Queen Elizabeth School

Old Students’ Association

Secondary School

School Report 2010/2011

Queen Elizabeth School Old Students’ Association Secondary School

修己善群

Vos Parate Ut Serviatis

Beliefs, Mission & Vision Our Belief: Education is the commitment to a mission and the realization of an ideal. We believe that to educate is to awaken people’s conscience, so that they may seek and

practice what is good. We believe that through education every person can grow towards goodness, can use knowledge with love and rationality, and can realize the splendor of life with passion and creativity.

Our Mission : 1. To collaborate for the creation of a positive and caring environment for our students, and

for the development of a community in which students may realize brotherhood, neighbourliness, patriotism, and worldwide friendships ---

a. value highly their balanced mental and physical development; b. pursue knowledge, truth and excellence passionately and incessantly; c. think and act independently; respond positively to the rapidly changing

world; and inherit our culture critically; d. practice positive civic-mindedness, respect others, accommodate

differences, shoulder responsibilities for the good of the group; and take up constructive roles for the future good of self, family, community, nation, and the world.

2. To collaborate for the creation of a self-improving environment that targets excellence,

promotes professionalism ---

a. advance with the times, and be abreast of the newest developments in education;

b. try out new ideas and enable the whole school to be a reflective learning community that seeks continual innovation and improvement,

c. value professional development, promote educational research, cumulate data and experience, and further the professionalism of the education enterprise.

Our Vision : A learning-centred, learner-centred, value-driven, data-driven, excellence-seeking, high

achievement, publicly accountable, ever-evolving learning community of independent and reflective professionals engaged in knowledge-based and ethical practices to prepare children for life-long learning and contribution to society.

Queen Elizabeth School Old Students’ Association Secondary School

Annual School Report

2010/2011

Contents

Page

Our School ----------------- 1

Our Students ----------------- 2

Our Teachers ----------------- 3

Our Learning and Teaching ----------------- 5

Performances of Students ----------------- 7

Other School Features/Events ----------------- 10

Major Concerns (Achievements and Reflections) ----------------- 13

Financial Summary ----------------- 18

Appendices ----------------- 19

Our School

Brief Introduction of the School

Our school was established in September, 1996 as the 4th member of the group of schools run by

the Queen Elizabeth School Old Students Association Education Promotion Organization rooted in

Tin Shui Wai. It was a standard-design, aided, secular, co-educational, secondary school with a

5-5-5-5-5-5-2 class structure approved by the EDB. In order to prepare students for the New Senior

Secondary (NSS) curriculum, the school has reduced the class size with the 5-5-5-6-6-6-2 class

structure.

With most of the school facilities equipped with advanced technology, our school has surpassed the

standard millennium school design. All of the 31 classes have their own home rooms and there are

no floating classes. All classrooms have internet access, interactive whiteboards, visualizers and

video projection systems. Apart from the standard special rooms, there are other facilities such as: a

DNA Technology & Molecular Biology Laboratory, a Geographical Information System Station, a

Multimedia Learning Centre, a Computer-Assisted Learning Centre, a Language Room, an English

Room and a Lecture Theatre.

To promote green living, our school has set up a Green House, a Micro-Wetland and an Ecological

Succession Path, where flower and plants are grown. Other school facilities include an in-house TV

studio, a Gymnasium, a Badminton Court, a Basketball Court, a Volleyball Court, a Dance Studio, a

Student Self-Study Room, a Student Union & Prefects Room, and a Parent Centre. School library

holdings stand at more than 30,000 titles.

School Management

Ever since the establishment of the Incorporated Management Committee (IMC) of our school in

August 2006, our school has followed the school-based management principles, policies and

practices.

Apart from the 11 managers appointed by the School Sponsoring Body, 2 Teacher Managers and 2

Parent Managers have been appointed through an election among teachers and parents. Two other

educators from the tertiary sector have joined the IMC as Independent Managers with one

specializes in engineering & sustainable development education while another in cultural & liberal

studies.

Page 1

Our Students

Class Organization

Level S1 S2 S3 S4 S5 S6 S7 TotalNo. of Classes EDB Approved 5 5 5 5 5 2 2 29

School-based 5 5 5 6 6 2 2 31 No. of Boys 84 91 77 72 85 24 25 458 No. of Girls 86 99 111 116 108 43 35 598

Total Enrolment 170 190 188 188 193 67 60 1056

Unfilled Places

10/11 09/10 08/09 Whole school 1.30% 1.62% 1.25%

Attendance

10/11 09/10 08/09 S1-S3 96.00% 99.37% 97.47% S4-S5 97.83% 99.06% 97.44% S6-S7 97.52% 98.11% 96.16%

Early Exit

10/11 09/10 08/09 Whole School 1.70% 1.01% 1.16%

Page 2

Our Teachers

Staff Strength

In addition to the standard establishment covered by the Code of Aid, the school was able to secure

other funds to recruit 18 additional teachers, giving a total teaching staff strength of 77.

Qualification

Percentage of highest academic qualifications attained by teachers

0%

10%

20%

30%

40%

50%

60%

10/11 09/10 08/09 10/11 09/10 08/09 10/11 09/10 08/09

Master or above Degree Territory(non-degree)

Perc

enta

ge

Percentage of professionally-trained teachers

0%

20%

40%

60%

80%

100%

10/11 09/10 08/09

Per

centa

ge

Page 3

Percentage of Subject-trained teachers

0%

20%

40%

60%

80%

100%

10/11 09/10 08/09 10/11 09/10 08/09 10/11 09/10 08/09

Chinese Trained English Trained Maths Trained

Perc

enta

ge

Experience

Teaching Experience

0%

10%

20%

30%

40%

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

0-2 years 3-5 years 6-10 years Over 10 years

Perc

enta

ge

Page 4

Our Learning and Teaching

Number of Active School Days

Number of days in school year with regular classes

0

50

100

150

200

10/11 09/10 08/09

Day

s

Number of days in a school year with learning activies for

whole school or whole form

0

20

40

60

10/11 09/10 08/09

Day

s

Page 5

Lesson Time for the 8 Key Learning Areas (KLAs)

Percentage of Lesson Time for Each KLA (S1-S3)

0

5

10

15

20

25

30

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

Chi Eng Maths PSHE Science Technology Arts PE

Per

centa

ge

Reading Habit

Frequency of borrowing reading materials from the school library

(S1-S3)

0

10

20

30

40

50

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

Once a week or

more

Once every two

weeks

Once a month Less than once

per month

Never

Perc

enta

ge

Page 6

Performance of Students

Public Examinations

Students had good performance in the 2011 Hong Kong Advanced Level Examination with a 100%

passing rate in 8 subjects and 95% in other subjects. The overall passing rate was 93.1%. The

passing rate of the Use of English was 90% which was 15% higher than the Hong Kong norm.

About 92% of the subjects had a credit rate higher than that of the Hong Kong norm. 8 subjects had

a credit rate of 47%. 81.4% of the students attained the minimum entrance requirements for local

degree courses.

Results of HKCEE & HKALE

2011 2010 2009 Our

SchoolAll

SchoolsOur

SchoolAll

Schools Our

SchoolAll

SchoolsPercentage of students in the school awarded grade E or above in at least 5 subjects

84.4% 68.9% 84.6% 68.4%HKCEE

Percentage of students in the school awarded 14 points or more in the best 6 subjects

39.7% 33.1% 41% 33.2%

HKALE Percentage of students in the school awarded the minimum entrance requirements for local degree courses

81.4% 57.7% 73.8% 57.6% 87.3% 57.9%

Physical Development

All students participated in the School Physical Fitness Award Scheme. 368 students were granted

Gold Awards, 366 Silver Awards and 299 Bronze Awards.

Average of Total Score of the 4 Physical Fitness Items for the Following Groups

of Students in the School by Gender

0

1

2

3

4

5

10/11 09/10 08/09 10/11 09/10 08/09 10/11 09/10 08/09 10/11 09/10 08/09

Boys Girls Boys Girls

14-year-old S3 students 15-year-old S3 students

Aver

age

of

tota

l sc

ore

Page 7

Percentage of the Following Groups of Students in the School Within

the Acceptable Weight Range by Gender

50

60

70

80

9010/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

10/1

1

09/1

0

08/0

9

Boys Girls Boys Girls

14 Years Old S3 Students 15 Years Old S3 Students

Per

centa

ge

Inter-school Activities and Awards Won

In 2010-2011, we had more and more students demonstrating excellent performance in territory

wide competitions and learning events. Some of them attained honour of representing Hong Kong

to attend international contests and learning programmes held overseas. A S2 student was selected

by the Hong Kong Space Museum to attend the Young Astronaut Training Programme in Beijing.

2 students were selected to join the World Rope Skipping Championships held in the UK and 1

student was selected as a member of the Hong Kong Team to attend the East Asian Football

Championship held in Thailand.

In Hong Kong Speech Festival, our Chinese Team won 1 First Place, 6 Second Place and 14 third

Place. Our English team won 5 First Place, 5 Second Place and 2 Third Place. In the Yuen Long

District Speech Competition, our English team won 2 Gold, 7 Silver and 14 Bronze Medals. In the

World Music Fiesta organized by the Hong Kong Economic Times, our students won the 1st runner

up and the best booth design award.

In the Hong Kong Budding Scientists Award 2010-2011 organized by the Education Bureau, 1

student was awarded Second Class Honour and 2 students were awarded Third Class Honour. In the

Hong Kong & Macau Mathematical Olympiad Open Contest, we gained 1 Gold, 4 Silver and 12

Bronze Medals. A Silver Award was won in Hong Kong Mathematics’ Creative Problem Solving

Competition organized by Hong Kong Academy for Gifted Education. In the National Hua

Luo-geng Cup Mathematics Competition, a Bronze Medal was won. A Gold Award was gained in

the Yuen Long Tuen Mun District Youth Science Sharing Day organized by Yuen Long Town Hall.

Students’ performance in project learning was also outstanding. Our students captured 2 Gold

Awards in the 6th Tuen Mun and Yuen Long Youth Scientific Enquiry and Creativity Competition.

Their performance was so remarkable that they won the Northwest Youth Outreach United Cup. In

Page 8

the “Country Parks Reporter” Inter-school Competition organized by the Agricultural, Fisheries and

Conservation Department, our students won the Second Place in the Junior Section. We also won

the Best Design Award, the bronze Award and the Best Presentation Award in the Creative Tourism

Enterprises Competition, the Energy-saving Design of Living Space Competition and the Built

Environment and Sustainable Development Energy Saving through Social Design Competition

respectively. In the NSS & ESD Programme, our students gained the Grand ESD Award, and the

Built Environment Group won the Second Place.

Students continued to have good performance in visual arts. In the “Star River” National Children’s

Fine Arts, Calligraphy & Photography contest, our students won the 1st Grand Award. We also won

the “Appreciation of Your Family” comic drawing competition organized by Yuen Long District

Council and Grand Prizes and 3 Honourable Mentions award in the Exhibition of Secondary School

Students’ Creative Visual Arts Work organized by the Education Bureau.

3 Champions, 6 First runners up, 4 Second-runners up and numerous awards were received in sports

competitions including swimming, athletics, cross country running, rope skipping, football,

volleyball, handball and korfball. Our students won the Boys’ Overall Second runner-up and Girls’

Overall First runner-up in the Yuen Long Inter-school Sports Competition.

Page 9

Other School Features/Events

Sustainable Development Education

Our school continued to have outstanding performance in the promotion of education for

sustainable development in 2010-2011. In recognition of our school’s efforts and contribution in

sustainable development, we were granted Gold Award and the highest honour of "Outstanding

Performance Award” by the Council for Sustainable Development. This year, our school adopted

"sustainable fishing" as the theme. Students explored how the traditional oyster and fish breeding

industries in Hong Kong could increase their competitive edge through sustainable ways of

operation. The judging panel commented that the keys for our school to winning the Award were the

project's unique theme, innovative activities and its holistic approach that involves the school and

the community.

Students continued their active participation as volunteers in the Hong Kong Wetland Park School

Partnership Scheme. Besides, our school continued to send delegates to attend the Youth

Conference of Caretakers of the Environment International and lots of valuable experience was

gained. Apart from this, as one of the celebration activities of our school’s 15th Anniversary, a

learning trip to Malaysia was organized in 2010-2011. The biodiversity and special ecological

features in Malaysia provided students with abundant learning opportunities and made them more

determined to protect our environment.

New Senior Secondary Curriculum

To provide students with a greater variety of choice of elective subjects and to ensure the quality of

classroom teaching and learning, our school has decided to adopt a medium-size class structure for

the New Senior Secondary (NSS) Curriculum. Students in each senior level will be allocated into 6

classes so that each class will have around 28-34 students. Apart from the 4 core subjects, 13

elective subjects will be offered in the future.

Since the standard required of the NSS Curriculum was higher than previously expected, and the

minimum entrance requirements of universities regarding the number of electives taken were lower

than expected, quite a number of the first cohort of students chose to take only 2 electives instead of

3 in the coming academic year. The school had accordingly reviewed and revised the structure of

electives offered to the second cohort of students. Starting from the second cohort, 4 core subjects

and 2 electives will be offered to each class. This revised curriculum structure gave room for more

contact time for classroom learning. Students who planned to add a third elective were expected to

extend their lesson time after school and/or on Saturday.

Page 10

Medium of Instruction

In response to the MOI fine-tuning arrangements announced by the EDB, English was used as the

MOI in junior forms in various subjects, including Mathematics, Integrated Sciences, Geography,

Computer Literacy and Visual Arts. In the above subjects, some classes used English as the MOI in

all modules while some classes used English as the MOI in certain modules. The choice of the

extent of using English as the MOI in different classes was based on the guidelines set by the EDB

and the students’ English standard and their overall academic standard revealed by the statistical

data of the Pre-S1 Attainment Test. In other subjects including Integrated Humanities, Home

Economics, Physical Education and Music, Chinese was used as the MOI but students were also

taught the key concepts and special terms in English. This arrangement was adopted to help

students enhance their English proficiency while their academic strength and motivation in learning

EMI subjects were maintained.

In 2010-2011, all faculties planned to use English as the MOI and conduct extended learning

activities in English. More teaching and learning materials were developed to help students bridge

the language gap. Teachers shared their teaching ideas and experience during the co-planning

periods. Students were given more opportunities to be exposed to English, preparing them to use

English as the sole medium of learning in the future.

Voluntary Optimisation of Class Structure Scheme

To help create healthy ecology for our education sector and to provide better learning environment

for our students, our school has decided to join the Voluntary Optimisation of Class Structure

Scheme initiated by the Education Bureau. According to the scheme, our school planned to reduce 1

class in each level in the future years. However, due to the commitment our school had made to our

through-train primary students and the fact that large number of through-train P6 students opted to

study in our school, our school will continue to offer 5 classes of S1 in 2011-2012. The actual

number of S1 classes offered in each year will depend on the actual number of through-train P6

students admitted.

Through-train

Starting from 2011-2012, our school will operate under the through-train mode with our 3 other

sister schools. All students from our 2 QESOSA primary schools who would like to stay in our

through-train will be admitted by either our school or our sister school QESOSA Tong Kwok Wah

Secondary School. In 2010-2011, there was a lot of collaboration and preparatory work done by the

4 sister schools for the smooth transition of the primary and secondary education curriculum.

Various meetings were held across schools in areas of formal curriculum, (Chinese, English,

Mathematics, General Studies - Integrated Humanities and Integrated Sciences), strengths

enhancement curriculum, foundation strengthening curriculum, pastoral care, extension curriculum,

home school collaboration, ICT Coordination and through-train logistics. A variety of activities and

Page 11

learning programmes were provided for the primary school students to familiarize them with the

secondary school curriculum. Strengths Enhancement Curriculum Programs in English,

Mathematics and Integrated Sciences were offered to Primary 6 students of our sister schools in

both terms and to Primary 5 students in the second term.

The opt-in rate of the through-train P6 students to our school was very high. Through the

collaboration with the Pastoral Care Committee and Foundation Strengthening Curriculum

Committee of our sister schools, better individual care was provided to students promoted to S1

under the through-train mode. Summer bridging programs were also organized to help students

adapt quickly to the new curriculum and the culture of our school.

15th Anniversary Celebration

In 2010-2011, our school was entering her 15th anniversary and various programmes were

organized for the event. The theme of our celebration activities was the extolling of our school

motto “Vos Parate Ut Serviatis”. A Charity Walkathon called “Walking with Tin Shui Wai” was

organized to signify our love and commitment to our community. All teachers and students, and

other school stakeholders such as school managers, parents and old students joined the event.

Representatives of our sister schools and community partners also participated in the Walkathon.

The route of the Walkathon was designed to highlight the important milestones in the development

of our school and the development of Tin Shui Wai. The proceeds raised in the Walkathon will be

used to support our students in service learning in the future.

Apart from the programs we organized for our school stakeholders, some of which are Celebration

Ceremony, Celebration Dinner, Variety Show and Malaysia Learning Trip. We also organized

activities for community members. These activities included Experience Our Learning Day, Human

Value English Speech Festival, Solar Car Design Competition, Bird Watch Race and Green

Drawing Contest. They helped promote the mission and values upheld by our school.

To share our mission and experiences with other educators, various professional sharing sessions

were arranged. A seminar on education for sustainable development was jointly organized by our

school, the Education Bureau, the Environmental Protection Department and the Environmental

Campaign Committee. We shared with educators from Hong Kong and Macau. The experience

we gained through the above sharing sessions. We also participated in the 2nd East Asian

International Conference on Teacher Education Research organized by the Hong Kong Institute of

Education. Our school was invited to arrange a Pre-conference School Visit for the participants and

share our experience in the development of school-based curriculum. Some of our teachers also

participated in the Conference and presented papers on front-line practice in order to demonstrate

how teachers could turn into professionals.

Page 12

Major Concerns (Achievements and Reflection)

Major Concern: 1. Catering for Students’ Individual Learning Need

Achievements More teachers, teaching assistants and supporting staff were employed. The average teaching

load was lowered. Students obtained more support from teachers The implementation of the medium of instruction (MOI) policy in junior forms was refined.

English was used as the MOI in various subjects, including Mathematics, Integrated Sciences, Geography, Computer Literacy and Visual Arts. In the above subjects, some classes used English as the MOI in all modules while some classes used English as the MOI in certain modules. The choice of the extent of using English as the MOI in different classes was based on the guideline set by EDB and the students’ English standard and their overall academic standard revealed by the statistical data of the Pre-S1 Attainment Test.

The amount of teaching and learning resources for subjects using EMI in junior forms has increased. Junior form students’ English proficiency has improved while their academic strength in subjects using EMI was maintained.

Methods to assess the teaching effectiveness in different classes were explored and identified. The implementation of the New Senior Secondary Curriculum (NSSC) was refined. 4 core

subjects and 2 electives were offered to most of the second cohort of NSSC students so that more contact time was given to each subject. Students’ individual needs, especially in Liberal Studies Independent Enquiry Study and School-based Assessment, were taken care of.

Structured supplementary lessons were provided to S5 students, the first cohort of NSSC. Structured supplementary lessons on the core subjects were provided to S5 students who took

only 2 electives during their free lessons. Their academic strength in core subjects was also enhanced.

A platform which shows the grade predictions and its statistical summary of the data was developed.

Greater support was provided to senior form students to cater for their varied learning needs. Guidance by teachers was provided after school. Tutorial classes conducted by old students who were university graduates or undergraduates were organized. Academic strength of senior form students was enhanced.

Cooperative learning strategies were adopted in many classrooms. This helped cater for the diversified learning needs of students in heterogeneous classrooms.

Many high quality gifted programmes were organized. Academic strength of high-achieving students was improved. Lots of achievements were made in territory-wide contests.

Quite a number of gifted students were given the financial support and the opportunities to attend the gifted programs run by other education organizations.

More resources were deployed to organize school programs to support students with learning difficulties. Many remedial and homework support classes were organized. Academic strength of low-achieving students was improved. Most low-achieving students showed improvement in their homework which they handed in punctually.

Career talks on the multiple study pathways for students under the current curriculum structure were organized to senior form students and parents. Students received more guidance and support in planning their study.

Reflection The teaching effectiveness of the subjects using English as the MOI should be reviewed more

thoroughly. Good practices should be identified and shared within and across subjects. Greater collaboration should be made between the English Faculty and other Faculties which

use English as the MOI.

Page 13

More professional training should be given to English teachers and EMI teachers so as to further improve the teaching effectiveness of the subjects using English as the MOI.

Remedial and homework support classes were offered through buy-in service from NGO. Some of the tutors could not effectively monitor the learning progress of students. The attendance and learning habit of some students were not satisfactory until the teachers of our school intervened. Greater supervision is needed and will be told what is expected of them in the future.

A whole-school approach was adopted to help students with special educational needs. Training programs conducted by professionals to cater for the need of individual student who had learning difficulties might help them make greater progress.

Most teachers had used cooperative learning strategies in their lessons. However, it varied greatly in terms of the frequency and the level of satisfaction among teachers. Many teachers reflected that they did not have enough preparation time to refine the strategies and some others did not have enough lesson time to try out the strategies.

Major Concern: 2. Enhancing Students’ Courage, Motivation, Skills and Habits to Learn

and Grow Healthily and Independently

Achievements Sharing by the Principal in assemblies and ceremonies, sharing by teachers in assemblies, the

display of golden words in the school campus and reading articles in the Personal and Social Education (PSE) lessons, were ways to develop students’ courage to unleash their potential in the learning process and to strengthen their core values of humanism.

Many debate activities and open forum were held to help students express their own thoughts and ideas. The covered playground in the South Wing has been renovated to facilitate the arrangement of open forums.

Students were encouraged to express their own thoughts and ideas through guidance work in the publication of School Newspaper and the production of QTV programs.

The use of cooperative learning strategies was promoted to encourage students to get help from classmates and to express their thoughts and ideas to others.

Workshops and classes were organized to strengthen students’ learning habits and self-regulated learning skills.

The overall tidiness of the Self Study Room has been improved. More students have used the facilities of the Self Study Room.

Many exchange programs and ex-territorial learning trips were arranged to strengthen students' motivation.

A camp for all S5 students was organized. Students’ career awareness and aspiration for attaining higher achievement were enhanced.

A new uniform group, the Hong Kong Adventure Corps, was organized. Students’ independent living skills and collaboration skills were enhanced.

Students’ academic and non-academic achievements were publicized in various channels in order means to enhance their motivation.

More training was given to students to help them form their class societies more effectively without too much supervision from by the class teachers.

More health education activities were organized to enhance students’ awareness to maintain a healthy lifestyle.

Students’ courage to say “No” to unlawful or immoral behaviour and to say “Yes” to shoulder the responsibility to cultivate positive values among their peers was developed.

Strong social support was developed among students to lower their possibility of having psychological illness or being bullied.

Page 14

Reflection The editorial board of the Liberal Studies Journal was formed and most articles were written by

the end of the academic year 2010-2011. However, the Journal was not yet published until Nov-Dec 2011. More guidance and clearer expectation should be given.

A military training camp to be run in Mainland China for all S1 students was cancelled due to a typhoon. Make-up training camp could not be arranged because the refunding policy of the service provider was different from the normal practice of those run by the other NGOs in Hong Kong. Choices regarding the location of the camp and the service provider should be reviewed.

Many students still could not express their thoughts and personal needs during the learning process. Greater effort should be made to explore effective ways to motivate them and to cultivate a learner-centred culture.

Major Concern: 3. Equipping Teachers to Teach and Lead Effectively in Response to the

Changing World

Achievements Workshop on interactive learning skills in the implementation of cooperative learning strategies

was organized by the Principal to all teachers. Teachers’ awareness and professional competence in the use of cooperative learning strategies were enhanced.

Teachers met and shared the use of cooperative learning strategies in Collaborative Professional Development Groups. Teachers’ professional competence was enhanced.

Talks on special educational needs conducted by educational psychologists and sharing sessions with experienced teachers from another secondary school were arranged and were well-received by all teachers. Teachers’ awareness and professional competence in helping students with special educational needs were enhanced.

Teachers received training on special education offered by the EDB and/or tertiary institutes. Many of them were granted official leaves to take part in the 1-week, 2-week or 3-week programs. More teachers received training on special education.

Teachers received training on psychological health education. Some of them were given financial support to take courses organized by public hospitals.

The EDB was invited to run training workshops on gifted education to all teachers. Teachers’ awareness and knowledge on gifted education were enhanced.

Teachers were encouraged to attend various workshops and seminars in the implementation of the NSSC. Many teachers were granted official leave to attend the workshops and seminars. Teachers’ teaching effectiveness was enhanced.

An induction program was arranged by the Principal for all new teachers on the mission and values of our school, basic concepts of dimensions of learning and effective teaching, basic concepts of cooperative learning strategies, the pastoral care policy of our school, basic knowledge of youth psychological development, skills in dealing with deviant behaviour, skills in building class ethos and skills in promoting home school collaboration. New teachers’ professional competence was enhanced.

Lesson observation was conducted at least once per year by the Principal and teachers’ teaching effectiveness was enhanced through professional sharing.

Teachers received guidance and support from their respective Faculty Heads. Teachers’ teaching effectiveness was enhanced.

Teachers received guidance and support from Level Convenors on pastoral care. Teachers’ professional competence in pastoral care was enhanced.

Sharing sessions with several experienced and enthusiastic educators was arranged for all teachers to let them learn from these role models and develop their professionalism.

Page 15

Reflection Apart from the workshop run in August 2011 before the commencement of the academic year,

no other workshops or coaching sessions on cooperative learning strategies were arranged due to the extremely tight schedule of the teachers through out the whole academic year.

Due to the need to have more professional development programmes with other sister schools, sharing sessions on cooperative learning strategies were cancelled. Make-up sessions could not be arranged due to the extremely tight schedule of our teachers.

Teachers could not find sufficient time to attend workshops or conference overseas for their own professional development. Only those who led students to attend international youth conference or ex-territorial learning trips could learn through these learning events.

Better ways should be explored to reduce teachers’ teaching load and work pressure before any professional development programs could be beneficial to them.

The partnership scheme with a university regarding LS curriculum development and teaching strategies could not be continued this academic year since the university could not secure further funding from QEF.

Major Concern: 4. Co-development with the Sister Schools

Achievements Many regular meetings with the principals of sister schools were arranged for better

collaboration across schools. Many meetings and collaborative activities for teaching staff across schools were arranged in

areas of formal curriculum (Chinese, English, Mathematics, General Studies - Integrated Humanities and Integrated Sciences), strengths enhancement curriculum, foundation strengthening curriculum, pastoral care, extension curriculum, home school collaboration, ICT Coordination and through-train logistics.

Strengths Enhancement Curriculum Programs in English, Mathematics and Integrated Sciences were developed. These programmes were offered to Primary 6 students of our sister schools in both terms and to Primary 5 students of our sister schools in the second term.

Many student activities were organized across the schools. For example, English Day, Chinese debate, Mathematics workshops, ecotours, inter-school contest on computer literacy, inter-school contest on sports games and cultural performance.

Talks on parenting guidance skills were organized for all parents of our sister schools. School visits by all P6 students and interested parents of our sister schools were organized. Information on our school’s mission, development and achievements was provided to the

students and parents of our sister schools in a more effective way. Information on the mission of our sponsoring body, the idea of through-train mode of

education and the preparatory work done was provided to the community and to all members of our through-train schools.

Reflection Huge effort was made in enhancing communication with our sister schools and which involved

a great deal of extra time in providing learning programs to primary students of our sister schools. Extra support should be given to teachers so that the teaching quality provided to current students could be enhanced, especially in the coming academic year when the first cohort of NSS students would sit for their first public examination and the first cohort of through-train students would be admitted.

Curriculum alignment across primary and secondary schools should be conducted in greater depth so as to let students better prepare their learning across different learning stages. The areas of concerned are English, Chinese, Mathematics, reading & writing skills, and study habit.

Page 16

Financial Summary

Income / Expenditure (HK$)Income EOEBG from EDB $5,967,099 Other Grants from EDB $4,680,534 Funds from EDB to Support School-based Projects $356,300 Income from Scholarship Donation $89,000 Donation on Walk with Tin Shui Wai $60,608 Other Income $460,180

Total $11,613,721 Expenditure School Administration $638,313 Formal Curriculum

Curriculum Development $289,745 Reading & Writing $88,281 Academic Support $21,781

Pastoral Care Pastoral Care Programmes $29,276 Ceremony & Ritual $33,139 Recognition & Scholarship $207,371

Personal, Social & Humanities Education $187,789 Career Education $890 Extension Activities

Leadership Capacity Building $175,509 Sports Events $21,772 Diversified Learning Activities $193,871

Special Educational Needs Strengths Enhancement Curriculum $10,037 Foundation Enrichment Curriculum $1,000

Home-school Collaboration $7,710 Educational Administration $1,500 Information Technology Coordination $428,493 Campus Management $1,500,966 Publications $38,500 QTV $3,359 Community Liaison $44,636 Staff Development $15,628 15th Anniversary Celebration $14,475 Non-establishment Staff Cost $8,541,859 Support to Disadvantaged Students $178,276

Total $12,674,176 Deficit $1,060,455

Page 17

Appendices Report on Use of Capacity Enhancement Grant

Items Resources Spent

Employment of extra teachers to give room for teachers to support students with diversified learning needs

Salary of additional teachers plus MPF

= HK$502,614

Page 18

Page 19

Report on Use of School-based After-school Learning and Support Grant A. Activities Held

Name of Activity Actual no. of

Students Benefited

Period/Date of

Activity

After-school Homework Support Classes S1-3, on average 40 students/day Oct 2010 - Jun 2011

English Remedial and Enhancement Classes S1-S3, around 60 students Oct 2010 - Jun 2011

Mathematics Remedial Classes S1-S2, around 60 students Oct 2010 - Jun 2011

Life Skills Training Activities S1-S3, around 80 students Feb 2011 - Jul 2011

Pastoral Care Guidance S1-S3, around 90 students Sept 2010 - Jul 2011

B. Expenses

Total Expenses: $157,615

C. Project Effectiveness

To the benefited students, achievements of the activities conducted are rated as follows:

Improved

Significant Moderate Slight

No Change

Declining

Learning Effectiveness

a) Students’ motivation for learning b) Students’ study skills c) Students’ academic achievement d) Students’ learning experience outside classroom e) Your overall view on students’ learning effectiveness Personal and Social Development f) Students’ self-esteem g) Students’ self-management skills h) Students’ social skills i) Students’ interpersonal skills j) Students’ cooperativeness with others k) Students’ attitudes toward schooling l) Students’ outlook on life m) Your overall view on students’ personal and social development Community Involvement n) Students’ participation in extracurricular and voluntary activities o) Students’ sense of belonging p) Students’ understanding on the community q) Your overall view on students’ community involvements