Endorsed by IMC on November 21 2015 Contents
A. School Vision and Mission 2
B. Features of MSS 3 - 17
C. Major Concerns and Programmes for 2014-2015 18 - 91
D. Student Achievements and Awards 92 - 120
E. Financial Report of Government Funds and School Funds 2014 - 2015 121
F. Report on the use of Special Government Grants 2014 - 2015 122 - 127
1. Capacity Enhancement Grant (CEG)
2. Senior Secondary Curriculum Support Grant (SSCSG) and 0.4 fractional staff encashed
3. Diversity Learning Grant (NSSDLG)
4. Non-Chinese Speaking Students Support Grant (NCSSSG)
5. Non-Chinese Speaking Students Support Grant for After-school Extended Chinese Learning
G. School Development Plan 2013 - 2016 128
H. List of Abbreviations 129
Appendix 1 : School Organisation Chart (2014-2015)
Appendix 2 : MSS Co-curricular Activities (2014-2015)
Appendix 3 : Pastoral Care Programmes Composite Schedule (2014-2015)
1 Marymount Secondary School
A. School Vision & Mission
Our School aims to provide quality education. According to our Catholic and cultural traditions, we aim at the greater development of our students in moral, intellectual, physical, social, aesthetic and spiritual aspects.
Through care and concern for each individual person, we seek to educate our students so that
1. their acquisition of knowledge and skills is joined to Christian values;
2. they become reflective and will accept their strengths and weaknesses;
3. they come to a knowledge of God and put Christian values into practice;
4. they are sensitive to the needs of others, especially the poor;
5. they fulfil a role in serving others to build a just and compassionate society.
2 B. Features of MSS
1. Brief History
Our school is a well-established government aided school with a long history and fine traditions. It was founded by the Maryknoll Sisters from the United States in 1927. In the year 1978, the sponsorship was handed over to the Columban Sisters from Ireland. In 1996, the sponsorship of the school was transferred to the Christian Life Community (CLC), an international Catholic lay community associated with the Society of Jesus. The CLC has pledged to preserve the same school spirit, foster the fine traditions and continue to provide an all-round education to students of the school. Under the same sponsorship is Marymount Primary School (MPS), our feeder school.
2. School Culture
We provide a broad and balanced curriculum and an environment conducive to enhancing students’ language competence, particularly English. Not only are we strong in the development of a culture of creative arts, we also had an early start in the development of an Information Technology culture and students are able to enjoy a wide range of creative arts and IT in teaching and learning. We have well established leadership training, service programmes and extra-curricular activities for our students. In pastoral care, we attach great importance to values education and student formation.
3. Class Structure
Class Structure of Secondary 1 - 6
S6 S5 S4 S3 S2 S1 Number of classes at each level
In 2014 – 2015, we had four classes each in Secondary 1 to 6. Commencing with Secondary 1 of 2006 – 2007, under a symmetrical structure, once admitted to the school, students are able to proceed and enjoy schooling until Secondary 6 under the New Academic Structure (NAS).
3 4. School Campus
Since the completion of the School Improvement Project in October 2006, special rooms in the main building as well as the new annex have been refurbished and their facilities upgraded to support teaching and learning activities of the different Key Learning Areas (KLA). These include the following :
Special rooms and facilities in the new annex: Science KLA: Biology Laboratory Chemistry Laboratory Physics Laboratory Integrated Science Laboratory 1 & Laboratory 2
Physical Education KLA: Ball Court Covered Playground Gymnasium
Aesthetic Education KLA: Visual Arts Room
Others: Conference Room Multi-purpose Room
Special rooms and facilities in the main building: Humanities KLA: Geography Room Liberal Studies Room
Technology KLA: Campus TV Room Computer Room IT Laboratory LEAD Room Multi-media Learning Centre Technology & Living Room
Aesthetic Education KLA: Music Room Music Store Room
Others: Careers Guidance Room Classrooms for split-class teaching English Room French Room Interview Room St. Ignatius Room (Multi-Purpose Room) Student Activity Centre 4 As a result of the reduction in the number of classes under the New Senior Secondary Academic Structure, the school management was able to review and reorganize room usage in the campus after the double cohort year (2012). In the summer of 2014, the Staff Room and Staff Lounge were relocated to the West Wing of the fourth floor so as to provide a better working environment for the teaching staff. The vacated Staff Room and Staff Lounge were converted into a Multi-Purpose Room and a classroom respectively. At the same time, a Multi Media Learning Centre was made available in the Annex and the Long Room has been renovated and equipped with computer facilities to support independent group or individual learning. The above IT provision will facilitate the development of mobile learning in the coming years. The IT infrastructure of MSS was revamped in 2014. Through the financial support from the school management, the school was rewired with the most up-to-date networking equipment, and more than 70 WiFi access points were installed throughout the entire school campus. The new installation with newly acquired mobile devices enable students to take more initiative and to be more inquisitive in their learning.
5. Composition of School Management Committee (SMC)
The SMC consists of representatives from the sponsoring body, the teaching staff, the alumnae, parents, an independent manager and the Principal.
Composition of the School Management Committee (SMC)
7 7 7
7
6
5
12/13 4 3 3 3 13/14 3 14/15
2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1
0 School Principal Teacher Alumnae Parent Independent Appointed non- Sponsoring Body voting member
5 Members of the SMC 2014-2015
Members Representing Dr. É adaoin K.P. Hui School Sponsoring Body Fr. Seán Ó Cearbhalláin, S.J. School Sponsoring Body Ms. Amy Chan (Sep 1 2014 – Apr 8 2015) School Sponsoring Body Ms. Lorraine Choi (Sep 1 2014 – Apr 8 2015) School Sponsoring Body Mrs. Jennie Chor School Sponsoring Body Mr. William Chu (Apr 8 2015 – Aug 31 2015) School Sponsoring Body Ms. Flavia Hung School Sponsoring Body Ms. Monica Ip School Sponsoring Body Miss Julie Yip (Apr 8 2015 – Aug 31 2015) School Sponsoring Body Ms. Barbara Chan Alumna Dr. Lydia Cheng Alumna Ms. Asha Sharma Alumna Mr. Kyle Chan Teacher Manager Mrs. Julita Joe Parent Manager Mr. Albert Chan Independent Manager Mrs. Julie Ma School Principal (MSS) Ms. Regina Lee (Sep 1 2014 – Feb 28 2015) Appointed non-voting Member (Principal of MPS) Ms. Candy Chan (Mar 1 2015 – Aug 31 2015) Appointed non-voting Member (Acting Principal of MPS)
6. Our Teachers
On our staff establishment, we had a total of 46 teachers. In addition, 5 full-time and 4 part-time teachers were appointed under the EDB special grants and funding from the MSS Alumnae Association Educational Trust.
Highest Academic Qualifications attained by Teachers * 2014-2015
Bachelor's Degree
Master's Degree or above 30%
70%
* Teachers on the staff establishment
6 % of Professionally-trained Teachers *
100% 100% 100%
100%
80%
60%
40%
20%
0% 12/13 13/14 14/15
* Teachers on the staff establishment
% of Subject-trained Teachers* in the Core-three Subjects
Chinese 14-15 100%
English 14-15 100%
Maths 14-15 71% 29%
Chinese 13-14 100%
English 13-14 100%
Maths 13-14 71% 29%
Chinese 12-13 100%
English 12-13 100%
Maths 12-13 71% 29%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Legend: Chinese subject-trained English subject -trained Non-English subject-trained
Maths. subject-trained Non-Maths. subject-trained in Computer Engineering and Engineering.
7 % of Teachers * meeting the Language Proficiency Requirement (LPR)
100% 100% 100% 100% 100% 100%
100% English Putonghua
80%
60%
40%
20%
0% 12/13 13/14 14/15
* Teachers on the staff establishment
In line with our aim to cultivate students who are truly bilingual and fluent in English, Cantonese and Putonghua, all language teachers in our school meet the Language Proficiency Requirements for teaching English or Putonghua.
% of Teachers * with the stated years of Teaching Experience
100% 94% 12/13 13/14 83% 14/15 81% 80%
60%
40%
20% 13% 9% 6% 6% 4% 0%0% 2% 2% 0% 0-2 yrs 3-5 yrs 6-10 yrs over 10 yrs
* Teachers on the staff establishment 8 Staff Continuous Professional Development
The school is committed to fostering a culture of teachers’ continuous professional development (CPD), stepping up capacity building of all members of staff to bring about school development and improvement.
Full support is given to teachers engaged in CPD by appointing additional staff with the Substitute Teacher Grant and the Supplementary Grant so that teachers would not be overburdened by substitution duties resulting from CPD. Information of relevant professional development programmes is posted up for staff information and circulars from the EDB with the latest programmes information are also forwarded to staff through emails. Summary of CPD of Principal and teachers
The Principal was engaged in 157 hours of CPD while the average number of CPD of teachers (excluding the Principal) was 68.86 hours. The average CPD hours completed by staff was well above the 50 hours per year recommended by the EDB.
Average No. of CPD Hours *
200.00 174.5 157
88.10 82.5 100.00 68.86 Hours 53.19
0.00 12/13 13/14 14/15 Teachers Principal * The average number of Continuous Professional Development hours per year recommended by the Education Bureau is 50.
Our staff took part both in professional development programmes offered by the Education Bureau or other institutes and organizations and the school-based staff development programmes organized by the Staff Development and Appraisal Committee of the school that meet the needs of school development as well as the needs of individual
9 subject departments and staff. Based on the School Development Plan of 2013-2016 and suggestions collected from the staff in the 2014-2015 Year-end Survey, the following programmes were organized:
Staff Development Day I Date: Aug 27 2014 Time: 9:00 am – 1:00 pm Venue: MSS School Auditorium Facilitator: Mrs. Julie Ma Topic: Ignatian Pedagogical Paradigm Participants: All teachers Teachers were led to re-visit and understand the Ignatian Pedagogical Paradigm (IPP). They were able to understand the relevance of IPP to personal growth and professional development; and to connect IPP with Action Research and Lesson Studies for professional and organizational development (School Development Plan 2013 – 2016).
Staff Development Day II Date: October 31 2014 Time: 9:00 am – 1:00 pm Venue: Queen’s College Speaker: Dr. Wong Chung-kwong, JP Topic: Unleashing the Potentials of the Gifted Students Participants: Mrs. Julie Ma, Dr. Cecilia Tang & TAs (Mr. Curtis Chung, Mr. Thomas Lee & Miss Serena Leung) It was planned that all teachers would participate in the above Joint School Staff Development Day for Secondary School Teachers of Wan Chai District 2014-15. However, classes were suspended due to Occupy Central. October 31 therefore was used to compensate for the loss of a teaching day. Mrs. Julie Ma and 4 teacher representatives attended the Staff Development Day. The teacher representatives made a summary report to all staff during the Staff Meeting on November 4 2015.
In the talk, Dr. Wong invited participants to understand gifted students from a psychological perspective. To unleash the potentials of the gifted students, one has to, (1) change from a “fixed mindset” to a “growth mindset” of understanding the definition of Gifted Students; (2) explore their “ready to learn mode”; (3) understand their “intrinsic motivation”; and (4) apply ICAN (insights confirmation ability nurture) for personal development.
10 Staff Development Day III Date: February 26 2015 Time: 8:15 am – 3:30 pm Venue: MSS School Auditorium Speaker: Dr. K.C. Pang, MH Topic: Towards More Effective and Efficient Studies for 334, Professionalizing Students’ Learning for Optimizing Learning Effectiveness Participants: All teachers Dr. K. C. Pang introduced and discussed the effectiveness of different learning styles, concept mapping and Bloom-based study skills in further developing students’ initiative and inquisitiveness (School Major Concern I). He presented a summary of what he did at the workshops for S3 and S4 students on Study Skills, and S5 students on Concept Mapping to the staff. Teachers were then led to engage in group work to plan Action Learning which geared towards Action Research according to their subject groups (School Major Concern I).
Reflection & Evaluation
Our staff have always been very conscientious in keeping abreast of knowledge and skills that would help improve students’ learning and development. Apart from the main concern of training for NSSC, they were aware that there was a growing need for training in the area of providing support for students with special educational needs (SEN) and gifted students. Altogether 11 teachers have been trained in the area of SEN and 9 teachers joined training programmes organised by EDB Gifted Section and Hong Kong Academy for Gifted Education
In fact, staff have been engaged in a wide range of professional development programmes and activities, structured ones in the form of workshops and seminars and other modes like “Critical Buddy” lesson observation, professional sharing with visiting groups and mentoring of student teachers.
With regard to the school-based programmes, the evaluation results showed that the programmes were in general able to meet the needs of teachers. On average, in the evaluations of the two programmes, 70% of staff “agreed” or “strongly agreed” that the objectives of the various programmes were achieved. The careful planning of the Staff Development and Appraisal Committee and the tapping of advice and expertise from external partners ensured the quality of the programmes.
According to the ESR Report July, 2013, a professional learning community has taken shape in the school and is making good progress.
11 Sustaining professional dialogue among teachers and developing long term, semi- structured programmes with research-based elements have been further emphasized during the school year 2014-2015. As teachers expressed that they do not have confidence in conducting Action Research, therefore one of the foci in SDD 3 was to help teachers apply new teaching strategies into Action Learning.
7. Our Students
755 students were enrolled in the school in September 2014. The majority of S1 students were from MPS.
Student Attendance
98% 99% 99% 98% 98% 98% 97% 98% 97% 98% 98% 97% 97% 97% 96% 95% 100% 93% 94%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% S1 S2 S3 S4 S5 S6
Class Level 12/13 13/14 14/15
12 % of Early Exit Students
1.71% 2.00%
0.94% 0.93%
1.00%
0.00% 12/13 13/14 14/15
Over 57% of students who withdrew during the school term continue their studies overseas.
Destinations of S6 Graduates 2015 Admission to local and overseas tertiary institutes and other courses
HKU 22
CUHK 4
HKUST 8
City U 16
Poly U 8
HKBU 4
Lingnan Univ. 2
OUHK 1
Tung Wah College (Nursing) 1
Centennial College, HKU 1
HK Design Institute 1
HKCC 3
HKU SPACE 7
IVE 1
Overseas 19
VTC 1
Self Study 1
No. of Students
Total No. of S6 Students : 100
13 The Student Council The Student Council serves as a bridge between students and the school. It offers training in leadership and an opportunity to serve. Through the different activities, it hopes to stretch the talents of students and make school life eventful, meaningful and memorable for all. Activities held in the year included the following:
Student Council Calendar of Events 2014-2015 Date Events Welcome Assembly for Mrs. Julie Ma A special assembly to welcome the Mrs. Julie Ma was prepared on the first day of school. A picture of a horse, symbolic of Mrs. Ma returning to Marymount in the Year of the Horse, was presented to her after a video introducing the new principal to all students. S1 Orientation Programme Council Officers prepared a slide show to introduce the Student Council, Clubs and Houses to S1 students. After this, student leaders from S4-S6 took the new students around on a school tour. Opening School Liturgy and Inauguration of Student Leaders The Student Council chose the “Tanzanite” a special gemstone to September symbolize the novelty and uniqueness of their group. This rare gemstone displays different colours when it is viewed from different angles. The colours it reflects are like the diverse opinions from teachers, staff and students. Though the different facets may be of different hues, the combination of shades and tones make the stone shine and sparkle, like the Student Council which aims at working with all members of the school to enrich school life and make it a colourful one. SC & ECAS Orientation Camp at Wu Kwai Sha Youth Village In addition to leadership and teamwork skills, participants acquired the knowledge and skills for their positions of responsibility as they prepared their annual plan for the year at the overnight camp. Mega Sale Clearance Sale A sale of products designed by previous Councils was held for students who needed an extra supply of stationery. S1 students and other students new October to the school found the products very attractive. Blood Donation for Hong Kong Red Cross A talk by the Red Cross was arranged for S5 and S6 students. This year there were a total of 49 donors. Talent Quest “Tetrachromacy” The Student Council believes that each student is the heart and the soul of evolution. Talent Quest is the time when they release their innate potential. November On the stage, they will display more colours than the average man sees. to This vibrancy takes them beyond their limits and leads them on to new December horizons. Through the Talent Quest, the Student Council wished to give all students an unforgettable experience at Marymount. This was a golden opportunity for students to share their gifts and talents in singing, dance, drama, fashion and stage design with all. Upon the stage they were boundless and free. Diary Cover Design Competition March to The winning piece was selected as the diary cover for the academic year 2014 May – 2015.
14 Date Events SC & RAC Good Samaritan Lunch “A Little Goes a Long Way” Teachers and students shared their talents in singing, dancing and drama. Principals from Gansu who were visiting the school participated in the programme. Around $22,000 was raised to sponsor the Service Trip to Cambodia as well as other service projects. April Service Project “Count Your Blessings” for children of the New Home
Association Over 40 Council members of S1 to S5 served around 30 children in a one- day service programme. Activities included ice-breaking games, designing a Thank You Card, preparing sandwiches for lunch and other group games. The children had a wonderful time. Teacher Appreciation Week The Student Council took the lead in expressing their gratitude to teachers and staff of Marymount. A special assembly for Teacher Appreciation which included the singing of the two songs with original lyrics as well as a Teacher-Student Base Football Competition was held. Special gifts for April teachers included a specially designed mouse pad and gratitude cards. to Special gifts were also prepared for Office, Janitorial and Tuckshop staff. May Student Appreciation Week This was an opportunity to express appreciation to students for their efforts and hard work in striving for excellence and serving the school. In addition to a Dream Catcher Workshop, special gifts, gratitude cards, photo-taking booths, song dedication, breakfast coupons and special discounts were prepared for all students. Mega Sale May Products designed by students were produced and sold to whip up school spirit. Products included a hoodie, a computer bag, files and post-its. SC, ECAS, RAC Evaluation Camp at Po Leung Kuk Jockey Club Tai Tong Holiday Camp June In addition to reflecting on and sharing their valuable experiences as student leaders at this overnight camp, students evaluated the year’s activities and suggested improvements for the following year. Fun Fair “Cultural Fiesta” Game booths, sales booths, food court, lucky draw as well as performances by guest schools kept visitors entertained for the whole day. Part of the proceeds was donated to The Hong Kong International Institute for Educational Leaders. July Issuing of SMARTS Vol. VI Acronym for Smiles and Miracles in Appreciation and Respect for Teachers and Students, this publication included titbits of memories and messages from teachers and students. Students enjoyed playing the games and reading the articles and fun stuff about the school.
15 8. Our Partners in Education
The MSS Alumnae Association (MSSAA) The MSS Alumnae Association was set up in 1950 and the school enjoys very strong ties with its alumnae. The Executive Committee members of the Association meets regularly to plan and organize social events and activities to strengthen the bond among the alumnae and between the alumnae and the school. They also play an active role in raising funds for the Educational Trust set up by the Association which generously offers financial sponsorship to the school for student and staff welfare as well as improvement of school facilities.
In 2014–2015, events held included the Christmas Party, Easter Egg Hunt and the Mentorship Programme for the senior secondary students. The latter continued into its ninth year, fully supported by alumnae of different years. A tea reception was held in November 2014, whereby the mentees were introduced to their mentors. The S5 students fully appreciated the sharing of experiences of the mentors, which helped them make informed choices for future studies and careers. In May 2015, another mentorship activity was organized jointly with Wah Yan College (Hong Kong) Past Students Association. Over 70 S5 students participated. With the full support of the alumni of the two schools, the meaningful programme, inspiring our students on mapping out one’s path in life and equipping oneself with effective interviewing skills to prepare for university admission, was a great success. In the evaluation of the programme, the mentees strongly agreed that the programme was useful and were very grateful to the mentors for their advice and guidance.
All in all, the MSSAA is a great support to the school.
The MSS Parent-Teacher Association (MSSPTA) The school has always been blessed with a dedicated and enthusiastic PTA Executive Committee and a group of very supportive parents. This year, under the leadership of Mrs. Julita Joe, the PTA has again succeeded in bringing parents, students and the school closer through the many activities organized.
The activities included: Annual General Meeting Parent Helpers Tea Gathering S1 Parents’ Sharing Session Christmas Celebration One-day Family Outing to Lamma Island Values Education Workshops Teacher Appreciation Programme and Lunch Court Visits for S2 students
16 PTA Reading Scheme Two issues of the PTA Newsletter Post-exam activities e.g. “Craft-making Workshops for S1 and S2”, Talk on “Cooking with Love, Faith and Hope” by Ms. Alvina Chan. Joint MPS & MSS PTA service activity at the Annual Fun Fair
A series of four stimulating Values-education Workshops and a concluding sharing session held between February and May 2015 were the results of the joint effort of the Parent-Teacher Associations of four schools. This year the MSS PTA joined hands again with the Wah Yan College (Hong Kong) PTA, Pun U Wah Yan Primary School PTA and the Marymount Primary School PTA. Together with the support of the Hong Kong International Institution for Educational Leadership, they were able to invite many distinguished speakers, for example Ms. Shirley Loo, Mr. Thomas Wong, Ms. Dorothy Wong and Mr. Patrick Fong, who provided very useful guidance to parents on helping children to form basic human values and attain an all-round development.
All the activities celebrated the partnership established between the school and parents in the past seventeen years. The PTA of MSS has become a symbol of passion, dedication, appreciation and collaboration.
17 Teaching and Learning Achievements and Reflection on Major Concerns
2.1 Introduction
This is the second year of the three year School Development Plan 2013-2016. Results of the School Self Evaluation and recommendations from the External School Review Report (September 2013) were taken into consideration in the design of the Major Concerns. To achieve the school’s aim of providing students with an all-round education, two major concerns were set to strike a balance between academic excellence and character formation.
Major Concern I: “Enabling students to achieve academic excellence through further developing students’ Initiative and Inquisitiveness and promoting Curriculum Differentiation and Integration” was set in view of the projected reduction in the student population which would result in greater diversity in student intake at S1. This was also in response to school surveys (SHS and APASO) reflecting that students’ initiative and readiness to take risks in their learning need to be further boosted.
Major Concern II: “Nurturing students’ sense of gratitude for their gifts, concern for others and critical awareness of social issues so that they contribute to building a just and compassionate society” was set since most students of the school come from a relatively well-off socio-economic background and have strong family support. Being generally well provided for and in some cases being over-protected, students need to be reminded of how fortunate and blessed they are. There is also a need to nurture their sensitivity to and concern for others, as well as to further develop their critical awareness of social issues.
The Curriculum Committee, subject panels of the Academic Committee and all teachers implemented strategies to achieve the major concerns at the school level, subject panel level and individual teacher level within the year. An evaluation of the effectiveness of the strategies was carried out at the end of the year and recommendations for further improvement for the coming year were made.
18 2.2 Major Concern I: Enabling students to achieve academic excellence through further developing students’ Initiative and Inquisitiveness and promoting Curriculum Differentiation and Integration
Overall Intended Outcomes 2.2.1 Teachers’ professional capacity is further enhanced to develop students’ initiative and inquisitiveness, implement curriculum differentiation and integration
Strategies / Tasks Achievements Evaluation and Reflections 1. Organize school-based School-based staff development programmes organized and co- SDAC will continue to organize professional development ordinated by the SDAC were focused on the major concerns and programmes on effective programmes and encourage were provided to equip teachers with the knowledge and skills to pedagogical practices for teachers to attend relevant cater for student diversity through curriculum differentiation and enhancing the professional courses, workshops and seminars integration. The record of teachers’ CPD also showed that a capacity of teachers in the at the school level large number of teachers have taken part in professional coming year. development programmes relevant to the major concern.
Concerted efforts were made by the school to initiate The school was able to sustain “a professional dialogue and to invite outstanding teachers and professional learning community panel heads to share their experience and good practices in the among teachers” through form of videos and presentations at different meetings. facilitating “intellectual discourse and co-construction among Representatives of the school who participated in the Joint teachers across KLAs” to School Staff Development Day for Secondary School Teachers generate “new working of Wan Chai District 2014-15 shared with the staff the inspiring knowledge” as recommended by presentation on “Unleashing the Potentials of the Gifted the ESR Report (September Students” by Dr. Wong Chung Kwong, JP 2013). Similar opportunities for the sharing of good practices among teachers will be arranged by SDAC, CC and AC.
19 Strategies / Tasks Achievements Evaluation and Reflections 1. Organize school-based Representatives from Division 2 and Division 3 attended the More opportunities for sharing professional development HKAGE Annual Hotung Lecture, “Social Emotional and exchange among teachers of programmes and encourage Development of Gifted Learners” by Dr. Sylvia Rimm to learn the two divisions and between teachers to attend relevant more about the affective needs of gifted learners as well as teachers of the two schools to courses, workshops and seminars strategies e.g. the ALLIANCE model, for addressing them. provide a sustained and whole at the school level (cont’d) This was followed by a sharing session led by Dr. Eadaoin Hui school approach for student on “Developing the Gifted at Marymount” for senior teachers of support will be continued. MSS and MPS. How closer collaboration can be made by the two schools to achieve the ‘Dreams’ and the ‘Desires’ of the two schools through a co-ordinated and continuous support for gifted learners was explored and examined.
To provide extra support on catering for student diversity for new The new teachers appreciated the teachers, mini workshops were conducted during Lunch. Ms. special workshops prepared for them Joyce Lam (Educational Psychologist) conducted a mini and the follow up support which workshop on support for SEN students in the First Term while enabled them to develop greater Mr. Kyle Chan (Head of CC and the Gifted Education Task interest and confidence in Group) conducted two mini workshops on “Gifted Education” incorporating gifted and mobile and “eLearning / Mobile Learning” in the Second Term. This learning elements into their lesson was followed by classroom demonstrations and discussion plans. sessions to provide support for the needs of the new teachers.
2. Secure professional support for Dr. K. C. Pang provided a whole-day staff development Teachers engaged in professional subject panels identified to programme in February. He shared with teachers his workshops exchange with Dr. Pang who is implement specific pedagogical for S3, S4 and S5 students. These include an introduction to his very experienced in running practices at the school level A+ Strategies for effective thinking and revision. Teachers workshops for students and shared through presentations and group work the strategies and teachers. Having worked approaches they use to cater for different learning styles, how closely with the school and they help students develop effective study skills and how concept knowing the needs of teachers maps can be used in their subjects. Teachers developed a better and students, he will be invited to understanding of how student learning can be enhanced through run another staff development differentiated teaching and assessment strategies. programme in the coming year.
20 Strategies / Tasks Achievements Evaluation and Reflections 2. Secure professional support for A meeting with Professor Branton Shearer, the director of the In general, teachers found the subject panels identified to MIDAS programme was arranged and attended by support and recommendations implement specific pedagogical representatives from D2 and D3. A constructive discussion on made by Professor Shearer practices at the school level how the MIDAS programme which has been used for identifying practical and useful and would (cont’d) S1 students’ multiple intelligences can be further stretched to take these into consideration cater for their life skills and life planning was explored. when planning for the Additional references and resources for how the student profile longitudinal development of can be used were also compiled for future reference. students.
3. Provide related subject panels the Additional teachers and teaching assistants employed though the The increase in staffing enabled support of a Teaching Assistant Capacity Enhancement Grant (CEG), the Senior Secondary teachers of the different subject Curriculum Support Grant (SSCSG), the Non-Chinese Speaking panels to meet more regularly Students Support Grant (NCSSSG) and the Career and Life and to design and develop Planning Grant (CLPG) relieved the workload of teachers of resources for their refined different KLAs to plan and design curriculum and assessment curriculum. materials to cater for students’ diverse needs.
The three Teaching Assistants employed through the special The Teaching Assistant provided grants assisted with documentation and provided administrative excellent support for curriculum support and logistic arrangements to facilitate the implementation differentiation, integration and of the revised programmes of subject panels, committees and enhancement. A diversity of functional groups. Additional support for student activities programmes and leaning during lessons, CCA and OLE and was also possible with the activities were successfully extra manpower. implemented to cater for the diverse need of students.
4. Make the three areas in Major Pedagogical practices like teaching strategies and the design of In general, all subject panels and Concern 1 the focus of Critical assignments to cater for differentiation and to help students individual teachers showed an Buddy Lesson Observation to develop initiative and inquisitiveness were discussed and awareness of the major concern encourage mutual sharing and evaluated at subject panel meetings and made the focus of and were actively engaged in professional dialogue on the Critical Buddy Lesson Observations. professional discussions related subject among teachers to these.
21 Strategies / Tasks Achievements Evaluation and Reflections 4. Make the three areas in Major Cross marking, collaborative lesson planning and team teaching Concern 1 the focus of Critical facilitated the sharing of good practices among teachers of the Buddy Lesson Observation to same subject panel. encourage mutual sharing and professional dialogue on the The effectiveness of activities implemented were evaluated and subject among teachers (cont’d) documented in the subject panel Annual Reports. Suggestions for refinement and improvement were taken into consideration in the drafting of subject panel Programme Plans and Schemes of Work.
5. Explore areas for action research Members of the AC were reminded of the input at the Staff Although all teachers have learnt to ensure sustainability of specific Development Day on Action Research and Action Learning in about the different stages of an pedagogical practices March 2014. A simplified school-based template based on the Action Research and appreciate features of an Action Research and the Ignatian Pedagogical the need for studying the Paradigm was designed and introduced. effectiveness and fine-tuning their strategies for achieving the Heads of subject panels were encouraged to design action major concerns, not all subject research to evaluated the effectiveness of specific pedagogical panels were able carry out their practices for developing students’ initiative and inquisitiveness, action research yet due to the and enhancing curriculum differentiation to cater for learner lack of time and practical diversity. experience.
Most of the subject panels designed and carried out an action Teachers engaged in professional research on an area of concern related to their subject. Some dialogue, discussed the subject panels designed surveys on pedagogical strategies and effectiveness of the strategies that subject related activities that they carried out. The findings they implemented and came up were discussed and shared at panel meetings and included in the with suggestions for how they subject panel Annual Report. can be further improved. SDAC will continue to provide them with the support they need to complete their study in the coming year.
22 Strategies / Tasks Achievements Evaluation and Reflections 5. Explore areas for action research On the whole, “in-depth discussions across KLAs regarding SDAC would consider the need to ensure sustainability of specific specific pedagogical practices” to enhance the role of “teachers to introduce ‘lesson studies’ for pedagogical practices (cont’d) as facilitators in supporting deeper learning and self-directed enabling teachers to carry out learning among students” as recommended by the ESR Report further sharing and evaluation of was achieved through sharing on Action Research. the effectiveness of classroom practices in the next SDP.
2.2.2 Students are motivated to become independent self-directed learners after further developing their initiative and inquisitiveness through teaching and learning
Strategies / Tasks Achievements Evaluation and Reflections 1. Make known to students the The major concerns were made known to students through the Students were aware of the major concern, help them Principal’s sharing at assemblies and classroom visits. importance of initiative and understand the importance of inquisitiveness and how essential initiative and inquisitiveness and Students were reminded of these through inspiring quotations in this was to their learning. encourage them to work towards the Student Diary. becoming independent, self- directed learners Subject teachers helped students understand the importance of On the whole, students’ work, initiative and inquisitiveness to encourage them to work towards participation in class activities becoming independent, self-directed learners. The major and subject related learning concerns were incorporated into the Programme Plans and activities reflected their Schemes of Work of subject panels. inquisitive mind as well as their active involvement in the process of learning.
2. Make known to parents the major Parents were informed of the school’s major concerns through Most parents were aware of and concern and encourage PTA to the sharing of the Principal and other teachers at the S1, S3, S4 supported the major concerns of organize related activities and S5 Parents’ Nights. the school.
The PTA was informed of the major concerns and encouraged to Similar arrangements will be incorporate these in their Values Education Workshops. made in the coming year.
23 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that All subject panels evaluated, reviewed, revised and modified A range of pedagogical practices will promote active learning and their teaching strategies and learning activities for motivating were introduced and develop students’ thinking and students to become independent, self-directed learners by further implemented by different subject self-regulatory learning skills at developing their initiative and inquisitiveness. All these were panels throughout the year. the subject level discussed within the panel and included in the Programme Plans Such activities were evaluated for and Schemes of Work. further improvement and suggestions for refinement were taken into consideration.
Time Management and Study Skills Students were encouraged to plan Subject teachers alerted students to the requirement of the their time wisely for self- syllabus, the teaching schedule and the schedule of tests and regulated learning. Students assignments in order help them develop the necessary time needed time to practice and management and study skills. develop the necessary study skills Students were encouraged to set their own goals and learning for independent learning. targets, monitor their progress and reflect on their achievement.
Pre-lesson Preparation Pre-lesson preparation was emphasized. Students were required Pre-lesson preparation was to prepare for lessons ahead of time. Subject panels had effective not only in developing different ways of encouraging students to develop this habit. students’ inquisitiveness but For Geography, students were required to set geographic enhancing their active questions on what they might be expected to learn in a new unit. engagement in class discussion For Chemistry, students were asked to post questions on areas of and activities. Students who interest that they would like to explore before a new unit of were well prepared showed learning. greater initiative and contributed For History, worksheets were uploaded to eClass for students to more in class. complete as preparation before lessons. For Literature in English, fact quizzes were set for students before a new unit of learning to motivate them to read the texts before class discussion.
24 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that Learning Inside the Classroom will promote active learning and Teaching strategies were reviewed and refined to facilitate Initiative was promoted through develop students’ thinking and students’ active learning through active participation in class students’ active participation in self-regulatory learning skills at activities. learning. Students were trained the subject level (cont’d) For Geography, ‘Think Pair Share’ was used to provoke students’ to take up the responsibility to thinking, stimulate discussion and encourage the sharing of ideas. learn and share their knowledge Students also learnt through the use of graphic organizers, T and skills with their peers. charts, concept maps, flow charts and hierarchical organizers for organizing information and analyzing concepts. For Literature in English, dramatized reading of the novel, dramatic performance of scenes from the play, roles plays and slideshows prepared by students supplemented the use of worksheets in class. Peer evaluation was used for group and individual presentations. Presentations, reports of group discussions, and creative posters were uploaded to eClass and posted on class boards.
Learning through Questioning A range of questions were used to provoke thinking. ‘WH Students’ inquisitiveness was Questions’ and data-based questions were used for focusing and developed through the need to analyzing details. HOTS and open-ended questions were used ask questions and the need to for challenging students’ critical thinking skills and inviting them respond to challenging ones. to think out of the box. Through questioning, students Students were invited to raise questions in class, set questions developed a more solid mastery and prepare answers for what they have set. Questions prepared of knowledge and thinking skills. by students were used for practices and tests. In some subjects, students were asked to set questions at the beginning of a new unit as enquiry points for focus. In others, they were asked to prepare questions for discussion and revision at the end of a chapter.
25 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that 中國歷史「每人一問」 整體而言，本年度同學表現比 will promote active learning and 鼓勵同學建構有意義的問題，實行「每人一問」。為加強高年 過往同學佳，頗能展示其在過 develop students’ thinking and 級同學深入研習之能力，中五級的同學須就過往所學提出一道 往學習中國歷史的成果，學生 self-regulatory learning skills at 與歷史相關之問題，自定探究的主題，再行搜集資料，自問自 能在已有的知識上提出個人感 the subject level (cont’d) 答，製作成簡報，在堂上報告。 興趣的內容。來年繼續設老師 審批題目的部分，並保留分三 階段實行是項活動的形式。
Learning through Discovery and Scientific Investigation Students learnt through experiments and constructed knowledge Students developed through trial and error in the Science subjects. In the senior inquisitiveness through levels, sensors, data loggers, micro scale apparatus were used to anticipation, prediction and cultivate students’ inquisitiveness and to assist students’ observation. They were more observation and recording of scientific data. ready to take risks in their iPads and suitable Apps for scientific investigations were adopted learning. Learning through trial to assist and motivate learning in the junior levels. S1 students and error and not fearing to make used the iPad for processing real time statistics and plotting bar mistakes contributed to the fun chars when measuring their hand span. They also used the part of students’ learning. ‘Popplet’ App to organize their photo of plants in a classification flow chart in the study of Classification of Plants.
Learning through Self-Study and Experiential Learning Students learnt by doing. For Mathematics, students were More learning was achieved assigned units for self-study through web-based material. For through less teaching. Students Chemistry, students were assigned meaningful and specific tasks developed the initiative and to study units they could master on their own, motivation to learn through self- For Computer Literacy, students learnt about Multi-media regulated and self-directed Production hands-on by producing a 5 minute video clip which learning which was carefully required them to plan their own schedule, write their own scripts guided and closely monitored by and produce their own videos. teachers. For BAFS, S4 students carried out a self-study on Franchise. Each group researched on one franchised business and presented this to the class.
26 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that In Geography, EPA and Liberal Studies, students were asked to will promote active learning and read the newspaper to facilitate their knowledge of related issues. develop students’ thinking and In Music, students were required to attend concerts and prepare self-regulatory learning skills at concert reports. the subject level (cont’d) In Integrated Science, S1 students were required to search for information and present their findings on the topic Alternative Energy Source.
中國歷史－中三級電影欣賞《十月圍城》 播放電影當日同學表現專心投 中三級聯課時段（CCA Period）進行電影欣賞，播放電影 入，事後各班亦有部分同學主 《十月圍城》，引發同學學習動機，事後鼓勵同學自發寫作 動遞交此份額外功課，抒發對 觀後感文章，並按同學的文章內容質素給予不同程度的額外 辛亥革命或孫中山事蹟的一些 分數，以鼓勵同學主動學習。 感受。老師建議來年可繼續施 行此活動。 Learning through Projects and Portfolios Students acquired subject knowledge and generic skills through Students developed an interest in individual and group Projects that were subject-based or of a the topic as well as the skills for cross-curriculum nature. They were required to carry out self-regulated learning by research, collect data and present their findings on an area of working systematically, interest related to the topic. submitting their work at different Students compiled units of learning, recorded their learning stages, solving problems they progress and evaluated their own work in Portfolios. encountered and reflecting on their achievement.
普通話〈個人學習歷程表〉 同學學習態度認真，當中不乏 中一至中三級，自學方面要求學生呈交〈個人學習歷程表〉， 態度積極的學生會爭取更佳的 上下學期完成基本自學要求。每次的自學，學生均摘錄五個新 表現，當然亦有少部份學生只 詞，並標注漢語拼音，由於節目有字幕，方更學生摘錄新詞， 完成基本要求。此項課業冋時 且能摘錄一些地道的用語。 反映學生能善用老師所介紹的 網上學習資源進行學習。
27 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that Learning beyond the Classroom will promote active learning and Authentic and experiential learning experiences beyond the Students enjoyed the extended develop students’ thinking and classroom was arranged through Co-curricular Activities (CCA), learning opportunities and self-regulatory learning skills at Post Exam Activities (PEA), the World Classroom and participated in them the subject level (cont’d) educational activities arranged after school. enthusiastically. Students’ initiative was further developed Field trips were arranged for students of S4 to S6 to engage in through activities which they field study and learn through observation and data collection. For joined on a voluntary basis. The Biology, half day field trips to Kadoorie Farm (S4), Hoi Ha Wan feedback on most of the activities (S5) and Mai Po (S6) were arranged. For Geography, whole were positive. day field trips to Tsuen Wan (S4) and Caritas Chan Chun Ha Field Studies Centre (S5) were arranged.
An experience sharing session on Giving Up is NOT an Option for S4-S6 students was arranged during the CCA by the PE panel. Students found the presentation by the speaker, Mr. Steve Lo who took part in the Sahara and the North Pole Marathon stimulating, inspiring, entertaining and lively. The majority of students found that his sharing inspired them to push their limits to the next level and motivated them to develop self- regulatory skills and active learning.
S4 – S6 Liberal Studies students attended a talk delivered by the Department of Justice on the Rule of Law and learnt more about the legal system of Hong Kong.
S4 and S5 Students of Literature in English Literature were accompanied by their teachers to a live performance of A Midsummer Night’s Dream by the Shadow Players. A few of those who were really keen about drama had the privilege of a backstage tour of La Traviata Story.
28 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that Students of S2, accompanied by teachers and parents visited the Students appreciated the will promote active learning and High Court for the authentic experience of experiencing a trial. opportunity and found the develop students’ thinking and Students were able to understand the procedures of a trial after experience very educational since self-regulatory learning skills at studying a unit about the Legal System in Hong Kong in EPA. this was the first time they the subject level (cont’d) They also guided by a parent who is a barrister. experienced a live trial.
中國歷史「全港中國歷史科模擬試」 有不少同學認同此活動可以激 善用校外資源，遇上合適之不同類型的活動，即向學生推薦及 發她們自主學習，並有助了解 鼓勵，以激發學生主動學習之興趣，培養自行探究之精神。 自己的實力。 中六級同學在十二月參加了全港中國歷史科模擬試，以達自 主學習、操練自己，為考試做好準備之效。學生需在模擬試 之前温習整個考試課程才可應試，是次模擬試由其他學校之 老師批改，學生可藉此校外渠道進一步了解自己的實力。 中國文學「詩詞寫作講座」及「文學月會」 老師積極鼓勵學生參加文學活動及比賽，如二零一五年度詩 詞寫作講座、文學月會等活動，希望啟發學生的創意和潛 能。
20 student from S4 were nominated to take part in an Ethics Students who took part in this Masterclass – An Ethical Discussion about Conscience found the discussions lively, presented by visiting processors from St. Mary’s University, enlightening and inspirational. London. This was a good opportunity for student leaders to Some students shared that the learn more about philosophy and to engage in critical thinking in programme aroused their interest issues like genetic engineering which had a value-related context. in Ethics and look forward to attending similar once in the future.
29 Strategies / Tasks Achievements Evaluation and Reflections 3. Devise a Scheme of Work that Around 40 students and their parents from S3 to S6 signed up to Students and parents appreciated will promote active learning and take part in the Business Seminar organized by the Hong Kong the opportunity they had to meet develop students’ thinking and International Institute for Educational Leadership. representatives from the different self-regulatory learning skills at Practitioners from the Medical, Legal and Accountancy professions and to know more the subject level (cont’d) profession shared with them features of their professions and the about the nature and challenges ethical dilemmas they encounter in their practices. of their work. They admired their professional ethics and their genuine desire to help them cultivate the right values: “They didn’t hard sell their career. They wanted us be integrity- based rather than income-based”. World Classroom Programmes More than 20 students took part in the MSS & SJC Joint School Although all the excursions to Study Tour to France to learn more about the language and Korea had to be cancelled due to culture of France. the outbreak of the flu epidemic, students who participated in the 8 students participated in the UK Excel Epsom English Summer tours to other parts of the world Camp in July and August. enjoyed the rare opportunity they had to broaden their knowledge Over 30 students took part in the Taiwan Study Tour organized and extend their horizons. Most by the Technology and Living panel to learn about the history of them were very satisfied with and appreciate the culture of Taiwan. They also had a hands-on their programme and looked experience making local snacks. forward to learning more about the culture and features of other
parts of the world. 15 students took part in the Biology Study to Australia organized by the Biology panel to study the life and fauna, and natural habitats of animals. Highlights of the tour include the Great Barrier Reef, the study of glow worms and whale watching.
30 Strategies / Tasks Achievements Evaluation and Reflections 4. Design assignments that Different forms and types of assignments were designed and Students enjoyed and were encourage initiative and introduced to encourage students to engage in meaningful actively engaged in the variety of inquisitiveness at the subject level construction of knowledge and to consolidate the skills in assignments. Suggestions for different subjects. how these can further develop student’ initiative and inquisitiveness would be taken into consideration in the coming year. Creative Role Play Tasks For History, S1 students were engaged in RAFT (Role Audience Creative designs of assignments Format Topic) writing. This form of writing required students and learning tasks helped to write creatively, to consider a topic from multiple perspectives students develop inquisitiveness and to write for different audiences. S3 students learnt about by requiring them to adopt Germany’s responsibility in WWI and WWII by engaging in a different roles and take into simulation court case. consideration multiple perspectives. For Literature in English, students in S4 selected scenes to write scripts for role plays on Lord of the Flies. Students in S5 wrote letters and diary entries from the perspective of different characters in the play Othello.
中國歷史班際歷史話劇比賽 同學們都喜歡以此類話劇的形 向同學講解整個活動的流程，並著令學生分組，閱讀有關書籍 式學習中國歷史，認為不單能 及材料，以小組形式共同擬定大家感興趣之主題，自行搜集資 增進中國歷史的知識，也能夠 料及編寫劇本，並進行綵排活動，在各班表演後，再由老師選 激發她們學習的興趣，希望將 出其中一組代表進行班際比賽，最後同學須提交學習歷程資料 來能有更多機會以此類形式學 夾。今年四班演出的劇目分別是：一甲班為<管飽之交>，一乙 習。 班為<大禹治水>，一丙班<廉頗藺相如列傳>，一丁班為<成湯伐 紂>。
31 Strategies / Tasks Achievements Evaluation and Reflections 4. Design assignments that Research-based Tasks encourage initiative and For English, S3 students came up with their own motions and Students’ inquisitiveness was inquisitiveness at the subject level carried out self-directed research on topics of their own interest further developed through (cont’d) for their Inter-class Debate. The Debate Final for S2 and S3 research and the need to relate students was held during the CCA time slot in April. new knowledge to what they have learnt in class. For Religious Education, students in S1 were asked to collect photos related to Creation. Students in S2 were required to research on Biblical figures in their preparation for a dramatic script. S3 students had to recommend ways for putting the 8 Attributes of MSS Students into practice. For Technology and Living, students were required to complete an assignment on International Healthy Cooking. They were encouraged to research on the culture and cuisine of a country and to present this in their written report.
For Visual Arts, students carried out research on different artists and artwork in their study of perspective, space and urban living.
The Chemistry Panel set up a Science Explained forum for students to discuss and understand everyday science phenomenon like the change in pitch of their voice.
中國歷史札記 本年度中四級同學表現尚可， 學生需就日常生活及身邊時事選取與歷史相關的題材，自行 能自行選取合適之歷史人物， 搜集資料，遞交一份歷史札記。 並主動搜集有關人物之生平事 中四級老師在學期初已先行與學生討論學習歷史之意義，以 蹟寫作。基本上同學所交代之 及古代與現今息息相關的概念，然後交代功課之要求，着學 事實正確，但深入程度不足， 生從日常生活中選取自己感興趣的議題，寫作歷史札記。 有部分的內容流於故事性，而 非典籍所記載之事，幸只屬極 少數同學，而所寫亦非完全偏 離或歪曲史實，尚可接受。
32 Strategies / Tasks Achievements Evaluation and Reflections 4. Design assignments that Investigative Tasks encourage initiative and For Physics, S4 students carried out a mini project on designing a Assignments involving inquisitiveness at the subject Thermal Insulator. They had to test the effectiveness of the experiments and the need to level (cont’d) insulator they designed and suggest how it can be modified for improve the effectiveness of their greater effectiveness. designs increased students’ For Integrated Science, S2 students designed apparatus and inquisitiveness when studying the procedures for carrying out experiments on Photosynthesis. results of their investigations.
5. Design and adopt suitable modes Assessment ‘for’ learning of assessment that encourage Different forms and modes of assessment were designed and initiative and inquisitiveness at adopted in the spirit of assessment for learning. the subject level Students were presented with a wide variety of assessment tasks Students developed an awareness to encourage initiative and inquisitiveness – from fact quizzes to of the different forms of data-based questions, open-ended questions, case analysis and assessment and leant the questions which required students to apply their knowledge & necessary skills through the skills. different ways they were assessed.
Assessment focused not just on the final product but on the The focus on progress and process and progress of learning. Worksheets and working logs process made students ask more were designed for students to record their findings, report their questions at every stage and more progress and reflect on their next stage of work. actively involved in their learning.
Teachers took time to go over the rubrics and marking schemes Students’ awareness of to enable students to have a better understanding of what will be assessment requirements was assessed and how this will be done. Constructive and positive sharpened. This also enabled feedback was provided to students to encourage them to make them to evaluate their own work further improvement. in a more critical way.
33 Strategies / Tasks Achievements Evaluation and Reflections 5. Design and adopt suitable modes Real Time Feedback Students enjoyed the real time of assessment that encourage Electronic gadgets were employed in class to gather assessment sharing in class. Real time initiative and inquisitiveness at data during lessons and to monitor students’ leaning progress. sharing and immediate teacher the subject level (cont’d) ActiVote, Nearpod, and Google Drive was used for real time feedback enhanced students’ sharing of students’ response to allow teachers to identify active learning. misconceptions, provide immediate feedback, and adjust the pace of teaching.
Peer Evaluation Students were more engaged in Peer evaluation and self-evaluation was adopted to supplement learning from their peers. They teacher feedback. Students learnt through self-reflection and were more ready to recognize the through developing a critical response to their own work and the characteristics of good work and presentation of their peers. learnt how to further improve.
Competitions and Games Using real time competitions as a Assessment took the form of competitions in the subject of form of assessment increased Integrated Science. In the design of S1 Noah’s Ark, and S2 students’ initiative and made Rocket Competition and Balloon Car Competition, students learning fun and exciting. studied the variables which would affect the outcome of their designs and modified these in their experimentation.
6. Design and select more self- Students were introduced to a range of self-access learning materials access learning materials and e- for self-study and self-enrichment. learning platform for the promotion of initiative and Recommended Booklists and Thematic Displays inquisitiveness at the subject level Recommended reading lists prepared by each subject panel were Students benefited from the collected by the Teacher Librarian and uploaded to the Library recommended reading material Homepage. and found them an interesting Thematic and Topic Displays according to subjects and KLAs source of supplementary were arranged in the Library. information. Students will be Students were encouraged to read non-fiction related to the encouraged to read non-fiction to subject, to set pre-reading questions to develop their enhance their knowledge and inquisitiveness and to write reading reports. skills for different subjects.
34 Strategies / Tasks Achievements Evaluation and Reflections 6. Design and select more self- Internet and Online Resources access learning materials and e- Students were encouraged to make use of the internet to enrich The internet and online resources learning platform for the their learning. Useful websites and YouTube clips were enabled students to broaden and promotion of initiative and recommended and visited in class. deepen their learning while inquisitiveness at the subject level For Literature in English, students were asked to carry out promoting self-regulatory (cont’d) information search on the internet and to evaluate the usefulness learning. Further effort would of different websites. be made to motivate and monitor Some subjects like Biology, Chemistry, Economics and ITC students’ use of such valuable required students to make use of the HKEdCity MC Question resources in the coming year. Data Bank for exercises and drills. Other subjects like BAFS, Physics and IS required students to make use of online student learning resources provided by textbook publishers for self-study and assigned work.
Students were recommended to consult the HKEAA website to Teachers were more ready to study exemplars for different Levels for the HKDSE subjects. make use of the MMLC and Teachers continued to make use of eClass in different ways, for mobile devices like iPads for uploading learning materials like notes, handouts and power learning activities in the point presentations; exercises, practice papers and marking classroom and on field trips to schemes; supplementary learning materials; as well as exemplars engage students in active and of students’ work. independent learning. Further The Chemistry panel made use of Edmodo, an online electronic exploration and trial of useful platform as a data bank for MC questions, for the storage of Apps for student-centered teaching materials as well as student learning portfolios. learning will be carried out in the coming year.
35 Strategies / Tasks Achievements Evaluation and Reflections 6. Design and select more self- 善用自學電子平台 access learning materials and e- 向學生推介優質的學術網站供學生自學，並進行定期的監察： 超過百分之九十五的學生能夠 learning platform for the 本科於明年度會要求中一至中二學生參與「我愛香港閱讀網」 達成老師指定的閱讀篇數。 promotion of initiative and 的計劃，學生可定期瀏覽網上所附的文章，任教老師每月登入 上、下學期合共閱讀超過 100 inquisitiveness at the subject level 教師戶口查看學生進度，閱讀質量達到某一水平的同學可獲加 篇或以上的學生超過 100 人， (cont’d) 平時分。 獲頒證書的人數與往年差不 多，表現合乎教師期望。 本科於本年度要求中一至中二學生參與「我愛香港少年網」的 閱讀計劃。閱讀數量最低要求 80 篇，達 100 篇以上獲頒證書。 中一、二各級冠軍得獎者均閱 中三以上同學由於課業較為繁重，所以教師只會向同學推介這 讀超過 180 篇文章，可見學生 個網站，讓學生自由參與。 表現積極，電子平台可培養她 向學生推介自學網站「燦爛的中國文明」讓各級學生瀏覽， 們主動閱讀的習慣。為了確保 以豐富同學對中國作家、文學作品的認識。此網站已連結於 學生閱讀的質和量，老師建議 學校網頁。 明年評選閱讀獎時，除了考慮 閱讀篇數外，亦要參考學生的 閱讀總分。
普通話老師於課堂時間向中一至中三學生介紹自學網站 學生反應良好，大部份學生能 「cqchess.com」，並與學生一起完成最少一次的拼音測 依時完成挑戰，並打印成績交 試，同學反應良好。其後要求學生定期上網挑戰自己，並能 給老師檢查。學習積極的同學 提交最少兩次的成績。 額外多提交挑戰的成績，老師 因此加分以示獎勵。
36 Strategies / Tasks Achievements Evaluation and Reflections 6. Design and select more self- 向學生推介 Youtube 有助本科學習的影片。中一級〈快樂漢 學生能投入課堂，能力高的同 access learning materials and e- 語〉；中二級〈魯豫有約〉；〈一虎一席談〉；中一至中三 學也能主動表達意見。通過視 learning platform for the 〈動畫系列〉，學生通過此系列動畫既有助提升普通話，又 像學習，能引起學生的興趣。 promotion of initiative and 可以認識古代名人的一些事蹟，例如歐陽修、范仲淹、孔丘 學生能通過老師的介紹和分享 inquisitiveness at the subject level 等。有關網站已連結於學校網頁。 知道網上學習普通話的十分豐 (cont’d) 富，學生繳交的〈個人學習歷 程表〉不少都有選取老師課堂 介紹的網上節目進行自學，可 見學生主動學習。 Mobile Learning Students made use of mobile learning devices in some subjects. The use of mobile devices This facilitated students’ access to data and information. iPads increased students’ were used by students in the classroom as well as during their inquisitiveness and initiative. field trips. Subject panels will be encouraged to use mobile in l the coming year. In Literature in English, students made use of iPads and Kahoot Students were on task and for real time feedback to fact quizzes. Mobile devices were actively involved in their learning used for collaborative note-taking, construction of screen play for at every stage. It was easy for The Painted Veil, completing of online worksheets, and the teacher to monitor progress annotations of set poems. The use of mobile devices facilitated and provide timely feedback. the inclusion of hyperlinks to online references and resources.
In Integrated Science, students in S1 made use of mobile devices Students found that the used of to facilitate their learning. The Popplet Apps was used for the iPads enabled them to perform classification of plants. Apple TV and iPads were used for the their experiments and organize real-time plotting and sharing of statistics. scientific information more effectively. In Chemistry, Kahoot, a game-based learning and classroom Immediate feedback provided response system was used in class to help students clarify their motivation for students to make misconception of scientific facts. repeated attempts to find the right answers to questions.
37 Strategies / Tasks Achievements Evaluation and Reflections 7. Review, evaluate and monitor After reviewing and evaluating their Schemes of Work, some Regular and timely evaluation progress of work at the subject subject panels revised their teaching schedule to facilitate was conducted to ensure that level continuity and depth in subject content. Some trimmed their students’ initiative and syllabus to facilitate focus on content. Others adjusted their inquisitiveness could be further pace of teaching according to the level of difficulty of the topic developed through adjustment and the learning needs of students. and modification of curriculum material and pedagogical practices.
38 2.2.3 Learning Diversity is being catered for through Curriculum Differentiation and provision of pull-out programmes for the gifted and underachievers
Strategies / Tasks Achievements Evaluation and Reflections 1. Initiate and co-ordinate pull-out Different modes and forms of learning to challenge students of Systematic arrangements to cater programmes for the gifted and higher ability and to provide support for those who were weak in for the gifted and underachievers underachievers at the school level the core subjects were in place. were in place at different levels. The effectiveness of the Bridging Workshops arrangements could be seen from A Pre-S1 English Summer Bridging Programme was provided for the performance and results of non-MPS students from Chinese medium primary schools to students. Such arrangements prepare them for English immersion in the MSS. A Pre-S1 will be reviewed by the Mathematics Bridging Programme was provided for MPS Curriculum Committee and the students to prepare them for the more challenging curriculum in subject panels concerned and MSS. fine-tuned for improvement should there be a need. Streaming, Split Class and Small Class Teaching In the junior secondary, students in S1 were streamed according to their ability in English. Students with the highest ability were grouped in S1A while those who needed extra support were grouped in S1D and S2D for a split class enhancement programme. For Chinese, small class teaching was provided in S1 and S2. One class of student with higher ability at each level, were grouped together for learning Chinese through Putonghua in S1 to S3. Special Chinese lessons were offered to Non-Chinese Speaking Students of S1 to S3 who had difficulty with the normal Chinese Language curriculum. Students weaker in Maths were grouped together for the enhancement class in S1 and S2.
39 Strategies / Tasks Achievements Evaluation and Reflections 1. Initiate and co-ordinate pull-out Block System For Flexible Subject Combinations Since most students were given programmes for the gifted and In the senior secondary, a flexible Block System with a total subjects of their choice, they underachievers at the school level of 13 Elective subjects was available in S4 to S6 to cater for showed great interest in what (cont’d) students’ interest and aptitude in different subjects. Over they were studying and were able 90% of students were given their first and second choice in to perform well during lessons subject combinations. and in assessment tasks. The policy on changing and dropping subjects was also reviewed and revised to cater for a broader range of abilities.
Setting up a Gifted Education Task Group To capitalize on the experience and training of teachers to further The GETG realizes that their task stretch the potentials of all students, a Gifted Education Task is a massive one and one that Group (GETG) under CC was set up to streamline and promote requires a whole school approach gifted programmes. The following are some of their in order to achieve the provision achievements: of gifted education for all. Take stock of the current status of Tier 1, 2 & 3 GE Staff development in GE to focus programmes in the school on helping gifted students learn Set up a Student Talent Pool according to academic results, from their mistakes and learn achievement in extra-curricular activities and awards from their peers through Set up a GE Board opposite to Office to disseminate collaboration and interaction can relevant information to students be developed. Co-ordinate the nomination, selection, application, There can be more collaboration evaluation and record-keeping of Tier 3 competitions and between D2 and D3 to ensure programmes provided by the EDB, HKAGE and other that the social and emotional tertiary institutes needs of gifted students who may Set up a Data Bank of competitions, gifted programmes and also be SEN are catered for. scholarships Further collaboration with MPS Take stock of teachers’ CPD in GE can be made to ensure that gifted students from the primary school Disseminate useful information and relevant training programmes on GE to teachers are given the support they need.
Recommend directions for the development of GE in the school
40 Strategies / Tasks Achievements Evaluation and Reflections 1. Initiate and co-ordinate pull-out Gifted programmes for all were provided and implemented in the While it was easy to co-ordinate programmes for the gifted and formal and informal curriculum. To further challenge students Tier 3 programmes, a whole underachievers at the school level of different interests and abilities, students were recommended school approach to Tier 1 (cont’d) for pull-out school-based gifted programmes sponsored by the programmes can be improved for Diversity Learning Grant as well as nominated for gifted better co-ordination. More education programmes organized by the HKEdCity, HKAGE, subjects and topics of interest can tertiary institutes and other educational institutes. Some were be explored and introduced for recommended for territory-wide competitions in different talent Tier 2 GE programmes. areas. The following Tier 1, Tier 2 and Tier 3 programmes were arranged:
Tier 1 Gifted Education Programmes The majority of subject panels incorporated gifted elements in Gifted elements were built into their curriculum through classroom activities and subject related the schemes of work of a large activities. A list of subject activities and strategies were number of subject panels. recorded in the Tier 1 Whole-class (School-based) / Specialized (Subject / Domain-focused) Form.
41 Strategies / Tasks Achievements Evaluation and Reflections 1. Initiate and co-ordinate pull-out Tier 2 Gifted Education Programmes programmes for the gifted and Subject experts were employed through the Diversity Learning Students who participated in the underachievers at the school level Grant to provide subject-based pull-out programmes. They programmes appreciated the (cont’d) include: stimulating and inspiring learning experiences provided by the Subject Programme Participants course providers who are subject Mathematics Interesting Mathematics S5 Maths Module experts. Students also enjoyed the in Music and the Arts students creativity, the challenge and the opportunity they had to work Chinese Language Chinese Creative S3 and S5 students collaboratively with their peers. & Literature Writing Workshop gifted in Chinese Lang & Lit
Chinese Language Chinese Debate S5 students who Training Programme show potential in Chinese debate
Science Plant Taxonomy@MSS S5 Biology students
42 Strategies / Tasks Achievements Evaluation and Reflections 1. Initiate and co-ordinate pull-out Tier 3 Gifted Education Programmes programmes for the gifted and Nomination of gifted students for competitions and special The GETG made use of the underachievers at the school level programmes were processed by the GETG. They include: opportunities provided to (cont’d) challenge students who were Provider Programmes Participants gifted by co-ordinating the HKAGE Gifted Education 9 students nomination and selection of programmes in (S4 – S5) gifted students. Humanities, Mathematics The availability of a Data Bank & Sciences, of programmes and a Student HKAGE Chinese Gifted Education 3 student (S3) Talent Pool would make the Programme selection process much easier in EDB Web-based learning 31 students the future. courses in Paleontology, (S2 & S3) The GETG will compile Astronomy, Mathematics, information and evaluations on Earth Science the various competitions and HKU Academy for the Talented 7 students programmes to serve as a (S3 – S5) reference for teachers and students so that they can have a CUHK Programmes for the Gifted and 12 students better idea of what to expect from Talented (S1 – S4) them.
HKIS English English Language 2 students (S3) Language Leadership Leadership Programme
2. Provide resources and professional External resources and professional expertise were tapped. Students’ feedback on the various support at the school level Educational specialists were invited to provide programmes to programmes were, in general cater for the learning and affective needs of students of different positive. They were particularly levels during the CCA time slot, Life-wide Learning Activities in favour of the experiential Day and for gifted programmes. Students acquired practical learning and the practical thinking and study skills for effective learning and self-study as strategies that they acquired from independent learners. the course instructors.
43 Strategies / Tasks Achievements Evaluation and Reflections 2. Provide resources and professional S1 Brain Gym by Ms. Renee Chan S1 students enjoyed doing the support at the school level (cont’d) Ms. Chan introduced strategies for how to ‘wake up’ the brain for different types of exercise for effective learning. She practiced with students some simple activating the left and the right exercises for relaxation and activating the left and the right brain brain. Some enjoyed drawing to achieve an optimal state of learning. the lazy 8 and some enjoyed the dancing around. They found the training useful and helpful and
were glad they were able to relax after a day of work.
S1 Mindfulness Programme by Dr. Matthew Chu S1 students enjoyed the mindful Dr. Chu practiced with students how they can handle stress and breathing exercise and the 5 minimize distraction. Students learnt how to relax as they minutes they had to close their experienced the state of mindfulness and understood how eyes, let themselves be at peace, important it is to focus and concentrate on what they are doing. reflect and relax. They also enjoyed the experience of taking the raisin with their eyes closed.
The majority of students agreed S3 Brain-based Teaching & Learning Study Skills Seminar by that they knew more about the Dr. Anson Chen brain and how it works. They Dr. Chan shared with students how the brain works, the optimal enjoyed the games, the strategy conditions for learning and revision, and practiced with them for memorizing different parts of some effective skills for revision and memorization. She also the brain, the brain wave test, and shared with them healthy food for the brain and simple exercises knowing more about healthy food to keep the brain active and alert. for the brain. However, they thought that greater emphasis could be placed on study skills and strategies for revision and preparation for exams.
44 Strategies / Tasks Achievements Evaluation and Reflections 2. Provide resources and professional The school will continue to tap support at the school level (cont’d) external expertise to provide similar programmes and modify existing programmes to target at the different needs of students. Suggestions for improvement will be taken into consideration when planning ahead for similar workshops in the coming year.
Dr. K. C. Pang was invited to provide different workshops for students of different levels during the Co-curricular Activities time slot in December 2014 and the Life-wide Learning Activities Day in April 2015 to help them develop the necessary thinking and study skills which they can apply to all subjects and KLAs. These include the following:
Study Skills Workshop for S3 Students had a better understanding of their learning orientation Students of S3 felt that they have and a good foundation of thinking skills for fostering their learnt a lot and that the workshop initiative and inquisitiveness. They also learnt how to master has given them a better basic concepts of knowledge but using the one-sentence- understanding of study skills. summary approach. They enjoyed the group work and the design and presentation of their study skills posters the most. Concept Mapping Workshop for S4 Students learnt about the basic features of a concept map and Students of S4 found the course how to construct one to map out relationships between concepts. very organized and innovative. They found that the workshop enabled them to clarify They realized that purely misconceptions, think as a higher level and identify the main remembering the contents of a strands in a unit of study. textbook was not the most efficient form revision.
45 Strategies / Tasks Achievements Evaluation and Reflections 2. Provide resources and professional Drawing concept maps enabled support at the school level (cont’d) them to present concrete information in greater detail.
S5 Workshop for Effective and Efficient Studies for 334 Students of S5 enjoyed the group Dr. Pang presented to students the different levels of thinking by work and the design of posters introducing to them Bloom’s Taxonomy and by sharing with for study skills the most. They them the essentials of A+ Learning Skills. agreed that they have learnt more about different levels of thinking skills and could apply theme to daily school work and for their preparation for the HKDSE.
3. Initiate and plan pull-out Class-based programmes for the gifted and students with special programmes that meet the needs of needs students at the subject level 增潤班全年的教學活動均為配 中一乙、丙、丁三班分四組授課，成績稍遜同學組成「增潤 合能力稍遜的學生而設。在教
班」，人數不多於二十人，以便於照顧個別差異，如設計適 學策略方面，主要是透過分項 合學生能力的課業。例如： 式教學方法，將教學重點由淺 (1) 學習成語、諺語：能力稍高的班別會要熟讀較多數量和較 至深教授，讓她們能夠有較佳 高難度的成語及諺語；在考核形式方面，增潤班同學主要 的吸收。惟今年增潤班除能力 以默寫為主，而能力稍高的班別會透過應用性的題型測 弱之外，還有同學經常擾亂課 試所學。 堂秩序，導致全班學習氣氛未 能提升，影響進步。老師亦要 (2) 寫作教學：進行寫作教學時，增潤班的教師會同時提供一 花費較多精神管理紀律。由於 些相關的詞彙，甚至給予額外篇章（相同題材或文體）以 中一生語文水平參差，因此來 作參考。在字數要求方面，增潤班同學可酌量減少。 年必須保留「增潤班」，以確 保學生得到充份的照料。
46 Strategies / Tasks Achievements Evaluation and Reflections 3. Initiate and plan pull-out S3 GCSE and S4 and S5 GCE AS & AL Chinese Language Students enjoyed the course programmes that meet the needs of Exams which was targeted at their ability students at the subject level (cont’d) Non-Chinese Students who have studied the normal Chinese level and needs. Students were curriculum for less than 6 years in their primary schools were well prepared for the public offered a Chinese as a Second language curriculum and prepared exams and their results were for alternative Chinese Language exams at S3, S4 and S5. Since excellent. Although this was student diversity in the class was significant, especially at the the first time the school prepared senior level, a flexible programme of studies was implemented to students for the GCE AL Exam, cater for diversity in ability. All students in S3 were prepared all of them did well. The for the GCSE exam. Students in S4 and S5 of higher ability special curriculum for NCS were prepared for the AS and AL exams respectively. students will be extended to S6 in the coming year.
Other Programmes for the gifted and students with special interests and needs
S3 – S5 Biotechnology Mobile Lab Programme Students were inquisitive in their S3 students who were outstanding in Biology and S4 & S5 learning and enjoyed the chance Biology students took part in this one day programme. Students to perform interesting conducted DNA experiments in a well-equipped mobile lab which experiments. All of them was parked at the car park of MPS. They found the explanation agreed that the programme of Dr. Mak clear and easy to follow. promoted active learning.
中三及中四級拔尖創意寫作坊 同學於寫作坊完成的優秀作品 本年度於十月至十二月份舉辦了「拔尖創意寫作坊」，邀請 已編輯成文集《筆語》，藉此 本地作家可洛主講。參與同學共二十四位，主要是中三及中 鼓勵及嘉獎表現出色之同學， 四級語言能力高的同學，由老師推薦參與。 並為其他同學樹立榜樣。同學 對課程之評價甚佳，老師認為 Master Class and Vocal Lessons 這是值得繼續舉辦之活動。 Members of the choir took part in special training lessons offered by renowned international choral conductors and distinguished music students.
47 Strategies / Tasks Achievements Evaluation and Reflections 3. Initiate and plan pull-out Subject-based Programmes, Competitions, Exams and Activities programmes that meet the needs of for the Gifted students at the subject level (cont’d) Students enjoyed the challenge to stretch their potentials through such programmes and to meet and learn together with gifted and talented students from other schools. They demonstrated initiative and motivation in independent and self-regulated learning. Their outstanding achievement boosted their confidence in the subjects concerned. The following are some examples:
Biology Olympiad for Secondary Schools Students were keen in facing the S6 Biology students who took part in the Olympiad did well. challenges which boosted their Three of them attained First Class Honors. subject knowledge.
Australian National Chemistry Quiz Most of the Chemistry students who took part in the tests attained good results. S3 students accepted the challenge of the bonus questions.
Sixth Global Conference of the Alliance for Healthy Cities Students valued the opportunity Two Biology students served as Student Ambassadors for the to learn through experiential Conference. They were able to learn more about the importance learning programmes and of building a healthy city and the goals of Hong Kong to achieve collaborating with students from higher public health as a member of the Alliance. Their other schools. programme included a poster design and presentation.
Hong Kong Green Youth Ambassador 2015 Two Geography students joined the programme organized by Footprint and learnt more about how they can protect the environment through lectures, field trips and a leadership camp.
48 Strategies / Tasks Achievements Evaluation and Reflections 3. Initiate and plan pull-out Young Astronaut Training Camp by the Astronomy Magazine programmes that meet the needs of One Physics student participated in a series of astronaut training students at the subject level (cont’d) programmes in Beijing after three vigorous round of selection which involved a test of her knowledge of the Milky Way Galaxy and a Physical Fitness Test.
Physics students participated in the HKU Science Programme in Motion and Magnetism.
Biology students participated in the Salt and Sugar Reduction and Nutritional Labelling Video Competition.
Ode to Joy Concert by RTHK Members of the School Choir performed at the Concert organized by the RTHK and the HKFYG in an attempt to break the Guinness Record.
The School Choir also took part in public performances like the Opening Ceremony of the World Youth and Children Choral Artists Association and the Wah Yan Home Coming Concert.
New endeavours of the School Orchestra and Wind Band included competitions like the 6th Wind Band Festival and the Rising Star contest for outstanding musicians.
HK Jockey Club 130th Anniversary Horse Painting Visual Arts students took part in the 1000 student Horse Painting at Penfold Park in the Sha Tin Racecourse to break another Guinness Record.
49 Strategies / Tasks Achievements Evaluation and Reflections 3. Initiate and plan pull-out Support for underachievers The special experiences and extra programmes that meet the needs of In addition to programmes and competitions for the gifted, extra attention students received students at the subject level (cont’d) lessons, study groups, revision sessions and after school tutorials enabled them to attain new were initiated and implemented by some subject panels realms of knowledge and acquire underachievers. new skills. Weaker students benefitted from extra practice and developed confidence from the regular practice they had in the tutorials.
4. Review and refine the subject Subject panels reviewed their subject curriculum, and refined A large variety of strategies, curriculum, teaching strategies, teaching strategies, assignments and assessment tasks to cater for assignments and assessment tasks assignment and assessment to cater learner diversity. were introduced and fine-tuned to for learner diversity at the subject cater for learner diversity. level Distinction in Teaching Strategies In Chemistry three different strategies were adopted to scaffold The strategies were more learning: identifying prior knowledge, highlighting new concepts, effective in catering for the providing graded exercises. diverse needs of students. Curriculum tailoring for increasing depth and breadth was Students’ learning was enhanced. practiced. Extension topics and additional reading materials were provided for higher ability students while greater emphasis on basic concepts and remedial materials were provided for students who were weaker. Suitable gifted elements were incorporated in some units to challenge higher achievers e.g. S3 students applied advanced separation technique Thin Layer Chromatography to separate pigments in plants.
50 Strategies / Tasks Achievements Evaluation and Reflections 4. Review and refine the subject Flexibility in Grouping to cater for Diversity curriculum, teaching strategies, Flexible use of grouping was used to cater for learning diversity. Various types of grouping was assignment and assessment to cater In some academic subjects students were grouped according to effective in catering for the for learner diversity at the subject similar ability and learning styles so that reading materials and diverse needs of students. level (cont’d) assessment tasks can be catered for individual needs. Students’ learning was enhanced. In cultural and practical subjects like Technology and Living and Physical Education, mixed ability grouping was used to enable the more capable students to lead and help students who were less competent.
Choice in Assignments & Assessment Tasks Various modes and forms of For Music, students could choose to display their own musical assessment were effective in strengths in exams by opting for either singing or playing an catering for the diverse needs of instrument. students. Students’ confidence For Literature in English, students were given a choice of either and performance was enhanced. factual / open-ended essays or creative role play questions in written tasks to suit their ability and aptitude. In their project work, students could opt for producing a slide show, preparing a dramatized scene or designing costumes for a play according to their interest and talent. For History, students of S2 and S3 were offered Learning Contracts that had 3 different types of assignments. The first was a compulsory question, the second was questions that they could choose from, and the third was an optional question. For Visual Arts, different assessment points were used for the topic Portrait and Identity in S3 – for effective use of media / skillfulness in techniques and composition / appropriate expression of concept.
51 Strategies / Tasks Achievements Evaluation and Reflections 4. Review and refine the subject Variety in Questioning to cater for Diversity curriculum, teaching strategies, In most of the subjects, graded questions and optional questions Variety in questioning was assignment and assessment to cater with bonus marks were included in tests and exams to challenge effective in catering for the for learner diversity at the subject students. diverse needs of students. level (cont’d) In the PSHE KLA, different question types e.g. MC, DBQ, Students’ competence and essays with different levels of difficulty (description, explanation, performance was enhanced. analysis, evaluation); and questions using different types of data e.g. text, numerical, maps, photos and charts etc. were adopted to cater for different levels of ability and different types of learning styles. In the Science KLA, the more capable students were required to include more variables and collect more data in their design of experiments for scientific investigations.
52 2.2.4 The curriculum design of the two school-based programmes in the junior secondary is refined to achieve horizontal and vertical coherence with the curriculum of other KLAs through curriculum integration
Strategies / Tasks Achievements Evaluation and Reflections 1. Secure professional support for the Teachers refined their schemes of work for the two school-based Although professional support panels concerned at the school level cross-curriculum projects: S1 JUMP and S2 LEAD for vertical was not secured this year teachers and horizontal coherence, according to the recommendations were able to apply and implement provided by the officers of the CUHK QSIP and their experience the strategies they have acquired from last year. The modified programmes were further enriched from the officers of the CUHK by incorporating new subject content at the two levels. This QSIP. helped students develop the necessary generic skills for their IES at the senior level.
2. Provide additional manpower and Additional manpower was secured to enrich JUMP and LEAD. This made it easier to cater for financial support at the school level Each class enjoyed a higher teacher-student ratio due to the skill- their diverse ability, interests and based and hands-on nature of the project learning programmes. individual needs. Students were Teaching Assistants assisted with the conducting of the two also encouraged to be creative in programmes. A higher teacher-student ratio meant that students their designs. Practical advice were given more individual attention. and timely support was provided for them.
3. Review and revise the curriculum Schedule wise, since teachers found that the intensive 4 hour daily Teachers found the revised of JUMP and LEAD at the subject lessons for JUMP in June resulted in a rather heavy workload, the schedule for the two programmes level provision of S1 JUMP and S2 LEAD reverted to regular lessons in more appropriate and the timetable during the Second Term. manageable. A similar schedule A Kick-off Session for the whole level for each programme was will be kept for the coming year. conducted during the CCA time slot in January and class-based presentation sessions were scheduled in June. A one-day Field Trip to Ocean Park was arranged for S1 students on the Life-wide Learning Day in April.
53 Strategies / Tasks Achievements Evaluation and Reflections 3. Review and revise the curriculum Content wise, both programmes were reinforced with a subject- of JUMP and LEAD at the subject based component: level (cont’d) S1 JUMP The topic “One Day Tour of Hong Kong” required students to Revised themes were introduced make use of their knowledge of History and Geography. and subject-based components Students designed a pamphlet introducing tourist spots in the enriched the skill-based form of a poster and prepared an itinerary for a one day tour for programmes. The increased a friend visiting Hong Kong. They were encouraged to take knowledge component made the into consideration the culture and heritage aspects of Hong programmes more comprehensive Kong in their designs and relevant to the contents of different subjects. S2 LEAD The topic “Games” required students to incorporate the element The revised content and delivery of Art and Design in their creative products. Students were mode was able to “support required to design games for one of the four target groups: students in conceptualizing with Toddlers, the Visually Impaired, a Family of Four and the deeper understanding and enrich Elderly. their knowledge base across Mr. Solomon Yu, part-time Visual Arts teacher shared with different disciplines” as students the concepts of Design and guided them in preparing recommended by the ESR Report a portfolio of creative designs for their final product. (September 2013). 4. Provide teachers concerned the Led by Mrs. Shirley Fu (S1 JUMP) and Mr. Kyle Chan (S2 Teachers were well informed of orientation and expectation of the LEAD) suggestions for refinement of the two programmes were the new arrangements of the two revised curriculums at the discussed, refined, adopted and implemented by teaches programmes and benefitted from programme level concerned. professional dialogue and sharing.
54 Strategies / Tasks Achievements Evaluation and Reflections 5. Trial run and evaluate the An evaluation of the revised programme was conducted by The two programmes would curriculums teachers at the end of the Second Term. Schedule wise, teachers continue to be implemented in found the new arrangements of having normal lessons in the the timetable in the second term. timetable more manageable. Content wise, students continued Themes relevant to the major to benefit from a richer subject-based programme and were able concerns of the school and to integrate subject knowledge with project skills. appropriate to the curriculum of the two levels would be adopted to cater for vertical and horizontal coherence.
An initial review of the two project learning programmes were The SMC was strongly in favour carried out by CC and reported at the School Management of creative elements of two Committee (SCM) meeting. JUMP focuses on PSHE subjects programmes which they (Personal, Social and Humanities Education). LEAD focuses identified as a special feature of Sciences subjects (STEM: Science, Technology, Engineering & the curriculum of the school. Mathematics). Together, they complement each other to CC will explore the possibility of provide a balanced foundation to prepare students with ASK incorporating mobile learning (Attitude, Skills & Knowledge) for S3 onwards. elements in the S1 JUMP programme. Additional gadgets will be introduced to enrich the design element of the S2 LEAD programme.
It was found that the two programmes were in line with the The Junior Secondary Review school’s culture in providing a fun and flexible curriculum for and Fine-tuning Task Group students in the junior secondary. This also cultivated students’ will conduct a more initiative and inquisitiveness in learning. The uniqueness of the comprehensive evaluation and programmes also incorporated gifted elements (Creativity, review of the two project learning HOTS, Social Personal Competency) and aligned with Tier 1 of programmes to set a direction for the GE framework. the development of the Junior Secondary curriculum in the long run in the coming year.
55 2.3 Major Concern II Nurturing students’ sense of gratitude for their gifts, concern for others and critical awareness of social issues that they contribute to building a just and compassionate society
Overall Intended Outcomes 2.3.1 Students in words and in deeds express and display: Sense of Gratitude for their Gifts Concern for others Critical awareness of Social Issues
Strategies / Tasks Achievements Evaluation and Reflections 1. Make known to students the major All subject panels were aware of the new major concern and Students were clear about the concern and help them understand incorporated them in the design of learning activities for students. major concern and the the significance of the three Students also showed a clear understanding of the major concerns expectations of the school. attributes which are all part of the and were able to apply them to their work and interaction with They showed a good awareness profile of an MSS student their fellow schoolmates. of the major concern since this was often mentioned and highlighted by their subject teachers.
2. Co-ordinate and review progress of A template for Programmes Plans related to the major concern as Concerted effort to implement the different programmes of well as a Strategies Grid was provided for subject panels to use the major concern was reflected Teaching & Learning related to the for discussion with members of their panel and for summarizing through the Programme Plans major concerns the strategies they would adopt. Programme Plans and and Schemes of Work of all the Strategies Grids were collected and uploaded to Piazza for subject panels. A variety of sharing. strategies were introduced and implemented. An evaluation of Subject panels met to discuss and design their Schemes of Work the different strategies and in August / September, reported on their progress in their Half suggestions for how these could Yearly Meetings in February / March and evaluated the be further improved were effectiveness of their activities at their Year End Meetings in reported in the Annual Reports of June / July. subject panels. On the whole, the programmes were effective well co-ordinated.
56 Strategies / Tasks Achievements Evaluation and Reflections 3. Provide support and resources for A Pre-S1 LAC Workshop on Reading the Newspaper was held Students found the Workshop initiatives related to the major for one week in August. Instructors were employed to help useful and enjoyable. Most of concern students develop the interest and habit in reading the newspaper them agreed that their interest in as a useful tool for developing a critical awareness of social reading the newspaper has issues and to make use of this as a useful resource for increased after the Workshop and supplementing their knowledge in EPA, Geography, History and that they have learnt the skills Science. A learning package was developed and follow up and vocabulary to enjoy reading activities were recommended for the different subject panels. the newspaper. Students enjoyed the learning activities and enjoyed the Newspaper Scavenger Hunt the most. Due to its success, a similar workshop will be held for students in the coming year.
The school continued to make use of the three sets of TV Students welcomed the new installed at different locations on the Ground level of the Main facilities and developed an Building – the Portico, Our Lady’s Foyer and the Lobby outside interest and habit in watching the the Auditorium to expose students to current events and broaden news and documentaries. They their awareness of social issues,. This facilitated the broadcast were able to catch up with the of daily news and documentaries on social issues early in the latest events and developed an morning and during the lunch hour. awareness of social issues from multiple perspectives.
4. Make the major concern the theme Every effort was made by the subject panels to promote the three The major concern was integrated of subject activities including Co- attributes either by making them the theme of subject activities or into the planning of the subject curricular Activities, assignment by integrating the three attributes into their curriculum. curriculum and activities. and assessment Students displayed as sense of gratitude, concern for others and a critical awareness of social issues.
57 Strategies / Tasks Achievements Evaluation and Reflections 4. Make the major concern the theme Sense of Gratitude for their Gifts of subject activities including Co- The History Panel designed special assignments to make students Students developed a sense of curricular Activities, assignment express their feelings for historical figures and events. Students gratitude and compassion for and assessment (cont’d) were invited to write letters of appreciation to express their personnel in historical events. gratitude to the Allied Powers for their liberation of Concentration Camps and to design cards to express their concern for the families of victims of WWII.
The Computer Panel invited students in the junior secondary to Students were encouraged to prepare assignments on themes related to ‘Gratitude’ and express their understanding of the ‘Concern for Others’. S1 students produced stop motion different attributes in a creative animations and animated gifs while S2 students produced more and entertaining way. They advanced animations on these themes. Students of S3 produced enjoyed their work and the quality short videos on ‘Social Issues’. of some productions was high.
The Religious Education Panel invited Life Warrior Dr. Christine Students found Dr. Leung’s Leung to share her experiences and insight with students and to sharing inspiring and uplifting. nurture their sense of gratitude for their gifts. Dr. Leung’s They were touched by her openness and sincerity in describing her accident which left her perseverance and how she worked wheel-chair bound at the prime of her life, and her struggle to hard for her achievement. They regain her confidence by dedicating her efforts to achieving her learnt from her be grateful for doctorate degree, inspired students to treasure what they have and what they have and to persevere to never give up when facing adversity. against the odds.
普通話電影觀賞 從學生的反思內容中可見他們 老師與學生共同探討電影內容及主題，期望學生能從電影主 明白到要懂得感恩。電影讓學生 題及人物角色身上學習「感恩」及「關懷顧念」的良好素 明白要包容接納不同人，亦要懂 質。 得關懷顧念別人。從而反思處身 中一〈和你在一起〉；中二〈海洋天堂〉；中三〈孔子決戰 於這個富庶的年代，應對所擁有 春秋〉。 的心存感恩，並對別人懂得關懷 顧念。
58 Strategies / Tasks Achievements Evaluation and Reflections 4. Make the major concern the theme Concern for Others of subject activities including Co- The Religious Education panel required S4 students to carry out a All students of S3 and S4 were curricular Activities, assignment Summer Service Project to develop a concern for others and to able to complete their service and assessment (cont’d) show awareness of social issues in Hong Kong. Students were projects. Their targets included required to identify a target group that they can serve through the elderly, the mentally and research. They had to design and carry out a service activity, physically challenged, as well as and report and evaluate the effectiveness of their service. S3 new arrivals and ethnic minorities students visited the Home for the Aged. in Hong Kong. The projects helped students cultivate a compassionate heart, develop a sense of gratitude for what they enjoyed as well as respect for others.
Language activities carried out on a class basis e.g. S1 English Students enjoyed the class Choral Speaking Competition, S2 English Festival, S1-S3 activities and indicated that they Chinese Choral Speaking provided students with an opportunity were able to have a better to collaborate and co-operate with their peers. This enabled understanding of the strengths them to appreciate the gifts of their classmates and develop and weaknesses of their peers. sensitivity to and concern for others. Such activities also allowed them to develop a better class spirit.
Critical Awareness of Social Issues Teachers of the English panel made use of the Occupy Central Students showed interest in the incident, boycott of lessons and closure of schools to develop topic since it was current and students’ critical awareness of social issues. Newspaper articles close to them. This was a good and editorials representing different perspectives were provided opportunity for developing for class discussion, debates and written reflections. Students students ‘critical awareness’ and were encouraged to differentiate facts from opinion, examine most of them were ready and different points of and express their own opinions. willing to share their views.
59 Strategies / Tasks Achievements Evaluation and Reflections 4. Make the major concern the theme In the junior secondary, English reading lessons were arranged to The range of subject activities of subject activities including Co- allow students to read the newspaper to enhance their awareness provided students with a lot of curricular Activities, assignment of current issues. As a follow-up, they were asked to write exposure to social issues. The and assessment (cont’d) letters to the editor on a particular issue of controversy and offer different assignments invited possible solutions. Students were also asked to submit them to develop relate and reflect newspaper clippings as their assignments. on how they affected their lives and those around them.
Senior secondary students were asked to choose texts related to global social and ethical issues e.g. 50 Facts That Should Change the World for their English SBA print non-fiction. They also looked critically at the cause and consequences of a range of social issues in their Star Summit Social Issues textbook for the DSE Elective on Social Issues.
S2 English Festival and S4 English Drama Workshop invited The original scripts covered a students to adopt ‘Social Issues’ and ‘Concern for Others’ as the variety of themes related to theme of their original drama scripts. Students read and different social issues. Students researched on social issues and incorporated these into their developed a sensitivity for the stories. marginalized as they wrote the scripts and acted them out.
The Biology panel introduced a range of topics and issues – Students were able to apply their social, moral and ethical, for students to examine. S5 students subject knowledge to understand were invited to search for and present information on the social better the controversial issues in and ethical controversy on the collection and storage of DNA their everyday life. They were fingerprints in non-violent crimes for the topic Applied Genetics. able to make informed judgment S6 students were invited to present information on conservation of the pros and cons of such work done by environmental groups and suggest activities for an issues. environmental protection programme for the topic Biodiversity and Conservation. Other issues included Test-tube Babies, GM Food, Solid Waste Management.
60 Strategies / Tasks Achievements Evaluation and Reflections 4. Make the major concern the theme The EPA panel required students to submit newspaper clippings Students appreciated the need to of subject activities including Co- on social and political issues as their assignment. Students in read the newspaper to update curricular Activities, assignment S2 were required to submit 3 pieces of news with different themselves on current social and and assessment (cont’d) perspectives on Universal Suffrage. They were also required to political issues. This enabled raise 6W1H questions on the Basic Law and provide the answers. them to develop the initiative and Students of S3 were required to complete a group assignment on inquisitiveness that would an assigned social issue. They had to examine the cause and prepare them for the study of impact of the issue on society and suggest feasible solutions for Liberal Studies in the senior them. secondary.
The History panel made use of topical events to raise students’ critical awareness of social issues and stimulate initiative and inquisitiveness in learning. The Occupy Central incident was used to raise students’ critical awareness of the issue of protests and fighting for individual rights in the Middle East and South Africa. The 70th Anniversary of the end of WWII was used to raise S3 students’ critical awareness of the different ways Germany and Japan dealt with their responsibility in WWII.
中國語文科老師鼓勵學生多觀看評論時事的電視節目，如鏗 觀看此類節目，有助其了解社 鏘集、城市論壇、星期二檔案等等，以豐富對時事的認知及 會狀況，進而能以批判思維關 提高思考的敏捷度。如時間許可，教師可安排跟進活動，如 注社會事務。 着同學匯報觀看某節目後所錄得的論點及論據。
普通話１分鐘新聞報導或評論 活動讓學生多關注社會事務。部 除了令到中一及中二級同學訓練口語外，還讓學生關注社會 分學生能以批判思維關注社會 事務，高能力的學生可以評論新聞，一般能力學生可以報導 事務。 新聞。
61 2.4 Learning through Reading
Achievements
Reading Time Students continued to enjoy the regular 20-minute Reading Time on Days 1 to 4 and Days 6 to 9. To encourage students to read extensively across the curriculum, continued efforts were made to promote the reading of non-fiction. Students of S1 to S3 were required to read non-fiction during Reading Time during two designated periods in the first (January 29 to February 12 2015) and the second (May 20 to June 4 2015) terms. To encourage students to read a wider range of books and broaden their knowledge and interest in each discipline, non-fiction book lists recommended by subject panels were uploaded to the Library Homepage.
Thematic Displays in the Library Displays were arranged throughout the year to promote the reading of non-fiction and to enable students to have a better idea of the resources available in the Library. The eight Themes for the year are as follows:
Time Slot KLA Theme Oct 13 – 24 2014 EPA & Civic *Social Issues Nov 5 – 21 2014 Education Oct 27 – Nov 17 2014 English Literature *Project Literature Nov 20 – Dec 12 2014 Librarians @Reading Non-Fiction Jan 22 – Feb 12 2015 普通話 *輕鬆有趣學普通話 Technology & Mar 9 – 27 2015 *#Crafts Living Apr 15 – May 6 2015 Science # Animals & Plants May 8 – 22 2015 PE *# Food, Sports & Health May 26 – Jun 12 2015 Library # Korea & Japan *Display include students’ work / assignment given by teachers # Topics were suggested by students in the 2013 – 2014 Survey @ Books included in the sharing by Ms. Fan
Book Sharing during Co-Curricular Activity time A Book Sharing session for students of S1 to S3 was arranged in November 2014. Experienced Teacher Librarian, Ms. Fan (范建梅老師) was invited to introduce popular and topical non-fiction books to students. Her sharing was well received by students. A large number of students purchased the books she recommended at the Book Fair and borrowed the titles she recommended from the School Library.
62 The PTA Reading Scheme Students continued to read actively and write outstanding reports on the books they have read. A summary of this year’s achievements is as follows:
Reading Awards for Books in English Gold Award Silver Award Bronze Award 12 60 238
Reading Awards for Books in Chinese Gold Award Silver Award Bronze Award 12 16 161
Survey on Students’ Reading Habits and Survey to Promote Reading Habits The survey was conducted in May 2015. According to the survey, 80% of students agreed that ‘The school provides an atmosphere that encourages, while 75% agree that ‘The School Library provides a variety of books/ reading materials for me to read’. The majority of students also found arrangements for the Reading Time satisfactory. With regard to the reading of non-fiction, 27% of students in the junior secondary and 36% in the senior secondary spent more than 50% of their time reading non-fiction. 62% of S1- S3 students found the arrangement of reading non-fiction during the two specified periods of time made them more interested in this. With regard to the Thematic Displays, less than 50% of students were aware of them and found time to visit the displays. However, the majority of students who visited them found them interesting and attractive. Results of the survey were taken into consideration by the Reading Working Group when planning ahead for the coming year.
63 % Time reading English materials per week (S1 - S3) 2014-2015 4% More than three hours 25% 20% Two hours One hour 25% Less than one hour 26% Never
% Time reading English materials per week (S4 - S5) 2014-2015 2% More than three hours 17% 31% Two hours One hour 25% Less than one hour 25% Never
% Time reading Chinese materials per week (S1 - S3) 2014-2015 8% More than three hours 19% Two hours 24% One hour 22% Less than one hour 27% Never
% Time reading Chinese materials per week (S4 - S5) 2014-2015 5% More than three hours 14% 20% Two hours One hour 33% 28% Less than one hour Never
64 Total Expenditure from School Library Funds
Student $50,000 $42,233 Staff $38,538 $39,279 $38,245 PRCF* $35,104 $36,135 $40,000
$30,000
$20,000 $12,528 $11,317 $10,626
$10,000
$0 2012-2013 2013-2014 2014-2015
PRCF* - Funds for Promotion of Reading Culture
Number of AV and Books purchased by the School Library
500 470
450 AV 401 Eng Bks for Ss 385 400 Eng Bks for Ts 347 Ch Bks for Ss 350 Ch Bks for Ts 300 278 Ss : Students 256 Ts : Teachers 250
200 134 150 132 112 111 88 100 50 40 38 50 20
0 2012-2013 2013-2014 2014-2015
65 Evaluation and Reflections
The Survey on Reading Habits shows that students have continued to enjoy the arrangements for Reading Time. However, to help students further develop their strategies by reading for the acquisition of knowledge and skills, different strategies would be used to promote the reading of non-fiction, especially at the junior secondary.
To further help students, especially those in the junior secondary, to appreciate the joy and benefits of reading non-fiction, they will be required to read either non-fiction or the newspaper during the Reading Time at two designated periods of time in the first and the second term, in the coming year. With all students of S1-S3 having completed the Pre-S1 LAC Workshop on Reading the Newspaper to develop their critical awareness of social issues, they will also be allowed to read the newspaper during the Reading Time in the coming year. Book Sharing sessions on the reading of non-fiction in Chinese (S1-S3) and English for students of S4 will be arranged during the Co-curricular Activities time in the coming year. Closer collaboration will be made to promote the reading of non-fiction in the school. While the Reading Working Group will be responsible for promoting students’ interest and motivation in reading non- fiction, teachers of different subject panels will be responsible for helping students develop the necessary strategies for reading effectively.
The Library will continue to co-ordinate Thematic Displays for different subject panels and pastoral care committees in the coming year. To ensure that the Thematic Displays attract more students, subject teachers would be asked to take students to the Library during the display period and to set interesting learning tasks on the materials for students to complete.
66 2.5 Learning through Project Work
Achievements
Cross-curriculum projects co-ordinated by the Computer Panel at S1 (JUMP) and S2 (LEAD) continued to play an important part in equipping students with the nine generic skills and preparing them for inquiry-based studies at the senior secondary level. For details, please refer to the Overall Intended Outcomes 4 of Major Concern I of section 2.2 of Teaching and Learning.
In addition to these, subject-specific project work was introduced to other subjects and other levels in the school. In the junior secondary, project work was introduced as an extended assignment while in the senior secondary, it fulfilled the requirements of school-based assessment. In the case of Independent Enquiry Studies (IES) for Liberal Studies, workshops and individual supervision were provides for all students at S5 and S6.
Evaluation and Reflections
The contents of both S1 JUMP and S2 LEAD were enriched by including more subject-based elements for increased vertical and horizontal coherence in school-based curricular programmes in the junior and senior secondary. A more comprehensive evaluation and review of project learning the junior secondary will be carried out in the coming year.
Since project learning programmes are an effective way to help students develop generic skills, engage them in independent learning, and help their develop initiative and inquisitiveness, subject panels will continue to adopt this in the curriculum and assessment framework.
67 2.6 Learning through IT
Achievements
The upgrading of the school’s infrastructure and broadband, the provision of Wifi access points in the whole school and the purchase of extra iPads gave a further boost to mobile learning and eLearning. The refurbished MMLC in the New Annex supported group learning, online research and group presentations.
The benefits of eLearning and mobile learning as a means for self-directed and self-regulatory learning was emphasized. Teachers were encouraged to make use of mobile devices to develop lessons that encouraged greater initiative and inquisitiveness in learning, and to incorporate instant assessment and immediate feedback for students. Lesson plans incorporated the use of iPads and suitable Apps to cater for student-centred and independent learning in the classroom. Outside the classroom, teachers were encouraged to develop programmes that would involve mobile devices in outdoor life-wide learning activities and the world classroom programmes.
IT and multi-media continued to be an indispensable tool for learning and teaching. Students and teachers used IT as a tool for knowledge acquisition, knowledge exchange and knowledge management. Students used computer programmes for data processing and class presentations, searched for information on the internet and made use of online programmes for self-directed learning. Teachers uploaded learning materials and assessment tasks to eClass and students used this as a platform to share their work with their peers. Surveys were carried out and processed through the ePlatform. Records of extra-curricular activities and achievements were uploaded to iPortfolio.
Evaluation and Reflections
With all the necessary hardware in place, teachers were more ready to explore and develop effective ways of maximizing IT and mobile learning to support and enhance independent and self-regulated learning. To further promote and support eLearning, staff development programmes for the sharing of good practices in eLearning will be arranged. Teachers with the relevant experience from other schools will be invited to share their practice and strategies on Staff Development Day 1. Teachers who have experienced success and satisfaction in eLearning will be invited to share their lesson plans with teachers of different KLAs on Staff Development Day 2. To give teachers a better idea of how mobile leaning can be used effectively, a eLearning Task Group will be set up to promote the use of iPads and suitable Apps for teaching, learning and student assessment. Support for subject panels and individual teachers will also be provided. To promote the extensive use eLearning in the long run, a policy for BYOD will also be designed and adopted. 68 2.7 Student Learning Time 2014-2015
No. of Days with Regular Classes
170 170 165 165 168 168 180 158 154 156 160 140 120 100 S1 S2 Days 80 S3 60 40 20 0 12/13 13/14 14/15
No. of Days with Learning Activities
16 16 16 16
15.5
15 S1 14.5 S2 Days 14 14 14 14 14 14 S3 14
13.5
13 12/13 13/14 14/15
69 % of Lesson Time for each KLA in the Junior Secondary
25%
21% 21% 21% 20% 20% 20% 20% 12/13 13/14 14/15 17% 17% 17%
15% 12% 12% 12%
10% 10% 10% 9% 9% 9% 10% 7% 7% 7%
4% 4% 4% 5%
0%
70 Support for Students Achievements and Reflections on Major Concerns 3.1 Introduction
In the year 2014-2015, the Pastoral Care Division continued to play its unique role in extending support to students within the context of the philosophy of education of the School Sponsoring Body and the specific concerns of the school in the development cycle of 2013-2016. Christian values and the school ethos of nurturing students into integrated persons of wisdom, care, love and compassion have always been the guiding principles for the provision of values education within and beyond the classroom. Mindful as well of the prominence the New Academic Structure (NAS) gives to a wide range of experiences which deepen and broaden the curriculum, the Division is committed to aligning its purposes with both the school ethos and the NAS in catering for the balanced and whole-person development of students since their admission to Secondary 1.
As such, the programmes and activities held during the year have been specifically designed to address student needs, in terms of three categories of Other Learning Experiences: Moral and Civic Education Career-related Experiences and Community Service.
In providing pastoral care while fostering values formation, the Division has focused on both major concerns of the 2013-2016 School Development Plan. The First Major Concern, “Enabling students to achieve academic excellence through further developing students’ Initiative and Inquisitiveness and promoting Curriculum Differentiation and Integration”, spells out the school vision to groom students into budding scholars through encouraging intellectual curiosity and providing gifted education in both the generic and specialized domains at the whole-class level. The committees and teams in the Pastoral Care Division see it their mission to contribute to this capacity-building of students by providing them the opportunity to reflect on their self- concept before guiding them to set specific and realistic goals in academic pursuit and development of personal attributes. Coupled with the continuous provision of exposure, exemplars, guidance, training and actual participation in Other Learning Experiences as well as the Division’s support for students with special educational needs including the exceptionally gifted ones, it is anticipated that students acquire the generic and life skills, stretch their potential beyond known limits and aspire for excellence in both academic and non-academic domains. In addressing the Second Major Concern, the committees and teams of the Division have worked relentlessly towards “Nurturing students’ sense of gratitude for their gifts, concern for others and critical awareness of social issues so that they contribute to building a just and compassionate society” in accordance with the school vision and mission. 71 3.2 Major Concern I: Enabling students to achieve academic excellence through further developing students’ Initiative and Inquisitiveness and promoting Curriculum Differentiation and Integration
OVERALL INTENDED OUTCOMES
Students are motivated to achieve Academic Excellence through developing their Initiative in pursuit of their Personal/ Career goals
Strategies / Tasks Achievements Reflections 1. Motivate students The Student Learning Profile Team invited the Hong Kong Federation of The S3 workshop enhanced students’ self- to achieve Youth Groups to run 3 goal-setting workshops again this year. The understanding and motivated them to pursue academic workshops comprised three sessions which aimed at (i) promoting career their dream career, and the process of goal- excellence through aspirations and enabling students to explore different occupations, (ii) setting enabled them to have high aspirations setting goals on enabling them to understand their personality traits critical for career and become more reflective. It was a good way academic planning and (iii) introducing them to the skills of setting a SMART goal to kick off the goal-setting exercise. performance and and formulating an action plan. personal All S3 HRs and AHRs agreed that the design of development from S3 students focused on setting academic goals. They also worked on the the workshop was relevant to students’ needs S3 to S6 booklet Finding Your Colours of Life which provides guidance on NSS and the class-based arrangement fostered Subject Choices. student-facilitator interactions. However, as SLP is quite new to S3 students, guiding S4 students set goals on both their studies and personal attributes. They questions and template to set goals and reviewed the information on subject choices in Finding Your Colours of formulate an action plan could be provided for Life and explored their career aspirations. They were guided in the goal- HRs reference. setting process and reflection exercise by their Homeroom (HR) Teachers. The clash of SLP from the Big Sisters’ Gathering was still an unresolved problem. Guided by HR and Student Learning Profile (SLP) teachers, S5 students To make up for the S4 Big Sisters’ loss of refined their academic and career goals, reflected on how far the goals interview time with their HRs regarding SLP as had been achieved and polished their skills in writing the Self-Account they have to attend the Big Sisters Programme and Additional Information for JUPAS. usually held simultaneously with the individual counselling sessions, HRs will have to meet Under the guidance of the HR and English Language teachers, S6 them during Reading Time. completed their SLP by refining their Self-Account and writing their Additional Information for JUPAS application.
72 Strategies / Tasks Achievements Reflections 2. Guide S1 students As part of the Big Sisters Scheme initiated by the Guidance Team (GT), During the goal-setting process, Big and Little to set short-term every group of S4 Big Sisters and S1 Little Sisters was given a logbook Sisters in the same group learnt to compromise goals through the in which they recorded a short-term goal they set together. They had with one another in deciding on tasks to be Big Sisters Scheme two weeks to achieve the goal. By October 16 2014, they were all able accomplished within the two weeks. The whole to achieve their goal. group then worked towards completing the tasks set. The experience enhanced communication skills while enabling the S1 Little Sisters to learn about goal-setting and how they could work towards achieving the goals. The activity has succeeded in raising S1 students’ awareness of the meaning and value of goal-setting.
3. Conduct Multiple In a level-based OLE session on October 3 2015, the Guidance Team (the To gain an understanding of the multiple Intelligences team took over this activity from Mrs. Monica Wong, the former Vice intelligences of S1 students so as to challenge Assessment at S1 Principal) introduced to S1 classes the theory of “Multiple Intelligences” them to use and develop their unique abilities, so that students proposed by Dr. Howard Gardner in 1983. the school engaged Dr. Branton Shearer in gain an administering online the “MIDAS for Kids” understanding of The “Multiple Intelligences Developmental Assessment Scales (MIDAS) questionnaire. their MI and take for Kids” developed by Dr. Branton Shearer was administered online to initiative to set S1 students between October and early November 2015 with the support Professor Shearer visited the school in January preliminary goals of the Computer Panel. 2015 and had a meeting with Mrs. Catherine Li, to develop their Dr. Cecilia Tang, Miss Yvonne Wong and Mrs. abilities Individual profiles of students providing information on the main scales Ashley Kwok. Evaluation was conducted (Intelligence Types) and sub-scales (Intellectual Styles) were generated after the meeting. During this evaluation from students’ response to the questionnaire. meeting, all teachers agreed that MI should be taken care by Career Guidance Team so as to Based on the individual profiles, Homeroom and Assistant Homeroom have a holistic view on goal setting for the teachers (HRs & AHRs) guided students towards a better understanding students. Since 2015-2016 will be the last of the MIs and in working out their "Brief Learning Summary" (BLS). year of the 3-year School Plan, it was decided that the Guidance Team will continue to In the BLS, students selected their strongest intelligent types and made coordinate the MI programme for one more plans to further enhance them. year before it is passed to Career and Life Planning Team in 2016-2017.
73 Strategies / Tasks Achievements Reflections 3. Conduct Multiple By referring to the individual profiles, teachers Intelligences and parents played their respective roles in Assessment at S1 adjusting teaching strategies to bring out the so that students best in students. gain an understanding of It was the starting point for HRs & AHRs to their MI and take better understand individual students. initiative to set preliminary goals HRs & AHRs guided students in setting goals to develop their in the process of learning and overall abilities (cont’d) development. Follow-up sessions in the rest of the year facilitated reviewing with students the progress of their plans and whether the steps proposed for achieving the goals were successfully carried out.
4. Teachers help S1 Likewise, students reflected on their weaker intelligence types and drew Parents were invited to put down in the BLS students set up plans to enhance them, stating at the same time the support they would their thoughts and feedback of the MI appropriate goals like to have from school and home to achieve their goals. development of their child. and provide support when Parents were provided a copy of the profile and informed of the progress The statistics generated from the individual necessary on Assessment Review Day on February 6 2015, apart from being invited profiles allowed for further analysis and to play their role in the process. adoption/application of appropriate teaching strategies for the respective classes.
Students getting the highest scores in each of the intelligences were put into a "talent pool". It has also served as some kind of "triangulation" for verifying the MI strengths with teacher observations. The "talents" will be further tapped and opportunities given to further develop the strengths.
To make meaning of the whole exercise, S1 subject teachers could take more initiative to adapt their teaching strategies. 74 Strategies / Tasks Achievements Reflections 5. Workshop on In September 2014, all the Brief Learning Summaries (BLS) and MI The workshop facilitated by EP was well “Revisiting MI” in Personal Profile of 2013-14 S1 students were handed over to the S2 HRs received by both students and HRs and AHRs S2 facilitated by & AHRs for review and follow-up. who recommended the same workshop for S2 School-based in 2015-2016. HRs and AHRs attended the Educational On October 10 2014, the School-based Educational Psychologist (EP) workshop with their students to learn from EP Psychologist with conducted a level-based workshop during which students were given the how to conduct a similar session with their own follow-up opportunity to sit according to their most prominent intelligence type and class in the future. by HRs revisit their MI personal profile. EP then solicited opinions from students on “how to develop to be musically smart”, for instance, and how to apply The process has been a continuous one for S2 each intelligence type to improving their studies before providing them students. Given the opportunity to review the the answers. goals set in S1 and adjust or make new goals based on their MI strengths and limitations in In the follow-up sessions, HRs and AHRs guided students in applying S2, it is hoped that they start developing the what had been learnt from the workshop to goal-setting in S2. The Study habit of setting goals as well as that of MIDAS TEENS Subscales was made available to HRs, AHRs and reflection, even though at a rudimentary level. students for reference.
6. Workshop on At the invitation of the Career Guidance Team, the School-based The workshop was facilitated by EP at level- “Study Skills” in Psychologist (EP) conducted a workshop on study skills and time base. Students participated actively in the S2 facilitated by management skills for all S2 classes. activities designed. Evaluation showed that School-based the workshop was well received. Educational Psychologist More significantly, students’ self-efficacy has been enhanced so that they are motivated to achieve academic excellence. 7. Devote appropriate Career-related Experiences – University Visits for S5 organized by the The experiences motivated students to achieve time during OLE Career Guidance Team (CGT) academic excellence. 92.2% of S5 participants sessions to provide agreed that the visits motivated them to work exposure for senior Visit to HK PolyU on Life-wide Learning Day Sept 5 2014 harder in their studies for the expectations of the students so that 115 S5 students visited HK PolyU. universities are very high. they are motivated At the university, students attended information sessions given by to achieve representatives from the faculties of Design, Health and Social The majority of the students found the visits academic Sciences, Business and Hotel & Tourism Management. informative. excellence A campus tour was also arranged for our students.
75 Strategies / Tasks Achievements Reflections 7. Devote appropriate Visit to HKU as a Life-wide Learning Activity on April 23 2015 This year, only 13.9% of the participants did not time during OLE 69 S5 students visited HKU. find the HK PolyU programme relevant to their sessions to provide They attended two information sessions by the faculty representatives needs. These may be explained by their exposure for senior of Social Sciences, Arts, Science and the School of Business & interest in pursuing the degree programmes students so that Economics. The sessions provided information on general admission offered by the top three universities in Hong they are motivated requirements and factors considered for admission. Kong. to achieve Undergraduates of a wide range of programmes, including those of The visit to HKU was worthwhile and the academic law, medicine, engineering, social science, business, architecture and excellence (cont’d) actuarial science, shared their experiences with our students. introduction to the web tool was useful for A brief tour round the main campus was conducted by student students to make informed choices, though ambassadors. some of them found the experience irrelevant, since popular preferences such as the Faculty of Law was not arranged.
Nevertheless, the visits were relevant to students’ needs as all of them aspire to go to university after the HKDSE. Having learnt about university life and admission requirements, students set specific goals for their studies and worked hard towards them. Career-related Experiences – University Programmes Talks for S6 Students were given the choice to attend one of organized by the CGT on October 24 2014 the talks in Session 1. Both talks enabled students to understand the admission Session 1: requirements and promote high aspirations. Business School, HKUST (68 participants) Faculty of Social Sciences, CUHK (36 participants) The group sharing motivated the participants to strive for academic excellence. Students Session 2: enjoyed the session for they had the opportunity Group Sharing were given by Student Ambassadors from St. John’s to interact with the Student Ambassadors from College, HKU attended by all S6 students St. John’s. Career-related Experiences – Sharing on Time Management for S5 The majority of S5 students agreed that the organized by the Career Guidance Team (CGT) on January 23 2015. session was well conducted. They acquired useful advice on time management strategies Four graduates of 2013-14 with outstanding achievements in both which hopefully could be applied to their academic and non-academic aspects were invited to share their time studies. management skills with S5 students. 76 Strategies / Tasks Achievements Reflections 7. Devote appropriate The sharing focused on striking a balance between their studies and extra- The CGT will continue to arrange the sharing time during OLE curricular commitment in S5 and S6 as well as ways to prepare for the session for S5 next year. Graduates who took sessions to provide HKDSE. different electives when they studied at MSS exposure for senior will be invited to be speakers. students so that This was followed by small group sharing during which participants they are motivated joined the groups according to their electives. The CGT will appeal to HRs at SLP meetings to to achieve guide students who failed to balance between academic studies and ECAs to formulate a feasible action excellence (cont’d) plan to achieve their long-term goal.
Career-related Experiences – Visits to Workplaces for S4 organized by Students’ feedback on all the visits to the CGT on June 23, 25 & 26 2015 (PEA). workplaces except the one to Cryolife was quite satisfactory. More than 95% of them agreed that S4 students visited Cryolife / Pure Fitness/ Cathay Pacific City and Hong the visits were informative and have enabled Kong Sanatorium & Hospital them to learn more about a certain field of work. Except for the participants visiting the Cryolife, The number of participants visiting the workplaces ranged from 18 to 26, more than 95% of the participants found that the depending on the group size the companies/organizations could visits have broadened their horizons and accommodate and the interests of students. enabled them to understand the world of work.
However, about 25% of the students visiting Cryolife and the Hong Kong Sanatorium & Hospital expressed that they were not assigned to the field that they were interested in and thus the visit failed to facilitate their career planning.
In view of the limited manpower of the Team and the group size that the companies could accommodate, it is rather difficult for the team to organize the visits to workplaces to meet all students’ needs and interests. But the team will keep on exploring the feasibility of arranging the visits to workplaces in different nature of business to cater for students’ needs.
77 Strategies / Tasks Achievements Reflections 7. Devote appropriate Besides, the team members had observed that time during OLE most of the students remained very passive and sessions to provide failed to respond to speakers’ questions during exposure for senior the visit. A briefing session specifying the students so that objectives (i.e. career exploration) and proper they are motivated attitude will be held prior to the visit. Besides, to achieve students will be reminded of the importance of academic showing their gratitude to the time and effort excellence (cont’d) that the speakers have dedicated for the visit in the coming year.
78 3.3 Major Concern II: Nurturing students’ sense of gratitude for their gifts, concern for others and critical awareness of social issues so that they contribute to building a just and compassionate society
OVERALL INTENDED OUTCOMES
Students in words and in deeds express and display: Sense of Gratitude Concern for others Critical Awareness of Social Issues
Strategies / Tasks Achievements Reflections 1. Devote appropriate Hong Kong Schools Speech Festival Winners’ Recital (English Events) Encouragement has been given to students to time during OLE December 18 2015. fully utilize their talents in speech and drama by sessions to participating in the speech festival nurturing students’ Hong Kong Schools Speech Festival Winners’ Recital (Cantonese & competitions. sense of gratitude Putonghua Events) as part of the Chinese New Year Programme February for their gifts and 13 2015 Support in the form of training by teachers has talents been extended to students throughout the Hong Kong Schools Music Festival Winners’ Recital April 24 2015 preparation for the competitions.
Presentation of prizes won in various competitions such as the Inter- The recitals at whole-school assemblies give school Athletics Meet, other sports events and the Hong Kong Schools recognition to the achievements made and Dance Festival nurture students’ sense of gratitude for their gifts and appreciation for those of others.
Systematic and intensive training for the Choir, the Orchestra, the Symphonic Band, the Dance Team and students competing in individual events has nurtured students’ gifts in the respective fields as well as educated them to be grateful for their unique gifts and talents.
The support and recognition have boosted confidence and self-esteem, thus promoting a positive outlook in students towards their talents and those of others. 79 Strategies / Tasks Achievements Reflections 1. Devote appropriate Election of Officers of the Student Council, the Religious Activities Students who held posts of responsibility were time during OLE Convenors, the House Captains and Chairladies of clubs and service able to appreciate their own leadership sessions to groups qualities. They were grateful for the nurturing students’ opportunity to lead others as well as to serve the sense of gratitude The process of running for elections incurs students highlighting their school. for their gifts and gifts of leadership. For the electorate, they have to be aware of the talents (cont’d.) leadership attributes one should possess before one is worthy of being elected.
The inauguration of all chairladies and officers held at assembly on September 26 2014 gave recognition to all the student leaders elected/ appointed. 2. Use the Pastoral Care Programmes planned with a view to instilling in students a The Pastoral Care Division has made it their value/attribute as Sense of Gratitude for their Gifts (organizing committee/team in brackets): paramount concern to “nurture students’ sense the theme during of gratitude for their gifts, concern for others OLE whole school 11/9/2014 – S4 Big Sisters Training Scheme (Guidance Team – GT) and critical awareness of social issues so that or level-based LWL Day 5/9/2014 – S2 Voluntary Service Training (Extra-curricular they contribute to building a just and sessions, HR Activities & Services Committee – ECASC) compassionate society” spelt out as Major sessions as well as LWL Day 5/9/2014 – S5 CMAC Programme on Love and Marriage Concern II in the 2013-2016 School in ECA slots and (Religious & Moral Education Committee – RMEC) Development Plan. LWL Day LWL Day 5/9/2014 – S6 Formation Programme: Unwrapping the Gifts of Life (RMEC) Persistent and concerted efforts have been 12/9/2014 – S1 & S4 Big Sisters Gathering 1 (GT) geared towards inculcating in students the 19/9/2014 – S5 HR Session on Student Learning Profile (Student values so that they express and display in Learning Profile Team – SLPT) words and in deeds their sense of gratitude for 19/9/2014 – S6 HR Session: Rounding up of Self-Account their gifts in the broadest sense, concern for 10/10/2014 – S2 Revisiting MI Personal Profile & Brief Learning others and critical awareness of social issues. Summary (Pastoral Care Division & EDB School-based Educational Psychologist – PCD & EP) The committees and teams in the Division, 10/10/2014 – S3 HR Follow-up on Goal Setting 2 (SLPT & HR) namely the Civic Education Committee 10/10/2014 – S4 HR Session on Student Learning Profile (SLPT & HR) (CEC), the Environmental Education 10/10/2014 – S5 HR Session on Career Exploration 2 (SLPT & HR) Committee (EEC), the Extra-curricular and 17/10/2014 – S3 Service Requirements (ECASC) Services Committee (ECASC), the Religious 24/10/2014 – S3 Money Management (Health Education Team – HET) and Moral Education Committee (RMEC) and 30/10/2014 –Whole-school Environmental Education Programme: the Student Affairs Committee comprising the
80 Strategies / Tasks Achievements Reflections Historical and Geographical Exploration in Hong Kong (EEC) Career Guidance Team (CGT), the Discipline 21/11/2014 – S2 – S6 ECASC Programme: Introduction to Service Trip Team (DT), the Guidance Team (GT) and the – Experience Sharing & Promotion (ECASC) Health Education Team (HET) all planned 23/1/2015 – S4 In-depth Service Training 1 (ECASC) their programmes accordingly. 30/1/2015 – S1 正向心理學之「快樂原來好簡單」(GT) 2. Use the Pastoral Care Programmes planned with a view to instilling in students a The three values being values the school value/attribute as Sense of Gratitude for their gifts (organizing committee/team in brackets): stresses in the 2013-2016 School Development the theme during Plan, they are seen as fundamentals to attitude- OLE whole school 30/1/2015 – S2 Workshop on Smart Shopping & Disposing? Waste building in students. or level- Prevention! (Environmental Education Committee – EEC) basedsessions, HR 30/1/2015 –S3 HR Session: Follow-up on SLP (HR) The array of programmes listed illustrates the sessions as well as 30/1/2015 – S4 In-depth Service Training 2 (ECASC) importance attached to the values, hence the in ECA slots and 5/2/2015 – S3 Visit to the Home for the Aged (RMEC & HR) / S3 HR frequency, breadth and depth of the activities LWL Day (cont’d.) Session: Follow-up on SLP (HR) implemented. 6/3/2015 – Whole-school Guidance Programme: Respect the Aged (GT) A Sense of Gratitude for their Gifts 13/3/2015 – S4 HR Session: In-depth Service Training 3 (ECASC & Students are guided to value and be grateful HR) for what they possess and enjoy – their 13/4/2015 – S4 Voluntary Service 1 (ECASC) “gifts” in terms of having caring and loving 14/4/2015 – S4 Voluntary Service 2 (ECASC) parents, their siblings, schoolmates, friends, 17/4/2015 – Whole-school Religious and Moral Education Programme: good interpersonal relationships, abilities A Life Warrior (RMEC) and talents, capability to learn, education 8/5/2015 – S4 Justice & Service: Sharing after Service Trip (RMEC) opportunities, a school environment 8/5/2015 – S3 Workshop on Waste Management (EEC) congenial to learning, caring teachers, 8/5/2015 – S2 My Environmental Values (EEC) nature, natural resources, plants and animals. It is hoped that, through participating in the programmes and activities, students learn to appreciate and be grateful for what they have or are able to enjoy and not to take things for granted. Pastoral Care Programmes planned with a view to enhancing students’ Concern for Others Concern for Others (organizing committee/team in brackets): As one of the eight attributes the school 3/9/2014 – S1 Adjustment Programme (GT) would like students to develop, concern for 5/9/2014 – LWL Day S1 Adventure-based Team-building Programme others has always been the underlying spirit (GT) in many school programmes and activities. 81 Strategies / Tasks Achievements Reflections 3. Focus on Activities held during other times in the year that focused on nurturing the reinforcing the three values/attributes: values/attributes in Participation in Caritas Bazaar November 2 2014 (Guidance Team – Participation in the bazaar was aimed at other activities GT) promoting the self-confidence of students who during the year, 90 students enrolled in the activity arranged by the GT. They helped lack social skills. In reinforcing students’ Post-exam design the game booths and collected donations before the day. At the perseverance and commitment through actual Activities and bazaar, participants spent the whole day helping out at the game booth application, the attribute of concern for others World Classroom and the charity sale. has also been nurtured. Programmes Corporate Volunteering Programme (GT) The corporate programme was arranged with The programme was sponsored by the Agricultural Bank of China. 21 the aim of nurturing students’ critical students taking the elective Business, Accounting & Financial Studies awareness of commercial issues so that they attended the programme which comprised four workshops: contribute to a just and fair society. Students 7/11/2014 – Mentoring session on banking profession evaluated the programme useful and 8/11/2014 – Working on colour psychology informative. Some said that they learnt more 14/11/2014 – Cooperate Banking and syndication Products in-depth knowledge about banking and they 28/11/2014 – Private Banking Products liked the session of Personality Dimensions the most.
Good Samaritan Lunch March 17 2015 (Religious Activities The message could not be well-delivered to Convenors & Student Council) students as they were just focusing on the Participants paid an admission fee of $30 to join this meaningful event teachers’ performance. Students also disliked during which students and teachers performed to convey the message of the performance in Putonghua, since it was the Good Samaritan. The majority were each apportioned only a bun originally planned to help the Principals from and a packet drink for lunch while a few fortunate ones had a full meal. the Mainland to understand the programme The money raised was used for charitable purposes. better. Nonetheless, the different lunches for “the rich” and “the poor” reminded participants to be grateful for all the privileges they enjoy and to show their concern for others.
Assembly on March 6 2015 (Guidance Team) The programme was well-received by both To nurture students’ critical awareness of social issues (aging population), teachers and students. Students stated that the school (GT) has invited 2 well-known actors, Mr. Wu Fung and Mr. they learnt to stay healthy and to think Joe Junior, to share their life experience on how the elderly can live positively. More importantly, how to prepare meaningfully and what positive attitudes young people should hold themselves for the challenges ahead. towards life. 82 Strategies / Tasks Achievements Reflections 3. Focus on Service Trip to Cambodia Service trips are annual events students look reinforcing the March 29 – April 3 2015 forward to. They are excellent learning values/attributes in Four members of staff and two parents accompanied 49 S4 and S5 opportunities for participants to apply the other activities students to the six-day and five-night trip. voluntary service skills, organizational skills during the year, Two training workshops were held on Jan 28 and March 2 2015. and self-management skills acquired. Post-exam Students were divided into groups, constructing action plans for various Activities and service projects. By visiting the killing fields and war museums, Summer World A Dress Casual Day was approved by the school to raise funds for the students realized that they are blessed with Classroom (cont’d.) purchase of daily necessities for the orphanages. peace and gained a sense of gratitude for their 2 orphanages, Children Development Village and the Light House gifts. Orphanage Centre, were visited. The two morning visits to the Light House Orphanage Centre strengthed Students also learned the impacts of war to both the bond between the orphans and our students. the people and the society, and felt that they In Peace House building project, students took part in building a house could help contribute to build a just and for a family, which consists of a grandmother and 2 grand-daughters. compassionate society by sharing their love and The trip was highly regarded by the participants. time with the less fortunate ones. The objectives of the trip were achieved.
MSS CLC Annual Retreat for Youth The MSS CLC members were grateful for the August 21 – 23 2015 (RMEC) opportunities for spiritual exercise during the Five MSS CLC members joined the CLC Retreat for Students at Xavier summer. House, Cheung Chau. The Retreat participants showed great respect for self and others and commitment throughout the three-day and two-night silent retreat. They were self-disciplined in not talking at all except for the mandatory time during which sharing was allowed.
4. Reinforcing the Flag Selling (ECASC) The values/attributes of sense of gratitude for values/ attributes in Three flag selling days for four charitable organizations – 13/12/2014, their gifts and concern for others have been regular extra- 28/3/2014 & 25/4/2015 – were held with a total of 134 participants nurtured through the opportunities to serve. curricular activities from S3. Through serving the underprivileged, students also gained insight into social issues such as the ethnic minority and the aging population. 83 Strategies / Tasks Achievements Reflections 4. Reinforcing the It is recommended that four flag selling days values/ attributes in should be brought back in 2014-15 in order to regular extra- accommodate the busy schedule of the S3 curricular activities students, 4 Flag Selling should be organized (cont’d.) next year (2 in the first term and 2 in the second term). Service Projects (ECASC) There were altogether four service projects with a total of 79 participants from S3 to S6. #1 Interclass Pencil Donation Competition (for Plan International) 13/10/2014 & 16/10/2014 #2 Service Project at Chinese YMCA of Hong Kong Chai Wan Centre 6/12 & 23/12 2014 #3 Service Project at St. James’ Settlement Wan Chai 7/2/2015 #4 Service Project for Hong Kong Neuro-muscular Disease Association 18/4/2015 “Heart-to-Heart" Programme (ECASC) MSS joined the “Heart-to-Heart” Programme The project was initiated by the Hong Kong Federation of Youth since the year 2005-2006. Concern for Groups. others and commitment to service for the Participating schools have agreed to contribute at least 2,000 community are unquestionable. community service hours in various capacities during the school year. In 2014-2015, students had contributed a total number of 29,111 hours of service to the community and the school. Z Club Service Projects Under the guidance of Zonta Club of Kowloon Apart from the regular service of teaching young children and training and their teacher advisers, Z Club members had their patience and communication skills at Jockey Club Shau Kei Wan the opportunity to develop leadership skills Youth S.P.O.T., the club members also took part in a variety of service through service. projects, for instance: #1 Serving the ethnic minority at Ethnic minority HOPE Centre on Project #1 - In doing Project #1, the members Nov 29 2015 brought joy to the kids from ethnic minorities through games and a variety of interesting activities. They taught them Chinese phrases, Chinese cultures and things happening in our society. They enhance the children’s awareness 84 Strategies / Tasks Achievements Reflections 4. Reinforcing the towards social problems, environmental values/ attributes in problems, and the importance of self-care and regular extra- animal protection, through quizzes and mini curricular activities games. (cont’d.) #2 serving the disabled at Lok Chi Association on Dec 27 2014 Project #2 - The mentally disabled recognized their strength through games and a variety of interesting activities. The service also provided the chances for the intellectually disabled to use their creativity and imagination.
#3 serving the elderly at St. James’ Settlement, Social and Project #3 aimed at bring love and care to the Recreational Centre on March 21 2015 elderly through games and singing together during Easter holiday.
#4 serving the elderly at Fung Yuen Nursery Home For The Aged on Project #4 brought joy to the elderly during April 25 2015 interactive games to let them feel appreciated and loved.
Z Club members displayed both organizational skills and concern for others in rendering their service. By being able to serve the less fortunate, students feel grateful for their gifts. Their critical awareness of social issues such as those related to the elderly and the handicapped was also enhanced. LegCo Mock Debate Training Session and Guided Tour on March 29 2015 The activity enabled students to understand the Legislative Council through its guided tour. They obtained a deeper understanding of the structure and the running of the council as well as comprehending the procedures of passing a law in the Legislative Council through the training session for mock debate. 85 Strategies / Tasks Achievements Reflections 4. Reinforcing the Interact Club Service Projects The Joint School Regular Service project was values/ attributes in Among the many service projects of the Interact Club, three were held at the Youth Center in Hung Hom. This regular extra- particularly meaningful. regular service aimed at serving the elderly by curricular activities # The Joint School Regular Service with Diocesan Boys’ School organizing interactive activities, sharing (cont’d.) 3/7/2015 and 29/3/2015 sessions and craft making sessions. Students # The Morninghill Service from Nov.2014 to April 2015 had a deeper understanding towards the living # Joint School Easter Service Project with Queen’s College, Good condition and standard of the elderly through Hope School and Raimondi College during the Easter holiday. games and communication. The elderies had a great time spending with students. It was a good opportunity to show concern for others.
The Morninghill service was a long term commitment and could be a special experience for the students. By taking care of the children and helping the children with special needs, students applied their organization skills and imagination in activities planning and implementation.
The Easter Service project aimed at bridging the four schools as well as reconnecting students with the needy in the society.
86 3.4 APASO Surveys
APASO II was systematically administered in 2014-2015. The Pastoral Care Division worked out an implementation schedule aimed at spacing out the scales so that evaluation of students’ affective and social outcomes matches their different phases of development.
Class APASO II Scale Timeline APASO Scale/ Timeline Administering Level Other Tests Dept./Staff S1 Self Concept (48) September 2014 MIDAS (90+) October 2014 Computer Panel during S2 Interpersonal September/ ------Relationships (42) October 2014 Computer Literacy Lessons S3 Motivation (43) October 2014 Ethical Conduct (36) + January/February 2015 Learning Competency (24) (Before or after CNY Holidays) S4 Leadership (8) September 4 2014 Independent Learning October 24 2014 Homeroom Teachers Capacity (76) during S5 Health & Well Being September 4 Leadership* (8) + May 8 2015 specific OLE sessions (Test Anxiety) (10) + 2014 Independent in the Stress Management (15) Learning Capacity* (76) Pastoral Care S6 Goals of Life (18) September 4 2014 Ethical Conduct** (36) January 16 2015 Programmes Composite Schedule ( ) No. of items in the ‘scale’ * Administered as a post-test **Will be administered as a post-test from 2015-16
The administering of the APASO II Scales was monitored by the Pastoral Care Division (PCD) and all the results were uploaded to the Piazza for staff reference. To facilitate careful study and analysis of the survey results, hard copies with reports on the mean, standard deviation and effect size were distributed to the Coordinator of Homeroom Teachers of each level and the heads of the respective Pastoral Care committees and teams. The Homeroom and Assistant Homeroom Teachers led by their Coordinators studied the survey results and reported on their views regarding students’ affective and social outcomes compared with their own observations. These together with suggestions made were presented to the PCD as part of their annual evaluation of pastoral care programmes. Likewise, the committee heads reported on their analysis of the results at the PCD meetings and drew their conclusions on the findings of the outcomes both within the school and in comparison with the Hong Kong norm. In particular, the heads reflected upon the implications of the results when planning pastoral care programmes for 2015-16. Furthermore, the Curriculum Committee was provided with hard copies of the survey results of the scales Learning Competency and Independent Learning Capacity so that students’ affective outcomes in the named areas could be studied, shared and given due consideration when subject panels worked on the 2015-16 programme plans. 87 3.5 Special Educational Needs (SEN)
In 2014-2015, the school continued to be on the lookout for information from the EDB on SEN cases so that appropriate support could be extended to the students concerned.
To ensure that SEN students are properly supported, the school relies on a few measures that have proven to be effective. The school adapted the Medical History Form (sample provided by the Department of Health) for collecting information on chronic illnesses to include items/symptoms related to SEN. In addition, the Early Identification System: Checklist of Symptoms of Special Educational Needs, designed to facilitate internal communication so that prompt action is duly taken, is a school-based channel by which teachers report on observations of the needs and/or areas that warrant attention. The checklist was updated last school year with professional advice and recommendations from the EDB School-based Educational Psychologist.
Since September 2009, S1 parents have been invited to furnish the school with information regarding need for SEN support for their child in the Secondary 1 Registration Form. The Letter to Parents issued on the first day of the school year makes a special appeal to all parents to share necessary information with the school where SEN is concerned with assurance on confidentiality. The only exception is that the information has to be shared with subject teachers so that appropriate measure could be applied in the classroom and other settings at school.
Starting from September 2010, a letter to parents of S5 and S6 inviting initial indication of students who might need to apply for “special examination arrangements” in the Hong Kong Diploma of Secondary Education Examination (HKDSEE) is issued on an annual basis before students are enrolled as candidates in the public exams. Parents are encouraged to inform the school early not only for the sake of arrangements by the Hong Kong Examinations and Assessment Authority (HKEAA) but more practically, corresponding arrangements at school with reference to special provision made in internal test and examination settings. It also serves to alert parents to arrange for assessments by specialists of the SEN detected well in advance.
Where SEN types are concerned, the most common ones identified in the school are hearing impairment and attention deficit disorder. The number of cases has always been minimal, making it all the easier to extend the best possible care and support to the students involved. As soon as the special educational need is identified, the Special Educational Needs & Gifted Education Support Team (SENGEST) takes the initiative to communicate with students and parents to find out more about the need and ensure that assessment and follow-up by specialists have been duly 88 secured. In this regard, the school has been well supported by the Caritas School Social Work Service and the EDB Educational Psychology Service when necessary. Once the specialist reports and recommendations are available, case conferences with the SENGEST, Homeroom teachers and Subject teachers will be initiated by the School Social Worker and/or the School-based Educational Psychologist as appropriate.
Since September 2012, the EDB “School-based Educational Psychology Service” has been in place. The general understanding is that the School-based Educational Psychologist (EP) visits the school twice a month from September to June. The Vice Principal who heads the Pastoral Care Division has been appointed Coordinator for EP service within the school. The EP provides regular service for both the Academic and Pastoral Care Divisions, though understandably, the bulk of the EP’s work is related to the latter.
During the first year of work, one of the EP’s major tasks was to provide professional support for SEN students based on school referrals. She examined the current SEN cases known to the school and followed up closely on individual students experiencing specific learning difficulties and students who were “twice exceptional”. Support and professional advice was extended to students, parents and teachers. In time, the EP also collaborated with the School Social Worker (SSW) while ensuring that their work did not overlap. She communicated with Homeroom and Subject teachers not only to gain better understanding of the students in need but also to solicit opinions and make recommendations on teaching strategies aimed at supporting the students concerned. With the VP (201-2013), Head of GT (2013-2014) responsible, the EP also reviewed cases in progress and made recommendations in terms of special arrangements such as separate invigilation in examinations and extension of time allowed which would involve the endorsement of the administration. Wherever appropriate, case conferences and interviews had been arranged to alert teachers and parents to the support from which the student might benefit at school and at home. In 2014-15, more regular meetings involving the SENGEST comprising the Coordinator of the SENGEST who is also Head of the Guidance Team, the SSW and the EP were scheduled. Care had been taken to arrange some of the EP visits on days other than Fridays to facilitate communication between her and the SSW who serves the school from Monday to Thursday.
Due to the set-up of a Task Group on Gifted Education (GE). All related information will be reported in Division 2.
In 2014-15, the EP also reviewed the value of administering to S1 the Multiple Intelligences Developmental Assessment Scales (MIDAS) devised by Dr. Branton Shearer. Summing up the EP’s findings through the review and focus group interviews with S3 students, it was decided that the MIDAS was worth administering after all. In 2014-15, the Guidance Team (GT) introduced the multiple intelligences (MI) to S1 students, the Computer Panel administering the MIDAS to them, the Homeroom and Assistant Homeroom Teachers (HRs & AHRs) informing the parents on 89 Assessment Review Day of the personal profile generated for each student and the HRs and AHRs running follow-up sessions. Guiding students through the process of understanding their MI by making use of their personal profile, HRs and AHRs monitored students’ setting preliminary goals in their Brief Learning Summary. In 2014-15, the EP facilitated two level-based workshops for S2, one on “Revisiting MI” before HRs and AHRs did follow-up on students’ goal-setting in the new school year and the other a workshop on study skills and time management skills. To further enhance the effectiveness of the assessment and goal-setting process through focusing on students’ strengths and weaknesses in relation to MI, the “Study MIDAS Teens Subscales” prepared by Dr. Branton Shearer were printed as guiding notes on the application of MI to learning strategies for every student in S1 to S3 in 2014-15.
In 2014 – 15, the EP ran two lunch sharing sessions to new teachers. The themes focused on Crisis Management and the Classroom Management of Students with Special Educational Needs. Though the duration was short, the new teachers found the tips useful and provided them the basic concepts.
By July 2015, the school evaluated the EDB School-based Educational Psychology Service with the EP. It has been a fruitful year of collaboration. Where records of SEN students are concerned, a more comprehensive format recommended by the EP covering parents’ consent, the specialists consulted, diagnosis and recommendations made as well as school follow-up has been adopted since September 2014.
90 3.6 Fund-raising Activities
Fund-raising Activities – Integration and Application of Students’ Sense of Gratitude for their Gifts, Concern for Others & Critical Awareness of Social Issues
Committees/Teams/ Fund-raising Event Designated Purpose of Funds Raised/ Beneficiaries Student Groups/ (Date) External Organizations Caritas – Hong Kong Raffle Tickets Sale Beneficiaries of $76,240.00 (October 2014) Caritas – Hong Kong MSS Service Team Funds raised to sponsor Dress Special Day $27,199.50 the Service Trip to Cambodia in March/ April 2015 Beneficiaries of The Community Chest RACs & Good Samaritan Lunch $22,755.80 Funds raised were donated to sponsor the purchase of daily The Student Council (Mar 17 2015) necessities for orphans by participants of the ECASC Service Trip to Cambodia ($10,000) & to subsidize the S3 Guided Service Project ($4,400) and the Student Council Service Project ($2,264.80) Caritas – Hong Kong Lenten Box Collection $5,084.90 Beneficiaries of (March 2015) Caritas – Hong Kong The Maryknoll Medical & Raffle Tickets Sale The Maryknoll Medical & Welfare Association (May 2014) Welfare Association The Fun Fair Committee & Fun Fair $229,892.70 Hong Kong International Institute for the Education The Student Council (July 6 2015) Leadership (HKIIEL) (10% i.e. $22,989.27) and The MSS Student Welfare Fund (90% i.e. $206,903.43) The Community Chest of HK Narcissus Charity Bazaar $13,980.80 Beneficiaries of (公益金) (Dress Special Day) The Community Chest of HK
91 D. Student Achievements and Awards Results of Attainment Tests
Pre-S1 Attainment Test Scores
Chinese English Mathematics
100.0
84.8 83.5 84.9 80.0 75.5 70.0 70.5 62.5 60.0 54.6 56.8
40.0
20.0
0.0 12/13 13/14 14/15
Results of HKDSE 2015
This is the fourth cohort of the Hong Kong Diploma of Secondary Education (HKDSE) Examination. Of the 100 students who sat for the exam, 77% achieved the requirement for university entry (3322) and 70% received offers from JUPAS in the first round.
The results of Category A Subjects are as follows:
No. of Levels 5** 5* or 5 or 4 or 3 or 2 or subjects above above above above above entered: No. 31 110 238 487 585 637 643 % 4.8 17.1 37.0 75.7 91.0 99.1
92 Awards, Scholarships and Other Outstanding Achievements
External Scholarships, Awards & Programmes
Sir Edward Youde Memorial Prizes 2014/2015 Regina Lo S6B
Grantham Scholars of the Year Award 2014/2015 Emily Pang S6A (2013-14)
Hong Kong Island School Heads Association Hong Kong Island Outstanding Students Award 2014
Wanchai District: Junior Group Sharon Wong S4C
Wanchai District: Senior Group Eve To S5A
Zonta Club Scholarships 2014/2015 for Participation in Community Service Projects for Women Tammy Chan S5B Silvy Chan S5B
Brown University Book Prize 2014/2015 Veronica Huang S6C
Harvard Book Prize 2014/2015 Gertrude Liu S5C Silvy Chan S5B Eve To S5A
Wellesley Book Award 2014/2015 Serene Tse S5A
Princeton Club of Hong Kong Book Award 2014/2015 Eunice Chang S5A
Rev. Joseph Carra Memorial Education Grants 2014/2015 Kelly Yeung S5C
HKICPA Scholarship for Secondary Schools 2014-2015 Vanessa Li S5B
“Future Stars” Programme 2015 Upward Mobility Scholarship Iban Bhattal S5B Sheela Ganesh S6D
Accounting and Business Management Case Competition – Secondary School Outstanding Performance Natalie Cheung S5A Kelly Yeung S5C Haley Kuo S6A 93 Young Astronaut Training Camp 2014 Organized by “Astronaut Magazine” Qualified participant with Certification Jaime Cheng S5A
Kiwanis Community Service Award 2014 Magdaleine Wong S4B Jessica Tam S5D Florence Law S6C Stephanie Ng S6D
Kiwanis Community Service Award 2015 Serene Tse S5A Tammy Chan S5B Amanda Joe S5C Isis Lam S5C
Royal Commonwealth Society Essay Competition 2014 Junior Category Silver Serena Lam(2013-14) S1B Bronze Abigail Cheung S2A
Senior Category Silver Stephanie Louie S3C Bronze Siobhan Li S3D
The 6th Global Conference of the Alliance for Healthy Cities Outstanding Presentation Serene Tse S5A
Outstanding Poster Edith Chan S5A
World Creativity Festival 2014 Grand Prize Sherise Ng S1A
Kids4kids 2014 “Writing for a Cause” Competition Overall Winner Nicole Lam S5C
The World Scholar’s Cup 2014-2015 Junior Division Overall Champion Scholar Zoe Grace Lowe S3C
First Individual Debate Zoe Grace Lowe S3C Social Studies Challenge Zoe Grace Lowe S3C Special Area Challenge Zoe Grace Lowe S3C
Fourth Individual Writing Zoe Grace Lowe S3C
94 Honour Roll Literature Challenge Zoe Grace Lowe S3C Science Challenge Zoe Grace Lowe S3C
Senior Division Top Rookie Team Award & Senior Honour Medalist Hailey Lam S4C Michelle Maninggo S4C Yuen Kam Ling S4C
Third in Champion Scholars Michelle Maninggo S4C
Hong Kong Youth Law and Current Affairs Association Model United Nations Conference 2014 Best Position Paper Award Jacqueline Chan S5D
Hong Kong Institute of Certified Public Accountants Scholarship for Secondary School 2014/2015 Vanessa Li S5B
Gifted Programmes
Hong Kong Budding Poets 2014-2015 Poet of the School Award Kelly Eng S2D
Hong Kong Budding Scientists Award 2014-2015 Second class honour Clare Cheng S4A
Speech and Drama
Association of French Teachers in H.K. & Macau 5th French Speech Competition Poetry Speaking Category First Kalyani Joshi S6D Second Gitanjali Bharvani S6B Prose Reading Category First (Full marks) Kalyani Joshi S6D First (Full marks) Preya Shah S6B Second Meno Kaur S6B Third Sheela Ganesh S6D Fourth Rena Chua S6D Fifth Gayatri Joshi S6B
Hong Kong Bar Association Debating Competition 2015 Best Debater Michelle Maninggo S4C
95 The Hong Kong Secondary Schools Debating Competition 2014-2015 Champion (Division I) Hailey Lam S4C Michelle Maninggo S4C Yuen Kam Ling S4D
Best Debater Michelle Maninggo S4C
The Association of EMI Secondary Schools English Drama Fest 2015 Outstanding performer Angela Liu S5D
Hong Kong Schools’ Drama Festival 2015 Adjudicators’ Award Outstanding Stage Effect Outstanding Co-operation Marymount Secondary School
Outstanding Script Zoe Lowe S3C Kate Lowe S3D
Outstanding Director Lee Yi Ting S5D
Outstanding Performer Andrea Manansala S2A Sonia Cheung S3C Jamie Chang S5D Angela Liu S5D
Chineses / 中文
2014-2015 年度我愛香港閱讀網徵文比賽 冠軍 周穎兒 S5A
「世界華語微電影比賽」 優秀獎 鄭詠尹 S6A 張珈琪 S5A 區卓翹 S6D 廖雪蕎 S6D 雷璧嘉 S6B
中國語文教育研究學會 中國語文菁英計劃（2014-2015） 中學組 銅獎 明昕彤 S3A 朱倩儀 S3A
96 中國中學生作文大賽（香港賽區）2014-2015 優異獎 姜心悅 S2C 趙公琪 S2C 路賢璣 S3D 伍靖雯 S5C 彭凱晴 S5B 勞悅芝 S6B
第十七屆全港中小學普通話演講比賽 2015 初中組 良好獎 楊博雅 S1C 優異星獎 蕭卓琳 S2C 胡譽凡 S3A 王樂喜 S3B
香港融樂會非華語學生中文學習傑出進步獎 Adena Silang S3A
Music
12th International Festival of Choral Art- The Singing World Organized by the Russia International Festival “ THE SINGING WORLD” Children’s Choir category First and Gold Diploma Modern Music Category First and Gold Diploma
Special Jury Prize Best Performance of a Russian Composer’s work Best Performance of Contemporary Music Best Soloist Charlene Lee S6C
Public Affection Prize (voted by the audience) Marymount Secondary School
The Llangollen International Music Eisteddfod 2014 Organized by the Llangollen International Music Eisteddfod in UK Vocal Solo Under 18 Second Charlene Lee S6C
South China Morning Post Student of the Year 2014 Performing Artist – Top 12 Charlene Lee S6C
The 7th HK Students Open Music Competition Western Instrument Scholarship Class Age 15 & Under First Georgina Chan S5C
Winter Band Festival 2014 Silver MSS Symphonic Band
97 Sports
A.S. Watson Group Hong Kong Student Sports Award 2014/2015 Jacqueline Wong S3B
St. Clare’s Girls’ School Invitation Relay Second Samme Tse S1A Flora Chow S1B Tiffany Chan S1C Kelly Eng S2D
St. Paul’s Convent School Invitation Relay Second Audrey Yau S2D Kathy Hon S2D Kelly Eng S2D Wanbie Tsang S3C
Third Jacqueline Tse S4A Nicole Lam S5C Christy Tse S5D Chloe Lam S6B
St. Mark’s School Invitation Relay Second Melissa Lau S1B Audrey Ting S1B Toby Yip S1D Ceci Ho S2A Third Flora Chow S1B Kelly Eng S2D Kathy Hon S2D Audrey Yau S2D
Watsons Athletic Club Annual Challenge 2014 Grade B Second Hurdles Jacqueline Tse S4A
Third Long Jump Jacqueline Wong S3B
HK Junior Age Group Athletics Meet 2014 Grade A2 Second Hurdles Jacqueline Tse S4A
Kwai Tsing District Age Group Athletics Meet 2014 Grade C First Long Jump Chloe Lam S6B
98 Wanchai District Age Group Athletics Meet 2014 Grade C Third Long Jump Chloe Lam S6B
Eastern District Age Group Athletics Meet Grade B First High Jump Christine Leung S4A
Southern District Age Group Athletics Meet Grade B First High Jump Christine Leung S4A
South China Athletics Association 77th Inter-school Athletics Meet Grade C Second 4 X 400M Relay Evelyn Cheung S1C Jasmine Har S1C Kayla Lee S1D Nikiny Lo S2A
Grade B Champion High Jump Christine Leung S4A Second Long Jump Jacqueline Wong S3B 4 X 400M Relay Hilary Warne S3B Morgan Watson S3D Jacqueline Tse S4A Patricia Yeung S4D
Overall Girls B Grade Second
Inter-school Swimming Competition 2014/2015 Overall Girls A Grade (Division II) Second
Grade C 4 X 50m Free Style Relay Second Sammee Tse S1A Kelly Eng S2D Kathy Hon S2D Audrey Yau S2D
Grade C 50m Breast Stroke Third Audrey Yau S2D
99 Grade C 100m Breast Stroke Third Kelly Eng S2D
Grade B 4 X 50m Free Style Relay Fourth Wanbie Tsang S3C Chloe Cheung S3C Andrea Wong S3D Carolyn Chan S4B
Grade A 100m Free Style First Stephanie Yeung S4A
Grade A 200m Individual Medley First Stephanie Yeung S4A
Grade A 4 x 50m Medley Relay Fourth Hedia Chan S5A Serene Tse S5A Whitney Chan S5B Selena Yip S6B
Inter-school Individual Fencing Competition 2014/2015 Grade B Girls’ Epee Third Renee Cheung S3A
Inter-school Badminton Competition 2014/2015 Overall Girls A Grade (Division II) Champion Ruby Chiu S2C Janice So S5C Barbie Liu S5D Nickie Chan S6C Hilary Cheung S6C Emma Yau S6C
Overall Girls B Grade (Division II) Champion Hermoine Fong S2D Kelly Kwong S3A Cherry Chan S4B Gillian Li S4B Crystal Tse S4B Bonita Chan S4D Sammi Tung S4D
Overall Girls C Grade (Division II) Champion Natalie Koh S1B Cherry Tse S1C Wendy Cheung S1C Clara Hui S2B Anson Cheung S2B Shermaine Leung S2B
100 Inter-school Table Tennis Competition 2014/2015 Overall Girls C Grade (Division II) Second Abbie Lo S1A Cherrie Lee S1B Martha Lai S2B Zara Wong S2C
Inter-school Tennis Competition 2014/2015 Division II Fourth Perissa To S1A Kyla Ho S2A Charlotte Lau S3B Magdaleine Wong S4B Meili Chen S5B Tiffany Chen S5C
Windsurfing Competition 2014 Organized by the Windsurfing Association of Hong Kong Junior girls group Third Morgan Watson S3D
Art
HK association for Science and Mathematics Education Hong Kong Biology Olympiad for Secondary Schools 2014/2015 First Class Honours Isabel Chiu S6A Tiffany Mak S6B Nicole Chan S6C Second Class Honours Jacinta Choy S6A Toby Law S6A Melissa Mok S6A Sammi Ng S6B Alice Tam S6C Emma Yau S6C Third Class Honours Pearl Chiu S6D Merit Carmen Ng S6A Florence Tse S6A Ellen Lau S6B Kaur Meno Preet S6B
Guinness World Records The Largest Fingerprint Painting Hong Kong Jockey Club 130th Anniversary Marymount Secondary School
「慶祝國慶六十五周年灣仔特色．活力．愛@灣仔南分區繪畫比賽」 公開組 冠軍 紀詠琪 S4B 優異獎 賴彥薰 S4B 梁可琦 S4B 裴雍兒 S4D 鄭洛妍 S6D
101 The 7th Arts Ambassadors-in-School Scheme Natalie Cho S5D Judy Chui S5D
Hong Kong Award for Young People Green Birds in Action Award
Abigail Cheung S2A Janice Luk S2B Athena Yu S2C Samantha Siu S2C
102 66th HONG KONG SCHOOLS SPEECH FESTIVAL
Event Name of Student(s) Class Position Solo Verse Speaking: Girls (Non-Open) S1 June Rippon S1A First Andrea Lin S1B First Gabrielle Tsang S1D First Karrie Lam S1A Second Nauzer Mohamed S1A Second Alanna Chow S1A Second Rachel Yip S1C Second Summie Cheng S1A Third
S2 Rachel Lam S2B First Tiffany Wai S2C First Yuki Cheung S2C First Ingrid Chan S2A Second
S3 Lianna Yuen S3A First Morgan Watson S3D First Portia Liu S3C Second Victoria O Young S3C Second Candace Yung S3D Second Monima Pun S3A Third Arina Sze S3A Third Natalie Or S3B Third Siobhan Li S3D Third
S4 Michelle Maninggo S4C Second Yuen Kam Ling S4D Second Christina Ng S4A Third
S5 Christy Tse S5D Second
Solo Prose Reading: Girls (Non-Open) S3 Hilary Warne S3B Second Stephanie Louie S3C Third
S5 Sidra Syeeda S5D First Tiffany Chen S5C Second
Public Speaking Solo S3 Stephanie Louie S3C First Victoria O Young S3C First
S5 Eve To S5A Third
Dramatic Duologue S4 Michelle Maninggo S4C First Anna Lam S4D First
S5 Natalie Pang S5A Second Peggy Tsui S5A Second Candace Liu S5A Third Eve Au S5A Third
Choral Speaking: Girls (Non-Open) S1 S1B (Whole Class) Third
103 第六十六屆香港學校朗誦節
優勝者名單
項目編號 項目名稱 學生姓名 班別 名次 305 詩詞獨誦(粵語 / 中二) 陳雅妤 中二甲班 季軍
306 詩詞獨誦(粵語 / 中一) 陳靖其 中一丙班 亞軍
326 詩詞獨誦(普通話 / 中五至中六) 鄭亦呈 中五甲班 亞軍
328 詩詞獨誦(普通話 / 中一至中二) 李樂芝 中一甲班 季軍
402 散文獨誦 (粵語 / 中五) 施薏黛 中五丁班 亞軍
427 散文獨誦 (普通話 / 中三至中四) 胡譽凡 中三甲班 季軍
428 散文獨誦 (普通話 / 中一至中二) 蕭寧楓 中一丙班 季軍 428 散文獨誦 (普通話 / 中一至中二) 楊博雅 中一丙班 亞軍 428 散文獨誦 (普通話 / 中一至中二) 周越 中一丙班 季軍 428 散文獨誦 (普通話 / 中一至中二) 鄭莛 中一丁班 季軍 428 散文獨誦 (普通話 / 中一至中二) 余愷容 中二丙班 季軍
442 二人對話 (粵語 / 中五至中六) 陳天樂 中五甲班 季軍 442 二人對話 (粵語 / 中五至中六) 鄭亦呈 中五甲班 季軍 442 二人對話 (粵語 / 中五至中六) 鄭子珀 中五甲班 亞軍 442 二人對話 (粵語 / 中五至中六) 韓璧而 中五甲班 亞軍
444 二人對話 (粵語 / 中一至中二) 張樂瑤 中二乙班 季軍 444 二人對話 (粵語 / 中一至中二) 戴詠琳 中二乙班 季軍 444 二人對話 (粵語 / 中一至中二) 陳映熹 中二乙班 冠軍 444 二人對話 (粵語 / 中一至中二) 蔡卓芸 中二乙班 冠軍 444 二人對話 (粵語 / 中一至中二) 陳雅妤 中二甲班 冠軍 444 二人對話 (粵語 / 中一至中二) 劉碧嘉 中二丙班 冠軍
104 67th HONG KONG SCHOOLS MUSIC FESTIVAL
Event Name of Student(s) Class Position School Entries Intermediate Choir (Chinese) First The Best Girls’ Choir of the Year Intermediate Choir (Foreign Language) First Junior Choir (Chinese) First Junior Choir (Foreign Language) Third String Orchestra (Intermediate) Proficiency
Vocal Entries Ms Barbara Fei Vocal Solo Prize Tasha Au Yeung S5D Third Female Voice Solo Age 14 or under Tiffany Chan S3C First (Foreign Language) Female Voice Solo Age 14 or under Siobhan Li S3D First (Foreign Language) Female Voice Solo Age 14 or under June Rippon S1A Second (Foreign Language) Female Voice Solo Age 14 or under Kelly Chu S3B Second (Foreign Language) Female Voice Solo Age 16 or under (Chinese) Chloe Szeto S5B First Female Voice Solo Age 16 or under (Chinese) Victoria Pui S4D Third Female Voice Solo Age 16 or under (Chinese) Georgina Chan S5C Third Female Voice Solo Age 16 or under Georgina Chan S5C First (Foreign Language) Female Voice Solo Age 19 or under (Chinese) Tasha Au Yeung S5D First Female Voice Solo Age 19 or under Tasha Au Yeung S5D First (Foreign Language) Female Voice Duet Age 14 or under Ingrid Chan S2A Third Melody Chek S2A Female Voice Duet Age 14 or under Candy Leung S2D Third Antonia Chan S2D Female Voice Duet Age 19 or under Chloe Szeto S5B First Rachel Wong S5D Female Voice Duet Age 19 or under Hailey Lam S4C Second Victoria Pui S4D Female Voice Duet Age 19 or under Georgina Chan S5C Second Tasha Au Yeung S5D Female Voice Duet Age 19 or under Tammy Chan S5B Third Shirley Tam S4D
Instrumental Entries Piano Solo Grade 6 Naomi Lee S1C First Piano Solo Grade 8 Helena Chan S2B Second Myra Yip S4D Second Treble Recorder Solo Age 13 or under Sherise Ng S1A Second
105 51st HONG KONG SCHOOLS DANCE FESTIVAL
Event Name of Dance Name of Student(s) Class Award Chinese Dance Group 飄 Miriam Lam S1B Highly Commended Erin Chong S1D Nikiny Lo S2A Ruby Chiu S2C Joanna Yuen S2C Jade Chan S2D Mandy Wong S3D Denise Chan S4C Peggy Tsui S5A Ruby Kam S5A
Duet 蝶韻 Peggy Tsui S5A Honour Ruby Kam S5A Jazz (Hip-hop) Group K-pop stars Ariel Wong S1B Honour Catrina Siu S1C Clare Yeung S1C Michelle Tong S2C Sandy Chan S2C Lianna Yuen S3A Odelle Wong S3D Iris Hon S3C Letitia Li S3C Candace Yung S3D Tracy Ma S4A Chloe Cheung S4B Sharon Ho S4D Gillian Ho S4D Jessica Li S5A Ruby Chong S5B Vanessa Li S5B Tiffany Chen S5C Gigi Lau S5C Amanda Joe S5C Jasmine Hui S5D Wendy Cheung S5D
Group Thanks www.hk.golden.com Jasmine Har S1C Highly Commended Zara Ho S1C Nicole Chong S2A Kathy Cheung S2C Ashley Lai S2D Carly Lee S2D Catherine Hu S3A Yuki Chan S4D Rachel Chan S2B Brigitta Lau S2C Coco Chan S3A Eunice Cheung S3A 106 Catherine Lam S3B Athena Kong S4A Theana Pang S4A Clara Yip S4A Coco Leung S4B Claudia Cho S5A Gemma Accounci S5B Gertrude Liu S5C Stephanie Chan S5D Natalie Cho S5D
Duet Reckless Gertrude Liu S5C Stephanie Chan S5D
Trio I wanna Love you Theana Pang S4A Highly Commended Athena Kong S4A Clara Yip S4A Modern Group Only hope Angela Chuang S1C Highly Commended Sabrina Choi S2C Cassedi Chan S2D Jade Chan S2D Stephanie Chen S2D Chloe Yau S2D Sally Yuen S4B Kelly Eng S2D Kathy Hon S2D Kelly Ho S4A Mizuka Tang S4D Karen Siao S4D
Solo The power of Love Wendy Cheung S5D Highly Commended
107 Internal Scholarships, Awards & Programmes
CLC Scholarship for the Most Outstanding All-rounded Student Eunice Chang S5A
MSS Scholarship for Students with the Most Outstanding Results in the HKDSE Yammie Cheng S6A Stephanie Ng S6D Pearl Chiu S6D
Miss Hui Fung Ching Memorial Scholarship for Outstanding Achievement in Chinese History Stephanie Mak S3C Stephanie Lam S6C
Mrs. Nancy Wong Scholarship for Outstanding Achievement in Literature in English Siobhan Li S3D Vanessa Ho S6A
Mr. Hui Kee Memorial Scholarship for Outstanding Achievement in Religious Activities Jessica Tam S5D
Mrs. Chau Ho Dak Hing Memorial Scholarship for Outstanding Community Service Serene Tse S5A Tammy Chan S5B Isis Lam S5C
Mrs. Annie Frances Fu Award for the Sportsperson of the Year Kelly Kwong S3A
Maryknoll Sisters Education Grants Naomi Lee S1C Daisy Li S2C Faith Tse S3B Anna Lam S4D Iban Kaur S5B
Columban Sisters Education Grants Vigi Pun S1D Sherry Adecer S2A Jasmine Chu S3A Sally Yuen S4B Gracia Tsui S5B
Students with the Most Outstanding Talents Art & Design Natalie Cho S5D Dance Peggy Tsui S5A Music Georgina Chan S5C Speech and Drama (Chinese) Eunice Chang S5A Speech and Drama (English) Michelle Maninggo S4C Sports Audrey Yau S2D
Principal’s Award for Academic Excellence 1st term Rachel Lu S1A Stephany Tai S2B Kylie Chang S3A Sharon Wong S4C Eunice Chang S5A Regina Lo S6B 2nd term Cherry Lam S1A Helena Chen S2B Abby Ng S3D Sharon Wong S4C Lily Lee S5B 108 Academic Award Rachel Lu S1A Miriam Lam S1B Angel Wong S1C Chloe Ching S1D Jasmin Hui S2A Helena Chen S2B Hannah Cheng S2C Macy Chan S2D Kylie Chang S3A Sonia Yau S3B Stephanie Mak S3C Abby Ng S3D Cynthia Li S4A Chloe Lam S4C Rachel Lau S4C Sharon Wong S4C Eunice Chang S5A Lily Lee S5B Vanessa Li S5B Samantha Ng S5C Vanessa Ho S6A Regina Lo S6B Veronica Huang S6C Nicole Chan S6C
MSS Alumnae Association Award Most Outstanding Bilingual Students English and Chinese Rachel Lu S1A Helena Chen S2B Cherrin Wu S3D Sharon Wong S4C Eunice Chang S5A Vanessa Ho S6A
English and French Preya Shah S6B
English and Chinese as a Second Language Michelle Maninggo S4C
MSS PTA Award for the Most Improved Students Helena Chen S2B Macy Chan S2D Ashley Lai S2D Yoyo Leung S2D Tracy Cheng S3C Stephanie Mak S3C Tiffany Tsang S3C Bianca Ho S3D Cheung Hoi Ying S4B Cherri Kwok S4B Angie Kwok S4D Rachel Lee S4D Rachel Chan S5A Clara Chow S5A Natalie Dungey S5C Gertrude Liu S5C Sammi Ng S6B Natalie Warne S6D
Academic Excellence in individual Subjects Academic/ Common Test/ Exam Subjects
Chinese Language 1st term Rachel Lu S1A Miriam Lam S1B Natalie Mak S1B Jane Wong S1C Helena Chen S2B Lulu Keung S2C Sharon Tsang S2C Macy Chan S2D Hilary Warne S3B Tracy Cheng S3C Natalie Lam S3C Wu Cherrin S3D Chin Ging Sem S4B Kirsty Poon S4C Sharon Wong S4C Rachel Lee S4D Eunice Chang S5A Gertrude Liu S5C Samantha Ng S5C Tasha Au Yeung S5D Vanessa Ho S6A Regina Lo S6B Pearl Chiu S6D Stephanie Ng S6D
109 2nd term Cherry Lam S1A Miriam Lam S1B Angel Wong S1C Chloe Ching S1D Lulu Keung S2C Cassedi Chan S2D Macy Chan S2D Candice Leung S2D Hilary Warne S3B Bianca Ho S3D Jane Law S3D Siobhan Li S3D Chloe Lam S4C Kirsty Poon S4C Sharon Wong S4C Rachel Lee S4D Eunice Chang S5A Lily Lee S5B Stephanie Pang S5B Candice Chan S5D
GCSE Chinese 1st term Hannah Miranda S1A Vanessa Yim S2A Adena Silang S3A Michelle Maninggo S4C Gemma Acconci S5B 2nd term Hannah Miranda S1A Vanessa Yim S2A Adena Silang S3A Michelle Maninggo S4C Gemma Acconci S5B
English Language 1st term Stephanie Chan S1A Cherry Lam S1A Hannah Miranda S1A Sammee Tse S1A Abigail Cheung S2A Jasmin Hui S2A Clara Hui S2B Stephany Tai S2B Monima Pun S3A Zoe Lowe S3C Victoria Li S3D Kate Lowe S3D Cynthia Li S4A Carolyn Chan S4B Chloe Lam S4C Sharon Wong S4C Iban Kaur S5B Silvy Chan S5B Lily Lee S5B Natalie Chan S5D Vanessa Ho S6A Toby Law S6A Preya Shah S6B Veronica Huang S6C 2nd term Cherry Lam S1A Karrie Lam S1A Hannah Miranda S1A June Rippon S1A Abigail Cheung S2A Jasmin Hui S2A Helena Chen S2B Katie Cham S2C Monima Pun S3A Audrey Chung S3B Zoe Lowe S3C Kate Lowe S3D Helen Leung S4B Chloe Lam S4C Michelle Maninggo S4C Sharon Wong S4C Iban Kaur S5B Jacqueline Chan S5D Natalie Chan S5D Lee Yi Ting S5D
French 1st term Gitanjali Bharvani S6B
110 Mathematics 1st term Rachel Lu S1A Nikki Ng S1A Chloe Chung S1C Florinda Yeung S1D Jasmin Hui S2A Nicole Ha S2B Sabrina Choi S2C Macy Chan S2D Kylie Chang S3A Cherie Ho S3B Abby Ng S3D Eamen Yip S3D Carolyn Chan S4B Wendy Hung S4B Rachel Lau S4C Tiffany Mak S4C Mandy So S5A Sara Li S5B Catherine Ng S5B Stephanie Pang S5B Yammie Cheng S6A Regina Lo S6B Nicole Chan S6C 2nd term Stephanie Chan S1A Rachel Lu S1A Perissa To S1A Miriam Lam S1B Chloe Chung S1C Jasmin Hui S2A Nikiny Lo S2A Sabrina Choi S2C Jeanne Lam S3A Emily Lau S3A Cherie Ho S3B Nicole Teng S3C Wendy Hung S4B Chloe Lam S4C Kirsty Poon S4C Sharon Wong S4C Mandy So S5A Lily Lee S5B Catherine Ng S5B Juliana Tse S5B
Mathematics Extension: M1 Calculus and Statistics 1st term Vanessa Li S5B Regina Lo S6B 2nd term Cheryl Tse S4B Lily Lee S5B
Mathematics Extension: M2 Algebra and Calculus 1st term Joey Chan S5B Yolanda Li S6B 2nd term Wendy Hung S4B Eve To S5A
Liberal Studies 1st term Christie Mok S4A Helen Wong S4A Charlotte Ho S4C Sharon Wong S4C Vanessa Li S5B Heily Woo S5B Samantha Ng S5C Natalie Chan S5D Leona Chen S6A Pearl Chiu S6D 2nd term Claudia Lee S4A Tiffany Mak S4C Kirsty Poon S4C Sharon Wong S4C Edith Chan S5A Silvy Chan S5B Heily Woo S5B
111 Chinese Literature 1st term Vanessa Ho S6A
English Literature 1st term Karrie Lam S1A Rachel Lu S1A Sammee Tse S1A Jamilynn Yem S1A Jasmin Hui S2A Andrea Manansala S2A Katie Chan S2B Flora Chen S2B Hilary Warne S3B Sonia Cheung S3C Zoe Lowe S3C Siobhan Li S3D Cherrin Wu S3D Chloe Lam S4C Isadoria Yung S5C Lee Yi Ting S5D Vanessa Ho S6A Veronica Huang S6C 2nd term Jessica Wong S1A Gloria Lau S1B Catrina Siu S1C Chloe Ching S1D Jasmin Hui S2A Katie Chan S2B Gloria Chau S2B Katie Cham S2C Jeanne Lam S3A Audrey Chung S3B Siobhan Li S3D Abby Ng S3D Chloe Lam S4C Gemma Acconci S5B Barbie Liu S5D
Chinese History 1st term Summie Cheng S1A Sammee Tse S1A Cherry Tse S1C Clare Yeung S1C Olga Ming S3A Sonia Yau S3B Stephanie Mak S3C Nicole Teng S3C Charlotte Choi S4D Tracy Chan S5C 2nd term Janice Luk S2B Lulu Keung S2C Ophilia Leung S2C Athena Yu S2C Olga Ming S3A Natalie Lam S3C Cheryl Suen S3C Abby Ng S3D Gertrude Liu S5C Cindy Poon S5C
History 1st term Abigail Cheung S2A Helena Chen S2B Martha Lai S2B Stephany Tai S2B Kylie Chang S3A Tracy Cheng S3C Yvette Lo S3C Stephanie Mak S3C Phebe Da Roza S6D 2nd term Stephanie Chan S1A Cherry Lam S1A Natalie Mak S1B Catrina Siu S1C Chrissy Au S3A Charlotte Lau S3B Tracy Cheng S3C Abby Ng S3D Cynthia Li S4A
112 Integrated Science 1st term Cherry Lam S1A Abbie Lo S1A Miriam Lam S1B Megan Ng S1C Hannah Cheng S2C Phyllis Chiu S2C Sharon Tsang S2C Ashley Lai S2D 2nd term Joyce Cheng S1A Hannah Miranda S1A Perissa To S1A Chloe Chung S1C Lilian Chen S1D Chloe Ching S1D Abigail Cheung S2A Helena Chen S2B Edwina Lai S2B Lulu Keung S2C Samantha Siu S2C Macy Chan S2D
Physics 1st term Chrissy Au S3A Lianna Yuen S3A Cherie Ho S3B Bianca Ho S3D Stephanie Ng S4A Renee Chan S5A Regina Lo S6B 2nd term Chrissy Au S3A Akilah Cheung S3B Erika Lum S3B Bianca Ho S3D Wendy Hung S4B Renee Chan S5A
Chemistry 1st term Akilah Cheung S3B Sonia Yau S3B Stephanie Louie S3C Stephanie Mak S3C Hailey Lam S4C Chloe Lam S4C Renee Chan S5A Lily Lee S5B Ellen Lau S6B Regina Lo S6B 2nd term Jeanne Lam S3A Akilah Cheung S3B Charlotte Lau S3B Sonia Yau S3B Rachel Lau S4C Sharon Wong S4C Renee Chan S5A Lily Lee S5B
Biology 1st term Kylie Chang S3A Olga Ming S3A Tracy Cheng S3C Abby Ng S3D Claudia Lee S4A Sharon Wong S4C Renee Chan S5A Nicole Chan S6C 2nd term Olga Ming S3A Akilah Cheung S3B Bianca Ho S3D Abby Ng S3D Wendy Hung S4B Rachel Lau S4C Serene Tse S5A
113 Business, Accounting and Financial Studies 1st term Michelle Maninggo S4C Catherine Ng S5B Cherrie Ho S6A 2nd term Denise Chan S4C Mandy So S5A
Economics and Public Affairs 1st term Hannah Miranda S1A Gloria Lau S1B Megan Ng S1C Lilian Chen S1D Emily Lau S3A Adena Silang S3A Yvonne Yip S3A Vanessa Choi S3B Bianca Ho S3D 2nd term Vianne Chan S2A Helena Chen S2B Therese Wong S2C Athena Yu S2C Kylie Chang S3A Emily Lau S3A Sonia Yau S3B Abby Ng S3D
Economics 1st term Rachel Lau S4C Sharon Wong S4C Eunice Chang S5A Lee Yi Ting S5D Cherrie Ho S6A Regina Lo S6B 2nd term Patricia Lu S4B Rachel Lau S4C Sharon Wong S4C Vanessa Li S5B Sara Li S5B
Geography 1st term Helena Chen S2B Stephany Tai S2B Cherry Wat S2B Samantha Siu S2C Hilary Warne S3B Stephanie Mak S3C Bianca Ho S3D Abby Ng S3D Emily Liu S4A Kylie Leung S5D 2nd term Stephanie Chan S1A Angelica Samera S1A Perissa To S1A Chloe Chung S1C Natalie Or S3B Hilary Warne S3B Bianca Ho S3D Abby Ng S3D Emily Liu S4A Silvy Chan S5B Kylie Leung S5D
Information and Communication Technology 1st term Chloe Sze To S5B Florence Law S6C 2nd term Cherry Chan S4B Helena Mok S5B
114 Religious Studies 1st term Cynthia Li S4A Hailey Lam S4C Chloe Lam S4C Tiffany Mak S4C Sharon Wong S4C 2nd term Nicole Chen S4C Charlotte Ho S4C Chloe Lam S4C Sharon Wong S4C
Visual Arts 1st term Tiffany Ki S4B Natalie Cho S5D 2nd term Tiffany Ki S4B Natalie Cho S5D
Cultural/ Non-Common Test/ Non-Exam Subjects Computer Literacy June Rippon S1A Nicole Ng S1B Angel Wong S1C Chloe Ching S1D Nikiny Lo S2A Stephany Tai S2B Katharine Pang S2C Macy Chan S2D Ada Lo S3A Sonia Yau S3B Tiffany Chan S3C Sybil Huang S3D
Religious Education Cherry Lam S1A Hannah Miranda S1A Natalie Koh S1B Felicia Kung S1D Natasha Sum S2B Stephany Tai S2B Ruby Chiu S2C Katharine Pang S2C Kylie Chang S3A Chloe Lo S3B Natalie Ko S3C Odelle Wong S3D Clara Chow S5A Silvy Chan S5B Audrey Teng S5C Candice Chan S5D Leona Chen S6A Tiffany Mak S6B Alice Tam S6C Phebe Da Roza S6D
Visual Arts Cherry Lam S1A Christie Wong S1B Davina Wong S1B Lilian Chen S1D Helena Chen S2B Natasha Sum S2B Annis Leung S2C Michelle Tong S2C Vinci Cheung S3A Akilah Cheung S3B Charlotte Lau S3B Annette Wan S3D
Physical Education Melissa Lau S1B Evelyn Cheung S1C Jane Wong S1C Kristie Yiu S1C Brigitta Lau S2C Joanna Yuen S2C Jade Chan S2D Cristine Lui S2D Ada Lo S3A Annick Lau S3B Letitia Li S3C Siobhan Li S3D Carolyn Chan S4B Chin Ging Sem S4B Rachel Lau S4C Gillian Ho S4D
115 Peggy Tsui S5A Portia Wong S5A Vanessa Li S5B Natalie Dungey S5C Theresa Tse S6A Ellen Lau S6B Ashley Mui S6C Stephanie Au S6D
Technology and Living Felice Leung S1A Natalie Mak S1B Chloe Chung S1C Jasmine Wong S1D Atta Ng S2A Ottilia Lai S2B Tiffany Wai S2C Candice Leung S2D Vinci Cheung S3A Ada Lo S3A Akilah Cheung S3B Wanbie Tsang S3C
Putonghua Perissa To S1A Miriam Lam S1B Clare Yeung S1C Florinda Yeung S1D Jasmin Hui S2A Natalie Ho S2B Samantha Siu S2C Macy Chan S2D Catherine Hu S3A Hilary Warne S3B Stephanie Mak S3C Annette Wan S3D
Music Stephanie Chan S1A June Rippon S1A Miriam Lam S1B Catrina Siu S1C Rachel Lam S2B Michelle Tong S2B Phyllis Chiu S2C Tiffany Wai S2C Alanna Chan S3A Florence Pang S3B Tiffany Chan S3C Victoria O Young S3C Kelly Ho S4A Hailey Lam S4C Yonnie Lo S4C Eve Au S5A Georgina Chan S5C Rachel Wong S5D
LEAD Top 3 in Fitness Gold Award Evelyn Cheung S1C Cherrie Lee S1B Kayla Lee S1D Joanna Yuen S2C Brigitta Lau S2C Nicole Ha S2B Henley Ho S2D Natalie Sze-Nee S2D Anna Chow S3B Sonia Yau S3B Akilah Cheung S3B Isabel Chan S3C Letitia Li S3C Rachel Lau S4C Christine Leung S4A Chin Ging Sum S4B Natalie Dungey S5C Vanessa Li S5B Christy Tse S5D
Community Service Award Gold Serene Tse S5A Tammy Chan S5B Amanda Joe S5C Isis Lam S5C
Silver Victoria Kong S5B
116 Bronze Isabel Chan S3C Sally Yuen S4B Eve To S5A Silvy Chan S5B Phoebe Kam S5B
PTA Reading Scheme (English) Best Reading Report Awards Natalie Ko S3C
Most Active Student Award Tiffany Tsang (34 books) S3C
Most Active Class Award S2B (525 books)
PTA Reading Scheme (Chinese) Best Reading Report (Gold) Clare Yeung S1C Sharon Tsang S2C Jeanne Lam S3A Jade Chiu S4A
Best Reading Report (Silver) Sammee Tse S1A Sare Hughina S2A Sonia Yau S3B Rachel Lau S4C
Best Reading Report (Bronze) Martina Yuen S1C Gloria Chau S2B Sybil Huang S3D Yuki Chan S4D
Best Reading Record Cards Awards Rachel Lu S1A Stephany Tai S2B Akilah Cheung S3B
Most Active Student Award Erica Yeh (32 books) S2D
Most Active Class Award S2D (375 books)
MSS Alumnae Association for the Most Outstanding Student Leaders Student Council Serene Tse S5A Vice Chairlady Eve To S5A ECA Co-ordinator Isis Lam S5C Service Co-ordinator
School Service Awards Student Council Payton Fok S5A Sports Co-ordinator Chloe Lam S4C Secretary Carolyn Chan S4B Treasurer Tiffany Chen S5C PRO
117 RAC Jessica Tam S5D Chairlady Phoebe Kam S5B Vice Chairlady Victoria Pui S4D Vice Chairlady Yvette Ng S4A Secretary Vanessa Chan S4D Treasurer Sharon Lee S5A PRO
ECA Committee Eunice Chang S5A Chairlady Cherry Chan S4B Secretary Stephanie Ng S4A Treasurer
Service Committee Tammy Chan S5B Chairlady Anna Lam S4D Secretary Christie Lo S4A PRO Magdaleine Wong S4B PRO
Sports and Competitions Committee Cindy Poon S5C Chairlady Natalie Dungey S5C Vice Chairlady Beatrix Lee S4B Administrative Officer Cherry Chan S4C Training Officer Christine Leung S4A PRO
Houses Jupiter Athena Kong S4A Vice Captain Sharon Ho S4D Vice Captain Mercury Gemma Acconci S5B Captain Uranus Peggy Tsui S5A Captain Venus Amanda Joe S5C Captain Coco Leung S4B Vice Captain
School Teams Athletics Team Clare Cheng S4A Captain
Badminton Team Sammi Tung S4D Captain
Basketball Team Hedia Chan S5A Captain
Cross Country Team Beatrix Lee S4B Captain
118 Dance Team Peggy Tsui S5A Captain
Swimming Team Natalie Dungey S5C Captain
Table-tennis Team Jasmine Tong S5B Captain
Tennis Team Magdaleine Wong S4B Captain
Academic Clubs Chinese Eunice Lam S5D Chairlady
Mathematics Rachel Chan S5A Chairlady
Science Jessica Poon S5A Chairlady
Interest Clubs First Aid Helena Mok S5B Chairlady
HKAYP Judy Chui S5D Chairlady
JPC Elaine Tsoi S5B Chairlady
Theatrical Fashion Andrea So S5D Chairlady
Visual and Performing Arts Clubs Chinese Drama Ruby Chong S5B Chairlady
Dance Stephanie Chan S5D Chairlady
Drama Lee Yi Ting S5D Chairlady
Theatrical Make-up Christy Tse S5D Chairlady
Visual Arts Tina Tsoi S5A Chairlady
119 Community Service Clubs CYC Catherine Ng S5B Chairlady
Girl Guides Sally Yuen S4B Chairlady
School Service Groups Campus TV team Wing Tsui S4C Chairlady
Librarians Candice Chan S5D Chairlady
MSS Messenger (Chinese) Stephanie Pang S5B 編輯
Student IT Team Sidra Syeeda S5D Chairlady
Yearbook Committee Gracia Tsui S5B Chairlady Clara Chow S5A 編輯 Natalie Cho S5D Art Director
Interact Club Valerie Mok S5B President
Pastoral Care Service Groups Career Guidance Team Annika Liu S5B Chairlady
Civic Education Team Ruby Kam S5A Chairlady Cherry Chan S5C Vice Chairlady Stephanie Ghaw S5C Vice Chairlady Claudia Lee S4A Secretary Gigi Lau S5C PRO
Environmental Education Team Silvy Chan S5B Chairlady
Guidance Team Eve Au S5A Chairlady Jaime Cheng S5A Vice Chairlady Josephine Yu S5D Vice Chairlady Mandy So S5A Secretary Yonnie Lo S4C PRO
Health Education Team Edith Chan S5A Chairlady Renee Chan S5A Vice Chairlady Victoria Kong S5B Secretary Jasmee Tam S4C PRO Sharon Wong S4C PRO 120 E. Financial Report of Government Funds and School Funds 2014 – 2015
Financial Summary Income $ Expenditure $ I. Government Funds (1) Operating Expenses Block Grant (OEBG) (a) General Domain (i) Admin. Grant 4,295,500.41 4,056,871.49 Salaries for non-teaching staff (Administrative officers/clerks and janitors) (ii) School & Class Grant 712,615.19 1,446,643.01 Daily running cost (including utility charges, cleaning services, postage, transportation, printing, consumable, maintenance, etc.) (iii) Subject Grants 99,958.98 84,049.40 Expenses of subjects, functional groups and committees (iv) SBM Supplementary Grant 197,245.00 74,049.78 (v) Composite Information Technology Grant (CITG) 369,649.00 388,505.30 (vi) Other Grants 522,004.83 285,227.50
Other Grants (including Training and Development Grant, Enhancement Grant & Noise Abatement, etc.) Sub-total: 6,196,973.41 6,335,346.48
(b) Special Domain (i) W.S. Approach to Guidance Programme Fund 7,123.00 5,512.00 (ii) Extensive Reading Grant 33,237.12 32,117.92 (iii) Capacity Enhancement Grant (CEG) 557,148.00 630,540.00 Sub-total: 597,508.12 668,169.92
(2) Non - Operating Expenses Block Grant (Non-OEBG) (a) Composite Furniture and Equipment Grant 424,872.00 684,572.07 (b) Senior Secondary Curriculum Support Grant 832,072.00 858,140.78 (c) School-based Support Grant for NCS 950,000.00 778,246.71 (d) Career and Life Planning Grant 517,620.00 445,293.85 (e) Diversity Learning Grant (DLG) – Applied Learning, Other Languages 120,400.00 104,612.00 & Other Programmes (f) Other Grants 35,488,286.44 35,620,749.52 (including Salaries Grant, Home-Sch. Co-operation, MISS, etc.) Sub-total: 38,333,250.44 38,491,614.93
Total (1a) + (1b) + (2) = 45,127,731.97 45,495,131.33 Surplus / (Deficit) (367,399.36)
II. School Funds (Subscriptions / Tong Fai) 1,298,126.82 3,834,181.47 Surplus / (Deficit) (2,536,054.65)
121 F. Report on the use of Special Government Grants 2014-2015
1. Capacity Enhancement Grant (CEG)
Deployment Achievements Full-time Chinese An additional teacher has made possible split-class teaching in Language Teacher Chinese Language at S1 and S2 to cater for the special needs of students. Small class teaching made it easier to cater for the diverse learning needs of students at the junior secondary. Students were given more attention and had more opportunities to interact in the classroom. One class in S1, S2 and S3 was taught in Putonghua. Additional human resources also relieved the workload of teachers in the Chinese Language Panel and allowed them more time to refine teaching materials and assessment strategies to cater for student diversity. Full-time Teaching The teaching assistant provided IT and logistic support to teachers Assistant by assisting with the processing and management of school data and related administrative duties. He also assisted with the teaching of Computer Literacy and project learning programmes in S1 & S2.
Evaluation and Reflections
The extra teacher and teaching assistant employed through the CEG enabled the school to achieve its major concern of curriculum differentiation to cater for students’ diverse needs. The extra Chinese Language teacher made possible enhancement and remedial programmes in Chinese Language to cater for learner diversity in the junior secondary. The teaching assistant relieved teachers of administrative duties to focus more on curriculum refinement and pastoral care prgrammes for students. Given such benefits, the school will continue to make use of the CEG in the coming year to provide a broad and balanced curriculum and to support the different needs of students.
122 2. Senior Secondary Curriculum Support Grant (SSCSG) and 0.4 fractional staff encashed
Deployment Achievements Full-time LS, EPA and A full-time teacher was employed to teach LS, EPA and IS. IS Teacher Teachers of the respective subject panels had more time for planning and preparing teaching and assessment materials to cater for the diverse needs of students. With one extra LS teacher to supervise students’ IES at S5 and S6, more attention and guidance were given to individual students. Part-time Religious The additional teacher provided regular lessons for students and Education Teacher facilitated religious activities conducted outside lesson time. A wide range of religious activities e.g. Confirmation Class and Faith Sharing Groups were provided to cater for the diverse needs of students.
Evaluation and Reflections
Extra teachers employed through the SSCSG enabled the school to achieve its major concern of curriculum differentiation to cater for students’ diverse needs. The part-time Religious Education teacher enabled the school to enrich its religious education programmes and cater for the pastoral and spiritual needs of its students. Employing extra teachers through the CEG and SSCSG allowed an even distribution of resources for the different KLAs. Given such benefits, the school will continue to make use of the SSCSG in the coming year to support a broad and balanced curriculum and to cater for the needs of students.
123 3. Diversity Learning Grant (NSSDLG)
Programmes Achievements Applied Learning This year two students in S6 took part in Applied Learning Courses Courses. One took part in Film and Video Studies, and the other took part in Western Cuisine. Other Languages: A part-time French teacher was employed to provide lessons for French the last batch of Non-Chinese Speaking students of S6 in preparation for the international CIE-AS Level French Exam adopted by the HKDSE Exam. All students passed the 2015 French Exam. The teacher also trained students and prepared them for territory-wide competitions. French students took part in the 5th French Speech Competition and won prizes in different events. Gifted Programmes in To cater for student diversity and multiple intelligences, and to Science, Mathematics, encourage high aspirations, pull-out programmes for gifted Chinese Language and students in Science, Mathematics, Chinese Language and Chinese Chinese Literature Literature were held during term time after school, and the post- exam period. Through the provision of enrichment and extension activities, students’ diverse interests were catered for. The gifted and talented were challenged to further excel and explore the realms of knowledge and skills beyond the regular curriculum. Students’ motivation to learn and aspiration to excel was further enhanced.
Evaluation and Reflections
The DLG enabled the school to provide a variety of programmes to stretch students’ potential and to enable them to further develop their talents, motivation to learn and desire to achieve excellence. Although lessons took place after normal school hours, students showed interest and motivation in achieving good results. Although French will no longer be offered in the coming year, similar arrangements for Applied Learning Courses and gifted programmes in Science, Mathematics and Chinese will be made to support the diverse needs of students in the senior secondary.
124 4. Non-Chinese Speaking Students Support Grant (NCSSSG)
Deployment Achievements Two Full-time Two full-time teachers were employed to facilitate the provision Teachers for Chinese as of Chinese as a Second Language lessons for NCS students of S1 a Second Language to S5 in a pull-out programme scheduled in the normal timetable. Led by officers of the EDB School-based Support Services programme, a school-based curriculum and assessment materials for Chinese as a Second Language were designed. Adjustments and enrichment were made to teaching and assessment materials at each level to cater for the diverse needs of students and to prepare them for the public exams. Students of S3 to S5 who took the GCSE and GCE Chinese Language Exams 2015 got excellent results. Full-time Teaching The teaching assistant provided support for teachers of the Assistant for the Chinese Language panel to facilitate the designing and Chinese language Panel implementing of the Chinese as a Second Language curriculum and assessment materials. She also assisted with the implementation of programmes to enrich the experiences and exposure of NCS students to Chinese culture, and provided support for the logistics of the GCSE and GCE Chinese Language exams. Other programmes Reading materials and educational resources were purchased to enhance and enrich the curriculum and learning activities of NCS students. Teachers made use of the additional resources to cater for learner diversity at each level. In addition to regular lessons, outings and cultural activities held after school were planned and co-ordinated by the teachers employed. - An outing to the Tai Hang area was arranged for S1-S3 NCS in March. Students enjoyed a Chinese lunch, visited the temples and learnt more about the traditions of the Tai Hang Fire Dragon Dance. - NCS Students of S1-S2 were dressed in traditional Chinese costumes and took part in a singing and dancing performance during the Chinese New Year Programme in February. Their efforts paid off when their performance was received with loud cheers and applause from the audience. - A Chinese Art and Craft Workshop was prepared for NCS students of S1-S6 during the post-exam period in June. Students mastered the skills of paper-cutting and produced patterns of attractive oriental designs.
125 Evaluation and Reflections
With increased funding, two full-time teachers and a teaching assistant were employed to design a school-based Chinese as a Second Language curriculum and assessment materials for NCS students from S1 to S5. This made it possible for the school to provide extra support for NCS students with diverse ability through regular lessons scheduled in the normal timetable. NCS students who expressed difficulty with the normal Chinese Language curriculum appreciated the special Chinese lessons and found this more manageable than the normal Chinese Language lessons. Students also found the regular lessons more effective than lessons and tutorials held after school. The effectiveness of the regular lessons was reflected through the excellent public exam results. A new curriculum will be designed for NCS students of S6 students in the coming year. Since all students would have taken the GCSE and GCE exams, a more flexible curriculum to prepare them for the workplace will be designed and implemented.
Students showed interest in the range of activities which enabled them to have a better understanding of the culture and traditions of the local Chinese. Since the outings and workshops were particularly well received, the school will continue to make use of the Co- curricular Activities time slot as well as the Post-exam Activities time slot to provide a diverse range of cultural activities for NCS students in the coming year.
126 5. Career and Life Planning Grant (CLPG)
Deployment and Programmes Achievements Full-time English Language and An additional teacher was employed to share out the Geography Teacher duties of teachers in the Career Guidance Team and to provide additional support for the programmes and services it offered. More time and attention was given to the individual needs of students. Full-time Teaching Assistant A teaching assistant was employed to provide support to teachers of the Career Guidance Team. Administrative support for JUPAS application as well as data management for further studies and career- related programmes were processed more efficiently and systematically. Skill Programmes for S3-S5 The following pull-out programmes were implemented students during the Co-curricular Activities time slot to enable students to develop the relevant life skills for the respective levels: - S3 Workshop on Study Skills - S4 Concept Mapping Workshop - S5 Workshop on Effective and Efficient Studies for 334
Evaluation and Reflections
With the availability of extra manpower, teachers of the Career Guidance Team had more time to attend to the diverse needs of students. A wider range of programmes were offered to cater for the needs of students at different levels. Students, in general, had a better understanding of their potentials and were able to set SMART and realistic goals for their studies and future careers. Since the feedback to the different programmes offered by the Career Guidance Team was very positive, the Team will continue to offer similar programmes in the coming year.
127 Marymount Secondary School
School Development Plan
2013 - 2016
Core Purposes
Magis Sustainability Symphony
Major Concern I Enabling students to
achieve academic
excellence through further developing students’
Initiative and Inquisitiveness and
promoting Curriculum Differentiation and
Integration.
Major Concern II
Nurturing students’ sense of gratitude for their gifts,
concern for others and
critical awareness of social issues so that they
contribute to building a just and compassionate List of Abbreviations society. Abbreviation Full Name Page 128 APASO Assessment Program for Affective and Social Outcomes 18 BAFS Business, Accounting & Financial Studies 26 BLS Brief Learning Summary 73 CC Curriculum Committee 19 CCA Co-curricular Activities 21 CEC Civic Education Committee 80 CEG Capacity Enhancement Grant 21 CGT Career Guidance Team 75 CITG Composite Information Technology Grant 120 CLC Christian Life Community 3 CPD Continuous Professional Development 9 DLG Diversity Learning Grant 120 DT Discipline Team 81 ECASC Extra-curricular & Services Committee 80 EEC Environmental Education Committee 81 EP Educational Psychologist 20 EPA Economics and Public Affairs 27 GT Guidance Team 73 HET Health Education Team 80 HKAGE Hong Kong Academy for Gifted Education 20 HKDSE Hong Kong Diploma of Secondary Education 35 HOTS Higher Order Thinking Skills 25 HR & AHR Homeroom and Assistant Homeroom Teachers 73 KLA Key Learning Area 4 LPR Language Proficiency Requirement 8 LWL Life-wide Learning 80 MIDAS Multiple Intelligences Developmental Assessment Scales 73 MPS Marymount Primary School 3 MSSAA MSS Alumnae Association 16 MSSPTA MSS Parent-Teacher Association 16 NAS New Academic Structure 3 NCS Non-Chinese Speaking 21 NSSC New Senior Secondary Curriculum 11 OEBG Operating Expenses Block Grant 120 PCD Pastoral Care Division 76 PEA Post Exam Activities 28 RMEC Religious and Moral Education Committee 80 SBA School Based Assessment 60 SDAC Staff Development and Appraisal Committee 19 SEN Special Educational Needs 11 SENGEST Special Educational Needs & Gifted Education Support Team 87 SLP Students’ Learning Profile 72 SMC School Management Committee 5 SSCSG Senior Secondary Curriculum Support Grant 21
129
Marymount Secondary School School Organisation Chart 2014– 2015
Learning & Teaching Division School Management Committee (2 Representatives)
Supervisor Pastoral Care Division (2 Representatives)
Principal Staff Development & School Advisory Appraisal (1 Representative) Executive PTA Council Committee
Assistant Principals IT in Ed & Management MSS Alumnae (1 Representative) Association School General Affairs (1 Representative) Student Council Pastoral Care Learning & Teaching Division Division
Student Affairs Civic Religious Extra-curricular Environmental Education & Moral Activities & Committee Education Academic Curriculum Education Services Committee Committee Committee Committee Committee Committee
Promotion Aesthetic Houses ECAS Education of Reading Appendix 1 Discipline Guidance Career Health Special Student Club/ Working Working Team Guidance Education Educational Needs Learning Groups / Group Team Group (AEWG) Team Team & Gifted Education Profile Teams (RWG) Support Team Team (SLPT)
(SENGEST) Homeroom & Assistant Homeroom Teachers Appendix 2 Marymount Secondary School Co-Curricular Activities (CCA) 2014-2015
1. Co-curricular Activities are activities that supplement and enrich the formal curriculum. Implemented in various ways, they provide students with authentic and experiential learning that are essential to their acquisition of knowledge and skills for the different subjects. 2. Co-curricular activities involving the whole school have been scheduled on different cycle days within the school year. On this day, Schedule C, with lessons ending at 1:00 p.m., will be adopted so that students may take part in different activities organized for their level after lunch. Dismissal time may be later than 3:30 p.m. (Normal Time) or 2:20 p.m. (Summer Time). A different arrangement will be made for CCAs in January. 3. To accommodate a greater variety of learning experiences, co-curricular activities for individual subjects and individual levels have been scheduled at other times of the year. 4. Attendance is compulsory for all participants involved. An excuse letter written by the parent will have to be submitted to the General Office on the following day if the student is absent. 5. Students who are not required to attend the activities scheduled may leave school after lunch or stay in school to study and revise. 6. Students are advised NOT to make appointments outside school on the pre-scheduled CCA afternoons since additional activities may be arranged at this time later in the year. Such arrangements will be confirmed and announced at a later stage. Students and parents will be notified of this.
Monthly Co-Curricular Activities for the whole school 2014-2015
Date Cycle Day Activities Levels Venue CCA1 3 S1 & S2 English Drama Appreciation (2:00 – 3:30) S1 & S2 MSS Hall Oct 15 S3 Talk on Brain-based Learning (2:00 – 3:30) S3 Gym Wed S4 – S6 Aesthetic Experience (Music) S4 – S6 MPS Hall CCA2 7 S1 – S3 Sharing on Reading Non-fiction S1 – S3 MSS Hall Nov 20 S4 Sharing on Reading Non-fiction S4 4/F Multi-purpose Room / Library Thu S5 & S6 Talk on Social Issues (2:00 – 3:30) S5 & S6 MPS Hall CCA3 6 S1 Chinese History Drama (2:00 – 3:30) S1 Gym Dec 1 S2 Visit to Space Museum* S2 Hong Kong Space Museum Mon S3 Workshop on Study Skills (2:00 – 5:00) S3 4/F Multi-purpose Room S4 Concept Mapping Workshop (9:30 – 12:30) S4 4/F Multi-purpose Room S4 – S6 Experience Sharing on “Giving Up is NOT an Option” (2:00 – 3:30) S4 –S6 MSS Hall CCA4 7 S1 JUMP Kick-off (2:00 – 3:30) S1 Gym Jan 13 Tue S2 LEAD Kick-off (2:00 – 3:30) S2 4/F Multi-purpose Room
CCA5 8 S1 & S2 English Festival (2:00 – 3:30) S1 & S2 MSS Hall Feb 11 S3 Chinese History Film Appreciation (2:00 – 4:15) S3 Gym Wed S4 Make-up Lessons # S4 Classrooms S5 Chinese SBA Film Appreciation (2:00 – 4:30) S5 MPS Hall CCA6 4 S1 – S3 Chinese Choral Competition (2:00 – 3:30) S1 – S3 MSS Hall Mar 19 S1 – S3 Cultural Experience for Non-Chinese Speaking Students* S1 – S3 To be confirmed Thu S4 – S5 English Drama Appreciation* S4 – S5 Sai Wan Ho Civic Centre CCA7 9 S1 PTH Film Appreciation (2:00-4:00) S1 Gym Apr 20 S2 audience of S3 English Inter-class Debate Competition Final (2:00 – 3:30) S2 MPS Hall Mon S3 English Inter-class Debate Competition Final (2:00 – 3:30) S3 MPS Hall S4 BAFS visit to Monetary Authority* S4 Hong Kong Monetary Authority S4 Literature in English Film Viewing: Othello (2:00 – 4:30) S4 St Ignatius Room S5 Session on IES (2:00 – 3:30) S5 4/F Multi-purpose Room CCA8 1 S1 Mindfulness Programme S1 Gym May 11 S2 Mathematics Project Presentation (2:00 – 3:30) S2 Classrooms Mon S3 Choice of Subjects for S4 (2:00 – 3:30) S3 4/F Multi-purpose Room S4 & S5 Aesthetic Experience (Visual Arts)* S4 & S5 MSS Hall
* Parents will be informed of details through a separate letter to parents for activities that take place outside school # Students will be informed of the arrangements for make-up lessons at a later stage
Co-Curricular Activities held at other times of the year 2014-2015
Date Cycle Day Activities Levels Venue 2 Sept 7 S1 & S2 Orchestral Performance & Introduction to Instruments (2:00 – 3:00) S1 & S2 MSS Hall Tue 4 Sept 10 S4 Literature in English Film Viewing: Lord of the Flies (1:45 – 4:30) S4 MSS St. Ignatius Room Thu 4 Sept 10 S5 Liberal Studies: An Introduction to IES (2:00 – 3:30) S5 Hall Thu 5 Sept Life-wide S3 Visit to Science Museum S3 Hong Kong Science Museum Fri Learning Day 10 Sept 3 S6 Liberal Studies: IES Product Guidelines (2:00 – 3:30) S6 Library Wed 11 Sept 4 S1 Brain Gym for students who have signed up (2:00 – 3:30) S1 Gym Thu 12 Sept 5 S5 Literature in English Film Viewing: The Painted Veil (1:45 – 4:30) S5 MSS St. Ignatius Room Fri 1 Dec 6 S4 Concept Mapping Workshop (9:30 – 12:30) S4 4/F Multi-purpose Room / Gym Mon 2 Dec 7 S6 Biology Field Trip to Mai Po (p.m. only)* S6 Mai Po Tue 18 Dec 10 S4 Biology Field Trip to Kadoorie Farm (p.m. only)* S4 Kadoorie Farm Thu 10 Feb 6 S4 Geography Field Trip (whole day)* S4 Tsuen Wan Tue 6 S5 Geography Field Trip (whole day)* S5 Caritas Chan Chun Ha Field Studies Centre 12 Feb 10 S4 & S5 Literature in English Drama Appreciation: A Midsummer Night’s Dream* S4-S5 The Fringe Club Thu 6 March 5 S5 Biology Field Trip to Hoi Ha Wan (p.m. only)* S5 Hoi Ha Wan Fri 24 March 7 S3 – S5 Biotechnology Mobile Laboratory Program for Biology Students S3-S5 Car Park of MPS Tue 3 April Hong Kong Jockey Club 130th Anniversary – The HKJC Horse Painting by 1000 S1-S5 Sha Tin Racecourse and Penfold Park Tue Students for Guinness World Record (whole day)*
14 April Life-wide S1 Life-wide Learning Programme* S1 To be confirmed Tue Learning Activities S5 Workshop on Effective and Efficient Studies for 334 (whole day)* S5 Gym
30 April Cavalier Horse Show in Hong Kong* S1-S5 Central Harbourfront Thu April / May S2 Court Visits* S2 High Court
4-7 May S4 IT Sessions (Reading Time) S4 IT Lab Mon-Thu Please refer to arrangements for each session at the bottom of this sheet
* Parents will be informed of details through a separate letter to parents for activities that take place outside school
Second Term: S4 Time: 8:00 – 8:25 (Reading Time) Venue: To be confirmed Class S4A S4B S4C S4D Date 4 May (Monday) 5 May (Tuesday) 6 May (Wednesday) 7 May (Thursday)
Appendix 3 Marymount Secondary School 25th August Pastoral Care Programmes Composite Schedule (2014 – 2015) 2014
Date Organizers Activities Objectives/ Facilitator(s)/ Values Particulars 2014 25/8/14 RMEC S1 Catholics Orientation Introduction to the MSS RMEC (LB) 8:30 – 11:30 am Catholic Community V: Hall 3/9/14* Student Student Council Election Student Council (C1 D8) Council 8:05 – 9:00 am (WS) V: Hall GT S1 Adjustment Programme Care & Commitment; GT (LB) (After school) 2:00 – 4:00 pm Concern for others V: Hall 4/9/14 Homeroom Long HR Session for S1 – 6 Getting started for the HR (CB) (C1 D10) Teachers (HR); S3: Introduction to the Student new school year V: Classroom Student [OLE: Learning Profile (30 min) S3 SLP Session (LB): Learning Mrs. J. Ma 8:05 – 9:00] S4: APASO Survey on Profile Team Miss Y. Wong, HR & (SLPT) Leadership (8) AHR S5: APASO Survey on Health & V: Library Well Being(Test Anxiety) (10) and Stress Management (15) S6: APASO Survey on Goals of Life (18) 5/9/14 Pastoral Care Committees/Teams/ Life-wide Learning Day Division HRs & AHRs/Ts (WS) Guidance S1 8:30 am – 4:00 pm Self-management, Training Provider (LB) Team Adventure-based Social Skills, V: Tai Tam Scout (GT) Team-Building Programme Problem-solving Skills Centre Attendance Check: 8:30 am & Perseverance; Arrival at MSS: 4:00 pm Concern for others Extra- S2 8:30 am – 12:30 pm To nurture Ss’ sense of ECASC & curricular Voluntary Service Training Gratitude for their gifts Sing Woo Youth Activities & Attendance Check: 8:15 am & Concern for others Centre (LB) Services V: Rm. 307, Library, Committee Prayer Rm. & SAC Lunch at MSS: 12:30 – 1:25 pm (ECASC) Health S2 1:30 – 3:30 pm To nurture a spirit of Diabetes Hong Kong Education Living Without Diabetes Concern for Diabetes (LB) Team Attendance Check: 1:25 pm patients; V: Hall, Comp. Rm. (HET) To develop a healthy 314, IT Lab & 4 Clms lifestyle Career S3 9:00 am – 12:00 noon Enabling Ss to Hong Kong Guidance Goal Setting Workshop Appreciate their gifts; Federation of Youth Team (CGT) Session1: 9:05 – 10:05 am Promoting high Groups, Miss Y. Wong, Session 2: 10:20 – 11:20 am aspirations thru setting HRs & AHRs (CB) V: Classroom Session 3: 11:30 am – 12:00 nn goals & utilizing one’s Attendance Check: 8:45 am own gifts Science S3 1:45 – 4:15 pm Interactive Science Science Panel Panel Visit to HK Science Museum Learning; V: Science Museum Attendance Check: 1:00 pm Enhancement of Ss’ Tsimshatsui East Intellectual curiosity ECASC S4 8:15 am – 3:30 pm Leadership Training, Training Provider (LB) Adventure-based Perseverance & V: Ball Court, Gym, Leadership Training Camp Commitment to Portico & Covered Attendance Check: 8:15 am Service Playground Religious & S5 8:30 am – 11:30 am Love, Marriage, Catholic Marriage Moral CMAC Programme on Commitment, Advisory Council (LB) Education Love and Marriage Family & Gratitude V: Hall & Rm. 411/Clms Committee Attendance Check: 8:15 am
(RMEC) Lunch at MSS:
11:30 am – 12:55 pm Career S5 2:00 – 5:00 pm Enabling Ss to learn CGT (LB) Guidance Visit to Universities (1) – more about university V: HK PolyU Team (CGT) The Hong Kong Polytechnic education: programmes University & admission requirements; Enabling Ss to achieve Attendance Check: 1:00 pm academic excellence through setting goals for their study & developing their Initiative & Inquisitiveness RMEC S6 9:00 am – 3:00 pm Concern for others, RMEC & Formation Day: Perseverance and Guest Speakers (LB) Unwrapping the Gifts of Life Gratitude V: Leighton Hill Attendance Check: 8:45 am Community Hall 8/9/14* ECASC – House Election House Moderators (C1 D1) Houses 11:50 am – 1:00 pm (WS) V: Hall & Res. Vs HR; Seven 25-min. lessons & three recesses till 11:50 KEY: CB – Class-based Activity LB – Level-based Activity WS – Whole School V – Venue 1
Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
11/9/14 GT S4 Big Sisters Training Scheme Sense of Gratitude; GT (LB) (C1 D4) (After school) 1:30 – 3:30 pm Care & Commitment V: Hall 12/9/14 HR S1 – 6 Long HR Session Getting started for the HR (CB) (C1 D5) (OLE) new school year V: Classroom [OLE: ECASC – House Meeting 1 Sportsmanship, House Moderators 8:05 – 9:00] Houses House Spirit & (WS) [ECA: (ECA) Commitment V: Foyer, Gymnasium, 12:25 – 1:00] Hall, Library GT S1 & S4 Big Sisters Gathering 1 Sense of Gratitude; GT (LB) (After school) 2:00 – 3:30 pm Care & Commitment V: Hall 17/9/14 ECASC – S1 House Orientation Orientation for students House Captains & (C2 D8) Houses 1:10 – 1:50 pm regarding House Mrs. B. Yeung (LB) [45-min. lessons (Bell at 1:05 pm for S1) matters & V: Hall in am; Lunch: Enhancement of 12:30 – 1:50] House Spirit 19/9/14 Discipline Discipline Talk for S1 – 6 Respect for Self & DT (LB) (C2 D10) Team (DT); Others; Rights & V: Hall/Library [OLE: Responsibilities 8:05 – 9:15] HR S1 & S2 Homeroom Session: Self-discipline, integrity, HR (CB) Follow-up on Discipline Rights & Responsibilities V: Classroom SLPT S3 Homeroom Session: Enabling Ss to achieve HR (CB) Student Learning Profile academic excellence V: Classroom SLPT S4 Homeroom Session: through setting goals SLPT & HR (LB) for their study & Student Learning Profile V: Prayer Rm. developing their Initiative & Inquisitiveness SLPT S5 Homeroom Session: Raising Ss’ awareness SLPT (LB) Introduction to Student of the focus of SLP in S5 V: Rm. 411 Learning Profile and the programmes organized to facilitate their career planning HR S6 HR Session: Rounding up of Enabling Ss to HR (CB) Self-Account appreciate their gifts; V: Classroom Promoting high aspirations through utilizing one’s own gifts 26/9/14* RMEC, Opening School Liturgy & Student leaders are RMEC, Student (C2 D5) Student Inauguration Ceremony of sworn in as they Council & ECASC (WS) pledge commitment [OLE & ECA: Council & Student Leaders V: Hall 8:05 – 10:05] ECASC to serving their schoolmates 30/9/14* CEC Flag-Raising Ceremony Enhancement of CEC (WS) (M9) (followed by Periods 1- 5 of 45 min. @ & National Identity V: Driveway/Lawn/ [8:05 – 8:40; 2 recesses; lunch & pm lessons Hall No RT] according to normal full-day schedule) 3/10/14 GT S1 Introduction to MI Intro to MI as below Mrs. B. Lee (LB) (C3 D10) V: Library [OLE: HR S1 Road Safety Talk Raising Ss’ awareness Traffic HK Island Road 8:05 – 9:15] of the importance of Safety Team (LB) road safety Miss S. Lam V: Library CGT S2 Study Skills Enhancing Ss’ self- CGT c/o School- efficacy through based Educational developing their Psychologist(LB) study habits & time V: Hall management skills SLPT S3 Homeroom Follow-up: Enabling Ss to HR & AHR (CB) Goal Setting 1 achieve academic V: Classroom excellence through setting goals for their study & developing their Initiative & Inquisitiveness SLPT S4 Homeroom Session: Enabling Ss to HR (CB) Follow-up on SLP Appreciate their gifts; V: Classroom Enabling Ss to achieve academic excellence through setting goals for their study & developing their Initiative & Inquisitiveness SLPT & HR S5 Homeroom Session: Enabling Ss to HK Federation of Goal Setting: understand the Youth Groups, Career Exploration 1 importance of Miss Y. Wong & HR pursuing a career V: Classroom (CB) goal & Appreciate their gifts
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Facilitator(s)/ Date Organizers Activities Objectives/ Particulars Values 3/10/14 HR S6 Homeroom Session: Self-management HR (CB) (C3 D10) Preparation for V: Classroom [OLE: Graduation Dinner (30 min.); 8:05 – 9:15] SLPT Follow-up on Self-Account October GT & HR S1 Multiple Intelligences Enhancing Computer Panel (CB) Self-understanding; V: Computer Rooms (during follow-up on Developmental Assessment The Individual MI Profile Computer 21 Nov. 2014, Scales (MIDAS) Questionnaire will guide Literacy 23 Jan., 5 Feb. Developed by S1 students towards HR (CB) setting personal goals V: Classroom Lessons) & 8/15 May Dr. Branton Shearer according to their MI 2015 strengths Teachers to use creative teaching strategies according to Ss’ MI strengths 6/10/14 ECASC S1 – 5 Club Fair ECASC (WS) (C3 D6) 3:00 – 3:30 pm V: Hall [45-minute lessons till 2:55] S6 Dismissal at 2:55 pm 10/10/14 GT S1 Big Sisters Gathering 2 Care & Commitment; GT (LB) (C3 D5) for S1 & S4 Big Sisters Concern for others V: Gym [OLE: GT S2 Revisiting MI Personal Profile & Enhancing Ss’ sense of School-based 8:05 – 9:15] Brief Learning Summary Gratitude for their Educational talents; Guiding Ss in Psychologist (LB) setting learning goals V: Hall by applying/addressing their MI All HRs & AHRs to attend their MI strengths/ the session with students weaknesses SLPT & HR S3 Homeroom Follow-up: Enabling Ss to HR & AHR (CB) Goal Setting 2 Appreciate their gifts; V: Classroom SLPT & HR S4 Homeroom Session: Promoting high Student Learning Profile aspirations through setting goals and utilizing one’s own gifts SLPT S5 Homeroom Session: Enabling Ss to HK Federation of Career Exploration 2 Understand their Youth Groups, career inclinations & Miss Y. Wong & HR Appreciate their gifts V: Classroom (CB) CGT S6 Briefing on JUPAS: Understanding the CGT & HR (LB) Web Applications & application process V: Computer Rooms, Registration MMLC, IT Lab. Prayer Rm. & Rm. 411 10/10/14 ECASC – S4 – S6 Inter-house Sportsmanship & Mrs. B. Yeung & (C3 D5) Houses Badminton Competition House Spirit, Mrs. S. Choi [ECA: 2:50 – 4:00 pm Perseverance & V: Hall 2:40 – 3:30] Commitment Spectators: S4 Student S5 & S6 Talk on Blood Donation Concern for others; Speaker from Red Council Commitment to a Cross(LB) social responsibility V: Rm. 411 through voluntary blood donation 17/10/14 RMEC S1 Affective Education 1: Respect, Rights & HR (CB) (C4 D5) Don’t laugh at me Responsibilities; V: Classroom p.m. Concern for others [OLE: EEC S2 Talk by the Society for To raise Ss’ Concern Speaker from SAA (LB) for the right of 1:30 – 2:40] Abandoned Animals Ltd (SAA) V: Hall animals; To raise Ss’ Awareness of animal cruelty in HK ECASC S3 Service Requirements To nurture Ss’ sense of ECASC (LB) (30 min.) 1:30 – 2:00 Gratitude for their gifts V: Library HR Homeroom Session: & Concern for others HR (CB) (30 min.) V: Classroom SLPT & HR S4 Homeroom Session: Enhancing HR (CB) Workshop on communication skills V: Classroom Writing Self-Account CGT S5 Introduction to Mentorship To be guided by a CGT (LB) c/o MSSAA (30 min.) mentor in exploring V: Rm. 411 SLPT & HR Homeroom Session: one’s study and HR (CB) career paths; Career Exploration 3 V: Classroom Promoting high (30 min.) aspirations CGT S6 Advice on Making Informed CGT (LB) Making JUPAS Choices & Decisions V: Prayer Rm. Preparing for JUPAS Interviews 17/10/14 ECASC ECAS Session 1 Club/Team/Group (C4 D5) Advisers [ECA: V: Respective venues 2:40 – 3:30]
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Facilitator(s)/ Date Organizers Activities Objectives/ Particulars Values 24/10/14 GT S1 & S4 Big Sisters Gathering 3 Care & Commitment; GT (LB) (C4 D10) Concern for others V: Hall Guiding Ss in setting HR & AHR (CB) p.m. GT & HR S2 Homeroom Session: Follow-up on Goal Setting: learning goals by V: Classroom [OLE: applying/addressing Brief Learning Summary for S2 2:20 – 3:30] their MI strengths/ weaknesses HET S3 Money Management Gratitude for financial HR & AHR (CB) support from parents; V: Classroom Commitment of developing money management skills HR S4 Homeroom Session: Promoting high HR (CB) Meeting with students; aspirations V: Classroom APASO Survey on Independent Learning Capacity (76) SLPT S5 Homeroom Session: To enrich Ss' HR (CB) Career Exploration 4 knowledge of V: Classroom different occupations that meet with their personality traits, career interests and abilities CGT S6 University Talk To increase Ss’ CGT (LB) (OLE will extend beyond school Awareness of further V: SAC, Library & education Rm. 411 hours) opportunities; To enable Ss to achieve academic excellence through setting goals for their study and developing their Initiative & Inquisitiveness 30/10/14* EEC Environmental Education To arouse Ss’ curiosity 陳溢晃先生(WS) (C5 D5) Programme: for exploration in V: Hall Hong Kong; [OLE: Historical and Geographical To appreciate the 8:05 – 9:15] Exploration in Hong Kong history and natural beauty of Hong Kong
30/10/14 ECASC ECAS Session 2 Club/Team/Group (C5 D5) Advisers [ECA: V: Respective venues 2:40 – 3:30] 31/10/14 Joint Wanchai Schools Staff Development Day 3/11/14 to School CHIJ Twinning Programme with MSS 7/11/14 7/11/14 RMEC S1 Affective Education 2: Respect, Rights & HR (CB) (C5 D10) Don’t laugh at me Responsibilities; V: Classroom Concern for others [OLE: GT S2 How to get along well with Self-management; GT: SSW (LB) 8:05 – 9:15] Social Skills; V: Hall friends Concern for others CEC S3 Talk on To enhance CEC (LB); Know More About Personal understanding of Speaker from The Data (Privacy) Protection importance of Office of the Privacy personal data Commissioner for protection and foster Personal Data, HK the virtue of respecting V: Rm. 411 each other HET S4 Sex Education 1 Critical awareness of Dept. of Health & Sex and Love social issues; HR (CB) To introduce the V: Classroom relationship between sex and love SLPT S5 Homeroom Session: To introduce some SLPT & HR (LB) Career Exploration 5 ways to obtain the V: Prayer Rm. information which Understanding of Study facilitates Ss’ planning Opportunities (30 min.) on their study pathways Goal-setting To facilitate Ss’ setting HR (CB) their career/long-term V: Classroom goal GT S6 Stress Management Self-management; GT: (LB) Commitment V: Library 10/11/14 PE Panel Sports Day Briefing for Self-discipline & PE Teachers (C6 D1) Commitment V: Respective venues Teacher & Student Officials to be announced Schedule B 2:30 – 3:30 pm for lessons
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Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
12/11/14* CEC Civic Education Programme: To enhance Community Chest (C6 D5) Awareness of social (WS) Aging Population & issues and develop V: Hall [OLE: The Community Chest Concern for the needy 8:05 – 9:15] 12/11/14 ECASC ECAS Session 3 Club/Team/Group (C6 D5) Advisers [ECA: V: Respective venues 2:40 – 3:30] 13/11/14 HR Picnic Day
18/11/14 PE Panel Heats Day (WD) 21/11/14* GT & HR S1 MI Personal Profile 1 Facilitating HR (CB) (C6 D10) understanding of the V: Classroom profile; [OLE: 8:05 – 9:15] Preparation for Brief Learning Summary ECASC S2 – 6 ECASC Programme: To nurture Ss’ sense of ECASC (WS) (20 min.) Gratitude for their gifts V: Hall Introduction to 2015 Service and Concern for Trip – Experience Sharing & others Promotion CEC & HR S2 – 6 Homeroom Session: Enhancement of HR (CB) V: Classroom Inter-class News Quiz (10 min.) Critical Awareness of S4 Follow-up on social affairs Writing Self-Account S6 Preparation for Graduation Dinner 28/11/14* RMEC Advent Programme (15 min) Preparation for the RMEC (WS) (C7 D5) Christmas Season & V: Hall Spirit [OLE: CEC S1 – S6 Homeroom Session: Nurturing Critical HR (CB) 8:05 – 9:15] V: Classroom Top Ten News Election Awareness of social issues 28/11/14 ECASC ECAS Session 4 Club/Team/Group (C7 D5) Advisers [ECA: V: Respective venues 2:40 – 3:30] 5/12/14 HR S1 – 6 Homeroom Session: Prep. for Enhancement of class HR (CB) (C7 D10) Christmas Party/Class Admin. spirit; Learning V: Classroom [OLE: organizational skills 8:05 – 9:15] 10/12/14 PE Panel Sports Day Finals (am) 12/12/14* HET Health Education Programme: To provide Ching Chung Action (C8 D5) knowledge on control (WS) Acne and Skin Care and prevention of p.m. V: Hall acne; . [Lunch: To develop self-
12:35 – 1:30; management skills; OLE: To promote a healthy lifestyle 1:30 – 2:40] 12/12/14 ECASC ECAS Session 5 Club/Team/Group (C8 D5) Advisers [ECA: V: Respective venues 2:40 – 3:30] 18/12/14* English Panel English Speech Recital & Promoting High Speech Festival (C8 D10) Aspirations & Magis; Coordinator & English Dept. (WS) & [OLE: Awards Prize Presentation 1 Reinforcing Personal Commitment Awards Comm. c/o 8:05 – 9:15] Committee Mrs. C. Li V: Hall 19/12/14* RMEC Christmas Programme Celebrating the birth RACs, Choir & Music Panel of Christ the Saviour Orchestra guided by advisers (WS)
V: Hall
2015 5/1/15 to S4 & S5 Mid-year Exam 21/1/15 9/1/15 to S3 Mid-year Exam 21/1/15 9/1/15 to S1 & S2 CT1, 2 & 3 13/1/15 9/1/15 CGT & GT S6 JUPAS Interview To equip Ss with CGT & GT (LB) (C9 D5) Preparing Students for JUPAS interviewing skills/ V: Library [OLE: Interviews; boost confidence 8:05 – 9:15] Advice on Proper Attire 5
Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
9/1/15 (C9 D5) NO ECA; [ECA: S6 dismissed after Report 1 Distribution 2:40 – 3:30] 16/1/15 HET S1 First Aid Training Concern for others; St. John Ambulance (C9 D10) To provide Ss with (LB) [OLE: general knowledge of V: Library 8:05 – 9:15] first aid To enhance Ss’ HR (CB) CEC S2 News Review Critical Awareness of V: Classroom
social issues SLPT & HR S6 Homeroom Session: Preparation for Mock HR (CB) V: Classroom SLP Evaluation; Exam Review before Mock Exam & APASO Survey on Ethical Conduct (36) 23/1/15 ECASC ECAS Session 6 Club/Team/Group (C10 D5) Advisers NOTE: V: Respective venues p.m. Students should report punctually to their HRs for attendance [Lunch: check at 1:30; those not attending any club meetings should 12:35 – 1:30; be actively engaged in reading in the classroom or self-access ECA: learning in the Library or Computer Rooms. Community Relations 1:30 – 2:20; DT S1 Police Talk: Respect & Integrity Officer (LB) V: Gym OLE: Internet Crimes (40 min.) GT & HR Homeroom Session: HR & AHR (CB) 2:20 – 3:30] V: Classroom Follow-up on MI Profile 2: Follow-up on progress My Brief Learning Summary re. Ss’ personal goals S6 Study Respect, Rights & HR (CB) Leave on RMEC S2 Homeroom Session: Responsibilities V: Classroom 23/1/15 Honesty HR S3 Homeroom Session: Promoting high HRs & AHRs (CB) V: Classroom S6 Mock Choice of S4 Subjects 1 aspirations; Exploring one’s Exam personality traits and 26/1/2015 – interests 13/2/2015 ECASC S4 In-depth Service Training 1 To nurture Ss’ sense of Sing Woo Youth 2:20 – 4:20 pm Gratitude for their gifts Centre (CB) & Concern for others V: SAC, Library, Rm. 411 & Prayer Rm. CGT S5 Sharing on Time Management Time Management 2013-14 S6 Graduates Skills, Perseverance & V: Hall Commitment 30/1/15 GT S1 正向心理學之 To enable Ss to GT (LB) (C10 D10) 「快樂原來好簡單」 develop a positive V: Foyer p.m. attitude towards life & be Grateful for the [OLE: gifts they possess 2:20 – 3:30] EEC S2 Workshop on To raise Ss’ Awareness HR (CB) of solid waste V: Classroom Smart Shopping & Disposing? Waste Prevention! problem in HK; To nurture their sense of Gratitude for what they have SLPT & HR S3 Homeroom Session: Promoting high HR (CB) Follow-up on SLP aspirations V: Classroom ECASC S4 In-depth Service Training 2 To nurture Ss’ sense of Sing Woo Youth 2:20 – 4:20 pm Gratitude for their gifts Centre (CB) & Concern for others V: SAC, Library, Rm. 411 & Prayer Rm. SLPT & HR S5 Homeroom Session: Enhancing SLPT & HR (LB) Workshop on Communication Skills V: Hall Writing Self-Account 5/2/15 ECASC ECAS Session 7 Club/Team/Group (C11 D5) Advisers NOTE: V: Respective venues p.m. Students should report punctually to their HRs for attendance [Schedule B: check at 12:40; those not attending any club meetings should Periods 2 to 6 be actively engaged in reading in the classroom or self-access before lunch learning in the Library or Computer Rooms. at 11:45 – 12:40; GT & HR S1 Homeroom Session: Follow-up on Ss’ HR & AHR (CB) V: Classroom ECA: Follow-up on MI Profile 3: progress regarding 12:40 – 1:20; My Brief Learning Summary personal goals on MI OLE: DT S2 Police Talk: Self-discipline & DT (LB) 1:20 – 2:20 The Criminal Liabilities of Respect for Self and V: Library
for all except Others Bullying Behaviour (40 min.); HR & AHR (CB) the two S3 Homeroom Session V: Classroom classes visiting the Home for the Aged]
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Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
5/2/15 RMEC/HR S3 Visit to the Home for the Care, Compassion and RMEC, HR & AHR (CB); (C11 D5) Aged (1:20 – 4:00 pm)/ Commitment to V: Home for the Service; Aged/Classroom p.m. Follow-up on SLP Promoting Social [Schedule B: Awareness of the Periods 2 to 6 problem of the aging before lunch population; Gratitude at 11:45 – 12:40; GT S4 Stress Management regarding Self-management; GT (LB) ECA: NSS Commitment V: Rm. 411 12:40 – 1:20; CEC S5 Know Our Elections To enhance Facilitators from OLE: Understanding of Registration & 1:20 – 2:20 elections & Electoral Office (LB) for all except Commitment to being V: Hall a good citizen by
the two S3 voting classes visiting the Home for the Aged] 6/2/15 School Assessment Review Day 9/2/15* Awards Prize Presentation 2 – Promoting High Awards Committee, (C11 D4) Committee; Principal’s Award & Aspirations; PTA & Library (WS) PTA & [8:05 – 8:25; PTA Reading Scheme Awards Promoting a Good V: Hall No RT] Library Reading Habit 12/2/15 CEC S1 Games related to Chinese To enhance Ss’ CEC, HR & AHR (LB) (C11 D10) understanding of V: Hall Culture Chinese culture [Schedule B: HET S2 Expressing Appreciation Gratitude for friends HR & AHR (CB) OLE: and family; V: Classroom 8:05 – 9:05] Concern, love & respect for others GT S3 Sexual Harassment Self-management; GT (LB) Problem Solving Skills; V: Rm. 411 Concern for others SLPT S4 Homeroom Session: Promoting high HR (CB) Follow-up on SLP aspirations V: Classroom (Mid-year Review) HET S5 Sex Education 2: Critical Awareness of Dept. of Health & HR Say No to Casual Sex social issues; (CB) Awareness of V: Classroom consequences of casual sex; Refusal skill to casual sex Chinese Panel Rehearsal for Celebrating Chinese Chinese & Drama(C) & Chinese Chinese New Year Programme New Year Club Advisers V: Hall Drama Club from 2:20 pm 13/2/15* RMEC, Chinese Chinese New Year Mass & Thanksgiving & RMEC, Chinese & Panel & Chinese Programme Celebration Drama (C) Club Advisers Drama Club V: Hall 26/2/15 Staff Development Day 3 (WD) 3/3/15* RMEC Lent Programme Preparation for RMEC (WS) (C12 D2) the Easter Spirit V: Hall
[8:05 – 8:25; No RT] 4/3/15 ECASC – House Meeting 2 Sportsmanship, House House Moderators (C12 D3) Houses Spirit, Perseverance & (WS) 3:00 – 3:30 pm Commitment [45-minute V: Library, Foyer, lessons till 2:55] Hall & Gymnasium 5/3/15* RMEC Graduation Mass Experiential Learning – RMEC (WS) (C12 D4) Realization of the V: Hall 1:35 – 3:30 pm Christian Faith [30-minute (Attendance check at 1:20; lessons & three Mass begins at 1:35 sharp ) recesses till 12:25] [Lunch: 12:25 – 1:20] 6/3/15* GT Guidance Programme: Sense of Gratitude; Madam Law Lan (C12 D5) Critical Awareness of (WS) Respect the Aged V: Hall p.m. the value of self-giving [Lunch: love that the aging 12:35 – 1:30; population needs OLE: 1:30 – 2:40] 6/3/15 ECASC ECAS Session 8 Club/Team/Group (C12 D5) Advisers V: Respective venues [ECA: 2:40 – 3:30]
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Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
13/3/15 EEC S1 Organic Soap Making To understand and HR (CB) (C12 D10) experience organic V: Classroom p.m. soap making; To raise [Schedule B: Awareness of low carbon living Periods 2 to 7 GT S2 正向心理學之 To develop in Ss a GT (LB) before lunch 「感恩行動抗抑鬱」 positive attitude V: Library at 12:25 – 1:20; towards their OLE: emotions 1:20 – 2:20 RMEC/HR S3 Visit to the Home for the Care, Compassion RMEC, HR & AHR for all except Aged (1:20 – 4:00 pm)/ and Commitment to (CB); V: Home for the the two S3 Follow-up on SLP Service; Promoting classes visiting Social Awareness of Aged/Classroom the Home for the problem of the the Aged] aging population; Gratitude ECASC S4 Homeroom Session: To nurture Ss’ sense of Sing Woo Youth In-depth Service Training 3 Gratitude for their gifts Centre (CB) V: Classroom (40 min.) & Concern for others SLPT S4 Homeroom Session: Promoting high HR (CB) Follow-up on SLP (20 min.) aspirations V: Classroom HET S5 Food Labelling and Nutrition To develop Critical School of Nursing, Awareness of social HKU (LB) issues & develop a V: Hall healthy lifestyle 20/3/15 ECASC ECAS Session 9 Club/Team/Group (C13 D5) NOTE: Advisers p.m. Students should report punctually to their HRs for attendance V: Respective venues [45-min. check at 12:10; Catholics not attending any club meetings duration for should prepare for Confession as instructed Periods 2-6 & ECA till 12:55; Dismissal time for Non-Catholics without ECA: 12:10 pm P.2 & 3/Recess1 Dismissal time for Non-Catholics with ECA: 12:55 pm /P.4 & 5/Recess 2 RMEC Catholics Confession RMEC /P. 6 & ECA; 2:00 – 4:00 pm (All Catholics) Lunch V: Prayer Rm., (To facilitate Catholic students going for confession, at 12:55 – 1:50; Rm. 411 & Library Special OLE] no other activities should be organized during this time.) 25/3/15* RMEC Assembly for Experiential RMEC (WS) (C13 D8) Celebration of World CLC Day Learning— V: Hall [Seven 40-min. (Approximate duration: 1½ hrs.) Realization of the lessons; two 10- Christian Faith & min. recesses] Magis, the CLC Spirit 27/3/15 Staff Development Day 4 (pm) (C3 D10) (Schedule B without OLE & Lunch; Ss dismissed at 12:25 pm) [Schedule B] March/April Pastoral Care Committees/Team/ Life-wide Learning Activities 2015 Division (PCD) HRs & AHRs/Ts 28/3/15 – ECASC S4 & S5 Service Trip To nurture Ss’ sense of ECASC & Youth 2/4/15 Gratitude for their gifts Overseas Exchange & Concern for others Centre 13/4/15 CEC S2 Visit to National Edu. Centre To enhance Ss’ CEC (LB) (HKDSEE – 9:00 am – 4:00 pm Understanding of V: Kennedy Town Eng. Lang.) Attendance Check: 8:25 am Chinese culture Community Complex EEC S3 Visit to Wetland Park Opportunities for EEC (LB), HR & AHR 10:00 am – 4:00 pm students to experience Attendance Check: 8:45 am nature ECASC S4 Voluntary Service 1 To nurture Ss’ sense of Sing Woo Youth Exact time TBC Gratitude for their gifts Centre, ECASC & HR & Concern for others (CB) CGT S5 Visit to Universities(2) -- Same as Visit to CGT & HR (LB) The University of Hong Kong Universities (1) on 8:15 am – 4:30 pm LWL Day, th Attendance Check: 8:15 am 5 September 2014 14/4/15 Academic Committees/Team/ Life-wide Learning Activities (HKDSEE – Division & PCD HRs & AHRs/Ts Eng. Lang.) JUMP Panel S1 JUMP Field Project Opportunity for Ss to Academic Division: (Details to be confirmed) gather primary source JUMP Panel data & investigate V: TBC first-hand on their inquiry-based research topic ECASC S4 Voluntary Service 2 To nurture Ss’ sense of Sing Woo Youth Exact time TBC Gratitude for their gifts Centre, ECASC & HR & Concern for others (CB) CGT S5 Workshop on Effective & Intro. to the Key 334 CGT (LB) Efficient Studies for 334 Study Skills and DSE V: Gym Exact time TBC Preparation Strategies
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Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
17/4/15* RMEC Religious & Moral To enable Ss to face Dr. Christine Leung, (C14 D5) Education Programme: challenges in life with Vice Chair, Direction courage; p.m. A Life Warrior Association for the To enable Ss to learn Handicapped (WS) [OLE: the importance of V: Hall 1:30 --2:40] Perseverance and Commitment to life 17/4/15 ECASC ECAS Session 10 Club/Team/Group (C14 D5) Advisers [ECA: V: Respective venues 2:40 -- 3:30] 24/4/15* Awards Prize Presentation 3 Promoting High Awards Committee Aspirations & Magis; (C14 D10) Committee 2:00 – 2:30 pm c/o Mrs. C. Li (WS) Reinforcing Personal V: Hall p.m. Commitment [Special Schedule with Music Panel Music Festival Winners’ Recital Music Panel (WS) six 45-min. 2:30 – 3:30 pm V: Hall lessons; *** Janitors to start Attendance changing the setting check at 1:50; for OLE at 1 p.m. OLE: (HKDSE BAFS Exam 2:00 – 3:30] over at 12:45) 27/4/15 PE Panel Swimming Gala Briefing for Self-discipline & PE Teachers (C15 D1) Teacher & Student Officials Commitment V: Respective venues to be announced [2nd Half 1:25 – 1:50 pm Lunch] 29/4/15* Student Teacher Appreciation Programme Student Council (WS) (C15 D5) Council 12:00 noon – 12:45 pm V: Hall [Special (Bell for all to proceed to the Auditorium: 11:50; Schedule: Spokesman/Councillor to take attendance; No OLE or ECA; Dismissal at 12:45 pm; Five 35-min. Coach for Staff to depart at 1p.m. sharp) lessons & three 15-min. recesses] 30/4/15 PE Panel Swimming Gala 7/5/15* Chinese School Debate in Chinese Enhancement of Chinese Panel (WS) (C15 D7) Panel 2:00 – 3:30 pm debating techniques V: Hall [Schedule C; Lunch: 1:00 – 2:00] 8/5/15 HET S1C & 1D: Say No to Drugs Critical Awareness of TWGHs CROSS social issues; (C15 D10) Centre /HR (CB) [OLE: To introduce harm V: Classroom 8:05 – 9:15] caused by drug abuse; Refusal skill to drugs GT & HR S1A & 1B: Follow-up on MI Profile 4: Follow -up on Ss’ HR (CB) My Brief Learning Summary progress regarding V: Classroom personal goals on MI EEC S2 My Environmental Values To raise Ss’ Awareness EEC & HR (CB) of various local V: Classroom environmental issues; To raise Ss’ Awareness of their own values about the environment EEC S3 Workshop on To attain basic EEC & HR (CB) knowledge of waste V: Classroom Waste Management management in HK; To raise Ss’ Awareness of the controversies over waste management in HK RMEC S4 Justice & Service: Love, Compassion, RMEC (LB) Sharing After Service Trip Justice and V: Library Commitment to
Service; Concern for others, especially for
the underprivileged; Gratitude
SLPT & HR S4 Homeroom Session: Promoting high HR (CB) SLP Evaluation aspirations; Follow-up V: Classroom on Ss’ progress SLPT S5 Homeroom Session: A goal-directed & HR (CB) Follow-up on SLP & self-motivated life V: Classroom SLP Evaluation; APASO Survey on Independent Learning Capacity (76) & Leadership(8)
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Objectives/ Facilitator(s)/ Date Organizers Activities Values Particulars
8/5/15 CGT S6 Briefing on Multiple Pathways To raise Ss’ awareness CGT & Tertiary (C15 D10) of multiple pathways Institutions [Special Morning after graduation; V: Hall Session for S6] To help Ss make informed study plans 11/5/15 CGT S3 Choice of S4 Subjects 2 Making informed CGT, Mr. K. Chan, HR, (C16 D1) decisions Panel Heads & [CCA 8: Subject Teachers (LB) 2:00 – 3:30] V: 411 14/5/15 ECASC S1 – 5 Service Award Voting To give recognition to HR (CB) (C16 D4) 8:10 – 8:25 am Outstanding service V: Classroom [No RT] 15/5/15 HET S1A & 1B: Say No to Drugs Critical Awareness of TWGHs CROSS social issues; (C16 D5) Centre /HR (CB) [OLE: To introduce harm V: Classroom 8:05 – 9:05] caused by drug abuse;
Refusal skill to drugs
GT & HR S1C & 1D: Follow-up on MI Profile 4 Follow-up on Ss’ HR (CB) My Brief Learning Summary progress regarding V: Classroom personal goals on MI CEC S2 Video Show on To enhance Ss’ HR (CB) Civic Education understanding of V: Classroom social issues in Hong Kong & the country CGT S3 Choice of S4 Subjects 3 – Making informed CGT, HRs & AHRs & S6 Sharing by S6 Graduates decisions Graduates(LB) V: SAC, Rms. 209A, 209B, 214 & 215 SLPT S4 Homeroom Session: Promoting high HR (CB) HR Year-end Review/ aspirations V: Classroom Preparation for Final Exam GT S5 Mapping out the Path to Goal Setting, GT (LB) Success Commitment & V: Library Self-management 15/5/15 ECASC – House Meeting 3 Sportsmanship, House House Moderators (C16 D5) Houses 1:45 – 2:20 pm Spirit, Perseverance & (WS) [ECA: Commitment V: Library, Foyer, 1:40 – 2:20] Hall & Gymnasium 22/5/15* Awards Prize Presentation 4 Promoting High Awards Committee (C16 D10) Committee Aspirations & Magis; c/o Mrs. C. Li (WS) [OLE: Reinforcing Personal V: Hall 8:05 – 9:05] Commitment 29/5/15 S4 & S5 Oral Exams (C17 D5) HR S1 Homeroom Session: Creativity & HR (CB) p.m. V: Classroom [Lunch: Year-end Review/ Commitment 11:45 – 12:40; Preparation for Fun Fair OLE: HR S2 Homeroom Session: Creativity & HR (CB) 12:40 – 1:40] Year-end Review/ Commitment V: Classroom No ECA: Preparation for Fun Fair Dismissal at CGT S3 Homeroom Session: To extend help and Mr. K. Chan, 1:40 Choice of S4 Subjects 4 – support to Miss Y. Wong & HR (LB) Advice on S4 Choice of individual Ss V: Rm. 411 Subjects SLPT & HR SLP Evaluation Promoting high HR (CB) aspirations; V: Classroom Follow-up on Ss’ progress 29/5/15 – S4 & S5 Final Exam 19/6/15 5/6/15 – S3 Final Exam 18/6/15 5/6/15 – S1 & S2 CT4, 5 & 6 9/6/15
*Activities in bold-type & italics: Whole-school programmes held in the Hall Last Updated by Mrs. Monica Wong 25/08/2014
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