Annual Report 2016 – 2017 8 Dumbarton

Munsang College

民生書院

Annual Report 2016 – 2017

8 Dumbarton Road, Kowloon, Hong Kong Web Site: http://www.munsang.edu.hk E-mail: info@ munsang.edu.hk

Contents Page

Mission Statement, School Goals and School Major Concerns 1

Introduction 2 – 4

School Layout and Facilities 5 – 6

Administration Organization 7 – 11 Administration Structure Incorporated Manangement Committee Staff of the College Qualifications and Teaching Experience of Our Teaching Staff Executive Committee Working and Standing Committees Subject Departments

Report on Academic Affairs 12 – 15 Curriculum 2016 – 2017 Class Structure Number of School Days (Including Form Test and Examination) Lesson Time for 8 Key Learning Areas for F.1 – F.3 Unfilled Places in the Classes Students’ Attendance Percentage of Early Exit Students in the School Year

Financial Summary 16 – 20 Financial Summary 2016 – 2017 Use of Capacity Enhancement Grant Use of Diversity Learning Grant Use of Career and Life Planning Grant Use of Learning Support Grant

Students’ Performance 21 – 22 F.6 Graduates’ Pathway 2016 – 2017 External Examination

Students’ Achievements 2016 – 2017 23 – 45 External Awards Internal Scholarships Inter-school Activities and Competitions

Reports of Committees 46 – 107

Reports of Subject Departments 108 – 214

Evaluation of School Major Concerns 2016 – 2017 215 – 219

School Major Concerns 2017 – 2018 220

Mission Statement

We adopt “Light And Life” and “All For One, One For All” as our school motto, and our commitment is to offer to students a holistic education upon Christian principles and nurture in them a positive outlook on life, so that they can be self-motivated, resolute, devoted to making valuable contributions to the community, and prepared for the sublime state of life.

School Goals

1. Nurturing academic excellence with a view to becoming life-long learners 2. Cultivating exemplary conduct, correct values and high moral standards 3. Advocating a strong sense of unity and social responsibility 4. Developing enlightened and dynamic leadership quality

School Major Concerns

1. Enhancing learning and teaching effectiveness

(a) Catering for learners’ diversity • Adopting differentiated instruction and tiered assignments to cater for students’ diverse learning needs • Using higher order thinking questions and assessing students learning outcomes • Using e-learning to cater for students’ different learning styles

(b) Effective use of assessment • Using assessment to  Identify students’ common areas of improvement and misconceptions  help students’ self-reflection and self-monitoring  facilitate teachers to make adjustment to their teaching strategies

(c) Use of effective study skills • Cultivating students’ note-taking skills and study skills through school-based curriculum for F.1 and F.2 students • Adopting pre-lesson preparation to create space for deep learning

2. Building learning communities

Strategies for students  Enabling students to learn from their peers and share good practices  Providing a platform for high achievers to learn from their peers, teachers and alumni  Enhancing students’ capability of employing reflection skills in running OLE activities

Professional development for teachers  Inculcating a sharing culture among teachers  Providing teachers with chances on experience sharing on teaching and curriculum planning  Managing and sharing learning and teaching resources  Facilitating communication and collaboration among teachers of different committees and subject departments

1 Introduction

Academic Calendar The school year is divided into two school terms, September to January and February to July. Although there are no summer sessions, there is a great variety of activities organized during the summer vacation.

Enrollment Secondary Section Form 1 2 3 4 5 6 Total Number of Classes 5 5 5 5 5 (#6) 5 (#6) 30 # Five classes being splitted into 6 groups The normal class size is 18 to 42 students in each class.

Facilities The school campus has eight principal buildings with a total building area of approximately 19,100 m2, a spacious sports ground of 5,500 m2, a gymnasium, a swimming pool, a lecture theatre, a bible-study court, a chapel, an archives and the Centre for Advancement of Renewable Energy (CARE). All of the rooms on campus are air-conditioned.

Medium of Instruction The medium of instruction is English, except for Chinese, Chinese History and Putonghua.

Admission Form 1 entrants are allocated through a centralized system monitored by the Government of Hong Kong. Under the feeder system, about 85% of the places, after deducting the 30% discretionary places, are reserved for our own students from Primary 6.

Administration Munsang College is a non-profit private institution run by the Munsang College School Sponsoring Body (SSB). The Hong Kong Government accorded the Secondary Section of the College the status of an “aided” school in 1978 which has been incorporated since September 2012. The existing Principal was appointed by the Ex-College Council and approved by the Government of Hong Kong. The Incorporated Management Committee gives directions on the formulation and implementation of school policies.

Student Support Services The Student Affairs Office is responsible for the provision of “Student Support Services”. The Discipline Committee implements various measures to train students to be well-behaved and to foster their sense of responsibility. The Counselling Committee, school social workers and educational psychologist closely co-operate with the community to help students in need and to hold various counselling activities, talks and growth development services. The Careers Committee offers students career guidance support and a variety of programmes for enriching their career and life planning education. Through the Student Association, six Houses, and CCA groups, the Co-curricular Activity Committee helps developing students’ organization and leadership skills.

To cater for students’ special educational needs (SEN), the medical history of students is collected in the beginning of the school year. The students with SEN are identified and followed by the working committees, school social workers and educational psychologist. Cross-disciplinary case conferences are held accordingly for them. With the Learning Support Grant of 2016-17, student helpers were hired to provide additional support to students such as after-school tutorials, oral examination practices and Bridging Programme. Speech therapy, training camps and workshops on mental health, study and executive skills were also organised for students with the funding.

Co-curricular Activities Students are encouraged to participate in various co-curricular activities intended to build character and develop personality. It is also in this belief that Munsang College places special attention on religious activities such as Christ Ambassadors, Monday prayer, devotional and bible classes, etc. School teams are set up to build school spirit include basketball, football, badminton, volleyball, fencing, field training, swimming, dance class, orchestra, choir and so forth. There are groups for aesthetic development such as visual arts, drama, photography and campus TV. Groups for academic subjects such as English, French

2 and Mathematics nurture students’ knowledge. Students take part in various uniform teams such as Boy Scouts, Girl Guides, St. John Ambulance Brigade Cadets and St. John Nursing Cadets.

Munsang College believes that platform for students to organise various large scale activities could develop their leadership potential and the heart of service. Student Association is responsible for organising the annual singing contest, teacher-student tournament, sports activity, thematic activity of the year and so forth. The six Houses also lead their fellow members to compete in numerous inter-house activities. In the post-exam period, various activities like inter-class competitions, debate competition, English Activity Day, etc. would be held. Service tour to different nations provides a platform for students to show their love and care to the needy.

Various programmes are also organised to nurture students into dynamic individuals and excel in their areas of interest, such as Leadership Training Camp, and F.4-5 Service Learning Programme, etc. Teams are organised to take part in inter-school science and visual arts exhibitions, IT competitions, athletics meets, swimming competitions, music festivals, speech festivals, drama festival and the like.

Career & Life Planning Comprehensive career and life planning education was flourishing in 2016-17, leading students to understand their own interest, capabilities and career aspirations, develop a positive attitude towards working and learning and integrate their aspirations into whole-person development and life-long learning.

The orchestration of CLP was brought about by personal and small groups counselling services, CLP-in-class sessions coupled with Career Days for all Forms, focusing on the issues particularly addressing students’ needs and echoing to the framework of value and attitudes education set by the school. To help teachers tune in students’ CLP journey, a professional careers training workshop was offered as a staff development program, crafting the finale a pickup note for teachers’ capacity in supporting students’ transitional needs.

To augment students’ global vision for multiple pathways for learning, we channeled connections with universities internationally: Cardiff (UK), ICU (Japan) and HGU (S Korea). We also linked students to Cambridge experience through WYNG Philomathia Student Essay Contest, two students were prized within the 10 Finalists. We were privileged to be offered summer internship placements by Woods Badgot and G.e.t. for our graduates.

The Careers Committee has consistently been devoted to offering opportunities and professional guidance to nurture our students to be self-directed learners and future leaders through a wide range of career-related activities and morning assembly sharing. The partnering programs with NGOs, external organizations and alumni well-manifested the effectiveness of mentorship, bringing students inspirational and career-related skills and knowledge, helping them to compose their personal repertoire with confidence and character.

3 Curricula While a unified curriculum was offered to students of Form One to Form Three, the Senior Secondary (SS) has been in place for the Form Four students, with English Language, Chinese Language, Mathematics and Liberal Studies being the 4 core subjects. Besides, all Form Four to Form Six students must choose 2 to 3 electives out of the given eleven (as in the table below).

Form 1 Form 4 Form 5 Form 6 and Form 3 (SS 1) (SS 2) (SS 3) Form 2 English * * * * * Chinese * * * * * Chinese History * * * * * Mathematics * * * * * Mathematics Extended Part * * (Module 1: Calculus and Statistics) Mathematics Extended Part * * (Module 2: Algebra and Calculus) Liberal Studies * * * * * Physics * * * * Chemistry * * * * Biology * * * * Science * Information and Communication Technology * * * * * History * * * * * Geography * * * * * Business and Economics * Economics * * * Business, Accounting and Financial Studies * * * Life Enrichment * Music (HKDSE) * * * Visual Arts (HKDSE) * * * Biblical Knowledge / Ethics (OLE) * * * * * Physical Education (OLE) * * * * * Music (OLE) * * * Visual Arts (OLE) * * * Putonghua *

Munsang Alumni Association The association was founded in 1939. It has a close relationship with the College and has contributed greatly to its development.

4 School Layout

School Facilities

There are four main blocks: Blocks D, E, G and H. Block E has been demolished and will be re-built for the improvement of school facitlies.

30 Classrooms Butterfly Garden Bible Study Court

Block D Joint House Room Prefect Room English Corner

Student Association Guidance Prefect (D203 - D511) 3 Store Rooms Room Association Room

Janitor Room

5 2 Integrated Science Social Worker Office Chemistry Laboratory Laboratories

2 Classrooms Physics Laboratory Biology Laboratory

Block G Library 3 Store Rooms 2 Staff Rooms

Technical Support (G101 - G503) Staff Common Room Estate Manager Office Division Room

General Office Medical Room Printing Room

Lecture Theatre

Centre for Advancement Chapel Geography Room of Renewable Energy

Gymnasium & 2 Visual Arts Rooms 2 Music Rooms PE TA Office Block H Server Room Computer Room Student Activity Centre (H101 - H801) Site Office Campus TV Room Covered Playground

Store Room

6 7 Incorporated Management Committee

Chairman & Supervisor Mr. Wong Kui Hung Hon. Secretary Ms. Kuby Chan Yin Hung Hon. Treasurer Mr. Yik Kwan Manager Mr. Cheung King Rock Mr. Herbert Ho Hok Bun Ms. Wong Lei Lei Dr. Yuk Tak Fun Mr. Ko Chi Wai (alternate) Ms. Tsui Ka Wah Jennifer Parent Manager Ms. Cheung Ching Mr. Chan Chun Ling (alternate) Teacher Manager Mr. Wu Fung Leung Mr. Lui Hang Sum (alternate) Alumni Manager Mr. Lee Yip Chung

Staff of the College

Principal Ms. Kuby Chan Yin Hung Vice-Principal Mr. Yu Kin Man Mr. Mok Kwok Wai

Principal Graduate Master/Mistress : 2 Senior Graduate Master/Mistress : 18 Graduate Master/Mistress : 27 Half-post Graduate Master/Mistress : 4 Assistant Master/Mistress : 2 Certificate Master/Mistress : 7 Half-post Certificate Master/Mistress : 2 Self-financing Teaching Staff : 3 Half-post Self-financing Teaching Staff : 3 Laboratory Technician : 3 Social Worker : 2

8 Qualifications of Our Teaching Staff

100.0% 90.0% 80.0% 70.0%

60.0% 2014-2015 50.0% 2015-2016 40.0% 2016-2017 Percentage 30.0% 20.0% 10.0% 0.0% Bachelor degree Master degree or above With formal education training

Teaching Experience of Our Teaching Staff

Numbers of 0 - 2 3 - 5 6 - 10 11 - 15 16 - 20 21 - 25 26 - 30 30 yrs or teaching staff yrs yrs yrs yrs yrs yrs yrs above

2014 - 2015 6 8 19 6 8 12 10 5

2015 - 2016 6 7 19 8 5 10 10 6

2016 - 2017 8 6 12 13 5 8 11 5

Executive Committee

Chairman Ms. Kuby Chan Yin Hung, Principal Committee members Mr. Mok Kwok Wai, Vice-Principal Mr. Yu Kin Man, Vice-Principal Mr. Lui Hang Sum, Assistant Principal Ms. Ting Man Shuk Mr. Luk Kai Ho Ms. Chung Yau Lin Mr. Tsoi Ka Wing Ms. Ho Chun Lan Mr. Chan Shu Sum

9 Working and Standing Committees

Committee Head Members Learning Enhancement Mr. K.M. Yu Ms. M.S. Ting, Mr. S.S. Chan, Mr. K.W. Ng, Team Ms. S.L. Tam, Mr. K.W. Tsoi, Ms. H.T. Wong, Mr. F.L. Wu Academic Affairs Ms. M.S. Ting Mr. F.L. Wu, Ms. S.L. Tam, Ms. C.M. Ho, Ms. P.M. Lau, Mr. Y.Y. Mak, Mr. K.W. Ng, Ms. W.S. Tse, Mr. F. Chiu, Mr. H.S. Chan, Mr. W.P. Chan, Ms. S.L. Law, Ms. Y.K. So Discipline Mr. K.H. Luk Mr. K.W. Cheng, Ms. M.C. Chan, Ms. W.Y. Chin, Mr. H.H. Fung, Ms. L.F. Tse, Mr. K.H. Wong Counseling Ms. Y.L. Chung Mr. T.H. Chan, Ms. L.T. Ching, Ms. S.Y. Chiu, Ms. P.S. Lo, Mr. S.K. Lui, Ms. W.W. Tsang, Ms. K.K. Lam Careers Ms. C.L. Ho Mr. C.W. Kwan, Mr. C.Y. Koo, Ms. M.Y. Kwok, Ms. W.M. Lam, Ms. M.W. Luen, Ms. W.W. Wong, Mr. C.W. Li Co-curricular Activity Mr. K.W. Tsoi Ms. H.Y. Wong, Mr. C.P. Lee, Mr. K.M. Fok, Ms. M.K. Lai, Mr. Y.C. Leung, Ms. Y.Y. Tsang, Ms. L. Wong, Ms. S.L. Li, Ms. L.Y. Chu Information Technology Mr. H.S. Lui Mr. H.F. Chan, Mr. Y.C. Ho, Mr. W.O. Chan, & Resources Mr. K.L. Mok, Mr. C.H. Wong, Mr. C.C. Kwok, Mr. C.P. Cheung, Mr. S. Ho, Mr. M.W. Leung, Mr. K.W. Sit, Ms. Y.K. So Staff Development Mr. S.S. Chan Mr. C.M. Law, Mr. K.W. Mok, Ms. M.S. Ting, Ms. S.Y. Wat, Mr. P.C. Wong, Mr. K.M. Yu Chriatian Ministry Ms. S.W. Ho Ms. S.Y. Chiu, Mr. T.H. Chan, Ms. W.Y. Chin, Mr. H.H. Fung, Ms. M.K. Leung, Ms. Y.Y. Ng, Mr. K.S. Kwok, Mr. K.C. Poon Language Across the Ms. H.T. Wong Mr. Sims, Mr. C.S. Chow, Mr. C.M. Law, Curriculum Ms. P.S. Lo, Mr. C.Y. Tang, Ms. H.Y. Wong Cultural Exchange Mr. Y.H. Kan Ms. P.C. Wu, Mr. C.P. Lee, Mr. W.O. Chan, Ms. M.W. Luen, Mr. S.K. Lui, Mr. C.Y. Tang,. Ms. W.W. Wong, Ms. L.Y. Chu Alumni Affairs Mr. Y.H. Kan Mr. K.L. Mok, Ms. C.M. Ho, Ms. M.K. Lai, Ms. S.Y. Wat, Mr. C.W Li, Ms. H Y. Hau Parent-Teacher Ms. W.Y. Leung Ms. M.Y. Pun, Ms. F.C. Fok, Mr. S.T. Ho, Association Ms. P.M. Lau, Mr. K.W. Mok, Ms. Y.Y. Tsang, Mr. K.M. Yu Publicity & Public Mr. Y.Y. Mak Mr. C.Y. Koo, Ms. K.W. Hui, Ms. M. Lam, Relation Ms. W.Y. Leung, Ms. W.S. Tse, Ms. L. Wong, Ms. P.C. Wu, Ms. H.Y. Hau School Self Evaluation Mr. K.W. Mok Ms. K.H. Wong, Ms. M.C. Chan, Ms. L.T. Ching Scholarship Mr. K.W. Mok Ms. C.L. Ho, Ms. S.W. Ho, Ms. W.M. Lam Publication Ms. M. Lam Ms. K. H. Wong, Mr. C.S. Chow, Mr. S.T. Ho, Ms. S.L. Lai, Ms. M.Y. Pun, Mr. Sims, Mr. P.C. Wong

10 Subject Departments

Department Head Deputy Biblical Knowledge Ms. Ho Sau Wai Biology Mr. Luk Kai Ho Chemistry Mr. Chan Shu Sum Chinese Language Mr. Ng Kwok Wing Ms. Leung Wai Yu Chinese History Ms. Wong Kam Hung ICT Mr. Lui Hang Sum Economics Ms. Ting Man Shuk English Ms. Wong Hiu Tung Sapphire Ms. Chin Wai Yin Geography Mr. Kwan Chun Wing Newton History Ms. Tam Sau Lai Integrated Science Mr. Yu Kin Man Ms. Tam Sau Lai Liberal Studies Mr. Tsoi Ka Wing Mr. Mak Ying Yin Mathematics Mr. Wu Fung Leung Ms. Chung Yau Lin Music Mr. Leung Yau Cheung Physical Education Ms. Wong Hoi Yee Physics Mr. Chan Wai On Business, Accounting and Ms. Ting Man Shuk Financal Studies Putonghua Ms. Wu Pui Chi Visual Arts Ms. Lam Mau

11 Report on Academic Affairs Curriculum 2016-2017 Class 1 2 3 4 5 6 Subject A-E A-E A-E A B C D E Total A B C D E F Total A B C D E F Total

Form Period (15 mins/day)

Reading (15 mins/day) 15 15 15 15 18 18 96

English 40 40 40 6 6 6 6 7 31 6 6 6 6 6 7 37 6 6 6 6 6 7 37 225 Chinese 36 36 40 6 6 6 6 8 32 6 6 6 6 6 8 38 6 6 6 6 6 8 38 220

Mathematics / Mathematics 30 30 25 6 6 6 6 6 30 7 7 7 8 8 7 44 8 8 8 9 9 8 50 209 Extended Module 1 / 2 Liberal Studies 10 10 10 6 6 6 6 8 32 6 6 6 6 6 8 38 6 6 6 6 6 8 38 138 Physics 5 (2) 10 5 (2) 10 5 (2) 10 30 Chemistry 5 (3) 15 5 (3) 15 5 (3) 15 45 Biology 5 (2) 10 5 (3) 15 5 (2) 10 35 Information & Communication 5 5 5 5 (1) 5 5 (1) 5 5 (1) 5 30 Technology

Science 20 20 30 70

History 10 10 5 5 (1) 5 5 (1) 5 5 (1) 5 40 Geography 10 10 5 5 (1) 5 5 (1) 5 5 (2) 10 45

Business & 10 10 Economics

Economics 5 (2) 10 5 (2) 10 5 (2) 10 30

Business Accounting & 5 (2) 10 5 (2) 10 5 (2) 10 30 Financial Studies Chinese History 10 10 10 5 (1) 5 5 (1) 5 5 (1) 5 45 Bible Knowledge / 5 5 5 3 (1) 3 3 (1) 3 3 (1) 3 24 Ethics

Life Enrichment 5 5 10

Physical 10 10 10 2 2 2 2 2 10 2 2 2 2 2 2 12 1 1 1 1 1 1 6 58 Education

Music 5 5 5 15

Visual Arts (HKDSE) 5 (1) 5 5 (1) 5 5 (1) 5 15

Visual Arts/Music (OLE) 10 10 10 1 1 1 1 1 5 35

Putonghua 4 4 8

Grand Total 225 225 225 238 275 275 1463

Total 225 450 675 913 1 188 1463

12 Class Structure

Class Level F.1 F.2 F.3 F.4 F.5 F.6 Total

Number of Classes 5 5 5 5 5 (#6) 5 (#6) 30

Number of Boys 105 89 93 76 74 92 529

Number of Girls 75 90 77 86 87 59 474

Total 180 179 170 162 161 151 1003 # Five classes being splitted into 6 groups The normal class size is 18 to 42 students in each class.

Number of School Days (Including Form Test and Examination)

250

200

2014-15 150 2015-16 School Days 100 2016-17

0 F.1 - F.5 F.6

13 Lesson Time for 8 Key Learning Areas for F.1 – F.3

2014-15 20.00% 2015-16 2016-17 15.00%

10.00%

5.00%

0.00% Education Education ArtsEducation Education English Language ChineseLanguage Science Education Physical Education Humanities (PSHE) Personal, Social and Others (Across KLAs) Technology Education MathematicsEducation

Unfilled Places in the Classes

160

140

120

100

0 2014-15 2015-16 2016-17

14 Students’ Attendance

100.00%

99.50%

99.00% 2014-15 98.50% 2015-16 98.00% 2016-17

97.50%

97.00%

96.50% F.1 - F.3 F.4 - F.5 F.6

Percentage of Early Exit Students in the School Year

0.70%

0.60%

0.50%

0.40%

0.30%

0.20%

0.10%

0.00% 2014-15 2015-16 2016-17

15 Financial Summary

Financial Summary for the year ended 31 August 2017

Income Expenditure (HK$) (HK$) I. Government Fund

(1). EOEBG

Baseline Reference Provision 2,170,808.97 3,777,327.76 Administration Grant 4,638,624.00 3,105,538.77 Composite IT Grant 429,782.00 389,574.20 Noise Abatement Grant 683,884.00 333,379.86 Capacity Enhancement Grant 588,202.00 235,292.32 8,511,300.97 7,841,112.91 7 Other income 57,302.48 - 8,568,603.45 7,841,112.91

Surplus of Income over Expenditure for the year 2016/17 727,490.54 Accumulated Surplus as at 1 Sep 2016 (b/f from last year) 90,475.05 Accumulated Surplus as at 31 Aug 2017 (c/f to 2017/18) 817,965.59

(2). Grants outside EOEBG 5,162,490.00 5,246,096.27

Surplus/(Deficit)of Income over Expenditure for the year 2016/17 (83,606.27) Accumulated Surplus as at 1 Sep 2016 (b/f from last year) 4,232,516.62 Accumulated Surplus as at 31 Aug 2017 (c/f to 2017/18)* 4,148,910.35

* The above accumulated surplus does not include several new grants as related to Information technology and Promotion of Chinese history/culture, which amount to $410,000. Although the funds were remitted by EDB to the School at the end of Aug 2017, they are expected to be utilized in the coming few years. Therefore, they are not treated as part of the accumulated surplus as at 31 Aug 2017.

II. Subscriptions Fund

Tong Fai 389,330.00 - Fees for Specific Purposes 300,000.00 300,000.00 Rental Income 70,815.00 7,904.00 Others 486,784.87 8,788.09 1,246,929.87 316,692.09

Surplus of Income over Expenditure for the year 2016/17 930,237.78 Accumulated Surplus as at 1 Sep 2016 (b/f from last year) 7,221,554.50 Accumulated Surplus as at 31 Aug 2017 (c/f to 2017/18) 8,151,792.28

16 Capacity Enhancement Grant

Income & Expenditure Summary for the year ended 31 August 2017

HK$ HK$ Income

Grants received 588,202.00 471,771.00 Total Amount Received for 2016/207 588,202.00 471,771.00 Less: Expenditure

Chemistry - Sponsorship for activities 4,800.00 Chinese Language - Sponsorship for activities & training courses 18,454.00 English Language - Sponsorship for activities & training courses 14,009.30 Integrated Science - Sponsorship for activities 200.00 Life Enrichment - Sponsorship for activities 116.00 Mathematics - Sponsorship for activities 18,267.55 Visual Arts - Sponsorship for activities 28,120.40 Sponsorship for reading activities 5,745.70 Sponsorship for Book talks by authors 2,051.70 Sponsorship for The Gifted Programme 21,804.00 Sponsorship for Harvard Model Congress Asia 2017 32,968.28 Sponsorship for activities organized by clubs and societies 14,830.40 Counselling Committee - Sponsorship for activities 17,013.29 Discipline Committee - Sponsorship for activities 8,491.40 Sponsorship for activities organized by cultural exchange ambassadors 1,763.90 Sponsorship for AFS exchange students 7,254.90 Sponsorship for high achievers joining study tours 14,000.00 Language Across Curriculum Committee - Sponsorship for activities 1,401.50 Music performance and other activities 9,000.00 Sponsorship for Drama Club 15,000.00 1,200.00 Total Expenditure for 2016/17 235,292.32

Surplus / (Deficit) of Income over Expenditure for the year 2016/17 235.292352,909.68,402.75

Accumulated Surplus as at 1 September 2016 (b/f from last year) 1,061,557.07 268,020.16 Accumulated Surplus as at 31 August 2017 ( c/f to 2017/18) 1,414,466.75 292,388.41

17 Diversity Learning Grant

Income & Expenditure Summary for the year ended 31 August 2017

Income HK$ HK$

Grants received (DLG-OP) 117,000.00

Total Amount Received for 2016/17 117,000.00

Less: Expenditure

Writing workshop for S4 Elite 2016/17 (Liberal Studies) 10,000.00 Tutor fee for Music training programme 79,000.00 Sponsorship for student leaders joining study tour 28,000.00

Total Expenditure for 2016/17 117,000.00

Surplus of Income over Expenditure for the year 2016/17 -

Accumulated Surplus as at 1 September 2016 (b/f from last year) 1,880.00

Accumulated Surplus as at 31 August 2017 (c/f to 2017/18) 1,880.00

18 Career and Life Planning Grant

Income & Expenditure Summary for the year ended 31 August 2017

Income HK$ HK$

Grant received 566,880.00

Total Amount Received for 206/17 566,880.00

Less: Expenditure Salaries & Employer’s MPF Contributions for contract teacher 607,740.75 and Teaching Assistant Purchase of green files for F.1 students 576.00 Purchase of Career Tool Books for all teachers 2,898.00

Total Expenditure 611,214.75

Surplus / (Deficit) of Income over Expenditure for the year 2016/17 44,334.75

Accumulated Surplus as at 1 September 2016 (b/f from last year) 44,334.75

Accumulated Surplus as at 31 August 2017 (c/f to 2017/18) -

19 Learning Support Grant

Income & Expenditure Summary for the year ended 31 August 2017

Income HK$ HK$

Grant received 370,575.00

Total Amount Received for 2016/17 370,575.00

Less: Expenditure

Salaries of Teaching Assistant 164,219.36 Mental Health Booth and Workshop 3,936.80 Speech Therapy Workshops 33,990.00 Travelling allowance for helpers of oral examination 2,520.00 Additional mathematics lesson for student 20,550.00 Printing of students' notes 200.00 Training camp for students 10,800.00 Tutor fee for Performance Booster 8,100.00 Tutor fee for After-school Tutorials 33,660.00 Workshop on executive and social skills 22,000.00 Salaries of student helpers of Bridging Programme 24,250.00

Total Expenditure for 2016/17 324,226.16

Surplus of Income over Expenditure for the year 2016/17 46,348.84

Accumulated Surplus as at 1 September 2016 (b/f from last year) 60,313.50

Accumulated Surplus as at 31 August 2017 (c/f to 2017/18) 106,662.34

20 Student Performance

F.6 Graduates’ Pathway 2016/2017 (As at 7-9-2017)

2014-2015 2015-2016 2016-2017 Year % (no.) % (no.) % (no.) Local 86.0 (154) 89.4 (152) 86.7 (130) Degree 55.3 (99) 68.8 (117) 74.0 (111) Publicly-funded 46.4 (83) 61.8 (105) 63.3 (95) CityU 7.8 (14) 2.9 (5) 4.0 (6) CUHK 12.3 (22) 18.8 (32) 22.0 (33) EdUHK 0.6 (1) 1.8 (3) 3.3 (5) HKBU 3.4 (6) 2.4 (4) 2.7 (4) HKU 5.6 (10) 15.3 (26) 12.0 (18) HKUST 7.8 (14) 6.5 (11) 8.0 (12) LingnanU 2.8 (5) 1.2 (2) 2.0 (3) PolyU 5.6 (10) 12.9 (22) 8.7 (13) Others 0.6 (1) 0.0 (0) 0.7 (1) SSSDP 2.2 (4) 2.9 (5) 1.3 (2) Self-financing 6.7 (12) 4.1 (7) 9.3 (14)

Associate Degree 20.1 (36) 15.3 (26) 8.0 (12) Publicly-funded 0.6 (1) 0.6 (1) 0.7 (1) Self-financing 19.6 (35) 14.7 (25) 7.3 (11)

Higher Diploma 10.6 (19) 5.3 (9) 4.7 (7) Publicly-funded 2.8 (5) 2.9 (5) 2.7 (4) Self-financing 7.8 (14) 2.4 (4) 2.0 (3)

Overseas 11.7 (21) 7.1 (12) 10.7 (16) UK 6.1 (11) 5.9 (10) 6.0 (9) USA 1.1 (2) 0.0 (0) 1.3 (2) Australia 3.4 (6) 1.2 (2) 2.0 (3) Canada 1.1 (2) 0.0 (0) 0.0 (0) Others 0.0 (0) 0.0 (0) 1.3 (2)

Mainland China 0.0 (0) 0.0 (0) 0.7 (1)

Macau 0.6 (1) 0.0 (0) 0.0 (0)

Taiwan 0.0 (0) 0.6 (1) 0.0 (0)

Repeat 0.0 (0) 0.0 (0) 0.0 (0)

Employment 0.6 (1) 0.6 (1) 0.0 (0)

Others 1.1 (2) 2.4 (4) 2.0 (3)

Total 100.0 (179) 100.0 (170) 100.0 (150)

21 External Examination

Hong Kong Diploma of Secondary Education Examination 2017

No. Sat. Level 5 or above % Level 4 or above % Level 2 or above % Subjects (Munsang *All *All *All College) Munsang Munsang Munsang candidates candidates candidates

Biology 42 52.4 19.3 76.2 46.2 100 90.0

Business, Accounting and 33 24.2 13.8 66.7 43.8 100 90.8 Financial Studies (Accounting)

Chemistry 63 54.8 26.6 77.4 52.3 96.8 88.3

中國歷史 10 40.0 12.2 90.0 35.9 100 90.3

中國語文 150 16.7 9.1 46.0 27.9 100 86.1

Economics 65 38.5 17.3 84.6 46.5 100 86.4

English Language 150 42.7 10.1 79.3 27.6 100 76.9

Geography 44 36.4 11.8 75.0 38.6 100 87.1

History 28 50.0 14.6 82.1 48.9 100 94.5

Information and Communication 15 46.7 8.9 73.3 27.1 100 80.6 Technology (ICT)

Liberal Studies 150 40.7 8.9 84.0 36.5 100 89.4

Mathematics Compulsory Part 150 46.0 14.5 90.7 39.1 100 81.1

Mathematics Extended Part 12 33.3 31.2 41.7 55.1 91.7 87.7 (M1, Calculus and Statistics) Mathematics Extended Part 23 87.0 43.1 91.3 61.5 100 93.2 (M2, Algebra and Calculus)

Music 3 66.7 19.6 100 54.6 100 94.5

Physics 41 51.2 28.9 82.9 50.8 100 89.7

Visual Arts 11 63.6 7.1 90.9 26.6 100 86.7

*All candidates refer to Day School First Attempters

Overall Level 4 or above Rate : 76.5% Students with 3322 : 83.3% No. of Candidates taking : 4X (10%) 3X (40%) 2X (50%)

22 Students’ Achievements 2016 – 2017

External Awards 2016 – 2017

Alumni’s Achievements 2016-2017 “Grantham Scholars of the Year” Award (Grantham Scholarships Fund) Wong Cheuk Hei 2016-2017 “Grantham Scholars of the Year” Award

Exhibition of Senior Secondary School Students’ Visual Arts Portfolios 2016-17 (Education Bureau) Lo Wing Tao Tung Cheuk Yan Cherry Outstanding Visual Arts Portfolio Award

Scholarship Sir Edward Youde Memorial Prizes for Senior Secondary School Students (Sir Edward Youde Memorial Fund Council) 6B Lee Wai Chau Sir Edward Youde Memorial Prizes for Senior Secondary School Students

AmCham Charitable Foundation 2016/2017 Prize Book Award (The American Chamber of Commerce in Hong Kong) 5C Chan Yuen Kwan Tiffany AmCham Charitable Foundation 2016/2017 Prize Book Award

Kowloon City Outstanding Students Award (Kowloon City District School Principals’ Liaison Committee) 6B Ng Chi Ting Kowloon City Outstanding Students Award

SCMP Student of the Year (Visual Artist) (South China Morning Post) 6C Wong Ting Yan 2nd Runner-up

HKICPA and HKABE Joint Scholarships for BAFS (Hong Kong Institute of Certified Public Accountants (HKICPA) and the Hong Kong Association for Business Education (HKABE)) 5C Chan Yuen Kwan Tiffany HKICPA and HKABE Joint Scholarships for BAFS

Hong Kong Biology Olympiad for Secondary Schools 2016/2017 (Hong Kong Association for Science and Mathematics Education) 6A Chan Tsz Him 6A Larm Guan Yuet Samuel First Class Honours 6A Lee Cheuk Fung 6A Lee Ka Yu First Class Honours

23 Canadian Mathematics Competition 2017 (Pascal, Cayley and Fermat Contests) (University of Waterloo, Canada) 1A Chan Kei Ching 4A Yuen Ho Kwan Distinction and Medal 5A Chan Lok Yin Distinction and Medal

Secondary School Mathematics and Science Competition 2017 (The Hong Kong Polytechnic University) Chemistry 5A Heung Kai Him Medal 5A Chen Hoi Ting Rosetta 5A Cheung Chi Hin High Distinction 5A Hong Ka Ho 5A Kong Yuen Ching High Distinction 5A Lam Ryan 5A Lau Chung Yan High Distinction 5A Lee Man Hiu 5A So Yui Kan High Distinction 5E Wong Nga Yu High Distinction Mathematics 5A Chan Lok Yin 5A Cheng Chung Yi High Distinction 5A Cheung Chi Hin 5A Heung Kai Him High Distinction 5A Hong Ka Ho 5A Kwok Shun Hei Matthew High Distinction 5A Lam Ryan 5A So Yui Kan High Distinction 5A Wong Yeuk Kiu 5C Chan Yuen Kwan Tiffany High Distinction 5E Wong Nga Yu High Distinction Physics 5A Cheung Chi Hin 5A Heung Kai Him High Distinction 5A Hong Ka Ho 5A Hong Tsz Yin High Distinction 5A Kong Yuen Ching 5A Lau Chung Yan High Distinction 5A Lee Man Hiu 5C Chan Yuen Kwan Tiffany High Distinction Biology 5A Kong Yuen Ching 5A Lam Ryan High Distinction 5A Lee Man Hiu 5A Ng Yan Ki High Distinction

聯校文學創作比賽 (民生書院、協恩中學、喇沙書院、英華書院、聖芳濟書院及九龍文理書院) 1A Chan Shi Cheng 初級組微型小說冠軍

Students’ Top Ten News Election 2016 News Commentary Competition (Hok Yau Club) 5A Hong Tsz Yin Senior English Section Champion

Hong Kong Physics Olympiad 2017 (Hong Kong Academy for Gifted Education, Education Bureau, Hong Kong University of Science and Technology) 4A Yuen Ho Kwan First Honour

2017 兩岸菁英奧林匹克數學邀請賽 (The Hong Kong Mathematical Olympiad Association) 3B Lee Ka Hei 特等獎

24 Mock Trial – Justice Education Project 2016-2017 (The Society of Rehabilitation and Crime Prevention, Hong Kong) 4B Chan Tsz Tim 4C Ko Stephanie Nga Ching 1st Runner-up 4C Li Koon Hei 4C Tang Pui Lam 4C Tsang Nok Yan Jasmine 4C Yeung Sin Tung Jessie 5A Cheng Chung Yi 5A Chui Chun Yee 5A Lam Hei Man 5A Lam Ryan 5A Szeto Hiu Yuet 5B Cheng Ka Hei Phoebe 5B Ng Cheuk Yu Natalie 5B Wong Yee Ching 5C Chan Yuen Kwan Tiffany 5D Cheong Wing Lam 5E Iu Nok Tung 5E Lui Ho Tsun Mathieu 5E Mak Hoi Tung 5E Ng Cheuk Hei

Sports 2016 Pacific Youth Track Tournament (Track Cycling Western Australia) 4D Ng Siu Yin (Representing HK) Boys 3km Team Pursuit 1st Runner-up

Grantham Outstanding Student Athlete Award (Hong Kong Schools Sports Federation) 4C Lee Man Dik Ten Sport Excellence Award

A.S. Watson Group HK Student Sports Awards 2016-2017 (A.S. Watson Group) 5F Kong Man Pok A.S. Watson Group HK Student Sports Awards

2016-2017 Hong Kong Track Cycling Race – Series 7 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Keirin Youth 14-16 Champion

2016-2017 Hong Kong Track Cycling Race – Series 6 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Individual Omnium Youth 14-16 Champion

2016-2017 Hong Kong Track Cycling Race – Series 5 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin 1km Time Trial Youth 14-16 Champion Points Race Youth 14-16 Champion Sprint Youth 14-16 Champion

2016-2017 Hong Kong Track Cycling Race – Series 3 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Elimination Champion

Kangaroo Cup Dance Competition 2016 (Hong Kong Dance Federation & The Commonwealth Society of Teachers of Dance) 4B Tse Wai Yi Year 14-15 Classical Ballet Solo Gold Award

Inter-school Swimming Championships (Hong Kong Schools Sports Federation) Boys Overall Champion Boys B Grade Overall Champion 2E Wong Cheuk Chi Theo Boys B Grade 4x50m Medley Relay Champion 3A Chan Wai Ho Boys B Grade 4x50m Medley Relay Champion 4A Fung Shiu Chung Boys B Grade 4x50m Medley Relay Champion 4C Lee Man Dik Boys B Grade 4x50m Medley Relay Champion

25 Inter-school Athletics Championships (Hong Kong Schools Sports Federation) 2D Ho Sai Yu Boys C Grade Long Jump Champion 4A Sze Ho Yin Boys B Grade 800m Champion Boys B Grade 1500m Champion

Hong Kong Cross Country Championships 2016 (Hong Kong Amateur Athletic Association) 3A Wong Yeuk Nam 3A Yee Wing Ngar Girls Youth Team Champion 3D Lam Wing

Inter-school Cross Country Championships (Hong Kong Schools Sports Federation) Boys B Grade Overall Champion

Inter-school Table Tennis Championships (Hong Kong Schools Sports Federation) Boys B Grade Champion

Kowloon City District Inter-school Football Competition (Kowloon City District Sports Association) 1A Ng Tsz Tsun 1D Lai Pui Hin Champion 2B Lam Yu Shun 2B Liu Chun Ying 2C Chu Kiu Hoi 2D Chu Hin To 2D Lai Pui Hei 2E Kwok Shun Nok Justin 3A Chan Wai Ho 3A Cheung Lok Hang Ryan 3B Kong Man Shun 3B Shum Cheuk Ching 3D Li Gao Zhe 3E Hoi Chun Ho

The 7th YM Age Group Swimming Competition (Chinese YMCA of Hong Kong) 3A Chan Wai Ho Boys 12-14 50m Freestyle Champion

The 53rd Schools Dance Festival (Hong Kong Schools Dance Association) Dancing Team Jazz and Street Dance Highly Commended Award 4C Chan Fong Wai 5B Chan Sze Ching Jive Highly Commended Award Cha Cha Highly Commended Award Waltz Highly Commended Award

Music Schools Creative Music Showcase 2016/17 (Arts Education Section, Education Bureau) Creative Music Group Gold Award in Best Performance Gold Award in Best Music Silver Award in Best Creative Ideas

Winter Band Festival 2016 – Competition (Rave Group Pte Ltd) Symphonic Band Gold Award

2016 Hong Kong Youth Music Interflows – Symphonic Band Contest (Music Office, Leisure and Cultural Services Department) Symphonic Band Gold Award

26 Schools Music Composition Showcase 2016/17 (Arts Education Section, Curriculum Development Institute, Education Bureau) 4C Yeung Sin Tung Jessie 5F Mark Tsz Ho Outstanding Composition Award 6B Tse Wai Sum 6B Yu Waisy Outstanding Composition Award 6E Choi Yau Kit Outstanding Composition Award 6B Tse Wai Sum 6B Yu Waisy Best Chinese Instrumental Music Writing Award 6B Tse Wai Sum Performers’ Adjudication Award 4C Yeung Sin Tung Jessie Best Creative Ideas Award

第六十八屆香港學校朗誦節 (Hong Kong Schools Music and Speech Association) 3B Ma Wing Sze 散文獨誦 – 普通話（冠軍） 1E Szeto Yuet Hang Calanthe 2B Lam Lam 詩詞獨誦 – 粤語（冠軍）

Art 香港高中校本評核優秀學習成果獎─視覺藝術科 (Department of Chinese and History, City University of Hong Kong) 6C Wong Ting Yan Champion

發現香港城市自然生態暨全港麻雀普查日中學生組海報設計比賽 (Hong Kong Bird Watching Society) 5D Hui Sze Wai Champion

Hong Kong Gold Brush Award 2016 Art Competition for Teenagers & Children (Hong Kong Region) (My Creation) 1C Lam Yik Ki Champion (Western Painting)

Co-curricular Activities Youth Ambassadors in Celebration of the 20th Anniversary of the Establishment of the HKSAR Programme (20A YA Programme) (Home Affairs Bureau, Commission on Youth) 6B Chan Sze Hang One of the 100 Youth Ambassadors selected to represent Hong Kong

Hong Kong 200 Leadership Project 2017 (The Hong Kong Federation of Youth Groups) 6B Ng Chi Ting Awardee

Inter-divisional Competitions for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 2B Lai Hin Ching 2C Leung Wai Man Overall Champion 2D Chan Hoi Ching 2D Chan Ka Yan 2D Lui Ho Yi Marjolene 3C Chan Cheuk Ka 4A Louie Hoi Ching 4A Man Hau Tung 4A Tam Wing Yan 4A Wong Ho Tsun Michelia 4B Ho Yan Yu Jemimah 4B Lam Ka Yan 4B Leung Cheryl 4C Li Hin Miu 4C Li Yee Ting 4C Wong Kit Yi 4D Lam Ka Hei 5E Mak Hoi Tung

27 Inter-divisional Footdrill Competition for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 2B Lai Hin Ching 2D Chan Hoi Ching Champion 2D Chan Ka Yan 3C Chan Cheuk Ka 4A Louie Hoi Ching 4A Man Hau Tung 4A Tam Wing Yan 4A Wong Ho Tsun Michelia 4B Ho Yan Yu Jemimah 4B Lam Ka Yan 4B Leung Cheryl 4C Li Hin Miu 4C Li Yee Ting 4C Wong Kit Yi 4D Lam Ka Hei

Inter-divisional Home Nursing Competition for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 4B Lam Ka Yan 5E Mak Hoi Tung Champion

English Drama Fest 2017 (The Association of English Medium Secondary Schools) 3B Ng Hoi Tung Outstanding Performer

28 Internal Scholarships 2016 – 2017

Munsang College Scholarship for Outstanding Achievement in F.6 Chan Ho Man Jacky HKDSE Chan Sze Hang Chan Tsan Yin Chan Tsz Him Choi Yau Kit Fok Ho Man Huang Chin Yuet Nicole Ip Sheung Sau Kwok Ue Nam Lai Yu Hin Lam Ching Man Larm Guan Yuet Samuel Lee Cheuk Fung Lee Ho Kwan Lee Ka Yu Lee Pui Ki Lee Wai Chau Leung Kwun Hong Lo Ching Yan Charity Lui Siu Hin Alvin Tsang Nok Yi Tse Hoi Yan Tse Lok Hin Munsang College Alumni Association Scholarship for F.6 Leung Kwun Hong Outstanding Achievement in HKDSE Class 1970 Versatile Society Scholarship for All-round, Balanced F.5 Lam Ryan and Remarkable Performances in Academic & Non-academic Areas Mr. Au Chak Mun Memorial Scholarship F.6 Lee Ka Yu Mr. Mok Kon Sang Memorial Scholarship F.6 Lee Wai Chau Dr. Ts’O Seen Wan Memorial Scholarship F.6 Leung Kwun Hong Dr. Lam Chi Fung Memorial Scholarship F.5 Cheng Chung Yi Mr. Rufus Huang Founding Principal Memorial Scholarship F.5 Heung Kai Him Dr. Daniel H. Lam Memorial Scholarship F.5 Lam Ryan Mr. Mok Hing Shung Memorial Scholarship F.4 Cheung Hiu Tung Mrs. Tseung Ts’O Lai Ki Memorial Scholarship F.4 Kwong Siu Lun Mr. Luk Yan King Memorial Scholarship F.4 Wan Ka Ho Mr. Kwong Jing Cho Memorial Scholarship F.3 Lee Ka Hei Mr. Kong Yiu Wing Memorial Scholarship F.3 Siu Yiu Dr. Lam Shu Kee Memorial Scholarship F.3 Yu Hoi Ching Mr. Poon Bing Chung Memorial Scholarship F.2 He Anson Chun Lok Mr. Manuel Woo Memorial Scholarship F.2 Ng Jerry Mr. Hong Tung Tick Memorial Scholarship F.2 Wong Sum Kiu Mr. Lau Chiu Tak Memorial Scholarship F.1 Chan Shi Cheng Mr. Mow Kee Yok Memorial Scholarship F.1 Chan Wang Leong Mr. Chan Long Hin Memorial Scholarship F.1 Qi Kin Hang Dr. Rayson Huang Memorial Scholarship for Chemistry F.6 Leung Kwun Hong F.5 Heung Kai Him Mrs. Chan Wong Pui Yin Memorial Scholarship for Green F.5 Chan Leong Sing Education So Wai Ho Dr. Samuel Loi Scholarship F.6 Ng Chi Ting Mr. Hong Tung Lun Memorial Scholarship for Distinguished F.6 Chau Pak Hei Leadership Mr. Tsui Tim Fook Memorial Scholarship for Reflective F.3 Hung Ching Fei Storytelling F.2 Chan Yuk Cheung Class 1962 (旭社) Golden Jubilee Scholarships for Outstanding F.4 Tse Wai Yi Students in Performing Arts F.3 Fali Yasmine

29 Class 1965 Scholarship for High Achievers in Information & F.6 Tse Hoi Yan Communication Technology F.5 Cheong Wing Lam F.4 Wan Ka Ho F.3 Lam Lok Ho Class 1966 Scholarship for “Goal Hunters” F.6 Wong Ting Yan F.4 Ng Siu Yin Class ’68 House of Unity “Five Virtues Award” F.5 Chan Yuen Kwan Tiffany F.4 Kwong Siu Lun F.1 Chow Tin Hei 1969 Alumni Prize for Innovative Approaches to Teaching and Team 1 Learning F.3 Fung Tsz Yau Mo King Fung So Hei Ping Wong Ka Chun Team 2 F.2 Lau Kwan Ting Law Chun Wing Man King Shun Mui Chun Wing Class 1970 Versatile Society Scholarship for Outstanding F.6 Tse Wai Sum Performance in Areas Inviting Appreciation and/or Recognition F.5 Chan Yuen Kwan Tiffany Lai Yuen Lam Lam Ryan Lee Hoi Ying Mak Hoi Tung Class 1970 Versatile Society Scholarship for Chinese F.6 Lee Wai Chau F.5 Iu Nok Tung F.4 Kwong Siu Lun F.3 Siu Yiu F.2 Wong Sum Kiu F.1 Chan Wang Leong 1971 Alumni Prize for Liberal Studies F.6 Lee Wai Chau Leung Kwun Hong x2 Li King Hei F.5 Lam Ryan F.4 Kwong Siu Lun F.3 Siu Yiu F.2 Ng Jerry F.1 Chan Shi Cheng 1977 Alumni Scholarship for Outstanding Dedication in F.5 Cheng Chung Yi Community Service Hui Ki Ki Lam Ryan 1978 Alumni Prize for Outstanding Public Achievements F.6 Lui Wai Ting Ng Chi Ting F.5 Mak Hoi Tung Scholarship for Interactors with Excellent Achievement in F.5 Lam Shan Community Service Wong Ka Chun Woo Chung Yee F.4 Cheung Tsz Ching Chung Sin Yiu Pang Hoi Ching Parent-Teacher Association Scholarship for English F.6 Lee Wai Chau F.5 Lam Ryan F.4 Kwong Siu Lun F.3 Lee Ka Hei F.2 Wong Sum Kiu F.1 Chan Shi Cheng Mrs. Chan Tsin Bick Yee Memorial Scholarship for Mathematics F.6 Leung Kwun Hong

30 Mr. Fan Kam King Memorial Scholarship for Physics F.6 Leung Kwun Hong F.5 Heung Kai Him Ms. Poon Kam Mui Memorial Scholarship for Economics F.6 Lee Wai Chau F.5 Lam Ryan Mr. Cheung Chung Leung Memorial Scholarship for Science Team 1 Learning F.4 Wu Chun Pui F.3 Chan Ho Lam Mo King Fung So Hei Ping Wong Ka Chun Team 2 F.2 Wong Sum Kiu F.5 Lam Ryan Mr. Lau Fook Chuen Memorial Scholarship for NSS Electives F.4 Yuen Ho Kwan Mr. Steve Leung Scholarship for Visual Arts F.5 Hui Sze Wai Lam Shan Ma Pak Yin F.4 Tjia Man Yan Mr. Tsin King Fai Outstanding Athlete Memorial Scholarship F.2 Poon Shing Yuk Wong Cheuk Chi Theo Mr. Kwan Yat Wah Scholarship for Physical Education Outstanding Athletes Award Athletics & Cross-country F.4 Sze Ho Yin Cycling F.4 Ng Siu Yin Swimming F.5 Kong Man Pok Table Tennis F.2 Mak Tsz Ho Mr. Kwan Yat Wah Scholarship for Physical Education Sports Boy F.4 Lee Man Dik of The Year Award Mr. Kwan Yat Wah Scholarship for Physical Education Sports Girl F.6 Ng Pui Lam of The Year Award Mr. Ng Shu Sing (1963) Scholarship for Record-breakers in F.4 Sze Ho Yin Athletics Meet F.1 Leung Yan Ki Mr. Tsang Piao Kong Memorial Scholarship for Music F.3 Yu Hoi Ching Dr. Daniel Yung Best Improved Student Award F.5 Ma Kwan Ting F.4 Wan Ka Ho F.3 Keung Hei Yin F.2 Tsang Yat Long F.1 Lam Kulpriya Dr. Alfred Wong Best Improved Award in English F.3 Lam Lok F.2 Ng Hoi Ching F.1 Lam Kulpriya The Liu’s Best Improved Award Chinese F.2 Chow Chun Kit English F.1 Wong Wing Chi Mathematics F.1 Tang Yau Yau Liberal Studies F.4 Tam Jasper

31 Inter-school Activities and Competitions 2016 – 2017

Alumni’s Achievements 2016-2017 “Grantham Scholars of the Year” Award (Grantham Scholarships Fund) Wong Cheuk Hei 2016-2017 “Grantham Scholars of the Year” Award

Hong Kong Baptist University (College of International Education) Chan Kik Cheung Associate of Arts (Creative Communication) President’s Honour Roll (Semester 1) Ho Kam San Associate of Science (Creative Digital Media President’s Honour Roll (Semester 1) Design) Lam Cheuk Nam Associate of Arts (Business Administration) President’s Honour Roll (Semester 1)

Tung Wah College Chan Ho Tung Suki Progressing Scholarship for BBA (Hons) and BSSc (Hons) Programmes Self-financing Post-secondary Scholarship Scheme (SPSS) – Best Progress Award (BPA)

Exhibition of Senior Secondary School Students’ Visual Arts Portfolios 2016-17 (Education Bureau) Lo Wing Tao Tung Cheuk Yan Cherry Outstanding Visual Arts Portfolio Award

AmCham Charitable Foundation 2016/2017 Prize Book Award (The American Chamber of Commerce in Hong Kong) 5C Chan Yuen Kwan Tiffany AmCham Charitable Foundation 2016/2017 Prize Book Award

Kowloon City Outstanding Students Award (Kowloon City District School Principals’ Liaison Committee) 6B Ng Chi Ting Kowloon City Outstanding Students Award

SCMP Student of the Year (Visual Artist) (South China Morning Post) 6C Wong Ting Yan 2nd Runner-up

Youth Arch Foundation: Youth Arch Student Improvement Award (Youth Arch Foundation) 2A Ho Ka Yee 2B Ho Wai Ching Youth Arch Student Improvement Award 2B Law Tsz Tsing 2C Li Pui Wai Youth Arch Student Improvement Award 2D Ho Sai Yu 3B Ng Hoi Tung Youth Arch Student Improvement Award 3B Wong Hoi Wai 3C Chan Shun Yu Youth Arch Student Improvement Award 3D Chow Eddie Lok Him 3E Chan Lok Him Bryan Youth Arch Student Improvement Award 4B Cheng Wai Hang 4B Kwok Sze Ki Youth Arch Student Improvement Award 4C Lau Chi Choi 4D Cheung Tsz Ching Youth Arch Student Improvement Award 4D So Chak Sang 5A Lam Yin Tat Youth Arch Student Improvement Award 5B Shum Heung Yin 5C Chan Leong Sing Youth Arch Student Improvement Award 5D Cheung Huen Ting 5E Chong Wing Tung Youth Arch Student Improvement Award 5F Li Tin Ho 6A Kwok Kuen Sing Youth Arch Student Improvement Award 6B Cheung Tsz Yan 6C Wong Ming Chak Youth Arch Student Improvement Award 6D Chau Pak Hei 6E Cheung Hoi Tung Youth Arch Student Improvement Award 6F Sze Yam Wai Youth Arch Student Improvement Award

32 Upward Mobility Scholarship (Commission on Poverty and The Hong Kong Council of Social Service) 3C Keung Hei Yin 6F Chan Cheuk Laam Upward Mobility Scholarship

黃廷方獎學金 (黃廷方慈善基金) 4C Lau Chi Choi 黃廷方獎學金

Academic 華夏盃全國數學奧林匹克邀請賽 2017 (The Hong Kong Mathematical Olympiad Association) （香港賽區）初賽 1A Chan Kei Ching 1A Chow Tin Hei First Class Honour 1B Ko Hoi Kit 1C Kee Lok Sang First Class Honour 2B Lau Yui 3B Chan Ho Lam First Class Honour 3B Lee Ka Hei First Class Honour 2A He Anson Chun Lok 2B Chan Yan Tak Second Class Honour 1B Chan Kai Him 1B Chan Pak Hei Third Class Honour 1E Ting Chin Kan 3C Wong Ka Chun Third Class Honour （華南賽區）晉級賽 1B Ko Hoi Kit 1E Ting Chin Kan Third Class Honour

2016 Australian National Chemistry Quiz (The Royal Australian Chemical Institute) 4A Cheung Hiu Tung 4A Wong Wing Yee High Distinction Excellence 6A Fok Ho Man 6A Lee Ka Yu High Distinction Excellence 6D Yee Ho Chun Andrew High Distinction Excellence 4A Kwong Siu Lun 4A Lau Wing Yan High Distinction 4A Wan Ka Ho 5A Cheng Chung Yi High Distinction 5A Cheung Chi Hin 5A Heung Kai Him High Distinction 5A Kong Yuen Ching 5A Lam Ryan High Distinction 5A So Yui Kan 6A Chan Tsan Yin High Distinction 6A Larm Guan Yuet Samuel 6A Lee Cheuk Fung High Distinction 6A Lee Ho Kwan 6A Leung Kwun Hong High Distinction 6A Lui Siu Hin Alvin 6A Tse Hoi Yan High Distinction 4A Lai Tim Yu 4A Man Hau Tung Distinction 4A Tam Hoi Ying 4C Lee Man Dik Distinction 4C Yeung Sin Tung Jessie 5A Chan Lok Yin Distinction 5A Leung Hei Tung 5A Tang Yat Ka Distinction 6A Chan Chun Wing 6A Chan Ho Man Jacky Distinction 6A Chan Tsz Him 6A Chen Sze Pui Kassie Distinction 6A Cheung Yan Wai 6A Kwok Kit Shun Christian Distinction 6A Lau Yin Hei 6A Lee Pui Ki Distinction

33 Canadian Mathematics Competition 2017 (Pascal, Cayley and Fermat Contests) (University of Waterloo, Canada) 1A Chan Kei Ching 4A Yuen Ho Kwan Distinction and Medal 5A Chan Lok Yin Distinction and Medal 1C Kee Lok Sang 2B Seid Sabrina Distinction 3B Pang Kin Wang 4C Wong Tsz Lai Distinction 5A Cheung Chi Hin 5A Heung Kai Him Distinction 5A Hong Tsz Yin 5A Kong Yuen Ching Distinction 5A So Yui Kan 5A Wong Ming Yui Lucas Distinction 5C Chan Yuen Kwan Tiffany 5C Kwok Yeuk Nam Distinction 5E Wong Nga Yu Distinction

2017 Hong Kong & Macau Mathematics Olympiad Open Contest cum The Asia International Mathematics Olympiad Open Contest Trial (The Hong Kong Mathematical Olympiad Association) 1A Chan Kei Ching 2B Chan Yan Tak Gold Honour 1A Chow Tin Hei 2A He Anson Chun Lok Silver Honour 2B Lau Yui 4A Yong Ho Chun Silver Honour 4A Yuen Ho Kwan Silver Honour 2B Ho Wai Ching 4C Wong Tsz Lai Bronze Honour

2017 The Asia International Mathematics Olympiad Open Contest Semi-final (The Hong Kong Mathematical Olympiad Association) 2B Ho Wai Ching Bronze Honour

Secondary School Mathematics and Science Competition 2017 (The Hong Kong Polytechnic University) Chemistry 5A Heung Kai Him Medal 5A Chen Hoi Ting Rosetta 5A Cheung Chi Hin High Distinction 5A Hong Ka Ho 5A Kong Yuen Ching High Distinction 5A Lam Ryan 5A Lau Chung Yan High Distinction 5A Lee Man Hiu 5A So Yui Kan High Distinction 5E Wong Nga Yu High Distinction 5A Cheng Chung Yi 5A Kwok Oi Man Distinction 5A Kwok Shun Hei Matthew 5A Ng Yan Ki Distinction Mathematics 5A Chan Lok Yin 5A Cheng Chung Yi High Distinction 5A Cheung Chi Hin 5A Heung Kai Him High Distinction 5A Hong Ka Ho 5A Kwok Shun Hei Matthew High Distinction 5A Lam Ryan 5A So Yui Kan High Distinction 5A Wong Yeuk Kiu 5C Chan Yuen Kwan Tiffany High Distinction 5E Wong Nga Yu High Distinction 5A Hong Tsz Yin 5A Kong Yuen Ching Distinction 5A Lau Chung Yan 5C Ho Hoi Kit Distinction 5C So Wai Ho Distinction Physics 5A Cheung Chi Hin 5A Heung Kai Him High Distinction 5A Hong Ka Ho 5A Hong Tsz Yin High Distinction 5A Kong Yuen Ching 5A Lau Chung Yan High Distinction 5A Lee Man Hiu 5C Chan Yuen Kwan Tiffany High Distinction 5A Chan Lok Yin 5C Kwok Yeuk Nam Distinction Biology 5A Kong Yuen Ching 5A Lam Ryan High Distinction 5A Lee Man Hiu 5A Ng Yan Ki High Distinction

34 5A Cheng Chung Yi 5A Cheung Chi Hin Distinction 5A Pang Yu Hing 5B Wong Yee Ching Distinction 5C So Wai Ho Distinction

聯校文學創作比賽 (民生書院、協恩中學、喇沙書院、英華書院、聖芳濟書院及九龍文理書院) 1A Chan Shi Cheng 初級組微型小說冠軍 5E Lui Ho Tsun Mathieu 高級組新詩亞軍高級組微型小說亞軍 2C Yip Kristen 初級組新詩季軍 4B Ho Yan Yu Jemimah 高級組散文季軍

Students’ Top Ten News Election 2016 News Commentary Competition (Hok Yau Club) 5A Hong Tsz Yin Senior English Section Champion 3A Cheung Chin Wai Junior English Section 1st Runner-up 5A Lam Ryan Senior English Section 1st Runner-up 5A Cheng Chung Yi 5E Iu Nok Tung Senior English Section 3rd Runner-up 5C Chan Yuen Kwan Tiffany Senior English Section Final Round Entrants

Hong Kong Physics Olympiad 2017 (Hong Kong Academy for Gifted Education, Education Bureau, Hong Kong University of Science and Technology) Munsang College Honourable Mention for Schools 4A Yuen Ho Kwan First Honour 4A Cheung Hiu Tung Third Honour 4A Wan Ka Ho Honourable Mention

2017 兩岸菁英奧林匹克數學邀請賽 (The Hong Kong Mathematical Olympiad Association) 3B Lee Ka Hei 特等獎

Mock Trial – Justice Education Project 2016-2017 (The Society of Rehabilitation and Crime Prevention, Hong Kong) 1st Round 5E Lui Ho Tsun Mathieu The Best Mooter 5A Chui Chun Yee The Best Performance – Student Witness 2nd Round 5A Cheng Chung Yi The Best Mooter 5A Lam Ryan The Best Performance – Student Witness 4B Chan Tsz Tim 4C Ko Stephanie Nga Ching Outstanding “Justice Think-tank” 4C Li Koon Hei 4C Tang Pui Lam 4C Tsang Nok Yan Jasmine 4C Yeung Sin Tung Jessie 5A Chui Chun Yee 5A Lam Hei Man 5A Szeto Hiu Yuet 5B Cheng Ka Hei Phoebe 5B Ng Cheuk Yu Natalie 5B Wong Yee Ching 5D Cheong Wing Lam 5E Iu Nok Tung Semi-final 5E Mak Hoi Tung The Best Mooter 4C Li Koon Hei 4C Tang Pui Lam Outstanding “Justice Think-tank” 4C Tsang Nok Yan Jasmine 5A Lam Hei Man 5A Lam Ryan 5A Szeto Hiu Yuet 5B Cheng Ka Hei Phoebe 5B Ng Cheuk Yu Natalie 5B Wong Yee Ching 5C Chan Yuen Kwan Tiffany 5E Ng Cheuk Hei

35 Final 4C Ko Stephanie Nga Ching The Best Mooter 5A Lam Ryan The Best Performance – Student Witness 4B Chan Tsz Tim 4C Li Koon Hei Outstanding “Justice Think-tank” 4C Tang Pui Lam 4C Tsang Nok Yan Jasmine 5A Chui Chun Yee 5B Ng Cheuk Yu Natalie 5B Wong Yee Ching 5E Iu Nok Tung 4B Chan Tsz Tim 4C Ko Stephanie Nga Ching 1st Runner-up 4C Li Koon Hei 4C Tang Pui Lam 4C Tsang Nok Yan Jasmine 4C Yeung Sin Tung Jessie 5A Cheng Chung Yi 5A Chui Chun Yee 5A Lam Hei Man 5A Lam Ryan 5A Szeto Hiu Yuet 5B Cheng Ka Hei Phoebe 5B Ng Cheuk Yu Natalie 5B Wong Yee Ching 5C Chan Yuen Kwan Tiffany 5D Cheong Wing Lam 5E Iu Nok Tung 5E Lui Ho Tsun Mathieu 5E Mak Hoi Tung 5E Ng Cheuk Hei

International Junior Science Olympiad (IJSO) 2017 – Hong Kong Screening Test (Hong Kong Academy for Gifted Education, Education Bureau, Hong Kong Association for Science and Mathematics Education, and Chief Executive’s Award for Teaching Excellence Teachers Association) 3B Chan Ho Lam 3B Lee Ka Hei Second Class Honour

二零一六至二零一七學年 i-Learner「智好學計劃」 (i-Learner) 1A Chan Kei Ching 1A Chan Wang Leong 智愛中文閱讀平台 – 金獎 2A He Anson Chun Lok 3A Leung Hoi Ching 智愛中文閱讀平台 – 金獎

The 34th Hong Kong Mathematics Olympiad 2016-2017 (Mathematics Education Section, Curriculum Development Institute) 5A Chan Lok Yin Third Class Honour and Merit in Geometric Construction 5A Cheung Chi Hin 5A Kong Yuen Ching Merit in Geometric Construction 5A So Yui Kan Merit in Geometric Construction

我的太空夢 – 全港中小學生徵文比賽 (Ta Kung Pao) 5A Hui Ki Ki 2nd Runner-up

HKICPA Accounting and Business Management Case Competition 2016-17 (Hong Kong Institute of Certified Public Accountants (HKICPA)) 5A Cheng Chung Yi 5A Leung Hei Tung Merit Team 5A Szeto Hiu Yuet 5C Chan Yuen Kwan Tiffany 5C Kwok Yeuk Nam

The 16th Pui Ching Invitational Mathematics Competition (Pui Ching Middle School and Pui Ching Academy) 1B Ko Hoi Kit 1C Kee Lok Sang Merit 2B Chan Yan Tak 5A So Yui Kan Merit

「龍城‧濃情」標語創作比賽 (九龍城區公民教育運動統籌委員會) 3A Lam Inez 優異獎

36 「城市‧微觀」第五屆全港學界微型小說創作比賽 (香港城市大學中文及歷史學系) 3B Chau Yee Lok 作家推薦獎 2B Lau Kwan Ting 嘉許

第 28 屆中學生好書龍虎榜 (香港教育專業人員協會) 1A Siu Wing Tung 讀後感寫作比賽(初級組)推薦獎 5C Kwok Yeuk Nam 讀後感寫作比賽(高級組)推薦獎

WYNG Philomathia Student Essay Contest 2016-17 (WYNG Foundation, Philomathia Foundation, Trinity Hall University of Cambridge, Hong Kong Association of Careers Masters & Guidance Masters) 5E Mak Hoi Tung 5E Winnington-Ingram Theo The 10 Finalists

Sports 2016 Pacific Youth Track Tournament (Track Cycling Western Australia) 4D Ng Siu Yin (Representing HK) Boys 3km Team Pursuit 1st Runner-up

Grantham Outstanding Student Athlete Award (Hong Kong Schools Sports Federation) 4C Lee Man Dik Ten Sport Excellence Award

A.S. Watson Group HK Student Sports Awards 2016-2017 (A.S. Watson Group) 5F Kong Man Pok A.S. Watson Group HK Student Sports Awards

2016-2017 Hong Kong Track Cycling Race – Series 7 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Keirin Youth 14-16 Champion Points Race Youth 14-16 2nd Runner-up 1km Time Trial Youth 14-16 2nd Runner-up

2016-2017 Hong Kong Track Cycling Race – Series 6 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Individual Omnium Youth 14-16 Champion

2016-2017 Hong Kong Track Cycling Race – Series 3 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Elimination Champion Individual Pursuit 1st Runner-up Team Sprint Open 1st Runner-up

2016-2017 Hong Kong Track Cycling Race – Series 1 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Points Race Youth 14-16 1st Runner-up Team Sprint Open 2nd Runner-up

37 Kangaroo Cup Dance Competition 2016 (Hong Kong Dance Federation & The Commonwealth Society of Teachers of Dance) 4B Tse Wai Yi Year 14-15 Classical Ballet Solo Gold Award Year 14-15 Lyrical / Contemporary Silver Award

Inter-school Swimming Championships (Hong Kong Schools Sports Federation) Boys Overall Champion Boys B Grade Overall Champion Boys C Grade Overall 1st Runner-up 2E Wong Cheuk Chi Theo Boys B Grade 4x50m Medley Relay Champion 3A Chan Wai Ho Boys B Grade 4x50m Medley Relay Champion 4A Fung Shiu Chung Boys B Grade 4x50m Medley Relay Champion 4C Lee Man Dik Boys B Grade 4x50m Medley Relay Champion 2C Cheung Kwan Hoi Boys C Grade 100m Breaststroke 1st Runner-up 2E Poon Shing Yuk Boys C Grade 50m Backstroke 1st Runner-up 4C Lee Man Dik Boys B Grade 100m Breaststroke 1st Runner-up Boys B Grade 200m Breaststroke 1st Runner-up 5F Kong Man Pok Boys A Grade 200m Individual Medley 1st Runner-up 1B Pan Xing Zi Boys C Grade 4x50m Medley Relay 2nd Runner-up 2A Pang Ching Kit Boys C Grade 4x50m Medley Relay 2nd Runner-up 2C Cheung Kwan Hoi Boys C Grade 4x50m Medley Relay 2nd Runner-up 2E Poon Shing Yuk Boys C Grade 4x50m Medley Relay 2nd Runner-up Boys C Grade 50m Butterfly 2nd Runner-up 4A Fung Shiu Chung Boys B Grade 100m Backstroke 2nd Runner-up 5F Kong Man Pok Boys A Grade 200m Freestyle 2nd Runner-up 3A Chan Wai Ho Boys B Grade 100m Freestyle 3rd Runner-up 5B Choi Charlotte Girls A Grade 50m Backstroke 3rd Runner-up

Inter-school Athletics Championships (Hong Kong Schools Sports Federation) 2D Ho Sai Yu Boys C Grade Long Jump Champion 4A Sze Ho Yin Boys B Grade 800m Champion Boys B Grade 1500m Champion 4C Lee Man Dik Boys B Grade 800m 2nd Runner-up Boys B Grade 1500m 3rd Runner-up

Hong Kong Cross Country Championships 2016 (Hong Kong Amateur Athletic Association) 3A Wong Yeuk Nam 3A Yee Wing Ngar Girls Youth Team Champion 3D Lam Wing 1A Kam Sze Man 1E Leung Yan Ki Girls Youth Team 1st Runner-up 3C Tse Ka Sin Iris 4A Fung Shiu Chung 4A Sze Ho Yin Boys Youth Team 1st Runner-up 4B Chui Tsz Wun 4C Lee Man Dik 3A Wong Yeuk Nam Girls Youth Individual 2nd Runner-up

Inter-school Cross Country Championships (Hong Kong Schools Sports Federation) Boys B Grade Overall Champion Boys Overall 2nd Runner-up Boys C Grade Overall 3rd Runner-up 4A Sze Ho Yin Boys B Grade Individual 4th Runner-up 3A Wong Yeuk Nam Girls B Grade Individual 5th Runner-up 1A Wong Ho Yi Girls C Grade Individual 6th Runner-up 3E Ma Man Pui Girls B Grade Individual 8th Runner-up

38 Inter-school Table Tennis Championships (Hong Kong Schools Sports Federation) Boys B Grade Champion Boys Overall 1st Runner-up

The 7th YM Age Group Swimming Competition (Chinese YMCA of Hong Kong) 3A Chan Wai Ho Boys 12-14 50m Freestyle Champion

Kwun Tong District Swimming Competition (Leisure and Cultural Services Department) 3A Chan Wai Ho Boys 13-14 50m Freestyle 1st Runner-up Boys 13-14 100m Freestyle 2nd Runner-up

Samsung 60th Festival of Sport – Hong Kong Track Cycling Race (Leisure and Cultural Services Department) 4D Ng Siu Yin Elimination Youth 1st Runner-up Keirin Youth 2nd Runner-up

Hong Kong Open Lifesaving Championships 2016 (The Hong Kong Life Saving Society, and Leisure and Cultural Services Department) 5F Kong Man Pok 4x100m 全能接力賽 1st Runner-up 4x25m 運送假人接力賽 2nd Runner-up

Cheung Chau Open Triangular Race and Lifesaving Competition 2016 (The Cheung Chau Life Saving Assoication and The Hong Kong Life Saving Society) 5F Kong Man Pok Boys Open Triangular Race (1600m) 1st Runner-up

Hong Kong Road Cycling Race – Series 6 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Individual Youth 14-16 1st Runner-up

Hong Kong Road Cycling Race – Series 4 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Individual Time Trial Youth 1st Runner-up

Hong Kong Road Cycling Race – Series 3 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Team Time Trial 1st Runner-up

Hong Kong Cycling Criterium Race – Series 5 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Youth 14-16 1st Runner-up

39 Hong Kong Cycling Criterium Race – Series 4 (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Youth 14-16 1st Runner-up

Joint School District Orienteering Championships (Leisure and Cultural Services Department and Orienteering Association of Hong Kong) 6A Cheung Yan Wai 6A Lui Siu Hin Alvin Men A Grade 1st Runner-up 6B Ng Ki Fung Jason 6B Yuen Wai Hei 6C Tse Lok Hin 6D Kwok Ue Nam 6E Leung Ka Chai 6F Leung Ka Chai

Hong Kong National Road Championships 2017 – Individual Time Trial (The Cycling Association of Hong Kong, China Limited) 4D Ng Siu Yin Youth 14-16 2nd Runner-up

全港青少年田徑錦標賽 (The Citizen Athletic Association) 4A Sze Ho Yin Boys B Grade 1500m 2nd Runner-up

Jockey Club Futsal Cup (The Hong Kong Football Association) 1D Lai Pui Hin 2B Fung Chun Hin U15 Age Group 2nd Runner-up 2B Lam Yu Shun 2B Leung Chi Long 2B Liu Chun Ying 2C Chu Kiu Hoi 2D Chu Hin To 2D Lai Pui Hei 2E Kwok Shun Nok Justin 3A Chan Wai Ho 3A Cheung Lok Hang Ryan 3B Kong Man Shun 3B Shum Cheuk Ching 3E Hoi Chun Ho

Kwun Tong District Table-tennis Competition (Leisure and Cultural Services Department) 2E Mak Tsz Ho Youth 12-13 3rd Runner-up

Winter Band Festival 2016 – Competition (Rave Group Pte Ltd) Symphonic Band Gold Award

2016 Hong Kong Youth Music Interflows – Symphonic Band Contest (Music Office, Leisure and Cultural Services Department) Symphonic Band Gold Award

40 Schools Music Composition Showcase 2016/17 (Arts Education Section, Curriculum Development Institute, Education Bureau) 4C Yeung Sin Tung Jessie 5F Mark Tsz Ho Outstanding Composition Award 6B Tse Wai Sum 6B Yu Waisy Outstanding Composition Award 6E Choi Yau Kit Outstanding Composition Award 6B Tse Wai Sum 6B Yu Waisy Best Chinese Instrumental Music Writing Award 6B Tse Wai Sum Performers’ Adjudication Award 4C Yeung Sin Tung Jessie Best Creative Ideas Award

Schools Speech Choir Showcase 2016/17 (Arts Education Section, Education Bureau) School Choir Silver Award in Best Performance (Performing Group) Bronze Award in Best Performance (Creative Group) Bronze Award in Best Creative Ideas (Creative Group)

69th Hong Kong Schools Music Festival (Hong Kong Schools Music and Speech Association) 4C Wong Wing Shuen Graded Piano Solo – Grade Seven 2nd Place Chinese Orchestra Chinese Instrumental Ensemble 3rd Place

Winter Choral Festival 2016 – Competition (Rave Group Pte Ltd) School Choir Silver Award

2016 Hong Kong Youth Music Interflows – Symphony Orchestra Contest (Music Office, Leisure and Cultural Services Department) Symphony Orchestra Silver Award

2016 Hong Kong Youth Music Interflows – String Orchestra Contest (Music Office, Leisure and Cultural Services Department) String Orchestra Silver Award

2016 Hong Kong Youth Music Interflows – Chinese Orchestra Contest (Music Office, Leisure and Cultural Services Department) Chinese Orchestra Bronze Award

2017 “中華杯” 中國第十一屆優秀交響管樂團隊展演 (中國音樂家協會管樂學會) Symphonic Band 優秀樂團

Speech 68th Hong Kong Schools Speech Festival (Hong Kong Schools Speech and Music Association) 3A Hung Ching Fei 4D Lam Ka Hei Solo Verse Speaking 1st Place 3B Fali Yasmine 4B Lam Ka Yan Public Speaking Solo 1st Place 5E Cheng Hoi Man Public Speaking Solo 1st Place 3A Luk Wing Sum 3B Fali Yasmine Dramatic Duologue 1st Place 2B Lau Tsz Yee 3A Lee Cheuk Lam Solo Verse Speaking 2nd Place 3B Chan Tsz Ki 4B Lee Man Shan Solo Verse Speaking 2nd Place 3A Hung Ching Fei 3A Siu Yiu Public Speaking Solo 2nd Place 4D Lam Ka Hei 5A Cheng Chung Yi Public Speaking Solo 2nd Place 5E Mak Hoi Tung 5E Woo Chung Yee Public Speaking Solo 2nd Place 4C Ko Stephanie Nga Ching 4C Tang Pui Lam Dramatic Duologue 2nd Place 2A Cheung Yiu Man 2A Ho Ka Yee Solo Verse Speaking 3rd Place 2B Kong Lincoln 2B Mui Chun Wing Solo Verse Speaking 3rd Place

41 3B Ma Wing Sze 3B Wong Wai Kai Public Speaking Solo 3rd Place 4A Chan Cheuk Tung 4B Chui Tsz Wun Public Speaking Solo 3rd Place 5A Lam Hei Man 5C Kwok Yeuk Nam Public Speaking Solo 3rd Place 5A Choi Wan Chi 5A Lam Ryan Dramatic Duologue 3rd Place

第六十八屆香港學校朗誦節 (Hong Kong Schools Music and Speech Association) 3B Ma Wing Sze 散文獨誦 – 普通話（冠軍） 1E Szeto Yuet Hang Calanthe 2B Lam Lam 詩詞獨誦 – 粤語（冠軍） 1B Ma Yat Ho 1B So Ching Elvin 二人朗誦 – 粤語（亞軍） 1C Lam Yik Ki 詩詞獨誦 – 粤語（亞軍） 3A Fok Tsz Ching 3A Wong Yuen Lam 二人朗誦 – 粤語（季軍） 4B Lee Man Shan 4C Ko Stephanie Nga Ching 二人朗誦 – 粤語（季軍） 5A Leung Hei Tung 5E Mak Hoi Tung 二人朗誦 – 粤語（季軍） 1A Li Sze Wun 1C Lam Yik Ki 散文獨誦 – 粤語（季軍） 1E Szeto Yuet Hang Calanthe 詩詞獨誦 – 普通話（季軍） 3B Ma Wing Sze 詩詞獨誦 – 粤語（季軍）

Art 香港高中校本評核優秀學習成果獎─視覺藝術科 (Department of Chinese and History, City University of Hong Kong) 6C Wong Ting Yan Champion 6F Ng Cheuk Wing Recommendation Award

發現香港城市自然生態暨全港麻雀普查日中學生組海報設計比賽 (Hong Kong Bird Watching Society) 5D Hui Sze Wai Champion 2A Lam Hiu Tung 2E Tam Iris Merit Prize 5E Ma Pak Yin Merit Prize

Hong Kong Gold Brush Award 2016 Art Competition for Teenagers & Children (Hong Kong Region) (My Creation) 1C Lam Yik Ki Champion (Western Painting)

小紅熊歡樂節日全港兒童繪畫創作比賽 2017 (Little Red Bear Art Exchange Centre) 1C Lam Yik Ki Silver Award

“Life Fantasy” Drawing Competition (Asia-Pacific Region Event) 2016 (The International Culture Exchange (Hong Kong)) 1C Lam Wan Yiu Second Prize

The 4th Exhibition for International Asian Children Art 2016 (Children Kingdom) (Children Art Development Committee) 1C Lam Wan Yiu Bronze Award

2017 Inter-school Anti-drug Fashion Design Competition (The Society of Boys’ Centres Hui Chung Sing Memorial School) 4B Hui Wing Tung 4B Tse Wai Yi Best Performance Award 4D Leung Kin Hang 5C Law Kam Yan 5D Hui Sze Wai 5F Chim Ka Hei 5B Chan Hiu Wai 5D Chan Hiu Yee Hayley Best Presentation Award 5E Lam Shan

42 Creative Bookmark Design Competition (Seedling Education) 5B Shum Heung Yin Best Creative Award

Exhibition of Secondary School Students’ Creative Visual Arts Work (2016/17) (Education Bureau) 6C Wong Ting Yan 6C Zeng Chi Pang Certificate of Merit 5B Shum Heung Yin 6C Lee Kong Fai Selected Submission 6F Ng Cheuk Wing Selected Submission

The 10th HKQAA “My Dream Home” Poster Design Contest (Hong Kong Quality Assurance Agency) 5F Chim Ka Hei Merit 5D Hui Sze Wai Finalist

Magnet Stickers Design Competition (Association for the Rights of Industrial Accident Victims and Occupational Safety & Health Council) 5E Ma Pak Yin Merit Prize

Occupational Safety & Health Council Poster Design Competition 2016 (Occupational Safety & Health Council) 5E Ma Pak Yin Merit Prize

Mask Design Contest 2016-17: Say No to Discrimination! (The Society for AIDS Care) 5D Hui Sze Wai Selected Submission

Secondary School Distinguished Artwork Exhibition 2017 (Cultural & Sports Committee, City University of Hong Kong) 6C Zeng Chi Pang Distinguished Artwork

Hong Kong 200 Leadership Project 2017 (The Hong Kong Federation of Youth Groups) 6B Ng Chi Ting Awardee

43 Inter-divisional Footdrill Competition for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 2B Lai Hin Ching 2D Chan Hoi Ching Champion 2D Chan Ka Yan 3C Chan Cheuk Ka 4A Louie Hoi Ching 4A Man Hau Tung 4A Tam Wing Yan 4A Wong Ho Tsun Michelia 4B Ho Yan Yu Jemimah 4B Lam Ka Yan 4B Leung Cheryl 4C Li Hin Miu 4C Li Yee Ting 4C Wong Kit Yi 4D Lam Ka Hei

Inter-divisional Home Nursing Competition for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 4B Lam Ka Yan 5E Mak Hoi Tung Champion

Inter-divisional Uniform Inspection Competition for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 2B Lai Hin Ching 2C Leung Wai Man 1st Runner-up 2D Chan Hoi Ching 2D Chan Ka Yan 2D Lui Ho Yi Marjolene 3C Chan Cheuk Ka 4A Louie Hoi Ching 4A Man Hau Tung 4A Tam Wing Yan 4A Wong Ho Tsun Michelia 4B Ho Yan Yu Jemimah 4B Lam Ka Yan 4B Leung Cheryl 4C Li Hin Miu 4C Li Yee Ting 4C Wong Kit Yi 4D Lam Ka Hei

Inter-divisional First Aid Competition for Nursing Cadet Divisions 2016 (Hong Kong St. John Ambulance Brigade Youth Command) 4A Louie Hoi Ching 4A Man Hau Tung 1st Runner-up 4C Li Hin Miu 4D Lam Ka Hei

香港童軍總會九龍城區深資童軍主席盾錦標賽 2016 (Scout Association of Hong Kong) 4E Lee Pak Long 5C Ching Yat 1st Runner-up

Hong Kong School Drama Festival 2016/17 (Hong Kong Art School) 1A Chau Tung Chiu 1A Liu Tsz Wai Award for Outstanding Cooperation 1B Yue Tin Ching 1E Yau Fung Ho 2B Lam Lam 2E Chow Samantha Vigee 4A Chan Sze Wing 4C Chau Cheuk Kiu Carol 4C Cheng Yuk Hang Eugene 4C Lai Ting Kwan 4C Wong Tsz Lai 4D Chan Po Yan 5B Cheung Ki Fat 1A Chau Tung Chiu 1A Liu Tsz Wai Award for Outstanding Stage Effect 1B Yue Tin Ching 1E Yau Fung Ho 2B Lam Lam 2E Chow Samantha Vigee 4A Chan Sze Wing 4C Chau Cheuk Kiu Carol 4C Cheng Yuk Hang Eugene 4C Lai Ting Kwan 4C Wong Tsz Lai 4D Chan Po Yan 5B Cheung Ki Fat

44 English Drama Fest 2017 (The Association of English Medium Secondary Schools) 3B Ng Hoi Tung Outstanding Performer

The 32nd Sing Tao Inter-School Debating Competition: 1st Preliminary (Sing Tao Publishing) 5E Ng Cheuk Hei Best Debater

45 Reports of Committees Christian Ministry

Theme of the year: “Light and Life”

Scripture of the year: ‘You are the light of the world.’ ‘Let your light so shine before men, that they may see your good works, and glorify your Father which is in heaven.’ Matthew 5:14a, 16

Target Objectives Strategies Time Scale Success Criteria Evaluation Methods Evaluation Group Worship God and learn Staff retreat All staff in Aug 2016 Participants renew Sharing with teachers Both Christians and God’s word MSC their strength from non-Christians can renew their Campus God’s message. strength from God’s message and worship. Worship God CROSS Prayer All sections Whole Munsangnites pray to Observation from Around 8-12 people attended meeting in MSC year, first God for His guidance teachers the monthly prayer meeting. Campus Monday of and provision on the every Campus development month of Munsang. Worship God First Prayer of the Secondary Whole year Students and teachers  Observation from Christian teachers and staff week Section learn how to pray to teachers and Christ Ambassadors were God for different  Sharing with involved in the First Prayer of issues. students the week this year. They were willing to serve through prayers. Worship God; Hall Assemblies F.1 – F.6 Whole year Christ Ambassadors  Observation from Christ Ambassadors and some Work in accordance Worship gain experience in teachers other students learned more with God’s Word (Junior & Senior) leading the worship.  Sharing with how to serve God by students participating in the worship session of the hall assembly. Work in accordance Worship at School F.1 – F.6 Whole year Christ Ambassadors  Observation from Christ Ambassadors and some with God’s Word Events: gain experience in teachers other Christian students gained Witness for God  Opening Ceremony leading the worship.  Sharing with precious experience through  Swimming Gala students participating in the worship  Athletics Meets session of school events.  Speech Day

46 Target Objectives Strategies Time Scale Success Criteria Evaluation Methods Evaluation Group Learn God’s words on Religious Talks @ F.1 – F.6 Whole Students have a better  Observation from The messages delivered in the ‘Light & Life’ Morning Assembly year, understanding of the teachers Religious Talks were very 4 hall theme of the year, i.e.  Sharing with good, but the time for sharing assemblies green education in students was insufficient. Christianity and the will of God. Win souls for the Evangelical Meetings F.1 – F.6 Nov 2016 Students learn more Observation from There were 23 students were kingdom of God & Prayer meetings about the salvation of teachers and result of willing to convert to Jesus this God. the questionnaire year. The Christ Ambassadors also served in the confirmation of the students that would like to become Christians. Some students joined the Prayer Meetings before the Evangelical Meetings. Worship God; Christmas Worship F.1 – F.6 Dec 2016 Students learn more  Observation from Students learnt to worship God witness for God about the birth of teachers through the remembrance of Christ and understand  Sharing with the birth of Christ. Rev. Ng the love of God. students also emphasized the coming of Jesus again. Witness for God Christmas Carol F.1 – F.6 Dec 2016 Participants serve God  Observation from  Approximately 30 students in front of schoolmates teachers and teachers were involved by singing Christmas  Sharing with in the Christmas carol and as Carol. students a witness for God together.  They came for the practice regularly and willing to serve in this program. Worship God; Christ Ambassador Christ Every Christ Ambassadors  Observation from There were 11 students joined Weld with siblings in Training Ambassadors alternate receive spiritual teachers Christ Ambassadors Training Christ; Tue nourishment/training to  Sharing with this year. They got a lot of Work in accordance have a balanced students chances to serve God in school with God’s Word; servant life. and received Spiritual Witness for God Training at the meetings. Weld among staff in Staff Christian Staff Whole year Participants gain a Sharing with teachers Close rapport among teachers Christ Fellowship close rapport with and staff was developed

47 Target Objectives Strategies Time Scale Success Criteria Evaluation Methods Evaluation Group teachers and staff. through the preparation by different prayer cell groups. Weld among staff in Alumni Christian Alumni Whole Participants gain a Sharing with teachers  Rev. Chan and Mr. Yeung Christ Fellowship year, close rapport with SK played an important role Second alumni and pray for in the fellowship. Friday of Munsang.  The average attendance rate every is 12 alumni. month Worship God AM 730 – F.1 – F.6 Whole year Participants develop a  Observation from Some students came regularly. Daily Spiritual Quiet habit of Bible reading. teachers Time  Sharing with students

Worship God, Weld FM 103 – F.1 – F.6 Whole year Participants build a  Observation from  Teachers of Christian with siblings in Christ Christian Fellowship better spiritual life with teachers Ministry had cell groups cell groups at 1:03pm God and peers.  Sharing with with student helpers of hall students assembly service.  With the help of the Church helpers from Pilgrim Progress, approximately 20 F.1 students joined FM 103 on Friday regularly. Worship God; SNAS – F.1 – F.6 Whole year Students develop a Through SNAS  First Term: Weld with siblings in Spiritual Nourishment balanced spiritual life. record, participation Gold prize: 3 awardees Christ; Award Scheme in Christian services Silver prize: 10 awardees Work in accordance Bronze prize: 9 awardees with God’s Word;  Second Term: Witness for God Gold prize: 9 awardees Silver prize: 10 awardees Bronze prize: 19 awardees  The high SNAS record showed that students were motivated to participate actively in Christian activities co-organized by Biblical Knowledge

48 Target Objectives Strategies Time Scale Success Criteria Evaluation Methods Evaluation Group Department.  Voluntary student helped design new card for SNAS. Worship God 91st Anniversary F.1 – F.5 Mar 2017 Participants count the  Observation from Christ Ambassadors and some Thanksgiving Service blessings of God in teachers other Christian students gained Munsang.  Sharing with precious experience through students serving in the Thanksgiving Service. Learn God’s words Christian Book Fair All sections Apr 2017 Students have a better  Observation from Completed successfully. in MSC understanding of teachers Campus biblical knowledge.  Sharing with students Work in accordance Service in MSCPS Christ May - Jul Christ Ambassadors Sharing with students Christ Ambassadors gained with God’s Word; Bible Fun Day Ambassadors 2017 serve primary students precious experience through Witness for God and help them serving in the MSCPS Bible understand gospel. Fun Day. Worship God Prayer Meeting for F.6 F.6 Jul 2017 Participants learn to Sharing with students There were 3 Christian on the Day of Release rely on God when students joining the Pre-D Day of DSE Result facing public prayer meeting on 11 Jul. examination and the future.

49 Academic Affairs Committee

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for Provide catalogues to All teachers Whole The catalogue in Teachers’  Besides the provision, promotion of learners’ diversity different subjects in year webpage is feedback this service will be needed to get assisting teachers to prepared so that teachers’ attention. plan for extended teachers may  The e-catalogue was prepared and learning among students access them at any introduced to teachers in staff meeting. time.  Teachers can search the subject related materials wherever they are. Performance Booster 1 F.1 – F.3 2 Mar – 5 70% of participants  Teachers’  The following students out of 20 in for students who are Apr 2017 have improvement observation each form showed improvement in the ranked bottom 20 in in the second term  Academic second term examination. Chinese, English and examination performance F.1 F.2 F.3 Mathematics in the first in the second Chi. 6 9 7 term examination term Eng. 16 14 14 examination Maths. 9 14 8  After the evaluation done in the meeting, it was revealed that the learning attitude of F.2 students was not as good as F.1 and F.3 students.  Students were absent due to the clash of inter-house football competition. It was suggested that AAC should inform house masters/mistresses of the names of performance booster participants before the commencement of the competition so that those students should be excluded from the players list. Performance Booster 2 F.1 – F.3 4,5,7,8,10 All students can  Test result  1 F.2 and 1 F.3 students were to retest for students who are and 11 Jul pass the test at the  Tutors’ on 1 September 2017. ranked bottom 20 in 2017 end of the feedback on  After the retest, a student from F.2 Chinese, English and programme students’ failed again. He was interviewed by Mathematics in the year learning Mr. Yu KM (Vice Principal) and he result of the attitudes was granted 1 week for revision of

50 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods examination Mathematics and a test will be arranged on 11 September.  Parents will be interviewed if he failed the test again. Post-exam F.1 and F.2 4 Jul 2017 Participants can be Supplementary  8 students took the supplementary test supplementary test for promoted by test result on 6 July 2017. students having failed meeting the  All of them passed the test. (with year result) in promotion criteria more than one of the related to the group group A subjects A subjects  Elite students to be F.1 – F.5 Whole 50% of students Nomination  HKAGE: 15 students were nominated. selected and join the year nominated are result All of them were successfully gifted programmes accepted by the admitted. organized by various programmes  13 F.4 students and 3 F.5 students organizations and participated in Harvard Model institutes, e.g. Congress Asia 2017 which was held in HKAGE, CUHK, Hong Kong. HKUST, HKU, etc.  3 students from F.2 and 3 students  Nominate students to from F.3 were nominated and admitted join Harvard Model by HKU Academy for the Talented. Congress Asia  2 F.4 students joining HKUST Dual Programme have been nominated to DP Level 3.  An Interview Workshop was organized.  15 F.4 students were invited to join the workshop. From the evaluation, they found the workshop is quite useful for preparing them in university interviews. However, they also stated that the workshop should be conducted after school instead of on Saturday.  To collect information F.1 – F.6 Whole 50% of the Observation  The design of the talent pool portal is of talented students on year nominated students throughout the in progress. a regular basis are from the talent selection  The portal will be introduced to

51 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods  To make use of the pool process parents, students and teachers in late talent pool as the Oct 2017 for trial run. selection basis for the gifted programmes Use of effective To conduct a lecture to F.1 Summer 70% students agree Students’  As a kick-off, some basic ideas of study skills teach note-taking skills vacation that the skills feedback using graphic organizers were in F.1 Bridging 2016 introduced are introduced to F.1 students. Programme useful  From their feedback, students from MSCPS learnt mind map when they were doing Chinese writing in primary school. Prepare the learning F.1 and F.2 Sept – The learning The learning  Notes were prepared for the lessons. materials of note-taking Nov 2016 materials are ready materials stored  Lesson materials from History, and processing skills for use in school server Chinese History and Geography were and graphic organizers also used as the learning materials. for F.1 and F.2 Life  Students’ works were collected and Enrichment lessons stored in subject folder for sharing.  Purchase a note-book F.1 – F.3 Whole 70% of teachers  Teachers’  Students in F.1 – F.3 were given a for all junior form year agree that students feedback notebook. students are able to make  Note-books  Class teachers were invited to collect 6  Encourage students notes during the collected from from each of their classes for further use the note-book to lesson and it can students inspection by Mr. Yu KM (Vice take notes during the facilitate students’ Principal) and Miss Ting MS (Head of lessons learning AAC) after Form Test and Exam in the first term.  2 F.2 students with outstanding performance in taking notes and 3 F.4 elite students were invited to sharing their good practices in note-taking and doing revision in a morning assembly of junior forms.  8 high flyers were also invited to share their learning tips with senior form students in another assembly of senior forms.  The feedbacks are positive.

52 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Grouping strategy F.1 – F.3 Whole  The groups are  Grouping list  Grouping list of F.1 to F.3 classes were  Students are assigned year formed by class submitted by prepared by class teachers according into groups of 4 by teachers class teachers to their ability. class teachers  Teachers agree  Teachers’  Subject teachers could use this  All subjects are that the group feedback grouping list to conduct classroom encouraged to use this work can be learning activities. grouping to conduct better facilitated  Subject teachers in senior forms could any kind of group form groups in their subject blocks work according to the needs in the subjects.  It was observed that not many teachers use grouping as frequently as we expected. The effectiveness of grouping strategy could only be assessed in those subjects using grouping frequently, e.g. Liberal Studies and ICT. Purchase and organize F.1 – F.5 Whole The library Students’ Due to limited provision of such library library materials under year materials are feedback materials, it was not successful in the topics of note-taking introduced to the introducing this resource. It will be for students to support students through followed on the coming school year. effective learning different channels  Teachers’ Book F.1 – F.6 Whole 2 teachers will be Students’  Instead of school broadcasting system, Recommendation year invited to have feedback small book talks have been organized  To invite teachers to book sharing and held in library corner. introduce books they through school  Teachers and Principal were invited to think worth reading broadcasting introduce books in the book talks. system  Promotion strategies can be enhanced so as to draw more attention to the book talks in library. Searching skills to be F.1 Aug 2016 All F.1 students  Teachers’  Time was not enough for students to introduced to F.1 take part in library observation have library visit in which the school students in F.1 Bridging introduction course  Evaluation librarian could introduce more Programme in Bridging report of searching skills to students. Programme Bridging  It was suggested to include this in F.1 Programme Life Enrichment Lessons.

53 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Cultivating Most useful links F.1 – F.6 Whole More than 30 Usage of these More students actively use OPAC to students’ reading year useful links have useful links search their wanted items so as to make habit been set up and reservation. maintained for students to browse Library OPAC searching F.1 – F.6 Whole 50 students have Number of More students actively use OPAC to tutorial year used this service to students using search the reading materials and make learn how to search this tutorial reservation. their wanted items programme through library OPAC. PTU Popular Reading F.1 – F.3 Whole At least 10% of F.1 Record booklet  No. of students completed the scheme: Scheme (教協普及閱讀 year to F.3 students F.1 44 students 獎勵計劃) complete the F.2 7 students scheme F.3 19 students  The successful rate is 13.2%.  The certificates of the awards were presented in school assembly so as to draw students’ attention to this reading scheme. Articles Reading F.1 – F.6 Whole Distribute the Teachers’ and Related books were displayed Scheme year articles and finish students’ simultaneously to arouse reading interest  4 English articles the scheme feedback among students.  4 Chinese articles Winning books F.1 – F.6 Whole Display the Library loan  Students showed less interest in this promotion year winning books in record kind of promotion. order to encourage  Students preferred more interactive students to borrow style. them Highlights of “Watch F.1 – F.6 Whole 6 titles of movie Usage of these  There were 784 item borrowing the movie, Read the year tie-in fiction to be materials record. book” promoted  There was 5.7% increase compared to the last year’s borrowing record. Library Visit F.1 – F.3 Whole No. of students Library loan The number of students without year without borrowing record borrowing any items was 184 i.e. 18% will be less than of all the students.

54 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods 40% Library Survey F.1 – F.6 Oct 2016 Complete the Questionnaires  Data analysis has been processed. survey and the  School librarian will refer to the result being survey result before making analyzed purchasing order. Author Talk F.1 – F.6 Whole  At least 2 author  Teachers’  Mr. Kwan Mo-nam (關夢南) and Mr. To let students know year talks to be observation Koo Wing-shun (古永信) were invited more about reading and organized  Students’ to be our guest speakers. writing books  1 for junior forms feedback  It was suggested that school librarian and 1 for senior should remind the author to have some forms visual materials during the talk so that students could take notes in a more effective way.

2. Building learning communities (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling students Morning Book Talk F.1 – F.6 Whole 4 groups of Teachers’ and  Some students performed very well in to learn from their To invite students to year students will be students’ their sharing. peers and teachers have book sharing invited to have feedback  Some needed more practices to and to share good book sharing perform their sharing more clearly. practices through school  Books were displayed in the library broadcasting during the same period in order to system arouse students’ interest in reading them. Book Fair F.1 – F.6 Whole 1 book fair for each Students’  1 Chinese and 1 English book fair year term is organized participation were arranged this year.  They were welcomed by teachers and students. Thematic Book F.1 – F.6 Whole At least 3 book Students’  Students found the books attractive. Exhibition year exhibitions are participation  The displays also attracted students to organized borrow these library items. Facilitating Student Librarians F.1 – F.5 Sept to Besides basic Students’ 28 student librarians have been trained students’ reflection Training Oct 2016 training, some participation up. The team spirit was built. skill in running student librarians

55 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods OLE activities will be chosen to have library leadership training so as to assist in promoting reading culture.

(b) Strategies for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Managing and Collaborate with F.1 – F.2 Whole Supply English Statistics from  Recent stock-taking showed that some sharing learning English Department to year readers to students SLS reports titles are not enough for all F.1 and F.2 and teaching supply English readers according to students. resources to F.1 & F.2 Students English  More copies were needed or a longer Department’s time should be taken to allow swap schedule with the other students. Enhancing Visit Subject Heads All Subject Whole At least pay one Teachers’ The communication among between the teachers’ To understand more on Heads year visit to each subject feedback school librarian and subject heads were communication and how to collaborate with welcomed so that the school librarian collaboration them and develop understood the needs of the subject among different relevant collection for heads. committees and teaching and learning departments Book Exhibition in F.1 – F.6 Whole At least 3 book  Teachers’ The books being displayed were found collaboration with year exhibitions are observation attractive to the students and the subject panels co-organized with  Students’ borrowing record of these books different subject feedback increased. panels. Bulk Loan Services F.1 – F.6 Whole More than 1 subject Subject The service was used by English and year use this service Departments’ Chinese History departments. request

56 Reading in the School Library

Library Usage by Item 2016 – 17 Check Chinese English All Audio Visual Monthly Serials Others Daily Mid-Month Month Out Books Books Books Materials Materials Check Out (B) (E) Check Out Loan Days (a) (b) (a + b) = (A) (C) (D) (A) to (E)

Yearly Total 134 6,880 2,255 9,135 207 2 784 15 10,143 N/A N/A

Monthly Avg. 15 819 490 1,308 23 1 87 2 1,420 96.2 487.0

Yearly 12,784 Check Out

Library Usage by Class 2016 – 17 Total Check Form F.1 F.2 F.3 F.4 F.5 F.6 Out

Yearly Total 3,623 2,049 1,430 909 1,700 432 10,143

Total No. of Students 180 179 168 162 161 150 1,000

Yearly Average 20.1 11.4 8.5 5.6 10.6 2.9 10.1

Library Usage by Form 2016 – 17 No. of Total Average Form Students Check Out Check Out F.1 – F.3 527 7,102 13.5 F.4 – F.6 473 3,041 6.4 F.1 – F.6 1,000 10,143 10.1

57 Alumni Affairs Committee

Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Establishing A Class Name and Flag will be F.4 Whole year A name and flag are Feedback from Two Class Committees Class Flag and designed by the form 4 students and students created and the class the students were formed, one in Names they will be used throughout the spirit is enhanced. Musang College and the three years of senior school. This other in Munsang College will strengthen their class spirit and (Hong Kong Island). A also enhance better bonding once Class Name, Extravaganza, they graduate. was created for Class 2019. Class spirit was nourished through the existence of Class identity. Publicizing Alumni Information Dissemination Alumni & Whole year The awareness of the Feedback from News and information were alumni activities Alumni activities, updates and the public alumni and public the alumni and regularly published and the information will be posted on the towards our school has the public awareness of the alumni for school homepage and in the school increased. the public was increased. newsletters. Munsang College Facebook Page was launched on 8th Mar 2017. Building Alumni Activities Alumni & Whole year The students and alumni Feedback from Alumni interviews were relationship Interviews and activities will be held students join the activities and the alumni and conducted regularly. The between the to give a chance to the alumni to have positive feedback. students alumni were also invited to alumni and come back to visit our school and participate in various current students interact with our current students. school and alumni activities The alumni will also be invited to like the Homecoming Day, participate in various school Classroom and Staircase activities. Naming Ceremonies, Music Festival and High Table Dinner. Both the students and alumni produced positive feedback on this fruitful interaction. Offering a Distinguished Alumni Lecture F.1 – F.6 Whole year The students and alumni Feedback from Ms. Eileen Cha (1976) platform for Renowned and experienced alumni & join the activities and the students and conducted a series of alumni to share will be invited to come back to Teachers have positive feedback. teachers compelling grooming their career and school and give sharing and talks to workshops which were

58 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods life vision, enrich our students’ and teachers’ well-received by our insight and knowledge. students. experiences. Providing a Sports: Football and basketball Alumni of Whole year Alumni from different Feedback from The first ever Alumni platform for the competitions, Athletics Meet and different age groups return to the alumni and Basketball League was alumni to stay Swimming Gala. age their alma mater their degree of successfully held and it connected and Dinner: Annual cluster reunion (by groups proactively and have involvement attracted a sea of passionate involved with class or profession), wine-tasting, positive feedback. alumni. A host of zealous each other and High-Table Dinner, Homecoming alumni from different their alma mater Day dinner, etc. classes joined Sports Day through a wide Alumni Information System (AIS): and raced with our students array of leisure Alumni will be able to reconnect and teachers. Alumni and fun with their old classmates and relish Information System (AIS) functions and precious memories. was able to clutch Hong information Alumni Card: Alumni will be given Kong ICT Awards 2017: systems. access to the school facilities. Best Lifestyle (Social, Communications & Media) Award Attracting Liaison with Primary Schools Different Whole year The students participate Feedback from Cultural Exchange Fair was outstanding Cultural and English activities will Primary in and enjoy the the students held successfully and 6 students for the be held for MSCPS and the Schools activities. primary schools joined and F.1 admission neighboring primary schools to reflected that it was horizon attract quality students for the F.1 broadening. admission.

59 Careers Committee

 To enhance students’ whole-person development in response to the School Major Concern on Learners’ Diversity and Building Learning Communities  To instill the NEED of Career & Life Planning in students for personal development through a series of Life Planning Programmes and Tools  To widen students’ exposure and stretch their leadership so they will be able to compose a more promising personal story

Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Green Community To use e-channels for All Whole Students will get use Teachers &  Students checked information To sustain students’ disseminating careers students year to check information Students’ through eClass, School webpage awareness on green information to all students from school feedback “NSS U & I” and also community homepage, eClass MSC-Careers Facebook. and MSC Careers  F.6 graduates could communicate Facebook. with school on either eClass till school accounts valid for them or personal email accounts and Facebook.  WhatsApp or WeChat groups were used between and among teachers and students when situations required.  Paper-printed materials were monitored to minimal usage. Career & Life  To utilize Career F.6 Sep –  Students will Teachers &  With the help of Career Mapping Planning Development Tool Book Dec complete selected Students’ activities, students were helped to Programmes and Career Interest 2016 sections of Station feedback understand better in matching To assist students Inventory (CII) for guiding activities of the their interests and paths for further in identifying their students to self-exploration Career Mapping to studies and career preparation. interests, potentials, and launch their career & further explore  No time could be allocated to do abilities, needs so life planning towards their interest in CII this year due to the tight as to set their further studies and careers tertiary education schedule of school events. priorities in relation preparation and career  Individual guidance and to further education  To provide individual preparation. counselling service as well as and career planning interview and guidance  Students will be CLP-in-class sessions were service to all F.6 students. able to prepare well-received by students and They are assigned under the their Personal teachers, reiterated the importance supervision of a careers Statements & to attend students’ personal needs teacher. Student Learning in their CLP.

60 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods  To assign careers teachers to Profiles  All students were able to prepare follow through F.5 students their Personal Statements and till they graduate from F.6. Student Learning Profiles (SLP) in  To provide individual / stipulated time. small group guidance  F.6 Class Teachers, English service for F.4 & F.5 Teachers and Careers Teachers students upon request. formed a network in monitoring  To enhance students’ CLP the flow and quality of students’ through CLP-in-class work in preparing their personal morning programmes. statements and SLP.  100% submission of OEA and SLP for JUPAS Applications. F.4 & F.5 Oct  Students will Teachers &  Career Mapping was utilized as a 2016 – complete both Students’ guide to lead students for further May Station 1 – feedback self-exploration in their life 2017 Managing My planning. Learning and  No time could be allocated to do Station 2 – Personal CII this year due to the tight and Career schedule of school events. Development.  F.5 students were led to anticipate  Selected sections in preparing personal statements deemed to be for further studies and choosing suitable. university programmes. Positive feedbacks were received from students and Class Teachers.  An extra CLP-in-class session was conducted for F.5F upon class teacher’s request. Career & Life  To utilize Career F.3 Oct Students will acquire a Teachers &  Finding Your Colours Of Life was Planning Development Tool Book 2016 – better understanding of Students’ utilized for helping students to Programmes and Career Interest May themselves and be able feedback perform self-exploration exercise To assist students Inventory (CII) for guiding 2017 to set their choices for and also providing comprehensive in identifying their students to set their choices SS electives. information about the NSS interests, potentials, for NSS electives and electives offered to them. abilities, needs so launch their career & life  Students were able to choose their as to set their planning. NSS electives with consideration priorities in relation  To provide individual of their own interests and

61 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods to further education interview and guidance capabilities. and career service for all F.3 students.  Students would complete the planning. They are assigned under the pre-tasks in the booklet and supervision of a careers subject-choice handout before teacher. attending the counselling sessions  To enhance students’ CLP with their careers teachers, through CLP-in-class making the counselling sessions morning programmes. more effective and fruitful.  Positive feedbacks were received from Class Teachers and students regarding the provision of personal counselling services. Life Enrichment  To utilize Career F.1 & F.2 Sept Students will acquire Teachers &  Tailor-made worksheets focused Programmes Development Tool Book 2016 – a better understanding Students’ on goal setting and life planning To assist students and self-exploring activities May of themselves and be feedback were utilized in LE lessons. in self-exploration for guiding students to set 2017 able to set their goals  Life Enrichment teachers reflected so as to instill in their goals for their career & in their career and life that the careers worksheets were them a positive life planning. planning too brief that they had to outlook for their  To adopt self-exploring supplement careers lessons by career & life activities focusing on the another tailor-made worksheet as planning. framework of cultivating a debriefing follow up. students’ value & attitudes set by the school. Career Intervention To conduct Career Days / F.3 – F.6 Whole Students will acquire a  Teachers &  Career Days from F.3 to F.6 Programmes Talks for F.3 through F.6 year better understanding of Students’ served a timeline for students’ (Internal) themselves and be able feedback development in the course of  To instill in to see the need for  Alumni’s careers and life planning. students a early career & life feedback  Students were aware of the positive outlook planning. necessity to perform various tasks on life in the course of life planning for  To enhance further studies and careers students’ personal preparation. development  Career Days and CLP-in-class  To widen sessions with appropriate issues students’ addressed for all forms helped to exposure raise students’ awareness in early  To equip students life planning and augment their

62 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods with work skills capacity and knowledge to enhance their personal development. Career Intervention  To join School-Business F.1 – F.6 Whole  Students will be  Teachers &  Successfully linked students to Programmes Partnership Programme year empowered and Students’ business volunteers through (External) with Hong Kong General enlightened by the feedback programmes offered by Hong  To widen Chamber of Commerce volunteers of  Programme Kong General Chamber of students’ (HKGCC) various Evaluation by Commerce, Junior Achievement exposure  To join Junior Achievement programmes. organizations Hong Kong, Hong Kong Women  To cultivate their Hong Kong (JAHK)  Learning through Professional & Entrepreneurs leadership programmes various programs Association and Lifebuddies  To sustain  To participate in will be shared with (CSO). students to be programmes offered by the school  Students were empowered and self-directed tertiary institutes and community through enlightened by the business learners professional organizations morning assemblies volunteers through various  To equip students / talks. motivational and educational with work skills activities such as workplace visits, Job shadowing, seminars, workshops and even recreational activities.  Students reflected that the knowledge and skills they learnt through various careers programmes like job shadowing would gear them to seek further exploration and learning in that subject matter.  Through organizing careers events, Careers Ambassadors learnt how to serve others and were given a platform to enhance their leadership.  Careers Ambassadors and other participating students’ sharing in morning assemblies or career talks helped in stretching their capacity of leadership as well as

63 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods developing a culture of sharing on campus.

Activities Held: Dates Activities Students Involved 15 Sep 2016 Cambridge Admissions Talk @ EDB F.5 & F.6 22 Sep 2016 JUPAS Talk for F.6 F.6 & Parents 05 Oct 2016 Cardiff University Admission Talk (UK) F.4 to F.6 21 Oct 2016 Career Day for F.4 (1st Career Mapping) – Professional Mentorship (1) F.4 26 Oct 2016 Career Talk on Engineering by Highways Department (Lifebuddies Programme) F.4 to F.6 26 Oct 2016 Careers Training on Staff Development Programme All teachers 04 Nov 2016 Lifebuddies Mentorship Programme Kick-off F.6 11 Nov 2016 Lunch break library activity: A book talk on CLP by Careers Mistress (The Alchemist) F.1 to F.6 15 – 22 Nov 2016 CLP-in-Class for F.6 F.6 17 Nov 2016 U-Life Sharing Session F.6 29 Nov 2016 International Christian University Admission Talk (Japan) F.4 to F.6 06 – 13 Dec 2016 CLP-in-Class for F.4 F.4 09 Dec 2016 Eldpathy – Elderly Simulation Programme F.3 to F.5 19 Dec 2016 Career Day for F.3 (Preparation for elective choices) F.3 20 Jan 2017 Career Day for F.5 (Writing Personal Statements) F.5 25 Jan 2017 Engineers’ Sharing by Highways Department F.4 04 Feb 2017 Whale Education Programme – Workplace visit to Ocean Park Careers Ambassadors, F.4 & F.5 07 Feb 2017 Engineer in school by China Light & Power F.2 07 – 14 Feb 2017 CLP-in-Class for F.5 F.5 Talk on F.4 Promotion & Streaming (1st) 24 Feb 2017 Afternoon session (3:30 – 5:00 pm) – for students F.3 & Parents Evening session (7:00 – 8:30 pm) – for parents

64 Dates Activities Students Involved 11 Mar 2017 JA It’s My Business Workshop F.3 & F.4 28 Mar 2017 Handong Global University (South Korea) Careers Ambassadors & senior students 28 Mar – 12 Apr 2017 CLP-in-Class for F.3 F.3 06 Apr 2017 Workplace Visit at NEC Hong Kong Ltd (HKGCC Business-Schools Programme) Careers Ambassadors 25 Apr 2017 Workplace visit @ Kuoni (HKGCC Business-Schools Programme) Careers Ambassadors 26 Apr 2017 Job-shadowing @ Kuoni (HKGCC Business-Schools Programme) Selected Careers Ambassadors 27 Apr 2017 Career Day for F.4 (2nd Career Mapping) F.4 06 May 2017 JA Success Skills Workshop F.4 16 May 2017 Talk on F.4 Promotion & Streaming (2nd) F.3 & Parents 16 May 2017 JA Job Shadowing Programme @ Euroclear Bank F.6 17 & 19 May 2017 Careers Programmes Sharing at Morning Assemblies Whole School 21 Jun 2017 JUPAS Talk for F5 F.5 24 Jun 2017 Interviewing Skills Workshop F.5 24 Jun 2017 Professional Mentorship (2) F.4 to F.5 24 Jun 2017 JA Personal Finance F.3 & F.4 Training on Dining Etiquette and Lunch by Hong Kong Women Professional & 10 Jul 2017 F.5 selected students Entrepreneurs Association 13 – 15 Jul 2017 Post-D-Day counselling service F.6

65 Co-curricular Activity Committee

Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Student Student Association Student Whole  Information of CCA groups Students’  An online opinion survey was conducted leaders  Adopt student LED Association year can be disseminated to feedback instead of a student forum. Cultivate the approach to let student committee students through the  Student Association committee members leadership and plan, execute and evaluate member information booths. were highly committed and took the sense of all the activities  A student forum could be initiative to organise various activities ownership  Emphasise the role of held to bridge the school and provide services. bridging between school and the students. and students House House Whole  70% of the workload of the Students’  The inter-house activity roster for house  Revise the joint-house committee year joint-house committee are feedback committee was revised. The committee structure to member shared by the other participation of house committee enhance the leadership of committee members other members as well as the delegation of house captains and than the chairperson. house captains and vice-house captains execution of activities  At least 4 general house were greatly enhanced.  Increase the involvement committee member are  The revised job description for house of general house committee present at each sports advisors facilitated the workflow and members through a penalty match. monitoring of the inter-house activities. system  80% of the house activities  An easy approach was used in facebook  Cultivate the house spirit can be promoted through promotion. It helped draw the attention through widespread school homepage, of the house members and alumni on the promotion and a reward Facebook page and bulletin inter-house activities. and recognition system board.  A banner for overall Champion was  A large piece of banner of designed and hoisted at Block H to the overall champion house recognize the effort of the houses and could be posted at Block H boost the house spirit. by October. CCA groups Revise the enrolment All students Whole  The revised enrolment Analysis of  The electronic enrolment system was Ensure smooth procedure to enhance the year programme is to be ready questionnaire successfully implemented with error operation efficiency in late August. response being greatly reduced.  Students apply for the  Students find the enrolment  Teachers and students were able to obtain desired CCA groups in procedure easy and fast. necessary information from the enrolment booth directly  Teacher could get the system.  Minimize the errors by necessary information  The enrolment was efficient and optimising the enrolment through the enrolment completed within 90 minutes. programme system easily.

66 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Increase the attendance of All students Whole  Monthly attendance report Attendance  Bi-monthly attendance reports were CCA group meetings year of each CCA group can be report generated. generated.  More than 60% of average attendance  60% of average attendance rate was obtained. rate can be obtained.  It was suggested that attendance report are to be presented in CCA committee meetings. Aesthetic Music All students Whole  Recruitment  Students’  A total of 164 students enrolled in one of development  Recruitment year Total number of students feedback the three CCAs offered by the Music To raise - Encourage students to for each music group being  Teachers’ Department. Continuous effort has to be students’ participate in different maintained at 15% - 20% feedback made to maintain the number in order to interest and aesthetic and music of whole school’s ensure sustainable Music development of abilities in activities population. the College. aesthetic - Balance the need of the  Training and expected  A newly established, full-house annual education school’s music groups achievements pre-competition concert “Soirée  Training and expected - Professional musicians Musicale” was successfully organised in achievements and educators conducting Nov 2016. - Organise weekly training masterclasses and  Students attended a wide range of for different music workshops at least once competitions and achieved over 20 groups for each music group. individual and group awards. Two - Organise pull-out elite - At least two music tours music tours, four local and international programmes for selected organised in the music exchanges, and six masterclasses students, e.g. ensembles, academic year. were organised successfully for different Schools Creative Music - Teachers and students music groups and ensembles. Showcase, seminars, feeling satisfied about  Performance and exchange invitations composition the training outcome and were received from a number of notable programmes, etc. the achievement in the organisations, including exchanges with - Participate regularly in competitions. Hong Kong Police Band and Cairn competitions and - Team spirits of all the University Chorale (The U.S.A.); performances music groups being Performances at National Day - Organise masterclasses enhanced. Celebratory Dinner and Lunar New Year and workshops to Lantern Carnivals; being demonstration enhance students’ ensemble at an EDB training workshop; aesthetic experiences as well as three live interviews at RTHK - Organise music tours Radio 4.  Selected students participated in three music showcases which demonstrate

67 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods students’ music abilities and aesthetic sense. Visual Arts All students Whole  Recruitment and  Students’  Two art programmes and several art visits  Recruitment and year Promotion feedback were held such as Elite Visual Arts Promotion - At least one art visit or  Teachers’ programme (newly implemented), - Encourage students to workshop being feedback artist-in-school programme, M+ Rover participate in different art organised in the and Art Basel visit. Students had to activities academic year. write self-reflections and their feedbacks - Train art ambassadors to - Team spirit of all the art were positive. promote art events groups being enhanced.  Collaboration has been established with - Promote art competitions - Teachers and students different subject departments and CCA and activities through feeling satisfied about groups to promote aesthetic. Art email and Facebook the achievement in the exhibitions were also held during competitions. Thanksgiving Day and Speech Day - Students and teachers respectively to display students’ from other school artworks and recognise their participated in our art achievements, the team spirit of all the art events giving positive groups were enhanced. feedback.  Teachers and students from other schools such as HKICC and professional artist, Hung Keung were invited to visit the exhibitions. Positive feedbacks were received.  Aesthetic Week was successfully held this year with Music Department. Several art booths were organised in the school garden and D210 during lunch period. Students participated actively. Nevertheless, more promotion can be carried out to arouse more attention. Drama Whole Whole  Drama club members  Students’  Students were invited to join public  Invite students to join school, year attend at least one public feedback drama shows. However, some of the public drama show and to Chinese drama show.  Teachers’ shows were close to form test or exam so participate in other Drama  More audience could be feedback students were not able to join. drama-related activities Club invited to join the annual  Alumni, teachers and students were  Promote drama drama performance. invited to join the annual drama performances through  The rehearsal schedule performance through eClass and other

68 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods email and class visits could be finalised by early promotion channels.  Keep close communication February.  A strong team spirit had been developed with students and tutor to in the Club. The collaboration among ensure good quality of coaches, alumni, and students was strong rehearsal and practice and contributed to the success. Dance All students Whole Opportunities for students to  Students’  Students were given opportunities to  Organise dancing year participate in dancing feedback perform inside and outside school. activities: activities can be increased.  Teachers’  Dancing Team was awarded with the 91th Anniversary Variety feedback Highly Commended Award in the 53rd Show and the Inter-house School Dance Festival. Dancing Competition  Students enjoyed the dancing experiences  Participate in the 53rd and broadened their horizon through the School Dance Festival practices and performances. Others All students Whole Collaboration amongst the  Students’  Collaborations between different Encourage collaboration year captioned parties in the feedback aesthetic-related CCA groups and subject amongst different aesthetic context.  Teachers’ departments can be seen during Soirée aesthetic-related CCA groups feedback Musicale, Aesthetic Week, English and/or subject department – Activity Day, etc. to enhance the aesthetic  More effort has to be put to enhance the environment of the school overall aesthetic environment of the College. Publication  Use of Munsang Portal to All students Whole The activity information can  Teachers’  Munsang Portal was successfully and promotion release the activity year be released to teachers, feedback implemented, information like CCA Enhance the information through students and parents through  Students’ groups, meeting schedule, etc. can be effectiveness various channels various ways (TVs, school feedback checked easily. and impact of  Design a consistent and homepage, etc.)  A template design of PowerPoint for activities symbolic image of CCA CCA has been prepared. (logo, board, email  The possibility for effective promotion template, slide template, and information dissemination should be etc.) explored.  Disseminate the information related to CCA efficiently through email, FaceBook Page, bulletin board, TV, etc.  Promote the activities to

69 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods parents through the channel of Munsang Parental Centre to increase the involvement of parents Social service Social Service Award All students Whole  All functions of the SSAS  Students’  The new SSAS online system is Cultivate the Scheme year online system being mature feedback established and launched. The system is sense of  Evaluate the usage of the and user-friendly. The  Teachers’ more user-friendly than the previous responsibility new SSAS online system time used for processing feedback record booklet and it enhances the and citizenship  Encourage students to students’ data to be efficiency of data-processing. More to society participate in short-term decreased. promotion towards the system has to be services  Students are aware of the made in the coming years so that students importance of participating can get acquainted with the system as in social services. well as the vision and rationale behind the scheme.  Silver and Gold Awardees will be invited to write a short sharing, to be posted at the front page of the SSAS online system. Social Service Training F.4-F.5 Whole  All students can be  Statistical  F.4: Two 2-hour workshops and one Organise F.4 and F.5 social year provided with service report service day (e.g. visit elderly homes and service training programme training and opportunity.  Students’ other organisations) were organised. to equip students with skills  More than 12 hours of feedback Students could identify their own strength and heart to serve the needy social services of each  Teachers’ and build their self-confidence. community student can be achieved. feedback  F.5: Two 2-hour workshops and a Carnival with our Kindergarten students were organised. The programme facilitated co-operation in class, broadened students’ horizons and provided an important opportunity for students to experience voluntary work. Recruitment of volunteer All students Whole Arrange students to join at  Students’  Many students joined the social service Promote and reach students year least two social service feedback activities organised by external through eClass activities organized by  Teachers’ organizations. external organizations. feedback  After joining these activities our students could understand more about the needy in our community.

70 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Flag selling F.3-F.5 Whole  At least 95% of F.4  Statistical  Nearly all F.4 students (96.9%) joined at  Communicate well with year students join the flag report least one flag selling activity in the year. teachers to avoid the clash selling activities.  Students’  Student leaders and some F.4 students with the flag selling days  Three flag selling activities feedback joined more than one flag-selling activity.  Promote through class could be organised for all  Refer to Appendix B for details. teachers and recruit F.4 students. students in person  1-2 additional flag selling activities could be organised for students in other forms. Blood donation F.4-F.6 8/11,  More than 120 blood  Statistical  An appropriate time interval between the Arrange two Blood Donation 7/4 donors can be recruited. report two Blood Donation Days had facilitated Days  Class visits could be  Students’ some blood donors to give blood twice a arranged in October and feedback year. March to promote the  Teachers’  99 students, 7 staff and 1 parent gave activity and recruit donors. feedback blood in the two Blood Donation Days.  More teachers and staff  The percentage of participation of blood join the donation activity. donation had a slight decrease as  Smooth cooperation and compared with last year. Donors communication with the without bringing ID card might be a staff of Red Cross for the factor behind the phenomenon. activity are established.  Refer to Appendix C for details.  Smooth venue arrangement to facilitate the event logistics. Sports  Enhance promotion before All students Whole  Better atmosphere in sports  Student  Our school teams took part in different development sports team enrolment in year among the school. achieve- inter-school competitions and obtained order to enlarge the  Better performance in ment good results. population of our school basketball, football, record - Boys C Grade 1st runner-up, Boys B teams swimming and  Students’ Grade Champion, Boys Overall  Participate in inter-school long-distance running can feedback Champion in Inter-school Swimming and district competitions be obtained.  Teachers’ Championships  Provide scientific trainings  80% of the sports team feedback - Boys B Grade Champion in Inter-school and supports to students in members participate in Cross Country Championships the sports teams sports workshops, training - Boys B Grade Champion, Boys C Grade  Organise training camps or camps and competitions. 1st Runner-up, Boys Overall 1st workshops for sport team  50% of the students Runner-up in Inter-school Table-tennis

71 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods members participate in sports Championships activities and competitions. - Highly Commended Award in 53rd HK Schools Dance Festival-Jazz and Hip-Hop  Training tours were organised for several teams, including Taipei tour for volleyball and boys basketball team, Osaka Tour for football team, Dongguan tour for girls basketball team.  Summer training were organised for athletic, basketball, football and volleyball teams in the summer holiday.  Different sports activities were organised this year e.g. friendly match with other schools, and sports demonstration in P.E. lessons, etc.  An Olympic table tennis clinic was organised in July in order to boost the team spirit and improve the skill level. Olympic medallist, Mr. Ko Lai-chak shared his valuable experience to our student athletes and gave advice to students on developing their life-long habit on sports. Post-exam Strengthen and smooth the All teachers Whole  Better coordination of the Teachers’  Efforts were made to avoid clashes activities arrangements for post-exam year activities to avoid possible feedback amongst activities. All activities were Organise activities clashes. successfully organised. relaxing  Prepare post-exam  The arrangements to be  The 1st version of the arrangements and post-exam activities in the beginning finalised in May and be schedule was attached in the Message activities of the academic year attached in the Message from the Principal in March. Only  Balance the activities and from the Principal minimal updates were made to the final supplementary lesson  Teachers can be informed version. schedules of the detailed  Duty allocation was finalised during the  Arrange teachers to join arrangements before the final examination period. 3-4 post-exam activities final examination.  Duty allocation for the post-exam period could be

72 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods finalised during the final examination. Achievement Use Munsang Event Portal to All teachers Whole The achievement records can Teachers’  Achievement records were submitted by records track the achievement year be submitted by TICs within feedback the TICs efficiently. Establish a records two weeks especially for  The workflow was clear and well-designed those records to be included well-received by colleagues. workflow in the year book after the reception of prizes or confirmation. Send out monthly reminder All teachers Whole Reminder could be sent out Teachers’  Reminder with a template of achievement year at the end of every month. feedback record was sent out at the end of every month. This helped to remind the TICs to submit the record on time especially for those records to be included in the year book.  Reminders were also sent out by the Head of CCA Committee before submitting the updated records for SSB and IMC meetings. Collect trophies and display All teachers Whole The trophies can be Teachers’ The trophies were collected and displayed on the school campus year displayed in a timely manner. feedback in the Administration Centre and the new trophy cabinet outside the Centre.

Appendix: A) Social Service Award Scheme B) Flag Selling Award No. of Awardees Class Class Size No. of Participants Organiser (Date) New Life Psychiatric Rehabilitation Association Gold award 0 4A 38 37 (2016/11/5) The Church of United Brethren in Christ Social Service Silver award 13 4B 31 30 Division (2016/11/26) Operation Dawn Limited (Gospel Drug Rehab Centre) Bronze award 35 4C 35 34 (2017/2/18)

Iron award 277 4D 35 32

4E 23 23

73 Others Class No. of Participants Organiser (Date) Operation Dawn Limited. (Gospel Drug Rehab Centre) F.2-F.5(classes) 124 (2017/2/18) Evangelical Lutheran Church Social Service -Hong Kong F.4 2 (2017/6/24) Lions Kidney Educational and Research F.4 4 Foundation(2017/7/15)

C) Blood Donation Date Form Form Size No. of Participants Participation Rate F.5 161 37 22.9% 2016/11/8 F.6 151 20 13.2% F.4 162 12 7.4% 2017/4/7 F.5 161 30 18.6% Total 99

74 Counselling Committee

Target Success Objectives Strategies Time Scale Evaluation Methods Evaluation Group Criteria “You Light up my Kick-off Ceremony F.1 9/9 Students can Observation from GPs This activity provided a good Life” Scheme know their and counselling teachers platform for F.1 and GPs to know To help F.1 students mentors and each other. to adapt to the school Periodic Lunch Gathering 12/10, 7/12, feel the The relationship between GPs and life by student 10/5 encouragement F.1 students was built up. mentoring Afterschool Activity 11/4 and support  Most of the students gave positive from Guidance feedback. Prefects (GPs).  Score calculation must be handled with caution. Add Oil Scheme 10/5 The relationship between GPs and F.1 students was built up. Peer Caring Scheme F.1 Orientation Day F.1 20/8 Active Observation from GPs Students were interested in the To help new-comers Activity (35 minutes) participation of and counselling teachers activities and performed actively. and F.1 students to students adapt to the school Lunch Gathering for F.1 F.1 2/9 Students enjoy Observation from GPs  The newly-admitted students could life students from other the activities and counselling teachers know more about our school schools and they are through campus tour. able to make  The relationship between GPs and new friends. newly-admitted students was built up. Harmonious School Sound of Music Whole 22-24/11, Active Observation from GPs  Feedback on live shows was good. Scheme school 28/2, participation of and counselling teachers  Participation of students was good.  To enhance the 1-2/3, students  There was a remarkable decrease class cohesion, 26-28/4 in participation in the third time sense of belonging because of the selection of songs  To develop and lack of promotion. students’ talents Blessing Words for F.6 F.6 12/12 - Active Number of messages to be  Participation of students was good  To build up a 16/12 participation of collected especially class teachers and GPs. supportive culture students  It was difficult to keep the cards. among Thanksgiving Activity F.3 22/5 - 26/5 Each F.3 Feedback from GPs and F.3 students were mandatory to schoolmates (Compul- student or other students participate. Most of them did it sory) students get a seriously but some of them did not. F.1-F.5 message from (Optional) schoolmates

75 Target Success Objectives Strategies Time Scale Evaluation Methods Evaluation Group Criteria Moral and Civic MCE Board – News & Whole Whole year  The board is  Observation from  Five special issues were displayed Education Events school (2 times per changed teachers on the board throughout the  To arouse the  News Headlines term) quarterly.  Observation from the academic year to raise students’ awareness of  News Feature – Hot  More readers civic awareness. public issues current affairs students read  Junior form students were  To stimulate the content enthusiastic in reading the news students to have on the board. related to the hot issues and multi-perspectives submitting the MCE worksheets. mind Small gifts were given to the  To increase winners as encouragement. interaction between School Food-Sharing Whole Whole year  Students  Observation from  Compulsory food recycling media and students Campaign school enjoy the teachers workshops were organized for F.1  To encourage our activities ad  Response from the students to enhance their students to present participated students environmental awareness. Most their ideas actively. students participated in the  To echo school  Students’ workshops actively. major concern awareness on  Community services of sharing  To enhance the problem food were popular among students. students’ mind on of food care & concern wastage is aroused. “Top Ten Most Popular Whole Dec  Students’ Observation from class  F.1 to F.6 students were required to News” Election school awareness on teachers choose the top ten most popular social issues news in the election. is enhanced.  The result from our school was  Students similar to the overall result from know more Hok Yau Club, showing that our about the hot students were concerned about the issues among social issues. Hong Kong  The counting process was too students time-consuming. It was suggested to use e-forms to collect the data in next year. Hunger Banquet Whole Mar Awareness on  Response from the  Although the schedule was tight as school the poor is students the game session was extended, all aroused.  Feedbacks from class activities can be finished on time.

76 Target Success Objectives Strategies Time Scale Evaluation Methods Evaluation Group Criteria teachers and GPs  Students and teachers participated in the game session actively.  Groups that answered questions correctly after watching the video related to the theme can get extra food as a reward. It is agreed that this practice can enhance students’ participation. Sex Education Talks are arranged in  Students Observation from teachers The workshop arranged by social To help students to different Forms and participate in on students’ participation workers or different organization get along with others speakers are social the talks in the lesson were interactive and all the students of opposite gender workers or from other actively. participated actively. They guided organizations.  Students students to have appropriate attitude could reflect and manner towards peers. The  網上交友 (Social F.1 1st term on what they students could reflect on what they workers) have learnt. have learnt during the talk.  初中護苗教育課程 21-22/6 (護苗基金)

 網絡色情陷阱 (救世 F.2 Life 軍青年、家庭及社區服 Enrichment 務) lesson

 友情、愛情與迷戀 (明 F.3 1st term 光社)  性病的認識 (Social 14-15/3 workers) Positive Thinking  Stress Management Whole Whole year  Students Observation by  Students enjoyed in the Scheme Workshop school enjoy the Counselling teachers and bond-building activities, especially  To help students  Sister School Scheme activities. social workers F.1. build up positive  Bond-building  Students  Stress Management Workshop outlook on life Activities build up suited the need of F.5 students.  To relieve negative positive However, it was suggested to start affect of students image. the workshop in F.4.  Two activities for Sister School Scheme were held throughout the year. Students learnt the skills to

77 Target Success Objectives Strategies Time Scale Evaluation Methods Evaluation Group Criteria take care of disabled children.  Student enjoyed the activities a lot. Many participants of the 1st activity participated again in the 2nd activity. Guidance Prefect  Meetings and Training GPs and Whole year  GPs  Feedback of GPs  More activities can be organised in Association  Joint-school Project all participate in  Observation by informal gatherings.  To organise  Activity-planning students the activities Counselling teachers  GP Festival was held successfully. large-scale  Serving School actively Students were interested in the activities for  Students activities and performed actively. students in school enjoy the  Joint-school activity widened the  To provide activities horizon of GPs. leadership training organised by  GPs were so busy that they could to GPs and GPs. not attend all preparation improve the meetings. communication skills and activity-leading skills School Assemblies Moral and civic F.1-F.6 2/11, 4/11, Students show Observation on students’  The sharing gave some inspiration To arouse students’ education: Food saving 15/2, 17/2 active listening performance during the and positive message to fellow awareness on (Greener Action) and during the assembly students. specific topics students’ sharing assemblies.  Collaboration with Life Enrichment: F.1 and F.2 paid attention during the assemblies as they were required to jot notes and reflect their learning on the worksheet. Remedial Work Counselling in the release F.6 12/7 Students can  Observation from class It was good to provide guidance to To provide of HKDSE results seek help when teachers the students when receiving the appropriate support needed.  Feedback from students results of public examination. to students. Case Work All Whole year Students are  Observation from class  It was good to have the support students willing to teachers from educational psychologists. express their  Feedback from students  Revision schedule and content need.  Observation on tables were provided before form students’ change test and examination.

78 Target Success Objectives Strategies Time Scale Evaluation Methods Evaluation Group Criteria  Student performance of F.1-3 repeaters in each form test and examination were evaluated.  Sharing and encouragement were given in the meeting of repeaters’ group.  In-depth individual or small group of repeaters’ interview were held in some special cases.  After-school tutorials were given to F.1 repeaters in second term. Parents’ work F.1 Orientation Day F.1 20/8 The parents  Questionnaire from The activity improved the To enhance students know more parents communication between the school communication and about the  Feedback from class and parents. among school, parents school. teachers teachers and parents F.1 Parent Night F.1 25/11 The parents Feedback from teachers It was good for parents to have a students better and parents clear picture on students’ academic and understand the performance before the examination. parents performance of their children. Parents’ Workshops and All 2 times  Active parent Feedback from parents Parents reflected that the workshops Talks Parents participation can enhance their knowledge and  Parents are skills on the issue of emotion/mental willing to health and internet addition. They understand had a clear concept on how to and try. communicate with their children.

79 Cultural Exchange Committee

Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Widening Cultural Exchange Ambassadors F.3 – F.5 Whole To be a CEA, students Self-evaluation Around 40 students joined CEA students’ CEAs are school representatives and students year develop his/ her report – CEAs and through an array of activities horizon & responsible for receiving guests (both (12 self-management skill, would give and reception of guests, they were Leadership teachers and students) for cultural formal communication skill, feedback about able to hone their leadership and Training exchange purposes. Training on GMs) organizing power, their own interpersonal skills. their writing skill and presentation self-confidence, performance at skill are also given. They help the interpersonal relationship the end of the students gain international an intercultural knowledge. year understanding by organizing different cultural exchange activities in the school. They are also responsible for activities related to AFS exchange students and help them to adapt to the new environment. Widening Cultural Exchange Fair CEAs & Dec  Students learn more about  Number of The fair was smoothly held and students’ AFS exchange students and CEAs whole 2016 the culture of different participants students were able to learn more horizon & lead the activity. AFS exchange school countries and get a  Evaluation/ about the culture of different Leadership students introduce their cultures chance to communicate reflection countries and got a chance to Training through playing their traditional with the foreign students from CEAs communicate with the foreign games, learning their language and in an informal setting. and students in an informal setting. tasting food. AFS exchange  AFS exchange students participants AFS exchange students students of different countries from introduce their cultures to introduced their cultures to our other school are invited. our students. students in a lively manner.  Cultural Exchange Cultural Exchange Ambassadors Ambassadors develop the nurtured their organizational and organization and communication skills. communication skill. Widening Hosting AFS students All Whole  The chance of our  Feedback/ Hans (Denmark) and Aurora students’  The school hosts AFS exchange students year students to expose and evaluation is (Italy) immersed with our students horizon students from different countries. interact with a student made by deeply and interacted with them They are English-speaking from another culture is students on a daily basis. Together with a students. They are allocated as increased. /classes and wide array of presentations, F.4 students.  Hosting makes an CEAs performances and receptions, our  Activities involved: orientation exchange student to learn involved students were exposed to new

80 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods day, introduction of AFS exchange more about Hong Kong  Evaluation is cultures and the AFS students also students in morning assembly, culture, language and made by AFS experienced the Hong Kong informal outing, language classes, traditions with a depth students culture. broadcasting programs, junior form unattainable to visitors. class visit and Cultural Exchange Fair etc. Widening Local Exchange Programmes F.4 – Twice in  Students experience a Participants  Two local exchange students’ A group of students from two schools F.5 the year different way of learning complete a programmes were successfully horizon are interchanged. They study in the students in a new environment. self-assessment organized with St. Mark’s partner school during the 3–day  Students develop form School and Pui Ching Middle program. Two programmes are communication skill and School and students arranged: A 3–day local exchange problem-solving skill. experienced a different way of program will be arranged in the year  Students of both schools learning in a new environment 2016/17. know more about the and developed communication culture of the other and problem-solving skill. school and establish a  Students of both schools know relationship. more about the culture of each other and established a bonding. Cultivate Study Tours All Whole  At least 4 tours can be Students’  A 3-year cycle tour plan was global Execute the 3-year cycle tour plan to students year organised. feedback prepared and was well-received citizenship ensure diversity of exchange  The details of the tours by teachers. and programmes. Increase the organised in the coming  11 exchange tours were experiential collaboration with different year can be finalised in organised with 8 departments learning departments and committees to December 2016. and committee. ensure high quality learning values of  The tours held in the  321 students joined the the tours. Prepare the students for coming year are prepared exchange tour. the tours by organising both by different departments  23 students were nominated to preparation and debriefing and committee. join various external exchange workshops for each tour.  Briefing and debriefing programmes and 19 of them Encourage more students to join. sessions held for each were shortlisted. Apply various funding scheme to tour.  Over $300,000 sponsorship subsidize students to join the from PTA, Education Bureau exchange programmes. and the Committee on the Promotion of Civic Education was granted.  Several external funds were granted; additional workloads

81 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods like preparing the reports were needed.

82 Discipline Committee

On the whole, students were still well-behaved and self-disciplined. They were well-mannered. Only occasionally were they late to school in the morning/afternoon and forgot to bring/submit assignments and reply slips. Violation records were still acceptable, mainly related to school uniform regulations or regulations of hair style and accessories. Major offences were uncommon.

In the year ahead, effort is still needed to instil in students a sense of integrity as there were cases of cheating in dictations and daily quizzes reported, especially in the Second Term. In most of the cases, students concerned were interviewed and they showed regret about their misconduct. Precautionary measures including talks during school assemblies had been arranged accordingly, and the consequences were emphasized on different occasions.

The table below shows the evaluation of various activities held by the Discipline Committee and Prefect Association.

Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Green Education  Classroom cleanliness being F.1-F.6 Whole A total score of  Total score of  Students-on-duty did not perform Keep Classroom assessed by the prefects during year 70% of the full each class their duties punctually. In many Clean Campaign lunch time mark for each class  Annual cases, the blackboards or  A score chart of each class Evaluation of whiteboards were not cleaned being posted on the notice Prefect before lunch. The rubbish bins board for class teacher to Association were filled with lunch boxes and monitor and to take further PET bottles. Some students put action; another chart of the their personal belongings on the whole school being published floor to make the classroom half-yearly untidy.  The three classes with the  Class-teachers can refer to the lowest score and having scores result of Classroom Cleanliness less than 70% of the full mark uploaded to school server for being invited to clean latest information. Besides, classrooms or perform special Discipline teacher would inform duties class-teachers directly if the condition was really worse. Living Green Printed copies being provided to All teachers Whole Less than 7 printed The number of  Only 6 printed copies were Paperless the Principal, Vice Principals, year copies for each printed copies prepared for each conduct Conduct Discipline Master, Deputy class level meeting. Non-teaching staff Meetings Discipline Master and Prefect of helped the preparation of pdf and Studies for marking and reference iPads for the smooth running of only conduct meetings. On the whole, class teachers and subject

83 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods teachers did welcome this policy.  iPads were used throughout all the Conduct Meetings. Self-betterment  Students being able to apply for F.1-F.6 Whole  Over 550 The number of  There were 559 applications in New Leaf clearing records of minor year applications applications and the the First Term, while 451 in the Scheme offences up to one black mark,  Over 55% of the rate of successful Second Term. 495 records were provided that significant records of records of cleared the First Term. The improvement is shown within a clearance being clearance success rate was around 88.55%. 12-day observation period successful In the Second Term, 402 records  Items being cleared include were cleared, which corresponded no/late submission of to 89.14% success rate. assignment, minor lateness  The number of applications was (within 30 minutes), violation greatly increased compared to of school uniform regulations, previous academic year. violation of hair style  The success rate for both terms regulations, late submission of was similar to previous academic reply slip and no hymn book for year. hall assembly Maintaining  Students’ attendance being F.1-F.6 Whole  Less record of The number of  The number of lateness cases students’ monitored regularly by year lateness as lateness and showed a drop from 1015 to 909 punctuality discipline teachers compared to the suspected absence in the First Term, but a rise from  Habitual latecomers and previous records 877 to 965 in the Second Term. frequent absentees being academic year  For the habitual latecomers, they spotted, interviewed and kept in  Over 30% of the were interviewed by the detention at lunchtime habitual Discipline Master and parents latecomers and were contact. If the situation frequent was not improved, they were sent absentees to lunch detention class. showing  The number of truancy had a rise improvement from 5 cases in previous academic year to 9 cases in the current year. The students concerned were asked to return to school immediately, interviewed and remedial work was implemented. Some cases were referred to Counselling

84 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Committee for individual and/or family counselling. Maintaining  Students’ record of late F.1-F.6 Whole Less record of late The number of late  The number of late submission students’ submission of homework year submission of submission of cases showed a drop from 1804 to Assignment assignments being monitored homework homework 1316 in the First Term, and a Records regularly by discipline teachers, assignments assignments and slight rise from 1130 to 1214 in class teachers and TIC of AAC compared to the the cumulative the Second Term.  Reports of late submission of previous academic statistics  Class teachers from the homework assignments and year. academically-weaker classes cumulative records being worked hard to alleviate the published monthly for close situation, with detention classes monitoring for those who could not submit homework assignments on time.  Discipline teachers interviewed both students with poor assignment records and their parents. Students concerned had a great improvement in the Second Term. F.1 After-school  F.1 students’ record of late F.1 Whole  Less record of The number of late  No such tutorial classes were held Assignment submission of homework year late submission submission of in this academic year as none of Tutorial assignments being monitored of homework homework the F.1 students jumped into the closely by discipline teacher, assignments assignments and danger zone. The highest record class teacher and TIC of AAC compared to the the cumulative for F.1 was 33.  Students, and their parents, if previous statistics  Discipline teachers interviewed necessary, with high records academic year both F.1 students with poor being interviewed by class  Number of assignment records and their teachers and discipline teachers students with parents. Ways of improvement  Students with no further high record were also suggested to both improvement being admitted to compared to the stakeholders. Students join the tutorial class previous concerned had an improvement academic year after the interview. Equipping new  Sharing with experienced Newly- Early Over 50% of the Analysis of Feedback was positive and teachers discipline teachers on students’ appointed Sept newly-appointed questionnaire newly-appointed teachers found New Teachers disciplinary issues teachers teachers finding the response that case studies benefited their Orientation  Case study: familiarizing orientation relevant understanding of our students.

85 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods newly-appointed teachers with and resourceful The characteristics, strengths and common disciplinary issues areas for improvement of our students were mentioned. Equipping F.1  Sharing with P.6 class teachers, F.1 class Late Over half of the Responses from  Very encouraging responses were class DC and CC members from the teachers, Aug teachers attending attendees received, not only from the class teachers Primary School on students’ teachers the meeting being teachers, but also the school Sharing session disciplinary and emotional from DC, satisfied with the social workers and teachers from with P.6 class issues CC and arrangement both DC and CC. teachers  Uncertainties being clarified in School  The sharing session was very the sharing session Social informative and lots of Workers ideas/ways to deal with students’ disciplinary and/or emotional problems had been shared.  Besides, up-to-date information related to students was provided by the P.6 class teachers to help better interfacing. Orientation for  Helping newly-admitted All F.1 Late Over 70% of Responses from  Few of them reported that there F.1 students to adapt to the school newly- Sept students attending attendees were bullying cases, mainly newly-admitted life in Munsang College admitted the orientation verbal ones. Students concerned students  Early identification of any students being satisfied with were interviewed, counselled and possible cases of bullying or the arrangement penalized. harassment  Besides, there was a case of  Clarifying uncertainties isolation being received. Students concerned were talked with Discipline teachers, ways to resolve the problem were discussed and tried out.

86 The table below shows the most frequent types of misconduct.

2016-2017 2015-2016 2014-2015 2013-2014 Misconduct First Term Second Term First Term Second Term First Term Second Term First Term Second Term Lateness 909 965 1015 877 977 688 753 923 Less than 15 minutes 763 800 848 737 837 602 626 820 15 to 30 minutes 89 106 125 86 93 57 78 80 More than 30 minutes 57 68 42 54 28 29 30 14 Assignment Record 1316 1214 1804 1130 2681 1482 2842 2047 Chinese Language 223 135 100 116 401 307 361 482 English Language 188 110 209 237 289 225 474 264

Mathematics 353 346 355 310 507 295 567 342 Liberal Studies 59 93 255 72 56 20 196 69 Improper Behaviour 106 99 83 79 204 132 106 91 Improper School Uniform 306 227 275 173 349 115 251 260 No PE Uniform for PE Lessons 2 3 4 3 8 3 9 5 Violating Hair Style Regulations 22 18 15 11 20 13 18 33 Violating Ornaments Regulations 3 7 10 6 4 4 7 7 Serious Offences 20 16 18 11 47 34 13 21 Fighting 0 0 2 0 0 2 2 2 Truancy 5 4 1 4 14 7 1 2

Bullying 6 1 6 4 14 2 1 0 Smoking 0 0 0 0 0 0 0 0 Exam Irregularities 68 74 45 55 134 101 130 130 Cheating in Dictation etc 4 16 1 8 3 4 5 6 Cheating in Exam 0 0 0 1 0 4 2 0 Violating Exam Regulations 64 52 44 45 124 93 122 104 Use or Possession of Prohibited Materials 102 75 75 63 75 128 67 73

87 The table below shows the outcome of New Leaf Scheme.

Application for First Term, 2016-2017 First Term, 2015-2016 Second Term, 2016-2017 Second Term, 2015-2016 Number of Percentage Number of Percentage Number of Percentage Number of Percentage clearing records Application Application Application Application of received records of records received records of records received records of records received records of records cleared cleared cleared cleared cleared cleared cleared cleared Minor Lateness 228 199 87.28 154 135 87.66 150 129 86.00 121 105 86.78 Homework 144 120 83.33 123 103 83.74 Assignment 121 100 82.64 70 57 81.43 Textbook 80 74 92.50 80 78 97.50 77 71 92.21 59 55 93.22

Reply Slips 17 16 94.12 8 8 100 16 16 100 6 6 100 Improper School 25 23 94.12 28 28 100 Uniform 26 24 92.31 23 23 100 Improper Hair 2 2 100 1 1 100 Style 2 2 100 0 0 N.A. Use or Possession of Prohibited 27 27 100 26 26 100 25 25 100 17 16 94.12 Materials Hymn book 36 34 94.44 35 32 91.43 31 29 93.55 27 26 96.30

Total 559 495 88.55 452 405 89.60 451 402 89.14 323 288 89.16

88 Information Technology & Resources Committee

Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enhancing learning Implement Moodle to 5 subject Whole Teachers learn how to Post-event Moodle Learning System and teaching facilitate eLearning departments year use the system evaluation was implemented in BAFS, effectiveness smoothly. ICT, English, Liberal Studies, Mathematics, Chinese, Chinese History and Visual Arts successfully. Develop a manual for school Whole Whole Develop the procedural Panel evaluation A set of Parental Centre systems school year manual for school System and Social Service administrative systems. Award manual were developed. The user manual of remaining systems will be developed in 2017/2018. Develop a personalized view Whole Whole MSC Portal is to be  System report Personalized Event Portal for students in the Event school year successfully developed  Feedback was developed and Portal and implemented. from implemented successfully. colleagues Enhance the performance of Whole Whole Improve the  System report  Additional memory and Multimedia server in both school year performance of  Feedback storage capacity for software and hardware Multimedia server. from Multimedia server was colleagues added.  New version of the operating system was upgraded. Implement a printing system Whole Dec 2016 Improve the Post-event  New Printing System was school performance of printing evaluation developed and service. implemented successfully.  Feasibility study on the ‘Print to Print Room’ Service was carried out successfully. Students’ Manage the audio, video and IT Team, Whole Students’ technical skills Post-event Various events were Whole-person lighting control and Photography year on troubleshooting evaluation successfully organized. The Development production in the school hall Team and classroom computer communication between each

89 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Campus TV related equipment and student group had been Team leadership potentials are improved. member to be further explored Support IT service of school IT Team Whole and developed, so that Post-event Students showed events by IT Team members members year they are more capable of evaluation improvement in problem demonstrating quality solving and communication leadership in school and skills. Senior students were becoming good leaders ready to lead a team in whatever contexts independently. Support photo production of Photography Whole after graduation. Post-event Photo shooting and school events by Team year evaluation post-production of major Photography Team members members school events by Photography Team were provided. Infrastructure and Renovation works  D204 Aug 2017 A tidy and safe Site check The venues were renovated computer system of  D204 (GPA Room)  D601 environment is to be successfully. It was also a the Campus  D601 (Janitor Room)  G401 created. significant step for preparing  G401 (Biology Lab.)  G402 the redevelopment of Block  G402 (Physics Lab.)  G401A E.  G401A (Store Room)  G503A  G503A (Social Worker  D509S Room)  D509S (Store Room) Restructure network and Whole Whole Improve the network Site check The cables in the special telephone cables school year performance and reduce rooms and classrooms in energy consumption. Block H were upgraded to Cat. 6-Standard. Implement a Parent Portal Whole Whole Parent Portal is to be  System report  Parents’ Smart Card of for coordinating school school year successfully developed  Feedback Parental Portal was events for parents and implemented. from developed successfully. colleagues and  Parents could join the parents school events by using Parental Centre Online platform. Optimize and promote the Whole Whole AIS is to be successfully  System report  New plug-ins of AIS was Alumni Information System school year developed and  Feedback developed successfully.

90 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods (AIS) optimized. from alumni  Applications from alumni users were received and the system is running smoothly. Optimize the Gifted Whole Whole Gifted Database is to be  System report Gifted Database was Database for keeping elite school year successfully developed  Feedback developed successfully. It students records and optimized. from will be implemented in next colleagues academic year. Maintenance works Students, Whole Maintenance works are Site check Numerous ER applications  Major repair teachers and year to be followed up were submitted and granted,  Emergency repair staff closely to ensure the ensuring the safety of safety of the campus. students. Selective check of Fixed Whole Second  All items are Post-event The selective checking Assets school Term accounted for. evaluation period of fixed assets was  Information in the implemented during the post eInventory system is exam period successfully. complete and accurate.  All items are affixed with a barcode label. Feasibility study of Block D First Term A set of feasibility study Feasibility study Feasibility study of demolishing fins in Block D report is to be submitted report demolishing fins in Block D to EDB. was done successfully. Implement wireless Whole Second Improve the wireless Site check The wireless network and infrastructure by joining school Term network performance. wireless projection system Wi-Fi 900 programme setup were completed successfully. It can function normally. Implement ePayment system F.1 - F.3 Whole Payment can be made System report ePayment system for F.1 - year through eClass system. F.3 was implemented smoothly. Implement eClass App for Whole First Term The app is to be made System report The system setup of eClass iOS and Android school available on the App for iOS and Android platforms. was completed successfully.

91 Language Across the Curriculum Committee

Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Implementing Whole school implementation of F.1 – F.6 Whole Students are able to  Language plan Teaching schemes with thorough language across LAC language plan which states the students Year master the core incorporated in language plans incorporated the curriculum core language skills required in each language skills teaching schemes were collected. Students were skills in the whole form and in various subjects. across the  Sharing by able to demonstrate the mastery school curriculum. teachers and of core language skills. students Implementing Integration of subject content and F.1 – F.6 Whole Students are able to Students’ Projects, forums and language across language learning in project work to students Year master the core performance in the presentations were done across the curriculum provide an authentic context for both language skills projects, forums different forms and subjects. through junior and senior forms to use required in the and presentations Students were able to show the mini-projects in English. projects, core language skills in the the different  F.1 to 3: English and Visual Arts presentations and projects, presentations and forms  F.4: English, History, Geography forums. forums. and Liberal Studies  F.5: English and Chemistry Providing English  LAC Week F.1 – F.6 Whole Students have  Teachers’ All the activities were held Enhancement  O.L.@ EASE students Year greater observation successfully and regularly and activities for  English Activity Day opportunities to use  Number of most, if not all, students students to use  Debates across the curriculum English in the students joining participated with enthusiasm. English  Newsy Breezy Monday school campus. the activities and Teachers observed that the  English Wonderland reading our students were able to learn and  Language Enhancement Tour publications use English in a daily and fun  Publications like Newsletter, Voice, manner which is also practical. Musings@Munsang Providing writing Creating writing packages of useful F.1 – F.3 Whole Students can use Feedback from Packages were developed and skills support for common phrases used in social issues students Year the language in teachers and distributed to students. All students across and fashion topics which can be used their writing students parties involved reflected that the curriculum in English, Liberal Studies and Visual the packages were handy and Arts. helpful. Enabling students Student showcase their skills and F.1 – F.6 Whole 70% of the teachers  Teachers’ Different LAC activities were to learn from their work during LAC Week and English students Year agree that F.1 – F.5 observations held successfully. Students peers and to share Activity Day students have  Students’ sharing were invited to share and learn good practices developed a culture from their peers. Teachers of peer learning observed that the students were

92 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods their learning. inspired by their schoolmates’ work. Managing and Knowledge sharing platforms All Whole At least 3 KSPs are Resources in the Different KSPs were created to sharing learning (KSPs) teachers Year developed by the KSPs share LAC materials. and teaching end of the school resources year. Enhancing Some subject departments apply the All Whole  Teachers gain Feedback from Teachers from different subjects teachers’ skills in the language plan throughout teachers Year experience in teachers and were able to share their professional the term. incorporating the students experience among their peers development in LAC element into and they agree that this has language across their curriculum. benefited their teaching. the curriculum  Teachers agree that experience sharing among teachers benefit their own teaching.

93 家長教師會

施行目標策略施行時段成功準則評估方法成效對象舉辦多元化的家民生家長學堂第二期家長全年 50%的中一  家長的參與本學年順利推行了第二期的「民生家長長教育課程，提升  除家教會舉辦之活動家長申請人數學堂」課程，除家長教師會活動，還包家長教育，加強親外，本年度學校舉辦的「家長學分  學分括學校其他科組活動、講座及工作坊共子關係，促進家校週會、家長講座、義工卡」 35 項 (包括家長電腦工作坊、捐血日、合作。服務、工作坊及部分科親子遊、升學及選科講座、Reflective 組之活動將開放給家 Storytelling、歌唱比賽、中文辯論決賽、長參與，而獲取較高學社際問題比賽、畢業典禮、舊書買賣及分的家長將獲邀出席中一新生迎新日等) ，更新增學校周會學校的特別活動，以作名額供家長參與。是次為家長學堂第二表揚。期，共吸引 139 位中一家長報名參與計  今年的中一迎新日及劃。本年度榮登學分排行榜頭 10 位家家長日更會為有興趣長學員，更獲邀出席 E 座樓梯開幕典禮參與之家長即場完成及畢業典禮，並將於下年度周年大會中「家長學堂」之報名手獲頒證書，以作表揚。續，提升家長的參與度。家長教師會園圃家長全年  家長積極  家長的參與  於 2016 年 10 至 2017 年 1 月期間及 (PTA Farmland) 參與家長程度 2017 年 3 月至 6 月期間接受共 9 節種家長義工於耕地上，種教師會園  農作收成植工作坊的訓練，並於學校 D 座天台植不同種類的有機蔬圃之種植的家長教師會耕地及 Charity 果，推動有機耕作，並活動，加 Farmland 種植多種蔬果，如芥蘭、粟將收成作義賣，推動環強家校合米、蘿蔔、西蒜、生菜、韮菜、秋葵，保。作。勝瓜，冬瓜，節瓜等反應良好，收成  各種不同豐富，收成作義賣籌款。類型的有  另外，於 4 月 14 日及 6 月 27 日更舉機蔬果收行蔬果義賣活動，由家長義工及學生成。共同參與收割及義賣，全年義賣共得 $1740，將撥捐香港聯合國兒童基金（UNICEF）。

94 施行目標策略施行時段成功準則評估方法成效對象校友日家教會攤位  學生 2016 年完成攤位活家長及學生的於 13/11/16 校友日當天下午家教會設兩家長義工籌辦遊戲攤位  家長 11 月 13 日動參與程度個扭氣球攤位，同時設有氣球佈景供校及小食攤位，讓學生、友及其家人在即將清拆的 E 座前拍照校友及家長投入溫暖的留念，參加者踴躍，留下回憶，並籌得校園，樂在其中。款項$3,050，全數金額贊助學校重建。港島民生家教會主席聯同其它委員出席盆菜宴，場面熱鬧。

元宵節湯丸派發及燈謎  學生 2017 年 2 完成攤位活家長及學生的元宵攤位活動共 10 多位家長義工分別競猜活動  家長月 9 日動參與程度於上下午時段協助泡製湯丸及派發糖家長義工協助烹煮及派果予中、小、幼之同學，一如既往，同發湯圓予中小幼的學學邊猜燈謎，邊品嚐湯丸，反應熱烈，生。活動受同學及家長歡迎。中一新生迎新日家教會家長 2017 年到中一各班  家長及學生  中一迎新日共 20 位家長義工協助到宣傳活動 8 月 19 日宣傳家教會的參與程度各中一班別宣傳家教會及其活動，即及招募家長  問卷時紀錄家長聯絡方法，並選出級聯絡義工代表，開設家長群組，藉以招募家長義工，加強家校之間的聯繫。  是日更為「家長學堂」作簡介並呼籲參與。學校小冊子 (與  學生全年 2017 年 2 月各持份者的回共出版了第五及第六期學校小冊子，廣 Publicity & Public  家長及 7 月各出應泛派發給家長、校友及師生，反應熱 Relations Committee 合  校友版一期烈。辦) 一年出版兩期，內收錄了家長活動之照片及心聲。舉辦不同類型的家長校董選舉家長 2016 年 10 選出家長校選票於 11 月 19 日順利完成點票程序，共有家長活動，加強家月至 12 月董及替代家兩位候選人，張政女士當選為「家長校長對學校活動的長校董各一董」，陳振寧先生當選為「替代家長校參與，增強家校合名董」。作。

95 施行目標策略施行時段成功準則評估方法成效對象家長茶聚家長 2016 年 10 完成分享及家長的參與程本年度於中一迎新日家長義工到各中為中一家長而設，與他月意見交流度及回應一班別宣傳家教會時跟家長們分享了們分享親子相處之道及升中的資訊並開設群組，方便交流，故解答適應校園生活之疑沒有舉辦中一家長茶聚。難。便服日籌款  學生 2016 年中、小、幼  家長及學生便服日籌款於 2016 年 11 月 25 日順利與中、小、幼部門協辦  家長 11 月 25 日各級均有學的支持完成，各級均有同學參與，反應熱烈，籌款，為學生提供更佳生參與便服  學生參與便中、小、幼共籌得款項$ 497,563.00，資的學習環境。日及捐款，服日的人數助學校重建計劃、中小幼學生正規課程籌得之款項及籌得之款以外的增潤活動，以及學校相關之環保用作資助校項設施及本會恆常活動，促進家校合作。園的環保活動及重建設施。  家長與教師午膳交流  學生 2017 年  投入參與  選票  「家長與老師午膳交流」於 D201-211  第十一屆(第一次)周  家長 2 月 25 日交流分享  家長的參加室舉行，是日吸引不少家長跟教師交年大會及第十一屆家  完成會務人數流學生的學習情況及各項校園點滴，教會執行委員選舉報告促進交流。  選出第十  本年度亦順利進行了第十一屆家教會一屆家教執行委員選舉，選出了本屆 10 位家長會執行委執行委員。員  而本年度於下午周年大會中設有「家  家長踴躍長講座」環節，主講嘉賓為張笑容女出席士，題目為「正能量家長提昇子女抗逆力」，吸引五百多位中小幼家長到來參與，講解如何突破困局及面對困難的思考方法教孩子面對逆境，培養積極樂觀的精神。講座反應良好，具啟發性。舉辦親子生態旅遊  家長 2017 年家長積極參家長及學生的是次活動於 8/4/2017 舉行，參加者包括  學生 4 月 8 日與家長教師參與人數及回家長及師生共 57 人。各人能透過參觀

96 施行目標策略施行時段成功準則評估方法成效對象會之親子生應香港地質公園和鹽田梓火山探知館，感態旅遊親近受寓遊玩於學習，別具意義。大自然，促進親子關係。舉辦與環保或健康生活  家長 2017 年家長積極參家長及學生的於 20/5/2017 舉辦的「水晶乾花手機殼」為題之興趣班或工作  學生 5 月 20 日與學校推行參與人數及回製作，參加者自選乾花、繪製不同款式坊。之環保教育應獨一無二的手機殼，又讓會員增強溝通活動，加強聯繫及體驗製作樂趣，是次參加人數師家校合作，生共 42 人。把環保融入生活。敬師日教師 2017 年家長義工致教師的回應本年度敬師日於周年大會當天舉行，由 2 月 25 日送紀念品及第十屆家教會執行委員代表致送紀念向全體教職品給予全體教職員，紀念品為保溫瓶。員表示謝校長及老師接過敬師禮物，均笑逐顏意。開，場面溫馨。舉辦舊書買賣活動  家長 2017 年家長及學生家長及學生的是次活動共 20 人報名成為「賣方」，各  學生 7月15日積極參與舊參與人數及回級均有同學報名，其中以中三級同學較書買賣，能應多。是日吸引不少小學及初高中同學及提高學生循家長到來選購，反應良好，活動深具意環再用的意義。識，並促進家校之間的合作。義工服務  學生待定家校合作，家長及學生的義工服務日期與上學期考試日相近，來  家長為學生提供參與人數及回年考慮與課外活動組協辦義工服務。不同學習機應會，促進親子交流，服務社會。

97 施行目標策略施行時段成功準則評估方法成效對象資助各類設施及撥款贊助優化校園設學生全年優化設施，學生的回應本會贊助於校園內設置飲用水系統，設學習活動，改善校施，如盆栽、種子、花美化校園，置受同學歡迎，同學已把使用飲用水系園環境，提供更多泥、工具、園藝保養及節約能源。統成為習慣，水陸運會如是，減少了大學習機會。學生中小幼飲用水系統量膠樽的消耗，環保意識漸見提升。同的運作等。時，本會亦贊助多項園藝保養，美化校園環境。撥款贊助部分正規課程學生全年家校合作，家長及學生的除正規課程以外，本會還設立 Learning 以外的學習活動，如交讓學生有更回應 Fund 資助交流團等學習活動，包括絲綢流團、服務團等。多學習機之路領袖訓練、上海音樂交流、台灣運會，擴闊眼動訓練、日本通識學習、英語學習、泰界。國社會服務交流團等，讓同學擴闊眼界，促進學習。

98 Publicity & Public Relations Committee

Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods Establish and Build a relationship bank Alumni, Whole Year Name cards are Teachers’ Name cards were maintain a close with collection of name parents, and collected and sort observation collected and sorted relationship with cards the public into categories. according to categories. various stakeholders Send invitations to Alumni, Whole Year  Invitations are sent Teachers’ Alumni and parents were various stakeholders in parents, and to stakeholders. observation invited to major school the relationship bank the public  Invited guests events. regarding school major participate in the events school major events. Send or post school Alumni, Whole Year Stakeholders are able  Teachers’ Printed copies of school publications to various parents, and to receive more observation newsletters were stakeholders the public frequent updates  Feedbacks from distributed to other from the school. stakeholders schools, alumni, students and parents. Update school homepage Alumni, Whole Year  Stakeholders are  Teachers’ School homepage was with recent activities held parents, and able to receive observation updated with various in the school the public more frequent  Feedbacks from school activities and updates by visiting stakeholders events held each month. school homepage.  Sliding pictures of school homepage are reviewed once a month. Set up and operate a Students, Whole year  Stakeholders are  Teachers’ School official Facebook school official Facebook alumni, willing to follow observation was launched and updated page parents, and the Facebook page.  Feedbacks from at least once a week with the public  Facebook page can stakeholders school activities and be updated at least events. once a week. Liaison with Cultural Hold regular meeting with Alumni and Whole Year Heads of the Teachers’ Meetings were held every Exchange & Alumni Heads of Cultural parents committees are able observation school cycle to prepare Affairs Committee Exchange & Alumni to exchange ideas in for various school events. and Parent-Teacher Affairs Committee and the meetings. Association in Parent-Teacher

99 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods building relationship Association with alumni and Assist Cultural Exchange Alumni and Whole Year  Publicity of the  Observation and  Publicity of events parents & Alumni Affairs parents events is enhanced. feedbacks from related to parents and Committee and  Alumni and teachers alumni was enhanced Parent-Teacher parents’ through school Association in publicity engagement is homepage and official of related events (e.g. enhanced. Facebook page. PTA Annual General  School newsletters and Meeting, Home-coming brochure helped to Day) disseminate information to parents and alumni.  Some alumni and parents actively participated in various school events. Coordinate and Opening Ceremony All students Sep  The event is Teachers’  The event was publicize major conducted observation conducted smoothly. ceremonies of the High Table Dinner Selected Feb smoothly.  Teachers’  Highlights of the event school students  Highlights of the observation were uploaded to school event are uploaded  Feedbacks from homepage and official to school participants Facebook page. homepage. Anniversary F.1 - F.3 Mar  The event is  Teachers’  The event was Thanksgiving Day student conducted observation conducted smoothly. representative smoothly.  Feedbacks from  Highlights of the event and all F.4 -  Highlights of the participants were uploaded to school F.5 students event are uploaded homepage and official Speech Day All F.5 - F.6 Jul to school  Observation and Facebook page. students and homepage. feedbacks from  Parents and alumni F.1 - F.4  Parents and alumni teachers were invited to join. prize- are invited to join.  Feedbacks from winners participants Publicize school Publish school newsletters Students, Whole year  Fall issue can be  Teachers’  Fall issue was published information and parents, (Two issues) published by Feb. observation in Feb 2017 and the boost school image alumni, and  Summer issue can  Feedbacks from summer issue was the public be published by stakeholders published in Jun 2017.

100 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods Jul.  Printed copies were  Printed copies can distributed to all be sent to various Secondary students, all stakeholders. Primary 5 and 6 students, all Kindergarten studies, alumni and the public.  The electronic copies were uploaded to school homepage and the Alumni Information System. Publish school brochure Alumni, Nov  Printed copies can  Teachers’ The school brochure was parents, and be sent to various observation published in Nov 2016 the public stakeholders.  Feedbacks from and was distributed to all stakeholders Secondary students, all Primary 5 and 6 students and sent to primary schools in Hong Kong. Prepare Distinguished Students, Whole year  At least six alumni  Teachers’  A total of six alumni Alumni Series II (in parents, are interviewed. observation were interviewed. collaboration with alumni, and  Students can be  Feedbacks from  Interview summary and Cultural Exchange and the public inspired by the the student reflection was written Alumni Affairs successful interviewers by student interviewers Committee) experience of the and edited by English alumni. teachers.  Collaborate with the PE Sports Teams First Term The spirit of Sports Teachers’ The new tracksuit for new department and hold a Teams can be observation school team members was Pledge Ceremony for all boosted up. distributed with the school sports teams sponsorship from  Send invitations to the honorary advisors and honorary advisers Adidas. Standardize the procedure All teachers Whole Year 70% of teachers are Teachers’  Details regarding the for submitting able to submit observation new information information for information on a submission procedure publication regular basis were announced in the

101 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods second staff meeting.  Photos and event summaries were submitted to the information submission platform every month.

102 Staff Development Committee

Objectives – Enhancement of Teacher Professional Development 1. Structured school-based staff development programmes address the major concerns of the school and to raise teachers’ awareness of curriculum reforms. 2. The teacher professional development activities/programmes aim at helping teachers to perform their duties. 3. Programs related to new teachers are arranged in order to assist new teachers to adapt to the new environment and realize their duties in our school. Moreover, assistance will be offered to new teachers in order that they could obtain useful teaching experience. 4. Programmes and routine works aim at providing opportunities to develop teachers’ professional knowledge and teaching skills.

Major Concerns 1. To build up a learning community among teachers. 2. To strengthen the capability of teachers on Learning and Teaching. 3. To broaden the professional knowledge of teachers for tackling different tasks.

The Staff Development Committee will coordinate and organize various teacher professional development activities/programmes in order to echo the Major Concerns and help teachers to perform their duties. Target Evaluation Targets Strategies Time Scale Success Criteria Evaluation Group Methods To build up a Peer Observation All teachers Whole Year  Through the ‘Peer  Survey by Peer  93% teachers agreed that learning  It is coordinated to enhance Observation’, 70% Observation Peer Observation could community teachers’ capability and of teachers agree that Form enhance teachers’ among teachers confidence on applying their capability and  Survey by Panel capability and confidence grouping strategy, confidence on Chairperson on applying grouping questioning skills, applying questioning Evaluation Form strategy, questioning skills, metacognitive skills and skills, metacognitive metacognitive skills and Assessment as/for learning. skills and Assessment as/for learning.  Moreover, good practice can Assessment as/for  98% teachers agreed that be shared among colleagues. Learning are good teaching practice can enhanced. be shared through peer  Moreover, 70% of observation. teachers agree that they can apply the good practice of lesson observed on their own lessons. Collaborative Lesson All teachers Whole Year 70% of teachers would  Annual  82% teachers spent more Preparation spend more than 10 evaluation than 10 hours on It is arranged in order to build hours on collaborative  CPD record of collaborative lesson

103 Target Evaluation Targets Strategies Time Scale Success Criteria Evaluation Group Methods up sharing culture among lesson preparation. teachers preparation. teachers.  Moreover, 98% teachers agreed that sharing atmosphere was built up by collaborative lesson preparation. Seed Programme Newly Sept. 2016- More than 70% of the  Sharing between  Most of the 10 new  ‘Seed teachers’ of different appointed Oct. 2016 new teachers agree new teachers and teachers (in years 15-16 & KLAs share their teachers in that they develop basic ‘seeds teachers’. 16-17) agreed that Seed experiences on using 2015-16 & skills on using  Lesson Programme helped them to different teaching 2016-17 metacognitive skills, observation by develop basic skills of methodologies such as self-directed learning the Principal and using metacognitive skills, metacognitive skills, and Assessment as/for her feedback. self-directed learning and self-directed learning and learning in the  Annual Assessment for Learning in assessment as/for learning classroom teaching evaluation. the lessons. with newly appointed through the  Seed teachers also agreed teachers. programme. that teaching experience  The programme will be held could be shared through the in September 2016. programme.  Activities including lesson observation and experience sharing are arranged.  Reading materials are provided for them on the New Teacher Orientation Day.  The Principal and Subject Department Head pay a class visit to newly appointed teachers in October 2016. Knowledge Sharing Platforms All teachers Whole Year 70% of teachers agree  Survey by  90% of Subject (KSPs) that KSP provides an questionnaire Departments built at least 5 For each subject, an effective platform for  Teachers’ KSPs. e-Learning KSP is built for sharing effective reflection  92% of teachers agreed that collecting and storing teaching practices and teachers’ KSP provided an effective resources. Moreover, professional platform for sharing teachers can share the use of competence is effective practices and

104 Target Evaluation Targets Strategies Time Scale Success Criteria Evaluation Group Methods KSPs. enhanced. enhancing teachers’ professional competence. To strengthen Staff Development Days I All teachers 18-11-2016 70% of teachers agree Survey by 74% of teachers agreed that the capability of QSIP (CUHK) that the skills on questionnaire they have gained the teachers on  Support for Learning tackling problems of experience in tackling Learning and Diversity learning diversity can students’ learning diversity Teaching  Joint-school Staff be further enhanced problem through joining Development Day is through the Staff QSIP (CUHK) workshops. arranged. Development day. Open classroom / sharing All teachers Whole year 70% of teachers agree Survey by 79% of teachers agreed that provided by eLearning Task that sharing of good questionnaire sharing of good practices can Force teaching practice can be done by the Open be done. classroom / sharing provided by the task force. Teachers spend at least 10 All teachers Whole Year 70% of teachers spend Survey by Most of the teachers have CPD hours on seminars/ at least 10 CPD hours questionnaire spent about 10 CPD hours on workshops that related to on eLearning seminars/workshops that eLearning. related to eLearning. Training on catering students All teachers Whole year Fulfilling the training Number of teachers Up to July 2017, with SEN targets set by EDB i.e. having completed  5 teachers completed the  The school has a critical  At least 10%-15% of training of different basic course mass of teachers having teachers complete levels.  4 teachers completed received training in order to the Basic course. advanced course provide quality support for  At least 3 to 6  10 teachers completed students with SEN. teachers complete thematic courses of  Teachers of related areas are the Advanced different areas. invited to take the relevant Course. courses.  At least 3 to 6  Members of the Staff teachers complete Development Committee the Thematic would monitor the progress. Course. To alert teacher Teachers’ CPD record All teachers Whole Year 70% of teachers agree Teachers’ CPD  92% of teachers agreed that on the necessity  The second year of a new that we are able to record they were able to broaden of cycle starts. broaden their their professional ‘comprehensive’  An average of 50 CPD hours professional knowledge, skills and CPD on professional development knowledge, skills and experience through taking

105 Target Evaluation Targets Strategies Time Scale Success Criteria Evaluation Group Methods is spent. experience through part in the internal and  At least 1/3 of CPD hours taking part in the external professional (of a 3-year cycle) are spent professional development programs. on external programs and development  92% of teachers recognized other mode activities. programs. a balance of external and internal programmes was important for the comprehensive professional development.  96% of teachers agreed that their professional knowledge and skills have been developed and cultivated through taking part in the programmes. Reimbursement of course fee All teachers Whole Year The School Council Number of A total of 19 reimbursements The School Council supports gives support for all successful (with the expense of $7,370, teacher to take courses related teachers to develop applications up to 17 August 2017) were to their professional their professional successfully done. development and a knowledge and Moreover, the School reimbursement of $800 is teaching skills through Council also sponsored for provided to teachers for the sponsorship. the study tour to Qianhai. attending courses. Teachers can fully utilize the resources provided to apply for courses related to teaching. Staff Staff Development Day II All teachers 24-3-2017  70% of teachers of Survey by  68% of teachers agreed that Development A one-day study tour to are able to recognize questionnaire and the study tour enabled them Days/ Qianhai more about the teachers’ reflection to recognize the recent Programmes recent development development of country. of our country.  Moreover, they were also  Teachers can be equipped to provide more equipped to provide insights for our students. more insights for the  Some teachers also further development reflected that the schedule of our students. should not be too tight if a

106 Target Evaluation Targets Strategies Time Scale Success Criteria Evaluation Group Methods similar study tour is arranged next time. Staff Development Program All teachers 28-10-2016 70% of teachers agree Survey by 75% of teachers agreed that Transitional Support for that they are able to questionnaire and the programme helped them students (co-organized by the build up skills for teachers’ reflection to develop skills to guide Careers Committee) guiding students to students to develop their Life develop their Life Planning. Planning

107 Reports of Subject Departments Biblical Knowledge Department

1. Enhancing learning and teaching effectiveness Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Catering for Adopting tiered F.1 – F.3 Whole year Performance of Students’ Students actively participated in learners’ diversity assignments e.g. reflective students in lessons performance different class activities, e.g. group writing, drawing and class work, drawing or presentation. activities. Using e-learning to cater F.1 – F.6 Whole year Performance of Students’ Students enjoyed watching biblical for different learning students in lessons performance films or videos. styles. Video watching will be adopted during lesson. Effective use of Incorporation of language F.1 – F.3 Whole year Students are able to Students’ It was completed successfully. assessment elements into learning master the common performance on To use assessment tasks of prayer writing, genres used in prayer prayer practice, to reflective writing and practice and reflective  identify students’ reading aloud task reflective writing. writing common areas of Spiritual Nourishment F.1 – F.6 Whole year Students are more SNAS record  There were 12 Gold awardees, 20 improvement and Award Scheme (SNAS) motivated to join Silver awardees and 29 Bronze misconceptions activities organised awardees in 2016-2017.  help students’ by Christian  The large number of SNAS records self-reflection and Ministry. showed that students were self-monitoring motivated to participate actively in facilitate teachers lessons and to join activities to make organized by Christian Ministry. adjustment to their teaching strategies and offer remedial teaching Use of effective Applying students’ F.1 – F.3 Whole year Students are able to Students’ It was completed successfully study skills note-taking skills and develop note-taking performance through Biblical movie competition study skills in classroom habit. in lessons. learning and teaching

108 2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enabling students Students will form small F.1 – F.3 Whole year Students actively Teachers’ Grouping helped students to learn to learn from their groups to complete class participate in the self observation from peers and they actively peers and to share activities (e.g. reflection, and peer assessment participated in the self and peer good practices games) activity during assessment activities. lesson. Providing a Religious hall assembly F.1 – F.6 Whole year Students are pleased Students’ The reflective writing reflected that platform for arranged by Christian to serve God in performance on they learned how to face adversity devoted Christians Ministry. accordance with reflective from assembly speakers. to learn from their God’s word. writing peers, teachers, Students act as service F.1 – F.6 Whole year Students are pleased Teachers’ Students shared their learning during alumni and church leaders to serve God in to serve God in observation and the lessons. Some of them led pastors bible lessons. accordance with students’ prayers in lessons. God’s word. sharing Pilgrim Progress on F.2 Oct. – Nov. Students actively Teachers’ Students actively participated in ‘Salvation’ 2016 participate in the observation and lessons and could share their views activities during students’ on Christianity. lesson. sharing Pilgrim Progress on F.1 Feb. – Mar. Students actively Teachers’ Students actively participated in the ‘Light and Life’ 2017 participate in the observation and lessons and can share their views on activities during students’ Christianity. lesson. sharing Enhancing  Collaborative peer F.3 – F.6 Whole year Students actively Teachers’ It was completed successfully. students’ awareness learning through small participate in the observation on sex education group activities lesson.  Bible study

(b) Strategies for teachers Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Inculcating a Collaborative lesson Subject Whole year Teachers are able to Teachers’ Teachers shared good practices sharing culture preparation among teachers share good practices. reflection during general meetings and regular teachers. collaborative lesson preparation. Managing and All sharing teaching aids Subject Whole year Teachers are able to Teachers’ Teachers assessed the learning and sharing learning put in Knowledge Sharing teachers share good practices reflection teaching resources in the KSP subject

109 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods and teaching Platform subject folder of teaching and folder more often. resources materials. Enhancing Cooperation with Subject Whole year The curriculum can Teachers’ The topic of “Jesus Christ is the teachers’ Counselling committee in teachers integrate related reflection LORD of my sexuality and its communication and Sex Education topics in different expression” was included in senior collaboration forms. form B.K. Also, one F.3 lesson was among different allocated for Counselling Committee committees and to conduct Sex Education. departments Cooperation with Subject Whole year Teachers are able to Teachers’ Teachers promoted the Christian Christian ministry in teachers promote the reflection activities organized by Christian religious hall assemblies, Christian activities Ministry. Christmas Carol, etc. organized by Christian Ministry. Providing chances Preparation for F.2 Subject Oct. – Nov. Teachers are able to Feedback from Meetings were arranged before and of experience Pilgrim progress teachers 2016 share good practices B.K. teachers after lessons between church helpers sharing on teaching & church of teaching and and church and teacher. They shared good and curriculum helpers materials. helpers practices of teaching and materials. planning Preparation for F.1 Subject Feb. – Mar. Teachers are able to Feedback from Meetings were arranged before and Pilgrim progress teachers 2017 share good practices B.K. teachers after lessons between church helpers & church of teaching and and church and teacher. They shared good helpers materials helpers practices of teaching and materials.

110 Biology Department

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for  Adopting tiered F.3 – F.6 Whole year  Students are willing to complete the Students’  All students with different learners’ assignments, e.g. students assignments and agree that this could performance learning abilities were able diversity MC, structured help consolidate their understanding. to deal with MCQs with questions and  Teachers could understand the little difficulties, except essay to support capability of the students. those requiring high-order and extend  Students could clarify their thinking or cross-curricular students’ learning misconception after the discussion referencing.  Using different with teachers.  Prolonged practice in assessment structured questions strategies to enabled some students to support and extend have more confidence in students’ learning; comprehending questions. e.g. using MC Item  Academically-weaker Analysis to students were not that able facilitate teachers to deal with structured to make adjustment questions requiring to their teaching high-order thinking. strategies More emphases were put on these issues during lessons, and more related past HKDSE exam questions for practice were uploaded to eClass classroom.  Peer assessment and self-assessment encouraged students to take greater responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own

111 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods performance and that of their peers. Students were more competent in the set up and use of microscope in SBA as shown by their SBA scores. Adopting F.3 – F.5 Whole year Teachers agree that differentiated Peer lesson  Students appeared to be differentiated students instructions are adopted in classroom observation more engaged in the instructions to cater learning and teaching to cater for evaluation lessons. for students’ diverse learner’s diversity.  Students took on more learning needs responsibility for their own learning. Using higher order F.3 – F.6 Whole year Teachers agree that skills in  Minutes of the  Stronger students were thinking (HOT) students questioning and student-centred mode subject panel able to apply the skills questions and of lesson delivery are enhanced.  Peer lesson they learned competently assessing students’ observation in assessment. learning outcomes in evaluation  Academically-weaker classroom learning students should provide more opportunities to polish their skills.  HOT were embedded into lessons at certain points during instruction and provided opportunities for students to be challenged. Feedback from students could be used as clue to determine direction of ongoing instruction. Using appropriate F.3 Whole year Teachers agree that heterozygous  Minutes of the  Academically-weaker grouping strategy in students grouping in classroom activities are subject panel students could learn from classroom discussion adopted to cater for learners’ diversity.  Peer lesson the stronger ones. They sessions observation were willing to participate evaluation and contribute in the discussions.

112 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for Using eLearning to F.3 – F.5 Whole year Teachers involved agree that eLearning Teachers’  Students showed high learners’ cater for different students can cater for various learning styles of reflection in motivation to complete the diversity learning styles and students and extend students’ learning sharing session tasks and were able to eLearning facilitate peer time and potential. negotiate among learning and mastery themselves for the best learning possible answer.  Students’ work could be shown to peers instantly for efficient peer assessment. Self-learning F.4 – F.6 Whole year Students are able to develop the habit Students’ Students with higher materials are students of pre-lesson preparation. feedback & expectations urged to have uploaded to eClass performance more learning resources to for students’ be uploaded for self-directed pre-lesson learning. preparation and/or revision Catering for Nominating F.6 top F.6 Dec 2016  Students are able to tackle the quiz Students’  Eight top F.6 students were learners’ students to join Hong students paper and find the competition performance & selected to join the diversity Kong Biology meaningful and challenging. feedback competition. Gifted Olympiad for  The performance of students is  Four of them were Programmes Secondary Schools satisfactory. awarded First Class for high organized by Honour, one Second Class achievers HKASME. Honour and one Third Class Honour.  Students were welcomed to join the competition to prove their academic potential. Nominating F.5 top F.5 May 2017  Students are able to tackle the quiz Students’  Twelve top F.5 students students to join students paper and find the competition performance & were selected to join the SSMSC organized by meaningful and changeling. feedback competition. HKPU.  The performance of students is  Despite that there were no satisfactory. Medal awardees, four of them were awarded High Distinction and five

113 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Distinction.  Students found that the competition was very demanding and their participation in the event would further enhance them to strive for excellence. Collaborative  Bridging is built F.1 – F.2 Whole year F.1- F.2 students are able to recognize Students’  Most of the junior form effort to develop between junior and students commonly used question words in performance & students were able to language skills senior form public examination. teachers’ understand the commonly required for science. evaluation used question words. Senior  A list of question  They could provide Secondary words and their appropriate answer to Science learning relevant examples relevant question words. from Junior IS are built for junior learning form students. Effective use of  Identify students’ F.3 – F.6 Whole year 70% of the students agree that learning Survey by  Students found that it was assessment common areas of students effectiveness is enhanced by making questionnaire very useful to know improvement and use of assessment data. common misconceptions misconceptions and they urged to have a  Help students’ complete list to cover all self-reflection and topics in DSE. self-monitoring  Teachers were thinking if a  Facilitate teacher to list of common make adjustment to misconceptions will be their teaching provided, and students strategies and offer were asked to apply error remedial teaching analysis to promote self- and peer learning. Use of effective Applying students’ F.3 Whole year Teacher agrees that students are able to  Student  Enabled students to grasp study skills note-taking skills and students apply the note-taking skills and study notebook the main ideas in the study skills in skills.  Minutes of subject content. classroom learning subject panel  Improved attention during and teaching  Peer lesson lessons as students were observation required to take note

114 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods evaluation actively throughout the lessons.  Stronger students were able to integrate details from different resources into and create their own notes.  Some students were able to identify the objectives and difficult parts before lessons and bear questions in mind to attend lessons. Some of them will raise their questions and discuss during lessons.  Enabled students to have higher attention and take relevant notes with improved note-taking skills when the lessons come to the part that they have difficulty in.

2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enabling  Employ different F.3 – F.5 Whole year Teachers agree that F.3 – F.5 students Students:  Students were engaged students to learn metacognitive students have developed a culture to peer  Performance actively in discussion, from their peers skills and strategies learning and self-reflection in their particularly those related and to share in the learning learning. Teachers: to SBA. good practices processes  Peer  Students found that the  Incorporate observation assessment rubrics listed peer/self-  Sharing and on the peer/self- assessment in evaluation assessment forms could theory and reports from help them to master the

115 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods practical lessons members skill/techniques/knowledge much better.

(b) Professional development for teachers Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Inculcating a  Sharing teaching Teachers Whole year 70% of the teachers agree that a  Minutes of  Colleagues could clearly sharing culture and marking in the sharing culture is inculcated. subject panel state the emphases of each practices in subject panel and and staff DSE science subject and panel meetings Science meeting the vertical and horizontal  Completing and KLA  Survey by mapping necessary to discussing the questionnaire prepare our students for Curriculum the DSE exam. Mapping in the  Topics to be completed in Panel and Science the revised IS curriculum KLA were discussed, and  Observing and consensus were made sharing opinion on among Subject Panel the teaching Heads to fine-tune the practices sequence and content to be covered at the beginning of Senior Secondary Science lessons. Managing and Incorporating Teachers Whole year At least five KSPS are developed by  Minutes of  All members agreed that sharing learning Knowledge Sharing in the the end of the school year. subject panel the accumulation of and teaching Platforms (KSPs) in panel meetings resources at KSPs could resources the home server of  Resources in help lesson preparation, the Department the KSPs setting of test and/or exam papers.  All members did contribute to the KSPs by selecting appropriate resources for our teaching.

116 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enhancing  Peer observation Teachers Whole year  Teachers can apply metacognitive  Panel Head Sharing of teaching teachers’  Collaborative in the skills and assessment for learning in evaluation methodology could enlighten communication lesson preparation panel lessons. form our mind-set for lesson and  Open Classroom  Sharing of good teaching practices  Minutes of preparation and/or lesson collaboration provided by the among teachers of the same subject panel conduction. among different eLearning Task subject/KLA. meetings committees and Force departments

117 Business, Accounting and Financial Studies Department

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for learners’  Prepare the worksheets for F.4 – F.5 Whole  70% of students can From the  Assignments with different diversity students with different year complete all the assignment levels of difficulties were To adopt learning abilities questions of ordinary collected and given to targeted students. differentiated  Guiding questions will be level. observation during  Challenging questions were instruction and tiered provided in the questions for  70% of students are lessons set and high-achievers were assignments the students who are less able to complete all highly motivated in finishing able to understand the the challenging those questions. concepts. questions on their  Some less able students were  Challenging questions will own. also attracted to try out the be included in the challenging questions. assignment for high  From the learning and achievers. teaching evaluation, students agreed that tiered assignment gave them motivation in practicing more.  Provide bonus-mark F.4 – F.5 Twice  70% of students can From the tests Bonus mark question was question upon request during a term complete the collected added to class tests which the test bonus-mark highly motivated both less  Students are to finish their questions. abled and high achievers to test paper and exchange for  70% of students attempt. More than 70% of the bonus-mark question. agree that they are students have tried the  This is to stretch the motivated to excel in bonus-mark question. potential of the more capable the assessments. students.  Using Higher Order F.4 – F.6 Whole Students agree that the  Peer observation From students’ learning and Thinking (HOT) questions year questions can help evaluation teaching survey, they agreed and assessing students them reflect on what  Students’ learning that the questions could help learning outcomes in they have learnt and teaching them think more logically classroom learning survey about the accounting entries. Effective use of The common mistakes and F.4 – F.5 Whole Students are able to  Observation in  Students were able to assessment good practices can be year identify and explain the lesson identify and explain the To use assessment to exhibited during the lessons the mistakes of their  Peer observation mistakes in their classmates’  support and extend and allow students’ reflection. classmates’ work. work.

118 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods students’ learning  Students were observed  develop students’ being adapted to such self-reflection and practice and felt easy to self-monitoring share their work in front of skills the class.  facilitate teachers  It was suggested to keep to make adjustment those students’ work with to their teaching common mistakes in KSP so strategies that teachers can show them to students when such topics were taught in other classes. Use of effective  Extra blank area is remained F.4 – F.5 Whole  Students can prepare  Students’ work  Students’ notes were shared study skills in designing the notes so that year their own revision  Students’ learning among classmates. To cultivate students’ students can take note during notes. and teaching  Students agreed that it note-taking skills and the lessons  70% of students find survey helped them connect all the memory skills  Students are required to use the notes are useful key concepts from different the organizing skills to for their revision. topics. integrate all steps in  The flow chart was found accounting cycle with effective in organizing the details, e.g. flow chart, table, concepts of the accounting etc. in the notebook cycle. Students’ impression  Students are required to use on the accounting cycle was the notebook to record the strengthened through common mistakes and the studying the chart. points need more attention of the accounting questions

2. Building learning communities (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling students to The students’ works is stored F.4 – F.6 Whole 70 % of students Students’ learning  Students’ notes and works learn from their peers in KSP and shared among year agreed that the sharing and teaching survey were stored in KSP. They and to share good students of the good work of were shown to the practices classmate is useful. classmates for sharing such good practices.

119 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Providing a platform Invite graduates with good F.6 Oct 70 % of students agree Questionnaire  2 alumni with good HKDSE for high achievers to grades in HKDSE to share 2016 that the sharing from results were invited to share learn from their their keys of success in form the high achievers is their tips of success. peers, teachers and of video resourceful.  F.6 students were keen to ask alumni questions about their management of time. Facilitating students’  Through the participation of F.4 – F.5 Whole  70% of participants The activities  Firm visits experiences were reflection skill in the activities organized by year agree that they learn evaluation report arranged for the members of running OLE Young Entrepreneurs (YE), the way to organize YE. activities students can understand the activities for  Through the activities, practice in the real business schoolmates. students’ understanding of context.  They are also able to business operation was  Students are encouraged to do the evaluation for enhanced. organize the activities for the the activities.  A team of 5 F.5 students members of YE. were invited to join the business case competition organized by HKICPA and obtained Merit Prize.

(b) Staff development for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Inculcating a sharing Sharing effective practices in All panel Whole 70% of teachers agree Minutes of subject  All teachers agreed that the culture subject panel meetings members year that a sharing culture panel sharing in the panel meeting is inculcated. was effective.  The importance of informal sharing outside the panel meeting was also emphasized. Managing and  Knowledge sharing platform All panel Whole An eLearning KSP is Resources in the  An eLearning platform was sharing learning and for the subject is built. members year built for collecting and KSPs built. However, the teaching resources  Seminar resources, students’ storing teacher resources being stored there work and past exam paper resources. was limited. are to be shared through  Teachers were advised to try KSP. attending more eLearning related training programmes

120 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods and keeping the training materials in this platform. Enhancing teachers’  To conduct two peer All panel Twice  The teachers can use  Panel Head  Peer observations were communication and observation activities for a members a year HOT questions to Evaluation Form conducted. collaboration among subject teacher to involve stimulate students’  Minutes of  Good practices were also different committees teacher(s) of the same learning. subject panel shared in the and departments subject and other subject(s)  The good teaching  Lesson post-observation meeting  Each panel members is practices can be observation and subject panel meetings. responsible for presenting shared among report one lesson in a running teachers in the same  The materials cycle. Moreover, each has subject. stored in subject to visit a lesson conducted sever by another panel member. Collaborative lesson F.4 - F.5 6 The learning and The learning and  With the collaborative effort, preparation in F.4 BAFS subject times teaching materials are teaching materials teaching notes of teachers teachers in a prepared with the joint prepared were modified and enhance. year effort.  It was suggested to have the collaborative lesson preparation next year in order to review the curriculum planning in senior forms. Providing chances of Sharing of the recent All panel Whole 70% of teachers agree Minutes of subject Through the discussion in the experience sharing development of the subject and members year that they get insights panel panel meetings, teachers had a on teaching and the resources/information from the sharing. more comprehensive picture curriculum planning obtained in seminars in subject on the marking criteria in panel meetings HKDSE and the recent development of the subject.

Activities Participated:

Form Level Name of the Activities / Competitions Organization Award / Prizes 5 F.5 students The HKICPA Accounting & Business Hong Kong Institute of Certified Merit Prize Management Case Competition Public Accountants

121 Chemistry Department

1. Enhancing learning and teaching effectiveness Target Time Methods of Objectives Strategies Success Criteria Evaluation Group Scale Evaluation Catering for Nomination of students to F.3 – F.5 Jun 2017  Students are able to  Students’  60 students from F.3 to F.5 Learner’s Diversity enroll in Australian National students tackle the quiz performance & levels were selected to Gifted Programs Chemistry Quiz 2017. (Top 20 paper and find the feedback participate in the activity To stretch potential of each competition  Results of ANCQ held on 23 June 2017. of those talented form) meaningful and  A training workshop was students in challenging. also organised on 19 June Chemistry.  The performance 2017. Students were able of students is to develop the basic skill for satisfactory. the competition through the workshop.  Most of the students agreed that the competition could stretch their potential to explore chemical knowledge not included in Hong Kong context. They also had confidence of getting satisfactory result. Nomination of F.5 top F.5 May 2017  Students are able to  Students’  Top 18 of First Examination students to take part in students tackle the quiz performance & were selected to participate SSMSC organized by Hong paper and find the feedback in the competition held on 1 Kong Polytechnic University. competition  Results of the May 2017. meaningful and SSMSC  A briefing and training challenging. workshop was organised to  The performance provide the participants with of students is basic background and the satisfactory. techniques used in the competition.  Students agreed that the competition could enhance their confidence in mastering DSE curriculum and also stretch their potential to

122 Target Time Methods of Objectives Strategies Success Criteria Evaluation Group Scale Evaluation explore chemical knowledge beyond the syllabus.  They got satisfactory results. Nine students got High Distinction and one student got Medal. Nomination of F.5 top F.5 Jan  Students are able to  Students’ F.5 students did not show great students to join the students 2017 – cultivate their evaluation & interest on the program. Thus, Chemistry Online Self Study Aug interest in feedback they did not apply for it. Scheme organized by 2017 Chemistry.  Results of Science Education Section of  To encourage students’ EDB. students to take the performance initiative to pursue more knowledge. Catering for  Worksheets with more F.3 – F.6 Whole Students find the  Teachers’  Both teachers and students Learners’ Diversity elaboration and hints are students Year worksheets / public Observation agreed that these guided Helping weaker provided for students to exam papers help  Students’ worksheets enabled them to students to study motivate them in learning. them to understand feedback and understand more about the Chemistry  Public exam papers are F.4 – F.6 the concepts and get examination concept. classified into different students a better performance results  F.3 students agreed that levels of difficulty. in Chemistry. building up of concept map helped them to interlink different concepts.  F.4 – F.6 students agreed that these past papers were helpful for preparing DSE examination.  Performance booster F.5 – F.6 Whole Students get Results of  Booster programs were programs are arranged for students year improvement in the examinations and arranged for both F.5 and F.6 weaker students (especially result of tests and tests. students. for F.6/F.5students taking examination.  Some F.6 students were 2X with yearly result lower selected to take the program than 30 marks). in the First Term.  A group of F.5 students was being selected. The program was arranged in

123 Target Time Methods of Objectives Strategies Success Criteria Evaluation Group Scale Evaluation May.  Worksheet and exercises were provided for students.  Students agreed that learning effectiveness was enhanced through the small group study. Effective Learning &  Using higher order F.3 – F.6 Whole Performance of Students’  Both teachers and students Teaching skills thinking (HOT) questions students year students in the performance agreed that lessons were To apply different in classroom. lessons and more interactive when methodology such as  Activities involving peer examinations. different metacognitive skills metacognitive skills assessment & were used. and Assessment for self-assessment are  Students also agreed that Learning effectively arranged. peer learning could enhance in student learning the effectiveness of their process study. Effective Learning &  Using appropriate grouping F.3 – F.6 Whole Teachers agree that  Performance of  Both teachers and students Teaching skills strategy in classroom students year appropriate grouping students in the agreed that lessons were Group discussion is discussion. in classroom lessons. more interactive when arranged for activities are adopted  Peer observation grouping was arranged. enhancing peer to cater for learners’ evaluation.  Different grouping strategies learning diversity.  Minutes of were shared in the subject subject department meeting. department  Teachers agreed that meeting. grouping could enhance the teaching effectiveness. It was reflected by the peer observation evaluation. Effective Learning & Incorporation of language F.3 – F.6 Whole  F.3 students are Students’  A practical quiz was Teaching skills elements into learning tasks students year able to master the worksheets and arranged in each term. Collaborative Effort and test/exam papers genre of performance Students agreed that they on Enriching the Procedural learnt how to describe the English Learning Account and experimental procedures. Environment on Descriptive Report.  By the investigative studies, Campus  F.4–F.6 students teachers agreed that F.3 are able to master students were better

124 Target Time Methods of Objectives Strategies Success Criteria Evaluation Group Scale Evaluation the common genres equipped to design and used in essay arrange experiment. writing.  Moreover, F.3 students were able to develop basic skills in answering paragraph-length answer.  Through practicing, F.4 to F.6 students were able to recognize the common genres used in questions required paragraph-length answer. Effective Learning & Bridging is built between F.1 – F.2 Whole F.1–F.2 students are Students’  F.3 students were able to Teaching skills junior and senior form students year able to recognize performance & understand the meaning of To develop language science. commonly used teachers’ evaluation commonly used question skills into subject question words in the words. content public examination.  It was reflected by the satisfactory result of the First Term Examination. Use of effective Applying students’ F.3 Whole Teachers agree that  Students’  F.3 students were able to study skills note-taking skills and study students year students are able to feedback & develop the note-taking skill Note taking skills in classroom learning use the note-taking performance. and prepared note in the and teaching. skills to get key  Teachers’ lesson for their study. concepts in the reflection in  It was reflected by the lesson. Subject satisfactory result of the First Department Term Examination. meeting. Using IT in Using eLearning to cater for F.3 – F.6 Whole  Students develop  Students’  Teachers agreed that students Education different learning styles and students year the practice of feedback & could prepare their lesson eLearning for facilitate pre-lesson preparation lesson. performance. and also extend their enhancing learning & preparation (flipped  Teachers agree that  Teachers’ learning time through teaching classroom), peer learning and eLearning can cater reflection eLearning. mastery learning. for different  Further development of learning students eLearning is the one of the and extend tasks next year. students’ learning

125 Target Time Methods of Objectives Strategies Success Criteria Evaluation Group Scale Evaluation time and potential. 2. Building up a learning community (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling students to Sharing outstanding students’ F.3 – F.6 Whole  Sharing of good  Students’  Teachers agreed that it was a learn from their peers works (test/ assignment) in students year practices of feedback & good way for enhancing self and to share good the class students’ work. performance and peer learning. practices.  During discussion,  Feedback from  Students agreed that the error analysis is Chemistry learning atmosphere was done. Teachers improved as they were more involved in the lessons. Enhancing students’ Peer assessment and F.4 – F.6 Whole Students will learn  Students’ Students agreed that the peer practical skills self-assessment are students year experimental skills feedback & & self-assessment helped them conducted in practical tasks. through the process performance to improve the practical skills. (e.g. titration) of assessment.  Observation by Thus, they were well prepared teachers and equipped for SBA. (b) Strategies for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Building up a In the peer observation, Chemistry Whole  Teachers can apply  Peer Observation  Teachers agreed that good learning community  different teaching teachers year metacognitive Forms teaching practices could be Peer Observations methodologies such as skills and AFL in  Feedback from shared through peer metacognitive skills & AFL classroom Chemistry observation. are applied. teaching. Teachers  Teachers used what they  effective way of grouping  Teachers can use  Panel observed and applied on is used for conducting grouping for Chairperson their own lesson. Thus, a discussion. discussion and Evaluation Form learning community was  adequate use of eLearning eLearning built. is recommended for effectively. enhancing teaching  Sharing of good effectiveness. teaching practices among teachers. Collaborative Lesson  Conduct collaborative Chemistry Whole Good practices can  Peer Observation  Through collaborative lesson Preparation lesson preparation and Teachers year be identified and Forms preparations, good practices share on good practices in shared amongst the  Panel in teaching methodologies

126 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods teaching. panel members so as Chairperson were shared amongst the  F.3: Investigative study & to improve the Evaluation Form teachers. others teaching practice.  Minutes of  Teachers agreed that it was a  F.4- F.6: Sharing on SBA & subject panel platform for sharing ideas to teaching methodologies conduct SBA.  F.3- F.6: Sharing on the use  The sharing on the use of of eLearning. eLearning can further be enhanced. Building Knowledge Sharing of knowledge (e.g. Chemistry Whole Teachers are able to Teachers’ reflection  Five KSPs were built. Sharing Platform eLearning) & teaching Teachers year share good practice They are SBA, Peer (KSP) to enhance methodology among panel of teaching and Observation, Curriculum teachers’ professional members by building up materials. Review, challenging MC competence. different KSPs. Bank and Past Paper Question Bank.  Teachers agreed KSPs provided an effective platform for sharing resources.  eLearning sharing platform was new built and its use can further enhanced.

127 中國語文科

1. 提升學與教效能施行施行目標策略成功準則評估方法成效對象時間照顧學習差異參與教育局課程發展處「種中一及全年學生在評估中能展  前測及後測數數據顯示學生學習試點單籽計劃」，發展校本本課中四學現對新修訂學習點據元後，對相關語文學習重點程。生之理解。  課程發展處主理解清晰。課程發展主任及任觀察科任老師均表示試點單元  老師觀察學習重點較以往突出、有趣及有系統。作文同輩互賞中一至全年學生能指出同學文作文互賞量表老師都看到大部分同學能中三學章的長、短處，並提在這活動中對文章技法得生出改善建議。到更深入的瞭解。寫作大綱練習(附設寫作指中一至全年  學生能掌握審  老師評改練習大部分老師認為練習附設導，建立鷹架) 中六級題、立意、選材、  老師評改作文之指導部分有助學生自學組織的寫作能力。和完成功課。學生作文時擬  學生能以更佳態大綱意識亦較高。度看待寫作練習。名言小測(班本) 中一至全年  學生對中國古代  成績統計老師全部同意此測考方法中三學名言的認識得到  老師觀察能達致目標，學生成績亦理生提升。想。  學生能活用中國古代名言。  學生的文言閱讀能力得到提升。提升學生學習初中網上閱讀計劃中一至全年學生能每週最少完成績統計上學期 (10 月至 12 月) 及讀、寫、聽、說能中三學成四篇。下學期 (2 月至 5 月) 各級力的興趣生前三名、每班前 3 名、全校首三班的同學獲得智愛中文平台頒發獎狀，以資鼓勵。全年每級前三名學

128 施行施行目標策略成功準則評估方法成效對象時間生、每班前三名學生、班級獎前三名及三位取得金獎(即在上、下學期於全港表現優秀，並獲「智愛網上閱讀計劃」邀請參加該機構大型頒獎典禮的四位同學) 廣泛閱讀計劃中一至下學  學生能每年最少紀綠冊中一至中六各級學生均要中六學期完成 8 篇。分別根據長篇閱讀書目及生  能就所讀圖書作好書龍虎榜書目做長篇閱思考。讀報告及廣泛閱讀(短篇) 報告。各級順利推行閱讀計劃。為鼓勵中一同學多閱讀，本組與圖書館合辦中一級同學參與圖書課活動，日期為 10 月 15 日， 10 月 16 日，10 月 19 日及 10 月 27 日。  讀後感寫作全校學下學  假期後繳交成品。學生作品本校參加《第二十八屆讀  好書推介網頁設計比賽生期  能就所讀圖書作後感寫作比賽》，有兩位同思考。學獲優異獎，得獎名單如下：初中組 1A 蕭詠彤高中組 5C 郭若楠元宵燈謎活動中一至下學  學生能成功猜中老師觀察由中文科主辦，聯合家教會中六學期燈謎。及小學部美術科推行。參加生  學生對元宵文化者為中一至中五學生、小學興趣有所提升。及幼稚園之學生。當天共有花燈 120 個，中、小、幼學生表現雀躍，踴躍參與各活動如猜燈謎、小吃及湯圓。

129 施行施行目標策略成功準則評估方法成效對象時間中一至中五學生於活動後填寫工作紙，計作課業。聯校寫作班及徵文比賽寫作全年我校能有 4 個或以  問卷調查聯校寫作班已於二零一六班：全校上獎項。  比賽結果年十一月完成課程，出席八學生成或以上的學生已獲證 (約 30 書。參加聯校寫作班人數共人) 12 位。二零一六至一七年比賽：每度聯校創作比賽及十周年班推薦頒獎典禮已於五月九日假最少 3 位協恩中學完滿舉行。六所學學生參校競逐十八個獎項，我校共加奪五項：1A 陳思正獲得初中小說組冠軍；2C 葉晴獲得初中詩歌組季軍；5E 呂昊峻分別獲得高中詩歌組亞軍及高中小說組亞軍； 4B 何欣諭獲得高中散文組季軍。各校合作出版了「第十屆聯校文學創作比賽」文集。微型小說大賽中一至下學我校能有 10 個或以比賽結果 3B 鄒議樂獲作家推薦獎；中五學期上獎項。 2B 劉坤霆同學獲嘉許狀。生《我的太空夢》徵文比賽中一至上學我校能有作品進入比賽結果 5A 班許淇淇《我的太空夢》中五獲期三甲。獲季軍。老師推薦學生「龍城‧濃情」標語創作比中一至下學我校能有作品進入比賽結果 3A 林倚濼獲中學組優異賽中五獲期三甲。獎。老師推

130 施行施行目標策略成功準則評估方法成效對象時間薦學生班際辯論比賽中三、中全年學生能掌握基本的辯論比賽評分中三及中四級 7 場辯論初四學生辯論技巧。表、工作紙賽於 2016 年 11 月至 2017 年 6 月期間順利舉行，各班同學均積極參與。兩場決賽於六月三十日（星期五）進行。今年增設了「同學心目中的最佳辯論員」由同學選出他們心目中的最佳辯論員，同學反應踴躍。校際朗誦節中一至上學學生的朗誦技巧得校外比賽評分準本屆參加中文朗誦節比賽中五學期到提升。則的同學共有 56 人，獲取「優生良獎狀」共有 37 人，「良好獎狀」共有 10 人。當中 3 位同學榮獲「冠軍」，3 位同學榮獲「亞軍」，8 位同學榮獲「季軍」。

2. 建立學習社群 (a) 應用於學生方面的策略施行施行目標策略成功準則評估方法成效對象時間提高學生口試應聯校口試(喇沙書院、協恩中五學下學  學生口試能力得老師觀察學生反應良好，大都在試前試能力中學、培正中學、寶血會上生(考期到提升。加緊認真練習，口試能力亦智書院、培道中學、九龍華生)、中  學生應試態度得因而提升。觀察員大部分表仁書院) 四 16 位到改善。示觀察過程有助他們應學生(觀試，了解友校同儕的表現。察員)

131 (b) 應用於教師方面的策略施行施行目標策略成功準則評估方法成效對象時間促進學習的評估共同備課(主題：概括段落全科全年  70%以上老師認共同預備之教學大部分老師認同此活動有  發展學生互評能大意及主旨能力教學，結合教師同能從此活動獲步驟及材料助教學，而且已建立相關教力異質分組法) 益。材庫。  促進老師及學生  加入互評元素及掌握元認知教學元認知教學法。法同儕觀課全科全年  70%以上老師認觀課後問卷大部分老師認同此活動有教師同能從此活動獲助教學，能從同儕學到有用益。的教學技巧。  教師能在課堂上運用元認知技巧。提升老師擬定口聯校口試(喇沙書院、協恩相關主下學 70%以上老師認同老師回應大部分老師認同此工作坊試題目和評分能中學、培正中學、寶血會上考老師期能從此活動獲益。提升了他們擬題的能力和力智書院、培道中學、九龍華評分的能力，能從友校同儕仁書院)教師工作坊學到擬題的訣竅，有助教學。

132 中史科

1. 提升學與教效能施行目標策略施行時段成功準則評估方法成效對象照顧學習差異課堂教學中一至全年  老師於課堂上能  同儕觀課老師於課堂上均能純熟及有策課堂上，運用不同層次中六有計劃地進行提  科務會議上略地進行高階提問。部份老師甚的提問，指派學生不同問或指派任務。討論成效至鼓勵學生對同儕進行追問，這任務。例如由能力稍遜  約七成教師表示樣有助提升能力高的學生的批的同學作答重溫上一於課堂上經常運判思維。節及總結那一節課的用這項策略。問題；對能力稍高的同學則指派歸納重點、引申觀點、指出反面論據等高階任務。課業測考中一至課業及測考具備  老師觀察  初中探究式學習工作紙同時具  初中工作紙設計上，中六深淺題目。  科務會議上備深淺題目。高中針對不同能須同時具備深淺題討論成效力學生，在課業的質與量方面目。高中針對不同能有不同要求。能力稍高的同學力學生，在課業的質處理較深的題目，而能力稍遜與量方面有不同要的則增加功課量，但剪裁每份求。功課的長度及深度，效果頗彰。  測考上，須同時具備  中一至中六於測考中，均同時深淺題目，並沿用挑具備深淺題目。中一至中五戰題。上、下學期考試中，均備有挑戰題。課外活動及校外資優中一至  參觀、講座或交  報名人數  本年度順利舉辦或參加了下列課程中五流活動能順利舉  參與學生的活動：出席孫中山先生誕辰一  籌辦參觀或交流活行。回饋百五十周年紀念儀式、第六屆動，參加校外講座及  最少參加兩項校  比賽成績全港中國國情知識大賽、深圳校外比賽，提升學生外比賽。  科務會議上創新科技與經濟發展探索之學習興趣，拉近學習  最少一名資優生討論成效旅、聯校模擬考試、參觀「跨差異。獲提名參加資優越海洋—中國海上絲綢之

133 施行目標策略施行時段成功準則評估方法成效對象  挑選資優學生報讀資課程。路」、「一個世紀的承擔」學與優課程。教互動座談會等。同學透過這些活動，擴闊知識領域及眼界，裨益良多。  中五級本科尖子姚諾潼同學入選參加香港大學中國歷史研究文學碩士課程同學會主辦「絲路明珠：中亞烏茲別克歷史文化探索之旅 2017」。電子學習(eLearning) 中一至上、下學期各進行  口頭或文字  各級均推行了具備 eLearning 選定一些課題，先由老中六一次探究式學習。報告或專題元素之探究式學習。學生均表師提供網址或網上資研習現投入，有利學習。源，學生閱讀有關資  堂上小測  中三級於上學期使用「Moodle」料，並進一步蒐集資平台進行探究式學習。但料，透過小組討論或學「Moodle」作為 eLearning 平生輪流講解，讓學生體台效果欠佳，科任老師上存資驗自學。料的技巧未臻圓熟，學生亦常反映未能順利登入，中三下學期已棄用這個平台，學生改為透過 YouTube 瀏覽歷史紀錄片，然後完成探究工作紙，效果更佳。  中三級利用「Kahoot」軟件，於上學期作試前温習用，效果不俗。  何盛圖老師新學年於 eLearning 再作深化開展工作。推行分組討論中一至  初中上、下學期  口頭報告  初中：本科量化推行分組討論選定一些課題，課堂上中六各進行最少三  同儕觀課策略的目標：上、下學期各進 4 人一組進行討論，組次。  科務會議上行最少三次。科任老師反映達員擔當不同角色，最後  高中按課題及學討論成效標不難，但質量則因班而異，

134 施行目標策略施行時段成功準則評估方法成效對象作出匯報、互相質問及生能力需要增加能力稍遜的班別無論於討論及互評。次數。匯報時均須老師加倍的指導，成效才能彰顯。  科任老師反映於初中推行異質分組法(以強帶弱)效果較好。  高中：課堂上推行分組討論的情況十分普遍，大扺每個連堂都進行規模不一的討論及匯報，異質分組法及同質分組法間隔使用。促進學習的評估測考後中一至全年  教師於測考後透  老師觀察及老師能運用錯誤分析法，讓學生利用評估成果，讓學生中六過「錯誤分析評語了解自己的錯誤，並用優質回饋掌握錯誤、難點，讓教法」，給予回饋，  測考表現於測考後作檢討。師對教學方式及策略讓學生了解自己作出調適、改變。學習表現上的強與弱，知所改善。  教師透過評估成果，對教學方式及策略作出調適、改變。課堂上中一至全年學生於全年最少  同儕觀課老師於課堂提問及進行小組討於課堂上透過提問及中六六次的分組討論  小組組員評論時，學生均有機會互評或自學生小組討論後之匯中，掌握自評或互語或自我反評，甚至互相追問。報，學生進行自評或小評技巧，知己知思的評語組互評，教師給予適切彼，提升學習效的回饋。能。運用有效的學習書寫筆記中一至全年  學生建立寫筆記  老師檢查及  科任老師要求學生把筆記簿劃技巧學生在筆記簿上記錄中六習慣，上課必自觀察分三個區域：「課前預習」、「課備課心得、課堂重點及備筆記簿。  測考成績堂筆記」及「課堂反思」，學生課後反思等項目。  學生善用自己整的筆記簿是作為預習、寫筆記

135 施行目標策略施行時段成功準則評估方法成效對象理的筆記準備測及反思工具。部份學生已養成考。自行完成筆記中這三個項目的習慣。  教師於課堂上預留一些空間教導學生於課文中查找重點及寫下重點，以確保學生建立寫筆記習慣。  中三或以上學生(尤其能力高的學生)已掌握組織歷史事件之關連，繪製 Concept Map。課前預習中一至全年  學生於筆記簿摘  老師檢查及  學生於筆記簿摘下課前預習之透過教師檢查筆記、課中六下課前預習之所觀察所得。上提問及突擊小測，讓得。  突擊小測成  教師均有於每一節課抽出 1-2 學生建立課前預習的  教師於每一節課績分鐘以提問方式檢視學生預習習慣。皆抽出 1-2 分鐘情況。以提問方式檢視  為確保學生課前有預習，老師學生預習情況。分別選用下列檢視方法：(1)  每個學期最少三中一及中二「記憶遊戲」及「快次突擊小測。樂小測」、(2) 中三突擊小測、「Kahoot」測試及高年級的課上提問。  整體而言成效不錯，學生有預習，課堂講授的順暢度及深度皆提升。

2. 建立學習社群 (a) 應用於學生方面的策略施行目標策略/計劃施行時段成功準則評估方法成效對象建立同儕分享及邀請應考過文憑試的中四至全年校友回校分享最  老師觀察於 13/3/2017 邀請了應考 2016 文學習的習慣校友回校分享本科考中六少一次。  科務會議上憑試校友及於 30/3/2017 邀請了

136 施行目標策略/計劃施行時段成功準則評估方法成效對象試心得。討論成效應考 2015 文憑試校友回校分享本科考試心得。對中四、中五同學給予不少意見及鼓勵，令他們獲益良多。參予校外參觀、交流、中一至全年參予校外參觀、交  老師觀察參與深圳創新科技與經濟發展比賽及境外交流團(如中六流、比賽及境外交  科務會議上探索之旅的中五同學在課堂裏有)的同學能與同儕分流團(如有)的同討論成效分享交流之所見所聞，令未能參享學習經歷或見聞。學能與同儕分享與交流團有所得著。最少一次。與友校師生聯繫學習。中一至全年參與友校主辦之  參予活動的  香港培道中學原定主辦之初中中五交流活動最少一學生自我反中史問答比賽宣佈取消，若明次。思的評語年本校獲邀參賽，必積極考慮。  分級會議上  本校參與培道中學發起的「中討論成效國歷史科電歷計畫」，運用網上平台及電子軟件，提升學與教的效果，以促進高中中國歷史科學習的共享及互相切磋，並培養學生自主學習的能力及習慣。現已有接近 20 所學校參予。

(b) 應用於教師方面的策略施行目標策略/計劃施行時段成功準則評估方法成效對象建立同儕分享及專業分享全體科全年老師於科務會議科務會議上討鄭坤偉老師於二○一七年二月二學習的習慣於科務會議上及教師任老師上及教師發展日論成效十日第二次科務會議上作專業發展日分科環節上作分科環節上各有分享，之後把其分享資料上存本專業分享。最少一次專業分科 KSP，讓同工參考。享。 KSP 平台全體科全年老師能把探究式  測考本科 KSP 平台已開設專業分豐富本科 KSP 平台上任老師學習資料、分組討  老師觀察享、小組討論、探究式學習、教

137 施行目標策略/計劃施行時段成功準則評估方法成效對象資源。論資料及突擊小學資料及課前備課突擊小測五測卷上存 KSP，讓個文件夾，今年新增 eLearning 同事參考。文件夾，供同事上存或享用其中資料。推動同儕觀課黃錦紅全年每位老師觀課及科主任結集全黃錦紅、何盛圖、許君華三位老本科 subject 1 同事互何盛圖被觀課最少一次。年觀課情況，師已完成觀課及被觀課工作，從相觀課。許君華完成報告。同儕觀課中，同事可以互相觀摩學習，並透過課前課後討論，彼此激勵提醒。推動共同備課全體科全年同級科任老師輪  同儕觀課  中一許君華老師及鄭坤偉老師同級科任老師商議探任老師流準備探究式學  分級會議上及中三黃錦紅老師及何盛圖老究式學習、促進學習的習、促進學習的評討論成效師共同製作探究式學習、促進評估、初中「精教」及估、初中「精教」學習的評估，共同商議初中「精「略教」課題、小組討及「略教」課題、教」及「略教」課題及閱讀中論、預習及閱讀中學習小組討論、預習及學習的教學內容，編成教學進的教學內容，然後輪流閱讀中學習的教度表，資源與同科老師共享。準備，資料共享。學內容，編成教學  高中黃錦紅老師及何盛圖老師進度表，資源與同就著教學資料、活動、考評準級老師共享，並上則、教學方式及 DSE 評卷心得存 KSP，供其他老作交流、討論。師選用。協作教學本科與中文科合作，在全體科全年學生能掌握與歷  測考  本科與中文科合作，在中一至課堂上配合中史科課任老師史事件有關之文  老師觀察中三課堂上配合中史科課程，程，教授《文化及文學化及文學知識，從教授《文化及文學知識》一書知識》一書相關的內而提升對這些歷相關的成語，並擬成小測題容。史事件的掌握。目，供中文科老師選用。  來年中文科將取消教授《文化及文學知識》一書，協作教學或以新模式進行。

138 Economics Department

1. Enhancing learning and teaching effectiveness Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Catering for  Prepare graded-/ tiered- F.4 – F.5 Whole year  70% of students From the  Homework assignments were learners’ diversity assignment for selected can complete the assignment designed with different levels of To adopt chapters challenging collected and difficulties. They were stored in differentiated  Prepare a set of questions on their observation subject server. instruction and challenging questions own. during lessons  High-achievers were highly tiered assignments for high achievers  Students are able to motivated in finishing the  Prepare questions of complete all the challenging questions. fundamental concepts fundamental  The less-able students were for less abled students questions without motivated with the questions of the assistance from fundamental concepts. Some of teachers. them were also interested in trying the challenging questions. Using Higher Order F.4 – F.5 Whole year Students agree that  Peer  From peer observation, teachers Thinking (HOT) the questions can observation were able to ask Higher Order questions and assessing help them reflect on evaluation Thinking questions to check students learning what they have  Students’ students’ deep understanding of outcomes in classroom learnt. learning and concepts. learning teaching  From students’ learning and survey teaching survey, students agreed that the questions could help them reflect on what they had learnt and how they could improve. Effective use of Through peer-assessment F.3 – F.5 Whole year Students are able to  Observation in  With the demonstration by the assessment and error analysis, identify and explain the lesson teachers, students were able to To use assessment common mistakes and the mistakes of their  Peer identify and explain the mistakes in to good practices in tests classmates’ works. observation their classmates’ works.  support and will be exhibited and  Students were observed being extend students’ explained by students adapted to such a practice and felt learning easy in sharing their works in front  develop students’ of the class. self-reflection and self-monitoring skills

139 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Use of effective Extra blank area is F.4 – F.5 Whole year Students can make  Teachers’ The design of the notes provided by study skills remained in designing the use of the space to observation the teachers allowed students enough To cultivate notes so that students can take notes and draw  Students’ space to take notes and summarize students’ take notes during the diagrams. works the concepts learnt. note-taking skills lessons and memory skills Summarizing skills/ F.4 – F.5 Whole year Students can prepare  Teachers’ Students agreed that their satisfaction graphic organizers are to their own summary observation from making their own notes be introduced to help of the key concepts  Students’ enhanced their motivation in students summarize the in different forms of works learning. key concepts to be graphic organizers covered in past exam for self-studying. questions Adopting pre-lesson F.4 – F.5 Whole year Students’ preparation  Teachers’  From students’ performance in preparation and/ or can be shown observation short quizzes and presentations, Flipped Classroom to through quizzes,  Students’ their preparation for the lesson was identify students’ questions in the works shown. common weaknesses and lessons and/ or  However, due to the limited lesson create space for extended presentation during time, quizzes could not be done learning in classroom the lesson. frequently in order to check teaching students’ preparation. Questioning was another way to serve the same purpose.

2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies / Tasks Time Scale Success Criteria Evaluation Group Methods Enabling students  Sharing of good works F.4 – F.5 Whole year 70 % of students Questionnaire  The good pieces of students’ works to learn from their of students during the agree that the sharing were stored and shared in eClass. peers and to share lessons of the good works by  The department is looking for good practices  The students’ works classmate is useful. another interactive eLearning will be stored in KSP platform to encourage self-directed learning.  Moodle will be used in the next academic year as LMS for this subject.

140 Target Evaluation Objectives Strategies / Tasks Time Scale Success Criteria Evaluation Group Methods Providing a To invite graduates with F.6 Oct 2016 70 % of students Questionnaire  2 alumni with good HKDSE results platform for high good grades in DSE to agree that the sharing in 2016 were invited to share their achievers to learn share their keys of success from the high tips of success. from their peers, in form of video achievers is practical.  F.6 students were keen to ask teachers and alumni questions.

(b) Staff development for teachers Target Evaluation Objectives Strategies / Tasks Time Scale Success Criteria Evaluation Group Methods Inculcating a Sharing effective All panel Whole year 70% of teachers Minutes of  All teachers agreed that the sharing sharing culture practices in subject panel members agree that a sharing subject panel culture was good for the meetings culture is inculcated. development of the subject. It was recommended to do so in the next academic year.  Teacher interflow with teachers of Economics in HKBUAS Wong Kam Fai Secondary and Primary School was conducted in October 2016 and March 2017. A partnering relationship was built.  Economics teachers of partnering school paid visit to the classes and in return, teachers of ours also did the lesson observation there. Post-lesson discussion was done and ideas of curriculum planning and observation from the lesson were shared.  Teachers agreed that the interflow was done effectively. Managing and  Knowledge sharing All panel Whole year An eLearning KSP is Resources in  7 KSPs had been developed since sharing learning platform for the subject members built for collecting KSPs 2014. and teaching is built and storing teacher  An eLearning KSP was built. resources  Seminar resources, resources.  However, teachers seldom updated students’ works and past the information in this folder as exam paper are to be they did not attend

141 Target Evaluation Objectives Strategies / Tasks Time Scale Success Criteria Evaluation Group Methods shared through KSPs eLearning-related training as frequent as planned.  Teachers were advised to make good use of EDB training resources to equip themselves to adopt eLearning as one of the major teaching modes in extending students’ learning potential. Enhancing  There are at least two All panel Whole year  Teachers can apply  Panel Head  Peer observations were conducted. teachers’ peer observation members metacognitive Evaluation  Good practices were also shared in communication and activities for a subject skills and Form the post-observation meetings and collaboration teacher to involve assessment for  Minutes of panel meetings. among different teacher(s) of the same learning in lessons. subject panel  Teachers agreed that this was a committees and subject and other  Sharing of good  Lesson channel for teachers to build a departments subject(s). teaching practices observation learning community inside school.  Each panel member is among teachers in report responsible for the same subject/  The materials presenting one lesson in KLA. stored in a running cycle  The learning and subject sever  Each panel member has teaching materials to visit a lesson are prepared with conducted by another the joint effort panel member from all teachers  Collaborative lesson teaching F.4 preparation in F.4 Economics. Economics Providing chances Sharing of the recent All panel Whole year 70% of teachers Minutes of  Materials of DSE marking were of experience development of the members agree that they get subject panel uploaded to KSPs. sharing on teaching subject and the resources/ insights from the  Teachers also attended the seminar and curriculum information obtained in sharing. related to DSE marking conducted planning seminars in subject panel by HKEAA. meetings  Teachers shared their comments on the marking criteria of some specific exam questions. They all agreed that such a sharing was very useful in teaching.

142 English Department

1. Enhancing learning and teaching effectiveness Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Catering for learners’ Using Higher Order Thinking All Whole year 70% of the teachers agree that  Minutes of the  Teachers were able diversity (HOT) questions and students skills in questioning and subject panels to ask HOT assessing students learning student-centered mode of  Peer lesson questions to outcomes in classroom lesson delivery are enhanced. observation maximize students’ learning evaluation learning effectiveness in lessons observed.  Teachers shared tasks that involved HOT in panel meetings. Using eLearning to cater for All Whole year 70% of teachers involved Teachers’ and Teachers manipulated different learning styles and students agree that e-learning can cater judges’ feedback/ various eLearning facilitate peer learning and for various learning styles of score in tools to stimulate and mastery learning students and extend students’ competitions support students. learning time and potential. Using appropriate grouping All First Term All teachers agree that Teachers’ and Teachers adopted strategy in classroom students heterogeneous grouping in students’ grouping strategies to discussion sessions classroom activities are feedback/ score maximize learning adopted to cater for learners’ effectiveness. diversity. Worksheets and exercises All Whole year Students’ feedback Students’ results Students find the with more detailed students and feedback exercises help them elaboration and hints are from students and understand the provided for weaker students HK Standard concepts better and to motivate them to learn and Mock Assessment improve in overall use better answering standard. techniques. Online Learning Program All Whole year Students could be able to Students’ oral Students’ reading, students improve their language skills exam results writing and listening in different papers through skills were improved. doing Online Program regularly.

143 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Nomination of students to F.1-3 Whole year Students’ standard in tests and Exam and text Students showed join gifted education students exams improves. results improvement in tests programs. and exams. Performance Booster F.1-3 Second Term Students are able to tackle Results of Students’ results Program students different papers well. students’ form improved. tests and examinations Interclass oral practice F.4-6 Whole year Students from different classes Students’ peer Students’ were mixing students with students have inter-class oral practice to evaluation and motivated to improve different standard foster their oral skills and reflection, their speaking skills. boost confidence. teachers’ comment. High flyers’ talk F.4-6 Whole year High flyers’ talk recorded and Students and Students learnt a lot students shared among senior forms. teachers’ from high-flyers’ comment comment and advice on different papers tackling the HKDSE. Showing of exemplary F.4-F.6 Whole year Demonstration of excellent Demonstration of Students’ presentation samples of students students student performance in SBA excellent student and interaction skills performing in SBA exam and exam (with written consent of performance in were improved. written materials. students) and sharing of SBA exam (with exemplary work from good written consent of students. students) and sharing of exemplary work from good students. Analysis on writing package F.4-F.6 Whole year Students are able to conduct HKDSE result Students’ writing skills from EDB with different students peer assessment on others were improved. levels (From Level One to work; hence improve their Level Five Double Stars). own writing.

144 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods HK Standard Mock F.6 First Term HKDSE results improve Students’ results Students’ response was Assessment students and feedback positive and the from students and assessment helped HK Standard them get more Mock Assessment opportunities to practise for the HKDSE. Effective use of  Adopt various All Whole year Different metacognitive skills Students’ Teachers used an array assessment methodologies like students like questioning, KWL, improvement in of teaching pedagogies Using assessment to metacognitive skills and error-analysis are used before, tests, daily in teaching and  identify students’ assessment for learning during and after lessons in quizzes, students conducted common areas of efficaciously in student students’ work. examinations and peer- and improvement and learning process. public exams self-assessment in misconceptions  Activities like peer- and lessons.  help students’ self-assessments are self-reflection and conducted. self-monitoring  facilitate teachers to make adjustment to their teaching strategies

Use of effective Pre-lesson preparation and All Whole year  80% of the students can Peer observation  Content of study skills post-lesson reflection. students complete the pre-lesson tasks pre-lesson tasks was at home. useful and relevant  Teachers can make use of to observed lessons. students’ performance in the  More than 80% of pre-lesson tasks to maximize the students students’ learning. completed the pre-lesson tasks at home and presented in lessons.  Teachers manipulated various extended tasks to maximize students’ learning

145 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods effectiveness. Applying students’ All Whole year Students can process the notes Teachers’ Students were able to note-taking skills and study students taken in lessons observation apply mind-mapping skills in classroom learning skills in organizing and teaching ideas. Widen learning Language Across the All Whole year Constant collaboration with  Teaching  All projects were exposure Curriculum students other departments to better the Schemes of completed and F.1: Mask performance (VA), teaching pedagogy and various displayed in LAC F.2: Advertising Show (VA) encourage the appropriate use departments week and English F.2: Idioms (IT) of English in different  LAC Week Activity Day. F.3: Fashion Show (VA) subjects.  A new Fashion F.4: City Forum (LS) package was created F.4: Drama (Hist) for F.3 students by F.4: Debate Clash (Geog) English and VA F.5: Science Presentation teachers. (Chem) F.6: Personal Statement (Careers) English Activities All Whole year Students can learn from good Students’ and  Various activities English Activity Day students students’ work in all aspects, teachers’ were carried out English Monday and and even primary students can comment/ smoothly. OL@EASE primary learn from outstanding feedback/ mark  F.6 students joined Speech Festival students secondary students. sheets the Joint School Oral Speech Activities Practice organized F.1-3 Form Activities by Pui Too High Flyer’s Talk Secondary School Joint School Oral Practice and the Joint School Inter-school Friendly Debate Speaking Musings@Munsang Examination organized by Wah Yan College, Kowloon. English Clubs All Whole year  Students’ confidence and  Teachers’  Different activities BEACON students ability to perform in English observation were organized by Debating Team are boosted.  number of the clubs. Drama Club  EASE students help students joining  The clubs also joined

146 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods EASE organizing multifarious the activities. the regular lunch activities like Bridge activity, English program, as student leaders Wonderland. and help in publications to widen their horizons. Nomination of students to All Whole year Prizes from competitions and Teachers’ and  Students achieved join a number of speech students outstanding performance in judges’ feedback/ astounding results. competitions, writing Drama Fest. Score in  A total of 31 competitions and drama competitions. students secured performances (both internal championships, first and external competitions) and second-runner-up in the 68th Hong Kong School Speech Festival.  13 students were awarded in the Hong Kong Young Talent Speech Competition 2017 which was organized by The Hong Kong Gifted & Talent Development Institute.  Ng Hoi-tung was the awardee of the Outstanding Performer Award in the EMI Schools Association Drama Fest Competition 2017.

147 2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Building learning Inviting high achievers in F.6 First Term Students’ participation and Students’ Students learnt a lot communities 2014-2015 HKDSE to share students comment feedback and from high-flyers’ Enabling students to learning experience with teachers’ comment and advice learn from their peers students and their sharing comment on different papers and to share good recorded for further showing tackling the HKDSE. practices to other students. Peer assessment in oral All Whole year Students get improvement in  Peer assessment Students had more presentations, forums and students oral tests and examinations forms reflections on their debates.  Self- own performance and assessment others’ performance in forms various functions.  Teachers giving comment and assessments (b) Strategies for teachers Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Inculcating a sharing  Sharing effective practices All Whole year  Teachers can apply  Feedback from Sharing of good culture in subject panel meetings teachers metacognitive skills and English teachers practices like and staff meetings (done assessment for learning in  Peer e-learning practices every year in the English teaching. observation have been done and Panel meeting).  Sharing of good teaching forms the content was saved  Pre-meetings and practices among teachers.  Panel Chairs in the server for post-meetings are arranged Evaluation teachers’ reference and for each peer observation. forms some classes shared  Sharing of good work from good students’ essays students in the Department. to enhance students’ writing skills. Managing and Knowledge sharing platforms All Whole year At least four Knowledge  Reflection from Many useful materials sharing learning and to enhance teachers’ teachers Sharing Platforms are teachers were saved in the teaching resources professional competence. developed at the end of the  Knowledge Knowledge sharing school year. Sharing platforms and teachers Platforms could refer to them for teaching ideas,

148 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods especially e-learning. Enhancing teachers’  Lesson observations All Whole year Teachers are able to share  Minutes of It was done throughout communication and throughout the year. teachers good practices in meetings and subject panel the year and will be collaboration among  Collaborative lesson lesson observations so as to  Lesson continued in the different committees preparations (a specific improve teaching pedagogy. observation coming years. and departments time slot designated for forms this purpose).  Teachers’  Collaboration with feedback from Language Across the LAC Curriculum Committee.  Curriculum mapping Providing chances of To share teaching and All Whole year Teachers can share and apply Minutes of Teachers were invited experience sharing HKDSE marking experience teachers the good practices on their department to share teaching on teaching and or content of external own lessons. meeting experience in panel curriculum planning seminars. meetings. This culture will be further promoted in the coming years.

149 Geography Department

1. Enhancing learning and teaching effectiveness Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Catering for Bonus mark question F.1-F.5 Whole year Academically-strong Results of  The bonus mark questions were learners’ diversity To include challenging students er students can students’ form challenging enough.  Adopting (bonus mark) questions in perform well in tests and  Academically-stronger students differentiated form tests and challenging (bonus examinations could score at least 50% of the instructions and examinations. mark) questions. bonus marks. tiered Mini field research or F.2-F.5 Whole year  Students can  Teachers’  Most F.1 students could support assignments field study students master skills in observation their research findings with  Using Higher To conduct field studies doing fieldwork  Students’ field first-hand information and Order Thinking on geographical and write field reports geographical concepts whereas a (HOT) questions phenomena or issues. reports.  Peer number of them just relied on and assessing  Students can assessment textbook information and students learning collect first-hand secondary sources found on the outcomes in information with Internet. The spatial element of classroom the given field the project was enhanced by asking learning equipment and students to incorporate google map  Using eLearning eLearning tools. in the PowerPoint files. to cater for  Students can  F.2 students could identify slope different learning analyse the protection measures, take photos of styles and geographical issues the slopes and mark their locations facilitate peer with the learnt on maps. Students could observe learning and concepts. slope conditions to determine the mastery learning stability of the slopes. Half of the  Using appropriate students could explain well how grouping strategy the measures protect the slopes. in classroom  F.2 students could identify the discussion farming methods used in the farm sessions visited. Half of the students could explain well the sustainability of the methods in their reports.  F.3 students could master the field equipment and eLearning tool. Micro-climatic data of two selected sites were collected and analysed. Students could explain the data

150 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods variations among groups. Moreover, they enjoyed the research a lot. Diverse teaching strategy F.1-F.3 Whole year  Students in  Teachers’  Students of academically-stronger  To introduce additional students academically- observation classes found it inspiring to know case studies and give stronger classes and feedback more about the urban planning in extra work in can be exposed to  Results of Copenhagen and Tianjin. They academically-stronger at least one extra students’ form discussed the feasibility of classes. case study in each tests and introducing those measures in  To design tiered map topic. examinations Hong Kong. reading worksheets to  Academically-wea  Academically-stronger classes in aid ker students can F.2 were asked to do the academically-weaker master map reading self-directed study on North Korea. students in mastering skills. The worksheets, field studies and map reading skills. examinations included more challenging questions for the stronger ones. The academically-weaker students could master basic map reading skills.  More map interpretation exercises were given to F.3 academically-stronger classes. Students from those classes could master gradient calculation and explanation of locational advantages. Small-group tutorial F.1-F.2 Whole year Students get an Results of  The effectiveness of small-group To organise small study students improvement in the students’ tests tutorial was obvious in F.1. groups for students who results of tests and and Students’ mistakes in map reading are weak in map reading examinations. examinations were identified in the tutorial and in lunchtime or after immediate feedback was given to school. students.  The academically-weaker students could master basic map reading skills as a result of tutorial in lunchtime.

151 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Academic talks, F.4-F.5 Whole year  Majority of  Teachers’  25 F.5 students participated in exhibitions and field trips students students can observation CUHK HKDSE seminar on global To encourage students to participate in at  Students’ warming and city development in attend academic talks, least one external feedback Guangzhou. Yet, the part on the exhibitions and field trips academic talk or city development in Guangzhou organised by external exhibition. was difficult and boring. organisations.  Students can have  Professor Chan Lung-sang, a deeper Principal of HKU SPACE, understanding on delivered a talk on earthquake relevant topics or prediction to our F.4-F.5 students at issues. our college. Students were interested in geology and raised related questions after the theme talk.  16 F.4-F.5 students had a field trip to Sam Mun Tsai and Lai Chi Chong to learn about rural landscape and fishing culture. It was an eye-opening experience for them. Hong Kong Geography F.5-F.6 Second  Students can show  Results of  10 F.6 and 12 F.5 students joined Olympiad students term and develop an Hong Kong the event. To nominate top 5 interest in Geography  It was the first time that our students to participate in Geography. Olympiad student, F.6B Yuen Wai Hei, got the Hong Kong Geography  The results of  Students’ Champion in the Olympiad. Olympiad organised by students are feedback and HKGA. satisfactory. reflection Dictation F.1 Whole year Students can build up Results of  The element of dictation was To arrange dictations on students and have correct students’ tests incorporated into daily quizzes. geographical terms. spelling of and  It helped students spell geographical terms. examinations geographical terms correctly in examinations. Young Geographers F.3 Whole year  Students’ interest  Students’  54 F.3 students joined the @Munsang students in the subject can feedback competition and 27 of them got at To organise a competition be developed.  SOP result least one bonus mark. The for academically-stronger  50% of the performance was better than that of

152 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods students in each class on participants put the last year. self-learnt geographical subject in top 3  Students showed efforts in doing issues. choices in their the self-directed learning on the SOP. topics: Tourism and Taming the Sand.  49 students put Geography as top 3 choices in their SOP. 41% of them participated in the activity. Effective use of Assessment for learning F.1-F.6 Whole year Students can do Peer observation  Peer- and/or self-assessments were assessment To arrange activities students self-monitoring on incorporated in observed lessons. Using assessment involving peer-assessment their learning  Assessment rubrics for to and self-assessment. progress. peer-assessment were given and  identify students’ explained to students before the common areas of commencement of the learning improvement and activities. misconceptions  Self-assessment tasks were  help students’ conducted in the form of self-reflection worksheets and/or workbook and exercises. self-monitoring Multiple-choice item F.4-F.6 Whole year  Students can  Students’  Questions with low percentage of  facilitate teachers analysis students understand their feedback correct answers were selected for to make To analyse the inadequacies and  Results of lesson discussion after the form adjustment to performance of students misconceptions. students’ tests tests and examinations to rectify their teaching in multiple-choice  Teachers can make and F.4 and F.5 students’ strategies questions in adjustments to examinations misconceptions. examinations. their teaching  F.6 students were given one strategies. multiple-choice revision quiz based on students’ performance in multiple-choice questions in F.4 and F.5 examinations. Students’ results were poor as they did not spend much time on going through their past examination questions. Use of effective Pre-lesson tasks F.1-F.6 Whole year  80% of the Peer observation  Students were told to do the study skills To arrange pre-lesson students students can warm-up exercises provided in the  Applying tasks to extend students’ complete the textbooks.

153 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods students’ learning beyond the pre-lesson tasks at  More than 80% of the students note-taking skills classroom. home. completed the pre-lesson tasks at and study skills  Teachers can make home and presented in lessons. in classroom use of students’  Content of pre-lesson tasks was learning and performance in the useful and relevant to observed teaching pre-lesson tasks to lessons.  Adopting modify their pre-lesson pedagogy. preparation to Open-note quiz F.1-F.2 Whole year  Students can  Teachers’  F.1 Map reading quizzes were identify students’ To arrange a quiz in students process the notes observation carried out in open-note format. common which students are taken in lessons  Results of Students were motivated to adopt a weakness and allowed to refer to the and create a note students’ more serious attitude in create space for notes taken during the sheet. quizzes note-taking. More than 80% of deep learning in lesson.  80% of the them passed the quizzes. classroom students can obtain  F.2 students summarized their teaching a pass. learning by drawing concept maps. Feedback was given to students before they used the concept maps to do the quiz. More than 80% of them passed the quizzes.

2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enabling students eClass learning platform F.4-F.6 Whole year  Students can have Teacher’s  F4 students could have an easy to learn from their or Facebook group students an easy access to observation access to learning materials to peers and to share  To make use of the learning materials Students’ facilitate their self-directed good practices eClass to share learning to facilitate their feedback learning through eClass. Some resources with students. self-directed students shared photos and raised  To create a Facebook learning or questions in WhatsApp group. discussion group as an self-assessment.  F.5 students developed the habit to interactive learning  Students can obtain learning packages, answers platform. perform of assessment items from the discussions and eClass. They also submitted their geographical projects through eClass.

154 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods enquiries outside  Self-assessments and reference classroom. materials were shared in Facebook Group. Few students actively shared pictures, news articles and websites related to the curriculum. Their sharing facilitated peer discussion and learning outside classroom. Providing a HKDSE alumni sharing F.6 First term Students can have a  Teachers’ Five HKDSE 2016 Geography platform for high To invite alumni to students clearer picture on observation students, ranging from level 4 to achievers to learn conduct a sharing session how to prepare for  Students’ level 5** came back and shared their from their peers, on learning Geography HKDSE feedback strategies in preparing for the public teachers and alumni and examination skills in examination. examination. Their personal HKDSE. experiences were genuine and served as good reference for the F.6 students.

(b) Strategies for teachers Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Inculcating a Collaborative lesson F.1-F.6 Whole year Good practices can  Teachers’  Collaborative lesson preparation sharing culture preparation teachers be identified and feedback was conducted in F.3 to facilitate To conduct collaborative shared among the  Peer teaching and learning. The lesson preparation and department members. observation practice was also implemented in share on good practices in F.4 peer observation lesson. teaching.  Difficult points in teaching and learning could be identified earlier and solutions were worked out together. Hence, lessons were well-structured and their delivery was smooth. Peer observation F.1-F.6 Whole year  Teachers can apply Peer observation  Peer observation was conducted on  To conduct peer lesson teachers metacognitive evaluation all Geography teachers. observation on effective skills and report  Various metacognitive skills and teaching practices assessment for assessment for learning were (metacognitive skills, learning in lessons. adopted in observed lessons.

155 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods assessment for learning,  Students can apply  Teachers offered extended tasks or self-directed learning). self-directed exercises to facilitate students’  To hold a pre-meeting learning strategies learning at home. before and a debriefing to improve their meeting after each peer learning. observation. Managing and Knowledge Sharing F.1-F.6 Whole year At least four Resources in the  Six Knowledge Sharing Platforms sharing learning Platforms teachers Knowledge Sharing Knowledge were developed, including the and teaching To share knowledge and Platforms are Sharing latest one on fieldwork. resources pedagogy among developed at the end Platforms  Members established a habit of department members for of the school year. putting teaching and learning enhancing teaching. resources in the Platforms. Enhancing Teaching language skills F.1-F.6 Whole year  Students can Performance of  Efforts were made in teaching teachers’  To collaborate on students acquire English students in daily students question words in phases communication and enriching the English language skills in assessments, in junior forms. collaboration learning environment Geography quizzes, tests  F.1 students developed the among different on campus. context. and awareness in using comparatives in committees and  To develop language  Students can build examinations comparison questions. departments skills into subject geographical  Most F.2 students could build up content. vocabulary. geographical vocabulary.  To incorporate language  Students can  F.3 students could write structured elements and features develop essays. into learning tasks and essay-writing skills  However, some students quizzes, tests and of different genres. misinterpreted question words or examination papers. overlooked the key words when attempting examination papers. F.1 project learning F.1 Second  Students can  Teachers’  F.1 students learnt to organise the To collaborate with Visual students term acquire project observation content in a more systematic way. Arts Department and Life learning skills.  Students’ They learnt to categories the Enrichment Department  Students can work content under corresponding on a project to identify the analyse the  Peer headings. urban problems in geographical issue assessment  They could apply the learnt Kowloon City and with the learnt concepts in studying the urban suggest relevant solutions. concepts. problems in old urban areas. F.4 mini debate F.4 Second  Students can  Teachers’  Students could learn debating skills To liaise with Language students term develop debating observation in their first attempt this year.

156 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Across Curriculum skills.  Students’  Students could identify the pros Committee in organising  Students can performance and cons of using farming a mini debate. analyse an issue in mini debate technology, but most students from different could not identify the solutions perspectives. other than improving farming methods in solving food shortages. Providing chances Sharing in department F.1-F.6 Whole year Teachers can share Minutes of  Sharing on teachers’ seminars and of experience meetings teachers and apply the good department fieldwork was conducted in sharing on teaching To share teaching and practices on their meeting meetings. and curriculum HKDSE marking own lessons.  Topics included HKDSE marking planning experience or content of experience, HKDSE external seminars. fieldwork-based questions, field trips to Shenzhen Geopark and Kowloon Bay Pilot Composting Plant and eLearning on Tolo Channel and Tung Ping Chau.  Members were informed of the latest geographical issues and assessment criteria.

157 History Department

1. Enhancing learning and teaching effectiveness Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Catering for Adopting tiered F.1-F.6 Whole year All teachers agree Minutes of the Due to tight teaching schedule, no learners’ diversity assignments to cater for that tiered subject panel & tiered assignment was adopted. It students’ diverse learning assignments are students’ work was suggested that tiered needs adopted. assignments would be adopted in next academic year. Using higher order F.1-F.6 Whole year All teachers agree Minutes of the All history teachers had thinking (HOT) questions that skills in subject panel & demonstrated good questioning skills and assessing students’ questioning and peer lesson in lesson observation and teachers’ learning outcomes in student-centred mode observation feedbacks were positive. classroom learning of lesson delivery are evaluation enhanced. Using eLearning to cater F.4-F.6 Whole year By the end of the Teachers’ All senior history students could for different learning 2016/17 school year, reflection in effectively master google drive styles and facilitate peer teachers involved sharing session during the group discussion in class. learning and mastery agree that eLearning learning can cater for various  Google drive learning styles of  eClass platform or students and extend Facebook students’ learning  Moodle time and potential. Using appropriate F.1-F.6 Whole year By the end of the Minutes of the Grouping strategy in senior forms grouping strategy in 2016/17 school year, subject panel & had effectively motivated students to classroom discussion all teachers agree peer lesson participate in group discussion. sessions that heterogeneous observation However, it was less effective in grouping in evaluation junior forms due to tight teaching classroom activities schedule. are adopted to cater for learners’ diversity. Conducting historical F.1-F.5 Nov/Mar Various learning Teachers’  F.1: Group-based painting and studies by mini-research styles and observation & description were satisfactory. intelligences of students’ work Collaboration with Visual Arts students should be Department was smoothly

158 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods exhibited in the conducted. Elements of modern mini-research. time were added on the paintings and comparison of modern and ancient times were required.  F.2: Substantiated comparison of Napoleon and Louis XVI. Q & A session was added after the group presentation. Students were motivated and some critical questions were raised.  F.3: Students were able to express the cartoonist’s attitude and the effective use of symbols by the propaganda poster. Students were able to find the interesting facts from reading the reference books.  Due to the sick leave of Ms. Tam Sau Lai, no mini-research was carried out in senior forms. Including bonus mark F.1-F.5 Whole year 70% of students Teachers’ Most of the students attempted the question in tests and exercise their critical observation & bonus mark question but the examinations thinking or creativity students’ work performance was average. by attempting the bonus mark question. Effective use of  Conducting peer F.1-F.6 Whole year 70% of students Survey by  F.1 & F.3: No peer assessment was assessment assessment during should be able to use questionnaire conducted due to tight teaching presentation the marking rubrics schedule.  Identifying students’ in assessing the  F.2: Students were able to provide common areas of presenting constructive feedback to their peers improvement and group/working out during the presentation. misconceptions the research and  F.4-F.6: Students in general were  Helping students’ essay plan. able to provide feedback for the self-reflection and essay plan presentation. self-monitoring  Facilitating teachers to make adjustment to their teaching strategies

159 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods and offer remedial teaching Use of effective  Applying students’ F.1-F.6 Whole year  70% of students Survey by Most of the senior form students study skills note-taking skills and develop the habit questionnaire & know how to use T-chart and other study skills in of note-taking by students’ graphic organizers to outline an essay classroom learning and using the graphic notebook plan. teaching organizer and other  Organising notes and note-taking skills. essay plans with  70% of teachers effective use of graphic agree that the organizers such as pre-lesson T-chart and concept preparation map strategy helps to  Adopting pre-lesson maximize students’ preparation and/or learning and Flipped Classroom to provoke higher identify students’ order thinking. common weaknesses and create space for deep learning in classroom teaching

2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enabling students Inviting high-achievers in F.6 Dec 70% of students have Teachers’  Ling Tsz Ching and Lee Sheung to learn from their HKDSE History to a better observation & Yee who scored 5** in 2016 peers and to share conduct sharing with the understanding of the students’ HKDSE conducted two sharing good practices senior history students public examination feedback sessions with F.6 students. and tips for success.  Strategies of note-taking and tips on tackling essay-writing were shared. Providing a Using eClass or social F.4-F.6 Whole year 70% of students Teachers’ SBA materials are uploaded to platform for high networking platform to upload or download observation & Facebook for students’ reference. achievers to learn share materials and materials and share data from social All F.6 students submitted their SBA

160 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods from their peers, encourage discussions on views on historical networking via eClass platform. teachers and alumni historical issues issues via eClass platform platform or Facebook.

(b) Strategies for teachers Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Inculcating a  Conducting TSL, Whole year  All teachers agree Minutes of the  No peer observation was required sharing culture collaborative lesson WSY that a sharing subject panel for subject 2 teachers. Peer preparation (F.3) culture is observation between Ms. Wat and  Sharing good practices inculcated. Ms. Tam was partially conducted in in teaching by  All teachers agree the first semester. conducting peer that the sharing  Good practices in teaching were observation conducted is useful shared by KSP platform and in  Sharing marking for enhancing their panel meeting. experience and good teaching. practices in subject panel meetings Managing and Sharing marking TSL, Whole year At least three KSPs KSP & minutes Four KSPs folders were created sharing learning experience and teaching WSY are developed at the of the subject which included notes from HKU and teaching resources via Knowledge end of the school panel mentoring workshop, skill book, resources Sharing Platform (KSP) year. good samples of mini-research and video clips of WWII. Enhancing  Collaborating with TSL, Nov/Mar Completion of tasks Teachers’  Collaboration with Visual Arts teachers’ Visual Arts Department WSY with positive feedback, Department was in good progress. communication and for conducting feedback from all students’ work  F.4 & F.5 students participated collaboration mini-research in F.1 parties involved. & Annual actively in LAC week and among different  Collaborating with LAC Report presented the different historical committees and to conduct activities in figures with creativity. departments LAC week Providing chances Sharing knowledge and TSL, Whole year All teachers agree Teachers’ All history teachers agreed that the of experience pedagogy among WSY that the materials feedback & materials shared in KSPs were useful sharing on teaching department members via shared via KSP are Annual Report for learning and teaching. and curriculum KSP useful for their planning teaching.

161 Information & Communication Technology Department

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for Adopting differentiated F.1 – F.6 Whole All panel members agree  Panel chairperson  The handout template has been learners’ diversity instructions year that differentiated evaluation report compiled and used by all panel instructions are adopted in  Peer observation members. classroom learning and evaluation  Teachers suggested using past teaching to cater for public exam questions learners’ diversity. especially those in HKDSE instead of those in the question banks provided by the publisher. Adopting tiered F.1 – F.6 Whole All panel members agree  Minutes of the To cater for learning diversity, assignments year that tiered assignments subject panel tiered assignments were adopted are adopted. meetings as part of the daily assignments.  Students’ work Using Higher Order F.1 – F.6 Whole All panel members agree  Minutes of the  Higher Order Thinking (HOD) Thinking (HOD) year that skills in questioning subject panel questions were used in questions and assessing and student-centered meetings classroom teaching. students learning mode of lesson delivery  Peer observation  Positive feedbacks were outcomes in classroom are enhanced. evaluation received. learning Using eLearning to cater F.4 – F.6 Whole All panel members Teachers’ reflection  The past exam paper system for different learning year involved agree that in sharing session was set up in the Moodle styles and facilitate peer eLearning can cater for system successfully. Student learning and mastery various learning styles of accounts were created. learning students and extend  The performance of answering students’ learning time MC-typed questions was and potential. enhanced in senior forms. Using appropriate F.1 – F.6 Whole All panel members agree  Peer observation  Heterogeneous grouping was grouping strategy in year that heterogeneous evaluation used in junior forms classroom discussion grouping (the group same  Minutes of the successfully. Positive sessions as LS lesson) in subject panel feedbacks were received. classroom activities are meetings  Owing to block timetabling, adopted to cater for subject teachers assigned learners’ diversity. students into different small groups in senior forms.

162 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Effective use of Conducting F.4 – F.6 Whole All students are able to  Teachers’  A learning package for the NSS assessment peer-assessment and year conduct peer assessment observation ICT curriculum has been To use assessment error analysis in project sharing and  Students’ work compiled and uploaded in the to provide quality feedback subject server.  identify students’ to the presenting groups  Teachers suggested to keep common areas of with the assessment revising and fine-tuning the improvement and rubrics. NSS learning package. misconceptions  help students’ self-reflection and self-monitoring  facilitate teachers to make adjustment to their teaching strategies and offer remedial teaching Use of effective Applying students’ F.1 – F.6 Whole  Students are able to jot  Minutes of the  All students were required to study skills note-taking skills and year down the key points subject panel bring a notebook every lesson study skills in classroom during the lesson. meetings and write down key points learning and teaching  Students are able to  Peer observation initiatively. organize their note after evaluation  Students agreed note-taking the lesson. skills could help in doing revision. Adopting Pre-lesson F.1 – F.6 Whole All panel members agree  Minutes of the  Students were asked to answer Preparation and/or year that the pre-lesson subject panel short questions at the beginning Flipped Classroom to preparation strategy help meetings of lessons so as to check their identify students’ to maximize students’  Peer observation understanding of the pre-lesson common weaknesses learning and provoke evaluation content in junior forms. and create space for higher order thinking.  Students were required to deep learning in answer short questions through classroom teaching Moodle (LMS) so as to check their understanding of the pre-lesson content in senior forms.

163 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods  More in-depth discussion could be arranged during the lesson time.

2. Building learning communities (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling Inviting high-achievers F.6 Oct All students have a better  Teachers’  Two elite students of each form were students to learn in HKDSE ICT to understanding of the public observation invited to share their learning from their peers conduct sharing on the examination and tips for  Students’ strategies during the lessons in and to share tips of how to prepare success. feedback September 2016. good practices the HKDSE and  Most of students agreed that the learning strategies learning effectiveness was enhanced. Providing a Using Moodle to share F.4 – F.6 Whole Over 70% of students upload  Teachers’  Two ICT elite alumni shared their platform for materials year or download materials. observation learning strategies during the lesson in high achievers September 2016. to learn from  Most of students agreed that the their peers, learning effectiveness was enhanced. teachers and alumni Facilitating Joining the Microsoft All forms Whole To continue the MOS  70 % of Because of time clash with school students’ Office Specialist year training for 20 elite students. students pass events, no student joined the MOS reflection skill Competition 2017 to the exam. competition 2017. in running OLE enhance students’  Students’ activities technical skill and feedback widen their horizon to meet friends around the world

(b) Staff development for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Inculcating a Meet regularly to share All panel Whole  All panel members should Teachers’ Panel members met almost every Day 3 sharing culture and discuss the teaching members year meet once a cycle. feedback throughout the whole year to share the and learning strategy for  Panel members should teaching methodologies, new ideas after

164 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods NSS curriculum report the teaching joining seminars and report the progress progress, share and discuss of teaching. the lesson plans and ideas during the meetings. Managing and Knowledge sharing All panel Whole Seminar materials, SBA Teachers’  A shared folder was built in the sharing learning platform members year references, lesson activities feedback subject server where the teaching and and teaching are to be shared during the learning materials were stored. resources collaborative lesson  Panel members found it convenient in preparation and stored in the getting the resources. subject server. Enhancing Collaborating with the F.2 Nov Completion of tasks with  Teachers’ English idiom flash card design was teachers’ Language Across positive feedback from all feedback included in F.2 curriculum. Students communication Curriculum Committee parties involved.  Students’ picked out their favourite idioms and and to enhance students’ work designed a relevant flash card and collaboration knowledge of English  Annual report shared among classmates. among different Idiom. committees and departments Providing Conduct peer All panel Whole  Application of  Panel  Peer observations within and across chances of observations members year metacognitive skills and chairperson subject departments were organized. experience assessment for learning is evaluation  The requirements for observation have sharing on being observed. report been fulfilled by all panel members. teaching  Panel members are  Teachers’  Different assessments for learning required to conduct TWO feedback strategies (peer assessment, web-based peer observations per year. assessment, projects) were  Panel members are demonstrated in the lessons observed. required to open at least ONE lesson for panel members per year.

165 Integrated Science Department

1. Enhancing learning and teaching effectiveness Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Catering for  Students will keep their F.1 – 2 Whole  Students show positive  Teachers’ feedback  Most students were able to learners’ diversity learning journals. It is a students year attitude in learning  Students’ work complete their tasks. collection of self-study Science.  It enhanced students’ material and includes  Students are able to self-directed learning. information, observations, develop their logical  Electronic version of thoughts and scientific thinking and practical learning task was provided investigations conducted skills for investigation. and students could include at home. pictures taken in their  Tasks of different levels of assignments. The use of difficulty would be e-assessment will be further assigned to students explored next school year. according to their abilities Incorporate Mentoring F.1 – 2 Whole  Form One students have  Teachers’  The culture of peer learning Scheme in which selected students year confidence in using observation was enhanced. F.2 students will be trained Bunsen burner.  Students’ works  F.1 students were better to be the mentors for some  Form One students are able  Feedback from equipped with the laboratory F.1 students. to conduct their simple students techniques while F.2 mentors scientific investigation and may refresh their laboratory become interested in skills as well. science. Enriching the Students will be introduced F.1 – 2 F.1:  Students get familiar with  Students’ Students could have a better English learning to a list of common question students 2nd the ‘question words’ used performance understanding of the environment words used in the senior term in the senior form.  Teachers’ evaluation requirement of questions by forms. F.2:  They are able to introducing the question words 1st understand the requirement in daily practices. term of the questions. Effective use of  Using self- and peer- F.1 – 2 F.1:  The quality of their  Students assessment Their reflections helped them assessment assessment to enhance students 2nd presentation is improved. forms to improve their learning their quality of learning term  The effort they paid in  Teachers’ strategies and attitude.  Ask students to do F.2: assessments is enhanced. observation self-reflection after Form 1st Tests and Examinations term

166 Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Appropriate Using appropriate grouping F.1 – 2 Whole Teachers agreed that the  Teachers’ Through grouping students of grouping for to allow effective classroom students year grouping activities are observation mixed abilities, students could enhancing peer discussion conducted effectively to  Peer lesson learn more effectively in the learning facilitate peer learning. observation classroom interactions. evaluation  Minutes of subject panel meetings Use of Students will practice the F.1 – 2 Whole  Various graphic organizers  Teachers’ Teachers demonstrated the use Note-taking skills learning skills (note-taking, students year would be applied in their observation of different graphic organizers and effective graphic organizers such as note-taking and  Students’ work during classroom teaching and study skills concept map, flowchart, presentations.  Peer lesson it can be seen that some etc.) as tools for  Students are able to observation students were able to practice independent learning. summarize the key evaluation using them in their note concepts / key terms and  Minutes of subject making in the note-taking be encouraged to have panel meetings books. deep learning. Use of IT in Using eLearning to cater for F.1 – 2 Whole Teachers agree that the  Teachers’ Learning materials in eClass learning for different learning styles and students year learning time and potential of observation learning platform allowed enhancing facilitate mastery learning students can be extended  Students’ work students to extend their learning and  Minutes of subject learning ubiquitously. teaching panel meetings Adopting Students will be allowed to F.1 – 2 Whole Teachers agree that students’  Teachers’ Some students were able to pre-lesson have deep learning and students year habit of pre-lesson observation prepare well before attending preparation / extended learning preparation is developed and  Minutes of subject the lessons and the habit of Flipped students’ engagement in panel meetings pre-lesson preparation should classroom classroom activities is be further developed. enhanced.

2. Building learning communities (a) Strategies for students Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Learn from peers  Good practices would be F.1 – 2 Whole  Students are willing to  Teachers’ The culture of peer learning shown in their class and students year learn and search interested observation enhanced students learning posted on board. It topics by themselves.  Students’ work motivation. By sharing good allows students to learn  The participation in the practices, they could take up

167 Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale from each other. class would be more more active roles in classroom  To offer some challenging active. learning. tasks for group discussion

(b) Strategies for teachers Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Providing To conduct peer observation All Whole Good practices can be  Students’ Sharing of good practices was chances of and collaborative lesson science year identified and shared performance in the shown. Science teachers experience preparation to share good teachers amongst the panel members lessons exchanged their ideas to sharing on practices in teaching. so as to improve our  Peer lesson improve the learning materials teaching and teaching. observation and teaching strategies. curriculum evaluation planning among To build up networking with All 2nd Teachers are willing to Teachers’ Feedback Due to the time constraint, different Munsang College Primary science Term explore and share the development of STEM committees and School (MSCPS). teachers experience related to STEM education in the two schools departments development. would be further explored next school year. To build up curriculum All Whole The junior forms science  Students’ Curriculum mapping of the mapping and arrange Open science year school-based curriculum is performance new Integrated Science Classrooms for senior forms teachers developed to allow a better  Peer lesson Curriculum and the other three science teachers interface with senior science observation science subjects were subjects. evaluation completed in June 2017.  Teachers’ evaluation Besides, open classrooms in the Coordination arranged for senior forms Meeting science teachers allowed idea exchange and ensured better interfacing. To cultivate the Teachers are encouraged to All Whole All science teachers share  Quantity and quality  KSP minimized our sharing culture by share their teaching science year their teaching materials and of materials shared workload by retrieving the Knowledge methodologies and teachers good practice at least once in  Teachers’ feedback materials in our platform. Sharing Platform experiences among panel the year and upload to our  Reference materials (KSPs) members for enhancing platform. provided in the external effective teaching. seminars could be shared amongst members using the platform.

168 Liberal Studies Department

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for learners’ Adopting differentiated F.1 – F.6 Whole 70% of the teachers Peer lesson Teachers adopted different diversity instructions year agree that observation teaching strategies (e.g. differentiated evaluation heterogeneous grouping) to instructions are ensure students with different adopted in classroom abilities are learning with their learning and teaching interests and preferred mode of to cater for learners’ learning. More guideline has diversity. been given to classes with lower ability and more challenging tasks have been given to classes with higher ability to stimulate their high-order thinking. Adopting tiered assignments F.1 – F.6 Whole 70% of the teachers  Minutes of the Questions of different levels year agree that tiered subject panels have been included in assignments are  Students’ work assignments to cater for adopted. learners’ diversity. Most students were able to answer the elementary level questions (e.g. trend analysis, factors / reasons) while some with higher ability are more able to handle the advanced questions (e.g. argumentative essay). Using Higher Order Thinking F.1 – F.6 Whole 70% of the teachers  Minutes of the All panel members agree that (HOD) questions and year agree that skills in subject panels Higher Order Thinking (HOD) assessing students learning questioning and  Peer lesson questions have been raised in outcomes in classroom student-centred mode observation lessons to assess students’ learning of lesson delivery are evaluation learning. enhanced. Using eLearning to cater for F.4 – F.6 Whole 70% of teachers Teachers’ reflection eClass has been used for different learning styles and year involved agree that in sharing session learning materials distribution, facilitate peer learning and e-learning can cater News Sharing PowerPoint

169 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods mastery learning for various learning submission and IES styles of students and submission. Videos of extend students’ various social issues have been learning time and uploaded to Moodle for potential. students’ self-directed learning. Effective use of Conducting peer assessment F.1 – F.6 Whole All students are able  Teachers’ Peer assessment was smoothly assessment and error analysis year to conduct peer observation conducted during news To use assessment to assessment in news  Students’ work presentations and students are  identify students’ sharing and provide familiar with the practice. common areas of quality feedback to Student samples of form tests improvement and the presenting groups and examinations were also misconceptions with the assessment printed and distributed to  help students’ rubrics. students to facilitate good self-reflection and model sampling and error self-monitoring analysis.  facilitate teachers to make adjustment to their teaching strategies and offer remedial teaching Use of effective Applying students’ F.1 – F.6 Whole Students are able to  Minutes of the F.1: Students were able to study skills note-taking skills and study year jot down the point of subject panels summarize each presentation skills in classroom learning views of different  Peer lesson by using 6 thinking hats and and teaching stakeholders after observation identify the view of different listening to news evaluation stakeholders. sharing in the  LS learning F.2 – F.3: Students were able learning portfolio and portfolio and LS to identify the controversy of LS notebook. notebook the issue and the view and argument of different stakeholders. F.4 – F.6: Some students were able to pair up conflicting stakeholders in various issues. Yet, students with weaker ability were not able to do so. The new sharing worksheet of senior forms is to be

170 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods redesigned to achieve a better interface between junior and senior forms. Students are also required to use LS notebook to jot down the points. Adopting Pre-lesson F.1 – F.6 Whole 70% of teachers  Minutes of the Students were required to Preparation and/or Flipped year agree that the subject panels finish pre-lesson preparation Classroom to identify pre-lesson  Peer lesson tasks (e.g. reading article, students’ common preparation strategy observation watching video or doing weaknesses and create space help to maximize evaluation brain-storming questions) for deep learning in students’ learning before the lessons. Students classroom teaching and provoke higher have shown deeper order thinking. understanding of background information / idea before teaching the topic. All teachers employed various strategies to ensure that students finish their pre-lesson preparation.

2. Building learning communities (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling students to Inviting high-achievers in F.6 Oct All students have a  Teachers’ Three high-achievers (5**) learn from their peers HKDSE Liberal Studies to better understanding observation including Syndi Ling, Michael and to share good conduct sharing on of the public  Students’ Ku, and Matthew Wong were practices examination tips examination and tips feedback invited to share their study for success. skills with their fellows on 5 October 2016. F.6 students showed positive responses to the sharing. Providing a platform Using eClass or social F.4 – F.6 Whole Over 70% of students  Teachers’ eClass and social networking for high achievers to networking platform to share year upload or download observation platform have been used to learn from their materials and encourage materials and share  Data from social share learning materials as well

171 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods peers, teachers and discussion on LS issues views on LS issues networking as facilitate the preparation of alumni via eClass platform platform City Forum. or Facebook group. Facilitating students’ Joining the Mock Trial Selected Whole Over 70% of the  Teachers’ 20 selected students from F.4 reflection skill in Education Project to enhance F.4 – F.5 year participating students observation to F.5 have participated in the running OLE students critical thinking and students have a better  Students’ competition and they won all activities reflection skill understanding on feedback the 4 matches and clutched the Hong Kong’s legal 1st runner-up. Their social system. awareness as well as critical thinking skills has been enhanced through the preparation process and the competition.

(b) Strategies for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Inculcating a sharing  Conducting collaborative F.1 – F.6 Whole  All teachers agree Panel chairperson Good practices, learning culture lesson preparation year that a sharing evaluation report materials and DSE marking  Sharing good practices in culture is experience were shared in teaching by conducting inculcated. collaborative meetings. A peer observation  All teachers agree sharing culture was inculcated.  Sharing marking that the sharing experience and good conducted is useful practices in subject panel for enhancing their meetings teaching. Managing and Sharing marking experience All Whole At least five KSPs  KSP DSE marking materials, sharing learning and and teaching resources via subject year are developed at the  Minutes of the class-based assessments, news teaching resources Knowledge Sharing Platform teachers end of the school subject panel articles from our LS teachers, (KSP) year. mock exam papers and skills book have been uploaded to Knowledge Sharing Platform (KSP) folder. Enhancing teachers’  Collaborating with Chinese All Whole Completion of tasks  Teachers’ The library workshop greatly communication and and English Departments in subject year with positive feedback facilitated students to search collaboration among organizing debate on social teachers feedback from all  Students’ work information and reports for

172 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods different committees issues (F.3 – F.5) parties involved.  Annual report their IES. The critical and departments  Collaborating with the thinking skills of students were Language Across enhanced through participating Curriculum Committee to in Chinese (F.3 – F.4) and enhance students’ English (F.5) debate high-order thinking skills competition. (F.4 – F.6)  Co-organizing workshop with the School Library on information literacy (F.5) Providing chances of Conducting peer lesson All Whole All teachers with  Teachers’ Exchange of mock papers with experience sharing observations subject year Liberal Studies as feedback other EMI schools facilitated on teaching and teachers their major subject  Panel chairperson the sharing culture of curriculum planning taught have evaluation report networking schools. Peer conducted peer lesson observations and lesson observation. top-down appraisal have been conducted in the second term.

173 Life Enrichment Department

1. Enhancing learning and teaching effectiveness Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods Catering for learners’ Assigning tasks of different F.1-F.2 Whole year Students actively  Teachers’ Different roles were diversity levels of difficulty to participate in various observation assigned to students in students according to their tasks during lessons.  Students’ work grouping activities. abilities. Adopting tiered F.1-F.2 Whole year Students show  Teachers’ Tiered assignments were assignments to cater for positive attitude in observation not adopted with regard to students’ diverse learning reflecting their life  Students’ work the nature of the subject. needs. situation through It is agreed that the their work. assignments should emphasize the depth of reflection instead of level of difficulties. Using eLearning to cater F.1-F.2 Whole year Various eLearning  Teachers’ Multimedia aids were for different learning styles tools can be used in observation employed in lesson to and facilitate pre-lesson over 50% of lesson  Students’ help students reflect on preparation, peer learning time. performance their life situation. and mastery learning. Using appropriate grouping F.1-F.2 Whole year  Students with  Teachers’  Grouping activities strategy in classroom different observation were organized and discussion sessions. personalities and  Students’ students with different abilities can learn performance personalities and from each other abilities were through grouping. encouraged to learn  Over 80% agree from each other. that grouping can  It was observed that let them know heterogeneous grouping more about life is not effective in story of their helping students have classmates. life reflection and learn from others with regards to the nature of the discussion topic. It is suggested that

174 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods students should be allowed to have grouping activities and discussion with their close friends so as to increase the willingness to share their life situation and reflection. Effective use of Using various type of F.1-F.2 Whole year Students should be  Teachers’ Students were allowed assessment assessments to help able to freely express observation and encouraged to use To use assessment to students reflect on their life themselves through  Students’ work Chinese, English or other  identify students’ situation. various assessments.  Teaching and means like drawing to common areas of learning survey freely express themselves. improvement and misconceptions  help students’ self-reflection and self-monitoring  facilitate teachers to make adjustment to their teaching strategies and offer remedial teaching Use of effective Teaching students various F.1-F.2 First term Over 80% of  Teachers’  Various note-taking and study skills note-taking skills in lesson. students can cultivate observation note-making ways were the note-taking habit.  Students’ work introduced to students in six lessons in the first term.  It is observed that academically-stronger students could cultivate the note-taking habit while academically-weaker students lacked incentive to take and make note.

175 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods Collaborating with other F.1-F.2 Second term Various learning  Teachers’  There was collaboration subject departments in elements of different observation with Geography project learning. subjects can be  Students’ work Department in F.1 incorporated and project learning. demonstrated in Students could apply students’ projects. their knowledge regarding urban planning and problems in the projects.  There was collaboration with Integrated Science Department and Visual Arts Department in F.2 project learning. Students could apply their knowledge and skill in producing the smart phone projector. Incorporating information F.1-F.2 First term Over 80% of  Teachers’  F.1 and F.2 library literacy into curriculum. students can find observation workshop was reliable information  Students’ work organized in the first when working on term. their projects.  Students have learnt the method of collecting information from library and reliable sources. Adopting Pre-lesson F.1-F.2 Whole year All teachers agree  Teachers’  Pre-lesson preparation preparation and/or Flipped that the pre-lesson observation tasks were assigned to Classroom to identify preparation strategy  Students’ work students in every lesson. students’ common helps provoking  It is agreed that lesson weaknesses and create higher order time could be saved to space for deep learning in thinking. provoke higher order classroom teaching. thinking in the lesson. Cultivating positive Incorporating elements of F.1-F.2 Whole year Over 80% of  Teachers’  Value Education on values towards life value education into students recognize observation time management and

176 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods classroom teaching and and treasure the  Students’ work self-understanding was adopting various lesson positive values in carried out in F.1 activities to cultivate their life. lessons. Students students’ positive value: could recognize the  F.1: Self-understanding / importance of Self-management / time-management and Self-discipline / Time have a better Management self-understanding after  F.2: Responsibility / participating in various Considerateness activities.  Value Education on responsibility and considerateness was incorporated in F.2 curriculum. Students have a better understanding on the right and responsibilities they play in family, school and society. Incorporating elements of F.1-F.2 Whole year Over 80% of  Teachers’  Career and life planning career and life planning into students recognize observation elements like various lesson activities. the importance of  Students’ work self-understanding and career and life SS subject selections planning and start to were incorporated in the look for career curriculum. aspiration.  F.1 and F.2 students have a better understanding on career and life planning. Short and long term goals were set.

177 2. Building learning communities (a) Strategies for students Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods Enabling students to Incorporating various F.1-F.2 Whole year All students show  Teachers’ Daily bonus mark was learn from their peers lesson activities and group willingness to learn observation adopted to encourage and to share good discussions. from other by active  Students’ students to actively practices listening and actively feedback participate in group participate in various activities and share in lesson activities. front of whole class. Enabling students with F.1-F.2 Whole year All students can used  Teachers’ Heterogeneous grouping different strengths to work to learn and work in observation was adopted for project in the same group in project a group.  Students’ work learning. learning.

(b) Strategies for teachers Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods Inculcating a sharing  Conducting collaborative MYY & CTH Whole year  All teachers agree Annual evaluation  Regular collaborative culture lesson preparation that a sharing report meetings were held.  Sharing on good practices culture is  No peer observation in teaching by conducting inculcated. was conducted as it is peer observation  All teachers agree not required for subject that the sharing two. Sharing on good conducted is useful teaching practices was for enhancing their included in the teaching. collaborative meeting. Managing and Sharing teaching resources MYY & CTH Whole year At least three KSPs  Checking of Four KSPs have been sharing learning and via Knowledge Sharing are developed at the KSP established to share teaching resources Platforms (KSPs). end of the school  Department teaching and learning year. meeting resources and students’ minutes work. Enhancing teachers’  Peer observation MYY & CTH Whole year Completion of tasks  Teachers’ The collaboration with communication and  Collaborative lesson with positive feedback other working committees collaboration among preparation feedback from all  Students’ work and subject departments different committees  Open Classroom parties involved.  Annual Report was smooth and effective. and departments provided by eLearning Task Force

178 Evaluation Objectives Strategies Target Group Time Scale Success Criteria Evaluation Methods  Collaborating with other working committee and subject departments Providing chances of Attending seminars related MYY & CTH Whole year All teachers attend at CPD record Mr. Mak YY and Mr. experience sharing to value education. least two seminars Chan TH have attended on teaching and related to value four seminars related to curriculum planning education. value education.

179 Mathematics Department

Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enhancing Application of All Whole year  Teachers use  Teachers’  It could be observed that teachers whole-person meta-cognitive skills students meta-cognitive skills observation and used meta-cognitive skills in development of  Frequently use the smoothly in daily assessment day-to-day teaching as reflected students through skills (especially teaching.  Performance in from peer observations and the use of questioning,  Students become more questions meetings. metacognitive self-questioning, aware of and familiar involving implicit  Students became more aware of skills error analysis and with the use of use of the skills and familiar with the use of some KWL) during meta-cognitive skills in meta-cognitive skills in their lessons as used to. their studies and doing studies and in doing questions.  Change ways of questions. Continual reminders were still setting questions  Questions of diversified necessary. and insert explicit types are designed.  Questions of diversified types were parts involving designed as observed in implicit use of the examination papers. Performance skills in of students was satisfactory. assignments and assessments.  Select a topic to pinpoint the use of the skill in each Form from F.1 to F.4. Enhancing Self-marking of All Whole year  Students become more  Observations in  Time was tight. Nonetheless, whole-person exercises/ quizzes/ students aware of their mistakes lessons/ teachers had tried various ways development of tests following and able to identify and assessments such as asserting elements of students through guidelines in a peer explain the mistakes.  Improvement in self-assessment in homework the use of assessment form  Students are able to quizzes of the assignments and quizzes to fight self-assessment determine the key steps in same type for time to train up students’ ability strategies answering questions. and attitude.  Marked improvement in  Students had a better Quiz / Test understanding on criteria of assessment and the quality of their own work.  Students became more able to understand and accept comments

180 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods by teachers and more efficient to finish their works. Enhancing Focus on usual use of All Whole year  Teachers can emphasize  Teaching plans  Students became more aware of whole-person English, as indicated students the language features are implemented proper usage of the terminology development of in teaching plan, in mentioned in the teaching as scheduled. and sentence structures. students through mathematics context plans.  Observation from  More questions were set on further  Students are able to use home works, explanations based on the ground enhancing the specific language quizzes, tests and of calculation results. It was students’ content in doing exams. observed that more questions of English mathematics problems. this type had been set in public capability exam recently. Enhancing  Group students All Whole year  Students can form group  Observation in  The effectiveness of grouping whole-person according to school students efficiently. the lesson varied among topics and abilities development of policy and let them  All students in a group  Responses from of students. It was observed that students through discuss and can perform their role students lessons investigative in nature, the use of investigate with effectively in 80% of the  Performance of especially using information grouping peer support groups. students technology and lessons with strategies,  Students have to  Students bring and use cooperative learning yielded better teaching skills use their classwork their classwork books outcomes. Number of students in of note-taking books during during lessons. a group should not exceed four. and pre lesson lessons. A  Students can make their  There needed follow-up works for preparation summary has to be individualized summary some students who did not have made after each by the end of the year. habit of making summary after chapter has been  Most students agree each chapter. finished. taking note enhance their  Learning diversity would be  Students are studies. magnified in case some students required to prepare  Most students finish their had done the pre-assigned for the contents in preparation works. pre-lesson preparation while some the next lesson by  Students can catch up had not. Measures had to be worksheets, faster. implemented to minimize that exercises or possible drawback and ensure reading. Teachers efficacy of pre-lesson preparation. will check students’ work at the beginning of lessons.

181 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enhancing  Enrichment F.1 - 5 Oct - May Participation and  Teachers’  Training classes on individual whole-person Program on students achievement of participants observation and levels (F.1-4) were organized and development of Olympic-type assessment external tutors were hired. students through Mathematics during lessons in Students were trained in a stretching  Mathematics the Enrichment systematic and in-depth way. potential of Competitions Program Participation rate was satisfactory those - Hua Xia Cup  Participants’ in F.1 and F.2. Participants were mathematically - Asian performance in enthusiastic and interactive. For talented International various F.3 and F.4 students, students were Mathematics competitions not really participated actively. Olympiad Open Time clash with other activities - Hong Kong had been a problem as in the Mathematics previous years. Olympiad  Participants’ performances in - Hong Kong competitions were satisfactory. It Mathematical was encouraging that they became High Achievers more capable and eager in pursuit Selection Contest of higher standards. In morning - Pui Ching assemblies, prizes were presented Invitational to the winners as they were role Mathematics models to their peers. Competition  Whole-year training was provided - Canadian to F.1 and F.2 students for a solid Mathematics foundation while half-year training Competition was provided to F.3 and F.4 students aiming at external competition. The outcome was satisfactory.  This year four F.5 students got good result in Hong Kong Mathematics Olympiad. They were admitted to final event and were awarded merit in the part of geometric construction. Enhancing Online program F.1 Whole year Participation and Attempt rates and Questions in the programme were in whole-person “A Math Question students achievement of participants scores quite high standard. Nevertheless development of Every Day” some students were able to get high

182 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods students through scores. They could learn more widening according to their higher ability students’ compared with those average ones. horizon and Self-directed learning was enriching their encouraged. However the attempt experience and rate was a bit low. There had to be exposure more frequent checking on attempt rate and encouragement in the coming year. Enhancing Re-structure of junior F.1 - 6 Whole year Achievement of students Teaching scheme  Students had a better whole-person and senior secondary students and implementation understanding and preparation for development of curriculum including the extended modules. students through extension on  There would be more time for polishing curriculum covering revision in F.6. learning and trigonometry (i.e.  Result of HKDSE revealed that the teaching including finding re-structure was efficacious. 90% effectiveness angles between lines of the students had got Level 4 or and planes) in F.3, above in both the compulsory part reordering teaching and extended module 2 of binary numbers respectively in this year. from F.1 to F.6,  The teaching schedule in each teaching of form was better arranged. histogram from F.2 to F.1, writing proofs from F2 to F.1 and accelerating teaching in senior forms. Enhancing Performance Booster F.1 - 3 Nov - May Participation and Attendance and  F.1 and F.2 participants showed whole-person (by the department in students achievement of participants performance of enthusiasm and were willing to development of the first term and participants. improve. Attendance rates were students through joint effort with the also satisfactory. Improvement in catering for Academic Affairs result in exam of some participants learner diversity Committee in the was shown. second term)  As for F.3 participants, more discipline problems were reported.

183 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Building Lesson observation F.1 Nov - May Better performance of Students’ It was observed that F.1 students had learning and curriculum students students in F.1 performance improvement in solving algebraic communities re-structure equations after integrating certain through questions and skills of F.1 collaborating curriculum in solving equations in with the Primary their primary 6 lessons previously. section in Thus the integration would be developing continued and fine-tuned this year. smooth As multiplication and division of transition for negative numbers are not in the students from primary school mathematics primary school curriculum and there is no time to to secondary cope with this controversial topic in school primary six, this part is still left to F.1. On the other hand, equations involving fraction is another very difficult topic. With measures implemented in primary 6 that reinforce students’ capability in handling fractions, we decided to incorporate fraction in questions of solving equations and expect students to have a more solid foundation in solving various types of equations. Simple questions might be used at the beginning and the level of difficulty should progress bit by bit. Building Peer marking of All Whole year 50% of students agree that Questionnaire In some classes, students showed learning exercises/ quizzes/ students they learn from peer strong interest. They learned more communities tests following marking. about how to learn from marking through guidelines in schemes. However, responses inculcating a assessment form differed from class to class. sharing culture Teachers had to adjust the depth and among students pace in conducting this activity accordingly.

184 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Building  Each panel All Whole year  Sharing and learning of Teachers’ It was agreed that teachers had learnt learning member was subject good teaching practices observation and through peer observation and lesson communities responsible for teachers as well as ideas among evaluation collaboration. There was through presenting at least teachers discussion under an open atmosphere polishing one lesson and  Teachers agree that a and sharing in various aspects during teaching visiting at least a sharing culture is meetings. Good practices were variations, lesson conducted cultivated. accumulated also. varieties and by another panel  Teacher s have reflection effectiveness as member. and follow-up on their well as  Sharing effective teaching cultivating a practices in subject  More student – teacher sharing culture panel meetings interflow among teachers  Questionnaires on and self – learning and reflective teaching culture in effectiveness teaching completed by students after exam Building  Knowledge sharing All Whole year At least 2 KSPs are Resources in the KSPs were successfully built. This learning platform for the subject developed for junior and KSPs would be continued in the next year. communities subject would be teachers senior levels respectively at through built. the end of the school year. managing and  Seminar resources, sharing learning students’ works and teaching and past exam resources papers are to be shared through KSP.

185 Music Department

1. Enhancing learning and teaching effectiveness Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Catering for To provide F.1 – F.6 Whole year  80% of the students  Students’ Most students were able to gain learners’ diversity student-centered learning students agree that they have reflection enhancement in their performance  Adopting and differentiated enhancement in  Teachers’ techniques, ensembleship and differentiated teaching models musical knowledge feedback and musical knowledge through different instructions and and ability. comments theme-based projects and group tiered  80% of the students performances assigned to students. assignments develop positive  Using Higher attitudes and values Order Thinking in music. (HOD) questions To apply good grouping F.1 – F.6 Whole year 80% of the students  Students’ A number of different group projects and assessing strategy for practical students agree that the reflection and discussion works were assigned students learning music making and group grouping methodology  Teachers’ to students. Students were able to outcomes in projects enhance their feedback and show their individual talents in the classroom performances in the comments projects. learning captioned activities.  Using eLearning To apply eLearning F.4 – F.6 Whole year  80% of the students  Students’  A range of resources were shared to cater for strategies in composition SS Music feel confident about reflection with students online to provide different learning and Listening activities students the use of notation  Teachers’ more exposure outside of styles and software in feedback and classroom. facilitate peer composition. comments  Students were more confident in learning and  80% of the students using the notation software and it mastery learning agree that listening helps students in composing  Using e-resources and structural and contemporary style appropriate activities better compositions, which requires grouping strategy enhance their diverse notating methodologies. in classroom listening techniques. discussion To provide pull-out F.1 – F.6 Whole year Students in the  Students’  Students with talents in sessions talented programmes for students pull-out programmes reflection performing were nominated to musically talented agree that they have  Teachers’ participate in the music groups. students enriched their feedback and A number of them are provided aesthetic experiences comments even more intensive training in and developed a sense smaller ensembles. of belonging to the  Students with talents in composing

186 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods music groups and the were provided extra training in school. composition. A number of them also received awards in a composing competition. To provide professional F.1 – F.6 Whole year 80% of the students  Students’ A range of activities in the domains and all-rounded musical students agree that the reflection of performance, competition, training and aesthetic captioned activities  Teachers’ aesthetic development and experiences for the enrich their aesthetic feedback and international/local exchanges were selected students exposure and that their comments organised. Students’ active musical ability has participations in these activities, the improved after their awards received and the positive participation. feedbacks further boost students’ motivation in participating in these activities. Effective use of To conduct F.1 – F.6 Whole year  80% of the students  Students’  Record sheets were provided to assessment self-assessment during students agree that they have reflection students in these activities. To use assessment group presentations and developed further  Teachers’ Students were able to learn from to practical music understandings feedback and the researches of their peers.  identify students’ examinations toward the topics comments  Flexibility was given to students in common areas of through observing their choice of project theme or improvement and their peers. performance mode. Such misconceptions  80% of the students differentiated assessment mode  help students’ agree that the encourages them to showcase their self-reflection differentiated diverse talents. and assessment mode self-monitoring encourage them to  facilitate teachers improve in their to make performances in the adjustment to subject. their teaching To arrange different F.1 – F.6 Whole year 80% of the students  Students’ Progressive thematic projects were strategies and thematic projects and students agree that the thematic reflection arranged to students of different offer remedial practical music materials enhanced  Teachers’ forms. Students were able to show teaching examination for students their music making feedback and positive progress in these projects. of different forms and learning comments experience of certain musical elements.

187 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods To apply differentiated F.1 – F.6 Whole year 80% of the students  Students’ Students with different musical assessment for students students agree that the reflection abilities were allowed in their choice with different musical differentiated  Teachers’ of project theme or performance abilities assessment feedback and mode. Such differentiated methodology comments assessment mode encourages them encourages and to showcase their diverse talents. enhances their music learning experiences. Use of effective Apply students’ F.1 – F.6 Whole year 80% of students being  Students’  Note-taking areas in lesson notes study skills note-taking skills in students able to apply good reflection allow students to record  Applying general music and SS note-taking skills for  Teachers’ information according to the topics students’ music lessons the topics learnt in feedback and taught in a progressive manner. note-taking skills lessons. comments  Students were required to make and study skills their own notes during the SS in classroom music lessons in various topics. learning and Individual or group F.1 – F.6 Whole year 80% of students being  Students’ A few pre-lesson researches of teaching pre-lesson tasks and able to complete reflection different topics were assigned to  Adopting research for a number of pre-lesson  Teachers’ different groups of different forms. Pre-lesson topics preparations of the feedback and Students were able share their Preparation given topics. comments findings in an organized manner and/or Flipped during the lessons with their peers. Classroom to identify students’ common weaknesses and create space for deep learning in classroom teaching

2. Building learning communities (a) Strategies for students Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Enabling students Allowing students to do F.1 – F.6 Whole year 80% of students  Students’ Different in- and out-of-class to learn from their group projects and agree that the reflection activities and tasks were assigned to

188 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods peers and to share holding performance sessions allow them  Teachers’ maximize students’ learning. good practices and/or presentation to learn good feedback and Record sheets were given to students sessions for students to practices from their comments to write down key points of their learn from each other peers. peers’ presentations. Providing a Building an alumni F.1 – F.6 Whole year 80% of students  Students’ Different alumni assisted in a range platform for high network in SS Music and agree that alumni reflection of activities throughout the year, achievers to learn all the music groups networks as such  Teachers’ including music coaching, tours and from their peers, allow them to learn feedback and composing. The young alumni teachers and alumni from their seniors’ comments were able to bridge the gap between footsteps. teachers/tutors and the students to further enhance the learning and motivation of the students. Facilitating Providing opportunities F.1 – F.6 Whole year 80% of students  Students’ A large variety of competitions, students’ reflection for students to participate agree that the reflection performances, masterclasses, skill in running in different competitions, participation in these  Teachers’ exchanges and other aesthetic OLE activities performances, activities enhances feedback and experiences were organised. masterclasses, exchanges their reflecting and comments Students participated in the activities and other aesthetic problem solving with high involvement and experiences skills. motivation, and these activities enhanced their problem solving skills and reflective thinking. The list of activities can be found below.

(b) Strategies for teachers Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods Inculcating a Developing curriculum All panel Whole year  New teaching Teachers’  A set of new notes were prepared sharing culture and teaching resources members materials prepared feedback and for students in the general music with tutors and music for F.1 – 4, as well reflection lessons. The notes further Managing and teachers of SS Music as for students enhanced the teaching and learning sharing learning Programme studying SS Music. experience in the classroom. It and teaching  New insights and also helps students in keeping track resources music education of their learning. methodology being  Regular meetings with SS music Providing chances shared amongst tutors were held to provide further of experience tutors and music exchanges amongst the teaching

189 Target Evaluation Objectives Strategies Time Scale Success Criteria Evaluation Group Methods sharing on teaching teachers. team. New teaching materials and curriculum and textbooks are suggested in the planning coming academic year. Enhancing Enhancing collaborations All panel Whole year Smooth and efficient Teachers’ More collaboration amongst subject teachers’ between music members collaborations feedback and departments or other committees communication and departments and other amongst different reflection were achieved this year through the collaboration departments/committees departments and organisation of a number of among different in events, performances, committees in the activities, such as Soirée Musicale, committees and etc. captioned events. Munsang Music Festival, Aesthetic departments Week, different Interviewing and Exchange Activities.

190 Activities Held

Dates Activities Students Involved Venue 20 Aug 2016 MSC: F.1 Orientation Day Symphonic Band School Hall 23 Aug 2016 MSC: Interview with renowned alumnus Mr. CHIANG Chi-bun Jimmy (HK/Austria) Selected Students Music Room 2 Sep 2016 MSC: Demonstration for F.1 Students Selected Students School Hall 13 Sep 2016 MSC: Demonstration Performance at Primary Assembly Chinese Orchestra School Hall EDB Kowloon Tong 24 Sep 2016 Schools Creative Music Showcase 2016/17 Consultation Session Selected Students Education Services Centre 28 & 30 Sep MSC: Singapore Music Tour Sharing (Senior & Junior Assemblies) Symphonic Band School Hall 2016 29 Sep 2016 香港教育界慶祝中華人民共和國成立六十七周年國慶聯歡宴會 String Ensemble Kowloon Bay 12 Oct 2016 MSC: Pre-tour Lecture Concert (Senior Assembly F.4 – F.6) Symphonic Band School Hall Symphonic Band Concert Tour 2016 第二屆管樂教學成果彙報演奏音樂會 – 2016 19 – 20 Oct 2016 Symphonic Band Guangzhou G3 秋之樂穗港兩地中學生管樂交流音樂會 13 Nov 2016 MSC: Home Coming Day Performance String Quartet Garden Schools Music Composition Showcase 2016/17 (5 Outstanding Composition Awards, Selected 16 Nov 2016 1 Best Creative Ideas Award, Tsuen Wan Town Hall Students 2 Best Chinese Instrumental Music Writing Awards, 1 Performers’ Adjudication Award) 19 Nov 2016 MSC: Soirée Musicale 2016 All Music Groups School Hall 24 Nov 2016 2016 Hong Kong Youth Music Interflows Chinese Orchestra Contest (Bronze Award) Chinese Orchestra Yuen Long Theatre 24 Nov 2016 Schools Creative Music Showcase 2016/17 Preliminary Selection Selected students School Hall Sha Tin Town Hall 29 Nov 2016 2016 Hong Kong Youth Music Interflows Symphony Orchestra Contest (Silver Award) Symphony Orchestra Auditorium Winter Band Festival 2016 (29 November – 2 December 2016) 30 Nov 2016 Adjudication (Senior Division) (Gold Award) Yuen Long Theatre / Music Symphonic Band 1 Dec 2016 Masterclass by Mr. Bert Aalders (The Netherlands) Room / School Hall 2 Dec 2016 Exchange with CTWinds Symphonic Band (Singapore) Winter Choral Festival 2016 (30 November – 2 December 2016) Tsuen Wan Town Hall / 30 Nov 2016 Adjudication (Silver Award) School Choir School Hall 2 Dec 2016 Masterclass by Mr. Vaclovas Augustinas (Lithuania)

191 Dates Activities Students Involved Venue 2 Dec 2016 Exchange with Temasek Junior College (Singapore) 9 Dec 2016 Schools Creative Music Showcase 2016/17 Briefing Session Sha Tin Town Hall Selected Students 9 Dec 2016 2016 Hong Kong Youth Music Interflows Symphonic Band Contest (Gold Award) Symphonic Band Queen Elizabeth Stadium 10 Dec 2016 2016 Hong Kong Youth Music Interflows Symphonic Band Contest Winners’ Final Symphonic Band Queen Elizabeth Stadium 10 Dec 2016 Live Interview at RTHK Radio 4 – YU Waisy F.6B YU Waisy RTHK Radio 4 14 Dec 2016 Exchange with the Hong Kong Police Band Symphonic Band School Hall 17 Dec 2016 Live Interview at RTHK Radio 4 – TSE Wai-sum F.6B TSE Wai-sum RTHK Radio 4 18 Dec 2016 2016 九龍城區青少年音樂演奏會 String Orchestra Ko Shan Theatre 19 Dec 2016 CDMF 2016 Carol Singing Festival School Choir sky100 21 Dec 2016 2016 Hong Kong Youth Music Interflows String Orchestra Contest (Silver Award) String Orchestra HK City Hall Concert Hall Schools Creative Music Showcase 2016/17 Sha Tin Town Hall 24 Jan 2017 (Gold Awards in Best Performance & Best Music, Selected students Auditorium Silver Award in Best Creative Ideas) 11 Feb 2017 丁酉年市區元宵綵燈會開幕禮表演 Lunar New Year Lantern Carnivals 2017 Symphonic Band HK Cultural Centre Piazza EDB Kowloon Tong 14 Feb 2017 Being demonstration ensemble at EDB’s Choral Conducting Workshop School Choir Education Services Centre Hong Kong Philharmonic Orchestra Jockey Club Keys to Music Education 18 Feb 2017 Senior String Quartet HK Cultural Centre Programme: Strings Masterclasses with Ms. LI Ming (Hong Kong) 25 Feb 2017 MSC: Parent-Teacher Association Annual General Meeting Senior String Quartet School Hall Joint-school Symphonic Band Exchange with Wah Yan College Kowloon, Kwun Tong 27 Feb 2017 Symphonic Band School Hall Government Secondary School & PLK Choi Kai Yau School (Secondary) 69th Hong Kong Schools Music Festival (February – March 2017) 27 Feb 2017 N572 Chinese Instrumental Ensemble – Secondary School (3rd Place) Chinese Orchestra 2 Mar 2017 N403 Woodwind Ensemble – Secondary School – Junior (Merit) Woodwind Ensemble 4 Mar 2017 N76 School Choir – Chinese – D2 Mixed Voice Intermediate School Choir 8 Mar 2017 N471 Concert Band – Intermediate (Merit) Symphonic Band Various Venues 9 Mar 2017 N68 School Choir – Foreign Language – D2 Mixed Voice Intermediate (Merit) School Choir 11 Mar 2017 N236 String Ensemble – Senior (Merit) Senior String Quartet 13 Mar 2017 N576 Erhu Ensemble – Secondary School (Proficiency) Erhu Ensemble 14 Mar 2017 N238 Tom Lee Music Prize for Piano Ensemble – Secondary School (Merit) Piano Quintet 15 Mar 2017 N242 String Orchestra – Secondary School – Intermediate (Proficiency) String Orchestra

192 Dates Activities Students Involved Venue 4 Mar 2017 Live Interview at RTHK Radio 4 – Symphonic Band Representatives Symphonic Band RTHK Radio 4 6 – 10 Mar 2017 MSC: Aesthetic Week Chamber Ensembles Garden 6 Mar 2017 String Ensemble Masterclass by Mr. Jason ZHENG (Hong Kong) String Ensembles Chapel 8 Mar 2017 MSC: 91st Anniversary Thanksgiving Day School Choir School Hall 8 Mar 2017 MSC: 91st Anniversary Variety Show String Orchestra School Hall 9 Mar 2017 String Orchestra Masterclass by Ms. LI Ming (Hong Kong) String Orchestra Chapel 21 Mar 2017 Choral Concert of Keble College, University of Oxford Selected Students St. John’s Cathedral 31 Mar 2017 MSC: Chamber Music Assembly Concert (Junior Assembly F.1 – F.3) Chamber Ensembles School Hall EDB Kowloon Tong 5 Apr 2017 Schools Speech Choir Showcase 2016/17 – Consultation Session Selected Students Education Services Centre 29 Apr 2017 MSC: Munsang Music Festival 2017 School Choir School Hall 29 Apr – 2 May Symphonic Band Music Tour 2017 Symphonic Band Shanghai 2017 2017 中華杯中國第十一屆優秀交響管樂團隊展演 (優秀樂團) Schools Speech Choir Showcase 2016/17 Tsuen Wan Town 9 May 2017 (Performing Group: Silver Award in Best Performance; School Choir Hall Auditorium Creating Group: Bronze Awards in Best Performance & Best Creative Ideas) 12 May 2017 Joint-school Choir Rehearsal by Mr. Warren LEE (Hong Kong) School Choir School Hall 16 May 2017 Exchange with Cairn University Chorale (The U.S.A.) School Choir Chapel TWGHs Chan Feng Men 27 May 2017 School Care Subsidy Scheme 2016/17 Chamber Ensembles Ling Day Care Centre for the Elderly 21 Jun 2017 慶祝香港回歸二十周年粵港學校大匯演 School Choir Queen Elizabeth Stadium Symphony Orchestra 6 Jul 2017 MSC: 75th Speech Day School Hall & School Choir 19 Aug 2017 MSC: F.1 Orientation Day Symphonic Band School Hall 26 Aug 2017 Joint-school Concert Piano Quintet School Hall

193 Physical Education Department

1. Enhancing learning and teaching effectiveness Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Catering for learners’ Adopting differentiated All panel Whole Panel members  Students’ reflection  Students with different diversity instructions members year share the use of  Teachers’ feedback abilities were assigned tasks metacognitive skills and comments with different level of & good practices in difficulties. teaching in the  Panel members shared the use department of metacognitive skills & good meetings. practices in teaching in the department meetings. To apply good grouping All panel Whole 70% of the students  Students’ reflection  Homogeneous grouping and strategy for practical members year agree that the  Teachers’ feedback heterogeneous grouping were tasks. grouping and comments applied in teaching different methodology sports items. enhance their  Panel members shared the performances in the good practices in the captioned activities. department meetings. To apply eLearning All panel Whole 80% of the students  Students’ reflection  Skill analysis by videotaping strategies in skill members year agree that the  Teachers’ feedback was conducted in F.5 analysing and project e-resources and and comments badminton lessons and F.2 and activities. activities better F.3 dancing lessons. Most enhance their target students agree that the skill. e-resources and activities better enhance their target skill.  Panel members shared the good practices in the department meetings.  E-Learning component was applied in lessons. However, the WiFi network is not well established in sportsground. Therefore it affected our implementation plan.

194 Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Effective use of To conduct All panel Whole  90% of the  Students’ reflection  Students’ peer assessments assessment peer-assessment among members year students agree  Teachers’ were successfully To use assessment to students when doing the that they observation implemented in all forms.  identify students’ skill test to help students’ understand the Even the weak students could common areas of self-reflection and assessment follow the rubrics and improve improvement and self-monitoring. requirements. their skills. misconceptions  90% of the  Most of the students agree that  help students’ students agree they know how to improve self-reflection and that they know their performance next time. self-monitoring how to improve  facilitate teachers their performance to make adjustment next time. to their teaching strategies and offer remedial teaching

2. Building learning communities (a) Strategies for students Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Enabling students to Sharing session after the F.1-5 Whole 70% of the students  Students’ reflection After each target module, a learn from their peers target module of each students year agree that they can  Teachers’ sharing section was held after and to share good term. improve their observation the skill test, students with good practices performance performance shared their through the sharing experience in front of the class. activities. Facilitating students’ Providing opportunities F.1-5 Whole 70% of the students  Student  All the School Team members reflection skill in for students to participate students year participate in sports achievement record had played a prominent part in running OLE in diversify sports activities and  Student feedback different inter-school activities activities and participating competitions.  Teachers’ competitions and obtained in interschool observation good results. More than 65% competitions. of the students participated in sports activities and competitions.  Summer training tours for Football Team, Volleyball

195 Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Team and Basketball Team were successfully held in July. The sense of belonging and self-confidence of our school team was further enhanced.  Different sports activities were organized this year e.g. Dance performances and Friendly Matches with other schools etc. There were also summer trainings for our Football, Volleyball and Basketball teams during the summer holiday.

(b) Strategies for teachers Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale Inculcating a sharing Collaborative lesson All panel Whole Good practices can  Teachers’ feedback Sharing on teachers’ seminars culture preparation members year be identified and  Peer observation was conducted in meetings. To conduct collaborative shared among the lesson preparation and department share on good practices in members. teaching. Peer observation All panel Whole  Teachers can Peer observation Peer observation was  To conduct peer lesson members year apply evaluation report successfully implemented observation on effective metacognitive among all panel members. All teaching practices skills and panel members agreed that the (metacognitive skills, assessment for peer assessment can enhance our assessment for learning, learning in teaching effectiveness. self-directed learning). lessons.  To hold a pre-meeting  Students can before and a debriefing apply meeting after each peer self-directed observation. learning strategies to

196 Target Time Objectives Strategies Success Criteria Evaluation Methods Evaluation Group Scale improve their learning. Managing and Building Knowledge All panel Whole Teachers are able to  Teachers’ reflection  New Knowledge Sharing sharing learning and Sharing Platform (KSP) members year share good practice  KSP in the subject Platforms were developed. teaching resources to enhance teachers’ of teaching and folder  Resources from peers were professionalism. materials. shared. Providing chances of Sharing session will be All panel Whole All Panel members  Teachers’ reflection Panel members shared the good experience sharing held in each panel members year share at least once  Minutes of Subject practices in the department on teaching and meeting. in each term. Panel Meeting meetings. curriculum planning

Activities Held 2016-17 Dates Activities Target Group Venue 6 Oct 2016 Annual Swimming Gala F.1-F.6 Kowloon Tsai Swimming Pool Sep 2016-June 2017 Sports Co-Curricular Activities F.1-F.6 MSC 3, 13, 14, 20 Oct Inter-School Swimming Championships Swimming Team members Kowloon Park Swimming Pool 2016 16-18 Sept 2016 Watsons Athletics Meet Athletics Team members Wan Chai Sports Ground 15, 16 Oct 2016 HKU Open Fencing Tournament 2016 Fencing Team members The University of Hong Kong 2, 9 Oct 2016 Hong Kong Age Group Athletics Meet Athletics Team members Wan Chai Sports Ground 24 Oct 2016 Football Friendly match with Chan Sui Ki La Salle College Football Team members Ho Man Tin Football Pitch Oct 2016 - May 2017 Inter-School Football, Volleyball, Badminton and Basketball F.1-F.6 School Team members Championships (HKSSF) 13 Nov 2016 Interschool Fencing Championships Fencing Team members Queen Elizabeth Stadium 9 Nov 2016 Football Friendly match with Football Team members Kowloon Tsai Park Football Pitch 14 Nov 2016 Basketball Friendly match with Maryknoll Father School Basketball Team members School Sports Ground 15 Nov 2016 Inter-School Cross-Country Championships Cross-Country Team members HK Aberdeen Reservoir 15 Nov 2016 Volleyball friendly match with Po Leung Kuk Ngan Po Ling College Volleyball Team members PLK Ngan Po Ling College 21 Nov 2016 Hong Kong Cross-Country Championships Cross-Country Team members Sai Kung 4 Dec 2016 Inter-School Table Tennis Competition-Boys A Final Table Tennis Team members Boundary Street Sports Centre 27 Nov, 4 Dec 2016 69th Inter-school Athletics Championships (SCAA) Athletics Team members Wan Chai Sports Ground

197 Dates Activities Target Group Venue 22 Dec 2016 Football Friendly match with St. Paul College and Jockey Club Ti-I Football Team members Ma On Shan Football Pitch College 21, 22 Jan 2017 A.S. Watson Group HK Student Sports Awards Leadership Training Sports Team Representatives HK Sports Institute 6, 9, 14 Feb 2017 Inter-School Athletics Championships Athletics Team members Wan Chai Sports Ground 21, 22 Jan 2017 A.S. Watson Group HK Student Sports Awards Leadership Training Sports Team Representatives HK Sports Institute 6 Feb 2017 The 53rd Hong Kong Schools Dance Festival – Jazz and Hip Hop Dancing Team members Sha Tin Town Hall 17 Feb 2017 Volleyball friendly match with Pool To Middle school Volleyball Team members Pool To Middle School 17 Feb 2017 Football friendly match with Ming Yin Sec School Football Team members Kowloon Tsai Park Football Pitch 28 Feb 2017 The 53rd Hong Kong Schools Dance Festival – Dance Sport Dancing Team members Queen Elizabeth Stadium 1, 2, 6 Mar 2017 Rugby Demonstration F.1 MSC 6 Mar 2017 Basketball Friendly match with HKBUAS Wong Kam Fai Secondary Basketball Team members HKBUAS Wong Kam Fai School Secondary School 8 Mar 2017 Dance Performance - 91st School Anniversary Variety Show Dancing Team members School Hall 10 Mar 2017 Teaching Interflow with HKBUAS Wong Kam Fai Secondary School F.5B,F.5F MSC 1, 9 Apr 2017 All Hong Kong Inter-Secondary Schools Gymnastics Competition Gymnastics Team members Ma On Shan Sports Centre 3, 5, 11 Apr 2017 Lacrosse Demonstration F.2,3 MSC 5, 11 May 2017 Athletics Meets (Heat and Final) F.1-F.6 Kowloon Bay Sports Ground 20 May 2017 A.S. Watson Group HK Student Sports Awards Prize Presentation Sports Team Representatives Queen Elizabeth Stadium 18 May 2017 Softball Demonstration F.5 MSC 28 Jun - 2 July 2017 Sports Training Tour to Taipei Basketball and Volleyball Team Taipei members 4 July 2017 Table Tennis Demonstration by Mr. Ko Lai Chak Table Tennis Team members School Hall 14-18 July 2017 Football Training Tour to Japan Football Team members Osaka, Japan Jul-Aug 2017 Summer Volleyball training Volleyball Team members MSC Jul-Aug 2017 Summer Basketball training Basketball Team members MSC Jul-Aug 2017 Summer Football training Football Team members MSC

198 Physics Department

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for Nomination of top F.4-F.5 May  Students find the  Students’  Students’ performance in HKPHO and learners’ diversity F.4 and F.5 students 2017 competition performance & SSMSC were good. to enroll in Hong meaningful and feedback  For HKPHO, one student got First Honour Kong Physics challenging.  Results of (the best 3% of 811 participants) and we Olympiad  Students show competitions also got the Honourable Mention for (HKPHO) and satisfactory Schools Award (rank 11 out of 109 Secondary School performance in schools). Mathematics & competitions. Science Competition (SSMSC) respectively Elite Courses F.4-F.5 Second  Students are able to  Teachers’  Most high achievers have shown good arranged for Term cultivate their interest observation results in their academic performance. students taking part in Physics.  Students’  Both F.4 and F.5 students have shown high in HKPHO and  Students show performance & participation in the elite courses arranged. SSMSC initiative to pursue feedback respectively more knowledge. More classwork F.3-F.6 Whole Students find the  Teachers’  Most students could finish their classwork with hints are year classwork help them to observation efficiently. provided for master the concepts in  Students’  Most of them could follow the lessons. students to master Physics. performance in difficult concepts. lessons Booster Courses for F.4 Second  Students show  Teachers’  Most low achievers have shown significant low achievers Term improvement in observation improvement in their academic academic performance  Students’ performance. F.5 First  Students can follow quiz/form  Most of them could follow the lessons. Term teachers’ instruction in test/examination lessons papers  Students’ performance in lessons

199 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Categorizing public F.4-F.6 Whole Students find the Results of Form  Most students could master the format and examination papers year classified public Tests and length of answers in public examination by topics with examination papers help Examinations papers. different levels of them to get a better  Most students have shown significant difficulty performance in Physics. improvement in their academic performance. Consolidation- F.4-F.6 Whole  Students show interest Students’  Most students could tackle the typed and year to do the homework. performance in consolidation- typed questions in their examination-typed  Students are able to homework homework. questions in each tackle with the  Most high ability students could also tackle homework homework. the examination-typed questions. Bonus mark F.3 Whole  Students show interest Students’  Most students are willing to try to answer questions for higher year to do the homework. performance in the bonus mark questions in their ability students in  Students are able to homework homework. each homework tackle with the  Most high ability students could tackle the homework. bonus mark questions. Using higher order F.3-F.6 Whole Students show interest  Teachers’  Most students are willing to answer thinking questions year to take part in Q&A. observation questions in lessons. in lessons  Students’  Most high ability students could answer the performance in higher order thinking questions. lessons Effective use of Analysis of F.3-F.6 Whole  Students show good  Students’  Most students have shown improvement in assessment quizzes, Form Tests year performance in Form quiz/form test/ the assessment results. and Examinations Tests and examination  Most of them could tackle high order Examinations papers questions in the assessment.  Students could answer  Students’ high level questions performance in lesson Effective Learning Using appropriate F.3-F.5 Whole  Students show interest  Teachers’  Most groups could finish the experimental & Teaching Skills grouping strategy year to take part in the observation and project works in time. in practical sessions group works.  Students’  Most students are willing to participate in and project works  Students are able to performance in their assigned tasks among their groups. tackle with the group group works works. Incorporation of F.3-F.6 Whole  Students are able to  Students’  Most students could use proper genre in the language elements year master the genre of experimental and project reports and experimental reports,

200 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods into learning tasks Procedural Account project reports including objective, setup description and and Descriptive  Students’ function explanation, procedure, Report. quiz/form conclusion and discussion.  Students are able to test/examination  Most students could provide answers of tackle questions papers different types of questions with proper starting with question length and content. words of different  Most students could finish different types genres. of assessments within allowed time duration. Bridging between F.1-F.2 Whole Students are able to  Students’ A list of question words used in Physics Junior and Senior year recognize commonly quiz/form public examinations and the corresponding Science used question words in test/examination question types are shared with IS panel in public examination. papers z-Joint Science folder in home-server.  Teachers’ evaluation Use of Effective Encouraging F.3 Whole Students are able to use  Teachers’  Most students are willing to take notes for Study Skills students to apply year note-taking skills to get observation the contents with abstract concepts. note-taking skills in key concepts in lessons.  Students’  Most students could apply their own notes classroom learning performance in to complete the learning tasks in lessons lessons Using eLearning F.3-F.6 Whole  Students develop the  Teachers’  Many students have visited eClass platform platform to cater year practice of pre-lesson reflection to obtain learning materials such as videos for different preparation.  Students’ and animations for pre-lesson preparation learning styles and  Students develop the performance & as well as revision of difficult topics. facilitate pre-lesson practice of using feedback  Most students are willing to participate in preparation eLearning materials to the learning tasks in lessons, even those extend their learning tasks from difficult topics. time.

2. Building learning communities (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling students Peer assessment in F.3-F.5 Whole  Students build up  Students’ Peer  All students have shown good team spirit to learn from their project works year team spirit Assessment Form and collaboration skills in their project peers and to share  Students show good  Students’ Project works.

201 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods good practices collaboration skills Report  Most groups could present their project works clearly in front of the class.

(b) Strategies for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Professional Conduction of peer Physics Whole  Teachers can apply  Peer Observation  All members have shown improvement in development for observations teachers year metacognitive skills Form applying error analysis and questioning teachers and AFL in teaching.  Panel skills in their lessons.  Teachers can apply Chairperson  Lesson arrangement to facilitate effective eLearning to enhance Evaluation learning and teaching on abstract concepts, teaching effectiveness. Report including investigation of factors affecting  Physics Meeting induced e.m.f. on coils and that affecting Minutes gravitational field strength, were clearly demonstrated.  Conduction of Physics Whole  Teachers’  Peer Observation  All assessment tools including quizzes, collaborative teachers year communication and Form tests, experimental worksheets and project lesson collaboration are  Panel reports were made through collaboration. preparation enhanced Chairperson  Good practices, such as peer learning  Sharing on good  Good practices can be Evaluation strategy on designing an experiment by practice in identified and shared Report student groups to achieve a given objective teaching amongst panel  Physics Meeting and applying various question words on members Minutes students of different academic abilities, have been shared through peer observation. Curriculum Physics Whole  Common topics in  Peer Observation  Common topics in Physics and IS have mapping across and IS year Physics and IS are Form been summarized in a word file and shared subjects within teachers identified  Physics Meeting with IS panel in z-Joint Science folder in Science KLA  Subject panel arranges Minutes home-server. one peer observation  Peer observation of an IS lesson on the with IS teachers on the common topic ‘force and motion’ was common topics arranged for Physics teachers. Sharing of learning Physics Whole  Learning and teaching  Physics Meeting  All learning materials including notes, and teaching teachers year materials are shared Minutes quiz/form test/examination papers, resources through within subject panel experimental/project worksheets, past exam Knowledge Sharing paper questions and video clips were Platforms (KSPs) shared among the panel in the Knowledge

202 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Sharing Platforms in home-server Physics folder.

203 普通話科

1. 提升學與教效能施行施行目標策略成功準則評估方法成效對象時間照顧學習差異設有粵普對譯小冊子(鞏固中一至全年  學生能完成粵普  習作表現  各班能按時完成粵普對  增強學生的粵普粵普對譯的基礎)，而粵普中二對譯小冊子。  教師觀察及回譯小冊子，習作表現良對譯能力對譯手冊及量詞表則為自  學生能作自習，並饋好，達到鼓勵學生自學的  加強同學之間於習部分，於測考中考問，以完成延伸活動「自  考試成績目的。課上的交流提昇能力較強的學生的學學天地」，加強自  於考卷中考核學生粵普習動機，培養自學能力。學能力。對譯及量詞判別的能力，學生在這兩個部分得分頗高，明顯準備充足。透過異質分組的方式，讓學中一至全年  學生能透過小組  匯報表現  能透過異質分組，讓學生生於課上進行交流討論。中二討論交流意見，並  教師觀察及回就課題內容進行交流討且互相觀摩學習。饋論，推行順暢。  學生能清晰地匯  大部份學生表現投入，積報討論結果。極表達意見，這不但激活課堂氣氛，更能加深學生對課題的理解。促進學習的評估個人短講中一至全年學生能於 1-2 分鐘  短講表現  每級設有兩道題目，設題設有不同的課堂中二的個人短講中，清晰  教師觀察及回生活化，學生對短講題目活動及評估模地表達自己的意饋感興趣。式，以照顧不同學見，發音準確，語速  在內容方面，學生的短講習模式及能力的恰當。內容貼題充實，能舉出不學生少實例，而且解說詳盡。在技巧方面，學生能適當地運用語速、語氣及語調變化表達內容，停連快慢得宜，且能善用時間。個人短講同儕互評中一至全年在同輩互評中辨識  短講表現  學生能指出同學於個人中二自己及同學在字音  同輩互評短講中的優劣，並給予適

204 施行施行目標策略成功準則評估方法成效對象時間上的錯誤，並作糾切的建議。正。  透過同輩互評的方法，讓學生辨識字音上的謬誤，並從中鼓勵學生多發表意見，促進學習。二人對話中一至下學學生能清晰地表達  二人對話表現  學生於二人對話中準備中二期內容主題，語音標  教師觀察及回充足，與組員互相配合，準，說話流暢，語速饋見默契。大部分學生能熟及語調能配合內容。讀課文，語音標準，聲調到位。  在技巧方面，大部分學生表達自然流暢，語速、語氣、語調能配合文中的人物性格。有部分學生更能運用恰當表情及動作，配合演繹。聆聽練習中一至全年學生能完成聆聽工  習作表現各班按時完成聆聽工作紙中二作紙，提升聽寫的能  教師觀察及回及作業的單元聆聽，大部分力。饋學生的習作表現良好，達到讓學生多做練習，提升聽寫能力的效果。運用有效的學習筆記技巧中一至全年學生能建立一套適  筆記簿內容  老師於第一節課鼓勵學技巧中二合自己的筆記方  教師觀察及回生把發音類近的詞語記  鼓勵學生建立抄法，自動自發的記下饋錄下來，並且善用筆記簿寫筆記的習慣課堂重點。作練習拼音之用。  鼓勵學生作課前  學生能主動地抄寫課堂準備重點，記下拼音，豐富詞彙量，學習果效理想。課前準備中一至全年學生能於課前先作  朗讀表現大部分學生能完成預習功中二備課，熟讀單元詞彙  教師觀察及回課，熟讀課文詞彙及記下相

205 施行施行目標策略成功準則評估方法成效對象時間及課文。饋關的拼音。

2. 建立學習社群 (a) 應用於學生方面的策略施行施行目標策略成功準則評估方法成效對象時間提升學生說話及利用異質分組進行說話及中一至全年學生能糾正同學之  教師觀察及回於課上透過異質分組進行拼寫的能力拼寫練習(每組可選一位發中二讀音及拼音，互相學饋朗讀活動及拼寫活動，果效音較準確的同學作組長範習。  同輩互評顯著，除了能激活課堂氣氛讀，糾正組員之發音)，加外，亦可協助能力稍遜的學強同學之間的交流學習。生掌握課堂內容。參與第六十八屆學校朗誦中一至全年學生踴躍參與比比賽結果初高中均有學生參與，當中節中二賽，並且獲獎。 3B 馬穎思獲得普通話散文獨誦冠軍，而 1E 司徒玥珩獲得普通話詩詞獨誦季軍。

(b) 應用於教師方面的策略施行施行目標策略成功準則評估方法成效對象時間提升專業能力，促同儕觀課及觀課後討論科任教全年課堂上運用元認知  同儕觀課老師認同此活動有助提升進教師掌握元認師教學法，提升教學  觀課後討論教學質素，改善教學技巧。知教學法效能。

206 Visual Arts Department

1. Enhancing learning and teaching effectiveness Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Catering for Adopting differentiated F.1 – F.6 Whole All of the subject  Students’ We were able to see the improvement of the learners’ diversity instructions to cater for students year teachers agree that artworks art making and the result of the Visual Arts students’ diverse learning differentiated  Exam result examination. Clear instructions, needs instructions are  Teachers’ demonstrations, supplementary notes and adopted in classroom observation references for each topic during lesson could learning and teaching  Students’ help students learn better. to cater for learners’ reflection diversity. Adopting tiered F.1 – F.6 Whole All of the subject  Students’ All the SBA portfolios and Visual diaries assignments to cater for students year teachers agree that assignment were able to show the process of catering students’ diverse learning tiered assignments  Exam result students’ diverse learning needs and the needs are adopted. effective practise of self-directed learning behaviours. Using higher order thinking F.1 – F.6 Whole All of the subject  Peer lesson All subject teachers able to apply different (HOT) questions and students year teachers agree that observation questioning skills to provoke thinking and assessing students learning skills in questioning evaluation encourage students to create, evaluate and outcomes in classroom and student-centered  Students’ analyse different daily situation and Visual learning mode of lesson reflection Arts concepts from peer lesson observation delivery are and students’ teaching and learning survey. enhanced. Using eLearning to cater F.1 – F.3 Whole 80% of the students  Students’  All the students are able to use e-materials for different learning styles students year are able to use artworks to do pre-lesson preparation and and facilitate peer learning e-materials to do  Visual self-directed learning. and mastery learning pre-lesson diaries  Facebook discussion group for senior preparation and forms were created to facilitate peer self-directed learning. All teachers and students agreed learning. that Facebook was an effective way to F.1 – F.6 Whole To create a Facebook  Students’ disseminate information and inspire students year discussion group for artworks students to be self-directed learners. taking each form in order to  SBA VA share e-learning research materials and workbook facilitate peer  Students’

207 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods learning. feedback Using appropriate grouping F.1 – F.3 Whole All of the subject  Peer lesson  Grouping of mixed abilities was adopted to strategy in classroom students year teachers agree that observation facilitate different creative art and design discussion sessions heterogeneous evaluation making projects. grouping in  Students’  All of the subject teachers agreed that classroom activities artworks and heterogeneous grouping in classroom are adopted to cater presentation activities were able to foster students’ for learners’ learning. diversity. To nominate students to F.1 – F.6 Whole All F.4- F.6 Visual  Students’  The Student of the Year is Hong Kong’s different Visual Arts and students year Arts elective students performance most prestigious secondary school event of design related exhibitions, are able to participate and feedback the year organized by Young Post and the competitions, learning in at least three  Results of SCMP and sponsored by HKJC. This activities and programs competitions and competitions year we are glad that F.6C Wong Ting Yan find it is meaningful got the 2nd runner-up in the Visual Artists to them. category.  Exhibition of Distinguished Artwork by Secondary School Students organized by City University, F.6C Zeng Chi Pang got the Distinguished Artwork Award.  The School-based Assessment Award organized by the Department of Chinese and History in City University, F.6C Wong Ting Yan got the Champion and F.6F Ng Cheuk Wing received the recommendation award.  Exhibition of Senior Secondary School Students' Visual Arts Portfolios 2016-17 organized by Education Bureau, two of our students Tung Cheuk Yan and Lo Wing Tao (Class 2016) received the Outstanding Visual Arts Portfolio Award.  Poster Design Competition organized by Hong Kong Bird Watching Society, F.5D Hui Sze Wai got the Champion and F.5E Ma Pak Yin, F.2A Lam Hiu Tung and F.2E Tam Iris got the Merit Prize.

208 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods  Hong Kong Gold Brush Award 2016 Art Competition for Teenagers & Children (Hong Kong Region), F.1C Lam Yik Ki received the championship.  Students were eager to participate in different exhibitions and external art and design competitions and most of them got satisfactory performance. We will continue to encourage and nominate capable students to participate in exhibitions and competitions. To select and display F.1 – F.6 Whole  To organize at least  Exhibition  The best artworks from junior and senior students’ outstanding students year two Visual Arts worksheets students were selected and displayed at artworks constantly at exhibitions at the  Teachers’ different floors of Block G and the different floors in our School observation exhibition area outside the school library. campus and organize Administration & students’  This year we organized two “Outstanding exhibition of students’ Centre. feedback Visual Artworks Exhibition” showing F.4 outstanding art and design  F.1 to 3 students to F.6 Visual Arts students’ creative works at School must visit at least artworks and portfolios in March and July Administration Centre in one exhibition and at School Administration Centre. All F.1 order to encourage talented finish exhibition to F.4 Students visited the exhibition and students do better. worksheets. completed the Exhibition Worksheet. Effective use of  To apply error analysis F.4 – F.6 Whole  80% of the  Teachers’  Teachers agreed that students had more assessment for art critic learning students year students agree that observation opportunities to present their works to their Using assessment  To arrange artworks taking learning  Students’ peers and students were able to criticize to presentation and critics VA effectiveness is artworks their peer’s work and learn from other  identify students’ activities among students enhanced by  Exam Result classmates. common areas of for F.4-F.6 Visual Arts making use of  SBA  Students’ self-reflection, peer-assessment improvement and students and request them assessment data. research comments and art critic writing were misconceptions to do lesson reflections  At least two self workbook clearly shown on their Visual diary and  help students’ and share their ideas with and peer  Students’ research workbooks. This year we had 11 self-reflection peers assessment feedbacks students attending HKDSE Visual Arts and  To arrange after-school activities for F.4 to examination, 63.6 % of students obtaining self-monitoring small group or individual F.6 students in each level 5 or above (there’s only 7.1% for Day  facilitate teachers consultation session or term School Candidates), 27.3% got 5** (0.6% to make test for students in need. for Day School Candidates) and with adjustment to 90.9% level 4 or above. Three students

209 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods their teaching got level 5**, one got level 5*, and three strategies and students got level 5. This year the mean offer remedial of F.6 DSE Visual Arts SBA was teaching 89.55marks out of 100. Most of the students did very well on their research and experiments during the idea development and art making.  The examination result was encouraging and we will continue to train up students’ art making technique and appreciation writing skills. Use of effective To use Visual diary to jot F.1 – F.3 Whole Students are able to  Teachers’  Students could apply metacognitive skill study skills notes, do pre-lesson students year do pre-lesson observation and assessment for learning effectively  Applying preparation, reflection and preparation and jot  Visual through teachers’ observation and students’ feedbacks on different notes in their Visual diaries evaluation of their lesson reflections in note-taking skills topics. diary and show their Visual diaries, art portfolios and art and and study skills learning progress at design appreciation activities during in classroom the end of each term. lessons. learning and  All the junior form students were able to do teaching their pre-lesson preparation in at least two  Adopting topics and their idea development were Pre-lesson shown in their Visual diaries and we will preparation to continue to encourage students using identify students’ different study skills to learn. common weaknesses and create space for deep learning in classroom teaching

2. Building up a learning community (a) Strategies for students Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Enabling students To invite high achievers in F.4 – F.6 5/10 All students agree  Students’ This year we invited Lo Wing Tao, Tung

210 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods to learn from their HKDSE Visual Arts students that the sharing feedbacks Cheuk Yan and Tam Man Ching (Class 2016) peers and to share examination to conduct can help them to and studying Fine Arts in Chinese University of good practices sharing with the senior have a clearer evaluation Hong Kong came back to share their secondary students objective, better  Teachers’ university life and interview skills during understanding of observation senior form morning assembly. Teachers Visual Arts study  Students’ and students agreed that the sharing was and tips for artworks and useful for them to understand more about examination SBA Visual Arts study and the strategies of public success. examination. All the students agreed that they could learn a lot from their sharing. To organize F.4 – F.6 Whole All the students  Students’ The Artist-in-School program was “Artist-in-School Program” students year agree that they feedbacks successfully held this year. We invited which gives students the taking can learn a lot and Yeung Sau-churk, 楊秀卓 (an artist and art opportunities to learn from VA from various evaluation educator) , Lewis Lau Yin To 劉彥韜 the professional artists and artists or  Teachers’ (Painting artist) and Law Man Lok 羅文樂 get inspiration by their designers through observation (Mixed Media artist) to conduct artist talks creative ideas and serious the sharing of  Students’ and workshops in the school for our F.4 to practice creative ideas and artworks and F.6 students taking Visual Arts. All the art making skills. SBA students agreed that they could learn a lot from artists through the sharing of creative ideas and art making skills. Therefore, the program will continue in the next year. Facilitating To explore students’ F.1 – F.3 2nd Term  Students can  Teachers’ All the project-based learning activities were students’ reflective leadership potentials and students show their observation successfully conducted and all subject skills in Project cooperation skills through ability in  Students’ teachers agreed that the project-based learning and project-based learning. cooperating artworks and learning could help students to develop their running visual arts with others presentation leadership potentials and cooperation skills OLE activities through the  Visual through the working process and presentation final works and diaries of final works. Students were able to presentation.  Students’ express positive value through their artworks  Students can feedbacks and the reflective writing and appreciation express positive and feedbacks. values in their evaluation of reflection the activities statements.

211 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods  Aesthetic week - Whole F.1-F.6 2nd Term Students are eager  Students’  Aesthetic week was successfully held in school events to cultivate students to participate in feedbacks March 2017 with Music Department. The students’ creativity and the activities and and event was successfully raising students’ develop their interest in have positive evaluation of interest in arts and craft making with a Visual Arts feedbacks on all the activities number of positive feedbacks from students the activities.  Teachers’ and teachers. Teachers agreed that all the observation activities were able to enhance students’ ability in cooperating with others.

(b) Strategies for teachers Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods Inculcating a  Collaborative lesson Visual Whole All of the subject  Subject  The peer lesson observation activities, sharing culture preparation of teachers Arts year teachers agree teachers’ collaborative lesson planning and sharing once a cycle subject that a sharing sharing were conducted smoothly in this year. All  To share good practices teachers culture is  Lesson the subject teachers agreed that lesson in teaching by conducting inculcated. observation observation and collaborative lesson peer observation forms preparation were able to enhance teaching  To share DSE marking  Exam Result and learning effectiveness especially for experience and effective senior forms. practices in subject panel  All subject teachers had participated in meetings marking of HKDSE Visual Arts exam Paper 1 or Paper 2 this year. Teachers were able to share their marking experience with the colleagues. All subject teachers agreed that the activity was fruitful and we will continue to do next year. Managing and  To enrich the contents of Visual Whole At least four  Teachers’ Seven KSPs were built. Teachers agreed sharing learning Knowledge Sharing Arts year KSPs are feedback KSPs provided an effective platform for and teaching Platform (KSP) subject developed at the  Resources in sharing resources and facilitating teachers’ resources teachers end of the school the KSP teaching. year. Enhancing  To integrate Visual Arts F.1 – F.3 2nd Term All subject  Students’ This year we had a number of teachers’ elements into other students teachers agree works cross-curricular projects with other subject communication and subjects, committees: and that all tasks can  Teachers’ departments and working committees. All collaboration F.1 Egyptian project with subject help to enhance and students’ the projects were successfully conducted.

212 Target Time Evaluation Objectives Strategies Success Criteria Evaluation Group Scale Methods among different the History Department, teachers teaching and feedbacks We also participated in the learning and committees and F.1 and F.2 Project learning teaching projects organized by Asia Art departments learning with the Life effectiveness. Archive. Teachers agreed that they learnt a Enrichment Department, lot from other teachers and also able to F.1 Mask making, F.2 enhance their teaching and learning Design and Advertising effectiveness. project and F.3 Green fashion show with the English Department and LAC committee Providing chances  To share of knowledge & Visual Whole  Every subject  Teachers’  Teachers were eager to learn and of experience teaching methodology Arts year teacher is able feedback and participate in art education-related sharing on teaching effective practices in subject to attend at least reflection activities. There were a total of 146.5 and curriculum subject panel meetings teachers three  Subject CPD hours awarded for all subject teachers planning  To master the change of professional teachers’ in attending seminars, training workshops, senior secondary training seminar CPD records professional sharing and different courses curriculum and or workshops  Subject that organized by external organizations. complicated changing art conducted by teachers’  The Visual Arts Joint School Mock scenes, subject teachers EDB and sharing Examination was successfully held in our will attend the training HKEAA. school with 21 secondary schools and and workshops conducted  All of the almost 200 Visual Arts students by EDB, HKEAA and subject teachers participated in the exam. All the F.6 different art space and agree that they students and teachers agreed that they were institutes. get insights able to learn a lot from the performance  To explore the from the and sharing of different schools’ works. possibilities of organizing professional In the coming year, we will continue to collaborative activities learning attend professional seminar and workshops among different schools. communities. and collaboration with partner schools.

Activities Held Students Dates Activities Involved 2016 – 2017 The 9th Arts Ambassadors-in-School ( Hong Kong Arts Development Council (ADC)) F.4 2016 – 2017 Selecting outstanding students’ artworks for display on campus F.1-F.6 2016 – 2017 “From Research to Art Making” Asia Art Archive Visual Arts learning programme F.4-F.5

213 Students Dates Activities Involved 2 Oct 2016 Visiting Fine Art Asia 2016 F.4-F.5 5 Oct 2016 HKDSE visual arts high achievers Sharing in school assembly: Lo Wing Tao, Tung Cheuk Yan and Tam Man Ching F.4-F.6 (Class 2016) all studying Fine Arts in Chinese University of Hong Kong 19 Oct 2016 Visiting Tsang Kin Wah-Nothing Exhibition at M+ Museum F.4-F.5 26 Oct 2016 「海洋的新衣」T 恤圖案設計比賽 2016 F.1-F.5 23 Nov 2016 Cultural Fair – Visual Arts workshop for primary school students. F.5 Dec 2016 Munsang College Christmas Card Design Competition 2016-2017 F.1-F.5 Dec 2016 Munsang College Red Packet Design Competition 2016-2017 F.1-F.5 9 Dec 2016 Exhibition of Senior Secondary School Students' Visual Arts Portfolios 2016-17 F.6 10 Dec 2016 The 10th HKQAA “My Dream Home" Poster Design Contest F.5 16 Dec 2016 Creative Bookmark Design Competition F.5 17 Dec 2016 The Wharf HK Secondary School Art Competition 2016-17 F.4-F.6 19 Dec 2016 Occupational Safety Health Council Poster Design Competition 2016 F.5 08 Jan 2017 Hong Kong Gold Brush Award 2016 Art Competition for Teenagers & Children (Hong Kong Region) F.1 4 Feb 2017 Joint-school Visual Arts Mock Examination F.5-F.6 14 Feb 2017 Shenzhen Art and Cultural Tour F.1-F.5 27 Feb 2017 SCMP Student of the Year Awards (Visual Artist) F.6 28 Feb 2017 Inter-school Anti-drug Fashion Design Competition 2017 F.5 3 Mar 2017 Magnet Stickers Design Competition F.5 8 Mar 2017 Visiting Hong Kong Art Basel 2017 F.4-F.5 Mar – Apr 2017 MSC Outstanding Visual Arts Students’ Artworks and Portfolios Exhibition 2017 at Administration Centre F.1-F.6 6 – 10 Mar 2017 Aesthetic Week – Whole-school events to cultivate students’ creativity and develop their interests in visual arts F.1-F.5 Apr 2017 LAC Week – a collaboration with English department and photography team F.1-F.5 10 Mar 2017 The 4th Exhibition for International Asian Children Art 2016 F.1 16 Mar 2017 發現香港城市自然生態暨全港麻雀普查日中學生組海報設計比賽 F.2 and F.5 10 – 22 Apr 2017 M+ Rover travelling studio F.1-F.5 Apr 2017 Munsang College Voice 2016 -2017 and Students Handbook 2017-2018 Cover Design Competition F.1-F.5 22 May 2017 慶祝香港回歸二十周年龍城藝萃展繽紛彩繪社區：燈柱及燈箱設計 F.4-F.6 Apr – Jul 2017 Elite Visual Arts Programme – Master Oil Painting Class F.1-F.5 Dec 2016 – Jul 2017 Artist-in-School Programme 2016-17 F.4-F.6 Jun 2017 小紅熊熊歡樂節日全港兒童繪畫創作比賽 2017 F.1 26 Jun 2017 English Activity Day – F.3 Green Fashion Show F.1-F.5 8 Jul 2017 全港青少年繪畫日－區區畫畫 F.2-F.5 15 Jul 2017 文化新人類－青年領袖獎勵計劃 F.2-F.5

214 Evaluation of School Major Concerns 2016 – 2017

1. Major Concern: Enhancing Learning and Teaching Effectiveness

Time Evaluation Objectives Strategies Success Criteria Evaluation Scale Methods Catering for learners’ Adopting differentiated Whole 70% of the teachers agree Peer lesson Differentiated instructions were adopted in diversity instructions to cater for students’ year that differentiated observation classroom learning and teaching in various diverse learning needs instructions are adopted in evaluation subjects. Teachers made use of different classroom learning and pedagogies and questions of different level teaching to cater for of difficulties to cater for learners’ learners’ diversity. diversity. Adopting tiered assignments to Whole 70% of the teachers agree  Minutes of the Provision of questions of different levels of cater for students’ diverse year that tiered assignments subject panels difficulties in both assignment and learning needs are adopted.  Students’ examination papers allow low achievers to work build up their confidence while elite ones may stretch their potentials in attempting the challenging tasks. Using higher order thinking Whole 70% of the teachers agree  Minutes of the Teachers are more alert to include higher (HOT) questions and assessing year that skills in questioning subject panels order thinking (HOT) questions in their students learning outcomes in and student-centred mode  peer lesson lessons, as shown in the peer observation classroom learning of lesson delivery are observation evaluation reports. enhanced. evaluation Using eLearning to cater for Whole By the end of the 2016/17 Teachers’ The eLearning platform, Moodle, was different learning styles and year school year, teachers reflection in successfully implemented by English, facilitate peer learning and involved agree that sharing session Chinese, Liberal Studies, Mathematics, mastery learning e-learning can cater for BAFS, ICT, Chinese History and Visual various learning styles of Arts. The learning management system students and extend (LMS) allows teachers to provide extra students’ learning time learning materials such as question bank for and potential. cultivating the habit of self-directed learning. Using appropriate grouping Whole By the end of the 2016/17  Peer lesson Through heterogeneous grouping mode, strategy in classroom discussion year school year, teachers observation students could learn from each other and be sessions agree that heterogeneous evaluation more willing to engage in group activities. grouping in classroom  Minutes of the activities are adopted to subject panels

215 Time Evaluation Objectives Strategies Success Criteria Evaluation Scale Methods cater for learners’ diversity. Effective use of Using assessment to Whole By the end of the 2016/17 Survey by Teachers include peer and self assessment assessment  identify students’ common year school year, 70% of the questionnaire in daily classroom learning and teaching. areas of improvement and students agree that Samples of students’ work are used to misconceptions learning effectiveness is illustrate the expected learning outcomes  help students’ self-reflection enhanced by making use and requirements set. Subject teachers and self-monitoring of assessment data. could identify the common misconceptions  facilitate teachers to make and weaknesses of most students and adjustment to their teaching fine-tune the teaching pace and learning strategies and offer remedial materials. teaching Use of effective Applying students’ note-taking Whole 70% of teachers agree that  Minutes of the Most students were willing to take notes study skills skills and study skills in year students are able to apply subject panels and make use of them for revision. Some classroom learning and teaching the note-taking skills and  Peer lesson of the students even prepare their own notes study skills. observation and do pre-lesson preparation. evaluation  Student notebook Adopting pre-lesson preparation Whole 70% of teachers agree that  Minutes of the  Students have shown deeper and/or Flipped Classroom to year the pre-lesson preparation subject panels understanding of background information identify students’ common strategy help to maximize  Peer lesson before teaching the topic. weaknesses and create space for students’ learning and observation  Teachers adopt various strategies to check deep learning in classroom provoke higher order evaluation whether students prepare well before the teaching thinking. lessons or not.

216 2. Major Concern: Building learning communities (a) Strategies for students

Time Evaluation Objectives Strategies Success Criteria Evaluation Scale Methods Enabling students to Reflective Story-telling Whole 70% of the teachers agree  Teachers’  With clear learning goals set, students learn from their peers year that F.1 – 5 students have observations were guided to reflect on areas for and to share good developed a culture of  Students’ improvement shortly after the first term practices peer learning and sharing and examination and evaluate the self-reflection in their selection of effectiveness of the strategies adopted in learning and life planning. good practices the learning and teaching evaluation.  Through reflective the story-telling activities, students could share their study skills such as time management and good study habits. Providing a platform High Flyer Scheme Whole 70% of the mentors agree Teachers’ High scorers of DSE examination were for high achievers to year that the high flyers have observations invited by different subject departments to learn from their developed a culture of be back to share their study skills. peers, teachers and peer learning. Students could learn from the alumni the alumni good practices. Facilitating students’  Student-Teacher Tournament Whole 70% of the teachers agree Teachers’  Students become more confident and reflection skill in  F.5 Service Day year that F.1 – 5 students have observations reflective in running OLE activities. running OLE  GP Festival developed a culture of Besides, they are more willing to share activities  School-Business Partnership peer learning and their experiences to others. Programme (HKGCC) self-reflection in their  Their skills in communication, learning and life planning. collaboration and problem solving are further enhanced through organizing student-LED activities and competitions.

217 2. Major Concern: Building learning communities (b) Professional development for teachers

Time Evaluation Objectives Strategies Success Criteria Evaluation Scale Methods Inculcating a sharing Sharing effective practices in Whole 70% of the teachers agree  Minutes of  Sharing sessions were arranged in culture subject panel meetings, middle year that a sharing culture is subject panel different meetings to share good practices manager meetings and staff inculcated. and staff and inculcate a sharing culture. meetings meetings  Teachers have the opportunities to learn  Survey by from one another and the sharing of good questionnaire practise is especially crucial for the professional development of new teachers. Managing and Knowledge sharing platforms Whole At least 3 KSPs are  Minutes of A new KSP for eLearning was developed sharing learning and (KSPs) year developed by the end of subject panel by most subjects. Teachers could share teaching resources the school year. meetings and organize their learning and teaching  Resources in materials for eLearning using the KSP. the KSPs Enhancing teachers’  Peer observation Whole  Teachers can apply  Panel Head  From the Panel Head Evaluation Form, communication and  Collaborative lesson year metacognitive skills and Evaluation most subjects also included collaborative collaboration among preparation assessment for learning Form lesson preparation in the lesson being different committees  Open Classroom provided by in lessons.  Minutes of observed and include the teaching and departments eLearning Task Force  Sharing of good subject panel pedagogies (including grouping, teaching practices meetings e-learning and pre-lesson preparation) among teachers of the that are focussed on. same subject / KLA.  Good practices were identified in the peer observation.  Collaborative lesson preparation is common in most subjects and peer learning is developed. Providing chances of Curriculum Interface with Whole 70% of the teachers agree Evaluation made Through regular meetings and lesson experience sharing MSCPS year that they get insights and by the subject observations arranged in the core subjects on teaching and be inspired from the heads in P.6 and S.1, curriculum planning and curriculum planning professional learning interface are implemented in a more holistic communities. manner.

To further equipping students with effective study skills, Learning Enhancement Team (LET) proposes the use of grouping strategies, pre-lesson preparation and note-taking skills as the three strategies adopted this school year. Most teachers accustomed to the grouping setting provided by Class Teachers though quite

218 a number of teachers prefer to have more flexibility so as to fulfill the diverse needs of subject departments. Group activities involving students of mixed abilities enable students be more engaging and benefit more in peer learning. On the other hand, it was evident that students start to build up the habit of note-taking and can be observed from their notebooks and the Student and Parent Handbook. Study skills are introduced systematically in F.1 and F.2 Life Enrichment this year. However, it may be better to have collaboration with other subjects so that students would build up the habit of note-taking in various subjects in an authentic manner. As reviewed from the e-Learning Task Force, it is more fruitful if teachers include the use of e-learning platform and activities in pre-lesson preparation to arouse students’ interest, relieve teachers’ burden in lesson time allocation so as to enhance the learning and teaching effectiveness.

Generally teachers agree that professional development for teachers, including curriculum planning, collaborative lesson preparation and peer observation, are well achieved in Munsang. Especially for the Core subject teachers, after joining Quality School Improvement Project (QSIP) of CUHK in previous years, they build up a learning community and frequently engage in shared inquiry and learning, in particular in junior forms. On 18 November 2016, all teachers participated for the Joint-school Professional Staff Development Day (SDD) organized by QSIP. The theme of the SDD is on "Self-directed learning – from planning, implementation to evaluation". Speakers shared their experiences in the importance of linking students’ learning input and output, asking quality questions, using students’ feedback for peer assessment and error analysis, and promoting note-taking skills by utilizing students’ authentic experiences. The response was very positive in the evaluation and most teachers enjoyed the sharing and got insights and inspiring ideas in the application of the study skills.

Concluding Remarks of the Three-year School Development Plan from 2014 to 2017 Enhancing Learning and Teaching Effectiveness and Building Learning Communities are chosen as the two School Major Concerns for the three-year cycle 2014 – 2017. Teachers are now more aware of the need of catering learning diversity and the related strategies adopted to enhance the learning and teaching effectiveness. Besides, both students and teachers realize the essence of building up learning communities in academic study as well as in workplace environment. Teachers are involved in the following projects in the coming school year 2017 – 2018, namely Seed Project in Chinese Language, Gifted Education School Network Cluster for Humanities and Professional Development Schools (PDS) Scheme in Career and Life Planning. Through regular meetings and professional dialogue in the partnership, the enriched collaborative culture will ensure students’ learning effectiveness and the professional capacity will be enhanced.

To equip our students to face the challenges of the rapid changing world, we have the following school major concerns in the next three-year cycle from 2017 – 2020. 1. Grooming Our Younger Generations into Dynamic Individuals 2. Enhancing Students’ Learning Capacity, Competence and Creativity

219 School Major Concerns 2017 – 2018

1. Grooming Our Younger Generations into Dynamic Individuals

(a) Honing students’ self-management and resilience skills • Implementing the Framework of Cultivating Students’ Whole-person Development through a whole-school approach

(b) Supporting students with diverse talents to excel in their areas of interest • Mentoring sports and arts elite students on a regular basis to provide support and guidance on life planning • Holding leadership training camps to develop students’ confidence and interpersonal skills • Encouraging student-LED activities so as to provide room for students to enhance their leadership and interpersonal skills • Boosting the self-confidence and learning incentives of the low academic achievers by encouraging them to share their accomplishments in non-academic areas

(c) Nurturing students’ global citizenship and awareness of national and global issues • Incorporating national and global perspectives into classroom learning and teaching • Holding whole-school cultural activities to maximise learning opportunities brought by the AFS exchange students • Conducting exchange tours and study tours with diverse themes and destinations

2. Enhancing Students’ Learning Capacity, Competence and Creativity

(a) Enhancing students’ capability to apply knowledge and skills across the curriculum • Establishing a Major Concern Task Force on the Development of STEM Education through a whole-school approach to plan, monitor and evaluate the formal and informal curriculum • Enhancing the curriculum mapping of different subject disciplines • Restructuring Science Society and IT Team for better coordination and utilization of resources • Providing opportunities for students to participate in various activities, competitions and programmes • Encouraging collaboration among teachers within/between KLAs

(b) Nurturing students’ creativity, collaboration and problem solving skills and fostering innovation • Engaging students’ mind in exploring innovative designs in STEM activities and competitions (or other project learnings)

(c) Polishing students’ self-directed learning skills • Introducing Note-taking skills through Bridging Programme, F.1 & F.2 Life Enrichment and Morning Assemblies, demonstrating the applications in different subject disciplines • Employing eLearning activities to motivate students, enhancing teaching and learning effectiveness

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