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Li Cheng Uk Government Primary School
Annual School Report 2015-2016 Contents
Page I. Our School
1. School Vision 1 2. School Mission 1 3. School Management 1 4. School Organization 2 5. Staff Establishment 2 6. Staff List 3 7. Teachers’ Qualification 4 8. Teachers’ Experience 4 9. Teachers’ Professional Development 4 10. Communication with Parents 5 11. The Parent Teacher Association 5 12. Class Organization 7 13. Number of Unfilled Places 7 14. Ethnic Distribution of Pupils 7 15. Residential Distribution of Pupils 8 16. Attendance 8 17. Number of Pupils Who Have a Computer at Home 9
II. Learning and Teaching
1. Lesson Allocation 10 2. Learning Time of Key Learning Areas 11 3. Examinations 12 4. Number of Active School Days 12 5. Reading Habit 12 6. School Based Curriculum 13 7. External Curriculum Support 16
III. Support for Student Development
1. School Functions 16 2. School Activities 17 3. Extra-curricular Activities 19 4. Talks and visits 20 5. Performance 21 6. Post Exam Activities 22 7. Guidance Program & Personal Growth Education 24 8. Understanding Adolescent Project 25 9. After-school Programmes 26
10
Uniform Groups & Service Groups
27
11. Moral and National Education 28 12. Student Welfare 30
IV. Student Performance
1. Scholarships 30 2. Pupils’ Physical Development 32 3. Inter-school Events and Awards 33
V. Achievements and Reflection on Major Concerns
Priority 1: To develop students’ self-directed ability for independent learning
A. Fostering skills of self-directed learning 37 Priority 2: To develop positive values and attitudes through
moral and civic education
A. Cultivate students’ positive attitudes so that
they will strive for excellence
43
B. Equip parents with knowledge and skills to
help their children develop their sense of
responsibility and respecting others 40
44
VI Key Issues of the New School Development Plan 45
2015-2016 Annual School Report Page 1
I. Our School
1. School Vision An environment for Growth:
We focus upon providing quality learning opportunities for all children. We strive
to provide a well-rounded education that values and supports the intellectual, physical,
social and moral development of each child. We have a commitment to ensure that
quality learning and teaching is the central focus of every classroom.
2. School Mission We are committed to promoting:
The Joy of Learning
The Love of Learning
The Passion for Life-long Learning
We have a very happy and positive school climate. The school provides an
environment that is enjoyable, stimulating, supportive and conducive to learning.
3. School Management The School Management Committee has been set up since 1999. School policies
are thoroughly discussed and endorsed in the meetings to ensure quality education for
all the pupils.
School Management Committee
Position Member
Chairman Mr YIP Yam-wing, Stephen
School Headmistress Ms CHAN Yim-chuk
Parent Managers Mr MOHAMMAD Shoaib
Mrs Ameena KHANDAKER Rimi
Teacher Managers Ms CHUI Sau-man
Mr SIU Hoi-chee
Community Member Mrs ZAHOOR Socorro C.
2015-2016 Annual School Report Page 2
4. School Organization
5. Staff Establishment
52 Teaching Staff 1 Headmistress, 2 Deputy Heads, 8 Senior Teachers,
1 Librarian,1 Student Guidance Personnel, 1 NET &
38 Teachers
8 Support Staff 1 TSS, 1 SAA & 6 TAs
15 Clerical Staff and
Janitors
1 ACO, 3 CAs, 1GC, 5 WMs & 5 Janitors
School
Management
Committee
Headmistress
Deputy
Headmistress 1
Deputy
Headmistress 2
Student Support Learning &
Teaching
Management &
Organization
Student Affairs
Extra-curricular
Activities
Discipline
Guidance &
Counselling
Curriculum
Development
Academic
Information
Technology
General Affairs
2015-2016 Annual School Report Page 3
6. Staff List
Rank Name Title Rank Name Title
HM CHAN Yim-chuk Headmistress CM CHAN Lai-chu 2A
SPSM/DH1 CHUI Sau-man Administration
Support CM CHUI Ming-pui 2B
SPSM/DH2 HO Shiu-fun Administration
Support CM CHOI Sze-wan 2C
PSM YIP Heung-wing Curriculum
Development CM CHAN Ngan-ming 2D
PSM CHEUNG Kit-yu Academic CM CHAN Ka-yi 2E
PSM WONG Siu-wo Discipline CM HUNG Yin-yee 1A
PSM/CD LEUNG Tak-ting Guidance & Counselling
CM CHEUNG Lok-ka 1B
PSM CHAK Mei-chun ECA CM HO Yau-choi 1C
PSM SIU Hoi-chee IT CM LAU Hiu-wai 1D
AM LAI Susana Student Affairs CM KWOK Wing-yiu 1E
AM WONG Wing-sze General Affairs CM YAU Shuk-ling Librarian
APSM FUNG Suk-fan 6A CM Aisha NCT
APSM CHAN Yuk-wah 6B CM Beena NCT
CM TANG Siu-chong 6C CM Devneer NCT
APSM LUI Sze-wan 6D CM Fehmida NCT
APSM SUNG Wai-ling 5A CM CHIU Sui-chun NCT
APSM SIN Kit-ying 5B CM CHOW Ka-yee NCT
APSM TSANG Yuen-wah 5C APSM CHAN Mui-har NCT
CM YAU Man-yiu 4A APSM WONG Yuen-kwan NCT
CM NG Ka-ho 4B CM LAW Hi-yan NCT
APSM YEUNG Man-yee 4C CM LAU Tat-kin NCT
APSM WOO Hoi-ling 4D CM CHAN Nim-yi NCT
CM LAW Tsun-kit 3A CM CHUNG Long-sai NCT
APSM CHAN Ching-wai 3B CM YIP Sin-ting NCT
CM WONG Mui-lai 3C ------ SUNG Yi-tim SGP
CM YIP Kuk-heung 3D ------ Petrea NET
2015-2016 Annual School Report Page 4
7. Teachers’ Qualification
8. Teachers’ Experience
9. Teachers’ Professional Development At Li Cheng Uk Government Primary School, the professional development of all
staff is a crucial undertaking that is designed for educators to nurture current skills
and to promote new pedagogies in order to maximize students’ learning outcomes.
Delivery of relevant professional development may take the form of on-site Staff
Development Days with in-house sharing, presentations from knowledgeable guest
speakers, visits to other learning communities, attendance at off-campus courses and
workshops or even overseas immersion programmes. Teachers who have gained
valuable insight through any of these medium are encouraged to share their findings,
opinions and strategies with the entire staff. Additionally, the school has equipped and
refined the education process by arranging co-planning and co-teaching sessions in
which colleagues learn from one another. To assist new teachers in becoming
competent and effective professionals in the classroom, induction and mentoring
programmes have been established and maintained throughout the year.
Date Events
7/9/2015 Sharing: Meeting Students’ Social and Developmental Needs
25/9/2015 Talk:
Self –directed Learning as a Strategy to cater for
Learner Diversity
20/11/2015 Sharing: Educational apps for i-Pad
21/12/2015 Visit: Sha Tau Kwok Farm
11/3/2016 Sharing: Educational apps and Free Cloud Service
2015-2016 Annual School Report Page 5
10. Communication with Parents The school communicated with parents through different channels such as school
circulars and notices, School Newsletters, PTA Newsletters, student handbook and
school website. By holding Parents’ Day, parents were also advised of the
expectations as well as policies of the school.
Parents were also invited to participate in some of the school events such as PTA
AGM, PTA Picnic, Prize-giving Day, Parent-child Educational Games Quest, Games
Day, Sports Day and Graduation Day. Parental workshops, talks and interest classes
were arranged for parents so as to enhance their parenting skills and facilitate their
children to learn. In addition, teachers have often kept parents well informed of their
children’s performance at school by phone and parents are welcomed to make
appointments with teachers.
11. The Parent Teacher Association The Parent Teacher Association was formed in 1997. Matters of mutual concern
were thoroughly discussed with an effort to improve pupils’ personal and academic
growth.
Parent Teacher Association Executive Committee Members:
Post Parent Committee Teacher Committee
Advisor ------- Ms CHAN Yim-chuk
Chairperson Mr Edilberto C. Billones -------
Vice-chairperson Mr Bin Rahman ANM Rubaiyath Ms HO Shiu-fun
Secretary Mrs Ameena Khandaker Rimi Ms Devneer
Treasurer Mr Omar Shahnawaz Ms YAU Shuk-ling
Welfare and Activities
Coordinator
Mr Bernard Hutabarat Mr YAU Man-yiu
Ms YIP Kuk-heung
Liaison Officer Mr Limbu Ratan Subba Ms SUNG Yi-tim
Ms Fehmida
2015-2016 Annual School Report Page 6
Connection with parents / Parent Education
Date Events
9.9.2015 SGP Series 1 – Changes of school life (P.1)
16.9.2015 SGP Series 2 – Be an independent child (P.1)
7.10.2015 SGP Series 3 – Help your child to learn (P.1)
14.10.2015, 28.10.2015,
11.11.2015,18.11.2015,
25.11.2015
Interest Class – Craft-making
19.11.2015, 21.4.2016 SSPA Talk and Parents’ Meeting (Primary 6)
17.5.2016 SSPA Talk and Parents’ Meeting (Primary 5)
24.10.2016 PTA Annual General Meeting
2.12.2015, 9.12.2015,
16.12.2015
SGP Series 4-6 –Parent Volunteer Training for Christmas
Celebration
14.10.2015, 28.10.2015,
11.11.2015, 18.11.2015,
25.11.2015, 2.12.2015,
9.12.2015, 16.12.2015,
20.1.2016, 27.1.2016
Chinese Workshop (Elementary)
5.12.2015 PTA Annual Picnic
2.3.2016 SGP Series 7 – How to spend quality time with your kids
9.3.2016 SGP Series 8 – Prevent your kids from indulging in Internet
2.3.2016, 9.3.2016,
16.3.2016, 6.4.2016,
20.4.2016, 27.4.2016,
11.5.2016, 18.5.2016,
25.5.2016, 1.6.2016
Chinese Workshop (Intermediate)
16.3.2016, 6.4.2016,
20.4.2016, 27.4.2016 Interest Class – Computer Knowledge
26.4.2016 Parent-child Educational Games Quest
3.5.2016,17.5.2016
24.5.2016 Parent-child Reading Fun Workshop
4.5.2016 Community Visit
Volunteer service
Date Events
14/11/2015 Parent-child Flag Selling Day
18/12/2015 Green Christmas Celebration (Parents-helper)
29/2/2016 Gala Performance (Photographer)
15/3/2016 Sports Day (Parents-helper)
2015-2016 Annual School Report Page 7
12. Class Organization (as at 16th May 2016)
13. Number of Unfilled Places ( as at 16
th May 2016)
3.00% 2.10% 2.20%1.90% 1.20%
3.52% 3.61%
1.86%1.02%1.21%
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16
14. Ethnic Distribution of Pupils
(as at 7th
March 2016)
Ethnic groups Boys Girls Total Percentage
Pakistani 131 138 269 40%
Nepalese 99 83 182 27%
Indian 30 40 70 10%
Filipino 42 18 60 9%
Chinese 18 11 29 4%
Others 32 33 65 10%
Total 352 323 675 100%
Level P1 P2 P3 P4 P5 P6 Total
No. of Class 5 5 4 4 3 4 25
Capacity 125 125 100 100 90 120 660
Boys 70 67 52 55 43 65 352
Girls 47 61 54 53 51 56 322
Total Enrolment 117 128 106 108 94 121 674
School Year
2015-2016 Annual School Report Page 8
15. Residential Distribution of Pupils
0
20
40
60
80
100
120
140
160
180
200
220
District Council List
16. Attendance
Level P.1 P.2 P.3 P.4 P.5 P.6
1st term 94% 94% 95% 94% 93% 94%
2nd
term 93% 94% 92% 93% 93% 93%
District
No
. o
f st
ud
ents
2015-2016 Annual School Report Page 9
17. Number of Pupils Who Have a Computer at Home
Class Number of pupils who have a
computer at home
Number of pupils who can
assess the Internet at home
1A 10 6
1B 18 18
1C 16 11
1D 19 8
1E 13 11
2A 14 8
2B 11 10
2C 17 14
2D 16 10
2E 20 14
3A 24 21
3B 20 18
3C 16 16
3D 24 16
4A 25 23
4B 26 19
4C 26 26
4D 16 10
5A 26 26
5B 20 15
5C 16 14
6A 31 31
6B 23 25
6C 25 25
6D 24 23
Total: 496 418
2015-2016 Annual School Report Page 10
II. Learning and Teaching
1. Lesson Allocation
Subjects/ Level P.1 P.2 P.3 P.4 P.5 P.6
English 7 7 7 7 7 7
Chinese 6 6 6 6 6 4
Mathematics 6 6 6 6 6 6
General Studies 4 4 4 4 4 4
Language* 0 0 0 0 0 2
Visual Arts 2 2 2 2 2 2
Music 2 2 2 2 2 2
Physical Education 2 2 2 2 2 2
Information
Technology /
Library
1 1 1 1 1 1
Integrated Lesson
(Homework
Guidance / Strive
for improvement
Program/
Extra-curricular
activities/
Language Elective)
5 5 5 5 5 5
Total 35 35 35 35 35 35
* P. 1, 2, 3, 4 and 5 Language Elective, Urdu, is conducted in Integrated Lesson.
2015-2016 Annual School Report Page 11
2. Learning Time of Key Learning Areas
English Chinese MathematicsGeneral
StudiesVisual Arts Music
Physical
Education
Information
Technology /
Library
% 23% 20% 20% 13% 7% 7% 7% 3%
0%
5%
10%
15%
20%
25%
English Chinese MathematicsGeneral
StudiesVisual Arts Music
Physical
Education
Information
Technology
/ Library
Language
% 23% 13% 20% 13% 7% 7% 7% 3% 7%
0%
5%
10%
15%
20%
25%
( P.1-5 )
( P.6 )
2015-2016 Annual School Report Page 12
3. Examinations
Examination Date
First Mid-term Test (P.1-5) & Half-yearly Exam. (P.6) 3/11/15 - 5/11/15
Half-yearly Exam. (P.1-5) & First Mid-term Test (P.6) 11/1/16 - 13/1/16
Second Mid-term Test (P.1-5) & Final Exam. (P.6) 12/4/16 - 14/4/16
Final Exam. (P.1-5) & Graduation Exam. (P.6) 6/6/16 - 8/6/16
4. Number of Active School Days Number of Active School Days in 2015-2016:
Level No. of Days
P.1 – P.6 191
5. Reading Habit
0 0
75
0 00 0
88
0 00
10
20
30
40
50
60
70
80
90
100
> once a week > once every 2
weeks
once a month < once a month Never
Percentage of Frequency of Borrowing Reading Materials from
School Library by Pupils
P.1 - P.3
P.4 - P.6
2015-2016 Annual School Report Page 13
9358
11420
0
2000
4000
6000
8000
10000
12000
P.1 - P.3 P.4 - P.6
Number of Reading Materials
6. School Based Curriculum
Subject Content
English Organize co-planning meetings in all levels to discuss different
teaching strategies to deal with learners’ diversity
Prepare comprehension exercises focusing on using pictorial cue
and contextual clue to decode unfamiliar words.
Implement teaching of dictionary skills to enhance students’
self-directed learning skills
Re-arrange P.1 syllabus to facilitate early adjustment among P.1
students
Implement a phonic-based literacy program for P.1 to P.3
students
Set guided writing tasks to P.1 – P.2 students to develop their
foundation on writing
Set free writing tasks to allow P.3 – P.6 students to express
themselves and exercise their creativity
Provide an e-learning platform – Smart ABC and other related
e-learning resources– to promote independent learning according
to their own pace
Conduct enrichment programs for higher ability students
( 2A, 4A, 5A &6A ) by NET focusing on language arts
Post students’ work on school web so as to nurture the sense of
appreciation among students
Build up self-access corner in each classroom to develop
students self-directed ability
Chinese 小一科任老師,每年教學生閱讀六本圖書,而小二及小三科
任老師,每年教學生閱讀兩至三本圖書
小一至小六科任老師透過課本內的篇章及閱讀工作紙,教授
學生閱讀技巧
老師安排學生於班主任課、午膳後或小息時,到課室的圖書
2015-2016 Annual School Report Page 14
櫃及自學角借閱課外圖書及兒童雜誌
參與初小中文分層支援教學模式支援計劃,為小一及小二的
科任老師提供共同備課會,提升學生的中文水平
為了提升小五及小六的學生中文能力,以及銜接中學的中文
課程,課後設有拔尖課程,包括讀、寫、聽、說四個範疇
小一及小二設有拔尖課程,為能力較高的學生設計更適切
的教學策略及學習活動,以提高學生中文水平
透過 “Do My Best” 課程,為學習中文較困難的小二、小四
及小五的學生安排小班抽離教學,老師為學生設計較淺易的
學習材料,讓學生循序漸進地學習中文
透過老師提供的預習工作紙,讓學生在課前預習,並將重點
摘錄於《中文錢箱》內
透過老師提供不同的中文科網上資源,讓學生在家中練習,
從而提升學生的自主學習能力
舉辦寫作活動比賽,讓學生運用所學的詞彙及句式,寫作文
章。一年級以寫作句子為主,二至六年級則寫作不少於一段
的短文
舉辦期終考試後活動 -「快快樂樂講中文」,內容包括學生的
各個學習範疇如講故事、朗讀童謠和話劇表演等
舉辦「中文日」,籍此提高學生學習中文的興趣
Mathematics Organize co-planning meetings in P. 1 to P. 6 to discuss different
teaching strategies to deal with various topics
Provide an e-learning platform – Planet ii – to promote
independent learning
Give additional assignments to class ‘A’ students by using a
supplementary exercise book and teach enrichment topics to
stretch their potential
Organize Multiplication Activity to P.2 and P.3 students so as to
help them to remember multiplication tables
Select potential students from P.4 – P.6 levels to join Math
Competitions to explore their potential
Organize Math Award Scheme to P.4 and P.5 students to
encourage self-learning
Devise learning materials requiring higher order thinking skills
in P.4A & P.5A Enrichment Program for students with higher
ability
Organize pull out small group teaching through“Do My Best
Program” to cater for learners’ diversity for P.2, P.4 & P.5
students. Additional academic support is provided to the students
who encounter difficulties in learning Maths
General
Studies
Adopt enquiry-based learning in project with diversified learning
activities e.g. investigation , experiment to meet the learning
needs of students, as well as to develop students’ generic skills in
different levels
Books displayed in the school library to enhance students’
self-directed learning and enrich their understanding towards the
2015-2016 Annual School Report Page 15
topic in projects.
Discuss current affairs with P.4 – P.6 students through newspaper
cutting worksheets and monthly news reports focusing on
analytical questions
Organize educational visits for P.1 to P.6 students to extend
learning beyond the classroom and complement the curriculum
Use graphic organizers and pre-task worksheets to facilitate
students’ self-learning
Library Arrange Morning Reading for the whole school during class
period every Wednesday and Friday
Arrange P.6 students to read newspapers during After-school
Reading Program and have them shared and expressed their
views upon current issues in Library lessons
Organize “Parent-child Reading Workshop” for both parents and
students
Organize Reading Award Scheme to accommodate the interest
and learning needs of all students by designing materials in three
different levels
Organize visits to Po On Road Public Library for P.1 to P.3
students during ECA periods
Organize Book Exhibition on Parent’s Day
Exhibit Chinese-story Telling activity to P.1 and P.2 students
Book Display for G.S. project
Information
Technology
Organize I.T. Skills Competition for P.1 – P.6 students focusing
on various skills learnt in different levels in the first term
Launch I.T. Competition for P.1 – P.6 students with topics related
to the General Studies or Mathematics curriculum in the second
term
Visual Arts Launch Christmas Decoration Design Competition for P.1 – P.6
Organize a Booklet Cover Design Competition for Games Day/
Sports Day for P.1 – P.6 students
Arrange Visual Arts Competition for all students requesting the
application of the skills they learned in their specific levels
Organize Visual Arts Exhibition for students of all levels so as to
facilitate students’ peer art appreciation and cultivate their
aesthetic experience and abilities
Music Provide graded worksheets to students to meet students’
diversified learning needs
Supply tailor-made handmade instrument worksheet and
recorder worksheets
Conduct Music Appreciation Project and music project to
students with emphasis on various elements in both KS1 and
KS2 to cater for the diverse learning needs of students in
different developmental stages
Physical
Education
School Fitness Award Scheme with diversified mode of fitness
exercise has been implemented.
A series of signals and regular P.E. lesson routines are
2015-2016 Annual School Report Page 16
introduced to P.1 pupils to facilitate early adjustment
Urdu Provide graded worksheets to students to meet students’
diversified learning needs
Themes relating to daily life and short stories are introduced to
improve students’ reading, writing, oral and comprehension
skills
Organize “Eid Card Competition” for P.1-6 students appreciating
cultures and festivals
Organize “Poster Design Competition” under the theme of
patriotism
7. External Curriculum support At our school, school-based curriculum support is provided for the Chinese as
well as English subject. The purpose is to empower the curriculum leaders, subject
panels and subject teachers as they work with senior curriculum officers from the
Education Bureau and Chinese University. The goals are to develop and implement an
effective curriculum appropriate to our setting and, also, to enhance students’
development and learning.
III. Support for Student Development 1. School Functions
School functions Participants Date
P.1 Orientation P.1 28/8/2015
Dress Casual Day P.1-6 7/10/2015
School Picnic P.1-6 8/10/2015
Parents’ Meeting & PTA AGM P.1-6 24/10/2015
“Stand by You” Leadership
Training Opening Ceremony
“Stand by You”
members
24/10/2015
UAP Opening Ceremony P.4-6 7/11/2015
Green Christmas Celebration P.1-6 18/12/2015
Parents’ Day P.1-6 5/2/2016
Prize-giving Day P.1-6 5/2/2016 (1st Term)
11/7/2016 (2nd
Term)
Gala Performance P.1-6 29/2/2016
Games Day P.1-2 4/3/2016
Sports Day P.3-6 15/3/2016
2015-2016 Annual School Report Page 17
2. School Activities
School activities Participants Date
Eid Card Design Competition P.1-6 8/9-25/9/2015
Prefect Training Workshop Prefects 23/9/2015,30/9/2015 ( 1st
Term )
20/4/2016,27/5/2016 ( 2nd Term )
Reading Award Scheme P.1-6 5/10-18/12/2015( 1
st Term )
22/2-20/5/2016 ( 2nd
Term )
Cleanliness Competition P.1-6 12/10-23/10/2015 ( 1
st Term )
25/4-6/5/2016 ( 2nd
Term )
Red Cross Pillow Case Project P.4-6 12/10, 13/10/2015, 15/10/2015
Christmas Decoration Design
Competition P.1-6 16/11-27/11/2015
Discipline Competition P.1- 6 16/11-27/11/2015 ( 1
st Term )
16/5-27/5/2016 ( 2nd
Term )
Brownies Overnight Camp Brownies 20/11-21/11/2015
Appreciation of Chinese
Traditional Drama P.5 26/11/2015
2015 Mathematics & Science
Trail for Primary School by CMA
Choi Cheung Kok Secondary
School
P.5-6 members 21/11/2015
English Dictionary Skills
Competition P.1-6 23/11-27/11/2015
IT Skills Competition P.1-6 23/11-4/12/2015
BBBS Training BBBS
29/9/2015, 5/10/2015
6/10/2015, 14/10/2015
26/10/2015, 29/10/2015
20/11/2015, 11/12/2015
Joyful Fruit Day P.1-6 29/4/2016
Homecoming Day Graduates 7/5/2016
UAP Closing Ceremony P.4-6 18/6/2016
“Stand by You” Leadership
Training Closing Ceremony
“Stand by You”
members
28/6/2016
Graduation Day P.6 30/6/2016
2015-2016 Annual School Report Page 18
Mock Interview Workshop for
Secondary School P.6 4/12/2015, 11/12/2015
School Concert House
Programme 5A&6A 10/12/2015
Joint School Activities with Chan
Shu Kui Memorial School P.5-6 members
7/12/2015, 18/1/2016
15/3/2016, 12/4/2016
29/4/2016, 27/5/2016
20/6/2016
Performance in Cultural Harmony
Carnival
African Drum
Group
17/12/2015
Carol Singing Festival 2015
Junior Choir
members &
Ukulele Group
17/12/2015
UAP Overnight Camp P.4-6 UAP
members 19/2-20/2/2015
Performance in International
Children Carnival Open Area
African Drum
Group 1/1/2016
Music Appreciation Project P.1-6 18/1-4/2/2016
“Stand by You” Leadership
Training Day Camp
“Stand by
You” members
22/1/2016
13/5/2016
Ocean Park Learning Trip
P.1-6 The
needy
students/
students of
families
receiving
CSSA or Full
Grant SFAS
27/1/2016
Drama Performance at Salvation
Army Tai Hau Children & Youth
Service
First Step in
Drama Group 13/2/2016
UAP Overnight Camp P.4-6 UAP
members 19/2-20/2/2015
Exhibition of Students’ Artwork at
Jockey Club Creative Arts Centre P.1-6 22/2-28/2/2016
Urdu Poster Design Competition P.1-6 1/3-11/3/2016
“Aladdin” Drama P.4-6 2/3/2016
Outdoor Drawing Competition P.5-6 11/3/2016
UAP Parent-child evening camp
P.4 UAP
members &
parents
11/3/2016
2015-2016 Annual School Report Page 19
Red Cross Volunteer Puppet
Theatre P.4-6 19/3/2016
UAP Volunteer Service P.4 UAP
members 6/5/2016
IT Project Competition P.1-6 14/3-27/5/2016
UAP Day Camp P.4 UAP
members 16/4/2016
Visual Arts Competition P.1-6 18/4-29/4/2016
Chinese Writing Competition P.1-6 19/4-29/4/2016
Talent Competition for Ethnic
Minority Students
African Drum
Group 30/4/2016
Handmade Instruments Project P.1-6 2/5-20/5/2016
Maths Award Scheme P.4-5 9/5-3/6/2016
UAP Volunteer Service
P.5 UAP
members 20/5/2016
Cub Scout Camp Cub Scouts 27/5-28/5/2016
UAP Volunteer Service
P.6 UAP
members 25/5/2016
Visual Arts Exhibition P.1-6 30/5-3/6/2016
Dragon of the Orient P.6 20/6/2016
Noah’s Ark Learning Trip
P.3-5
The needy
students /
students of
families
receiving
CSSA OR Full
Grant SFAS
6/7/2016
Confucianism Carnival P.4A, P.5A 8/7/2016
3. Extra-curricular Activities
Steady Groups Rotating Groups
1. Brownies
2. Cub Scouts
3. Leadership Training Group
4. Sunny Kids
5. Library Club
6. Cricket Team A
7. Cricket Team B
8. Basketball Team
1. Art
2. Craft
3. Action Songs
4. Fun with English
5. Fun with Maths
6. Fun with Chinese
7. Green Power
8. English Story Telling
2015-2016 Annual School Report Page 20
9. Volleyball Team
10. African Drum Group
11. Choir
12. Junior Choir
13. Boys Dance Group
14. Girls Dance Group
15. Children Dance Group
16. Dragon Dance Group
17. Martial Arts Group
18. Art Talent Group
19. Percussion Group
20. Computer Group
21. Drama Club
22. First Step in Drama 23. E-learning Group
24. Scientific Experiments
25. Ukulele
9. Chinese Story Telling
10. Reading
4. Talks and visits
Visits
Venues Participants Time
HK Heritage Museum P.1
11/5/2016, 12/5/2016,
13/5/2016, 19/5/2016,
20/5/2016
HK Zoological and Botanical Garden P.2 23-27/11/2015
Kadoorie Farm and Botanic Garden P.3 3/3/2016, 8/3/2016,
9/3/2016, 11/3/2016
Talks
Topic Participants Date
Healthy Living P.1 21/1/2016
Good Friends and Bad Friends P.2 18/1/2016
“Rich kid, Poor Kid” Storytelling
Session P.3 19/1/2016
“Kids on the Block” Puppet Show P.4 25/4/2016
War and Child P.5 2/2/2016
Be a Responsible Internet User P.6 28/1/2016
Say “No to Drugs” P.4 14/3/2016
Say “No to Drugs” P.5 26/1/2016
Say “No to Drugs” P.6 17/3/2016
2015-2016 Annual School Report Page 21
Ping Shan Heritage Trail P.4 26-29/4/2016
Science Museum P.5 1/12/2015, 7/12/2015,
8/12/2015
Hong Kong Wetland Park P.6 2/12/2015, 4/12/2015,
9/12/2015, 11/12/2015
Hong Kong Science Park Visit P.4A 6/11/2015
ECA Library Visit:
Po On Road Public Library P.1-3
11/3/2016, 1/4/2016,
8/4/2016, 22/4/2016,
29/4/2016, 6/5/2016,
13/5/2016
Dialogue-in-the-dark Visit “ Stand by You”
members 20/11/2015
The Society of Rehabilitation and
Crime Prevention
“ Stand by You”
members 11/12/2015
Visit to Mei Ho House 4A 9/12/2015
Riding School Visit P.4-6 BBBS 10/6/2015
5. Performance
Event Participants Time
PTA AGM African Drum Group
Junior Choir
24/10/2015
Carol Singing Festival
- China Hong Kong City
Junior Choir
Ukulele Group
17/12/2015
Cultural Harmony Carnival
- Saviour Lutheran School African Drum Group
17/12/2015
Green Christmas Celebration
Cultural Costume
Junior Choir
Ukulele Group
Percussion Group
18/12/2015
RTHK International Children Carnival
- Open Area, Shatin Town Hall, Shatin African Drum Group
1/1/2016
Prize-giving Day (First Term)
Group Singing
Choir
Solo Verse Speaking
First Step in Drama
3/2/2016
南 Teen 夢工場
- Salvation Army Tai Wo Han Children and
Youth Service
First Step in Drama
13/2/2016
2015-2016 Annual School Report Page 22
Gala Performance
Children Dance Group
Rope Skipping Group
Choir
Junior Choir
Sunny
Kids(Acrobatics)
Percussion Group
Ukulele Group
African Drum Group
Drama Group
Dragon Dance Group
Boys Dance Group
Girls Dance Group
Martial Arts Group
29/2/2016
The 6th Anniversary Talent Competition for
Ethnic Minority Students
- Chung Sing Benevolent Society , Mrs Aw
Boon Haw Secondary School
African Drum Group
30/4/2016
Tsui Mei Ki Scholarship Presentation
Ceremony African Drum Group
25/6/2016
Prize-giving Day (Second Term)
Percussion Group
Children Dance Group
Rope Skipping Group
Piano Solo
Zheng Solo
11/7/2016
6. Post Exam Activities
Items of activities Participants Time
Cross-curricular Activities P.1-P.6
27-6-2016
to
13-7-2016
Stage Quiz P.1-P.6
On-stage Talent Show P.1-P.6
Farewell Party P.1-P.6
Chinese Speaking Activity P.1-P.6
English Activities P.1-P.6
Maths Activities P.1-P.6
GS Activities P.1-P.6
Fun with V.A P.1-P.6
PE Activities P.1-P.6
Mini Concert P.1-P.6
2015-2016 Annual School Report Page 23
27-6-2016
to
13-7-2016
Educational Activities: Reading/ I.T. Activities P.1-P.6
Educational Games P.1-P.6
Workshop: “Let’s make a recycled-paper” P.1
Bright Smiles Mobile Classroom P.1
Children Dance Group Selection P.1-P.2
Junior Choir Selection P.1-P.2
Percussion Group Selection P.1-P.2
Choir Selection P.3-P.5
Drama Selection P.3-P.5
Cricket Team Selection P.3-P.5
Boys Dance Group Selection P.3-P.5
Girls Dance Group Selection P.3-P.5
Rope Skipping Group Selection P.2-P.5
Volleyball Team Selection P.3-P.5
Basketball Team Selection P.3-P.5
African Drum Selection P.3-P.5
Ukulele Selection P.3-P.5
E-learning Pilot Scheme P.4A
Confucianism Carnival (MNE Activity) P.4A, P.5A
Graduation Day P.6
Activities Beyond the Classrooms:
Construction Industry Resource Centre
Learning trip to Noah’s Ark
P.5
P.3-5
Educational Talks:
- Be a Responsible Pet Owner
- Energy Efficiency and Conservation
- Sex Education
- Adaptation to secondary school life
P.3-P.4
P.5-P.6
P.5
P.6
2015-2016 Annual School Report Page 24
7. Guidance Program & Personal Growth Education A. The Guidance and Counselling Stream provides guidance service to our
students. The service focuses on remedial, preventive and developmental
programmes. Social and developmental programmes are implemented.
Preventive and follow-up programmes are carried out in dealing with
discipline problems. Team members sustain a close communication with
parents, the police and expertise so as to facilitate students’ personal and
social development.
Program Level
P.1 P.2 P.3 P.4 P.5 P.6
1. Strive for Improvement Program
(SIP)
2. Big Brothers& Big Sisters Program
(BBBS)
3. Understanding Adolescence Program
(UAP)
4. Group Activities
5. Cleanliness Competition
6. Educational Talk/Seminar/Drama
7. “Stand By You” Leadership Training
Scheme
B. Strive for Improvement Program
The overarching aim of the program is to facilitate students’ personal and
social development. There are two purposes. One is to make all pupils
understand how well their performance is in the domain of developing
positive characters. The second purpose is to award those pupils who show
good performance in the said domain.
First Term Second Term
1. Responsibility
2. Perseverance
3. Commitment
1. Love and care
2. Honesty
3. Respect
2015-2016 Annual School Report Page 25
8. The Understanding Adolescent Project (UAP)
The Understanding Adolescent Project (UAP) is a comprehensive support
program for personal growth. It aims at enhancing students’ resilience in coping with
the challenges they have to face as they grow up through enhancing their competence
(I can…), optimism (I am…) and belongingness (I have…).
Adhering to the principle of 'compliment, acceptance, and appreciation', our
teachers and social workers (from Potential Engine) promote students' sense of
self-efficacy not only through praising students for their achievement, also by
accepting their mistakes and appreciating their effort to try.
UAP provides students lots of learning opportunity of experiencing, processing,
reflecting, and acting such as night walk, group competition and adventure based
activities. The positive effects of the UAP on students, parents and teachers have been
confirmed by survey, interview and observation. The program is found to be effective
in improving students’ ability on various dimension including anger management,
conflict resolution, problem solving, communication skills, classroom behaviour,
belongingness to school, optimism, sense of responsibility and willingness to help
others. Similarly, teachers and parents agreed that they had gained better
understanding and built up better relationship with the students.
The activities were showed as below:
Activities P4 students P5 students P6 students
Orientation
Small Group Session
Day Camp for students
Overnight Camp for students
Parent-child day camp
Parent Workshop
Volunteer Services
Closing Ceremony
2015-2016 Annual School Report Page 26
9. After-school Programmes
Courses and Activities Participants Time
Community Based
Grant
Tutorial classes P.1-6 12-10-2015 to
27-5-2016
Origami P.1-3 25-2-2016 to
26-5-2016
Creative cartoon drawing P.1-3 25-2-2016 to
26-5-2016
Fun with Art & Craft P.1-3 25-2-2016 to
26-5-2016
Magic Fun P.4-6 25-2-2016 to
26-5-2016
Harmonica P.4-6 25-2-2016 to
26-5-2016
A cappella Music P.4-6 25-2-2016 to
26-5-2016
School-based Grant
Fun with Mathematics (1) P.1 10-11-2015 to
15-12-2015
Fun with Mathematics (2) P.2-3 10-11-2015 to
15-12-2015
English Games P.1-3 10-11-2015 to
15-12-2015
Fun Fun Chinese P.1-3 10-11-2015 to
15-12-2015
Lego Creative Workshop-
Mechanism in motion
P.4-6 10-11-2015 to
15-12-2015
Lego Creative Workshop-
Robotics adventure
P.4-6 10-11-2015 to
15-12-2015
Water Color Painting P.4-6 10-11-2015 to
15-12-2015
Project-based Learning
Workshop
P.3-4 23-2-2016 to
21-6-2016
Leadership Training
Workshop
P.5-6 23-2-2016 to
21-6-2016
Ocean Park Learning Trip P.1-6 27-1-2016
Noah’s Ark Learning Trip P.3-5 6-7-2016
2015-2016 Annual School Report Page 27
10. Uniform Groups & Service Groups
Groups Participants
Brownies P.4-6 (20 pupils)
Cub Scouts P.1-6 (15 pupils)
Sunny Kids P.4-6 (14 pupils )
Health Ambassadors P.4-5 (20 pupils )
Understanding Adolescent Project P.4-6 (57 pupils )
School Prefects P.4-6 (84 pupils )
Library Prefects P.4-6 (30 pupils )
I.T. Prefects P.4-6 (30 pupils )
P.E. Prefects P.4-6 (8 pupils )
Big Brother and Big Sister Program P.4-6 (73 pupils )
First Aids Helpers P.4-6 (10 pupils )
School Bus Prefects P.4-6 (8 pupils )
CYC P.1-6 (All pupils)
2015-2016 Annual School Report Page 28
11. Moral and National Education A. New School-based MNE Curriculum
In 2015/2016 school year, the Moral and National Education (MNE) Committee
continues to devise a set of learning materials under the seven areas which are geared
to the non-Chinese speaking (NCS) context of LCU. The seven areas in the MNE
curriculum framework include a) National Identity b) Responsibility c) Perseverance
d) Commitment e) Love and Care f) Honesty g) Respect. The learning materials are
designed in a way that help to a) equip students with the analytical mind b) foster
moral reasoning c) trigger discussion d) induce reflection.
In the process, the Teaching Assistant provided tremendous support in producing
the learning materials. She attended co-planning meetings and gave constructive ideas
regarding the learning content. She was also the one to search for information and
illustrations as well as compile the learning tasks.
B. Dragon of the Orient ‘Dragon of the Orient’ was the theme highlighting Moral and National Education
which was an integral part of our school curriculum. Through a series of workshops,
we targeted to let students have a more sound understanding of the Chinese culture so
that they could integrate better into the local context. Under this theme, Primary Six
students had the hands-on experience in raising the National Flag of China, practising
Eight-section Brocade and using chopsticks.
Etiquette of Raising National Flag of China
National Flag Raising Ceremony is an absolutely solemn occasion. In the
workshop, students tramped their marching feet to the flag pole, spread out the
National Flag and then raised it in a respectful way along with the National Anthem.
More importantly, they understood more about the protocol in the National Flag
Raising Ceremony.
Eight-section Brocade
Eight-section Brocade is one of the most common forms of Chinese Qigong
which is believed to bring about relaxation, better health & even longevity. Following
closely the tutor’s instruction and demonstration of slow movement, students
attempted to feel the flow of air and blood along the vessels as well as the tranquillity
of mind in an environment of absolute silence.
Chopsticks Come in Pairs & Chinese Dining Etiquette
China is the motherland of chopsticks of which the culture has a lengthy history.
A pair of chopsticks, even though they look simple, has an array of uses such as
picking, ripping, nipping and stirring food. Chopsticks also symbolize ‘being
together’ and thus are regarded as a lucky gift in marriage. In the workshop, students
learnt the ‘Dos and Don’ts’ of using chopsticks. And they tried hard with fun to
practise using that tapered wooden sticks to pick up tiny peanuts. What’s more,
students learnt the Chinese dining etiquette. They sat around the makeshift dining
tables on which Chinese traditional virtues and notions such as ‘politeness’, ‘respect’,
‘family completeness’ as well as ‘filial piety’ are all embodied and fully reflected.
2015-2016 Annual School Report Page 29
C. Visit to Mei Ho House Our school organized a visit to Mei Ho House for 4A students, under the
Jockey Club Mei Ho House Hong Kong Spirit Learning Programme. The ultimate
aim of the visit was to enhance students’ understanding about Hong Kong context so
that they could better integrate into the Chinese society and develop a sense of
belonging as Hong Kong residents. Mei Ho House was built in 1954 and is now listed
as Grade II heritage building. Through the visit, 4A students recognized the living
standard of the vast majority of local people in the 1960s. 4A students also joined the
docent service in which the tour guide introduced the historical, architectural, cultural
and social significance of the first and only remaining H-shaped resettlement block –
Mei Ho House. The students enjoyed learning about the development of Hong Kong
public housing, interesting stories of early resettlement block residents, their way of
living as well as the striving and resilience spirit of the Hongkongers that contributes
to the success of Hong Kong.
D. Appreciation of Chinese Traditional Drama In order to enhance students’ understanding of Chinese culture, our
school organized a drama appreciation activity for Primary 5 students. They went to
Shatin Town Hall to watch a traditional Chinese drama which was named ‘Orphan
of the Zhao 趙氏孤兒’. This drama originated in Yuen Dynasty, incorporating
on-stage Chinese percussion (現場中國鑼鼓 ), martial art(武打 ), recitation of
prose(唸白)as well as miming(造手). It also put ‘Family’ as the core element and
valued for sacrificing oneself for loyalty. With the help of the docent, students
appreciated the drama and understood better Chinese arts and Chinese virtues. What’s
more, dynamics and interaction between performers and students created enjoyment
and aroused students’ interests in the activity.
E. Confucianism Carnival In order to enhance students’ understanding about Chinese culture so that
they can better integrate into the Chinese society and develop a sense of belonging as
Hong Kong residents, our school organized a visit to The Education University of
Hong Kong for 4A and 5A students so that they could join the Confucianism Carnival.
English docent service was exclusively provided for LCU students.
The Six Arts and Five Constant Virtues have their roots in Confucian
philosophy. In the carnival, students got to understand Six Arts (Rites 禮, Music 樂,
Archery 射, Charioteering 御, Calligraphy 書, Mathematics 數) as well as the Five
Constant Virtues (Benevolence 仁, Righteousness 義, Propriety 禮, Wisdom 智,
Fidelity 信) through a variety of activities. In the carnival, these traditional Chinese
philosophical theories were also incorporated into the contemporary world so as to
make them pragmatic.
F. Visit to Ping Shan Ping Shan Heritage illustrates the history and culture of the Tang clan and
the New Territories. Through visiting this site, our students made a visit to the study
hall, Tang Ancestral Hall, Shrine of the Earth God and the Old Well to develop a
deeper understanding of Chinese culture, customs and village life. More importantly,
the Ping Shan visit paved way for the 1st Cross-border Study Tour to the Mainland
scheduled in December 2016.
2015-2016 Annual School Report Page 30
12. Student Welfare The school has established the following support services to students:
Support Services Number of Students
1 Student health service 573
2 School dental care service 570
3 Student financial assistance 120
4 School bus service 399
5 Lunch ordering service 232
6 Provision of lunch subsidy 23
IV. Student Performance
1. Scholarships Sir Robert Black Trust Fund Committee:
Sir Robert Black Trust Fund
6A Pearl Lau
Shell Company:
Shell Scholarship
6D Choi Shing Hon
Fung Hong Chu Gifted Education Centre:
小小說創作 (Creative Novels)
6A Pearl Lau
Hong Kong Arts Development Council:
Arts Ambassadors-in-School Scheme
3A Chan Nga Sze, Condoleezza
4A Charas Ave Lao
Home Affairs Department:
Harmony Scholarship
5A Mushtaq Numrah Kosar
5A Badajos Joanne Kezia
6A Gurung Namika
6A Limbu Anuskaa
Committee on Home-School Co-operation:
“I’m with You” Award Scheme 2016
1D Maga Gian Adriel
1E Limbu Tejen Hang
2A Rubaiyath Namira
2D Adeel Ahmad
3A Abdul Shoaib
3C Palkdeep Kaur
4A Christian Ken Hernandez
Billones
4A Toledo Zed Emanuel Doron V
5A Okawa Rinna
5C Hafsa Naheed
6A Rivera Jasmine Joyce
6C Chotrani Muskan
Hong Kong Chaoren Shamshuipo Clans
Association Ltd: Tsui Mei Ki Scholarship
6A Rubaiyath Rudaba
6A Limbu Pomu Iksha Hangma
Hong Kong Arts Development Council:
Arts Ambassadors-in-School Scheme
3A Chan Nga Sze, Condoleezza
4A Charas Ave Lao
Home Affairs Department: 5A Mushtaq Numrah Kosar
2015-2016 Annual School Report Page 31
Harmony Scholarship 5A Badajos Joanne Kezia
6A Gurung Namika
6A Limbu Anuskaa
Committee on Home-School Co-operation:
“I’m with You” Award Scheme 2016
1D Maga Gian Adriel
1E Limbu Tejen Hang
2A Rubaiyath Namira
2D Adeel Ahmad
3A Abdul Shoaib
3C Palkdeep Kaur
4A Christian Ken Hernandez
Billones
4A Toledo Zed Emanuel Doron V
5A Okawa Rinna
5C Hafsa Naheed
6A Rivera Jasmine Joyce
6C Chotrani Muskan
Hong Kong Chaoren Shamshuipo Clans
Association Ltd: Tsui Mei Ki Scholarship
6A Rubaiyath Rudaba
6A Limbu Pomu Iksha Hangma
Hong Kong Arts Development Council:
Arts Ambassadors-in-School Scheme
3A Chan Nga Sze, Condoleezza
4A Charas Ave Lao
Home Affairs Department:
Harmony Scholarship
5A Mushtaq Numrah Kosar
5A Badajos Joanne Kezia
6A Gurung Namika
6A Limbu Anuskaa
Committee on Home-School Co-operation:
“I’m with You” Award Scheme 2016
1D Maga Gian Adriel
1E Limbu Tejen Hang
2A Rubaiyath Namira
2D Adeel Ahmad
3A Abdul Shoaib
3C Palkdeep Kaur
4A Christian Ken Hernandez
Billones
4A Toledo Zed Emanuel Doron V
5A Okawa Rinna
5C Hafsa Naheed
6A Rivera Jasmine Joyce
6C Chotrani Muskan
Committee on Home-School Co-operation:
Outstanding performance in building a
caring and positive school culture
Student group: Choi Shing Hon
Teacher group: Fung Suk Fan
Parents group: Mrs Rai Urmaya
Hong Kong Chaoren Shamshuipo Clans
Association Ltd: Tsui Mei Ki Scholarship
6A Rubaiyath Rudaba
6A Limbu Pomu Iksha Hangma
EDB:
EDB Web-based Learning Courses for
Gifted and More Able Students
5A Gurung Supreet ( Level 2 )
6A Rubaiyath Rudaba ( Level 3 )
6A Momna ( Level 3 ) JPC:
至「讚」少訊 2016 獎勵計劃
Junior Police Call Scholarship 2016
5A Numrah Kasar
5A Okawa Rinna
5A Dubb Harshdeep
4A Christian Ken Hernandez Billones
4A Destiny Bokhim
2015-2016 Annual School Report Page 32
2. Pupils’ Physical Development Physical fitness is important for all children. The School Physical Fitness Award
Scheme has been implemented to promote our pupils’ physical well-being of all
the pupils.
The School Physical Fitness Award Scheme aims at promoting the awareness of
health-related fitness among pupils and encouraging them to participate in regular
exercises. Primary Three to Primary Six pupils join the Scheme every year.
Participating pupils are required to take physical fitness tests at least once each
school year. If their results in the tests reach the required levels, they will be
awarded a gold, silver or bronze certificate.
Results of the school year 2015-2016:
Total score Award Percentage
16 points or above gold 13.40%
13-15 points silver 27.78%
10-12 points bronze 28.93%
Analysis of results:
1. In total, 432 pupils joined the scheme. 58 pupils got gold awards, 120 pupils got
a silver award and 125 pupils got a bronze award. 129 pupils who joined the
scheme did not get any award. This shows that they are not really fit enough
physically.
2. The percentage of pupils who were unable to get any award was 29.86%.
3. An atmosphere of doing sports activities to keep fit should be built up.
4. Encouragement should be given to pupils by PE teachers, class teachers, parents,
peers and even self.
Items tested include:
1. Bent-knee Sit-ups (muscular endurance)
2. Sit-and-reach(flexibility)
3. Endurance Run / Walk(cardiovascular endurance)
4. Handgrip(muscular strength)
In the primary school stage, pupils have been undergoing a growth process but the
growth rates of individual pupils of the same age can be quite different. Results of
the tests are not going to be used to predict the future performance of individual
pupils in sports. However, we can derive the norms from the test results of our pupils
and compare them with those of the other schools. Then, we may have a clear picture
of the physical fitness level of our pupils. We may use the results to plan suitable
physical activities for pupils in PE lessons or Extra-curricular Activity lessons.
2015-2016 Annual School Report Page 33
3. Inter-school Events and Awards
Nature of
Activities
No. of
Participants
Events/Items of activities Awards
Speech
Festival
43
25
73
Hong Kong Schools Speech
Festival:
English Solo Verse Speaking
Chinese Solo Verse Speaking
English Choral Verse speaking
1 Champion,
2 1st
runner-up,
3 2nd
runner-up,
4 Proficiency
and 32 Merits
4 Proficiency
and 20 Merits
(P.2+P.3)
Merit
(P.5) Merit
Calligraphy
Competition
(Nam Wah)
30 『家‧在深水埗.Home@SSP』
中、英文硬筆書法比賽及填色比賽
1 Merit
(Chinese)
5 Merit
(English)
作文比賽 7 《全方位學習-徵文比賽》
書法和標語
創作比賽 30 《第二屆「細味人生」書法和標語創
作比賽》 3 got
“Finalists”
廣東話比賽 2 《第一屆全港少數族裔廣東話挑戰
賽》
講故事比賽 7 《新家園協會-廣東話講故事比賽》
1 got “Most
Impressive
Award”
6 got “Certificate of
Appreciation”
硬筆書法
比賽 80 《「世上只有媽媽」硬筆書法比賽》
Super 24
4
Shun Tak Fraternal Association
Seaward Woo College
2 got Second
Prize
2015
Mathematics
and Science
Trail for
Primary
Schools
4 CMA Choi Cheung Kok Secondary
School
2015-2016 Annual School Report Page 34
Drama
Festival
15 Hong Kong School Drama Festival Award for
Outstanding
Performer
Award for
Outstanding
Cooperation
Award for
Commendable
Overall
Performance
English
Radio
Programme
4 English Radio Programme “The
Sunday Smile”
Writing
Competition
8 Good People, Good Deeds: English
Story Writing Competition 2015
92 Life-wide Learning Writing
Competition
Track and
Field
46
10
8
10
8
8
Kowloon West Area Inter-Primary
Schools Athletic Competition
Fuk Wing Street Government
Primary School–4x100m Invitation
Relay
Fanling Government Primary
School –4x100m Invitation Relay
Chan Shu Kui Memorial
School –4x100m Invitation Relay
Tsuen Wan Government Primary
School–4x100m Invitation Relay
Farm Road Government Primary
School–4x100m Invitation Relay
1 Champion-
Grade C boys
60m running
1 1st runner up
- Grade C girls
long jump
1 1st runner up
- Grade A girls
shot put
4th
place
4 boys got 4th
place
5 boys got 3rd
place
4 boys got 3rd
place
4 boys got 2nd
place
Soccer 17
14
Kowloon West Area
Inter-schools soccer competition
Kitchee Cup
2nd
place
5th
place
2015-2016 Annual School Report Page 35
Basketball 14
15
CMA Secondary School Basketball
Invitation Competition
Kowloon West Area Inter-Primary
Schools Basketball Competition
Final 16
Volleyball 10 Kowloon West Area Inter-Primary
Schools Volleyball Competition
1st
runner-up
Cricket 10 (Team A)
10 (Team B)
10(Team A)
10 (Team B)
Hong Kong Primary Schools
Playground League Division I
Hong Kong Primary Schools
Playground League Division 2
Easy Sport Cricket Competition
Easy Sport Cricket Competition
1st runner-up
2nd
runner-up
1st runner-up
A.S. Watson
Sports
Award
1 2015-16 A.S. Watson Group Hong
Kong Student Sports Award
1 got the
Sports Award
Poster
Design
Competition
25 “Road Safety” Poster Design
Competition
“道路安全”學校畫報創作比賽
(P.1-P.6)
Card design
competition
95 “Caring for the Community” Card
Design Competition
“輪里關愛社區共融”心意咭設計比
賽
(P.1-P.6)
Colouring
and
Drawing
Competition
102 “The 1st Cantonese Competition for
Ethnic Minorities in HK” Colouring
and Drawing Competition
“第一屆全港少數族裔廣東話挑戰
賽” 填色 及繪畫比賽
(P.1-P.6)
Drawing
Competition
9 “Flower Show” Drawing
Competition
“花卉展覽”學童繪畫比賽
(P.4-P.6)
Poster
Design and
Cartoon
Character
Competition
P.1-P.3: 7
P.4-P.6: 13
“Life-wide Learning” Poster Design,
Cartoon Character Design
Competition
“全方位學習” 海報設計、卡通人物
設計比賽(P.1-P.6)
2015-2016 Annual School Report Page 36
Colouring
Competition
392
58
41
31
48
“Mid-Autumn Festival” Coloring
Competition
“月圓慶中秋之天倫樂”填色比賽
(P.1-P.6)
“Colourful World” Colouring
Competition
“友愛共融”填色比賽
(P.1-P.3)
“Home at SSP” Coloring
Competition
“家.在深水埗”填色比賽
(P.4-P.6)
“Happy Easter” Coloring
Competition
“繽紛復活節”之填色比賽
(P.1-P.6)
“Caring Parents – Happy Kids”
Colouring Competition
“父母同步走.子女樂悠悠” 填色比
賽 (P.1-P.6)
1 got Merit
Singing
Contest
10 The 15th
Hong Kong Inter-Primary
School English Folk Song Group
Singing Contest
1st runner-up
Junior Choir 39 68th
Hong Kong Schools Music
Festival: Church Music – Foreign
Language – Age 9 or under
Certificate of
Merit
Choir 52 68th
Hong Kong Schools Music
Festival: Foreign Language – Age 13
or under
Certificate of
Proficiency
Solo
Singing
5 68th
Hong Kong Schools Music
Festival: Vocal Solo -Foreign
Language – Age 10 or under – Boys
or Girls Treble Voice
3 got
Certificate of
Merit
2 got
Certificate of
Proficiency
Graded
Piano Solo –
Grade Two
1 68th
Hong Kong Schools Music
Festival
1st runner up
2015-2016 Annual School Report Page 37
Chinese
Instrumental
Music –
Zheng Solo
–
Intermediate
Class
1 68th
Hong Kong Schools Music
Festival
1st runner up
International Competitions and Assessment for Schools:
International Competitions
and Assessment for Schools
(The University of New
South Wales)
94 (English)
77 (Mathematics)
14 Merit Certificates
32 Credit Certificates
3 Distinction Certificates
2 Merit Certificates
1 Credit Certificates
1 Distinction Certificates
V. Achievements and Reflection on Major Concerns
Priority1. To develop students’ self-directed ability for
independent learning
A. Fostering skills of self-directed learning Develop students’ self-directed ability through pre-lesson enquiry.
Build up self-access corner inside the classroom.
Strengthen students’ metacognition in the learning process.
Apply graphic organizers to decode and encode information.
Enhance students’ e-learning skills.
Employ various study skills.
Achievements
1. English
Develop students’ self-directed ability through pre-lesson enquiry:
80 % of students completed the pre-lesson enquiry tasks.
Enhance students’ reading skills to decode complex linguistic messages &
complicated concepts:
78 % of students completed the reading tasks which were designed to
enhance students’ skills in using pictorial cues or contextual clues to decode
unfamiliar words in reading storybooks.
Build up self-access corner:
78 % of students accessed the self-access corner in class.
Enhance students’ e-learning skill:
76 % of students accessed either the e-learning resources or the e-learning
platform provided by school to do self-directed learning.
2015-2016 Annual School Report Page 38
2. Mathematics
Develop students’ self-directed ability through pre-lesson enquiry:
Over 70% of students could complete the pre-lesson task(s).
Enhance students’ acquiring learning strategy and thinking skill
For P.1 and P.2, over 75% of students were able to interpret and visualize
problem solving questions by drawing.
For P.4 to P.6, over 70% of students were able to use graphic organizers in
solving mathematical problems.
Build up self-access corner
Around 71% of students set questions and answered questions in the
self-access corner.
Over 80% of students accessed the information posted at the self-access
corner.
3. Chinese 提升學生自主學習的能力
a. 小一至小三:約 70%的學生能透過預習紙,認識部件、字型結構、字詞或簡單句式等;亦能在找部首工作紙中,取得 60 分或以上成績。
b. 小四及小六:能利用工具書及預習紙課前備課,提升自學能力,大約 75%的學生取得 60分或以上成績。
學生能利用〈中文錢箱〉的摘錄,運用於寫作比賽中,約 70%能在寫作活動中取得 60分或以上。
透過老師提供不同的網上資源,從而提升學生自主學習的能力;中文能力較高的學生更能完成網上練習。
4. General Studies
Pre-task Worksheets:
Over 85% of students were able to complete the pre-task worksheets by
reading text passages.
G.S. subject teachers observed that students’ self-learning skills had been
enhanced by completing their pre-lesson enquiry.
Graphic Organizer Worksheets:
Over 85% of students were able to use graphic organizers to organize ideas.
Their skills in organizing ideas were enhanced.
Students of KS1 learned to use different graphic organizers such as mind
mapping and venn diagram to organize ideas and make comparison.
Students of KS2 learned to use different graphic organizers such as mind
mapping and circle organizer to organize ideas and show the
inter-relationship of things.
Project Learning:
Over 85% of students attained 6 marks or above in the project.
Students developed generic skills and for self-directed learning abilities
through independent learning.
Students were interested in doing the project through diversified activities
such as investigation and drawing.
Current News Corner:
2015-2016 Annual School Report Page 39
Over 90% of students agreed that the news report corner could raise their
awareness of current issues.
Over 75% of students read news monthly.
Students’ analytical thinking skill was developed through reading news
articles. Teachers designed open-ended questions in newspaper tasks,
conducted class discussion and assisted presentation to develop the
designated skills.
Students made use of self-access corner to read the current news at lunch and
reported to the classmates in G.S. lessons.
5. Library
Reading skills:
70% of KS1 pupils were able to use the picture dictionary independently.
80 % of KS2 pupils were able to identify key words and entered these words
into the reading record.
85% of KS2 pupils were able to identify the basic information from the cover
page or title page.
E-learning skills:
100 % of KS1 pupils enjoyed on-line reading.
85 % of KS2 pupils applied searching skills when using library Web OPAC
Over 70% of pupils read on-line news monthly.
6. Music
100% of pupils showed improvement in self-organizational skills when they
joined Music activities.
90% of the pupils were able to perform in front of the class with their
self-made percussion instruments.
7. Physical Education
70% of students could achieve the preliminary goals set by themselves.
80% of students could achieve the progressive goals they set for themselves.
8. Visual Arts
More than 70% of the students could prepare the required information /
materials or complete the pre-lesson task sheets.
70% of the students could make use of the visual arts language to appreciate
or/and comment on their own artworks. Students could also suggest solutions
to improve their artwork.
Students’ artwork, pre-lesson task sheets and reflection sheets were displayed
on the board.
9. Information Technology
89% of students could use search engine on the Internet in IT Project
Competition.
82% of students were able to complete the assessment tasks in the e-book.
Reflections
2015-2016 Annual School Report Page 40
1. English
Develop students’ self-directed ability through pre-lesson enquiry:
Pre-lesson enquiry aroused students’ motivation and interest in learning as
students showed great interest in using dictionary. Teachers found that
students were excited when they looked up the words from the dictionary. It
also enhanced their self-directed learning skill. Teachers also reflected that it
helped students to know more about the vocabulary that they learnt in each
chapter so that the readiness of learning was built up. However, they made
careless mistakes while they were copying the definition of the words.
As most students were able to master the skills in using dictionary, it was
suggested to further develop students’ ability in self-directed learning through
answering simple comprehension questions about the reading texts before
learning a new topic.
Enhance students’ reading skills to decode complex linguistic messages &
complicated concepts:
Students showed improvement in decoding unfamiliar words in reading.
They used the strategies learnt in reading storybooks.
To further develop students’ comprehension skills in reading, it was
suggested to introduce story map in teaching.
Build up self-access corner:
As most of the materials in the self-access corner were provided by school,
some students may not be interested in them. It is suggested to encourage
students to contribute different English learning materials so as to build up
the sharing ambience in class.
Enhance students’ e-learning skill:
It is suggested to post up more relevant e-learning links in the school web.
2. Mathematics
Develop students’ self-directed ability by pre-lesson enquiry:
Teachers reflected that the pre-lesson tasks help students to prepare
themselves for different topics. Students actively participated in answering
questions relating to Maths concepts. Those questions could motivate
students to achieve self-directed learning. With some basic background
knowledge, students found it easier to master the content of the new topics.
Teachers observed that the students were more capable of handling new
concepts when they had finished the pre-lesson tasks.
Enhance students’ acquiring learning strategy and thinking skill:
Teachers found that it was effective to find out the linear form especially in
Primary One. Teachers could continue to use picture drawing in problem
solving questions in the coming year so as to consolidate their skills and
further build up their learning strategies.
Teachers of Primary Three to Primary Six reflected that tables and charts was
a good tool for the students to comprehend the questions. It was easier for the
students to find out the relationship among different information in the
questions so that they can set up the linear form. Teachers could continue to
use tables and charts in problem solving questions in the coming year in order
2015-2016 Annual School Report Page 41
to consolidate their skills and further develop their learning strategies as well
as their thinking skills.
Build up self-access corner:
To enhance students’ self-learning habit, students were invited to take turns to
set questions by themselves and build up a question bank in the self-learning
corner. Students were encouraged to answer the questions and feedback was
given by the questions setter. According to teachers’ observation, students had
difficulties in setting questions. Most of the students could only set the simple
arithmetic questions. Only a few of the class A students could set the problem-
solving questions. It was very time-consuming in setting questions and
checking the answers in the class. It is suggested that teachers should provide
self-learning sheets in the Maths drawer (self-access corner) and let the
students complete them in their own pace. Record should be shown at the
self-learning corner to encourage the students who access the self-access
corner frequently.
To arouse the learning interest in Maths, online information prepared and
shared by students was posted up at the self-learning corner. According to the
teachers’ observation, students felt interested to read those information. That
could enhance their learning motivation and interest on some particular topics.
Furthermore, students sometimes would share interesting news about Maths to
their peers. Therefore, we encouraged teachers to look for news relating to
Maths topics and it could be posted up on the self-learning corner in order to
widen student’s horizons.
3. Chinese 學生在〈中文錢箱〉表現良好,來年的內容及形式可更多元化,以切合學
生的興趣及需要。 老師宜多指導學生從範文中學習詞彙、句形及修辭技巧,並應用於日常寫
作中,初小(小一至小二)應以看圖識字過渡至簡單句子寫作,繼而延展至(小三至小四)寫作簡單段落,最後(小五至小六)進階至寫作短文。
鼓勵老師提供適當的網上練習及應用程式,提升學生學習中文的動機和興趣。
4. General Studies
Pre-task Worksheets and Graphic Organizer Worksheets:
More extended activities could be designed to stretch the potentials of the
more capable students.
Teachers could give more free hands to the capable students to further develop
their self-directed learning skills in quest of knowledge and organizing ideas.
Graded Graphic Organizer Worksheets for the lower ability students could be
designed.
Project Learning:
Besides, websites and video clips, book display relating to the topic would be
arranged in the library to achieve learner autonomy and enrich their
understanding towards the project topic.
Current News Corner:
Students were encouraged to take turns to deliver daily news in GS lessons to
enhance their awareness towards current issues.
2015-2016 Annual School Report Page 42
5. Library
KS1: It was found that some pupils were weak in alphabetical order, which
reduced their speed of searching words in the dictionary. It was suggested that
alphabet games or songs could be introduced to strengthen their capability in
alphabetical order.
KS2: Some of the pupils reflected that they would use the keys words from
their reading record in the writing tasks.
KS2: Some less able pupils were unable to identify the key words among the
unknown words because they thought those words unknown to them were key
words. In view of this, teachers could encourage students to illustrate the
keywords they picked.
6. Music
More encouragement could be given to pupils to join the presentation
activities in the form of a project.
Students liked to present their work in front of the classmates.
7. Physical Education
Sufficient practice of self-regulated practice could develop students’ self-directed
ability for independent learning.
Most of the students enjoyed setting preliminary and progressive goals for
self-regulated practice.
Drills for setting the preliminary and progressive goals should be introduced to
students.
Students’ learning diversity of different skills is rather apparent. So it would be
more appropriate to let student set exercises at different difficult levels by
themselves.
8. Visual Arts
The pre-lesson task and reflection arouse students’ interest and develop their
metacognition skills in art activities.
The pre-lesson task and reflection were useful in strengthening students’
ability in appreciating artwork. Also, they helped to consolidate students’
background knowledge on visual elements and thus enhance their creativity in
their artwork.
9. Information Technology
Most of the students were able to use search engine, such as Google, Yahoo,
and Wikipedia to find information for the IT project. Teachers successfully
raised the students’ awareness of using search engine.
The e-book assessment tasks and video could consolidate students’ IT
knowledge.
Students will be encouraged to complete the e-book assessment tasks in I.T.
recess and I.T. after school in the next school year.
2015-2016 Annual School Report Page 43
Priority 2: To develop positive values and attitudes through
moral and civic education
A. Cultivate students’ positive attitudes so that they will
strive for excellence Achievements
A. Strive for Improvement
The program was implemented through the joint effort of the SGP and class
teachers. More than 80% of the teachers found that SIP could facilitate
students’ whole-person development through talks, sharing, video broadcast
and discussions on daily life experiences.
Social issues and news were discussed to enhance students’ awareness of
current affairs. Accordingly students showed their concern to the people
around.
Materials were developed according to the developmental and learning needs
of students.
Regarding the foci of SIP, “Apple of My Eyes” Award was launched. With
students’ full participation, it was found that the award was able to recognize
students’ effort in striving for excellence in terms of behavioural, social and
academic growth.
B. Learning Environment
Banners intending to strengthen students’ proper behaviour were developed
through the joint effort of the MNE team members. More than 80% of the
teachers agreed that consideration of students’ developmental and learning
needs were taken into account.
Through displaying cue cards and posters in classrooms, More than 80% of the
teachers agreed that the process of adaptation into the school environment for
P.1 and P.2 students was boosted.
C. Guidance Programmes
More than 80% of the teachers agreed that BBBS Program was effective in
nurturing a caring culture in which positive friendship and personal growth
between the two parties was fostered.
More than 80% of the teachers agreed that UAP could enhance students’
competence, sense of belonging and resilience.
D. Thematic Talks
Role-plays were incorporated into the talks, and therefore, more than 80% of
the teachers agreed that students were more attentive to the content which
could successfully cultivate students’ positive values.
More than 80% of the teachers agreed that the educational talks could meet
students’ developmental and learning needs and they were effective in
facilitating students’ whole-person development.
2015-2016 Annual School Report Page 44
E. Punctuality Award
More than 80% of the teachers agreed that the award was effective in
reinforcing students’ sense of responsibility as the rate of lateness reduced
steadily.
F. Thankful Tree
More than 80% of the teachers agreed that the program successfully
encouraged students to express their thankful thoughts to the people around.
Reflection
In SAC, the students at the back were far away from the screen. This
hindered them from having a clear view of the SIP PowerPoint slides and
the teacher.
A BBBS special task force could be set up to accommodate developmental
and social needs of target students on demand.
B. Equip parents with knowledge and skills to help their
children develop their sense of responsibility and
respecting others
Achievements
Parental Talks and Workshops
More than 75% of the participants agreed that the programs could enhance
parenting practices and behaviours, such as developing and practicing positive
discipline techniques, learning age-appropriate child development skills and
milestones as well as promoting positive play and interaction between parents
and children.
Reflection
To enhance students’ punctuality, parents should be encouraged to cooperate
with the school through parents’ meeting and phone calls.
2015-2016 Annual School Report Page 45
VI Key Issues of the New School Development Plan 2016 – 2017
Major Concern 1
- To develop students’ self-directed ability for independent
learning
Strategies Adopted:
1. Implementation of pre-lesson enquiry across subjects and Key Learning
Areas
2. Setting up of self-access corner
3. Enhancement of students’ e-learning skills
Major Concern 2
- To develop positive values and attitudes through civic and moral
education
Strategies Adopted:
1. Launching of a series of character building programmes:
i. Strive for Improvement Programme (SIP)
ii. Apple of My Eyes Award Scheme
2. Launching of Guidance Programmes
i. Big Brother and Big Sister Programme
ii. Understanding Adolescent Project
3. Conducting parental and thematic talks
4. Setting up of relevant learning environment for positive values and
desirable behaviour
Recommended