Pentecostal Lam
Hon Kwong School
School Report
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)
Please refer to the following website for the relevant information of Pentecostal Lam Hon
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 teaching and learning 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 2018-19, the school has a total of 708 students in 26 classes. The class structure is as
Number of classes
Number of students
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(2) Achievements and Reflections on Major Concerns
Priority Task 1:
To enhance the learning and teaching effectiveness with various strategies
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Priority Task 2: To help students develop a balanced lifestyle and achieve a
holistic growth
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 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
‘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.
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
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 carried out successfully.
(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 S.1 Orientation Day in August and
following up students’ cases.
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.
4. Training for students
(1) The counselling prefects have been trained to serve different groups of students in
different forms through different activities. The sex education peer-counsellors have
been trained to carry out activities for their fellow schoolmates. 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.
(3) Little Paul Training Program” has been held to prepare students as successors of the
committee members of the student fellowship.
(4) Summer camp has been organized by the Religion Department to encourage students
to have a disciplined life in God.
(5) Growth rewarding scheme” has been launched in the student fellowship to
encourage students to read the bible and serve others.
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(6) Training and workshops on human resources management and problem solving skills
have been conducted for school prefects.
(7) Adventure activities have been arranged for developing students’ courage, leadership
and teamwork.
(8) Prefect cadets have been trained as a new force to help with the daily routine school
activities, data entering 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 promoting healthy life and achieving personal
growth have been arranged. Examples of topics include sex education, stress
management, mental health, positive thinking, anti-drug, anti-gambling, bullying,
cyber-crime and facing challenges through walking with Jesus.
6. Equipping parents
A parent-child camp, workshop and parents’ evening talks have been organized. More
emphasis is put on promoting good communication between parents and children.
7. Social service
(1) Community services, such as blood donation and voluntary services have been
organized. Students have been trained to serve and care for others in the community.
(2) Community services, such as the sports team voluntary services for refugee children
and the construction of activity facilities have been organized. Students have been
trained to serve and care for others in the community.
8. Special care for students
(1) The Counselling Social Service Team has been organized, which helps to carry out
integration education, take care of the SEN students and provide life & moral
education effectively. 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,
etc. They have been helped to overcome obstacles and 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, giving exam
accommodation and designing teaching & learning plans. It aims at providing SEN
students an appropriate learning environment.
(4) The first individual education plan (IEP) has been successfully started to provide
tailor-made service for individual students. The three-tiers caring scheme has been
(5) After fine-tuning the S.1 orientation programme by different departments, it is more
effective to take care of the S.1 students in different aspects.
(6) A gospel camp and prayer meetings have been held to help S.1 students adapt to the
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new school life.
(7) School rules have been relaxed to help S1 students to get used to the new school life.
(8) To show support to the S.6 students, prayer meetings and the ‘DSE Fighter concert’
have been organized and gifts have been given to them.
(9) The revised edition of the Student Handbook and Student Organizer facilitates
students’ management of their school activities.
(10) Instantly updated eDiscipline system and the students’ monthly performance
summaries effectively enhance home-school communication and cooperation.
(11) The “up-to-the-minute” disciplinary records on the school web speeds up the
efficiency of handling students’ general discipline more effectively. The instant
analysis provided helps students understand their situation.
(12) The eClass parent app which helps deliver students’ information has strengthened
communication between form teachers and parents.
(13) The revised Demerit Waiving Scheme is effective in helping students positively deal
with their mistakes made.
(14) The optimized web-based conduct assessment system and procedures have made the
assessments more effective and objective.
9. 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 have been formed. They have learnt to co-operate and get along
with one another through participating 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 racial minorities, etc.
10. 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 and parents have been taught knowledge of mental health in students’
assemblies and parents’ talks respectively.
(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 singings in various assemblies have 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.
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(7) Lunch bible study groups in different forms have been held to develop a positive
attitude by encouraging one another in the peer group.
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 efforts should be put in 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. Although the sex education activities have been conducted smoothly, evaluation and
further development on the whole 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. The targets are mostly achieved. 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 the 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 to serve the school.
(6) Conducting a Discipline Day Programme in the second term.
(7) Improving the overall performance of students in public places.
(8) Strengthening the operation of the prefect team in all aspects.
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Priority Task 3:
To foster career and life planning education
1. The Alumni-Careers Day for S5 achieved a great success again this year. The enthusiasm
and the preparation of the alumni created a very impressive and enlightening event for S5.
Most of the students could benefit from their sharing group sessions of top priorities. The
event could not only help the students explore their career aspirations, but also stimulate
their in-depth reflection on career life planning. Post-activity questionnaire findings were
also very encouraging.
2. Our participation in the BSPP (Business-School Partnership Program) launched by EDB
could provide students with exposure opportunities to various workplaces and successfully
met the needs of the target students.
3. With successful collaboration with the ECA Department, the CLP (Careers and Life
Planning) Club has successfully provided students with in-depth career preparation and
career awareness.
4. The team of CLP ambassadors could act as a bridge between the school and students by
rendering services to the school and equipping themselves through participation.
5. A series of activities organized by the Counselling Department could greatly benefit parents
and students with different needs in a whole-school approach. The education programs, Big
Brothers and Sisters scheme, Sex Education package, social service activities, and
collaboration with NGOs and the Department of Health all helped to implement the theme
of school year.
6. The series of guidance programs on S4 streaming effectively assisted S3 students in
making well-informed choices.
7. The parents’ talks on S4 streaming and S6 Jupas provided valuable advice in assisting
parents to help their children make well-informed choices.
8. The individual guidance for S6 students comprehensively helped solve the problems of the
students in making program choices and provided emotional support as well.
9. The guidance for the operation of the JUPAS application process greatly reduced the stress
of S6 students and helped solve many technical problems. .
10. The hiring of external markers to proofread S6 students’ Jupas self-accounts and additional
information was able to provide practical support and boost students’ confidence.
11. The talk on ‘Non-Jupas Tertiary Education’ was able to provide S6 students with
alternative careers pathways and wider horizons.
12. The guidance of EAPP greatly helped students with alternative pathways other than Jupas.
13. The careers talk on life planning by an alumnus who works in an investment bank received
much commendation. The success story and perseverance of the alumnus was also very
inspirational and encouraging.
14. The guidance on the Release Day of the HKDSE results provided practical support in
changing programs priorities, and also in taking care of students’ emotional needs.
15. The participation of the Careers Department in the school Open Day could enhance the
community’s good impression of our school.
16. The activity ‘Looking at Workplaces’ held in lunch break could attract lots of students to
join voluntarily. Alumni from different professions were invited for sharing in a relaxing
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1. The targets are mostly achieved. They will be incorporated as major tasks in the
coming academic year.
2. However, the following fine-tuning measures will be adopted.
2.1 The questionnaires from alumni and students would be studied in great detail to make the
S5 Alumni Careers Day a greater success. Follow-up work would mainly focus on the
invitation of alumni of professions in which many students are interested.
2.2 The Shatin Chapel is a valuable source of enthusiastic alumni. It would be again our
working partner and we would work with them very closely for the next S5 Alumni
Careers Day.
2.3 Apart from careers exposure, the S5 Alumni Careers Day also has the goals of
demonstrating work-life balance and pursuit of meaning of life.
2.4 More effort would be made to implement the BSPP (Business-School Partnership
Program) organized by EDB to suit various levels of students in the anticipation of a
balanced school life.
2.5 CLP ambassadors will be empowered for higher levels of services.
2.6 The operation of EAPP will be closely monitored to provide sufficient information to S6
for further study opportunities in tertiary institutes.
2.7 The guidance on “Non-Jupas tertiary opportunities’ will be emphasized to meet the needs
of students with diverse abilities and alternative pathways upon completion of secondary
2.8 More guidance on streaming for S3 to S4 will be delivered in collaboration with the
Studies Department, particularly in relation to the S4 subject structure of 2X/3X.
2.9 The school-based Jupas application procedure will be reviewed, in particular,
(a) the collaboration with relevant parties such as the Studies Department and the
Counselling Department and,
(b) the assistance provided to S6 class teachers in the Jupas guidance for their students.
2.10 Careers teachers will continue to find ways of motivating the S6 students, especially the
low-achievers, to face the HKDSE with career life planning in mind.
2.11 The channel used to disseminate careers information to students and staff will be
strengthened, so that all parties can be kept updated about important messages.
2.12 More effort should be made to better the activity ‘Looking at Workplaces’ in order to
address the various needs of students with diversified career inspirations.'
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(3) Our Learning and Teaching
1. Promoting eLearning
2. Promoting STEAM education
3. Exploring different teaching strategies, e.g. Self-directed Learning, High Order Thinking,
4. Promoting cross-curricular collaboration
5. Promoting academically-related activities such as debates, public speaking, Maths, STEAM
clubs, etc.
6. Optimizing the curriculum
7. Catering for learners’ diversity
8. Strengthening the EMI policy
9. Promoting a positive learning attitude
10. Enhancing learning skills
11. Fostering Career and Life Planning (CLP) education
(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
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
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.
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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
School-based speech therapy service and social skill training service
are hired to offer individual/group therapy/training sessions to
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-sister scheme.
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. Students’ performance in the 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 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
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(6) Financial Summary
Use a table to summarise the school’s financial position of the year. Items for reporting
include total amount of subsidy received from the government (excluding staff’s salaries),
balance in the Subscription Account, salaries of administrative staff and workmen, daily
running cost and the accumulated surplus/deficit brought forward from the current school
year and carried forward to the next school year, etc.
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(7) Feedback on Future Planning (pending)
Based on the School’s Self-evaluation, we have identified the following major concerns for
the school years 2019/20 – 2021/22:
(1) Major Concern 1:
(2) Major Concern 2:
(3) Major Concern 3:
We believe that with the concerted effort of our staff, our school will be further improved by
implementing the future SDP and ASP.