RAIMONDI COLLEGE SECONDARY SECTION

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1 RAIMONDI COLLEGE SECONDARY SECTION ANNUAL SCHOOL PLAN

2 Contents Abbreviations I. School Mission Statement II. Major Concerns and Long Term Vision III. School Structure IV. Annual School Plan (2017/18) V. Work Plan on Capacity Enhancement Grant VI. Work Plan on Diversity Learning Grant VII. Work Plan on Non-Chinese Speaking Student Grant VIII. Budget Summary 1. ADC : Academic Development Committee 2. AGM : Annual General Meeting 3. APASO : Assessment Programme for Affective and Social Outcomes 4. AQP : Assessment Quality-assurance Platform 5. CTP : Class Teacher s Period 6. EDB : Education Bureau 7. F&E : Furniture and equipment 8. HKDSE : Hong Kong Diploma of Secondary Education 9. HKEAA : Hong Kong Examinations and Assessment Authority 10. HKSAR : Hong Kong Special Administrative Region 11. IMC : Incorporated Management Committee 12. KLA : Key Learning Area 13. PIE : Planning-Implementation-Evaluation 14. QEF : Quality Education Fund 15. RAA : Raimondi Alumni Association 16. RAAF : Raimondi Alumni Association Fund 17. RCPTA : Raimondi College Parent-Teacher Association 18. SAC : School Administration Committee 19. SDT : Staff Development Team 20. SIT : School Improvement Team 21. SSC : Student Support Committee 22. WebSAMS : Web-based School Administration and Management System 2

3 I. School Mission Statement Our College shares the universal mission of Catholic Schools in the education of the whole person. Consistent with the school motto, IN CONSTANTIA FORTITUDO, we shall guide our students to persevere in their quest for knowledge and help students build their character, develop their potential and their sense of commitment towards the community at large. It is the school s hope that all students and members of staff experience the spirit of love and the teachings of the Gospel both through the curriculum and school life. We shall uphold and pass on the core values of Catholic Education (Truth, Justice, Love, Life and Family) to students to prepare them properly for their life and future responsibilities. UNITY PERSEVERANCE LOVE II. Major Concerns for To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching 2. To cultivate in students the five core values of Catholic Education for their life planning Major Concerns for To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching 1.1 Unleashing students creativity, collaboration and problem-solving skills via interactive classroom and student-centred pedagogies 1.2 Enhancing students language proficiency by enriching and extending their learning experiences in reading and writing literacy across the curriculum 1.3 Implementing Science, Technology, Engineering and Mathematics (STEM) education through cross-curricular collaboration 2. To cultivate in students the five core values of Catholic Education for their life planning 2.1 Adopting a holistic approach for the cultivation of the core values, justice and truth, within school 2.2 Assisting students to actualize their aspirations by nurturing their whole person development through implementing the life-planning programme 2.3 Fostering rightness and sportsmanship in students through informal curriculum 3

4 III. School Structure RAIMONDI COLLEGE School Organization Chart ( ) 4

5 RAIMONDI COLLEGE School Organization Chart ( ) 5

6 IV. Annual School Plan ( ) 1. Major Concern: To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1.1 Unleashing students creativity, collaboration and problem-solving skills via interactive classroom and student-centred pedagogies (a) Unleashing students creativity, collaboration and problem-solving skills through participating in cross-disciplinary projects S1 field study on Cheung Chau (Life & Society, Geography, Chinese History & History) S1-2 Chinese cultural modules (Chinese Language & Chinese History) S1 STEM project (Integrated Science, Computer Literacy & Mathematics) S2 STEM project (Computer Literacy, Integrated Science & Mathematics) S3 STEM project (Physics, Chemistry & Biology) S3 musical drama (English Language & Music) S4 fashion show (Visual Arts & Music) Whole year The quality of assignments and projects completed by students is raised The results from surveys on parents, teachers and students are positive Comments from the evaluation meetings are positive Comments from the evaluation report on the STEM projects made by the Education Bureau (EDB) and the University of Hong Kong (HKU) are positive Collecting feedback from EDB officials, HKU professionals, parents, teachers and students through surveys Inspecting students assignments and projects Scrutinizing documents from the Academic Development Committee (ADC), School Improvement Team (SIT) and subject panels ADC SIT Panel Heads Subject teachers The EDB officials and the HKU professionals The EDB School-based Support Services called Self-Directed Learning as a Strategy to Promote STEM Education under the University-School Support Programme in collaboration with the HKU Department of Electrical and Electronic Engineering 6

7 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required (b) Equipping students with generic skills through subject-based project learning S1-3 Chinese writing portfolio (Chinese Language) S1-3 History projects S2 Consumer Council project (Life & Society) S1 & S5 Trade Market (English Language) S5 Independent Enquiry Study (IES) (Liberal Studies) School-based Assessments in English Language, Chinese Language, Physics, Chemistry, Biology, Information & Communication Technology, Visual Arts Whole year The quality of projects completed by students is raised The results from surveys on parents, teachers and students are positive Comments from the evaluation meetings are positive Collecting feedback from teachers and students through surveys Inspecting students assignments and projects Scrutinizing documents from the Academic Development Committee (ADC), School Development Team, School Improvement Team (SIT) Data Analysis & Websams Team and subject panels ADC School Development Team SIT Data Analysis & Websams Team Student Support Committee (SSC) and Educational Psychologist Panel Heads Subject teachers Purchase of eclass IES system (c) Students collaboration can be facilitated by creating the favourable learning conditions: Splitting S1-2 classes from 4 to 5 at each level Split-class arrangements for core subjects in S3-6 as well as S3 Computer Literacy Designing special seating arrangement in S1-2 classrooms Grouping S1-2 students purposely to form effective learning communities Devising strategies for an interactive classroom at subject level Teacher-student and student-student interactions in class are increased The academic results of students are improved as revealed from the assessment data The quality of assignments completed by students is raised The results from the surveys on parents, teachers and students are positive Hiring additional teachers Utilizing extra classrooms Making use of Websams and eclass as tools for assessment data analysis 7

8 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required (d) Students problem-solving skills can be enhanced with the help of IT in education: Further enhancing WiFi infrastructure for e-learning Producing videos for flipped classroom and pre-lesson preparation tasks Using Google Classroom as electronic platform for teacher-student communications Employing mobile learning and e-learning to align teaching, learning and assessment Planning and implementing problem-solving tasks for students at subject level Equipping students and teachers with the necessary IT skills Developing teachers in terms of necessary IT skills and pedagogies Whole year Over 200 videos are cumulatively produced by different subject panels All teachers are using Google Classroom to communicate with students Collaborative lesson planning is accomplished by some subject panels All teachers are utilizing Knowledge-Building principles to plan their lessons The collaborative project on student learning named Teacher Scheme for Educational Dialogue Analysis with regard to Life & Society and Mathematics in association with the University of Hong Kong (HKU) and the University of Cambridge is executed with the results revealed from evaluation reports being positive The evaluation report from the collaborative QEF project in developing effective learning in Life & Society called Making Thinking Visible by our Educational Psychology, Student Support Committee and St. Teresa Secondary School is positive Collecting survey data from subject panels Inspecting lesson plans and observing lessons Inspecting students assignments Scrutinizing evaluation reports on the collaborative project Collecting feedback from the EDB officers, scholars, Educational Psychologist, Student Support Committee, teacher from our School and teachers from other schools as well as our students ADC Information Technology Team School Development Team Educational Psychologist Student Support Committee Panel Heads Subject teachers One-off Information Technology Grant (OITG) QEF Professional support from the EDB officers, scholars and Educational Psychologist Professional exchanges with other St. Teresa Secondary School Employing additional IT Technician using Information Technology Staffing Support (ITSS) Grant 8

9 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1.2 Enhancing students language proficiency by enriching and extending their learning experiences in reading and writing literacy across the curriculum (a) Updating the language-across-the-curriculum (LAC) programme Assigning English lessons to LAC in S1-2 classes Revising the curricula of the subjects using English as the medium of instruction (EMI) and aligning the learning, teaching and assessment strategies to address the learning needs of students Reviewing the relevant learning and teaching materials used in the subjects of Integrated Science, Computer Literacy, Mathematics and Life & Society by the LAC Team (b) Pilot scheme on developing curriculum materials to enhance teaching in the English medium Staff development for fostering students learning effectively in the English medium Collaborative lesson planning for developing curriculum materials on Computer Literacy with the help from the professionals Delivering Computer Literacy lessons in English medium using the suggested pedagogies Sharing of experiences with the EDB officials, Hong Kong Polytechnic University (HKPU) professionals and other schools Whole year The curricula of EMI subjects are revised The learning, teaching and assessment strategies are geared towards the needs of students learning EMI subjects The relevant learning and teaching materials used in Integrated Science, Computer Literacy, Mathematics and Life & Society are reviewed The comments on the pilot scheme on developing curriculum materials to enhance teaching Computer Literacy in the English medium are positive Students skills in decoding and answering the questions in the assessments for the EMI subjects are sharpened Collecting assessment data Collecting feedback from the EDB official, HKPU professional, teachers and students Inspecting lesson plans and observing lessons for the Computer Literacy Scrutinizing documents from ADC, LAC Team and relevant subject panels ADC Staff Development Team LAC Team Ms. L. Fruean (native English-speaking teacher, NET) English Panel EMI subject panels EMI subject teachers Employing NET The School-based Support Programme on Developing Curriculum Materials to Enhance Teaching the Key Learning Areas of Technology Education, Arts Education and Physical Education in the English Medium through working with the EDB and HKPU 9

10 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required (c) Strengthening the role of the School Library as learning centre Renovating the School Library to provide learners with enriched printed and electronic resources, networked computers, independent study areas, multimedia meeting rooms, exhibition spaces, study pods for collaborative learning as well as a shelf of recommended books named Linus Corner Arranging visits to library during class time for S1-3 students to cultivate in them a good reading habit Organizing reading promotion activities by the School Library: Book Exhibitions Extensive reading programmes by cooperating with different Subject Departments Theme-based exhibitions Reading Week Maintaining the online library system for search of resources and promotion of reading Whole year Loan rate of library resources is raised. Students are nurtured with a good reading habit Retrieving loan rate from the online library record Scrutinizing documents from the School Library and Subject Panels Reading Team School Library Subject Panels Donation from the alumni and PTA Books donated by the alumnus, Mr. Linus Cheung 10

11 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required (d) Implementing reading programmes across the curriculum Adopting the DEAR (Drop Everything And Read) programme Subscription of newspapers of S4-6 students Implementing reading programmes in language subjects, including Extensive Reading Schemes Subscribing online Chinese reading scheme by all students Promoting reading according to the reading policies of different subjects (e) Designing writing activities across the curriculum Devising school-based writing learning pack in English Language Devising school-based writing tasks or projects that demand paragraph-length answers in other non-language subjects Improving students writing ability through implementing Chinese Writing Portfolio and setting-up school-based practical writing materials Enhancing Classical Chinese ( 文言文 ) teaching in S1-3 so as to lay foundation for senior secondary study of Chinese Language Editing English and Chinese collections of students work Whole year The writing and reading skills of students in Chinese and English are polished as revealed from the assessment results. 11 Collecting assessment data Collecting feedback from parents, teachers and students Inspecting students assignments Scrutinizing documents from ADC and Subject Panels ADC Reading Team Panel Heads Subject teachers Purchase of online Chinese reading programme

12 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1.3 Implementing Science, Technology, Engineering and Mathematics (STEM) education through cross-curricular collaboration (a) Enriching teaching in certain topics, revising worksheets, introducing new projects and restructuring the syllabuses of the STEM subjects Computer Literacy Integrated Science Physics Chemistry Biology Mathematics (b) Executing the cross-curricular STEM projects with the support from the EDB officials and HKU professionals S1 STEM project involving 3D printing (Integrated Science, Computer Literacy & Mathematics) S2 STEM project involving mbot coding system and relay switch (Computer Literacy, Integrated Science & Mathematics) S3 STEM project involving design of scientific device (Physics, Chemistry & Biology) S1 field study on Cheung Chau involving Augmented Reality (AR) technology (Life & Society, Geography, Chinese History & History) Whole year Relevant topics are enriched and re-sequenced Students are capable of accomplishing STEM assignments and projects Students are equipped with basic knowledge and skills in STEM education, such as coding, robotics, 3D printing, VR and AR technology, etc. Collecting assessment data Observing lessons Inspecting students work Scrutinizing panel documents ADC STEM Team Panel Heads Subject teachers The EDB School-based Support Services called Self-Directed Learning as a Strategy to Promote STEM Education under the University-School Support Programme in collaboration with the HKU Department of Electrical and Electronic Engineering Professional exchange with other schools 12

13 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required (c) Carrying out STEM research projects by talented students Identifying gifted students by attending the International Credential Assessment Service (ICAS) test Purchasing a makerspace including a variety of maker equipment, tools and parts, as well as mbot robot kits including Arduino programming platform, sensors and Lego parts Offering lessons for students on coding, assembling 3D printers, making use of a makerspace and mbot robot kits, as well as Virtual Reality (VR) and AR Exploring the feasibility of establishing of a VR cave at school Conducting research projects using the recent technology by gifted students in STEM Participating in STEM competitions by gifted students Whole year Talented students are able to carry out STEM research studies through independent learning and active participation in STEM competitions Retrieving co-curricular activity record ADC STEM Team IT Team Technical support from the EDB officials, HKU professionals STEM Grant Application for the QEF (d) Training workshops for teachers and professional interflow with the EDB, the University of Hong Kong (HKU) and other schools Attending training workshops and seminars on the new technology Professional exchange with other schools Teachers are trained to initiate programmes in STEM education Scrutinizing committee, and team documents Staff Development Team Professional exchanges with other schools 13

14 2. Major Concern: To cultivate in students the five core values of Catholic Education for their life planning Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 2.1 Adopting a holistic approach for the cultivation of two of the five core values Justice and Truth within school (a) S1 Orientation Day Introduce to S1 parents and students the Core Values of Catholic Education Justice and Truth (b) S4 Orientation Camp Through mass programmes and group work tasks for problem-solving and critical-thinking skills, students are nurtured the core value Justice and Truth Introductory talk on major concerns and core values Theme of the Year: Truth and Justice: Fundamentals of Life 生命柱石, 真理公義 Introduce Life Planning Education 19/8/2017 Most parents and students understand the core values of Catholic Education, school ethos and major concerns of Raimondi College. 7-9/9/2017 Students are willing to actualise truth and justice in their daily life. 1-2/9/2017 Most students are able to tell the theme of the year School Opening Mass 6/9/2017 Students are able to realize the core values and experience Truth and Justice through prayers and preach S3 Community Service ( 助人自助 / 愛貧為先 ) Introduce community services from Caritas to students so that they can understand that it is more blessed to give than to receive Whole Year Evaluation meeting with Vice Principal with Guidance team and class teachers Feedback from parents, teachers and students Pleading ceremony Observation Teacher feedback Observation Evaluation worksheet Vice Principals Guidance Team Discipline Team MCE Team VP ( SSC ) ECA Team S4 Class Teachers Principal VPs, Aps SSC Hall Caritas Social Workers Caritas Social Workers School Hall Observation Religious Team $3500 Each student participate in at least one Class teachers observation MCE Team community service activity. and evaluation Caritas Social Workers Most students are aware of the under Student activity report School Social Worker privileged. Report from Social Worker Most students play an active role in the programme. $

15 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required Hall Assembly Collaboration with Discipline Team and Religious Team to deliver biblical and moral value message of Truth and Justice. Through sharing life stories of students and teachers, a sense of unity and caring with love will be cultivated amongst students Displaying the theme of the year at school campus Using banners and pictures / photos to constantly remind students of the theme (a) Cross-curricular programme in promoting the Theme of the Year Truth and Justice MCET team will liaise with the Chinese Language, English Language, BAFS and RS panels in organizing thematic events: Chinese Panel (Thematic Writing Competition, Reading Report, Slogan Design) English Panel (Comments on current issues, Reading Reports, S.3 Musical Drama Showcase) RS Panel (Thematic Sharing, Evangelization) BAFS Panel (Workshop on Financial Management) Reading Team (DEAR Reading Scheme) Drama Show Whole year Whole year Whole Year Most students have a stronger sense of belongings towards school. Core values clearly delivered to students. Students are able to recognize and develop a stronger sense of belonging and unity with love and apply to their living with care towards others especially for disadvantaged group Questionnaire Observation Observation Sharing in Classroom Students are able to exhibit their understanding Class teachers observation of the theme of the year in word and action in and evaluation school Activity record Students are able to actively participate in activities and apply the core values truth and justice in their daily lives Discipline Team (i.c.) Other SSC Teams VP ( SSC ) Religious Affair Team Moral & Civic Education Team Chinese Language Panel English Language Panel BAFS Panel Religious Affairs Team Reading Team Drama Club School Hall $3000 $1000 Assessment worksheet 15

16 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required (a) Class-Based Activities to echo with the theme of the school year Each class should organize at least 4 class-based activities throughout the year (2 times in each term) Whole Year Most students exhibit a stronger sense of unity and class spirit Each class is able to organize the activities successfully. Form evaluation meeting Activity evaluation form 2.2 Assisting students to actualize their aspirations by nurturing their whole person development through implementing the life-planning programme Optimize and Renew the Life Planning Lessons ( LPL ) Moral and Civic Education Team, Guidance Team, Discipline Team, ECA Team and Religious Team collaborate to implement the formal and informal curriculum for LPL The new curriculum will focus on Truth and Justice Mentorship Scheme 夢想 Goal 飛 My Dream, My Faith The mentor provides guidance, advice, study skills and support to his/her mentees Guide S.4 to S.6 students to make informed decision on JUPAS programme choices and how to prepare well for HKDSE examinations Character Formation Through constructed curriculum to build up students good character and personality Whole year Whole year Whole year Students are able to use the log sheets and project handbooks to record their achievements in extra-curricular activities / plan for their studies / develop their learning objectives. Most stakeholders find the curriculum effective. The mentors and mentees meet according to the schedule. Most stakeholders find the scheme effective. With various activities, students are able to actualize the spirit of school motto Perseverance, Unity and Love Checking the log sheets and handbook by class teachers and parents Mentee and Mentor log books Feedback from teachers Teachers observation Peers feedback Sunshine Students Programme Whole Year Students are able to distinguish what immoral Feedback from teachers behaviour should be prohibited such as drug and students abuse, internet bullying, theft etc. Moral & Civic Education Team Class Teachers VP ( SSC ) Student Support Committee VP and AP ( SSC ) SSC SAMS Team Class Teachers Subject Teachers MCET Guidance Team Discipline Team $4800 Subsidy for class activities Handbook School Hall Clerical Support IT Support School Hall External organization Fight Crime Committee 16

17 Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required Mock Trial Programme To facilitate students to review their civic responsibility and have more understanding of Truth and Justice Oct 2017 onwards 2.3 Fostering rightness and sportsmanship in students trough informal curriculum Uniform / Discipline Groups All members of Prefect Body, Red Cross, 99 th Scout Troop and Guidance Prefect should be nurtured and educated to be a leader of good character in rightness and honesty through morning gatherings, briefing meetings and sharing sessions In the process of school teams training or competition, students are nurtured the importance of rightness and sportsmanship To promote self-reflection by students on the values of rightness and justice through experiencing the education systems of two multi-ethnic countries Whole year Whole year Easter Students are able to recognize the knowledge Observation of justice and rule of law so as to enhance Assessment worksheet civic responsibility Most of the uniform / discipline group Observation members are able to behave themselves and be Questionnaire honest when performing their service duties Most of school team members are able to observe rightness and sportsmanship in trainings and competitions Students can reflect on the values of rightness and justice by comparing the education systems of Singapore, Malaysia and Hong Kong through the presentation to other students during morning assembly Feedback from teacher(s)-in-charge/ coaches Peer Observation Sharing Survey Observation and feedback from teachers and students Chinese Society MCET ECA Team Guidance Team Prefect Body ECA Team PE Department Music Department Chinese and English Department Science Department Gifted Education Team Ms. P.Y. To Mr. M.Y. Wong Log book Support from alumni $2000 I.T. Support Wide Life Learning Fund 17

18 V. Work Plan on Capacity Enhancement Grant Work Plan on the Use of Capacity Enhancement Grant in 2017/2018 Task Area All-round Education Curriculum Development and Interactive Learning Major Area(s) of Concern To promote arts and physical education To support STEM education development To support the Small Class Teaching Scheme Strategies/ Tasks To employ instructors for music and sports To assist students to execute STEM research projects To provide students with an interactive classroom Benefits Anticipated Whole person development of students Teachers workload will be relieved Students can carry out STEM research projects Learning effectiveness will be enhanced Time Scale Throughout the school year Throughout the school year Resources Required Music instructors/ conductors: $136,090 Sports trainers: $60,000 1 Science Teacher: $ Math Teacher: $ Success Criteria Increase of students interest in music and sports Completion of STEM research projects Improved learning atmosphere and performance Methods of Evaluation Observing lessons Scrutinizing panel documents Collecting assessment data Observing lessons Scrutinizing panel documents People Responsible Ms. C. Chan Mr. W.Y. Yau Mr. K.H. Tam Ms. R. Sit Estimated Expenditure: $700,090 18

19 VI. Work Plan on Diversity Learning Grant Annual Programme Proposal for Diversity Learning Grant (DLG) for the year Domain Programme Objective Target Duration Teacher i/c Budget Training course on To enhance students skills First Term Ms. J. Chung $15,000 English drama in English debate English Language Chinese Language Mathematics Arts Education (Visual Arts & Music) Student Support Physical Education Music Training course on Chinese debate Training course on Chinese creative writing Training course on problem-solving in Mathematics Fashion show Prefect Training Camp NSS PE (Network Programme) NSS Music (Network Programme) To polish students skills in Chinese debate To improve students ability in creative writing To facilitate students logical thinking skills in mathematical problem-solving To help students apply the knowledge and skills in Visual Arts and music in an authentic context. To sharpen leadership and interpersonal skills in the Prefect Body To coach students on sports skills To train students NSS Music 15 students S4 & S5 students Nominated by English teachers 15 students S4 & S5 students Nominated by Chinese teachers 40 students S5 & S6 students Nominated by Chinese teachers 15 students S4 & S5 students Nominated by Mathematics teachers 20 students S4 students Interested students 40 students S4-6 students Senior Prefects 28 students S4-6 students Taking NSS PE 1 student S6 student Taking NSS Music First Term First Term First Term Second Term December 2017 Mr. M.Y. Wong Ms. P.H. Yung Mr. P.K. Yip Mr. S.H. Yau Ms. E. Ko Ms. C. Chan $10,000 $15,000 $10,000 $6,000 Mr. L. Yeung $15,000 Whole year Mr. W.Y. Yau $7000 Whole year Ms. C. Chan $7000 Estimated Expenditure: $85,000 19

20 VII. Work Plan on Non-Chinese Speaking Student Grant 20

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31 VIII. BUDGET SUMMARY (A) (B) Expended Operating Expenses Block Grant (EOEBG) 1. Administration $5,251, Curriculum $113, Co-curricular Activities $61, Student Affairs $77, General Affairs $108, $5,612, Capacity Enhancement Grant (CEG) 1. Employment of additional staff $504, Hire of instructors $196, $700, (C) Diversity Learning Grant $85, (D) Composite Furniture & Equipment Grant (CFEG) $377, (E) Composite IT Grant (CITG) $430, (F) Small Class Teaching $617, (G) Service Centre Subsidy for Student Activities $12, (H) Careers & Life Planning Grant $100, (I) Senior Secondary Curriculum Support Grant $630, (J) Learning Support Grant $313, (K) Non-Chinese Speaking Students Grant $800, Prepared by: Endorsed by: Mr. Louisa Lo Principal Mr. Peter S.T. Lee Chairman Incorporated Management Committee Date: 6 October

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