PLK Vicwood K.T. Chong

Sixth Form College

School Report

2013-2014

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PLK Vicwood K.T. Chong Sixth Form College

School Report

2013-2014

CONTENTS

Mission of Po Leung Kuk Education Services 2

Our School 3

Major Concerns - Achievements and Reflection 7

Our Learning and Teaching 10

Support for Student Development 11

Student Performance 12

Financial Summary 15

Feedback on Future Planning 18

Appendix

1. Report on Use of Enhanced Senior Secondary Curriculum Support Grant 2. Report on Use of the Basic Capacity Enhancement Grant 3. Refined English Enhancement Scheme (REES) 4. School-based After-school Learning and Support Programme Report 5. Donations

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Mission of Po Leung Kuk Education Services

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Our School

1. School Goals

Po Leung Kuk Vicwood K.T. Chong Sixth Form College aspires to be a leading aided senior secondary college in Hong Kong, providing quality senior form education. It seeks to actualize its vision by:

(1) providing a strong academic focus, enabling students to pursue further studies in tertiary and post-secondary institutions,

(2) encouraging the development and practice of self-respect and self-discipline in a free but responsible and democratic school environment through a series of student-oriented practices,

(3) providing a learning environment that will foster students’ seriousness towards studies, independence, critical thinking, power of analysis and effective communication in both languages.

2. Composition of Incorporated Management Committee 01/09/2013-31/03/2014

Supervisor

Dr. ERIC K.C. CHENG, MH, OStJ, JP Sponsoring Body Manager

Members

Ms. LEONG ANGELA ON KEI Sponsoring Body Manager

Dr. CHU YUET WAH Sponsoring Body Manager

Dr. LAW KWAI CHUN ELEANOR ,BBS Sponsoring Body Manager

Mr. CHAN YUM MIN JAMES Sponsoring Body Manager

Mr. AU WAH KWOK Sponsoring Body Manager

Mr. YEUNG KIN CHUNG CLIFTON Sponsoring Body Manager

Ms .WU KAM YIN GRACE Alt. Sponsoring Body Manager

Dr. LEE POON SHING Principal (Ex-Officio Manager)

Mrs. NIKKI CHONG Independent Manager

Mr. CHAN WAI TONG Parent Manager

Mr. HILARY Lok-Hei Chow Alumni Manager

Mr. IP KIT TONG Teacher Manager

Mr. TONG CHING LAI Alternate Teacher Manager

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1/04/2014-31/08/2014

Supervisor

Ms. LEONG ANGELA ON KEI Sponsoring Body Manager

Members

Dr. CHU YUET WAH Sponsoring Body Manager

Dr. LAW KWAI CHUN ELEANOR ,BBS Sponsoring Body Manager

Miss CHAN SAI KIT ABBIE Sponsoring Body Manager

Mr. CHAN YUM MIN JAMES Sponsoring Body Manager

Mr. AU WAH KWOK Sponsoring Body Manager

Mr. YEUNG KIN CHUNG CLIFTON Sponsoring Body Manager

Ms. WU KAM YIN GRACE Alt. Sponsoring Body Manager

Dr. LEE POON SHING Principal (Ex-Officio Manager)

Mrs. NIKKI CHONG Independent Manager

Ms. LEE PUI FONG FLORENCE Parent Manager

Mr. HILARY Lok-Hei CHOW Alternate Parent Manager

Mr. IP KIT TONG Teacher Manager

Ms. CHAN YEE WAN Alternate Teacher Manager

3. Class Structure

4. Subjects Offered

S.4, S.5 and S.6 Compulsory Subjects: Chinese Language Education English Language Education Liberal Studies Mathematics Education (with Extended Module 1) Elective Subjects: Chinese Literature Chinese History Economics Geography Biology

S.4 7 classes

S.5 7 classes

S.6 5 classes

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Chemistry Physics Business, Accounting and Financial Studies Information and Communication Technology Tourism and Hospitality Studies

Health Management and Social Care

5. School Facilities

The Sixth Form College’s teaching facilities have always been well above the standard. The whole campus is computerized: all teaching and some amenity areas are equipped with internet nodes and there are over 200 high speed computers available for student and teacher use. A video projector is installed in every classroom and special room. Teaching facilities: Classrooms: 24 Library: 1 Science Laboratories: 5 Multi-media Learning Centre: 1 Computer Rooms: 2 Language Centre: 1 Lecture Rooms: (Humanities Lecture Room and Business Lecture Room)

2 Tutorial Rooms: Studio for campus TV:

3 1

Careers Library: 1

Amenity areas:

School Canteen Multi-purpose Playground Student Activity Centre Multi-purpose Hall Roof-top Garden Interview Rooms Counselling Room

6. School characteristics

Very broad and comprehensive curriculum: more than 200 combinations of NSS elective subjects

Comprehensive development in OLE including two lessons on Physical Education,

and two lessons on Integrated Arts.

Small group tutorial lessons

Numerous clubs and societies

Mentor system Medium class size

English-rich environment

Ease of IT facility access

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Online library access

Good rapport among members of the learning community

Independent student union

High teacher-class ratio

Extended access to study room

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Major Concerns - Achievements and Reflection Priority Task 1: To maximize students’ learning experiences and effectiveness

Achievements

1.1 A wide spectrum of the curriculum and its flexible combinations cater for students’ diverse needs. Representatives of the Academic Board and the Careers Committee

spoke to S3 students and their parents at the Junior Secondary College on three occasions last year to explain our expectations, introduce the elective subjects offered, their respective requirements and possible combinations. The current trend in taking two or three elective subjects was discussed. A survey on the choice of elective subjects was conducted as in past years to learn about students’ preferences before the decision of the number of elective groups for each subject was made. This resulted in a high level of satisfaction in the allocation of elective subjects in S4.

The schemes of work of different subjects are constantly reviewed and revised, if

necessary, to adjust the teaching content and materials to suit students of diverse learning styles and abilities. School-based notes, worksheets and other learning materials are encouraged. Regular quizzes are held. Better students are identified to attend enhancement courses while weaker students are recruited to join remedial classes. These extra classes are conducted by subject teachers, teaching assistants and outsourced tutors.

1.2 The educational psychologist attached to the college continued to organize an elite

programme for Po Leung Kuk secondary schools for the third year. Twenty S5 students from our school took full advantage of this occasion to explore their academic interests and career goals. Other than this, a substantial number of elite students from S4, S5 and S6 voluntarily participated in academic programmes run by local tertiary institutions. The courses they took ranged from science topics like The Chemistry and Safety of Food and Drinks, Genes, Cells and Biotechnology to other scopes like Criminal Psychology and the Philosophy Gym. Many of them established a link with the institutions by the end of the school year. This year the school subsidized students taking these local courses as well as overseas summer English immersion courses and the world scouting camp in Iceland.

With a view to widening their horizon, the school arranged students to take part in

academic talks, workshops and academic competitions organized by external organizations.

Last year, the Principal observed lessons of all the teachers to give constructive feedback in conducting interactive and student-centered lessons. Teachers also shared their experience through peer lesson observation among themselves and with teachers from the Junior Secondary College. The week-long Bridging Programme for new S4

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students in August was a great success in motivating students to learn in English and to use English for fun. Students were keen to ask questions and enjoyed group discussions.

1.3 Students’ participation in numerous academic activities beyond the classroom raised

their interest in various subjects. They took part in talks, excursions, visits, field trips, art exhibitions, competitions and drama performances in Chinese and in English. These activities spread throughout the school year and enriched students’ experience outside class.

The school celebrated students’ success in studies by issuing commendation letters, and giving out gifts, progress prizes, academic prizes and scholarships. Students’ achievements were shared with fellow students during regular school assemblies and end of term assemblies.

Reflection

After splitting the seven classes of S4 into three 3X classes and four 2X classes in 2012-13, we saw the trend of more able students opting for two electives in 2013-14. More students tended to adopt a practical approach to focus on four core subjects and two elective ones. With changes and fine-tuning in the admission criteria of local tertiary institutions, students would be informed in time to make wise decisions in their strategies to choose an appropriate number of elective subjects and their combinations.

Priority Task 2: To develop a positive learning attitude and outlook on life

Achievements

2.1 The Counselling Team continued to run the Life Education Course for S4 classes with two electives. The evaluation of the two years reflected that it helped to train students better in communication and interpersonal skills. They improved their self-understanding, and peer and family relationships. Efforts were made by the Counselling Team to select more up-to-date video clips from YouTube and other sources to arouse students’ interest. The Counselling Team also conducted OLE lessons and other activities to boost class spirit, to build up a sense of belonging to school, teach students ways to achieve happiness, introduce different thinking skills, help them to set goals and to reexamine life goals. Students generally enjoyed school life and began to build up a positive learning attitude and outlook on life despite examination pressure.

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2.2 Students had ample opportunities to become school leaders in the Students’ Union, academic clubs, interest clubs, school teams, Prefect Team, Counselling Team, Careers Counselling Team, the Librarian Team, Campus TV Team and KTC Express Team (school newsletter). Their enthusiasm for participation in school activities was fully demonstrated by the three proposed cabinets for the Students’ Union election. Nearly every student was involved in supporting one of the cabinets. Members of the proposed cabinets acquired leadership skills through collaborating with their proposed cabinet members and interacting with their competitors and other students. Elected and appointed leaders cultivated a sense of responsibility by serving the school and their fellow students. They received training in leadership training camps and activities.

2.3 To introduce students to different exit pathways to suit their potential, a thorough plan was set up to allow them to explore their academic and career interests throughout the three senior

years. Such activities came in forms of mentor group counselling, careers talks, admission talks, JUPAS sharing sessions, interview workshops and visits to tertiary and post-secondary institutions. S6 students were given projected grades of each subject they took so that they could assess their strengths in different subjects and make better JUPAS or E-App choices. Students and parents were fully informed of the exit pathways available to students of different aptitudes and abilities.

2.4 The constant review and refinement of the current school rules and their implementation

resulted in improvement in student discipline and reduction in serious discipline problems. A sense of self-discipline gradually developed. Class spirit was nurtured through the setting up of the class club, production of the class jacket, homeroom display board decoration, social activities, mentor day, inter-class competitions, voluntary service and counselling activities.

Reflection

With the rise in the number of student leaders, the school was well served in special school functions as well as its routine operation. Students showed signs of self-discipline, which enhanced the cultivation of a positive learning attitude. In making their JUPAS or E-App choices, they became more realistic with a good understanding of their potential and innate capability. The great majority of S6 school leavers continued to study in different local or overseas tertiary institutions, post-secondary institutes or vocational schools.

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Our Learning and Teaching

Under the influence of the school’s positive learning atmosphere, the new senior secondary students are generally willing to learn and improve. Peer learning is encouraged to prepare students to become independent learners. Students show steady progress in studies and a good learning atmosphere is maintained on the school premises. A week-long bridging programme allowed S4 students to use English to learn and to have fun. Their English reading skills were reinforced by the weekly reading lesson and the iLearner Programme. They soon adapted to the English learning environment. The funding from REES allowed the school to employ a native English tutor to run extra English classes, organize fun English activities, publish the English newsletter, KTC Express, and run the Campus TV. Students planning to take the IELTSS for further studies overseas were coached by the tutor in writing, speaking and reading. The splitting of the seven classes into 3X and 2X groups allows students of similar abilities to study together, and hence reduces the ability gap in the core subjects as well as in numerous elective subjects. The split class arrangement of the IES lessons of Liberal Studies, English and Chinese oral lessons and weekly tutorial lessons for all subjects in S6 enables teachers to take better care of students in a small-class setting and enhances student-teacher interaction in class. Teachers realize the importance of adopting diversified teaching strategies and preparing different types of assignments in order to motivate students. The adoption of formative assessment has improved students’ performance gradually. Students’ improvement is attributed to the dedicated and professional teaching force, befitting policies to raise the English language proficiency of students and split class lessons to facilitate the nurture of high order thinking skills.

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Support for Student Development

Representatives of the school visit the Junior Secondary College several times a year to talk to S3 students and their parents about the curriculum, choice of elective subjects and different aspects of school life in senior secondary years. Before entering the college for S4, students attended an orientation day and a bridging programme to adapt to the change of school and learning style. Students in the college are taken care of by mentors who are each assigned a group of about fifteen mentees. The small mentor group size in comparison to a much larger class size allows high quality pastoral guidance and care. Students learn to show mutual respect and exercise self-discipline in the Sixth Form College. The Counselling Committee conducts developmental programmes such as the 3S Programme to empower students to serve the community. The Discipline Committee introduces preventive measures to promote good conduct and police misbehavior. Students are commended for improvement in conduct by means of bonus conduct marks and conduct prizes. The college is proud of its strong careers guidance team and programme. Ample information and guidance are given to students to assist them in choosing JUPAS and post-secondary courses. Past students are invited to return to school to introduce the tertiary programmes they are studying. Structured lessons on life planning and aptitude exploration have been designed. Students who have an interest in special subjects are introduced to the Applied Learning Courses. The Student Support Team caters for students with special educational needs. It is supported by the educational psychologist attached to the school, the school social worker and the counselling team. Arrangements were made for teachers to attend training courses for each category as required by the Education Bureau, all such requirements have been met. Students with special needs receive individual academic tutoring, social skills training, examination accommodation and counselling service. A particular issue for the college to address is examination stress. Senior students who try their best to excel or make progress need help to overcome the stress they may encounter. Mentors, counselling teachers, the school social worker and the educational psychologist all work closely together with parents to monitor students’ mental well-being by providing timely counselling to individuals.

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Student Performance

Students’ performance in the Hong Kong Diploma of Secondary Education Examination was generally satisfactory. The pass percentages of most subjects were comparable to the territory average.

The rate of students obtaining JUPAS offers and the rate of students eligible for a JUPAS offer (obtaining level 3 in Chinese Language and English Language, level 2 in Mathematics, Liberal Studies and one elective subject) were both comparable to the territory average.

We are immensely proud of our track record of helping our students obtain university places, which reflects the great deal of effort put in by the students and teachers.

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Major Achievements in External Competitions in 2013-14 1. HKSSF Inter-School Cross Country Competition 2013/2014

Division Three A Grade 1st Runner-up

LO KA YIN (4A) YAU YEE YING (5B) YEUNG WING KI (5B)

CHEUNG CHI TUNG FRANCES (5D) 2. HKSSF Inter-School Badminton Competition 2013/2014

Division Three A Grade Team 1st Runner-up

LO KA YIN (4A) YAU YEE YING (5B) YEUNG WING KI (5B)

CHEUNG CHI TUNG FRANCES (5D) CHEUNG CHI KWAN AGNES (6C)

CHAN LOK LAM (6C) FUNG SZE WAI (6D) 3. Po Leung Kuk Affiliated Secondary School Joint School Swimming Gala

Girls' Senior Overall 2nd Runner-up

LEE WAI YI (4C) WONG CHING YU (4C) CHAN MAN YING (4D) YUEN SIN LING (6A) CHAN CHO WUN (6E) 4. Poly Youth Entrepreneurship Symposium 2014 Essay Contest Merit Award

IP KAI SHING (5C)

5. Vocational Training Council Applied Learning Programme (2012-2014)

Distinction IP SIN CHING (6A)

WONG SIN LUNG (6B) WU YIU CHO (6B) LAI HOI LING ERICA (6C)

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6. Yau Tsim Mong District School Liaison Committee Student (油尖旺區校長會顯著進步學生獎)

Remarkable Progress Award

LEUNG WING LAM (4A) YANG HAOYI (4B) SHAM CHI LEONG (4C) XUE LIGAN (4D) CHEUNG YUEN LAM (4E) CHENG WING CHI (4F) KWONG LAP WA (4G) TSE WING CHUN (5A) TSE HO YIN THOMAS (5B) YIU MEI SIM (5C) HO SZE HAM (5D) LAU PAK HO (5E) LIU TAK LAN TERESA (5F) LI SHUK YU (5G)

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List of Scholarship and Grant Recipients in 2013-14

1. Dean of Engineering Scholarship 2014 – The Hong Kong University of Science and Technology

SHAM MING CHI (6C) 2. Future Stars Programme - Upward Mobility Scholarship

LEUNG WING LAM (4A) YANG HAO YI (4B) TANG YEE (4D) 3. Law's Charitable Foundation - Applied Learning Scholarship

LIU TAK LAN (5F) MAK CHEUK HEI (5G)

4. Mr. & Mrs. Fung Hok Hung Scholarship

CHAN TSUI LING (6E) 5. Po Leung Kuk Ho Yuk Ching Children & Education Fund

JIAN HUIHUA (4B) YIU MEI SIM (5C) 6. Po Leung Kuk Lai Li Hing Best Improved Scholarship

LUI KOON YIN (5G) 7. Po Leung Kuk Mr Leung Chiu Scholarship

LEUNG WING LAM (4A) 8. Po Leung Kuk Ng Sun Chink Sarn Memorial Scholarship

CHAU HIU YIN (5C)

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9. Po Leung Kuk Scholarship for Secondary Schools

LEUNG WING LAM (4A) YIU MEI SIM (5C)

10. Po Leung Kuk Three Reverend Masters Memorial Scholarship

CHENG KA MAN (5C) 11. Po Leung Kuk Wong Sau Yu Scholarship

TANG YEE (4D) 12. Po Leung Kuk Wu Ho Wing Ching Memorial Education Fund

LEUNG WING LAM (4A) LEE CHUNG PAN (4C) YAN CHUN HUNG (5A)

LIU KIN WAN (5C) 13. Sir Robert Black Trust Fund Grants for Talented Students in Non-academic Fields 2013-2014

WU SZE YAN (4A) 14. Sze Pang Nien and HKFEW Scholarship

CHENG KA MAN (5C)

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Feedback on Future Planning

The school will strike a balance in adjusting teaching strategies and deploying manpower and other resources to help able and less able students alike. With the recurrent cash grant to help strengthen the provision and coordination of learning activities and career-related events, the school will help students make informed choices for further studies and future career. With the unfailing support of the Kuk, and the joint effort of the Junior Secondary College, the college will ensure the satisfaction of all its stakeholders through continued excellence in academic performance and student guidance on further studies and career planning.

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Report on Use of the Enhanced Senior Sec. Curr. Support Grant in 2013/14 School Year

Name of School: Po Leung Kuk Vicwood K.T. Chong Sixth Form College

Means by which teachers have been consulted: at staff meetings

No. of operating classes: 19

Grant budgeted: $780,254.82

Task Area Major Area(s) of Concern Strategies/ Tasks Method(s) of

Evaluation

People Responsible Evaluation

Curriculum development

To resolve the problem of

subject mismatch during

the transitional period with

fluctuation in the number of

classes

- To employ one

temporary Geography

teacher to take up

Geography lessons

- To employ one

Economics, BAFS and

LS teacher to take up

extra classes in these

subjects during this

school year

- Students and parents

are satisfied with the

elective subjects

allocated

- Teachers manpower

allocation is

conducted to the

satisfaction of most

teachers

- Chairman of

Academic Board (IKT)

With the extra manpower

in Geography and the

business subjects,

students and parents were

highly satisfied with the

elective subjects

allocated. Only a few

students requested to

change the subjects in the

first week of the school

year and most of their

requests were granted.

Meanwhile, teachers'

workload was fairly

allocated to the

satisfaction of most

teachers.

Grant used: $758,719.24

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A n n e x 2

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School-based After-school Learning and Support Programmes 2013/14 school year

Programme Report

Name of School: PLK Vicwood K.T. Chong Sixth Form College

Project Coordinator: Mr. Lam Chor Kwong Contact Telephone No.: 23905010__

A. Information on Activities under the Programme Name of activity Actual no. of grant

beneficiaries # served

Average attendance

rate

Period/Date activity held Actual expenses

($)

Method(s) of evaluation (e.g. test, questionnaires, etc)

Name of partner/ service provider (if applicable)

Remarks if any (e.g. students’ learning and

affective outcome) Mentor Day Activities 49 100% 4/10/2013 $3,920.00 observation --- Code 02

Training Camps/ Courses

1. Young Mentors

2. Disciplinary Prefects

3. Sports Prefect

4

8

4

100%

100%

100%

21-22/9/2013

30/9/2013 & 5-6/10/2013

4-5/10/2013

$640.00

$1,196.80

$560.00

questionnaire

questionnaire

observation

------

------

------

Code 03

Code 05, 06, 07

Code 04

Saturday Chinese/English & Mathematics tutorial

classes

229 100% 23/11-28/12/2013

12/4-31/5/2014

16/8-30/8/2014

$14,364.00

$18,391.50

$16,000.00

test ------ Code 08, 10, 11

A visit to Hong Kong Museum of History 4 100% 30/9/2013 $40.00 observation Code 01

Total Expenses $55,112.30

Note: # Grant beneficiaries – referring to target students in receipt of CSSA/SFAA full grant and disadvantaged students identified by the school.

A n n e x 2

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B. Project Effectiveness

Achievements of the activities conducted to the grant-beneficiaries are rated as follows:

Please put a “” against the most appropriate box. Improved No

Change Declinin

g Not

ApplicableSignificant Moderate Slight

Learning Effectiveness

a) Students’ motivation for learning b) Students’ study skills c) Students’ academic achievement d) Students’ learning experience outside classroom e) Your overall view on students’ learning effectiveness Personal and Social Development f) Students’ self-esteem g) Students’ self-management skills h) Students’ social skills i) Students’ interpersonal skills j) Students’ cooperativeness with others k) Students’ attitudes toward schooling l) Students’ outlook on life m) Your overall view on students’ personal and social

development

Community Involvement n) Students’ participation in extracurricular and voluntary

activities

o) Students’ sense of belonging p) Students’ understanding on the community q) Your overall view on students’ community

involvements

A n n e x 2

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C. Comments on the project conducted Problems/difficulties encountered when implementing the project

(You may tick more than one box)

unable to identify the target students (i.e., students receiving CSSA, SFAA full grant); difficult to decide on the 10% discretionary quota; target students unwilling to join the programmes; the quality of service provided by partner/service provider not satisfactory; tutors inexperienced and classroom management skills unsatisfactory; the amount of administrative work leads to apparent increase on teachers’ workload; complicated to fulfill the requirements for handling funds disbursed by EMB; the reporting requirements too complicated and time-consuming; Others (Please specify):

A n n e x 2

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Donations (2013-2014)

Name of Donors Items Purposes of Donation

1

「六七動力研究社」

火石文化有限出版的圖書六本 $508

(i ) 書名: 傷城記 (張家偉著) (2 本 x $88@)

(ii) 書名: 火樹飛花 (屈穎妍著) (2 本 x $78@)

(iii) 書名: 五月無家 (林超榮著) (2 本 x $88@)

存放圖書館, 以供學生借閱

2 香港大學李嘉誠醫學院 圖書三本 $150

<育醫造才: 探索醫學世界> 第三冊 ($50 x 3 @) 存放圖書館, 以供學生借閱

3 莊啟程顧問 畫傳兩套 $660 1. 莊啟程維德集團金禧紀念(始於 1963 年)畫傳 大公報出版有

限公司 ($480) 2. Vicwood K.T. Chong (A photographic biography in

commemoration of Vicwood Group’s Fiftieth Anniversary) 3. 科技木一重組裝飾材 中國林業出版社 ($180)

存放圖書館,以供學生借閱

4 香港大學基金 圖書一本 $118 “情義之都 – 從港大到香港的捐贈傳奇

存放圖書館,以供學生借閱

5 李盤勝校長 港幣 $1,000 以供教師培訓發展

(Staff Development Fund)