Tak Nga Secondary School
Annual School Report
2012-2013
50 years of love and wisdom Home for young minds to bud and blossom
Annual School Report 2012-2013
Content
I. Characteristics of Education provided by the Page 2 Sisters Announcers of the Lord
II. School Vision and Mission Page 3
III. School Information Page 4-6
IV. Report on Major Concerns Page 7-11 (Achievements and Reflections)
1. Smooth implementation of NSS curriculum 2. Catering for Learner Diversity 3. Enhance Students’ Sense of Responsibility
V. Refined English Enhancement Scheme - Page 12-16 Project-end Evaluation Report
VI. Report on Use of Grants
1. School-based After-School Learning and Page 17-18 Support Programmes
2. Capacity Enhancement Grants Page 19-20
VII. Student Achievements 2012-2013 Page 21-29
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I. Characteristics of Education provided by the Sisters Announcers of the Lord
Our Convictions
Education, the art of reaching the very heart of a person, is a mission that the requires boundless dedication of love and care. Only those who know how to touch a human heart can master this art.
We believe that a person is fundamentally religious, that is, he accepts the existence of the Creator, the origin of truth, goodness, and beauty, which all hearts are inclined to pursue. Education draws on such an inclination, and enables a person to develop his or her potentials to the full. We are deeply convinced that even the most deviant young people may repent and turn over a new leaf.
Application of Our Convictions We absolutely agree that prevention is better than cure. We uphold the preventive measures founded by the great educator, St. John Bosco. The three key principles of his education method are : reasons, Christian faith, and love.
1. We reason with our students. The regulations we make and the measures we carry out should be equitable and easy to understand. We induce our students to learn and be good through encouragement and fervent exhortation.
2. We use Christian faith to mould our students. Different religions guide people towards different directions. In the pursuit of truth, goodness and beauty, we educate our youths to appreciate the values of the Gospel.
3. We tug at our students' heartstrings with our enduring love and care. Love is the core of our education. Only a heart can influence another heart. It is our deeds which reflect our love for our students, not our words.
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II. School Vision and Mission
Vision Statement
We are a happy, learning-oriented community. We treasure Christian values. We provide a loving and caring environment where students and staff excel and develop their individual potential fully.
Mission Statement
With our blend of Christian tradition and innovation, we nurture joyful, lifelong learners who have the integrity, wisdom, courage, and industry to succeed in the global environment and serve our nation. We ensure that all students and staff experience love and care. We promote staff excellence through professional development. We involve parents as trustful partners to support the growth and development of our students.
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III. School Information Background
Tak Nga Secondary School was founded by the Sisters of the Announcers of the Lord in 1962. It first ran both a Chinese middle school and an English Secondary Section to suit the students’ needs. Later in 1976, the English Secondary Section increased her capacity while the Chinese middle school places were reduced due to the changing needs of society and the desires of parents. In the autumn of 1980, Tak Nga became entirely an English Secondary School.
Whole-school Language Policy A. Principles: 1. We strive to provide a language-rich environment for every student to develop her proficiency in English 2. We believe that every student is able to excel in English. 3. We strive to maximize students’ learning opportunities of English Language with internal and external resources.
B. Objectives: 1. To develop students’ English proficiency
2. To develop students’ capacity to learn subjects through English 3. To foster students’ interest in learning English for international communication and entertainment
C. Strategies: I. To enhance the language environment conducive to learning English, we Organize English Week to celebrate students learning outcomes (performances, presentations and display of student work) every school year Set up the English Zone to encourage students to use English for entertainment and for self-access learning Have an English Club to co-ordinate regular lunchtime and English Zone activities Students are required to keep a record of their participation in school English activities by collecting chops for their English Passports Have English assembly with students’ presentations and teachers’ sharing every Monday, Tuesday, Wednesday and Thursday Make all announcements and promotions of activities in English 4
Display learning materials around the campus mainly in English Publish the Bee, our English school newspaper, twice a year Issue bilingual notices to students and their parents Train students to be MCs and announcers
Organize English study trips
II. To develop students’ English proficiency, we
Implement Phonics-based Reading Curriculum in S1 to develop students’ reading skills and to improve their performance in spelling Conduct Reading-pals programme to enhance S3 students’ reading and presentation skills and help S1 students develop reading habit Adopt English as the medium of instruction in Physical Education and Visual Arts Have on-line interactive learning – English Builder for all S. 1 to S. 6 students Cope with the diversity of learning abilities in class by employing different teaching strategies such as cooperative learning Have the English Morning Reading Session to promote good reading habits Integrate language arts activities including poems and songs into both junior and senior form English curriculum Encourage and subsidize students to join interschool speaking and writing competitions
III. To strengthen students’ capacity to learn content subjects in English through the Language across the curriculum (LAC), we have the Language Across the Curriculum Committee (LACC) to take a leading role in the implementation of LAC. Functions of LACC: facilitates and strengthens the collaboration among English teachers and content subject teachers in order to enhance learning and teaching effectiveness in English language and other subjects gives professional advice and support to content subject teachers so as to raise the effectiveness of using English as the medium of instruction. implements pre-S1 Bridging programme to prepare students for using English as the medium of instruction promotes professional development of teachers to enhance teachers’ capacity in using English as the medium of instruction
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Destinations of graduates 2012-13 50 45 40 35 30 25 20
15 Percent 10 5 0 Other cert Local Local sub- courses or Overseas Repeating Employment Other Degree degree vocational training 2011/12 30 46 18.2 2.2 0.7 0 2.9 2012/13 40.8 45.8 7.5 1.7 0 2.5 1.7
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IV. Achievements and Reflections on Major Concerns 2012-2013 1. Smooth implementation of NSS curriculum 1.1 Achievements: 2012 HKDSE Examination statistics were thoroughly studied by panels. Strengths and weaknesses in the implementation of the school-based NSS curriculum were identified, which give direction for teachers to formulate and adjust strategies to enhance student performance in HKDSE Examinations. Additional lesson time was allocated to S6 elective subjects for teachers to provide more learning support to S6 students. The 2013 HKDSE Examination results were encouraging. The Level 4 or above percentage of most subjects, including all four core subjects, were well above that of all candidates.
Students’ proficiency in English Language is crucial for effective learning as English is the medium of instruction of most subjects. Conscientious efforts have been put in enriching an English Language environment. The English Language rich environment was highly commended by the Medium of Instruction Focus Inspection Team from Quality Assurance and School-based Support Division of Education Bureau. Throughout the year, the English Panel had organized regular lunchtime Hall and English Zone (the self-assess English Language Learning Centre located on the ground floor) activities which aim at increasing students’ exposure to English. Students in S1 to S5 were required to keep a record of their participation in school English activities by collecting chops for their English Passports. Majority of students were able to attain Satisfactory (which requires a minimum of 30 chops) or above, while a number of senior form students achieved Excellent for their participation rate.
To support effective teaching, instructional leadership and teacher collaboration is indispensable. To provide the momentum for development of these two areas, the Panel / Key Learning Area (KLA) based Professional Development Programmes were launched. Each panel or KLA formulated their foci and implementation plan of professional development. For example, the Chinese Language Panel focused on questioning techniques while the Personal, Social and Humanities Education KLA focused on assessment task design. Professional development activities such as open classes, lesson observations and collaborative lesson planning had been conducted within the panels / KLAs.
A staff development day was held on 5 June 2013 for teachers to discuss and evaluate the achievements of the programmes. Knowledge and generic experiences were shared in the meeting of all teachers. Most teachers agreed that the sharing could inspire and enhance their teaching and learning practices. All panels would further the subject-based professional development into the next stage to sustain the good practices.
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5th June 2013 Staff Development Day – Quality Teaching and Learning
Science teachers were evaluating the Chinese Language teachers were sharing with implementation of their professional all teachers on their experiences in the use of development plan – effective use of English as questioning techniques for developing the medium of instruction in science subjects. students’ high order thinking skills.
As one of the components of the NSS curriculum, other learning experiences (OLE) play an important role in whole person development of our students. 2012-2013 was remarkable in school history as our school celebrated its 50th Anniversary. All students were engaged in different celebration activities. For example, the school choir had used their summer vacation in producing a Music CD, which was one of the 50th Anniversary souvenirs. Committee members of different student organizations set up more than 20 booths in the school campus and conduct interesting activities for their schoolmates and the general public in the Open Day on 1st December 2012. Indeed, the student helpers had gained valuable experiences beyond classroom learning.
50th Anniversary Open Day on 1st December 2012
Girl Guides’ handicraft making booth School Choir’s performance in the basketball court
Nearly 60% of senior secondary students participated in territory-wide inters-school competitions, increased by almost 10% as compared to last school year. A variety of co-curricular activities had been organized by subject panels, committees and student organizations. Leadership training was a key element of OLE. Leadership training programmes were launched by different student support committees. One example was participation in the Ambassadors of Counseling Training Scheme 2013 organized by Hok Yau Club. S4 students were nominated by our Career Mistress as Careers 8
Student Ambassadors. The 5 training sessions provided by Hok Yau Club enriched their knowledge on the latest development of multiple pathways and enhance their skills in peer counseling, programme planning and implementation. These ambassadors conducted a sharing session for their S5 schoolmates on multiple pathways. They also served as student helpers on the Day of Release of 2013 HKDSE Examination Results.
1.2 Reflections With the completion of senior secondary education of the first and second cohorts under the New Academic Structure (NAS), teachers are provided with more comprehensive data from both public assessment and internal assessment. To enhance the effectiveness of learning and teaching, more sophisticated use of assessment data is required in both junior and senior forms. This entails both teachers’ assessment literacy and professional leadership of heads of subject panels and Key Learning Areas. With the implementation of NAS, students’ demand for careers guidance has increased sharply. More resources, especially human resources, are required to provide careers guidance to students. Indeed, a strategic plan for careers education throughout students’ secondary school life would provide the framework for the formulation of yearly targets and plans to cater for the needs of students. Language proficiency is the prerequisite for students to pursue further study and for their career development. Development of students’ proficiency in English Language, Chinese Language and Putonghua will continue to be our priority. Subject panels and committees will continue to create different learning opportunities for students to use language purposefully.
2 Catering for Learner Diversity 2.1 Achievements: The implementation of the Language Across the Curriculum (LAC) project under the Refined English Enhancement Scheme was a success. To quote from Education Bureau’s Focus Inspection Report on our school’s use of the Medium of Instruction at the Junior Secondary Levels (MOIFI) which was conducted in May 2013, the launch of LAC Pilot Project served as a good starting point for the collaboration of subject teachers in promoting LAC. Professional development activities such as collaborative lesson planning, open classes, lesson observations and sharing sessions focusing on LAC had been conducted. Teachers’ comments were positive towards the collaboration between content subject teachers and English Language teachers. The former regarded the latter as an importance source of support for effective use of English as the medium of instruction.
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Afterschool remedial classes were offered for students who need more support in learning Chinese Language, English Language and Mathematics. Split class teaching was adopted in four HKDSE core subjects in one class of each senior form. External resources were drawn to provide additional afterschool remedial classes and homework guidance classes for junior form students. High achievers were stretched through participation in inter-school competitions and programmes organized by universities and other organizations, such as the Secondary School Mathematics and Science Competition organized by the Hong Kong Polytechnic University and English is Everywhere Courses organized by the Language Fund. Students had achieved excellent performance in different categories of external competitions, which included academic, physical, music and art competitions. The list of awardees in various competitions was posted on our school website.
The Reading Pals Programme (RPP) and the Phonics-based Reading Curriculum (PBRC) under the Refined English Enhancement Scheme (first year) was successfully sustained. Conditions for the implementation of these programmes such as special timetabling arrangements and allocation of manpower were created in the previous school year. These two programmes were highly commended by the EDB in the MOIFI. The inspection team commented that the RPP benefited both the high achievers (one S3 class) and the S1 students who need more support in learning English in developing their reading strategies and boosting their confidence in speaking.
2.2 Reflections: Language is the vehicle for learning. Students’ language support needs are identified and catered for through the implementation of LAC. The launching of this project enables us to identify the conditions for the implementation of LAC and the importance of planning, which comprises school, subject and class level. It is the responsibility of the school administration to provide the infrastructure for the implementation of LAC, such as special timetabling arrangements, staffing, professional development opportunities, etc. The MOIFI report has given us constructive suggestions on how to sustain and how to build on the success of the LAC Pilot Project. The report will definitely serve as an important reference for our planning for years ahead.
Afterschool remedial classes as a means to cater for learner diversity have been implemented for many years. More systematic collection and use of data, such as inspection of assignments of these classes, may help us evaluate the effectiveness of these classes.
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Participation in programmes and competitions offered by external organizations is a way to cater for the needs of high achievers. There is a need to solicit more resources for creating learning opportunities for students.
3 Enhance students’ sense of responsibility 3.1 Achievements: Cultivation of students’ sense of responsibility was by means of implementation of formal and informal curriculum. To instill right values based on Catholic faith for junior form students, S1 and S2 classes had more Ethics lessons than their schoolmates in higher forms. Spiritual education was introduced to all S1 students. The Student Counselling Committee collaborated with the Ethics and Religious panel in conducting sex education to all S2 students in their Ethics lessons. To help junior form students acquire essential self-management concepts and skills, the Student Counselling Committee formulated a school-based curriculum for S1 and S2 class teacher periods. Booklets (students’ and teachers versions) were published to facilitate the conduct of lessons by S1 and S2 class teachers. The feedback from both class teachers and students was positive. A special timetable with an extended 9th period was adopted for creating time and space for hall assemblies, which serve as a platform for different subject panels and student support committees to conduct a variety of co-curricular activities. For example, the Careers Guidance Committee invited Ms Mary Cheung to conduct a talk on “the Importance of Etiquette, Manners and Personal Image to Young Ladies” for the whole school. The feedback from students, especially senior form students, was encouraging.
Talks on different issues were conducted by the Moral and Civic Education Committee regularly in morning assemblies throughout the school year. Students found the talks relevant to their life as the content was derived from their daily life such as learning attitude and use of internet.
3.2 Reflections: The activities and programmes organized by different subject panels and student support committees provided a lot of learning opportunities to students. It is difficult to quantify the outcomes of these activities and programme in respect of enhancement of students’ sense of responsibilities. Nonetheless, there is a need for developing a mechanism for evaluating the effectiveness of the activities and programmes. Moreover, collaboration among committees and subject panels is probably a way towards more efficient use of resources.
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V. Refined English Enhancement Scheme - Project-end Evaluation Report
Name of School: Tak Nga Secondary School Project Period: 2011/12 to 2012/13
Part 1 - Project deliverables [Please refer to Part 1 of Guidelines on completing the Project-end Evaluation Report]:
Describe the tangible deliverables (e.g. Language-across-the- curriculum and English language No. Suitable for dissemination; reason(s) curriculum materials, teaching and learning resources by non-language subjects, etc.)
Reading Pals Programme (RPP) *Yes / No (1) Resource package with reproducible learning and teaching materials The resource package and the reading packages are such as worksheets and assessment tasks for English Language teachers reproducible. The teachers-in-charge and students can also 1 to implement RPP share their experiences with teachers of other schools. The (2) Reading packages with (i) instructions for group leaders; (ii) reading reading packages were highly commended by EDB in the materials; and (iii) materials for conducting reading activities Medium of Instruction Focus Inspection conducted in May 2013.
Phonics- based Reading Curriculum (PBRC) *Yes / No Resource package with reproducible learning and teaching materials such The resource package is reproducible. The 2 as worksheets, teaching aids and assessment tasks for English Language teacher-in-charge can share her experiences on teaching teachers to implement PBRC phonics. Indeed, she has demonstrated the teaching of phonics to other English panel members.
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*Yes / No Language Across the Curriculum – Reading & Writing skills development (LAC) The lesson plans, reproducible learning & teaching materials (1) Resource package with lesson plans, reproducible learning & teaching and assessment tasks resources packages can be adapted to materials and assessment tasks for all English Language teachers to the curriculum of different schools. The teachers-in-charge teach the specified language items and structures 3. are happy to share their experiences with teachers of other (2) resource package with lesson plans, reproducible learning & teaching schools. Indeed, a sharing session with another secondary materials and assessment tasks for content subject teachers implement school on LAC has been conducted, in which the teachers of LAC both schools shared their experiences and T/L resources in LAC.
Local English Study Camp *Yes / No 4. (1) a camp booklet for each participant (2) resource package with materials for conducting different language The camp booklet and the materials for conducting language activities activities are reproducible. * Delete the inappropriate.
Part 2 - Attainment of output targets [Please refer to Part 2 of Guidelines on completing the Project-end Evaluation Report]:
Output / outcome-based targets pledged by school in the Extent of Attainment (please elaborate) proposal Reading Pals Programme (RPP) The targets were fully attained. Nearly the whole class of Secondary 3 At least 70% of the participating class of Secondary 3 students are able students had very positive feedback towards the programme. These to reading tutors found that they read more English books than before, . develop their oral expression, pronunciation and spoken learnt more new vocabulary. In addition, the programme provided confidence through story-telling experiences opportunities for them to make use of their phonic skills to decode the . critically analyse what they read and express this difficult words. Their confidence and fluency in speaking English had understanding to others as tutors in interactive reading activities been enhanced by serving as reading tutors.
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Phonics- based Reading Curriculum (PBRC) The targets were fully attained. The assessment data reflected that At least 70% of the students participated in the programme are able to around 80% of the participants (S1 students) were able to show a . show a mastery of all English sounds mastery of all English sounds. All of the participants were able to read . read independently independently and had develop interactive learning skills with reading . develop interactive learning skills with reading pals pals such as asking questions and answering questions orally.
Language Across the Curriculum – Reading & Writing skills The programme was implemented in three stages, with one subject in development (LAC) focus in each stage. Although student performance in the first stage (Life and Society) was not satisfactory, the experience gained was At least 70% of students are able to apply language items and structures valuable input for the implementation of the second and the third stage. acquired from English lessons in content subjects involved in LAC About 72 % of participants (all S2 students) were able to apply the language structure in the content subject (Integrated Science) while 96% of participants attained their LAC learning targets in the third stage (Geography).
Local English Study Camp The target was fully attained. The study camp had created a lot of At least 80% of students show positive comments about the trip in the opportunities for participants (40 S1-3 students) to use English opinion survey purposefully. It also engaged participants in a variety of indoor and outdoor activities beyond classrooms.
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Part 3 - Reflections on the project [Please refer to Part 3 of Guidelines on completing the Project-end Evaluation Report]: (in concise and precise language, point form acceptable)
2012-2013 was a year for us to consolidate the fruits of 2011-2012 - RPP, PBRC and the Local English Study Camp . Teaching plans and materials were revised and refined. The experiences gained from the implementation of the projects were shared with English teachers in professional development activities. With the implementation of the projects, we accumulated both teaching and administrative experiences. We succeed in building the infrastructure for carrying out the programmes, which is crucial for their sustainability. We are glad that these support measures for student learning were highly commended by the EDB MOI Focus Inspection team.
The launching of LAC impact had positive impact on teachers. Compared with DOLACEE implemented in 2005/2006, teachers had a more positive attitude towards LAC. Before the implementation of the LAC pilot project, content subject teachers regarded LAC was an additional workload to them, as they were required to teach English Language in addition to the content of their subjects. After the implementation of this project, content subject teachers obtained the support of English teachers to their teaching of subjects. English teachers provided a language perspective for the content subject teachers, which enabled them to be aware of students language support needs. The project served as a platform for English teachers and content subject teachers to exchange ideas, which provide the momentum for more effective teaching and learning. The experiences gained from the implementation of this project were shared among teachers through professional development activities such as post lesson observation conference, sharing session for all teachers during professional development day, etc. The project was indeed an important step for the school towards a learning organization. As commented by the EDB MOI Focus Inspection team, “good arrangements have been made for collaborative lesson planning and professional sharing, and quantitative and qualitative data on student performance are duly analysed to facilitate ongoing review of teaching progress and design of materials.” (extracted from the Focus Inspection Report on the Use of English as the Medium of instruction at the Junior Secondary Levels of Tak Nga Secondary School, Quality Assurance and School-based Support Division, EDB, June 2013).
The years ahead will be full of challenges. The success of the trials financed by REES will have to be sustained and expanded without additional resources. Strong leadership and collective wisdom are indispensable for us to move on the cycle of planning, implementation and evaluation to sustain and expand our achievements.
15 Part 4 - Self-rating on the implementation of the project [Please refer to Part 4 of Guidelines on completing the Project-end Evaluation Report.]:
Taken Parts 1 to 3 above together, the overall rating on my school’s implementation of the Project is : ( 4 ) [4= Very good 3 = Good 2 = Satisfactory 1 = Can be improved]
Part 5 - Information for stakeholders [Please refer to Part 5 of the Guidelines on completing the Project-end Evaluation Report.]:
Please put a”” in the appropriate box. (1) Has your school included the Strategy and implementation Plan of the Project in your school development plan? Yes. No. [Please give reason(s)]: ______
(2) Has your school included the report(s) on the progress and evaluation of the Project in the annual school report? Yes. No. [Please give reason(s)]: ______
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VI. Report on Use of Grants
1. School-based After-School Learning and Support Programmes 2012/13 Programme Report
Name of School： Tak Nga Secondary School
Project Coordinator： Mr. Chow Kin Fai
A. Information on Activities under the Programme
Actual no. of Method(s) of evaluation Name of partner/ Remarks if any Target Average Period/Date Actual expenses Name of activity (e.g. test, questionnaires, service provider (e.g. students’ learning students # subsidy activity held ($) etc) (if applicable) and affective outcome) benefitted Nov 2012– Schroeder’s Musical Class 26 2701 70233 Teacher Observation / June 2013 Music Union
LS Reading 21 60 Jan 2013 1258.5 Teacher Observation / /
Oct 2012– Pop Dance Activity 3 630 1890 Teacher Observation / / May 2013
Oct 2012– Newspaper Reading Scheme 1 140 140 May 2013
FHL Power Adventure-based Training 7 400 Sept 2012 2800 Teacher Observation Adventure / Camp Training Centre
Chinese Enhancement Class 14 450 Aug 2013 6300 Questionnaire / /
Total Expenses 82621.5
Note: # Target students: students in receipt of CSSA/SFAS full grant and disadvantaged students identified by the school under the 10% discretionary quota.
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B. Project Effectiveness To the benefitted students, achievements of the activities conducted are rated as follows:
Improved No Not Please put a “” against the most appropriate box. Declining Significant Moderate Slight Change Applicable
Learning Effectiveness a) Students’ motivation for learning b) Students’ study skills c) Students’ academic achievement d) Students’ learning experience outside classroom e) Your overall view on students’ learning effectiveness Personal and Social Development f) Students’ self-esteem g) Students’ self-management skills h) Students’ social skills i) Students’ interpersonal skills j) Students’ cooperativeness with others k) Students’ attitudes toward schooling l) Students’ outlook on life m) Your overall view on students’ personal and social development Community Involvement n) Students’ participation in extracurricular and voluntary activities o) Students’ sense of belonging p) Students’ understanding on the community q) Your overall view on students’ community involvements C. Comments on the project conducted Problems/difficulties encountered when implementing the project
unable to identify the target students (i.e., students receiving CSSA, SFAS full grant);
difficult to decide on the 10% discretionary quota;
target students unwilling to join the programmes;
the quality of service provided by partner/service provider not satisfactory;
tutors inexperienced and student management skills unsatisfactory;
the amount of administrative work leads to apparent increase on teachers’ workload;
complicated to fulfill the requirements for handling funds disbursed by EDB;
the reporting requirements too complicated and time-consuming;
Others (Please specify):
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VI. Report on Use of Grants
1. Capacity Enhancement Grants (CEG) 2012-2013 (a) Mathematics and Computer Panels - Evaluation Report on CEG
A qualified and experienced Mathematics and I.C.T. teacher was hired to support teachers in developing senior secondary curriculum tasks, in conducting I.C.T. & Maths classes from S2 and S6 and in promoting self-learning by using web-resources throughout the academic year.
Throughout the year, the teacher has supported teachers of same panels by sharing the teaching load of his colleagues. Learner diversity of the students was catered for as the weaker students were organized in small groups and additional support was given to them afterschool. He has helped these students develop their self-learning capacity through small group teaching.
Another contribution made by the teacher was making it possible for the implementation of smaller class sizes for the Module 1 and Module 2 Mathematics in S5 classes, which directly reduced the teaching workload of S5 Mathematics teachers.
In addition, the teacher helped to promote the self-learning by using web-resources from the publisher in S2. There were regular On-line exercises assigned to students and the students needed to finish the exercises at home individually. Moreover, he designed and prepared worksheets, exercises and quizzes by collaborating effectively with other panel members teaching the same forms.
Panel members have generally found that the support offered by the teacher to be vital to their work. They have benefited greatly in terms of reduced overall workload and increased access to more resources.
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(b) 「學校發展津貼」中文老師工作檢討 (2012-2013)
概況﹕
中文老師﹕賴雪君老師(0.5)，王鈺棋老師(0.5)
任教情況﹕
中六級中文 1 班；中五級中文 1 班；中一級中文 4 班；中三、二級通識 8 班
對同學的幫助：
‧ 教學人手增加，有助中六級實施分班教學﹝由 4 班改為 5 班﹞，中四級也可分 5 組教學， 對照顧學習能力差異及進行活動教學有極大裨益。 ‧ 協助規畫中四及中六級必修及選修課程，共同備課、參加校內閱卷會議，優化課程內容， 使同學學習更有系統。 ‧ 協助統籌中文科科務的工作，管理中文科網頁，提供最新的校外比賽資訊，上載網頁，鼓 勵學生多加參與，增進學習經歷。
對我科老師的幫助：
‧ 人手增加，有助分擔中文科老師的科務工作。 ‧ 教學人手增加，中六級能實施分班教學﹝由 4 班改為 5 班﹞，中四級也可分 5 組教學，有 助老師照顧學習能力差異及進行活動教學。 ‧ 人手增加，避免了中文科老師任教 4 班的情況出現，減輕工作量；中文科同事亦可避免同 時兼三個科組﹝中文、中史、普通話﹞的工作。 ‧ 共同分享教學資源，交流教學心得，令科內同事增進教學知識，加以反思。 ‧ 協助統籌中文科科務的工作，例如管理中文科網頁和壁報板，為學生提供重要及有用資訊。
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VII. Student Achievements 2012-2013 Results in External Competitions (2012-2013)
Academic
Name of competition Result Name and Class 比賽名稱 成績 獲獎學生
Distinction 5D Lau Wing Ki
Hong Kong Polytechnic University 5DChan Yik Tin Secondary School Mathematics and 5D Cheung Wing Kei Science Competition 2013 5D Ting Ho Ching Credit 5D Lei Ho Kar Subject: Chemistry 5C Tam Mei Ting 5C Lau Sin Yee
High Distinction 5C Lee Sarah Yee
5C Ho Chin Hang 5C Kwok Yi Man Hong Kong Polytechnic University 5C Ng Ka Tik Distinction 5C Tang Hiu To Secondary School Mathematics and 5C Wong Po Ying Science Competition 2013 5C Yeung Ka Ching Subject: Biology 5C Au Yee Hung 5C Lai Tsz Yan 5C Leung Ho Yan Credit 5C Leung Ka Ki 5C Lui Chi Ching 5C Ng Ka Wing
5D Cheung Wing Kei High Distinction 5D Tang Yuk Wah Hong Kong Polytechnic University 5D Lam Tsoi Man Secondary School Mathematics and Distinction 5D Lo Ho Wun Science Competition 2013 Subject: Math 5D Chan Yik Tin 5D Cheng Sze Ki Credit 5D Lau Wing Ki 5D Lei Ho Kar 5D Lui To Shan
香港潮人深水埗同鄉會 5D 丘素芬 「2013 年度林建康助學金」
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3D Chen Shuxian Junior Form 3D Ho Chiu Yu 3D Ng Chun Chun The 5th Sham Shui Po District Outstanding Students Award 4D Law Chui Yi Senior Form 4D Ho Hilda Hei Tung 6D Pang Helen
5D 劉詠琪 「梁漢洪教聯獎學金」 Hong Kong Institute of Accredited 5D Lo Ching Yi Accounting Technicians (Secondary School Group) Scholarship
4B 吳學怡 4B 李雅塋 最佳承托效益獎 中學基建模型創作比賽 2013 4C 曾曉慧 亞軍 4D 梁智晶 4D 譚鈺儀
仁濟醫院王華湘中學 2013 閱讀周「巨人足跡」 中學組季軍 1A 司徒晴晴 中、小學中、英文閱讀報告賽
The Hong Kong Polytechnic University Healthy Lifestyle-Lyrics Rewriting Champion 5D Katie Leung Competition for Secondary School Students
中學一、二年級 1D 陳怡穎 普通話詩詞獨誦亞軍 1D 王晶晶 香港學校音樂及朗誦協會 中學一、二年級 2B 陳銳熹 第六十四屆香港學校朗誦節 2012 普通話詩詞獨誦季軍 中學三、四年級 3D 陳顥心 普通話詩詞獨誦季軍 鎮文化教育協會主辦 優異獎狀 4D 陳必祺 語文教育及研究常務委員會合辦 教育 局、香港電台普通話台、 3C 張瀚寧 家庭與學校合作事宜委員會協辦 4C 林嘉儀 「第十五屆全港中小學普通話演講比賽 良好獎狀 2013」 4C 鄭立婷
3D 關嘉詠 3D 方曉彤 合誦冠軍 3D 周嘉敏 3D 易卓怡
4D 陳必祺 4D 梁嘉盈 蔡麗雙博士詩文朗誦協會 合誦亞軍 香港朗誦藝術語言中心 4D 王懿初 4A 陳曉靜 第九屆中外作家詩文朗誦比賽 對誦冠軍 5A 李穎珊 4D 陳必祺 (2013‧香港) 對誦亞軍 4D 梁嘉盈 4A 陳曉靜
對誦季軍 5A 李逢如 5A 劉雅穎
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初中組冠軍 3D 關嘉詠 香港教育專業人員協會、康樂及文化 事務署、 初中組優異獎 3D 伍珍珍 香港公共圖書館 第二十四屆讀嘉年華 高中組亞軍 4C 鄭立婷 「閱」聞「閱」趣寫作比賽 高中組優異獎 4D 陳必祺
初中組亞軍 3D 關嘉詠
慈幼會 高中組冠軍 4D 謝慶玲 「向老師致敬 2013」徵文比賽 高中組季軍 4D 陳必祺
高中組優異獎 4D 譚錦華
中學六年級 6A 王文詩 粵語詩詞獨誦冠軍 6A 黎欣兒 6A 蔡學明 6A 黃德妍 中學六年級 6A 李苡昕 粵語詩詞獨誦亞軍 中學六年級 6D 馬菀蔚 粵語詩詞獨誦季軍 中學五年級 5C 黃寶盈 粵語詩詞獨誦亞軍 中學五年級 香港學校音樂及朗誦協會 5C 劉亦羚 校際朗誦節 粵語詩詞獨誦季軍 中學四年級 4D 陳必祺 粵語詩詞獨誦季軍 中學三年級 3D 陳顥心 粵語散文獨誦亞軍 中學三、四年級 4D 李穎朗 吳錦恩 粵語二人朗誦季軍 中學二年級 2D 陳銳熹 粵語詩詞獨誦亞軍
中學一年級 1C 宋卓慧 粵語詩詞獨誦季軍 1D 陳怡穎
一等獎 4A 廖芷嘉
3C 梁惠玲 二等獎 2A 陳曉琪 陸陳漢語國際教育 3C 王美月 第十三屆世界華人學生作文大賽 香 三等獎 2B 葉蘊瑤 港賽區 2B 朱詠珊 優秀獎 3A 列寶怡 3C 陳婉虹 3D 梁穎
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4C 鄭立婷 4D 陳必祺 4D 陳淑怡 4D 梁嘉盈
Solo Verse Speaking 3B Ng Cheuk Tung Sofrie Champions 1C Tong Wing Kiu Nicole Solo Verse Speaking 1D Chan Yi Wing 2nd Place 2B Lai Pei Hei 3C Hui Lok Wai Christina Dramatic Duologue 5C Tang Hiu To and 2nd Place 5C Yau Bianca Yui Zhi 1C Cheung Wing Yin Solo Verse Speaking 3D Wong Jendy 4A Liu Tsz Ka 3rd Place 5A Au So Ying 5D Mok Hiu Ting
Choral Speaking Tak Nga Secondary School 3D Merit Tak Nga Secondary School 4A
5C Lam Pui Hung and 5D Lei Ho Kar 2B Chak Ka Ning and Dramatic Duologue 2B Li Wing Tung Merit 2B Wong Wai Tung and 2B Chu Wing Shan Michelle 3D Wong Kit Ling and 64th Hong Kong Schools Speech 3D Leung Wing Festival 1B Choy Man Yan (2012-2013) 1B Ip Sze Wai 1C Sung Cheuk Wai 1D Chan Melanie Pui Lam 1D Leung Yi Ling 1D Mak Stephanie Ying Sum 1D Zee Ka Wai 2B Chak Ka Ning 2B Cheng Yin Yi 2B Chiu Tung 2B Chu Wing Shan Michelle 2B Lau June Yik Sze 2B Li Wing Tung 2B Wong Wai Tung Solo Verse Speaking 2B Yeung Ching Yi Merit 2C Chiu Cheuk Ying 2C Li King Lam 2C Pau Wing Yim 2C Sin Lok Yiu 2D Law Lok Yin 3A Lam Yan Kei 3A Lau Mei Kwan 3A Pang Sze Nga Phoebe 3B Yue Yuen Yu Yolanda 3C Lu Pak Yu Sherry 3C Pak Lo 3D Chan Ho Sum 3D Law Sze Man 3D Leung Wing 3D Ng Ka Yi
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3D Wong Kit Ling 4A Gill Ramenjeet 4A Wong Abigail Tsz Chai 4B Li Wing Long 4B Ng Yannis 4C Cheung Seen Yee Sammi 4C Fung Tak Yu 4C Ho Tsz Ning 4C Lam Cho Tung 4C Siu Ka Ying 4C Siu Kiu Yan 4C Tsui Yuk Ha 4D Chan Wing Sum 4D Ho Man Yee 4D Law Chui Yi 4D Leung Ka Ying 4D Luk Hiu Ching 4D Tam Kam Wa 4D Tong Fuk Yee 4D Tong Ka Yan 4D Wan Lok Man 4D Wong Yi Chor Teresa 5A Chow Tsz Kwan 5A Chung Carey 5A Fung Wing Ting 5A Lee Xiao Tong 5A Leung Chung Yee 5A Li Wing Shan 5B Chan Jacqueline 5B Cheong Ming Sze 5B Fok Ching Yiu 5B Wong Yik Yu 5D Chan Tsz Yan 5D Kwan Tan Ying 5D Lai Wing Lam 5D Lei Ho Kar 5D Leung Ho Yung 5D Tang Yuk Wah 5D Yau So Fan 6C Chiang Chi Yan Ruby 6D Lai Oi Ki
6D Hon Wing Hin 5D Kwan Tan Ying The 4th Sham Shui Po District 5D Cheung Wing Kei Outstanding Students' Awards 4D Chen Biqi 4D Ho Hilda Hei Tung 4D Tong Ka Yan
「明日領袖獎」計劃 2012-2013 6C Tam Sze Ki
銀獎 2B 林佳貽
2013 港澳數學奧林匹克公開賽 1D 趙晉伶 2B 趙潼 《港澳盃 HKMO Open》暨 亞洲國際 2B 朱詠珊 數學奧 銅獎 2B 伍沛茵 林匹克公開賽選拔賽﹝香港賽區﹞ 3D 陳淑賢 3D 張天恩 3D 何昭汝
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2013 港澳數學奧林匹克公開賽《港澳盃 2B 林佳貽 HKMO Open》暨 亞洲國際數學奧林匹 銅獎 3D 何昭汝 克公開賽選拔賽﹝香港賽區﹞ 晋級賽
2013 年《希望杯》國際數學競賽 2B 林佳貽 三等獎 〔香港〕 6D 彭海倫
香港青少年數學精英選拔賽 三等獎 3C Cheung Hon Ning
「華夏盃」全國數學奧林匹克邀請賽 二等獎 2B Lam Kai I (Nancy) 2013 香港賽區)晉級賽
「華夏盃」全國數學奧林匹克邀請賽 一等獎 2B Lam Kai I (Nancy) 2013 港賽區)初賽 二等獎 2B Ng Pui Yan (Tiffany)
2A Yuen Ming Wai 2A Nguyen Hai Mi Helen 2C Cheung Sum Yi 2C Ho Wai Yin 3C Siu Wai Man 3D Cheung Mei Shan 3C Yip Wing Ki 3A Tsui Sin U 4B Or Yuen Ki Youth Arch Student Improvement 4B Tsui Fung Kan Award 4D Li Ho Man 4C Cheung Yuk Ting 5A Yuen Hoi Hang 5B Wong Yik Yu 5C Au Yee Hung Angie 5D Lo Lok Ka 6A Cheng Yi Kiu 6B Ng Suet Ying 6C Ho Ting Yin 6D Chan Yuen Kiu
Youth Arch Student Improvement Scholarship 6A Cheng Yi Kiu
「We love HK」 Excellent grades 1D Leung Ka Yi Online Reading Program
Sir Edward Youde Memorial Prizes 5D Lau Wing Ki 2012/13 6C Tam Sze Ki
最佳學業進步獎 3D 伍嘉惠
九龍西潮人聯會 最佳操行進步獎 5D 徐穎欣
奮發圖強獎 5A 顏綺澄
Rev.Joseph Carra Education Fund 6C Wong Hoi Ning
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2012 Advancement Academy 2A So Tina WwingYiu Scholarship Hong Kong International Institute of Scholarship Wong Hei Men Educational Leadership Scholarship
United College, The Chinese Wong Chi Lam Scholarship Li Rui Yi University of Hong Kong Scholarship
Visual Arts Name of competition Result Name and Class 比賽名稱 成績 獲獎學生
一等獎 4A 梁曉宜 二等獎 4D 譚錦華 艾斯爾國際文化交流 2013「童眼看世界」繪畫比賽 三等獎 4C 黃敏儀 4A 李彩璇 優異獎 4C 伍楚翹 4C 李芷然 4C 何梓寧 4C 蕭嘉塋 4C 何梓潼 4D 梁嘉盈 香港佛光緣小藝術家獎 嘉許 4D 馮秀麗 「人人行三好,好心會放光」 4D 梁倩汶 4D 譚錦華
4D 湯馥儀
4D 李珮賢
林穎同 (舊生) 4D 謝慶玲 入選 香港佛光緣小藝術家獎 4D 馬穎嘉 「人人行三好,好心會放光」 4D 尹樂敏
香港教育專業人員協會及 康樂及文化事務署香港公共圖書館 聯合主辦 優異獎 5B 陳曉曈 第 24 屆閱讀嘉年華 永亨盃海報設計比賽
初中組亞軍 3D 黃燕萍 青年議會「華彩傳心意」美術設計比賽 初中組優異獎 3D 王曉彤
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Physical Name of competition Result Name and Class 比賽名稱 成績 獲獎學生
Kit Sam Lam Bing Yim 2B Nicole Chak Secondary School 3A Rebecca Li 1st Runner-Up Annual Sports Day 2012-2013 3D Au Hoisy Bacolod 4X100m Invitation Relay 4A Michelle Lam
2B Nicole Chak Holy Family Canossian College 3A Rebecca Li Annual Sports Day 2012-2013 1st Runner-Up 3D Au Hoisy Bacolod 4X100m Invitation Relay 4A Michelle Lam
HKSSF Athletics Championships 2012-2013 1st Runner-Up 3D Au Hoisy Bacolod Girls B Grade - Long jump
St Teresa Secondary School 35th Sports Day 1st Runner-up 2B Nicole Chak 4X100m Invitation Relay 3A Rebecca Li 3D Au Hoisy Bacolod Our Lady of the Rosary College 4A Michelle Lam 38th Athletics Meet Champion 4X100m Invitation Relay
Watsons Athletic Club Annual Challenge 3rd Runner-up 2B Chak Ka Ning Nicole Girls' B Grade 400m
Music Name of competition Result Name and Class 比賽名稱 成績 獲獎學生
深水埗區傑出學生協會 Talent Wanted 亞軍 4A 廖芷嘉 深藏畢露才藝表演賽 Grade two piano solo 1C Leung Nga Man -winner Singing in foreign language age 16 or under- TNSS School Choir 65th Hong Kong Schools Music 1st runner up Festival Grade five piano solo - 3D Lam Yuk Chi Eugenie 1st runner Grade seven piano solo - 5B Tse Wing Tung Joanna 2nd runner up 28
Others
Name of competition Result Name and Class 比賽名稱 成績 獲獎學生
3D 黃婉婷 慈青日 4A 黃祉儕 優異獎 鮑思高神父問答比賽 4D 何敏儀 5A 潘星悅
Award for Commendable Tak Nga Secondary School Overall Preformance
4D Law Chiu Yi Award for Outstanding Script 5D Lei Ho Kar 5C Tang Hiu To Award for Outstanding Tak Nga Secondary School Hong Kong School Drama Festival Cooperation 2012/13 Award for Outstanding Stage Tak Nga Secondary School Effect 1D Chan Yi Wing Award for Outstanding 2B Lau June Yik Sze Preformer 5D Mok Hiu Ting 5D Lei Ho Kar Award for Outstanding 5C Tang Hiu To Director
三等獎 5C 梁可欣 2012 特區政府施政十件事件評選 二等獎 4C 廖婉儀
羅氏慈善基金、教育局合辦 6A 鄭伊翹 高中應用學習獎學金
For internal awards, please visit our school website: http://www.taknga.edu.hk/ Student Achievement Internal Awards
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