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South Tuen Mun Government Secondary School

Annual Report 2010-2011

School Vision

We are committed to the development of independent, critical and compassionate students who are capable of realizing their full potential and rising to the challenges of the future.

Mission Statement

It is our mission to guide our students in their moral, academic, physical, social and aesthetic growth by providing an environment which is conducive to learning and supportive of their needs so that they can develop into confident, responsible and considerate citizens who are capable of living up to their potential.

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School Structure & Philosophy Background Ever since its establishment in 1988, South Tuen Mun Government Secondary School has been building its reputation as one of the most prestigious schools in the district, for it is our mission to provide students with a favorable environment to develop their moral, academic, physical, social and artistic abilities. We are also strongly committed to our vision of developing students potential so that they can become independent, critical and compassionate members of society and equip themselves for the challenges of the future. Facilities We are also proud of our well-equipped facilities, with 27 classrooms, 3 small-class teaching rooms, 4 laboratories, 4 multimedia learning centres, 2 computer rooms, 3 interactive learning centres, a Visual Arts Room, a Geography Room, a Music Room and a Home Economics Room. To cater for the needs of our students in the formal and informal curriculum, we have 2 student activity centres, 4 activity rooms, 1 multi-purpose room, a library, a lecture theatre, a discipline room, a conference room, a self-access learning centre, a basketball court with spectators stand, a volleyball court, a table-tennis court, a gymnasium, a school hall and a covered playground. There is also a parents resource room where parents can meet one another and browse the latest resources for parents. All the rooms are air-conditioned and are connected by a central broadcasting system. Network Schools Programs A general and well-balanced curriculum is provided for the junior form students while a broad and well-designed curriculum is offered to the senior form students. To broaden the choices of electives for students, four schools in Tuen Mun district, including Tuen Mun Government Secondary School, Ho Ngai College, CMA Choi Cheung Kok Secondary School and our school have formed a Network Schools Program since September 2009, allowing the senior secondary students of individual schools to take specific electives offered by cluster schools. Another Network Schools Program has also been launched since September 2010 to offer Music as one elective to students of the four participating schools, including Chiu Lut Sau Memorial Secondary School, Yuen Long Public Secondary School, Tuen Mun Government Secondary School and our school. Regular meetings were held among cluster schools throughout the year to discuss school calendars, timetables, resources, students performance, difficulties encountered and the solutions.

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The following table shows the number of students participating in various courses of the programs in 2010-2011:

No. of our students joining the Network Schools Programs in 2010-2011

Cluster Schools

Tuen Mun Govt. Sec. Sch.

Ho Ngai College Choi Cheung

Kok Sec. Sch.

Chiu Lut Sau Sec.

Sch.

Arts & Technology Education

Centre

Total

Subjects Health

Management

Tourism Physical

Ed.

Visual

Arts

Visual

Arts

Music Music

S4 3 10 11 9 3 1 37 S5 4 8 7 9 2 30

Total 67

No. of students of other schools taking Chinese Literature in our school in 2010-2011

Cluster Schools Tuen Mun Govt. Sec. Sch.

Ho Ngai College Total

Subject Chin Literature Chin Literature S4 0 4 4 S5 6 1 7

Total 11 The participants were able to take electives based on their own interest and, on the other hand, the participating schools were able to make best use of their resources. The participants realized that their horizons had been broadened as they were exposed to the culture and curriculum of other schools and they had made new friends. Participants claimed that they had benefited greatly from the new challenges. An Experience Sharing Session on Network Schools Program in Tuen Mun District was conducted on 8.4.2011 to share the experience with other schools who were interested in the program. Learning Support for the students Aiming for top grades in academic performance, we used a variety of resources to support our students. A foundation course for Chinese, English and Mathematics was provided for all S1 students and an English bridging course was offered to selected S1 students before the beginning of the term. Besides, after-school remedial classes for

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Chinese, English and Mathematics were provided for the less motivated students from S1 to S5. The courses were conducted by teachers and teaching assistants. Under the Homework Support Programs, the homework assignments of S1 and S2 were checked and monitored regularly throughout the year to ensure that the students were serious with their homework assignments.

Cross Curricular Activities

Extra-curricular activities also play an important part in our curriculum. To encourage experience sharing and to boost students confidence in using English, a period was assigned for Cross-curricular Activities every week during which various departments coordinate to provide activities to enrich the students experiences. Apart from activities held by the Chinese, Chinese History and Putonghua Departments, students who had joined some special events were invited to share their experiences with their fellow schoolmates in English, helping to create an English speaking environment on the school campus and enhancing their own generic skills. In addition, a wide range of activities were provided to students through the Aesthetic Development periods, Student Development Days and post-exam activities, allowing students to participate in various other learning experiences and providing them ample opportunities to develop their potential. As reflected from the trophies and awards received by our students in different fields, 2010-2011 could be regarded as a very fruitful year and we believe that our teachers and students will continue to strive for their best and will excel in various aspects in the years to come.

School Management Committee Members

1. Chairperson

Dr. KWAN Siu-Kam, PEO(CD)1

2. Members Mr. CHAN Yau, Allan Principal Mr. LEE Tang-chow Teachers Representative Mr. TANG Wai-luen Teachers Representative Mr. CHAN Chung-man Parents Representative Mr. WONG Chi-keung Parents Representative Mr. MOK Wai-yin Alumni Representative Ms. LAW Suk-kwan Lilian Community Member Mr. YEUNG Man-yui Community Member

3. Hon. Secretary

Mr. TANG Tat-man Teacher

Parent-Teacher Association Committee Members

1. Chairperson : Mr. WONG Chi-Keung 2. Vice-chairperson : Ms. CHENG Kwong-hung

Mr. CHAN Yau, Allan (Principal) 3. Secretaries : Ms. LEE Wai-ming

Ms. HO Yat-hing

Miss YAN Tik-woon (Teacher)

Ms. YU Suk-ping (Teacher) 4. Treasurers : Ms. LO Yin-shan

Mrs. MA LING Chi-may (Vice-principal) 5. Recreation co-ordinator : Mrs. HUNG NG Chun-nar

Ms. WONG Lai-yung

Mr. LO Hon-wah (Teacher) 6. Liaison Officers : Ms. CHEUNG Yuet-heung

Mr. LAU Kwok-yiu (Teacher) 7. Executive Committee Members : Ms. WONG Lau-chun (Vice-principal)

Ms. LO Chuen-ho (Teacher)

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Alumni Association Committee Members 1. Chairperson

Mr. LUI Tsz-kin 2. Vice-chairperson

Mr. IP Ki-yam 3. Secretary

Miss. MO Min-hua 4. Treasurer

Mr. POON Ka-lok 5. Committee Members

Mr. CHIM CHUNG-hin Mr. KWOK Man-lok Mr. LUK Chun-wah Mr. TAM Kwai-hung

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Staff

1. Principal CHAN Yau, Allan

2. Assistant Principals MA LING Chi-may WONG Lau-chun

3. Teaching Staff CHAN Ching-yan CHAN Yat-chung CHEN Tsui-wah CHEUNG See-wan CHEUNG Yik-ka CHUNG Yat-fat FONG Wai-kin HO Shin-yee IP LIU Suk-ching KONG Siu-wing KWOK Tsz-fong KWOK Wing-yi LAM AU Yiu-fong LAM Mei-shan LAM Soo-chu LAU Kwok-yiu LAUTEN Priscilla Devi LEE Chi-yu LEE Mei-po LEE Tang-chow LEE Ying-choi LEE Yuk-fung LEUNG Ka-yi LEUNG Lai-shan LI Chi-ming LI Suk-kam LI Wing-chau LIU Kit-ying LO Chuen-ho LO Hon-wah LO Mei-ling LUK Chak-lam MA Chun-man MAK Kwan-chi MAK Lee-yin MOU Wai-yan NG May-hung NG Miu-ching PO Ting-huen TANG Tat-man TANG Wai-luen TSANG Chi-ho TSE Kwok-keung TSOI Yip-wan WAN Yuen-wah WONG Chi-wan WONG Chun-kit WONG Wing, Wince WONG Yu-por YAN Tik-woon YEUNG Kai YIP Li YIP So-kuen YU Suk-ping YUNG Hon-wai CHEUNG Sik-man FUNG Siu-kam CHAN Yat-ming

4. School Social Worker PANG Chui-wan

5. Clerical Staff HUNG LO Wai-kwan CHENG Lai-kuen LAW Mei-po TO Yuen-ying WONG Mei-chun

6. Supporting Staff CHEUNG Hoi-wai CHEUNG Kai-chung PANG Kwok-kwong PO Hiu-lam YEUNG Siu-man YUNG Ho-yeung CHAN Kwong-wing TOU Cho-wai CHAN Kwing-hung CHAN Ngan-ling CHEUNG Kuk-heung CHEUNG On CHUNG Wai-ching FUNG Mei-ho HUNG Lai-mui LAM Sin-yee LEUNG Kwai-ying LO Tim-tai MA Siu-ming MA Yee-ting WONG Yuk-kam

Number of Active School Days

No. of Days with Regular Classes

S1-S3

173

174

175

176

08/09 09/10 10/11

Day

s

Lesson Time for the Key Learning Area

0.00

5.00

10.00

15.00

20.00

25.00

Chi Eng Maths PSH Sc Tech Arts PE

%

08/09

09/10

10/11

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Our Students

Class Organization Level S1 S2 S3 S4 S5 S6 S7 Total

No. of Classes 5 5 5 5 5 2 2 29

Boys 91 95 85 83 96 33 25 508

Girls 84 92 109 115 108 31 33 572

Total Enrolment 175 187 194 198 204 64 58 1080

Student Attendance

Student Attendance

96.50

97.00

97.50

98.00

98.50

99.00

99.50

S1 S2 S3 S4 S5 S6 S7

%

08/09

09/10

10/11

Student Early Exit Total no. of early exit students (entire school year)

08/09 09/10 10/11 S1 0 1 4 S2 4 1 2 S3 0 0 4 S4 0 3 4 S5 1 1 4 S6 0 1 0 S7 0 1 0

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Our Teachers

Number of Teachers School Year 08/09 09/10 10/11 Approved total teaching staff establishment 55 55 55 No. of Classes 29 29 29

Teacher Qualifications

0

10

20

30

40

08/09

09/10

10/11

Master orabove

Degree Territory non-degree

S6/7 S5 orbelow

0.00

50.00

100.00

08/09 09/10 10/11

% of professionally-trained teachers

11

85.00

90.00

95.00

100.00

08/0909/1010/11 Chinese English Mathematics

% of Subject-trained Teachers in the core-three Subjects

0

20

40

60

08/0909/1010/11

0-2 yrs 3-5 yrs 6-10 yrs Over 10 yrs

% of Teaching Experience

0.00

50.00

100.00

% of English teachers % of Putonghua teachers

08/09

09/10

10/11

% of Teachers Meeting Language Proficiency Requirement (LPR)

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Teachers' Professional Development

Average number of Continuing Professional Development(CPD) hours undertaken by teachers

60.00

65.00

70.00

75.00

08/09 09/10 10/11

Hou

rs

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Major Concerns (Achievements and Reflection)

1. To cater for students learner diversities.

Achievements a. All teachers had tried using different methods to improve their teaching strategies

such as using more AV aids, pictures or diagrams in their lessons, teaching from easier to difficult with graded questions, using small group learning or peer learning, challenging students with high order thinking questions, etc. According to the student survey results, over 60% of junior form students and over 80% of senior ones agreed that teaching style had been changed to cater for their needs.

b. Almost all departments had designed at least one cooperative learning activity for students during their own collaborative lessons. Over 80% of the students agreed that such activities could arouse their interest and they could benefit from them. Besides, teachers from Computer Literacy and Liberal Studies had shared their experience in catering for students learner diversities with other teachers in the Third Staff Development Day in 2011. In the evaluation, over 80% of teachers agreed that the talks were useful and effective.

c. To develop students independent learning, reading and learning materials of Chinese, English, Mathematics and Liberal Studies were placed in the Self-access Learning Centre. Besides, computer and useful software were also installed to enhance students self-learning. Records showed most students made use of the Centre in their free lessons, during the lunch-time and after school.

d. Able students were nominated to attend related training courses or to participate in some competitions outside school. They had performed well in all aspects, especially the Chinese Debating Team winning the Champion in the 26th Sing Tao Inter-school Debating Competition 2010-2011, one S.1 student gaining the First prize (ABRSM Grade Class) in the 16th Hong Kong Asia Piano Open Competition, and one S.6 student being awarded a Gold Medal in the Hong Kong Olympiad of Informatics 2011. As for the low achievers in Chinese, English and Mathematics, after-school tutorials were provided once a week. The tailor-made worksheets and teaching materials were taught in class in order to improve students performance.

Reflection a. In order to develop students independent learning, it was suggested that teachers

should assign more activities to students, like doing pre-tasks, action enquiry, extended reading tasks, etc.

b. Teachers were encouraged to make use of the collaborative lessons designing teaching plans. They could even share their experience or teaching strategies with each other.

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2. To improve learning through assessment for learning.

Achievements a. The major objective of the programme was to prepare for a paradigm shift of

teachers in the use of assessment data, such as markers report, to find out the strengths and weaknesses of students and to provide descriptive feedback in order to promote the learning of students. It also involved teachers sharing on various assessment strategies, such as learning journal, as a tool to motivate students to learn positively.

b. Teachers had an increased, more concrete acceptance on the main ideas of assessment for learning. They would adjust their teaching strategies and discuss with students on the standard of outstanding performance in students assignment so that students had a solid idea on what they could aim for, to achieve an outstanding performance. They also agreed that the score of the second term test would take up 20% and that of the examination would take up 80% of the total mark of the yearly examination.

c. After observing the weaknesses of students and giving descriptive feedback, some teachers had used follow-up tasks to check whether the students weaknesses had been overcome.

d. To prepare students as an active learner through self assessment, the student learning profile (SLP) in the e-class had been updated to be more user-friendly. Teachers were asked to input various activities in the SLP so that students could input their record of Other Learning Experience (OLE) in the SLP. Through recording, students could set their own goals and evaluate their own achievement.

Reflection a. Teachers showed a concrete understanding of Assessment for Learning and they

knew that Assessment for Learning was important to the learning of students. The paradigm shift had been positive after the implementation of the programme plan for 2 consecutive years. They had an increase in the use of specific, descriptive feedbacks in marking students assignments and inside the classroom.

b. The markers report had been applied continuously and competently to highlight the strengths and weaknesses of students. Teachers would apply the information to give feedback to students and adjust their teaching strategies.

c. There are spaces to promote students as active learners through further development of a more user-friendly SLP. Students should also be motivated to promote their awareness on the importance of self-assessment and keeping an on-going record of their OLE activities.

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3. To Foster a Positive Learning Environment in School. Achievements a. Most display boards in classroom and special rooms are in English. Outstanding

essays from each class were displayed in the bulletin board outside the classrooms. The speeches made by students in the morning assembly were all in English except those relating to National Education, Chinese and Chinese History.

b. Language Across the Curriculum (LAC) Team collaborated with both S.1 Integrated Science and Liberal Studies Coordinators to produce tailored lesson plans with worksheets on a specific module. Worksheets included pronunciation, dividing syllables, sentence-making, science related comprehension, newspaper reading skills, vocabulary building and comparison. For S.4 students, exam skills on answering questions were taught. Dictionary Skills were integrated into both S.1 and S.4 English curriculum.

c. An inter-class Choral speaking competition was open to S.1 students. Prizes were given to winners. The winning class was invited to give a performance in the Joint-school story-telling competition organized by the Tuen Mun Government Secondary school.

d. Our Net teacher hosted two workshops on Tactile Learning and Blackboard Configuration as well as Cooperative Learning Strategy to cater Learner Diversity on the second and third Staff Development Day. Teachers found the workshop useful.

e. Several short talks were conducted by students during the morning assembly on autonomous learners. Reading schemes were organized by both English and Chinese Department. A Self-access Learning Centre was set up for the needs of students. Teaching assistants were on duty during the school hours from Monday to Friday. Self access materials of Chinese, English, Mathematics and Liberal Studies were put on the shelves for self access learning. Computers were available for self studies.

f. The school had a firm stand in keeping the students appearance in a proper manner. Subject teachers were not only able to add conduct marks to students to appreciate their good learning behaviour in lessons, but also deduct students conduct mark for their bad behaviour during the lesson. The policy on the collection of homework assignments continued to implement. Students failed to hand-in their homework in the recess time would be sent to the after-school homework make-up class. Students who had serious record of not handing in homework assignments on time would have their examination marks deducted for punishment. Regular check on students appearance was found successful. Assembly speeches conducted by the discipline team were able to foster senses of self-management.

g. Teachers of ECA Teams helped all Club/Team committee members design their programme plans and trained those members in a Leadership training camp.

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h. The Life Education Team instilled positive values in students. They developed a curriculum to promote positive values for NSS students implemented in the Class Period. Life skills training courses were conducted by social workers for junior form students. An Anti-drug game booth was set up to promote anti-drug messages. Display boards on Guangzhou Asian Game were on display to encourage watching sporting events. Students conducted reflective sharing over OLE activities and exchange programmes in CCA periods. Students from S.3 to S.6 served as student ambassadors to promote courtesy at the school entrance every Wednesday. A team of student Prefects were trained to help organize an activity, called Get Involved Awards for S.1 students. Maxim design competition and Slogan Design competition were organized. Prizes were given to winners.

i. In order to cultivate a healthy lifestyle, activities including Talks on Tree Conservation, Drug Abuse, Importance of a Balanced Diet were organized. Students took part in The Best buddy electrical Induction Cooking competition in which a healthy recipe was designed. A fruit week was organized to promote the balance of healthy diet. Videos on healthy habits were shown in class, such as nutrition for teenagers, personal hygiene, positive attitude on puberty and etc. Cooking classes were organized for S2 students to promote healthy diet.

Reflection a. To strengthen the students capability to learn and study through English, it was

suggested that the LAC team would not only work with the IS and Liberal Studies Department but also collaborate with the Maths Department.

b. As teachers were quite interested in the area of LAC, NET teacher would continue to host sharing sessions of LAC practices and teaching methodologies in the next academic year.

c. To infuse language arts into the English curriculum, an inter-class Choral speaking competition was organized. The winning class was invited to give a performance in the Joint-school story-telling competition. It was an opportunity for students to enhance their confidence in speaking English in public. It was suggested that the courses of Drama, poetry and short stories would be taught in class for the junior forms. Thus, students confidence in speaking English would be boosted further.

d. The Life Education Team developed a curriculum to instill positive values and healthy lifestyle in NSS students and implemented well in class periods. It was suggested that we would apply for the funding from Narcotics Bureau to further promote positive values and healthy lifestyle as well as anti-drug messages.

Performance of Students

Destination of Exit Students

Destination of S7 Graduates

05

101520253035404550

Local

Universities

S7 Post-

Sec/(IVE)

Overseas

Studies

Full-time

Employment

Others Unknown08/09

09/10

10/11

18

19

Student Reading Habit

Average no. of reading materials borrowed from the school library perstudent per year

0

5

10

15

20

S1-3 S4-7

08/0909/1010/11

Secondary 1 to Secondary 3 Frequency of Borrowing

0

5

10

15

20

25

30

35

Once a weekor more

frequently

Once everytwo weeks

Once amonth

Less thanonce permonth

Never

%

08/0909/1010/11

Secondary 4 to Secondary 7 Frequency of Borrowing

05

101520253035

Once a weekor more

frequently

Once everytwo weeks

Once amonth

Less thanonce permonth

Never

%

08/0909/1010/11

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Students Achievements in External Competitions 2010-2011 (Chinese Version)

(2010-11)

:

(5D) (7A)

(3D) (4E) (6S)

(2010-2011 ) (5B)

2010 (2C) (2D) (2D) (2E) (2E) (3A)

(3A) (3B) (3E) (3E) (4A) (4A) (4A) (4D) (4D) (5A) (5B) (5C)

(5D) (5E) (6A) (6S) [09-10 ] (5B) (5C) (5D)

(3D) (2C)

(5D) (5D) (5A)

() () ()

(4C)

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(4C) High Distinction (5D) High Distinction (5D) High Distinction (5D) High Distinction

()

(7S) High Distinction (4E) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (6S) Distinction (7S) Distinction (7S) Distinction (7S) Distinction (7S) Distinction (7S) Distinction

(7S) Distinction (3C) Credit (4C) Credit (4D) Credit (4D) Credit (5E) Credit (5B) Credit

(6S) Credit 2011 (6S) Gold Medallists

(5D) High Distinction Secondary School Maths & Science Quiz

(5D) High Distinction

(5D) High Distinction (5D) High Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction 2010 (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Distinction (5D) Credit (5D) Credit (5D) Credit (5D) Credit (5D) Credit (5D) Credit

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Australian Mathematics Trust (2D)

Distinction

(3E) Credit (3E) Credit (3D) Credit

(4E) Distinction

(5D) Distinction (5D) Distinction (4C) Credit (4C) Credit (4D) Credit (4E) Credit (5C) Credit (5D) Credit 2011 (1A)

(1D) (1E)

(2D) 2011 HKMO Open

(4D)

(1A) (1D) (2D) (2D) (2E) (3E) (4C) (4E)

(2D)

(2D)

(1A) (2D)

(1A)

(2011) (6S)

(1E) (2D) (4D) (6S) SMAP Mathematics Web Enrichment Course

Hong Kong School Net (2E) Outstanding Performance Award

()

(1E)

()

(1A) (1A) (1B) (1B) (1C) (1C) (3D) (3D) (5B) (5E) (1C) (3D) (4C) (5B) (5B) (5E)

(1C) ()

() (1C) (3D) (3D) (5E) (1C) (1C) (2C) (4C) (4C) (4D) (5A) (5A) () (2E) (3D) (3E) (3E) (5D) (5D)

() (3D) (3D)

(4B) (4E)

24

()

25

()

(1B) (1C) (3B) (3E) (4A) (4C)

Solo Verse Speaking

(1B) (3B) (3D) (3E)

(1B) (2B) (2E) (4E)

(1B) (1E) (1E) (1E) (2A) (2B) (2D) (2D) (2D) (2D) (2E)

(2E) (2E) (2E) (3A) (3B) (3C) (3C) (3D) (3D)

(3D) (3E) (3E) (3E) (4A) (4C) (4C) (4D)

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(4D) (4D) (4D) (4D) (5B) (5B) (5B) (5D)

(4C)

Shakespeare Monologue

(5E) (4D)

Public Speaking Solo

(6A) (6A) (6A) (6A) (6A) (6A) (6A)

Solo Prose Reading

Choral Speaking

2010 (1A) (5E) 2010 / (2A) 2011 (1A) (1A)

(5D) ()

(5D)

()

(5D)

()

(3D) (3E) (3E)

()

(2A)

()

(4E) (5E) (6A)

()

27

(4E) (4C)

()

(1D)

()

(1B) (1D) (2A) (2D) (4C) (4C) (4E) (5D) (2A) (4A)

()

(1B) (3C) (3D)

()

(5D) (1D) (2A)

(3D) (3E)

(1D) () (3E) () (1E) ()

(1B) (

(1A) (5E)

()

(2D) ()

(1E) (1E)

()

(3E) (3E) (3E) (3C)

()

(3D)

()

()

(3D)

()

(1E)

()

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(5E)

()

(4B) (4C) (4E)

()

(4C) () (6A) ()

(2B) (2C)

()

(3E) ()

(1E) (2E)

()

(3E) (3C) (3E) (3E)

()

(2E) (3C) (4B) (4C) (4D) (4D) (4E) (5A) (5D) (5D) (5E) (5E) (6A)

2010 (2E) Bronze Diploma (3C) Bronze Diploma (3C) Bronze Diploma (3D) Bronze Diploma (3E) Bronze Diploma (3E) Bronze Diploma (3E) Bronze Diploma (4B) Bronze Diploma (4D) Bronze Diploma (4E) Bronze Diploma (4E) Bronze Diploma (4E) Bronze Diploma (5A) Bronze Diploma (5D) Bronze Diploma (5E) Bronze Diploma

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2011 (1A) (1B)

(1D) (1E) (1E) (2D)

(4E) (5D)

2011 (1A)

2011

1. 2. 3.

(5B) GCR 2

Guangzhou Cycling Race (5B)

2010 (5B) 12 2010 3 VOLVO AA XC MTB

SERIES (5B) 15-19

(5B) () ()

2010

(4E)

(4E)

2010

(4E)

2011 (4E)

(4E)

2011

(4E)

2011 (4E) 2010 ()

( MA )

(4E) (4E)

(4C) (4D)

Certificate of Award

30

(2C) (5E)

16 () 16 ()

2010-2011

(4B) 1500 4400

(2C) 200 4 400

(3C) 400 800

(4C) (2E) 100 (2E) 400

800 2010-2011

450 450

(1E) 50 50

(1A) 50 100

(5E) 50 200

(3E) 50 100

(1B) 200 (3C) 100 (1D) 100 (1B) 50 (1A) 100 (4A) 100

200 (2A) 50 (2A) 50

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(1B) (1B) (1E) (1E) (2A) (2A) (2B) (2D) (2E) (2E)

2010-2011 (4B)

(4B) (4C) (5B) (5C) (5E) (6A) (6A)

(2B) (3B) (3D) (3E) (3E) (4A) (4E)

(1A) (1A) (1A) (1B) (1B) (1B) (1B) (2A) (2A) (2C) (2C)

(4B) (5A) (5A) (5B) (5B) (5C) (5D) (5D) (5E) (6S)

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(1B) RAI ABIN(1B) (1E) (1E) (2A) (2A) (2B) (2D) (2E) (2E)

54 2010-2011

(7S) ()

54 2010-2011

(2A) Certificate of Appreciation Certificate of Appreciation Certificate of Appreciation

13 26 (5E) Point@Media

eTVonline

(5C) (5C) (5C) (5C)

(2011) (1A) (1D) (2D) (2D) (5A)

(6S)

(6S) (3E)

(5C) (5C) (6S)

(3D) (3E) (5C) (6S) (6S)

(1A) (1D) (3A) (4D) (4D) (4E) (5C) (5C)

http://www.etvonline.tv/

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(4D) (4E) (4E) (4E) (4E) (4E) (4E) (4E)

(4C) (4C) (4C) (4D) (4D) (4D) (4D)

2010-11 () ()

2010-11 () ()

School VisionMission Statement