True Light Girls sr 15-16.pdf · 1.1 School Profile True Light Girls ... School Management 3.5 Professional Leadership ... Percentage of students having a reading frequency of at

True Light Girls’ College School Report (SR) 2015-2016

- 1 -

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 72 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.


- 2 -

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 (15-16)


- 3 -

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 2015-2016

School Management 3.5

Professional Leadership of Senior Management 3.2

Professional Leadership of Middle Management 3.5

1.3.4 External School Review Report on School Management

Fully embracing its vision and mission, the school endeavours to keep the school moving towards the goals set. The Principal holds a strong passion to enrich students' exposure and to broaden their horizons by providing them with various activities,

visits and exchange programmes in and outside school. The school leaders demonstrate strong foresight in anticipating students’ needs. Well preparation is put in place to facilitate the success of

the relevant tasks implemented. The school leaders earn a full support from the IMC. The IMC entrusts them with autonomy to plan and implement measures to achieve

the goals set. Support is frequently provided for the professional development of teachers. The strong leadership of the school leaders is also manifested by the good preparation of the teachers for effective learning and teaching,

through professional development programmes and secondment of teachers to the EDB.

1.4 Number of Active School Days

Year 2015-2016

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


- 4 -

1.5 Curriculum

The formal curriculum offered by the school in the 2015-2016 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 & Society ＊

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 ＊＊＊＊＊＊


- 5 -

1.6 Lesson Time for the 8 Key Learning Areas for S1-S3 (2015-2016)

S1 S2

S3

Keys:

Remarks: Reading Periods and Assemblies have not been counted.


- 6 -

1.7 Staff Profile (2015-2016)

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


- 7 -

1.8 Professional Development of Teachers 1.8.1 Staff Development Programmes organized by the School

Programme Details Date / Time Organizer

Newly-Recruited Teachers’ Mentoring Programmes

New Teachers’ Orientation

20/8/2015 9:30 – 11:30

Staff Development Committee

Mentoring Programmes for New Teachers

Programme 1: Handling Students’ Problems

16/11/2015 14:15 – 15:25

Programme 2: Sharing of Teaching Strategies and Effective Methods

6/4/2016 14:15 – 15:25

Quality School Improvement Project: Self-Directed Learning as a Strategy to Cater for Learner Diversity

Briefing & Sharing Session 22/9/2015 14:15 – 16:45

Hong Kong Institute of Education Research, The Chinese University of Hong Kong

Joint Schools Staff Development Day 4/12/2015 9:00 – 16:10

Evaluation Session 31/5/2016 15:00 – 16:00

Late August Staff Development Programmes

Teachers’ Retreat 24/8/2015 9:00 – 12:00

Religious Education Committee

Cultivating Tomorrow’s Leaders 25/8/2015 9:00 – 10:00


Sharing on Career Education 25/8/2015 10:00 – 10:30

Introduction of eBook System, eClass App and Teachers App 25/8/2015 11:00 – 12:00

Staff Development Days March Joint Christian School Development Day

11/3/2016 8:45 – 12:45

Schools for Christ Foundation

June Talk on Crisis and Emergency Management in School and in Activities

6/6/2016 9:00 – 12:00


Sharing on Catering for Students with Special Education Needs

6/6/2016 12:00 – 12:15

Sharing on Writing Testimonials for Students

6/6/2016 12:15 – 12:30

1.8.2 Continuing Professional Development (CPD) hours of Principal and Teachers

Total no. of CPD hours of Principal Total number of CPD hours of teachers Average number of CPD hours of teachers

Hours 256 1694.25 32.58


- 8 -

1.8.3 Teachers’ view on professional development

EDB Stakeholder Survey Score (1-5)

Year 2015-2016

Teachers’ view on professional development 4.0

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.

1.9 Student Population

Year 2015-2016 S1 S2 S3 S4 S5 S6 Total

No. of Class 4 4 4 4 4 4 24

No. of Student 128 131 135 142 131 128 795

1.10 Students’ Attendance

Year 2015-2016 S1 S2 S3 S4 S5 S6 Total

Students’ attendance rate (%) 97.9 97.8 98.9 96.2 97.1 96.9 97.5

1.11 Destination of Exit Students

51%

28%

6%

8%

2%5%

No. of

students

(i)

Local university course 66

(ii)

Local full time diploma / Associate degree 35

(iii)

Repeat S6 8

(iv)

Oversea studies 10

(v)

Start Working 2

(vi)

Unknown 6

Total 127

S6


- 9 -

1.12 Students’ Reading Habit

41.7

340

42

284

0

50

100

150

200

250

300

350

400

Daily issue record No. of students participating in reading

Award Schemes 14-1515-16

0.72

-16.5

-18

-16

-14

-12

-10

-8

-6

-4

-2

0

2

S1-S3 S4-S6

Average no. of reading materials borrowed from the school library per student per year 7.5 4.5

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

1.13 Students’ Physical Development

Year 2015-2016 Age 14 Age 15

Average of total score of the 4 fitness items for S3 students 3.8 3.2

Percentage of S3 students within the acceptable weight range 80 75

No. of

bo

oks

Pe

rce

nta

ge c

ha

nge

be

twe

en

14

-15

an

d 1

5-1

6

Daily issue record

No. of students participating in reading

Award Schemes


- 10 -

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 fourth 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 6 May 2016, 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 such performances choir singing, dancing, English drama, English and Putonghua choral verse speaking in the ceremony;

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 on S1 Orientation Days; elder schoolmates in S3 to S5 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, S2 and S5, and S3 and S6 students were strengthened through the “True Light Bonds” programmes

Each junior form student was matched with one senior school sister to support each other. For S1 and S4 students, various activities such as booking sharing sessions, attending joint S1 and S4 PE lessons were arranged

for them to establish close relationships; S2 and S5 students and S3 and S6 students were encouraged to participate in activities such as luncheon sharing sessions, visits

of Information Day. S3 students designed the thank you cards to farewell their S6 sisters. In return, the S6 students wrote the words of

encouragement to S3 students. better communication was facilitated in the House system

The Annual General Meeting each house was held in September. The house members were better informed the house activities and the committee members were provided a channel to understand the needs of their members.

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 S5 and S6 at school, offering them guidance and advice in their career planning and further studies;


- 11 -

the Launching Ceremony of the Alumni Mentoring Scheme with over 20 alumni attending the ceremony for S6 students was held on 25 September 2015. To help current students to seek advices from the alumni as early as they could, another Launching Ceremony targeting S5 students was organized on 9 July 2016. They enjoyed their sharing and started their link with over 50 alumni in the ceremony;

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

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;

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, 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 sharing by

refugees, writing a blessing bookmark and holding a bazaar to raise fund for the refugees. 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 third time the S6 Form Association Night on 24 June 2016 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, with the help of the Religious Education Committee. All the S6 students were blessed by their fellow schoolmates through prayers and gifts.

The Year Theme “Respect and Responsibility” was successfully promoted through various programmes including the Display Board Design Competition, the Bookmark Design Competition and assembly talks and over 85% of the student agreed that they learnt to respect and be responsible to each other.


- 12 -

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 68 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; the Student Fellowship played its key role in fostering the religious atmosphere

the Junior Fellowship and the Senior Fellowship met altogether 41 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 January 2016 and it aroused students’ awareness of their need of the gospel;

the Lead．Mit (God lead us, Beat the limit ) Summer Camp (6 to 9 July, 2016) and a Training Day Camp (20 July, 8 and 30 August

2016) 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;

the collaboration with other schools ((Diocesan Boys’ School, Our Lady of the Rosary College, Wah Yan College, Hong Kong, Ying Wa College YWC) on 27 February, 2016 in organizing gospel work;

the arrangement of students to join a Taiwan short mission and service trip on between 27 July and 2 August, 2016 On promoting national and civic education, study tours to Zhangjiajie, Nanjing, Beijing, Guangzhou, Shanghai and Taiwan were organized for students to promote national

education and increase students’ exposure. These tours brought them valuable experience and broadened their horizon. Some of participants shared what they learned in the school assembly.;

activities, such as Civic Education Week and board display, were held to promote the year theme ‘Being courteous’. A variety of activities , including drama show, talk in assembly and joining quiz competitions on basic law and positive attitudes helped build up their civic values.

On enhancing students’ contribution to society, Students of different levels were facilitated to take part in community service programmes to serve the needy

different clubs and societies provide lots of opportunities for our students to service the needy; 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 flag selling, charity sales, and health projects for the elderly;

the Student Social Service Crops provided different service programmes for our students to join in serving the youth, elderly, handicapped and the Ethnic Minorities.


- 13 -

Voluntary services for the elderly and flag selling activities were organized by the Students Social Service Corps. Our students accumulated 20215 hours of services for the year of 2015-2016. On average, that is around 27 hours of service time for

each student. A comprehensive recording and awarding system was implemented as recognition and commendation of students’ participation and

accomplishments in serving the community a service record booklet was issued to each student in order to record number of service hours for each service they participated in; 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;

the Student Learning Profile (SLP) system of the intranet was used in recording students’ service records. A summary of service participation can be generated on the individual or even the school basis;

students are required to write reflective entries for each service; “A Journey of Service Learning in True Light Girls’ College” was published in April, 2016. Students’ learning through voluntary

services in these years was demonstrated.


- 14 -

2.1.2 Reflection

The traditional and invaluable spirit of sisterhood in True Light had been well nurtured and much established after four 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. The “Pilot Scheme on Promoting Interflows between Sister Schools in Hong Kong and the Mainland” would be kicked off to promote professional interflow and cooperation and to foster students’ sense of belonging to the sister schools in the Mainland.

In addition to the bonding of sister-classes of S1 and S4, sisterhood had been enhanced through the sister-forms system for the sister classes of S2 and S5 and that of S3 and S6. Opportunities, like sharing, games, competitions, attending talks and visits, etc, were provided for students of the sister classes to have much closer encounters, communication and cooperation through the schoolwide “True Light Bond” programme.

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, an overseas short mission and service trip 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. The publication of the booklet was an evidence on how students have been committed in serving the society. Sharing of experiences was highly encouraged 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.


- 15 -

2.2 Learning Effectiveness Enhancement

2.2.1 Achievements

Concrete and significant steps to carry on with the realization of the four emphasized foci in the 5-year School Development Plan (2012 – 2017) had been further taken in the last school year, including well-developing students’ self-directed 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 effectively carried out to accomplish the set goals.

On developing well students’ self-directed learning practices, students could acquire and develop self-directed 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 taught and drilled in their junior form study on the basic and necessary e-learning skills to cultivate their habits, techniques and confidence in self-directed learning, like in S1 to S3 Computer Literacy lessons when they were trained to well equip themselves with the use of ipads and process apps;

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-directed learning abilities;

teachers of different subjects, especially many Mathematics, Integrated Science and Geography 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-directed learning;

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

in the S1-S5 End of Year Questionnaire, 11.3% of students strongly agreed while another 76.8% agreed (i.e. a total of 89.6%) that they found the self-explorative learning activities in lessons mentioned above helpful and useful for their self-directed learning.

students could conduct their self-directed learning more effectively and conveniently in the E-Learning Centre: the E-Learning Centre, with its full coverage of high speed WiFi access and provision of 47 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 in lessons. 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 had been active in managing the different Student TV channels, engaging themselves

enthusiastically in the regular production and broadcasting of Student TV programmes, which helped facilitate their self-directed learning;

in the S1-S5 End of Year Questionnaire, it was reflected that most students strongly agreed (10.7%) or agreed (60.9%) that watching the programmes produced and broadcast by the Student TV, which included both subject-based knowledge programmes and the school news programmes, was useful for their self-directed learning.


- 16 -

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, as reflected in the S1-S5

End of Year Questionnaire, students mostly found (8.4% strongly agreed, 76.8% agreed, a total of 85.2%) their self-directed learning was much enhanced through the prescribed reading;

e-reading as a convenient and effective way to help students’ self-directed learning was much enhanced with the subscription of suitable eBooks, which students could read in any place at any time, while students were arranged to use ipads to read eBooks in at least one reading period;

in the S1-S5 End of Year Questionnaire, more than 70% of students (10.2% strongly agreed, 60.6% agreed) found eBook reading could enhance their reading habits as well as self-directed learning.

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 corresponding pedagogies to arouse students’ learning motivation, strengthen their different language abilities,

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

providing 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;

in the S1-S5 End of Year Questionnaire, teachers’ effort to cater for students’ learning diversities was overwhelmingly recognized by students, as 12% of them strongly agreed and another 79.9% agreed (a total of 91.9%) that teachers had adopted various teaching strategies to cater for the learning abilities and needs of students in lessons and assignments.

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’, ‘Learning English through Social Issues and Pop Culture’, ‘Workshops on Excellent Chinese Writing and Composition’, ‘Excellence Enhancement Course in Mathematics’, ‘Liberal Studies Enhancement Courses’, and enhanced Biology learning in ‘Biotechnology Experiment’;

arranging after-school tutorial classes for those junior form students who were weak in the main subjects, like English and Chinese tutorial classes for S1 students, as well as Mathematics tutorial classes for S2 students.

school-based measures were implemented to cater for students’ learning diversities, like setting up the Data Analysis Working Group within the Academic Committee in this school year to prepare the school much better in

catering for learning diversities, like conducting analysis on students’ different learning needs and abilities, with the findings to help teachers of different subjects adopt suitable teaching strategies to cater for learning diversities;

joining 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, from which teachers of Mathematics, Geography and Integrated Science took a pioneering role to discuss and experiment the new teaching skills in lessons, while all teachers attended the corresponding professional development programmes to help equip themselves with the necessary knowledge and pedagogies;

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 an interflow of ideas with other schools;


- 17 -

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; 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.

steps had also been taken to catering for the needs of the non-Chinese speaking students in learning Chinese as their second language, by making use of the EDB subsidy for ‘After-school Support for Non-Chinese Speaking Students in Learning Chinese’, the school

employed two Chinese tutors to provide the three NCS students (one in S1 and two in S2) with some after-school Chinese tutorial lessons to help strengthen their learning of Chinese, while pull-out Chinese lessons conducted by a teaching assistant were also offered;

helping two NCS students (one in S1 and the other one in S4) join the Student Support Proogramme run by the Centre for Advancement of Chinese Language Education and Research of The University of Hong Kong to help NCS students learning Chinese through attending lessons held on Saturday mornings;

offering the NCS student in S4 the learning materials, exercises and assessments to prepare her to sit for international Chinese examinations recognized by JUPAS, like Cambridge GCE Examination which she will take in October;

getting the EDB support through its School-based Support Services on ‘Enhancing Support for Teaching Chinese to Non-Chinese Speaking Students’ to acquire skills and strategies to help NCS students’ learning of Chinese as a second language;

applying for the use of Enhanced Chinese Learning and Teaching for Non-Chinese Speaking Students funding to ensure equal opportunities for the ten NCS students in this new academic year (six in S1, one in S2, two in S3, and one in S5) in learning Chinese on par with their Chinese-speaking counterparts, and to create for them an inclusive learning environment in school.

On broadening students’ learning horizons with cross-curricular learning, the teaching and learning packages prepared in the Language Across Curriculum project 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; in the S1-S5 End of Year Questionnaire, most junior form students (16.1% strongly agreed, 71,9% agreed, a total of 88%) found the

interactive English cross-curricular teaching and learning materials and graded exercises helpful in enhancing their learning of English and other EMI academic subjects;

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), ‘Social Concerns for Neighbourhood Districts’ (S4) and ‘Colourful Kaleidoscope’ (S5);

tailor-made cross-subject 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

as reflected in the S1-S5 End of Year Questionnaire, most students (14.1% strongly agreed, 70.5% agreed, a total of 84.6%) found that the programmes of Cross-curricular Learning Day useful in broadening their learning horizons;

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.


- 18 -

On enhancing students’ learning in classroom with cooperative learning, many teachers participated in 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 learning 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, like subjects which require high demands of interactive learning and creativity, Life & Society and Liberal Studies for instance, were

taken as the most appropriate platform for students to acquire and practice cooperative learning skills; cooperative learning was also quite frequently applied in S1-S3 classrooms, especially by teachers of Language, Humanities and

Science subjects; in the End of Year Questionnaire, over 72% of S2 to S5 students agreed (11.7% strongly agreed, 60,8% agreed, a total of 72.5%)

that they had been used to using cooperative learning skills in Liberal Studies lessons.


- 19 -

2.2.2 Reflection Self-directed learning had been systematically implemented in the past school year through 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. Students had been more aware of the importance of self-directed learning and were more engaged in it in order to enhance their learning effectiveness, but there is still room for improvement: To help students become active learners, students should be encouraged to raise more questions, clarify issues further and explore

knowledge in a self-directed manner. Both teachers and students should have deeper understanding of the real benefits and good strategies of self-directed learning in

enhancing learning effectiveness. While there should still be more professional development on both the rationales and pedagogies of self-directed learning for teachers, students, on the other hand, should take self-directed learning as their habits 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. Moreover, self-directed learning should be developed in the way that students could find their own learning objectives and could be monitored to achieve them through their self-directed learning. It is hoped that teachers could apply what they had learned about self-directed learning from the ‘Quality School Improvement Project: Self-Directed Learning as a Strategy to Cater for Learner Diversity’ run by CUHK to help students learn better their subjects.

Building on the successful experience of implementing e-learning in a number of subjects, it is hoped that good practices in promoting self-directed learning through e-learning could be disseminated to more subjects. To enable teachers to prepare e-learning teaching packages, lessons with e-learning elements, and self-access learning materials for students’ self-directed learning, it would be better if some common free periods (CFP) could be arranged for their collaborative lesson preparation.

The school should still be working hard to provide sufficient hardware and software to develop e-learning for effective self-directed learning. For hardware, while more ipads should still be provided, plans should also be made to allow students to bring their own mobile learning devices for learning inside and outside the classroom. Both teachers and students should be more encouraged and facilitated 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 be acquired or purchased.

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. While the student producers of the Student TV might have been overloaded with their production work, teachers and academic societies of different subjects could still be more proactive in providing help or advice on programme production to facilitate self-directed learning. Besides relying solely on the Student TV for production, they might conduct their own production, seeking help from Student TV student officials whenever necessary. Teachers could even try to make use of the Student TV or their own academic societies to video-take those lessons designed for the purpose of self-directed learning. Moreover, more broadcasting time should be given, while it will be more fruitful if students could have more and easier accesses to the educational programmes produced by the Student TV.

To promote self-directed learning through reading, while a more enriched reading atmosphere in school had been enhanced through maintaining Reading Periods specifically for reading, students should still be much encouraged to read the eBooks the school had subscribed and make good use of the prescribed reading lists for their self-directed academic pursuit, like accomplishing their assignments with knowledge or information acquired from eBook reading or prescribed readings, or giving them bonus marks for including eBook reading or prescribed reading elements in their assignments.


- 20 -

Our provision to catering for learner diversity was recognized by the recent External School Review team as ‘generally appropriate’, but both the school and the teachers should still take more determined measures and actions to cater more for students’ learning diversities and different learning needs: As suggested by the ESR Report (2016), teachers should further acquire and develop ‘teaching strategies for catering for learner

diversity (CLD) within the classroom such as questioning (and) differentiated tasks’. Teachers should still have to raise more graded questions and employ specific and concrete prompts and probes to students’ responses to facilitate the participation of the academically low achievers and stretch the high achievers to the fullest. Teachers at large still have to make more effort to develop and apply their catering for learner diversity skills in lessons, assignments and assessments.

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. As strategies for identifying students’ learning needs are still limited, 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;

Still more academic 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.

While students’ learning horizons and learning effectiveness have been broadened with cross-curricular learning which had been

established on solid ground in recent years, some better measures should 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: Building on the foundation of providing students with task-oriented or theme-based learning opportunities and integrating important

ingredients like learning outside the classroom, e-learning, mobile learning and self-directed learning skills, it is advisable to develop the Cross-curricular Learning Day (CCLD) further as a significant part of the normal school curriculum, with the inclusion of more systematic learning objectives and more specific learning outcomes, to help enhance students as effective learners.

It will benefit the students more if cross-curricular learning through Language Across the Curriculum (LAC) could incorporate well into the teaching schedules of the subjects concerned and 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.

STEM (or STEAM) education could be taken as a suitable and even indispensable way to work out a school-based tailor-made cross-curricular learning curricula to benefit students invaluably in their school learning and even life-long 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: 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.

The effectiveness of cooperative learning could still be further enhanced by better defining roles of members in groups and giving more specific feedback on the learning performance of group work and students’ individual responses.


- 21 -

2.3 Gifted Education Development

2.3.1 Achievements

Gifted Education Committee has seen steady growth in its development and implementation of regular events. With the persistent collaborative efforts of the whole teaching staff, the potential of students is well catered for. On the administrative level The talent pool which includes gifted students from S1 to S6 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

(2016-2017). Different panels and committees have submitted information relevant to any pull-out programmes conducted this year for management

purpose. On students' level 1 student won Secondary 3 Silver Award and our school won the Junior Secondary Excellence Award in the 13th Talent Problem Solving

Competition. An affective education programme “我要做個快樂人”, which was composed of three movie-induced discussion sessions (70 minutes per

session) 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.

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

A leadership training programme was also organized in August 2016 for potential student leaders. All S4 to S6 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 12 classes to monitor students' completion of the scheme. Each class has also elected one AYP ambassador to facilitate the relevant work. 4 S6 students awarded 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 S1 and S2 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. One of our teachers was invited as a seconded teacher in Gifted Education Section of EDB, the Hong Kong Academy for Gifted

Education. Her valuable secondment experience gained from EDB was shared with the whole teaching staff in a staff development programme. She would continue to contribute to the development of gifted education in school in future.

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, teachers and students on 20 October 2016. The talk introduced how to develop own potentials and it received positive responses.


- 22 -

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 fully implemented in senior forms. The completion rate of the scheme has slightly improved but teachers in charge still found

it difficult to monitor students' progress frequently. AYP Ambassadors could be assigned to help monitoring students’ progress regularly and promoting relevant activities.

Affective education is to be implemented and the scope of it should extend to catering for more than one level of students. The number of sessions or the duration of each course could be increased to allow deeper discussion among students.

More efforts could be put in enhancing the strategies to enrich the learning of high achievers at classroom level. Informal exchanges among teachers and peer lessons observation could be taken place for achieving this aim.

In order to further develop gifted students, more input by means of workshops and seminars should be given to both teachers and parents.


- 23 -

2.4 Career Education Enrichment

2.4.1 Achievements

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 equipping senior form students for their planning of future career, This was the fourth year of implementing the S4 curriculum at school. In addition to learning theories 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 Hong Kong Correctional Services

Museum, Thingzcube (3D Printing Company), Hotel Icon, Coca-Cola Company, CUHK and Hong Kong Museum of Medical Science, Mock Court Trial, career talks on Correctional Service Department, studying in Japan.

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 universities in the UK and Cambridge and E-APP application. Group counselling sessions were organized for S6 students to consult with class teachers, career teachers and other teachers for the JUPAS choices. Working Reality and JUPAS Workshop were organized for all S5 students. There were Career Exploration Day and Job Experience Schemes such as Jiu Jik, Sa Sa, Marks & Spencer, Circle K for S4 and S5 students.

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 workshops.

In the Programme of True Light Bonds, both S1 and S4 students were given an opportunity to brainstorm their future career they would like to pursue.

The Luncheon sharing sessions of True Light Bonds invited guest speakers from all walks of life to share with the students their study and work experiences such as nurses, financial planners, an entrepreneur, a university student. The speakers were our alumna, parents and teachers. Their sharing certainly broadens the students’ horizons.

It was the second year for implementing the S3 curriculum. 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. Positive feedback was received from the students.

On helping students set clear goals on future study and career, 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. Subject panels and OLE units provided a wide variety of activities to inspire students for the pursuit of their further study and career

opportunities such as visiting Tao Heung Museum of Food Culture, Productivity Council and introducing the job of librarians by the Library Club.

The Student Portfolio was introduced to all students. All students were encouraged to develop habits of setting goals and keeping learning records for themselves. The records such as their goal-setting and goal review worksheets were kept in the folder. The class teachers of each form conducted the Goal Review Workshop with the students to evaluate how far their goals were achieved.


- 24 -

2.4.2 Reflection

The school has been promoting career education to the stakeholders at school. a professional exchange between Shatin Tsung Tsin Secondary School and us was held on 18 March, 2016. During the sharing

session, teachers from both schools shared with each other the comprehensive framework on Career and Life Planning and the career guidance programmes implemented at school.

The efforts made by the school were recognized by the community. Our students joining Mock Court Trial and Career Prefects and a parent were interviewed to share how the school inspired the students in the pursuits of their dreams in February and April 2016 (Hong Kong Economic Times, Wen Wei Po and Ming Pao).

Our Career Guidance Committee was invited to share at EDB on 30 May 2016 on the topics of parent education. For parent education, the Life Planning Handbook for Parents was used for S1 and S2 parents. This provided the parents a channel to

discuss with their children the life goals. An SDS workshop was organized for parents to understand the career inclination assessment. Positive feedback was received from the parents.

In the coming year, in addition to fine-tuning the programmes of True Light Bonds, more focus would be on students with diverse needs. The arrangement of the programmes/services such as monthly Luncheon sharing sessions, the use of Student Portfolio will be reviewed

for better implementation. During the summer, 20 S3 to S5 students were arranged to conduct the career assessment with the help of the social workers in Hong

Kong Federation of Youth Groups. They met the social workers for an individual consultation in September. More follow-up work would be done by the career teachers.

In the coming year, more individual counselling will be expected especially for students who do not have clear goals on their studies.


- 25 -

3. Learning and Teaching 3.1 Learning Experiences

Our School Vision calling students to ‘think independently’ and ‘learn proactively’ has been working well in the academic pursuit of our students,

which has been well reflected in their daily school learning. Students were at large willing to try their best and to strive with resilience to make the most out of their various learning experiences both inside and outside the classroom to achieve good academic performance and extend their academic potentials.

The academic learning of our students in school has been fruitful and meaningful for their whole person development, and our school curriculum

was much commended in the External School Review Report (2016), saying that it ‘provides broad and balanced learning experiences for students’ which helps ‘broaden students’ knowledge horizons and enhance their social skills’.

Our students did not just acquire knowledge subject-wise in their daily classroom learning. During their learning process, our students developed

also their various generic skills and learned to treasure the core and universal values in our society. The value education they received, which included moral, civic and environmental education and the Year Theme ‘Respect and Responsibility’, had been immerged with the different subjects they studied. All these 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 contribute to the development of the community.

The cordial and congenial classroom atmosphere and well-established class routines were highly conducive to students’ learning in school.

Students had generally become very effective learners inside and outside the classroom with also the help of information technology, which was quite rapidly developed by the school in recent years. 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 and were skillful in using mobile devices to search for information promptly and interact with peers effectively. Students’ learning with the use of ipads was seen especially in English, Integrated Science, Computer Literacy, Visual Arts and even Physical Exercise 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, self-directed learning was systematically implemented through the use of e-learning, Student TV and reading. Students

could make use of the ample e-learning provisions in school such as e-platform, ipads, and E-Learning Centre to conduct their own self-directed learning. They had been enriching their knowledge through using ipads and e-platform frequently and efficiently to search for information, perform pre-lesson preparation and complete assignments. Their self-directed learning motivation had also been effectively enhanced through producing TV programmes by themselves and broadcasting the programmes for self-directed learning of their schoolmates. Students’ self-learning habits were reinforced through the extended self-learning packages, educational Apps and book and eBook reading.

For junior form students, it was said in the ESR Report (2016) that ‘a wide range of subjects, such as Chinese History, Religious Education,

Geography, is offered to help students build a solid foundation for senior secondary studies’. Besides, junior form students also 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 and exercises. Moreover, with the experience of cooperative learning especially in lessons of English, Life & Society, Liberal Studies, History and Geography, junior form students found their learning in class doubly effectiveness with satisfactory outcomes.


- 26 -

The school-based curricula, such as Drama Education, Business & Economics and Career Education were duly implemented to cater for junior form students’ needs in their academic, personal and social development. Drama education was introduced as an important 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. The learning of Business and Economics could help bridge S3 students to their senior secondary study, especially if they would choose those elective subjects like Economics or Business, Accounting and Financial Studies. To further and better prepare the junior form students for their senior secondary study, Business & Economics and Computer Literacy, which would help bridge students to their study of the elective subject of Information and Communication Technology, were each allocated with three periods per cycle. 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 about different career paths and set their life planning.

The school-based curricular, such as S4 Career Education (for Career-Related Experiences) and Aesthetic Development, applied also in senior

forms to provide students with other learning experiences within their normal lessons. Students’ other OLE subjects included also Religious Education (for Moral & Civic Education) and P.E. (for Physical Development).

At the senior secondary level, a range of elective subject choices is appropriately provided and flexible time-slots are arranged to meet students’

various interests and needs. Recently, the tendency for students to take less than three elective subjects in their senior secondary study had eased. In this new school year, there are now 23 students in S5 (45 in 2015-2016) and 77 students in S6 (97 in 2015-2016) studying less than three elective subjects. Meanwhile, there are only 5 students in S4 (12 in 2015-2016) studying just two elective subjects.

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-study 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.

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

learned across subject boundaries in the Cross-curricular Learning Day when they could enrich their learning experiences through the task-oriented learning activities, like ‘The Changing Face of Central’ (S1), ‘Knowing My KMT’ (S2), ‘Field Study in King’s Park’ (S3), ‘‘Social Concerns for Neighbourhood Districts’ (S4) and ‘Colourful Kaleidoscope’ (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,

Students were given the opportunities to learn in another school when they joined in the Local Student Exchange Scheme co-organized with

Queen Elizabeth School on March 14-16, 2016. Students had also interflows with students from Guangzhou True Light Middle School on November 11-12, 2014. Students who became buddies of the student visitors could gain some brand new and unforgettable learning experiences.


- 27 -

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 Junior Forms 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 included a Learning English through Debating Extension Course, a Learning English through Social Issues and Pop Culture Extension Course, workshops on Chinese writing and composition, a Biology course on ‘Biotechnology Experiments’, and Mathematics and Liberal Studies enhancement courses for senior secondary high achievers.

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 a Liberal Studies cum Guidance & Discipline Committee study tour to Korea on 17-20 March, 2016, a historical and cultural study tour to Taiwan on March 18-21, 2016, an English study tour to Britain during the summer vacation, and many study tours to places like Guangzhou and Shanghai in the mainland. 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.

3.2 Teaching Strategies Our teachers at large had been incessantly acquiring and attempting to put into practice different kinds of teaching strategies in order to help

students with different learning needs to achieve better learning outcomes. As teachers in our school are friendly and maintain a good rapport with students, they can make their teaching very effective by well engaging students in lesson activities. They can always convey their ideas clearly and deliver their lessons with clear learning objectives.

Acting more as facilitators in learning in classrooms, our teachers liked very much 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.

Cooperative learning was promoted by many teachers, and they organized various activities to enhance students’ participation in lessons, such

as group presentation, discussion, debates, creation of poems and writing subtitles of video clips. Students were actively engaged in these learning activities. Teachers were tactical to ensure that the students would work in good collaboration and interact frequently in groups and pairs to facilitate learning and construct knowledge.

Many teachers had also tended to use more various information technology techniques and devices, like the computing systems, visualizers,

ipads, as well as the electronic whiteboards with the simultaneous response system, to make their teaching strategies more effective and to create a more interactive and effective learning environment for students.


- 28 -

Strategies to encourage the self-directed learning of students were attempted by many teachers. Some teachers made good use of IT devices and e-learning tools, such as i[pads, Apps and software of learning to help students to organize their ideas, conduct self assessment, visualize abstract concepts and facilitate pre-lesson preparation. Teachers were also requested to incorporate self-learning elements into self-directed learning packages for students. The possibility of introducing e-textbooks to students had been under study, and eBooks had been subscribed to enhance students’ reading habits and to promote reading for learning.

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 had joined in the teacher development programmes provided by the Project, while subject teachers of Mathematics, Geography and Integrated Science had taken the lead to work with the educational experts in the Project to design and implement useful teaching and assessment strategies to cater for students’ different learning needs through self-directed learning. The invaluable experience gained by these teachers was shared among the other colleagues for the dissemination of the practices. Meanwhile, many language teachers had joined 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 self-directed learning of students 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. Such common free periods had also been 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.

There are still many areas in enhancing the effectiveness of teaching strategies for teachers to explore and develop in order to bring about

satisfactory learning outcomes of students. To foster students’ self-directed learning, teachers should acquire more knowledge and skills, as well as the teaching strategies to facilitate the e-learning and mobile learning of students. It would be useful if good practices in promoting self-directed learning by some pioneering teachers could be disseminated to more subjects and teachers. There is still plenty of room for our teachers to acquire, improve and implement catering for learning diversities teaching strategies to enhance the learning of high achievers, low achievers, as well as students with special education needs. There should also be more attention to be paid 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, and STEM or STEAM education could be more seriously considered. Cooperative learning should still be more popularized and widely practiced, not just in junior forms and for only some subjects.

3.3 Assessment As commended in the ESR Report (2016), the ‘school has well-defined assignment and assessment policies’. Continuous review on students’

performance was conducted and remedial measures were suggested and implemented to tackle students’ learning difficulties. To continuously assess students’ academic performance and learning outcomes, homework assignments of different modes, quizzes, term tests

and examinations had been effectively employed for the purpose.


- 29 -

Assessment for learning was greatly emphasized when giving students homework assignments to help consolidate their subject knowledge and their classroom learning. A variety of assignments, which included workbooks, worksheets, essay writing, surveys, projects, case studies, experiment designs, oral and written reports, book reviews, video clips editing and newspaper cuttings, etc., were duly designed to help students develop a range of generic skills, including IT skills, critical thinking skills and creativity, to enhance their learning. Many assignments were provided with clear marking rubrics to facilitate students’ understanding of the assessment requirements. Teachers’ feedback and comments were generally clear and specific, which helped students improve their learning.

There were at times differentiated worksheets or assignments with diversified tasks and questions of varied difficulties to cater for learner

diversity. Besides teacher assessment, self-, peer- and parent-assessments were incorporated in some of the assignments, which helped promote students’ reflection on learning and kept parents informed of the learning progress of their children. However, improvement should still have to be made in designing more assignments to especially cater better for students’ diversified learning needs. Teachers should still have to apply more widely the different modes of assessment, as well as assignments specially designed for students to conduct their self-directed study.

The Homework Submission Scheme was adopted and implemented in order to make students do and submit their homework assignments

properly. Added with the homework policies of different subject panels, which often included mark deduction for late submission of assignments, students had become more punctual and orderly in their submitting their homework. To further encourage students to do well their homework assignments in order to promptly consolidate and achieve satisfactory learning outcomes, the Most Outstanding Homework Performance Award Scheme was carried out, and a total of 53 and 106 students were awarded in the first term and the second term respectively.

To ensure homework assignments could achieve the purpose of enhancing students’ learning, clear homework assignment policies have been

set to aware teachers of the importance and necessity of considering the teaching objectives to accomplish, the formats, frequency, guidelines and modes of assessment when designing the assignments. Subject panel heads would closely supervise their panel members in their making use and marking of the homework assignments.

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

heads on 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, it was preferably for each academic subject to have two tests in 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.


- 30 -

Teachers teaching the senior secondary subjects have been used to using the standard referencing system to assess students on the levels they attained in different assessments. Some attempts were made to further help teachers conduct their level marking more confidently. The first attempt was to predict for S6 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. The school had also continuously joined in the Pilot Study on Predicted Levels of 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 2016 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 helpful for conducting level marking, as the marking rubrics and criteria set by other schools could be taken as reference and examples.

Sophisticated procedures were taken in conducting 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. Students were also assessed with the same assessment standard, and the same criteria for awarding marks to all students were applied. 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. According to our 2016 HKDSE SBA Moderation Reports provided by HKEAA, among the SBA marks awarded by our teachers from the ten subjects with school-based assessments, 70% of the subjects were within the expected range for the mean of the raw SBA scores, while 80% of the subjects were within the expected range for the spread of the raw SBA scores.


- 31 -

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 3.4, 3.7 and 3.8 respectively on average. Teachers’, students’ & parents’ views on school climate are 3.5, 3.9 and 3.9 respectively on average. To facilitate the whole-range of programmes and activities, such as leadership training courses, smiling programme and service learning programmes have been arranged to nurture their positive attitudes and values. Teachers’, students’ & parents’ view on support for student development

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

In year 2015-2016, 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. As the test score of Global Citizenship for S6 was found to be below the Hong Kong norm, Civic Education week in April and study tours to different countries were organized to nurture students’ global citizenship.

3.4

3.7 3.8

1

1.5

2

2.5

3

3.5

4

2015-2016

Teachers' views

Students' views

Parents' views

3.5

3.9 3.9

1

1.5

2

2.5

3

3.5

4

2015-2016

Teachers' views

Students' views

Parents' views


- 32 -

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 to promote mental health. “Peer counselling” was also a whole year program for 30 S3 to S5 guidance prefects to develop their interpersonal skills to help 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 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. 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 5 September, 2015, 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 and other subject teachers in the classrooms after the talk.


- 33 -

4.1.3 Careers and Guidance Committee The programmes organised for students in this year were as follows:

1. Learning Experiences S1-6 Smiling Programme S2-5 青年與名人逛書展 (The Hong Kong Federation of Youth Groups)

S4-5 Classified Post – Event Management Experience Programme

S5 Jiu Jik – Event Management Experience Programme

S4 「莎莎與你，締造美麗新里程」 - 學生工作體驗計劃 2015

S4 「馬莎零售業務工作體驗坊 - 學生工作體驗計劃」2015

S4 「OK便利店工作體驗坊 – 學生工作體驗計劃」2016

S4-5 PolyU Summer Programme 2016 S4-5 Young Historian Programme (HKBU) S6 CityU - Student Helpers in the International ADR Mooting Competition Interview with Hon Jasper Tsang Yuk Sing Interview with Mr. Alvin Yeung Ngok Kiu (Legco member - Civic Party)

2. Career Exploration Day The Day was held on 6 November 2015 and co-organised with the Junior Chamber International (JCI). All students and some parents met professionals from different industries to explore the latest developments in different sectors

and learn how to best position themselves in the market. 3. Career Visits

S1-5 Visit to Information Day for Undergraduate Admission – CUHK S1,4,5 Visit to Hong Kong Museum of Medical Science S3-5 Visit to Correctional Services Museum S3-5 Visit to Thingzcube (3D printing company) S3-5 Visit to Department of Justice, HKSAR S5 Visit to Hotel Icon

4. Career Workshops S2 Career Planning Workshop (Salvation Army Yau Ma Tei Integrated Service For Youth People) S3 Subject Choice Workshop (Salvation Army Yau Ma Tei Integrated Service For Youth People) S3 新世代「理財有道」教育計劃 (EDB)

S3 「財智GOAL飛」儲蓄及投資活動 (東華三院健康理財家庭服務中心)

S3-5 Career Prefect Training Workshop S4 Journey of Career (Salvation Army Yau Ma Tei Integrated Service For Youth People) S4 Mr Work (Y.E.S.) S4 Furoshiki workshop日本風呂敷工作坊 (CUSUS)

S4-5 法律工作坊 (香港律師會)

S4-5 Future Engineers Project 2016 – “Energizing Our Future City” Workshop (HK Institute of Engineers) S4-5 Hotel School Touch Day 2015 (CUHK) S4-5 Table Manners Workshop (Rotary Club of Bayview Sunshine Hong Kong)


- 34 -

S4-5 中學生傳媒教育工作坊 (EDB)

S5 Working Reality Programme (The Hong Kong Federation of Youths Group) S5 JUPAS Workshop S5 Career Quiz S5 Y.E.S. Ambassadors Programme S5 設計行業就業講座暨工作坊 (EDB)

S5-6 CityU Mooting Training Workshop and Information Seminar S6 School-based Workshop on Career Mapping S6 JUPAS Night (group sharing sessions run by University undergraduates)

(Salvation Army Yau Ma Tei Integrated Service For Youth People) S6 Mock Interview (Salvation Army Yau Ma Tei Integrater Service For Youth People) S6 Mock Release of DSE Results (Tung Wah Group of Hospitals Jockey Club Tai Kok Tsui Integrated Services Centre) 放榜加油站

5. Career Talks S2&5 Talk by Immigration Department S4 IELTS Talk by Wall Street English S4 Information Seminar on Japan Universities S6 Admission Talk on Studying in the UK and Cambridge 2015

6. Parent Seminars and Workshop S1 Briefing Session for S1 Parents S3 NSSC Seminar S6 JUPAS Briefing to S6 Parents 生涯規劃事業興趣評估工作坊家長篇

7. True Light Bonds The programme paired up S1 & S4, S2 & S5, S3 & S6 to develop one-on-one “mentor

and friend” relationships. Through the programme, the tradition of sister councils at True Light was strengthened and a platform for students to share their learning experiences was provided. Activities held under the programme were as follows:

S4 Leadership Training Installation Ceremony S1&4 Sharing Sessions on Books and Articles S1&4 Inter-class Sports Competitions/Activities S1&4 Mentor/Mentee Meetings S1&4 Workshops on Goal Setting

S1&4 Team Building Activity – Straw Tower Challenge

S1&4 “I have a dream” Project – Sharing with partners

S1&4 Sharing Session cum Award Presentation Ceremony S1-6 Lunch Sessions with Guests


- 35 -

Firefighters from Yau Ma Tei Fire Station Alumna studying BBA at HKUST Business School Alumna working as a nurse in Kwong Wah Hospital Regional Manager, Prudential Assurance Ltd & Recipient of Outstanding Young Professional of the Year 2015 Doctor from Castle Peak Hospital Co-founder of bakery “Kiwi Sweets” Our NET, former flight attendant

8. Career Day The Career Day, held on 4 July 2016, was a day when all students engaged in different career guidance activities.

S1-5 Career Talk by Correctional Services Department S1-5 Goal Review Workshops S1-2 School-based Workshop: VIPS S3-4 Sharing Session by Alumnae S5 Career Interest Inventory CII Workshop

9. Group and Individual Counselling S3 NSS Subject Choice Group Guidance and Counselling (by teachers) S3 NSS Subject Choice Consultation Sessions (by senior form students) S6 JUPAS Choice Group and Individual Counselling

10. Career Competitions S3 職業字典推廣計劃-實踐吧!夢想_微電影創作大賽 (The Hong Kong Federation of Youth Groups)

入圍第二階段比賽

S3-4 全港中學學界廣告賣橋王 (Good Morning Class)

S5 「商校合作 - 企業杏林﹕尋找企業家的故事」訪談短片製作比賽

S5 少年職業規劃師2015 (勞工處青年就業起點)

S5 第一屆全港中學生珠寶設計比賽 (EDB)

11. Awards S3-5 「成功在望」獎勵計劃2015 (香港青年協會與保誠保險有限公司)

8位學生首輪入圍 5位學生入圍50強 3學生入圍20強

S4-5 中學生模擬法庭比賽2015-2016(香港律師會) 冠軍最佳團隊表現獎最佳現場演繹獎最佳証人獎

S4-5 香港律師會《青teen講埸2015–「私隱解碼」》法律情景角色演繹比賽」卓越成績嘉許狀

S4-5 香港律師會《青teen講埸2015–「私隱解碼」》法律知識野外定向比賽」亞軍


- 36 -

S5 《－學生眼中的各行各業》微電影創作比賽 (EDB)

亞軍

S6 Working Reality終極大賽 (香港青年協會及民政事務局)

最佳營運獎亞軍

最具心思創意獎

12. Joint School Activities Inter-school Career Quiz

Run by our Career Prefects and taken part in by 4 different schools, the Quiz provided a precious learning experience for them to learn how to run a large-scale event and a chance for students to update themselves on information about both local and overseas education opportunities, and different occupations.

S5 Joint School Mock Interview at St. Louis School The interview was initiated by St. Louis School and was held on 2 July 2016.

13. Professional Sharing Sessions 教育局- 學校發展分部 - 生涯規劃教育分享系列 2016:「家校合作推動生涯規劃教育」分享會

The Career Guidance Committee was invited by the EDB to give a talk its work on promoting life planning education through home-school cooperation at the EDB Kowloon Tong Education Services Centre on 30 May 2016.

School Staff Development Programme Sharing Session given by the Assistant Career Guidance Mistress on her Secondment Exercise (School Development

Division – Career Guidance) experiences

Profession Sharing Session with the Career Guidance Committee of Shatin Tsung Tsin Secondary School 14. Media Interviews

With Wen Wei Po on True Light Bonds, Career Prefects, student counselling and parent education 15. Publications

Career Guidance Committee Booklet Career Guidance Committee Newsletter

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 more than 50 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.


- 37 -

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.

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”, a total of 21 instrumental classes, including

Chinese instruments, more than 200 people participated in the number of students. Singing contest was held in December 2015 Three Young Friend Scheme workshops were held in January and February 2016 True Light Song inter-class competition in March 2016 Assembly concert was held for pre-Music Festival competition concert in January 2016 Form one choir performed in the Form One Inauguration Ceremony in April 2016 School choir performed in school information day in November 2015 School Senior Choir performed in the school graduation ceremony Annual concert was held on 16th July 2016

External Activities Winter Choral Festival with Ying Wa College and workshop was held in December 2015 Arts Development Council Arts Ambassadors program 68th Hong Kong Schools Music Festival Hong Kong Arts Festival Outing 4C Chan Hei Lam was nominated to take part in the Opera Hong Kong Summer School Madrigal group performed at Queen’s College annual concert Recorder team performed at Tsung Tsin Christian Academy in June 2016 School Orchestra performed at Queen Elizabeth School in July 2016 School Choir performed at the Wofoo Social Enterprises School Campaign Kick-off ceremony


- 38 -

Awarded Competitions 6th Winter Choral Festival Mixed Voices with Ying Wa College, Gold Prize 68th Hong Kong School Music Festival, Group Awards

Vocal a. Female Voice Duet - Age 14 or under – Champion 3C Ng Cheuk Ying; 3C Li Yan Seen b. 12 students received certificate of Merit

Instrumental a. Pipa Solo Senior, Champion – 4C Yiu Hoi Ching b. Piano Solo Grade 7, Champion – 3B Chow Wing Yin c. Oboe Solo Junior, 2nd runner-up, 2C Leung Hoi Tung d. Flute Solo Senior, 2nd runner-up, 3C Ng Cheuk Ying e. More than 30 students received certificate of Merit

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 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

External Activities Art Talk (Medium Introduction) by the HK Artland Packaging Design by C01 School of Visual Arts The 8th Arts Ambassadors-in-school Scheme by Hong Kong Arts Development 3D Printing Workshops organized by Wellink “HKU SMART Programme” Workshops and Students’ Exhibition Visit to Construction Industry Multimedia Resource Centre Visit to “Of Mist and Lushly Green: Longquan Celadon from Song to Ming Dynasties” Exhibition in Sun Museum Visit to “Amazing Clay: The Ceramic Collection of the Art Museum” Exhibition in the Art Museum Institute of Chinese Studies, the

Chinese University of Hong Kong

Awarded Competitions The champion and 2nd runner-up in “Gratitude and Appreciation” Cover Design Competition from Community Youth Club The 1st runner-up in “My Australian Christmas Card Competition” from the Australian Consulate-General Hong Kong The merit in “Four Frames Comics Design” Competition from the Committee on Respect Our Teachers Campaign


- 39 -

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 ‘White Wing’s Escape’ performed in the S1 Inauguration Ceremony was greatly appreciated by the audience. Our students from S2 to S5 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) this year. An Inter-house Drama Competition was held 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 ‘White Wing’s Escape’ S3-S4 Drama Production ‘Apparently Not’ S1-S5 Inter-house Drama Competitions

External Activities Joint School Brand New Show 2015 (JSBNS) Hong Kong Schools Speech Festival – S3 and S4 Dramatic Scenes & Improvisational Drama True Light Joint School Drama Improvisation Workshop and Sharing Session Drama Festival organized by the Association of English-medium Secondary Schools (AEMSS)

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. Eighteen students from S.2 to S.5 made great achievements in earning the Outstanding Script in the Drama Festival organized by the Association of English-medium Secondary Schools (AEMSS) this year. One of the students also earned the Outstanding Performer Award. 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 of teachers and parents and contribute to aesthetic development through various forms of drama.


- 40 -

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 provide a diversity of physical activities in PE lessons for encouraging students to develop healthy life style and different potentials.

Over 86% students passed the running and rope-skipping test. Many of them showed great improvement especially at the skipping test in second term.

Two new sport games, the frisbee and tchoukball, were introduced in the S3 and S4 PE curriculum in this year. Three sport programmes were arranged for students in different level in PE lessons. The Rugby Introductory Course was held for

the S1 and S2 students who were coached by the representatives from the HK Rugby Association. Rope Skipping Demonstration and Training Class conducted by the HK Rope Skipping Team were also organized for the S3 students. Apart from these two activities, one Yoga lesson was introduced to our S5 classes with the help of our alumnae who is an experienced Yoga instructor. Students’ potential were further cultivated through learning newly introduced sports under the guidance of different experts.

5 assessment modes including fitness, skill practical test, attitude and attendance, written test, sports participation were adopted in PE lessons. There was also peer assessment in the skill test.

To provide a better learning environment for students and fully utilize the public sports facilities, part of PE lessons such as swimming, badminton, tennis and bowling were arranged outside the school campus.

I-pads were widely used in PE lessons for recording and correcting students’ posture when learning new sport skills. 2. To offer opportunities for students to excel in various activities through ECA programmes and sport team trainings

In order to arouse students’ interest in the racket games and to deepen their understanding of the competition rules, our Principal and PE teachers has led students to watch the Prudential Hong Kong Tennis Open 2015 at the Victoria Park. Also, a visit to the Hong Kong Coliseum to watch the HK Open Badminton Championships was held in November. Students’ knowledge on tennis and badminton were further broadened by watching the games demonstrated by many top world-ranking players in these two super series events.

Two promotion programmes, the rhythmic exercises training for S1 and the specific fitness training for sport team members were organized with the help of the HK Elite Athletes Association. A rope skipping training class was also held in every Tuesday by the HK Rope Skipping Federation. Besides, to motivate students to do sport in leisure time, we joined the SportAct Award Program, the School Physical Fitness Award Scheme and Active Lifestyle Award Scheme which were organized by the LCSD, the HK Childhealth Foundation and the Boys’ and Girls’ Club Association of HK respectively. More than 200 students participated and got altogether 107 gold awards, 47 silver awards and 36 bronze awards in these schemes.

The inter-class rope skipping competition and tug-of-war competition were held in long assembly session. More than 15 inter-house and inter-class competitions were organized for students to arouse their interest in sports and cultivate their team spirit. .

89% students took part in at least one sport activity apart from the PE lessons whereas 35% of them had joined the activity organized by the external sport organization.

The Squash Team and Rope Skipping Team were set up in school. They showed very outstanding performance in this year with the former got the 2nd runner-up and the latter obtained the 1st runner-up in the inter-school competitions.


- 41 -

3. To promote the school theme “Respect and Responsibility” and to develop students’ positive values and attitudes through PE lessons and after school activities. Students learnt to accept peers performance in the PE lessons, Athletics Meet and various competitions. Students were taught to

cheer for the champions while comfort the losers at the same time. Most class sport captains completed their tasks for handling the sport equipment lending procedure during lunch hour. Most of

them showed serious attitude. Students were assigned duties for distributing and collecting equipment in PE lessons. Inter-class tidy uniform competition was organized for all classes. Most of them showed improvement in the second term. Over 97% of the team members got teachers’ approval for their absence. Apart from some absent-minded students, most of them

could submit the parent letter or consent form on time. Team members with best attendance record were given award for recognizing their good attitude.

4. Awards in inter-school competitions (2015-2016) were listed below:

52nd School Dance Festival Honours award in Western Dance (Group)

Hong Kong Open Dance Contest Gold award

Inter-School Squash Competition (HK & Kowloon area) 2nd Runner-up in Girls Overall

Inter-School Table-tennis Competitions (Division II) Champion in Girls Overall 1st runner-up in Girls C Grade 1st runner-up in Girls B Grade 3rd runner-up in Girls A Grade

Inter-School Basketball Competitions (Division III) Champion in Girls A Grade 1st runner-up in Girls Overall

Inter-School Skipping Competitions 1st 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 B Grade 3rd Runner-up in Girls Overall

Inter-School Swimming Championship(Division II) 3rd runner-up in Girls B Grade

Inter-School Athletics Championship(Division III) 1st runner-up in Girls B Grade 3rd runner-up in Girls Overall


- 42 -

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 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.

September Recruitment of Senior Civic Education Ambassadors (SCEA) and Civic Education Ambassadors (CEA) October Board display 26/10 Sharing of study tours in short assembly 23/11 Talk in school short assembly – ‘Wind-powered Screen Cleaning Device’ in mini hall for S5.-S.6 Students 15/11 Board display of School Tour for School Information Day 18/1 ICAC Drama Show for S.3 students 18-21/3 Study tour to Taipei March Board display 12-15/4 Civic Education Week May Board display 24-25/5 Inter-school quiz on Basic Law (認識基本法-法治創繁榮善德全港中學校際問答比賽)

4/7 Talk by Hong Kong Correctional Services Department

8/7 Sharing after study tour to Guanzhou-中學生生涯規劃交流會

22/5-10/9 On-line quiz competition –「愛‧弘揚」儒學尋蹤傳統中華文化知識網上競答比賽

4/7 Educational talk by Correctional Services Department

Nomination of students to join different study tours 10-11/10 Study tour to Guangzhou

25-29/11 Study tour to Nanjing (同行萬里)

18-20/12 Study tour to Guanzhou 20-24/12 Study tour to Beijing (領袖生內地交流計劃)

18-21/3 Study tour to Taipei 14-18/4 Study tour to Nanjing (同行萬里)

28/-29/6 Study tour to Nansha & Qianhai 29/6-4/7 Study tour to Shanghai 17-31/7 2016香港青少年軍事夏令營

August Publishing of newsletter of the study tour to Taipei

In this school year some students were nominated to participate in different study tours that might broaden their horizons and enrich their learning experience. In general all these activities were run smoothly and the responses of students were active and positive.


- 43 -

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 and Zonta Z 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. In addition, the Service Learning Program was arranged in our school curriculum. All S4 students participated in the program 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 certificates 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. 4 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 20215 hours of services for the year of 2015. 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 realized 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 2015-2016 are listed below:- The 3rd Silent Amazing Race 「黑暗中對話」體驗工作坊

青少年義工訓練計劃 -《義導空間》

《香港人香港心》義工大使行動 —《捲出無限愛》及《花開富貴》種躒樂街坊真耆義

Geschenk


- 44 -

小廚神新煮意

耆趣童fun

「義油未盡油尖旺」城市定向比賽

「今日公益–明日領袖」2015-2016

十面埋「服」社會創新服務大賽2016

服務學習計劃博覽

鄰舍輔導會賣旗日

香港基督教服務處全港賣旗日

4.2.5 Leadership

A leadership training day camp has been held for all pre-S5 students on 25th and 26th 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 nurture and 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 luminous lamp guiding students to excavate their capability. This year, Student Union has made a sheer devotion to the students in the hope of fulfilling the fellows’ needs, as well as providing them with a wide range of internal welfare and external eye-opening insights. Several breakthroughs have been made including the uplifting The Variation and highly-acclaimed Christmas Celebration. In this year, the usage of Democratic Board has also marked a cornerstone. Students are more eager to voice out their views on aspects ranging from school policies to the Student Union services, providing pluralistic opinions for the betterment of the school.

Activities held in 2015-2016 Democratic Board Stationary Selling Toilet Paper Provision Opinion Collection Day Inter-house Dodgeball Competition Christmas Celebration Red Packets Recycling S6 Farewell Selling of True Light Tote Bags And Water Bottle QES X TLGC Local Exchange SU X MA True Light Song Competition The Variation Fashion Show Year Theme Introduction (Caring & Serving) Teachers’ Day


- 45 -

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.

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 52 clubs of 7 major categories.

4.3 Religious Education

Teacher Retreat(24/8/2015) - Workshop by Brother William Ng (伍維烈修士) from OFM.

School Commencement Ceremony (1/9/2015) - The Principal shared on the Year Theme “Respect and Responsibility” and alumnae shared their past school life.

S1 Education Sunday (20/9/2015) - 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. Chau Po Hai (周寶熙牧師) from HKCCCC Shing Kwong Church was invited to deliver a sermon and conduct the appointment of the Christian student leaders.

Sharing of Summer Camps and Missionary trip (11/11/2015): - Student representatives shared their experiences on summer camps and their serving trip in Taiwan.

Graduation Camp Sharing (18/11/2015): - Bible message sharing and blessing prayers by Li SY in the Graduation Camp.

Alumni Sharing (10/12/2015): - In response to the Year Theme “Respect and Responsibility” Ms. Jessie Pang was invited to share her experience in Palestine.

Christmas Service (18/12/2015): - Rev. Cheng Tai Shing (鄭大成牧師) from HKCCCC Mandarin Church was invited to share on the meaning of Christmas.

Gospel Week (26/1-2/2/2016): - Booth games, food selling, handicraft making, hymn dedicating, morning prayers and class assemblies were organized with the theme “相愛”.

Barbeque Sharing Evening (19/2/2016) - 31 Student Fellowship committee members, teachers and co-workers from churches participated in the activity.


- 46 -

Gifts to S6 Graduates (19/2/2016) - Gift cards with Bible verses and blessing words were prepared by fellowship students as gifts to the graduates.

Special Programme for refugees (3-4/3/2016) - A special programme for our students to write blessing bookmarks and hold a bazaar for the refugees was organised.

Easter Service (18/3/2016): - Rev. Koo Kwok Hung (高國雄牧師) from HKCCC Leung Faat Memorial Church was invited as our speaker to deliver a sermon.

Thanksgiving Service (6/5/2016): - Rev. Hui Hon Ming (許開明牧師) from Chung Chu College Chaplaincy of HKCU was invited to deliver a sermon.

Graduation Ceremony & Lantern Passing Ceremony (24/6/2016)

- 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.

Evangelistic Outreach (12/7/2016):

- American Praise Team (新星合唱團) from YOUTH FOR CHRIST (Hong Kong) LTD was invited to

conduct an evangelistic programme. Follow-up work was done. About 61 students showed their

intention to trust in Jesus.

Long and short Assemblies (18 /1, 23/2, 26/2, 22/4 & 12/5/2016)

- Ms. Tiffany Chan (陳靜曦姊妹) was invited to share her testimony and her dream on how to be a

pastry chef with the theme of “魔法蛋糕夢” (18/1)

- Two S5 students shared her testimony and how God influenced her life. (23/2)

- Three torture claimants from Kowloon Union Church were invited to share their experience. (26/2)

- An arborist(何諾文先生)was invited to share the theme how to protect the world of Lord. (22/4)

- The Hong Kong Christian Institute was invited to share about “全民退休保障” (12/5)

Pastoral Care in Fellowships

- Junior Student Fellowship

Regular meetings were arranged during lunchtime every Friday. The year theme was“Believe．Belief”. 23 meetings including games, hymn and testimonies sharing were held this year.

- Senior Student Fellowship

Regular meetings were arranged during after school every Friday. The year theme was“遵理．臻我”.

19 meetings with activities like games, hymn singing, testimonies sharing and Bible studies were

held.

- Class Religious Assemblies

Class Religious Assemblies were arranged for each class this year. The programs were conducted

by class devotional leaders, RE subject leaders. Training (Joint School Christian Unity Prayer 2016)

- To collaborate with other schools (Diocesan Boys’ School (DBS), Our Lady of the Rosary College (OLR), Wah Yan College, Hong Kong (WYHK), Ying Wa College (YWC) on 27/2/2016 in organizing gospel work.


- 47 -

Lead．Mit ( God lead us , beat the limit) Summer Camp (6-9/7/2016) - A summer camp was organized with collaborating churches for 58 S1 to S6 students which helped

students to understand and reflect upon their relationships with God. Taiwan Service Trip (27/7-2/8/2016)

- Our fellowship visited Tai Tung again. 15 students, 3 teachers and 2 church members from collaborative churches of CCC participated in this activity. They were involved in hospital visit, elderly center visit, youth programme, individual gospel sharing. From the activities, participants had good opportunities on reflections in their Christian faith with writing testimony and sharing.

Training Day Camp (30/8/2016) - The day camp was held in Yuen Long 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. 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 - Morning prayer and sharing were done 68 times in the last school year by Christian teachers and students on Day 3,4 & 6 - “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 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 low carbon living in this school year. Waste recycling and smart energy saving are the two major concern areas. 1. To create a green campus in school, a Retrofitting Work on Energy-Saving Measures was done in

August in this school year. The project is fully sponsored by Hong Kong Jockey Club Charities Trust cum GAIA of The Chinese University of Hong Kong. In the project, energy-saving measures were installed in classrooms and function rooms in school as follow. The replacement of 13 air conditioners in classrooms All windows in Computer Assisted Learning Room and Student Activity Room were covered with

solar window film The replacement of 2’ 3’ and 4’ T8 Fluorescent tubes in school library, 5/F New Annex Building

and the Chapel The replacement of MR16 Lamps in ground floor Prize Cabinets at the canteen The replacement of LED Exit Sign on the 4/F and 6/F of New Annex building The replacement of LED monitors on 1/F server room and 2/F Computer room

2. Mooncake Containers Recovery Programme was organized to encourage each class to practice recycling. All students showed support and enthusiasm in bringing the mooncake containers back to school.


- 48 -

3. A school drama performance about “Waste Recycling” was organized to encourage students to reduce waste and inspire students to come up with eco-friendly ways to protect the environment. Students were satisfied with the drama performance and found it interactive, interesting and educational.

4. 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.

5. A workshop on making eco-enzyme cleaners was organized to encourage students food waste recycling practice in daily lives.

6. A workshop on making photo frame using recycled wood and paints was organized. Through this workshop, more students showed behavioral support to create a green lifestyle.

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 EcoPark Plastic Resources Recycling was organized to understand recycling plastic regeneration process. Through the experience of doing waste plastic classification factory work, students were more willing to take a step further practicing recycling in daily lives.

9. Power Smart Programme was organized to encourage students to reduce the use of energy in school within the designated period from Sept to June. No Air- conditioner Day was organized with timely report on monthly electricity consumption in school so as to remind students on the importance of energy saving.

10. Two badges training workshops were given to all green ambassadors. Green ambassadors discussed and presented the updated environmental protection issue on the project of “Long Valley Wetland” from the views of various stakeholders.

4.5 Financial Assistance Fund 4.5.1 Student Financial Assistance Scheme

There were 119 and 92 students who received full and half subsidy respectively. 4.5.2 The Hong Kong Jockey Club Education Fund

A total of $118,440 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.

4.5.3 Grantham Maintenance Grants

There were two S4-S6 students who had made successful applications in 2015-2016. The total amount subsidized was $6,000. 4.5.4 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 $127,461.50. Besides, there was a one-off subsidy open to all students. 77 students were eligible for the subsidy and $44,723 was granted in total.

4.5.5 True Light Scholarship Foundation

Four students were granted a total amount of $23,600 because of their special family needs.


- 49 -

4.6 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 Sending gifts to teachers on Teacher 's Day Parental Talk “捉緊少年心” provided by Ms. Cheung Siu Yung, a columnist on parental affairs

“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 19 Sponsoring school activities such as True Light Bond and Annual Concert Attending the Annual Concert

4.7 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 23rd January 2016, over 70 alumnae joined the Annual General Meeting, school tour, fun photo frames and props hunting and reception. Activities held in this school year: TLAA Picnic Mentoring program for S6 students Alumni Homecoming Day 2016 Publication of Alumni Newsletter 2016 True Light Alumni Scholarship


- 50 -

5. Student Performance

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

0

10

20

30

40

50

60

70

80

2013-2014 2014-2015 2015-2016

Avera

ge

MA

rks

Year

HKAT English Performance

0

10

20

30

40

50

60

70

80

2013-2014 2014-2015 2015-2016

Ave

rag

e M

Ark

s

Year

HKAT Chinese Performance

0

10

20

30

40

50

60

70

80

2013-2014 2014-2015 2015-2016

Ave

rag

e M

Ark

s

Year

HKAT Mathematics Performance


- 51 -

5.2 Performance in Hong Kong Diploma of Secondary Education Examination (HKDSE) in 2016

HKDSE 2016 – Percentage of students attaining Level 4 or above in best six subjects

Bio Eng BAFS (A) Hist Chem Geog

TLGC 91% 84% 81% 80% 72% 69%

HK 44% 27% 43% 49% 52% 37%

TLGC HK

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

81.9% 36.3%

Any Five Subjects with level 4 or above 48.0% 19.1%

Any Five Subjects with level 5 or above 6.3% 4.4%

JUPAS Result in 2016

Percentage of students with offer: 66% (83 students)

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

87.4% (111 students)


- 52 -

5.3 Achievements and Awards

5.3.1 English Language Hong Kong Schools Speech Festival 2015-2016 No. of Champion – 2 No. of 1st Runner-up – 2 No. of 2nd Runner-up – 11 Dramatic Duologue 1st Runner-up Lei Yuen Kiu 4A Leung Hiu Ching 4A Dramatic Scenes 1st Runner-up Chan Wing Yan 2A Chau Wing Tung 2A Lau Tsz Ying 2A Lee Yan Wing 2A Wu Wan Sheung 2A Yep Pui Yi 2A Public Speaking Team Champion Chow Karis 3A Wun Consuelo 3C Siu Wing Yi Gabriella 3C Choral Speaking S1 2nd Runner-up

Solo Verse Speaking Champion Siu Wing Yi Gabriella 3C 2nd Runner-up Lo Hiu Ching 1B Leung Wing Kiu Jasmine 1D Tsang Tsz Wing 2A Tsang Yuen Nam 2C Lai Sin Ying 4B Choi Han Nah 4C Leung Oi Lun 4D Solo Prose Speaking 2nd Runner-up Wun Consuelo 3C Solo Public Speaking 2nd Runner-up 5Yuen Lok Yi 4A Yee Kei Yiu 4D

2016 English Drama Fest Outstanding Script Outstanding Performer Cheng Sze Ching 4A St. Patrick’s Cup Debating Competition 2016 Debating Competition Champions Yuen Lok Yi 4A Yip Tin Kuen 4C Lau Wing Man Erica 4D Wong Sin Tung 2A Chow Karis 3A Fong Kit Wa Victoria 3A Public Speaking Competition 1st Runner-up Chow Karis 3A


- 53 -

5.3.2 Chinese Language

香港學校中文朗誦節 2015-2016

冠軍 3項

亞軍 5項

季軍 5項

冠軍

李亭穎 1A

羅靜宜 2B

葉韻祈 2C

亞軍

郭利玲 1C

雷心田 3A

梁韵琦 3D

李靜雯 5A

羅雪晴 5A

季軍

周詠彤 2A

羅凱婷 3A

何嘉琪 3C

王樂絃 4B

趙芷琦 5A

第 18屆全港中小學普通話演講比賽 2016

(九龍區初中組比賽)

優異星奬

黃靖驊 3B

優異奬

周芷曦 1A

李穎宜 3B

良好奬

李星璇 1C

向老師致敬 2015中文徵文比賽

亞軍

傅嘉蔚 5A

第二屆「老有所居」全港高中學生徵文比賽

優異奬

陳諾彤 5A

2015-2016中國中學生作文大賽 (香港賽區)

銅奬

張彤 6A


- 54 -

5.3.3 Mathematics

「華夏盃」全國數學奧林匹克邀請賽 2016

(香港賽區) 初賽

二等獎 5人

三等獎 11人

「華夏盃」全國數學奧林匹克邀請賽 2016

(華南賽區) 晉級賽

二等獎 1人

三等獎 9人

2015孔聖盃學界數學奧林匹克公開賽

三等奬

李裕晴 2B

黎珮言 3A

雷心田 3A

蘇福茵 3A

陳茵茵 4A

謝美儀 4A

嚴卓晞 4A

陳諾彤 5A

2016國際初中科學奧林匹克

香港區選拔賽

三等獎

蘇福茵 3A

第十五屆培正數學邀請賽決賽

優異奬

李心怡 2D

2016年環亞太國際數學邀請賽

一等獎

李佩榆 2A

二等獎

嚴敏旗 1A

周汶穎 1A

林曦緩 1D

陳雪晴 2A

劉芷媖 2A

曾斈霖 2A

三等獎

22人

S-Math 數學全面提升計劃

成績傑出獎

吳葦莊 2A

陳卓盈 2D

洪鈞瑤 2B

董嘉慧 1B

黎珮言 3A

成績優異獎

劉茜汶 2C

區會聯校魔力橋(Rummikub)比賽

三等獎

1人

Hong Kong Polytechnic University Secondary School Mathematics and Science Competition 2016 High Distinction Chan Nok Tung 5A Li Sze Man 5A Distinction Choi Suet Man 5A Fu Ka Wai 5A Lau Wai Shan 5A Lo Ying Yan 5A Tang Wing Yan 5A Wong Lok Yin 5A Zhang Xinwen 5A The 2nd Annual International Mathematical Modeling Challenge Finalists Chan Nok Tung 5A Li Sze Man 5A Ng Shin Yan 5A Yau Hiu Ching Kylie 5A


- 55 -

5.3.4 Physics, Chemistry, Biology, Computer

Hong Kong Polytechnic University Secondary School Mathematics and Science Competition 2016 Physics High Distinction Lee Ching Man 5A Ng Hoi Ying 5A Distinction Ko Wang Yan Yvonne 5A Lo Ying Yan 5A Tang Xin Yi 5A Lo Ka Yi 5D Chemistry Medal Lau Wai Shan 5A High Distinction Chan Nok Tung 5A Fu Ka Wai 5A Distinction Ko Yee Yan 5A Lo Ying Yan 5A Biology High Distinction Leung Yan Tung 5C Lo Ying Yan 5A Distinction Chan Nok Tung 5A Haven Tam 5A Tang Wing Yan 5A Cheung Yan Tung Cherry 5C Lam Lok Ching 5C Wong Mei Suet 5D

Chemical Safety Comics Design Competition 2015

Merit Award Chang Wing Kiu 3C Chau Tsz Ki Connie 3C Australian National Chemistry Quiz 2015 High Distinction Lau Wai Shan 5A Distinction Wong Cheuk Yi 4A Chiu Tsz Kei 5A Lo Ying Yan 5A Leung Chi Hang 6D Hong Kong Physics Olympiad 2016 Third Honour Chan Yan Yan 4A

2016國際初中科學奧林匹克

香港區選拔賽

三等獎

蘇福茵 3A

World Telecommunication and Information Society Day Hong Kong 2016 HUAWEI Lend A Helping Hand with ICT Community Caring Award Champion Li Yuhuan 5B The Lens of Love Embraced by ICT – Photo Shooting Competition 2nd Runner-up Li Yuhuan 5B “Salute to teachers 2015” Micro Video Creative Competition 2016 2nd Runner-up Lee Ching Man 5A Li Yuhuan 5B Law Sha Lee 5D Tsui Yuet Yi 5D

「學習如此多紛 2016」

電子學習套件製作比賽

優秀演繹獎、優秀研習報告獎、優異獎

吳凱盈 5A

陳曉韻 5B

李裕歡 5B


- 56 -

5.3.5 Physical Education Inter-school Swimming Championship 2015-2016 (Division II) Girls’ Overall : 3rd Runner-up Grade A 3rd Runner-up – 50m Breaststroke Kwan Hoi Wing Beatrix 5A Grade B 1st Runner-up – 4x50m Medley Relay Wong Hei Lam Haley 3A Fung Ching Man 3A Kong Tsz Yau 3C Liu Ying Yiu Claudia 4C 3rd Runner-up – 50m Breaststroke Kong Tsz Yau 3C 3rd Runner-up – 50m Backstroke Fung Ching Man 3A Grade C 3rd Runner-up – 50m Backstroke Yeung Cheuk Lam 2D Sai Kung District Age Group Swimming Girls Youth G 50m Backstroke Competition 2015 1st Runner-up Yeung Cheuk Lam 2D 52nd Schools Dance Festival 2015-2016 Western Dance (Group) Honours Award

Inter-School Athletic Competition 2015-2016 Girls’ Overall: 3rd Runner-up Girls’ B Grade: 1st Runner-up Grade B Champion – 800m, 1500m Fung Ching Man 3A Champion – Long Jump Chan Suen Wan 4A 3rd Runner-up –100m Chan Suen Wan 4A 2nd Runners-up – 4x400m Relay Wong Hei Lam Haley 3A Fung Ching Man 3A Kwok Wing Yan 4A Yiu Kei Tung 4A 3rd Runners-up – 4x100m Relay Cheng Wing Yan 2D Poon Ching 3B Chan Suen Wan 4A Ng Tsoi Wing 4D Grade C Champion – 100m, 200m Ng Hei Hiu 2C 1st Runner-up – High Jump Chu Hiu Lam 2D 1st Runner-up – 4x100m Relay Zhao Xiao 1D Tse Chin Chin Melanie 2C Ng Hei Yiu 2C Chu Hiu Lam 2D

Inter School Cross Country Competition 2015-2016 Girls’ Overall: 3rd Runner-up Girls’ A Grade: 3rd Runner-up Girls’ B Grade: 3rd Runner-up Grade A 10th – But Ka Ying 4B Grade B 1st – Fung Ching Man 3A Inter School Table Tennis Competition 2015-2016 (Division II) Girls’ Overall: Champion Girls’ A Grade: 3rd Runner-up Girls’ B Grade: 1st Runner-up Girls’ C Grade: 1st Runner-up


- 57 -

Inter-School Basketball Competition 2015-2016 Girls’ A Grade: Champion Inter-School Squash Team Competition 2015-2016 Girls’ Overall: 2nd Runner-up Hong Kong Jump Rope Championship 2016 Girls aged 14 or below Second Runner-up – 1x 180 seconds Endurance Race Champion – Individual Trick Race Tam Ka Iu 2D

全港學界跳繩比賽 2016

中學組全港總亞軍

個人花式比賽

亞軍

譚嘉嬈 2D

季軍

賴恩盈 2C

2 x 30秒二重速度接力

冠軍

賴恩盈 2C

譚嘉嬈 2D

季軍

吳倩慧 3C

陳殷彤 3D

二重跳之王

冠軍

譚嘉嬈 2D

1分鐘單側迴旋速度賽

亞軍

吳倩慧 3C

唐興平 4C

1分鐘 4人大繩速度賽

亞軍

2分鐘 6-8人大繩 8字接力賽

冠軍

5.3.6 Music

68th Hong Kong School Music Festival Duet, Age 14 or under Champion Ng Cheuk Ying 3C Li Yan Seen Olive 4C Pipa Solo Senior Champion Yiu Hoi Ching 4C The 6th Winter Choral Festival Gold Award Mixed Choir with Ying Wa College

Piano Solo Grade 7 Champion Chow Wing Yin 3B Oboe Solo Junior 2nd Runner-up Leung Hoi Tung 2C Flute Solo Senior 2nd Runner-up Ng Cheuk Ying 3C


- 58 -

5.3.7 Visual Arts Australian Consulate – General HK My Australian Christmas Card Competition 2015 The Senior Secondary School Category 1st Runner-up Ho Man Yi (5B)

Smartech International Marketing Ltd.: Smart Green Life Drawing Competition Teenager’s Division Certificate of Merit Ho Wing Ki (5A) “Salute to teachers 2015” Four –frame Comic Strip Competition Merit Kwok Ka Lam 3A

5.3.8 Liberal Studies

Inter-school Liberal Studies Quiz Competition Grand School Prize

5.3.9 Career Education

Moot Court Competition for Hong Kong Secondary School Students 2015-16 Overall Championship Best Court Performance Best Team Performance Best Witness Awards Creative Virtual Business Plan Competition 2015 Merit Award Chan Nok Tung 5A Li Sze Man 5A Yau Hiu Ching Kylie 5A Lam Lok Ching 5C Wong Pui Chi 5D

Working Reality 終極大賽

最佳營運亞軍

劉佩瑜 6A

蕭明意 6A

最具心思創意獎

劉佩瑜 6A

蕭明意 6A

鄭伶俐 6A

何君栩 6A

梁濬曦 6A


- 59 -

5.3.10 Uniform Team

Hong Kong Road Safety Patrol Hong Kong Road Safety Patrol Commissioner’s Commendation Award Lee Sui Wan 3B Lee Hiu Tung 3B Huang Kai Lam 4D Highest Charity Tickets Sales Award 2nd Runner-up Excellent Road Safety Team Members Election – 2nd Runner-up Yau Wan Yee 4D

Annual Inspection of Hong Kong Road Safety Patrol Kowloon West Region Championship

交通安全隊「無毒有關愛，家庭幸福載」

中學組禁毒海報設計比賽

中學組冠軍

李曉彤 3B

方雅琪 3D

邱韻儀 4D

黃佳琳 4D

Girl Guides Chief Commissioner’s Guide Badge Leung Chuek Wing 6A Au Hoi Ming 6B Kwan Yuet Ying 6B Wong Choi Ching 6B

5.3.11 Scholarships, Community Services, Gifted Education & Others

The 7th Kowloon Region Outstanding Student Award Outstanding Student Award Yiu Kwan Ching 6D Sir Edward Youde Memorial Prizes 2015/16 Yiu Kwan Ching 6D 香港青年協會舉辦「有心計劃」

全校服務時數為 20215小時

二百小時義工嘉許證書

鍾詠謠 6A

邱曉澄 6A

李裕歡 6B

羅莎莉 6D

Community Youth Club Awards Secondary School Level 3 (Purple Star) Wong Hoi Lam 5A Chan Wing Yu 5C Leung Tsz Kwan 5C Li Hoi Ting 5C Fung Pui Lam 6D Third Honour Level (Blue Star) Fung Pui Lam 6D First Honour Level (Red Star) Li Mei Ki 6C Zonta International District 17, Z Club Outstanding Advocacy Award First Place

The Hong Kong Award for Young People Silver Medal Leung Cheuk Wing 6A Au Hoi Ming 6B Wong Choi Ching 6B Fong Tsz Ching Phoebe 6C

第十三屆資優解難大賽

個人獎 – 中三組銀獎

蘇福茵 3A

「義油未盡油尖旺」城市定向比賽

冠軍

鍾詠謠 5A

陳心謠 5B

李裕歡 5B

羅莎莉 5D


- 60 -

6. Financial Summary


- 61 -

7. The Way Forward It has been another 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 43rd anniversary with all S1 students being involved in various kinds of performances in the Thanksgiving Service cum S1 Form Association Inauguration Ceremony. We also successfully staged the Annual Concert “True Light Grammy” 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 Lantern Passing Ceremony as well as the S6 Form Association Night. All True Light members enjoyed the rich True Light culture through the ceremonies. In January 2016, the EDB conducted an External School Review on our school. We are glad to have received an excellent report commending our school in a number of areas including strong and visionary leadership, effective and innovative learning and teaching measures as well as the rich and caring culture of the school. The school year closed with the celebration of promising HKDSE and JUPAS results, which bears witness to the tremendous efforts made by the school. All of 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 through promoting the Year theme “Caring and Serving”

and enriching the True Light culture through the “Pilot Scheme on promoting Interflows between Sister Schools in Hong Kong and the Mainland”;

(2) Enhancing the effectiveness of learning and teaching with focus on self-directed learning as a strategy to cater for learning diversity, and cross-curricular learning experiences relating to STEM education;

(3) Developing the Talent Development Map to provide an overview of the school support to catering gifted students to students, teachers and parents; and

(4) Enriching the formal Career Education in S3-4 and the various career guidance programmes for different stakeholders.

True Light Girls’ College has been receiving bountiful 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 15-16.pdf · 1.1 School Profile True Light Girls ... School Management 3.5 Professional Leadership ... Percentage of students having a reading frequency of at