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Sha Tin Methodist College

沙田循道衞理中學

2018-19 School Report

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Principal’s Report 2018-2019

二零一八至二零一九年度

校務報告何振傑校長

2019 年 9 月

辦學宗旨本基督精神，發展全人教育；藉宣講福音，培育豐盛生命。

校訓敬畏耶和華是智慧的開端，認識至聖者便是聰明。（箴言九章：10 節）

我們相信：

每一個學生，都是上帝所愛，並有上帝所賦予不同的恩賜。所以，我們尊重每一個學生，幫

助他們發揮潛能，各展所長。

藉著德、智、體、群、美、靈的全人教育，每一個學生都可效法耶穌基督的榜樣，就是「智

慧和身量，並上帝和人喜愛他的心，都一齊增長。」(路加福音二：52)

生命的意義，不在乎物質生活的富裕，而是生命的質素。主耶穌基督的福音是培育整全生命

的基礎：「我來了，是要叫人得生命，並且得的更豐盛。」(約翰福音十：10)

教育是以生命影響生命，正如主耶穌在教導門徒時所作的榜樣。

學校資料

簡介

沙田循道衞理中學是一所由循道衞理聯合教會主辦的政府津貼男女中學，創立於一九八三年。本

校中一至中六各有四班，合共二十四班。學生共 728 人。本學年中一學生有 83.7%來自沙田區小

學。

教師資歷

本校教師 57 名。全部人(100%)持有大學學位，26 人(45.6%)持有碩士或以上學位，55 人(96.5%)

已完成師資培訓。另有教育心理學家、學生輔導員各一名，及駐校社工三名。

教學經驗：

15 年或以上有 33 人(57.9%)

10-14 年有 14 人(24.6%)

5-9 年有 2 人(3.5%)

0-4 年有 8 人(14%)

校務發展計劃

2018-21 年度校務發展計劃以「同創共享齊探索；堅毅感恩共成長」(To Create, Share & Explore

Together; To Persevere, Be Grateful & Grow Together)為主題，重點如下：

(1) 強化自主學習能力，增強自學共學能量。

(2) 推動體驗式學習，活用知識，提升創意解難能力。

(3) 培養堅毅及感恩精神，建立學生無懼挫敗，擁抱挑戰的態度。

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學校管理

本校實行校本管理，全體老師均可參與學校的決策。校內設有「學校行政委員會」協助校長處理

日常校務，並審議通過校內推行的政策。各學科及功能小組亦定期召開會議，推進學校發展。

學校每三年制定「學校發展計劃」，並制定每學年的「周年校務計劃」。學年結束前檢視計劃實施

成效，並根據各科組提交的檢討報告撰寫「學校報告」，交法團校董會審批。

本校法團校董會成員包括教育界、建築界、商界等專業人士。法團校董會每年召開三次會議。成

員組合如下：

辦學團體成員數目 12

校本校董

獨立人士 1

校長 1

教師代表 2

家長代表 2

校友代表 2

法團校董會內常設「校本管理小組」、「人力資源統籌小組」、「採購批標小組」、「新生遴選小組」、

「校長考績小組」及「校董教師諮議會」等，以支援及監察學校的運作。

教師專業發展

本校設有教師發展組統籌教師專業發展工作，並設立啓導教師計劃協助新同事、實習老師及

代課老師適應教學工作及融入學校生活。

學年內教師發展組舉辦多次校本教師專業發展活動，包括「成長心態」、「翻轉教與學」、「體

驗活動解說技巧」、「iPad BYOD」工作坊、參加鄉土學社的「鄉土體驗」活動及恩光書院的

「龍圃」導賞及「價值教育」專題演講，及由辦學團體主辦的「定睛看耶穌」信仰分享以及

科本專業發展活動等。此外，教師發展日也設有分享環節，讓教師分享教育心得。今年的分

享包括由許文忠老師分享「境外遊遇到突發事件的處理方法」、蕭皓聲老師分享「境外遊學

習三部曲」等。

本學年繼續推行跨科觀課，參與科目包括中文、英文、通識及科學。

近年教育局推動 STEM(Science, Technology, Engineering and Mathematics)教育，本校數學科、

科學科、電腦科、設計與工藝科老師積極探索及參與有關之專業發展活動，其中俞戩駿及梁

家惠老師於本學年帶領同學前往英國出席 Bett Show，展示 STEM 學習成果。藉著觀摩及交

流，讓學生對 STEM 教育有更深切之領會。

為提高學生英語應用能力，自 2014年開始，教育局的Regional NET Coordinating Team (RNCT)

of the NET Section 在課程統籌和設計方面給予英文科老師具體的建議，以整合各級的課程

設計和教學策略，當中亦加入電子教學元素，令學生的學習更有深度和成效。

通識教育科連續第三個學年獲優質教育基金(QEF)「主題網絡計劃」(QTN) 撥款，協助三所

中學發展通識教育。通識科藉此於科內實踐「一案多教」，透過協作、專業交流提升教學質

素。

課程發展

本校高中同學均修讀中、英、數、通識教育四個核心科目及 2-3 個選修學科。高中的「其他

學習經歷」，如德育及公民教育、社會服務、體育發展、藝術發展及與工作有關的學習活動，

則繼續於正規課堂內或課外時間進行，以提供多元化的學習經歷予同學。

本學年中四有 11 個選修學科及超過 200 個科目組合，九成以上中四同學能成功入讀自己選

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修的科目組合。

初中設立 STEM 科(中一級)、經濟科(中二、三級)、中醫藥課程(中二級)、通識教育科(中三

級)及博覽學習課程(中三級)，以擴闊同學視野、加強同學高階思維與創意能力，及配合銜接

新高中課程的需要。

電腦科和設計與工藝科於中一級的課程發展上繼續緊密協作，結合電腦科技知識 (如 3-D

Printing, Coding, Arduino)，應用於設計理念與創作工程上，以促進同學綜合和解決問題的能

力，同時引入新元素，讓同學探索智能科技發展，成效不錯。

三月下旬，本校連續兩年成為英國模型火箭車比賽協辦學校，當天有大約五百名學生參與比

賽，場面十分熱鬧。

四月上旬，數學科、科學科、電腦科及設計與工藝科合辦了一連串 STEM 活動，包括：趣味

科學比賽，紙陀螺講座暨比賽，及製作降落傘講座暨比賽等，讓同學從各類活動中經歷好奇、

探索與創新的樂趣。

本學年各科積極嘗試運用資訊科技，如平板電腦、使用 Padlet、Kahoot、模擬實境(Virtual

Reality) 、「翻轉課室」及 PowerLesson，以促進自主學習及互動教學，學生反應熱烈，並為

來年中一推行 BYOD 做好準備。

本校為學生提供豐富多元的體驗式學習，讓學生從體驗中發現知識、提升能力和培養品德情

意。本學年有近三百位同學分別參與十三個境外交流團，包括歷史文化體驗、生態地質考察、

科學探究比賽和語文沉浸學習，亦有體藝交流和航空訓練，地點遍及內地各省市、東南亞以

及日韓台，以至歐美國家。其中，全級中三學生於六月下旬前往台灣、日本、貴州和柬埔寨

交流，創造美好的集體回憶和寶貴的學習經歷。在校內，全級中二學生參與十五節「體驗學

習課」，從八個課程中參與其中三項，包括學習西班牙文、花式跳繩、魚菜共生、情緒劇場、

軍鼓、環保船、機械人和機械車編程，同學在「成果展示日」共享學習成果。最後，全級中

一學生於六月參與本地社區服務體驗，分別探訪土瓜灣、荃灣和太子等地區的基層家庭，以

及體驗長者的生活。透過活動，同學有深刻的體會和反思。

為培養學生自主學習的精神，本校於今年增設「學思課」，安排在冬令時間，每周星期五下

午進行，每節四十分鐘，為學生提供自我安靜沉澱、整理所學的機會，建構一個自我調節的

空間，是學習獨立自處的課節。整個課節主要分為兩部份，先是呼吸練習，讓自己安靜下來；

然後是自主時間，學生可自行設定學習目標與計劃、評鑑個人的學習表現、學懂欣賞自己、

反思生活、妥善管理時間、訂定短期及長期方案、尋找有效解決困難的方法等。讓同學建構

屬於自己的學習環境，提升動機，培養習慣及主動性。

語文教育本校以英語作為主要授課語言。除中國語文、普通話、中國文學、中國歷史、通識教育、體

育及宗教及德育科外，其他科目均採用英語授課。早會、陸運會、水運會等均以英語宣佈。

此外，每週有英語早讀及英語日，以營造豐富英語環境。

教育局兩次校外評核報告均認為本校選取了適當有效的授課語言。

英文科在中一、二級繼續推行校本語文藝術課程。中一級透過閲讀名著 'A Christmas Carol'，

配合本校校董浸會大學英文系講師溫梁詠裳女士設計的閲讀課程，透過不同學

習活動加深對文本的理解，學生更參與由輔導組帶領的社區服務活動，親身體驗文本

的主題如何在生活中展現，同時亦配合學校推動生命教育的方向，讓學生得到全面發

展。中二級透過閲讀 'Here and Now' 啟發學生多元智能，藉著英語創藝表演（Creative

Showcase Competition)，學生展現於創意、藝術、音樂、話劇等不同的能力。

為照顧差異及提升學生英語能力，英文科在中一級設分組教學，以幫助中一學生適應新的英

語學習環境。另一方面，為提高初中級學生英語表達能力，英語外籍教師(NET)設計校本課

程，以小組互動形式教授說話技巧，為學生營造有趣的學習環境，運用英語和同學溝通。

英文科為增加英語學習環境及擴闊學生視野，提供學生參與校内、外各類型的學術活動及比

賽的機會，包括香港學校朗誦節、攤位遊戲、拼字比賽、戲劇比賽、辯論比賽、跨文化節、

演講比賽、香港電台的英語廣播、由香港中文大學及 Singapore Chinese Girls' School 舉辦的

模擬聯合國會議、英國交流團等，以加強學生學習英語的動機和興趣。

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中文科於初中設立校本《經典文學》課程，以提升同學的文學涵養和能力。另於校內籌辦語

文活動，如視讀、演講、朗誦及徵文比賽等；亦鼓勵同學參與校外活動，如前往美荷樓、深

水埗舊區文學散步、參與校際朗誦節比賽、拍住上辯論比賽、陳贊一微型小說創作比賽等，

另與高中同學觀賞話劇《戲解文言 2》、《解憂雜貨店》等，以提升學生語文能力及素養；此

外，今年與另外六間中學合辦「文學．拓印—中三聯校文學營：生活裡的文學」，培養初中

同學對中國文學的興趣。

中文科亦邀請了朱偉鴻先生到校與我校老師、初中同學分享辯論技巧，講題為《大小易辯》;

另舉辦「中六聯校說話練習」，與三間中學分別為：協恩中學、救恩書院、鄧鏡波學校作口

語溝通，增添同學實戰經驗及自信；我校老師亦參與賽馬會「觸境生情」虛擬實境語文教學

計劃的啟動禮、VR 公開課等，豐富教學點子，啟迪學子思維。

四月中旬，中國文學與中國歷史科老師帶領四十位中四及中五選修文學或中國歷史的學生，

參與「省外行—香港中學生內地交流計劃」前往北京、瀋陽作歷史、文化探索，於內地參觀

考察。通過實地探索，讓學生體會「讀萬卷書不如行萬里路」，獲益良多。

普通話方面，除於初中列為必修科目外，部份早會亦以普通話進行，並由同學擔任普通話大

使，肩負推廣普通話工作；本科亦有舉辦普通話周以提升同學的普通話水平和興趣。

生命教育今年校務發展計劃以強化學生堅毅及感恩精神，培養「成長心態」，讓學生重視努力及建立

擁抱挑戰、無懼挫敗的態度為目標。

在早會及週會中，學生及嘉賓分享在成長經驗或活動中，面對挑戰、挫敗及克服困難的經驗，

培養學生堅毅精神。

透過「成長思維」班主任課及各級延伸活動，培養學生「成長思維」。並舉辦「培養子女成

長思維」系列的家長講座，加強家長對「成長思維」的認識與配合。

舉辦全級性活動如：中一歷奇日營、中二結伴同行活動、中三遠足活動、中四成長營等，強

調友伴同行，強化學生共同面對困難與挑戰的能力，培養堅毅精神。

透過不同活動如：中一祝福禮、中六成人禮、家長日感謝親恩、家長也敬師、向職工致敬等，

培養學生知恩、感恩之情。

各級設有宗教及德育科，透過聖經的教導，培育仁愛和公義的價值觀。

舉辦不同形式的宗教活動，包括福音週、學生團契、基督徒大會、基督女少年軍、靈修小組、

福音小組、音樂敬拜隊、福音足球隊、福音籃球隊、校園電視台信仰小組等，承傳過去所建

立的基督化價值觀。

本校與沙田堂合辦中一福音營及中六畢業營，讓同學認識基督信仰。

每循環週設有早禱時間，由同學主領，為學校、香港及世界各地需要祈禱，積極培育同學關

愛鄰舍、國家及世界的胸懷。

中一全級同學參與義工服務；中四全級同學參與義工兵團的服務學習；中五同學則分成多個

小組進行專題研習，關心社會各種與生命及生活相關的議題。

本校通識教育科與宗教及德育科透過一連串教育活動，帶領學生認識香港的社會狀況，反思

及探討作為社會公民如何客觀及理性地回應時代議題，學生從中有深刻的體會。

2019中學文憑試成績與升學情況共 125 名中六學生應考第八屆(2019)香港中學文憑試，共應考 17 科。

考獲成績達 4 级或以上的比率(平均)為 58.3%。

86%中六同學成功達大學學士基本入學要求 33222 或以上。

97%中六同學成功達大學副學士基本入學要求 22222 或以上。

78%同學(97 位)獲取學士學位課程學額，其中 34 位 (35 %)同學成功獲得香港大學，香港中

文大學，香港科技大學取錄。

整體而言，本屆有 97 % 的中六同學升讀大學及大專學院進修，當中包括大學聯合招生及自

資的學士學位、副學士學位及高級文憑課程。

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四科核心科目成績

本校4級或以上比率

(日校4級或以上比率)





中國語文科 58.4% (30.7%) 85.6% (57.9%) 100% (87.3%)

英國語文科 55.2% (27.5%) 93.6% (53.8%) 100% (79.0%)

數學科 63.2% (39.7%) 84.8% (58.1%) 96.8% (81.3%)

通識教育科 44.8% (40%) 84% (71.2%) 98.4% (91.4%)

表現最佳科目的成績

科目 4 級或以上比率

(日校 4 級或以上比率%)

2 級或以上比率

(日校 2 級或以上比率%)

數學(延伸單元二) 90.9 (59.9) 100 (92.8)

化學 78.6% (53.6%) 96.4 (88.1)

中國歷史 73.3(39.6) 100(91.9)

中國文學 73.3(38.3) 100(89.6)

生物 73.3 (47.3) 95.6 (90.8)

最佳成績首五名同學

學生姓名總積點修讀學系及升讀大學

6B 簡志安 51 MBBS, HKU 香港大學醫學院

6B 陳恩望 42 Enrichment Stream in Theoretical Physics, CUHK

香港中文大學理論物理學精研

6C 譚祉允 42 Geography and Resource Management, CUHK

香港中文大學地理與資源管理學

6B 楊倩妮 38 Bachelor of Science in Physiotherapy, Poly. University

香港理工大學理學士物理治療學

6C 何兆添 32 Bachelor of Arts, CUHK

香港中文大學文學院歷史系

優質教育之持續發展本校採用 Renzulli 的資優教育理念，推行課後校本資優課程，培育在中、英、數、科學創意

發明、機械人等不同範疇具潛能的學生發揮所長，本學年共有 100 多名學員。

本校通識教育科的發展歷史悠久，扮演全港先導角色。自 2008 年至今，獲教育局邀請擔任

「專業發展學校」及「主題網絡計劃」(QTN)，支援友校推展通識教育科教學。

本校一向重視全人教育，關注學生的身心健康。近年成立「照顧特別學習需要學生小組」，

成員包括副校長、教育心理學家、社工、學生輔導員及輔導老師，以統籌有關工作，如訂定

個人成長計劃、Board Game Master、歷奇教室、舉辦合作及解難活動，並引入外間服務等，

讓有關學生能發展個人潛能，亦透過舉辦體驗活動促進學生尊重個別差異，共同締造和諧共

融的校園。

家庭與學校合作本校家長一直積極支持學校發展，有優良的家庭與學校合作傳統。

自 2001 年起家長已選派代表出任校董，參與學校管理工作。

每年舉辦分級「家校懇談會」，促進家校溝通。

家長教師會定期舉辦多元化活動，例如家長講座、同級聚會、家長課程、旅行、燒烤晚會、

敬師活動、家長義工聚餐等，並出版刊物，參與校巴和食物部管理、學校批標事務等。

家長經常參加學校活動，如陸運會、水運會、中一家長日、升中選校家長講座、閱讀日等。

本年度更舉辦家長職業分享，與同學分享不同職業的工作情況，協助同學作生涯規劃。

7

今年家教會在敬師日中分享「家長也敬師」的感受，多位家長更傾力烹調了豐富的午膳予全

校教職員享用，當天佳餚滿桌，氣氛歡暢。

學校在家長日當天派發問卷，收集家長意見，有助學校制定各項政策，與家長攜手共同培育

學生。

校友動態和與母校聯繫今年校友會於九月舉辦周年會員大會，得到不同屆別的校友積極參與支持，除了順利選出校友

校董，也藉著會員大會讓校友歡聚，探訪母校，重遊舊地，回憶當年。

適逢今年為母校三十五周年校慶，校友會投入參與校慶活動，如擔任三十五周年校慶感恩聚餐

的司儀、設計遊戲，聚餐的佈景板也是由校友負責設計和製作。校友亦於校慶表演中擔任表演

嘉賓。校友的投入參與令活動更豐富，也讓校友藉此回饋母校，表達感恩之情。

歷屆校友遍佈各行各業，各有所長，校友的學習和工作經驗值得同學借鏡。故此校友會舉辦校

友職業分享日，邀請校友分享個人追尋理想及職場經歷，鼓勵師弟妹培養正面的人生態度，並

助同學的生涯規劃。

校友會積極為校友提供借用學校場地，校友可預約回校燒烤、拍攝畢業照、結婚照等，讓校友

延續對母校的歸屬感。

校友會與時並進，善用網上社交平台聯繫校友和學校，發放校友和學校最新訊息。

境外交流與考察活動日期活動名稱帶隊老師地點

18/9 – 21/9/2018 哈爾濱歷史文化及經濟考察團許文忠哈爾濱

19/10 –

22/10/2018 4D Frame數理科學創意比賽 (國際賽) 陳昱文首爾

23/1 – 27/1/2019 UK Bett Show 俞戩駿、梁家惠倫敦

11/3 – 15/3/2019 Singapore Model United Nations 2019 馮頴彤新加坡

17/4 – 20/4/2019 北京考察及姊妹學校交流團王許翠紅、黃麗文

朱秀玲、吳瑩瑩北京

24/4 – 28/4/2019 北京、瀋陽歷史及文學學習團周紅影、齊雅然

蕭皓聲、黃浩俊北京、瀋陽

27/6 – 10/7/2019 Summer English Program Overseas 2019 陳昱文、馮頴彤巴斯 (英國)

27/6 – 1/7/2019 (中三)柬埔寨服務學習團鍾詩寶、郭黃妙嫻金邊

27/6 – 1/7/2019 (中三)日本歷史及文化體驗團劉少儀、王麗君

杜碧樺大阪、廣島

27/6 – 1/7/2019 (中三)墾丁、小琉球生態及地理考察團曾穎基、何振傑

蕭穎、林楚玲墾丁、小琉球

27/6 – 1/7/2019 (中三)貴州民族文化及自然天文探究之旅許文忠、黃穎詩

楊海文、張華生貴州

2/7 – 12/7/2019 溫哥華夏令航空體驗團劉任發溫哥華

19/7 – 26/7/2019 福音足球之旅 2019 林若思吉隆坡、怡保

8

校外比賽獲得獎項

(2018年 9月至 2019年 8月)

1. 體育

A. 香港學界體育聯會

活動名稱姓名獎項

中學校際乒乓球比賽

男甲團體

林致遠(3D)、朱子健(5B) 、黃德聖(5C)

何卓軒(6B) 優異

校際游泳比賽

女乙團體

王諾恩(2A)、李松兒(3A) 、黃凱晴(3A)

葉辛沂(3B) 、鄧珀瑤(3D)、史昕桐(4A)

余穎彤(4B)

亞軍

校際游泳比賽

男丙團體

馮景謙(1D)、許肇庭(1D) 、楊祁峰(2A)

英倬瑋(2C) 、李俊𤳉(2D) 優異

校際游泳比賽

4x50米四式接力

王諾恩(2A)、李松兒(3A) 、史昕桐(4A)

余穎彤(4B) 冠軍

校際游泳比賽

余穎彤(4B) 200米自由式 - 冠軍

史昕桐(4A) 200米自由式 - 季軍

史昕桐(4A) 100米自由式 - 冠軍

許肇庭(1D) 100米自由式 - 亞軍

余穎彤(4B) 50米自由式 - 亞軍

黃迦暘(2A) 50米自由式 - 亞軍

許肇庭(1D) 50米自由式 - 季軍

李俊𤳉(2D) 100米蛙式 - 冠軍

50米蛙式 - 亞軍

王諾恩(2A) 50米背泳 - 冠軍

100米背泳 - 亞軍

新界地區中學

校際劍擊比賽梁天晴(5C) 冠軍

B. 其他

主辦機構及活動名稱姓名獎項

康樂及文化事務署

沙田區分齡田徑比賽

譚凱友(6D) 1500米 - 冠軍

800米 - 亞軍

林淑衡(5D) 200米 - 亞軍

周雋燁(5B) 鉛球 - 亞軍

梁子禧(3A) 鉛球 - 第四名

趙樂賢(4D) 標槍 - 冠軍

康樂及文化事務署

黃大仙區分齡田徑比賽

趙樂賢(4D) 標槍 - 亞軍

許鈞程(4B) 800米 - 亞軍

周雋燁(5B) 鉛球 - 第四名

中國香港閃避球總會

全港中小學學界閃避球

新秀賽

周義鵬(1A)、夏穎進(2B) 、萬覺禧(2B)

英倬瑋(2C) 、黃兆聰(3C)、卓藝朗(4A)

李俊燁(4C)、馬晉祺(5A) 、周雋燁(5B)

蔡延旭(5B) 、蒲允祈(5B)、鍾皓信(5C)

顏顥泓(5C)、陳致伸(5D)

男子高中組 - 冠軍

9



全港學界閃避球挑戰賽

周義鵬(1A)、夏穎進(2B) 、黃兆聰(3C)

卓藝朗(4A) 、李俊燁(4C)、馬晉祺(5A)

周雋燁(5B)、蒲允祈(5B) 、蔡延旭(5B)

鍾皓信(5C) 、顏顥泓(5C)、陳致伸(5D)

男子高中組 - 冠軍

周義鵬(1A)、陳政朗(1B) 、黃迦暘(2A)

夏穎進(2B) 、萬覺禧(2B)、譚懂豪(2B)

英倬瑋(2C)、劉溢希(2D) 、林盈盈(3B)

劉允兒(3B) 、郭天穎(3B)、黃兆聰(3C)

石沅鑫(3C)、馬丹琪(3C) 、林澤謙(3D)

男子初中組 - 季軍

黃迦暘(2A)、陳姵希(2D) 、陳祈安(2D)

鍾欣庭(3B) 、林盈盈(3B)、劉思盈(3B)

呂欣恩(3B)、劉允兒(3B) 、郭天穎(3B)

石沅鑫(3C) 、馬丹琪(3C)、馬麗珊(3D)

林芷嬈(3D)

女子初中組 - 季軍



錦標賽 - 新界東

周義鵬(1A)、陳政朗(1B)、鍾可雋(1B)

黃迦暘(2A)、夏穎進(2B)、萬覺禧(2B)

譚懂豪(2B)、英倬瑋(2C) 、郭天穎(3B)

呂欣恩(3B) 、黃兆聰(3C)、林芷嬈(3D)

林澤謙(3D)

亞軍



精英賽

周義鵬(1A)、陳政朗(1B)、陳柏勳(1B)

鍾可雋(1B)、陳義文(1B)、黃栢晞(1B)

黃迦暘(2A)、夏穎進(2B)、萬覺禧(2B)

譚懂豪(2B)、英倬瑋(2C)、陳祈安(2D)

陳姵希(2D)

季軍

循道中學

循道中學閃避球邀請賽

周義鵬(1A)、陳政朗(1B)、夏穎進(2B)

萬覺禧(2B)、譚懂豪(2B)、英倬瑋(2C)

黃兆聰(3C)、林澤謙(3D)、卓藝朗(4A)

李俊燁(4C)、馬晉祺(5A)、周雋燁(5B)

蔡延旭(5B)、蒲允祈(5B)、鍾皓信(5C)

顏顥泓(5C)、陳致伸(5D)

男子組 - 亞軍

黃迦暘(2A)、陳祈安(2D)、陳姵希(2D)

郭天穎(3B)、劉思盈(3B)、劉允兒(3B)

呂欣恩(3B)、馬丹琪(3C)、石沅鑫(3C)

林芷嬈(3D)、馬麗珊(3D)、劉焯盈(4A)

文梓珊(4C)、林思喆(5B)

女子組 - 殿軍

香港足毽總會

2019香港足毽邀請賽

嚴啟航(1B)、李朗熙(3D) 雙人組 - 亞軍

朱冠賢(3A)、梅迪文(3A) 雙人組 - 季軍

嚴啟航(1B)、朱冠賢(3A)、梅迪文(3A)

李朗熙(3D) 團體 - 亞軍

香港劍擊總會

香港劍擊錦標賽梁天晴(5C) 亞軍

2. 音樂

第七十一屆香港校際音樂節

i. 團體項目

項目獎項

中級男聲合唱 — 中文歌曲冠軍

中級女聲合唱 — 外語歌曲亞軍

高級女聲合唱 — 中文歌曲亞軍

10

ii. 個人項目

項目姓名獎項

鋼琴獨奏七級麥詠正(2C) 冠軍

女聲獨唱 – 中文歌曲

(十四歲或以下) 鍾蘇廸(3D) 亞軍

高級組二胡獨奏黃曉霖(3B) 季軍

男聲獨唱 – 中文歌曲

(十六歲或以下) 曾懷玄(3A) 季軍

3. 朗誦

第七十屆香港校際朗誦節比賽

i. 中文朗誦

項目姓名獎項

散文獨誦

林穎彤(1D) 亞軍

陳紀螢(1B)、陳莊穎(1D)

符哲(4C) 優良

曾茜(1D) 良好

詩詞朗誦

劉允兒(3B) 冠軍

李松兒(3A) 亞軍

梁珈芪(1C)、余家穎(3B)、馬丹琪(3C)

李曉恩(3C) 優良

陳慧君(1C)、李芷朗(2C)、唐穎心(2D) 良好

詩詞朗誦梁嘉慧(1C) 優良

梁曉楠(1B) 良好

ii. 英文朗誦

項目姓名獎項

散文獨誦何卓軒(6B) 第一名

楊倩妮(6B)、嚴若霖(6B) 第三名

女子英詩獨誦

鄭皓冰(3A) 第一名

梁珈芪(1C)、鄭愷瀅(1D)、林穎彤(1D)

蔡文穎(2B) 第二名

陳樂賢(1B)、李倚娸(1C)、梁嘉慧(1C)

吳睿喬(1C)、王儷縈(1C)、陳莊穎(1D)

劉昕彤(2A)、羅彥怡(2A)、王諾恩(2A)

周紫萱(3A)、吳倩盈(3C)、林淑衡(5D)

優異

趙海晴(1B)、黃卓瑤(1B)、葉莉嵐(1B)

徐子欣(2A)、李松兒(3A) 良好

男子英詩獨誦

馮景謙(1D) 第三名

雷卓南(1B)、馮嘉浚(1C)、關約瑟(1C)

杜霆東(1C)、區嘉朗(1D)、何英豪(1D)

石天行(1D)、黃柏熹(1D)

優異

陳紀言(1C)、何卓衡(4C) 良好

11


男子英詩集誦

陳俊諺(1A)、陳梓朗(1A)、陳昱均(1A)

鄧世寧(1A)、謝止善(1A)、黃諾謙(1A)

陳政朗(1B)、鍾可雋(1B)、高卓男(1B)

林栢銘(1B)、劉俊言(1B)、李文晞(1B)

陳義文(1B)、謝子揚(1B)、黃雋揚(1B)

黃栢晞(1B)、嚴啟航(1B)、陳紀言(1C)

馮嘉浚(1C)、關約瑟(1C)、黎約恆(1C)

吳君翹(1C)、蘇世亮(1C)、杜霆東(1C)

蔡秉宸(1C)、鄭陽(1D)、馮景謙(1D)

何英豪(1D)、鄺澤丞(1D)、李達鈞(1D)

李雨榮(1D)、梁崇謙(1D)、梁以樂(1D)

石天行(1D)、王浩洋(1D)、黃柏熹(1D)

第二名

混聲英詩集誦

周怡(2C)、高媛(2C)、何卓藍(2C)

何巧怡(2C)、葉汶婷(2C)、焦子豫(2C)

郭彥彤(2C)、劉子晴(2C)、李芷朗(2C)

梁巧曈(2C)、梁慧恩(2C)、吳忻婷(2C)

孫卓希(2C)、陳炫宇(2C)、鄭東陽(2C)

張上行(2C)、蔡家俊(2C)、林恩諾(2C)

麥詠正(2C)、徐嘉寶(2C)、英倬瑋(2C)

陳姿言(2D)、范松瑩(2D)、馮鈺秀(2D)

許嘉恩(2D)、洪煜淳(2D)、葉思欣(2D)

廖曉樺(2D)、陶德格(2D)、唐穎心(2D)

陳堉禧(2D)、莊樂軒(2D)、何鉻庭(2D)

何紹輝(2D)、郭浩仁(2D)、郭峻銘(2D)

劉溢希(2D)、黃正喬(2D)

良好

iii. 普通話朗誦

項目姓名獎項

散文獨誦

石沅鑫(3C) 亞軍

陶德格(2D) 季軍

林穎彤(1D)、高媛(2C)、林卓萱(4D) 優良

詩詞獨誦李松兒(3A) 優良

B. 第二十五屆漢語聖經朗誦節 - 漢語聖經協會

項目姓名獎項

初中廣東話獨誦周義鵬(1A) 冠軍

高中普通話二人對誦蕭杏芝(5B)、陳梧筠(5D) 亞軍

高中廣東話二人對誦吳卓姿(5A)、施樂怡(5B) 亞軍

初中普通話二人對誦陳莊穎(1D)、李依晨(1D) 優異

4. 領袖才能及服務


沙田區青年活動委員會

第七屆沙田區傑出青年選舉簡志安(6B) 傑出青年

教育局及消防處

多元智能躍進計劃

黃皓程(2D) 最佳學員獎

盧文薏(2B)、張展滔(2D) 最佳進步獎

12

5. 學術


教育局尤德爵士紀念基金高

中學生獎

陳智樂(6B)

黃仲亨(6B) 獎學金

香港會計師公會及香港商業

教育學會有限公司香港會計

師公會獎學金(2018/19)

梁一心(5A) 獎學金

新加坡華人女子學校

新加坡模擬聯合國會議

趙樂賢(4D) 最佳演說獎

蕭宇恒(4B)、譚焯禧(4B) 最佳進步獎

杜葉錫恩教育基金

2018第四屆全港青少年

進步獎

于皓哲(4B) 進步獎

香港四邑商工總會

黃棣珊紀念中學

聯校通識時事討論會

葉向傑(5B) 最佳發言獎

潘啓廸(5A) 最佳表現獎

香港商業教育學會及

投資者理財教育委員會

股壇達人比賽

朱子健(5B) 優異獎

香港經濟教育協會、

香港經濟日報校園經濟

語出經人經濟分析比賽 2018

劉嘉勇(5C)、黃德聖(5C)、胡焯喬(5D)

馮沛謙(5D) 優異

香港地理學會

香港地理奧林匹克

梁真碩(5C)、胡焯喬(5D)

石諾賢(5D) 優異

香港青年協會國際 4D Frame

數理科學創意比賽蕭宇恒(4B)、趙樂賢(4D) 銀獎

台灣數獨發展協會

及奧冠教育中心

香港數獨王爭霸戰

符哲(4C) 銅獎

朱子健(5B) 優異獎

香港數理教育學會

生物學素養競賽 2018/19

何奕思(6A)、列政(6A)、陶梓亨(6A)

何卓軒(6B)、簡志安(6B)、吳天行(6B) 一級榮譽

林辰聰(6A)、黃浚源(6A)、楊倩妮(6B)

呂浚業(6B) 二級榮譽

陳芷楹(6A)、林溢揚(6A)、陳智樂(6B)

李峻森(6B)、吳嘉朗(6B)、吳文熙(6B) 三級榮譽

張雅諾(6A)、羅晞嵐(6A)、李詠恩(6B) 優異

香港理工大學

高中數理比賽 - 生物科

林家澔(5B)、葉向傑(5B) 特等優異

陳愉行(5A)、鄭尚泓(5B) 優異

簡穎欣(5A)、關芍睎(5A)、周智浩(5B)

劉卓霖(5B) 良好

香港理工大學

香高中數理比賽 - 化學科

林家澔(5B) 特等優異

葉向傑(5B) 良好


香港理工大學

高中數理比賽 - 數學科蕭凱軒(5B) 良好

香港理工大學

高中數理比賽 - 物理科

謝誠謙(5B) 特等優異

葉向傑(5B) 良好

保良局及香港數理教育學會

香港青少年數學精英選拔賽

王耀坤(3C)、林致遠(3D) 二等獎

吳倩盈(3C)、許卓然(3D) 三等獎

13


奧冠教育中心

粵港澳大灣區數學競賽

(香港賽區)

劉俊言(1B)、許卓然(3D) 二等獎

鄧煒燃(2B)、余東浩(2B) 三等獎

陸倩晴(2B)、馬曉琳(2B) 優異

香港數學奧林匹克協會

2019港澳數學奧林匹克公開

賽《港澳盃》

陳梓朗(1A)、劉俊言(1B)

郭浩仁(2D)、許卓然(3D) 金獎

余東浩(2B)、簡熙朗(2C)

麥詠正(2C)、陳堉禧(2D) 銀獎

陳志豪(2D)、莊樂軒(2D) 銅獎


2019亞洲國際數學奧林匹克

公開賽晉級賽

陳梓朗(1A) 金獎

劉俊言(1B)、許卓然(3D) 銀獎


2019香港數學遊戲公開賽劉俊言(1B) 銅獎

中國數學教育研究會

「華夏杯」數學奧林匹克邀請

賽(香港賽區)

陳梓朗(1A)、劉俊言(1B) 一等獎

中國數學教育研究會

「華夏杯」數學奧林匹克邀請

賽(華南賽區)

陳梓朗(1A) 特等獎

劉俊言(1B) 三等獎

MathConcept Education

數學。思維大激鬥許卓然(3D) 銅獎

奧冠教育中心

香港國際數學競賽初賽

2019(香港賽區)

劉俊言(1B)、許卓然(3D) 金獎

陳昕希(5B)、蒲允祈(5B)、蔡昀宸(5B) 銀獎

劉俊言(1B)、許卓然(3D) 姛獎

奧冠教育中心)

粵港澳大灣區數學競賽選拔

賽 2019

許卓然(3D) 一等獎

劉俊言(1B) 二等獎

香港培正中學、

培正專業書院、數學資料庫

第十八屆培正數學邀請賽

陳梓朗(1A) 銀獎

郭浩仁(2D)、王耀坤(3C)

許卓然(3D)、戚駿傑(4A)

蒲允祈(5B)

優異獎

教育局及

香港教育工作者聯會合辦

香港中學數學創意解難比賽

劉俊言(1B)、李文晞(1B)

麥詠正(2C)、莊樂軒(2D) 銅獎

華夏奧數之星教育研究學會

2019 「華盃」數學奧林匹克

全國聯合競賽（香港賽區）

劉俊言(1B) 二等獎

香港競技評核總會

華奧盃全港數學大賽

（校內速算賽）

石天行(1D) 中一組 - 冠軍

許文熙(1A)、陳迦南(1D)

陳仟錫(1D)、鄺澤丞(1D) 中一組 - 亞軍

鄧煒燃(2B) 中二組 - 冠軍

林煦恩(2B)、張上行(2C) 中二組 - 亞軍

何蕊蕊(3D) 中三組 - 冠軍

胡朗熙(3D) 中三組 - 亞軍

吳倩盈(3C) 中三組 - 季軍

14

6. 藝術創作及表演


賽馬會仁大社區建設計劃

人生由我創短片製作活動

張諾然(4B)、梁倬維(5B)、李穎欣(6A)、程

君喬(6A)、江智恒(6B)、陳頴姿(6B) 優異入圍獎

香港城市大學

CityU EE International

Summer Camp: Taster

Programme for Seconadry

Students

謝誠謙(5B)、曾皓謙(6C) 季軍

赫墾坊劇團

創意展現紫禁城

曹丹娜(5A)、黃楸燁(5A)

潘啓廸(5A)、梁真碩(5C) 金獎

梁珈佑(4B)、梁蔚盈(4C)、曾嘉恩(4C) 銀獎

香港理工大學

I am a racing driver 區永耀(4A)、于皓哲(4B) 冠軍

15

Sha Tin Methodist College

2018-2019 ASP Annual School Plan Evaluation Report

1. Theme

To Create, Share & Explore Together; To Persevere, Be Grateful & Grow Together

2. Major Concerns

i. To strengthen students’ self and peer learning ability

ii. To facilitate experiential learning with flexible application of knowledge and creativity

iii. To cultivate the spirit of grit, thankfulness and the attitude of embracing challenges with optimism

3. Implementation Plans & evaluation

Concern 1：To strengthen students’ ability of self-learning and peer learning

Objectives Strategies & Action Plans Success criteria Evaluation with evidences

(as seen in ASP survey, SHS, APASO, ADC surveys, observation etc.)

1.1 To strengthen

students’

self-learning

ability

1. To foster students’ attitude to

first establish their goals

appropriately, then

implement them actively,

review them regularly and

improve them gradually

through the following

means:

a. Form teacher lessons,

cyclic assemblies,

morning assemblies

b. ‘Self-Regulated

Learning’ lessons on

Fridays

a. 60% of students and

teachers would agree

form teacher lessons,

cyclic assemblies and

morning assemblies

could reinforce

students’ self-learning

ability

b. 60% of teachers would

agree with the

introduction of

self-regulated lessons

c. 60% of students would

concur that

self-regulated lessons

could develop

students’ self-learning

ability, reflective and

planning skills

ASP Survey

Success criteria have been met and the feedback is better than

expected.

Teachers:

- Over 90% of teachers agreed that the form teacher lessons, cyclic

assemblies and morning assemblies could reinforce students’

self-learning ability and help students be more proactive and set

clear goals.

- Over 60% of teachers agreed the self-regulated lessons helped

students focus, set plans and evaluate their learning, as well as

enhance self-learning ability. Over 70% of teachers agreed with

the continuation of self-regulated lessons.

Students: - Over 80% of students agreed that the form teacher lessons, cyclic

assemblies and morning assemblies could reinforce their

self-learning ability and help them be more proactive and set clear

goals.

- Over 80% of students agreed the self-regulated lessons helped

16

them focus, set plans and evaluate their learning, as well as

enhance self-learning ability.

- Over 90% of students agreed with the continuation of

self-regulated lessons, and almost 60% strongly agreed with that.

- The majority of students thought they had proper time

management, could complete assignments and prepare well for

tests and examinations.

2. To enforce students’

self-learning ability, subject

panels will:

a. review the arrangements

of instruction and

assignments to elevate

students’ research skills:

internet searching

(googling)

comprehending,

summarizing and

analyzing data using

their logical

thinking

b. instruct students to form

the habit of adopting

various methods of

note-taking (e.g. graphic

organizers)

a. Each subject panel

would integrate more

components of

research skills into

their curriculum,

which should be

increased by 10%

compared with last

year’s. Also, 60% of

teachers would believe

that this could further

stretch students’

research ability.

b. 60% of students

support the idea that

note-taking methods

could facilitate their

learning

ASP Survey


expected.

Teachers:

- Over 90% of teachers integrated more components of research

skills into their teaching and assignments to foster students’

critical thinking and logical thinking.

- 90% of teachers supported students’ note-taking methods to

facilitate their learning.

Students:

- Almost 90% of students agreed that teachers’ teaching and

assignments could enhance and demonstrate students’ research,

organizational, critical and logical thinking abilities.

- Over 80% of students agreed that teachers supported their

note-taking methods to facilitate their learning.

SHS Survey

In terms of learning, students agreed that teachers encouraged

students to adopt various learning methods. That said, the school

should continue to help students set clear learning objectives and

adopt learning methods to enhance their confidence in learning and

self-learning abilities.

3. To motivate students to

prepare before lessons,

subject panels will:

a. 60% of teachers would

concur that students

ASP Survey


expected.

17

a. stimulate their learning

curiosity through setting

up expectations and

encouraging inquiries in

class

b. implement the scheme of

awards and prizes as a

measure of motivation

could mostly take the

initiative to learn

b. 60% of students would

recognize the learning

benefits of the

note-taking methods

Teachers:

- Over 90% of teachers encouraged students to do pre-lesson

preparation through questioning and initiatives.

Students:

- AAC had five regular meetings with academic prefects this year

and questionnaires showed that students agreed that the

pre-lesson tasks given by teachers could help them learn more

effectively.

APASO Survey

- The F.3 students this year showed improvement in experience,

satisfaction, effort, self-fulfillment, values and love of learning as

well as self-control compared with when they were in F.2, and

significantly improved in curiosity. That said, F.3 students this

year were weaker in self-encouragement and goal setting and

need more guidance.

4. To optimize the

arrangements of assignments

and activities to raise the

initiative of students, subject

panels will:

a. adjust the quality and

quantity of all types of

assignments in each

form:

preparation work: boost

their interest in learning

class work: solve

challenging problems

homework: consolidate

their learning foundation

b. modify the form, scale

and number of each

a. 60% of students would

be satisfied with the

arrangements of all

types of assignments

of each subject

b. 60% of students would


assessment

arrangements of each

subject

c. 60% of students would

believe that project

learning could enhance

their learning

ownership and interest

in learning.

ASP Survey


expected.

Teachers:

- Over 90% of teachers enhanced students’ self-learning abilities

through arrangements of pre-lesson tasks, in-class tasks and

homework.

- All teachers complied with the school plan of “No more than two

quizzes and one dictation” for junior forms and “No more than

two quizzes or dictations” for senior forms (except F.6).

- Over 90% of teachers tried to enhance students’ learning interest,

and ownership in the design of assignments and projects.

Students:

- Over 70% of students found the school plan of “No more than

two quizzes and one dictation” for junior forms and “No more

18

form’s assessment

junior form: no more

than two quizzes and

one dictation a day

senior form: no more

than two quizzes or

dictations a day

c. diversify the choices of

project learning and

other learning activities

to cater for individual

differences and thus

increase students’ sense

of ownership of learning.

than two quizzes or dictations” for senior forms (except F.6)

appropriate. Most classes also found the amount of quizzes and

dictations appropriate, as shown in ADC survey.

- Over 80% of students agreed that form-based activities,

competitions and projects could enhance their understanding,

interest and ownership of learning.

ADC Survey

Most classes found the amount of homework and projects appropriate

(except F.3, who found the amount of projects a bit too much).

5. To enrich teachers’

knowledge and experience

of self-learning through

a. corresponding staff

development activities

and sharing

a. 60% of teachers would

reflect that their

knowledge and

experience of

self-learning could

improve

In January 2019, SDC organized a self-learning workshop in which

colleagues could share experience with a partner school to enhance

their understanding and application of self-learning.

1.2

To strengthen

students’ peer

learning

1. To optimize teaching to

develop students’ confidence

and sense of satisfaction in

collaborative learning,

subject panels will:

a. conduct group learning at

least once in each

learning module either

intra-group or

inter-group (referring to

“Learn, Think, Achieve”

‘學思達’ teaching

model)

b. employ various teaching

a. Inter- and intra- group

learning activities

would be increased by

20% in each form

b. 60% of teachers would

feel satisfied with

students’ performance

in group learning

c. The frequency of using

multi-teaching tools

would rise by 20%

d. The frequency of

displaying students’

ASP Survey


expected.

Teachers:

- Over 90% of teachers tried group learning to enhance students’

collaborative learning and their confidence in learning.

- Over 80% of teachers tried multi-teaching tools like small

blackboards and e-learning tools like Padlets, Moodles, Forum

and Google Doc to enhance students’ collaborative learning and

learning effectiveness.

- Over 90% of teachers agreed that students could display their

learning products, including self-learning and collaborative

learning, in assemblies.

19

tools such as little

blackboards, e-learning

software/apps (e.g.

Padlets, Moodles, Forum

Google Doc) at least

once in a term to let

students learn

collaboratively

c. give students chances to

display their co-learning

products in different

platforms: morning

assemblies and cyclic

assemblies

learning products in

assemblies would rise

by 20%

Students:

- Over 80% of students agreed that group learning could enhance

their collaborative learning and confidence in learning.

- Over 80% of students agreed that multi-teaching tools like small

blackboards and e-learning tools like Padlets, Moodles, Forum

and Google Doc could enhance their collaborative learning and

learning effectiveness.

- Over 70% of students agreed that they could display their

learning products, including self-learning and collaborative

learning, in assemblies.

ADC Survey

- The majority of classes agreed that students had sufficient

opportunities to ask, discuss and express opinions.

2. To encourage students to

bring their own devices

(BYOD) for learning on a

step-by-step basis

a. each subject panel

gradually engages in

e-learning activities,

especially form one

students

a. In F.1, e-learning

activities would take

up 15-20% of lesson

time

- SDC promoted e-learning and professional sharing in previous

years. Ipads in our school have been borrowed more than 10000

times up to February 2019, showing that teachers are familiar

with their use.

- However, only over 60% of teachers agreed with the

introduction of BYOD in F.1 in the coming year. This shows that

teachers may still have worries and further help should be given

to enhance their confidence and strategies in e-learning.

20

Concern 2： To facilitate experiential learning with flexible application of knowledge and creativity

Targets Strategies Success Criteria Evaluation with evidence (as seen in ASP survey, SHS, APASO, ADC surveys, observation etc.)

2.1

To facilitate

experiential

learning with

flexible

application of

knowledge

and creativity

1. Subject panels integrate the

idea of experiential learning

into their curriculum and

hold activities to let students

learn by doing. Examples:

a. Scientific experiments

(e.g. Science,

Technology,

Engineering and

Mathematics)

b. Community exploration

(e.g. Humanities)

c. Service exploration

(e.g. RME, LS)

d. Business exploration

(e.g. BAFS,

Economics, CC)

e. Language exposure

(e.g. English, Japanese,

French/Spanish and

Putonghua)

f. Nature excursion (e.g.

Geography, Biology,

Science)

g. Aesthetic experience

(e.g. Music, VA, EC

Committee)

h. Physical Education

experience (e.g. PE, EC

Committee)

- Overall experiential

learning activities

would increase by 10%

compared with those

of last year

- 60% of students would

agree with the

functions of

experiential learning

activities

ASP Survey


expected.

Teachers:

- Over 90% of teachers agreed that experiential learning such as

experiments, field trips and overseas study tours could facilitate

students’ application of knowledge.

Students:

- Over 90% of students agreed that experiential learning such as

experiments, field trips and overseas study tours could facilitate

their application of knowledge and enhance their interest and

effectiveness in learning. 40% of students strongly agreed with

this.

SHS Survey

Students agreed that our school arranged more activities in and

beyond the classroom compared with the previous two years and

promoted different learning methods. That said, our school still needs

to help students set clear learning goals, adopt different learning

methods and read extensively to enhance students’ confidence in

learning.

21

2. To introduce a new subject,

STEM, to F.1 students to

boost their creativity and

problem solving ability

- 60% of F.1 students

would concur that the

subject, STEM, could

improve their

creativity and

problem-solving skills

ASP Survey


expected.

Students:

- Around 80% of students found the STEM subject interesting and

could enhance their creativity and problem-solving skills.

3. To formulate, synthesize and

coordinate all school

activities to strengthen the

cooperation among different

units

a. Set up Experiential

Learning Group (ExpL

Gp)

b. Introduce a one-hour


lesson in F.2 on Fridays

to enrich students’

learning experience with

diversified activities

c. Optimize the large-scale

whole-school level

activities through better

arrangements of venues

and targeted audience

d. Committees/Subjects

utilize post-exam days

for cross-border

excursions and plan

those activities in the

nature of science,

humanities or service for

junior form students who

could join them at least

once within three years

a. Overall experiential

learning activities

would increase by 10%

compared with those

of last year. 60% of

teachers would be

satisfied with the

arrangements of the

activities

b. 60% of F.2 students

would agree that


activities could

develop their creativity

and problem-solving

skills

c. 60% of teachers would

feel satisfied about the

time, venue and

targeted audience

arrangements

d. 60% of teachers would


arrangements of

cross-border

excursions. The

number of cross-border

tours would be 10%

more than those of last

year

ASP Survey


expected.

Teachers:

- Over 90% of teachers agreed that the experiential learning lessons

in F.2 on Fridays could enhance students’ creativity,

problem-solving skills and enrich their learning experience.

- Almost 90% of teachers were satisfied with the arrangements of

time, venues and target audience of large-scale whole-school level

activities.

- Almost 90% of teachers agreed with the arrangement of F.3

overseas study tours in post-exam activity days.

Students:

- 70% of students agreed that the experiential learning lessons in

F.2 on Fridays could enhance their creativity, problem-solving

skills and enrich their learning experience.

- The APASO survey conducted in December 2018 reflected that

F.2 students this year showed significant improvement in

academic studies, experience, opportunities and curiosity,

compared to when they were F.1 and last year’s F.2.

- 90% of F.3 students agreed that the overseas study tours in

post-exam activity days could broaden their horizons and enrich

their experience. Over 50% of students strongly agreed with this.

22

Concern 3: To cultivate the spirit of grit, thankfulness and the attitude of embracing challenges with optimism

Targets Strategies Success Criteria Evaluation with evidences

(as seen in ASP survey, SHS, APASO, ADC surveys, observation etc.)

3.1 To cultivate

the spirit of

grit, develop

their growth

mindset, assist

students to

treasure effort

and foster the

attitude of

embracing

challenges

1. Strengthen students' learning

confidence and grit

a. Convey the core

messages of growth

mindset and grit in

lessons

"Everyone can learn"

and "l believe you

can"

The crux of success

lies in passion and

effort rather than

talents and IQ

With meaningful

goals plus planned and

persistent practices,

abilities can be

enhanced

Not to be afraid of

setbacks, which are

unavoidable. See

mistakes as a means

to growth.

The process is more

important than the

outcomes

b. Strengthen growth mindset

and grit through the

teaching design

Encourage students to

embrace challenges

by setting appropriate

goals (slightly higher

a. 60% of teachers

agree that students'

growth mindset and

grit are improved

b. 60 % of students

agree that the design

of teaching and

assignments can

ignite learning

passion and boost

their learning

confidence

c. 60% of students

agree that teachers'

feedback is

appropriate and can

encourage students

to work persistently

ASP Survey


expected.

Teachers: - Over 90% of teachers conveyed the core messages of growth

mindset and grit in lessons and encouraged effort and improving

from learning from mistakes.

- Over 90% of teachers agreed that their design of teaching and

assignments could ignite students’ learning passion and boost their

learning confidence.

- All teachers agreed that their feedback was appropriate and could

encourage students to work persistently.

Students:

- Over 80% of students agreed that teachers conveyed the core

messages of growth mindset and grit in lessons and encouraged

effort and improving from learning from mistakes.

- 75% of students agreed that teachers’ design of teaching and

assignments could ignite their learning passion and boost their

learning confidence

- Almost 90% of students agreed that teachers’ feedback could

encourage them to work persistently.

23

than students' ability)

Design extended tasks

that ignite learning

passion

Provide suitable

support for students

with learning

difficulties, e.g.

concepts breakdown,

graded materials, etc

c. Reinforce the value of hard

work with positive and

concrete feedback.

Recognize and praise

students' efforts,

learning strategies and

actions

Provide concrete

comments on the

strengths of students'

work and highlight the

areas "not yet"

mastered by providing

opportunities and

methods for

improvements

2. Through continuous training

in activities to enforce

students’ self-discipline and

encourage companionship to

face challenges

collaboratively,

a. Encourage the

participants of Round

Estate Run, Sports

Days and Swimming

a. 60% of students

would agree that

regular PE training

could strengthen their

perseverance

b. 60% of students

would concur that the

form level activities

could enhance

companionship

ASP Survey


expected.

Teachers:

- Over 90% of teachers agreed that participating in continuous

training such as choir, competitions, school teams and

extra-curricular activities could enhance students’ perseverance.

- Over 90% of teachers agreed that whole-form activities (e.g.：F.1

Adventure Day Camp, F.2 Companionship Activities, F.3

24

Gala to set their

individual goals and

train themselves

regularly towards the

goals

b. Design whole-form

activities (e.g.：F.1

Adventure Day Camp,

F.2 Companionship

Activities, F.3 Trekking

or hiking, F.4 Growth

Camp) highlighting the

theme above

c. Regular training (e.g.

competitions, school

teams, extra-curricular

activities)

d. Organize various


activities such as

Multiple Intelligence

training camp to

nurture the spirit of grit

e. Assemblies and form

meetings to let students

share about their

challenges in the

activities they have

joined

c. The attendance of

participants in regular

training activities

would be more than

70%

d. 70 % of participants

who take part in

Multiple Intelligence

training camp and


activities would

believe the activities

could strengthen their

perseverance

e. 60% of students

would agree they

could learn how to

handle adversity

through the sharing

of their peers

Trekking or hiking, F.4 Growth Camp) could enhance

companionship.

- Over 90% of teachers agreed that participating in experiential

learning activities such as Enhanced Smart Teen Project could

enhance students’ grit.

- 90% of teachers agreed that the sharing in assemblies and form

meetings (e.g. Little Half, dodgeball team, swimming team)

could let students learn how to face fear and challenges.

Students:

- Over 80% of students agreed that participating in continuous


extra-curricular activities could enhance their perseverance. Over

70% of students participated in continuous training such as school

teams and choir.

- Over 90% of students agreed that whole-form activities (e.g.：F.1

Adventure Day Camp, F.2 Companionship Activities, F.3

Trekking or hiking, F.4 Growth Camp) could enhance

companionship.

- Students participating in Enhanced Smart Teen Project agreed

that it could enhance students’ grit.

- 70% of students agreed that the sharing in assemblies and form

meetings (e.g. Little Half, dodgeball team, swimming team)

could let them learn how to face fear and challenges.

3. To reinforce independence

and the spirit of grit through

the design and

implementation of activities

a. Leadership training focusing

on problem-solving ability

b. Emphasize the leading role of

a. 60% of students

who take part in

leadership training

would agree that it

ASP Survey


expected.

Teachers: - Over 90% of teachers agreed that “Growth Mindset” form teacher

lessons and extended activities (e.g. F.1 My Stage, Form 2

25

students in activities to

improve their sense of

ownership and commitment

c. Provide explanations of

activities to develop students’

Growth Mindset

Before activities, students

should be assisted to set

achievable targets and fulfill

them step by step

During activities, students

could review, look forward,

appreciate their learning

products and then further

adjust their targets and strive

for excellence

After activities, a debriefing

session would be offered to

let students reflect on what

they have learned

Try the “Step-by-step

Improvement Scheme” to

keep students working hard

and develop their

perseverance

could improve their

problem-solving

skills

b. 50% of activities

would be led by

students

c. 70% of activities

would be explained.

60% of students

would concur that

the explanations of

activities would

help students to

reflect on what they

have gained

d. 60% of students

would agree the

“Step-by-step

Improvement

Scheme” could push

students to pursue

their goals

Companionship, F.3 Stepping Out of the Comfort Zone, F.4 Row

and Grow and F.5 Song Dedication) could enhance students’

understanding of Growth Mindset.

- Leadership training for prefects, big brothers and sisters and

Student Union could enhance students problem-solving skills.

- Over 90% of teachers claimed that activities (e.g. class

associations, clubs, Student Union) were directed by students to

enhance their sense of ownership and participation. According to

ECAC, over 80% of club activities were initiated by students.

- Over 90% of teachers provided briefing and debriefing for

activities to help students reflect. According to ECAC, over 70%

of club advisors provided briefing and debriefing for students.

Students:

- Over 70% of students agreed that “Growth Mindset” form teacher

lessons and extended activities (e.g. F.1 My Stage, Form 2

Companionship, F.3 Stepping Out of the Comfort Zone, F.4 Row

and Grow and F.5 Song Dedication) could enhance their

understanding of Growth Mindset.

- Over 80% of students agreed that participating in continuous


extra-curricular activities could enhance their perseverance.

- 85% of students claimed that activities (e.g. class associations,

clubs, Student Union) were directed by students themselves to

enhance their sense of ownership and participation.

- Over 80% of students agreed that teachers provided briefing and

debriefing for activities to help them reflect.

- The PTA seminar in October 2018 and on Parents’ Day dated

February 2019 were both themed on ‘Growth Mindset” to

enhance parents’ understanding of it. According to the survey on

Parents’ Day, over 90% of parents said the seminar helped them

understand the importance of instilling Growth Mindset in their

children and would use it in daily life.

- Students enhanced their understanding of “Growth Mindset” this

year. Experiential activities would be held next year to deepen

students’ growth mindset in face of challenges.

26

4. To sharpen the explanatory

skills of teachers about the

concept of growth mindset

and its corresponding

activities

a. Organize ‘Growth

Mindset’ and its

explanatory skill activities

for staff development。

a. A seminar centred on

‘Growth Mindset’

would be organized

for teachers on Staff

Development Day

- The Staff Development Day in August 2018 was themed on

“Growth Mindset” and debriefing techniques. The survey

conducted afterwards showed that teachers were happy with the

training.

- Over 90% of teachers agreed that the above training could

enhance their understanding of the “Growth Mindset” and

debriefing techniques, and enhance their confidence in teaching

and handling students.

3.2

To build a

thankful

ambience to let

students count

their blessings

and have a

grateful heart

to face

difficulties

1. To promote life education to

convey the values of being

thankful and grateful

a. instill these positive

values into regular

curricula or lesson

teaching (e.g. counting

blessings from God,

loving others, caring about

the environment,

treasuring one’s own self)

b. Hold life education

activities (e.g. F.1

Benediction, Brother

and Sister Thanksgiving

Ceremony, F.4

Volunteer Team

Thanksgiving

Ceremony, F.6

Coming-of-age

ceremony and Salute to

Non-teaching Staff)

a. 70% of teachers

would agree that they

have instilled positive

values or life

education in their

teaching

b. 60% of students

would concur that

participation in

thanksgiving

activities can foster a

grateful heart

ASP Survey


expected.

Teachers:

Over 90% of teachers agreed that they had promoted life education

and instilled positive values into regular curricula or lesson teaching

(e.g. counting blessings from God, loving others, caring about the

environment, treasuring one’s own self).

- Over 90% of teachers agreed that life education activities (e.g. F.1

Benediction, Brother and Sister Thanksgiving Ceremony, F.4

Volunteer Team Thanksgiving Ceremony, F.6 Coming-of-age

ceremony and Salute to Non-teaching Staff) could help students

learn to be thankful and grateful.

Students:

- Over 70% of students agreed that life education activities (e.g. F.1

Benediction, Brother and Sister Thanksgiving Ceremony, F.4

Volunteer Team Thanksgiving Ceremony, F.6 Coming-of-age

ceremony and Salute to Non-teaching Staff) could help them

learn to be thankful and grateful.

2. To build a thankful ambience

and teach students to be

thankful

a. Build a thankful

ambience: for example,

a. 60% of teachers and

students would agree

that a thankful

ambience is being

built in the campus

ASP Survey


expected.

Teachers:

27

in form teacher periods,

students could share with

others their thankful

events and record those

events in their weekly

journals. They could also

hold thanksgiving

activities.

b. Teach students to be

thankful, for example

Service (e.g. F.1 &

F.4 voluntary work)

Caring activities

(e.g. Love and Care

Week, F.6

supporting

activities)

Thanksgiving

activities (e.g. parent

and school staff

thanksgiving

activities)

b. 60% of teachers and

students would agree

that participation in

voluntary work can

let students engage in

thankful acts

c. 60% of teachers and

students express that

they could show their

love and care to

others through caring

activities

d. 60% of students

believe that the

thanksgiving

activities can help

them to engage in

thankful acts

- Over 90% agreed that caring activities (e.g. by class associations,

subject panels or ECAs) could help students show their love and

care to others.

- Over 80% of teachers agreed that thanksgiving activities such as

thanksgiving on Parents’ Day could help students engage in

thankful acts.

- Over 90% of teachers agreed that participation in voluntary work

(e.g. F.1 English Voluntary Work, F.4 Volunteer Squad) could let

students engage in thankful acts.

- Over 70% of teachers agreed that a thankful ambience in the

campus was enhanced.

-

- Students:

- - Over 80% of students agreed that caring activities (e.g. by class

associations, subject panels or ECAs) could help them show their

love and care to others.

- Over 70% of students agreed that thanksgiving activities such as

thanksgiving on Parents’ Day could help them engage in thankful

acts.

- 90% of F.1 and F.4 students agreed that participation in voluntary

work (e.g. F.1 English Voluntary Work, F.4 Volunteer Squad)

could let them engage in thankful acts.

- Over 70% of students agreed that a thankful ambience in the

campus was enhanced.

- Students showed gratitude to their form teacher and assistant form

teacher in the last form teacher lesson this year. Some classes also

had presents or thank-you cards for subject teachers to express

their gratitude. Teachers were pleased with these acts.

Thanksgiving elements would be reinforced in form teacher

lessons and thanksgiving activities next year.

Evaluation Methods/Tools:

1. School-based Teachers’ and Students’ Questionnaires

2. APASO

3. SHS

4. Evaluation Reports of Each Subject Panel

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