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ABC

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(1) (CEG) (2) ( )(ACEG) (3) (TPPG) (4) (5) (6) Report of English Enhancement Scheme (7) (8) (9) (10) (11)

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2009.02.23 2008

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:

(2008 2009)

( 1-9-2008 31-7-2009)

($) ($) (%)

1. 2,870,000.00 2,598,228.60 90.5% 2. 870,000.00 834,201.16 95.9% 3. 6,179.00 5,075.90 82.1% 4. 24,273.00 17,820.80 73.4% 5. 6,000.00 4,195.60 69.9% 6. 2,000.00 1,395.20 69.8% 7. 4,900.00 3,604.60 73.6% 8. 1,300.00 1,000.00 76.9% 9. 2,600.00 2,103.90 81% 10. 2,750.00 460.00 16.7% 11. 1,500.00 1,480.80 98.7% 12. 21,735.00 16,307.10 75% 13. 9,200.00 8,596.20 93.4% 14. 19,512.00 17,311.00 88.7% 15. 11,902.00 12,960.70 - 8.9% 16. 18,000.00 14,891.10 82.7% 17. 2,000.00 1,580.17 79%

18. 31,720.00 32,101.60 -1.2% 19. 3,200.00 2,354.00 73.6% 20. 32,742.00 30,304.59 92.6%

18

(2008 2009)

( 1-9-2008 31-7-2009)

($) ($) (%)

21. 1,000.00 259.20 26% 22. 1,750.00 61.80 3.5% 23. 1,200.00 724.20 60.4% 24. 369,572.00 352,855.00 95.5% 25. 3,650.00 2,470.00 67.7% 26. 6,500.00 5,926.80 91.2% 27. 5,500.00 1,679.50 30.5% 28. 15,600.00 2,607.70 16.7% 29. 14,850.00 4,590.20 30.9% 30. 3,800.00 0.00 0%

31. 70,000.00 59,325.33 84.8% 32. 163,939.00 116,454.40 71% 33. 131,238.00 73,532.00 56% 34. 15,640.00 6,672.40 42.7% 35. 6,774.00 800.00 11.8% 36. 6,765.00 6,540.00 96.7% 4,759,291.00 4,240,471.55 89.1%

19

(2008 2009)

( 1-9-2008 31-7-2009)

($) ($) ($) ($) (%) 1. 543.43 7,101.00 7,644.43 6,444.00 84.3% 2. 13.53 13,893.00 13,906.53 13,894.40 99.9% 3. 144.29 13,893.00 14,037.29 15,255.05 - 8.7% 4. 233,645.81 463.100.00 696,745.81 447,186.00 64.2% 5. () 674,074.18 0.00 674,074.18 628,505.35 93.2% 6. 34,292.00 0.00 34,292.00 34,280.00 99.9% 942,713.24 497,987.00 1,440,700.24 1,145,564.80 79.5%

($) ($) ($) ($) (%) 1. 82,094.23 172,864.40 254,958.63 118,002.72 46.3% 2. 258,312.90 485,562.00 743,874.90 404,778.00 54.4% 3. 8,772.50 135,300.00 144,072.50 143,797.70 99.8% 4. 252,899.03 500,000.00 752,899.03 694,575.00 92.3% 5. 38,828.80 81,600.00 120,428.80 70,930.00 58.9% 6. 110,000.00 110,000.00 220,000.00 220,000.00 100% 7. IT in Ed. Partnership Inc. Project 47,520.90 0.00 47,520.90 47,520.90 100% 8. 0.00 284,490.00 284,490.00 171,675.00 60.3% 9. 482.50 0.00 482.50 445.00 92.2% 10. 0.00 421,140.00 421,140.00 272,952.00 64.8%

20

(2008 2009)

( 1-9-2008 31-7-2009)

($) ($) ($) ($) (%) 11. 0.00 213,633.00 213,633.00 213,633.00 100% 12. 0.00 495,024.00 495,024.00 470,286.64 95% 13. 0.00 130,000.00 130,000.00 58,152.45 44.7% 14. 102,970.00 0.00 102,970.00 102,970.00 100% 15. One-off Grant for WebSAMS Upgrading 0.00 53,600.00 53,600.00 0.00 0% 16. Grant for Prevention of Human Swine Inf. 0.00 6,000.00 6,000.00 3,599.00 60% 901,880.86 3,089,213.40 3,991,094.26 2,993,317.41 75%

( 1-9-2008 31-7-2009)

($) ($) ($) 1. 187,920.00 187,920.00 2. 6,007.00 3,600.00 2,407.00 3. 71,152.50 60,212.00 10,940.50 4. 47.50 47.50 5. 228,000.00 228,000.00 6. () 10,000.00 10,000.00 7. 6,171.00 4,114.00 2,057.00 8. 382,700.00 225,979.14 156,720.86 9. 15,000.00 - 15,000.00

21

22

( 1-9-2008 31-7-2009)

($) ($) ($)

10. 2,000.00 2,210.00 - 210.00 11. 12,600.00 12,600.00 12. () 14,436.60 9,813.50 4,623.10 13. 6,060.00 5,200.00 860.00 14. 1,200.00 - 1,200.00 15. 1,220.00 - 1,220.00 16. 5,750.00 44,608.00 - 38,858.00 17. 30,657.80 - 30,657.80 18. 3,500.00 - 3,500.00 19. 3,990.00 - 3,990.00 20. 27,500.00 - 27,500.00 21. 1,416.50 - 1,416.50 22. 30,957.20 11,582.00 19,375.20 963,801.80 451,802.94 511,998.86

____________________________ ____________________

23

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(1) (CEG) (2) ( )(ACEG) (3) (TPPG) (4) (5) (6) Report of English Enhancement Scheme (7) (8) (9) (10) (11)

26

(1)

2008 2009

A

1 (1 )

(a) () (b) (c) (d) () (e) (f) (g) (h) (a)

(b)

(c) 398 (d) 20

(e) 17 (f) 151 (g) 7 3

2 (1 )

(a) (b) (c) (d) (e) (f)

(a)

27

(b) (c) (d) (e) (f) : (a) (b) (c) 3

80 51 ----

12 40 50

7 25 4 x 100

40 23

4

672 60

28

B

Capacity Enhancement Grant

Income & Expenditure Summary for the year ended 31 August 2009

HK$ HK$ Income

Grant received 463,100.00 Add: Surplus brought forward from last school year 233,645.81 Total Amount received for 2008/2009 696,745.81

Less: Actual Expenditure

Salary and MPF payment of Teaching Assistant 107,100.00 Salary and MPF payment of Pastoral Assistant 50,400.00 Salary of Basketball Coach 13,600.00 Salary of Athlete Coach 6,630.00 Salary of Football Coach 6,800 Salary of School Band Tutor 1 109,440.00 Salary and MPF of Band Tutor 2 114,912.00 Salary and MPF of Band Tutor 3 38,304.00 Total Expenditure (447,186.00)

Balance carried forward to the year 2009/2010 249,559.81

29

(2)

2008 2009 ( )

A

1 (2 ) (a) () (b)

(a) (b) 6

2 (1 )

(a) 334 (b) () (c) (d) (e) 3 (1 )

(a) 334 (b) () (c) (d) (e) (f) (g) (h) (i) (j)

(a) (b) 277

30

257 (c) 100 6 2006

4 /

31

B

Additional Time-limited Capacity Enhancement Grant

Income & Expenditure Summary for the year ended 31 August 2009

HK$ HK$ Income

Surplus brought forward from last school year 674,074.18

Less: Actual Expenditure

Salary and MPF payment of CM Teacher 1 (Half-post) 138,600.00 Salary and MPF payment of CM Teacher 2 (Half-post) 138,600.00 Salary and MPF payment of Chinese Assistant Teacher 123,648.00 Salary and MPF payment of English Assistant Teacher (September and October 2008) 20,428.80 (From November 2008 to August 2009) 101,785.60 Tutor fee for Maths Enhancement Course 16,000.00 Tutor fee for Summer Science Bridging Course 15,780.00 Tutor fee for Physics Enhancement Course 5,700.00 Tutor fee for Chemistry Enhancement Course 17,457.95 Tutor fee for Biology Enhancement Course 5,600.00 Tutor fee for Chinese Enhancement Course 17,760.00 English Bridging Course, HKCEE Booster Course 36,752.00 English Enhancement Course for S1-S3 1,900.00 Fees for History Supplementary notes preparation 10,093.00 Tutor fee for F3 to F4 Summer Bridging Course (Eng, Math, Phy, Chem and Bio.)

33,200.00

Total Expenditure 683,305.35

Balance (9,231.17)

32

(3) (TPPG)

TPPG

2005/06 4 50

, , ( 66 ),

, 2009 8 31 $58,324.03

$57,960 1

, GIS ,

(4) Enhanced Senior Secondary Curriculum Support Grant

2008/09 0.1

0.15 2008/09

2009/10 2009/10

2011/12

0.1 $272,952 1 ,

33

(12) (5)

2008/2009

.

1 IT JSIT 95%

2 C-Panel Aerodrive

3

4 Windows

48 ( 30 ) Raid5

5

6

7 Wisenews smiling,hk

smiling.hk,

moodle

8 IT IT

9 AP

10 IT

11&12 WebSAMS OLE SLP

OLE SLP

NSSOLE SLP SLP

WebSAMS

13

14

CoE

. - IT

$ $

1 40,000 63573

2 8,000 23880

3 TSS 250,000 215160

4 50,000 48740

348,000 351353 0.96%

.

34

Appendix (6)

English Enhancement Scheme for Schools Adopting Chinese-medium Teaching Progress Report for the period from September 2008 to August 2009

St. Bonaventure College and High School Part A: Implementation of the funded enhancement measures [Please refer to Part A of the Notes on Completing the Progress Report.]

Measures

(I)

Extent of completing the measures

[Please rate from 1 to 3] (refer to Note (i) below, and put the figure in the

brackets)

(II)

Extent of attaining the objective(s) stated in the

approved proposal [Please rate from 1 to 4] (refer to Note (ii) below, and put the figure in the

brackets)

(III)

When any of the ratings awarded to (I) or (II) is below 3, please explain briefly why so.

Relieving teachers' workload for school-based curriculum development and project monitoring

( 3 )

(a) Employing an additional English teacher (GM) to relieve 3 English teachers each year for curriculum development and project implementation and monitoring

( 3 )

Professional development of teachers ( 3 ) (b) Procurement of training materials for all

English teachers ( 3 )

*The relevant evidence or documents, e.g. samples of students work, schemes of work, teaching/ learning packages, etc. should be kept for inspection and review purposes. Note (i): 3 = Measures completed 2 = measures partially completed 1 = Measures not yet started Note (ii): 4 = Objective(s) well met 3 = Objective(s) satisfactorily met 2 = Objective(s) marginally met 1 = Objective(s) not met

35

Measures

(I)



brackets)

(II)



brackets)

(III)


(c) Hiring service to conduct training programmes for non-English teachers in using English as the medium of instruction

(d) Hiring service to conduct training courses for all English teachers in teaching NSS modules

(i) Drama ( 3 ) (ii) Short Stories (iii) Popular Culture (iv) Social Issues (v) Workplace Communication (vi) Sports Communication or Debating

Learning English through Language Arts ( 3 ) (e) Hiring service to conduct drama

performance for all S1 - S3 students ( 3 )


36

Measures

(I)



brackets)

(II)



brackets)

(III)


Creating an English-rich language environment

( )

(f) Procurement of various English Language resources

( 4 )

Employment of an Assistant teacher ( 4 ) (g) Employing an assistant teacher to help

developing teaching materials, organizing various English activities and providing administrative support to the English Enhancement Scheme

( 4 )

Part B: Experience(s) gained from the implementation [Please refer to Part B of the Notes on Completing the Progress Report.] So far the EEGS has created a unique opportunity for the English Language Department to develop a truly school-based English language curriculum that is informed by a methodology statement that clarifies to all stakeholders (teachers, students, parents and school management) the rationale behind the way we deliver English language tuition. Before we started using the EEGS, I set a clear direction for the department in terms of what kind of school-based curriculum I was hoping to develop and the implications that would have in terms of not only classroom practice, but also the kind of preparatory work we would need to carry out if we were to respond appropriately to the need for change. In order for that vision to materialize, I needed time to think through the issues involved and make appropriate decisions. The most important measure so far has been, therefore, the hiring of an additional teacher to make room for curriculum development. In my time away from the classroom, I have been able to:

Organise and lead on collaborative planning sessions with the whole department up until last year, all members of the department worked independently of each other and there were very few opportunities to synthesise and crystalise within the department what good practice looked like and what kind of practices the department should be moving away from. We are now beginning the second year of the project and the practice of working together weekly to discuss issues, design materials and plot a way forward is becoming a part of the shared repertoire of the department;

Develop schemes of work (initially for S1 and this year for S2 and S4, for S3 and S5 next year) that are based on the premise that all lessons should be opportunities for the completion of interactive/ communicative tasks that provide students with extensive opportunities to self and peer-assess.

Infuse self-assessment strategies into the curriculum - our schemes of work for S1/2 and 4 are based on I can statements that are used in every lesson/ series of lessons to help teachers set clear learning goals for students, whilst creating the context for students to reflect on what they are working toward. The schemes of work have a teacher version which details materials that teachers can use to cover the learning objectives, and a student version that consists of a chart detailing the learning objectives for each unit of work and space for daily reflection on what is done in class. One of the implications of structuring the schemes of work around these I can

statements is that teachers have to plan lessons where there are substantive opportunities for students to demonstrate progress towards the learning objective, i.e. lessons that are task-based and interactive and where teachers can engage in rich questioning. The formal summative assessment is also aligned with classroom practice test papers are based on these I can statements, as are examination scopes. In addition to the structure and content of the schemes of work, we have develop writing task feedback sheets to inform students of their strengths and areas for improvement and peer-assessment sheets for students to comment on each others work. We also started using portfolios with our S1 classes last year, and this practice has been carried forward to S2 and S4 this year.

Design materials and activities/ sequences of activities - the aim of creating school-based materials was two-fold: first, commercial materials are not always suitable or relevant to the needs of specific groups of learners (the start of the EEGS coincided with the weakest S1 intake in the history of St Bonaventure College), and we feel that students not only needed quite a lot of support to achieve the learning objectives, but also needed plenty of structured speaking activities to develop fluency and lower their affective filter towards the language; second, through helping teachers design tasks and materials for students in collaborative planning sessions, I have been able to guide them through the process of task design (for example, how to ask questions, how to select language that is relevant, how to anticipate the difficulties that learners might feel and build in support to help them complete the task, how to use texts to maximize opportunities for speaking and interaction) I feel that this type of preparation work carried with the teachers (there are extensive teachers notes for all activities/ lessons planned collaboratively) is the best form of professional development as it gives them specific, concrete examples of how to design lessons that are interactive engaging and. In other words, it clarifies to all teachers how to operationalise the changes that are required in order to help students engage with the language in a meaningful and participatory way. As this is a wholly collaboratively enterprise, the teachers feel supported in the process of change.


38


39

Part C: Sharing of good practices [Please refer to Part C of the Notes on Completing the Progress Report.]

Measure(s) Brief description of the implementation process Features that effectiveness is hinged

a) Employing an additional English teacher to relieve 3 English teachers each year for curriculum development and project implementation and monitoring

We have designed our school-based English language curriculum that is based on a clear methodology statement. This has, in turn, had an impact on what kind of materials we design and the way we deliver our lessons.

We have banks of interactive materials for teachers in S1 (and are currently building this up to include S2 and S4) our schemes of work and teachers classroom practice are beginning to show alignment with the methodology statement contained in the school-based English language curriculum

Part D: Overall rating [Please refer to Part D of the Notes on Completing the Progress Report.] Taken Parts A to C above together, the overall rating on my schools implementation of the Project so far is : ( 2 )

[3 = Good 2 = Satisfactory 1 = Can be improved]

Part E: Information for stakeholders [Please refer to Part E of the Notes on Completing the Progress Report.]

Please put a in the appropriate box

(1) Has your school included the Strategy and implementation Plan of the Project in the school development plan? Yes.

No. [Please give reason(s)]:


40

______________________________________________________________________________________________ (2) Has your school included the report(s) on the progress and evaluation of the Project in the school annual report?

Yes. No. [Please give reason(s)]: _______________________________________________________________________________________________

Signature of Principal:

Name of Principal :

Mr. Warren Chung

Date :


41

(7)

/

:

: : 2350 2117

A.

# /

($)

(:, )

/

()

(:)

12 80% 27/9-1/11/08 7500 1. 89%

2. 85%

12 85% 27/9-1/11/08 7500 1. 92%

2. 87%

12 90% 27/9-15/11/08 7500 1. 88%

2. 84%

HIP HOP 15 75% 3/10-12/12/08 7500 1. 88%

2. 100% 3

18 90% 3/10-12/12/08 9000 1. 87%

2. 90%

12 80% 27/9/08-30/5/09 5960 1. 84%

2. 82%


42

12 95% 9/9-24/1/09 7200 1. 90%

2. 95%

3. 85%

13 84% 27/9/08-30/5/09 5060 1. 89%

2. 92%

80 100% 18/11 9/12/08 6000 1. 90%

2. 89%

59 100% 17/2/09 3300 1. 95%

2. 74%

12 95% 28/2-30/5/09 4400 / 1. 90%

2. 95%

3. 85%

12 85% 7/3-30/5/09 2310 1. 86%

2. 82%

15 100% 6/7-8/7/09 7478 1. 100%


43

2. 100%

2.1.

2.2.

2.3.

2.4.

10/2/09 0

80708

:# : /

44

.

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

k)

l)

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.

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( )

( ) 10% /

( ) ______________________________________________

45

(8)

EDB(SES4)/PGM/3/01/34(1)

13/2007

(http://tcs.edb.gov.hk)

:

:

2008-2009

/

25/08/08 21/04/09

45

19

11

5

1.

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28/09/08

29/08/08

(

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2009

1.

2.

46

01/09-

09/09/08 -

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1.

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22/09/08-

19/01/09

10/08

02/09-

29/05/09

28/3/09- 31/08/09

1.

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47

02/04/09

:

17/04/09- 03/06/09, 24/08/09-31/08/09

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07/05/09

48

08/06/09-19/06/09

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49

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7 (3 7 ) 200 5 ___0____

___5____

* 10 20 *

( 20 40 )

(%)** (0%-100%)

1 40 90% 2 40 90% 3 40 90% 4 40 90% 5 40 90% 6 7 8 9 10

** 0% =

50% = 100% =

()

()

50

()_ __ ___

51

Form A

190 A. Form A 1

1.

2.

B. Form A 1 1.

2. 235

C. Form A 2 1.

100 2. 7

916

D. Form A 6.1 1.

2.

52

3. E. Form A 6.2 1. 2. 3. 4. F. Form A 6.3 1. 2. 3. 4. G. Form A 6.4 1. 2. 3. 4. 5.

Form B

5 A. Form B 1

1. 15

2. 29

53

B. Form B 1

1. 4578910

2. 1236

C. Form B 2

1. 1116

2. 10

D. Form B 6.1 E. Form B 6.2 F. Form B 6.3 G. Form B 6.4

55

Form A Form B 1.) 2.) 3.)

1. 2. 3. 4. 5.

56

()

2/2009 7/2009, 11/9/2009 14 ()

11 , :200

90.7% , :100%

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1 1.

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1 (192 )

Form C

9 ()+ 192()

A. Form C 1

1. 100%() 89.1%()

57

2. 100%

B. Form C 1 1. 100%() 89.1%()

2. 7 100%

C. Form C 2.1

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2. 100%100%

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F. Form C 4.1

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G. Form C 4.2 1. NIL

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1. 100% 2. 100%

59

A. (Self-esteem)

2(

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Rosenberg Self-Esteem Scale 10

B. 30

(%)

29( 40 ) 31.4( 40 )

6%

1. 2.

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60

A. (15)

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(Service Learning

Approach)

B. (1

5)

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C.

1. 100%

2. 100%

3. 100%

61

4. 5. FORM C ,

(Hardcopy): 1. 2. Form C * * (Softcopy): 1. 2. Form C

62

7 (3 7 ) 210 5 ___0____

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* 10 20 *

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()

()_ __ ___

63

Form A

180 B. Form A 1

10

6

B. Form A 1 1.

10

2. 3

C. Form A 2 1.

3,10,13 2. 4,5,6,8,16 D. Form A 6.1 1. 2. 3. 4. 5.

64

6.

65

E. Form A 6.2 1. 2. 3. F. Form A 6.3 1. 2. 3. G. Form A 6.4 1. 2. 3.

Form B

5 D. Form B 1

1.

1, 2, 3, 8, 9 2. 4

E. Form B 1 1. 2. 2,3

66

F. Form B 2 1.

2,3,4,6,7,8,9,11,12,13,16 2. 5,14



67

1. 2. 3. 4. 5.

68

()

9/2008 12/2008, 14/9/2009 24

20 , : 200

84%, :100%

1

1 1.

2.

1.

2.

2

10 (5 )

()

1

1

9

8

1 (195 )

69

Form C

18 ()+ 195()

D. Form C 1

1. 94.5% 4 6 , 80%

2. 100%88.9%

E. Form C 1 1. 100%

, 87.2%

2. 94.5% 5-6 100% 4 6

F. Form C 2.1

1. (N=2) 2. 3. 4. 5. 6 ()

70

G. Form C 2.2 1. (N=2) 2. / (N=2) 3 ()

H. Form C 3 1. 100%

4694.5%

2. 88.9%83.4%

H. Form C 4.1

1. / (N=2) 2. 3. 4. (N=4)

2. Form C 4.2 1. (N=3) 2.

71

A. 21

1 9

2

9 ( 2 )

B.

94.5%95.8% 83.3%

FORM C 3 4.1

(Rosenberg Self Esteem Scale)

D.

(Self-esteem)

2(

)


E. 7

(%)

72

29.7( 40 ) 33.4( 40 )

12.5%

1. 2. 12.5%

1) 2) 3)

A. (15)

1= 2.1 1 2 3 4 5

(Service Learning

Approach)

73

B. (1

5)

1= 2.2 1 2 3 4 5

F.

3.

4. 94.5%

5. 100%

4. 94.5%

5.

(Hardcopy): 1. 2. Form C * 3. () *

74

(Softcopy): 1. 2. Form C 3. ()

75

7 (3 7 ) 210 5 ___0____

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1 40 80% 2 40 80% 3 40 80% 4 40 80% 5 40 80% 6 7 8 9 10

** 0% =

50% = 100% =

76

()

()

()_ __ ___

77

Form A

184 C. Form A 1

3.

4.

B. Form A 1 3.

4. 235

C. Form A 2 3.

100 4. 7

916

D. Form A 6.1 4. 5. 6.

78

7. E. Form A 6.2 5. 6. 7. 8. F. Form A 6.3 5. 6. 7. 8. G. Form A 6.4 6. 7.

Form B

5 G. Form B 1

1. 15

2. 29

79

H. Form B 1

1. 4578910

2. 1236

I. Form B 2

1. 1116

2. 10


81


6. 7. 8. 9. 10.

()

24/3/2009 27/3/2009 11/9/2009 11

25 () 195 ()

82

100%

1

2

3

3

2

1 , , (

195 )

Form C 24(

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I. Form C 1

1. 100%(24 )

2. 77.5%(195 )

2. 100%

J. Form C 1

83

1. 100%(), 87.2%(

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1

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(%)

28( 40 ) 33( 40 )

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1. 2.

1) 2) 3)

A. (15)

1= 2.1 1 2 3 4 5

(Service Learning

Approach)

B. (1

5)

1= 2.2 1 2 3 4 5

I.

6. 100%

87

7. 100%

7. 100%

5. FORM C ,

(Hardcopy): 1. 2. Form C * * (Softcopy): 1. 2. Form C

88

(10) 08-09 2006

.

.

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21/10/0828/10/0811/11/0818/11/089/12/0816/12/08

2 ()

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100%()

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89

(11)

St. Bonaventure College and High School Parent-Teacher Association

47 Sheung Fung Street, Tsz Wan Shan, Kowloon47

Tel. No.2323 8217Fax No2322 8786

2008-2009

18/10/08 - 18/09/09

()

($) ($) ($)

18/10/2008 5515.60 22/10/2008 - 32.00 22/10/2008 14.40

22/10/2008 - 280.00 24/10/2008 - 72.00 30/10/2008 699.00

30/10/2008 121.20

19/11/2008 - 16.40 29/11/2008 19.80

12/12/2008 () 322.00 12/12/2008 656.30

15/12/2008 5.00

15/12/2008 14.00

15/12/2008 3.00

16/12/2008 40.00 22/1/2009 08-09 4100.00

5/2/2009 1180.00

9/2/2009 - 60.00 9/2/2009 - 24.00 9/2/2009 - 12.00

16/2/2009 - 37.50 16/2/2009 - - 6.00 16/2/2009 - 56.00 17/2/2009 38.00

17/2/2009 50.00

10/3/2009 - 21.00 11/3/2009 - 13.00 12/3/2009 (08-09)- (A4) 16.00

90

15/3/2009 - 619.00

15/3/2009 - 47.60 30/3/2009 2700.00

25/4/2009 - - 900.00

- 50.00

6/5/2009 - 305.40 6/5/2009 - 545.90

6/5/2009 - 1325.10 18/5/2009

$1000 3000.00 19/5/2009 5750.00 22/5/2009 - 350.00 22/5/2009 - 46.80 25/6/2009

7932.80 18-09-09 18498.40 18498.40 0.00

()

($) ($) ($)

18/10/2008 0.00 22/1/2001 2,800.00 5/2/2009 3,980.00

5/2/2009

1,180.00

27/6/2009 3,980.00 27/6/2009

3,980.00 18-09-09 7,960.00 7,960.00 0.00

91

()

($) ($) ($)

18/10/2008 52156.80 22/10/2008 08-09 PTA

1264 @ $20.0 F.1 $4 000.00 ( 200 @ $20.0) F.2 $4,100.00 ( 205 @ $20.0) F.3 $4,220.00 ( 211 @ $20.0) F.4 $4,680.00 ( 234 @ $20.0) F.5 $4,660.00 ( 233 @ $20.0) F.6 $1,880.00 ( 94 @ $20.0) F.7 $1,740.00 ( 87 @ $20.0) 25280.00

4/12/2008 08-09 PTA ($20 x 79) 1,580.00 31/12/2008 64.10

6/2/2009 ($20X23) 460.00

12/2/2009 () 20.00

25/6/2009

7932.8 26/6/2009 60.80 27/6/2009

3980.00 29/6/2009 - 56.00 29/6/2009 -- 95.00 30/6/2009 19.10 3/7/2009 - 45.00 1/8/2009 - 90.00 1/8/2009 - 42 ($85.40) 85.40

12/8/2009 90.00 18-09-09 78000.00 14,015.00 63,985.00

92

()

18/10/2008 2185.20 52954.60 2532.60

22/10/2008 / (326.40)

25280.00

24/10/2008 (72.00)

30/10/2008 (820.20)19/11/2008 (16.40)

29/11/2008 (19.80)

4/12/2008 08-09 PTA (1580.00)

12/12/2008 (978.30)

15/12/2008 // (22.00) 16//12/2008 (40.00) 31/12/2008 64.10

22/1/2009 08-09 4100.00 08-09 2800.00

5/2/2009 (3980.00)

6/2/2009 (4000.00) 4000.00

460.00

9/2/2009 // (96.00) 12/2/2009 () 20.00

16/2/2009 // (99.50) 17/2/2009 (88.00)

10/3/2009 (21.00) 11/3/2009 (13.00)

12/3/2009 (08-09) (16.00)

15/3/2009 (666.60)

30/3/2009 (2700.00)7/4/2009 (2700.00) 2700.00 25/4/2009 950.00

6/5/2009 // (950.00) (1226.40)

11/5/2009 (1300.00) 1300.00

2000.00 (2000.00)18/5/2009 (3000.00)

19/5/2009 (5750.00)

20/5/2009 (9000.00) 9000.00

22/5/2009 (396.80) 26/6/2009 (60.80) 27/6/2009 (3980.00)

93

29/6/2009 (4000.00) 4000.00 / (151.00)

30/6/2009 19.10

3/7/2009 (45.00)

1/8/2009 / (175.40) 12/8/2009 (90.00)

18-09-09 1251.20 62237.80 496.00

()

()

($) ($)

31/08/2009 0.00

0.00

63,985.00

1,251.20

(31/08/09) 62,237.80

(31/07/09) 496.00

18/09/2009 63,985.00 63,985.00

___________________________

__

$$Parent-Teacher Association

聖文德書院 - sbc.edu.hk · 並與中文大學 資 訊校園合作 ... 設計校本課程,...

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聖文德書院 - sbc.edu.hk · 並與中文大學資訊校園合作 ... 設計校本課程,...