ST. LOUIS SCHOOL
SCHOOL REPORT (2007-2008) HAND
For Public Reference
St. Louis School
School Report 2007/2008
CONTENTS
Our Founder 4
Our Education System/Preventive System 6
School Vision & Mission 9 Aims of Education, Objectives and School Ethos Our School 14 Brief Introduction of the School Particulars of the School Subjects Offered School Management Our Students 35 Class Organization & Unfilled Places Students’ Attendance & Punctuality Students’ Promotion Destination of exit students Students’ Early Exit Our Teachers 40 Teachers’ Qualification Teachers’ Experience Teachers’ Professional Development Our Learning and Teaching 44 Our Learning and Teaching Number of Active School Days Lesson Time for the 8 Key Learning Areas Students’ Reading Habit Major Concerns (Achievements and Reflection) in 2007-08 71
1. Major Concern 1: Enhance concerted effort towards a common goal
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2. Major Concern 2: Enhance effective learning and teaching to meet
the challenges of NSS
3. Major Concern 3: Enhance students’ language and critical thinking
skills
Performance of Students 97 HKCEE HKALE Inter-school Activities and Prizes Won in 2007-08 Student Participation in Inter-school Events and Uniform Groups Students’ Physical Development Key Issues for the School Development Plan (2008-09) 122
1. Major Concern 1: Enhance concerted effort towards a common goal
2. Major Concern 2: Enhance effective learning and teaching to meet
the challenges of NSS
3. Major Concern 3: Enhance students’ language and critical thinking
skills
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Our Founder The Lord has given us Don Bosco as father and teacher.
We study and imitate him, admiring in him a splendid blending of nature and grace.
He was deeply human, rich in the qualities of his people open to the realities of this earth; and he was just as deeply the man of God, filled with the gifts of the holy Spirit and living “as seeing him who is invisible”.
These two aspects combined to create a closely-knit life project, the service of the young.
He realized his aim with firmness constancy and the sensitivity of a generous heart, in the midst of difficulties and fatigue.
“He took no step, he said no word, he took up no task that was not directed to the saving of the young…Truly the only concern of his heart was for souls.” (the words of Michael Rua, his first
successor)
(Source: Const. Art. 21) www.sdb.org
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Our Education System/Preventive System
St. John Bosco was an exceptional educator. His acute intelligence, common sense and profound spirituality led him to create a system of education that develops the whole person - body, heart, mind and spirit. It enhances growth and freedom while putting the child at the very centre of the whole educational enterprise.
To distinguish his method from the repressive system of education prevalent in 19th century Italy, he called his own method the ‘preventive’ system – because it seeks to prevent the need for punishment by placing the child in an environment in which he/she is encouraged to be the best one can be. It is a congenial, friendly and holistic approach to education.
It creates a climate that ‘draws forth’ (educere) the best in the child, that encourages the child’s complete and fullest self-expression, that assists young people in acquiring habits that will lead them to optPreventive in favour of what is good, System healthy, joyful and life-enhancing.
"Don Bosco realized his personal holiness through an educative commitment (John Paul II, Letter Juvenum Patris, 5).
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His pastoral praxis and pedagogical style
spring from this experience. Spiritual life,
apostolic commitment, educative method
are three aspects of a single reality: the
love and pastoral charity that unifies and
drives all of existence: to be in the Church
signs and bearers of God’s love for the
young
"This system is based entirely on reason, religion and above all on
loving-kindness.”
(Don Bosco)
A Pedagogical Method (Pedagogy)
A Proposal for the Evangelization of the Young (Pastoral Ministry)
A Spiritual Experience (Spirituality)
The Preventive System as Pedagogy
The Preventive System is also a pedagogical method characterized by:
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the wish to be amidst the young sharing their life, looking sympathetically at their world, attentive to their real experiences and values;
the unconditional acceptance that becomes a tireless capacity for dialogue and power for their growth;
the preventive criterion which believes in the strength of the good already present in every youngster, even the most needy, and which seeks to develop this through positive good experiences;
the centrality of reason which becomes reasonableness of requests and rules, flexibility and persuasiveness in proposals; and of religion understood as developing the sense of God present in every person and the power of Christian evangelization; and of loving-kindness expressed as an educative love that enables growth and brings about a meeting of minds and hearts;
a positive environment shot through with personal relationships, enlivened by the loving and reliable presence of educators and one which is also active, energizing and on behalf of the young;
with a style of animation that believes in the positive resources of the young.
The Preventive System as Pastoral
Ministry
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This original proposal for evangelizing the young departs from the point of encounter with the young right where they are to be found, by valuing the natural and supernatural patrimony that each youngster has in his or her self, and in an educative environment which is rich in proposals; it is carried out via an educative approach that privileges the poorest and neediest; it promotes the development of the positive resources they have and proposes a particular form of Christian life and youthful holiness.
This original project of Christian life is organized around certain experiences of faith, certain choices of gospel values and attitudes that constitute Salesian Youth Spirituality
(SYS).
The Preventive System as Spirituality
The Preventive System finds its source and centre in the experience of God’s charity that through His Providence ‘comes before’ (the real meaning of ‘preventive’) each creature.
This charity accompanies and saves (gives life to) the individual.
This experience predisposes the educator to welcome God in the young, convinced that in them God offers the grace of encounter with Him, and calls the educator to serve God in them, recognizing their dignity, renewing faith in their resources of goodness and educating them to fullness of life.
This pastoral charity creates an educative rapport fitted to the adolescent, indeed the poorest of them. It is a fruit of the conviction that each life, even the poorest, most complex, most precarious existence, carries within it the power of redemption and the seed of happiness – through the mysterious presence of the Holy Spirit.
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Vision and Mission of SLS Vision/Mission Statement
Our Vision Following the guidelines given by the Church, the Hong Kong Catholic Diocese and the Preventive System propagated by the Salesian Congregation, we strive for the nurturing of an open, participative and religious school atmosphere in which joy, trust, a sense of unity and self-discipline prevail. This atmosphere, in St. Louis context, cultivates in students: 1. interest in knowledge and virtue (Scientia et Pietas). 2. nobility of character. 3. active involvement in a variety of activities. 4. a sense of belonging to the school, family, society and country. Our Mission With this Vision in mind and under the close collaboration among the school authority, teachers and parents, the school promises to commit itself to: 1. Developing students' interest in learning with
motivation and cultivating in them the ability of
critical, independent and creative thinking.
2. Supporting teachers in all areas of school life in enhancing an all-rounded education.
3. Cultivating in students a quest for nobility of character, i.e. piety towards God, integrity,
self-discipline, sense of responsibility, emotional maturity and readiness to serve others.
4. Encouraging teachers and students to commit themselves to various cultural, sportive and
educational activities. Teachers are involved as stimulating advisers following the
Preventive System whereas students as creative, critical and independent organizers.
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5. Promoting in students a strong sense of belonging to the
school, family, society and country. It is to be achieved
through a harmonious and trustworthy school atmosphere;
through all kinds of education and activities; through a
friendly and caring relationship between teachers and
students, and through the close collaboration among the
school authority, teachers and parents.
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Aims of Education, Objectives and School Ethos Aims of Education
We provide an education which embraces the joy of learning and stresses the spiritual, moral, intellectual, physical, communal and aesthetic development of students.
Objectives
That students be nurtured to acquire spiritual disposition, noble character, abundant knowledge, mental and physical well-being, keen social awareness and acute aestheticism.
School Ethos
1. We, thinking that the school should be the second home to students, always keep the
premises open so as to provide them with a joyful and autonomous learning environment.
2. We do not impose undue regulations and restrictions on students as we count on their
self-discipline and initiative.
3. We seek to foster a harmonious relationship between teachers and students. With love, our
teachers inspire students; with gratitude, our students respond to teachers.
4. We lay emphasis on freedom and autonomy under which students develop an interest to
learn, leading to life-long self-education. This conducive environment unleashes the
potentials of students, boosting their motivation to organize activities independently.
5. We encompass religious activities in
education to enrich students’ spiritual
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temperament. We impress upon students the importance of cultivating a noble character through patient guidance and caring counselling. We promote various activities and competitions to help students nurture a strong physical constitution, a passion for life, a sense of responsibility and care for people and their belongings.
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REASON
RELIGION
LOVING-KINDNESS
YOUTH SPIRITUALITY
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Our School Brief Introduction of the School
Four score years ago a group of Salesian Fathers took over a habitable school building located in West Point, Hong Kong. They brought forth on this site the first
Salesian school in Hong Kong, conceived in their founder St. John Bosco’s Preventive System as
Pedagogy, and dedicated to nurturing of an open, participative and religious school atmosphere in which joy, trust, a sense of unity and self-discipline prevail. The Year 2007 marked the 80th anniversary of St Louis School. During 2007-08, we organized several celebration programs to celebrate the 80th birthday. They were chronicled as follows:
• The unveiling ceremony of the
sculpture “Vase of Champion”
(created by Prof. Sham Foon,
Sculptor & Professor,
Department of Art, University
of Maryland) held on 3
September 2007 marked the start of the celebration of our 80th anniversary.
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• Walkathon 2007 – 2008 was held on
11 November 2007 in the hope of
raising money for the various
educational enhancement programs at
St. Louis School.
•
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• Thanksgiving Mass was held on 1
January 2008 at the St. Anthony's
Church, with Cardinal Zen, Ze-Kiun
Joseph SDB as our guest of honour.
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• SL80 Thanksgiving Variety Show “Love your neighbours,
learn with zeal” was held on 2 March 2008 (Sunday) at the
Jockey Club Auditorium, HK Polytechnic University.
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• SL 80th Anniversary Dinner was held on 2 May 2008 (Friday) at the Grand Hall - Level
5 (Phase II) of
The Hong
Kong
Convention &
Exhibition
Centre.
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Brief Introduction of the School
In 1864, the Fathers of the Catholic Mission took over a small building in West Point, which they turned into a school with twenty boys on the roll. St. Aloysius was chosen as the Patron of the school, which since then has been known as St. Louis. In 1927 the school was handed over to the Salesian Fathers, who are now in charge. Workshops were opened where the boys could learn a trade. In order to develop the work in a way suited to the circumstances and needs, St. Louis ceased to be a trade school. A new building was erected in 1936 making it possible to open the middle school. In 1949 the English Section of the school was established. After more than seventy years of development, St. Louis is now a subsidized secondary school which has a strong team of teachers, great facilities and renowned graduates.
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Since its establishment in 1927, we have incessantly been improving the quality of the 2007
1927
school’s manpower and material resources so that every student in this institution is ensured a quality education. Testifying to this mission are the various projects we have undertaken in the last decade. In 1987, a grand stand which can accommodate all the students was opened. In 1989, air-conditioning was provided for all classrooms. In 1994, the school hall was given a complete facelift. In 1998, all the classrooms were installed with audio-visual equipment. In the same year, a multi-media language laboratory was set up and last but not least, 3 primary and 2 secondary schools were built under the Project-Hope scheme in Shaoguan, thus extending our educational commitment to our motherland.
The Year 2002 marked the 75th anniversary of St Louis School. During 2002-03, we organized four celebration programs, namely, the Walkathon 2002 – 2003 (17 November 2002),
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Thanksgiving Mass & Ceremony (Friday 17 January 2003), SL75 Thanksgiving Variety Show (19 January 2003) and Thanksgiving Dinner (20 January 2003). With the funds raised by the Walkathon 2002 – 2003, every classroom was properly furnished with I.T. devices and both the soft- and hard-ware of our multi-media language laboratory were revamped and upgraded.
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Particulars of the School
Address 179, Third Street, West Point, Hong Kong Telephone 2546 0117, 2559 9084 Fax No. 2540 7341 Web Site http://www.stlouis.edu.hk E-mail [email protected] Sponsoring Body Salesians of Don Bosco Year established 1927
School type Government subsidized Supervisor Fr. Simon Lam Principal Fr. Peter Ng Religion Roman Catholic Medium of Instruction English Student type Boy Area of Campus ~100,000 sq.ft.
Library
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Hall
Laboratories 4
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Multi-media Language 1 With 50 computer stations Laboratory
Multi-media Learning 1 With 50 computer stations connected to 2 servers Centre
Computer-assisted 1 With 50 computer stations
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Learning (CAL) Centre
Special rooms 9 special rooms
(General Purpose Room)
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Playgrounds 1 football playground (with a grand-stand for about 1,300 students
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1 basketball court
1 covered playground (Photo 1)
(Photo 2)
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School Chapel
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Student clubs There are some 18 interest clubs grouped into five categories, namely academic clubs, sports activities, art and cultural activities, interest groups and social services. Student Organizations Prefects’ Association, United Houses, (SAA) Students’ Activities Association
(5 Houses: Lily, Rose, Shamrock, Thistle and Tulip)
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Other Organizations St. Louis Old Boys’ Association (established in 1961 by Reverend Father John Foster)
St. Louis Parents-Teachers Association (founded in 1993)
St. Louis Catholic Parents’ Association (founded in 1995)
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Subjects Offered
SUBJECTS OFFERED S1 S2 S2 S4 S5 S6 S7
Additional Mathematics ☆ ☆
Applied Mathematics (AS) ☆ ☆
Visual Art ☆ ☆ ☆ ☆ ☆
Biology (CE+AL) ☆ ☆ ☆ ☆ ☆
Chemistry (CE+AL) ☆ ☆ ☆ ☆ ☆
Chinese History ☆ ☆ ☆ ☆ ☆
Chinese Language and Culture (AS) ☆ ☆
Chinese Language ☆ ☆ ☆ ☆ ☆
Commerce ☆ ☆
Computer Applications (AS) ☆ ☆
Computer Literacy ☆ ☆ ☆
Computer and Information Technology ☆ ☆
Economics (CE+AL) ☆ ☆ ☆ ☆
English Language ☆ ☆ ☆ ☆ ☆
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Geography ☆ ☆ ☆
History ☆ ☆ ☆
Integrated Science ☆ ☆
Liberal Studies ☆ ☆ ☆ ☆ ☆ ☆ ☆
Integrated Humanities ☆ ☆
Mathematics & Statistics (AS) ☆ ☆
Mathematics ☆ ☆ ☆ ☆ ☆
Music ☆ ☆ ☆ ☆
Physical Education ☆ ☆ ☆ ☆ ☆ ☆ ☆
Physics (CE+AL) ☆ ☆ ☆ ☆ ☆
Principles of Accounts (CE+AL) ☆ ☆ ☆ ☆
Pure Mathematics (AL) ☆ ☆
Putonghua ☆ ☆ ☆
Religious Studies / RME ☆ ☆ ☆ ☆ ☆
Use of English ☆ ☆
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School Management
Our school has been implementing the school-based management since 2000-01 and the composition of our School Management Committee (SMC) is as follows:
Member Sponsoring Principal Parent Teacher Alumni Independent Body 05/06 5 1 1 0 1 0 (62.5%) (12.5%) (12.5%) (0.0%) (12.5%) (0.0%) 06/07 5 1 1 0 1 0 (62.5%) (12.5%) (12.5%) (0.0%) (12.5%) (0.0%) 07/08 5 1 1 0 1 1 (55.6%) (11.1%) (11.1%) (0.0%) (11.1%) (11.1%)
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Our Students
Class Organization &Unfilled Places
Number of operating classes Level S1 S2 S3 S4 S5 S6 S7 Total No. of 5 5 5 5 5 2 2 29 Classes Number of students (no of Students registered in September 2007) Level S1 S2 S3 S4 S5 S6 S7 Total No. of 200 209 200 203 181 62 55 1110 Boys Class Structure (no of Students registered in September 2007)
CCClllaaassssss TOTAL
SSS777 7A 7B 55
SSS666 6A 6B 62
SSS555 5A 5B 5C 5D 5E 181
SSS444 4A 4B 4C 4D 4E 203
SSS333 3A 3B 3C 3D 3E 200
SSS222 2A 2B 2C 2D 2E 209
SSS111 1A 1B 1C 1D 1E 200
Our school operates 5 classes each at Secondary 1 to Secondary 5 and 2 classes each at Secondary 6 and 7, making a total of twenty-nine classes.
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Our S.1 students are admitted through the Secondary School Placement Allocation System (SSPA). In 2007-08, the majority of our students are residents in the Central and Western (63.7 %), Southern (16.9 %), Eastern (9.3 %), Islands (3.7%) and Wan Chi (1.7 %) districts.
Starting from September 1, 2000, all S3 students are no longer required to participate in the JSEA. Instead, they will either be promoted to S4 or be required to repeat in S3 according to their academic results at the end of the school year. In accordance with the standard class size prescribed by the EDB, (40 students for each class from S1 to S5, 30 for each class in S6 and S7) the standard student population for the school should be 1120.
In 2007-08, 1110 students were enrolled. The figures of unfilled places in all junior levels are 0%. Our Secondary 3 and 5 graduates also secured all Secondary 4 and 6 places in our school respectively.
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Students’ Attendance
Students’ Attendance Rate*
100
99
98 2005-06 2006-07
Percent 97 2007-08
96
95 S1 S2 S3 S4 S5 S6 S7
*Attendance rate= {1 - [(Total no. of absence for year level) / (Total enrolment x Total no. of roll calls in the school year which is 190)]} x 100%
The situation of late attendance in the past three years is tabled below: Day late for school per S1 S2 S3 S4 S5 S6 S7 student
2007-08 1.1 1.1 1.6 1.8 2.1 1.8 2.5
2006-07 0.8 1.2 1.8 2.7 3.0 3.5 1.6
2005-06 0.5 1.1 1.7 3.5 3.2 2.8 3.5
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Students’ Promotion
100%100%100% 100% 100% 100% 100% 90% 80% 70% 60% 05/06 50% 06/07 40% 07/08 26% 30% 17% 20% 11% 10% 0% S3 to S4 S6 places filled by own S5 to S6 (Other S5 Schools)
Destination of exit students
The following bar charts show the percentages of academic and other pursuits of our S5 and S7 graduates in the past 3 years.
Destination of S5 graduates
70.00%
60.00% 57.44%
50.00% 49.19% 43.30% 05/06 40.00% 06/07 30.00% 21.54% 18.92%
18.20% 07/08 20.00% 17.60% 13.51% 12.30% 8.72% 8.65% 8.11% 7.18% 10.00% 7.00% 3.59% 1.62% 1.10% 1.03% 0.50% 0.51% 0.00% 0.00%
e c s n a ent ers urs th ow o st-se erse O n o v loym nk O p U time P em time S6 c l- ull me l F -ti Ful Full-time S5 course ull F Loca
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Destination of S7 graduates
90.00% 80.00% 77.97%
70.00% 63.20% 60.00% 05/06 50.00% 40.00% 41.82% 06/07 21.82% 30.00% 23.64% 07/08 14.00% 9.09% 20.00% 12.30% 10.17% 7.00% 5.08% 3.64% 3.50% 3.39% 3.39% 10.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
e n ec as nt rs s e e e t- rs h s Ot po Unknow S7 Course Ove time l- e employm l m l Fu a oc Full-ti L Local Universities Cours
Students’ Early Exit
The percentage of student early exit in 2007-08 is 0.72 % and the figures of the past three years are shown below:
Percent 2.30% 2.50%
2.00% 1.50%
1.50% 0.72%
1.00%
0.50%
0.00% 05/06 06/07 07/08
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Our Teachers Teachers’ Qualification
In 2007-08, there are 53 teaching staff in our school (including the Principal) and 9 teaching assistants. 98.12 % of our teaching staff (or 52 out of 53) are professionally-trained teachers, while all teachers of subjects of Chinese, English and Mathematics are subject-trained.
Our teachers’ highest academic qualifications are shown below: 37.7 % of them (20 out of 53) possess a Master's degree
60.4 % of them (32 out of 53) possess a bachelor’s degree
1.9 % of them (1 out of 53) completed tertiary (non-degree) qualification. The following bar chart indicates the percentages of teachers’ highest academic qualifications in the past 3 years.
70.0% Teachers' Highest Academic Qualifications
60.0% 05/06 50.0% 06/07 40.0% 07/08 30.0%
20.0%
10.0%
0.0% Master or above Degree Tertiary Non- S6/7 S5 or below degree
Te a c h i n g E x p e r i e n c e
The following chart indicates the percentages of teachers’ experience in the past 3 years.
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90% 80% 05/06 70% 06/07 60% 07/08 50%
40%
30%
20%
10%
0% 0-2 yrs. 3-5 yrs. 6-10 yrs. Over 10 yrs.
Teachers’ Views on Professional Development & Appraisal#
2007
Mean Score
Staff development* 2.87 # With effect from the Staff appraisal* 2.96 2006/07 school year, schools are not required to collect or report on the deleted KPM items. http://svais.edb.gov.hk/kpmweb/eng/mandatory.htm * As shown in the Stakeholders’ Survey: Strongly agree (5), Agree (4), Neutral (3), Disagree (2) and Strongly disagree (1) -The figures will be updated in the coming SR 0809 after the completion of the Stakeholders’ Survey 2008-09 in early January 2009
Teacher Development Days 23.11.07 Staff Development Day 1 香港區慈幼會聯校中學教師交流日 We Salesian Schools are pastoral organizations, in which we all are committed to touching our students’ hearts with an education which embraces the joy of learning and stresses the spiritual, moral, intellectual, physical, communal and aesthetic development of students.
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On 23 November 2007, after months of preparatory works and tight liaison, over 400 teachers from six Salesian Secondary schools in Hong Kong gathered together in Kowloon Tang King Po School to participate in a territory-wide staff development day. The whole-day staff development day sandwiched various group discussions and sharing sessions with cultural leisure activities. Five important issues were discussed in the development day. They are namely:
1. How are RME implemented in Salesian schools?
2. Interface of current Junior and new senior curriculum: How to consolidate the teaching
experience as well as knowledge built up in junior forms’ project learning (such as the
pedagogy on issue-enquiry approach etc) and promulgate these valuable experiences to the
implementation of Liberal Studies in the coming NSS?
3. How to help the underachievers surfaced in the course of implementation of NSS?
4. The importance of the OLE in NSS
5. How to boost students’ interests in reading? How to help students to maximize individual
learning via reading?
題目編號：１ 如何在慈幼會學校內推動宗教教育和德育？
題目編號：２ 如何把在初中已進行的專題研習加以深化，來配合未來新高中的通識
推展？
題目編號：３ 在３３４新學制下無能力升讀高中三同學所引發的問題？
題目編號：４ 其他學習經歷在新高中的重要性。
題目編號：５ 如何提升同學的閱讀興趣？如何透過閱讀提升學生自學能力？
9 April 2008: Staff Development Day 2 Theme: “Experience sharing of cultivating ELE in an EMI school & preparing the
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implementation of NSS”.
Our guest speaker is Mr. Yeung Kit Man, Principal of St Rose of Lima’s College. Mr Yeung is also our alumnus. With extensive educational management experience in school, Mr. Yeung first sparked our thoughts with a talk on “Experience sharing of cultivating English learning environment in an EMI school”. What followed was another experience sharing session on preparatory steps towards the implementation of NSS, with particular focus on Religious Education, OLE and Liberal Studies.
SBA Training Sessions Two of our teachers of English are assigned by HKEAA as group coordinators to give support to a group of schools regarding the implementation of SBA. Every year, teachers from our school or other schools have to attend a training session to help them become acquainted with the rationale and the assessment criteria for SBA and some inter-school sharing sessions before the submission of marks to the Authority. We have been running those training and sharing sessions as required by the HKEAA since September 2005. School-based Teachers’ Workshop
Teachers’ Workshops on Preparing Students for the Speech Festival 2007
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Our Learning and Teaching Here is a brief account of the salient features of learning and teaching in our school (including curriculum development plan, improvement measures on students’ learning, teaching and assessment, etc.).
Don Bosco's method of Preventive Education
Our Founder, St. John Don Bosco's method of Preventive Education is always in our hearts: rationality (teaching about reason), faith in the Lord (guide towards Religion) and love. A characteristic of the Preventive Education is that we teachers should keep company with our students, participate in their lives, keep an eye on them and advise them-- "Assistenza" -- which means "to be together" with the students. Our teachers enjoy being together and interacting with their students during every lunch break, recess and after school, albeit their tight teaching schedules.
Learning & Teaching
One of the key attributes that all lifelong learners need is information literacy. By this we
do not simply mean our students could acquire certain skills in using information
technology effectively, but also a cluster of skills dealing with the effective use of
information – from locating the information to its evaluation, management and use. To
develop these skills, we stress the importance of IT in Education and Project-based
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learning. With the funds raised from the Walkathon 2002, each classroom was installed
with a computer-projector system (with screen and access to the Internet). Now, both
teachers and students can make presentations with more effective, attention-getting and
gorgeous audio-visual effects. Computers (hardware/software) in the MMLL were also
upgraded. Upgrading of the computers (hardware/software) in the MMLL will increase
the efficiency when students create multimedia presentations and manipulate graphics.
Our new Computer-Assisted Learning (CAL) Centre was opened in September 2005,
under the “School Improvement Program”.
Our school is committed to move student learning beyond the classroom into other
learning contexts---the provision of life-wide learning activities which could provide
students with experiential learning or learning experience that are more difficult to attain
through classroom learning alone. Our teachers also constantly make good use of
community resources and settings to create suitable learning contexts for educational
purposes. Visits, camping, concerts or venture programs etc had become core parts of our
informal curriculum.
The weekly Liberal Studies lesson and the “Lunch-tine Salon” also serves as the platform
of informal education with wide coverage of general and liberal educational issues that
are beyond the formal syllabuses of the KLAs.
With respective to problem-based learning, all S1, 2, 3, 4 and 6 students have to complete
a mini group project as part of the requirements of Liberal Studies. Project-based learning
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is a powerful learning and teaching strategy to promote self-directed and self-regulated
learning. It also allows students to learn in the context of the real world and is also a good
vehicle for facilitating students’ development of the nine generic skills: collaboration
skills, communication skills, creativity, critical thinking skills, information technology
skills, numeracy skills, problem-solving skills, self-management skills and study skills. In
terms of enjoyment of learning, students like PBL very much because they can be active
learners who can choose for themselves challenging questions to start with. This sense of
ownership of projects is a strong motivation for driving students to learn.
To provide our S1 students with a solid foundation for the transition from P6 CMI classes
to S1 EMI classes, our Guidance Team jointly organized Summer Bridging Course for S1
students with the PTA during the summer vacation. The course aims at helping S1
students acquaint themselves with the relevant vocabulary and language patterns in
English.
To help students with learning differences to catch up and streak ahead, we organize
small class teachings for S1-S3 students who lag behind in their English Language,
Chinese Language and Mathematics.
S4/S5 Consolidation Courses are organized from May to June /from November to March
for our outstanding S4 and S5 students respectively. These courses aim at providing extra
lessons to help them broaden their knowledge of the relevant subjects and hence to
achieve even better results.
Assessment Planning and Implementation
We make a greater use of teacher-assessment in S3 history and geography. Through
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various assessment modes and methods like portfolio, project work, group assessment
and self-assessment, we hope that we could relieve the study pressure of our S3 students
and bring a paradigm shift in our concepts of assessment: assessment as learning rather
than assessment of learning.
The weighting of H.W./Test/Book report/Project for the whole year was increased to a
level of 20% of the total score. This change gives a greater weighting to assessments such
as by project learning and book report.
Reading
In 2001, the CDC released one of its policy documents on education reform "Learning to Learn - The Way Forward in Curriculum Development" to promulgate the “Four Key Tasks” , namely Moral and Civic Education, Reading to Learn, Project Learning and Information Technology for Interactive Learning. These Four Key Tasks, as advocated by educators, could be used as separate learning and teaching strategies to achieve particular learning targets and objectives or to develop students' potentials in aspects which have not yet been covered in the formal curriculum.
Reading brings new knowledge, stimulates thinking, nurtures one’s quality, diverses one’s viewpoints and broadens one’s horizon. In fact, well before the inventions of the telecommunications, audio-visual entertainments, and the Internet, reading was once many teenagers’ pastime. Children and teenagers derived a lot of pleasure and enjoyment from novel reading. However, in our generation, many Hong Kong students start losing their passion as well as skills in reading. They seem to respond more to pictorial and animated stimuli and turn on a blind eye to lines of written descriptions. To address the students’ dwindling interests in reading, we teachers are well aware that our students should be spurred to reading and are competing with television and Internet for their attention. This explains why our school has been mapping out plans and activities to spur students’ interest in reading in response to the transition of Hong Kong into a knowledge-based society. We have to instill in them that learning is a life long process, reading is a means to learn and more importantly and reading is fun. The following sections will elaborate the utmost efforts we have made to cultivate students’ reading habits.
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Featured Reading programs in 2007-08
This school year saw another flourishing year to reinforce a life long reading habit amongst our students.
Realizing that reading brings new knowledge, stimulates thinking, nurtures one’s character, diverses one’s viewpoints and broadens one’s horizon, we have been adopting an “All-to-act” approach towards the promotion of reading and “Reading to Learn”. Here are details of some programs undertaking at three levels, namely the school level, the classroom/subject panel level and the individual level.
At the school level Reading period To further spur our students to read extensively, the school had established a 55-minute ”reading period” for each class. In the meantime, a set of guidelines (together with a newly complied complementary reading list) for reading periods was also issued for each level. A student’s record book, which details the objectives of the whole-school reading scheme and the reading award scheme, was distributed to each student.
“One-minute Good Books Recommendation” Program Teacher-student sharing sessions are also indispensable and they could demonstrate teachers’ dual-role as role-models and reading partners to students. This school year also saw the third year of the “One-minute Good Books Recommendation” program. Furthermore, our school librarian continues to strengthen and enforce the status of the library as a knowledge chest in its promotion of reading, establishing a record and award system for students in reading and help other teachers to incorporate reading as an essential element in group projects.
The Reading Ambassador Since 2006/07, our school librarian has been assigning senior students to promote good books to other classes via our public announcement system during the class teacher periods. This practice can help promote peer learning and encourage students to take responsibility for their own learning.
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Reading Club The “SLS Reading Club”, which was established by our school librarian in 2006, aims to cater for students with more advanced reading needs and provide chances for students with common interests to meet and chat.
There are quiet a number of bookworms in SLS. The Reading Club therefore helps pool our student book lovers together after school every fortnight and students participate in the regular discussion of their favorite books. Through ten regular meetings, our avid readers surely find the Reading Club a cozy place in which they can share their favourite titles or talk about an issue or a theme with other schoolmates.
News Forum/Student Forum (organized irregularly by our Perfects’ Association) Inviting students to post their views/comments about the current issues is regarded as an effective means to encourage our students to read more, to think deeply and to express their views proficiently.
Our students’ organization, Perfects’ Association, has initialized two different media (written and oral) to allow their fellow students to express their views on both school and social issues. These media are namely (1) “The Campus Life”, (2) “The Democracy Wall” and (3) “Student Forum”. All these help to widen students’ perspectives on current hot issues, inculcate a sense of caring for society among students, develop students’ critical thinking and communication skills (both speaking and writing skills) and provide our students a platform to exchange views with other schoolmates. (1) “The Campus Life”
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(2) “The Democracy Wall” (3) “Student Forum”
Incorporating reading as an vital element in group projects and integrating essay-typed/ comprehension questions to our examination papers. In line with the current trend of curriculum and assessment reform, we have encouraged teachers to incorporate various reading resources as an vital database for group projects and integrate essay-typed/ comprehension questions to our examination papers. Inviting parents to join our book fairs We now have voluntary parents together with our students during the lunch times. Realizing that parents are valuable resources to promote reading, we will examine the feasibility to mobilize parents and tap their strengths to help in book fairs and library works.
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Chinese and English Book Display
Book Exhibition
A Book Exhibition 2008 which was jointly organized by our Chinese and English panels was held on 10-12 January 2008.
At the classroom/subject panel level Reading/Writing afternoons The charisma of famous writers are always taken as panaceas to increase students’ motivation in reading and writing. This year our Chinese Panel invited two eminent local writers to visit our school to give our students an opportunity to meet face-to-face and listen to their writing adventures. They are namely Mr. Lin Chao-rong 林超榮先生 (林超榮創意寫作講座) on 11
January 2008) and Mr. Yuen Siu-cheung 袁兆昌先生 (袁兆昌作家講座) on 21 April 2008. Mr.
Yuen is a famous writer of book for younger people. He conducted a talk on Films and Literature
<< 談電影與文學 >> to our Secondary 1 and Secondary 2 students. Details are available at http://www.stlouis.edu.hk/academic/subject_panels.php
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Writer:
Mr. Yuen Siu-cheung
At the individual level Morning reading At the individual level, we set aside 5-10 minutes every morning during daily class-teacher period (except Mondays which were reserved for the Monday assembly) to do some leisure reading on a page from a book or a short story, in a bid to sustain students’ reading habit daily.
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Developing students’ critical thinking skills and their sense of appreciation Catering students with diversified learning styles and abilities are so widely accepted a notion in these days that could be found in any school development plans. This year, our English and Chinese Panels derived and implemented various specially designed book report templates to allow students to “write” their book reports creatively. Here are some examples:
Written retelling-Retell the story in their own words/Write about what they learned
from the story.
Various choices of books (establish links between reading and students’ daily life)
Get students to read books that have been made into movies or were shown on TV.
More interesting reading tasks—encourage students to retell or present the story using
ways that appeal to interests of both the readers and the audience. These include: (1)
Formal styles (writing a book review as it would be done for a newspaper. Keep a
record of what they have read in the school year); (2) Creativity writing (writing a
different ending for the story or a different beginning); (3) Retell the story in various
ways (After reading a historical fiction, they can make an illustrated timeline/flow
chart showing events of the story and draw a map showing the locations where the
story took place); (4) Write and Draw (Make a graphic representation of an event or
character in the story. They can draw a comic strip of their favourite scene (with short
descriptions); they can design illustrations /a book jacket for the book (with written
explanations related to the plots/characters of the book they have read); they can
design bookmarks to publicize the books they have read; write a short description
(including physical, emotional, relational) of each of their favorite characters in the
book. They might draw a portrait to accompany each description.)
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The Interclass Choral Verse Speaking Competition & The Interclass English Drama Competition
The Interclass Choral Verse Speaking Competition and The Interclass Drama Competition.
The school year 2006-07 turned another new page in the chronicle of SLS’ efforts to creating an ever richer English learning environment. Realizing that effective communication and self expression in English are utterly vital for our students in the course of their school education as well as their everyday life, we are striking to pool our resources in an effort to maximize the opportunities for our students to express themselves confidently in front of the others and to make their inner talents shine. Like former year, two major annual large-scale English competitions were held in November and May respectively. They are namely The Interclass Choral Verse Speaking Competition and The Interclass Drama Competition. Both competitions first commenced in 2006-07 academic year and favorable feedback was solicited
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from our parents and alumnus.
The Interclass English Drama Competition The Interclass English Drama Competition is one of our prominent events through which the confidence, creativity and potential in dramatizing of our students are radiated fully on stage. The Competition itself is the fruit of the concerned efforts made by our English teachers and the school as we determine to boost our students’ public speaking in English in an enlivening and stimulating way -- the incorporation of “Dramatic English” in S1-S3 English curriculum. The Competition was organized on four separate school days and the contest dates are as follows: 26/5/08 (Monday) Interclass Drama Competition Day 1 (for Secondary One Classes) 27/5/08 (Tuesday) Interclass Drama Competition Day 2 (for Secondary Two Classes) 28/5/08 (Wednesday) Interclass Drama Competition Day 3 (for Secondary Three Classes) 29/5/08 (Thursday) Interclass Drama Competition Day 4 (for Secondary Four Classes)
Class Title of Play
1A The Adventures of Tom Sawyer
1B A Mother’s Day Surprise
1C The Adventures of Tom Sawyer (Adventure in the Cave & Looking for treasure)
1D The Adventures of Tom Sawyer II
1E The Adventures of Tom Sawyer (The Murder Scene)
S1
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Class Title of Play
2A Lace up against Bullying
2B The New Ending of Aladdin and the Genie
2C Lace up against Bullying
2D Frankenstein
2E The Mystery Message
S2
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Class Title of Play
3A Every Cloud Has a Silver Lining
3B The Giant and the Dwarfs
3C Aladdin
3D Snow White and the Seven Other Dwarves
3E Who are you?
S3
Class Title of Play
4A Dreams
4B Tears of an Angel
4C The Tale of Two Clans of Cats
4D James Bond 007 and The Volcano Menace
4E Macbeth
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S4
Our two-year efforts in the provision of additional resources to immerse our students in the dramatic English blossomed into the production of an original English Musical titled “Jonah”, which was performed in our SL80 Thanksgiving Variety Show held at Jockey Club Auditorium, HK Polytechnic University on 2nd March 2008 (Sunday).
SL80 Thanksgiving Variety Show --“Jonah”
Reflection
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Integrating language arts (LA) activities into our English Language curriculum has been one of our key tasks in response to the current curriculum reform initiatives. For our Junior forms students, the Dramatic English (DE) approach to learning English is not a novel idea—they have been experiencing theater productions since 2006. The valuable experiences we gained last year revealed to us that the DE can rewardingly boost our students’ confidence in using English in everyday life. Nowadays in SLS, learning language outside the classrooms becomes possible when the native English drama teachers introduce to our students the rehearsal techniques, role-play and improvisation skills in our Student Activities Centre. The DE approach is thus proved to be fun and exciting- it provides our S1-S3 students with a golden opportunity to play with language without fear. When our boys ascend to the stage with powder and rough makeup, they can immerse themselves in an English-rich environment while engaging in drama performance with skills adapted from actors' training.
Both teachers and students display much enthusiasm on these language arts (LA) activities. It is hoped that with the educational fund raised by the Walkathon 2008 and donations accrued to the school in the SL80 Thanksgiving Variety Show and the SL 80th Anniversary Dinner, these two unique features of SLS could be sustained.
The Interclass Choral Verse Speaking Competition English choral verse speaking can set a platform for a class of students to perform a selected piece of poem and recite in unison in front of the audience. The activity can also offer great scope for our boys to learn, to perform together and to work as a united team. The contest was held in 4 separated morning sessions for the four individual levels.
The adjudicator team consisted of two Drama teachers and the NET as well as invited personnel. They not only treasure the efforts teachers of English Language injected in the training of these students, they are also so amazed that their students could remember these long poems, deliver them with brilliant volume and provide great intonation and articulation on most words. All adjudicators agreed that each class worked hard as a team, yet gave individual characters an opportunity to shine also! Junior and senior students also excelled in various aspects--Junior boys appeared confident on stage and gave a strong vocal performance. Their performances were tinctured with appropriate expressions, body movements and gestures. S3-S4 students, however, gave a visually pleasing and technically excellent performance and demonstrated proficient intonation and change of pace with good volume and articulation. We all agree that our students are well acquainted themselves with the use of practical conversation and speaking skills through the training in choral verse speaking from their respective English Language teachers.
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As tabulated in the following sections, the chosen poems presented covered a range of themes. Some of the poems they performed are dotted with wit and humour, while some are imbued with deep feeling of friendships.
Form 1 Inter-class Choral Verse Speaking Competition Date: 19 November 2007 # Groups 1-3 consisted of students from classes A to C Team By Poem used 1 #Group 1 My Friend- Through My Eyes 2 #Group 2 Moon Music 3 #Group 3 Moon Music 4 1D We’re the Downhill Racers 5 1E Moon Music 6 1C We’re the Downhill Racers
Form 2 Inter-class Choral Verse Speaking Competition Date: 20 November 2007 Team By Poem used 1 2D Skimbleshanks: the Railway Cat 2 #Group 1 Boy Hunting a Squirrel 3 2E [email protected] 4 #Group 2 Revenge of Lunch Ladies 5 2C Teacher 6 #Group 3 [email protected]
Form 3 Inter-class Choral Verse Speaking Competition Date: 21 November 2007 Team By Poem used 1 3C Hints on Pronunciation for Foreigners 2 #Group 3 My Mum 3 #Group 2 Dick Turpin And The Lawyer 4 3D Fancy Being Frightened of Me! 5 3E Dick Turpin And The Lawyer
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6 #Group 1 Does It Matter?
Form 4 Inter-class Choral Verse Speaking Competition Date: 22 November 2007 Team By Poem used 1 4A Polly Vaughan 2 4D Street Gang 3 4E Street Gang 4 4B Street Gang 5 4C If You Come to Our House
Choral verse speaking S4
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Choral verse speaking S2
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Reflection Integrating language arts (LA) activities into our English Language curriculum has been one of our key tasks in response to the current curriculum reform initiatives.
Drama is regarded by many pedagogic researchers as a highly valued teaching technique. Dramatic activities provide students with various channels to increase their creativity, originality, sensitivity, fluency, flexibility, emotional stability, cooperation, and simultaneously develop their communication skills and appreciation of English language through the concrete experience of the drama. Both teachers and students display much enthusiasm on language arts (LA) activities. With the funding and support from the teachers and school administers, these two large-scale competitions will continue to run in the next academic year.
Life Education
It is a universal truth that love endures and overcomes; that hatred destroys. This truth resonates powerfully with us as we have celebrated our 80th Anniversary with an equivalent theme of “Love your neighbours, learn with zeal”. This truth in particular shines out as we observe that today’s teenagers are so vulnerable and fragile and that providing our students with life education becomes an imperative.
In response to this pressing task, we have been organizing various cross-disciplinary life education programs with only one vital aim--to inculcate our students with love of life so that they can understand the meaning of life, treasure and respect life and treasure everything they have. Help our students to build up their resilience so that they can cope with adversity. Make our students strong in adversity so that they will never give up. Some featured programs are summarized below.
In 2007-08 school year, in addition to various feast days, Masses (both SL 80 Mass and Feast of Mary Help of Christians were celebrated at the St. Anthony’s Church) and weekly Monday Motts, our Guidance Team also organized the “Best of the Best” program (a set of activities organized by student-social workers and school social workers), Peer Mentor Program (“Big-brother Program”) and “Family Education Project”.
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31 January 2008 - SL80 Mass 31 January 2008 - SL80 Mass
23 May 2008 - Feast of Mary Help of 23 May 2008 - Feast of Mary Help of
Christians Christians
Peer Mentor Program (“Big-brother
Program”): Camp held at Cheung Chau Don
Bosco Youth Centre from 27-28 August 2008
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Another worth-mentioned program is the Bible service on 512 Sichuan Earthquake Catastrophe--a cross-disciplinary effort from our Pastoral Care Team, Civic Education Team, Religious Education Team, Guidance Team, Moral Education Team and our student body and Perfects’ Association (responsible for the fund raising).
Man's extremities are God's opportunities--Shortly after the Sichuan Earthquake Catastrophe, we organized a whole-school bible service in the morning of 19 May 2008 in the hope to offer our consolation and to give Hope to a world of need. The programs for the bible service on Sichuan Earthquake Catastrophe are tabulated below:
Fund Raising for Sichuan Earthquake May 08
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Bible Service on Sichuan Earthquake Catastrophe 19．5．2008
聖類斯中學 四川大地震反思祈禱會
1. 悼聲
2. 默哀
3. 主題一： 苦難中國
讀詩： 雪落在中國的土地上(節錄) 作者: 艾青
分享
歌曲： 永永遠遠 (〈龍的傳人續篇〉侯德健曲、詞、唱)
4. 主題二： 矢志承担
讀經： 雅各伯書二：14-17 沒有行為的信德是死的
分享
歌曲： Impossible Dream (Sung by Peter O'Toole, Lyrics by Joe Darion)
5. 主題三： 永恆希望
讀經： 智慧篇三：1-5 義人的幸福
歌曲： Amazing grace (John Newton)
6. 祝福禮 悼聲 曙光
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Number of Active School Days
The following bar charts indicate (i) the number of days in a school year with regular classes for S1-3, and (ii) exclusive of (i), the number of days in a school year with learning activities organized for the whole school or whole-class level of students (including the Thanksgiving days, Feast days, Sports days and swimming gala but excluding school activities such as staff development days, school picnic, examinations and end-of-term activities) in the past 3 years.
Number of School Days in School Calendar
200 195 195 192 190
Days 190
185 05/06 06/07 07/08 No. of School Days for Instruction 195 192 190
No. of School Days for Instruction S1-S3
200 160 148 156 100 Days 0 05/06 06/07 07/08 No. of School Days for 160 148 156 Instruction
Number of days in a school year with learning activities organized for the whole school or whole-class level of students (S1-3)
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20 15 11 15 11 10 Days 5 0 05/06 06/07 07/08 No. of School Days for 11 15 11 Instruction
Lesson Time for the 8 Key Learning Areas for S1-S3 (%) in 2005-08
25.00%
20.00%
15.00% 05/06 06/07 10.00% 07/08
5.00%
0.00%
n on tion ti tio tion HE PE a a S c ca u uca P d Edu . Education . Ed E g g e y n Arts Education atics Educ ienc olog m c n S Chi. La Eng. Lan athe Tech M
Students’ Reading Habit
Teachers’, Students’ and Parents’ Views on Students’ Reading Habit*
Mean Score 2007
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(Max=5)
Teacher 2.91
Parent 3.12
Student 3.34
z As shown in the Stakeholders’ Survey 2007: Strongly agree (5), Agree (4), Neutral (3), Disagree (2) and Strongly disagree (1) z The figures will be updated in the coming SR 0809 after the completion of the Stakeholders’ Survey 2008-09 in early January 2009
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Major Concerns (Achievements and Reflection)
Major Concern 1. Enhance concerted effort towards a common goal z This year saw the second installment of our e-notice system (which was developed for
information passing, message circulation, policy instruction and feedback discussion among
all staff) z General Staff Meetings have been convening monthly to allow the Principal and other
senior teachers to communicate current school/EDB policies and new educational trends
(special attentions are paid to streamlining the implementations of NSS and the OLE in
2007-08) to all teachers. z The school organizational chart (with clear job descriptions) was refined and stipulated in
our Teacher’s Handbook. The chart has been reconstructed with special reference to the
latest educational development promulgated by EdB in education reform (e.g., the concepts
of SDA, ESR, KLAs, four key tasks, four domains such as Learning and Teaching Domain,
Student Support & School Ethos Domain).
Major Concern 2: Enhance effective learning and teaching to meet the challenges of NSS
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z Workload of some teachers was relieved with the provision of CEG to recruit extra TAs and
contract teaching posts. Consequently, vacancies for professional development and staff
collaboration in SBA, TSA and NSS preparation were created. z All newly appointed teachers (2007-08) attended the induction course offered by our School
Sponsoring Body (SSB), Salesians of Don Bosco (SDB). z Our Junior Chinese Language Panel and IH Panel completed the 3-year collaborative
university-school project “Assessment Project: Excellence in Self-directed Learning”
organized by HKIEd. z All panels carried out their own yearly staff development programs and lesson observation
for each teacher was conducted by the respective panel chairperson. z With the help of carefully arranged master time table, teachers of S1-S5 Chinese Language,
S1-5 English Language, S1-S2 Geography, S2 IS and S4-S5 Integrated Humanity conducted
their respective common lesson preparation periods. z Group project learning has been implementing in four individual subjects: S1 History and
Geography, S2 Science and S3 Chinese History. z Small class teaching is being implemented in junior forms’ Chinese Language, English
Language and Mathematics subjects. z A self-study programme was established for academically underachievers in S4.
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Major Concern 3: Enhance students’ language and critical thinking skills z A 55-minute reading period was allocated to each class. At the mean time, a set of
guidelines (together with a newly complied complementary reading list) for reading periods
was also issued for each level. Details of all reading programs are available at “Our
Learning and Teaching” section. z 10 of our S1-S3 students participated in a 12-session Putonghua training course 普通話朗
誦訓練班 (conducted by a professional Putonghua teacher who was recruited primarily for
training our students for the Speech Festival 第五十九屆香港學校朗誦節普通話朗誦比
賽). 9 of them got the certificates of merit. z A student’s record book, which details the objectives of the whole-school reading scheme
and the reading award scheme, was issued to each student. z In our SDP (2006-2008), we are planning to establish an e-platform to promote writing
among students. The primary aims of this platform are to (i) give a boost to students’
interest and appreciation to writing and (ii) to collect good pieces of students’ work for
publication. Three levels of actions were mapped out. They are namely:
(A) An Appreciation of Students’ Work
It is proposed that, by invitation, some quality work of students which have been marked and
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commented by their respective English and Chinese language teachers will be selected and posted in an e-writing folder. It would then be uploaded to the eclass for students.
(B) An Appreciation of Teachers’ Work
Teachers of various subjects will be invited to share their thoughts through composing essays, stories and poems. Similar to the previous plan (A), their work will be posted and uploaded to the eclass.
(C) Caption Writing Competition
Snapshots of various parts of school life (e.g. Swimming Gala, various ceremonies for the 80th anniversary) are captured. They will be posted onto the platform and students are welcome to take part in a competition by assigning a caption to their favorite photos. (D) e-version for the Aloysians
Having consulted the editorial group of
the Aloysians and the teacher advisor,
we think it’s feasible to set up a
‘e-Aloysians’ copy after each
publication. This will be another way to
make use of the e-writing platform to
enhance students’ appreciation and
writing of those school events that they
have an impact on.
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Reflection We are striking to build a school culture that nurtures staff collaboration and participation in decision-making. Therefore, general staff meetings are called monthly to allow the Principal and other senior teachers to communicate current school/EDB policies as well as new educational trends to all teachers. For senior teachers, they could present to other colleagues the latest development in education, especially on the new NSS curriculum (both initiates in teaching and assessments) and OLE. In addition to these monthly general staff meetings, an e-notice system for information passing, message circulation, policy instruction and feedback discussion among all staff was first introduced in 2006-07 school year. Briefing sessions for all staff will also be held weekly in an attempt to pass information of different management levels swiftly to all staff.
Our lesson observation approach is based on the principles of mutual trust, mutual appreciation and support. A phase-in approach has been adopted in establishing the lesson observation system, about which all staff feel comfortable to embrace the changes. All two phases were completed in 2007. They include Principal/panel sit-in observations and peer lesson observation. Sharing of good practices among teachers had been organised in several subjects (e.g. IH) in conjunction with peer lesson observation to cascade good pedagogical practices. Collaborative teaching and collaborative lesson preparation could help teachers enhance their professionalism, was also be enforced. In sum, all these practices identified aim at creating a culture conducive to teachers’ continuous professional development.
Academic achievement is always our primary concern. The following bridging programs, consolidation courses and remedial programs were launched in 2007-08 to boost our students’ academic achievements:
Program Achievement
“Tutorial Programme for S4-S5 Students” was The tutorial programme was conducted as organized in October/May/June (with current scheduled.
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university students freshly graduated from SLS as tutors) with the aim to boost up the HKCEE results of our current S5 students.
Conducting short-term consolidation courses in All consolidation courses were conducted as
May-June and program for the more capable S4 scheduled. students (after-school enrichment lessons in 7 core HKCEE subjects).
“SCOLAR Debating Educational Programme 68 of our S1 students participated in the for Junior Secondary Students 2007-08" “SCOLAR Debating Educational Programme
(Chinese Language) for Junior Secondary Students 2007-08" 教育
局「融辯入教」支援計劃 in the hope of
uplifting their skills of debating and oratorical
skills.
Summer Bridging Course for S1 students 151 pre-S1 students attended the Summer
Bridging Course for newly enrolled S1
students from 21 July to 1 August 2008.
Apart from students’ intellectual development, we also fully acknowledge the importance of personal growth education to the development of students. We have been organizing various moral, civic, guidance, religious as well as health education programs to help our students face
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and overcome difficulties arised from personal growth and study. These programs were tabulated as follows:
Program Achievement
Joint Club Exhibition ”Allowing our students to get themselves involved in mapping out
(JCE) their own school activities” is one of our many ways through which
(28 September 2007) we could cultivate in our students the essence of leadership. Like the
previous years, our students shoulder the responsibilities in organizing
the large-scaled exhibition on extra-curricular activities, starting from
the preparatory work to the running of the exhibition. Getting
involved in the school activities is proved to be a great way for
students to develop their sense of belonging, making them feel more
connected to their alma mater.
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St. Louis School
School Report 2007/2008
B&B Program (Program Aims: To enhance the learning effectiveness and resilience power of run by Placement the bottom ones; to develop and consolidate a set of activities-oriented
Students from HKU) strategies (Activity Based Counselling program)
(September 2007 –
January 2008) A total of 420 S1-S2 students (together with our social workers,
Guidance Master and two placement students from HKU took part in
the program)
Social Skills Training A social skill training group held by the school social worker on
Program for S3 students teaching our S3 students how to control anger and stress. They were by School Social also introduced to skills to handle conflicts between peers during the
Worker workshop. 75% of students reported that the workshop is useful.
(October 2007)
The Best Conduct Award The Best Conduct Award have been setting up to recognize and
(Guidance Team) applaud excellence in achievement and conduct
(May 2008)
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School Report 2007/2008
Classroom cleanliness In order to arouse students’ awareness of the importance of classroom
(Civic Education Team) cleanliness and tidiness, Civic Education Team organized its annual
“Classroom Cleanliness and Tidiness Competition” during the
following period:
2-23 June 2008
Most classrooms met the criteria set for a clean and tidy classroom:
· keeping the floor clean
· keeping desk tops and chairs clean
· lining desks and chairs up neatly
Peer Mentor Programs Aim: To help our S1 students to adapt their life in SLS with the help
(Big-brother Program) of members of Student Guidance Team (they are our senior but trained run by Students’ students and 30 were nominated to serve as mentors). 30 S1 students
Guidance Team were enrolled in the Big-brother Program 2007-08.
(Whole year) The program mainly consists of 3 components, namely training camp
for the mentors (big brothers), mentors and mentees meetings and
voluntary services.
After the training camp, mentors were given further instructions on
the implementation of the project. Followed was the matching of
mentors and mentees.
Weekly Monday Motto Mottoes which serve to enshrine a set of moral values are introduced
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St. Louis School
School Report 2007/2008
(Whole year) and elaborated by our teachers during Monday morning assemblies.
All will be pooled in our school website for students’ reference.
Daily Morning Prayer Mottoes which serve to enshrine a set of moral values are introduced
(Sound Files in WMA and elaborated by our teachers during Monday morning assemblies. are available for All will be pooled in our school website for students’ reference. download at the school website)
Weekly Monday Motto
“One-minute Good This school year also saw the third year of the “One-minute Good Books
Books Recommendation” program. To further spur our students to read
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School Report 2007/2008
Recommendation” extensively, the school will establish a 55-minute ”reading period” for all program classes, with effect from the 2007-08 school year. Furthermore, our school
(Whole-year) librarian will strengthen and enforce the function of the library in the
promotion of reading, establishing a record and award system for students
in reading and help other teachers to incorporate reading as an essential
element in group projects.
Family Education Aims: To enhance mutual understanding and reflection on parent-child
Project organized relationship, foster new visions on parents via a sequence of workshops, by our Guidance talks, day camp and parallel groups (parallel groups -- meetings to enhance
For Public Reference p. 85
St. Louis School
School Report 2007/2008
Team for our parents’ and students’ awareness and self-reflection on the pattern of parents as well as mutual interaction). students
(Whole year) Talks for parents include: How to enhance students’ motivation in study;
Adversity quotient (AQ); “Let’s Cook” (to stress the essential elements of
mental health in a fun and relaxing way; to enrich family relationship by
having fun together)
Lunch Time Salons Lunch Time Salons (a form of Cultural Salon initiated since 2000-01) held
午間沙龍(held on on every Thursday during the lunch break provide our students with more every Thursday) exposure to diversified cultural forms: Here are some featured programs in
2007-08: 唐樓 (27-9-07) 公共‧藝術‧空間 (1-11-07) 躍動‧舞台 (3-1-08) 雪糕情緣 (6-3-08) 電車 (24-4-08) Tuesday Aims: To cultivate the general interest of students in history and promote a
International News school atmosphere through weekly broadcasting in class-teacher-period on
Reporting Tuesdays so that students will be more able to relate the current news with
(On Tuesdays historical knowledge and hence they will be better motivated in the
Whole years) learning of history. The script of each broadcast was distributed to each
(Our native English student prior to the broadcasting.
Teacher/History List of titles (2007-08) Protests in Korean Peace Nobel Peace Dalai Lama Atomic Panel) Burma 2.10.07 Talks 9.10.07 Price 23.10.07 bomb pilot 16.10.07 6.11.07 Face of Martial law in Cyclones hits Cambodia No smoking Tutankhamun Pakistan Bangladesh 4.12.07 in France 13.11.07 20.11.07 27.11.07 8.1.08
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Boy Scout Monster Rat U.S. Caffeine Australia A Woman Saves discovered in Study 29.1.08 Apologizes President in President's Life Uruguay to the USA 15.1.08 22.1.08 Aborigines 26.2.08 19.2.08 Kosovo Sino-Japan US Olympic Rise in proclaims Relations presidential torch 1.4.08 world food Independence 11.3.08 election prices 4.3.08 25.3.08 22.4.08 Gambling in Cuba Giving aids Opening the Chinese Macau 29.4.08 celebrates May to Myanmar Files on immigrants Day 6.5.08 13.5.08 UFOs in Canada 20.5.08 10.6.08
Reflection Life-wide Learning (LWL) refers to “students extend their learning experiences to real contexts and authentic settings”. Such experiential learning, according to the EDB, enables students to achieve certain learning goals that are more difficult to attain through classroom learning alone.
For Public Reference p. 87
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School Report 2007/2008
In 2007-08, we have organized the following life-wide learning (LWL) activities (in chronicle order) to help our students to achieve the aims of whole-person development and to enable them to develop the life-long learning capabilities that are needed in our ever-changing society:
Program Achievement
Chinese cultural program: Jiangsu Kunqu A total of over 300 students saw a Kunqu Opera
Opera House 江蘇省崑劇院 (Chinese performed by Jiangsu Kunqu Opera House at
Language) school Hall on 5 November 2007.
Visit to Hong Kong Museum of Art The visit was held on 12 November 2007. It
"Treasures of the World's Cultures from the provides a variety of learning experiences to 27
British Museum" Exhibition, 12 Nov 07 of our students to study genuine art works from
(Visual Art) the renowned museum.
For Public Reference p. 88
St. Louis School
School Report 2007/2008
Lung Yeuk Tau Heritage Trail A total of 60 S6 and S7 students made a
visit to the Lung Yeuk Tau Heritage Trail on 龍躍頭文化專題考察 11 December 2008 (Lung Yeuk Tau, (Chinese commonly known as Lung Ku Tau, is also Language) called Lung Ling (Mountain of Dragon). It is
located northeast of Luen Wo Hui in
Fanling, New Territories. Its name came
from the legendary saying that there was
once a dragon leaping in the area.)
Visit to “Exhibition of Secondary School The visit was held on 18 January 2008. It
Students’ Creative Visual Arts Work provides a variety of learning experiences to 27
(2007-08)” (Visual Art) of our students to study art works from students
of the same age in other schools.
For Public Reference p. 89
St. Louis School
School Report 2007/2008
“Talent Time 2008” (held on 30 January
2008) (Music Department)
“3-Day Team Spirit Training Camp” “3-Day Team Spirit Training Camp” (organized
(organized by our Pastoral Care Team) by our Pastoral Care Team for 50 S.1 – S.4 and
S.6 students) 賽馬會長洲鮑思高青年中心
(J.C.C.C. Don Bosco Youth Centre) (held on
4-6 February 2008 during the Lunar New
Year holidays).
Visit to “Hong Kong & Shenzhen Bi-City A total of 18 S.2 and S.4 students visited the
Biennale of Urbanism \ Architecture" Hong Kong & Shenzhen Bi-City Biennale of
Exhibition Urbanism \ Architecture" Exhibition on 14 Mar
(Civic Education Team) 2008 in the hope of promoting their sense of
belonging to their society.
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School Report 2007/2008
Visit to The Dr Sun Yat-sen Museum A total of 210 S3 students visited the centre in
(located at 7 Castle Road in Central December 2007 and April 2008.
District, Hong Kong) (孫中山紀念館)
(中國歷史)
Visit to the Ocean Park The visit was held in May 2008. A total of 27
(Biology) S3 and S4 students visited the Ocean Park.
Visit to the Hong Kong Science Museum Each S1 Students had made a visit (in 1 of 5
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School Report 2007/2008
separate visits: 13 may, 16 May, 19 May, 20
(Science) May and 23 May) to the Hong Kong Science
Museum in May 2008.
Visit to the HK Monetary Authority & A total of 20 S1-S6 students visited the HK
Consumer Council (Principals of Monetary Authority & Consumer Council on 27
Accounts/Economics) May 2008.
Visit to Central Fire Station A total of 18 S2 and S3 students paid a visit to
(Civic Education Team) Central Fire Station on 9 July 2008.
“S2 Leadership Training Program 明日領袖暑 “S2 Leadership Training Program 明日領袖暑期
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School Report 2007/2008
期培訓計劃” 培訓計劃” (including workshops and camping)
(Guidance Team) by our Guidance Team and PTA (held on 12
July 2008)
Summer services Project Summer services to the elderly by around 45
(SLS Youth Club/YMCA) volunteers from our Youth Club (including a
visit to the Chi Lin Nunnery - Diamond Hill 志
蓮靜苑) held on 15--17 July 2008 and then an
outing to the Hong Kong Wetland Park 香港濕
地公園 on 21 July
2008.)
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“Junior Training Program” “Junior Training Program” at Pak Tam Chung
(Students Activities Association SAA) Tai Tan 北潭涌大灘營地 (held on 15--17 July
2008) for S1-S3 students
Scouts’ hiking camp 63 members of our group scout troop (16th
(16th Hong Kong Group Scout Troop) Hong Kong Group Scout Troop) went
camping (scouts’ hiking camp) at the Sir
Crawford Murray MacLehose, 麥理浩徑
(19-20 July 2008)
Salesian Youth Leadership Training Camp Salesian Youth Leadership Training Camp for
(Sodality) 10 of our Sodality Leaders at Cheung Chau
(21-25 Jul 2008)
Summer Time Retreat Summer Time Retreat to the Trapist Monastery
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(Religious Activities Team) (聖母神樂院), Lantau Island (lead by our
Religious Education Master, Fr. Tcheong Chi
Shing Anthony; 28-29 July 2008)
“29th Joint School Leadership Training “29th Joint School Leadership Training Camp”
Camp” (held on 28-31 July 2008 at the Bethlehem Hall
(CUHK) 中大聯合伯利恆宿舍)
Student Guidance Team “SGT 培訓營” SGT, an acronym of our school-based Student
(Guidance Team) Guidance Team, aims to enhance the mutual
support among students from senior forms and
junior forms—an example of so-called Peer
Mentor Program or “Big Brother Scheme”.
Phase one: SGT Training Camp (training
session for 24 student mentors) “SGT 培訓營”
was held at the Hong Kong Federation of Youth
Groups - Jockey Club Sai Kung Outdoor
Training Camp 香港青年協會賽馬會西貢戶
外訓練營 on 4-5 August 2008. Phase Two:
“Meeting Your Mentees” Camp was held at the
Cheung Chau Don Bosco Youth Centre 長洲 鮑
思高青年中心 on 27-28 August 2008.
Selling of Charity Tickets (for Ronald Aims: To cultivate among students a strong
McDonald House Charities on 17 August sense of belonging and great appreciation of
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St. Louis School
School Report 2007/2008
2008 at Central, Causeway Bay, Admiralty self-image through their active participation in and Tai Koo Shing) charity activities
(Civic Education Team)
“Secondary Six Orientation Camp” “Secondary Six Orientation Camp” (held on
(SAA) 15-17 August 2008) at Breakthrough Village 突
破青年村 z In addition to all these LWL activities, we also issue an ECA annual profile to each student
together with his academic report card at the end of the school year. This is a simple but
vital way to accredit students’ participation in activities.
Reflection Life-wide Learning (LWL) is a strategy promulgated by the EDB that aims to move student learning beyond the classroom into other learning contexts. Such experiences can extend and deepen student learning in terms of knowledge, skills and values, which are difficult to attain through classroom learning alone. For learning to be 'life-wide' it needs to have a life beyond the classroom. Many of our organized activities align with the pedagogy of LWL as well as our school tradition that our senior students take an active part and shoulder leading roles in the organization and running of large events. For example, our “Form Four Physical & Examination Skill Training Camp” provides students with training of examination skills against the setting of a zestful camp. “Leadership Training Camp” enables students to acquire some skills in communication and leadership building and ultimately enhances student self-confidence. These activities serve very well in complementing the core curriculum and classroom learning.
Inter-school competitions also provide students with golden opportunities to demonstrate team spirit, uplift their sense of belongings, celebrate and reward their progressive development. Football remains our forte. Our football teams remain undaunted, despite competing with many well-matched teams and finally clinched the Inter-school football Competition (Div. 2) Overall 2nd runner-up. Remarks: Statistics (No, of Participants of each program) Program Number Activity at a glance
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St. Louis School
School Report 2007/2008
Junior Training program 60 Leadership Training Camp 170 (Joint School)
Form 6 O Camp 62 Physical Training Camp 60
Performance of Students
HKAT (Pre-S1 )
The Hong Kong Attainment Tests (HKAT) are a series of standardized tests for primary and junior secondary levels in the three core subjects of Chinese, English and Mathematics These tests are administered yearly by primary and secondary schools to diagnose students’ areas of strengths and weaknesses in these core subjects so that appropriate guidance, counselling and remedial teaching can be provided. The test results also help to monitor standards across years and levels. (For SMC Reference only)
For Public Reference p. 97
St. Louis School
School Report 2007/2008
HKCEE
The following table tabulated our past 3 years’ HKCEE results:
50
40
30
20
10
0 05/06 06/07 07/08
Percentage of students awarded 14 points or more in the best 6 subjects
2006 2007 2008
School Territory School Territory School Territory
No. of students sat 186 - 184 - 180 -
% of students awarded 14 points or more in the best 6 37.6 - 42.9 - 51.1 - subjects
Subject Entries of HKCEE (2008) A/5* A/5* to C/4 Total Subject Entries (2008) 82 516
Our best S5 student is Lee Ka Hei (7 A/5*, 2B). Cheung Tsz Hin, Chow Long Hin and Chu Tat Ming and got (6 A/5*, 3 B/5), (6A, 2 B/5,1 C/4) and (6A, 1 C/4) respectively.
For Public Reference p. 98
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HKALE
Percentage of students awarded the minimum entrance requirements for local degree courses
100.00%
90.00% 84.20% 86.20% 80.00% 78.20%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00% 0.00% 05/06 06/07 07/08
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School Report 2007/2008
The following table tabulated our past 3 years’ HKALE results:
2006 2007 2008
School School School Territory School Territory
Total No. of students sat 57 - 58 - 55 -
Total (No. of students awarded the minimum 84.2% - 86.2% - 78.2% - entrance requirements/No. of students)
*(No of students with pass in 2AL and 2 ASL language) / No of students in class
S7 graduates Enrolled in Local Universities
University HKU CUHK HKUST PU CITY U BU Lingnam HKIEd 2008 7 1 3 8 3 0 0 0 No of Students 2007 22 6 6 3 5 3 0 0 No of Students 2006 12 3 7 10 3 0 1 0 No of Students
Subject Entries of HKALE (2008)# HKALE A A to C A to E Total Subject Entries (A-Level) 2 32 108 Total Subject Entries (AS-Level) 0 20 129 Total Subject Entries 2 52 237 # No of S7 students = 55
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Our best S7 student is Tse Yan Ching (1A, 2B).
Inter-school Activities and Prizes won in 2007-08
Here are the highlights of some of our non-academic achievements in 2007-08:
English (2007-2008)
Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 th st Hong Kong Schools 59 Hong Kong 59th HK English Speech 1 place to Chan Chun Music and Speech Speech Festival Wing, Johnny (F.1D) Association (English Speech) Festival (F.1 Solo Verse)
th st Hong Kong Schools 59 Hong Kong 59th HK English Speech 1 place to Ngan Wai Hei Music and Speech Speech Festival (F.1D) Association (English Speech) estival (F.1 Solo Verse) th st Hong Kong Schools 59 Hong Kong 59th HK English Speech 1 place to Oyardo, Angelo Music and Speech Speech Festival Joseph Lana (F.2E) Association (English Speech) Festival (F.2 Solo Verse)
th st Hong Kong Schools 59 Hong Kong 59th HK English Speech 1 place to all F.1D Music and Speech Speech Festival students Association (English Speech) Festival (F.1 Choral Verse Speaking)
Chinese Language (2007-2008)
Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 香港大學文學院 2007 香港中西南 徵文比賽 初級組：優異獎 S5E 區青少年徵文比 賽 香港教育學院 第二屆善言巧 即席演講 小組亞軍 (S6B) 論：全港學生口語 小組亞軍 (S6B) 溝通大賽 小組亞軍 (S6A) 小組優異獎 (S6A) 聖約瑟英文書院 第四屆全港校際 即席演講 高中組小組：季軍 (S4D) 即席演講比賽 高中組小組：優異獎 (S4D) 預科組：亞軍 (S6B) 季軍 (S6B)
For Public Reference p. 101
St. Louis School
School Report 2007/2008
Mathematics (2007-2008)
Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 香港保良局 「第十屆」香港青 數學精英選拔賽 S3D: 2nd Honour rd 及 少年數學精英選 S3D: 3 Honour rd 香港數理教育學會 拔賽 S3D: 3 Honour
Swimming (2007-2008)
Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 Hong Kong Schools Inter-school Inter-school Swimming 50m Free Style (2) – B Grade Sports Federation Swimming Competition 50m Back Style (3) – B Grade Championships 100m Breast (3) – A Grade (Division II) 100m Back Stroke (3) – A Grade 4 x 50 m Medley Relay (3) –B Grade
Football (2007-2008)
Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 Hong Kong Schools Inter-school Football Competition 4th Position – A Grade Sports Federation Football 3rd Position – C Grade Competition 2nd Position – Overall (Division 2)
Cross-Country Team (2007-2008)
Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 Hong Kong Schools Inter-school Cross Cross Country 1st Position – A Grade Sports Federation Country Competition at 2nd Position – B Grade Competiton Aberdeen Reservoir 1st Position – Overall 3rd, 7th, 10th - Individual
香港青年旅舍協會 昂步棧道 2008 比賽分體驗組、健行 聖類斯 五隊：健行組 4th 組 四隊：體驗組 8th 參加者以最快速度完 三隊：體驗組 5th 成整條比賽路線 二隊：體驗組 6th
For Public Reference p. 102
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School Report 2007/2008
一隊：體驗組 9th
Athletics (2007-2008) Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 Hong Kong Schools Inter-school Athletics A Grade 110m Hurdles Sports Federation Athletics - 1st runner-up x 1 Championships A Grade – 400m Hurdles - 4th place x 1 B Grade – 4 x 100m relay - 4th place x 4 C Grade – Discus - 2nd runner-up x 1 C Grade – 200m - 4th place x 1
Music (2007-2008) Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 Hong Kong Schools 2nd Position x 1 Music Festival 3rd Position x 1 Certificate of Merit x 6 Certificate of Proficiency x 6
16th Hong Kong Group Scout Troop (2007-2008) Organiser 主辦機構 Events 活動名稱 Description Awards 活動內容 奬項名稱及名次 香港童軍總會(港島地域) 港島童軍奧林匹克大賞 全場總冠軍 賽 (童軍組) 香港童軍總會(港島地域) 港島童軍奧林匹克大賞 全場總冠軍 賽 (深資童軍組) 香港童軍總會(港島地域) 步操比賽 2007 亞軍 香港童軍總會(港島西區區 嘉爾頓錦標賽2008 (西區 殿軍 會) 選拔賽)
Scholarships (2007-2008) Organiser Events Description Awards 主辦機構 活動名稱 活動內容 奬項名稱及名次 Sir Edward Youde Sir Edward Youde Memorial Fund Memorial Prize for 5E LEE KA HEI Council Senior Secondary School Students 6A TONG SAN MONG
Lion & Globe Best Improved For significant progress in 1D CHAN KA TSUN 2A LEUNG CHUN HIM
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School Report 2007/2008
Educational Trust Students Awards academic studies and 3A TANG TIK MAN character building 4C LO KIN SUM sustained in the school year 07-08
Inter-school Activities and Prizes won in 2006-07
Scholarships (2006-07) Organiser Sir Edward Youde Memorial Fund Council Events Sir Edward Youde Memorial Prizes For Senior Secondary School Students
Description Awards Sir Edward Youde Memorial Prizes For Senior S6 TSE YAN CHING Secondary School Students 2006/07 Sir Edward Youde Memorial Prizes For Senior S5 CHAN KIN SING Secondary School Students 2006/07
English(2006-07) Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Music & Speech Festival F.1E Solo Verse 1st Position Speech Association F.1E Solo Verse 2nd Position F.1E Solo Verse 2nd Position F.1E Solo Verse 3rd Position F.3E Solo Verse 2nd Position F.3E Solo Verse 3rd Position F.4E Solo Verse 3rd Position F.4E Solo Verse 3rd Position
Chinese Language (2006-07) Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
中西區區議會公民 傳媒對青少年之 新聞標題創作 4D – 2 位同學 教育工作小組及明 影响力 全港首 20 名得獎者 愛賽馬會石塘咀青 少年綜合服務合辦 中西區區議會公民 專題報告 新聞專題報告 6A、6B －8 位同學 教育工作小組及明 （中五會考英文科手 全港亞軍 愛賽馬會石塘咀青 機作弊風波） 少年綜合服務合辦 中西區區議會公民 「防疫係大家嘅 標語創作 4D –個人中學組冠軍 教育工作小組 事」公民教育標語 3D –個人公開組冠軍 創作比賽
Visual Arts (2006-07)
For Public Reference p. 104
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School Report 2007/2008
Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
中環及半山分區委 我想、我畫、我影 兒童組－繪畫比賽 個人高級組亞軍 員會 創作比賽 中西區民政事務處 十八道最愛景點 繪畫比賽 個人中學組冠軍及優異獎 繪畫比賽
Maths (2006-07)
Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Pui Ching Education Pui Ching Inter-school Mathematics Silva Award （個人） Centre Invitational Contest. Mathematics Competition
Table Tennis (2006-07) Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Schools Inter-school Table Table-tennis 3rd Position Sports Federation Tennis Boys – A Grade Competition (Division 2)
Swimming (2006-07)
Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Schools Inter-school Inter-school Swimming 2nd Position - Overall Sports Federation Swimming Competition Division 2 – Boys B Grade Championships
Football (2006-07)
Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Schools Inter-school Football Competition 2nd Position – A Grade Sports Federation Football 3rd Position – C Grade Competition 3rd Position – Overall (Division 2) Cross-Country Team (2006-07)
Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Schools Inter-school Cross Cross Country at 4th Position – A Grade Sports Federation Country Tai Mei Tuk 4th Position – B Grade Championship 4th Position – C Grade
3rd Position (2nd runner-up – Overall)
For Public Reference p. 105
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6th & 7th – B Grade (Individual)
Athletics (2006-07)
Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Schools Inter-school Athletics A Grade 110m Hurdles Sports Federation Athletics - 3rd (2nd runner-up) Championships A Grade - Discus 4th B Grade – High Jump - 1st runner-up B Grade 4 x 100m 3rd - 2nd runner-up C Grade – Long Jump 1st - Champion C Grade – High Jump 3rd - 2nd runner-up C Grade 100m Hurdles 3rd - 2nd runner-up
Others (2006-07) Organiser 主辦機構 Events 活動名稱 Description 活動內容 Awards 奬項名稱及名次
Hong Kong Science Inter-school Division III Champion Team Award & Technology Parks Renewable Energy Corporation & Solar Model Car CLP Power HK Challenge 2006 Limited
Inter-school Activities and Prizes won in 2005-06
Scholarships (2005-06) Organiser Sir Edward Youde Memorial Fund Council Events Sir Edward Youde Memorial Prizes For Senior Secondary School Students
Description Awards Sir Edward Youde Memorial Prizes For Senior Lee Yun Ting 6A Secondary School Students 2005/06 Sir Edward Youde Memorial Prizes For Senior Tse Yan Ching 5D Secondary School Students 2005/06
For Public Reference p. 106
St. Louis School
School Report 2007/2008
Athletics (2005-06) Organiser Hong Kong Schools Sports Federation Events Inter-school Athletics Championships
Description Awards C Grade 100M Hurdles Third Position A Grade 4 x 100M Relay Second Position
Cross-country (2005-06) Organiser Hong Kong TriA Events Inter-school Cross-country Race 2006
Description Awards Group Cross-country Race (F.3 & F.4 students) 1st runner-up
Football (2005-06) Organiser Hong Kong Schools Sports Federation Events Inter-school Football Competition
Description Awards Grade B (Div. 2) 1st runner-up
Swimming (2005-06)
Organiser Hong Kong Schools Sports Federation Events Inter-school Swimming Championships
Description Awards C Grade 100m & 50m Free Style First Position C Grade 100m & 50m Breast Stroke Third Position C Grade 4 x 50m Medley Relay First Position
Table Tennis (2005-06)
Organiser Hong Kong Schools Sports Federation Events Inter-school Table Tennis Competition
Description Awards Inter-school Table Tennis Competition (Division 3, Overall Champion Hong Kong Area) Inter-school Table Tennis Competition Grade B Champion (Division 3, Hong Kong Area) Inter-school Table Tennis Competition Grade C Champion (Division 3, Hong Kong Area)
For Public Reference p. 107
St. Louis School
School Report 2007/2008
Music (2005-06)
Organiser Hong Kong Schools Music & Speech Association Events 58th Hong Kong Schools Music Festival
Description Awards 58th Hong Kong Schools Music Festival Secondary Champion School Choir-English Language-Age 14 and under-Boys-Junior
Maths (2005-06) Organiser 香港數理教育學會(HKASME)及保良局 Events The Hong Kong Mathematical High Achievers Selection Contest 2005-06 (Individual Event)
Description Awards The Hong Kong Mathematical High Achievers Second Honour Selection Contest 2005-06 (Individual Event) Physics (2005-06) Organiser Gifted Education Section, Curriculum Development Institute, EDB Events Hong Kong Physics Olympiad (HKPhO) 2006
Description Awards Hong Kong Physics Olympiad (HKPhO) 2006 Second Honour Hong Kong Physics Olympiad (HKPhO) 2006 Third Honour
普通話 (2005-06) Organiser Hong Kong Schools Speech Association Events 第五十七屆香港學校朗誦節
Description Awards 普通話詩詞獨誦 - 男子組 （中一及中二） 季軍、優異獎及良好獎 普通話散文獨誦 - 男子組 （中三及中四） 優異獎及良好獎
棋藝(2005-06) Organiser 慈幼英文中學 Events 校際圍棋比賽
Description Awards 圍棋團體賽 冠軍
Art & Design (2005-06)
Organiser Po Leung Kuk Events 2005 World Year of Physic Art & Design Competition
For Public Reference p. 108
St. Louis School
School Report 2007/2008
Description Awards (HK Compeition) 2nd Class Honour (International Competition) 3rd Class Honour
For Public Reference p. 109
St. Louis School
School Report 2007/2008
Student Participation in Inter-school Events (Cultural & Sports) and Uniform Groups
There are four inter-school cultural events, namely Hong Kong School Music Festival (organized by the Hong Kong Schools Music and Speech Association), School Drama Festival (organized by the Extra-curricular Activities Section of Education Department), Hong Kong Schools Speech Festival (organized by the Hong Kong Schools Music and Speech Association) and School Dance Festival (organized by the Physical Education Section of Education Department and includes competitions in Chinese, Oriental, Western Folk and Modern dances).
The following table reports the number of participating students for S1-3 and S4-7 in inter-school events# (Cultural) in the past 3 years.
# Inter-school events include School Music, Speech, Dance and Drama Festivals and inter-school/inter-port sports events organized by the HK Schools Sports Federation. Uniform groups include Boy Scout
For Public Reference p. 110
St. Louis School
School Report 2007/2008
Cultural
Competition \ No. of students 05/06 06/07 07/08 S1-3 Music Festival 70 57 63 Speech Festival 300 140 135 Putonghua 9 13 8 Bible Reading 3 0 - Total (S1-S3) 382 210 198
S4-7 Music Festival 5 1 2 Speech Festival 45 10 8 Putonghua 1 0 0 Bible Reading 0 0 - Total (S4-S7) 51 11 10
(If a student has participated in more than one event, he will be counted more than once as well as.)
Student participation in inter-school events (Cultural)
Student participation in inter-school events 05/06 06/07 07/08 (Cultural)
Participation Rate % (S1-3) 60.1% 33.4% 32.5% Participation Rate % (S4-7) 10.1% 2.2% 2.0%
For Public Reference p. 111
St. Louis School
School Report 2007/2008
Student participation in inter-school events (Cultural)
70.00% 60.00% 50.00% 40.00% Participation Rates % (S1-3) 30.00% Participation Rates % (S4-7) 20.00% 10.00% 0.00% '05-06 '06-07 '07-08
For Public Reference p. 112
St. Louis School
School Report 2007/2008
Sports
The following table reports the number of participating students for S1-3 and S4-7 in inter-school events# (Sports) in the past 3 years. Team 05/06 06/07 07/08 Athletics A Grade 19 10 19 B Grade 19 18 18 C Grade 12 18 17 Total 51 46 54
Basketball A Grade 13 13 12 B Grade 12 12 12 C Grade 12 12 12 Total 37 37 36
Badminton A Grade 6 0 0 B Grade 6 6 6 C Grade 6 6 8 Total 18 12 14
Team 05/06 06/07 07/08 Cross-country (Total) 15 27 23
Football A Grade 18 17 18 B Grade 17 18 19 C Grade 26 19 20 Total 61 54 57
Swimming
For Public Reference p. 113
St. Louis School
School Report 2007/2008
A Grade 6 3 5 B Grade 7 10 9 C Grade 9 9 5 Total 22 22 19
Table-tennis A Grade 5 5 3 B Grade 4 5 4 C Grade 5 5 0 Total 14 15 7
Tennis (Open) - 10 10
Sub Total S1-S3 70 69 62 Sub Total S4-S7 147 154 158 Grand Total 217 223 220
For Public Reference p. 114
St. Louis School
School Report 2007/2008
Service Team & Uniform Team
Keeping the central red cross in their school badge in mind, our students adopt Jesus Christ as their model, possessing love and compassion, a sense of self - sacrifice and universal service. St. Louis boys don't simply think for themselves but also care about others.
The following table reports the number of participating students for S1-3 and S4-7 in Services groups# in the past 3 years.
#HK Girl Guides Association, The Girl's Brigade HK, HK Red Cross, Scout Association of HK, HK Air Cadet Corps, Civil Aid Service Cadet Corps, HK Adventure Brigade, HK Sea Cadet Corps, St. John Ambulance Brigade, The Boy's Brigade HK, HK Road Safety Association, The Community Youth Club, Junior Police Call. ) If a student has participated in more than one group, he will be counted more than once as well as.)
For Public Reference p. 115
St. Louis School
School Report 2007/2008
Total no. of students participated in any of the uniform/social and voluntary services groups (entire school year) by level
Team 05/06 06/07 07/08 SLS Youth Club# S1-3 54 30 40 S4-7 204 120 202 Total 254 150 242 Boy Scouts (16th HK Group) S1-3 52 47 65 S4-7 19 30 20 Total 71 77 85 # Saint Louis Youth Club whose motto is “To Serve and Recreate” was founded in January 1973. It aims to exert a positive influence on society through promoting self-respect and goodwill among youth.
For Public Reference p. 116
St. Louis School
School Report 2007/2008
Total no. of students participated in any of the uniform/social and voluntary services groups (entire school year) by group
Total no. of Students 05/06 06/07 07/08 S1-3 SLS Youth Club 54 30 40 Community Youth Club 0 0 0 Boy Scouts (16th HK Group) 52 47 65 Sub Total 106 77 105 S4-7 SLS Youth Club 204 120 202 Community Youth Club 0 0 0 Boy Scouts (16th HK Group) 19 30 20 Sub Total 223 150 222 Grand Total 329 227 424
For Public Reference p. 117
St. Louis School
School Report 2007/2008
The following table reports the participation rates (number of participating students divided by total number of students in these school levels) of our students (all levels) in uniform groups. Student participation in uniform/social and voluntary services groups 05/06 06/07 07/08 Participation Rates % (S1-3) 16.7% 12.2% 17.2% Participation Rates % (S4-7) 44.3% 29.7% 44.3%
50.00%
40.00% Participation Rates % (S1-3) 30.00% Participation 20.00% Rates % (S4-7)
10.00%
0.00% '05-06 '06-07 '07-08
Remark At SLS, our students' organizations organize some large scale annual variety shows namely (i) "Thanksgiving Nite" which includes singing, dramas, dancing, and sometimes verse recitals etc and (ii) "Talent Time" which is a singing competition open to all students and (iii) Performance of Chinese Music Orchestra. These provide our students with opportunities to demonstrate their talents in various cultural aspects.
Talent Time 2008 (30 January 2008)
For Public Reference p. 118
St. Louis School
School Report 2007/2008
For Public Reference p. 119
St. Louis School
School Report 2007/2008
School’s Chinese Orchestra performed their
high-spirited blend of virtuosity in several
school functions including the Secondary
One Orientation Day, The Annual Speech
Day and Thanksgiving Nite. The audience
was enchanted by their performances.
For Public Reference p. 120
St. Louis School
School Report 2007/2008
Students’ Physical Development Percentage of Students Within Acceptable Weight Range*
80 70 60 '03-04
t 50 40 30 '04-05
Percen 20 10 '05-06 0 14-year old15-year old S3 S3 Students Students
*The acceptable weight range is from 80% to 120% of the median Weight-For-Height based on figures of a territory-wide survey conducted by the Department of Paediatrics, the Chinese University of Hong Kong or Body -2 Mass Index (BMI) within 18-23 kgm . The figures will be updated in the coming SR 0809.
Student Participation In Student Health Service
Percent 100
95
90
85 0708 0607 80 0506
75
70
65
60 S1 S2 S3 S4 S5 S6
For Public Reference p. 121
St. Louis School
School Report 2007/2008
Key Issues for the new School Development Plan (2008-09)
Major Concern 1. Enhance concerted effort towards a common goal Major Concern 2: Enhance effective learning and teaching to meet the challenges of NSS Major Concern 3: Enhance students’ language and critical thinking skills
Major Concern 1. Enhance concerted effort towards a common goal
Strategies / Tasks Develop an e-notice system for information passing, message circulation, policy
instruction and feedback discussion among all staff.
Hold monthly general staff meetings for consultation of school policies and measures.
Strengthen professional leadership at different management levels to work out a clear
direction of school-based development.
Refine the school organizational chart to delineate hierarchical empowerment and
accountability.
Establish a supplementary upper-middle management level to facilitate systematic
monitoring and conduct thorough PIE cycle of self-evaluation.
Major Concern 2: Enhance effective learning and teaching to meet the challenges of NSS
Strategies / Tasks Release 2 VPs from part of their regular workload with the provision of TPPG to help
coordinate the migration of school towards NSS.
For Public Reference p. 122
St. Louis School
School Report 2007/2008
Relieve some teachers’ workload with the provision of CEG to create space for
professional development and staff collaboration in SBA, TSA and NSS preparation by
recruiting extra TAs and contract teaching posts.
Establish a staff development team to enforce and monitor the teachers’ Continuing
Professional Development (CPD).
Step up linkage with professional bodies and participate in development programmes and
school support services organized by EDB, tertiary or secondary institutes. (e.g. HKIED
Assessment Project, School Support Service of Junior English)
Establish experience-sharing network with brother/neighbouring schools.
Reserve a session for professional development or experience sharing of good practices
in each monthly general staff meeting.
Conduct common or peer lesson observation among peers for all subjects.
Conduct common lesson preparation periods for some pioneering subjects
Encourage collaborative teaching within and cross subjects/KLAs.
Develop a holistic plan across the 8 KLAs with appropriate weightings and better
cross-curriculum coordination.
Extend the practice of group project and oral presentation in some subjects and expand
their weighting in assessments.
Implement small class teaching in junior forms English and Math.
Establish a detention system to handle the lateness or failure of homework submission.
Develop and consolidate a set of activities-oriented strategies by joint functional groups
to enhance students’ learning effectiveness and resilience power, especially among the
bottom ones.
For Public Reference p. 123
St. Louis School
School Report 2007/2008
Implement self-study program in S4 for the low ability students.
Encourage more off classroom activities to be incorporated as OLE in NSS.
Introduce “Continuous Assessment” and “standards-referenced assessment” in a number
of subjects.
Major Concern 3: Enhance students’ language and critical thinking skills
Strategies / Tasks Establish a ”reading period” for all classes.
Design a reading list for all students at all levels.
Establish a record & award system for students in reading.
Strengthen and enforce the function of library in the promotion of reading.
Incorporate reading as an essential element in group projects and expand their weightings
in assessments.
Develop “standards-referenced assessment” and introduce Student Learning Profile (SLP)
to reflect the achievement levels of students in reading.
Extend the practice of oral presentation progressively in different subjects and expand its
weighting in assessments.
Incorporate “Dramatic English” progressively in S1-3 English curriculum with the
provision of Additional EMI Support Fund
Enforce English Speaking Day as a whole school activity.
Organize interclass or cross-levels English speaking competitions (e.g. debate, drama,
speech, verse-speaking, etc.)
Extend the practice of essay-typed questions and expand their weightings in assessments
For Public Reference p. 124
St. Louis School
School Report 2007/2008
Encourage writing as daily practice.
Establish an e-platform to promote writing.
For Public Reference p. 125