Ching Chung Hau Po Woon Secondary School English · PDF fileChing Chung Hau Po Woon Secondary...
Transcript of Ching Chung Hau Po Woon Secondary School English · PDF fileChing Chung Hau Po Woon Secondary...
1
Ching Chung Hau Po Woon Secondary School
English Department
Programme Plan 2013----2014
Yearly Theme:
Refine Assessment and Recapitulate Feedback
Enhance Self-discipline and Encourage Harmony
1. Aims
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
Build up a school-based curriculum which can better cater for our students’
interests, needs and abilities;
Cultivate our students’ positive values, interests and attitudes towards
learning English;
Increase their language proficiency for the purposes of their study, work,
leisure and personal enrichment;
Enhance our students’ English competitiveness both in the internal and
public examinations;
Maintain a positive value-added trend in the public examinations;
Furnish students with a rich holistic English learning environment through
curricular, extra-curricular activities, cross curricular collaborations with
other subjects and committees in school;
Cultivate students’ self-access language learning skills as one of the life-long
learning skills;
Extend higher order thinking by nourishing students’ attitudes, interests,
skills, knowledge and abilities in appreciating and analysing language arts in
junior and senior forms;
Prepare students for the New Senior Secondary by incorporating the
elements of the new curriculum into our current Junior Secondary English
curriculum;
Develop a platform for students to learn English by other learning
experiences; &
Establish a team of professional English teachers who are open-minded,
flexible, knowledgeable, creative and receptive to the needs of our students
and the pedagogical trend.
2
2. SWOT Analysis
2.1 Strengths
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
2.1.6
2.1.7
2.1.8
The facilities like the multi-media language room, English Wonderland,
English Fun Room, Campus TV and the classrooms equipped with
audio-visual aids can all help to provide students with a physical
environment that is conducive to English learning. The English Wonderland,
for example, is a desirable physical setting that can provide students with
monolingual second language stimulation, separating them from a mother
tongue dominated environment.
A large amount of input funding from School and EDB to conduct various
programmes for students.
Teachers are caring and willing to seek improvement.
All English teachers are qualified with English major degree and teacher
training.
All English teachers are provided with different kinds of staff development
training.
Teachers are committed to preparing students for public examinations.
After-school tuition and lunchtime meetings are some of the examples.
Activities like English Club, drama performances, English Week, festive
celebrations, stall games, English Ambassadors’ activities and choral & solo
verse speaking in the Inter-school Speech Festival are able to create a rich
English learning environment in addition to the formal curriculum.
Students’ performance in DSE continues to improve as shown in the 2013
overall passing rate.
2.2. Weaknesses
2.2.1
2.2.2
2.2.3
Form One intakes are generally found not proficient in English.
Some students lack enthusiasm in language acquisition.
Most students are identified to encounter the following difficulties:
2.2.3.1 Vocabulary
� Students have limited vocabulary
� Students often mix up the easily confused words
� Students find it hard to elaborate on their ideas because of an
insufficient vocabulary bank
2.2.3.2 Spelling
3
� Students have difficulty in spelling unfamiliar words
� Some students even misspell high frequency words
2.2.3.3 Speaking
� Most students are not confident enough in speaking English
� Some students show little willingness to communicate with their
peers in English in English classes
� Students do not have enough opportunities to participate in group
discussion and experience sharing
� The passing rate of 2013 DSE Speaking Paper was the lowest among
all papers
2.2.3.4 Reading
� Most students are not independent enough in reading English
materials.
2.2.3.5 Listening
� Some students are not competent in listening
2.2.4 Most teachers are still familiarising themselves with the changing
formats of both TSA and DSE.
2.3. Opportunities
2.3.1 With the $2,730,600 granted from the English Enhancement Scheme,
different measures can be carried out in the coming year to improve the
English proficiency of our students.
2.3.2 With school support, small group teaching can be implemented so that
teachers’ workload can be shared and students’ needs better taken care
of.
2.3.3 With the employment of a full-time teaching assistant funded by the
English Enhancement Scheme, there is room for English teachers to focus
on curriculum development.
2.4. Threats
2.4.1 The number of Form One intakes has been affected by the territory-wide
dropping of student population.
2.4.2 Learner differences in English abilities have become much more diverse
these few years.
2.4.3 There is still room for improvement in the learning atmosphere of the
school.
4
3. Objectives
3.1
3.2
3.3
3.4
To build up students’ extensive reading habit of English books in order to
enrich their vocabulary bank.
To implement examination-oriented curricula from S1 to S6 levels to better
prepare students to work on their weaknesses and master important
examination skills.
To create a lively and interesting English learning environment to arouse
students’ interests in using English.
To refine pedagogy so as to keep abreast of new educational trends.
5
4. Action Plan
4.1 Improve students’ motivation in reading English materials through the school-based reading programme in collaboration with
the school library.
Strategies / Tasks Time Scale Success criteria Evaluation Methods Resources Required i/c
1. Morning Reading
Session (English)
Whole year
(Alternate
Friday)
i. Most of the students are on
task during the Morning
Reading Period
ii. S1-3 school-based Reading
Comprehension Booklets are
created
iii. S4-6 students read
newspaper/magazine
i. Teacher observation
ii. Book inspection
i. Reading reports
ii. Junior Forms
Reading
Comprehension
Booklets
iii. Newspapers/
Magazines
S1-6
Coordinators
2. Star Reading
Programme
(S1 – S6)
Whole year i. Most of the students submit
at least 10 reading reports
ii. Students can write their
reflections on the social issues
OR the messages of the
fiction/short stories/poems
chosen in their reading
reports in order to cultivate
positive attitudes and values
i. Teacher feedback
ii. Book inspection
i. Reading record file
ii. Books and DVDs
in library
iii. Newspaper
/Magazine
subscription
i. HPK &
English
teachers
ii. School
librarians
iii. YKW &
TYN
6
4.2 To identify major area of concerns and work out effective measures to improve students’ language and examination skills
across year levels.
Strategies / Tasks Time Scale Success criteria Evaluation Methods Resources Required i/c
1. Use of public
examination results
analysis (TSA
results analysis
seminar, BCA
website & DSE
results) to identify
students’ weakest
areas
Whole year i. At least 2 weak areas in S1-3
identified by November 2013
& appropriate pedagogies
and measures deployed
accordingly
ii. Most of the teachers deem
the measure successful
i. Teacher attendance
rate in seminars
ii. Teacher feedback
i. Examination data
analysis
ii. Regular peer
collaboration
periods
Panel Heads &
Form
Coordinators
2. Encourage
students’
self-learning by
using a vocabulary
notebook
Whole year
i. Most of the students keep
an English vocab notebook
and an English folder
ii. Most of the Ss jot down at
least 20 new words and
useful expressions per cycle
iii. Most of the students are
able to learn the skills of
pronouncing and spelling
words in their vocab book
i. Teacher observation
ii. Book Inspection
i. Regular peer
collaboration
periods
ii. Explicit
teaching of
note-taking skills
at the beginning
of the term
iii. English passports
Panel Heads &
Form
Coordinators
7
3. Make Dictation /
Quizzes conducive
to student learning
Whole year
i. At least one Dictation /
Quiz on alternate cycles
(S1-5); At least one
Dictation/Quiz/Practice
Paper every cycle (S6)
ii. At least 10% of Dictation /
Quiz content should come
from either unseen materials
or daily vocabulary/
expressions / sentence
patterns taught in class
(vocabulary notebook)
which benefit students’
writing and listening
performances
i. Teacher feedback
ii. Book Inspection
i. Regular peer
collaboration
periods to discuss
/ share Dictation /
Quiz materials
ii. Uniform syllabus
and a bonus
part/mark to be
decided among
teachers (S1-3)
iii. Quizzes /
Practice Papers
done to be kept in
Ss’ English folder
Panel Heads &
Form
Coordinators
4. Maximise
student talk in class
Whole year
i. At least one individual
presentation to be done by
S1-3 students in class
ii. At least one group
interaction / individual
presentation / individual
response session to be
arranged in class (S4-5)
i. Teacher feedback
i. Presentation
roaster* (class
/group based)
ii. Regular peer
collaboration
periods
iii. English passports
Form
Coordinators
*Prepared by
English
teachers
8
5. Offer extra
lunchtime oral
practices for
students facing
public exams
Oct 13–
May 14
(S6)
Feb 14 –
Apr 14
(S3)
i. All S6 students attend the
practices at least 3 rounds
with the help of a tutor
employed and school
English teachers. S3 students
will have one practice.
ii. Ss’ performances in oral
examinations are improved
iii. Ss’ confidence in speaking
is boosted
i. Teacher feedback
ii. Examination statistics
i. Practice
grouping lists
ii. Oral materials
packages (DSE &
TSA past papers)
iii. Fun Room
iv. Notecards
v. Timers
vi. Scoring
guides
vii. Scoresheets
YTH (S6)
NYT (S3)
Gloria
(grouping
lists)
6. Use graphic
organisers / mind
maps to help
generate ideas and
improve
organisation in
writing
Whole year
i. Most of the junior students
use a graphic organiser or
mind map in writing (both
coursework & examination)
ii. Most of the teachers find
improvement in students’
performance in writing
i. Book inspection
ii. Examination script
analysis
iii. Teacher feedback
i. Regular peer
collaboration
periods
ii. Explicit teaching
of using graphic
organisers or
mindmaps
Panel Heads &
Form
Coordinators
9
7. Reinforce
students’ writing
ability (Word limits
and post-writing
feedback formats
for each form to be
discussed in First
Level Meeting)
Whole year i. Each class/group can
complete the minimum
number of pieces specified
in the English Panel Manual
ii. Writing tasks and
pre-writing materials are
commonly prepared by
Coordinators and form
teachers
v. A post-writing session has
to be conducted after
finishing each piece of
writing
i. Teacher feedback
ii. Book inspection
iii. Examination script
analysis
i. Regular peer
collaboration
periods
ii. Examination
data analysis
iii. Pre- and
Post-writing
materials
iv. Feedback forms
Panel Heads &
Form
Coordinators
8. Consolidate
student learning in
extra tutorials (A
tentative plan
provided by AAC)
Whole year i. Extra classes are tailored for
specific groups of students
(e.g. elite and marginal
students)
ii. Attendance rate is improved
iii. Passing rate of target Ss is
improved
i. Teacher feedback
ii. Examination statistics
i. Regular peer
collaboration
periods
ii. Examination
data analysis
Panel Heads &
Form
Coordinators
9. EES
i. S5 20-hour Social
Whole year i. Most of the Ss find the
workshops and courses
i. Teacher feedback
i. Schedule for the
two measures
FCH & HPK
10
Issues Workshops
ii. S3 10-hour
Interactive
Discussion Course
beneficial to their learning
ii. Most of the Ts deem the
workshops and training
course successful
ii. Questionnaires to Ss
and Ts
ii. Interim and
end-of-program
evaluation reports
10. Refine SBA
Curriculum
Whole year i. SBA Coordinator co-plans
SBA content and prepares
materials with form teachers
ii. An SBA timetable is devised
in each form
iii. An SBA curriculum across
S4-6 is integrated more
closely with the core
curriculum
iv. Assessment methods are
refined in SBA
Standardisation meetings
(internal & external)
i. Teacher feedback
ii. SBA statistics
i. A schedule for the
implementation of
SBA
ii. Standardisation
videos and
marksheets
iii. Attending the
regional
standardisation
meeting
S6: YTH
S5: LNY
S4: FCH
4.3 Create a language-rich environment to enhance students’ learning motivation and explore students’ potentials
Strategies / Tasks Time Scale Success criteria Evaluation methods Resources Required i/c
1. Develop
students’ interests
Oct –Dec
2013
i. Every English teacher has to
train at least two
i. Participation rate
ii. Feedback from
i. School fund to
subsidise
i. NL
11
and potentials in
elocution through
participating in
Speech Festival
participating students
ii. 1 team participates in
Choral Speaking
adjudicators
application fees
ii. Lists of
participants
ii. Hall
ii. MK (Choral
speaking)
2. Monday
Morning Sharing
Whole year
i. A variety of
topics/themes/styles of
sharing done by Ss
ii. Ss articulation of English is
improved
Teacher feedback
i. Roster of sharing
[to be submitted
to Panel Chair by
10/9/2013]
ii. Proofreading Ss’
scripts
iv. Coaching Ss for
the sharing
v. A softcopy of the
script to be
uploaded to
department folder
within 3 days
after the sharing
vi. Interim and
year-end
evaluation reports
MK*, ALL
English
Teachers
(roster)
*Teacher-in-
charge
3. Display of Whole year Ss’ motivation to finish the Marks/ i. Roster (to be i. YKW
12
student work on
campus
homework is increased and
their performance is improved
grades of
their work
submitted to
Panel Chair by
the end of Sep)
ii. Display Board
iii. School fund
ii. Gloria
4. Set up a strong
English
Ambassador
Team
Whole year
i. E.A.’s general ability of
organising school activities
is increased
ii. English proficiency of the
E.A. is enhanced
iii. E.A. can become the role
models in school to promote
English
iv. Each English teacher has to
nominate at least 5 students
from his/her own classes
(nomination lists to be
submitted to FCH by
18/9/2013)
i. Ss’ participation
rate
ii. Ts’ assessment
i. Wonderland
ii. Fun Room
iii. Attendance
record
iv. Briefing sessions
v. Year-end
certificates
vi. School fund
i. FCH, HPK
ii. Gloria
5. English Day
(Friday)
Oct 13 –
May 14
i. A variety of monthly
activities are held
ii. Ss’ willingness to participate
i. Teacher observation
ii. Ss’ participation
i. Budget for English
Day activities
ii. A roster of
i. CKF*
ii. HPK (EA)
13
Dates:
4/10,
15/11,
13/12,
21/2,
14/3,
11/4,
30/5
in the activities
iii. EAs’ willingness to help
organise the activities
monthly activities
to be held (to be
submitted to Panel
Chair by 10/9/2013)
iii. Promotion in the
morning assembly
v. Prizes/gifts
vi. Interim and
year-end
evaluation reports
iii. ALL
English
Teachers
(roster)
6. English Week 28/10-1/11 i. A variety of competitions
and stall games to be held
ii. Ss’ willingness to participate
in the competitions and
activities
iii. EAs’ willingness to help
organise the activities
i. Ss’ participation
ii. Ts’ assessment
iii. Ss’ & Ts’ feedback in
questionnaire
i. Wonderland
ii. Fun Room
iii. Playground
iv. Promotional
leaflets/
posters to be
distributed /posted
on board in every
classroom one
week before
English Week
v. Job allocation
lists (Teachers
i. FCH*
ii. YKW**
iii. TCM***
iv. HPK#
*Teacher-in-ch
arge
**Promotional
materials
***Prizes
14
& EAs) to be
submitted to
Panel Chair
two weeks
before English
Week
vi. Briefing
sessions
vii. School fund for
prizes
viii. Evaluation
#Help provide
a list of
responsible
EAs and
allocate work
among them
7. Campus TV Whole year
(alternate
Fridays)
i. Ss show interest in watching
English programmes
ii. Ss’ confidence in hosting
English programmes is
improved
i. Teacher observation
ii. Ss’ & Ts’ feedback
i. Roster to be
submitted to Panel
Chair by 6/9/2013
ii. Campus TV
Station (G02)
NYT & YKW
8. English
Passports
Incentive Scheme
Whole year i. S1-3 Ss are more increasingly
active in taking part in
English activities
ii. Ss’ confidence in using
English outside classroom is
boosted
i. Teacher observation
ii. Ss’ & Ts’ feedback
i. Prizes (school
fund)
ii. Incentive System
iii. Printing of new
passports
TCM & Gloria
15
9. Drama
Performance &
Storytelling
Performance
To be
confirmed
(most
probably in
the second
term)
i. Ss show interest in English
musical and storytelling
performance
ii. Ss’ willingness to participate
in the production
/appreciation
iii. Ss’ exposure to language
arts is enhanced
i. Teacher observation
ii. Ss’ & Ts’ feedback
i. EES fund to hire a
service provider to
be in charge of the
show ($10,000)
ii. School fund
iii. Fun Room /Hall
(practice/
rehearsals)
FCH
(Teachers’
duties will be
announced
once the
details of the
performance is
confirmed)
4.4 Boost the teaching effectiveness of the teachers in face of current educational trends.
Strategies / Tasks Time Scale Success criteria Evaluation Methods Resources Required i/c
1.Make use of IT
(iPads) in class to
motivate students
to learn English
Whole Year i. At least ONE teacher makes
use of iPads in his/her
classs/group for one lesson.
It is suggested that a class or
group in S2 will be the
pioneer.
ii. Include at least one IT
element in each module
iii. Ts find IT elements
conducive to teaching and
student learning
i. Regular peer
collaboration periods
ii. Teacher feedback
i. Scheme of work
ii. IT support
iii. iPads
Panel Heads &
Form
Coordinators
16
2. Lesson
Observations and
Peer Observations
Tentative:
Peer
observation
(first term);
Lesson
observation
(second
term)
i. Ts can acquire more effective
strategies in pedagogy via
professional sharing
ii. A culture of collaborative
teaching will be developed
i. peer lesson
observation/sharing
ii. Teacher feedback
i. Peer evaluation
forms
ii. Post-lesson
feedback
FCH
3. Learning Circle
(Writing Feedback
Session)
June 2014 i. Ss generally do better in
writing
ii Ss’ confidence in tackling
English writing tests or exams
is boosted
iii. Ts’ awareness of giving
instant and constructive
feedback be raised
i. Teacher observation
ii. S & T feedback
iii. Ss’ writing results
(Exam statistics)
i. Peer evaluation
forms
ii. Post-lesson
feedback
iii. Powerpoint slide
for sharing
FCH, HPK &
Form
coordinators
English Department Teaching Staff List 2013 – 2014
1 Ms Fung Chin Hung, Amy (FCH) 2I, 3I, 4AN(3), 6EAL (1) Oral 82
2 Ms Ha Pik Ki, Peggy
(HPK)
1I, 2AC(2), 6DEL(2) 67
17
3 Mr Chan Kin Fan, Marco
(CKF)
2AC(1), 2N, 4AN(1) 76
4 Ms Lam Nga Ying, Anthea (LNY) 3AC(3), 4I, 5AN(1) 66
5 Ms Karin Meintjes (MK) 1I (E+R), 1AC(1), 2I (E+R), 2AC (E), 3I
(E+R), 4IC (E), 5IC (E), 6A (E)
NA
6 Ms Ng Lily (NL) 1AC(2), 5I, 6DEL(4) 59
7 Ms Ng Yin Ting, Flora
(NYT)
1N, 3AC(1), 5C 68
8 Ms Tsang Chi Man, Melanie (TCM) 1AC(3), 4AN(2), 6DEL(3) 67
9 Ms Tang Yuet Ngor, Rachel (TYN) 3N, 5AN(2), 6I 59
10 Ms Yip Ka Wai, Tina (YKW) 2AC(3), 3AC(2), 4C 50
11 Ms Yu Tang Heung, Flora (YTH) 5AN(3), 6A, 6DEL(1) 83
English Teachers by Class
S.1
1I 1C 1A 1N
HPK
MK
MK NL TCM*
NYT@
S.2
2I 2C 2A 2N
FCH
MK
CKF@+MK HPK* YKW
CKF
18
S.3
3I 3C 3A 3N
FCH*
MK
NYT YKW LNY@
TYN
S.4
4I 4C 4A 4N
LNY YKW@
MK
CKF TCM FCH*
S5
5I 5C 5A 5N
NL* NYT
MK
LNY TYN YTH@
S6
6I 6D 6E 6L 6A
TYN@ YTH*+FCH HPK TCM NL YTH*
MK
* Form Coordinator
@ Support Team Members (Take the role as a Form Coordinator if the original one is absent)
Other Duties and Person-in-charge (PIC)
Other Duties & PIC Resources Required (R) / Tasks (T)
1 Golden Glimpses R: School Fund ($5000)
19
Editors: YTH*,MK*, FCH, HPK,
NYT, TCM & Gloria
Contributors: ALL English
Teachers
T: Content Page and person-in-charge list (to be submitted to Panel Chair before
the start of Christmas holidays)
2 Newspaper Subscription T1: Subscription Forms to all groups (within first week of school term)
T2: Collect subscription forms and money (by 18/9/2013) YKW* & TYN
3 Self-Access Learning (SALL) T1: Regular monitoring of uploading materials and filing
T2: Collaborate with IT Team
T3: Inform students of the new materials uploaded via eclass
T4: Prepare brief interim and year-end evaluation reports
CKF* & Gloria
4 English Day Camp (August) R: Budget for English Day Camp
T1: Design programme schedule
T2: Prepare and print materials
T3: Divide Ss into groups and assign a teacher to each group
T4: Distribute Answer Keys to teachers involved
T5: Hold a briefing session before the Camp
T6: Buy prizes/gifts for the games if necessary
T7: Prepare a one-page evaluation report and submit it to Panel Chair within the
first week of school term
MK*, ALL English Teachers &
Gloria
5 F1 Bridging Course R: School fund
20
NYT* & 2014-2015 F1 Teachers T1: Collaborate with AAC and provide assistance
T2: Prepare a one-page evaluation report and submit to Panel Chair within the
first week of school term
6 English Passport Scheme R: School fund
T1: A notice to teachers and students about the award system of the English
Passport Scheme (to be submitted to Panel Chair by 10/9/2013)
T2: Collect statistics about the no. of stamps students received from teachers and
prepare monthly reports to be posted on display board
T3: Keep records of each group
T4: Announce the winning groups (first, second & third prizes) in the morning
assembly (Friday)
T5: Prepare and print certificates (TA)
TCM* & Gloria
7 Video Conferencing R: IT Team, Audio visual
T1: Contact and invite other schools to join
T2: Select a theme/topic
T3: Select Ss to be representatives
T4: Help Ss prepare and proofread scripts
T5: Train Ss (pronunciation and eye contact)
T6: Collaborate with IT team and prepare audio visual (HPK)
T7: Arrange seating in the hall (TCM)
T8: Prepare an evaluation report within a week after the event and submit to Panel
Chair
FCH*, MK, HPK, TCM, Gloria & IT
Team
21
8 Primary School Speaking
Competition
To be confirmed
HPK*, FCH & MK
9 Department Website T1: Update the webpage monthly (e.g. English Day activities, award-winning,
announcements, etc.)
T2: Ensure the validity of the department information
CKF* & Gloria
10 To assist MK to decorate the
Wonderland and Fun Room
R: School fund
T1: Help buy materials needed
T2: Ask EAs/Ss to help with the decorations/displays
T3: Remove old decorations/displays
T4: Ensure cleanliness and tidiness of decorations/displays
Gloria
22
5. Budget
5.1 Recurrent English Language Grant
Item
No
Brief Description
(equipment. furniture, stationery, travel
expense etc.)
Quantity
required
Unit price Cost Reason/ Remark
1.
2.
3.
4.
5.
6.
7.
8.
9.
Drama Performance (props, costumes &
make-up)
Visual and audio teaching aids (e.g.
teaching software, CDs, VCDs, DVDs,
blank CDs/DVDs, stationery, timers etc)
Fun Room
Stationery, games & decorations
Speech Festival
i. Entry fees for Solo-verse Speaking
ii. Entry fees for Public Speaking Solo
iii. Entry fees for Choral Speaking
competition
iv. Transport fee (coach for Choral
speaking)
v. Travel subsidies for solo-verse entries
vi. Resource Books for competitions
Student Work Display (board decoration)
English Day Activities (monthly lunchtime
activities)
English Week
Fun Room
Magazine & Newspaper subscription
English Passport Incentive Scheme
i. small prizes ($10 book
30 students
2 students
1 team
1
8
50
90
90
200
600
300
10
5,000
3,000
500
2700
180
200
600
500
800
500
2400
1000
800
500
For SBA / IT teaching / administration
23
10.
11.
12.
coupons)
ii. bigger prizes ($20 book
coupons)
iii. mega prizes ($50 book
coupons)
iv. grand prizes ($100 book
coupons)
English Ambassadors
a. Outings (Film show/Drama appreciation)
b. Gatherings (snacks, drinks & prizes)
c. Badges
Storytelling Performance
Miscellaneous
30
20
10
40
1
80
20
50
100
70
300
14
600
1000
1000
2800
300
1120
3000
500
Total: 29,000
5.2 Reading Programmes
Item
No
Brief Description
(equipment. furniture, stationery, travel
expense etc.)
Quantity
required
Unit price Cost Reason/ Remark
1.
2.
3.
4.
Teacher’s reference books
New Readers, DVDs, VCDs
Miscellaneous
15,000
14,500
500
For classroom teaching / Exam paper setting / Preparation for school-based materials For Star Reading Programme
Total: 30,000
24
5.3 EES
Item
No
Brief Description
(equipment. furniture, stationery, travel
expense etc.)
Quantity
required
Unit price Cost Reason/ Remark
1.
2.
3.
4.
S5 Social Issues Workshop
S3 Interactive Discussion Training Course
Hire consultancy services to provide
training for S2 students to organise drama
performance
Employ a teaching assistant
60,000
20,000
10,000
151,200
Total: 241,200