DOCSLIB.ORG

Bridging the Learning Gap Between KS1 and KS2 Through Rac Ma On

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Bridging the Learning Gap Between KS1 and KS2 Through Rac Ma On Enriching KS1 students’ learning experience to prepare them for KS2 Ma On Shan Ling Liang Primary School School Major Concerns 1. To foster self-directed learning using e-learning tools 2. To promote STEM education for integrative and applied learning 3. To develop an inquiry-based inter-disciplinary curriculum School’s existing practice KS1 (P1-3) KS2 (P4-6) General Studies taught in General Studies taught in Chinese English English reading texts: English reading texts: Mainly fiction in English Both fiction and non-fiction in lessons both English and GS lessons More shared and supported More independent reading reading Mainly print learning materials More digital learning materials Problems facing KS2 students in General Studies (GS) lessons: Students have difficulties Challenges (KS1 – KS2) 1. Grammar, vocabulary and language understanding technical words in skills getting more complex English. Students have problems dealing 2. Requiring more HOT and analytical skills in learning with difficult concepts independently. 3. Students are expected to learn more Students have difficulties coping independently with longer and more complex 4. Students are expected to read a variety of print and non-print texts information texts. Students in a wide range of text types encounter similar challenges in both GS and English lessons Problems facing KS2 students in General Studies (GS) lessons: Students have difficulties Challenges (KS1 – KS2) 1. Grammar, vocabulary and language understanding technical words in skills getting more complex English. 2. Requiring more HOT and analytical Students have problems dealing skills in learning with difficult concepts independently. 3. Students are expected to learn more independently Students have difficulties coping 4. Students are expected to read a with longer and more complex variety of print and non-print texts information texts. Students in a wide range of text types encounter similar challenges in both GS and English lessons KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner 2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them 3. Students are expected to learn more - Vary learning modes to provide opportunities for students to independently discover knowledge by themselves (e.g. SDL, RaCRaC, lifelife-wide-wide learning learning,, project,project , STEM education ) 4. Students are expected to read a - Increase students’ exposure a greater variety of text types variety of print and non-print texts (fiction, n on nonfiction-fiction , contentcontent subject subject texts, texts , in a wide range of text types multimodal texts) 5. P4 students need to make more - Discuss more values-laden issues (e.g. self-esteem, care for decisions for themselves and for others, environmental protection) people/community around them - Improve self-esteem and self-recognition (e.g. reading 6. P4 can be an emotional time materials onProgressive self-esteem, avoidinfusion embarrassment into different in learning through sharing problemsP3 learning with puppets modules ) Timeline – Primary 3 Stage One Stage Two Stage Three (Late Nov 18 – Mid Jan 19) (Late Jan 19) (Mid Apr 19) Topic: Food Topic: Food Topic: Knowing the Community Re-design a module STEM Fun Day Project Learning Day – “Food: Using my five - Making a Molecular - Tour Around Shatin senses” Drink Stage One – Re-designing a module (Infusing content subject knowledge into communicative activities) Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) Money* numbers & GS 2. Money Matters: Types of Money up to 120 (Be a wise spender) 3. Cooking by the numbers & IT (Use of Epic!) Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments with lunchbox GS taste and digestion (Different tastes) Unit 7 Actions & Write a recipe Role-play Master Chef GS 1. Healthy eating* utensils for a healthy and (Healthy diet) 2. Healthy snacks* delicious & 3. I can write about how to be sandwich IT healthy and happy (Use of mobile device) Stage One – Re-designing a module (Infusing content subject knowledge into communicative activities) Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) Money* numbers & GS 2. Money Matters: Types of Money up to 120 (Be a wise spender) 3. Cooking by the numbers & IT (Use of Epic!) Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments with lunchbox GS taste and digestion (Different tastes) Unit 7 Actions & Write a recipe Role-play Master Chef GS 1. Healthy eating* utensils for a healthy and (Healthy diet) 2. Healthy snacks* delicious & 3. I can write about how to be sandwich IT healthy and happy (Use of mobile device) Unit 5 Enriching the Key words: communicative activity • Food with Math elements • Drinks at their level • Numbers up to 120 (i.e. calculations) Target sentence patterns: ‘How much is a hamburger?’ ‘It’s seventy dollars.’ ‘May I have two boxes of chicken wings, please?’ ‘Here you are.’ ‘How much is it altogether?’ ‘It’s one hundred and fifteen dollars.’ Prompts: • A menu • What the children want to order Speaking task in the textbook: Possible link with Ordering and selling food and drinks content subject area: at a fun fair Calculations (Math) (without mentioning the price) Students used both mathematical terms and knowledge in the communicative task. Extending the task to an authentic context of the school tuck shop Integrating content Food and drinks subject knowledge at (i.e. Math) into school tuck shop communicative tasks Use target sentence patterns to form Math questions to challenge their classmates KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner 2. Requiring more HOT and analytical - Teach more advanced knowledge and skills in lessons and skills in learning provide opportunities for students to apply them 3. Students are expected to learn more - Vary learning modes to provide opportunities for students to independently discover knowledge by themselves (e.g. SDL, RACRaC, lifelife-wide-wide learning learning,, project,project , STEM education ) 4. Students are expected to read a - Increase students’ exposure a greater variety of text types variety of print and non-print texts (fiction, n on nonfiction-fiction , contentcontent subject subject texts, text , in a wide range of text types multimodal texts) 5. P4 students need to make more - Discuss more values-laden issues (e.g. self-esteem, care for decisions for themselves and for others, environmental protection) people/community around them - Improve self-esteem and self-recognition (e.g. reading 6. P4 can be an emotional time materials on self-esteem, avoid embarrassment in learning through sharing problems with puppets ) Extending students’ knowledge about the topic through online readers Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinksAt the, end of each unit,the school students tuck shop (Math language) Money* numbersread GS up -related non-fiction & GS 2. Money Matters: Types of to 120 (Be a wise spender) Money books on Epic! (an online library) & IT 3. Cooking by the numbers and finish reading tasks on a (Use of Epic!) Unit 6 Ingredientsschool onlineWrite a learningDescribe platform. your Maths 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & 3. Step-by-step experiments IT teacherslunchbox teach students how GS with taste and digestion to use this platform before (Different tastes) Unit 7 ActionsEnglish & lessons.Write a recipe It for can Role also-play Master get GS 1. Healthy eating* utensilsthem accustomeda healthy and toChef reading (Healthy diet) 2. Healthy snacks* digital textsdelicious. & 3. I can write about how to be sandwich IT healthy and happy (Use of tablets) Extending students’ knowledge about the topic through online readers Book Unit focus Writing tasks Speaking tasks Other KLAs Extended reading list on Epic! 3A concerned *Core GS-related readers Units Unit 5 Food, / Order and sell food at Math 1. Money Matters: Spending drinks, the school tuck shop (Math language) & Money* numbers up GS 2. Money Matters: Types of to 120 (Be a wise spender) Money & IT (Use of Epic!) 3. Cooking by the numbers Unit 6 Ingredients Write a Describe your Math 1. The sense of taste* description favourite lunchbox (Shapes, Positions) 2. What is taste? about favourite & The online3. readersStep-by-step can experiments deepen lunchbox GS students’ knowledgewith taste and digestion and (Different tastes) reinforce their understanding Unit 7 Actions & Write a recipe for Role-play Master GS of the issues1. touchedHealthy eating* upon in GS utensils a healthy and Chef (Healthy diet) 2.lessonsHealthy snacks * delicious & 3. I can write about how to be sandwich IT (i.e. ‘Be a Wisehealthy Spender’) and happy (Use of tablets) KS1 to KS2 Challenges Coping strategies 1. Grammar, vocabulary and language - Design tasks which enable students to practise and apply skills getting` more complex more complex knowledge and skills in an integrativeintegrative manner 2.
Load more

Recommended publications
  • Amendments to the Draft Sha Tin Outline Zoning Plan No. S
    G.N. 4062 TOWN PLANNING ORDINANCE (Chapter 131) AMENDMENTS TO THE DRAFT SHA TIN OUTLINE ZONING PLAN NO. S/ST/16 Pursuant to section 7(1) of the Town Planning Ordinance (the Ordinance), the Town Planning Board has made amendments to the draft Outline Zoning Plan for the Sha Tin area. The amendments are set out in the Schedule of Amendments. Pursuant to section 7(2) of the Ordinance, the amendments are available for public inspection for a period of three weeks from the date of the first publication of this notice, that is until 26 July 2002, during normal office hours at the following locations:— (i) the Secretariat of the Town Planning Board, 15th Floor, North Point Government Offices, 333 Java Road, North Point, Hong Kong; (ii) the Sha Tin, Tai Po and North District Planning Office, 13th Floor, Sha Tin Government Offices, 1 Sheung Wo Che Road, Sha Tin, New Territories; (iii) the Sha Tin District Office, 4th Floor, Sha Tin Government Offices, 1 Sheung Wo Che Road, Sha Tin, New Territories; and (iv) the Sha Tin Rural Committee, 248 Pai Tau Village, Sha Tin, New Territories. In accordance with section 7(4) of the Ordinance, any person affected by the amendments so exhibited may object, within the said period of three weeks, by sending to the Town Planning Board a written statement of his objection to the amendment(s) and address it to the Secretary, Town Planning Board, 15th Floor, North Point Government Offices, 333 Java Road, North Point, Hong Kong. A person may only object to the amendments.
    [Show full text]
  • Dictionary of Hong Kong Biography
    Dictionary of Hong Kong Biography Edited by May Holdsworth and Christopher Munn Hong Kong University Press 14/F Hing Wai Centre 7 Tin Wan Praya Road Aberdeen Hong Kong www.hkupress.org © Hong Kong University Press 2012 ISBN 978-988-8083-66-4 All rights reserved. No portion of this publication my be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. 10 9 8 7 6 5 4 3 2 1 Printed and bound by Paramount Printing Company Limited, Hong Kong, China Hong Kong University Press is grateful to the following for their generous support of this project: The Bank of East Asia Ltd T. H. Chan Publication Fund The Croucher Foundation Edko Films Ltd Gordon & Anna Pan Royal Asiatic Society Hong Kong Branch Shun Hing Education & Charity Fund Ltd Dr Sze Nien Dak University Grants Committee of the Hong Kong SAR Editorial Board Elizabeth Sinn (Chair) May Holdsworth Joseph Ting John M. Carroll Christine Loh Y.C. Wan Chan Wai Kwan Bernard Luk Wang Gungwu Peter Cunich Christopher Munn Yip Hon Ming Colin Day Carl T. Smith Picture Editor Ko Tim Keung Contributors Shiona M. Airlie Cornelia ‘Nelly’ Lichauco Fung Norman J. Miners Hugh D.R. Baker Richard Garrett Christopher Munn Tony Banham Valery Garrett Ng Chun Hung Ruy Barretto Leo F. Goodstadt Sandy Ng Bert Becker Judith Green Robert Nield Jasper Becker Peter Halliday Timothy O’Connell Gillian Bickley Peter E.
    [Show full text]
  • The Legacy of Karl Ludvig Reichelt
    a plan for the fullness of time, to unite all things in him, things what it means to work interdependently for peace with justice in in heaven and things on earth" (Eph. 1:9-10). the world to the mutual good of all peoples. What the next 30 After 30 years perhaps Christians in China and America can years hold for the. new relationship between Chinese and Ameri­ begin to explore what it means to be obedient to Jesus Christ anew can Christians will largely be dependent on the foundation of un­ in the larger context of the world Christian community. Together, derstanding, mutual respect and affirmation that we lay today. with all Christians and all people of good will we need to explore Notes 1. See Wolfgang Franke, A Century of Chinese Revolution 1851-1949 (Colum­ 7. "Religion and Feudal Superstitution," People's Daily, March IS, 1979. bia, S. C.: Univ. Press, 1970). 8. See Joseph R. Levenson, Confucian China and Its Modern Fate (Berkeley: 2. William J. Nottingham, "Why China?" Contemporary China, World Out­ Univ. of California Press, 1968), pp. 59-78. reach Study Material, Christian Church (Disciples of Christ), May­ 9. For an understanding of secret societies in the late 19th century, see June 1978. Fei-Ling Davis, Primitive Revolutionaries of China (London and Henley: 3. John K. Fairbank, "The Impact of Christian Missions in the New Chi­ Routledge and Kegan Paul, 1977). na," Christianity and Crisis, June 27, 1966. Some of the essays of the late 10. See M. Searle Bates, "The Chinese State and Religion, with Particular professor, M.
    [Show full text]
  • 2010 年 A&Hci 收录 1542 种期刊目录
    2010 年 A&HCI 收录 1542 种期刊表 1 2010 年 A&HCI 收录 1542 种期刊目录 注：★为 SCI、SSCI、A&HCI 共同收录期刊 ■为 SCI、A&HCI 共同收录期刊 ▲为 SSCI、A&HCI 共同收录期刊 1. A + U-ARCHITECTURE AND URBANISM Monthly ISSN: 0389-9160 A & U PUBL CO LTD, 30-8 YUSHIMA 2-CHOME BUNKYO-KU, TOKYO, JAPAN, 113 1. Arts & Humanities Citation Index 2. Current Contents - Arts & Humanities 2. AAA-ARBEITEN AUS ANGLISTIK UND AMERIKANISTIK Semiannual ISSN: 0171-5410 GUNTER NARR VERLAG, DISCHINGERWEG 5, TUBINGEN, GERMANY, D 72070 1. Arts & Humanities Citation Index 2. Current Contents - Arts & Humanities 3. ACADIENSIS Semiannual ISSN: 0044-5851 UNIV NEW BRUNSWICK, DEPT HISTORY, FREDERICTON, CANADA, NB, E3B 5A3 1. Arts & Humanities Citation Index 2. Current Contents - Arts & Humanities 4. ACROSS LANGUAGES AND CULTURES Semiannual ISSN: 1585-1923 ▲ AKADEMIAI KIADO RT, PRIELLE K U 19, PO BOX 245,, BUDAPEST, HUNGARY, H-1117 1. Social Sciences Citation Index 2. Arts & Humanities Citation Index 5. ACTA ANALYTICA-INTERNATIONAL PERIODICAL FOR PHILOSOPHY IN THE ANALYTICAL TRADITION Quarterly ISSN: 0353-5150 SPRINGER, 233 SPRING ST, NEW YORK, USA, NY, 10013 1. Arts & Humanities Citation Index 6. ACTA ARCHAEOLOGICA Semiannual ISSN: 0065-101X WILEY-BLACKWELL PUBLISHING, INC, COMMERCE PLACE, 350 MAIN ST, MALDEN, USA, MA, 02148 2010 年 A&HCI 收录 1542 种期刊表 2 1. Arts & Humanities Citation Index 7. ACTA BOREALIA Semiannual ISSN: 0800-3831 ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXFORDSHIRE, OX14 4RN 1. Arts & Humanities Citation Index 8. ACTA CLASSICA Annual ISSN: 0065-1141 UNIV FREE STATE, DEPT ENG CLASSICAL LANG, PO BOX 339, BLOEMFONTEIN, SOUTH AFRICA, 9300 1.
    [Show full text]
  • Legislative Council Panel on Development
    LC Paper No. CB(1)117/17-18(04) For discussion on 31 October 2017 Legislative Council Panel on Development Progress Report on Heritage Conservation Initiatives Purpose This paper briefs Members on the progress of the various heritage conservation initiatives since our last report to the Panel in June 2016. In particular, an update is provided on the revitalisation progress for Batch IV projects of the Revitalising Historic Buildings Through Partnership Scheme (the “Revitalisation Scheme”), viz, No. 12 School Street, Old Dairy Farm Senior Staff Quarters, and Lady Ho Tung Welfare Centre. Members’ views on our future work are invited. Heritage Conservation Policy Policy statement 2. As promulgated in 2007, the Government seeks “to protect, conserve and revitalise as appropriate historical and heritage sites and buildings through relevant and sustainable approaches for the benefit and enjoyment of present and future generations. In implementing this policy, due regard should be given to development needs in the public interest, respect for private property rights, budgetary considerations, cross-sector collaboration and active engagement of stakeholders and the general public.” Statutory monument declaration system 3. In accordance with section 3 of the Antiquities and Monuments Ordinance (Cap. 53) (the “Ordinance”), the Antiquities Authority (i.e. the Secretary for Development (“SDEV”)) may, after consultation with the 1 Antiquities Advisory Board (“AAB”) and with the approval of the Chief Executive, by notice in the Gazette, declare any place, building, site or structure, which the Authority considers to be of public interest by reason of its historical, archaeological or palaeontological significance, to be a monument. Monuments are subject to statutory protection provided under the Ordinance.
    [Show full text]
  • Guest Editorial Contextualising the Commitments and Concerns of Dr
    Swedish Missiological Themes, 97, 2 (2009) Guest Editorial Contextualising the Commitments and Concerns of Dr. Karl Ludvig Reichelt in the 21st Century Thor Strandenæs In this issue of SMT four articles are based on presentations at the School of Mission and Theology (Misjonshøgskolen, Stavanger) during the annual Dr. Karl Ludvig Reichelt Memorial Lectures and Study Day in 2008. This annual event was inaugurated in 2003, a hundred years after Reichelt left for China as a missionary for the Norwegian Missionary Society (NMS).1 The purpose of the event is to engage in scholarly research and discussion on topics related to the fields of missiology and science of religion. A number of the papers and lectures which have been offered during these years have been published. Thus the event has become a research laboratory, raising issues which concern mission and religion, both of historical and contemporary natures. The substantial outcome of the Reichelt memorial lectures and study days is that they give opportunities to look more closely at their contents over the years and relate them to the commitments and concerns of the person in whose honour they are conducted. Hence this guest editorial comes in the form of historical analysis. Before dealing with the Reichelt annual events, however, we should look more closely at Reichelt’s commitments and concerns in light of his life. Dr. Karl Ludvig Reichelt – Missionary, Scholar, and Pilgrim I have borrowed this three-fold characteristic of Reichelt – missionary, scholar, and pilgrim – from the title of Eric J. Sharpe’s Reichelt biography.2 These three relevant characteristics truly reflect Reichelt’s commitments.
    [Show full text]
  • List of the 1444 Historic Buildings with Assessment Results
    List of the 1,444 Historic Buildings with Assessment Results (as at 9 Sept 2021) Page 1 Proposed Year of Construction / Remarks Number Name and Address 名稱及地址 Ownership Grading Restoration 備註 Grade 1 confirmed on 18 Dec 2009 Tsang Tai Uk, Sha Tin, N.T. 新界沙田曾大屋 1 Private Built 1847-1867 1 二○○九年十二月十八日確定為一級歷史建築 Combined with numbers 3, 4, 5, 6 and 7 as one item and accorded with The Wai was built between Kat Hing Wai, Shrine, Kam Tin, Yuen Long, Grade 1 collectively on 31 Aug 2010 新界元朗錦田吉慶圍神廳 1 Private 1465 and 1487, the wall 2 二○一○年八月三十一日確定與編號3、4、5、6和7合併為一項， N.T. was 1662-1722. 並整體評為一級歷史建築 The Wai was built between Combined with numbers 2, 4, 5, 6 and 7 as one item and accorded with Kat Hing Wai, Entrance Gate, Kam Tin, 1465 and 1487, the wall Grade 1 collectively on 31 Aug 2010 3 新界元朗錦田吉慶圍圍門 1 Private Yuen Long, N.T. was 1662-1722, alias Fui 二○一○年八月三十一日確定與編號2、4、5、6和7合併為一項， Sha Wai (灰沙圍). 並整體評為一級歷史建築 The Wai was built between Combined with numbers 2, 3, 5, 6 and 7 as one item and accorded with Kat Hing Wai, Watchtower (northwest) and 新界元朗錦田吉慶圍炮樓 1465 and 1487, the wall Grade 1 collectively on 31 Aug 2010 4 1 Private Enclosing Walls, Kam Tin, Yuen Long, N.T. (西北)及圍牆 was 1662-1722, alias Fui 二○一○年八月三十一日確定與編號2、3、5、6和7合併為一項， Sha Wai (灰沙圍). 並整體評為一級歷史建築 The Wai was built between Combined with numbers 2, 3, 4, 6 and 7 as one item and accorded with Kat Hing Wai, Watchtower (northeast) and 新界元朗錦田吉慶圍炮樓 1465 and 1487, the wall Grade 1 collectively on 31 Aug 2010 5 1 Private Enclosing Walls, Kam Tin, Yuen Long, N.T.
    [Show full text]
  • Legislative Council Panel on Development
    For discussion on 22 January 2019 Legislative Council Panel on Development Progress Report on Heritage Conservation Initiatives Purpose This paper updates Members on the progress of the heritage conservation initiatives since our last report to the Panel in October 2017. Heritage Conservation Policy Policy statement 2. As promulgated in 2007, the Government seeks “to protect, conserve and revitalise as appropriate historical and heritage sites and buildings through relevant and sustainable approaches for the benefit and enjoyment of present and future generations. In implementing this policy, due regard should be given to development needs in the public interest, respect for private property rights, budgetary considerations, cross-sector collaboration and active engagement of stakeholders and the general public.” Statutory monument declaration system 3. In accordance with section 3 of the Antiquities and Monuments Ordinance (Cap. 53) (the “Ordinance”), the Antiquities Authority (i.e. the Secretary for Development) may, after consultation with the Antiquities Advisory Board (“AAB”) and with the approval of the Chief Executive, by notice in the Gazette, declare any place, building, site or structure, which the Authority considers to be of public interest by reason of its historical, archaeological or palaeontological significance, to be a monument. Monuments are subject to statutory protection provided 1 under the Ordinance. Pursuant to section 6 of the Ordinance, the protection includes prohibition of any excavation, carrying on building
    [Show full text]
  • DEVB(W)001 0061 Hon
    Replies to initial written questions raised by Finance Committee Members in examining the Estimates of Expenditure 2009-10 Director of Bureau: Secretary for Development Session No: 19 No. Question Name of Member Head Programme Serial No. DEVB(W)001 0061 Hon. CHEUNG Hok-ming 159 Heritage Conservation DEVB(W)002 0062 Hon. CHEUNG Hok-ming 159 Heritage Conservation DEVB(W)003 1207 Hon. CHEUNG Hok-ming 159 Intra-Governmental Services DEVB(W)004 0085 Hon. LAU Wong-fat 159 Heritage Conservation DEVB(W)005 0228 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)006 0229 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)007 0230 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)008 0231 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)009 0232 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)010 0233 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)011 0234 Hon. LEE Wing-tat 159 Heritage Conservation DEVB(W)012 0728 Hon. LEONG Kah-kit, Alan 159 Heritage Conservation DEVB(W)013 0729 Hon. LEONG Kah-kit, Alan 159 Heritage Conservation DEVB(W)014 0730 Hon. LEONG Kah-kit, Alan 159 Heritage Conservation DEVB(W)015 0731 Hon. LEONG Kah-kit, Alan 159 Heritage Conservation DEVB(W)016 0732 Hon. LEONG Kah-kit, Alan 159 Intra-Governmental Services DEVB(W)017 0733 Hon. LEONG Kah-kit, Alan 159 Intra-Governmental Services DEVB(W)018 0735 Hon. LEONG Kah-kit, Alan 159 Intra-Governmental Services DEVB(W)019 0736 Hon. LEONG Kah-kit, Alan 159 Intra-Governmental Services DEVB(W)020 0737 Hon.
    [Show full text]
  • M / SP / 14 / 173 J⁄Hfi‰⁄‚W MA on SHAN TAI PO ROAD - TAI PO KAU J¤U´S¤¥ ¥¯ ¿¦ ROAD Vista Paradiso L®©
    ¤bs⁄ fi ¥ b@ ¤bs Ma On Shan Villa Oceania Pak Shek Kok Swimming Pool Ma On Shan b@ ON CHIU ST ƒB »›· Park … Villa Athena Lo Lau Uk TOLO HIGHWAY Hong Kong Science Park As Cheung Shue ROAD Kam Lung ¤bs fi¶ Tan SHA Court Ma On Shan Centre SAI 300 ON CHUN STREET j fił гs ON YUEN ST Bayshore Towers FªK “ ¶d Marbella Wong Nai ¤b ”wƒ RD CHONG SAN ROAD MA ON SHAN Fai CAMPUS CIRCUIT NORTH Fok On East Rail Line Garden HANG fi¶ X MEI I´_Ä The Waterside @ PO TAI s• SHAN Saddle Ridge Garden ‹˙ Sunshine City A^ Y© b ON j ³¸§ Po Min ON LUK STREET MA è¦F MA KAM ST |¹w 200 ¤˘ T ´¥K RESIDENCE RD Chung On E bS¶æ P¿ O E 400 Ta Tit Yan MA LIU SHUI N R Estate S T Yin Ngam HI S h¤L A NG Ʊ »›· ‹§ª Kam Fung Court HANG KWONG s• Pai Mun HK Institute of [˘fi s•‹n ¤A A^ Biotechnology Dragon Fountain 100 NTS Regional KAM YING ROAD CAMPUS CIRCUIT WEST ST Kam Ying Court j⁄Hfi]ƒ Headquarters Ser Res s·È 300 SCIENCE PARK ROAD «d TAI PO KAU NATURE RESERVE TAI HANG j¤H AH MEI ª¨d ¤b PO Tai Po Mei Kam Hay Chek Nai Ping Court ®¶º UNITED ROAD ‚œ ¤bs⁄ 500 Park Belvedere Ma On Shan £Äw Sports Ground 44 Yiu On Estate pÁX y±M Ser Res | ¤b j⁄Hfi§⁄ł§¤‚˛†p›ˇ Yalesville 43 ¤¤¡ CENTRAL AVENUE s ø M / SP / 14 / 173 j⁄Hfi‰⁄‚w MA ON SHAN TAI PO ROAD - TAI PO KAU j¤U´s¤¥ ¥¯ ¿¦ ROAD Vista Paradiso L®© WILSON TRAIL ᪠CLINIC SEE PLAN REF.
    [Show full text]
  • Legislative Council Panel on Development
    For discussion on 28 April 2020 Legislative Council Panel on Development Progress Report on Heritage Conservation Initiatives Purpose This paper updates Members on the progress of the heritage conservation initiatives since our last report to the Panel in January 2019. The paper also seeks the Panel’s endorsement on the funding application for the Lung Tsun Stone Bridge Preservation Corridor at Kai Tak. Heritage Conservation Policy Policy statement 2. As promulgated in 2007, the Government seeks “to protect, conserve and revitalise as appropriate historical and heritage sites and buildings through relevant and sustainable approaches for the benefit and enjoyment of present and future generations. In implementing this policy, due regard should be given to development needs in the public interest, respect for private property rights, budgetary considerations, cross-sector collaboration and active engagement of stakeholders and the general public.” Statutory monument declaration system 3. In accordance with section 3 of the Antiquities and Monuments Ordinance (Cap. 53) (the “Ordinance”), the Antiquities Authority (i.e. the Secretary for Development) may, after consultation with the Antiquities Advisory Board (“AAB”) and with the approval of the Chief Executive, by notice in the Gazette, declare any place, building, site or structure, which the Authority considers to be of public interest by reason of its historical, 1 archaeological or palaeontological significance, to be a monument. Monuments are subject to statutory protection provided under the Ordinance. Pursuant to section 6 of the Ordinance, the protection includes prohibition of any excavation, carrying on building or other works on the monument, and any action to demolish, remove, obstruct, deface or interfere with the monument unless a permit is granted by the Antiquities Authority.
    [Show full text]
  • Deciphering Chinese Calligraphy As the Architectural Essence of Tao Fong Shan Christian Center in Hong Kong Chak Kwong Lau
    World Academy of Science, Engineering and Technology International Journal of Humanities and Social Sciences Vol:13, No:7, 2019 Deciphering Chinese Calligraphy as the Architectural Essence of Tao Fong Shan Christian Center in Hong Kong Chak Kwong Lau atmosphere. They explored this evolving relationship in studies Abstract—Many buildings in Hong Kong are graced with such as [5]-[7]. enchanting works of Chinese calligraphy. An excellent example is Tao Zhang examined the calligraphy of the so-called “yilao” (the Fong Shan Christian Center founded by a Norwegian missionary, Karl Qing Dynasty (1644-1911) left-over scholars) and various Ludvig Reichelt (1877-1952) in 1930. Adorned with many inspiring other calligraphy groups in her works “Calligraphy of the Qing works of Chinese calligraphy, the center functions as a place for the study of Christianity where people of different religions can meet to Dynasty Left-over Scholars in the Republican Period” [8], have religious discussions and intellectual exchanges. This paper “Cantonese Left-over Calligraphers from Qing Dynasty and the examines the pivotal role played by Chinese calligraphy in creating a Early 20th Century Hong Kong Calligraphy Scene” [9] and A significant context for the center to fulfill her visions and missions. Study of Hong Kong Calligraphy and Painting Groups [10]. The methodology of this research involves stylistic and textual Working from another perspective, Mo and Deng try to analyses of works of calligraphy, in particular through an examination understand Hong Kong calligraphy of the recent decades and interpretation of their extended meanings in terms of architectural symbology and social and cultural contexts.
    [Show full text]