overall First Runner-up (Boys Grade 1 A) Inter-school Swimming Gala, Hong Kong Schools Sports Federation Overall Champion (Boys Grade C) 1

Overall First Runner-up (Girls Grade 1 B)

Overall Champion (Girls Grade C) 1

Champion 1 The 32nd Yuen Long District Swimming Gala, The Leisure and Cultural Services Department and First Runner-up 3 Yuen Long District Sports Association Second Runner-up 2

Inter-school Badminton Competition, Hong Kong First Runner-up (Boys Grade B) 1 Schools Sports Association Torneio de Interport Escolar de Corta-Mato 2014/2015 Second Classificada 1 Macau-Hong Kong-Guangdong-Fujian, The Hong Kong Schools Sports Federation Standard Chartered Hong Kong Marathon, Hong Second Runner-up (10km Women‘s 1 Kong Amateur Athletic Association Junior) All Hong Kong Schools Jing Ying Cross Country First Runner-up (Girls - Secondary Tournament 2014-2015, The Hong Kong Schools 1 Schools) Sports Federation

Individual Champion (Girls Grade A) 1 Inter-school Cross-Country Championship, Hong Kong Schools Sports Federation Individual Second Runner-up (Girls 1 Grade C) Inter-school Table Tennis Competition, Hong First Runner-up (Girls Grade C) 1 Kong Schools Sports Association National Day Hong Kong Table Competition cum Shue Hung International Cup, Yuen Long District Second Runner-up (Group) 1 Sports Association 48 Number Activities Awards obtained

Girls (Senior Group) – Champion 1 The 9th Youth Beach-Volleyball Competition, Volleyball Association of Hong Kong, China Boys (Junior Group) – 1st Runner-up 1

Inter-school Beach Volleyball Competition, Champion (Boys) 1 Leisure & Culture Service Department

First Runner-up (Boys Grade A) 1 Inter-school Handball Competition, Hong Kong Schools Sports Association First Runner-up (Girls Grade A) 1

Hong Kong Athletics Series 2015(Series 3), Hong Second Runner-up (Women‘s 1500M) 1 Kong Amateur Athletic Association Hong Kong Athletic Championships 2015, Hong Kong Amateur Athletic Association & Leisure and Second Runner-up (Women‘s 1500M) 1 Cultural Services Department A.S. Watson Group HK Student Sports Awards, Certificate of Award 1 A.S. Watson Group

First Runner-up 1 Hong Kong Inter-school Taekwondo Competition 2015, Leisure and Cultural Service Department Second Runner-up 2

Samsung 58th Festival of Sport-TKD Colour belt Competition 2015, SUMSUNG & Sports Champion 1 Federation & Olympic Committee of Hong Kong Yan Oi Cup Taekwondo Competition 2014, Yan Champion 1 Oi Tong, International Taekwondo Association 2014 Macau International Youth & Junior Judo Champion - Girls-44kg 1 Tournament, Macau Judo Association Hong Kong International Youth & Junior Judo Tournament 2014, The Judo Association of Hong Champion 1 Kong China Chiu Lut Sau Memorial Secondary School Sports Champion 1 Day, Chiu Lut Sau Memorial Secondary School Inter-primary schools Athletic Competition (Yuen Girls 4x100M Invitation Relay Second Long District)Hong, Kong School Sports 1 Runner-up (Secondary) Association The 51st Schools Dance Festival, Hong Kong Highly Commended Award 1 School Dance Association Limited

49 5.9.5 Scholarships

Number Activities Awards obtained

Sir Edward Youde Memorial Prize, Sir Certificate & Scholarship 1 Edward Youde Memorial Fund Council

―Murjani Scholarship‖, Education Certificate & Scholarship 7 Scholarships Fund Committee

Education Scholarships Fund Committee, Certificate & Scholarship 2 Woo Hay Tong Scholarship Excellent Academic Results and Conduct 3 Award The Scholarship for Secondary School Academic Results and Exemplary Conduct Students 2014, The Bank of 2 Merit Award Communications Charitable Foundation Academic Results and Exemplary Conduct 4 Award Sir Robert Black Trust Fund Grants for Talented Students in Non-academic Fields, Sir Robert Black Trust Fund Grants 3 Sir Robert Black Trust Fund Wong Wai Shun Outstanding Performance in Academics and Sports Award Scheme, Scholarship 3 Wong Wai Shun Outstanding Performance in Academics and Sports Award Committee Zhu Zhu Education Fund Scholarship, Zhu Scholarship 1 Zhu Education Fund

50 5.9.6 Outstanding Students

Number Activities Awards obtained

HKSAR Outstanding Students Selection, Yuen One of the Top Ten HKSAR 1 Long Junior Chamber Outstanding Students

First Runner-up (Community Student of the Year, South China Morning Post 1 Contributor)

2015 Harvard Book Prize, Harvard Club of Winner 1 Hong Kong First Runner-up 2

The Princeton Club of Hong Kong 2015 Book The Princeton Club of Hong Kong 2015 1 Award, The Princeton Club of Hong Kong Book Award

The Youth Arch Student Improvement Award, Youth Arch Student Improvement 28 Youth Arch Foundation Award

Outstanding Students Leaders Award, Hok Yau Club & the Federation of Outstanding Outstanding Student Leaders Awards 1 Student Leaders One of the Ten N.T. Outstanding 1 New Territories Outstanding Students Selection Students 2015, Federation of New Territories Youth N.T. Outstanding Student 1

First Runner-up 1

Second Runner-up 1 Yuen Long District Outstanding Students Selection 2015, Federation of Yuen Long Youth The Finalist 7

Writing Excellence Award 1

"Hong Kong 200" Leadership Project 2015, The "Hong Kong 200" Leader 1 Hong Kong Federation of Youth Groups

Hong Kong Young Ambassador Scheme 2014/15, The Hong Kong Federation of Youth Hong Kong Young Ambassador 3 Groups

Junior Financial Secretary, The Boys‘ and Girls‘ Junior Financial Secretary 2 Clubs Association of Hong Kong

51 Number Activities Awards obtained

Lingnan Community Education Award, The Community College at Lingnan University and Service Award 1 Lingnan Institute of Further Education TSW Joint School Leadership Training The Outstanding Secondary Student Programme, Tin Shui Wai Residents Services 2 Leader Award Association Fund Committee

52 5.9.7 Others

Number Activities Awards obtained

The Performance of the Best JPC School Club (Secondary) Award in Yuen Long, Yuen Long Champion 1 Junior Police Call

Help the Police Fight Youth Crime Competition Non-government Organisation (Youth 1 2014, Hang Seng Bank Service) Group – Second Runner-up

Best Participating JPC School Club (Yuen Long The Best Participating JPC School 1 District), Junior Police Call

AppJamming Summit 2015, First Code Champion 1 Academy

The most outstanding performance The 25th Anniversary of Promulgation of the 1 award Basic Law: Inter-School Online Basic Law Competition, EDB The most active participation award 1

UNICEF Game Race Day, UNICEF Club Game Designer Expert 1

Hong Kong Youth Geo Ambassador Training Programme, NWS Holdings Limited and Gold Award 1 Association for Geo-conservation 2014 Yuen Long Outstanding Volunteer First Runner-up in the Youth Group 1 Election, Social Welfare Department Charity Plant Sale, Community Youth Club & Active Participation Award 1 Community Chest Social Innovation Invention – Competition for Innovative Design 2015, World Green First Runner-up 1 Organisation ―The Best Endeavour‖ Award Scheme, The The Best Endeavour Award 12 Committee on Home-School Co-operation Volunteer Training Scheme 2014, Community Certificate of Excellence 1 Youth Club 2014 Hong Kong Technology & Renewable Energy Events Kinetically Powered Model car Second Prize of Environmental Friendly 1 (Senior) Competition, China Light and Power Material Usage and Design Competition and Hong Kong Science & Technology Parks

53 Number Activities Awards obtained

Community Service Honourable Award 1

Outstanding Performance Award 1 Yuen Long Student Ambassador Scheme 2014-2015, Yuen Long District Secondary School Heads Association Most Improved Award 2

Completion of Training and 80 Hours 5 of Service

Take Action! Youth Biodiversity Conservation Leadership Training Scheme 2015, The Best School Conservation Plan Award 1 Kadoorie Institute, The University of Hong Kong UNESCO HK Peace for All Youth Programme, UNESCO HK Peacemakers 10 UNESCO Volunteer Service Movement, Social Welfare Gold Award for Volunteer Service 8 Department (Individual)

Teentalk 2015 Writing Competition, The Law Second Runner-up (Prize of Most 1 Society of Hong Kong Logical Thinking)

Most Influential Leaders Award – 1 Outstanding Performance Most Influential Leaders Award – Hang Sang Bank – Leaders to Leaders Lecture 1 Innovation Project Series 2014, The University of Hong Kong & Outstanding Leadership Insight Award The Hong Kong Federation of Youth Groups 1 – Gold Outstanding Leadership Insight Award 2 – Silver

Champion (Junior Form) 1

Hok Yau Club the News Commentary 1st runner-up (Junior Form) 1 Competition, Hok Yau Club

Final Round Entrant (Senior Form) 2

54 Financial Summary

Government and Non-government Fund

I. Government Fund

A Non-school-specific Grants (NSSG) Budget Allocated Expenditure

(1) Baseline reference provision - GSS 578,784 286,062

Sub-total 578,784 286,062

B School-specific Grants (SSG)

(1) Composite I.T. Grant 407,089 333,696

(2) Capacity Enhancement Grant-GSS 557,148 548,732

(3) Teacher Relief Grant* 365,729 94,263

Sub-total 1,329,966 976,691

C Other Non-recurrent grants

(1) DLG-Other Programmes 162,137 74,820

(2) Moral & National Support Grant - GSS 339,948 268,885 (3) School-based After-school Learning & Support

Programmes - GSS 160,800 99,530

Sub-total 662,885 443,235

Total (A+B+C) 2,571,635 1,705,989 *Budget allocated with Unspent provision B/F

Budget Allocated II. Non-Government Fund Income Expenditure Balance with Balance B/F (1) ECA Fund 180,658 1,014,797 1,090,910 104,544

(2) SMI Fund 656,486 682,714 768,592 570,608

(3) Quality Education Fund (QEF) 9,706 0 0 9,706

55 7. Future Planning

7.1 School Development Plan 2015-2018

1. Strengthening the school as a ‗Learning Community‘ (i) To enhance learning and teaching through implementation of Self-directed Learning (SDL) 1.1.1 to support students to cultivate skills in SDL 1.1.2 to arouse students‘ interest in SDL 1.1.3 to boost students‘ confidence in doing SDL 1.1.4 to cater for learner diversity through SDL (ii) To promote professional development of teachers through strengthening the sharing culture among them.

2. Enhancing students‘ quality of life relating to oneself, school and community (i) To boost positive qualities of individual through 2.1.1 broadening our school-based life education curriculum 2.1.2 implementing training programmes to develop students‘ abilities to overcome adversities 2.1.3 heightening students‘ sense of having a positive outlook on life (ii) To help students pursue personal goals through 2.2.1 training students to do career planning with clear personal goal 2.2.2 providing students with opportunities to gain job-related experience 2.2.3 suggesting pathways to students for pursuing further studies and / or careers to cater for individual needs

7.2. School Major Concerns 2015-2016

1. Developing the school as a learning community to enhance learning and teaching effectiveness (i) To enhance learning and teaching through implementation of Self-directed Learning (SDL) 1.1.1 To support students to cultivate skills in self-directed learning and make them understand its importance 1.1.2 To arouse students‘ interest in self-directed learning 1.1.3 To assist students with experiencing self-directed learning in selected subjects 1.1.4 To strengthen the system and culture of sharing among teachers of the same subject (ii) To promote professional development among teachers through strengthening the sharing culture

2. Enhancing the student‘s quality of life (i) To boost positive qualities of individuals 2.1.1 To strengthen students' positive attitude towards life 2.1.2 To enhance students‘ problem-solving skills 2.1.3 To develop students‘ abilities to overcome adversity (ii) To help students pursue personal goals 2.2.1 To train students to do career planning and suggest pathways to students for pursing further studies and/or careers to cater for individual needs