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Pentecostal Lam
Hon Kwong School
School Report
2013/14 - 2015/16
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Key Elements of the School Report
Our School
Achievements and Reflections on Major Concerns
Our Learning and Teaching
Support for Student Development
Student Performance
Feedback on Future Planning
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Our School
Our “School Profiles” for public reference (Secondary School Profiles)
http://applications.chsc.hk/ssp2015/sch_detail1.php?lang_id=1&chg_distri...
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Please refer to the following website for the relevant information of Pentecostal Lam Hon
Kwong School http://www.plhks.edu.hk
1. The Sponsoring Body
Pentecostal Lam Hon Kwong School was founded by the Kowloon Pentecostal Church in
1983. The building of the school was mainly funded by Mrs. Lam Yip Wai Man in memory
of her husband, Mr. Lam Hon Kwong.
2. Mission and Vision
The Kowloon Pentecostal Church aims to spread the Gospel through founding schools. Our
school leads students to know the Truth and provides education in accordance with the
requirements of the EDB, and we develop students spiritually, morally, intellectually,
physically, socially and aesthetically in a balanced manner.
Following the mission of Kowloon Pentecostal Church, the school strives to create an
enjoyable teaching and learning environment in which students can be equipped to meet the
challenges of the 21st Century. We believe that all individuals are valuable, distinct and
teachable, and they possess the abilities for self-improvement.
3. Class structure and number of students
In 2015-16, the school has a total of 782 students in 27 classes. The class structure is as
follows:
Level
S1
S2
S3
S4
S5
S6
Total
Number of classes
4
4
4
5
5
5
27
Number of students
122
122
115
138
133
152
782
4. The school’s current developments
A whole-school self-evaluation is the foundation for our curriculum reforms and current
developments. The process of “Planning-Implementation-Evaluation” has been integrated
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into our school development cycle. We conduct the School Self Evaluation (SSE) Day
every year. The SSE is a holistic review of the school and is made with close reference to
the performance indicators. The major strengths and areas for improvement are identified
by means of evidence-based and data-driven evaluation (e.g. with close reference to
teachers’ surveys, stakeholder surveys, Key Performance Measures and APASO survey).
The School Development Plan and Annual School Plan are drafted and amended by
teachers. These plans form the blueprint and formulate implementation strategies. The
school report is written to summarize the school performance in different aspects and to
review the effectiveness of priority tasks. Our school’s recent major developments are listed
as follows:
4.1 Learning and Teaching
4.1.1 Fostering Career and life planning (CLP) education
4.1.2 Promoting thinking and study skills
4.1.3 Launching Campus TV
4.1.4 Promoting academic-related activities such as debates, public speaking, Maths contests,
etc.
4.1.5 Enhancing students’ learning attitude through measures such as ASCHW, summer
programs, etc.
4.1.6 Catering for learner diversity through conducting junior form core subject remedial
programs and senior form enhancement and remedial programs
4.1.7 Having every panel to formulate and implement action plans to boost the academic
performance of students in the public exam
4.1.8 Promoting eLearning
4.1.9 Promoting creative teaching strategies
4.1.10 Exploring self-directed learning
4.1.11 Promoting cross-curricular collaboration
4.1.12 Optimizing the curriculum
4.1.13 Strengthening the EMI policy
4.2 Student support
4.2.1 Fostering students’ moral values and positive attitudes towards life
4.2.2 Cooperating with other departments and panels to organize activities to match the school
major concern 3
4.2.3 Cooperating with other organizations to arrange activities to match the school major
concern 3
4.2.4 Responding to the school theme by helping students develop correct value judgments and
make right choices in their life
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4.2.5 Improving the relationship between parents and their children and helping parents handle
their children’s problems
4.2.6 Reinforcing students’ sense of belonging to the school and their class
4.2.7 Strengthening students’ sense of sharing and caring
4.2.8 Developing students’ moral values and correct attitudes towards sex
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Achievements and Reflections on Major Concerns
Priority Task 1:
Enhancing study atmosphere and learning motivation of students by setting clear targets
for different forms
Achievements
1. Consolidating Career and life planning (CLP) education: Through the collaboration of
the Careers, Counselling and Studies departments, the working committee has coordinated
the CLP-related programs in the past two years. For instance, in S1-S2, the PATHS
programs have been provided for students to enhance their self-understanding. In terms of
goals setting, it has been taught in the form of career programs and a topic in the LS
curriculum. In S3, a series of education programs on subject selection have been arranged
for the students. In S4, class streaming talks have been arranged for the students. In S5,
Alumni Career Day have been arranged for students. A career visit to Repulse Bay Hong
Kong has been organized for S5 students to explore the hospitality industry. In S6, a series
of CLP programs on JUPAS application and subject selection have been offered to the
students to prepare them for better career and life planning. Apart from the above, a CLP
Club and a team of CLP ambassadors in senior forms have been set up to arouse students’
interest in CLP and to broaden students’ horizons in CLP through various activities.
2. Promoting study skills: Study skills have been disseminated to the junior form students
through different channels. For instance, study skills such as note-taking and homework
management were covered during the S1 Orientation Day. Also, skills such as time
management, reading and news comments have been embedded in the junior form LS
curriculum.
3. Thinking skills: Thinking skills have been promoted vigorously in recent years through
both the English and Chinese debate activities. All S5 students have been assigned to do
English mini-debates in class so as to provide every student with the chance of
experiencing debating. Apart from the above, in S3 LS lessons, inter-class debates have
been organized this year to engage the whole form of students in developing their thinking
skills through debates.
4. Campus TV: Since its launch in March 2015, Campus TV has been welcomed by students
and teachers. Through the morning broadcast, different educational programs have been
shown in a lively way.
5. Organizing academic-related activities: more academic-related activities have been
organized by colleagues to boost the learning motivation of students. In addition to verse
speaking contests and debates, students are encouraged to take part in different contests in
Maths and public speaking competitions. Also, visits have been organized by subject
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panels such as visiting to the Hong Kong Monetary Authority organized by the panel of
BAFS.
6. Form coordinators: Form coordinators have been set up in the Studies Department for a
few years. Meetings are held regularly with form teachers as well as the representatives
from the Discipline, Counselling and Studies departments to spot students’ learning
problems and provide timely support to them.
7. After-school homework completion class (ASHWC) and HW non-submission
measures: ASHWC has been kept to monitor those students who fail to submit homework
frequently. This measure helps instill in students the good attitude that they have to
seriously complete and submit their homework on time. This year, evaluation on the HW
non-submission policy and HW collection mechanism is being done. It is hoped that the
evaluation will help improve the existing practice.
8. School teams: Informal reminders to the school team members to strike a balance between
studying and ECA have been given.
9. Junior form core subject remedial classes: The classes have been run for several years.
This year, they have been optimized in the sense that subject teachers rather than university
students, are allocated to teach those classes so that higher quality of teaching can be
provided for the students in need.
10. S3 subject selection and class streaming: This year, S3 students and their parents were
informed of the mechanism in the first term. Moreover, a series of education activities such
as subject selection talks, try-out lessons of some senior form elective subjects, sharing by
senior form students and so on have been provided.
11. S4 subject withdrawal and class streaming in S5: This year, a special meeting was held
in the first term to brief the S4 students about the mechanism of subject withdrawal and S5
class streaming. Regarding the S5 class streaming, students are re-allocated into two 3X
classes and three 2X classes. This aims to better utilize the free lessons due to subject
withdrawal. As it is a newly-adopted mechanism, evaluation is in progress and ways to
optimize it have to be explored.
12. Coordinating supplementary classes: Coordination of supplementary classes after school,
during the post-exam and the summer vacation periods for the senior form students has
been carried out. And the core subjects have been encouraged to conduct after-school hall
drilling during the school term. Such coordination is believed to be able to boost the
learning motivation of students.
13. Careers Talks: Careers talks in the form of Alumni Career Day have been provided for the
S5 students. It is believed that the talks have enabled our students to be better informed of
career and life planning in future.
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14. Action plans to boost academic results: Over the past two years, actions plans by panel
heads have been formulated and implemented in order to boost the public exam results of
the senior form students. For instance, in S6, measures such as purchasing students’
HKDSE answer scripts, arranging external mock exams, delaying the mock examination
and so on have been adopted to better equip the S6 students for the HKDSE. This year, a
special pre-mock timetable has been adopted to provide more drilling of different subjects
for the students. The above practices enable subject panels to focus more on the academic
performance of students and put more effort into improving students’ results in the
HKDSE.
15. Special enhancement and remedial programs (SERP): SERP have been launched in S4-
S6 for years. This year, a sum of $80000 from the school, together with other funding, has
been allocated to the programs which are welcomed by teachers. It is believed that the
programs can boost the learning motivation of students and the overall study atmosphere of
the school.
16. Arranging visits to universities: It has been a norm for the S5 students to visit the local
universities so as to enhance their aspiration for entering university. Such a practice is
beneficial to students’ goal setting and motivation in learning.
17. Gifted education: A lot of work has been done for gifted education within these two years.
First, with the clearly-defined scope of the gifted education in our school by the Gifted
Education Working Committee, different modes of gifted education are developed. Second,
a variety of gifted education has been offered to students, namely, English debates and
public speaking, Chinese debates, Maths and Physics Olympics, leadership training, and
courses offered by HKAGE or local universities. The above-mentioned programs further
improve the learning atmosphere of the school.
18. Summer programs: Summer programs have been launched in recent years. One of the
aims of the programs is to help the low-achievers to enhance their learning attitude. To
optimize the programs, youth-developmental programs have been added to some of the
programs. It is believed that the program is beneficial to students.
19. S5 Summer tests: Summer tests have been arranged for S5 during the summer vacation.
Such a practice is believed to better equip the students for the HKDSE and to enhance the
learning atmosphere.
20. Academic awards: In recent years, more academic awards and scholarship have been
offered to students who have obtained outstanding performance in their learning. These
awards include the post-1
st
term awards, the Maths scholarship and the Economics
scholarship.
21. Staff development: This year, a talk on “the power of questioning” has been provided for
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the teachers to equip teachers with skills in motivating the students to learn.
Reflections
1. Career and Life Planning (CLP): It is good to see that CLP education at different levels
can be better structured. It is especially encouraging to see the addition of new programs,
though they need to be further reviewed and optimized. The education is believed to
enhance the learning atmosphere and students’ motivation to learn.
2. Thinking and study skills: Those skills have been better developed with more intensity
this year, through the formal and informal curriculums. Such skills have succeeded in
raising the learning motivation of students.
3. Campus TV and academic-related activities: Campus TV definitely helps create a better
learning atmosphere for the school. In future, utilization of the Campus TV in producing
more educational programs can be explored. Academic-related activities can surely arouse
the interest of students towards a certain subject, which results in enhancing students’
learning motivation. Also, more communication with the school team members is needed
to help them strike a better balance between studying and taking part in extra-curricular
activities.
4. Form coordinators and ASHWC: The above systems are useful in monitoring students’
progress as well as alleviating problems of students with collective efforts. The ASHWC,
in particular, is effective in instilling a good learning attitude into students and helps
improve the study atmosphere of the school.
5. Junior form core subject remedial classes: It is reassuring to see that teachers serve as
the tutors of the remedial classes this year. Such an arrangement has prevented the
classroom management problems in the past and ensured high quality teaching. By
assisting the low-achievers to close the learning gap, the measure succeeds in enhancing
students’ motivation in learning and establishing a better learning atmosphere.
6. Subject selection and class streaming: The S3 subject selection mechanism and the
education programs effectively help students make better choices in subject selection. As
nearly all S3 students have been allocated to their top three combinations, the mechanism
successfully motivates students in their learning. Though fine-tuning is needed, the S5 class
streaming can help students better utilize the lesson time due to subject withdrawal.
7. Action plans: The formulation and implementation of action plans are promising as they
serve as a blueprint for the subject panels to put more effort into improving the academic
performance of students. It is believed that action plans can boost both students’ learning
motivation and the study atmosphere of the school.
8. Supplementary lessons: More coordination has been made. According to the feedback
from panel heads, the special pre-mock timetable is useful in creating more time for
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drilling. The collective drilling of the core subjects at the hall also strengthens the study
atmosphere and motivation of students in general.
9. SERP: They have been welcomed by teachers for years and are believed to be effective in
better preparing the senior form students for the HKDSE. Thus they can improve the
learning motivation and performance of students.
10. Visits to universities: No doubt such visits help enhance the learning motivation of the S5
students to a certain extent. Therefore, such kinds of visits should also be arranged for the
S4 students.
11. Summer programs and tests: With the addition of youth-developmental programs, the
summer programs have been optimized. It is helpful to encourage the weaker students to
better use the summer time and to enhance their learning motivation. With the provision of
S5 tests for all academic subjects, it is believed that the learning motivation of the S5
students can be boosted.
12. Gifted education: It has been promoted in a successful way as a variety of gifted education
has been provided for students. These programs have increased students’ interest in the
subjects concerned and are helpful in enhancing students’ motivation in learning.
13. Academic awards: The awards obviously provide positive reinforcement for students to
work harder in their learning and so successfully build up the learning atmosphere of the
school.
14. In short, most of the targets of Major Concern 1 have been achieved, though there is
still room for improvement.
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Priority Task 2:
Enhancing pedagogy, cross-curricular collaboration, school curriculum and assessment
practices
Achievements
1. eLearning & PowerLesson: Lots of efforts have been put into promoting eLearning. First,
more subjects are encouraged to have lesson trials on eLearning, for instance, Biology,
Maths, Chinese, Integrated Science and Physics. Second, visits to the lessons of the
pioneering colleagues have been arranged to provide our teachers with an understanding of
the pedagogy. Third, a number of sharing sessions and lesson observations have been
conducted by the pioneering colleagues for teachers from other schools. For instance, our
colleagues have been invited to share on different occasions such as the Online Learning and
Teaching Association (OLTA) meetings and eClass Day. Fourth, close collaboration has
been established with BroadLearning, which serves as strong support to our eLearning
development. Fifth, IT training on the use of PowerLesson has been conducted. Sixth, the IT
working committee has visited United Christian College (Kowloon East), which is well-
known for eLearning. Further development and the possibility of launching BYOD have
been put on the agenda.
2. Promoting creative teaching strategies: Recently, with the collaboration between the
English and the Arts Education panels, creative teaching strategies have been employed in
the teaching of readers in English. Students enjoy the lessons very much and such trials
provide colleagues with valuable experience in terms of cross-subject collaboration.
3. Exploring self-directed learning (SDL): Being one of the popular learning strategies, the
SDL has been explored on staff development days. In addition, the Chinese panel has joined
a SDL program organized by the University of Hong Kong. The aim of the program is to
try out SDL in some Chinese lessons in S1.
4. Other teaching strategies: This year, more attention has been paid to pedagogy. Through a
series of workshops held on teachers’ collaboration days, teaching strategies such as ASK,
HOT, SRL, cooperative learning and eLearning have been introduced to colleagues, who are
encouraged to explore and try out the above-mentioned strategies wherever they think
appropriate and effective.
5. Promoting cross-curricular collaboration: Apart from the above-mentioned collaboration
on creative teaching, cross-curricular collaboration can be seen from the S5 Art Show. Based
on the reading passages learnt in English lessons, the S5 students have to write a script and
perform a play which involves skills acquired in drama lessons.
6. Optimizing curriculums: Two curriculum reforms have been introduced this year. First, the
separation of the S1-S2 social subjects has been put into practice. From this year onwards,
History and Geography are offered to S1 and S2 students as individual subjects. Such a
reform aims to strengthen the knowledge basis of the junior form students. Second, the junior
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form LS curriculum has been revised in a comprehensive way so as to interface better with
the senior form LS curriculum. For instance, most of the modules in senior form LS have
been covered in brief in junior forms. Also, skills such as news comments, tackling IES and
so on are to be covered in junior forms LS lessons.
7. Strengthening the EMI policy: The school has stepped up a gear in promoting EMI
learning and teaching. First, an EMI workshop on “study skills” has been organized by the
NET. Second, another workshop on “the power of questioning” has been conducted during
the Staff Development Day this year. Third, lesson observations by the panel heads of the
English panel have been arranged to give more practical advice to the EMI colleagues.
Fourth, a glossary of the commonly used vocabulary of the EMI subjects with both English
and Chinese meanings has been provided for students. Fifth, clever sayings have also been
posted around the campus to enrich the language environment conducive to learning in
English in the visual aspect. Sixth, a comprehensive summer bridging program with the
addition of EMI subjects will be offered to the 16-17 S1 students in the coming summer
vacation.
Reflections
1. eLearning & PowerLesson: Remarkable advancements related to eLearning have been
noticed. More teachers are positive towards eLearning and are willing to try out the
strategies with the purpose of enhancing the learning motivation and effectiveness in mind.
Through class visits and professional interflow, our colleagues have developed greatly in
this area. With the joining of WiFi 900, more development in eLearning will be expected.
2. Creative teaching: As stated above, creative teaching has been promoted in some subjects
such as Arts Education and English. More development should be introduced in the coming
years.
3. SRL and other pedagogy: Although SRL and other teaching strategies such as HOT and
cooperative learning have been introduced to colleagues, our understanding of these
strategies is still at an elementary level in general. More exploration and trials of the
strategies should be conducted in future.
4. Promoting cross-curricular collaboration: Though a certain extent of collaboration
between subjects is seen, more collaboration of this type will be sought.
5. Optimizing curriculums: As mentioned above, curriculum reforms have been introduced
this year in junior forms. The reforms are believed to be successful in broadening the
knowledge base of students and provide better interface with the senior form curriculum.
More optimization in curriculum could be made in catering for learners’ diversity.
6. Strengthening the EMI policy: With all the measures mentioned above, doubtless, better
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implementation of the EMI policy has been shown.
7. All in all, most of the targets of Major Concern 2 have been achieved, though there is
room for improvement in areas such as creative teaching and cross-curricular collaboration.
8. To sustain the development, possible focuses for the coming year could be:
(1) Different kinds of pedagogy, in particular, eLearning
(2) Cross-curricular collaboration
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Priority Task 3: To foster students’ moral values and positive attitudes towards life
Achievements
1. School theme related activities
(1) To reinforce an atmosphere of appreciation and respect in the school campus, ‘Star of
the Class’ has been elected by classmates and form teachers.
(2) To develop positive values and attitude towards life, ‘I Can Do It Campaign’ and ‘We
Can Do It Campaign’ have been held to show appreciation to students and classes that
have good performance in punctuality, submission of homework, grooming and class
discipline. Awards and merits have been given to outstanding students.
(3) To echo the school theme, an award scheme has been introduced by the Religion
Department. Students have been encouraged to recite the Bible verses, pray and attend
the fellowship meetings. Students’ performance is satisfactory.
(4) Bible verses have been put in the students’ handbook to remind students of the moral
values. Students joining the student fellowship have to recite them in the meetings.
(5) Teachers and guests have shared school-theme messages in the Morning Prayer
sessions and assemblies.
2. Cross-departmental Work
(1) To enhance students’ sense of belonging to school, cross departmental collaboration
on the Cleanliness and Discipline Contest and the Student Organizer Cover Design
Competition have been held successfully.
(2) Close liaison with the Counselling Department facilitates the follow up of students’
cases.
(3) There has been close coordination among the Religion Department, Counselling
Department and Discipline Department, especially in deciding the school theme,
school major concerns and S.1 Orientation Day in August.
3. Moral education programmes
(1) The moral education lessons have been conducted smoothly.
(2) The programmes of sex education have been carried out. They include workshops,
lessons, talks and many other activities.
(3) To instill the correct moral values and responsibilities into students, guidelines on
suggested moral topics for teacher sharing in morning assemblies have been provided.
4. Training for students
(1) The Counselling Prefect Team has been organized. Its activities are well established.
More than a hundred students from different forms have benefited from joining it.
(2) A series of tailored leadership training sessions and workshops have been organized for
the school prefects, in which guidance about teamwork development, sense of
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belonging, social skills, problem solving skills in management and students’ matters
has been provided.
(3) The prefect cadets have displayed their potential in helping with the daily routine
school activities and some of the miscellaneous work in the prefect team.
5. Talks for students
Special talks, workshops and mass programs delivered by guest speakers or
professional institutions with the aim of enhancing students’ perseverance, confidence
and holistic development have been arranged. Topics include media influences,
bullying, drug abuse, sex education, emotion management, seduction, integrity,
decision making, bullying, shop-lifting, anti-smoking and anti-gambling.
6. Equipping parents
The work related to parents such as parents’ evening talks, parent-child camp and S.1
parents’ day have been successfully done and the feedback from parents is positive.
7. Social service
Community services, such as blood donation, charity, voluntary services have been
organized. Students are trained to serve and care for others in the community.
8. Special care for students
(1) The Counselling Social Services Team has been organized. It is effective to carry out
the integration education, take care of the SEN students and provide life & moral
education. It also gives a chance for SSW and teachers to get in touch with those
students in need and give them individual counselling.
(2) The S.1 orientation programme has been fine-tuned.
(3) The new edition of Student Handbook and Student Organizer facilities students’
management of their learning in school.
(4) The monthly performance summaries enable the form coordinators to have accurate
information about students’ performance. Communication among students, parents and
teachers has been enhanced.
(5) To mediate in non-disciplinary cases so as to rebuild the relationship among the
students in disputes.
(6) To monitor students’ performance outside school so as to ensure their performance is
appropriate.
(7) Electronic records of disciplinary data speed up the efficiency of handling cases. An
instant analysis provides “up-to-the-minute” information that helps students understand
their situation.
(8) School rules and regulations have been revised regularly, including the measures on
submitting homework, dress code under cold weather warning and frost warning, etc.
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(9) The application of eClass parent apps has strengthened the bond of communication
between form teachers and parents, as well as delivering information of related talks /
workshops for parents.
(10) Special training is given to leaders and students responsible for the band in the
student fellowship.
Reflections
1. A school based moral education progamme should be launched and developed in the
coming three years.
2. Evaluation and improvement of the progamme of the Counselling social service team is
needed.
3. Evaluation and improvement in the work and system related to SEN students is needed.
4. Re-establishing the inter-school prefect activities with neighboring schools.
5. Understanding colleagues’ need in suggested moral topics for teacher sharing.
6. Seminars, feature talks or workshops to equip parents with the skills in handling students’
discipline should be organized to strengthen the bond of teacher-parent communication
and parent-child relationship.
7. Investigating the feasibility of providing reading materials in reading lessons to enhance
the development of junior form students’ moral values and positive attitudes.
8. Arranging various award schemes and group activities to develop students’ moral values
and positive attitudes.
9. Measures are needed to educate students with the right attitude towards daily routines,
such as keeping the campus clean and a tranquil environment, etc.
10. More work has to be done to encourage more students to join the Shatin Chapel’s meetings
after joining the follow-up work organized by the Church.
11. To avoid duplication and to improve the effectiveness of the S.1 Orientation Day, further
evaluation, communication and co-operation among the Counselling Department, Studies
Department, Discipline Department and the Religion Department is necessary.
12. To review whether the ‘Fellowship Growth Plan’ can encourage students to grow
spiritually.
13. To review whether the training of leaders and students responsible for the band in the
student fellowship is effective.
14. The targets are mostly achieved. Effort will be made on this major concern in the
coming academic year, with emphasis on:
(1) Developing a school-based moral education programme.
(2) Evaluating and improving the SEN work.
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(3) Strengthening the roles of the prefect team.
(4) Reviewing the new arrangement for the morning assemblies in the hall on Day 2
and Day 6.
(5) The feasibility of conducting a Discipline Day Programme.
(6) Reviewing the award and punishment scheme.
(7) Strengthening the application of mediation skills in handling cases.
(8) Special arrangement on the execution of school rules is needed to help S1 students
to get used to the new school life.
(9) To review various plans and training given to the leaders in the student
fellowship.
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Our Learning and Teaching
1. Learning attitude and motivation
Through the career and life education, and together with other measures such as ASHWC,
junior form remedial classes, summer programs and so on, students now better understand
themselves, set goals and take actions to fulfill their goals.
2. Action plans
The formulation and implementation of action plans are promising as they serve as a
blueprint for the subject panels to put more effort in improving the academic performance
of students.
3. Gifted education:
It has been promoted in a successful way as a variety of gifted education has been provided
for students.
4. Learning and teaching
Lots of effort has been put into promoting eLearning. First, more subjects are encouraged to
have lesson trials on eLearning, for instance, Biology, Maths, Chinese, Integrated Science
and Physics. Second, visits to the lessons of the pioneering colleagues have been arranged
to provide our teachers with an understanding of the pedagogy. Third, a number of sharing
sessions and lesson observations have been conducted by the pioneering colleagues for
teachers from other schools.
5. Teaching strategies
Through a series of workshops held on teachers’ collaboration days, teaching strategies
such as ASK, HOT, SRL, cooperative learning and eLearning have been introduced to
colleagues who are encouraged to explore and try out the above-mentioned strategies
wherever they think appropriate and effective.
6. Curriculum optimization
Two curriculum reforms have been introdued this year. First, the separation of the S1-S2
social subjects has been put into practice. From this year onwards, History and Geography
are offered to S1 and S2 students as individual subjects. Such a reform aims to strengthen
the knowledge basis of the junior form students. Second, the junior form LS curriculum has
been revised in a comprehensive way so as to interface better with the senior form LS
curriculum.
7. EMI policy
The school has been strengthening the EMI policy through holding EMI workshops, lesson
observations and so on.
Support for Student Development
1. The PATHS programme has been conducted to nurture students’ healthy development.
2. Early identification and support have been provided to the SEN students.
3. Sex education programmes have been carried out to educate students with the right concepts
of sex.
4. Effective programmes are organized for students. These activities include Best Class Award
and fund-raising activities. Students and parents generally find that the activities match their
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expectations and facilitate the growth of students.
5. The school adopts a positive attitude towards the misconduct of students and all the
punishments aim at behaviour modification and facilitating the growth of students. Students’
misconduct and cases of improper behaviour are handled with confidentiality and the level
of punishment is decided in case meetings and with the final approval of the Principal.
Student Performance
Students’ academic performance
1. In general, students’ performance in internal assessment is good.
2. In general, students’ performance in public examinations is good.
3. Students have very good performance in academic-related activities such as the Speech
Festival.
4. Students’ performance in TSA is good but there is still room for improvement.
5. The value-added results of our school are good but there is still room for improvement.
Students’ non-academic performance
1. Students perform well in the extra-curricular activities in terms of both participation and
achievements, e.g. English debating contests, speech competitions (English, Chinese
and PTH) and the 3-year leadership training programme.
2. Students perform satisfactorily in inter-school activities and open competitions in terms
of both participation and achievements, e.g. volleyball, basketball and soccer
competitions.
3. Students’ levels of physical fitness
(a) Concerning students’ levels of physical fitness (in term of BMI), most of the
students are up to standard.
(b) For the school-based fitness test, about 80% of our students are above the average
of the test organized by PFA.
(c) Concerning students’ levels of physical fitness, there is room for improvement in
the “9 minute run-walk”.
Feedback on Future Planning
Based on School Self-evaluation, we have identified three major concerns for the school
years 2016/17 – 2018/19:
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(1) Major Concern 1: To enhance the learning and teaching effectiveness with
various strategies
(2) Major Concern 2: To help students develop a balanced lifestyle and achieve a
holistic growth
(3) Major Concern 3: To foster career and life planning education
We believe that with the concerted effort of our staff, our school will be further improved by
implementing the abovementioned plans.