True Light Girls’ College School Report (SR) 2010-2011
1. Our School
1.1 School Profile Our school is an aided EMI girls’ secondary school established in 1973. There are 24 classrooms and 15 special rooms including the Geography Room, the Digital Creative Arts Centre, the Multi-media Learning Centre, the Cookery Room, the Needlework Room, the Language Room, the Library, the Student Activity Centre, the Music Room, the CAL Room, the Chapel and the School History Archive and four laboratories. Five gardens were built in the campus to provide a green and cozy environment for the students. There have been a lot of improvements in our campus environment and teaching facilities over the past few years. The School Hall, all classrooms and special rooms are air-conditioned and equipped with LCD projectors, visualizers and screens for interactive teaching and learning purposes. Wireless Local Area Network (WLAN) has also been launched to cover the whole campus. A total of 32 ipads have been bought to facilitate mobile learning through the eLearning Pilot Scheme.
1.2 School Motto, Vision & Mssion 1.2.1 School Motto Thou art the light of the world
1.2.2 Vision of the School We inspire our students to Think independently, Learn proactively, Grow in love and Contribute to society.
1.2.3 Mission of the School
To develop students’ analytical and critical thinking skills and their academic and cognitive abilities.
To cultivate students’ enthusiasm for the pursuit of knowledge, physical fitness, social skills and aesthetic appreciation to lay a good foundation for life-long learning.
To lead students to live in God’s love and walk in the right path guided by Christian values.
To establish with students their goals in life so as to shine forth as the light of the world.
1.3 School Management 1.3.1 School Management Committee The School Management Committee consists of 15 members including alumnae of True Light Schools, emeritus principals and representatives of the Hong Kong Council of the Church of Christ in China.
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1.3.2 School Organization Chart (10-11)
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1.3.3 Teachers’ views on School Management, Professional Leadership Teachers are in general satisfied with the school management and the professional competence and leadership of the senior management and middle managers. Score (1-5) Teachers’ view on EDB Stakeholder Survey Year 2008-2009 Year 2009-2010 Year 2010-2011 School Management 3.5 3.7 3.6 Professional Leadership of Senior Management 3.6 3.7 3.6 Professional Leadership of Subject Panels and Committee Heads 3.6 3.8 3.8
1.4 Number of Active School Days Year 2010-2011 The number of days in a school year with regular classes. 148 The number of days in a school year with learning activities organized for the whole school or whole-class level of students. 27 The number of examination days 20
1.5 Curriculum The formal curriculum offered by the school in the 2010-2011 school year is listed below: Subject S.1 S.2 S.3 S.4 S.5 S.6 S.7 Subject S.1 S.2 S.3 S.4 S.5 S.6 S.7 Chinese Language Education Personal, Social & Humanities Education Chinese Language ＊ ＊ ＊ ＊ ＊ Principles of Accounts (AL) ＊ ＊ Chinese Language & Culture ＊ ＊ ＊ ＊ Business Studies (AL) (ASL) Life Education I ＊ ＊ Chinese Literature (AL) ＊ ＊ Life Education II ＊ ＊ ＊ Putonghua ＊ ＊ ＊ Ethics ＊ ＊ ＊ ＊ ＊ ＊ ＊ English Language Education Science Education English Language ＊ ＊ ＊ ＊ ＊ Integrated Science ＊ ＊ Use of English (ASL) ＊ ＊ Physics / Physics (AL) ＊ ＊ ＊ ＊ ＊ Mathematics Education Biology / Biology (AL) ＊ ＊ ＊ ＊ ＊ Mathematics ＊ ＊ ＊ ＊ ＊ Chemistry / Chemistry (AL) ＊ ＊ ＊ ＊ ＊ Pure Mathematics (AL) ＊ ＊ Technology Education Mathematics & Statistics ＊ ＊ ＊ ＊ ＊ Computer Literacy (ASL) Computer & Information ＊ ＊ Personal, Social & Humanities Education Technology Geography / Geography (AL) ＊ ＊ ＊ ＊ ＊ ＊ ＊ Home Economics ＊ ＊ ＊ History / History (AL) ＊ ＊ ＊ ＊ ＊ ＊ ＊ Physical Education Economics / Economics (AL) ＊ ＊ ＊ ＊ ＊ Physical Education ＊ ＊ ＊ ＊ ＊ ＊ ＊ Chinese History ＊ ＊ ＊ ＊ ＊ Arts Education Liberal Studies / ＊ ＊ ＊ ＊ ＊ ＊ ＊ ＊ ＊ Music Liberal Studies (AL) Visual Arts ＊ ＊ ＊ ＊ ＊ Business, Accounting and ＊ ＊ Financial Studies
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1.6 Lesson Time for the 8 Key Learning Areas (2010-2011)
11.3% 15.1% 11.3% 15.1%
5.7% 5.7%
3.8% 3.8%
5.7% 5.7% 20.8% 20.8%
9.4% 9.4%
15.1% 13.2% 15.1% 13.2% S1 S2
11.3% 15.1%
5.7% Keys: Chinese Language Education English Language Education 3.8% Mathematics Education 5.7% 18.9% Personal, Social & Humanities Education Science Education
Technology Education 11.3% Physical Education
Arts Education 13.2% Others 15.1% S3
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1.7 Staff Profile (2010-2011)
Highest academic qualification Professionally trained
100 60 100 53 90 50
43 80
40 70 60
tage 30 50
20 40 Percentage Percen 30 10 4 20 0 10 Master Bachelor Tertiary non- 0 degree Teacher
Working experience Teacher with LDR
100 100 80 100 67 70 90 80 60
70 50 60 40 50 30 40
17 15 Percentage 30 Percentage 20 20 10 10 0 0 0-4 years 5-9 years over 10 years English Putonghua
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1.8 Professional Development of Teachers 1.8.1 The Staff Development Programs organized by the School for 2010-2011 No. Date Program
1 End of August, 2010 Orientation for New Teachers
2 24th August, 2010 Workshop on Appreciation and Thankfulness & Duties of Class Teacher
3 25th August, 2010 Workshop on OLE, SLP & Cross-curricular Learning Day
4 6th October, 2010 Workshop on Peer Lesson Observation
5 5th, 12th November, 2010 CCC Development Programmes for Vice Principals
6 3rd January, 2011 Experience Sharing on Catering for Learner Diversity through Cooperative Learning
7 13th January, 2011 「讀寫不再是障礙」工作坊
8 18th March, 2011 Joint Christian Secondary School Teachers’ Development Day
9 7th,15th,16th April, 2011 CCC Workshops on Middle Management
10 7th June, 2011 Visit to Noah's Ark and Ma Wan Park
1.8.2 Continuing Professional Development (CPD) hours of teachers Structured mode Other modes Total number of CPD hours of teachers Average number of CPD hours of teachers Hours 1790.5 165.8 1956.3 37.6
1.8.3 Teachers’ view on professional development Score (1-5) EDB Stakeholder Survey Year 2008-2009 Year 2009-2010 Year 2010-2011 Teachers’ view on professional development 3.2 3.5 3.3
Teachers are provided with various professional development activities to help them to perform their duties and professional interflow among themselves are facilitated.
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1.9 Professional Development of Principal
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1.10 Student Population Year 2010-2011 S1 S2 S3 S4 S5 S6 S7 Total No. of Class 4 4 4 4 4 2 2 24 No. of Student 144 154 157 160 151 63 53 882
1.11 Students’ Attendance Year 2010-2011 S1 S2 S3 S4 S5 S6 S7 Total Students’ attendance rate (%) 99.07 98.67 98.54 98.63 98.41 97.61 97.40 98.51
1.12 Destination of Exit Students
9.4%
7.5% No. of students
(i) Local university course 28
(ii) Local full time diploma / Association degree 16
52.8% (iii) Oversea studies 4
(iv) Unknown 5 30.2% Total 53
S7
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1.13 Students’ Reading Habit
500 0 11 450 - 450 -4.5 410 -10 -8.8 400 Library closed
-20
1010 and from Dec 2010 to 350 - Mar 2011 due to 300 286 -30 maintainence.
250 -40
No. of No. books 200 -50 150 82.1 78.4 92 -60 100 50 -70 -67.8 Catalogue only sent to school from April to June
0 09 between change Percentage -80 Daily issue record No. of English Fiction No. of students Daily issue No. of English Fiction Books No. of students record (Scholastic Book Club, USA) participating in reading Books (Scholastic Book participating in reading ordered by students Award Schemes Club, USA) ordered by Award Schemes students 09-10 10-11
S1-S3 S4-S7 Average no. of reading materials borrowed from the school library per student per year 10.8 8.6 Percentage of students having the following reading frequency (once a week or more frequently) 100 100
1.14 Students’ Physical Development Year 2010-2011 Age 14 Age 15 Average of total score of the 4 fitness items for S3 students 3.9 3.7 Percentage of S3 students within the acceptable weight range 84.9 91.7
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2. Achievements and Reflection on Major Areas of Concern 2.1 Enhancing the Effectiveness of Learning and Teaching 2.1.1 Achievements
Five foci set in the School Development Plan (2009 – 2012), namely enhancing teachers‟ professional development, arousing students‟ learning motivation, promoting cross-curricular teaching and learning, fostering students‟ reading habits, and catering for learner differences, were consistently followed and satisfactorily implemented.
On enhancing teachers‟ professional development, basically teachers on the average had met the requirements to attend at least two seminars or workshops for professional development, especially on themes relating to learning and teaching; the average CPD hours of teachers had stayed at quite a satisfactorily high level of more than 37 hours in the last academic year; professional sharing had been quite frequent and effective through the formal and informal meetings of teachers, and especially through the resource banks or corners set up in the school intranet by different subjects for different levels and topics, with varieties which included teaching files, teaching aids, learning materials, question banks and examination papers, etc; teachers had also been using different kinds of lesson observation, including peer lesson observation and lesson observation for collaborative teaching, to foster professional sharing; many corresponding staff professional development programmes, including one on „cross-curricular learning‟ and the other one on „cooperative learning‟, had also been successfully held to cater for the growth of teachers‟ professionalism.
On arousing students‟ learning motivation, a great number of teachers had included elements of provoking high-order thinking and giving formative feedback in their lessons to arouse students‟ learning motivation, and such elements were especially seen in teachers‟ collaborative teaching plans; the good practices of cooperative learning adopted in Liberal Studies lessons were promoted among other teachers, while a workshop on cooperative learning had also been organized to help teachers acquire the basic skills and strategies; the use of the „Homework Assignment Tables‟ and the „No/Late Submission Records‟, with the help of student subject leaders in execution, had been quite useful and effective in helping students submit their assignments on time, with a success rate of over 80%, while some stricter supplementary measures, like mark deduction, had also been used by individual subject panels; the e-class had become a popularly-used e-learning platform, with at least one set of learning materials, including power point slides, video clips, self-learning exercises, answer keys or guidelines, and useful web links, uploaded by different subjects for different levels; many subject panels had also made frequent use of the e-class platform for students to submit their assignments; the newly installed electronic whiteboards with the simultaneous response system were more frequently applied to create a more interactive and effective classroom for quality learning and teaching;
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students‟ good work was duly recognized as their pieces of good work were either shown to classmates via visualizers or handouts, displayed in classrooms, display boards or subject rooms, constantly uploaded to subject homepages or the school homepage, or exhibited on the Parents‟ Day.
On promoting cross-curricular teaching and learning, initial steps had been taken by the Academic Standing Committee to work out a mechanism to facilitate cross-curricular or inter-departmental collaboration, which included the formation of a Working Group on Cross-curricular Learning, the coordination work of different subject panels within the same KLA, and the annual holding of the Cross-curricular Learning Day; teachers of different subjects worked together successfully for cross-curricular thematic learning and teaching on the Cross-curricular Learning Day held on January 28, 2011, during which students participated proactively and creatively in various tailor-made cross-curricular learning activities based on different themes for different levels of students (S1 – the Changing Face of Central, S2 – Our Story, S3 – Knowing the Environment of Our Community; S4 – Investigate the Development of Tsim Sha Tsui, S5 – Environmental Protection in Hong Kong, S6 – the Business World).
On fostering students‟ reading habits, students‟ book reports were shared through presentation during the reading periods, and the better ones were selected and posted up in the display boards in classrooms and the school canteen, while their better English book reports were also displayed and updated at least once a month at the English Corner in the school library; teachers‟ sharing of their reading experience and recommendation of good books had been conducted at least once a term; suggested reading booklists prepared for students by each KLA for each level had been completed and uploaded to either the subject web pages or the school library website; the practice of designing assignments which required students to make use of diffused information from prescribed readings were adopted by many subject panels, like Biology and History.
On catering for learners‟ differences, it had become a common practice for teachers to make use of graded questions and differentiated tasks to better match students‟ abilities during the lessons and in designing worksheets, assignments and tests; enhancement courses in Chinese, English, Mathematics, Liberal Studies and Biology had been held for high achievers of the first two cohorts of NSS students; more demanding and challenging tasks, assignments or learning activities had been designed and provided for high ability students by many subject teachers, some with encouragement like addition of bonus marks; after-school tutorial classes for NSS students studying different elective subjects had been arranged in the second term to better equip them with the subject knowledge and studying skills; the streaming policy for students of S1 and S2 students had been reviewed and the present practice would still be upkept to best cater for the needs of the students while teachers could adopt suitable and tailor-made teaching strategies for different classes (S1 students would be randomly allotted to the four classes so that they could start their education at TLGC on the same footing, while the best 36 students in English in S2 would be allotted to Class A, with the rest of the students randomly allotted to the remaining three classes).
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2.1.2 Reflection
Teachers at large had been quite active and enthusiastic at enhancing their professional development for more effective teaching by attending courses, seminars or workshops. To further strengthen teachers‟ professional development, teachers should be encouraged to engage themselves more in professional development, while more organized school-based sharing sessions can be held, and more interflows with other schools, including paying school visits, should be arranged to enable teachers to learn from the strengths and practical examples of other colleagues and schools with invaluable experience. Collaborative teaching benefits both the teachers and students, and the practice can still be further expanded on teachers‟ own initiative, provided that they feel the need and find that they can refine the practice with good partners. The cooperative learning mode had been introduced to the school, mainly through Liberal Studies lessons and the workshop on the Teacher Development Day. Most teachers still have to take time to get used to adopting this learning mode and to move away from the traditional mode of cooperative learning in their teaching. They will find teaching and learning doubly effective with the effective use of cooperative learning. Besides to effectively carry out the Homework Submission Policy to help students submit their homework on time, students should still be better and further motivated to learn through completing the homework assignments which they find as useful, meaningful and challenging, and which they take as an integral and indispensable part of their learning. The making use of the e-class platform to facilitate students‟ e-learning can still be further strengthened to enable students‟ independent self-learning. There is still plenty of room for the various kinds and further advancement of e-learning in the school. Cooperating with other schools may be a worthy attempt as it helps to gather talents and resources for the development. To further motivate students to learn by recognition of their good work, it may be a worthy attempt to publish some collections of their masterpieces, so that students can be further encouraged to learn if they find the results of their good performance can reach a wider public. Cross-curricular learning could be much better enhanced with central coordination, clear rationales, better strategic plans and more systematic procedures. The success of the Cross-curricular Learning Day helped strengthen teachers‟ belief and confidence in the practice, and it therefore could be a good foundation or stepping stone for the school to refine the practice and to try more different kinds of attempts. Students‟ reading habits has been steadily fostered with the implementation of reading periods, persistent efforts made by the school library and subject teachers, encouragement to students through book report displays and teachers‟ invaluable sharing, and the need to provide diffused information from prescribed readings in some assignments. Students should still be encouraged to engage themselves more in quality reading. Besides reading for leisure and for interest, they should get used to reading quality books written by quality writers to enrich their life. Students‟ learning diversities can still be much better catered for with more effective strategies and with the greater teachers‟ awareness of the importance of catering for learner differences as an indispensable and effective way to help all students. It is necessary to follow a school-based support programme to equip the school and the teachers with the necessary knowledge and strategies to enhance students‟ learning through catering for learning diversities.
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2.2 Cultivation of Personal Growth 2.2.1 Achievements
Our school is committed to a belief that all our students can develop to their full potential. We try to provide a positive learning environment for the promotion of whole-person development grounded in Christian virtues and to empower our students to make the best use of God‟s given talents in service to others. The theme of this year is “Appreciation & Thankfulness”. The aim is to raise students‟ awareness of the importance of expressing gratitude and appreciation for people and things around them. The most admirable student was selected by their teachers and fellow students in each level and awarded the True Light Star Award. Posters were displayed everywhere in the mini-hall, classrooms and along staircases and corridors to promote the year theme. Bookmarks on the year theme were produced and given to students and visitors. “Thanksgiving in style 2.0” activity which was sponsored by the Citi Success Fund, was held on 25th November 2010. S1 and S2 students put their decorated tiles together in the basketball court, producing a mosaic inscribed with the word „THANKS‟. With the generous donation by the PTA, the thanksgiving tradition of sharing turkeys, by the whole school, was carried out as the climax of the activity. Guest speaker Leung Ngai Ling and alumni Lau Chi Ha and Chan Hoi Yan are invited to give their sharing on the theme “Appreciation & Thankfulness”. A variety of programs for parents were held this year. Besides the orientation talk for S1 students‟ parents, a parent talk on subject selection and NSS curriculum for S3 parents were held. In addition, our school social worker had also provided workshops in enhancing parents‟ knowledge on parenting such as understanding the adolescents‟ development, communication skills and resolving parent child conflicts. Activities such as Tai-Chee class and New Year Lantern class were held to promote parent-child relationship. The most impressive and successful program was the parent child day camp which facilitated the parent child relationship in an experiential way. Moral and civic values are immersed in formal and informal curricula. Talk and quiz on “Basic Law”, ICAC interactive drama and exhibitions on the work of ICAC were given to students throughout the year. In order to promote students‟ national identity, develop their organisation and communication skills and enhance their team spirit, 4 different educational trips going to Mainland China were organized. All these study tours emphasized experiential learning and enabled students to explore new territories, cultures and people. A green lunch programme of “Bringing Your Own Cutlery” (BYOC) was carried out to encourage students using their own sets of cutleries during lunch in school canteen. In addition, in response to the year theme, a visit to Mai Po was held to lead students appreciate the natural environment. Much effort had been made in fostering the religious atmosphere in school this year. Besides classroom teaching, various evangelistic activities like Gospel Week, religious assemblies, Gospel Games Booths, Religious Exploration Talk for S4 students etc. were organized to introduce Jesus Christ to students and help them follow the Lord. In response to the school year theme, there was a special program co-organized by the Youth for Christ (Hong Kong) to encourage our students to appreciate their family members. Two video shows were prepared for class assemblies to show the appreciation on how people faced difficulties in their lives.
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Best Grooming Award was awarded to students who are well-groomed and have good performance in manner. Perfect Attendance Award was given to students who have perfect attendance to school throughout the year. The School Health Policy was drafted. The School Health Education fostered students‟ positive value of life and healthy life style through formal and informal curricula. An assembly on Food Labeling was arranged for all students. In respond to students‟ needs in emotional and mental health, a series of mental health programs were held by school social workers. Moreover, “健康校園計畫 – 健康 智庫” was co-organized with HKCS-PS33. Activities like body check, personal care, individual interview by nurse and parent talk, etc. were delivered throughout the year. A series of activities for the theme of “吃出個未來” were organized by the Careers and Further Studies Guidance Team. It included visits of different restaurants and attending Open Day of the Chinese Cuisine Training Institute. This helped students know more about the catering business and understand more about the further studies opportunities in Hotel and Tourism. In addition, various workshops like “ I have a Dream”, “ Career Planning”, “ Money Management” and Grooming Training Class were provided to students to equip themselves better for future.
2.2.2 Reflection
With the aim of deepening students‟ faith and promoting the growth of their spiritual life, the Religious Education Committee exerted keen effort in fostering religious atmosphere in school. It is hoped that the new Religious Mistress can give further spiritual support to students and staffs. It is encouraging to see student leaders (prefects, career prefects and student ambassadors etc.) displaying more awareness on their roles by making remarkable effort to live up to the expectations. In facing the new senior secondary curriculum reform, establishing career education and guidance as a whole-school responsibility will be a new experience for the school. It will challenge the concept that career education and guidance is the sole responsibility of the careers committee and is likely to mean some significant changes for school managers, form teachers and class teachers. Engaging with the entire staff will ensure that teachers understand what career education and guidance is seeking to achieve in the school. It will help them to understand and feel supported in their role in improving the outcomes for students. Making career education a part of classroom learning which in turns helping students set clear goals for themselves and improve their academic outcomes. It is suggested that all subject departments and committees join hands to promote student growth by incorporating suitable strategies in their Action Plans.
2.3 Implementation of the New Senior Secondary Curriculum 2.3.1 Achievements
The smooth and steady implementation of the New Senior Secondary Curriculum was made with the foci on equipping the teachers and students, making the necessary resources ready, refining the Other Learning Experiences (OLE) curriculum, establishing the Student Learning Profile (SLP) system, devising the School-based Assessment (SBA) policies, and planning the double cohort year.
On equipping teachers well for teaching the NSS subjects, teachers in general had attended at least two related workshops or seminars, with their main concerns on updating their teaching and assessment methodologies and subject knowledge, and teachers had been quite active in sharing among themselves their teaching experiences during panel meetings or sharing sessions; - 14 - True Light Girls’ College School Report (SR) 2010-2011
middle managers had received some specific training in the area of curriculum leadership, with the foci on effective lesson observation, and they became more enlightened and confident as NSS curriculum leaders. Most teachers had attended two 3-hour workshops on helping students in their JUPAS application and were well informed about the procedures involved.
On equipping students well for HKDSE, all subject panels had drafted the teaching plans aiming at completing the syllabus by November 2011 for the first cohort of students, so that there would be sufficient time spared for teachers to have final revision with students in December 2011. supplementary lessons for S5 students were arranged during the summer holidays and a uniform test would be held at the beginning of the new school year to help students to have a thorough revision on what they had learnt in S4 and S5. after-school tutorial classes were arranged for weaker students with alumni as tutors. Participants found the lessons very useful and appreciated the efforts made by the tutors.
On making ready the teaching materials, resources and venues for NSSC, different subject panels had made efficient use of the Migration Grant to procure the necessary reference materials relating to NSS subjects, including reference books, journals or magazines, VCDs/DVDs, for teachers and students; The CAL Room and the Student Activity Centre had been purposively renovated with specific seating arrangements and fully equipped with IT facilities, and the 2 rooms would be assigned to be the home-rooms for the 2 S7 classes in next school year.
On implementing the OLE curriculum, the overall plan for OLE was carefully designed and consolidated, and the specific action plans for individual domains in aesthetic and physical development, moral and civic education, community service and career-related experience had also been worked out by the teachers-in-charge and well consolidated; different stakeholders, including students, parents and teachers, were well informed of the OLE arrangements through school circulars, the school homepage and briefing meetings. Two OLE Days were successful arranged to provide students with OLE activities in different domains. Students participated actively in the activities and enjoyed the atmosphere of the OLE Days.
On establishing a complete SLP record for each S1 to S5 student, all S5 students, though with different extents, had uploaded their data and information for their SLP records, while all S1 to S3 students had input some records of their learning activities outside school and completed their learning portfolios for some of the subjects. language sessions had been arranged to help students to write their portfolios, and in particular, to guide S6 students in writing their self-reflection and completing the OEA form in JUPAS application.
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On implementing SBA of each subject, teachers responsible for SBA of their own subjects had all attended at least one related training workshop or seminar; subject panels with SBA in 2012 HKDSE had all drafted their SBA implementation plans with good details and carried out their plans smoothly; the overall school policy on SBA had also been decided, and students were duly informed of the details through a briefing meeting and the specially published „SBA Student Handbook‟, which included useful items like Rationale and Aims for SBA Implementation, SBA Implementation Timetable, SBA Calendar, SBA Administrative Mechanism, SBA Quality Assessment, Students‟ Responsibilities, and Handling of Irregularities.
On planning the double cohort year, 3 special rooms had been renovated to provide sufficient venues for home-rooms and lessons. 5 additional teachers had been employed to cater for the needs for the extra classes in the double cohort year. careers workshops and parents‟ talk had been planned to help students in their JUPAS application.
2.3.2 Reflection
The school had been proceeding smoothly in implementing the NSS Curriculum, and, based on the reflections of the previously made measures and invaluable practical experiences, refinement and further improvement of the school‟s NSSC measures has still to be made.
As more teachers will have to be involved in teaching the NSSC subjects, it will be more necessary to equip them further for the NSS Curriculum. With the present practices as foundation, teachers would continue to attend refresher courses whenever they find it appropriate, cooperation and mutual support could also be sought from other schools, like the C.C.C. schools, while learning from the good experiences of other schools through school visits or interflows could also be attempted. With the teaching plans drafted by different subject panels to allow sufficient teaching and revision time for students to prepare for HKDSE, follow-up steps should be taken to help bring about their realization, providing teachers and students with the necessary and sufficient support in the process. The subject panels had been quite ready for implementing the NSS curriculum in terms of procuring and preparing teaching and learning materials. Further measures would still be necessary in reviewing and refining the teaching plans and strategies, especially since these are newly attempted tactics. Students had been provided with the iPortfolio as an electronic platform for maintaining their SLP records. More support and reinforcement measures would still be necessary to help students make efficient and sufficient use of this platform. The NSS subject combination for students should still be constantly reviewed whenever needs arise or important changes have taken place. For instance, there should be a further study on the feasibility and usefulness in introducing other elective subjects, like Combined Science, and/or Applied Learning to students.
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The school has taken a significant step in implementing SBA by providing students with the informative SBA Student Handbook. Further measures concerning the coordination of SBA learning activities, record keeping, assessment criteria and handling of irregularities have still to be followed. Experience sharing from the HKEAA in handling appeals and irregularities would be helpful and useful. Preparing students for JUPAS application should be started earlier so as to allow ample time for students to have a thorough understanding about themselves and also the procedures involved in the application process.
2.4 Improvement of school environment and facilities 2.4.1 Achievements
All the windows in the Geography Room, Digital Creative Art Centre, Computer Room and MMLC had been replaced by aluminum windows and the problem of water seepage through windows was solved. The Physics Laboratory and the Integrated Science Laboratory were fully renovated to facilitate quality experiments and interactive lessons. The safety equipment in the laboratories had also been greatly improved. New equipment and apparatus were purchased for performing more advanced experiments. Visualizers had been installed in all the classrooms and special rooms. Students and teachers found it very useful for their learning and teaching. The bell system had been modified and different bell music composed by students would be used in the new school year. All workstations in the Staff Room had been upgraded to help teachers prepare learning and teaching materials more efficiently and effectively. To reduce the use of water in school, a total of 44 automatic sensor faucets and 64 dual flush water closets were installed with the help of the Water Supplies Department. With the Environment and Conservation Fund, “The Shining True Light – T5 Fluorescent Lights” were launched and over 900 T8 lights were replaced by T5 lights resulting in a reduction of energy consumption.
2.4.2 Reflection
The school environment and facilities have been greatly enhanced in recent years. For further improvements, it is suggested that renewable energy system should be installed to promote environmental education.
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3. Learning and Teaching
3.1 Learning Experiences
Our students followed the school vision to learn proactively inside and outside the classrooms, and were at large willing to exert their full strength to strive for the best.
Through the formal curriculum, besides acquiring and enriching their subject knowledge, students could come in touch with various elements of value education, including civic, national, and environmental education, in their lessons, and this helped them relate what they learnt in the lessons with their experience in daily life and the core values of the society for the sake of their whole person development.
When in classrooms, students were greatly motivated to learn. They were often engaged in different kinds of class activities, including the opportunities for peer and collaborative learning, such as group discussions and role plays, which provided them with interactive and constructive learning experiences. Students also found their learning more effective as teachers often made wide use of information technology devices and audio-visual aids to enrich their learning experiences. The lively classroom atmosphere helped engage students in active participation in the lessons, and they were more ready and willing to contribute in learning in classroom. Teachers were highly attentive to students and wholeheartedly supportive to their learning. They always supplemented their lessons with detailed handouts and worksheets of graded difficulties for students to reinforce and consolidate their learning.
Bridging elements were included in lessons for S1, S3, S4 and S6 students to help S1 students with their smooth transition from primary to secondary education, to prepare S3 students for their forthcoming new senior secondary education, to equip S4 students better in their study of the NSS curriculum, and to accustom S6 students with the demands of their A-Level study.
The streaming policy for students at the junior secondary level was made as one of the ways to help students learn more effectively and maximize their learning outcome. S1 students were randomly allotted to the four classes so that they could start their education in the school on the same footing. This sense of ‘equality’ helped S1 students adapt to their new secondary school life more easily, happily and harmoniously. For S2 and S3, the best 36 students in English in the whole Form would be allotted to Class A, provided that they did not have unsatisfactory results in Chinese and Mathematics. Students of 2A and 3A usually engaged themselves in constructive cooperation and competition in learning, which helped very much each of them to excel themselves. For the rest of the students who were randomly allotted to the remaining classes, they would be helped by the sense of ‘security’ in their learning as they felt it comfortable to have quite the same learning environment and experiences in classrooms as in S1.
For the NSS students studying in S4 and S5, they experienced a new kind of learning experience in classrooms as they could only study with their classmates in the same classrooms just in Chinese, English and Mathematics lessons. When attending lessons of the elective subjects, they would stay with students of the same subject groups. This ‘university’ way of attending lessons provided students with more exposures and a more challenging learning environment, while their independent learning could be further enhanced. On the other hand, as students taking Mathematics Extension I (M1) and Mathematics Extension II (M2) would be allotted to Class A and Class D respectively, and as only brighter students could have the chance to take M1 and M2, it seemed that there were streaming effects on Classes A and D in S4 and S5.
There was a growing tendency for NSS students in our school to give up taking three elective subjects in their study. In the application period for dropping subjects after the Final Examination, there were 30 students from S4 and 48 students in S5 applying to drop either one elective subject or
- 18 - True Light Girls’ College School Report (SR) 2010-2011
M1/M2, which was quite a big increase in number when compared with the last school year (there were only 5 applications from S4 students in the end of 2009-2010 school year). It is necessary for the school to reconsider our NSS curriculum to cater better for the needs of the students in order to upkeep their quality learning experiences.
Students also learned effectively outside the classroom, involving themselves with a variety of extra-curricular or co-curricular activities, like visits, field trips and study tours abroad or in mainland China, to widen their knowledge horizons and enrich their learning experiences. Different subject panels had always been working closely with their subject clubs or societies to provide various innovative life-wide learning activities for students to arouse students’ interests in learning the disciplines through activities and to enhance their learning of the subjects. Talks or discussion forums had also been organized to help arouse students’ social concerns and develop their independent thinking. The wisdom and advice given by the guest speakers had been highly inspiring and enlightening, and their talks and sharing had been an invaluable learning experience for the students.
With our greater concerns to gifted education, students with different talents were often encouraged or recommended to participate in courses or workshops offered to gifted students by universities, educational institutes, the Hong Kong Academy for Gifted Education, and the Education Bureau.
Cross-curricular learning benefits students very much as it allows learning that engages students’ imagination, flourishes their creativity, and gives teachers opportunities to encourage enquiry, discussion and debate by students. As a step to prepare students for more cross-curricular learning, the Cross-curricular Learning Day was organized to offer them with a creative way to develop their knowledge, skills and understanding. Students were highly motivated to learn on the Cross-curricular Learning Day as they participated actively in various stimulating thematic learning activities.
3.2 Teaching Strategies
Our teachers were very willing to learn and adopt different kinds of teaching strategies to cater for the needs of the students. They actively carried out the Collaborative Teaching Scheme and worked as an elitist team consisting of two or three teachers according to their subjects taught. In working out their teaching plans, special attention was paid to the scheming of student-oriented lessons, the working out of suitable teaching strategies to cater for learning diversities, and the designing of assignments to engineer assessment for learning. They had completed a cycle of collaborative lesson preparation and mutual lesson observation in either the first or second term. The school has been keeping a number of these collaborative teaching plans, which become a stock of invaluable teaching strategies and experiences for teachers’ easy reference and professional sharing.
Common free periods were arranged for teachers of English, Chinese, Mathematics and NSS Liberal Studies at each level to facilitate their professional sharing in general and to develop their collaborative teaching strategies in particular. Teachers of other disciplines were also encouraged to arrange their common free periods for such professional development and sharing. Peer lesson observation focusing on teaching strategies among teachers of the same key learning area was also widely practiced and much valued by the teachers.
Teachers often acted as facilitators in classrooms to engineer students’ proactive learning. Strategies to arouse students’ learning motivation and constructing an interactive classroom were often adopted, providing students with more timely and constructive feedback and compliment. In many cases, differentiated and challenging tasks were also designed to create sufficient peer learning opportunities for students. Many teachers also enlisted various scenarios to enhance students’ creativity and critical thinking skills, inspiring them to explore alternative methods to solve problems. Various information technology techniques and devices, like the computing systems and visualizers in classrooms, together with the electronic whiteboards with the simultaneous response system in special rooms, were also widely used to create a more interactive and effective learning environment and to make teaching doubly effective.
- 19 - True Light Girls’ College School Report (SR) 2010-2011
3.3 Assessment
Students’ performance had been continuously assessed in terms of homework assignments, projects, quizzes, tests and examinations. Assignments were duly designed to help consolidate students’ subject knowledge. A wide range of assessment methods were adopted, including essay writing, surveys, projects, case studies, book reviews, newspaper cuttings and reports in various styles. Some assignments included diversified tasks and a range of questions of varied difficulties to consolidate and extend students’ classroom learning. Wider modes of assessments would have to be introduced to help students benefit more from peer and self assessment and become independent self-motivated learners.
The overall assessment policy had been improved as subject teachers often engaged themselves in consultation with one another on assessment criteria and the monitoring of the quality of assignments at the subject level.
With the introduction of School-based Assessment in the New Senior Secondary Curriculum, the Quality Assurance of Assessment has been introduced by which students are to be assessed on the same tasks and with the same assessment criteria with the following characteristics: a) students will be given common SBA tasks across classes b) teachers apply the same standard of assessment and the same criteria for awarding marks to all students c) consultation among teachers to align the marking criteria d) trial marking of samples of students’ work e) adjusting marks, if necessary, to ensure consistence of assessment standards f) using reference materials and archive materials to help standardizing marking g) proper and sufficient guidance and supervision are provided to students to ensure the quality and authenticity of their work h) feedback to students, e.g. marks, grades, students’ strengths and weaknesses, advice on improvement etc., after the completion of marking to provide them with a fruitful learning experience
With the clear homework assignment policy prepared by the Academic Committee, there was better regulations for students’ timely and orderly submission of assignments. Subject panels were also asked to make known to students their own homework policies, including the general demands and the kinds of penalties for late submission of assignments.
The assignment inspection policy was carried out with an inspection schedule. The subject panel heads were required to make use of standard forms to record assignment inspection, while they had to submit their students’ assignments to the Principal for inspection.
Assessment for learning was much emphasized this year, which requires the cultivation of the overall and general learning abilities of students. In the past year, teachers had become more aware of the importance of formative assessment and put assessment for learning in the classroom setting to closely monitor students’ learning progress.
- 20 - True Light Girls’ College School Report (SR) 2010-2011
4. Student Support and School Ethos
In line with our major concerns, the school adopts a whole school approach to facilitate students‘ whole person development in collaboration with parents, alumnae and external organization.
From EDB stakeholder questionnaires, we found that teachers‘, students‘ and parents‘ views on support for student development are 3.8, 3.7 and 3.7 respectively on average. Teachers‘, students‘ & parents‘ views on school climate are 3.7, 3.8 and 3.9 respectively on average.
The survey results indicated that teachers, students and parents are in general satisfied with the school support for student development and the school climate.
Teachers’, students’ & parents’ view on support for student development Teachers’, students’ & parents’ view on school climate
5 5 4.5 4.5 3.9 3.9 4 4 3.6 3.7 3.6 3.7 3.5 3.5 3 3 2.5 2.5 2 2 1.5 1.5 1 1 0.5 0.5 0 0 Teachers' view Students' View Parents' views Teachers' view Students' View Parents' views
In year 2010-2011, The APASO data of our school in general showed positive result. The scores of our students are higher than the Hong Kong norm in the following areas: Social Integration, Honesty and Trustworthiness, Social Concern, Support and Praise, Parent Relationships and Attitudes toward the Nation.
- 21 - True Light Girls’ College School Report (SR) 2010-2011
4.1 Whole-school Approach to Guidance & Discipline The discipline and guidance committees work effectively with the school social workers and the educational psychologist to provide individual counseling, conferences with parents.
4.1.1 Discipline 1. Prefect Training 70 school prefects were recruited to render peer support to their fellow schoolmates. The school is committed to providing ample opportunities to train our prefects by stretching their potential and encouraging them to serve the school community. New members of the team took part in a series of duty-specific activities to get themselves ready for maintaining order and promoting good manners in school.
2. Activities A talk on school regulations was given to all students on 2nd September 2010. In addition, two class periods were arranged to set up class rules and regulations by students and class teachers on 3rd September 2010.
3. Self Improvement Scheme Meeting with parents were arranged for students who had discipline problems in Parents‘ Day. Students and parents were requested to fill in a self improvement form and Discipline Mistress had reviewed their improvement. The result is quite encouraging as all of the students had remarkable improvement in the second term.
4.1.2 Guidance 1. S1 Mentoring Scheme S1 Mentoring Scheme is a whole year programme. About 40 S3 and S4 students were recruited and trained to help S1 students to adapt to the new learning environment and share the ‗True Light‘ culture with them. They helped their younger sisters to get to know the school and each other by organizing an orientation day, regular meetings during short assemblies and lunch time, an orienteering day in Stanley, etc. The student mentors played an active role and conducted tailor-made and interactive activities.
2. S1 Orientation Day On the day of pre-S1 attainment test, all S1 parents were invited to attend a talk ―同步升中路‖. The talk covered aspects of attention such as disciplinary concerns, guidance and counseling matters, service of social workers, student identity card and ePayment reminders.
3. Serving our neigbourhoods About 32 S1 to S3 students were recruited to be volunteers in a whole year voluntary tutoring service for the neighbourhood primary school, TWGHs Lo Yu Chik Primary School. They served the primary students every Tuesday or Thursday from 4:00 pm to 5:15 pm between Mid-October, 2010 and May, 2011. The aim of the programme was not to teach the primary school students how to do the homework, but our students would practise English with them and organize activities for them. Our students would receive a certificate upon 80 percent attendance. An induction programme was given to student helpers before the service. - 22 - True Light Girls’ College School Report (SR) 2010-2011
4. Workshops conducted by social workers and educational psychologist Our school social workers had organized programmes in promoting student mental health such as ―The sea and I‖ outing, quiz and comic design competition. They had also organized sex education for S2, S3 and S6 students in different topics i.e. sexual harassment, dating and contraception, marriage and family planning. The school social workers had also provided parent workshops, interest groups and parent and child day camp to promote parent and child communication. Anti-drug talk, exhibition and competition were organized to arouse the attention to the consequence of using drugs. Moreover, an overnight camp was organized for the junior form students to promote their peer relationship and healthly interpersonal relationship.
The educational psychologist organized a workshop for S1 students on understanding relationship among IQ & EQ and their learning style and memory strategies. A workshop was also organized for S4 students on learning strategies.
As for the teachers, the educational psychologist conducted two workshops to enhance teachers‘ awareness on Supporting Students with SPLD.
4.1.3 S1 Orientation Day for parents & students On 11th September, 2010, all S1 parents and students were invited to spend an afternoon with our class teachers. The school vision was introduced by the Principal, followed by an information session covering aspects of attention such as the school‘s history, academic affairs, pastoral care, student-activities arrangements and channels of home-school communication. The highlight of the programme featured the experience sharing session chaired by the Parent-Teacher Association. Parents of students from senior forms shed light on how they had accompanied their daughters throughout their junior secondary school life. All S1 students‘ parents met their two class teachers in the classrooms after the talk.
4.1.4 Careers and Further Studies Guidance Team 1. Year Theme: A series of activities for the theme of ―吃出個未來‖ such as visits to Outback Steakhouse, Just Hot Dog and Goossens Chocolatier, and attending Open Day of Chinese Cuisine Training Institute to understand more about the further studies opportunities in Hotel and Tourism Visits to Disney Hotel and a career talk on Tourism Talk shared by a wedding planner 2. Personal Growth Workshops of ―I have a Dream‖ (S1, S4 to S6) Workshops of ―Career Planning‖ (co-organized by Salvation Army (Yaumatei) (S2) Workshops of ―Money Management‖ (organized by TWGHs Healthy Budgeting Family Debt Counselling Centre) (S3) Leadership Training Workshop (co-organized by Rotary Club) (S4-S6) Grooming Training Workshop (organized by Beauty Tech) (S5)
- 23 - True Light Girls’ College School Report (SR) 2010-2011
Workshops of JUPAS choice (co-organized by Salvation Army (Yaumetei) (S6) Smiling Programme (S1-S7)
3. S6 and S7 Further Studies Opportunities and Guidance Workshops were arranged to provide students information on JUPAS and tertiary education. Alumni were invited to share their university life (co-organized by Salvation Army (Yaumatei)). Faculty of BBA (HKU) and Faculty of Law (City University) were invited to give students talks on the admission requirements and interviewing skills. Cross-curricular activities were held and talk at HKUST was organized for students.
4. S3 Further Studies Opportunities 2 workshops were arranged for students and a parent seminar to inform students about the NSS subject choice selection.
4.2 Other Learning Experiences (OLE) Under the NSS Curriculum, Other Learning Experiences (OLE) is one of the components to provide learning opportunities for the whole person development of students. The school provides a vast range of learning activities outside the classroom throughout the school year.
In designing OLE activities, we aim to extend classroom learning and let students have a balanced development on knowledge, ability, attitude and values, so as to meet the objectives in education on spiritual, moral, intellectual, academic, physical, social and aesthetic aspects. There are 36 clubs and societies to provide a wide range of activities for our students and to add dimensions of other learning experiences for our students. Moreover, the school has four Houses to offer vertical support to students‘ growth and to develop their House‘s spirit. The experience thus gained will be invaluable for students‘ personal growth.
The school continues to explore more learning opportunities for all levels of students. This year, two OLE Activities Days were introduced on 14th and 15th of April. Students in different levels were provided with different activities in various components of Other Learning Experiences so that students‘ horizons can be broadened.
The Student Learning Profile (SLP) system was piloted successfully and all S.1 to S.5 students became acquainted with the new features of the system. Teachers were asked to import students' attainments and achievements to the iPortfolio. Students will be asked to check the records. At the end of the year, students‘ records of SLP were to verified by the students and students were requested to write reflections on their margin performance. Through records and reflections, students can review their OLE throughout the whole year, which promotes students‘ positive value and attitude, and guides them in their personal growth. Taking this opportunity, students can plan their OLE activities in the coming school year so as to broad their horizons and have a balanced development.
- 24 - True Light Girls’ College School Report (SR) 2010-2011
4.2.1 Aesthetic Development (ASD) The aim is to nurture in students the virtues of creativity, openness, flexibility and aesthetic sensitivity for learning to learn and life-long learning. It also helps students to cultivate an open-minded attitude to and respect for the arts through music, art, drama, dance and other aesthetic activities in True Light.
4.2.1.1 Music
To further enhance students‘ aesthetic development under NSSC, two ASD lessons in S4, and one ASD lesson in S5 and S6 were arranged. Through active participation in listening, performing and creating, students can exercise creativity, imagination, aesthetic sensitivity and critical thinking skill to express the characteristics and feelings of the music. Internal Activities ―One Student One Instrument Scheme‖ Instrumental Classes organized in our school School Choir, School Orchestra, School Recorder Band School Tour Performance by H.K. Arts Festival Young Friends‘ Scheme Piano Recital by alumni (Poon Yiu Yan) Singing Contest Music Week School bell composing competition OLE day – Inter-house Instrumental Competition Music Performances in the School Anniversary Ceremony & S1 Form Association Ceremony Assembly Concert: music performances by winners and outstanding students in the Music Festival School Annual Concert 2011 – United States of Music
External Activities Senior choir have performance at Ying Wa College Christmas Concert and Assembly Concert Madrigal singing group have performance at Wah Yan College Kowloon School Annual Concert 50 students attended the ―HSBC Creative Note‖ Student Concert 400 students joined the 2011 H.K. Arts Festival Young Friends‘ Scheme ―Arts Ambassadors in school‖ Scheme organized by Arts Development Council 全港中學校際歌唱大賽2011 Z63rd H.K. Schools Music Festival Church Music Prize-winners‘ Concert at St. John‘s Cathedral 63rd H.K. Schools Music Festival
4.2.1.2 Visual Arts
The Visual Arts Department organized many activities this year. It aims at arousing students‘ interest in different art aspects and engaging learning experiences through various means.
- 25 - True Light Girls’ College School Report (SR) 2010-2011
Internal Activities Glassware Workshop Inter-class Display Board Competition S1 Form Association Display and Program Cover Design Competition S2 Form Association Badge Design Competition Athletics Meet Cover Design Competition Funded Program by Li Ka Shing Foundation ($200,000): The ―Thanksgiving in Style 2.0—Touching Moments in Hong Kong‖ Photos Exhibition Set up Photography Studio in School Purchase 9 Single Lens Reflex Cameras for students‘ use Photography Workshop by Famous Photographer Angus Chan Photography Workshop by CO1- School of Visual Arts Publish a Photography Book with Students‘ Works
Awarded Program (1) by Citi Success Fund ($13500): Fashion Workshop by Inno Fashion Center Fashion Show Awarded Program (2) by Citi Success Fund ($13500): Making a Big Mosaics Picture in Thanksgiving Day with 300 students
External Activities Visit to Hong Kong Baptist University- Academy of Visual Arts Visit to Savannah College of Art & Design (SCAD) Visit to CO1- School of Visual Arts Visit to Hong Kong Design Institute (HKDI) Visit to ―We All Live in the Forbidden City‖ Exhibition Visit to ―Earth from Above-An Ariel Portrait of our Planet Photography‖ Exhibition Visit to ―Venice Biennale International Architecture‖ Exhibition Visit to ―Design Ed-Mart 2011‖ Showcase of Design and Creative Education Art Talk (Medium Introduction) by HK Artland Art Talk (Painting) by HK Teaching Resource Centre Art Talk (Animation) by Savannah College of Art & Design (SCAD) Art Talk (Interview Preparation) by Hong Kong Design Institute (HKDI) Discover Design 2011 program by Hong Kong Design Centre MuseTeens More: The 6th Youth Leadership Scheme by Hong Kong Heritage Museum Leisure and Cultural Services Department
- 26 - True Light Girls’ College School Report (SR) 2010-2011
Awarded Competitions Most Surprising Award, Most Touching Award and Merit Award in DIY Pop Card "Express Your Love Through Creativity" Competition Champion, 1st Runner-up and Merit Award in YMT Road Safety Poster Design Competition Champion, 1st Runner-up in Community Youth Club File Cover Design Competition Bronze and Merit Award in Confucian and Civic Education Comic Design Competition Merit Award in Comic Design Competition by City University of Hong Kong
Design competitions were held throughout the academic year. The purpose of these competitions is to provide a platform for students to showcase their artistic potential. Students also participated in various Visual Arts activities outside the school. It was a very good experience for them as it helped foster an artistic sensibility in schools. Moreover, the visits increased students‘ ability of appreciation of art and enhanced their pleasure of art appreciation.
4.2.1.3 Drama
In order to enhance students‘ ability in the appreciation of drama performance and encourage creativity in drama, our school provides life-wide learning opportunities and platforms to students to join drama activities both within and outside school. It is hoped that students can sharpen their edges in terms of drama techniques, cooperation and communication while they can have valuable and memorable experiences that go beyond the classrooms.
Internal Activities Inter-class script writing competitions Training workshops External Activities Joint School Brand New Show 2010 (JSBNS) Hong Kong Schools Speech Festival – Dramatic Scene Hong Kong School Drama Festival 2010/11 Joint School Drama Night 2011 (JSDN) True Light Join School Drama Improvisation Workshop and Sharing Session Drama Festival organized by the Association of English-medium Secondary Schools (AEMSS)
Students who participated in the training workshops as well as the inter-class script writing competitions reported that they acquired better pronunciation, writing skills, acting, as well as skills in voice projection. Moreover, the actresses reported that they were more confident in speaking English and learnt how to effectively express themselves in both verbal and non-verbal means. Students also found that the joint school activities was worthwhile since most of them not only learnt the skills to express themselves effectively in acting, but also discover ways to coordinate well with each other from different schools. All participating students reflected that they felt a sense of achievement in their performances both within and outside school. They reflected on making great achievements on earning the Best Actress and the most Outstanding Team in Cooperation awards in one of the competitions.
- 27 - True Light Girls’ College School Report (SR) 2010-2011
4.2.2 Physical Development To provide more life wide learning experiences to students, many sports promotion activities were organized with external sports organizations. In November, our school joined the Asian Game Tour organized by the Hong Kong Holistic Education Network to Guangzhou. 9 sport team members experienced the atmosphere of various international games, learnt the sportsmanship from world top elite, explored the culture of our country as well as reinforced the national identity through this valuable journey. Besides, the School Dance Team got excellent results in the School Dance Festivals and they were invited to perform in different occasions in this academic year, including the dance performance at HK Original Dance Works Spectacle, dance performance at World Dance Day and the winners‘ performance at the 48th School Dance Festival. In addition, in order to provide chance for students to get acquainted with modern ballet and experience the fun of performance arts, our school also took part in the School Culture Day Scheme organized by the LCSD. 22 students attended the open dress rehearsal and sharing session of Parken & Nikolaïs Celebration by Introdans Ensemble for Youth (The Netherlands) in July.
On the other hand, mass participation would never be neglected. Students had many opportunities to participate in different sports activities. 144 S1 students took part in the Physical fitness Award Scheme organized by the LCSD. At the end of the term, 65 students took gold award, 37 students obtained silver award and 34 students got bronze award. To motivate students to adopt a healthy lifestyle through doing regular exercise, the Sports Equipment Lending Scheme and the Gym Room Usage Award Scheme were arranged during lunch or after school hour. Besides, the inter-class rope skipping competition and tug-of-war competition were organized in the long assembly. The newly introduced inter-class shooting competition which required the participation of all students was launched in the Other Learning Experience Day. The inter-class ball games competitions, 11-legged competition, inter-House ball games and dance competition as well as the Sports Week were held successfully in this year. Furthermore, six sports teams had regular training throughout the term. Students‘ sportsmanship and sports skills were further strengthened through participating in inter-school competition and friendly matches. By the end of the term, 8 trophies of the inter-school matches were awarded to the sport team members, demonstrating very outstanding results.
4.2.3 Moral and Civic Education Moral and civic education in our school is being carried out in the formal and informal curricula. In the formal curriculum civic values concerning roles and responsibilities of self towards peers and families, serving our school and community and caring about Hong Kong and China are immersed. The focus of the informal curriculum is on promoting national identity.
In this school year the Civic Education Committee organized and promoted the following activities. ICAC 互動劇場 22-10-2010 南京之旅分享會 (短周會) 16-9-2010 深圳軍事國防知識學習之旅 12-11-2010 至13-11-2010 第十一屆「基本法」及國民常識網上問答比賽 (10月)
- 28 - True Light Girls’ College School Report (SR) 2010-2011
「認識祖國，認識香港」隊際問答比賽 (11月) ICAC 工作介紹展覽 10-11-2010 深圳軍事國防知識學習之旅分享會 24-11-2010 有關「基本法」講座 20-1-2011 學校巡禮有關學習交流團展覽介紹 4-12-2010 申請青少年內地考察團資助計劃2012 ＜獅情暖意達本＞心意咭送達本活動30-3-2011 公民教育日(11-4-2011 至 12-4-2011)
In general all these activities were run smoothly and the responses of students were active and positive.
4.2.4 Community Service Service Learning combines volunteer activities with the intent that the activities change both the recipients and the providers of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery and the acquisition and comprehension of values, skills and knowledge. The best learning experience is not gained by passive participation in school activities, but is acquired in situations shaped and initiated by the students.
Our school provides lots of opportunities for our students to serve the community in this way. Through different organizations like Community Youth Club, Girls Guides, Junior Police Call, Oxfam Club, Red Cross Youth Unit and Zonta Z Club, students can participate as were as design various activities to serve the community. Flag selling, charity sale, blood donation day, health project, elderly centre visits were arranged for our students. Service Learning Project was arranged for S.4 students with TWGHs so as to broaden students‘ horizon and arouse students‘ awareness to society. It consisted of workshops on community services conducted by an experienced social worker and four service programmes on the OLE Days targeted at different groups of clients, namely, the mentally challenged and the elderly. A Leadership Training Programme was arranged in December of 2010 for all student organizers to help them to design the service programmes.
In order to raise our students‘ awareness of concern over community affairs and encourage them to take part in community activities and voluntary work, our school joined the ―Volunteer Movement‖ of the Steering Committee on Promotion of Volunteer Service of the Social Welfare Department since 2009. The scheme awarded our students certificiates according to their accumulated number of service hours. 195 of our students received Bronze certificates for achieving 50 hours of service, 64 students got Silver Award for attaining 100 service hours. 16 of our students are awarded the Gold Certificate for serving more than 200 hours. Our School also awarded the Gold Cerficiate of organization for 35784 hours of services for the year of 2010.
In addition, our school pledges to encourage our students to take part in voluntary services and became one of the Heart-to-Heart Project School of the Hong Kong Federation of Youth Group. The following table shows the number of service hours of our students:
- 29 - True Light Girls’ College School Report (SR) 2010-2011
Level Service Hours S1 2343 S2 2818 S3 6922.5 S4 8225.75 S5 9280.5 S6 3948 S7 674
As a result, 65 students got the certificates for attaining more than 100 service hours. 11 of our students were awarded the certificate for serving more than 150 hours. 5 students awarded certificates for serving more than 200 hours.
Throughout the activities, our students have fully realised the school motto – Thou Art the Light of World. Students gained great satisfaction from participating in social services to serve other people and contribute to society and at the same time, developed positive attitudes on perseverance and respect for others.
4.3 Religious Education There were 887 students and 75 staffs. Among the students, there were 225 Christians (25.4%) and 131 students have the habit of going to church. For staffs, there were 26 Christians (34.7%) and 21 of them have church life.
Religious Activities Religious Assembly (11/10/2010): The theme of this assembly was a kick off of Hugging the School Campus Campaign (擁抱校園運動啟動禮) to encourage students to show their love of God to others. There were over 100 students showed their commitment to God in blessing others in daily life and to share gospel in school campus. Walk with God (沿途有神) evangelistic meeting and gospel week (3-9/11/2010): A lunch time hymn dedication and testimonies sharing in the gospel week were arranged. In the evangelistic meeting, ACM was invited to share hymns and testimonies with us. There were around 40 students accepted Jesus as their Saviors and had attended the post-meeting discussion. Some of the students continued to engage in the cell group organized by Ms Carol Lau from Hop Yat Church, Kowloon and Ms. Eva Chan from Ward Memorial Methodist Church to know more about Christian Faith. Special program 1(30/11/2010): In order to encourage students to appreciate their family members, an Australian ministry team called ―A-Light‖ was invited to share their testimonies. This activity was co-organized with the Youth for Christ. Special program 2 (7/12/2010): Family Council and Chung Ying Theater Company performed a drama called 開心家庭學校巡迴節目-玩轉家 庭. Students actively participated in this performance and the message of the drama helped to remind students to love their families. Gospel Game Booths (15/4/2011): In OLE Day, six game booths were arranged to share gospel with students and to let them know more about God. Religious Exploration Talk (17/5/2011)：It was arranged for S.4 students. Mr. Lui Yue Chun was invited to share his life experiences with God to students. - 30 - True Light Girls’ College School Report (SR) 2010-2011
Special program 3 (8/7/2011): An America ministry team called New America Singers was invited to have musical performance and sharing with us. This activity was co organized with the Youth for Christ. Activity showing our care for society (23/1/2011): 26 students and teacher attended a meeting called 停一停、想一想、禱告生活正能量 organized by the Jireh Fund. The aim of this activity is to invite young people to think positively with the words from the Bible. Together with 3000 students, our students made a statement ―SAY NO TO DRUGS‖ in the Hong Kong Stadium. The participants were invited to be the Ambassador of Positive Power (正能量大使) and the message was shared with other students in a school assembly.
School Religious Functions School Commencement Ceremony (1/9/2010) Education Sunday Service (19/9/2010) Christmas Service (20/12/2010) Easter Service (14/4/2011) 38th Thanksgiving Service (6/5/2011) Graduation Ceremony (11/7/2011)
Pastoral Care in Fellowships Junior Student Fellowship: Regular meetings were arranged during lunchtime every Friday. The year theme was Walking with God (沿途有祢) and 20 meetings were held with activities including games, handicrafts, hymn and testimonies sharing. Senior Student Fellowship: Regular meetings were arranged during lunchtime or after school every Friday. The year theme was Faith, Hope, Love (信、望、愛 ) and there were about 20 meetings last year. The first term was focused on developing faith from the words of the Bible; while in the second term, the focus was on hope and loving each other. Activities include games, hymn and testimonies sharing and bible studies.
Trainings Spiritual Development and Training: Training sessions for helpers were completed in October 2010; a religious study group organized by Ms Carol Lau was held aiming at helping S1 students to develop their faith. Fellowship Committee Training: Several training sessions were organized for both junior and senior fellowship committee members in July, 2011.
Communication with neighbouring Churches A network with Ward Memorial Methodist Church and CCC Hop Yat Church was formed. The neighbouring churches are very supportive in promoting the religious activities of the school.
Sharing of publication A newsletter for Hugging the School Campus Campaign was issued on December, 2010. Testimonies and Bible sharing and introduction of some religious activities were included in the newsletter. ―Our Daily Bread‖ was ordered for Devotional Leaders and Christian teachers. To further enhance spiritual development, Catch Magazine and Angel‘s Heart (天使心月刊) were ordered for all teachers to read.
- 31 - True Light Girls’ College School Report (SR) 2010-2011
4.4 Environmental Education Promoting green living style is the major target to achieve in this school year. This helps to reinforce the concept of environmental conservation among all students. A Green ambassador is selected from each class to promote this notion. A green lunch programme of ―Bringing Your Own Cutlery‖ (BYOC) has carried out to encourage students using their own sets of cutleries during lunch in school canteen.
In addition, the following activities were held to enhance environmental conservation and education in and outside school: 1. Seminar on sustainable development – The use of power resources in Hong Kong 2. Seminar on sustainable development – The renewal of old urban district in Wanchai 3. Conservation Day 4. BYOC Slogan Competition 5. ―Green citizen‖ badges training courses 6. Appreciating the natural environment- A visit to Mai Po
4.5 Study Tour 5 different study tours going to Mainland China and Canada were arranged. All these study tours emphasize experiential learning and offer both group and self-directed activities that enable learners to explore new territories, cultures and people. The study tours not only provide opportunities for our students to learn about different cultures, but also offer an excellent platform for them to develop various skills including organization, communication and collaboration.
Date Study Tour Participants 12-13 November 2010 Shenzhen (National Defense Education) Study Tour 36 students from Junior Form 「歷史國情(防衛)─國防與軍隊知識學習之旅」 4 teachers 13-15 November 2010 Guangzhou Asian Games Study Tour 8 students from Junior Form 「廣州亞運會體驗計劃」 1 teacher 25-27 April 2011 True Light Joint School Study Tour to Guangzhou 10 students from S3 and S4 「真光聯校廣州學習體驗營」考察活動 Principal and 1 teacher 2-6 July 2011 Youth Cohesion 2011 Study Tour to Hunan 8 students from S3 and S4 青年匯聚2011「湘」聚有你 1 teacher 20 July 2011 – 10 August 2011 True Light Joint School Study Tour to Canada 30 students from Junior Form 真光四校暑期英語進修及旅遊活動 Principal and 1 teacher
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4.6 Financial Assistance Fund 4.6.1 Student Financial Assistance Scheme There were 137 and 95 students who received full and half subsidy respectively.
4.6.2 Government Matriculation Maintenance grants Eleven S6-7 students was given the grant in 2010-2011. The total sum was $14100.
4.6.3 The Hong Kong Jockey Club Education Fund A total of $45628.6 was provided to our students from Hong Kong Jockey Club Life-wide Learning Fund. Subsidies were given to students participating in activities, such as training fees in sports, transportation in picnic and trip, training fees of music courses and camp fees.
4.6.4 Granthan Maintenance Grants There were 4 students who had made successful applications in 2010-2011. Two S7 students received $2,886, one S4 student & one S5 student received $2,160. The total amount was $10,092.
4.6.5 Shiu Wai Ming Financial Assistance Fund Shiu Wai Ming Financial and Educational Assistance Fund is donated by an alumna and managed by Shiu Wai Ming Financial and Educational Assistance Fund Management Committee. Students at school and graduates of the year eligible for receiving CSSA or student financial assistance are entitled to apply for the fund to subsidize for their living, joining extra-curricular activities and further studies. Other students with relevant proofs of their family financial difficulties can also apply. The nature of subsidies ranges from cultural & study tours, examination fees to ECA activities. The beneficiary is more than 20 and the amount approved is about $69,171. Besides, there is a one-off subsidy open to all students. 91 students are eligible for the subsidy and $62,800 was granted in total.
4.6.6 True Light Scholarship One S6 and one S2 student are approved to receive a grant of $3000 from the True Light Scholarship because of her special family needs.
4.7 Parent- Teacher Association The True Light Parent-Teacher Association was established in 1999, aiming at strengthening the communication between parents and the school. Over the years, the Association has organized a wide range of recreational activities, including picnic, visit to True Light Alma Mater in Guangzhou, community services, seminars and workshops for both parents and students. It has been a very enthusiastic sponsor of school activities, facilities, Reading Award Scheme and scholarships to students who excel in their academic performance. Communicating with parents has always been considered to be of paramount importance. Newsletters are published on regular basis to facilitate better understanding and communication. The Association has been giving strong support for various activities in school such as Teachers‘ Day, Walkathon, Joint-school Graduation Ceremony, School Anniversary Ceremony, Swimming Gala and Athletic Meets, etc. A variety of 158 scholarships are also offered by the Association to encourage students to fully develop their potentials. According to EDB stakeholder questionnaires, parents‘ view on home-school cooperation is 3.5 on average. Parents offer strong support and favourable comment to school.
Activities Selling of old textbooks S1 Bridging Course
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Pre-S1 English Enhancement Course S1 Orientation BBQ night A Parent Education Talk ―Be the Kids‘ Angel‖ provided by Ms. Chan MY (Chairperson of Parenting Forum Limited) ―Fruit Day‖ to promote healthy eating among students PTA annual picnic on 20th March 2010 and picnic photo competition Charity snake sale for ―PTA Student Activity Fund‖ on 28th June 2011 Participation in the selection of lunch-box suppliers Presentation of the PTA Scholarships at the End of School Year Ceremony Publication of PTA Newsletter Volume 14 Sponsoring and attending the School Annual Concert
4.8 Alumni Association The Alumni Association hold meetings regularly and show a very strong sense of belong to the school. The graduated girls support the school well, with scholarships, sponsorship of various school activities, sharing at assemblies, and mentoring programme to S7 girls in their JUPAS choices. ―Alumni Homecoming Day‖ was organized on 15th January 2011 and received a very good response from the alumni. More than 200 alumni had attended this function. A newsletter was issued in April 2011 to further enhance communication among alumni.
- 34 - True Light Girls’ College School Report (SR) 2010-2011
5. Student Performance
5.1 Students’ Performance in Hong Kong S1 Attainment Tests (HKAT)
HKAT English Performance HKAT Chinese Performance 80 80 70 70 60 60 50 50 40 40
30 30 Average MArks 20 Average MArks 20 10 10 0 0 TLGC 2008-2009 2009-2010 2010-2011 TLGC 2008-2009 2009-2010 2010-2011 Hong Kong Year Hong Kong Year
HKAT Mathematics Performance 80 70 60 50
40 30 Average MArksAverage 20 10 0 TLGC 2008-2009 2009-2010 2010-2011 Hong Kong Year
- 35 - True Light Girls’ College School Report (SR) 2010-2011
5.2 Performance in Hong Kong Advanced Level Examination (HKALE)
Comparison of HKALE results in year 2009 – 2011 HKALE Distinction and Credit Rates of Best Six Subjects in year 2011 100% Distinction & Credit 90% Percentage 80% TLGC HK 70%
60% Geography 57.1 23.5
50% History 50.0 36.1 40%
30% Chinese Language 43.4 25.1 20% Physics 42.9 24.5 10%
0% Biology 40.0 19.9
(09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) (09) (10) (11) TLGC 01 02 03A 03B 04 05 06 07 08 09 10 11 12 13 Use of English 39.6 13.0 A-C Chin Use of P. Maths M & S Phy Chem Bio Econ Geog Hist Chin. Bus. St. Lib. St. Prin. of D-E Eng Lit. Accounts
Average Passing No. of Percentage of students satisfied the Year Percentage of all Students minimum university entrance requirements subjects 2009 57 75.9 90.1 2010 57 94.7 96.1 2011 53 86.8 93.9
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5.3 Achievements and Awards 5.3.1 English Language
62nd Hong Kong Schools Speech Festival Invitation to Prize Presentation Ceremony of Hong Kong School Drama Festival 2010/11 No. of Champion – 2 HK Budding Poets (Eng) Award 2010/11 No. of 1st Runner up – 4 Best Actress Award No. of 2nd Runner up – 8 Poet of the School (Secondary) Chan Ying Shuen 5A No. of Merit – 54 Ho Ka Yee 5D Outstanding Cooperation Award Solo Verse Speaking 2010/11 EPGY Academic Wong Ho Yan 2B Champion Talent Search (English Writing) Chan Ying Shuen 5A Wong Ho Yan 5A Chan Mai Tsam 5A Chan Wai Ki 6A High Distinction Award Li Shuk Ping 5A Chan Lok Yi 1C Kwan Tung 5C 1st Runner Up Wong Ching Yeung 5D Chung Suet Wah 1A Distinction Award Chan Ying Shuen 5A Shum Kam Yuk 1B True Light Joint Schools Ning Pui Yu 5A Ng Ka Wing 2A Improvisation Drama Sharing Session Wong Lai Hung 3A 2nd Runner Up Man Rosanna Sze Chen 4D Best Actress Award Chan Lok Yi 1C Wong Oi Lam 2A Lam Sze Man 1C EMI School Drama Fest 2011 Wong Sze Yan 2D Cheung Ka Tung Kitty 3A Outstanding Actress Award Best use of Voice, Best use of Stage Mak Wai Ting 4A Law Jamie 1B Poon Tsz Ki 5A Best use of Stress & Intonation Wong Yee Ting 5A Leung Tsz Ching 6A
Dramatic Scene 1st Runner Up Chan Mai Tsam 5A Chan Ying Shuen 5A Li Shuk Ping 5A Wong Ho Yan 5A
Kwan Tung 5C Wong Ching Yeung 5D
Harmonic Choral Speaking 2nd Runner Up Tung Han Bin Rachel 4A Man Rosanna Sze Chen 4D
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5.3.2 Chinese Language
第 62 屆香港學校中文朗誦節 「學苑盃」全港中學生《真情》作文大賽 冠軍 1 項 亞軍 4 項 高中組優異獎 季軍 8 項 5A 黃浩欣
冠軍 初中組優異獎 3A 黃琬澄 3D 譚杏梅
亞軍 1C 黃瑤 (個人取得兩個亞軍)、 2B 何媛忻、5A 黃詠雪及 5D 黃梓盈
季軍 1A 林恩琪、1A 符惠琳、1C 文佩玲、 1D 楊紫萱、2A 蘇泳冬、5D 劉敏盈、
5D 劉妍彤及 5D 張文潔、5D 劉盈盈
5.3.3 Mathematics
Australian Mathematics Competition 2010 第九屆女子數學奧林匹克 Certificate of Distinction – 6 Certificate of Credit – 11 二等獎榮譽證書
Certificate of Distinction Certificate of Credit 7S 周嬙雯 Wu Cheuk Kwan 3A Lo Chi Kiu 2A Leung Sze Ching 4D Wong Ka Yi 3C Poon Tsz Ki 5A Wan Wing Tung 4D Choi Yi Chi 5D Tsang Ling San 4D
Chow Tseung Man 7S Jiang Yuhan 4D Leung Miu Yin 7S Lam Man Sze 4D Ning Pui Yu 5A Kong Ka Yan Angel 5A Lee Wing Yee 5A Wong Ching Yeung 5D Kwong Yim Ping 7S
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5.3.3 Mathematics
2011 EPGY Academic Talent Search Stanford University Education Program for 「新數站」第二屆全港中學生 (Mathematics) Gifted Youth Academic Talent Search 2011 數學短片創作比賽 (Mathematics) Distinction 題目：海盜們的四色地圖 Cheng Ling Lee 1C Distinction Jiang Yu Han 4D Jiang Yuhan 4D 高級組優異獎 Cheung Yik In 4D Cheung Yik In 4D 4A 童嘉欣、4D 姜雨含、 Wan Wing Tung 4D Wan Wing Tung 4D 4D 梁沁韻、4D 顏詠晞 Cheng Ling Lee 1C Hong Kong and Macao Mathematical Olympiad Open Contest 《華夏盃》全國中小學數學 香港學校網絡初中上數學野外定向比賽 No. of Silver Award – 2 奧林匹克邀請賽 2011 No. of Bronze Award – 7 優異獎 2D 鍾嘉穎、4D 何芷茵 Silver Award 決賽 三等獎 Wu Cheuk Kwan 3A 1C 陳樂兒 Jiang Yu Han 4D 第三屆香港中學數學創意解難比賽 初賽 三等獎 Bronze Award 初賽銅奬 1A 甘珮珊、1C 鄭伶俐、2A 王 靜、 Chan Lok Yi 1C 2A 林詩敏、2C 何詠琪、 Cheng Ling Lee 1C 2A 郭曼怡、2D 湯恩婷 3A 鄭浩汶、3A 楊嘉怡 Kwan Hoi Ying 2A Shum On Ki 3A 第十三屆香港青少年數學精英選拔賽 Ma Wai Ying 3A Lo Yee Ching 4D 三等榮譽獎 Chung Lai Tai 4D 3A 鄔卓筠
- 39 - True Light Girls’ College School Report (SR) 2010-2011
5.3.4 Science
Australian National Chemistry Quiz 2010 International Junior Science Olympiad 2010 No. of Certificate of High Distinction – 9 Certificate of Distinction – 6 Third Class Honour Award Yeung Ka Yi 2A Certificate of High Distinction Certificate of Distinction So Wing Tung 2A Lam Man Sze 4D Liu Ka Wai 5A Leung Sze Ching 4D Poon Tsz Ki 5A To Ching Hei 5A Ning Pui Yu 5A Tse Regina 5A Cheung Long Yiu 5B Wu Wing Yu 5A Leung Cheuk Yiu 5D Yu Hiu Wing Sharon 5A Wu Wing Sze 6S Lau In Tung 5D Ko Chung Yan 5D Yeung Ming Hei 5D
5.3.5 Business, Accounting, and Financial Studies
HSBC Living Finance Young Financial Planner Competition
1st Runner up Wong Tsz Ki 5A Lam Tsz Kwan 5A Ho Cheuk Yan 5C Lai Shuk Kwan 5D Leung Cheuk Yiu 5D
- 40 - True Light Girls’ College School Report (SR) 2010-2011
5.3.5 Business, Accounting, and Financial Studies
Business & Entrepreneurship Enhancement Programme
Certificate of Recognition on Social Enterprises Lee Wing Yee 5A Chiu Hoi Yan 5A Tang Ho Yu 5A Mak Chui Ying 5A Chau Chui Shan 5C Ho Ka Yee 5D
JA Company Programme 2010/11
Best Annual Report Certificate of Merit
Most Popular Mobile Promoter Certificate of Merit
5.3.6 Uniform Team
Road Safety Patrol Girl Guide
Best Design Award Best Team Member Award Ho Ka Yan 2B Kan Ka Lam 5A Cheung Wai Ka Frederica 2B Lo Yan Tung 2C Chief Commissioners' Guide Award Lee Ka Man 3C Kan Ka Lam 5A Kung Yuen Lam 3C Chan Ngo Wun 5C Liu Tin Yu 7S
- 41 - True Light Girls’ College School Report (SR) 2010-2011
5.3.7 Visual Arts
油尖旺道路安全運動海報 公益少年團油尖旺區委員會主辦 吃水果，至 in 至潮短片設計 設計比賽 (中學組) 「推己及人為環保 敬老扶幼建和諧」 冠軍 文件夾封面設計比賽 亞軍 1A 霍欣燕 4A 駱 之、4A 蘇詩穎、4D 溫穎彤、 冠軍 4D 馮傑常、4D 勞綺清、4D 李夢婷 亞軍 4D 李玉婷 1A 陳嘉希 亞軍 優異獎 6A 陳蔚淇 4B 何倩煒、4D 李玉婷
全港中小學儒家德育及公民教育 故事(漫畫)創作大賽
銅獎
DIY POP Card 顯心意創作比賽 4D 梁沁韻 和諧校園四格漫畫創作比賽 最佳主題獎 最大驚喜獎 高中組優異獎 優異獎 4D 顏詠晞 4A 董韓彬 5C 郭苑翹 4B 張青霜、4B 黃洱辰、4B 劉澄如
最感動獎 優異獎 3C 林詠玲 3C 莫綺汶
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5.3.8 Music
63rd Hong Kong Schools Music Festival 中學合唱團 Graded Piano Solo No. of Champion – 6 冠軍 1st Runner up No. of 1st Runner up – 9 Law Jamie 1B No. of 2nd Runner up – 6 中文聖詩合唱 No. of Certificate of Merit – 42 2nd Runner up Vocal Solo Chan Lok Yi 1C Secondary School Choir 1st Runner up Champion 5D 王熙雯、5B 梁皓嵐、 Flute Solo Oratorio 3A 林琨頤、3A 姚曉嵐 2nd Runner up (corporate with Ying Wa College) Chan Wai Shan 3D No. of Certificate of Merit – 27 Certificate of Merit Erhu Solo Madrigal - Mixed Voice (3 Groups) Recorder (Secondary School) 1st Runner up (corporate with Ying Wa College) Recorder Ensemble Chung Suet Wah 1A Champion Female Voice Duet Guzheng Solo Champion Recorder Solo 2nd Runner up Sin Yuen Man 4B & Yuen Ho Yiu 4C Champion Li Wai In 2A Lok Wan Huen 2D 1st Runner up Chiu Hoi Yan 5A Orchestra Wong Hei Man 5D & Chan On Ki 5C Certificate of Merit 1st Runner up 2nd Runner up Chan Wai Shan 3D Arts Ambassadors-in-School (2010/11) Lam Kwan Yee 3A & Yiu Hiu Laam 3A Chan Wai Ki 6A Li Kai Wing 4A & Cheung Yik In 4D 2nd Runner up Yeung Lok Yee 2A No. of Certificate of Merit – 8 Recorder Duet 1st Runner up Lok Wan Huen 2D & Yeung Lok Yee 2A
- 43 - True Light Girls’ College School Report (SR) 2010-2011
5.3.9 Physical Education
Inter-school Swimming Competition Inter-School Athletics Championships Inter-school Table Tennis Competition No. of Champion – 5 Overall Grade No. of 2nd Runner up – 2 B Grade Discus Throw Champion No. of Certificate of Merit – 1 2nd Runner up Tang Wai Yin 4C C Grade C Grade Champion Champion B Grade 4x100m Relay 2nd Runner up B Grade C Grade Chan Wan Sze 3D 2nd Runner up Champion - 4x50m Medley Relay Chan Sze Yui 3C Wong Rachel Wing Fung 1A Tang Wai Yin 4C Inter-school Volleyball Competition Li Wai In 2A Yuen Yin Ting Eileen 4C C Grade Wong Yan Yu 2A 1st Runner up Wong Pui Yu 2C Inter-school Dance Festival School's Invitational Relay Champion - 50m Freestyle Western Dance (Group) Choi Jun School 4×100m Invitation Relay Wong Rachel Wing Fung 1A Honours Award Kei Shun School 4×100m Invitation Relay 1st Runner up Champion - 50m & 100m Breaststroke Choreography Award Leung Cheuk Chi 3B Wong Pui Yu 2C Chan Sze Yui 3C Inter-school Basketball Competition Fong Yin Yu 3D Third - 50m Breaststroke A Grade Chan Wan Sze 3D Wong Rachel Wing Fung 1A 1st Runner up
Third - 50m Butterfly Stroke Overall Grade Wong Yan Yu 2A Forth
Fourth - 50m Freestyle A.S. Watson Group Hong Kong Student Li Wai In 2A Sports Awards 2010-2011 Chow Wing Yan 5D
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5.3.10 Scholarships
Sir Edward Youde Memorial Fund Scholarship Lion & Globe Educational Trust 油尖旺區學生獎勵計劃 Leung Cheuk Yiu 5D Best Improved Students Award 2A 鄭浩汶、2B 陳泳薇、 Chow Tseung Man 7S Hung Shuk Yan 2B Chan Siu Po 2C 2B 陳恩樂、3B 周彤璟 EDB Murjani Scholarship Chan Wing Lam 2C Chan Yee Kiu 3A Fung Crystal Chi Yau 2D 九龍西潮人聯會 Huang Jiabao 3B 最佳學業進步獎 Ho Sin Yu 3B 3B 黃嘉敏 Wong Yuen Yi 3C Chan Oi Lam 3D Yip Ying Hang 4B 最佳操行進步獎 Tang Wai Yin 4C 4C 葉樂敏 Lam Wai Shan 4C Wong Ho Sze 4D 奮發圖強獎學金 Li Shuk Ping 5A Siu Tsz Lok 5B 6A 譚月梅 EDB Lo Wai Kwan Scholarship Lam Pui Shan 5C Liu Mei Yee 1D Wong Ching Yeung 5D Sun Ling Yu 3A Li Wing Sze 6S Lam Shuk Fong 4A So Sze Wing 4A
- 45 - True Light Girls’ College School Report (SR) 2010-2011
5.3.11 Community Activities
九龍城及油尖旺區義工嘉許禮 香港青年協會青年義工網絡 旺角街坊會陳慶社會服務中心 一萬小時義工服務獎 獲 200 小時義工証書：15 人 護老「優」遊賀兔年社會服務 獲 150 小時義工証書：25 人 金狀 13 項 獲義工服務嘉許証書 銀狀 64 人 獲第一級(熱誠)獎章：492 人 2A 蘇泳冬、4D 陳寶怡、4D 鍾麗堤、 銅狀 195 人 獲第二級(參與)獎章：149 人 4D 梁皓詩、4D 文思晴、4D 温穎彤、 優異狀 141 人 獲第三級(成長)獎章：58 人 6S 陳雍希、6S 樊嘉怡、6S 李靜文、 獲第四級(投身)獎章：25 人 6S 吳嘉欣、6S 胡穎思 金狀 獲第五級(承擔)獎章：15 人 4A 岑韵瑜、4D 張亦妍、4D 梁皓詩、 4D 溫穎彤、5A 簡嘉琳、5A 甯珮瑜、 獲 200 小時義工証書 5A 胡潁渝、5A 何嘉明、5C 陳翱媛、 4A 岑韻瑜、4D 張亦妍、4D 梁皓詩、 5C 鄺月明、5C 黃寶瑩、5D 李曦萌、 5A 何堃菱、5A 簡嘉琳、5A 甯珮瑜、 6A 雷葦津 5A 潘紫琪、5A 謝昀臻、5A 黃綺婷、 5A 胡潁渝、5A 余曉穎、5B 何柏潁、 5D 梁卓瑤、5D 蘇維恩、5D 黃梓盈 Governance X-Workshop 2010 管治研究計劃公共政策建議書比賽 亞軍 5A 陳美琪、5A 何嘉明、5A 謝昀臻
「傲翔新世代」全方位青年領袖訓練計劃 協康會海富家長資源中心 最佳團隊精神獎 「小豆苗愛心計劃」訓練及提供義工服務 4A 劉雪玲、4A 林淑芳、4D 張亦妍、 嘉許狀 - 30 人 4D 文思晴、4D 殷淑敏、5A 何堃菱、 油尖旺區撲滅罪行委員會 5A 甯珮玲、5D 梁卓瑤 「綠色生活大比拼 2010」網誌比賽 反青少年網上援交標語創作比賽 最具創意大獎 - 3A 何悅恩 冠軍- 3C 劉茁慧 優異獎 - 1B 馮詠彤 「第廿二屆中學生好書龍虎榜」 最踴躍投票學校比賽 第一名 - 4B 譚玉梅
- 46 - True Light Girls’ College School Report (SR) 2010-2011
6. The Way Forward
Last year is another fruitful year to True Light Girls’ College thanking for the continued support from the School Management Board, all the teachers, parents and students. With the concerted effort of all True Light members, we have successfully implemented our plan for the New Senior Secondary Curriculum and provided plenty of elective subjects for students to choose to study and lots of other learning experiences for them to enrich their school life and grow on various dimensions. We have organized a study tour to Vancouver and arranged our students to meet with True Light alumni in Canada. We have held the Cross-curricular Learning Day for students to learn without walls and boundaries. Besides, with the help of EDB, we have installed iPads to facilitate more interactive and effective mobile learning for students.
Based on our strengths and with reference to our evaluation on our previous school plans as well as the results of our stakeholders’ survey, we will sharpen our focus in the following key areas in the coming school year:
(1) Enhancing the effectiveness of teaching and learning with focus on catering for learners’ differences; (2) Cultivating personal growth and school culture through the “I Love True Light” Campaign; (3) Implementing the New Senior Secondary Curriculum with an emphasis on preparation for HKDSE and JUPAS.
Amidst all the changes in the education system in recent years, True Light will hold on to our mission of being the Light of the World and continue to provide quality Christian education and work to the best of our ability to equip our students with the right attitude to learning, an inquisitive mind, positive values and a will to serve and shine in the world.
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