Chief Executive’s Award for Teaching Excellence
List of Awardees
Name of School / Name of Awardee(s) / Areas of ExcellenceChinese Language Education Key Learning Area
Catholic Mission School /Tang Kwai-wa
/ Development of the school-based curriculum for junior primary level. In 2000, the nominee designed the character-learning teaching material ‘learning characters from their sounds – diversified ways to character-learning’ for Primary 1 and Primary 2, and was awarded the “Certificate of Merit for School-based Curriculum Design” by the former Education DepartmentIn 2001, the above character-learning approach was expanded to become the ‘lively and diversified Chinese language curriculum’, which included: learning characters from their sounds, appreciation of classical literature, exercise on sequence of strokes and structure of characters, parent-child story reading activity, kids’ sentence patterns, kids’ stories, creative writing, situational writing, my weekly diary, newspaper clipping, idioms in cartoon etc. The curriculum was extended to Primary 3.
In 2003, the above approach was further developed into ‘optimized module teaching’, with internally compiled teaching materials to increase students’ volume of reading, e.g. biographies of foreign celebrities, kids’ stories etc.
The candidate led the school to use dictation for formative assessment and introduced creative dictation, situational sentences dictation etc, so as to reduce the pressure of students and parents, and maintain students’ interest and motivation in learning.
A diversified junior primary curriculum framework with equal emphasis on usefulness, humanities, relevancy to daily situations and interest
Cross-curriculum teaching activities
Coordination of subject research and curriculum development
Chan Shu Kui Memorial School / Ho Yin-ping
Chow Fu-hung
Cheung Yin
Lau King-lok, Alexander / School-based assessment mechanism –‘school-based benchmark for Chinese language learning’
Diversified assessment system
-Used mixed approaches for assessment, including formative assessment, summative assessment, quantified assessment, qualified assessment, self-assessment, peer assessment, assessment from teachers and assessment from parents (the result of which was recorded in the 2002 Chinese Language Education Key Learning Area Curriculum Guide)
-Used the assessment outcomes to facilitate the teaching and learning processes
Clearer objectives set for curriculum design/teaching
Objective and specific indicators
Facilitated self-learning of students
Fukien Secondary School (Siu Sai Wan) / Wong Fung-yee
Kan Kar-yin / School-based junior secondary curriculum
-developed a new system for school-based curriculum while adhering to the principles of the central curriculum
-on reading: 6 text books, 300 selected articles and 300 effective lesson plans
-on writing: ‘text book on simple writing’, one for junior secondary and one for senior secondary
Created the ‘Simple Modular Approach’–
-developed the self-learning abilities of students
-taught students to read and write in a systematic way
-great volume in reading and writing, without overloading the teachers
Comprehensive and systematic school-based curriculum
Effective teaching methodologies and strategies
Solid theoretical basis
Model for school-based curriculum study
Homantin Government Secondary School / Leung Sai-kee Joseph / Built up a campus characterised by Chinese culture
- school-based curriculum on ‘classical literature’– Poetry in the Tang and Song Dynasties, The Three-word Chant, 24 Stories of Filial Piety etc
-extensive reading scheme – reading books on Chinese culture
-the school principal lectured on Chinese mottos in the school hall every week
Calligraphy and Painting Art – the Art teachers taught the students Chinese Calligraphy and Painting. Excellent works were displayed in the school, giving an impression that the campus was filled up with calligraphy and painting works
Chinese music – the Chinese orchestra comprised over 60 students. There were more than ten classes on folk musical instruments, with about 100 participants
Cantonese Opera learning –organizedCantonese Opera training workshops, with famous artists Chu Kim-tan and Tang Mei-ling as instructors to teach students the art of Cantonese Opera
Cultural Visits – e.g. ‘Cultural Visit to the Walled Village’ organized by the Chinese Society – Ha Tsuen and Tung Tau Tsuen in Yuen Long
Cultural Ambassadors – organized several internal and external performances, promoting cultural exchanges with local, mainland, Japanese and Singaporean teachers and students
Goodwill service –Cantonese opera singing and folk music performances for the single elderly, disabled and elderly patients living in homes for the aged
Equal emphasis on moral education and language ability
fulfilled the school mission by establishing a firm foothold of the Chinese culture in the school
Man Kiu College / Cham Yuen-mei / Introduced “Successful Education”: cater for learner differences
-Basic concept – believes that every student possesses potential to be successful, wishes to be successful and is able to be successful with their knowledge foundation
-Teaching strategy – easy starts but demanding; step by step in quick tempo; more activities for diversification; immediate feedback and correction
Introduced and modified external experience with reference to school characteristics
Conducted language teaching in groups,paying detailed attention to individual student’s learning progress
Sha Tin Government Primary School (PM) / Hau Fung-chu
Cheung Mei-ying / Developed school-based curriculum framework with appropriate teaching modes
-Primary 1: Integrated effective character-learning and composition with reading
-Primary 2-3: Modular teaching and composition with reading
-Primary 4-6: Creative writing and composition with reading
Effective teaching：
-Integrated effective character-learning: interesting and outstanding
-Writing process/strategy analysis: more difficult but manageable
-Creative writing: with special features (diversified strategies, actual experience, memory retrieval, creative thinking, combination of reading and writing, and multiple perspectives)
-Peer assessment: sharing and evaluation
SKH Tin Wan Chi Nam Primary School / Tai Yuen-yuen / Putonghua teaching and promotional activities
-Supported and commended by the principal and all teachers of the school, creating a whole-school team spirit in promoting Putonghua teaching
-Putonghua activities: About 9 types of Putonghua extra-curricular activities since 1999, 10 external performances and participation in major competitions for 18 times
-Actively supported and participated in promotional activities in the community
Little teaching time but widened the room of learning through establishing the ‘second and third classrooms’
Successfully created a language learning environment for Putonghua
Sun Fong Chung Primary School (AM) / Tsui Ying-ching
Lee Yee-mei
Lo Sau-chee
Hon Kwan-ho / Full use of Putonghua as the medium of instruction
-Taught Chinese Language in Putonghua
-School-based Chinese phonetic alphabet programme
-Adopted a life-wide approach for Putonghua teaching and promotional activities within and outside the school
-“Get to Know the Chinese Culture” Programme
Successfully created a Putonghua language environment
Integrated moral and affective education with Putonghua promotional activities
Coordination of the Putonghua and Chinese Language
English Language Education Key Learning Area
Aldrich Bay Government Primary School / Ng Kit-chee / Strong in mixed ability teachingEffective classroom teaching strategies catering for learner differences
Interesting learning activities
Enjoyable learning experience
Effective motivational strategies to encourage learners of low proficiency level to use English
Professional competence in lesson design and lesson delivery
Excellent teacher-student relationship
Highly reflective practitioner
Buddhist Wisdom Primary School / Leung Chui-chun / Sound knowledge of English curriculum
Initiating curriculum changes
Effective classroom teaching in enhancing students’ motivation to write & boosting their confidence to use English in daily interactions
Commitment to and expertise in school-based curriculum development
Effective teaching strategies
Role model of continuing professional development
Being a reflective practitioner
Good Hope School / Petunia Gnanadorai
Law Chan Yuen-lan, Ann
Law Yim-ling, Helen
Grace Pow
Mabel Lee / A comprehensive and integrated curriculum
Innovative project work
A wide variety of interesting extra-curricular activities
A strong team of English teachers
A comprehensive strategy of the school to provide learners a rich language experience within and beyond the classroom
Adopting a student-centred approach to designing language learning activities
Close collaboration among team members
Kowloon True Light Middle School / Chan Pui-yee, Pearl / Adopting an Integrated Learning Approach (ILA) in teaching which incorporated authentic language input from the media
Student centered teaching strategies
Sharing of teaching ideas at teacher seminars and workshops
Continuing professional development - bring in new ideas
Classroom teaching strategies and material design catered for students’ needs, interest and experiences
Mentoring of colleagues in school-based curriculum development
Role model of continuing professional development and life long learning
PLK Chee Jing Yin Primary School (AM) / Lau Siu-fan
Tam Kwai-lan
Yu Wai-kwan, Silvia
Man Lan-ying, Nancy / School-based Thematic Approach Curriculum
Effective use of language arts & drama activities
Formative assessment
Enrichment for gifted children
Collaboration among teachers
Effective school-based curriculum
Effective classroom teaching
Commitment to profession - dissemination of good practices
St. Clare's Girls' School / Rosita Gatchalian Chow / Innovative ideas used to encourage authentic use of English within and beyond the classroom
A dynamic and highly competent teacher in the classroom
Mentoring of new teachers
Sharing of experiences in teacher workshops and seminars
Creative curriculum design & implementation
Innovative and dynamic classroom teaching strategies
Adopting a whole-school approach to promoting English learning through extra-curricular activities
Role model in continuing professional development & mentoring new teachers
St. Paul's Convent School / Ng Kit-may, Angela May
Kevin Brunton
Au Yeung Yau-wai, Janet / School-based English across the Integrated Humanities (IH) curriculum
-English Language, English Literature, History, Geography & EPA incorporated into the curriculum
Formative assessment through project-based learning
Collaboration among the IH team members
Mentoring of new teachers
Coherent and comprehensive school based curriculum which was strategically planned, implemented and evaluated
Close collaboration among teachers in curriculum development
Tang Shiu Kin Victoria Government Secondary School / Lau Siu-pei / A successful example of integrating Drama in teaching English
Creating an English speaking environment outside classroom through drama and other language arts activities
Sharing of good teaching practices and helping in compiling Drama-in-Education Curriculum Guide
Effective integration of drama in the English curriculum
Commitment to profession - dissemination of innovative teaching practice
Yuen Long Public Secondary School / Wong Suet-ming
Lee Ching-ying
Tang Mei-kwan
Kam Po-shan / A thematic approach to language learning initiated by nominees in response to students’ loss of interest and motivation to learn English
Close collaboration among team members
High quality lesson plans and learning materials
Good practices in collaborative lesson planning and materials production
Skills in curriculum tailoring to cater for differences in language abilities
Collaborative culture of teachers & students to improve language learning
Language Education (Special Needs)
Buddhist Po Kwong School / Ng Wai-shan
Leung Ying
Chang Kuang-yun, Vivien / Developed a series of curriculum initiatives
Three focuses:
-Multi-dimensional curricular organization
-Life-wide language learning
-School environment to enhance language learning
“Extensive reading” with parent participation
Maximized students’ language learning capabilities through high motivation & ownership of learning
Rich language stimulation environment
Generates collaborative spirit & culture
Empowers parents in language learning activities
Professional Competence
-Innovative use of children’s literature to enhance motivation & interest in language learning
-A rich language stimulation environment to enhance incidental learning of language
Student Development
-Interactive learning between students and teachers through mailbox and lunchtime verse speaking performances
-Positive attainment in writing skills
Contribution to Professionalism and the Community
-Support for students with disabilities integrated in mainstream schools
-Members have played active roles in CDI committees
School Development
-Collaborative spirit and culture in the implementation of the curriculum initiatives
-Parents actively involved as partners and volunteers in language learning activities, e.g. extensive reading
-Setting up a school-wide data-base of language learning worksheets
PLK Yu Lee Mo Fan Memorial School / Lam Siu-ling
Ng Yee-ling
Yip Yee-fa / Development of language learning curriculum over the past few years
Developed a “Language Learning Package” in 1997
Developed a “Language Facilitation Program” for parents in 2002-03
Collaboration among stakeholders
Committed to filling vital curricular “gaps”
Developed a curriculum catering for learning needs & abilities of students
Builds collaborative spirit & culture among staff
Committed to professional dissemination & sharing of research products
Professional Competence
-Excels in curriculum development (research-based, comprehensive, continuous and reflective)
Commitment to the Profession & Community
-Seminars & workshops for local schools and those in Mainland China
Professionalism
-Reflective & evolutionary spirit
-Development of a learning culture among staff
The John F. Kennedy Centre / Lai Yin-king / From language education tolife education
Language: vehicle for students to release feelings
Guides students to “own” their learning process
Empowers students with physical disabilities to develop self-confidence and love of life through language learning
Trusts in the abilities of students to improve
Helps students to actualize their potentials
Commits to guiding students with low morale and motivation to rebuild confidence and interest in language learning
Professional Competence
-Sets clear objectives but provides flexibility for colleagues & students to develop their own ways to achieve language learning aims & macro goals of language education
Student Development
-Strong traits of self-confidence demonstrated by students
-Highly respected and praised by students who attributed their success and personal growth to the teacher’s influence
-Life-long impact for students
Commitment to the Profession & Community
-“Mentor” for her language teaching colleagues
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Chief Executive’s Award for Teaching Excellence
List of Recipients of Certificate of Merit
Name of School / Name of Recipient(s) / Areas of excellenceChinese Language Education Key Learning Area
Baptist (STW) Lui Ming Choi Primary School / Ng Hoi-ying / Integration and adaptation of the Chinese Language curriculum
The candidate was in the first cohort of Chinese Language teachers who adopted Putonghua as the medium of instruction. She also participated in the implementation of student-oriented learning and curriculum reform for pleasurable dictation
Attached importance to teaching outcomes. Devised a package for students to learn Chinese characters and word usage
Participated in curriculum reform including: Cross-curricular integration, student-oriented teaching and holistic language approach in teaching writing skills
Buddhist Wai Yan Memorial College / Chu Kim-hung, Berry / Taughtthe subject of Chinese Culture and guided students in project-based learning
Flexible and diversified teaching methods
Frequent cooperation with different subject panels of the school for cross-curricular project learning activities
Acted as the forerunner at the initial stage of the school’s offering the new Chinese Language and Culture subject
Very experienced in the teaching practices and project-based learning of the Chinese Culture subject
CCC Mong Wong Far Yok Memorial Primary School (PM) / Wong Yim-yee / Developed the school-basedcurriculum for Chinese Language
Implemented the school-based curriculum, including “Programme onInnovative Teaching through Listening and Speaking” with interesting contents such as animation-cum-dubbing performance and role-play, which were popular among students
Implemented programmes like “Learning Chinese Characters through Reading Children’spoems” and “Learning Chinese through Children’sSongs and Fairy Tales”. Made use of illustrations to arouse creativity in the writing of children’spoems and devised an innovative and interesting computer animation programme for the learning of radicals, structure of characters, Chinese usage, etc.
The candidate compiled the learning materials into a thematic album with newly devised exercises for consolidating students’knowledge
Christian Alliance HC Chan Primary School (PM) / Chan Shuk-ying / Developed the school-based curriculum for Chinese Language
Implemented the school-based curriculum, including a programme on “Reading Strategy”: junior classes to learnChinese characters; intermediate classes to understand characters and words; and senior classes to comprehend passages through “question-based reading” and “self-devised questions”
Through school-parent cooperation, a “Six-colour Approach to Thinking” was implemented to widenstudents’ spanof thinking, resulting in richer contents and higher level of expression in speaking and writing. Also, through the Six-colour Approach, teaching strategies were improved to develop ability-oriented teaching. Conducted thematic learning and writing exercises relating to learning, living, seasonal occasions, picnic, new year, etc. Teaching of ancientpoetry and Chinese culture
CHR & Missionary Alliance Sun Kei Primary School / Chok Chi-hung
Wong Yuk-kam
Ling Yuen-ping
Ng Siu-kwan
Yam Bik-yee, Maggie / Developedthe school-based curriculum for Chinese Language
Implemented the school-based curriculum based on the concepts ofconstructivism, co-operative learning and the theory of multiple intelligence
Employed mainly the teaching method of co-operative learning
Knowledge of language, language competency and generic skills were set as the learning targets
Integration of listening, speaking, reading and writing
Hennessy Road Government Primary School (AM) / Cheung Sze-kei, Karen
Ku Kwai-kan
Poon Lai-ying, Polly / Integration and adaptation of the Chinese Language curriculum
Implemented the school-based enrichment programme, including: highly-effective character-learning for Primary 1 and diversified modular teaching for Primary 2. On writing, teaching of 4 types of simple sentences for Primary 1; 9 types of compound sentences for Primary 2; and whole language writing strategy together with modular teaching for Primary 3