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Endorsed by Incorporated Management Committee on 12-10-2010
LAW TING PONG SECONDARY SCHOOL
School Report 2009-10
~ From Compliance to Development~
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Contents School Report 2009/10 P.2 P.21 Appendix 1: Financial
Summary 2009/10 School Year P.22 Appendix 2: Report on Use of
Capacity Enhancement Grant in 2009/10 School Year P.23
Appendix 3: Summary of the expenses of Scheme on Additional
Support for Schools Adopting English-medium Teaching 2009/10 P.24
Appendix 4: Summary of the Expenses of School-based After-school
Learning and Support Programmes 2009/10 P.25 Appendix 5: Report of
the Beat Drugs Fund 2009/10 P.26 P.28
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~ From Compliance to Development~
The school experienced a significant and abrupt change in senior
management last year. The
primary job then focused on the reframing of the organization
structure, stablising the morale of the
staff and cultivating a serious learning attitude in the
class.
Results were encouraging as shown from various major
questionnaire results. Teachers understood
that they had to be stringent and caring at the same time.
Students also complied with the 5 Rights
in the school.
With such basics to start with, the school showed concentration
in fine tuning of some existing
programs as well as exploring initiatives in both teaching &
learning. Various types of the other
learning experiences were also crucial to develop our students
into 21st Century leaders.
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Objective 1:
To build a harmonious campus through care for others,
cultivation of values and life habits.
Strategy 1: To cultivate students to have serious attitude in
classroom learning, thus making classroom learning more
effective
Measures:
1.1 Having classroom log for recording students performance in
class.
1.1.1 The log could help the monitoring of the classroom
discipline since it was useful for class teachers and year level
coordinators to do the follow-up in case of any problems. However,
the effect was sometimes less than satisfactory because the grading
of each teacher was not consistent enough. The problem was further
worsened when some classes failed to submit the log on time. It was
suggested that a clear guideline for grading be given to the
teachers. Besides, they were encouraged to train up the students
who were responsible to submit the classroom log on time.
1.2 More display of big quotes in school campus, 7 Habits of
Highly Effective People (Stephen Covey) and 16 Habits of Mind
(Arthur L. Costa).
1.2.1 The quotes enriched the corresponding atmosphere as it
could better remind the students about the 7 habits of Highly
Effective People and 16 Habits of Mind. Yet, an actual
implementation was not significantly obvious for the teachers and
students. It might be improved if real-life examples were also
displayed.
1.3 Installing new blinds of the classroom on the other side of
the window.
1.3.1 It was effective for the monitoring of students since the
teachers on duty could easily
understand the situation by looking into the classroom. Students
tended to behave
better with this atmosphere. However, a few classes did not
follow the requirement and
lowered blinds without permission because they did not like to
be supervised. It was
suggested that class teachers should guide the students to
develop a positive attitude
towards the policy.
1.4 Assemblies and talks were arranged for students on various
issues.
1.4.1 All classes had at least two chances to come up on stage
to do the performance. Although performance standard varied, most
classes could convey messages, values or life skills and showed
their confidence. To further raise the quality, it was advised to
give more guidance on the content suggested by the students during
the design of the performance.
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1.5 2 class teachers from S1- 4 to offer mentoring, guidance and
monitoring on students behaviour
1.5.1 Class teachers could have more interactions with students
as the workload was shared. However, some teachers were still not
used to the policy and were not clear enough if they should take up
the roles of class teachers or mentors. It was suggested to bring a
clear message to all class teachers that they also have to bear the
responsibility of mentoring on top of the class affairs.
1.6 Year Level meetings for teachers to share updates and
experiences in managing student behaviours during lessons
1.6.1 It was a good platform for the teachers to share their
experience of dealing with the students in the same year level.
Suggestions and solutions were usually drawn during the
discussions. However, the meeting tended to have put too much
effort on the disciplinary issues, while the academic matters were
not emphasized enough. It was suggested emphasis should be put on
both the academic and disciplinary issues.
1.6.2 The meetings were held once a month, and it was found that
the frequency was too high which caused a heavy workload to
teachers. It was suggested to adjust the frequency and increase the
effectiveness of each meeting.
1.7 Head of Years sit in lessons with teachers to improve the
classroom management in junior forms.
1.7.1 The measures were effective for all the classes with this
measure implemented as a great improvement was seen after a certain
period of carrying them out.
Strategy 2: To make students observe school rules and have more
positive attitudes
Measures:
2.1 Student diary for students to build up a good
self-management habit.
2.1.1 It was welcomed by most of the students, parents and
teachers. Many students were willing to use it as their own
schedule book. It was also a convenient tool for the communication
between parents and teachers.
2.2 Clearer guidelines on school rules. Awards and punishments
were to be enforced as stated.
2.2.1 School rules and guidelines were printed in the student
diary. Students were required to have the diary with them all the
time. That resulted in an easier follow-up.
2.2.2 Misbehaviour Record Slip were used as a reminder for
students to have a tidy uniform, be punctual for lessons and not
eat/drink anything in the prohibited areas. The outcome was good
since the number of the corresponding offences were greatly
reduced. However, according to the APASO, both the results of
negative effective and assertiveness were still alarming (2.34 and
2.43 respectively) as they were higher than the HK School Norm. It
was suggested to put more effort on both award and appreciation
aspects in the future.
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2.3 More coordination and communication with parents so as to
get their support in school enforcement of discipline control
2.3.1 The enhancement functions of the eClass system attracted
more parents to login. Some of them would login regularly to check
for homework and do communication with teachers.
2.3.2 Parents nights were arranged to brief parents about school
policies related to the student development. The arrangements were
welcomed by most of the parents.
2.4 More communication with students during non-teaching
time
2.4.1 Teachers would take turn to patrol during transit, recess
and lunchtime. They were encouraged to proactively communicate with
students during the patrol so that students could have more
opportunities to interact with teachers. From the APASO, it was
satisfactory as the results for the teacher-student relationships
was higher (2.94) than that in the last year. Yet, improvement was
still needed as not all teachers were doing patrol according to the
scheduled plan. It was advised to design the duty schedule with the
teachers timetable being taken into consideration so as to better
fit the teachers own schedule.
2.5 More organized Life Education lessons were to be conducted.
Teachers were briefed or guided by WCY about the use of PATHS
materials, and materials for teaching 7 Habits. More hall
sessions
were also organized so that WCY can do sharing / presentations
to students about Life Education
and 7 Habits.
2.5.1 More talks were arranged for S1, S2 and S3 during life
Education lessons. Most teachers welcomed this measure as they
thought it was more effective and interesting for the students to
learn through those sessions.
Strategy 3: To develop students respect to others, especially to
teachers
Measures:
3.1 Enforcing teachers expectations to students about
respect.
3.1.1 In addition to the implementation of classroom log and
Misbehaviour Record Slips, expectations to students were also
emphasized during assemblies and form gatherings. The effect was
satisfactory as students got a clearer idea of the corresponding
issues.
3.2 More support especially to new teachers on classroom
management.
3.2.1 Teacher mentoring scheme was implemented in which each new
teacher was mentored by an experienced staff. It was effective as
all the new teachers could get used to the school and the students
in a short period of time. They could also learn the classroom
management skills by observing their mentors lessons.
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3.2.2 More lesson walk-through and informal chat with new
teachers were done as a support for them. Problems could be noticed
in no time, and suggestions / solutions could then be made
accordingly.
3.2.3 New teachers were assigned to be the C/T partner of
experienced teachers so that they could have more chances to learn
from the others. The outcome was good as the coordination was
smooth and the new teachers could take up the C/T responsibilities
quickly.
3.3 Setting up TV in school campus to broadcast Life Education
programmes.
3.3.1 The outcome was satisfactory for the common area on the
4th floor because there were sofas and tables to attract more
students to stay and watch the programmes comfortably. However, the
results in the areas of tuck shop and covered playground were not
good enough due to the less comfortable environment. Besides, it
was suggested to improve the receiving of the TV signals because it
was not stable enough.
Strategy 4: To increase students life value and leadership
capabilities
Measures:
4.1 More opportunities for students to do presentations or
demonstrations
4.1.1 Hall assemblies were arranged for students to do
presentation and demonstrations. During the preparation, students
needed to put effort on the designing of their performance as well
as collaborate with their classmates. The process provided a very
good opportunity to train up their leadership and some potential
leaders were discovered.
4.1.2 Leadership training activities were arranged for S1, S2,
S3 and S6. The outcome was good since most of them had cultivated
their team spirit and the sense of belongings. It was advised that
more follow-up program should be organized in the future to sustain
their skills.
4.1.3 More chances and support were provided for SA, Houses and
Prefects. Training programs were held for them to better train up
their leadership skills. For the House committee members, they were
further drilled by the extended cheering team practice (from Nov,
2009 to Mar, 2010) in which they needed to take care of groups of
students.
4.1.4 A number of students were involved in the ad-hoc
activities (e.g. Information Day, Sports Day, Parents Night) as
helpers. All of them showed good performance. Some of them even
demonstrated better than expected. During the process, they learned
the skills of communication and cooperation.
4.1.5 According to the APASO, the above measures were effective
because the results
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about achievement and adventure (2.90 and 2.84 respectively)
were better than that in last year.
4.2 Wed CCA for S6 students to organize activities for junior
secondary students
4.2.2 It was welcomed by most S6 students, and most of them were
performing well. During the process, they had developed the
leadership skill, management skills and problem solving skills. It
was suggested to have S6 also the S5 (NSS) students get involved in
organizing the CCA and other activities in the next academic
year.
4.3 Organizing school picnic for students to do practice of
event management
4.3.1 In addition to the smooth process, significant team spirit
was shown in most of the classes in the picnic. Students had put a
lot of effort in organizing class-based games and activities.
Reflections and photos were collected after the event as a
conclusion.
Strategy 5: To increase students life wide learning
experiences
Measures:
5.1 Setting up TV in school campus to broadcast life wide
programmes.
5.1.1. It was regarded as one of the means to let students learn
outside the classroom. However, the result was less than
satisfactory because there were not many related programmes. It was
advised to do more researches and see if there were any sources of
good programmes.
5.2 Provide more chances for our students to join external
competitions / seminars / workshops / visits.
5.2.1 Many chances were provided for students to join the
variety of activities. Most of them gave positive feedbacks
afterwards.
5.2.2 Balance between lesson time and OLE was an issue to
address next year.
Strategy 6: To enhance better coordination among teachers,
especially teachers of the same year level
Measures:
6.1 Regular Head of Year Meetings for teachers of the same level
to discuss matter related to the Teaching & Learning situation
in the school and to share updates and experiences in managing
students behaviour during lessons.
6.1.1 The meetings were effectively held with some useful
opinions and solutions related to the teaching and learning
situation in the school were made during the discussion. However,
the meetings mostly involved CTs of the same year level and some
Non-CTs, but not all subject teachers. A whole picture might not be
obtained. It was suggested
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that the CTs collect the opinions from the subject teachers for
various ideas proactively and bring to the meetings for
discussion.
6.1.2 Some special meetings for some classes with all subject
teachers involved were done for classes having particular concern.
Most teachers welcomed such meetings for them to have a better
understanding on the class situation and be able to provide a
better learning and teaching environment.
6.1.3 The frequency of meetings was too high, and it resulted in
a heavy workload to teachers. It was suggested to reduce the
frequency of the meeting in the future.
6.2 Student Support and Mentoring Committee members serve as
coordinators to help improve students performance.
6.2.1 Good arrangement as all year level coordinators could help
in issues of the related year level and the behaviours of students
generally improved throughout the year.
6.3 Lesson observation and walk through would be conducted
throughout the year, especially for the new coming teachers and
teachers with little experience in teaching.
6.3.1 Good arrangement and support to teachers with little
teaching experience. Much help was offered during the lesson walk
through and this helped to improve the learning and teaching
environment in class.
6.4 Conducting teacher development programs.
6.4.1 New Teacher mentoring system had been implemented with
each new teacher having a mentor who can offer intensive help and
helped them adapt to the school environment within a short period
of time.
6.4.2 Meetings organized by SSMC for new teachers had been
arranged to offer support to new teachers on student development
issues.
Strategy 7: To enhance teachers capabilities
Measures:
7.1 Arranging teachers to attend related teacher training
courses.
7.1.1 Teachers of SSMC were arranged to attend different
Discipline and counseling courses for further equipping themselves
with knowledge and skills in dealing with related issues.
7.2 Arranging in-house training on various aspects related to
student development (e.g. Discipline, Life Education, Life-Wide
Learning, Other Learning Experiences, Student Learning Profile,
Career
Education etc).
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7.2.1 In-house training staff development sections and meetings
had been arranged by different committees of student development,
examples including talks related to SEN, 7-habits. Through
conducting such meetings, teachers were able to have a better
understanding on related issues so as to offer appropriate guidance
to students.
7.3 Arranging external teacher development programs
7.3.1 Different external teacher development programs were
arranged, like joining of the OLE Symposium. More sharing and
knowledge exchange with teachers from different schools could be
done.
7.4 Year level meetings for teachers to share updates and
experiences in managing students behaviour during lessons.
7.4.1 Regular Head of Year Meetings for teachers of the same
level for the stated purposes were conducted every month. The
meetings were meaningful in the way that useful opinions and
solutions were made and teachers found it mutually beneficial in
experience sharing. However, the frequency of having meetings was
too high that it resulted in a heavy workload to teachers.
Strategy 8: To enhance communication and the relationship
between school and students, parents and alumni
Measures:
8.1 Student diary printed with pages for Home-School
communication.
8.1.1 The practice was welcomed by teachers and parents for
providing an easy and effective way for communication.
8.2 Facilitating parents to access various functions of eClass
easily for better communication
8.2.1 Welcomed by teachers and parents as this provided a
direct, anytime and anywhere communication between school, teachers
and parents
8.3 Contacting parents through the SMS system on emergency
situations
8.3.1 The system was ready and updated with all teachers,
students and parents contacts. The aim of such measure was to
provide instant communication to all the parties concerned on
emergency situations, but we had no call for such urgency this
year.
8.4 Providing more suitable working rooms for PTA, SA, Houses
and Prefects, and to streamline the working procedures
8.4.1 A larger SA room was arranged for SA. The room was of
better size and also just next to the basketball area which was of
easier monitoring. A larger and better store room
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for Houses was provided and a larger and better room for
Prefects team for storing their files, tools and for meeting was
arranged. A room was provided for PTA to store their resource and
to conduct small scale meetings when needed.
8.4.2 In order to streamline the working procedures of various
functional units, the PTA adhered to more formal meeting procedures
so as to control meeting time and progress. Meetings had become
more effective. In addition, the SA, Houses and Prefects were
required to submit plans to their teacher i/c for approval before
actual implementation.
8.5 Arranging more frequent informal gatherings with PTA, SA
& Student Think Tank.
8.5.1 Frequent chats and informal gatherings between SA with
teacher were arranged for better understanding between students,
teachers and the school.
8.5.2. Deputy Principal also conducted informal meetings with
students of different classes during lesson substitution. Chatting
and discussion on school policies and hot issues were done to allow
students of different classes to be more aware of stated issues so
as to cultivate positive attitudes towards school policies.
8.5.3 For PTA, about 0.5 hour informal meeting time was arranged
before each PTA executive committee meeting. Also, frequent email
communication with PTA Exco was done for better communication
between the school and the parent representatives.
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Objective 2:
To enhance students academic performance
Strategy 1: To cultivate a proactive learning attitude
Measures:
1.1 Improving the campus environment to cultivate a pleasant
learning atmosphere
1.1.1 Posters, wall-charts, quotes were posted in classrooms and
the staircases. Classroom display board competition was organized
by the Life Education Committee to encourage students to update and
maintain their classroom display boards. Students work were shown
in the display panels newly installed on the pillars in the
corridors. New display boards were also set up. Information of
activities inside and outside school was shown.
1.1.2 Students achievements were also made known to fellow
students posting their work, awards and photos on boards near the
entrance to the hall. All these measures created a vivid
environment which, together with the diverse contents, drew
attention of the students and visitors. It was suggested that
student work on display should be renewed more regularly.
1.2 Setting up subject rooms and English teachers home rooms
1.2.1 Apart from the science laboratories, rooms 531, 533, 303E,
212, 513, 433, 431 and 412 together with some junior form
classrooms were designated as the subject rooms (for Chinese,
English and PSHE) and English homerooms. Student work were
displayed to help decorating the rooms and to instill an atmosphere
of learning inside a content-rich environment.
1.2.2 However, the maintenance of the classroom homerooms was
difficult as the rooms were also not used exclusively by the
assigned subject/teacher-in-charge. It was suggested to refine the
arrangement such that non-classrooms would be assigned as English
homerooms while NSS subjects would use various senior classrooms
for displaying their work or information.
1.3 More display of big quotes of 7 Habits and 16 Habits of mind
in school campus
1.3.1 Posters and banners were displayed. It helped students to
keep these ideas in mind such that many students could name some of
the habits. It also helped teachers refer to the quotes when there
came the opportunity. The next step would be acting out the
words.
1.4 More opportunities for students to do presentations or
demonstrations
1.4.1 Every class was responsible for some kinds of performance
during assemblies for at least two times during the year. The types
of performance varied a lot, including
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singing, drama show, talks and sharing on social issues or
historical events. All the performance was videotaped.
1.4.2 Sometimes two or three performances by different classes
had to be put in the same occasion because of the changed schedule.
The assemblies overran too much too often. Some classes and
teachers complained about the loss of lesson time.
1.4.3 Though most students were highly motivated and took part
in the events, teachers involvement could be enhanced. It was
suggested that the performance, no matter what format it would
take, should be under the charge of the teachers concerned.
1.5 Better promotion of the library to attract students to use
it as a learning venue.
1.5.1 The library opened until 9:00 p.m. on weekdays for
students taking public exam. 2 teaching assistants were on duty to
help students in their study. Practice materials were also prepared
for S5 students to help attracting them to stay behind school for
revision. The practice was well received by parents and students
especially in the period prior the public examinations.
1.5.2 There were requests for opening the library on Saturdays
and Sundays. However, library opening up to 9 p.m. imposed a heavy
burden on the school resources especially when the patronage was
low in the first few months of the school year. The management and
discipline keeping were also issues for consideration. It was
suggested that the library opening hour would be shortened to 7
p.m. while extended opening hours would be arranged during the peak
time.
1.6 Arranging more reading aloud activities to boost students
confidence in speaking and reading English and arranging activities
in Putonghua for learning each module in Chinese language in
S1-3
1.6.1 Both English and Chinese departments participated in
various events in the HK Schools Speech festival. English speaking
days were regularly run with student helpers around to encourage
fellow students to communicate in English.
1.6.2 Putonghua activities, both in class and outside classroom,
were organized. However, the varied practice of Putonghua element
in class caused a lot of concerns among junior form parents. It was
decided that Putonghua would be reintroduced in S1-3 in the coming
academic year.
1.7 Setting up TV in school campus to broadcast CCTV 4 &
CCTV 9 to expose students to more Putonghua & English
1.7.1 TVs were installed in the 2 covered areas on ground floor
and 1 on 4/F. Putonghua and English news programmes were
broadcasted. However, the programmes drew little attention from
students as the background noise was too loud and other activities
going on near the venues also diverged the interest of the
students. It was suggested to broadcast programmes of other themes
to arouse the interest of the students.
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1.8 Arranging more activities in lunch time
1.8.1 Various activities, such as radio shows, films shows,
musical performance, ball game competitions, singing performance
and science activities, were arranged. The varieties would be
increased further.
1.9 More competitions within class or between classes
1.9.1 Different kinds of competitions were organized, including
ball games, Chinese calligraphy, debate, verse-speaking. However,
the variety and frequency could be further increased such that more
students could be engaged in meaningful activities during lunchtime
or after school. Heads of departments should work together to
coordinate the organization.
1.10 2 class teachers from S1- 4 to offer mentoring and guidance
on learning attitude, learning strategies
1.10.1 2 class teachers were assigned for S1-4 and 6 classes.
However, the roles of the 2 class teachers could be better
coordinated and streamlined such that both class teachers would
play equal role in mentoring and guidance, apart from the class
affair. In the following year, a class period would be assigned to
S1-3 after the last subject period on Monday, Tuesday and Thursday
so that the class teachers would attend the learning of the
students better.
1.11 Setting up an afternoon reading slot (30 min) for S1-7 and
a reading period in S1-3 to cultivate reading habits
1.11.1 Most students and teachers spent the time allocated in
reading though there were cases that students/teachers were
involved in other activities. Teachers and students would be
reminded that the arrangement would help nurturing the reading
habit and class teachers would be responsible for establishing the
system by setting up a class library. Teachers should also be
stringent in acting out their role and being the role model. A
reading sharing corner in class or in the library was also
suggested.
1.12 Reintroduction of academic clubs in CCA
1.12.1 Various academic clubs or societies were introduced.
Strategy 2: To extend students learning hours after school
Measures:
2.1 Increasing homework load and refining the homework
policy
2.1.1 The homework requirement was stated clearly in the course
outline and teachers had been reminded of the requirement. Though
the homework load had been increased, more could still be done as
there were frequent suggestions and requests from parents for more
work to engage the students in learning activities beyond class
time.
2.1.2 Positive feedbacks should also be stressed to give
encouragement and directions for
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students to improve. Heads of departments should arrange
homework inspections timely to provide feedback to panel
members.
2.2 Setting up eClass system to inform parents and students
about Homework every day. Start
with junior secondary classes.
2.2.1 The practice was well received by parents. However, timely
update/input would be required in order to keep the parents
informed. It was suggested that the IT department would carry out a
survey on the IT habits of the parents to evaluate the
possibilities of using the intranet system for announcement,
circulars and co-curricular activities.
2.3 Making use of student diary to build up a good
self-management habit.
2.3.1 It was also well received by parents as the diary had
acted as a quick means of communication. It also helped students to
develop their self-management skills.
2.4 Reinforcing eClass teaching further so that students have
better access to teaching and
learning materials outside school hours.
2.4.1 Various eClasses had been set up by different subjects to
allow students to access to the learning materials. The next step
would be strengthening the use of an intranet system for
self-directed learning, especially beyond classroom.
2.4.2 Expert assistance had been sought for. An EDB/CUHK
consultant would help the LS team to examine the practice of
elearning. The English Department would also be involved in a
project of mobile learning through the Professional Development
Schools Scheme, in the year to come.
2.5 Organizing more targeted learning support activities
2.5.1 Chinese, English, and Mathematics departments had arranged
regular learning support activities while other subjects
concentrated more on the senior forms on needs basis. These
arrangements helped extending students learning after school.
2.6 Constructing curriculum mapping of teaching topics in each
subject in various levels so that
Life-wide Learning Program can be planned ahead and more
holistically
2.6.1 The curriculum mapping was done but the coordination and
planning of life-wide learning activities could be improved. It was
suggested that the Other Learning Experiences Committee would be
responsible for the coordination.
2.7 Introducing more overseas learning experiences
2.7.1 A number of overseas learning activities of various nature
had been arranged: a group of 5 students attended a student-leader
conference in Singapore, partially sponsored by the School; a group
of 30 students went to the Shanghai World-Expo; 2 groups of
students went to Sichuan; 1 group of students went to Australia; 1
group of students went to England and 1 group of students went to
NingXia, fully sponsored by the School. Students were very
interested in these activities and there had been calls from
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parents for more overseas learning experiences to be
arranged.
2.8 Encouraging more parental support in student learning
through parenting education and
home-school communication/ cooperation
2.8.1 Contacts with parents apart from Parents Day were
frequent, usually by phone. A workshop on special education needs
was arranged for parents of students in need. A talk on Dealing
with childrens dating was suggested and arranged by the PTA. It was
suggested to further strengthen the communication between parents
and school especially in matters concerning disciplinary actions,
for example, parents should be informed by the class teachers
whenever a few incidents of minor misbehavior were reported before
reaching the threshold for disciplinary action.
2.8.2 Teachers could also call parents to inform them of good
news.
2.9 Introducing more online learning resources
2.9.1 Various packages / websites / ideas were experimented.
Chinese, English and Liberal Studies departments started using blog
writing as an interactive tool to develop students writing and
thinking
Strategy 3: To cater for the diverse abilities and needs of
students Measures: 3.1 Differentiated instruction: ability
streaming and smaller class size
3.1.1 In S1-3, there were altogether 7 groups in each level:
Class A, Classes B and C in 3 groups and Classes D and E in 3
groups. After the first term, in order to have more learning
support form the weakest classes, S3D and 3E were divided into 4
groups. Chinese department also had one extra group among S1D and
S1E in the second term to cater for the very diversified learning
abilities and styles. The arrangement helped to improve the
classroom management which should have fostered a positive impact
on the learning.
3.2 Organising learning support activities: enrichment and
remediation programmes
3.2.1 As mentioned in 2.5, various enrichment and remedial
programmes were arranged. It was suggested that the support should
be more targeted as whole-class extra-lessons or tutorials might
not benefit the students in need a lot. More concentration should
be put on the marginal students who might demonstrate a surge in
performance with suitable intervention.
3.2.2 Enrichment should also be stressed so that the talented
students could be identified and nurtured.
3.3 Helping students apply for gifted programmes
3.3.1 4 students were nominated and 3 were selected for the
Gifted Programme for the Specially Talented Students organized by
the Hong Kong Academy for the Gifted Education. One S4 student
completed an accelerated programme in Science and
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Mathematics for selected secondary students organized by the
CUHK.
3.4 Accepting P5 applicants in S1
3.4.1 Two P5 students were accepted but they requested not
having any specialized programme.
Strategy 4: To promote learning effectiveness by refining the
assessment system Measures: 4.1 Refining the assessment system
4.1.1 For S1-3, there were 3 uniform tests and 1 examination
while for senior forms, 1 exam was conducted at the end of the year
and various modes of CA were devised in each subject. To coordinate
the tests arranged for the senior form subjects, test timetables
were also prepared for the tests in November, January and
April.
4.1.2 The weighting of term mark was changed to 50% and exam
mark 50% for S1-4&6. Term mark includes tests, quizzes and CA.
For S5 & 7, term mark and exam mark constituted 20% and 80% of
the yearly total respectively. This helped to foster an atmosphere
of continuous assessment and students should be more serious about
their coursework.
4.1.3 Though the modes and components of assessments had been
clearly stated in the course outline, some students and parents
were not very clear of the change. Teachers should stress the
changes and requirements more frequently and during the parents
meeting to avoid dispute at the end of the year. It was suggested
that performance record might be provided to parents to give both
comments and objective data of the students learning.
4.2 Promoting self and peer assessment by making use of course
evaluation results to improve
teaching and learning
4.2.1 Course evaluation data had been collected and provided to
teachers who evaluated the results. On the whole, the course
evaluation results showed improvement compared with 2008-09 but
there was a slight drop in the second term result. The school and
teacher could make use of the findings to improve teaching and
learning.
4.3 Analysis of student learning: better use of existing data
for analyzing learning and teaching
effectiveness
4.3.1 More timely statistics was provided by teachers-in-charge.
A data bank was being set up to make the retrieval more easily.
Teachers were provided with the data for analysis and evaluation.
Appropriate actions were then taken by teachers/departments for
following up work. For example, Mathematics department arranged
extra practice sessions for S5 students after the mock exam to
boost up the passing percentage of the weaker students. In order to
make the collection and compilation of data more
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easily, a template was suggested for the HoDs to put down the
data required.
4.4 Writing up rubrics to give feedback to students and their
parents, measures to improve
learning and teaching and setting up a rubrics file in school
servers
4.4.1 Rubrics for assessments were set up and used in different
subjects in different assessment opportunities. Students and
parents were clear of the requirements as set in the rubrics. The
rubrics would be refined and shared among the departments. The
rubrics file was not yet compiled.
Strategy 5: To enhance better coordination among academic panels
Measures: 5.1 Curriculum mapping to strengthen cross-KLA
collaboration such as project learning and
Life-wide Learning activities
5.1.1 As stated in 2.6, curriculum mapping was done but
coordination had to be strengthened.
5.2 More meetings with HODs to be conducted throughout the
year
5.2.1 Formal meetings among HODs were infrequent. Instead, the
Principal had taken the role of coordinator and facilitator by
holding a lot of meetings and discussions with teachers and
departments. To enhance the role of the middle-managers, the
academic meetings should be strengthened among HODs.
Strategy 6: To enhance teachers professional teaching
capabilities Measures: 6.1 Holding subject meeting each month
6.1.1 The subject meetings were set in the school calendar such
that subject teachers had regular meeting to discuss the learning
and teaching in school. However, teachers involved in lessons or
more than one subject could not attend the scheduled meetings. Some
flexible arrangements had to be made to achieve the aim. During the
meetings, matters on learning were discussed and ideas were
shared.
6.2 Conducting lesson studies in each subject
6.2.1 Lesson studies in major KLAs or subjects were done.
Presentation session was held and materials were shared among
teachers and uploaded to the school server. Though there were still
confusion among teachers on the Object of Learning and Critical
Features, teachers got more insight on student learning and the
difficulties in teaching a certain topic.
6.3 Academic coordinators serving as facilitators
6.3.1 Academic coordinators attended the year level meetings to
provide advice on learning and teaching in different levels and to
listen to teachers comments on the student
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performance. This helped giving timely inputs for the School
Management to refine the learning and teaching strategies. It was
suggested that the Heads of Year would take up the role in the
coming year.
6.4 Conducting lesson observation in the first term with the new
coming teachers and teachers
with little experience in teaching the level or the subject to
offer proper guidance
6.4.1 Lesson observations were done by HODS, coordinators and
the Principal with comments given to the observed teachers.
Improvement and development in the new teachers could be observed
and positive effects were demonstrated.
6.5 Conducting Look at Student Work (LASW) and Homework
Inspection to improve quality of
design, ways of giving feedback and frequency of HW
6.5.1 LASW and homework inspections were done in large panels
regularly. Comments were given to the subject teachers accordingly.
In order to have smooth running of the practices, the objectives
should be spelt out clearly at both the school and the departmental
levels. It was suggested that there should be HW inspection at
least twice a year in the core subjects of Chinese, English,
Mathematics and Liberal Studies.
6.6 Conducting relevant teacher development programmes
6.6.1 The school organized/joined various relevant professional
development programmes (PDPs) throughout the year. Themes included
anti-drug use, other learning experiences, lesson study, students
with special education needs, using newspaper in classroom language
learning. With these participations, teachers were exposed in
various aspects in education that required their attention beyond
the subject content and pedagogy. To benefit the teachers more, the
PDPs should be more structured and well-planned to meet the rapidly
changing requirements in the society.
6.7 Conducting short learning sessions in staff meetings
6.7.1 In various staff meetings, teachers shared their readings
and stories of learning and teaching with fellow teachers. The idea
was well received by teachers.
Strategy 7: To implement NSS academic reform and to familiarize
students and parents with
the changes Measures: 7.1 Executing manpower planning,
timetabling to ensure appropriate elective modules offered in
each subject area,
7.1.1 Existing teachers were recruited for the subjects Health
Management and Social Care and Tourism and Hospitality Studies.
However, for the sustainable development of the two new subjects
and the combination of science subjects, the timetabling and
manpower planning should be done early next year to prepare for the
double-cohort year in 2012.
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7.2 Devising policy on electives switching and withdrawal
7.2.1 It was decided that no withdrawal for the SS2 (S5)
students at least for the first term in the coming year would be
entertained. As they had just covered less than 40% of the whole
curriculum, they might not be able to make a wise decision on the
subject choice. Elective switching would not be considered unless
their electives clashed in the new blockings in SS1(S4) for the
repeaters. It was suggested that a clear policy should be made
known to the coming SS1 students.
7.3 Exposing students to Other Learning Experiences (OLE) and
keeping track of the record
7.3.1 A lot of OLE programmes were planned and organized for
various forms though these were required activities/exposures for
New Senior Secondary students. As many activities had been arranged
on Wednesday afternoons, teachers complained about the loss of
lesson time while students went out for the activities. For the
time being, the activity record was registered in students personal
folders by themselves at the end of the school year and in the
school server. In the coming year, a new module in the eClass would
be used for SLP.
7.4 Arranging teachers to attend related teacher training
courses
7.4.1 As stated in 6.6, various professional development
programmes were arranged for teachers. Teachers were also
encouraged to attend appropriate CPD courses.
7.5 HODs monitoring instructional materials development
7.5.1 Though many subjects used textbooks for the NSS
curriculum, a few subjects, including, HMSC, LS relied solely or
mainly on self-prepared instructional materials. The HODs were
responsible for monitoring the development of these materials.
Other HODs were also constantly assessing the effectiveness of the
textbooks used. Changes and adjustments were made.
7.6 Further fine tuning the NSS taster program
7.6.1 The taster program was successfully carried out though the
effectiveness of hall sessions should be thoroughly evaluated to
examine whether the hall sessions could let the students have a
taste of the actual lesson. It was suggested that the contents of
the taster sessions should be exciting enough to arouse the
students interest in the subject or in searching for more
information about the subject.
7.6.2 Videos recorded could be used in the intranet for students
to recapitulate what they had experienced in the taster
sessions.
7.6.3 Parents and students found the programme helpful and some
parents would like to have a longer programme.
7.6.4 The key of success of the programme was the discussion
with the students about their choices by the class teachers. The
S3D and S3E students had got their satisfactory allocated results
as they had made sensible choices after having detailed discussion
with their class teachers.
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Strategy 8: To enhance effectiveness of using English Language
across the curriculum Measures: 8.1 Doing needs analysis to set
common expectations and targets in language development
across KLAs and conducting prior curriculum mapping to
facilitate better integration of the
language skills elements in teaching of other subjects
8.1.1 Preliminary work was done on the needs analysis and
curriculum mapping. The execution should be better coordinated so
that the language elements for various subjects could be covered in
English lessons before the subject lessons. This could be brought
about by having the language requirements or foci identified in the
subject level meetings. Subject teachers should reinforce or remind
the use of the language elements that students would have learnt in
their language lessons.
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Appendix 1
Law Ting Pong Secondary School Financial Summary 2009/2010
School Year
Government Subsidy
HK$ '000 Non-Government Funds
HK$ '000
Income DSS Subsidy 41,379 N.A. School Fees N.A. 3,383 Donations
N.A. 2,006 Other Income 377 418
Total 41,756 5,808 Expenditure Remuneration - Teaching Staff
27,443 35 Remuneration - Non-teaching Staff 3,769 0 Repairs and
Maintenance 285 0 Teaching resources 761 190 Fee Remission /
Scholarship 0 428 Other Expenses 3,078 2,119
Total 35,337 2,771
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Appendix 2
Report on Use of Capacity Enhancement Grant in 2009/10 School
Year
There were two task areas for CEG in 2009/10, namely (1)
curriculum development and (2) coping with diverse learning needs
of students with emphasis on the major subjects of English
language, Chinese language, Mathematics and Liberal Studies. The
input of extra resources could help boosting students performance
in the learning of these subjects. Four teaching assistants were
employed to enable co-teaching in lower forms and to offer after
hours learning support programs.
Evaluation and appraisal of the teacher assistants performance
were done by respective Heads of Departments, with inputs from
subject teachers. The teacher assistants were found performing the
assigned duties well. They assisted in preparing teaching materials
and departmental documents. They took up a lot of administrative
work such as maintaining of students score records, updating
subject webpage and assisting the organization of co-curricular
activities, preparing newsletters. Co-teaching was done in LS,
English and Chinese. They also offered small-group remedial classes
and after-hour learning support programmes to both junior and some
senior form students.
Their work was appreciated by both teachers and students.
Teachers were spared from some administrative work and after-hour
supervision on students. Teachers could thus concentrate more on
preparing teaching materials and one-to-one learning support
program. Financial Report for CEG 2009/10 Income CEG received
437,151 Expenditure Salary and MPF contributions for 4 teaching
assistants For Chinese 119,886 For English # 78,115 For Liberal
Studies 113,095 For Mathematics 105,644 416,740 Balance 20,411 #
The salary and MPF for the English teaching assistant was shared
between CEG and Scheme on Additional
Support for Schools Adopting English-medium Teaching
($36,453.9), with details as follows:
From 5-10-2009 to 31-5-2010, each scheme shared half of the
salary and MPF
From 1-6-2010 to 31-8-2010, the salary and MPF was paid by the
CEG
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Appendix 3
Summary of the expenses of Scheme on Additional Support for
Schools Adopting English-medium Teaching 2009/10 Fund Available
for 2009/10 187,476 Less: Expenses -190,454 Accumulative Deficit
covered by School Fund: -2,978
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Appendix 4
Summary of the Expenses of School-based After-school
Learning and Support Programmes 2009/10
Fund Received 25,400 Less: Subsidy for Financial Difficulty
Students -25,779Deficit covered by School Fund: -379
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1
Appendix 5
2009-2010
/
-
2
13
JOY
12
25
11
12
15
2010
1 XX XX XX XX XX XX XX
2 / XX XX XX XX XX XX XX
3 XX XX XX XX XX XX XX
4
5
6 XX XX XX XX XX XX XX
7 XX XX XX XX
8 XX
9 XX
10 XX
11 XX
12 XX
13 XX
14 XX XX
15 XX
16 JOY XX
17 XX
18 XX
19 XX XX
20 XX
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3
/ 27,475 32,800 9,306.6 613.9 5,000 10,000
JOY
14,900
100,095.50 *$95.5
