55th Anniversary Magazine - Carmel Secondary School

Carmel Secondary School

55th Anniversary Magazine

55

Inheritance

Innovation





Foreword

55 Years of God’s Grace and Beyond

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Carmel Secondary School 55th Anniversary
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Foreword

| Contents |

Foreword Innovation

School Motto 1 Religious Cultivation 12
Curricula 20
School Song 3 Campus Facilities 32
Student-directed Activities 42
Incorporated Management Committee 6 Local and Global Exposure 56
2017-2019

Principal’s Message 7

Staff 2018-2019 8

Remarkable Achievements 10

12 20 32

42 56

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Carmel Secondary School 55th Anniversary

Inheritance A Prelude to the 55th Anniversary Celebrations

Alumni Association 74 Walkathon 138
Alumni Teachers 78 Film Show 140
Classes in 2018-2019 79 55th Anniversary Theme Song 141
School Teams 104 Fundraising Initiatives 142
Student Serving Teams 126 Hands in Hands Stone Art Workshop 144
English Story-sharing Corner 134 Alumni Basketball Friendly Match 145
Carmel Christian Conference 146
55th Anniversary Souvenirs 148
55th Anniversary Publications 150

74 78 79

104 126 134

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Foreword

| Incorporated Management Committee 2017-2019 |

Prof. Kwan Joseph Kai Cho Supervisor & Chairman

Mr. Wu Ting Pang Secretary

Mr. Chan David Manager

Mr. Man Tze Fong Manager

Mr. Shum Koon Chiu Manager

Ms. Yau Ho Chun Nora, MH, JP Manager Dr. Nip Kam Fan, OBE
Honorary Manager
Dr. Chan Yee Shing Manager

Mrs. Leung Li Po Ching Alternate Manager

Ms. Ng Miu Yee Maria Principal

Mrs. Chan Wong King Shan Teacher Manager

Mr. Ho Hok Leong Alternate Teacher Manager

Mr. Lee Siu Po Alumni Manager (Hon. Treasurer)

Dr. Leung Chi Bon Parent Manager

Mr. Wong Chun Wai Alternate Parent Manager

Dr. Mo Ka Keung Loar Independent Manager

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Carmel Secondary School 55th Anniversary

| Principal’s Message |

Welcome to our 55th Anniversary Magazine, with its theme being ‘Inheritance
and Innovation’.

This theme is a succinct description of our previous five years’ endeavour.
While we have relentlessly upheld our vision of being a quality EMI Christian school
grounded on biblical truths and prayers as well as the cherished culture of care and
concern for Carmelians, we have broken new ground through embracing change
and encouraging innovation, whether in learning and teaching, religious initiatives,
student empowerment and exposure, or school facilities improvement, to name a few.

This magazine is a collection of the achievements of all members of school
(school managers, teaching and non-teaching staff, students, parents, alumni, Church
of Mount Carmel), and testimony to 55 years of God’s grace and beyond!

Ng Miu Yee Maria
Principal

|校長的話|

誠 邀 閣 下 閱 覽 迦 密 中 學 55周 年 特 刊 ， 特 刊 主 題 為 「 承 傳 • 創 新 」 。
「承傳•創新」這主題精簡地總括了迦密近五年的發展：一方面堅守優質
基督教英文中學的辦學理念，遵從聖經教導，多方禱告，承傳迦密人關愛的珍
貴傳統；另一方面勇於改變、敢於創新，讓教與學、校園福音工作、培養學生
自主自信、擴闊視野等各方面，都有長足的進步。
本特刊展示了眾迦密人－ 校董會、教職員、學生、家長、校友、迦密山
堂－ 的成就，見證了天父55載的無限深恩。

校長
伍妙儀啟

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Foreword

| Staff 2018-2019 |

Principal 校長：Ms. Ng Miu Yee Maria 伍妙儀女士
Vice Principal 副校長：Mrs. Chan Wong King Shan 陳黃敬珊女士

Mrs. Au Cheung Suk Yee Mr. Chan Pak Lai Raphael Ms. Cheng Shing Lai Bonny
歐張淑儀女士 陳柏澧先生 鄭聖勵女士

Mr. Cheung Chi Mau Mrs. Chiu Chan Sui Ping Mrs. Choi Yeung Chun Ka
張志謀先生 趙陳瑞萍女士 蔡楊鎮嘉女士

Mrs. Chow Lo Yuen Shan Mr. Chui Chok Yin Mrs. Chung Leung Yuk Kam
周盧婉姍女士 徐作賢先生 鍾梁玉琴女士

Mrs. Chung Lo Lai Suen Mrs. Fung Lau Suk Yi Sheryl Mr. Ho Hok Leong
鍾盧麗璇女士 馮劉淑儀女士 何學良先生

Mr. Hui Chun Kit Mr. Hung Kwang Hse Mrs. Kan Lam Wai Yi
許俊傑先生 洪光晞先生 簡林慧儀女士

Mrs. Koo Kho Rebecca Mr. Koo Yiu Mr. Lam Hoi Ting Aldus
顧許祈雯女士 顧耀先生 藍海亭先生

Mrs. Lam Law Wai King Mr. Lam Pui Chow Mrs. Lau Au Yeung Kwei Fong
林羅慧瓊女士 林沛洲先生 劉歐陽桂芳女士

Mr. Lau Chi Ming Mr. Lau Hiu Long Francis Mr. Lau Yip Tak Lawrence
劉志明先生 劉曉朗先生 劉業德先生

Mrs. Lee Chung Po Man Vivien Ms. Lee Yuk Yi Shirman Mr. Leung Chi Heng
李鍾葆文女士 李玉怡女士 梁致行先生

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Carmel Secondary School 55th Anniversary

Mrs. Leung Wong Shuk Lan Ms. Liu Wing Sum Mrs. Mak Law Lai Han
梁王淑蘭女士 廖詠心女士 麥羅麗嫻女士

Ms. Mok Lai Sang Mrs. Ng Lee Chui Chun Mrs. Pang Yeung Pui Fong
莫麗生女士 吳李翠珍女士 彭楊佩芳女士

Mrs. Poon Tse Ka Yuk Mrs. Pun Cheung Yee Shan Mrs. Shek Yung Lai Fan
潘謝家玉女士 潘蔣懿姍女士 石容麗芬女士

Ms. Shih Hei Man Emily Mr. Siu Wai Yee Ms. Sun Lai Mei
施希汶女士 蕭為義先生 孫麗微女士

Mrs. Tong Leung Yuen Man Cathy Mr. Tsang Hon Kwong Ms. Tsang Kit Lan
唐梁婉文女士 曾漢光先生 曾潔蘭女士

Mr. Tsui Shing Fai Mrs. Wong Chan Mei Kun May Mr. Wong Chi Hang
崔誠輝先生 黃陳美娟女士 王致衡先生

黃Mr福. W榮o先ng生Fu k Wing Ms. Jessica Wong Mr. Wong Kin Ki
黃建基先生
Mr. Wong Lun Shan Ms. Wong Mei Sze
黃倫山先生 黃美施女士 Mrs. Wong Tang Poon Lin
王鄧伴蓮女士
Ms. Wong Yin Yu Ms. Wu Ka Wai
黃燕瑜女士 胡嘉慧女士 Mr. Yuen Chin Ming
袁展明先生

Mrs. Yuen Hung Wai Fan Mrs. Yuen Wong Sau Lai
阮洪慧芬女士 袁黃秀麗女士

Librarian Executive Secretary Laboratory Technicians
圖書館主任 行政秘書 實驗室技術員
Mr. Chu Chi Hang Ms. Tam Yuen Fong Mr. Li Yun Kau
朱志恆先生 譚婉芳女士 李潤球先生
Mr. Ng Chun Ming
Library Assistant Accountant 吳津明先生
圖書館助理 會計 Mr. Wong Wai Keung
Ms. Poon Yuen Mei Ada Mr. Lai Ka Keung 黃偉強先生
潘婉媚女士 黎嘉強先生
School Social Worker
Teaching Assistants Administrative Support 駐校社工
教學助理 行政支援 Mr. Wong Kwok Fai
Mr. Chang Erwin Ho Yan Mr. Lui Fung Wah John 王國輝先生
張浩恩先生 呂奉華先生
Mr. Kwong Christopher Student Counselor
鄺崇曦先生 Office Clerks 學生輔導員
Ms. Lam Po Tin 書記 Ms. Ng Hoi Ching
林寶鈿女士 Mrs. Chiu Mak Chui Chun 吳海晴女士
Ms. Luk Ka Yi Lillian 趙麥翠珍女士
陸嘉怡女士 Mr. Choy Sai Cheong IT Technician
蔡世昌先生 資訊科技技術員
Ms. Lai Hau Yan Mr. Chow Chi Ho
黎巧茵女士 周子浩先生
Mr. Yu Siu Kai
余兆佳先生

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Foreword

| Remarkable Achievements 傑 出 成 就 |

2015-2016
Caring School Award Scheme -
Outstanding Caring School for Promoting Career and Life Planning Education
卓越關愛校園之「推動生涯規劃」主題大獎
2016-2017
Caring School Award Scheme - Caring School Award
關愛校園獎勵計劃關愛校園榮譽
2017-2018
School Social Responsibility Award
學校社會責任獎
2018-2019
“Giftedness Into Flourishing Talents” Project
中文大學教育學院「知優致優」計劃

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Carmel Secondary School 55th Anniversary

Innovation

For half a century, the green humble school building
has stood proud and tall on that little hill in Homantin,
weathering storms after storms. At our Golden Jubilee five
years ago, we marvelled at how far we have come with God’s
immense grace and our founders’ complete dedication. We
were once and again reminded of the enduring legacy we
have been bequeathed. Since then, we have taken to our
heart the mission to look further and beyond as the most
fitting homage to our forefathers.

As the scientist Isaac Newton famously said, ‘If I have
seen further, it is by standing on the shoulders of Giants’, we
have once stood on the shoulders of Giants, and are now both
proud and obliged to serve as a giant and offer our shoulders
for our young ones to stand on.

Five years have since then come and gone; as we look
back again, we are glad that we have fulfilled our promise one
step at a time. We have looked far, made leaps and flown high,
from our hardware to software, academic pedagogy to extra-
curricular activities, and local exploration to global exposure.

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Innovation | Religious Cultivation

信仰栽培 「按聖經真理提供全人教育」是迦
密創校以來已經恪守的信念；過去半

個世紀，我們在主內培養了一代又一

代的基督精兵。踏入二十一世紀，一波

又一波的新浪潮席捲全球，如何在新時代中

把上帝歷久常新的福音傳給這個年代的迦密學

生，不啻是一個大挑戰。過往幾年，學校宗工組與迦密

山堂等機構也在校園內展開了不同形式的福音工作，希望繼續讓迦密學生

認識真神，明白真道，活出「明道律己、忠主善羣」的校訓精神。

|基督徒大會|

宗工組於2005年9月安排了連續兩次名為「薪火相傳大會」的聚會，在星
期四團契時間中舉行，目的是鼓勵基督徒同學接下福音的棒子，將福音在校園
廣傳。其後幾年也陸續安排了數次類似的聚會，而那時這類聚會並未成為一常
規性安排，卻已正名為「基督徒大會」。直至2014年，每學年的9月底都安排
一次基督徒大會，鼓勵全校基督徒參與，除了重提同學在校園的福音使命外，
也強調同學要向主委身，在校園活出美好見證。

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Carmel Secondary School 55th Anniversary

2014-2015
2015-2016

2016-2017
2017-2018

2018-2019

2019-2020

Innovation | Religious Cultivation

成長營大合照2018

|中一成長營|

學生發展組為全級中一同學設計了「成長營」，每年於第一學期考試後舉行。營中導師由中一
級的正副班主任、其他教職員及迦密山堂數位同工擔任。成長營內容包括培養學生全人成長的歷奇
活動、晚會、查經、分享會，也有福音信息及個人談道時間。

生命對談 向耶穌訴心聲
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|初中造就營| Carmel Secondary School 55th Anniversary
同學預備聆聽訊息
緊接著中一「成長營」，宗
工組也舉辦了為中二及中三級信 同學在營中領受訊息
徒而設，為期兩日一夜的信仰 同學愉快分享
「造就營」。營會設立的目的
是透過不同形式的聚會、查
經，導師與同學的個人對
談，讓參與的基督徒同學
都蒙造就，在信仰中不
斷成長並立志成為校
園中的信徒領袖，
努力為主作見證。

同心禱告

造就營大合照
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Innovation | Religious Cultivation
信仰成長小組

|信仰成長小組| 門徒訓練小組

同學能認識神、接受救恩固然重要，但他們必須在信仰上得到適當的栽培，在信仰中健
康地成長。數年前開始，學校為基督徒同學組織了好幾個信仰成長小組，希望藉午膳相聚，同
學的信仰根基可扎得更穩，與神建立更親密的關係，並在校園積極為主作見證。信仰成長小
組至今有近十位老師及迦密山堂同工自願參與帶領，已有超過100位同學穩定地參加。

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Carmel Secondary School 55th Anniversary

|高團午膳聚會|

近年同學的學校生活既充實又忙碌，高年級同學更甚，課後補習或其他活動頻繁，不易抽時間
出席放學後的團契聚會，連不少有穩定教會生活的基督徒同學都漸漸較少參與，團契出席人數只得
二、三十人。團契於2014年嘗試每月一次將放學的聚會改於午膳時間舉行，同學先在禮堂一起進
膳，之後有簡短的敬拜和信息分享。推行以來，反應良好，師生同午膳，同參與，參加人數近六、七
十人。團契遂於2018年起，將午膳聚會加至大約每月兩次，盼望更多高年級同學參與並得著造就。

同學一邊用膳，一邊沐浴在詩歌和信息中 18/12/2017 南華早報青年報

午間聚會座無虛席
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Innovation | Religious Cultivation

|彈性－不同代．不同方式| 迦密山堂駐校同工（2015-19） 吳碧文

學校與教會堅守同一目標、同一方向，40年來嘗試攜手以多元方式將福音帶給一代又一代的
學生。當思想「承傳‧創新」時，就會想起主耶穌一次的教導，現就以耶穌談論的「舊」和「新」，
來想想、說說學校福音事工中的「承傳」與「創新」。

「沒有人把新布補在舊衣服上，因為所補上的反帶壞了那衣服，破的就更大了；也沒有人把新
酒裝在舊皮袋裏，若是這樣，皮袋就裂開，酒漏出來，連皮袋也壞了。惟獨把新酒裝在新皮袋裏，
兩樣就都保全了。」（聖經－馬太福音9:16-17）

在耶穌的時代，裝酒的皮袋是用動物皮製成的，新釀的酒在皮袋中會繼續發酵，皮袋因此會不
斷膨脹，不過，舊皮袋會因經過膨脹變硬而容易碎裂，發酵的新酒會使舊皮袋破裂，所以新酒不宜
裝在舊皮袋，因彈性不足。

55年來要承傳耶穌基督釘十字架的福音，但福音對象是「不同代」的學生，所以需要用「不
同方式」來傳－也許這就是創新的地方。

暑期興趣班：烹飪班 課餘興趣班：柔道班 暑期興趣活動：咖啡拉花

暑期中一適應班：學習篇 暑期中一適應班：成長活動篇

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Carmel Secondary School 55th Anniversary

「不同代」，不限於年代時期的不同，更重要是指學生的思維與理解隨著社會環境、文化、氣
氛之育成而不同，就像新酒繼續發酵一樣。因此，為免被迫流掉新酒，必須用上新皮袋－能配合
「不同代」的思維與理解而來的方式，才能承傳下去。再者，不同代的學生，對福音領會及感悟的
方式也不同，也需要用切合當代學生的方式來解讀二千多年前的古舊福音。雖說古舊，但福音的內
涵並不是古老、刻板、沒新意。當越近距離接觸不同代的學生，向他們講解的時候，越領悟到福音
的寬度與廣度，更深體會「……這福音本是神的大能……」（聖經－羅馬書1:16）：原來這福音
從起初已涵蓋了在它以後出現的不同代之思維與理解，而不只是停留在二千多年前釘主耶穌的十字
架上！

從前耶穌的比喻不就是取材自當時的生活嗎？當代人一聽就懂，一懂就能領會與感悟，產生共
鳴！現代透過一些興趣班（如柔道、烹飪、桌上遊戲等）和協助升中同學的暑期適應班，藉彼此的
互動與交流，讓同學從活潑的生命中認識並感受福音和信仰的實在。

「不同方式」指的不單是活潑有趣的形式與活動，不光是轉換媒體以提供視覺與聽覺的刺激。
方式必須隨著當代的思維與理解而創新，創新是為了提供一種彈性，能切入同學思維與理解的模式
並心態中，有助牽動同學的思緒，帶動同學探索福音的豐富與意義！

盼望在未來的55年，學校與教會持續攜手探究「不同方式」，保持傳揚既古舊又時代福音的
彈性，以能承傳我們的「不同代」！

暑期中一適應班：透過War Game談人生與信仰 試後興趣活動：地壺球 聖誕崇拜：與同學以對話方式一起分享

試後興趣活動：桌上遊戲談人生

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Innovation | Curricula

Curricula ‘Lifelong Learning’ is not a
mere slogan or high ideal

for our teaching staff. As we

remind ourselves daily of the

founding vision of Carmel to

stand ‘as a quality EMI school

grounded on Christian values’, we take to

our heart that our primary job as a school is to provide quality

teaching. Amidst the rampant education revolution in the city,

we endeavour to not only catch up but to get ahead. Through

internal and external collaborations and with more solid

and contemporary pedagogy training, our curricula across

disciplines have been more comprehensive and innovative

than ever, serving our students professionally.

| STEM Education | Construction of the balloon-car

Aligning with the worldwide trend of equipping students for the rapid economic, scientific and
technological developments, as well as the changes and challenges in society and around the world,
our school has planned and implemented the STEM curriculum in a holistic and effective manner.

STEM education in Carmel is beyond  an interdisciplinary (science, technology, engineering
and mathematics) and applied approach in curriculum planning and implementation.

The essential elements of STEM in Carmel include problem solving skills, creativity, hands-
on experience and cross-subject curriculum. These key elements are infused in daily classroom
learning experience which creates critical thinkers, improves science literacy, and nurtures the next
generation of innovators.

One word can conclude and represent the featured elements of STEM education in Carmel:
Makers.

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Carmel Secondary School 55th Anniversary

A. Makers in Integrated Science

In one challenge in S.2, students had to design and make a high speed balloon-powered car.
Before building the car from scratch, students were scaffolded with different scientific theories,
designing strategies and the techniques of making a car. They were also given autonomy in the
whole process, from designing the model, to choosing the materials for the car body, to varying
different parameters to facilitate the operation of the model.

One of the foci in this task was students’ understanding and application of the theories
of speed and acceleration. In their model cars, a sensor was put at approximately 2 meters
away from the starting position of the track to measure the speed of the car passing through
it. Students could vary the size of the balloon and diameter of the nozzle for their cars to reach
the optimal result. Their models were perfected through various rounds of evaluation and
adjustments made. Lastly, they shared with their classmates their experiences, the problems
they faced and solutions they applied; and what they had learned from other groups.

Trial run

This challenge proved to be a potent experiential learning journey in which students’
creativity was evidently showcased, their scientific knowledge efficaciously applied, their
problem solving skills significantly polished and their collaboration and team work successfully
enhanced.

B. Makers in ICT and D&T

STEM education allows students to integrate knowledge of different domains and apply
it to real life hands-on problems. With the solid foundation laid in the S.1 and S.2 curriculum in
computer coding and robotics mechanism, S.3 students took on further challenges to integrate
the coding and robotics knowledge and build two products.

The first challenge was the building of a sound machine. Students were to build a
machine that could enable interaction between users and at the same time produce sound.

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Innovation | Curricula

They were equipped with the programming knowledge and application of the Arduino board
using a programming environment based on MIT Scratch. To spice the project up, students added
interesting elements which included an ultrasonic sensor to facilitate interactions of users. Both
their creativity and technical knowhow were manifested in this project.

In another project, students successfully built a machine which utilized a robotic arm to
control the movement of a pen. A very fundamental design was shown to students and they made
improvement or re-invention of the design to achieve the goal of using the machine to draw on
paper. With the authentic purpose of the task, students were actively engaged in the design and
collaboration with others and their potentials in ICT and D&T were unleashed.

A writing robot Arduino electronic board Different electronic components

Programming environment Products created by students

Construction of the balloon-car Products created by students
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Carmel Secondary School 55th Anniversary

| English SEED Project |

(Critical Reading and Writing (CR&W))

The present information era has transformed and evolved into a new phase with the
development of advanced technology. Computer and all its evolutionary forms have given rise to
the internet that made information easily accessible. This trend will soon further facilitate access to
information and knowledge to a level of ubiquity that only our imagination can limit.

Seeing the need to equip our students with the skills and attitude to deal with and respond
to this change, our English Department joined the 3-year Collaborative Research and Development
(SEED Project) organized by the Native-speaking English Teachers Section, EDB in the academic
years from 2015 to 2018. The name of the project “CR&W” tells the focus of this project best, that
is to develop “Critical Readers and Writers” through reading-driven units of work in our S.1 to S.3
English Language curriculum.

Critical Literacy is one of the most challenging yet vital skills students need to master. It is a
way to advance understanding of different texts and is fundamental to higher learning. We believe
that by developing this reading skill, students’ learning potential can be boosted.

Students sharing their own counter-advertisements English teachers exchanging ideas on critical literacy

Students actively participating in discussion

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Innovation | Curricula

The characteristics of this project are vivid displays of various forms of innovations in both
aspects of learning and teaching. In these 3 years, all our English teachers attended different training
workshops on critical literacy and worked closely with the NET Section team to achieve innovative
changes in our curriculum which involved designing units of work based around social issues,
conducting collaborative teaching and class observation to evaluate and perfect pedagogies, and
devising suitable assessment strategies. One featured innovative element in the project was the
inclusion of various multimodal texts, which mirrored our teachers’ awareness and readiness to
prepare our students to keep abreast of the latest change in text types.

Teacher Responsibility In terms of pedagogical
strategies, teachers adopted
Focused “I do it.” the model of Gradual Release
Instruction of Responsibility, in which four
stages of learning and teaching,
Guided “We do it.” namely ‘Model’, ‘Share‘, ‘Support‘
Instruction and ‘Apply‘, were introduced. Teachers
modeled various skills ranging from
Collaborative “You do it together.” decoding to deconstructing a text and
Learning

Independent “You do it alone.”
Learning

Student Responsibility students acquired the skills and knowledge
through this thinking aloud process. They

were then further empowered with less support from teachers but more collaboration with their

peers, and eventually achieved independent learning.

Being exposed to a variety of texts and counter-texts on issues of parenting style, animal cruelty
and advertising effects, students progressed from being able to identify stereotypes and positioning
language from different texts to constructing texts to position readers in their own writing. Students
were geared up with the use of various schemas and graphic organizers to analyze different elements
and manipulative language used in the reading texts. Creativity was also cultivated and showcased
in the production of their own counter-texts in which their deep understanding of hidden unethical
and controversial issues was reflected. Students were also empowered to be more expressive and
eloquent through their active participation in class discussions.

The high quality of students’ work and their positive feedback in the post-project conference
are solid evidence of students’ readiness of taking up further challenges and their passion for
learning. This 3-year journey truly resonated with “Gear Up” and “Go the Extra Mile“, the school’s
2015-2018 major concerns.

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Carmel Secondary School 55th Anniversary

| Curriculum Mapping in PSHE |

Lesson Study Sharing among teachers of PSHE

To achieve coherence among subjects, the Key Learning Area of Personal,

Social & Humanities Education (PSHE), which includes the subjects of Chinese

History, History, Geography, Economics, and Biblical Studies, conducted curriculum

mapping in collaboration

with Liberal Studies. Teachers

of these subjects examined

the data collected, identified

common core skills and

possible opportunities of

integration and reviewed

assessment methods. The

completed curriculum map

then enabled our teachers

to navigate their direction in

curriculum planning. Sharing of Economics lesson study on Staff Development Day

Lesson study was conducted in different subjects. Collaborative planning of
lessons, trials of new pedagogies, lesson observation and post-lesson evaluation
were done to foster effective learning and teaching. This practice of professional
sharing has become much established, and is solid evidence of facilitating innovation
and pursuing excellence in this ever-evolving era.

25

Innovation | Curricula

A whole-school approach to the implementation of Basic Law Education, in
cooperation with the Civic Education Committee, was also adopted. Related topics
were disseminated in the Class Teacher Period and through extra-curricular activities,
which included but were not limited to assemblies, competitions, talks and visits.

This initiative was achieved through the intensive collaboration and relentless
efforts of the teachers involved, echoing the major concerns of the school in 2015-
2018, “Gear Up” and “Go the Extra Mile”.

Lesson Study Sharing among teachers of PSHE

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Carmel Secondary School 55th Anniversary

| Gifted Education |

At Carmel, we encourage all learners Level 2 Pull-out course (Science and coding)
to achieve their potential and widen
their horizons by providing different
opportunities for them to explore and
extend their skills both inside and
outside school.

To nurture gifted students with appropriate learning opportunities and challenges, Carmel
has adopted the Education Bureau’s three-tier gifted education framework. The comprehensive
model facilitates the provision of gifted education at the classroom level (Level 1), through pull-
out programmes within or after regular school hours (Level 2) and by means of enrichment and
extension learning opportunities outside school (Level 3).

Project Gift Conference in Thailand, August 2018

27

Innovation | Curricula

Level 1 centres on the incorporation of core elements of gifted education, namely
high-order thinking skills, creativity and personal-social competence, to support the
diverse needs of all students in regular classrooms.

Level 2 concerns the provision of pull-out programmes to develop gifted
learners’ generic skills and to enrich the learning experience with accelerated or
enhanced curriculum. Pull-out courses are offered by different subject departments.
These courses are on vocal elite training, business proposal writing and presentation,
English debating, ICT advanced algorithms, Physics Olympiad training and elite athlete
training. The Chinese Language, English Language, Mathematics and Science KLAs
offer enhancement classes to S.1 to S.3 students with strong academic performance.

At Level 3, the Elite Programme Coordinating Group makes the most of external
enrichment and extension learning opportunities for exceptionally gifted students
or high achievers, and nominates these students for gifted programmes provided by
external organisations like the Hong Kong Academy for Gifted Education and other
tertiary institutes.

Our students awarded the Bronze Award in Yeung Kai Ching (S.6, 2018-2019) awarded 2nd Honour
the HKCC Business Excellence Contest in the Hong Kong Physics Olympiad Competition

Students presented with the Hong Kong Biology Literacy Award (2017/18) organised by the Hong Kong
Association for Science & Mathematics Education

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Carmel Secondary School 55th Anniversary

| “Giftedness Into Flourishing Talents” Project |

(Project GIFT)

Innovation is certainly necessary to bring out the Our Mathematics teacher conducting
best in every student and enhance the strengths and professional sharing
capabilities of all students. Joining the “Giftedness
Into Flourishing Talents” Project (Project GIFT) is one
significant way to nurture gifted and talented students
through innovating our curricula and programmes.

Our school was selected to be one of the two key schools of Project GIFT, which was launched
by the Centre for University & School Partnership, Faculty of Education, the Chinese University of
Hong Kong to promote school-based talent development and gifted education in Hong Kong.

As a key school, we worked proactively to develop enriched and differentiated curricula, as
well as school-based gifted pull-out classes and programs, with regular collaborative planning and
evaluation with Project GIFT.

In 2017-2019, both the Mathematics Department and the Science Department developed
learning units. A unit of Pythagorean Theorem was piloted in our Mathematics curriculum with
elements of catering for learner diversity, collaborative and e-learning, and self-directed learning.
A pull-out program built upon the learning unit of Pythagorean Theorem was further developed.
Meanwhile, the Science Department worked on an S.2 Integrated Science unit with elements of
scientific enquiry, experimental investigations and high order thinking skills to stretch the potential
of the gifted.

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Innovation | Curricula

The experience gained was consolidated and shared with school personnel within
the school and among other participating schools. On 12 June 2018, teachers from
about twenty schools participated in a seminar organized by our school in which lesson
study from the Science, Mathematics and Chinese History departments on catering for
the learning needs of the gifted, and the whole-school approach to teacher professional
development were focused on.

The sharing of the fruits and experience of this project took place in Hong Kong and
beyond. Our Principal and the Director of Academic Affairs were invited to join the “Taiwan
Study Trip in Gifted Education: Thinking Skills Training and School Visits” organized by the
International Research Association for Talent Development and Excellence in April 2018.
Mathematics teachers were also invited to present a research paper about gifted education
at the classroom level in “The 15th Asia Pacific Conference on Giftedness” held in Thailand
from 20 to 24 August 2018.

Taiwan Study Trip in Gifted Education: Students as teachers illustrating
Thinking Skills Training and School Visits Mathematics concepts to their fellows

The work accomplished in this project is itself innovative; and most importantly,
it ignites students with ideas of innovation, empowering them to further unleash their
potential in academic pursuit and other endeavours.

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Carmel Secondary School 55th Anniversary

| Teacher Reading Club |

Teachers are Learners. In this knowledge-based era in which information and even knowledge
is updated every second, it is only understandable if not expected that teachers, a role traditionally
perceived as the ‘giver’ and ‘source’ of information, take the initiative to be open and receptive to
emerging ideas and trends. Teachers need to be, more than ever, learners themselves to stay humble
before the mass of knowledge and to keep themselves relevant to times.

Teachers are Readers. As such, one of the best and comprehensive inputs is still through the age-
old reading, as it quiets oneself to be exposed to another world and be immersed in the organized
thoughts of another person. Insight is gained from the authors and yielded simultaneously from
within oneself. Such absorption and reflection consolidate the knowledge the teachers have and

ground them with humility
and receptiveness.

Teachers are Sharers.

Many of our staff members

are avid readers and are more

than eager to share what they

have recently read with their

fellows. The Teacher Reading

Teacher Reading Club Club was thus born. Six times
over the year, a dozen teachers

across different panels gather during lunch hour to freely talk about their thoughts on the assigned

titles- ‘Mindset- The New Psychology of Success’ (心態致勝－全新成功心理學) and ‘Developing

Assessment- Capable Visible Learners (Grades K-12)’, which are much related to the major concerns

of the school. Our colleagues all offer their unique thoughts and suggestions on the application of

the ideas in their day-to-day teaching and even broader development at the departmental level,

contributing to some very rewarding, eye-opening and even humbling intellectual discussion.

31

Innovation | Campus Facilities

Campus Facilities Gone were the days when Carmel
was merely a newly run school on an

abandoned primary school campus.

From then a shabby school building to a

relocated campus with both the Old Wing and

the New Wing, to now an ever-advancing learning

and teaching environment with well-equipped facilities

and more designated special rooms, our gracious God has led us a long way, especially

through mobilizing many generous donors, many of whom are our dear alumni.

| Library |

Educators have always been challenged to prepare our young people to live and work
effectively in this information age. Moreover, the NSS curriculum entails a teaching and learning
style which is very different from what students were used to in the past. Hence, equipping students
with information literacy skills has become an important agenda in most schools’ curricula. In view
of these, the school library should no longer be just a place to provide students with access to
resources. It is a place for learning and thinking. It plays a key role in supporting and developing
literacy and the enjoyment of reading.

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Carmel Secondary School 55th Anniversary

Thanks to the very generous donation from The Hon Wah Charity
Fund, our school library’s renovation and revamping project was
undergone in 2017. A lot of thought has been put into the hardware and
overall design of the room to maximize its functionality and versatility.
With a flexible multi-use approach, our newly furnished library allows a
range of activities including quiet reading, self-study and collaboration.

33

Innovation | Campus Facilities

| English Room |

Thanks to the generous donation from our alumnus
Mr. Joshua Cheung, our English Room was proudly open
in October 2016. An ordinary classroom on the third floor
of the Old Wing was transformed into a colourful, festive
and functional English Room equipped with a platform for
versatile performances, a computer bar table, a sofa and
foldable tables to make a variety of classroom and extra-
curricular activities possible.

The Room has since then housed dramas, debates, movie
appreciation, game stalls, inter-school exchange, in addition to
the regular oral and literature classes conducted there. A vast
array of traditional and latest English board games, magazines
and English movies have been bought, some of which were even
shipped from overseas, for a wider range of entertainment and
exposure, especially during our Weekly Opening on Tuesdays.

The Room has indeed successfully created an English-rich
environment, with the ground rule there really being just to speak
in English!

Game stall for the Information Day Let’s Explore English
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Carmel Secondary School 55th Anniversary
35

Innovation | Campus Facilities

In the Grand Opening Ceremony, we An Acrostic Thank-You Poem To
had the honour to express our gratitude to Mr. Joshua Cheung
the donor, Mr. Joshua Cheung in person with
a thank-you speech, handcraft card and an This is an amazing gift
acrostic poem named ‘Thank You Joshua’. Having given all students a huge lift.
A brand new English Room
Mr. Joshua Cheung gifted the tailor-made poem by New games and tech to groom.
the English Ambassdors at the Grand Opening Kick-starting the English programme boom.

You offered us new learning opportunities
Out of your pure generosity
Undoubtedly a heart of beauty.

Just because of your benevolence
Out come this Room of Brilliance
Soaring is our grateful spirit
Honouring your philanthropic merit
Undertaking a mission now, to never waste your grace
Away we go flying, to give our dreams a chase

Our senior debater debating fervently

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Carmel Secondary School 55th Anniversary

| New Wing Corridor |

Over just one summer in 2016, the New
Wing building seemed to have undergone a major
overhaul. It wowed every passerby as the walls
along the corridors were re-painted with murals
and decorated with photos of vibrant campus life.
The wall art successfully embellishes our campus,
evokes memories and brings a smile to everyone
who sees it.

“Learners as seeds and teachers as gardeners”
is an apt metaphor of learning and teaching and the
theme running through the murals on the second
floor. The wall painting depicts a garden setting,
sketching how resources have been deployed
to fertilise the seedlings, each with its unique
potential to flourish as a strong and beautiful
plant. How artistically it pictures the noble mission
and tireless dedication of the school in education.

As one ascends to the third floor, more than
oil painting comes into sight. Photography plays a
key role in the wall art too. Snapshots of countless
school activities and campus dynamics were
captured, as silent yet loud displays and reminders
to visitors and Carmelians the rich school life they
have been living.

37

Innovation | Campus Facilities

| Religious Room | A cozy environment for prayers and sharing

It is a telling question to ask any alumni what functions Room
307 in the Old Wing has served, because the answers can vary a lot.
From simply ‘makeshift classroom separated by a wooden folding
door’, the ‘Computer Server Room’, to ‘a standard classroom’, the
varied responses tell not only the historical roles Room 307 has ever
played, but also the ‘generation’ the answerers probably belong to.

Today, Room 307 is transformed into the Religious Room. A
few years ago, we worked with Church of Mount Carmel on the
project of setting up a room for holding religious
activities organized by both the school and the
church. Throughout the process, we brainstormed,
discussed, designed and shared manpower
together. What a beautiful picture showing the
cooperation of the school and the church it is!

The Religious Room was opened in
2015, hosting Small Group Ministry and
Fellowship, Teachers’ Prayer Meetings,
Bible Study in Class Teacher Periods
and exhibition of the religious work in Carmel on the annual
Information Day. Our hope is that it will be a place to bring God’s
blessings to all Carmelians!

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Carmel Secondary School 55th Anniversary

Staff‘s weekly prayer meeting Small Group Ministry
39

Job posters and
Holland’s RIASEC on display

A room open for all students for
private small talks and activities

Games and career resources
provided for students’ reference

| Career & Counselling Room |

The Career & Counselling Room came into use in 2014 after the hard work of many people
– the Career and Life Planning Committee, Counseling and Guidance Committee, the General
Affairs Group – just to name a few.

There had always been a wish to Meeting career guidance teachers from Shanghai
designate a space on campus for student
counselling, where students feel safe, relaxed
and revitalised. With Career and Life Planning
getting more emphasized in this age, there is
also a need to have a specific area keeping and
displaying resources for easier students’ access
and hosting career events. The two needs got
eventually addressed in one in Room 308, the
then spare classroom in the Old Wing.

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Carmel Secondary School 55th Anniversary

| Student Union Office |

Ever since the first Student Union election in Carmel in 1986, Room 306 has faithfully served as
the base of the Student Union committees year after year. Decades of service do not put out the fire
of dedication in our elected student representatives, but
it does weather the Student Union Office. Therefore,
in 2018, with the financial support from the school,
the Office was re-furnished with new furniture and
more microwave ovens to facilitate the reheating
lunchbox services on regular school days.

But what truly adds sparks to the

refurbishment was that the Student Union

Committee re-painted the walls on their

own, which is not only a showcase of

collaboration and ownership, but is also SU Room - a room for committee members to hold their meetings

a sweet nod to the first users – the first ever SU Committee in 1987-1988 – who also did the wall-

painting themselves. The SU Office is now more spacious, comfortable and imbued with a sense of

inheritance and energy.

Painting the walls together Students learning how to paint

Before renovation After renovation

41

Innovation | Student-directed Activities

Student-dAircetcivteitdies ‘The Only Way to Do it is to DO IT’, so
proclaims the gigantic banner hung

at the entrance of the world-renowned

Design School (famously dubbed as

‘d.school’) of Stanford University. Though

our school might be much smaller in size, our

vision is equally big. We also have our students take up

the mantle and ‘Do It’ for their own education. With the ever wider range of student-

directed activities, both academically and non-academically, to peers and to parents, our

students have emerged as true owners of their learning and campus life.

| Student-led Conference |

Student-led Conference: Goals, Actions, Reflection

Students from S.1 to S.5 lead two student-led conferences (SLC) every school year, on the mid-
year and end-of-year school report card distribution days.

FACT BOX

• SLC was piloted in two S.1 classes in 2014-15, and progressively extended to other forms.
All S.1-S.5 classes have adopted SLC since 2018-19.

• Every term, students set 3 goals in relation to their academic studies, work habits,
extracurricular participation, career and life planning and so on, and draw up action plans
to attain the goals. They reflect on their attainment of goals at the end of the term and share
with their parents their progress and growth on the school report card distribution day.

• Each SLC consists of two components: The teacher joins in and
discusses with both
The student shares with
his parent(s) on his the student and parent(s).

progress and growth.

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Carmel Secondary School 55th Anniversary

BENEFITS

Development of Student Voice

Through SLC, students gain ownership of their own learning and are empowered to have their
own voice.

The good thing is I can tell my There’s time for students to talk to parents
parents myself what I do at school. and get to know one another more. We don’t
There’re things I know more clearly always talk and time is specifically set aside for
than my teachers, and I can tell my this in SLC. Also, I can show my parents three
parents in more detail. assignments that are good!

S.2 Student S.3 Student

Increased Parent-Child Communication

SLC has become a channel for students and their
parents to listen to each other, show appreciation, give
encouragement and discuss concerns.

With SLC, I talk more to Parents understand more about my life at
parents about studies and school school. When parents ask questions, I can tell them
life. I share more with them at the reasons myself.
home too.
S.1 Student
S.2 Student

Student-led Conference by an S.1 student Student-led Conference by an S.2 student

43

Innovation | Student-directed Activities

Findings from student and parent questionnaires administered every year in S.1 show that both
students and parents value SLC:

Year Strongly Agree or Agree

2014-15 Students Parents
2015-16
1. The student-led conference is helpful 2016-17 82% 98.4%
to me/my child. 2017-18
2018-19 92.8% 100%
2. I cherish the chance to talk with my 2014-15
parent(s)/child. 2015-16 95.9% 96.8%
2016-17
3. I am satisfied with the student-led 2017-18 93.5% 98.4%
conference. 2018-19
2014-15 87% 99.1%
2015-16
2016-17 90.2% 100%
2017-18
2018-19 96% 100%

96% 100%

97.6% 100%

96.6% 100%

91.8% 96.8%

96% 100%

92.7% 99.2%

97.5% 97.6%

93% 97.4%

An excerpt of a letter of thanks on SLC from a parent to the Principal:

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Carmel Secondary School 55th Anniversary

Enhanced Self-efficacy through Use of Metacognitive Strategies

Students gain self-efficacy through goal-setting, carrying out action plans, and evaluating
their attainment of goals. They have more self-control and have more drive to take on challenges.

SLC helps me improve I have a sense It trains me with
my academic performance. I of success and I self-control. I now play
attempted the more challenging can set a higher computer games for 2-3
Maths questions in exam and goal next time. hours on Saturday and
didn’t merely do simple ones. Sunday but not on weekdays.
S.1 Student
S.1 Student S.1 Student

Students enjoy autonomy in the choice of goals. For example, the goals on time management
set by these three students all differ.

Time Management
Goal:

Action Plan:

I can tell this goal is achieved from the following

To be completed at the end of this term: This S.2 student
reflects on how he
Goal achieved not achieved, I’ll try harder. managed to reach

his goal of being
punctual for school.

45

Innovation | Student-directed Activities
Students rehearsing SLC

Time Management
Goal:
Action Plan:

I can tell this goal is achieved from the following

To be completed at the end of this term: This S.4 student lays
down success criteria
Goal achieved not achieved, I’ll try harder. for his goal of not

procrastinating and circles
the 3 when he succeeds.

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Carmel Secondary School 55th Anniversary

Time Management
Goal:

Action Plan:

I can tell this goal is achieved from the following

To be completed at the end of this term:

Goal achieved not achieved, I’ll try harder.

This S.3 student used a priority matrix for time
management last academic year. He found that the
priority matrix has the dual function of being a schedule

and a to-do list and is very useful. He continues to use this
strategy now.

In short, SLC is innovative and deserves a thumbs-up!

47

Innovation | Student-directed Activities

| Leadership Development Programme |

While there are some agreed core qualities shared by effective leaders,

leadership training is not mere acquisition of certain knowledge and Photos of Leadership
Training Day Camp

standardized skills, which might have been a long-held misconception. above left:
Sharing in groups

Leadership training is not something new, but the contemporary above right:
demands on leaders, and the subsequent questions on how to bring Collaboration is the key
up leaders of the 21st century, have called for breakthroughs in our middle left:
leadership training approach. Let’s practise together
middle right:
Adventure task
bottom:
Sharing by past student leader

48