nt heung yee kuk yuen long district secondary school

NT Heung Yee Kuk

Yuen Long District Secondary School

School Report

(2012 / 2013)

1

Contents Page

1. Our school 3-4

1.1 School Mission 3

1.2 Brief Historical Background 3

1.3 School Premises 3

1.4 School Management 4

2. Achievements and Reflections on Major Concerns 5-9

2.1 Major Concern 1 5-6

2.2 Major Concern 2 7-9

3. Learning and Teaching 10-17

3.1 Our Curriculum 10-13

3.1.1 School Curriculum 10

3.1.2 Lesson Time for the 8 Key Learning Areas (S.1-3) 11

3.1.3 Curriculum Development Plan 12

3.1.4 Teaching and Assessment 12

3.1.5 Numbers of School Days 13

3.2 Our Teachers 14-17

3.2.1 Number of Teachers 14

3.2.2 Teachers’ Experience 14

3.2.3 Highest Academic Qualification 15

3.2.4 Professionally Trained Teachers 16

3.2.5 Subject-trained Teachers 16

3.2.6 Teachers Meeting Language Proficiency Requirement (LPR) 17

4. Support for Student Development 18-35

4.1 Careers Guidance 18-19

4.2 Discipline 20-21

4.3 Environmental Education 22-23

4.4 Guidance & Counseling 24-27

4.5 Health & Sex Education 28-30

4.6 Moral, Civic and National Education 31-33

4.7 Other Learning Experiences 34-35

2

Contents Page

5. Students’ Performance 36-57

5.1 Class Organization 36

5.2 Students’ Attendance 36

5.3 Students’ Promotion 37

5.4 Destination of Exit Students 38-39

5.4.1 S.6 Graduates 38

5.4.2 Early Exit Students 39

5.5 Reading Habit 39-40

5.5.1 Frequency of Students Borrowing Reading Materials from the

School Library 39

5.5.2 Average Number of Reading Materials Borrowed from the School

Library per Student per Year 40

5.6 Results of Hong Kong Attainment Test 40

5.7 Results of Territory-wide System Assessment (S.3 TSA Results) 41

5.8 Public Examination Results 41-42

5.8.1 The Overall Performance in Public Examinations 41

5.8.2 Results of Hong Kong Diploma Secondary Education Examination 42

5.9 Inter-school Activities and Awards 43-57

5.9.1 Academic 43-47

5.9.2 Art 48-49

5.9.3 Music 50

5.9.4 Sports 51-53

5.9.5 Scholarships 54

5.9.6 Outstanding Students 55

5.9.7 Others 56-57

6. Financial Summary 58

7. Future Planning 59

7.1 School Development Plan 2012-2015 59

7.2 School Major Concerns 2013-2014 59

3

1. Our School

1.1 School Mission

The school strives to provide students with all round education to inspire them to become

responsible citizens and to be enthusiastic learners, developing their potential to the

fullest extent so that they can cope with the challenge of the fast-changing world.

1.2 Brief Historical Background

The foundation-laying ceremony was held on 26th March 1966, with Hon. Aserappa JP,

District Commissioner, New Territories, as our guest of honour. N.T Heung Yee Kuk

made a donation of $600,000 while the remaining construction expenses were covered

by the government. In September 1967, the first school year commenced. Since

construction work was still in progress, teachers and students had to use the premises of

Yuen Long Government Primary School as a temporary venue. Upon the completion of

the construction work on 13th August 1968, the first batch of students moved into the

new premises on 3rd September 1968. The opening ceremony was officiated by Sir

David Trench, G.C.M.G., M.C., Governor of Hong Kong, on 23rd January 1969.

1.3 School Premises

The school premises are divided into 4 blocks: Administration and Special Rooms Block,

Classrooms Block, New Annex Block and the Hall. All blocks are ventilated with air

conditioners. There are altogether 34 Classrooms, 4 Science Laboratories, 3 Computer /

Multi-media / Information Technology Learning Centres, 1 Geography Room, 1 Visual

Arts Room, 1 Design and Technology Room, 1 Music Room, 1 Student Activity Room,

1 Library, 1 Social Worker Room and 1 Heung-chung Interactive-time English Corner

(HITEC Room). Other facilities include 2 Covered Playgrounds, 1 Basketball Court, 1

Volleyball Court, 1 School Garden, 1 Tuckshop and 1 Car Park.

4

1.4 School Management

The School Management Committee (SMC) was set up in September 1999 to implement

school based management. The SMC is comprised of a wide representation of

stake-holders, including the Principal Education Officer(as Chairperson), the Principal,

members from N.T. Heung Yee Kuk, teachers, parents, alumni and independent

members who are professionals from different fields, to enhance transparency and

accountability.

The composition of the SMC in Recent Years

EDB Principal Teacher Parent Alumnus Independent

Member

10 - 11 1

(8.3%) 1

(8.3%) 2

(16.7%) 2

(16.7%) 1

(8.3%) 5

(41.7%)

11 - 12 1

(8.3%) 1

(8.3%) 2

(16.7%) 2

(16.7%) 1

(8.3%) 5

(41.7%)

12 - 13 1

(8.3%) 1

(8.3%) 2

(16.7%) 2

(16.7%) 1

(8.3%) 5

(41.7%)

5

2. Achievements and Reflections on Major Concerns

2.1 Major Concern 1:

Sharpening students’ skills in using English to facilitate collaboration in learning and

teaching

Achievements and Reflections:

Students’ English language skills are very essential elements that would influence learning

and teaching effectiveness. Thus, it is critical that they should have the skills sharpened.

A comprehensive plan targeting at four different stages wholly covering students’ learning

process was made to achieve advancement in language performance as well as betterment in

collaboration between learning and teaching.

1.1 Making good use of pre-lesson preparation

In the initial stage, pre-lesson preparation was emphasized. 58% of the subjects

concerned have done collaborative lesson preparation (CLP) and in 96% of their lessons

observed, it was found that students were assigned preparation work to do. This

practice will be carried on so that more valuable teaching ideas and materials can be

gathered to build up subject-based resource banks.

1.2 Adopting interactive learning and teaching approaches

Teachers designed and refined learning and teaching materials in CLP sessions so

task-based/student-centred approach was seen being used. Moreover, with the Refined

English Enhancement Scheme (REES), various supporting measures like developing

cross-subject learning and teaching packages ( S.2 Liberal Studies-English & S.1

Science-English), in which language topics like using sentence adverbs to help organize

ideas in presentation and practical usage of passive voice in writing experiment reports

were done, developing an e-learning platform for widening students’ exposure to quality

English learning materials in various non-language content as well as conducting a

Pre-S1 LAC Bridging Programme with both language training and an introduction to

various non-language subjects, successfully helping newcomers to adapt to an

English-rich learning environment.

To further enhance learning and teaching effectiveness, high order thinking and

cooperative learning are taken as focuses of development to promote a more interactive

learning mode.

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1.3 Recognizing students’ effort and building up a good communication mode

After lessons, students could learn from good work displayed on different occasions.

For instance, well written cheers for the school sports day were showed in the school

lobby. Students gave inspiring presentation on social issues in morning assembly.

These post-lesson activities not only provided students with opportunities to practise

using English, but also boosted their confidence in mastering the foreign language.

Positive feedback was noticed and students-teacher collaboration in learning and

teaching was prompted.

These practical means will be continued to adopt and refined so that students’ language

proficiency will be furthered enhanced.

1.4 Extending learning beyond classroom

Both students and teachers made use of the golden opportunities of participating in

school and external activities/competitions to widen their exposure to English,

enhancing their interest in pursuing relevant knowledge. Students took part in

language-related competitions such as improvised drama competition, plain English

speaking contest as well as other English-based Mathematics and Science Competitions

to experience using English in different contexts. Teachers participated in a variety of

professional development activities to equip themselves with not only the latest

information on curriculum development and assessment, also strategies on enhancing

learning of English through administrative planning and management.

With the support given by the school, students and teachers will be always putting effort

to striving for advancements in different areas to benefit themselves and others.

To conclude, the strategies adopted successfully addressed the need of raising students’

language proficiency so that they could skillfully make use of English to serve authentic

communicative purposes and meet the needs in learning other academic subjects. Next

year, the school would promote communication between teachers and students as well as

among students themselves so that effectiveness on learning and teaching could be further

enhanced.

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2.2 Major Concern 2:

Strengthening students’ sense of responsibility towards themselves

Task 1

Create a positive environment with preventive education to reinforce students’ sense of

responsibility


To enhance students' sense of responsibility, education and guidance were adopted. Teams

of the Whole Person Development Committee organized relevant activities to nurture the

concept of responsibility amongst students. Class Teacher Periods, Morning Assembly

Sharing Sessions, Roll-call Sharing Sessions were well scheduled, and theme based

programmes such as talks, visits, slogans and competitions were organized to instill the

moral message in students consistently.

Developmental programmes catering for different target groups were launched to provide all

rounded support to students according to their diverse needs.

A. Enrichment Courses for capable students

Leadership training courses were designed for capable students to enhance their

leadership together with a strong sense of responsibility so as to empower them to

prepare for future challenge.

B. Remedial Courses for students with special education needs

1. Courses on promoting responsible learning attitude were organized for students with

undesirable behaviour. Because of personal or family problems, they showed low

enthusiasm for learning. Art therapy was applied to addressing their problems,

finding out the reasons behind, and facilitating students to tackle their real problems,

eventually improving students’ learning attitude.

2. Students weak in self-management were arranged to attend a course aimed at raising

students’ responsibility. Effective adventure-activity approach was used to

stimulate students to evaluate their own work in class and students behaved

conscientiously to complete tasks in workshops. Some individuals showed their

leading role which gave a good impression to the instructors and the

teacher-in-charge. Education is a long-term process. Chances of taking up duties

and involvement in class would be provided continuously for students to intensify

the workshop experience.

3. Various training programmes aiming at nurturing self-esteem and boosting

communication skills among students were conducted for students with special

education needs. Through tailor-made group activities together with individual

guidance service, instructors observed that students made obvious improvement in

their self-confidence and were able to express their ideas more freely to others.

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Task 2

To enhance students’ goal setting skills in their personal growth and careers planning


Our school has organized a series of programmes to guide students to set their careers goals.

They included multiple pathways talks for both students & parents, talks on about local and

overseas education institutes, subject selection talks for both students and parents, subject

selection trials, introduction to VTC and universities in China, alumni talks, JUPAS

application workshops, EAPP application workshops, mock release of public examination

results and understanding careers interests. A lot of latest careers information under NSS &

HKDSE system was collected by teachers and carefully selected for our students and parents.

Through participating in various activities, students became more independent and mature

and are able to encounter challenges in their future studies.

Several exchange programmes travelling to Taiwan, He Yuan and Danxia were organized.

Students not only learnt to take care of each other but also broadened their horizons. They

also shared their experience with other students.

In the programme “The Road of Success” and other sharing sessions, we have invited

professionals from different domains to share their valuable working experience with our

students. Moreover, careers expo, university visit, visit to business sector, Careers English

Day, moot court, preparation courses for real jobs, summer job placement and other

careers-related activities also let our students experience the real working world.

Realising the importance of OLE in their secondary school life, students were encouraged to

strike a balance between academic studies and OLE participation. Workshops on OLE were

organized to equip our students with skills to coordinate co-curricular activities in a more

independent and responsible way. Finally, all students were able to do constructive

self-reflection and showed it in the Self Account of their Student Learning Profile.

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Task 3

To foster a healthy school with responsible students


This year, more students voluntarily participated in the school drug test. Healthy School

Ambassadors were well trained to take part in various anti-drug education events. Joint

schools activities were organized to promote anti-drug education. Activities including the

Anti-drug Carnival were held in different partner schools, the Yuen Long community and the

whole territory.

In addition to anti-drug education, healthy lifestyle was also promoted. With the cooperation

of the tuck shop, healthy food was promoted to students. More students became interested in

eating healthy snacks. In order to encourage students to do exercise, fitness equipment

including rowing machine, exercise bike and cross-trainer was purchased to set up a physical

fitness corner at the covered playground. It has become a popular spot of students.

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3. Learning and Teaching

3.1 Our Curriculum

3.1.1 School Curriculum

Level

Subject S.1 S.2 S.3 S.4 S.5 S.6

Chinese Language � � � � � �

Chinese Literature � � �

Putonghua � � �

English Language � � � � � �

Mathematics � � � � � �

Mathematics Extended Part Module 1 & 2 � �

Liberal Studies � � � � � �

Biology � � � �

Chemistry � � � �

Combined Science �

Physics � � � �

Science � �

Computer Literacy � � �

Information and Communication Technology � � �

Technology for Life � � �

Chinese History � � � � � �

Economics � � �

Geography � � � � � �

History � � � � � �

Music � � � �

Visual Arts � � � � � �

Physical Education � � � � � �

Class Teacher Period � � � � � �

Reading Period � � � � � �

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3. 1. 2 Lesson Time for the 8 Key Learning Areas (S.1-3)

Year

KLA 10 – 11 11 – 12 12 – 13

Chinese 18.7% 18.7% 18.7%

English 19.1% 19.1% 19.1%

Mathematics 12.5% 12.5% 12.5%

Liberal Studies 11.4% 11.4% 10.8%

Personal, Social & Humanities 14.6% 14.6% 14.6%

Science 11.1% 11.1% 11.1%

Technology Education 4.2% 4.2% 4.2%

Arts Education 4.2% 4.2% 4.8%

Physical Education 4.2% 4.2% 4.2%

Percentage of Lesson Time for the Key Learning Areas

0%

5%

10%

15%

20%

25%

Chinese English Mathematics Liberal

Studies

Personal,

Social &

Humanities

Science Technology

Education

Arts

Education

Physical

Education

10-11

11-12

12-13

12

3.1.3 Curriculum Development Plan

The school curriculum well covered all the key learning areas, offering students a good

range of combination of subjects and providing them with different learning

experiences in moral and civic education, intellectual development, physical

development and aesthetic development. To address individual’s need, various

approaches were adopted to unleash the potential of capable students and offer

assistance to the less able ones. They included streaming, group teaching and after

school remedial classes. Students with special learning difficulties were offered a

variety of school-based support such as curriculum adjustment, training programmes

and special examination arrangements. Special attention was devoted to developing

students’ generic skills, in particular through the student all-round development

program.

S.3 students could choose their NSS electives based on their interest, abilities and

aspiration, instead of choosing classes with certain pre-set combinations of electives. A

series of talks and seminars were organized for students and parents to help them make

informed decisions. Finally, with extra resources provided by the school, the

satisfaction rate achieved reached 99.62%.

3.1.4 Teaching and Assessment

Being resourceful and enthusiastic about teaching, teachers devoted time and effort to

their work. Their lessons were well prepared and conducted smoothly and effectively

through having proper teaching strategies, clear explanations and good classroom

management. They were caring, patient and friendly, showing respect to students’

views and had a harmonious relationship with students. They also equipped students

with language skills to facilitate their learning inside and beyond classroom.

The school had clear guidelines on assignments, tests and examinations. Different

methods of assessment were designed to reflect different learning targets. The level of

difficulty and coverage of examination papers were suitable. Teachers marked

assignments conscientiously and accurately with constructive feedback which highlight

students’ strength. Practical ways to deal with problems were also suggested to students

to help them seek improvement. Assessment information on students’ academic and

non-academic performances were recorded systematically to help the school and

teachers monitor students’ learning progress. Continuous improvement on students’

academic performance was observed.

13

3.1.5 Numbers of School Days

Year Number of School Days

10 – 11 190

11 – 12 195

12 – 13 190

14

Teachers' ExperienceTeachers' ExperienceTeachers' ExperienceTeachers' Experience

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

0-4 years 5-9 years over 10 years

10-11

11-12

12-13

3.2 Our Teachers

3.2.1 Number of Teachers

School Year 10 – 11 11 – 12 12 – 13

Number of Teachers 62 64 61

3.2.2 Teachers’ Experience

Teaching Experience

Year

0 – 4 years 5 – 9 years Over 10

years

10 – 11 8% 15% 77%

11 – 12 11% 14% 75%

12 – 13 7% 16% 77%

15

The Highest Academic Qualification Attained by Teachers

0%

20%

40%

60%

80%

Non-degree Bachelor

Degree

Master Degree

or Above

10-11

11-12

12-13

3.2.3 The Highest Academic Qualification

Qualification

Year Tertiary Non-degree Bachelor Degree Master Degree or above

10 – 11 11% 65% 24%

11 – 12 11% 62% 27%

12 – 13 11% 59% 30%

16

% of Professionally-trained Teachers% of Professionally-trained Teachers% of Professionally-trained Teachers% of Professionally-trained Teachers

0%

20%

40%

60%

80%

100%

10-11 11-12 12-13

Subject-trained Teachers in the Core-three SubjectsSubject-trained Teachers in the Core-three SubjectsSubject-trained Teachers in the Core-three SubjectsSubject-trained Teachers in the Core-three Subjects

0%

20%

40%

60%

80%

100%

Chinese English Mathematics

10-11

11-12

12-13

3.2.4 Professionally Trained Teachers

Year 10 – 11 11 - 12 12 – 13

Professionally Trained 100% 100% 100%

3.2.5 Subject-trained Teachers

Subject

Year Chinese English Mathematics

10 – 11 100% 100% 100%

11 – 12 100% 100% 100%

12 – 13 100% 100% 100%

Subject-trained teachers refer to serving teachers assigned to teach subjects relevant to the subjects they majored in the former College of Education / Hong Kong Institute of Education, post-secondary colleges or universities.

17

3.2.6 Teachers Meeting Language Proficiency Requirement (LPR)

Subject

Year English Putonghua

10 – 11 100% 100%

11 – 12 100% 100%

12 - 13 100% 100%

% of Teachers Meeting Language% of Teachers Meeting Language% of Teachers Meeting Language% of Teachers Meeting Language

Proficiency RequirementProficiency RequirementProficiency RequirementProficiency Requirement

0%

20%

40%

60%

80%

100%

English Putonghua

10-11

11-12

12-13

18

4. Support for Student Development

The Whole-person Development Committee composed of the Discipline Team, the Other Learning

Experiences Team, the Guidance & Counselling Team, the Careers Guidance Team, the Moral, Civic

and National Education Team, the Health & Sex Education Team and the Environmental Education

Team aptly designed various programmes and activities to provide pastoral cares for students’

personal development. ‘Class Teacher Period’ was conducted every cycle for students to develop

positive moral values and social attitudes through participating in a variety of activities with various

themes. Effective level assemblies for each level twice a week were organized to enhance students’

sense of responsibilities towards themselves, peers and families, as well as the community they live in

to bolster their whole-person development. Whole-school approach was adopted to cater for learner

diversity. Class teachers, subject teachers, discipline teachers, guidance teachers and the school social

worker devotedly provided students with different needs with full support and extensive assistance.

We also actively maintained close contact with their parents.

4.1 Careers Guidance

Date Major Events / Activities Target Group

30/10/2012

26/2/2013

4/3/2013

18/4/2013

14/5/2013

28/5/2013

28/5/2013

20/11/2012

15/5/2013

6/10/2012

25/9/2012

28/2/2013

16/11/2012

Multiple Pathways Programs

• University/institute admission talks

o HKUST

o HKBU

o Universities in China

o VTC

o CUHK

o HKU

o Universities in Taiwan

• Parents talks

o S.6

o S.5

• University visit - PolyU

• Multiple pathways talks

o JUPAS

o E-APP

• Careers interest inventory

S.5 – S.6

19

Date Major Events / Activities Target

Group

9/2012-4/2013

9/2012

12/2012-5/2013

1/2013

6/2013

10/2012

1/2013

2/2013

5/2013

5/2013

6/2013

Application / Nomination / Consultation

• JUPAS Application

• JUPAS Workshops

• E-APP Application

• E-APP Workshops

• Nomination to China Universities

• Local institutes – Nomination / Consultation

o HKUST

o IEd

o VTC

o CUHK

o HKU

• Leaving certificates & other documents

S.6

12/10/2012,13/12/2012,

5/3/2013,10/5/2013

8/2013

27/4/2013

19/4/2013

Careers Programs

• Alumni talks/sharing

• Summer Job Placement

• Careers Expo

• Careers Visit

S.3 – S.6

12/2012, 3/2013

11/2012, 3/2013

1/3/2013,8/3/2013

Goal Setting & Careers Planning

• Class teacher periods

• Morning assemblies

• S.4 subject selection program

S.1 – S.3

Whole Year

Information Update

• Careers Corner

• Careers Web

• Careers guidance books for S.3, S.5, S.6

S.1 – S.6

Achievement, Reflection and Improvement

Careers guidance was given to students in all groups according to their needs. For instance, JUPAS

and Non-JUPAS applications were introduced to S.6 students. Careers exploration programme was

done with senior students. For junior students, briefing sessions on subject selection and careers

understanding programme were conducted. Appropriate, up-to-date information and teachers’ advice

gave great support to students to plan well for themselves.

20

4.2 Discipline


9/2012 −

7/2013

Imparting concepts of self-discipline and responsibility in students

1. Morning Assembly Sharing Sessions

2. Class Teacher Periods

3. Talks on

a. School Bullying (校園欺凌) 26/11/2013

b. Youth Drinking and Health (青少年飲酒與健康) 5/7/2013

Whole School

S.1- 3 students

S.3- 5 students

9/2012 −

7/2013

1. Supervision of students’ behaviour

2. Disciplinary action

3. Conducting guidance and follow-up action

Whole School

9/2012

−7/2013

1. In-house Prefect Training Courses

a. Routine work (8/2012) b. Team Spirit (2/2013) c. Problem solving (4/2013)

2. Enrichment Courses

a. Head prefect training programme (10/12/2012 −12/1/2013)

b. Leadership training programme (2/2013 − 3/2013)

c. Joint schools leadership training programme (11/2012 − 8/2013)

d. Mainland leadership exchange programme (28/3 – 1/4/2013)

e. Mediator training programme (1 − 2/2013)

Prefect Team

S.2−S.5 students

11/2012

− 2/2013

2− 4/2013

Courses on Promoting Positive Learning Attitudes (6-sessions)

1. For junior students

2. For senior students

8 S.1−S.2 students

8 S.1−S.4 students

2/2013 −

4/2013

Course on Enhancing Students’ Sense of Responsibility (6-session

workshop)

18 S.2−S.3

students

9/2012 −

7/2013

Teachers’ Workshops

1. Healthy School Programme (17/11/2012)

2. Students’ Misbehaviour and Crime (10/1/2013)

3. Handling Students’ Behavioural and Emotional Problem

(7/5/2013)

4. Handling Adolescent Drug Addiction (5/7/2013)

Discipline

Teachers

21


1. The overall percentage of students going to detention class decreased over 10%, record of being

late dropped over 15% and record of school uniform irregularity decreased about 20%.

However, the number of serious misbehaviour cases, including fail to give the phone to school

to be looked after and absence without valid reason, increased slightly and students did not

behave themselves in between lessons and when attending assemblies or talks in the hall.

“Supervision of students’ behaviour” will be one of the main tasks in the coming prefect training

programme.

2. Heung Chung students can do well with guidance and proper orientation. We believe that

discipline would help induce intrinsic control. Students should not be bound by strict regulations.

A liberal but “disciplined” atmosphere is to be created to support whole person development of

our students. By means of lessons, talks and sharing sessions, long-lasting education and

guidance would be provided.

3. Supervision is still necessary to prevent misbehaviour. Discipline teachers cooperate with class

teachers and the school social worker to provide students with personal guidance or preventive

guidance. We would keep class teachers well informed of ‘Records of irregularities’ to help

them have close monitor on students’ performance and to conduct follow-up actions. Daily

supervision provided by the discipline committee and the prefect team would help stop

misconduct at the early stage more effectively. Furthermore, element of education will be

taken into consideration when giving detention classes after school and follow-up supervision of

S.1 and S.2 students will be enforced.

4. Courses tailor-made for different target groups were launched this year. Some were for

capable students to well equipped them to excel themselves and achieve more. Students

involved showed active performance. For other remedial courses, students might not show

great improvement. However, it was a good chance for diagnosing their problems, improving

understanding and building mutual trust between students and teachers / social worker. Great

progress was found from some individuals, and follow-up guidance and chances should be

provided to enhance their development.

5. To conclude, education is a long-term project and continuous effort is necessary to help attain

further development of students’ abilities.

22

4.3 Environmental Education


9/2012

a. Recruitment of Environmental Education Ambassador

b. Green Swimming Gala

c. Talk in Morning Assembly

Whole school

10/2012

a. Green Sports Day

b. Mooncake Boxes Recycling Competition

Whole school

11/2012

a. Green Picnic

b. Harbourwalk cum Harbour Carnival

c. Kids Ocean Day

Whole school

25 students

34 S.1 students

11/2012 -

12/2012

a. Class Cleanliness Competition

b. Green School Subsidy Scheme

Whole school

01/2013

Class Teacher Period:

a. S.1 Global warming

b. S.2 Energy crisis

c. S.3 Organic farming

d. S.4 Biodiversity

e. S.5 Water pollution

S.1 Students

S.2 Students

S.3 Students

S.4 Students

S.5 Students

12/2012 –

3/2013

a. One Student One Pot-flower Scheme

b. One student One Herbal Plant Scheme

All Students

01/2013 Class Teacher period: S.6 Sustainable development S.6 Students

2/2013 Waste-paper Collection Competition All Students

3/2013 A visit to the Power Stations in Tuen Mun 6 S.4 Students

3/2013 Talk: Energy cum Carbon Audit S.5 Students

3/ 2013 Open Day Whole school

23


The above arrangement of various activities offered ample opportunities for students to learn ideas,

concepts and knowledge of environmental protection. Moreover, through group and outing activities,

students acquired essential generic skills of collaboration and communication. Finally, the above

activities also contributed to the development of positive values and cultivation of a sense of

responsibility towards themselves, school, community and the world.

One direction to strive for improvement is to introduce briefing and de-briefing sessions to activities to

further consolidate the learning effectiveness and another direction is to introduce more cross-curricular

activities for students.

24

4.4 Guidance & Counseling


1. S.1 Orientation Programme:

8/2012 S.1 Orientation All S.1 Students

18/8/2012 Orientation for S.1 parents and Parents’ workshop S.1 Parents

15/9/2012

S.1 Adaption - Enneagram of Personality

Workshop (「九型人格」看升中適應學生工作

坊)

S.1 Students

9/2012 - 11/2012 S.1 Ambassador guidance programme S.1 Students & S.1

Ambassadors

9/2012 - 3/2013 S.1 Happy Ambassador training programme S.1 Students

2. Programmes supporting the school major concern of enhancing responsibility:

a. Talks in morning assembly

11/9-12/9/2012 i. Be responsible（盡責） S.1 - S.2 Students

3/12-7/12/2012 ii. How to face the pressure of

examinations（如何面對考試壓力） S.1 - S.5 Students

18/2-21/2/2012 iii. Be responsible（盡責） S.1 - S.4 Students

27/2-2/3/2012 iv. Handling stress（壓力處理方法） S.1 - S.4 Students

25


b. Class Teacher periods

24/9/2012 i. Combating adversity I（抗逆工程一） S.6 Students

12/10/2012 ii. Reaching for the summit（攀越高峰） S.2 - S.3 Students

14/11/2012 iii. Combating adversity II（抗逆工程二） S.1 - S.5 Students

31/3/2012 iv. Filial piety（盡孝） S.1 - S.5 Students

9/2012 – 6/2013 c. Writing ethical motto All Students

5/2013 d. 4-Panel Comic Drawing Competition

（四格漫畫創作比賽） S.1 - S.5 Students

5/2013 – 6/2013 e. Lyric-writing Competition

（舊曲新詞」創作比賽） S.1 - S.5 Students

3. Preventive programmes for various groups:

Whole year a. SPROUT Scheme for SEN students

（青苗計劃）

Whole year b. DSE cheers for S.3-S.5 students

（DSE 加油站） S.3 - S.5 Students

4. Caring programmes:

10/9/2012 a. Salute to teachers activities（敬師活動） All Students

11/2012 b. Caring for S.6 students（關愛畢業生活動） S.6 Students

28/2/2013 c. S.6 Farewell Party S.6 Students

8/2012 S.1 Ambassador leadership training program S.1 Ambassadors

14/9/2012 Adventure ship - Team building and responsibility

nurturing program 50 Students

26

Achievement

1. For the S.1 orientation programme, more than 120 parents of S.1 students attended the seminar

and workshop. They found them useful in their self-understanding and personal growth. 44

students attended the Enneagram of Personality Workshop. 91% of the participants agreed that

the workshop let them understand their personality more. 74% agreed that it helped them adapt

to the new school year. 89% agreed that it was creative.

2. Many S.1 students found that the S.1 Ambassador guidance program was helpful for them to

adapt to the new school life. The S.1 Ambassadors have offered great help to spot students who

needed further guidance and referral.

3. More than 40 S.1 students attended the S.1 Happy Ambassador training programme through

which the participants had developed a good relationship and team spirit among peers. They

helped foster a caring culture at school through various activities.

4. S.4 and S.5 students showed better performance on responsibility and leadership after joining

S.1 Ambassador leadership training programme.

5. 50 students in S.4 and S.5 participated in the Adventure ship programme. They strongly agreed

that the programme could boost their courage, team spirit and responsibility. They enjoyed the

programme and hoped that it would be done again next year.

6. Most teachers agreed that talks in morning assembly could foster students’ positive moral value.

Students of the Guidance Committee could convey messages in a lively way, which attracted

their fellow schoolmates’ attention.

7. Materials for Class Teacher periods were good and appropriate. Most teachers and students

found them useful inn delivering positive moral and ethnic education.

8. Most teachers and students supported the activity writing ethical motto because they could be

reminded of proper moral behaviour.

9. Most of students found 4-Panel Comic Drawing Competition and Lyric-writing Competition

interesting and creative.

10. Students who had attended the youth program SPROUT Scheme stated that the activities such

as the volunteering session had helped them acquire better self-understanding, improved social

skills and confidence.

11. S.3-S.5 students who attended DSE Cheers found that they could release stress from their

studies and learned ways to reduce pressure.

12. For the caring programmes, principal, assistant principals and teachers were pleased and

thanked for the gifts and cards prepared by students. S.6 students thanked for the gifts and cards

given by their fellow schoolmates and enjoyed the S.6 Farewell Party. They were really grateful

to the PTA and for their best wishes.

27

Reflection and Improvement

1. For the S.1 orientation programme, popular workshops for both parents and students will be

organized as usual. In response to the school major concern for next year, details related to

responsibility towards peer and family will be included.

2. The S.1 Ambassador guidance programme and the S.1 Happy Ambassador training programme

will be continued. S.1 Ambassadors of senior students will be encouraged to develop a nice peer

relationship with S.1 students to boost the effectiveness of the programme. Guidance teachers

will need to engage more in organizing the activities for S.1 Happy Ambassadors.

3. The Adventure ship training programme will be continued aiming at boosting students’ sense of

responsibility towards peer and developing team spirit. A lot of resources are needed for the

activity and it is fully supported by the school.

4. The contents of the talks in morning assembly, Class teacher periods will be designed to match

the major concern of the school. Special programmes such as ‘Class spirit and culture building

programme’ will be carried out to boost up responsibility towards peer and individual. For S.1,

‘Be a little helper’ programme will be launched to train students to be responsible for their

family.

5. More workshops such as parent education, social skill for SEN students, self-image

improvement for low-achievers for various groups will be organized, if necessary.

6. S.6 Farewell Party, a highly successful new programme organized this year will be continued,

because of having great support from students, parents and the school.

28

4.5 Health & Sex Education


Whole year Joint-schools Health School Program—Yuen Long Cluster

Whole school

08-11-2012 Blood Donation Day 103 S.4-6 Students &

3 Teaching Staffs

14-11-2012 Class Teacher Period : Food Pyramid（食物金字塔） S.1, S.2, S.3 & S.5

11/2012

Morning Assembly Talk:

Exhibition

Health Quiz

Health Recipe Design Competition

Healthy foods (including fruits, vegetables,

healthy sandwiches, drinks etc available in tuck shop)

Whole School

5/2013 Morning Assembly Talk : Healthy Mind S.1 – S.5

10-05-2013 Health Talk（處理焦慮 DIY）conducted by Clinical

psychologist of the Health Department S.4 – S.5

10-05-2013 Class Teacher Period: Responsibilities of Children

（子女的責任－品行篇） S.1

10-05-2013 Class Teacher Period: I am in love（我戀愛了） S.2

10-05-2013 Class Teacher Period: Stress Management

（壓力管理 - 學習篇） S.3

5/2013 Sex Education Workshop: Positive view on love

（正面戀愛觀） S.2

03-07-2013 Sex Education Workshop: Positive view on love

（正面戀愛觀-Soci games） S.2

05-07-2013 Sex Education Workshop: Putting quality before

quantity (寧缺勿濫) S.3

29


08-07-2013 Sex Education Workshop: Positive view on love

（正面戀愛觀-Soci games） S.2

Achievement

1. Blood Donation Day

106 participants including 103 S.4-6 students and 3 teaching staff joined the activity and the

school was awarded the Jean Cassels Trophy and the Blood Transfusion Service Trophy.

2. Class Teacher Periods

Based on the results of the questionnaire set by school, all teachers found that the topics for

class teacher periods could meet the needs of students. They found that students could actively

involve in the activities and the target could be met. Only 4 % of teachers claimed that there

was too much information. All of them found that the contents were interesting and the

majority of them (96%) claimed that the information was useful for their personal development.

3. Morning Assembly Talks

From the observation and feedback of teachers, most of students paid attention to the talks and

the themes of the talks could be effectively presented by the student speakers. The talks were

interesting, informative and inspiring.

4. Healthy Eating Promotion Week

68% of students were aware of the activity but only 40% of students got actively involved.

Among the participants, 67% of students found that the exhibition was useful and more than

73% of students were satisfied with the healthy foods sold in the tuck shop during the

promotion week. Among 1038 students, up to 70% of students hoped that the tuck shop could

provide healthy foods even after the promotion week.

5. Health Talk

Based on the results of the questionnaire, all teachers found that the talk and workshops could

meet the needs of students and the objective of the talk could be achieved while over 90% of

students found that the activities were useful for their personal development.

6. Workshops

For S.2 workshops, over 90% of students were satisfied with the activities. However, the

feedback varied in different classes. S.2C stated that they were very satisfied with the

workshops while some students in S.2D felt embarrassed to speak up in the activity. Most of

students could learn from the case studies presented in the video and liked the songs played in

the activities.

30

Reflection and Improvement 1. Healthy Eating Promotion Week

a. Since the function clashed with some tests in different levels, some students spared no time

to join the activity

b. The prices of some healthy foods were high. Some students could not afford them.

c. Insufficient promotion for the healthy eating promotion week.

Thus, better planning in timing and promotion needed for the coming year.

2. Talk

The talk was very informative. However, some information was not new to some of our

students. The contents should be further tailored-made to meet the needs of most students. More

hands-on activities should be included. Hence, workshops would be more preferable.

3. Workshops

The dates of workshops should be carefully planned. They should not be too close to test and

examination dates. Time management in workshops should be improved so as to avoid

overrunning. Activities in the workshops should be tailored made for each class to meet

different needs of students.

31

4.6 Moral, Civic and National Education


Whole Year

Morning Assembly and Exchange Programmes Sharing Whole School

Recognition of Good Learning Attitude Scheme「表揚

學習態度良好學生」計劃 Whole School

Flag Raising Ceremony Whole School

Class Teacher Periods

The National Flag and National Emblem / Knowing

more about Basic Law / Responsibility S.1

Responsibility / Respecting Intellectual Property /

Traditional Culture and Continuity S.2

Responsibility / Citizenship-Duties and Rights /

Knowing more about China S.3

Responsibility / Knowing more about the Media / Care

about the Affairs of the State S.4

Responsibility / State of Play in China / Positive

attitudes towards handling things S.5

Righteousness, Honesty and Anti-corruption S.6

Board Display : Exchange Programmes, Diaoyu Islands Sovereignty Dispute, Sichuan Ya'an Earthquake, June 4th Incident, etc.

Whole School

32


31/10/2012 Exhibition & Stall Games : Civic Responsibility - ICAC

Whole School

14/11/2012 ICAC Interactive Drama (S.4) S.4

2/2013

Whole-person Development Scheme 2012-2013 -

Responsibility Whole School

Theme for Inter-class Board Decoration Competition

(Dedicated to missions ahead, Dare to take on

challenges)

Whole School

Theme for Slogan Writing Competition (Dedicated to missions ahead Dare to take on challenges)

Whole School

3/2013 “Full of Filial Piety” Slogan Writing Contest (「孝心

滿載」全港校際標語創作比賽) Whole School

3-4/2013 Civic Education Reading Scheme S.1-S.5

4-5/2013 Visit to the Office of the Commissioner of the Ministry of Foreign Affairs and the Diplomatic Knowledge Contest

S.3-S.4

5/2013 SHKP Club Loving Homes Support The Family Campaign ( co-organized by the Student Association)

S.1-S.5

25/6/2013 Exploring the History and Culture of Chung Ying Street

S.1

7/2012

Inter-class Current Issue Quiz (jointly held by the Student Association and the Putonghua Club)

S.3-S.5

Flag Raising Ceremony Competition S.1-S.5

33


Activities held by the MCE team gained great popularity from students, especially the Historical and

Cultural Expedition to Chung Ying Street, in which the number of students registered was in excess

of the number of places offered. Students’ behaviour earned them notable compliments when they

participated in activities outside school.

The Quiz Show on current affairs was another popular activity which also showed that our students

have great awareness of current affairs.

This year, the Uniform Flag-raising Competition was open to all year groups. With encouragement

of their Class Teacher, Class 4A showed great involvment in the competition and they were given

the Best Participation Award.

Our students also performed well in external quiz competitions, in which they could enter the

semi-finals of most of the competitions.

The MCE team received positive feedback from both teachers and students on the materials used in

Class Teacher Periods; but some teachers expressed that the contents of some lessons were quite

lengthy. We received great responses from students on the MCE Reading and Sharing Scheme, from

which students could be inspired by others’ experience. 160 pieces of work were received in the

“Full of Filial Piety” Inter-school Slogan-writing Competition; while over 400 pieces of work were

received in the “Home – Love and Care” Writing Competition, which was co-organised by the

Student Association.

In line with the school major concern on whole-person development, the MCE team will focus on

cultivating students’ sense of responsibility, self-discipline and character building so as to instill

different morals and values into students – virtuous, righteousness, propriety and filial respect, just

to name a few.

Students will be encouraged to participate more in external quiz competitions on current affairs as

this can help widen their horizon and, at the same time, consolidate their diplomatic knowledge.

Materials of some profound topics to be covered in Class Teacher Period will be modified to

enhance both teaching and learning effectiveness.

Details and procedures of the Flag-raising Competition can be reconsidered to enhance students’

knowing of this important ceremony.

34

4.7 Other Learning Experiences


9/2012 Introducing the OLE System S.1

Whole Year

Student Association Election / Student Association Activities

Whole School

Management of the OLE Club and Team Affairs / Club and Team Activities

Management of House Affairs / House Activities

Student Award Scheme

Student Learning Profile S.1 - S.6

‘School-based After-School Learning and Support Programmes: Community-based Projects’

Selected Students

Exchange Programmes:

1.Geogological studies—Danxia (丹霞山世界地質公園考

察及交流團) 3-5/11/2012

2.Taiwan universities visit (台灣校園體驗之旅)

19-23/12/2012

3. Hakka culture experiences – Heyuan「客從何處來」-客

家城鄉之旅體驗團 21-23/12-2012

4.Geographical studies—Danxia (地理科國內考察活動-廣

東-丹霞山） 26-29/01/2013

5.Cultural exchange -- Zhaoqing「山水有禪意‧文化淨心

靈：肇慶 3 天之旅」17-19/07/2013

Selected Students (for S.3 - S.5)

6 students

10 students

6 students

30 students

30 students

20-21/9/2012 45th Anniversary Swimming Gala

Whole school

15-16/10/2012 45th Anniversary Sports Days

3/11/2012 Singing Contest

15/11/2012 School Picnic

20/12/2012 45th Anniversary Speech Day

21/12/2012 Christmas Variety Show

35


22/12/2012 45th Anniversary Banquet

Whole school

22/3/2013 45th Anniversary Open Day

2-14/4/2013 45th Anniversary Art Exhibition at City Hall

7/2013 45th Anniversary school publication

11/7/2013 45th Anniversary Variety Show at Yuen Long Theatre

2-11/7/2013 Student Development Period


To cater for students’ diverse interests and talent, a considerable number of quality OLE including

activities, competitions and courses were introduced, promoted and organized for our students inside as

well as outside school this year. These activities were successful in enhancing students’ social interaction

skills and relationship with others with shared passion and goals. Besides, these experiences provided

invaluable opportunities for students to improve their self-esteem, self-discipline, motivation, leadership

and teamwork skills.

Cross-border Learning Team has been established this year to organize different school based exchange

programmes for students to participate in. These programmes enable students to meet friends from around

the world, learn about new cultures, how to adapt and cope with new settings, gain independence, develop

critical thinking skills and be exposed to new ways of thinking and so on. The school will continue to

encourage and provide students with more opportunities to join these programmes which widen their

scope of vision and are greatly beneficial to students’ whole-person development.

The OLE Facebook page is an effective tool for promoting different OLE and notifying students of

various upcoming events. Such medium is able to advertise activities to a large number of students in a

quick and easy way, which greatly helped boost students’ participation and involvement in OLE. In the

coming year, the school will give higher autonomy to student leaders in organizing a wide range of

activities to develop students’ interests and realize their potential in different aspects.

It was a festive time for the school as we had been celebrating the 45th anniversary throughout the year.

Besides integrating celebratory activities into several major school events like Swimming Gala, Sports

Day, Annual Speech Day and Open Day, many other activities and gatherings including the banquet held

in December 2012, the Visual Arts Exhibition held in the City Hall in April 2013 and the variety show

held in Yuen Long Theatre in July 2013 were also done as highlights of celebration. The 45th School

Anniversary Publication was published to display precious moments in the school life as well as

achievements of students throughout the years. All stakeholders of the school came together to enjoy

different celebrations and commemorate this great time in the school history.

36

Students' Attendance Rate

70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

S1 S2 S3 S4 S5 S6

10-11

11-12

12-13

Student Performance

5.1 Class Organization

2.1

Number of Operating Classes

Level S.1 S.2 S.3 S.4 S.5 S.6 Total

No. of Classes 4 4 5 5 5 5 28

Number of Students

Level S.1 S.2 S.3 S.4 S.5 S.6 Total

No. of Boys 58 62 82 68 78 67 415

No. of Girls 86 80 95 122 123 117 623

Total Enrolment 144 142 177 190 201 184 1038

5.2 Students’ Attendance

Level

Year S.1 S.2 S.3 S.4 S.5 S.6

10 – 11 98.9% 99.2% 99.0% 99.2% 98.8% 98.5%

11 – 12 99.0% 98.9% 98.1% 97.7% 97.0% 95.5%

12 -1 3 99.6% 99.3% 99.0% 98.0% 97.3% 97.8%

37

Students' Promotion

97%

98%

99%

100%

S.3 to S.4

10-11

11-12

12-13

5.3 Students’ Promotion

Students’

Promotion

Year

S.3 to S.4

10 – 11 98%

11 – 12 98%

12 - 13 99%

38

% of S.6 Graduates' Destination (HKDSE)

0%

10%

20%

30%

40%

50%

60%

70%

(i) (ii) (iii) (iv) (v) (vi) (vii)

11-12

12-13

5.4 Destination of Exit Students

5.4.1 S.6 Graduates (HKDSE)

Destination

Category Year

(i) (ii) (iii) (iv) (v) (vi) (vii)

11 - 12 59% 2% 27% 6% 2% 3% 1%

12 - 13 55% 7% 29% 4% 4% 1% 0%

Key for Destination categories:

(i) Local university course;

(ii) S.6 course;

(iii) Local full-time post-secondary / vocational training course (including HKIEd, HKAPA, Shu Yan, Chu Hai, YMCA, Private Institutes, Institutes of continuing education, Associate degree programme, HKIVE, CITA, VTC, etc);

(iv) Overseas studies;

(v) Full-time employment (including Youth Pre-employment Training Programme & Youth Work Experience & Training Scheme);

(vi) Others (including "neither working nor studying" & Study in China & Macau); and

(vii) Unknown

39

Early Exit Students

0%

1%

2%

3%

4%

5%

10-11 11-12 12-13

Frequency of Students Borrowing

Reading Materials from the School Library

0%

20%

40%

60%

80%

Once a week

or more

Once every

two weeks

Once a month Less than once

per month

Never

S.1 - 3

S.4 - 6

5.4.2 Early Exit Students

School Year 10 - 11 11 - 12 12 - 13

Early Exit Students 1.83% 0.25% 0.87%

5.5 Reading Habit

5.5.1 Frequency of Students Borrowing Reading Materials from the School Library

Frequency

Level

Once a

week or

more

Once every

two weeks

Once a

month

Less than

once per

month

Never

S.1 - 3 22% 15% 22% 28% 13%

S.4 - 6 5% 11% 16% 32% 36%

40

The Average HKAT Scores of Pre-S1 Tests

0

20

40

60

80

100

Chinese English Mathematics

10-11

11-12

12-13

Average Number of Reading Materials Borrowed

from the School Library per Student

0

5

10

15

20

S.1-3 S.4-6

5.5.2 Average No. of Reading Materials Borrowed from the School Library per Student per Year

Level Average Number of Reading Materials Borrowed from the

School Library per Student per Year

S.1 - 3 17.10

S.4 - 6 5.44

5.6 Results of Hong Kong Attainment Test

Pre-S1 Results

Subject


10 - 11 69.17 77.25 80.91

11 - 12 68.27 76.22 84.51

12 - 13 74.35 72.72 81.35

41

5.7 Results of Territory-wide System Assessment

S.3 TSA Results

Subject


10 - 11 99% 100% 100%

11 - 12 98% 99% 99%

*12 - 13 97% 100% 100%

5.8 Public Examination Results

5.8.1 The Overall Performance in Public Examinations

HKDSE

No. of students sitting the examination 183

Total no. of Level 5**: 30

Total no. of Level 5* or above: 144

Total no. of Level 5 or above: 334

Total no. of Level 4 or above: 722

% of candidates meeting the general entrance

requirements for local undergraduate university

programmes:

82%

Overall passing %: 96.6%

The Best individual result Six Level 5** and one Level 5*

(1 student)

42

0 20 40 60 80 100

Chinese Language

English Language

Mathematics (Compulsory Part)

Liberal Studies

Mathematics - Extended Part (Calculus and Statistics)

Mathematics - Extended Part (Algebra and Calculus)

Biology

Chemistry

Chinese History

Chinese Literature

Combined Science

Economics

Geography

History

ICT

Music

Physics

Visual Arts

Subjects

Percentage

Level 2 or Above of the

Territory


School


Territory


School

5.8.2 Results of Hong Kong Diploma Secondary Education Examination

43

5.9 Inter-school Activities and Awards

5.9.1 Academic

Activities Awards Number

obtained

64th Hong Kong Schools Speech Festival,

Hong Kong Schools Music and Speech

Association

Champion 12

First Runner-up 11

Second Runner-up 16

Hong Kong Schools Putonghua Speech

Competition, the Cultural and Education

Association of the New Towns

Outstanding Award 1

Yuen Long District C&Y English Speech

Competition, Yuen Long Town Hall Champion 1

Hong Kong Chinese Elite Competition

2012/2013 (Secondary School Group),

Chinese Language Education Research

Association

Elite Bronze Award 1

Competition on Story Writing in Chinese for

Students 2013, Hong Kong Public Libraries &

Hong Kong Children's Arts Society

Champion of Senior Secondary Category 1

The 7th Daily Readers ‘ Read Out Loud’

Competition, KEA Learning International Silver Award (Junior Secondary Section) 1

Hong Kong Chinese Elite Competition

2012/2013 (Secondary School Group),

Chinese Language Education Research

Association

Elite Bronze Award 1

Monthly《Metro Junior》Short Story Writing

Competition, Metro Daily、Mengdong

Adjudicator's Award 1

First Runner-up of Martial Art Novel

Group 1

Orthography Campaign 2012, Hong Kong

Federation of Education Workers/ HK

Secondary School Chinese Language

Education Research Association

Good Performance Award 1

44


obtained

The 12th Pui Ching Invitational Mathematics

Competition , Pui Ching Middle School

Silver Award 1

Bronze Award 2

World Class Arena (Mathematics) Elite

Competition, Qualification and Curriculum

Authority of British Government

Distinction in Mathematics 3

Distinction in Problem Solving 2

Hong Kong Mathematics Creative Problem

Solving Competition for Secondary Schools,

EDB

Bronze Award 4

Australian Mathematics Trust, Australian

Mathematics Competition

High Distinction 2

Distinction 1

Recreational Mathematics Problem Solving

Techniques Competition, Hong Kong

Mathematics Education Promotion

Association

Second Class Award 3

Third Class Award 2

30th Hong Kong Mathematics Olympiad,

Maths Education Section (EDB) / Hong Kong

Institute of Education

Third-class Honour (Heat Event) 1

Third-class Honour (Geometric

Construction Section) 1

‘China Cup’ Mathematics Olympic

Invitational Competition (Final), China

Education Research Association & ‘China

Cup’ Committee & China Education

Committee

First Class Award 1

Third Class Award 1

The Hong Kong Mathematical High

Achievers Selection Contest, Po Leung Kuk &

Hong Kong Mathematics and Science

Education Association


Third Class Award 1

‘Hua Cup’ : National Mathematics Olympic

Selection Competition, China Aoshuzhixing

Teaching Research Association

First Class Award 2


45

Activities Awards Number obtained

2012 Nan Fang Cup International

Mathematics Contest, Nan Fang Cup

International Mathematics Contest


Third Class Award 1

‘Xiwanbei’ International Mathematics

Contest, Hong Kong Olympic Mathematics

Association

Award for the Most Involved Secondary School

1

The Best Nurturing Award of Secondary Schools

1

First Class Award 1


Third Class Award 2

Secondary School Mathematics & Science

Competition 2012, The Hong Kong

Polytechnic University

Vice President’s Award 1


Invitational Competition(Semi-final), ‘China

Cup’ Committee & China Education

Committee

First Class Award 1


Third Class Award 4


Invitational Competition, China Education

Research Association/ ‘China Cup’

Committee & China Education Committee

First Class Award 7


Third Class Award 10

Hong Kong & Macao Mathematical Olympiad

Open Contest cum The Asia International

Mathematical Olympiad Open Contest

(Semi-final), The Hong Kong Mathematical

Olympiad Association

Gold Award 1

2013 EPGY Academic Talent Search

(Mathematics), Stanford University of U.S.A. High Distinction 1

46


obtained

Hong Kong & Macao Mathematical Olympiad

Open Contest cum The Asia International

Mathematical Olympiad Open Contest Trial, The

Hong Kong Mathematical Olympiad Association

Gold Award 7

Silver Award 9

Bronze Award 2

National Hua Luo-geng Cup Mathematics Competition (Hong Kong), the National Hua Luo-geng Cup Mathematics Competition Hong Kong Committee


Third Class Award 1

Asia International Mathematical Olympiad Open Contest Final , The Asia International Mathematical Olympiad Union/ The Organizing Committee of The Asia International Mathematical Olympiad Open Contest

Bronze Honor 1

‘Asian Cup’: Stars of the Olympic Mathematics Creative Thinking Competition, China Aoshuzhixing Teaching Research Association

First Class Award 1


Third Class Award 1

Secondary School Mathematics and Science Competition 2013, The Hong Kong Polytechnic University

Medal in Chemistry 3

Medal in Mathematics 2

High Distinction 14

The Hong Kong Youth Mathematical Challenge 2013, The Hong Kong Youth Mathematical Challenge Committee

Silver Award 1

Hong Kong Olympiad in Informatics, Hong Kong Association of Computer Education

Silver Award (Junior Group) 1

Bronze Award (Senior Group) 1

World Olympic Mathematics Competition (China) Trials, World Olympic Mathematics Competition(China) Trials Committee

Silver Award 1

47


obtained

29th N.T. Joint School Debate Competition, N.T. Joint School Debating Association

Champion 1

2nd Inter-school Debate Competition 2013, HK Youth Power Association

2nd Runner-up and Champion of NT West 1

Best Debater 2

Rotary Inter-school Debate Competition, Rotary International District 3450

Best Debater 2

48

5.9.2 Art


obtained

Hong Kong Schools Drama Festival 2012/13,

Hong Kong Art School

Award for Commendable Overall

Performance 1

Adjudicators’ Award 1

Award for Outstanding Director 1

Award for Outstanding Performer 1

Award for Outstanding Stage Effect 1

Award for Outstanding Script 1

Award For Outstanding Cooperation 1

Speak Out Act Up Improvised Drama

Competition, EDB Second Prize(Team Prize) 1

Anti-Criminal Comics Competition, Hong

Kong Police Force First Runner-up (Senior Section) 1

The 7th HK Diplomatic Knowledge Contest

(T-shirt Design Contest), The Better HK

Foundation, Office of the Commission of

Ministry of Foreign Affairs Bureau of the

People’s Republic of China in the HKSAR,

EDB

Second Runner-up 1

Yuen Long JPC Folder Design Competition

(2012-2013), Yuen Long Junior Police Call

Champion 1

First Runner-up 1

SARS Poster Design Competition, Hong

Kong SARS Mutual Help Association Champion 1

2012 Fighting Crime Graffiti Competition,

Yuen Long Fighting Crime Committee Best Design Award 1

Prevention of Pneumoconiosis Hoarding

Design Competition, Pneumoconiosis

Compensation Fund Board (PCFB)

First Runner-up 1

49


obtained

International Students’ Visual Arts

Contest-cum-Exhibition of Hong Kong 2012,

EDB/ Po Leung Kuk

Hong Kong Grand Prize 1

Honourable Mention 1

HK Outstanding Visual Art Student Awards

2013, Hong Kong Communication Art Centre

HK Outstanding Visual Art Student Awards

2013 1

Hong Kong Secondary Student Mascot

Design Competition, Macau Koi Kei Bakery The Most Thoughtful Design Award 1

‘Your Imaginative Green Life’ Painting

Competition , Kowloon Federation of

Associations

Champion 1

World Peace International Youth and

Children Work of Paintings and Calligraphy

Exhibition, World Peace Art Committee

Silver Award 1

MOCAIBEI Youth and Children Painting and

calligraphy Television Network Exhibition

and Assessment, MOCAIBEI Youth and

Children Painting and calligraphy Television

Network Exhibition and Assessment

Committee

First Prize (Youth Section) 1

Christmas Card Design Competition, Yuen

Long Town Hall First Runner-up (Secondary School Section) 1

Hong Kong Flower Show 2013 Jockey Club

Student Drawing Competition, Leisure and

Cultural Services Department

Champion (Senior Section in Secondary

School) 1

Architecture Drawing Competition, Hong

Kong Institute of Vocational Education (Tuen

Mun)

Champion 1

“Safe Food, Gourmet Paradise” Photo

Competition, The Centre for Food Safety of

the Food and Environmental Hygiene

Department

Second Runner-up 1

50

5.9.3 Music


obtained

The 64th Hong Kong Schools Music Festival,

Hong Kong Schools Music & Speech

Association

Champion 19

First Runner-up 7

Second Runner-up 12

Yuen Long Children Piano Competition 2013,

Yuen Long Town Hall Silver Award (Youth ) 2

New Tune Cup ’Chinese Musical Instrument

Ensemble Competition 2013, New Tune

Music Association

Champion 2

First Runner-up 5

Second Runner-up 3

Tuen Mun Western and Chinese Musical

Instruments Competition, Tuen Mun Arts

Promotion Association

Champion 1

51

5.9.4 Sports


obtained

Inter-school Sports Competition (YL District),

Hong Kong Schools Sports Association

Overall Girls - First Runner-up 1

Overall Boys - Second Runner-up 1

Yuen Long Secondary Schools Area

Committee Outstanding Athlete Award 1

Inter-school Swimming Gala, Hong Kong Schools Sports Federation

Overall Boys Champion 1

Overall Champion (Boys Grade A) 1

Overall Champion (Boys Grade B) 1

Overall Third Runner-up (Girls Grade

B) 1

Overall Second Runner-up (Girls

Grade C) 1

Inter-school Badminton Competition, Hong Kong

Schools Sports Association

First Runner-up (Girls Grade C) 1

Second Runner-up (Boys Grade B) 1

Inter-school Cross-Country Championship, Hong

Kong Schools Sports Federation

Overall Champion (Girls Grade B) 1

Individual Champion (Girls Grade B) 1

Individual Second Runner-up (Girls

Grade B) 1

Individual Tenth Place (Girls Grade B) 1

Inter-school Table Tennis Competition, Hong

Kong Schools Sports Association

Overall Champion (Boys) 1

Champion (Girls Grade A) 1

Champion (Boys Grade C) 1

Second Runner-up (Boys Grade A) 1

Fourth Place (Boys Grade B) 1

52


obtained

Inter-school Volleyball Competition, Hong Kong Schools Sports Association

First Runner-up (Boys Grade B) 1

Inter-school Handball Competition, Hong Kong Schools Sports Association

Champion (Boys Grade B) 1

First Runner-up (Girls Grade C) 1

Inter-School Beach Handball Competition, Hong Kong Schools Sports Association

Fourth Place (Boys) 1

Yan Oi Tong Taekwondo Competition, Yan Oi Tong

Second Runner-up 1

Hong Kong Student Sports Awards, A.S. Watson Group

Hong Kong Student Sports Award 1

Hong Kong Gymnastics Open Championship 2012-2013, The Gymnastics Association of Hong Kong, China

Second Runner-up (Vaulting Girls Novice)

1

Hong Kong Student Judo Championships 2012, Hong Kong Judo Association

Champion (Women Senior Group - 42kg)

1

2013 Macau International Youth & Junior Judo

Tournament, Macau Judo Association Champion (Girls – 44Kg) 1

Hong Kong International Youth & Junior Judo

Tournament 2013, The Judo Association of Hong

Kong China

First Runner-up 1

43rd Anniversary HK Judo Championships 2013,

The Judo Association of Hong Kong China Champion (Girls – 45kg) 1

Heep Yunn School Volleyball for Two 2013, Heep Yunn School

Second Runner-up 1

Inter-schools 4X50M Invitation Relay, Tin Shui Wai Government Secondary School

Champion 1

Girls 4x100M Relay, Chiu Lut Sau Memorial Secondary School

Champion 1

53

Activities Awards Number obtained

Girls 4X100 Invitation Relay Race, Lung Cheung Government Secondary School

Champion 1

All Hong Kong Inter-Secondary Schools

Gymnastic Competition 2012-2013, Hong Kong

Schools Sports Federation

Champion (Girls Junior- Vaulting) 1

Second Runner-up (Girls Junior-

Balance Beam) 1

Secondary School TKD Competition 2013, Hong

Kong Taekwondo Association, Leisure and

Cultural Services Department

First Runner-up (Boy’s Overall) 1

Champion (Light Category) 1

Champion (Welter Category) 1

Second Runner-up (Light Middle

Category) 1

49th HK Schools Dance Festival, Education Bureau

& HK Schools Dance Association Limited

Highly Commended Award (Chinese

Dance) 1

Commended Award 1

54

5.9.5 Scholarships


obtained

Sir Edward Youde Memorial Prize, Sir Edward Youde Memorial Fund Council

Certificate & Scholarship 2

“Murjani Scholarship”, Education Scholarships Fund Committee

Certificate & Scholarship 5

Education Scholarships Fund Committee, Woo

Hay Tong Scholarship Certificate & Scholarship 2

The Scholarship for Secondary School Students

2012, The Bank of Communications Charitable

Foundation

Academic Results and Exemplary

Conduct Merit Award 3

Academic Results and Exemplary

Conduct Award 4

Wong Wai Shun Outstanding Performance in

Academics and Sports Award Scheme, Wong

Wai Shun Outstanding Performance in

Academics and Sports Award Committee

Scholarship 3

Electrical Engineering & Appliances Trade

Workers Union Education Scholarship,

Electrical Engineering & Appliances Trade

Workers Union Education

Scholarship 1

Sir Robert Black Trust Fund Grants for Talented

Students in Non-academic Fields, Sir Robert

Black Trust Fund

Sir Robert Black Trust Fund Grants 2

55

5.9.6 Outstanding Students


obtained

HKSAR Outstanding Students Selection, Yuen

Long Junior Chamber

One of the Top Ten HKSAR Outstanding Students

1

We Love Hong Kong Ten Outstanding

Youngsters Selection, We Love Hong Kong

Association

One of the Ten Outstanding Youngsters 2

2013 Harvard Book Prize, Harvard Club of

Hong Kong

Winner 1

First Runner-up 2

The Youth Arch Student Improvement Award, Youth Arch Foundation

Youth Arch Student Improvement

Award 29

Outstanding Students Leaders Award, Hok Yau Club & the Federation of Outstanding Student Leaders

One of the Top Thirty Student Leaders 1

The Princeton Club of Hong Kong 2013 Book

Award, The Princeton Club of Hong Kong

The Princeton Club of Hong Kong 2013

Book Award 1

56

5.9.7 Others


obtained

Member Merit Awards Scheme, Community Youth Club

Third Honour Level 1

Level 3 2

Level 2 5

HK NWS Hong Kong Geo Walk- Ambassador of Geoconservation, NWS Holdings Limited and Association for Geoconservation

Outstanding Performance 6

2012 Hong Kong Technology & Renewable Energy Events- Manual Charged AI Model Car Challenge, Hong Kong Science & Technology Parks / China Light and Power / Electronics Technology Education Association (H.K.)

First Runner-up 1

The Performance of the Best JPC School Club (Secondary) Award in Yuen Long, Yuen Long Junior Police Call

Champion 1

Chief Commissioner’s Guide, The HK Girl Guides Association

Chief Commissioner’s Guide 2

Small Action, Big Difference Campaign 2012, The Hong Kong Policy Research Foundation Limited

Best Team Spirit Award 1

The First Liberal Studies Micro Films Creation Competition , Hong Kong Shue Yan University and Family Learning Association

The Most Popular Award Among Netizens

1

Grantham Uniformed Youth Groups Outstanding Service Award 2012-2013, Grantham Scholarships Fund

Grantham Uniformed Youth Groups Outstanding Service Award

1

Green Robot Design Competition, Yuen Long JPC

First Runner-up 1

Second Runner-up 1

Hong Kong Social Service Promotion Proposal Design Competition, Hong Kong Outstanding Youth Volunteers’ Association

Second Runner-up 1

Dress Causal Day 2012, The Community Chest First Runner-up of the Highest Participation Rate Award (Educational Institutions)

1

57


obtained

Yuen Long Student Ambassador Scheme 2012-2013, Yuen Long District Secondary School Heads Association

Outstanding Performance Award 1

The Most Improved Student Award 1

Completion of Training and 80 Hours of Service

8

Moot Court Competition for Hong Kong Secondary School Students, Rotary Club of New Territories

Second Runner-up 1

The Best Witness 1

HYC Navigator Scheme 2013 - "My Home Country" Quiz Competition, Hok Yau Club

Champion (Junior Form) 1

Yuen Long Youth Festival City Orienteering Competition 2013, Yuen Long Youth Festival Coordinating Committee

Champion 1

Blood Donation Day, Hong Kong Red Cross

Jean Cassels Trophy and Commendation Shields

1

BTS Trophy and Commendation Shields

1

58

6. Financial Summary

Government and Non-government Fund

I. Government Fund

A Non-school-specific Grants (NSSG) Budget Allocated Expenditure

(1) Baseline reference provision - GSS 479,623 464,220

Sub-total 479,623 464,220

B School-specific Grants (SSG)

(1) Composite I.T. Grant 377,467 434,606

(2) Capacity Enhancement Grant-GSS 516,616 555,398

(3) Teacher Relief Grant* 323,959 117,655

Sub-total 1,218,042 1,107,659

C Other Non-recurrent grants

(1) Liberal Studies Curriculum Support Grant 146,751 133,465

(2) One-off Cash Grant for procurement of e-Learning

Resources 35,785 33,087

(3) DLG-Other Programmes 105,000 59,470

(4) Moral & National Support Grant - GSS 530,000 11,200

(5) School-based After-school Learning & Support

Programmes - GSS 100,800 100,078

Sub-total 918,336 337,300

Total (A+B+C) 2,616,001 1,909,179

*Budget allocated with Unspent provision B/F

II. Non-Government Fund Budget Allocated

with Balance B/F Income Expenditure Balance

(1) ECA Fund 167,598 627,862 635,617 159,843

(2) SMI Fund** 801,925 377,164 407,794 771,295

(3) English Enhancement Grant 173,953 2 9,981 163,974

(4) Refined English Enhancement Grant 16,227 500,000 405,413 110,814

**$78,372.30 was paid on behalf of the Community Care Fund and to be reimbursed later (not included)

59

7. Future Planning

7.1 School Development Plan 2012-2015

1. Utilizing resources available to advance classroom learning and teaching effectiveness

a. Sharpening students’ skills in using English to facilitate collaboration in learning and teaching

b. Enhancing communication and interaction between teachers and students as well as among students themselves to boost students’ confidence and determination in striving for excellence

c. Consolidating the cooperative learning culture to attain further achievements on students’ performance and teachers’ professional development

2. Enhancing students’ sense of responsibility towards themselves, peers, their families as well as the community they live in to bolster their whole-person development

a. Strengthening students’ sense of responsibility towards themselves

b. Boosting the growth of a sense of responsibility towards peers and their families

c. Fostering the development of a sense of responsibility towards the community they live in

7.2. School Major Concerns 2013-2014

1. Enhancing communication and interaction between teachers and students as well as among students themselves to boost students’ confidence and determination in striving for excellence

a. Create opportunities between teachers and students as well as among students themselves for meeting target learning and teaching purposes

b. Skillfully apply positive reinforcement measures to show appreciation to students’ good work and performance to elevate their confidence

c. Encourage students to attempt different activities to strive for advancement

d. Promote teacher professional development activities to cater for diverse learning and teaching needs

2. Boosting the growth of sense of responsibility towards peers and their families

a. To boost students’ sense of responsibility towards peers and their families through care, better communication and love.

b. To boost students’ sense of responsibility with good ethical manner towards others

nt heung yee kuk yuen long district secondary school

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