NT Heung Yee Kuk
Yuen Long District Secondary School
School Report
(2009 / 2010)
School Mission The school strives to provide students with all round educa tion to inspire them to become responsible citizens and to be enthusiastic
learners, developing their potential to the fullest extent so that they may cope with the challenge of the fast-changing world.
1. Our School
1.1 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. Upon the completion of the construction work on 13th August 1968, the first batch of students moved into the new premises on Third September. The opening ceremony was officiated by Sir David Trench, G.C.M.G., M.C., Governor of Hong Kong, on 23rd January 1969.
1.2 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 Art Room, 1 Design and Technology Room, 1 Music Room, 1 Student Activity Room, 1 Library, 1 Social Worker Room. Other facilities include 2 Covered Playgrounds, 1 Basketball Court, 1 Volleyball Court, 1 School Garden, 1 Tuckshop and 1 Carpark.
1.3 School Management
The School Management Committee (SMC) was set in September, 1999 to implement school based management. The SMC comprises wide representation of stake-holders, including school council members, 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 Sponsoring Independent Principal Teacher Parent Alumni Body Members 1 1 2 2 1 5 07 - 08 (8.3%) (8.3%) (16.7%) (16.7%) (8.3%) (41.7%) 1 1 2 2 1 5 08 - 09 (8.3%) (8.3%) (16.7%) (16.7%) (8.3%) (41.7%) 1 1 2 2 1 5 09 - 10 (8.3%) (8.3%) (16.7%) (16.7%) (8.3%) (41.7%)
2 2. Achievements and Reflections on Major Concerns
2.1 Major Concern 1: Strengthening the effectiveness of learning and teaching to ensure successful implementation of the New Senior Secondary curriculum
Task 1 Amend administrative organization to facilitate the implementation of the NSS curriculum and the related measures
Achievements and Reflections: The administrative organization was restructured with reference to the key learning areas (KLA) and five areas of other learning experiences (OLE). The new organization facilitated different departments and committees to align well with the new academic structure. Nevertheless, the workload of PSHE and Cultural Subjects Coordinator can further be adjusted. In the following school year, this post should be split into PSHE Subjects Coordinator and Technology & Cultural Subjects Coordinator.
Task 2 Strengthen English learning environment to boost students’ performance in NSS curriculum.
Achievements and Reflections: A natural and encouraging atmosphere was developed to motivate students’ interest in learning and using English as well as polishing their language proficiency. With teachers’ effort, students conversed in English in a supportive language condition. By adopting the whole-school approach, both students and teachers were engaged in different themed English Days to get used to speaking in English for an authentic communication purpose. About 90% of students subscribed SCMP and cultivated a good reading habit. Presentations on issues of students’ interest were delivered in morning assemblies by representatives from all classes to promote sharing of ideas among themselves. School-based activities like interactive drama performances, movie watching and English Ambassador Training Activity Day were organized for students to widen their exposure to a variety of English materials and help master good language skills. Students also took part in external competitions such as Hong Kong Schools Speech Festival to immerse themselves in a more comprehensive English school life.
Task 3 Conduct group teaching in S.4 LS to facilitate the issue-enquiry approach in learning and teaching of this core NSS subject.
Achievements and Reflections: Group teaching is conducted in S.4 LS 5 classes are divided into 7 groups. There were 26 to 33 students in each group. Students were actively involved in the classroom activities. A variety of learning and teaching activities, such as role-play, group discussion, debates, etc. could develop in students a range of skills for life-long learning, including critical thinking skills and became an independent thinkers. Teachers acted as the learning facilitators, they were information and knowledge provider. On the other hand, teachers were the coach guides through the enquiry process, they would give advice and feedback to students and enrich the discussion and not dictate its direction. It provided an opportunity for students to learn to become self-directed learners responsible for their own learning. Students were evenly distributed in each group according to their academic result in S.3 LS examination.
3 Students could help each other and provide with suitable assistance and guidance in accordance with their abilities and learning needs. Students had good achievement in the school’s examinations. The passing rate of LS was 100%. It indicates that most students have a good understanding in the subject knowledge, basic concepts, skills in using information and apply critical thinking skills in making decisions judgments on issues and problems. In view of these, group teaching in NSS LS is a desirable arrangement to facilitate learning and teaching, and should be extended to all senior levels.
Task 4 Introduce SBA requirements and incorporate SBA work into normal lessons of the relevant S4 subjects to facilitate both students and teachers to have good preparation for the actual SBA implementation in the following school years.
Achievements and Reflections: The SBA guidelines and requirements of the involved NSS subjects were delivered to S.4 students. All of them could have a clear and integrated framework of SBA that they would encounter. This should facilitate them to make preparation for the SBA in S.5 and S.6.
Task 5 Arrange ‘Reading Period’ for students (S1-3 in library) to ‘Read across the Curriculum’, enabling students to acquire and construct knowledge, as well as to broaden their exposure, mind and vision to diverse interests and qualities.
Achievements and Reflections: School-based Reading Lessons have been implemented successfully. All junior students completely finished worksheets tailor-made by teachers, covering eight Key Learning Areas. In a survey, more than 90% of students stated that they were benefited from having Reading Lessons. More of 70% of students felt that they became more interested in reading and had acquired useful reading strategies, so they read more books and articles than before. Students in senior levels read newspapers assiduously in Reading Lessons. More than 75% of them found that they had learnt more about the layout of newspapers as well as matters regarding current affairs. In next school year, teachers of different subjects could be invited to recommend books of various genres to students and worksheets would also be simplified so as to further promote reading among students.
Task 6 Reallocate the class-teacher period (monthly assembly), from the 1st period to the 8th period, to facilitate the implementation of activities for OLE.
Achievements and Reflections: Talks, seminars and even musical could be conducted at the class-teacher period at which the activities could extend afterschool without disturbing the normal teaching hours. After reallocation of the class-teacher period and monthly assembly, all lessons throughout the year could be conducted as usual without being interrupted. It was certain that teaching effectiveness was enhanced.
4 2.2 Major Concern 2: Catering for the diverse Abilities and needs of students to develop their capacity and nurture their whole-person development
Task 1 Organize assistance measures for the low-achievers to help them improve their learning skill and confidence
Achievements and Reflections: Group teaching in core subjects was launched in junior forms to assist less-able students to keep pace with the regular curriculum. Remedial programmes were offered for S.1 to S.3 students who ranked in the bottom 20 in the internal examinations of Chinese Language and the internal examinations of English Language respectively. The academic results of these students in Sessional Examination, showed in the table below, proved that the programmes were successful. Remedial Programme for Chinese Language Students with improvement Students elevated Level in form position in Chinese out of bottom 20 in Chinese S1 8 (40%) 5 (25%) S2 16 (80%) 6 (30%) S3 16 (80%) 9 (45%)
Remedial Programme for English Language Level Students with improvement Students elevated in form position in English out of bottom 20 in English S1 10 (50%) 7 (35%) S2 12 (60%) 6 (30%) S3 11 (55%) 5 (25%)
In senior forms, teachers offered students tailor-made programmes according to their needs to help them in learning their subjects effectively. Supplementary lessons and personal tutorials were provided for the low-achievers to enhance their academic standard and upgrade their public examination performances. Supported by these measures, the overall results of public examinations in 2010 were remarkable.
Task 2 Implement enhancement measures for the high-flyers of all levels to fully explore their potentials
Achievements and Reflections: High-flyers were encouraged to participate in various open academic competitions and elections of outstanding HK students. They performed excellently and obtained many significant prizes which are listed in Section 5.
Task 3 Organize a wide range of activities including class-based activities, competitions, morning assemblies, talks, class teacher periods and board display based on the theme “Being conscientious today, Making ready for tomorrow” to help students face issues regarding anti-drug, sex education and easing pressure from studies
5 Achievements and Reflections: A multitude of programs were organized by the multi-educational teams and received with positive responses. In particular, seminar, talk, class teachers’ periods and interactive musical were conducted for students, teachers and parents to deliver anti-drug messages and enrich their knowledge and understanding on the influence of drug abuse. Seminars and workshop were held to promote sex education. Similarly students had learnt the methods for easing pressure from studies through students’ sharing at morning assemblies and class teachers’ periods. From the end-of-year survey, 87% of students stated that they always committed self reflected in order to improve their behavioural and academic performance. 94% of students responded that they were ready to accept advice from teachers to make self advancement. It was undoubted that all function teams had provided a positive influence on students.
2.3 Major Concern 3: Enhancement of professional development of teachers for the growth of professional learning community in the school.
Task 1 Organize Staff Development Days with appropriate seminars, talks and workshops including the Joint YL & Tuen Mun GSS Staff Development Day.
Achievements and Reflections: To cater for the school-based situations and professional needs of the staff, six Staff Development sessions were conducted. The session aptly provided useful and relevant knowledge, information and data for the staff. In addition, our staff attended the Joint YL & Tuen Mun GSS Staff Development Day. The evaluation results revealed most of the participants were satisfied with the programme. Some of our staff also reflected that such joint-school staff development day could facilitate sharing of experiences among teaching staff of different schools. For the successful experience, the school would join more Joint-School Staff Development Days in the following school year.
Task 2 With reference to individual professional needs, promote professional development of staff
Achievements and Reflections: The CPD records of e-Services was used to review the professional development information of all teaching staff. The records assisted the school authority in observing the intentions and progress of the staff in their professional development. In turn, the school authority could aptly provide advice for individual teachers and effectively formulate manpower plans for different operational needs, e.g. allocation of teaching or administrative duties.
Task 3 Further reinforce culture of collaboration among teachers
Achievements and Reflections: More common free lessons were arranged to allow the smooth implementation of collaborative lesson preparations (CLP) in the core subjects. The teachers involved shared their resources and views on teaching during the preparation. This was found especially important for the relatively new subject, Liberal Studies. CLP should also be important for all NSS subjects which involve new curriculum and SBA.
6 Self-arranged Peer Lesson Observation has become a part of the school culture. All the teaching staff showed a strong initiative in participating in peer lesson observations. The observations were not only restricted within each subject panel but also extended to cross-subject panels. The period after the mock exams of S.5 and S.7 could provide more capacity for them to conduct peer lesson observation. The capacity would be smaller in the following school year as only S.7 would take public exams and leave school earlier.
Task 4 Continue the mentorship programme for new teachers of the school
Achievements and Reflections: The revised mentorship programme was implemented. Experienced teachers and colleagues from Discipline Committee were arranged to be mentors of fresh teachers. Supported by mentors’ careful monitoring, prudent guidance and frequent interflow, all the fresh teachers demonstrated reasonable professional growth. Their classroom management was strengthened by the new arrangement. However, individual personality of the fresh teachers was found to be a key for good classroom management. All mentees reflected that the mentorship programme was essential to develop their teaching careers.
7 3. Our Learning and Teaching
3.1 School Curriculum
Level S.5 S.6 S.7 S.1 S.2 S.3 S.4 Subject Arts Sci. Arts Sci. Arts Sci. English Language Use of English (AS) Chinese Language Chinese Language & Culture (AS) Mathematics Additional Mathematics Applied Mathematics (AL) Pure Mathematic (AL) Liberal Studies Chinese History / Chinese History (AL) Chinese Literature / Chinese Literature (AL) Economics / Economics (AL) Geography / Geography (AL) History / History (AL) Computer Literacy Information and Communication Technology Computer and Information Technology Computer Studies Science Combined Science Physics / Physics (AL) Chemistry / Chemistry (AL) Biology / Biology (AL) Putonghua Music Physical Education Technology for Life Visual Arts Class Teacher Period
8 3.2 Lesson Time for the 8 Key Learning Areas (S1-3)
Year 07 - 08 08 - 09 09 - 10 KLA
Chinese 17.4% 16.7% 18.7%
English 18.8% 18.1% 19.1%
Mathematics 12.5% 12.5% 12.5%
Liberal Studies 6.9% 10.4% 11.4%
Personal, Social & Humanities 16.0% 14.6% 14.6%
Science 11.1% 11.1% 11.1%
Technology Education 6.3% 6.3% 5.2%
Arts Education 6.9% 6.3% 5.2%
Physical Education 4.2% 4.2% 4.2%
Percentage of Lesson Time for the Key Learning Areas
25%
20% 07-08
08-09 15% 09-10
10%
5%
0% Chinese English Mathematics Liberal Personal, Science Technology Arts Physical Studies Social & Education Education Education Humanities
9 3.3 Curriculum Development Plan
The school curriculum well covers all the key learning areas, offered students a good range of combination of subjects and provided them with different learning experiences in moral and civic education, intellectual development, physical development and aesthetic development. Suitable measures were taken to cater for students learning abilities so as to further polish the high fliers and elevate the standard of the low achievers. Special attentions were devoted to develop students’ generic skills, in particular through the student all round development program. As an EMI school, strict EMI policy was adopted in class teaching.
3.4 Teaching and Assessment
Teachers are well experienced and professionally trained. Their lessons were well prepared and conducted smoothly and effectively through proper teaching strategies, clear explanations and good classroom management. They are caring, patient and friendly, showing respect to students’ views and established harmonious relationship with students.
The school has clear guidelines on assignments, tests and examinations. Different methods of assessment were designed to reflect different learning targets. The level of difficulty and coverage of examination papers were suitable. Teachers marked the assignments conscientiously and accurately with timely and appropriate feedbacks which provided useful guidelines for students’ improvement. Assessment information on students’ academic and non-academic performances were recorded systematically to help school and teachers monitor students’ learning progress.
10 3.5 Number of Teachers
School Year 07 - 08 08 – 09 09 – 10
Number of Teachers 62 62 62
3.6 Teachers’ Experience
Teaching Experience Over 10 0 – 4 years 5 – 9 years years Year 07 - 08 13% 8% 79%
08 - 09 21% 10% 69%
09 - 10 11% 13% 76%
% of Teaching Years of Teachers 100%
80%
60% 07-08 08-09 40% 09-10 20%
0% 0-4 years 5-9 years over 10 years
11 3.7 Academic Qualification
Qualification Tertiary Non-degree Bachelor Degree Master or above Year 07 - 08 13% 63% 24%
08 - 09 12% 70% 18%
09 - 10 13% 68% 19%
Highest Academic Qualification Attained by Teachers
80%
60%
07-08 08-09 09-10 40%
20%
0% Non-degree Bachelor Master or Degree Above
12 3.8 Professional Qualification
3.8.1 Professionally Trained Teachers
Year 07 - 08 08 - 09 09 – 10
Professionally Trained 95% 100% 100%
% of Professionally-trained Teachers 100% 80%
60%
40% 20% 0% 07-08 08-09 09-10
3.8.2 Subject-trained Teachers
Subject Chinese English Mathematics Year 07 - 08 92% 85% 90%
08 - 09 100% 92.3% 90% 09 - 10 100% 100% 100%
Subject-trained Teachers in the Core-three Subjects Subject-trained teaches 100% refer to serving teachers assigned to teach subjects relevant to the major subjects they took in the 07-08 former College of 80% 08-09 Education / Hong Kong Institute of Education, 09-10 post-secondary colleges or universities.
60% Chinese English Mathematics
13 3.8.3 Teachers Meeting Language Proficiency Requirement (LPR)
3.8.3.1 English and Putonghua
Subject English Putonghua Year
07 - 08 92.3% 100%
08 - 09 100% 100%
09 - 10 100% 100%
% of Teachers Meeting Language Proficiency Requirement
100% 80% 07-08 60% 08-09 40% 09-10 20% 0% English Putonghua
14 3.8.4 Number of CPD Hours Undertaken by the Principal
Number of CPD Hours Undertaken by the Principal 60
40
20
0 07-08 08-09 09-10
3.9 Numbers of School Days
Year Number of School Days
07 - 08 191
08 - 09 193
09 - 10 192
15
4. Support for Student Development
Whole-school approach is our strategy to cater for student diversity. Subject teachers, class teachers, discipline teachers, guidance teachers and the school social worker devotedly provide full support and extensive assistance to students with different needs. We also actively maintain close contact with their parents. Student Development Committee composed of OLE Team, Guidance & Counselling Team, Careers Team, Moral & Civic Education Team, Health & Sex Education Team and Environmental Education Team aptly formulate various programmes and activities for cultivating students’ whole-person development. ‘Class Teacher Period’ is conducted each cycle for students to develop positive moral values and social attitudes through organizing a variety of activities with various themes.
16 5. Student Performance
5.1 Class Organization 2.1 Number of Operating Classes S5 S6 S7 Level S1 S2 S3 S4 Total Arts Sci. Arts Sci. Arts Sci.
No. of Classes 5 5 5 5 2 3 1 2 1 2 31
Number of Students S5 S6 S7 Level S1 S2 S3 S4 Total Arts Sci. Arts Sci. Arts Sci.
No. of Boys 72 78 76 80 21 56 8 32 10 20 453
No. of Girls 118 122 127 128 59 64 25 28 23 32 726
Total Enrolment 190 200 203 208 80 120 33 60 33 52 1179
5.2 Students’ Attendance
Level S.1 S.2 S.3 S.4 S.5 S.6 S.7 Year 07 - 08 99.8% 99.4% 99.4% 99% 97.8% 97.5% 98%
08 - 09 99.8% 99.6% 99.3% 98.8% 98.1% 97.8% 98.2%
09 - 10 99.3% 99.1% 98.9% 99.0% 98.7% 98.5% 97.8%
Student's Attendance Rate 100% 100% 99% 99% 07-08 98% 08-09 98% 09-10 97% 97% 96% S1 S2 S3 S4 S5 S6 S7
17 5.3 Students’ Promotion
Students’ Promotion S6 places filled S5 to S6 S3 to S4 by own S5 (Other schools) Year 07 - 08 98% 100% 33% 08 - 09 97% 100% 35% 09 - 10 93% 100% 32%
Students' Promotion
100% 80% 07-08 60% 08-09 40% 09-10 20% 0% S3 to S4 S6 places filled by S5 to S6 (Other own S5 schools)
18 5.4 Destination of Exit Students
5.4.1 S.5 Graduates
Destination Category (i) (ii) (iii) (iv) (v) (vi) (vii) Year
07 - 08 79% 9% 3% 5% 2% 2% 0%
08 - 09 81% 7% 6% 5% 1% 2% 0%
09 - 10 77% 3% 8% 10% 3% 0% 0%
% of S.5 Graduates' Destination
100%
80% 07-08 60% 08-09 40% 09-10
20% 0%
(i) (ii) (iii) (iv) (v) (vi) (vii)
Key for Destination categories: (i) S6 course; (ii) S5 course; (iii) Local full-time post-secondary / vocational training course (including HKIEd, HKAPA, Shu Yan, Chu Hai, YMCA, Private Institutes, Institutes of continuing education, Pre-associate degree programmes offered by Institutes, Project Yi Jin, 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
19 5.4.2 S.7 Graduates
Destination Category (i) (ii) (iii) (iv) (v) (vi) (vii) Year
07 - 08 81% 1% 16% 1% 0% 1% 0%
08 - 09 81% 1% 14% 0% 0% 4% 0%
09 - 10 69% 8% 18% 2% 0% 0% 2%
% of S.7 Graduates' Destination
100%
80%
07-08 60% 08-09 40% 09-10 20%
0% (i) (ii) (iii) (iv) (v) (vi) (vii)
Key for Destination categories: (i) Local universities course; (ii) S7 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
20 5.4.3 Early Exit Students
School Year 07- 08 08 - 09 09 - 10
Early Exit Students 0.84% 1.43% 1.44%
Early Exit Students
20%
15%
10%
5%
0% 07-08 08-09 09-10
5.5 Reading Habit
5.5.1 Students’ Frequency of 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 22% 53% 14% 4% 7% S.4 - 7 7% 13% 13% 27% 39%
Students' Frequency of Borrowing Reading Materials from the School Library
80%
60% S.1 - 3 40% S.4 - 7 20% 0% Once a week Once every Once a month Less than Never or more two weeks once per month
21
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 19.1
S.4 - 7 7.33
Average No. of Books Borrowed from the School Library per Student
20
15
10
5
0 S.1-3 S.4-7
22
5.6 Results of Hong Kong Attainment Test
Pre-S1 Results Subject Chinese English Mathematics Year 07 - 08 71.32 72.94 77.50
08 - 09 69.60 74.91 79.15
09 - 10 73.50 77.39 83.77
The Average HKAT Scores of Pre-S1 Tests
100
80 60 07-08 08-09 40 09-10
20
0
Chinese English Mathematics
5.7 Results of Territory-wide System Assessment
S3 TSA Results Subject Chinese English Mathematics Year 07 – 08 96% 100% 99%
08 – 09 99% 100% 99%
09 -10 98% 99% 99%
School Percentage of Students Achieving Basic Competency 100%
07-08 95% 08-09 09-10
90% Chinese English Mathematics
23 5.8 Public Examination Results
5.8.1 The Overall Performance in the Public Examinations of 2010
HKCEE
No. of students sat 199 % of students awarded grade E / level 2 or above 96.98% in at least 5 subjects % of students awarded 14 points or more in the 66.3% best 6 subjects Overall passing % 95.8% No. of distinctions (Grade A / Level 5*) 170 No. of credits (Grades B and C / Levels 5 and 4) 677 8A/5* (1 student) No. of students qualified for Early Admission 7A/5* 1B/5 (2 students) Scheme 6A/5* 4B/5 (1 student) 6A/5* 2B/5 (3 students)
HKALE
No. of students sat 84 Overall passing % 94.5% No. of distinctions (Grade A) 27 No. of credits (Grades B and C) 151 Best individual result 3A 2B (2 students)
24 5.8.2 Results of Hong Kong Certificate of Education Examination of 2010
Subjects
English Language
Chinese Language
Additional Mathematics
Biology
C&IT
Chemistry
Chin Literature % Grade E / Level 2 or Above of the Chinese History Territory
% Grade E / Level 2 Economics or Above of the School Geography % Grade C / Level 4 History or Above of the Territory Mathematics % Grade C / Level 4 or Above of the Music School
Physics
Putonghua
Visual Arts
Graphical Communication
French
0 20 40 60 80 100 Percentage
25 5.8.3 Results of Hong Kong Advanced Level Examination of 2010
Subjects *Chinese Language & Culture (AS)
*Use of English (AS)
Applied Mathematics (AL)
Biology (AL)
Chemistry (AL) ＊＊＊= AS Level Subject *Computer Applications (AS) % Grade E or Above of Computer Studies the Territory (AL)
Chinese History % Grade E or Above of (AL) the School
Chinese Literature (AL) % Grade C or Above of the Territory Economics (AL) % Grade C or Above of the School Geography (AL)
History (AL)
*Liberal Studies (AS)
Physics (AL)
Pure Mathematics (AL)
0 20 40 60 80 100 Percentage
26 5.9 Inter-school Activities and Awards Won in 2009 / 2010
5.9.1 Academic
Number Activities Awards obtained
Champion 12
First Runner-up 12 Hong Kong Schools Music and Speech Association, The 60th Hong Kong Schools Second Runner-up 13 Speech Festival Merit 66
Proficiency 7
Bronze Award (Final) 2 Pui Ching Education Centre, The 9th Pui Merit Award (Final) 8 Ching Invitational Mathematics Competition Participation Award (Heat) 5
The Association of Chinese Culture of Hong Kong, “My Country My Heart” Writing Second Prize 1 Competition
China Resources Vanguard (Hong Kong) Champion 1 Company Limited, “I Love My Family” Drawing and Writing Competition Second Runner-up 1
Second Prize (Senior Section) 1 Hong Kong Statistical Society & Education Bureau, 2009/10 Statistical Project Distinguished Prize (Senior Section) 1 Competition for Secondary School Students Distinguished Prize (Junior Section) 1
Qualification and Curriculum Authority of Distinction in Mathematics 3 Brutish Government, Word Class Arena Tests (Hong Kong Resin) Distinction in Problem Solving 3
Arts& Technology Education Centre, Art Appreciation Essay Competition of HK Certificate 1 Secondary School
27
Number Activities Awards obtained
N.T. Intel-School Debate Association, The School Champion 1 25 th Inter-School Chinese Debate Competition
The Hong Kong Institute of Education Centre for Religious and Spirituality Education, Second Runner-up (Senior Group) 1 “Touching the Soul” Writing Competition
Friendly Cup Mathematics Competition Committee, Friendly Cup Mathematics Third Class Award 2 Competition
SHKP Club (Sun Hung Kai Properties Limited), “My Loving Home Story” Open Intermediate Category Merit Prize 1 Campaign
Yuen Long Town Hall, 2009 Yuen Long Champion 1 District Children and Youth Speech Competition Silver Award 1
First Class Award 1 Reheard Association, China Cup Mathematics Olympic Competition Final 2010 Second Class Award 2
First Class Award 7 China Aoshuzhixing Teaching Reheard Association, China Cup Mathematics Olympic Second Class Award 9 Invitational Competition 2010 Third Class Award 10
The Hong Kong Institute of Edneat “Maths Merit Award (Final) 4 Educat” Section, Twenty-Seventh Hong Kong Maths Olympiad Third Class Award (preliminary) 1
Hong Kong Professional Teachers’ Union, 21 st Reading Carnival - Oral Reading Merit Award 2 Competition
28
Number Activities Awards obtained
Panel Resources, English Reading Programme Gold Award 1 2009-10
Yuen Long Inter-school IT Olympiad Organizing Committee, Yuen Long School Champion 1 Inter-school Information Technology Olympiad
The National Hua Luo-geng Cup Mathematics Competition Hong Kong Committee, The 15th Third Class Award 1 National Hua Luo-geng Cup Mathematics Competition ( Hong Kong)
Education Bureau, Hong Kong Mathematics Creative Problem Solving Competition for Silver Award 1 Secondary Schools
Hong Kong Community College of Hong Silver Award 1 Kong Polytechnic University, HKPSO Hong Kong Problem Solving Olympiad 2010 Bronze Award 1
Gold Award 9 The Hong Kong Mathematical Olympiad Association, 2010 Hong Kong & Macao Silver Award 15 Mathematical Olympiad Open Contest (HKMO Open) Bronze Award 5
First Class Award 1
Second Class Award 1 Hong Kong Olympic Mathematics Association, 2009 “Xiwanbei” Mathematics Third Class Award 1 Competition The Best Nurturing Award of Hong 1 Kong Secondary Schools
Participation Award 5
29 5.9.2 Art
Number Activities Awards obtained
Award for Outstanding Actress 1 Hong Kong Art School, Hong Kong School Drama Festival 2008/2009 Award for Outstanding Cooperation 1
Changsha City Literature Arts United Association, “The 10 th Chu Ying Bei-Growing Up with China” Youth and Gold Award 1 Children Calligraphy and Painting Competition
Shanghai Art Education Committee, China and Overseas Chinese Calligraphy and Gold Award 1 Drawing Exhibition Changsha Education Bureau, Chang Sha Literature & Artistic Federation., Yimeitongxin National Teenagers and Children Calligraphy and Painting Bronze Award 1 Competition Committee Yimeitongxin National Teenagers & Children Calligraphy and Painting Competition Hong Kong Professional Teachers’ Union, Hong Kong Hard Pen Calligraphists’ Association, ICAC Community Relations Merit Prize (Chinese Section / Junior 2 Department, The 14 th Hong Kong Schools Levels) (Primary & Secondary) Hard Pen Calligraphy Competition
Youth Square and Lions Club of Hong Kong, TLCK me 5-Cherish Your Life : QEE Bear Innovation Award 1 Graphic Design Competition
Changsha Education Bureau, Shoujie Yimeitongxin Quanguo Qing Shan Ertong Bronze Prize 1 Shuhua Dasal
Youth Square and Lions Club of Hong Kong, One of the Best 20 Finalist out of over 3000 TLCK me 5-Cherish Your Life : QEE Bear 1 Applications Graphic Design Competition
30
Number Activities Awards obtained
Hong Kong Students’ Art Association Yuen Long Town Hall, The 5 th Yuen Long 1 Honorable Group Trophy and Tuen Mun Teenager Creative Works Competition and Exhibition Gold Prize 2
Society of Boys’ Centres Hui Chung Sing Memorial School, Anti-drugs Fashion Design Best 14 out of 200 entries 3 Competition Hong Kong Professional Teachers’ Union, Secondary Students’ Best Ten Books Election Merit Award 1 Books Election – Bookmark Design Competition Ching Chung Koon, Tuen Mun Bonsai Show Outstanding Award 2 painting Competition Education Bureau, ‘Time’-A Photography Outstanding Award 3 Competition cum Exhibition The Commercial Press(HK) Limited, ‘The Prosperous Hong Kong’ Secondary Students’ Outstanding Award 1 Painting Competition Hong Kong Wah Yan College, The 27th Hong Merit Award 1 Kong Calligraphy Competition Yuen Long Town Hall, Christmas Card First Runner-up 1 Design Competition
Champion 1
Community Youth Club, CYC Photography Second Runner-up 1 Competition
Merit Award 3
31 5.9.3 Music
Number Activities Awards obtained
Champion 6
First Runner-up 8
Hong Kong Schools Music & Speech Association, The Second Runner-up 10 60th Hong Kong Schools Music Festival Merit 57
Proficiency 39
Hong Kong Musician Association, 2009 Hong Kong 5th Prize (Grade Six Class) 1 (Asia Pacific) Grieg and Bartok Piano Competition
Tuen Mun Arts Promotion Association, 2009 Tuen Mun District Chinese and Western Musical Instruments Third Prize (Ensemble) 1 Competition
Yuen Long Town Hall, Yuen Long Children Piano Silver Award (Youth) 1 Competition 2010
Tom Lee Music Foundation, The 73 rd Steinway& Sons International Youth Piano Competition Hong Kong First Runner-up 1 and Macau Regional Competition
Yuen Long Town Hall, 2009 Yuen Long District C & Y Sliver Award 1 English Singing Competition
32 5.9.4 Sports
Number Activities Awards obtained
Overall Champion (Boys Grade C) 1
Overall First Runner-up (Girls Grade 1 Hong Kong Schools Sports Federation, B) Inter-school Swimming Gala Overall First Runner-up (Boys Grade B) 1
Overall 6 th place (Girls Grade C) 1
Hong Kong Schools Sports Federation (Yuen Long Champion (Girls Grade A) 1 Secondary School Area Committee), Inter-school Badminton Competition Champion (Girls Grade A) 1
Champion (Girls Grade A) 1
Champion (Girls Grade B) 1 Hong Kong Schools Sports Federation (Yuen Long Secondary School Area Committee), Inter-school Champion (Girls Grade C) 1 Table Tennis Competition Champion (Boys Grade B) 1
Fourth Place (Boys Grade C) 1
VfH Worms, Juvenile Artistic Cycling First Runner-up (Junior) 1 Tournament 2009 (Eich, Germany)
First Runner-up (Secondary School Heung To Middle School (Tin Shui Wai), 5 th 1 Division) National Day Celebration Chinese Chess Competition First Runner-up (Individual Division) 1
Handball Association of Hong Kong, China, Shanghai Hong Kong Youth Handball Second Prize 1 Competition 2010 Hong Kong Schools Sports Federation (Yuen Long Secondary School Area Committee), Fifth Place (Boys Grade B) 1 Inter-school Basketball Competition Hong Kong Schools Sports Federation (Yuen Long Secondary School Area Committee), Fourth Place (Girls Grade B) 1 Inter-school Handball Competition
33
Number Activities Awards obtained
Hong Kong City University Student Association / Bridge Chess Club, Hong Kong Chinese Chess Open First Runner-up (Individual Division) 1 Competition
Home Affairs Department, Sham Shui Po Culture, th Leisure and Recreation Association, The 34 Hong Second Runner Up (Junior Secondary 1 Kong Youth Culture and Art Competition Hong Section Individual) Kong Youth Chess Competition
Yuen Long Town Hall, Yuen Long Art Festival Group Champion Organization Committee, 20 th Yuen Long Arts 1 (Secondary School Division) Festival Chess Competition
Team Champion 1 Hong Kong Chess Association, Leisure and Cultural Services Department, Hong Kong Secondary Student Champion (Junior Secondary Division) 1 Chinese Chess Competition 2009 Second Runner-up (Senior Secondary 1 Division)
Tsuen Wan Chess Association, National Celebration First Runner-up (Youth Division) 1 Cup Chinese Chess Competition
Champion (Girls Grade C) 1
Hong Kong Schools Sports Federation, Inter-school Champion (Boys Grade C) 1 Cross-Country Champions nd 2 Runner-up (Boys Grade C) 1
10 th Place (Girls Grade B) 1
Fu Cheong Estate Residents’ Association, Sham Ching Youth Association, National Celebration Second Runner-up (Youth Division) 1 Chinese Chess Competition (Sham Shui Po District) New Territories West Chess Association, Leisure and First Runner-up (Secondary School Cultural Services Department, Tuen Mun Schools 1 Division) Chess Open Competition
Hong Kong Schools Sports Federation, Inter-school Overall Second Runner-up (Boys Grade 1 Athletics Championships C)
34
Number Activities Awards obtained
Buddhist Mau Fung Memorial College and HKSSF Champion (Boys Bantam Weight) 1 (Yuen Long District), East Asian Games Cup Yuen Long District Inter-school Taekwondo Competition Champion (Boys Welter Weight) 1
First Runner-up (Men’s Team Overall) 1
Hong Kong Taekwondo Association, Secondary Champion (Boys Bantam Weight) 1 School Taekwondo Competition 2010
Champion (Boys Welter Weight) 1
First Runner-up (Senior Secondary Hong Kong Chess Association, Hong Kong Lions 1 Clubs International District 303, 1 st Lions Club Hong Section) Kong Secondary Students Chinese Chess First Runner-up (Junior Secondary 1 Competition Section)
Hong Kong Chess Association, Hong Kong Lions Clubs International District 303, 1 st Lions Club Hong Second Runner-up (Senior Secondary 1 Kong Secondary Students Chinese Chess Section) Competition Leisure and Cultural Services Department, South District Chess Association, Hong Kong Ap Lei Chau Second Runner-up (Youth Team) 1 Women’s’ Association, The 17 th South District Chess Competition
Hong Kong Taekwondo Association, 2009 Hong Second Runner-up (Girls’ Color-belt) 1 Kong Poomsae Competition
The Yuen Long District Working Group on EAG under YL District Council, Yuen Long District Outstanding Secondary Student 1 Outstanding Secondary Student Athletes Prize Athletes Presentation
Tuen Mun Sports Association Ltd, Tuen Mun First Runner-up 1 District Teenagers Taekwondo Competition 2009
Champion (Boys Bantam Weight) 1 Tuen Mun Sports Association Ltd, Tuen Mun District Teenagers Taekwondo Competition 2009 Champion (Boys Welter Weight) 1
35
Number Activities Awards obtained
Hong Kong School’s Sports Federation and The Gymnastics Association of Hong Kong, China, All Merit Award (Individual All-around) 1 Hong Kong Inter-Secondary Schools Gymnastic Competition, 2009-2010 (Girls Intermediate)
Hong Kong Ladies Road Runners Club, 2010 Fat First Runner-up (Junior Boys II) 1 Choy Race
Lok Wah Runners Club, Ulfenbo Quarter Marathon Second Runner-up (Boys Grade A) 1
A.S. Watson Group, 209-10 A.S. Watson Group Hong Kong Student Sports Award 1 Hong Kong Student Sports Awards
Democratic Alliance for the Betterment and Progress First Runner-up (Boys Overall) 1 of Hong Kong, Badminton Competition
Education Bureau & Hong Kong Schools Dance Highly Commended Award 1 Association, The 46th Hong Kong Schools Dance Festival Commended Award 1
Hong Kong Triathlon Association, 2010 Aquatnon Champion (Course B Boys School 1 Series Race 2 Team)
Handball Association of Hong Kong, Beach Champion (Boys Youth) 1 Handball Open Competition
Team Champion 1
Hong Kong Joint Schools Chinese Chess Association and Heung To Educational Fund Ltd., Heung To Cup Individual Champion 1 - The 23rd Hong Kong Secondary Schools Chinese Chess Competition
Individual First Runner-up 1
36
5.9.5 Scholarships
Number Activities Awards obtained
Sir Edward Youde Memorial Prizes 2009/2010 Certificate & Scholarship 2
Education Scholarships Fund Committee, Certificate & Scholarship 5 “Murjani Scholarship”
Education Scholarships Fund Committee, “Woo Certificate & Scholarship 1 Hay Tong Scholarship”
Hong Kong Construction Association, Hong Scholarship 1 Kong Construction Association Scholarship
HKSAR, Government Scholarship Scholarship 2
Outstanding Academic Results and 1 Exemplary Conduct Award The Charity Trust of Bank of Communications, Academic Results and Exemplary 3 Scholarship for Secondary School Students Conduct Award Academic Results and Exemplary 3 Conduct Award Man Kwan Education Fund, Children of Tin Scholarship 1 Shui Wai
37 5.9.6 Others
Number Activities Awards obtained
Foundation Level 12
Community Youth Club, Member Merit Award Level 1 7 Scheme
Level 2 2
Hong Kong Award for Young People, First Runner-up (Young Ladies 1 Smartone-Vodafone AYP Rogaine 6 Division)
Hok Yau Club & The Federation of Outstanding One of the Ten Outstanding Student Student Leaders, Outstanding Students Leaders 1 Award Leaders
Champion of Junior Forms 1
First Runner-up of Senior Forms 1 Federation of Yuen Long Youth, Yuen Long District Outstanding Students Selection 2010 First Runner-up of Junior Forms 1
Finalists 3
Hong Kong Girl Guide Association, Chief Chief Commissioner’s Guide Award 1 Commissioner’s Guide Award
HKMA David Li Kwok Po College, Top Ten Top Ten Outstanding Visual Arts Outstanding Visual Arts Student Election & 1 Student of Hong Kong Competition
Social Welfare Department, The Highest Service The Highest Service Hour Award in 1 Hour Award in 2008 2008 (Children &Youth Group)
Wofoo Social Enterprises, 9th Millennium Merit Award 5 Entrepreneurship Programme
Yuen Long Junior Police Call, The Performance Champion (Best JPC School Club of the Best JPC School Club (Secondary) Award 1 Award) in Yuen Long District 2008/09
38
Number Activities Awards obtained
Silver Award 2 The Hong Kong Award for Young People Bronze Award 2
Social Welfare Department, Volunteer Movement Gold Award 1
Gold Award 40 The Outstanding Young Persons’ Association& Education Bureau, “Can-talk” The 2nd 5 Outstanding Young Person Anti-drug Silver Award Ambassador Campaign Bronze Award 3
We Love Hong Kong Association, We Love One of the Ten Outstanding Hong Kong Ten Outstanding Youngsters 2 Youngsters Selection
Lion & Globe Educational Trust, H.K. One of the Ten Outstanding Students 1 Outstanding Students Award
Federation of New Territories Youth, New Merit Award 2 Territories Outstanding Students Selection 2009
Yuen Long Junior Chamber, HKSAR One of the Ten HKSAR Outstanding 1 Outstanding Students Selection Students
Environmental Protection Department, Environmental Campaign Committee, Education Basic Environmental Badge 1 Bureau, Student Environmental Protection Ambassador Scheme
The Hong Kong Federation of Youth Groups, Outstanding Students 4 Hong Kong 200 Leadership Project 2009
University of Hong Kong, Bridge Building Second Runner-up 1 Competition for Secondary School
Yuen Long District Fire Safety Committee, Ching Ming Festival Hill Fire Prevention Campaign in Service Award 17 Rural Area
39
Number Activities Awards obtained
Families of SMA (Spinal Muscular Atrophy) Certificate of Appreciation 1 Charitable Trust, Charity Sale Event
Merit Award (Social Service) 1 Yuen Long District Secondary School Heads Association, Yuen Long Student Ambassador Commendation Award 6 Scheme (2009-2010) Award for the Most Participation 1
Winner 1 Harvard Club of Hong Kong, 2010 Harvard Book Prize Award Runner-up 2
Yuen Long District Fight Crime Committee & EDB, Healthy Campus Award Scheme (Yuen Certificate of Appreciation 1 Long District)
Award for Outstanding Actress 1 Hong Kong ART School, Hong Kong School Drama Festival 2009/2010 Award for Outstanding Cooperation 1 Award for Outstanding Cooperation
The Young Entrepreneurs Development Council, Certificate of Participation 27 School-Company Partnership Lions Clubs International District 303, 10th Lions International Youth Exchange Scholarship Essay Seventh Place 1 Competition Lion & Globe Educational Trust, “Best Improved Certificate 25 Students Award”
40 6. Financial Summary
I. Government Fund
Budget Allocated A Non-school-specific Grants (NSSG) Expenditure with Balance B/F* (1) Baseline reference provision - GSS 463,510 268,990 Sub-total 463,510 268,990
B School-specific Grants (SSG)
(1) Composite I T Grant 365,706 306,641
(2) Capacity Enhancement Grant-GSS 458,927 287,630
(3) Teacher Relief Grant 372,296 114,164 Sub-total 1,196,929 708,435
C Other Non-recurrent grants
(1) Teacher Professional Preparation Grant 482,971 482,971
(2) New Senior Secondary Curriculum Migration Grant 123,628 114,056 Sub-total 606,599 597,027
Total (A+B+C) 2,267,038 1,574,452 Accumulated surplus as at the end of 2009/10 School Year and 692,586 will be brought forward to next year
Budget Allocated II. Non-Government Fund Expenditure Balance with Balance B/F* (1) ECA Fund 293,733.01 288,584.20 5,148.81
(2) SMI Fund 505,721.16 485,625.00 20,096.16
(3) English Enhancement Grant 272,974.02 75,763.60 197,210.42 * Balance B/F = Balance brought forward from 2008/09 School Year
41 7. Feedback on Future Planning
1. Strengthening effectiveness of learning and teaching to ensure successful implementation of New Senior Secondary curriculum. a. To enhance the smooth running of school-based assessment (SBA) of various subjects, a holistic scheme of SBA for all related subjects should be formulated. b. The guideline on the composition of Executive Committee of OLE clubs and committee should be revised to offer more chance for S4 and S5 students to take up key posts in OLE activities. c. The software platform and method of data collection to be used for compiling the Student Learning Profile (SLP) should be finalized. d. Adequate exercise of the core subjects should be arranged for those S.5 students, who dropped an elective, to practice in their free periods under the supervision of TAs. e. Some experienced LS teachers should stay in S4 to collaborate the work of successive teachers to enhance smooth succession of the learning and teaching of LS in Senior Levels. f. More strategies should be engaged to further enhance the Programme of ‘Reading to learn’ for students to ‘Read across the Curriculum’.
2. Catering for diverse abilities and needs of students to develop their capacity and nurture their whole-person development. a. The school should immerse students in a richer English environment to cultivate them with better confidence in using English in their learning and daily life. b. A wide range of activities should be organized to foster a healthy school. c. Students’ exposure to career of different fields should be enhanced to facilitate them in formulating their career & life plan, in turn to elevate their motivation in learning. d. To enhance the effectiveness and learning atmosphere of the Remedial Programmes of Languages for S1-S3 students, 10 places should be offered to students who ranked in the bottom 20-40 of each Language subject in the internal examinations to apply on a voluntary basis. e. Diversity Learning Grant (DLG) should be used to subsidy senior-level high flyers to attend various gifted education programmes or study tour to the Mainland to develop their gifted potential.
3. Enhancing professional development of teachers for the growth of professional learning community in the school. a. The school should join more Joint GSS professional development activities to provide better chance of experience sharing among teachers of different government schools. b. Teachers should be encouraged to adopt appropriate and effective approaches to enhance interactions and students’ participation in class. c. More teachers should attend courses to acquire knowledge and skills to handle students with special learning difficulties. d. In addition to inexperienced teachers, the mentorship programme should also take care of experienced teachers, who newly transferred to the school, to cater for their diverse professional needs.
42 8. Appendix: Report on Capacity Enhancement Grant
8.1 Evaluation Task Area Major Area(s) of concern Strategies/Tasks Evaluation To employ 4 Teaching Assistants of To facilitate the diploma level: 1. The teaching assistants (TAs) were found to implementation of 1 for Chinese relieve non-teaching tasks of teachers measures for 1 for English effectively. Teachers of corresponding 1 for Mathematics subjects could then have more capacity to 1. enhancing high-fliers’ 1 for PSHE performance a. attend to the needs of the students and
to support teachers in teaching work 2. improving the
learning skills and 1. preparing / revising teaching b. carry out appropriate measures to assist low-achievers so that they could have confidence of materials low-achievers reasonable performance in internal exams. 2. designing teaching / learning c. lead and train the high-flyers to 3. preparing materials for SBA of CE subjects commencement of and NSS curriculum participate various competitions and Coping with NSS curriculum attained numerous prizes diverse and 3. preparing student records special 2. Teachers of S.5 core subjects could totally learning ne eds 4. conducting remedial classes focus on their teaching so that the students’ of students performances in these subjects in HKCEE 5. supervising activities after school were enhanced to obtain fruitful results:
6. performing non-teaching duties Pass Percentages Chinese Language 99.0% English Language 100% Mathematics 98.0%
3. NSS teaching resources were prepared with proper progress.
4. Teachers’ administrative work concerning SBA and TSA was conducted efficiently with the help of teacher assistants.
8.2 Financial Report Income
Capacity Enhancement Grant $ 458,927
Expenditure
Item Salary Total 4 Teaching Assistants of Diploma $11,718 × 12 × 4 $562,464 Level for 12 months
Balance: -$103,537*
*The deficit was covered by OEP of ESCBG.
43