HKUGA PRIMARY SCHOOL - 港大同學會小學

HKUGA Primary School – Annual Report 2017-18

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HKUGA PRIMARY SCHOOL ANNUAL SCHOOL REPORT

2017 – 2018


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Table of Contents 1 Our School

1.1 The School Background……………………………………….……….…. 2

1.2 The School Vision………………………………………………….…..….. 2

1.3 The School Mission………………………………………………….…….. 2

1.4 Core Values…………………………………………………………….…… 3

1.5 Our Commitments……………………………………………………..…… 3

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

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

2 Achievements and Reflection on Major Concerns

2.1 Major Concern 1: To enhance the culture of a professional learning organization …………………..…………………….………………………… 6

2.2 Major Concern 2: To foster students’ learning to learn capabilities to achieve life-long learning.…………………………....………….……..….…. 9

2.3 Major Concern 3 : To teach students to flourish and developing students’ well-being through Positive Education ………………………………… 16

3 Award and Professional Sharing …………………………………….………. 19

4 Student Performance

Inter-School Activities and Awards Won……………………………….………… 20

5 Financial Summary……………………………………………………………….. 23

6 Donation Received Summary…………………… ……………………………. 25

7 Feedback on Future Planning…………………………….……………............ 25


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1. Our School

1.1 The School Background

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

As a DSS school, new models of school management, curriculum framework, student development and staff development have been set up. The School is now in its fourteenth year, it has 24 classes from P1 to P6. There are a total of 713 students and 62 teaching staff. HKUGA College has also been set up in 2006 in Hong Kong South, to provide a ‘through-train’ education for the graduates of the Primary School.

1.2 The School Vision

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

1.3 The School Mission

Our School mission is to:

- Nurture lively, inquiring, discerning and creative students.

- Develop visionary, caring, innovative, professional teachers.

- Contribute to the Education Reforms in Hong Kong.

We firmly believe that the success of our School lies in achieving these guiding principles as the Four Cornerstones of the School:

- Integration of Passion and Professionalism.

- Integration of the Eastern and Western Cultures.

- Integration of the School and Family.

- Integration of the School and Community.


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1.4 Core Values

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

1.5 Our Commitments

To Our Students

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

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

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

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

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

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

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

sports.

To Our Teachers

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

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

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

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

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

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


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1.6 Our Students

Students Attendance

Students’ Withdrawal

Reason 2015-16 SY 2016-17 SY 2017-18 SY

Study in another school 10 7 7

Emigration 3 3 2

Study aboard 0 0 0

Others 0 1 0

Total 13 11 9

Class Organization

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

No. of Classes 4 4 4 4 4 4 24

Total Enrolment (2015-16) 117 119 125 119 118 121 719

Total Enrolment (2016-17) 121 116 120 120 118 117 712

Total Enrolment (2017-18) 121 121 122 122 118 118 722

P1 P2 P3 P4 P5 P6 Overall

Attendance Rate2015-16 98.30% 97.71% 97.48% 97.92% 98.10% 98.23% 97.95%

Attendance Rate2016-17 97.86% 97.56% 98.04% 97.79% 97.84% 98.31% 99.30%

Attendance Rate2017-18 97.68% 98.15% 97.94% 97.21% 96.38% 97.05% 97.40%

98.30%

97.71% 97.48%97.92% 98.10% 98.23%

97.95%

94.50%

95.00%

95.50%

96.00%

96.50%

97.00%

97.50%

98.00%

98.50%

99.00%

99.50%

100.00%

座標

軸標

題

Student Attendance


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1.7 Our Teachers

Manpower - Full Team

Category 2015-16 2016-17 2017-18

Full-time Teachers 62 62 62

Teaching Assistants 6 6 6

Administrative Staff 14 15 14

Librarian 1 1 1

Part-time Teachers 6 6 7

Module Teacher/External Tutor 13 14 14 Service Providers ELA Service Providers Social Worker Educational Psychologist Speech Therapist

10 (27 activities)

1 1 1

12 (29 activities)

1 1 1

14 (28 activities)

1 1 1

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

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

3%15%

24%40%

18%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

0-2 yr3-5 yr

6-10 yr11 -20 yr

20 or above

0-2 yr 3-5 yr 6-10 yr 11 -20 yr 20 or above2017-18 3% 15% 24% 40% 18%

2016-17 5% 11% 24% 42% 18%

2015-16 11% 6% 31% 37% 15%

Years of Teaching Experience

0%

20%

40%

60%

80%

100%

2015-16 2016-17 2017-18Master or above 44% 44% 44%

Bachelor Degree 100% 100% 100%

44% 44% 44%

100% 100% 100%


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2. Achievements and Reflection on Major Concerns

2.1 Major Concern 1: To enhance the culture of a professional learning organization 2.1.1 To promote sustainable professional development for teachers in different positions. 2.1.2 To strengthen the effectiveness of middle management teachers- Senior teachers

and Master teachers.

2.1.3 To promote Parent Education to support students’ holistic education.

2.1.4 To create space to develop internal and external sharing culture.

2.1.1 To promote sustainable professional development for teachers in different positions.

Achievements

(I) Set up individual development plan with the needs of school With reference to the target form and CPD record, all teachers have set their development plans according to the school’s major concerns, in which the development of Positive education and e-Learning were some of the areas of development. 79.2% teachers had attained the target(s). Teachers were also encouraged to share their experience with teammates in various subjects or year levels. However, with the limitations of place in some Positive Education training course, some teachers could not attain his /her professional development target. II) Re-structure peer observation to enhance sharing culture and effectiveness of

learning and teaching.

Peer observations in various subjects with foci, such as time management, questioning skills or e learning were organized throughout the school year. About 90% of teachers had participated in the peer lesson observations. Teachers were encouraged to participate in peer observation of subjects which he /she was not a subject teacher. 40.1% of teachers had opened their lessons more than two times for different subject members. About 85.2% had observed lessons of other subject. About 62.3 % of teachers agreed that peer observation could enhance professional development of learning and teaching. Teachers were open-minded and year-level or panel discussions were conducted in most of the subjects. Records and reflections were well received among teachers. Regarding the promotion of Positive Education, 5 teachers had opened the homeroom for peer observation. 72.5% of teachers had participated in the homeroom observation. Post ‘lesson’ discussions were held with teachers and members of IMC Positive Education Sub-committee. The exercises of learning community were established on subject teaching as well as in class building.


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iii) Provide various mode of professional development on school administration & management for Master Teachers

All Master Teachers were invited to join the School Administrative Team (SAT II). Regular meetings were held to coordinate whole school events and contribute efforts to the fundraising events of the Extension Project. Master Teachers not only functioned well on his or her own field, they also were required as “leaders” in various school development. The experienced senior management teachers performed as “mentors” and teammates to work closely with Master Teachers. Good team spirit and efforts were observed in organizing the fundraising events. In 2017-18 school year, one Master Teacher was seconded to the EDB for supporting the development of gifted education as well as STEM Education. Three Master Teachers had joined supporting programs of HKU for other schools. Four experienced teachers had been Mentors of student teachers. Through support or mentorship to others, teachers also enhance their professional knowledge and management skills. Besides, one senior teacher received structured program on mediation and law aspects. Seven teachers from Chinese, Mathematics and General Studies attended the seminars of management ( 小學科組主任管理與領導) . One teacher attended training at the Oxford University and one attended the 5 Days structured programs of Standford University. All of them agreed that the training enhanced their capabilities as a leader at school. iv) Set up framework of parent education for sustainable development. Our School has joined the QEF project of the Chinese University of HK 賽馬會「心繫家

庭」計劃 since 2016-17 school year. It is a three years’ project with its framework in parent education. Four in-house talks and three workshops were conducted for parents under the project. The participation of workshops(父母個人成長工作坊) and feedback was positive with 95% attendance. However, the attendance of seminars were low due to clashes with school holidays and the quality of content. The Parent Education in 2017/18 has been developed with the following areas : 1. Support to students’ learning and whole person development 2. Support to Special Learning Needs 3. Parenting 4. Positive Education 5. Education development trend

V) Develop School Extension project, set up task groups for fundraising as well as building

Two task groups – Building & Costing Group and Fundraising Group have set up for the school Extension Project. The task groups consist of different stakeholders, such as experts, teachers, IMC members and parents. The building work of Extension is in progress. The fundraising work was launched to reach external donors and all stake holders. The Star Scheme was launched for all stakeholders. On 28 January 2018, over 1400 participants (including IMC manager, EF members, students and parents of both College and Primary School and alumni) had supported the Walkathon for fund raising.


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2.1 Major Concern 1: To enhance the culture of a professional learning organization

Reflection and Suggestion for Future Planning

With the school development in various areas, different modes of training should be provided to equip the young leaders. It is expected that the Master Teachers or senior teachers may present a leading role to enhance the development of new initiatives. The peer-observation was well-organized in most of the subjects. It is crucial for the department heads and members to integrate the peer observation into daily routine work, the focus should be aligned with recent school development concerns. An open and professional sharing culture among different subjects, PSE lessons as well as homeroom should be established for the school sustainable development. Apart from the existing modes and areas of Parent Education, our School will continue to work out our school-based frame work of parent education. It may consist of knowledge, skills and attitudes of parenting as well as support to school new initiatives. The school new extension project has been on its right track. Apart from the construction work, whole school approach for fundraising and alignment with external donors, alumni… are crucial for sustainable development.


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2. Achievements and Reflection on Major Concerns 2.2 Major Concern 2 : To foster students’ learning to learn capabilities to achieve life-long

learning.

2.2.1 To Promote Reading across Curriculum to Optimize Daily L&T and Value Education. 2.2.2 To Enrich Students’ IT Literacy to Support Independent, Individualized and

Interactive Learning. 2.2.3 To Nurture Creative Problem- solvers through STEM Education.

2.2.1 To Promote Reading across Curriculum to Optimize Daily L&T and Value Education.

Achievements

Optimization of P6 Graduation Project to Promote Reading across Curriculum

P6 Graduation Project has been reviewed and refined as one of the major means to promote Chinese and English cross-curriculum integration plans. Led by the Curriculum Development Committee, Chinese and English Departments have collaborated to enhance curriculum integration and transference of skills in daily learning and teaching. Project topics and the Journal Booklets have been revised to include inventions and organizations, apart from people. Positive Education has also been integrated into content and assessment of the Project. Students were encouraged to present their learning outcomes with multi-media tools. In addition, the librarian had purchased a substantial number of titles on inspirational people, inventions and organizations that changed the world, so as to support implementation of the P6 Graduation Project. Loan of additional titles from the public libraries has also been arranged to provide students with a range of materials available to facilitate the successful completion of P6 Graduation Project. Mentor-mentee meetings have been arranged regularly since beginning of the Graduation Project, guidance and constructive feedbacks were offered to students throughout the inquiry process. School Library has supported the Project with the provision of loaned titles from the public library, as well as a workshop on research skills. College teachers of different positions have been invited as assessors for the Project on each day of student presentation. Views from the Primary 6 students, mentors and College teachers have also been sought via eQuestionniares. Discussions have also taken place during several CDC meetings. All groups have come up with positive responses regarding having the Graduation Project. Students came up with solid reasons why they would rather have the Graduation


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Achievements

Project than the Summative Assessment in the last School Term. 90% of P6 students agree the Graduation project is a good opportunity for reading to learn.

Enrichment of Reading Atmosphere and Enhancement of Subject Collaboration

The Reading Framework has been completed. More than 700 titles which support the development of the School’s Major Concerns, such as STEM, Positive Education and the Graduation Projects, have been purchased, catalogued and are up for circulation. The Reading Promotion Committee has held various activities to promote reading across the curriculum, such as Battles of the Books, Author Visits, Book Swop, Bookathon, Interclass Reading Competition, the DEAR Calendar and the Reading Week. Reading Week activities such as experiments conducted in the Library had been continuously organized to encourage students to develop more interest in the STEM books. 90% of teachers agree that reading atmosphere of our School has been enriched by cross-curriculum activities and the enhanced reading environment. Besides, to encourage reading across the curriculum, the Chinese, English and GS teachers have collaborated to carry out regular mini-exhibitions in Library to reinforce daily learning and teaching. Students-books transaction in 2017-18 has been increased by 21% to about 12,000 records. 85% of teachers agree our School has provided adequate opportunities for promotion of RaC in daily L&T. To further promote Reading-to-learn in non-language subjects, GS and Math Departments have worked on their Reading to Learn scheme in daily learning and teaching. 95% of students have participated in the “GS Readers Sharing Scheme 常識

圖書分享計劃”. Majority of the learning units in P1-P4 GS have been integrated with intensive reading learning activities and post-reading tasks, while the figure has raised to 50% in P5-P6 GS Curriculum. 90% of students liked the readers and found the readers beneficial for extending their learning. Pilot Scheme has been launched and completed successfully in some of the P1 Math learning units. 8 Math-themed Taiwan story books and readers have been purchased and lend to each student for extended learning after lessons and extensive reading activities during long holidays. More than 90% of students liked the readers and found the readers interesting and beneficial for consolidation of Math concepts.


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Reflection and Suggestions for Future Planning

The Graduation Project has been successfully conducted in two cohorts of Primary 6. The major objectives are to encourage students to read independently for their own choice and apply their learned knowledge and skills to complete an integrated task. To attain the objective in a greater extend, refinement has been made on the design of project theme, coherence between the project and daily L&T, as well as the support we provide to students. To better prepare Primary 6 students to plan for their Project topics, teacher team has suggested to support students to start their independent inquiry in Term 2, and having extensive reading on their own chosen topic would be a more suitable and enjoyable task in the CNY Holidays than doing ordinary holiday assignments. A variety of reading programs and activities have been organized to students since the establishment of our School, positive feedbacks were received from parents, students and teachers. A Development Framework of Reading Promotion is suggested to be formulated in the future, so as to consolidate our initiatives in reading curriculum development and experiences of promoting reading to learn in daily L&T. The Framework is also a blueprint to guide the directions and strategies, both school-wide and subject-based, for future development of reading across curriculum in our School. Pilot Scheme has been launched and completed successfully in some of the P1 Math learning units. Math-themed story books and readers had been purchased and lend to each student for extended learning after lessons and extensive reading activities during long holidays. Valuable experience has been earned and Math Department is considering to extend the Scheme to the entire P1-P2 Math Curriculum. Catering learners’ diversity to support reading to learn is another direction for future development. The school is considering to introduce Britannica, a resourceful online multimedia encyclopedia, to senior school-based curriculum of English Language and General Studies, so as to support implementation of extensive reading and project learning. Language-switch, reading-aloud and dictionary functions are available for students to cater for individual learning needs.


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2.2.2 To Enrich Students’ IT Literacy to Support Independent, Individualized and Interactive Learning.

Achievements

Integration of Flipped Classroom Practices in Senior Year Levels The objective of having two-third of entire P5 and P6 subject learning unit are enriched Flipped Classroom strategies and resources on Edmodo has been achieved. Teachers used Edmodo and Flipped Classroom strategies regularly in all enriched units. Flipped Classroom strategies and resources have been incorporated in unit plans of Chinese, English, Math and GS. 96% of the students agreed that they liked using Edmodo to support their learning. The current practice will continue next year. Flipped classroom strategies, online resources and e-Learning Platforms (e.g. Edmodo, Quizlet) were implemented in P5 and P6 curriculum. For example, before the lessons, students would do research about the learning topic, make predictions, express feelings, do pre-lesson online discussion and pre-test on the School e-Learning Platforms, these are important pre-learning experiences for facilitating students to lead quality discussion during lessons as well as teachers to make proper accommodations for catering needs of the students. The e-Learning Platforms have also supported teachers to deliver pre-learning tasks and e-Resources efficiently, they enabled students to understand learning objectives and manage their learning journey, which formed an important foundation for nurturing students as independent learners. Flipped Classroom strategies and resources have also been used as a mean of consolidation. Materials used is the lessons, such as PowerPoints, videos, notes or related hyperlinks were uploaded to the e-Learning Platform Edmodo, which allowed students to revisit after lessons and consolidate their knowledge. Besides, post-learning resources, such as grammar review exercises, cloze passage exercises and enrichment tasks, have also be uploaded to the School e-Platform for students to use accordingly to their individual learning needs. Self-learning tools such as Quizlet links were used as flipped materials and supported by in-class teaching of vocabulary through other interactive activities. Edmodo was also used regularly to allow students to share learning tips, fun ideas and creating small groups provided students with a platform for sharing and discussing their ideas. Introduction of e-Textbook Curriculum Development Committee (CDC) of our School has discussed a few times about the rationale and purposes of integrating e-Textbook in daily L&T. We agree that the e-Textbook should provide teachers and students with multimedia and interactive learning experiences, differentiated tasks, individualized learning support and capacity for students to record their learning journey. e-Books continued to be used this year in P5-P6 English Language Curriculum. Students enjoyed using these resources.


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2.2.2 To Enrich Students’ IT Literacy to Support Independent, Individualized and Interactive Learning.


More than a way to promote e-Learning, the Flipped Classroom Approach is a pedagogy for developing independent learners, which is not necessarily conducted with e-Resources. More discussion could be held in the teacher team, to decide how we could further enhance it in senior year levels and how we support the mid-year levels to get ready for it. In the coming year, online resources, such as the Britannica, will allow students to do more Reading Across the Curriculum while providing the functions of e-Books, in particularly supporting L&T of English Language and General Studies in senior year levels. Functions such as reading aloud highlighted words, dictionary and annotations will provide students with more support. e-Learning Routine have been successfully introduced in daily learning and teaching, efficiency of learning was enhanced. In the future, curriculum integration would be another way to further enhance the effectiveness of e-Learning. Students could be provided more provided with more structured opportunities and experiences, to apply the learned IT skills and e-Learning tools, in order to support their learning in other subjects and better display their learning outcomes in diversified ways. To enhance the efficiency of e-Learning, the “Core Apps List” was formulated two years ago. “Core Apps” is a list of high-frequency-productivity Apps which are commonly and frequently used in our daily L&T. Through integrating Core Apps in L&T of different subjects, Core Apps: - saves the time for teachers to teach how the Apps work; - saves the time for students to accommodate the interface of different apps which

have similar functions; - maximizes the time for subject learning; and - minimizes the tedious administrative work for managing the Apps. Core Apps are readily used in everyday learning and teaching. This is especially evident in upper year levels such as P5-P6. Subject Panels have started to record the usage of Core Apps in Subject Unit Plans. To have a clearer picture of progressive use of Core Apps in different year levels and subjects, formulation of a Usage Chart should be considered to display the use of Apps in P1-P6 subject L&T. Besides, after being implemented for 3 years, the School could also lead an evaluation on the components of the Core Apps List. With increasing opportunities of using e-Learning strategies and resources in daily L&T, our School may consider launching BYOD (Bring Your Own Device) in the future. 83% of teachers agree that our School should consider starting BYOD in senior year-level to sustain development of interactive and individualized learning in daily L&T.


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2.2.2 To Nurture Creative Problem- solvers through STEM Education.

Achievements

Trans-disciplinary STEM Program in School

To develop school-based trans-disciplinary program to promote STEM Education in senior year level, an integrated STEM Program was designed and implemented in P6. In this school year, two problem-based inquiry topics have been designed – STEM in Music and Magnetic Train. All P6 students are provided the opportunity to apply their learnt knowledge and acquire new STEM knowledge on every Friday afternoon. About 90% of P6 students agree the STEM Program has enriched their knowledge and raised their interest in learning science and technology. 95% of P6 students like the STEM Program and enjoy the learning atmosphere. Diversified STEM Education activities have been implemented in this school year, such as STEM Theatre, STEM Competition and exhibition of STEM-related books. For example, STEM Theatre is a monthly teacher-led STEM activity that took place at recess after lunch, teachers had prepared diversified and interesting activities for students to experience STEM in our daily life, such as the science in car-drifting and cooking. Both teachers and students were very engaged in the STEM activities, participants of each activity exceed 200 students. Cross-disciplinary STEM Education in Subject L&T A trial program “Learning English by Coding” has been introduced in P3 English Language, with the support from EDB NET Section, Scratch Jr App was used to support learning of reading and writing in P3, through making a robotic frog move and designing a mini-story with Scratch Jr, students’ logical thinking and organization skills have been enhanced. English teachers have also tried to add coding to P1 L&T, students were introduced to some basic coding blocks and looked at the sequencing of these to make a car drive across the screen or make something move around. It helped student to design logical sequence of an event. STEM Committee of our School has designed a School-based Problem-solving Model with reference to the Polya Model. The Model has been widely used in learning Mathematics and General Studies. Students were guided to make use of the Model to understand a problem and for the solutions effectively. The Model has also been used for launching scientific investigation in General Studies. Besides, to align with the newly released Central Curriculum of General Studies, the P3 School-based GS Curriculum students has been reviewed and renewed, plenty of authentic and hands-on experiences were provided to students to observe, investigate and present their learning outcomes in science-related learning units. Positive feedbacks from students and parents have been received from unit-end evaluation and parents’ feedback.


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2.2.3 To Nurture Creative Problem- solvers through STEM Education.


With provision of a structured planning for STEM education in school, teachers are being provided more opportunities to see students with talents in this area. Establishment of a STEM Talent Pool would be a direction for future development, which is also an important foundation for through-train development. To nurture students who showed talents in STEM-related areas, our School has organized diversified ELA2s for students to participate after school. With reference to our experience, a high-flyer may own talents in more than one STEM-related area, the current practice of providing single-area enrichment program to talented students seem needs to be reviewed. Besides, making STEM visualized in the campus is another way that we teacher team could consider for building a student-centered learning environment for STEM education. Cross-disciplinary Integration of STEM-related subject in our School is increasingly mature, in which subject panels have found their own development focus and path for curriculum renewal, so as to nurture creative problem-solvers and makers. Development of computational thinking skills and use of data for making informed decision would be a topic that we could lead more discussion for future curriculum development. 80% of teachers expressed that they understand computational thinking skills are generic skills which can be taught, learnt and applied in all subject disciplines, understanding in this sense is a favourable environment for future STEM development. Moreover, our School could consider taking a further step in promoting STEM through Trans-disciplinary Integration and curriculum innovations. In response to the newly released central curriculum and changing needs of the society, 72% of teachers agree our School should review the current learning time allocation and make appropriate revision of the lesson timetable in the near future.


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2.3 Major Concern 3: To teach students to flourish and developing students’ well-being through Positive Education

2.3.1 To ensure that teachers and parents embrace the mindset and knowledge of Positive Education

2.3.2 To integrate Positive Education into curriculum and students’ school life

2.3.1 To ensure that teachers and parents embrace the mindset and knowledge of Positive Education

Achievements

To what extent teachers are able to “learn, live, teach and embed Positive Education” is undoubtedly key to success for implementing Positive Education. For teachers, we have provided ample opportunities for them to participate in a variety of professional development training or activities on Positive Education this academic year. Overseas expert John Hendry, former Director of Student Welfare of Geelong Grammar School, has been invited to conduct a 3-day consultancy visit to diagnose where the school stands and offer advices on the ways forward. Guest speakers from Positive Education Laboratory of City University of Hong Kong and EdUHK have been invited to reinforce the fundamentals in promoting Positive Education and Life Education. To accommodate teachers’ individual needs, teachers have been sponsored to attend various seminars, workshops, international conferences, etc. About 55% of our teachers attended workshops or training conducted by Geelong Grammar School in different occasions. 5 lessons of open homeroom have also been conducted to enable peer observation – over 80% of Class Teachers have participated. To what extent parents truly understand, buy in and trust Positive Education is also critical to success for implementing Positive Education. For parents, 2 workshops have been organized at the beginning of the academic year (at Parent Night), aiming at introducing Positive Education to all parents. The workshops altogether covered 97% of our family population and were highly well-received. Specifically, parents found the workshops meaningful and practical in guiding how parenting should be in order to support Positive Education – consistency with students’ Positive Education experience in school would apparently maximize impact. In addition, interface meetings have been organized with HKUGA College for experience exchange and facilitating transition of our graduates. This ensures consistent through-train alignment between both schools in the development of Positive Education.


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Reflections and Suggestions for Future Planning

The report provided by John Hendry, as an experienced practitioner in Positive Education, was insightful and enlightening. It inspired us to rethink and review what resilience and positive relationship mean to our school and how we can effectively incorporate these into our school. We shall refer to his report from time to time in our journey of Positive Education to ensure that we are progressing along the right track. To ensure teachers are on the same page in the development of Positive Education, we are exploring the possibility of having Geelong Grammar School to conduct training for the whole school. In the meantime, we are considering a mentorship system for teachers who need further guidance and support to catch up with the pace of the school development in terms of Positive Education. More training for parents is also being planned to align with the school development of Positive Education.


Achievements

The spirit of Positive Education has been infused into students’ school life in different aspects. During Morning Sharing, teachers have paid conscious effort in sharing topics around Positive Education, and it is noticed that students could refer to the message shared afterwards. 94% of students agreed that the messages brought them positive impact. For Class-building activities, teachers have had students conducted sharing specifically on Character Strengths (i.e. kindness, gratitude, teamwork, etc.). A “What Went Well Wall” is set up in each classroom for students to show gratitude and appreciation to different people. Signage of the 24 Character Strengths was also posted in each classroom so that teachers could easily make use of them in their conversation with students. To enhance the sense of positive health, “Schoolbag weighing campaign” was conducted. At the beginning students participated in the weighting voluntarily and subsequently their schoolbags were inspected regularly. 88% of students agree that the campaign could enhance their awareness of physical health. To promote positive relationship and kindness, teachers read out the “song request” with message of appreciation during lunch time. 80% of students agree that activity could enhance their awareness of empathy, gratitude and kindness. With more exposure and understanding on Positive Education, more teachers tried to adopt or integrate concepts of Positive Education into their daily teaching. The attempts and strategies were also


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Achievements

shared among teachers at meetings. A guideline for Sharing (with Positive Education elements) has been issued for teachers and this helped ensure all teachers would take at least the basic steps towards Positive Education. The guideline is also supplemented with demonstration video for teachers who needed extra support. In collaboration with The City University of HK, we have finished the writing of P2 PSE curriculum with teaching materials and 2 new elements (感恩一刻, 思辨一刻) included into each chapter to facilitate students’ reflection. The new curriculum will be implemented next academic year. A new PSE booklet for P1 and P2 is also designed for recording students’ progress. In this year’s APASO, we have scored higher than, for the second consecutive year, the territory norm, on “Negative Affect” under “Quality of school life”. This is an indication, to some extent, that our effort on Positive Education is making impact.

Reflections and Suggestions for Future Planning

To reinforce implementation of Positive Education, we would strive to infuse more Positive Education elements into subject teaching through establishing a more structured framework. We could also consider increasing the involvement of students in the set up or posting of the decorations (i.e. including student voice in the making, connecting the content of the decorations with students’ school life, etc.) in order to enhance impact. To further promote Positive Relationship, we could look closely into the peer relationship of students and guide them explicitly on how to manage a good or positive relationship with each other. This topic can extend to gratitude, kindness, teamwork, conflict resolution, anti-bullying, etc. Positive Health could be another key focus to look into as we want to strengthen the resilience of students. We could start reviewing how students are following the learning schedule/school timetable and see if they can self-manage well, as well as if how they are dealing with adversity and stress. Although Positive Education is not nascent to our school, the evolution of Positive Education in our school in recent years is gradually changing the school culture – this is something we are glad to witness. We shall continuously review the impact on students and teachers as we move on and as we draft our next 3-year school development plan.


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3. Professional Development and Sharing

3.1 Ms Fiona Yung has attained the Champion award of the International Outstanding E-Learning Awards Competition

3.2 Sharing with Visitors

Date of Visit Education Units No. of visitors

10 October 2017 Hong Kong Institute of Education-Early Childhood Department (By the University of Hong Kong and the Oxford University Press)

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26 January 2018 長春吉大附中力旺實驗小學 6

27 November 2017 深圳市教育局-香港學校營運及管理 20

28 November 2107 Principal and senior management teachers of Marymount Primary School 30

18 January 2018 Professor Iwata and students from Tokyo Gakugei University, Japan 16

31 January 2018 Structured Supported Programms (PS) (CUHK) for Newly Appointed Principals 16

7 February 2018 Postgraduate Diploma in Education of Early Childhood

Education (EUHK) 26

6 April 2018 Senior management Teachers of 福建中學附屬小學 32

30 April 2018 杭州市東園小學及刀茅巷小學交流 30

3.3 Mentoring Program

University and School Partnership Program (Faculty of Education, The University of Hong Kong) - Ms Christina Suen (English) and Mr Samuel Wong

學位教師教育文憑(小學) 課程教學實習及教學顧問計劃 -謝美寶老師，陳珮詩老師


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4. Student Performance (2017 -18)

Inter-School Activities and Awards Won

Our students have participated in various inter-school, territory-wide and international activities during the year. Their performances were impressive and numerous awards were gained. Highlights of the awards won are as below.

範疇舉辦機構及活動項目/組別獲獎

English

TOEFL Junior TOEFL Junior Standard Test

Gold

ETS TOEFL JUNIOR TOEFL Junior Standard Test

Gold

Hong Kong Schools Music and Speech Association 69th Hong Kong Schools Speech Festival

Solo Verse Speaking Open Ages 5 to 7 Boys and Girls

Third Place

Solo Verse Speaking Non-Open Primary 4 girls

Third Place

Kids4Kids My Story Creation Competition 2017

Overall Winner Most Promising Writer Most Promising Illustrator

Speech and Music Recital Development Foundation

11th HK Students Open Speech Competition - Nursery

1st Place

中文

香港中華文化發展聯合會

歷史文化學堂文化的碰撞當東方遇上西方學生文化成品比賽

傑出表現獎

歷史文化學堂文化的碰撞當東方遇上西方電台演講比賽

傑出劇本獎

中國語文現代化學會(教育部)、中國傳統文化促進會(文化部)、中國青少年語言文化學會、中國青少年素質教育發展中心

2017-18 年全國青少年語文知識大賽(「菁英盃」全國現場作文總決賽)

二等獎及三等獎

香港學校音樂及朗誦協會第六十九屆香港學生朗誦節

詩詞獨誦 - 普通話小學一、二年級 - 男子組冠軍

散文獨誦 - 普通話小學一、二年級 - 女子組冠軍

詩詞獨誦 - 普通話小學一、二年級 - 男子組亞軍

詩詞獨誦 - 普通話小學三、四年級 - 男子組

亞軍

詩詞獨誦 - 普通話小學一、二年級 - 女子組

亞軍

詩詞獨誦 - 普通話小學三、四年級 - 男子組

亞軍

詩詞獨誦 - 普通話小學五、六年級 - 女子組

亞軍

數學教育局資優教育組, 香港教育工作者聯會第十三屆香港小學數學

創意解難比賽金獎

2017-18 年度第十三屆全港小學數學比

賽英才盃 STEM 教育挑戰賽 2016 東區東區季軍


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香港數理教育學會 2018 香港小學科學奧林匹克銀獎

常識

東區區議會東區基本法校際網上問答比賽冠軍

第二十一屆「常識百搭」小學 STEM 探究展覽 - 優異獎

《明報》「時事通識問答比賽第 3 回合」時事通識問答比賽累積分數最高分學校

音樂

香港青少年表演藝術交流發展協會第 70 屆校際音樂節小

提琴組別 -五級組亞軍

康樂及文化事務署 2017 香港青年音樂匯演

弦樂團比賽（小學 B組）

銀獎

第 70 屆香港學校音樂節

教堂音樂-中文歌曲-小學合唱隊-13 歲或以下

亞軍

聲樂獨唱-中文 10 歲或以下-男童聲或

女童聲-小學 First Place

Grade Piano Solo Grade one Grade three Grade four

First Place

香港手鈴節-第十三屆校際手鈴比賽手鐘初二級（小學組）金獎一帶一路文化交流有限公司及藝韻管弦

樂協會一帶一路國際才藝展演

2018 - 幼兒民樂組第二名

視藝

徐悲鴻藝術委員會徐悲鴻盃國際青少年兒童美術比賽一等獎

第六屆 I Love Summer 兒童創作大賽

2017 (環保袋設計) 小童組金獎

心連心、手拉手上海國際青少年書畫攝

影大賽繪畫金獎

2018 香港國際文藝交流藝術節-填色/繪畫/書法/攝影比賽

幼童組-繪畫冠軍

全港文化繪畫比賽初級組金獎

棋藝「回歸盃 2018」香港圍棋公開賽

初小組

全場團體亞軍中小組

高小組

舞蹈香港學界舞蹈協會第 54 屆學校舞蹈節

現代舞-小學高年級組優等獎

現代舞小學低年級組甲等獎

ICT 香港電腦教育學會, 香港電腦奧林匹克競賽委員會, 現代教育研究社有限公司

香港小學電腦奧林匹克

比賽個人銀獎

體育 (田徑)

香港學界體育聯會 2017-2018 年度港島東區小學校際田徑比賽

男乙團體殿軍

女乙團體優異

男丙團體

優異


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體育 (游泳)

香港學界體育聯會 2017 - 2018 年度港島東區小學校際游泳比賽

女子甲組團體亞軍

男子甲組團體季軍

2017 南區水運會男子組 100 米蝶泳男子組 100 米自由泳

冠軍

體育 (足球)

香港學界體育聯會 2017 - 2018 年度港島東區小學校際足球比賽

足球比賽冠軍

體育 (欖球)

香港欖球總會 2018 簡易運動大賽－TRY 欖球比賽

女子組季軍

香港非撞式欖球總會滙豐小學學界非撞式欖球錦標賽 2018

男子甲組盃賽殿軍男子乙組碟賽亞軍女子丙組碟賽亞軍

體育 (跳繩)

香港專業花式跳繩學校全港分區小學跳繩比賽 2018 共 11 個項目冠軍

體育 (乒乓球)

香港學界體育聯會港島東區小學分會 2017 - 2018 年度小學校際乒乓球比賽

女子甲組團體亞軍

男子甲組團體殿軍

男子乙組團體殿軍

香港乒乓球總會 2018 全港公開青少年乒乓球錦標賽

女子 U12 組單打季軍

體育 (網球)

香港網球總會小型網球分區校際賽

男子團體冠軍

香港區男子 7 歲或以下

組冠軍

香港區男子 9 歲或以下

組季軍

體育 (劍擊)

Fencing Sports Academy FSA Winter Fencing Competition 2017 U9 Girl's Epee Champion

香港劍擊學院 4th Quarter 2017 Fencing Competition

U12 Boy's Foil U10 Boy's Foil

2nd Runner Up

香港滾軸運動總會 2017/2018 香港速度滾軸溜冰公開賽

女子第二組(6 至 8歲)250 米

第一名

體育 (速度輪滑)

廣東省體育局 2017 年廣東省速度輪滑錦標賽

少年女子丁組 500 米爭

先賽第一名

香港滾軸運動總會 2017/2018 香港速度滾軸溜冰公開賽

女子第二組(6 至 8歲)250 米

第一名

體育 (高爾夫球)

香港高爾夫球總會 HKGA Winter Junior Championship 2017 Boys 7-8 Years Winner

深圳市高爾夫球協會深圳公開賽青少年積分巡迴賽"共信贏"杯

男子 E 組冠軍

體育 (柔道)

中國香港柔道總會 2017 年香港青少年柔道錦標賽 Group A3-33kg 1st Runner Up


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5. Financial Summary

2016/17 School Year Income Statement end as 31 August 2017 (School Operation)

(Audited)

Government Non-Government

Funds Funds INCOME (in terms of percentages of the annual overall income) DSS Subsidy (including government grants not subsumed in the DSS unit rate payable to schools)

65.46% N.A.

School Fees N.A. 32.41% Donations, if any N.A. 0% Other Income, if any N.A. 2.13%

Total 65.46% 34.54% EXPENDITURE (in terms of percentages of the annual overall expenditure) Staff Remuneration 83.99% Operational Expenses (including those for Learning and Teaching)

10.35%

Fee Remission / Scholarship[1] 3.20% Repairs and Maintenance 0.61% Depreciation 1.85% Miscellaneous 0%

Total 100%

Surplus/Deficit for the School Year # -0.424 months of the annual

expenditure

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

2.55 months of the annual expenditure

Details of expenditure for large-scale capital works, if any:

[1] The % of expenditure on fee remission/scholarship is calculated on the basis of the annual

overall expenditure of the school. This % is different from that of the fee remission/scholarship

provision calculated on the basis of the school fee income as required by the Education Bureau,

which must be no less than 10%.

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


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2017/18 School Year Income Statement end as 31 August 2018 (School Operation)

(Pre-audited)

Government Non-Government

Funds Funds

INCOME (in terms of percentages of the annual overall income)

DSS Subsidy (including government grants not subsumed in the DSS unit rate payable to schools)

64.45% N.A.

School Fees N.A. 32.32%

Donations, if any N.A. 0%

Other Income, if any N.A. 3.23%

Total 64.45% 35.55%

EXPENDITURE (in terms of percentages of the annual overall expenditure)

Staff Remuneration 83.61%

Operational Expenses (including those for Learning and Teaching)

10.94%

Fee Remission / Scholarship[1] 3.19%

Repairs and Maintenance 0.41%

Depreciation 1.85%

Miscellaneous 0%

Total 100%

Surplus/Deficit for the School Year # -0.2135 months of the annual

expenditure

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

2.12 months of the annual expenditure

Details of expenditure for large-scale capital works, if any:

[1] The % of expenditure on fee remission/scholarship is calculated on the basis of the annual

overall expenditure of the school. This % is different from that of the fee remission/scholarship

provision calculated on the basis of the school fee income as required by the Education Bureau,

which must be no less than 10%.

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


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6. Donation Received Summary 6.1 School Extension Project Donation Total amount of donation received: $30,414,385.08

6.2 Positive Education Donation Total amount of donation received: $500,000

6.3 E-learning Development Donation Total amount of donation received: $50,000

7. Feedback on Future Planning It is the second year of the 3 years’ development plan (2016-2019). Each success and challenge is valuable and essential to our school management team, teachers and students. We will follow up with the issues raised and continue to implement the new issues of development for the benefits of students as well as quality education. The major concerns of our school in 2018-19 are as follow: 7.1 To enhance the culture of a professional learning organization

提升專業學習型組織文化 To promote sustainable professional development for teachers in different positions. To strengthen the effectiveness of middle management teachers - Master Teachers. To promote Parent Education to support students’ holistic education. To create space to develop internal and external sharing culture.

7.2 To foster students’ learning to learn capabilities to achieve life-long learning

培育學生學會學習能力，以達致終身學習 To promote reading across the curriculum to optimize daily L&T and value education. To enrich students’ IT literacy to support independent, individualized and interactive

learning. To nurture creative problem-solvers through STEM Education.

7.3 To teach students to flourish and developing students’ well-being through Positive

Education 通過正向教育，發展學生的福祉及潛能 To ensure that teachers and parents embrace the mindset and knowledge of Positive

Education. To integrate Positive Education into the curriculum and students’ school life.

End of Report

HKUGA PRIMARY SCHOOL - 港大同學會小學

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