聖若瑟書院 St. Joseph's College (SJC)

2025-2026 Integrated Assessment Practice

1. English Reading Aloud & Connection

First, please read the following passage aloud.

A great school respects its long history but is not afraid of the future. It finds a balance between 'unchanged' values, like friendship and hard work, and 'change', like using new technology and celebrating different cultures. This mix helps students become strong, creative, and ready for anything.

Now, look at these two images. How do events like the Chinese Culture Week (Image A) and the SJC International Chess Cup (Image B) show the idea of balancing "change" and "unchanged" values that you just read about?

🦁 ♔

2. 中文處境與精神 (Chinese Situational & Spirit)

試按題目，準備一段約 1.5 分鐘的短講。

在聖若瑟150周年，有師生完成了70公里的「環島遊」挑戰，展現了驚人的體力和毅力。這不禁令人想起學校學生會的微電影主題《變‧不變》。你認為在這種極限挑戰中，例如你在4x100米接力賽跑向終點時，什麼是必須「變」的策略，什麼又是必須「不變」的團隊精神？請結合你的運動經驗分享。

3. Mathematics & Logic Challenge

The SJC "Round the Island" team completed a 70 km journey in 18 hours. The journey included paddling and running. They paddled at an average speed of 3 km per hour and ran at an average speed of 8 km per hour. How many kilometers did the team paddle, and how many kilometers did they run?

4. 中文創意與承傳 (Chinese Creativity & Heritage)

這是一道創意解難題。

聖若瑟書院近年積極舉辦「中華文化周」和「國際象棋大賽」等活動。假如你是下一屆「中華文化周」的籌委會主席，你會如何將「中國象棋」這個你熟悉的項目，設計成一個既能傳承中華文化，又能像國際象棋比賽一樣吸引國際交流生的「新潮」活動？請簡單描述你的活動概念。

5. English Personal Growth & Vision

This is a role-playing question.

Imagine you have been a student at St. Joseph's for a few years and now you are the School Principal for one day. What is ONE new activity or programme you would introduce to the school to help students better understand the school's spirit of "Change and Unchanged"? It could be related to sports, arts, or technology. Explain your idea.

九龍華仁書院 Wah Yan College, Kowloon (WYK)

2025-2026 Integrated Assessment Practice

1. 中文價值觀與實踐 (Chinese Values & Action)

試按題目，準備一段約 1.5 分鐘的短講。

我們看到你在奧數、鋼琴和體育方面都獲得了很多獎項。九龍華仁書院強調「不看外在光環，只重內在修為」，並鼓勵學生「為人而為，與人同行」。你會如何運用你在奧數解難的邏輯思維，去幫助一位在學習上遇到困難、感到氣餒的同學，真正地「與他同行」？

2. English Picture Story & Teamwork

Look at the four pictures below. They tell a story about teamwork. Please describe what is happening in the pictures and share a personal experience from your primary school life (perhaps in football or a class project) that is similar to this story.

🧩
1. A Puzzle

🤔🙇‍♂️
2. Confused

🤝💬
3. Discussion

🏆😄
4. Success!

3. 中文批判性思辨 (Chinese Critical Thinking)

華仁的周校長提倡「放手」的教育，讓學生有更多自由去探索和反思。現在很多同學都喜歡透過電子遊戲來學習和放鬆，例如玩一些策略或解謎遊戲。你認為「有節制地玩電子遊戲」和「沉迷電子遊戲」之間最大的分別是什麼？你會如何向一位只認為「打機」是浪費時間的老師，有理據地解釋「適度遊戲」可能帶來的好處（例如訓練反應或策略思維）？

4. English Reading Aloud & Personal Values

First, please read this short sentence aloud clearly.

"The goal of our education is to form men of competence, conscience, and compassionate commitment."

This is a core idea of Jesuit education. "Compassionate commitment" means caring for others and taking action to help them. From your experience in the Community Youth Club or as a Math Ambassador, can you share one small example of how you showed "compassionate commitment"?

5. Geometry & Spatial Reasoning

Look at this simplified shape inspired by the school badge. It is made of a square and four identical triangles.

If the side length of the central square is 10 cm, what is the total area of the entire shape? Show how you get your answer.

面試策略及參考答案 (機密)

St. Joseph's College - Interview Analysis

1. English Reading Aloud & Connection

爲什麽要問這個？

此題結合了「朗讀」與「圖像聯繫」兩個常見面試環節，但內容緊扣學校精神。第一部分評估學生的英語發音、流暢度和理解力。第二部分則評估其高階思維能力，看他能否將抽象的文字概念（傳統與創新）與具體的學校活動（中華文化周、國際象棋賽）聯繫起來，並清晰地表達自己的見解。這能展現學生對學校的了解程度和分析能力。

Model Answer Guide:

"The passage says a great school mixes old traditions with new ideas. Image A, the lion head, represents a very old and important Chinese tradition. By having a Chinese Culture Week, St. Joseph's shows it respects and teaches us about our heritage. This is the 'unchanged' value. Image B, the chess king, represents the SJC International Chess Cup. Chess is a global game of strategy and thinking. Hosting an international tournament shows that the school is modern, forward-thinking, and connects with the world. This is the 'change' part. So, the two pictures together show how SJC keeps important traditions while also embracing new, global challenges."

2. 中文處境與精神 (Chinese Situational & Spirit)

爲什麽要問這個？

本題旨在將學校的真實事件（環島遊）和文化符號（微電影主題）轉化為一個與學生個人經歷相關的問題。面試官希望藉此了解學生是否能理解抽象的「變與不變」精神，並將其應用於具體情境（如接力賽）。這不僅測試學生的溝通表達能力，更能看出他的團隊合作精神、策略思維，以及從自身經驗中提煉反思的能力。回答時引用個人運動獎項能增加說服力。

Model Answer Guide:

「我認為在好像4x100米接力賽這種極限挑戰中，『變』與『不變』的精神都非常重要。必須『變』的是我們的策略。例如，在比賽中我們要根據對手的速度和狀態，隨時調整自己的配速和交棒時機。如果第一棒的隊友跑快了，我接棒時的起跑點可能就要稍微提前，這就是靈活應變。而必須『不變』的，就是我們整個團隊那份『一個都不能少』的兄弟情和信任。就像聖若瑟的師兄們環島一樣，無論多累，都互相支持。在接力賽中，我們絕對信任隊友會把棒順利交給我，我也會拼盡全力跑好我這一棒，這份信任和為團隊奮鬥的心是永遠不能變的。所以，策略要變，但團隊精神永恆不變。」

3. Mathematics & Logic Challenge

爲什麽要問這個？

此題是一個經典的「雞兔同籠」變體應用題，將數學解難能力與學校的真實事件相結合。它評估學生的邏輯思維、代數概念（或算術解難技巧）以及在壓力下保持清晰頭腦的能力。對於一位擁有多個奧數獎項的學生，這是一個展示其強項的絕佳機會。面試官關注的不是答案本身，更是學生清晰、有條理的解題思路。

Model Answer Guide:

"I can solve this using assumption. Let's assume the team spent all 18 hours running. The distance would be 18 hours * 8 km/h = 144 km. This is 144 km - 70 km = 74 km more than the actual distance. The difference in speed between running and paddling is 8 km/h - 3 km/h = 5 km/h. For every hour of paddling instead of running, the total distance decreases by 5 km. So, the number of hours they paddled is the extra distance divided by the speed difference: 74 km / 5 km/h = 14.8 hours. This doesn't seem right, let me try another way.

Let 'p' be the hours they paddled and 'r' be the hours they ran.
Equation 1 (Time): p + r = 18
Equation 2 (Distance): 3p + 8r = 70
From Equation 1, p = 18 - r.
Substitute this into Equation 2: 3(18 - r) + 8r = 70
54 - 3r + 8r = 70
54 + 5r = 70
5r = 16
r = 3.2 hours.
So, p = 18 - 3.2 = 14.8 hours.
Let me check my calculation... Ah, the logic must be correct but maybe the numbers are tricky. Let me re-read... Okay, I will stick with my algebraic method.
Hours spent running = 3.2 hours. Distance ran = 3.2 h * 8 km/h = 25.6 km.
Hours spent paddling = 14.8 hours. Distance paddled = 14.8 h * 3 km/h = 44.4 km.
Total distance = 25.6 km + 44.4 km = 70 km. Total time = 3.2 h + 14.8 h = 18 hours. It matches.
So, the team paddled 44.4 km and ran 25.6 km."

4. 中文創意與承傳 (Chinese Creativity & Heritage)

爲什麽要問這個？

這道題目旨在評估學生的創意、策劃能力以及對文化傳承的思考。它要求學生將個人專長（中國象棋）與學校活動聯繫起來，並提出創新方案。面試官希望看到學生不僅僅是活動的參與者，更具備主人翁精神和領導潛質，能為學校發展貢獻想法。這也考察了他是否能理解「新潮」與「傳統」的結合。

Model Answer Guide:

「如果我是籌委會主席，我會把我的活動命名為『棋盤上的功夫：聖若瑟【活】象棋大賽』。這個活動會將傳統的中國象棋『活化』。我們會在大操場上畫一個巨大的棋盤，然後邀請同學扮演不同的棋子，例如『將』、『士』、『象』。然後由兩位棋藝高手，可能是一位本校同學和一位國際交流生，在旁邊對弈，他們每走一步，扮演棋子的同學就要移動到相應位置。我們還會加入一些趣味規則，例如被『吃掉』的棋子需要表演一個關於中華文化的小才藝。這樣既保留了中國象棋的策略精髓，又增加了互動性和趣味性，能讓不熟悉中國象棋的國際學生也能投入其中，直觀地了解規則和文化，達到真正的文化交流。」

5. English Personal Growth & Vision

爲什麽要問這個？

「校長一日」是常見的創意題，但這裡將其聚焦於學校「變與不變」的核心精神。此題評估學生的領導潛能、對學校文化的深刻理解以及將理念轉化為具體行動的能力。面試官希望看到學生不僅有想法，更能清晰闡述其活動如何體現學校價值，展現其歸屬感和建設性思維。

Model Answer Guide:

"If I were the Principal for a day, I would introduce a 'Josephians' Legacy Project'. The 'unchanged' part is that we would learn about the history and stories of old boys from many different generations. The 'change' part is how we learn it. I would create a programme where current students use new technology, like creating short videos, podcasts, or even a simple VR experience, to tell one of these stories. For example, my group could interview an old boy who was a famous athlete and create a video about his school life. This project connects us with our history (unchanged brotherhood) while using modern skills (change and innovation). It would help us understand that even though times change, the spirit of St. Joseph's stays strong."

Wah Yan College, Kowloon - Interview Analysis

1. 中文價值觀與實踐 (Chinese Values & Action)

爲什麽要問這個？

此題直接針對申請者的個人成就（獎項），並要求他將其與華仁的核心價值觀（內在修為、與人同行）聯繫起來。面試官的目的不是否定學生的成就，而是要評估他是否理解「能力越大，責任越大」的道理，能否將個人才華轉化為幫助他人的行動。這能深刻地反映出學生的品格、同理心以及他與華仁精神的契合度。

Model Answer Guide:

「老師好。雖然我在奧數比賽中得到一些獎項，但我明白華仁更重視的是我們如何運用知識去幫助別人。如果我要幫助一位在學習上氣餒的同學，我不會直接告訴他答案。我會運用我學到的奧數解難思維，首先，像分析題目一樣，耐心和他溝通，了解他感到困難的真正原因是什麼，是哪個概念不明白。然後，我會將複雜的問題拆解成許多個小步驟，像爬山一樣，陪他一步一步完成，讓他重拾信心。我也可以設計一些有趣的數學遊戲，將學習變得不那麼枯燥。我認為『與人同行』不只是教他知識，更是陪伴他、理解他，讓他知道他不是一個人面對困難。這比我自己贏得一個獎牌更有意義。」

2. English Picture Story & Teamwork

爲什麽要問這個？

看圖說故事是評估學生英語表達能力、觀察力和組織能力的常用方法。本題的圖片序列（解謎 -> 困惑 -> 討論 -> 成功）特別設計用來引導學生思考團隊合作的重要性。面試官希望通過這個故事，引導學生分享一次真實的個人經歷，從而了解他的團隊合作精神、解難能力和溝通技巧，這些都是華仁非常重視的素質。

Model Answer Guide:

"In the first picture, there is a difficult puzzle. In the second picture, a boy is confused and cannot solve it alone. In the third picture, he discusses the problem with his friends, and they share ideas. In the final picture, they have solved the puzzle together and are very happy. This story reminds me of my experience on the school football team. Last year, we were in a very important match and losing 0-1 at halftime. Everyone was feeling down and confused, like the boy in the second picture. During the break, our captain didn't shout. Instead, he asked us to talk and share ideas, like in the third picture. We discussed a new strategy to work together. In the second half, we were like a new team. We communicated better, passed the ball more, and finally scored a goal to tie the game. Even though we didn't win, we felt successful because we faced the problem together, just like in the last picture."

3. 中文批判性思辨 (Chinese Critical Thinking)

爲什麽要問這個？

此題旨在探討一個與學生生活息息相關的現代議題（電子遊戲），並將其與華仁的「放手」教育理念相結合。它評估學生的批判性思維和辯證能力，看他是否能從正反兩面分析問題，而不是簡單地接受單一觀點。面試官希望看到學生能夠有理有據、立場清晰地表達自己的看法，並具備與權威（老師）進行建設性對話的勇氣和智慧，這正體現了華仁所培養的獨立思考能力。

Model Answer Guide:

「我認為『有節制地玩』和『沉迷』最大的分別在於『控制權』。『有節制』是我在控制遊戲，我能自己決定什麼時候開始、什麼時候停止，並且學習和生活依然是我的重心。而『沉迷』則是遊戲在控制我，讓我的生活作息和情緒都圍繞著它轉。如果我要向老師解釋，我會說：『老師，我理解您擔心我們浪費時間。但我想分享，一些優質的策略遊戲，就像在下棋，它能訓練我的邏輯思維和資源分配能力。例如，在遊戲中我要計算如何用有限的資源去建設一個城市，這其實和我們做數學題、規劃專題研習很相似。只要我們能約定好時間，完成功課後才玩半小時，我相信遊戲可以成為一種有益的放鬆和學習工具，而不是敵人。』」

4. English Reading Aloud & Personal Values

爲什麽要問這個？

本題的朗讀部分非常簡短，重點在於評估學生能否讀出句子中的關鍵詞（competence, conscience, compassionate commitment）並理解其深層含義。隨後的問題直接將耶穌會教育的核心價值「富於同情心的行動」與學生的個人經歷掛鉤。這能非常有效地檢視學生的同理心、服務精神以及他是否真正理解「為人而為」的理念。面試官希望聽到一個具體、真誠的小故事，而非空泛的口號。

Model Answer Guide:

"[Student reads the sentence clearly.] A small example of 'compassionate commitment' from my time as a Math Ambassador was when I noticed a younger student, a Primary 2 boy, who was always afraid to answer questions in our math activity group. He was very shy. I felt for him, so I decided to take action. For the next few weeks, I made sure to sit next to him. I would quietly ask him for his idea first before asking the whole group. When he got a small question right, I would give him a big smile and a thumbs-up. Slowly, he started to raise his hand by himself. Seeing his confidence grow was the best reward. It was a small action, but I was committed to helping him feel comfortable."

5. Geometry & Spatial Reasoning

爲什麽要問這個？

此題為一道基礎的幾何圖形面積計算題，用以評估學生的數學基礎、空間想像力及分步解決問題的能力。題目設計與校徽相關，增加了親切感。對於一位有奧數背景的學生，這應該是相對直接的題目，但關鍵在於他能否清晰地口述其計算步驟（「先計算正方形面積，再計算一個三角形的面積，然後乘以四，最後相加」），展現其思維的條理性和清晰度。

Model Answer Guide:

"Okay, I can solve this in a few steps.
First, I will calculate the area of the central square. The side length is 10 cm, so the area is 10 cm * 10 cm = 100 square cm.
Next, I will find the area of one of the triangles. From the drawing, the base of the triangle is the side of the square, which is 10 cm. The height of the triangle is the distance from the center of the square's side to the outer point. We can see that two of these heights plus the side of the square make up the total width of the shape. Let's assume the shape is symmetrical. The point of the triangle is at the center line of the square side. The height of the triangle is from the side (at 25 or 75) to the edge (0 or 100), so the height is 25 units if the whole thing is 100 units. Since the square is 50 units wide, the height of the triangle is 25. Oh, wait, the drawing shows the full shape is from 0 to 100, and the square is from 25 to 75. So the side is 50. The question says the side is 10 cm. I will follow the number 10. The height of the triangle can be inferred from the drawing's proportions. The height of a triangle is half the side of the square, so the height is 5 cm.
The area of one triangle is (1/2) * base * height = (1/2) * 10 cm * 5 cm = 25 square cm.
There are four identical triangles, so their total area is 4 * 25 square cm = 100 square cm.
Finally, the total area of the entire shape is the area of the square plus the area of the four triangles.
Total Area = 100 square cm (square) + 100 square cm (triangles) = 200 square cm.
The total area is 200 square centimeters."