SR2122 v2 (Final)_DEMO

Pentecostal Lam

Hon Kwong School

School Report

2021-2022

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 Profile” for public reference (Secondary School Profiles) can be found on

https:// www. chsc.hk/.

 Please refer to the following website for the relevant information of P entecostal 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 2021-22, the school has a total of 662 students in 24 classes. The class structure is as

follows: (date dated 1 Sep 2021)

Level

Total

Number of classes

Number of students

117

109

117

107

113

662

School Report (SR)

(2) Achievements and Reflections on Major Concerns

Priority Task 1:

To strengthen the core values of Christian education with positive attitudes

and virtues

Achievements

1. Enhancing the spiritual atmosphere at school

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

students about the love and encouragement of God.

(2) Hymns were played on campus TV every morning to give students peace of mind.

(3) Campus decorations such as Bible verses and posters were displayed in every

classroom. Learning materials about Christian values were also introduced in the

lessons of 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, providing them with relief from their stressful life.

2. Strengthening gospel work

(1) S1 Gospel Day Camp has been organized.

(2) Gospel Week was organized with a gospel movie, music gatherings and evangelical

gatherings in the Student Christian Fellowship.

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

(4) Christian books were selected and distributed to junior form students so as to encourage

them to have more reading at home.

3. Enhancing the spiritual growth of students

(1) Student Christian Fellowship has been organized by combining face-to-face medium

with online opportunities. Activities included Bible studies, games, hymn singing and

group sharing. Students gained support and encouragement from each other.

(2) S1 orientation was organized to help S1 students to adapt to the new school life.

(3) Follow-up programmes were provided by the church for new believers.

(4) A survey on the religious status of students was conducted for the planning of gospel

work.

4. Training of student spiritual leaders

(1) Student Christian Fellowship committee members were equipped to lead various

gatherings. They were trained to be more responsible and sensitive to schoolmates’

needs.

(2) The “Little Paul Training Programme” was held to nurture fellowship members to

become successors to the Student Christian Fellowship committee members.

5. Strengthening staff support

School Report (SR)

(1) Staff prayer meetings and staff fellowship meetings were held so that teachers could

learn and share with one another to build up the togetherness of the teaching team.

(2) Mentors were provided to give new teachers spiritual support and to help them adapt

to the new teaching environment.

Reflections

1. The school theme “Advancing Together Amid Adversity” matched students’ needs well.

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

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

messages in assemblies.

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

games and live music sharing in classrooms could be introduced.

4. The Shatin Chapel plays an indispensable role in supporting the school’s gospel work.

Closer coordination with the Shatin Chapel in this aspect is needed.

5. The follow-up programme for new believers in the online mode should be evaluated.

6. More support to class teachers for conducting the class prayer meeting should be

provided.

7. Promotion of the Student Christian Fellowship needs to be strengthened.

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

school.

9. Spiritual support for S6 students should be strengthened.

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

the major tasks in the coming academic year.

Priority Task 2:

To strengthen the learning and teaching through different strategies

Achievements

Though it was the last year of the SDP cycle, the influence of the COVID-19 pandemic was

still so eminent that quite a lot of plans were disturbed. In general, half-day face-to-face classes

were conducted in the first term while online classes resumed in the second term. Despite the

adversity, some achievements were made as follows.

1. Promoting independent learning

This year, continuous collaboration was made between the Careers Department and the

Studies Department to provide S.4 students with CLP guidance. In mid-October,

goal-setting and study skills focusing on the four core subjects were introduced to S.4

students. In February 2022, an online Orientation Day for S.4 students was held. That day,

alumni were invited to share their learning experience in different subjects with the S.4

students. The students were positive about the arrangement that day. In addition, the S.1

award scheme started after the 1

UT and ended after the 1

Term Exam.

School Report (SR)

2. Enhancing students’ interest in learning

Students’ interest was aroused through interesting learning methods such as eLearning. On

Teachers Collaboration D ay, some panels, for instance, English, Chemistry and PE,

discussed the use of eLearning to enhance the interest of students in the subjects. Also, in

the lesson observation, colleagues were requested to insert at least one “interesting

element” into their lessons.

3. Catering for learner diversity

Despite the spread of Covid-19, the school strove to cater for learner diversity. To assist

low-achievers to obtain better results, the junior form remedial classes and S1 EMI class

were kept in the form of Zoom lessons. To help the less motivated students, the ASHWC

was kept in the form of an online class. Regarding the Special Enhancement and Remedial

Program (SERP) for the senior forms, most of them were conducted online. As for the

high-achievers, the Youth Leadership Program (YLP), the signature activity of English

public speaking, as well as activities of the Chinese public speaking, would be postponed

to late second term.

4. Refreshing teachers with up-to-date teaching pedagogy

At the beginning of the school year, IT training was provided for all on the use of eClass,

PowerLesson and so on. In order to further promote the use of Google tools, training was

provided on the use of Google Classroom. As for promotion of the use of Google Drive,

the IT Department produced a video to introduce the tool and provided assistance for

individual panels or departments in setting up the drive and transferring files to the drive.

In addition, all teaching assistants were trained about how to set Google form and they in

return helped those colleagues in need to acquire the skill. Apart from the above,

collaboration between the Drama panel and the Chinese language panel on Drama in

Education was carried out throughout the year. Furthermore, colleagues were encouraged

from tim e to time to enhance their professional capacity through participating in

professional development programs (PDP). From the KPM report this year, teachers were

positive t owards teachers’ professional development (3.7, highest among 19/20-21/22).

Also, the KPM reveals that both students and teachers were quite positive towards teaching

(3.6 and 4.2 respectively, both data are the highest among 19/20-21/22).

5. STEAM education

STEAM education was mainly promoted by the S TEAM committee and the STEAM club,

under the supervision of the vice-principal. One of the achievements of STEAM education

must be the establishment of the STEAM Laboratory, which has become a landmark for

PLHKS. Both short-term and long-term plans were formulated. In the short run, lesson

plans were made and tried out. This experience was part of the teacher training. In the long

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run, a school-based STEAM curriculum for S.1 and S.2 would be developed, with focuses

on enhancing Science literacy and problem-solving skills of students. Cross-disciplinary

collaboration was promoted as the above-mentioned lesson plans were the product of the

joint effort among subjects like Science, Design and Technology, Maths and Visual Art.

6. Curriculum review and implementation

In implementing Citizenship and Social Development (CS), the new subject this year, the

CS panel put great effort into studying the curriculum framework provided by the EDB and

enriching the curriculum with appropriate content and interesting activities. PowerPoint

slides and related teaching aids were prepared. Regarding Life and Society in junior forms,

school-based textbooks with suitable chapters adopted from textbooks provided by a

publisher were used. On top of that, school-based learning activities, namely inter-class

forum and project work, were added to the curriculum.

7. Enhancing the academic performance of students

Under the impact of COVID-19, S.6 lessons were completed on a half-day basis. Starting

from January 2022, the epidemic became severe and therefore, most of the supplementary

classes, SERP, drilling before or after the mock exam could only be conducted on ZOOM.

To cater for the needs of those who did not have a good environment for studying, efforts

to keep opening the self-study rooms for S.6 to a limited extent were made.

Reflections

1. Further promoting independent learning

This year, little work was done in motivating students to do more reflection on learning, i.e.

Assessment as Learning. Good practices from panels should be collected or showcased.

Moreover, reading lessons were cancelled due to the pandemic, which hindered the

promotion of “Reading across the curriculum”. As shown in the stakeholders survey this

year, all kinds of stake-holders reflected that reading of students was not satisfactory. The

average scores on “reading leisure-reading materials” given by students and parents are 3.2

and 3.0 respectively, which are the lowest among all items in “views on students’

learning”. From teachers’ perspective, the score on “students like reading” is 2.8 only. It is

again the lowest among all items in “views on students’ learning”. In brief, more effort in

promoting reading should be put. Different modes, like online mode, should be tried out.

Furthermore, our school enrolled in an activity which promoted entrepreneurial spirit in the

second term. However, it was cancelled due to the pandemic again.

2. Hinderance to catering for learner diversity

As mentioned above, some gifted education activities such as the YLP and Chinese public

speaking were postponed to late second term because of Covid-19. Also, most of the

strategies for catering for learner diversity such as junior form remedial classes, the S.1

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EMI class, the SERP and the ASHWC had to be conducted using Zoom. This unavoidably

undermined the effectiveness of the measures.

3. Limitations on enhancing academic performance of students

Similarly, as most of the measures for enhancing students’ academic performance, such as

the SERP, the mass drilling and the post-mock drilling had to be done using the online

mode, the effectiveness was inevitably diminished.

4. Further equipping teachers

Regarding the use of Google Drive, it is still limited to a small number of panels. Vigorous

effort should be made to further promote the advantages of using Google Drive and related

products like Google Classroom. In the area of eLearning, teachers should be trained to get

used to collecting, marking and returning online homework to students. Teachers should

also be exposed to various pedagogies such as VR and AR.

5. STEAM education

As mentioned above, STEAM education has been developing in a good pace. The

long-term plan of drafting a STEAM curriculum for S.1 and S.2 needs lots of input from

colleagues in different disciplines. In the process, it may be necessary to learn from the

experience of other schools or external institutions.

6. Reviewing the arrangement of “Optimizing the teaching time of the four cores”

After discussion, members of the Studies Department suggested postponing the review to

two years later as the arrangement started this year, and its impact can only be seen after

this cohort has completed.

In short, due to the severe influence of the pandemic, the targets outlined in the second

major concern for the school were partially achieved . More work should be done next

year to enhance the effectiveness of learning and teaching.

School Report (SR)

Priority Task 3:

To enhance students’ responsibility and belonging by creating a caring and

positive environment

Achievements

1. School-theme-related activities

(1) Character-building activities were organized for students by various school teams, such

as the Counselling Prefect Team, the Social Service Team and the School Prefect

Team.

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

performance in each class were elected by their schoolmates and class teachers to be

‘Star of the Class’.

(3) The ‘I Can Do It Campaign’ and ‘We Can Do It Campaign’ were held to enhance

students’ sense of belonging. Awards and merits were given to students and classes

with outstanding 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 was launched for potential student leaders from S.2 to S.4. Through

training sessions and social services, students were equipped as future leaders of our

school.

2. Cross-departmental work

(1) To strengthen students’ resilience and help them to develop a balanced lifestyle,

activities like the Cleanliness and Discipline Contest, the Student Organizer Cover

Design Competition, the Beat Drug Fund Supported Programme (suspended due to

COVID 19, whether it will resume depends on the pandemic development), the Life

Education Programme, were successfully carried out with cross-departmental

collaboration.

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

Counselling Department and Discipline Department, especially when deciding the

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

August and September and following up students’ cases.

3. Moral education programmes

(1) Moral education lessons were conducted.

(2) Some specific moral issues were discussed in some special groups to share moral

values with students.

(3) The Discipline Day, under the theme of “Anti-bullying”, was launched to resolve

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student misconduct through moral education.

4. Training for students

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

forms through different activities.

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

fellowship.

(3) The“ Little Paul Training Programme” was held to prepare students as successors to

the committee members of the student fellowship.

(4) The“ Growth reward scheme” was launched in the student fellowship to encourage

students to read the Bible and serve others.

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

sustaining team spirit were conducted for school prefects.

(6) Adventure activities, including Leadership Training Scheme’s Adventure-based Day

Camp, were arranged for developing students’ courage, leadership and team spirit.

(7) Prefect cadets were trained as a new force to help with the daily, routine school

activities, data entering and miscellaneous work in the prefect team.

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

Training Scheme was launched for potential student leaders from S.2 to S.4. Through

training sessions and social services, students were equipped as future leaders of our

school.

(9) For better cultivation of student leaders’ quality, the requirements regarding students

personal conducts have been clearly shared by outstanding student leaders and

professional social workers in a leadership symposium. At the same time, outstanding

student leaders were recognized.

(10) To strengthen students’ global leadership, a number of Leadership Training Scheme

students were recommended by the school to have successfully participated in

UNICEF Young Envoy 2022 and the UNSDGs Secondary School Students Green

Talent Training Program held by The Secretariat of UNESCO Hong Kong Association

and Hong Kong Institute of Education for Sustainable Development (HiESD.

(11) Various ECA Club/Society/Team Chief Advisors mobilized students to have

participated and be awarded in a range of inter-school competitions.

5. Talks for students

With the aim of helping students achieve personal growth, special talks, workshops and

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mass programmes delivered by guest speakers or professional institutions were arranged.

Examples of topics include sex education, stress management, mental health, positive

thinking, anti-smoking and anti-gambling awareness, anti-cyber-bullying, reconciliation

and facing challenges through walking with Jesus.

6. Social service

(1) Through visiting centre for the elderly, interviewing residents in subdivided flats and

organizing online activities for children in needs, members of PATHS Social Service

Team learnt to serve and broadened their horizons.

(2) Through organizing voluntary services, investigation of global inequality, conducting

a survey on positive mindfulness and producing videos on Caring for the Elderly

during COVID-19 pandemic, members of the Leadership Training Scheme learnt to

serve and show concerns for the community.

7. Special care for students

(1) S.1 students received special care from “big brothers and sisters” in the S.1 Caring

Scheme. This helped them to adapt to the new school environment.

(2) A special orientation programme was provided for S.1 students. Different

departments, including the Counselling Department, Discipline Department, Religion

Department, Studies Department, ECA Department and SU worked together. The

programme was effective in helping the S.1 students adapt to the different aspects of

school life.

(3) Special counselling services were provided for students in need, such as SEN students,

repeaters and students who had problems with their family, studies, mental illness or

other issues. They were helped to overcome obstacles and to choose to take the right

attitude and stick to their beliefs in tough situations.

(4) Special care was provided for SEN students, which included forming study groups,

equipping them with note-taking skills, providing speech therapy, exam

accommodations and designing teaching &learning plans. These efforts aimed at

providing SEN students with an appropriate learning environment.

(5) A three-tier caring scheme was launched for SEN students. Individual education plans

(IEPs) were set and implemented to provide tailor-made service for individual

students.

(6) Special care was provided for students who had mental weakness. Individual

counselling and special workshops were organized for them.

(7) Workshops on Pastel Nagomi Art were provided for S.6 students to help them cope

School Report (SR)

with stress.

(8) Online board games were provided to students during the special epidermic vacation

to consolidate interpersonal relationship.

(9) To show support for the S.6 students, an ice cream van was hired to treat them with

free ice cream before Christmas Holidays.

(10) School rules were relaxed to help S.1 students to get used to the new school life.

(11) The revised edition of the Student Handbook and Student Organizer facilitated

students’ management of their school activities.

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

monthly performance summaries effectively enhanced home-school communication

and cooperation.

(13) The “up-to-the-minute” disciplinary records on the school website raised the

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

analysis provided helped students understand their situation.

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

communication between form teachers and parents.

(15) The revised Demerit Waiving Scheme was effective in helping students deal with their

misbehavior positively.

(16) The optimized web-based conduct assessment system and procedures 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 were promoted.

(2) To cater for learning diversity, face-to-face and online tutorial classes were provided

to students who have difficulties in academic performance in the first term and the

special epidermic vacation respectively.

(3) Assemblies, such as the talk delivered by the guest speaker from Thalassemia Care

Association, opened students’ eyes to the needs of different groups of people in our

society.

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

attitudes towards life

(1) Cases were reviewed frequently, with intensive counselling services provided to high-

risk students.

School Report (SR)

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

(3) Students learned how to get through the difficult times in life through games and Bible

teaching in the Christian Student Fellowship.

(4) More hymn singing in various assemblies was organized to educate students to rely on

God whenever they face challenges in life.

(5) Students were encouraged to relieve their stress through prayers and developing a

positive view of life in God.

(6) Lunch Bible study groups were held in different forms to develop in students a

positive attitude through encouraging one another in the peer group.

(7) The Discipline Department coordinated with special teams over social issues and

COVID-19 matters.

Reflections

1. Some planned activities of the S.1 Big Brothers and Sisters Scheme were suspended due to

the COVID-19 pandemic. The plan should be included in the departmental plan for the

next academic year.

2. The rise in the number of mental illness case reflects the need of providing mental health

care for students. Besides, the reasons for such a phenomenon should be scrutinized.

3. With the rise in the number of young suicidal case in Hong Kong, the Crisis Management

Committee should be well-prepared when such a case arises.

4. More efforts 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.

5. Due to the COVID-19 pandemic, training of sex education peer counsellors was

suspended. Special emphasis will be put on their training as peer counsellors are helpful in

launching sex education.

6. The “Fellowship growth reward scheme” run by the Student Fellowship needs to be

reviewed.

7. Further cooperation with the Shatin Chapel needs to be explored.

8. Apart from the online leadership symposium, more face-to-face interactive student

leadership training sessions should be conducted in order to provide students with

experiential learning for better cultivation of student leaders’ quality.

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

10. More capable student leaders should be encouraged to strive for both good academic

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performance and good non-academic performance. Mediocre students should not take up

too many service posts so as to ensure their good performance.

11. Prefect activities with neighboring schools should be re-established to broaden students’

horizons in the prefect service.

12. Adventure activities which provide prefects with an experiential learning environment and

nurture them in an active mode should be held.

13. Due to the outbreak of COVID-19 and irregular school arrangements, the handling of

students’ appearance and routines was loose.

14. Because of the massive increase in online classes, students’ abusive use of information

technology has increased.

15. Current school rules need to be reviewed in order to encounter today’s changes and meet

the future development of the school.

16. To avoid duplication of work and to improve the effectiveness of the S.1 Orientation Day,

further evaluation, communication and co-operation among departments should be kept.

17. Due to the widespread of the COVID-19 pandemic and the implementation of strict

anti-pandemic measures, a lot of inter-school competitions, extra-curricular activities

and leadership training programmes could not be held as usual. Even though the

online mode was adopted to keep those events going, the effectiveness was far lower

than that of the face-to-face mode. 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 for safeguarding students’ mental health and work of

preventing students from committing suicide

(3) Drilling on crisis management

(4) Activities to promote students’ sense of belonging

(5) 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

(6) Strengthening the effectiveness of the prefect team in serving the school

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

(8) Strengthening all aspects of the operation of the prefect team, especially the

leadership training of the senior members

(11) Strengthening various leadership training programmes

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(3) Our Learning and Teaching

1. Promoting independent learning

2. Enhancing students’ interest in learning

3. Catering for learner diversity

4. Enhancing the academic performance of students

5. Refreshing teachers with up-to-date teaching pedagogy and methodologies

6. Promoting STEAM education

7. Curriculum review

8. Encouraging teachers to join Professional Development Programs (PDP)

(4) Support for Student Development

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

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

major concern 3

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

concern 3

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

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

effectiveness 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.

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iii

School-based speech therapy service and social skill training service

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.

Organize case conferences which involve various parties, like EP, CP,

SSW, MSW and parents to foster collaboration and promote

individual students’ well-being.

vii

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

classes through the ‘Big Brothers &Big Sisters’ Scheme.

viii

Counselling and guidance services are provided to individual students

in need.

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. The value-added results of our school are good, but there is still room for improvement.

 Students’ non-academic performance

Students perform well in extra-curricular activities and inter-school competitions, e.g. English

debating, English public speaking, Speech Festival, performing arts, the 3-year leadership

training programme and basketball matches, in terms of both participation and achievements.

Financial Summary

2021-2022

BALANCE B/F

INCOME

EXPENDITURE

BALANCE C/F

Refund to EDB

($) DR.

($)

Government Funds

(A) EOEBG

(1) Administration Grant

4,283,124.00

4,207,565.12

(2) Capacity Enhancement Grant

642,934.00

533,158.72

(3) Composite Information Technology Grant

494,240.00

418,875.10

(4) Air-conditioning Grant

586,878.00

(5) School-based Management Top-up Grant

50,702.00

25,500.00

(6) EOEBG Baseline Reference

1,872,394.41

1,770,666.07

7,930,272.41

Other Income

927,408.67

7,542,643.01

School Specific

5,771,976.94

Non-School Specific

8,857,681.08

1,770,666.07

1,315,038.07

Surplus brought forward from previous period/year

4,021,781.66

8,857,681.08

7,542,643.01

4,021,781.66

5,336,819.73

Prior year(s) adjustment

Amount transferred to other Grants

5,336,819.73

(B)

Salaries Grant

(1) Teaching Staff

38,521,268.16

(2) Supply Staff

134,240.00

41,950.00

(3) Teaching supporting Staff

1,742,675.00

Surplus / (Deficit) for the year

40,398,183.16

40,305,893.16

92,290.00

Surplus / (Deficit) brought forward from previous period/year

(92,290.00)

Surplus / (Deficit) forward to next year

(1) Setting / Subsidizing Expense of Parent-Teacher Association

4,370.50

5,780.00

4,531.03

5,619.47

0.00

(2) Special Home-School Co-operation Grant

17,000.00

0.00

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

49,600.00

58,000.00

49,600.00

58,000.00

49,600.00

(4) Learning Support Grant for Secondary Schools

176,728.50

532,385.00

670,188.20

38,925.30

0.00

(5) Diversity Learning Grant (Other Programmes)

81,050.00

84,000.00

91,010.00

74,040.00

0.00

(6) Diversity Learning Grant (Applied Learning Courses)

6,900.00

0.00

(7) Fractional Post Cash grants

88,245.00

0.00

(8) Senior Secondary Curriculum Support Grant

501,979.03

770,400.00

647,709.45

624,669.58

0.00

(9) Moral and National Education Support Grant

230,937.63

0.00

(11) Information Technology Staffing Support Grant

68,536.37

321,796.00

276,580.00

113,752.37

0.00

(12) Grant for the Sister School Scheme

90,989.98

157,127.00

102,055.11

146,061.87

0.00

(13) Promotion of Reading Grant

31,027.24

62,851.00

87,199.28

6,678.96

0.00

(14) Life-wide Learning Grant

673,839.58

1,174,267.00

700,886.97

1,147,219.61

0.00

(15) School Executive Officer Grant

235,686.42

540,268.60

583,174.25

192,780.77

0.00

(16) Special Anti-epidemic Grant 2022

37,500.00

0.00

(17) Provision of One-off Grant for Supporting the Implementation of the Senior Secondary Subject

Citizenship and Social Development

300,000.00

4,999.00

295,001.00

0.00

(18) Sixth Round of Anti-epidemic Fund "Cleansing and Security Services Provider Subsidy Scheme for

Non-government Schools and Kindergartens

68,000.00

0.00

2,232,990.25

4,136,274.60

3,435,578.29

2,933,686.56

49,600.00

(D) Teacher Relief Grant-Annual recurrent

608,664.54

213,106.00

364,089.76

457,680.78

Teacher Relief Grant-Optional

2,483,359.04

4,882,845.00

4,200,258.32

3,165,945.72

3,092,023.58

5,095,951.00

4,564,348.08

3,623,626.50

(E) Student Activities Support Grant

80,700.00

76,985.00

3,715.00

School Funds

8,293,167.71

(1) Tong Fai

82,800.00

(2) Profit on Sale of Exercises Books and Stationery

(8,106.45)

(2) Profit on Sale of School Uniforms

87.00

(4) Tuckshop Rental

14,700.00

(5) Donations

40,639.40

(6) Other Income

760,227.66

(7) Appropriations

164,734.00

(164,734.00)

***

(8) Other Expenditure

737,277.50

(737,277.50)

Accumulated surplus/(deficit) carried forward to next year

8,281,503.82

890,347.61

902,011.50

(7) Feedback on Future Planning

 Three major concerns for the school years 2022/23– 2024/25:

(1) Major Concern 1: Growing and Learning Together In God 's Love

(2) Major Concern 2: Student Care and Value Education

(3) Major Concern 3: To develop creative thinking skills in learning and teaching

 A number of achievements have been shown in 2021/22, i.e. the third year in the cycle

2019/22. We believe that with the concerted effort of our staff, our school will be further

improved by implementing the future SDP and ASP.