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HKUGA Primary School Annual Report 2015-16

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HKUGA PRIMARY SCHOOL ANNUAL SCHOOL REPORT

2015 2016


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Table of Contents 1 Our School

1.1 The School Background... 2

1.2 The School Vision..... 2

1.3 The School Mission... 2

1.4 Core Values. 3

1.5 Our Commitments.. 3

1.6 Our Students.......... 4

1.7 Our Teachers.......... 5

2 Achievements and Reflection on Major Concerns 2.1 Major Concern 1: Establish highly effective and cohesive professional team to

actualize the concept of Learning Community for sustainable growth... 6

2.2 Major Concern 2: Nurture life-long learners through enhancing learning and teaching effectiveness.... 8

2.3 Major Concern 3 : Develop holistic education to unleash students potential with self-responsible learning 13

2.4 Major concern 4 : Establish Green School and Cultivate Green culture 15

3 Award and Professional Sharing .. 18

4 Student Performance Inter-School Activities and Awards Won. 20

5 Financial Summary.. 22

6 Feedback on Future Planning............. 24


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1. Our School

1.1 The School Background

HKUGA Primary School is a direct subsidized primary school founded by the Hong Kong University Graduates Association Education Foundation (HKUGAEF) since 2002. The HKUGAEF is a registered non-profit organization. It is funded by members of Hong Kong University Graduates Association, graduates of University of Hong Kong and other members of society, and is run by the Incorporated Management Committee. The Foundations objective is to promote the development of education in Hong Kong, and its first project is the establishment of HKUGA Primary School.

As a DSS school, new models of school management, curriculum framework, student development and staff development have been set up. The School is now in its fourteenth year, it has 24 classes from P1 to P6. There are a total of 725 students and 62 teaching staff. HKUGA College has also been set up in 2006 in Hong Kong South, to provide a through-train education for the graduates of the Primary School.

1.2 The School Vision We believe that education is one of the most important driving forces in shaping the future development of Hong Kong in the era of knowledge economy. Foundation Education is the basis from where the child will continue to flourish and develop, so the vision of the Hong Kong University Graduates Association Education Foundation is to set up a new model of quality school in Hong Kong. The essence of the School is quality-focused and life-enhancing, and the vision of the School is to become one of the leading primary schools in Hong Kong and China.

1.3 The School Mission Our School mission is to:

- Nurture lively, inquiring, discerning and creative students.

- Develop visionary, caring, innovative, professional teachers.

- Contribute to the Education Reforms in Hong Kong.

We firmly believe that the success of our School lies in achieving these guiding principles as the Four Cornerstones of the School: - Integration of Passion and Professionalism.

- Integration of the Eastern and Western Cultures.

- Integration of the School and Family.

- Integration of the School and Community.


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1.4 Core Values

In pursuit of our goals, we hold certain core values towards our stakeholders. - We value each student as an individual. - We value our teachers as professionals. - We value parents as our partners. - We value our school as a learning organization. - We value the community as our support. - We care for the environment. - We value innovation and knowledge. - We respect laws and standards.

1.5 Our Commitments To Our Students We nurture lively, inquiring, discerning and creative students so that: - They are happy and positive with self-respect and self-confidence, and that

they accept challenges in growth and development. - They are passionate about life and know how to take care of themselves, their

families, their community, their nation, and the world. - They have team spirit, show acceptance, are co-operative, and have

leadership skills. - They are healthy, with good habits and enjoy sports activities. - They have a solid language foundation in English, Putonghua, and Cantonese,

and develop good reading habits. - They love learning and exploring in order to develop an intellectual curiosity

and have a broad general knowledge. - They know how to learn, and are able to think and solve problems

independently. - They are creative, and show interests in arts, music, literature, sciences, or

sports.

To Our Teachers Our teachers are visionary, caring, professional and innovative. - They care for children and love their work. - They are sincere, can communicate effectively and enjoy working together. - They are fully qualified, coming from different cultures and backgrounds and

share the vision with the School. - The School will foster an atmosphere of respect, trust and mutual

understanding through open two-way communication, positive encouragement and the involvement of the staff in formulating the Schools policies.

- Our School will provide opportunities for learning, professional and career development.

- There are objective performance assessments and decisions with clearly articulated performance goals and expectations.

- There is recognition and rewards for excellence as individuals and as a team.


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0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

P1 P2 P3 P4 P5 P6 OverallAttendanceRate

201314 97.00% 98.30% 97.90% 97.90% 98.30% 98.30% 98.00%

AttendanceRate201415 97.60% 98.10% 97.90% 97.50% 97.90% 98.10% 97.80%

AttendanceRate201516 98.30% 97.71% 97.48% 97.92% 98.10% 98.23% 97.95%

98.30% 97.71% 97.48% 97.92% 98.10% 98.23% 97.95%

StudentAttendance

1.6 Our Students

Students Attendance

Students Withdrawal

Reason 2013-14 SY 2014-15 SY 2015-16 SY

Study in another school 3 5 10 Emigration 6 0 3

Study aboard 0 0 0

Others 1 3 0

Total 10 8 13

Class Organization

Year Level P.1 P.2 P.3 P.4 P.5 P.6 Total

No. of Classes 4 4 4 4 4 4 24 Total Enrolment (2013-14) 122 120 125 124 117 111 719 Total Enrolment (2014-15) 121 124 120 122 123 116 725 Total Enrolment (2015-16) 117 119 125 119 118 121 719


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0% 5% 10% 15% 20% 25% 30% 35% 40%

02yr

35yr

610yr

1120yr

20orabove

10%

21%

31%

27%

11%

11%

15%

24%

37%

13%

11%

6%

31%

37%

15%

YearsofTeachingExperience

201516

201415

201314

42%48% 44%

100% 100% 100%

0%10%20%30%40%50%60%70%80%90%

100%

201314 201415 201516

Masterorabove

BachelorDegree

1.7 Our Teachers

Manpower - Full Team

Category 2013-14 2014-15 2015-16 Full-time Teachers 62 62 62 Teaching Assistants 6 6 6 Administrative Staff 13 14 14 Librarian 1 1 1 Part-time Teachers 5 6 6 Module Teacher/External Tutor 8 10 13 Service Providers ELA Service Providers Social Worker Educational Psychologist Speech Therapist

19 (36 activities)

1 1 1

10 (30 activities)

1 1 1

10 (27 activities)

1 1 1

Full-time Teachers Teaching Experience (except Assistant Teacher/Teaching Assistant)

Full-time Teachers Qualifications (except Assistant Teacher/Teaching Assistant)


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2. Achievements and Reflection on Major Concerns

2.1 MajorConcern1: EstablishhighlyeffectiveandcohesiveprofessionalteamtoactualizetheconceptofLearningCommunityforsustainablegrowth

2.1.1 ToprovidecontinuousprofessionaldevelopmenttargetedatpersonalandschooldevelopmentneedstoactualizetheconceptofLearningCommunity

AchievementsI) Setupindividualdevelopmentplanwiththeneedsofschool

With reference to the target form and CPD record, about 100% of teachers have set theirdevelopment plans according to the schoolsmajor concerns, inwhich the development ofeLearningisoneoftheareasofdevelopment. About 86.7% teachers has attained the target(s). Teacherswere also encouraged tosharetheirexperiencewithteammatesinvarioussubjectsoryearlevels.

II) Todevelopactionresearch/lessonstudywithregularsharingandplanning

TheEducationResearchCommitteewithmembersofMasterTeachershasconducted9education researches. The research alignedwith the development of subjects or theschool development issue, such as elearning development. Members shared theprogressoftheirresearchandfindingsduringtheschoolyear.Sharingwereconductedinsubjectsaswellasinstaffmeetings.Detailsofactionresearch/lessonstudiesareasfollows:MrWongYuk(Chinese) MsFionaYung(English) TheeffectivenessofIndividualizedLearning

ResourcesonNurturingLessablestudentstobeindependentlearnersMsFinaTong(English) AnactionresearchontheeffectivenessofSelfassessmentonspeaking

performanceinpromotingselfdirectedlearningMrLeoSong(Math) ThelearningImpactofhighabilitystudentsunderabilitygroupinginMathMsFionaChan(Math) eLearninginMathematics(P.5&P.6)MrTiffLui(GS) MrIvanChan(GS) MrMichaelWong(GS) Mr Lam Tsz King (Student Development) The practice of positive education in primary school

A journey in promoting character education andgratitude

III) Restructurepeerobservationtoenhancelearningandsharingculture Peer observations in various subjects with foci, such as : time management,

questioningskillsorelearningwereorganizedthroughouttheschoolyear.About95%teachersinChinese,Mathematics,English,GeneralStudiesandIntegratedArtshadparticipatedin(atleastonce)peerlessonobservations.Teacherswereopenmindedandyearlevelorpaneldiscussionswereconductedinmostofthesubjects.Recordsandreflectionswerewellreceivedamongteachers.

ReflectionandSuggestionforFuturePlanning


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Withthe increasenumberorMasterTeachers,variousmodesoftrainingshouldbeprovided toequip theyoung leaders. It isexpected that theMasterTeachersmaypresentaleadingroletoenhancethedevelopmentofnewinitiatives.

The peerobservation was wellorganized inmost of the subjects. However, only68.9% of teachers agreed the peer observation might encourage sharing ofexperienceandgoodpractices.It iscrucialforthedepartmentheadsandmemberstointegratethepeerobservationintodailyroutinework,thefocusshouldbealignedwithrecentschooldevelopmentconcerns.Anopenandprofessionalsharingcultureamong different subjects should be established for the school sustainabledevelopment.

2.2 MajorConcern2 : Nurture lifelong learnersthroughenhancing learningandteachingeffectiveness

2.2.1Cater for thediversityof learningneeds, abilities and styles to support lifelong

learning.2.2.2 Promote interactive, independent and individualized learning by developing a

seamlesslearningenvironment.2.2.1 Cater forTheDiversityof LearningNeeds,Abilitiesand Styles to Support Lifelong

Learning. Achievements

I) ContinuousAdvancementofTier2andTier3oftheDifferentiationModel

ACurriculumFrameworkisdevelopedtodisplaydifferentiation strategies that ourSchooladoptsinthe3tiersDifferentiationModel:- Tier1(classroomlevelinclassactivities)- Tier2(schoollevelpulloutgroups)- Tier3(communitylevelexternalsupportforindividualdevelopment)Built on the experience earned last year, subject teams continued to developdifferentiated learningresources fordailyclassroomL&T (1stTier),andrecordedthedifferentiation strategies systematically in their subject curriculum documents.Afterschool training programs in 2nd Tier have also been evaluated. ELAC hasconducted lesson observation and student questionnaire in the first phase of ELA(OctFeb), in order to evaluate the effectiveness of the programs. ImprovementmeasuresweredesignedandimplementedinsecondphaseofELA(MarJun).With reference to the needs and abilities of students, subjectbased strategies forcatering learnersdiversity in community level (3rd tier,offsite support)havebeenreviewedandconsolidated.NetworkofexternalsupportforSENstudents(giftedandwith learningdifficulties)hasbeendeveloped inChinese,English,MathematicsandGeneralStudies.Talentedandgiftedstudentshavebeenencouragedandnominatedtoattendcoursesandactivitiesprovidedbyexternalorganizations,suchastheHong


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2.2.1 Cater forTheDiversityof LearningNeeds,Abilitiesand Styles to Support LifelongLearning.

AchievementsKongAcademyofGiftedEducation,ChineseUniversityofHongKong and theHongKong YoungWriters Award. Supports offered to studentswere clearly recorded insubjectdocumentsforongoingdevelopmentandevaluation.

II) ProfessionalTrainingSupportforTeachers

To consolidate teachersknowledgeand techniques todevelop studentshighorderthinkingability through strategic lessonplanningand teacher language (questioningand feedback), Dr. Lai Kwok Chan ()was invited to organize a teacherprofessionaldevelopmentworkshop inFebruary.73%ofparticipated teachersagreetheworkshop can enrich their understanding aboutHOT development and plan toadoptthelearnttechniquesintheirdailyL&T.Intheworkshop,teachershavebeenintroducedthePPPBModelfordesigningandstructuringteachersquestions.Itformsanimportantreferencefortheteacherteamtopromotehigherorderthinkingdevelopmentdailylearningandteaching.

2.2.2 Promoteinteractive,independentandindividualizedlearning(3Isbydevelopinga

seamlesslearningenvironment. Achievements


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2.2.2 Promoteinteractive,independentandindividualizedlearning(3Isbydevelopingaseamlesslearningenvironment.

Achievements

I) DevelopmentandSystematicalManagementofeResources

SchoolbasedeLearningstrategiesfocushavebeendevelopedindifferentkeystagesto enhance 3 Is (Independent Learning, Interactive Learning and IndividualizedLearning)indailyL&T:Primary12:eResources ineClasshavebeenorganized incategoriessystematically,

soastosupportjuniorstudentstoobtainsuitablelearningmaterialforpreparation and extended learning, they are fundamental fordevelopment of independent learners. Although the student learningplatformwilltransittoEdmodogradually insenioryear levels,teacherteamofChinese,English,MathematicsandGShavealso reorganizedtheeResourcesofP3P6ineClass,soastoeasethetransition.

Primary34:Teachers are encouraged to adapt Apps and webbased learning

resources as one ofmajor tools to enhance knowledge building andinteractive learning. Master Teachers in subjects have played animportant role on introducing eResources to support interactivelearning inclassrooms,arangeofProcessApplications likeNearpod,Quizlet,AdobevoiceandClassDojohavebeen trailedandevaluated.Positive feedbacks have been received from both teachers andstudents, learning activities aremore interactive, while students aremoreengagedinrespondinganddiscussionactivities.

Primary56:Onethird of learning units have been reviewed and supported by

Edmodo,ourschoolbasedeLearningplatform,forthedevelopmentofindependent and individualized learning. Flipped Classroom andEdmodohavebeenadoptedasthemajorpedagogyandLMS(LearningManagement System) respectively, for the promotion of independentlearning in daily L&T.Otherwebbased applications, such asQuizlet,werewidelytrailedinEnglishLanguagelearningandteaching.Plentyofmultimedia learning resources, such as audios and videos,havebeencreatedbytheteacherteamtosupportindividualizedlearning.

II) ProfessionalDevelopmentSharingandWorkshopsHaveBeenOrganizedInhousesharingabouteLearningstrategiesandtoolswereorganizedregularlyduringstaff meetings. Subject Master Teachers (members of ICTDC) shared their lessondesign and eLearningpractice in subject teaching. To support teachers to trial theshared practices in their classroom, practicalworkshops had been heldwithin twoweeksafter thesharing,participated teacherswereshowed theway tomanage the


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2.2.2 Promoteinteractive,independentandindividualizedlearning(3Isbydevelopingaseamlesslearningenvironment.

AchievementsApps,aswellasreceivedhandsonexperienceofcreatingeLearningresourcesbythelearntApps.Morethan80%ofteachersagreethesharingandworkshopscanenrichtheirunderstandingabouteLearningimplementation.Besides, to facilitate teachers to enrich their knowledge about eLearningdevelopment,teachersareencouragedtoparticipate inexternalPD,suchastrainingcourseonEDBsTrainingCalendar.Sincethestartoftheschoolyear,latestexternalPDinformationabouteLearninghavebeen researched,organizedandsent to teachersbiweekly. Teachers responds were positive and encouraging. With reference toteachersCPDRecord,90%teachersattendedatleastoneexternaleLearningrelatedworkshop/seminar as professional development on their own choices,whilemorethan half of the middle management attended two or more eLearningrelatedworkshops/seminarsduringtheschoolyear.III) ThroughtrainDevelopmentofeLearninginHKUGACandHKUGAPSTo enhance communication and linkage of eLearning development with HKUGACollege,aprofessionaldevelopmentdaywasorganized inAugust, teacher from twoschools shared their eLearning practices in Chinese Language, English Language,Mathematics, GS (Humanities) and PE education,majority of participated teachersagreesharingandobservationarebeneficialformutualunderstanding.

2.2.1 Cater forTheDiversityof LearningNeeds,AbilitiesandStyles toSupport LifelongLearning.

2.2.2 Promote interactive, independent and individualized learning by developing aseamlesslearningenvironment.

ReflectionsandSuggestionsforFuturePlanning


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(I) Sustainabilityofthe3IsInteractive, independent and individualized learning have been successfullyintroduced by the last School Development Plan, plenty of schoolbased learningresourcesand teaching strategieshavebeendesigned.Continuouseffort shouldbeputonachievingthe3IsbymeansofePlatformandeLearningtools,soastocaterforlearningpreferencesofdiversifiedlearners.Todevelopstudentsindependentlearningcapabilityandhabitcontinuously,concretepedagogy like Flipped Classroom should be adopted as amajor guideline for unitplanningandlessondesignofsubjectcurricula.ContinuityofgoodL&TpracticesandongoingdevelopmentofsuccessfuleLearningstrategies are important foundation for the School to move from good to great.Good eLearning practices, which earned from previous pilot schemes and trialprograms,shouldbefullyimplemented,documentedandpromotedinyearlevelL&Tinthefuture.In recentyears,hugeefforthasbeenputonequippingstudentswithnecessary ICTskillsand teacherswithrelevantpedagogicalknowledge to implementeLearning indaily L&T. To further support the development of independent, individualized andinteractive learning, additional effort should be put on the promotion of valueeducationandhomeschoolcooperation.(II) EfficiencyofeLearningPracticesTeachers were encouraged to trial and introduce different applications in theirteachingsinceourSchoolhadstartedeLearningdevelopment.HavingthelastSchoolDevelopmentPlancompleted,it istimeforustobecomemoreselective intheAPPsandeLearningplatformsused.Besides,streamliningthestructureandframeworkofthecurrentLMSisalsoneeded,sothatstudentsfromtheupperlevelscanexpectthesamematerialstobeavailabletothemontheLMS.Students in the same yearlevelmight be using different Apps which are servingsimilar functions, learning efficiency is therefore hindered. A list of Core Appsshouldbeformulatedinthefuture.Appswithsimilarfunctionsshouldbeeliminated,soastosavetimefromteachingdifferentAppsinlessons.Learningefficiencywillbe


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enhancedwhen studentsenjoy familiarityofApps.Besides,departmentalaccountsshouldbesetupfortheselectedCoreApps,sothatallteacherswillhaveaccesstothesesharedaccountstoreplacepersonalaccounts.(III) DevelopmentofStudentsITLiteracy

Students nowadays are digital natives; they are generally ready andmotivated tolearnnew ITskills.Tonurtureourstudentstobecapableandresponsiblecitizens inthe future, more effort should be put on value education. Life education andacademicsubjectscouldhavemorecooperationon thedevelopmentof formalandinformalcurriculaaboutIT literacy.Corevalues,suchascopyright,privacyandcyberrespect,couldbecultivatedinanevenmoreintegratedapproach.Moreover,classroomroutineforusingeResourcesandmobiledevicesshouldalsobediscussed. Relevant teacher language, rules and practices should be formulated.Videos couldbe taken toeaseboth teachersand students to learnabouthow theroutines work, in order to enhance the efficiency of and classroom discipline ofeLearningpractices.(IV) SupportsforOngoingCurriculumDevelopmentandEducationReformReading across Curriculum (RaC) and Learning across Curriculum (LaC) could befurtherpromotedindailylearningandteaching,soastofosterstudentsLearningtoLearncapabilitiestoachievelifelonglearning.Learning facilitates for reading and ICT education, such as the school library andcomputer rooms, shouldbeupgraded, inorder tomeet theneedsofour changingworldanddiversifiedlearningpreferences.To cater for the needs and interests of our students, STEM Education could bepromoted to nurture their creativity and problemsolving skills. Learningenvironment,facilitiesandequipmentshouldberevampedandenrichedtomeetthelearningneedsarisenfromsuchanintegratedandnewapproach.


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2.3 Major Concern 3 : Develop holistic education to unleash students potential withselfresponsiblelearning

2.3.1 To instill a school culture of respected behavior and manners by enhancing

studentssenseofresponsibilityforthemselves,familyandtheworld.2.3.2 Toequipstudentswithadiversesetoflifelongcompetencesandskills.

2.3.1 Toinstillaschoolcultureofrespectedbehaviorandmannersbyenhancingstudents

senseofresponsibilityforthemselves,familyandtheworld. Achievements

Thisyearwehaveadoptedanewconceptinourcampaign weputourstudentsinthedriversseatandhavethemselfstartactionsofrespectedbehaviorandmannersthroughthepolitenesscampaign. Insteadofbeingexecutorsofinstructions,studentswereremindedbysignagepostedthroughoutthecampusandencouraged to take the liberty to conducted behavior of politeness in a variety offorms. As such they took a proactive step forward in demonstrating desiredbehaviorsandmannersbeingresponsibleforthemselves,familyandtheworld.Continuous efforthasbeen spentonenhancing teachers capabilitiesof counselingand class building to support student development. A workshop on PositivePsychology/Educationwas conducted. Positive Education emphasizes on positiverelationships,amongotherthings,thatfocusesonsocialandemotionalskillsinorderto create and promote strong and nourishing relationships with self and others. 100% of the participants found the workshop useful in learning information thathelpedadoptingPositivePsychology in school. ResponsiveClassroom (RC) remainsone key approach we adopted and regular exchanges and sharing on good RCpractices happened during our YearLevel Committee meetings. An encouragingportion, over 70%, of class teachers have implemented Greeting + Sharing, GroupactivitiesorMorningMessageduringtheHomeroomperiodthroughouttheyear.ReflectionsandSuggestionsforFuturePlanningWithPositiveEducationbeingthefocusofthecomingyears,wewillneedtocarefullydesign, plan and execute campaigns that are steered towards enabling students toachievePositiveRelationshipsdemonstratingattributessuchasSocial Intelligence,FriendshipandTeamwork,PositiveResonance,Kindness,Compassion,EmpathyandForgiveness.Wewillcontinue tostrive forseamlesscollaborationwith fellowcolleagues,parentsand external parties to ensure consistency in students exposure and creating aubiquitouslearningenvironmentthatencouragesrespectedbehaviorandmanners.


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2.3.2 Toequipstudentswithadiversesetoflifelongcompetencesandskills.

Achievements

This year,we launched thewholeschool competition Selfmanagement 360 thataimedatenhancingstudentsselfmanagementskillsindifferentareas(e.g.managingpersonal belongings, tidiness, timemanagement, etc.) and broadening studentsdefinitionofselfmanagement. Inaddition, like lastyear,amoneymanagementworkshophasbeenorganizedand100% of those studentswho have been invited to offer feedback agreed that theworkshophelpedthemformgoodhabitsinmanagingtheirpocketmoney,whileallofthem had enjoyed theworkshop. Over 90% of the parents also agreed that theworkshop was successful in raising students awareness in developing a properattitudetowardsmoneymanagement.Wecontinue tostrengthenschoolbasedPSEcurriculum inP.4P.6 instillingessentialskills such as social skills (communication skills), life skills (resilience, stressmanagement)and selfmanagement skills (Timemanagement,moneymanagement,emotionalmanagement),inadditiontomoralandvalueeducation. After3yearsofimplementation and finetuning, topicswere found tobeperfectlyontarget at thevarious age groups. For instance, teachers reflected the preparatory PSE lessonsCaring Angel in P.4 greatly facilitated them to better prepare for serving others.Students were found to be more committed after exploring the purpose of thescheme. They had displayed improved selfmanagement skills to shoulderresponsibilities before meeting with their clients, the P.1 students. We alsoincorporated the feedback from class teacher that we should teach emotionalmanagementearlier. Assuchwemovedthecorrespondingcomponent fromP.5toP.4andresultsweregreat.Leadership training that aimed at enhancing students competences and skills (i.e.cooperation skill, problemsolving, and showing empathy) remained a staple item. ~90%of theparticipants agreed that their competences and skills (i.e. cooperationskill,problemsolving,andshowingempathy)hadbeenenhanced. Wewerepleasedtofindthatmoststudentsarecompetentlydemonstratingbasicskillsandattributesofbeingasuccessfulleaderandcanapplytheseskillsandattitudesthroughoutdailylife.ReflectionsandSuggestionsforFuturePlanningWith students now beingwellequippedwith basic leadership skills and attributes,theyaremostwelcometovoiceouttheirthoughtsand ideasandtakeownershiporeven decisionmaking in initiating and planning forwhat and how theywould likelifelong competencies couldbe taught. We reckon that thiswill furtheramplifytheimpactsothattheinitiativeswouldbringlonglastingimpact.


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2.4 MajorConcern4: EstablishGreenSchoolandCultivateGreenCulture

2.4.1 To establish Green School Development committee to set up Green SchoolPolicyandimplementationplan.

2.4.2 Increase Green School facilities to enhance the concept of environment

protection.2.4.3 DevelopGreenCurriculumwithsubjectintegrations.

2.4.1 ToestablishGreenSchoolDevelopmentcommitteetosetupGreenSchoolPolicy

andimplementationplan. Achievements

The Green School Policy usedwas reviewed and refined in 1415 academic year. GSDCviavariouschannelsandoccasionstoensurestudents,teachersandparentsareall aware of the Act Green dailymeasures. 91.1% of teachers agreed that theyunderstandandsupporttheGreenPolicy.

Awiderangeofschoolbasedactivitieswas launchedtoarousestudentsawarenessinenergy,foodconservation(cleanplate)andrecyclingconcept. 99%ofKS2studentsagreethattheywillpayeffortonlowcarbonlivingstyle. 75.4% of P.1P.2 students can meet the target of the Love Food More Fun

scheme. Inwhich67%ofstudentshave90%ormore inamonthcanhaveNoFoodWastage.

93.3%ofP.1studentsand97%ofP.4studentsagreethattheP.1SchoolRecyclingFacilitiesProperUsageProgrammecan facilitate them toknowmoreabout thelocationofrecyclebinsinthecampus.

Launched schoolbased activities to arouse teachers awareness in paperconservation.Thetotalamountofpaper(staffroom)usageisconsistentlydecreasedinthesethreeacademicyearsfromsince1213. In1516,therewas31.94%decreasewhencomparedwith1213academicyear.

InitiatedschoolbasedactivitiesarousedbyHongKongorWorldwideGreenNGOstopromotesustainablelivingstyle(recycling,reuse,reduceandgrowingplants). Participated intoOnePerson,OneFlowerScheme. AllP.2studentsreceiveda

seedingonNov2015inGSlessonandtheyhavetoplantandtakecareitathome. Participated into Green Sense Red Pockets Recycled and Reuse scheme, 235

familiesand12 staff took14,250pieces recycled redpockets fromGreenSenseandreused inthisLunarNewYear. 3A4paperboxesofRedPocketshavebeencollectedandsenttoGreenSensecollectionstationforreuseafterChineseNewYear.

85.1%offamiliesand57%ofstaffparticipatedinNoAirConNightbyGreenSenseholdonSept2015.


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2.4.1 ToestablishGreenSchoolDevelopmentcommitteetosetupGreenSchoolPolicyandimplementationplan.

Achievements

Participated into thePowerSmartEnergySavingContest, theSmartElectronicMeter had been installed on 30/9 and tested successfully. HKUGAPSWin theHighestPercentageSaverAward (2ndRunnerup inSchoolCategories) inPowerSmartEnergy SavingContest2015organizedby Friendsof theEarth (HK). Weachievedanoverallreductionof14%inelectricityconsumptionduringthecontestperiod,ascomparedtothesameperiodin2014.

84.5%ofteachersagreedthattheactivitiesofGSDCwerehelpfulforreinforcingaproperknowledgeandattitudetowardsgreenlivingstyle.


Agreenlivingstyleofstudentsandstaffhasbeensuccessfullyestablishedgraduallyatschool. We can keep reinforcing theirgreenhabitatby integrating thoseactivitiesintoourdailynormalpractice.

2.4.2 IncreaseGreenSchoolfacilitiestoenhancetheconceptofenvironmentprotection.

Achievements

75.6%ofnonGSteacheragreedthattheyarewillingto integratetheenvironmentalrelated topic or activities in their subject teaching like Butterflies Garden, GreenHouseandtheOrganicFarmland.Thecorridorsgreeningprojectwasunderinvestigation.Moreprofessionaladvicefromtheconstructioncompanywillbeconsideredinthenextacademicyear.


Introduction of new Green Landscape facilities can provide onsite experience forstudents and teachers in daily learning and teaching. Our schoolwill continue toexploremoregreenfacilitiesintoschoolinordertopromotegreenlivingstyle.


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2.4.3 DevelopGreenCurriculumwithsubjectintegrations.

Achievements

ExceptIntegratedArtandMusic,at least2year levelsofeachsubject integratedthegreenelement into their schoolbased curriculum. Chinese,EnglishandVisualArthaveintegratedthegreenelementinallyearlevel.AlifewifelearningtriptoTaiwanforP.4studentswaslaunchedduringEasterholidayto arouse students awareness of the environmental protection issue and theappreciationnature. 100%ofparticipatedteachers,100%ofstudentsand96.4%ofparentsagreedthatthetripcouldarousestudentsawarenessoftheenvironmentalprotectionissueandtheappreciationnature.


Green CurriculumMapping can be started in 1617 school year to encourage eachsubjecttoreview,refineand integratethe Green ideas intotheirschoolbasedcurriculum planning in each year level before the school year starts. EnhancingstudentsGreenvalueandattitudetowardasustainablegreenlivingstyle.


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3. AwardandSharingwithEducationalists

3.1 Our School has attained the Chief Executive sAward for Teaching Excellence in201415and201516

201415 TheAwardoftheChiefExecutivesAwardforTeachingExcellence(Merit)inMoralandCivicEducation

(Teachers:MrWongWaiChungandMrLeungSiuWah) 201516 TheAwardoftheChiefExecutivesAwardforTeachingExcellencein

Mathematics (Teachers:MrSongPoWaandMrChungKimFung)

3.2 SharingwithVisitors

DateofVisit EducationUnits No.ofvisitors

27October2015 Hong Kong Institute of EducationEarly ChildhoodDepartment 23

23November2015 Structure support Programme for Newly AppointedPrincipals 20

6January2016 15

2325January2016 30

27January2016 Professor Iwata and students from Tokyo GakugeiUniversity,Japan 13

2325January2016 30

14March2016 EDBOfficersandPSMs(CD)fromlocalprimarySchools 10

7April2016 Viceprincipals and teachersofCCCKeiWanPrimarySchool(AldrichBay) 30

12May2016 PrincipalandTeachersfromDaliExperimentalPrimarySchool 8

18May2016 4

24May2016 100

31May2016 60


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3.3 ExperienceSharing

(18/4/2016)

() (30/4/2016)

SharingonelearninginEnglishTeachingandLearningMsFionaYung(3May2016) () (12/5/2016) () (6/6/2016)

3.4 MentoringProgram

University and School Partnership Program ( Faculty of Education, The University ofHongKong)MsQiYin(Chinese),MsChristinaSuen,MsFinaTongandMsLuciaChow(English)

()


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4. Student Performance (2015 -16)

Inter-School Activities and Awards Won Our students have participated in various inter-school, territory-wide and international activities during the year. Their performances were impressive and numerous awards were gained. Highlights of the awards won are as below and a summary of the activities and awards is listed in Annex 1.

English

HongKongSchoolsMusicandSpeechAssociation67thSpeechFestival

SoloVerseSpeakingNonOpenPrimary3Girls

1stPlace

Speech&MusicRecitalDevelopmentFoundation9thHKStudentsOpenSpeechCompetition

PrimaryP34EnglishDuologueSpeaking 1stPlacePrimary P34EnglishExpositorySpeaking 1stPlacePrimaryP34EnglishNurseryRhyme 1stPlacePrimaryP34EnglishTongueTwister 1stPlace

5 P34

2016

2016

2015

2016

HongKongSchoolsMusicandSpeechAssociation68thHongKongSchoolsMusicFestival

(13)

SecondPlace

2015

AustralianConsulateGeneralHongKongMyAustralianChristmasCardCompetition2015

JuniorPrimarySchoolCategory Selectedentry


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5. Financial Summary 2014/15 School Year Income Statement end as 31 August 2015 (School Operation) (Audited)

Government Non-Government

Funds Funds

INCOME (in terms of percentages of the annual overall income) DSS Subsidy (including government grants not subsumed in the DSS unit rate payable to schools) 66.88% N.A.

School Fees N.A. 30.73% Donations, if any N.A. 0% Other Income, if any N.A. 2.39%

Total 66.88% 33.12% EXPENDITURE (in terms of percentages of the annual overall expenditure) Staff Remuneration 83.43% Operational Expenses (including those for Learning and Teaching) 10.00%

Fee Remission / Scholarship[1] 3.49% Repairs and Maintenance 1.03% Depreciation 2.05% Miscellaneous 0%

Total 100% Surplus/Deficit for the School Year # 0.42 months of the annual expenditure

Accumulated Surplus/Deficit in the Operating Reserve as at the End of the School Year #

2.96 months of the annual expenditure

Details of expenditure for large-scale capital works, if any: [1] The % of expenditure on fee remission/scholarship is calculated on the basis of the annual

overall expenditure of the school. This % is different from that of the fee remission/scholarship provision calculated on the basis of the school fee income as required by the Education Bureau, which must be no less than 10%.

It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme according to Education Bureaus requirements (Put a where appropriate).


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2015/16 School Year Income Statement end as 31 August 2016 (School Operation) (Pre-Audit)

Non-Government

Funds Non-Government

Funds

INCOME (in terms of percentages of the annual overall income) DSS Subsidy (including government grants not subsumed in the DSS unit rate payable to schools) 65.20% N.A.

School Fees N.A. 31.61% Donations, if any N.A. 0% Other Income, if any N.A. 3.19%

Total 65.20% 34.80% EXPENDITURE (in terms of percentages of the annual overall expenditure) Staff Remuneration 81.27%

Operational Expenses (including those for Learning and Teaching) 13.00%

Fee Remission / Scholarship [1] 3.20% Repairs and Maintenance 0.44% Depreciation 2.09% Miscellaneous 0%

Total 100% SURPLUS / DEFICIT of the School Year # 0.16 months of the annual expenditure

Accumulated Surplus/Deficit in the Operating Reserve as at the End of the School Year #

3.252 months of the annual expenditure

Details of expenditure for large-scale capital works, if any: [1] The % of expenditure on fee remission/scholarship is calculated on the basis of the annual

overall expenditure of the school. This % is different from that of the fee remission/scholarship provision calculated on the basis of the school fee income as required by the Education Bureau, which must be no less than 10%.

It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme according to Education Bureaus requirements (Put a where appropriate).


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6. FeedbackonFuturePlanning Itisthethirdyearofthe3yearsdevelopmentplan(20132016).Eachsuccessandchallengeisvaluableandessentialtoourschoolmanagementteam,teachersandstudents.Wewillfollowupwith the issuesraisedandcontinue to implement thenew issuesofdevelopment for thebenefitsofstudentsaswellasqualityeducation. Themajorconcernsofourschoolin201617areasfollow:1. Toenhancethecultureofaprofessionallearningorganization Topromotesustainableprofessionaldevelopmentforteachersindifferentpositions. TostrengthentheeffectivenessofmiddlemanagementteachersMasterTeachers. TopromoteParentEducationtosupportstudentsholisticeducation. Tocreatespacetodevelopinternalandexternalsharingculture.

2. Tofosterstudentslearningtolearncapabilitiestoachievelifelonglearning TopromotereadingacrossthecurriculumtooptimizedailyL&Tandvalueeducation. ToenrichstudentsITliteracytosupportindependent,individualizedandinteractivelearning. TonurturecreativeproblemsolversthroughSTEMEducation.

3. ToteachstudentstoflourishanddevelopingstudentswellbeingthroughPositiveEducation ToensurethatteachersandparentsembracethemindsetandknowledgeofPositiveEducation. TointegratePositiveEducationintothecurriculumandstudentsschoollife.

EndofReport

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