School Report 2020-2021_EN

Pentecostal Lam

Hon Kwong School

School Report

2020-2021

School Report (SR)

Key Elements of the School Report

(1) Our School

(2) Achievements and Reflections on Major Concerns

(3) Our Learning and Teaching

(4) Support for Student Development

(5) Student Performance

(6) Financial Summary

(7) Feedback on Future Planning

School Report (SR)

(1) Our School

• Our “School Profile” for public reference (Secondary School Profiles) can be found on

https://www.chsc.hk/.

• Please refer to the following website for the relevant information of Pentecostal Lam Hon

Kwong School http://www.plhks.edu.hk

1. The Sponsoring Body

Pentecostal Lam Hon Kwong School was founded by the Kowloon Pentecostal Church in

1983. The building of the school was mainly funded by Mrs. Lam Yip Wai Man in memory

of her husband, Mr. Lam Hon Kwong.

2. Mission and Vision

The Kowloon Pentecostal Church aims to spread the Gospel through founding schools. Our

school leads students to know the truth as taught in the Bible, and provides education in

accordance with the requirements of the EDB. We aim to develop students spiritually,

morally, intellectually, physically, socially and aesthetically in a balanced manner.

Following the mission of Kowloon Pentecostal Church, the school strives to create an

enjoyable learning and teaching environment in which students can be equipped to meet the

challenges of the 21st century. We believe that all students are valuable individuals, who are

able to be taught and are able to improve.

3. Class structure and number of students

In 2020-21, the school has a total of 687 students in 24 classes. The class structure is as

follows:

Level

Total

Number of classes

Number of students

121

122

114

120

111

687

School Report (SR)

(2) Achievements and Reflections on Major Concerns

Priority Task 1:

To strengthen the core values of Christian education with positive attitudes

and virtues

Achievements

1. Enhancing the spiritual atmosphere at school

(1) Assemblies with religious messages, prayers and hymn singing were held to tell students

about the love and encouragement of God.

(2) Hymns were played on campus TV every morning to give students peace of mind.

(3) Campus decorations such as Bible verses and posters were displayed in every classroom.

Learning materials about Christian values were also introduced in the lessons of various

subjects. They reminded students that God is trustworthy and strengthened students'

resilience in facing adversity.

(4) Special events such as “Christmas Service” and “Easter Service” brought joyful and

harmonious moments to students, providing them with relief from their stressful life.

2. Strengthening gospel work

(1) The S1 Gospel Camp was cancelled due to the pandemic situation but quite a lot of

students have decided to believe in God in various gatherings.

(2) The Gospel Week was organized with a gospel movie, music gatherings and evangelical

gatherings in the Student Christian Fellowship.

(3) Gospel pamphlets were distributed at the start of the school year.

(4) New ways to deliver Bible messages in the Student Christian Fellowship were introduced

such as knowing God through photography and visual art.

3. Enhancing the spiritual growth of students

(1) A Student Christian Fellowship was organized online with activities like Bible studies,

games, hymn singing, group sharing and a barbeque night. Students gained support and

encouragement from each other as a result.

(2) S1 orientation and prayer meetings were organized to help S1 students to adapt to the

new school life.

(3) Follow-up programmes were provided by the church for new believers.

(4) A survey on the religious status of students was conducted for the planning of gospel

work.

4. Training of student spiritual leaders

(1) Student Christian Fellowship committee members were equipped to lead various

gatherings. They were trained to be more responsible and sensitive to schoolmates’

needs.

(2) The “Little Paul Training Programme” was held to nurture fellowship members to

become successors to the Student Christian Fellowship committee members.

5. Strengthening staff support

(1) Staff prayer meetings and staff fellowship meetings were held so that teachers could

learn and share with one another to build up the togetherness of the teaching team.

(2) Mentors were provided to give new teachers spiritual support and to help them adapt to

the new teaching environment.

Reflections

1. The school theme “In love we care, In God we cheer” matched students’ needs well. The

love and encouragement from schoolmates and God is essential to their growth.

2. More students should be encouraged to lead hymn singing, say prayers and share religious

messages in assemblies.

School Report (SR)

3. A joyful and harmonious atmosphere is precious to school life. More activities such as

games and live music sharing in classrooms could be introduced.

4. The Shatin Chapel plays an indispensable role in supporting the school’s gospel work.

Closer coordination with the Shatin Chapel in this aspect is needed.

5. The follow-up programme for new believers in the online mode should be evaluated.

6. More support to class teachers for conducting the class prayer meeting should be provided.

7. Promotion of the Student Christian Fellowship needs to be strengthened.

8. Student Christian Fellowship committee members should not take up too many posts in

school.

9. Spiritual support for S6 students should be strengthened.

10. In short, the targets of Major Concern 1 are mostly achieved. They will be incorporated as

the major tasks in the coming academic year.

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Priority Task 2:

To strengthen learning and teaching through different strategies

Achievements

Special remarks: Due to the COVID-19 pandemic in this academic year, nearly half of the

lessons were conducted in the real-time online mode on Zoom while the rest were conducted

face-to-face on a half-day basis. Hence, there was severe disruption to teaching and learning and

adjustments were promptly made to cope with the challenges.

1. CLP Guidance for S4

This year, S.4 students were provided with CLP guidance with the collaboration of the

Careers Department. For instance, a new assembly was designed and held for S.4 students in

October 2020 to introduce goal-setting and study skills. Also, in February 2021, a S.4

Orientation Day was held on Zoom. One of the highlights was alumni’s sharing of their

experience of learning different subjects with the S.4 students, whose feedback about the

arrangement that day was positive.

2. Promoting eLearning

Most classes were held on a half-day basis in this academic year. Due to the ever-evolving

development of the novel coronavirus, all teachers were requested to conduct face-to-face or

online lessons on campus. Regarding online teaching, all teachers could comfortably

adjust to a wide range of new online teaching tools, such as ZOOM, Google Meet and

Microsoft Teams. They also made use of other remote learning tools like Google Classroom

and Google Forms for assignments and assessments to ensure that the teaching materials

were delivered in a timely manner.

3. Promoting independent learning

According to last year’s plan, the award scheme for the promotion of independent learning

was piloted in Secondary 1. There were two phases in the first term with one being held

before the first uniform test and the other being held before the First Term Exam. As most

of the students attended face-to-face lessons in the initial stage, many of them participated

in the competition and performed well. However, fewer students joined the competition

when they switched to remote online learning. Also, many subject teachers had difficulty

assessing students online, which might have affected the recording of students’

performances. The third phase took place during the entire second term. With half of the

Secondary 1 lessons being conducted online remotely and the other half face-to-face, we are

still in the progress of assessing their performances (at the time of writing this report).

4. Promoting gifted education

Despite the spread of COVID-19, a number of gifted education programmes were kept, with

the great effort of teachers. For instance, the English and Chinese debating teams conducted

debating competitions online. The Chinese debating team entered the quarter-final in the

inter-school Chinese debating competition organized by the Hong Kong Schools Debate

Federation. Also, the English public speaking team remained active this year. Apart from

restarting the Youth Leadership Programme, team members joined the“21st Century Cup”

National English Speaking Competition (Hong Kong Region) and three students entered the

Grand Final.

5. Cross-curricular collaboration

Two subject panels, Chinese Language and Performing Arts, collaborated on the CEATE

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Awardee Workshop. Apart from facilitating collaborative learning in teaching, they were

involved in training Chinese teachers from other schools and delivering demo lessons. The

aim is to promote ‘drama in education’ in the teaching of the Chinese Language.

6. Enhancing the academic performance of students

Under the impact of COVID-19, Secondary six lessons were mostly completed on a half-day

basis. Hence, tutorial classes, SERP and mass drilling at the school hall could only be

conducted on ZOOM, which undermined the effectiveness of the lessons being delivered to

a certain extent. During the period of Study Leave, teachers put in great effort in arranging

tutorial classes to help S.6 students master the lesson materials and to perform well in the

public exams.

Reflections

1. Further promoting independent learning

As mentioned above, a new award scheme was piloted in Secondary 1. Due to the ever-

evolving development of the novel coronavirus, students spent the majority of their lesson

time online rather than attending live lessons. The effectiveness of lessons was thus

negatively affected. It is hoped that class arrangements will return to normal in the new

academic year. The school will review the current learning and teaching plans for the current

academic year and make adjustments accordingly before implementing the revised plans. We

aim to promote skills, such as goal-setting, self-learning and self-management in the plan for

2021-2022.

2. Promoting reflections on learning

This year, teachers from the Chinese Language and the English Language subject panels

were invited to host a workshop on ‘Situated Teaching’ and ‘Assessment as Learning’

respectively in one of the Teacher Development sessions. Feedback on these workshops was

positive. However, some teachers reflected that there could be more sharing on the

application of these frameworks in the teaching of other subject areas. Therefore, there will

be more discussions and training on these topics in due course.

3. Reading across the curriculum

Due to the pandemic, the reading lessons in junior forms were suspended. It is hoped that

this condition will improve next year. The school will continue to come up with new means

to promote reading by giving clearer directions and adopting suitable strategies.

4. STEAM education

STEAM education has been promoted vigorously at school in recent years. A school-based

publication has been prepared and a STEAM work station has been set up. In this academic

year, the school renovated Room 004 and turned it into a STEAM lab and discussed with

different subject panels on the implementation of STEAM education. Apart from applying

for different subsidies and holding activities to promote STEAM education, the school also

established long-term initiatives for STEAM education.

5. Staff development and collaboration

As previously mentioned, ‘Assessment as Learning’ will be one of the focuses for the school

in the next school year. Development of teachers’ professionalism, pedagogy, and other skills

will also be important topics to be explored. More cross-disciplinary collaboration on

learning and teaching will also be encouraged.

School Report (SR)

In brief, the targets outlined in the second major concern for the school were only

partially achieved due to the pandemic. More work needs to be done next year to enhance

learning and teaching.

School Report (SR)

Priority Task 3:

To enhance students’ responsibility and belonging by creating a caring and

positive environment

Achievements

1. School-theme-related activities

(1) Character-building activities were organized for students by various school teams, such

as the Counselling Prefect Team, the Social Service Team and the School Prefect

Team.

(2) To express appreciation and encourage a positive culture, students with outstanding

performance in each class were elected by their schoolmates and class teachers to be

‘Star of the Class’.

(3) The ‘I Can Do It Campaign’ and ‘We Can Do It Campaign’ were held to enhance

students’ sense of belonging. Awards and merits were given to students and classes

with outstanding performance in punctuality, submission of homework, grooming and

class discipline.

(4) In collaboration with the Hong Kong PHAB Association, a three-year Leadership

Training Scheme was launched for potential student leaders from S.2 to S.4. Through

training sessions and social services, students were equipped as future leaders of our

school.

2. Cross-departmental work

(1) To strengthen students' resilience and help them to develop a balanced lifestyle,

activities like the Cleanliness and Discipline Contest, the Epidemic Education

Programme, the Student Organizer Cover Design Competition, the Beat Drug Fund

Supported Programme, the Life Education Programme, the promotion of healthy

living and the Green Living for Schools and Parents Environmental Education

Programme were successfully carried out with cross-departmental collaboration

(2) There was close liaison and coordination among the Religion Department,

Counselling Department and Discipline Department, especially when deciding the

school theme and school major concerns, organizing the S.1 Orientation Day in

August and September and following up students’ cases.

3. Moral education programmes

(1) Moral education lessons were conducted.

(2) Some specific moral issues were discussed in some special groups to share moral

values with students.

(3) The Discipline Day was launched to resolve student misconduct through moral

education.

4. Training for students

(1) The counselling prefects were trained to serve different groups of students in different

forms through different activities.

School Report (SR)

(2) Committee members of the student fellowship were trained to serve students in the

fellowship.

(3) The“Little Paul Training Programme” was held to prepare students as successors to

the committee members of the student fellowship.

(4) The“Growth reward scheme” was launched in the student fellowship to encourage

students to read the Bible and serve others.

(5) Training and workshops on human resources management, problem solving skills and

sustaining team spirit were conducted for school prefects.

(6) Adventure activities were arranged for developing students’ courage, leadership and

team spirit.

(7) Prefect cadets were trained as a new force to help with the daily, routine school

activities, data entering and miscellaneous work in the prefect team.

(8) In collaboration with the Hong Kong PHAB Association, a three-year Leadership

Training Scheme was launched for potential student leaders from S.2 to S.4. Through

training sessions and social services, students were equipped as future leaders of our

school.

5. Talks for students

With the aim of helping students achieve personal growth, special talks, workshops and

mass programmes delivered by guest speakers or professional institutions were arranged.

Examples of topics include sex education, stress management, mental health, positive

thinking, anti-smoking and anti-drug awareness, intellectual property, cyber-crime,

reconciliation and facing challenges through walking with Jesus.

6. Social service

Through organizing voluntary services, investigation of social inequality and conducting a

survey on how people have been affected by the COVID-19 pandemic, members of the

Leadership Training Scheme learnt to serve and show concerns for the community.

7. Special care for students

(1) S.1 students received special care from “big brothers and sisters” in the S.1 Caring

Scheme. This helped them to adapt to the new school environment.

(2) A special orientation programme was provided for S.1 students. Different

departments, including the Counselling Department, Discipline Department, Religion

Department, Studies Department, ECA Department and SU worked together. The

programme was effective in helping the S.1 students adapt to the different aspects of

school life.

(3) Special counselling services were provided for students in need, such as SEN students,

repeaters and students who had problems with their family, studies, mental illness or

other issues. They were helped to overcome obstacles and to choose to take the right

attitude and stick to their beliefs in tough situations.

(4) Special care was provided for SEN students, which included forming study groups,

providing speech therapy and assistance in attending zoom lessons, exam

School Report (SR)

accommodations and designing teaching & learning plans. These efforts aimed at

providing SEN students with an appropriate learning environment.

(5) A three-tier caring scheme was launched for SEN students. Individual education plans

(IEPs) were set and implemented to provide tailor-made service for individual

students.

(6) Special care was provided for students who had mental weakness. Individual

counselling and special workshops were organized for them.

(7) To show support for the S.6 students, the ‘DSE Fighter Concert’ was organized.

(8) School rules were relaxed to help S1 students to get used to the new school life.

(9) The revised edition of the Student Handbook and Student Organizer facilitated

students’ management of their school activities.

(10) Instantly updated notifications through the eDiscipline system and the students’

monthly performance summaries effectively enhanced home-school communication

and cooperation.

(11) The “up-to-the-minute” disciplinary records on the school website raised the

efficiency of handling students’ general discipline more effectively. The instant

analysis provided helped students understand their situation.

(12) The eClass parent app, which helps deliver students’ information, strengthened

communication between form teachers and parents.

(13) The revised Demerit Waiving Scheme was effective in helping students deal with their

misbehavior positively.

(14) The optimized web-based conduct assessment system and procedures made the

assessments more effective and objective.

8. Inclusive education

(1) Through the ‘Big Brothers & Sisters’ Scheme, the concepts of equality and acceptance

of diversity were promoted.

(2) To cater for learning diversity, special assistance was provided for students who had

difficulty attending Zoom lessons.

(3) Assemblies, such as the talk about “life-fighters”, opened students’ eyes to the needs

of different groups of people in our society.

9. Preventing students from committing suicide and developing students’ positive

attitudes towards life

(1) Cases were reviewed frequently, with intensive counselling services provided to high-

risk students.

(2) Students were taught knowledge of mental health in students’ assemblies.

(3) Skills of coping with stress were taught through workshops run by education

psychologists.

(4) Students learned how to get through the difficult times in life through games and Bible

teaching in the Christian Student Fellowship.

School Report (SR)

(5) More hymn singing in various assemblies was organized to educate students to rely on

God whenever they face challenges in life.

(6) Students were encouraged to relieve their stress through prayers and developing a

positive view of life in God.

(7) Lunch Bible study groups were held in different forms to develop in students a

positive attitude through encouraging one another in the peer group.

(8) The Discipline Department coordinated with special teams over social issues and

COVID-19 matters.

Reflections

1. The planned activities of the Social Service Team were suspended due to the COVID-19

pandemic. The plan should be included in the departmental plan for the next academic

year.

2. The rise in the number of mental illness case reflects the need of providing mental health

care for students.

3. More efforts should be put into consolidating, refining, developing and promoting the SEN

caring system. The emphasis should be on writing a PLHKS SEN manual, carrying out

staff development and establishing a sound administrative system.

4. Evaluation and further development of the sex education programme is still needed.

Special emphasis will be put on the scope of the programme and effectiveness of the

activities.

5. The “Fellowship growth reward scheme” run by the Student Fellowship needs to be

reviewed.

6. Further cooperation with the Shatin Chapel needs to be explored.

7. For better cultivation of student leaders’ quality, the requirements regarding their personal

conduct should be clearly stated.

8. More effort should be made to help S.1 students adapt to the new school environment.

9. Student leaders should not take up too many posts so as to ensure their good performance.

10. Prefect activities with neighboring schools should be re-established to broaden students’

horizons in the prefect service.

11. Adventure activities which provide prefects with an experiential learning environment and

nurture them in an active mode should be held.

12. Due to the outbreak of COVID-19 and irregular school arrangements, the handling of

students’ appearance and routines was loose.

13. Because of the massive increase in online classes, students’ abusive use of information

technology has increased.

14. To avoid duplication of work and to improve the effectiveness of the S.1 Orientation Day,

further evaluation, communication and co-operation among departments is necessary.

15. Due to the widespread of the COVID-19 pandemic and the implementation of strict

anti-pandemic measures, a lot of inter-school competitions, extra-curricular activities

and leadership training programmes could not be held as usual. Even though the

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online mode was adopted to keep those events going, the effectiveness was far lower

than that of the face-to-face mode. Effort will be made to address this major concern

in the coming academic year, with emphasis on:

(1) Re-starting the work of the Social Service Team

(2) Evaluating and improving the SEN work

(3) Improving the work for safeguarding students’ mental health and work of

preventing students from committing suicide

(4) Activities to promote students’ sense of belonging

(5) Strengthening the messages given to students with focus on planning, facing

adversity and the support from God and friends through hymns and sharing of

personal witness

(6) Strengthening the effectiveness of the prefect team in serving the school

(7) Conducting a Discipline Day Programme in the second term

(8) Improving the overall performance of students in public places

(9) Strengthening all aspects of the operation of the prefect team

(10) Strengthening education against cyber-bullying

(11) Strengthening various leadership training programmes

(3) Our Learning and Teaching

1. Promoting independent learning

2. Promoting a positive learning attitude

3. Enhancing students’ interest in learning

4. Promoting eLearning

5. Promoting STEAM education

6. Enhancing the academic performance of students

7. Exploring different teaching strategies, e.g. Self-directed Learning, Higher Order Thinking,

etc.

8. Catering for learner diversity

9. Promoting academically-related activities such as debates, public speaking, Maths, STEAM

clubs, etc.

10. Promoting cross-curricular collaboration

11. Strengthening the EMI policy

(4) Support for Student Development

1. Helping students develop a balanced lifestyle and achieve a holistic growth

2. Cooperating with other departments and panels to organize activities to match the school’s

major concern 3

3. Cooperating with other organizations to arrange activities to match the school’s major

concern 3

4. Responding to the school theme by

a. reinforcing students’ sense of belonging to the school and their class;

b. strengthening students’ perseverance in the face of difficulties

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5. Improving the relationship between parents and their children, and helping parents handle

their children’s problems

6. Developing students’ moral values and positive attitudes towards life

7. Implementing the Whole School Approach to Integrated Education

Our school is committed to developing an inclusive culture through the whole

school approach to support students with SEN. Resources are deployed to provide

appropriate and diversified support to these students so as to enhance their learning

effectiveness and adjustment to the school life.

To facilitate our school’s support to students with SEN, the Learning Support

Grant is provided by the Education Bureau.

Students with SEN are provided with the following support measures:

A student support team is established.

After school remedial lessons are provided for students with special

needs.

iii

School-based speech therapy service and social skill training service

are hired to offer individual/group therapy/training sessions to

students.

Homework strategies and/or assessment accommodation are provided

to students in need.

Co-operate with parents to support their children with SEN.

Students of the junior classes are supported by those from the senior

classes through the ‘Big Brothers & Big Sisters’ Scheme.

vii

Counselling and guidance services are provided to individual students

in need.

viii

The social service team is organized to promote integrated education.

(5) Student Performance

• Students’ academic performance

1. In general, students’ performance in internal assessments is good.

2. In general, students’ performance in public examinations is good.

3. Students perform very well in academically-related activities such as the Speech Festival,

English debating and English public speaking.

4. The value-added results of our school are good, but there is still room for improvement.

School Report (SR)

• Students’ non-academic performance

Students perform well in extra-curricular activities and inter-school competitions, e.g. English

debating, English public speaking, Speech Festival, performing arts, the 3-year leadership

training programme and basketball matches, in terms of both participation and achievements.

(6) Financial Summary