Contents A. School Vision and Mission 2 B. Features of MSS 3 - 15 C. Major Concerns and Programmes for 2010-2011 16 - 61 D. Student Achievements and Awards 62 - 86 E. Government Funds and School Funds 2010 - 2011 87 F. Report on the use of Government Funding 88 - 92 1. Capacity Enhancement Grant (CEG) 2010 – 2011 2. Senior Secondary Curriculum Support Grant (SSCSG) 2010 – 2011 3. Additional Support to Enhance Learning and Teaching English for Secondary Schools Adopting EMI Grant (EESG) 2007 – 2011 4. Diversity Learning Grant (NSSDLG) 2010 – 2011 5. Support for Non-Chinese Speaking Students (NCSG) 2010 – 2011 G. School Development Plan 2010 - 2013 93 Appendix 1 : School Organisation Chart (2010-2011) Appendix 2 : MSS Co-curricular Activities (2010-2011) Appendix 3 : Pastoral Care Programmes Composite Schedule (2010-2011) 1 Marymount Secondary School A. School Vision & Mission Our School aims to provide quality education. According to our Catholic and cultural traditions, we aim at the greater development of our students in moral, intellectual, physical, social, aesthetic and spiritual aspects. Through care and concern for each individual person, we seek to educate our students so that 1. their acquisition of knowledge and skills is joined to Christian values; 2. they become reflective and will accept their strengths and weaknesses; 3. they come to a knowledge of God and put Christian values into practice; 4. they are sensitive to the needs of others, especially the poor; 5. they fulfil a role in serving others to build a just and compassionate society. 2 B. Features of MSS 1. Brief History Our school is a well-established government aided school with a long history and fine traditions. It was founded by the Maryknoll Sisters from America in 1927. In the year 1978, the sponsorship was handed over to the Columban Sisters from Ireland. In 1996, the sponsorship of the school was transferred to the Christian Life Community (CLC), an international Catholic lay community associated with the Society of Jesus. The CLC has pledged to preserve the same school spirit, foster the fine traditions and continue to provide an all-round education to students of the school. Under the same sponsorship is Marymount Primary School (MPS), our feeder school. 2. School Culture We provide a broad and balanced curriculum and an environment conducive to enhancing students’ language competence, particularly English. Not only are we strong in the development of a culture of creative arts, we also had an early start in the development of an Information Technology culture and students are able to enjoy a wide range of creative arts and IT in teaching and learning. We have well established leadership training and extra-curricular activities for our students. In pastoral care, we attach great importance to values education. 3. Class Structure Class Structure of Secondary 1 - 7 S7 S6 S5 S4 S3 S2 S1 Number of classes at each level In 2010 – 2011, we have four classes each in Secondary 1 to 5 and three classes each in Secondary 6 and 7. Commencing with Secondary 1 of 2006 – 2007, under a symmetrical structure, once admitted to our school, students are able to proceed and enjoy schooling until Secondary 6 under the New Senior Secondary Academic Structure. 3 4. School Campus Since the completion of the School Improvement Project in October 2006, special rooms in the main building as well as the new annex have been refurbished and their facilities upgraded to support teaching and learning activities suitable for the NAS curriculum. These include the following : Special rooms and facilities in the new annex: Science KLA: Biology Laboratory Chemistry Laboratory Physics Laboratory Integrated Science Laboratory 1 & Laboratory 2 Physical Education KLA: Ball Court Covered Playground Gymnasium Arts KLA: Visual Arts Room Others: Conference Room Multi-purpose Room Special rooms and facilities in the main building: Humanities KLA: Geography Room Liberal Studies Room Technology KLA: Technology & Living Room LEAD Room Campus TV Room Arts KLA: Music Room Music Store Room Others: St. Ignatius Room (Multi-Purpose Room) Classrooms for split-class teaching Student Activity Centre Careers Guidance Room Interview Room 4 5. Composition of School Management Committee (SMC) The SMC consists of representatives from the sponsoring body, the teaching staff, the alumnae, parents, an independent manager and the Principal. Composition of the School Management Committee (SMC) 7 77 7 6 5 4 08/09 33 09/10 3 10/11 2 2 1 1 1 1 11 1 11 1 1 1 11 1 0 0 School Principal Teacher Alumnae Parent Independent Appointed Sponsoring non-voting Body member Members of the SMC 2010-2011 Members Representing Dr. Eadaoin K.P. Hui School Sponsoring Body Fr. Seán ÓCearbhalláin, S.J. School Sponsoring Body Ms. Amy Chan School Sponsoring Body Ms. Lorraine Choi School Sponsoring Body Mrs. Jennie Chor School Sponsoring Body Ms. Flavia Hung School Sponsoring Body Ms. Monica Ip School Sponsoring Body Ms. Barbara Chan Alumna Dr. Lydia Cheng Alumna Ms. Asha Sharma Alumna Mrs. Jenny Mok Teacher Manager Ms. Anita Ng Parent Manager Mr. Albert Chan Independent Manager Ms. Veronica Ma School Principal (MSS) Mrs. Julie Ma Appointed non-voting Member (Principal of MPS) 5 6. Our Teachers On our staff establishment, we had a total of 51 teachers. In addition, 4 full-time and 3 part-time teachers were appointed under the EDB special grants and funding from MSS Alumnae Association Educational Trust. Highest Academic Qualifications attained by Teachers * 2010-2011 Bachelor's Degree Master's Degree or above 33% 67% % of Professionally-trained Teachers * 98% 98% 100% 100% 80% 60% 40% 20% 0% 08/09 09/10 10/11 * Teachers on the staff establishment 6 % of Subject-trained Teachers* in the Core-three Subjects Chinese 10-11 100% English 10-11 89% 11% Maths 10-11 58% 42% Chinese 09-10 100% English 09-10 100% Maths 09-10 58% 42% Chinese 08-09 100% English 08-09 80% 20% Maths 08-09 58% 42% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Legend: Chinese subject-trained English subject-trained Non-English subject-trained Maths. subject-trained Non-Maths. subject-trained in Actuarial Science, Computer Engineering, and Engineering. % of Teachers * meeting the Language Proficiency Requirement (LPR) 100% 100% 100% 100% 100% 100% 100% English Putonghua 80% 60% 40% 20% 0% 08/09 09/10 10/11 * Teachers on the staff establishment 7 We take pride in reporting that in line with our aim to cultivate students who are truly bilingual and fluent in English, Cantonese and Putonghua, all language teachers in our school have met the Language Proficiency Requirements for teaching English or Putonghua. % of Teachers * with the stated years of Teaching Experience 100% 80% 76% 80% 67% 60% 08/09 09/10 10/11 40% 20% 20% 12% 12% 10% 9% 8% 3% 3% 0% 0% 0-2 yrs 3-5 yrs 6-10 yrs over 10 yrs * Teachers on the staff establishment Staff Continuous Professional Development The school was committed to allocating resources to foster staff’s professional development especially in the area of the New Senior Secondary Curriculum, stepping up capacity building effort and providing opportunities for collegial collaboration. By September, 2010, the majority of the teachers were well equipped for the implementation of the NSS. Below is a summary of CPD hrs on various areas of NSS attended by teachers in 2010 – 2011: 8 Areas No. of CPD hrs. i. Curriculum Leadership 69.5 ii. Curriculum, Pedagogy & Assessment 438 iii. OLE & SLP 105 Apart from external training, the 14 hours of staff development programmes and activities organized by the Staff Development and Appraisal Committee (SDAC) were geared towards meeting the needs of teachers and school development. They included: Date Programme Facilitators/Speakers/Organisers 27 Aug., 2010 Critical Thinking Mr. Chan Tak Hang, retired Principal and presently consultant of EDB Professional Development for schools 25 Feb., 2011 Recharging our Body, Mind & Professor Lam Man Ping and Mr. Soul Calvin Luk 4 Apr., 2011 Key Learning Areas Sharing KLA representatives Session 20 May, 2011 Catholic Schools Teachers’ Day Jointly organised by the Catholic Diocese Schools Council and the Religious Schools Council In stepping up the enhancement of teachers’ capacity for Integrated Education, two teachers completed the 90-hour Advanced Course on Catering for Diverse Learning Needs and another teacher attended the 60-hour Thematic Course on Education of Students with Specific Learning Needs for English Language Teachers. In addition to the above, teachers pursued Continuous Professional Development (CPD) that met their individual needs by taking part in seminars and workshops organized by the EDB and other educational institutions, participating and engaging in job-enrichment activities such as sharing of good practices, mentoring and action learning, providing service to education and the community and pursuing higher academic study. The school was very pleased to have the opportunity for our teachers to share with other schools the development of Student Learning Profile (SLP) and its implementation and the design of the new timetable which aims at maximizing teaching and learning effectiveness and facilitating the organization of Other Learning Experiences (OLE), Co-curricular Activities (CCA) and Extra-curricular Activities (ECA). 9 In the deployment of staff, the school gave full support to teachers engaged in CPD by appointing additional staff with Substitute Teacher Grant (STG) and special funding so that teachers could be free for planning and preparation for NSS and not be over-burdened by substitution duties resulting from CPD. Summary of CPD of Principal and teachers The Principal was engaged in 232.75 hours of CPD while the average number of CPD of teachers (excluding the Principal) was 81.13 hours. The average CPD hours completed by staff was well above the suggested 50 hours per year by the EDB.