1.
Teaching and learning
a)
The teaching at all levels was
conducted as scheduled, and normally there were lessons for revision before
every test and examination.
b)
More systematic experimental sessions for all forms should be arranged to enhance their scientific
investigation skills. Besides, guidelines should be given to the students in a spiral sense for
training up their investigative mind.
c)
A diversified teaching methodology is adopted, e.g. model making, animation and video showing and demonstrations,
to enhance the learning effectiveness. However, it is suggested that more outdoor
activities can be provided, e.g. site visits
and field studies.
d)
More collaboration with the school library.
Readings
related to Biology can be purchased
in the library, and scientific readings can be provided for the morning reading
session to enhance their reading habit and to broaden
their knowledge in the current subject matter.
e)
In order to enhance the active learning ethos, it is suggested that
students should have a pre-lesson preparation before lessons, and they are
required to have a short quiz / presentation related to the pre-lesson
preparation.
2.
Assignment policy
a)
Standardized assignment
packages tailor-made for students were given to mainly CE
and
AL
students.
b)
Additional exercises have been given to high achievers, especially for
F.5 and F.7 students. The exercises are mainly overseas examination questions.
For low achievers, students were minimally required to
finish the basic session of the assignment. Targets putting on the high and low
achievers should be adjusted accordingly.
c)
In line with the development of the NSS curriculum on focusing the
scientific investigation. S1 students were asked to design experiments based on
observations / findings, and they were asked to perform the experiments in
groups during lesson time. By analyzing their own design, and further
challenging their own results, students can learn and experience more on the
basic concepts of SI. However, further consolidation and enhancement should be
provided in the following two years. In the summer vacation, S1 students are required
to perform a large scale investigation on Plant Biology.
3.
Assessment policy
a)
Quizzes and chapter tests were
conducted regularly during lessons for better consolidation of basic concepts.
It is found that students were more serious in dealing with quizzes and tests
instead of assignments.
b)
Examination questions were set
according to the requirements in the public examinations. Yet, more questions
related to STSE, SI and NOS should be included in the internal examinations.
c)
Bonus / difficult questions can
be included to challenge higher achievers in the examinations.
d)
Practical assessment can be included
at certain weightings in the formative assessment marks / bonus marks in the examination.
e)
The performance in the final
examination at different levels was fair, with the passing percentage over 70%.
4.
Enhancement and remedial
programmes
a)
Class-based enhancement and
remedial courses were arranged mainly for F.4 to F.7 students
and they were conducted by corresponding teachers.
b)
For F.3 students, enhancement lessons were conducted to high achievers
for broadening their subject knowledge.
c)
The enhancement courses for
higher achievers focused on question types related to public examinations and
the corresponding examination skills. Besides, some overseas examination questions are also included. Remedial courses focused on the consolidation of basic and major
concepts.
d)
The effectiveness was fair as
revealed from the Mock Examination results.
5.
Co-curricular activities
a)
Internally, we have
participated in three school-wide functions, namely the Open Day, Guidance Week
and Science Week. We aimed at displaying students’ work, and demonstrating the
uniqueness of our subject. We also provided interactive games and experiments
to students to explore more in Biology. In addition, student helpers gained the
opportunities in developing the leadership and communication skills.
b)
Biology club was established, including mainly F.6 students. They major
role is to enhance the interest and understanding of whole school students in
Biology. They have participated in organizing functions in the school.
c)
Students who have shown their interest
in animals were asked to take care of some pets in our Biology laboratory,
including geckos, frogs, salamanders, fishes and hamster. We aimed at enhancing
students’ sense of responsibility and belongings. An animal corner can be
established in school to have a better promotion.
d)
Selected students should
participate in more external competitions in order to widen their horizon and
raise their interest in the subject matter.
