Contents
A. School Vision and Mission 1
B. Features of MSS 2 - 11
C. Major Concerns and Programmes for 2007-2008 12 - 65
D. Student Achievements and Awards 66 - 90
E. Government Funds and School Funds 2007 - 2008 91
F. Major Concern for 2007-2010 92
G. Report on Capacity Enhancement Grant & Teacher Professional Preparation Grant 2007-2008 93 - 95
Appendix : School Organisation Chart
0
Marymount Secondary School
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 fulfill a role in serving others to build a just and compassionate society.
1 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
We have four classes each in Secondary 1 to 5 and three classes each in Secondary 6 and 7. Under a symmetrical structure, once admitted to our school, students are able to proceed and enjoy schooling until Secondary 5 and a large percentage of students are able to continue their education with us in Secondary 6. 2 4. School Improvement Project (SIP)
With the completion of the SIP in October, 2006, the new school annex as well as the renovated and refurbished rooms in the main building have been updated with modernized facilities to support teaching and learning activities proposed in the education and curriculum reforms of the New Senior Secondary. 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: Classrooms for split-class teaching Humanities KLA: Geography Room Liberal Studies Room
Technology KLA: Home Economics Room LEAD Room Campus TV Room
Arts KLA: Music Room Music Store Room
Others: Classrooms for split-class teaching Student Activity Centre Careers Mistress Room Interview Room
3 5. Composition of School Management Committee (SMC)
The SMC consists of representatives from the sponsoring body, the teaching staff, the alumnae, parents and the Principal.
Composition of the School Management Committee (SMC)
7 77
7
6
5
4 3 3 05/06 06/07 3 2 07/08 1 2 11 1 111 1 1 1
1 0 0
0 School Alumnae Principal Teachers Independent Parents Sponsoring Members Body
Members of the SMC 2007-2008
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 Mrs. Esther Poon Teacher Manager Ms. Asha Sharma Parent Manager Ms. Veronica Ma School Principal (MSS) Mrs. Julie Ma Appointed non-voting Member (Principal of MPS) 4 6. Our Teachers
On our staff establishment, we had a total of 53 full-time teachers (including the Principal), 5 teachers and 1 administrative assistant employed through the Capacity Enhancement Grant (CEG) and 2 teachers and 1 teaching assistant employed through the Teacher Professional Preparation Grant (TPPG).
Highest Academic Qualifications attained by Teachers * 2007-2008
Bachelor Degree
Master Degree or 47% 53% above
% of Professionally-trained Teachers *
100% 98% 98%
100
80
60
40 Percentage
20
0 05/06 06/07 07/08
* Teachers on the staff establishment
5 % of Subject-trained Teachers * in the Core-three Subjects
100% 100% 100% 100% 100% 100% 100%
83% 83%
80% 71%
60% Chinese English 40% Maths
20%
0% 05/06 06/07 07/08
% of Teachers * meeting the Language Proficiency Requirement (LPR)
100% 100% 100% 100% 100% 100%
100
80
60
40 English
Percentage Putonghua
20
0 05/06 06/07 07/08
* Teachers on the staff establishment
6 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 and Putonghua.
% of Teachers * with the stated years of Teaching Experience
100
77% 70% 79% 80
60 05/06 06/07 07/08 Percentage 40
20% 20 15% 6% 9% 6% 8% 4% 4% 2%
0 0-2 yrs 3-5 yrs 6-10 yrs over 10 yrs
* Teachers on the staff establishment
7 7. Our Students
911 students were enrolled in the school in September 2007. The majority of S1 students are from MPS, while the majority of S6 students were filled by students of S5 from our own school.
Student Attendance 96% 99% 99% 99% 98% 98% 98% 98% 98% 99% 98% 98% 98% 97% 97% 96% 97% 96% 94% 91% 100% 92%
90%
80%
70%
60%
50% Percentage 40%
30%
20%
10%
0% S1 S2 S3 S4 S5 S6 S7 05/06 06/07 07/08 Class Level
% of Early Exit Students
2.38%
2.50 1.65% 2.00
1.50 0.88%
1.00
0.50
0.00 05/06 06/07 07/08
Over 90% of students who withdrew during the school term continue their studies overseas.
8 Destination of S5 Graduates
69% 70 65% 63%
60 05/06 06/07 50 07/08
40
31% 27% 30 26%
20
10% 10 4% 3% 1% 0% 0% 0% 0% 0% 0% 0% 0% 1% 0% 1% 0 S6 Course S5 Course Overseas Post S5 Employment Others Unknown Studies
Destination of S7 Graduates
60
50% 50 47%47%
05/06 06/07 40 35% 07/08 34% 31% 30
20 14%14%14%
10 7% 4% 1% 0% 0% 0% 0% 0% 0% 0%0% 0% 0 Local S7 Course Overseas Post S7 Employment Others Unknown university Studies
9 8. Our Partners in Education
As our partners in education, the MSS Alumnae Association (MSSAA) and the MSS Parent-Teacher Association (MSSPTA) have generously supported teachers and students in various educational field trips and excursions and sponsored scholarships. In addition to this, they have been most enthusiastic in supporting school functions like our Annual Sports Day, Swimming Gala and Fun Fair. The two associations have also been active in raising funds to support the MSS School Improvement Projects.
The MSS Alumnae Association
The Alumnae Association organises annual social events such as Christmas Party, Easter Egg Hunt and Welcome F.5 Lunch Party.
This is the third year of the Mentorship Programme since its launching in December, 2005. 27 alumnae joined the programme and acted as mentors for our 53 S.6 students. Mentors shared with their mentees their experience and offered them advice on further studies and future careers. In some cases, visits to a workplace were arranged to enable mentees to know more about the profession. In March, 2008, a career planning and development workshop was also organised jointly with Wah Yan (Hong Kong) Past Students Association for the students of the two schools.
The MSS Parent-Teacher Association
This year the MSS PTA celebrated its 10th Anniversary and a banquet was held on 5 April, 2008. It was a joyful event where old and new PTA members shared happy and memorable moments of the development of the PTA between 1998 – 2008.
Activities held during the year include: • Annual General Meeting • Ocean Park Halloween Bash • S1 Parents Sharing Session • Sending a Hamper to each of the 26 classes at Christmas Party • Values Education Workshops & Evaluation Session • Court Visit for S2 students • Post Exam Harp Performance and Beading Workshop for S1 students • PTA Reading Scheme
10
The Values Education Workshops co-organized with the MPSPTA and facilitated by the Hong Kong International Institution for Educational Leadership continued to be very popular among parents of the two schools. In order to enable more parents from other schools to share the benefits of this programme, parents from Wah Yan College Hong Kong, Raimondi College and Hennessy Road Government Primary School (p.m.) were also invited to participate in this event.
11 C. Major Concerns and Programmes for 2007-2008
The major concern in our 2007-2010 School Development Plan is ‘Engineering a smooth and successful transition to New Senior Secondary (NSS), aiming at catering for the diverse needs of students, stretching their potentials and inspiring them to excel through Reflection, Creativity and Commitment’.
1. Management and Organization
1.1 School Organization
Achievement
To ensure that we are ready for the challenges in the implementation of the New Senior Secondary Structure and Curriculum (NSSS&C), under the Curriculum Committee (CC) two new sub-committees were set up.
The Timetabling Sub-committee, whose members included the NSSC Co- ordinator, representatives of Key Learning Areas and Pastoral Care Division, was responsible for reviewing the existing 35-minute lesson and 6-day cycle system to see whether they facilitate interactive teaching and learning and accommodate the requirements of the new curriculum.
The Student Learning Profile (SLP) Sub-committee, with teachers representing the Pastoral Care Division, Academic Committee, IT Committee and Homeroom teachers, was responsible for implementing the SLP, designing a school- based SLP that enables students to reflect on their learning, set learning goals, monitor their own progress and plan ahead for their future educational and career needs.
The Timetabling Sub-committee, having reviewed the existing lesson time and cycle system, proposed the implementation of a new timetable, extending the 35- minute lesson in a 6-day cycle system to a 50-minute lesson under a 10-day cycle system. Realizing that a lot of what students learn is no longer confined to their textbooks and the classroom, the new timetable with a built-in reading time and flexible time slots for Other Learning Experiences, Co-Curricular Activities and Extra-Curricular Activities will be implemented in the coming September to facilitate learning beyond the classroom as well as the tapping of external resources and expertise to enrich and reinforce student learning. 12 The Student Learning Profile (SLP) Sub-committee succeeded to design a school-based SLP to be trial run in 2008-2009 among Secondary 3 students. The Sub- committee ensured that the launching of the SLP is in line with our school vision and mission. The SLP was designed to enhance the reflective culture among students which we believe is the basis for the pursuit of “magis”, the latin word for “more”. Our sponsoring body, the Christian Life Community, insisted on the “magis”, the fullest possible development of each person’s individual capacities joined to the willingness to use the developed gifts for others. Emphasis was also given in the SLP to the eight personal attributes that we aim to develop in students, helping them to become integrated persons of wisdom, care, love and compassion.
Reflection & Evaluation
Both sub-committees were able to achieve their goals with the implementation of the new timetable and the SLP in the following school year. Since the timetable and SLP entail changes and new elements in school life, teachers and students need to be ready to embrace changes and make adjustment so that they can all benefit from the changes.
1.2 Human Resources
Achievement
The school was committed to allocating resources to foster staff’s professional development especially in the area of preparation for the implementation of the New Senior Secondary, stepping up capacity building effort and providing opportunities for collegial collaboration.
Throughout the year, teachers indeed worked very hard to equip themselves for the NSS educational reforms. Below is a summary of CPD hours on various areas of NSS attended by teachers:
Areas No. of CPD hours i. Curriculum Leadership 22 ii. Curriculum, Pedagogy & Assessment 1057 iii. OLE & SLP 62
13 Apart from external training, the majority of the total 21.5 hours of staff development programmes and activities organized by the Staff Development and Appraisal Committee (SDAC) were geared towards meeting the needs of teachers in preparation for the NSS. They included:
Date Programme Facilitators/Speakers 29 August, 07 I. Mind Lab Exploration Facilitators from Mind Lab Programme
II. Assessment for Learning Professor Magdalena Mok Mo Ching, HK Institute of Education
III. Workshop on Learning English Dr. Vicki Ooi of Eduarts through Drama for English Language Teachers
13 & 20 Two training sessions for teachers IT Committee September, 07 who are interested in updating their IT skills and the use of eClass
26 October, 07 Panel/KLA Sharing Session on KLA representatives preparation for NSSC and sharing of seminar information
Experience sharing with other R.E.Panel, Geography schools:Two panels went to visit Panel and Teachers of Wah Wah Yan College, Kowloon and Yan College, Kowloon had sharing on Values Education Strategy/Religious Education/Ignatian Education and the application of Geographic Information System respectively
15 November, 07 Workshop on Creating Multiple Professor Branton Shearer, Intelligences-Inspired Classrooms Ph. D. and Schools & MIDAS Assessment
14 December, 07 A visit to the Affiliated School of Mr. George K.H. Chan the University of Macau (ASUM) Principal of ASUM A talk on becoming a happy teacher
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 14 engaging in job-enrichment activity 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 teachers of the LEAD Programme (Learning through Engineering and Art & Design) and the JUMP Programme (Junior One Understanding and Managing Project Learning) to share their good practices with teachers and principals of other schools on several occasions during the year.
In the deployment of staff, the school gave full support to teachers engaged in CPD by appointing additional staff with the Teacher Professional Preparation Grant (TPPG) and Substitute Teacher Grant (STG) so that teachers could be free for planning and preparation for NSS and not be over-burdened by substitution duties resulting from CPD. The school also took care that when necessary new teachers were appointed on a contract basis to minimize redundancy of teachers as a result of the restructuring of the class structure under NSS.
Summary of CPD of Principal and teachers
The Principal was engaged in 198 hours of CPD while the average number of CPD of teachers (excluding the Principal) was 90 hours. The average CPD hours completed by staff was well above the suggested 50 hours per year by EDB, while three members of our teaching staff completed their course of studies for a Master Degree during the year, bringing the percentage of staff having Master Degrees or above qualifications to 53%.
Average No. of CPD Hours
198.5 192.5 200.0 156
150.0 Teachers
95.7 90.9 83.9 100.0 Principal Hours
50.0
0.0 05/06 06/07 07/08
15 Reflection & Evaluation
The number of CPD hrs on NSS indicates that the staff understood and were committed to the need to be well-prepared for the implementation of the New Senior Secondary. Results from evaluation surveys of the school-based staff development programme showed that the programmes were in general able to meet the needs of teachers in preparation for NSS and also attending to their other needs. On the average, over 80% of the staff ‘agreed’ or ‘strongly agreed’ that the objectives of the school-based programmes were achieved. The visit to Macau which received very positive feedback from staff would not have been possible if not for the generous support of an anonymous sponsor. The school is also grateful to the MSS Alumnae Educational Trust for supporting our staff development programme.
1.3 Communication Plan
Achievement
In the development of the NSSC and its implemention, stakeholders have been regularly informed and consulted.
During the year, teachers have been informed of the progress of our plan and preparation for NSS through our Staff Meeting. This year, they were consulted about the final framework for the curriculum, the design of the timetable and the SLP, the use of the New Senior Secondary Support Grant (NSSSG) and Migration Grant (NSSMG) and their NSS professional development needs.
Parents of the first batch of NSS students were informed of the NSSC framework in March, 2008. A survey of the students’ choice of subject based on the proposed framework was also carried out, giving the school adequate information before finalizing the framework for the first year of NSS. Introduction to NSS has also been made part of the programme of our first meeting with Secondary One parents from 2007. The latest NSS information, our plan and development have also been uploaded to our school website.
In April 2008, the Parent Teacher Association (PTA) and student leaders, which included the Student Council Officers and Spokesmen and Councillors of all classes, were informed of the proposed changes in the timetable and were invited to comment on it. Both parents and students understood the rationale for the changes and made constructive comments which the Timetabling Sub-committee had given serious consideration. 16 Reflection & Evaluation
Having decided on the School Development Plan of 2007 – 2010, staff were very clear about the direction and focus of our preparation for NSS. They understood the need to work in collaboration towards a successful transition. As a result each and every member of the different committees, sub-committees and subject panels contributed their best in their own capacity to the implementation of NSS.
The school will continue to use all possible channels to disseminate NSS information to stakeholders. Consultation of stakeholders will always be part of the process of our planning so that the school will be aware of different concerns and needs and take care of them as far as possible because we realize the importance of communication to the successful transition to NSS.
17 2. Teaching & Learning
2.1 Curriculum
2.1.1 To Review the Formal and Informal Curriculum
Achievement
In an attempt to better prepare students in the junior secondary for requirements of the NSSC, a holistic review of the formal and informal curriculum was carried out over the past three years.
On the school level, after careful consideration and consultation with teachers, the Curriculum Committee designed a broad-based curriculum framework for the NSSC to provide diversity and choice for students of different interests, aptitudes and career plans. Students and parents were informed of this arrangement in March, 2008. It was decided that in addition to the 4 Core Subjects: Chinese Language, English Language, Mathematics and Liberal Studies; students in SS1 to SS3 may select 3 Electives from the 13 options to be offered. They are Chinese Literature and Literature in English from the Language KLAs, Chinese History, Economics, Ethics and Religious Studies Geography, History, from the Personal and Humanities Education KLA, Business Accounting & Financial Studies and Information & Communication Technology from the Technology KLA, and Biology, Chemistry, Physics and Combined Science from the Science KLA.
Students’ learning will be enriched by Other Learning Experiences (OLE) which will include moral and civic education, careers related experiences, community service and aesthetic & physical activities. A comprehensively planned programme of Co-curricular Activities (CCA) and Extra-curricular Activities (ECA) was drafted for the coming year. Details of these can be seen from An Overview of OLE, ECA & CCA Arrangements for 2008-2009.
On the subject level, subject panels attended the respective EDB training courses for the NSSC to familiarize themselves with the requirements of the new curriculum. Subject panels met to discuss and decide on modules and electives to be offered. The curriculum in the junior levels was reviewed to ensure that the younger learners will acquire the necessary knowledge, approach and skills for the core and elective modules of each subject at the senior level.
18 For English, in order to prepare students and teachers for the elective modules in the NSS English Curriculum, S2 English Drama Workshops were held. With funding from the EMB Time-limited Grant for EMI Schools, instructors from EduArts were employed to provide training for all English teachers and students of S2. Students had 20 sessions of Drama Workshops between October and April during their English lessons. Students learnt the skills of scripting, editing, dramatized reading and put together a Drama Showcase in April, 2008 for parents and students of S1. Students enjoyed the programme and their feedback was very positive. Teachers also acquired the skills on how to guide students in a drama production.
In Chinese, attention was given to the consolidation of the four language skills at junior secondary, with special attention to practical writing skills and speaking skills. Students in S3 learnt the skills of script writing and put together a role play in order to acquire the skills for the elective modules for the NSS Chinese Curriculum. Special Chinese lessons were offered to non-Chinese students taking French in S1while private tutorials after school were facilitated for those in S2 to increase their exposure to Chinese and to prepare them for the GCSE Chinese Exam. To enhance students’ competence in Chinese, plans were also made to teach one small class of about 30 students in S1 Chinese in Putonghua in the coming year. The response of S1 students and parents who were informed of this on the day of S1 Registration was overwhelming. Over 100 students applied for this.
For Liberal Studies, equipping students with the skills for cross-curricular and enquiry-based learning through project work continued through the JUMP programme in S1 and the LEAD programme in S2. To better prepare new teachers for the NSS LS course, two teachers took part in the EDB School-based Support Services (2007- 2008) Professional Development Schools Scheme on Building a Learning-Teaching Platform for NSS LS in EMI Schools. A Critical Thinking Workshop for students in S6 was offered to train students to think from different perspectives and to provide a teaching experience for potential teachers of the subject. Over 20 students who joined this on a voluntary basis found the workshop stimulating and useful in helping them develop analytical thinking and problem-solving skills.
Subject panels of other Key Learning Areas also refined their curriculum in an attempt to streamline their curriculum framework at the junior and senior levels. In some subjects, the syllabus was trimmed and retailored to make it more relevant to students’ everyday life. In the humanities, case studies as well as an enquiry/issue- based approach were used to stimulate discussions, debates and role plays. Writing skills were taught and students learnt to express their ideas in structured essays. While in the sciences, experiments were redesigned to be of a more investigative 19 nature. Students were assessed on the spot, trained in the skills of conducting small- scale practical tasks and learnt how to write simple lab reports.
Further attempts were made by subject panels to incorporate values education into the curriculum. In some subjects it took the form of content-based values such as love, respect, responsibility, justice and honesty; while in the practical and cultural subjects, it took the form of pedagogical-based values such as persistence, discipline and appreciation. The Ignatian Pedagogical Paradigm of experience – reflection – action continued to be a popular approach for student-centred learning experiences in a good number of subjects.
Reflection & Evaluation
New endeavours were made by different subject panels to prepare teachers and students for the requirements and needs of the NSSC. This had not only enriched the formal curriculum but had made learning more challenging and diversified. Some of the initiatives started this year will continue and be further consolidated in the coming year.
Since English teachers have been trained to conduct Drama Workshops at S2, they will be ready to guide and supervise their own classes in the coming year. Each class in S2 will prepare their own drama production which will be performed in the S1 & S2 English Festival. With the enthusiastic response of parents and students to Putonghua as a medium of instruction for Chinese in the junior secondary, this arrangement will be further extended to students in S2 in the coming year. Similar arrangements for a workshop on Critical Thinking to train students in S6 in the skills for Independent Enquiry Studies will be offered to provide additional opportunities for students in the senior secondary to acquire the necessary skills for enquiry-based project work as well as to consolidate the teaching skills of teachers who will be teaching NSS Liberal Studies for the first time in September 2009.
This year the school has also been considerably resourceful in co-ordinating activities to be held during the CCA, OLE and ECA slots. Attempts were made to ensure that students, especially those in the junior secondary, have a broad and balanced coverage of exposures and experiences across all the KLAs. Further attempts will be made in the coming year to maximize learning opportunities beyond the classroom by tapping professional expertise and other external resources available.
Now that the curriculum framework for the NSSC is in place, attempts will be made in the coming year to study the feasibility of further broadening and 20 diversifying students’ learning experience through Applied Learning courses. Attempts will also be made to secure additional resources for supporting curriculum needs and other initiatives to cater for student diversity, such as those for other languages, not sufficiently provided in the NSSC.
2.1.2 To Initiate a Dialogue with Marymount Primary School
Achievement
In order to prepare the primary school students for a smooth transition to the secondary school, Maths Summer Enhancement Workshops with the aim of arousing their interest in the subject as well as stimulating them to learn and understand mathematical concepts through an alternative approach was offered for the second year to S1 students from Marymount Primary School.
This year a further attempt was made to streamline other learning programmes common to the two schools. After exploring the feasibility of working closer on music activities, plans for a better co-ordination of the School Orchestras and Choirs of the two schools were finalized for the coming year.
Reflection & Evaluation
Since a smooth transition to a new stage of learning, be if from junior to senior secondary or from primary to secondary, is a prerequisite for effective learning outcomes, further attempts will be made in the coming year to resume sharing and exchange of teaching experiences between teachers of the primary and secondary schools so as to ensure that students are equipped with the skills and are ready for the new challenges of the next stage.
2.2 Pedagogy
2.2.1 To Review the Present Cycle System and Restructure the Existing Timetable to Accommodate Curriculum Initiatives of the NSSC
Achievement
The Timetabling Sub-committee of the Curriculum Committee reviewed and restructured the existing 6-day cycle system and timetable arrangements to maximize the effectiveness of teaching and learning by accommodating the new curriculum
21 needs which require a more diversified approach. A more flexible 10-day cycle with timetable arrangements including the following features was designed and adopted:
- Dismissal time on most days (apart from Days 5 and 8) is extended to 3:40 p.m. instead of the present 3:30 p.m. to create more time for teaching and learning. - A 10-day, week-day based cycle facilitates the advance booking of external resources and professional educational services for supplementing normal classroom learning. - 7 lessons of 50 minutes each per day allows students to concentrate on fewer subjects and to engage in more student-centred, collaborative and interactive learning activities; consolidation of learning, immediate feedback and greater teacher-student interaction will be possible. - A Reading Time (RT) is built into the timetable to help students develop the habit of regular reading and to allow them to engage in extensive reading. - 2 slots for Other Learning Experiences (OLE) per cycle allows for the arrangement of whole school and / or form-based pastoral care programmes. - 1 slot for Extra-Curricular Activities (ECA) at the end of Day 5 facilitates the arrangement of Club and other student activities, outings and visits which may continue beyond normal school hours. - 2 continuous slots for Co-Curricular Activities (CCA) at the end of Day 8 facilitate the arrangement of curriculum related activities involving the whole school or the whole form; excursions and field trips which may extend beyond the normal school hours may be accommodate. - Dismissal time during ‘Summer Time’ in May will be at 1:00 p.m. This may be followed by extra lessons or special programmes for different levels.
Reflection & Evaluation
With the increased flexibility of the new timetable, teachers will be able to further maximize opportunities for learning during the CCA, OLE and ECA slots to enhance students’ learning effectiveness and enjoyment. A review of the new cycle system and timetable arrangements will be conducted by the Curriculum Committee in the coming year. Feedback from the subject panels will be taken into consideration to see if further refinement should be made to support the learning needs of the NSSC.
22 2.2.2.1 To Cater for Student Diversity
Achievement
Split class teaching in the core subjects at the junior level enabled students of different ability to acquire the skills and competence to improve and excel through extra attention and increased opportunities for practice and application of skills. Small group English Enhancement Classes were offered in S1, S2 and S3 while those in Maths were offered in S2. Maths Enhancement Tutorials were conducted for students in S1 who needed extra help in the subject after school. Students in S1 and S2 learnt Chinese in smaller groups, while special training in oral skills, to prepare them for the HKCEE, was provided to students in S4 and S5 through the employment of a part-time teaching assistant.
At the senior level, extra lessons, study groups, revision groups and individual tutorials were held after lessons, during lunch hours, after school and during the holidays to consolidate students’ knowledge and to prepare them for public exams. In some subjects, students set revision questions and drafted outlines of answers. Additional exercises and special attention were given to students who were weak to help them acquire the basic skills to pass exams.
As in pervious years, teachers of the different subject panels continued in their endeavours to cater for the diverse needs of students, stretch their potentials and inspire them to excel through a variety of teaching strategies. The classroom became a hub of excitement where students played an active part in the acquisition of knowledge and skills through independent work and interaction with teachers and peers.
Interactive games were used in the junior levels to stimulate students’ interest and participation. Charlotte’s Web Bingo used for English Literature at S1 motivated students to work in groups and to acquire vocabulary and knowledge on themes and characterization. To cater for learner difference, sheets with more boxes were used for higher achievers. Internet History games were recommended to students of S1 and S2 for revision and to encourage independent learning. Card Games such as Flashrevise Cards and Topic CueCards were used in Chemistry to help students develop logical scientific thinking.
Collaborative learning and group discussions engaged students in searching for information, sharing their views and presenting what they have learnt to the class. In some cases the more competent students were grouped with the weaker ones so that 23 the interfaces would entail positive progress on the part of the less competent ones, thanks to the efficient guidance by the stronger partners. Students’ competence and confidence developed as they served as teachers and accessors, teaching and learning from their classmates at the same time.
To make the acquisition of knowledge and skills more manageable and systematic, in some knowledge-based subjects, students were required to summarize what they have learnt through flow charts, concept maps and by designing a set of notes which they uploaded to eClass. In other subjects like PE, which required practical skills, a scaffolding approach was used. Complicated tasks were broken down to into simplified skills to enable students to master these and build on what they have learnt.
2.2.2.2 To Give more Attention to the Multiple Intelligences of Students
Achievement
A diversity of teaching resources was used to appeal to learners of different abilities and aptitudes. The textbook was supplemented by multi-media interactive materials like CD ROMs and other software and online learning materials newly purchased to provide students with a hands-on experience in learning and constructing knowledge. Audio-visual resources supported by newly installed IT facilities in the classrooms enabled students to learn the ‘fun’ way by watching films, videos and clips from YouTube as well as by accessing information available from the internet.
Assessment tasks of different levels of difficulty were designed and made available to students. In the humanities, students who were more competent were invited to attempt the more challenging open-ended questions while those who needed more confidence were encouraged to tackle issues of a more factual nature. In Integrated Science, experiments were divided into two levels, the minimum and the advanced, and students were awarded marks according to the level of difficulty they achieved. In Computer Literacy, graded assignments with different levels of challenge and difficulty were designed with the basic level requiring students to perform straight forward tasks, the intermediate level involving more problem-solving and analytical skills, and the advanced level requiring more creativity, higher order thinking skills, extra research and independent work.
Cross-curriculum projects and extended assignments tapped the multiple intelligences of students and enabled them to stretch their potential still further. The following are some examples of work done in the year. 24 - In S2, students learnt more about the Legislative Council Elections in EPA lessons through a simulation task that involved a poster design, a drafting of the candidate’s political platform and a role play of his election speech. The eClass forum was used for students to express their opinion on last year’s by-election of the Legislative Council, with students raising questions as well as responding to those posted. - In addition to JUMP in S1 and LEAD in S2, students in S3 were engaged in a project known as The Great Discovery in Computer Literacy lessons. In this topic of exploration, they were required to research, interview, film and present a multimedia record of their research topic and results. - English Literature students of S4 were encouraged to use a multi-media approach to present their projects on A Midsummer’s Night Dream after watching the film, reading the play and conducting research on the play which will be taught in S5. Some chose to write creatively the diaries of the main characters, prepare a fashion magazine and design a visually appealing dreambook for children while others produced an interactive homepage and even a 4-D model on the set and props of the play. - Students in S4 were required to complete a Service Project for Religious Studies. They conducted research to identify their service group and carried out interviews when they visited the less fortunate members of the community. In some cases, games and special performances were prepared for entertainment during their visit. A report was compiled and presented in class afterwards.
2.2.3 To Encourage Self-directed Learning by Building a Habit of Reflection and by Further Developing Teaching and Learning through Electronic Means
Achievement
Outside the classroom, learning continued through extended reading and electronic means. Students were encouraged to read reference books and conduct search on the internet. Reading material was compiled and made available to students. Subject-related journals and magazines were ordered and assignments on articles and reading reports were set.
Electronically, learning materials such as exercises, past papers, lecture notes, group reports and links to useful websites were uploaded to eClass and the MSS depot and made accessible to students on the school campus as well as from home. Software and online resources like Knowledge Forum and Wiki Wetpaint 25 became a tool that students used for reflecting on their learning process, raising questions, exchanging ideas and sharing their views, thereby stimulating their motivation to learn through enquiry and research. Independent learning through self- access online learning material enabled students of higher ability to enrich themselves and provided those of lower ability drills and practices for improvement.
Self-reflections helped students evaluate their learning progress and identify difficulties and set goals for improvement. Students reflected on their own strengths and weaknesses by monitoring their own achievement, performance and attitude towards learning. In some subjects, students were required to complete self-reflection questionnaires at the end of each term. In the science subjects, students were required to write learning journals as part of their regular assignments. In Mathematics, Student Learning Portfolios replaced the Mathematics Homework File.
2.2.4 To Provide more Cross-curriculum and Life-wide Learning Opportunities
Achievement
To motivate students to apply what they have learnt, authentic learning experiences were arranged where possible. A native French tutor provided students more opportunities for oral interaction in class while the visit of a French poet, Mr. Philippe Brasseur inspired them to write poems creatively in French. Students from the Po Leung Kuk Camoes Tan Siu Lin Primary School were also invited to join this French Poetry Workshop.
Opportunities for life-wide learning beyond the confines of the school were provided to students in the form of visits, outings, field trips, talks, seminars and workshops organized by the tertiary institutes and other educational and cultural groups. The following are some examples of how students learnt through extended activities.
- Students in the senior levels went to the Ko Shan Theatre to attend performances on the traditional arts of the Chinese Opera and the Crossover between Beijing Opera and Ballet as part of their Chinese Language programme. Experienced performers from the Jiangsu Province were also invited to the school to demonstrate the skills of the Quin Opera. - French students visited the Paris 1730-1930: A Taste for China exhibition held at the Hong Kong Museums of Art and participated in the French Film Festival an the French May Cultural Festival. 26 - Students of English Literature in the senior level participated in the First Pulitzer Prize Winners Workshop in Asia organized by the Baptist University and listened to the presentations of the legendary war reporter Peter Arnett as well as Michael Vitez, Pulitzer Prize Winner of Explanatory Journalism 1997. Others learnt from Paul Fonoroff, renowned film critic of the South China Morning Post, how to write film reviews at a UK Film Festival seminar hosted by the British Council. - Geography students in S5 visited Wanchai to conduct field studies of inner city problems and urban renewal while those in S7 visited Ho Koon Nature Education cum Astronomical Centre to study the impact of urbanization and industrialization on the farming landscape in Kam Tin. Students in S6 also attended a seminar on Global Warming: Challenges and Solutions at the Chinese University of Hong Kong. - Students of different levels visited the Science Museum. While those in the junior level learnt more about the ‘Sports Arena’ from the exhibits, Chemistry students from the senior level attended a seminar on Nanotechnology in our Daily Life. - Biology students in S5 visited the Museum of Medicine and attended a lecture On being a Scientist for more than Fifty Years by Dr. Oliver Smithies, Nobel Laureate 2007, at the University of Hong Kong. Those in S6 attended another lecture on Genetic Finger Printing.
Learning continued overseas for students who participated in the MSS Summer World Classroom during the long summer vacation. Over 20 students from S1 & S2 attended the English Enhancement Programme in the UK. Structured learning was supplemented by cultural programmes like drama performances, excursions as well as visits to the theatre and museums. Another 20 students from different levels journeyed to Vienna for a Music Camp. In addition to visiting the local attractions they also had instrumental lessons and put together an Orchestral Performance as a finale to their music programme.
Inter-school competitions continued to provide an impetus for students to develop their talents, stretch their potentials, refine their skills and strive for excellence in the different realms. In speech and drama, students took part in the Hong Kong Schools Speech Festivals, French Speech and Speaking Festival, Drama Fest and debates. In music, the School Choir won positions in the Hong Kong Schools Music Festival while the School Orchestra achieved commendable results in the Music Interflow. In sports, our athletes and swimmers strived their best to achieve breakthroughs in the various inter-school competitions.
27 Students were further challenged in the different disciplines through territory-wide contests and attained outstanding results in some, as follows:
- French students participated in the Alliance Francais de Hong Kong’s Annual Public Drawing & French Comics Creation Competition and swept the top four prizes in the Senior and Open Groups. - S4 Science students took part in the OM and Hong Kong Students Science Competition organized by HKSSPC. - S4 History students took part in the 6th Inter-school Competition of Study Projects on Hong Kong’s History and Culture. - Two groups of S6 Chemistry students took part in the Hong Kong Chemistry Olympiad for Secondary Schools, with one group winning the Outstanding Award in the final round. - S6 Economics students attended a Living Finance Workshop and Financial Planner Competition organized by HSBC to acquire practical financial knowledge and planning skills and to develop analytical ability and teamwork through tackling family financial crisis. The group one was awarded Second Runner-Up. - S6 Liberal Studies students participated in a competition, Science in the Public Service organized by the British Council and won a Meritorious Prize on the topic Climate Change – What can I do? - S6 Computer Application students volunteered to try out for the Computer Olympiad Competition.
A comprehensive list of results is available from the section Student Achievement and Awards.
Reflection & Evaluation
The practice of writing learning journals and logs as well as self-reflections made students more aware of their process of learning and the need to the greater initiative for further improvement and breakthrough. Through these, students learnt to appreciate and acquire the skills and disposition for life-wide and life-long learning.
From teachers’ observation, Subject Evaluations and Student Feedback collected, students learnt most effectively and enjoyably when lessons were conducted in an interactive way and when audio-visual aids were used to supplement lectures and teacher-centred lessons. Students were also eager to take part in learning opportunities outside the classroom, be they for enhancement, enrichment or those of a competitive nature. 28 Since the variety of teaching strategies and programmes have been effective in broadening students’ horizon, challenging them to stretch their potentials and inspiring them to excel, arrangements similar to those carried out this year will be kept while increased efforts will be made to further extend and expand these in the coming year with the hope of helping students develop the necessary attitude and skills for life-long learning as well as stimulating their desire to perfect and attain a higher level of performance.
2.3 Assessment
2.3.1 To Review School-based Assessment Policy & Practice and to Monitor School-based Assessment Development in Individual Subjects
Achievement
Teachers of the different subject panels attended training sessions provided by the EDB on how to assess students for the NSSC and to familiarize themselves with the requirements of the Hong Kong Diploma of Secondary Education Exam (HKDSEE). Since School-based Assessment (SBA) will be required in most subject, attempts were made to make this an integral part of teaching and learning in both the junior and senior secondary levels.
Since SBA and Teacher Assessment Scheme (TAS) have been a requirement of some subjects at the HKCEE and ALE, the new coursework requirement was not a novelty. In other subjects where TAS and SBA were not yet required, efforts to modify the curriculum and assessment system were made to prepare students for these requirements at the senior secondary level. SBA components have been incorporated into the learning programmes of the English and Chinese Language panels at S4 and S5 although the internal scores for SBA will not be included in the calculation of the final grade in the HKCEE until the year 2009.
For internal assessment, greater attempts were made to enhance the effectiveness of teaching and learning through the provision of detailed feedback and comments on assessment tasks. Comments for the Academic Report were reviewed and revised to be more positive and constructive in nature. In addition to grades and raw scores, comments and advice on how students can further improve in their work were provided so that students will not only focus on the outcome of their performance but be guided on how to do better. In the classroom, teachers were more ready to praise students for their critical and creative ideas so as to encourage them to 29 contribute more actively by raising questions, sharing ideas and taking risks in their process of learning. Outstanding work and essays were announced and analyzed and served as exemplars of good work for others to learn from. A new bulletin board was set up in each classroom for the display of students’ work.
Quizzes, tests and exams were carried out in the spirit of assessment for learning. Panel meetings were conducted to discuss students’ weaknesses and to design teaching strategies and assessment tasks to help them master the skills in which they were weak. Students in S3 were provided a Percentile in Individual Subjects as a summary of their results after the mid-year and final exams to inform them of their relative strengths and weaknesses in each subject before they decided on which subjects to choose for S4. Final examination scripts were returned to students of S3, S4 an S6 during the post-exam period to provide them with immediate feedback on their performance, to facilitate choice of subjects for students in S3 and to enable students in S4 and S6 to make plans for their revision during the summer holidays.
In some subjects, self-evaluation and peer assessment complemented and supplemented assessment by teachers. Questionnaires and observation checklists of qualities and skills were provided for students as tools for self-reflection and self- assessment. By looking at their own work critically and by observing how well their classmates were mastering the skills required for the course, students learnt that assessment was an essential and integral part of their learning and that their involvement in this process mattered as much as their final achievement.
Reflection & Evaluation
The lengthening of lesson time in the new timetable means that assessment and immediate feedback can be made an integral part of students’ learning. Making sure that students are better informed of their performance, their strengths and weaknesses in each subject and involving them in evaluating their own performance would make them more engaged and ready to take a greater responsibility for their learning and achievement.
Although the SBA component is still relatively new to the NSSC, both students and teachers are rather used to and well prepared for this. In the senior level, since TAS and SBA are required for some subjects at the HKCEE and ALE at present, coursework of this nature has already been made part of students’ assessment. In the junior level, the tradition of using continuous assessment as a means of
30 formative assessment in S1 and S2 has also made students in the junior secondary see ongoing assessment as an integral part of learning.
Further attempts will be made in the coming year to explore the possibility of using Standards-referenced Reporting to align school assessment policy and practice with those of the NSSC and HKDSEE.
2.3.2 To Design and Trial Run the Student Learning Profile
Achievement
The Student Learning Profile Sub-committee of the Curriculum Committee, after careful consideration and consultation came to a unanimous agreement that the Student Learning Profile (SLP) should not merely be a record of students’ performance and achievement, nor should it be used for assessment purposes alone. In addition to using the SLP as a record of their academic achievement and other achievement in extra-curricular activities, students should use this as a tool for goal setting, reflection and personal growth. It was decided that a hard copy of My Learning Profile should be introduced to facilitate students in their preparation of the SLP which should be ready by the end of SS3, the final year of their senior secondary education. To prepare them systematically for this, each student will be required to compile four Learning Profiles over four years, the first starting from S3.
In addition to helping students set their own goals, the Learning Profile will also enable them to monitor their own progress and plan ahead for their future educational and career needs. To start off with, students will be required to carry out a reflection of both their personal attributes and academic performance. They will then be required to set SMART goals for these two concerns. Records of their participation in extra-curricular activities, community service, life-wide learning experiences, other learning experiences, awards and major achievements over the four years will be kept. While students will be responsible for preparing their own Learning Profiles, guidance on goal setting will be provided by their Homeroom Teachers who will also monitor their progress and give them feedback and advice on a regular basis.
Reflection & Evaluation
Having a trial run of the SLP with S3 students in the coming year is most timely since this group will be the first cohort of students in the NSSC. With the current design and requirements of the SLP, students would become more motivated, 31 self-directed learners who are reflective and responsible for their own learning and achievement. Since the coming year will be the first year of its implementation, a review of the progress and procedures for preparing the SLP will be carried out to fine-tune arrangements before this is extended to other levels in the years ahead.
Survey on Student’s Reading Habit & strategies to promote reading
Achievement
To further provide an environment conducive to reading, recommended booklists were placed on the Library homepage and additional reading and audio- visual material were purchased and made available in the library. Book Fairs were arranged for students to select reading material that they were interested in. This year we continued to create time and space for students to read, by allocating one lesson in English and Chinese / French per cycle for students to read and engage in reading related activities. Feedback to the Survey on Students’ Reading Habits 2007-2008 was rather positive. The average number of reading materials borrowed from the school library per student had increased compared with last year. The response to a new question in the survey on how much time students spend surfing the internet also showed that the amount of time they spent on this was considerably high.
To celebrate World Book Day on 23rd April, 2008, a special arrangement was made to further enhance students’ interest and involvement in reading. A representative from Room to Read gave a talk on how their charity programme was set up to provide reading resources for the less fortunate children in India. Founded on the belief that ‘world language starts with educated children’, it works to create educational opportunities and to establish educational infrastructure in the less developed countries. This was followed by silent reading. Students brought a book of their own choice to read during this lesson. In order to raise funds for the Room to Read Charity Programme, parents and students were invited to make cash donations and donate books for a charity book sale which was held during the day of Fun Fair in July. More than 1,000 books were collected and over $39,000 was raised. The positive response to this appeal showed our students’ readiness to share the joy and benefits which they have gained from reading with those who were not as fortunate as they are.
In response to student’s request for the school to provide them with more reading time over the years, as well as to help them cultivate a habit of reading, the Timetabling Sub-committee of the Curriculum Committee incorporated a Reading Time into the new timetable which will commence from September, 2008. Students 32 will have a 20-minute slot at the beginning of the day from Monday to Thursday for reading – this will include books of their choice in the junior level and books as well as newspaper in the senior level. All classes will be accompanied by a teacher during this time.
Since students’ response to the first MSS Book Day held two years ago was very positive, the Promotion of Reading Working Group made preparations for the second MSS Book Day which will be held in October, 2008, in the coming school term. Activities like the Chinese and English Book Quiz, Film Viewing Sessions, a writer’s talk and a book sharing session will be held to stimulate students’ interest in books as well as to help them experience the excitement and satisfaction that reading brings.
The PTA Reading Scheme continued to attract a large number of students and high quality book reports. Students’ participation was overwhelming. The number of recipients of the various awards is as follows:
Reading Awards for Books in English Gold Award Silver Award Bronze Award 70 38 134
Reading Awards for Books in Chinese Gold Award Silver Award Bronze Award 29 37 245
33
Frequency of borrowing Reading Materials from the School Library by Students
05/06 (S1-S3) 06/07 (S1-S3) 07/08 (S1-S3) 05/06 (S4-S7) 06/07 (S4-S7) 07/08 (S4-S7)
45% 44% 45 44%
40
35
28% 30 27% 26% 25% 25% 24% 25% 24% 25 23% 21%
18% 18% 20 16% 14% 17% 16% 16% 14% 15% 14% 15 11% 10% 9% 10 7% 8% 8% 6%
5
0 > once a week once every 2 weeks once a month < once a month never
Average No. of Reading Materials / Books borrowed from the School Library per Student
17 17 16
16 14 12 9 9 10 7 S1-S3 8 S4-S7
No. of books 6 4 2 0 05/06 06/07 07/08
* Data from the survey on Students’ Reading Habits showed that a large number of students either purchased their own reading material or borrowed them from their classmates and friends. 34 % Time reading English materials per week (S1-S3) 2007-2008
2% 18% 24% More than 3 hrs 2 hrs 1hr Less than 1 hr 25% Never 30%
% Time reading English materials per week (S4-S7) 2007-2008
More than 3 hrs 1% 20% 25% 2 hrs 1hr Less than 1 hr 25% Never 30%
% Time reading Chinese materials per week (S1-S3) 2007-2008
More than 3 hrs 13% 5% 33% 2 hrs 1 hr Less than 1 hr 23% Never 26%
% Time reading Chinese materials per week (S4-S7) 2007-2008
4% 17% 28% More than 3 hrs 2 hrs
20% 1 hr 30% Lth1h
35 Total Expenditure from School Library Funds
$41410 $39649 45000 $38817 $35546 40000 $35115 Student Staff 35000 $30283 PRCF* 30000 25000 $ 20000 $13489 $13688 $11191 15000 10000 5000 0 2005-2006 2006-2007 2007-2008
PRCF* - Fund for Promotion of Reading Culture
Number of AV and Books purchased by the School Library
600 564
486 501 500 463
381 400 338 AV Eng Bk for Ss 300 Eng Bk for Ts 190 Ch Bk for Ss 200 181 143 Ch Bk for Ts 90 94 90 92 100 64 73
0 2005-2006 2006-2007 2007-2008
Ss : Students Ts : Teachers
36 Reflection & Evaluation
In order to encourage students to read extensively to prepare for the broadening in the new curriculum, the Library will continue in its effort to promote new books and to challenge students through external reading programmes and competitions.
With the incorporation of Reading Time in the timetable in the coming year, students of all levels will benefit from increased time for extensive reading. We believe that through this arrangement, students’ language competence will be enhanced. Students will also be able to broaden their knowledge and increase their awareness of what is happening around them. Moreover, with the incorporation of different activities in the second MSS Book Day, students’ exposure to a wider scope of reading materials will be stimulated.
37 Student Learning Time 2007-2008
No. of Days with Regular Classes
179 179 175 175 173 173 180 161 157 155 160 140 120 S1 100 Days S2 80 S3 60 40 20 0 05/06 06/07 07/08
No. of Days with Learning Activities
15 15 15 16 14 14 13 13 13 14 11 12 10 S1 Days 8 S2 S3 6 4 2 0 05/06 06/07 07/08
38 % of Lesson Time for each KLA
22% 22% 22% 21% 21% 21%
20 17% 17%17%
15
12%12% 12% 11%11% 11% % 10 7% 7% 7% 6% 6% 6%
5 4% 4% 4%
0 Chinese E Ma PSH S Te Arts P n cie E g th ch lish n em ce atics
05/06 06/07 07/08
39 3. Student Support and School Ethos
3.1 Introduction
Building on the major concerns of the 2004-2007 School Development Plan and the achievements thereof over the last three years, the Pastoral Care Division has moved forward with the times. With the anticipated implementation of the New Senior Secondary (NSS) Academic Structure in September 2009, support for students at Marymount has aligned itself with NSS in its relevant capacity, both in terms of providing other learning experiences and contributing towards developing the student learning profile.
Apparently, the 2007-2008 Annual School Plan has placed its emphasis on Management & Organization (Domain 1) and Teaching & Learning (Domain 2). The school has pragmatically set its priority on academic concerns in “engineering a smooth and successful transition to NSS”, in the light of which no specific goals have been set with regard to support for students in the plan. In effect, support for student development has been kept well in focus. The contribution of the Pastoral Care Division to school life in terms of holistic learning has been acknowledged. Indeed, school resources have been allotted according to the aspirations and needs of the committees and teams.
Conscious of its role in fostering the whole-person development of students through upholding values education, the division has faithfully adhered to the school vision and mission of enabling students to develop into “integrated persons of wisdom, care, love and compassion”. While most of the committees and teams in the division have focused essentially on catering for the diverse needs of students, they have nonetheless worked assiduously towards the loftier ideal of stretching students’ potential and inspiring them to excel through reflection, creativity and commitment. This section of the annual report will testify to the actual strategies adopted, the activities and programmes planned and run as well as the accomplishments made.
3.2 Engineering a smooth and successful transition to NSS
3.2.1 Other Learning Experiences (OLE)
Pastoral care has a role to play in the New Senior Secondary (NSS) Academic Structure in that it correlates with Other Learning Experiences (OLE) and the Student Learning Profile (SLP) with “OLE being a key feature of the New Senior Secondary Curriculum” (EDB Article on Realizing the Vision of 334 dated 15th July 2007). 40 In the NSS context, OLE includes:
Moral and Civic Education
Aesthetic Development
Physical Development
Community Service
Career-related Experiences.
The Pastoral Care Division is committed to providing other learning experiences for students in terms of Moral and Civic Education, Community Service and Career-related Experiences. While fulfilling the objectives of individual committees and teams, the School Major Concern of catering for the diverse needs of students, stretching their potential and inspiring them to excel through reflection, creativity and commitment has been duly attended to.
Indeed, the 2007-08 Composite Schedule of Pastoral Care Programmes covering moral and civic education, environmental education, health education, career guidance, discipline, counselling and guidance as well as extra-curricular activities and service readily lend themselves to the “other learning experiences” deemed vital components of learning in the NSS context. Through talks, training sessions, camps, games and simulations, exchanges and visits, students have been provided ample opportunities to learn outside of the classroom.
3.2.2 Student Learning Profile (SLP)
Another important feature of the NSSC related to support for students is the Student Learning Profile (SLP). Students are to build up a profile to record and reflect on their learning experiences and achievements. The design and implementation is to be school-based and the content may include brief information about academic performance in school, OLE, awards/achievements gained outside schools and the student's Self-Account.
To familiarize themselves with the OLE and SLP concepts, the Vice Principal (Pastoral Care) and heads as well as members of the committees/teams of the Pastoral Care Division have taken the initiative since 2006 to attend related professional development sessions. Working through 2007-08, the SLP sub-committee of the Curriculum Committee chaired by the head of the Extra-curricular Activities & Service Committee and comprising members of the Curriculum Committee, the Career Guidance Team and the Religious & Moral Education Committee, has come up with the framework of a school-based SLP and introduced it to the Staff for further consultation. 41 The Student Learning Profile of MSS students is to be a summary report of the student’s whole person development, both in terms of personal attributes as she participates in OLE and generic skills as she works towards her academic goals. The eight personal attributes of respect for self and others, concern for others, willingness to serve, interpersonal skills, perseverance, commitment, leadership and habit of reflection spell out the expected outcome of whole-person development of our graduates while the nine generic skills encompassing collaboration skills, communication skills, creativity, critical thinking skills, information technology skills, numeric skills/numeracy, problem-solving skills, self-management skills and study skills provide students with a sense of direction for improvement where academic attainment is concerned.
The process of setting goals and working out practical means of achieving them as well as regularly reviewing the progress and areas for improvement facilitates and enhances students’ habit of reflection. In setting this direction for the development and refining of the SLP, the school has not only studied the signs of the times and addressed its major concern of a smooth transition to NSS. Subtly yet affirmatively, the key feature of Ignatian pedagogy that calls for constant reflection in the process of learning has been applied. To make students responsible and accountable for their own development and enhance their sense of ownership of the SLP, the yearly compilation of OLE, awards and achievements has been named My Learning Profile.
The SLP will be trial run on S3 students, the first batch of NSS students, in 2008 – 09. To ensure that teachers have a comprehensive understanding of the SLP and to equip Homeroom Teachers with the know-how of guiding students, staff development sessions were conducted at the end of August 2008. Workshops for S3 on goal-setting facilitated by an experienced professional and follow-up sessions led by the Career Guidance Team and Homeroom teachers were planned and set to be launched at the beginning of the new school year.
42 3.3 Catering for the Diverse Needs of Students, Stretching their Potential and Inspiring them to excel through Reflection, Creativity and Commitment
Achievement
3.3.1 Achievements of the Division as a whole
3.3.1.1 Life-wide Learning Day 2007
It was with “learning in authentic context” in mind that Life-wide Learning Day was first brought into being three years ago. The programmes and activities planned for students on 14th September 2007 typically offered opportunities for students to extend learning space beyond the classroom to real-life situations so that they grasp knowledge, skills, attitudes and values that could be applied “lifelong and life-wide”. Like all other activities and programmes organized by the Pastoral Care Division, Life-wide Learning Day has been strategically planned to cater for the needs of students at their respective developmental phase.
Class Programme Values / Objectives Organizing Team/ Level Committee S1 Adventure-based Self-management, Social Skills, Guidance Team (GT) Team-building Programme Problem-solving Skills S2 Visit to National Education National Identity Civic Education Centre in Tai Po Committee (CEC) S3 Visit to Wetland Park Opportunities for students to Environmental experience nature and to enhance Education their knowledge of the environment Committee (EEC) S4 a.m.: Talk & Displays on Provide students with health Health Education Diabetes knowledge so that they apply it to Team their daily life (HET) p.m.: Leadership Training Integrity, Responsibility and Guidance Team Problem-solving Skills (GT) S5 a.m.: Career Planning – To explore one’s interest, aptitude Career Guidance Self-Directed Search and career inclinations Team (CGT) (Education Pathway Perspective) p.m.: Talk by the Catholic Love, Marriage and Family Religious & Moral Marriage Advisory Education Council (CMAC) Committee (RMEC) S6 Day Camp on Adventure- Leadership Training Extra-curricular based Leadership Training Activities & Service Committee (ECASC) S7 Formation Day: Self-acceptance; Religious & Moral “Unwrapping the Gifts of Knowing one’s strengths and Education Life” weaknesses Committee (RMEC)
43 3.3.1.2 APASO Surveys
Class Levels Affective/Social Responsible Timing Outcomes Comm/Team/Staff S1 Values RMEC Early October 2007 S4 & S6 Leadership ECASC August 2007 & May 2008 S6 Self Concept Homeroom September 2008 S7 Self Concept Homeroom February 2008
3.3.1.3 Special Educational Needs (SEN)
The Pastoral Care Division continues to take care of students with special educational needs. Insofar as students with physical impairment or disability are concerned, the school has continued to encourage parents to inform the school through using the Medical History Form attached to the Letter to Parents at the beginning of the school year. Reports from EDB audiologists have been shared with respective Homeroom Teachers so that needs of students with hearing impairment are properly addressed.
The Mechanism for Early Identification of Students with Special Educational Needs has been running for two years. The tool is a checklist of symptoms observed in students, categorized according to behavioural, academic, defective speech/hearing, physical, emotional, social and family needs. The checklist has been incorporated into the Teachers’ Reference File. Teachers have been encouraged to report their observations to the school so that students identified to be of exceptionally high or low ability, students with behavioural problems and students with special educational needs could be catered for.
Over the last academic year, the Pastoral Care Division has been able to extend support to students troubled by lack of confidence/social skills and/or interpersonal relationships, students who have lost a sense of direction as they face public exams, students who behaved immaturely and students with specific learning difficulties.
3.3.1.4 Measures to Cater for the Exceptionally Gifted
To stretch the potential of students and inspire them to excel, they have been encouraged to take part in various competitions and programmes for the gifted. Students were nominated for and/or enrolled in various programmes such as
44 • The EDB Support Measures for the Exceptionally Gifted: Enhancement Programmes on Leadership, Mathematics, Science and Humanities • The Lion & Globe Hong Kong Outstanding Students Award (10 awardees in the whole territory) • The Hong Kong International School Summer High Achievers’ Program (Mathematics) and the English & Leadership Program 2007-08 • The Hong Kong Budding Scientists Award 2007-08 • The Hong Kong Student Science Project Competition 2008 • The Hong Kong Chemistry Olympiad for Secondary Schools, a project work competition jointly organized by the Hong Kong Association of Science and Mathematics Education, the EDB, the Hong Kong Chemical Society and the Royal Society of Chemistry • The Hong Kong Public Speaking Championships ’08 organized by The Hong Kong Parliamentary Debating Society • HSBC Living Finance, a financial education programme which includes the HSBC Living Finance Workshops, the HSBC Young Financial Planner Competition and the Living Finance Website • The Chinese University of Hong Kong – Winter & Summer Gifted Programmes
The nominations provided students with the opportunity to learn and excel. The experience gained through attending the programmes and/or taking part in competitions have been inspiring and the effects far-reaching. In the case of competitions, teachers did not only nominate but advised and trained the nominees to stretch their potential.
3.3.1.5 Funds
To cater for the diverse needs of students, the school has subsidized expenses on arts education courses/programmes on music and dance as well as sports training.
Students in need of financial assistance are provided with information and channels for application. Depending on the needs of individual students, the school may apply for fee remission and other financial assistance from the Government on their behalf, especially those who experience sudden misfortune in the family. As for the Rev. Joseph Carra Memorial Education Grants, the Maryknoll Sisters Education Grants and the Columban Sisters Education Grants, Homeroom Teachers have been consulted in the nomination processes. Where financial aid for student activities is concerned, students have been encouraged to come forward with applications for 45 subsidy from the Jockey Club Life-wide Learning Fund. In 2007-08, the income of $11,400 has been deployed to enable students to take part in life-wide learning activities in and outside school.
Reflections and Evaluation
3.3.2 Reflections and Evaluation of the Work of the Division
Life-wide Learning Day (LWL Day) 2007 has been held for the third year. The programmes have been under constant review to ensure that students find meaning in and enjoy the activities while the aims and objectives of organizing them are achieved.
With regard to the S1 Adventure-based Team-building day-camp organized by the Guidance Team (GT), students learnt to cooperate and work as a team. Communication and time management skills of students were enhanced. The S2 Visit to the National Education Centre organized by the Civic Education Committee (CEC) was meaningful as students had the opportunity to try their hands at flag-raising. 75% of the participants agreed that they have learnt more about Chinese culture from the activities and 66% agreed that the visit enhanced their national education. Observations showed that students did browse the LWL Day board display on photos and reflections made.
The S3 Visit to Wetland Park arranged by the Environmental Education Committee (EEC) provided students with the opportunity to explore the versatile biodiversity of wetlands through a series of wetland conservation activities assigned. Students were able to get close to nature and enhance their knowledge of the environment. Surveys on opinions show that more than three quarters of the participants found the activity interesting and informative and that it enhanced their environmental awareness.
The S4 programme on Diabetes Mellitus comprising a health talk, a board exhibition, a games session and a spot blood test for students with abnormal BMI provided by the Hong Kong East Cluster Hospitals was well received. 70% of the students agreed that they learnt more about the disease after the activity and 66% of them thought that they could apply the knowledge to their daily life. The Health Education Team (HET) is therefore confident that a similar event would be welcome by S4 of 2008-09. The S4 leadership training session held in the afternoon by the GT enabled students to learn cooperation and leadership skills. Students enjoyed the games and were satisfied with the overall rundown of the programme. 46 The Self-Directed Search (SDS) Workshop the Career Guidance Team (CGT) organized for S5 in the morning of LWL Day enabled students to explore their career inclinations and the world of work. The majority of participants agreed that the workshop was clearly conducted and the SDS test was accurate. They found the workshop relevant to their needs as it enabled them to become more aware of the academic programmes that matched their aptitude, interest and personality.
The afternoon session on love and marriage organized by the Religious & Moral Education Committee (RMEC) for S5 was conducted by facilitators from the Hong Kong Catholic Marriage Advisory Council (CMAC). 80% of the participants agreed that the workshop has enabled them to learn more about the proper attitude towards love and marriage. The materials were relevant and the activities aroused their interest though students found the day quite long. It might be worth considering the integration of more interaction and activities into the programme.
S6 students found the Adventure-based leadership training programme organized for them by the Extra-curricular Activities and Service Committee (ECASC) worthwhile and the time well spent. Through taking part in carefully selected activities and games that challenged their creativity and collaboration, they learnt teamwork and developed leadership skills. The Jockey Club Sai Kung Outdoor Training Camp proved to be an ideal venue for the training as it was newly renovated and fully equipped with training facilities including water sports. S7 students found the programme “Unwrapping the Gifts of Life” organized by the RMEC useful and the facilitator inspiring. They found the talk on time management, the games, the reflection on their personal qualities and sharing among themselves most interesting. The venue at Breakthrough Youth Village was placid and beautiful but some students preferred to stay in the urban areas so that time spent on traveling could be shortened. The committee will give serious consideration to the suggestion in planning for the 2008-09 Formation Day.
Regarding the APASO surveys, it has been resolved that questionnaires will be administered in cycles, especially for S4, S6 and S7 so that students’ development in affective and social outcomes such as values, self-concept and leadership skills could be more accurately traced. The statistics derived from the surveys will inform follow-up actions as well as planning of programmes in the coming years.
Gifted education opportunities are welcome by those who have been high achievers and those who love to be challenged. Teachers are taking a more active role in looking out for relevant programmes and/or competitions and encouraging and/or preparing their students to take part in them. Students are receptive to new and fresh 47 ideas, the seed for potential to be stretched. The year 2007-08 saw new items on the list of programmes our students have participated in, a step in the right direction. It is hoped that the good work started will continue, enabling students to excel and bloom.
Achievement
3.3.3 Programmes Organized by Individual Committees and Teams
3.3.3.1 The Career Guidance Team (CGT)
For the years 2007-2010, the CGT has made it their specific concerns to create a framework for the provision of career-related experiences for students in the senior forms and to provide a range of career-related opportunities to meet the diverse needs of students for their personal, social, educational and career development.
The Self-Directed Search Workshop organized for S5 on Life-wide Learning Day was aimed at enabling students to explore their career inclinations and the world of work. S5 students were enabled to think about further education through attending the sessions on “Opportunities after Form 5”. The “Form 6 Choice of Subjects Programme” run for S5 graduates in June guided them in making informed decisions. The “Form 6 Familiarization with JUPAS Choices” session provided an opportunity for students to plan for tertiary education. Job Shadow Programmes were run to help students explore firsthand the skills and education needed to succeed in today’s job market. Visits to workplaces organized for S4 and S6 enabled them to understand a certain kind of occupation or the variety of jobs offered by a company. The session on “Advice on making JUPAS Choices for Form 7” was aimed at emphasizing the importance of making informed decisions on university programmes according to one’s interests and ability while the University Programmes Talks for S6 and S7 provided students with more information on various university programmes and their admission requirements.
For the junior levels, the CGT organized a mind-mapping programme for S1 students to enhance their study skills. The programmes on “Form 4 Choice of Subjects for Form 3” enabled S3 students to make informed decisions on S4 subjects and provided them with the opportunity to seek guidance from teachers.
To broaden students’ inter-cultural experience, enhance their language competency and/or learn about university courses and hall life, the CGT has nominated or arranged for students to participate in the following programmes:
48 Date (Duration) Programme Purpose/Nature Participants Summer 2008 Crimson Summer Help students improve S4 – 6 Students (Three weeks) Exchange (CSE) at the their communication skills, who had the University of Hong enhance appreciation of opportunity to mix Kong world cultures & engage in with other students critical thinking in Hong Kong & Harvard University 21 July to UK English A rich programme of 24 S1 & 2 Students 9 August 2008 Enhancement Summer drama, writing, film, choral accompanied by Programme speaking, dance & two teachers organized by EXCEL etiquette workshops plus Communication excursions designed to Institute, U.K. enhance English skills & cultural experience February 2008 The Chinese University To have a taste of the 8 S6 Students Residential Programme university courses in which students are interested July 2008 St. John’s College, To learn more about hall Sheena Yap of S7 HKU and university life
3.3.3.2 The Guidance Team (GT)
To enable students to cultivate positive values, the GT has organized a variety of form-based life programmes that catered for students’ needs at different developmental stages. For the junior levels, the Big Sisters Programmes for S1 and S4, the session on “Puberty” for S1, programmes tailor-made for students such as forming a “circus group” to facilitate the acquisition of social skills for students who lack confidence, the Team-building Programme for S2 as well as the session on “Sexual Harassment” for S3 have been organized.
Life programmes for senior students included the Stress Management Programmes for S5 and S7, the session on “Preparation for HKCEE” for S5, “Handling Emotions” for S6 and the sessions on “Knowing Your Strength” and “Advice on Proper Attire when attending Interviews” for S7. The S6 New Students Orientation held in August 2007 familiarized students with the school. For the whole student body, the GT organized a programme on “Positive Values” aimed at promoting the school ethos of “wisdom, care and compassion”.
To inspire students to excel through reflection, creativity and commitment, the GT led the leadership training session of the 2007-08 Orientation Programme for the officers of all the Pastoral Care Service Groups. Through problem solving, reflection on the process and sharing with group members, students gained an insight into the attributes of leaders and the importance of teamwork and commitment.
49 The Peer Counselling Scheme gave S1 students the opportunity to employ creative methods in helping MPS students solve problems through letter writing and experience sharing. Where individual or group counselling is concerned, students have been guided to reflect on their behaviour and relationship with others.
3.3.3.3 The Discipline Team (DT)
In line with the school major concern for 2007-2010 and in view of the SWOT analysis for 2006-2007, the team worked towards fostering students’ self- discipline and acknowledgement of others’ rights as well as their own. To define for students the meaning of “respectable” behaviour, to reiterate the importance of self- respect and respect for others and to raise students’ awareness of the inter- relationship between rights and responsibilities, programmes for the respective class levels have been designed. Through the collaborative effort of the team and Homeroom Teachers as well as a whole-school approach in handling discipline matters, the DT aspires to educate students to take responsibility for their words and deeds through close observation and monitoring of student behaviour and needs.
Four Annual Discipline Talks addressing the needs and concerns for S1, S2 & 3, S4 & 5 and S6 & 7 have been conducted by the Team. The programmes of the year included the Talk on Road Safety for S1 conducted by the Hong Kong Island Traffic Team, the Police Talk on The Criminal Liabilities of Bullying Behaviour for S2 and the Police Talk on Internet Crimes for S1. While the Road Safety Talk reminded students of the importance of the pedestrian’s responsibilities in observing traffic regulations for the sake of their own safety and that of others, the Police Talks served as information sessions of some common misdemeanour in schools and alerted students to traps and criminal liabilities.
3.3.3.4 The Health Education Team (HET)
The HET has adhered to its objectives of cultivating values related to self- discipline, self-management, integrity and responsibility while trying to provide other learning experiences related to personal development, interpersonal relationship and public health. Accordingly, the HET organized a whole-school talk on “Mental Health” to enhance students’ understanding of mental health and mental illness.
Addressing the diverse needs being the team’s major approach to providing other learning experiences for students, the HET has organized First Aid Training and health programmes on “Stress Management” and “Emotions” for S1. For S2, health programmes on “Pop Culture”, “Communication” and “Expressing Appreciation” 50 have been held. An Inter-class Health Competition and a board display have also been organized for S1 and S2. As for S3, they were provided the health programme on “Time Management in relation to the Internet” and a visit to the Drug Info Centre. A health talk and screening on Diabetes Mellitus was arranged for S4 on Life-wide Learning Day. An Inter-house General Knowledge Quiz for S4 and S6 has also been jointly organized with the Career Guidance Team and the Environmental Education Committee.
3.3.3.5 The Civic Education Committee (CEC)
The CEC aims at enhancing civic-mindedness among students so that they become responsible and informed citizens of Hong Kong. The committee stresses five values and attitudes essential to students’ personal and social development, namely perseverance, respect for others, responsibility, national identity and commitment.
To enable students to gain a better understanding of Hong Kong, acquire a greater understanding of China and subsequently develop their national identity, to be civic-minded and to be sensitive to current affairs, the CEC has organized activities for the whole school and individual class levels. Whole-school programmes ranged from Flag-raising on the campus in celebration of National Day to the Inter-house Quiz Competition on the 2008 Beijing Olympics and Top Ten News Election. Programmes and activities held to address the diverse needs of students included the S2 visit to the National Education Centre on Life-wide Learning Day, a video show on “Human Rights” for S2, a yearly news review for S1, S2 and S6, activities on the theme of 17th National Congress for S3 and the S6 programme on “Media & Me” as well as a talk by Mr. Alan Leong, Legislative Councillor, on “Public Speaking”. At a deeper level, the CEC aims at inspiring students to reflect and think critically as well as nurturing their sense of responsibility and commitment, not only as members of the school but also as citizens of Hong Kong and Chinese nationals.
3.3.3.6 The Religious & Moral Education Committee (RMEC)
The RMEC aims to help students to learn religion so that they acquire religious faith, learn about religion so that they acquire understanding of religion and learn from religion so that they acquire personal, social and spiritual development. Ultimately, students would be “self-reflective” and “self-governed” persons with a discerning and critical mind, thus fulfilling the specific goal of the committee to enable students to develop into respectful and responsible persons.
51 Responding to the school major concern for 2007-2010, the RMEC has made this their theme of the year 2007-08:
Be CREATIVE in work, Be REFLECTIVE in life, Be COMMITTED to service, And JOY will be yours.
Whole-school programmes run by the committee included the activities and liturgies at school opening in September, special programme for Advent, the Christmas Programme, the Chinese New Year Mass, special programmes for Lent I & II, the Good Samaritan Lunch, the Graduation Mass, Celebration of World CLC Day and prayers at assembly. The liturgies were aimed at raising students’ awareness of God’s unconditional love for man and helping them live out Gospel values while the Christmas Programme and the Good Samaritan Lunch brought members of the school community together in a spirit of love, sharing and compassion for others.
To address the diverse needs of students, the RMEC has come up with a comprehensive framework. The religious activities for Catholics and non-Catholics practically cover the needs of all the various groups, beginning with Orientation for S1 Catholics, then the Orientation Camp for the Religious Activities Convenors (RACs), Catholic Gatherings for S1 – 7, Faith Sharing Group for S1 – 3, Legion of Mary for S1 – 7, S2 Confirmation Class, Catholic Confession for S1 – 7, the CLC Passover Feast for S1 – 6, the Mass for MPS & MSS Catholic families, the MSS CLC Retreat for members, the RAC Evaluation Camp and finally, the Pilgrimage to Taiwan for all interested Catholic and non-Catholic students.
The pastoral care programmes arranged to be held during Long Homeroom, Assembly and/or ECA periods were tailor-made for the classes from S1 to S7. The Affective Education programme entitled “Don’t Laugh at Me” for S1, the “Honesty” programme on respect, rights and responsibility for S2, the S3 Visit to the Home for the Aged (Guided Service Project), the “Justice & Service” programme for S4, the CMAC Talk on “Love and Marriage” and the session on “Sharing of Love and Friendship” for S5, the session on “Knowing Oneself” and ICAC Talk for S6 and Formation Day conducted on Life-wide Learning Day for S7 constitute a longitudinal profile of religious and moral education at MSS.
52 3.3.3.7 The Environmental Education Committee (EEC)
The committee aims at increasing students’ exposure to the natural environment so that they could be aware of God’s unconditional love for each person in terms of the unique creation of themselves and the creations of the world. A whole-school approach was adopted with a slightly different focus for each level. The objectives are in fact identical – to enable students to live out Gospel values when they fit into the environment in a harmonious way and to encourage students to exercise self-discipline so that they develop environmentally-friendly habits for the good of all.
To this end, whole-school programmes pertaining to the objectives of the EEC were held. They include the Recruitment of Environmental Protection Ambassadors, Inter-class Competition on Collection of Mooncake Boxes, the Assembly hosted by the Catholic Messengers of Green Consciousness, Used Clothes Collection and Board Display on the Protection of Chinese White Dolphins. Interested students were invited to join activities on planting flowers and herbs while the officers of the Environmental Education Team were encouraged to join the Student Project Competition 2007 – Science in the Public Service.
Specifically for the junior levels, the EEC has resolved to help S1 – S3 students to cultivate environmentally-friendly habits and provide them with opportunities to experience nature and take action to protect the environment or conserve resources. The programmes for S4 – S7 were aimed at enhancing students’ understanding of global and local environmental issues, providing them with opportunities to experience nature and encouraging them to take action to protect the environment.
For S1, the EEC arranged for the “Plastic Bag? No Thanks!” programme, a workshop on recycling paper and a display of cartoons and photos on urban problems to be held. For S2, there was an inter-class quiz on the “Protection of Chinese White Dolphins” as a follow-up activity on the captioned display and a session on “Global Warming – an inconvenient truth”. For S3, a visit to Wetland Park on Life-wide Learning Day, a session on “Saving Our Rainforest” jointly planned with the Geography Panel and a programme on “Smart Shopping and Disposing? Waste Prevention!” were organized. The talk on “Sustainable Development” was arranged for S4 while the Environmentally-friendly Christmas Party Competition was held for S1 – 4 and the Inter-house General Knowledge Quiz (jointly organized with the Career Guidance Team and the Health Education Team) was held for S4 and S6. In addition, a field trip to Ho Koon Nature Education cum Astronomical Centre was 53 organized for S7 Geography students and a field trip to Mai Po for S5 Geography students.
3.3.3.8 Extra-curricular Activities & Service Committee (ECASC)
As in previous years, the ECASC continues to contribute and make recommendations to school policy regarding student activities. The committee promotes cooperation and a sense of belonging among staff and students, works towards and monitors a system of leadership training for students as well as coordinates and promotes extra-curricular activities and service.
Where engineering a smooth transition to NSS and catering for diverse needs for students are concerned, the ECASC has contributed towards the design of the new timetable especially in relation to the inclusion of an ECA Slot on Day 5. With the implementation of the new 10-day cycle, the ECA Slot will be specifically designated for the purpose of club/group meetings in the ECASC context. Ten ECA sessions year-round will be reserved for these meetings, with all clubs and groups assigned to three groups according to their nature (Academic/Interest/Visual & Performing Arts/School & Community Service). The groupings have been made to facilitate diversity of interest of students and avoid the clash of meeting time.
To provide a balanced variety of extra-curricular activities covering various aspects of interest, the ECASC has organized 9 Academic Clubs, 10 Interest Clubs, 7 Visual & Performing Arts Clubs, 9 School Teams, 7 School Service Groups, 4 Community Service Groups and 5 Pastoral Care Service Groups. In addition, various inter-house activities have been organized to enhance house spirit as well as to provide opportunities for students to broaden their social experience.
By the end of September 2007, the ECASC coordinated the setting up of executive committees of the Houses, Clubs and Groups. 103 out of 145 S4 students held leadership posts while 90 out of 90 S6 students held leadership posts. The committee then collected the annual budget and yearly proposal of activities from chairladies in early October before drawing up the yearly activities/competitions calendar for the Houses. With the key issues settled, the ECASC monitored and ensured the smooth running of activities throughout the year.
54 Service work coordinated among ECA clubs and groups included:
• Basic Voluntary Service Training Workshop for S2 Two 2-hour training workshops conducted by Sing Woo Children & Youth Centre were successfully completed in October 2007.
• In-depth Service Training Workshops and Service Project for S4 Two in-depth training workshops were conducted by Sing Woo Children & Youth Centre in January and February 2008. A follow-up session was arranged to prepare students for the service project. Each class was split into two groups and visited an assigned home for the elderly in March under the supervision of social workers and Homeroom Teachers.
• Flag Selling Five Flag Selling Days were scheduled with a total of 268 student participants.
Date Organizing Body No. of Participants 26 Sept. 2007 Neighbourhood Advice-action Council 6 20 Oct. 2007 The Hong Kong Federation of Youth 54 Groups 1 Dec. 2007 The Hong Kong Girl Guides Association 82 8 Mar. 2008 Sing Woo Children & Youth Centre 69 12 Apr. 2008 Regeneration Society 57
Starting from 2007-08, community service requirement has been increased to 10 hours for S3. Thus the number of participants increased as well. It is recommended that four Flag Selling Days will be organized in 2008-09.
• Service Projects Five service projects were successfully organized with a total of 112 participants from S4 – 7.
Date Service Centre Nature of Service No. of Participants 15 Dec. TWGH Fong Shu Organizing Christmas 21 2007 Chue District Elderly party for the Elderly Community Centre 1 Feb. ORBIS Raffle Tickets Sale 15 2008
55 Date Service Centre Nature of Service No. of Participants 23 Feb. TWGH Fong Shu Organizing games for 26 2008 Chue District Elderly the Elderly Community Centre 26 Apr. Wan Chai Methodist Playing games and 32 2008 Centre for the making handicrafts Seniors with the elderly 15 & 17 Sing Woo Children Teaching primary 18 July 2008 & Youth Centre students to form healthy eating habits
• “Heart-to-Heart” Project 2007-08 is the third year for MSS to join this project initiated by the Hong Kong Federation of Youth Groups. Participating schools agreed to contribute at least 2,000 community service hours in various capacities during the school year. Our students contributed over 20,000 hours in community as well as school service.
• Service Trip to Yunnan A service trip to the Yunnan Province was successfully held in March 2008. A record-breaking total of 64 students from S4 and S6 were recruited in November 2007. Two training workshops were held in January and March 2008. Students were divided into groups to make action plans for their teaching of lessons and games. The group visited one junior and one senior secondary school.
• Service Trip to Panyu A service trip to Panyu, Guangdong Province was successfully held in July 2008. The new trip attracted 17 S3 students. Two training workshops were held in May and June 2008. Students were divided into groups to make action plans for their teaching of lessons and games. The group visited one pre-school, one school for the mentally disabled and a home for the elderly.
56 • Service Hours Statistics on the service done in 2007-08: Class Level Total Service Hours Average Service Hours S3 3105.25 20.84 S4 4169.75 28.76 S5 1717.00 13.21 S6 2796.50 31.78 S7 315.75 4.51 Percentage of S3 – 7 students who fulfilled the school requirement: 90.6% (537/593)
To make school life more challenging and interesting and to inspire students to excel, the ECASC has encouraged students to take part in various inter-school competitions.
• Hong Kong Schools Speech Festival Winners – English
Number 1st Position 2nd Position 3rd Position By Students: 411 12 18 70 By event: 210 9 15 27
• Hong Kong Schools Speech Festival Winners – Chinese
Number 1st Position 2nd Position 3rd Position By Students: 128 7 13 11 By event: 99 4 9 9
• Hong Kong Schools Music Festival Winners
Number 1st Position 2nd Position 3rd Position By Students: 408 119 67 16 By event: 121 4 8 14
• Inter-school Dance Festival Winners
Number Honour Highly Commended Commended By Students: 68 16 50 2 By event: 8 1 6 1
57 • Inter-school Sports Championships Inter-school Swimming Division I Competition
1st Position 2nd Position 3rd Position 4th Position 0 0 3 2
Inter-school Athletics Division I Competition
1st Position 2nd Position 3rd Position 1 0 3
Inter-school Tennis Division I Competition The team is qualified to remain in Division I next year.
Inter-school Table-tennis Division II Competition The team came 4th in Grade B and will remain in Division II next year.
Inter-school Badminton Division I Competition The team is qualified to remain in Division I next year.
• Odyssey of the Mind Competitions 2007-08 Division II: The junior team won the 1st runners-up. Division III: The senior team won the 1st runners-up and the Best Style Award.
3.3.3.9 Fund-raising Activities organized by Various Groups
Through organizing and participating in fund-raising activities, students not only derived pleasure but also learned leadership and organizational skills. In 2007- 08, students were given the opportunity to run programmes to render service for and extend financial help to those in need.
Committees/Teams/ Fund-Raising Event Funds Raised Designated Purpose Student Groups/ (Date) of Funds Raised/ External Beneficiaries Organizations Caritas – Hong Kong Raffle Tickets Sale $42,500.00 Beneficiaries of (October 2007) Caritas – Hong Kong The Student Council Dress Special Day $25,239.00 UNICEF: $12,740 (31 January 2008) Community Chest: $12,499
58
Committees/Teams/ Fund-Raising Event Funds Raised Designated Purpose Student Groups/ (Date) of Funds Raised/ External Beneficiaries Organizations School Relief for $ 10,883.90 Affected Provinces in Snowstorms in China China c/o Hong Kong (20 February 2008) Federation of Education Workers RMEC & Good Samaritan $15,580.00 Donated $10,000 to Student Council Lunch sponsor the ECASC (29 February 2008) Service Trip to Yunnan; Donated $1,000 to Fr. Sean Rehab. Fund on WCLC Day; $1,000 as Subsidy for S3 Guided Service Project; $1,295.90 as Subsidy for Student Council Service Project Caritas – Hong Kong Lentern Box $5,421.40 Beneficiaries of Collection Caritas – Hong Kong (March 2008) Interact Club & Joint School $61,639.90 Beneficiaries of Wah Yan College, HK Variety Show 2008 UNICEF sponsored by the “Carnival” Rotary Club of Victoria School Relief for $37,770.60 Sichuan Province Earthquake in Sichuan c/o UNICEF (15 May 2008) The Fun Fair Fun Fair “Arena” $212,402.30 Mainly for school Organizing Committee (4 July 2008) development; & Part of the proceeds The Student Council donated to SAHK (The Hong Kong Spastics Association)
3.3.3.10 The Student Council
The following are activities held during the year 2007-08 by the Student Council: • Orientation Camp for leadership training and planning ahead • Officers attended the British Council ‘Student Voice’ – a platform for school students to exchange ideas on the extent to which students should have a say in school policies and other matters of school life • Reference Book Sale • Blood Donation • MSSTQ07 ‘Moulin Rouge’ a showcase of students’ talents 59 • Good Samaritan Lunch – teachers were invited to rap the story of the Good Samaritan. Funds were raised to support the school service trip to Yunnan and other service programmes. • Joint-school City Tracing with Queen’s College – gave students a chance to experience adventure and to learn collaboration and communication skills with students from a boy’s school • Mega Sale – items included T-shirts, jackets, flip-flops, towels, reusable bags, files etc. • Service programme: an English Games Day for primary school children who have recently arrived from the Mainland was held • Teacher Appreciation Week – in addition to message boards, sales booths and song dedication, a special assembly for Teacher Appreciation was prepared. Students and Council Officers expressed their love, gratitude and appreciation to teachers, office and janitorial staff through songs and a performance on African Drums. A framed photo was also prepared for each teacher as souvenir. • Evaluation Camp for an evaluation of the year’s activities • Fun Fair 08 “Arena” – students set up their own stalls and designed games to raise funds for school development as well as for a local charity group. Funds were donated to SAHK this year.
Students were nominated for the various leadership and service programmmes organized by the following organizations: • Hong Kong Outstanding Student Association • Hong Kong Union for Young Leaders
Reflections & Evaluation
3.3.4 Reflections and Evaluation of the Work of the Committees and Teams
Through organizing various programmes and activities on moral and civic education, career-related experiences as well as school and community service, the Pastoral Care Division has continued with the work started since 2004 and aligned it with “Other Learning Experiences” (OLE) that constitute a major part of students’ whole person development in the context of the New Senior Secondary Curriculum. Together, the committees and teams not only ensured an all-embracive and multi- faceted framework of learning opportunities but also one that encourages reflection. The process of going through the experience and reflecting on it generates more
60 interaction between teachers and students, encourages self-reflection and indirectly nurtures higher order thinking skills.
The Career Guidance Team (CGT) collaborated well with various committees as well as external organizations in providing career-related experience, one of the major components of Other Learning Experiences (OLE). The CGT has collaborated with the MSS Alumnae Association in arranging mentorship for S6 students and succeeded in making them more aware of the need for career planning. It has collaborated with the Student Learning Profile (SLP) Sub-committee of the Curriculum Committee to work out a policy and action plan on the implementation of the SLP. 88% of S5 students attended the S6 Choice of Subjects Experience Sharing Talks by S7 students, a great improvement on the low attendance rate of less than 60% in previous years. The majority found the experience relevant and useful. S3 students were able to receive more interactive guidance from the subject teachers through the discussion session on S4 Choice of Subjects. The mind-mapping programme for S1, however, was not effective and will no longer be arranged next year as many students had attended similar programmes in the primary school.
The UK Summer Programme held in July and August received positive feedback. The majority of the participants thought they learnt independence and new vocabulary, gained confidence and learnt to speak with conviction. Their communication skills have improved. They enjoyed the drama workshop and magazine workshop most. Some participants did find the programme intensive and challenging for they had to do a lot of writing and walking. Nonetheless, they would recommend nearly all the visits and excursions for S1 and S2 students next year.
All the CGT programmes were carefully planned to cater for the diverse needs of students. Students were also referred to many different programmes for life-wide learning. The Team readily helps students who seek guidance and has taken a lot of initiative to recommend or nominate students for learning opportunities outside school such as summer study programmes and workshops related to work skills.
The Guidance Team (GT) will continue to be an agent that trains and supports students as well as extends help to parents and teachers. The pastoral care programmes organized by the team focus mainly on the adjustments and psychological aspects in various developmental stages, emotions (stress) management and leadership training. Students are also given opportunities to develop their potential and explore life values.
61 The GT is pleased that in 2007-08, students “showed an understanding of values, knowledge and skills that help to build up personalities, values and problem solving skills in accordance with their developmental stage”. An average of over 80% of the students thought that the form-based pastoral care programmes helped them reflect on their own situations and gave insight to the ways issues could be tackled. Participants in the “circus group” organized to facilitate students who lack confidence showed great enthusiasm in working on their booth in the Fun Fair. They were trained by professionals and their performance in the Fun Fair proved that both their confidence and social skills have improved. 95% of S4 students agreed that the leadership training on Life-wide Learning Day (LWL Day) was successfully run while 88% of S1 students agreed that the team-building activities on LWL Day enabled them to know one another, stretched their potential and enhanced their communication skills. The Big Sisters Scheme and the Orientation Session for S6 students new to MSS enabled S1 and S6 students respectively to adjust to the new school life.
Through group and individual counseling, students were guided to reflect on their own behaviour and relationship with others, as a result of which they became more mature. Where necessary, cases have been referred to experts outside school. Both the S1 Peer Counselling Scheme aimed at serving students’ counterparts in the primary school and the programme jointly organized with St. Paul’s College on Personal Development were successfully held.
The Discipline Team (DT) is dedicated to its mission of maintaining school discipline and cultivating a high degree of self-discipline in students. Other than ad hoc prefect duties for senior students on Sports Days and at Swimming Gala, the school does not have a prefect system or discipline prefects as such. Students are taught to appreciate one another, respect their fellow students and teachers and observe all school rules. With this in mind, every teacher has to concern himself/herself with student discipline. While the Homeroom and Assistant Homeroom Teachers are given charge of the class, the collaborative effort of all other subject teachers has been solicited to ensure that students live up to school expectations.
In all, the year 2007-08 has been a rewarding one for the team. The whole- school approach to discipline has run smoothly with the understanding and cooperation of parents. The work of enforcing school rules, reinforcement of school expectations and the inculcation of values could be massive and sometimes frustrating, though, especially in view of the behavioural trends of teenagers and on occasions, the discrepancies in values between school and parents. It is with conviction and 62 commitment that the team will persist in its strive to contribute to the total development of students. The Health Education Team has worked closely with S1 – S3 Homeroom and Assistant Homeroom Teachers (HRs and AHRs) in the delivery of health programmes designed by the Health Department. Over the last two years, HRs and AHRs have been the key persons in conducting the programmes for their own class.
Students’ response to form-based and whole-school programmes is usually proportional to the interest the programmes arouse. In 2007-08, S4 students found the “Self-awareness and Screening Programme on Diabetes Mellitus” informative and useful in enhancing their understanding of the importance of a balanced diet to a healthy lifestyle. First Aid Training for S1 was well received and students returned an average evaluation rating of 3.13 in a four-point scale. The S3 Visit to the Drug Info Centre and the S4 and S6 Inter-house General Knowledge Quiz were welcome by students, too. Although some students grumbled that there were too many questions on JUPAS with which they were not familiar, they enjoyed the quiz which they found fun and educative. The most popular health programmes are those for S2, with students’ remarks like “wonderful programme”, “the duration can be longer” and “I like this programme very much”.
In the light of the specific goals set for the year, the Civic Education Committee (CEC) has been able to meet most of the targets set. Students have taken an active part in the activities designed and the overall evaluation has been very positive. One feature of CEC programmes is that they are “student-centred and organized in response to the calls of the time”. The committee has been flexible and adapted the programmes to keep abreast of current affairs.
One example is the making use of the public consultation invitation from the Wan Chai District Office. Instead of the scheduled inter-class news quiz, students took part in a discussion session and reflected on the Policy Address, after which their opinions were submitted to the Government. Another instance is adjusting the mode of learning about the 17th National Congress so that students participated in competitions and were awarded prizes by external organizations. Students’ feedback would not have been so encouraging if the CEC had not been on the lookout for more interesting approaches. Teachers on the committee have collaborated well and deployed both internal and external resources to foster students’ positive values and attitudes. The CEC is appreciative of the effort of student officials and Homeroom Teachers’ support in the planning and running of programmes.
63 The Religious & Moral Education Committee (RMEC) is delighted to learn that all the religious programmes, liturgies and activities were well received by Catholic students. Through participating in the activities, students felt that their commitment and habit of reflection have been enhanced.
The Orientation and Evaluation Camps for the RACs served their purposes well and fostered the friendship of participants. The meetings and assignments of the Legion of Mary strengthened the legionaries’ faith in God. The Faith Sharing Group and the MSSCLC fulfilled their roles with some members displaying strong commitment. After a year’s preparation, 28 S2 students joined students from other schools in receiving the blessed sacrament of Confirmation on 10th May 2008. The S1 Affective Education Programme, the S3 Guided Service Project, the S4 Justice and Service Programme and the S5 Love and Friendship all met with the objectives of the committee.
The Good Samaritan Lunch was well received by teachers and students. The programme was meaningful, there was interaction between the MCs and the audience while the money raised helped fund other religious and school events. The pilgrimage to Taiwan led by the Spiritual Director Father Robert Ng, S. J. and co- organized with Wah Yan College Hong Kong was a great success. The 22 MSS participants were accompanied by three RMEC members. Of all the programmes in the year, the Lent Programme was the most popular with students. The WCLC Celebration Programme was also highly recommended by students and CLC members. With the commitment of teacher members and the RACs as well as the strong support of the CLC, the year has been a fruitful one for the RMEC.
The Environmental Education Committee (EEC) has been constantly reflecting on its work as leaders in educating students with conservation of resources and protecting the environment. A variety of programmes have been planned to attain its specific objectives as well as address the school major concern of catering for the diverse needs of students. The Environmental Education Team (EET) comprising student officers and 7 other students from S4 and 5 were nominated Student Ambassadors while the EET won a Meritorious Prize of the “Climate Change – What can we do?” Student Project Competition organized by the “Science in the Public Service” campaign. Two S6 students were made the finalist and won the Certificate of Distinction in the Lions International Youth Exchange 2008 Scholarship Environmental Essay Competition (Final Round) respectively.
Among the various activities on which surveys were conducted, 61-82% of the respondents gave a rating of 3 and above in a five-point scale to all the questions 64 asked, an indication that students were generally supportive of EEC activities. Three new activities have been organized for S1 – 3 in 2007-08, with more environmental issues introduced to junior students to reinforce their understanding of and belief in environmental conservation. The committee has made full use of opportunities to tap different community resources. For the coming year, the EEC would like to involve Homeroom Teachers in the promotion of activities such as those related to recycling. Some newly introduced class-based programmes will be modified to suit the new timetable and more interactive activities will be included.
The Extra-curricular Activities & Service Committee (ECASC) has more than fulfilled its pledge to contribute towards the development and monitoring of student activities, leadership training and service opportunities on the one hand and the smooth transition of the school to the New Senior Secondary Curriculum, inspiring students to excel through reflection, creativity and commitment on the other. While the former makes up the regular work of the ECASC, the latter has been realized through the committee’s active participation in the review of the informal curriculum and the designing of the MSS Student Learning Profile. The contributions and achievements of the ECASC through the leadership of the head of the committee have been discussed in Section 3.2.2. The committee’s reorganizing the groupings of clubs and service groups to fit the new ECA slot in the 10-day cycle has also been introduced in Section 3.3.3.8.
In view of the breadth and depth of its contributions as well as the quality of its work, the ECASC has indeed done a marvellous job, well appreciated by the school and students. For the members of the committee, there has been immense satisfaction in organizing two successful service trips to China, one to Yunnan for S4 and S6 in March 2008 and another to Panyu in July 2008 for S3. The ECASC sees these trips especially worthwhile for, apart from providing opportunities for students to serve others, they also gave students the opportunity to learn more about their mother country.
65 D. Student Achievement and Awards
1. Results of Attainment Tests
Pre-S1 Attainment Test Scores
Chinese English Mathematics
100.0
90.0 83.0 83.0 80.3 80.0 69.0 66.8 70.0 66.0 61.4 61.0 60.0 58.0
50.0
40.0
30.0
20.0
10.0
0.0 05/06 06/07 07/08
66 2. Results of Public Exams Results of HKCEE
Average Passing Rate Awarded 14 points or more 98.4% 98.1% 96.5% 100
90 86.1% 85.1% 81% 80
70
60
50
40
30
20
10
0 05/06 06/07 07/08
Results of HKALE
% of students awarded the minimum entrance requirement for Tertiary Education
100
90 79% 80 74% 72% 70 60 50 40 30 20
10 0 05/06 06/07 07/08
67 Summary of Student Results in the Two Public Exams
A-C in All A in All Average No. of 5* in 5* in Subjects Subjects Passing 2008 Candidates English Chinese (incl. Eng. (incl. Eng. Rate HKCEE & Chi.) & Chi.) 130 96.5% 24.6% 10.9% 60.9% 12.2%
No. of A – E in A-C in A in 2008 Candidates All Subjects All Subjects All Subjects HKALE 69 89.9 % 33.3% 3.2%
3. Awards, Scholarships and Other Outstanding Achievements
External Scholarships, Awards & Programmes
Scholarships, Awards & Grants Name of Student Class The University of Hong Kong Adrienne Lee 7B (2006-07) “Young Leaders of Tomorrow” Evelyn Wan 7C (2006-07) Community Leaders Scholarship Scheme for 1st Year Undergraduates 2007/2008
Sir Edward Youde Memorial Prizes 2007/2008 Christy Leung 6C Julianna Yau 5A Harvard Book Prize 2007/2008 Priscilla Au-young 6C
Brown University Book Prize 2007/2008 Josephine Wong 5A
Wellesley Book Award 2007/2008 Audrey Pike 5A
Crozier Scholarship 2006/2008 Priscilla Au-young 6C Christy Leung 6C Rev. Joseph Carra Memorial Education Grants Sue So 7A 2007/2008
Leadership Training/Service-related Programmes Name of Student Class Rotary Youth Leadership Awards (RYLA) Vicky Lee 6B Leadership Training Program for Young People
UNICEF Young Envoys Programme 2008 Priscilla Au-young 6C Evelyn Fok 4A Sharlene Tai 4A Joint Interact Club Bonnie Wong 6B District International Understanding Trip Visit to Seoul, Korea
68 EDB Support Measures for Exceptionally Gifted Students Name of Student Class Leadership Enhancement Programmes Joyce Chan 4A Aurelia Keung 4A
Mathematics Enhancement Programmes Olivia Man 4A Hanen Tang 4A Winnie Yeung 4A
Science Enhancement Programmes Priscilla Au-young 6C Christy Leung 6C
Humanities Enhancement Programmes Rufina Ng 4D Caroline Woo 4D
Science Competitions Event Name of Student Class Hong Kong Chemistry Olympiad for Secondary Schools 2007/08 Chemistry in Food Safety
Outstanding Award (Final Round) Floria Hau 6B Priscilla Au-young 6C Tiffany Chan 6C Chelsia Kwan 6C Nicole Wu 6C
Highly Commended Award Jacqueline Chan 6B Charis Lam 6B Kathy Lee 6B Vicky Lee 6B Sandra Lin 6B
Science in the Public Service Trista Sze 6A Student Project Competition 2007/2008 Floria Hau 6B ‘Climate Change – What can we do?’ Nicole Wu 6C Secondary School Category Meritorious Award
Hong Kong Budding Scientists Award 2007-2008 Patricia Wai 1A 3rd Class Honourable Prize Christie Wu 2A
The Standard Chartered Hong Kong English Speaking Contest 2008 Name of Student Class
One of the Top Ten Finalists Sharlene Tai 4A (out of over 1,000 contestants in the whole territory)
69
59th Hong Kong Schools Speech Festival Event Name of Student Class Position Solo Verse Speaking - Non-open Form 1 Girls Nicole Hurip 1A 2nd Natalie Chung 1A 3rd Gabrielle Kam 1B 3rd Vanessa Yu 1C 3rd Jolly Tse 1D 3rd
Form 2 Girls Karishma Advani 2A 1st Anthea Chow 2A 1st Kristina Li 2A 1st Christie Wu 2A 2nd Sophia Li 2B 2nd Vedika Daswani 2A 3rd Connie Tse 2B 3rd Sierra Suen 2C 3rd Gabrielle Yuen 2D 3rd Jane Lau 2D 3rd
Form 3 Girls Nigel Nacinopa 3A 1st Natalie So 3C 1st Khusboo Ramchandani 3A 2nd Kimberly Tong 3A 2nd Lydia Chu 3B 2nd Vivian Yung 3B 2nd Aarushi Mehta 3A 3rd Winky Lai 3C 3rd
Form 4 Girls Sharlene Tai 4A 1st Natalie Cheng 4B 2nd Cherry Lok 4B 3rd
Form 6-7 Girls Priya Gaur 6B 1st Kirstie Mabitad 6C 1st
Prose Reading—Non-open Form 1 Girls Nicole Chan 1B 2nd Genevieve Yue 1A 3rd
Form 2 Girls Sophia Li 2B 3rd
Form 3 Girls Romaine Ng 3D 2nd Eunice Leung 3A 3rd Jessica Soong 3C 3rd
Form 4 Girls Sharlene Tai 4A 3rd Alisa Au 4B 3rd Yvonne Leung 4D 3rd
70 59th Hong Kong Schools Speech Festival (cont’d) Event Name of Student Class Position Prose Reading—Non-open Form 5 Girls Queenie Wong 5B 3rd
Form 6-7 Girls Gloria Ko 6C 1st Ivy Wong 6B 2nd Maggie She 7B 2nd Priscilla Au-young 6C 3rd
Shakespeare Monologue Age 15 and over Yuki Chan 6B 2nd
Public Speaking Solo Forms 4 to 5 Sharlene Tai 4A 1st
Forms 6 to 7 Cindy Yeung 6A 1st Joyce Chan 7C 1st Christy Leung 6C 3rd
Public Speaking Team - Non-open Forms 4 to 7 Joyce Chan 4A 2nd Sharlene Tai 4A Winnie Yeung 4A
Dramatic Duologue Forms 1 to 2 Rose Mary Lam 2C 3rd Cynthia Wang 2C 3rd
Forms 3 to 4 Kimberly Tong 3A 2nd Samantha Lee 3A Agnes Cheung 3A 3rd Krisol Rempillo 3A Phoebe Chan 3B 3rd Lydia Chu 3B Yvonne Leung 4D 3rd Rufina Ng 4D
Choral Speaking Form 1 Girls 1A 3rd
The Association of EMI Secondary Schools 2008 English Drama Fest Name of Student Class
Outstanding Spoken English Award Sharlene Tai 4A Kimberly Tong 3A Phoebe Chan 3B Natalie So 3C
71
第五十九屆香港學校朗誦節 項目編號 項目名稱 學生姓名 班別 名次 301 詩詞獨誦 (粵語 / 中六至中七) 羅曉丹 中六甲班 季軍 304 詩詞獨誦 (粵語 / 中三) 賴詠祈 中三丙班 亞軍
327 詩詞獨誦 (普通話 / 中三至中四) 趙迪妍 中三丁班 季軍 328 詩詞獨誦 (普通話 / 中一至中二) 張藹茵 中二丙班 季軍
403 散文獨誦 (粵語 / 中四) 林凱欣 中四甲班 季軍 404 散文獨誦 (粵語 / 中三) 顏思敏 中三丁班 季軍 406 散文獨誦 (粵語 / 中一) 陳方圓 中一乙班 亞軍
427 散文獨誦 (普通話 / 中三至中四) 林凱欣 中四甲班 亞軍 428 散文獨誦 (普通話 / 中一至中二) 陳方圓 中一乙班 季軍 428 散文獨誦 (普通話 / 中一至中二) 方藝瑩 中二甲班 亞軍
443 二人對話 (粵語 / 中三至中四) 梁穎思 中四乙班 亞軍 443 二人對話 (粵語 / 中三至中四) 陳曉彤 中四甲班 亞軍
443 二人對話 (粵語 / 中三至中四) 鄭康葶 中四乙班 亞軍 443 二人對話 (粵語 / 中三至中四) 胡沛祈 中四丁班 亞軍
443 二人對話 (粵語 / 中三至中四) 李頌欣 中三乙班 冠軍 443 二人對話 (粵語 / 中三至中四) 趙迪妍 中三丁班 冠軍
443 二人對話 (粵語 / 中三至中四) 周家誼 中三甲班 季軍 443 二人對話 (粵語 / 中三至中四) 梁舜熹 中三甲班 季軍
444 二人對話 (粵語 / 中一至中二) 湯愛嘉 中二丙班 亞軍 444 二人對話 (粵語 / 中一至中二) 戴嘉慧 中二乙班 亞軍
444 二人對話 (粵語 / 中一至中二) 盧柏蒨 中二甲班 冠軍 444 二人對話 (粵語 / 中一至中二) 高穎彤 中二乙班 冠軍
444 二人對話 (粵語 / 中一至中二) 劉蔚天 中二乙班 季軍 444 二人對話 (粵語 / 中一至中二) 唐書玲 中二丁班 季軍
444 二人對話 (粵語 / 中一至中二) 陳怡秀 中二丙班 冠軍 444 二人對話 (粵語 / 中一至中二) 余依穎 中二丙班 冠軍
444 二人對話 (粵語 / 中一至中二) 陳曉敏 中一丁班 亞軍 444 二人對話 (粵語 / 中一至中二) 香詠珊 中一丁班 亞軍
459 天主教經文朗誦 (中學組) 袁凱瑩 中二丁班 亞軍 459 天主教經文朗誦 (中學組) 梁曦彤 中五丁班 冠軍 459 天主教經文朗誦 (中學組) 陳曉彤 中四甲班 季軍
72
香港教育學院 善言巧論 ：全港學生口語溝通大賽 2007/2008 項目名稱 學生姓名 班別 名次 預科組即席演講 佘雪盈 七乙 初賽冠軍 庾伊翎 七丙 溫嘉旗 六乙 陳嘉琪 六丙 關芷茵 六丙
會考組經典朗讀 陳曉彤 四甲 初賽冠軍
香港教育專業人員協會及康樂文化事務署香港公共圖書館聯辦 項目名稱 學生姓名 班別 名次 「十九屆中學生好書龍虎榜讀後感比賽」 關綺雯 二丙 冠軍
公教報主辦 香港培聖會、香港天主教教區學校聯會和香港天主教修會學校聯會協辦 項目名稱 學生姓名 班別 名次 第四屆徵文比賽 張佳妮 六乙 高中組 優異獎
73
60th Hong Kong Schools Music Festival Event Position School Entries Intermediate Choir (English) 1st Intermediate Choir (Chinese) 1st Junior Choir (English) 2nd String Orchestra (Intermediate) Merit Full Orchestra (Intermediate) Proficiency
Vocal Entries Name of Student Class Position Female Voice Solo 19 & under (Foreign) Leanne Chan 4D 2nd Female Voice Solo 17 & under (Foreign) Amanda Li 4A 2nd Female Voice Solo 17 & under (Chinese) Amanda Li 4A 3rd Female Voice Solo 17 & under (Chinese) Jasmine Leung 4B 3rd Female Voice Solo 15 & under (Foreign) Jasmine Leung 4B 2nd Female Voice Solo 13 & under (Foreign) Gabrielle Yuen 2D 2nd Female Voice Solo 13 & under (Foreign) Jocelyn Mui 1A 2nd Female Voice Solo 13 & under (Foreign) Nicole Hurip 1A 3rd Female Voice Solo 13 & under (Chinese) Gabrielle Yuen 2D 2nd Female Voice Solo 13 & under (Chinese) Nicole Hurip 1A 3rd Female Voice Solo 13 & under (Chinese) Kinki Iu 2D 3rd Female Voice Duet (14 & under) Genevieve Yue 1A 3rd Female Voice Duet (14 & under) Raphaella So 1A 3rd
Instrumental Entries Name of Student Class Position Piano Duet (Senior) Emily To 2B 1st Piano Duet (Intermediate) Winky Lai 3C 2nd Piano Duet (Intermediate) Ng Hoi Lee 4D 3rd Piano Duet (Intermediate) Ng Yee Man 2C 3rd Piano Solo (Composer of the Year) Emily To 2B 3rd Piano Solo (Grade Seven) Janice Leung 3C 3rd Piano Solo (Grade Seven) Jasmine Poon 3D 3rd Piano Solo (Grade Six) Janice Wang 2B 3rd Piano Solo (Grade 6) Jennifer Chan 2A 3rd Pipa Solo (Intermediate) Stephenie Chiu 2D 3rd Zheng Solo (Intermediate) Rachel Ho 2B 3rd Zheng Solo (Junior) Pinky Leung 4D 1st
74
Other Music Competitions Event Name of Group / Class Student Music Office, Leisure & Cultural Services Marymount Symphonic Band Department Secondary School Bronze Prize 2007 Hong Kong Youth Music Interflows – Symphonic Band Secondary Class
Liu Shih Kun Piano & Arts Centre The “SWAYDER” Hong Kong Youth & Children Andrea Choi 5A Piano Competition 2008 – Grade 7 Claudia Choi 1B 3rd Position
Third Hong Kong Youth Singing Festival 2007 Chinese Art Song (Solo) 18 years and under – Gabrielle Yuen 2D Champion
The China Artist Association Competition 2008 Chinese Art Song (Solo) – Champion Gabrielle Yuen 2D Foreign Art Song (Solo) – Champion Gabrielle Yuen 2D Foreign Art Song (Duet) – Champion Gabrielle Yuen 2D Cello – Haydn Concerto in C Major – Champion Gabrielle Yuen 2D
Hong Kong Professional Teacher’s Union Competition 2008 Gabrielle Yuen 2D Singing in Putonghua (Solo) 3rd Position
Visual Arts Event Name of Student Class
The Foundation for Conservation of the Soul – Natalie Cheng 4B Soul-storming Poster Design Competition (Secondary Section) Champion
75
第四十四屆校際舞蹈節 中國舞 (群舞) 甲等獎 一 舞蹈名稱：草原生色 參賽者： 四甲 李詠枬 一乙 譚雅莎 三甲 林樂曦 一丙 梁雯狄 二丙 崔樂希 一丙 周曉愉 二丙 李楚欣 一丙 馮莉芳 二丁 趙蔚婷 一丁 歐陽藹玲 一甲 杜卓盈 一丁 陳芷晴
(三人舞) 甲等獎 二 舞蹈名稱：花‧蝶 參賽者： 四甲 姜曉絃 四丙 王曉驊 五甲 譚雅姿
現代舞 (群舞) 甲等獎 一 舞蹈名稱： 參賽者： Back to the Nature 三乙 霍昫靖 二丁 賴曉欣 三乙 源敏彤 一甲 蘇懷恩 三丁 紀樂怡 一甲 陳加璇 二甲 陳洛穎 一乙 彭煒晴 二甲 胡穎珩 一丁 香詠珊 二乙 鄭朗欣 一丁 何洛瑤 二乙 吳彥伶 一丁 王盈 二丁 鄭欣蔚 一甲 Hakked Anushi Chetan Babulal
(二人舞) 甲等獎 二 舞蹈名稱：秋落 參賽者： 四甲 霍智澄 二丁 賴曉欣
乙等獎 三 舞蹈名稱：L‧where 參賽者： 四丙 王曉驊 四丁 梁可兒
76 第四十四屆校際舞蹈節 (續) 爵士舞 (群舞) 甲等獎 一 舞蹈名稱：Meow~ Wassup!? 參賽者： 四甲 霍智澄 二甲 廖敏芝 四甲 姜曉絃 二乙 譚釆怡 四甲 黃琬善 二丙 胡沛楒 四丙 王曉驊 二丁 黃曦桃 四丁 梁可兒 二丁 陳曉慧 四丁 胡沛祈 一甲 陳翹如 三丁 宋珮蓉 一丙 夏域珊 三丁 蔡梓晴
優等獎 編舞獎 二 舞蹈名稱：MSN 參賽者： 四乙 王曼喜 三丙 歐陽藹琪 四乙 蔡塋筠 三丙 蘇玥 四丁 梁政欣 三丙 王詠珩 四丁 胡沛祈 三丁 張明怡 三甲 柴心彤 三丁 桂子 三甲 惠希翹 三丁 伍希旻 三甲 黃嘉恩 三丁 黃心兒 三乙 朱希雅 二丁 姜曉慧 三乙 翁梓詠 二丁 黃卓欣
(二人舞) 甲等獎 三 舞蹈名稱：Uniquely Me 參賽者： 四甲 姜曉絃 四甲 黃琬善
77
Sports Event Name of student Class Position A.S. Watson Group Hong Kong Student Melinda Yau 3C 1st Sports Award 2008
51st Malaysia Open Swimming Championships Women 4x200m Freestyle Relay Melinda Yau 3C 1st Women 4x100m Freestyle Relay Melinda Yau 3C 1st
3rd HK International Open Swimming Championships 2007
Local Women 4x100m Freestyle Relay Bernice Lau 4C 3rd
HK Age Group Long Course Swimming Championships 2007
Girls 15-17 years old 800m Freestyle Melinda Yau 3C 3rd Girls 13 years old & Over 4x50m Freestyle Bernice Lau 4C 3rd Relay
HK Age Group Short Course Swimming Championships 2007
Girls 15-17 Years 200m Freestyle Melinda Yau 3C 3rd Girls 15-17 Years 200m Butterfly Melinda Yau 3C 3rd Girls 15-17 years old 800m Freestyle Melinda Yau 3C 3rd Girls 13-14 years old 800m Freestyle Bernice Lau 4C 3rd Girls 15-17 years old 100m Breaststroke Julia Chan 4D 3rd Girls 15-17 years old 200m Breaststroke Julia Chan 4D 2nd Girls 4x100m Medley Relay Julia Chan 4D 2nd Girls 15/17 years old 4x100m Freestyle Relay Bernice Lau 4C 2nd
HK Age Group Short Course Swimming Championships 2008
Girls 13 years old & Over 4x50m Freestyle Bernice Lau 4C 3rd Relay Girls 15-17 years old 100m Breaststroke Julia Chan 4D 3rd Girls 15-17 years old 200m Breaststroke Julia Chan 4D 3rd
Victor Hong Kong Badminton Doubles Janice Chak 4A 1st League Kelly Wong 4C Kelly Ng 4D Jaimie Wong 3B Alicia Lau 3D Fannie Ng 2C Sabrina Ng 2D
78
Inter-school Swimming Division I Competition 2007/2008 Event Name of student Class Position A Grade 50m Breaststroke Julia Chan 4D 4th B Grade 200 Breaststroke Bernice Lau 4C 3rd B Grade 200 Freestyle Melinda Yau 3C 3rd B Grade 50m Backstroke Melinda Yau 3C 3rd B Grade 50m Freestyle Relay Melinda Yau 3C 4th Christina Tse 3B Stephanie Lam 3D Bernice Lau 4C
Inter-school Athletics Division I Championships 2007/2008 Event Name of student Class Position A Grade High Jump Nancy Mui 5B 1st A Grade 800m Carita Tsoi 5A 3rd B Grade 100m Joyce Chan 4A 3rd C Grade 4 x 100m Relay Stefanie Au 2B 3rd Genevieve Tsang 2B Ivy Cheung 2C Uta Keung 2D
Inter-school Cross Country Division II Championships 2007/2008 Event Name of student Class Position Girls A Grade Eva Lam 6A 4th Girls C Grade Uta Keung 2D 8th
Girls A Grade Overall Eva Lam 6A 3rd Audrey Pike 5A Carita Tsoi 5A Julianna Yau 5A Aurelia Keung 4A Agnes Cheung 3A Adrienne Chan 3C Angela Cheng 2C Cynthia Wang 2C
Girls C Grade Overall Uta Keung 2D 4th Stefanie Au 2B Genevieve Tsang 2B Teresina Ho 2B Ivy Cheung 2C Peggy Ho 2C Ancella Ho 2D Alissa Pike 1B Mercedes Lo 1C Hester Lau 1D
79
Inter-school Table Tennis Competition Division II 2007/08 Event Name of student Class Position Table Tennis Team (Grade B) Winnie Yeung 4A 4th Vivian Lam 4A Vivian Luk 4D Eugena Tong 3A Jaimie Wong 3B
Odyssey of the Mind Competition Event Name of student Class Senior Team (Division III) First Runners-up & Best Style Award Cristine Cheung 6A Rebecca Ko 6A Floria Hau 6B Christy Wan 6B Jenny Fu 6C Christy Leung 6C Nicole Wu 6C
Junior Team (Division II) First Runners-up Koko Lam 3A Eunice Leung 3A Alice Li 3A Emily Ting 3A Tiffany Chen 3D Jolie Kung 3D Clarinda Tse 3D
Hong Kong Award for Young People Name of student Class Bronze Awards Melody Lam 3A Evelyn Lam 3A Eunice Leung 3A Brigitte Lo 3A Eugena Tong 3A Natalie Wai 3A Charis Lam 3B Jessica Ng 3B Sammi Sy 3B Elaine Yu 3B Karen Yuen 3B Jeannie Wong 3C Mabel Au 3D Clarinda Tse 3D Sammi Wong 3D
80
Hong Kong Award for Young People (cont’d) Name of student Class Silver Awards Olivia Man 4A Emily Cheng 4B Florence Ho 4B Ada Leung 4B Jacqueline Cheung 4D Tracy Lai 4D Jasmine Ng 4D Rainbow Lo 6A
Internal Awards & Scholarships
Scholarships, Awards & Grants Name of student Class MSS Most Outstanding Student Awards for Priscilla Au-young 6C outstanding all-round students Christy Leung 6C
Mrs. Nancy Wong Scholarship for outstanding Pim Stewart 3D achievement in English Literature Felicity Ng 5A
Miss Hui Fung Ching Memorial Scholarship Koko Lam 3A for outstanding achievement in Chinese Studies Kanthleen Yu 5D
Mr. Hui Kee Memorial Scholarship for Kirstie Mabitad 6C outstanding achievement in Religious Activities
Maryknoll Sisters Education Grants Nikki Lam 1D Mandy Kwan 2C Kannie Chu 3C Winnie Yeung 4A Karen Lau 6C
Columban Sisters Education Grants Lily So 1C Vivien Tjia 2D Vicky Wu 3C Ceslia Chu 4D Kathy Lee 6B
81
Academic Awards Name of Student Class Name of Student Class Genevieve Yue 1A Eveyln Fok (Arts) 4A Eunice Pang 1B Lam Lam (Arts) 4A Nicole Chan 1B Carita Tsoi (Science) 5A Mandy Leung 1C Sharon Yuen (Science) 5A Christie Wu 2A Samantha Chan (Arts) 6C Janice Wang 2B Florence Lau (Arts) 5B Ivy Cheung 2C Priscilla Au-young 6C Angela Cheng 2C (Science) 6C Evelyn Lam 3A Christy Leung (Science) 6A Jacquelyn Fok 3B Kuldip Singh (Arts) 7A Winky Lai 3C Gigi Chong (Science) 7B Jovy Chan 3D Minerva Keung (Arts) 7B Henan Tang (Science) 4A Sheena Yap (Arts) 7B Joyce Xu (Science) 4A
Bilingual Awards English & Chinese
Name of Student Class Name of Student Class Eunice Pang 1B Hanen Tang 4A Loretta Lo 2A Andrea Choi 5A Alicia Lau 3D Kuldip Singh 6A Sheena Yap 7B
English & French
Name of Student Class Carmen Yuen 5A
Best in English Awards Name of Student Class Name of Student Class Athena So 1A Sharlene Tai 4A Raphaella So 1A Hanen Tang 4A Michelle Wu 1A Caroline Woo 4D Genevieve Yue 1A Felicity Ng 5A Vedika Daswani 2A Elizabeth Wai 5A Loretta Lo 2A Gloria Yu 5A Stefanie Au 2B Natalie Ng 5B Sophia Li 2B Fiona So 6B Agnes Cheung 3A Angel Yuen 6B Emily Ting 3A Priscilla Au-young 6C Natalie So 3C Nikki Lee 7A Melinda Yau 3C Cesarine Chan 7B Evelyn Fok 4A Joyce Chan 7C
82 Best in Chinese Awards Name of Student Class Name of Student Class Eunice Pang 1B Hanen Tang 4A Mandy Leung 1C Audrey Wong 4A Crystal Li 1D Kelly Wong 4C Victoria Tong 1D Andrea Choi 5A Loretta Lo 2A Natalie Lui 5A Ann So 2B Josephine Wong 5A Emily To 2B Kanthleen Yu 5D Angela Cheng 2C Kuldip Singh 6A Chloe Chow 3A Charis Lam 6B Koko Lam 3A Anna Poon 6C Mandy Ngan 3D Annie Yim 7A Sammi Wong 3D Minerva Keung 7B Vanessa Li 4A Sheena Yap 7B
Best in French Award Name of Student Class Aarushi Mehta 3A
Best in Mathematics Awards Name of Student Class Name of Student Class Patricia Wai 1A Winky Lai 3C Nicole Chan 1B Alicia Lau 3D Eunice Pang 1B Veronica Lam 4A Jamaica Yuen 1C Vivian Lam 4A Christie Chan 2A Angel Lau 4A Ivy Fong 2A Olivia Man 4A Alexandra Lee 2A Carita Tsoi 5A Nathalie Wong 2A Julianna Yau 5A Jacquelyn Fok 3B Gloria Yu 5A Karen Yuen 3B Sharon Yuen 5A
Most Improved Student Awards Name of Student Class Name of Student Class Kristie Yu 2A Emily Cheng 4B Ronnie Chui 2C Janet Choi 4B Angela Cheng 2C Cassandra Kwok 5A Puren To 2C Samantha Chan 5B Winky Lai 3C Janelle Cheung 5B Jolie Kung 3D Jamie Tsui 5B Charissa Chu 3D Gigi Chong 7A Jovy Chan 3D Zoe Wong 7A Cheryl Ho 4A Irene Wong 7C Nathalie Sit 4A
83 Top 3 in Gold Award for Fitness Name of Student Class Name of Student Class Emily Tong 1A Tiffany Yuen 4A Katy Wang 1C Charlotte Ho 4C Hester Law 1D Joanne Wong 4C Genevieve Tsang 2B Audrey Pike 5A Tiffany Law 2C Jennifer Chan 5B Natalie Yeung 2D Terrie Wan 5D Koko Lam 3A Phoebe Luk 6A Alicia Lau 3D Jamie Lau 6B Mandy Ngan 3D
PTA Reading Scheme Awards Name of student Class English Language Best Reading Report Awards Charlmane Lun 1A Sophia Li 2B Winky Lai 3C
Most Active Student Award Gisele Liu 2A
Most Active Class Award Form 2A
Chinese Language Best Reading Report Awards Best of Gold Elizabeth Chu 1B Loretta Lo 2A Adrienne Chan 3C Joyce Xu 4A
Best of Silver Anthea Pang 1D Angela Cheng 2C Connie Cheuk 3C Cheryl Ho 4A
Best of Bronze Claudia Choi 1B Valerie Ko 2B Priscilla Kam 3B Kelly Wong 4C
Best Reading Record Cards Award Chloe Chau 1C Mandy Kwan 2C Coco Lam 3B Vicky Li 4A
Most Active Student Award Kristie Lok 2B
Most Active Class Award Form 2A
84 Form 1 JUMP Awards Awards Name of student Class Best Data Analysis & Conclusion Sophie Li 1A Esther Lee 1A Raphaella So 1A Kiran Gobindram 1A Velma Law 1A Eunice Pang 1B Nicole Chan 1B Nicole Kwok 1B Heidi Chan 1B Claudia Choi 1B Natrine Cheuk 1C Katy Wang 1C Joey Lam 1C Nicole Ng 1C Elizabeth Poon 1C Alison Pong 1D Stephanie Ho 1D Karen Tsang 1D Carina Tai 1D Stephenie Chan 1D
Best Presentation Genevieve Yue 1A Charlmane Lun 1A Christie Cheng 1A Nicole Hurip 1A Patricia Wai 1A Bianca Yeung 1B Chloe Lai 1B Kristin Ng 1B Natalie Tao 1B Kelly Chan 1B Emily Chan 1C Isabel Chow 1C Simantha Wu 1C Kailas Tsang 1C Vivian Chan 1C Fontane Ma 1D Kitty Chan 1D Phebe Heung 1D Lamy Li 1D Crystal Li 1D
85 Form 1 JUMP Awards (cont’d) Awards Name of student Class Most Interesting Topic Question & Rida Shaikh 1A Inquiry Plan Vernie Ko 1A Kulwinder Kaur 1A Kameldeep Kaur 1A Anushi Hakked 1A Elizabeth Chu 1B Gladys Lai 1B Terri Chu 1B Janice Lai 1B Cornelia Tang 1B Chloe Chau 1C Julia Chan 1C Jasmine Fung 1C Michelle Chiang 1C Helen Chan 1C Jolly Tse 1D Ada Lam 1D Eugina Ho 1D Nicolle Tao 1D Hester Law 1D
Form 2 LEAD Awards Awards Name of student Class Most Innovative Christie Chan 2A Janice Cheng 2A Loretta Lo 2A Victoria Ng 2A Charmaine Wong 2A Juliana Chau 2B Vivian Cheng 2B Serena Ng 2B Janice Wang 2B Jackie Wong 2B
Best Story Yan Au 2A Jacqueline Chua 2A Erika Fung 2A Edith Lee 2A Gabrielle Tang 2A Sarah Tai 2B Sonia Tam 2B Vanessa Tsang 2B Genevieve Tsang 2B Connie Tse 2B
86 Form 2 LEAD Awards (cont’d) Awards Name of student Class Best Music Jessica Chan 2A Christy Chow 2A Valerie Ho 2A Lathia Luk 2A Sandy Ng 2A Mignon Chiu 2C Vivian Fong 2C Kelly Ng 2C Michelle Shiau 2C Puren To 2C
Best Decoration Certina Chan 2B Teresina Ho 2B Emily Kwok 2B Sophia Li 2B Winnie Wong 2B Tammy Chang 2D Carmen Cheung 2D Cecilia Chow 2D Josephine Wong 2D Stephanie Wong 2D
Leadership Awards Name of student Class Student Council Fiona So 6B Elaine Wong 6A
ECA Committee Vivian Tsui 6A
Yearbook Jenny Fu 6C
Campus TV Team Caren Lam 4A
Student IT Team Felicity Chan 6C
Environmental Education Team Nicole Wu 6C
Home Economics Marsha Chan 6C
Mathematics Christy Leung 6C
CYC Christy Wan 6B
Z Club Denise Ng 6C
87
Service Awards Name of Student Class Student Council Priya Gaur 6B Priscilla Au-young 6C Bonnie Wan 6C Rachel Wong 6B
RAC Elizabeth Lie 6A Jovita Tam 6A Erica Choi 4C Jennifer Choi 4C
ECA Committee Winnie Yeung 4A Angela Chong 4C
Service Committee Vicky Lee 6B Olivia Cheung 6C Cecilia Wu 6C Peggy Wu 4D Gloria Leung 4A
Sports & Competition Committee Eva Lam 6A
Houses Jupiter Kimmy Lee 6C Stephanie Luk 6B Charlotte Ho 4C
Mercury Sally Hui 6C Jasmine Ng 4D
Uranus Jennifer Wong 6C Joyce Chan 4A
Venus Melodie Leung 6C Suki Ha 4C Jamie Yuen 4C
School Teams Athletics Team Joyce Chan 4A Badminton Team Kelly Ng 4D Cross Country Team Ivy Cheung 2C Dance Team Aurelia Keung 4A OM Cristine Cheung 6A Swimming Team Nellie Ho 5C Table-tennis Team Vivian Luk 4D Tennis Team Winnie Yeung 4A
88 Service Awards (cont’d) Name of Student Class Academic Clubs Chinese Jenny Man 6C English Society Natalie Cheng 4B French Tiffany Yuen 4A House of Debate Sharlene Tai 4A Putonghua Lam Lam 4A Science Candy Kwok 6C
Interest Clubs Astronomy Chelsia Kwan 6C Badminton Lisa Wong 4D Basketball Amy Wang 6B Computer & IT Stina Li 6A Film Appreciation Cindy Yeung 6A HKAYP Rainbow Lo 6A Strategy Games Claudia Yeung 4C Table-tennis Vivian Luk 4D
Visual & Performing Arts Clubs Dance Elaine Wong 4A Drama Jamie Foo 4D Visual Arts Katherine Chung 6B
School Service Groups Librarians Katherine Ng 6A
Music Committee Jessie Chan 6B Audrey Wong 4A
Tuckshop Jenny Tai 6B Selly Chan 6A Yearbook Joyce Tam 6C Cristine Cheung 6A Stephanie Luk 6B
Community Service Groups/Clubs Girl Guides Jacqueline Leung 4A Jacqueline Pang 3C
Interact Winnie Fu 6C Eunice Ng 4B Tiffany Chan 6C Bonnie Wong 6B
89 Service Awards (cont’d) Name of Student Class Pastoral Care Service Groups Career Guidance Team Kathy Lee 6B Vicky Li 4A Peggy Lee 4A Evanes Sze 4A
Civic Education Team Roshelle Cheung 6B Jennifer Poon 4D Priscilla Wu 4C Sharon Ng 4C
Environmental Education Team Trista Sze 6A Vienne Chan 4C
Guidance Team Crystal Wong 6B Fiona Leung 6A Maggie Lam 6C Jacqueline Chan 6B
Health Education Team Ruby Ip 4A Karena Lee 4A
Fun Fair Awards Form Position The Best Decorated Booth 2A 1st 2C 2nd 3D 3rd The Most Environmentally Friendly Booth 4B 1st 1A 2nd 3C 3rd The Most Profitable Booth 2D 1st 3A 2nd 1B 3rd
90 E. Government Funds and School Funds 2007 - 2008 Financial Summary Income $ Expenditure $ I. Government Funds (1) Operating Expenses Block Grant (a) General Domain (i) Admin. Grant 3,242,178.70 3,067,542.11 Salaries for non-teaching staff (Administrative officers/clerks and janitors) (ii) School & Class Grant 707,507.85 1,115,322.26 Daily running cost (including utility charges, cleaning services, postage, transportation, printing, consumable, maintenance, etc.) (iii) Subject Grants 126,364.00 121,765.26 Expenses of subjects, functional groups and committees (iv) SBM Supplementary Grant 154,514.00 81,056.70 (v) Other Grants 692,975.00 590,847.41 Other Grants (including CITG, Training and Development Grant, Enhancement Grant & Noise Abatement) Sub-total: 4,923,539.55 4,976,533.74
(b) Special Domain (i) W.S. Approach to Guidance Programme Fund 5,579.00 5,414.80 (ii) Extensive Reading Grant 26,188.00 26,072.12 (iii) Capacity Enhancement Grant 1,091,208.00 1,104,227.78 Sub-total: 1,122,975.00 1,135,714.70
(2) Non - Operating Expenses Block Grant (a) Teacher Professional Preparation Grant 420,000.00 628,269.15 (b) Composite Furniture and Equipment Grant 360,568.00 585,056.60 (c) NSS Migration Grant 94,000.00 37,074.43 (d) Other Grant 30,034,690.89 29,299,625.98 (including Salaries Grant, Home-Sch. Co-op Pro. Grant, MISS, etc.) Sub-total: 30,909,258.89 30,550,026.16
Total (1a) + (1b) + (2) 36,955,773.44 36,662,274.60
Surplus / (Deficit) 293,498.84 The deficit under Government Funds is absorbed by the funds accumulated from previous years.
II. School Funds (Subscriptions / Tong Fai) 1,197,167.66 613,351.20 Surplus / (Deficit) 583,816.46
91 F. Major Concern for 2007-2010
Engineering a smooth and
successful transition to
NSS aiming at catering
For the diverse needs
of students,
stretching their potential
and inspiring them
to excel through reflection,
creativity and commitment.
92 G. Report on Capacity Enhancement Grant (CEG) & Teacher Professional Preparation Grant (TPPG) 2007-2008
Achievement
Extra manpower has been made available through the Time-limited CEG in the past year. This has not only made possible split-class teaching but has also enabled teachers to spend more time on retailoring the curriculum and refining strategies for more effective teaching and learning. Details on the implementation and effectiveness of these measures can be found in the reports of the respective subject panels.
Reflection & Evaluation
Unfortunately, with the cut in government funding, such benefits to teaching and learning will be reduced in the years ahead. The school may have to consider the use of other sources of funding to sustain the existing arrangements which if cut, will jeopardize the effectiveness of learning outcomes.
Teaching / Funding Evaluation and Recommendations Administrative Duties for next year Chinese Teacher (full CEG - Split-class teaching in S1 and S2 and the Chinese time) to facilitate enhancement programme was made possible with the small class teaching so presence of an extra teacher. Students leant in as to cater for the smaller classes and were given more attention. Each diverse learning needs student had more opportunities to interact in the of students in the classroom. junior levels - A similar arrangement is recommended for the coming year.
Chinese Teacher CEG - In addition to relieving existing Chinese teachers of (part-time) to prepare Time-ltd their workload, the extra teacher was able to give F4 & 5 students for the students in S4 & S5 more coaching on oral skills in HKCEE Oral Exam preparation for their Chinese Oral exam, a new component in the HKCEE syllabus.
- Although students benefited from this, unfortunately this arrangement will not be continued in the coming year because of the cut in funding.
93 Teaching / Funding Evaluation and Recommendations Administrative Duties for next year English Teacher (part CEG - The teacher facilitated the provision of split-class in time) to cater for the Time-ltd the English enhancement programmes for students in diverse learning needs S2 and S3 who needed extra attention in English. of students in the With extra attention given to students in S3 who junior levels were weak, small class teaching in S3 was particularly effective.
- Although students benefited from this, unfortunately this arrangement will not be continued in the coming year because of the cut in funding.
Maths Teacher (part- CEG - The extra teacher was able to share out the teaching time) to cater for the duties of teachers in the panel and support the Maths diverse learning needs enhancement programme by giving extra attention to of students in the students in S1 & 2 who where weak in the subject. junior levels and to provide extra lessons - Students in S2 students benefited from split-class after school hours for teaching while those in S1 attended extra lessons students with learning after school. Most students from both groups difficulty in Maths showed improvement in the subject.
- A similar arrangement is recommended for the coming year.
Science Teacher (full CEG - In addition to sharing out teaching duties in Biology time) to make possible Time-ltd and I. S. in the Science Panel so that extra lessons in additional Biology & Chemistry and Biology can be offered in S6 & S7, Chemistry lessons at the extra teacher also helped with the supervision of the senior level and to project work in S1. facilitate implementation of - Since the Science Panel and students benefited JUMP from this, this arrangement will continue in the coming year, using the Senior Secondary Curriculum Support Grant (SSCSG).
Administrative CEG - In addition to assisting with the logistics of video- Assistant (full time) to Time-ltd taping of SBA for the English and Chinese Panels, assist with the logistics the extra teacher also provided assistance in IT- of English & Chinese related duties and other administrative duties to SBA and other relieve other teachers of these when there was a administrative & IT need. related duties - Although the Administrative Assistant was able to relieve teachers of duties related to SBA and IT, this post will not be kept in the coming year because of the cut in funding available.
94 Teaching / Funding Evaluation and Recommendations Administrative Duties for next year Teaching assistant to TPPG - In addition to sharing out the teaching duties in the assist with teaching Geography and assisting with the supervision of duties in Geography, project work in S1 & S2, the extra teacher was also JUMP, LEAD, IT able to assist the IT Panel Head in other IT related related tasks and duties. substitution - In order to alleviate teachers of administrative and IT/AV related duties, the post of teaching assistant will be kept in the coming year. The teaching assistant will also share out substitution duties for teachers attending seminars and training for NSSC.
Humanities Teacher to TPPG - In addition to relieving the teaching duties of assist with teaching teachers in the Geography, EPA and History panels duties in Geography, who are involved in JUMP, as well as providing EPA, JUMP and extra manpower for the supervision of project work substitution in S1, the extra teacher shared out substitution duties for teachers who had to attend seminars and training for NSSC.
- A similar arrangement is recommended for the coming year.
Science Teacher to TPPG - In addition to relieving the teaching duties of the assist with teaching existing Chemistry Panel Head who had to co- duties in Chemistry, ordinate LEAD as well as providing extra manpower I.S., LEAD and for the supervision of project work in S2, the extra substitution teacher also shared out substitution duties for teachers who had to attend seminars and training for NSSC.
- A similar arrangement is recommended for the coming year.
- End -
95
Marymount Secondary School School Organisation Chart 2007 – 2008
Staff Development School Management Committee & Appraisal Committee
Supervisor IT Committee
Assessment, Admission Principal &Awards School Advisory Executive PTA Council School General Affairs Committee (Quality Assurance, Financial Assistant Principals Management, Schedules, Timetabling, SIP, MR, F&E, MSS Alumnae Teaching Resources) Association Crisis Management Student Council Pastoral Care Teaching & Learning Division Division
Student Affairs Civic Religious Extra-curricular Environmental Committee Education & Moral Activities & NSS Timetabling Education Academic Curriculum Education Services Committee Committee Committee Committee Committee Committee NSS SLP
ECAS Learning Junior Secondary Promotion LSDT
Houses Appendix Club/ through One of Reading Discipline Guidance Career Health Understanding Working Groups / Engineering, LSPDSS Team Team Guidance Education and Managing Group Team Team Teams Art & Design Project Learning (PRWG) Working Group Working Group (LEAD) (JUMP) Homeroom & Assistant Homeroom Teachers