Valtorta College

School Report

2017 – 2018

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Contents (1) Our School

(2) Achievements and Reflection on Major Concerns

(3) Our Learning and Teaching

(4) Support for Student Development

(5) Student Performance

(6) Financial Summary

(7) Feedback on Future Planning

(8) Appendix – Awardees of internal and external scholarship 2017-18

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(1) Our School

1. Core Values and School Mission

The School cherishes the vision that all Valtortan will develop into future leaders with the

attributes of hardworking, excellent, affectionate, responsible and thoughtful. The

Incorporated Management Committee, the Principal and teachers pledged to join hands

with parents and members of the community to provide our students with a well-rounded

education which includes the aspects of spirituality, virtue, knowledge, health, community

spirit and aesthetics, and work towards developing fully our students’ potential to be of

service to society, spread the Good News of God’s love and help our students to discover

the real meaning and value of their lives.

2. A Brief Introduction of the School

Valtorta College was founded in 1976 during a period when Tai Po changed rapidly from a

market town to a New Town. It was named in commemoration of Bishop Henry Valtorta,

one of the most outstanding and courageous Catholic Bishops of the Hong Kong Diocese.

It is a subsidised co-educational secondary school and is sponsored by the Catholic Diocese

of Hong Kong.

Thanks to the foresight of the Diocese, our late supervisor, Fr. Santinon and a group of

church people, a small woody hill on which our college now stands was purchased at zero

premium from the government. Due to the delay by the school builders, teachers and

students were struggling to conduct lessons on the school premises of a neighbouring

secondary school in 1976 - 1977 school year.

The school is now under the governance of the Incorporated Management Committee

(IMC) which was established in 1st March 2014. The IMC is comprised of fifteen managers,

which includes, the Supervisor and seven managers appointed by the School Sponsoring

Body, the Principal as an ex officio, one manager and one alternate manager each from the

parent and teacher categories, one alumnus manager as well as one independent manager. It

is worth noting that the establishment of IMC helped to increase transparency in

management, sense of accountability over teaching and learning effectiveness and

flexibility in resource deployment of the school.

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3. School Management

Members of the Incorporated Management Committee

Miss Alice Woo Wai See Supervisor

Ms. Ho Miu Chun Michelle Principal

Rev. Jean Sylvere Mbuela Pfuti School Sponsoring Body (SSB) Manager

Rev. Fr. Cheung Lok Tin, Cyril SSB Manager

Mr. Hong Man Hoi, Michael SSB Manager

Prof Albert Li SSB Manager

Mr. Lau Wai Kit SSB Manager

Mr. Kwan Chung Ming SSB Manager

Mr. Hon Sze Ping Steven SSB Alternate Manager

Dr. Kok Dick Shun Louis Parent Manager

Mr. Chan Chun Chit, Richard Parent Alternate Manager

Mr. Yeung Wai Kee Teacher Manager

Ms. Lau Shun Yu Joan Teacher Alternate Manager

Mr. Yau Shu Cheung Alumni Manager

Mr. Yau Chi Lap Joseph Independent Manager

4. Our Teachers

The school has 57 teaching staff. Their experiences and qualifications are shown in the

tables below.

4.1 Qualifications

Post-graduate Diploma/

Certificate in Education

Bachelor Degree Master or Doctor

Degree

Special educational

needs (SEN) trained

100% 95% 44% 16%

4.2 Teaching Experience

0 – 4 Years 5 – 10 Years 11-15 Years Over 15 Years

5% 16% 17% 36%

4.3 Teachers’ Professional Development

Three school-based staff professional development programmes which included

experience sharing sessions were conducted. Themes were kept closely in line with the

school’s major concerns so as to address teachers’ needs. Details were as follows:

(1) The 1st Staff Development Day (SDD) was held on 25thAugust 2017 (Fri).

The theme was “Preparation for the school visits by School Ethos and Core

Values Support Group of the Catholic Education Office「優化法團校董會管理

計劃－天主教學校校風及核心價值教育支援」探訪”. There were sharing

sessions by Father Cheung and Principal Ho, presentation by Miss Chan (LF)

and group discussion and presentation, a conclusion and prayer.

(2) Second Staff Development (SD) Day was organised on 12th February 2018. In the

morning session, Vice Principal Mr. WONG Ka Leung shared and elaborated

the way to conduct a class observation. After that, our school social worker

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Mr. Ivan CHAN conducted a teacher training on ‘Effective Communication

with Students of Different Temperament’「如何與不同氣質學生有效溝通-

性格透視體驗活動」and in the afternoon, Principal HO and Vice Principal

Mr. WONG Ka Leung conducted a sharing on how to enhance students’

motivation and responsibility for learning in response to interim review to

School Major Concern 2. (3) The 3rd Staff Development Day was held on 7th June 2018 at Sisters of St Paul de

Chartres (Hong Kong) and divided into two sessions. The first session was

conducted by Rev. KWAN Tsun-tong, Thomas on the topic of 「恩主情．教育夢」

and the second session was conducted by Dr. Lam 林煒醫生, the theme was “Joy

to the Work and Happiness to Life”.

5. Our Students

5.1 Class organisation and number of students in the school year 2017 – 2018:

Secondary 1 2 3 4 5 6 Total

No. of classes 4 4 4 4 4 4 24

No. of students 125 121 123 116 125 129 739

5.2 Students’ Attendance

Secondary 1 2 3 4 5 6 Average

2017-18 97% 97.4% 96.3 95.1% 95.6% 93.5% 96%

5.3 Destination of F6 Graduates

Local Bachelor degree programmes &

sub-degree programmes Study abroad Others

% 89 7 4

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(2) Achievements and Reflection on Major Concerns

Major Concern 1.1 : To strengthen the school administration management thereby unleashing teachers’ capacity

Achievements

To strengthen the school administration management thereby unleashing teachers’ capacity, the

following school management measures and school premises improvement items were

implemented.

(a) The newly established School Administration Committee (SAC) discussed school matters

related to the school administration. As the composition of the SAC had wide representation

including the Principal, all senior staff at promotion rank, Teacher managers and elected

teacher representatives, the resolutions of the SAC were more readily accepted by staff of the

school.

(b) Thermal Camera System for automatic measurement of body temperature of students so as to

release teachers’ workload in monitoring body temperature of students.

(c) Lockers for mobile phones of students to help teachers in keeping school disciplines.

(d) Access Control System to help teachers in keeping school disciplines and school security.

(e) Enhanced Intercom System

(f) E-attendance System to save teachers’ time in monitoring attendance registers

(g) New Drawer Cabinet for teachers

(h) Addition of telephone lines and telephone set for teachers

(i) Larger monitors in staff rooms for teachers to enhance their efficiency in handling teaching

and administration document

(j) Projectors and screen at the School Hall for better presentation of teaching

(k) 3D printer to facilitate teachers in enriching the TEKLA curriculum and STEM education

(l) New Projectors in various classrooms to facilitate teaching of teachers

(m) New standard telephone message slip for staff in recording more accurate and adequate

information for teachers from parents and stakeholders.

(n) Standard application forms for official leave, sick leave and leaving HK during major

holidays so as to release teachers’ time in preparing these applications.

(o) Cabinet for each class outside General Office to improve efficiency of teachers in providing

and sending document to classes.

(p) PA system for all classrooms to help teachers in communicating with classes.

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Major Concern 1.2 : To build a stronger bond between various stakeholders of the school

Achievements

To build a stronger bond between stakeholders of the school, information collected from

stakeholders including students, teachers and parents in the Stakeholders Survey (APASO) were

analysed and the analysis formed part of the basis in the formulation of future School Major

Concerns.

Through arranging or participating in different events, the Principal strived to build a stronger

bond with various stakeholders.

A. Bonding with Students

(a) Participating the Form 1 Orientation Day.

(b) Participating the School Picnic with students

(c) Participating the Parents’ Night with students

(d) Supporting the Boys’ Soccer Team in the Final game of Tai Po District Inter-School Football

Competition (Grade C). It was glad that we obtained a record-breaking good result and were

the Overall Grade C Champion of the Competition.

(e) Supporting the Girls’ Basketball Team in the Final game of Northern District Inter-School

Basketball Competition (Grade C). It was glad that we obtained a record-breaking good result

and were the First-Runner-Up of the Competition, the winner of the Improvement Award and

the winner of the Best-Ten Girls’ Basketball Team.

(f) Regular sharings during cycle assemblies

(g) Regular Lunch with students

(h) Participating the event “Run for the Future” with students and teachers in the Sports Day

(i) Joining Prefect BBQ with students

(j) Joining Community Service BBQ with students

(k) The Principal also prepared a encouragement book mark on the five core values of Catholic

Education with signatures of parents, teachers, and the Principal for each student as a blessing

and as an aide-memoire to strengthen the bond with students.

B. Bonding with Teachers

(a) New Suggestion Box for teacher to provide comments, views and feedbacks

(b) Staff Meetings to share with, collect views from and discuss with staff on issues related to

them

(c) Teacher Group with SAC members as group leader

(d) Family letter to staff to greet and appreciate teachers’ efforts especially before festivals and to

update staff on progress and development of issues related to them

(e) Participating the Parents-Teachers Relay in the Sports Day to strengthen the bonding with

teachers

(f) Thank you cards to teachers to appreciate their dedication and efforts

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C. Bonding with Parents

(a) Attending Meetings of PTA with parents

(b) Organising Parents Talk with representatives of HKU Admissions Office as speakers

(c) Organising Parents’ Day

(d) Participating the Parents-Teachers Relay in the Sports Day to strengthen the bonding with

parents

(e) “Parents-Also-Appreciate-Teachers” Drive

(f) Parents’ participation in the “Blessing Ceremony of F.6 Graduates”

(g) Participating the PTA Picnic

(h) Parents’ participation (preparation of refreshment) in the Evangelization Week

(i) Parents’ participation in the Caritas raffle tickets and Bazaar

(j) Parents’ participation in the Christmas Celebration activities

(k) Parents’ participation in preparing Blessing & Encouragement Cards for students

D. Bonding with Community

(a) The Principal paid School Visits to Tai Po District Primary Schools to promote stronger

bonding and to facilitate better bridging for primary to secondary

(b) The Principal gave Pre-S.1 Talks organised by various primary schools to introduce the

School

(c) The Principal joined the Tai Po District Secondary School Heads Association to strengthen the

communication with other schools in the vicinity for the betterment of students of Tai Po

District as a whole

(d) Communication and collaboration with various universities

(e) Communication and coordination with the parish and charity organisations

(f) The Principal together with catholic teachers had get-together lunch with priests of the

parish.

(g) The Principal attended the ‘Pun Choi Feast’ organised by the Alumni to strengthen the

bonding with alumni.

(h) Organising Form 1 Information Day for the community

(i) Organising Open Day for the community

(j) Organising the “Valtortan Book Fair” which was also open for primary students

Reflection

It is noted that the efficiency and effectiveness of the school administration has been greatly

enhanced through the establishment of the SAC. Members of the SAC may be encouraged to

convey and explain to their peer staff the resolutions of the SAC with a view to obtaining

consensus and agreement of staff and collecting feedback for review.

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Major concern 2.1 : To enhance students’ motivation and responsibility for learning

Achievements

To develop and sustain students’ motivation and interest in reading, the school promoted reading

in a more strategic manner. On this, the “Book Fair 2018” was held from 17th to 19th April 2018.

Guests and writers shared their views and experience in reading and writing.

Apart from “Book Fair”, the school also organised the “Book Crossing” event. English books

from Australia and the USA were placed in the open book shelves in various locations inside the

school for students to freely pick up one for reading at any time. Students were encouraged to

participate and to write comments on the books.

To arouse students’ motivation in learning and to create a proactive and positive learning

atmosphere at school, some study rooms were opened for senior forms, viz. F4, F5 and F.6,

students in the school day afternoons. To sustain students’ motivation towards learning by early

identifying students’ learning difficulties, Alumni who had obtained good academic results were

invited to be the tutors and to give guidance to F.4 and F.5 students in the study room. A series

of talks on study skills and examination skills were arranged for F.5 students to prepare them for

the challenges in their senior secondary education. In addition, Pre-S1 Summer Bridging

Programme and Summer Enhancement Programme were arranged during summer holiday so

that students were better prepared for their learning when the school term commenced.

To nurture students’ constructive learning habits and attitudes so as to enhance students’

motivation in learning, one good channel is instilling the STEM education through the “Form 2

Project Learning”. Through the “Form 2 Project Learning”, students’ ability in integrating and

applying knowledge and skills across STEM-related disciplines were strengthened.

Cross KLA-based and subject-based approach were adopted by the related subjects in order to

incorporate elements of STEM education into the school curriculum. Moreover, various

development programmes or competitions related to STEM education were joined. Relevant

activities were also be held, such as Robots Class.

The School not only integrates STEM into part of our curriculum, but also encourages our

students to participate in various extra-curricular STEM activities to further develop their

integrated skills.

Besides, a series of talks on career and life planning, study skills, goal setting etc. were arranged

for F3 students to prepare them for the challenges in their senior secondary education. Talks and

special programmes on topic of career path planning, personal goal setting, study skills,

examination skills and JUPAS were arranged for F6 students to arouse students’ awareness

towards academic performance. These talks facilitated students to plan their future life and

hence would enhance the motivation of students for learning.

To create a good atmosphere on studies, students were encouraged to strike a balance between

studies and extra-curricular activities. F6 students’ participation in extra-curricular activities

would only be reduced after November so that they could focus more on their preparation for

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public examinations.

To encourage and to enhance motivation of F6 students for learning, a Blessing Ceremony was

held for F6 graduate before their HKDSE. Each F6 student received a red packet from the

Principal containing a “New Year Evangelistic Card”, a blessing card and a cross filled with salt.

Parents also gave students a small gift for encouragement. Teachers, parents and the Principal all

wished students good results in the HKDSE.

New large monitors were installed in the school hall to display learning results of students.

Students were motivated to learn as their learning results/products would be displayed for the

appreciation of students, teachers and parents.

Lockers for mobile phones of students were also installed for temporary storage so that students

could avoid being disturbed or distracted during lessens. As a result, students would be more

concentrated in their learning at school.

To enhance teaching and learning for the benefit of students and fulfill the need of students in

learning, the teaching and learning hours for the first, the second and the third lessons were

changed from 35 minutes to 40 minutes.

Major Concern 2.2 To strengthen students’ learning through releasing the potential of IT

in enhancing interactive learning and teaching experiences

Achievements

To strengthen students’ learning through releasing the potential of IT in enhancing interactive

learning and teaching experiences, the school aims to encourage more departments to incorporate

e-learning in their scheme of work, to promote e-learning training workshops and peer sharing

opportunities for teachers, and to provide more opportunities for students to use mobile devices in

their learning.

A review on the use of e-learning across different subjects in regards to boosting the overall

teaching and learning effectiveness was conducted. The review revealed that all subjects had

made good use of e-resources, e-applications, e-learning platforms and post-teaching activities for

self-directed learning.

The Computer Department participated in the E-Textbook Market Development Scheme

(EMADS) and launched the implementation and integration of e-textbooks in learning and

teaching in the junior forms and contributed suggestions to the development and application of

the e-materials.

Several teachers of different subjects attended various talks and training workshops about

mobile teaching and learning. In-house training was also conducted for all the staff to prepare

for the EDB’s Wi-Fi 900 e-Learning project.

To help optimize learning and collaboration among students, teachers, and the school and to

prepare students for the all-wireless world that awaits them once they graduate, there was a need

to provide anywhere access within the school to online resources through School Wireless

Network. To cater for such need, the infrastructure of the school were being upgraded by

installing optical fibre system to support releasing the potential of IT in learning, so as to

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increase the data flow capacity of the information system for enhancing interactive learning with

classes.

It was planned that some classrooms would be converted into a special room for STEM

Education. Camera 360 and 3D Printer were purchased and a series of training workshops had

been conducted to teach students to use the 3D Printer. Wifi services were available in all

classrooms and iPads were ready for teaching and learning.

To enhance the use of IT in teaching and learning, cross KLA-based and subject-based

approaches had been adopted in the STEM Education curriculum. Through project learning

activities, students strengthen their abilities in integrating and applying knowledge and skills

across STEM-related disciplines. Besides, Geography and ICT department successfully applied

for “Call for Applications for 2017/18 Enriched IT Activities Programme” to implement the

proposed project entitled “Experience virtual field trips on physical landforms for learning of

Geography” on the development of VR/AR-based e-learning materials.

With respect to co-curriculum activity, the Robotic Club was set up and students were led to

explore science and technology with robotics and other innovative programs provided. In

addition, students also participated in the Project “Community EXPLORE: From Science to

Action” organised by the Division of Environment and Sustainability of The Hong Kong

University of Science and Technology. Through these IT activities and projects, students’

interactive learning experience were enhanced.

Reflection

Successful practices and tryouts in respect of the use of e-learning across different subjects to

boost the overall teaching and learning effectiveness by making good use of e-resources,

e-applications, e-learning platforms and post-teaching activities for self-directed learning should

be shared across departments and disciplines in the near future.

The “Book Fair” and “Book Crossing” events have successfully aroused students’ interest in

reading and self-studying. They should be further strengthened and encouraged to become a

“culture” of the school.

Major concern 3.1: To promote a culture of team spirit, mutual respect and positive

thinking

Achievements

Various training activities on promoting team spirit, mutual respect and positive thinking for

students were conducted / held inside and outside the school throughout the school year.

House activities have provided vast opportunities for students who excel in sports to enhance their

house spirits and mutual respect.

The orientation training programme for new prefects was tailor-made to cope with their needs.

Activities on team building and goal setting were conducted with good responses.

Alumni who had obtained good academic results were invited to be the tutors and to give

guidance to F.4 and F.5 students in the study room. Some helpful VC graduates were employed to

help the repeaters, SEN students or low achievers with poor family support in two-phase tutorial.

All students volunteered to participate in this tutorial and most of them have put effort to improve

their academic results.

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Promotion of team spirit of students cannot be done successfully without teachers. Apart from the

activities promoting team spirit of students, the school has also promoted a culture of team spirit

and mutual respect among staff. Staff Development Days were held regularly to promote team

spirit.

A “family photo” was taken to enhance the sense of belonging of staff. All the staff participated

and they grouped together to form the shape of a heart in the photo. The team spirit of staff was

encouraged.

There was a 5-10 minutes Staff Development Session during each Staff Meeting in which

different subject committees or teams will have some sharing which promote staff development

and establish a better communication among colleagues.

To encourage team spirit and mutual respect and to prepare for cross-curriculum collaboration

among different subjects, the Hong Kong Catholic Diocesan Secondary Schools English

Language Education Committee organized a seminar on “The Role of English Teachers in

Support of STEM Education” at the school. Our English teacher played the main supporting role

for the seminar. Through the seminar, teachers learned the importance of team spirit and mutual

respect for cross-curriculum collaboration.

Major concern 3.2: To equip students to be future leaders with Valtortan attributes

(H.E.A.R.T.) and core values of Catholic Education (Truth, Justice, Love, Life, Family)

Achievements

To equip students with Valtortan attributes and core values of Catholic Education, various

activities for different stakeholders were arranged.

Students learn Valtortan attributes and core values of Catholic Education from teachers. To

strengthen teachers’ understanding of the core values of Catholic Education, the theme for one of

the Staff Development Days was “Preparation for the school visits by School Ethos and Core

Values Support Group of the Catholic Education Office”. There were sharing sessions by Father

Cheung and group discussion, presentation, conclusion and prayer on school ethos and core

values of Catholic Education which inspired teachers a lot.

In addition, the Principal and vice Principals also attended the Educational Talks by Rev. Fr. Lui

on “Implementation of the Five Core Values of the Catholic Education” to strengthen their

knowledge and understanding in the implementation of Catholic Education with a view to

equipping students with the core values of Catholic Education.

In the “New F.1 Orientation” which was conducted for F.1 students and their parents to know

more about the School, the core values of Catholic Education and Valtortan attributes were

introduced to participants including New F.1 students so that students obtained a full

understanding of the core values and attributes.

In the Opening Ceremony of the New School Term led by Fr. Cheung, the theme was set as

“Love, Affectionate’. Members of the Student Association, the four Houses and the Catholic

Society helped in the ceremony and distributed small gifts to the school supervisor and all

teaching staff to demonstrate ‘love’ and ‘affectionate’.

In the regular cycle assemblies in which all students would attend, there were sharings on the core

values of Catholic Education and Valtortan attributes so that students’ knowledge and

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understanding on the core values and attributes were reinforced.

To enable students to learn more from the patron saints / Quotes of Love, patron saints were

introduced to students in the morning assemblies in November and through a display board near

staff rooms.

The theme of the Christmas Liturgy was chosen as “Love, Affectionate” to respond to the

Valtortan attributes and core values of Catholic Education.

To let students understand the Catholic Church, the core values of the church viz. “Love and

Care” and the attitude and mission towards life, the school arranged the programme “The Sheep”

for F2 students which was organised by the Diocesan Youth Commission.

To practise the Valtortan attributes and core values of Catholic Education, students participated in

various social service activities.

In the service for elderly at the New Territories PHAB (Physically Handicapped and

Able-Bodied) Centre at Tai Po, students provided house cleaning service to seniors who were

unable to complete the physical activity necessary to keep their house clean. Students learned how

to take care of elder people. They helped the elderly to clean their houses, complete some simple

household work and talk with them. Through this valuable experience, students were aware of

taking care for the elderly in need.

In the workshop on “Knowing about the needs of the elderly” cum Visit to the Care and Attention

Home for the Elderly, students visited the Pao Siu Loong Care & Attention Home in Tai Po.

Through activities during the visit, students learnt more about how to take care of elder people.

They designed and organized a lot of games, performance and activities for the elderly. After the

activity, some elderlies and social work of the Pao Siu Loong Care & Attention Home visited the

school, shared and made crafts with students. In return, students went to the Pao Siu Loong Care

& Attention Home to hold activities with the elderly and to decorate the environment of the

elderly home. Through these valuable experiences, students realized the importance of a caring

and harmonious community.

Students also wrote Christmas cards to patients of Kwong Wah Hospital and Wong Tai Sin

Hospital. Through sending their blessings and regards to the sickness, students practised the core

values of Catholic Education.

Apart from the above, students also joined the Beach Cleanup program at Sha Lan Beach in Tai

Po. In the activity, students picked up the rubbish and debris of plastic and tiles. They learnt the

importance of environment protection.

The F.1 Inter-Class Bible Choral Speaking Competition and F.2 Inter-Class Religious Songs

Singing Competition were held to reinforce the core values of Catholic Education for students.

Students through reciting Bible verses and singing popular songs on ‘love’ in the competitions got

to think and learn more on core values of Catholic Education.

The Poor-Rich Banquet was also launched to raise the awareness of students for the poverty and

to love the others so that they had chances in experiencing and practising Valtortan attributes and

core values of Catholic Education.

To arouse the interest of the students in the meaning of Lent and Easter, the Lent & Board

Competition in March was held. The Theme was “Love” and bible verses were given to classes as

reference. Through this competition, students learned the meaning of “love” and the core values

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of Catholic Education.

Students also learned and practised the Valtortan attributes and the core values of Catholic

Education in the series of activities during the Evangelization Week. The theme of the

Evangelization Week was “Let Love Pass On”. Students participated in the Chinese Opera “Jesus

Christ is Born”, which was trained and supported by Director James Mak and Bonfire Art

Organization. Director Mak shared with teachers and students on how to provide the lost with a

new lease of life by introducing Christian religious through Chinese Opera. In the Evangelization

Concert, music live bands of students performed various songs to show the love of God and the

love of people. Fr. Francis Vergara Mahilium, Fr. Cyril Cheung and social worker also

participated and sang songs for the concert. Catholic parents and volunteer parents prepared

dessert for students so that students would have a warm feeling of home and love at school. In

addition, through the event “Love this Class” and Afternoon Jukebox, students showed their love

to their schoolmates and their gratefulness to their teachers.

The Principal also prepared a book mark on the five core values of Catholic Education with

signatures of parents, teachers, and the Principal for each student as a blessing and as an

aide-memoire.

Reflection

To promote team spirit and mutual respect among staff, more collaborative teaching and lesson

study may be conducted so that teachers can learn from peers in a supportive environment.

Apart from the above, the followings may also be pursued.

1. Extending the leadership training programmes to junior forms

It is a good practice for the school to hold leadership programmes for students in the 2017/2018

school year. The school should keep on providing different varieties of activities to establish a

school life environment filled with healthy and positive thinking.

Teachers should recommend more junior form students to take up official posts or act as helpers

in different club committees and share these experiences in school assemblies. This would

prepare junior form students to be ready for the challenges to be a good leader in senior forms.

The school will put more effort to enhance musical and artistic activities in the 2018/2019

school year.

The school will try to promote the scheme “One Sport, One Art” in junior forms in the

2018/2019 school year. This would help our students to explore different areas and issues of

their interests.

2. Strengthening the whole-school approach to support positive student behaviour

Strategic plan for coping with specific needs of each form should be devised. The specific

needs can be identified from statistical records, questionnaires survey results and observations

from teachers and social workers.

The role of form co-ordinators should be strengthened, so that they can identify the specific

needs of their respective form and suggest feasible plans to instil students with good behaviour.

More effort should be put in dealing with non-attendance cases. Collaboration with class

teachers, Guidance Team and social workers should be enhanced to handle complicated cases.

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(3) Our Learning and Teaching 3.1 2018/19 Form 1 Attainment Test

The Form 1 Attainment tests were conducted and it was found that there was a slight

improvement in the English Language. The average mark of the English test rose from 56.9

to 62.3. However, there was a significant drop in the Chinese Language and Mathematics.

The average mark of the Chinese test dropped from 63.4 to 58.4 and that of the

Mathematics test dropped from 71.6 to 62.4. Data has been given to the respective subject

panels and class teachers for their reference. To address the above drop, special attention

will be given to students who have weak foundation in languages through small class

teaching in junior forms.

3.2 JUPAS 2018

(a) The percentage of the F.6 students given a JUPUS offer was over 70%, which was

slightly higher than last year’s.

(b) It is hoped that there will be an improvement in examination results the year after.

Measures are to be put in place to support students to score 15-19 marks in the

HKDSE and strengthen their foundation in languages.

(c) Supporting measures in the four aspects were discussed and agreed in the Academic

Meeting or Subjects Panel Meeting:

i. A range of talks or special programmes on topics such as JUPAS introduction, career

path planning, personal goal setting, study skills and examination skills will be arranged

for Form 6 students in order to raise their awareness towards academic performance.

ii. To foster a conducive atmosphere for studying, the school will strike a balance between

studies and extra-curricular activities. It was agreed that Form 6 students’ participation

in school extra-curricular activities would be reduced from November onwards.

iii. After-school learning and support programmes for Form 6 students will be launched.

Self-study rooms will be opened from 4:00 to 6:00 p.m. Alumni with good academic

results will be invited to provide assistance to students in self–study rooms. Besides, to

help students acquire “22222”, those who fail in three or more subjects in the

assessment week are required to stay in the self-study room at least two times a week

from mid-Nov onwards.

iv. Policies to enhance students’ Chinese Language results

With a view to improving the examination results in the Chinese Language, Miss

Wong Fung Yee, an awardee of the Chief Executive's Award for Teaching Excellence

in Chinese Language Education Key Learning Area, will be invited to conduct a series

of seminars and talks for our teachers and Form 6 students on teaching and learning

the Chinese Language.

3.3 P-I-E of Basic Law Education

Under the whole-school curriculum planning, the Basic Law Education will be introduced

through different curriculum such as Life Education (Form 1-3), Geography, Chinese

History, History and Liberal Studies. Professional dialogue with relevant subject teachers

regarding the implementation of the Basic Law Education has been under way. Teaching

schedules and materials have been drafted for implementation in the coming year. To

consolidate students’ learning and cultivate their interest in the Basic Law, relevant

learning activities such as debates and quiz competitions will also be held.

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3.4 STEM Education and E-learning

One good channel in instilling the STEM education is the Form 2 Project Learning.

Through the Form 2 project learning, students’ ability in integrating and applying

knowledge and skills across STEM-related disciplines will be strengthened.

Cross KLA-based and subject-based approach will also be adopted by the related subjects

in order to incorporate elements of STEM education into the school curriculum. Moreover,

various development programmes or competitions related to STEM education are joined.

Relevant activities such as Robots Class will also be held.

With the support of members of IT in Education Team, different KLAs were able to apply

teaching pedagogies using iPads more effectively in the classroom. Flipped classrooms

were tried out in certain subjects, allowing avenues for self-directed learning. With deeper

cooperation among the academic departments and functional teams, we expect more

in-depth discussion and collaborations in the near future. To this end, the IT in Education

Team is always ready to help with departmental strategies to ensure long-term sustainable

development.

3.5 Learning outside classroom

Teachers from different subject departments (BAFS, Chinese History, English and etc.)

arranged subject-focused overseas trips that enabled both students and teachers to acquire

subject-specific global knowledge outside the classroom. There were also extended

learning opportunities in various subjects outside the classroom. Field work of Biology and

Geography, experiential learning activities (Science, Visual Arts, Religious Studies and etc.)

and special programmes organized by Robotics Club, Maths Club and Science Club help to

provide students with a spectrum of learning experiences for their individual development.

3.6 MOI

In order to create a language-rich environment, CAC announcements are made in English

as much as possible under the Whole-School Language Policy. Teachers are encouraged to

use English to lead the prayer and share their thoughts in morning assemblies. However,

due consideration has been given to different subjects or teams to make their

announcements in Cantonese or Putonghua. It is expected that the Student Association,

playing the role of student leaders, will use English more often in making announcements.

Besides, all promotional leaflets, posters, notices and messages displayed on the notice

boards are to be written in English or bilingually (Chinese and English).

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(4) Support for Student Development

The following sections highlighted various student support services provided by

Committees and Teams under the coordination of the Pastoral Care Committee:

4.1 Guidance and SEN services

Proactive programs

In order to deal with the anxiety and emotional problems of students, we organize two QEF

projects namely Joyful @VC and My heart My Mind with the great help of our school

social workers. Target students were interviewed and their skills of managing difficult

situation were discussed. Some of them were encouraged to participate in our

developmental programs. The responses were encouraging.

Case Handling and Support for SEN students

The Guidance Team had interviewed all repeaters several times. They were encouraged

to do better this year. Private tutoring was offered to low achievers and SEN students.

They found the tutors very helpful to them. SEN students were assisted to adapt to

their studies and school life.

IEP (Individual Education Program) was written for a tier 3 student with the consent of

parents and the student. Individual guidance, class activities and group activities were

provided to cater for student’s needs of integrating into campus life. Regular joint party

meetings were organized to discuss the progress of the program.

Social workers have organised various group activities, such as F.1 School adjustment

group, F.5 development group, hiking, circus playing and rifle shooting, to engage

some low achievers or internet addicts to cultivate a sense of achievement among them.

On a case-by-case basis, with client’s consent, there is sharing of information about

current case situation between guidance master, class teachers & school social workers.

Whereas appropriate, case conferences were held to discuss individual cases.

Teachers’ professional development in catering for students with SEN

By the end of the school year 2017/18, the number of teachers who had completed the Basic

Course, Advanced course and Thematic courses for Special Education Training were 9, 4

and 7 respectively. (Note: the % of teachers having received SEN Training by the end of

2017/18 school year is 22%)

Participation in the Tai Po School Network Programme on Supporting Diverse Learning

Needs: Valtorta College continues to be one of the core schools organising this programme

together with EDB’s Tai Po District School Development Section. SEN team members and

teachers in relevant subjects had participated in all the three workshops in 2017-18 on

strategies to cater for students’ diverse learning needs in learning and teaching.

Support for F.1

An “Adventure Based Training” program was organized on 30.8.2017. The objectives

of the training activity were to raise their sense of unity and self-confidence to face new

challenges in their secondary school life. The questionnaire feedback showed that the

students found the training very interesting and exciting.

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In order to help Form One students to make a better adaptation and adjustment to a new

learning environment in the first term, the first phase “Mentor Scheme” was

implemented. A series of training programs were organized to help 24 Student Mentors

carry out their duties. In our evaluation with the students, we found that the scheme was

successful in helping the new-comers.

This year VIA(Values in Action) program was introduced in F.1 to instil students with

positive thinking and mutual respect. Form 1 students participated in the online

questionnaires of the 24 inner strengths. Results of the 4 classes were analysed and

were given to students and class teachers. On Parent’s Day, a report of the 24 inner

strengths of each student was given to parents, so that parents can understand their

children’s strengths.

In order to help students living in Shenzhen adapt to the learning environment in VC,

regular meetings were organized for them to improve their study skills and share among

themselves the problems they faced in VC.

4.2 Career and Life Planning(CLP) Education

Various career-related activities were held to

Facilitate students review their work plan and career objectives.

Empower students make informed choice when it comes to career decision.

Facilitate students explore different career paths, opportunities and hence develop their

career aspiration.

Equip students with basic job hunting skills and manner.

Facilitate students apply for post-secondary education

Train class teachers and counsellors so that they may ably assist students.

Many visits were arranged, so that students would have better understanding of their study and

career paths. e.g. UGC funded Universities – HKU, CUHK, HKUST, POLYU

Various talks and sharing were arranged. They included Alumni Sharing for F.6, admission

talks from various tertiary institutions, F3 subject selection talk, talks for preparing DSE and

JUPAS, Mock release of HKDSE and talk for Further studies in Asia countries. The responses

from students were encouraging.

Higher form students also joined various activities organised by BSPP. They included 中醫工

作體驗, 青年工程師體驗計劃 2019「工程進化論」and「與司局長同行」計劃.

School based CLP Lessons were conducted in junior forms in the Life Education lessons. In

F.4, career lessons were designed according to the findings from career mapping test results.

4.3 Co-curricular Activities

In this year, we have introduce different activities for the students. We expect our

students to have a healthy school life through those activities. Our PE teachers and

social worker had form different sports teams such badminton, basketball, volleyball,

soccer, cross country, athletic, rifle shooting teams. Those sports activities provide a

message of health and positive thinking for our students with the attributes such as

Hardworking and Excellent in school. We find that many students love those sports

activities and reduce their stress.

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The Four Houses captains and committees had gained the experiences of organizing

activities including planning with documentation, venue and materials preparation,

making announcement, co-operation with others. We advise them to distribute some

tasks to the F.4 and F.3 committee members to develop their leadership for the coming

year. The team spirit of Four Houses was strong in the past year. House members were

willing to support and join the house activities especially Sports Day and Cheering

Team Competition.

Leadership Training Program

Clubs and societies, 4 houses and 2 S.A. cabinets joined the promotion booths on F.1

orientation day on 26th August 2017 and the first school day on 1st September. On the

F.1 orientation day, new F.1 students and their parents are welcomed to visit the booths

during the break and at the end of the program. Our students were active to reply for

the parents’ enquiries and opinions. It is a good practice and experience for them to

organize a simple event at the beginning.

The new leadership workshop 2017-2018 was held on 28th Jun 2018. The workshop is

mainly conducted by the student association. The committee members of the student

association shared their skills and experiences of organizing activities to the

participants. A discussion section was also conducted for the participants to plan for

the activities next year. The participants were requested to hand in their own proposal

of year plan to the club advisors. They also need to prepare the promotion booths on

1st August 2018 for F.1 orientation day.

Representatives of various clubs and student groups had made oral presentations during

cycle assemblies. They showed self-confidence and good presentation skills. This

practice can help to develop student leaders with sense of belonging and leadership.

4.4 Student Discipline

In general, most students behaved well. The Principal and teachers always reminded

students to demonstrate the Valtortan attributes and five cores of Catholic Education.

The Discipline Team presented statistical records to teachers in staff meetings. Data

was used to set up or adjust measures and strategies in student discipline. Whole-school

approach was adopted, joint meetings were held with the Guidance Team, Academic

Committee, class teachers, social workers, and educational psychologist from time to

time to handle cases.

The procedures of handling indiscipline cases and criteria of punishment were reviewed

and discussed in SAC and general staff meetings.

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4.5 Religious Education

以「愛德」此天主教教育核心價值為本年主題，透過周會主題分享、福傳周、不同的

體驗活動及宗教禮儀等滲透此訊息。

1) 已進行了 25次周會主題分享，讓同學在不同角度認識愛德的意義。周會中的老師

主題分享切合「愛德」此主題，部份令人印象深刻，對同學有正面影響。

2) 開學禮、聖誕禮儀及散學 禮均以「愛德」為主題， 透過神父的講道，讓同學 更

了解如何實踐愛德。

3) 福傳周以「愛德」為主 題，通過不同的活動，讓同學實踐愛德，讓愛傳遞。綜合

活動後的學生抽樣問卷調查結果所得，91%同學滿意福傳周的活動。當中 88%的同

學認同「每日一答」有助他們明白天主教教會對「愛」的看法。其餘活動，包括

班相設計、麥秋導演分享、點唱、故事分享、音樂會、禪繞畫、家長及老師派糖

水等均超過八成同學表示滿意。

4) 為提升校園的宗教氣氛，在中一至中四級設立祈禱大使，帶領同學在放學前祈禱。

大部份同學均懂得誦唸放學祈禱文，為讓全校師生一同參與放學祈禱，下年建議

全校推行。

5) 社會服務團

明愛慈善賣物會(沙田區)於 19/11(日) 沙田源禾路遊樂場舉辦。社會服務團 40 團

員於上學期 10月初開始籌辦攤位遊戲及義賣服務。義賣貨品除明愛大會提供外，

募集了校內同學和家長捐贈的物資，亦得到大埔社區商舖東主捐贈的貨品；遊戲

組團員配合大會主題設計「恩記列車載希望」遊戲，吸引不少遊人參與，義賣組

團員態度親切，積極呼籲義賣，盡顯愛心，傳遞關懷他人的訊息。我校更獲得場

內「攤位遊戲設計」冠軍及「口號創作比賽」亞軍。慈善賣物會及慈善獎券的義

賣為明愛籌得約港幣三萬元，成績令人鼓舞。

除一年一度的明愛賣物會外，社會服務團團員參與下列的社區關懷活動和服務：

「2018 大埔及北區規劃福利規劃研討會」、「東華三院包兆龍護理安老院探訪服

務」、「長者家居清潔服務」、「大埔沙欄沙灘清潔服務」等。

4.6 Moral, Civic & National Education Committee

1) 透過與不同科組及學會合作組織活動，豐富學生的學習經歷。與中文科合作，安

排高中及初中兩級同學作早會分享，幫助學生發展健康的生活習慣，培養正面的

人生觀與價值觀。本校於 9月 29日早會舉行升旗禮，並由時事學會同學分享對國

家的認識。負責老師於升旗禮前一天在早會指導同學於升旗禮時應有的態度，讓

同學學懂「尊重」此價值。 「遊劇場」於 10 月 16 日及 12 月 4 日的特別課節到

校分別為中三及中五級同學演出「智破迷魂賭」劇場。透過生動活潑的話劇配合

遊戲，以輕鬆的手法讓同學認識賭博所帶來的壞處，從而建立正確的價值觀。香

港話劇團於 12月 12日到校演出名為《巨 SING傳奇》的互動劇場，對象為中四級

學生，該劇以輕鬆活潑的手法及不同的處境，啟發學生思考正確的反貪方法，並

通過討論，教育同學反貪法例。

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2) 規劃其他學習經歷中德育及公民教育的相關活動，如升旗禮、社區活動、基本法

問答比賽、周會講座及境外交流團等。十名中四至中五同學於 16-20/9 參加了由

教育局主辦的「大連瀋陽參流團」，三十二名同學於 3/7-7/7 參加了本組舉辦的「西

安歷史文化及航天科技考察之旅」。過程順利，有賴同學的合作和守時，表現良好。

3) 透過課室清潔活動及比賽，提升學生的自律自理精神及對班的歸屬感，並實踐愛

德。本年度除舉行一次課室清潔比賽外，在九月初的特別課節及在七月的試後活

動舉行「課堂清潔日」，讓全班同學一起清潔課堂，目的為培育同學關愛校園，養

成良好的自理習慣，營造一個健康衛生的學習環境。同學願意實踐愛德，透過活

動，彰顯美德。

4.7 Awards and scholarships

Students were nominated to receive both internal and external scholarships and awards.

Details can be found in the Section “Student Performance”.

The existing award scheme was revised by integrating all existing internal awards and

merits. The proposed new award scheme was discussed in SAC and staff meetings. The

finalised scheme would be launched in 2018-19.

A team would be set up to handle matters relating to awards and scholarships in 2018-19.

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(5) Student Performance

5.1 Report of 2018 HKDSE Examination Results

There was a notable improvement in the 2018 HKDSE results as over 90% of our

students reached the entrance requirement for local Bachelor degree programmes and

sub-degree programmes.

2018 Hong Kong Diploma of Secondary Education Results

2018 HKDSE

% of Level

5** - 2

No. (%)

ENG 128 (99.2%)

CHI 126 (97.7%)

MATH (Core) 124 (96.1%)

MATH ( M1) 9 (60.0%)

MATH ( M2) 12 (92.3%)

LS 128 (99.2%)

BIO 31 (86.1%)

CHEM 40 (93.0%)

PHY 40 (100%)

BAFS 32 (97.0%)

ECON 31 (91.2%)

ICT 13 (100%)

CLIT 8 (100%)

CHIST 22 (95.7%)

GEOG 13 (72.2%)

HIST 13 (86.7%)

ERS 9 (100%)

MUSIC 4 (80.0%)

VA 13 (100%)

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5.2 Non-academic Achievements

Prize-giving Ceremony 2017-2018

List of Prize-winners

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(6) Financial Summary

A summary of the Income and expenditure for the year 2017-18 is shown in the table below:

2017-2018 Income ($) Expenditure ($)

Balance b/f (Government Funds and School Funds)

I. Government Funds

(1) EOEBG Grant

Total surplus for the school year: $548,875

(2) Other Grants

Total deficit for the school year: $531,441

7,436,625

48,022,085

6,887,750

48,553,526

Accumulated surplus as at the end of school year

(1) EOEBG Grant

(2) Other Grans

3,391,410

2,540,906

850,504

II. School Funds (General Funds)

Total surplus for the school year $168,039

1,950,971

1,782,932.10

Accumulated surplus as at the end of school year

3,486,527

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Report on the use of Strengthening School Administration Management Grant.

Area Item Evaluation

Expense

s

Administrative

work

加強學校行政管理津貼

「辦學團體統籌的協作

項目」分擔費用

Procedural guidelines in

communicating with the School

Sponsoring Body were established

and the school will be more

effective in recruiting the right

staff.

$50,000

Home-school

cooperation

eClass parent apps

(AUG/16 - AUG/18)

All teachers opine that the

electronic circular system reduced

the administrative workload in

distributing and collecting school

circulars and reply slips.

$41,700

Information

management &

communication

Building storage server Digitalisation of students’

information is in progress and

they will be stored in a systematic

way to facilitate the managing &

retrieving of student information .

$65,388

Student Support

& teaching

related

administrative

work

Student Data Analysis

System with DSE &

PRE-S1 analysis

functions for secondary

school

Procedureal guidelines were

establised in extracting student

assentment results from the school

WebSAMS system, and used as a

tracking system for identifying

students’ learning difficulties.

Teachers concerned opine that the

software can be used as an early

warning system and information

generated is a supporting

information for sustaining students’

motivation towards learning

$49,990

Information

management &

communication

Document Management

System

Digitalisation of documents and

framework with index system is in

progress to facilitate the managing,

storing and retrieving of Alumni

information and school documents.

$48,500

Total: $255,578

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(7) Feedback on Future Planning

The school major concerns include, inter alia, “equipping students to be future

leaders with Valtortan attributes (H.E.A.R.T.) and core values of Catholic

Education (Truth, Justice, Love, Life, Family). Our school has endeavored to

explore various resources and opportunities to support students pursuing these

goals.

On this, our school has been establishing new scholarships for our students such as

the VC Scholarships and Woo Fung Miu Ling scholarship. Apart from these

internal scholarships, our school has also been exploring opportunities for external

scholarships such as Children Charity Foundation Scholarship (童夢慈善基金會

獎學金), Concord Fortune Ming Tak Scholarship (港富明德奬學金), Link First

Generation University Student Scholarship (領展第一代大學生獎學金),客屬奬學

金 and HKICPA Scholarship for BAFS students

These various internal and external scholarships encourage, promote and support

the performances of students both in academic and non-academic fields. Our

school will continue to find new supports for various internal and external

scholarships for our students.

To broaden and promote students’ global views and experience so as to equip

students to be future leaders, our school has been forming partner sister-schools

with colleges outside Hong Kong, e.g. High School Attached to Capital Normal

University (首都師範大學附屬中學), and arranging overseas study visit such as

visits to Australia and New Zealand.

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(8) Appendix - Awardees of internal and external scholarship 2017-18

Internal Scholarship

Woo Fung Miu Ling Scholarship

Each receive $8,000

6E Choi Lai Yuen

6E Fong King Yui

6E Yeung Man Yee

Fr. N. Santinon Memorial Scholarship onChristian Values

5B Lau Chun Wai (2016-17)

6C Leung Chit

Financial Assistance (Diocesan Schools

6E Choi Lai Yuen

6E Fong King Yui

6E Yeung Man Yee

6E Lam Nga Yan

6D Lui Chun Wai

Woo Fung Miu Ling Education Fund

5A Lai Hiu Ching

5A Mak Lok Yan

5A Tang Yee Ming

5A Tsoi Ching Yau

5B Cheung Tsz Ying

5B Li Pak Yin Marco

5B Sheu Ying Tung

5C Chan Leong Ying

5D Wong Cheuk Ying

5E Cheng Yuet Yee

5E Choi Lai Yuen

5E Chow Chun Lai

5E To Yan Chun

5E Tong Hoi Lam

Diana Leung Award in History

6B Tsang Wai Lim

6C Mak Ngo Chun

VC Scholarship

1A Chan Tsz Chung

1A Yeung Shuk Ping

1A Zhang Lai Man

1B Leung Dik Sun

1B Ho Yan Man

1B Leung Dik Sun

1C Ng Lok Hei Michael

1C Fan Yiwen

1C Lai Hoi Lam

1D Chan Ching Yuet

1D Wong Wui Sum

1D Yim Po Yee

1D Leung Kwan Pik

1D Chu Chi Chung

1D Lock Ying Tung

1D Law Hei Laam

1D Wong Yu Ching

1D Cheung Chun Ho

1D Cheung Yee Man

1D Wong Wui Sum

2A Mai Aiai

2A Sun Hiu Ki Macy

2A Hui Hei Chi William

2B Law Yan Ki

2B Yeung Kwok Him

2B Cheung Kai Yat

2D Lo Pui Laam

2D Chan Ham Chit

2D Ng Sin Ching

2D Chung Chi Hang

2D Lau Sin Huen

2D Choi Wing Kiu

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2C Choi Ka Yan

2C Mak Tin Yan

2C Shak Hin Yee

2C Lo Ngo Yan

2D Chung Wing Yan

2D Chan Wai Yan

2D Liu Wing Sze

3A Yuen Wai Sum Ava

3A Lau Chak Wing

3B Chan Long Sang

3B Li Yee Lam

3C Liu Wing Jamie

3C Fong King Kiu

3D Ko Man Him

3D Kung Ka Chun

3D Lo Chi Yuen

3D Chan Lon Chun

3D Chan Hiu Ling

3D Yung Yat Hei

3D Ip Chin Chi

3D Tsui Wai Ying

3D Cheung Yee Lam

3D Mok Hoi Ki

3D Lo Lok Ho Issac

3D Ko Man Him

3D Kung Ka Chun

3D Tsui Wai Ying

3D Yung Yat Hei

4A Choy Yan Kit

4A Lee Kai Tik

4B Chung Ka Long

4B Lin Wai Ting Brian

4C Chan Hei Chit

4C Chan Sik Ming

4C Choi Hiu Man

4C Kong Ho Yau

4C Wong Sin Ying

4C 4C Chung Wing Yi

4C 4C Kong Ho Yau

4C 4C Wong Jon

4C 4C Yeung Tsz Lam

4C Kok Yu Hei

4D Chan Wai Yin

4D Cheung Kim Hang

4D Tam Ho Hin

4D Tsui Sin Ying

4D Yeung Jun Xiang

4D Yau Tsz Yau

4D Chan Chun Long

4D Chan Chun Nam

4D Wong Ching Kwan

5A Ng Hiu Laam

5B Ho Wing Kam

5B Yip Hanky Cheung Key

5C Ho Hong Pan

5C Or Lok Yee

5C Lee Wai Tak

5C Pang Hoi Yee

5C Tang Hoi Wan

5C Wong Chung Yin

5D Li Shing Ho Harrison

5D Ng Chi Fung

5D Chow Cheuk Yin

5D Lam Wai Kei

5D Xu Zening

5D Chan Yee Ting Elaine

5D Hui Lok Yin

5D Cheung Heung Yat

5D Ho Chi Shing

5D Tsang Cheuk Wing

5D Chan Kai Yu

5D Hui Lok Yin

5D Lam Wai Kei

5D Ng Chi Fung

6A Chin Tian You

6B Chan Wai Sin

6B Li Pak Yin Marco

6B Ng Yip Fung

6C Leung Chit

6D Lui Chun Wai

6E Cheng Yuet Yee

6E Choi Lai Yuen

6E Chow Chun Lai

6E Lo Tak Chun

6E Lo Wing Yi

6E Low Wai Lam

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External Scholarship

Item Awardees

Financial Assistance (Diocesan Schools) 蔡麗婉

楊敏儀

方敬睿

林雅茵

呂晉威

港富明德獎學金

各人每年$30,000 x 4 年 = $120,000

蔡麗婉

方敬睿

童夢慈善基金會獎學金(各人$5,000)

蔡麗婉

方敬睿

領展第一代大學生獎學金 $10,000 蔡麗婉

客屬奬學金 蔡麗婉

陳涵喆

HKICPA Scholarship for BAFS students 許澤宁

Harvard Book Prize 蔡麗婉

鄭悅兒

HK Institute of Cert Public Accounts Scholarship 丘兆海

Hong Kong Fujian Charitable Education Fund - 『楊自順、楊

自然、吳天墅、劉輝峰、余毅』獎學金

劉善萱

陳曉鈴

徐倩瑩

區曉晴

蔡麗婉

Sir Edward Youde Memorial Prize 蔡麗婉

Grantham Maintenance Grants 蒙穎琳

「明日之星」計劃 - 上遊獎學金 2018 劉柏熹

陳曉鈴

HKSAR Government Scholarship Fund -

Talent Development Scholarship (at HK Poly U)

趙曼零