Li Cheng Uk Government Primary · PDF fileLi Cheng Uk Government Primary School ... CM LAW Tsun-kit 3A CM CHUNG Long-sai NCT ... How to spend quality time with your kids

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.


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


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


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


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


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)


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


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


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


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.


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 )


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


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


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


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


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


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


Training Closing Ceremony

“Stand by You”

members

28/6/2016

Graduation Day P.6 30/6/2016


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


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


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


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




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


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


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


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


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


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


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)


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.


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.


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




4A Charas Ave Lao

Home Affairs Department: 5A Mushtaq Numrah Kosar


Harmony Scholarship 5A Badajos Joanne Kezia

6A Gurung Namika

6A Limbu Anuskaa



1D Maga Gian Adriel

1E Limbu Tejen Hang

2A Rubaiyath Namira

2D Adeel Ahmad

3A Abdul Shoaib

3C Palkdeep Kaur


Billones


5A Okawa Rinna

5C Hafsa Naheed


6C Chotrani Muskan



6A Rubaiyath Rudaba





4A Charas Ave Lao

Home Affairs Department:

Harmony Scholarship

5A Mushtaq Numrah Kosar

5A Badajos Joanne Kezia

6A Gurung Namika

6A Limbu Anuskaa



1D Maga Gian Adriel

1E Limbu Tejen Hang

2A Rubaiyath Namira

2D Adeel Ahmad

3A Abdul Shoaib

3C Palkdeep Kaur


Billones


5A Okawa Rinna

5C Hafsa Naheed


6C Chotrani Muskan


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



6A Rubaiyath Rudaba


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


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.


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


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


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)


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


Festival: Foreign Language – Age 13

or under

Certificate of

Proficiency

Solo

Singing

5 68th


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


Festival

1st runner up


Chinese

Instrumental

Music –

Zheng Solo

–

Intermediate

Class

1 68th


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.


2. Mathematics


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:


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


1. English


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.


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


to consolidate their skills and further develop their learning strategies as well

as their thinking skills.


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.


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.


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.


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.


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

Documents

Li Cheng Uk Government Primary · PDF fileLi Cheng Uk Government Primary School ... CM LAW Tsun-kit 3A CM CHUNG Long-sai NCT ... How to spend quality time with your kids