school report 2015-2016 - maryknoll fathers'...
TRANSCRIPT
School Report 2015-2016
1
Contents
1. Vision and Mission .............................................................................................. 2
2. Our School ........................................................................................................... 2
3. Achievements and Reflections on the Major Concerns ....................................... 3
Major Concerns 1: To cater for learner diversity .................................................. 3 3.1.1 To enhance learning effectiveness ....................................................... 3 3.1.2 To promote self-learning ...................................................................... 5
Major Concerns 2: To sharpen English proficiency ............................................. 9 3.2.1 To promote English culture and literature ........................................... 9
3.2.2 To promote English reading across the curriculum ........................... 10 Major Concerns 3: To foster spiritual development ........................................... 12
3.3.1 To strengthen Catholic spirituality ..................................................... 12 3.3.2 To raise civic spirit ............................................................................. 13 3.3.3 To develop life-long orientation ........................................................ 16
4. Management and Organisation .......................................................................... 18
4.1 School Management .............................................................................. 18 4.2 Professional Leadership ........................................................................ 18
5. Learning and Teaching ...................................................................................... 20
5.1 Curriculum and Assessment ................................................................. 20
5.2 Student Learning and Teaching ............................................................ 21
6. Student Support and School Ethos ..................................................................... 22
6.1 Student Support ..................................................................................... 22
6.2 Partnership ............................................................................................ 23
7. Student Performance .......................................................................................... 25
7.1 Academic Performance ......................................................................... 25
7.2 Inter-school Activities and Awards Won in 2014-2015 ....................... 29
8. Financial Summary 2015-2016 .......................................................................... 33
9. School Development Plan 2015-2018 ............................................................... 34
10. CEG Evaluation ................................................................................................. 37
School Report
2015-2016
School Report 2015-2016
2
1. Vision and Mission
School Vision
Truth and Loyalty – To pursue wisdom and honesty in our search for knowledge.
To be loyal and faithful to our country, our society, our family and our school.
School Mission
It is our mission to educate students to be self-motivated, creative, rational and
responsible individuals characterized by a manifestation of “Truth and
Loyalty” – the motto of the school, through a balanced educational programme
relevant to a rapidly changing world.
2. Our School
Maryknoll Fathers’ School (MFS) is a Catholic school set up in 1957 by the
Catholic Foreign Mission Society of America, Inc. (M.M.). It is a co-
educational school with 24 classes in 2015-2016.
The school premises comprise five blocks, with 31 classrooms, 1 school hall, 1
chapel, 1 library, 5 laboratories, 1 computer-assisted learning room (CAL), 1
language laboratory, 1 Campus TV studio, 1 English Zone, 2 multi-purpose
rooms, 1 student activity centre, 2 music rooms, 1 IT Team workshop, 1 IT
Team display room, 1 humanities resources room, 1 geography room, 2
remedial rooms, 1 careers room, 1 discipline room, 1 counselling room, 2
interview rooms, 1 social worker’s room, 1 PTA room and 2 staff rooms. All
classrooms are equipped with computers, projectors and television sets to
facilitate the use of IT in teaching.
The school strives to promote the holistic development of our students. Students
are encouraged to take part in various kinds of activities to enrich their school
life. These activities provide opportunities for broadening a student’s
perspective, enhancing a student’s self-esteem and responsibility. Also,
students may learn to care for society as well as gaining courage to face the
challenges ahead.
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3. Achievements and Reflections on the Major Concerns
Major Concerns 1: To cater for learner diversity
3.1.1 To enhance learning effectiveness
3.1.1.1 – To promote assessment for learning tools
Strategy 1 – To set up a system to trace the students’ performance
through the pilot project in enhancing school administration
With the view to trace the students’ performance, the school aimed to make
use of the pilot projects to enhance the school administration so as to trace
the students’ performance and provide support to our students. But the pilot
projects have been delayed in this school year. It is expected that the projects
will be continue in the coming school year.
3.1.1.2 – To stream junior form students into sets according to their level
and ability
Strategy 1 – To stream F1 students into five sets according to students’
English level and ability
In order to narrow down learner diversity in English lessons, all F1 students
were streamed into five sets according to their English level and ability. The
streaming is reviewed twice per year according to the students’ performance.
The class size of each set varied from set to set to provide better support to
the students. The streaming policy has been reviewed after the first cohort.
The teaching materials, teaching approach, students’ application and
assessment were all set-based. To raise learning effectiveness and cater for
learner diversity, students’ levels of competency were continuously
evaluated through e-learning platforms’ electronic records.
Evaluation:
According to the subject survey, F1 teachers scored 94% in Question 3, ‘The
teacher makes the subject easy to understand’. This result proves that
students could follow the English lessons easily under a set-based curriculum.
From the observation of Principal and teachers, students’ performance
achieved most of the set goals. Learner diversity was catered for. Comparing
the assessment results in the Half-yearly Examinations with Final
Examinations, the streaming narrowed down the learner diversity in each set.
Teachers expressed that the students’ standard was similar in each set after
streaming. Students learnt with materials suitable for their English ability.
Assessment for learning was also achieved. Teachers adjusted teaching
materials according to the evaluation results of the e-learning platform. In
the teachers’ survey, 96% of the teachers strongly agreed/agreed with
Question 37, ‘I often adjust the teaching contents and strategies according to
students’ learning progress in lessons’. This result shows that almost all the
English teachers adjusted their teaching approach to meet the students’ needs.
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This strategy was considered worthwhile and would further continue and be
extended to F2 in the future.
3.1.1.3 – To provide support to teachers through workshops and trainings
Strategy 1 – To organise a workshop about assessment for learning
In order to equip teachers with concepts of the pedagogy to make use of
assessment for learning, two talks were held on the 1st Staff Professional
Development Day on 26 Oct 2016.
The first talk was given by the speakers from the BroadLearning Education
Co. regarding “Analysis of assessment results’. And the second talk was
given by Mr. Kwan Kwok Hon, the Vice Principal, about “Making use of
assessment results to enhance learning and teacher”.
Evaluation:
Among the 49 staff members who attended the talk, 88% found the talks and
training helpful to them. It was suggested that talks or workshops with more
detailed explanation of assessment for learning will be carried out in the next
school year.
Strategy 2 – To organise an experience sharing session for teachers on e-
learning
5 experience sharing sessions were given by Mr. Kwan Shu Kei to
colleagues throughout this school year. Topics included the concept of e-
learning, hands-on practice of using different e-learning platforms such as
EduVenture, iClass and applications like Microsoft OneNote, Office Mix
and Padlet. Colleagues also shared relevant ideas and concerns regarding the
use of e-learning platforms and applications in the lessons.
The record of the sharing sessions is listed as follows:
Date No. of
attendant Theme and activities
14 Jul 2015 15
Introducing e-learning
Collecting relevant ideas and concerns
from teachers
Demonstrating various applications for
classroom teaching in different
subjects
14 Jan
2016 3
Hands-on practice of EduVenture (for
conducting field trip for F3 IH Project)
05 Apr
2016 6
Hands-on practice of iClass platform
07 Apr
2016 4
Using Microsoft OneNote and Office
Mix to conduct pre-lesson learning or
flipped classroom
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Date No. of
attendant Theme and activities
08 Jul 2016 6
Controlling Apple TV for mirroring
iOS devices on classroom screens
Hands-on practice of Padlet (for
creating mind maps and capturing
instant feedback during lesson
discussions)
Evaluation:
Colleagues who attended the sharing sessions have given positive feedback
after the sharing sessions. They expressed that they are able to understand
the contents and have adopted the skills of using different e-learning systems
for the lesson in this school year.
3.1.2 To promote self-learning
3.1.2.1 – To introduce new e-learning platforms
Strategy 1 – To join WiFi 900 project
In order to facilitate and promote e-learning, the school joined the Education
Bureau’s Fourth Stage on IT in Education (WiFi 900 project) in this year.
With the grants provided by the EDB, the school has enhanced the WiFi
infrastructure so as to cater for the need of using e-learning resources.
Moreover, the school purchased mobile computing devices such as iPad for
students to use in the class.
Evaluation:
Subject survey by F1students,
Q3: “The teacher makes the subject easy to understand”
Rating 4 3 2 1
Chinese 38.84% 56.20% 2.48% 2.48%
English 50.82% 43.44% 4.10% 1.64%
Mathematics 49.59% 44.63% 5.79% 0.00%
Grand Total 46.43% 48.08% 4.12% 1.37%
Based on the result of Q3 in the subject survey conducted by students as
above, nearly 95% of them agreed “The teacher makes the subject easy to
understand”. This indicates that the learning effectiveness has been enhanced
after joining the WiFi 900 project.
Strategy 2 – To introduce e-learning in F1 core subjects
E-learning was introduced in all F1 core subjects smoothly and successfully.
Students were trained in the lesson to use the tablets for different e-learning
activities. Teachers designed a variety of e-learning materials and adopted e-
learning platform such as iClass to facilitate the teaching work.
To promote the e-learning and self-learning in Chinese Language, F1 and F2
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students were required to join the iLearner platform to finish regular
exercises and have cultural exchange with students from other schools. E-
learning devices such as iPads were used in F1A for teaching Chinese
composition. Some students from F1A were also chosen to attend the
Chinese Language Enhancement Course, while iClass, one of the e-learning
platforms, was used during the lesson.
For F1 Mathematics, iClass was used frequently to promote e-learning in the
2nd term. Students used the iPads during the lessons to conduct peer learning.
For F1 English, students’ levels of competency were continuously evaluated
through their e-learning platforms’ electronic records. The online platform
of the grammar book, MyGrammarLab, was adopted this year. Teachers
assigned online grammar exercises to students before and after teaching the
grammar items. They adjusted their teaching approaches according to the
statistical analysis of students’ performance in the online exercises.
Evaluation:
Based on the statistics as shown above regarding the Q3 in the subject survey
conducted by students, about 95% agreed the statement that “The teacher
makes the subject easy to understand”, which affects that the learning
effectiveness in F1 core subjects has been enhanced through the introduction
of e-learning to the lessons.
Strategy 3 – To introduce e-learning in other subjects in senior forms
Besides core subjects in F1, e-learning has also been introduced to senior
forms’ students in Economics and Physics.
For Economics, iPads were used to facilitate the e-learning in the lesson. F4
and F5 students were also required to finish the pre-lesson online quizzes.
Besides, students of different forms were required to utilize online platform
for peer study. Different e-learning platforms, such as eClass (F3), Edmodo
(F4 & F5) and Schoology (F6) have been adopted for peer study.
Flipped Classroom was adopted in Physics to promote students’ self-
learning. All F3 students were required to finish the online Preview sessions
before the lessons.
Evaluation:
Subject survey by F4 and F5 students,
Q3: “The teacher makes the subject easy to understand”
Rating 4 3 2 1
Economics (F4) 62.79% 37.21% 0.00% 0.00%
Physics (F5) 40.42% 34.04% 21.28% 4.26%
Grand Total 47.73% 36.36% 13.61% 2.27%
Based on the survey result as above, 100% of F4 students agreed that the
teacher makes Economic easy to understand while more than 84% of
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students studying Physics agreed the statement. These show that the learning
effectiveness in senior forms has been enhanced through e-learning.
3.1.2.2 – To strengthen 4 Steps-in-a-lesson, with special emphasis on pre-
lesson activities
Strategy 1 – To hold a workshop for teaching about pre-lesson planning
In order to emphasize the importance of pre-lesson activities, a workshop
was held on the 2nd Staff Development Day on 5 Feb 2016. Trainers of the
iClass Project from the University of Hong Kong were invited to provide the
workshop to our colleagues. The Interactive Class Response System was
disseminated during the workshop and colleagues were equipped with the
iPad for learning to use the iClass system.
After the workshop, Mr. Kwan Shu Kei also demonstrated the use of e-
learning for lessons.
Evaluation:
46 Colleagues attended the workshop. Some teachers decided to adopt the
iClass in their subjects. 88% of the participants found the trainings helpful.
Strategy 2 – To give a talk to students to teach them the importance of
self-reflection and preparation before class
Speakers from an educational service company provided a 6-lesson
workshop for all F1 students. The workshop aimed to introduce different
kinds of learning styles to students. Students were probed to find out their
own learning style, which may facilitate not just their learning but also their
self-preparation before the class. Moreover, by identifying their learning
style, they would be able to make review on their previous learning and
reflect if there were changes to be made so as to optimize their study.
Evaluation:
Average score of Q2-6 in the student questionnaire (appendix 1) is 2.9/4.0
(4.0 = best), indicating that students found the workshop clear and effective,
and they have applied or would apply skills learnt. Individual interviews with
5 students generated similar results.
Strategy 3 – To organise a forum for parents about students’ self-study
and their preparation before class
A trainer from the educational service company provided a 1-hour talk to
parents explaining different learner styles and the corresponding learning
strategies in a gathering organised by the Parent Teacher Association on 16
Apr 2016. Q&A session further allowed parents to help their children to
manage learning by themselves at home.
Evaluation:
58 parents attended the talk on that day. As indicated from the opinions
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collected by the Parent Teacher Association, participants felt positive toward
the programme for their children and the talk given to parents. The majority
of parents opted for providing similar programme in the future for their
children and further explain the strategies of facilitating self-learning.
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Major Concerns 2: To sharpen English proficiency
3.2.1 To promote English culture and literature
3.2.1.1 – To incorporate English literature and cultural elements into
English lessons
Strategy 1 – To incorporate English literature and cultural elements into
English lessons, the F1 and F4 curriculum in particular
In view of cultivating an English culture in lessons, English literature and
cultural elements were incorporated into English lessons. The F1 curriculum
included a wider range of genres, ranging from novel and short story to
poetry and drama. F1 students were asked to demonstrate their
understanding of the literary works in class activities, continuous assessment
and summative assessment, in which ten percent of the General English tests
and examinations were allocated to assess students’ acquisition of literary
devices, analytical skills, vocabulary and grammar through the learning of
English literature. On the other hand, F4 curriculum focused on novel and
short story. Teachers assessed the learning outcomes of F4 students through
class activities, continuous assessment and Readers’ Theatre.
Evaluation:
According to the subject survey, F1 teachers scored more than 92% on
average in Q2, ‘The teacher makes the subject interesting’, while F4 teachers
scored more than 75%. This indicates that students were interested in the
English lessons with English literature elements. From the observation of
Principal and teachers, students’ performance achieved some or all of the set
goals. This strategy was considered worthwhile and would further continue
and be extended to F2 and F5 in future.
3.2.1.2 – To expose students to a wide range of literature
Strategy 1 – To expose students to a wide range of literature and cultural
elements
Aiming to allow students to experience English culture in the campus,
various activities were held during this academic year. Ranging from internal
activities to inter-school competitions and external events, such as English
Week, English Radio Drama Competition for Schools in Hong Kong and
Macao, and AFS Intercultural Fair, different cultural and literature-themed
programmes were organised.
Evaluation:
All programmes were well-received by the participants. Over 80% of
students participated in these programmes. Students’ cultural awareness was
raised in different events, such as the Singapore Study Tour. Students were
also awarded with numerous prizes in different competitions, including the
Award for Outstanding Performer and the Award for Outstanding
Cooperation in the Hong Kong School English Drama Festival, the Hong
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Kong Schools Speech Festival, and the 2016 Harvard Book Prize
Scholarship. The results were encouraging. This strategy was considered
worthwhile and would continue in the future.
3.2.1.3 – To develop students’ vocabulary and grammar through the
refinement of the Creative Reading and Writing Programme
Strategy 1 – To impart vocabulary and grammar through an integral and
contextual approach and refinement of the Creative Reading and
Writing Programme
To capitalize on the Creative Reading and Writing Programme, teachers
included vocabulary building and grammar exercises in the worksheets and
class activities, which accounted for approximately 25% of the programme.
As mentioned above, ten percent of the General English tests and
examinations were allocated to assess students’ learning outcomes of
studying English literature, in which one-third of the questions were about
vocabulary and grammar items.
Evaluation:
As shown in the assessment results of four assessments, namely Test in the
first term, half yearly Examination, Form Test in the second term and Final
Examination, around 75% of the students were able to answer the questions
about vocabulary and grammar items correctly. From the teachers’
observation, over 80% of the students could answer the questions about
vocabulary and grammar items in the worksheets accurately, and
demonstrated a good use of vocabulary and grammar items during the class
activities. This strategy was considered successful in imparting vocabulary
and grammar in the study of literary works, and would continue and extend
to F2 in future.
3.2.2 To promote English reading across the curriculum
3.2.2.1 – To encourage students to read more English books of different
subjects through Father Geitner Reading Award Scheme
Strategy 1 – To choose the best three book reports in each F3, F4 & F5
class and ask students to present them
In the view of encouraging students to read and develop public speaking
skills through Father Geitner Reading Award Scheme, F3 to F5 students
were asked to submit a book report. The best three book reports were chosen
in each class. Chosen students presented their English Reading Review on
4-6 May 2016 in the English Corner.
Evaluation:
The best three presentations in each form were awarded the Most
Outstanding Reader Award. Students were able to present their book reviews
in public with confidence. Feedback from teachers and judges was positive.
Students were able to present their book reports in public with confidence.
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3.2.2.2 – To enrich the class library with books of different subject areas
Strategy 1 – To enrich the class libraries with books of different subject
areas
In order to encourage students to read books of different subject areas,
teachers advised students to read English books from the class libraries,
which included fiction and non-fiction books ranging from science to
geography. Students were required to record down the genres they read in
the Reading Record Book of Father Geitner Reading Award Scheme.
Evaluation:
From the records shown in the Reading Log Book, about 90% of the books
chosen by students were English fictions. More English books of different
subject areas should be added to the class libraries in the future and more
encouragement should be given to students to read books from different
subject areas.
3.2.2.3 – To recommend good books by English Ambassadors through
class visits and by teachers and students in videos on school website
Strategy 1 – To recommend good books by English Ambassadors through
class visits and videos on school website
A total of eight book recommendations were done by English Ambassadors
in F1 and F2 classes during the morning reading time. Videos were taken to
be shown on school website for all students.
Evaluation:
In response to the aim of recommending good books across the curriculum
and STEM education, the English Ambassadors deliberately included
science books in the recommendations. Participation in the Father Geitner
Reading Award Scheme was satisfactory. However, according to the
students’ surveys, there was a drop of students expressing that they often
read leisure materials outside class.
Students’ views about the school (2015-16) Survey
aspect
Item
Year Strongly
agree /
Agree
Neutral Strongly
disagree/
Disagree
Mean
My
views on
student
learning
11. I often read materials
such as leisure reading
materials and
newspapers outside class.
2016 42.8% 38.6% 18.7% 3.3
2015 49.7% 33.0% 17.3% 3.4
More encouragement should be given and more activities should be done on
promoting reading across curriculums in future.
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Major Concerns 3: To foster spiritual development
3.3.1 To strengthen Catholic spirituality
3.3.1.1 – To set up a prayer leading roster in each class.
Strategy 1 – To have opening and closing prayer in each R.S./Ethics lesson
Students were required to lead their class in prayer during each R.S. / Ethics
lesson. The purpose was to instill an expectation of reverence or respect when
discussing matters of faith and good moral behavior as well as to develop a
habit of praying. Students composed their own prayers with a special
emphasis on social issues affecting Hong Kong and the world.
Evaluation:
All students participated regardless of faith background, writing prayers that
reflected a concern for others that is in keeping with the Maryknoll spirit.
They took their responsibility seriously, learning that they can and should
appeal to God not only for their needs but for those who are marginalized.
3.3.1.2 – To conduct religious activities for the whole school in the
tradition of Catholicism
Strategy 1 – To hold Term Opening Masses for F1 – F6 students
Every September, we hold an opening mass to pray for a blessed and fruitful
school year. Mass is the central form of worship for Catholics, and it is
important for students to take part and better understand this essential
practice of the faith. Teachers prepared students by explaining some elements
of the mass as well as leading them in song practice.
Evaluation:
Most students were attentive during mass and participated by singing hymns
and listening attentively to Father’s homily. Several students also
volunteered to help as readers and altar servers. Those who are Catholic used
this chance to set an example for others, and those who are not were able to
better appreciate the importance of the mass and the reverence afforded it.
Strategy 2 – To organise Living Rosary for F1 – F2 students
This project did not go ahead as planned due to scheduling conflicts.
Strategy 3 – To have All Souls Prayer during morning assembly
This was the first year that the school commemorated All Souls’ Day, an
important date on the church calendar that recognizes the deceased. Teachers
explained the reason for praying for the dead and asked students to write
down names of deceased relatives or family friends. Fr. Michael Sloboda
gave further reflections during the morning assembly and prayed for the souls
of the collected names.
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Evaluation:
Many students were introduced to All Souls’ Day for the first time. They
learned about how the Church continues to pray for people even after death
and that in our personal losses, we can depend on God and the support of our
Maryknoll family. By recognizing important Church dates, our students also
join with the universal Church as we pray with and celebrate with the faithful
throughout the world.
3.3.1.3 – To meet Catholic students bi-weekly to form and consolidate
their Catholic faith
Lower form Catholic students met for biweekly gatherings to develop a sense
of fellowship and to strengthen each others’ faith. Fr. Michael Sloboda joined
most of the meetings and supported students through his prayers and
reflections. Activities included team building games as well as faith focused
ones to help students both learn more about their religion and how to live as
Christians in their daily lives.
Evaluation:
The core group of students who consistently attended Vineyard meetings
strengthened their Catholic identity by learning about and sharing their faith
regularly. They developed a greater sense of belonging to the school, which
also reflects their Catholic values. Because many activities aligned with
important dates in the Church calendar, students were also able to form a
deeper belonging with the universal Church.
3.3.2 To raise civic spirit
3.3.2.1 – To foster the sense of belonging among students by various
activities
Strategy 1 – To launch the Clean My Own Classroom campaign
In order to raise students’ awareness to clean and decorate their classroom,
the Civic Education Department organised the “Clean My Own Classroom”
campaign in every month and the Classroom Broad Decoration Competition
once in the first term and twice in the second term. A slogan competition was
held in Sep 2015 so as to promote the cleaning campaign.
Evaluation:
According to the class teachers’ comment at the end of school year, the
average rating of classrooms’ cleanliness is 7 out of 10, which shows that the
students had done well to tidy up and decorate their classrooms. The
competition will be continued in the coming school year so as to consolidate
students’ sense of belonging to the school. Nevertheless, it was suggested
that the department should work on optimizing the rating system and the time
to announce the result.
Strategy 2 – To join GAIA (Green Aspiration & Innovation Actions)
organised by CUHK
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The GAIA has been introduced to students in this school year. The school
invited the Chung Ying Theatre Company to provide a drama show for F1
and F2 students so as to promote the concept of environment protection in
their daily lives.
Evaluation:
66 students have registered as the Go Green Ambassadors and the school has
been awarded the silver honour certificate as the Go Green Partner by the
CUHK for praising the school’s effort to promote environmental awareness.
The department is considering cooperating with the Geography Department
and Biology Department to organise activities for promoting environmental
awareness.
3.3.2.2 – To promote the caring for the underprivileged in society by
different kinds of voluntary services
Strategy 1 – To conduct a study “Is retired living really happy?” with
SSP East Lok Teen Club
For F4 students, the Civic Education Department worked with SSP East Lok
Teen Club to organise visits to the retired elderly working in the Ginkgo
House in the OLE sessions in Nov 2015 and May 2016 respectively. Before
the visits students were probed to think about the life after retirement through
role playing activities. They constructed a series of questions to ask the
elderly who had retired but are serving in the Ginkgo House. Through the
visits, student has learnt to reflect the current policies regarding the elderly
and has noticed that the life after retirement is not as happy as expected.
Evaluation:
Questionnaires were given to students after the activity. It is shown from the
result that more than 90% of students agreed that the visits have promoted
the caring for the elderly in the society. But this year there was personnel
change in SSP East Lok Teen Club. Thus the Civic Education Department
will have to discuss with the club whether to continue this programme in the
new school year.
Strategy 2 – To organise visits to the elderly living in SSP
In order to study the life of the elderly, F4 students were provided the chance
to visit the elder people living in the Pak Tin Estate in Nov 2015 and May
2016. The visit was jointly organised by the Civic Education Department
and SSP East Lok Teen Club. Before that social workers arranged a visit
simulation for students so as to equip them with the skills to communicate
with the elder people.
Evaluation:
The elderly living in the Pak Tin Estate gave positive feedback to the visit
and praised our students. Some students stated that through the visit they
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started to reflect on their attitude to the elderly. As shown in the sharing
session and students’ reflective paper, more than 90% of students agreed that
the goal of the visit was achieved. Thus the department would like to
continue this programme with the club for the new school year.
3.3.2.3 – To encourage citizen participation appropriate to students in
order to foster their responsibilities
Strategy 1 – To organise a talk on “Rule of Law” by lawyers
A talk on “Rule of Law” given by lawyers to F4 and F5 students was held
on 10 Nov 2015. The talk aimed to let student learn the spirit of the rule of
law as the core value inherited by Hong Kong people and to encourage
students to take part in public affairs.
Evaluation:
When we look at the student questionnaire, all students agreed that the talk
allowed them to know more about the legal system in Hong Kong and the
requirements and quality to be a lawyer. That is to say, the targets were met
by the talk. As the responses are positive, the department would continue
organising talks of different themes so as to encourage students to participate
in public affairs.
Strategy 2 – To organise a News Commentary Competition with the
Chinese Department
In order to promote independent and critical thinking, the Civic Education
Department cooperated with the Chinese Department to organise the News
Commentary Competition held from Oct to Nov 2015. Students were
required to write a brief summary and give their comments on selected news.
For each class, the best works chosen by the Chinese teachers were posted
for exhibition.
Evaluation:
A wide range of news was covered in the exhibition. Students manifested
critical thought and insights in their work. They provided their comments
from different angles and showed their intention to care about the social
issues. Both the Civic Education Department and the Chinese Department
agreed that the targets have been met by this competition.
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3.3.3 To develop life-long orientation
3.3.3.1 – To widen students’ horizons through interaction with alumni,
cooperation with external professional organisations on life planning, and
Life Education lessons
Strategy 1 –To provide Life Education to F1 and F2 students
All F1and F2 students had one Life Education lesson every one. The themes
of lessons of the two forms were respectively “Knowing Oneself” and
“Discovering One’s Potential”.
Evaluation:
98.4% and 96.9% of the F1 and F2 students respectively passed the subject.
The average score in subject survey of F1 and F2 Life Education was 3.33
out of 4.0. From assignments and presentations, it could also be seen that
students had profound reflection. A multi-media school-based teaching
package that helps the students have clearer life-long orientation had also
been fully developed.
Strategy 2 –To develop students’ respective orientation at different stages
of secondary school life through interaction with alumni
Five alumni sharing sessions were organised for all students from F3–F6. 39
alumni in total attended the sharing sessions.
Evaluation:
According to the students’ questionnaire surveys of respective sharing
sessions, the average scores of satisfaction ranged from 3.6 - 4.4 out of 5.0,
indicating a high level of satisfaction of the events among students.
Strategy 3 –To organise talks and OLE programmes with external
professional organisations
Out of the 12 talks, workshop and OLE programmes provided to students on
campus, 10 were operated jointly with 5 external professional organisations.
Students were also arranged to attend 5 off-campus external careers talks.
The above events, which were for all students of five forms and their parents,
covered topics including local studies, overseas studies, introduction to
different professions, learning style self-exploration, special support to SEN
students, and self-exploration of aptitude in lessons and on an online platform.
Evaluation:
The events generated very positive feedback according to questionnaire
surveys and observation. The events were rated 3.8 out of 5.0 by the
participants.
School Report 2015-2016
17
3.3.3.2 – To let students have experiential learning related to life planning
through institution visits, workplace visits and workshops
Strategy 1 –To organise company visits.
Opportunities to expose students to authentic workplace environment were
provided in various diverse manners: a visit to a law firm, a visit to a “mock
hotel” for teaching, guiding the students to run a dry goods stall in a real
Chinese New Year Fair, and applied learning courses. In addition, a special
experiential visit was also arranged: in an exchange programme with another
local secondary school, 5 students from each school studied in the other
school for five days.
Evaluation:
According to questionnaire, the levels of satisfaction of the visits to law firm
and mock hotel were above 4.1 out of 5.0. The participants of Chinese New
Year Fair stall stated in a written reported that they found the event rewarding,
and in fact a profit was made in the event. The students from our school and
another secondary school in the exchange programme expressed positive
feedbacks on the event in verbal presentations in the morning assembly.
Strategy 2 – To prepare students for interviews through Interviewing
Skills Workshop
F6 students were arranged to attend an external talk and mock interview
operated by EDB and Rotary Club, in which senior staff of different
professions interviewed students. Moreover, a talk on interviewing skills and
a mock interview operated jointly with Hok Yau Club were also provided to
F6 students. Every F6 student had a chance to join one or more of the above
events.
Evaluation:
Questionnaire surveys revealed a level of satisfaction of 4.0 out of 5.0 or
above.
School Report 2015-2016
18
4. Management and Organisation
4.1 School Management
The setting up of the IMC aims at introducing a participatory school
governance framework by including key stakeholders in school management.
School policies are better formulated to address to the needs of students and
the school resources can be better utilized to enhance teaching and learning
effectiveness. In this school year, Dr. Ko Mo Lin Regina continued to act as
the Independent Manager; our alumna Ms. Tsang Suk Yi Shirley was elected
the Alumni Manager; Mr. Choi Hok Fu was elected the Parent Manager and
Mr. Ng Yim Lun the Alternate Parent Manager.
Composition of the IMC (12 managers, excluding alternate managers)
Sponsoring Body Managers (7) Rev. Sloboda J. Michael, M.M.,
Supervisor
Rev. Phillips J. Edward, M.M.
Ms. Ho Kam Ping Loretta
Ms. Yeh Agnes Garman
Dr. Ho Chi Kwan
Ms. Wong Shui Hung
Mr. Tam Man Kei
Principal (Ex-offico Manager) (1) Mr. Ho Lik Sang Lobo, Principal
Teacher Manager (1)
Alternate Teacher Manager (1)
Mr. Chow Kai Yin
Ms. Yu Pui Sai, Agatha
Parent Manager (1)
Alternate Parent Manager (1)
Mr. Choi Hok Fu
Mr. Ng Yim Lun
Alumni Manager (1) Ms. Tsang Suk Yi Shirley
Independent Manager (1) Dr. Ko Mo Lin Regina
Planning, Implementation, Evaluation (P-I-E)
This school year was the first year of the new 3-year cycle. The new 3-year
school plan was constructed based on the data collected from all teaching
staff on the Staff Meeting held on 29 May 2015, a new Strength-Weakness-
Opportunities-Treats (SWOT) analysis was done. As a result, the 3 Major
Concerns for the coming three years were decided and the School
Development Plan 2015-2018 was devised.
4.2 Professional Leadership
Leadership and Monitoring
The Principal observed teachers’ lessons in this school year in order to
understand the learning and teaching situation. He actively helped to
optimize peer observations and to build up a culture of post-lesson discussion
and professional exchange among teachers.
The Principal also reviewed and monitored the financial budgeting among
staff and their financial management. Department Heads were asked to
submit a report to the School Finance Management Committee at the end of
School Report 2015-2016
19
the academic year. The actual amount used was checked to see if it was over
the approved amount by 15% or under the approved amount by 20%.
Collaboration and Support
To relieve teachers’ workloads, the Principal employed three Teaching
Assistants in 2015-16.
Being pivotal to the School’s self-evaluation system, our Staff Appraisal
system was refined. The Principal interviewed every teacher at the end of the
school year to discuss his or her performance.
The new locations of the Staff Rooms are on the 3rd and 4th floors of Block
E. The more centralized location was more accessible to students. Moreover,
the General Office was also renovated, which is now located in the G floor
of Block A (the original site of the Block A Staff Room).
Professional Development
To facilitate the practice of e-learning as the learning and teaching mode in
our school, talks, workshops and experience sharing sessions by outside
bodies or colleagues regarding the use of different e-learning platforms,
applications and software were given to colleagues throughout the year.
The 1st Staff Development Day was held on 26 Oct 2015. Ms. Wong Shui
Hung, the Sponsoring Body Manager of the IMC, provided a talk for our
colleagues regarding “School negligence and preventive measures”.
Besides, a Senior Community Relations Officer from the ICAC gave a talk
on the 2nd Staff Development Day on 5 Feb 2016 in order to raise our
colleagues' awareness of the laws against corruption in Hong Kong.
The 3rd Staff Development Day was held on 17 May 2016. The Planning of
strategies for Learning Enhancement in 2016-2017 was done among subject
departments. In the afternoon, colleagues travelled to the Asia World-Expo
for the Catholic Teachers’ Day so as to enhance their unity and co-
responsibility to actualize the vision and mission of Catholic education.
Together with the training courses provided by the Education Bureau and
other authorities such as the Hong Kong Examinations and Assessment
Authority, the hours of Teachers’ Continuing Professional Development for
the last 2 school years were computed as follows:
School Year Number of
staff
Total TCPD
Hour
Average
TCPD Hour
2014-2015 51 2123.75 41.64
2015-2016 50 1582.45 31.65
School Report 2015-2016
20
5. Learning and Teaching
5.1 Curriculum and Assessment
MOI Policy
Special measures were taken to strengthen the MOI policy in order to
enhance our students’ English proficiency. These included a 5-day summer
bridging programme for F1 new intakes with subjects using English as the
medium of instruction, namely, English, Mathematics, Integrated
Humanities, Integrated Science and Computer Literacy.
In order to cater for the learning diversity in English, F1 students were
streamed into 5 sets to have their English lessons. The streaming was based
on their English level and ability as reflected by the Pre S1 test results. The
re-streaming was done after the first term so as to optimize the system for
enhancing students’ learning effectiveness. Moreover, F1B and F2B
students also had to take up English and Mathematics reinforcement lessons
on Saturday mornings. In addition, the gifted and enhancement English
classes were both conducted for F1 to F5 students after school and on
Saturday mornings.
The cohort of 2010-2016 was under fine-tuning MOI policy, the students’
performance was satisfactory. According to the value-added report 2016, the
value-added score of English language was increased by 1.31.
English Environment
The School has been unremitting to create a good English learning ambience
for our students. Students are required to talk and communicate in English
in the English Zone, which is located on the 2nd floor of Block E. Throughout
the year a variety of English activities organised by different departments,
clubs and societies were held in the English Zone. It is a desirable place for
situational English learning, verse speaking practice, and organising English
activities.
Curriculum Evaluation
For F1 and F2, the number of session of Putonghua per week has been
increased from 1 to 2 while that of Life Education has been decreased from
2 to 1 per week. For F3, the Putonghua subject is removed from the
curriculum. The numbers of session of Computer Literacy and Professional
Accountancy have been both increased from 1 to 2 per week.
The new curriculum as above was launched smoothly. A review of Senior
Forms’ academic structure will be started in the school year 2016-2017.
Science Research was introduced to the F1 curriculum in this school year to
provide students with an understanding of research methods in science. It is
a 3-year course that is directed at students who have a keen interest in science
and would like to pursue excellence and progress in areas of original research.
A group of 8 F1 students were chosen to attend 3 sessions of the class each
week and they were required to construct a research project of their
School Report 2015-2016
21
own design and present their work at various competitions and symposiums.
Besides learning research methods in science, students were also organised
to attend different exhibitions, talks, workshops and fairs related to sciences.
It turned out that some students were not interested in Science Research.
They did not hand in homework in second school term. Only a few students
were able to follow instructions to complete a report. It was suggested
selecting student more strictly next year.
Civic Education
The Civic Education Department, Chinese Department and Geography
Department co-organised a Guilin Historical and Cultural Tour for F3
students from 28 Jun 2016 to 01 Jul 2016. This 4-day tour aimed at letting
the participants explore the natural and human landscapes and environmental
conservation in Guilin. 38 students and 4 teachers travelled to Guilin to visit
the Liu Sanjie Grand View Garden to understand the culture and daily life
of the ethnic minorities in Guilin. Different natural landscapes such as
Elephant Trunk Hill, Qixing Park and Silver Cave were also visited. All
participants found this trip intriguing and rewarding.
Other activities, included Top Ten Important News 2015 Election, were
provided to our students to enhance their civil spirits. Voluntary social
service activities were also jointly organised with SSP East Lok Teen Club.
The Department also organised visits to the elderly in the OLE sessions. In
this school year, all F3 to F5 students were required to help on 9 flag-selling
days in 2015-2016. 318 students took part in the social service. It was hoped
that through a variety of social services, our students could learn to become
responsible members of our society.
5.2 Student Learning and Teaching
Learning and Teaching Process
The Principal introduced the “Four steps in a lesson” and “Successful
Education” to all teachers. These two elements were continued to be
included in the new Lesson Observation Form to remind teachers to apply
them to their lessons. In this year, the school joined the WiFi 900 project and
thus introduced the use of e-learning to the learning and teaching process in
F1 Core subjects. Flipped classroom was continued in two subjects in senior
forms, Physics and Economics. It was under scrutiny to try to use it in more
subjects.
Feedback and Follow Up
The Subject Evaluation was conducted twice in this year during the two
examination periods. Teachers got back feedbacks from their students for
self-improvement. According to the value-added report 2016, the value-
added scores of core 4 subjects and best 5 subjects were increased by 2.93
and 3.26 respectively. These demonstrated that our success and effort in
teaching and learning.
School Report 2015-2016
22
6. Student Support and School Ethos
6.1 Student Support
After School Tutorial Class
To render support to students with problems in handing in homework,
students from F1 to F3 were chosen to attend this class. The class was
monitored by one teaching assistant and two student helpers every day after
school from 3:50pm to 4:50pm. Subject teachers were asked to fill in a
homework list for these students and put it inside a box in the office. The
teaching assistant monitored the students to finish their homework, which
was submitted to the teachers afterwards. The selection of students attending
the class was conducted four times a year in order to provide support to
students with problems in submitting homework on time.
Enhancement Classes and Reinforcement Courses
Reinforcement Courses in English, Computer Literacy and Mathematics
were given to F1B and F2B students on Saturday morning so as to enhance
students’ English speaking and writing skills and improve their learning
effectiveness in the English medium.
English Enhancement Courses were also provided for F3 and F4 students on
Saturday morning in order to improve students’ grammar skills.
Caritas, Hong Kong also provided after school English and Mathematics
classes for those in receipt of CSSA from Social Welfare Department or
Textbook Grant from Student Finance Office.
Study Rooms for Students
To accommodate our students a safe and quiet place for self-study, Multi-
purpose Rooms A and B on 2nd floor of Block B were used as the study
rooms for F4 to F6 students after school. F1 to F3 students had to provide
proofs of parental consent if they would like to do revision in the study rooms.
Warm water and biscuits were provided as an encouragement for students
studying late on campus.
Furthermore, Multi-purpose Room A was open for F6 student during non-
school days, except public holidays. The opening hours were from 8:00am
to 6:00pm.
Reading Habits
Emphasis on building a good reading habit of our students was promoted
through class teachers during the Morning Reading Session on Tuesdays and
Thursdays. Students are asked to read books (other than textbooks) during
the two twenty-minute reading sessions every week.
10-15 Chinese and English books and magazines were provided to the class
library so that students have been provided with backup reading resources in
their own classrooms.
School Report 2015-2016
23
Book exhibitions of different subjects were held in the school library that
students have been exposed to books of different fields so that the interest in
reading has been aroused.
Since 2011, Fr. Geitner Reading Award Scheme, funded by our alumna Dr.
Maria Kwong, has been implemented to promote our students’ reading habit.
This scheme showed that my school has continuously put strong emphasis
on this area and has worked closely with our loyal alumni for the wellbeing
of our students. To simply conclude, our students have been provided with
amble time and resources to develop a good reading habit and positive
effects can already be seen.
Integrated Guidance and Discipline Service
Our school has been adopting a whole school approach in providing
guidance service to our students. Class teachers, subject teachers, the
Counselling Team, the Discipline Board, and the school social worker all
worked closely together in different aspects of the students’ guidance service.
The Discipline Board and the Counselling Team held meetings regularly to
share information of their cases. Form Meetings with all class teachers,
subject teachers and form coordinators were usually held twice a year.
Students with Special Educational Needs (SEN)
In the past school year, we held homework tutorials to support the learning
of students with SEN. Various training programmes were launched to
enhance communication, self-management, collaboration and resilience of
students with SEN. In addition, various activities were organised in order to
build up inclusive culture among students. These include F1 Growth Camp
and Fun Fair.
Special examination arrangements for both internal and public examinations
were made for our SEN students. The Learning Support Grant for Students
with Special Educational Needs sponsored most of the supportive measures.
6.2 Partnership
Home-school Cooperation
The Parent-Teacher Association (PTA) played a vital role as a link between
the school and parents. Tea gatherings were arranged to exchange and share
ideas. Parents took part actively had contributed valuable suggestions and
opinions on school policies and administration. The communication between
the school and parents has also been strengthened by a variety of activities
organised by the PTA such as “Parents Also Appreciate Teachers Drive”,
workshops, seminars, picnic, Fun Fair, School Uniform Recycling Scheme,
voluntary service by parents, etc.
Good responses have been obtained from the parents in all the parent
seminars: F1 Parents’ Talk on 14 Jul 2015, F1 Parents’ Meeting and AGM
of PTA on 17 Oct 2015 and Parents’ Day on 24 Jan 2016.
School Report 2015-2016
24
Links with External Organisations
In order to have a better understanding on the standard of the students of
Maryknoll Fathers’ School (Primary Section), learning activities were
organised by the secondary teachers of Chinese, English and Mathematics
Departments for the primary students. As a whole, we believe this kind of
collaboration is worth doing and will be continued in future.
The school has maintained a close relationship with our alumni. Many of
them took an active role in school activities such as the Annual Athletic Meet,
Fun Fair, Watermelon Cup, School Anniversary Cup, careers talks, etc. They
are concerned about the development of the school and have made various
contributions, e.g. donations to provide financial assistance to students,
bursaries to encourage self-development, scholarships for students with
good academic achievements, awards for the English Ambassador Scheme
and the sponsorship of the Father Geitner Reading Award Scheme.
School Report 2015-2016
25
7. Student Performance
7.1 Academic Performance
Mean Score
40.636.7
1.6 2.3
17.2
1.60
26
22 22.8
0
12.6
0
8.7
32.1
36.5
85.8
15.3
2.20
40.739
7.34.9
6.5
0.8 0
Local full-timeBachelordegree
programmes
Local full-timesub-degree
programmes
Localvocational
training andcontinuingeducation
programmes
Repeating Studying inprogrammesoutside Hong
Kong
Employment Others
S6 Graduates Destination
2012 2013 2014 2015
0
10
20
30
40
50
60
70
80
2013 2014 2015
HKAT Result - Pre S1
Chinese
English
Mathematics
School Report 2015-2016
26
Percentage of students achieving Basic Competency in Chinese Language
Percentage of students achieving Basic Competency in English Language
70
75
80
85
90
95
100
2013 2014 2015
Territory-wide System Assessment - Chinese
Chinese (MFS)
Chinese (HK)
60
65
70
75
80
85
90
95
100
2013 2014 2015
Territory-wide System Assessment - English
English (MFS)
English (HK)
School Report 2015-2016
27
Percentage of students achieving Basic Competency in Mathematics
70
75
80
85
90
95
100
2013 2014 2015
Territory-wide System Assessment - Mathematics
Mathematics (MFS)
Mathematics (HK)
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
2012 2013 2014 2015 2016
HKDSE Results
No. meeting min.entrancerequirements forlocal degreecoursesTerritory norms
No. meeting min.entrancerequirements forlocal sub-degreecoursesTerritory norms
School Report 2015-2016
29
7.2 Inter-school Activities and Awards Won in 2014-2015
Academic
Science and Information Technology 1. Guangdong Children Invention Award
2 Special Awards
2. International Cyber Fair
Platinum Award
3. Cyber Security Challenge 2016
Merit Award
English 1. Hong Kong Secondary Schools Debating Competition
1 The Best Debater (Senior), 3 The Best Debaters (Junior), 1 Champion
(Senior), 1 Champion (Junior), 1 1st runner-up (Senior)
2. The Speaker, English Public Speaking Contest
Certificate of Excellence
3. ACEA Hong Kong Primary and Secondary School English Writing
Competition
Best Writer – Merit
4. Inter-school English Radio Drama Competitions
Quarter Final
5. Life-wide Learning' Writing Competition
3 Merits
6. Harvard Book Prize
1 Winner, 2 1st runner-up
7. Hong Kong Schools Speech Festival
English Solo Verse – 2 2nd runner-up
Chinese 1. National Teenagers Chinese Writing Competition
3 First Class Awards, 3 Second Class Awards, 2 Third Class Awards
2. National Chinese Writing Competition
6 Merits
Mathematics 1. Hua Xia Cup Mathematics Contest
9 Third Class Awards
2. Hong Kong & Macao Mathematical Olympiad Open Contest
4 Silver Awards, 16 Bronze Awards
3. The Hong Kong Mathematical High Achievers Selection Contest
1 Third Class Award
Others 1. Hong Kong Secondary School Moot Court Competition
2 Best prosecution, 3rd runner-up
School Report 2015-2016
30
2. HK Geography Olympiad
7 Merits
3. Inter-school Competition of Project Learning on HK History and Culture
2nd runner-up
4. Youth Ambassador of Geological Conservation
2 Merits
5. Hong Kong Schools Speech Festival
Putonghua Solo Verse – Champion, 1st runner-up
6. Hong Kong Schools Putonghua Speech and Art Competition
Solo Champion
7. Putonghua Speech Competition for Primary and Secondary Schools
7 Merits
Arts /Services 1. Hong Kong School Drama Festival
Outstanding Actress, Outstanding Cooperation
2. CLP School-Home Electricity Reduction - Talent Competition
2nd runner up award
3. Hong Kong Schools Music Festival
Harmonica solo Intermediate - Merit
Harmonica solo Junior – Proficiency
4. The Kiwanis International Community Service Award
5. 2 Art Ambassadors
Sports 1. Inter-school basketball competition
Boys Overall (Division III, Kowloon I) – 3rd runner-up
Boys C grade competitions (Division III, Kowloon I) – 1st runner-up
2. Inter-School Table Tennis Competition
Boys C grade competitions (Division III, Kowloon I) – 1st runner-up
3. Inter-School Badminton Competition
Boys Overall (Division III, Kowloon I) – Champion
Boys A grade competitions (Division III, Kowloon I) - Champion
Boys C grade competitions (Division III, Kowloon I) – Champion
Girls B grade competitions (Division III, Kowloon I) – 1st runner-up
4. Inter-school Swimming Competition
Boys A grade competitions (Division III, Kowloon 1)
50m Free Style – 3rd runner-up
200m Free Style - 3rd runner-up
4x50m Freestyle Relay - 3rd runner-up
Boys B grade competitions (Division III, Kowloon 1)
4x50m Freestyle Relay – 2nd runner-up
Boys C grade competitions (Division III, Kowloon 1)
200m Individual Medley – 2nd runner-up, 3rd runner-up
4x50m Medley Relay – 2nd runner-up
50m Backstroke – 3rd runner-up
Girls A grade competitions (Division III, Kowloon 1)
4x50m Freestyle Relay - Champion
100m Breast Stroke – 1st runner-up, 2nd runner-up
50m Breast Stroke – 1st runner-up, 3rd runner-up
School Report 2015-2016
31
50m Free Style – 3rd runner-up
Girls B grade competitions (Division III, Kowloon 1)
4x50m Freestyle Relay – 2nd runner-up
Girls C grade competitions (Division III, Kowloon 1)
100m Breast Stroke – 1st runner-up
4x50m Freestyle Relay – 1st runner-up
50m Breast Stroke – 2nd runner-up
5. Inter-school Swimming Competition
Boys
50m Bi-Fin swimming - 1st runner-up, 2 2nd runner-up
50m Apnea swimming - 2nd runner-up
100m Bi-Fin swimming - 2 1st runner-up
100m Bi-Fin swimming - 2 2nd runner-up
200m Bi-Fin swimming - 1st runner-up, 2 2nd runner-up
400m Bi-Fin swimming - 2nd runner-up
4x50m Bi-Fin swimming - Champion, 1st runner-up, 2nd runner-up
Girls
50m Bi-Fin swimming – Champion, 1st runner-up, 2nd runner-up
100m Bi-Fin swimming – Champion, 1st runner-up, 2nd runner-up
100m Bi-Fin swimming - 1st runner-up
400m Bi-Fin swimming – Champion, 1st runner-up, 2nd runner-up
4x50m Bi-Fin swimming - 2nd runner-up
6. 2016 Hong Kong Open Wushu (Competition and Tradition)
Championships
Broadsword – Winner
Spear – Winner
Individual all-around – 2nd runner up
7. The 2nd Dongguan Wushu Culture Festival and Open Wushu
Championship
Broadsword – Champion
Changquan – Champion
Cudgel – Champion
8. The 3rd China-Asean Wushu Festival
Méihuā Dā - Champion
DeTǎng Qua - Champion
9. 2015 Guangzhou "Dream Cup" Jingang Temple Wushu Elite
Championships
Changquan - Gold Award
Broadsword - Gold Award
Individual all-around - Gold Award
10. 2015 Hong Kong Open Wushu (Competition and Traditional)
Championships
Women's Open: Changquan – Champion
Women's Open: Broadsword - 1st Runner Up
Women's Open: Individual all-around - 2nd Runner Up
Women's Open: Cudgel – Merit
11. The 5th China Sichuan Emei International Wushu Festival Competition
Oversea Women’s Elementary Group AB Quanshu - Second Award
Oversea Women’s Elementary Group AB Wushu Instrument - Third
Award
School Report 2015-2016
32
12. The 8th Asian Junior Wushu Championships
Elementary Jianshu – Silver
Elementary Changquan – Silver
13. The First Wu Tai Taekwondo Heritge
Girls Under 48kg - Champion
Boys Under 48kg - Champion
Boys Under 68kg - Champion
Boys Under 72kg – Champion
14. Samsung Festival of Sport Taekwondo Color Belt Competition
Boys Group A Light - Champion
Boys Group C Heavy – 2nd runner-up
15. Secondary School TKD Competition 2016
Boys Group A Heavy – 1st runner-up
Girls Group A Light – 2nd runner-up
16. Wong Shek Kayaking Race 2016
Women’s Junior Short Distance Race – Champion
17. Hong Kong Secondary School Trampoline Championships
Boys C grade - Fourth place
18. Samsung Festival of Sport - Hong Kong Trampoline Age Group
Championship
Boys Age 13-14 Synchronization - Champion
Boys Age 13-14 Individual – 1st runner-up
School Report 2015-2016
34
9. School Development Plan 2015-2018
Based on the data collected from all teaching staff on 29 May 2015, a new
SWOT analysis was done and the SDP 2015-2018 was revised. And starting
from the school year 16-17, STEM education has also been incorporated into
the plan.
Major Concerns
(In order of priority)
Intended
Outcomes /
Targets
Strategies Time Scale
15-16 16-17 17-18
1. To cater for
learner diversity
1.1 To enhance
learning
effectiveness
1.1.1 To promote assessment for
learning tools
1.1.2 To stream junior form
students into sets according
to their level and ability
1.1.3 To provide support to
teachers through workshops
and trainings
1.2 To promote
self-learning
1.2.1 To introduce new e-learning
platforms
1.2.2 To strengthen 4 Steps-in-a-
lesson, with special
emphasis on pre-lesson
activities
1.3 To promote
STEM
education
1.3.1 To equip teachers for
STEM education
1.3.2 To implement a Science
Research programme for the
selected students
2. To sharpen
English
proficiency
2.1 To promote
English culture
and literature
2.1.1 To incorporate English
literature and cultural
elements into English
lessons
2.1.2 To expose students to a
wide range of literature
2.1.3 To develop students’
vocabulary and grammar
through the refinement of
the Creative Reading and
Writing Programme
School Report 2015-2016
35
Major Concerns
(In order of priority)
Intended
Outcomes /
Targets
Strategies Time Scale
15-16 16-17 17-18
2. To sharpen
English
proficiency
2.2 To promote
English
reading across
the
curriculum
2.2.1 To encourage students to
read more English books of
different subjects through
Father Geitner Reading
Award Scheme
2.2.2 To enrich the class library
with books of different
subject areas
2.2.3 To recommend good books
by English Ambassadors
through class visits and by
teachers and students in
videos on school website
3. To foster
spiritual
development
3.1 To strengthen
Catholic
spirituality
3.1.1 To set up a prayer leading
roster in each class
3.1.2 To conduct religious
activities for the whole
school in the tradition of
Catholicism
3.1.3 To meet Catholic students
bi-weekly to form and
consolidate their Catholic
faith
School Report 2015-2016
36
Major Concerns
(In order of priority)
Intended
Outcomes /
Targets
Strategies Time Scale
15-16 16-17 17-18
3. To foster
spiritual
development
3.2 To raise civic
spirit
3.2.1 To foster the sense of
belonging among students
by various activities
3.2.2 To promote the caring for
the underprivileged in
society by different kinds of
voluntary services
3.2.3 To encourage citizen
participation appropriate to
students in order to foster
their civic responsibilities
3.3 To develop
life-long
orientation
3.3.1 To widen students’ horizons
through interaction with
alumni, cooperation with
external professional
organisations on life
planning, and Life
Education lessons
3.3.2 To let students have
experiential learning related
to life planning through
institution visits, workplace
visits and workshops
School Report 2015-2016
37
10. CEG Evaluation
The CEG for 2015/16 was spent on five areas, namely, Class Management, I.T.,
Reading, Mathematics, and Putonghua.
To provide room for class management, a teacher was employed to teach junior
forms PSHE subjects and organise activities. With his help, many activities and
growth camps were carried out successfully and the sense of belonging of junior
form students was enhanced.
To promote e-learning, an I.T. assistant was employed to provide technical support
to teachers on teaching and learning. The post had helped a lot to relieve teachers’
workload in preparing I.T. teaching materials and provided ad-hoc assistance
within classroom.
In promote reading, a teaching assistant was employed last year. He provided
assistance for the daily operation of the school library. Besides, he also provided
assistance to our students in the study room. From the students' feedback and record,
it was successful and he was helpful.
To cater for the needs of the less able and outstanding students in Mathematics,
part-time tutors were hired. There were F1 to F3 students joining the Mathematics
Gifted Programme. From the feedbacks of the students, most of them thought the
programme was useful and had aroused their interest in Mathematics.
A Putonghua tutor was hired to train 16 students to take part in the Hong Kong
Schools Speech Festival. The attendance rate of the participants was over 95%.
They had become more confident to speak Putonghua after the course. They had 1
champion and 1 second-runners’ up in the competition.
The total expenditure is shown in 8. Financial Summary 2015-2016.