good hope school annual report 2016-2017
TRANSCRIPT
GOOD HOPE SCHOOL
ANNUAL REPORT
2016-2017
Good Hope School, 303 Clear Water Bay Road, Kowloon
Tel: (852) 2321 0250 Fax: (852) 2324 8242
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School Annual Report 2016-17- 2017 1012wp2
CONTENTS
School Information Pg. 3 - 9
Report – Major Concerns Pg. 10 - 18
Financial Report Pg. 19
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Introduction GOOD HOPE is a Catholic school sponsored by the Missionary Sisters of the Immaculate
Conception (MIC), originally established as a Kindergarten on Waterloo Road in 1954. In 1955, the
Primary School opened at its current location on Clear Water Bay Road. The Secondary School
accepted its first Secondary 1 students in 1957. These students sat their HKCE Examination in 1962.
Good Hope School Secondary Section grew to its current size of 36 classes in 1975. The Secondary
Section became fully subsidized under the Hong Kong Education Department in 1978 and since
2002 the school has been operating under the Direct Subsidy Scheme, which allows greater
flexibility for the school to provide quality education.
Mission Statement Good Hope School puts special emphasis on the Christian values of Love, Hope, Joy and
Thanksgiving.
Through a whole-school approach we aim to draw out the potential and foster the sense of
uniqueness of each student.
We are committed to providing all Good Hopers with equal opportunities to develop their spiritual,
moral, intellectual, physical, social, emotional and aesthetic dimensions.
We accept the call to facilitate the formation of graceful, reflective young women who have a
global perspective and are mindful of both their responsibilities of citizenship and their capability of
making a difference.
Theme of the Year Love is what binds us all together in perfect harmony
2015-2016 was declared the Holy Year of Mercy. We were reminded to forgive those who have
done wrong to us and help those who are in need. By expressing our love in action, we have
developed a closer bond with our Heavenly Father.
In 2016-2017, we aimed to further strengthen our faith in God and extend our love to all beings in
God’s creation, including Mother Nature. God created the world because of His love for mankind.
It is crucial for us to protect our environment and animals so as to live up to our moral obligations.
“Three things will last forever – faith, hope and love – and the greatest of these is love.” 1 Cor.
13:13
Love is indeed the most important core value in our lives. God has shown us the power of love.
His love for mankind was so great that our Heavenly Father was willing to sacrifice His only Son to
save us from sins. For many years, we have been taught to believe in His love for us. Our faith in
Him could make us love Him with all our heart, our mind and our soul.
Love brings peace and unity to the world. With love we are ready to accept those who are different
from us irrespective of age, gender, nation, personality, appearance and background. God’s
teaching always reminds us to love our neighbours as ourselves. Being selfless, we are willing to
treat others the way we want them to treat us.
We chose “Love is what binds us all together in perfect harmony” as the school theme in 2016-2017
to bring out the best in our students, teaching and non-teaching staff, ensuring all members are
serving God and others above all instead of their own ‘self’.
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Medium of Instruction The school’s Medium of Instruction is English. All subjects, except Chinese Language, Chinese
Literature and Chinese History are taught in English. Chinese Language is taught in Putonghua
from Secondary 1 to Secondary 3.
Religious Education The School offers weekly religious education lessons - namely Ethics and Religious Education
(ERE) - for all students. From S.4 onwards, students can choose to study Ethics and Religious
Studies (ERS) as an elective. The purpose of including ERE and ERS in the formal curriculum is to
spread the Good News of Christ to our students and foster their holistic growth by developing
their ethical and spiritual character, personal integrity and moral courage.
The aim of the Catholic Society is to strengthen the Catholic faith among the student body, as well
as to unite all Catholic students and teachers in the same Christian family of Good Hope School.
There are three religious clubs under the Catholic Society, namely: the Altar Society, the Word and
Worship Club, and the Catechism Class.
Academic Affairs Committee The intellectual development of students is one of the primary concerns of every member of the
Good Hope community. This is also in line with the school’s mission of nurturing women leaders of
tomorrow who are capable of making informed and rational decisions.
The Academic Affairs Committee (AAC), led by the Head and Associate Head of the AAC, is
composed of three main branches: the Key Learning Areas (KLAs) Committee, the Curriculum
Development Committee, and the Assessment and IT Committee.
The KLAs Committee comprises 9 KLAs, each taken charge of by a KLA Head. The KLA Heads
work closely with Panel Heads under the same KLA in the domains of curriculum planning,
implementation and evaluation, budgeting and personnel management.
The Curriculum Development Committee oversees the direction of the school’s curriculum
development. It is made up of the Implementation Team, the Reading Team and the Academic
Support Team. The Implementation Team is responsible for the primary-secondary curriculum link,
the summer bridging programme, subject allocation, revision timetables, extra lesson arrangements,
and project and long-holiday assignments coordination. To augment the reading culture at school,
the Reading Team organizes various reading activities during the school year. The Academic
Support Team works to offer timely academic assistance, be that enrichment or enhancement, to
students in need.
The Assessment and IT Committee administers all major assessment events and manages issues
related to IT in learning and teaching. Under the Committee are the WebSAMS, Website and IT
Team, the School Assessment Team and the External Assessment Team. The WebSAMS, Website
and IT Team is responsible for promoting IT in education, providing IT support to staff and
students, timetabling, maintaining hardware and software, and processing students’ and assessment
data. The School Assessment Team focuses on devising the time schedules and invigilation duty
rosters for the Mid-Year Exam, Mock Exam, Standardized Test Week and the Final Exam, whereas
the External Assessment Team sees to all matters regarding public examinations, including the TSA,
HKDSE, SBA and IGCSE.
The AAC partners with the Student Affairs Committee and the School Administration throughout
the school year to provide all-round quality education to our students.
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Student Affairs Committee
The new structure of the Student Affairs Committee (SAC), previously known as the Student
Development Committee, oversees a wider range of student-related matters in which more support
is given to them. The SAC consists of five sub-committees, namely the Student Support Committee,
Student Leadership Committee, Values Education and Careers Life Planning Committee, Other
Learning Experiences Committee and Student Admission Committee.
Under the Student Support Committee, the Student Growth Team (SGT) gives support to students
in their development of self-discipline and personal growth, while the Individual Needs Team (INT)
arranges individual or small group tutorials and moral support to students with specific needs. The
Scholarship, Subsidy and Fee Remission Team (SSFRT) collects and disseminates information on
various types of scholarship applications and subsidies to teachers and students. It also helps to
follow through with the application process to ensure students will not be deprived of receiving
quality education at Good Hope School.
Nurturing women leaders of the future plays a crucial role in Good Hope School. The Student
Leadership Committee comprises the Leadership Training Team (LTT), Central Board (CB),
Prefect Board (PB) and External Nominations Team (ENT). Leadership opportunities begin in
Secondary One. The 7 Habits of Highly Effective Teens Workshop, designed mainly for S.1 and
S.2 students, aims to sharpen their leadership skills. The Big Sisters, Student Ambassadors, Central
Board executive and sub-committee members as well as Prefect Board executive members and
school prefects take up various leadership responsibilities to help with the smooth execution of
school events. Through the ENT, students have ample opportunities to learn and take up the roles
of young leaders outside school and their achievements are recognised.
The Values Education and Careers Life Planning Committee includes the Values Education Team
(VET) and Careers Guidance Team (CGT). Both teams collaborate closely to make sure that all
values education programmes and activities, including the careers guidance service, are goal-
directed. The VET helps students to develop their personal growth and a healthy lifestyle, while the
CGT introduces multiple career pathways to them so as to motivate them to actualize their study
and career aspirations.
The Other Learning Experiences Committee is made up of the Co-curricular Activities Team, the
Excursion Team and the Community Service Team. Its primary objective is to ensure students can
broaden their horizons through co-curricular activities, exchange programmes, excursions and
community service. This year, S1-S4 classes went on learning tours to Macau, China and Taiwan.
Both teachers and students found the experience very meaningful.
Under the Student Admission Committee, the Recruitment, Admission and Registration Team aims
to offer comprehensive and accessible information about entry requirements, as well as recruiting
high-caliber students to the school in line with the admission criteria.
Moreover, the SAC collaborates with the Academic Affairs Committee and School Administration
throughout the year.
School Administration The School Administration is made up of seven sub-committees that are responsible for the general
running of school operations and who make it possible for teachers and students to engage in a rich
school life at Good Hope School.
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The sub-committees include IT Administration, Finance and Accounting, Strategic Planning and
Review, Campus Improvement, Administration, Stakeholders’ Communications and General
Affairs.
The further division of responsibilities can be reviewed on the Good Hope School website under
‘School Structure’.
Classes and Enrollment The school has 36 classes, 6 at each level. In 2016 - 2017, the total enrollment was 1285. The
school has implemented small class teaching for junior secondary levels since 2002. In S.1 and S.2,
each class is split into two and each small class is taken care of by two class teachers. In 2016 -
2017, the S.1 intake was 246. There were 6 classes of S.1, S.2 and S.3. The following table shows
the number of students at each level.
Level S.1 S.2 S.3 S.4 S.5 S.6 Total
No. of Girls (2014-2015) 246 235 234 198 174 165 1252
No. of Girls (2015-2016) 244 242 220 215 185 161 1267
No. of Girls (2016-2017) 246 242 230 205 194 168 1285
Lesson Allocation At Good Hope School, the lesson allocation for different Key Learning Areas (KLAs) is designed to
maintain a balance between different subject areas.
The following pie chart shows the overall lesson allocation among the KLAs (S.1 – S.3)
16.7
16.7
13.3
11.1
17.2
7.2
6.7
5.6 5.6
Lesson allocation (percentage) Chinese Edu
English Edu
Maths Edu
Science Edu
PSHE
Tech Edu
Arts Edu
PE
Others
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To meet the developmental needs of the students, different focuses are placed at different levels.
The following table illustrates the lesson allocation at junior levels in the Key Learning Areas.
KLA Subjects No. of lessons per week in
GHS Percentage
S.1 S.2 S.3 Total
Chinese Education Chinese 11 9 10 16.7%
English Education English 10 10 8
16.7% English Literature NA NA 2
Maths Education Mathematics 8 8 8 13.3%
Science Education
Integrated Science 8 6 NA
11.1% Physics NA NA 2
Chemistry NA NA 2
Biology NA NA 2
Personal, Social, Health and Economic Education
Geography 2 2 2
17.2%
History 2 2 2
Economics NA NA 1
Liberal Studies NA NA 4
Project Learning NA 4 NA
Chinese History 1 1 2
Ethics and Religious Education
2 2 2
Technology Education
Technology & Living 2 2 2
7.2% Information and Communication Technology
2 2 2
BAFS NA NA 1
Arts Education Music 2 2 2
6.7% Visual Arts 2 2 2
Physical Education Physical Education 4 4 2 5.6%
Others
Pastoral Care 2 2 2
5.6% STEAM 2 NA NA
French / Spanish N/A 2 N/A
Total 60 60 60 100.0%
Student’s Early Exit Before graduation, some students choose to further their studies overseas: in the UK, the USA,
Australia, Canada and New Zealand, for example.
The following table and pie chart show the early exit data for the past four years.
Year Percent
2014 – 2015 5.03
2015 - 2016 5.37
2016 - 2017 4.74
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Destinations of Secondary 6 Graduates The majority of the S.6 graduates further their studies at local universities to obtain a higher
education qualification, while some choose to study abroad. The following charts show the
destinations of the S.6 graduates.
1
2
3
4
5
6
2014 – 2015 2015 - 2016 2016 - 2017
5.03 5.37
4.74
Student early exit (percentage)
0
20
40
60
80
100
120
DEGREE SUB-DEGREE DIPLOMA OVERSEAS OTHERS
Destinations of S.6 Graduates
2015
2016
2017
Programme
LOCAL
Overseas Others Total Bachelor's Degree Programmes
Sub-degree Programmes
Diploma Programmes
No. of students
2015 100 33 0 30 1 164
2016 106 36 0 17 2 161
2017 104 22 0 41 1 168
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Our Students’ Accomplishments The students’ public exams achievements, along with a complete list of awards and scholarships,
are posted on the school webpage. Our students have continued to excel in all areas, notably
academics, sports, music, drama, languages, leadership and community service.
In 2017, our students continued to perform well in the DSE exams, with 83.9% of Good Hopers
meeting the basic entrance requirements for admission to publicly-funded (UGC) undergraduate
programmes (3322).
Results of the core subjects were also impressive:
Core subject
2015 2016 2017 2015 2016 2017
Meeting basic entrance requirement for admission to UGC funded programmes
Level 5 or above
English Language
100% 100% 100% 61.0% 62.1% 60.4%
Chinese Language
84.1% 85.1% 83.9% 13.4% 13.7% 13.4%
Mathematics 99.4% 100% 99.4% 32.3% 32.9% 32.3%
Liberal Studies
100% 99.4% 100% 25.6% 28.6% 25.6%
In 2017, 83.3% of our S.6 students received JUPAS offers.
Overall JUPAS offers rate
2015 2016 2017
82.9% 84.5% 83.3%
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Report - Priorities, Outcomes and Strategies for 2016-2017
Priority I: Getting well-equipped as 21st century learners focusing on
achievement
1. Intended Outcome: To re-orientate the curriculum to align with the latest Learning to Learn
2.0
Strategies Proposed:
1.1 To develop / design the STEAM curriculum to be implemented in S.1
1.2 To revamp the S.2 Project Learning Programme
1.3 To augment the reading culture in School by promoting reading across the curriculum
1.4 To strengthen the acquisition of self-directed learning skills in different panels
1.5 To evaluate the lesson arrangement and learning/teaching effectiveness in S.3 after the
curriculum restructuring
Achievements
A team of teachers from disciplines represented by STEAM was formed in May 2016.
Together they developed 7 curriculum modules utilizing open-ended projects to
encourage and foster creativity and problem solving. Students engaged in curriculums
focused on IT, engineering and mathematics, and design. While the feedback was
encouraging - with students feeling more open to trying new things or experiences (78%)
or that their problem-solving skills had improved (69%) - both teachers and students felt
that the modules were too short and students’ interest levels could have been even higher
with more in-depth study.
The Project Learning Team completed a revamp of the programme with excellent results.
All of the teachers believed that the tasks were engaging and helped to develop self-
learning skills, while over 90% of the students believed that they had improved various
generic skills, including Communication skills, Mathematical Skills, Information
Technology Skills, Critical-thinking Skills, Creativity, Problem-solving Skills, Self-
management Skills, Self-learning Skills and Collaboration Skills. Students (90%) also
agreed that they had acquired various project learning skills, including data collection
skills, data analysis skills and proposal writing skills.
The Project Learning Team also reviewed 14 projects arranged by different KLA’s to
ensure that all the generic skills were being covered. The team determined that a clear
definition of a project was needed from a whole-School perspective.
The Reading Team added membership from the RE, PSHE, Math, Science, Technology
Education, Chinese and English KLA’s. Subject-based book recommendations were
conducted by students and good work was displayed. Library visits were conducted to
recommend books, e-Resources and to provide information literacy training for all S.1
students.
Over 70% of panels agreed/strongly agreed that they had a strong reading focus in their
year plan, and they had devised a panel-based reading programme. Over 90% of these
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panels regarded their reading program as successful/very successful. The reading focus
will be continued in nearly 70% of the panels’ year plans for next year and 40% of them
wish to have further support from the Reading Team next year.
While most panels identified at least one self-directed learning skill to focus on,
departments need more time to further develop and endorse a tool/rubric which will
assess the level of acquisition or mastery of that skill. This will continue to be a focus
for all KLA’s next year.
The change in the S.3 lesson arrangements was well received with more than 70% of all
students and parents in agreement that the new arrangements were better for learning.
The majority of teachers and panel heads agreed or strongly agreed that the arrangement
provided better flexibility, but also made the recommendation that the curriculums need
some adjustment. Feedback from teachers, which will be incorporated next year,
indicated that the timelines for the skills-based component of the curriculum should be
more flexible.
2. Intended Outcome: To enhance assessment literacy
Strategies Proposed:
2.1 To revise the existing assessment policy
Achievements:
The staff participated in a professional development day focused on Assessment for
learning provided by Dr. Mok from The Education University of Hong Kong. Staff
believed the seminar to be helpful (95%) and agreed they had a better understanding of
Assessment for learning (99%) and they knew how to enhance their teaching through the
topic (97%). Afterward, all KLA’s and panels reviewed and revised their department
assessment policies based on their learning. Panels are at different stages of readiness to
adopt new enhanced assessment practices based on their levels of understanding and
expertise. Many panels need more time to incorporate the new ideas. Further
professional support will continue next year for continuous development.
3. Intended Outcome: To build from strength to strength
Strategies Proposed:
3.1.To strengthen and enhance professional knowledge and expertise of our teachers
3.2.To enhance the PIE (Planning, Implementation and Evaluation) Process
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Achievements:
The Technology in the Classroom PLC (Professional Learning Community) was formed
by joining two PLC’s from last year with a similar focus on the use of technology. As
well, the Thinking Classroom PLC was establish to promote and develop high-order
thinking and self-directed learning strategies. The overall result was quite positive, with
28 staff members joining 6 different sharing sessions for each PLC. Over 90% of the
participants found the PLC’s useful for teaching and over 80% will continue next year.
Other feedback suggested having more lesson observations and pre-implementation
discussion.
Twelve staff members participated in a STEAM learning tour to 6 different Schools and
universities in Melbourne Australia. Staff had the opportunity to broaden their
understanding of a STEAM-thinking curriculum and ways to engage our students
through our School-based STEAM curriculum. All staff found the tour worthwhile and
enlightening.
Three Positive Education sessions were provided by staff members on the Positive
Education Team and two additional sessions were delivered by a team from City
University. The response from all staff for each session indicated between 78 to 96%
agreement that they understood positive psychology better; believed they could use the
demonstrated activities with their students; and they believed they were better equipped
to support students to learn to forgive more, deal with difficult relationships, show
emotions of love and understanding better and learned more strategies to help students
flourish. The staff believed embracing positive psychology will help to equip students
with tools to better deal with adversity.
All staff revisited the requirements of each stage of the cyclic process of EPIE
(Evaluation, Planning, Implementation, Evaluation) at the staff meeting on 25 Nov 2016.
Leaders at different levels regularly engage themselves in the evaluation process using
tools such as ESDA and Google Forms to inform planning. Most staff members agree
that EPIE is being embraced in the daily routine.
During the 2016-17 year, the School engaged in a review of all financial policies and
related procedures. Recommendations made by the Governance Review Sub-Committee
were implemented and will continue to be monitored. The cyclic review of the domains
of the Management and Financial Planning completed its third year. The yearly review
has become well-established in the School’s routine.
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4. Intended Outcome: To support 21st Century Teaching and Learning
Strategies Proposed:
4.1 To target facility and IT upgrades/initiatives with high impact
4.2 To develop a Comprehensive Environmental Stewardship Programme
Achievements:
The Technology and Living as well as the Needle Work classrooms were completely
renovated, modernizing the workspace design. Over 80% of the students and 100% of
the teachers agree or strongly agree that the renovations and upgrades in IT are
supportive to their learning and teaching activities.
The Revitalization of Delia’s Wing is well underway. The demolition of the former
building was completed in May 2016 as scheduled. The members of the SMC and
School Leadership Team have been actively involved at each stage of the revitalization,
and teachers and parents have been regularly consulted.
Learning the importance of environmental protection and sustainability was the focus of
the S.4 Form study tour to Taiwan. Over 95% of S.4 students agreed that the study tour
was informative and that it deepened their knowledge and awareness of environmental
protection issues. All the students agreed it was a worthwhile excursion.
S.5 students joined an environmental conservation service programme to promote a
green lifestyle. Over 95% of S.5 students completed the class-based community service
with the NGO, Food Angel. S.5 students helped to pack lunch boxes with food collected
from restaurants, which were then delivered to the underprivileged. Students learned to
treasure food and reduce waste. These initiatives will continue as part of the School’s
regular practice and the team will continue to look for more NGO opportunities for the
junior students.
Reflections:
1. STEAM will continue to be a focus for next year as the team continues to improve
curriculum integration with fewer topics, deeper study and more technology in longer tasks,
as well as a focus on the mode of delivery to increase hands-on experience, authenticity and
acquisition of essential skills. Assessment of generic skills (observation by teachers; self-
reflection by students using e-log book; progress reports; self- and peer assessment) will be
included in next year’s plan.
2. Improvements to the Project Learning programme will be included in next year’s plan as the
team fine-tunes the curriculum to provide time for peer & self-evaluation and revision. The
PL Team will prepare guidelines on project design to ensure all the essential elements are
included for future reference.
3. The Reading Team will continue to promote reading across the S.1-3 curriculum through
summer reading schemes, which will include book titles from other subjects; through
collaboration between language panels and other panels in their Extensive Reading Schemes;
through setting up STEAM x Reading and PBL corners in the library; and through monthly
subject-based reading plans.
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4. All KLA’s will continue to focus on enhancing the development of self-learning skills for
our students with particular attention on developing a rubric to assess students’ level of
mastery.
5. The S.3 curriculum and lesson arrangements will be fine-tuned next year based on this
year’s mid-year and year-end evaluations (both as a School and in each panel) and all
KLA’s will review the junior secondary curriculum in light of the latest Curriculum and
Assessment Guides.
6. Developing strategies and tools to enhance student learning though Assessment for Learning
will continue to be a strategy to enhance assessment literacy for the School next year.
7. The good practices shared during PLC meetings will be presented to the whole staff so that
everyone can benefit from the learning and promote the professional sharing culture
established among the staff.
8. Professional sharing is well established within the School’s culture. Opportunities will be
created to further develop this strength, such as PLC learning shared with the whole staff
and a revamped Peer Observation form.
Priority II: Strengthening the sense of well-being within the GHS Community
while nurturing leaders for tomorrow
1. Intended Outcome: To re-orientate the curriculum to align with the latest Learning to Learn
2.0
Strategies Proposed:
1.1 To launch a Positive Education Programme (Pilot Scheme) through a whole-School
approach
1.2 To offer more opportunities for students to be ‘great’ and feel ‘great’
1.3 To deepen and make more evident the Catholic faith within the School environment
Achievements:
Ten S.1-S.2 small classes took part in the pilot scheme of the Positive Education
Programme and 100% of the student participants agreed that they learned more about
positive emotions and how to build more positive relationships with others. All of the
class teachers and foster parents who participated agreed that the curriculum was
valuable and they wanted to continue with the programme the following year.
A number of different opportunities were organized for students to be ‘great’ and feel
‘great’ such as Bucket of Positivity, Positive Energy workshops, Month of Happiness
and Shield of Hope Merit slips. Messages of gratitude and appreciation were shared
among classmates during the Bucket of Positivity event and the Month of Happiness was
embraced by the whole School. Different panels, teams and clubs collaborated to
organize activities during the Month of Happiness. Students indicated (more than 73%)
activities like “Pass It On” and working with underprivileged primary students was very
rewarding and positively affected their outlook. 78% agreed their sense of pride
increased through the merit slip programme.
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Hymn singing was used to begin all Religious Education (RE) lessons and it was
determined that approximately 60% of the students agreed that hymn singing enhanced
their participation during Masses and Bible Services. All staff and students were invited
to attend 6 monthly masses through email or Ethics and Religious Education (ERE)
lessons. Over 80% of all S.1-6 Catholic students and on average approximately 20 non-
Catholic students attended. In addition, all but one Catholic family were able to join the
S.1 Catholic orientation programme. Among all respondents (Catholic
students/parents/teachers), all agreed that the orientation programme helped them to
understand the importance of the religious events and felt it was a great opportunity to
know more about each other.
2. Intended Outcome: To foster students with global perspectives
Strategies Proposed:
2.1 To augment life planning strategies across all forms
2.2 To widen students’ horizons and enrich their life experiences
2.3 To increase entrepreneurial opportunities
Achievements:
During the School year, the Careers Guidance Team implemented more than 30
programmes and services inside and outside School for students with different abilities
and developmental stages to help them understand the work market and their own
potential. This was done to help them identify their career goals and to make informed
choices. The team implemented new programmes such as the “S.3 Engineering
Workshop” and “Visit to United Overseas Bank” to further enrich students’ learning
experiences. The programmes were well-received by students and the satisfaction rate of
each programme was more than 90%.
A staff workshop conducted during September’s Form Meeting aimed to provide class
teachers and foster parents with a better understanding of the importance of careers &
life planning and goal setting. Based on staff feedback, the guest speaker addressed
many points in this area but lacked practical examples. Next year, a tailor-made session
will be conducted by the Careers Team to provide specific examples. In addition, to
provide teachers more resources on CLP, materials will be compiled and made available
to all staff for easy reference at the beginning of next year.
This year students joined 3 job-shadowing programs organized by the EDB business-
school partnership program, and 5 summer internships. The feasibility of running a
program with the PSA will be further explored next year.
A new program, “S.5 Working Reality 2.0” was introduced to enrich students’
experience by running a small “business”. It was well received, with a 96% satisfaction
rate in the evaluation survey.
The Business, Accounting and Finance Studies KLA introduced the Junior Achievement
Programme and competition for students to join. Participants had the experience of
establishing a company, hosting shareholder meetings, marketing, budgeting, production
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and sales. Students and staff found the experience very meaningful. The KLA will
continue to support this initiative for students in the coming year and will investigate
other ways to provide authentic entrepreneurial experiences.
3. Intended Outcome: To cultivate and sustain student leadership
Strategies Proposed:
3.1 To review and fine-tune the ‘through-train’ leadership training scheme
3.2 To empower effective leadership and embrace leadership experiences
Achievements:
The External Nomination Team made use of student self-nomination data and past OLE
records to target and nominate junior form students for various leadership programmes.
The team attempted to match students and opportunities following a sharing session and
interviews. As a result, over 65 S.1-S.3 students were nominated for external awards
and leadership programmes, such as the Positive Youths Award and various Student
Ambassador Schemes. The self-nomination form will be moved to an online version as
this process will be part of the students’ regular routine.
In addition, a more dedicated effort was made to include junior form students in internal
leadership initiatives. Students were encouraged to put their names forward rather than
just relying on staff recommendations. A larger number of student ambassadors (around
100 in all events) from junior forms were involved in helping out during School
functions this year. On average, around 75% of student helpers serving in different
functions came from the Big Sister Scheme (students of which are mainly from S.1-S.3).
Approximately 80% of the Big Sister Scheme helpers found the experience enjoyable
and 71% thought they had learnt something new or useful from the experiences.
Class committees (S.1-S.4) were organized to provide junior and senior form students
opportunities to take active leadership roles in their classes. Training workshops were
designed to for these particular roles. Most class leaders fulfilled their obligations with
good performances. 89.5% of class leaders agreed that they carried out duties and
facilitated class activities according to their posts, and 63.2% of them conveyed
messages from the Class Committee Workshops and had a positive influence on the
class (while 26.3% were neutral). Students found their learning and experiences from
the workshops rewarding, with 57.9% of class leaders agreeing that the workshops were
effective in making them a class leader (while 36.8% were neutral). Most students found
the workshops on presentation skills (68.4%) and minutes writing (42.1%) the most
effective.
4. Intended Outcome: To strengthen the sense of community and well-being for all GHS
stakeholders
Strategies Proposed:
4.1 To update, streamline and make transparent School policies/procedures/decision-making
4.2 To establish long-term planning that is aligned with the School’s vision and plan
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4.3 To celebrate and make well-known all that GHS has to offer in developing future
women leaders
Achievements:
The consolidated Human Resource Management Policy and the Public Complaint Policy
were presented during the August staff meeting. The new policies provided staff with
clear and thorough documentation on which the School bases decisions. During the
meeting, staff studied areas of possible concern and where to find the internal location of
the policy for future reference. The School received a favorable evaluation of the policy
during the Management and Financial Audit which took place during the fall of 2016.
The School has moved to a Google platform, which has facilitated the shared use of files,
calendars, online room bookings, scheduling and more efficient communication among
departments. Training was provided by the IT Team to ensure a smooth transition for
all staff.
The tendering process was completed in spring 2017 for a new software solution to
improve communication and expedite administrative processes between the Human
Resource and Finance Departments. Training, set up and full implementation will take
place in the fall of the 2017-18 school year.
The Facility and Preventative Maintenance Programme was integrated into all affected
departments with the final stages to be completed next year. Regular and consistent
practices together with further enhancements in the programme will be fine-tuned next
year, where necessary.
The School website was updated to include pages for the Delia’s Wing Revitalization
project and the Fundraising Campaign. As well, official Good Hope School Facebook
and Instagram accounts were launched and regularly monitored through the efforts of the
additional media staff of the Fundraising Team. The Facebook Like Trend data
demonstrates that more information is reaching past students and friends of Good Hope.
The increase has been steady over the course of the year, with on average 2000 more
likes on Facebook posts since the beginning of the year. In addition, the new Good
Hope School Instagram account has attracted hundreds of followers and is another tool
to share the success and achievement of GHS students and staff.
Reflections:
1. The School will continue to make Positive Education a focus next year through the
implementation of the programme in all S.1 classes, and piloting a curriculum in some S.2
and S.3 Pastoral Care lessons.
2. Various “Be great; Feel great” initiatives which were well received will be incorporated into
the School routine with heightened levels of communication between staff and students.
The Team will continue to organize a variety of schemes to enhance students’ well-being
and a positive self-image.
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3. The Catholic Family Orientation programme will be incorporated into the RE department’s
regular routine. Monthly masses and the invitation to all students and staff will also be
incorporated into the routine.
4. The Careers Team will make use of two form meeting timeslots (one in each term) next year
to support Class Teachers and Foster Parents in delivering a life planning and careers service
to the students. The PC/OLE curriculum will be reviewed to ensure a holistic focus from
S.1 to S.5.
5. Next year, various teams will focus on creating more opportunities to broaden learning
opportunities through the PSA mentoring program, overseas involvements and business
experiences. This will continue to be a focus for the coming year.
6. Although feedback about the Class Committees and training from teachers and students was
overwhelmingly positive, the number of workshops will be reduced as students have learned
from their experience in previous years. Case discussions and practices will be introduced to
give practical support to student leaders and the training will be introduced to the club
EXCO.
7. The new Policies and programmes have been integrated into the School’s daily operations.
8. The dedicated use of Facebook and Instagram will be adapted into routine in order to share
and celebrate the achievements of the students, staff, alumni and friends of Good Hope
School.
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Financial Summary
Financial Summary for the 2015/2016 School Year
Government
Funds
Non-Government
Funds
INCOME (in terms of percentages of the annual overall income)
DSS Subsidy (including government grants not
subsumed in the DSS unit rate payable to schools) 56.77% N.A.
School Fees N.A. 36.75%
Donations, if any N.A. 2.35%
Other Income, if any 0.98% 3.15%
Total 57.75% 42.25%
EXPENDITURE (in terms of percentages of the annual overall expenditure)
Staff Remuneration 73.16%
Operational Expenses (including those for Learning and
Teaching) 8.38%
Fee Remission / Scholarship1 8.40%
Repairs and Maintenance 0.86%
Depreciation 8.26%
Miscellaneous 0.94%
Total 100%
Surplus for the School Year #
1.24 months of the annual expenditure
Accumulated Surplus in the Operating Reserve as at
the End of the School Year #
10.29 months of the annual expenditure
# in terms of equivalent months of annual overall expenditure
Net book value on additional school building equivalent to 1.59 months of annual expenditure is
excluded.
Details of expenditure for large-scale capital works, if any:
One of the school’s premises is under reconstruction during 2016-17 school year and therefore
the expenses amount shown for this period does not truly reflect the real amount spent.
1 The % of expenditure on fee remission/scholarship is calculated on the basis of the annual overall expenditure of the
school. This % is different from that of the fee remission/scholarship provision calculated on the basis of the school fee income as required by the Education Bureau, which must be no less than 10%. It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme according to Education Bureau’s requirements. The expenditure of fee remission/scholarship of our school is above the 10% of the total school fee income set by EDB requirement.