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PLK Vicwood K.T. Chong

Sixth Form College

School Report

2016-17

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PLK Vicwood K.T. Chong Sixth Form College

School Report 2016-17

Content

Mission and Vision of Po Leung Kuk Education ..………………………………………………………………………..2

Our School …………………………………………………………………………………………………………………………………3

Evaluation of 2016-17 Annual School Plan………………………………………………………………………………… 6

2016-17 S4-S6 External Scholarships and Awards Winners ……………………………………………………… 16

Financial Summary…………………………………………………………………………………………………………………….22

Appendix

1. Report on Use of the Capacity Enhancement Grant in 2016/17 School Year

2. Report on Use of Senior Secondary Curriculum Support Grant in 2016/17 School Year

3. Evaluation Report on Moral and National Education Support Grant Usage 2016-17

4. School-based After-school Learning and Support Programmes 2016/17 school year

- Programme Report

5. Evaluation Report on DLG-funded Other Programme (Gifted Education) 2016-17

6. Evaluation Report on Transitional Careers & Life Planning Usage 2016-2017

7. Financial Report for Learning Support Grant (LSG) 2016/17 School Year

8. Report on the Use of Strengthening School Administration Management Grant (2016-18)

9. Donations 2016-17

PLKVKTCSFC School Report (2016-17) 1

Mission and Vision of Po Leung Kuk


Our School

1. School Goals

Po Leung Kuk Vicwood K.T. Chong Sixth Form College aspires to be a leading aided senior

secondary college in Hong Kong, providing quality senior form education. It seeks to actualize its

vision by:

(a) providing a strong academic focus, enabling students to pursue further studies in tertiary and

post-secondary institutions,

(b) encouraging the development and practice of self-respect and self-discipline in a free but

responsible and democratic school environment through a series of student-oriented practices,

(c) providing a learning environment that will foster students’ seriousness towards studies,

independence, critical thinking, power of analysis and effective communication in both

languages.

2. Composition of Incorporated Management Committee

01/09/2016 – 31/03/2017

Supervisor Miss Jenny Y.C. TAM

Sponsoring Body Manager Mr. John TONG Chor-nam, JP

Sponsoring Body Manager Dr. Patrick W.K. CHAN

Sponsoring Body Manager Mr. James Y.M. CHAN

Sponsoring Body Manager Mr. YEUNG Kin Chung Clifton

Sponsoring Body Manager Ms. HUI Wai Yee

Sponsoring Body Manager Mr. AU Wah Kwok

Principal (Ex-Officio Manager) Dr LEE Poon Shing

Teacher Manager Ms. CHAN Yee Wan

Alternate Teacher Manager Ms. LEE Wing See

Parent Manager Mr. MA Loi Ming

Alternate Parent Manager Ms. LEE Lai Ying

Alumni Manager Mr. WONG Shun Kit

Independent Manager Ms. NG Nikki Ann Cheng

Chairman of Po Leung Kuk & Po Leung Kuk School’s Supervisors Committee:

Dr. Eleanor K.C. KWOK, BBS


01/04/2017-31/08/2017

Supervisor Miss Jenny Y.C. TAM

Sponsoring Body Manager Mr. John TONG Chor-nam, JP

Sponsoring Body Manager Dr. Patrick W.K. CHAN

Sponsoring Body Manager Mr. James Y.M. CHAN

Sponsoring Body Manager Mr. YEUNG Kin Chung Clifton

Sponsoring Body Manager Ms. HUI Wai Yee

Sponsoring Body Manager Mr. AU Wah Kwok

Alternate Sponsoring Body Manager Ms. HO Kam Yan

Principal (Ex-Officio Manager) Dr LEE Poon Shing

Teacher Manager Ms. LEE Wing See

Alternate Teacher Manager Ms. CHAN Yee Wan

Parent Manager Mr. MA Loi Ming

Alternate Parent Manager Ms. TAI Siu Mei

Alumni Manager Mr. WONG Shun Kit

Independent Manager Ms. NG Nikki Ann Cheng

Chairman of Po Leung Kuk & Po Leung Kuk School’s Supervisors Committee: Miss Abbie S.K. CHAN

3. Class Structure

S4 6 classes

S5 6 classes

S6 7 classes

4. Subjects Offered Compulsory Subjects: Chinese Language

English Language Liberal Studies Mathematics

Elective Subjects:

Chinese Literature Chinese History

Economics Geography

Tourism & Hospitality Studies Biology

Chemistry Physics

Business, Accounting & Financial Studies Health Management & Social Care

Information & Communication Technology Mathematics (Extended Part, Module 1)


5. School Facilities

The Sixth Form College's teaching facilities have always been well above standard. We have a

cyber-campus: all teaching and some amenity areas are equipped with Internet nodes, and there

are over 200 high speed computers available for student and teacher use. A video projector is

installed in every classroom and special room.

Teaching Facilities

24 Classrooms

5 Science Laboratories

2 Computer Rooms

1 Language Centre

1 Campus TV Studio

2 Lecture Rooms

3 Tutorial Rooms

1 Multimedia Learning Centre

1 library with Online Access

Amenity Areas

Canteen

Multi-purpose Hall

Counselling Room

Multi-purpose Playground

Roof-top Garden and Covered Play Areas

Student Activity Centre

Interview Rooms

6. School Characteristics

a. Broad and comprehensive curriculum allowing more than 200 combinations of NSS elective

subjects

b. Comprehensive development in OLE

c. Small group tutorial lessons

d. Mentor system

e. English rich environment

f. Online library access

g. Independent Student Union

h. Study rooms open till night time

i. Medium class size

j. Good rapport between members of the school

k. High teacher-student ratio

l. Easy access to IT facilities PLKVKTCSFC School Report (2016-17) 5

Evaluation of the Annual School Plan 2016-17

Major Concern 1: To enhance students’ academic performance

Strategies

1.1.1 To set up a Task Force to enhance teaching effectiveness

1.1.2 To enhance professional exchange by conducting lesson observations at different levels

and implementing collaborative lesson planning

A Task Force, consisting of three members, who were from the English Department, Mathematics

Department and Economics Panel, was set up to explore various teaching strategies and conduct

sharing sessions, one of which was carried out on the Staff Development Day on Mar 29, 2017,

introducing ‘Learning Management System’, ‘IT Tools for teaching’, ‘Flipped Classroom’ and ‘Graded

Worksheets’. On the day, the Chinese Department, the ICT teacher and the Campus TV tutor also

shared some other teaching methods they used to promote teaching and learning. Each panel

head also gave a report on how to provide extra help for elite students. The Staff Development Day

provided a good opportunity for teachers to share their teaching ideas and strategies.

Professional exchange was also enhanced via lesson observations by the principal/AC head,

panel/department head, fellow teachers and teachers from the Junior College. ‘Using effective

teaching strategies’ was set as the theme of lesson observation. Some panels planned the lessons

collaboratively before the peer lesson observation was carried out. The Chinese Department and

the Liberal Studies Department arranged their own inter-school panel lesson observation with the

Junior College.

1.1.3 To strengthen nurturing of gifted students

Different panels provided training for elite students before enrolling them in a variety of activities

and competitions, in which some students performed well and achieved good results. Eighteen S5

students took part in the ‘Secondary School Maths and Science Competition’ organized by HKPU

and in the Mathematics Competition, there were two students getting High Distinction, three

Distinction and two Credit; in Physics, two High Distinction, three Credit; in Chemistry, four High

Distinction, one Distinction, two Credit; in Biology, one Medal, four High Distinction, one

Distinction. Five of our students participated in "The 16th Pui Ching Mathematics Invitational

Competition (Heats)" on 18 Feb 2017 and the student who entered the final event held on 6th May

2017 won the Bronze Prize. In Hong Kong and Macau Mathematical Olympiad Open Contest cum

The Asia International Mathematical Olympiad Open Contest Trial, four of our students entered the

final and one student participating in "The Asia International Mathematical Olympiad Open Contest

Semi-Final" also entered the Final. One of our students who joined the Hong Kong Biology

Olympiad for Secondary Schools won the First class Honour Award.

The Liberal Studies Department continued to recruit gifted students to form the school debating

team and join inter-school debate contests, such as The Sing Tao Inter-School Debating

Comeptition and The Centum Charitas Foundation/HK United Foundation Cup- 4D Inter-school

Debate Competition. Students’ high-order thinking and oral communication skills were enhanced

through taking part in the contests and the debate training workshops provided.

Both the English Department and the Chinese Department encouraged gifted students to

participate in various speaking and writing competitions. Seven students submitted their entries to

HK Budding Poets (English) Awards while ten joined the HKFYG Standard Chartered English

Speaking Contest, in which Ronnie Cheng of 5A became the semi-finalist, standing out from almost

5000 contestants across the territory. Four students joined The tenth Inter-school Speaking

Competition organized by Rational Communication Educational Society (第十屆善言巧論：全港學

生口語溝通大賽) and Poon Hau Tung of 6D won the Certificate of Level 5 (第五等証書). There

were also students attending university-run programmes for the gifted on topics such as public

speaking.

With the arrangements made by the Economics Panel and the BAFS Panel, three groups of S5

students, 12 in total, joined the ‘Wofoo Millennium Entrpreneurship Programme XVI’. Two groups

won the Merit Award. Seven BAFS students also participated in ‘全港通識理財問答比賽 2016’ and

eighteen joined the Junior Achievement Company Programme, gaining a real life business

experience.

The Academic Committee nominated seven high achievers to take part in ‘Hong Kong Outstanding

Award’ organized by Youth Arch Foundation. After-school elite classes of core subjects were

provided as well.

The Gifted Education Team arranged one-off academic courses/ workshops including a Chinese

Writing Workshop, a thinking/study skills workshop and a forensic science course for the gifted

students and all were well-received. The Team also encouraged gifted students to participate in

external gifted programmes such as the summer tasting programmes organized by tertiary

institutions and the PLK Gifted and Talented Programme, which included a training workshop on

self-understanding of personality and career planning hosted by our EdPsy and an Exploration,

Experience and Enrichment workshop at the CUHK. Seven S4 and S5 students were nominated for

entry to Hong Kong Academy for Gifted Education (HKAGE).

To enhance the artistically gifted students’ creativity, training was provided by the IA teacher for

those who took part in 「健康 SUN TEEN」計劃《愛自己˴ 擁抱生命》四格漫畫設計比賽，in which

one student obtained the Second Prize, one the Third Prize and six the Prize of Merit. An

out-sourced workshop was also held to provide training for those who participated in 第二屆全港

中學學界廣告賣橋王 and our school team won 高級組品牌大獎 and 高級組最 Fit 士撈勁大獎.

KTC Broadcast Network (KTCBN) was set up in Jan 2017 providing a platform for students to report

school news and broadcast their self-produced short videos. Two groups of KTCBN members

participated in the Insurance Industry News Story Contest co-organised by the HK Federation of

Youth Groups, the Financial Services and The Treasury Bureau and the VTC and won the

championship and the Most Active Participation Prize respectively. Another group obtained the

Merit Prize in the ‘Protect and Respect Personal Data Short Film Production Contest’ organized by

Privacy Commissioner for Personal Data, HK.

1.14 To fine tune the FALSI programmes

1.15 To strengthen the teaching and learning of core subjects during the study lessons

In 2016-17, the school offered both remedial and enhancement classes of core subjects (3 per

subject) after school, and each lesson, taught by the school teacher, lasted one hour. The

attendance rate of these after- school classes was satisfactory and survey findings showed that

most students found the lessons useful.

Students’ free lessons were used by Chinese, English and Math teachers to provide additional

teaching and learning support. This proved to be helpful for students who failed to catch up with

the classroom teaching because of weak foundation or students who wanted to do better in the

subject.

1.2.1 To revisit the concept of assessment for learning for better application

Panels were provided with statistics on students’ uniform test and exam results, with which they

could take remedial action for problems spotted. Individual panels also made use of the quiz

results to find out their students’ learning problems. Common mistakes and areas for improvement

were identified and feedback given. Our school’s ‘HKDSE School Statistical Report’ was purchased

to give teachers insights into how to improve teaching and learning.

1.31 To continue fine-tuning school-based curriculum

The 2016-17 curriculum with 3 elective blocks for 6 classes, which was developed based on the

findings of the survey on elective choices conducted among the S3 students of the Junior College,

allowed nearly all S4 students to take the electives of their choice.

The policy of EMI teaching was relaxed. A few S5 and S6 low-achievers studying HMSC, Biology, THS

and ICT were granted permission to take the respective school exams and the DSE exam in Chinese,

which yielded positive effect, according to the subject teachers. Notes and handouts in both

English and Chinese were prepared and supplied.

The Chemistry curriculum was fine-tuned by the EDB and the Chemistry Panel modified the

schemes of work and the SBA materials accordingly. All the required SBA documents were

submitted to HKEAA before the deadline.

Reflection

Different strategies had been adopted with the aim of enhancing students’ academic performance.

However, the 2017 DSE results in some subjects were disappointing. Despite so, we still have faith

in what we are doing and believe that the strategies we are using would help even though that

might take time. Each panel has also discussed the reasons for the satisfactory or unsatisfactory

DSE results in 2017 and revised the action plan if necessary.

Major Concern 2: To achieve better interface between KTC and JSC

Strategies

2.1.1 Reviewing the S1-S6 Curriculum in joint-school departmental or panel meetings

A joint-school departmental/ panel meeting was held each term and the meetings focused on

discussing the development of a holistic curriculum and effective teaching strategies.

2.12 Coordinating various activities for academic and professional exchange

There was one joint-school lesson observation organized each term. The first- term one was

arranged in Nov and Dec, 2016. As teachers of both schools were busy during that period of time,

just five KTC teachers went to the Junior College to observe lessons while no JSC teachers came to

KTC. The second-term joint-school lesson observation was carried out in May, 2017 and most

teachers visited at least one class.

After the class visit, there was the debriefing session during which teachers of both schools

exchanged their ideas and opinions.

2.2.1 Arranging joint-school staff development activities to enhance communication

The joint school staff development day ‘ Fun Fun Day’ was organized and staff of both schools

engaged in a variety of games and activities. The majority of the staff agreed that communication

between teachers of the two schools was enhanced.

2.2.2 Conducting regular joint-school committee meetings to facilitate the adoption of

measures for students’ whole person development

In August, 2016 two JSC teachers, one being a member of the Discipline Committee and the other

the Guidance Committee, came to KTC and talked about students’ behavior, conduct and problems.

KTC teachers found the information very useful. The Discipline Committee and the Guidance

Committee of both schools met regularly and discussed student issues.

2.3.1 Enriching talks on elective choices for S3 students at JSC

2.3.2 Arranging peer sharing sessions on how to choose elective subjects

To help JSC S3 students to make informed choices in elective selection, the Career Mistress of KTC

gave a talk on NSS elective choices and admission requirements of local universities and tertiary

institutions to all S3 students and their parents on 8 Nov, 2016.

The Career and Life Planning Committee also worked with the Junior College to arrange a sharing

session held in March in the Junior College for KTC students to share their experience in selecting

elective subjects with the JSC S3 students. Representing different elective subjects, 18 S4 and S5

KTC students forming 6 small groups did the sharing and feedback from both the KTC student

representatives and JSC teachers was positive.

The talk ‘NSS and Subject Selection’, jointly organized by KTC and JSC in May, 2017 for JSC S3

students and their parents, was given by the Vice-principal of KTC, who introduced the senior

secondary curriculum and the electives offered by KTC as well as giving some tips on elective

subject selection. A few KTC teachers were also present to talk about the elective subjects they

taught.

2.4.1 Exchanging ideas and plans for gifted education

2.4.2 Organising academic sharing sessions for KTC’s gifted students to share their learning

experience with JSC students

To facilitate the collaboration between KTC and JSC on gifted education, JSC gave the name list of

their gifted students and the information about the activities they had participated in to the head

of the Gifted Education Team of KTC. Some JSC students had been invited to join the gifted

education activities/programmes provided by KTC, such as the debate training workshops.

A sharing session was organised in June for KTC students to share their experience in joining

university-run gifted programmes in various realms of science as well as in debating and moot

courts with JSC students. Most JSC students found the sharing activity useful.

Reflection

The co-operation and experience exchange between teachers of the two schools have become

more regular, enabling KTC teachers to get a clearer picture of the learning abilities and attitudes of

the school’s future intake. Different activities were also organized to help JSC students to be better

prepared for studying in KTC. Such co-operation and experience sharing should go on in order to

achieve a better interface between the two schools for more effective teaching and learning.

Major Concern 3: To strengthen students’ supporting network in order to develop positive thinking

3.1.1 To promote a positive school climate

3.1.2 To continue the Life Education and 3S Programme

A series of activities was organized by the Guidance Committee or co-organised by the Guidance

Committee and other subject departments during lunch time to help create a positive school

climate. Activities including movie shows, Play a Ball, Speed Fishing and Cooking in an

Environmentally friendly Way received enthusiastic response and attracted no less than 50

participants in each activity.

The School Retreat Day, whose aim was to help students relieve pressure, to bring joy and warmth

and to develop self-efficacy and a sense of belonging, was held in July as one of the post exam

activities. Most students enjoyed the Day and thought the activity should be organized every

school year. Mingpao Weekly reporters came to our school and shot some footage about the

Retreat Day, and the activity was reported online in Sept, 2017.

The Healthy School Programme was officially launched in Oct, 2016.

The Life Education Programme was a programme designed for S4 students to help them enhance

their self-image. Survey findings showed that students had a better understanding of themselves,

knew more about their support network and learnt how to set long and short term goals under the

mentor’s guidance while teachers knew more about their students and got the first hand data for

counselling.

Aimed at connecting the students with society, the S5 3S Programme involved students in activities

enhancing their communication skills and understanding of the elderly and their needs before

arranging a visit to the home of the elderly for them. Most of the students agreed that the

programme enabled them to develop deeper empathy for the elderly, a better knowledge about

their own strengths and better skills to co-operate with others.

The main focus of the S4 3S Programme was to boost students’ class spirit, their sense of belonging

to the school as well as the motivation and readiness to learn. Students gave positive feedback on

the programme and agreed that they worked better with their peer groups and their awareness of

the support systems was raised after completing the programme.

A new programme called Project Blue Port was carried out in 2016-17 to increase students’ sense

of belonging to their own class and school. The mentor and students worked together to come up

with a class slogan, collect interesting photos, draw pictures and cartoons as well as write

messages and comments. The slogan, photos, drawings and written messages were displayed on

the class notice-board outside the classroom. 2 classes failed to accomplish this project while

others enjoyed working together and produced display boards full of warm-hearted and funny

messages and photos. The 2 classes that did not take part had internal conflicts and counseling was

offered by the Guidance teachers.

3.2.1 To offer careers exploration experiences to support students’ progression for further

studies, careers development and actualization of personal goals

Four workplace exploration programmes were organized on one day in May and three days in July.

Students gained hands-on and first person experience in the work about architecture and interior

design, coffee brewing, bakery, culinary service and wedding planning. The feedback from 90

participants was very positive.

The Summer Work Experience Scheme 2017 offered by HKACMGM was promoted to S5 and S6

students. Two students got a summer job offered by either a government department or an NGO.

3.2.2 To launch class-based goal setting activities with life planning focuses

The S5 Life Planning Workshop Series was revised and shortened. The four workshops were

organized by six social workers to S5 students with the support from all S5 mentors from Nov to

Dec 2016. Students were engaged and disciplined. According to the pre-and post- program surveys,

students saw the value of goal setting and could set their life goals. Confidence in having them

achieved increased from 73.7% to 81.8% in the post-course survey. They also knew more about the

job market and understood employers’ expectations.

Two identical mass group life planning games were organized in the post-exam period, with 5A, B

and C students in the morning and 5D, E and F in the afternoon. The games were conducted by 10

social workers and 7 staff helpers. The school hall and 4 classrooms were transformed into 10

different settings, including a kindergarten, a barber-shop, a clinic, a restaurant, a university and a

police cadet school. Participants engaged in both the games and the reflection afterwards actively.

The S4 life planning programme “Self Understanding” was revised and carried out from Feb 17 to

Apr 7, 2017. Four sessions were conducted by six social workers, with one in each class. Survey

findings showed that students showed positive progress in all yardsticks including knowing

themselves more, realizing the values of life planning and having clearer goals.

Individual counselling was also offered to S6 students on their career and study paths by their

mentors. According to a survey with random sampling, more than 80% of the students found the

consultation useful and thought their mentors could help them in the planning process.

3.2.3 To prepare students to make informed and responsible choices of their study and career

path

To help students set clear goals about their potential exit pathways, various seminars, talks and

sharing sessions were held and speakers included alumni, school teachers, guest speakers from

official organizations responsible for recruiting students to study in Taiwan and China and

representatives from HKUST, HKCC (PolyU) and VTC. Visits to HKU SPACE PLK Stanley Ho Community

College (PLKSHCC), Hang Seng Management College (HKMC), Tung Wah College (TWC), Chu Hai

College (CHC) and HK Design Institute (HKDI) were also organized. 34 S5 students and 4 teachers

visited Tamkang University during a 4-day trip to Taiwan in Apr 17. The visit included a short

campus tour and a talk by the university representatives.

3.2.4 To render tailored careers counselling support by careers teachers or coaches to selected

students with diverse learning needs and/or less educational aspiration

Seven S4 and S5 students with special educational needed were invited to join the 潛能展現計劃

(Career and Life Planning Programmes for SEN Students) and one S4 student was referred to the

programme by the mentor. Individual consultation and life planning workshops were held during

lesson time and after school respectively to help them realize their potentials and make better

career and study choices.

Twenty-four S4 and S5 students participated in the Careers and Life Planning Programmes for Less

Academically Inclined Students (LAIS Programmes) during the summer break in 2016. The revised

counselling booklets, study pathway booklets and careers orientation tools were given to

counsellors and participating students. After consultation, 13 students decided to choose an

alternative pathway and withdrew from the College.

3.3.1 To organize more leadership training camps and activities

3.3.2 To provide more chances for students to lead and serve

One of the main objectives of the ECA Committee, the Discipline Committee and the Guidance

Committee was to help students develop leadership skills and the spirit to serve. There were the

ECA Leadership Training Camp held in Sept, the DC Prefects Training Camp in October, the Young

Mentor Training Camp in November and the F5 Personal Growth and Leadership Training Camp

co-organised by the Guidance Committee and Navigator in February. Students were provided with

ample opportunities to lead and serve. Young mentors organized a range of lunch activities; DC

prefects helped maintain the school discipline and served in various school functions; ECA

supervised the SU election and encouraged students to organize activities, such as forming

cheering teams, dance shows, singing contest, inter-class and inter-form competitions and school

decoration for school events.

3.4 To strengthen measures to support students with special educational needs

A life-planning programme was successfully implemented for selected SEN students, and the social

workers in charge reported that our students in general had felt more positive about their life

goals. An organic farm visit was organized for SEN students and their peers to promote positive

social interaction. Participants generally gave positive response.

A 36-hour school-based speech therapy service was launched and completed. Six students took

part in it. According to the speech therapist, participants of the service showed improvement in

speech production in general. One S6 student in particular showed huge enhancement in his

confidence in speaking to others.

There was a log book to record the progress of work by the EdPsy and a refined SEN Register was in

place, better informing people concerned of the progress of students referred to the EdPsy as well

as that of all the SEN students.

Reflection

A variety of extra-curricular activities were organized to help students develop positive thinking,

make informed career and study choices and acquire useful life skills, such as leadership and

communication skills. Some of the activities had to be carried out during lunch time because

different academic classes were held after school. However, this did not weaken students’ interest

in taking part in them. The programmes run by the ECA, GC, DC, CLPC and LSC could all achieve

their objectives and help students grow.

Feedback on Future Planning

Learning and Teaching In 2016-17, our learning and teaching focused on a few areas: exploring, using and sharing effective

strategies, nurturing gifted students, providing learning support for weak and average students and

assessment for learning. These are the measures we believe would help address our first major

concern: to enhance students’ academic performance. In the 2017-18 Annual School Plan, we have

kept the same measures but more would be done. To nurture gifted students, the Star Programme has

been enriched. Students who have the potential to get 5, 5* or 5** in the subjects have been

identified and special learning support, which caters for their particular needs, is given to them by their

own subject teachers or other teachers. Attempts to further improve the after-school classes are made

by requiring the subject panel heads to supervise the classes more closely in terms of the curriculum

design and class arrangements. Students would also be provided with additional learning support in

their free lessons, but this would not be not just for core subjects as in 2016-17, but also for electives.

To further promote assessment for learning, our students’ marked HKDSE answer scripts would be

purchased from the HKEAA for teachers to find out how students may gain or lose marks in the

respective exam papers. Two more new goals in the 2017-18 School Plan are ‘to further enhance the

school English environment’ and ‘to promote reading among students’ with the aim of helping

students to enhance their reading and speaking skills and to form the habit of self-learning.

Support for Student Development In 2016-17, the school focused on strengthening students’ supporting network in order to help them

develop positive thinking. The Lunch Programme and the Life Education & 3S Programme organized by

the Guidance Committee were found to be effective in creating a healthy campus and the two

programmes will be further improved and carried out in 2017-18. With the admission of 10 NCS

students in 2017-18, one new mission of the Guidance Committee would be to collaborate with some

subject panels to organize activities, such as the Cultural Festival to help the NCS students integrate

with the local students and nurture an inclusive school environment. To help students set a clearer

career/ study goal, apart from organizing the life planning and careers education workshop series,

workplace visits, alumni sharing sessions, talks and taster programmes, the CLPC has given a new

assignment to mentors in 2017-18: mentors are required to offer one on one, small group and mentor

group based counselling to students to aid their career / study goal setting. The emphasis on helping

students develop leadership skills, communication skills and the ability to organize activities will go on

in 2017-18 and the Guidance Committee and the Discipline Committee will continue to hold different

activities to achieve this objective.

The KTC Broadcasting Network (KTCBN) was set up in 2016-17 and involved students in news reporting

and video production competitions. With the prizes KTCBN members obtained in different

competitions organized by outside bodies and the interesting activities organized, the KTCBN has been


growing in popularity. In 2017-18, a full-time Media Tutor has been hired to supervise the KTCBN and it

is hoped that the Network can be fully used as a tool to promote students’ learning of Chinese, English

and Liberal Studies. Set up in Sept 2017, The STEAM Education Committee will organize a number of

STEAM activities, increasing the variety of activities the school provides for students.

Student Performance On the whole, students behaved themselves in school and there were no serious discipline problems.

Students also took part in different activities in and outside of the classroom actively and obtained

various awards and prizes. However, students’ performance in the HKDSE this year was slightly

disappointing, though satisfactory results were obtained in M1, THS, Physics, Chemistry and BAFM.

THS obtained a higher percentage of all levels than the territory average while Physics obtained a

higher percentage of level 5**, 4+, 3+ and 2+, M1 a higher percentage of level 3+, 4+, 5+ and 5*+, and

BAFM, a higher percentage of level 5*+, 5+, 4+ and 2+. All panels have looked into the reasons for

students’ satisfactory or unsatisfactory results in 2017 HKDSE Exam and action plans have been revised

accordingly. With some new strategies adopted in 2017-18, such as the enriched Star Programme,

alumni sharing sessions on DSE Exam strategies, use of elite alumni’s DSE answer scripts for teaching

reference and after-school homework tutoring, it is hoped that students’ performance in 2018 HKDSE

exams will be improved. The Academy Committee also co-operate with the Guidance Committee,

identifying students with emotional or anxiety problems caused by pressure of study and offer

appropriate counselling and support.


2016-17 S4 - 6 External Scholarships & Awards Winners

Scholarships

2016-2017 Term 1 5A YU NGA TING 黃廷方獎學

金 2016

嘉許品學兼優且

家庭經濟困難的

中學生

黃廷方慈善基金及

香港社會服務聯會

獎

學

金

2016-2017 Term 2 6D LAM HOI KIU Senior Secondary Applied Learning Scholarship (Law's

Charitable Foundation & EDB)

2016-2017 Term 2 6F CHEUNG YING Senior Secondary Applied Learning Scholarship (Law's


2016-2017 Term 2 6G CHAN KA KIT Senior Secondary Applied Learning Scholarship (Law's


2016-2017 Term 2 6G LAU YAU WAI Senior Secondary Applied Learning Scholarship (Law's


2016-2017 Term 2 6G YIU KA CHIU Senior Secondary Applied Learning Scholarship (Law's


2016-2017 Term 2 6B Yeung Ho Yee Link First Generation University Student Scholarship 2016/17

2016-2017 Term 2 5A Leung Hong Yin HKICPA/HKABE Joint Scholarships for BAFS HKICPA BAFS

2016-2017 Term 2 6C NG SIN HOI Sir Edward Youde Memorial Prizes for Senior Secondary School

Students 2016-17

2016-2017 Term 2 6C LAW MING YIN Sir Edward Youde Memorial Prizes for Senior Secondary School

Students 2016-17

2016-2017 Term 2 5A Chan Tsz Kiu Jacquline Upward Mobility Scholarship 2017

2016-2017 Term 2 5C Wong Shuk Man Upward Mobility Scholarship 2017

2016 YIU KA CHIU 6G Applied Learning Scholarship (2015/16 School Year)

2016 LAU YAU WAI 6G Applied Learning Scholarship (2015/16 School Year)

2016 LAM HOI KIU 6D Applied Learning Scholarship (2015/16 School Year)

2016 CHEUNG YING 6F Applied Learning Scholarship (2015/16 School Year)

2016 CHAN KA KIT 6G Applied Learning Scholarship (2015/16 School Year)

2016 Zhang Mei Ping 5C 周大福慈善基金明日之星上游獎學金

2016 Zhang Yuting 5A 周大福慈善基金明日之星上游獎學金

2016 Yu Nga Ting 5A 周大福慈善基金明日之星上游獎學金


2016-2017 Term 2 4E Hui Chi Long 小肥牛愛心傳承獎學金「我都得」教育基金有限公司 (非牟利有

限公司)

2017-201

8

Term 1 4A Chow Wing Tung 保良局獎學金

2017-201

8

Term 1 5A Luk Kwun Yin 保良局獎學金

2017-201

8

Term 1 5A Luk Kwun Yin 保良局伍何永貞紀念教育基金獎學金

成績出眾

2017-201

8

Term 1 4A Chow Wing Tung 保良局伍何永貞紀念教育基金獎學金

成績出眾

2017-201

8

Term 1 5A Cheng Shing Hei 保良局伍何永貞紀念教育基金獎學金

成績有顯著進步

2017-201

8

Term 1 5

D

Ng Tin Yam 保良局伍何永貞紀念教育基金獎學金

成績有顯著進步

2017-201

8

Term 1 4C Li Yiu Wa 保良局黎麗卿進步獎

2017-201

8

Term 1 4F Zheng Wanquan 保良局黎麗卿進步獎

2017-201

8

Term 1 5C Wong Chak Hei Ignatius 保良局黎麗卿進步獎

2017-201

8

Term 1 5A Yip Yiu Chung 保良局何玉清兒童及教育基金獎學金


Other External Awards

2016-2017 Term 2 4A CHOW WING TUNG Harvard Book Prize Champion

2016-2017 Term 2 4A KEE CHING LAM Harvard Book Prize first runner up

2016-2017 Term 2 4A TAM DANIEL BRIAN Harvard Book Prize Champion first runner up

2016-2017 Term 2 4A CHOW WING TUNG 2016-2017 百仁齊心盃校際多角度辨論賽第一回合賽事

最佳辨論員

2016-2017 Term 2 4A CHOW WING TUNG 星島第 32 屆全港校際辨論比賽第一組第一節賽事最佳

辨論員

2016-2017 Term 2 4D CHAN HO YIN

MATTHEW

星島第 32 屆全港校際辨論比賽第三組第二節賽事最佳

交互答問辨論員

2016-2017 Term 2 5A LAI LONG SUET PolyU Maths and Science Competition Medal in Biology

2016-2017 Term 2 5A CHENG SHING HEI PolyU Maths and Science Competition High Distinction in

Physics, Chemistry

2016-2017 Term 2 5A LAI LONG SUET PolyU Maths and Science Competition High Distinction in

Chemistry

2016-2017 Term 2 5B LI KA HONG PolyU Maths and Science Competition High Distinction in

Maths, Physics, Chemistry

2016-2017 Term 2 5A LUK KWUN YIN PolyU Maths and Science Competition High Distinction in

Chemistry, Biology

2016-2017 Term 2 5A WONG JAMIE SZE KI PolyU Maths and Science Competition High Distinction in

Biology

2016-2017 Term 2 5A YANG DAVIS PolyU Maths and Science Competition High Distinction in

Biology

2016-2017 Term 2 5A YIP YIU CHUNG PolyU Maths and Science Competition High Distinction in

Biology

2016-2017 Term 2 5A YU NGA TING PolyU Maths and Science Competition High Distinction in

Mathematics

2016-2017 Term 2 4A ZHOU YONGTING 有問有答基本法特區成立 20周年問答比賽決賽中學

組冠軍

2016-2017 Term 2 5A Luk Kwun Yin 個人資料私隱專員公署擧辦的保障˴尊重個人資料短

片大賽優異獎

2016-2017 Term 2 5A Leung Wai Chiu 個人資料私隱專員公署擧辦的保障˴尊重個人資料短

片大賽優異獎

2016-2017 Term 2 5B Ng Hayes 個人資料私隱專員公署擧辦的保障˴尊重個人資料短

片大賽優異獎

2016-2017 Term 2 5D Lau Cheuk Nam 個人資料私隱專員公署擧辦的保障˴尊重個人資料短

片大賽優異獎


2016-2017 Term 2 5A Chan Sze Ching M21 保險業新聞短片大賽冠軍

2016-2017 Term 2 5A Cho Man Po M21 保險業新聞短片大賽冠軍

2016-2017 Term 2 5A Li Yan Mei M21 保險業新聞短片大賽冠軍

2016-2017 Term 2 5B Yeung Pui Wa M21 保險業新聞短片大賽冠軍

2016-2017 Term 2 5A Kung Chak Ming M21 保險業新聞短片大賽最投入大獎

2016-2017 Term 2 5B Cheng Tsz Lo Ronnie M21 保險業新聞短片大賽最投入大獎

2016-2017 Term 2 5B Fung Cho Kwan M21 保險業新聞短片大賽最投入大獎

2016-2017 Term 2 5D Lau Cheuk Nam M21 保險業新聞短片大賽最投入大獎

2016-2017 Term 1 5B LAW HON YIN 第二屆全港中學學界廣告賣橋王

高級組最 fit士撈勁大獎高級組品牌大獎

2016-2017 Term 1 5C CHUNG CHING 第二屆全港中學學界廣告賣橋王


2016-2017 Term 1 5C LUNG FUK HOI

VANESSA

第二屆全港中學學界廣告賣橋王


2016-2017 Term 1 5C WU LOK TUNG 第二屆全港中學學界廣告賣橋王


2016-2017 Term 1 6C ZHANG MEI PING 第二屆全港中學學界廣告賣橋王


2016-2017 Term 1 5C WONG CHEUK NI

CHERIE

第二屆全港中學學界廣告賣橋王


2016-2017 Term 1 4A CHAN YUN SANG <愛自己,擁抱生命>四格

漫畫設計比賽優異

保良局學生支援服務/禁

毒基金

2016-2017 Term 1 4A CHOW WING TUNG

<愛自己,擁抱生命>四格

漫畫設計比賽亞軍


毒基金

2016-2017 Term 1 4B CHAN KIT YIN <愛自己,擁抱生命>四格



毒基金

2016-2017 Term 1 4C LEUNG KA LAM <愛自己,擁抱生命>四格



毒基金

2016-2017 Term 1 4C LEUNG YAN SIN <愛自己,擁抱生命>四格

漫畫設計比賽殿軍


毒基金

2016-2017 Term 1 4D GUN KIT LING <愛自己,擁抱生命>四格



毒基金

2016-2017 Term 1 4D IAO MAN NI MONEY <愛自己,擁抱生命>四格



毒基金

2016-2017 Term 1 4D LAM HOI KWAN <愛自己,擁抱生命>四格



毒基金


2016-2017 Term 1 5C CHEN YU TING Millennium Enterpreneurship Programme

(MEP) XVII 2016-2017 Merit Award

2016-2017 Term 1 5C WONG SHUK MAN Millennium Enterpreneurship Programme

(MEP) XVII 2016-2017 Merit Award

2016-2017 Term 1 5A CHAN HO KAN The Chemists Online Self-Study Award Scheme

Platinum Award

2016-2017 Term 1 5A LAI LONG SUET The Chemists Online Self-Study Award Scheme

Gold Award

2016-2017 Term 1 5A WAN HO YIN The Chemists Online Self-Study Award Scheme

Silver Award

2016-2017 Term 1 5A WONG JAMIE SZE KI The Chemists Online Self-Study Award Scheme

Gold Award

2016-2017 Term 1 5A YIP YIU CHUNG The Chemists Online Self-Study Award Scheme

Bronze Award

2016-2017 Term 1 5B LI KA HONG The Chemists Online Self-Study Award Scheme

Diamond Award

2016-2017 Term 1 5B TAM SUET YING The Chemists Online Self-Study Award Scheme

Gold Award

2016-2017 Term 1 6C HO WING KI The Chemists Online Self-Study Award Scheme

Bronze Award

2016-2017 Term 1 6C LAW MING YIN The Chemists Online Self-Study Award Scheme

Bronze Award

2016-2017 Term 1 6C NG KA LOK The Chemists Online Self-Study Award Scheme

Bronze Award

2016-2017 Term 1 6C WU KWAN HO The Chemists Online Self-Study Award Scheme

Bronze Award

2016-2017 Term 1 6E NG KEI WA The Chemists Online Self-Study Award Scheme

Platinum Award

2017-2018 Term 1 5C WONG TSZ LAI

CHERRY

Certificate in recognition for participating in Youth

Square Management Experience Programme for 6 half

days at Youth Square in July 2017

2016 Ng Ching Nam 6B Man Kwan Education Fund & Fung Hon Chu

Education Trust Fund

「卓越今天，成就將來」青少

年領袖獎勵計劃 2016 獎狀

2016 ZHANG MEI

PING

5C 藝恆愛心行動獎學金計劃 2016 成績進步獎


2016 NG SIN HOI 6C 第八屆九龍地域傑出學生選舉 (油尖旺區) 優秀學生

2016 WONG WING YAN 6B Hong Kong Young Social Entrepreneur

Contest 2016

1st runner up and The Best United

Nations Sustainable Development

Goal Award

2016 NG PUI FU 6B Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 CHAN CHAK

WING

6B Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 LEUNG WING YEE 5C Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 LO KA YEE 5E Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 LEUNG CHEUK

LAAM

5D Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 BOW YIN KWAN 5D Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 YU WING LAM 5C Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 YEUNG MING

YING

5C Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 CHIU PUI LAM 5C Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 CHEN YU TING 5C Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award

2016 TAM SUET YING 5B Hong Kong Young Social Entrepreneur

Contest 2016



Goal Award


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