Shatin Pui Ying College Annual School Report 2016/2017
Contents
A. School Vision and Mission 1
B. Our School 1
C. Major Concerns 1
D. Achievements and Reflection on Major Concerns 1. Implementing focused values education with a whole-school approach 2 2. Encouraging the professional development of teachers in the interest of enhanced learning 6 among students 3. Fostering life-planning education 8 4. Nurturing an international outlook and making better use of the global Pui Ying Network 11
E. Support for Student Development 13
F. Student Performance 15
G. Financial Report 1. School Financial Source 23 2. Teacher Relief Grant 23 3. Capacity Enhancement Grant 24 4. Senior Secondary Curriculum Support Grant 25 5. Extra Senior Secondary Curriculum Support Grant 25 6. Report on Life Planning Education and Career Guidance Service 26 7. Programme Evaluation Report for DLG-funded Other Programme (Gifted Education) 34 8. Programme Evaluation Report for DLG-Applied Learning Courses (APL) (2015-17 Cohort) 39
H. Key Issues for the Coming Years 40
A. School Vision and Mission
1. Vision Statement Together we nurture the lives of our students Hand in hand we witness the Love of Christ
2. School Mission a. Our school has ‘holistic education’ as its philosophy, with ‘Faith, Hope, Love’ as its motto. We are committed to the provision of a comprehensive range of quality education services, which aims to promote the moral, intellectual, physical, social, aesthetic and spiritual development of our students. b. We help our students grow in physical fitness, self-discipline, responsibility, independent thinking, creativity, leadership and social skills. c. Seeking to nurture in our students positive attitudes and Christian values, we want to see them develop into good citizens, serving the community and contributing to our nation.
B. Our School
1. Shatin Pui Ying College was established in 1978. 2. It is a Christian EMI secondary school fully subsidized by the government with 4 classes each for S1 to S3. We split the 4 classes into 5 smaller classes in S4 to S6. This enables teachers to cater much more effectively to learner diversity and encourage student involvement. There is a total enrolment of 782 students. 3. All S1 freshmen are Band 1 students. 4. We have a full establishment of 54 teachers (including 1 native-speaking English teacher), 3 IT technicians, 3 laboratory technicians, 1 librarian, 9 clerical and administrative staff and 13 janitors. In addition, there are 6 teachers appointed under other government grants. To relieve teachers of their non-teaching workload, 5 undergraduates serve as part-time clerical staff. 5. Given that the quality of our students, the English proficiency of our teachers and the relevant supporting strategies are above the required standard, the Education Department has given us approval to use English as the medium of instruction since 1998.
C. Major Concerns
1. Implementing focused values education with a whole-school approach. 2. Encouraging the professional development of teachers in the interest of enhanced learning among students. 3. Fostering life-planning education 4. Nurturing an international outlook and making better use of the global Pui Ying Network.
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D. Achievements and Reflection on Major Concerns
Major Concern 1: Implementing focused values education with a whole-school approach
Achievements:
The qualities of “SPYC” for student development were successfully introduced:
Through the sharing by our Principal on 1st September 2016 and students’ sharing on 2nd September 2016, the four core qualities of Pui Ying students “SPYC”– Servant Leaders, Passionate Learners, Youthful Seekers, and Compassionate Neighbours – were established. 71.9% of the students were satisfied with the assemblies and expressed that the message was clearly conveyed and would like to focus on one of qualities (Servant Leaders 15.1%, Passionate Learners 34.3%, Youthful Seekers 20.4%, and Compassionate Neighbours 30.2%) as their major area of development in the 2016-2017 academic year.
An effective platform of leadership training was established to nurture our students to be Servant Leaders:
Various leadership training programmes and courses were offered to students at the beginning of the term to equip them with necessary skills and qualities to better perform their roles and duties in different clubs, committees and school functions. Our school prefects, chairpersons and committee members, SPYC Student Ambassadors, and Christian leaders attended a series of workshops to arm themselves with team building and leading techniques in September 2016. Participants reflected that they were all better prepared and equipped with not only the skills but also the proper attitude of leadership through these experiences.
Forty-four students took part in a two-day “Servant Leaders Training Camp” jointly organized by our School and the Arts Building Character Foundation Limited from 3rd to 4th December 2016. Our students learnt to be responsible, obedient and humble servants through all these training opportunities.
Students were encouraged to become lifelong Passionate Learners:
Academic talks were organized during Study Weeks. Senior students were invited to share effective learning techniques like note-taking skills in doing revision and question answering techniques in exams in the first term while students making significant progress in their studies were invited to give their fellows more encouragement in their course of self-enhancement in the second term. The ripple effect of these sessions was evident. Some S1 students took the initiative to form study groups in the second term to enhance their learning. Teachers of different subjects had also observed that many students had been applying the note-taking
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skills acquired during the lessons showing that the peer modeling effects of these sharing sessions were both far-reaching and highly effective.
Our junior form students actively participated in the Interclass Academic and Current Affairs Quiz which had not only aroused students’ interests in social issues and general knowledge but also promoted class cooperation and team spirit.
Several popular courses on science and technology were organized to arouse students’ interests in science investigation and research. These programmes had inspired some science enthusiasts to establish their own Science Research Team to carry out a study on a specific topic on astronomy with the minimal guidance of a teacher mentor.
The Interclass Debate Competitions provided a platform for students to apply and sharpen the debating skills they had acquired in their Chinese Language lessons. Students spent a great amount of effort preparing for the debate and hence feedback on the competitions was very positive.
The many activities and programmes organized in year 2016-2017 aimed to enable our students to establish clear goals, widen their horizons, make informed choices, and ultimately become Youthful Seekers.
Tools like BMI and CII were adopted to help students identify their strengths and weaknesses.
S1 Class Teachers’ Periods were used to help our new comers set clear targets and cultivate better self-management, time-management and inter-personal skills.
Hong Kong Olympic Sailor Mr. Cheng Chun Leung Michael accompanied by Mr. Ching Sze Wing, our alumnus and renowned sports photographer, visited our School on 20th September 2016 and shared with our students their experiences at the 2016 Summer Olympics. They both reminded our students the importance of pursuing our dreams, striving for excellence and having clear goals.
The Careers Guidance Committee mobilized our students to participate in a great variety of activities organized by external organisations to explore the world of work in areas like social work, nursing, aviation, flight attending and pet grooming. Our senior formers also visited various government departments like the Water Supplies Department and the Agriculture Fisheries and Conservation Department to broaden their exposure.
With sufficient financial support from the Career and Life Planning Grant, talks and workshops run by the EDB and external organisations like PCCW, VTC, TDC and many alike were held for S2 and S4 students to enable students to better understand their strengths and interests so that they could set clearer goals for their studies and future careers.
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Activities organized this year aimed to instill in our students the core Christian morals of love and kindness, and educate them to be Compassionate Neighbours.
Our students took part in “Adventure Ship” in November 2016. Participants had to design and accomplish two school services and a sea activity with their mentally challenged partners. They also had to share their experiences with their schoolmates in an assembly. Participants built their confidence, team spirit, understanding, empathy and sensitivity towards the disadvantaged and underprivileged through this activity.
The Student Guidance Committee organized the Barefoot Project to let S2 students experience the hardship and poverty of children in some parts of Asia and Africa through barefoot walking and experience-based activities. Our students had a better understanding of the difficulties faced by people who have very limited resources, developed a greater sense of empathy towards people who live in difficulties, and became more grateful individuals through the experience.
Charlie, the main character of our biennial English Musical Flowers for Algernon, is a mentally challenged young man often being discriminated against because of his differences. The positive messages of integration, respect, harmony and empathy were spread not only to our students but also to our public audience in the eight full-house overwhelmingly successful performances of the musical in July 2017.
Integration of values education on subject curricula
All subject panels incorporated the theme “SPYC” into their curriculum through various means so that all panel members had a stronger and clearer sense of the importance of implementing values education in the curriculum. Situational worksheets, for instance, to compare the decision-making of dictators like Hitler and that of Servant Leaders were designed to help students reflect on the core qualities of Servant Leaders; a drama activity was held as an extension of a Chinese unit to help students further explore the roles and responsibilities of true Compassionate Neighbours. These subject-based activities had not only enriched students’ subject knowledge but also deepened their understanding of SPYC qualities in real academic contexts.
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Promotion of parent education
To reinforce home-school cooperation, The Parent-Teacher Association organized a series of talks and seminars for parents in the “Parents Academy” in 2016-2017. Four sessions on managing emotions, mentoring techniques and Chinese medicine were delivered by experts. Eighty-nine parents enrolled in the Academy and 55 of them completed the courses and were awarded certificates. Through their active participation and involvement, our parents served as good models of Passionate Learners for their children in the pursuit of lifelong and continuous education and self-betterment.
Reflection:
Leadership training programmes could be organized in the summer to prepare potential student leaders in advance so that they would be well-equipped with the necessary skills and the right attitude to carry out their duties at the beginning of the term. As the previous leadership training programmes were exceedingly well-received, they could be extended to other activities like MC training for various Fun Camps to involve and benefit more students. More focused and specific leadership skills covering different dimensions could also be incorporated in the programmes to allow more interactive, student-centred participation, sharing and reflection.
As our students had demonstrated great enthusiasm in science investigation, systematic science enrichment courses on science, technology, engineering and mathematics (STEM) could be offered to cater for the needs and interests of more students, to encourage the development of self-motivated scientific research at our School, and to nurture more Passionate Learners in different fields.
Class Teachers’ Periods on goal setting should be extended to other forms to benefit more students. Parents would be invited to evaluate and monitor students’ progress in the implementation of their plans followed by students’ own reflection and fine-tuning of their goals. With the aid and support of teachers and parents, and the constant effort of our students, the whole cycle of planning, implementation and evaluation could be adopted to help our students’ growth and development.
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Major Concern 2: Encouraging the professional development of teachers in the interest of enhanced learning among students
Achievements:
Promotion of Self-directed Learning and Mobile Learning with enhanced IT support
Pre-lesson preparation units in core subjects (English, Chinese and Mathematics) were further developed and extended up to S3 to better cater for learning diversity and to suit various learning modes of our students. As students were allowed to adjust their own pace of learning with the adoption of these pre-lesson tasks, they became more involved in the lessons; teaching was more interactive, and knowledge was better constructed and consolidated, showing the general effectiveness of the strategy.
IT infrastructure like the mobile network, hardware like the provision of handheld devices, and software like learning APPs were developed, upgraded and enhanced to facilitate further development of mobile learning at our School.
IT in education was successfully implemented in different subjects and levels. The English Department employed an online service provider and used online movie clips to brush up students’ reading and listening skills; the Mathematics Department allowed S4 students to utilise iPads to watch teaching videos on geometric constructions, and complete assignments and quizzes online at their own pace; other science subjects like Biology also employed online resources to cater for learner diversity.
More of our teachers were aware of the importance of mobile learning and teachers of 6 subjects had utilized iPads in their lessons in 2016-2017 showing an encouraging trend in the adoption of IT in education.
Staff development and professional exchange
Professor Lam Sau Hong and Dr. Yu Wai Ping were invited to give a talk on “Teachers’ legal responsibilities and liabilities” on 26th August 2016. Most of our teachers (95.05%) agreed that they had become more aware of their legal liabilities and gained better understanding of common legal issues that could occur in the school context.
All the teaching staff attended the “HKCCCC Joint Schools Teachers’ Development Day” on 25th November 2016. Renowned education expert Dr. Chiu Chi Shing shared his view on “Enhancing effectiveness in teaching and learning” in a seminar which was followed by group interaction among teachers from different schools. Our Vice Principals Mr. Chen Tak Nam and Ms.Tsang Shan Shan, and our teacher Ms. Wong Wai Kei shared their strategies in enhancing learning effectiveness, and their expertise
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in the teaching of History, and Chinese Language respectively. Our teachers benefitted from the professional exchange and would consider applying some of the methods and approaches in their own lessons.
The culture of professional exchange with various institutes and organisations had long been established at our School. For instance, our team of English teachers exchanged their ideas and pedagogy in English language teaching with a group of visiting teachers from Jiangmen Pui Ying on 24th March 2017. Our IT teachers also conducted a sharing session on the teaching of Information Technology and the setting up of IT infrastructure at our School with the guests.
A workshop on the application of augmented reality technology in classroom teaching and group activities for team building was conducted on the Staff Development Day on 5th June 2017. Feedback from most of the participating teachers (96.37%) was very positive.
Reflection:
Panel Heads could play a more leading and guiding role to promote collaborative learning and professional development among panel members. They could, for example, conduct lesson demonstration and have post-lesson discussion with the observers to facilitate exchanges of teaching ideas and strategies.
More teacher training on the application of IT to enhance the effectiveness of classroom teaching could be provided to further encourage the implementation of mobile and self-directed learning at our School.
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Major Concern 3: Fostering life-planning education
Achievements:
Life -planning sessions for senior form students
Life-planning sessions with different focuses were conducted in small groups (4-7 students per group) for S4-S6 students, each led by a teacher advisor to help students better understand their strengths and weaknesses to enable them to set clear goals and make informed choices. The BIM aptitude test was conducted in S4 to help students identify their career interests and open them to different career possibilities. S5 and S6 students were grouped according to their further education needs and they were familiarized with the requirements of different university programmes and the proper etiquette at the workplace. In S5, students were also given proper guidance in JUPAS programme selection, and the drafting of their Student Learning Profile (SLP) while S6 students were coached relevant interview techniques for work and studies.
Feedback from students on these life-planning sessions was generally positive. Almost 90% of S6 students agreed that the sessions had provided them with necessary information on multiple pathways and the requirements of different institutions. Over 80% of S5 students agreed that the sessions allowed them to gain a better understanding of the nature and requirements of various jobs. Over 80% of S4 students had gained a better understanding of their own strengths and interests.
Increased exposure to the world of work
The School encouraged our students to fully utilize external resources and participate in a great variety of career-related activities to maximize their exposure. Our students, for instance, took part in the Business-School Partnership Programme organized by the Education Bureau. They also participated in many other workshops and visits organized by well-established organisations and chambers of commerce to gain better understanding of the operations of the market. This year, 482 S3-S6 students participated in at least one career-related activity ranging from seminars and workshops to competitions and visits in 58 different disciplines and sectors. Feedback from participants was highly positive.
Professional development Training for teachers was provided to equip them with the latest information on JUPAS entry requirements and strategies of programme selection for professional career guidance for our students. For instance, a briefing session was held for teacher mentors before the release of HKDSE Examination results this year to prepare them to assist students in reprioritizing JUPAS options.
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Support from alumni
The second Alumni Homecoming Day and Mentorship Programme Kick-off Ceremony was successfully held on 29th April 2017. Over 50 alumni of different fields and areas were invited to share their valuable work experiences with our students. Seventy-one S4 and S5 students signed up for the Mentorship Scheme and participated enthusiastically in the group discussions with our guest alumni. Over 94% of the participants reckoned that they had better understood the world of work after the sessions; 91% felt that the programme facilitated their exploration of various study and career paths; and 84% revealed that they were more motivated to better prepare themselves for future study and work.
Support from parents
Talks were organized for parents to familiarize them with up-to-date JUAPS requirements of local institutes, overseas education opportunities, multiple pathways after the Diploma Examinations, and various career options. Parents raised relevant questions and exchange valuable opinions with our teachers during and after the talks showing their whole-hearted commitment to their children’s education. With the unwavering support from our parents, our students received proper guidance in their life planning both at School and at home.
Reflection:
Students would like to receive more information on admission requirements and details of different university programmes. Hence, different departments and universities could be invited to give admission talks at our School so that senior form students could join at least one of these talks according to their interests in their senior form years.
Though over 90% of the students were satisfied with the Homecoming Day programme, some participants reflected that the 20-minute sharing sessions were too short. Each session could be lengthened but there should be only two sharing sessions so that the discussions would be more focused and students would be able to understand a particular field more indepthly.
SLP writing skills would continue to be a part of the S4 Life Planning curriculum whereas strategies in JUPAS programme selection would be a major part of the S5 Life Planning curriculum to enhance the effectiveness and practicality of the Life Planning sessions.
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Involving parents in our students’ life planning would be an integral part of the future development of our School’s career education programme. We could invite parents engaged in different professions and fields to play a more active role in the life planning of their children to widen the spectrum of our career education. With the support of our resourceful parents, our careers and life planning programme would be even more comprehensive and dynamic.
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Major Concern 4: Nurturing an international outlook and making better use of the global Pui Ying Network Achievements:
Exchanges with fellow Pui Yingers
Two of our S4 students participated in the “16th Xiguan Pui Ying 趙亮祖 Music Foundation Cultural Showcase” on 10th December 2016 and performed a number of popular pieces on the occasion.
A stronger sense of belonging towards our School and team spirit was built when our students took part in the “Pui Ying Cup Boys Volleyball Competition (Junior)” and “Pui Ying Girls Basketball Competition (Senior)” on 1st April 2017 with our volleyball team winning the First Runner-up in the match.
A broadened outlook through reading and sharing
The School Library also helped compile two collections of reading passages on a wide spectrum of topics including fiction, history, military, art, music, and many others for our junior and senior formers. Each collection contained 28 pieces of texts in various genres. Besides utilizing the online materials in the “Windows of the World” resource bank, students were expected to read one piece each day in the collection during the Reading period to cultivate a good reading habit, increase their knowledge and exposure in different areas, and to develop their interests in diverse aspects.
Most of the students (86.6%) enjoyed reading the collections; 86.6% appreciated the layout of the passages; 85% were satisfied with the arrangements; while 75% thought that the passages were of an appropriate level of difficulty.
School Librarians introduced books in different disciplines and subjects to their schoolmates during five morning assemblies to encourage reading. Each class also shared one English book in each Monday Morning Sharing session throughout the year to promote the habit of reading. Students found these sharing sessions interesting and relevant.
Awareness of current affairs
Representatives from World Vision and Mr. Yeung Ngok Kiu Alvin, a member of the Legislative Council, were invited to our assemblies to share with our students their views on such global issues like the impact of wars and poverty on children in the developing world, fair trade, and the Chief Executive Election in 2017 to raise students’ awareness in current affairs and recent happenings. Feedback from our
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students was highly positive. They were attentive and actively participated in the Q&A session showing great interest and involvement in the topics.
Cultural exchanges
To raise students’ cultural awareness and tolerance, assemblies on different themes like “The History of Singaporean Chinese”, “Handball Exchange Programme in Eastern Europe” and “A Marine Adventure in the Great Barrier Reef” were conducted and students were given the freedom to attend the one they were most interested in. Over 94% of students reported that these sharing sessions were interactive and had inspired them to seek future opportunities for cultural exchange.
Queenstown Secondary School from Singapore visited our School on 10th November 2016 and discussed with our teachers and students the differences in our education systems and sustainable development of the two places. The conversations and exchanges promoted mutual understanding and were very fruitful.
Overseas study trips and life-wide learning.
All S3 students and 11 teachers went on “An Exploration of Innovative Technology and Economic Development in Shenzhen” study trip on 7th March 2017. Feedback from our students was highly positive as they had gained first-hand exposure to the rapid technological advancement and economic development of our closest neighbour during the tour.
Many of our students also participated in various exchange tours to Xian, Beijing, Japan, Indonesia and Sweden to broaden their horizons in 2016-2017. Students did not only have the opportunities to explore foreign cultures in person but also have the chance to communicate with local people to hone their language skills.
Reflection:
The school could facilitate more OLE days to widen our students’ overseas experiences for various targeted groups of students and on diversified themes. Subjects would initiate overseas visits and tours to maximise students exposure to global trends of development in different areas and fields.
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E. Support for Student Development
1. We embrace the idea of student-centred “Invitational Education” based on the actual developmental needs of our students. We truly believe that the School should be an avenue to stretch students’ potential to the full and to ‘Let our Students Shine’.
2. The main objective of Invitational Education is to bring students’ potentials into full play through an educational process which consists of 5 domains: ‘People’, ‘Places’, ‘Policies’, ‘Programmes’ and ‘Progress’. We provide opportunities for students to develop their talents in a delightful, accepting and encouraging environment to foster their confidence, nurture their gifts, and open up possibilities for their growth and development.
3. We offer a diversity of activities to bring out students’ potentials and nurture all-round development. For example, students serve as leaders in the English Fun Camp, Drama Fun Camp, Leadership Camp, Chinese Fun Camp, STEM Fun Camp and SPYC Ambassadors and organize various activities for Primary school students and their counterparts. Students also serve as masters of ceremony in morning assemblies and various formal occasions. They take up all the major roles in the biennial English musicals.
4. The ‘Rite of Youth’ is a ceremony for our S4 students. Students pledge themselves to be independent and responsible. Parents are invited to witness the ceremony.
5. The ‘Rite of Confirmation’ is a ceremony presenting success stories of celebrities, sharing from teachers and senior students, to encourage S5 students to strive for excellence.
6. In the ‘Eagle Passing’ ceremony, S6 students encourage their schoolmates to carry on the Pui Ying spirit.
7. We also aim at helping students acquire positive values. Various activities, post-activity sharing sessions by students and topical seminars are conducted in morning assemblies, assemblies, and support programmes are introduced in class-teacher periods to foster students’ positive values.
8. Our Special Education Needs Team provides professional support to needy students. A fund is earmarked for the following learning schemes and services for SEN students: a. Speech Evaluation and Therapy b. School-based Therapy Scheme on Chinese Language c. Liberal Studies Enhancement Class for senior students d. “Make Friends and Have Fun” Social Group
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9. A Gifted Education Team has been established to provide enhanced training for gifted students to develop their potentials and stimulate their interests in the realms of Mathematics, science, creativity, the humanities, debates and leadership.
10. Our Careers Guidance Committee provides Life Planning programmes to students. Various talks and workshops on further education and careers guidance are organized to provide students with opportunities to better understand their strengths and areas of interest. All senior-form students are put into groups for the life planning sessions each led by a teacher mentor. The Committee also invited alumni to share with our students their learning experiences, philosophies of life, and the challenges of different workplace.
11. We are committed to providing ample opportunities to broaden students’ horizons and platforms to let them realize their potentials. This not only helps boost their confidence and self-esteem, but also lends strong support to their whole-person development.
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F. Student Performance
Hong Kong Diploma of Secondary Education Examination (2017)
1. Attainment of Level 2 or above for all subjects reached 99.4%, when compared with the Hong Kong average of 84.2%. Our school’s Level 4 or above attainment was 67.8%, compared with the Hong Kong average 35%. The attainment of Level 5 or above exceeded the Hong Kong average of 12.4%, reaching 26.7% this year. 2. The percentage of Level 5-5** of most of the subjects was better than the Hong Kong average, some of which exceeded the percentage of the Hong Kong average by 2 times or more. For Geography, our Level 5-5** attainment was 7 times the Hong Kong average. For Chinese History, our Level 5-5** attainment was 3 times the Hong Kong average. For Chinese Language, Mathematics (M1) and Biology, our Level 5-5** attainment was about 2.5 times the Hong Kong average. For English Language, Mathematics and Tourism and Hospitality Studies, our Level 5-5** attainment was about 2 times the Hong Kong average. 3. 86.9% of our students met the general entrance requirements of UGC-funded institutions, compared with the Hong Kong average of 35.7%. 4. Level distributions for subjects (in percentages):
3322 2+ 3+ 4+ 5+ 5*+ 5** (Core Subjects) SPYC 86.9% 99.4% 93.2% 67.8% 26.7% 9.0% 1.4% HK 35.7% 84.2% 60.4% 35.0% 12.4% 5.0% 1.3%
SPYC HK 3322 or above attainment in core subjects 86.9% 35.7% Level 4 or above attainment in any 5 subjects 51.5% 20.4% English Language: Level 3 or above attainment 96.1% 51.2% Chinese Language: Level 3 or above attainment 90.7% 54.4% Level 2 or above for all subjects (average) 99.4% 84.2% Level 4 or above for all subjects (average) 67.8% 35.0% Level 5 or above for all subjects (average) 26.7% 12.4%
5. S6 students achieved excellent results in the 2017 HKDSE Examination. The best individual result: 3(5**), 2(5*) and 3(5)
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6. Pathways for S6 Graduates (2017) a. The university admission rate (degree and sub-degree programmes) for S6 students was 97%. 83% of our S6 students were offered degree programmes. b. 7 of our S6 students were admitted to overseas and Taiwan universities, accounting for 5% of
the total. The details are as follows: No. of graduates admitted to overseas and Taiwan Country/City universities United Kingdom 3 United States 1 Australia 1 Taiwan 2
Others JUPAS 3% Others Sub-degree 15% Sub-degree Offers Programme Offers 5% 14%
Degree Programme Offers JUPAS Degree Offers 83% 80%
Offers Distribution to UGC-funded Programmes (2017)
HKBU 24%
PolyU 14% LingU 5%
EdUHK 3% CityU 10%
HKU 15% HKUST 8%
CUHK 21%
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Honours List (16-17)
Academic
1. “The 11th Xianggangbei Foreign Affairs Quiz Competition” organized by the Office of The Commissioner of The Ministry of Foreign Affairs of PRC in the HKSAR and the Education Bureau
Merit: Lei Chun Kit (2C), Chan Wai Lok (4C), Hui Chi Lik (5D)
2. “通識達人網上問答比賽” organized by HKedCity and RTHK Senior Group Award of Outstanding Performance in the Year: Tsang Tak Wing (5D) Merit Award: Wong Wing Tung (5D)
3. Hong Kong Physics Olympiad（2017） 2nd prize: Ip Cheuk Hei (4E) 3rd prize: Pang Tsz Chai（4E）
4. “The 13th Sha Tin District Outstanding Student Selection” organized by Shatin Youths Association One of the ten 13th Sha Tin District Outstanding Students (Junior Section): Chan Nok Yin (3A) Merit Award (Senior Group): Wong Wing Tung (5D)
5. “『一帶一路』校際問答比賽” organized by the Hong Kong Chinese Culture Development Association 1st runner-up: Lee Chun Kit (2C), Chu Henry Tin Heng (3B), Shum Chung Wong (5A) Tsang Tak Wing (5D)
6. Office Software Application and Business Knowledge Competition (Secondary Schools) 2017 organized by Youth College (Kwai Fong) 2nd runner-up : Cheung Sum Yuet (4E), Lo Hiu Laam (4E)
7. Youth Arch Student Improvement Award (2015-2016) organized by Youth Arch Foundation Improvement Award: Siu Shing Yau (2A),Tsang Kai Man (2C), Tsang Fan Yu (2D), Wan Chun Kit (2D), Au Yeung Ki Ki (3A),Wong Sze Yu (3B) Fung Tin Yan (3D), Yuen Sze Nga (3D), Chung Fai (4E) Ryo Hayahiko (4D), Wong Hei Man (4D), Kwan Shing Fung (4E) Lee Sheung Yu (5A), Ng Yan Ho (5B), Yuen Sheung Yin (5C) Kwok Man Hei (5D), Lai Ho Fai (5E), Ip Mai Sin (6A) Chan Wan (6B), Leung Ching Fung (6C), Wong Yuen Ching (6D) Special Award: Sit Man Ho (6E)
8. Hong Kong Youth Improvement Award 2016 organized by Elsie Tu Education Fund Merit: Ho Wai Yu (2A), Pun Lok Ching (2B), Kwan Shing Fung (4E)
9. The Third Hong Kong Chinese Debating Competition (First round) Participants: Kwok Yu Hin (4C), Pang Tsz Chai (4E) Best Debater: Kwok Yu Hin (4C) Shatin Pui Ying College won against St. Francis Xavier’s College
10. ‘ “愛”弘揚’儒學尋蹤˙傳統中華文化知識──網上競答比賽 organized by Kowloon Women’s Organizations Federation 1st runner-up: Lee Sheung Yu (5A) 2nd runner-up: Shum Chung Wong (5A)
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11. ‘第六屆全港中國國情知識大賽’ co-organized by the EDB Individual (Secondary) Merit: Pang Tsz Chai (4E), Chan Yui Yee (5D), Tsang Tak Wing (5D)
12. The New Territories Joint School Debating Competition Participants: Mak Hiu Lam (2A), Tsang Sin Ying (2C), Chiu Chin Tung (5E) Best Debater: Chiu Chin Tung (5E) Shatin Pui Ying College won against CCC Hoh Fuk Tong College
13. The WenHuaBei Debating Competition 1st runner-up: Shatin Pui Ying College - Participants: Lam Cheuk Yiu (2A), Kwan Man Yee (2D), Ong Hang Yin (3B), Kwok Yu Hin (4C), Pang Tsz Chai (4E) - Preliminary: Shatin Pui Ying College won against Cheung Sha Wan Catholic Secondary School - 2nd round: Shatin Pui Ying College won against PLK Wu Chung College Best Debater: Ong Hang Yin (3B) - 3rd round: Shatin Pui Ying College won against TWGHS Chang Ming Thien College Best Interrogative Debater: Pang Tsz Chai (4E) - Final round: Shatin Pui Ying College won against Buddhist Mau Fung Memorial College
14. The Hong Kong Mathematical High Achievers Selection Contest 3rd prize: Wong Chung Hin (3A)
15. HuaXia Cup Mathematical Olympiad 2017 (Hong Kong) Silver: Kong Cheuk Hang (1A), Tang Man Hei (1D), Lee Tsz Wai (1D)
16. Hong Kong Mathematics Olympiad 3rd prize: Hui Chi Lik (5D)
17. Hong Kong & Macao Mathematical Olympiad Open Contest “HKMO OPEN” Gold: Lee Tsz Wai (1D) Silver: Ng Yat Long (1C), Ng Yu Hong (1C) Bronze: Tang Man Hei (1D), Lei Chun Kit (2C), Tang Yuen Ting (2D), Chow Hau Wing (4C) Tsoi Hon Sun (5C), Hui Chi Lik (5D), Chung Ho Pong (5E)
118. Youth Enterpreneur Challenge 2017 organized by Hong Kong City U College of Businese Merit: Kwan Hiu Ching (5A), Lei Chui Kwan (5C), Lai Chun Yin (5D), Lam Tsz ching (5D) Chan Cheuk Yin (5E)
19. Plant Research Competition organized by HKU Science Outreach Team 2nd runner-up: Chan Fong Yuen (4D), Lam Shu Him (5D), Yip Ka Man (5D), Wong Ling Ki (5D)
Arts 1. Greening School Subsidy Scheme organized by the Leisure and Cultural Services Department (Horticultural Maintenance Section) 1st runner-up: Shatin Pui Ying College
2. Hong Kong Secondary School Jewellery Design Competition co-organized by the EDB and GJAA Finalist: Chan Ki Shan (5A)
3. ‘愛˙和諧˙校園’ Drawing Competition organized by the Hong Kong Family Walfare Society Merit: Chan Pui Sze (5A)
Shatin Pui Ying College / Annual School Report (2016-2017) / P.18
4. Mask Design Contest 2016 organized by The Society for AIDS Care Merit: Chak Pik Ki (2D), Chan Ki Shan (5A), Chan Cheuk Tung (6C)
5. Healthy Comic Strip Contest 2015-2016 organized by Office for Film, Newspaper and Article Administration Merit: Chow Yan Yee (2A)
6. Hong Kong Schools Drama Festival organized by Hong Kong Art School (Flowers for Algernon) - Award for Outstanding Script: Ong Hang Yin (3B), Wong Eunice Diana (3D), Wong Sau Laam (5D), Kot Yan Lok (5E) - Award for Outstanding Director: Yu Man Wai (5A), Kot Yan Lok (5E), Yim Lok (5E) - Award for Outstanding Performer: Mok Man Yan (4A), Poon Kai Yiu (4D) - Award for Outstanding Stage Effect - Award for Commendable Overall Performance
7. Hong Kong Putonghua Speech Championships 2017 organized by “中國香港普通話比賽中心” 6th runner-up (Ancient Poetry): Chan Tsz Wan (2D)
8. Speech 68th Hong Kong Schools Speech Festival a. Putonghua Solo Verse Speaking i. S1 Girls Cert. of Merit: Chau Choi Yan (1A), Wong Olivia (1A)
Yung Hoi Ching (1D) ii. S2 Girls Second: Wong Wing Laam (2C) Third: Chow Suet Ying (2C), Luo Ching Yee (2C)
Yu Lik Chi (2D) Cert. of Cheung Ting Yan (2D) Proficiency: iii. S2 Boys Cert. of Merit: Cheng Yue Wang (2D) b. Cantonese Solo Verse Speaking i. S1 Girls Cert. of Merit: Wong Yu Yun (1A), Wong Sum Yuet (1D)
Woo Po Man (1D) Cert. of Wong Tin Yan (1C), Chow Hoi Tung (1D)
Proficiency: Chung Sze Man (1D), Lai Sum Yi (1D) ii. S3 Girls Cert. of Merit: Ong Hang Yin (3B) Cert. of Law Hiu Lam (3B) Proficiency: iii. S4 Girls Cert. of Merit: Choi Hoi Yan (4A), Leung Wing Yan (4B) iv. S5 Girls Third: Lee Cheuk Yiu (5C) v. S1 Boys Third: Wai Ming (1D) c. Cantonese Solo Prose Speaking i. S1 Girls Cert. of Wong Yu Yun (1A), Dai Hiu Yee (1B),
Proficiency: Cheung Fei Nga (1C) ii. S2 Girls Cert. of Merit: Wong Ka Wing (2C) iii. S2 Boys Cert. of Merit: Lei Chun Kit (2C) d. English Solo Verse Speaking i. S1 Girls Champion: Ling Kai Yan (1D) Second: Lau Hoi Ching (1C) Third: Ng Tsz Ching (1C) Cert. of Merit: Hui Tsz Ning (1A), Dai Hui Yee (1B) ii. S2 Girls Third: Mak Hiu Lam (2A) Cert. of Merit: Fung Yan Tung (2A), Lam Bo Shan (2B), Cheung Ting Yan (2D) iii. S4 Girls Champion: Cheung Sum Yuet (4E) Cert. of Merit: Ho Ho Yan (4D)
iv. S5 Girls Cert. of Merit: Leung Ching Tung (5A), Chung Shuk Ying (5B) v. S2 Boys Third: Cheng Yue Wang (2D)
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e. English Dramatic Duologue i. S3-S4 Girls Cert. of Merit: Law Hiu Lam (3B), Ong Hang Yin (3B)
9. The 53rd Schools Dance Festival Jazz & Street Dance Highly Recommended Award: Cheung Wing Lam (1A), Cheung Ka Kiu (1B), Ng Hoi Yee (1C), Chung Sze Man (1D) Yeung Hoi Ching (1D), Chiu Lok Tung (2B), Tam Cheuk Yi (2C), Wong Lok Yin (3B) Wong Sze Yu (3B), Liu Wing Yan (3C), Tang Pui Man (3C), Tsang Hee Yi (3C) Liu Cho Wong (3C), Wong Ting Yan (3D), Leung Ka Chai (3D), Wong Hei Yiu (3D) Yang Sum Yin (4A), Wu Yan Ching (4D), Cho Ping Ting (4D), Yu Man Wai (5A) Fong Tsz Ying (5B), Wong Sau Laam (5D), Au Wing Lam (5E), Loo Hiu Tung (5E)
10. Music 69th Hong Kong Schools Music Festival a. String Ensemble Secondary School - Junior Cert. of Merit: Shatin Pui Ying College b. Contonese Operatic Song Champion: Pang Wai Kei (1D) c. Woodwind Classes i. Flute Solo (Secondary School - Junior) Cert. of Merit: Koon Ching (5C) d. Percussion Classes i. Violin Solo (Grade 4) Cert. of Merit: Fong Evelyn (2B) e. Piano Classes i. Piano Solo (Grade 5) Cert. of Merit: Ng Wing Chi (1A) Chow Hoi Tung (1D) Leung Kwong Ho (1D) Koon Ching (5C) ii. Piano Solo (Grade 6) Cert. of Merit: Fong Ching (1D) iii. Piano Solo (Grade 7) Cert. of Proficiency: Ng Ka Yi (1A) iv. Piano Solo (Grade 8) Cert. of Merit: Fong Evelyn (2B) Cert. of Proficiency: Chan Wang On (4C) v. Piano Duet (Intermediate) Cert. of Proficiency: Chan Wang On (4C) Kwan Hiu Ching (5A) f. Chinese Instrumental Music Classes i. Pipa Solo (Senior Group) Cert. of Merit: Lui Chun Man (4C) ii. Zheng solo (Senior Group) Cert. of Merit: Wong Wing Laam (2C)
Sports 1. Hong Kong Schools Sports Federation Shatin and Sai Kung Secondary Schools Area Committee Inter-School Championships 2016-2017 a. Volleyball Boys Grade A 2nd runner-up: Wong Kwok Ho (4E), Fung Yat Kit (5A) Law Yun Hung (5D), Lee Sheung Fu (5D) Yeung Long Yiu (6C), Leung Sin Ho (6E) Wong Hon Fung (6E) Boys Grade B 2nd runner-up: Su Cheung Lam (2D), So Lok Ki (3A) Chong Ka Chin (3B), Wong Tsz Ming (3B) Lee Chung Kei (3D), Yiu Wai Lok (4A) Ryo Hayahiko (4D), Chung Fai (4E) Fung Yat Tsun (4E), Tin Tsz Wing (4E)
Shatin Pui Ying College / Annual School Report (2016-2017) / P.20
Boys Grade C 3rd runner-up: Yeung Hoi Kit (1B), Au Chun Hei (1C) Liu Chun Ting (1C), Lo Ka Chun (1C) Yeung King Hei (1C), Yeung Ching Yan (2A) Pun Ho Yin (2B), Yeung Chun Yin (2B) Chan Tsz Wan (2D), Lam Kam Wa (2D) Wan Chun Kit (2D) Girls Grade A Champion: Sat Wai Kiu (5B), Chaing Shuk Hang (5C) Yim Lok (5E), Cheung Wing Yee (6C) Hui Hoi Ying (6C), Chong Yuk Ying (6D) Chung Pui Pui (6D), Yiu Lee (6D) Lai Wai Ching (6E) Girls Grade B 3rd runner-up: Cheung Yan Yi (3D), Li Yiying (3D) Lui Pui Lam (3D), Tse Ya Tung (3D) Cheung Hau Yi (4A),Cheng Sze Wa (4D) Leung Tsz Ching (4D), Wan Tsz Ching Siren (4D) b. Swimming Boys Grade A 2nd runner-up: Mak E Fan (5D) 50m Freestyle Boys Grade A 2nd runner-up: Mak E Fan (5D) 100m Freestyle c. Athletics Girls Grade B 400m Champion: Chan Cheuk Wai (4E) Girls Grade B 200m Champion: Chan Cheuk Wai (4E) d. Long Distance Run Girls Grade A Fifth: Li Lok Yee (4B), Chan Wing Yi (4E), Chan Ki Shan (5A), Lee Cheuk Yiu (5C), Lam Yan Tung (5D), Chan Cheuk Yin (5E) e. Beach Volleyball Boys Second: Ryo Hayahiko (4D), Fung Yat Kit (5A) f. Badminton Girls B Grade Fourth: Tong Chun Tung (2A), Ng Tsz Ngai Alice (4B) Leung Wing Yan (4B), Mak Hiu Lam (4D) Wong Hei Man (4D)
2. Pui Ying Cup Volleyball Championship Boys Junior Section Second: Yeung Hoi Kit (1B), Au Chun Hei (1C) Yeung King Hei (1C), Yeung Ching Yan (2A) Pun Ho Yin (2B), Lam Kam Wa (2D) Su Cheung Lam (2D), Wan Chun Kit (2D) Chong Ka Chin (3B), So Lok Ki (3B) Wong Tsz Ming (3B)
3. HKCCCC Inter-school Volleyball Competition 2016-17 Boys Division Second: Chong Ka Chin (3B), Wong Tsz Ming (3B) Ryo Hayahiko (4D), Chung Fai (4E) Fung Yat Tsun (4E), Tin Tsz Wing (4E) Wong Kwok Ho (4E), Fung Yat Kit (5A) Law Yun Hung (5D)
4. ‘同心盃七人足球賽’ organized by S.K.H. St. Christopher’s Home 2nd runner-up: Lo Tsz Chung (2A), Chan Lok Yin (2B), Tse Long Hei (2B) Tse Tou Tou (2C), Tse Tsz Ho (2C), Pang Chun Kiu (2D) Tsang Fan Yu (2D) The Best Shooter: Chan Lok Yin (2B)
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5. HKJC Soccer 4 Cup Champion: Kong Cheuk Hang (1A), Wu Tung Yeung (1B),Lo Tsz Chung (2A) (Overall Champion) Chan Lok Yin Louis (2B), Tse Long Hei (2B), Kam Yik Nam (2C) Tse Tou Tou (2C), Tse Tsz Ho (2C), Yeung Tsz Lok (2C) Ho Shing Chun (2D)
6. ‘卍慈禁毒盃五人足球邀請賽’ organized by Hong Kong Red Swastika Society Tai Po Secondary School 2nd runner-up: Kong Cheuk Hang (1A), Wu Tung Yeung (1B), Lo Chun Kit (1C) (Junior Group) Sin Lok Man (1D), Chan Lok Yin Louis (2B), Tse Long Hei (2B) Kam Yik Nam (2C), Ho Shing Chun (2D), Szeto Chi Yan (2D) Tai Tsz Kin (3C) 2nd runner-up: Pang Chun Kiu (2D), Su Cheung Lam (2D), Ho Chung Hei (3B) (Senior Group) Liu Cho Wong (3C), Fung Tin Yan (3D), Lai Long Fung (4B) Li Man Pan (4B), Cheng Cheuk Hei (5B), Yuen Sheung Yin (5C)
7. The 2nd Inter-school Competition organized by Hong Kong Rope Skipping Association, China 30s Individual Race Girls (Junior Group) Champion: Chow Hoi Tung (1D)
8. World Jump Rope Championship 2017 organized by World Jump Rope Federation 4 x 30s Relay Race Champion: Chow Hoi Tung (1D) 3 x 40s Dutch Relay Race Champion: Chow Hoi Tung (1D) Rope Team Freestyle Second: Chow Hoi Tung (1D) Race
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G. Financial Report
1. School Financial Source
The income of the school comes mainly from two sources, namely, government subsidies (including Expanded Operating Expenses Block Grant (EOEBG), comprising of School Specific Grants and Non-School Specific Grants (Baseline Reference), and other grants for specific purposes) and fees authorized by government (such as tong fai, rental and hire charges, profits from the sale of exercise books and stationery, outside donations, etc). The EOEBG can be used with some flexibility to cover daily expenses. The school may also apply to the Education Bureau for non-recurrent subsidies for major repairs to school buildings. All deficits appearing on the government’s account can either be covered by surplus retained from the EOEBG or school’s subscriptions account.
2. Teacher Relief Grant
The Teacher Relief Grant and other income received this year amounted to $191,402.00 and $7,212.00 respectively. The surplus brought forward from the previous year was $189,956.00. The sums had been paid out for employing supply teachers and teaching & administrative assistants, amounting to $47,760.00 and $145,621.46 respectively.
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3. Capacity Enhancement Grant
a. Grant and other income received this year amounted to $588,202.00 and $7,200.00 respectively.
b. Expenditure
1. Employing one support teacher $ 230,420.00 2. Employing one librarian $ 183,000.00 3. Employing one teaching & administrative assistant and one $ 106,712.68 administrative assistant 3. Employing six coaches $ 127,113.22 4. Employing five part-time support staff members $ 70,248.50 5. Employer’s contribution to Mandatory Provident Fund for $ 29,519.09 support staff members
Total: $ 747,013.49
c. There was a deficit of $151,611.49 at the year end, which would be absorbed by the EOEBG surplus.
d. Evaluation
1. One support teacher was employed. His duties included taking up S4 Mathematics and S3 Liberal Studies lessons. taking charge of Chinese Debate Team and Gifted Education Team.
His presence provided relief, enhanced capacity for curriculum work, and generated more time for professional training to regular teachers. The additional teacher assisted the panel in the preparation of teaching resources. On the whole, the Capacity Enhancement Grant has been beneficial to students and teachers.
2. One librarian was employed to handle the operation of the School Library. She updated and re-organized the databases and systems of the library, as well as led the support staff members to carry out the work of stocktaking and data entry. Her presence lessened workload of the teacher to perform duties dealing with the Library.
3. Six coaches were commissioned to the School Basketball, Volleyball, Handball and Football Teams. They coached, trained and led the school teams in tournaments and sports events. From the feedback of teachers concerned, this arrangement had the effect of reducing their workload and of giving them more space for school work.
4. Five part-time support staff members were employed. Their duties included providing clerical support to teachers. assisting teachers in the preparation of teaching resources. assisting teachers in managing students during their self-study time. assisting the librarian to carry out stocktaking and data input of library books.
From the feedback of teachers, the appointments were helpful in reducing workload, allowing them to concentrate on teaching, and developing curriculum materials in support of student learning.
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4. Senior Secondary Curriculum Support Grant
a. Grant received this year amounted to $680,256.00 and a remaining surplus of $190,879.92 was brought forward from the school year 2015/16.
b. Expenditure
1. Employing three full-time additional teachers $ 977,280.00 2. Employer’s contribution to Mandatory Provident Fund $ 48,864.00 for support staff members
Total: $ 1,026,144.00
There was a deficit of $155,008.08 at the year end, which would be absorbed by the EOEBG surplus.
c. Evaluation
1. Three additional teachers were employed to take up the full workload of three full-time regular positions. Their duties included
taking up S1 English Language and S3 History lessons. taking up S1 to S3 English Language and S2 Religious Studies lessons. taking up S1, S3 and S4 Chinese Language and S1 Chinese History lessons.
Their appointments helped reduce the general workload of teachers and made small class teaching possible in both Chinese and English Language subjects. Regular teachers enjoyed more room for curriculum work and professional training in relation to the Senior Secondary curriculum. The additional teachers also helped the panel prepare teaching resources. It could also create space for them to design and fine tune the curriculum to meet diverse student needs. On the whole, the Grant has facilitated our smooth implementation of the Senior Secondary curriculum.
5. Extra Senior Secondary Curriculum Support Grant
a. A surplus of $137,238.04 was brought forward from the school year 2015/16.
b. Expenditure
1. Employing one part-time teacher $ 129,969.00 2. Employer’s contribution to Mandatory Provident Fund for the $ 5,931.48 teacher
Total: $ 135,900.48
c. There was a surplus of $1,337.56 at the year end and would be carried forward to the next year.
d. Evaluation
One part-time teacher was employed to take up S1, S2 and S4 English Language lessons. The appointment helped reduce the workload of teachers and made small class teaching possible in English Language. The teacher also helped the panel prepare teaching resources. On the whole, the Extra Senior Secondary Curriculum Support Grant has been conducive to enhance the quality of education.
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6. Report on Life Planning Education and Career Guidance Service
A. Major Concerns
1. To echo with the values of the school – youthful seeker through helping students to better understand their interests, abilities and orientations
2. To equip students with knowledge, skills and attitude to make informed and responsible decisions for their personal goals in studies, careers and life
B. Implementation Plan
1. Major Concern: To echo with the values of the school – youthful seeker through helping students better understand their interests, abilities and orientations
Targets Strategies Success Criteria Evaluation, Achievements & Reflection To help S2 Talk on “Life Planning” Students knowing Students were passive and interactive activities are preferred. students better their strengths and understand their weaknesses, able interests, abilities “Discovery Life” Workshop to set goals for Class teachers were invited to join the debriefing session. and orientations their studies and Feedback from both students and teachers is positive. career To help S3 Discussion on“ Finding Students knowing Reference materials and PowerPoint have been provided to class teachers who students better Your Colours of Life” more about their were familiar with the strengths and weaknesses of the class. understand their strengths and Feedback from both students and class teachers is positive. interests and weaknesses and Two lessons have been allocated on “ Finding Your Colours of Life”. Most strengths so as to are able to make teachers reflected that time was sufficient and the lesson plan was clear and make decisions on decisions on easy to follow. subject selection subject selection rationally rationally
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To help S4 Talk on “Life Planning” Students finding Feedback from both students and teachers is positive. students better their orientations, Students were encouraged to conduct self reflection in the debriefing. understand their able to set goals Majority of the students were satisfied with the arrangement of life planning interests, abilities “Life Channel” Workshop for their studies lessons and appreciated the format of sharing in small groups. and orientations and career To help S5 Conduct Career Interest Students finding All students conducted the Basic Interest Marker Test in December. This also students better Inventory Test and analyze their orientations helped us to group students of similar interest. understand their students’ reports and getting to Feedback from students is positive. 71% students reflected that three sessions interests, strengths more about study of life planning lessons helped them to understand themselves better. Over and orientation programmes in 83% claimed that they knew more about different occupations and over 77% Hong Kong found their orientation of future careers. Over 96% appreciated teachers’ assistance and care. Worksheets were provided as pre-tasks and post-tasks for students. This enabled students to conduct self-assessment. Teachers found it easier to analyze students report with the aid of reference materials and case studies. To encourage Conduct a sharing from a Students Feedback from students is positive. students to set famous Olympic athlete and encourage to set 49 students participated in the photo-taking classes in September and October goals a photo exhibition goals and strive for 2016. excellence
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2. Major Concern: To equip students with knowledge, skills and attitude to make informed and responsible decisions for their personal goals in studies, careers and life
Targets Strategies Success Criteria Evaluation, Achievements & Reflection To equip S3 Organize subject selection Students getting a The presentations of S6 students were satisfactory. students to make experience sharing for S3 better Response of students positive but some students reflected that the sharing informed and students understanding of could have been more useful if it has been held immediately after the first responsible the Senior exam. decisions for their Secondary subject Alumni studying in universities will be invited next year so that the sharing subject selection choices and are can be held earlier. able to make decisions on subject selection rationally To help senior Collect information on S6 Students able to Data collected was analyzed and processed. It was presented to the students form students school leavers and conduct get access to the which helped the decision making of students. better understand data analysis data collected and the strategies on know more about the selection of the admission programme requirements choices in JUPAS Organize a talk on strategies Students Feedback of students and teachers is positive. on selection of programme well-informed of The majority of the students found the information useful and the presentation choices in JUPAS the latest clear. information related to JUPAS Organize a talk on JUPAS Students knowing Feedback of students and teachers is positive. Introduction and multiple more about various The majority of students found the information useful and the presentation pathways to S5 students study options clear. Organize JUPAS experience Students getting a Around 40 past graduates came to share their JUPAS experience. sharing for S5-S6 students better Many S6 students asked the phone number and facebook of past graduates to understanding of gain connection with alumni for further assistance. the study options Students response is positive.
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Conduct counselling with Students revising 73% of S6 students found the life-planning lessons useful in facilitating S5-6 students on the JUPAS choices self-exploration. selection of programme rationally 87% of S6 students claimed that they had better understanding towards choices JUPAS, the entrance requirements of different programmes and the corresponding strategies in particular. 88% of them thought the lessons helped them to improve their interview skills. 73% of the S6 students found the counselling useful in goal-setting and life-planning. 95% S6 students appreciated the assistance offered by teachers. Feedback of S5 students and teachers is also positive. Organize Admissions talk Students Almost 60 S5-6 students participated the admission talk of the School of and sharing by different well-informed of Business of HKUST and CityU in December 2016. institutions (S4-5) study options of 115 S4-5 students attended the admission talk of the School of Science of universities CUHK in May. Feedback of students is positive. Disseminate latest Stakeholders Information on Open Days of universities was disseminated to S4 to S6 information about further well-informed of students and parents regularly via PYCnet. studies opportunities, the matters relating Posters of Universities’ Open Days were displayed on the notice board. JUPAS application / to JUPAS Class teachers encouraged students to attend the Info Days to get deeper non-JUPAS application understanding of the admission requirements of different departments / updates, interviews, faculties of various universities. Students were encouraged to share with the admission requirements and class after the visits. Information Day of Many S5 and S6 students visited the universities they are interested in. Universities, etc. through various means Encourage S4-6 students to Students attend University Open well-informed of Days campus activities and studies options of universities
Shatin Pui Ying College / Annual School Report (2016-2017) / P.29
To help S6 Organize a talk on Multiple Students Feedback of students is positive. students to prepare Pathways for S6 students well-informed of for the release of various study HKDSE paths Examination Organize a talk on “Study in Students getting About 20 students attended and eventually 13 applied. results Taiwan” for S6 students to know more Feedback of participants is positive as the majority found the information about of useful. universities in Finally, 3 students got the offer and 1 of them was accepted by the School of Taiwan and the Veterinary Medicine in National Taiwan University. strategies on selection of programmes and universities Conduct mock interviews Students getting Mock interviews were conducted in December 2016 during life planning (S6) prepared for lessons. All S6 students had to attend. This facilitated peer learning. interviews and Students were asked to prepare before the session but some of them did not. their interviewing A list of specific questions was distributed to different teachers and they found skills being them useful. sharpened A video on interview was shown and discussed in lesson. Some students found it useful. Students could form groups and could voluntarily reserve a time-slot for mock interview in May and June 2017 with any Careers teachers. Help students to apply for Students getting a Almost 40 applications accepted. local / overseas tertiary higher chance of Students were generally aware of the one month notice policy. institutes including liaison acceptance by and preparation of necessary tertiary institutes documents Prepare reminders and Students knowing Reference materials on the release of HKDSE Examination Results were reference materials for the what to do after distributed to parents and students on the day of Mock Release of HKDSE release of HKDSE the release of Examination Results. Examination results HKDSE Students found the information useful. Examination Reference materials were also distributed to teachers involved and their results feedback is positive.
Shatin Pui Ying College / Annual School Report (2016-2017) / P.30
Conduct a Mock Release of Raise students’ Over 90 students and 30 parents attended. HKDSE Examination awareness on the Feedback from both students and parents is positive. Results importance of Students found the information useful. preparation for the release of HKDSE Examination results Help students revise their Students revising Students could reserve two 45-minute time slots for consultation. JUPAS choices after release JUPAS choices Students response is positive and they could feel the support from teachers. of HKDSE Examination rationally results To raise students’ Launch a sharing on Students being Students were devoted and have worked very hard for the presentation. awareness of different career paths encouraged to It is suggested that more diverse career-related experience sharing should be career path grasp the chance conducted. for career exploration Guide students to plan Students being Feedback of students and teachers is positive. career path in class teacher inspired to think Most of them found the information useful and the presentation clear. period (S5) about their career Instead of playing all the videos chosen, S5 class teachers could have the path flexibility to choose which video to be played with reference to the characteristics of different classes. Nominate students to apply Students able to S3 students were passive, with only 37 applications made. for external career-related get most updated S4-6 students’ response was positive and the frequency of attendance is over activities so as to help careers 440. students understand more information about the world of work Launch the Mentorship Students getting a 71 S4-6 students joined the programme. Programme (S4-6) deeper Students were passive. understanding of Students had to complete a task sheet. Therefore, they had to contact the their future career mentors for further understanding of the world of work. path
Shatin Pui Ying College / Annual School Report (2016-2017) / P.31
Organize a careers talk for Students getting a No S3 students participated in the talk. S3-5 students deeper Over 95% S5-6 students found the speech of the guest speaker inspiring. understanding of 87% claimed that it helped their life planning. their future career 94% of S5-6 students remarked that the sharing by alumni helped them to path know more about the world of work. 84% thought that the alumni sharing encouraged them to equip themselves to face challenges in the future. 95% was satisfied with the programme. Provide support to Conduct a Mock Release of Parents knowing Over 30 parents attended. students through HKDSE Examination the ways to assist Parents were devoted to the life-planning of their children and their feedback educating parents results students’ life is positive. planning Students found the information useful.
Enhance Arrange careers teachers to Teachers in Careers teachers actively joined the seminars and workshops related to life professional attend training on life Careers Guidance planning and multiple study pathways. development for planning education and Committee Some S6 class teachers were invited to join seminars held by Hok Yau Club to teachers on careers careers guidance equipped with know more about the strategies to assist students after the release of HKDSE education skills of careers Examination Results. counselling and Teachers’ feedback is positive and the relevant materials have been knowledge of life disseminated to teachers and students. planning education Support teachers to provide Teachers acquiring Briefing sessions were given to over 40 teachers involved in S5-6 life planning life-planning lessons to the knowledge and lessons. students skills in careers Detailed guidelines and updated reference materials were also provided. guidance Feedback of teachers is positive.
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C. Financial Report
1. Stationery $ 158.00 2. Display boards $ 163.90 3. Reference books for teachers $ 374.00 4. Refreshment at JUPAS sharing $ 3,173.10 5. Refreshment – Careers Exploration Day $ 886.00 6. Refreshment – Mock Release of HKDSE Examination Results $ 1,465.50 7. Refreshment – Release of HKDSE Examination results $ 1,465.20 8. Miscellaneous $ 843.44 9. Binding books: 2016 JUPAS DATA $ 1,320.00 CLP grant 10. Membership fee (HKACMGM) $ 400.00 CLP grant 11. Employment of teacher $ 191,782.50 CLP grant 12. Employment of administrative assistant and clerical staff $ 241,913.00 CLP grant 13. Talk on Life Planning (S4) $ 2,000.00 CLP grant 14. Talk on Life Planning (S2) $ 2,000.00 CLP grant 15. Life Channel (S4) $ 16,000.00 CLP grant 16. Discovery Life Workshop (S2) $ 16,000.00 CLP grant 17. Transport allowance – Career talks & workshops $ 1,500.00 CLP grant 18. Careers exploration activities $ 8,830.00 CLP grant 19. Life planning reference materials $ 13,500.00 CLP grant Total: $ 8,529.14 $ 495,245.50
D. Programme Team
Lin Ka Yee (Chairperson) Iu Chu Man, Wong Ying Man (Secretary) Chan Chi Kai, Ho Po Ki, Hui Man Wai, Leung Chun Yee, Tsui Wing Lam, Wong Siu Yung
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7. Programme Evaluation Report for DLG-funded Other Programme (Gifted Education)
Programme Targets Duration / Title Objective(s) (No./Level/ Selection) Start Date Deliverables Evaluation Expenditure The Hong Kong To provide opportunities - One S5 student - 1-year Programme Student with The student attained Subsidy to University of for more able students to - Student application, - Lessons held every potential in and Grade A or above and the Program fee: Science and develop their potential parent and teacher Saturday passion for science other students attained HKD1,000.00 Technology by learning recommendation developed a deeper good results. (HKUST) Dual university-level interest and Program knowledge at the knowledge in university campus. advanced science.
Mural Project - To provide - Fifteen S4 and S5 - 3 lessons were held Two mural - Students were generally Project fee: workshops for students in the second term paintings, of the satisfied with the HKD50,000.00 students to learn - Student application, (1.5 hrs. per lesson) size 18.3m x 2.8m content of the course participatory art / parent and teacher - Extra time was and 6.2m x 3.4m, and showed interest in community art, recommendation required to finish the were made. joining the extended cooperation skills mural paintings course. and attitudes led by - Students were very professional artists devoted and passionate - To motivate students in learning. They were to engage in willing to come back to art-making through school to work on the providing an project during the encouraging public holidays. learning atmosphere outside the classroom - To cater for learner diversity in art-making: more able students especially DSE Visual Arts students may be the leaders to train and guide the less able students Shatin Pui Ying College / Annual School Report (2016-2017) / P.34
Programme Targets Duration / Title Objective(s) (No./Level/ Selection) Start Date Deliverables Evaluation Expenditure School - To arouse students’ - Students from the - 1-year Programme - Elite students - The publication of two Publication of Newsletter Team interest in journalism senior and junior - Individual who are taking issues of Matrix. “Matrix”: and editing. forms each school consultation with creative writing - Continuous HKD11,980.00 - To provide term teachers classes can have improvement, opportunities for - In-school English a platform to application of newly students to write and writing results and practise the acquired writing skills edit various kinds of teacher nomination skills they have and creativity in genres, for example, - Students with learnt. students’ works. literary texts. interesting internal or - Two issues of - Taking students’ - To enhance students’ external school Matrix were opinions into English writing experience published and consideration and ability. distributed to improving the editorial - To train students’ our students and strategies. proof-reading and some guests - A new unified theme editing skills. from primary for each Matrix issue schools, helped unify students’ secondary work with a coherent schools and theme, while letting other them explore their institutions. creativity with a clearer - Students who framework. took part in other writing or speaking workshops /activities also had their work or transcripts published for other students to see.
Shatin Pui Ying College / Annual School Report (2016-2017) / P.35
Programme Targets Duration / Title Objective(s) (No./Level/ Selection) Start Date Deliverables Evaluation Expenditure 2014/2017 Joint - To cater for students’ - Two S6 students Every Thursday in the Students could - Students obtained Course fee: Schools Network learning needs by - Interview by teachers school year 2016/17 master the SS above-average results HKD2,400.00 Programme for providing an SS of The Hong Kong Music subject. according to their SS Music (Shatin elective for students Baptist University academic reports. District) with talents in music. Affiliated School - Students obtained - To provide support Wong Kam Fai level 4 in the HKDSE for students to Secondary and Examination. develop their talents. Primary School 2015/2018 Joint - To cater for students’ - Two S5 students Every Thursday in the Students could Students obtained fair Course fee: Schools Network learning needs by - Interview by teachers school year 2016/17 master the SS results according to their HKD4,800.00 Programme for providing an SS of The Hong Kong Music subject. academic reports. SS Music (Shatin elective for students Baptist University District) with talents in music. Affiliated School - To provide support Wong Kam Fai for students to Secondary and develop their talents. Primary School 2016/2019 Joint - To cater for students’ - One S4 student Every Tuesday in the Students could Student obtained a fair Course fee: Schools Network learning needs by - Interview by teachers school year 2016/17 master the SS result according to her HKD2,400.00 Programme for providing an SS of The Hong Kong Music subject. academic report. SS Music (Shatin elective for students Baptist University District) with talents in music. Affiliated School - To provide support Wong Kam Fai for students to Secondary and develop their talents. Primary School 2016/2019 - To cater for students’ - One S4 student Every Thursday in the Students could Student obtained an Free of charge Joint Schools learning needs by - Interview by teachers school year 2016/17 master the SS average result according Network providing an SS of The Hong Kong Physical Education to her academic report. Programme for elective for students Baptist University subject. SS Physical with talents in Affiliated School Education physical education. Wong Kam Fai (Shatin) - To provide support Secondary and for students to Primary School develop their talents.
Shatin Pui Ying College / Annual School Report (2016-2017) / P.36
Programme Targets Duration / Title Objective(s) (No./Level/ Selection) Start Date Deliverables Evaluation Expenditure Leadership To provide leadership - Ten S4 students and From 3 December 2016 Students were able Students participated in a Subsidy to Training Project training to student twenty-one S5 to 4 December 2016 to understand their training camp and Program fee: leaders students personal qualities workshops actively. HKD18,834.98 - Teacher and master They took up leadership recommendation; leadership skills. roles in school services priority given to after the camp. committee members of ECA clubs or function teams
Speech and To provide training for 1. English Debate 1. English Debate 1. English Debate - Students gained the Competition entry debate training students talented in Team: Team: Team: experience of fees: debating and public - Two teams of four - From October - Preparation presenting a case in the HKD3,590.00 speaking skills S5 students 2016 to February of notes on court. Instructor fee for - Student application 2017 different - They also learnt to Chinese Debate and teacher 2. Chinese Debate common study law cases and the Training Team: selection Team: laws and law presentation skills HKD792.00 2. Chinese Debate - 20 training cases. involved in a mock Subsidy to debate Team: sessions (2 hours 2. Chinese trial. training camp: - Two students from per session) Debate Team: - Objective was generally HKD1,382.00 the senior forms - About 20 achieved. (S4 to S5) and nine competitions - More encouragement students from the throughout could be given to junior forms the year. students to boost their - Teacher interview - Public confidence. or recommendation speaking and critical thinking skills were enhanced. Audio Training To provide training for - Five S4 students and Two lessons held in Students were able - Students participated in Course Fee: Course capable students in six S5 students March 2017 to operate the training workshops HKD1,339.00 using the professional - Student application or (2 hrs. per lesson) professional audio actively. audio system teacher system in the - Students were able to recommendation; School Hall. provide audio support in priority given to AV assemblies and musical team members performances.
Shatin Pui Ying College / Annual School Report (2016-2017) / P.37
Programme Targets Duration / Title Objective(s) (No./Level/ Selection) Start Date Deliverables Evaluation Expenditure Arduino Training To provide training for - Three S6 students, - 6 lessons were held - Products Students learned the Course fee: Programme students capable in three S5 students and throughout the year demonstrated in necessary knowledge and HKD900.00 STEM area and offer two S4 students P.6 School Visit products were made. STEM mBot them real experiences in - Teacher Day and P.6 Training robotic control recommendation STEM Camp. Materials: - Arduino- HKD4,613.00 controlled LEDs Reference Books: were used in the HKD375.00 school musical. Materials: HKD1,863.50
Shatin Pui Ying College / Annual School Report (2016-2017) / P.38
8. Programme Evaluation Report for Diversity Learning Grant - Applied Learning Courses (APL) (2015-17 Cohort)
Targets (No./Level/ Duration / Programme Title Objective(s) Selection) Start Date Deliverables Evaluation Expenditure APL Course : To provide One S6 student 9/2016 – 8/2017 - The student - The student attained over Course Fee: Western Cuisine opportunities for acquired the 91% attendance rate. HKD6,900.00 students with varied knowledge and - The student fulfilled all of interests, aptitudes skills in western the requirements and and abilities to study gastronomy, food attained distinction, which ApL courses, taking hygiene and is comparable to level 3 or into consideration of safety. above in the HKDSE exposing them to - The student Examination. broad and balanced developed - The student was able to learning experience interest in the develop interest and skills in their senior hospitality and in the hospitality and secondary education. catering industry catering industry. through practical training. - Service culture, self-discipline and team spirit was cultivated. - The student developed better problem-solving, communication and presentation skills.
Shatin Pui Ying College / Annual School Report (2016-2017) / P.39
H. Key Issues for the Coming Years
1. Implementing focused values education with a whole-school approach a. Coordinate activities across different subject departments and function teams, inculcating in students values such as gratitude, respect, resource conservation and environmental protection. b. Strengthen emotional guidance in order to empower students to deal with adversity, and help them construct positive attitudes, ensuring their healthy growth and development.
2. Encouraging the professional development of teachers in the interest of enhanced learning among students a. Optimise the Senior Secondary curriculum and the system of school-based teaching materials. Encourage teachers to participate in professional development and seek to develop a culture of professional exchange. b. Raise students’ confidence and interest in learning and help them master learning strategies, with self-regulated learning as the goal. c. Promote mobile learning by making good use of the PYCnet and maximize school-designed mobile applications. This would open up new possibilities for teaching. d. Encourage collaboration between language subjects to reinforce language competency and develop high-order thinking ability.
3. Fostering life-planning education a. Strengthen collaboration between subject departments and function teams in the implementation of life-planning education. Students with different abilities and character should be given their due in terms of learning goals and career prospects. b. Implement a mentorship scheme to facilitate input from alumni drawn from a variety of background. Visits to workplaces, for instance, would enable students to gain a sound understanding of different occupations. c. Expose students to career-related learning experience, help them review their secondary learning span, and steer them towards a habit of self-reflection at different stages of their student life.
4. Nurturing an international outlook and making better use of the global Pui Ying Network a. Utilise the global Pui Ying Network to support life-wide learning and broaden student horizons through such activities as the Story of Vancouver. b. Strengthen students' sense of belonging by the effective use of the newly constructed School History Room. There, a collection of historical items, donated by alumni, have been assembled and available for scrutiny and research.
Shatin Pui Ying College / Annual School Report (2015-2016) / P.40