School Report 2019-2020_EN

Pentecostal Lam

Hon Kwong School

School Report

2019-2020

School Report (SR)

Key Elements of the School Report

(1) Our School

(2) Achievements and Reflections on Major Concerns

(3) Our Learning and Teaching

(4) Support for Student Development

(5) Student Performance

(6) Financial Summary

(7) Feedback on Future Planning

School Report (SR)

(1) Our School

• Our “School Profiles” for public reference (Secondary School Profiles)

https://www.chsc.hk/ssp2019/sch_detail.php?li_id=2&lang_id=2&chg_distric...

=352&return_page=sch_list.php%3Flang_id%3D2%26chg_district_id%3D1%26search_mod

e%3D%26frmMode%3Dpagebreak%26sort_id%3D-1%26district_id%3D13

• 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 as taught in the Bible, and provides education in

accordance with the requirements of the EDB. We aim to 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 learning and teaching environment in which students can be equipped to meet the

challenges of the 21st century. We believe that all students are valuable individuals, who are

able to be taught and are able to improve.

3. Class structure and number of students

In 2019-20, the school has a total of 682 students in 24 classes. The class structure is as

follows:

Level

S.1

S.2

S.3

S.4

S.5

S.6

Total

Number of classes

Number of students

121

115

117

103

105

682

School Report (SR)

(2) Achievements and Reflections on Major Concerns

Priority Task 1:

To strengthen Christian education core values with positive attitudes and

virtues

Achievements

1. Enhancing the spiritual atmosphere at school

(1) Assemblies with religious messages, prayers and hymn singing have been held to tell

students about the love and encouragement of God.

(2) Hymns have been played on campus TV every morning to give peace of mind to

students.

(3) Campus decorations such as bible verses and posters have been displayed in every

classroom. Learning materials about Christianity have also been introduced in the

lessons across various subjects. They reminded students that God is trustworthy, and

strengthened students' resilience in facing adversity.

(4) Special events such as “Christmas Service” brought joyful and harmonious moments to

students, a relief for their stressful lives.

2. Strengthening gospel work

(1) S.1 Gospel Camp has been organized.

(2) Gospel Week has been organized with music gatherings, gospel book fair, reading gospel

passages in reading lessons, classroom board design competition and evangelical

gatherings in Student Christian Fellowship.

(3) Gospel pamphlets have been distributed at the start of the school year.

3. Enhancing the spiritual growth of students

(1) Student Christian Fellowship has been organized with activities like bible studies, games,

hymn singing, group sharing, and barbeque night. Students gained support and

encouragement from each other.

(2) Class prayer meetings and morning prayer meetings have been held with the

collaboration of teachers and students. Students have learnt how to understand and love

each other through the gatherings.

(3) S.1 orientation and prayer meetings have been organized to help S.1 students to adapt to

the new school life.

(4) Follow-up programs have been provided by the church for new believers.

(5) A survey on the religious status of students has been conducted for the planning of gospel

work.

4. Training of student spiritual leaders

(1) Student Christian Fellowship committee members have been prepared to lead various

gatherings, such as S.1 prayer meetings and student fellowship meetings. They have

been trained to be more responsible and sensitive to schoolmates.

(2) “Little Paul Training Program” has been held to nurture members to become the

successors of the Student Christian Fellowship committee members.

5. Strengthening staff support

(1) Staff prayer meetings and staff fellowship meetings have been held so that teachers can

learn and share with each other to build up the togetherness of the teaching team.

(2) Mentors have been provided to new teachers to offer spiritual support and to help new

teachers adapt to the new teaching environment.

Reflections

1. The school theme “In love we care, In God we cheer” has matched well with students’

needs. The love and encouragement from schoolmates and God are essential to their growth.

2. More students should be encouraged to lead hymn singing, say prayers and share religious

School Report (SR)

messages in assemblies.

3. A joyful and harmonious atmosphere is precious to the school life. More activities such as

games and live music sharing could be introduced during recess and lunch time.

4. Shatin Chapel plays an indispensable role in supporting the school gospel work. Closer

coordination with the Shatin Chapel needs to be enhanced.

5. The follow-up program for the new believers should be evaluated.

6. More support to the class teachers in the class prayer meeting should be provided.

7. The way to deliver bible messages in Student Christian Fellowship could be evaluated.

8. Strengthening the promotion of the Student Christian Fellowship is required.

9. Student Christian Fellowship committee members should not take up too many posts in

school.

10. Spiritual support to S6 students should be strengthened.

11. In short, the targets of Major Concern 1 are mostly achieved. They will be incorporated

as the major task in the coming academic year.

School Report (SR)

Priority Task 2:

To strengthen the learning and teaching through different strategies

Achievements

Special remarks: The outbreak of the COVID-19 from January 2020 caused class suspension in

Hong Kong for more than four months. Therefore, much work concerning learning and teaching

has been impeded.

1. Promoting eLearning: Though lots of work was halted due to the epidemic, eLearning took

another leap forward because of the introduction of online learning. Starting from early

February, teachers designed and delivered online assignments to students. From mid-

February to the end of class suspension, online teaching, mainly in ZOOM teaching, was

gradually introduced. Starting from mid-March, full-wing online teaching in proportion to

the existing timetable was implemented in all academic subjects in all forms. It was easy for

our students to adapt to the learning mode as eLearning has been earnestly promoted for

years. For teachers, our eLearning skills, such as Zoom teaching and teaching video

producing, have been tremendously enhanced as every one of us had to embark on online

teaching. In terms of teacher training, a lot of IT training and support had been given. For

instance, an informal WhatsApp group was set up to facilitate the exchange of eLearning

skills among colleagues.

2. Promoting independent learning

In the first term, the Studies Department designed a new award scheme to promote

independent learning. Under the scheme, students would be rewarded if they could

complete special learning tasks in the core subjects according to their learning goals. A

pilot programme was supposed to be launched in S.1 in the second term. However, it was

called off due to the epidemic. It is hoped that the scheme will be launched next year.

3. Cross-curricular collaboration: This year the collaboration between the Chinese and the

Performing Arts panels continued. Great effort was made in promoting situated teaching by

designing and trying a number of teaching plans for different texts in Chinese education.

Different strategies such as ‘drama in education’ and ‘virtual reality teaching’ were

promoted.

4. Enhancing the academic performance of students

Under lots of limitations, we strove to enhance the students’ performance in the public exam

using different strategies such as action plans from panels, mass drilling with debriefings,

special enhancement and remedial programs (SERP), etc. Though teachers could not offer

pre-DSE drilling face-to-face with the students, they adopted different means to drill

students. For instance, they provided drilling using ZOOM, and extended their drilling once

the HKDSE was postponed to late April. Such professionalism is very much appreciated.

Reflections

1. Further promoting independent learning

As mentioned above, a new award scheme was designed. It is hoped that the pilot test of the

scheme will be launched next year. We aim to promote setting learning goals, self-learning,

self-management skills, and other skills through the scheme.

2. Promoting reflections on learning

As a foundation, we organized a staff development program on ‘Assessment as Learning’.

School Report (SR)

Though the feedback was not very positive, we have drawn colleagues’ attention to the issue.

In the coming year, further exploration on the issue is expected.

3. Reading across the curriculum

We have been promoting reading across the curriculum with some success. Next year, we

will further formulate strategies to promote it by setting clear directions and trying out more

strategies.

4. STEAM education

STEAM education has been promoted earnestly in our school in recent years. A school-based

publication has been established and a STEAM work station has been set up. To take a step

further, mid- and long-term plans for STEAM education have to be made in the future.

5. Staff development and collaboration

As mentioned above, ‘Assessment as Learning’ will be one of the focuses next year. Other

development on teachers’ professionalism, pedagogy, and other areas will also be promoted.

In addition, more cross-disciplinary collaboration on curriculum or learning and teaching

learning should be promoted.

In short, the targets of Major Concern 2 are partly achieved due to the epidemic. Much work

could be done next year to enhance learning and teaching.

School Report (SR)

Priority Task 3:

To enhance students’ responsibility and sense of belonging by creating a

caring and positive environment

Achievements

1. School theme related activities

(1) Character-building training for students through activities has been organized by

various school teams, such as the Counselling Prefect Team and the Social Service

Team.

(2) To express appreciation and encourage a positive culture, students having outstanding

performance in class have been selected by their schoolmates and class teachers to be

the ‘Star of the Class’.

(3) ‘I Can Do It’ campaign and ‘We Can Do It’ campaign have been held to enhance

students’ sense of belonging. Awards and merits have been given to outstanding

students and classes that have good and positive performance in punctuality,

submission of homework, grooming and class discipline.

(4) In collaboration with the Hong Kong PHAB Association, a three-year Leadership

Training Scheme has been launched for potential student leaders from S.2 to S.4.

Through training camp, meetings, and social services, students are equipped with skills

to serve as future leaders of our school.

2. Cross-departmental Work

(1) To strengthen students' resilience and help them develop a balanced lifestyle, cross-

departmental collaboration in the Cleanliness and Discipline Contest, the Epidemic

Education Programme, the Student Organizer Cover Design Competition, the Beat

Drug Fund Supported Program, the promotion on healthy living, and the Green

Living for Schools and Parents Environmental Education Programme has been

successfully carried out.

(2) There has been close liaison and coordination among the Religion Department,

Counselling Department and Discipline Department, especially in deciding the school

theme and school major concerns, organizing the S.1 Orientation Day in August, and

following up on students’ cases.

3. Moral education programmes

(1) The moral education lessons have been conducted smoothly.

(2) The Moral Education Tier 2 Programme has been run. Moral values taught in the

classroom have been consolidated through activities held outside of the classroom.

4. Training for students

(1) The counselling prefects have been trained to serve different groups of students in

different forms through different activities. In addition, the Social Service Team has

been organized to serve the community.

(2) Committee members of the student fellowship have been trained to serve students in

the fellowship.

School Report (SR)

(3) “Little Paul Training Program” has been held to prepare students as successors of the

committee members of the student fellowship.

(4) “Growth rewarding scheme” has been launched in the student fellowship to encourage

students to read the bible and serve others.

(5) Training and workshops on human resources management and problem solving skills

have been conducted for school prefects.

(6) Adventure activities have been arranged for developing students’ courage, leadership

and teamwork.

(7) Prefect cadets have been trained as a new force to help with the routine school

activities, data entry, and some of the miscellaneous work of the prefect team.

(8) In collaboration with the Hong Kong PHAB Association, a three-year Leadership

Training Scheme has been launched for potential student leaders from S.2 to S.4.

Through training camp, meetings, and social services, students are equipped with

skills to serve as future leaders of our school.

5. Talks for students

Special talks, workshops and mass programs, delivered by guest speakers or professional

institutions, with the aim of achieving personal growth, have been arranged. Examples of topics

include sex education, stress management, mental health, positive thinking, anti-drug,

intellectual property, cyber-crime, and facing challenges through walking with Jesus.

6. Social service

(1) Community services, such as providing voluntary services to the elderly, have been

organized. Students have been trained to serve and care for others in the community.

(2) Through organizing games and booth activities for primary students from our

neighbourhood, members of the Leadership Training Scheme have learnt to serve and

show concern for the community.

7. Special care for students

(1) The Counselling Social Service Team, which helps to carry out integration education,

take care of the SEN students, and provide life and moral education effectively, has

been organized. The team also enables the SSW and teachers to get in touch with

those students in need and give them individual counselling.

(2) Special counselling services have been provided for students in need, such as SEN

students, repeaters, and students who have problems with family, study, mental

illness, or other issues. They have been helped to overcome obstacles and to choose to

take the right attitude and stick to their beliefs in tough situations.

(3) Special care has been provided for SEN students. It includes forming study groups,

providing speech therapy and social skill enhancement class, making exam

accommodations, and designing teaching & learning plans. It aims at providing SEN

students with an appropriate learning environment.

(4) Special care has been provided for students who are influenced by the unstable social

events. Individual counselling and special caring groups have been organized for

students in need.

School Report (SR)

(5) The three-tier caring scheme has been launched for SEN students. Individual

education plans (IEPs) have been set and implemented to provide tailor-made services

to individual students.

(6) After fine-tuning of the S.1 orientation programme by different departments, the

programme is more effective in taking care of different aspects of the S.1 students’

school lives.

(7) A gospel camp and prayer meetings have been held to help S.1 students adapt to the

new school life.

(8) School rules have been relaxed to help S.1 students to get used to the new school life.

(9) To show support for the S.6 students, prayer meetings and the ‘DSE Fighter concert’

have been organized.

(10) The revised edition of the Student Handbook and Student Organizer facilitates

students’ management of their school activities.

(11) Instantly updated notifications through the eDiscipline system, and the students’

monthly performance summaries effectively enhance home-school communication

and cooperation.

(12) The “up-to-the-minute” disciplinary records on the school website speeds up the

efficiency of handling students’ general discipline more effectively. The instant

analysis provided helps students understand their situation.

(13) The eClass parent app, which helps deliver students’ information, has strengthened

communication between form teachers and parents.

(14) The revised Demerit Waiving Scheme is effective in helping students positively deal

with their mistakes.

(15) The optimized web-based conduct assessment system and procedures have made the

assessments more effective and objective.

8. Inclusive education

(1) Through the Big-Brothers & Sisters scheme, the concepts of equality and acceptance

of diversity have been promoted.

(2) The Social Service Team, which consists of SEN students, repeaters, case students and

Counselling prefects, has been formed. They have learnt to co-operate and get along

with one another through participation in different activities.

(3) Chances have been provided for students to learn about the needs of different groups

of people in our society. The activities include providing services for the elderly and

visiting social minorities, etc.

9. Preventing students from committing suicide and developing students’ positive

attitudes towards life

(1) Cases are reviewed frequently. Intensive counselling services have been provided to

high risk students.

(2) Students have been taught knowledge of mental health in students’ assemblies.

School Report (SR)

(3) Ways to handle stress through music, art and games have been introduced to students

through workshops.

(4) Students have learned how to get through the difficult times in life through games and

bible teaching in the Student Fellowship.

(5) More hymn singing in various assemblies has been organized to educate students to

rely on God whenever they face challenges in life.

(6) Students have been encouraged to relieve their stress through prayer, and with a

positive view of life in God.

(7) Lunch bible study groups in different forms have been held to develop a positive

attitude by encouraging one another in the peer group.

(8) The Discipline Department coordinates with special teams in social issues and

COVID-19 matters.

Reflections

1. The social service team has been successfully run. The general framework has been

developed, but modification and improvement are still required.

2. A comprehensive mental health programme has to be explored.

3. More effort should be put into consolidating, refining, developing and promoting the SEN

caring system. The emphasis should be on writing a PLHKS SEN manual, carrying out

staff development, and establishing a sound administrative system.

4. Evaluation and further development on the sex education programme is still needed.

Special emphasis will be put on the scope of the education and effectiveness of the

activities.

5. The “Fellowship growth reward scheme” in the Student Fellowship needs to be reviewed.

6. Further cooperation with the Shatin Chapel needs to be reviewed.

7. For better cultivation of student leaders’ quality, the requirements for their personal

conduct should be clearly stated.

8. More effort should be made to help S.1 students adapt to the new environment.

9. Student leaders should not take up too many posts so as to ensure their good performance.

10. Prefect activities with the neighboring schools should be re-established to broaden

students’ horizons in the prefect service.

11. Adventure activities which provide prefects with an experience learning environment and

nurture them in an active mode should be held.

12. To avoid duplication and to improve the effectiveness of the S.1 Orientation Day, further

evaluation, communication and co-operation among various departments is necessary.

13. Due to the social issue and the outbreak of the COVID-19 epidemic, various

leadership training sessions and most inter-school competitions and student activities

have been cancelled because of school suspension and anti-epidemic measures. This

has inevitably affected students’ growth and the achievements of the targets set.

School Report (SR)

Effort will be made to address this major concern in the coming academic year, with

emphasis on:

(1) Evaluating and improving the SEN work.

(2) Improving the work of mental health and work of preventing students from

committing suicide.

(3) Further development of the sex education programme.

(4) Strengthening the messages given to students with focus on planning, facing

adversity, and the support from God and friends through hymns and sharing of

personal witness.

(5) Strengthening the effectiveness of the prefect team in serving the school.

(6) Conducting a Discipline Day Programme in the second term.

(7) Improving the overall performance of students in public places.

(8) Strengthening all aspects of the operation of the prefect team.

(9) Strengthening students’ education about cyber-bullying.

(10) Strengthening various leadership training programmes.

(3) Our Learning and Teaching

1. Promoting independent learning

2. Promoting a positive learning attitude

3. Enhancing students’ interest in learning

4. Promoting eLearning

5. Promoting STEAM education

6. Enhancing the academic performance of students

7. Exploring different teaching strategies, e.g. Self-directed Learning, Higher Order Thinking,

etc.

8. Catering for learner diversity

9. Promoting academically-related activities such as debates, public speaking, Maths, STEAM

clubs, etc.

10. Promoting cross-curricular collaboration

11. Strengthening the EMI policy

(4) Support for Student Development

1. Helping students develop a balanced lifestyle and achieve holistic growth

2. Cooperating with other departments and panels to organize activities to match the school

major concern 2

3. Cooperating with other organizations to arrange activities to match the school major

concern 2

4. Responding to the school theme by

a. Reinforcing students’ sense of belonging to the school and their class.

b. Strengthening students’ perseverance in the face of difficulties.

5. Improving the relationship between parents and their children, and helping parents handle

their children’s problems

School Report (SR)

6. Developing students’ moral values and positive attitudes towards life

7. Implementing the Whole School Approach to Integrated Education

Our school is committed to developing an inclusive culture through the whole

school approach to support students with SEN. Resources are deployed to provide

appropriate and diversified support to these students so as to enhance their learning

and adjustment to the school life.

To facilitate our school’s support to students with SEN, the Learning Support

Grant is provided by the Education Bureau.

Students with SEN are provided with the following support measures:

A student support team is established.

After school remedial lessons are provided for students with special

needs.

iii

School-based speech therapy services and social skills training

services are hired to offer individual/group therapy/training sessions to

students.

Homework strategies and/or assessment accommodation are provided

to students in need.

Co-operate with parents to support their children with SEN.

Students of the junior classes are supported by those from the senior

classes through the Big-Brothers & Big-Sisters scheme.

vii

Counselling and guidance services are provided to individual students

in need.

viii

The social service team is organized to promote integrated education.

(5) Student Performance

• Students’ academic performance

1. In general, students’ performance in internal assessments is good.

2. In general, students’ performance in public examinations is good.

3. Students perform very well in academically-related activities such as the Speech Festival,

English debating and English public speaking.

4. Students’ performance in the TSA is fair, 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 extra-curricular activities in terms of both participation and

achievements, e.g. English debating contests, speech competitions (English, Chinese and

PTH), performing arts and the 3-year leadership training programme.

2. Students perform well in inter-school activities and competitions in terms of both

participation and achievements, e.g. volleyball, basketball, soccer and table tennis

competitions.

(6) Financial Summary