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Shatin Pui Ying College Annual School Report 2015/2016

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Shatin Pui Ying College Annual School Report 2015/2016 Shatin Pui Ying College Annual School Report 2015/2016 Shatin Pui Ying College / Annual School Report (2015-2016) / P.0 Contents A. School Vision and Mission 2 B. Our School 2 C. Major Concerns 2 D. Achievements and Reflection on Major Concerns 1. Implementing focused values education with a whole-school approach. 3 2. Encouraging the professional development of teachers in the interest of enhanced learning 4 among students. 3. Fostering life-planning education 6 4. Nurturing an international outlook and making better use of the global Pui Ying Network. 8 E. Support for Student Development 10 F. Student Performance 12 G. Financial Report 1. School Financial Source 23 2. Teacher Relief Grant 23 3. Capacity Enhancement Grant 24 4. Senior Secondary Curriculum Support Grant 24 5. Extra Senior Secondary Curriculum Support Grant 25 6. Report on Life Planning Education and Career Guidance Service ( 2015-2016) 26 7. Programme Evaluation Report for DLG-funded Other Programmes (Gifted Education) 33 (2015-2016) 8. Programme Evaluation Report for DLG-Applied Learning Courses (APL) (2015-17 Cohort) 40 H. Key Issues for the Coming Years 41 Shatin Pui Ying College / Annual School Report (2015-2016) / P.1 A. School Vision and Mission 1. Vision Statement Together we nurture the lives of our students Hand in hand we witness the Love of Christ 2. School Mission a. Our school has ‘holistic education’ as its philosophy, with ‘Faith, Hope, Love’ as its motto. We are committed to the provision of a comprehensive range of quality education services, which aims to promote the moral, intellectual, physical, social, aesthetic and spiritual development of our students. b. We help our students grow in physical fitness, self-discipline, responsibility, independent thinking, creativity, leadership and social skills. c. Seeking to nurture in our students positive attitudes and Christian values, we want to see them develop into good citizens, serving the community and contributing to our nation. B. Our School 1. Shatin Pui Ying College was established in 1978. 2. It is a Christian EMI secondary school fully subsidized by the government with 4 classes each for S1 to S3. We split the 4 classes into 5 smaller classes in S4 to S6. This enables teachers to cater much more effectively to learner diversity and encourage student involvement. There is a total enrolment of 783 students. 3. All S1 freshmen are Band 1 students. 4. We have a full establishment of 55 teachers (including 1 native-speaking English teacher), 3 IT technicians, 3 laboratory technicians, 1 librarian, 9 clerical and administrative staff and 13 janitors. In addition, there are 6 teachers appointed under other government grants. To relieve teachers of their non-teaching workload, 4 undergraduates serve as part-time clerical staff. 5. Given that the quality of our students, the English proficiency of our teachers and the relevant supporting strategies are above the required standard, the Education Department has given us approval to use English as the medium of instruction since 1998. C. Major Concerns 1. Implementing focused values education with a whole-school approach. 2. Encouraging the professional development of teachers in the interest of enhanced learning among students. 3. Fostering life-planning education 4. Nurturing an international outlook and making better use of the global Pui Ying Network. Shatin Pui Ying College / Annual School Report (2015-2016) / P.2 D. Achievements and Reflection on Major Concerns Major Concern 1: Implementing focused values education with a whole-school approach Achievements: Activities by different subjects and committees were organised in accordance to this year’s theme of values education: ‘Give thanks with a grateful heart, Respect others with courtesy always’. In 「心靈加油站」 held in morning assembly periods for junior form students, articles related to the aforementioned theme were selected for teachers and students to read together in order to instil a positive attitude in students. Students’ feedback was positive and some even expressed the wish to obtain a copy of the articles to share with their families and friends. Guest speakers were invited to share on the topic ‘Gratefulness Leads to Happiness’. For example, Mr. Kevin Lau Chun To, the former editor-in-chief of Ming Pao, shared on his experience of the knife attack, how he overcame the grudge with a thankful and forgiving heart during recovery. We also invited Rev. Siu Shing Pik to share on how to be grateful and treasure what we have. Students were able to learn from the valuable experience of the guest speakers. Volunteer activities also helped students learn to be thankful. The Dongguan Trip organised by the Student Guidance Committee was one example. The Civic Education Committee also cooperated with other organisations in holding a series of volunteer activities for the physically challenged. Through the activities and the sharing afterwards, it was evident that our students had learnt to care for the underprivileged and treasure what they had. The Discipline Committee reminded students in various occasions to be respectful and polite to others. Most students behaved in a respectful manner in front of teachers and guests. The Parent Academy held by the Parent-Teacher Association also provided a platform to foster home-school cooperation in nurturing our students. Four lessons on topics such as life-planning, home education, communication tips and mental health were delivered by experts in the respective areas, including Principal Ip Cho Yin and Ms. Shirley Loo. A total of 53 parents enrolled in the series and the feedback was positive. Home-school cooperation in instilling positive values in students was realised through parent education activities. Reflection: We attach much importance to the shaping of students’ personalities and hence values education has been our focus of development. Experiences during their growth were crucial to the development of their characters. From the experience of implementing Shatin Pui Ying College / Annual School Report (2015-2016) / P.3 values education these years, it has been concluded that more focused values education with a clearer outline would facilitate systematic delivery of messages related to values education. It is our hope that SPYC students will become “Servant Leaders”, “Passionate Learners”, “Youthful Seekers” and “Compassionate Neighbours”. This will be made clear to students so that they will understand the expectation of the school. Moreover, values education should also infiltrate into daily teaching and topics of learning. Further coordination will be made to facilitate the realisation of values education across different subjects, achieving a whole-school approach to the cultivation of SPYC core values. Major Concern 2: Encouraging the professional development of teachers in the interest of enhanced learning among students Achievements: Professional Development Professional development was promoted in school by inviting experts to organise talks or workshops. For example, a workshop on designing lead-ins was held by Principal Ip Cho Yin and a workshop of crisis management by Ms. Leung Yuen Ki, the educational psychologist. Professional exchange among teachers was also encouraged. In August 2015, Mr. H.C. Wong shared on campus crisis management, and Ms. M.Y. Lee and Mr. C.F. Chow shared on a whole-school approach to the promotion of values education. In November 2015, Mr. K.M. Mak shared on e-learning strategies. In April 2016, Mr. K.Y. Lee and Mr. K.M. Mak shared on how information technology facilitates self-directed learning, Mr. Y. K . Chan, Mr. C.F. Chow and Mr. K.M. Mak shared on their experiences in mobile learning, Vice-principal T.N. Chen gave an overview of the promotion of self-directed learning in our school, and Mr. C.Y. Leung, Mr. H.Y. Mok, Mr. C.K. Chan and Ms. W.K. Wong shared their lesson designs with self-directed learning elements. The Academic Committee arranged different topics of sharing for students in different forms, conducted by students or alumni, including note-taking strategies, learning attitude, and tips on preparing for HKDSE examination. Students’ feedback was positive. Teachers were generally positive to the above activities and believed that they were helpful in promoting professional development. Questionnaires were given to teachers after each Staff Development training session to collect their feedback on their interest level, objectives, effectiveness, and general arrangement of the training. For most of these sessions, more than 80% of teachers were satisfied with the training on Staff Development Day, of which around 20% showed great satisfaction. On a scale of 1 – 5 (with 1 being the highest), the mean value of most components lay within the top range of 1 to 2, with no components lower than 2.3. This shows that most teachers were generally satisfied with the school’s Staff Development arrangement and found these training sessions helpful and stimulating. Shatin Pui Ying College / Annual School Report (2015-2016) / P.4 Self-directed Learning and Mobile Learning In order to encourage self-directed learning, the use of lead-ins was promoted in S1 Chinese Language, English Language, Mathematics and Liberal Studies. Teachers also shared their experience in designing their lessons and the effectiveness in front of the whole teaching team in January and April 2016. Language teachers acknowledged the effectiveness of lead-ins in providing room to adjust their teaching strategies and design theme-based learning. Some teachers also used sample essays from previous years as a platform for current students to discuss and understand the task requirements. This enforces current students’ understanding of the curriculum, as well as encourages Liberal Studies teachers to design theme-based lead-in activities for junior form students and Language teachers to extend the scope to S2 students in the coming year. Mobile learning was also our focus of development. To this end, the IT Team purchased a number of tablet computers, installed related devices and encouraged teachers to experiment with them.
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