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Contents

A. School Vision and Mission 1

B. Features of MSS 2 - 11

C. Major Concerns and Programmes for 2007-2008 12 - 65

D. Student Achievements and Awards 66 - 90

E. Government Funds and School Funds 2007 - 2008 91

F. Major Concern for 2007-2010 92

G. Report on Capacity Enhancement Grant & Teacher Professional Preparation Grant 2007-2008 93 - 95

Appendix : School Organisation Chart

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Marymount Secondary School

School Vision & Mission Our School aims to provide quality education. According to our Catholic and cultural traditions, we aim at the greater development of our students in moral, intellectual, physical, social, aesthetic and spiritual aspects.

Through care and concern for each individual person, we seek to educate our students so that 1. their acquisition of knowledge and skills is joined to

Christian values; 2. they become reflective and will accept their strengths and

weaknesses; 3. they come to a knowledge of God and put Christian values

into practice; 4. they are sensitive to the needs of others, especially the poor; 5. they fulfill a role in serving others to build a just and

compassionate society.

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B. Features of MSS 1. Brief History

Our school is a well-established government aided school with a long history and fine traditions. It was founded by the Maryknoll Sisters from America in 1927. In the year 1978, the sponsorship was handed over to the Columban Sisters from Ireland. In 1996, the sponsorship of the school was transferred to the Christian Life Community (CLC), an international Catholic lay community associated with the Society of Jesus. The CLC has pledged to preserve the same school spirit, foster the fine traditions and continue to provide an all-round education to students of the school. Under the same sponsorship is Marymount Primary School (MPS), our feeder school.

2. School Culture

We provide a broad and balanced curriculum and an environment conducive to enhancing students language competence, particularly English. Not only are we strong in the development of a culture of creative arts, we also had an early start in the development of an Information Technology culture and students are able to enjoy a wide range of creative arts and IT in teaching and learning. We have well established leadership training and extra-curricular activities for our students. In pastoral care, we attach great importance to values education.

3. Class Structure

Class Structure of Secondary 1 - 7

S7 S6 S5 S4 S3 S2 S1

Number of classes at each level We have four classes each in Secondary 1 to 5 and three classes each in Secondary 6 and 7. Under a symmetrical structure, once admitted to our school, students are able to proceed and enjoy schooling until Secondary 5 and a large percentage of students are able to continue their education with us in Secondary 6.

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4. School Improvement Project (SIP)

With the completion of the SIP in October, 2006, the new school annex as well as the renovated and refurbished rooms in the main building have been updated with modernized facilities to support teaching and learning activities proposed in the education and curriculum reforms of the New Senior Secondary. These include the following:

Special rooms and facilities in the new annex: Science KLA: Biology Laboratory Chemistry Laboratory Physics Laboratory Integrated Science Laboratory 1 & Laboratory 2 Physical Education KLA: Ball Court Covered Playground Gymnasium Arts KLA: Visual Arts Room Others: Conference Room Multi-purpose Room

Special rooms and facilities in the main building: Classrooms for split-class teaching Humanities KLA: Geography Room Liberal Studies Room Technology KLA: Home Economics Room LEAD Room Campus TV Room Arts KLA: Music Room Music Store Room Others: Classrooms for split-class teaching Student Activity Centre Careers Mistress Room Interview Room

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5. Composition of School Management Committee (SMC)

The SMC consists of representatives from the sponsoring body, the teaching staff, the alumnae, parents and the Principal.

Composition of the School Management Committee (SMC)

7 7 7

3 3

2

1 1 1 1 1 1 1

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0

1

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SchoolSponsoring

Body

Alumnae Principal Teachers IndependentMembers

Parents

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Members of the SMC 2007-2008 Members Representing Dr. Eadaoin K.P. Hui Fr. Sen Cearbhallin, S.J. Ms. Amy Chan Ms. Lorraine Choi Mrs. Jennie Chor Ms. Flavia Hung Ms. Monica Ip Ms. Barbara Chan Dr. Lydia Cheng Mrs. Esther Poon Ms. Asha Sharma Ms. Veronica Ma Mrs. Julie Ma

School Sponsoring Body School Sponsoring Body School Sponsoring Body School Sponsoring Body School Sponsoring Body School Sponsoring Body School Sponsoring Body Alumna Alumna Teacher Manager Parent Manager School Principal (MSS) Appointed non-voting Member (Principal of MPS)

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6. Our Teachers

On our staff establishment, we had a total of 53 full-time teachers (including the Principal), 5 teachers and 1 administrative assistant employed through the Capacity Enhancement Grant (CEG) and 2 teachers and 1 teaching assistant employed through the Teacher Professional Preparation Grant (TPPG).

Highest Academic Qualifications attained by Teachers * 2007-2008

% of Professionally-trained Teachers *

* Teachers on the staff establishment

47%53%

Bachelor Degree

Master Degree orabove

98%100%

98%

0

20

40

60

80

100

Per

cent

age

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% of Subject-trained Teachers * in the Core-three Subjects

100% 100%

71%

100% 100%

83%

100% 100%

83%

0%

20%

40%

60%

80%

100%

05/06 06/07 07/08

ChineseEnglishMaths

% of Teachers * meeting the Language Proficiency Requirement (LPR)

100% 100% 100% 100% 100% 100%

0

20

40

60

80

100

Per

cent

age

05/06 06/07 07/08

EnglishPutonghua

* Teachers on the staff establishment

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We take pride in reporting that in line with our aim to cultivate students who are truly bilingual and fluent in English, Cantonese and Putonghua, all language teachers in our school have met the Language Proficiency Requirements for teaching English and Putonghua.

% of Teachers * with the stated years of Teaching Experience

4% 2% 4%6%

6%9%

20% 15%

8%

70%77%

79%

0

20

40

60

80

100

Per

cent

age

0-2 yrs 3-5 yrs 6-10 yrs over 10 yrs

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* Teachers on the staff establishment

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7. Our Students

911 students were enrolled in the school in September 2007. The majority of S1 students are from MPS, while the majority of S6 students were filled by students of S5 from our own school.

99% 99% 99% 98% 98% 98% 98% 98% 99% 98% 98% 98%96% 96% 97% 97%

96%97%

94% 91%92%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

enta

ge

S1 S2 S3 S4 S5 S6 S7

Class Level

Student Attendance

05/06 06/07 07/08

% of Early Exit Students

0.88%

2.38%

1.65%

0.00

0.50

1.00

1.50

2.00

2.50

05/06 06/07 07/08

Over 90% of students who withdrew during the school term continue their studies overseas.

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Destination of S5 Graduates

63%65%

69%

0% 0% 0%

27%

31%

26%

10%

3% 4%0% 1% 0% 0% 0% 0% 1% 0% 1%

0

10

20

30

40

50

60

70

S6 Course S5 Course OverseasStudies

Post S5 Employment Others Unknown

05/0606/0707/08

Destination of S7 Graduates

50%47%47%

0%

4%7%

14%14%14%

34%35%

31%

1% 0% 0% 0% 0% 0% 0%0% 0%0

10

20

30

40

50

60

Localuniversity

S7 Course OverseasStudies

Post S7 Employment Others Unknown

05/0606/0707/08

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8. Our Partners in Education

As our partners in education, the MSS Alumnae Association (MSSAA) and the MSS Parent-Teacher Association (MSSPTA) have generously supported teachers and students in various educational field trips and excursions and sponsored scholarships. In addition to this, they have been most enthusiastic in supporting school functions like our Annual Sports Day, Swimming Gala and Fun Fair. The two associations have also been active in raising funds to support the MSS School Improvement Projects. The MSS Alumnae Association

The Alumnae Association organises annual social events such as Christmas

Party, Easter Egg Hunt and Welcome F.5 Lunch Party.

This is the third year of the Mentorship Programme since its launching in December, 2005. 27 alumnae joined the programme and acted as mentors for our 53 S.6 students. Mentors shared with their mentees their experience and offered them advice on further studies and future careers. In some cases, visits to a workplace were arranged to enable mentees to know more about the profession. In March, 2008, a career planning and development workshop was also organised jointly with Wah Yan (Hong Kong) Past Students Association for the students of the two schools.

The MSS Parent-Teacher Association

This year the MSS PTA celebrated its 10th Anniversary and a banquet was

held on 5 April, 2008. It was a joyful event where old and new PTA members shared happy and memorable moments of the development of the PTA between 1998 2008.

Activities held during the year include: Annual General Meeting Ocean Park Halloween Bash S1 Parents Sharing Session Sending a Hamper to each of the 26 classes at Christmas Party Values Education Workshops & Evaluation Session Court Visit for S2 students Post Exam Harp Performance and Beading Workshop for S1 students PTA Reading Scheme

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The Values Education Workshops co-organized with the MPSPTA and facilitated by the Hong Kong International Institution for Educational Leadership continued to be very popular among parents of the two schools. In order to enable more parents from other schools to share the benefits of this programme, parents from Wah Yan College Hong Kong, Raimondi College and Hennessy Road Government Primary School (p.m.) were also invited to participate in this event.

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C. Major Concerns and Programmes for 2007-2008 The major concern in our 2007-2010 School Development Plan

is Engineering a smooth and successful transition to New Senior Secondary (NSS), aiming at catering for the diverse needs of students, stretching their potentials and inspiring them to excel through Reflection, Creativity and Commitment.

1. Management and Organization 1.1 School Organization

Achievement To ensure that we are ready for the challenges in the implementation of the

New Senior Secondary Structure and Curriculum (NSSS&C), under the Curriculum Committee (CC) two new sub-committees were set up.

The Timetabling Sub-committee, whose members included the NSSC Co-

ordinator, representatives of Key Learning Areas and Pastoral Care Division, was responsible for reviewing the existing 35-minute lesson and 6-day cycle system to see whether they facilitate interactive teaching and learning and accommodate the requirements of the new curriculum.

The Student Learning Profile (SLP) Sub-committee, with teachers

representing the Pastoral Care Division, Academic Committee, IT Committee and Homeroom teachers, was responsible for implementing the SLP, designing a school-based SLP that enables students to reflect on their learning, set learning goals, monitor their own progress and plan ahead for their future educational and career needs.

The Timetabling Sub-committee, having reviewed the existing lesson time and

cycle system, proposed the implementation of a new timetable, extending the 35-minute lesson in a 6-day cycle system to a 50-minute lesson under a 10-day cycle system. Realizing that a lot of what students learn is no longer confined to their textbooks and the classroom, the new timetable with a built-in reading time and flexible time slots for Other Learning Experiences, Co-Curricular Activities and Extra-Curricular Activities will be implemented in the coming September to facilitate learning beyond the classroom as well as the tapping of external resources and expertise to enrich and reinforce student learning.

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The Student Learning Profile (SLP) Sub-committee succeeded to design a school-based SLP to be trial run in 2008-2009 among Secondary 3 students. The Sub-committee ensured that the launching of the SLP is in line with our school vision and mission. The SLP was designed to enhance the reflective culture among students which we believe is the basis for the pursuit of magis, the latin word for more. Our sponsoring body, the Christian Life Community, insisted on the magis, the fullest possible development of each persons individual capacities joined to the willingness to use the developed gifts for others. Emphasis was also given in the SLP to the eight personal attributes that we aim to develop in students, helping them to become integrated persons of wisdom, care, love and compassion.

Reflection & Evaluation

Both sub-committees were able to achieve their goals with the implementation of the new timetable and the SLP in the following school year. Since the timetable and SLP entail changes and new elements in school life, teachers and students need to be ready to embrace changes and make adjustment so that they can all benefit from the changes.

1.2 Human Resources

Achievement The school was committed to allocating resources to foster staffs professional

development especially in the area of preparation for the implementation of the New Senior Secondary, stepping up capacity building effort and providing opportunities for collegial collaboration.

Throughout the year, teachers indeed worked very hard to equip themselves for the NSS educational reforms. Below is a summary of CPD hours on various areas of NSS attended by teachers:

Areas No. of CPD hours

i. Curriculum Leadership 22

ii. Curriculum, Pedagogy & Assessment 1057

iii. OLE & SLP 62

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Apart from external training, the majority of the total 21.5 hours of staff development programmes and activities organized by the Staff Development and Appraisal Committee (SDAC) were geared towards meeting the needs of teachers in preparation for the NSS. They included:

Date Programme Facilitators/Speakers 29 August, 07 I. Mind Lab Exploration

Programme II. Assessment for Learning III. Workshop on Learning English

through Drama for English Language Teachers

Facilitators from Mind Lab Professor Magdalena Mok Mo Ching, HK Institute of Education Dr. Vicki Ooi of Eduarts

13 & 20 September, 07

Two training sessions for teachers who are interested in updating their IT skills and the use of eClass

IT Committee

26 October, 07 Panel/KLA Sharing Session on preparation for NSSC and sharing of seminar information Experience sharing with other schools:Two panels went to visit Wah Yan College, Kowloon and had sharing on Values Education Strategy/Religious Education/Ignatian Education and the application of Geographic Information System respectively

KLA representatives R.E.Panel, Geography Panel and Teachers of Wah Yan College, Kowloon

15 November, 07 Workshop on Creating Multiple Intelligences-Inspired Classrooms and Schools & MIDAS Assessment

Professor Branton Shearer, Ph. D.

14 December, 07 A visit to the Affiliated School of the University of Macau (ASUM) A talk on becoming a happy teacher

Mr. George K.H. Chan Principal of ASUM

In addition to the above, teachers pursued Continuous Professional

Development (CPD) that met their individual needs by taking part in seminars and workshops organized by the EDB and other educational institutions, participating and

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engaging in job-enrichment activity such as sharing of good practices, mentoring and action learning, providing service to education and the community and pursuing higher academic study . The school was very pleased to have the opportunity for teachers of the LEAD Programme (Learning through Engineering and Art & Design) and the JUMP Programme (Junior One Understanding and Managing Project Learning) to share their good practices with teachers and principals of other schools on several occasions during the year.

In the deployment of staff, the school gave full support to teachers engaged in CPD by appointing additional staff with the Teacher Professional Preparation Grant (TPPG) and Substitute Teacher Grant (STG) so that teachers could be free for planning and preparation for NSS and not be over-burdened by substitution duties resulting from CPD. The school also took care that when necessary new teachers were appointed on a contract basis to minimize redundancy of teachers as a result of the restructuring of the class structure under NSS.

Summary of CPD of Principal and teachers

The Principal was engaged in 198 hours of CPD while the average number of

CPD of teachers (excluding the Principal) was 90 hours. The average CPD hours completed by staff was well above the suggested 50 hours per year by EDB, while three members of our teaching staff completed their course of studies for a Master Degree during the year, bringing the percentage of staff having Master Degrees or above qualifications to 53%.

Average No. of CPD Hours

95.7

192.5

83.9

156

90.9

198.5

0.0

50.0

100.0

150.0

200.0

Hou

rs

05/06 06/07 07/08

Teachers

Principal

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Reflection & Evaluation

The number of CPD hrs on NSS indicates that the staff understood and were committed to the need to be well-prepared for the implementation of the New Senior Secondary. Results from evaluation surveys of the school-based staff development programme showed that the programmes were in general able to meet the needs of teachers in preparation for NSS and also attending to their other needs. On the average, over 80% of the staff agreed or strongly agreed that the objectives of the school-based programmes were achieved. The visit to Macau which received very positive feedback from staff would not have been possible if not for the generous support of an anonymous sponsor. The school is also grateful to the MSS Alumnae Educational Trust for supporting our staff development programme.

1.3 Communication Plan Achievement In the development of the NSSC and its implemention, stakeholders have been

regularly informed and consulted. During the year, teachers have been informed of the progress of our plan and

preparation for NSS through our Staff Meeting. This year, they were consulted about the final framework for the curriculum, the design of the timetable and the SLP, the use of the New Senior Secondary Support Grant (NSSSG) and Migration Grant (NSSMG) and their NSS professional development needs.

Parents of the first batch of NSS students were informed of the NSSC framework in March, 2008. A survey of the students choice of subject based on the proposed framework was also carried out, giving the school adequate information before finalizing the framework for the first year of NSS. Introduction to NSS has also been made part of the programme of our first meeting with Secondary One parents from 2007. The latest NSS information, our plan and development have also been uploaded to our school website.

In April 2008, the Parent Teacher Association (PTA) and student leaders,

which included the Student Council Officers and Spokesmen and Councillors of all classes, were informed of the proposed changes in the timetable and were invited to comment on it. Both parents and students understood the rationale for the changes and made constructive comments which the Timetabling Sub-committee had given serious consideration.

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Reflection & Evaluation

Having decided on the School Development Plan of 2007 2010, staff were very clear about the direction and focus of our preparation for NSS. They understood the need to work in collaboration towards a successful transition. As a result each and every member of the different committees, sub-committees and subject panels contributed their best in their own capacity to the implementation of NSS.

The school will continue to use all possible channels to disseminate NSS information to stakeholders. Consultation of stakeholders will always be part of the process of our planning so that the school will be aware of different concerns and needs and take care of them as far as possible because we realize the importance of communication to the successful transition to NSS.

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2. Teaching & Learning

2.1 Curriculum 2.1.1 To Review the Formal and Informal Curriculum Achievement In an attempt to better prepare students in the junior secondary for

requirements of the NSSC, a holistic review of the formal and informal curriculum was carried out over the past three years.

On the school level, after careful consideration and consultation with teachers, the Curriculum Committee designed a broad-based curriculum framework for the NSSC to provide diversity and choice for students of different interests, aptitudes and career plans. Students and parents were informed of this arrangement in March, 2008. It was decided that in addition to the 4 Core Subjects: Chinese Language, English Language, Mathematics and Liberal Studies; students in SS1 to SS3 may select 3 Electives from the 13 options to be offered. They are Chinese Literature and Literature in English from the Language KLAs, Chinese History, Economics, Ethics and Religious Studies Geography, History, from the Personal and Humanities Education KLA, Business Accounting & Financial Studies and Information & Communication Technology from the Technology KLA, and Biology, Chemistry, Physics and Combined Science from the Science KLA.

Students learning will be enriched by Other Learning Experiences (OLE) which will include moral and civic education, careers related experiences, community service and aesthetic & physical activities. A comprehensively planned programme of Co-curricular Activities (CCA) and Extra-curricular Activities (ECA) was drafted for the coming year. Details of these can be seen from An Overview of OLE, ECA & CCA Arrangements for 2008-2009.

On the subject level, subject panels attended the respective EDB training

courses for the NSSC to familiarize themselves with the requirements of the new curriculum. Subject panels met to discuss and decide on modules and electives to be offered. The curriculum in the junior levels was reviewed to ensure that the younger learners will acquire the necessary knowledge, approach and skills for the core and elective modules of each subject at the senior level.

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For English, in order to prepare students and teachers for the elective modules in the NSS English Curriculum, S2 English Drama Workshops were held. With funding from the EMB Time-limited Grant for EMI Schools, instructors from EduArts were employed to provide training for all English teachers and students of S2. Students had 20 sessions of Drama Workshops between October and April during their English lessons. Students learnt the skills of scripting, editing, dramatized reading and put together a Drama Showcase in April, 2008 for parents and students of S1. Students enjoyed the programme and their feedback was very positive. Teachers also acquired the skills on how to guide students in a drama production.

In Chinese, attention was given to the consolidation of the four language skills

at junior secondary, with special attention to practical writing skills and speaking skills. Students in S3 learnt the skills of script writing and put together a role play in order to acquire the skills for the elective modules for the NSS Chinese Curriculum. Special Chinese lessons were offered to non-Chinese students taking French in S1while private tutorials after school were facilitated for those in S2 to increase their exposure to Chinese and to prepare them for the GCSE Chinese Exam. To enhance students competence in Chinese, plans were also made to teach one small class of about 30 students in S1 Chinese in Putonghua in the coming year. The response of S1 students and parents who were informed of this on the day of S1 Registration was overwhelming. Over 100 students applied for this.

For Liberal Studies, equipping students with the skills for cross-curricular and

enquiry-based learning through project work continued through the JUMP programme in S1 and the LEAD programme in S2. To better prepare new teachers for the NSS LS course, two teachers took part in the EDB School-based Support Services (2007-2008) Professional Development Schools Scheme on Building a Learning-Teaching Platform for NSS LS in EMI Schools. A Critical Thinking Workshop for students in S6 was offered to train students to think from different perspectives and to provide a teaching experience for potential teachers of the subject. Over 20 students who joined this on a voluntary basis found the workshop stimulating and useful in helping them develop analytical thinking and problem-solving skills.

Subject panels of other Key Learning Areas also refined their curriculum in an

attempt to streamline their curriculum framework at the junior and senior levels. In some subjects, the syllabus was trimmed and retailored to make it more relevant to students everyday life. In the humanities, case studies as well as an enquiry/issue-based approach were used to stimulate discussions, debates and role plays. Writing skills were taught and students learnt to express their ideas in structured essays. While in the sciences, experiments were redesigned to be of a more investigative

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nature. Students were assessed on the spot, trained in the skills of conducting small-scale practical tasks and learnt how to write simple lab reports.

Further attempts were made by subject panels to incorporate values education into the curriculum. In some subjects it took the form of content-based values such as love, respect, responsibility, justice and honesty; while in the practical and cultural subjects, it took the form of pedagogical-based values such as persistence, discipline and appreciation. The Ignatian Pedagogical Paradigm of experience reflection action continued to be a popular approach for student-centred learning experiences in a good number of subjects.

Reflection & Evaluation New endeavours were made by different subject panels to prepare teachers

and students for the requirements and needs of the NSSC. This had not only enriched the formal curriculum but had made learning more challenging and diversified. Some of the initiatives started this year will continue and be further consolidated in the coming year.

Since English teachers have been trained to conduct Drama Workshops at S2,

they will be ready to guide and supervise their own classes in the coming year. Each class in S2 will prepare their own drama production which will be performed in the S1 & S2 English Festival. With the enthusiastic response of parents and students to Putonghua as a medium of instruction for Chinese in the junior secondary, this arrangement will be further extended to students in S2 in the coming year. Similar arrangements for a workshop on Critical Thinking to train students in S6 in the skills for Independent Enquiry Studies will be offered to provide additional opportunities for students in the senior secondary to acquire the necessary skills for enquiry-based project work as well as to consolidate the teaching skills of teachers who will be teaching NSS Liberal Studies for the first time in September 2009.

This year the school has also been considerably resourceful in co-ordinating activities to be held during the CCA, OLE and ECA slots. Attempts were made to ensure that students, especially those in the junior secondary, have a broad and balanced coverage of exposures and experiences across all the KLAs. Further attempts will be made in the coming year to maximize learning opportunities beyond the classroom by tapping professional expertise and other external resources available.

Now that the curriculum framework for the NSSC is in place, attempts will be made in the coming year to study the feasibility of further broadening and

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diversifying students learning experience through Applied Learning courses. Attempts will also be made to secure additional resources for supporting curriculum needs and other initiatives to cater for student diversity, such as those for other languages, not sufficiently provided in the NSSC.

2.1.2 To Initiate a Dialogue with Marymount Primary School Achievement

In order to prepare the primary school students for a smooth transition to the

secondary school, Maths Summer Enhancement Workshops with the aim of arousing their interest in the subject as well as stimulating them to learn and understand mathematical concepts through an alternative approach was offered for the second year to S1 students from Marymount Primary School.

This year a further attempt was made to streamline other learning programmes

common to the two schools. After exploring the feasibility of working closer on music activities, plans for a better co-ordination of the School Orchestras and Choirs of the two schools were finalized for the coming year.

Reflection & Evaluation

Since a smooth transition to a new stage of learning, be if from junior to senior secondary or from primary to secondary, is a prerequisite for effective learning outcomes, further attempts will be made in the coming year to resume sharing and exchange of teaching experiences between teachers of the primary and secondary schools so as to ensure that students are equipped with the skills and are ready for the new challenges of the next stage.

2.2 Pedagogy

2.2.1 To Review the Present Cycle System and Restructure the Existing

Timetable to Accommodate Curriculum Initiatives of the NSSC Achievement

The Timetabling Sub-committee of the Curriculum Committee reviewed and

restructured the existing 6-day cycle system and timetable arrangements to maximize the effectiveness of teaching and learning by accommodating the new curriculum

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needs which require a more diversified approach. A more flexible 10-day cycle with timetable arrangements including the following features was designed and adopted: - Dismissal time on most days (apart from Days 5 and 8) is extended to 3:40

p.m. instead of the present 3:30 p.m. to create more time for teaching and learning.

- A 10-day, week-day based cycle facilitates the advance booking of external resources and professional educational services for supplementing normal classroom learning.

- 7 lessons of 50 minutes each per day allows students to concentrate on fewer subjects and to engage in more student-centred, collaborative and interactive learning activities; consolidation of learning, immediate feedback and greater teacher-student interaction will be possible.

- A Reading Time (RT) is built into the timetable to help students develop the habit of regular reading and to allow them to engage in extensive reading.

- 2 slots for Other Learning Experiences (OLE) per cycle allows for the arrangement of whole school and / or form-based pastoral care programmes.

- 1 slot for Extra-Curricular Activities (ECA) at the end of Day 5 facilitates the arrangement of Club and other student activities, outings and visits which may continue beyond normal school hours.

- 2 continuous slots for Co-Curricular Activities (CCA) at the end of Day 8 facilitate the arrangement of curriculum related activities involving the whole school or the whole form; excursions and field trips which may extend beyond the normal school hours may be accommodate.

- Dismissal time during Summer Time in May will be at 1:00 p.m. This may be followed by extra lessons or special programmes for different levels.

Reflection & Evaluation

With the increased flexibility of the new timetable, teachers will be able to

further maximize opportunities for learning during the CCA, OLE and ECA slots to enhance students learning effectiveness and enjoyment. A review of the new cycle system and timetable arrangements will be conducted by the Curriculum Committee in the coming year. Feedback from the subject panels will be taken into consideration to see if further refinement should be made to support the learning needs of the NSSC.

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2.2.2.1 To Cater for Student Diversity Achievement Split class teaching in the core subjects at the junior level enabled students

of different ability to acquire the skills and competence to improve and excel through extra attention and increased opportunities for practice and application of skills. Small group English Enhancement Classes were offered in S1, S2 and S3 while those in Maths were offered in S2. Maths Enhancement Tutorials were conducted for students in S1 who needed extra help in the subject after school. Students in S1 and S2 learnt Chinese in smaller groups, while special training in oral skills, to prepare them for the HKCEE, was provided to students in S4 and S5 through the employment of a part-time teaching assistant.

At the senior level, extra lessons, study groups, revision groups and

individual tutorials were held after lessons, during lunch hours, after school and during the holidays to consolidate students knowledge and to prepare them for public exams. In some subjects, students set revision questions and drafted outlines of answers. Additional exercises and special attention were given to students who were weak to help them acquire the basic skills to pass exams.

As in pervious years, teachers of the different subject panels continued in

their endeavours to cater for the diverse needs of students, stretch their potentials and inspire them to excel through a variety of teaching strategies. The classroom became a hub of excitement where students played an active part in the acquisition of knowledge and skills through independent work and interaction with teachers and peers.

Interactive games were used in the junior levels to stimulate students

interest and participation. Charlottes Web Bingo used for English Literature at S1 motivated students to work in groups and to acquire vocabulary and knowledge on themes and characterization. To cater for learner difference, sheets with more boxes were used for higher achievers. Internet History games were recommended to students of S1 and S2 for revision and to encourage independent learning. Card Games such as Flashrevise Cards and Topic CueCards were used in Chemistry to help students develop logical scientific thinking.

Collaborative learning and group discussions engaged students in searching for information, sharing their views and presenting what they have learnt to the class. In some cases the more competent students were grouped with the weaker ones so that

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the interfaces would entail positive progress on the part of the less competent ones, thanks to the efficient guidance by the stronger partners. Students competence and confidence developed as they served as teachers and accessors, teaching and learning from their classmates at the same time.

To make the acquisition of knowledge and skills more manageable and

systematic, in some knowledge-based subjects, students were required to summarize what they have learnt through flow charts, concept maps and by designing a set of notes which they uploaded to eClass. In other subjects like PE, which required practical skills, a scaffolding approach was used. Complicated tasks were broken down to into simplified skills to enable students to master these and build on what they have learnt.

2.2.2.2 To Give more Attention to the Multiple Intelligences of Students Achievement

A diversity of teaching resources was used to appeal to learners of different abilities and aptitudes. The textbook was supplemented by multi-media interactive materials like CD ROMs and other software and online learning materials newly purchased to provide students with a hands-on experience in learning and constructing knowledge. Audio-visual resources supported by newly installed IT facilities in the classrooms enabled students to learn the fun way by watching films, videos and clips from YouTube as well as by accessing information available from the internet.

Assessment tasks of different levels of difficulty were designed and made

available to students. In the humanities, students who were more competent were invited to attempt the more challenging open-ended questions while those who needed more confidence were encouraged to tackle issues of a more factual nature. In Integrated Science, experiments were divided into two levels, the minimum and the advanced, and students were awarded marks according to the level of difficulty they achieved. In Computer Literacy, graded assignments with different levels of challenge and difficulty were designed with the basic level requiring students to perform straight forward tasks, the intermediate level involving more problem-solving and analytical skills, and the advanced level requiring more creativity, higher order thinking skills, extra research and independent work.

Cross-curriculum projects and extended assignments tapped the multiple

intelligences of students and enabled them to stretch their potential still further. The following are some examples of work done in the year.

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- In S2, students learnt more about the Legislative Council Elections in EPA lessons through a simulation task that involved a poster design, a drafting of the candidates political platform and a role play of his election speech. The eClass forum was used for students to express their opinion on last years by-election of the Legislative Council, with students raising questions as well as responding to those posted.

- In addition to JUMP in S1 and LEAD in S2, students in S3 were engaged in a project known as The Great Discovery in Computer Literacy lessons. In this topic of exploration, they were required to research, interview, film and present a multimedia record of their research topic and results.

- English Literature students of S4 were encouraged to use a multi-media approach to present their projects on A Midsummers Night Dream after watching the film, reading the play and conducting research on the play which will be taught in S5. Some chose to write creatively the diaries of the main characters, prepare a fashion magazine and design a visually appealing dreambook for children while others produced an interactive homepage and even a 4-D model on the set and props of the play.

- Students in S4 were required to complete a Service Project for Religious Studies. They conducted research to identify their service group and carried out interviews when they visited the less fortunate members of the community. In some cases, games and special performances were prepared for entertainment during their visit. A report was compiled and presented in class afterwards.

2.2.3 To Encourage Self-directed Learning by Building a Habit of

Reflection and by Further Developing Teaching and Learning through Electronic Means

Achievement Outside the classroom, learning continued through extended reading and

electronic means. Students were encouraged to read reference books and conduct search on the internet. Reading material was compiled and made available to students. Subject-related journals and magazines were ordered and assignments on articles and reading reports were set.

Electronically, learning materials such as exercises, past papers, lecture

notes, group reports and links to useful websites were uploaded to eClass and the MSS depot and made accessible to students on the school campus as well as from home. Software and online resources like Knowledge Forum and Wiki Wetpaint

26

became a tool that students used for reflecting on their learning process, raising questions, exchanging ideas and sharing their views, thereby stimulating their motivation to learn through enquiry and research. Independent learning through self-access online learning material enabled students of higher ability to enrich themselves and provided those of lower ability drills and practices for improvement.

Self-reflections helped students evaluate their learning progress and identify difficulties and set goals for improvement. Students reflected on their own strengths and weaknesses by monitoring their own achievement, performance and attitude towards learning. In some subjects, students were required to complete self-reflection questionnaires at the end of each term. In the science subjects, students were required to write learning journals as part of their regular assignments. In Mathematics, Student Learning Portfolios replaced the Mathematics Homework File.

2.2.4 To Provide more Cross-curriculum and Life-wide Learning

Opportunities Achievement To motivate students to apply what they have learnt, authentic learning

experiences were arranged where possible. A native French tutor provided students more opportunities for oral interaction in class while the visit of a French poet, Mr. Philippe Brasseur inspired them to write poems creatively in French. Students from the Po Leung Kuk Camoes Tan Siu Lin Primary School were also invited to join this French Poetry Workshop.

Opportunities for life-wide learning beyond the confines of the school were

provided to students in the form of visits, outings, field trips, talks, seminars and workshops organized by the tertiary institutes and other educational and cultural groups. The following are some examples of how students learnt through extended activities. - Students in the senior levels went to the Ko Shan Theatre to attend

performances on the traditional arts of the Chinese Opera and the Crossover between Beijing Opera and Ballet as part of their Chinese Language programme. Experienced performers from the Jiangsu Province were also invited to the school to demonstrate the skills of the Quin Opera.

- French students visited the Paris 1730-1930: A Taste for China exhibition held at the Hong Kong Museums of Art and participated in the French Film Festival an the French May Cultural Festival.

27

- Students of English Literature in the senior level participated in the First Pulitzer Prize Winners Workshop in Asia organized by the Baptist University and listened to the presentations of the legendary war reporter Peter Arnett as well as Michael Vitez, Pulitzer Prize Winner of Explanatory Journalism 1997. Others learnt from Paul Fonoroff, renowned film critic of the South China Morning Post, how to write film reviews at a UK Film Festival seminar hosted by the British Council.

- Geography students in S5 visited Wanchai to conduct field studies of inner city problems and urban renewal while those in S7 visited Ho Koon Nature Education cum Astronomical Centre to study the impact of urbanization and industrialization on the farming landscape in Kam Tin. Students in S6 also attended a seminar on Global Warming: Challenges and Solutions at the Chinese University of Hong Kong.

- Students of different levels visited the Science Museum. While those in the junior level learnt more about the Sports Arena from the exhibits, Chemistry students from the senior level attended a seminar on Nanotechnology in our Daily Life.

- Biology students in S5 visited the Museum of Medicine and attended a lecture On being a Scientist for more than Fifty Years by Dr. Oliver Smithies, Nobel Laureate 2007, at the University of Hong Kong. Those in S6 attended another lecture on Genetic Finger Printing.

Learning continued overseas for students who participated in the MSS

Summer World Classroom during the long summer vacation. Over 20 students from S1 & S2 attended the English Enhancement Programme in the UK. Structured learning was supplemented by cultural programmes like drama performances, excursions as well as visits to the theatre and museums. Another 20 students from different levels journeyed to Vienna for a Music Camp. In addition to visiting the local attractions they also had instrumental lessons and put together an Orchestral Performance as a finale to their music programme.

Inter-school competitions continued to provide an impetus for students to

develop their talents, stretch their potentials, refine their skills and strive for excellence in the different realms. In speech and drama, students took part in the Hong Kong Schools Speech Festivals, French Speech and Speaking Festival, Drama Fest and debates. In music, the School Choir won positions in the Hong Kong Schools Music Festival while the School Orchestra achieved commendable results in the Music Interflow. In sports, our athletes and swimmers strived their best to achieve breakthroughs in the various inter-school competitions.

28

Students were further challenged in the different disciplines through territory-wide contests and attained outstanding results in some, as follows: - French students participated in the Alliance Francais de Hong Kongs

Annual Public Drawing & French Comics Creation Competition and swept the top four prizes in the Senior and Open Groups.

- S4 Science students took part in the OM and Hong Kong Students Science Competition organized by HKSSPC.

- S4 History students took part in the 6th Inter-school Competition of Study Projects on Hong Kongs History and Culture.

- Two groups of S6 Chemistry students took part in the Hong Kong Chemistry Olympiad for Secondary Schools, with one group winning the Outstanding Award in the final round.

- S6 Economics students attended a Living Finance Workshop and Financial Planner Competition organized by HSBC to acquire practical financial knowledge and planning skills and to develop analytical ability and teamwork through tackling family financial crisis. The group one was awarded Second Runner-Up.

- S6 Liberal Studies students participated in a competition, Science in the Public Service organized by the British Council and won a Meritorious Prize on the topic Climate Change What can I do?

- S6 Computer Application students volunteered to try out for the Computer Olympiad Competition.

A comprehensive list of results is available from the section Student

Achievement and Awards.

Reflection & Evaluation

The practice of writing learning journals and logs as well as self-reflections made students more aware of their process of learning and the need to the greater initiative for further improvement and breakthrough. Through these, students learnt to appreciate and acquire the skills and disposition for life-wide and life-long learning.

From teachers observation, Subject Evaluations and Student Feedback

collected, students learnt most effectively and enjoyably when lessons were conducted in an interactive way and when audio-visual aids were used to supplement lectures and teacher-centred lessons. Students were also eager to take part in learning opportunities outside the classroom, be they for enhancement, enrichment or those of a competitive nature.

29

Since the variety of teaching strategies and programmes have been effective in broadening students horizon, challenging them to stretch their potentials and inspiring them to excel, arrangements similar to those carried out this year will be kept while increased efforts will be made to further extend and expand these in the coming year with the hope of helping students develop the necessary attitude and skills for life-long learning as well as stimulating their desire to perfect and attain a higher level of performance.

2.3 Assessment 2.3.1 To Review School-based Assessment Policy & Practice and to

Monitor School-based Assessment Development in Individual Subjects

Achievement Teachers of the different subject panels attended training sessions provided by

the EDB on how to assess students for the NSSC and to familiarize themselves with the requirements of the Hong Kong Diploma of Secondary Education Exam (HKDSEE). Since School-based Assessment (SBA) will be required in most subject, attempts were made to make this an integral part of teaching and learning in both the junior and senior secondary levels.

Since SBA and Teacher Assessment Scheme (TAS) have been a requirement

of some subjects at the HKCEE and ALE, the new coursework requirement was not a novelty. In other subjects where TAS and SBA were not yet required, efforts to modify the curriculum and assessment system were made to prepare students for these requirements at the senior secondary level. SBA components have been incorporated into the learning programmes of the English and Chinese Language panels at S4 and S5 although the internal scores for SBA will not be included in the calculation of the final grade in the HKCEE until the year 2009.

For internal assessment, greater attempts were made to enhance the

effectiveness of teaching and learning through the provision of detailed feedback and comments on assessment tasks. Comments for the Academic Report were reviewed and revised to be more positive and constructive in nature. In addition to grades and raw scores, comments and advice on how students can further improve in their work were provided so that students will not only focus on the outcome of their performance but be guided on how to do better. In the classroom, teachers were more ready to praise students for their critical and creative ideas so as to encourage them to

30

contribute more actively by raising questions, sharing ideas and taking risks in their process of learning. Outstanding work and essays were announced and analyzed and served as exemplars of good work for others to learn from. A new bulletin board was set up in each classroom for the display of students work.

Quizzes, tests and exams were carried out in the spirit of assessment for

learning. Panel meetings were conducted to discuss students weaknesses and to design teaching strategies and assessment tasks to help them master the skills in which they were weak. Students in S3 were provided a Percentile in Individual Subjects as a summary of their results after the mid-year and final exams to inform them of their relative strengths and weaknesses in each subject before they decided on which subjects to choose for S4. Final examination scripts were returned to students of S3, S4 an S6 during the post-exam period to provide them with immediate feedback on their performance, to facilitate choice of subjects for students in S3 and to enable students in S4 and S6 to make plans for their revision during the summer holidays.

In some subjects, self-evaluation and peer assessment complemented and

supplemented assessment by teachers. Questionnaires and observation checklists of qualities and skills were provided for students as tools for self-reflection and self-assessment. By looking at their own work critically and by observing how well their classmates were mastering the skills required for the course, students learnt that assessment was an essential and integral part of their learning and that their involvement in this process mattered as much as their final achievement.

Reflection & Evaluation

The lengthening of lesson time in the new timetable means that assessment

and immediate feedback can be made an integral part of students learning. Making sure that students are better informed of their performance, their strengths and weaknesses in each subject and involving them in evaluating their own performance would make them more engaged and ready to take a greater responsibility for their learning and achievement.

Although the SBA component is still relatively new to the NSSC, both

students and teachers are rather used to and well prepared for this. In the senior level, since TAS and SBA are required for some subjects at the HKCEE and ALE at present, coursework of this nature has already been made part of students assessment. In the junior level, the tradition of using continuous assessment as a means of

31

formative assessment in S1 and S2 has also made students in the junior secondary see ongoing assessment as an integral part of learning.

Further attempts will be made in the coming year to explore the possibility

of using Standards-referenced Reporting to align school assessment policy and practice with those of the NSSC and HKDSEE.

2.3.2 To Design and Trial Run the Student Learning Profile Achievement The Student Learning Profile Sub-committee of the Curriculum Committee,

after careful consideration and consultation came to a unanimous agreement that the Student Learning Profile (SLP) should not merely be a record of students performance and achievement, nor should it be used for assessment purposes alone. In addition to using the SLP as a record of their academic achievement and other achievement in extra-curricular activities, students should use this as a tool for goal setting, reflection and personal growth. It was decided that a hard copy of My Learning Profile should be introduced to facilitate students in their preparation of the SLP which should be ready by the end of SS3, the final year of their senior secondary education. To prepare them systematically for this, each student will be required to compile four Learning Profiles over four years, the first starting from S3.

In addition to helping students set their own goals, the Learning Profile will also enable them to monitor their own progress and plan ahead for their future educational and career needs. To start off with, students will be required to carry out a reflection of both their personal attributes and academic performance. They will then be required to set SMART goals for these two concerns. Records of their participation in extra-curricular activities, community service, life-wide learning experiences, other learning experiences, awards and major achievements over the four years will be kept. While students will be responsible for preparing their own Learning Profiles, guidance on goal setting will be provided by their Homeroom Teachers who will also monitor their progress and give them feedback and advice on a regular basis.

Reflection & Evaluation Having a trial run of the SLP with S3 students in the coming year is most

timely since this group will be the first cohort of students in the NSSC. With the current design and requirements of the SLP, students would become more motivated,

32

self-directed learners who are reflective and responsible for their own learning and achievement. Since the coming year will be the first year of its implementation, a review of the progress and procedures for preparing the SLP will be carried out to fine-tune arrangements before this is extended to other levels in the years ahead.

Survey on Students Reading Habit & strategies to promote reading Achievement

To further provide an environment conducive to reading, recommended

booklists were placed on the Library homepage and additional reading and audio-visual material were purchased and made available in the library. Book Fairs were arranged for students to select reading material that they were interested in. This year we continued to create time and space for students to read, by allocating one lesson in English and Chinese / French per cycle for students to read and engage in reading related activities. Feedback to the Survey on Students Reading Habits 2007-2008 was rather positive. The average number of reading materials borrowed from the school library per student had increased compared with last year. The response to a new question in the survey on how much time students spend surfing the internet also showed that the amount of time they spent on this was considerably high.

To celebrate World Book Day on 23rd April, 2008, a special arrangement was made to further enhance students interest and involvement in reading. A representative from Room to Read gave a talk on how their charity programme was set up to provide reading resources for the less fortunate children in India. Founded on the belief that world language starts with educated children, it works to create educational opportunities and to establish educational infrastructure in the less developed countries. This was followed by silent reading. Students brought a book of their own choice to read during this lesson. In order to raise funds for the Room to Read Charity Programme, parents and students were invited to make cash donations and donate books for a charity book sale which was held during the day of Fun Fair in July. More than 1,000 books were collected and over $39,000 was raised. The positive response to this appeal showed our students readiness to share the joy and benefits which they have gained from reading with those who were not as fortunate as they are.

In response to students request for the school to provide them with more

reading time over the years, as well as to help them cultivate a habit of reading, the Timetabling Sub-committee of the Curriculum Committee incorporated a Reading Time into the new timetable which will commence from September, 2008. Students

33

will have a 20-minute slot at the beginning of the day from Monday to Thursday for reading this will include books of their choice in the junior level and books as well as newspaper in the senior level. All classes will be accompanied by a teacher during this time.

Since students response to the first MSS Book Day held two years ago was very positive, the Promotion of Reading Working Group made preparations for the second MSS Book Day which will be held in October, 2008, in the coming school term. Activities like the Chinese and English Book Quiz, Film Viewing Sessions, a writers talk and a book sharing session will be held to stimulate students interest in books as well as to help them experience the excitement and satisfaction that reading brings.

The PTA Reading Scheme continued to attract a large number of students

and high quality book reports. Students participation was overwhelming. The number of recipients of the various awards is as follows:

Reading Awards for Books in English

Gold Award Silver Award Bronze Award 70 38 134

Reading Awards for Books in Chinese

Gold Award Silver Award Bronze Award 29 37 245

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Frequency of borrowing Reading Materials from the School Library

by Students

Average No. of Reading Materials / Books borrowed from the School Library per Student

17

9

16

7

17

9

02468

10121416

No.

of b

ooks

05/06 06/07 07/08

S1-S3S4-S7

* Data from the survey on Students Reading Habits showed that a large number of students either purchased their own reading material or borrowed them from their classmates and friends.

16%16%

18%

6%7% 9%

28% 27%

24%

11%14%

14%

21%

25% 25%

14%18%

15%

26%

23%24%

44% 44%45%

8%

10%

8%

25%

17%16%

0

5

10

15

20

25

30

35

40

45

> once a week once every 2 weeks once a month < once a month never

05/06 (S1-S3) 06/07 (S1-S3) 07/08 (S1-S3) 05/06 (S4-S7) 06/07 (S4-S7) 07/08 (S4-S7)

35

% Time reading English materials per week (S1-S3) 2007-2008

18%

25%

24%2%

30%

More than 3 hrs2 hrs1hrLess than 1 hrNever

% Time reading English materials per week (S4-S7) 2007-2008

25%

20% 1%

30%

25%More than 3 hrs

2 hrs

1hr

Less than 1 hr

Never

% Time reading Chinese materials per week (S1-S3) 2007-2008

33%

26%

23%

13% 5% More than 3 hrs2 hrs1 hrLess than 1 hrNever

% Time reading Chinese materials per week (S4-S7) 2007-2008

28%

20%

17% 4%

30%

More than 3hrs2 hrs

1 hr

L th 1 h

36

$30283$35115

$13489

$35546$38817

$13688

$41410 $39649

$11191

0

5000

10000

15000

20000

25000

30000

35000

40000

45000

$

2005-2006 2006-2007 2007-2008

Total Expenditure from School Library Funds

StudentStaffPRCF*

PRCF* - Fund for Promotion of Reading Culture

Number of AV and Books purchased by the School Library

90

338

94

564

181

64

486

143

381

90 73

501

190

463

92

0

100

200

300

400

500

600

2005-2006 2006-2007 2007-2008

AVEng Bk for SsEng Bk for TsCh Bk for SsCh Bk for Ts

Ss : Students Ts : Teachers

37

Reflection & Evaluation In order to encourage students to read extensively to prepare for the

broadening in the new curriculum, the Library will continue in its effort to promote new books and to challenge students through external reading programmes and competitions.

With the incorporation of Reading Time in the timetable in the coming year,

students of all levels will benefit from increased time for extensive reading. We believe that through this arrangement, students language competence will be enhanced. Students will also be able to broaden their knowledge and increase their awareness of what is happening around them. Moreover, with the incorporation of different activities in the second MSS Book Day, students exposure to a wider scope of reading materials will be stimulated.

38

Student Learning Time 2007-2008

No. of Days with Regular Classes

179 179

161175 175

157173 173

155

020406080

100120140160180

Days

05/06 06/07 07/08

S1S2S3

No. of Days with Learning Activities

1314

13

15 15 15

1314

11

0

2

4

6

8

10

12

14

16

Days

05/06 06/07 07/08

S1S2S3

39

% of Lesson Time for each KLA

17% 17%17%

21% 21% 21%

12%12% 12%

22% 22% 22%

11%11% 11%

6% 6% 6%7% 7% 7%

4% 4% 4%

0

5

10

15

20

%

Chinese

English

Mathematics

PSHScience

TechArts

PE

05/06 06/07 07/08

40

3. Student Support and School Ethos 3.1 Introduction Building on the major concerns of the 2004-2007 School Development Plan

and the achievements thereof over the last three years, the Pastoral Care Division has moved forward with the times. With the anticipated implementation of the New Senior Secondary (NSS) Academic Structure in September 2009, support for students at Marymount has aligned itself with NSS in its relevant capacity, both in terms of providing other learning experiences and contributing towards developing the student learning profile.

Apparently, the 2007-2008 Annual School Plan has placed its emphasis on

Management & Organization (Domain 1) and Teaching & Learning (Domain 2). The school has pragmatically set its priority on academic concerns in engineering a smooth and successful transition to NSS, in the light of which no specific goals have been set with regard to support for students in the plan. In effect, support for student development has been kept well in focus. The contribution of the Pastoral Care Division to school life in terms of holistic learning has been acknowledged. Indeed, school resources have been allotted according to the aspirations and needs of the committees and teams.

Conscious of its role in fostering the whole-person development of students

through upholding values education, the division has faithfully adhered to the school vision and mission of enabling students to develop into integrated persons of wisdom, care, love and compassion. While most of the committees and teams in the division have focused essentially on catering for the diverse needs of students, they have nonetheless worked assiduously towards the loftier ideal of stretching students potential and inspiring them to excel through reflection, creativity and commitment. This section of the annual report will testify to the actual strategies adopted, the activities and programmes planned and run as well as the accomplishments made.

3.2 Engineering a smooth and successful transition to NSS 3.2.1 Other Learning Experiences (OLE) Pastoral care has a role to play in the New Senior Secondary (NSS) Academic

Structure in that it correlates with Other Learning Experiences (OLE) and the Student Learning Profile (SLP) with OLE being a key feature of the New Senior Secondary Curriculum (EDB Article on Realizing the Vision of 334 dated 15th July 2007).

41

In the NSS context, OLE includes: Moral and Civic Education Aesthetic Development Physical Development Community Service Career-related Experiences.

The Pastoral Care Division is committed to providing other learning experiences for students in terms of Moral and Civic Education, Community Service and Career-related Experiences. While fulfilling the objectives of individual committees and teams, the School Major Concern of catering for the diverse needs of students, stretching their potential and inspiring them to excel through reflection, creativity and commitment has been duly attended to.

Indeed, the 2007-08 Composite Schedule of Pastoral Care Programmes

covering moral and civic education, environmental education, health education, career guidance, discipline, counselling and guidance as well as extra-curricular activities and service readily lend themselves to the other learning experiences deemed vital components of learning in the NSS context. Through talks, training sessions, camps, games and simulations, exchanges and visits, students have been provided ample opportunities to learn outside of the classroom.

3.2.2 Student Learning Profile (SLP) Another important feature of the NSSC related to support for students is the

Student Learning Profile (SLP). Students are to build up a profile to record and reflect on their learning experiences and achievements. The design and implementation is to be school-based and the content may include brief information about academic performance in school, OLE, awards/achievements gained outside schools and the student's Self-Account.

To familiarize themselves with the OLE and SLP concepts, the Vice Principal

(Pastoral Care) and heads as well as members of the committees/teams of the Pastoral Care Division have taken the initiative since 2006 to attend related professional development sessions. Working through 2007-08, the SLP sub-committee of the Curriculum Committee chaired by the head of the Extra-curricular Activities & Service Committee and comprising members of the Curriculum Committee, the Career Guidance Team and the Religious & Moral Education Committee, has come up with the framework of a school-based SLP and introduced it to the Staff for further consultation.

42

The Student Learning Profile of MSS students is to be a summary report of the students whole person development, both in terms of personal attributes as she participates in OLE and generic skills as she works towards her academic goals. The eight personal attributes of respect for self and others, concern for others, willingness to serve, interpersonal skills, perseverance, commitment, leadership and habit of reflection spell out the expected outcome of whole-person development of our graduates while the nine generic skills encompassing collaboration skills, communication skills, creativity, critical thinking skills, information technology skills, numeric skills/numeracy, problem-solving skills, self-management skills and study skills provide students with a sense of direction for improvement where academic attainment is concerned.

The process of setting goals and working out practical means of achieving

them as well as regularly reviewing the progress and areas for improvement facilitates and enhances students habit of reflection. In setting this direction for the development and refining of the SLP, the school has not only studied the signs of the times and addressed its major concern of a smooth transition to NSS. Subtly yet affirmatively, the key feature of Ignatian pedagogy that calls for constant reflection in the process of learning has been applied. To make students responsible and accountable for their own development and enhance their sense of ownership of the SLP, the yearly compilation of OLE, awards and achievements has been named My Learning Profile.

The SLP will be trial run on S3 students, the first batch of NSS students, in

2008 09. To ensure that teachers have a comprehensive understanding of the SLP and to equip Homeroom Teachers with the know-how of guiding students, staff development sessions were conducted at the end of August 2008. Workshops for S3 on goal-setting facilitated by an experienced professional and follow-up sessions led by the Career Guidance Team and Homeroom teachers were planned and set to be launched at the beginning of the new school year.

43

3.3 Catering for the Diverse Needs of Students, Stretching their Potential and Inspiring them to excel through Reflection, Creativity and Commitment

Achievement 3.3.1 Achievements of the Division as a whole

3.3.1.1 Life-wide Learning Day 2007 It was with learning in authentic context in mind that Life-wide Learning

Day was first brought into being three years ago. The programmes and activities planned for students on 14th September 2007 typically offered opportunities for students to extend learning space beyond the classroom to real-life situations so that they grasp knowledge, skills, attitudes and values that could be applied lifelong and life-wide. Like all other activities and programmes organized by the Pastoral Care Division, Life-wide Learning Day has been strategically planned to cater for the needs of students at their respective developmental phase.

Class Level

Programme Values / Objectives Organizing Team/ Committee

S1 Adventure-based Team-building Programme

Self-management, Social Skills, Problem-solving Skills

Guidance Team (GT)

S2 Visit to National Education Centre in Tai Po

National Identity Civic Education Committee (CEC)

S3 Visit to Wetland Park Opportunities for students to experience nature and to enhance their knowledge of the environment

Environmental Education Committee (EEC)

a.m.: Talk & Displays on Diabetes

Provide students with health knowledge so that they apply it to their daily life

Health Education Team (HET)

S4

p.m.: Leadership Training Integrity, Responsibility and Problem-solving Skills

Guidance Team (GT)

a.m.: Career Planning Self-Directed Search (Education Pathway Perspective)

To explore ones interest, aptitude and career inclinations

Career Guidance Team (CGT)

S5

p.m.: Talk by the Catholic Marriage Advisory Council (CMAC)

Love, Marriage and Family Religious & Moral Education Committee (RMEC)

S6 Day Camp on Adventure-based Leadership Training

Leadership Training Extra-curricular Activities & Service Committee (ECASC)

S7 Formation Day: Unwrapping the Gifts of Life

Self-acceptance; Knowing ones strengths and weaknesses

Religious & Moral Education Committee (RMEC)

44

3.3.1.2 APASO Surveys

Class Levels Affective/Social Outcomes

Responsible Comm/Team/Staff

Timing

S1 Values RMEC Early October 2007 S4 & S6 Leadership ECASC August 2007

& May 2008 S6 Self Concept Homeroom September 2008 S7 Self Concept Homeroom February 2008

3.3.1.3 Special Educational Needs (SEN)

The Pastoral Care Division continues to take care of students with special

educational needs. Insofar as students with physical impairment or disability are concerned, the school has continued to encourage parents to inform the school through using the Medical History Form attached to the Letter to Parents at the beginning of the school year. Reports from EDB audiologists have been shared with respective Homeroom Teachers so that needs of students with hearing impairment are properly addressed.

The Mechanism for Early Identification of Students with Special

Educational Needs has been running for two years. The tool is a checklist of symptoms observed in students, categorized according to behavioural, academic, defective speech/hearing, physical, emotional, social and family needs. The checklist has been incorporated into the Teachers Reference File. Teachers have been encouraged to report their observations to the school so that students identified to be of exceptionally high or low ability, students with behavioural problems and students with special educational needs could be catered for.

Over the last academic year, the Pastoral Care Division has been able to

extend support to students troubled by lack of confidence/social skills and/or interpersonal relationships, students who have lost a sense of direction as they face public exams, students who behaved immaturely and students with specific learning difficulties.

3.3.1.4 Measures to Cater for the Exceptionally Gifted To stretch the potential of students and inspire them to excel, they have been

encouraged to take part in various competitions and programmes for the gifted. Students were nominated for and/or enrolled in various programmes such as

45

The EDB Support Measures for the Exceptionally Gifted: Enhancement Programmes on Leadership, Mathematics, Science and Humanities

The Lion & Globe Hong Kong Outstanding Students Award (10 awardees in the whole territory)

The Hong Kong International School Summer High Achievers Program (Mathematics) and the English & Leadership Program 2007-08

The Hong Kong Budding Scientists Award 2007-08 The Hong Kong Student Science Project Competition 2008 The Hong Kong Chemistry Olympiad for Secondary Schools, a project work

competition jointly organized by the Hong Kong Association of Science and Mathematics Education, the EDB, the Hong Kong Chemical Society and the Royal Society of Chemistry

The Hong Kong Public Speaking Championships 08 organized by The Hong Kong Parliamentary Debating Society

HSBC Living Finance, a financial education programme which includes the HSBC Living Finance Workshops, the HSBC Young Financial Planner Competition and the Living Finance Website

The Chinese University of Hong Kong Winter & Summer Gifted Programmes

The nominations provided students with the opportunity to learn and excel.

The experience gained through attending the programmes and/or taking part in competitions have been inspiring and the effects far-reaching. In the case of competitions, teachers did not only nominate but advised and trained the nominees to stretch their potential.

3.3.1.5 Funds

To cater for the diverse needs of students, the school has subsidized

expenses on arts education courses/programmes on music and dance as well as sports training.

Students in need of financial assistance are provided with information and

channels for application. Depending on the needs of individual students, the school may apply for fee remission and other financial assistance from the Government on their behalf, especially those who experience sudden misfortune in the family. As for the Rev. Joseph Carra Memorial Education Grants, the Maryknoll Sisters Education Grants and the Columban Sisters Education Grants, Homeroom Teachers have been consulted in the nomination processes. Where financial aid for student activities is concerned, students have been encouraged to come forward with applications for

46

subsidy from the Jockey Club Life-wide Learning Fund. In 2007-08, the income of $11,400 has been deployed to enable students to take part in life-wide learning activities in and outside school.

Reflections and Evaluation 3.3.2 Reflections and Evaluation of the Work of the Division Life-wide Learning Day (LWL Day) 2007 has been held for the third year.

The programmes have been under constant review to ensure that students find meaning in and enjoy the activities while the aims and objectives of organizing them are achieved.

With regard to the S1 Adventure-based Team-building day-camp organized

by the Guidance Team (GT), students learnt to cooperate and work as a team. Communication and time management skills of students were enhanced. The S2 Visit to the National Education Centre organized by the Civic Education Committee (CEC) was meaningful as students had the opportunity to try their hands at flag-raising. 75% of the participants agreed that they have learnt more about Chinese culture from the activities and 66% agreed that the visit enhanced their national education. Observations showed that students did browse the LWL Day board display on photos and reflections made.

The S3 Visit to Wetland Park arranged by the Environmental Education

Committee (EEC) provided students with the opportunity to explore the versatile biodiversity of wetlands through a series of wetland conservation activities assigned. Students were able to get close to nature and enhance their knowledge of the environment. Surveys on opinions show that more than three quarters of the participants found the activity interesting and informative and that it enhanced their environmental awareness.

The S4 programme on Diabetes Mellitus comprising a health talk, a board

exhibition, a games session and a spot blood test for students with abnormal BMI provided by the Hong Kong East Cluster Hospitals was well received. 70% of the students agreed that they learnt more about the disease after the activity and 66% of them thought that they could apply the knowledge to their daily life. The Health Education Team (HET) is therefore confident that a similar event would be welcome by S4 of 2008-09. The S4 leadership training session held in the afternoon by the GT enabled students to learn cooperation and leadership skills. Students enjoyed the games and were satisfied with the overall rundown of the programme.

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The Self-Directed Search (SDS) Workshop the Career Guidance Team (CGT) organized for S5 in the morning of LWL Day enabled students to explore their career inclinations and the world of work. The majority of participants agreed that the workshop was clearly conducted and the SDS test was accurate. They found the workshop relevant to their needs as it enabled them to become more aware of the academic programmes that matched their aptitude, interest and personality.

The afternoon session on love and marriage organized by the Religious &

Moral Education Committee (RMEC) for S5 was conducted by facilitators from the Hong Kong Catholic Marriage Advisory Council (CMAC). 80% of the participants agreed that the workshop has enabled them to learn more about the proper attitude towards love and marriage. The materials were relevant and the activities aroused their interest though students found the day quite long. It might be worth considering the integration of more interaction and activities into the programme.

S6 students found the Adventure-based leadership training programme

organized for them by the Extra-curricular Activities and Service Committee (ECASC) worthwhile and the time well spent. Through taking part in carefully selected activities and games that challenged their creativity and collaboration, they learnt teamwork and developed leadership skills. The Jockey Club Sai Kung Outdoor Training Camp proved to be an ideal venue for the training as it was newly renovated and fully equipped with training facilities including water sports. S7 students found the programme Unwrapping the Gifts of Life organized by the RMEC useful and the facilitator inspiring. They found the talk on time management, the games, the reflection on their personal qualities and sharing among themselves most interesting. The venue at Breakthrough Youth Village was placid and beautiful but some students preferred to stay in the urban areas so that time spent on traveling could be shortened. The committee will give serious consideration to the suggestion in planning for the 2008-09 Formation Day.

Regarding the APASO surveys, it has been resolved that questionnaires will

be administered in cycles, especially for S4, S6 and S7 so that students development in affective and social outcomes such as values, self-concept and leadership skills could be more accurately traced. The statistics derived from the surveys will inform follow-up actions as well as planning of programmes in the coming years.

Gifted education opportunities are welcome by those who have been high

achievers and those who love to be challenged. Teachers are taking a more active role in looking out for relevant programmes and/or competitions and encouraging and/or preparing their students to take part in them. Students are receptive to new and fresh

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ideas, the seed for potential to be stretched. The year 2007-08 saw new items on the list of programmes our students have participated in, a step in the right direction. It is hoped that the good work started will continue, enabling students to excel and bloom.

Achievement 3.3.3 Programmes Organized by Individual Committees and Teams

3.3.3.1 The Career Guidance Team (CGT)

For the years 2007-2010, the CGT has made it their specific concerns to

create a framework for the provision of career-related experiences for students in the senior forms and to provide a range of career-related opportunities to meet the diverse needs of students for their personal, social, educational and career development.

The Self-Directed Search Workshop organized for S5 on Life-wide Learning

Day was aimed at enabling students to explore their career inclinations and the world of work. S5 students were enabled to think about further education through attending the sessions on Opportunities after Form 5. The Form 6 Choice of Subjects Programme run for S5 graduates in June guided them in making informed decisions. The Form 6 Familiarization with JUPAS Choices session provided an opportunity for students to plan for tertiary education. Job Shadow Programmes were run to help students explore firsthand the skills and education needed to succeed in todays job market. Visits to workplaces organized for S4 and S6 enabled them to understand a certain kind of occupation or the variety of jobs offered by a company. The session on Advice on making JUPAS Choices for Form 7 was aimed at emphasizing the importance of making informed decisions on university programmes according to ones interests and ability while the University Programmes Talks for S6 and S7 provided students with more information on various university programmes and their admission requirements.

For the junior levels, the CGT organized a mind-mapping programme for S1

students to enhance their study skills. The programmes on Form 4 Choice of Subjects for Form 3 enabled S3 students to make informed decisions on S4 subjects and provided them with the opportunity to seek guidance from teachers.

To broaden students inter-cultural experience, enhance their language

competency and/or learn about university courses and hall life, the CGT has nominated or arranged for students to participate in the following programmes:

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Date (Duration) Programme Purpose/Nature Participants Summer 2008 (Three weeks)

Crimson Summer Exchange (CSE) at the University of Hong Kong

Help students improve their communication skills, enhance appreciation of world cultures & engage in critical thinking

S4 6 Students who had the opportunity to mix with other students in Hong Kong & Harvard University

21 July to 9 August 2008

UK English Enhancement Summer Programme organized by EXCEL Communication Institute, U.K.

A rich programme of drama, writing, film, choral speaking, dance & etiquette workshops plus excursions designed to enhance English skills & cultural experience

24 S1 & 2 Studentsaccompanied by two teachers

February 2008 The Chinese University Residential Programme

To have a taste of the university courses in which students are interested

8 S6 Students

July 2008 St. Johns College, HKU

To learn more about hall and university life

Sheena Yap of S7

3.3.3.2 The Guidance Team (GT) To enable students to cultivate positive values, the GT has organized a

variety of form-based life programmes that catered for students needs at different developmental stages. For the junior levels, the Big Sisters Programmes for S1 and S4, the session on Puberty for S1, programmes tailor-made for students such as forming a circus group to facilitate the acquisition of social skills for students who lack confidence, the Team-building Programme for S2 as well as the session on Sexual Harassment for S3 have been organized.

Life programmes for senior students included the Stress Management

Programmes for S5 and S7, the session on Preparation for HKCEE for S5, Handling Emotions for S6 and the sessions on Knowing Your Strength and Advice on Proper Attire when attending Interviews for S7. The S6 New Students Orientation held in August 2007 familiarized students with the school. For the whole student body, the GT organized a programme on Positive Values aimed at promoting the school ethos of wisdom, care and compassion.

To inspire students to excel through reflection, creativity and commitment,

the GT led the leadership training session of the 2007-08 Orientation Programme for the officers of all the Pastoral Care Service Groups. Through problem solving, reflection on the process and sharing with group members, students gained an insight into the attributes of leaders and the import