By 3A Liu Yinuo Norman

In the first term of this school year, 2025-2026, our English Debate Team was privileged to become one of the champion teams in the Hong Kong Secondary Schools Debating Competition (HKSSDC) 2025-2026 NT Senior Division One. We faced redoubtable opponents from other secondary schools over three consecutive rounds in October, November, and January in the first school term. I am profoundly grateful to my outstanding teammates—Emily in 5D, Ewin Lee in 5A, and Anson Lam in 4A—as well as our teacher-in-charge, Ms. Ng, and our highly dedicated coach, Summi.

Our journey to success was challenging. The motion for the final round was 'This House supports the rise of climate change doomerism.' Arguing the negative side, we committed ourselves to intensive after-school training and Zoom meetings to construct a series of powerful assertions with authentic evidence and logical reasoning to reveal the downsides. Not only did we learn from our coach, but we also exchanged valuable insights within our team. This victory was not the work of a single individual, but the fruit of our collective effort and teamwork.

Although this is my first year on the English Debate Team, I have been deeply impressed by how much progress I have made. This experience has broadened my horizons and introduced me to a more diverse world. Once again, I would like to express my sincere gratitude to Ms. Ng, Summi, and my teammates for their help and support throughout the competition. I will treasure this precious opportunity and the wider perspective it has given me.

We are delighted to share the remarkable journey of our students who recently returned from a deeply enriching cultural exchange and service-learning expedition to Edinburgh, Scotland. From March 7th to 16th, 2026, a delegation of eight S4 students, under the dedicated guidance of Mr. Hui Ming Chun and Ms. Li On Ki, embarked on a transformative ten-day program in the historic Scottish capital, bridging the distance between our two cultures through education and community service.

The academic heart of this exchange was centered at our partner school, Liberton High School. Moving beyond the perspective of typical visitors, our students fully immersed themselves in the local school community through an intensive shadowing program. By attending a diverse array of classes alongside their Scottish peers—ranging from the creative disciplines of Photography and Design to the analytical discussions of History—they gained invaluable first-hand experience of the United Kingdom's educational landscape. This integration allowed them to navigate the daily rhythms of a foreign school environment, fostering a global perspective and building international friendships that transcend borders.

A defining element of this year's tour was its emphasis on Service Learning, which challenged our students to apply their skills as cultural ambassadors and compassionate volunteers. At two local primary schools, our students took on the roles of "Little Teachers," designing and delivering workshops that introduced Hong Kong's unique culture to young Scottish learners. Through the rhythmic strokes of Cantonese calligraphy (Fai Chun), the delicate art of origami, and the energetic play of traditional games like "Eagle Catches Chickens", they successfully promoted Chinese culture while gaining a profound appreciation for the art of teaching.

Furthermore, the spirit of civic responsibility was exemplified through the students' involvement at a local community center. Here, they dedicated their time to preparing and serving meals to those in need within the district. This direct engagement with the local community provided a sobering yet inspiring look at social welfare in Scotland, allowing students to witness the tangible impact of collective care and support. This experience was instrumental in nurturing the core values of empathy and benevolence, helping our S4 students grow into more socially conscious individuals.

Reflecting on the trip, the participants noted that the joy of sharing their culture and the gratitude received during their service hours left a lasting mark on their personal growth. We are immensely proud of our students for representing the school with such maturity and enthusiasm. As we look forward to future international collaborations, we remain committed to providing opportunities that not only broaden our students' academic horizons but also nurture them into compassionate, world-ready citizens who carry the spirit of service wherever they go.

Student's reflection :

4A LAM ON SANG ANSON

During March I was honoured to be selected by my school to take part in an exchange trip to Edinburgh, Scotland, accompanied by Mr Hui, Ms Li and seven fellow students. Although it was only a ten-day visit, the experience taught me a great deal and left me with vivid, lasting memories.

The highlight for me was spending a week as an exchange student at Liberton High School. Before the trip I admit I worried about fitting in and how others would treat me, even if it was just for a short time. Those anxieties vanished the moment we arrived: the staff and our assigned buddies welcomed us warmly. My two buddies showed me around the school, introduced me to aspects of Scottish life, and shared their culture generously. We chatted easily and I was surprised by how quickly our relationship felt familiar — not once did I feel awkward.

One moment that still stands out is the session I led at Gilmerton Primary School on Hong Kong culture. I talked about our street food and childhood games, and the children listened with real curiosity and enthusiasm. Their attentiveness made the experience rewarding and reminded me that cultural exchange is a two-way conversation: I taught them something about Hong Kong, and they taught me how to communicate across differences.

I also loved learning traditional Scottish dances on our last day at Liberton. Dancing kept us warm and laughing despite the cold, and the atmosphere was joyful and unselfconscious. Saying goodbye was unexpectedly hard — we took Polaroids as mementos, exchanged contacts, and promised to keep in touch. I'm grateful that we still message each other now.

Although the trip was brief, it showed me that friendship and understanding cross borders. The week in Edinburgh strengthened my confidence to step into unfamiliar environments and deepened my appreciation for cultural exchange. If another opportunity arises, I would seize it without hesitation.

4D LIU PAK LUN

My exchange tour to Edinburgh was an eye-opening experience that challenged my usual perspectives. Visiting our buddy school, I was immediately struck by the warmth and extroversion of my buddy and his friends. Their open and lively way of communicating felt unfamiliar at first, as it contrasts with the more reserved style of interaction I am used to in Hong Kong. However, I quickly came to appreciate their directness and found it made forming connections effortless.

The differences in the education system were equally striking. Instead of students moving between classes, the teachers remain in their rooms while we changed classrooms for each subject—a system that encouraged adaptability. Academically, I noticed the curriculum felt less pressured and more straightforward than what I'm accustomed to, with less emphasis on intense competition. While initially surprising, I grew to value this approach, seeing how it fosters a collaborative and relaxed learning environment. This experience taught me the value of stepping outside my comfort zone and showed me that different educational philosophies each hold their own unique strengths.

Last month, our school held a "Personal Development Activity" event as part of the Jockey Club LevelMind Programme, which aimed at supporting the personal development of our Secondary One students. This event provided a variety of hands-on experiences to help students learn how to identify and manage their emotions and stress. We believe that developing self-care skills is crucial for their growth, and our activities created a welcoming environment for this learning.

The journey began with a meaningful session led by social workers from the LevelMind Centre. They guided students to reflect on the "significant others" in their lives, encouraging them to appreciate the kind thoughts and deeds of those who support them. Using the art of origami, students created symbolic pieces to express their gratitude, providing a creative way to focus on the value of positive relationships and mindfulness.

Following this, our school social workers facilitated a series of interactive sessions focusing on peer relations. Through various engaging competitive games, the social workers shared practical techniques and strategies for conflict resolution. These activities allowed students to understand how to communicate more effectively and resolve misunderstandings when they face similar situations in their daily lives, building their confidence in handling social challenges.

All in all, the "Personal Development Activity" event was a wonderful opportunity for self-discovery and personal growth. We look forward to organizing more activities under the Jockey Club LevelMind Programme and appreciate the continued support from social service professionals in helping our students thrive.

On March 6, our school organized an enriching educational visit to the Hong Kong Heritage Museum for approximately 100 Secondary 4 students. As part of our commitment to extending learning beyond the classroom, this excursion provided students with a unique opportunity to immerse themselves in the vibrant history and creative evolution of Hong Kong's popular culture.

The students were divided into two groups to explore two distinct yet complementary exhibitions. The first group delved into "Comic Fun for All: The Magic of Hong Kong Comedy Comics," where they journeyed through the "Comedy Boulevard." From iconic characters like Old Master Q (老夫子) to contemporary works, students gained a deep appreciation for the humor and artistic features that have shaped Hong Kong's identity since the early 20th century. Interactive zones and the curated Reading Zone allowed students to engage personally with the legacy of the local comic industry.

Meanwhile, the second group visited the "Hong Kong Pop 60+" exhibition. This comprehensive showcase, featuring over 1,000 exhibits, illustrated the development of Hong Kong popular music, film, and television from the post-war period to the early 2000s. By examining the social contexts of these artifacts, students were encouraged to reflect on the "East meets West" nature of our city and the importance of preserving our diverse cultural heritage for the future.

To maximize the educational value of the visit, our students participated in guided tours led by the museum's professional docents. The docents' expert insights and engaging storytelling brought the exhibits to life, sparking curiosity and meaningful discussions among the students. This out-of-classroom experience proved to be an invaluable "Other Learning Experience" (OLE), broadening our students' horizons and helping them connect their academic knowledge with the real-world history of their community.

We look forward to organizing more activities that inspire our students to appreciate local culture and develop a well-rounded perspective on the world around them.

On March 6, our S2 students participated in the Life Building Day, organized by the Guidance Committee with support from the Healthy Campus Programme. Led by social workers from YWCA, this life-building experience aimed to equip S2 students with concepts and experiences in life planning in an interactive and entertaining way.

During the activity, students simulated gaining and spending energy, money, and time, similar to an authentic life setting. They also had opportunities to enhance their skills in various "training zones," including vocational training, talent-shining zone, competition zone and personal development zone. Throughout the event, they were consistently encouraged to discuss and reflect on their journeys with the guidance of the professional social workers.

In addition to providing a meaningful experience for S2 students to learn about life planning, the activity also echoed the 4Rs Mental Health Charter advocated by the Education Bureau (EDB) to foster students’ rest, resilience, relaxation, and relationship.