Principal’s Report

2010-11

The School Council

The School Council consists of 11 members with the Rt. Rev. Louis Tsui as the Chairman, Mr.

Michael Lai Kam Cheung as the School Supervisor and Miss Jennifer Wong Chi Mei as the

Honorary Treasurer.

Staff

There were 64.5 teachers (including the Principal), 1 Administrative Assistant, 3 laboratory

technicians, 2 IT technicians, 5 clerical staff members, 1 library assistant and 12 janitors employed

in 2010-2011. In addition, two social workers from the Hong Kong Children & Youth Services were

on our team. (Please also refer to P.18 of this programme book for the staff list. )

Qualifications of Principal and Teachers

‧ 65 are formally trained in teaching

‧ 28 possess a Bachelor's Degree

‧ 35 have a Master's Degree

Teachers’ Experience

‧ 6 have taught for 1-4 years

‧ 11 have taught for 5-9 years

‧ 48 have taught for 10 years or above

Teachers' Professional Development

1. Further studies:

‧ Miss Chan Man Man obtained Master of Arts in Chinese Language and Literature from The

Chinese University of Hong Kong.

‧ Mrs. Cheung Yee Siu Ping obtained Master of Arts in Teaching English as an International

Language from The Hong Kong Institute of Education.

‧ Mr. Pang Ying Yeung obtained Certificate in Career Education for Secondary School Teachers

from The Hong Kong Institute of Educational Research, The Chinese University of Hong

Kong.

2. Teacher Common Learning Time

We experienced 6 stimulating sessions of common learning with a view towards enhancing the

quality of teaching and learning, in which teachers collaborated in designing curriculum,

studying teaching strategies and activities as well as sharing subject-based development.

3. School Development Day

We organized a number of School Development Days, the programmes of which provided

teachers with opportunities for further enhancing our knowledge in the following areas:

‧ Training course on Anti-Drug Education by Cheer Lutheran Centre, Hong Kong Lutheran Social

Service

‧ Seminar on Enhancing Teaching Effectiveness by Ms Deborah Meech, our Principal

‧ Seminar on Handling Students with Hearing Impairment and Speech & Language Impairment

by Department of Otorhinolaryngology and Head & Neck Surgery, CUHK

‧ Workshop on School-based Student Learning Profile and JUPAS Preparation by Ms Ng Fung

Han, Principal of Lok Sin Tong Yu Kan Hing Secondary School

Class Organization and Curriculum

We have a total of 31 classes with a total of 1130 students, comprising 486 boys and 644 girls.

To cater for a range of student interests, abilities and needs, as well as to develop their independent

thinking and civic awareness, we offer a wide curriculum covering 8 key learning areas in 27

subjects:

Class Secondary 1 –3

(5 classes each)

Secondary 4 – 5

(5 classes each)

Secondary 6 –7

(3 classes each)

Subject Arts

(1 class)

Science

(2 classes)

English Language/Use of English AS AS

Chin. Lang./Chin. Lang. & Culture AS AS

Chinese Literature A

Chinese History

Putonghua

Mathematics/Maths. & Statistics AS AS

Pure Mathematics A

History A/AS

Geography A

Economics A A

Liberal Studies AS AS

Science

Combined Science (Bio. & Chem.)

Physics A

Chemistry A

Biology A

Computer Literacy / Information &

Communication Technology

BAFS

Religious Studies (Christianity)

Aesthetic Education

Visual Arts

Music

Home Economics

Design and Technology

Physical Education

A = Advanced Level AS = Advanced Supplementary Level

In addition, there is a 15-minute morning session on each school day of a cycle focusing on

different areas, including Chinese reading, English reading, Religious broadcast, English and

Putonghua news broadcast, short talks by the Principal and teachers, as well as form teacher

periods.

School Facilities

Standard Classrooms 31 Discipline Room 1

Assembly Hall 1 Prefect Room 1

Covered Playground 1 Counselling Room 1

Basketball Courts 2 Library 1

Science Laboratories 4 Technology Learning Centre 1

Computer Rooms 2 Student Activity Centre 1

Art Room 1 Dance Studio 1

Home Economics Room 1 Multimedia Learning Centre 1

Student Union Room 1 Self-access Learning Centre 1

Music Room 1 Multi-function Centre 1

Chapel 1

Religious Activities

Our religious education and evangelistic work were organized by the Panel Head of the

Religious Studies Department, Miss Kwong Siu Kuen, the Evangelical and Religious Affairs

Committee and all Christian teachers. Sheng Kung Hui the Church of Our Saviour has given our

school ardent support by arranging the ministers:Mr. Wong Kam Tin and Mr. Tsang Pui Chiu, to

help us organize and host assembly talks, Christian fellowship gathering, religious morning

broadcasts, S.7 prayer meetings and morning gatherings that had nurtured our students' spiritual

growth.

Assemblies were organized every cycle. Christian teachers led the hymn singing, prayer and

spiritual sharing. There were four religious talks and guest speakers: Mr. Wong Kam Tin, Dr. Henry

Chung, The Revd. Wong Lai Ha and Mr. Cheng Ka Shun were invited to share Christian messages

with our students. The Rev. Ip Kam Fai, Vicar of Sheng Kung Hui St. Stephen's Church, was

invited as the guest speaker for the Christmas Service, while Mr. Woo Wai Ki, church warden of

Sheng Kung Hui Holy Spirit Church, gave a sermon at the Easter Service.

There were eighteen regular meetings of the Christian Fellowship this year. Twenty-eight

committee members were involved in organizing activities, such as an evangelical meeting for

students and the S.1 Gospel camp. The members were committed, receiving favorable responses

from other students in the Fellowship. Also, the Boys' Brigade with fifty-three enthusiastic members

conducted activities such as skills training, Bible study, training camp and services.

Moral & Civic Education Committee

The Moral and Civic Education Committee, headed by Mrs. Wong Ma Hau Ping and Mr. Wong

Man Wai, aimed at the promotion of values education, civic education as well as national education.

Several “Family Letters” were produced in the Day 1 Morning Talks to promote the theme of

“Proper Learning Attitude” and “Respect Oneself and Others”. Lesson plans on “Ethics on

internet” were designed for S5 and S7 form periods. A talk on “The sexual orientation in the

mass media” was also held for S5 and S7 students

Under the program of MST Voluntary Service Team, each of the S.4 classes received training on

voluntary work. They also planned and implemented services for different groups of needy people

in the community. Students gained valuable experience from serving others. Other civic

education activities included: fund-raising for the Japan earthquake relief, commentary on current

affairs through Morning Broadcasts, sharing and performance by the dancing team 心飛舞團

(formed by the disabled members of St. James’ Settlement), and an S4 talk held by the CSSA

Alliance. A visit to the Village of Ma Shi Po in Fanling provided the opportunity for students to

explore the lives of farmers, as well as to reflect on the development of agriculture in Hong Kong.

A national education assembly was held in October for a thought-provoking sharing on the

reconstruction in the Sichuan region and the Shanghai World Expo. A talk on the Revolution of

1911 was also held for S4 students.

Students’ Personal Growth

Our school had exerted great effort in the cultivation of students' personal growth and

endeavours to promote their the holistic development.

The Personal Growth Profile Scheme has been implemented from S.1 to S.7. Students set

targets and plans for their development in the aspects of moral, academic and extra-curricular

activities. Their achievements and self-evaluation are recorded in their personal profile – the

“I-File”. This year, students have reflected on their study goals and their action plans on learning.

The “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” was also implemented

from S.1 to S.3 in 2010-11. The term 'P.A.T.H.S.' denotes Positive Adolescent Training through

Holistic Social Programme. There were two tiers of the programme. In tier I, all the form

teachers conducted the positive youth development programme developed by the Research Team of

“P.A.T.H.S.” in the form teacher periods. In the tier II, the social workers of the Hong Kong

Children and Youth Services organized experiential learning programmes on resilience and

leadership training, such as adventure-based training activities, and volunteer services, for our S.1

to S.3 students. The project was completed with satisfactory results.

Discipline Committee

The Discipline Committee, headed by Mr. Leung Kwong Wai and Mrs. Law Tang Kam Ping

was supported by other discipline teachers and the two Head Prefects, Au Wai Man and Mak Sze

Wai. Training of prefects was one of the Committee’s most important tasks. New prefects

undertook a three-week training period and a 1-day training camp jointly organized with the Po

Leung Kuk Leadership Camp which was conducted in late December.

Besides teaching S.1 students school rules at the Orientation Programme, the Committee also

organized a number of activities to cultivate and strengthen S.1 and students of other forms proper

conduct and behaviour. Three 15-Minute Morning Broadcasts were conducted by the Discipline

teachers and school prefects to share the importance of self-discipline and learning. Guest

speakers from Cheer Lutheran Centre and Hong Kong Children and Youth Services were invited to

give talks on “Preventing Drug Abuse” and “Proper use of the Internet”. The Committee had also

worked closely with form teachers, counselling teachers and our social workers on how to promote

positive behaviour and handle students’ problem proactively.

Career Guidance Committee

The Careers Guidance Committee led by Mr. Pang Ying Yeung and supported by its members

helped students to solve problems on further studies and careers development.

Working together with the Academic Committee, the Careers Guidance Committee gave talks

to S.3 students and parents on choosing elective subjects in S.4. To meet the need of the

implementation of the NSS curriculum, talks and visits related to various courses offered by tertiary

institutions and career prospects were arranged for S.4 and S.5 students in their Life Wide Learning

lessons. A talk was arranged on S.6 Orientation Day to brief S.6 students about the updated

situation of JUPAS, the challenges faced as the last cohort of AL students, and the importance of

career planning. Guidance and support was provided for S.7 students on the choice of

programmes under the Joint University Programmes Admissions System (JUPAS) and other further

studies opportunities.

To widen students’ horizons, we joined the Business-School Partnership Programme (BSPP) and

visited Cathy Pacific. We also arranged students to visit Youth Employment Start (Y.E.S.) of the

Labour Department, and participated in the ‘Mr Work’ workshop. To provide students with

opportunities to explore the career world, we nominated students to join the Summer Work

Experience Scheme organized by HKACMGM.

Counselling Committee

Headed by Mr. Wong Ting Hong and Ms Lau Cheuk Yee, the Counselling and Guidance

Committee worked closely with the school social workers, Mr. Patrick Li and Ms Susanna Chui to

organize programmes for students and parents. The Committee carried out workshops and

activities like the Peer Mentoring Scheme, which aimed at promoting students' personal growth and

holistic development. To help students cope with study pressure, various activities including a

series of four morning broadcasts and assembly sharing were organized.

Much effort was also put into the counselling work for students. The Committee worked

closely with departments, committees and teachers, as well as parents and outside bodies, in the

hope of helping students who were experiencing a variety of personal and interpersonal challenges.

To enhance parental education, the committee collaborated with the Parent-Teacher

Association to organize talks and workshops on adaptation to secondary education for S.1 parents.

For S.5 parents, workshops and sharing sessions on how to support their children and prepare for

the release of HKCEE results were arranged.

Extra-curricular activities

The Extra-curricular Activities Committee headed by Miss Esther Chan aimed to promote and

coordinate a diversity of student activities. Through participation in various activities, students not

only acquired different skills and grew intellectually, they also developed self-discipline and a sense

of responsibility, and hence, their leadership potential.

There were a total of 37 clubs and societies grouped under categories including academic

activities, sports, interests, religious activities and social services. All S.1 students were required

to complete at least one activity. The overall participation rate across all forms was over 90%.

Developing student leadership was one of the Committee's important goals. Three workshops

on leadership were organized for all S4 and S5 students respectively during the Life Wide Learning

periods. They not only grasped a better understanding of leadership but were also offered an

opportunity to reflect on their own leadership potential. Moreover, a half-day leadership programme

was organized for all S2 students in the post-exam period to better equip them before they took up

their different posts in S3.

Students were entrusted with leading roles and responsibilities in organizing different student

activities and providing services in school. A leadership training day was jointly organized with

the Po Leung Kuk Leadership Camp for about 200 student leaders from different ECA clubs and

societies, the Discipline Committee and the Student Union. Our students also were also nominated

to attend a great variety of leadership training programmes offered by outside agencies.

Our students were indeed well-rounded and versatile. They outperformed students from

other schools in various outstanding ways in student elections, competitions in dance, music, sports,

visual arts and academic events. Details of their achievements can be found on p. 24 - p. 48

of this booklet.

Student Union

Under the guidance of the Chief Advisor Mr. Kwong Pak Ho, the executive committee of the

Student Union carried out various activities. There was one nomination for the Executive

Committee of the Student Union. "Fusion", led by 6C Chan Tak Wah who won the election. Other

activities included ball games, a Quiz Competition, a Music Contest, a Paper Fashion Design

Competition, a Christmas Classroom Decoration Competition, the Principal-Student Interflow,

Special Dress Day, S.1 Tutorial Class and the publication of the Student Union Post.

Our Student Union was elected as the Core Member of the Tai Po Joint Schools Student

Association, which organized a series of inter-school activities for member schools, including Form

Seven Inter-School English Oral Practice and the 2011 Inter-School Music Contest.

Parent-Teacher Association

The 16th Annual General Meeting of the Parent-Teacher Association was held on 9 October

2010. Mr. Li Shu Kin was elected as Chairman of the Association. Activities organized by the

Association included talks to S.1 parents on adaptation to secondary education, to S.3 parents on the

choice of S.4 subjects and to all parents on ‘Love stories between parents and children’. Other

activities organized included a Christmas party, an excursion, a summer computer workshop, the

parent-teacher relay on the Sports Day and a Principal-Parent Interflow. All the activities were

highly successful and attracted a large number of parents. The Association also published two

issues of the Parent-Teacher Association Newsletter and sponsored student scholarships and activity

grants to the school.

Performance of Students in Public Examinations

Hong Kong Advanced Level Examination

‧ No. of candidates : 89

No. of students obtaining passes or above in Use of : 81 (91.0%)

English, Chinese Language & Culture and at least

two AL subjects.

Total No. of distinctions and credits : 203

‧ Students with outstanding results:

7A Lau Chun Wa (3A 2B)

7B Yip Chun Kit (3A)

7B Wong Geoffrey Chun Sung (2A 2B 1C)

7C Tai Hui Kwan (2A 2B 1C)

7A Chan Tsz Man (2A 2B)

7C Leung Cherk Ga (2A 1B 2C)

Distribution of S7 students to degree courses through JUPAS

The University of Hong Kong 5

The Hong Kong University of Science and Technology 10

The Hong Kong Polytechnic University 10

The Chinese University of Hong Kong 8

Hong Kong Baptist University 7

City University of Hong Kong 4

Hong Kong Institute of Education 2

Early Admission Scheme

6B Au Wai Man Medical Studies (MBBS) (HKU)

6B Choi Man Kit Medicine (MBChB) (CUHK)

6C Tsang Phyllis Hiu Nam Quantitative Finance (CUHK)

Achievements of the Year

1. Sustaining smooth implementation of the New Senior Secondary (NSS) Curriculum

With the continuous and tireless efforts of teachers, we moved smoothly onto the second year of

the new academic structure. We continued to provide our students with a well-balanced

curriculum and a variety of Life-wide Learning Experiences that could enable our students to

pursue their interests of studies, realize their goals in different ways and build a solid foundation

for further studies.

2. Developing students’ independent of learning

There were ongoing efforts to help students to be masters of their own learning, by setting their

own learning goals and schedules. Concerted efforts by departments and committees led our

students through different programmes to explore their own potential and desires to further

improve their academic attainment and broaden their horizons. Through these efforts, students

will be fully prepared for challenges in learning and working.

3. Improving learning initiative through “Reading to Learn”

Cultivating students’ interest in reading remained a priority in our school. Various reading

promotion activities initiated by the library and other concerned departments, teams and interest

groups were been well received and fostered wider and general reading among students. Talks

by guest speakers, fellow teachers and students during assemblies, 15-minute morning

programmes and lunch time sharing provided ample opportunities for the sharing of views on

book reading and appreciation. Students’ participation in the Reading and Learning Across

Curriculum, a school-based self-access learning programme under the QEF project, proved

satisfactory.

4. Enhancing teaching and learning effectiveness

Teachers’ participation in seminars, workshops and training courses both inside and outside

school for professional enhancement grew steadily. Our students continued to benefit from

teachers’ experimenting with classroom knowledge and teaching techniques they had acquired

in these programmes which resulted in positive impacts on students’ learning. Peer lesson

observation, collaborative lesson planning and cross-departmental sharing constantly inspired

teachers to adopt appropriate measures to face everyday challenges in the classroom, such as the

growing diversity of learners.

SKH Bishop Mok Sau Tseng Secondary School

Evaluation Report on Major Concerns 2010-11

Major Concern 1: To develop students’ independence in learning

Intended outcome (1): Students master their study skills, which are basics for learning

independently and effectively

(a) To strengthen study skills to consolidate students’ learning ability

To help students develop a habit of lesson preparation and note taking

Achievements - With the heightened awareness and conscious teaching by most teachers, the target had

been largely fulfilled with the following observation by subject departments:

(1) In varying degrees and subjects, more than 70% of students had prepared lessons

in advance and note taking during lessons had become a habit.

(2) Teachers had developed a habit of telling students what would be discussed in

the coming lessons. Some teachers assigned specific tasks to help students to

consolidate the habit of lesson preparation. Pre-lesson questioning was also

carried out frequently to check the effectiveness of lesson preparation.

(3) Various methods had been observed in the classrooms as regards efforts of both

students and teachers to establish this habit. Some subject required students to

have their own notebook. Some teachers had designed notes specifically to

facilitate note taking. Students in general used highlighters to highlight important

points on texts.

(4) Improvements of students had been observed in some subjects after students had

mastered the skill of note taking. Students were able to sort out records of class

discussion more systematically.

Reflection

- While most students took the initiative to prepare lessons and take notes, and have

improved over their previous performance, there is still room for improvement.

(1) Some subjects performed better than others. For example, over 90% of S.1 to

S.5 students in certain subjects are ready to take notes in class while some others

still need constant reminding.

(2) With the existence of learning diversity continuous effort is needed for all

students to realize the importance, not just the brighter or more diligent ones.

(3) This habit should be firmly established from the junior forms

- Teachers should play a more proactive role in inducing students to form self-learning

habits.

- Some departments suggested that blackboard teaching helps students to take notes

To help students put into practice the self-management skills

Achievements: - Target of organizing morning programmes, assemblies, form periods focusing on helping

students to strengthen their self-management skills as regards learning had been achieved.

(1) Academic Committee had organized two 15-minute Morning Programmes

focusing on self-management and effective learning.

(2) Counselling & Guidance Committee and Discipline Committee had conducted

five morning broadcasts respectively to share views on the same theme.

(3) One PA assembly hosted by Academic Committee also explored the same topic

with students.

- Other programmes had been organized to help students to realize the importance to

self-manage their own studies and to set their own learning goal and schedule

(1) Counselling and Guidance Committee had guided S.1 – 4 and S.6 students to

compile the I-file, to instill in students a balance of moral training, academic

pursuit and participation in extra-curricular activities.

(2) Discipline Committee had implemented new measures to train students to

self-manage their learning attitude and behaviour in classrooms that could affect

their studying. Students were not allowed to take anything from their lockers

and students of floating classes had to pack up and leave the home room as soon

as the preparation bell had sounded

(3) Some subjects required students to take up self-reading scheme and fill in I-files,

or required students to keep a personal file to keep a systematic record of all their

works so that they could manage their own progress.

Reflection - Feedback from students as regards Morning Programmes Talks / Broadcast and assemblies

were mostly positive:

(1) Students responded that the importance of self-managing their learning had been

recognized and initially established.

(2) Some had tried out methods learnt from the sharing.

- Continued effort and measures needed to be devised to help students develop a persistent

habit of initiative and self-managed learning and to sustain what they had started this year.

(1) Appropriate measures needed to help students to devise their own learning

schedule.

(2) Review of students’ I-file by form teachers is pending to be accomplished at the

end of the school term. This should reveal more data as regards the

effectiveness and the percentage of our students, particularly junior form

students, whether they can self-manage their learning, set their own learning

goals and their schedule of learning.

(3) Data supplied by Discipline Committee showed that in general students could

adapt to the new measures within the first two months. Some students had still

broken the rules and should be further strengthen in this regard.

(b) To further develop students’ generic skills in subjects, such as collaboration,

communication, critical thinking skills and creativity

Students can display the skills of collaboration / communication / critical thinking

/creativity in projects and task-based activities

Achievement - Most subject departments had achieved the goal by designing various appropriate projects and task-based activities to train different

generic skills of students. Students were observed to have acquired various study skills through participating in these activities. The

following measures had been employed:

(1) Small group discussions had been conducted in many classrooms. (2) For junior form students, this was also done to familiarize them with both the internal and external speaking examination

format. For senior form students, this also aimed at achieving better public examination results.

(3) Student performance as regards coordination, communication and critical thinking ability in group tasks, oral presentation, skill-based worksheets, video-clips making projects, case study and classroom display board competitions

were observed by many subject departments to be satisfactory.

Reflection - Further strengthening in this area is desirable

(1) In some cases, students had shown that they were still not very familiar with the

nine generic skills. This was reflected in a 15-minute Morning Programme

hosted by the Career Guidance Committee on the importance of acquiring the

generic skills and other good attitudes such as perseverance, respecting others

and sense of responsibility in all aspects of secondary school life.

(2) It was suggested by some subjects that further adjustment of teaching pace was

necessary to create space for students to do group work together to enhance their

generic skills.

(3) More explicit mentioning of the intended learning outcome about skills relevant

to the curriculum is necessary.

Subject departments attend seminars / workshops on various generic skills relevant to

the curriculum

Achievement - The strategy had been partly implemented with subject teachers of several departments

having attended seminars and workshops on generic skills relevant to the curriculum.

Intended Outcome (2): Students take initiative in learning and developing their own interest and

desire to learn

(a) To improve learning initiative through “Reading to Learn”

To organize book exhibitions to expose students to a variety of texts

Achievement

- The strategies had been implemented with the following activities and observation from

concerned subjects:

(1) Three book exhibitions had been organized jointly by the Library and the

Chinese and English departments this year.

(2) Chinese department had also organized a mini book exhibition in March 2011.

This had been conducted at least once a year for a number of years and was

received positively.

(3) English department had reflected that book exhibitions organized had

encouraged students to read more and different genres of books. Students had

been observed to read more widely and the number of entries on students’

reading log increased. Sales record in book exhibition had also indicated an

increase.

To present Reading Scheme Awards to further promote wider and general reading

Achievement

- This strategy had not been successfully implemented and target was not met with only 34

students applied for the Reading Award Scheme this year.

To issue an update list of new library books and organize new book display to inform

students monthly

Achievement

- This strategy had been implemented

(1) New book lists had been released monthly by the Library and posted in Excel

format to both students and teachers from October 2010 to May 2011.

(2) New book displays were organized by the Library every two weeks

To hold talks / book sharing activities to cultivate students’ interest in reading

Achievement

- This strategy had been implemented

(1) A series of activities had been held by the Library including two 15-minute

Morning Programme Day 1 talks, one Day 6 morning broadcast and two sessions

of LWL lessons to cultivate students’ interest in reading.

(2) Guest speakers had been invited to hold two assembly talks, one during the Book

Festival.

(3) Book sharing sessions had been conducted throughout the school year, including

one hosted by the English department during the Book Festival, several by the

Chinese department and the Reading Club respectively. Both teachers and

students shared their views on reading during lunch hours at these sessions.

To develop students’ independent learning through reading and learning across

curriculum (QEF Project)

Achievement

- This strategy had been implemented with partial success:

(1) Reading and learning Across Curriculum (RAC), theme of school-based

self-access learning programmes under the QEF Project, has been participated in

by a number of subjects including English, Maths, Physics, Chemistry, Biology,

Science, Computer, BAFS, History, Geography, HE and DT.

(2) Students’ performance was in general satisfactory. They were on task and were

able to finish the assignments of reading articles posted on the RAC platform.

(3) Some subject departments reported that students were aware of their ability and

eager to challenge themselves in a higher level when possible.

(4) Some subject departments had employed measures such as treating those

students not completing the reading assignment in the same way as if they failed

to handle homework.

- Other on-line programmes had also been purchased and organized by individual

departments to promote self-reading of students

(1) TV news by HKEdcity,

(2) 看漢網互動學習平台

(3) Online HKEAA Question Bank with different degree of success as well as

problems.

Reflection

- IT Committee , the committee responsible for the implementation of the QEF Project and

other participating subject departments had commented on the following:

(1) The implementation of the RAC platform was a little behind schedule

(2) A significant amount of system and programme bugs were found in the system

(3) The weekly progress issued only revealed the overall participation rate of

students in the programme but lacked the data on individual subjects, rendering it

difficult to monitor and evaluate the popularity of the assigned articles

- Continuous assessment of the programmes and other resources was necessary.

(b) To instill in students a better understanding of their own strengths and weaknesses so that

they can design plans and strategies to meet their own learning needs.

I-files are made use of to help junior form students to better understand themselves as

regards their learning needs

Achievement

- This strategy had been implemented but the assessment of the effect of the implementation

is pending. Students would complete the filling of I-files at the post-final exam period.

This would be put on the agenda of the final Form Committees meetings

Orientation programmes are conducted for S.1, S.4 and S.6 students

Achievement - This strategy had been fully implemented with the following orientation programmes

conducted by different committees concerned:

(1) Academic Committee and Counselling Committee had jointly organized

orientation programmes for S.4 and S.5 students The process was smooth and

feedback from students was positive. S.6 Orientation was conducted on

29/11/2011.

(2) Peer Mentor Scheme took care of S.1 students and their adaptation to the new

school life while providing opportunities for S.3 – S.6 peer mentors to discover

their own potentials and leadership ability. The average attendance of both

mentors and S.1 students was over 90% and 86% of S.1 students agreed

positively.

(3) Academic Committee organized a series of S.4 LWL periods during which

students learned to set their learning goals, design their plans and strategies to

achieve their goals. The end product was a letter written by students themselves

and kept by form teacher until end of Final Exam, stating their learning goals and

expectation.

(c) To provide a supportive school environment and a positive and appreciative atmosphere to

encourage students to strive for self-betterment.

To help students to internalize what they learnt from good models and reach for higher

goals

Achievement

- This strategy had been fully implemented and the targets met with the following activities:

(1) Academic Committee had invited four alumni to two assemblies respectively for

junior and senior students to share their success story in their learning path, with

special reference to motivation, attitude and setting higher learning goals.

(2) EAC Committee had also organized four 15-minute Morning Programme talks

where teachers and students shared what they had achieved in terms of learning

and personal growth when participating in ECA. Feedback from both teachers

and students were positive. Three LWL lessons were devoted to leadership

training for S.4 and S.5 students.

(3) Talks by alumni on Biology learning strategies were arranged.

- Students’ academic achievements were also shared and displayed through prize

presentation assembly and the school webpage.

Reflection

- Response from students to these activities was positive and some had indicated their wish

for more of this kind to be held.

To broaden students’ exposure to the outside world

Achievement

- The target to have an increase of 10% of total number of students participating in external

learning activities and competitions had been achieved as observed by different subject

departments and committees

(1) Arrangement had been made for students to join outside school projects, Speech

Festival, Music Festival and competitions such as Maths Olympiad with some

awards obtaining which had also broadened their vision and enhanced their

initiative to learn.

(2) Some departments had organized field trips where students could put into

practice what they had learnt in classrooms.

(3) External Affairs Committee and Chinese department had jointly organized study

tour to China where students had shown great interest in local culture and

responded positively to what they gained from the experience.

Major Concern 2: To enhance teaching effectiveness

Intended Outcome (1): Teachers improve in pedagogy and classroom teaching strategies

(a) To adopt appropriate approaches to facilitate quality interactions and students’

participation in class

A seminar / workshop of different approaches to facilitate quality interaction is

conducted and over 70% of teachers find that useful

Achievement

- This strategy had been fully implemented and the target met with the Academic Committee

inviting the Principal to conduct two workshops on “Design of quality homework and

questioning techniques” and “To enhance Teaching Effectiveness” at two School

Development Days.

- Over 70% of teachers had indicated positive approval.

Peer lesson observation with sharp focus on class interaction are conducted by subject

departments

Achievement

- This strategy had been implemented

(1) Most subject departments had completed lesson observations within department

with each teacher being observed and having observed others.

(2) Some departments had invited peers both within and across departments to

observe lessons.

(3) Most departments had made use of the focus lesson observation form designed

by the Academic Committee

Reflection

- It had been observed that lesson observation enabled teachers to exchange ideas of

teaching experiences and teaching techniques, and foster understanding of the syllabus and

teaching activities of different forms.

- This practice should be encouraged to continue.

(b) To foster a better understanding and develop appropriate strategies to address learners’

diversity

To enhance teachers’ understanding of learners’ diversity

Achievement

- The strategies were implemented successfully with targets met

(1) Members of Academic Committee attended the seminars organized by EDB on

the “catering of learning diversity” and the seminars of learning diversity for

middle-management teachers. Relevant information was frequently updated from

the EDB’s website by Academic Committee members too.

(2) Teachers of almost all departments were active in attending seminars, workshops

and training courses organized by EDB on learners’ diversity as revealed by the

CPD records (and Annual Report – to be confirmed).

(3) Some teachers had also shared knowledge they had acquired from these seminars

and workshops with colleagues of their departments

To formulate policies in curriculum planning, teaching and assessment methods by

Academic Committee

Achievement

- This strategy had been largely implemented

(1) Continuous reviews had been conducted on curriculum to update teaching and

assessment policies and the department manuals. There were thorough

discussions in Department Heads Meetings, in Academic Committees meetings

where concerns and suggested were raised and comments from departments

heads sought.

(2) A number of measures had been adopted by various subject departments to cater

for learners’ diversity including some departments implementing spiral

curriculum and others tailor-making worksheets to set more challenging content

for high achievers and exam papers that could accommodate students of all

levels.

(3) Some subjects had also taken consideration for learners’ diversity when grouping

students in class discussion activities.

To encourage teachers to participate in the courses about developing appropriate

strategies to address learners’ diversity, such as Jigsaw, SEN, etc. offered by EDB and

tertiary institutions

Achievement - This strategy was implemented and target met with two teachers attending courses on SEN.

(c) To improve teachers’ questioning techniques in classroom teaching to provoke higher

order thinking and critical thinking among students

Teachers include questions demanding higher order thinking in classroom teaching

Achievement

- This strategy was implemented with some departments reported that higher order thinking

questions were asked more frequently in elite classes where students showed more obvious

interest in thinking about such questions.

Peer observations with sharp focus on questioning techniques are conducted by subject

departments

Achievement

- This strategy had been implemented with peer observation had conducted by almost all

departments. The Academic Committee had prepared a lesson observation form specifying

on good class interaction skills was prepared for teachers’ reference by the Academic

Intended Outcome (2): Teachers’ professional growth will be enhanced with improved

teamwork and synergy

(a) To promote lesson study / collaborative lesson planning to improve the quality of lessons

A department is invited to share the rationale and implementation process of the

collaborative lesson planning

Achievement

- This strategy had been implemented. The Academic Committee had invited L.S.

department to share the rationale and implementation process of collaborative lesson

planning at the August Staff Meeting 2011.

Knowledge acquired in seminars / workshops on learners’ diversity is put into practice

when NSSC topics are prepared in TCLT

Achievement

- This strategy had been implemented with success

(1) One TCLT had been devoted to discuss and prepared NSSC topics.

(2) Most subject departments had been making use of TCLT and other time to

conduct lesson study and collaborative lesson planning. Some met regularly in

common periods to report progress, to discuss uprising matters and to share

teaching tips. Some subjects had assigned two lessons per cycle for

collaborative lesson planning.

(3) Inter-departmental meetings to discuss matters related to NSSC topics had also

taken place among several subjects.

Reflection

- Sparing more time on collaborative lesson planning on NSSC topics is desired.

(b) To encourage sharing of good teaching practices among subject departments and with

those from other schools

Sharing of good teaching practices among subject departments or with those from other

schools is conducted

Achievement

- This strategy had been implemented with some success

(1) Some departments had visited other schools and some were in the process of

planning upcoming events with other school for the sharing of ideas and teaching

experiences.

(2) Inter-departmental sharing of good teaching practices and making trial use of

teaching methods after learning from seminars had also taken place.

Income ($) Expenditure ($)

Balance B/F (Government Funds and School Funds) 8,597,685.95

I. Government Funds - OEBG Grant

(1) (a) General Domain

Administration Grant 3,466,505.00 3,387,196.13

School and Class Grant 709,535.78 1,263,979.45

Noise Abatement Grant 7,212.00 4,123.03

Air-conditioning Grant for Preparaton Rooms of 7,968.00 4,120.01

Lift Maintenance Grant 128,304.00 60,255.00

Consolidated Subject Grants 201,039.73 101,524.70

Enhancement Grant 6,479.00 -

Supplementary Grant for School-based Management 167,013.00 -

Training and Development Grant 6,901.00 130.00

Composite Information Technology Grant 376,501.00 311,440.23

Sub-total 5,077,458.51 5,132,768.55

(b) Special Domain

Capacity Enhancement Grant 471,771.00 549,840.00

Program Fund for Whole-School Approach to 7,234.00 2,345.00

Guidance & Discipline

Sub-total 479,005.00 552,185.00

(2) Grants Outside OEBG

Committee on Home-School Co-operation Project 14,224.00 14,224.00

Composite Furniture and Equipment Grant 464,690.00 641,814.30

Substitute Teacher Grant 74,996.84 75,440.00

Learning Support Grant for Secondary Schools 40,000.00 20,000.00

School Support Partners Scheme 293,852.42 -

Fractional Post Cash Grant 127,336.50 112,940.00

Enhanced Senior Secondary Curriculum Support Grant 635,220.00 741,819.13

Add'l Support for Adopting English-medium Instruction - 6,680.79

(Claw back)

Sub-total 1,650,319.76 1,612,918.22

II. School Funds (General Funds)

Tong Fai 136,735.00 -

Scholarship & Donations 38,756.00 37,701.00

Tuckshop Rental 138,000.00 -

Bank Interest 1,728.92 -

Hire of School Premises 6,378.00 3,543.18

Income from transcript and wastepaper recycling 5,400.80 -

Jockey Club Life-wide Learning Fund 35,400.00 35,400.00

Activities Subsidy - 26,800.00

Collection of fees for specific purposes (including

electricity charges for air-conditioning)

353,830.00 517,880.58

Temp Receipt / Payment 731,179.53 752,942.43

Others 96,035.20 104,298.72

Sub-total 1,543,443.45 1,478,565.91

Total surplus/(deficit) for 2010/2011 school year (26,210.96)

Accumulated surplus as at the end of 2010/2011 school year 8,571,474.99

SKH Bishop Mok Sau Tseng Secondary SchoolFinancial Summary for the year 2010-2011

Date Sponsoring Body/Donor Purpose Amount (HK$)

10/09/2010

Hong Kong Sheng Kung Hui (HK

Anglican Church) General 100.00

08/10/2010 S.K.H. The Church of Our Saviour

Book coupons for

Church of Our

Saviour Scholarship 3,000.00

07/12/2010 Alumni Association

Alumni Assocation

Scholarship 2,000.00

15/06/2011 Mr. Cheng Chi Hong

Two S1 students of

excellent academic

result 1,000.00

28/06/2011

S.K.H. Bishop Mok Sau Tseng

Secondary School Parent- Teacher

Association

Book coupons for

Merit Students 14,000.00

Total 20,100.00

Donations received by school

From 1 September 2010 to 31 August 2011