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Template Yiu Yat Pri School ST. PAUL’S COLLEGE PRIMARY SCHOOL SCHOOL REPORT 2011/2012 Contents A. School Information P. 2 1. School Motto and Mission 2. College Council 3. Class structure 4. Facilities B. Achievements and Reflection on Major Concerns P.3-6 1. Improve teaching and student learning 2. Strengthen student support 3. Sustain School improvement / development in line with the Primary School expansion plan from 18 to 24 classes C. Our Learning and Teaching P.7-36 1. Curriculum Development 2. Development in Information Technology 3. Support for Student Development 4. Staff Development 5. Student Performance 6. Community Service D. Financial Summary P.37 1 A. School Information 1. School Motto and Mission The fear of the Lord is the beginning of wisdom The school is managed by the St. Paul’s College Council which is a body incorporated by special ordinance. The mission of the School as stated in the ordinance is: the offering to Hong Kong students of a modern, liberal education founded upon Christian principles, Protestant and Evangelical, as professed by the Sheng Kung Hui. 2. College Council The College Council is established under the St. Paul’s College Council Incorporation Ordinance. There are eighteen members in 2011-2012. 3. Class Structure St. Paul’s College Primary School is a whole-day primary boys’ school affiliated to St. Paul’s College, both under the Direct Subsidy Scheme. There are 6 levels from Junior Class 1 to Junior Class 6, with 3 classes at each level. The number of pupils on roll in September 2011 stood at 551, with three classes per level from primary one to primary six. 4. Facilities Room / Venue No Classroom 18 Assembly Hall 1 Conference Room 2 Music Room 2 Computer Room 3 Library 1 Multi-purpose Activity Room 1 Language Room 1 Counselling Room 1 First-aid Room 1 Art/Science Room 1 Chapel 1 Playground 2 Tuckshop 1 2 B. Achievements and Reflection on Major Concerns 1. Improve teaching and student learning 1.1 To enhance quality capabilities for e-learning, and teaching and learning 1.1.1 The intranet system was tested, upgraded and useful links were added to the different learning areas. 1.1.2 An e-payment system was put up and tested and is ready to launch. 1.1.3 An SMS system was launched for sending parents important messages. Teachers and parents found it effective. 1.1.4 A new server was set up to replace the old one. 1.1.5 A redundancy system was set up to back up the school’s computer server. 1.1.6 An online video server for Campus TV was set up. 1.2 To uphold the quality of student learning in all areas 1.2.1 The Chinese curriculum using Putonghua as the medium of instruction was reviewed. Pinyin skills and knowledge was strengthened to lay a good foundation for JC1 to JC3 students and prepare them for learning Chinese in Putonghua in full scale in JC4. 1.2.2 According to the TSA results, our students still have room for improvement in Speaking Assessment (Putonghua). Two Putonghua Teaching Assistants were deployed to enrich the language learning context for students. 1.2.3 The music curriculum in JC 6 was piloted using English as the medium of instruction in the last quarter to facilitate better acquisition of knowledge about western music and to foster a better linkage between music curriculum of both senior and primary schools. 1.3 To strengthen project learning in all subject areas 1.3.1 Peer assessment and self assessment in project learning were reviewed and improved. 1.3.2 Project presentation and display were strengthened. 3 1.4 To strengthen self-regulated learning 1.4.1 The goal-setting and progress checking programmes in all subject areas were reviewed and improved. 1.4.2 Students were provided access to learning materials and extended study activities through the Intranet. Useful links were also added to strengthen self-regulated learning. 1.5 To implement a 5-year gifted education Programme 1.5.1 The Gifted Education Focus Group was established to plan, implement, co-ordinate, monitor and assess all the school-based gifted development programmes. 1.5.2 The Gifted Education Manual was in place. 1.5.3 Whole-class enrichment operation model (*Level 1A – see Appendix: Three-tiered Implementation Model) was implemented. Higher-order thinking questioning was used in the lesson, problem solving and critical thinking skills were strengthened to arouse students’ thinking and expand their scope of learning. 1.5.4 Whole-class domain-focused model (*Level 1B) was implemented. The Enhancement and Remedial Programme in English, Chinese and mathematics was reviewed. Students were carefully screened to enter the respective programme. 1.5.5 Pull-out programmes of generic nature (*Level 2A) were arranged. 1.5.6 Pull-out programmes for students with specific talents (*Level 2B) were arranged. 1.5.7 Off-site individualised support for the exceptionally gifted (*Level 3) was arranged. 1.6 To continue to foster good reading habit 1.6.1 Reading materials at different corners of the school for easy access to books and periodicals were provided and enriched. 1.6.2 Use of class library cabinet was encouraged. New books are added annually. 4 1.7 To keep teachers abreast of education development 1.7.1 Two Senior Teachers completed a course for middle management. The other senior teachers will attend courses in the coming year. 1.7.2 Five sessions of group training for all teachers were arranged by the school. 2. Strengthen student support 2.1 To strengthen students’ sense of responsibility at home, in school, in the community, in their own country and in the world 2.1.1 The second cycle of the whole school guidance programme Phase 3 – Love Our Community was completed. 2.2 To strengthen class management and care given to students 2.2.1 The double class teacher system continued in J.C. 1 for one more year. Feedback from teachers and parents was positive. 2.3 To enhance teaching staff’s capability in catering for special educational needs (SEN) of students 2.3.1 Teachers were provided with necessary training opportunities in catering for SEN of students. 2.3.2 Two teachers completed courses on education of students with special educational needs. 2.3.3 Two more teachers will attend the above mentioned courses in 2012-2013. 3. Sustain School improvement / development in line with Primary School expansion plan from 18 to 24 classes. 3.1 Quality assurance in all aspects of the School 3.1.1 School Self-Evaluation (SSE) incorporating stakeholder surveys were completed. 3.2 Good maintenance of the current school building and its facilities 3.2.1 School used its own fund to repair the spalling concrete. Areas containing asbestos material were checked and labelled by certified consultant. Tuckshop area, the covered playground and Hall entrance were touched up. 5 3.3 Relocation of the school from Hill Road to the Victoria Road new campus 3.3.1 School was allowed to attend the monthly meeting with the ArchSD and consultants. 3.3.2 Several site visits were arranged so far; the school was informed that the completion date would now be end of September 2012, a delay of 240 days. 3.4 Expansion of school size from 18 classes to 24 classes 3.4.1 Application to restructure the school size was sent in February 2012 the second time but was formally disapproved by the EdB in April. 99 students will be admitted in JC1 for application in the 2013-2014 school year; application for school expansion will be sent to the EdB again one year later. 6 C. Our Learning and Teaching 1. Curriculum Development The “Five-year Gifted Education Programme” has been our curriculum foci. To cater for our gifted learners, higher order thinking approach was adopted across learning disciplines. Moreover, extended activities and training programmes have been created and evaluated to enrich the learning experience of our boys. Self-evaluation and curriculum improvement continued to be a crucial part. Since September 2007, our Curriculum Development Mistress has been visiting classes on a regular basis to give feedback to teachers on how to make teaching more interesting and effective. This year, our enrichment programme in both mathematics and English covered J.C. 1 – J.C. 6 respectively. Boys were streamed and had lessons in relatively smaller groups once every week in order that the learnt material could be enhanced and consolidated. Since September 2006, our J.C. 4 boys have been learning Chinese in Putonghua. Putonghua continued to be the medium of instruction in the teaching of Chinese in J.C. 4 to J.C. 6 in our school this year. We carefully monitored the performance of the boys both in the daily lessons and in assessments. With the help of two native-speaking Putonghua teachers in the lessons and extended activities, we found that students were more and more interested and confident in using Putonghua inside and outside the classroom. Project learning has always been a core element in the learning of general studies. As part of our ongoing efforts to improve the learning experience for our students, project-learning and investigation skills continued to be adopted. Students were able to derive a wider range of skills from more focused projects. Students were encouraged to take part in different types of contests related to general studies, especially in environmental protection, history and science. They achieved excellent results. Music teachers continued to carry out the “Programme for the Musically Gifted”, with an aim to stream students into various vocal, choral and instrumental training activities.
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