Chief Executive’s Award for Teaching Excellence

Chinese Language Education Key Learning Area
Name of School	Name of Awardee(s)	Areas of Excellence
Catholic Mission School	Tang Kwai-wa	Development of the school-based curriculum for junior primary level. In 2000, the nominee designed the character-learning teaching material ‘learning characters from their sounds – diversified ways to character-learning’ for Primary 1 and Primary 2, and was awarded the “Certificate of Merit for School-based Curriculum Design” by the former Education Department In 2001, the above character-learning approach was expanded to become the ‘lively and diversified Chinese language curriculum’, which included: learning characters from their sounds, appreciation of classical literature, exercise on sequence of strokes and structure of characters, parent-child story reading activity, kids’ sentence patterns, kids’ stories, creative writing, situational writing, my weekly diary, newspaper clipping, idioms in cartoon etc. The curriculum was extended to Primary 3. In 2003, the above approach was further developed into ‘optimized module teaching’, with internally compiled teaching materials to increase students’ volume of reading, e.g. biographies of foreign celebrities, kids’ stories etc. The candidate led the school to use dictation for formative assessment and introduced creative dictation, situational sentences dictation etc, so as to reduce the pressure of students and parents, and maintain students’ interest and motivation in learning. A diversified junior primary curriculum framework with equal emphasis on usefulness, humanities, relevancy to daily situations and interest Cross-curriculum teaching activities Coordination of subject research and curriculum development
Chan Shu Kui Memorial School	Ho Yin-ping Chow Fu-hung Cheung Yin Lau King-lok, Alexander	School-based assessment mechanism – ‘school-based benchmark for Chinese language learning’ Diversified assessment system Used mixed approaches for assessment, including formative assessment, summative assessment, quantified assessment, qualified assessment, self-assessment, peer assessment, assessment from teachers and assessment from parents (the result of which was recorded in the 2002 Chinese Language Education Key Learning Area Curriculum Guide) Used the assessment outcomes to facilitate the teaching and learning processes Clearer objectives set for curriculum design/teaching Objective and specific indicators Facilitated self-learning of students
Fukien Secondary School (Siu Sai Wan)	Wong Fung-yee Kan Kar-yin	School-based junior secondary curriculum developed a new system for school-based curriculum while adhering to the principles of the central curriculum on reading: 6 text books, 300 selected articles and 300 effective lesson plans on writing: ‘text book on simple writing’, one for junior secondary and one for senior secondary Created the ‘Simple Modular Approach’ – developed the self-learning abilities of students taught students to read and write in a systematic way great volume in reading and writing, without overloading the teachers Comprehensive and systematic school-based curriculum Effective teaching methodologies and strategies Solid theoretical basis Model for school-based curriculum study
Homantin Government Secondary School	Leung Sai-kee Joseph	Built up a campus characterised by Chinese culture school-based curriculum on ‘classical literature’ – Poetry in the Tang and Song Dynasties, The Three-word Chant, 24 Stories of Filial Piety etc extensive reading scheme – reading books on Chinese culture the school principal lectured on Chinese mottos in the school hall every week Calligraphy and Painting Art – the Art teachers taught the students Chinese Calligraphy and Painting. Excellent works were displayed in the school, giving an impression that the campus was filled up with calligraphy and painting works Chinese music – the Chinese orchestra comprised over 60 students. There were more than ten classes on folk musical instruments, with about 100 participants Cantonese Opera learning – organized Cantonese Opera training workshops, with famous artists Chu Kim-tan and Tang Mei-ling as instructors to teach students the art of Cantonese Opera Cultural Visits – e.g. ‘Cultural Visit to the Walled Village’ organized by the Chinese Society – Ha Tsuen and Tung Tau Tsuen in Yuen Long Cultural Ambassadors – organized several internal and external performances, promoting cultural exchanges with local, mainland, Japanese and Singaporean teachers and students Goodwill service – Cantonese opera singing and folk music performances for the single elderly, disabled and elderly patients living in homes for the aged Equal emphasis on moral education and language ability fulfilled the school mission by establishing a firm foothold of the Chinese culture in the school
Man Kiu College	Cham Yuen-mei	Introduced “Successful Education”: cater for learner differences Basic concept – believes that every student possesses potential to be successful, wishes to be successful and is able to be successful with their knowledge foundation Teaching strategy – easy starts but demanding; step by step in quick tempo; more activities for diversification; immediate feedback and correction Introduced and modified external experience with reference to school characteristics Conducted language teaching in groups, paying detailed attention to individual student’s learning progress
Sha Tin Government Primary School (PM)	Hau Fung-chu Cheung Mei-ying	Developed school-based curriculum framework with appropriate teaching modes Primary 1: Integrated effective character-learning and composition with reading Primary 2-3: Modular teaching and composition with reading Primary 4-6: Creative writing and composition with reading Effective teaching ： Integrated effective character-learning: interesting and outstanding Writing process/strategy analysis: more difficult but manageable Creative writing: with special features (diversified strategies, actual experience, memory retrieval, creative thinking, combination of reading and writing, and multiple perspectives) Peer assessment: sharing and evaluation
SKH Tin Wan Chi Nam Primary School	Tai Yuen-yuen	Putonghua teaching and promotional activities Supported and commended by the principal and all teachers of the school, creating a whole-school team spirit in promoting Putonghua teaching Putonghua activities: About 9 types of Putonghua extra-curricular activities since 1999, 10 external performances and participation in major competitions for 18 times Actively supported and participated in promotional activities in the community Little teaching time but widened the room of learning through establishing the ‘second and third classrooms’ Successfully created a language learning environment for Putonghua
Sun Fong Chung Primary School (AM)	Tsui Ying-ching Lee Yee-mei Lo Sau-chee Hon Kwan-ho	Full use of Putonghua as the medium of instruction Taught Chinese Language in Putonghua School-based Chinese phonetic alphabet programme Adopted a life-wide approach for Putonghua teaching and promotional activities within and outside the school “Get to Know the Chinese Culture” Programme Successfully created a Putonghua language environment Integrated moral and affective education with Putonghua promotional activities Coordination of the Putonghua and Chinese Language

English Language Education Key Learning Area
Name of School	Name of Awardee(s)	Areas of Excellence
Aldrich Bay Government Primary School	Ng Kit-chee	Strong in mixed ability teaching Effective classroom teaching strategies catering for learner differences Interesting learning activities Enjoyable learning experience Effective motivational strategies to encourage learners of low proficiency level to use English Professional competence in lesson design and lesson delivery Excellent teacher-student relationship Highly reflective practitioner
Buddhist Wisdom Primary School	Leung Chui-chun	Sound knowledge of English curriculum Initiating curriculum changes Effective classroom teaching in enhancing students’ motivation to write & boosting their confidence to use English in daily interactions Commitment to and expertise in school-based curriculum development Effective teaching strategies Role model of continuing professional development Being a reflective practitioner
Good Hope School	Petunia Gnanadorai Law Chan Yuen-lan, Ann Law Yim-ling, Helen Grace Pow Mabel Lee	A comprehensive and integrated curriculum Innovative project work A wide variety of interesting extra-curricular activities A strong team of English teachers A comprehensive strategy of the school to provide learners a rich language experience within and beyond the classroom Adopting a student-centred approach to designing language learning activities Close collaboration among team members
Kowloon True Light Middle School	Chan Pui-yee, Pearl	Adopting an Integrated Learning Approach (ILA) in teaching which incorporated authentic language input from the media Student centered teaching strategies Sharing of teaching ideas at teacher seminars and workshops Continuing professional development - bring in new ideas Classroom teaching strategies and material design catered for students’ needs, interest and experiences Mentoring of colleagues in school-based curriculum development Role model of continuing professional development and life long learning
PLK Chee Jing Yin Primary School (AM)	Lau Siu-fan Tam Kwai-lan Yu Wai-kwan, Silvia Man Lan-ying, Nancy	School-based Thematic Approach Curriculum Effective use of language arts & drama activities Formative assessment Enrichment for gifted children Collaboration among teachers Effective school-based curriculum Effective classroom teaching Commitment to profession - dissemination of good practices
St. Clare's Girls' School	Rosita Gatchalian Chow	Innovative ideas used to encourage authentic use of English within and beyond the classroom A dynamic and highly competent teacher in the classroom Mentoring of new teachers Sharing of experiences in teacher workshops and seminars Creative curriculum design & implementation Innovative and dynamic classroom teaching strategies Adopting a whole-school approach to promoting English learning through extra-curricular activities Role model in continuing professional development & mentoring new teachers
St. Paul 's Convent School	Ng Kit-may, Angela May Kevin Brunton Au Yeung Yau-wai, Janet	School-based English across the Integrated Humanities (IH) curriculum English Language, English Literature, History, Geography & EPA incorporated into the curriculum Formative assessment through project-based learning Collaboration among the IH team members Mentoring of new teachers Coherent and comprehensive school based curriculum which was strategically planned, implemented and evaluated Close collaboration among teachers in curriculum development
Tang Shiu Kin Victoria Government Secondary School	Lau Siu-pei	A successful example of integrating Drama in teaching English Creating an English speaking environment outside classroom through drama and other language arts activities Sharing of good teaching practices and helping in compiling Drama-in-Education Curriculum Guide Effective integration of drama in the English curriculum Commitment to profession - dissemination of innovative teaching practice
Yuen Long Public Secondary School	Wong Suet-ming Lee Ching-ying Tang Mei-kwan Kam Po-shan	A thematic approach to language learning initiated by nominees in response to students’ loss of interest and motivation to learn English Close collaboration among team members High quality lesson plans and learning materials Good practices in collaborative lesson planning and materials production Skills in curriculum tailoring to cater for differences in language abilities Collaborative culture of teachers & students to improve language learning

Language Education (Special Needs)
Name of School	Name of Awardee(s)	Areas of Excellence
Buddhist Po Kwong School	Ng Wai-shan Leung Ying Chang Kuang-yun, Vivien	Developed a series of curriculum initiatives Three focuses: Multi-dimensional curricular organization Life-wide language learning School environment to enhance language learning “Extensive reading” with parent participation Maximized students’ language learning capabilities through high motivation & ownership of learning Rich language stimulation environment Generates collaborative spirit & culture Empowers parents in language learning activities Professional Competence Innovative use of children’s literature to enhance motivation & interest in language learning A rich language stimulation environment to enhance incidental learning of language Student Development Interactive learning between students and teachers through mailbox and lunchtime verse speaking performances Positive attainment in writing skills Contribution to Professionalism and the Community Support for students with disabilities integrated in mainstream schools Members have played active roles in CDI committees School Development Collaborative spirit and culture in the implementation of the curriculum initiatives Parents actively involved as partners and volunteers in language learning activities, e.g. extensive reading Setting up a school-wide data-base of language learning worksheets
PLK Yu Lee Mo Fan Memorial School	Lam Siu-ling Ng Yee-ling Yip Yee-fa	Development of language learning curriculum over the past few years Developed a “Language Learning Package” in 1997 Developed a “Language Facilitation Program” for parents in 2002-03 Collaboration among stakeholders Committed to filling vital curricular “gaps” Developed a curriculum catering for learning needs & abilities of students Builds collaborative spirit & culture among staff Committed to professional dissemination & sharing of research products Professional Competence Excels in curriculum development (research-based, comprehensive, continuous and reflective) Commitment to the Profession & Community Seminars & workshops for local schools and those in Mainland China Professionalism Reflective & evolutionary spirit Development of a learning culture among staff
The John F. Kennedy Centre	Lai Yin-king	From language education to life education Language: vehicle for students to release feelings Guides students to “own” their learning process Empowers students with physical disabilities to develop self-confidence and love of life through language learning Trusts in the abilities of students to improve Helps students to actualize their potentials Commits to guiding students with low morale and motivation to rebuild confidence and interest in language learning Professional Competence Sets clear objectives but provides flexibility for colleagues & students to develop their own ways to achieve language learning aims & macro goals of language education Student Development Strong traits of self-confidence demonstrated by students Highly respected and praised by students who attributed their success and personal growth to the teacher’s influence Life-long impact for students Commitment to the Profession & Community “Mentor” for her language teaching colleagues

Chinese Language Education Key Learning Area
Name of School	Name of Recipient(s)	Areas of excellence
Baptist (STW) Lui Ming Choi Primary School	Ng Hoi-ying	Integration and adaptation of the Chinese Language curriculum The candidate was in the first cohort of Chinese Language teachers who adopted Putonghua as the medium of instruction. She also participated in the implementation of student-oriented learning and curriculum reform for pleasurable dictation Attached importance to teaching outcomes. Devised a package for students to learn Chinese characters and word usage Participated in curriculum reform including: Cross-curricular integration, student-oriented teaching and holistic language approach in teaching writing skills
Buddhist Wai Yan Memorial College	Chu Kim-hung , Berry	Taught the subject of Chinese Culture and guided students in project-based learning Flexible and diversified teaching methods Frequent cooperation with different subject panels of the school for cross-curricular project learning activities Acted as the forerunner at the initial stage of the school’s offering the new Chinese Language and Culture subject Very experienced in the teaching practices and project-based learning of the Chinese Culture subject
CCC Mong Wong Far Yok Memorial Primary School (PM)	Wong Yim-yee	Developed the school-based curriculum for Chinese Language Implemented the school-based curriculum, including “Programme on Innovative Teaching through Listening and Speaking” with interesting contents such as animation-cum-dubbing performance and role-play, which were popular among students Implemented programmes like “Learning Chinese Characters through Reading Children’s poems” and “Learning Chinese through Children’s Songs and Fairy Tales”. Made use of illustrations to arouse creativity in the writing of children’s poems and devised an innovative and interesting computer animation programme for the learning of radicals, structure of characters, Chinese usage, etc. The candidate compiled the learning materials into a thematic album with newly devised exercises for consolidating students ’ knowledge
Christian Alliance HC Chan Primary School (PM)	Chan Shuk-ying	Developed the school-based curriculum for Chinese Language Implemented the school-based curriculum, including a programme on “Reading Strategy”: junior classes to learn Chinese characters; intermediate classes to understand characters and words; and senior classes to comprehend passages through “question-based reading” and “self-devised questions” Through school-parent cooperation, a “Six-colour Approach to Thinking” was implemented to widen students’ span of thinking, resulting in richer contents and higher level of expression in speaking and writing. Also, through the Six-colour Approach, teaching strategies were improved to develop ability-oriented teaching. Conducted thematic learning and writing exercises relating to learning, living, seasonal occasions, picnic, new year, etc. Teaching of ancient poetry and Chinese culture
CHR & Missionary Alliance Sun Kei Primary School	Chok Chi-hung Wong Yuk-kam Ling Yuen-ping Ng Siu-kwan Yam Bik-yee, Maggie	Developed the school-based curriculum for Chinese Language Implemented the school-based curriculum based on the concepts of constructivism, co-operative learning and the theory of multiple intelligence Employed mainly the teaching method of co-operative learning Knowledge of language, language competency and generic skills were set as the learning targets Integration of listening, speaking, reading and writing
Hennessy Road Government Primary School (AM)	Cheung Sze-kei, Karen Ku Kwai-kan Poon Lai-ying, Polly	Integration and adaptation of the Chinese Language curriculum Implemented the school-based enrichment programme, including: highly-effective character-learning for Primary 1 and diversified modular teaching for Primary 2. On writing, teaching of 4 types of simple sentences for Primary 1; 9 types of compound sentences for Primary 2; and whole language writing strategy together with modular teaching for Primary 3 Systematic teaching of writing skills
HKSYC & IA Chan Nam Chong Memorial College	Ng Man-hing	Developed the school-based Chinese Language curriculum Good command of the language with profound subject knowledge and very experienced in teaching Chinese Language. With foresight in curricular reform, the nominee developed the concept of curricular reform and modular teaching in 1999 and put it into practice by teaching Form 1 students as a start The candidate spent 3 years to develop a full set of school-based modular curriculum for junior secondary levels Life-wide learning — actively implemented project learning and outdoor learning
Lam Tin Methodist Primary School	Lam Tak-yuk, Eddie Liu Ka-po Ku Ping	Teaching practices for Putonghua Taught Chinese language in Putonghua Encouraged “to write what we talk” to enhance students’ ability to express in Chinese Recognized and supported by parents In teaching Chinese language in Putonghua, focused on students’ listening and speaking abilities first and reading and writing skills later, with the use of tools preceding aspects of humanities Created a language environment for learning Putonghua in school. Teachers and students communicated in Putunghua both inside and outside classrooms Compiled a teaching kit on “Chinese phonetic alphabet” and revised it every year Introduced the “student-oriented education” programme of the Mainland in 2002
Li Cheng UK Government Primary School (AM)	Chan Lai-fan Lee Shuk-yee Li Siu-li Wong Mei-lai Wu Suet-man	Integration and adaptation of the Chinese Language curriculum Implemented the school-based enrichment programme which included: learning modules devised according to literary styles and comprised listening, speaking, reading and writing as well as elements of literature. The modules were incorporated in the curricula of various levels. Teaching strategies included development of students’ self-learning ability, guidance to reading through thinking, the jigsaw approach, reciprocal teaching and creative writing Adopted “learning portfolio” for assessment for students to review their own achievement through reflection
Lok Sin Tong Leung Chik Wai Memorial School	Chan Suk-fan Kong Sau-man Lam Man-fai Chan Chui-fan Chow Shuk-fun	Developed the school-based curriuclum encompassing moral and affective education features Developed the school-based curriculum by group work, with the use of IT to develop a language teaching system. Integration of Chinese language teaching and language competence training, moral and affective development linked to social and life experiences and the knowledge of culture and customs in a lively and interesting manner through diversified extra-curricular or external learning activities, thus achieving life-wide learning and whole-person development Highly cooperative team spirit among teachers
Ma Tau Chung Government Primary School ( Hung Hom Bay )	Leung Wai-kwan Mo Yuen-wah Chan Ka-man, Carmen	Integration and adaptation of the Chinese Language curriculum Worked on the adaptation of the school-based curriculum, including: revision of teaching modules and objectives. Devised the student-oriented curriculum and adopted teaching modules containing texts of the same theme to enhance students’ learning effectiveness Adopted a “read-and-write” strategy to develop students’ writing ability Organised creative writing activities to enhance students’ abilities of thinking, judgement, expression and self-learning Promoted a reading culture and reading strategies Encouraged parent participation in learning activities
Maryknoll Fathers' School (Primary Section)	Ng Wai-man	Developed the school-based Chinese Language curriculum Built up a sharing culture Responsible for the design of the school-based Chinese Language curriculum, including “Comprehensive Character-learning” for Primary 1, “Little Teacher Programme”, “Parent-child Self-learning Programme”, “Teaching Kit on Listening and Speaking” and “ Self-study card for Chinese Literature” Successful practices: the cultivation of self-learning abilities; the development of thinking skills; and moral and affective education
PLK Chan Yat Primary School	Hu Ching Poon Mei-fung Lau Ling-ling Sze Nga-kiu Tse Siu-yin	Used Putonghua as the medium of instruction in Chinese Language teaching Implemented the “Programme on Using Putonghua as the Medium of Instruction in Chinese Language Teaching” Ran the programme persistently for five years and established a collaborative team spirit Conducted lesson demonstration and organised sharing activities
PLK Chee Jing Yin Primary School (AM)	Tsui Kwai-king Kwong Chi-kwan Pang Wai-sze Chan Wai-man Ng Oi-ha	Developed the school-based Chinese Language curriculum Worked on the adaptation of school-based curriculum for three years Designed and tailored the teaching texts on their own in order to suit students’ needs Attached importance to participatory learning, interactive approaches, and reflection on teaching in regard to pedagogy Promoted cross-curricular project learning Implemented the “Programme on Using Putonghua as the Medium of Instruction in Chinese Language Teaching” for Primary 2 Adopted collaborative teaching to share teaching experiences
PLK Stanley Ho Sau Nan Primary School	Chan Tsz-ha Wong Po-yam, Candice Chan Kwan-lan Tang Ming-wai Lam Tsz-ching	Integration and adaptation of the Chinese Language curriculum Implemented the school-based enrichment programme, which included: text teaching, listening and speaking teaching, promotion of reading appreciation of literature, understanding of culture, cultivation of self learning skills and project learning, etc. Implemented a pilot scheme on literature and culture teaching at various levels Promoted “Life-wide Learning”
SKH Bishop Mok Sau Tseng Secondary School	Leung Yim-sheung Leung Lai-chong Kam Tung-yee Leung Tak-ming Leung Lai-ha	Developed the school-based Chinese Language curriculum for higher order thinking skills Integrated thinking skills teaching with language teaching Student-oriented and attached importance to the learning process and discussion The curriculum included a diversified assessment mechanism
St. Joseph 's Anglo-chinese School	Wong Lai-tze	Putonghua teaching practices Professionalism and high competence in Putonghua teaching Encouraged students to actively participate in Putonghua competitions, performances and sharing activities held both inside and outside the school, so as to create a Putonghua learning environment for students
St. Peter's Secondary School	Pau Kwai-fun	Developed the school-based Chinese Language Listening and Speaking curriculum Implemented the school-based Listening and Speaking curriculum, of which the contents and features were: implemented a speech training programme in Arts subjects for Secondary students; compiled teaching materials on listening and speaking according to the contents of modules, initiated speaking classes, and made use of information technology to develop an assessment mechanism for speaking competence
TWGH Leo Tung-hai Lee Primary School	Lee Man-yee Yuen Shun-on Lam Mei-kam, Zoe Leung Ka-li	Integration and adaptation of the Chinese Language curriculum Conducted school-based curriculum integration in school, which included: design of teaching materials for P1 to P6, mainly re-origination of teaching objectives; compilations of exercises and teaching plans; design of learning activities and production of teaching aids. Three-folded learning objectives: concepts, revision and application. Structured learning is provided for students Organized extra-curricular language activities Designed school-based exercises catering for learner differences
Yan Oi Tong Tin Ka Ping Secondary School	Fung Yuen-han Chan Shuk-kuen Chow Kwok-leung Au Yu-ping Cheng Lei-wah	Developed the school-based Chinese Language curriculum for higher order thinking skills Established collaborative team spirit within the subject group and the whole school Shared experiences in seminars held both inside and outside the school on a number of occasions

English Language Education Key Learning Area
Name of School	Name of Awardee(s)	Areas of Excellence
Buddhist Wong Cho Sum School	Lit Suk-han	Using IT to enhance effective learning and teaching and to promote self-management of learning on students Students make use of IT knowledge during English lessons and they are highly motivated to design their own creative materials Through the use of IT, students are more motivated and can gain greater confidence
Caritas Fanling Chan Chun Ha Secondary School	Chung Wai-chee, Mary Julia	Devising suitable course books that focus on students’ strengths, needs, learning styles, and their perceptions about their learning situation Effective teaching strategies to motivate students who have lost interest in learning
CCC Hoh Fuk Tong College	Chan Yee-man, Anne	Pursuit of continuous professional development and engagement in classroom research Extra-curricular activities including the English Week, English speaking camps, and the Extensive Reading Programme to motivate students to read and speak English Readiness to try out new teaching ideas, initiating co-teaching in Form one A rich variety of activities to engage her students in active and meaningful use of English Form 1 curriculum is made up of a rich variety of learning materials, which include poems, songs and drama scripts
Maryknoll Fathers' School (Primary Section)	Leung Suk-yee Lee Siu-fung Fung Hoi-wa, Tammy Kwok Po-kwan, Maria Shum Pui-yee, Ester	A proven success of concerted efforts of the English panel in the implementation of a language enhancement project titled “Happy Learning through Humorous Stories” Students’ learning is more enjoyable and interactive, and a series of meaningful activities have been devised and introduced effectively into the classroom Tailored their English curriculum to integrate children literature Developed a sharing and collaborative culture among English teachers
Po On Commercial Association Wong Siu Ching Secondary School	Lo Yuk-fong	Cultivated a reading culture among her students, encouraging them to participate in the Extensive Reading Scheme and closely monitoring their personal progress Supplements the curriculum of junior forms with interesting learning materials which include rhymes, jazz chants, songs, tongue twisters, short stories, drama scripts, newspaper articles A teaching adviser and supportive mentor to student teachers joining the school for teaching practice
Sacred Heart Canossian College	Wong Chau-yee	Established a collaborative culture among the English panel members and encouraged the sharing of teaching ideas and resources Initiated a number of curricular changes which include integrating the teaching of critical thinking skills into the curriculum and designing a grammar curriculum to supplement the task-based curriculum For staff development, organized pronunciation workshops for panel members and staff training on the basic components of speech for colleagues teaching other subjects
Sir Ellis Kadoorie (Sookunpo) Primary School	Mok Yin-ping Lau Po-chi	Initiated an English Learning Network (ELN) , including writing network, communication activity network and a Language Day for South Asian students and local Chinese students from different schools A multi-cultural environment has been created Students are motivated to communicate in English and their confidence, self-esteem and ethnical understanding have been enhanced
St. Rose of Lima 's College	Lin Mau-tong, Kitty	Introduction of the module-based literary arts curriculum and the implementation of project work as an assessment tool Equipping students with self-learning skills and installing self-access learning facilities, allowing her students to choose their own learning activities and design their own learning programmes Mentoring new teachers both in and outside her school
St. Stephen's Girls' College	Au Sin-wan, Anita Terri Donlon Lau Man-chu Cheung Hiu-tung, Becky Man Chan Rebecca Eva	Six task-based student-focused modules namely “School Life”, “In and Around HK”, “Leisure and Entertainment”, “The World Around Us”, “Language Art”, and “Nature and the Environment” Tailored the syllabus to suit their school context as well as different needs and interest of students High team spirit and self-initiation for effective teaching and learning
Yuen Long Lutheran Secondary School	Lee Shui-ching, Kit	Whole-hearted devotion to students’ growth and well-being Good strategies in building low achievers’ confidence in and motivation for learning Effective skills in curriculum tailoring to cater for learner diversity

Language Development for Students in Kindergartens

Kowloon Rhenish School (Kindergarten Section)

Wong Siu-kwan

Lam Sau-fong

Lee Kim-yee

Designed the Story Book Reading Programme
Rich language experience and language environment
A systematic attempt in developing a research-based language programme
Successful teacher-parent co-operation in embracing and implementing change
Successful example of introducing sustainable innovations within a rather traditional curriculum framework

Language Education (Special Needs)
Name of School	Name of Awardee(s)	Areas of Excellence
Caritas Jockey Club Lok Yan School	Lin Su-mei, Rachel Ngan Sheuk-fong	Design, development and implementation of a communication programme called “Close Encounter through Communication Program for Severe Mentally Handicapped Children” The Training Guidelines answered the urgent calls of the filed of education for Severe Mental Handicapped children in providing developmental data on early non-verbal and pragmatic skills and techniques in building training in daily routine Focused and relentless concern on eliciting communicative behaviours from very low-functioning students Initiative to research into literature for the theory behind language and communication and enthusiasm in turning the theory into practical guidelines Building a collaborative spirit and culture among all staff in the school while implementing the Programme at the whole-school level Readiness to disseminate good practices and the Guidebook with colleagues in the field