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School Report

2016-2017

Tak Oi Secondary School

Content:

Page

1. Our School ……………………………………………………………………………… 2

2. Achievements and Reflection on Major Concerns ……………………………………… 3

3. Our Learning and Teaching ……………………………………………………………... 17

4. Support for Student Development ………………………………………………………. 21

5. Student Performance ……………………………………………………………………. 23

6. Financial Summary ……………………………………………………………………… 24

7. Feedback on Future Planning …………………………………………………………… 25

8. Appendix ………………………………………………………………………………...

Appendix 1 Student External Awards …………………………………………......... 26

Appendix 2 Spending for Capacity Enhancement Grant …………………………… 36

Appendix 3 Spending for Career and Life Planning Grant ………………………… 37

Appendix 4 Spending for Senior Secondary Curriculum Support Grant …………… 39

Appendix 5 Spending for Diversity Learning Grant …………………………….…. 40

Appendix 6 Spending for Enhanced Chinese Learning and Teaching for Non-

Chinese Speaking Students …………………………………………….

41

Appendix 7 Spending for School-based After-school Learning and support

Programmes……………………………………………….…………….

42

Appendix 8 School-based After-school Learning and Support Programme

Evaluation ………………………………................................................

43

Appendix 9 Spending for Strengthening School Administration Management

Grant ……………………………………………………………………

45

Appendix 10 Spending for Learning and Support Grant …………………………..… 46

Tak Oi Secondary School School Report 2016/2017 Page 1


School Report

2016-2017


(1) Our School

Vision and Mission

Tak Oi Secondary School is sponsored by the Missionary Sisters of the Immaculate Conception

(M.I.C.). Through a whole school approach we aim to provide quality Catholic Education to lead

our young girls into a life of joy and thanksgiving.

Love and Truth, our school motto, are the guiding principles for developing our girls and the whole

school. Amazed at God’s gracious love, we nurture in our girls a heart of appreciating all that is

good, true and beautiful. Acknowledging Jesus as the ultimate Truth, we enlighten our girls to

strive for excellence in their pursuit of knowledge and righteousness in life.

We are committed to fostering a caring, respectful and joyful environment with a rich array of

learning opportunities for our young girls to develop their unique potentials in all aspects and to

become a whole person.

We embrace the call to educate our girls to become responsible, resilient, creative, passionate and

collaborative young women who dedicate themselves to self-growth and to contributing to the

common good of the universe.


(2) Achievements and Reflection on Major Concerns

The academic year 2016-2017 was the second year of the 3-year development cycle

(2015/16-2017/18) with the theme “Motivation and Aspiration – Work for a Better Future” 「投

入學習，探索抱負，開展未來」.

Learning and Teaching 2016-2017

Priority Task 1: Enhancing structured lessons and catering for learning diversity

The development of effective learning and teaching in this year continued to focus on the

enhancement of structured lessons with a special emphasis on catering for learning diversity.

Achievements

Open Classroom of department heads :

To raise learning effectiveness, the importance of a structured lesson is continuously

emphasized and teachers continued to have professional sharing with due focus on strategies

of catering for learning diversity. Following the good practice of opening classrooms of

department heads in the previous year, department heads of different KLAs, including

Music, Economics, History and Chemistry opened their classrooms to all teachers. 11

teachers observed the lessons and post-lesson dialogues were held for each open classroom.

Peer Observation through Critical Friendship among teachers:

Critical friendship among teachers, with a focus on dealing with learning diversity, was

conducted through peer lesson observation. 31 double-lessons (19 lessons in Junior forms and

12 lessons in Senior forms) were observed by teachers as critical friends. 31 teachers were

observed and 32 teachers observed their critical friends’ classes. 21 out of the 31

double-lessons were observed by teachers from different subject departments. Feedbacks

and constructive suggestions on student engagement, consolidation and catering for learning

diversities were communicated among teachers. It was observed that teachers’ readiness

and skills in critical friendship building had been further developed.

Teachers’ professional sharing on catering for learning diversity and adopting IT in education

to raise learning effectiveness:

Apart from the support of teacher training workshop on catering for learning diversity in the

second term of the previous year, sharing sessions were arranged in the first term staff

development sessions on the use of information technology in subjects of different KLAs,

namely English Language, Physics and Geography, aiming at making use of IT to cater for

various learning needs.

Teachers also had good sharing on different methods of catering for learning diversity adopted

in the pre-lesson and post-lesson materials. Teachers had better understanding of various IT


in Education applications such as Google classroom, Kahoot, Nearpod, Eduventure, Prezi and

Schoology and would explore subject-specific effective strategies on boosting students’

learning interest and raising their learning effectiveness.

Strongly

agree Agree

I know more about motivating students to learn in catering for

learning diversity 32.5% 50%

I understand better the various tools of using IT in Education. 17.6% 76.5%

I will try out some/one of the tools this year. 17.6% 70.6%

I will explore other possible tools this year. 7.8% 64.7%

Reflection

The critical friendship exercise had helped develop a culture of peer learning among teachers

on enhancing learning effectiveness. The continuation of this and other related

professional development and implementation experience in handling learners’ diversity

would sustain the platform of professional sharing and help teachers to gain further insights

in formulating the Major Concern Plan for the third year of this school development cycle.

The scores of different areas in the year-end Teaching Evaluation done by students had a

slight decline in general when compared to the first term and the previous year as well.

Professional

Attitude

Lesson

Organization

Student

Engagement

Teaching

Effectiveness

Assignment

Quality

Assignment

Quantity

Marking

Quality

Teacher-students

Relationship

3.96 3.80 3.74 3.84 3.87 3.96 3.89 4.00

The score on the Teacher-Student Relationship was always high while the scores of Student

Engagement, Lesson Organization with a focus on catering learning diversity and Teaching

Effectiveness were lower than the other aspects. Student Engagement continued to be the

item ranked the lowest. This shows the direction for teachers to work on in order to achieve

better in these aspects.

IT in education is a major concern for effective learning and teaching in the coming academic

year. The IT in Education Learning Circle, with 20 participants, was formed in this year for

more professional sharing on this area. As for the critical friendship exercise in the next

academic year, teachers will adopt e-learning platforms in their lessons to be observed. For

those observers, they would join the e-learning–related workshops organized by EDB for

professional development before opening up their classes for observation.

Moreover, the WiFi900 construction of a new network with better hardware and software

support this year would facilitate the development of IT in education in the coming year.

With better upgraded features in various applications, more flipped classrooms, assessment

tools and instant feedbacks can be done to raise the efficiency and the effectiveness of

learning and teaching.


Priority Task 2: Enhancing reading ability of students

With enhanced language competence and reading ability, students would be able to learn effectively.

For this, promoting reading in subjects and enhancing extensive reading in a whole-school approach

was another major focus in this year.

Achievements

Reading in Subjects

Subject departments helped students develop reading skills by adopting various

subject-specific strategies this year. These included selecting topic-related reading

materials, designing reading tasks, and introducing various reading schemes. Departments

in general spent lots of efforts on enhancing students’ reading ability in understanding their

textbooks and other subject-related sources such as news and magazines selected or

modified to suit the students at different levels, and guiding students to read widely for

exposure to the real world issues of the subjects.

The extensive reading development was further in place this year. Various reading schemes

were further developed or introduced in this year such as the S3-5 Geo-teens Award

Scheme, the S4 Science Reading Marathon, and the S1-2 LAC Extensive Reading

Programme to raise S1 and S2 students’ English language capacity and facilitate their

learning in EMI subjects. Biology, Chemistry and Physics Departments collaborated to

organize the Science Reading Marathon and encouraged students to do reading tasks

supported by guided questions and online quiz and presentation of science books selected

according to students’ own interest. Moreover, the departments of Mathematics,

Integrated Science, Liberal Studies and Technology and Living promoted extensive reading

scheme with collaboration in LAC Team.

Promoting the reading culture and atmosphere of the school

Aiming at enabling students to form the habit of reading books extensively, various support

measures were implemented. The S1 to S3 Reading Lessons facilitated the students to read

widely according to their interests and needs. The Reading Club organized reading and

sharing activities. It was a good attempt that the Club had organized 2 inter-school reading

club activities, covering the topics of Science, Literature and Liberal Studies. A

whole-school reading assembly, a very successful event in motivating students to borrow

the recommended books afterward, was conducted by an experienced librarian. A leisure

reading area outside the school library for book floating activities and reading was

established.

The table below shows that to a certain extent the intended target of motivating students to

read extensively was well-achieved by adopting different measures, in particular the S1-3

reading lessons, LAC Extensive Reading Program, the whole school reading assembly and

etc. this year.


Types of Books

Library books check-out rate (Number of

books)

2015-2016 2016-2017 % Increase

Chinese books 4342 5296 22%

English books 3295 3781 15%

All 7637 9079 19%

Check-out per

student 8.8 10.8 23%

Content Areas

LAC Library books check-out rate

(Number of books)

2015-2016 2016-2017 % Increase

Applied Science 419 742 77%

Science 568 1037 83%

Technology 116 462 298%

Humanities 679 836 23%

Reflection

In forming a good reading habit, effective school strategies and students’ constant

involvement and endeavor in the reading activities are important. It was reflected in the

evaluation of subject departments that teachers had high awareness and good expectation on

students’ performance in reading skills enhancement and extensive reading.

The strategies which take positive effects such as the S1-3 reading lessons would be kept,

while various plans on further refinement of existing measures were suggested. These

included revising reading tasks, more support on the skills of book presentation and sharing,

creating more incentive elements, increasing human touch in the form of teachers’

expectation on students’ development in reading, promotion, holding reading assemblies

separately for junior and senior forms, teachers’ recommendation and donation of books,

increasing book collection in terms of quantity and quality, setting up book floating corner

on each floor, and holding small group book recommendation or book sharing among

students to further foster the spirit of reflection after reading etc.

Building up on the good practices with betterments, in the coming year of the school

development cycle, teachers would continue to work in collaboration and coordinate with

different departments and teams to boost the reading atmosphere and to help shape a better

reading culture.


Priority Task 3: Enhancing learning skills of students

To enhance the learning effectiveness of junior form students, training of selected essential study

skills and the recycle of those skills were the development focuses. Workshops on learning skills

were conducted for S1 and S2 while a workshop on learning styles was done for S3.

Achievements

S1-2 Learning Skill Workshops

The Learning and Teaching Support Team worked in collaboration with the S1-2 class

teachers. S1 Workshops on (1) note-taking skills and (2) memory skills were conducted in

the first term. S2 workshops on (1) note-taking skills and (2) the use of graphic organizers

were conducted in October and March respectively.

The Team communicated with department heads & all teachers on the time & skills that the

students had acquired and subject teachers helped to echo the skills in their teaching.

Students were encouraged to make use of the learning skills in the studies of various

subjects to raise their learning effectiveness

S3 Workshop on Learning Styles

The workshop on learning styles was organized by the Career and Life Planning Team in

collaboration with S3 class teachers. It was one of the workshop series in career lessons or

Activity Afternoon. S3 students in general agreed that they understood better their learning

styles and this self-understanding on own learning styles in a way facilitated their NSS

subject selection.

Reflection

A good use of learning skills as a habit is a pre-requisite of effective learning. In the

evaluation on the workshops, while keeping the good practice of organizing similar

workshops, teachers had proposed various ways of betterment.

The S1 class teachers reflected that the skill content which included dictionary skill and

memory skills, note-taking skills and learning habits were to be further trimmed to allow

time for students to recycle individual skills they learnt in the workshops.

The subject teachers were glad that they observed some students had used the skills

especially note making skill in consolidating their knowledge. Some skills could be taught

in the beginning of the year to facilitate the practice of the learning skills. Moreover, the

Team would further set a timeline and more closely liaise with teachers for the recycle of

the learning skills in students’ studies of various subjects in the coming year.


Career and Life Planning 2016-2017

Priority Task 1: Enhancing S1 students' self-understanding

To enhance S1 students’ self-understanding for their growth and self-improvement, the Individual

Student Planning (ISP), S1 Training Camp, goal-setting workshop, and Life Education Programme

were carried out this year.

Achievements

S1 Individual Student Planning (ISP) Programme

In this programme, S1 students were guided to raise their self-awareness on their strengths

and weaknesses and to make improvements as well as to set goals, through various support

activities.

These activities included the dialogues between individual students and class teacher, the

revised ISP profile sheets for each student to reflect on students’ interests, strengths and

weaknesses, academic performance and action plans, social life, goals and future plan, as

well as the mass programs such as the various activities during activity afternoons, helping

them acquire life skills and goal setting skills.

S1 Training Camp

The training camp was continued to be held this year to enhance students’ social competence

and interpersonal social skills. Students were provided opportunities to have better

self-understanding and team work experience. Through the different activities in the

camp, they saw the importance of one’s perseverance, goal setting, active participation,

team spirit and good communication skills.

Life Education Program for S1

Aiming at cultivating in students a positive attitude towards lives, the Personal Growth

Program conducted by the Health Department with the assistance and follow-up by the class

teachers enhanced not only the students’ self-understanding but also their stress management

and communication skills.

Reflection

All the activities above were organized with refinements this year to help S1 students to

reflect and to enhance self-understanding for their growth and self-improvement. The

outcomes were satisfactory.

Over 75% of the S1 students agreed that the ISP programme helped them know better

about their interests, strengths and weakness. Over 80% of the S1 students agreed that

they know how to set goals and make plan for self-improvement and development

through the ISP programme.

S1 students showed very active participation in the career quiz competition which helped

them to know more about the working world.

Nearly 93% of S1 students responded in the survey that they would try hard to be a TOP

(A Tak Oi Person with Target, Optimism and Perseverance).


Priority Task 2: Developing S2 students' interpersonal skills and the sense of serving the

needy

To enhance S2 students’ interpersonal skills and sense of serving the needy, individual care and

guidance as well as the opportunities of gaining authentic experience was provided to them by

implementing the Individual Student Planning (ISP), and community service this year.

Achievements

S2 Individual Student Planning (ISP) Programme

S2 students were guided to raise their self-awareness on their strengths and weaknesses and to

make improvements as well as to set goals, through the ISP Programme activities. The

implementation of ISP for S2 was similar to that of S1, including student-teacher dialogues,

ISP reflection and planning tasks, and goal-setting workshops. Activity afternoon activities

were arranged for students to gain more knowledge about the working world. Information

booklets were compiled to equip them with knowledge about further studies and different jobs.

Inter-class career quiz competition was also organized for S2 students to consolidate their

knowledge about the working world.

S2 Community Service Project

S2 students were guided to do planning and reflection tasks for the project through various

activities and student-teacher dialogues. They reflected on the skills they learnt in the

project, the importance of those skills to them and their future plan of enhancing their skills.

All S2 students agreed that the activity had helped them to know the needs of the elderly in the

community. Most of them agreed that it enhanced their skill of communication and helped

them to understand their strengths and weaknesses. They also agreed that the project helped

them learn how to make plan for their self development. Some students were inspired and

showed interest in jobs of serving the community such as teachers, social workers, which

require communication, presentation and leadership skills.

Reflection

Over 60% of the S2 students agreed that the ISP Programme helped them know better

about their interests, strengths and weaknesses. Over 80% agreed that they know how to

set goals and make plan for self-improvement and development through the programme.

Nearly 85% of S2 students responded that they would try hard to be a TOP.

The essence of being a TOP who is a Tak Oi Person with target, optimism and perseverance

was incorporated into the ISP programme design. Based on S2 students’ feedback of the

programme, it was considered desirable to further enhance students’ self-esteem and help

them to recognize and assert their strengths and improve their weakness for a healthy

personal growth.

Students in general showed good understanding and willingness to accept teachers’ guidance

and instruction when implementing the S2 Community Service Project. However, teachers

observed students’ creativity needed to be enhanced in the choice, design and

implementation of the activities for the elderly.


Priority Task 3: Enriching S3 students' self-understanding for NSS studies

To enhance S3 students’ self-understanding on their personal interests, strengths and weaknesses,

the NSS curriculum, admission requirements of tertiary institutions so as to facilitate them to make

an appropriate informed choice in the NSS subject selection, various activities were organized

throughout the whole year.

Achievements

Structured and comprehensive events to facilitate S3 NSS subject selection

Various activities were conducted by the Career and Life Planning Team in collaboration

with KLA & Curriculum Development Team, subject departments and class teachers in the

career lessons, class teacher periods and activity afternoons.

Activity 1: Introduction to Career and Life Planning Programme

Activity 2: Self-reflection

Activity 3: NSS subjects introduction & NSS subject assignment display

Activity 4: NSS subjects selection strategies & alumni sharing

Activity 5: Parents’ Night (School NSS curriculum & selection procedure & guidance)

Activity 6: Introduction of university admission requirements & alumni sharing

Activity 7: Holland Code Test

Activity 8: Learning Style Workshop

Activity 9: Institution Visits (whole form)

Activity 10: Taster Programmes for Electives

Activity 11: Subject Selection Strategies

Activity 12: Career Tour to Guangzhou

Activity 13: Goal-setting workshop 1 (1) – (4)

Activity 14: Introduction to Multiple Pathways

Activity 15: Group Counseling (Subject selection)

Activity 16: Introduction to the Careers World (1) & (2)

Reflection

S3 students and teachers concerned had positive comments on various CLP program

activities such as the taster programme of NSS electives, the assignment display, the

introduction to NSS electives, the NSS subject selection booklets for better

understanding of the learning mode, subject contents, types of assignments and

assessments of different NSS subjects as well as the features and requirements of

different subjects. The workplace and institutions visits, the workshops and reflection

sessions and group counselling for better understanding about students’ own interests

as well as strengths and weaknesses in learning so as to pave way for further studies

and career aspirations were useful and worth continuing.


The S3 Career and Life Planning Programme activities would be carried on with some

modification and refinement in the coming year. These include refining the

school-based programmes, seeking external service providers who best fit students’

needs, better coordination among teams on the timeline for S3 subject selection

programmes, and scaling down taster lessons to a half-day programme for the best

effectiveness in the coming academic year. More opportunities of exposure to the

multiple pathways in the career world and institutions can be arranged. It is also

desirable to provide teachers with specific training on implementing the various

programmes.

The results of Major Concern Plan Evaluation (4-point scale) Survey below show the positive

impacts of the Career and Life Planning activities on S1 to S3 students as follows:

2016-2017

1st Term

2016-2017

2nd

Term

Questions S1 S2 S3 S1 S2 S3

I know how to appreciate myself.

我懂得欣賞自己。

2.94 2.82 2.74 3.06 2.95 2.76

I will get well-prepared for my further

studies.

我會為將來的升學作好準備。

3.15 2.99 2.98 3.15 3.10 3.04

I understand the directions of my future

development.

我瞭解將來我可以發展的路向。

2.98 2.79 2.63 3.02 2.93 3.04

I understand the entry requirements of the

career which I am interested in.

我瞭解我有興趣的職業之入職要求。

2.92 2.83 2.71 3.02 2.98 2.98


Priority Task 4: Enhancing S4 to S6 students' understanding on choosing suitable Pathway

To help S4-6 students understand the multiple pathways and their future career development,

different programmes were carried out by the Careers Guidance Team in collaboration with class

teachers and subject teachers throughout the year.

Achievements

S4-6 Career and Life Planning Programmes

The objectives of the various programmes were to enrich the senior form students’

knowledge of the various academic pathways in order to help students set targets and plans

for their studies and careers, and equip especially S6 students with necessary skills and

values for their development in the future course of life. Most activities were held in

designated lessons in the regular timetable such as 9th lesson of Day 2 for S4, a double

lesson in alternate week on the 9th lesson of Day 1 for S5, and class teacher periods in

alternate weeks for S6.

The following table summarizes the activities organized for S4-6 this year.

S4 to S5 Activities S6 Activities

1. Introduction to JUPAS &

Information Days arrangement

2. Briefing on OEA and CRE

requirements

3. Introduction of tertiary institutions,

faculties & sharing on I-Days

4. Introduction to the Careers World

5. Introduction of leadership

programmes and reflection writing

workshop

6. Career Tour to Guangzhou

7. HKBU CIE taster programmes

8. Job shadowing programmes

9. Introduction to featured

programmes of different institutes

10. Interview with alumni (jointly

organized with LS and Chinese

Language Departments)

11. Sharing by tertiary institutions

12. Career Assessment & Programme

Selection Strategies

13. Institutes visits

14. Career Tour to Guangzhou

15. Group Counselling for S5 students

16. Sharing by Professor Wong S.Y.

17. Workplaces visits

1. Briefing Session of JUPAS

application, OEA, EAPP & SSSDP

2. OEA Writing Skill Workshop

3. Alumni sharing on different job

natures (graduates of different cohorts)

4. Stress Management

5. Preparation of the students portfolio

(OEA, additional information &

programme choices)

6. Group Interviews concerning JUPAS

and multiple pathways

7. Parents’ Night (Multiple Pathways

Guidance)

8. Sharing by Father Joseph

9. SLP Writing Skill Workshop

10. Strategies on changing JUPAS choices

11. Personal growth and Interview skills

workshop

12. Pre-HKDSE release gathering


Reflection

The career and life planning programmes for the various forms were structured in a way

to meet students’ needs at different levels. Students in general had positive feedback on

the various programme activities.

The practice of peer support in career and life planning is worth carrying on. For

example, S4 students were very positive and welcome the sharing of S5 students on their

exposure of participating in the Information Days of different institutions. The alumni

sharing night organized for S5 and S6 students also received positive student feedback.

They found the sharing useful in helping them explore more about the career world and

understand how to cope with life challenges in different life stages.

S6 students found the OEA writing skills workshop and SLP writing skills workshop

very useful in helping them record and reflect on their learning experiences in Secondary

School life. They also enjoyed the stress management workshop activities very much.

In the coming year, based on teachers’ evaluation and students’ responses, some

activities would have refinement and adjustment. These include developing a

mentorship scheme for S4 students for better care and guidance, exploring more

experiential lessons arranged by tertiary institutions as well as diversifying types of

industry in career talks for catering for students’ diversifying interests, involving students

in the planning process of Career Tour for better preparing the students, earlier

implementation of preparation for OEA, SLP writing and group counseling for S6.

Moreover, it is desirable to equip teachers with more knowledge and skills for group

counseling to enhance the effectiveness.


Priority Task 5: Student leadership development

To be the leader of oneself and others is essential in personal growth. The empowerment of

students to nurture their leadership thus is one of the school’s major concerns. Ample

opportunities to serve their fellow schoolmates, to develop their potentials and to strengthen their

leadership skills were provided to students.

Achievements

Comprehensive Student leader training programmes

The student leader groups range from class level such as Class Monitress and Class

Committee to school level such as Committees of the Student Council and the Four Houses,

Prefects, Committees of the ECA groups, Guidance Prefects, Moral and Civic Education

Student Team, Careers Ambassador Team, Catholic Formation Student Team, Student

Librarians, School Ambassadors and etc..

The distribution of the posts across different forms in 2016-2017 was listed in the table

below.

Form Number of students taking up posts of

responsibility as student leaders

S1 33

S2 39

S3 75

S4 140

S5 137

S6 34

Total 458

To equip the student leaders with the necessary skills and values, they were provided with

different types of student leader training namely, key student leaders training, prefects

leadership training, committee members leadership training and guidance prefects

leadership training which support them in playing the leader roles at different levels.

The S4 Leadership Training Camp and Follow Up Workshop

The Camp was organized by the Student Leadership Development Team in collaboration

with the Jockey Club Cheung Chau Don Bosco Youth Centre, to better S4 students prepare

to play various leading roles. It was intended to raise their self-awareness on their

strengths and weaknesses and the need to make improvements, set goals and develop the

necessary skills and values for their development in the future course of life. 91% of the

S4 students agreed that the training camp helped them know better about their strengths and

weaknesses. 95% of the S4 students agreed that their problem solving skills improved.

88% of the S4 students agree that the camp strengthens their self-confidence in tackling

challenges.

To sustain the effect of S4 Training Camp, a follow-up workshop was conducted in the

Experiential Learning Days in December to review the goals set in S4 Training Camp and

reflected their performance in the first term. 91% of the S4 students thought that they

could better understand themselves and their limitation. 86% of the S4 students found

that the programme had brought opportunities of personal growth.

Enrichment for Key Student Leaders

To equip the key student leaders with knowledge and skills to lead their teams and act like


a leader, the Student Leadership Development Team arranged a key student leaders

induction session to brief about the expectations of key student leaders and organized some

key student leaders interflows to provide inspiration for the key student leaders throughout

their leadership journey in the year.

The Student Leadership Development Team also cooperated with the Outing and Services

Team to organise an exchange tour to our sister school Shandong Shouguang Middle

School (壽光中學). 30 students were selected for this tour in April 2017. Their horizon

was broadened through lesson observation, interflow with mainland students, university

visits and visits to various sightseeing spots.

An exchange programme among students was co-organised with the Yan Oi Tong Tin Ka

Ping Secondary School in April 2017. A student leaders’ interflow was held after lesson

time to further promote the exchange among the students in the two schools. Students

reflected that it was a good opportunity to understand the characteristics and the strengths

of other schools, and they could then bring in some new ideas for improving our school.

To further train up potential leaders in Tak Oi, ‘TOSS APPS’, a student leader training

programme continued this year. 33 students from S3 and S4 were selected to join the

programme. Six training sessions were conducted in June and July 2017, covering the

topics on self-understanding, empathy nurturing, team building and communication, team

collaboration and programme planning. All participants had the opportunities to put what

they learnt into practice and helped in the S.1 Adjustment Programme for the new S.1

students in August 2017 and S1 Training Camp in September 2017.

Reflection

In general, the feedback to enrichment activities was positive. For the enrichment activities

for key student leaders, 100% of the participants agreed that they got to know new

knowledge and skills related to be a leader, and that the training strengthened their

self-confidence in tackling challenges.

Teachers in various student leader teams such as Student Council, Houses and Prefects

Team etc., also observed that key student leaders showed good understanding of their role

as student leaders in performing their duties. They also showed commitment in further

improvements after reflection.

For Key Student Leaders Development, the training this year helped them progressively

build up a habit of self-reflection, which helped them further to evaluate their own

performance and plan for their future. Good practice, such as reflection journal and

reflection camping activities would be continued in the coming year.

However, the training of key leaders this year focused mostly on the reflection of the

student leaders; yet more activities, other than those related to reflection, can be organized

involving the collaboration of the key student leaders, such as school-scale community

service, shadowing of the key student leaders and school improvement activity etc..

The S4 Leadership Training Camp in the coming year will put more emphasis on team

leadership. Clarification of the concepts of leadership (personal and team leadership) would

be done with students and teachers before the camp to better manage their expectation.


Priority Task 6: Value formation

Value formation has been a major concern of the school and activities or schemes were carried out

to cultivate in our students the positive attitudes and values of life by teachers in different

programmes.

Achievements

Value formation in a whole school approach

Positive values are essential to personal growth as well as the development and harmony

of human society. We are committed in a whole school approach to nurturing our

students with positive values of life. Various briefing sessions on important areas of

students’ daily life related to values and attitudes important to their academic and personal

development were held to give guidance and reminders to students, either in whole school

assembly or in form meetings.

To cultivate positive value and attitudes, various teams in Student Support Committee and

Religious and Life Committee organized a wide range of award programmes and activities

including the Life Education Program, the Self Development Award Scheme, Punctuality

Award, workshops, talks and seminars with the presence of current teachers, guest

speakers and alumni. The student-teacher dialogues giving individual and group

guidance such as the dialogues between S1-3 class teachers and individual students are

effective ways for teachers to communicate with students and help form their values.

The Guidance Team continued to organize various courses and workshops, such as Social

Skills Workshop, DIY Natural Skin Care Products Workshops, ‘A Joyful Life’

Programme, 少年滋味生與死亦師亦友 Buddies 計劃 and Basic Course on Mental

Health, to enhance students’ social skills, as well as the skills to manage emotion and

stress. All of them were successfully held and received good feedback from the

participants.

Quality Catholic education has always been an essential component of our school. The

school planned to elaborate the core values of faith: truth, justice, love, life and family of

Catholic education in 5 consecutive years. This year is the second year and “The Joy of

Family” was set as the religious theme. Through the Theme-based activity in the first

E&RE lessons, workbook cover design competition, assembly talk, morning prayers, mass

& prayer services, Religious Week, Religious Sharing Family Fun Day, the core value

‘family’ was echoed. All these religious activities had helped students better understand

and appreciate the Core Value of “Family”.

Reflection

In the coming year, the religious theme of the core values of faith is ‘Justice for ALL’.

Various religious activities would be continued to cultivate in students this core value.

The programmes of the Moral and Civic Education Team aiming at nurturing positive

values which are to be carried on with elements echoing the theme of value formation –

“Justice” in the coming year include the news corner, the leadership programme “iTeen

Leadership Programme for Senior Secondary School Students” (高中 iTeen 領袖計劃)

organized by ICAC, an interactive drama show disseminating the values of honesty and

integrity, value formation talks and sharing on fair trade, human right, and social justice to

echo the value of ‘justice”.


(3) Our Learning and Teaching

Curriculum development and betterment

It has been the constant efforts of subject departments to develop or to refine the curriculum which

must have clear objectives, appropriate breadth and depth to facilitate students in their progressive

learning across different levels.

Special emphasis was put on the bridging in curriculum between the junior and the senior levels.

All HKDSE subject departments made efforts on helping S3 students to prepare for NSS studies

and to facilitate their NSS subject selection. This year, it was a new attempt for the elective

subject departments to particularly design curriculum and arrange taster lessons for all S3 students

and helped them understand the subject content and learning mode of different NSS subjects.

This programme was highly successful and received very positive comments from the students.

Collaboration in curriculum planning for better learning efficiency and effectiveness was and will

continue to be the school’s development concern. For example, teachers of English, Liberal

Studies and class teachers of S1 would further make efforts on planning and implementation of the

curriculum on self-understanding in vocabulary building, concept learning and concept application

in lessons of the subjects concerned and class teacher periods. The Mathematics Department will

also support S1 to learn Integrated Science and teach students about plotting and interpretation of

graphs to facilitate their scientific investigations.

To help S1 to bridge between their attainment in Primary 6 and learning requirement of Secondary

1 for better learning effectiveness, the Pre-S1 Diagnostic tests on English, Mathematics and

Chinese Language were conducted in order to identify students’ proficiency in the three core

subjects. With reference to the data of assessment results, the school streamed students into

different classes according to their English proficiency and put them in different groups for block

lessons according to their Mathematics proficiency. With understanding of students’ proficiency,

the subject departments made efforts on fine-tuning the S1 curriculum and modifying learning

materials according to their needs. For example, at the end of this year, the S1 curriculum was

restructured, the existing unit plans as learning materials, and the Pre-S1 Diagnostic test for the

coming year were revised by the English Department with reference to the information derived

from the Pre-S1 Diagnostic test.

In response to the 21st Century ever-changing skill demand, it was our school’s focus to develop

I.T. in Education as well as STEM education. The IT Teacher Learning Circle had been formed

and Staff Development functions were held to facilitate professional development in IT in

education. The WiFi900 construction would be a good support of hardware for the whole

learning community in this area. To implement STEM education, curriculum of related subjects

such as Integrated Science, Mathematics, Computer Literacy was under review. For example, as

an organic farm was developed this year. In the next academic year, the curriculum of Integrated

Science would have modification to fit the learning in related topics such as S1 Living Things. In

order to develop students’ scientific skills, one more IS lesson will be added in S1 to suit this

curriculum development need. The visits to various local secondary schools and tertiary institutes,


conducted to enhance teachers’ exposures in this area also received very positive feedback from

participants.

This year we continued to develop the 5/F MIC Convent Room into a Heritage Room, featuring the

development history of the school and making it a learning project for all in preparation for the

50th anniversary of the school in 2020. It was also an important endeavor not only to create a

common goal for the whole school community for capacity and bond building and connect the past

with the present and to provide a development direction for the future, but also to integrate the

development of the Heritage Room into the learning components of the existing curriculum of

various subjects.

Quality assignments and assessments

Assignments and assessments play an important role in enhancing students’ learning effectiveness.

The department-level and school-level assignment inspections were constant practices, normally

twice for new teachers and once for other teachers on class-basis in a year, to enhance regular

professional dialogues among teachers on quality and quantity with regard to objective and design,

frequency, student performance and teacher feedback in achieving the alignment of curriculum,

learning and teaching and assessments. Subject departments exercise their professional judgment

to design their assignment policy. An inspection team at school level was composed of the

principal, the vice-principals and two other Assistants-to-Principal, communicating on inspection

feedbacks with subject department heads for betterment.

As a common practice of subject departments, assignments with graded and scaffolding exercises

were designed to cater for the learner diversity. Teachers designed their own or made use of the

shared material among them to modify the level of difficulty, either for further scaffolding or for

adding challenging questions to suit student needs on both class-basis and individual basis. It was

also observed that teachers of different subjects increasingly made good efforts on applying the

concept of ‘core’ and ‘extended’ parts in designing daily assignments and periodic assessments to

cater for learning diversity and to help stretch the potential of the students.

Academic Enrichment and Enhancement

To enhance learning effectiveness and cater for learning diversity, various enrichment and

enhancement classes were done in lessons of the regular school timetable or other time slots

including after-school sessions or holidays.

For S1 and S2 during regular lessons, there were nine Enhancement and Enrichment groups for

English, Mathematics and Chinese for two lessons each cycle aiming at further consolidating and

enhancing what has been taught to help build up a better foundation of the three core subjects at

the junior levels. Supplementary lessons were also arranged for S5 and S6 students in their free

lessons after subject withdrawal.

Different S1-3 enhancement classes outside lesson time were organized by the Learning and

Teaching Support Team, such as revision classes conducted before examinations and during the

post exam period. For example, the S1 revision class before the first term examination for selected


students was taught by alumni in small groups of 3. For selected students of S1 and S2,

enhancement classes of Chinese, English, Math and Liberal Studies before the second term

examination were taught by subject teachers.

Moreover, to better equip S4-6 students in core subjects and elective subjects with examination

content and skills, a number of classes for enrichment and enhancement for S4-6 were conducted

this year. (Refer to Appendixes 5 and 7)

Enhancing the English proficiency of the community

It has been a whole school approach in providing an English rich environment with plenty of

authentic opportunities for the students to use the language. Various events and activities, such as

annual Sports Day, Singing Contest, inauguration, prize presentation, prayer services, morning

prayers and most school assemblies etc. were conducted in English. The daily announcements and

notices, both written and spoken ones, were disseminated in English as well.

The English Department had done a lot in sustaining the development of an English rich

environment:

To enable students to apply the skills learnt in the lessons and showcase their talents through

holding English Corner activities every day during lunch and after school, with some monthly or

season themed activities, book sharing, debate and oral training, organizing an English Activity

Day and the provision of opportunities for students to exhibit their flair for English.

English Corner activities were held by the English Ambassadors regularly to boost the English

filled learning environment. The craft making workshops, English Café and the Movie

Appreciation were the most popular English Corner activities. The ‘Jimmy’s café’ was opened

for students in the second term. Some café services like ordering beverage and food were provided

and the activity received many positive responses from S1 students. The CNET enthusiastically

enjoyed mingling with them. The English Awarding Scheme worked well in S1 level. The S1

teachers kept encouraging them to make good use of the English Corner. 50% of S1 & 2 students

visited the English Corner at least twice per term.

Inter-class competitions at different levels (except S6) to foster cooperative learning in a

competitive environment were held. The classes were all engaged in form-based activities. There

were1 to 2 performances or competitions arranged in S1-5 per term.

Drama education was introduced in the S2. The students were engaged in the drama lessons and

they staged an impressive performance on the English Fun Day after they were trained on exploring

feelings and knowledge through script writing, voice production, facial expression, gesture, role

play, improvisation, dramatization, and etc.

The opportunity of using the language to serve was also created for the English Ambassadors and

some recruited S2 to S4 students. During post-exam periods, 40 students organized the Read

Aloud Programmes in two English Day Camps of two primary schools. They helped design and


run the game booths for English Fun Day in one primary school and organize post-drama English

activities for P3 and P4 students in classroom for another.

TOPs TV, our English Campus TV had sustained well and made genuine English video clips on

various current affairs, Everyday Life Hacks as well as teachers’ Blog. In this year, the Campus

TV Team proudly produced 6 high quality video clips and had uploaded them to the school

webpage.

Students were trained to participate in various external programmes and competitions e.g. Hong

Kong Secondary Schools Debating Competition, HK Schools Speech Festival Hong Kong

Primary and Secondary School English Writing Competition, ‘Criteria for Becoming a Servant

Leader’ Essay Competition and SCMP x Sino Junior Reporter Programme etc.


(4) Support for Student Development

Widening the exposure of students

To widen students’ exposure and stimulate them to set goals and strive for excellence, subject

departments and functional teams provided various learning opportunities in both academic and

non-academic aspects for students both inside and outside the school context.

The school continued to introduce quality and more diversified programmes with more focused

targets this year. Students took part actively in programmes and activities, external

competitions, outings, field trips as well as study tours organized by the school or other outside

school organizations.

The Outing and Services Team had organized various programmes and activities ranging from

school picnics and S2 and S4 community service projects to overseas study tours for students at

different levels collaboratively with various subject departments and functional teams. The

Team also led the Community Service Student Team (CSST) and enhanced the team’s

organizational skill and leadership in organizing flag selling activities and S4 Tutoring for

Primary School Students.

Study tours held in the year were summed up as follows:

Subject / Team Target Date Destination No. of participating

students

O&S Team S2 19-21 Dec 2016 China 123

ICT Department S4-5 20 Dec 2016 China 30

O&S Team S5 27-31 Dec 2016 China 2

Career and Life Planning

Team S3-5 27-28 Feb 2017 China 19

Staff Mentoring &

Development Team S3-5 11-14 Apr 2017 Singapore 8

O&S Team S3-5 11-14 Apr 2017 China 30

Total: 212

More than 85% of participant agreed that the tours had widened their horizon and enhanced their

understanding of the development of China and the world. Students’ participation was active in

the tours. Their interpersonal skills were also enhanced. They did well in sharing and interflow

section.

Exchange activities went beyond the local context and involved overseas schools, which provided

opportunity of exposure not only for students but also for teachers as educators as well. In

March 2017, a team of Singapore educators visited Tak Oi and did professional sharing on the

Education System, Teaching and Learning and Student Development as well as Lesson


Observation of English, Chemistry, and History. It was followed by the Visit of Students and

teachers of Serangoon Garden Secondary School from Singapore. Participating students did a

good exchange among them through interactive dialogue, performance on stage, and group

sharing and interflow. In July 2017, our teachers met a group of Filipino Educators who visited

Tak Oi for professional sharing on learning & teaching, experience sharing of IT in Ed, student

formation & student leaders development as well as lesson observation of Liberal Studies and

English.

Whole school programme

The caring and supportive school culture was the concerted efforts of different teams and

departments in a whole school approach in providing plenty of learning opportunities to cater for

students’ development needs with regard to knowledge and skill enhancement, further studies and

career planning guidance as well as value formation.

For example, student leadership training was provided by various teams like Student Leadership

Development Team, Discipline Team, Moral and Civic Education Team and Student Support

Committee which equip various student leaders in different areas and functions. Career and life

planning support was given by not only Career and Life Planning Team but also other teams and

subject departments in curriculum development to suit students’ needs, and all sorts of visits, talks

and seminar, workshops and interflow to enhance students’ self-understanding, knowledge and skill

in making an informed choice in NSS subject selection and further studies and career choice.

Cultivating the Catholic core values in our students, the Pastoral Care and Religious Education

Team worked closely with the Ethics and Religious Education Department.

Class teachers at different levels have increasing significance in playing their role to give due care

and concern, as well as advice and guidance. They were also one of the key parties of many

student support programmes and activities. Focusing on specific needs of students at different

levels, similar to that of recent years, class teachers’ periods were scheduled for S1 to S6 students

with different focuses such as ‘Enhancing Self-understanding (S1)’, ‘Developing Interpersonal

Skills and the Sense of Serving the Needy (S2)’, ‘Enriching Self-understanding for NSS Studies

(S3)’, ‘Time Management and NSS Adaptation (S4)’, ‘Introduction of Multiple Pathways and

Stress Management (S5 and S6)’. A structured lesson for Class Teachers’ meetings together with

a year-head from the academic side and one from student support side was arranged for each form

in each cycle to facilitate communication and to enhance the support network between various

parties in the school community. Class teachers were also involved in all the activities held in the

Activity Afternoons for the junior form students, training camps and tours on form-basis to help

disseminate what is intended to be learnt or understood in the various activities and enhance the

bonding in their daily contact with the students.


(5) Student Performance

2016-2017, the second year of the development cycle, was another fruitful year to us. Our students

worked hard and had good achievements in various activities and competitions both inside and

outside school this year.

The students obtained various awards in the academic, physical as well as aesthetic aspects. The

awards and prizes received included the Excellence Award and Outstanding Award of the 10th

Wong Tai Sin District Outstanding Students’ Election 2016-2017, prizes in Inter-school Speech and

Music Festivals, prizes in Hong Kong Schools Sports Federation Athletics Competition, the awards

of Outstanding Justice Think Tank, the Best Witness and the Best Mooter of Mock Trial – Justice

Education Project 2016-2017 organized by the Society of Rehabilitation and Crime Prevention,

Hong Kong. (Refer to Appendix 1)

As for students’ performance of the Hong Kong Diploma of Secondary Education (HKDSE) this

year, 96 out of 120 students (80.0%) in our school met 3322, the general entrance requirements of

the core subjects for four-year Undergraduate University programmes, much higher than that of

the Day School candidates (40.9%).

There were 10 subjects, including English Language, Chinese Language and Liberal Studies with

percentages of 5**-4 above all school percentages. Among them, English, Liberal Studies and

Geography achieved 71.7%, 70% and 70.6% respectively, which were much higher than those of all

day schools results by 36%, 43.5% and 32.1% respectively.

The university admission rate under the JUPAS system was continuously on the rise from 62%

(2015), 66.7% (2016) to 67.5% this year, which was much higher than the Hong Kong schools

average of 43.64%. The JUPAS offer rates reflected the students’ perseverance and hard work.

Our teachers’ concerted efforts would be continued to develop and stretch the students’ potentials by

giving the students various guidance and support to make improvement and strive for excellence.


(6) Financial Summary

The following table summarizes the school’s annual financial position. The school has fully

utilized various grants and resources to enhance students’ potentials and to cater for students’

special needs, both in academic and non-academic areas. The details are listed in Appendix 2 to

Appendix 10

Income ($) Expenditure ($)

Balance B/F (Government Funds and School Funds) 14,421,916.44

I. Government Funds

(1) Expanded Operating Expenses Block Grant

(a) School Specific Grants

1. Administration Grant

2. Composite Information Technical Grant

3. Capacity Enhancement Grant

4. Noise Abatement Grant

3,428,672.27

390,255.00

588,202.00

475,735.00

3,175,913.73

493,618.00

422,602.07

132,691.50

Sub-total 4,882,864.27 4,224,825.30

(b) Non-School Specific Grant

1. Baseline Reference

(c) Others

1,809,636.19

21,188.25

3,001,531.46

0.00

Sub-total 1,830,824.44 3,001,531.46

Total EOEBG 6,713,688.71 7,226,356.76

(2) Grants outside EOEBG 3,492,910.13 3,026,699.12

II. School Funds

(1) Purchases of exercise books and pins

(2) Tong Fai

(3) Tuck shop rental

(4) Donation

(5) Fine

(6) Hire of school premises

(7) Interest income

(8) Insurance

(9) Collection of fees for specific purposes

(10) Others

0.00

111,360.00

248,000.00

1,000.00

4,132.10

8,998.68

33,452.02

0.00

138,800.00

682,728.88

5,267.80

0.00

0.00

0.00

0.00

0.00

0.00

37,600.00

12,896.00

836,825.65

Sub-total 1,228,471.68 892,589.45

Accumulated surplus as at the end of school year 14,711,341.63


(7) Feedback on Future Planning

In 2016-2017, the second year of the 2015-2018 3-year School Development Cycle, the whole

school community has made combined efforts and worked in collaboration with each other to

achieve the various goals in our school vision and mission. A number of programmes have been

maintained, refined or introduced for the academic and non-academic development of the

students.

With thorough reflection and prudent evaluation, the school has clear directions in formulating

measures to raise learning and teaching effectiveness as well as nurturing students in various

aspects of their development needs. In the coming year, continuous efforts would be spent on

effective learning and teaching with special focus not only on learning diversity but also on

adopting information technology in education. Various programmes would particularly cater

for students’ personal growth needs and continue to maintain self-understanding, goal-setting,

leadership development and value formation as the focus.

We would persist and work collaboratively to provide quality Catholic education to our girls and

to prepare them well for the ever-changing challenges of the society.



2016-2017 Students External Awards

September 2016

Rev. Joseph Carra Memorial Education Grants Selection Committee

Rev. Joseph Carra Memorial Education Grants

Certificate and Scholarship 6D Kristy Chu

Hong Kong Academy of Gifted Education

International Junior Science Olympiad 2016

Third Class Honour 3A Cherry Tang October 2016

Hong Kong St. John Ambulance

“Certificate in First Aid” Course

Certificate in First Aid 3A Eugenia Kwok, Vanessa Lee, Winnie Ying

3D Rainbow Ho

4B Louise Ng

4C Sarina Chow, Tracy Yu

4D Tiffany Kwan

5C Cecilia Chan, Ivy Yu

6A Vivian Wong

6D Kristy Chu, Dewey Chung, Lucy Kong, Vivien Ng, Lily Wong, Natalie Wong,

6D Carmen Wu

Sir Edward Youde Memorial Fund Council

Sir Edward Youde Memorial Prizes for Senior Secondary School Students

Certificate and Scholarship 6A Carmen Lo

6D Dewey Chung

Bible Readers’ Association

The 13th

Bible Reading Competition

Merit 1A Cabrera Daniella Chelsea Simo, Eunice Chan, Alice Yam

1B Rita Tsang, Judy Wan, Cindy Yeung

Stroke Fund

“Brain Pioneer” Secondary School Stroke Quiz Competition

Certificate 4C Doris Woo

4D Summer Ho, Tiffany Kwan, Yvette Poon

香港基本法推介聯席會議

第十六屆《基本法》多面體 – 全港中學生辯論賽 (基本法盃)

九龍區外圍賽最佳辯論員中四丁黃琪祺

Appendix 1




November 2016

Equal Opportunities Commission

Equal Opportunities Slogan Competition (Youth Division)

Champion 5C Nancy Wong

2nd

Runner-up 5D Beatrice Mak

Hong Kong Association for Science and Mathematics Education

Hong Kong Biology Olympiad for Secondary School

Second Class Honours 6C Charlotte Lai

Third Class Honours 6D Cheryl Leung, Racho Poon

Merit 5B Emily Lai

5D Alice Dong, Winky Ko, Helen Leung

6D Fanny Chau, Karry Cheung, Esther Cho, Eva Lee, Natalie Wong, Carmen Wu

True Light Middle School of Hong Kong

True Light Girls' Invitational Mathematics Contest

Merit 4D Hebe Lo

Hong Kong Music Office

2016 Hong Kong Youth Music Interflow

Merit Prize 2A Sunny She, Helen Wong

2B Gigi Wong

3B Sammi Li, Chloey Poon

4A Pinky Chu, Maggie Lam

4C Kathy Wong, Vivian Lee

4D Amy Wong

5B Vivian Tsui

5C Stephanie Wong, Cherry Ng, Eunice Qu, Cindy Wu

小豆苗教育中心

「綠色環境，你我共創」創意書籤設計比賽

最佳創意獎中四乙徐千詠




December 2016

Hong Kong Schools Music and Speech Association

The 68th

Hong Kong Schools Speech Festival

Duologue (Cantonese) 1st Runner-up 4D Amy Lai, Caelyn Wong

2nd

Runner-up 6A Natalie Chan, 6B Carmen Wong

Solo Prose Reading (Cantonese) 1st Runner-up 5D Beatrice Mak, 6A Savannah Chau

Solo Verse Speaking (Putonghua) 2nd

Runner-up 1B Phoebe Tsang

Solo Verse Speaking (English) Champion 1A Samita Pitiaroonroj

2nd

Runner-up 1A Jenny Tsoi

3A Cherry Tang

Social Welfare Department

Volunteer Movement

Gold Certificate 5D Bella Lau

Silver Certificate 4B Janice Ngan

4C Sarina Chow, Becky Ma, Kathy Wong

4D Yuki Chin, Grace Ngan

Bronze Certificate 4A Khloe Lee

4C Sandy Sze To

4D Tiffany Kwan

5A Natalie Cheng

5B Cathy Ng, Cecilia Wong

5C Yoanna Chan, Mandy Yiu

5D Angel Chan, Karin Lai, Janice Ma

6B Chloe Chan, Angel Cheung

香港教育學院及理性溝通教育學會

第十一屆善言巧論：全港學生口語溝通大賽

中學文憑組備稿演講（粵語）初賽表現特優中四乙邱寶雯




January 2017

中國數學教育研究會、華夏盃組委會、中國教育學會教育機制研究分會、香港數學奧林匹克協會、香港數學奧

林匹克協會慈善基金會

「華夏盃」全國數學奧林匹克邀請賽 2017初賽

一等獎中二甲黃志興

二等獎中一甲莊穎彤

中二甲祁洛敏、劉泯

三等獎中一甲蔡靜怡

中一丙邱曉霖

中二甲謝希汶

中三甲周穎喬、關嘉寶、邢蘊然

February 2017

The Hong Kong Federation of Youth Groups

Hong Kong FLL Robotics Tournament

Merit 2A Nancy Lam, Mandy Lau

4A Kitty Kong

4B Tiffany Kung, Iris Yip

Hong Kong Schools Sports Federation

Inter-school Athletics Competition (Division Three, Area 1)

Girls B Grade 800m 2nd

Runner-up 2D Ying Cheung

Girls B Grade 4x400m Relay 2nd

Runner-up 2D Ying Cheung

3B Angela Yuen

4D Carman Chan, Yuki Chin

Hong Kong Schools Dance Association Limited

The 53rd

Schools Dance Festival

Cha Cha Cha Highly Commended Award 2A Lucy Lam, Sammi Wong

Jive Commended Award 2A Lucy Lam, Sammi Wong




The Boys’ and Girls’ Clubs Association of Hong Kong

Youth ImpACT Award

Merit Award 4B Katie Chui, Melody Kan, Kitty Lam, Jennifer Tse

Top Ten in the Competition 4C Kitty Ho, Carol Kwok, Yvonne Lai, Elaine Leung, Priscilla Leung, Toby Mok

Chloe Shum

Hong Kong Red Cross

Hong Kong Red Cross Youth First Aid Competition (East Kowloon District)

Second Runner-up 3A Angel Cheng

3D Iris Lau

4C Sarina Chow

5C Ivy Yu

March 2017

Education Bureau

Hong Kong Mathematics Creative Problem Solving Competition

Bronze Award 1B Cindy Yeung

1D Helen Ng

2A Helen Tse, Helen Wong

Diocesan Pastoral Commission for Marriage and the Family

Pro-Life Logo Design Competition

Creative Award 3A Vanessa Lee

4B Christy Tsui,

4C Sandy Sze To

5B Nolee Fung

5C Ingrid Au

The University of New South Wales

International Competitions and Assessments for Schools 2017

Credit Certificate in English 1A Christy Chan, Nathalie Chiu, Kary Leung, Yoyo Ng, Safia Bibi,

Kitty Tam, Rocia Wong

2A Mary Lai, Rabi Lee

2B Lily Lai

2D Ying Cheung, Sumyyah Ahmed, Stephanie Wong

3A Cindy Au, Vincy Fung, Mandy Kei, Chloe Kei, Eugenia Kwok,

Winnie Ying

Credit Certificate in Mathematics 1A Zita Au Yeung, Kitty Chan, Christy Chan, Rocia Wong

2A Jody Kei, Rabi Lee, Helen Tse, Helen Wong

2B Clovia Yeung

2D Rainbow Lung

3A Teresa Chow, Wincy Fung, Jessica Tam, Cherry Tang




Hong Kong Red Cross

Hong Kong Red Cross Youth Home Nursing Competition (East Kowloon District)

First Runner-up 3A Angel Cheng

3D Iris Lau

4C Sarina Chow

5C Ivy Yu

Second Runner-up 2A Jody Kei

2B Stefanie Chuk, Holly Kei

2C Regina Ng

國際扶輪會

扶輪盃中學校際辯論比賽

第一回合初賽最佳辯論員中四丁黃琪祺

香港大學教育學院中文教育研究中心、香港管理專業協會李國寶中學

第二屆非華語中學生粵語朗誦比賽

散文朗誦最有創意獎中二丙葉信蘭

新詩合誦最佳表現獎中一甲穆菲婭

中三丙簡瑪雪、李心兒

香港教育大學

第三屆中華傳統文化精粹演講盃

優異獎中三甲甘凱盈

亞洲國際數學奧林匹克聯合會及香港數學奧林匹克協會

2017 亞洲國際數學奧林匹克公開賽香港賽區初賽暨港澳數學奧林匹克公開賽

銀獎中一甲歐陽伊

中二甲祁洛敏

中二乙賴日紅

中四丙黃嘉琪

中五丁張敏、黨莉嵐




亞洲國際數學奧林匹克聯合會及香港數學奧林匹克協會

2017 亞洲國際數學奧林匹克公開賽香港賽區初賽暨港澳數學奧林匹克公開賽

銅獎中一甲陳芷澄、黃靉洛

中一乙梁瑋珵

中二甲何美琪、謝希汶、黃志興

中二丙陳彤、余心怡

中三甲周穎喬

中四丁何心怡、甘曉晴

中五丙李羨嫻、盧依琪、曾文婷

中五丁周爰忻、阮鳳琳

May 2017

加拿大神召會嘉智中學

全港中學組「營」人料理大賽 2017

亞軍中五乙馮子柔、何燕儀

The Hong Kong Polytechnic University

Secondary School Mathematics and Science Competition 2017

Biology High Distinction 5D Alice Dong

Distinction 5D Janice Ma

Chemistry High Distinction 5D Betty Cheung, Shirley Ho, Maggie Szeto

Mathematics High Distinction 5D Betty Cheung

Distinction 5D Maggie Szeto

Physics High Distinction 5D Winky Ko

Distinction 5D Betty Cheung




Hong Kong Association for Science and Mathematics Education

2017 Science Assessment Test

Gold Award 2A Kim Tao

2B Lily Lai

3A Paris Lau, Cherry Tang

Silver Award 2A Gloria Ho, Rabi Lee, Larissa Lee

3A Cindy Au, Ariel Chan, Wincy Fung, Lily Kam, Mandy Kei, Chloe Kei, Cecilia Lau,

Rachel Leung, Elly Ng

3B Karen Ng

Bronze Award 2A Heidi Chan, Jody Kei, Mary Lai, Kelly Lai, Nancy Lam, Lucy Lam, Amy Li, Esme Lu,

May Sun, Helen Tse, Helen Wong, Bianca Wong, Kristy Wu

2B Sarah Ngai, Clovia Yeung

2D Toby Chen, Ying Cheung, Rainbow Lung, Stephanie Wong

3A Crystal Chan, Angel Cheng, Teresa Chow, Vincy Fung, Candy Kong, Eugenia Kwok

Nicole Leung, Jasmine Wan. Louise Wong, Winnie Ying

3B Sally Ho, Rachel Kwok, Sammi Li

3D Angel Chen, Iris Lau

Hong Kong Red Cross

Hong Kong Red Cross Youth Drill Competition (Kwun Tong West)

Champion 1A Suki Li, Stephanie Lo

1B Alice Chan, Coco Leung

1C Annie Chen, Rene Lau

2A Jody Kei, Nancy Li, Michelle Li, Sunny She, Lisa Wong

2B Stefanie Chuk

3D Iris Lau

Best Commander 3D Iris Lau

Hong Kong Schools Sports Federation

Inter-school Basketball Competition (Division Three, Kowloon)

C Grade 3rd

Runner-up 1B Vanessa So, Rita Tsang

1C Candy Au, Winnie Lai, Carmen Lee, Angel Leung

2A Lisa Wong

2B Elaine Wong, Carol Yip

2C Shirley Chan, Yvette Tai




The Society of Rehabilitation and Crime Prevention, Hong Kong

Mock Trial – Justice Education Project 2016-2017

Outstanding Justice Think Tank 1A Winky Chong, Hazel Lau, Yoyo Ng

1D Chloe Ma, Yanny Wong

2A Nancy Lam

3A Margaret Keung

3C Maggie Keung

3D Mandy Leung

4A Angela Cheung

4B Katie Chui, Pinky Kong, Tiffany Kung, Selina Ngan

5A Alice Li

Best Witness 4C Vivian Lee, 5B Angela Yan

Best Mooter 4D Cindy Chan

June 2017

全港青少年數學挑戰賽委員會

全港青少年數學挑戰賽 2017

銅獎中二甲祁洛敏、李明珠

中五丁張敏

July 2017

The Hong Kong Secondary Schools Debating

Hong Kong Secondary Schools Debating Competitions

Best Speaker (Round 2) 4C Chloe Shum

4D Karen Wong

Ho Koon Nature Education cum Astronomical Centre, Hong Kong Observatory and Hong Kong Meteorological

Society and Community Weather Observing Scheme

Weather Observation Competition 2017

Project Report Competition:

Merit 5C Doris Woo

5D Kitty Chen, Karen Fong, Tiffany Kwan

1-minute Video Competition:

Champion 5C Doris Woo

5D Kitty Chen, Karen Fong, Tiffany Kwan

First Runner-up 5C Jasmine Chan, Alice Ma, Ivy Wong

5D Karen Leung

The Most Popular1-minute Video Award 5C Jasmine Chan, Alice Ma, Ivy Wong

5D Karen Leung




香港科學館及創意動力教育協會

數碼媒體由我創 2017

優異獎中四乙徐千詠

中五甲鄭嘉嬿、曾麗瑩、吳敏菁

香港科學館及創意動力教育協會

智能機械由我創 2017

二等獎中五甲李雅靖

中五丙陳嘉恩

世界奧林匹克機械人競賽香港區組委會及香港青少年機械人教育協會

香港機械人挑戰賽 2017

銀樂高獎中四乙徐千詠

中五甲鄭嘉嬿、曾麗瑩

銅樂高獎中四甲劉凱欣、顏瑋彤、黃晞寧

香港特別行政區政府

「明日之星」計劃上游獎學金

獎學金中三甲關嘉寶

中四乙簡海揚

中五丁麥潤兒

香港中文大學亞太研究所性別研究中心

第二屆中學生兩性議題辯論比賽

亞軍中二甲李彥歡、謝希汶

中二乙鄭斯珮、祝卓穎

中三乙張雅文

中四丙陸倚敏、馬詠詩

中四丁李敏儀、梁思彤、黃琪祺

文志基金會及香港黃大仙工商業聯會

黃大仙文志獎學金

最顯著進步獎中五丙余曉澄

October 2017

The 10th

Wong Tai Sin District Outstanding Students’ Election

Senior Division – Excellence Award 5D Beatrice Mak

Junior Division – Outstanding Award 3A Eugenia Kwok, Cherry Tang



Capacity Enhancement Grant(CEG)

Report of spending for the school year 2016/17

Task Area Major Areas of

Concern Strategies/Tasks Time Scale

Amount of spending

HK$

School

Development

1. To relieve

teachers’

non-teaching

workload

To employ 1 clerical

assistant to support the

non-teaching work of

teachers

September 2016 –

August 2017

Salary including MPF:

$143,640

Curriculum

Development

1. To relieve the

workload of

teachers in

organizing

ECA activities

To employ coaches for

ECA teams

September 2016 –

August 2017

Coach fee : $37,364

2. To relieve the

workload of

teachers in

organizing

religious &

pastoral

activities for

students

To employ 1 clerical

support staff

September 2016 –

August 2017

Salary including

MPF :

$241,598.07

Total : 422,602.07

Appendix 2



Career and Life Planning Grant(CLPG)


Task Area Objectives Strategies/Tasks Time Scale Monitoring/Evaluation Amount of spending

HK$

Curriculum Support and Development

1. To employ associate

teacher to reduce the

teaching load of

teachers, empower and

enhance the capacity of

the teaching team

To employ 1 associate teacher

September 2016 – August 2017

S4 to S6 The OEA Workshop, old girls sharing on jobs, introduction sessions on faculties and JUPAS application, interview skill workshops and workshops

on programme choices modification for S6 were successfully organized. Most students agreed that the activities were useful for them to make a wise JUPAS choice. All students showed their eagerness and received career counselling from career teachers and class teachers. The various workshops would be

conducted earlier to facilitate students’ studies for HKDSE. Briefing sessions of different tertiary institutes, faculties and sharing sessions of I-day of universities for S4 and S5 students as well as that on

JUPAS system and multi-pathway for S5 during the S5 Parents’ night were smoothly arranged. Most S5 students agreed that the briefing sessions and university admission talks improved their understanding about the multiple pathways while the

workplace or institutes visits helped them to better understand the requirements of different study programmes and jobs. 70% of the S5 students agreed that the interviews with alumni increased their understanding on the natures of different jobs and improve their interview skills.

Salary including MPF: $185,418.45

2. To employ activity

assistant to support

teachers in life

planning education and

career guidance work

To employ 1 activity assistant


Salary including MPF : $51,666.30

Administration and activities support

1. To employ clerk to

provide administrative

support on student

activities and career

guidance work

To employ 1 clerk September 2016 – August 2017

Salary including MPF : $196,623

2. To employ student

development officer to

support on the planning

and co-ordination of

student activities and

career guidance work

To employ 1 student development officer


Salary including MPF : $101,406.38

Appendix 3


Administration and activities support

3. To provide reference materials and logistic support in carrying

To purchase teaching aids and materials


S1 to S3

A great variety of activities for S3 in the career lessons, class teacher periods and activity afternoon, taster programmes of NSS electives, visits to workplace and institutions, and workshops and reflection sessions were organized to help students to

have better self-understanding and knowledge of characteristics of different NSS subjects, admission requirements in tertiary institutions, and better understanding of the relationship between the careers world and their subject choices.

75% of S3 students agreed that the activities in career lessons, class teacher periods and activity afternoons helped them to have better understanding of the NSS subject choices, the admission requirements of tertiary institutions and the careers world. 75% of the students agreed that the Experiential Learning Days

provided opportunities for them to have better understanding about the NSS curriculum and make an informed choice in subject selection. Activity afternoon activities for S1 students to help them acquire job skills and goal setting skills, and

for S2 students to help them know more about the working world were organized. The career quiz competition was also successfully arranged. S1 and S2 students showed active participation in the activity. Most S1 and S2 students agreed that the activity afternoon activities were

useful. 77% of the students agreed that the inter-class career quiz competition helped them to consolidate their knowledge about the working world.

Actual expenses : $6,565.50

out career and guidance work

To hire coach delivering students to attend career workshops and visits


Actual expenses : $7,700

4. To buy external service to assist teachers in conducting life planning education and career guidance work

To conduct S6 pre result release workshop and school based support programs in career and life planning



Total : 570,953.73



Senior Secondary Curriculum Support Grant(SSCSG)




Amount of spending

HK$

Curriculum

Support and

Development

1. To employ contract

teachers to reduce

the teaching load of

teachers and

facilitate the

preparation of NSS

curriculum

To employ 2 contract

teachers

September 2016 –

August 2017

Salary including MPF: $441,021

2. To employ

associate teacher to

relieve teachers’

non-teaching

workload

To employ 1 associate

teacher and 1 teaching

assistant

September 2016 –

August 2017 Salary including MPF:

$208,747

Total: 649,768

Appendix 4



Diversity Learning Grant (DLG)


Departments/Teams

Amount of

Name of Programme Participants Time Scale spending

HK$

1 Enhancement classes Chinese S5-S6 2016/10/3-11/21 12,280.00

2 Enhancement classes Chinese S4 2017/5/8-6/5 1,200.00

3 Enrichment classes English S6 2016/10/17-12/5 6,600.00

4 Enhancement classes English S5 2016/11/21-2017/1/9,

2017/2/20-5/8 7,700.00

5 Enrichment classes English S4 2017/4/5-5/12 900.00

6 Enhancement classes BAFS S6 2016/10/14-12/16 2,800.00

7 Enhancement classes History S6 2016/10/5-12/14 4,500.00

8 Enhancement classes History S5 2016/10/7-2017/1/6,

2017/3/10-6/2 4,950.00

9 Enhancement classes Economics S5 2016/9/28-2017/6/1 2,100.00

10 Enhancement classes Geography S6 2016/9/13-11/22 2,000.00

11 Field studies Geography S4-S6

2016/11/15, 11/25,

12/8, 12/20, 2017/2/2,

3/10, 4/22, 5/20, 7/29

10,728.00

12 Senior Choir training

courses Music S4-S5 2016/9/30-2017/5/5 18,000.00

13 Enhancement classes Chemistry S5-S6 2016/9/23-12/16,

2017/2/24 & 3/10 4,050.00

14 Ruby lessons Physical Education S5 2017/3/13-4/26 3,200.00

15 Alumnium Sculpture

Workshop Visual Arts S6 2016/10/8 & 10/29 8,000.00

16 Visit to F11

Photographic Musem

Reading and Library

Development Team S4-S5 2017/2/27 1,000.00

Total 90,008.00

Appendix 5



Enhanced Chinese Learning and Teaching for

Non-Chinese Speaking Students (NCS)




Amount of spending

HK$

Support NCS

students in

learning Chinese

1. To relieve the

workload of

teachers in teaching

Chinese to NCS

students

1. To hire contract

teacher to provide

intensive program on

learning Chinese

Language for NCS

students

September 2016 –

August 2017

Salary including MPF : $490,200

2. To buy professional

service to provide

intensive learning of

Chinese and create

an inclusive

environment of

learning Chinese for

NCS students

August 2017 Actual expense :

$1,600

Total: 491,800

Appendix 6



School-based After-school Learning and Support Programmes (SBG)


Departments/Teams

Amount of

Name of Programme Participants Time Scale spending

HK$

1 Enhancement classes English S3 2016/11/21-2017/1/9,

2017/2/20-5/8

6,600.00

2 Drama workshop English S2 2016/10/4-12/7 18,232.00

3 Enhancement classes Mathematics S3-S5 2017/3/1-3/22,

2017/3/9-6/1

6,000.00

4 Enhancement classes Mathematics S6 2016/11/24-2017/1/5 2,160.00

5 HKMO courses Mathematics S1-S4 2016/10/12-2017/2/23 14,200.00

6 Junior Choir training

courses Music S1-S2 2016/10/4-2017/3/7 18,000.00

7 After school care classes Student Care Team S1 2017 Feb - May 5,640.00

8 Examination revision

classes

Learning & Teaching

Support Team

S1-S2 2017/1/3-1/12 16,200.00

9 Examination revision

classes

Learning & Teaching

Support Team

S1-S2 2017/6/1-6/8 11,250.00

10 TOSS APPS leadership

training program

Student Leaders

Development Team

S2-S3 2017/6/24-9/2 12,599.90

Total 110,881.90

Appendix 7



School-based After-school Learning and Support Programme (SBG) 2016/17

Evaluation Report

Subject Departments/

Teams

Name of Programme

No. of disadvantaged

students served

Evaluation (Effectiveness of the programme, including students’ learning and affective outcomes)

English Remedial Classes

(S3)

14 The tutors, whose major subjects are English,

Translation or Communication in university

helped students revise and practice reading skills

and grammar items. There were some sessions on

writing skills as well. The attendance was good.

This programme was conducted quite well with

good student attendance, and satisfactory

performance of the tutors. It was encouraging that

students found the classes useful.

English Drama workshop

(S2)

34 The training comprised interrelated activities

which helped students explore feelings and

knowledge through script writing, voice

production, facial expression, gesture, role play,

improvisation, dramatization, and etc. The

program was quite successful. Students were

engaged in the drama lessons and they staged an

impressive performance on the English Fun Day.

The effectiveness should have been better if the

lesson design was better-geared toward some of

the set objectives.

Mathematics Mathematics

Remedial Classes

(S3 – S6)

29 S3-S6 students practiced the fundamental

exercises in a small-class environment. They

benefited from the individual caring and

assistance from our past students. The

participants worked hard to complete the

assignments in the lessons and also after lessons

at home. The learning atmosphere of lessons

was good and most of them were actively

engaged in the lessons.

Mathematics HKMO Courses

(S1 – S4)

12 The lessons were well-structured with different

strands and topics included. Students enjoyed

learning advanced Mathematics contents through

tutors’ demonstration, class practices and

after-lesson assignment. There were also

assessments in the middle and by the end of the

courses to assess students’ learning standards and

progress. Most of the students were engaged in

lessons but great learning diversity could be

found in the class.

Appendix 8


Subject Departments/

Teams

Name of Programme

No. of disadvantaged

students served

Evaluation (Effectiveness of the programme, including students’ learning and affective outcomes)

Music

Department

Vocal Training for

the Junior Choir

(S1 – S2)

30 The result in the 2017 Hong Kong School Music

Festival is good and satisfactory. Choir members

had good performance on stage in different school

functions. They also participated actively in the

School Singing Contest.

Student Care

Team

After School Care

Programme

(S1 - S3)

12 The programme was effective. Most of the

students were helped to have a better time

management skill in studies including doing

homework and revision effectively. They also

built up a positive attitude when facing problems.

The support of class teachers with a thorough

explanation of the objectives helped raise the

effectiveness of the programme.

Learning &

Teaching

Support Team

Examination

revision classes

(S1-S2)

33 The programme was quite successful in helping

students to prepare better for the examination and

fostering a learning atmosphere before the

examination. It also helped students to build up

confidence in handling the examination. With

extra exercises and under the guidance of tutors,

students were helped to improve in the studies of

English, LS and IS. The class size, duration, time

of lesson conducted, the total number of lessons

were appropriate.

Student

Leaders

Development

Team

TOSS APPS

Leadership

Enhancement

Project

(S2-S3)

21 Through the questionnaire results of the Project

below, it showed that students experienced a

positive learning experience and developed

themselves in different aspects throughout the

Project.

Average (Full = 6)

1. The Project raised my self-confidence. 4.97

2. The Project improved my communication skills and team

cooperation. 5.27

3. I learned how to organise activities and implement the plan. 5.15

4. I learned how to inspire others to think positive. 5.27

5. I learned how to become a student leader. 5.27

6. I am willing to take up student leadership position in the

coming academic year. 5.42

7. I am contented about the Project. 5.03

8. I will recommend my schoolmates to join the Project. 5.25

9. I agree the aims of the Project are achieved. 5



Strengthening School Administration Management Grant (SAMG)




Amount of spending

HK$

Administrative

procedure and

teaching-related

administrative

work

1. To relieve teachers’

non-teaching

workload

1. To procure MTR

Campus

Management System

to provide support on

school administration

September 2016 –

August 2017

Actual expense : $132,730

Total: 132,730

Appendix 9



Learning and Support Grant(LSG)




Amount of spending

HK$

Support students

in special

education needs

1. Deployment of

manpower and

resources to cater

for the care and

special education

needs of the

students

To employ teaching

assistant to take care of

the students in classroom

learning and daily school

life.

To employ teacher to

teach and assist in the

cultivation of values to

students

September 2016 –

August 2017


To hire external

professional tutor to

provide special program

on learning to students

September 2016 –

August 2017


2. To buy external

service to assist

teachers in

conducting tailor

made programme to

cater for the care

and special

education needs of

the students

To conduct activities and

workshops

September 2016 –

August 2017


3. To buy teaching

aids and reference

materials used in

the learning

activities for special

education needs of

the students

To use teaching aids in

the learning activities

September 2016 –

August 2017


Total:

161,286.86

Appendix 10

Endorsed by

The Incorporated Management Committee of


Submitted by: __Kitty Wong__

Ms. Wong Sau Ping, Kitty

Principal

Date: 30 November 2017

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