CONTENTS Page
I. Our Vision-Mission 1
II. Our School
Introduction to the School 2
School Management 2
Our Teachers 3
III. Our Students
Class Organization 3
Student Attendance 4
Destination of Exit Graduates 4-5
Support for Student Development 5
IV. Our Learning and Teaching 6
Curriculum 8
Number of Active School Days 9
Lesson Time for the 8 Key Learning Areas 9
V. Major Concerns (Achievements and Reflections)
Dynamic and Collaborative Learning Approaches – Open Mind, Faithful Heart 10
Creative and Positive Thinking – Looking within, Reaching Out 11
Open and Reflective Attitudes – Persistent Learning, Abundant Grace 13
VI. School Financial Summary 16
VII. Performance of Students
Pre-S1 HKAT 17
Public Exam 18
Physical Development 18
Student Participation in Inter-school Events 19
Student Participation in Uniform/Social and Voluntary Service Groups 19
Summary of International and Inter-school Activities and Prizes Won 20
VIII. Key Issues of School Development Plan 2018 – 2019 31
Appendix I: Progress and Evaluation Reports of Various Grants 32
I. Our Vision-Mission
We are committed to realizing students’ potential by providing an all-round education in a dynamic learning and teaching environment that enhances Christian values of love and unity, and grooming them into motivated, caring individuals with a strong sense of social responsibility and national identity through lifelong learning.
我們的願景與使命
我們致力發掘學生的潛能，提供一個充滿活力的學與教環境，推動全人教育，好讓學生
效法基督關愛共融的精神，追求善德。我們勉力啟迪她們積極上進，終身學習；並以樂於
服務的熱忱關心社群，貢獻國家。
1 II. Our School
Introduction to the School Holy Family Canossian College is a government aided English secondary school for girls founded by the Sisters of the Canossian Daughters of Charity. The school was completed in October 1972 and the official opening was held on 21 December 1973. The school first came into existence with 400 students and 13 teaching staff. Under the guidance and concerted efforts of Canossian Sisters and teachers, it steadily grew and expanded in all aspects. The School consisted of S1 to S6 classes, with 762 students and 73 teachers and staff.
Following the Canossian philosophy of education, our teachers are dedicated in their commitment to offering an all-round development to our students. Emphasis is on grooming students’ potential to become caring and self-directed learning individuals. The school motto: United In Love draws its inspiration from the Holy Family of Jesus, Mary and Joseph. Teachers and students together strive to shine forth the spirit of Peace, Joy, Harmony and Praise, living in communion of hearts for ongoing formation and growth.
School Premises and Facilities The school occupies an area of about 4338 square metres with 31 well-equipped air-conditioned classrooms. There are 4 laboratories and various special rooms catering for the diverse needs of the school curriculum. The School Improvement Programme was completed in 2006, with a new block erected to provide more space and facilities for learning and teaching. In preparation for the Senior Secondary Education, the English Language Centre, the Chinese Language Centre, the Library, the Personal, Social and Humanities Education (PSHE) Resource Centre and the Multi-Media Learning Centre (MMLC) are well-equipped with up-to-date resources to encourage self-directed and self-access learning activities to take place.
School Management School-based management started in 1995. The Incorporated Management Committee (IMC) was established in 2013 and was composed of fourteen members.
Composition of the Incorporated Management Committee (IMC) Member Sponsoring Year body Principal Parents Teachers Alumnae Independent 17-18 7 1 2 2 1 1
2 Our Teachers
No. of Teachers Year 2015-2016 2016-2017 2017-2018 Number of Teachers 51 49 49
Teacher Qualifications 2017-2018
Teacher Qualifications 2017-2018 100
90
80
70
60 49 50 49
40 Percentage 34 30
20
10
0 BA/BSc/BEd MA/MSc/MEd Teacher Training Total Number of Teachers : 49
III. Our Students
Class Organisation (on 1 September 2017)
Level S1 S2 S3 S4 S5 S6 Total No. of Classes 4 4 4 4 4 4 24 Enrolment 137 130 135 123 113 124 762
3 Student Attendance
School Data
Reference Data (Mean)
100 95 90 85 80 75 70 65
60
2015/16 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 Secondary 1 Secondary 2 Secondary 3 Secondary 4 Secondary 5 Secondary 6
Destination of Exit Graduates
100
90
80
70
60
50
40
30
20
10
0
2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 Local full- Local full- Local Repeating Studying in Employment Others time time sub- vocational programmes Bachelor degree training and outside Hong degree programmes continuing Kong programmes education programmes
4 S6 Graduates’ Movement – by Study Programme (2017-2018) 2% 2%
33%
63%
Degree Higher Diploma, Associate Degree and other Sub-degrees Repeating Others
Support for Student Development
To nurture whole person development of students, Christian and Canossian values were embedded into subject curriculums and development plans of different departments and teams. Holy Familians were groomed to be caring individuals who are able to embrace the changes and challenges in the contemporary world.
In addition to making students more actively involved in social issues, the promotion of Moral and National Education also broadened students’ mind and developed their critical thinking skills.
A variety of developmental and preventive programmes gearing for students’ stages of development and needs were implemented jointly by the Counselling and Guidance Team and the Discipline Team. Their joint effort was also devoted to providing diversified opportunities for widening students’ learning experiences to meet life challenges.
Various programmes were conducted by the Careers Guidance Team to help students develop personal plans and set careers goals. One of the well-received programmes was the Youth Mentorship Scheme. Some S3 and S5 students took part in the Scheme, in which mentors from different professions assisted them in exploring the occupations they were interested in.
To enhance value education and character formation, the Religious Formation Team provided ample opportunities for students to explore their values and beliefs as well as acquire a better understanding of themselves. Holy Familians were willing to follow our Foundress’ footsteps and share their gifts with others, especially for the less privileged.
The St. Magdalene Service Learning Curriculum enabled students to demonstrate their initiatives in responding to the needy in community. They could make use of these platforms to demonstrate their God-given talents. These platforms also served as a stepping-stone to achieve their defined goals in life.
55 IV. Our Learning and Teaching
In the year 2017-2018, it was enlightening and inspiring to witness our students’ growing perseverance in academic pursuits and exploration of innovative development in technology. The yearly theme “Persistent Learning, Abundant Grace” heightened their self-awareness to be resilient at work and be motivated to strive for betterment. Regardless of the final outcome, it was believed that students could acquire knowledge and experience through the learning process and realize their uniqueness as God’s gifts. In line with the school theme for 2015-2018, Building School Capacity and Culture Together, the school’s major concerns were Dynamic and Collaborative Learning Approaches, Creative and Positive Thinking Skills as well as Open and Reflective Attitude. We were committed to enhancing students’ learning competence in Science, Technology, Engineering and Mathematics (STEM) education and providing immediate feedback via e-learning tools. Students were groomed to be reflective and evaluative on the progress of learning and other engagements.
In the promotion of STEM education, a newly renovated STEM Room, furnished with a long table for students to test their projects such as programmed robotic cars, and equipped with a 3D printer and a paper-cutting machine for assisting students in their creations of 2D and 3D figures, provides students with dynamic learning approaches to unleash their creative potential in STEM projects. The huge capacity and optimal design of the room enable efficient discussion and interaction among peers.
With the use of STEM methodologies in science subjects, students found scientific demonstrations and experiments more engaging and fulfilling in carrying out their investigation. The feedback from students was positive.
In Mathematics, students worked in groups to engage in STEM project by utilizing their knowledge in basic trigonometry. They integrated science, technology and mathematics in the project with prior knowledge in map reading & trigonometric calculations. Moreover, they used the proper mobile application to accomplish the task and identified areas for improvement.
In Chinese Language, a mobile app “Aurasma” was used to promote good reading materials through which students’ attention was drawn to read the books involving classical Chinese. In lessons, opinions were expressed freely and shared among classmates through the use of “Padlet”. Teachers gave timely feedback regarding students’ response.
A number of e-learning tools were employed by English teachers to facilitate interaction between teachers and students in class. “Edpuzzle” was used by all S5 teachers in the teaching of writing with positive comments received from students. “Kahoot!” was also used by English teachers to arouse students’ interest in learning and to train students to be reflective language learners.
In collaboration between the Liberal Studies (LS) Department and the English Department, S4 and S5 Debate were organised during the Student Learning Week and Activity Period
6 respectively. Debaters showcased their critical thinking and debating skills by presenting their arguments persuasively and eloquently. In front of all schoolmates, they had a chance to discuss in depth their aspiration based on their observation towards social and global issues. Their social awareness thus was enhanced.
The Integrated Science (IS) Department collaborated with the English Department to work on a cross-curricular written assignment on Forest Conservation for S1 students. Students received input from IS and English teachers, and then applied reading and writing skills across the curriculum. The English Department was working closely with other departments to extend students’ English learning opportunities in order to support their learning through English as the Medium of Instruction (MOI).
In Physical Education, an app “Technique” was used to compare the posture and motion of different sports. Students felt empowered when they evaluated their own for improvement.
Under the STEM education in Home Economics, S2 students carried out experiments to compare different ways of tenderizing meat. Through class discussion, students were able to draw conclusion on how different ways to tenderize meat would affect the appearance, flavour and texture of the meat. They also understood how to choose a suitable method to tenderize meat in daily cooking.
In Information and Communication Technology, over 70% of the senior form students were encouraged to participate in various STEM-related competitions organized by universities and public sectors in groups. Some got encouraging results and all the participants exhibited a sense of wonder as well as demonstrated their problem-solving skills in unpredictable obstacles. They were encouraged to continue their efforts and develop a passion in future STEM developments.
In Music, the notation and composition software “Noteflight” was adopted in S3 composition project in the first term. In the good work sharing session, students showed appreciation to others’ achievements and evaluated on their own learning progress.
In Religious Education, the unconditional love given by Jesus Christ being crucified on the cross was introduced to S4 students. Under the STEM education, teachers used medical views to explain the level of pain that Jesus Christ possessed in crucifixion. To further motivate students in Religious Education involving moral values, some religious mobile apps (禮儀小百科 / 我靈頌我主) were introduced to students.
7 Curriculum The curriculum is summarized as follows:
Level S1 S2 S3 S4 S5 S6 Subject
Religious Education * * * * * * Chinese Language * * * * * * English Language * * * * * * Mathematics * * * * * * Liberal Studies * * * Reading / Literature in English * * * * Information & Communication Technology * * * * * * Chinese History * * * * * * History * * * * * * Geography * * * * * * Putonghua * * * Integrated Science * * Physics * * * * Chemistry * * * * Biology * * * * Chinese Literature * * * Economics * * * Business, Accounting and Financial Studies * * * Ethics & Religious Studies * * * Physical Education * * * * * * Visual Arts * * * * * * Music * * * * Home Economics / Needlework * * * Project-based Learning # * * Drama and Language Arts # * * * Scientific Investigation # * # School-based Curriculum
8 Number of Active School Days
School Data
180
170
160
150
140
130
120
110
100 2015/16 2016/17 2017/18
Lesson Time (by percentage) for the 8 Key Learning Areas
School Data
35
30
25
20
15
10
5
0
2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 Chinese English Mathematics Personal, Science Technology Arts Education Physical Language Language Education Social & Education Education Education Education Education Humanities Education
Junior Secondary
9 V. Major Concerns (Achievements and Reflections)
Priority 1: Dynamic and Collaborative Learning Approaches - Open Mind, Faithful Heart
Achievements 1. Strengthen cross-curricular collaboration to stimulate knowledge transfer and application for life In the development of STEM education, a related workshop was conducted on 28 August 2017 to give insights to all teachers and the STEM Team was set up. Cross-curricular initiatives were strengthened in the promotion of STEM education, for example, the Chemistry and Chinese History Departments collaborated to explain the method of handling opium in history.
The scope of the S3 cross-curricular project, Scientific Investigation was expanded to include the use of STEM-related technological components like sensors. The experimental data was wirelessly sent to the learning app for analysis and representation of graphs. The quality of student work reflected their increased confidence in integrating and applying knowledge as well as skills in solving problems within and across Key Learning Areas (KLAs) like the experimental analysis involved in Science and Mathematics Educations.
To deepen students’ understanding of the Basic Law and facilitate the bridging between the junior and secondary Liberal Studies curricula, Basic Law Education was implemented progressively at the junior secondary levels starting from S1 this year. With the support of the LS Department, the related content was taught in Geography, History and Chinese History lessons. In general, students showed basic understanding of the assigned topic “Rights and Responsibilities in Hong Kong Daily Life”. Relevant resources were stored in our in-house database for teachers’ reference. Constructive feedback was received from teachers involved. 2. Developing students’ global awareness and broadening exposures through learning and teaching in different subjects as well as teams’ activities Students’ awareness of social and world issues was heightened through S4 & S5 Debates collaborated by English and LS Departments, junior Basic Law Education, LS news portfolio, English news assignment, Students’ Association Election, the whole-school Reading Enhancement Scheme and the sharing session in the Morning Assembly.
Students readily engaged in various other learning experiences (OLE) that widened their social and global horizons, like taking part in career visits, educational trips to Singapore, Yunnan and Guangzhou, voluntary service in the Hong Kong Eye Hospital, the Canossian Global Youth Conference (CGYC) 2018.
To help students develop their global awareness, broaden exposures and prepare for their future studies as well as careers, the Careers Guidance Team organised workplace visits to the Architectural Services Department, the Office of the Communications Authority, the High Court and the Max Fortune Industrial Limited.
10 The one-day Job Shadowing Programme organised by the Land Registry and Junior Achievement Hong Kong allowed S6 students to get a taste of what a workplace was like. Through career programmes and OLE, S6 students agreed that they reflected on their achievements and had their social and global awareness enhanced, with heightened aspirations for their self-account of Student Learning Profile (SLP) for university application.
Reflections In the implementation of STEM education, STEM projects would be initiated in departments from Science, Mathematics and Technology KLAs. Other departments would continue to implement STEM education if deemed appropriate.
To motivate students to learn and review what they have learned in Basic Law Education, it is suggested that some related questions would be included or allocated with bonus points in tests or examinations.
To facilitate the implementation of Basic Law Education, the Coordinator of Liberal Studies Department would hold a meeting for departments concerned at the beginning of school year to brief teachers on the overview of implementation and the expected learning outcomes. Thus, departments involved would preview the junior LS curriculum explicitly.
Students are encouraged to develop good reading habit so as to widen their global vision.
It is suggested that students could start preparing their “Achievement and Responsibility” part in SLP earlier, e.g. in the second term of S5, so that they could reflect on their achievements earlier in order to come up with their self-account in SLP.
Priority 2: Creative and Positive Thinking Skills – Looking Within, Reaching Out
Achievements 1. Nourish a sense of wonder in STEM education through cultivating students’ interest in scientific and technological development as well as inquiring mind Students’ creativity and divergent thinking skills were observed in the course of STEM education. Ten S1 students participated in Edu DynamiX organised by Active Learning Solutions Limited. Students were required to visit different checkpoints where they answered questions using mobile tablets. Several rounds of encouraging results were attained. Being awarded the “O2O Education Tour – STEM @ Ngong Ping 360”, they went on a field visit to Ngong Ping in December 2017. Another highlight was 2017 HK STEM – Unleashing Potential Competition organized by the Hong Kong International Exchange of Artist & Culture Association. Competing with more than twenty teams, two teams of our S3 and S5 students answered a series of challenging questions about STEM. On top of that, they were challenged to make a mobile application on the topic “My Childhood Memories”, showcasing their remarkable childhood moments in photographs. The students
11 received Merit awards for their passionate devotion. In the “Smart City Project Programme 2017/18” organized by the Education Bureau, two teams of S5 participants ambitiously aimed at creating a sorting machine which improved the efficiency of the recycling process, and an automatic hair-washing machine which catered for the convenience of the elderly and disabled. Their creative ideas granted them several training workshops at HKEdcity to further develop their STEM-related techniques, and an induction trip to STEM-development pioneers in Guangzhou and Shenzhen to learn about technology development. Two teams of S4 and S5 students participated in the Hong Kong Product Design Makeathon 2017-2018 organized by the Polytechnic University. A team of S5 students created a wearable device named “Data Runner”, which does not only reduce the workload in timekeeping but also allows immediate display of results. With the devotion and immense efforts, our students won the “Wearable Device Championship” and “The Most Attractive Design Award”. Another team of S4 students created a smart locker prototype which earned them the Merit Award. To further develop students’ interest in STEM education, the STEM Team held a STEM 3D Drawing Design Competition from 30 April to 23 May 2018 and a STEM workshop regarding the neon light on 29 June 2018. The school-based STEM activities were well received by students. It was observed that more students exhibited a sense of wonder and passion towards STEM- related activities and took the initiative to take part in them.
Over 40 students joined the STEM Club which took the place of the Science Society. It attracted a wider range of students but not just restricted to those studying science subjects. Various activities were arranged for students to try out, including building mechanical animal models and creating 3D digital designs using online software, and by which they explored potential new passions in STEM subjects. Through these activities, not only could students develop their practical skills and unleash their potential in innovation, but they also experienced failure and learned from mistakes. 2. Show charity and humility and reach out to others More learning opportunities for students to develop empathy and social awareness were introduced, ranging from fundraising in Caritas Bazaar to voluntary service for primary students in the Hong Kong Eye Hospital. As shown in the self-reflection done in the SLP Booklet, students built upon their existing skills through the OLE involving charity and humility.
Students were responsive to social needs and were ready to lend a helping hand. One of the activities was a community beautifying project conducted by the Kowloon City District Office, together with the Hong Kong Federation of Youth Groups and the Kowloon City District Civic Education Campaign Organising Committee. Ten students responded to the call and designed a mural with the theme “Love” at Ma Tau Wai Road where a building collapsed several years ago. Through this project, students aroused public’s awareness concerning love for oneself, for one’s family, Hong Kong and our country, in the hope to bring warmth to the neighbourhood. 12 Under the school-based St. Magdalene Service Learning Curriculum, at least one service outing was arranged for students of each form in a school year, like visiting the elderly in S4. Students were provided with ample opportunities to show empathy to the underprivileged, demonstrate responsibility, contribute to the community and embrace differences in society.
Another highlight was a meaningful Lenten activity with almost 100% student participation, our Famine Lunch held by the Catholic Society. The purpose was to help students develop their empathy towards the needy. All proceeds were donated to a non- profit organization, Good Shepherd Renewal Ministry, which aimed at encouraging persons in custody and rehabilitated persons to build up positive life values. In the thought-provoking sharing, students were reminded of the responsibilities to bear the consequences for any wrong step taken. Undoubtedly, a “big mistake” could ruin one’s future, and thus they should consider carefully before making a decision. In the implementation of the service activities, students showed their teamwork spirit and devotion as well as talents.
Reflections To further explore innovative designs and cultivate students’ interest as well as creativity in scientific and technological development, “Microbit” could be introduced to them and more potential teachers would be encouraged to attend workshops related to coding.
It is suggested that a STEM Day would be held to further arouse students’ interest in STEM education and enhance their spirit of exploration as well as problem-solving skills.
In the Famine Lunch and school’s seminars, different stakeholders in society would continue to be invited to share their views with students in order to widen their horizons.
More students from junior levels would be encouraged to take part in community services so that they have a taste of serving others and show charity as well as humility.
Priority 3: Open and Reflective Attitudes – Persistent Learning, Abundant Grace
Achievements 1. Provide different occasions for students to show persistence in learning with gratitude More activities were designed for students towards having more explicit learning outcome, in which their resilience was demonstrated and rewarded abundantly. One example was our Swimming Team’s participation in a swimming competition. On 11 October 2017, the Team attained the Girls’ Overall Championship in the Inter-School Swimming Competition Division III Kowloon Area Two. Under the guidance of teacher advisors, students were persistent in their practice through some tough training which helped them achieve their goals. Through peer learning, it was observed that students were eager to learn from others and showed appreciation for others’ strengths.
In response to the year theme “Persistent Learning, Abundant Grace”, Father Philip Chan, Celebrant of the Opening Mass, extended the meaning of “Persistent Learning” to “Persistent Loving”. Students were reminded to love one another in all circumstances 13 and show their gratitude. Teachers took this opportunity to incorporate Father Philip Chan’s viewpoint in students’ learning. In an S5 assignment in Religious Education, students reflected on how they practised persistence in showing unfailing love and care to others with gratitude. 2. Enhance students’ learning efficacy and provide immediate feedback by e-learning The adoption of e-learning pedagogy augmented students’ learning efficacy and addressed learner diversity. It was found that e-learning mobile devices stimulated our students to reflect upon their weaknesses and build on their strengths. As pre-lesson preparation, students of some classes learned new topics through interactive video quizzes like in English Language and Mathematics. They attempted a series of questions which assessed their prior knowledge of concepts relevant to the coming lesson. Students learned the correct answers and obtained feedback upon finishing the quiz while their results were automatically generated, analysed and represented in graphs for teacher’s further analysis and adjustment to their teaching. In addition, the promotion of online video lessons allowed students to learn subject knowledge, like in Economics, at their own pace and self-directed learning habits were reinforced. To enhance students’ lesson engagement, some teachers have started to teach with iPads in class. Group competitions through the use of learning apps appealed to multimodal learners and helped them become more motivated in lessons, like in LS and Chinese Language. Teachers designed multiple-choice questions that checked students’ understanding of concepts. As they competed excitedly with their classmates, teachers gave them instant feedback and clarified their misconceptions immediately. During class discussion, students could also respond directly using e- learning devices. This e-learning tool helped teachers assess students’ learning progress promptly and provide them with timely support. Anonymity in responding to questions in class encouraged some less outspoken students to express their views freely. After lessons, students’ discussion results could be saved and uploaded to the Google Classroom for reference. Various apps were used in Mathematics, Science and Business, Accounting and Financial Studies (BAFS) lessons for students to acquire abstract concepts. The use of new technology sharpened students’ ability to inquire, communicate, reason and conceptualise abstract ideas, resulting in in-depth understanding and effective learning. Experimental procedures were greatly simplified while the efficiency of learning process was significantly magnified. More effective activities were planned for students to boost learning outcomes while their persistence in learning was further enhanced.
In general, most teachers agreed that students learned effectively by using e-learning mobile devices. Students agreed that the immediate feedback via e-learning tools was useful and felt more confident to improve their level of performance.
14 3. Embrace learning opportunities and challenges in life with open and reflective attitudes Through different learning opportunities, students reflected upon their weaknesses and build on their strengths. Through the evaluation done in SLP Booklet, most Class Teachers agreed that students were aware of their own strengths and weaknesses. One of the fruitful learning experiences was the S1 Educational Trip. S1 Life Experience Camp to HuaDu of GuangDong Province was held from 14 to 16 June 2018. In the Camp, students had the opportunity to visit a car manufactory and learned about household intelligence, which opened their eyes to technological advancements. More importantly, they learned that they had to cultivate innovative thinking, keep abreast of technological development and be a lifelong learner well equipped with knowledge, in order to remain competitive in the future society. Their visit to a local school, where students endured hardship with fortitude and embraced every learning opportunity, also inspired them to cherish everything around them and sustain persistence in learning. Through the extended learning activities, students were aware of different learning opportunities. They showed commitment in their responsibilities and had courage to explore more.
Reflections Most students enjoy participating in the extended learning activities, but their persistence of engagement should be further reinforced and their ability to cope with adverse situations should be improved. It is found that some students engage in various extended learning activities which affect their academic performances. They are reminded to strike a balance between study and OLE.
Students’ motivation can be further strengthened through e-learning pedagogies and other self-directed learning approaches like fostering pre-lesson preparation.
To learn from others’ strengths and show appreciation, students are encouraged to continue to share their good work and ideas in lessons and via Google drive.
To a certain extent, e-learning tools ensure that every student is participating in learning tasks and the problem of learner diversity can be addressed. On the other hand, some students reflect that they get tired when they are required to use tablets for learning several times per day. The length of time spent on the use of tablet should not be too long.
15 VI. School Financial Summary
Financial Report as at 31 August 2018 Surplus B/F & Expenditure $ Balance $ Particulars Income $ I. Government Funds
(1) EOEBG (Accumulated Surplus 2016-2017 B/F) 2,250,462.74 (a) Baseline Reference 1,885,650.04 1,726,557.55 (b) Administration Grant 3,467,754.93 3,358,962.59 (c) Capacity Enhancement Grant 596,981.00 257,763.25 (d) Composite Information Technology Grant 397,670.00 369,475.00 (e) Noise Abatement Grant 32,407.00 32,407.00 (f) Reserved Fund for Severance/Long Service Payment 129,965.62 0.00 Sub-total: 8,760,891.33 5,745,165.39 3,015,725.94 Surplus of EOEBG:
(2) Fund outside EOEBG (Accumulated Surplus 2016-2017 B/F) 1,470,754.13 (a) Home-School Cooperation Grant 15,372.00 15,372.00 (b) Teacher Relief Grant 346,432.83 0.00 (c) Learning Support Grant for Secondary School 68,981.40 64,800.00 (d) Diversity Learning Grant – Other Programmes 94,495.95 13,800.00 (e) Fractional Post Cash Grant 749,241.95 72,375.63 (f) Senior Secondary Curriculum Support Grant 706,420.00 515,530.00 (g) Career and Life Planning Grant 665,901.00 554,625.00 (h) Moral and National Education Support Grant 530,000.00 0.00 (i) Junior Secondary Mainland Exchange Grant 32,000.00 30,800.00 (j) Enhanced Funding for Non-Chinese Speaking Students 50,000.00 37,440.00 (k) Fourth Strategy on IT Grant 162,170.00 157,971.00 (l) Strengthening School Administration Management 4.30 0.00 (m) One-off Grant for e-Learning in School 199,450.00 37,132.06 (n) One-off Promotion of STEM in Secondary School 200,000.00 62,054.40 (o) One-off Grant – Promotion of Chinese History & Culture 150,000.00 117,915.00 (p) Information Technology Staffing Support 300,000.00 300,000.00 (q) One-off Information Technology Grant for E-learning 55,913.00 55,913.00 (r) ER’s Contribution to Provident Fund MPF Sch-NT Staff 413,559.45 411,761.45 Sub-total: 6,210,696.01 2,447,489.54 Surplus of Grant Accounts Outside EOEBG: -1,470,754.13 2,292,452.34 II. School Funds
(Accumulated Surplus 2016-2017 B/F) 6,065,051.03 (a) Tong Fai 7,167,177.53 769,403.10 (b) Collection of Fees for Specific Purposes – Air-conditioning 2,274,260.78 125,409.00 (c) School Development Fund 85,923.89 0.00 (d) Student Scholarship Fund 409,735.36 74,000.00 (e) OLE Development Fund 1,481,725.54 1,071,745.49 (f) Student Welfare Fund 393,887.72 29,463.00 Sub-total: 17,877,761.85 2,070,020.59 9,742,690.23 Surplus of School Funds: -6,065,051.03 Accumulated Surplus of Government Funds 2017-2018 B/F 2018-2019: 5,308,178.28 Accumulated Surplus of School Funds 2017-2018 B/F 2018-2019: 9,742,690.23 Total Accumulated Surplus as at the End of 2017-2018 School Year: 15,050,868.51
16
VII. Performance of Students
Pre-S1 HKAT
School Data
100 90 80 70 60 50 40 30 20 2015 2016 2017 2015 2016 2017 2015 2016 2017 Chinese English Mathematics
Pre-S1 Hong Kong Attainment Test (raw score)
Public Examination
School Data
Territory Norm(Mean)
100 90 80 70 60 50 40 30 20 2016 2017 2018 Percentage of Students Who Met the Entrance Requirements for Local Bachelor Degree Programmes (HKDSE)
17 Public Examination
School Data
Territory Norm(Mean)
100 95 90 85 80 75 70 65 60 55 50 2016 2017 2018 Percentage of Students Who Met the Entrance Requirements for Local Sub-Degree Programmes (HKDSE)
Physical Development Percentage of Students within the Acceptable Weight Range
School Data
100 95 90 85 80 75 70 65 60 55
50
2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 2015/16 2016/17 2015/16 2016/17 2017/18 Secondary 1 Secondary 2 Secondary 3 Secondary 4 Secondary 5 Secondary 6 Percentage of students within the acceptable weight range
18 Student Participation in Inter-school Events
School Data
100 90 80 70 60 50 40 30 20 10 0 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18 Junior Secondary Senior Secondary
Student Participation in Uniform Groups/Social and Voluntary Services
School Data
100 90 80 70 60 50 40 30 20 10 0 2015/16 2016/17 2017/18 Junior Secondary
Percentage of Students Participating in Uniform Groups/ Social and Voluntary Services
19 Summary of International and Inter-school Activities and Prizes Won
Academic No. of Awardees in ( )
1. 69th Hong Kong Schools Speech Festival Chinese Section
Dramatic Duologue (Cantonese)
Secondary 5 and 6 3rd (4) Solo Verse Speaking (Cantonese) Secondary 5 and 6 3rd (1) Solo Prose Reading (Putonghua) Secondary 1 and 2 3rd (1) Solo Verse Speaking (Putonghua) Secondary 1 and 2 3rd (1)
English Section Choral Speaking Secondary 4 2nd HFCC
Dramatic Duologue Secondary 5 and 6 1st (2)
Public Speaking Solo
Secondary 3 to 5 2nd (1) 3rd (4) Shakespeare Monologue Under Age 15 1st (1) Solo Prose Reading Secondary 1 and 2 1st (1)
Solo Verse Speaking Secondary 1 to 5 1st (1) 2nd (6) 3rd (5)
第十屆中國青少年（香港）才藝比賽 2. 2017
普通話散文初中組 金獎 (1) 普通話演講初中組 金獎 (1) 粵語散文初中組 冠軍 (1) 拼音大比拼初中組 銀獎 (1)
3. 2017 全港第八屆暑期朗誦大賽 中學一至二年級組 普通話演講 冠軍 (1) 普通話詩歌獨誦 冠軍 (1)
20
4. 第十二屆 善言巧論–全港學生口語溝通大賽 中學文憑組經典誦讀項目 卓越表現獎 (1)
5. 2017-2018 中國中學生作文大賽（香港賽區） 高中組 銅獎 (1) 優異獎 (2) 初中組 優異獎 (3)
6. 第 11 屆弘揚「孝道文化」系列活動 —「分享我一次行孝的經驗」徵文比賽 香港高級組 亞軍 (1)
7. 九龍城區慶回歸書法比賽 中學高級組 冠軍 (1)
8. 全港中國語文菁英競賽 中學組 銅獎 (1)
9. 2017-2018 陳贊一博士聯校微型小説創作獎 高中組 積極參與獎 HFCC 推薦獎 (1)
10. 2017-2018 全國青少年語文知識大賽 — 菁英盃 全國現場作文總決賽 三等獎 (1)
11. 2018 Canadian English Writing Invitational Contest Top 3 Secondary School Team Champion HFCC Gold Award (6) Silver Award (11) Bronze Award (2)
12. English Builder Outstanding Student Award Among HFCC students Level 3 Top 1 (1) Top 2 (1) Top 3 (1) Level 2 Top 1 (1) Top 2 (1) Top 3 (1) Level 1 Top 1 (1) Top 2 (1) Top 3 (1)
21 13. Asia Children Education Association Hong Kong Primary and Secondary School English Writing Competition 2017-2018
Senior Secondary Division Best Writer Merit (1)
14. Good People, Good Deeds: English Story Writing Competition 2017 Bronze Award (1)
15. 2017 Multiple Intelligence Cup Bronze (2) Merit (1)
16. 2017 True Light Girls’ Invitational Mathematics Contest Merit (1)
17. 2017 Vast Ocean Cup Mathematics Competition Silver (2)
18. 2018 Pan-Asia Pacific International Mathematics Invitation Competition 2nd (2) 3rd (3)
19. 2018 華夏盃全國數學奧林匹克邀請賽（香港賽區） 初賽 二等獎 (1) 三等獎 (1)
20. Asia International Mathematical Olympiad Open Contest Semi-Final Silver Award (1) Bronze Award (4)
21. Hong Kong & Macau Mathematical Olympiad Open Contest cum The Asia International Mathematical Olympiad Open Contest Trial Silver Award (5) Bronze Award (2)
22. 2018 COMO Preliminary (Mathematics) 3rd Honour Award (1)
23. 2018 Hong Kong International Mathematical Olympiad Heat Round Bronze Award (7) Merit (5)
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24. 2017-2018 Hong Kong Product Design Makeathon Secondary – Wearable Device Champion (5)
The Most Attractive Design Award (5)
Music 70th Hong Kong Schools Music Festival Secondary School Choir, Foreign Language, Girls, Second Division, Senior 1st HFCC
Secondary School Choir, Chinese,
Age 14 or under, Girls, Second Division, Junior 1st HFCC
Secondary School Choir, Chinese, SATB,
Second Division, Senior 2nd HFCC & SJC
Vocal Solo, Chinese, Age 16 or under, Female Voice, 2nd (1)
Secondary School 3rd (1)
Vocal Solo, Foreign Language, Age 16 or under,
Female Voice, Secondary School 3rd (1)
Violin Solo, Grade Four 1st (1)
Violin Duet 2nd (1)
Graded Piano Solo, Grade Six 3rd (1)
Art
1. 2017 回歸盃香港藝術菁英繪畫大賽少年組水粉彩 冠軍 (1)
2. 全港中學生「舊有舊好」社區攝影比賽 亞軍 (1)
Drama 2017-2018 Hong Kong School Drama Festival
Award for Commendable Overall Performance HFCC Award for Outstanding Cooperation HFCC Award for Outstanding Stage Effect HFCC Award for Outstanding Performers (6)
23 Sports 1. 2017-2018 HK Student Sports Award (1)
2. Athletics 2017-2018 Inter-school Athletics Competition (Division III, Area 2, Girls)
Overall 2nd HFCC
A Grade, Overall 1st HFCC B Grade, Overall 1st HFCC C Grade, Overall 2nd HFCC
A Grade, 4×100m Relay 1st (4) A Grade, Discus 1st (1)
2nd (1) A Grade, Long Jump 1st (1) A Grade, 200m 2nd (1) B Grade, Discus 1st (1) B Grade, Shot Put 2nd (1) B Grade, 1500m 2nd (1) B Grade, 4×400m Relay 3rd (4) B Grade, 4×100m Relay 3rd (4) C Grade, 4×100m Relay 1st (4) C Grade, Long Jump 1st (1) C Grade, 100m Hurdle 2nd (1) C Grade, 1500m 2nd (1)
2017-2018 St Francis’ Canossian College Athletics Meet 4×100m Invitation Relay 1st (4)
2017-2018 Pui Tak Canossian College Annual Athletics Meet 4×100m Invitation Relay 3rd (4)
2017-2018 Tak Nga Secondary School Athletics Meet 4×100m Invitation Relay 3rd (4)
Our Lady of the Rosary College Athletics Meet 4×100m Invitation Relay 3rd (4)
Kowloon City District Age Group Athletics Competition Girls Group D Long Jump 3rd (1)
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3. Dance
第 54 屆學校舞蹈節比賽 中國舞 群舞–阿色倆目 甲級獎 HFCC 中國舞 群舞–雨中花 甲級獎 HFCC 中國舞 三人舞 甲級獎 (3) 東方舞 三人舞 甲級獎 (3) 中國舞 獨舞 甲級獎 (1) 東方舞 獨舞 甲級獎 (1)
第 46 屆全港公開舞蹈比賽 中國舞 群舞 銀獎 HFCC 東方舞 （公開組） 銀獎 (1) 中國舞公開組（單項） 銀獎 (2)
第八屆「國際盃」才藝大賽 初中組 銀獎 (1)
第十屆中國青少年（香港）舞蹈比賽 中國舞 群舞–阿色倆目 冠軍 HFCC 中國舞 群舞–雨中花 冠軍 HFCC 高中組 小組舞 亞軍 (3) 高中組 亞軍(2) 初中組 金獎(1)
4. Kart Billion Cup 2nd (1)
Hong Kong Kart Club Championship 3rd (1)
2018 MAXXIS 瑪吉斯小型賽車挑戰賽 Open Group B 3rd (1)
5. Rope Skipping 2018 全港跳繩錦標賽 1×30 秒單車速度跳比賽 十六歲 女子組 亞軍 (1) 十三歲 女子組 季軍 (1) 2×30 秒二重速度跳接力比賽 十七歲或以上 女子組 季軍 (1) 十六歲或以下 混合組 季軍 (1) 十四歲或以下 混合組 亞軍 (1) 十四歲或以下 女子組 季軍 (1) 25 3×40 秒交互繩速度跳接力比賽 十四歲或以下 女子組 冠軍 (2) 4×30 秒單車速度跳接力比賽 十七歲或以上 女子組 冠軍 (1)
亞軍 (1) 十四歲或以下 混合組 亞軍 (2) 三人交互繩花式比賽 十六歲或以下 女子組 冠軍 (1) 十四歲或以下 女子組 冠軍 (2) 二人同步花式比賽
十四歲或以下 女子組 亞軍 (2) 二人車輪花式比賽
十四歲或以下 女子組 亞軍 (2) 個人花式比賽
十四歲 女子組 亞軍 (1)
第三屆全港學界跳繩比賽 學界表演盃 冠軍 (11) 全港中學女子組 總冠軍 (13) 30 秒前繩速度賽 （中學 14 歲或以下女子組） 冠軍 (1)
亞軍 (1) （中學 15 歲或以上女子組） 亞軍 (1)
殿軍 (1) 30 秒單側迴旋速度賽 （中學 14 歲或以下女子組） 殿軍 (2) （中學 15 歲或以上女子組） 殿軍 (2) 4×30 秒前繩速度接力賽 亞軍 (4) 4×30 秒混合速度接力賽 冠軍 (4) 2 分鐘大繩 8 字走位速度賽 冠軍 (8)
6. Swimming 2017-2018 Inter-school Swimming Competition (Division III, Area 2, Girls) Overall 1st HFCC A Grade, Overall 2nd HFCC B Grade, Overall 2nd HFCC A Grade, 4×50m Freestyle Relay 1st (4) A Grade, 4×50m Medley Relay 3rd (4) B Grade, 4×50m Medley Relay 1st (4) A Grade, 50m Breaststroke 1st (1) B Grade, 100m Freestyle 1st (1) 26 B Grade, 50m Breaststroke 3rd (1) B Grade, 100m Breaststroke 3rd (1)
2017-2018 St Francis’ Canossian College Swimming Gala 4×50m Invitation Relay 2nd (4)
2017-2018 Tak Nga Secondary School Swimming Gala 4×50m Invitation Relay 1st (4)
2017-18 Division III Age Group Course Swimming Competition Age 13-14 100m Butterfly 3rd (1)
Kwun Tong District Swimming Competition Group FG 4×50m Medley Relay 1st (1) Group G 100m Butterfly 1st (1) Group G 100m Freestyle 1st (1) Group G 50m Butterfly 3rd (1)
Sham Shui Po District Swimming Competition Group FG 200m Butterfly 2nd (1)
Tuen Mun District Swimming Competition Group FG 4×50m Medley Relay 2nd (1)
Wan Chai District Swimming Competition Group FG 200m Butterfly 1st (1) Group G 100m Freestyle 2nd (1)
Wong Tai Sin District Swimming Competition Group FG 4×50m Medley Relay 3rd (1)
7. Tennis
2017 Junior Team Tennis Autumn – Division A 1st (1)
2017-2018 Northern District Age Group Tennis Competition Mixed Doubles 1st (1)
2017-2018 Sham Shui Po District Age Group Tennis Competition Girls Youth Single (12-13 years old) 1st (1)
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Inter-school Tennis Competition
Girls Division Two Champion (7)
Islands District Age Group Tennis Competition Women’s Singles 1st (1)
Kwai Tsing District Age Group Tennis Competition Women's Doubles 2nd (1)
Kwun Tong District Age Group Tennis Competition Women's Singles 1st (1)
North District Age Group Tennis Competition
Women’s Doubles 1st (1)
Sham Shui Po District Age Group Tennis Competition Mixed Doubles 1st (1) Women’s Singles 2nd (1)
Tai Po District Age Group Tennis Competition Mixed Doubles 2nd (1)
Tsuen Wan District Age Group Tennis Competition Women’s Doubles 2nd (1) Women’s Singles 2nd (1)
Tuen Mun District Age Group Tennis Competition
Mixed Doubles 1st (1) Women's Singles 3rd (1)
Wan Chai District Age Group Tennis Competition Women’s Doubles 1st (1) Women's Singles 1st (1)
Wong Tai Sin District Age Group Tennis Competition Women's Singles 1st (1)
Yau Tsim Mong District Age Group Tennis Competition Women's Singles 1st (1)
28 Yuen Long District Age Group Tennis Competition Women’s Doubles 1st (1) Women’s Singles 3rd (1)
Hong Kong Junior Tennis Series 2018 – Competition 1 Girls’ 18 & Under Doubles Champion (1)
8. Skating
ISI Skate Hong Kong 2017
Solo Competition 13 Ages Female Champion (1) Jump and Spin Bronze 9-Adult Female First Runner-up (1)
Service 1. 2016-2017 九龍城區少年警訊
最佳學校支會 第三名 HFCC 飛躍進步獎 HFCC
2. 2017-2018 Outstanding Girl Guide (1)
3. 2017 West Kowloon District Red Cross Youth of the (1) Year
4. 2017-2018 Hok Yau Club - Outstanding Student (1) Leaders Award
5. Social Welfare Department Kowloon City and Yau Tsim Mong District Social
Welfare Office Award for Volunteer Service Bronze Award (1) Merit Award (5)
6. The 2nd Volunteer Life Action Training Scheme Certificate of Appreciation (2) Certificate of Outstanding Performance (1)
29 Scholarships and Awards
External 1. 2017-2018 Grantham Scholar of the Year Award (1)
2. 2017-2018 Sir Edward Youde Memorial Prizes (2)
3. 2017 Upward Mobility Scholarships (3)
4. HKICPA/HKABE Joint Scholarships for BAFS (1)
5. Rev. Joseph Carra Memorial Education Grants (1) for S4-6 students
6. 2017 黃廷方獎學金 (1)
7. 第四屆九龍城區卓越學生領袖獎勵計劃 中學組 優秀領導才能獎 (1)
8. 第九屆九龍城地域傑出學生選舉 優秀學生獎 (1)
9. 九龍城區傑出學生選舉 傑出高中學生獎 (1) 傑出初中學生獎 (1)
10. 2017 第三屆全港青少年進步獎 (1)
11. 2016-2017 青苗學界進步獎 (20)
30 VIII. Key Issues of School Development Plan 2018-2019
Major Concerns Intended Outcomes / Targets Strategies To strengthen Whole-school is involved in To further promote students’ good students’ ability to encouraging students to reinforce reading habit and fine-tune the morning their initiative to learn and achieve reading session implement self- more in aspired standards. To motivate students to become active directed learning Teachers are called for a learners via e-learning tools with commitment to teaching that innovative learning and teaching motivates students to learn and methodologies fosters their self-directed learning To foster students’ spirit of exploration capability. through STEM education and other Students develop passion in learning extended learning experiences through self-directed learning To empower students to take greater approaches. ownership of their learning through engaging them in pre-lesson preparation
To cultivate Whole-school is engaged in To strengthen students’ time students’ positive promoting positive school ethos and management skills by stressing the enhancing students’ attributes. importance in striking a balance outlook of life with a Teachers instill a sense of self- between studies and non-academic sense of self- awareness to students in character activities, with the school policy awareness formation and enhance their “Centralized Record of Late Submission personal qualities. of Assignments” implemented Students adjust their mindset to To enhance students’ sense of strengthen their character and responsibility and mutual respect capacity building, open more to through daily practices and leadership challenges and pursue their goals. training To enhance students’ awareness of self- discipline on different occasions To remind students to learn from our Foundress in being humble and showing appreciation towards others with love and integrity
To enrich students’ Whole-school facilitates students’ To build resilience among students and life skills life-wide learning via extended enhance their ability to cope with learning opportunities. adverse situations Teachers assist students in To promote deep reflection on Christian actualizing their aspirations by core values and Canossian spirits nurturing their whole person To boost students’ self-management development. skills by having the habit of setting goals Students have a sense of focus in and priorities, getting organized and their life planning and possess a conducting self-evaluation global vision. To widen students’ horizons through the extended learning
Appendix I: Progress and Evaluation Reports of Various Grants
Summary on the Usage of Various Grants
Description C.E.G. C.I.T.G. L.S.G. D.L.G. F.P.C.G. S.S.C.S.G. C.L.P.G. I.T.S.S.G English Drama, Music and Chinese Dance Project $257,763.25
Enhancement, Remedial Programmes and Other $72,375.63 Activities Employment of Supporting $64,800.00 Staff Employment of IT Administration Officer, Facilities Upgrading, $277,200.00 Replacement, Maintenance, etc. Internet, Network, Engineering Works, System $92,275.00 Maintenance
Employment of STEM & IT $300,000.00
Technician NSS, Gifted & $13,800.00 CLPG Programmes Employment of Temporary Teachers, Learning & $515,530.00 $554,625.00 Teaching Materials Total $257,763.25 $369,475.00 $64,800.00 $13,800.00 $72,375.63 $515,530.00 $554,625.00 $300,000.00
Evaluation on the Usage of Various Grants: With the recruitment of two contract teachers and one IT Administration Staff, the implementation of various enhancement and remedial programmes was carried out. Students’ learning opportunities were enhanced and the e-learning development was facilitated. In general, the workload of the staff was relatively reduced. Students’ Potential and Achievements: A wide range of other learning experiences motivated our students to discover their potential in academic, aesthetic and sports areas. The percentage of graduates who received the offer of University Degree programmes was 82.3%. Students learned to focus on what they gained and the way to keep on developing their strengths, and to show their gratitude to teachers and advisors for their unconditional support. Staff Development: To promote the STEM education, a two-hour workshop was arranged to equip all teachers with strategies to teach effectively with STEM elements. A Clinical Psychologist from the Caritas Family Service was invited to conduct a workshop which helped teachers with identification of students with high suicidal risks. A workshop regarding the migration from eClass to Google platform for intra-school communication and administration was held. School Development: The three-year cycle review and KPM and APASO surveys were conducted for school’s enhancement in the next three academic years. The school would step up the concerted efforts of educational development to enrich our students’ character and capability at large. Deep appreciation was rendered to the IMC School Managers for their governance, professional advice and genuine support for upholding the School’s vision and mission by acting in the best interests and benefits of the students of the School.
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Submission of Annual School Report 2017-2018 for Endorsement by the
Incorporated Management Committee
Submitted by: ______Ms Cheng Ming Wai, Cara Principal The IMC of Holy Family Canossian College
Endorsed by: ______Sr Chun Wai-tak, Theresa Supervisor & Chairperson The IMC of Holy Family Canossian College
Date: 12 October 2018
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