school report - jockey club ti-i college

JOCKEY CLUB TI-I COLLEGE i SCHOOL REPORT 2016-2017

JOCKEY CLUB TI-I COLLEGE i SCHOOL REPORT 2016-2017

CONTENTS

(A) SCHOOL School Mission 1 School History 2 School Management 3 Number of Active School Days 4 Lesson Time for 8 KLAs 4 (B) TEACHERS Teachers’ Qualification 6 Teachers’ Experience 6 Teachers’ Professional Development 7 (C) STUDENTS (1) STUDENT PERFORMANCE (i) Students’ Attendance 8 (ii) Students’ Academic Performance (a) Hong Kong Attainment Test Scores 9 (b) Hong Kong Diploma of Secondary Education Examination 9 (2) MAJOR AWARDS OBTAINED IN 2016-2017 (a) Physical Education Related Awards 10 (b) Visual Arts Related Awards 14 (3) DESTINATION OF EXIT STUDENTS 16 (D) EVALUATION ON SCHOOL MAJOR CONCERNS Major Concern 1: To Ensure Quality Academic Outcomes Within The New Secondary School Curriculum 18 Major Concern 2: Strengthening The Use of English and Our English Rich Environment 20 Major Concern 3: Plan for The Future of Our College and Sustain Our Mission of Academics, Sports and Visual Arts 22 (E) LEARNING & TEACHING 1. *Chinese Language 26 2. *English Language 28 3. *Mathematics 30 4. *Physical Education 32 5. *Visual Arts 36 6. Biology 38 7. Business, Accounting & Financial Studies 39 8. Career and Life Planning Education 40 9. Chemistry 41 10. Chinese History 43 11. Design & Technology 44 12. Economics 45

JOCKEY CLUB TI-I COLLEGE ii SCHOOL REPORT 2016-2017

13. Geography 48 14. History 52 15. Information and Communication Technology 54 16. Integrated Science 56 17. Liberal Studies 58 18. Music 60 19. Physics 62 20. Putonghua 65 (F) SUPPORTS FOR STUDENT DEVELOPMENT AND

ACHIEVEMENT & REFLECTION BY MAJOR COMMITTEES

1. Academic Committee 66 2. Career and Life Planning Support 68 3. Career and Life Planning Committee - Careers Committee 75 4. Career and Life Planning Committee - Counseling Committee 77 5. Disciplinary Committee 79 6. Enhancing English Language Learning Committee 81 7. Information Technology Committee 83 8. Learning Hub Committee 84 9. Non-Chinese Specking Support 85 10. Other Learning Experience Committee 86 11. Resources Committee 88 12. SEN Support Committee 91 13. Staff Development Committee 93 (G) FINANCIAL REPORT 1. Government Funds and School Funds 94 2. Composite Information Technology Grant 96 3. Capacity Enhancement Grant 96 4. School-based After-school Learning and Support Programmes 96 5. Substitute Teacher Grant 97 6. Teacher Relief Grant 97 7. Senior Secondary Curriculum Support Grant 97 8. Learning Support Grant 97 9. Diversity Learning Fund 98 10. Jockey Club Life-wide Learning Grant 98 11. Career & Life Planning Grant 99 12. Grant for Enhancing Chinese Learning and Teaching for Non-Chinese

Speaking Students 99 13. One-off & Extra Recurrent Grant under ITE4 99 (H) FEEDBACK ON FUTURE PLANNING 100

JOCKEY CLUB TI-I COLLEGE 1 SCHOOL REPORT 2016-2017

SCHOOL

School Mission

The school was founded with the belief that apart from the normal grammar school

curriculum, it can also give students a better chance to develop their potential in sports or

arts. The school puts equal emphasis on academic achievement and the development of

students' talent in sports and visual arts. By the time students leave the school, they will

have acquired proficient language skills, have an analytical mind, the ability to think for

themselves, and a sound knowledge in academic subjects as well as in sports or visual arts.

Our School Motto: Sports, Humanity, Art & Wisdom


School History

The idea of founding the school originated from the late governor, Sir Edward Youde. He

proposed the setting up of a secondary school in Hong Kong which would not only

emphasize academic performance but also provide an opportunity to develop the students'

potentials in arts and sports. In November 1985, the Chief Secretary came to an agreement

with the Royal Hong Kong Jockey Club (RHKJC) that such a school would be built in Shatin,

with above-average standards for its special task. The Education Department established a

Steering Committee to oversee the project. A total funding of eighty-four million Hong Kong

dollars was established by the RHKJC and from the Government. Fifty-four million of the

funding was used as the building fund while some thirty million was used to set up an

endowment fund. The Education Department invited professionals and educators to form

the School Management Board to manage the Foundation and supervise the school. The

founding members were:

Mr. WONG Ping-wai, Samuel, MBE, JP – Supervisor (1 Dec 88 – 28 Feb 93)

Prof. FU Hoo-kin, Frank, J.P. – Supervisor (1 Mar 93 – present)

Mr. CHOW Kun-chee, Roland

Mr. Clive William Oxley, J.P.

Mr. David Chalres Meredith

Mr. MA Ning-hei, Nathan, MBE, JP

Mr. SO Fai-cho

Mr. TAM Chi-sing, Laurence

Mr. WONG Man-chiu, Ronnie

Mr. YAO Kang, OBE, JP

Mrs. LAI WEI Kit-lin, Minnie

Mrs. LORD MAK Yee-Fun

The school started in September 1989. It is an EMI school and is now well-established.


School Management

Managers of the Incorporated Management Committee

Prof. FU Hoo-kin, Frank, M.H., J.P., School Supervisor, Sponsoring Body Manager

Mr. TSANG Chu-chiu, Gerard, Sponsoring Body Manager

Mr. HUI Chun-lim, William, Sponsoring Body Manager

Ms. KWOH So-chi, Peggy, Sponsoring Body Manager

Mr. TSOI Hak-chiu, Herman, Sponsoring Body Manager

Dr. CHAN Kwok-ki, Sponsoring Body Manager

Dr. LAU Mun-yee, Irene, Sponsoring Body Manager

Mr. TSANG Kam-sing, Independent Manager

Mr. LI Kwok-keung, Teacher Manager

Ms. WOO Mei-hung, Alternate Teacher Manager

Mr. LEE See-dee, Steve, Alumni Manager

Ms. CHAN Hang-yi, Parent Manager

Mr. LEE Chi-wai, Alternate Parent Manager

Mr. CHENG Yuen-shan, Principal, Ex-officio Manager


Number of Active School Days

Academic Year No. of Active School Days

2016-2017 166

Lesson Time for 8 Key Learning Areas The percentages of the total lesson time of the eight Key Learning Areas in our junior

secondary curriculum are listed as follows:

Key Learning Area F.1 F.2 F.3

(A) Chinese Language Education 16.7 18.5 16.7

(B) English Language Education 18.5 18.5 18.5

(C) Mathematics Education 13.0 13.0 13.0

(D) Personal, Social & Humanities Education 16.7 16.7 16.7

(E) Science Education 9.3 9.3 11.1

(F) Technology Education 7.4 5.6 5.6

(G) Arts Education 10.2 10.2 10.2

(H) Physical Education 8.3 8.3 8.3

Notes: (A) = Chi.+ PTH

(B) = Eng

(C) = Math

(D) =Chi.His + CLPE + Econ + Geo + His + LS

(E) = IS or (Bio + Chem + Phy)

(F) = BAFS + ICT + DT

(G) = Mus + (AD Major + AD Minor)/2

(H) = (PE Major + PE Minor)/2


Please refer to the following links for current information of our school:

(A) Our School Webpage:

https://www.tic.edu.hk

(B) Secondary School Profile from the Committee on Home-school Co-operation:

For the information of our school for the academic year 2016-2017:

http://www.chsc.hk/ssp2016/sch_detail1.php?lang_id=1&chg_district_id=1&sch_id=2

58&return_page=ssp_sch_list.php%3Flang_id%3D1%26chg_district_id%3D1%26searc

h_mode%3D%26frmMode%3Dpagebreak%26sch_name%3Djockey%2Bclub%2Bti-i%2

Bcollege%26page%3D

As the Committee on Home-school Co-operation may re-locate the corresponding

webpages to different URLs according to different academic years, please browse the

following link and search for our school:

http://www.chsc.hk

https://www.tic.edu.hk/

http://www.chsc.hk/ssp2016/sch_detail1.php?lang_id=1&chg_district_id=1&sch_id=258&return_page=ssp_sch_list.php%3Flang_id%3D1%26chg_district_id%3D1%26search_mode%3D%26frmMode%3Dpagebreak%26sch_name%3Djockey%2Bclub%2Bti-i%2Bcollege%26page%3D




http://www.chsc.hk/


TEACHERS

Total number of teaching staff in 2016-2017: 67 (including the half-loaded teachers and the Principal)

Teachers’ Qualification

Teachers’ Experience


Teacher Professional Development

The total time spent on professional development by the staff:

2016-2017

Total Time 2347.5 hours

Average Time 35.0 hours


STUDENTS

STUDENT PERFORMANCE

Students’ Attendance

Class Level 2015-2016 2016-2017

F.1 98.1 98.5

F.2 98.2 97.8

F.3 97.1 97.7

F.4 96.3 95.5

F.5 96.9 95.9

F.6 96.4 97.8

All Levels 97.2 97.1

Total number of students for 2016-2017: 924


Students’ Academic Performance

Hong Kong Attainment Test Scores

2016-2017

Chinese 59.95

English 63.82

Mathematics 71.62

Total Number of Candidates 148

Hong Kong Diploma of Secondary Education Examination

2016-2017

Percentage of students meeting the

entrance requirements for local Bachelor

degree programmes

62.5

Percentage of students meeting the

entrance requirements for local

sub-degree programmes

95.8


Major Awards Obtained in 2016-2017

Physical Education Related Awards:

A. Athletics 1. HKSSF Shatin and Sai Kung Inter-school Athletics Meet

Girls A Grade Champion

Girls B Grade Champion

Girls C Grade Champion

Girls Overall Grade Champion

Boys A Grade Champion

Boys B Grade Champion

Boys C Grade Champion

Boys Overall Grade Champion

2. HKSSF Shatin and Sai Kung Inter-school Shing Mun River Long Distance Running

Competition

Girls A Grade 1st runner up


Girls C Grade 1st runner up


Boys A Grade 6th


Boys C Grade 1st runner up


3. HKSSF Shatin and Sai Kung Inter-school Cross Country Running Competition









B. Gymnastics

All Hong Kong Inter-Secondary Schools Gymnastics Competition

Girls Elementary Champion


C. Swimming HKSSF Shatin and Sai Kung Inter-school Swimming Competition





Boys A Grade 1st runner up

Boys B Grade 4th



D. Life-saving

Hong Kong School Life-saving Competition

Girls A Grade 2nd runner up

E. Football 1. HKSSF Shatin and Sai Kung Inter-school Football Competition

Boys A B Grade 6th


2. HKSSF Inter-school Girls Football Competition

Girls Open Champion

3. HKSSF Jing Ying Football Competition

Boys AB Grade /

F. Basketball 1. HKSSF Shatin and Sai Kung Inter-school basketball Competition

Girls A B Grade Champion

Girls C Grade 2nd runner up

Boys A B Grade 1st runner up

Boys C Grade 3rd runner up

2. HKSSF Jing Ying Basketball Competition

Girls Open /

3. HKSSF Inter-school Basketball Marathon

Boys Open /

Girls Open /


G. Volleyball 1. HKSSF Shatin and Sai Kung Inter-school Volleyball Competition


Girls B Grade 3rd runner up

Girls C Grade 1st runner up



Boys C Grade 1st runner up

2. HKSSF Volleyball Jing Ying Competition

Girls A Grade 1st runner up

Boys A Grade 3rd runner up

3. HKSSF Inter-school Beach Volleyball Competition

Boys Open Grade 5th

H. Table Tennis 1. HKSSF Shatin and Sai Kung Inter-school Tennis-tennis Competition

Girls A Grade /

Girls B Grade 3rd runner up


Boys A Grade /

Boys B Grade 1st runner-up

Boys C Grade /

2. HKSSF Table-tennis Jing Ying Competition

Girls Doubles /

I. Badminton 1. HKSSF Shatin and Sai Kung Inter-school Badminton Competition

Girls A Grade 5th

Girls B Grade 5th

Girls C Grade 1st runner-up

Boys A Grade 2nd runner up

Boys B Grade 5th

Boys C Grade 5th

2. HKSSF Badminton Jing Ying Competition

Girls Group /


3. HKSSF Badminton Jing Ying Competition

Girls Single /

J. Squash

HKSSF All N.T. Schools Squash Competition

Boys Team Champion

Girls Team Champion

K. Tennis

HKSSF Inter-school Tennis Competition

Girls Team Champion

Boys Team Champion

L. Fencing

The New Territories Secondary Schools Fencing Competition

Girls Epee Team /

M. HKSSF Shatin and Sai Kung Area Committee Inter-school Competition Annual Overall

Championship

Boys Overall Champion

Girls Overall Champion

Shatin and Sai Kung District Outstanding Athlete:

F.6A Mak Tsz Hei (Athletics, Volleyball)

F.6A Lee Shing Cho (Badminton, Athletics, Volleyball)

F.5A Chan Hoi Ying (Volleyball)

F.4D Chan Shun Yee (Athletics, Cross Country)

HKSSF Grantham Outstanding Student Athlete Awards (Ten Sport Excellence Awards)

F.5D Tsoi Siu Ching

HKSSF Grantham Outstanding Student Athlete Awards

F.3E Lin Wing Ka (Tennis)

F.4E Cheung Ho Yat (Gymnastics)

F.5D Fung Kin Hei (Athletics)

F.6A Fung Sharon (Girls football)

HKSSF N.T Areas All Round Athlete

F.6D Mak Chui Ting


Major Awards Obtained In 2016-2017

Visual Arts Related Awards:

Competition Award

1 “Control of Obscene and Indecent Articles

Ordinance" Slogan and Colouring Competition Outstanding Prize

2 The Xix International Exhibition Of Art Works The Individual Unique Prize

3 Youth Arts Festival 2016 1st Runner-up

Merit

4 2016 年健康人生繪畫比賽(第七屆) 1st Runner-up

5 Tomorrow’s Oceans-Guangdong-Hong Kong-Macao

Marine Life Drawing Competition 2016 Champion

6 Exhibition of Senior Secondary School Students'

Visual Arts Portfolios (2016/17)

Selected for award and

display

7

International Student's Visual Arts

Contest-cum-Exhibition of Hong Kong 2016 -

"Harmony"

Certificate of Merit

8 PaperOne Express 我的祝福揮春設計比賽 2016 Champion

9 My Cuddly Toy Design Competition 1st Runner-up

10 The South China Morning Post Student Of The Year

2016: Visual Artist Winner

11 Quit Tips Keyart Design Competition Merit

(2 students)

12 Exhibition of Secondary School Students' Creative

Visual Arts Work (2016/2017)

Gold Prize


(2 students)

https://yp.scmp.com/news/special-reports/article/107084/soty-2016-visual-artist-winner-sam-ng-finds-familiarity

https://yp.scmp.com/news/special-reports/article/107084/soty-2016-visual-artist-winner-sam-ng-finds-familiarity


13 Hong Kong Flower Show 2017 Jockey Club Student

Drawing Competition


(3 students)

Highly Commended

(3 students)

14 Secondary School Distinguished Artwork Exhibition

2017

Selected Artwork

(2 students)

15 「同根同行」繪畫比賽 2nd Runner-up

16 International Exhibition For Children "PIATRA

NEAMŢ CREATIV" first edition, 2016 Single Selection Award

17 第二屆 - 立體遂格動畫設計比賽 2017 隊制最佳 3D 應用獎

隊制一等獎

18 2016 堅‧愛香港繪畫比賽 2nd Runner-up

19 Healthy Use of Internet Comic Strip Contest

2016/17 Champion

20 agnès b. Eyewear Summertime 17 Collection

Eyewear Packing Design Competition

Champion

1st Runner-up

2nd Runner-up

21 PEACE 和平計劃 2016-2017 填色比賽 Champion

22 「藝術眾樂樂」全港繪畫比賽 Champion

Merit

23 Mental Health Illustration Competition 2017 Merit

24 2017 Ideal School Uniform Competition

Sportswear Design 1st Runner-up

25 The Wharf Hong Kong Secondary School Art

Competition 2016-17 2nd runner-up


DESTINATION OF EXIT STUDENTS

Survey of F.6 Graduates (2017)Local Studies

Overseas Studies

Full-time Employment

Part-time Employment/ Part-time Study

Neither Employment NorStudy

Pathway Unknown To School

Local

Studies

Overseas

Studies

Full-time

Employment

Part-time

Employment/

Part-time

Study

Neither

Employment

Nor Study

Pathway

Unknown

to school

TOTAL

No. of

Students

122 12 2 2 1 4 143

% 85.3 8.4 1.4 1.4 0.7 2.8 100

Details of Local Studies:

No. of Students

Bachelor’s Degree Programmes* 54

Sub-degree Programmes# 64

Other Diploma Programmes 3

Other post-secondary course 1

Total 122 *: Bachelor’s Degree Programmes (including Publicly-funded Programmes, Self-financings

Programmes (including Non-local Programmes / Distance Learning Programmes))

#: Sub-degree Programmes (including Associate Degree and Higher Diploma) and (including

Publicly-funded Programmes, Self-financings Programmes (including Non-local

Programmes / Distance Learning Programmes))


Details of Overseas Studies:

Taiwan Macau UK USA Australia Germany Total

Degree 1 1 2 1 2 1 8

Sub-degree

Programmes

#

0 0 0 0 0 0 0

Other

courses 0 0 3 1 0 0 4

1 1 5 2 2 1 12

#: Sub-degree Programmes (including Associate Degree and Higher Diploma


EVALUATION ON SCHOOL MAJOR CONCERNS

MAJOR CONCERN 1: TO ENSURE QUALITY ACADEMIC OUTCOMES WITHIN THE NEW SECONDARY SCHOOL CURRICULUM Achievement

1. Self-Directed Learning (SDL) promoted through Evidence Based Practice has proven to be effective. Panels continued to use API (Assignment Performance Index) and QPI (Quiz Performance Index) as evidence to improve students’ academic achievements. Because of this whole school approach, it was observed that the majority of students were also more aware of their performance in continuous assessments and the need of putting more regular effort in their study.

2. Apart from API and QPI, the ASP (Assignment Submission Percentage) information was made more explicit on our intranet. By highlighting the concerned figure, students were encouraged to have further improvement in assignment performance. Quite significant improvement has been observed in students’ assignment performance in the year, as reflected by a decrease in overall API by 12.9%.

3. To further investigate and adopt teaching and learning practices that focus on students as active and engaged learners, teachers were arranged to upload onto the intranet their reports on implementing the strategies developed with their Teaching and Learning Framework. Teachers were encouraged to have sharing and mutual support on their professional experience.

4. To provide technical support to enhance teaching and learning and the attainment of 21Century Learning Skills, the ICT Committee continued their implementation work on the EDB “Fourth Strategy for IT”. The work on porting our intranets to responsive web design has started and would be continued in the coming academic year.

5. It was also encouraging to see that strategies employed at an earlier stage like the use of Digital Learning Hubs have gradually come to effect. The use of Digital Learning Hubs to facilitate learning and teaching has become more popular and effective among students and teachers.

Reflection

1. An explicit reporting system for subject co-ordinators to work with teacher members to improve students’ assignment performance was not developed. To minimize paper work and to maximize the effectiveness of the effort, subject co-ordinators were instead encouraged to give direct support to teachers in need. The improvement in students’ assignment performance recorded reinforced that this strategy was valid.

Follow-Up

1. Self-Directed Learning will be further promoted through Evidence Based Practice. New guidelines on ideal Assignment Performance Index (API) will be set for students. Students will be encouraged to work towards a higher standard.

2. With the setting up of the Performance Analysis & Streaming Committee (PAS) in the new organization structure and the introduction of the Dual Form Teacher System & the posts of the Form Co-ordinators, further support can be given to students in regard to developing them a good assignment habit and learning attitude.

3. The implementation of Continuous Assessments will be reviewed to further enhance the effectiveness of practice of “Assessments for Learning”. A new strategy of implementing


uniform tests through the academic year will be employed. The Quiz Management System will be revised accordingly to suit the need of a change in the way of reporting students’ performance in continuous assessments and learning progress.

4. The work on enhancing technical support to facilitate teaching and learning will be continued. The ICT Committee will continue their implementation work on the EDB “Fourth Strategy for IT” and the work on porting our intranets to responsive web design will be carried on.

Report compiled by: Chow Kwok Lim


MAJOR CONCERN 2: STRENGTHENING THE USE OF ENGLISH AND OUR ENGLISH RICH ENVIRONMENT Achievement

1. The “English Only” policy in assemblies and promotions was strictly adhered to. 2. The “Speak English” contract was signed by all F.1-F.3 students, who were made aware of the

rule to speak English inside and outside of the classroom within the campus. 3. The “English Only” policy at the English Centre was completely implemented, and students

were more ready to use English with peers at the Centre. 4. A large number of students (70 students daily, and over 100 on days with special events) was

exposed to the English rich environment by participating in a wide range of English activities organized at the English Centre from Monday to Friday, e.g. English Halloween Carnival and Haunted House, movies, Singing Competition, Spelling Bee Competition, peer-reading, guitar-playing, free-singing, foosball, Scrabble, UNO, chess, solo-verse speaking practices, etc.

5. An English print-rich environment was created on campus, and students became used to reading information in English. Beautifully designed tall posters and posters about different countries, idioms and phrasal verbs were put up for more exposure to the language.

6. Average English speakers were invited to record video clips expressing ideas on various themes, which were then played in morning assemblies to encourage other students not to be afraid to speak more English. This method was a successful way to promote English speaking, as other students were impressed at their peers’ improvement in English speaking.

7. Students of various abilities were put into programmes according to their abilities through the English Centre. Three Saturday morning debate programs for strong speakers for F.1-F.3 students were conducted. Over 90% of participants found the tailor-made, small group programs useful. In addition, less able students from F.1-F.3 did remedial English work after school in small groups, and students of average abilities joined Saturday morning enhancement programs to strengthen their language skills. More individual attention was given to the participants, who found the language programs useful and attended the sessions regularly.

8. F.1 English Day Camp immersed incoming F.1 students in an English only environment in preparation for English language use in the classroom. Over 95% of incoming students and student helpers spoke English in the camp.

9. The F.1-F.2 English Intensive Summer Camp immersed voluntary F.1 participants in an all-English environment for a week where students took part in a wide range of innovative activities. They used only English to communicate with the NETs and student helpers, which boosted their confidence. According to a conducted survey, students enjoyed the activities greatly, and would like to attend the same camp should one exist for older forms.

10. Split-class lessons for F.1-F.6 greatly increased opportunities for students to speak English with peers in an English-conducive environment.

11. A Read Aloud program was arranged for F.1 and F.2 students every two cycles to improve students’ fluency. Half of the students showed improvement at the end of the year. In addition, F.1-F.3 students recorded Read Aloud audio clips following the model audio clips in a reading anthology and uploaded the clips to Google Classroom regularly. Most students showed improvement in pronunciation, intonation and accuracy.

12. F.4-F.5 students recorded 1-minute individual presentations and group presentations on the themes covered in reading materials and uploaded them to Google Classroom for peer assessment. Students showed improvement in fluency and organization of ideas.

13. F.5 and F.6 students had mock interviews with the principal, the NET, the Language Instructor


and English teachers. The students considered it an exciting method of putting their English to the test, and found the feedback helpful.

14. F.5 and F.6 continued to have lunchtime English speaking sessions to improve their speaking skills.

15. To acquire the ability to write in EMI subjects, F.1-F.3 students continued to learn to write argumentative essays and sharpen their argumentative writing skills in English lessons.

16. To enhance the use of English across the curriculum, EMI teachers continued to incorporate the language in the scheme of work and conduct lessons with the targeted language.

Reflection 1. Students could have conversed more with teachers in English. While most teachers spoke

English outside the classroom, others were not so rigid and switched to Cantonese for students’ full understanding or other reasons.

2. While students had a tendency to speak Cantonese in the English Center, they readily switched to English when they were reminded, and actively engaged with teachers in the English Center.

3. Students did not have the habit to speak English to the peers outside of the classroom. 4. Students could have uploaded their audio or video clips to Google Classroom more punctually. 5. Students could have been further exposed to outstanding speeches or programmes online to

improve speaking skills and presentation style.

Follow-Up

1. All the useful programs or activities will continue to run next year. 2. All split lessons will shift to a more oral and communicative focus, with greater preparation

being required of students before lessons and more follow-up tasks being assigned afterwards. 3. An additional teacher will be added to the English Center duties and the remaining English

teachers will be rotated in regularly so that there will often be three teachers in the English Center during lunchtime for students to better practice their English in a casual setting.

4. Ways to get students used to speaking English to teachers and peers must be further investigated, including but not limited to: playing video clips featuring students speaking English to encourage students to follow

suit, having students record Read Aloud passages and video-record individual presentations

and group interaction, having students do drama in groups encouraging each other to speak English, etc. and

present this in videos utilizing TED Talks, BBC 6 Minute English programmes and others to help students learn to

speak better English. 5. Mobile devices will be used more frequently to increase language production inside the

classroom and outside of school as homework 6. Teachers must insist that students speak English with them outside the classroom to help form

an English-speaking environment. 7. New activities will be explored to engage and promote English around the campus, such as

Song Dedication during lunch, and others.

Report compiled by: Tsao Yu Fang


MAJOR CONCERN 3: PLAN FOR THE FUTURE OF OUR COLLEGE AND SUSTAIN OUR MISSION OF ACADEMICS, SPORTS AND VISUAL ARTS

Achievement

Investigate ways to boost our sports teams’ achievements: 1. Organized oversea training activities for school team members like the training camp of athletics

team and volleyball team in Japan and Taiwan respectively. Such kinds of activities were able to increase team members’ exposure, boost team morale and cohesion as well as to enhance entire performance of the team.

2. Organized friendly matches for team members to facilitate the use of different tactics and strategies such as volleyball friendly matches conducted before inter-school sports competitions.

3. Selected sports team coaches in a vigilant manner. Coach with good quality was one of the key factors leading to a successful sport team.

4. Maintained the school tradition to explore more alumni to help train our school sports teams. 5. Monitor team members’ performance closely such as the level of participation and attendance

rate etc. Follow up measures were taken to deal with any disciplinary problems of team members.

6. Maintained closed communication between team advisers and external coaches, hence timely feedback on team performance and related affairs could be made.

7. 7. Appraised team members who performed well in the team by giving small gifts, “TAI” awards and 8. good performance grading in report card. On the contrary, actively manage those members with 9. performance problem like frequent absence from team training. 10. 8. Provided quality training in each training session. 11.

Investigate ways to boost our visual art achievements: The mission of Visual Arts Department is to fully explore and develop the potentials of gifted students systematically and strategically by providing them with opportunities to receive education at appropriate levels in a flexible teaching and learning environment. To cater for the educational needs of visual arts gifted students, a three-tier operation mode is adopted [Ref: EDB website > Curriculum Development > Gifted Education]:


Level 1: Whole-class (School-based) [For F.1-3 Minor Art Stream]: To adopt ONLY the Core Part of the junior Minor Art & AS Curriculum and to immerse the core elements advocated in gifted education i.e. high-order thinking skills, creativity skills, creativity and personal-social competence into the curriculum for ALL students. [For F.1-3 Visual Arts Stream]: To differentiate teaching through school-based grouping of Visual Arts talented students to meet the different needs of Visual Arts major groups with enrichment and extension of the Visual Arts curriculum in regular classrooms. To immerse the core elements advocated in gifted education i.e. high-order thinking skills, creativity skills, creativity and personal-social competence via artwork discussion, evaluation and critiques during the process of art-making and art appreciation curriculum for Visual Arts Stream students. Level 2: Pull-out (School-based) To conduct pull-out Visual Arts training programmes in specific areas (e.g. ceramics, fashion design, computer literacy, etc.) within or after regular school hours to allow systematic training for students with outstanding performance in art. Level 3: Off-site Support Cooperation with some educational organizations (e.g. South China Morning Post, The Wharf (Holdings) Limited, Asia Art Archive, Hong Kong Youth Arts Foundation (HKYAF), St. James’ Settlement – Viva Blue House Studio, Artwalkers, PowerHouse, ART@LCD, The Hong Kong Federation of Youth Groups) to provide challenging off-site enrichment and extension learning opportunities for exceptionally gifted students nominated by schools (e.g. Students nominated by subject teachers, OLE - Communi-arties) General Departmental Policy to boost our VA achievements: 1. Promotion of art activities and competitions by updating information about art exhibition and

competition information in the school website. Widening of the students’ Visual Arts Horizons. Exhibition visitation and participation in visual arts competitions aim to provide students with rich and meaningful visual arts learning experiences. [School Website > Announcements and Coming Events > Information about Art Activities

2. Establishment of the Most Frequent Participation in Visual Arts Award. Students who participate most frequently in visual arts competitions will be awarded the Most Frequent Participation in Visual Arts Award.

Investigate the planning and delivery of Visual Arts special programs at all form levels: 1. Promotion of art activities and competitions by updating information about art exhibition and

competition information in the school website. Widening of the students’ Visual Arts Horizons. Exhibition visitation and participation in visual arts competitions aim to provide students with rich and meaningful visual arts learning experiences. [School Website > Announcements and Coming Events > Information about Art Activities.

2. Establishment of the Most Frequent Participation in Visual Arts Award. Students who participate most frequently in visual arts competitions will be awarded the Most Frequent Participation in Visual Arts Award.

3. Widening of the students’ Visual Arts Horizons in Junior Arts Major Stream by the following two policies. At least 1 exhibition visit per major VA class. At least 1 artist’s talk per VA major class.


4. Widening of the students’ Visual Arts Horizons in Senior forms by providing a series of talks in senior NS students in VA & AS lessons

5. Application of DLG to conduct programmes such as Communication Design (What is design?) and Fashion Design Talks for VA students.

Reflection

Investigate ways to boost our sports team achievements: 1. Encouraged more activities which could help boost sports team spirit such as oversea training

trip and related training activities. 2. Close communication with team members and provided them with timely feedback were vital. 3. Kept employing quality alumni to be our school coaches, increase coaching fee had its pressing

need. 4. Hard to maintain team members’ high attendance rate due to clashing with various after school

activities, personal affairs like private tutorial and related matters. Situation was more exaggerated in senior form team members.

5. Regular and timely monitoring of team advisers’ performance would be important to maintain the smooth running of the teams.

Investigate the planning and delivery of Visual Arts special programs at all form levels: 1. Special designed programs for different levels would be able to address students’ need and

match with school curriculum. (A) Form 1: “What is Art?” (B) Form 2: An Introduction to Design (C) Form 3: Photography Talk (D) Form 4: Community and me, Archive Visit AAA as a research and learning platform (E) Form 4 AS: Talk about animation appreciation, film appreciation and commercial

appreciation (F) Communication Design (What is design?) and Fashion Design Talks for VA students (G) All Form: Visit to Fine Art Asia, Art Basel and other exhibitions (H) 10 x 100 Exhibition – Hong Kong Edition (I) Artwalker Upcycling Workshop (J) Building and Assessing Senior Secondary Visual Arts Portfolios (K) Christmas Open House Decoration (L) Hong Kong International Photo Festival 2016 – What do you want for tomorrow (M) Hong Kong Flower Show 2017 Jockey Club Student Drawing Competition (N) Visit to Art Basel in Hong Kong 2017 (O) Visit to “Inventing Ie Louvre: From Palace to Museum over 800 Years” Exhibition (P) Exhibition Visit: Exhibition of Senior Secondary Students Visual Arts Portfolio 1617 (Q) F.3 VA Visit: Picturing Asia: Double Take – The Photography of Brian Brake and Steve

McCurry (R) Visit to Osage Gallery & (An)other-Half: Being a Wife/Mother and the Practices of the Self (S) “What is Multimedia in Theatre?” (T) “How does upcycling project engage in our community?” (U) Fotan Open Studios 2017 Participation


2. Widening of the students’ Visual Arts Horizons in Junior Arts Major Stream by the following two policies. At least 1 exhibition visit per major VA class. At least 1 artist’s talk per VA major class.

3. Widening of the students’ Visual Arts Horizons in Senior forms by providing a series of talks in senior NS students in VA & AS lessons

4. Application of DLG to conduct programmes such as Communication Design (“What is design?”) and Fashion Design Talks for VA students.

Follow-Up

Investigate ways to boost our sports teams’ achievements: 1. Continues to strengthen collaboration and communication among team advisers, coaches and the

school. 2. Continues to keep good attendance of team members in after-school training, timely action

should be taken for absentee. 3. Apart from regular training, more value-added activities like friendly matches and oversea

training activities should be encouraged. 4. Gradually increase the coaching fee of alumni external coaches to the market level. Investigate ways to boost our visual art achievements: 1. Continue the good practice of the Most Frequent Participation Award. 2. Keep updating the current art-related information. 3. Continue the good practice of teachers’ promotion of art-related programmes. 4. Continue the annual Visual Arts Graduation Exhibition.

Investigate the planning and delivery of Visual Arts special programs at all form levels: 1. Continue the good practice of at least 1 exhibition visit per major VA class. 2. Continue the good practice of at least 1 artist’s talk per VA major class 3. Continue the good practice of a series of talks in senior students VA & AS lessons 4. Continue the good practice of Fotan Open Studios 2017 Participation 5. Continue the promotion of VA to primary schools 6. Continue the Primary VA Competition co-organized with the Chief Executive’s Award for

Teaching Excellence Teachers Association 7. Continue the professional exchange programmes with tertiary education institutes such as

Education University of Hong Kong 8. Continue the annual Visual Arts Graduation Class Visual Arts Exhibition

Report compiled by: Tse Siu Wah and Ho Hon Kin


LEARNING & TEACHING

中文科

工作報告 2016-2017 學校關注事項一提升學業成績

策略成效及見證

反思

善用功課表現指標

(API)及小測表現指標 (QPI) 激活學生學習動力

API：大部分學生達標，特殊分子除外。 QPI：大部分初中學生達標；高中則能力差極大。

API：可加上其他方式(如：留堂、發警告信)提升達標率。

QPI：繼續善用 TAI、小禮物獎勵提升達標率。

施行「五小步計劃」

(5 Small Step) 改善學生學業表現

老師分享一：中四戊班的中文成績其他班別遜色，學習動機比較低；為提升學力學習動機，默書份量較一般班別略少，若能達至 90 分，將獲一個 TAI。施行安排後，學生的學習動機及默書成績均有提升；惟當默書份量與其他班別一致而達 90 分可獲一個 TAI 時，學生的學習動機即時下降。

老師分享二：中二級乙班學生學習動機稍低，因此於三連堂舉辦班內寫作比賽，學生為求勝出，表現積極，寫作的質素亦有所提升。可見獎勵和比賽於教學上有顯著的成效。惟此方法或只能於學生人數較少的課堂上實施。

老師分享三：中二級能力較遜色的班別，老師把筆記變成一個較小規模的測驗，並於每堂課進行，學生完成工作紙的動力會增加，成績亦會有所提升。此舉不但有助學生鞏固知識，更能透過分數增加學生的自信，提升學生學習動機。

老師分享四：中五乙班卷三綜合能力的成績不如理想，因此把卷三的拆解變成筆記外，更會派發錄音稿予同學參考，使同學更了解錄音內容，並能跟得上。這個課堂安排令同學的綜合能力成績有所提升。

老師分享五：中三級寫作教學，當老師派發佳作讓同學參閱，同學們的寫作能力亦未見顯著提升。其後改變教學策略，抽取作文中數篇表現稍遜的文章，打印後派予同學批改和評價，同學們踴躍發表意見，既能有條理地說出文章的不足之處，更能用心寫作，減少了以往寫作時所犯的錯誤，提升寫作能力。

善用學生心理，如：喜歡獎勵、競賽、找出同學錯處等，設計活動或課業。


配合中四級分六班，全級訂閱《語文同樂》，並製訂指引，讓學生多讀多寫，多了解及累積公開考試素材。

學期初調適閱讀寫作練習為全年 9 次。截止本報告撰寫日，基本上能按指引完成進度要求。

學校關注事項一促使學生主動及認真學習

中一至中五級科任老師透過專業學習團隊(PLCs) 施行教學活動。

達標；科任老師已於五月八日或以前把「自主學習報告」上載至內聯網。

增加了學生的互動、交流

學校關注事項一參與觀課活動進行交流觀課活動

(Peer Sharing)

達標；參照學務組要求成功落實交流觀課。

科任老師已把相關紀錄呈交學務組。

學校關注事項一施行教育局第四階段電子教學善用學習庫

(Learning Hub)引導學生自主學習

達標，詳見學習庫。

製訂網上學習細節

已成功落實，詳見進度表。

科目關注事項一營造校園學習中文及中國文化氛圍

透過語文軒和中文學會舉辦活動

中一級成語大電視、中二級成語演繹比賽及中三級演講比賽氣氛熱烈，水準不俗。

科任老師支持及協助，同學更投入，比賽質素更高。

早會安排演講比賽得獎者表演，既增加同學上台表演機會，講題內容有助提升全校學生品德情意。

科目關注事項一照顧非華語學生的不同需要因應非華語學生的不同需要設計相關中文科學習課程

中一至中六級開設特別班，降低師生例，關顧非華語學生。

中一級因應學生水平，開設抽離教學班。

額外資源能幫助有需要的學生，提升中文水平。

報告者：文麗英


ENGLISH LANGUAGE Evaluation Report for 2016-2017

Strategies MC1

Level of Achievement (Wholly / Partially / Not Achieved)

& Evidence of Performance

Reflection (include areas for improvement

and follow-up work (if any)) To improve our

academic achievements through evidence based practice.

Partially: API: most teachers set regular assignments, and chased up students with poor API. Quite a number of students did not hand in work on time and some did not even hand in work.

Wholly: QPI: teachers set regular assessments to motivate students and provided timely feedback.

Partially: Some classes did not do online reading assignments properly.

More effective ways must be adopted by individual teachers to ensure their students complete work punctually and properly, and not-collected assignments must be followed up more closely.

A set of new reading material containing latest events were adopted during the mid-year to arouse students’ interest in reading.

To investigate and adopt teaching and learning practices that focus on students as active and engaged learners.

Partially: More T-S interaction took place in lessons than in the past 4 years

Wholly: F.1-F.2 students engaged in a lot of active speaking activities designed in the beginning of the year to motivate them to speak better English.

Wholly: F.1-F.3 students completed different projects in pairs, engaging themselves in various themes.

Wholly: F.1-F.5 students used online materials to improve their fluency, intonation and speaking skills.

Partially: F.1-F.5 students completed peer-learning and sharing.

Teachers will continue to review the senior form schemes of work to allow more active learning in the classroom.

Some students did not produce quality transcripts, which took teachers a lot of time to edit. Peer-proofreading could be conducted to better the transcripts.

F.1-F.2 speaking programmes will be further polished so that students can conduct more peer-learning.

It is time-consuming to check if the submitted videos are of good quality.

Not enough lesson time to conduct more peer-sharing.

To engage in lesson observation and peer sharing processes for the implementation of teaching and learning practices that focus on the T&L Framework.

Wholly: Teachers shared ideas after lesson observation.

More sharing in teaching methodologies can be organized.


Fine-tune the English Junior Secondary Curriculum with a focus on improving links to the NSS Curriculum.

Wholly: NSS elements were incorporated into the junior form curriculum, such as SBA-mode speaking assessments, DSE-mode listening format, and more DSE writing text types, longer presentations, etc.

Further consolidation in grammar is needed.

To implement the EDB 4th Strategy for IT to enhance teaching and learning and the attainment of 21C Learning Skills.

Partially: Google Classroom was used to pass materials to students and for students to turn in their assignments such as projects, plays, transcripts, audio recordings, video recordings, etc. Learning Hub stores learning material for students’ self-access learning.

Good videos could be shared easily for peer-learning.

The number of assignments submitted online was large, taking teachers a lot of time to view and grade, and to ensure that students did work seriously.

Strategies MC3



Reflection (include areas for improvement)

To strengthen the use of English across the college both inside and outside the classroom.

Partially: F.1 signed the “Speak English” contract, but only a small number of students spoke English with teachers outside the classroom.

Not all teachers spoke English with teachers outside the classroom due to various reasons.

Wholly: NET and EST organised various activities at the English Centre to immerse students in an “only English” environment E.g. Movies, Halloween Festival, Singing Competition, Spelling Bees, Peer-reading Program, Teachers Live, etc.

Wholly: English teachers were rostered to participate in the English Centre activities.

Partially: On average 70 students gathered at the English Centre at lunch time. Some still needed to be reminded to speak English at the Centre.

Students were asked to leave when they did not speak English. “Only English” policy will continue.

Wholly: 30 F.1 students participated in English Summer Camp.

Students enjoyed the variety of activities.



MATHEMATICS Evaluation Report for 2016-2017

Strategies MC1






Partially. Regular assignments and assessments

were set. Students have been monitored through the API and QPI system regularly.

No. of quizzes during the year: F.1 to F.6: One quiz per chapter F.6: Additional mock exams done before

DSE.

Students’ API did not exceed 3.0 per month as measured by API aggregated data.

Most students achieved a QPI at 50 or above.


Partially. “Self-directed Learning Report” sharing

how self-directed learning is practiced in class had been uploaded to the intranet.

Teachers can come together more regularly to discuss “Self-directed Learning” of the students.

To engage in lesson observation and peer sharing processes for implementation of teaching and learning practices.

Wholly. Lesson observation records have been

submitted.

Teachers find lesson observation helpful.

To implement the EDB 4th Strategy for IT to enhance teaching and learning and the attainment of 21st Century Learning Skills.

Wholly. Students resources including scheme of

work, notes, videos for self-learning, supplementary notes for HKDSE curriculum, supplementary exercises and notes, etc. have been uploaded to the Learning Hub for students’ reference and use.


Strategies MC3




To strengthen the use of English across the college both inside and outside the classroom

Partially. Teachers spoke English to students most

of the time. Some students were diffident to speak

English.

The current practice should be continued.

Report compiled by: Li Kwok Keung


PHYSICAL EDUCATION Evaluation Report for 2016-2017

Strategies MC1



Reflection (include areas for improvement and

follow-up work (if any) To improve our


The strategy to use API & QPI to motivate student’ work was adopted. Regular assignments and assessment were conducted for students.

In general, students were attentive in lesson and learning atmosphere was satisfactory.

Overall passing % in exam and test: In DSE-PE exam, we have 41 students

participating in this examination in 2016, 1 student got 5*, 2 got level 5 and the overall passing % was 97.6.

In general, the objective “students’ API will not exceed 3.0 per month”: was not achieved.

Follow up work by teachers to handle late submission of assignment was still necessary.

The data of QPI was able to reflect the performance of students in term test and exam.

Learning Hub was widely used in PE subjects especially for senior form students.

In DSE-PE examination, more effort should be put to further uplift students’ performance by increasing the no. level 4 or above.


Wholly achieved. Communication and sharing among teachers

were made regularly in panel meeting to go through the learning process of students in each form.

Discussion and evaluation report on students’ learning progress were recorded in panel meeting minutes.

To engage in peer sharing processes for implementation of teaching and learning practices.

Wholly achieved. Full scale peer sharing was conducted for

professional learning purpose this year.

After peer observation, related observation records of each individual teacher were prepared and submitted to Academic Committee.

To implement the EDB 4th Strategy

Partially achieved. The EDB strategy aimed to strengthen

More sharing among teachers on the

Da

F.1 F.2 F.3 F.4 F.5 F.6

1st exam

77% 75.5% 91% 75.6% 81.4% 77.1%

2nd test

69.3% 62.6% 65.6% 75.6% 83.7% /


for IT to enhance teaching and learning and the attainment of 21st Century’s Learning Skills.

students’ self-directed learning, problem-solving, collaboration and computational thinking competency.

By making use of our learning hub, a well structure platform was set up, teaching & learning effectiveness were further strengthened.

More junior form students started to use google classroom in their learning process.

implementation of “Self-directed Learning” was required.

Learning hub and google classroom became a sharing platform between teachers and students in term of teaching & learning.

Fully implementation of EDB 4th Strategy for IT in teaching still need a long time to put it into practice.

Strategies MC2



Reflection (include areas for

improvement) Promotion of

the Sports Mission.

Generally achieved. All P.E. teachers and school team advisers have

done the best to conduct different sports activities, training, exchange programs etc. for students, other promotion items like open day, F.1 aptitude test, friendly matches, external visit etc. were also conducted according to preset timeline.

Continue to build our sports image via various activities and functions, together with different channels e.g. school official website, school Facebook, newspaper and magazine, online media Sportsroad etc.

It was found that the attendance rate of quite a no. of team members was unsatisfactory due to engaging in many other school activities and academic issues etc. This had further hamper current situation as our regular no of practices was already inadequate for superb performance.

Strategies MC3




improvement) To strengthen

the use of English across the college both inside and outside the classroom.

Partially achieved. Many students were not willing to speak

English or use English to communicate each other or with teacher in the class.

Situation would be different if they needed to communicate with the exchange student. So whether we could create a better and proper English speaking environment would be vital.

As aligned with the “Speaking English Policy”, teachers had tried to conduct English in PE lesson including annual function e.g. swimming gala and athletics meet.

Continuous encouragement and


reinforcement were required for those students who seldom speak English in the class.

More encouragement was required especially in group discussion, many students were reluctant to use English to conduct their conversation.

Continuous promotion was required.

Strategies Subject /

Committee-based MC1




improvement)

Promotion of the Sports Mission – Enhance competiveness of school sports teams.

Generally achieved. All PE teachers have involved in different

training activities to enhance competitiveness of school sports teams.

This year, girls’ football team obtained the All HK Champion title. Both boys and girls volleyball teams got into semi-final in All HK Jing Ying Tournaments and they got 3rd runner up and 1st runner up eventually.

Boys basketball team also achieved higher level this year by entering into the final eight in All HK Jing Ying Basketball tournament, they also participated in this year Panasonic All HK Jing Ying Basketball Competition held in May.

Athletics team obtained remarkable result by swiping nearly all champion titles in Shatin & Sai Kung District Athletics Meet, Long Run and Cross Country race.

Other sports items also obtained over 20 Champions in total.

Over 100 students were included in Honours list this year due to remarkable result in different kinds of sports and representing HK in different international competitions.

To uplift the quality of training, evaluation on external coaches’ performance was also conducted.

Continue to keep good attendance in team training.

Absence cases may due to various reasons e.g. after school tutorial, quiz, AEP classes and detention conducted by other teachers etc.

Close communication with other subject teachers was necessary in order to make after school team training more smoothly and continuously as 4 hours after school team training every week was indeed not enough to build a strong school team; it would not be satisfactory to further deprive students’ opportunity to train due to various reasons.

Evaluation on


external coaches’ performance was conducted to make sure the quality of sport teams training was up to the standard.

Study on how to monitor the sport participation of F.6 students is carrying out. The objective is to help maintain their balance between sports and academic development. It is expected the overall sports performance of our school will not be affected as it may weaken our competitiveness among the schools in HK in general. It is strongly recommended to adopt realistic and reasonable measures in this matter.

Report compiled by: Ho Hon Kin


VISUAL ARTS

Evaluation Report for 2016-2017

Strategies MC1




improvement and follow-up work (if any))

To improve our academic achievements through evidence based practice.

Partially. Group average QPI will be targeted at 50%, VA

teachers will monitor progress monthly. The strategy to use API & QPI to motivate

student’ work was wholly achieved. Regular assignments and assessment were conducted for students.

As indicated from teaching inspection records, students were attentive and learning atmosphere was in general satisfactory.

No. of quizzes during the year: F.4 - 4 F.5 - 4 F.6 – 6.

Not all students achieved a QPI at 50 or above as some of the quizzes were quite difficult.

Supervision by teachers is necessary to chase up students with poor API scores; early intervention approach required.

Self-directed Learning To investigate

and adopt teaching and learning practices that focus on students as active and engaged learners.

Partially. Sharing of students’ performance during the

panel meeting to cultivate good practices for enhancing students’ engagement in learning.

Promotion of self-directed learning by uploading student resources to the Learning Hub. E.g. teaching notes, relevant links & websites, design briefs, etc.

A “Self-directed Learning Report” sharing how self-directed learning is practiced in class has been uploaded to the intranet.

• Teachers shared within the panel how they practiced self-directed learning in class.

Discussion and evaluation report on students’ learning progress were recorded in panel meeting minutes.

Case studies about self-directed learning were included in the Teaching and Learning Handbook.

Lesson Observation and Peer Sharing


Wholly. All VA Teachers were engaged in lesson

observation or peer sharing for professional learning.

Lesson observation records have been submitted.

After lesson observation, related observation records of each individual teacher were prepared and submitted to Principal.

IT To implement

the EDB 4th Strategy for IT to enhance

Wholly Strategies by using IT to enhance teaching &

learning effectiveness were used like uploading learning materials including scheme of work, notes, videos for

More sharing among teachers on teaching & learning effectiveness was required especially the implementation of


teaching and learning and the attainment of 21C Learning Skills.

self-learning, supplementary notes for HKDSE curriculum, supplementary exercises and notes, etc. on learning hub, making use of google classroom in daily operation etc.

Approaches on how to make good use of “Self-directed Learning” (SLD) was discussed.

“Self-directed Learning”. Learning hub was widely

used. “Self-directed Learning”

(SLD) cases were included in the Teaching and Learning Handbook.

Strategies MC2




Use of English To strengthen

the use of English across the college both inside and outside the classroom.

Partially. VA teachers will speak to students in English.

Self -monitored and audited by panel. e-Resources were used to facilitate the

interaction between teachers and students. For example, learning hubs and Google Classrooms were used for passing materials to students.

All teachers spoke English to the students. But not all students were willing to express themselves in English.


Students must be encouraged to speak more English.

Strategies Subject / Committee-based MC1




improvement)

VA Mission Promotion of

the VA Mission.

Generally achieved. F.6 Sam Ng was awarded Student of the Year,

Visual Artist. Various winners were awarded in different

competitions. VA Panel will grow the JCTIC Primary School

Visual Arts Competition in partnership with CEATETA.

All VA teachers engaged in activities to promote the VA Mission of the College including activities such as Open Day, Fotanian, Competitions, and Exhibitions to promote VA.

Continue to keep good participation in various competitions.

Continuous promotion via various promotion programmes are needed.

Report compiled by: Ms. IP Pui Ling, Ms. LAM Siu Yi, Mr. MA Chi Wing,

Ms. YIP Shing Yan, Ms. TSE Siu Wah (Coordinator)


BIOLOGY Evaluation Report for 2016-2017

Strategies MC1




improvement and follow-up work (if any))

To enhance self-directed learning.

Partially. Investigatory tasks were giving. “Learning-groups” was built up within

the class of higher form. To make use of digital and non-digital

devices that facilitate searching information, discussion, presentation and sharing of idea.

Learning resource uploaded to google class and learning hub.

Google app for join cooperative group work and project.

QPI may be useful as a drive force for some bright students but no all.

Targets MC2




improvement) To build on and

promote our unique school mission of academics sports and visual arts and to enhance students’ whole‐person development.

Partially. Measuring of vital capacity, blood pressure

and fitness index etc.

Teaching schedule is tight that limit the implementation.

Strategies MC3




improvement) To strengthen the

use of English across the college both inside and outside the classroom.


of the time. Biology teachers will only speak to

students in most time. However, it is unrealistic for weak students and also very time-consuming if will insist full English communication.


Report compiled by: Choi Koon Hung


BAFS Evaluation Report for 2016-2017

Strategies MC1






Partially. Regular assignments and assessments

were set. Students have been monitored through the API and QPI system regularly.

No. of quizzes during the year: F.3 – 3 F.4 – 12 F.5 – 15 F.6 – 17

Students’ API did not exceed 3.0 per month as measured by API aggregated data.

Most students achieved a QPI at 50 or above.


Partially. “Self-directed Learning Report” sharing

how self-directed learning is practiced in class had been uploaded to the intranet.

Teachers may have more sharing on teaching and learning practices that focus on students as active and engaged learners.


Wholly. Lesson observation records have been

submitted.

To implement the EDB 4th Strategy for IT to enhance teaching and learning and the attainment of 21st Century Learning Skills.

Wholly. Students resources including scheme of

work, notes, videos for self-learning, supplementary notes for HKDSE curriculum, supplementary exercises and notes, etc. have been uploaded to the Learning Hub for students’ reference.

Strategies MC3






of the time.


Report compiled by: Poon Sinn Ching


Career and Life Planning Education Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any) To investigate


Wholly Achieved. We continuously adopt the active and

engaged learning methods. For example, the program “Let’s Talk”, which helped encourage students to self-directed learning.

To engage in lesson observation and peer sharing processes for the implementation of teaching and learning practices that focus on the T&L Framework.

Not achieved. It was difficult to carry out among all the

panel members as we there were crashes in the time table. Finally, we have peer coaching in another subject.

We have carried out the peer coaching. We shared the experience in the panel meeting and discussed how to improve our teaching and learning.

To implement the EDB 4thStrategy for IT to enhance teaching and learning and the attainment of 21C Learning Skills.

Wholly achieved The program “Let’s talk” and the projects

required students to make use of the ICT, including uploading the students’ presentation script and Power point to the Learning Hut ,downloading the information from the Learning Hub, and, searching information on the internet.

Keep encouraging the students and teaching the students how to choose the information.

To help the students to strengthen the cognition of career and life planning.

Partially achieved. We cooperated with the Counselling

Committee to organize activities “Life Journey”, which helped the students to experience different stages of life. It also encouraged them to think about their life planning and to understand the elderly better.

82 students joined the “Life Journey”. The number of participants exceeded our estimation.

We could not hold a visit to the Legislative Council as its image got worse.

We did not visit the headquarters of ICAS as the date is not a good choice.

We found other better activities to replace it.

According to the questionnaires issued by the Life Journey Centre, over 70% students showed appreciation to the program.

Report compiled by: Chui Lai Kuen


CHEMISTRY Evaluation Report for 2016-2017

Strategies MC1






Partially. This partly meets the “Success Criteria”

based on form API and QPI records.

Subject teachers concerned may introduce TAI to encourage student to perform better on submitting

assignment or to arrange students to detention class.

Partially. This partly meets the “Success Criteria”. Only 5-Small Step Plans could be

implemented based on assigned schedule in F.4 and F.5.

The teaching schedule of F.6 Chemistry was very tight (only 7 periods per cycle and

arrangement of SBA or practical) and no 5-Small Step tutorial lessons could be arranged. F.6 subject teacher may finish all the core parts before summer vacation and arrange 5-Small Step Tutorials during summer vacation/ DSEEP period.


Wholly. This meets the “Success Criteria” based

on lesson observation record and exercise book inspection record.

Subject teachers concerned may attend some professional development/enrichment courses/SBA seminars about

HKDSE and share with other subject teachers in panel meeting.


Wholly. This meets the “Success Criteria”. Students are encouraged to access all the

learning materials such as supplementary exercises/notes/sorted past paper

questions/useful websites/etc… about chemistry.

Subject teachers concerned may encourage students to master some basic skills about flame tests/use of pipette or burette in titration/etc… through experimental video uploaded in the learning Hub.


on the proposed scheme of work.

Subject teachers concerned may explore more on-line resources for students and

students have to submit some of their assignments on-line.


Strategies MC3





Partially. This partly meets the “Success Criteria”. Only very low % of students would like to

answer questions or communicate with subject teachers in English.

Subject teachers concerned may introduce “Daily mark” Penalty Scheme or TAI to encourage student to speak English in the lesson.

Wholly This meets the “Success Criteria” based

on performance in writing essays in the examination.

Students could write their essays using appropriate English subject language in chemistry and they performed well.

Subject teacher concerned may assign some experiments in which students have to write their procedures using appropriate English subject

language.


Committee-based MC2




To help reinforce students’ self-disciplinary ability.

Wholly. This meets the “Success Criteria”

based on breakage record and SBA record.

Subject teachers remind some students who do not follow instructions will have mark penalty in SBA or deduction of daily marks about learning attitude.

Report compiled by: Leung Kim Hung


CHINESE HISTORY Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) 透過實證為本的教學法，改善學業成績

達到預期目標。

老師定期透過 API 及 QPI 數據鼓勵學生向自己目標邁進。

若在收集功課或小測後儘快輸入數據可加強同學的投入感。

研究及採用以自主學習有關之教學方案

達到預期目標。自主學習報告按時提交至校方。

老師根據該報告優化下年度之教學及加強老師之間的交流。

透過參與觀課及同儕分享過程，提升教學法

達到預期目標。同事樂於分享其教學心得。

進行教統局第四項策略：以資訊科技提升教與學以成就 21世紀學習技能

達到預期目標。同事均認同上載學生學習資源到學習庫能提升學生自主學習。


Committee-based MC1




學生成績期望管理達到部份預期目標。部分不打算在高中選修中史的同學不太重視此措施。

Report compiled by: Wong Ka Wing


DESIGN & TECHNOLOGY Evaluation Report for 2016-2017

Strategies MC1






Wholly achieved. - 90% students handed in the

homework on time

Some students need to be reminded to hand in their late homework to reduce their API

To engage in lesson observation and peer sharing processes for implementation of teaching and learning practices that focus on the T&L Framework.

Wholly achieved. - Lesson observation and peer

coaching has been performed and record was kept

Comments were given by the Principal and the peer


Wholly achieved. - Lecture notes have been uploaded

into the digital learning hub for students to do their homework.

- F.2 students used tablets to research information for case study and upload presentation ppt into google drive.

- Self directed learning report will be uploaded to the intranet by the end of the year.

Most of the students can use the materials in the digital learning hub for their studies

Most of the F.2 students can use tablets to research information

Strategies MC3





Wholly achieved. - 90 % of students using English to

interact with classmates and teacher during lessons

Most of the students were able to use English to interact

with classmates and teachers during lessons

Continue the practice of using English as the MOI

Report compiled by: Lee Tim Cheung


ECONOMICS Evaluation Report for 2016-2017

Strategies MC1






TAI were given to students in the following aspects: improvement in assignment performance, early birds in submitting homework and improvement in quizzes and other appreciated aspects of personal growth and development

Marks, API and QPI were shown to students regularly to remind their own progress.

More talking was done with students who showed problems in learning attitudes or emotion.

Wholly achieved.

To senior students, TAI, API and QPI are less effective to motivate their studies.

Sincere talking with students about their learning and personal development are helpful in developing a trustful relationship.

However, students in our school tend to be over-confident with their own ability. They are not totally willing to follow your teaching.


Assignment was designed in a way to cover the hot questions in DSE and in a way to guide their understanding and answering skills.

Quizzes were also set to cultivate in students the sense of regular revision.

Wholly achieved.

Students do not value the importance of doing their assignments. They tend to finish them in a hurry. Thus, most of them will benefit a little from them.

Late submission is frequent no matter the assignment is heavy or light.

A more positive and self-conscious learning atmosphere should be established in our school culture, particularly when students were in their junior forms.

To engage in

lesson observation and peer sharing processes for implementation of teaching and learning practices that focus on the T&L Framework.

Lesson observations were carried out several times during the year.

What was more important was the sharing of teaching experience among teachers and colleagues.

Wholly achieved.

Same or similar teaching may be stimulating to one class but not another class.

The sharing of teaching experience also helps change the teaching style and teaching methods.

Nevertheless, the observation will become a routine when teachers find them busy.



IT teaching was stimulus at the beginning but it became plain after frequent uses.

It was quite time consuming to learn a new software.

Effects were not so obvious.

IT teaching should be kept going on and on.

Easier availability of IT resources is essential.

Strategies MC2




improvement) To strengthen the

use of English across the college both inside and outside the classroom.

It was easy for students to change from English to Chinese during conversation once they find it unclear in their expressions.

The critical English problem of our students was not about their spoken English. It was about their English reading and writing ability. Low achievement learners were usually handicapped by their poor English.

More training should be given to improve students' written English.

Students should learn more English expressions and vocabulary.

Strategies MC3




improvement) To review the

teaching and learning pace.

It seemed that teaching pace is not an essential determinant to students' DSE exam results. Students' learning pace was much more important. Once they are willing to excel in their studies, they were able to improve a lot.

Weak students tended to improve too little simply because they were not willing to work for their own sake.

Extra tutorials were held but the presence was not desirable.

Students in F.4 usually have a better performance than they will in F.5. They need more motivation in F.5.



Committee-based MC1




improvement)

To facilitate students’ application of Economics to their living.

This was carried out in the whole year of teaching.

Whenever there was appropriate news, for example, quality taxi services put forward by the government, students would be asked to discuss the topic.

The true nature of learning Economics is to enable students to apply their knowledge to their living.

More visit may be held to stimulate students' learning.

To keep students in a relationship that will cultivate a happy and an active learning environment.

This was difficult to maintain. The learning environment would easily be broken by some negative students.

Instead, some more positive competition among students should be developed so as to raise self-directed learning.

Report compiled by: Fu Sui Hong


GEOGRAPHY Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) To enhance our

pedagogy and practice by improving our academic achievements through evidence based practice.

Wholly achieved. Mr. Ma and Miss Yeung have monitored

the requirement of assignments well. The majority of students always handed in their assignments on time. When marking the assignments, written comments and clues were given to inspire students as well as to facilitate better communication with the students.

The API report was utilized fully. Whole-school approach was adopted. Special thanks should be given to those form teachers who have taken initiative to help remind their students to resubmit their late assignments of different subjects. It was found to be effective.

Quizzes were conducted regularly according to schedule.

The QPI should be raised further as an effective continuous assessment. The target of 60 has not been met by some students.

API could be further lowered, though it was now lower than 3 in terms of Geography subject alone.


Wholly achieved. Several activities which involved mobile

learning and e-learning have been designed and conducted.

In the senior forms, essay writing has been focused and drilled very regularly. Answering technique was stressed in order to strengthen the tools of the students.

In the junior forms, issue-based enquiry approach has been adopted successfully to facilitate lesson discussion. The students have ample exposure to different command words.

Mini-writing tasks have been designed for both junior and senior students.

This year the F.4 students demonstrated low language ability. The behavior of a few SEN students has obviously disturbed the learning atmosphere within the class. Remedies were taken, thus slowing down the progress especially when full attention was crucial in planning and writing. The tasks might need to be further trimmed down for the low achievers.

The students would not skip the assignments. Yet, the quality was not always up to standard.

More language input like vocabulary lists would be prepared for smoother lesson conduction.


Strategies MC2




To build on and promote our unique school mission and to enhance students’ whole‐person development.

Partially achieved. In Form One, great effort was put on

teaching about “Sustainable city growth”. The Christmas project highlighted on “up-cycling” which reminded students about waste reduction.

In F.1 and 3, the important concepts of resource management and sustainability were stressed throughout the topics like Food Problems and Oceans in Trouble.

In the senior forms, students were brought out to the field four times. Site observation in Tsuen Wan, Kam Tin and Ma Shi Chau nurtured the students’ initiative to apply their textbook knowledge to the reality.

Students were responsive and got involved in the activities.

Detailed debriefing has been conducted after every subject activity, thus consolidating what they have learnt outside the textbook and school setting.

Field trip reports were produced in good quality.

Most students revealed great interest in doing projects and field work on topics related to their daily lives. Their learning attitude has become more positive during the learning process.

Strategies MC3




To strengthen the use of English across the college both inside and outside the classroom and ensure students actively engage in the use of English in knowledge and subject language activities.

Wholly achieved. It was a great opportunity to participate

in the field trip learning to Ma Shi Chau organized by British Council’s “Science Alive 2017”. The eco-tour guide who was a geologist conducted the field trip on the island in English. It was indeed a very good learning experience.

This year more short writing tasks, essay practices and vocabulary lists have been prepared for both the junior and senior forms. Their learning has become more structured and the effects were positive.

In October, the exhibition called “The

This practice of English communication would be further enhanced in the coming academic year.

The deterioration of the students’ language ability was indeed obvious.

Oral presentation skills were lacking in most of the students.


Seeds of Hope” has been conducted throughout the month. This exhibition was a joint initiative of the Buddhist organization Soka Gakkai International (SGI) and the Earth Charter International. Since 2002, this exhibition has been shown in 13 different languages and seen by more than 4 million people around the world. The content, focused on visions of sustainability and presented in English, has been used as a tool for the United Nations (UN) Decade of Education for Sustainable Development. All Geography students have been guided to this exhibition in their Geography lessons and reflections were collected and shared.

Strategies Subject-based

MC1




To upgrade the teaching and learning practices of Geography.

Wholly achieved. The practice of peer observation was

smoothly carried out. Exchange between Liberal Studies and Geography was made possible.

The success of Geography learning relies much on field work. This year 4 field trips have been conducted, including Ma Shi Chau, Tsuen Wan, Kam Tin and CUHK. Both physical and human topics have been covered.

The resources provided by Lingnan University’s “Jockey Club Hong Kong History Learning Programme” were borrowed and exhibited as teaching aids for F.1 urban development in Hong Kong.

Throughout the academic years, 4 seminars provided by Hong Kong Geography Day 2016 and The Department of Geography and Resource Management have been arranged. The learning of Geography has indeed been consolidated.

The Y-drive has been a useful tool to facilitate sharing among panel members.

Field trip based question would be introduced to HKDSE starting from 2019. Both resources and efforts have to be upgraded in order to meet the needs examination.

The sharing of experience and teaching strategies would be continued through peer observation and sharing meetings.


Strategies Subject-based

MC2




Self-directed learning will be strongly encouraged to facilitate teaching and learning.

Partially achieved. SD learning has been introduced this

year. In senior forms, SD tasks have been designed and practiced both at the beginning and the end of learning new core topics. The activities incorporated web search and writing tasks.

It was observed that students have become more independent and taken more initiative in the learning process.

Time is a limitation. When students were asked

to do the SD tasks, the need to monitor the outcome, both in terms of quality and quantity, has become very crucial.

More SD activities would be introduced and designed in the coming new year. The existing materials need to be refined too.

Report compiled by: Yeung Pui San, Lucia


HISTORY Evaluation Report for 2016-2017

Strategies MC1






Partially achieved. It was found that most students could keep their API under 3 on a monthly basis but some students failed to achieve 50 in their QPI throughout the year.

More encouragement should be given to students to motivate them to work hard.

Wholly achieved. Teachers used enquiry approach to motivate the students. Timely quizzes were given to students to monitor their progress.

The “5 Small Steps Plans” were carried out smoothly by the teachers.


Partially achieved. A resource pack on “How to cater for learning diversity in History class” from EDB was circulated among members as reference to enrich their teaching.

Each member uploaded one “self-directed learning report” for sharing of teaching experience among the staff.

The resource pack from EDB was very useful to the members as reference for self-directed learning.


Wholly achieved. Lesson observations were conducted by the Principal and peers. Peer sharing was conducted after lesson observation for professional enrichment.

Peer Sharing records were kept and teachers continued to use different strategies to motivate the students.

To implement the EDB 4th Strategy for IT to enhance teaching and learning and the attaining of 21C Learning Skills.

Wholly achieved. Teachers promoted self-directed learning by uploading student resources to the Learning Hub, e.g. group PowerPoint presentation, group discussion results etc.

Teachers used Instant Response Tools like Socrative to encourage students to engage in class activities and give immediate responses. Results were uploaded to Learning Hub for sharing.

Students enjoyed the use of Instant Response Tools and this can make the lessons more interactive.

Wholly achieved. All History Teachers planned and detailed the use of online learning resources in their Schemes of Work.

Schemes of Work were approved and signed off by the Panel Head and the Principal


Strategies MC3




To strengthen the use of English across the college both inside and outside the classroom

Partially achieved. Teachers spoke English to students most of the time. Yet, some students may have forgotten to speak English to teachers outside the classrooms.

Teachers can remind students to speak more in English outside the classrooms.

Report compiled by: Chu Wai Yee


Information and Communication Technology Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) All ICT Teachers

will use API & QPI to motivate their students’ work effort, including setting regular assignments & assessments, providing timely feedback, monitoring and chasing up students with poor API and arranging re-quizzes for those who fail in regular quizzes.

Wholly Achieved. All 16-17 ICT lessons were supported by

evidenced-based practices with API, QPI etc.

Live daily scores were reported with Google Sheets on the Learning Hubs

Re-quizzes were arranged for 80% of the quizzes in F.4 to F.6.

Almost all not submitted assignments were re-collected through the concerted effort from subject teacher and TA.

Late and not-submitted percentage: Junior Form: ~ 12% and 3% Senior Form: ~ 8% and 2%

Subject teachers showed significant improvement in handling the update of the statistics in all evidence-based T&L related systems.

All ICT Teachers will use TAI to motivate students.

Partially Achieved. TAI award points were issued extensively

in some most ICT classes.

TAI could be issued to students with good performance in class, handling in assignment before deadlines, etc.

All ICT Teachers will use an online platform to support their L&T.

Wholly Achieved. F.1 to 3: by Digital Learning Hub. F.4 & 5: by Schoology. F.6: by Digital Learning Hub.

More online exercises (e.g. HKEdCity's OQB) and quizzes could be arranged.

All ICT Teachers will adopt new teaching strategies to engage students with tasks requiring active participation and collaboration.

Wholly Achieved. Handouts in all forms are carefully edited

and developed collaboratively through professional sharing among subject members.

All Junior Form handouts are revised with tasks and activities with minimum instructions to provoke students' independent and critical thinking in problem solving.

If time allows, more verbal discussions among members could be arranged.

Subject teachers could turn in draft a bit earlier, especially for lessons designing around new tools or software that are not used before.


Strategies MC1




and follow-up work (if any)) All Senior Form

ICT Teachers will adopt BYOD in most L&T activities with a full-featured LMS.

Partially Achieved in F.6. (with Google Classroom)

Wholly achieved in F.4 and F.5. (With Schoology)

Individual subject teachers have their own taste or choice over the LMS used.

All Junior Form ICT Teachers will make good use of the Learning Hub, suitable cloud tools and services to equip students with 21st C Learning Skills to support learning in other subjects.

Wholly achieved. Learning Hubs are continuously updated All assignments, classwork, quizzes and

even examinations are collected or conducted through Google Classroom.

More attention could be paid to the timeliness in returning work to students

More attention could be paid to the accurate use of grammar and language through professional sharing.

Subject-Based NC1: To reform all Junior Form Curriculum to include coding and STEM elements.


Committee-based MC1




Identify suitable STEM or coding hardware for students.

Wholly achieved. After careful testing and observation,

micro-bit will be introduced starting 17-18 in F.1.

The next phase will be the careful design of school-based teaching and learning activities centered on micro-bit.

Setting up Maker Space / Maker Lab.

Not achieved. Project further delayed due to the lack of

funding and pending more discussion with other stakeholders in our STEM education.

Replacement of equipment in M411 should be our top priority in 17-18.

Raising the curriculum time of coding and STEM elements.

Wholly achieved in F.1. Partially achieved in F.2 and F.3.

Lesson time for coding in F.2 and F.3 need to be increased in 17-18.

Report compiled by: Chan Wai Leung


INTEGRATED SCIENCE Evaluation Report for 2016-2017

Strategies MC1






Partially. This partly meets the “Success Criteria”

based on form API and QPI records.

Subject teachers concerned may introduce TAI to encourage student to perform better on submitting assignment.

Partially. This partly meets the “Success Criteria”. Re-quiz was arranged to those students

who failed in the quiz. Most students had improvement in the re-quiz although they failed.

Subject teachers concerned may arrange some pre-examination tutorials to bottom 15 - 20% students in I.S. (based on QPI record).

To engage in lesson observation and peer sharing processes for implementation of teaching and learning practices that focus on the T&L Framework.


on lesson observation record and exercise book inspection record.

Subject teachers concerned may attend some professional development / enrichment courses/seminars about I.S. and share with other subject teachers in panel meeting.


Wholly. This meets the “Success Criteria”. F.1 Students are arranged to access the

learning materials in the TWIG such as history of Dolly (video) before studying reproduction. They are required to answer 5 multiple choice questions (as a short quiz) about this video. Subject teachers found that the quiz performance of students was quite good.

Subject teachers concerned may arrange students to know about the procedures of some experiments through experimental video uploaded in the learning Hub.


on the proposed scheme of work.

Subject teachers concerned may explore more on-line resources for students and students have to submit some of their assignments on-line.


Strategies MC3





Partially. This partly meets the “Success Criteria”. Only very low % of students would like to

answer questions or communicate with subject teachers in English.

Subject teachers concerned may introduce “Daily mark” Penalty Scheme or TAI to encourage student to speak English in the lesson.

Review the Science Junior Secondary Curriculum with a focus on improving links to the NSS F4‐6 Curriculum in Biology, Chemistry, & Physics and building a F1‐F3 Science Skills Curriculum Map.

Partially. This partly meets the “Success Criteria”. Based on performance in practical

lessons or in examination, students could not develop skills on data analysis (plotting graphs) after doing experiments well and draw conclusion from their graphs. (F.2 – investigative experiment about rate of photosynthesis.)

Students could not understand about the instructions in the questions.

Subject teachers concerned may assign some worksheets to students to introduce some common and important terms used in I.S. and to teach them about sentence structures used in different topics.

Report compiled by: Leung Kim Hung


LIBERAL STUDIES Evaluation Report for 2016-2017

Strategies MC1






To investigate


To engage in

lesson observation and peer sharing processes for implementation of teaching and learning practices that focus on the T&L Framework.

To implement the

EDB 4th Strategy for IT to enhance teaching and learning and the attainment of 21C Learning Skills.

Develop the LS

Junior Secondary Curriculum with a focus on the F1-F6 Skills Curriculum Map.

The accumulative Form APIs by May was 14.87 versus 17.08 the same period last year. Students performance in handling in homework assignments showed satisfactory improvement. The annual QPI of junior forms ranged from 58.7 to 78.6; senior forms from 46.2 to 54.8. Students’ performance was satisfactory in general. Evidence based feedback was shared with teachers and also among students.

F1-F6 LS Teachers were formed into

Professional Learning Communities (PLCs) on form basis to investigate and implement practices for ensuring students are active and engaged learners. Instead of conducting at the end of terms, small informal sessions were held in Day 6 panel meetings through out the year.

A SDL Report sharing how it is practiced

in class was uploaded to the Intranet by each member. Lesson observations were conducted and Peer Sharing Records were kept as per AC’s instructions.

F1-F6 LS Teachers planned the use of

online learning resources in their Schemes of Work and had them uploaded to the Learning Hub at the beginning of the school year.

F.1-3 LS Curriculum was revised and

smoothly implemented with a focus on implementing Skill Based curriculum in F3 and its fine tuning in F2.

The plan was implemented smoothly and most of the targets were achieved. Effective communication and team work had been the key to success. We would continue to formulate strategies and work collectively to further develop the potential of our students.


Strategies MC2





All F1-F6 LS Teachers conducted their lessons in English and spoke to students in English throughout the year.

Continue with this good practice.

Report compiled by: Ng Chi Lam


MUSIC Evaluation Report for 2016-2017

Strategies MC1






Wholly achieved in F.1 – F.3. Exercises in textbook.

More monitoring and chasing up students with poor API scores is necessary.


Wholly achieved in F.2 – 3. Exercise in textbook. Software , FLAT.

Teacher needs more time on exploring the usage of the music software.

Students are smart and some of them are fast-learners.

Strategies MC2





Wholly achieved from F.1 to F.3. Principal and a F.3 teacher had visited F.3D class. They had given the music teacher very good and useful feedback.


Partially achieved in F.1 -3. Apart from Magic composer, one more music device is taught.

FLAT was used in F.2


Strategies MC3





Wholly achieved from F.1 to F.3. Less sharing or background story.


Committee-based MC1




Aesthetic development in School choir, Percussion class, String Ensemble

Partially achieved. Performances in Chinese Lunar New Year

Celebration, School Music Festival, Open Day, Graduation Ceremony, Musical Review.

Too many time clashes between rehearsals and school activities, resulting lack of full rehearsals.

Report compiled by: Lee Suk Han, Mariana


PHYSICS Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) All Physics

Teachers will use API and QPI to motivate their student’s work effort, including setting regular assignments and assessments, providing timely feedback and monitoring and chasing up students with poor API and QPI scores.

Partially achieved. All Physics Teacher used API and QPI to

monitor students’ performance. Quite a number of students had

exceeded 3.0 in API. Some Class QPIs were below 50.

There are still rooms for improvement in QPI and API performance.

All Physics teachers will produce “5 small steps” plans that include how they will use evidence to improve students’ outcomes.

Partially achieved. All Physics teachers has produced their 5

small steps in teaching and followed through.

Physics teachers can share their 5 small steps strategies in panel meetings.

All Physics Teachers will form into Professional Learning Communities (PLCs) to investigate and implement practices for ensuring students are active and engaged learners.

Partially achieved. Sharing has been done among panel

members on strategies for implementing self-directed learning.

New type of homework assignment “lesson preparation” had been implemented.

Evaluation can be done on the self-directed learning assignments.

All Physics Teachers will

Partially achieved Subject coordinator had observed all

More peer lesson observation and sharing can


engage in lesson observation and peer sharing for professional learning;

members in the academic year. Professional sharing had been done after

the lesson observation.

be achieved.

Physics teachers will promote self-directed learning by uploading physics related IT resources to the Learning Hub. Example: Simulations and experiment videos.

Wholly achieved. Physics teacher engaged in using the

digital learning hub as the communication platform with students.

Learning materials such as homework solutions, simulations and other references were uploaded according to the teaching schedule.

Teachers can promote students to use mobile devices to access learning hub and use the learning materials in class.

Physics Teachers will plan and detail the use of online learning resources in their Schemes of Work.

Wholly achieved. The use of online resources had been

included in the Schemes of work.

Physics teachers can try to explore the use of sensors and apps of the mobile devices in teaching.

Physics Teachers will promote the use of data logger in the lessons.

Wholly achieved. Data loggers were often used in teaching

and learning. The use of data logger was implemented

in SBA.

More experiment can be designed to use data logger.

Physics teachers will promote and explore the use of learning apps and sensors in mobile devices in the lessons.

Partially achieved. Teachers had introduced the possibility

of learning physics by using the sensors and apps in the mobile devices.

Teachers can use the sensor to perform experiments with students in class.

Students will form learning groups and set their own learning targets.

Wholly achieved. Teachers helped senior form students to

form study groups. Students engaged in group studying

Teachers can keep track on students’ progress by interviewing individual groups.

Physics Teachers will select talented students

Wholly achieved. About 20 students were participated in

the Physics Olympiad competition 2017.

The training for Physics Olympiad can start earlier (1st term).


to take part in the Physics Olympiad 2017. Physics Teachers will also provide special training for those students who will join the competition.

Regular trainings for Physics Olympiad were given to the students.

More F3 students can be promoted to participate in the Physics Olympiad.

Strategies MC3




Continue the practice of using English as the MOI. Teachers assist students to use English for communication (including asking / answering questions and taking part in discussions).

Partially achieved Parts of the students were paying

attention and participated actively during the English MOI lessons.

Some of the students failed to ask questions using English.

Teachers can make use of the LAC handbook and help students with low English ability.

Report compiled by: Cheung Fook Lai Foley


普通話科

學校關注事項一提升學業成績


反思

善用功課表現指標

(API)激活學生學習動力

API：絕大部分學生達標。

API：可加上其他方式(如：留堂、發警告信)提升達標率。

善用學習庫

(Learning Hub) 引導學生自主學習

達標。任科老師上載學習材料至學習庫學生基本上能按指引完成自學練習(反斗普通話工作紙)。

增加了學生的互動、交流

科目關注事項一營造校園學習中文及中國文化氛圍

透過語文軒和中文學會舉辦活動

普通話繞口令等比賽氣氛熱烈，水準不俗。

科任老師支持及協助，同學更投入，比賽質素更高。

報告者：羅健明


ACHIEVEMENT & REFLECTION ON MAJOR CONCERNS AND SUPPORT FOR STUDENT DEVELOPMENT

ACADEMIC COMMITTEE Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) To further fine tune

Evidence Based Practice to promote Self-Directed Learning (SDL) among students.

A staff development session was conducted at the commencement of the year so as to highlight the importance of Form Teachers’ role in encouraging students to have a good assignment performance.

Marked improvement has been observed in students’ assignment performance in the year, as reflected by a drastic decrease in overall API by 12.9%.

The target was considered basically achieved.

Moreover, the indicator “Assignment Submission Percentage (ASP)” was made accessible outside the “My Learning Progress Report”. Teachers and students themselves were more aware of their performance in this aspect.

A more demanding set of guidelines for API can be set for students, so that students with problems in assignment performance can be counselled by teachers earlier.

To facilitate and support subject panels to improve students’ academic achievements through Evidence Based Practice.

Instead of developing a reporting system, subject coordinators were encouraged to directly communicate with teachers on enhancing students’ assignment performance. This was considered to be more effective.

To facilitate subject panels to implement the strategies developed with their Teaching and Learning Framework to develop students as active and engaged learners

Teachers were arranged to upload onto the intranet their reports on implementing the strategies developed with their Teaching and Learning Framework.

Teachers were given the access right to make reference to the reports of one another for professional sharing.


Strategies MC3




and follow-up work (if any)) Supporting the

English Department and subject panels to ensure students actively engaged in the use of English in knowledge & subject language activities.

Morning assemblies and Friday functions continued to be conducted in English. Students considered this practice a standard in our school.

Students’ awareness on the need to give responses to teachers in English should be further enhanced.

Report compiled by: Chow Kwok Lim


CAREER AND LIFE PLANNING SUPPORT

The JCTIC Career and Life Planning Program addresses the interrelationships between family, work, community and environment. It is an organized, coordinated program from F1- F6 that is effective and appropriate to the needs of our students and families. Our vision is: To enable our students to make well-informed, considered decisions and choices in all aspects of their lives and to develop behaviours and attitudes that contribute to the well-being and respect of self and others, now and in the future.

In order to achieve this:

We will assist students to make the most appropriate plans for their career

and life choices through analyzing multiple life roles and responsibilities in family, work, and community settings and integrating those factors that impact on personal choice and career pathways.

Students need to experience opportunities which are designed not only to raise their awareness of future choices but also heighten their expectations and aspirations. They develop the skills for personal planning and making decisions in the context of curriculum, learning and achievement which will prepare them for next stages in life.

Objectives: Strategies Monitoring / Evaluation Allocation of the CLP Grant

Assessment of extent of Career Counseling (2015-16 year) Assessment of extent of Life Planning Education & Counseling (2015-16 year)

Career Counseling Committee to provide baseline data on extent of career counseling in 2015-16 year. Statistics on numbers of students involved in Career planning activities. Teacher-in-charge: Mr. Tong Cheong Wing Counseling Committee to assess and provide baseline data on extent to life education and counseling for students F1-F6. Statistics on numbers of students involved in Life Planning

Baseline data is tabulated for comparisons for F3 – F6. No. of students participating in career exploration per school year: 2015-16 2016-17 F.1 154 152 F.2 153 153 F.3 160 153 F.4 180 160 F.5 164 174 F.6 142 148 Baseline data is tabulated for comparisons for F3 – F6. The quantity of the programs which the Counselling Committee provided was not a big

CLP Teacher salary component to prepare Baseline data for CLP



Education activities, and who receive personal life counseling. Teacher-in-charge: Ms. Chui Lai Kuen

change but the content and nature of some program were change. 1. Individual counselling

cases: 15-16 16-17 26 28 2. group counselling: 15-16 16-17 4 2 3. Life Education Program 15-16 16-17 2534 persons 2070 persons

4. Boost Morale Camp 15-16 16-17 160 persons 153 persons

5. Peer Counselling

Scheme 15-16 16-17 BBBS: 32 persons 29 persons F.1 students:

230persons* 351persons* (*several times)

6. Theme of the committee 15-16 16-17 995 persons 942 persons

7. Career related tour 15-16 16-17 Tour: 29 persons 76 persons

Talk: 438 persons

Provision of Career Planning & Counseling to students

Provide Career Planning and Career Counseling Service to students via the Career Counseling Committee of 6 teachers and CLP Teacher.

Number of students who seek career advice and support: F.4 ----- 1 F.5 ----- 8 F.6 ----- 5

CLP Teacher salary component to provide career planning service to students



‘Individual Counselling on Form 4 Subject Selection’

Provide Career Planning and Career Counseling Service to students via Form 3 Form Teachers.

Number of students who seek career advice and support: F.3 ----- 153

Nil

‘Career Day for F.6 Students’ (30/9/2016)

A workshop day in which F6 look at Alternative pathways and JUPAS online counseling. The program will be run by the JUPAS Career Counsellor, CLP Teacher with the support of Career Counselors and Form Teachers.

A practical and one-stop channel for the school to arouse students’ interest and to provide information.

Nil

To strengthen the role of Careers Rotors in the promotion of careers activities (5/11/2016, 12/11/2016)

A training course (including two sessions, about 160 minutes in total) for developing the skill sets of Career Rotors.

The workshops provided are inspiring and equipping students to have their future career planning skills and knowledge.

CLP Teacher salary component & External Consultant cost: ($2,600)

‘Interview Skills and Career Counseling Workshop’

(21/12/2016)

A day workshop for F6 students featuring explicit instruction and interactive practice in interview skills.

Students learnt and practised the skills which were useful for future interviews. Teachers’ feedback was also satisfactory.


‘Interview Skills and Career Counseling Workshop’

(5/7/2017)

A day workshop for F5 students featuring explicit instruction and interactive practice in interview skills.

Students learnt and practised the skills which were useful for future interviews. Teachers’ feedback was also satisfactory.


Careers Week (3-6/1/2017)

Organizing various career-related activities such as career talk, board display, game booth, video show etc. to raise students’ awareness of career prospect.

1. Career rotors were creative and effective to create all display boards by their own. Students’ feedbacks to the display board are positive and informative.

CLP Teacher salary component ($654.3)



2. Social workers provided great and inspiring workshops.

Parents’ Night for parents of F.3 Students on F.4 Streaming (24/2/2017)

A special programme for F3 students and their parents on Form 4 Subject Selection.

It was the first time to combine the Friday assembly and parents’ night into one event for delivering career counselling to F.3 students and their parents simultaneously. The rundown was well-structured and majority participants found the activity helpful and useful.

Nil

Mock Release of HKDSE Results for F.6 Students’ (1/3/2017)

A workshop session for F6 students, Prior arrangements will have been made with Subject Teachers to predict students’ performance in HKDSE. Based on the predicted scores, students will be advised to develop their own strategies in response to the release of HKDSE results.

Students concern on career planning was aroused and a mock experience helped them familiar with the process.


Career Education Program/Workshop F1 (21/4/2017, 28/4/2017 ) & F2 (3/3/2017, 10/3/2017)

Two Friday Assemblies (about 120 mins in total) for each F1 & F2 Classes on Career Education Program/Workshop.

Students' response for the programme was positive and encouraging.


‘Employment, Careers, and Pathways Workshop’

(11/3/2017)

A workshop for F5 students on the work experience program.

Impressive programme organization and student participated actively and found it very useful and interesting. Teachers’ feedback was very positive.




Activity Day/Career Day Work Experience

(3/4/2017)

Work experience visits for F5 students in which students visit work places such as shops, factories, offices.

Students were stimulated as the visit gave them more insight for the future career. Teachers’ feedback was also positive.

Nil

‘Career Counseling Day’

(20/4/2017)

A workshop for F3 students, will feature a presentation to students (information giving), and focus on one-on-one counseling of all F3 students in regards to career pathways and elective choices for HKDSE

Students had better understanding of themselves and gained insights for their career and subjects of NSS. Teachers’ feedback was also positive.


‘Mock interview for F.6 students’

(5/5/2017)

A mock interview for F6 students focusing on their JUPAS choice

Students had better understanding of themselves and gained insights for their career and subjects of NSS. Teachers’ feedback was also positive.

Nil

‘CV Writing and Job Application Skills Workshop for Form 4 students.

(5/7/2017)

A workshop for F4 students on CV writing, developing a portfolio and application skills writing

Students' response for the programme was positive Teachers’ feedback was also satisfactory.


‘Video Show’ A video show for F.1 and F.2 students on exploring their knowledge about job world.

Students had better understanding of different occupations. Teachers’ feedback was also positive.

Nil

To strengthen the affiliation between alumni and current students

To invite selected alumni for video shooting in which they shared their unique experiences

The invitation and coordination arrangement for video shooting sessions and interviews are extremely time consuming. Yet, the videos are satisfactory.




CLP workshop – site visit (airport) (19/11/2016)

To explore student’s knowledge about working world

The programme was organized by Great China Pre-Pilot Training (大中華

航空). 10 Form 4 students,

16 Form 5 students and 24 Form 6 students. Most of participants found the activity interesting and useful.


Career and Life Planning Education Classes F1 & F2

Two lessons per cycle for all F1 & F2 Classes on Life Planning Education.

1.In the 2016-2017, we made many improvement to the elements which had developed in 2015-2016. 2. We added some Life elements such as "Treasure life" and “Anti-bullying”

CLP Teacher salary component to be one of the LPE teacher

Friday Afternoon Talks Series

As series of Friday afternoon (after school) sessions on life education and counseling topics

We organized 8 programs for F.3 to F.5 students. Some were talk, some were drama or workshop. The content of the program related to Anti-gambling, Anti-corruption, Stress Management, Positive sex value, Resilience...... All program got positive effect and well educated students.

Nil

Individual Counseling Sessions for students

A counseling service on life issues on a needs basis for all students provide by the Counseling Committee of 5 teachers.

28 cases were treated. Some cases needed to transfer to the school social workers. Some cases were cooperated with school social workers. Large part of cases closed at the end of the academic year but some need to be further followed in the new academic year. Large part of cases got positive effect.

Nil



Form 3 Boost Morale Camp

A 3 day camp for all F3 students on Life Education

Through the questionnaires, it is found that over 80% students agree with the program was successful in boosting their morale to fight for the target and developing the team spirit.

Nil

Form 1 Bridging Day Camp

A one day ‘bridging’ camp for F1 students to assist pathways transition from Primary to Secondary school

The program aims at helping students to learn how to adapted the new environment and cooperated with the partners. F.1 students developed the team spirit and accepted their new identity. The program achieved the aim.

Nil

Overall Balance: CLP Teacher/TA Salary Component: Salary (Point 15 CM Teacher): $377,435.25 Salary (TA): $75,000

External Consultant Cost Component: $2,600 +$11,000 +$12,000 +$654.3 +$19,200 +$11,000 +$12,000 +$18,580 +$15,000 +$6000 + $3,430 = $111,464.3

Total expenditure: $377,435.25 +$75,000 +$111,464.3= $563,899.55 Fund Available: last year surplus and this year grant $107,857.83 + $566,880 =$674,737.83

Balance: Fund Available -Total expenditure: $674,737.83 - $563,899.55 = $110,838.28

Report compiled by: Tong Cheong-wing


CAREER AND LIFE PLANNING COMMITTEE - CAREERS COMMITTEE Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) To organize

'Careers Day' for Form 6 students.

Wholly achieved; by teachers’ observation: majority students had better understanding on the JUPAS and their career pathways.

Increasing difficulty to invite alumni to participate in sharing session and to assure their show up.

To organize 'Mock Release of HKDSE Results' for Form 6 students.

Wholly achieved; by questionnaires: majority students found the mock release useful and helpful especially in motivating them to study harder.

Adequate experienced manpower of the agent was a critical success factor. As there are only a few agents in the market, it is necessary to confirm the service appointment as early as possible.

To organize 'Employment, Careers and Pathways Workshop" for Form 5 students.

Wholly achieved; by questionnaires: majority students had better understanding on their own personalities and job varieties.

To promote careers activities by posting on the school’s Teaching & Learning Hub.

Wholly achieved: selected relevant information was uploaded.

Promotion to raise awareness to check web information.

Strategies MC3




To organize mock interviews for Form 6 students in English.

Partially achieved as the programme had changed from focusing on English to matching their preferred subjects in JUPAS application.

Positive response as the programme had matched with students’ specific need. Teachers of various subjects instead of only English teachers were involved in the coaching.

Strategies

Committee-based MC1




To encourage the Careers Rotors to participate in careers related activities such as

Wholly achieved; by attendance: Careers Rotors participated in at least three activities.

To continue recruit Careers Rotors who are proactive and available to participate in career activities.


workshops, talks or seminars.

To organize a training course for developing the skill sets of Career Rotors.

Partially achieved; by attendance: around 80% Careers Rotors joined the training course.

Due to various reasons like sickness and clash with other school activities, it is inevitable that the participation rate was not 100%.

Strategies

Committee-based MC2




To organize Careers Week with exhibition, talk and games .

Wholly achieved; by teachers’ observation: student awareness in career planning was successfully aroused.

Strategies Committee-based MC3

Level of Achievement (Wholly / Partially / Not Achieved) & Evidence of Performance


improvement) To supervise the

implementation of career related activities which is organised by the external service provider.

Wholly achieved: All activities are carried out according to the planned schedule.

Strategies Committee-based MC4

Level of Achievement (Wholly / Partially / Not Achieved) & Evidence of Performance


improvement) To assign a Career

Teacher to the Life Education Panel for incorporating the career elements in the school-based Life Education curriculum.

Wholly achieved: Mr. Chan Ka Wing was assigned by the Principal to the Panel and the career elements were successfully incorporated in the school based curriculum.

Report compiled by: Tong Cheong Wing


CAREER AND LIFE PLANNING COMMITTEE - COUNSELLING COMMITTEE Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any) To implement the

EDB 4thStrategy for IT to enhance teaching and learning and the attainment of 21th C Learning Skills.

Not achieved.

We lost the USB which contained the data and the pictures and therefore we suspended it. We will do it in the coming academic year


Committee-based MC1




To help the students to strengthen their cognition of career and life planning.

Partially achieved. The committee cooperated with CLPE

panel to organize activities “Life Journey”, which helped the students to experience different stages of life. It also encouraged them to think about their life planning and to understand the elderly better.

82 students joined the “Life Journey”. The number of participants exceeded our estimation.

We were successful to invite the lawyers of the Department of Justice to give a talk to F.5 and F.6 students.

We were successful to invite ICAS to come to school to perform a drama show. All F.4 students participated.

Boost Morale Camp was held in early November. The students enjoyed it and learnt how to self-reflect.

We could not hold a visit to the Legislative Council as its image got worse.

We did not visit the

headquarters of ICAS as the date is not a good choice.

We found another better

activities to replace it. According to the

questionnaires issued by the Life Journey Centre, over 70% students showed appreciation to the program.

Over 70% students ranked 4

or above in the scale of 6.



Committee-based MC2




To cultivate a love and care school atmosphere.

We are continuously holding a Bi-weekly multiple programs (stall games, talk, exhibition…) so as to cultivate a positive atmosphere.

More than 400 students joined the program.

Students enjoyed it but we have held the program for 3 years. Maybe we need something new.

Report compiled by: Chui Lai Kuen


DISCIPLINARY COMMITTEE Evaluation Report for 2016-2017


Committee-based MC1




improvement)

To improve the image of our prefect team.

To improve the functionality of prefect team.

Basically all target and procedure to improve prefect team image had been implemented that include:

More formal procedure during interview of new prefects.

Head-prefects deliver speech during opening ceremony.

Head-prefects sit on the stages during closing ceremony.

Clearly visible file with prefect logo for every prefect to hold their necessary documents and allow easy recognition by other students.

More formal inauguration ceremony with flag and symbolic scepter.

Concentrate prefect patrol in Junior forms.

Can be fine-tune in coming academic year.


Committee-based MC2




improvement)

To give more support to the FT.

Form-teacher Handbook had been compiled with the join effect of various committee with the input of the principal as well.

Revise it after one academic year to fine-tune the handbook.


Committee-based MC3




improvement)

To reduce lateness from school.

Performance improvement plan established, most students with habitual tardiness show improvement after joining the scheme.

The scheme will be continued this year. In long run, we may consider raise the standard to 5 times late.


Report compiled by: Choi Koon Hung (Committee Coordinator)

Yeung Pui San (Member) Leung Kim Hung (Member)

Wong Ka Wing (Member) Ng Chi Lam (Member)

Tse Siu Wah (Member) Tsung Pui Sum (Member) Lam Wai Man (Member)


ENHANCING ENGLISH LANGUAGE LEARNING COMMITTEE


Strategies MC1




To improve our academic achievements through evidence based practice.

Wholly: 88 F.1-F.3 students joined the public speaking-and-writing programs for elite students on Saturday mornings. Students found the programme helpful in building their confidence in public speaking.

Wholly: 139 F.1-F.3 students joined enhancement programmes for average students, who found the programmes useful.

Wholly: 135 F.1-F.3 students joined remedial classes for less able students, and the majority agreed that they received the help they needed.

Most of the students liked the learning materials.

The programmes will continue next year, but the time for elite classes would be arranged.

Wholly: F.1-F.3 students recorded read-aloud regularly and all recordings were uploaded to Google Classroom.

It was time-consuming to check / monitor if the recordings were properly done or not.

Partially: Some F.1 students did not show up for Peer-reading program on time.

New approaches will be devised to help F.1 students.

Review the English Junior Secondary Curriculum with a focus on improving links to the NSS F4-6 Curriculum.

Wholly: The argumentative writing programme was fine-tuned and incorporated into F.3 scheme of work.

The programme will continue again to prepare F.3 students for writing tasks in EMI subjects in F.4.


Not Achieved: The theme videos were not produced. Instead student presenters talked about Trip to London and Pop-culture in morning assemblies.

Students recorded a lot of presentation videos this year and they were peer-assessed in lessons.


Strategies MC3





Partially: F.1 students signed “Speak English” contract in the beginning of the year. Students spoke more English inside the classroom than outside the classroom.

Outside the classroom, students tended to speak more English in the English Centre.

Not all teachers spoke English with teachers outside the classroom due to various reasons.

Wholly: NET and language teachers

organised various activities at the English Centre to immerse students in an “English Only” environment, e.g. movies, Halloween Festival, Singing Competition, Spelling Bees, Peer-reading Program, Teachers Live, Students Live, etc.

Wholly: English Song Dedication was broadcast at lunch time and hosted by students.

Partially: Not all students were conscious all the time of only speaking English only in the English Centre.

Students enjoyed the activities a lot.

“Only English” policy will continue to raise students’ awareness.

Not achieved: F.5 and F.6 Mock Interviews were arranged differently this year. Teachers of different disciplines helped with the interviews.

The new practice may continue next year.

Wholly: Banners and posters were put up to expose students to common idioms/phrases/pop culture.

Wholly: Fun Facts were displayed along the Time Tunnel.

Poster frames were installed, making the display much neater.

The Facts were really interesting. Some showed interest, but not all students would stop to look at them.

Not Achieved yet: The VA production for

CAMP is still in progress. Once it is ready, Hayes will help with training students doing promotion.

Pending.

Wholly: 30 F.1 students participated in English Summer Camp.

Students enjoyed the variety of activities.



INFORMATION & COMMUNICATION TECHNOLOGY COMMITTEE


Strategies MC1




and follow-up work (if any)) Further refine

and enhance the presentation of the IT systems related to evidence based practices.

Wholly achieved. All bugs are rectified. All enhancements requests by concerned

AC colleagues are satisfied.

More integration and simplification in the presentation of the statistics could be explored.

Review and refine the BYOD framework and related policies.

Wholly achieved. BYOD policies are slightly refined to cater

for the actual needs of our students.

The online version of the BYOD framework should be updated and reposted.


Committee-based MC1




Porting our Intranets to responsive web design.

Not Achieved. Due to the complexity of the work, the

project is still stalled at the quotation phase as at June 17.

Concerned person in charge should start the work a bit earlier.

Upgrade the projectors and computers in some teaching venues.

Wholly achieved. 9 teaching venues were revamped with

new projector, computer and associated wireless projection devices.

The number of installation should be increased in 17-18 to cater for the rapid aging of the outdated equipment.

Report compiled by: Chan Wai Leung


Learning Hub Committee Evaluation Report for 2016-2017 Learning Hub Transition Plan

Strategies Committee-based

MCs




improvement) Fully use the new

library management system that enables digital services.

Wholly achieved. The new system performs stably and

effectively. All services are maintained and provided

during the opening hours. Nearly 40 members of learning hub

support team and most of them are well-trained to provide services

The learning hub assistant worked effectively with the learning hub support team.

Collaborate with Subject Coordinators and Teachers to source appropriate teaching & learning resources.

Wholly achieved. Subject coordinators and teachers were

invited to source appropriate resources.

More e-resources could be explored.

Support enhanced reading outcomes in English and Chinese.

Wholly achieved. The previous Chinese and English ERS

suggested books were included into the budget of library grant.

The online learning (i-Learner) platform for both English and Chinese were used for F.1 & F.2 students.

A certain number of E-books could be accessed by students.

Further review the possibility of using the online learning (i-Learner) platform or other popular platforms in junior form.

Propose an enhanced format of Reading & Oral Presentation period.

Partially achieved. Teachers are invited to express their

views through survey Various reading resources are included in

the programme.

Any new coming digital resources can be expected to include into the loan system.

Report compiled by: Lie Chi Wai


NON-CHINESE SPEAKING STUDENT SUPPORT

非華語學生支援計劃 16-17 度報告


反思

採取小班教學

能減少師生比例學生學習中文的興趣有所提升，上課較開學時投入

中一兩位學生，開學時對中文科興趣不大，至學期中上課變得投入，學習認真，更主動閱讀中文書籍，更自發閱讀《搜神記》。

持續正面鼓勵 (如：善用平時分)，成效彰顯

針對學生怕難心理，訂立較易達成目標

報考 GCSE 課程中四級兩位學生參加 GCSE。

舉辦參觀活動能提升非華語學生對中國文化的認識。

所有初中非華語學生出席參觀「李小龍館」，態度投入，對部分展品滿懷興趣，即場完成口頭報告，回家完成為工作紙。

繼續安排相關文化活動從生活層面了解中國文化

參加校內比賽所有非華語學生均有參加金句背誦大賽，並成功達到背誦要求

與中文學會緊密配合，善用比賽提升學生語文能力

參加校外比賽

中四級一位學生參加港大主辦的非華語學生粵語朗誦比賽。

繼續鼓勵學生參加相關活動

報告者：文麗英


OTHER LEARNING EXPERIENCE COMMITTEE Evaluation Report for 2016-2017

Strategies MC1




and follow-up work (if any)) To focus on

students as active and engaged learners.

Wholly achieved. In addition to the top 5% of each form,

the top 2 students in each class will also receive the awards.

Ti-I Award Index (TAI) up to 28/4/2017 (2016-17)

F.1: 4051 (4507) F.2: 3828 (8691) F.3: 2152 (2189) F.4: 2127 (2788) F.5: 2152 (2564) F.6: 852 (1137)

By comparing the figures above, we can see that the use of TAI as an incentive to self-discipline and learning are stable. Teachers tend to become a habit to use TAI.

So, we advise the other committees should also use TAI to reinforce the positive working attitude of our students. For example, Resources Committee may give TAI to students who are the winners in the classroom cleaning scheme.

Strategies MC2




To build on and promote our unique school mission of academics, sports and visual arts and to enhance students’ whole‐person development.

Wholly achieved. A new interest group known as CAMP

was formed to provide students more development and exposure.

From OLE calendar, the number of students joining various activities tended to increase.

Career visit was arranged for F.5 students in the activity day in cooperation with CLP.

More career related activities should be arranged for senior form students.

More exchange and Visual Arts programs should be provided to all students.

Strategies MC3




To ensure students actively engage in the use of English in knowledge and subject language activities.

Wholly achieved. English was used to promote activities

except for Chinese Society. 100% English are used by students in

their promotion activities.

students can speak English more fluently

less spelling mistakes More confidence To regularly remind teacher

advisors of house, SU, service team, different clubs and societies using English in their promotions.



Committee-based MC1




To enhance students’ SLP record

Partially achieved. SLP was moved to WebSams successfully. An assembly were conducted to teach

both students and teachers to use WebSams for SLP input.

Owing to technical problem, the column of CLP could not be added in WebSams. However, student’s participation in CLP activities are all recorded in SLP.

Teachers would easily forget to uncheck the merit point system indicator so that the SLP report would become bulky and tedious.

Teachers would easily mix up the activities they had to enter into the SLP.


Committee-based MC2




To arouse and consolidate students’ serving spirit in community services.

Partially achieved. A social service team of 32 students from

F.2 and F.5 is maintained. More information about social services

was provided to both junior and senior form students through Form Teacher periods and assemblies.

The web page on social services could not set up because of insufficient resources.

All F.4 students took part in the activity day to provide social services to Hong Kong Christian Service Pui Oi School.

Social services were not carried out on class basis for F.5 students.

More promotion by team members to arouse the interest of their schoolmates.

All F.4 and F.5 students should be required to attempt one social service each year and this contribution should be recorded in their report cards.

It would be necessary to set up a monitoring system to record students' social services outside school.


Committee-based MC3




To cultivate the sense of belonging among student leaders.

Partially achieved. A consultative meeting would be held in

the end of May so as to provide a platform for students to voice their opinions and share their experience.

Nil

Report compiled by: Woo Mei Hung & Fu Siu Hong


RESOURCES COMMITTEE Evaluation Report for 2016-2017

Committee-based Level of Achievement

(Wholly / Partially / Not Achieved)



MC1 To complete the

3 Major Repairs items which were left from 2014-2015: Roof top leaking; Spalling of

external wall; & Leaking of water

tanks.

Partially achieved. The roof top of the Classroom Block and

Special Room Block had been sealed and the repair work was completed in early 2017.

The water tanks have been confirmed to be repaired during the summer holidays of 2017.

The repair of the external walls will be carried out starting July 2017.

With the support of the SSDO, agreement was reached on the method, scope and the schedule of the repair work.

MC2 To install the

Electronic Door Access System at all special rooms.

Partially achieved. After through research on the methods

available in the market and the trial run of a similar system, tender procedure was completed in April, 2017.

The installation work will be carried out during the summer holidays 2017.

A lot of time had been spent on discussing with the contractors about the updated technology of the system.

The cost difference between system were great.

MC3 To explore and

prepare additional classrooms for additional classes in F.5 and F.6 in the coming two years.

Partially achieved Chinese Centre will be converted to a

standard classroom while M311 will be converted to be the Chinese Centre. The conversion work will be carried out in mid-June to mid-August 2017.

Together with Room M104, two additional classrooms will be available for F.4F and F.5F in school year 2017-18.

Room M206 will be closed for renovation in early 2017-2018 to better serve as a classroom in the school year after next.

N/A

MC4 To further

improve the photocopying, printing and scanning service of the Staff Room

Wholly achieved. The system was smoothly run and teachers found it very convenient and user friendly.

The usage monitoring and control was made easier and more accurate.

MC5






To renew the inclined lawn outside the General Office with new materials and design.

Postponed. It was proposed that an access-free

pathway to be built on the lawn. The proposal will be submitted as MR application for 2018-2019.

The improvement work for the lawn is therefore postponed so as to match with the design of the pathway.

N/A

MC6 To rectify and

further enhance the voice mail and the automatic answering module of the telephone system.

Wholly achieved. The module was renewed at the

beginning of the school term and is now in full function.

N/A

MC7 To frame and put

up English posters around campus

Wholly achieved. The frames were made and installed

during the summer holidays 2016. The posting and changing of posters

along the corridors is now much easier. The walls will no longer be made dirty by the sticky stuff left by the masking tapes.

The English Panel especially the NET was very satisfied with the result.

The frames were designed and made by the Artisan Kong.

MC8 To better

maintain the trees beside the Dorm and along the catch water channel.

Wholly achieved. The trees were trimmed, repositioned

and relocated according to plan.

The trees on the slopes along the road leading to the main entrance and the pathway from the middle gate to the small gate need to be monitored. Complaints were received from pedestrians via Land Department in early 2017.

Periodic inspection and trimming are being carried out.

MC9






To better manage the Resources Centre in terms of tidiness and settings.

Partially achieved. The room was tidied up and additional

cabinets and racks were built during the year.

There is still room for improvement.

Additional tasks which had been achieved during the school year: Major Repair: 1. Chillers of the Centralized Air-conditioning of the Hall Block 2. Rewiring of the Whole School Fire Service Alarm System 3. Replacement of Rusted Sewer in Toilets 4. Water-proofing for English Centre Renovation: 1. Expansion of Changing Rooms 2. Resetting of the Bicycle Parking Area 3. Repaving the Tennis Courts and Basketball Courts

4. Renovation of the Geography Room

5. Renovation of the Backyard of the Gymnasium

New Facilities: 1. Movable Stage for Assemblies 2. DSLR Camera 3. Digital Camcorder 4. Portable Visualizer 5. Infrared Loop System 6. Spot Light 7. Multiple-Choice Question Auto-Marking System Report compiled by: Leung Chi Wing


SEN SUPPORT COMMITTEE


Strategies MC1






Partially achieved. All students under individual coaching achieved 45 of QPI but 1 student failed to keep his API below 6 on a monthly basis.

More encouragement should be given to the student who failed to keep his API below 6 on a monthly basis.


Partially achieved. There was only English class held in the Second Term as the time was too rushed in the First Term.

Most participants participated actively in the tutorial and they got improvement in English.

To provide special examination arrangements for the students in need.

Wholly achieved. The students in need succeeded in gaining special examination arrangements in the HKDSE and internal examinations at school.

This can achieve equal opportunity for SEN students in learning.

Strategies MC3




To provide speech therapy services for students in need so as to improve their oral English.

Wholly achieved. The students attended the course regularly under the guidance of the speech therapist. Two students even grouped in pairs for oral discussion.

Students involved found it very useful and most of them had improvement in their speech. Students in group also benefited from each other.

(1) Identify and take care of students with special educational needs.


Committee-based MC1




To identify students with special educational needs.

Wholly achieved. Students with special educational needs were identified by providing information to teachers concerned with the consent of the parents.

Teachers found the information very useful to them. The information can be provided earlier in September of the school year.


(2) Ensure that the SEN students have equal opportunity to learn and to participate in school functions.


Committee-based MC2




To cooperate with educational psychologist to provide special educational needs to those in need.

The educational psychologist visited the school 20 times a year. She provided necessary guidance and support to students in need. Students had potential needs were assessed by her so that further actions could be taken by parents and teachers to cater for their special needs.

The support from the education psychologist is very essential to the SEN work as teachers need professional knowledge and skills in providing guidance to students with special needs.

To equip teachers with more professional knowledge about special educational needs.

Partially achieved. Teachers were given a seminar on suicide prevention by the educational psychologist to help them identify students with suicide symptoms and the ways to prevent students from committing suicide.

More encouragement should be given to teachers to prompt them attend the courses organized by the EDB.

Report compiled by: Chu Wai Yee


STAFF DEVELOPMENT COMMITTEE

Staff development programs and activities organized (2016-2017)

1. Teaching & Learning

Revision sessions on school policies Steaming Policy Exam, test and quiz arrangement Lesson observation and assignment inspection arrangement

2. School Administration & Development

Revision sessions on new school initiatives School organization structure Appraisal System Morning Assembly Arrangement

Discussion sessions on new school initiatives School-based Guidelines of Handling School Complaints Dual Form Teacher & Form Coordinator System Associate Teachers versus Teacher Assistants Sports Team Policy

Workshop on Preventing and Resolving of School Complaints

3. Student Growth & Development

Talk on Handling Student Self-harm Behaviours

4. Professional Relationship & Service

Provision on convenience to encourage teachers to take up the role of public exam maker

5. Teachers’ Well-being and Team Spirit Building

Sports game session on Staff Development Day

Weekly after school yoga session

Educational visit to exhibitions in HK Heritage Museum in areas related to school mission Inventing le Louvre: From Palace to Museum over 800 Years Splendours of Dunhuang: Jao Tsung-i's Selected Academic and Art Works Inspired by

Dunhuang Culture JIN YONG Gallery Bruce Lee：Kung Fu‧Art‧Life

Annual staff luncheon

Continuous Professional Development (CPD) Training Hours (2016-2017) Total Time 2,347.5 hours

Average Time / Teacher 35.0 hours

Report compiled by: Leung Chi Wing


FINANCIAL REPORT

1. Government Funds and School Funds

Income ($) Expenditure

($)

I. Government Funds

(1) Expanded Operating Expenses Block Grant

(a) School Specific Grant

- Administration Grant 4,907,994.98 4,621,483.84

- Noise Abatement Grant 639,246.50 613,956.11

- Composite Information Technology Grant 429,782.00 596,898.02

- Capacity Enhancement Grant 588,202.00 513,368.28

(b) Non-School Specific Grant

- School and Class Grant 861,460.66 1,382,070.57

(Daily running cost: electricity charges, cleaning materials, postage, printing, repairs & maintenance, etc.)

- Composite Furniture and Equipment Grant 572,240.64 837,159.10

- Programme Fund – WS Approach to Guidance & Discipline

8,368.50 11,740.00

- Lift Maintenance Grant 29,092.01 73,800.00

- Consolidated Subject Grants (for various subjects) 163,270.00 124,197.40

- Other Grants 286,485.33 123,630.23

(including Enhancement, SBM Supplementary Grant, Staff Training and Development Grant, Air con. For Prep. Rm. of Lab., Baseline Reference balance)

8,486,142.62 8,898,303.55



($)

(2) Special Grant

- School-based After-school Learning Scheme

112,800.00 80,164.00 - Substitute Teacher Grant

0.00 0.00

- Teacher Relief Grant 210,297.50 122,923.16 - Senior Secondary Curriculum Support Grant 850,320.00 801,548.25 - Learning Support Grant 109,800.00 121,440.00 - Diversity Learning Grant 117,000.00 74,728.00 - Jockey Club Life Wide Learning Fund 81,275.00 83,142.50 - Career & Life Planning Grant 566,880.00 563,899.55 - Non-Chinese Speaking Students 800,000.00 1,200,347.50 - Strengthening Schools' Administration

Management 0.00 22,275.00

- One-off Grant & Extra recurrent under ITE4 84,940.00 92,039.46 - One-off IT Grant for e-Learning 253,850.00 0.00 - One-off Promotion of STEM 200,000.00 0.00

3,387,162.50 3,162,507.42


($)

II. School Funds

Tong Fai & Miscellaneous 1,823,142.41 1,199,106.81


2. Composite Information Technology Grant

Type Item


($)

Subsidy of 2016-2017 429,782.00

1) For provision of Technical Support Services to

schools

433,566.00

2) For Internet Services & License 92,471.54

3) I. T. related consumables 10,760.48

4) Repair & Maintenance for school’s facilities 38,300.00

5) Modification of School Web

21,800.00

Total: 429,782.00 596,898.02

3. Capacity Enhancement Grant

Type Item


($)

Subsidy of 2016-2017 588,202.00

Employment of 4 Teacher Assistants

513,368.28

Total: 588,202.00 513,368.28

4. School-based After-school Learning and Support Programmes

Actual no. of grant

beneficiaries served Name of activity

Period/Date activity held

Actual expenses($)

2 Dormitory Study tour to Tai Wan 10/4/2017 to 14/4/2017

11,164.00

2 Athletics training in Japan 10/7/2017 to 22/7/2017

6,000.00

10 Study tour to Australia 17/7/2017 to 31/7/2017

63,000.00

Total: 80,164.00


5. Substitute Teacher Grant

Type Item


($)

Subsidy of 2016-2017 21,275.67

Employment of supply teachers for teachers’ sick leaves

21,275.67

Total: 21,275.67 21,275.67

6. Teacher Relief Grant

Type Item


($)

Subsidy of 2016-2017 210,297.50

Employment of Teacher & Supply teacher 122,923.16

Total: 210,297.50 122,923.16

7. Senior Secondary Curriculum Support Grant

Type Item


($)

Subsidy of 2016-2017 850,320.00

Employment of Teacher Assistants, English Instructor & Maths tutor

801,548.25

Total: 850,320.00 801,548.25

8. Learning Support Grant

Type Item


($)

Subsidy of 2016-2017 109,800.00

3D printing workshop for SEN students 8,500.00

Speech therapy 24,000.00

Educational kit for SEN students 4,490.00

Tutor fee for learning difficulties students 4,450.00

Teacher Assistant support 80,000.00

Total: 109,800.00 121,440.00


9. Diversity Learning Grant

Type Item


($)

Subsidy of 2016-2017 117,000.00

Elite Advancement Scheme (EAS) 2,000.00

Tutorial Program for Elite Athletes 7,425.00

P.E. Training Camp 17,810.00

VA Design Program, workshop & reference books 20,093.00

NSS Music joint school program 2,400.00

TA Support 25,000.00

Total: 117,000.00 74,728.00

10. Jockey Club Life-wide Learning Fund

No. of Students Activity Details Expenditure

($)

4 Korfball overseas training & competition 10,000.00

1 Career workshop 65.00

2 Sailing training course 1,250.00

40 Morale education camp. 23,100.00

6 Girls' football camp. 1,600.00

1 Outward bound program 250.00

1 Rowing 3-stars course 80.00

1 賽艇計劃 320.00

19 生命歷程館 1,460.00

5 Korfball club training & uniform 1,500.00

3 Percussion class 1,700.00

1 Dance club training 800.00

1 Girls' football uniform 350.00

4 Athletics overseas training 13,000.00

193 Activity day 27,667.50

Total: 83,142.50


11. Career & Life Planning Grant

Type Item


($)

Subsidy of 2016-2017 566,880.00

Employment of Teacher & Teacher Assistants 452,435.25

Video production 6,000.00

Career workshop & education programs 104,810.00

Materials & snack for career week 654.30

Total: 566,880.00 563,899.55

12. Grant for Enhancing Chinese Learning and Teaching for

Non-Chinese Speaking Students

Type Item


($)

Subsidy of 2016-2017 800,000.00

Employment of Teacher & Teacher Assistant 1,200,347.50

Total: 800,000.00 1,200,347.50

13. One-off & Extra Recurrent Grant under ITE4

Type Item


($)

Subsidy of 2016-2017 84,940.00

Wifi & broadband subscription fee 92,039.46

Total: 84,940.00 92,039.46


FEEDBACK ON FUTURE PLANNING Over the year of 2016-17, a vast amount of implementation programmes have been put to practice for extending the address of our major concerns stipulated in the 3-year School Development Plan for 2015-18. While not all objectives may be successfully achieved, evaluation had been conducted to constantly and vigorously review the planning and implementation strategies, all aimed at pushing ourselves to keep improving. Whenever appropriate, timely changes, adjustment and accommodation were carefully made to align with the most up-to-date circumstances. Such principle and habit shall continue to steer the operation of the school in the years ahead. Since the new Principal took office in September 2016, the school has been encouraging and engaging every member of the Ti-I community in a joint effort to maximize quality education opportunities. Under the new style of leadership and management, the school shall continue to move forward with refreshing perspective and focus to get ready for the continuous climb against potential future challenges. Student Development Notwithstanding our strong and equal emphasis on academics, sports and visual arts, the school is ultimately more focused on students’ whole-person development. Attitudes determine altitudes, we believe students of all calibers and diversities shall be cultivated with the common positive values and attitudes. The school is not only a place for achieving academic excellence or producing elite sportsmen/artists, but even more importantly a place to groom and nurture future responsible adults and citizens. Staff Development Staff is the key asset of the school to exercise its education vision. While the great majority of teachers are very much experienced, the school has to prepare for an upcoming wave of teacher retirement. Succession plans on both teaching routines and middle management personnel are urgently in need. Comprehensive and strategic staff development plans (instead of simply the staff development days) have to be worked out and put into practice. These include, but not limit to, reconstruction of school organization structure to enhance collaboration and encourage leadership preparedness; revised appraisal system to promote the culture of self-reflection, peer learning and accountability; policies and programmes to facilitate external exposure and professional exchange; regularization of partnership (e.g. dual form teacher system) and mentorship in staff duty delegation. School Management The style of school management is to be reflected in the new organization structure of the school in the next academic year. While it appears more comprehensive and extensive in terms of administrative bodies, the school organization structure must demonstrate the school’s heavy emphasis on student development and address the urgent need of staff development. The atmosphere of mutual trust, teamwork and collaboration must be cultivated through actual practice and experience in order to bring the most benefits to students’ learning and personal growth. Administration procedures and logistics must always stick to the two key principles of efficiency and effectiveness.


While the effects and benefits of all the changes here and there will not probably be seen within a year or so, the rewards for scrutinizing our strengths and weaknesses can definitely enlighten the Ti-I family in a positive way. With the infrastructure in place and step-up efforts to create the new culture and style of management, the gradual surfacing of the effects and benefits hopefully will guide our more and more strategic planning cycles in future.

school report - jockey club ti-i college

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