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NT Heung Yee Kuk Yuen Long District Secondary School

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NT Heung Yee Kuk Yuen Long District Secondary School 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.
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