annual school plan 2015/2016 - canossa college · within the courtesy month, class discussion on...

Annual School Plan 2015/2016 Major Concerns Major Concern 1 : Forming Students’ Good Habits and Personal Qualities

Strategies / Tasks Time Scale Success Criteria Methods of Evaluation

People Responsible

Resources Required

1. Themes for student development at each year level : F.1– Self-Understanding, Self-Management & Learning to Respect The theme of self-understanding, self-management and learning to

respect are integrated into the curriculum of Life Education and Religious Education.

One regular lesson will be arranged for training up students with self-management.

Alumnae will be invited to serve as mentors for F.1 students. They will meet F.1 students at New Students Orientation and visit them again during school days.

F.2 - Developing Interpersonal Skills and Nurturing Service Spirit Leadership training and courtesy ambassador training will be arranged

for students. All F.2 students are arranged to take part in service. Alumnae will be arranged to share experience about social skills at F.2

Forum. F.3 – Recognizing Own Strengths and Goal Setting Aptitude Test and subject selection workshop will be provided for

students. Leadership training camp will be organized for members of talent pool

as well as interested students. F.4 – Learning through Service and Building Leadership All students will be trained to organize service on experiential learning

days.

Whole year

2nd cycle

F.1 Orientation

Experiential Learning Day

2nd term

F.2 Forum

September


1 Students display proper

manners in greeting people and daily school life.

2 Students show good habits of submitting homework on time.

3 Students appreciate alumnae’s sharing

4 Students become more confident after training.

5 F.6 students feel

supported and are positive about their future with some idea.

Student Survey

Teacher survey

Observation

C&GC All teachers RE AA OLE CYC CGC AC OLE

$34,000

$20,000

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People Responsible

Resources Required

F.5 – Actualizing Potentials Students take the initiative to lead and to serve with their talents. Students are recommended to join leadership training programmes and

service held by external organizers. F.6 – Future Planning A graduation prayer session will be arranged and the whole school

will gather to pray for the graduates and give them blessings. The students will recall the past and learn to build their future on their

strengths at recollection day.

Whole Year

Christmas Celebration

Day


ECA OLE RAC

$1,000

2. Students will be cultivated a respectful attitude and courteous manners

through slogan design, board decoration, video making and organizing a Courtesy Month. Within the Courtesy Month, class discussion on courteous behavior and student reflection will be arranged during the reading periods of any two successive days of each week.

3. An atmosphere of appreciation is created through gesture and words in daily interaction among teachers and students and appreciation activities.

4. Students learn social skills and collaboration with peers through class team building activities.

5. All CYC members (whole school) will take an oath at Investiture of Student Leaders to pledge for involvement in service.

6. Form assemblies will be held to strengthen solidarity, nurture spiritual

strengths and cultivate Catholic values among students.

7. Members of the talent pool will be trained with leadership skills.

Whole year

October

Whole year

Whole year

September

1st & 2nd Terms

Whole year

6 Students show respect for teachers and peers.

7 Students and teachers feel appreciated.

8 Students are serious about taking an oath for the mission to serve.

9 Students recognize the

positive impact of the form assemblies on their personal development.

10 Students appreciate the

leadership training and show confidence after training.

Teacher survey Student survey Observation

DC C&GC Form Teachers SADC C&GC ECA DC C&GC Form Teachers CYC RAC AC

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Major Concern 2 : Enhancement of Study Skills and Support for Student Learning

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Strategies / Tasks Time Scale Success Criteria Methods of Evaluation People Responsible

Resources Required

1. All Form One students will receive basic training on thinking skills.

2. Lesson observation will have the focus on

questioning techniques. 3. Teachers will equip themselves with general concepts

and knowledge of gifted education through attempting online programmes and attending workshops.

4. Each subject panel will formulate a 3-year plan for

enhancement of teaching and learning with elements of gifted education.

5. Collaboration sessions among EMI subject teachers

will be arranged to facilitate language across curriculum.

6. Campus Forums will be held frequently to provide a platform for students to sharpen their thinking skills and strengthen their language ability.

7. Enrichment courses on English Language, Chinese

Language and Mathematics will be provided for gifted students.

8. The Pleasure Reading Scheme will be modified to

enrich students’ reading experience and help them form good reading habits.

Experiential Learning Day Whole year Whole year End of school year Whole year Whole year September September

1 F.1 students use the thinking skills learned in daily learning.

2 Teachers meet more often for discussion of the lessons conducted and work out improvement strategies.

3 75% of teachers successfully completed the foundation online gifted education training this year.

4 All subject panels have worked out a 3-year plan with elements for gifted education.

5 Collaboration continues among EMI subjects.

6 Participants are serious about their speaking at campus forums. They show confidence and speaking skills.

7 Participants give positive

feedback on the enrichment courses.

8 The reading periods can be purposefully conducted.

Student survey Feedback from teacher Teacher survey Plans submitted Panel meetings & AC meetings Student survey Teacher survey AC meetings Teacher survey Student survey Staff meeting

AC

AC Subject Panels

SDC

All Teachers

AC Subject Panels

AC

EMI Subject Panels

AC Eng, Chi, PTH, LS

Eng, Chi,

Maths

Librarian All teachers

Major Concern 3 : Development of Career and Life Planning for All Students


People Responsible

Resources Required

Structure of Career and Life Planning Form One Building self-understanding, self-management, self-confidence, reflection ability and development records

- Adventure-based training - Thinking skills training - Life Education on time management &

self-control - Learning to write i-portfolio Form Two Understanding jobs and goal setting

- Careers planning workshop - Leadership training

Form Three Understanding own interest and abilities and preparation for NSS subject selection - Workshops for students to understand job

requirements - Aptitude Test - NSS subject selection workshops

Form Four Writing Self Learning Profile & future planning

- Simple Aptitude Test (by CUHK) - SLP writing workshop

- Learning work ethics through visiting the ICAC & interactive drama

-Taking part in external workshops and job visits -Mr Life Workshop

1st Term

Experiential Learning Days

1st & 2nd Terms


1st Term

2nd Term

1st Term

2nd Term

2nd Term 2nd Term

Students were able to complete the tasks. Students show self-management skills. Students have entered records and finished reflection. Students show interest in future planning. Students find the workshop & training useful. Students find the test and workshops helpful Students find the test, workshops and courses useful. Students can have opportunities to gain some job-related experiences

Student Survey Trainers’ feedback Observation Entries in i-portfolio Teachers’ feedback Student Survey Observation Trainers’ feedback Student survey Observation Student survey Observation

C&GC LS & IBL C&GC & E-class

Coordinator

CGC

OLE

CGC

CGC

OLE

$31,000

$23,000 $34,000

$20,000

$2,500

$10,000

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People Responsible

Resources Required

Form Five Preparation for tertiary education

- Interview skills training - SLP Workshop on making dreams come true - Advanced Aptitude Test (by CUHK) - Writing SLP -Taking part in external workshops and job visits organized by the EDB

-Life Planning Day

Form Six Preparation for tertiary education and life planning

- Interview skills training - Social manners training - JUPAS experience sharing by alumnae -Taking part in external workshops and job visits - Recollection day for students to recall their past and learn to build their future on their strengths.

1st Term 1st Term 1st Term 2nd Term Whole Year 2nd Term

1st Term


Students can identify their strengths for tertiary education. Students find the sharing by alumnae and interview skills training useful. Students find the training and talks useful. Students feel oriented and supported in future planning

Student survey Observation Feedback from trainers Student survey Observation

Eng Panel

CGC

AA & CGC

CGC

RAC

$2,500

$1,000

$28,000

$1,000

Academic Committee (AC) Community Youth Club (CYC) Issue-based Learning (IBL) Religious Affairs Committee (RAC)

Alumnae Association (AA) Discipline Committee (DC) Liberal Studies (LS) Staff Development Committee (SDC)

Careers Guidance Committee (CGC) English as Medium of Instruction (EMI) Other Learning Experience(OLE) School Administration & Development Committee (SADC)

Counselling and Guidance Committee (C&GC) Extra-curricular Activities (ECA) Putonghua (PTH)

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School-based MOI Policy For the school year 2015/16, our school will continue to adopt English as the medium of instruction for all forms, except Chinese Language, Chinese History, Liberal Studies, Putonghua, Religious Education, Visual Arts, Physical Education and Issue-based Learning. Rationales 1. To provide our students with more opportunities to be exposed to, and use English at all levels. 2. To enhance our students’ ability to learn through English and to better prepare them for further studies and work

in the future. 3. The school has fulfilled the three prescribed criteria set out in the Report on Review of Medium of Instruction by

the Education Commission in 2005 : a) Students possess the ability to learn through English ; b) Teachers possess the capability to teach through English; and c) The school has adequate support strategies / measures.

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English Language Support Measures for 2015 – 2016

Objectives Strategies

To sustain MOI policy • English is used during class time for EMI subjects including lesson delivery, questioning, responses, discussions, handouts, textbooks, test and exam papers, tasks, class work and homework.

To encourage participation in English speaking activities

• All F.1 students are trained to take part in choral speaking in the Hong Kong Schools Speech Festival. Other students are encouraged to join the categories of solo verse and dramatic duologues.

• Campus forums are held to provide opportunities for students to strengthen their speaking skills.

To cultivate interest in books & newspapers in English

• English books and newspapers are read during the reading periods in alternate cycles. • All F.1 to F.6 students subscribe to English newspapers. • Students take turns in presenting book reviews in reading periods. • School-based e-learning materials are prepared for F.1 and F.2 students to enhance extensive reading and

ability of language across the curriculum.

• English Society promotes and runs English activities regularly. To promote the use of English on campus • English ambassadors take the initiative to speak English with fellow students on campus through conducting

surveys in English during lunch time. • English speaking day is held every month.

To enhance an English-rich environment • Students are arranged to give speeches and lead the prayers in English at Morning Assemblies. • Students serve as MCs for Investiture of Student Leaders and Prize Presentation in English. • English teachers speak English with students beyond class time. • Bulletin boards are decorated in English. • Announcements are made in English. • Current issues in English will be displayed regularly with an aim to familiarize students with special terms

and language used about current affairs. • Establish an English Award Scheme in which students get stamps for participating in or organizing specific

English activities.

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Objectives Strategies

To support self-learning English • F.1 to F.6 students are required to do news sharing in class.

To cultivate interest in English learning • Emphasize the fun aspect of learning English through movie appreciation, popular culture, fashion, etc.

To provide support for F.1 students • A bridging course covering English Language, Mathematics and Integrated Science is run for all new F.1 students in July.

To cater for learner diversity in learning English

• F.1, F.2 and F.4 students are streamed according to their English ability. • F.1, F.2 and F4 students who need more language support are put in the class with two English teachers. • Extra work and special programmes are designed for elite and weaker classes. • Compulsory tutorial lessons outside class time are provided for students failing English tests and exams.

To strengthen students’ language ability across the curriculum

• An LAC coordinator is assigned to formulate plans for collaboration with EMI subject teachers to pilot teaching strategies and to provide language support to students in learning the respective EMI subjects.

To build an English learning community for teachers

• Sharing of effective strategies among EMI subject teachers will be held.

To provide support for senior students • Training on interview skills in English is arranged for F.5 and F.6 students. • Senior students taking only two electives are provided two extra English lessons.

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Plan for the Use of Capacity Enhancement Grant 2015/2016

Means by which teachers are consulted : Opinions collected by means of School Review Records

Strategies Task Areas Benefits Anticipated

Time Scale Success Criteria Methods of Evaluation

People Responsible

Employment of one Chinese Teaching Assistant

♦ Conducting oral practice sessions for students

♦ Training students speaking skills & writing skills

♦ Logistics of SBA ♦ Teaching tutorial courses &

supporting teachers in enrichment courses

More support and learning opportunities are provided for students. Teachers can be relieved of some workload.

Sept. 15 – Aug. 16

85 % of the Chinese teachers find the Chinese Teaching Assistant helpful.

School Review & Teachers’ feedback

Principal Chinese

Panel Head

Employment of one Pastoral Assistant

♦ Support for students ♦ Logistics of religious

activities ♦ Preparation and assistance

in religious activities ♦ As a contact person

Teachers can be relieved of some non-teaching workload.

Sept. 15 - Aug. 16

85 % of the teachers concerned find the Pastoral Assistant helpful.

School Review -Principal - Religious

Affairs Committee

Employment of one English Teaching Assistant

♦ Taking minutes at staff meetings & English panel meetings

♦ Logistics of activities ♦ Conducting tutorial lessons♦ Clerical support for English

teachers ♦ Logistics of SBA

English teachers can be relieved of some non-teaching workload.

Sept. 15 – Aug. 16

85 % of the English teachers find the English Teaching Assistant helpful.

School Review

- Principal - English Panel

Head

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Strategies Task Areas Benefits Anticipated

Time Scale Success Criteria Methods of Evaluation

People Responsible

Employment of one Activity Assistant

♦ Logistics of other learning experiences for students and assisting teachers in activities

♦ Serving as club advisor ♦ Clerical support of ECA

records

Teachers can be relieved of some workload in organizing extra-curricular activities for students.

Sept. 15 –Aug. 16

85 % of the cultural subject teachers find the Activity Assistant helpful.

School Review - Principal - Resources &

Financial Management Committee

- Cultural subject teachers

Employment of one IMC Assistant for clerical support & administration

♦ Registration and stock taking of fixed assets

♦ Logistics in matters of teacher & parent managers election

♦ Matters related to major repairs and general maintenance

Teachers can have clerical support in administration duties and can be relieved from logistics and record keeping.

Whole year Stock taking of fixed assets can be smoothly run.

School Review Principal Resources & Financial Management Committee

Grant for 2015/16 : $574,415 Expected Expenditure : $834,390 Deficit to be topped up by EOEBG

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School-based After-school Learning and Support Programmes 2015/16

A. The estimated number of benefitting students (count by heads) under this Programme is 163 (including A. 38 CSSA recipients,

B. 95 SFAS full-grant recipients and C. 30 under school’s discretionary quota).

B. Information on activities to be subsidized/complemented by the grant.

Estimated

no. of participating

eligible students*Name / Type of activity Objectives of the activity

Success criteria

(e.g. learning effectiveness)

Method(s) of evaluation (e.g. test, questionnaire,

etc)

Period/Date activity to be held

A B C

Estimated

expenditure($)

Name of partner/service

provider (if applicable)

Art /cultural activities, sports

Students are able to build up self-confidence and to develop their talents.

Student participants find themselves more self-confident and their talents demonstrated.

Questionnaires 9/ 2015– 8/ 2016

30 90 25

Not applicable

Learning skills training, visits, communication skills training, service, enhancement courses & tutorial

Students are given equal chances to obtain other learning experiences.

Student participants are free from financial concern in joining such activities.

Questionnaires 9/ 2015– 8/ 2016

8 5 5

$96,000Not

applicable

Total no. of activities: 20

No. of man-times* 38 95 30

Total no. of man-times 163

*Man-times : refers to the aggregate no. of benefitted students participating in each activity listed above.

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Support Measures and Plan for the Use of Learning Support Grant for Students of Special Education Need 2015-2016

Target Group Strategies People Responsible Implementation PeriodResources Required

Students with minor hearing impairment

Seating arrangement in classrooms and exam rooms to cater for the students’ need

Coordinator of Student Affairs Committee

Whole year & Language exams

---

Five students with ADHD Training Course by two trainers on: Team building exercise Inter-personal skills training Communication skills training Two outing activities for strengthening

problem solving skills, perseverance and collaboration

Adventure-based training and outdoor cooking

Two Social Workers from service provider School Social Worker Coordinator of Student Affairs Committee

2/16 – 5/16 $30,560

One student with Asperger Syndrome

1. Individual training course on social skills and positive learning and social behavior.

2. Assessment and consultation sessions with teachers and parents.

3. Consultation meetings for the parents andTeachers.

4. Telephone consultation provided for parents and teachers.

Social Worker from service provider School Social Worker Coordinator of Students Affairs Committee

10/15 – 4/16 $12,675

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Plan for the Use of Diversity Learning Grant (DLG) Three-year plan – provision of gifted education programmes for

the Seventh Cohort of senior secondary students (from 2015/16- 2017/18 school year) Estimated no. of students involved in each school year

Programme(s) Strategies & benefit anticipated (e.g. in what way students’ diverse learning needs are catered for)

Name of programme(s) / course(s) and provider(s)

Duration of the programme / course

Target students

15/16 16/17 17/18

Evaluation of student learning / success indicators

Teacher-in-charge

Creative Writing Programme

High-achievers are facilitated in development of creative writing.

Chinese writing course

4 lessons for each course

F.4-F.5 elite students in Chinese Language

30 Students showenthusiasm and creativity in learning.

Chinese Panel Head

Creative Writing Programme

High-achievers are facilitated in development of creative writing.

English creative writing course

4-lesson course

F.4-F.5 high achievers in English Language

15 15 Students showenthusiasm and creativity in writing.

English Panel Head

Leadership Training

Students are enabled to broaden their experience and develop their leadership and generic skills.

Leadership training

13 lessons F.4 members of the Talent Pool or students recommended by teachers

12 Students havedeveloped good leadership skills.

Teacher-in-charge of Talent Pool

Other Programmes

Elite students are subsidized to attend programmes offered by tertiary institutions.

Programmes for gifted/elite students

Whole school year

F.4 – F.6 students with excellent academic results and leadership potential

6 6 6 Interview withstudents

Teacher-in-charge of Talent Pool

Maths enrichment Training Programmes

High achievers are provided more training to develop their potential.

Enrichment Course

Whole school year

F.4-F.5 top 40 of the form in Mathematics

43 40 40 Students’ attendance

Mathematics Panel Head

Training for Debate

Students can receive proper training for further personal and academic development through debating.

Training on speaking and debating skills

10/15 – 7/16 F.4 – F.5 selected debating team members

10 Feedback fromcoach & evaluation of performance in debates.

Advisor of Debating Team

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Plan for the Use of Career and Life Planning Grant 2015-16 Objectives Strategies Time Scale Success Criteria Methods of

Evaluation People

Responsible Resources Required

Form One Building self-understanding & self-confidence - Adventure-based training

1st Term

Students were able to complete the tasks.

Student Survey Trainers’ feedback Observation

Counselling & Guidance Committee

$31,000

Form Two Understanding jobs and goal setting -Life planning workshop -Leadership training day camp

1st Term

Students find the training useful and show interest in future planning.

Student Survey VP & Careers Guidance

Committee

$23,000 $34,000

Form Three Building personal strength for elites -Leadership training for members of Talent Pool

2nd Term

Students have gained leadership skills.

Feedback from the students

VP

$20,000

Form Four Future planning -Simple Aptitude Test (by CUHK) -Mr Life Workshop

1st Term 2nd Term

Students find the test useful. Students are able to consider different factors in future planning.

Student survey Careers Guidance

CommitteeVP

$2,500 $10,000

Form Five Preparation for tertiary education -Advanced Aptitude Test (by CUHK) -Life Planning Day

1st Term

Students can identify their strengths for tertiary education

Student survey Careers

Guidance Committee

$2,500 $1,000

1. Systematic development of career and life planning for each level of students

Form Six Preparation for tertiary education & life planning -Interview Skills Training -Social Manners Training

1st Term

Students find the training useful.

Feedback from trainers Observation

Careers

Guidance Committee

$28,000 $1,000

2. Capacity building for development of Career and Life Planning

Employing an additional teacher to share some teaching duties of the career teachers and to help develop training programmes for students.

Whole year

Career & life planning could be systematically implemented for all levels of students.

Feedback from career teachers

Principal

$321,363

Grant for 2015/16 : $541,560 Expected Expenditure : $474,363

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annual school plan 2015/2016 - canossa college · within the courtesy month, class discussion on...

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