Documente Academic
Documente Profesional
Documente Cultură
OUR SCHOOL
1.1 School Brief History, Motto, Vision and Mission
1.2 School Management Committee
1.3 School Organization Structure
1.4 Staff Profile
1.5 Professional Development of Teachers
P. 1
P. 2
P. 3
P. 4
P. 5-10
P. 11
P. 11
P. 11-12
P. 12
P. 13
P. 145
P. 15
P. 15
P. 16
P. 16
P. 17
P. 17
P. 17
P. 17
STUDENT PERFORMANCE
4.1 Students Attendance
4.2 Hong Kong Attainment Test (Pre-S1)
4.3 Results in HKDSE
4.4 Pathways of Graduates
4.5 Students Reading Habit
4.6 Achievements and Awards
P. 18
P. 18
P. 19
P. 19
P. 20
P. 21-25
MAJOR CONCERNS
5.1 Achievements and Reflections on Major Concerns for the year 15 16
5.2 Feedback on Future Planning
P. 27-32
P. 32
P. 33
P. 34
P. 34
1. OUR SCHOOL
1.1 School Brief History, Motto, Vision and Mission
History
Ms. Harriet Noyes, the founder of our school, was a missionary from America. She
established the True Light Seminary in Guangzhou in 1872. Upholding the Christian
spirit of love, kindness and persistence, Ms. Noyes was the first person to provide
education and ministry to women in South China. In 1949, Principal Ma Yi Ying relocated
the school to Hong Kong and renamed it "Kowloon True Light Middle School". The school
continues her vision for women's education to promote Chinese culture and cultivate
all-round Christian values for girls and women through education.
Motto
"Thou Art the Light of the World." (Live like Jesus Christ, love others and glorify God.)
Vision
A Christian school where girls blossom into people of goodness, righteousness, and
excellence with an unswerving quest for truth
Mission
In the wake of countless, dedicated True Light pioneers and partakers, our mission is to
inspire our female generations to unrelentingly pursue knowledge, unreservedly develop
their talents and leadership, unswervingly uphold biblical values and unconditionally
render service to the needy, in particular to the people of our homeland.
Theme of the Year
Thrive & Fly
P. 1
Chairperson
Vice Chairperson
Members
P. 2
P. 3
No.
54
1
2
8
1
2
2
2
1
7
80
Master
Degree or
above
22
41%
29
54%
Non-degree
Special
Education
Training
2
4%
2
4%
Teacher's Qualificaions
100%
50%
54%
41%
4%
4%
Non-Degree
Special Training
0%
Bachelor
Teaching Experience
Number
Percentage
Master or above
0-4 years
5-9 years
over 10 years
5
9%
41
76%
8
15%
Teaching Experience
100%
76%
80%
60%
40%
20%
15%
9%
0%
0-4 years
5-9 years
P. 4
over 10 years
Subject
English Language
Putonghua
With Teachers Training
Teacher's Training
100%
100%
100%
English
Putonghua
Teacher's Training
100%
50%
0%
1848 hrs
34.2 hrs
#There are 6 main categories of staff development programmes at KTLS, namely Staff
Personal Growth, Team Building, Learning and Teaching, Student Support, External
Relationship and Leadership and Management.
Category
Programme
Diversity, CLD
2. Teachers Spiritual Enrichment
Free participation.
Remarks
Twice a year.
4. Workshop:
Cater for Learner Diversity:
Enhancing the Effectiveness of
Learning and Teaching
5. Workshop:
Cater for Learner Diversity:
Lesson Observation and
Post-lesson Conference
6. Professional Learning
Session(PLS)
7. Peer observation
8. Printing Professional Teacher
Training Handbook for teachers
Related to Major
Concern 1, Cater
for Learner
Diversity, CLD
Related to Major
Concern 1, Cater
for Learner
Diversity, CLD
Related to Major
Concern 2,
P. 5
Language Across
Curriculum
9. Other Staff Development activities Activities will be
a. School-based teaching support arranged over the
b. School visits and exchange year.
activities
c. Professional talks and sharing
Our school participated in the
professional sharing on school
development on 9th January
2016. The chairperson of the
Careers and Guidance
Committee, Mr. Chan Kwan
Wai was responsible for a
presentation on life planning
education. The theme of the
sharing included the
curriculum framework of the
life planning education and
some good practice in our
school.
d. School Mentorship
Programme (
)
On 20th October 2015, the
Vjce-principal Miss Ho,
together with the Panel of
BAFS and the Panel of CTI
joined the Inter-School
Professional Seminar.
On 7th January 2016, the
Vice-principal Miss Ho,
together with The Panel of
English and The Panel of
Mathematics joined the
Inter-School Professional
Seminar.
In March 2016, our school
representatives organized
Inter-School Professional
Seminar and we invited member
schools to join our activity.
e. Partnership Programme or
Visits
10. Professional Learning
Related to Major
Community (PLC)
Concern 1, Cater
a. First meeting was held on 30th for Learner
September. The topic was
Diversity, CLD
Flipped Classroom.
b. Second meeting was held on
22nd December. Topics
discussed included Cater for
Learners Diversity,
Promoting Self-learning and
e-learning: Enhancing the
P. 6
P. 7
b.
Learning and Teaching
7.
8.
a.
b.
c.
9.
a.
b.
c.
Workshop: Examination
strategies
BAFS
Assessing student learning for the
BAFS curriculum series
- Strategies to access student
learning
- Good practices on assessment
Geography
Professional development on
public assessment
Geography (Workshop on the
Setting of Examination
Questions)
Professional development on
public assessment
Geography (Workshop on the
Marking of Examination Scripts)
In-service Professional
Development Programme: 5-day
Course for Secondary School
Teachers on Teaching Personal,
Social & Humanities Education
(PSHE) Key Learning Area in the
English Medium
Visual Arts
- In collaboration with an
experienced VA teacher, Mr.
Yeung Sau Cheuk (),
the VA panel chairlady
brought students to workshops
which encourage students to
express creativity and
imagination thought art work.
9 S4 students participated in
workshops about the issues
water crisis and
consumerism.
- Exhibition of Works
Ocean Art
Walk2016
Organized by Alliance, the
exhibition was held in Stanley
Market in April 2016.
P. 8
Diversity, CLD
Related to Major
Concern 1, Cater
for Learner
Diversity, CLD
Related to Major
Concern 1, Cater
for Learner
Diversity, CLD
Related to Major
Concern 1, Cater
for Learner
Diversity, CLD
Principal, VPs
and Panels
concerned are
involved.
Two foci are
emphasized: LAC
& CLD
Principal, VPs
and Panels
concerned were
involved.
Two-tier
programme was
required.
Related to Major
Concern
1, Cater for
Learner Diversity,
CLD
3. Special Education
NA
Lesson
Observation,
Sharing and
Professional
Conferencing
among teachers in
these schools
2. Exchange Programmes with Liu Professional
Po Shan Memorial College
Conferencin
g among
- Professional sharing sessions
teachers in
were conducted successfully.
these
Chinese and English subject
teachers and teachers from Liu Po schools
Shan Memorial College
exchanged views and teaching
strategies concerning students
with diverse learning needs.
3. Professional Sharing Trip in
Lesson
Shanghai
Observation,
Sharing and
- Led by the principal, teachers
Professional
observed lessons and joined
Conferencing
post-lesson conference in
among teachers in
secondary schools in Shanghai.
these schools
Teachers exchanged views and
experience on educational issues.
P. 9
P. 10
193 days
12 days
32days
S1
S2
S3
S4
S5
S6
Total
Number of classes
Number of students
4
117
4
119
4
123
5
128
5
110
5
109
27
706
S1
8%
5%
5%
21%
11%
18.5%
18.5%
13%
5%
8%
S2
5%
18.5%
11%
18.5% 13%
21%
S3
8% 3%
8%
18%
11%
18%
18% 16%
P. 11
Chinese Language
English Language
Mathematics
Humanities
Science
Technology
Arts
PE
Chinese Language
English Language
Mathematics
Humanities
Science
Technology
Arts
PE
Chinese Language
English Language
Mathematics
Humanities
Science
Technology
Arts
PE
Besides the normal lessons in the timetables, we have the English Academy, morning
assemblies and school assemblies, fellowships, form and class activities, arts and sports
activities and services, etc.
Computer Literacy
English
Geography
History
Home Economics
Integrated Science
Mathematics
P. 12
electives
P. 13
S.5
S.6
P. 14
P. 15
P. 16
Financial Support
About 150 students with financial difficulties received subsidies from The Hong Kong Jockey
Club Life-wide Learning Fund and Shiu Wai Ming Learning Fund. They could join various
activities such as excursions to Malaysia and the Summer English courses. A few students could
enjoy free lunch meals and more than 30 students could receive an E-class subsidy of $500 at the
beginning of the school term. (For financial reports of the above programmes, please see 6.2
School-based After-School Learning and Support Programmes, P.34.)
P. 17
4. STUDENT PERFORMANCE
4.1
4.2
Percentage
98.3%
98.5%
98.0%
97.0%
96.2%
94.7%
97.4%
Chinese score
61.9
63.4
58.8
English score
62.2
68.3
60.9
Mathematics score
66.6
64.7
65.9
68.3
66.6
61.9
65.9
64.7
63.4
62.2
60.9
58.8
60
55
50
13-14
14-15
Chinese
English
P. 18
15-16
Mathematics
4.3
Results in HKDSE
67% of our students met the general entrance requirements for undergraduate programmes
of local universities. They achieved level 3 or above in Chinese Language and English
Language, and level 2 or above in Mathematics Compulsory Part and Liberal Studies.
Level 2-3
4.4
Level 4 or above
Pathways of Graduates
54.2 % of students received a JUPAS offer in the year 2016. Including all other local or
overseas offers, 65.2% of students received a degree offer while 23.6% received a higher
diploma/associate degree offer.
P. 19
4.5
2015-2016
Chinese books
Chinese multimedia
English books
English multimedia
Total
3,113
15
4,732
356
8,216
5000
4000
3113
3000
2000
356
1000
15
0
Chinese books
Chinese multimedia
English books
English multimedia
1000
800
600
400
200
0
Sep15
Oct15
Nov15
Dec15
P. 20
Jan16
Feb16
Mar16
Apr16
May17
4.6
Awardees
Results
6A Cheng Sin Yu
Outstanding Student
Choral Speaking
3C
Champion
Prose Reading
1D So Fung Chi
2D So Yik Ying
2D Pun Yuk Ting
1D Lin So Yin
Solo Verse Speaking
1A Law Wan In
1D Lui Sui Ki
3C Lee Wai Ki
3C Chow Pui Man
1A Yeung Hiu Ching
1B Chan Tze Yu
2D Cheuk Tsz Ching
4E Wong Yu Sze
Prose Reading
4B Cheung Wai Man
4C Wong Ching Man
4E Ma Jasolin Ching Laam
2D Chu Wai Ka Kamille
2D Chu Fei Yu Agnes
2C Cheung Wai Yin
1B Wong Grace Dionne
Dramatic Duologue
1B Ko Kit Ming
1D Chan Pui Ting
Dramatic Duologue
1D Cheung Hau Yee
1D Li Cheuk Ying
Dramatic Duologue
1D Tong Wing Ki
67th Hong Kong Schools Speech Festival (Putonghua recites)
Dramatic Duologue
Merit
Merit
Proficiency
Proficiency
3C
Winner
2D So Yik Ying
2D Pun Yuk Ting
1D So Fung Chi
Third
Third
P. 21
1st place
2nd place
2nd place
Merits
Choral Speaking
Merits
1D Ko Kit Ming
1B Leung Hoi Ying
1B Luk Cho Ying
3D Liu Ying Ho Vanessa
3D Cheung Hau Man
3D Li Kris
5A Tse Lok Yiu
Merits
197 Awardees
318 Awardees
57 Awardees
1D Chan Pui Ting
1D Lok Yi Ching
1D Ng Siu-Yong
1D Wong Wai Sze
3D Mi Yuqi
3D Yang Ming Ming
6A Lee Yi Sum
6A Lui Sin Tung
High Distinction
Dramatic Duologue
Dramatic Duologue
Public Speaking
Solo Verse Speaking
Public Speaking
27
P. 22
3rd place
Merits
Merits
Proficiency Certificate
Scientists Award
Secondary School Creating
Business Competition
2C Li Ka Yu
3D Mi Yuqi
4A Chan Ho Ying
4A Situ Huangdan
4A Ho Ka Yan
4A Wong Sin Lam, Ciny
4A Chiu Shui Ki
4B Tse Pui Yue
4A Li Kris,
4A Lui Ka Wing
4A Chan Ho Ying
4A Situ Huangdan
4A Ho Ka Yan
4A Wong Sin Lam, Ciny
4A Fu Wai Lan
5C Cheung Wing Lam
Judges Commendation
Distinguished Artwork
Certificate of Merit
1C Yeung Cheuk Gi
1st Runner-up
1st Runner-up
1st Runner-up
1st Runner-up
2nd Runner-up
4A Chan C Ching
2nd Runner-up
4E Chan Hang Yi
2nd Runner-up
Secondary School
Choir-Foreign Language-Age
16 or under-Girls-First
School Choir
P. 23
Division-Intermediate
Hong Kong School Drama
Festival Awards
Senior Excellence
4D Chen Yee
4D Won Chui Chui
3D Chung Hiu Ying Hannah
3D Lam Hei Yiu
3D Lee Man Tung
3D Mi Yuqi
4D Tse Po Pui
3C Lam Wing Yan
5E Li Nga Man
4B Li Mei
First Prize
Grand Prize
The Bauhinia Community Service
Award
5C Chung Yiu
5C Chung Yiu
Best Attorney
Swimming Team
1D Chiu Jamie Tsz Ching
2B Li Yuet Sum
2C Chan Ching Yau
2C Chan Hoi Ching
2B Lo Man Ling
3B Ho Cheuk Yu
4E Ma Jasolin Ching Laam
4E Tse Po Pui
2B Li Yuet Sum
Memorial Of Sino-Japanese
War Hong Kong Inter-School
Chinese Penmanship
Competition
The 7th National High School
Students Leadership
Competition
Student Environmental
Protection Ambassador Scheme
Basic Law Debating
Competition
Hong Kong Secondary Schools
Debating Competition
2B Li Yuet Sum
1D Chiu Jamie Tsz Ching
P. 24
Gold Badge
Silver Badge
Bronze Badge
The Best Debater Award
Best Debater
3B Ho Cheuk Yu
2B Wong Sin Ting
2C Chan Ching Yau
HK Island & Kowloon
Secondary Schools Inter-School
Athletics Competition
Division Three (Kowloon Two)
Athletic Team
3A Tang Hau Lam
3C Ngai Wai Kiu
4B Chiu Sum Yu
3D Chan Tsz Ting
3D Mi Yuqi
4B Chiu Sum Yu
4B Pak Yuk Kei
2C Sin Mei Ka
2C Chan Ching Yau
2B Li Yuet Sum
Basketball Team
Runner-Up
Grade B 50m Freestyle 2nd
Runner-Up
Grade C 100m Breaststroke 3rd
Runner-Up
Grade C 100m Breaststroke 3rd
Runner-Up
Grade B Overall Champion
Grade B Discus Champion
Grade B Shot Put 1st Runner-Up
Grade B Shot Put 2nd Runner-Up
Grade B Discus 2nd Runner-Up
Grade B 4x100 Relay 2nd
Runner-Up
Softball Team
2nd Runner-Up
Softball Team
Athletic Team
2B Li Yuet Sum
Basketball Team
Basketball Team
4C Li Hiu Tung
P. 25
5. MAJOR CONCERNS
5.1
Achievements
A sample draft of an LAC plan, including classroom teaching, assignment and assessment
policies & strategies, was prepared for all subject panels for reference. Subject panels wrote
and carried out their strategies as planned.
Subject-based learning outcomes in LAC, including spelling and language & organization,
was pre-set and assessed by subject panels throughout the year. This strategy raised the
awareness of EMI subject panels in teaching vocabulary and the use of language in
answering questions in tests and examinations.
EMI subject panels made use of the assessment data prepared by the Academic Affairs
Committee to evaluate the effect of the LAC policies. Adjustment in the teaching strategies
was made after the evaluation.
Support in different areas was given from our Language Consultant to EMI subject panels.
The areas included Professional Learning Session of the English Department, proofreading
of the scripts of the EMI subjects, development of the Liberal Studies curriculum in S3 and
the using of English Language in different kinds of school activities.
The new Read to Speak module in junior forms was found to be a success as students
were given more opportunities to practise speaking through interesting general fluency
tasks and activities with specific learning objectives. The Write up project was extended
to junior forms helping students gain confidence when their articles were published in local
newspapers.
Reflections
The success criteria of over 80% of the students obtaining a passing mark in the LAC
scores could only be met in the best English class of each Form. Improvement should be
made in the 2nd term. However, there were no observable changes found in the 2nd UT
and slight improvement found in the 2nd Term Examination. The concern has to be
stressed in the coming year.
We had a central policy that every EMI lesson in Junior Forms should have 2 out of the
following 3 tasks: reading, speaking and writing. However, this policy was not
successfully implemented in the 1st term and emphasis on the policy was made again in
the 2nd term. The strategies will be re-stated in the coming year and more supervision is
needed to ensure the strategies are employed in the classrooms.
P. 26
Major Concern 2:
Achievements
CLD plans specifying the expected learning outcomes of students and the related policies
& strategies were written by every subject panel head. This set a target for every subject
panel to achieve.
Before each Uniform Test/Examination, each subject panel handed in tables of expected
and attained levels of students. Subject panel heads monitored the assessment results
compared with the expected levels. This helped reinforce students to make progress.
The Academic Affairs Committee of our school prepared the evaluation data for different
subject panels after the two Uniform Tests and Examinations. Each subject panel made use
of the data to write evaluation reports and adjustment in the teaching strategies was made.
For those students who needed more help in academic performance, a one to one caring
support program was designed. Each target student was taken care of by a teacher in a
counseling program. Improvement plan for the students was advised and monitored by the
counseling teacher. In the counseling process, students felt that they were being taken care
of by teachers and made improvement in their academic results.
After the final examination, each teacher of the HKDSE subjects in S5 estimated the
attained level of each student in DSE next year and a target level was also given to each
student so that they set a target to strive for. Detailed analyses of the results were made and
target students were spot out for subject teachers to follow up. Counseling was given to
some students to encourage them to develop their strengths and overcome their
weaknesses, hoping that they have a better chance to enter an institute to further their
tertiary education.
To cater for learner diversities, more emphasis was put on the improvement of curriculum,
teaching materials and methods. To enhance effectiveness on learning and teaching,
each subject, adhering to the policy of Professional Learning Communities (PLC), resolved
difficulties in teaching by making timely use of collaborative lesson preparation meetings
and peer observations. In the meantime, the Quality Education Fund funded the Chinese
Language subject for the development of an e-learning platform for junior forms; the
English Language subject, in collaboration with Science (S1-3) and Biology (S4-6), took
part in the Quality School Improvement Project of the Chinese University of Hong Kong
(QSIP)(CUHK) to enhance the fine-tuning the Medium of Instruction; the Mathematics
subject, on the other hand, participated in both the QSIP(CUHK) and "Seed" Projects of the
Education Bureau to improve the problem-based teaching method adopted for S1-6.
Other subjects, such as Business, Accounting and Financial Studies (BAFS), Economics
and Visual Art, also conducted professional sharing by the effective use of external
networks, with a view to getting better results in public examinations.
As classes were grouped in accordance with students' performance in English, students
were streamed into different groups according to their ability in Chinese Language (S1-3).
At the same time, additional resources were deployed in providing enrichment classes (for
S4-6) in Chinese Language and Mathematics.
Besides, supplementary lessons after
school were specially provided for Chinese Language, English Language, Mathematics,
Liberal Studies and other elective subjects, so that the strategy of "Catering for Learner
Differences" could be adopted in different forms in accordance with their need. To cater
for learner differences, apart from designing differentiated teaching materials, teachers
were also required to design teaching materials for enrichment classes and supplementary
classes after school. For individual subject, while certain fine-tuning was still needed in
the teaching method, students in general appreciated the efforts of their teachers and they
were capable of completing their work as required.
To further enhance the effectiveness in learning and teaching and to better prepare students
in the senior forms for examinations, students were encouraged to take part in joint-school
assessments in Chinese Language, English Language, Mathematics, Liberal Studies and
other elective subjects in S6, and joint-school oral practice for Chinese and English
P. 27
Languages in S5 and S6 organized by the Student Union. As such, students were not only
allowed to broaden their horizon, to know their own strength and uplift their spirit, teachers
could also learn more from the performance of the students of various schools, so as to
make adjustment in the strategy preparing our students for the public examinations.
As for extended learning, students were encouraged to take a more active role in both
internal and external learning activities, so as to provide them with the opportunity to put
what they have learnt into practice, to motivate them to excel. Last year, our students
made outstanding achievements in various learning activities, for instance, for Chinese
Language, 6A Wong Tak Yin won a Literature Star award in the National Secondary
Students Writing Competition; for English Language, various awards were won in the
2015/2016 Hong Kong School Drama Festival; for Mathematics, a bronze medal was won
in the HK Mathematics Creative Problem Solving Competition for Secondary Schools
organized by the Mensa Society; for Liberal Studies and BAFS, a
was won in Creative Cube Competition 3
Secondary School Creating Business
Competition; for Music, our students won the Champion in piano and music competition in
the HKYPAF 2015. The above achievements
demonstrated that our students had great potential. If a mechanism for identifying talents
of different subjects can be set up, appropriate training can be provided to top students
earlier. That being the case, it is believed that an atmosphere conducive to learning can be
created, to the benefit of greater effectiveness in learning and teaching.
With regard to performance of our students in public examinations, it was the very first
time they took exam paper of various subjects in English. As teachers needed to meet the
challenges brought about by the transformation, and students, apart from lacking
confidence, were not getting well-equipped, their results were slightly lower than those of
last year. Nevertheless, a continuous upward trend has been seen in the results of English
Language, Chinese History and Physics. While the results of Chinese Language, Liberal
Studies and certain elective subjects were not as good as those of last year, they were still
higher than those of previous years. In general, the results achieved by average students
were stable, more efforts would be needed for better results.
Reflections
For Optimizing CLD Strategies, each subject panel has to reorganize the curriculum
framework, revise the teaching materials and strategies next year.
In all core subjects (S1 S6) and in other subjects (S4 S6), clear expectations of
performance of students of different abilities in tests and examinations should be set. All
these should be clearly stated in test & examination blueprints for evaluation and
follow-ups.
For Mathematics and Science subjects, there should be added emphasis on exploratory or
investigative / topical or problem-solving aspects.
To enhance students' self-study skills, elements of e-learning, lesson preparation, peer
evaluation should be introduced.
P. 28
Panel head of Chinese Language went to S1 Group A and B for lesson observations on
20th May, 2015, to find out how the e-learning platform actually operated and its
effectiveness in learning and teaching, and to discuss ways for making adjustments
with S1 teachers and staff members of collaborative partner.
In May, the Principal, the two vice-Principals and the Assistant Principal attended
professional sharing sessions of English, Chinese, Mathematics and Liberal Studies
respectively, showing their support by giving out encouragement and useful advice.
A PLC / core group on voluntary basis or nominated by Panel head led by the Assistant
Principal was set up to carry out the following tasks at school level: identifying a focus,
developing action enquiry, initiating innovation and change, trying out strategies, collecting
feedback, refining practice and sharing outcomes.
First meeting was held on 30th September. The topic was Flipped Classroom.
Second meeting was held on 22nd December. Topics discussed included Cater for
Learners Diversity, Promoting Self-learning and e-learning: Enhancing the
Effectiveness of Learning and Teaching. Chinese and English subject teachers
exchanged views on preparation of teaching materials and curriculum design. Principal
Lee and Vice-principal Ms. Ho were invited to the meeting and give comments.
In a seminar held on 4th May, 2015, Ms. Irene YAU Oi-yuen, being invited as the
Keynote speaker, talked about successful experiences in school development under the
P. 29
3.2 To help panel heads perform the roles as curriculum leaders and mentors
Every panel head conducted a Professional Learning session for each subject / key learning
area regularly (biweekly for English / 12 -16 per year and monthly for other core and
content subjects / 6-8 per year). A schedule was made in August.
For core subjects, PLS was conducted in every form.
Lessons were assigned for professional sharing sessions
Teachers were encouraged to take part in professional development training programmes in
learning and teaching
Teachers were encouraged to collaborate in developing PLC, participation in activities
such as internal professional sharing sessions, peer lesson observation, teaching and
research group, external school sharing and etc. Such participation was counted as
training hours. According to the 'Records of teachers taking part in professional
development', most subject groups were able to tie in gradually with the progress in
completing various professional development activities.
For other external professional development activities in teaching, such as Briefing Session On
HKDSE, HKEAA Markers' meeting, EB seminars, workshops and training programmes on
curriculum development, according to the 'Records of teachers taking part in professional
development', most teachers were able to cope with the need of respective subject to take part in
such activities.
3.3 The two major concerns of the school, including LAC and CLD, together with other
related-issues like e-learning, to be addressed in professional sharing sessions
The following measures were successfully implemented in the core subject panels:
a. There should be one special focus such as Diversified Assignment Design, E-learning,
Enquiry- based Learning, Quality Feedback, MOI problems or students learning
outcomes once a month.
b. Panel heads should include the foci for the whole year in their PL Plan in August.
c. Before any PLS, relative documents / teaching materials should be submitted to teachers
involved.
d. Under each focus like LAC and CLD, one lesson should be chosen for try-out. Peer
Observation is needed to evaluate its learning outcomes.
e. Each teacher has to take part in one peer class observation, followed by a professional
dialogue at least once a year. This should be recorded and kept in panel minutes.
3.4 To enhance our professional capacity by external bodies
Our collaboration with professional bodies such as EDB and other local institutes
continued.
In collaboration with QSIP (CUHK), the school joined the Small Wheel Programs to
enhance the effectiveness of teaching and learning, build up teachers professional
P. 30
P. 31
the sharing included the curriculum framework of the life planning education and some
good practice in our school. In the activity, Mr. Chan had much valuable professional
dialogue with other career teachers from different local schools.
An exchange trip to Shanghai for staff was organized in March to enhance our
professional capacity through lesson observation, sharing and professional
conferencing. Through this trip, our teachers shared experience with Shanghai Nanyang
Model School and Qixiu Experimental Middle School.
On 23rd May, 2015, China Holiness College visited our school to exchange data in the
Chinese Language subject and to share experience and views.
Our school took part in the HKCCCC Cross-school Sharing Session on 21st June, 2015.
The theme of the sharing session was 'enhancing teaching effectiveness by using data
analysis'. Mr Yim Man Shun and Miss Sun Tsui Shan shared our actual experience.
Through the above external professional sharing, our teachers were able to broaden
their horizons and benefit from the constructive comments collected.
Reflection
Referring to 3.1(Staff development program on PLC) in the previous section, subject panels
are still refining the implementation of different strategies. As this is a new methodology, it
takes time for teachers to develop quality CLD materials to cater for different needs of
students. More sharing and support from professional parties are expected to make this a
success.
Recommendation
1. To tie in with our major concern in the coming year, professional training for teachers can
be developed in collaboration with professional bodies using external resources.
2. According to some subject panel heads, it has been difficult to conduct PLS on a monthly
basis due to the limited lesson allocation and number of students. It is expected the
schedule can be handled more flexibly. For example, subject panel heads can set up a
one-year schedule and refine the implementation of PLS stage by stage. For every stage, a
detailed plan towards to completion of refinement is expected.
5.2
P. 32
Expenditure ($)
3,647,664.00
3,382,570.00
I. Government Funds
1) OEBG Grant
a)
General Domain
1,112,120.56
Grant Received
688,365.00
Other Income
340,173.13
14,550.00
189,906.97
66,662.40
366,693.00
114,685.00
30,624.00
64,290.00
18,344.00
11,541.00
8. Enhancement Grant
6,120.00
9. Supplementary Grant
203,360.00
140,630.00
8,403.00
14,241.00
381,108.00
465,581.24
5,895,311.10
5,372,321.20
574,415.00
591,228.30
7,344.00
2,205.20
581,759.00
593,433.50
438,048.00
439,843.00
305,580.00
221,938.34
218,550.00
274,084.60
1,006,130.73
378,418.00
1,530,260.73
874,440.94
Special Domain
(3) Others
Sub-total
P. 33
6.2
Income ($)
10,667.42
103,200.00
113,867.42
1)
2)
3)
4)
6.3
Expenditure ($)
53,765.00
14,400.00
28,160.00
210.00
320.00
96,855.00
17,012.42
Income($)
Expenditure($)
72,964.35
574,415.00
Sub-total
647,379.35
Subsidy Items
1)
2)
Differentiation Scheme
565,267.50
25,960.80
591,228.30
Sub-total
Balance
P. 34
56,151.05