Kowloon True Light School (Primary Section) 九龍真光中學（小學部）
Mission & Vision Mission In the wake of countless, dedicated True Light pioneers and partakers, our mission is to inspire our generations to unrelentingly pursue knowledge, unreservedly develop their talents and leadership, unswervingly uphold the biblical values and unconditionally render service to the needy, in particular to the people of our homeland.
Vision We aim to build a Christian school where children blossom into people of goodness, righteousness and excellence with an unswerving quest for truth.
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School Motto: “Thou Art the Light of the World.” (Live like Jesus Christ, love others and glorify God.)
School Logo:
The star of Bethlehem
School History Ms. Harriet Noyes, the founder of our school, was a missionary from America. She established the True Light Seminary in Guangzhou in 1872. Upholding the Christian spirit of love, kindness and persistence, Ms. Noyes was the first person to provide education and ministry to women in South China. In 1949, Principal Ma Yi Ying relocated the school to Hong Kong and renamed it “Kowloon True Light Middle School”. The school continues her vision for students’ education – to promote Chinese culture and cultivate all-round Christian values for children through education.
(Guide the world to Jesus.) “This was the true light that gives light to every man who comes into the world.” John 1:9 (NIV) “You are the light of the world. A city on a hill cannot be hidden. Neither do people light a lamp and put it under a bowl. Instead they put it on its stand, and it gives light to everyone in the house. In the same way, let your light shine before men, that they may see your good deeds and praise your Father in heaven.” Matthew 5:14-16 (NIV)
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Contents
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Create a facilitating English language learning environment Gaining extensive reading experience
P.6
Building communication skills through interaction
P.6
Developing enthusiasm in English
P.8
Promote the training of talents Multiple Intelligences Programme
P.12
Extra-curricular activities
P.12
Activities offered for students year 2019-2020
P.13
Extended Learning Experience
P.14
Talent Show
P.14
Widen students’ horizons Achievements (2019-2020)
P.15
Life-wide Learning Days
P.16
Students’ Exchange Programme
P.18
Promote creativity and e-Learning in classrooms Thematic Integration Learning
P.19
Bridging From Kindergarten to Primary Schooling and from Primary to Secondary Schooling
P.21
Parent-teacher partnership Strengthen parent education
P.22
Parent-teacher Association
P.23
Provide values education Theme of the School Year 2019-2020
P.24
The Leader In Me
P.25
Create a facilitating English language learning environment The English Department of the school always has its goals set on building an ever-growing language-rich environment that enhances the learning and teaching of the target language, supplementing the formal curriculum in the learning of the four skills. Being well aware of the unique learning contexts that can be built in a school using English as medium of instructions (EMI), we always strive hard to provide assuring opportunities for each student to explore and experience the purposeful use of English with meaning, through which their language ability can be consolidated and stretched. The development of students’ creativity and skills in problem-solving, key to an all-round education, is certainly another significant objective we aim to address in the process of learning and teaching. In this chapter, the strategies on achieving these goals and objectives are depicted with reference to various initiatives we have developed and followed through these years.
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Gaining extensive reading experience Proficiency in reading has always been an influential factor shaping one’s ability to learn, which in turn determines the readiness for life-long learning. Alongside with the development of reading strategies through completing tasks and assignments, we believe that reading must be made part of a student’s everyday life routine, gaining ample experience in learning to read and reading to learn. Our students have thus all been enrolled in an extensive English reading scheme that caters for students’ interest, need and ability on an individual basis. Under the scheme, students are given the autonomy of choosing upon readers and setting reading goals that allow them to progress from one reading level to another, stretching their ability with appropriate amount of challenge. The readers, ranging from fictions to non-fictions of various themes, are also made available through both books on loan and web-based reading for students, allowing them to read wherever and whenever they like. Those making encouraging reading progress or achieving remarkable results in the online book quizzes upon finishing a target book are also awarded gifts for recognition of their keen efforts.
Reading is always fun and inspiring, isn’t it?
Building communication skills through interaction Training of English ambassadors While we aim to optimise students’ interaction in English outside classroom, a scheme on the training of students as English ambassadors has been established. Students showing a keen interest in learning and speaking English are often invited to join the scheme and we also welcome potential students who volunteer their participation in the programme. These ambassadors, who receive quality training in regular weekly meetings as well as irregular ones from our native English-speaking teacher, make effort to help expand the English-speaking environment outside classroom. They sometimes prepare themselves for putting up performances and doing presentations in the morning assemblies. They also assist teachers in conducting various school activities, such as the English Week, the Primary One English Oral Show and so on. With many thanks to these devoted ambassadors, we believe that it is also a precious opportunity for them to further enhance their language skills and develop experience in using the target language in various authentic contexts.
Fruitful experience for our English ambassadors of various grade levels
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Optimising the application of English With a view to widening our students’ exposure to the use of everyday English, we have been encouraging all students to communicate in English both inside and outside the classroom. Students are also expected to listen to announcements given in English and participate in morning assemblies presented in English by their schoolmates or the teachers. It is believed that this whole school approach to the learning of English will help optimise the time and opportunities for students to apply the target language in an authentic, meaningful way.
I have something interesting to share.
English drama in morning assembly
Applying English through fun on the campus
Participation in competitions with outstanding achievements
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Providing a supportive environment for interaction We also believe that fun learning activities and games are often effective in motivating learners, especially young ones, to apply the use of a second language. Our department has thus designed a booklet called the English Passport for our students, which provides them with theme-based tasks, supporting materials and organisers for tapping language inputs and exploring ideas on their own. These inputs thus serve as interesting prompts for them to exchange minds and interact verbally with the teachers and English ambassadors on the school campus, offsetting the anxiety often brought by using a second language. The topics for sharing and interaction, revised and updated on a yearly basis, are all closely related to students’ everyday life as well as their perception of the world around them. These face-to-face interactions not only stretch students’ abilities and skills in expressing feelings and thoughts but also develop and expand their vocabulary knowledge. They are also offered the opportunities to apply the language structures and skills learned in the curriculum for a solid foundation. Students who have tried particularly hard in these activities are often awarded gifts for appreciation of their keen efforts.
Interactive activities help build an English school campus
Developing enthusiasm in English It is obvious that learning would only take place when students feel enthusiastic and find meaning for what they are exposed to. Novice students must, in particular, be given enough encouragement and support at the initial stage of learning English. With heightened awareness of the need to make learning experience rewarding and appealing to these freshmen to the school, we have designed two specific learning programmes particularly for them, featuring the English-learning culture of our school.
Creating characters in Primary One English Oral Show The Primary One English Oral Show, often scheduled towards the end of a school year, has been intended as a precious opportunity for elementary students to develop experience in presenting on stage the different materials they have learned in their English oral lessons during the school year. We believe that providing students with engaging tasks to accomplish can no doubt motivate them actively to apply and consolidate the use of English. With a view to arousing novice learners’ interest in speaking English, the English Oral Show is thus regularly scheduled as part of a compulsory programme in the Primary One curriculum. Apart from improving their accuracy and fluency in speaking English, students are given room and autonomy to imagine and create ideas for presenting the characters they act, while reflecting upon message intended in various poems, songs, fun plays and stories. The learning tasks are also intended as learning elements designed for the subject of Project-based Learning.
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Can you tell what story or character each of our lovely Primary One students was acting?
Our Primary One students often enjoy sharing with the audience their learning outcomes, making a wellappreciated attempt to perform on the stage while winning over our admiration for their efforts. The themes of the English Oral Show, which range from fairy tales to animal fables in respective years, have been found most exciting and appealing by our students. Each of the Primary One classes presented in groups of various sizes a selection of poems, songs, rhymes, stories or short plays with joy and enthusiasm. Reading buddies scheme Under this scheme, groups of well-trained senior students from the Secondary Section pay visits to the Primary One students on Friday mornings, conducting reading-aloud and shared reading activities on the basis of a range of selected poems, prose and stories for half hour before school begins. The classrooms are just filled with laughter, warm exchanges and encouragement. We aim to help build a delightful, non-threatening environment for novice students to interact with the caring school sisters actively in English.
The Secondary Section enlightens our novice learners to the fun of reading
Reading Buddy Scheme
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Carnival type of activities for all A wide range of activities, featured with a mix of enjoyable and engaging language-based activities, are often conducted at recesses and during lunch time through the school year. It is hoped that our students are introduced to pop culture of different types and given the opportunities to interact and mingle with their schoolmates and teachers in English outside classrooms. Among those activities held, the one on singing-along has always been warmly received. During recesses and lunch breaks, our English ambassadors are eager to help provide schoolmates with the fun-filled occasions to sing songs with their schoolmates. Riddles, board games and treasure hunting games of course also interest our students, driving them to hop around the campus. The Çhat n’ Treat Scheme has also been introduced, aiming to encourage students to interact with schoolmates actively in English on the school campus. Their everyday school-life is well rewarded with prizes, fun and laughter through active participation.
Applying language skills and knowledge developed
Aren’t they eager enough to play our English games?
Radio drama - the scene behind
Fun, prizes and learning - all in one
Do join our games on riddles.
Enjoying themselves in language games.
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Rewards that served them right, cheers!
Let’s follow the clues for working out a sensible answer.
To sum up, different corners of the campus are often filled with amusement and enjoyment throughout the year, inviting students to apply the four skills of listening, reading, speaking and writing in the engaging, appealing contexts purposefully constructed.
Educational games designed by English Ambassadors.
Many thanks to the Secondary Section for their service under the scheme
Multiple Intelligences Programme
Promote the training of Talents
We are all endowed with different intelligences. Alongside with the primary goal to enhance students’ academic development, helping students explore their potentials in different areas is another core concern of our school. Our school curriculum has been reformed with the introduction of the Multiple Intelligences (MI) Programme, which is scheduled on Thursday or on Friday afternoons within school hours. We believe that the implementation of MI Programme can motivate them to explore their multiple intelligences, gaining a well-balanced development of perception and skills needed for life-long learning. Under this scheme, students of different class levels can choose to join one of the activities designated with the same intelligence building focuses, free of charge, in each school term.
Extra-curricular activities that help develop students’ different intelligences after class Apart from the Multiple Intelligences Programme, we also aim to provide a wide range of extra-curricular activities for students to join. These activities, mostly held after class though sometimes during lunch hours, are provided by school teachers or hired professional trainers, with a small course fee. Parents can help their children choose the activities that meet their needs and interest. In addition, all classes offered are closely supervised and monitored for assurance of quality of the classes.
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Activities offered for students in the school year 2019-2020 Areas of development
Multiple Intelligences Programme
Linguistic Intelligence
Putonghua Singing and Speaking,
Extra-curricular activities addressing students’ different intelligences after class
School Teams
Funny Mathematics and Speed Arithmetic Skills,
Mathematics Olympiad
English Musical, Eloquence Training (English), Debate(Cantonese), English Phonetic Logical-Mathematical Intelligence
Lego Education Programming for Kids, 3D Stories Creation with Artificial Intelligence Visual-Spatial Intelligence
Fine Arts, Comics
Bodily-Kinesthetic Intelligence
Fencing,
Chinese Dance,
Fencing Team (Foil / Sabre),
Rope Skipping,
Basketball Training
Basketball Team,
Tennis
Athletics Team, Rope-skipping Team, Dancing
Musical Intelligence & Performing Arts
Junior Choir,
Violin,
Symphony Orchestra,
English Musical,
Viola,
String Orchestra,
Handchime,
Cello,
Wind Band,
Electrifying Classics,
Double Bass,
Choir
e-Orch Music Creation and Performance in Practice Project
Clarinet, Oboe, Flute, Trumpet, Trombone, Saxophone, Percussion
Introspection Intelligence/ Interpersonal Intelligence Naturalistic Intelligence & Science
Girl Guides (Brownie), Red Cross Life Science, Laboratory(English), Interesting Science, Organic Farming,
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Extended Learning Experiences We also enrich students’ learning experiences through organizing various extended learning activities, which aims to help cultivate their multi-faceted interest as well as develop their different intelligences. Besides stretching their potential to the full, these extended learning activities also provide them with ample opportunities to build up a close bond with their schoolmates as well as a keen sense of belonging for unity. Active interaction and heightened communication with peers and teachers can both activate students to treasure the pleasant interpersonal relations developed. It is only through active interaction at school that students learn to make friends with others and expand their social life, facilitating the healthy growth of them and developing their originality. They will also learn the significance of democracy, equity and co-operation in group interaction. Besides providing students with various extra-curricular activities, the school organises contests and competitions of various types for students to join at school every year, ranging from academic events for respective subjects to Sports Day and the Talent Show. Our students, receiving regular training from the teachers, also have active participation in various inter-school competitions, widening their horizons and stretching their potentials. Our school also believes that outdoor activities play a significant role in ensuring a balanced growth of students as well as broadening their horizons. Outdoor activities of various types are thus included in the informal curriculum. We aim to provide students with the opportunities to learn through experience and observation. Examples of some of the activities regularly conducted include overseas excursions, visits to different government organisations, field trips, flag-selling fund raising activities and so on. In addition, students can gain real life experience in getting along with peers outside school at picnics or during outdoor camping activities, realising the necessity to respect and support one another in everyday life. Other well-received leisure activities in our school include the various board games available for students to play with their peers at recess for fun. The provision of these games aims to help train students’ abilities to think and reason in a logical way.
Talent Show A talent show, as well as an English Musical, is often scheduled to be conducted by the school in July every summer, aiming to enhance students’ confidence and skills in performing arts. They also serve as precious occasions for parents and alumni to come and celebrate with our students the fruits of their learning.
Widen students’ horizons
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Achievements (2019-2020) Hong Kong Schools Music and Speech Association 71st Hong Kong Schools Speech Festival 2019 Shakespeare Monologue THIRD 5T SENG KACI Non-Open Ages 10 to 14 BELLA 1L HAN YAN TING Solo Verse Speaking Non- THIRD ANNABELLE Open Primary 1 and 2 Girls Solo Verse Speaking Non- FIRST 6L OR CHEUK LAM Open Primary 6 Girls ELMA Solo Prose Reading Non- FIRST 5T SENG KACI Open Primary 5 and 6 BELLA Solo Verse Speaking Non- THIRD 6T WONG CHO MIU Open Primary 6 Girls 香港學校音樂及朗誦協會第七十一屆香港學校朗誦節2019 小學三、四年級-女子組 季軍 4T 張多加 詩詞獨誦-普通話 小學一、二年級-女子組 季軍 2T 陳嘉雯 詩詞獨誦-普通話 小學五、六年級-女子組 亞軍 5T 萬凱淳 散文獨誦-普通話 第二十四屆全港中小學中英文硬筆書法比賽 初級英文書法 優秀入圍獎 2L 陳玥熹 高級英文書法 優秀入圍獎 6T 張紫喬 2019-2020 Kowloon West Area Inter-Primary Schools Athletic Competition Girls A Grade 100m CHAMPION 6T CHAN HUI WING NURIA Girls A Grade 400m 7th PLACE 6L LUK LEE HUNG Girls A Grade shot put 8th PLACE 6L LAI CHIN YIN Girl B Grade 50m CHAMPION 5T LEUNG EVELYN YI Backstroke Girl B Grade 50m Butterfly SECOND 5T LEUNG EVELYN YI Girl C Grade 50m SECOND 4T LEUNG EVELYN YI Backstroke Girl C Grade 50m Freestyle THIRD 4T LEUNG EVELYN YI Girl C Grade 50m 5th PLACE 4T LEUNG TSZ YIN Breaststroke Girl C Grade 50m Freestyle 8TH PLACE 4T LEUNG TSZ YIN 2019-2020 CCC Joint Schools Swimming Gala Girls Junior Grade 50m SECOND 5T LEUNG EVELYN Backstroke YI Girls Junior Grade 50m 6TH PLACE 4T LEUNG TSZ YIN Breaststroke Girls Junior Grade 50m CHAMPION 4T LEUNG EVITA Freestyle YAN Girls Junior Grade 4X50m CHAMPION 5T LEUNG EVELYN YI, Freestyle 4T LEUNG EVITA YAN, 4T LEUNG TSZ YIN, 3T HEDDAD SAFIA 2019 香港數學及奧數公開賽 P2 2T IP YEE NING 亞軍 ABBY Pan-asia Pacific International Mathematics Invitation Competition 2020 Preliminary Round P6 SECOND 6L OR CHEUK LAM PRIZE ELMA THIRD PRIZE 6L IP CHI CHING THIRD PRIZE 6T LEE CHING YIU YURI
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THIRD PRIZE 5L THIRD PRIZE 5T THIRD PRIZE 5T
LO PUI YAN KO TSZ YING MAK NGO YI CHLOE THIRD PRIZE 5T TANG OI LAM P4 THIRD PRIZE 4L TSE YUE KEI AMBRUS P3 SECOND 3L LIN SITONG PRIZE EMMA THIRD PRIZE 3L LEUNG WAI POK P2 THIRD PRIZE 2T IP YEE NING ABBY Hua Xia Cup Mathematics Olympiad Invitation 2019 (Hong Kong Section) First Round P6 FIRST PRIZE 6L OR CHEUK LAM ELMA FIRST PRIZE 6L TSANG HUI LAM THIRD PRIZE 6L LAW TSZ WAI THIRD PRIZE 6T LEE CHING YIU YURI THIRD PRIZE 6L IP CHI CHING THIRD PRIZE 6T LEE CHING YIU YURI P5 THIRD PRIZE 5T MAN HOI SHUN THIRD PRIZE 5T LAI YAN TUNG THIRD PRIZE 5L LO PUI YAN P4 FIRST PRIZE 4T TANG CHEUK HIN SECOND 4L TSE YUE KEI PRIZE AMBRUS SECOND 4L TANG TSZ KIU PRIZE SECOND 4T HO GARRY PRIZE SECOND 4T LEUNG MEI SZE PRIZE THIRD PRIZE 4L CHAU HOI TING THIRD PRIZE 4L LAU YUEN CHING P3 FIRST PRIZE 3L LIN SITONG EMMA FIRST PRIZE 3T HUI WING TUNG THIRD PRIZE 3L CHAN TSZ YAN NATALII THIRD PRIZE 3L LI CHUN HIM P2 FIRST PRIZE 2L TIU CHEUK YU FIRST PRIZE 2T IP YEE NING ABBY SECOND 2T LIN JIA HUI PRIZE THIRD PRIZE 2L NG MARCUS CHEUK HIN THIRD PRIZE 2L WONG YAN KI THIRD PRIZE 2L WONG SUM YI ANNIS THIRD PRIZE 2L WONG HIU YAN THIRD PRIZE 2T KO SUET YING P1 SECOND 1L SUEN LOK YIU PRIZE
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Life-wide Learning Days The Life-wide Learning Programme of our school aims to provide precious opportunities for students to develop learning experiences that can only be provided in peculiar settings outside the school campus, instead of the usual contexts of classrooms or the school playground. We are most pleased to share that a total of two Life-wide Learning Days, one on 7 November, 2018 in the first school term and the other on 4 April, 2019 in the second term, were smoothly conducted for our students in the school year of 2018-2019. All smartly dressed in their P.E. uniforms, our students were led by the Class Teachers to visit the venues respectively designated for each particular class level and participate in the learning activities prepared by the subject teachers. Below are the different venues our students visited those two days in the school year 2018-2019. (The Life-wide Learning Days scheduled for the school year 2019-2020 had to be cancelled due to the pandemic.) The First School Term
The Second School Term
Primary 1
Kowloon Public Library
The Hong Kong Heritage Museum
Primary 2
The Shek Kip Mei Fire Station
The Hong Kong New Generation Cultural Association
Primary 3
The Health Education Exhibition & Resource Centre City Gallery
Primary 4
The Hong Kong Heritage Museum
The Green Atrium
Primary 5
The Civic Education Resource Centre
Creation TV
Primary 6
Jao Tsung-I Academy
Kowloon Park (for orienteering)
The learning activities designed for the Life-wide Learning Days help students enhance skills and experience in collaborating with others as well as solving problems, apart from the knowledge obtained in the context concerned. It is hoped that they can benefit from a whole-person development and be well-equipped with skills for life-long learning. We would also like to take this opportunity to thank all the parent-helpers for their time, effort and support, helping to take nice care of our students during the guided tours or visits away from school.
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Visit the Hong Kong Heritage Museum
Visit Kowloon Public Library
Visit the Civic Education Resource Centre
Visit the Shek Kip Mei Fire Station
Visit the Health Education Exhibition & Resource Centre
Visit Jao Tsung-I Academy
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Students’ Exchange Programmes For the past few years, our school has been organising various trips for the students to learn about cities and countries abroad. We have developed unique and unforgettable learning experience in Australia, Britain, Canada, Vienna, Malaysia, Korea, Singapore, Guangzhou, Shanghai and Taiwan. These trips open up students’ eyes and minds. We will organise even more exchange programmes in the future. We believe that learning experience gained outside the classroom can motivate students to try harder and develop skills of different types. Most important of all, our students learn how to be global citizens.
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Thematic Integration Learning in True Light The objectives of the Thematic Integration Learning Programme are of a wide range, from enhancing students’ learning motivation to fostering their generic skills and providing them with the opportunities to apply knowledge and skills they have learnt from different subjects. It has always been a major event of the year for our students, their parents and the teachers. Teachers of all subjects are involved to design, organize and conduct the whole programme. The theme for the school year 2018-2019 is titled “The energy saving crews”. In general, the choice of themes is usually discussed and determined by the Academic Department. Then a range of topics relevant to the theme are planned for learning and teaching in different subject panels. Different frameworks of learning, designed with engaging learning contents, are finally worked out for learners at various class levels. These all aim to enhance students’ knowledge on the topics and foster their generic skills across subjects. The climax of the programme comes to the Thematic Integration Activity Day, intended for providing an exciting context for students to apply the knowledge and skills they have learnt in the corresponding lessons of various subjects. Primary 1-4 students are grouped into small teams to take part in a competition in which they play educational games and finish learning tasks designed by our primary 5 and 6 students under the guidance of the teachers. The Thematic Integrated Activity Day is one of the yearly mass learning programmes that bring a lot of fun and unforgettable memories to the whole school. Behind our lovely students’ happy faces, their subject knowledge, generic skills and motivation to learn are all enhanced tremendously. (The Life-wide Learning Days scheduled for the school year 20192020 had to be cancelled due to the pandemic.)
Promote creativity and e-Learning in classrooms 中文科 資訊科技的運用，提升了同學對 中國語文課的學習興趣和整體教學效 能。本科的資訊科技教學除一般網站 資源、電子簡報和電子課本外，教師 更經常運用nearpod, Kahoot, socrative, Google form, Padlet, Flipgrid等教育電 腦程式或網上平台，準備教材及為學 生提供學習支援，例如：網上問答遊 戲、運用程式進行小組創作、運用電 子平台進行討論、即時評估及回饋、 課後網上鞏固練習。透過老師製作的 資訊科技教材和各種網上平台的運 用，為學生帶來有趣愉快的學習體 驗。
Attempts made through English Language learning Creativity, featuring one of the generic skills key to the development of a well-rounded education, has always been targeted as a major goal in our English Language curriculum. In the subject of English Language, students are regularly given various language production tasks that require them to invent ideas in situations that challenge their originality and problem-solving skills. While some of these are intended as imagined tasks, some exhibit authenticity and relevance to their everyday life or contexts embedded in course books or the story-lines in various readers. The development of thoughts and ideas is also enhanced through the extensive use of organisers, such as mind-maps and story boards, in the process of brainstorming and collecting of ideas and thoughts. What is no less important is however the opportunities for students to present and express their thoughts, winning the assurance or appreciation from others while inviting comments or suggestions from
their peers, which activates further interactions for deep thoughts in the class. To address the learning targets afore-mentioned, the use of information technology can no doubt support and assist the processes of exploring and tapping ideas as well as compiling and presenting students’ own thoughts. The wide range of software or apps no doubt facilitates the implementation of the whole process of learning. The convenience brought by various e-tools in recording, editing and producing appealing presentation reports, trailers, audio-visual images and so on definitely enhances the quality as well as feasibility for the students’ work to be shared among in class and at the school.
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Mathematics In Mathematics classes, students can learn through interacting with the Interactive White Board installed in each classroom. Students are often absorbed in various fun-filled Math tasks, in particular those online inclass activities on the iPads. One most frequently adopted approach is that they try out interactive assessments by using online learning tools, such as Socrative, PingPong and Nearpod. Students can respond to their teacher’s questions via the iPad for entering data, drawing or taking photos. Then they get instant feedback and gain the chance to elaborate one another’s work.
普通話： 為了在普通話科上讓學生發揮 創意，老師會在課堂上教授學生相關 詞彙，讓學生以普通話分享自己的創 意。課堂上，同學根據課文內容扮演 不同的角色，例如小六學 生扮演導 遊，然後發揮創意──設計對白或場 景，再與同學分享。除了扮演角色， 小五學生也設計了不同的衣服款式， 然後向同學介紹。 為了讓學生的學習突破課堂的限 制，可以隨時隨地重溫課堂的內容， 持續學習字詞讀音，語音知識等。老 師向學生介紹課本上的二 維碼的使 用，讓學生可以在家學習及重溫。
Students worked hard in lessons, trying to apply concepts and knowledge learned in a more lively way!
宗教科： 本科的教學目的是以耶穌基督 為生命主宰，教導學生效法基督愛 神、愛己及愛人的精神；並讓學生愉 快活潑地學習聖經真理，建立良好的 價值觀。因此本年度本科的學習除了 著重學習聖經知識外，還實踐基督教 訓，課堂包括：製作感恩卡送予醫護 人員，「代禱小天使」為別人祈禱等 活動，將基督的愛帶給人群；學生福 音營、學生團契等課外活動，讓同學 從小認識耶穌基督，使他們一生走正 路。
General Studies We encourage students to exert their creativity in their learning. Students often have a lot of opportunities to do some planning and designing tasks through project work. For example, students were asked to produce short video clips for publicizing the message of fighting against drugs. They were allowed to design clips of various kinds, including plays, news reports, TV trailers and so on. Some also had the opportunities to build their own minicatapults, designing their special weapons based on their science knowledge. Through the experience gained, students learnt how they could shoot a marble at the longest distance away.
Music The learning unit of “clapping the rhythmic syllables” is added to the syllabus for students of Primary 1 to Primary 4. They are given abundant chances to clap and create their own rhythmic phrase. A Primary 4 class wholly engaged in the learning of “clapping the rhythmic syllables”
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Bridging From Kindergarten to Primary Schooling and from Primary to Secondary Schooling English Language The interface between different key stages of learning in the local curriculum has always been a challenge to most students, though probably of varying degrees. On the path of learning English as a second language, the challenges facing learners newly progressing from kindergarten education to Primary One as well as those from Primary Six to Secondary One no doubt can be rather upsetting, if not worrying, for most students and their parents. In view of these, the English Department is well-aware of the needs to help prepare both the novice learners as well as the Primary Six school-leavers for their readiness in the smooth articulation from one stage to another. Apart from referring to the official specifications of the curriculum by the Education Bureau for basic education in Hong Kong, we believe that heightened communication among different sectors in education can also facilitate planning, design and revision of learning targets as well as materials for the English curriculum. We thus have joined in inter-sectional sharing to learn about the curriculum design, contents and teaching approaches devised by our kindergarten and secondary school section respectively. Meanwhile at school, we schedule the learning of basic concepts on text types, syntax and vocabulary as well as various language and communications functions progressively for a solid foundation for our students, preparing our students for meeting the challenges ahead on acquiring the target language. In addition, we are well aware of the need to adopt the appropriate strategies addressing the needs and interest of learners of different age groups. For example, the fluency programme infused in the project on producing the short plays to be presented in the English Oral Show aims to help students acquire basic skills in phonics and interaction as well as knowledge in semantics and sentences through a fun-filled, interactive approach. Meanwhile, students of Primary Six are more often required to take the initiative to collect and process language inputs as well as present the learning outcomes obtained in class through application of the four skills. Students’ awareness and knowledge on both fictions and non-fictions as well as print and non-print learning materials are also targeted at, preparing them for the secondary school curriculum. They are also provided the eye-opening opportunities to join featured programmes on, for instance, debate or drama, as designed by the Secondary School Section.
Exchanging thoughts with colleagues of our kindergarten section
中文科 語文是學習各種學問的基礎， 語文教育應從小做起，不斷積累、沉 浸、內化，成為學生重要的學習工具 之一。本校著重中、小、幼的語文課 程銜接，特別為學生設計一系列的校 本教材，從幼升小、小一至小六，以 至升中銜接皆能兼顧，期望為學生提 供適切而豐富的語文材料，包括：小 一、小二字詞庫、小三實用文教材及 說話訓練手冊、六級的校本語文基礎 補充、諺語冊、古詩文導讀用書、聽 說讀寫工作紙、成語練習、溫習工作 紙、自學工作紙、以及小六文言文升 中銜接教材，全為本校中國語言科老 師合力規劃及編輯，配合分組教學、 思維訓練、創意教學、恆常鞏固及評 估，讓學生循序漸進地紮穩語文基 礎。
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Parent-teacher Partnership Strengthen Parent Education The eighth certificate course for parents, jointly held by the Parents Education Institute of our school and the CCC Cheung Lo Church, came to its end this year. More than sixty families of students in our primary school section and kindergarten attended the course. The course consisted of eight seminars, inviting education specialists to talk to the parents on practical topics concerning the development of parenting skills and the preaching of Christian values. Apart from their active participation in lessons, parents were also fond of sharing their life experience. The course was very well-received in general.
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Parent-Teacher Association The Parent-Teacher Association (PTA) is not only a bridge for communication between the school and the parents but also a resource pool for entertaining parent-child activities. It helps enhance parent-school co-operation and the school spirit in general. The PTA organizes the Annual Meeting every year around September. The PTA members would report on the work they have done and also release the financial situation during the meeting. At the same time, parent-child workshops would be held after the annual meeting, so as to strengthen the family relation. There are also parent-child picnics and visits organized by the PTA. These activities not only help consolidate the relation between parents and their kids but also provide opportunities for parents to know more about one another. The PTA has also joined and helped organized different events like the Thematic Integration Day and the Gospel Camp, which were all well liked by participants. In order to show support to the school, the PTA would also sponsor some school activities.
Provide values education Theme of the School Year 2019-2020 Theme for our School-based Counselling Programmes in 2019-2020: Autonomous Learners, Ever Flying higher It has always been a key mission for teachers to enhance students’ initiative and interest in learning. The counselling programmes of our school this year, with the theme titled Autonomous Learners, Ever Flying higher, aim to help students develop effective study skills that optimize their learning outcomes. We believe that students and teachers have to develop strategies and skills of various types in coping with the ever-growing challenges brought by the advancement of technology in the society, while changing theconventional modes of learning. This is in fact one of the objectives we mean to address on promoting self-regulated learning.
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Sparklers
Apart from developing a sound command of the learning contents, self-directed learners are then expected to reflect upon the learning strategies adopted and the learning outcomes obtained for gaining further progress and improvement, enhancing their determination and perseverance. The subject teachers of different panels mean to develop a learning environment that enhances students’ learning motivation and participation in various learning activities, both at school and outside the school. Students can thus widen their horizons through engaging actively in the process of learning while monitoring their own learning pace and experience. On promoting self-regulated learning, our teachers have to design appropriate pre-tasks and foster students’ interaction with others in lessons, thus getting totally involved in a range of learning activities. The school also has to be further equipped with extra resources, such as books, magazines, electronic means of teaching and other teaching aids, for a more facilitating learning environment as appropriate. Students are urged to have higher expectation on their path of learning, developing the determination to make success and their competitiveness. During the suspension of class due to the pandemic, our students and teachers can apply their skills and knowledge in information technology in creating their learning and teaching experience. Through web-based online learning, students can go on devoting their best efforts to their studies.
Those of Primary 5 and Primary 6 of our school are however led to develop experience in coping with more authentic situations for learning the seven key habits in class. They are urged to have active participation in raising doubts and queries, setting realistic goals and learning about the need to be considerate and thoughtful for others around them.
Leader In Me The 7 Habits of Highly Effective People The learning programme on The 7 Habits of Highly Effective People aims to help our students develop a positive attitude towards life since young, through understanding and trying out the seven key habits targeted and recommended in classroom activities. Our students of the junior grades are given the opportunities to develop experience in overcoming difficulty introduced in life-related context and situations. A range of classroom activities and games inviting them to play and act different roles are designed for them for learning the seven key habits intended in the programme.
It is most encouraging to find that the majority of our students manage to have a firm base of skills and knowledge in mastering the seven key habits, believing that these habits can help them develop targets sensibly and solve problems effectively. We aim to help our students develop a positive attitude and perspectivein life through this programme. In addition, we hope that they can learn to be more skilful in understanding, handling and expressing their feelings and emotions. A range of classroom activities have thus been provided for our students to develop techniques and experience in understanding the impacts possibly brought by our different feelings and learn better skills in communication with others. Our teachers and parents of our students are most pleasedto notice that they are then better prepared for coping with adversities and problems with a positive attitude.
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Address: 115 Waterloo Road, Kowloon Tong Tel: (852) 2336 0662 Fax: (852) 2338 7794 Email: info@ktlsps.edu.hk