School Structure & Philosophy Background Ever since its establishment in 1988, South Tuen Mun Government Secondary School has been building its reputa

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1 South Tuen Mun Government Secondary School Annual Report School Vision We are committed to the development of independent, critical and compassionate students who are capable of realizing their full potential and rising to the challenges of the future. Mission Statement It is our mission to guide our students in their moral, academic, physical, social and aesthetic growth by providing an environment which is conducive to learning and supportive of their needs so that they can develop into confident, responsible and considerate citizens who are capable of developing their potential to the full. 1

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

3 The following table shows the number of students participating in various courses of the programs in : No. of our students joining the Network Schools Programs in Tuen Mun Ho Ngai College Choi Chiu Lut Arts & Cluster Schools Govt. Sec. Sch. Cheung Kok Sec. Sch. Sau Sec. Sch. Technology Education Centre Total Subjects Health Tourism Physical Visual Visual Arts Music Music Management Ed. Arts S S S Total 78 No. of students of other schools taking Chinese Literature in our school in Cluster Schools Tuen Mun Ho Ngai College Total Govt. Sec. Sch. Subject Chin Literature Chin Literature S S S Total 10 The participants were able to take electives based on their own interest and, on the other hand, the participating schools were able to make best use of their resources. The participants realized that their horizons had been broadened as they were exposed to the culture and curriculum of other schools and they had made new friends. Participants also claimed that they had benefited greatly from the new challenges. 3

4 B. For S1 and S2 Students (1) Remedial Classes Aiming to improve the learning ability of lower achievers, we arranged after-school remedial classes in Chinese, English and Mathematics for selected S1 and S2 students. After Half-yearly / Yearly examination, 10 low achievers from each subject of each level were selected to join the class conducted by teaching assistants, while the teaching materials were provided by the subject panels to meet their needs. The purpose was to consolidate their understanding of basic concepts and have a good foundation for future learning. The effectiveness of the lessons was assessed by how students performed in the following examination. Student(s) with good performance would quit the course and the new 10 low achievers would be selected. Ten one-hour lessons for each class were organized in Students performance was satisfactory and they attended the lessons punctually. (2) Cross Curricular Activities A weekly Cross Curricular Activities period was provided for S.1 and S.2 students with a view to encourage experience sharing among students and to boost their confidence to use English. Various departments and functional teams were responsible for launching activities and experience sharing sessions with different scope of knowledge. Apart from the activities held by the Chinese, Putonghua and Chinese History Departments, students were invited to share their learning experiences with their fellow schoolmates and teachers in English, aiming to create an English speaking environment at the campus and develop their generic skills. A wide range of activities were also planned for students through the Aesthetic Development periods, Student Development Days and post-exam activities to enrich students other learning experiences and provide them with opportunities to develop their potential to the full. 4

5 School Stakeholder Lists A. School Management Committee Members ( ) Chairperson : Dr. KWAN Siu-kam (PEO(CD)2) Principal : Mr. CHAN Yau, Allan Teacher Members : Mr. LEE Tang-chow Mrs. MA LING Chi-may, Lisa Parent Members : Mr. WONG Chi-keung Ms. CHAN Chung-man Alumni Member : Mr. MOK Wai-yin Independent Members : Dr. FUNG Siu-han, Anissa Mr. YEUNG Man-yui Secretary : Mr. TANG Tat-man 5

6 B. Parent-Teacher Association Committee Members ( ) Chairperson : Mr. WONG Chi-keung Vice-chairperson : Mr. KONG Fan Mr. CHAN Yau, Allan (Principal) Secretaries : Mr. CHAN Chun-man Ms. HO Yat-hing Ms. YU Suk-ping Miss YAN Tik-woon (Teacher) (Teacher) Treasurers : Ms. LO Yin-san Mrs. MA LING Chi-may (Vice-principal) Recreation co-ordinators : Ms. WONG Lai-yung Ms. HUNG NG Chun-nar Mr. LO Hon-wah (Teacher) Liaison Officers : Ms. CHEUNG Yuet-heung Ms. LEUNG Ka-yi (Teacher) Executive Committee Members : Ms. WONG Lau-chun (Vice-principal) Ms. LO Chuen-ho (Teacher) 6

7 C. Alumni Association Committee Members ( ) Chairperson : Mr. YEUNG Ngo-ching Vice-chairperson : Miss YEUNG Siu-yee Secretary : Mr. YEUNG Cheuk-hang Treasurer : Miss DU Li-ying Committee Members : Miss CHAN Mo-yin Miss CHAN Ka-man Miss LAM Sze-wing Miss HO Suet-ying, Sheron Mr. CHAN Cheong-wai Mr. TSE Cheuk-lam 7

8 D. Staff ( ) 1. Principal CHAN Yau, Allan 2. Assistant Principals MA LING Chi-may WONG Lau-chun 3. Teaching Staff CHAN Ching-yan CHAN Yat-chung CHEN Tsui-wah CHENG Pak-to CHEUNG Kai-chung CHEUNG See-wan CHEUNG Tak-wai CHOW Ka-po CHUNG Yat-fat FONG Wai-kin HO Shin-yee IP LIU Suk-ching KAM Sheung-nam KONG Siu-wing KUNG Ho-kong KWOK Tsz-fong LAM AU Yiu-fong LAM Mei-shan LAM Soo-chu LAU Kwok-yiu LAUTEN Priscilla Devi LEE Chi-yu LEE Mei-po LEE Tang-chow LEE Ying-choi LEE Yuk-fung LEUNG Ka-yi LEUNG Lai-shan LI Chi-ming LI Suk-kam LI Wing-chau LIU Kit-ying LO Chuen-ho LO Hon-wah LO Mei-ling LUK Chak-lam MA Chun-man MAK Kwan-chi MAK Lee-yin MOU Wai-yan NG May-hung NG Miu-ching PO Ting-huen TAM Chi-wai TANG Che-fai TANG Tat-man TSANG Chi-ho TSE Kwok-keung TSE Wing-chiu VORA Sonali WAN Yuen-wah WONG Chun-kit WONG Wing, Wince WONG Yu-por YAN Tik-woon YEUNG Ho-lun YEUNG Kai YIP Li YU Suk-ping YUNG Hon-wai CHEUNG Sik-man FUNG Siu-kam CHAN Yat-ming 4. School Social Worker PANG Chui-wan 5. Clerical Staff HUNG LO Wai-kwan CHENG Lai-kuen LAW Mei-po TO Yuen-ying WONG Mei-chun 6. Supporting Staff CHOW Mei-yan HO Hay-man PO Hiu-lam TSANG Chung-man YEUNG Chun-fai YEUNG Siu-man YEUNG Wun-pong YUNG Ho-yeung CHAN For-wa CHAN Kwing-hung CHAN Ngan-ling CHEUNG Kuk-heung CHIANG Lap-chuen CHOW Kwai-kwan CHUNG Wai-ching FOK Shuet-lai FUNG Mei-ho FUNG Sing-hon LAM Sin-yee LO Tim-tai MA Yee-ting WONG Yuk-kam 8

9 Number of Active School Days No. of Days with Regular Classes S1-S3 177 Days /10 10/11 11/12 Lesson Time for the Key Learning Area % /10 10/11 11/ Chi Eng Maths PSH Sc Tech Arts PE 9

10 Our Students Class Organization Level S1 S2 S3 S4 S5 S6 S7 Total No. of Classes Boy Girl Total Enrolment Student Attendance Student Attendance % /10 10/11 11/ S1 S2 S3 S4 S5 S6 S7 Student Early Exit Total no. of early exit students (entire school year) 09/10 10/11 11/12 S S S S S S S

11 Our Teachers Number of Teachers School Year 09/10 10/11 11/12 Approved total teaching staff establishment No. of Classes Teacher Qualifications 40 Teacher Qualification No. of Teacher /10 10/11 11/ Master or above Degree Tertiary non-degree % of professionally-trained teachers /10 10/11 11/12 11

12 % of Subject-trained Teachers in the core-three Subjects /10 10/11 11/ Chinese English Mathematics 60 Teaching Experience 09/10 10/11 11/12 No. of Teacher years 3-5 years 6-10 years Over 10 years Teachers Meeting Language Proficiency Requirement (LPR) / /11 11/ % of English teachers % of Putonghua teachers 12

13 Teachers' Professional Development Average number of Continuing Professional Development (CPD) hours undertaken by teachers Hours /10 10/11 11/12 13

14 Major Concerns (Achievements and Reflection) 1. To cater for students learner diversities Achievements a. All teachers had tried using different methods to improve their teaching strategies such as using more AV aids, pictures or diagrams in their lessons. Teaching materials ranged from easy to difficult were used, while small group learning or peer learning methods were also adopted. Teachers challenged students with high order thinking questions to develop their critical learning skills. According to the student survey results, about 63.4% of junior form students and 73.9% of senior ones agreed that teaching style had been changed to cater for their needs. b. All departments had completed the cooperative learning activities. Teachers worked together to design lesson plans. They had also conducted peer observations and filled in the peer observation form to have their experience shared with the demonstrating teachers. About 54.9% of the students agreed that the learning activities could arouse their interest and they could benefit from them. c. In order to improve students learning in English, a language across curriculum plan had been designed. Language skills, study skills and dictionary skills had been taught throughout the lessons. Besides, all departments had drawn up plans on application of generic skills at all levels and various techniques were taught in order to strengthen students skills to do projects. Outstanding students projects were displaced in the library and students made presentations during the cross curriculum activities (CCA) period. d. Able students were nominated to attend related training courses or to participate in some competitions outside school. They had performed well in all aspects, especially the Chinese Debating Team which won the 2 nd runner up in the Sing Tao Inter-school Debating Competition , a team of three S1 students were awarded silver prize in the Tuen Mun District Mathematics Competition, one S2 student was the champion in the 16 th ST. Cecilia International Music Competition 2011, one S1 student achieved excellent results in the 5 th Artland Cup Hong Kong Dance Sport Open 2012 (Champion in Rumba, 1 st runner up in Cha Cha Cha, 2 nd runner up in Latin and Ballroom dance) and one S.5 student won the champion in the Vietnam Taekwondo Open Competition. While for the low achievers in Chinese, English and Mathematics, after-school tutorials were provided once a week. Tailor-made worksheets and teaching materials were taught in order to improve students performance. Reflection a. In order to develop students independent learning, it was suggested that teachers should assign more activities to students, like doing pre-tasks, action enquiry, extended reading tasks, etc. b. Teachers were encouraged to make use of the collaborative lessons to design teaching plans. They could also share their experience or teaching strategies with each other. 14

15 2. To improve learning through assessment for learning Achievements a. A paradigm shift had been successfully achieved because all teachers had used assessment data to promote the learning of students. They had used assessment tasks to find out the strengths / weaknesses of students and adjust their teaching strategies. Most teachers provided specific descriptive feedback to students in classroom teaching and assignments. b. The whole school had adopted a strong and firm attitude towards assessment for learning. Subject departments carried out evaluations of uniform tests, internal and public examinations to review their continuous assessment policy and make modification of teaching strategies, whenever necessary. Many teachers discussed with students about the standard of outstanding performance in assignments. To address their weaknesses, follow-up tasks were given to enhance the learning effectiveness of students. c. Marker s report had been widely used as a tool in every department and teachers had used it as a tool to share with colleagues the strengths / weaknesses of students after the half-yearly examination. As a result, teachers could discuss students performance in class by using more concrete assessment data. d. The Learning journal had been introduced and tried out by a few teachers to promote the learning effectiveness of students. It was found that the tool was effective to maintain discipline and attentiveness of students in class. Thus other teachers were encouraged to apply for the use of learning journals for students. e. The new SLP (student learning profile) system had been tried out by some teachers. They said that the new system was user friendly. All S6 students had finished their OEA (Other Experiences and Achievements in Competitions / Activities) through selecting 20 OLE (other learning experience) items from their SLP for submission of JUPAS. Reflection a. After 3 consecutive years of promoting assessment for learning, the whole school and teachers showed a much better acceptance of the paradigm shift. Their feedback on the effectiveness of the plan on improving students learning was positive. More teachers used specific descriptive feedback in class and used the assessment data to adjust their teaching strategies and discussed their strengths and weaknesses with students to motivate them to study harder. b. Subject Departments and teachers had been more competent to use the marker s report as a tool to promote students learning. A few teachers had started to use the learning journal as a new tool to motivate students to learn effectively. c. The SLP system had been developed to keep a clear record of students continuous self-assessment of OEA. Students were motivated to set their own goals and evaluate their progress in their OLE activities. 15

16 3. To Foster a Positive Learning Environment in School Achievements a. In order to build up an English rich language environment, students were encouraged to deliver their speeches in English in the morning assemblies except those relating to Chinese, Chinese History and national education. b. A Buddy Programme was held at lunchtime every Tuesday. Some S.4 helpers mentored a group of S.1 students who were at risk of low achievement. The student helpers were able to share their reading materials with the junior students in English. c. Talk A Lot Programme for S.1 was held to encourage students to speak English to the teachers on duty during lunchtime. d. Most display boards in classrooms and special rooms were in English. Outstanding essays from each class were displayed in the bulletin boards outside the classrooms. e. The Language Across the Curriculum (LAC) Team collaborated with both S.1 Integrated Science and Mathematics Coordinators to produce tailor-made worksheets on a specific module, including vocabulary, phrases in writing science reports, syllables, sentence-making, science related comprehension and newspaper reading skills. For S.4 students, exam skills on answering questions were taught. Dictionary Skills were integrated into both the S.1 and S.4 English curriculum. f. Our Net teacher hosted two workshops on Cooperative Learning Strategy to cater for Learner Diversity and Collaboration across the curriculum: Designing Learning and Teaching Resources for English and Other KLA Teachers on the Staff Development Day. Teachers found the workshop useful. g. The Courtesy Week was co-organized by the Moral and Civil Education Team, Discipline Team and the Guidance Team to instill positive social values in students who should behave politely in school. Activities included Slogan competition, students speeches in the morning assembly and election of courtesy ambassadors. h. In addition, several short talks on autonomous learning were conducted by students during the morning assembly on autonomous learners. A Self-access Learning Centre was open for students to find learning materials on the Internet. Teaching assistants were on duty from Monday to Friday. Self access materials of Chinese, English, Mathematics and Liberal Studies were put on the shelves for self access learning. i. Students participation in MySmartABC English Online Learning Program organized by Smart Education Company Limited was closer to perfection. This year, junior forms (S.1 to S.3) completed at least 100 sets of English learning exercises, while senior forms (S.4 to S.6) at least 70 sets, representing a significant rise in the amount of reading materials completed. More than 90% of students could complete the target number of completed assignments every week (at least 3 tasks for junior forms and 2 for senior forms), and were believed to have spent at least 50 hours outside of classroom hours in learning English. That would definitely be useful to our students by providing them with an English-rich environment throughout the school year. Our school was also one of the Top Ten schools, being presented the Best Performing School Award for our students zealous participation in the programme. 16

17 j. The school had a firm stand to keep the students appearance in a proper manner. Subject teachers were not only able to add conduct marks to students to appreciate their good learning behaviour in lessons, but also deduct students conduct marks for their bad behaviour during lessons. The policy on the collection of homework assignments was continued. Students who had serious record of not handing in homework assignments on time would have their examination marks deducted as punishment. Regular check on students appearance was found successful. The Inter-class Discipline Competition was held in Nov Four classes earned full marks in the competition. Fourteen classes were awarded the prize of Excellence in Punctuality with zero late-comer during the competition period. k. 22 leaders from the Counselling Team, Discipline Team and ECA Team joined the leadership training program to upgrade their knowledge and polished their skills to train them as role models in their respective teams. All Club/Team Committee members had designed their programme plans in September l. Lessons of life skills training of P.A.T.H.S. for S1, S2 and S3 were conducted successfully by social workers from Mind Operative Development and Centre for Restoration of Human Relationships. Most students in S1 stated that they learned cooperation and mutual respect in the events; in S2, most students learned how to work with other friends and accept each other; in S3, most students stated that they would have higher self-esteem, learned how to express themselves confidently and get along with other people better. m. The Moral and Civic Education Team nominated one student as the Hong Kong Spirit Ambassador. The student also delivered a speech about his experience of saving a woman at the seaside in the morning assembly. Positive values were promoted through newspaper cuttings, writing competition, cartoon strips design competition, poster design competition, slogan design competition and speeches. In addition, two students were awarded the First prize and Third prize in an online competition on Basic Laws and national knowledge, while one student was awarded the merit prize of another competition called Understanding our motherland and Hong Kong ( 認識祖國 認識香港 ) organized by Hong Kong Youths Unified Association. Our school was also awarded the most participating school in the said competition. n. The S.1 Challenge Camp was held in January Students from all S.1 classes participated in the camp with their class teachers and social workers from Caritas HUGs Centre. Activities included self-challenge, group challenge and team building training. o. The Health Ambassadors Leadership Training Camp was held in December students from S.4 and S.5 classes participated in the camp with their counterparts from Tuen Mun Government Secondary School. The two groups of Health Ambassadors attended cell groups with social workers from the Caritas HUGs Centre. They paid visits to the anti-drug organizations and some exhibitions for anti-drug message in the primary school 17

18 p. The Yes I Can Group was formed. Seven students from S.2 and S.3 classes were chosen to form a cell group with the social workers from the Caritas HUGs Centre. Such students either had family or behavioral problems. They joined a range of activities to widen their horizons so as to improve their insight on their future life. q. A series of drama workshops were held with the assistance from the instructors of the Caritas HUGs Centre. Eight students were chosen and they applied the skills and knowledge to the Inter-house Drama Competition held at the end of the school year. The main theme was Healthy Lifestyle. r. There were three Hip Hop Dance Classes, two Adventure Training Classes, one Mountaineering Class, and a talk on self-image and hairstyle in March All these activities were sponsored by the Beat Drugs Fund. s. Three briefing sessions on drug testing were conducted. The forms of Consent to Participation were sent and 333 students were ready to participate in the drug-testing programme. The code of drug-testing and the Consent to Participation were uploaded onto the school website. Three drug-testing sessions were held at the end of March, April and May. There were 75 students who were randomly chosen to give hair specimen for testing. All of them passed the test and had no history of drug-taking. Reflection a. To strengthen students capability to learn and study through English, it was suggested that the LAC team would not only work with the IS and Mathematics Department but also collaborate with other Departments when necessary. b. To infuse language arts into the English curriculum, different programmes were organized to build up an English rich language environment in school. It was an opportunity for students to boost their confidence to speak English in public. It was suggested that the courses of drama, poetry and short stories would be taught in class for the junior forms. Thus, students confidence to speak English would be enhanced. c. The school had promoted the healthy lifestyle and anti-drug messages to students successfully. It was suggested that we would apply for the funds from Narcotics Bureau to further promote positive values and healthy lifestyle as well as anti-drug messages to students. 18

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21 JUPAS Offer Results A. HKAL 2012 B. HKDSE

22 Performance of Students Destination of Exit Students Destination of S7 Graduates No. of Student /10 10/11 11/12 0 Local Universities S7 Post- Sec/(IVE) Overseas Studies Full-time Employment Others Unknown Destination of S6 Graduates No. of Student /12 0 Local Universities S6 Post- Sec/(IVE) Overseas Studies Full-time Employment Others Unknown 22

23 Student Reading Habit Average no. of reading materials borrowed from the school library per student per year 09/10 10/11 11/ S1-3 S Secondary 1 to Secondary 3 Frequency of Borrowing % /10 10/11 11/12 0 Once a week or more frequently Once every two weeks Once a month Less than once per month Never Secondary 4 to Secondary 7 Frequency of Borrowing % 09/10 10/11 11/ Once a week or more frequently Once every two weeks Once a month Less than once per month Never 23

24 Students Achievements in External Competitions (Chinese Version) 傑出學生 : 學生參與校外活動獲取主要獎項紀錄 ( ) 活動項目 主辦機構 學生姓名 獎項 尤德爵士紀念基金高中學生奬 尤德爵士紀念基金理事會 關仲明 (7S) 黃芷晴 (5E) 尤德爵士紀念基金高中學生獎尤德爵士紀念基金高中學生獎 屯門區卓越學生獎 屯門區中學校長會 葉豪威 (7S) 黃芷晴 (5E) 韓毅琳 (3D) 屯門區卓越學生獎屯門區卓越學生獎屯門區卓越學生獎 學術 : (1) 英文朗誦 : 活動項目 主辦機構 學生姓名 獎項 第二屆元朗大會堂英文朗誦比賽 元朗大會堂 初級組 劉萬怡 (2A) 麥旭成 (2B) 黃潔明 (3D) 王靜賢 (2A) 金獎銀獎銀獎銅獎 第六十三屆香港學校朗誦節 ( 英文組賽事 ) 香港學校音樂及朗誦協會 24 陳鈺昕 (4D) 楊詠琪 (5A) 曹敏煊 (4A) 劉寶盈 (4A) 盧嘉瑜 (4C) 黃曉慧 (4C) 葉曉恩 (4C) 譚栲瀅 (5A) 余清華 (5A) 黃曉琳 (4C) 黎曉恩 (5C) 麥旭成 (2B) 周俊伶 (3A) 黃家輝 (4C) 鄭慧詩 (2E) 王詩雯 (4E) 吳倩雯 (4E) 余博妍 (1B) 劉萬怡 (2A) 李鍵熙 (2A) 王靜賢 (2A) 何頌恩 (2D) 羅靖泯 (2D) 馮善文 (2E) 成穎思 (2E) 鄧奕嘉 (3D) 黃潔明 (3D) 陳懿晴 (3E) 高級組銀獎銀獎銅獎銅獎銅獎銅獎銅獎銅獎銅獎獎狀 Shakespeare Monologue 冠軍 Solo Verse Speaking 冠軍亞軍亞軍季軍季軍季軍優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良奬狀優良獎狀優良獎狀優良獎狀

25 (1) 英文朗誦 : 活動項目 主辦機構 學生姓名 獎項 第六十三屆香港學校朗誦節 香港學校音樂及朗誦協會 Solo Verse Speaking ( 英文組賽事 ) 布穎芯 (3E) 姚嘉明 (3E) 曹敏煊 (4A) 劉寶盈 (4A) 優良獎狀優良獎狀優良獎狀優良獎狀 鍾佩貞 (4B) 莊鎧慈 (4C) 李鎧同 (4C) 盧嘉瑜 (4C) 黃曉琳 (4C) 黃曉慧 (4C) 葉曉恩 (4C) 陳鈺昕 (4D) 李卓文 (4E) 譚倩宜 (4E) 王佳紅 (4E) 黃詩琪 (4E) 羅超兒 (5D) 張健怡 (6B) 郭芷雲 (6B) 梁芷君 (1B) 張芷楹 (1D) 林榕靖 (1D) 歐美瑩 (2E) 郭嘉兒 (2E) 梁凱傑 (2E) 麥海迎 (2E) 黃曉慧 (4E) 王詩雅 (4E) 葉子軒 (4E) 陳學怡 (6B) 劉俊謙 (7A) 易敏婷 (7A) 蔡活鸞 (7A) 馮海盈 (7A) 石嘉欣 (7A) 曾嘉麗 (7A) 黃嘉泳 (7A) 王麗怡 (7A) 郭曉瞳 (5D) 鄭婉彤 (5D) 鍾曉雁 (5D) 何莎莉 (5D) 陳芷鈞 (3D) 鄭芷欣 (3D) 關卓錡 (3D) 黃家輝 (4C) 王詩雯 (4E) 鄭芷晴 (6E) 優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀良好獎狀 Solo Prose Reading 季軍季軍優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀 Bible Speaking 季軍優良獎狀優良獎狀優良獎狀 Public Speaking Solo 優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀 25

26 (1) 英文朗誦 : 活動項目 主辦機構 學生姓名 獎項 第六十三屆香港學校朗誦節 香港學校音樂及朗誦協會 Choral Speaking ( 英文組賽事 ) 中四甲班中四乙班 優良獎狀優良獎狀 (2) 中文朗誦 : 第六十三屆香港學校朗誦節 ( 中文組賽事 ) (3) 數 理及資訊科技 : 活動項目主辦機構學生姓名獎項 香港學校音樂及朗誦協會 梁子晴 (2E) 鍾可兒 (1C) 麥旭成 (2B) 黃筒 (2B) 戴慧柔 (1B) 譚詩祺 (1C) 張穎琳 (2E) 何珮瑤 (2E) 張婉婷 (1D) 林榕靖 (1D) 黎璟樺 (1D) 謝定珍 (4E) 梁樂行 (1D) 高凱伶 (4E) 黃詩琪 (4E) 張淑儀 (1C) 張芷楹 (1D) 成穎思 (2E) 陳紫晴 (5B) 莊鎧慈 (4C) 劉杏琳 (4C) 馮穎怡 (4B) 黃曉琳 (4C) 韓舒琴 (2D) 林月茵 (2D) 散文獨誦 ( 粵語 ) 亞軍季軍季軍季軍優良獎狀良好獎狀良好獎狀良好獎狀散文獨誦 ( 普通話 ) 優良獎狀優良獎狀優良獎狀優良獎狀良好獎狀良好獎狀良好獎狀詩詞獨誦 ( 粵語 ) 優良獎狀良好獎狀良好獎狀基督教經文朗誦優良獎狀二人朗誦 ( 粵語 ) 優良獎狀 二人朗誦 ( 粵語 ) 良好獎狀 詩詞獨誦 ( 普通話 ) 良好獎狀良好獎狀 活動項目 主辦機構 學生姓名 獎項 港澳盃 2012 香港數學奧林匹克協會 陳皓賢 (1C) 陳樂生 (2A) 陳皓政 (3D) 彭錦乾 (5D) 倫曜琨 (5C) 周銘鍵 (1D) 梁樂行 (1D) 梁庭熙 (3E) 李鎮邦 (3D) 歐展宏 (3E) 杜詩琪 (5E) 金獎銀獎銀獎銀獎銀獎銅獎銅獎銅獎銅獎銅獎銅獎 26

27 (3) 數 理及資訊科技 : 活動項目 主辦機構 學生姓名 獎項 屯門區校際初中數學比賽 2012 屯門區中學校長會 香港數理教育學會 27 鄭壹氏 (1D) 陳皓賢 (1C) 梁樂行 (1D) 第四屆中學數學創意解難比賽 教育局資優教育組 陳皓賢 (1C) 譚詩祺 (1C) 陳樂生 (2A) 謝子鍵 (2D) 華夏盃 2012 香港數學奧林匹克協會 陳皓賢 (1C) 陳樂生 (2A) 團體亞軍金獎金獎銅獎 銀獎銀獎銀獎銀獎初賽 ( 香港賽區 ) 一等獎二等獎晉級賽 ( 華南賽區 ) 三等獎二等獎三等獎 陳樂生 (2A) 第十四屆香港青少年數學精英選拔賽保良局及香港數理教育學會陳皓政 (3D) 梁庭熙 (3E) 澳洲國家化學測試 ( 香港區 ) 澳洲皇家化學學院 高凱伶 (4E) High Distinction Excellence 倫曜琨 (5C) High Distinction 謝芷彤 (5C) High Distinction 解淇傑 (5D) High Distinction 蔡明縉 (6D) High Distinction 葉豪威 (7S) High Distinction 關仲明 (7S) High Distinction 何樂文 (4E) Distinction 單栩渢 (4E) Distinction 張興德 (5E) Distinction 何震廷 (5E) Distinction 陳文希 (6D) Distinction 鄭奕琳 (6D) Distinction 范兆營 (6D) Distinction 李燕婷 (6D) Distinction 尹駿傑 (6D) Distinction 蕭成康 (7S) Distinction 譚倩宜 (4E) Credit 鄧啓聰 (4E) Credit 黃家榮 (4E) Credit 鄭婉彤 (5D) Credit 龍子晴 (5D) Credit 施卓豪 (5E) Credit 朱志昊 (6D) Credit 馮晉希 (6D) Credit 吳啓鋒 (6D) Credit 潘嘉欣 (6D) Credit 徐健文 (6D) Credit 楊栢傳 (7S) Credit 新高中化學評估 2011 香港數理學會 謝芷彤 (5C) Credit 陳尚哲 (5D) Credit 張子晟 (5D) Credit 解淇傑 (5D) Credit 彭錦乾 (5D) Credit 施卓豪 (5E) Credit 陳文希 (6D) Credit 鄭奕琳 (6D) Credit 周偉雄 (6D) Credit 朱志昊 (6D) Credit

28 (3) 數 理及資訊科技 : 活動項目 主辦機構 學生姓名 獎項 新高中化學評估 2011 香港數理學會 范兆營 (6D) Credit 簡朗庭 (6D) Credit 李燕婷 (6D) Credit 李寶慧 (6D) Credit 吳啓鋒 (6D) Credit 吳韋霆 (6D) Credit 潘嘉欣 (6D) Credit 鄧頴津 (6D) Credit 徐健文 (6D) Credit 尹駿傑 (6D) Credit 鄔芷喬 (6D) Credit (4) 其他 : 活動項目 主辦機構 學生姓名 獎項 青少年英文創意寫作比賽 香港中文大學 林穎敏 (5D) 冠軍 ( 詩歌組 高級組 ) 香港精神大使計劃之 逆境自強 中文作文比賽 香港精神 委員會 李苓嘉 (5C) 謝芷彤 (5C) 黎曉恩 (5C) 冠軍亞軍季軍 香港精神大使計劃之 關懷互助 及 刻苦奮鬥 精神海報設計比賽香港精神大使計劃之 逆境自強 標語創作比賽 香港精神大使計劃之 關懷互助 精神四格漫畫創作比賽 曹芷昕 (7A) 何靜婷 (1B) 袁偉皓 (1B) 曾嘉麗 (7A) 黃嘉泳 (7A) 蔡活鸞 (7A) 袁偉皓 (6B) 黃浩基 (6A) 李芯 (6B) 伍翠麗 (6A) 張冠南 (6A) 郭朗然 (1B) 雷迪康 (6B) 何浩文 (1B) 楊禮謙 (1B) 冠軍亞軍季軍高級組冠軍高級組亞軍高級組季軍優異獎優異獎優異獎冠軍亞軍季軍優異獎優異獎優異獎 第十屆香港運輸物流學會中學生徵文 香港運輸物流學會 鄭奕琳 (6D) 亞軍 ( 中文組 高級組 ) 比賽 嶺南大學社區學院 書券港幣 500 必勝人生 : 預防青少年賭博計劃之雋語防止青少年吸煙委員會 高凱伶 (4E) 校際公開賽亞軍 創作比賽 2011 正字大行動 香港教育互作者聯會 葉詠恆 (3A) 李樂怡 (3E) 黎巧藍 (5D) 最佳表現獎最佳表現獎最佳表現獎 高中應用學習獎學金 羅氏慈善基金教育局 任梓晴 (5A) 姚錡鋒 (5A) 辛亥革命一百周年紀念 慶祝中華 新界校長會 郭麗茹 (3E) 初級組優異獎 人民共和國成立 62 周年學生徵文比賽 精彩 100! 讓台港更讚! 創意點子 台北經濟文化辦事處 鄭奕琳 (6D) 王大集合 寫作比賽 港澳台灣同鄉會 第十二屆 基本法 及國民常識網上問答比賽 光華新聞文化中心中山大學法律系香港同學會 黃耀興 (3D) 陳嘉浩 (3D) 蔡歷山 (3B) 1. 獎學金港幣 1000 元及奬狀 2. 特別嘉許 獎學金港幣 1000 元及嘉許獎獎學金港幣 1000 元及奬狀 中學組優異獎 ( 港幣 2000 元及獎座 ) 初中組總決賽全港總冠軍全港總季軍優秀獎 28

29 (4) 其他 : 活動項目 主辦機構 學生姓名 獎項 第十二屆 基本法 及國民常識網上 中山大學法律系香港同學會 初中組初賽 問答比賽 鍾佳純 (1B) 麥誠軒 (1D) 余樂瑤 (1D) 田景濤 (1D) 羅加慧 (1D) 洪銘志 (1D) 王靜賢 (2A) 劉俊彥 (2D) 優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎 郭嘉兒 (2E) 優秀獎 29 林敏兒 (3A) 蔡歷山 (3B) 關禮豪 (3B) 陳皓宗 (3B) 李濤 (3B) 陳詠詩 (3B) 黃耀興 (3D) 陳嘉浩 (3D) 袁展弘 (3D) 朱梓浩 (3D) 洪銘志 (1D) 何嘉聰 (4D) 李卓文 (4E) 姚道亮 (5D) 鄧穎琪 (5E) 何錦輝 (6A) 蔡偉衡 (6C) 優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎公開組初賽優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎優秀獎三等獎三等獎 陳思鑾 (6C) 顏肇楊 (6C) 林雋浩 (6E) 甄浩賢 (6E) 麥映紅 (6E) 楊文峰 (7A) 石嘉欣 (7A) 馮海盈 (7A) 柯嘉偉 (7A) 鄺志豪 (7A) 曹悅鳴 (7A) 丘子亮 (7A) 鍾景恆 (7A) 2011 年特區政府施政十件大事評選 特區政府及文匯報 梁穎童 (1A) 曹樂生 (3A) 年度時事通識問答比賽 明報通識網 南屯門官立中學第一 第二及第五至第十回合 最積極參與學校 ( 中學組 ) 第一至第十回合 累積分數最高分數學校 ( 中學 組 ) 黃耀興 (3D) 姚道亮 (5D) 陳嘉浩 (3D) 黃耀興 (3D) 全年最佳表現學生第一回合比賽最佳成績學生 ( 中學組 ) 最佳成績學生 ( 中學組 ) 最佳成績學生 ( 中學組 )

30 (4) 其他 : 活動項目 主辦機構 學生姓名 獎項 年度時事通識問答比賽 明報通識網 第二回合比賽 黃耀興 (3D) 最佳成績學生 ( 中學組 ) 范朗鋒 (5C) 第五回合比賽最佳成績學生 ( 中學組 ) 鄺子聰 (5D) 第六回合比賽最佳成績學生 ( 中學組 ) 陳浩軒 (3D) 黃耀興 (3D) 第九回合比賽最佳成績學生 ( 中學組 ) 最佳成績學生 ( 中學組 ) 辛亥革命百週年紀念系列全港性校際比賽 國情知識大比拼 問答比賽 國民教育中心 李鎮邦 (3D) 姜啟泓 (3D) 陳嘉浩 (3D) 黃耀興 (3D) 袁展弘 (3D) 中學組優異隊伍 認識祖國認識香港問答比賽 2011 香港青年協進會 南屯門官立中學最踴躍學校參與獎蔡歷山 (3B) 黃耀興 (3D) 袁展弘 (3D) 優異獎 陳嘉浩 (3D) 環保為公益 慈善清潔活動 (2012) 公益少年團 南屯門官立中學銀獎 屯門區委員會 環保為公益 慈善清潔運動 (2012) 公益少年團屯門區委員會 南屯門官立中學銅獎 2012 年度利是封中學組設計比賽 紅磡商業中心亞太藝術教育交流協會 吳潔瑩 (5C) 姚錡峰 (5A) 羅鎮玲 (5A) 任梓晴 (5A) 黎錦恩 (5A) 季軍傑出獎傑出獎傑出獎傑出獎 伸手助人協會校際曲奇義賣比賽 伸手助人協會 南屯門官立中學嘉許獎狀 公益少年團獎勵計劃 尊師重道好少年選舉 公益少年團屯門區委員會 陳思鑾 (6C) 岑佩誼 (6C) 何錦輝 (6A) 葉美怡 (7S) 吳倩雯 (4E) 高級獎章高級獎章二等榮譽級獎章高級獎章基本級獎章初級獎章中級獎章中級獎章高中組勝出者初中組勝出者 吳詠詩 (4E) 公益少年團 盧志聰 (4C) 屯門區委員會 梁子晴 (2E) 公益少年團 葉美怡 (7S) 傑出團員 二零一二年公益少年團傑出團員交流團 第二十八屆聯校學生領袖訓練計劃 救世軍屯門綜合服務 譚栲瀅 (5A) 黃祖芯 (5E) 飛躍進步學生領袖優秀學生領袖 音樂 : 活動項目 主辦機構 學生姓名 獎項 屯門區中西器樂比賽 2011 屯門文藝協進會 黃曉慧 (4E) 李鎧同 (4C) 馬顯融 (6A) 鋼琴少年 ( 高級組 ) 冠軍中樂少年 ( 高級組 ) 優良鋼琴公開組銀獎 30

31 音樂 : 活動項目 主辦機構 學生姓名 獎項 屯門區中西器樂比賽 2011 屯門文藝協進會 張雅雯 (5B) 黃碧玲 (5C) 鄭逸楓 (5D) 小合奏中樂組亞軍 羅超兒 (5D) 陳翠榕 (5E) 第八屆 德藝雙馨 中國文藝展示 中國藝術家協會香港秘書 李鍵熙 (2A) 鋼琴少年 A 組冠軍 活動香港區賽 處及香港文化及藝術協會 第六屆國際音樂藝術大賽 香港中華文化藝術組委會 李鍵熙 (2A) 鋼琴公開組總決賽金獎 2012 全港青少年鋼琴大賽 元朗大會堂 李鍵熙 (2A) 公開組金獎 2011 香港青少年鋼琴公開比賽 香港鋼琴協會 李鍵熙 (2A) 兒童鋼琴演奏家 B 組冠軍協奏曲組冠軍 紫荊花盃 第四屆學界藝術人才選拔賽 維多利亞表演藝術導師中心 李鍵熙 (2A) 小演奏家選拔賽 鋼琴 13 至 15 歲組第一名 2012 亞洲學生音樂朗誦比賽 亞洲學生音樂朗誦協會 李鍵熙 (2A) 公開組第一名 2012 李斯特紀念獎 香港國際鋼琴公開賽 香港國際音樂家協會 李鍵熙 (2A) 公開賽高級四手聯彈第一名李斯特練習曲組第三名 新聲盃 中樂合奏比賽 新聲音樂協會 鍾巧兒 (1C) 鍾可兒 (1D) 馬永賢 (1D) 林榕靖 (1D) 黃潔明 (3D) 馮雪盈 (3E) 李鎧同 (4C) 盧志聰 (4C) 黃可柔 (4D) 劉玉堤 (4E) 譚倩宜 (4E) 黃曉慧 (4E) 張雅雯 (5B) 黃碧玲 (5C) 謝芷彤 (5C) 羅超兒 (5D) 鄭逸楓 (5D) 陳翠榕 (5E) 蕭穎芝 (6E) 胡甘雯 (6D) 曹芷昕 (7A) 2011 香港無伴奏合唱比賽 香港青年協會 劉寶盈 (4A) 莊鎧慈 (4C) 李鎧同 (4C) 盧嘉瑜 (4C) 葉曉恩 (4C) 黃可柔 (4D) 周穎彤 (5B) 吳昊燃 (5C) 陳尚哲 (5D) 吳穎姿 (5D) 何樂恩 (5E) 劉焯賢 (5E) 馬顯融 (6A) 梁偉亮 (6D) 葉毅駿 (7S) 彈撥樂合奏 : 亞軍樂器重奏 : 三等獎 銅獎 31

32 音樂 : 活動項目 主辦機構 學生姓名 獎項 2011 香港青年音樂匯演中樂比賽 康樂及文化事務署 林榕靖 (1D) 馬永賢 (1D) 洪靖茹 (1D) 黃 筒 (2B) 藍海琪 (2C) 吳雪瑩 (2C) 黃潔明 (3D) 馮雪盈 (3E) 李鎧同 (4C) 盧志聰 (4C) 黃可柔 (4D) 劉玉堤 (4E) 優異獎 譚倩宜 (4E) 黃曉慧 (4E) 張雅雯 (5B) 鍾穎棠 (5C) 傅潔瑩 (5C) 謝芷彤 (5C) 黃碧玲 (5C) 鄭逸楓 (5D) 羅超兒 (5D) 陳翠榕 (5E) 第六十四屆香港學校音樂節 香港學校音樂及朗誦協會 女聲合唱組 ( 外文歌曲 ) 本校合唱團 優良獎狀 男聲獨唱 (16 歲或以下 ) 趙梓光 (3A) 優良獎狀 李鍵熙 (2A) 梁家豪 (2B) 鍾穎棠 (5C) 楊采盈 (5C) 李鍵熙 (2A) 楊浚鋒 (1C) 黃曉慧 (4C) 鍾穎棠 (5C) 李欣穎 (5D) 周穎琪 (1C) 何諺宜 (1D) 劉俊彥 (2D) 梁家豪 (2B) 趙梓光 (3A) 賴俊希 (3C) 黃青瑤 (3E) 朱善瀅 (2D) 何靜婷 (1B) 王靜賢 (2A) 鋼琴二重奏 ( 中級組 ) 亞軍及榮譽獎狀亞軍及榮譽獎狀良好獎狀良好獎狀鋼琴獨奏 ( 本年度指定作曲家 ) 優良獎狀鋼琴獨奏 ( 八級 ) 優良獎狀優良獎狀良好獎狀良好獎狀鋼琴獨奏 ( 七級 ) 優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀優良獎狀良好獎狀鋼琴獨奏 ( 六級 ) 冠軍及榮譽獎狀優良獎狀 32

33 音樂 : 活動項目 主辦機構 學生姓名 獎項 第六十四屆香港學校音樂節 香港學校音樂及朗誦協會 鋼琴獨奏 ( 五級 ) 李沛姿 (1A) 劉宗熹 (1B) 謝樂林 (2E) 優良獎狀優良獎狀優良獎狀 張頴琳 (1E) 鋼琴獨奏 ( 二級 ) 冠軍及榮譽獎狀 張芷楹 (1B) 小提琴獨奏 ( 五級 ) 優良獎狀 李昇航 (4E) 小提琴協奏曲 (18 歲或以下 ) 優良獎狀 張竣傑 (1C) 小提琴協奏曲 ( 12 歲或以下 ) 優良獎狀 陳諾軒 (1B) 單簧管獨奏 ( 中學 初級組 ) 良好獎狀 鄭慧詩 (2E) 箏獨奏 ( 中級組 ) 良好獎狀 成穎思 (2E) 鄭逸楓 (5D) 羅超兒 (5D) 林榕靖 (1D) 唐鳴鶴 (4D) 黃碧玲 (5C) 黃潔明 (3D) 黃碧玲 (5C) 盧志聰 (4C) 黃可柔 (4D) 李鎧同 (4C) 劉玉堤 (4E) 盧志聰 (4C) 李鎧同 (4C) 黃可柔 (4E) 劉玉堤 (4E) 盧志聰 (4C) 琵琶獨奏 ( 高級組 ) 優良獎狀優良獎狀優良獎狀琵琶獨奏 ( 中級組 ) 優良獎狀柳琴獨奏 ( 深造組 ) 亞軍及優良獎狀優良獎狀柳琴獨奏 ( 高級組 ) 優良獎狀中阮獨奏 ( 高級組 ) 季軍及優良獎狀笛獨奏 ( 中學 中級組 ) 亞軍及優良獎狀季軍及優良獎狀良好獎狀良好獎狀簫獨奏 ( 初級組 ) 良好獎狀良好獎狀良好獎狀良好獎狀嗩吶獨奏 ( 高級組 ) 亞軍及優良獎狀 33

34 戲劇 : 校際戲劇節 活動項目 主辦機構 學生姓名 獎項 香港藝術學院 馬永賢 (1D) 教育局 梅彥程 (1D) 辜卓媛 (1D) 林悅童 (2D) 何頌恩 (2D) 羅靖泯 (2D) 謝樂林 (2E) 馮善文 (2E) 蕭嘉希 (3A) 黎家穎 (3C) 姜啓泓 (3D) 陳皓政 (3D) 呂啓莊 (3D) 曾子添 (3D) 吳妍君 (3D) 傑出舞台效果獎 陳鍵華 (3D) 傑出合作獎 陳祖儀 (3D) 梁志釗 (3D) 傑出整體演出獎 李鎮邦 (3D) 杜曦彤 (3D) 葉早軒 (3D) 姚嘉明 (3E) 郭麗茹 (3E) 李 澄 (3E) 湯茵婷 (3E) 布穎芯 (3E) 李康宏 (3E) 梁庭熙 (3E) 陳懿晴 (3E) 李凱喬 (3E) 洪杰材 (4B) 曾祖妮 (4B) 馬永賢 (1D) 謝樂林 (2E) 傑出男演員獎 陳鍵華 (3D) 何頌恩 (2D) 林悅童 (2D) 傑出女演員獎 李 澄 (3E) 陳祖儀 (3D) 洪杰材 (4B) 傑出導演獎 陳祖儀 (3D) 馮嘉敏 (4D) 董詠琳 (4D) 傑出劇本獎 楊曉鈴 (4D) 34

35 體育 : 活動項目 主辦機構 學生姓名 獎項 中學校際排球比賽 香港學界體育聯會屯門區中學分會 林貞貞 (2B) 梁嘉敏 (2B) 饒慧婷 (3A) 董佩兒 (3B) 何詠琳 (3C) 李靖怡 (3C) 女子乙組冠軍 文芷姍 (3C) 關子晴 (4D) 羅敏穎 (4D) 曾子楹 (4D) 郭朗然 (1B) 郭展朗 (3B) 陳仲賢 (3C) 陳典懿 (3D) 張卓東 (3D) 羅彬軒 (3D) 男子乙組冠軍 張博文 (3E) 韋文朗 (4C) 曾子俊 (4D) 郭嘉晉 (4E) 李嘉朗 (1A) 麥力維 (1A) 黃灝霆 (1B) 楊禮謙 (1B) 利彬 (2A) 盧梓鳴 (2B) 男子丙組冠軍 林一言 (2D) 梁家峻 (2E) 謝樂林 (2E) 陳耀鋒 (5A) 羅浚鋒 (5A) 黃傳丘 (5A) 陳諾衡 (5D) 何詠朗 (5E) 關子鋒 (6A) 雷迪康 (6B) 男子甲組第四名 袁偉皓 (6B) 潘朗星 (6C) 冼浩文 (6D) 黃懿誠 (7S) 第九屆國際杯越南跆拳道公開賽 何詠朗 (5E) 男子青少年羽量級冠軍 第十屆國際跆拳道錦標賽 何詠朗 (5E) 冠軍 第七屆青少盃沙灘排球賽香港排球總會陳仲賢 (3C) 張博文 (3E) 男子初級組冠軍 第四十八屆學校舞蹈節 教育局 南屯門官立中學舞蹈組 乙級獎 國際舞蹈日 2012 香港集體舞創作比賽 香港舞蹈團外展及教育部香港舞蹈總會 南屯門官立中學舞蹈組 青少年組亞軍 35