true light girls sr 12-13.pdf · 1.1 school profile true light girls’ college is an aided...

True Light Girls’ College School Report (SR) 2012-2013

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1. Our School

1.1 School Profile

True Light Girls’ College is an aided Christian EMI girls’ secondary school established in 1973. There are 24 standard classrooms for all the classes in the school. In order to cater for the needs of learning of different subjects, the school is equipped with 16 special rooms including Geography Room, Digital Creative Arts Centre, Multi-media Learning Centre, Cookery Room, Needlework Room, Language Room, Library, Student Activity Centre, Music Room, CAL Room, Chapel and School History Archive, Student TV Studio and four laboratories. Gardens and a fish pond were built in the campus to provide a green and cozy environment for the students. There have been a lot of improvements in our campus environment and teaching facilities over the past few years. The school hall, all classrooms and special rooms are air-conditioned and each equipped with computer, LCD projector, visualizer and screen for interactive teaching and learning purposes. Wireless Local Area Network (WLAN) has also been launched to cover the whole campus. A total of 32 ipads have been bought through the eLearning Pilot Scheme to facilitate mobile learning.

1.2 School Motto, Vision & Mssion

1.2.1 School Motto Thou art the light of the world

1.2.2 Vision of the School

We inspire our students to

Think independently,

Learn proactively,

Grow in love and

Contribute to society.

1.2.3 Mission of the School

To develop students’ analytical and critical thinking skills and their academic and cognitive abilities.

To cultivate students’ enthusiasm for the pursuit of knowledge, physical fitness, social skills and aesthetic appreciation to lay a good foundation for life-long learning.

To lead students to live in God’s love and walk in the right path guided by Christian values.

To establish with students their goals in life so as to shine forth as the light of the world.

1.3 School Management

1.3.1 Incorporated Management Committee The Incorporated Management Committee (IMC) has been set up in September 2011. The composition of the IMC includes sponsoring body

mangers, elected parent, teacher and alumni managers, the Principal and independent managers.


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1.3.2 School Organization Chart (12-13)


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1.3.3 Teachers’ views on School Management and Professional Leadership Teachers are in general satisfied with the school management and the professional competence and leadership of the senior management and middle managers.

Teachers’ view on EDB Stakeholder Survey Score (1-5)

Year 2010-2011 Year 2011-2012 Year 2012-2013

School Management 3.6 3.6 3.7

Professional Leadership of Senior Management 3.6 3.7 3.6

Professional Leadership of Subject Panels and Committee Heads 3.8 3.9 3.9

1.4 Number of Active School Days

Year 2012-2013

The number of days in a school year with regular classes. 145

The number of days in a school year with learning activities organized for the whole school or whole-class level of students. 32

The number of examination days 20

1.5 Curriculum

The formal curriculum offered by the school in the 2012-2013 school year is listed below:

Subject S.1 S.2 S.3 S.4 S.5 S.6

Chinese Language Education

Chinese Language ＊＊＊＊＊＊

Chinese Literature ＊＊＊

Putonghua ＊＊＊

English Language Education

English Language ＊＊＊＊＊＊

Mathematics Education

Mathematics ＊＊＊＊＊＊

Mathematics Ext Part 1 & 2 ＊＊＊

Personal, Social & Humanities Education

Geography ＊＊＊＊＊＊

History ＊＊＊＊＊＊

Economics ＊＊＊＊

Chinese History ＊＊＊＊＊＊

Liberal Studies ＊＊＊＊＊＊

Life Education ＊＊＊

Religious Education ＊＊＊＊＊＊

Career Education ＊

Subject S.1 S.2 S.3 S.4 S.5 S.6

Science Education

Integrated Science ＊＊

Physics ＊＊＊＊

Biology ＊＊＊＊

Chemistry ＊＊＊＊

Technology Education

Computer Literacy ＊＊＊

Home Economics ＊＊＊

Information and Communication Technology

＊＊＊

Business, Accounting and Financial Studies

＊＊＊

Physical Education

Physical Education ＊＊＊＊＊＊

Arts Education

Music ＊＊＊

Aesthetic Development ＊＊＊

Visual Arts ＊＊＊＊＊＊


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1.6 Lesson Time for the 8 Key Learning Areas for S1-S3 (2012-2013)

S1

14.8%

20.4%

13.0%16.6%

9.2%

5.6%

3.7%

5.6%

11.1%

S2

14.8%

20.4%

13.0%16.6%

9.2%

5.6%

3.7%

5.6%

11.1%

S3

14.3%

17.9%

12.5%

19.6%

10.7%

5.4%

3.5%

5.4%

10.7%

Chinese Language Education

English Language Education

Mathematics Education

Personal, Social & Humanities Education

Science Education

Technology Education

Physical Education *

Arts Education

Others (Reading periods, assemblies)

Keys:

* Athletic Meets and Swimming Gala have not been counted.


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1.7 Staff Profile (2012-2013)

Highest academic qualification

43

54

3

0

10

20

30

40

50

60

Master Bachelor Tertiary non-

degree

Professionally trained

100

0

10

20

30

40

50

60

70

80

90

100

Teacher

Working experience

69

13

18

0

10

20

30

40

50

60

70

80

0-4 years 5-9 years over 10 years

Teacher with LDR

100 100

0

10

20

30

40

50

60

70

80

90

100

English Putonghua

Perc

enta

ge

Perc

enta

ge

Perc

enta

ge

Perc

enta

ge


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1.8 Professional Development of Teachers

1.8.1 Staff Development Programs organized by the School

No. Date Program

1 24/8/2012 Teachers’ Retreat

2 27/8/2012 Multiple Pathways for NSS Students

3 27/8/2012 Assessment for Learning

4 28/8/2012 iPad Training

5 28/8/2012 Visit to Sky 100

5 7-18/12/2012 Student TV Training

6 9/1/2013 Cooperative Learning Workshop

8 15/3/2013 Joint Christian Schools Staff Development Day

9 3/2013 EDB Teachers’ Training Needs Survey

10 3/6/2013 Sharing on Youth Development and School-based Teaching & Learning Experiences Sharing

1.8.2 Continuing Professional Development CPD) hours of teachers

Structured mode Other modes Total number of CPD hours of teachers Average number of CPD hours of teachers

Hours 1946.8 874 2820.8 53.2

1.8.3 Teachers’ view on professional development

EDB Stakeholder Survey Score 1-5

Year 2010-2011 Year 2011-2012 Year 2012-2013

Teachers’ view on professional development 3.3 3.4 3.4

Various professional development activities had been arranged to equip teachers for performing their duties. Updated information about education reform was provided and professional sharing was facilitated. Teachers reflected that even more tailor-made professional development programmes for individual groups of teachers were expected in future.


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1.9 Professional Development of Principal


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1.10 Student Population

Year 2012-2013 S1 S2 S3 S4 S5 S6 Total

No. of Class 4 4 4 4 4 4 24

No. of Student 144 144 144 148 151 145 876

1.11 Students’ Attendance

Year 2012-2013 S1 S2 S3 S4 S5 S6 Total

Students’ attendance rate (%) 98.8 99.0 97.5 98.0 97.8 97.7 98.1%

1.12 Destination of Exit Students

51.0%

29.7%

6.2%

4.8%

2.1%

6.2%

No. of students

(i)

Local university course 74

(ii)

Local full time diploma / Association degree 43

(iii)

Repeat S6 9

(iv)

Oversea studies 7

(v)

Start Working 3

(i)

Unknown 9

Total 145

S6


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1.13 Students’ Reading Habit

77.5

391

77

420

0

50

100

150

200

250

300

350

400

450

Daily issue record No. of students participating in reading

Award Schemes 11-1212-13

-0.6

7.4

-1

0

1

2

3

4

5

6

7

8

S1-S3 S4-S6

Average no. of reading materials borrowed from the school library per student per year 12 8

Percentage of students having a reading frequency of at least once a week 100 100

1.14 Students’ Physical Development

Year 2012-2013 Age 14 Age 15

Average of total score of the 4 fitness items for S3 students 3.5 3.3

Percentage of S3 students within the acceptable weight range 92.6 93.3

No. of

bo

oks

Pe

rce

nta

ge c

ha

nge

be

twe

en

11

-12

an

d 1

2-1

3

Daily issue record

No. of students participating in reading

Award Schemes


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2. Achievements and Reflection on Major Areas of Concern 2.1 True Light Spirit Cultivation

2.1.1 Achievements

Our school has been putting prime emphases on nurturing our students with quality education to enable them to ‘shine forth as the light of the world, and this school mission is to be fulfilled primarily through the ‘True Light Spirit Cultivation’ in our students, which is stated as the first major concern in the new School Development Plan (2012-2017). Notable achievements were made, in areas including enhancing the school spirit through 40th Anniversary celebration programmes, further enhancing the spirit of sisterhood, upholding and sustaining the fine True Light legacies, fostering the religious atmosphere in the school, and enhancing students’ contribution to society, in the first year of the implementation of the School Development Plan.

On enhancing the school spirit through 40th Anniversary celebration programmes, the 40th Anniversary Thanksgiving Service was held on May 3, 2013 afternoon to further cultivate a great sense of belonging to True

Light among the True Lighters, especially within the students, while paying tribute to True Light legacies and to all those who had contributed to the growth and development of the school extraordinary awards and prizes won by our students for their notable achievements in various aspects were presented; the opening ceremony of the Student TV and the School History Gallery, the two important innovations related to the 40th

Anniversary, was held; the installation ceremony of the 40th Anniversary Time Capsule, ‘The Promise Chain to Golden Jubilee’, was held as the guests of

honour helped putting in it various kinds of items meaningful and typical for the school, which would not be taken out until the 50th anniversary ten years later.

the 40th Anniversary Thanksgiving Banquet was held on May 4, 2013 evening as a joyful re-union of the school with the alumnae, fostering the True Light family spirit more than 500 True Lighters had taken part in this splendid gathering, including those alumnae who had graduated from the school

in its earliest years; long service awards were presented to those school staff members who had dedicated themselves to serving the school for more

than 20 years. the Open Days were organized on May 3-4, 2013 to celebrate in a carnival-like atmosphere the achievements and personal growth

experienced by our students, which would help nurturing their pride and sense of belonging to the school the TLGC EXPO was held for different parties of the school, including all the subject panels, administrative committees, ECA clubs

and student bodies, even the PTA and Alumni Association, to put on their exhibits or games with themes centered around the four pillars of the school vision, in rooms assigned to them;

students’ multiple talents were shown to the visitors with their performances in the school hall, including a Student TV production, a pre-run of a Musical scene, an English drama, choral speaking performances in English and in Putonghua, the singing of True Light Songs Medley and of the Secondary One Choir, while the alumnae had also performed a wonderful dance variety show;

the open playground was filled with eye-catching events like western dance, orchestra performance, rope jumping, volleyball and basketball games, as well as march performances of the Girl Guides, Red Cross Youth Unit and Road Safety Patrol;

teaching demonstrations by subjects or KLAs like Chinese, English, Mathematics, Liberal Studies, Geography, Integrated Science and Integrated Technology were shown to let the visitors, especially students and parents of primary schools, to experience students’ learning in the school.


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different kinds of publications were published or prepared to be published, including ‘Encountering True Light’, which was a compilation of essays collected from over 40 True Light people, who wrote about how they

had heard and responded to their religious call, especially while studying or working in True Light, and how their life had been changed because of True Light;

‘True Light True Love’, which was a collection of students’ fine work in visual arts in the past five years demonstrating how value education was included in the Visual Arts Curriculum.

‘Collection of Students’ Masterpieces’, which was a collection of students’ essay showing their outstanding language and literary standards;

‘40th Anniversary School Magazine’, which could show clearly the school vision, mission, legacy and history, the 40th anniversary celebration activities, as well as the achievement and development experienced by the school in recent years;

‘Collection of Teachers’ Recollection on Teaching and Learning’, which would provide a platform for teachers to share their experience and success in teachings with teachers of this and other schools.

the 40th Anniversary Musical & Variety Show was held on July 18, 2013 evening at the Academic Community Hall of Hong Kong Baptist University as a festive event as well as a memorable finale of the 40th anniversary celebration to nourish affection to school of everyone in the True Light family, while witnessing students’ excellence in performing arts through the variety show, in which students and alumnae had staged their dance and music performances; the well-known musical, ‘Godspell’, which was about God’s gift and salvation to people and was created about 40 years ago, quite

at the same time when our school was founded.

On further enhancing the spirit of sisterhood, S1 students were in many different ways taken care of by their senior school sisters,

S1 Form Association Inauguration Ceremony provided the good opportunity for nurturing sisterhood as S1 students receiving help and guidance from their elder school sisters in S4 in preparing for the various performances in the ceremony, which included singing, dancing, choral speaking and English drama;

elder schoolmates in S3 or S4 served also as student mentors in the S1 Mentoring Programme, and even S1 Orientation Days, to help their new S1 schoolmates to adapt themselves smoothly to their new secondary school life.

bonds between existing students and alumnae were established and strengthened as over 100 alumnae, who had excelled themselves in their professions in different fields, joined the Alumni Mentoring Scheme to offer

their guidance and advice to their younger sister schoolmates at school in career planning and further studies; the alumnae, who were well-established in the community with their achievements, shared their experience and expertise with the

students in talks or assemblies.

On upholding and sustaining the fine True Light legacies, students were acquainted with True Light legacies through learning more about the school history

steps were taken to include school history in the Religious Education curriculum for different levels; the School Chapel cum School History Archive was well made use of as the most suitable venue for S1 students to have their

school history lessons, while it was opened in some specific time every school day for students to pay visit to have their self-direct learning of school history;


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students could also learn a more complete history of True Light by visiting the newly launched True Light History Gallery, situated near the School Chapel cum School History Archive in the bridge gallery which leads the second floor of the main building to the new annex, with exhibits showing the history of our Alma Mater, as well as the constant interflow and cooperation of True Light schools in Guangzhou and Hong Kong;

students were guided, like in Religious Education lessons, to study the Chinese version of the book, ‘A Light in the Land of Sinim’, written by the school founder, Harriet Noyes, and to write reflections as assignments.

students were facilitated to live up to the ideal True Light values, which were reinforced through the moral and civic education students received in their classroom learning, including Chinese, Life Education and Religious Education lessons; in school assemblies, from speakers talking and sharing on themes related with important core values for daily life, which reflected

also the True Light values. True Light traditions were reinforced with various school programmes as

the Lantern Passing Ceremony was held after the Graduation Ceremony on 28 June, 2013 night as a True Light traditional ritual for students and other members of the True Light family to witness how the graduates had grown up with the blessings and education of True Light traditions and how these traditions would then be carried on by their school sisters in school, as shown through the passing of the True Light Torch from S6 graduates to S5 students in the ceremony;

True Light songs and hymns were learnt by students in Music lessons, sung during assemblies, and an interclass True Light Songs Singing Competition was held on 12 April 2013, with the winning class having been invited to stage their performance in the 40th Anniversary Open Days;

A visit to True Light Alma Mater in Guangzhou on 1-3 April, 2013 was organized to enable students to have a deeper and more extensive understanding of True Light through a direct contact with its origins.

On fostering the religious atmosphere in the school, the Religious Education and Music curricula were reviewed and modified, as

thematic studies, like those on ‘love’ and ‘meanings of life’, were included in the Religious Education curriculum for different levels of students to learn about religion in a lively and collective way;

hymns with their rich religious meanings were taught and sung in Music lessons. school assemblies were integrated with more religious elements

as alumnae and preachers were invited to share with students their religious testimony and experience in school assemblies; there were prayers, Bible sharing and hymn singing by the Principal, Christian teachers and Student Fellowship.

the Student Fellowship played its key role in fostering the religious atmosphere the Junior Fellowship and the Senior Fellowship met regularly for religious activities and sharing; a Gospel Month, instead of a Gospel Week held in previous years, was organized to have more time and activities to enrich the

religious atmosphere in school; the student official members of the two Fellowships had their religious sharing in a Student Fellowship Night.

Collaboration with preachers from churches and other schools in organizing gospel work A network was formed with many neighbouring churches to better help cultivate students’ religious faith; preachers from various neighbouring churches had helped in leading small groups in S2, S3 and S5 lessons while also helping to

design their thematic religious studies.


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On enhancing students’ contribution to society, community or voluntary service training programmes were implemented to instill into the students the necessary qualities and to equip

them with the required qualities the Students Social Service Corps had designed and implemented community service training programmes for all S4 student

members to train them on the skills, duties and responsibilities required; a Joint-school Volunteer Training Scheme was organized by Zonta Z Club for student participants to learn the service, cooperation

and leadership skills required for voluntary workers. Students were facilitated to take part in community service programmes to contribute to society while at school

voluntary services for the elderly and flags selling activities had been organized by the Students Social Service Corps; the Oxfam Club had organized charity programmes like Charity Café and Hunger Banquet; the Community Youth Club had co-organized some joint-school service programmes, held some Charity Sales, and took part in

Walk for Millions and flags selling activities; the Zonta Z Club had also offered voluntary service to the elderly people.

A comprehensive recording and awarding system was implemented as recognition and commendation of students’ participation and accomplishments in performing community or voluntary services students with remarkably long hours of voluntary work performance were recommended to receive Hong Kong Volunteers Awards; students with outstanding performance in Award for Young People were awarded Silver Awards.

2.1.2 Reflection

The school 40th Anniversary, together with all the jubilation events and activities, provided the most precious and golden opportunity to cultivate within the True Light family, especially the students, the True Light Spirit. The carnival-like atmosphere, the recollection of past history and glories, the celebration of the accomplishments and achievements of the school and the students, and the extensive exhibition of the past, the present and the future of the school in providing quality education helped put the True Light Spirit on the high for all True Lighters. It is, however, still more important to sustain this shining and growth of the True Light Spirit in the normal days to come, in students’ learning attitude, in daily behavior, in their striving for the best, and in their internalization of the spirit. It is therefore very appropriate for the school to put up ‘Be Proactive, Be Positive’ as the main theme of students to pursue their personal growth in the coming academic year.

The spirit of sisterhood is a very invaluable tradition and practice of this school, and it had become more established in the past school year with some further strengthening of the sister-forms system, the continuing growth of mutual care and cooperation between especially the S1 and S4 sister-forms, and the establishment of strengthened bonds between students and the alumnae. It is very worthwhile for the continued making of persisting effort at aspects mentioned above, while attempts to foster sisterhood among students of the same class, the same form, the same House, and even within the whole school should also be endeavoured, perhaps through the established mechanisms like the class association, the form associations, the four Houses, and the Student Union respectively. Such sisterhood could also be further enhanced with various kinds of games, activities and competitions organized at inter-class, inter-form, and inter-House levels, including those very popular established practices like the Interclass Rope Skipping Competition, the Interclass Tug-of-war Competition, the Athletic Meet and the Swimming Gala. It could be very useful and meaningful if more different kinds of inter-class, inter-form or inter-House activities would be held, like choral speaking, debates, ball games, quizzes and drama festival. It is suggested that the four Houses should hold their own Annual General Meeting and S1 Orientation to foster sisterhood through the enhancement of the House spirit. The Student Union may attempt to organize certain events like the Student Festival to enhance the


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school spirit of all students. Amazing work had been done on upholding and sustaining the True Light legacies in students as they were highly facilitated to learn

about the True Light history, values and traditions. It would be even more constructive if the True Light schools could learn more from one another on practicing True Light legacies, and could even work more together with greater collective efforts to reinforce the True Light legacies and to demonstrate them to the community. Our school this year will learn from Kowloon True Light Middle School to follow more closely the True Light legacies by organizing the traditional Form Evening for the S6 graduates.

The religious atmosphere in the school had been greatly fostered all through the year, with morning prayers, religious practices in assemblies, Student Fellowship activities, and most importantly students’ religious education in classrooms. It could still be further enhanced if students would be led to live with religion in their daily life, encountering issues of personal and current affairs with the religious faith and perspectives.

Students had been hugely facilitated to make contribution to society with training programmes to equip them with the necessary skills and knowledge, with opportunities to serve the needed, and with commendation on their accomplishments in voluntary and community services. It would be even more fruitful and helpful to students if both a whole person approach and a whole school approach would be taken. Students should take their contribution to society indispensable for their personal growth, which should include not just doing community services but also showing love and concern to the development of the community. On the other hand, more student bodies, especially the Student Union, the four Houses, and the uniform teams, should take a greater lead to involve their members more in participation in community affairs and services.

2.2 Learning Effectiveness Enhancement

2.2.1 Achievements

Steps were taken earnestly by the school to have a strong beginning in its realization of the four foci, namely developing students’ self-direct learning practices, catering for students’ learning diversities, broadening students’ learning horizons with cross-curricular learning and enhancing students’ learning in classroom with cooperative learning, for ‘learning effectiveness enhancement’ set in the new School Development Plan (2012 – 2017), achieving the following accomplishments with the strenuous and persistent collaborative effort made by the whole teaching staff.

On developing students’ self-direct learning practices, e-learning was very much promoted and practiced to help students acquire and develop self-direct learning skills with the implementation

of the e-Learning Pilot Scheme and the making use of the eClass platform: teachers were well equipped on the use of ipads in teaching through professional training provided by the e-Learning Pilot Scheme,

like a training workshop held before the school year started; students in S1 were provided with plenty opportunities in English lessons to develop well their self-direct learning abilities with the

use of ipads, as in the English classrooms their learning of the language had become doubly effective when they were encouraged to achieve their learning tasks and share their learning outcomes promptly and effectively with the frequent use of ipads;

junior form students mostly felt confident in using ipads for self-direct learning as they were trained in their Computer Literacy lessons on the basic use of ipads and process apps as a way to enhance their self-direct learning skills;

many Liberal Studies and Science teachers had also made a wide use of ipads in classrooms to enhance further students’ capabilities in using ipads for school learning as well as self-direct learning;

the eClass platform had also become useful to provide more self-direct learning opportunities for students as they were provided


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with many self-direct learning packages, including handouts, power point slides, video clips, useful web links, as well as remedial and revision exercises, prepared and uploaded to eClass by teachers of different subjects.

the newly established multi-functional True Light Student TV was effectively used as a self-direct learning platform as students engaged themselves in either producing or viewing the Student TV programmes: the True Light Student TV studio was established with its grand opening in the school’s 40th Anniversary Thanksgiving Service; the Supervisory Committee of teacher advisors and the Production Teams of students responsible for running different channels

were formed; training programmes were provided for students of the Production Team, like those financed by the Capacity Enhancement Grant,

to help them acquire the skills and knowledge needed for producing Student TV programmes. reading to learn was persistently promoted to facilitate students’ self-direct learning

students’ habits and interests in reading were much enhanced under the Reading Scheme, by which students had to keep their reading records, write book reports and share them through presentation during the reading periods;

prescribed reading booklists for students were duly prepared by different subject panels for each level and uploaded to either the subject web pages or the school library website for students to conduct their self-direct learning.

On catering for students’ learning diversities, teachers had kept on adopting suitable teaching strategies, like

arousing students’ learning motivation, strengthening students’ language abilities, providing students with stimuli to enhance them more in active involvement and autonomy in classroom learning, giving formative feedback in lessons, and it was a common practice for teachers to make use of graded questions and differentiated tasks to better match students’ abilities;

providing the high achievers more challenging tasks and learning activities during the lessons, provoking their high-order thinking, designing for them more demanding homework assignments, setting bonus questions or worksheets to encourage these students to aim for higher achievement.

different learning programmes were provided for high achievers and weaker students, like offering off-site courses in Chinese, English, Mathematics, Liberal Studies and Biology for NSS high-achieving students to further

enhance their learning abilities in these subjects; arranging after-school tutorial classes for those junior form students who were weak in the main subjects.

preparatory measures were attempted to tailor-make the school policies on catering for students’ learning diversities, like taking the advice given by the school support team from EDB School-based Support Services to make a need analysis of the issue

with the teachers, to start conducting a study on students’ learning diversities, to encourage some subject panels to try out some specific subject-based teaching strategies, and to work out the possible schedule for the implementation of the school policy on catering for learning diversities;

taking the initiative within members of the Academic Standing Committee to prepare the school much better in catering for learning diversities.

On broadening students’ learning horizons with cross-curricular learning, the Language Across Curriculum project was implemented, promoting cross-curricular learning with English as the teaching medium,

a cross-panel Language Across Curriculum Coordinating Team was set up, comprising of a Vice-principal, 3 English teachers and 2 Humanities teachers, one from Geography and the other from History;

with the advice and guidance of a hired consultant, teachers of the LAC team had worked out and developed a total of 24


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cross-curricular learning and teaching packages on English, History and Geography for the junior form students, including worksheets on both language and content items, as well as interactive activities and games to be used in lessons;

these learning and teaching materials would be fully utilized in the new school year, while they would also serve as examples for other EMI subjects to develop cross-curricular learning materials with English;

a new LAC Coordination Team comprising of also a Vice-principal, English teachers, Mathematics teachers and Integrated Science teachers will also be working at producing cross-curricular learning and teaching materials for junior form students in the new school year.

the annual Cross-curricular Learning Day activities were carried out in the form of a TLGC Expo in the 40th School Anniversary Open Days the TLGC Expo provided a golden opportunity for all students, including all those organizers of their own displays, helpers and even

those who just visited the various exhibits, to open up themselves to new knowledge horizons as they learned different themes related to different subjects proactively outside the classroom in a joyful and carnival-like atmosphere.

drama education was used as an effective and stimulating medium for cross-curricular learning cross-curricular learning in the junior forms took a new perspective as teachers of English, History and Chinese History had made

collaborative effort to make use of drama education in an attempt to help students learn the three subjects more effectively while bringing out some integrative learning of the three subjects for students.

On enhancing students’ learning in classroom with cooperative learning, teachers engaged themselves quite actively in many professional development activities concerning cooperative learning among

themselves, including peer lesson observation and experience sharing on the practice of related teaching strategies; adding cooperative learning elements in their collaborative teaching plans.

students were equipped with cooperative learning skills since studying in Secondary One Liberal Studies lessons, with the high demand of interactive learning and creativity, were taken as the most appropriate platform for

S1 students to start acquiring and practising cooperative learning skills in classrooms; cooperative learning was also quite frequently applied in S1 classrooms by teachers of other subjects like English and Geography.

2.2.2 Reflection Students’ self-direct learning practices had been quite satisfactorily facilitated in the past year through e-learning, the making use of the

Student TV and the insistence on reading to learn, but there is still plenty room for improvement. Students in general still have to develop the habit of self-direct learning, which would be most effective with e-learning. To develop e-learning for self-direct learning, it is very necessary to have the sufficient provision of both the hardware and software. For hardware, more ipads should be provided for students for the convenience of their mobile learning and classroom sharing, and plans should be taken to convert the MMLC into a self-direct e-learning centre with wifi access, tablet computers, and self-access learning materials or packages. As for software, teachers should be given more room and support to allow them to prepare more lessons and teaching packages for e-learning and self-direct learning. The Student TV, which had experienced a satisfactory beginning, should be encouraged and supported to become more active in producing and broadcasting self-direct learning programmes for students. More broadcasting time should be given, while it will be more useful if students are given an easier access to programmes produced by the Student TV. To promote further ‘Reading for Self-direct Learning’, students’ reading habits should be further enhanced with a more enriched reading atmosphere in school, and reading should be made


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more useful to students for their learning and academic pursuit, by providing them with useful prescribed reading lists, and asking them to provide diffused information acquired from prescribed readings to accomplish their assignments, especially those for self-direct learning. The provision of ibooks and prescribed reading lists of ibooks should also be attempted to facilitate students’ self-direct learning.

Students’ learning diversities can still be much better catered for with greater encouragement to teachers to develop a better awareness of the importance of catering for learner differences as both effective and indispensable to help all students and to adopt more related and effective strategies in classrooms for the purpose. It is still very necessary to look into the real situation of learning diversities of our students and to work out a school-based policy and support programme to equip the school and the teachers with the necessary knowledge and strategies to enhance students’ learning through catering for learning diversities, and take steps to implement the policy and programme gradually from main subjects to all academic subjects, from junior forms to senior forms.

Enormous success in making use of cross-curricular learning to enhance students’ learning effectiveness had been made, but the practice could still be enriched and improved by refining the Cross Curricular Learning Day, further developing the Language Across Curriculum attempts, and working out a school-based curriculum for cross-curricular learning: the Cross-curricular Learning Day, besides providing students with task-oriented or theme-based leaning opportunities, could

develop into a whole school day function of learning activities for either Language Across Curriculum or the curriculum for cross-curricular learning;

with the Language Across Curriculum experience gained from the cooperation between English with Humanities, Mathematics and Integrated Science, cross-curricular learning through Language Across Curriculum should be further promoted to other academic subjects so that both the language and the academic subjects could reinforce one another in students’ learning;

efforts should be made to work out tailor-made curricula to promote cross-curricular learning after the subject panels have reviewed their curricula to identify suitable topics and subjects for cross-curricular learning.

Cooperative learning should still be further enhanced, with means like promoting it especially in junior forms to get students familiar with the learning skills and styles, facilitating it by rearranging the classroom setting and providing the necessary materials needed for cooperative learning, and encouraging teachers to widely practice it, and they work with each other in collaborative teaching to develop the much needed teaching plans and strategies for cooperative learning.

2.3 Gifted Education Development 2.3.1 Achievements

As one of the major concerns for the first year, gifted education was at its beginning stage of development in our school. However, the initial development was well implemented with concerted efforts of the Gifted Education Working Group, members of whom reached out to explore relevant issues and concerns as well as sought advice from significant authorities of the field. On the administrative level A working group was set up and ideas as to how gifted education policy was to be drafted and implemented were exchanged in the

group. A general direction regarding gifted education, aiming to identify students gifted in different domains and provide suitable learning

opportunities for them and making students aware of the fact that the school acknowledged their gifts and would cater for their needs and preferences for learning opportunities beyond the regular curriculum, was reached.

A preliminary system was developed for managing the ongoing pull-out programmes. The system categorized the then running


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programmes concerned on a subject-based basis. The possible identification mechanisms were also one of the focal points of the group. Most importantly, the group started to develop the

rationale and mechanism of setting up a talent pool for gifted students. The purpose of such a system is to help teachers understand each student’s strength and provide full support for students’ development. Accordingly, the system serves to help teachers and the school to communicate and give consultation to students regarding their development.

In the long run, it was decided that high-order thinking, creativity and personal competence in regular lessons were to be introduced to teachers.

In fact, most members of the working group received professional training on gifted education, ranging from the introductory course provided by Hong Kong Academy for Gifted Education to seminars regarding learner differences provided by other organizations concerned. Exchanges among group members were frequent, leading to a unanimous interpretation of gifted education and compromised working approaches.

On students' level A survey into gifted education programmes conducted by different subject panels and key learning areas (KLAs) were completed. The

then running pull-out programmes were deemed under the category of gifted education. These programmes included Mathematics Olympiad classes, debating courses, Chinese writing enhancement class, Student TV workshops, Music instrumental classes and forensic science program etc. They provided training to further develop students in their talented or interested areas.

In this year, the nomination process of students to join off-site enrichment and extension programmes provided by Gifted Education Section of EDB, the Hong Kong Academy for Gifted Education, local tertiary institutions and universities took place. Such programmes could be generally catergorized into four, namley Mathematics, Science, Humanities, and Leadership. In addition, students were encouraged to join various external competitions. Their potenials were developed and proved.

A leadership training programme was also organized in August 2012 for all S5 students. A whole year intensive training programme was given to student leaders for helping them to lead and manage SU, Houses, Clubs and Societies affairs. Besides, tailor-made training programmes were organized for school prefects, student ambrassadors, student mentors and careers prefects to develop their potential.

On teachers' level Gifted education was officially introduced to teachers this year. A sharing session where issues relevant to gifted education were addressed was conducted by two members of the working group. Mr Patrick Lam, Associate Director of the Hong Kong Academy for Gifted Education was invited to be our guest speaker of a teachers'

workshop dedicated to gifted education. Teachers received further understanding of the relevant issues.

2.3.2 Reflection The achievements of the working group were of great importance for the setting up of the official Gifted Education Committee of the following academic year and its administrative work. It is deemed that improvements on certain areas of the working group could be made for even further development of gifted education in breadth and depth. All members of the group should have a basic and unanimous understanding as to how gifted education is defined and how its

development is implemented on the school level. It is necessary for all members to receive basic training provided by the Hong Kong Academy for Gifted Education. Core members of the group should receive more advanced training, especially on the administrative


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level, regarding issues concerned. More meetings and informal exchanges should take place for achieving such an aim. By reason of the nature of gifted education, which takes time and effort to reach a school-based interpretation, a database was yet to be

set up. Yet, the existing gifted programmes were preliminarily coordinated, which is significant for the group and the upcoming Gifted Education Committee to develop an outlook as to how the database should be set up.

Off-site programmes are believed to be precious learning opportunities for gifted students. There used not to be an elaborate system for the nomination progress. In this regard, a better nomination system is to be set up. In particular, students' record of participation and follow-up actions should be contemplated. This is essential in the sense that students' development in respective domains can then be well monitored. A clearer system can also help teachers oversee students' participation of such programmes. One possible outcome would be guaranteeing that all gifted students receive a relatively even number of such opportunities to explore and develop their gifted domains.

Leadership is to be one focal domains of the school's gifted education. Yet, relevant programmes were not popular among teachers and students. More programmes of such kind should be promoted. In fact, Hong Kong Award for Young People (AYP) is to be promoted to all S4 students in the coming year. This is an award scheme where participants take the lead to explore their talents, allocate their time and stretch their abilities when committing to activities of different areas, ranging from service projects to challenging excursions. It is deemed that such a scheme can foster students' leadership development.

In order to further develop gifted education, more input by means of workshops and seminars should be given to both teachers and parents. Both parties are paramount to the growth of gifted education. More discussions, be they formal or causal, regarding the issues concerned should be encouraged among teachers. As for parents, it has come to the stage where they should be informed with this new development of the school. In fact, a parents' talk is scheduled for the coming Parents' Day in the new school year.

2.4 Career Education Enrichment

2.4.1 Achievements It is the first time where Career Education has become one of the major concerns in our school development plan. This provides a good chance for both students and teachers to understand the importance of career education for the student development through organizing and participating in different programmes. This also provides the school an opportunity to grasp a better picture on how different parties at school organize programmes to students to promote career planning. After the first year, it was found that there were varieties of programmes for both students and teachers to equip them in career education. The teacher professional development was encouraged and teachers were more aware of the importance of career planning to students. Students were given opportunities to understand about themselves and the study and career opportunities. They were all helpful for students to pursue their own goals. On enhancing professional development of teachers on career education, teachers were encouraged to join the relevant seminars. For example, S6 class teachers attended seminars about JUPAS application;

other staff joined other career related programmes such as EAPP application and the 1-year career guidance course. These helped equip teachers for not only knowledge but also skills in career guidance.

a staff development programme, Multiple Pathways for Students, was held for all the staff in career education. The guest speakers from


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Hok Yau Club shared their experience in JUPAS application and the further studies opportunities in Hong Kong. All teachers had a better idea about the further study opportunities so that they were better equipped for giving quality advice to students.

a teacher interflow with St Louis School was organized to gain the insights of the programmes held for the senior form students on 6th July 2013. This inspired the career guidance teachers to design more varieties of programmes for students in future.

On equipping senior form students for their planning of future career, the S4 career education curriculum was developed and implemented this year. Students had positive feedback to the curriculum as

they could start planning their future for themselves. the career programmes were organized and arranged for S5 and S6 students such as JUPAS workshops, Mock HKDSE Results

Release Day, the school-based career programme – Career Mapping, talks from tertiary institutions like City University, Shue Yan University and IVE. Students found these programmes useful since they were able to understand more about the variety of further study opportunities and how to prepare themselves for the future.

On arousing the awareness of the importance of career planning in junior forms, the “I have a dream” programme was implemented and received positive feedback from both S1 and S4 students. They were given an

opportunity to brainstorm their future career they would like to pursue. In addition, through the research with the sisters, they all knew more about the skill sets required for the career they are interested in so that they would plan how to better equip themselves for their dreams.

one House managed to organize a visit to the Yakult which helped students understand more about the business operation. It was the first time for some of the students to go to visit the real workplace. This certainly broadened their horizons.

On helping students set clear goals on future study and career, subject panels provided a wide verity of activities to inspire students for the pursuit of their further study and career opportunities such as

the Trade Fair, the visit to Cathay City, attending web-based courses in Astronomy and Earth Science organized by the EDB. some students really found the participation in the OLE activities inspired them in setting up their own goals. Students wrote down their

insightful experiences in their SLP and OEA.

2.4.2 Reflection The school has started promoting career education to the stakeholders at school. Even though there were difficulties in the implementation phase, it was at least a good start. The teachers should be more equipped not only on the knowledge of career guidance but also the skills in providing such services to

students through participating in workshops and professional interflows. More variety of CRE activities should be organized by the subject panels and clubs and societies so that more students will be provided

opportunities to understand more about self and the study and career opportunities. Even better planning for organizing such activities are needed.

In the Career Education Curriculum, some of the topics were theoretical. The curriculum will further be modified so that there is a balance between theory and practice.


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3. Learning and Teaching 3.1 Learning Experiences

Our students have been living up closely with the School Mission in their learning, which calls on them to ‘think independently’ and to ‘learn

proactively’ in their academic pursuit both inside and outside the classrooms to strive for the best and to benefit the most from their various learning

experiences.

Through the formal curriculum, students, while acquiring knowledge subject-wise, learn also to strengthen their various generic skills, establish

correct and positive attitudes towards life, and learn to treasure important core values as they come across various elements of value education,

including moral, civic and environmental education, immerged with the different subjects they study. This invaluable learning experience is very useful

for them to live their everyday life and to foster their whole person development.

When in classrooms, students found their learning very effective as teachers made frequent use of information technology devices and

audio-visual aids to enrich their learning experiences. With the help of the e-Learning Pilot Scheme, students in S1 could even learn with ipads in

English lessons to accomplish their learning tasks and to share promptly and effectively their learning outcomes with classmates. Junior form students

attending Liberal Studies, Integrated Science and Computer Literacy periods would also often find themselves learning lively and actively through

ipads.

Junior form students’ learning in classrooms was also much facilitated with some new ingredients inserted in their lessons. For instance, drama

education was introduced as a new element in their English learning, by which students could learn in a more creative and interactive way the listening,

writing, reading and speaking skills in the learning of the language. The ‘drama’ element was also integrated into some of their language, English and

Chinese, and History, both Chinese History and World History, lessons, which would make the subject content more impressive and appealing to

students.

Furthermore, junior form students had also had the new learning experience called Language Across Curriculum in their English, History and

Geography lessons. Learning with the tailor-made materials, which include innovative worksheets as well as interactive games and activities, students

found it miraculous as their study of the English language and the subject content of the Humanities could reinforce each other.

For senior form students, their school curriculum experienced some significant changes as Career Education was included in their normal

lessons in S4 as a new subject and as immersed programmes conducted in class teachers’ periods or assembly time for S5 and S6. The tendency of

NSS students taking less than three elective subjects in their study still grew strongly. In this school year, after their application for dropping elective

subjects had been approved after the last Final Examination, there are now 59 students in S5 and 84 students in S6 studying less than three elective

subjects. Meanwhile, there are already 9 students in S4 studying only two elective subjects. Moreover, there are 15 students in S6 who have

withdrawn from their study of M1/M2.


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In the meantime, those S6 and S5 students who had withdrawn their study of an elective subject had to attend supplementary Chinese and

English lessons, two periods for each language per cycle, in the first term or the second term respectively. For other spare periods, these students had

to conduct their own self-direct learning in the school library, while class and subject teachers were well aware of giving them more and better support

through guidance or providing them with more supplementary work or exercises. Those students who had withdrawn from studying the Mathematics

extension parts had to attend supplementary Mathematics (Core) lessons to concentrate on improving their performance in the subject.

Besides learning through the formal curriculum in classrooms, students also learned effectively and gained significantly when they participated in

some exchange or interflow activities or attended the various enrichment or enhancement courses organized by the school, or when they acquired

other learning experiences outside the classroom,

Students were given the opportunities to learn in other schools when they joined in some student exchange schemes, like a Local Student

Exchange Scheme co-organized with SKH Lam Woo Memorial Secondary School on March 6-8, 2013, or went on a Student Exchange Tour to have a

brief period of studying in Guangzhou True Light Middle School on April 1-3, 2013.

The Capacity Enhancement Grant (CEG) and the Diversity Learning (DLG) were well made use of to provide extra support to further enrich

students’ knowledge, better enhance their learning capacity, and develop wider their interests and skills. Through CEG, there were Enrichment

Courses for S1-S3 Gifted Students in Mathematics, Drama and Drama Performances Courses to Enhance English Learning, Chinese Debating

Courses, Physics Courses on ‘Bridge Building & Mechanics’ and ‘Electromagnetism & Circuit Building’, a Biology Self-direct Study & Scientific

Investigatory Project, a Beginner Digital Photography Course, and Visual Arts Sand Painting Courses. Through DLG, there included a Learning

English through Debating Extension Course, workshops on Chinese writing and composition, a Biology course on ‘Forensic Science’, and

Mathematics and Liberal Studies enhancement courses for NSS students.

Students’ knowledge horizons were also broadened when they participated in a variety of extra-curricular or co-curricular activities, like visits,

field trips and study tours abroad, like to Singapore in February 2013 on e-learning and English learning, or to mainland China, including the two

Easter tours, one to Fujian on Liberal Studies and Career Education, and the other to Shanghai and Hangzhou on Civic Education. Different subject

panels had also worked through their respective academic societies to provide various innovative life-wide learning activities to arouse students’

interests and to enhance their ability in learning the disciplines. Talks of academics or scholars had also been organized to help arouse students’

social consciousness and academic concerns.


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3.2 Teaching Strategies

To cater for the various learning needs of the students in order to achieve the best learning outcomes, teachers were incessantly acquiring and

attempting to put into practice different kinds of teaching strategies. With the belief that teachers should act as facilitators in classrooms, our teachers

often placed focus at constructing an interactive classroom to encourage students’ proactive learning and arouse their learning motivation. Students

were provided, when necessary, with different scenarios to inspire them to explore every possible method to solve problems. Graded and high order

thinking questions were asked in lessons to enhance students’ creativity and critical thinking skills, while differentiated and challenging tasks were also

designed to create useful and meaningful learning opportunities in classrooms. Timely and constructive feedbacks and compliments were given to

students as recognition and reinforcement of their learning outcomes.

There were also frequent applications of various information technology techniques and devices like the computing systems, visualizers, ipads,

and occasionally the use of electronic whiteboards with the simultaneous response system, to create a more interactive and effective learning

environment and to make learning and teaching more effective. The possibility of a wider use of e-learning resources and of preparing the school to

take on e-textbooks was studied and discussed with the EDB officials from the IT in Education Section when they paid a visit to the school on March 4,

2013.

To improve the teaching strategies on using English as the teaching medium, some Mathematics teachers had taken part in the Research

Project called ‘Development of Language Awareness and Pedagogy of Content Subject Teachers Using English as the MoI’ conducted by Faculty of

Education of the University of Hong Kong in the second term of the last school year. The participating teachers had attended a short-term professional

development programme and had put into practice the acquired teaching strategies.

Teachers had been actively making use of the Collaborative Teaching Scheme and the Common Free Periods to work together and to learn from

each other for the purpose of refining and further developing their teaching strategies, Through the Collaborative Scheme, teachers teaching the same

subjects or within the same KLA worked in teams, each consisting of two or three teachers, and worked out together some teaching plans. Specific

attention was paid to develop teaching strategies for cooperative learning, while the scheming of student-oriented lessons to enhance active student

involvement and learning autonomy was also emphasized, with concerns for provoking high-order thinking and catering for learning diversities.

Common free periods were arranged when setting the timetables for teachers of English, Chinese, Mathematics and NSS Liberal Studies at each level

to enhance their professional teaching collaboration in their lesson preparation and implementation. Other subject teachers had mostly taken their

own initiative to arrange for themselves the same practice for their professional sharing and development.

To further enhance both the teaching effectiveness and students’ learning outcomes, it is still necessary for our teachers to acquire, improve and

implement the teaching strategies concerning small class teaching, catering for learning diversities, cross-curricular learning, cooperative learning,

e-learning and mobile learning.


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3.3 Assessment

The academic performance of students had been continuously assessed by different modes of homework assignments, quizzes, tests and

examinations.

A great emphasis was put on using homework assignments to bring out assessment for learning. To help consolidate students’ subject

knowledge and to extend what students had learned in classroom, assignments were duly designed, which included various kinds like workbooks,

worksheets, essay writing, surveys, projects, case studies, reports, book reviews, and newspaper cuttings, etc. with diversified tasks and questions of

varied difficulties. Assignments catering for students’ diversified learning needs or helping students become independent self-motivated learners were

also made. Self and peer assessments had been adopted for some subjects in some assignments. This practice of adopting wider modes of

assessments still needs to be further developed.

With the belief that doing well the homework is the most effective way for students to consolidate their learning outcomes, the Homework

Submission Scheme was adopted and implemented in these recent years to help students to do and submit their assignments properly. Together with

the homework policies of different subject panels, which often included mark deduction for late submission of assignments, students’ performance in

homework submission had been much improved as it had become more punctual and orderly. To further encourage students to achieve satisfactory

learning outcomes through doing well their homework assignments, the Most Outstanding Homework Performance Award was introduced in the last

school year, and a total of 103 students from S1 to S6 were awarded.

Besides assessment of learning, formative assessments had been much more emphasized recently to help cultivate the overall and general

learning abilities of students. Homework designed assessment for learning was adopted to monitor students’ learning progress more closely. Subject

teachers often engaged themselves in consultation with one another on the assessment criteria and the monitoring of the quality of assignment.

The assignment inspection policy was carried out, which required the subject panel heads to supervise the panel members over their making use

of homework assignments in achieving their teaching objectives. Panel heads could make use of the standard record forms of assignment inspection

to see into the quality and the quantity of the assignments given by teachers, and to evaluate the ways the teachers gave the marking and feedbacks.

The subject panel heads also had to submit their students’ assignments to the Principal and Vice Principals for the same kind of inspection.

The implementation of the New Senior Secondary Curriculum in recent years provided a great challenge to teachers in different aspects,

including assessment. Teachers had been especially careful to be accurate in using the standard referencing system to assess students on the levels

they attained in different assessments and different subjects. Two attempts were made in the last school year to help teachers to conduct their level

marking more confidently. The first attempt was to join the HKDSE Mock Examination Papers Exchange Scheme organized by the Association of

Principals of Secondary Schools of the Hong Kong Council of the Church of Christ in China. Subject teachers of Chemistry and Chinese History, who

had joined the Scheme, found it very helpful to conduct level marking by taking the marking criteria set by other schools as reference and examples.

The other attempt was to join the Pilot Study on Predicted Levels of 2013 Core Subjects (CEML) conducted by the Hong Kong Examinations and

Assessment Authority. The pilot study was meant to study on the reliability of schools’ prediction of CEML subjects of their students, and reliable


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predicted grades will reflect teachers’ accuracy in level marking, and will also be useful for managing the expectation of students and their parents.

The School Report of the pilot study showed that there was a satisfactorily high correlation between the predicted grades awarded by our teachers to

students and the actual level attained by students in 2013 HKDSE, showing that teachers had a good understanding and knowledge on standard

referencing, and their level marking performance was very reliable.

Teachers were also very cautious in taking sophisticated procedures in conducting the School-based Assessment in the New Senior Secondary

Curriculum. Students were assessed on the same tasks and with the same assessment criteria. To achieve this, students were given common SBA

tasks across classes and the same standard of assessment. The same criteria for awarding marks to all students were applied; and in doing so

consultation among teachers to align the marking criteria was often conducted, and trial marking of samples of students’ work was constantly carried

out. Marks given were adjusted whenever necessary to ensure consistence of assessment standard. Reference materials and archive materials were

used to help standardizing marking. Proper and sufficient guidance and supervision was provided to students to ensure the quality and authenticity of

their work. There was feedback and advice on improvement to students after the completion of marking to provide them with a fruitful learning

experience.

On the whole, students’ annual academic performance in school was formally assessed through tests and examinations, which made up the term

marks and the examination marks of students’ annual scores respectively. There were two examinations for each level of students every year. For

tests, there were at least two assessments (test/assignment/project) for each subject within each term. For junior forms, there should be at least one

test in the first term and preferably two tests in the second term, while for senior forms the two assessments each term should be tests.


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4. Student Support and School Ethos

In line with Christian values of loving oneself and others, we kept on focusing on developing students on True Light Girls’ Qualities including perseverance, fitness, modesty, sacrifice, illumination, dedication, awareness and versatility. We aim at enhancing students’ capability of self-discipline, self-respect, respect for others, and self-motivation for learning. Twin class teacher system was adopted for every class to ensure that students were well cared for. In general, students were found to be well disciplined, virtuous and caring. From EDB stakeholder questionnaires, we found that teachers’, students’ and parents’ views on support for student development are 3.7, 3.7 and 3.9 respectively on average. Teachers’, students’ & parents’ views on school climate are 3.9, 3.9 and 4.1 respectively on average. The scores attained are steady in these three years. The survey results indicated that teachers, students and parents are in general satisfied with the school support for student development and the school climate.

Teachers’, students’ & parents’ view on support for student development

3.7 3.73.8 3.73.63.9 3.9

3.7

3.9

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Teachers' view Students' View Parents' views

2010-2011 2011-2012 2012-2013

Teachers’, students’ & parents’ view on school climate

3.83.9

3.7

3.93.7

3.6

4.1

3.73.7

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Teachers' view Students' View Parents' views

2010-2011 2011-2012 2012-2013

In year 2012-2013, The APASO data of our school in general showed positive result. The scores of our students are higher than the Hong Kong norm in the following areas: Social Integration, Honesty and Trustworthiness, Social Concern, Support and Praise, Parent Relationships and Attitudes toward the Nation.


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4.1 Whole-school Approach to Guidance & Discipline

The Guidance and Discipline Committee work effectively with the school social workers, the educational psychologist and the Police School Liaison Officer to provide individual counseling and conferences with parents. 4.1.1 Guidance and Discipline Committee

1. Talks School social workers, educational psychologist and the Police School Liaison Officer were invited to give assembly talks to students to promote positive values and mental health. All S1 parents were invited to attend a talk “同步升中路”.

2. Training programmes Four training programmes for students were designed at different levels with the collaboration of NGOs. About 40 students from S3 to S6 were recruited as prefects and they would joined a whole year training programme. “心靈導師培訓計劃”was also a whole year program for 40 S3 and S4 mentors to develop their interpersonal skills. For S1 students, “亦師亦友計劃” was held to help them to adapt the school life. A programme for S2 students was also held to enhance their leadership and team spirit in class.

3. Award System The “True Light Star Award” and “Best Performance Class Award” were given out to recognize the exceptionally good performance of the students and classes concerned.

4. Measures to support class teachers Each class set up their own class rules at the beginning of the school year. Form meetings concerning guidance and discipline affairs were held in mid-October and April.

5. Self-improving Scheme Students having disciplinary problems were requested to join the scheme. They had to complete a self-reflection form and make a plan to improve themselves.

6. Tutoring Service Tutoring classes were organized in the summer vacation. 3 S4 students were the tutors to help 3 S1 and 4 S2 students to improve their English and learning motivation. Students with financial problems were subsidized by Shiu Wai Ming Financial and Educational Assistance Fund.

4.1.2 S1 Orientation Day for parents & students

On 8th September, 2012, all S1 parents and students were invited to spend an afternoon with the class teachers. The school vision was introduced by the Principal, followed by an information session covering aspects of attention such as school history, academic affairs, pastoral care, student-activities arrangements and channels of home-school communication. The highlight of the programme featured the experience sharing session chaired by the Parent-Teacher Association. Parents of students from senior forms shed light on how they had accompanied their daughters throughout their junior secondary school life. All S1 students’ parents met their two class teachers in the classrooms after the talk.


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4.1.3 Careers and Guidance Committee The programmed organized for students in this year were as follows:

1. Understanding of Self & Personal Growth “I have a dream” Project (S1 & S4/5) Etiquette Class (Table manner & computer manner) (S4-5) Yan Chai Hospitals Annual Dinner (S4-5) Rotary Dinner Meeting (S5) Annual Fund Raising Dinner (Rotary Club) (S4) Leadership Training programme for Career Prefects (S2-5) Mock LegCo Activity (S5) Career Interest Group (Rotary Club) (S5) Smiling programme (S1-6) Career Quiz (S1) Workshops of “Career Planning” (Salvation Army) (S2) Workshop of “財智GOAL飛” (TWGH) (S3) Money Management Workshop (TWGH) (S3) 踏步大未來生涯規劃工作坊 (TWGH) (S4) Workshop on Goal Setting (S4 & S5) School-based workshops (S6)

2. Further Studies Opportunities School-based Workshops on JUPAS Choice (Salvation Army) (S5 & S6) Mock Release of Results for S6 students (S6) Visit – School of Law (City University)-Moot Court Activity (S6) Exhibition – International Tertiary Education Fair (S6) Admission talks – City University of Hong Kong, IVE, HKU Space, Hong Kong

Shue Yan University (S6) JUPAS Briefing Session to S6 students and parents (S6) Sharing sessions with alumni (S1-6) Career talk – Event Marketing (Morrison Hill VTC) (S6) NSSC subject selection Talk to S3 students and parents (S3)

3. Understanding the World-of-work Career visits

Beauty Tech Institute Ltd (S4-6) CMM Monita Academy (S4-5) Edge Design Institute Limited (S3-6) The Kowloon Hotel (S4-6) Cathay Pacific (S4-5) Visit to YES (Kwai Fong) - 我愛秋日大想頭自僱創業實戰 (S4-5)

「青teen講埸2012」(香港律師會) (S4-6) Workshop on world of work –Mr Right (YES) (S4) Career talk - US Consulate General (EDB/BSPP) (S5) Workshop on Interviewing techniques (YES) (S5) Job Experience Day (S3-5)

4. Other careers programmes Programme of “吃出個未來” sponsored by CitiSuccess Fund (S4)

Visit the Faculty of Science of Chinese University of HK


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Visit the Outback Steakhouse Visit the Chinese Cuisine Training Institute Chocolate Latte Class Interview the owners of Kam Ka Lok Restaurant and Fishball Affairs

Job Experience Day/ Summer Internship programme (S4-5) MTC ( HK) Ltd (Product) C& G Environmental Technology (Accounting) CLSA Limited Company (Finance)

School Business Partnership Scheme – The Link (S4-5) Visit the head office of the Link Customer Service Workshop Job Experience Day (Lok Fu Plaza)

“Spread the Love” Programme Drama Performance (Theatre Noir) - (Rotary Club) (S3-4) Movie Premiere(The Warriors of Qiugang) - (Rotary Club) (S4-6) Lucky Draw (Christmas celebration) (S1-6)

Study Tour to Xiamen (co-organized with Liberal Department) (S3-5)

4.2 Other Learning Experiences (OLE) Other Learning Experiences (OLE) is one of the components to provide a valuable niche for the whole person development of students. The school provides the greatest room for students to develop, giving them the most comprehensive and the richest learning experience. In designing OLE activities, we aim to extend classroom learning and let students have a balanced development on knowledge, ability, attitude and values, so as to meet the objectives in education on spiritual, moral, intellectual, academic, physical, social and aesthetic aspects. There are 40 clubs and societies to provide a wide range of activities for our students and to add dimensions of other learning experiences for our students. Moreover, the school established the Student Union and the four Houses to offer vertical support to students’ growth and to develop their sense of belonging. The experience thus gained will be invaluable for students’ personal growth. The school continues to explore more learning opportunities for all levels of students. This year, more than twenty OLE activities were arranged in the post-examination period. Students in different levels were provided with different activities in various components of Other Learning Experiences so that students’ horizons could be broadened. The Student Learning Profile (SLP) system of the intranet were used in various aspects. Students completed their Clubs / Societies enrollment through the system electronically. Teacher-in-charge used the system to process the application and results were announced through iMail. On the other hand, students-in-charge of the clubs and societies can make use of the system in promoting their club activities through intranet efficiently. Furthermore, members can even apply different activities using the system which minimized administrative work. Beside, teachers were asked to import students' attainments and achievements to the school database system. Students were asked to check the records. At the end of the year, students’ records of SLP were to be verified by the students and students were requested to write reflections on their performance. An electronic copy of the SLP can be downloaded by each student through the school intranet. Through records and reflections, students had reviewed their OLE throughout the whole year, which could promote students’ positive value and attitude, and guide them in their personal growth. Taking this opportunity, students can plan their OLE activities in the next school year so as to broaden their horizons and have a balanced development.


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4.2.1 Aesthetic Development (ASD) The aim of ASD is to nurture in students the virtues of creativity, openness, flexibility and aesthetic sensitivity for learning to learn and life-long learning. It also helps students to cultivate an open-minded attitude to and respect for the arts through music, art, drama, dance and other aesthetic activities in True Light. 4.2.1.1 Music To further enhance students’ aesthetic development under NSSC, one ASD lesson per cycle was arranged in the timetable for S5, S6 and double lessons for S4 on every other cycle. Through active participation in listening, performing and creating, students can express creativity, imagination, aesthetic sensitivity and critical thinking skill to express the characteristics and feelings of the music.

Internal Activities “One Student One Instrument Scheme” Instrumental classes organized in school School Choir, School Orchestra, School Percussion Ensemble and School

Recorder Band Singing Contest True Light Songs Singing Competition Music performances in the S1 Form Association Inauguration Ceremony Assembly Concert: music performances by winners and outstanding students in

the Music Festival The 40th Anniversary Variety Show and Musical

External Activities Christmas caroling at Ritz Carlton Hotel 64th Hong Kong Schools Music Festival Music Office Interflow Competition Young Friends Scheme: appreciation of Canton Opera at Yau Ma Tei Theatre Young Friends Scheme: Culture walk in Yau Ma Tei

4.2.1.2 Visual Arts The Visual Arts Department organized many activities this year. It aims at arousing students’ interest in different art aspects and engaging learning experiences through various means.

Internal Activities Glassware Workshop Image Design Workshop Inter-class Display Board Competition S1 Form Association Display and Program Cover Design Competition S2 Form Association Badge Design Competition Athletics Meet Cover Design Competition Awarded Program (1) by Citi Success Fund ($13500):

Fashion Workshop by Inno Fashion Center Fashion Show


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External Activities Sand Painting Workshops and Art Tour for teachers and students by Artist Hoi

Chiu Upcycling Workshops by Artist Wong Tin Yan Business of Design Week: “An Origami Art – Shapes Our Winter Wildlife”

Education Corner Creative Workshop by School of Design, the Hong Kong Polytechnic University

International Education Week: Upcycling Talk by the Hong Kong Institute of Education

Art Talk (Medium Introduction) by HK Artland Art Talk (Painting) by HK Teaching Resource Centre Art Talk (Engraving) by Artist Mr. Chan Visit to “German design Standards: from Bauhaus to Globalisation” Exhibition in

Hong Kong Design Institute Visit to Business of Design Week 2012 by Hong Kong Design Centre Animation Workshop by Hong Kong Design Institute Interactive Art Workshops by K11 International Sculpture Camp 2012 by Hong Kong Society for Education in Art Art & Science Day Camp by the University of Hong Kong Visit to Hong Kong Museum of Art Students’ Art Exhibition (Art & Science) in different schools and shopping malls

by the University of Hong Kong Standard Chartered Arts in the Park Mardi Gras 2012 workshops, grand parade

in Causeway Bay and exhibition in the different shopping malls Awarded Competitions Tokyo FM Award in the 4th Nakamura Keith Haring Collection International

Children’s Drawing Contest from Keith Haring Foundation The Champion in Inter-School Fight Crime Bags Design Competition from Kowloon West Youth-Care Committee The Champion in “Spur on Ourselves. Cherish the Others, Treasure the World” File Cover Design Competition from Community

Youth Club The Champion in 2012 Olympics Stamp Design Competition by Olympics Committee A Merit in the Reunification of Hong Kong Wofoo Youth Network Painting Competition from Wofoo Social Enterprises Design competitions were held throughout the academic year. The purpose of these competitions was to provide a platform for

students to showcase their artistic potential. Students also participated in various Visual Arts activities outside the school. It was a very good experience for them as it helped students foster an artistic sensibility. Moreover, the visit arranged increased students’ ability in their appreciation of art and enhanced their pleasure of art appreciation.

Design competitions were held throughout the academic year. The purpose of these competitions is to provide a platform for students to showcase their artistic potential. Students also participated in various Visual Arts activities outside the school. It was a very good experience for them as it helped foster an artistic sensibility for them. Moreover, the visit arranged increased students’ ability in their appreciation of art and enhanced the pleasure of art appreciation.


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1.2.1.3 Drama

In order to enhance students’ ability in the appreciation of drama performance and encourage creativity in drama, our school provides life-wide learning opportunities and platforms to students to join drama activities both within and outside school. It is hoped that students can sharpen their edges in terms of drama techniques, cooperation and communication while they can have valuable and memorable experiences that go beyond the classrooms. Our students had further shown their talents with faith and delight in the 40th Anniversary Musical ‘Godspell’ this year. The Musical “Godspell”, meaning good news from God, was reckoned as the highlight of the show and highly appreciated by the audience for students’ potential, talent as well as their excellent efforts.

Internal Activities Training workshops 40th Anniversary Musical ‘Godspell’ External Activities Joint School Brand New Show 2012 (JSBNS) Hong Kong Schools Speech Festival – Dramatic Scenes Hong Kong School Drama Festival 2012/13 True Light Joint School Drama Improvisation Workshop and Sharing Session Drama Festival organized by the Association of English-medium Secondary Schools (AEMSS)

Students who participated in the skills training workshops reported that they acquired better pronunciation, writing skills, acting, as well as skills in voice projection. Moreover, the actresses reported that they were more confident in speaking English and learnt how to effectively express themselves in both verbal and non-verbal means. Students also found that the joint school activities worthwhile since most of them not only learnt the skills to express themselves effectively through acting, but also discovered ways to coordinate well with others. All participating students reflected that they felt a sense of achievement in their performances both within and outside school. Some students in senior form made great achievements in earning the Outstanding Team in Cooperation Award, Outstanding Script Award as well as outstanding Actresses Award in the Hong Kong School Drama Festival this year. Both our teachers and students were highly recognized with their effort by also earning the Outstanding Director this year. Our students received positive, valuable feedback and advice on voice projection as well as acting skills from artistic directors and adjudicators in many inter-school competitions and sharing sessions. To ensure all students could reap the benefits of Drama Education, it has even been made a compulsory part of the Junior Curriculum since 2012. Learning English through Drama was taken as one of the electives for the senior form students under the New Senior Secondary School Curriculum since 2012. All students of True Light have the opportunity to learn to be confident and expressive speaker of English. They will continue to grow in love with the support from teachers and parents and contribute to aesthetic development through various form of drama.

4.2.2 Physical Development

To help students to develop a healthy lifestyle through doing regular exercise, the School Physical Fitness Award Scheme and Sports Equipment Lending Scheme were organized. In addition, more than 15 internal competitions or training classes were provided for students to cultivate their many talents in sports. Besides, game stalls in open day were set up by different teams, the volleyball and basketball friendly matches as well as the variety dance show was also held on those two days. Students’ outstanding performance was highly


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appreciated by the guests. Their sense of belonging was further strengthened through participating in these interactive activities. To broaden students’ learning horizon, different sports-related activities were organized with the external organization.40 students went to the Tuen Mun riding school to take part in the Equestrian Sports Promotional Programme which was organized by the Hong Kong Equestrain Federation. In November, one of the famous world champion, Miss Cheng Fei, was invited to our school to share her life experiences with our students. Besides, a CPRAED Course was provided by St. John Ambulance for our students from S3 to S5. All of the participants passed the examination. In July. 14 members from our basketball team and table-tennis team took part in a Sport Experience Tour in Guangzhou(黃村體育訓練基地). They underwent a 5-day intensive training and developed good team spirit. This memorable trip provided them unforgettable experiences and their sports skills were greatly improved. There were 152 sport team members in our school in this year. Many of them demonstrated very pleasing results in the inter-school competitions.

Awarded Competitions Inter-School Swimming Championship(Division III)

Champion in Girls C Grade 1st runner-up in Girls B Grade Champion in Girls Overall

Inter-School Athletics Championship(Division III) 2nd runner-up in B grade discus 1st runner-up in B grade shot put

Inter-School Badminton Competitions(Division II) 2nd runner-up in Girls C Grade

Inter-School Volleyball Competitions(Division III) 1st runner-up in Girls C Grade Champion in Girls Overall

Inter-School Table-tennis Championship(Division II) 3rd runner-up in Girls C Grade

Hong Kong Open Dance Competition Gold Award

4.2.3 Moral and Civic Education

Civic education in our school is being carried out in the formal and informal curricula. In the formal curriculum civic values concerning roles and responsibilities of self towards peers and families, serving our school and community and caring about Hong Kong and China are immersed. Besides caring Hong Kong and China, the focus of the informal curriculum is on promoting national identity.

In this school year the Civic Education Committee organized or promoted the following activities.

1/9-15/9 Recruitment of Senior Civic Education Ambassadors (SCEA) and Civic Education Ambassadors (CEA)

26/9/12 Rehearsal of flag-flying ceremony 28/9/12 Flag-flying ceremony 26/10/12 Sharing on study tours (Xian, Sichuan)to China in short assembly


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21/9/12 Talk in assembly (Importance of discipline by Senior Inspector Ms. Ma Yee Ling)

Sept-Dec. Preparation working for study tour to Shanghai- tendering, promotion, CCF introduction, recruitment of participants, etc.

Oct. Application of Senior Secondary School Students Mainland Exchange Programme Subvention Scheme

Dec. School Information Day- Board display on study tour學校巡禮展板展覧2012

1/2/13 Talk on environmental education ‘城市中的綠蔭-樹木’ by Green Power

7/3/13 Sharing on contribution to society by SCEA 11/3-15/3/13 Civic Education Week (To know ‘True Light’) 22/3-26/3/13 Study tour to Shanghai(真光女書院40周年上海杭州學習交流團

2013) 17/4/13 ICAC Drama show‘英雄互動真人show’ 14/4-19/4/13 Exhibition on actions against corruption 3/5-4/5/13 Open Day June Financial report to EDB for the Community Care Fund Assistance Programme-School-based Fund for Cross

Boundary Learning Activities August Printing of newsletter of study tour to Shanghai

In this school year some students were nominated to participate in different study tours that might broaden their horizons and enrich their learning experience. Students involved are as follows:

28/3-1/4/13 領袖生內地交流計劃黃麗虹, 沈安琪 5/8-9/8/13 領袖生內地交流計劃孫靈雨, 伍曉怡 14/7-28/7/13 2013香港青少年軍事夏令營陳琪, 尹焯娉 28/6-2/7/13 贛港「青年匯聚」2013 趙凱靈, 周加欣, 汪詠梅, 陳嘉欣, 劉施妤, 馬鈺宜, 楊綺晴, 李倩明

In general all these activities were run smoothly and the responses of students were active and positive.

4.2.4 Community Service

Service Learning combined volunteer activities with the intent that the activities could change both the recipients and the providers of the service. This was accomplished by combining service tasks with structured opportunities that linked the task to self-reflection, self-discovery and the acquisition and comprehension of values, skills and knowledge. The best learning experience would not be gained by passive participation in school activities, but was acquired in situations shaped and initiated by the students. Our school provided lots of opportunities for our students to serve the community in this way. Through different organizations like Social Service Corp, Community Youth Club, Girls Guides, Junior Police Call, Oxfam Club, Red Cross Youth Unit, Road Safety Patrol and Zonta Z Club, students could organize and take part in various activities to serve the community. Flag selling, charity sale, blood donation day, health project, elderly centre visits were arranged for and by our students. In addition, the Service Learning Program was arranged in our school curriculum. All S4 students participated in the program so as to


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broaden their horizon and arouse their awareness of society. Furthermore, a Leadership Training Programme was arranged for all student organizers to help them design and organize the service programmes. In order to raise our students’ awareness of concern over community affairs and encourage them to take part in community activities and voluntary work, our school joined the “Volunteer Movement” of the Steering Committee on Promotion of Volunteer Service of the Social Welfare Department since 2009. The scheme awarded our students certificiates according to their accumulated number of service hours. 180 of our students received Bronze certificates for achieving 50 hours of service, 89 students got Silver Award for attaining 100 service hours. 13 of our students were awarded the Gold Certificate for serving more than 200 hours. Our School was also awarded the Gold Cerficiate of organization for 37840 hours of services for the year of 2011. In addition, our school pledged to encourage our students to take part in voluntary services and became one of the Heart-to-Heart Project Schools of the Hong Kong Federation of Youth Group. The number of service hours of our students is shown below:-

Level Service Hours S1 3671 S2 4222 S3 6104 S4 9490 S5 9914 S6 5124

Throughout the activities, our students fully realised the school motto – Thou Art the Light of World. Students gained great satisfaction from participating in social services to serve other people and contribute to society and, at the same time, developed positive attitudes on perseverance and respect for others. Activities held in 2012-2013 are listed below:- 香港唐氏綜合症協會賣旗日香港傷殘青年協會賣旗日香港基督教服務處「愛．分享券」香港復康力量賣旗日香港撒瑪利亞防止自殺會賣旗日嘖嘖青耆童學會 - 學習障礙學員服務嘖嘖青耆童學會 - 父母親節聚會嘖嘖青耆童學會 - 老人運動日營 /老人中心探訪循道衛理楊震社會服務處---智適做運動計劃義工義話筆說 - 全港青少年社會服務推廣計劃設計比賽2013 香港心理衛生會油麻地展能中心 - 華麗大變身《香港人香港心》Rose Rose我愛您及神采飛揚活力蝦無障礙城市定向2013暨「我們的」城市展


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4.2.5 Leadership Two leadership training day camps were held on 27th July 2012 and 3rd August 2012 for all S5 students. The training activities were conducted by experienced social workers from the Salvation Army Yaumatei Integrated Service For Young People. Three extra intensive workshops were arranged for all chairmen and vice-chairmen of Student Union, Houses and ECA units. All students enjoyed the program and found it an invaluable experience. Problem solving skills, self-confidence, cooperation, team spirit, sense of belonging and leadership were developed and enhanced. The program was subsidized by the School-based After-school Learning and Support Grant. 4.2.5.1 Student Union

The Student Union (SU) served as a bridge between students and the school. It helped to channel students’ needs and feedback to the school. The SU had organised a number of activities such as singing contest, inter-class competitions and fashion show to add colour to the students’ school life. One of its mission was to cater for students’ needs and interests. It organised the joint school oral practices for both Chinese Language and English Language for students taking public examination. The SU also provided services such as lending umbrellas to students in rainy days and selling stationery at discounted price. This year, the SU start helping monitor the service quality of the tuckshop.

Activities held in 2012-2013

1. Democracy Wall

2. Teachers’ Day Celebration

3. True Light Kitchen Competition

4. Singing Contest

5. True Light Song Singing Competition

6. Fashion Show

7. Local Exchange Programme with Lam Woo Memorial Secondary School

8. Selling stationery

9. Umbrella lending scheme

10. Joint School Chinese Oral Practice for S6

11. Joint School English Oral Practice for S6

4.2.5.2 Houses

Apart from Sports Days, S1 Orientation day for new members, Inter-House Basketball Competition and Dance Competition, the Inter-House OLE Quiz was also held this year. The sense of belonging of House members was boosted through these activities.

4.2.6 Extra-curricular Activities Extra-curricular activities form an indispensable part of a student’s education. The aims are: 1. to promote students’ personal development by broadening their interests, widening their knowledge about the world, and encouraging

in them a desire to develop their understanding further. 2. to develop students’ multiple intelligence and enable teachers to discover and develop students’ potentials. 3. to enable students to work collaboratively and acquire social skills; and to enhance teacher-student relationship. 4. to help students develop leadership qualities, a sense of responsibility and a serious attitude in serving. Besides Student Union and Houses, students were encouraged to join in a variety of 40 clubs of 7 major categories. Among them, Student TV and Photography Club were newly established in 2012-2013.


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Religious, Moral & Civic Education

Community Service Career Related

Experience Aesthetic

Development Physical Education

Leadership & Interest Clubs

Academic Societies

Current Affairs Club Community Youth Club

Career Aspiration Society

Art & Design Club Sports Association Computer Club Chinese History Society

Junior Student Fellowship

Girl Guides Student TV Drama Club Gardening Club Chinese Society

Senior Student Fellowship

Junior Police Call Sun-Light Society Music Association HK Award for Young People

Computer Club

Oxfam Club School Choir Houses Economics Society

Red Cross Youth Unit School Orchestra Library Club English Society

Road Safety Patrol Photography Club Entrepreuership Education Society

Social Service Corp Reading Club Geography Society

Zonta Z Club Student Union History Society

Home Economics Club

Liberal Society

Mathematics Society

Science Society

4.3 Religious Education

A recent religious survey showed that in our school 240 students (25%) were Christians and most of them had participated in church activities. Religious Activities School Commencement Ceremony (3/9/2012)

- Key message was delivered by Mr. Tam and alumna Miss Lo Lai Fan. S1 Education Sunday (16/9/2012)

- The service was held in CCC Hop Yat Church Kowloon, with S1 students & parents, class teachers and new teachers. The praise and worship session was leaded by our fellowship praise team.

Barbecue Sharing Evening (26/10/2012) - Thirty Student Fellowship committee members, teachers and co-workers from churches

have participated. The Principal shared his encouragement and bookmarks with students. Sharing by Religious Education Committee with Experience from Missionary Camp

(3/10/2012) - Students shared their experiences in summer activities organized by the collaborative churches with their reflection in believing Jesus.

Gospel Month (21/11-20/12/2012)) and Evangelistic meeting (20/12/2012) - In order to cultivate the religious atmosphere, Gospel Week was replaced by Gospel Month this year. The event started at the kick-off

ceremony on 21/11/2012, and there was a Gospel Funfair (with 10 food selling and religious sharing stalls), three days of songs dedication and a film show on 14/12/2012. The Evangelistic meeting was merged with Christmas Service (20/12/2012). Share Hymn was invited to lead the meeting, sharing hymns and gospel.


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Sharing by Alumni (28/11/2012) - Miss Natalie Chan (陳敏斯校友) shared her testimony on becoming a preacher.

Student Testimony Sharing in Short Assembly (3 & 14/12/2012) - S1 Chan Hei Lam and S6 Kwan Cho Ming shared their life experience

Graduation Activity - Miss Li SY shared a message and gave a blessing prayer to S6 girls in Graduation Camp

on 22/11/2012. Students from the Senior Student Fellowship also prepared some bookmarks for graduates.

Sharing by Religious Education Committee (27/2/2013) - Rev. Cheung (張蒙恩牧師) from Taiwan was invited to share on the topic “Be Precious with

yourself”. Easter Service (21/3/2013)

- The key message “Changes of Life” was delivered by Minister Leung Mei Lan from CCC Cheung Lo Church (長老堂梁美蘭宣教師). “Encountering True Light” (4/2013)

- The book was published by the end of April, 2013. There were 45 True Light people including principals, alumni, teachers and staffs sharing their life stories in the book.

40th Anniversary Thanksgiving Service (3/5/2013) - Rev. Ng Chun Chi (吳振智牧師) and our alumna Preacher Tsang Wai Ling (曾惠玲傳道) were invited to share in the ceremony.

Display in Open Days (3-4/5/2013) - Religious Education and Students Fellowship were involved in setting up a booth in the open days. Lots of alumnae visited the booth and

gave encouragement to our students. Preparation for Graduation Evening Ceremony (21/6/2013)

- Chairmen and Vice-Chairmen from each S5 class were invited to participate in KTLMS’s Ceremony to gain experience in organizing the event.

Graduation Ceremony and Lantern Passing Ceremony (28/6/2013) - The Lantern Passing Ceremony is a performance integrated with religious, music and

lighting effects. It was led by Form Association Chairman, Vice-chairman and Student Fellowship Chairman and performed by all S5 and S6 students. There was also a Light Parade performed by S2 students in cerebrating the 40th Anniversary of the school.

Evangelistic Meeting in post-examination period (5/7/2013) - In response to The Hong Kong Chinese Christian Churches Union's invitation on Gospel

Double Weeks, Youth For Christ was invited to arrange families from USA for sharing message and hymns. Christian teachers and students were involved in the follow-up session for new believers after the event.

End of School Year Ceremony (10/7/2013) Morning prayers were arranged on every Day 3, 4, 6 and led by 20 Christian teachers, TAs and students. There were around 70 times this

year.


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Pastoral Care in Fellowships Junior Student Fellowship: Regular meetings were arranged during lunchtime every Friday. The year theme was “搜神記”. 18 meetings

including games, handicrafts, hymn and testimonies sharing were held this year. Senior Student Fellowship: Regular meetings were arranged during lunchtime or after school every Friday. The year theme was “少女的祈禱”. 19 meetings with activities like games, hymn and testimonies sharing and bible studies were held.

Class Religious Assemblies were arranged for each class this year. The programs were conducted by class Devotional Leaders & RE subject leaders as well as volunteers from neighboring churches.

Training A gospel camp “ALIVE” was organized for students to help them to learn to trust God and be courageous to face difficulties. There were 10

advisors and 40 S2-S5 students participated in the camp. Fellowship Committee training: Programs were organized for junior and senior fellowship committee members respectively in August and

July, 2013.

Communication with neighboring Churches A network with Ward Memorial Methodist Church, CCC Hop Yat Church Kowloon Church, CCC Mongkok Church and CCC Cheung Lo

Church was formed to promote the religious activities of our school.

Sharing of publication “Our Daily Bread” was ordered for our student Devotional Leaders and Christian teachers. To enhance spiritual development, Catch

Magazine and Angel’s Heart were also subscribed for teachers and students.

4.4 Environmental Education A myriad of green activities were organized to promote the notion of “Low carbon living” in this academic year. Energy efficiency and waste recycling are the two major concerns. 1. A school talk about “Extinction species in the Polar region” by Dr. Rebecca Lee Lok Sze was

organized t to understand the role as a global citizen taking up collective responsibility for protecting the natural environment.

2. Green Lunch was promoted under “Go Green Monday” Programme as to promote green lifestyle especially green diet by advocating and enabling people to take "Baby Steps to Go Green". Our students won the Bronze Award by keeping the practice of eating more vegetables and less meat every Monday.

3. Green Christmas Tree Competition was organized to promote the idea of recycling and reduction in waste in our daily life. Used materials were used to create a green Christmas Tree for celebration.

4. Games booths were set up in 40th School Anniversary Open Day to promote the practice of energy efficiency and waste recycling in school to the public at the social level.

5. Workshops and trainings were given to all the green ambassadors as to promote the notion of environmental protection in schools.

4.5 Study Tour

Civic Education Committee arranged a study tour to Shanghai and nominated students to participate in different study tours. All these study tours emphasized experiential learning and offered both group and self-directed activities that enabled learners to explore new territories, cultures and people.


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Date Study Tour Participants

4/2-8/2/13 真光聯校新加坡五天交流考察團 18 students from junior forms

14/3-17/3 廈門海上花園之旅 40 students from senior forms

22/3-26/3 真光女書院40周年上海杭州學習交流團 2013 40 students from senior forms

28/3-1/4/13 領袖生內地交流計劃黃麗虹(S5A), 沈安琪(S5D)

5/8-9/8/13 領袖生內地交流計劃孫靈雨(S5D), 伍曉怡(S5A)

14/7-28/7/13 2013香港青少年軍事夏令營陳琪(S3C), 尹焯娉(S4A)

28/6-2/7/13 贛港「青年匯聚」2013 8 students from S5

10/7-14/7/13 香港聯校青少年體育文化交流團 16 students from senior forms

4.6 Financial Assistance Fund 4.6.1 Student Financial Assistance Scheme

There were 114 and 85 students who received full and half subsidy respectively. 4.6.2 The Hong Kong Jockey Club Education Fund

A total of $96,100 was provided to our students from Hong Kong Jockey Club Life-wide Learning Fund. Subsidies were given to students participating in activities, such as training fees in sports, transportation in extra-curricular activities, training fees of music courses and camp fees.

4.6.3 Grantham Maintenance Grants

There were three S4-S6 students who had made successful applications in 2012-2013. The total amount subsidized was $8,568. 4.6.4 Shiu Wai Ming Financial Assistance Fund

Shiu Wai Ming Financial and Educational Assistance Fund is donated by an alumna and managed by Shiu Wai Ming Financial and Educational Assistance Fund Management Committee. Students at school and graduates of the year eligible for receiving CSSA or student financial assistance are entitled to apply for the fund to subsidize for their living, joining extra-curricular activities and further studies. Other students with relevant proofs of their family financial difficulties can also apply. The nature of subsidies ranges from cultural & study tours, examination fees to ECA activities. This year, the beneficiary was more than 37 and the amount approved was about $84,530.98. Besides, there was a one-off subsidy open to all students. 52 students were eligible for the subsidy and $20,380 was granted in total.


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4.6.5 True Light Scholarship Foundation Four students were granted a total amount of $21,250 because of their family special needs.

4.7 Parent-Teacher Association The True Light Parent-Teacher Association was established in 1999, aiming at strengthening the communication between parents and the school. Over the years, the Association had organized a wide range of recreational activities, including picnics, visits to True Light Alma Mater in Guangzhou, community services, seminars and workshops for both parents and students. It has been a very enthusiastic sponsor of school activities, facilities, Reading Award Scheme and scholarships to students who excel in their academic performance. Communicating with parents has always been considered to be of paramount importance. Newsletters were published on regular basis to facilitate better understanding and communication. The Association had been giving strong support for various activities in school such as Teachers’ Day, Walkathon, Graduation Ceremony, School Anniversary Ceremony, Swimming Gala and Athletic Meets, etc. A variety of 155 scholarships were also offered by the Association to encourage students to fully develop their potentials. According to EDB stakeholder questionnaires, parents’ view on home-school cooperation was 3.7 on average. Parents often offer strong support and give favourable comments to school. Activities held in this school year: Old Textbook Selling S1 Bridging Course Pre-S1 English Enhancement Course Pre-S1 Chinese Enhancement Course S1 Orientation Buffet Night Parental Talk “培育就是讓生命情發揮” provided by Dr. Chan

Jing Sam (professional Consultant, HK Institute of Educational Research, CUHK)

“Fruit Day” to promote healthy eating among students Annual PTA picnic PTA Booth for the 40th School Anniversary Open Day Attending 40th School Anniversary Thanksgiving Service and

Dinner Presentation of the PTA Scholarships at the End of School Year

Ceremony Publication of PTA Newsletter Volume 16 Sponsoring and attending the School Anniversary Variety Show

4.8 Alumni Association The Alumni Association holds meetings regularly and shows a very strong sense of belonging to the school. The graduated girls have been supporting the school well, with scholarships, sponsorship of various school activities, sharing at assemblies, and mentoring programme to S6 girls in their JUPAS choices. The “Alumni Homecoming Day” was organized on 12th January 2013 and received a very good response from the alumnae. More than 100 alumnae attended the function. To celebrate the 40th School Anniversary, the grand 40th Anniversary Thanksgiving Dinner was held at ClubONE Kowloon Peak on 4th May 2013. Hundreds of alumnae taking up 46 tables of the dinner reunited with their teachers, past and present sharing their sweet memories in TLGC. The occasion offered a priceless opportunity for all True Lighters to bind themselves together in fellowship while enjoying a wonderful night with fun and laughter.


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5. Student Performance

5.1 Students’ Performance in Hong Kong S1 Attainment Tests (HKAT)

HKAT English Performance

0

10

20

30

40

50

60

70

80

2010-2011 2011-2012 2012-2013

Year

Ave

rag

e M

Ark

s

TLGC

Hong Kong

HKAT Chinese Performance

0

10

20

30

40

50

60

70

80

2010-2011 2011-2012 2012-2013

Year

Ave

rag

e M

Ark

s

TLGC

Hong Kong

HKAT Mathematics Performance

0

10

20

30

40

50

60

70

80

2010-2011 2011-2012 2012-2013

Year

Ave

rag

e M

Ark

s

TLGC

Hong Kong


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5.2 Performance in Hong Kong Diploma of Secondary Education Examination (HKDSE) in 2013

HKDSE 2013 – Percentage of students attaining Level 4 or above in best six subjects

Eng C. Hist LS Chem Bio Hist

TLGC 82% 80% 70% 68% 66% 63%

HK 25% 20% 30% 28% 34% 37%

Percentage of students attained Chin-3, Eng-3, Maths-2, LS-2 or above

78%

Percentage of students attained 4444 or above in any subjects

56%

Percentage of students attained 5555 or above in any subjects

16%

JUPAS Result in 2013

Percentage of students with offer: 57% (81 students)

Percentage of students enrolled in tertiary education through JUPAS or other methods:

80.1% (117 students)


- 44 -

5.3 Achievements and Awards 5.3.1 English Language

64th Hong Kong Schools Speech Festival

No. of Champion – 2

No. of 1st Runner up – 3

No. of 2nd Runner up – 7

No. of Merit – 76

Choral Speaking (Girls) S1 (Champion)

Solo Verse Speaking

Champion

Haven Tam 2B

1st Runner Up

Wong Lok Ching 2A

Chan Wai Shan 5D

2nd Runner Up

Lau Wing Man 1D

Li Yin 2B

Chow Wynsum 3A

Yip Wing Tung 3B

Law Jamie 3D

Yeung Hoi Ting 5A

Public Speaking Solo

1st Runner Up

Cheng Ho Man 4D

Solo Verse Reading

2nd Runner Up

Yuen Lok Yi 1C

Dramatic Scene

2nd Runner Up

Sheh Hiu Tung Lorraine 1A

Ma Tsz Yan 1B

Chow Tin Yuet 1C

Yuen Lok Yi 1C

Ho Alison Ka Hey 1D

Yip Tin Kuen 1D

Au Yeung Ho Sum 2A

Chan Nok Tung 2A

Chiu Tsz Kei 2A

Lam Lok Ching 2A

Ma Sze Yan 2A

Ng Hoi Ying 2A

Wong Lok Ching 2A

Yau Wing Suet Cheryl 2A

Li Sze Man 2B

Wan Sin Yee 2B

Leung Cathy 2D

2013 Harvard Book Prize Award

Winner

Shum On Ki 5D

Runners-up

Wong Lai Hung 5D

Sun Ling Yu 5D

Drama Festival 2013 (Sessin 5)

Outstanding Performer

Ng Ting Yin 4A

The Little Bookworm Blogger Competition

2012

Champion

Wong Ching, Sammi 4D

1st Runner Up

Wong Wing Yin 4B

Merit

Chan Lan Sze 4A

Chow Tsz Fei 4C

Ho Hiu Kwan 4D

Lee Yim 4A

Li Ka Ling 3B

Ma Pui Yi 4D

Ng Kin Man 4D

Wong Mei Suet 2A

SCHOLAR English Everywhere activities

Engliosh Ambassador

Li Rsz Ying 5A

13th

Lions International Youth Exchange

Scholarship Essay Competition

Certificate of Merit

Wong Ching 4D


- 45 -

5.3.2 Chinese Language 第 64屆香港學校中文朗誦節冠軍 2項亞軍 2項季軍 9項獨誦冠軍 3A 石煉楸、5A 張潔楠亞軍 3A 姚筠晴季軍 1B 黃佳琳、1C 何寶盈、1D 王樂弦、 3A 吳筱悠、3A 符惠琳、 4A 麥凱琳、 4B 蘇泳冬、4D 吳燕羚二人朗誦亞軍 5B 譚卉琪、5A 李芷蕙季軍 5B 蔡蘊明、5B 蘇愛儀

我愛香港德育演講比賽 (2012-2013) 中學組季軍 4B 蘇泳冬香港浸會大學主辦之「第七屆大學文學獎」(2012-2013) 傑出少年作家獎 5B 鄭東儀油尖區無標語創作比賽高中組亞軍 5C 陸可盈

中國中學生作文大賽 (2012-2013) 香港賽區初中組金獎 2B 朱茵桐香港賽區高中組亨達文學之星獎 6D 張亦妍第十四屆「香港、澳門、上海、台北四地青少年普通話朗誦大賽」 (2012-2013) 最佳肢體語言獎 4D 黃琬澄九龍區初中「優異星獎」 1D 趙芷琦、3A 蘇泳冬

5.3.3 Mathematics

Australian Mathematics Competition

2012-13

Certificate of Distinction

Chiu Tsz Kei 2A

Wu Cheuk Kwan 5D

Man Sze Nga 6C

Sin Ka Ki 6C

Lau Charis 6D

The 4th HK Mathematics Creative Problem

Solving Competition for Secondary School

Bronze Award in the Heat

全港中學「T字之謎」大賽二等獎高弘欣 2B

順德聯誼總會胡兆熾中學第四屆 SUPER24邀請賽(2012-2013) 三等奬 1D 黃芷羚第二屆「智趣無限智力玩嘉年華」二等獎

「華夏盃」全國數學奧林匹克邀請賽 2012 (香港賽區) 初賽二等獎 1項、三等獎 9項晉級賽優秀獎 3項

2013 港澳數學奧林匹克公開賽《港澳盃 HKMO Open》暨亞洲國際數學奧林匹克公開賽(AIMO Open)香港賽區初賽銀獎 3項、銅獎 14項晉級賽銅獎 2項


- 46 -

5.3.4 Science

The Hong Kong Polytechnic University

Secondary School Junior Science

Competition 2013

No. of Certificate of High Distinction – 1

Certificate of Distinction – 4

Certificate of Credit – 2

Certificate of Participation – 2

Certificate of High Distinction

Choi Suet Man 2B

Certificate of Distinction Chan Nok Tung 2A

Chiu Tsz Kei 2A

Li Yin 2B

Yiu Kwan Ching 3A

Certificate of Credit Ng Hoi Ying 2A

Liu Cho Ching 2B

Certificate of Participation

Yuen Ka Lam 2A

Hung Kar Yee 2B

International Junior Science Olympiad – Hong

Kong Screening 2012

Third Class Honor

Yiu Kwan Ching 3A

Hong Kong Biology Olympiad for Secondary

School 2012/2013 Hong Kong Association for

Science and Mathematics Education

Second Class Honors

Tang Yi Ling 6A

Chung Lai Tai 6D

Lo Yee Ching 6D

Third Class Honors

Chan Hiu Wa 6A

Australian National Chemistry Quiz 2012

High Distinction

Wong Ka Man 5D

Cheung Yik In 6D

Leung Sze Ching 6D

Lo Yee Ching 6D

Distinction

Sun Ling Yu 5D

第二十七屆全國青少年科技創新大賽 2012 題目：科技鑑證普人群二等獎周樂堯 5A 萬暟茜 5A 「創新能源項目」設計比賽黃曉慧 6B 莊瑞昕 6D 蔡靖怡 6D 林綺虹 6A

5.3.5 Business And Financial Studies

Top Student of the July 2012 Accredited

Accounting Technician (AAT) Foundation

Examination Paper I - Accounting and

Business Essentials (English Paper)

Gold Award winner

Ng Pui Sum 6A


- 47 -

5.3.6 Music

65th

Hong Kong Schools Music Festival

No. of Champion – 2

No. of 1st Runner up – 8

No. of 2nd Runner up – 4

No. of Certificate of Merit – 30

Secondary School Choir

1st Runner up

Girls’ Intermediate Choir – 1st division

(Foreign language)

1st Runner up

Church Music - Chinese

1st Runner up Madrigal - Mixed Voice

(corporate with Ying Wa College)

Vocal Solo

2nd Runner up

Age under 14 (Foreign language)

Wai Wing Yi 3A

2nd Runner up Women's Open Group

Yiu Hiu Laam 5B

1st Runner up Chinese Opera (Junior)

Tse Sze Ching Toby 1B

Instrument Performance

Recorder Solo

Champion Lok Wan Huen 4B

Ho Wing Lam 4B

1st Runner up Chan Wai Shan 5B

2nd Runner up Yuen Lok Yi 1C

Recorder Duet 1st Runner up Lok Wan Huen 4B &

Ho Wing Lam 4B

Piano Solo

1st Runner up Ma Yan Loi Jacqueline 2A

Piano Duet

1st Runner up Ma Yan Loi Jacqueline 2A &

Sung Chiu Tung Tiffany 2B

Pipa Solo

2nd Runner up Ng Hoi Ying 2A

Guzheng Solo

1st Runner up

Lam Nga Man 1B


- 48 -

5.3.7 Physical Education

HKSSF Inter-School Swimming

Championships 2012-2013 (Division III)

Overall Grade

First Place

Overall C Grade

First Place

Overall Grade B

Second Place

C Grade

First Place – 50m Freestyle

First Place – 50m Backstroke

Yim Yee Chi 1A

First Place – 4x50m Medley Relay

Liu Ying Yiu Claudia 1A

Yim Yee Chi 1A

Cheng Cin Yee Tiffany 1D

Kwan Hoi Wing Beatrix 2A

Second Place – 50m Butterfly

Second Place – 50m Breaststroke

Kwan Hoi Wing Beatrix 2A

Fourth Place - 50m Backstroke

Cheng Cin Yee Tiffany 1D

B Grade

First Place - 100m Breaststroke

First Place - 50m Breaststroke

Wong Pui Yu 3D

Liu Ying Yiu Claudia 1A

Second Place – 4x50m Freestyle Relay

Wong Rachel Wing Fung 3A

Li Wai In 4A

Wong Yan Yu 4B

Wong Pui Yu 4D

Fourth Place – 4x50m Medley Relay

Ng Man Kwan 2A

Lam Ka Yan 3D

Sin Wai Sum Sammi 3D

Tse Ka Man 4A

Inter-school Badminton Competitions

2012-2013

C Grade

2nd Runner up

Inter-school Table Tennis Competitions

2012-2013 (Division II)

C Grade

3rd Runner up

49th

Schools Dance Festival

Western Dance (Group)

Honours Award and Choreography Award

41st

Open Dance Contest – Western Dance Section

(2012-13)

Gold Award


- 49 -

5.3.8 Visual Arts

校際滅罪圖案設計比賽冠軍

陳思諾 5A 「義話筆說」全港青少年社會服務推廣計劃設計比賽優異獎陳穎欣 5A 楊凱婷 5A 葉以倩 5A 葉霆筠 5A 王嘉怡 5D 謝詠珊 5D

星願小王子漫畫比賽 2012 季軍王榆莎 4A

ECO- Fashion Design Competition Merit Ng Sui Man 6A Lau Ching Yu 6B Au Yuk Ling 6B Hui Chui Mei 6B Lau Suet Ling 6B

The 4th AAISS Recognition Ceremony 2011-2012 Ng Sui Man 6A

Lau Ching Yu 6B

4th Nakamura Keith Collection International Children’s Drawing Contest From Keith Haring Foundation Tokyo FM Award International Children Art Competition 2012 Best Exhibition Award Ng Ka Wing 2A

共迎 2012奧運郵票設計比賽冠軍何倩煒 6B 亞軍林綺虹 6A


- 50 -

5.3.9 Uniform Team

Hong Kong Road Safety Patrol Commissioner’s Commendation Award Kwok Ho Yan 3B

Siu Mung Yiu 3B

Kam Pui Shan 3D

Chan Wing Mei 4A

Annual Inspection of Hong Kong Road Safety Patrol Kowloon West Region

1st Runner-up 50th Anniversary Annual Review of the Hong Kong Road Safety Patrol 3rd Runner-up Hong Kong Road Safety Patrol Kowloon West Region 2012-2013 Best Team Member - Secondary School Champion Tse Ka Man 4A

Hong Kong Road Safety Patrol & Family Council Poster Design Competition Secondary School Champion

Hong Kong Road Safety Patrol 2013 (School Team Election) Best Team Member Kam Pui Shan 3D

Hong Kong Girl Guides Association Commissioner’s Commendation Award Tsang Ling San 6D

Wan Wing Tung 6D

Shum Wan Yu 6A

Hong Kong Girl Guides Association Best Team Member Tsang Ling San 6D

Hong Kong Red Cross Youth & Volunteer Department 2012-2013 International Friendship Souvenir Design Compeition 1st Runner-up Hui Miu Sim 3D

Li Yuhuan 2C

Wong Wing Yin 4B


- 51 -

5.3.10 Scholarships & Gifted Education 九龍西潮人聯會最佳學業進步獎陳恩樂 4C

最佳操行進步獎林紫敏 4D

第三屆油尖旺區學生獎勵計劃 (2013) 優異獎鄭伶俐 3A

吳凱盈 2A

黃詠楓 3A

Sir Edward Youde Memorial Prizes Award

2012-2013 Shum On Ki 5D

Cheung Yik In 6D

The 4

th Kowloon Region Outstanding Student

Award

Outstanding Student Award

Cheung Yik In 6D

2012年度青網大使年獎個人獎謝嘉雯 4A

民政事務總署青年事務委員會優秀青年計劃優異獎温穎彤 6D

中華青少年生命教育活動組委會中國宋慶齡基金會培訓交流中心 Certificate of Honour

The Hong Kong Award for Young People Silver Medal Choi Ka Yan 6B

Ho Pui Yee 6B


- 52 -

7. The Way Forward

It has been an exciting and fruitful year at True Light Girls’ College. With the whole-hearted and collaborative efforts of all the stakeholders including the school managers, parents, alumnae, teachers, office staff and janitors as well as all the students, we celebrated our 40th anniversary with the opening of the School History Gallery and the inauguration of the Student TV Studio. We successfully staged a variety show and the English musical “Godspell” at the Academic Community Hall, Hong Kong Baptist University. The musical impressed over 1,300 audience members with students displaying brilliant acting, beautiful singing and graceful dancing. The book “Encountering True Light”, a collection of articles written by over 40 alumnae and teachers, was published to demonstrate how the education in TLGC fulfills its core mission: Transforming Lives in God’s Calling. The year closed with the celebration of promising HKDSE and JUPAS results as well as truly excellent result of seven 5** and one 5* in HKDSE achieved by one of our best student, which bears witness to the tremendous efforts made by the school in the planning and implementation of the NSSC. All the above contributed to the successful and joyous celebrations experienced by the whole community of TLGC. Based on our strengths and with reference to our evaluation on our previous school plans as well as the results of our stakeholders’ survey, we will sharpen our focus in the following key areas in the coming school year: (1) Cultivating the True Light spirit and culture through strengthening our “Sister Classes Scheme” and modifying the Religious Education curriculum; (2) Enhancing the effectiveness of learning and teaching with the focus on developing self-directed learning skills; (3) Establishing a school-based gifted education mechanism aimed at the building up of the talent pool to stretch students to their full potential; and (4) Implementing the Career Education QEF to prepare students for multiple pathways. True Light Girls’ College has been receiving endless blessings from God. In the past forty years, God has sent countless loyal servants, namely, previous and existing school supervisors, managers, principals, teachers and non-teaching staff, parents, alumnae as well as many others who love and care about True Light. Their devotion and sacrifice have provided great support and encouragement to each and every True Light girl, nurturing them and helping them as they move towards fulfilling their dreams. In the future, True Light will hold on to its mission of being the Light of the World and continue to provide quality Christian education. We shall work to the best of our ability to equip our students with the right attitude to learning, with inquisitive minds, positive values and a will to serve and shine in the world.

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