Po Leung Kuk Laws Foundation College

Po Leung Kuk
Laws Foundation College
School Report
2009-2010
Address: 8, To Lok Road, Tseung Kwan O Tel: 2701 8778 Fax: 2701 3866
Website: http://www.plklfc.edu.hk Email: plklfc@yahoo.com.hk

Content
Items
Page
A Our Belief 3
B Our Mission 3
C Our School 4
D Our Students 9
E Our Teachers 9
F Evaluation on Major Concerns (ASP) 2009-2010 11
G Evaluation on Key Measures taken by various Committees. 17
H Financial Summary 22
I Performance of Students 26
Appendix 1: Principal’s Professional Development
2

A. Our Belief
We strongly believe that,
The overall aims of education for the 21st Century should be to enable every person to
attain all-round development and to be capable of life-long learning.
Our priority should be to enable students to enjoy learning, enhance their effectiveness in
communication and develop their creativity and sense of commitment.
‘Developing Information Technology in Education’ and ‘Cultivating Students’ Multiple
Intelligence’ should be the two major directions of our curriculum development that aims to
cultivate the following generic skills, including self-learning skills, creative thinking skill,
communication skill, collaboration skill and problem solving skill.
All students are unique and their potential and multiple intelligence can be fully developed
if ample opportunities are duly provided.
The development of student’s multiple intelligence helps to strengthen their confidence and
to bring out their giftedness.
B. Our Mission
We commit ourselves....
To create a loving and harmonious learning environment which helps students to,
develop self-esteem and optimism;
pursue knowledge and truths, accept multi-cultures and have a world vision;
think creatively and cope with changes;
undertake the responsibility to the family and individuals; and serve the community;
better understand Chinese history and culture; be concerned with the development of our
country.
We strive....
For creating a professional environment to,
• encourage professional collaboration and cultivate the culture of quality assurance;
• make good use of educational researches to enhance teaching and learning, and also
to promote teachers' professional development;
3

• facilitate an innovative curriculum development in response to the needs of students
and social changes.
For developing an effective partnership network among the school, students' families and
the community towards the accomplishment of the vision of 'all-round development for
students'.
C. Our School
1. Introduction of the school
Po Leung Kuk Laws Foundation College was founded in 2004. It is a Direct subsidy
co-educational Anglo-Chinese secondary School managed by Po Leung Kuk.
Core curriculum
Our school curriculum, structured to maintain both breath and balance, is designed
to cater for students’ different needs, abilities and interests. The 8 key Learning Areas
advocated by the Curriculum Development Council will form the backbone of school
curriculum. A strong emphasis on ‘language has a central role in learning’ and ‘a
coherent, progressive and diversified career oriented curriculum for senior secondary
students’ serves to ensure a smooth transition from primary to secondary and to prepare
students for lifelong learning and for career development.
The core of our Junior Secondary Curriculum consists of fifthteen subjects, i.e.
Chinese Language, English, Mathematics, Integrated Science, Biotechnology, Integrated
Humanities, Chinese History, Computer and Information Technology, Home Economics,
Music, Visual Arts, Physical Education and Life Education.
The core of our Secondary 4 consists of 4 subjects, i.e. Chinese Language, English,
Mathematics and Liberal Studies. Moreover, our school offers Mathematics Module 1
and 2, Physics, Chemistry, Biology, Combined Science, BAFS, Economics, Chinese
Literature, Geography and Chinese History as electives.
Language permeates the whole curriculum both as the vehicle for learning and as an
object of study in its own right. English is the teaching medium for our formal curriculum
except Chinese Language, Chinese History; while Putonghua is the teaching medium of
the said two subjects.
4

House system and Student Council
The school is divided into four Houses: Blue, Green, Red and Yellow, for the purpose of
sport and other competitions. Each new student admitted to the school is allocated to one
House. He/she remains a member of that House for the rest of his/her school life.
Aims:
1. To provide opportunities to students in different activities.
2. To promote a positive attitude, fair play and sportsmanship towards different
competitions.
3. To build up team spirit towards their houses.
4. To build up a positive and trusting relationship between teachers and students.
5. To provide a support system that promote continuity and personal relationship.
Student Council, founded since 2007, was formed to grant students authorities,
obligations and rights to help build and manage our school. We believe that students, as
one of the owners of this school, should be given autonomy and responsibility to voice
out, participate and manage. We believe that a better school, a sense of belonging and a
spirit of democracy should be built and exercised under substantial enthusiasm and
cooperation among all individuals, especially teachers and students.
Facilities
The school is a millennium school campus of about 7,000 square metres. With the
school-wide optical fibre network, wireless network and 532 UTP network points, all
classrooms, science laboratories and special rooms are connected to the Internet and
equipped with personal computers, projectors, visualizers, DVD players, TV box to
facilitate teaching and learning with information technology.
The Biotechnology laboratories, Integrated science laboratory, Physics laboratory,
Chemistry laboratory, Biology laboratory , Geography & History room, Home
Economics Room and Induction Cookery Room for academic and cultural subjects, the
Grand Lecture Theatre and the School Library provide opportunities for students to
conduct information technology to navigate for information and create knowledge
independently and collaboratively.
The Campus TV studio situated on the 7/F can provide students an opportunity to
experience different duties, such as the operational procedures of a television company.
This can help strengthen their language skills, collaboration skills, critical thinking skills
and life-long learning skills.
5

Adjacent to the campus TV is a Lecture theatre of 83 seats. The major function of the
theatre is to hold lectures and video conferences.
The 3 computer rooms in our school contain 120 computers in total. All rooms are
equipped with Multi-media learning centre (MMLC) facilities and available for students
to use after school every day.
Class Structure
In the academic year of 2009-2010, there were 747 Secondary 1 to Secondary 6 students
in our school. Students are randomly assigned into five classes without ability grouping.
To cater for the different needs, talents of the students and maintain a small class size to
facilitate the teaching and learning, some Secondary 1 to Secondary 3 classes will be split
with mixed-abilities. This policy is applicable to the following subjects:
1) English
2) Chinese
3) Mathematics
4) Integrated Humanities
5) Home Economics
School Advisors
Panel of School Advisors - Partnerships for Growth
Strategic direction and policy environment
• Professor Allan David Walker (Chairman, Department of Educational
Administration and Policy, CUHK)
• Professor Cheung Kwok Wah (Associate Professor, Faculty of Education, HKU)
Teaching, learning and curriculum - Bilingual Education
• Professor Lee Chi Kin John (Dean of Education, Professor, CUHK)
• Professor Man Yee Fun Evelyn (Assistant Professor, Development of Curriculum
and Instruction, CUHK)
6

Teaching, learning and curriculum - Biotechnology
• Professor Yuk-lam LO (Honourary Life Chairman, Hong Kong Biotechnology
Association, President, PerkinElmer Life and Analytical Sciences)
• Professor Kwok-fai SO (Head of Department, Department of Anatomy, Faculty of
Medicine, The University of Hong Kong)
• Dr. Ken Kin-Lam YUNG (Associate Professor, Department of Biology, Hong Kong
Baptist University)
• Dr. Raymond Chuen-Chung CHANG (Research Assistant Professor, Department of
Anatomy, Faculty of Medicine, The University of Hong Kong)
Principal and teacher growth and development
Professor Ng Ho Ming (Associate Professor, Faculty of Education, HKU)
Quality assurance and accountability
Dr. Mok Mo Ching Magdelena (Principal Lecturer, Department of Education
Psychology, counseling and Learning Needs, HKIEd)
Home School Cooperation
• Professor Cheung Kwok Wah (Associate Professor, faculty of Education, HKU;
Chairman, Committee on Home-School Cooperation)
Arts Education
Arts Education – contributing to whole person development
As a ‘through-train’ secondary school, we strive to build on the excellent achievement of
our affiliated primary school, Po Leung Kuk Luk Hing To Primary School, winner of the
Outstanding School Award 2001 and the Outstanding Arts Education Award in 2000 and
2003 respectively.
The two streams of our Arts Education, Music and Visual Arts, will play an important
role for developing students’ creativity and contributing to their whole-person
development.
Our music education is not mandated for the small number of Music talents but to all our
students. We encourage all our students to gain rich and comprehensive music
experiences through participating in integrated activities of creating, performing and
7

listening; to develop music skills, construct knowledge in music, and cultivate positive
values and attitudes.
Our Visual Arts curriculum aims to broaden students’ perspectives through exploring arts
and cultures.
2. School Incorporated Management Commmittee
Our Incorporated Management Committee has been formed since June 2008. There are
altogether 12 registered School Managers, which consist of 2 Teacher Managers and 2 Parent
Managers, covenants to conduct the school in an efficient and proper manner and in
accordance with the Education Ordinance, Hong Kong Special Administrative Region.
3. Number of Active School Days - 193 Days (Secondary 1 – Secondary 6)
4. Lesson Time for the 8 Key Learning Areas
Percentage of lesson for the 8 Key Learning Areas
20%
15%
10%
5%
0%
Chinese
Language
Education
English
Language
Education
Mathematics
Education
Personal,
Social &
Humanities
Education
Science
Education
Technology
Education
Arts Education
Physical
Education
8

Percentage
D. Our Student
1. Class Organization (2009/2010)
Level: S1 S2 S3 S4 S5 S6
No. of Classes: 5 5 5 5 5 2
Total Enrolment: 110 144 189 130 132 41
2. Students’ Attendance
Students' Attendance by Grade Level 2006-07 2009-2010
100.0%
98.8%
S1 - S3
80.0%
S1 – S1-S3 S6
E. Our Teachers
1. Teachers’ Qualifications
There were 62 regular teachers (including 4 NET), 3 teaching assisants, 1 assistant graduate
master, 1 social worker, 3 laboratory technicians, 2 information technology technician, 4
secretaries, 1 accountant, and 7 full-time janitors. The teachers’ qualifications were shown
below:
Qualifications
No.(Percentage)
Doctoral Degree 2 (3%)
Master Degree 28 (45%)
Bachelor Degree 62 (100%)
English Teachers meeting Language Proficiency Requirement 11 (100%)
Putonghua Teachers meeting Language Proficiency Requirement 11 (100%)
Total number of teaching staff 62
9

2. Teachers’ Experience
Teachers' Experience
0-2 years
3-5 years
6-10 years
over 10 years
3. Principal’s Professional Development 2009/10 - 224 hours
* Please also refer to Appendix 1.
10

F. Evaluation on Major Concerns
Major Concern 1: To implement a system approach for the Goal Setting Exercise for
students.
Strategies
The Academic Board is
responsible to design and
to monitor the goal
setting exercise for senior
form students, with due
emphasis on academic
advancement.
Evaluation
Goal Setting Exercise (S4-S6)
This was a new scheme for our school to enhance students’
motivation in learning so as for successful learning. The
goal-setting exercise adopted different theoretical
perspectives about motivation to help students set mastery
goals, performance goals and social goals as these goals
could be a regulator of expectancy.
For senior forms students, they mainly set the goals related to
academic development. Each of the students received a
goal-setting booklet which was tailor-made for different
forms and then students had to set the goals at the start of the
academic year. Class teachers helped reviewed the
performance of their students. Two evaluation exercises were
done during the year.
Evaluation and comments from class teachers indicated that
most of the students set their goals considerately and
seriously. The goals can act as a motivator for students to
study hard. More importantly, the goals set by students were
appreciated and encouraged by their parents.
All S.5 students were also asked to set their goals related to
HKCEE and future career development. Taking our HKCEE
results as an evaluation reference, there were increases in
both the passing rate and credit-to-distinction rate in many
subjects in 2010 when compared to the HKCEE results in
2009.
From the learning and teaching evaluation exercise done at
the end of 1 st term and 2 nd term of the academic year of
2009-2010, whole-school data indicated that students showed
a greater motivation towards learning, when compared to the
data in 2006-2009.
From the data of the stakeholder survey, most students
commented that they did homework seriously and took the
initiatives to learn. These comments indicated that the
students had a high motivation to learn and developed
self-regulated learning.
The Pastoral Care Board
is responsible to design
and to monitor the goal
setting exercise for junior
Goal Setting Exercise (S1-S3)
A booklet of goal setting was introduced to students in this
year. We aim at developing students’ ability in different
domains including behavior, inter-personal skill and learning

form students, with due
emphasis on
strengthening students’
moral integrity and the
development of a caring
spirit and student
capacity for
self-discipline and
self-care.
attitude. It is a useful tool for class teachers to review
students’ performance. (For evaluation, please refer to the
attachment)
Evaluation on the questionnaire result (Phase
1—October)
By the questionnaires, 26 students were screened out as they
have shown a relatively low score ( 2) in at least one of the
following named aspects including sense of belonging to
school, motivation of revision and doing homework and their
time management skills. Coincidentally, most of the low
scorers were repeaters who shared a poor learning attitude
and suffered from low self esteem.
For these students, we suggested that a discipline or
counseling teacher should act as a mentor in order to
communicate with, provide preliminary counseling service
to, supervise and encourage these students who need special
care and concerns.
Besides, we would like to recommend or refer them to a new
program called Team Challenge, which is aiming at
stretching the potential and improving the shortcomings of
students.
Evaluation on the system approach (Phase 2—February)
An evaluation session was held for collecting teachers’
comments towards the goal setting approach, comments were
summarized as follows:
Class teachers from secondary one suggested that elegant
designed booklets should be made in order to motivate our
students. Moreover, the booklet should be made in a
three-year format so that student can review their previous
performance.
Class teachers also expressed that some rewards should be
supplemented and implemented to the goal setting program.
It could highly motivate students’ involvement.
Class teachers from secondary two appreciated that the
quality of students’ works was high because of the serious
reflection, the setting of specific goals and the
implementation of plan.
Class teachers from secondary three expressed that the
workload was a little bit heavy due to the relatively high
class capacity. A longer reflection period was asked for
alleviating the problem.
12

Evaluation on excellent works and good practices (Phase
3—April)
Some excellent works of goal setting programs were found.
Those excellent works included a serious and detailed
reflection, a specific and practical goal and workable
procedures which to achieve the goal. Moreover, positive
feedbacks and encouragements from teachers contribute
much to motivate our students.
We suggested that we should keep a copy of those excellent
works. Appreciation from class teachers should be given to
students as to reaffirm their determination.
Besides, some good practices set beforehand in March should
be written down onto the booklet as a reminder to enhance
the self-discipline.
Major Concern 2: To further enhance our Quality Assurance Mechanism to strengthen
teachers’ professional development.
Strategies
Lesson observation
• Departmental Q.A. on
teaching and learning
• School-wide Q.A. on
classroom management
Evaluation of examination
papers
• Making use of item
analysis to strengthen
assessment of learning
and assessment for
learning
New teachers induction
• Beginning teachers are
expected to be
accountable in their
work, whilst their
learning is supported
and facilitated by
mentors, mentees
benefit most from being
proactive themselves
and taking responsibility
for learning in the
workplace.
Teachers’ continuous
professional development
Evaluation
In order to further enhance the quality of teaching and
learning, lesson observation exercise was done in both 1 st
and 2 nd term of the academic year of 2009-2010. Each
subject department had completed at least two lesson
observation exercises in 2009-2010. In each of the
exercise, teachers observed at least two lessons from
other colleagues. The observation focus was how to
create an interactive lesson. Teachers commented that
cooperative learning, group discussion and presentation
were adopted to promote student’s active learning.
Besides, regular lesson observation was done by Heads
of department and senior members to help fresh teachers
to promote their teaching effectiveness. Comments from
most teachers indicated that lesson observation was a
good practice to promote teaching effectiveness. It was
suggested that more lesson observations could be done to
further promote the peer learning culture among teachers.
Examination policy was reinforced to assure the quality
of examination paper and to review student’s learning by
examination reports. All departments (not applicable to
departments of Chinese and English as they had another
strategy to assure the quality of examination paper) had
followed the procedures to produce examination question
analysis. To analyze student’s learning and performance
in the examination, an examination report was produced
by each marker of the examination. This examination
policy was agreed to enhance the quality of assurance in
examination papers.
13

(CPD)
• Strengthening the
recording, reporting and
self-evaluation system
of teacher attending
NSS workshop or
relevant professional
development program,
with due emphasis on
action learning and the
soft-target of 150 hours
per 3 years.
To support three new teachers, a department-based
mentoring programme was continued. Each department
had a mentor teacher to support new teacher’s school life
including teaching practice and other school logistics.
Heads of department had a key role to monitor the
teaching quality of the new teachers. It was commented
that the support was sufficient.
For teacher’s professional development, a
department-based record of teacher’s attendance in
external seminars and courses had been established.
Heads of department indicated that this record was useful
for them to plan the development of the department. The
total hours of attendance of all teachers in external
seminars and courses were at least 774 (i.e. about 13
hours per teacher) in the academic year of 2009-2010.
For the school-based staff development session on
regular Thursdays, there were totally 27 co-planning
sessions held in 2009-2010. In the co-planning sessions,
subject teachers grouped to co-plan their coming
teaching topics. Internal training sessions were also
included in the 27 co-planning sessions. The training was
department-based program so as to facilitate
departmental development. To further promote teaching
profession, all departments had completed at least one
lesson study in 2009-2010.
Major Concern 3: To nurture a positive school culture and school norm through Other
Learning Experiences and ECA.
Strategies
Valuing support for student
growth and clarifying its role
in curriculum
• Use data collected
through APASO and
stakeholder
questionnaire survey to
learn about students’
needs and to map out
the school’s major
concern related to the
support for student
growth.
Implementing key tasks and
enhancing coherence and
coordination
• Use goal-setting
exercise as a means to
strengthen students’
Evaluation
According to the development of our school and also the
data from APASO (General Self, Social Self, Values and
Responsibilities), our school has arranged some key
programmes to encourage positive school culture so as to
improve monitoring. For example, the Head Prefect
Election, Goal Setting exercise and Moral Education
Programme during the Class teacher period.
Goal Setting Exercise
Information could be found in the evaluation of Priority
task 1.
Head Prefect Election
The objectives of this activity are to create an election
atmosphere among students, develop the needed ability
among those election candidates and encourage students
pay more concerns to our school. A 4-level hierarchy
system was finally set up among prefects.
14

sense of responsibility,
commitment, care for
the community, and the
skills in leadership and
organizing.
Encouraging positive school
culture to improve
monitoring
• To develop students’
moral integrity is a
regular concern for
school.
Moral Education during class teacher period
A teaching kit was set up and Friday afternoon class
teacher session was used to conduct moral education.
Students are motivated because current issues are always
used as examples and for discussion.
Other Learning Experience and ECA
All S4 students had finished the PLK Leadership training
camp which was aimed at improving the leadership and
self-management skills. Students gave positive feedbacks
to this training camp.
In order to encourage students care for and build up a
sense of responsibility of their community, all S4
students have done at least 10 hours of social services
this year.
Reading Period/Debate Competition
In order to enhance students’ social awareness and
responsibilities according to the data in the APASO, there
are Reading Periods on everyday morning and afternoon
class periods. Teachers agreed that students’ social
awareness was enhanced.
Moreover, inter-house Chinese and English debate
competitions were also held to raise students’ sense of
the community and the school.
15

G. Evaluation on Key Measures taken by various Committees
G.1 School Administration Board
Key measures Evaluation Major
Video Conference
Since it is not restricted by the whole-school-on-site
visit, Video Conference is an alternative way to provide
more valuable opportunities for our students to broaden
their horizons, raise their social awareness and let them
exercise various skills such as presentation skills,
communication skills and collaboration skills. This
year, the Board of Social Science organized 2 video
conference programmes.
Video Conference with various schools around the
globe
26 February 2010, 7am HK Time
Focus: Poetry Sharing and Customs and Traditions
This megaconference was different in a number of
ways. One of the biggest is that each session was being
coordinated by a VJ team which included up to 10
interactive teams. The entire group (VJ's and
interactive) designed the program and did the
presentation.
Video Conference with Hathboro-Horsham School
and Governor Mifflin School, USA
09 December 2009, 9pm HK Time
Focus: Life in my school and country
This video conference was something very different for
us as it was the very first time we held video
conference with two schools at same time. Due to the
time difference, we had to start really late but it was all
a great experience and worth waiting. Students from all
three schools communicated with each other. Students
were very interested in knowing about the teenagers’
lifestyles in other countries. Furthermore, global issue
topics such as viewpoints on global warming were also
discussed.
concerns
-
Publication Committee
Student evaluation showed that they were eager to join
the video conference as their horizon could be widened
and also their language skills and communication skills
were enhanced.
School newspapers ‘Forever Young’ were published
twice last year.
School booklet ‘Dimension’ was published and
encourage students write different topics across
-

curriculums.
G.2 Academic Board
Key Measures Evaluation Major
concerns
(M)
Goal-setting exercise
(senior forms S.4-7)
This was a new scheme for our school to enhance students’
motivation in learning so as for successful learning. The
goal-setting exercise adopted different theoretical
perspectives about motivation to help students set mastery
goals, performance goals and social goals as these goals
could be a regulator of expectancy.
For senior forms students, they mainly set the goals related
to academic development. Each of the students received a
goal-setting booklet which was tailor-made for different
forms and then students had to set the goals at the start of the
academic year. Class teachers helped reviewed the
performance of their students. Two evaluation exercises were
done during the year.
Evaluation and comments from class teachers indicated that
most of the students set their goals considerately and
seriously. The goals can act as a motivator for students to
study hard. More importantly, the goals set by students were
appreciated and encouraged by their parents.
All S.5 students were also asked to set their goals related to
HKCEE and future career development. Taking our HKCEE
results as an evaluation reference, there were increases in
both the passing rate and credit-to-distinction rate in many
subjects in 2010 when compared to the HKCEE results in
2009.
From the learning and teaching evaluation exercise done at
the end of 1 st term and 2 nd term of the academic year of
2009-2010, whole-school data indicated that students
showed a greater motivation towards learning, when
compared to the data in 2006-2009.
M1
Enhancement on quality
assurance mechanism for
teacher’s professional
development
From the data of the stakeholder survey, most students
commented that they did homework seriously and took the
initiatives to learn. These comments indicated that the
students had a high motivation to learn and developed
self-regulated learning.
In order to further enhance the quality of teaching and
learning, lesson observation exercise was done in both 1 st
and 2 nd term of the academic year of 2009-2010. Each
subject department had completed at least two lesson
M2
17

observation exercises in 2009-2010. In each of the exercise,
teachers observed at least two lessons from other colleagues.
The observation focus was how to create an interactive
lesson. Teachers commented that cooperative learning, group
discussion and presentation were adopted to promote
student’s active learning. Besides, regular lesson observation
was done by Heads of department and senior members to
help fresh teachers to promote their teaching effectiveness.
Comments from most teachers indicated that lesson
observation was a good practice to promote teaching
effectiveness. It was suggested that more lesson observations
could be done to further promote the peer learning culture
among teachers.
To support three new teachers, a department-based
mentoring programme was continued. Each department had
a mentor teacher to support new teacher’s school life
including teaching practice and other school logistics. Heads
of department had a key role to monitor the teaching quality
of the new teachers. It was commented that the support was
sufficient.
Examination policy was reinforced to assure the quality of
examination paper and to review student’s learning by
examination reports. All departments (not applicable to
departments of Chinese and English as they had another
strategy to assure the quality of examination paper) had
followed the procedures to produce examination question
analysis. To analyze student’s learning and performance in
the examination, an examination report was produced by
each marker of the examination. This examination policy
was agreed to enhance the quality of assurance in
examination papers.
For teacher’s professional development, a department-based
record of teacher’s attendance in external seminars and
courses had been established. Heads of department indicated
that this record was useful for them to plan the development
of the department. The total hours of attendance of all
teachers in external seminars and courses were at least 774
(i.e. about 13 hours per teacher) in the academic year of
2009-2010. For the school-based staff development session
on regular Thursdays, there were totally 27 co-planning
sessions held in 2009-2010. In the co-planning sessions,
subject teachers grouped to co-plan their coming teaching
topics. Internal training sessions were also included in the 27
co-planning sessions. The training was department-based
program so as to facilitate departmental development. To
further promote teaching profession, all departments had
completed at least one lesson study in 2009-2010.
18

G.3 Pastoral Board (Discipline Committee, Guidance and Counseling
Committee)
Key Measures
Head Prefect
Election
Outward Bound
Leadership
Training Camp
Discipline
Workshop on
anti-drugs
(Teacher)
Workshop on
anti-drugs
(Parents)
PLK Training
Camp
Moral Education
during class teacher
period
Goal Setting
Program
PLK Prefect
Training Camp
P.A.T.H.
Life Education
Lesson
Community
Participation
Evaluation
The objectives of this activity are to create an election
atmosphere among students, develop the needed ability
among those election candidates and encourage students pay
more concerns to our school. A 4-level hierarchy system was
finally set up among prefects.
12 students were selected to join the 5-day-4-night wild
camping activity organized by Outward Bound Hong Kong.
Besides the fun and joy, students have a better
self-understanding such as strengths and weaknesses
through different activities.
A talk conducted by TWGH CROSS Centre focusing on
how to screen out those drugs taker. Teachers had a better
understanding about habits and behavior of drugs taker.
A talk named “ 預 防 青 少 年 吸 食 危 害 精 神 毒 品 ── 從 家 庭
做 起 ”was organized for parents as a preventive measures.
A relatively low participation rate should be concerned.
S4 students are invited to join the camp. Students’ awareness
to behave properly and sense of belonging was raised, also
students became more self-disciplined.
A teaching kit was set up and Friday afternoon class teacher
session was used to conduct moral education. Students are
motivated because current issues are always used as
examples and for discussion.
A booklet of goal setting was introduced to students in this
year. We aim at developing students ability in different
domains including behavior, inter-personal and learning
attitude. It is a useful tool for class teacher to review
students’ performance. (For evaluation, please refer to the
attachment)
The training camp provides a chance for student to get
together, to build up their leadership through different
sub-unit based games.
A program which aims at improving student self esteem and
inter-personal skills. Students enjoyed the program and
parents are invited to join the program from time to time.
With adaptation of the S1 PATHS curriculum designed by
CUHK, S1 students participated in the full implementation
of PATHS Project. Learning focus for S2 are resilience and
pro-social norms, while sex education and problem solving
skills are the learning focus for S3 students.
Students are encouraged to take part in different community
service such as flag selling, visiting elderly centers and
charity walk.
Major
concerns
(M)
M2
M3
M1
M3
M3
M3
M1/M3
M3
M3
M3
M3
19

G5. General Administration Board (General Administration/Extracurricular
Activities Committee / House)
Key Measures Evaluation Major
In order to enhance students’ learning
experience and achieve OLE, we
have organized some courses
(fundamental and advance) for S.4
students.
- Health & Fitness
- Computer & Composition
Techniques I, II
- Vocal Technique I, II
- Food packaging
- Drawing Fundamental
- Exposure to French cuisine
- Painting (Acrylic/oil)
- Ceramics
- Badminton
- Handball
- Outdoors Cooking
- Outdoors Survival
Intensive Training programs for
sports team members
- Girls’ and Boys’ Basketball Team
- Swimming Team
- Athletics’ Team
- Table-tennis Team
- Football Team
- Girls’ and Boys’ Badminton
Teams
- Sports Climbing Team
- Cross-country Team
Sports Program for all students
- Badminton class
- Dancing class (Jazz)
- Sports Climbing
- Field Hockey
Clubs and societies have been
organized by different subject
departments
- Neuroscience Club
- Biological Science Club
- French Club
- Home Economics Club
- Chinese Debating Team
- School Choir
- Young Artist Team
- Scouts
- Min-Business Club
- Orchestra
- Brass Band
An OLE plan has been formulated to each
NSS student. Students can choose their
courses. Assessments was given to students at
the last lesson. Students have the opportunity
to participate in different courses and broaden
their learning experience.
We have provided intensive training programs
for potential students. The girls’ C Grade
came Forth, Girs’ B grade and Boys’s B
Grade came Third in the inter-school
Swimming Championships. |Girls’ and boys’
basketball teams came fifth in the inter-school
basketball championship. Students have built
up their team spirit and loyalty to the team.
Besides intensive training program for
potential students, we have provided different
sports programs for students. Students have
the chance to participate and learn a new sport
skill.
Teachers have provided different clubs and
societies for students. Students have the
opportunities to choose and join the clubs.
Students can learn through different activities
and able to develop their critical thinking and
leadership skills.
concerns(M)
M1
M3
M1
M1
20

G.6 General Administration Board (Home-school Partnership Committee)
Key Measures Evaluation Major
concerns
Trading Operation Committee
During 2009-2010, 17 meetings had
been drawn in order to handle the
business of some general matters.
The 4 th Incorporated Management
Committee Parent Manager Election
The parent manager and acting parent
manager have been elected on 19 th
March 2010.
Parent Volunteer Team
With thanks to the parent volunteer
team members in helping the school’s
activities, certificate of awards was
presented in the Prize Giving Day on
8 th July 2010 in order to thanks for their
support.
PTA annual outing
PTA committee had organized an
outing to the HK Geo Park in Sai Kung
to PTA members on 4 th July 2010.
Parents Activities
In order to provide opportunities to
parents for gatherings, strengthen the
relationship between child-parent and
home-school, the PTA committee had
organized 6 activities / workshops
during 2009-2010.
Several school matters (e.g. supply of
school shuttle bus service, choice of school
uniform supplier and supplementary reader
etc.) have been approved by the parent
representatives successfully through the
meetings. Feedbacks have also received
from them and improvements can be made
through the meetings.
Election had been taken place on 18-19
March 2010. Ms Lee Lai Chun and Mr
Wong Fat Hing had been elected as the
parent manager and acting parent manager
respectively.
About 31 parents had joined the parent
volunteer team. Some board display works
and books wrapping for the school library
have been done by these parents. A team of
helpers has been formed by the parents at
the joint-school concert, sports day,
swimming gala, school picnic and games
day in order to assist different duties.
In order to strengthen the relationship
between and within families, the annual
outing to the New Territories had been
arranged, 103 participants included
children, parents & teachers had taken part
in.
Tea time with S4 & S5 parents (6 March
2010), Gift making for Mother’s Day (5-6
May 2010) etc.
(M)
-
-
-
-
-
21

H. Financial Summary
1. Government funds and School Funds
Government Funds and School Funds Income($) Expenditure($)
I. Government Funds
-1 DSS subsidy 27,656,283.25 29,179,368.02
-2
Other Grants
(including Capacity
Enhancement Grant,
Special Non-recurrent
Grant etc.)
753,360.00 863,338.75
-3 Others 125,510.35 -
Total from Government
Funds
28,535,153.60 30,042,706.77
II. School Funds
-1 School fee 12,002,355.00 1,389,882.01
-2 Tuckshop rental
165,000.00 -
received
-3 Others (including hire
978,956.45 470,252.90
of school premises,
course fee etc.)
Total from School
Funds
13,146,311.45 1,860,134.91
2. Donations 2009-10
Name of donor
捐 贈 者 / 機 構 名 稱
保 良 局 李 兆 忠 教 育
基 金
家 長
家 長 及 保 良 局
Description and value
of donation
所 捐 贈 款 項 / 物 品
的 說 明 及 其 價 值
Library improvements ($24800)
Purpose of donation
捐 贈 的 用 途
Library improvements
保 良 局 慈 善 便 服 日 籌 款 ($12218) 保 良 局
Donation for library books Library books for the
($20925)
school
劉 陳 小 寶 女 士
Library improvements
($3,473.42 )
Library improvements
22

3. School-based After-school Learning and Support Programmes
A. Programme Report
Name of activity
Mathematics
remedial classes
Average no. of
grant
beneficiaries
served
B. Project Effectiveness
Average
attendance
rate
Period
15 100% 9/09 –
5/10
Actual expenses
($)
Method of
evaluation
$5,200 Interview the
teacher/teaching
assistant
in-charge.
To the benefitted students, achievements of the activities conducted are rated as follows:
put a "" against the
most appropriate box.
Improved
No
Change
Declining Not
Applicable
Learning Effectiveness
a) Students' motivation
for learning
Significant Moderate Slight
b) Students' study skills
c) Students' academic
achievement
d) Students' learning
experience outside
classroom
e) Your overall view on
students' learning
effectiveness
Personal and Social Development
f) Students' self-esteem
g) Students'
self-management skills
h) Students' social skills
i) Students' interpersonal
skills
j) Students'
cooperativeness with
others
k) Students' attitudes
toward schooling
l) Students' outlook on
life
m) Your overall view on
students' personal and
social development
Community Involvement
23

n) Students' participation
in extracurricular and
voluntary activities
o) Students' sense of
belonging
p) Students'
understanding on the
community
q) Your overall view on
students' community
involvements
C. Comments on the project conducted
Problems/difficulties encountered when implementing the project
(You may tick more than one box)
unable to identify the target students (i.e., students receiving CSSA, SFAS full grant);
difficult to decide on the 10% discretionary quota;
target students unwilling to join the programmes;
the quality of service provided by partner/service provider not satisfactory;
tutors inexperienced and student management skills unsatisfactory;
the amount of administrative work leads to apparent increase on teachers’ workload;
complicated to fulfill the requirements for handling funds disbursed by EDB;
the reporting requirements too complicated and time-consuming;
Others (Please specify):
24

4. Capacity Enhancement Grant
Evaluation on the use of Capacity Enhancement Grant
Major Areas of Implementation Plan and Evaluation
Concern
To help develop the To employ 1 full-time library assistant for 12
library.
months.
Expenditure
$390233.75
To help extend the
opening hours of the
library so more
students can make use
of the library to study
and learn.
The library opening hours was extended.
Students, especially the S5 students could use it as
the self-learning centre after school for a longer
period of time.
Teachers could use it for the small group tutorial
after school until 7 or 8 pm.
There are at least 20 students, especially Senior
Form students stayed in the library to study.
To enable Chinese and
English teachers to
more focus on the
teaching and learning
of their subjects and
more time to prepare
for the new senior
curriculum.
To employ 1 full-time Chinese teaching assistant
for 12 months.
To employ 1 full-time English teaching assistant
for 12 months.
The non-teaching workload, for example, scanning
documents, photocopying, preparing/ purchasing
materials for activities, data input of both teaching
workload of Chinese and English teachers could
be relieved. Teachers could have more time to
concentrate on the design of learning materials and
organizing learning activities related to language.
The heads of departments of Chinese and English
were satisfies with the performance of their
Teaching Assistants according to the appraisal
report.
25

I. Performance of Students
1. Hong Kong Attainment Test (S1A)
2010 Pre-S1A Test Results
60.00
55.00
50.00
45.00
Chinese English Math.
2. Hong Kong Certificate of Education Examination
26

3. Scholarships
The Academic Scholarship and the Fee Remission are granted through the deduction of the
Tuition Fee, the total amount that any of our students can get should not exceed the total
Tuition Fee for that year.
S1 -S3 Academic Scholarships
Rank in the level
Scholarship
1 - 3 100%
4 - 6 50%
7 - 10 25%
11 - 25 20%
S4 and S5 Science Academic Scholarships
Rank in the level
Scholarship
1 - 3 100%
4 - 6 50%
7 - 10 25%
11 - 15 20%
27

S4 and S5 Arts/Commerce Academic Scholarships
Rank in the level
Scholarship
1 - 3 100%
4 - 6 50%
7 - 10 25%
S1 - S2 Subject Scholarships
Subject Rank in the level Scholarship
Chinese Top 3 $1000 each
English Top 3 $1000 each
French Top 1 $1,000
Mathematics Top 3 $1000 each
Science (Integrated Science + Biotechnology) Top 3 $1000 each
Social Science (Liberal Studies + Chinese History) Top 3 $1000 each
S3 Subject Scholarships
Subject Rank in the level Scholarship
Chinese Top 3 $1000 each
English Top 3 $1000 each
French Top 1 $1,000
Mathematics Top 3 $1000 each
Science (Physics + Chemistry + Biology +
Biotechnology)
Top 3 $1000 each
Social Science (Liberal Studies + Chinese History) Top 3 $1000 each
Old Senior Secondary S5 Subject Scholarships
Subject Rank in the level Scholarship
Chinese Top 3 $1000 each
English Top 3 $1000 each
Mathematics Top 3 $1000 each
Physics Top 1 $1,000
Chemistry Top 1 $1,000
Biology Top 1 $1,000
Additional Mathematics Top 1 $1,000
Chinese History Top 1 $1,000
Economics Top 1 $1,000
Principles of Accounts Top 1 $1,000
Chinese Literature Top 1 $1,000
Putonghua Top 1 $1,000
Geography Top 1 $1,000
ICT Top 1 $1000
28

New Senior Secondary S4 and S5 Subject Scholarships
Subject Rank in the level Scholarship
Chinese Top 3 $1000 each
English Top 3 $1000 each
Mathematics Top 3 $1000 each
Liberal Studies Top 3 $1000 each
Mathematics (Module 1) Top 1 $1,000.00
Mathematics (Module 2) Top 1 $1,000.00
PHYSICS Top 1 $1,000.00
CHEMISTRY Top 1 $1,000.00
BIOLOGY Top 1 $1,000.00
COMBINED SCIENCE Top 1 $1,000.00
GEOGRAPHY Top 1 $1,000.00
CHINESE HISTORY Top 1 $1,000.00
ECONOMICS Top 1 $1,000.00
Information & Communication Technology Top 1 $1,000.00
BUSINESS, ACCOUNTING &
FINANCIAL STUDIES
Top 1 $1,000.00
CHINESE LITERATURE Top 1 $1,000.00
Subject
S6 and S7 Subject Scholarships
Rank in the level
Scholarship
Chinese Language & Culture Top 3
$1,000.00
Use Of English Top 3 $1,000.00
Economics Top 1 $1,000.00
Principles Of Accounts Top 1
$1,000.00
Chinese Literature Top 10 $1,000.00
Geography Top 1 $1,000.00
Mathematics & Statistics Top 1
$1,000.00
Physics Top 1 $1,000.00
Chemistry Top 1 $1,000.00
Biology Top 1 $1,000.00
Pure Mathematics Top 1 $1,000.00
29

Other Scholarships (Internal and External)
保 良 局 羅 氏 基 金 中 學 學 術 獎 學 金
25
Po Leung Kuk Laws Foundation College Academic Scholarships
保 良 局 中 學 獎 助 學 金 3
保 良 局 何 玉 清 兒 童 及 教 育 基 金 獎 助 學 金
4
Grants of Po Leung Kuk Ho Yuk Ching Children and Education Fund
葛 量 洪 獎 學 金
1
Grantham Maintenance Grants
尤 德 爵 士 紀 念 基 金 高 中 學 生 獎
Sir Edward Youde Memorial Fund
保 良 局 梁 照 先 生 獎 助 學 金 1
保 良 局 三 師 紀 念 獎 助 學 金 1
2
4. Student Participation in Inter-school Events
Sports
Name of Competitions Results Team(s) / Student(s)
1 st Runner up--Boys
senior 4 x 50 M Freestyle
1 District Swimming
competition (Sai Kung
District)
Yau Yuet
Cheuk Wai Yip
Chung Siu Hin
Seung Kiu Fung
1 st Runner up--Boys Poon King Hin
junior 50 Breast Stroke
1 st Runner up--Boys Yip Tsz Tung
junior 50 Breast Stroke
2 西 貢 區 柔 道 邀 請 賽 Champion—Boys junior Cheng Man Ho
(35kg)
3 第 五 屆 中 華 盃 柔 道 邀 請 賽 Champion—Boys junior Cheng Man Ho
(33kg)
4 第 五 十 二 屆 體 育 節 -- 柔 道 Champion—Boys junior Cheng Man Ho
(33kg)
5 青 少 年 柔 道 隊 際 錦 標 賽 Champion—Boys junior Cheng Man Ho
6 粵 港 盃 柔 道 邀 請 賽 Champion—Boys junior Cheng Man Ho
7 太 平 洋 游 泳 會 水 運 會 1 st Runner up—Boys Poon King Hin
Junior 50M Breast
Stroke
8 2009 香 港 校 際 柔 道 錦 標 賽 Champion—Boys junior Cheng Man Ho
(33kg)
9 PLK Swimming Gala 3 rd Runner up—Girls Ho Sze Wai
Senior 50M Butterfly
3 rd Runner up—Boys Yau Yuet
Senior 50M Freestyle
3 rd Runner up—Boys Mok Chun Ming
Senior 50M Breast Stroke
3 rd Runner up—Boys Chung Siu Hin
Senior 100M Freestyle
3 rd Runner up—Boys Lau Wang Chiu
Junior 100M Freestyle
3 rd Runner up—Girls Yip Tsz Tung
30

Junior 100M Freestyle
3 rd Runner up—Girls
Senior 50M Freestyle
3 rd Runner up—Boys
Junior 100M Freestyle
3 rd Runner up—Girls
Senior 4 x 50M F. Relay
2 nd Runner up—Boys
Senior 4 X 50M F. Relay
2 nd Runner up—Boys
Senior overall
10 南 區 分 齡 乒 乓 球 比 賽 1 st Runner up—Girls
Junior Single
11 油 尖 旺 區 分 齡 乒 乓 球 比 賽 1 st Runner up—Girls
12 Inter-School Swimming
Champions 2009-2010
Junior Single
1 st Runner up—Boys A
Grade 100m Breaststroke
1 st Runner up—Boys A
Grade 200m Breaststroke
3 rd Runner up—Boys A
Grade 100m Freestyle
3 rd Runner up—Boys A
Grade 50m Freestyle
3 rd Runner up—Girls A
Grade 100m Breaststroke
Champion—Girls A
Grade 50m Butterfly
2 nd Runner up—Girls A
Grade 50m Backstroke
3 rd Runner up—Boys A
Grade 50m Backstroke
3 rd Runner up—Boys C
Grade 100m Breaststroke
Champion—Girls C
Grade 50m Freestyle
1 st Runner up—Girls C
Grade 50m Butterfly
Champion—Boys A
Grade 4x50m F. Relay
1 st Runner up—Girls C
Grade 4x50m F. Relay
1 st Runner up—Girls A
Grade 4x50m M. Relay
Yip Tsz Tung
Lau Wang Chiu
Swimming Team
Swimming Team
Swimming Team
Wong Hiu Lam
Wong Hiu Lam
Chung Siu Hin
Seung Kiu Fung
Yau Yuet Jeremaiah
Yau Yuet Jeremaiah
Cheng Hin Yu
Ho Sze Wai
Ho Sze Wai
Chow Sing Wai
Poon Kin Hin
Yip Tsz Tung
Yip Tsz Tung
Swimming Team
Swimming Team
Swimming Team
2 nd Runner up—Boys A
Grade Overall
2 nd Runner up—Girls A
Grade Overall
3 rd Runner up—Girls C
Grade Overall
Swimming Team
Swimming Team
Swimming Team
31

13 飛 達 春 季 田 徑 錦 標 賽 冠 軍 -- 女 子 400 米 (96-98
Tsang Tammi
14 Inter-school Athletics
Championship
15 第 一 屆 獅 子 會 全 港 中 學 生
中 國 象 棋 賽
年 )
Champion—Boys A
Grade Discus
2 nd Runner up—Boys A
Grade Shot Put
Champion—Girls C
Grade 200M
Champion—Girls C
Grade 400M
2 nd Runner up—Girls C
Grade 4 x 400M Relay
冠 軍 — 高 中 組
Kan Cheuk Nam
Kan Cheuk Nam
Tsang Tammi
Tsang Tammi
Athletics Team
Cheng Yin Lung
Music
The 62 th Hong Kong Schools Music Festival
第 六 十 二 屆 香 港 校 際 音 樂 節
Class Name 組 別 獎 項
1V 陳 學 勤 鋼 琴 獨 奏 ( 四 級 ) 季 軍
2N 李 國 墇 二 胡 獨 奏 ( 中 級 組 ) 亞 軍
3M 蕭 萱 宜 小 號 獨 奏 ( 初 級 組 ) 冠 軍
3M 黃 于 晴 小 號 獨 奏 ( 初 級 組 ) 亞 軍
3N 陳 緯 祖 揚 琴 獨 奏 ( 中 級 組 ) 亞 軍
3V 李 加 裕 小 提 琴 獨 奏 ( 四 級 ) 亞 軍
Dance
Marathon 101 Education Programme - Cheering Team Competition
馬 拉 松 101 教 育 計 劃 - 啦 啦 隊 比 賽
Achievement:
Secondary Section - 1st Runner-Up
中 學 組 - 亞 軍
Brief Introduction:
32

The Street Dancers cheer for marathon athletes by creating their own slogan, dance and gymnastic
performance.
「 街 舞 團 」 成 員 自 創 口 號 、 舞 蹈 或 體 操 表 演 等 , 為 馬 拉 松 跑 手 打 氣 。
3J
Wong Ying Chi
3J
Wong Siu Miu
3J
Yau Nga
3S
Chan Hiu Tung Virginia
3S
Chan Shaw Zing
3S
Chung Hiu Tung
3S
Yeung Siu Shun
3M
Pang Tsz Yan Julia
3N
Cheung Tsz Yan
3N
Chow Chung Lin
主 辦 機 構 : 南 華 傳 媒
比 賽 : 第 12 屆 全 港 中 學 生 烹 飪 比 賽
獎 項 : 煤 氣 落 力 打 氣 啦 啦 隊 大 獎
獲 獎 學 生 : 舞 蹈 學 會
Chinese
「 中 學 生 好 書 龍 虎 榜 」 讀 後 感 寫 作 比 賽 ( 主 辦 單 位 : 香 港 教 育 專 業 人 員 協 會 及 香 港 公 共 圖 書 館 )
3S 麥 凱 鈴
讀 後 感 寫 作 比 賽 校 內 作 品 推 薦 獎 ( 初 級
組 )
6N 朱 穎 施
讀 後 感 寫 作 比 賽 校 內 作 品 推 薦 獎 ( 高 級
組 )
香 港 學 校 戲 劇 節 ( 主 辦 單 位 : 香 港 藝 術 學 院 )
4N 林 宇 山 傑 出 男 演 員 獎
星 島 辯 論 比 賽 ( 主 辦 單 位 : 星 島 新 聞 集 團 )
辯 論 隊
星 島 辯 論 比 賽
2009-2010 中 國 中 學 生 作 文 大 賽 ( 主 辦 單 位 : 香 港 中 華 文 化 促 進 中 心 )
班 別 學 生 姓 名 獎 項
33

3N 張 芷 茵 優 異 獎
3J 林 君 蔚 優 異 獎
3M 鄧 麗 彤
優 異 獎
4N 陳 凱 翹 優 異 獎
5N 張 泳 甄 優 異 獎
5N 何 曉 圻 優 異 獎
English
English Speech Festival( 香 港 學 校 音 樂 及 朗 誦 協 會 主 辦 )
3M 張 鐁 允 - 第 三 名
2S 關 基 泉 - 第 三 名
3S 張 惜 詠 - 第 三 名
香 港 青 苗 詩 人 ( 英 文 ) 獎 ( 主 辦 單 位 : 教 育 局 課 程 發 展 處 資 優 教 育 組 )
1J
談 國 珒 學 校 詩 人 獎
Mathematics
Australian Mathematics Competition ( 澳 洲 數 學 信 託 基 金 主 辦 )
3V 李 鑑 天 - 優 異 獎
2010 世 界 數 學 測 試 精 英 邀 請 賽 ( 主 辦 單 位 : 香 港 科 技 大 學 世 界 數 學 測 試 亞 洲 中 心 )
3V 李 鑑 天 - 優 異 獎
Science
「2009-10 香 港 科 學 青 苗 獎 」( 比 賽 日 期 :14/11/2009)
( 由 教 育 局 、 香 港 數 理 教 育 學 會 、 香 港 教 育 工 作 者 聯 會 、 香 港 資 助 小 學 校 長 會 、 香 港 中 文 大
學 教 育 學 院 校 友 會 與 行 政 長 官 卓 越 教 學 奬 教 師 協 會 聯 合 主 辦 )
3S 張 惜 詠 – 二 等 獎
3V 黃 翎 誥 – 三 等 獎
Geography
全 港 校 際 地 理 奧 林 匹 克 ( 主 辦 單 位 : 香 港 地 理 學 會 )
34

班 別 學 生 姓 名 獎 項
6N 鄭 慧 婷 冠 軍
6N 朱 穎 施 冠 軍
6N 鍾 瑩 瑾 冠 軍
6N 林 君 怡 冠 軍
Home Economics
主 辦 機 構 : 南 華 傳 媒
比 賽 : 第 12 屆 全 港 中 學 生 烹 飪 比 賽
獎 項 :Imagine 有 機 煮 意 季 軍
獲 獎 學 生 :6N 鄭 慧 婷 、 林 君 怡 、 鍾 瑩 瑾
Others
第 一 屆 獅 子 會 全 港 中 學 生 中 國 象 棋 賽
( 國 際 獅 子 總 會 中 國 港 澳 三 0 三 區 及 香 港 象 棋 總 會 合 辦 )
2M 鄭 彥 隆 ─ 高 中 組 冠 軍
思 賞 行 攝 影 比 賽 2010 ( 主 辦 單 位 : 智 慧 門 )
4 月 3J 陳 朗 熹 最 佳 照 片 獎 - 初 級 組 冠 軍
4 月 3N 林 昆 樂 最 佳 照 片 獎 - 初 級 組 冠 軍
35