(Please bring this document to the SSE Day meeting. Thanks!)
Pentecostal Lam
Hon Kwong School
School Report
Key Elements of the School Report
Our School
Achievements and Reflections on Major Concerns
Our Learning and Teaching
Support for Student Development
Student Performance
Financial Summary
Feedback on Future Planning
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 2017-18, the school has a total of 708 students in 26 classes. The class structure is as
Number of classes
Number of students
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
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 the APASO survey).
The School Development Plan and the Annual School Plan are drafted and amended by
teachers. These plans form the blueprint and are the base from which strategies are
formulated and implemented. The school report is written to summarize the school’s
performance in different areas and to review the effectiveness of tasks we have prioritized.
Our school’s recent major developments are listed as follows:
Achievements and Reflections on Major Concerns
Priority Task 1:
To enhance the learning and teaching effectiveness with various strategies
1. Enhancing the learning attitude of students: This year, strategies such as assessing
students’ attitude through the learning attitude grade, and issuing top student lists and
improvement lists by subject teachers have been kept. A better learning attitude among
students has prevailed. Moreover, with the addition of the KPC Outstanding Student
Scholarship, together with other scholarships, students are very much encouraged to work
2. Creating a better learning environment: A better learning environment has been created
this year through the frequent use of Campus TV. Apart from civic education and life
education, Campus TV has been widely used in different areas such as debates, public
speaking, academic award presentations, PTH education, learning-related sharing, and
subject-based study skills, etc.
3. Employing different learning strategies: To improve the learning strategies of students,
general study skills have been introduced to the S.1 students. Furthermore, subject panels
have been encouraged to equip students with subject-based study skills which can help
students master the subject learnt. In addition, S5-S6 after-school mass drilling is another
effective strategy. As seen from the response of students this year, students have adapted to
the drilling. To make the drilling more beneficial, panel heads have been reminded to
provide debriefing to students shortly after the drilling.
4. Catering for learner diversity: Catering for learner diversity has been achieved through
different strategies. For instance, more resources have been allocated to the special
enhancement and remedial program (SERP) to assist both the high and the low achievers to
attain better results in the public examinations. For weaker students, the junior-form
Chinese, English and Maths remedial classes have been offered. For the high-flyers, they
have been encouraged to take part in various kinds of gifted activities. This year, with the
setting up of the Chinese Writing Class, the writing talents of students can be enhanced.
5. Boosting students’ performance: To continue boosting the academic performance of
students, it has become a norm for panel heads to evaluate and formulate strategic plans for
the development of students. The better performance of students can be seen from the
improvement in the results in the HKDSE and SVAIS.
6. Exploring teaching strategies: eLearning in our school has reached a new milestone with
the launching of ‘Bring Your Own Device’ (BYOD) in S.1 this year. The overall feedback
has been very positive. Students’ motivation increased with the use of ipads during lessons.
Teachers were eager to try out eLearning in their lessons. Therefore, the eLearning targets
have been achieved without much difficulty. In addition to S.1, eLearning has also been
adopted in higher forms. The feedback from teachers has also encouraging. In terms of
self-directed learning, this is the second year our school has participated in the
‘Self-directed Learning in Science’ (SDLS). Both teachers and students have benefitted
greatly. During the project, greater learning satisfaction of students was noted as they were
engaged in self-learning using an enquiry approach.
7. Lesson observation: A new practice on lesson observation has been tried this year. In this
approach, the Principal observes the panel heads while the latter observe their members. In
general, the feedback from teachers was good.
8. Promoting staff development: This year, our school has joined the Teaching and Learning
Expo of 2017. This is the first time for all of our teachers to join the big education event
together. It has broadened the horizons of our teachers and the feedback from them was
positive. In addition, subject-based collaboration has been conducted to further explore
eLearning and STEAM education. Also, talks on crisis management and mindfulness have
been arranged to better equip our teachers.
9. New S.3 subject selection mechanism: A new mechanism for S.3 subject selection has
been adopted this year. In general, both parents and students welcome the new mechanism,
as well as the support given alongside the new mechanism.
1. Learning attitude and learning environment: This year, more attention should have been
given to S.1 and S.4. A more concerted effort should have been made with these forms, and
more form meetings called on a needs basis. Regarding awards, the format and number of
awards should be evaluated in future to promote a better learning attitude.
2. eLearning & BYOD: BYOD will continue be launched in both S.1 and S.2 next year.
Furthermore, more discussion and planning should be made in regard to eLearning in
senior forms.
3. Staff development: As the feedback on visiting the Teaching and Learning Expo 2017 was
good, members of the staff development committee have suggested conducting the same
visit once every few years. Also, the subject-based discussion on teaching strategies should
be kept.
4. STEAM education: Despite its sound development in our school, more collaboration
among subjects should be explored to further promote STEAM education.
5. Lesson observations: The newly-adopted lesson observation practice will be kept and
reviewed next year. To enhance effectiveness, lesson observation should focus on a
specific teaching strategy or the design of a ‘surprise’ for students in the lesson by the
6. Evaluation on S.3 subject selection mechanism: In implementing the mechanism, some
undesirable outcomes have been spotted. Therefore, the mechanism should be further
evaluated and revised next year.
7. Evaluation on other issues: Apart from the above, evaluation should also be made on
issues such as senior form lesson time, promotion criteria and the promotion meeting.
8. In brief, most of the targets of Major Concern 1 have been achieved, though there is
still room for improvement.
Priority Task 2: To help students develop a balanced lifestyle and achieve holistic growth
1. School theme related activities
(1) To reinforce an atmosphere of appreciation in the school campus, the ‘Star of the
Class’ has been elected by classmates and form teachers.
(2) To develop students’ sense of belonging to the school and their class, the ‘I Can Do It
Campaign’ and ‘We Can Do It Campaign’ have been held to show appreciation to
students and classes that have a positive performance in punctuality, submission of
homework, grooming and class discipline. Awards and merits have been given to
outstanding students.
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) 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 students’ cases.
3. Moral education programmes
(1) The moral education lessons have been conducted smoothly.
(2) The programmes on 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 students in different forms and
different groups by carrying out a variety of activities. In addition, the Social Service
Team has been organized. Members are trained to serve the community.
(2) A series of tailored adventure-based leadership training sessions and workshops have
been organized for the school prefects, in which guidance about teamwork
development, sense of belonging, social skills and problem solving skills in
management have been provided.
(3) The prefect cadets have been trained to help with the daily routine school activities,
record entering and some of the miscellaneous work in the prefect team.
(4) Committee members of the student fellowship have been trained to serve students in
student fellowship.
(5) The “Little Paul Training Program” has been held to prepare students to be the
successors of the committee members of the student fellowship.
(6) Summer camp has been organized by the Religion Department to encourage students
to have a disciplined life in God.
(7) The “Growth Rewarding Scheme” has been launched in student fellowship to
encourage students to read the bible and serve others.
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. Topics included bullying, sex education, emotional
management, positive thinking, anti-gambling, and cyber security and technology
6. Equipping parents
The work related to parents such as parents’ evening talks, the parent-child camp, the
S.1 parents’ day and the single-parent support group have been successfully carried out
and the feedback from parents is positive.
7. Social service
Community services, such as blood donation, voluntary services and visiting areas
where the poor live 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 Services Team has been organized. It has been effective in
carrying out integration education, take care of the SEN students and providing life &
moral education. It has also given a chance to SSW and teachers to get in touch with
those students in need and give them individual counselling.
(2) Special counselling services have been provided to students in need, such as SEN
students, repeaters, and students having problems with family, study, mental illness
etc. Students have been helped to overcome obstacles and maintain positive attitudes
& beliefs in tough situations.
(3) Special care has been provided for SEN students. It has included forming study
groups, speech therapy, social skills enhancement classes, exam accommodation, and
teaching & learning plans. It is aimed at providing SEN students with an appropriate
learning environment.
(4) After fine-tuning of the S.1 orientation programme by different departments, it is now
more effective in taking care of the S.1 students.
(5) The new edition of the Student Handbook and Student Organizer facilities students’
management of their learning in school.
(6) The monthly performance summaries enable the form coordinators to have accurate
information about students’ performance. Communication among students, parents
and teachers has been enhanced.
(7) Mediation work has been done in non-disciplinary cases so as to rebuild the
relationship among the students in disputes.
(8) Electronic records of disciplinary data has sped up the efficiency in handling cases.
An instant analysis now provides “up-to-the-minute” information that helps students
understand their situation.
(9) School rules and regulations have been revised regularly, including the measures on
submitting homework, punctuality, dress code during the cold weather warning and
frost warning, etc.
(10) The use of eClass parent apps has strengthened communication between form teachers
and parents. It also helps deliver information about talks/workshops to parents.
(11) The revised structure of the prefect team helps nurture new student leaders.
(12) The S1 Gospel camp was held in September, with alumni as the group leaders, and it
helped S1 students adapt to the new school.
(13) S1 prayer meetings have been organized to help S1 students to share their difficulties
by praying together.
(14) S6 prayer meetings have been organized to help release the stress of the students
facing the HKDSE.
(15) The “DSE fighter concert” has been held to show teachers’ support to S6 students.
(16) Fellowship students have sent gifts to all S6 students to encourage them to face the
challenges together by faith.
9. Inclusive education
(1) Through the Big Brothers & Sisters scheme, the concepts of equality and acceptance
of diversity have been promoted.
(2) The recruitment of the Social Service Team consists of SEN students, repeaters, case
students, and Counselling prefect. They have learnt to co-operate and get along with
each other through participating in different activities.
(3) Chances have been provided for students to learn the needs of different groups of
people by organizing activities with different organizations, such as Eldpathy HK and
Dialogue in the Dark Exhibition.
(4) In fellowship meetings, students have been educated to cooperate with and support
each other through games and bible teaching.
10. Preventing students from committing suicide and developing students’ positive
attitudes towards life
(1) Cases have been reviewed frequently. Intensive counselling services have been
provided to high risk students.
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(2) Students and parents have been taught knowledge about mental health in students’
assemblies and parents’ talks respectively.
(3) Ways to handle stress have been introduced to students through workshops related to
music, arts and games.
(4) Students have been encouraged to relieve their stress through prayer and by
developing a positive view of life in God.
(5) Lunch bible study groups have been held to develop a positive attitude by encouraging
students to support each other.
1. The Social Service Team has been developed and is on the right track. Evaluation and
improvement are still needed in the coming year.
2. Evaluation and improvement in the work and systems related to SEN students is needed.
3. More effort should be put into helping S.1 students adapt to the new environment.
4. The mental health programme should be reviewed and improved.
5. The inter-school prefect activities with neighboring schools needs to be reintroduced.
6. There needs to be understanding of colleagues’ need in the suggested moral topics for
teacher sharing.
7. Seminars, feature talks or workshops to equip parents with the skills to handle students’
discipline should be organized to strengthen the bond of teacher-parent communication
and parent-child relationship.
8. 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.
9. The conduct assessment criteria and the newly developed web-based assessment system
needs to be reviewed so that the assessment can be more efficient and accurate.
10. The ways of delivering messages in the morning assemblies such as using Youtube videos
needs to be reviewed.
11. The collaboration with the Counselling Department for the S1 prayer meeting and the way
of inviting students to join the student fellowship needs to be reviewed.
12. The “Fellowship growth rewarding scheme” in Christian fellowship needs to be reviewed.
13. The further cooperation between school and church with Shatin Chapel needs to be
14. The targets are mostly achieved. Efforts will be made on this major concern in the
coming academic year, with emphasis on:
(1) Developing the Tier 2 activities of the school based moral education programme.
(2) Evaluating and improving the SEN work.
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(3) Improving the work on preventing students from committing suicide.
(4) Reviewing the counselling programme of the S.1 orientation.
(5) Strengthening the roles of the prefect team.
(6) Exploring the feasibility of conducting a Discipline Day Programme.
(7) Reviewing the demerit waiving scheme.
(8) Strengthening prefects’ application of mediation skills in handling cases.
(9) Making special arrangements on the execution of school rules to help S1 students
get used to the new school life.
(10) Strengthening the messages given to students, with focuses on planning, facing
adversity and gaining support from God and friends through hymns and sharing
of personal experiences.
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Priority Task 3:
To foster career and life planning education
1. The Alumni-Careers Day for S5 achieved great success by optimizing the matching of
alumni with students in group sharing sessions. The enthusiasm and the preparation of the
alumni also made the activity both impressive and informative. The event could not only
help the students explore their career aspirations, but also stimulate their in-depth
reflection on career life planning. There was very positive feedback on the post activity
2. A series of activities organized by the Counselling Department effectively addressed the
needs of the students and parents in a whole school approach. The education programme,
Big Brothers and Sisters scheme, Sex Education package, social service activities, and
collaboration with NGOs and the Department of Health were all able to benefit students
with different levels of attainment.
3. The participation of BSPP (Business-School Partnership Program) launched by EDB
successfully met the needs of the target students. The programs provided students with
exposure to various careers.
4. With successful collaboration with the ECA Department, CLP (Careers and Life Planning)
club was set up and provided students with in-depth career preparation and career
5. The team of CLP ambassadors were able to act as a bridge between the school and students
by rendering services to the school and equipping themselves through participation.
6. The careers talk on life planning by an alumnus who succeeded in the accounting
profession received much commendation. The success story of the alumnus was also very
inspirational and encouraging.
7. The series of guidance programs on S4 streaming effectively assisted S3 students in
making well-informed choices.
8. The parents’ talks on S4 streaming and S6 Jupas provided valuable advice in assisting
parents to help their children make well-informed choices.
9. The individual guidance to S6 students comprehensively helped solve the problems of the
students in making program choices, and also provided emotional support.
10. The smooth operation of the JUPAS application process greatly reduced the stress of S6
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11. The hiring of English markers to proofread the works of S6 Jupas self-accounts and
additional information was able to provide practical support and boost their confidence.
12. The talk on ‘Non-Jupas Tertiary Education’ was able to provide S6 students’ with
alternative careers pathways and wider horizons.
13. The guidance of EAPP greatly helped students wishing to pursue tertiary education.
14. The ‘Mock Jupas’ exercise for S5 was able to offer an opportunity for them to experience
the Jupas process and in return acquire more self-understanding in setting goals.
15. The guidance on the Release Day of the HKDSE provided practical support in changing
programme priorities, and also in taking care of students’ emotional needs.
16. The participation of the Careers Department in the school Open Day enhanced parents’
good impression of our school.
1. 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 improvement of S5 Alumni Careers Day will mainly focus on the invitation of alumni
with various professions in which many students are interested. A survey of job
preferences for S5 students will be conducted and followed by thoughtful matching for
group sharing sessions.
2.2 The Shatin chapel of our school will be invited to be our working partners in the S5
Alumni Careers Day. The church is a valuable source of enthusiastic alumni.
2.3 Apart from careers exposures, the S5 Alumni Careers Day also has the goal of
demonstrating work-life balance by alumni.
2.4 More efforts will be made in the implementation of the BSPP (Business-School
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Partnership Program) organized by EDB to suit various levels of students.
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.
2.8 More guidance on streaming for S3 to S4 will be delivered, particularly in relation to the
S4 subject structure of 2X/3X.
2.9 The JUPAS system will be reviewed, in particular,
(a) Relevant parties will be worked with
(b) S6 class teachers will be assisted in providing sufficient guidance to mixed ability
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 both parties are kept updated about necessary messages.
Our Learning and Teaching
1. Enhancing students’ learning attitude
2. Promoting eLearning
3. Exploring different teaching strategies
4. Promoting thinking and study skills
5. Promoting academic-related activities such as debates, Maths contests, etc.
6. Catering for learner diversity through conducting junior form core subject remedial
programs and senior form enhancement and remedial programs
7. Promoting cross-curricular collaboration
8. Optimizing the curriculum
9. Enhancing STEAM education
10. Strengthening the EMI policy
11. Campus TV
12. Fostering Career and Life Planning (CLP) education
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 and their sense of
b. Strengthening students’ sense of sharing, caring and serving God
5. Improving the relationship between parents and their children, and helping parents handle
their children’s problems
6. Developing students’ moral values and moral attitudes towards sex
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 academic-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.
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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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Feedback on Future Planning
Three major concerns for the school years 2016/17 – 2018/19:
(1) Major Concern 1: To enhance the learning and teaching effectiveness with various
(2) Major Concern 2: To help students develop a balanced lifestyle and achieve holistic
(3) Major Concern 3: To foster career and life planning education
A number of achievements have been shown in 2017/18, i.e. the second year in the
above-mentioned cycle. Ongoing implementation of the plan in 2018/19 is necessary. We
believe that with the concerted effort of our staff, our school will successfully implement the