1 Welcome

2 School Council Report

3 Philosophy and Values

4 School Evaluation

6 Success With Development Priorities

7 Academic Achievement

8 Higher Education Destinations

10 Curriculum Development

11 Learning at SIS

13 Student Guidance and Support at SIS

16 Making a Difference at SIS

18 Creativity at SIS

20 PTA Report

21 Student Council Report

22 Buildings and Facilities

23 Looking Ahead

24 General School Statistics

2 SIS Annual Report 2013-2014

Welcome to the South Annual Report for It is my great pleasure to introduce the South Island 2013/14. School Annual Report for 2013/14.

South Island School continues to prosper, thanks to The following pages catalogue what has been another the hard work and commitment of all stakeholders: highly successful year for the School. As I am often teachers, support staff, parents and last but not least, heard to say, this is not a good school because we students, who are, after all the individuals putting in the achieve outstanding examination results, rather, we effort at the coal face to achieve academic, sporting and achieve outstanding results because this is a very cultural success. good school.

However, this is not a school that can be accused of Some of the things that make it a very good school complacency, and our Principal, Graham Silverthorne, are captured in the pages that follow, although to and his team continues to innovate, refresh and distil everything that South Island is into a few pages energize us. Our academic results are but one is always quite a challenge! Essentially, we are a demonstration of how these qualities have resulted community of people and the School is the out- in exceptional performance but I can think of many pouring of the life, energy and passion that those examples, on the sports field, on the stage and in the people create by coming together. One of the things orchestra pit where our students have done themselves that always pleases me beyond measure is the and the school proud. Anyone involved in the school on quality of the relationships that you find here. There a regular basis cannot be but struck by the team spirit is genuine respect and affection between adults and and positive atmosphere around the school; for we students and so many times we are able to allow our have students who are engaged, understood, confident students to take the stage as leaders. and happy to be there. As a Principal, the greatest satisfaction that I have is to I make no apology for repeating what I have said see people develop and grow, both young people and before: this is a school where you can get involved. adults. The reports that follow this introduction are not In my seventeen-year association, as a parent, PTA all written by me and few, if any, are about me. They member and then as a community representative, I are reports by the many leaders of this school about have always found South Island to be open, accessible some of the finest achievements of our students. and approachable. The school has, I think, successfully Those achievements embrace the growing centrality fostered the culture of “Making a Difference” and our of our mission ‘to make a difference’, in all of its students, in particular, get involved in the school and the many manifestations, as well as a celebration of great community and I would encourage parents to do the examination success with another ‘best ever’ GCSE same. The school’s facilities continue to be upgraded and BTEC year and the second best IB achievement in and further improvements will soon begin to the hall, so our history. the school continues to squeeze the maximum benefit from its premises. Any organisation that allows itself to dwell for too long on its successes, or that believes it has no problems The School Council has, I believe, played its part in to resolve, is one that will not survive. There are all this endeavour, for which I am grateful, maintaining a sorts of things that we strive to improve, year on year, delicate balance of not trying to run the school on a and the road to improvement has no final destination. day-to day basis but providing support, guidance and This publication is a photograph taken on the journey challenge as circumstances require. This process leads and I am happy to say, for 2013/14, that it was an to better decision making, greater engagement and, impressive picture. ultimately, a more successful, contented school and students.

I look forward to working with the school, my fellow Graham Silverthorne Councilors and the Principal and his team in 2014/15. Principal

Paul Brough The Chair of School Council

1 SCHOOL COUNCIL 2013-2014

Chair Principal ESF Representative

Mr Paul Brough Mr Graham Silverthorne Ms Pam Ryan SCHOOL COUNCIL REPORT Community Representatives

In 2013/14 the school council (Council) met six times with an average attendance rate of 87 percent. The Council, which has been chaired by Paul Brough since January 2012, consists of the Principal, teachers, support staff, parents, students and community representatives. Ms Irene Li Mr Robert Guy Ramsay Ms Belinda Wong

Parent Representative (PTA) Parent Representatives Sub-committees The Council has two sub-committees, whose terms of reference were reviewed and updated at the beginning of the year. Being comprised of council members, teachers and parents, the sub-committees met on a regular basis.

Ms Anita Gidumal Ms Martine Porter Ms Janet Walker The Finance & Personnel (F&P) sub-committee was chaired by a community representative, Irene Li, who has now stepped down from the Council Teacher Representatives after completing two terms. We are very grateful for Irene’s commitment, common sense and intelligence in over-seeing what is a multi-million dollar budget. F&P’s primary role is to monitor the financial position of the school, including making recommendations to the Council on the annual budget. Funding is also an important issue for the school and the F&P sub- Ms Su Cowland Mr Darin Slethaug Ms Jessica Smith committee also reviews the allocation of funds to capital projects, the progress of such projects and the Support Staff selection of future projects. It also considers personnel Representative Student Representatives matters such as head-count, recruitment and contract renewals, as well as health and safety.

The Learning & Professional Development (LPD) sub-committee is chaired by Robert Guy Ramsay, also a community representative. The LPD sub-committee is consulted by the school’s leadership team on matters Ms Faye Lin Ms Rebekah Nutland Mr Pavan Hegde related to the curriculum, applied learning pathways, pastoral care, timetabling and examination results.

2 SIS Annual Report 2013-2014

PHILOSOPHY VALUES

Making a Difference • We work to nurture ourselves, our society and our planet and Our purpose at South Island School is take personal responsibility for a to raise consciousness in our school sustainable future community about the way individuals make a difference in a complex world. • We approach and engage other Our learning philosophy and environment people with respect and honesty promote freedom of thought, expression and action. We educate all students to • We manage ourselves and our develop their skills and their deep learning learning by developing self so they can make informed decisions and awareness, resilience and courage take action responsibly. • We explore our world with open We believe that individual success will minds and compassionate be demonstrated when our students are perspectives happy, resilient and curious thinkers who thrive in an inclusive, resourceful and • We use our initiative and commit compassionate community. Our aim is to to making a difference by being offer the opportunities and the guidance creative, resourceful and reflective for them to become honest, responsible and courageous citizens. We want all of our actions as a community to promote learning and the holistic concept of sustainable futures.

3 SCHOOL EVALUATION

ESF Stakeholder Survey

In the third term of 2013-14, ESF In addition to the ESF questions, South clearly see that their children enjoy conducted the stakeholder survey that Island School included three school- school. Last but not least, 91% of included a standard set of questions specific questions to parents that students felt they were making good for all ESF schools, both primary focused on three key areas for our progress at school which may be and secondary. We had a response school: reflective of our exam results. comparable to other ESF schools, from each of the four groups (parents, • Making a Difference projects being Some of the trends that need students, classroom teachers, and a valuable part of the experience addressing relate mainly to parents support staff) that were emailed the at SIS and students. Despite nearly 70% of survey. Overall response rates were not parents agreeing that we inform them high and so case needs to be taken in • The best means of communicating of their child’s progress, we believe drawing conclusions from the survey. with parents that we can do better and have already The number of responses varied started to address this issue by further according to the question in each of the • Activities fees streamlining the PCC (Progress four target-groups, but in general, we Check Card) to better clarify learning had the following number of responses: Some of the positive highlights for the progression to parents. Similarly survey were that all four groups clearly another trend that needs looking at is • Parents (Approximately 280 understood the vision and values of the improvement of student voice. To responses) the school. This was a positive for improve this issue, we have included it • Students (Approximately 600 our school as we have worked hard on this year’s SDP. We also believe that responses) to develop and embed the Making a we need to improve the strength of the • Classroom Teachers (Approximately Difference philosophy throughout the pastoral relationships between students 70 responses) learning community. In addition it is and tutors. Plan for increased pastoral overwhelmingly evident that students contact should address this. • Support Staff (Approximately 30 enjoy going to school and parents also responses)

4 SIS Annual Report 2013-2014

Maths Review

The highlight of the year was definitely From the lesson observations and “The department has a clear plan the ESF Maths review, that happened conversations with students, it is for development and is absolutely in all ESF Schools, both primary and clear that students respect and have committed to delivering a high quality secondary. Given the many recent confidence in their maths teachers. experience for all students. As part of changes in the Maths syllabus, with the On several occasions students were this, the department runs and organises introduction of the PYP and IB Diploma observed thanking their teachers at the an extensive range of out of lesson programmes, the aim of the review was end of lessons. “ opportunities for students of all ages and to establish what is working well and abilities. These include: what are areas for improvement, as well “A feature of the lessons observed was • Three Maths Clubs: as sharing good practice across schools. extremely high levels of interaction between students. Tasks and activities • one with 40 students, run by Below are some quotes from the South were structured so that students Year 12 students; Island School review report: worked together, discussing their • one with 20 Year 7-9 students, work and sharing their knowledge and with a focus on numeracy “Based on the learning observed during understanding. Students did not need skills; the review, the review team felt that the to be encouraged to do this; it is simply overall level of student learning was very what they are used to. “ • one with 15 students, for the gifted and talented. high. Students were overwhelmingly positive about their mathematical “The department has recently moved • Year 13 ‘catch-up’ lessons in Term experiences at SIS and levels of student away from the traditional textbook driven 2; engagement and motivation were approach to learning maths to a more • A peer-tutoring programme – extremely high in all lessons observed. activity, enquiry-based approach. As where Year 12 students tutor Only on very rare occasions did students such, in the lessons observed, there was younger students on a one-to-one drift off task. Maths is a subject that is a strong focus on problem solving. This basis; liked and clearly valued by students. “ was achieved either through open-ended • External Maths Competitions - over tasks and/or questions that required ten competitions throughout the “Relationships between teachers and students to apply their conceptual year, with roughly 200 students students are extremely positive and understanding and knowledge to participating. [Students noted supportive in all cases, and as a result, different contexts. There were also lots that their classroom experiences lessons were characterised by a of opportunities for students to develop equipped them extremely well to respectful and purposeful atmosphere. their independent learning skills. “ tackle the problem solving style of the competitions.] “

5 SUCCESS WITH DEVELOPMENT PRIORITIES

Over the past couple of years at South Island, we have been As a teaching body we felt strongly that we needed more quite deliberately trying to slow down the pace of innovation and opportunities to ‘touch base’ with our tutees and to work with development. This follows a number of years of quite radical them on a formal and meaningful pastoral curriculum. Time and change across a broad spectrum and, of course, embraced the energy went in, during the year, to ensure that a new pastoral inevitable changes brought in by a new Principal, four years ago. programme was written, ready for launch in August 2014. In following a path of more deliberate change and more rigorous These changes necessitated a small change to the timings of the evaluation of previous changes, we have not lost our appetite for School day. being at the cutting edge of educational philosophy and debate. Our world today changes rapidly and schools need to keep up One of the great successes of the Year was the deepening of with that pace to make sure that our students are fit for the next the School’s understanding of and commitment to our aspiration step in terms of their attitudes, skills and qualifications. to ‘Make a Difference’. The vetting of all MaD Week trips by the student MaD Council was a great way to involve our student A major success in 2013/14 was the final stabilisation of our body in deciding what was important about that experience. learning offer. We have been trying to develop our offer for With the establishment of a long term link with a kindergarten several years and last year we were able to put the final for the profoundly poor in the Philippines and the emergence pieces into the jigsaw and see that framework roll through of a link with a local at the very end of the year, into a second year, almost unaltered. What we have achieved South Island is developing its stance as a community and global is something with maximum flexibility but also something partner, year on year. Although all of our parents obviously want very recognisable to parents and quite simply to explain. After examination success for their children, there has been strong working to create more ‘space’ for learners, we have created a feedback, not least through the stakeholder survey, that parents strand from Year 7 through to Year 11 which develops connected support the School in these aims and value what we are trying learning outside a traditional subject based framework. to do. Instead we have made the opportunity for students to work on Interdisciplinary conceptual understanding, develop skills and One of our key priorities last year - and this will continue - be recognised for positive dispositions. This offer results, at the was the improvement of the School site. We were absolutely end of Year 11, in a formal GCSE qualification but one in which delighted with The Space when it opened at the start of 2014 - students are following their own passions and interests, not a this is a highly flexible and truly innovative space that is already scheme of learning determined by a teacher. The connection being heavily used for a variety of activities. Our new astroturf between this learning and the Core elements of the senior is of really high quality and was a further enhancement of our Diploma programme is now made and should continue to provision and the year saw us finally bring to fruition our pans enhance the understanding of students studying ToK, writing to renovate the School Hall. Work on that project and on the their Extended Essays and pursuing CAS opportunities. refurbishment of some of the classrooms in C block, started during the Summer vacation. During the Year we moved forward with a long mooted plan to create more contact between tutors and their tutor groups.

6 SIS Annual Report 2013-2014

ACADEMIC ACHIEVEMENT

IB GCSE / IGCSE

The May 2014 examination session has once again yielded The GCSE cohort recorded the best set of results in the exceptional results, testament to the hard work and commitment School’s history with 60% of all exams passed at either A or A* of both students and staff. This year’s lB Diploma cohort level. The overall pass rate was 100% with 94.8% of all exams recorded a mean overall score of 35.4 points, our second passed at A to C grades. This was a highly satisfactory set of best results ever and a whole point higher than last year. results showing the increasing sophistication of our targeted This compares with this year’s ESF average of 34.9. This is student support leading to outstanding outcomes. a genuinely impressive statistic, taking the average score per subject to 5.59 points, which considered against worldwide averages of 32.1 (2013) and 4.67 respectively, it is difficult to overstate the achievements of this cohort. Of the many success Applied Learning stories to tell, the School is pleased to report that 88% of the students attaining a Diploma did so with 30+ points and 56% The Applied Learning cohort again excelled achieving a 100% achieving above 35+. The percentage of students achieving pass rate, with 13 students achieving 300 UCAS points, 10 of in the 40+ range sits at 22%, significantly above the world these over 400 UCAS points and 1 over 500 UCAS points. 12 average. There was notable achievement in Groups 1 and 6 of the 23 students have taken up their first choice place at their where South Island School recorded the highest mean points chosen university. The BTEC Diploma and Subsidiary Diploma score across ESF; Group 4 was very slightly beaten to the courses continue to offer the students applied learning in highest mean across the Foundation by 0.04. The number of practical environments and, in combination with the AS subjects students studying Higher Level Mathematics continues to be a and Work Skills course, provide a broad and balanced education real success with some 33 entries this year. Additional bonus for all at SIS points remain very healthy at an average of 1.67 and students can claim admirable commitment to CAS; all are suggestive of the School’s commitment to the broader aims and principles of the lB Diploma.

7 HIGHER EDUCATION DESTINATIONS 2014

2014’s Higher Education destinations show UK numbers not only holding up but increasing to 50% for the first time since 2009. While once again took up just over 20% of final places, the USA fell back to third place at under 15%, though it stole the show in terms of highly selective universities with our graduates now embarking upon their studies at Harvard, Stanford, U Penn, Cornell and Northwestern. also fell to around 7%, at 5% with the remainder of confirmed places in , , and the Netherlands.

Though the UK continues to present challenges to our IB candidates in the form of tough and specific entrance requirements, 85% or our UK- bound students are attending their ‘Firm’ choice and, most interestingly this year, a third of these candidates did not meet the full conditions of their offer but were still accepted (this often involves a stressful wait until the ‘A’ level results come out in August). In contrast, all Advanced Diploma candidates achieved their ‘Firm’ choice and met the full conditions of their offer.

In terms of institutions, Edinburgh clinched first place in the UK with Below are some notable examples of individual 2014 graduates and 6 of our graduates; Loughborough is second at 5 and Kent, York and their HE destinations: Warwick share third place with 4 apiece. Globally, HKU is way ahead with 15 SIS graduates, taking back first place from UBC who have dropped from 10 to 2 since last year. Three USA-bound graduates will Sukhdeep Singh – Medicine, Chinese meanwhile enroll at NYU. We cannot speak highly enough of this young In terms of choice of choice of degree course, fields such as Business man and were delighted to hear that he had (23), Law (13) and Psychology (13) have held strong. Growth has secured a place to read Medicine at Chinese U. appeared in the numbers pursuing Architecture or Building Surveying Rarely have we seen such a strong sense of (8) and Accounting (5); while in the medical field, Osteopathy, Dentistry, vocation, integrity, compassion and dedication in Physiotherapy, Veterinary Science and Medical Sciences added to the pursuit of one’s goals. Just as he has shone on the Hockey pitch those pursuing Medicine bring numbers well into double figures. With for Hong Kong, we expect that Sukhdeep will make a lasting and growth of those pursuing creative options in the BTEC Diploma, half of significant contribution to public health in the SAR for decades to those pursuing Art/Design/Film/Media at tertiary level are Advanced come. Diploma students including two heading to the USA.

Class of 2013 Harry Walton – Sports Technology, Loughborough University, UK Of those who took a gap year, last academic year, we know of these Every year or so, we have a student with very final destinations: specific HE interests that combine different areas that are quite unique: this can be a challenge in Ashley Bell Biological Sciences, Exeter terms of finding suitable courses, not to mention Shona Brannan Interior Architecture, Westminster gaining a place. Harry’s passions are design technology and sport ( in particular) and Charlotte Lam Psychology, Edinburgh he was successful in securing his first choice in this specialised field Alex Tunesi Business Management, Newcastle at Loughborough, where he should have plenty of sporty guinea pigs Hugo D’Auriol Marine Biology, UC Berkeley to try out his designs.

8 SIS Annual Report 2013-2014

Lawrence Catalan – Psychology, Augustana College, USA Tomoko Fukuda – Film Production, Columbia College, Chicago Hong Jae Hyun (Tania) – Art and Design, CalArts To prove that financial aid is available to international applicants who are sufficiently Two examples of how the open-minded in their research, Lawrence will Advanced Diploma can embark upon his studies with the welcome access entry to USA Higher cushion of a U$22,000 merit scholarship. It’s Education, particularly also a good example of the benefits of meeting our HE visitors in though not exclusively, with school, even or perhaps especially, when you haven’t previously the help of a strong portfolio. heard of the institution.

Ankrish Gidwani – Hospitality Management, Chinese University Jasper Ellerman – Business Management, Newcastle of Hong Kong University, UK A legend before he even applied to university, Jasper is an example of an Advanced Diploma Ankrish was famous for his baking talents and student achieving at the highest level (D*D*D*) had been running his own business for several in his BTEC studies. He held Firm and years. Lauded in the local press, interning and Insurance offers from Newcastle and Exeter exhibiting at Hong Kong’s finest hotels, Ankrish whose equivalent IB and A level offers range could well have simply carried on baking but rightly recognised the from 34-38 and AAB to A*AA respectively. extra dimension that a degree in Hotel Management would give him.

Pavan Hegde – Economics, Harvard Luke Kim - Mathematics, Stanford What you don’t always see: an embarrassment of riches with the two of them turning down offers from Chicago, Columbia, Cambridge, LSE and Imperial. The list would have been longer had Pavan not gained his Harvard spot in Early Action. While this picture does do justice to their prolific talents, it was also the result of a great deal of hard work, balancing of commitments and time management on their parts.

9 CURRICULUM DEVELOPMENT

Our values and philosophy statements, The ESF Teaching Capability Framework and our own thinking have driven the development of our South Island School learning model that defines our approaches to learning and drives our staff professional development. This model was developed with the ALT (Academic Leadership Team) to link our philosophy and values explicitly to classroom practice, to provide a common language around learning through dispositions and skills, and to frame the underpinning pedagogy with which we would like our staff to be familiar. The liberate the InterD course. This course DEVELOPING DIGITAL model does not seek to specify a specific now has the aim to expand upon, question LITERACY pedagogy, approach to planning or a and grow knowledge from other areas ‘house’ style of lesson plan. The diversity of the student’s curriculum, develop This year we launched our broader digital of practice that we have at SIS is a real their digital skills and to deliver on our literacy curriculum for students with Year positive and our focus is on rich learning core skill of ‘communication’. In Years 7 and 8. Our Mission Statement reads “As experiences and outcomes for our students. 10 and 11 the previous structure made it a future oriented Learning Community, difficult to choose English Literature in South Island School embraces Our model is now complete with the addition to creative arts choices; in fact technology as we develop and empower addition of our skill and disposition ring. it was difficult for a student to bias their our community to become media These map onto the IBO Approaches to options towards creative subjects. Dual literate Digital Citizens who can Make a Teaching and Learning and capture our languages were outside of the timetable Difference in an increasingly complex and thinking around learning. to fit in all of the compulsory elements, interconnected global society.” with the compulsory elements resulting in students having less space and taking more certified courses. We have made CURICCULUM significant structural changes to our Year 11 option choices, which have resulted Our written curriculum has developed in a much better offer for our students. over the past two years to better reflect Students can now choose to sit between the needs of our students, to maintain 7 and 11 GCSE subjects, have languages breadth and balance and to offer better within their timetable and can now bias preparation for our Diploma programmes. their curriculum towards the creative arts In the lower school we have both extended if they wish. Our Advanced Diploma has our InterD programme into Years 8 and also been modified to include either AS 9 and re-focused the aims of the course. English Language (previously Language Last year we re-instated English and and Literature) AS Mathematics in addition Humanities as separate subject areas to to the Subsidiary BTEC ‘Public Services’.

10 SIS Annual Report 2013-2014

LEARNING AT SIS

Part of South Island School’s philosophy The Apprentice and Dragon’s Den and is to educate all students to develop their was viewed by many students as the skills and deepen their learning so they highlight of the course. This year the can make informed decisions and make keynote speaker was Jerry Gelsomino, a difference in the world. We believe the founder of the local marketing one of the best ways to deepen learning consultancy Future Best. is to incorporate authentic learning into all aspects of our curriculum. Over the last 18 months we have aimed at sharing the workshop. Many of the experiences many of our authentic experiences on learned have now been transferred into our Learning Blog on the front page of some of our Mathematics enquiry units. our Website. We have encouraged staff to post anything that they would like to share with our parents and wider community to keep them informed of the BTEC Enterprise learning experiences that happen on day to day basis. Last year we started a new Enterprise Spanish Cultural and Language course. The focus is to develop skills Exchange in students to run their own small businesses. Their first challenge was to ESF Marketing Competition start a business using just $60. Students then went on to set up their own mini- enterprise. Our year 11s set up over 20 stalls at the Nighfest event in November and it proved a huge success, an authentic learning experience with lots of dollars changing hands.

In our continuous effort to improve our In Year 10 the ‘Balloon man” Mr A. Smith students’ exposure to authentic learning to talk to the group about how he set up experiences, and following the example his business and giving them tips how In March, two teams of Year 12 Business of the French immersion programme, to be a sole trader and the pitfalls you and Management students travelled to we launched a trip to Spain for our could encounter. Island School to do battle in the ESF Year 10 students. The students had a Annual Marketing Competition. This chance to immerse themselves in the year’s theme was to devise a marketing language and the culture. A few years strategy for a local business called ‘Surf ago we formed a cultural contact with Year 11 Personal Project HK’. Although we didn’t win any prizes, a school in Madrid and this was the both teams put in a strong performance second visit. The students spent several This year was the first cohort of and all the students agreed it was a days interacting with the students at students to be entered the Personal really interesting and engaging event. the school as well as experiencing the Project GCSE. This course is to offer Spanish culture. the students an opportunity to take part in an extended project of their choice but meeting all the criteria Year 12 Annual Business Day of the course. The students really Holding Mathematics in your Hands embraced the opportunity and took on In May we welcomed guests from the some real challenges. We now have a business community to act as advisors Andy Li , a local author, was invited into beautiful mural outside our refectory to our students as they undertook school to run a workshop in constructing that celebrates our CAS philosophy. A a business strategy challenge – this Platonic Solids using modular origami. student designed our ROCs card that year’s theme revolved around setting This was offered to our Year10 students celebrated achievement, contribution up a small high fashion clothing store and many of our Year 11, who had and leadership. We have an Economics in Hong Kong. It was a cross between completed their examinations, also joined revision guide for Year 11 students, as

11 well as numerous students that took to parents in the final Expo Day. This is First Aid learning new instruments. It has been a a way of students individualizing their very successful course and the process focus and sharing their learning. Year 10 undertook a ten hour course will help prepare students when they learning basic First Aid and CPR. The start the Year 12 Extended Essay. highlight of this was when the group was able to visit the Caritas Hospital Year 7 Drama ‘All The World is a Stage” to practice their CPR and how to us an Automatic Emergency Defribulator BTEC Business Faust was invited into school to work (AED). This was a chance to practice with our Year 7 students. Within the techniques to ensure accuracy. Our Year 12 and 13 BTEC courses have Faust troup were some of our Alumni continued to develop the vocational who knew the school and curriculum we aspects or the courses. These have offer. The group performed and brought included lots of trips, outside speakers Shakespeare’s sonnets and plays to life. HKAYP and in-school activities. Highlights It was fun to watch and a chance to include attendance at a residential experience some professional actors at SIS has a very active Hong Kong Award leadership and team development course work. for Young People Scheme. Last year 60 on Lantau, a visual merchandising trip Year 10 students followed Bronze, 40 to the DFS store in Tsim Sha Tsui and Silver, and 10 Gold. The Award in SIS a guided tour of the Jack Wills store in involves expeditions into the Country Causeway Bay. LSC Camp Parks of Hong Kong especially Sai Kung, Lantau and North East . Every year we take all the students in Gold candidates go on an exploration our LSC, Learning Support Class, to a to Sichuan Province in China where China Expo Project special camp. This year the camp was they carry out detailed research on a in Lantau. The camp is to encourage topic area of their choice. The learning Our Year 8 students continued with their students to take responsibility for opportunities are diverse and significant China Expo Project. Students work as a themselves, develop independence, with students learning skills which will team and take on different roles. They undertake challenge and learn new skills. help them later in life such as leadership, elect leaders and then work towards The have to learn to work as a team and self reliance, planning, dealing with focusing on one aspect of China that is to socialize and interact with others. This challenges, team work and many more. agreed by the class. They then exhibit is a lovely opportunity for students to their research for their peers and put into practice what they learn in the classroom.

12 SIS Annual Report 2013-2014

STUDENT GUIDANCE Casa Bahay AND SUPPORT AT SIS Casa Coyotes had Bahay maintained its an outstanding interest in all things It’s hard to believe that 2013-2014 was year under environmental, working the third year of the ‘new’ House system, the temporary with the organisation as the three Families, along with the six leadership of Ms. Jess ‘Plastic Free Seas’ to senior Houses, seem so well embedded. Smith, and with Nicky raise awareness of and Cherie as House the dangers of over- It’s been wonderful to see House Captains. Not only did Casa fishing our waters spirit grow so much, and the House top the overall InterHouse points board, and the amount of Captains in all six Houses have shown but they once again supported the ‘Pay It waste dumped in true commitment in their roles. Their Forward’ campaign, with Casa students them. As ever, they leadership has inspired students to make pledging to consistently do something for excelled in Inter House a contribution to House spirit, whether it others for a sustained period of time. The events, and, as the be participating on Friday afternoon IH success of this campaign really underlines year progressed, an events, cheering from the sidelines, or how easy it is to ‘make a difference’ exciting duel developed being involved in the House ‘Making a through simple actions and a caring with Casa for control of the Inter House Difference’ causes. attitude, which is at the heart of the SIS points board. Raymond and Claudia, the philosophy and values. We look forward Bahay House Captains, were superb However, it cannot be forgotten that the to continuing with this link when Mrs. role models for younger members of the driver for the new system was the desire Hartcher returns to lead Casa again in House and tireless in their enthusiastic to create a Family to support our students’ August. support for inter House events. learning, and the evidence of this is the close monitoring and support that is in place through tutors, Heads of House and Heads of Families. This is enhanced Shtepi Kuca by the many informal relationships that are built up between students who Shtepi Sharks continued to raise Collaboration have the common bond of being in the awareness for literacy and girls’ education between Year same House, and the development of through their Book Character Day in groups was these support systems, both formal and September, and support of Room to a real focus informal, is becoming an increasingly Read events throughout the year. House for Kuca this year. This was particularly important area for development between Captains Rory and Akanksha did a sterling evident in the IH Food drive in support students, between Houses and between job during the year encouraging Shtepians of Feeding Hong Kong, where Year the Learning Families. to ‘Shtep it Up’ in Inter House events and 12 Kuca students worked closely with certainly the sense of fun was always to Year 7 & 8 to collect a huge amount of be found in the Shtepi camp, irrespective food to be distributed to those in need of whether they were winning events. All around Hong Kong, and took part in the Shtepians would agree that this was also ‘Cannstruction’ event to build the tallest due to the cheery nature of Mrs. Carey, and most imaginative structure from the who has been Shtepi Head of House since various foodstuffs that had been collected. its inception, and to This food collection tied in well with whom we said a Kuca’s Making a Difference aim, which fond farewell at the was to raise awareness of child poverty end of worldwide. Kuca was led this year by the year House Captains Alex and Hannah, who when she were supported by Saaj as the Kuca left to take up Bauhinia rep. her new post as Head of Post 16 education at WIS. Goodbye, Mrs. Carey – and welcome Mrs. Pescod, the new Head of Shtepi!

13 Maison highlight of the year, organized by Namas Family Bauhinia MaD Council leaders Theo and Charlotte, The Maison Minotaurs was the visit of Aaron Zweig, an ex heart This Year is a very special Year for Family had a hugely successful patient and a Y13 student at CIS, who Bauhinia. The end of the year marked the year, and although it gave the House a vivid context for our transition of the first cohort of children may not seem that fundraising over the past two years for to join, grow and transit through Family way given the inter the Children’s Heart Foundation. Behind all Bauhinia into one of the senior Families House rankings, it was these highlights, Namas House Captains, in the school. It has been a wonderful their best year yet. Aditi and Rahul, were tireless in their experience to see the students develop The main strength this year was their support of the Inter House programme, and mature through the Middle School, incredibly talented and dedicated House encouraging and enthusing students of well prepared for their futures with Family leadership team - they worked so well all ages to contribute and participate to Banyan and Family . as a group and the rest of the students in the wide range of events that took place Maison certainly looked up to them as role during the year. In preparation for the move to the senior models. Maison started well by winning school and seniors in Family Bauhinia, we Musicfest for the third year running and felt it was important to revisit and remind students from all years worked well to our students of how one individual can get the Nightfest stalls up and running. Learning Family celebrations really Make a Difference. Our assemblies Although they weren’t winners in many and interactions with the students all Friday Inter House competitions, they had focused on the concept of RESPECT. We a great banner team creating some really started the year asking the students to eye catching flags and banners. take a short quiz, with the answers known only to them to get them thinking of their This year Maison supported Crossroads behaviour and how they interact with as part of their Making a Difference others. initiative, collecting much-needed stationery for the organisation. A We wanted them to consider whether … representative from Crossroads came to The Learning Family celebrations took • I treat other people the way I want to speak in a House assembly, highlighting place for the third time in June. These be treated the benefit of supporting the charity and events have become a highlight of the outlining how they really make a difference final term, and this year, the celebrations • I am considerate of other people to so many people. were very much focused on showcasing • I treat people with civility, courtesy & the very best of all the great learning that dignity All Maison students would like to say a had taken place within and beyond the big ‘thank you’ to Ms. Stringer for looking classroom in the context of the school’s • I accept personal differences after the House so well while Mrs. Bolland philosophies and values. Musical and • I never intentionally ridicule, was on maternity leave dramatic performances were enlivened embarrass or hurt others with some unexpected last minute inter House ‘competitions’ staged by Heads I think I am/I am not a of House and House Captains, and the respectful person because… Namas celebrations were introduced and hosted by Year 12 student leaders. We discussed simple ways to make a Namas positive impact on those around us, Tigers were and in turn, to make a positive impact another on ourselves! A walk down the school House corridors now will be filled with student fortunate enough to have an inspirational voices saying “Good morning!”, “Can I student leadership team who really led by help you?” and “Thank You!” A good step example in Inter House events, with MaD towards showing everyone respect! initiatives and with the development of House spirit through the House Council This was a very successful focus that and Vertical tutoring initiatives. A vibrant filtered into the many events that Family and meaningful House Council thrived Bauhinia participated in and made them all under the leadership of Daniel and Chan- more enjoyable. Some of the highlights of Mee, and a 1:1 peer mentoring scheme the year can be found below. between Y12 and Y13 students was established by Sophia and Elliot, Namas Vertical Tutoring leaders, in Term 1. A

14 SIS Annual Report 2013-2014

READY STEADY COOK

Ready Steady Cook – A World Autism Awareness Day Cooking Competition for Year 8 Students Our school community raised awareness about Autism, as The 2nd of April was On Thursday, the 20th of February, all of World Autism Day. During English lessons Year 8 was involved in a “Ready Steady and tutor time Bauhinia students were Cook” – style event. A Development busy developing their understanding about Chef from the UK worked with a number what it is like to live with Autism. Some of schools here in HK, and we were of our students shared what they have delighted to be one of the schools learnt through excellent descriptive writing benefiting from this. pieces and acrostic poems.

The event was run just like the well known The 2nd of April provided a fun way TV show where two teams of students to expand our knowledge further (Green peppers and Red Tomatoes) and about Autism, when the school’s foyer two ‘mystery guests’ Mr. Humphrey and transformed into an area where students INTER-D EXHIBITION Ms Butcher, battled against each other, watched short videos, played games by live on stage to create a healthy dish matching faces to emotions and look at from a given set of ingredients. To make each other’s work on big puzzle pieces. In the event even more challenging, it was addition, we had “Dress Blue” for the day. against the clock. The remainder of Yr8 was the audience and they voted on the Family Bauhinia Fun winner – congratulations Green Peppers! The objective of the even was to have Once a term we have a Family Bauhinia some fun with food, whilst learning about event to unite the students of the Family Healthy Eating. and give them a sense of belonging. One of our events was the Tutor Group Dance Hong Kong Young Writer’s off. It was so much fun that the teachers Awards even got involved – they even delivered chocolate eggs in bunny ears and tails! Each year students are given the opportunity to submit literary works to the It was an amazing year – and we look Hong Kong Young Writer’s Awards. The forward to another successful year in THE DANCE OFF competition is open to all schools in Hong Family Bauhinia! Kong and students compete in different age categories. It is a fantastic outlet for our students who enjoy writing and telling stories. The competition is always based on a theme. Last year the theme was: New Tales of the Gobi Desert. One of our very own Family Bauhinia students – Samantha Brooks – has been entering the competition since primary school and has been shortlisted each year. We are proud of Samantha’s effort and willingness to share with us her writing - Well done, Samantha!

15 16 SIS Annual Report 2013-2014

17 CREATIVITY AT SIS

18 SIS Annual Report 2013-2014

19 SIS PTA REPORT

The SIS Parent Teacher Association is a dedicated body of parents, teachers and students who have the primary goals of facilitating discussion between parents and teachers, fund-raising and supporting the school in its efforts to improve the educational environment. We provide opportunities for parents to take an active part in the life of our school whether it be through attending committee meetings, volunteering in the shop, assisting with learning in the school, providing business expertise or sponsorship to the school, or attending PTA run events.

The PTA continues to work towards raising our profile amongst all sectors of the school community by attending and supporting as many school events as possible and by creating additional opportunities for parents whose first language is not English to become involved. The PTA has also endeavoured to improve communication between the school and the parent body though discussions in meetings and in parent education evenings.

In 2013/14, after much hard work, the PTA successfully completed the move from an Association to that of a Limited Company. We have also successfully undergone our first audit in our new status; there being no comments or recommendations from the Auditors was testament to good record keeping and practices.

The PTA again hosted a school fair in November 2013. As this event proved very popular with the students, planning has started for a fair in 2014. It was also a successful fund-raiser for the school, with funds going to projects requested by the school and students, examples of which are redecoration of the IB Diploma Centre, mobile fume cupboard for the science department and choir risers. We continue to run the student bus service, the school shop, Parents’ Education Evenings and Yum Chas (parent discussion forum) as well as many more activities. We are pleased to continue to financially support the Year 13 graduation as well as a number of events such as the New Parents’ Social during the year.

We are delighted to welcome all parents, whether new to SIS or not, to come along and be part of the South Island community via the PTA.

20 SIS Annual Report 2013-2014 South Island School Student Council (2013 – 2014)

Valeria Yuen Anurag Birla Lucas Leung Shivani Kogta Karina Kwok Chan-Mee Ryoo 12K1 12K1 12M2 7B1 12M1 12N2

Joshua Gostick Deputy Head Boy

Akshath Snehaa Theodore Chan Aidan Soo Kevin Nam Nell Zarrella Venkataraghavan Senthamilselvan 12N1 8N1 8N1 7B1 12C1 9C2

Kelly Yeung Sanya Sethi Arnaud Gillard Ciara Habluetzel Tarun Srivastava James Kim Hebe Law 13N1 9K2 11N2 12S2 11B1 13S1 Deputy Head Girl

Chrystal Kim Carol Lam Kirsten Law Stephanie Ho Aditya Venkataramani 7B2 7B2 11B1 10B1 9B2

STUDENT COUNCIL REPORT

The 2013-2014 school year marked the Additionally, the Student Council provided Atrium, and the use of the Astroturf above development of a number of school schemes a forum to the student body with which the Space. in the fields of timetabling, infrastructure, the school could pass messages and and academics. As such, the work of garner opinions. The MaD Council shared Lastly, the Student Council determined to Student Council centered around providing its new policies regarding its involvement take steps in the coming year to improve a student opinion on these schemes to the in the advertising and planning of student its accountability and transparency, school administration. It collated student charity events. The Student Council was particularly in maintaining an equal opinion and discussed the timing of the ten- also asked to convey the reasons behind representation of Houses on the Student minute tutor periods, the scheduling of MaD changes to the ARR Progress Check Card Council, and allowing for greater week before the half-term break, the name and the increase in refectory prices to engagement with the student body. It for the Learning Space, and improvements their respective house councils and tutor will establish a Bauhinia house council that could be made to the Diploma Centre groups. Furthermore, the Student Council to include the opinions of younger years, ahead of its planned summer renovation. was asked to both revise and reinforce the formally designate particular days to allow Student councilors further assisted in uniform policy among students, with the the house councils to regularly meet and the creation of a student survey to review addition of a hoodie to the school uniform. feed back to their tutor groups, create Academic Monitoring Day, and assessed Similar work was done for the bus rules, a Facebook page, and use the project- the nature and frequency of school events, especially regarding the role senior management website Basecamp.com such as Interhouse Glee and The Innovation. students played on the bus when a teacher so that Student councilors can update In particular, it relayed student opinion on was not present. one another on Student Council projects. NightFest, concerning the experiences Previous efforts at engagement, including of volunteers, the prize system, and the A number of issues remain to be resolved. linking the Student Council blog to the available activities. These include the length of the lunch VLE and speaking in assemblies, will be lines, with the Council conducting a study continued. The Student Council also undertook a this year that determined that waiting number of projects independently, including times were up to 12 minutes long. Other the finalization of a handbook detailing its issues include encouraging recycling and structure and work, and the production of vegetarian options in the refectory, the a video for alumni on changes to the school. implementation of top-up machines in the

21 BUILDINGS AND FACILITIES

In addition to the John Wray Atrium and • The main area of The Space can by a safety net which eliminates the the Learning Resources Centre (LRC) flexibly be divided into 5 individual risk of falling balls from the roof. The completed in the last few years, the zones to accommodate lessons new Astroturf has become a most School continues to invest in upgrading at the same time. Equipped with popular sports venue. our facilities with an aim to provide a professional sound and light multi-functional teaching and learning systems, the area is also a popular • A new lift has been erected at the environment to meet the 21st century venue for school assemblies, carpark level to access Swimming teaching and learning needs. exhibitions, and large conference. Pool, Sports Hall, The Space and The ESF IBO Regional Conference Astroturf. Raise of the Roof Project – The Space was held at The Space on 1-3 March 2014. Refurbishment Upgrade After over one year of construction, a new multi-functional teaching and • The Space centre features a set of • C Block Classrooms C51 to C57 – learning floor has been built under the circular tiered seating which can be interior fully refurbished with new Astroturf. The area is officially named moved around to create different doors, notice boards, and short- “The Space” which reflects its diversified arena settings. On the back of throw projectors. and flexible usage. the seating are white boards for maximum mobility. • Air conditioners replacement for The Space is an innovative area the Whole C Block – the new air designed with the following possibilities • A brand new Astroturf is built on conditioners are all equipped with for use: top of the Space with the state-of- thermostat control which provide the-art 65mm long monofilament a comfort and energy saving • 4 partitioned cubicles, each with PE turf which is perfectly suitable environment to students. the latest Apple TV display. The for Football and Rugby Training. cubicles can be opened up and The turf is also in accordance • Languages Office – combined the connected into different room sizes with the latest requirement of the Chinese and Multi-foreign language to meet the purpose. When fully International Rugby Board (I.R.B.) offices into a large Heritage and opened, the area becomes a stage Artificial Rugby Turf Performance World Languages office to foster for performance and events. Specification. The area is covered collaboration.

22 SIS Annual Report 2013-2014

LOOKING AHEAD

Although it has been mentioned earlier The SIS Learning Model is now a The condition of our physical provision in this Report that we have been comprehensive guide to our learning is always one of the key issue for us attempting to slow down the rate of agenda and innovation under this broad to look at. During the year ahead we change in the School over the past framework will continue in the areas will take possession of a completely couple of years, that certainly does not of skill development, recognition of renovated School Hall - which means mean that we have stopped innovating, learning dispositions and media literacy. that our key facilities - Hall, Atrium, developing and planning for the future of In the years ahead we want every The Space and the Learning Resource learning at South Island School. student leaving SIS to leave with a highly Centre, will all have been built or developed e-portfolio that will form the renovated within the last 4 years. Our ambitions, going forward, are to basis of their life-long curriculum vitae. The next step is to bring all of the combine the maximum opportunity for We are the first ESF school to have classrooms up to an acceptable standard students to choose their own pathways purchased a software called ‘Pathbrite’ and to improve the cosmetic appearance with the best possible guidance for them to capture personal achievement. Over of our older buildings. The help and and their families about how to make time, this portfolio should form the support of ESF and our own PTA is these choices. working record of CAS activity for all much appreciated in this endeavour. students and provide rich material for At GCSE, for example, it is now possible students to use in writing personal Increasingly, our ambition is to spend for a student to choose between 7 and 11 statements for University. Further into less and less time on issues that examination courses. We want to really the future, this may become the basis of are peripheral to learning and more challenge the traditionally held concept a reporting system to parents but that and more time on working with our that ‘more is better’ - there is little possibility is still in the discussion stage. learners. Central to that work will be the evidence that this is true - but we want continued promotion of our Philosophy to change attitudes through education The year ahead will include a 5-year and Values until we can truly say that and counselling, rather than by limiting review visit by our international we are a School that makes a difference, choice because offering choice is one accreditation agencies CIS/WASC and not only to our learners but to the of our aims. As a School, we continue we need to prepare well for this in community of Hong Kong. to review whether GCSE serves as the March of 2015. best preparation for Diploma learning in Years 12 and 13 and we will continue to consider alternatives to the current model.

23 GENERAL SCHOOL STATISTICS

Human Resources

Number Full-time Teachers 105

Part-time Teachers 7

Teachers - Male 40

Teachers - Female 72

Teachers left in August 2014 11

Educational Assistants 9

Language Assistants 8

Support Staff 67

Full time 54

Term time only 7

Part time 14

Finance

Actual Budget 2013/14 2013/14 HK$ HK$

TOTAL FUNDING 129,152,013 128,764,510

Non- Cash Funding 108,268,628 107,484,638

Staff Funding 107,484,638 107,484,638

Adjustments on Staff Funding 783,990 0

Cash Funding 20,883,385 21,279,872

Capitation & ICT Funding 14,585,493 14,528,889

Grants 166,471 170,983

Rental and other Income 5,932,991 4,480,000

School Activities 30,750 0

Donation 167,680 2,100,000

EXPENDITURE 140,772,353 154,075,458

Staff Expenses 104,500,590 107,484,638

Other Expenses - Operational 9,730,101 19,484,870

Other Expenses - Capital 26,541,662 27,105,950

SURPLUS/(DEFICIT) (11,620,340) (25,310,948)

Surplus/(Deficit) as per above (11,620,340) (25,310,948)

The use of unspent staff funding b/f from 1,090,528 0 previous years

SURPLUS/(DEFICIT) AFTER THE TRANSFER (10,529,812) (25,310,948)

24 Enrolment and Admissions (as of 27 August 2014) SIS Annual Report 2013-2014

Number of Number of Turnover Rate Students Students 2013-14 (Number on roll at on roll at of student leavers the start of the start of in each year group 2013-14 2014-15 other than the end of Year 13) Year 7 212 218 13

Year 8 209 212 27

Year 9 216 207 23

Year 10 215 208 18

Year 11 206 198 31

Year 12 190 188 12 Year 13 183 182 3 Total 1431 1413 127 (8.9﹪)

Student Ethnicity

Number of % of Total Students Students Chinese 711 50.3%

Caucasian 229 16.2%

Other East Asian 178 12.6%

Eurasian 152 10.8%

Indian 120 8.5%

Others 23 1.6%

Student Nationality (based on passports)

Number of Students British 320

Chinese 319

Canadian 141

Australian 107

Korean 104

Indian 99

American 88

Japanese 57

Malaysian 33

New Zealander 19

French 15

Dutch 15

Singaporean 13

Filipino 9

Italian 9 21 other 65 nationalities 25 26