True Light Girls sr 14-15.pdf · 1.1 School Profile True Light Girls’ College is an aided ... Professional Leadership of Vice Principal 3.5 Professional Leadership of ... (iii)

True Light Girls’ College School Report (SR) 2014-2015

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1. Our School

1.1 School Profile

True Light Girls’ College is an aided Christian EMI girls’ secondary school established in 1973 to commemorate the centenary of the True Light Alma Mater, to realize the vision of the True Light founder, Harriet Noyes, for developing quality education with English as the learning and teaching medium in Hong Kong. There are 24 standard classrooms for all the classes in the school. In order to cater for the needs of learning of different subjects, the school is equipped with 17 special rooms including Geography Room, Digital Creative Arts Centre, Computer Room, e-Learning Centre, Cookery Room, Needlework Room, Language Room, Library, Student Activity Centre, Music Room, CAL Room, Chapel and School History Archive, Student TV Studio and four laboratories. Gardens and a fish pond were built in the campus to provide a green and cozy environment for the students. There have been a lot of improvements in our campus environment and teaching facilities over the past few years. The school hall, all classrooms and special rooms are air-conditioned and each equipped with computer, LCD projector, visualizer and screen for interactive teaching and learning purposes. Wireless Local Area Network (WLAN) has also been launched to cover the whole campus. A total of 42 ipads have been bought through the eLearning Pilot Scheme to facilitate mobile learning.

1.2 School Motto, Vision & Mssion

1.2.1 School Motto Thou art the light of the world

1.2.2 Vision of the School

We inspire our students to

Think independently,

Learn proactively,

Grow in love and

Contribute to society.

1.2.3 Mission of the School

To develop students’ analytical and critical thinking skills and their academic and cognitive abilities.

To cultivate students’ enthusiasm for the pursuit of knowledge, physical fitness, social skills and aesthetic appreciation to lay a good foundation for life-long learning.

To lead students to live in God’s love and walk in the right path guided by Christian values.

To establish with students their goals in life so as to shine forth as the light of the world.


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1.3 School Management

1.3.1 Incorporated Management Committee The Incorporated Management Committee (IMC) has been set up in September 2011. The composition of the IMC includes sponsoring body

mangers, elected parent, teacher and alumni managers, the Principal and independent managers. 1.3.2 School Organization Chart (14-15)


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1.3.3 Teachers’ views on School Management and Professional Leadership Teachers are in general satisfied with the school management and the professional competence and leadership of the senior management and middle managers.

Teachers’ view on EDB Stakeholder Survey Score (1-5)

Year 2014-2015

School Management 3.5

Professional Leadership of Vice Principal 3.5

Professional Leadership of Middle Management 3.9

1.4 Number of Active School Days

Year 2014-2015

The number of days in a school year with regular classes. 148

The number of days in a school year with learning activities organized for the whole school or whole-class level of students. 29

The number of examination days 20

1.5 Curriculum

The formal curriculum offered by the school in the 2014-2015 school year is listed below:

Subject S.1 S.2 S.3 S.4 S.5 S.6

Chinese Language Education

Chinese Language ＊＊＊＊＊＊

Chinese Literature ＊＊＊

Putonghua ＊＊＊

English Language Education

English Language ＊＊＊＊＊＊

Mathematics Education

Mathematics ＊＊＊＊＊＊

Mathematics Ext Part 1 & 2 ＊＊＊

Personal, Social & Humanities Education

Geography ＊＊＊＊＊＊

History ＊＊＊＊＊＊

Economics ＊＊＊

Chinese History ＊＊＊＊＊＊

Liberal Studies ＊＊＊＊＊＊

Life Education ＊＊＊

Religious Education ＊＊＊＊＊＊

Career Education ＊

Subject S.1 S.2 S.3 S.4 S.5 S.6

Science Education

Integrated Science ＊＊

Physics ＊＊＊＊

Biology ＊＊＊＊

Chemistry ＊＊＊＊

Technology Education

Computer Literacy ＊＊＊

Home Economics ＊＊＊

Business & Economics ＊

Information and Communication Technology

＊＊＊

Business, Accounting and Financial Studies

＊＊＊

Physical Education

Physical Education ＊＊＊＊＊＊

Arts Education

Music ＊＊＊

Aesthetic Development ＊＊＊

Visual Arts ＊＊＊＊＊＊


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1.6 Lesson Time for the 8 Key Learning Areas for S1-S3 (2014-2015)

S1

14.8%

20.4%

13.0%16.6%

9.2%

5.6%

3.7%

5.6%

11.1%

S2

14.8%

20.4%

13.0%16.6%

9.2%

5.6%

3.7%

5.6%

11.1%

S3

14.3%

17.9%

12.5%

19.6%

10.7%

5.4%

3.5%

5.4%

10.7%

Chinese Language Education

English Language Education

Mathematics Education

Personal, Social & Humanities Education

Science Education

Technology Education

Physical Education *

Arts Education

Others (Reading periods, assemblies)

Keys:

* Athletic Meets and Swimming Gala have not been counted.


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1.7 Staff Profile (2014-2015)

Highest academic qualification

44

52

4

0

10

20

30

40

50

60

Master Bachelor Tertiary non-

degree

Professionally trained

100

0

10

20

30

40

50

60

70

80

90

100

Teacher

Working experience

73

10

17

0

10

20

30

40

50

60

70

80

0-4 years 5-9 years over 10 years

Teacher with LDR

100 100

0

10

20

30

40

50

60

70

80

90

100

English Putonghua

Perc

enta

ge

Perc

enta

ge

Perc

enta

ge

Perc

enta

ge


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1.8 Professional Development of Teachers

1.8.1 Staff Development Programs organized by the School

No. Date Program

1 7/10/2014 Mentoring Activities 1: Experience Sharing on Handling Students’ Problems

2 14/1/2015 Crisis Management Workshop Teachers’ Sharing on Cross-curricular Learning Day

3 20/4/2015 EDB Survey : Staff Development Needed

4 3/2015 Mentoring Activities 2: Sharing on Teaching Experience

5 14/3/2014 Joint Christian Schools Teacher Professional Development Day

6 3/6/2015 Sharing on Teachers’ Training Gifted Education Seminar

7 8/2013 - 6/2013 Newly Recruited Teachers Mentoring Programme

1.8.2 Continuing Professional Development (CPD) hours of teachers

Structured mode Other modes Total number of CPD hours of teachers Average number of CPD hours of teachers

Hours 1413 333.5 1746.5 31.8

1.8.3 Teachers’ view on professional development

EDB Stakeholder Survey Score (1-5)

Year 2014-2015

Teachers’ view on professional development 3.4

Various professional development activities were arranged to equip teachers for performing their duties. Updated information and knowledge about education reform was provided and professional sharing was facilitated. Teachers reflected that even more tailor-made professional development programmes for individual groups of teachers were expected in future.


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1.9 Professional Development of Principal


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1.10 Student Population

Year 2014-2015 S1 S2 S3 S4 S5 S6 Total

No. of Class 4 4 4 4 4 4 24

No. of Student 132 136 142 143 131 134 818

1.11 Students’ Attendance

Year 2014-2015 S1 S2 S3 S4 S5 S6 Total

Students’ attendance rate (%) 98.9 98.9 97.9 97.7 97.8 97.4 98.1

1.12 Destination of Exit Students

No. of students

(i)

Local university course 72

(ii)

Local full time diploma / Associate degree 35

(iii)

Repeat S6 5

(iv)

Oversea studies 10

(v)

Start Working 2

(vi)

Unknown 9

Total 133

S6


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1.13 Students’ Reading Habit

66.6

378

41.7

340

0

50

100

150

200

250

300

350

400

Daily issue record No. of students participating in reading

Award Schemes 13-1414-15

-37.4

-10.1

-40

-35

-30

-25

-20

-15

-10

-5

0

S1-S3 S4-S6

Average no. of reading materials borrowed from the school library per student per year 7.35 4.4

Percentage of students having a reading frequency of at least once a week 100 100

1.14 Students’ Physical Development

Year 2013-2014 Age 14 Age 15

Average of total score of the 4 fitness items for S3 students 3.7 3.4

Percentage of S3 students within the acceptable weight range 79.0 100

No. of

bo

oks

Pe

rce

nta

ge c

ha

nge

be

twe

en

13

-14

an

d 1

4-1

5

Daily issue record

No. of students participating in reading

Award Schemes


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2. Achievements and Reflection on Major Areas of Concern 2.1 True Light Spirit Cultivation

2.1.1 Achievements

Our school has been putting prime emphases on providing quality education for our students, which includes the nurturing of their whole person development through the cultivation in them the True Light spirit. Through this ‘True Light Spirit Cultivation’, our students will be internalized with the invaluable True Light Girls’ Qualities, which include perseverance, fitness, modesty, sacrifice, illumination, dedication, awareness and versatility, to live up to the School Motto and to shine forth as the light of the world. This ‘True Light Spirit Cultivation’, which has been stated as the first major concern in our School Development Plan (2012-2017), matches well with our school vision, which aims at bringing up our students who will ‘grow in love’ and ‘contribute to society’ in their all-round development. In the third year of the implementation of the School Development Plan, notable achievements had been accomplished in further enhancing the spirit of sisterhood, upholding and sustaining the fine True Light legacies, fostering the religious atmosphere in the school, and enhancing students’ contribution to society in the aspect of ‘True Light Spirit Cultivation’.

On further enhancing the spirit of sisterhood, the sister class system as bonds amongst the sister classes had been further fortified

S1 Form Association Inauguration Ceremony, held on 21 April 2014, provided the good opportunity to strengthen sisterhood of S1 and S4 sister classes, as S1 students received great help and support from their elder school sisters in S4 in preparing for the various performances in the ceremony, which included choir singing, dancing, English drama, English and Putonghua choral verse speaking;

sisterhood among the sister classes of S3 and S6 was much nurtured as S3 students showed their gratitude towards their elder school sisters in S6 by preparing for them hand-made souvenirs upon their graduation.

S1 students were provided with care and guidance in school programmes from their senior school sisters S1 students were given help and support from their elder school sisters in S1 Orientation Days; elder schoolmates in S3 or S4 served also as guidance prefects to help their younger S1 school sisters to adapt themselves

smoothly to their new secondary school life. bonding between S1 and S4 students were strengthened through the “True Light Bonds” programmes

Each S1 student was matched with one S4 students and various activities were arranged for them to establish close relationships. bonds between students and alumnae were fostered as

the Alumni Mentoring Scheme was carried out to invite our alumnae, who had excelled themselves in their professions in different fields, to become mentors of their younger sister schoolmates studying at S6 at school, offering them guidance and advice in their career planning and further studies;

S6 students enjoyed their sharing and started their link with over 20 alumni in the Launching Ceremony of the Alumni Mentoring Scheme held on 26 September 2014;

the alumnae, who were well-established in the community with their achievements, had been invited to share their experience and expertise with the students in talks or school assemblies.

On upholding and sustaining the fine True Light legacies, students were acquainted with True Light legacies through learning more about the school history


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the Religious Education curricula in S1, S4 and S5 had been modified to include school history for students to learn more about the values and beliefs the school had been practicing;

students in general could learn more about the True Light legacies by visiting the School Chapel cum School History Archive, which displays rich relics and information of the history of our own school, True Light Girls’ College, and by visiting also the True Light History Gallery with exhibits showing the history of our Alma Mater, as well as the constant interflow and cooperation of True Light schools in Guangzhou and Hong Kong, while the School Chapel cum School History Archive was taken as the most suitable venue for students in S1 to have school history lessons, and for S4 students to conduct their self-directed study on school history;

students of S4 and S5 knew more about the True Light legacies by conducting a self-directed learning of school history using the book “A Light in the Land of Sinim”, written by the school founder and finishing a report on their life goal by referring to the life history of the school founder;

through the TLGC 40th Anniversary publication called “Encountering True Light” (《遇見真光》) which the S6 students received as the

school souvenirs for their graduation, the impact of True Light legacies on many True Light people, who had shared their testimonies of their True Light experiences in the book, was felt more impressively by the graduates, who would be more convicted in living up with the True Light spirits even after leaving school.

students were facilitated to live up to the ideal True Light values, which were reinforced through the moral and civic education they received in and outside the classroom, subjects like Chinese, Life Education and Religious Education lessons carried some immersed teaching of moral and civic

education which reflected also the True Light values; the ideal True Light values were well conveyed to students through school assemblies and special programmes like the Watoto

Concert and “Christmas is a Time to Love” Campaign True Light traditions were reinforced with various school practices and programmes as

students were more familiarized with the traditional True Light songs and hymns they learnt in Music lessons; the school followed the True Light tradition to hold for the second time the S6 Form Association Night on 26 June 2015 evening as a

rite of passage for the graduates to share their school memories and to strengthen their bonds with the school and with each other; the Lantern Passing Ceremony was held within the S6 Form Association Night as a True Light traditional ritual for members of the

True Light family to witness how the graduates had grown up with the blessings and education of True Light traditions and how these traditions would then be carried on by their school sisters in school, as shown by the passing of the True Light Torch from S6 graduates to S5 students in the ceremony;

it has been the tradition of our own school for our S6 graduates to have their Farewell Assembly, and it was held on S6 last school day, 11 February 2015, with the help of the Religious Education Committee. All the S6 students were blessed by their fellow schoolmates through prayers and presents.

The Year Theme “Be Persevering Be Resilient” was successfully promoted through var programmes including the Display Board Design Competition, the Bookmark Design Competition and assembly talks and most students agreed that they learnt more about perseverance and resilience.

On fostering the religious atmosphere in the school, religious elements were integrated in routine and daily school activities,

as morning prayers and sharing had been said 71 times in the last school year by Christian teachers and students; there were prayers, Bible sharing and hymn singing led by Christian teachers and Student Fellowship members in over 80% of the

school assemblies;


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the Student Fellowship played its key role in fostering the religious atmosphere the Junior Fellowship and the Senior Fellowship met altogether 39 times for religious activities and sharing; the student official members of the two Fellowships had their frequent religious sharing meetings including retreat and training

camps; the Gospel Week was held in February 2015 and it aroused students’ awareness of their need of the gospel; the LE’GO’ (Let go, Let God) Summer Camp (2-4/7/2015) and a Training Day Camp (28/8/2015) were held to help students reflect

on relationships with God, while team building and problem solving skills were also developed; the Teacher Fellowship was promoted through lunch gathering and chat groups to promote a supportive culture among teachers; Collaboration with preachers from churches in organizing religious activities and leadership training

A network was established with HKCCC Hop Yat Church (Kowloon Church), Mongkok Church and Mandarin Church, which was helpful and supportive to the holding of religious activities in our school;

preachers from various neighbouring churches had helped in many of our religious programmes, like Teacher Retreat, Education Sunday and Bible sharing.

On promoting national and civic education, An assistant teacher was recruited to help promote the national and civic education. Various study tours to Mainland China were organized and participants learnt more about the recent development of China. A number of talks and activities were arranged, with the help of the Civic Education Ambassadors, to promote civic education. A review was conducted to coordinate the immersed national and civic education in formal curricula. On enhancing students’ contribution to society, community or voluntary service training programmes were designed and implemented to equip S4 students and student leaders with the

necessary skills and techniques and to engage them in providing the services the Service Learning Programme was introduced to S4 students as a part of their school learning, and all S4 students had to

participate in the programme so as to broaden their horizons and arouse their awareness of the needs in the society; a Leadership Training Programme was arranged for all student organizers to help them design and organize the service

programmes; Students of different levels were facilitated to take part in community service programmes to serve the needy

voluntary services for the elderly and flags selling activities had been organized by the Students Social Service Corps; the Oxfam Club had organized charity programmes like Charity Café and Hunger Banquet; the Community Youth Club, Zonta Z Club, Red Cross Youth Unit, Girl Guides, Junior Police Call, Road Safety Patrol had organized

various programmes for students to serve the community through activities like blood donation, flags selling, charity sales, and health projects for the elderly.

A comprehensive recording and awarding system was implemented as recognition and commendation of students’ participation and accomplishments in performing community or voluntary services the school had joined the ‘Volunteer Movement’ of the Steering Committee on Promotion of Volunteer Service of the Social Welfare

Department, with the scheme of awarding certificates to our students according to their accumulated number of service hours our school was also one of the Heart-to-Heart Project Schools of the Hong Kong Federation of Youth Group, and our students of

different levels had kept a very good record of service hours.


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2.1.2 Reflection

The traditional and invaluable spirit of sisterhood in True Light had been well nurtured and much established after three years of efforts in

the school development cycle with a significant strengthening of the sister-forms system, the continuing growth of mutual care and cooperation between sister-forms, and the strengthening of bonds between students and the alumnae.

Based on our existing persisting effort in nurturing sisterhood among students, and even between our students and alumnae, more and different attempts should still have to make to foster sisterhood among students with the other True Light Schools in Hong Kong and Guangzhou. New initiatives should be sought for strengthening sisterhood among the True Light Schools.

Sisterhood could still be much enhanced through the sister-forms system, especially for the sister classes of S2 and S5 and that of S3 and S6. More opportunities, like sharing, games, competitions, etc, should still have to be created for students of the sister classes to have much closer encounters, communication and cooperation. It is hoped that the extension of the “True Light Bond” programme may help enhance sisterhood among the sister classes in the coming school year.

Satisfactory work had been done to facilitate students to learn more about the True Light history, values and traditions in order to uphold and sustain the True Light legacies in students. More creative and meaningful ways could still be attempted to motivate students to have genuine interests to know more about everything concerning True Light. Taking True Light history, spirit, culture, traditions and legacies as the main theme, different kinds of competitions may be orgainsed and student projects may be done to arouse their interest in learning more about the true Light legacies.

The religious atmosphere in the school had been greatly fostered all through the year, with morning prayers, religious practices in assemblies, Student Fellowship activities, and most importantly students’ religious education in classrooms.

Students had been much facilitated to serve the society with training programmes to equip them with the necessary skills and knowledge, with voluntary work for them to serve the needed, and with commendation on their accomplishments in performing voluntary and community services. Even more sharing of experiences gained by different students in different social service progamemes would be needed to further enhance students’ passion in serving the needy.

It would be even more fruitful and helpful if students could take both a whole person development approach and a deep concern for our community when they contribute themselves in doing voluntary and community services. Students should take their contribution to society as indispensable for their personal growth, which should include not just doing community services but also their will to be the light of the world and their genuine love and care for the people in the community.


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2.2 Learning Effectiveness Enhancement

2.2.1 Achievements

The school had been taking further and significant concrete steps to carry on with the realization of the four emphasized foci in the 5-year School Development Plan (2012 – 2017), including well-developing students’ self-direct learning practices, well-catering for students’ learning diversities, broadening students’ learning horizons with cross-curricular learning and enhancing students’ learning in classroom with cooperative learning. With the strenuous, persistent and collaborative effort made by the whole teaching staff, corresponding strategies and tasks were mostly satisfactorily carried out to accomplish the set goals.

On developing well students’ self-direct learning practices, students were helped in acquiring and developing self-direct learning skills and habits through further e-learning development:

students’ self-directed learning through e-learning was much facilitated at school as the school campus, with the help of funds from the ‘Fourth Strategy in IT Education’ and the ‘e-Learning Pilot Scheme’, was equipped with the full coverage of WiFi access while additional ipads and process apps were purchased to enrich the e-Learning environment for students;

students were trained in their junior form study to well equip themselves with the use of ipads and process apps for self-direct learning, as they were taught and drilled in S1 to S3 Computer Literacy lessons on these basic and necessary e-learning skills in order to cultivate their habits, techniques and confidence in making use of ipads for self-direct learning;

students in S1 and S2 English lessons were provided with plenty opportunities to make use of ipads and useful process apps to accomplish their learning tasks and share their learning outcomes promptly and effectively, and such e-learning experiences could help students develop well their self-direct learning abilities;

many Mathematics, Integrated Science, Geography and Liberal Studies teachers had included the application of ipads in some of their lessons to enhance further students’ capabilities in using ipads for classroom learning as well as self-direct learning;

students had also made good use of the eClass platform, making use of the many self-direct learning packages prepared and uploaded by teachers of different subjects for their self-direct learning;

teachers were better equipped with the use of mobile technologies and relevant pedagogies to facilitate the e-learning of students, as they learned and benefited greatly from the sharing of e-teaching experiences by many colleagues who had used ipads in conducting English or Computer lessons for students.

students could conduct their self-explorative learning more effectively and conveniently in the E-Learning Centre: the newly established E-Learning Centre, installed with a full coverage of high speed WiFi access and equipped with a handsome

number of 42 ipads and related furniture, had become an ideal place in the school campus for the self-directed learning of students; students had made a frequent use of the E-Learning Centre and the ipads during lunchtime and afterschool for self-directed

learning, while many teachers had also made use of the Centre to conduct e-learning activities. students were provided with the multi-functional Student TV as a self-directed learning platform when they engaged themselves as

effective learners by either producing or viewing the Student TV programme: the Student TV production team was formed, with the team members recruited from both junior and senior forms, and trained to run

the different Student TV channels, and the training they received, as well as their regular production and broadcasting of Student TV programmes, helped facilitate their self-directed learning;

students in general as viewers mostly found the programmes produced and broadcast by the Student TV, which included both subject-based knowledge programmes and the school news programmes, satisfactory for their self-directed learning.

reading to learn was persistently and effectively promoted to facilitate students’ self-directed learning prescribed reading lists for students were duly prepared by different subject panels for each level and uploaded to either the subject

web pages or the school library website, and students generally found their self-directed learning was much enhanced through the prescribed reading;


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e-reading as a convenient and effective way to help students’ reading for learning would be much strengthened with the issue of eBooks subscription settled and put into practice in the new school year.

On catering well for students’ learning diversities, suitable teaching strategies had been adopted by teachers to make classroom learning more effective for students of different learning

abilities, like the application of these pedagogies in arousing students’ learning motivation, dealing with their different language abilities,

providing them with different kinds of exposure, and teachers in general frequently made use of graded questions and differentiated tasks to help students of different abilities to learn more effectively;

providing the high achievers with more challenging tasks and learning activities during the lessons, setting for them bonus questions or worksheets, and designing for them more demanding homework assignments to facilitate their higher achievement;

different learning programmes were provided for high achievers and weaker students, like offering off-site courses for high-achieving senior secondary students to further enhance their learning abilities, like ‘Learning

English through Debating’, ‘Workshops on Excellent Chinese Writing and Composition’, ‘Excellence Enhancement in Mathematics’, ‘Liberal Studies Enhancement Courses’, ‘Hong Kong Physics Olympiad Training Course’ and enhanced Science learning in ‘Forensic Science’ and ‘Biotechnology Experiment’;

arranging after-school tutorial classes for those junior form students who were weak in the main subjects. school-based measures were attempted to cater for students’ learning diversities, like

taking the initiative within members of the Academic Standing Committee to prepare the school much better in catering for learning diversities, like conducting further studies on students’ different learning needs and abilities, and coordinating the teaching strategies adopted by different subjects in catering for learning diversities;

implementing remedial measures for students of weaker abilities, like the need of doing remedial or supplementary exercises for those low achievers in internal examinations, and strategic plans were worked out by different subject panels to help uplift the performance of the weaker senior secondary students in public examinations;

learning from external examples and organizations to develop effective measures to cater for learning diversities, like joining the Learning Circle of Catering for Learning Diversities organized by EDB to keep the interflow of ideas with other schools; and joining also the ‘Quality School Improvement Project: Self-Directed Learning as a Strategy to Cater for Learner Diversity’ run by the Chinese University of Hong Kong through the EDB School-based Support Service in the new school year;

implementing effective measures through especially the effort made by the SEN working group to cater for the school learning of those students with special education needs.

On broadening students’ learning horizons with cross-curricular learning, the teaching and learning packages prepared in the Language Across Curriculum project in the past two years was implemented to

promote cross-curricular learning with English as the teaching medium and mediator, the 48 Language Across Curriculum teaching and learning packages with interactive learning activities and graded exercises on

English, Mathematics, Integrated Science, History and Geography were successfully put into practice in the junior form lessons; most junior form students found English as important and indispensable for enhancing their cross-curricular learning, and they

found also their learning of English and also the learning of those EMI subjects included in the LAC project had been much enhanced by such cross-curricular learning;

these LAC learning and teaching materials and experiences would also serve as examples for other EMI subjects to develop cross-curricular learning materials with English as the medium or mediator.


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the annual Cross-curricular Learning Day activities were carried out successfully on 13th February, providing students with task-oriented learning opportunities to learn more effectively and creatively without subject boundaries, like

‘The Changing Face of Central’ (S1), ‘Knowing My YMT’ (S2), ‘Field Study in King’s Park’ (S3), ‘YMT Tourism’ (S4) and ‘Investigate Social Problems of HK’ (S5);

tailor-made cross-subjects elements were satisfactorily included in these Cross-curricular Learning Day activities to foster effective learning of students of different subjects while enrich their learning experiences.

further steps to develop tailor-made curricula to promote cross-curricular learning were taken as subject panels of the same key learning areas were encouraged to identify suitable cross-curricular topics across subjects; many teachers of the same key learning areas had tried to include cross-curricular elements in their collaborative teaching plans.

On enhancing students’ learning in classroom with cooperative learning, many teachers carried on in participating in many professional development activities concerning cooperative learning, including

peer lesson observation; experience sharing on the practice of the related teaching strategies.

many teachers had included cooperative elements in their lessons, like including cooperative learning elements in their collaborative teaching plans; practicing cooperative learning especially in junior form lessons.

students were equipped with cooperative learning skills in junior forms Liberal Studies lessons, with high demands of interactive learning and creativity, were taken as the most appropriate platform for

students to start acquiring and practicing cooperative learning skills in junior forms; cooperative learning was also quite frequently applied in S1-S3 classrooms, especially by teachers of subjects like English, History, Integrated Science, Computer Literacy and Geography.


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2.2.2 Reflection With the efforts made by teachers in promoting e-learning, the satisfactory use of the Student TV as a self-directed learning platform, and

the implementation of the various reading to learn strategies in the past school year, students started to have a greater awareness of the importance of self-directed learning and were more engaged in it to enhance their learning effectiveness, but there is still plenty room for improvement: While both teachers and students should have some deeper understanding of the real benefits and good strategies of self-directed

learning for enhancing learning effectiveness, there should still be more professional development on self-directed learning for teachers, including both the rationales and pedagogies, and students, on the other hand, should take root the habit of self-directed learning so that they could learn more widely and freely beyond the constraints of classroom learning. Teachers should acquire the methods and skills to engage students meaningfully and effectively in their free time for self-directed learning to compensate for the lack of sufficient lesson time for students’ classroom learning. It is hoped that teachers could learn more from their active participation in the ‘Quality School Improvement Project: Self-Directed Learning as a Strategy to Cater for Learner Diversity’ run by CUHK to have good application of strategies related to self-directed learning to help students learn better their subjects.

To develop e-learning for effective self-directed learning, it is still very important to have the sufficient provision of both the hardware and software, while teachers should be more facilitated to engage themselves in e-learning implementation. For hardware, while more ipads should still be provided, plans should also be made to allow the possibility for students to bring their own mobile learning devices for learning inside and outside the classroom. Both teachers and students should be better encouraged to use more the E-Learning Centre for lessons or self-directed learning. As for software, more suitable apps for educational and instructional purposes should still be purchased. As for teachers, they should be given more room and support, like arranging for them some common free periods (CFP) for collaborative lesson preparation, to enable them to prepare more e-learning lessons, teaching packages and self-access learning materials or packages for students’ self-directed learning.

The Student TV should still be much better developed to become a more effective platform for students’ self-directed learning. The different Student TV channels should still be more utilized to produce better and more programmes both in quantity and quality for self-directed learning. The student producers could still be more proactive in seeking help or advice from teachers on what and how to produce to facilitate self-directed learning. They might even try to video-take those teachers’ lessons designed for the purpose of self-directed learning. Even more students should be trained and supported to become more active in producing and broadcasting self-direct learning programmes. More broadcasting time should be given, while it will be more useful if students could have more and easier accesses to the educational programmes produced by the Student TV.

To promote self-directed learning through reading, a more enriched reading atmosphere in school should still be enhanced, like maintaining the specific use of Reading Periods just for reading. Students should be much encouraged to make good use of the prescribed reading lists for their self-directed academic pursuit, like accomplishing their assignments with knowledge or information acquired from prescribed readings, or giving them bonus marks for including prescribed reading elements in their assignments. Students should also be more encouraged and facilitated to read the eBooks the school has subscribed, like arranging specific Reading Periods for such e-reading, or providing them with an e-reading book list which will help their subject learning.

Both the school and the teachers should still take more appropriate and determined measures and actions to cater for students’ learning

diversities and different learning needs: Teachers should develop from just applying traditional methods to cater for learning diversities in classroom to further acquire more

sophisticated skills to cater for the different learning needs of different students in different classes. Teachers should employ these


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skills not just in lessons but also in assignments and assessments. They should be encouraged to participate more actively in learning circles of teachers of the same or other schools to develop suitable and effective strategies to cater for learning diversities.

The school should look for more resources and provide teachers with more room to help teachers develop their plans and skills to cater for learning diversities. Concrete steps should be taken to look into the real situation of the learning diversities of our students and to work out school-based policies and development programmes to equip the school and the teachers with the necessary knowledge and strategies to cater for students’ learning diversities;

More help and support should also be given to those students with special education needs as well as those non-Chinese speaking students, both of whom have been growing in number in recent years. There is a great and urgent need to look for possible ways and resources to help the school to deal with these issues.

With the solid ground established in recent years to make use of cross-curricular learning to enhance students’ learning effectiveness,

some better measures could still be taken to enrich and improve the Cross Curricular Learning Day activities, to better develop cross-curricular learning through Language Across the Curriculum project, and to work out a possible and practical school-based curriculum for cross-curricular learning: The Cross-curricular Learning Day (CCLD), in providing students with task-oriented or theme-based learning opportunities, had

also recently integrated important ingredients like learning outside the classroom, e-learning and mobile learning skills, as well as self-directed learning to develop students as effective learners, and it is advisable to develop CCLD further as a significant part of the normal school curriculum, with the inclusion of more systematic learning objectives and more specific learning outcomes.

Better coordination between different subject panels involved in cross-curricular learning through the Language Across the Curriculum (LAC) project is needed to facilitate subject teachers’ cooperation and to incorporate well the LAC lessons into the teaching schedules of the subjects concerned. It will also benefit the students more if such cross-curricular learning through LAC should include more EMI subjects than just History, Geography, Mathematics and Integrated Science, so that both the English language and the academic subjects could reinforce one another in students’ cross-curricular learning.

In order to work out the school-based tailor-made cross-curricular learning curricula, subject panels should be much more encouraged and supported to review their curricula in order to identify suitable topics and themes for cross-curricular learning.

Though cooperative learning has become quite habitual especially for some subjects in junior forms, it should still be further enforced in order to enhance students’ learning with these unique and useful learning skills and styles: Classrooms should be equipped with the necessary setting and materials for cooperative learning for its easy implementation by

teachers in lessons. Teachers should still be much encouraged and facilitated to widely practice cooperative learning by requiring them to learn from

their peer, to work with each other in collaborative teaching to work out and implement the teaching plans with cooperative learning elements, and to start their practice with the junior forms to try out the strategies for cooperative learning.


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2.3 Gifted Education Development

2.3.1 Achievements Gifted Education Committee has seen much growth in its development and implementation of regular events. With the concerted efforts of its member and other different parties concerned, it has been a fruitful year. On the administrative level The talent pool which includes gifted students in S2, S3 and S4 in the eight domains, namely Chinese, English, Mathematics, Science,

Music, Physical Education, Art, and Leadership has been developed by the committee and used by different parties concerned. Towards the end of this academic year, teachers concerned were invited to update the talent pools for the new academic year

(2015-2016) so that the updated pool is to include S2 to S5 gifted students. Different panels and committees have submitted information relevant to any pull-out programmes conducted this year for management

purpose. One program assistant was hired to facilitate the administrative work of the committee. On students' level An affective education programme “我要做個快樂人”, which is composed of three movie-induced discussion sessions was organized, 12

S3 students were enrolled after their self-nomination and our elimination based on their membership in the talent pool. 3 teachers of the committee hosted the sessions. Participants showed positive feedback towards the programme.

In this year, the nomination process of students to join off-site enrichment and extension programmes provided by Gifted Education Section of EDB, the Hong Kong Academy for Gifted Education, local tertiary institutions and universities took place.

11 out of 15 nominated students were enrolled in the Hong Kong Academy for Gifted Education. Several students enrolled before completed courses provided by the Academy and received certificates.

A leadership training programme was also organized in August 2015 for potential student leaders. All S4 and S5 students joined The Hong Kong Award for Young People (AYP) which is a scheme promoting all-round development and

exploring one's talent and potential. One teacher from the committee was assigned to each of the 8 classes to monitor students' completion of the scheme. Each class has also elected one AYP ambassador to facilitate the relevant work. 5 S5 students completed their Silver Medals.

Two talks were held for students throughout the year. One aimed at informing S4 students of the implementation and rationale of AYP. Another one is for S2 and S3 students, introducing the rationale of talent pool and how students should go all out to develop their talents.

On teachers' level Teachers were invited to contribute to the development of talent pool. During the process, they were introduced the definition of

giftedness and some selective criteria of gifted students. A staff development programme was conducted on 3rd June, 2015 where a speaker from The Hong Kong Academy for Gifted Education

talked about how to incorporate high-order thinking in the classroom. On parents' level Mr Victor Ching, educational psychologist from the Hong Kong Academy for Gifted Education was invited to be the guest speaker of a

seminar for parents on Parent's Day in February. The talk introduced the ideas of giftedness and it received positive responses from the parents.


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2.3.2 Reflection The goals set were achieved well in this academic year. It is deemed that improvements on certain areas of the Committee could be made for even further development of gifted education in breadth and depth. All teaching staff could be further encouraged to use the talent pool for different administrative purposes. AYP is to be implemented in S4, S5 and S6. The completion rate of the scheme has slightly improved but teachers in charge still found it

difficult to monitor students' progress frequently and regularly. AYP Ambassadors were not assigned much work except the enrollment period in the beginning of the term. The possibility of involving class teachers to manage their students’ progress in the scheme could be considered.

Affective education is to be implemented and the scope of it should extend to catering for more than one level of students and even a larger number of participants.


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2.4 Career Education Enrichment

2.4.1 Achievements This is the third year of the 5-year School Development Plan 2012-2017. With the introduction of the CLP Grant, some teaching load of career teachers had been relieved for developing a systematic framework on Career and Life Planning and coordinating career guidance programmes at school. This year, a wide variety of programmes were organized for various stakeholders to be equipped in career education. These should be helpful for students to pursue their own goals with the support from their parents and teachers. On enhancing professional development of teachers on career education, a professional exchange between CCC Ming Kei College and us was held on 16 June, 2015. During the session, we both shared with

each other 1) the comprehensive framework on Career and Life Planning, 2) the career guidance programmes implemented at school and 3) the use of the CLP Grant.

On equipping senior form students for their planning of future career, This was the third year of implementing the S4 curriculum at school. To supplement some theoretical learning in class, students were

encouraged to join other career guidance activities to enrich their understanding to themselves and the world-of-work These activities included Mr Work (Simulation), Engineering Exploration Programme, visits to Beauty Tech Institute, MSL Nutritional Diet

Centre, Cathay City, workshops for Hospitality Programme (CUCSC) and Mock Court Trial. Over 10 programmes were offered to both S5 and S6 students. For S6 students, there were JUPAS Choice Workshop, JUPAS sharing

night, Mock DSE Result Release Workshop, Mock Interview Workshop, Career talks on CUSCS, HKU SPACE, HKBU CIE and Taiwan Study Opportunities. Group counselling sessions were organized for S6 students to consult with class teachers, career teachers and other teachers for the JUPAS choices. For S5 students, there were Career Exploration Day, Job Shadowing Day, Working Reality and JUPAS Workshop.

On arousing the awareness of the importance of career planning in junior forms, Programmes were designed for all junior form levels. For S3, there were money management workshop, subject choice workshop,

leadership training workshop, group counselling sessions with Career Prefects, career teachers and class teachers; S2 was career planning workshop; S1 and S2 school-based VIPS workshop. There were also Career Quiz for S1 to S3 students

True Light Bonds was one of the most important programmes for S1 and S4 students designed by the Career Guidance Committee. Both S1 and S4 students were given an opportunity to brainstorm their future career they would like to pursue.

Workshop of 風呂敷, visits to Lions Eye Bank of Hong Kong and service learning of Pre-Christmas Party for St Joseph’s Home for the

Aged were arranged to widen students’ exposures. The S3 curriculum was first introduced this year. Both Finding Your Colours of Life and the school based materials were prepared for

and delivered to students in order to help them understand more about themselves and the S4 subject choices. On helping students set clear goals on future study and career, Subject panels provided a wide variety of activities to inspire students for the pursuit of their further study and career opportunities such

as visiting High Court and sharing with member of the Bar Association, visiting Ageas, Jao Tsung-I Academy and lunch at Gingko House and attending a talk by Dr Allan Zaman.

Some students found the participation in the OLE activities inspired them in setting up their own goals. Reflections on goal set up for study and career can be seen in S6 students’ Student Learning Profile and the OEA.


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2.4.2 Reflection The school has been promoting career education to the stakeholders at school. In the coming year, tools would be developed for parents and students. Even though there were difficulties in the implementation phase, it was a good start. For S1 and S2 parents, a Life Planning Handbook for Parents has been developed for parents to understand more about life planning.

They would write down their expectations to their children in terms of life planning in the secondary school life. Goals set by their children would be written down in the handbook and their parents would take a supportive role to them.

The Student Portfolio would be developed for students to develop the habits of keeping learning experience records and writing reflections.

The mentorship programme of True Light Bonds will become the school-wide programme for all students, namely S1 to S4 students, S2 to S5 students and S3 to S6 students, in 2015-2016. Mentors and mentees would be encouraged to participate in tailor made activities.


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3. Learning and Teaching 3.1 Learning Experiences

Our students have been living up to the calling of the School Mission to ‘think independently’ and ‘learn proactively’ in the academic pursuit of

their daily school learning. Students were at large willing to try their best to make the most out of their various learning experiences both inside and outside the classroom to strive conscientiously for extending their academic potentials and achieving good academic performance.

In their daily classroom learning, students did not just acquire knowledge subject-wise, they developed also during the learning process their

various generic skills. Students could also learn to treasure the core and universal values when they received value education, including moral, civic and environmental education, which had been immerged with the different subjects they studied. The controversial ‘Occupying Central’ incident came accidentally as a good opportunity for the school to effectively and emphatically provide students with corresponding value education in lessons of different subjects and even in ad hoc assemblies. All these different but invaluable learning experiences could help students establish correct and positive attitudes towards self, life and society, which would be very useful for them to strengthen their belief in important values and to foster their whole person development.

With the help of information technology which the school had developed quite quickly recently, students had become very effective learners

inside and outside the classroom. When in classrooms, students were highly motivated to learn, with teachers making the frequent use of various information technology devices to facilitate their learning and to enrich their learning experiences, like the application of the computing system, the electronic whiteboard, the Simultaneous Response System, the overhead projector, as well as the different audio-visual aids. Students had also become active learners when they learned lively and interactively through ipads to accomplish their learning tasks and to share promptly and effectively their learning outcomes with classmates. In junior form classrooms, students’ learning with the used of ipads was seen especially in English, Integrated Science and Computer Literacy lessons. Such use of ipads was also practiced in many senior form classrooms, when students attended their Mathematics, Liberal Studies, ICT and Geography lessons

Outside the classroom, students could also make use of various e-learning provisions in school to conduct their own self-directed learning. They

could, for instance, study with the e-learning packages uploaded to the eClass platform or the school intranet by their subject teachers. Venues for students to conduct their self-directed learning had also been extended from the Computer Room to include also the newly-established E-Learning Centre, where students could also use ipads for their self study.

For junior form students, they found their learning of the English Language and many of the EMI subjects, like Mathematics, History, Geography

and Integrated Science, could reinforce one another through the Language across Curriculum (LAC) lessons. During these lessons, students learned with the tailor-made cross-curricular learning materials, which included innovative worksheets as well as interactive games and activities, and students found that these lessons and learning materials were very useful to better enhance their learning effectiveness of the LAC subjects.

Junior form students had also got used to making use of cooperative learning in class to help maximize their learning effectiveness and outcomes,

especially in lessons of English, Liberal Studies, History and Geography. To equip them with better English standard and to prepare for their senior secondary and future study, junior form students had owed much to the

learning of many school based subjects like Drama Education, Career Education and Business and Economics. Drama education was introduced as a new element in the English learning of S1 and S2 students, with the hope that this integration of the ‘drama’ elements in the English periods would make the lessons more impressive and appealing to students, while students could learn better language skills in listening, writing, reading and speaking in a more creative and interactive way. Students could also have a better planning for their future as they were helped by the learning of Career Education in S3 and S4 to know more and set their career paths. The learning of Business and Economics could also help bridge S3 students to their senior secondary study, especially if they would choose those elective subjects like Economics or Business and Financial Studies.


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Starting from this year, a new academic subject, Life and Society, would be introduced first in S1, and it would then be introduced to S2 and S3 year by year. This new subject would prepare students much better for senior secondary study, as it is a good bridge to the learning of Liberal Studies, Economics, as well as Business and Financial Studies in senior forms. Moreover, as Life and Society would be replacing the two CMI cultural subjects, i.e. Liberal Studies and Life Education, it would help reduce the lesson time for the CMI subjects that remain, not including Chinese Language, Chinese History and Putonghua, to less than 5% of the total lesson time in junior forms, while students’ academic knowledge and learning experiences would be much expanded.

Junior form students would also be further and better prepared for their senior secondary study as it has been planned that the two Home

Economics lessons per cycle in S3 would be replaced by one more additional period each for Computer Literacy and Business and Economics, which would strengthen especially the foundation of those students who would take the elective subjects of Information and Communication Technology and Business and Financial Studies respectively in S4.

For senior form students, there was still a strong tendency for them to take less than three elective subjects in their senior secondary study. In this

school year, after their dropping of elective subjects had been approved after the last Final Examination, there are now 45 students in S5 and 97 students in S6 studying less than three elective subjects. Meanwhile, there are already 12 students in S4 studying only two elective subjects, many were S4 repeaters, who could only take two elective subjects for their study. Moreover, there are only 12 students (out of 36) still studied M1 in S6, while a total of 12 (out of 34) had withdrawn their study of M2.

For the study of Mathematics Extension, there was only a class of students in S4 given the opportunity to study the subject, while it was also

planned that there would be one additional period per cycle for Mathematics Extension students in S4 and S5 to cater for their needs to have reasonable increased lesson time for the subject.

In the meantime, those S6 and S5 students who had withdrawn their study of an elective subject had to attend supplementary Chinese and

English lessons, two periods for each language per cycle, in the first term or the second term respectively. For other spare periods, these students had to conduct their self-directed learning in the school library, while class and subject teachers were well aware of giving them more and better support through guidance or providing them with more supplementary work or exercises. Those S6 students who had withdrawn from studying Mathematics Extension had to attend the Mathematics (Core) lessons together in a special class to concentrate on improving their performance in the subject.

Senior form students could also have other learning experiences within their normal lessons, like Religious Education lessons for Moral & Civic

Education, P.E. lessons for Physical Development, Career Education lessons in S4 for Career-Related Experiences, as well as Aesthetic Development lessons. Though Career Education was not included as normal lessons in S5 and S6, it would still be implemented for the students as immersed programmes conducted in class teachers’ periods or in the assembly time.

Our students, besides learning through the formal curriculum in classrooms, also learned without boundaries outside the classroom. They

learned across subject boundaries when they took part actively in the various learning activities for thematic study in the Cross-curricular Learning Day, like ‘The Changing Face of Central’ (S1), ‘Knowing My KMT’ (S2), ‘Field Study in King’s Park’ (S3), ‘YMT Tourism’ (S4) and ‘Investigate Social Problems of HK’ (S5). Moreover, students enjoyed very much in a knowledge carnival like Inter-House General Quiz, when both the House teams and the House members could participate in the competition as they answered questions from all the subjects they studied.

Students also learned in a lively and creative way and gained significantly when they participated in some exchange or interflow activities or

attended the various enrichment or enhancement courses organized by the school, or when they acquired other learning experiences outside the classroom,


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Students were given the opportunities to learn in other schools when they joined in some student interflow schemes, like the Local Student Exchange Scheme co-organized with Pui Ching Middle School and Our Lady of the Rosary College on February 10-12, 2015. Students had also interflows with students from mainland China, including those from Guangzhou True Light Middle School on November 12-13, 2014 and another junior secondary school in Guangzhou (廣州市荔灣區花地中學) on April 23-24, 2015. It was also the first time for our students to meet with Thailand secondary school students when about 20 students of Chalermkwansatree School, traveling to Hong Kong as a part of their English Enrichment Programme, visited us on February 3, 2015. Students who had become buddies of the student visitors from other schools could have especially gone through some brand new and unforgettable learning experiences.

The Capacity Enhancement Grant (CEG) and the Diversity Learning (DLG) were well made use of to provide students with extra support to

further enrich their knowledge, to enhance better their learning capacity, and develop deeper their interests and skills. Through CEG, there were Enrichment Courses for S1-S3 Gifted Students in Mathematics, two Learning English through Drama Courses (one for S1 students and the other for S3 and S4 students), Chinese Debating Courses for S2 to S4 students, Physics Enrichment Courses on ‘Architecture & Mechanics’ and ‘Electromagnetism’, a Hong Kong Physics Olympiad Training Course, and an Introductory Course on Aerial Photography and Videography. Through DLG, the learning programmes for gifted students would include a Learning English through Debating Extension Course, a Learning English through Social Issues and Pop Culture Extension Course, workshops on Chinese writing and composition, Biology courses on ‘Forensic Science’ and ‘Biotechnology Experiments’, and Mathematics and Liberal Studies enhancement courses for NSS students.

Students’ participation in a variety of extra-curricular or co-curricular activities could also help broaden their knowledge horizons, like visits, field

trips and study tours abroad, like an economic study tour to Nanshan-Qinhai on February 6, 2015, a historical and cultural study tour to Guilin on March 19-24, 2015, and an English study tour to Australia during the summer vacation. Different subject panels had also worked through their respective academic societies to provide various innovative life-wide learning activities to arouse students’ interests and to enhance their ability in learning the subjects. Talks of academics or scholars had also been organized to help arouse students’ social consciousness and concerns for the pursuit of knowledge.


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3.2 Teaching Strategies To cater for the various learning needs of our students, many of our teachers had been incessantly acquiring and attempting to put into practice

different kinds of teaching strategies in order to help them achieve better learning outcomes. Teachers used to act as facilitators in classrooms, like to construct an interactive classroom in order to arouse students’ learning motivation and help encourage their proactive learning. Various stimuli were applied to motivate students to learn actively, like providing them with different scenarios to inspire them to explore every possible method to solve problems, asking them graded and high order thinking questions to enhance their creativity and critical thinking skills, and giving them carefully designed differentiated and challenging tasks to enrich their learning experiences in classrooms. Teachers would also provide prompt and constructive feedbacks and compliments to students as recognition and reinforcement of their learning outcomes.

Teachers also had also tended to use more different information technology techniques and devices, like the computing systems, visualizers,

ipads, as well as the electronic whiteboards with the simultaneous response system, to make more effective their teaching strategies and to create a more interactive and effective learning environment for students. Teachers were also requested to provide students with e-learning packages and resources for their self-directed learning through the school intranet or the eClass platform. The possibility of introducing e-textbooks to students had been under study, and eBooks would be subscribed to enhance students’ reading rabbits and to promote reading for learning.

To find out the kinds of the difficulties for senior form students in using English as the language medium in studying Science subjects, subject

teachers of Physics, Chemistry and Biology had taken part in a Research Study on HK Students Studying HKDSE Science Subjects conducted by a PhD Candidate in Education from the Department of Education of the University of Oxford. Our Science teachers would receive advice and suggestion on the effective teaching strategies to be adopted when teaching Science subjects in the senior forms.

To improve the teaching strategies on catering for learning diversities, our school had participated in the ‘Quality School Improvement Project:

Self-Directed Learning as a Strategy to Cater for Learner Diversity’ run by the Hong Kong Institute of Educational Research of CUHK through the School-based Support Service provided by EDB. All teachers would join the teacher development programmes provided by the Project, while teachers of some subject panels would work with the educational experts in the Project to design useful teaching and assessment strategies to cater for students’ different learning needs through self-directed learning. The invaluable experience gained by these teachers would be shared among the other colleagues. Meanwhile, our teachers would still join in the Learning Circle of Catering for Learning Diversities organized by EDB to keep an interflow of related ideas and strategies with teachers of the other schools.

To refine and further develop their teaching strategies, teachers had been making use of the Collaborative Teaching Scheme and the Common

Free Periods to work together and to learn from each other, Through the Collaborative Teaching Scheme, teachers teaching the same subjects or within the same KLA would work in teams, each consisting of two or three teachers, to work out and implement together some teaching plans, with peer lesson observation and evaluation. Specific attention was paid to develop teaching strategies for cross-curricular and cooperative learning, while the scheming of student-oriented lessons to enhance active student involvement and learning autonomy was also emphasized, with concerns for provoking high-order thinking and catering for learning diversities. Common free periods were arranged for teachers of English, Chinese, Mathematics at each level and Liberal Studies at senior secondary level to enhance their professional teaching collaboration in their lesson preparation and implementation. In this year, these common free periods would also be arranged for teachers of Life and Society and Aesthetic Development. Other subject teachers had mostly taken their own initiative to arrange for themselves the same practice for their professional sharing and development.

To further enhance the effectiveness of our teaching strategies in order to bring about satisfactory learning outcomes of students, there are still

many areas for teachers to explore and develop. Teachers should acquire more knowledge and skills in fostering students’ self-directed learning, as well as the teaching strategies to facilitate the e-learning and mobile learning of students. There is still plenty of room for our teachers to acquire, improve and implement the teaching strategies concerning catering for learning diversities of high achievers, low achievers, as well as students with special education needs. There should also be more attention to the non-Chinese speaking students to see into and cope with their learning needs. More concrete steps have also to be taken by different subject panels to tailor-make the curriculum for meaningful cross-curricular learning. Cooperative learning should still be more popularized and widely practiced, not just in junior forms and for only some subjects.


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3.3 Assessment Students’ academic performance and learning outcomes had been continuously assessed by different modes of homework assignments, quizzes,

term tests and examinations. When giving students homework assignments, assessment for learning was greatly emphasized to help consolidate students’ subject knowledge

and their classroom learning. Assignments, which included various kinds like workbooks, worksheets, essay writing, surveys, projects, case studies, reports, book reviews, and newspaper cuttings, etc., were duly designed, and at times diversified tasks and questions of varied difficulties were included. However, improvement should still have to be made in designing assignments to especially cater better for students’ diversified learning needs. Teachers should also try to include wider modes of assessment like self, peer and parent assessments when designing the assignments. There should also be assignments specially designed for students to conduct their self-directed study.

To convey to students the importance of doing well their homework and submitting it on time in helping consolidate promptly their learning

outcomes, the Homework Submission Scheme was adopted and implemented in order to make students do and submit their homework assignments properly. Together with the homework policies of different subject panels, which would often include mark deduction for late submission of assignments, students had become more punctual and orderly in their homework submission. To further encourage students to do well their homework assignments in order to achieve satisfactory learning outcomes, the Most Outstanding Homework Performance Award Scheme was carried out, and a total of 100 and 79 students were awarded in the first term and the second term respectively.

The assignment inspection policy was satisfactorily carried out to allow better supervision from the school management and the subject panel

heads on homework assignments to students, including the content and marking of the assignments. To implement the homework assignment policies, which would include the teaching objectives to accomplish, the formats, frequency, guidelines and modes of assessment, the subject panel heads would closely supervise their panel members in their making use and marking of homework assignments. Panel heads could make use of the standard record forms of assignment inspection to see into the quality and the quantity of the assignments given by teachers, and to evaluate the marking of the teachers and the ways they gave the comments and feedbacks. The subject panel heads also had to submit their students’ assignments to the school management for the same kind of inspection.

Students’ annual academic performance in school was formally assessed through tests and examinations, which made up the term marks and

the examination marks of students’ annual scores respectively. There were two examinations for each level of students every year. For tests, there were at least two assessments (test/assignment/project) for each subject within each term. For junior forms, there should be at least one test in the first term and preferably two tests in the second term. For senior forms, tests should be used for the two assessments each term. Post-examination meetings were held after the Mid-year, Final and Mock Examinations to evaluate students’ performance as a whole and to suggest remedial measures to be taken for weaker students. There was also an evaluation of individual subjects to see how well students had performed in learning the subjects and to discuss the necessary measures to follow.

Teachers teaching the senior secondary subjects were faced with great challenges in using the standard referencing system to assess students

on the levels they attained in different assessments. Some attempts were made to help teachers to conduct their level marking more confidently. The first attempt was to predict for students their levels of attainment in different subjects after the S6 Mid-year Examination, and students were given their predicted grades on S6 Parents’ Day as a way to help the students, as well as their parents, to prepare better for the Mock Examination and HKDSE. It was hoped that reliable predicted grades would be useful for managing the expectation of students and their parents. A study of these predicted


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grades with students’ HKDSE results found that there was a high correlation, showing that our teachers had become more familiar and accurate in using the standard referencing system to assess the students. The school had also joined for the third time the Pilot Study on Predicted Levels of 2015 Core Subjects (CEML) conducted by the Hong Kong Examinations and Assessment Authority to study the reliability of our prediction of students’ CEML subjects in order to evaluate teachers’ accuracy in level marking., The School Report of the pilot study showed that there was a satisfactorily high correlation between the predicted grades awarded by our teachers to students and the actual level attained by students in 2015 HKDSE, showing that teachers had a good understanding and knowledge on standard referencing, and their level marking performance was very reliable. The other measure was a continuing attempt to keep joining the HKDSE Mock Examination Papers Exchange Scheme organized by the Association of Principals of Secondary Schools of the Hong Kong Council of the Church of Christ in China. Subject teachers who had joined the Scheme found it helped conduct level marking, as the marking criteria set by other schools could be taken as reference and examples.

Teachers had been very cautious in taking sophisticated procedures to conduct the School-based Assessment required for many senior

secondary subjects. Students were given the common SBA tasks across classes so that they were assessed on the same tasks. They were also assessed with the same assessment standard, and the same criteria for awarding marks to all students were applied. In doing so, consultation among teachers to align the marking criteria was often conducted, and trial marking of samples of students’ work was constantly carried out. Marks given were adjusted whenever necessary to ensure consistence of assessment standard. Reference materials and archive materials were used to help standardizing the marking. Proper and sufficient guidance and supervision was provided to students to ensure the quality and authenticity of their work. Feedback and advice on improvement were given to students after the completion of marking to provide them with a fruitful learning experience.

Teachers’ burden in SBA assessment would be greatly released in future years as recently the EDB had announced that starting from S4 in

September 2015, SBA will not be implemented in many elective subjects which our school has offered, namely Chinese History, History, Economics, Geography and Information and Communication Technology.


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4. Student Support and School Ethos

In line with Christian values of loving oneself and others, we kept on focusing on developing students on True Light Girls’ qualities including perseverance, fitness, modesty, sacrifice, illumination, dedication, awareness and versatility. We aim at enhancing students’ capability of self-discipline, self-respect, respect for others, and self-motivation for learning. Twin class teacher system was adopted for every class to ensure that students were well cared for. In general, students were found to be well disciplined, virtuous and caring. From EDB stakeholder questionnaires, we found that teachers’, students’ and parents’ views on support for student development are 3.8, 3.8 and 4.0 respectively on average. Teachers’, students’ & parents’ views on school climate are 3.6, 3.8 and 4.2 respectively on average. The scores attained are steady in these three years. The survey results indicated that teachers, students and parents are in general satisfied with the school support for student development and the school climate.

Teachers’, students’ & parents’ view on support for student development

Teachers’, students’ & parents’ view on school climate

In year 2014-2015, The APASO data of our school in general showed positive result. The scores of our students are in general higher than the Hong Kong norm. The test scores indicate that the costs of help seeking for S1 to S4 students are quite high. Staff development programme on developing students’ higher order thinking skills is offered to teachers, so as to foster a questioning attitude in students.

3.9 3.7

3.9 3.8 3.7

3.9 3.8 3.8 4.0

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Teachers' view Students' View Parents' views

2012-2013 2013-2014 2014-2015

3.7 3.7

4.1

3.6 3.7

4.1

3.6 3.8

4.2

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Teachers' view Students' View Parents' views

2012-2013 2013-2014 2014-2015


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4.1 Whole-school Approach to Guidance & Discipline The Guidance and Discipline Committee work effectively with the school social workers, the educational psychologist and the police school liaison officer to provide individual counseling and conferences with parents. 4.1.1 Guidance and Discipline Committee

1. Talks School social workers, educational psychologist and the police school liaison officer were invited to give assembly talks to students to promote positive values and mental health. All S1 parents

were invited to attend the talk “同步升中路”.

2. Training programmes Two training programmes for students were designed at different levels with the collaboration of NGOs. “Peer counselling” was also a whole year program for 30 S3 to S5 guidance prefects to develop their interpersonal skills to help S1 students to adapt the school life. A programme for S2 students was also held to promote team spirit in class.

3. Award System The “True Light Star Award” and “Best Performance Class Award” were given out to recognize the exceptionally good performance of the students and classes concerned.

4. Measures to support class teachers Each class set up their own class rules at the beginning of the school year. Form meetings concerning guidance and discipline affairs were held in mid-October and April.

5. Self-improving Scheme Students having disciplinary problems were requested to join the scheme. They had to complete a self-reflection form and make a plan to improve themselves.

6. Tutoring Service Tutoring classes were organized with S5 students as tutors to help S1 and S2 students to improve their English, Mathematics and learning motivation. Students with financial problems were subsidized by Shiu Wai Ming Financial and Educational Assistance Fund.

7. Workshops School social workers were invited to run a workshop on “anti-bullying” for S1 students.

4.1.2 S1 Orientation Day for parents & students

On 6 September, 2014, all S1 parents and students were invited to spend an afternoon with the class teachers. The school vision was introduced by the Principal, followed by an information session covering aspects of attention such as school history, academic affairs, pastoral care, student-activities arrangements and channels of home-school communication. The highlight of the programme featured the experience sharing session chaired by the Parent-Teacher Association. Parents of students from senior forms shed light on how they had accompanied their daughters throughout their junior secondary school life. All S1 students’ parents met their two class teachers in the classrooms after the talk.


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4.1.3 Careers and Guidance Committee The programmed organized for students in this year were as follows:

1. Learning Experiences Easy Organic Farming Scheme (EDB) Canon Photo Marathon 2014 HK (EDB)

富通保險實習計劃

佛教醫院暑假工計劃

Hotel School Touch Day (CUHK) JA Job Shadowing Programme – GIS (政府新聞處)

Summer Career-Related Experience Scheme 2015 (HKACMGM) 0Secondary School Graduate Summer Internship Programme 2015 (Leisure & Cultural

Services Department) 2. Career Exploration Day

The Career Exploration Day for S5 and S6 students was held on Sept 22 2014. Our students gained an opportunity to meet professionals from various industries. They

were able to explore the latest developments in different sectors, and to learn how to best position themselves in the marketplace.

3. Career Visits Visit to Beauty Tech Institute Ltd Visit to High Court Visit to Chinese Medicine BU Visit to Bright Growth Medical Laboratory Limited Visit to Lions Eye Bank of Hong Kong Visit to Hutchison Port Holdings Limited Visit to MSL Nutritional Diet Centre Visit to Cathay City Visit to Jao Tsung-I Academy and Lunch at Gingko House Pre-Christmas Party for St Joseph’s Home for the aged

Engineer for a Day Programme 4. Career workshops

S1 Goal setting workshop S2 Career Planning Workshop S3 Subject Choice Workshop S3 Career Workshop – Money Management

S3-5 Leadership Training Workshop S3-5 日本風呂敷工作坊

S4 Mr Work工作坊

S4 Journey of Career

S4 韓國文化工作坊


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S4 Mr In 見工真人SHOW

S4 酒店實務體驗

S5 JUPAS Workshop I、II & III

S5 Working Reality Programme S6 Mock Interview S6 Workshop on Career Mapping

5. Group and individual Counselling S3 NSS Subject Choice group and individual counselling S6 JUPAS Choice group and individual counselling

6. Awards S3 Inter-School Dreamcrafter Competition 2014 (HKACMGM)

First Runner-up

『香港中學生模擬法庭2014-2015』比賽(新界扶輪社、香港專業教育學院及教育局合辦)

季軍

最佳刑事檢控官獎

最佳團隊表現獎

S3-5 「成功在望」獎勵計劃2015 (英國保誠及香港青年協會合辦)

3 Gold Awards 4 Silver Awards 2 Bronze Awards

S5 Junior Career Planning Competition ( Y.E.S. ) Second Runner-up

7. True Light Bonds ( S1 & S4 ) This programme paired up S1 with S4 students to develop one-on-one "mentor and friend" relationships. Through the

programme, the tradition of sister councils in True Light was strengthened and a platform for S1 and S4 students to share their learning experiences was provided. In the meantime, S1 students had much to learn and gain from association with more mature mentors. By sharing their learning experiences and helping each other, mentors could help S1 students quickly settle into school life on the one hand and cultivate their own interpersonal and communication skills on the other. Thus, “BONDS” was mutually beneficial for both the mentors and mentees. Activities held for the programme were as follows: S4 Leadership Training Installation Ceremony Sharing session on books and articles Inter-class sports competitions/activities Straw Towers Challenge Mentor/Mentee meetings Workshop on Goal Setting

Sharing session of “I have a dream” Project

Sharing Session cum Award Presentation Ceremony


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8. School Business Partnership Scheme- The Citi Hong Kong Talk on Career in Banking Citi Women Network : Inspirational Talk by Banker and Asian paralympian Ms Elisa Wong Career Sharing cum Closing Ceremony

9. Joint School Activities Career Seminar on “Multiple Pathways under NSS curriculum Studies in Taiwan” (S4-6)

A seminar on tertiary education opportunities in Taiwan , organized by the Career Guidance Core Group of CCC Association of Principals of Secondary Schools, was held on Sept 27 2014.

Our parents and students found the seminar very helpful. They gained not only a better understanding of the study opportunities in Taiwan, but also the accreditation of qualifications obtained in Taiwan.

Joint School Mock Interview ( S5 ) A Joint School Mock Interview, initiated by St. Louis School, was held on July 5 2014 Our S5 students jumped at the chance to learn some essential interviewing skills. Before attending the Interview, students

had to complete a questionnaire about their expected levels in DSE, their prospective JUPAS choices and their other learning experiences. They also had to write an account describing their strengths and weaknesses.

The Interview proved to be an extremely rewarding experience as participants said they had a clear idea of what to prepare for university interviews after attending it.

4.2 Other Learning Experiences (OLE)

Other Learning Experiences (OLE) is one of the components to provide a valuable niche for the whole person development of students. The school provides the greatest room for students to develop, giving them the most comprehensive and the richest learning experience. In designing OLE activities, it is aimed to extend classroom learning and provide students a balanced development on knowledge, ability, attitude and values, so as to meet the objectives in education on spiritual, moral, intellectual, academic, physical, social and aesthetic aspects. There are 40 clubs and societies to provide a wide range of activities and add dimensions of other learning experiences for our students. Moreover, the school established the Student Union and the four Houses to offer vertical support to students’ growth and to develop their sense of belonging. The experience thus gained will be invaluable for students’ personal growth. The school continues to explore more learning opportunities for all levels of students. This year, a series of OLE activities were arranged in the OLE week. Students in different levels were provided with different activities in various components of Other Learning Experiences so that students’ horizons could be broadened. The Student Learning Profile (SLP) system of the intranet were used in various aspects. Students completed their Clubs / Societies enrollment through the system electronically. Teacher-in-charge used the system to process the application and results were announced through iMail. On the other hand, students-in-charge of the clubs and societies can make use of the system in promoting their club activities through intranet efficiently. Beside, teachers were asked to import students' attainments and achievements to the school database system. At the end of the year, students were requested to write reflections on their performance. An electronic copy of the SLP can be downloaded by each student through the school intranet. Through records and reflections, students had reviewed their OLE throughout the whole year. Taking this opportunity, students can plan their OLE activities in the next school year so as to broaden their horizons and have a balanced development.


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4.2.1 Aesthetic Development (ASD) The aim was to nurture in students the virtues of creativity, openness, flexibility and aesthetic sensitivity for life-long learning. It also helped students to cultivate an open-minded attitude to and respect for the arts through music, art, drama, dance and other aesthetic activities in True Light. 4.2.1.1 Music To further enhance students’ aesthetic development, one ASD lesson per cycle was arranged in the timetable for S5, S6 and double lessons for S4 on every other cycle. Through active participation in listening, performing and creating, students can express creativity, imagination, aesthetic sensitivity and critical thinking skill to express the characteristics and feelings of the music.

Internal Activities “One Student, One Instrument Scheme” more than 200 students participated in a total of 21 instrumental classes, including

Chinese instruments School choir and school orchestra performances in School Information Day in November 2014 Singing Contest was held in December 2014 Assembly concert was held for pre-Music Festival competition concert in January 2015 True Light Songs Singing Competition was held in March 2015 S1 choir performed in the Form One Inauguration Ceremony in April 2015 School senior choir and school orchestra performed in School Graduation Ceremony in

June 2015 Annual concert “Inception” was held on 11th July 2015

External Activities Winter Choral Festival with Ying Wa College, masterclass and workshop was held in

December 2014 Christmas caroling for Ritz Carlton Hotel A madrigal group performed at Wah Yan College Kowloon Concert Arts Development Council Arts Ambassadors program (two students nominated as arts

ambassadors) 67th Hong Kong Schools Music Festival 5B Huang Yao was recommended to take part in the Hong Kong SingFest School choir performed at the Yau Tsim Mong District Office Annual Dinner Senior choir together with Ying Wa College performance in CCC Teacher Long Service

Awards Ceremony

Awarded Competitions 67th Hong Kong School Music Festival - Groups

14-year-old Foreign Chorus - third place Oratorio mixed chorus (in partnership with Ying Wa College) – 1st Runner-up All other groups eligible for excellent results


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67th Hong Kong School Music Festival - Individuals (Vocal) 19-year-old foreign language duet - 4C champion Kwan Hoi Wing Beatrix 15 students eligible for a certificate of good performance

67th Hong Kong School Music Festival - Individuals (Instrumental) 19-year-old recorder solo champion (4A Li Sze Man 6B Lok Wan Huen) 16-year-old recorder solo third place (4A Li Sze Man) 19-year-old recorder duet champion (6B Lok Wan Huen, 6C Ho Wing Lam) Pipa solo Intermediate group runner-up (3A Yiu Hoi Ching) Piano solo (Chinese composer group) runner-up (4A Ma Yan Loi Jacqueline) Opera soloists junior runner-up (3C Tse Sze Ching Toby) More than 40 students received excellent grades

4.2.1.2 Visual Arts The Visual Arts Department organized many activities this year. It aims at arousing students’ interest in different art aspects and engaging learning experiences through various means.

Internal Activities Image Design Workshop 3D Mural Painting Workshop Year Theme Bookmark Design Competition Inter-class Display Board Competition S1 Form Association Display Board and Program Cover Design Competition S2 Form Association Badge Design Competition Athletics Meet Cover Design Competition Swimming Gala Cover Design Competition

External Activities HKCCCC Joint Secondary School Art Exhibition 2015 in Youth Square Y-Studio, Chai Wan Art Talk (Medium Introduction) by the HK Artland 3D Design Talk by C01 School of Visual Arts Visit to Senior Secondary Students’ Visual Arts Portfolio Exhibition by Education Bureau Visit to Construction Industry Multimedia Resource Centre Visit to the Hong Kong Museum of Art The 7th Arts Ambassadors-in-school Scheme by Hong Kong Arts Development Visit to “Re Rag Rug” Exhibition in Hong Kong Design Institute Visit to “Every Product Tells a Story” Exhibition in Hong Kong Design Institute Visit to “Japanese Poster Artists” Exhibition in Hong Kong Design Institute Visit to the Hong Kong 3D Museum 3D Painting Workshop by the Hong Kong 3D Museum Mosaic Making Workshop by the Construction Industry Resource Centre


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Awarded Competitions The Champion in “Odyssey T-shirt Design Competition 2014” from the Hong Kong Federation of Youth Groups The 1st runner-up in “Utility Safety and Practical Drawing Competition 2014-2015” from the Hong Kong Institute of Utility

Specialists Design competitions were held throughout the academic year. The purpose of these competitions is to provide a platform for students to showcase their artistic potential. Students also participated in various Visual Arts activities outside the school. It was a very good experience for them as it helped foster an artistic sensibility for them. Moreover, the visit arranged increased students’ ability in their appreciation of art and enhanced the pleasure of art appreciation. 4.2.1.3 Drama In order to enhance students’ ability in the appreciation of drama performance and encourage creativity in drama, our school provides life-wide learning opportunities and platforms to students to join drama activities both within and outside school. It is hoped that students can sharpen their edges in terms of drama techniques, cooperation and communication while they can have valuable and memorable experiences that go beyond the classrooms. To ensure all students could reap the benefits of Drama Education, it has even been made a compulsory part of the Junior Curriculum since 2012. Learning English through Drama was taken as one of the electives for the senior form students under the New Senior Secondary School Curriculum since 2012. Our S1 to S5 students had shown their talents in various school events as well as Inter-school competitions this year. The play ‘Chinese Cinderella’ performed in the S1 Inauguration Ceremony was highly appreciated by the audience including the parents and teachers for students’ potential and talent. Our students in S3 and S4 had further shown their talents in acting and achieve outstanding results in the Hong Kong Schools Speech Festival and the Drama Festival organized by the Association of English-medium Secondary Schools (AEMSS). An Inter-House Drama Festival was held at School Hall for S1 to S5 students in early July. Apart from having a strong sense of achievement through staging a performance, the performers became more confident in speaking English and acting. They also enhanced their stage management skills further. Most importantly, they have all developed a great passion for drama. Internal Activities Training workshops S1 “Chinese Cinderella” S3-S4 Drama Performance “I want to break free” S1-S5 Inter-House Drama Competition

External Activities Joint School Brand New Show 2014 (JSBNS)

Hong Kong Schools Speech Festival–Dramatic Scenes

True Light Joint School Drama Improvisation Workshop and Sharing Session Drama Festival organized by the Association of English-medium Secondary Schools

(AEMSS)


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Students who participated in the skills training workshops reported that they acquired better pronunciation, writing skills, acting, as well as skills in voice projection. Moreover, the actresses reported that they were more confident in speaking English and learnt how to effectively express themselves in both verbal and non-verbal means. Students also found that the joint school activities worthwhile since most of them not only learnt the skills to express themselves effectively through acting, but also discovered ways to coordinate well with others. All participating students reflected that they felt a sense of achievement in their performances both within and outside school. Eight students in S3 made great achievements in earning the Championship in the S3 to S4 Dramatic Scene of the Hong Kong Schools Speech Festival this year. One of our S4 students also made great achievements in earning the Outstanding Performer Award in the EMI Drama Festival this year. All students of True Light have the opportunity to learn to be confident and expressive speaker of English. They will continue to grow in love with the support from teachers and parents and contribute to aesthetic development through various forms of drama.

4.2.2 Physical Development

In order to provide a good foundation for students’ lifelong and life-wide learning, many sports activities were organized: 1. To help students to build up healthy life in PE lessons and ECA activities

Three minutes running as well as muscular training exercises were executed in warm up session in PE lessons. 9 minutes running test and 1 minute skipping test were conducted twice in the PE lessons every year. To promote healthy and sustainable living, a talk given by the SHKP V-Run Training Team on vertical run and fitness training was

held in December 2014. 160 S2 students and 40 sport team members participated in this activity. All of them got interesting and valuable information about vertical running.

20 biology students and sports team members took part in the Sports Science and Nutrition workshop organized by the EDB. Students learnt the knowledge of fitness and health, also the career path for being a sport instructor or nutritionist.

2. To rise students’ interest in participating sports activities and cultivate their sports potential Traditional inter-class rope jumping competitions and tug-of-war competition were held in the long assembly session so as to

cultivate their team spirit. Also, 3 training classes and 10 competitions were organized by the Sports Association for all students. 60 students including the Badminton Team members joined the LCSD sports promotion scheme to watch the HK Open

Badminton Championships which was participated by many top world-ranking players. Besides, a visit to the Science Museum Move and Play Exhibit was jointly organized by the Science and PE KLA in October 2014.

The rowing promotion program was held successfully in March 2015. Coaches from Hong Kong China Rowing Association conducted lessons for all the classes from S1 to S4. 130 students with good performance had opportunity to take part in the intermediate course held at the Shatin Rowing Centre.

In order to enable students to have a deeper understanding of jump rope, representatives from the Hong Kong Jump Rope Team were invited to our school to teach our S3 students the techniques of jump rope. It was a great opportunity for students to practice under the guidance of experienced and learn from their high level demonstration.

14 members from our basketball team and table-tennis team took part in an experiencing sport tour organized by the Hong Kong

Chido Association. They underwent 5 days intensive training in Guangzhou(黃村體育訓練基地). Most of them developed good

team spirit and their sports skill was greatly improved.


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3. To promote the Year Theme – “Be Persevering, Be Resilient” Running programmes were organized at the school campus and King’s Park respectively. About 50 students took part in this

activity. Cross country training was held at the Aberdeen Country Park for the elite runners. Many of them completed the task with

satisfactory results. 19 students took part in the Student Leader Program organized by the Outward Bound HK in March 2015. Their maximum

potential was fully cultivated under an intensive 5 days kayaking journey. An outstanding sportsman and rock climbing instructor, Mr. Lai Chi Wai was invited to our school to give a talk on “Resilience and

Perseverance” in June. His encouraging and touching story has inspired many of the students.

Awards in inter-school competitions (2014-2015) were listed below: 51st School Dance Festival

Honours award and Choreography award in Western Dance (Group) Inter-School Squash Competitions(HK and Kowloon Area)

2nd Runner-up in Girls Overall Inter-School Swimming Championship(Division II)

Champion in Girls C Grade Medley Relay 2nd Runner-up in Girls B Grade Individual Medley 2nd Runner-up in Girls CGrade 50m Back Stroke 2nd Runner-up in Girls Overall

Inter-School Table-tennis Competitions(Division II) 3rd Runner-up in Girls B Grade 3rd Runner-up in Girls Overall

Inter-School Cross Country Competitions(Division III) Champion in C grade individual award 3rd Runner-up in Girls A Grade 3rd Runner-up in Girls C Grade 3rd Runner-up in Girls Overall

Inter-School Basketball Competitions(Division III) 3rd Runner-up in Girls A Grade 3rd Runner-up in Girls Overall

Inter-School Athletics Championship(Division III) 2nd runner-up in B grade long jump Champion in C grade100m, 800m, 1500m 2nd Runner-up in Girls C Grade 2nd Runner-up in Girls Overall

Inter-School Badminton Competitions(Division I) Position: 8th

CCC Inter-School Badminton Competition 2nd Runner-up in Girls Single 1st Runner-up in Girls Double

Inter-School Volleyball Competitions(Division II) Position: 11th


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4.2.3 Moral and Civic Education Civic education in our school is being carried out in the formal and informal curricula. In the formal curriculum civic values concerning roles and responsibilities of self towards peers and families, serving our school and community and caring about Hong Kong and China are immersed. Besides caring about Hong Kong and China, the focus of the informal curriculum is on promoting national identity.

In this school year the Civic Education Committee organized or promoted the following activities:

1/9 -15/10/2014 Recruitment of Senior Civic Education Ambassadors (SCEA) and Civic Education Ambassadors (CEA)

20-21/9/2014 Study tour to Guangzhou 24/10/2014 Sharing on study tours to Beijing in short assembly 15/11/2014 School Information Day- Board display on study tour 6/2/2015 Study tour to Nansha-Qianhai 11/2/2015 Talk in assembly- ‘Treasure our food resources’ 27/2/2015 ICAC Drama show 23/3-26/3/2015 Civic Education Week (Theme: ‘Treasure our food resources’) 19/3-24/3/2015 Study tour to Guilin 8/2015 Publishing of newsletter of study tour to Guilin

In this school year some students were nominated to participate in different study tours that broadened their horizons and enriched their learning experience. The name list of these student participants is shown below.

23/12-27/12-2014 領袖生內地交流計劃 5A 袁家穎、5A 姚筠晴、5D 符惠琳

6/4-10/4-2015 領袖生內地交流計劃 5D 陳樂兒、5D 陳琪

12/7-26/7/2015 2015香港青少年軍事夏令營 4A 邱曉澄、4A 鄧泳恩、4A 林兆文

In general all these activities were run smoothly and the responses of students were active and positive.

4.2.4 Community Service Service learning combined volunteer activities with the intent that the activities could change both the recipients and the providers of the service. This was accomplished by combining service tasks with structured opportunities that linked the task to self-reflection, self-discovery and the acquisition and comprehension of values, skills and knowledge. The best learning experience would not be gained by passive participation in school activities, but was acquired in situations shaped and initiated by the students.

Our school provided lots of opportunities for our students to serve the community in this way. Through different organizations like Student Social Service Corps, Community Youth Club, Girls Guides, Junior Police Call, Oxfam Club, Red Cross Youth Unit, Road Safety Patrol, Zonta Z Club and Health in Mind Club, students could organize and take part in various activities to serve the community. Flag selling, charity sale, health project and elderly centre visits were arranged for and by our students.


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In addition, the Service Learning Program was arranged in our school curriculum. All S4 students participated in the program so as to broaden their horizon and arouse their awareness of society. Furthermore, a Leadership Training Programme was arranged for all student organizers to help them design and organize the service programmes. In order to raise our students’ awareness of concern over community affairs and encourage them to take part in community activities and voluntary work, our school joined the “Volunteer Movement” of the Steering Committee on Promotion of Volunteer Service of the Social Welfare Department since 2009. The scheme awarded our students certificiates according to their accumulated number of service hours. 138 of our students received Bronze certificates for achieving 50 hours of service and 27 students got Silver Award for attaining 100 service hours. 3 of our students were awarded the Gold Certificate for serving more than 200 hours. Our school was also awarded the Gold Cerficiate of organization for 23266 hours of services for the year of 2014. In addition, our school pledged to encourage our students to take part in voluntary services and became one of the Heart-to-Heart Project Schools of the Hong Kong Federation of Youth Group. The number of service hours of our students is shown below:-

Level Service Hours Level Service Hours Level Service Hours

S1 1143 S3 2820 S5 3164

S2 1492 S4 5603 S6 5805 Throughout the activities, our students fully realised the school motto – Thou Art the Light of the World. Students gained great satisfaction from participating in social services to serve other people and contribute to society and, at the same time, developed positive attitudes on perseverance and respect for others. Activities held in 2014-2015 are listed below:- 頸巾編織 Silent Amazing Race 「柴情暖明TEEN」賣旗日「黑暗中對話」體驗工作坊香港路德會社會服務處售旗籌款日《香港人‧香港心》義工大使行動 Pre-Christmas Party for St Joseph's Home for the Aged 聖誕繽fun樂香港傷健協會賣旗日聯校義工服務—童心同行暑期學生義工計劃—佛教醫院午餅義娛中華基督教會香港區會全港賣旗日聯合國兒童基金會青年使者計劃 Easter Joint-School Service Programme - Lautitia Joint School Voluntary Service Programme- “ Health-In-Mind” 繽「FUN」復活蛋探索濕地公園 Fair Trade Food and Drink Sale 校園健康大使計劃樂施米義賣


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4.2.5 Leadership A leadership training day camp was held for all pre S5 students on 22nd and 25th August 2015. It aims to enhance students’ problem solving techniques, communication skills and leadership development through a variety of experiential learning activities. Besides, 5 workshops were organized for chairmen and vice chairmen of SU and ECA clubs. 80 students were selected to be nurtured to develop their outstanding leadership qualities. Participants were engaged in a wide range of activities including discussion, presentations, role playing and challenging games which would give them the confidence and skills to lead effectively in the ECA units. 4.2.5.1 Student Union

Student Union serves as a paramount linkage between students and the school. This year, the Student Union has made a sheer devotion to the students in a hope to fulfill the fellows’ needs, be them the internal welfares or external eye-opening insights. Several breakthroughs were made including the installation of toilet paper racks and provision of toilet paper, the uplifting Inter-Form Dodgeball Competition and the highly-acclaimed Social Manner Enrichment Programme. In this year, the usage of Democratic Board has also marked a cornerstone. Students are more eager to voice out their minds not only on social issues, but also ranging from school policies to the Student Union services which has provided pluralistic opinions for the betterment of the school.

Activities held in 2014-2015

1. Democratic Board

2. Socks Selling and Umbrella Lending

3. Stationery Selling

4. Opinion Collection Day I & II

5. Inter-form Dodgeball Competition

6. Social Manner Enrichment Programme - Workshop

7. TLGC x WYK English Oral Practice

8. Selling of True Light Drawstring Bags

9. Social Manner Enrichment Programme - WYHK x TLGC x TLMSHK Christmas Ball

10. Toilet Paper Provision

11. TLGC X WYK Chinese Oral Practice

12 S6 Farewell

13 OLR X TLGC Local Exchange

14 PCMS X TLGC Local Exchange

15 SU X MA True Light Song Singing Competition

16 Fashion Show

17 Year Theme Sharing & Evaluation (Be Persevering & Be Resilient)

18 Teachers’ Farewell

19 Year Theme Introduction (Respect & Responsibility)

20. Teachers’ Day 4.2.5.2 Houses

The four houses have held an array of activities for their house members in the last academic year. For instance, orientation day for S1 students; various interest classes and visits to notable companies. They have also organized several selling activities like selling of hot chocolate, stickers, lucky bags and foolscap paper. Some houses have held joint charity events with other societies, such as the charity selling for snacks and bracelets. With the huge diversity of activities held by the houses, they have achieved the goals of uniting all house members and boosted their sense of belonging.


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4.2.6 Extra-curricular Activities Extra-curricular activities form an indispensable part of a student’s education. The aims are: 1. to promote students’ personal development by broadening their interests, widening their knowledge about the world, and encouraging

in them a desire to develop their understanding further. 2. to develop students’ multiple intelligence and enable teachers to discover and develop students’ potentials. 3. to enable students to work collaboratively and acquire social skills; and to enhance teacher-student relationship. 4. to help students develop leadership qualities, a sense of responsibility and a serious attitude in serving. Besides Student Union and Houses, students were encouraged to join in a variety of 38 clubs of 7 major categories. Among them, Korean Club was newly established in 2014-2015.

4.3 Religious Education

Religious Activities Teacher Retreat(25/8/2014)

- Sermon by Rev. Wong Ka Fai (王家輝牧師) from HKCCC Leung Faat Memorial Church.

School Commencement Ceremony (2/9/2014) - The Principal shared on the Year Theme “Be Persevering Be Resilient” and alumnae shared their past school life.

S1 Education Sunday (21/9/2014) - The service was held in HKCCC Hop Yat Church (Kowloon Church) with S1 students & parents, class teachers and new teachers being

the participants. Appointment of Student Fellowship Committee Members (30/9/2014)

- Rev Lee Shun Kin (李信堅牧師) from CCC Hop Yat Church (Ma On Shan) was invited to deliver a sermon and conduct the appointment of

the Christian student leaders. Watoto Choir (3/10/2014):

- Watoto Choir from Uganda was invited to share how Christian beliefs change orphans’ lives. A lunch sharing session with students and the choir members was organised.

Christian Sharing (13/10/2014): - In response to the Year Theme “Be Persevering Be Resilient”, Ms. Yeung PS of Youth Pastoral Care Session from Sunrise Christian

Community was invited to share her experiences on family relationship. Sharing of Summer Camps in collaborating churches (11/11/2014):

- Student representatives shared their experiences on summer camps organized by churches. Sharing of experiences of Missionary trip (19/11/2014):

- Two S6 students were invited to share their experiences in their serving trip in China. Graduation Camp Sharing (19-20/11/2014):

- Bible message sharing and blessing prayers by Li SY in the Graduation Camp. Alumni Sharing (26/11/2014):

- Ms. Faith Ng shared on the topic “信耶穌什麼都不缺” and her experience in Bulguria.

“Christmas is a Time to Love” (4-19/12/2015): - A series of activities were organized with G & D Committee for spreading the love of Christmas in school.


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Christmas Service (19/12/2014): - Rev. Fan Chun Ho from Hong Kong Sheng Kung Hui All Saints' Cathedral was invited to share the meaning of Christmas.

Gospel Sharing Short Assembly (29/1/2015): - Ms. Chow KY shared her testimony with hymn singing on how God influenced her life.

Gospel Week (2-6/2/2015): - Booth game, food selling, handicraft making, hymn dedicating, morning prayers and class assemblies were organised with the theme

“伴‧隨”

Evangelistic Outreach (3/2/2015): - Rev. Lau Wing Chuen from Evangelistic Free Church of China Waterloo Hill Church was invited to deliver a sermon. Follow-up work was

done. About 80 students showed their intention to trust in Jesus. Barbeque Sharing Evening (6/2/2015)

- 30 Student Fellowship committee members, teachers and co-workers from churches participated in the activity. Gifts to S6 Graduates (11/2/2015)

- Gift card with Bible verses and blessing words were prepared by fellowship students as gifts to the graduates. Alumni Sharing (17/3/2015):

- 梁卓瑤 and 李天欣 shared their experiences on encountering life difficulties in response to the school

year theme. Easter Service (1/4/2015):

- OFM Brother William Ng (伍維烈修士) was invited as our speaker to deliver a sermon.

Thanksgiving Month (4/2015): - RE Committee organized thanksgiving sharing activities for students. Students expressed their

gratitude with words on bookmarks. Hymn dedication and morning sharing sessions through PA system were also arranged.

Thanksgiving Service (30/4/2015):

- Our alumni Rev. Lau Chi Ha (劉芝霞牧師) from Chai Wan Baptist Church was invited to deliver a

sermon. Graduation Ceremony & Lantern Passing Ceremony (26/6/2015)

- The Graduation Ceremony was to celebrate with our graduates their completion of the secondary school life. The Lantern Passing Ceremony was held in the evening, followed by the holding of the S6 Form Association Night. The passing of a light torch from the S6 graduates to their S5 schoolmates showed the succession of the True Light legacy and spirit.

Pastoral Care in Fellowships Junior Student Fellowship

- Regular meetings were arranged during lunchtime every Friday. The year theme was“天堂記”. 20 meetings including games,

handicrafts, hymn and testimonies sharing were held this year. Senior Student Fellowship

- Regular meetings were arranged during lunchtime or after school every Friday. The year theme was“愛就說出來”. 19 meetings with

activities like games, hymn singing, testimonies sharing and Bible studies were held.


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Class Religious Assemblies - Class Religious Assemblies were arranged for each class this year. The programs were conducted by class devotional leaders, RE

subject leaders and volunteers from collaborating churches. Training Le’Go’ Summer Camp (2-4/7/2015)

- A summer camp was organized with collaborating churches for 69 S1 to S6 students which helped students to understand and reflect upon their relationships with God.

Faith 台灣探訪學習探訪服務團 (29/7-4/8/2015)

- Our fellowship students and brothers and sisters from collaborative churches of CCC as well as pastors visited Tai Tung.They were involved in hospital visit, elderly centre visit, conducting Bible class for young kids, individual gospel sharing. From the activities, participants had good opportunities for reflections in their Christian faith with writing testimony and sharing.

Training Day Camp (29/8/2015): - The day camp was held in Cheung Chau for interflow with teacher advisors, collaborating church

helpers and fellowship students. Different activities including orienteering to develop the team relationships and problem solving skills were arranged.

Praise team Altogether 5 sharing sessions with hymn practices and Bible reading were held this year. Networking with neighboring Churches A network with HKCCC Hop Yat Church (Kowloon Church), Mongkok Church and Mandarin Church was

set up to support the religious activities of our school. Sharing “Our Daily Bread” was ordered for devotional leaders and Christian teachers. Hymn sharing in Long Assembly:

- True Light songs were led by Miss Li SY and students from Senior Student Fellowship. Sharing of Bible in Short Assembly:

- Bible sharing was given by students from Junior Student Fellowship.

4.4 Environmental Education A myriad of green activities were organized to promote “Use Less, Waste Less in my Hand” in this school year. Waste Recycling and energy saving are the two major concern areas. 1. A Carbon Audit Programme was conducted for our school under Jockey Club Carbon Reduction Partnership Scheme. A talk about Carbon

Audit was organized for students to put environmentally-friendly practices in school by following the recommendations from the Carbon Audit Team.

2. Under the Carbon Audit Programme, a set of Green School Policy and Guidelines focusing on energy saving, waste management and green lunch was drafted for all students and teachers as reference of a green school. It is hoped that all the stakeholders will follow the guidelines so as to reduce carbon emissions in school and achieve the goal of “Green True Light”.

3. Mooncake Containers Recovery Programme was organized to encourage each class to practice recycling. Over a thousand of mooncake containers were collected.


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4. A school drama performance about Waste Recycling was organized to encourage students to reduce waste and inspire students to come up with ways to protect the environment.

5. Workshops of “Waste No Food Campaign” were organized to arouse students’ awareness of the food waste problem in HK and inspire students to suggest measures on food waste reduction.

6. Green Christmas Tree Competition was organized to promote the practice of 4Rs principles in school. Students from each class made use of recyclable materials to create a green Christmas tree.

7. A visit to Jockey Club Museum of Climate Change (MoCC) was organized to enhance students’ awareness of climate change, environmental conservation and sustainability.

8. A visit to Zero Carbon Building was organized to understand more about the state-of-art of a zero carbon emission building and learn various features of a green skyscraper in Hong Kong.

9. Power Smart Programme was organized to encourage students to reduce the use of energy in school within the designated period from Sept to December. No Air- conditioner Day was organized on 8 October 2014.

10. Badges training were given to all green ambassadors as to promote the notion of environmental protection in school.

4.5 Study Tour Civic Education Committee arranged study tours and nominated students to participate in different study tours. All these study tours emphasized experiential learning and offered both group and self-directed activities that enabled learners to explore new territories, cultures and people.

Date Study Tour Participants

23/12-27/12/2014 領袖生內地交流計劃 (北京交流) 5A 袁家穎、5A 姚筠晴、5D 符惠琳

6/2/2015 南沙、前海的經濟發展和粵港合作探索之旅 36 students from S1-S4

19/3-24/3/15 廣西桂林交流團 40 students from senior forms

6/4-10/4/2015 領袖生內地交流計劃 (北京交流) 5D 陳樂兒、5D 陳琪

12/7-26/7/2015 香港青少年軍事夏令營 (粉嶺軍營) 4A 邱曉澄、4A 鄧泳恩、4A 林兆文

4.6 Financial Assistance Fund

4.6.1 Student Financial Assistance Scheme There were 137 and 93 students who received full and half subsidy respectively.

4.6.2 The Hong Kong Jockey Club Education Fund

A total of $119,100 was provided to our students from Hong Kong Jockey Club Life-wide Learning Fund. Subsidies were given to students participating in activities, such as training fees in sports, transportation in extra-curricular activities as well as training fees of music courses and camp fees.

4.6.3 Grantham Maintenance Grants

There were three S4-S6 students who had made successful applications in 2014-2015. The total amount subsidized was $6,000.


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4.6.4 Shiu Wai Ming Financial Assistance Fund Shiu Wai Ming Financial and Educational Assistance Fund is donated by an alumna and managed by Shiu Wai Ming Financial and Educational Assistance Fund Management Committee. Students at school and graduates of the year eligible for receiving CSSA or student financial assistance are entitled to apply for the fund to subsidize for their living, joining extra-curricular activities and further studies. Other students with relevant proofs of their family financial difficulties can also apply. The nature of subsidies ranges from cultural & study tours, examination fees to ECA activities. This year, the beneficiary was more than 30 and the amount approved was $96,657. Besides, there was a one-off subsidy open to all students. 74 students were eligible for the subsidy and $41,648 was granted in total.

4.6.5 True Light Scholarship Foundation Four students were granted a total amount of $12,000 because of their family special needs.

4.7 Parent-Teacher Association The True Light Parent-Teacher Association was established in 1999, aiming at strengthening the communication between parents and the school. Over the years, the Association had organized a wide range of recreational activities, including picnics, visits to True Light Alma Mater in Guangzhou, community services, seminars and workshops for both parents and students. It has been a very enthusiastic sponsor of school activities, facilities, Reading Award Scheme and scholarships to students who excel in their academic performance. Communicating with parents has always been considered to be of paramount importance. Newsletters were published on regular basis to facilitate better understanding and communication. The Association had been giving strong support for various activities in school such as Teachers’ Day, Walkathon, Graduation Ceremony, School Anniversary Ceremony, Swimming Gala and Athletic Meets, etc. A variety of 265 scholarships were also offered by the Association to encourage students to fully develop their potentials. According to EDB stakeholder questionnaires, parents’ view on home-school cooperation was 3.8 on average. Parents often offer strong support and give favourable comments to school.

Activities held in this school year: Old Textbook Selling S1 Bridging Course Pre-S1 English Enhancement Course Pre-S1 Chinese Enhancement Course Pre-S1 Mathematics Enhancement Course S1 Orientation Buffet Night Parental Talk “溝通的目的與模式” provided by Mr. Francis Mak (BBS, MH), the Former Chief Programme

Officer of the Digital Broadcasting Corporation HK Limited and a notable DJ in HK “Fruit Day” to promote healthy eating among students

Annual PTA picnic Presentation of the PTA Scholarships at the End of School Year Ceremony Publication of PTA Newsletter Volume 18 Sponsoring school activities such as True Light Bond and Drama Festival 2014 Attending the Annual Concert


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4.8 Alumni Association The Alumni Association shows a very strong sense of belonging to the school. The graduated girls have been actively supporting the school through regular meetings to organize activities for alumni, providing scholarships to students, sharing at school assemblies, sponsoring various school activities and organizing the mentoring program for S6 students. The Alumni Homecoming Day is organized in January every year; this year on 24th January 2015, over fifty alumnae joined the Annual General Meeting, school tour and tea reception. New Alumni Association Executive Committee 2015-2017 were elected. Activities held in this school year: Mentoring program for S6 students Alumni Homecoming Day 2015 Publication of Alumni Newsletter 2015 True Light Alumni Scholarship Retiring Teachers Farewell Party


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5. Student Performance

5.1 Students’ Performance in Hong Kong S1 Attainment Tests (HKAT)

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5.2 Performance in Hong Kong Diploma of Secondary Education Examination (HKDSE) in 2015

HKDSE 2015 – Percentage of students attaining Level 4 or above in best six subjects

BAFS Bio Eng LS M1 Maths

TLGC 78.8% 78.1% 75.9% 72.2% 71.4% 67.7%

HK 34.5% 44.6% 25.0% 35.6% 54.7% 39.1%

TLGC HK

Percentage of students attained Chin-3, Eng-3, Maths-2, LS-2 or above

81.2% 35.3%

Any Five Subjects with level 4 or above 49.6% 19.1%

Any Five Subjects with level 5 or above 8.3% 4.4%

JUPAS Result in 2015

Percentage of students with offer: 70.3% (92 students)

Percentage of students enrolled in tertiary education through JUPAS or other means:

88% (117 students)


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5.3 Achievements and Awards

5.3.1 English Language Hong Kong Schools Speech Festival 2014-2015 No. of Champion – 5 No. of 1st Runner-up – 8 No. of 2nd Runner-up – 6 Dramatic Scenes S3 & S4 Champion Choral Speaking S1 1st Runner-up Public Speaking Solo Champion Wun Consuelo 2B Solo Prose Reading 1st Runner-up Wun Consuelo 2B Lai Le Yan 3A 2nd Runner-up Wong Yan Yu 6B

Solo Verse Speaking Champion Chow Karis 2A Wun Consuelo 2B Law Jamie 5C 1st Runner-up Tsang Tsz Wing 1B Lai Hoi Yan 2A Li Yan Seen Olive 2B Yip Tin Kuen 3A Ho Kwan Hui 5A 2nd Runner-up Cheung Yuet Ching 2B Siu Wing Yi Gabriella 2B Lee Wing Yi 2C Wong Hoi Lam 2C Yuen Ka Lam 4B

English Drama Fest 2015 (Session 1) Award for Outstanding Performer Lau Charmaine 3A

5.3.2 Chinese Language 香港學校中文朗誦節 2014-2015 冠軍 1 項亞軍 3 項季軍 7 項冠軍雷心田 2A 亞軍羅凱婷 2A 黎愷欣 2A 李靜雯 4A

季軍黃凱琳 2C 歐芷晴 3A 葉天眷 3A 趙芷琦 4A 黃詠儀 1B 李穎宜 2C 李詩敏 4A 熊加怡 4D

預防運動賭博故事創作比賽季軍葉茹蕙 5D 優異獎姚筠晴 5D

向老師致敬 2014 中文徵文比賽亞軍吳家穎 6A 優異奬張詠茵 6A 第 17 屆全港中小學普通話演講比賽 2015 優異星奬黎愷欣 2A 優異奬曹維怡 1A


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5.3.3 Mathematics 「華夏盃」全國數學奧林匹克邀請賽 2015 (香港賽區) 三等獎(總決賽) 陳正敏 1B 三等獎(晉級賽) 曾斈霖 1A 陳正敏 1B 雷心田 2A 二等獎(初賽) 陳正敏 1B 吳苑瑩 1B 曾詠琳 1B 三等獎(初賽) 曾斈霖 1A 陳寧 1C 陳雪晴 1D 劉悦然 1D 簡里翹 2A 雷心田 2A 黃凱琳 2C 新加坡數學競賽 2015 香港賽區初賽金獎潘愷信 2B 銀獎曾斈霖 1A 周玨珊 1B 鍾喜晨 1B 李裕晴 1B 袁浩怡 1B 孔珮琳 2C 嚴卓晞 3A 銅獎 – 25 人 S- Math 數學全面提升計劃成績傑出獎簡里翹 2A 周穎儀 2D 成績優異獎 – 7 人

2015 亞洲國際數學奧林匹克公開賽香港賽區暨港澳數學奧林匹克公開賽 (HKMO Open)《港澳盃》銅獎(晉級賽) 孔珮琳 2C 銀獎(初賽) 陳正敏 1B 陳雪晴 1D 孔珮琳 2C 雷昕 3A 鄭伶俐 5A 銅獎(初賽) 林健婷 1A 曾斈霖 1A 曾詠琳 1B 黎珮言 2A 黃婉瑜 3A 陳茵茵 3A 甘珮珊 5D 區會聯校魔力橋(Rummikub)比賽團隊獎冠軍一等獎陳茵茵 3A 張倪溦 5D 二等獎陳嘉悅 5A 三等獎李曉燕 5D

2015 International Competitions and Assessments for Schools Mathematics in English Distinction Award Li Ching Yi 1A Tsang Isabella Livia 1A Chau Kok Shan Christie 1B Chan Lai Yan 1B Yuen Ho Yee 1B Wong Cheuk Kiu Monique 1C Chan Wan Yi 3A Louie Yan 3A Chan Nok Tung 4A Choi Suet Man 4A Wong Hoi Lam 4A Wong Lok Yin 4A Cheng Ling Lee 5A Credit Award – 36 students Merit Award – 17 students Shun Tak Fraternal Association Seaward Woo College Inter-School SUPER 24 Third Class Honour Lam Tsoi Kuk Chrysan 1D Yu Yan Ki 2D


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5.3.4 Liberal Studies & History

恒生‧饒宗頤文化館歷史文化奬勵計劃｢那些年…那些事｣歷史文化專題報導比賽高中組亞軍葉泳廷 5A 吳筱悠 5A 姚筠晴 5A

高中優異奬羅亦敏 5B 黃瑤 5B 方芷晴 5C 羅亦琳 5C

高中優異奬周詠茵 5B 徐羨瑜 5B 楊卓瑩 5B 葉茹蕙 5D

5.3.5 Science

International Junior Science Olympiad 2015-Hong Kong Screening Third Class Honour Yim Cheuk Hei 3A Australian National Chemistry Quiz 2014 High Distinction Chiu Tsz Kei 4A Fu Wai Lam 5D Tong Yan Tung 6C Distinction Cheng Ling Lee 5A Lam Ka Yan 5D Yip Ka Ying 6A Yeung Ka Yi 6A

“Capture Science” Video Competition 2014 2nd Runner-up Facebook Popularly Award Cheng Ling Lee 5A Cheung Tung 5A Ho Kwan Hui 5A Leung Chun Hei 5A Shao Ming Yi 5A Wong Choi Ching 5B Chan Huen Yuk 5C Chow Sze Lok 5D 「學習如此多 FUN 2015」電子學習套件製作比賽高中組短片創作組別一等獎吳凱盈 4A 陳曉韻 4B

校際手機應用程式設計大賽 2015 概念組 (高中組別) 冠軍吳凱盈 4A 陳曉韻 4B 李裕歡 4B 羅莎莉 4D Engineering Summer Exploration Program 2014 1st Runner-up Fok Yan Yin 5A Fu Wai Lam 5D Cheung Ngai Mei 5D Fung Pui Lam 5D Leung Chi Hang 5D Yiu Kwan Ching 5D Chemists Online Self-Study Award Scheme (COSAS) – 2013-2014 Platinum Award – 32 students


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5.3.6 Physical Education HKSSF Inter-School Swimming Competition 2014-2015 Girls’ C Grade: 2nd Runner-up Grade B 2nd Runners-up - 200m Medley Liu Ying Yiu Claudia 3B Grade C 2nd Runner-up – 50m Backstroke Fung Ching Man 2B Champion - 4x50m Medley Relay Wong Hei Lam Haley 2A Fung Ching Man 2B Kong Tsz Yau 2B Ng Sin Wai Javis 2D 西貢區分齡游泳比賽 2014 女子青少年 H組 100 米背泳冠軍楊卓霖 1A 51st Schools Dance Festival 2014-2015 Western Dance (Group) Honours Award Choreography Award

Inter-School Athletic Competition 2014-2015 Girls’ Overall: 2nd Runner-up Girls’ C Grade: 2nd Runner-up Grade A Champion – Javelin Throw Wan Cheuk Ping 6A 4th Place – Shot Put Wan Cheuk Ping 6A Grade C Champion – 1500m, 800m Fung Ching Man 2B 2nd Runners-up – 4x100m Relay Ng Hei Yiu 1C Chu Hiu Lam 1B Poon Ching 2D Tsang Ting Yin 2D 3rd Runners-up – 4x400m Relay Wong Cheuk Kiu Monique 1C Wong Hei Lam Haley 2A Fung Ching Man 2B Chan Yan Tung 2D Inter-School Table Tennis Competition 2014-2015 Girls’ B Grade: 4th Place

Inter School Cross Country Competition 2014-2015 Girls’ Overall: 4th Place Girls’ A Grade: 4th Place Girls’ B Grade: 4th Place Grade A 9th – Poon Lok Tung 5B Grade C 1st – Fung Ching Man 2B Inter-School Basketball Competition 2014-2015 Girls’ A Grade: 4th Place Inter-School Squash Team Competition 2014-2015 Girls’ Overall: 2nd Runner-up Chung Hoi Shan 1A Cheung Yu Ping 2B Tong Grace Hing Ping 3C Tang Wing Yan 4A Hong Kong Junior Squash Open 2014 7th Place, Girls Under 13 Chung Hoi Shan 1A


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5.3.7 Music

67th Hong Kong School Music Festival Secondary School Choir 2nd Runner-up Foreign Language, Division 1 1st Runner-up Oratorio with Ying Wa College Duet, Age 19 or under Champion Kwan Hoi Wing Beatrix 4C Cantonese Opera, Junior 1st Runner-up Tse Sze Ching Toby 3C

Instrument Performance Recorder Duet Champion Lok Wan Huen 6B Ho Wing Lam 6C Descant Recorder Solo Champion Lok Wan Huen 6B 2nd Runner up Li Sze Man 4A Treble Recorder Solo Champion Lok Wan Huen 6B Li Sze Man 4A Piano Solo 1st Runner up Ma Yan Loi Jacqueline 4A Pipa Solo 1st Runner up Yiu Hoi Ching 3A

Taipei International Recorder Competition Recorder Duet – Champion Lok Wan Huen 6B Ho Wing Lam 6C The 5th Winter Choral Festival Gold Award Mixed Choir with Ying Wa College

5.3.8 Visual Arts

至醒綠色生活畫畫比賽優異獎朱嘉琪 5B 香港青協創意思維活動 T-shirt 設計比賽冠軍袁源膳 3A 「尊重包容盡本份關愛共融建社群」文件夾封面設計比賽優異獎李青華 4C 朱嘉琪 5B

十八區國慶彩旗設計比賽 (油尖旺區) 優異獎林子琪 4D

Zonta Says No to Violence Against Women Folder Design Competition 1st Place Leung Hoi Sai, Alison 4D

http://www.tlgc.edu.hk/images/14-15award photo/big/Lam Tsz Ki 4D10 YTM Flag design Merit.jpg


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5.3.9 Career Education

香港中學生模擬法庭比賽 2014-2015 季軍最佳團隊表現獎最佳刑事檢控官獎張彤 5A 邱曉澄 5A 吳羨欣 5A Junior Career Planning Competition 2nd Runners-up Cheung Cheuk Wing 5A Ip Wing Ting 5A Lo Hiu Ching 5A Wong Ka Wai 5A

Inter-School Dreamcrafter Competition 2014 1st Runner-up Chan Yan Yan 3A Yu Yee Lam 3A

5.3.10 Uniform Team

Hong Kong Road Safety Patrol Commissioner’s Award with lanyard Yau Wan Yee 3C Ngai Kai Lam 4C Chiu Sze King 4D Li Nok Ching 5D Highest Charity Tickets Sales Award 2nd Runner-up Excellent Road Safety Team Members Election – Champion Mak Hiu Laam 4A Annual Hong Kong Road Safety Patrol Competition 2nd Runner-up

Annual Inspection of Hong Kong Road Safety Patrol Kowloon West Region 1st Runner-up

Girl Guides Excellent Girl Guides Election Leung Hiu Wing 6B Excellent Girl Guides Team Election True Light Girls’ College


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5.3.11 Scholarships, Community Services & Others The 6th Kowloon Region Outstanding Student Award Outstanding Student Award Cheung Wing Yan 6A 香港青年協會黃寬洋青少年進修獎勵計劃榮獲獎學金陳樂兒 5D

香港青年協會義工嘉許狀二百小時義工嘉許狀李裕歡 4B 一百五十小時義工嘉許狀吳凱盈 4A 邱曉澄 4A 梁欣曈 4C 羅莎莉 4D

義務工作嘉許狀金狀

4B 李裕歡 4B 羅莎莉 4D 銀狀共 27 人銅狀共 138 人

5.3.12 Gifted Education & Others

Admission to The Hong Kong Academy for Gifted Education 2014-2015 Mathematics Chan Nok Yan 2A Fong Kit Wa Victoria 2A Chan Yan Tung 2D Humanities Chee Ka Ka 2A Leung Hoi Suet 2A So Fook Yan 2A Yeung Wing Ching 2A Sciences Chu Ka Ying 2A Leung Hoi Suet 2A Leung Kwan Yi 2A So Fook Yan 2A Wong Wing Yan 2A Leadership Law Ka Wing 2A

海濱事務委員會「我的維港海濱」微電影創作比賽銀獎張彤 5A 蕭明意 5A 楊卓瑩 5B 陳曉彤 5C 「向老師致敬 2014」廣告短片創作比賽季軍邱曉澄 4A 李靜雯 4A 蕭明意 5A 楊卓瑩 5B 第十五屆《基本法》及國民常識網上問答比賽優異獎嚴卓晞 3A

「民間‧港‧故事」中學生創作比賽最具香港風貌獎陳凱盈 3D 黃煒淇 3D 趙燁 3D 「無毒有關愛，家庭幸福載」誓師營聯校海報及標語設計比賽初中組冠軍高中組亞軍數碼達人創作大賽中學組亞軍 – 告別。校園時李靜雯 4A 蕭明意 5A 楊卓瑩 5B


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6. Financial Summary


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7. The Way Forward

It has been an exciting and fruitful year at True Light Girls’ College. With the whole-hearted and collaborative efforts of all the stakeholders including the school managers, parents, alumnae, teachers, office staff and janitors as well as all the students, we celebrated our 42nd anniversary with a number of performances and the presentation of the 3-D wall painting “The Cross Passage” by the Visual Arts students. We successfully staged the Annual Concert “Inception” which showcased our students’ talents in singing and playing instruments. To further cultivate the True Light spirit, we also held a number of traditional True Light ceremonies including the S1 Form Association Inauguration Ceremony, the Lantern Passing Ceremony as well as the S6 Form Association Night. All True Light members enjoyed the rich True Light culture through the ceremonies. The year closed with the celebration of promising HKDSE and JUPAS results, which bears witness to the tremendous efforts made by the school. All the above contributed to the successful and joyous celebrations experienced by the whole community of TLGC. With reference to the evaluation on our previous school plans as well as the results of our stakeholders’ survey, we will sharpen our focus in the following key areas in the coming school year: (1) Cultivating the True Light spirit and culture through promoting the Year theme “Respect & Responsibility” and enriching the “True Light Bond”

programmes; (2) Enhancing the effectiveness of learning and teaching with focus on self-directed learning as a strategy to cater for learning diversity; (3) Modifying the school-based gifted education mechanism with the aim to stretch students’ potentials in different domains; and (4) Enriching the formal Career Education in S3-4 and the various career guidance programmes for students and parents. True Light Girls’ College has been receiving endless blessings from God. In the past, God has sent countless loyal servants, including previous and existing school supervisors, managers, principals, teachers and non-teaching staff, parents, alumnae as well as many others who love and care about True Light. Their devotion and sacrifice have provided great support and encouragement to each and every True Light girl, nurturing them and helping them as they move towards fulfilling their dreams. In the future, True Light will hold on to its mission of being the Light of the World and continue to provide quality Christian education and we shall work to the best of our ability to equip our students with the right attitude to learning, and instill in them an inquisitive mind, positive values and a will to serve the world and shine forth.

Documents

True Light Girls sr 14-15.pdf · 1.1 School Profile True Light Girls’ College is an aided ... Professional Leadership of Vice Principal 3.5 Professional Leadership of ... (iii)