ST. LOUIS SCHOOL
SCHOOL REPORT (2014-2015)
St. Louis School School Report 2014/2015
CONTENTS (1) Our School
Our Founder A.5
Our Education System/Preventive System A.6
School Ethos, Vision and Mission A.12
Aims of Education and Objectives A.13
Our School (History)
Brief Introduction of the School B.1
Our School (Particulars)
Particulars of the School C1.1
Subjects Offered C1.11
Number of Active School Days C1.12
Lesson Time for the 8 Key Learning Areas for S1-S3 C1.12
School Management C1.13
Our Students
Class Organization & Unfilled Places C2.1
Students’ Attendance & Punctuality C2.3
Students’ Promotion C2.4
Students’ Early Exit C2.4
Our Teachers
Teachers’ Qualification & Experience C2.5
Teachers’ Professional Development C2.6
Our School A. 1
St. Louis School School Report 2014/2015
(2) Achievements and Reflection on Major Concerns 2014-15
Introduction D.1
Major Concern 1: Cater for student’s learning diversity, D.3
to promote student’s interest in learning and to enhance
learning effectiveness
Major Concern 2: Nurturing students a spirit of freedom D.10
and self-discipline, and promote love, piety and gratitude.
(3A) Our Learning and Teaching (I)
Don Bosco's method of Preventive Education E1.1
Learning & Teaching in SLS E1.1
Programs to enhance students’ language E1.5
proficiency--“biliteracy and trilingualism”
Programs implemented to cope with diversified needs E1.7
of students: (Remedial lessons and Intensive
lessons/enhancement Programs)
Assessment Planning and Implementation E1.10
Programs in response to the “four key tasks”
Moral and Civic Education E1.10
Reading to Learn E1.10
Project Learning E1.34
Our School A. 2
St. Louis School School Report 2014/2015
Information Technology for Interactive Learning E1.36
(3B) Our Learning and Teaching (II)
Introduction E2.1
The Interclass English Drama Competition E2.2
The Interclass Choral Verse Speaking Competition E2.9
Tuesday International News Reporting E2.10
(4) Support for Student Development
Introduction F.1
Activities / Houses / Sports F.2
Careers Team F.8
Discipline & Guidance Team F.10
SENs Team F.12
Health Education Team F.12
Moral and Civic Team F.16
Religious Activities F.24
Links with Parents and External Organizations F.26
Aesthetic Development F.28
Physical Development F.30
Life-wide Learning Day F.31
Our School A. 3
St. Louis School
School Report 2014/2015
(5) Student Performance
HKAT (Pre-S1) & TSA (S3) (for IMC only) G.1
HKDSE / Destination of exit students G.3
The achievements of the school year 2014-2015 G.5
Student Participation in Inter-school Events and G.8
Uniform Groups
(6) Financial Summary H
(7) Feedback on Future Planning I
Our School A. 4
St. Louis School School Report 2014/2015
Our Founder
The Lord has given us Don Bosco as father and teacher.
We study and imitate him, admiring in him a splendid blending of nature and grace.
He was deeply human, rich in the qualities of his people open to the realities of this earth; and he
was just as deeply the man of God, filled with the gifts of the holy Spirit and living “as seeing him who is invisible”.
These two aspects combined to create a closely-knit life project, the service of the young. He realized his aim with firmness constancy and the sensitivity of a generous heart, in the midst
of difficulties and fatigue.
“He took no step, he said no word, he took up no task that was not directed to the saving of the young…Truly the only concern of his heart was for souls.” (the words of Michael Rua, his first
successor)
(Source: Const. Art. 21) www.sdb.org
Our School A. 5
St. Louis School School Report 2014/2015
Our Education System/Preventive System
St. John Bosco was an exceptional
educator. His acute intelligence,
common sense and profound
spirituality led him to create a system of
education that develops the whole
person - body, heart, mind and spirit. It
enhances growth and freedom while
putting the child at the very centre of
the whole educational enterprise.
To distinguish his method from the repressive system of education prevalent in 19th century Italy, he called his own method the ‘preventive’ system – because it seeks to prevent the need for punishment by placing the child in an environment in which he/she is encouraged to be the best one can be. It is a congenial, friendly and holistic approach to education.
It creates a climate that ‘draws forth’ (educere) the best in the child, that encourages the child’s complete and fullest self-expression, that assists young people in acquiring habits that will lead them to opt in favour of what is good, healthy, joyful and life-enhancing.
Our School A. 6
St. Louis School School Report 2014/2015
Preventive System
"Don Bosco realized his personal holiness through an educative commitment (John Paul II, Letter Juvenum Patris, 5).
His pastoral praxis and pedagogical style spring from this experience. Spiritual life, apostolic commitment, educative method are three aspects of a single reality: the love and pastoral charity that unifies and drives all of existence: to be in the Church signs and bearers of God’s love for the young
"This system is based entirely on reason, religion and above all on loving-kindness.”
(Don Bosco)
A Pedagogical Method (Pedagogy)
A Proposal for the Evangelization of the Young (Pastoral Ministry)
A Spiritual Experience (Spirituality)
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The Preventive System as Pedagogy
The Preventive System is also a pedagogical method characterized by:
the wish to be amidst the young sharing their life, looking sympathetically at their world, attentive to their real experiences and values;
the unconditional acceptance that becomes a tireless capacity for dialogue and power for their growth;
the preventive criterion which believes in the strength of the good already present in every youngster, even the most needy, and which seeks to develop this through positive good experiences;
the centrality of reason which becomes reasonableness of requests and rules, flexibility and persuasiveness in proposals; and of religion understood as developing the sense of God present in every person and the power of Christian evangelization; and of loving-kindness expressed as an educative love that enables growth and brings about a meeting of minds and hearts;
a positive environment shot through with personal relationships, enlivened by the loving and reliable presence of educators and one which is also active, energizing and on behalf of the young;
with a style of animation that believes in the positive resources of the young.
Our School A. 8
St. Louis School School Report 2014/2015
The Preventive System as Pastoral Ministry
This original proposal for evangelizing the young departs from the point of encounter with the young right where they are to be found, by valuing the natural and supernatural patrimony that each youngster has in his or her self, and in an educative environment which is rich in proposals; it is carried out via an educative approach that privileges the poorest and neediest; it promotes the development of the positive resources they have and proposes a particular form of Christian life and youthful holiness.
This original project of Christian life is organized around certain experiences of faith, certain choices of gospel values and attitudes that constitute
Salesian Youth Spirituality (SYS). The Preventive System as Spirituality
The Preventive System finds its source and centre in the experience of God’s charity that through His
Providence ‘comes before’ (the real meaning of
‘preventive’) each creature. This charity accompanies and saves (gives life to) the individual.
This experience predisposes the educator to welcome God in the young, convinced that in them God offers the grace of encounter with Him, and calls the educator to serve God in them, recognizing their dignity, renewing faith in their resources of goodness and educating them to fullness of life.
Our School A. 9
St. Louis School School Report 2014/2015
This pastoral charity creates an educative rapport fitted to the adolescent, indeed the poorest of them. It is a fruit of the conviction that each life, even the poorest, most complex, most precarious existence, carries within it the power of redemption and the seed of happiness – through the mysterious presence of the Holy Spirit.
Our School A. 10
St. Louis School School Report 2014/2015
DB200 Joint School Sports Games Day (29 Jan 2015)
The DB200 Joint School Games
Day was held on 29 January2015
from 1:00 p.m. to 4:00 p.m. at Siu
Sai Wan Sports Ground, 8 Fu Hong
Street, Siu Sai Wan, Hong Kong.
http://www.sdb.org.hk/sbchinese/245/24507.htm
Our School A. 11
St. Louis School School Report 2014/2015
Salesians of Don Bosco, Chinese Province of Mary Help of Christians
School Ethos, Vision and Mission
School Ethos
Our School believes in Jesus Christ, His only son, our Lord. His gospels cast light on our journey of life And it is for this guidance can a holistic development be made real and eternal life granted Our School believes that the Lord bestows St John Bosco upon youths as a father and a teacher whose Preventive System underpins our pastoral ministry
School Vision
Our vision is to model an educative rapport fitted to the adolescents on St John Bosco’s, indeed the poorest, most precarious of them. This is to inculcate in our adolescents a quest for reason, a gift of piety and loving-kindness towards their friends, family, the society, the country and the world.
School Mission
Our School endeavours to be a loving and caring family where young souls thrive with reason, faith and love. We see our mission to cherish, love and assist them, the gifts from God, to pursue and live out God’s grace and resurrection.
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St. Louis School School Report 2014/2015
Aims of Education and Objectives
Aims of Education
Adhering closely to the Preventive System propagated by St John Bosco, the founder of the
Salesian Congregation, St Louis School strives for the nurturing of an open, participative and religious school atmosphere in which joy, trust, a sense of unity and self-discipline prevail. This atmosphere, in St. Louis context, aims at instilling into our students: humility and a quest for knowledge and virtue (Scientia et Pietas). nobility of character. politeness, being respectful to religion and decency dedication to service
Objectives
We, thinking that the school should be the second home to students, always keep the premises open so as to provide them with a joyful and comfortable learning environment. We do not impose undue regulations on students as we count on their self-discipline and initiative. We seek to foster a harmonious relationship between teachers and students. With love, our teachers inspire students; with gratitude, our students respond to teachers. We lay emphasis on freedom and autonomy under which students develop an interest to learn, preparing them for life-long education. This conducive environment unleashes the potentials of students, boosting their motivation to organize activities independently. We encompass religious activities in education to enrich students' spiritual temperament. We impress upon students the importance of cultivating a noble character through guidance and counselling. We promote various activities and competitions to help students nurture a strong physical make up, a passion for life, a sense of responsibility and a care for people and the world.
Our School A. 13
St. Louis School School Report 2014/2015
REASON
RELIGION
LOVING-KINDNESS YOUTH SPIRITUALITY
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Our School
Brief Introduction of the School
In 1864, the Fathers of the Catholic Mission took
over a small building in West Point, which they
turned into a school with twenty boys on the roll. St.
Aloysius was chosen as the Patron of the school,
which since then has been known as St. Louis. In
1927 the school was handed over to the Salesian
Fathers, who are now in charge. Workshops were
opened where the boys could learn a trade. In
order to develop the work in a way suited to the
circumstances and needs, St. Louis ceased to be a
trade school. A new building was erected in 1936 making it possible to open the middle school. In 1949 the English
Section of the school was established. After more than seventy years of development, St.
Louis is now a subsidized secondary school which has a strong team of teachers, great facilities and renowned graduates.
Our School B. 1
St. Louis School School Report 2014/2015
Since its establishment in 1927, we have incessantly been improving the quality of the 2012
1927
school’s manpower and material resources so that every student in this institution is ensured a quality education. Testifying to this mission are the various projects we have undertaken in the last three decades. In 1987, a grand stand which can accommodate all the students was opened. In 1989, air-conditioning was provided for all classrooms. In
1994, the school hall was given a complete facelift. In 1998, all the classrooms were installed with audio-visual equipment. In the same year, a multi-media language laboratory was set up and last but not least, 3 primary and 2 secondary schools were built under the Project-Hope scheme in Shaoguan, thus extending our educational commitment to our motherland.
Our School B. 2
St. Louis School School Report 2014/2015
2013 85th Anniversary
From the WestPoint Reformatory to the St. Louis
School – a symmorphosis of 150 years
(16 November 2014)
85th Anniversary
Four score and eight years ago the school was handed over to the Salesian Fathers, who are now in charge. The Year 2012 marked the 85th anniversary of St Louis School.
During 2012-13, we organized three celebration programs, namely Thanksgiving
Ceremony, SL85 Thanksgiving Nite 2013 and Thanksgiving Dinner 2013.
Our School B. 3
St. Louis School School Report 2014/2015
85th Anniversary Thanksgiving Ceremony (11 Mar 2013)
The whole-school celebration of Thanksgiving was held on Monday, 11 March 2013. The programs consisted of a prayer service and a Thanksgiving Ceremony at the Grand
Stand. Representatives of parents, teachers and students delivered their votes of thanks and presented souvenirs to the school Rector. Following the tradition of SLS, ice cream was distributed to all students in the interim.
Our School B. 4
St. Louis School School Report 2014/2015
85th Anniversary Thanksgiving Nite 2013
The Annual Thanksgiving Night was held at Sheung Wan Civic Centre on Wednesday,
13 March 2013 from 7:30 p.m. to 10:30 p.m.
Our School B. 5
St. Louis School School Report 2014/2015
85th Anniversary Thanksgiving Dinner
The Thanksgiving Dinner was held in the evening on Friday, 15th March 2013 at Chiu
Chow Garden Restaurant 潮江春 (Infinitus Plaza, Hong Kong).
Fr. Simon Lam Dr. Yip Wai Ming
Supervisor Principal
Our School B. 6
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80th anniversary
The first program to commemorate the 80th anniversary of our establishment was the
Unveiling Ceremony of “Vase of Champion” held on 3 September, 2007 (Monday).
Our School B. 7
St. Louis School School Report 2014/2015
Professor Sham Foon (Sculptor & Professor, Department of Art, University of Maryland) and Fr. Simon Lam
Our School B. 8
St. Louis School School Report 2014/2015
After the unveiling ceremony of the sculpture “Vase of Champion”, the next ceremonious event was Walkathon (which was held on 11/11/2007 (Sunday, 2:00 p.m.)
Thanksgiving Mass 2008 (慶祝聖若望鮑思高瞻禮暨本校 80 周年感恩聖祭)
Our School B. 9
St. Louis School School Report 2014/2015
The Open Day was held on 25th April, 2009 (2:00pm-5:00pm) and 26th April, 2009
(11:00am-4:00pm). The Opening Ceremony started at 2:00 pm on 25th April 2009 at the school Grand Stand. The Guest of Honour for the Opening Ceremony was Mr. Fung Hing
Wang, JP, Commissioner for Census and Statistics.
Mr. Fung studied in St. Louis School from 1962 to 1970. He began his career in the Hong
Kong civil service upon joining the Census and Statistics Department as a Statistician in
1974. He was appointed the Commissioner for Census and Statistics in 2005.
The main theme of our 80th Anniversary is “Love your neighbours, learn with zeal”: Love your neighbours:
to foster a greater sense of belonging between teachers, parents, students, old boys and friends,
to nurture students' compassion to serve others.
Learn with zeal: to illustrate how the learning facilities enhance the qualities of students' learning and teachers' teaching,
to show how our school supports students and teachers in preparation for NSS.
Our School B. 10
St. Louis School School Report 2014/2015
Our School B. 11
St. Louis School School Report 2014/2015
75th anniversary
To celebrate the 75th anniversary of St Louis School, we organized four celebration programs, namely, the Walkathon 2002 – 2003 (17 November 2002), Thanksgiving Mass
& Ceremony (Friday 17 January 2003), SL75 Thanksgiving Variety Show (19 January
2003) and Thanksgiving Dinner (20 January 2003). With the funds raised by the
Walkathon 2002 – 2003, every classroom was properly furnished with I.T. devices and both the soft- and hard-ware of our multi-media language laboratory were revamped and upgraded.
Our School B. 12
St. Louis School School Report 2014/2015
Our School
Particulars of the School
Address 179, Third Street, Hong Kong
Telephone 2546 0117
Fax No. 2540 7341
Web Site http://www.stlouis.edu.hk
Facebook: https://www.facebook.com/sls179
Sponsoring Body Society of St. Francis de Sales
Year established 1927
School type Aided
Supervisor Fr. Lam Chung Wai Simon
Principal Dr. Yip Wai Ming
Religion Catholicism
Medium of Instruction English
Student type Boys
Our School CI. 1
St. Louis School School Report 2014/2015
Area of Campus ~100,000 sq.
School Chapel
Prayer Room
Our School CI. 2
St. Louis School School Report 2014/2015
Library
Hall
Laboratories 4
Our School CI. 3
St. Louis School School Report 2014/2015
Multi-media Language Laboratory
Multi-media Learning 1 With 50 computer stations connected to 2 servers Centre
Our School CI. 4
St. Louis School School Report 2014/2015
Computer-assisted 1 With 50 computer stations Learning (CAL) Centre
Special rooms 9 special rooms
(General Purpose Room)
Our School CI. 5
St. Louis School School Report 2014/2015
Playgrounds 1 football pitch (with a grand-stand for about 1,300 students
1 basketball court
Our School CI. 6
St. Louis School School Report 2014/2015
Indoor Activity Centre
Covered playground
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St. Louis School School Report 2014/2015
School Campus Block A
School Campus Block B
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St. Louis School School Report 2014/2015
School Campus Block C
Student clubs There are 48 interest clubs grouped into five categories, namely academic, art, sports activities, interest and social services.
Student Organizations Prefects’ Association (PA), United Houses, Students’ Activities Association (SAA)
(PA) (SAA)
Our School CI. 9
St. Louis School School Report 2014/2015
2014-2015 (5 Houses: Shamrock, Rose, Tulip, Thistle and Lily) Other Organizations St. Louis Old Boys’ Association (established in 1961 by Reverend Father John Foster)
Hong Kong St. Louis School Parents-Teachers Association (founded in 1993)
聖類斯中學天主教家長會 Catholic Parents Association (CPA) Established in 1995 香港聖類斯中學舊家長會 Old Parent Teacher Association (OPTA) Established on 6th December, 2013
Our School CI. 10
St. Louis School School Report 2014/2015
Subjects Offered 2014-15
SUBJECTS OFFERED S1 S2 S3 S4 S5 S6
English Language ☆ ☆ ☆ ☆ ☆ ☆
Chinese Language ☆ ☆ ☆ ☆ ☆ ☆
Mathematics ☆ ☆ ☆ ☆ ☆ ☆
Extension part (Module 1 & 2) ☆ ☆ ☆
Liberal Studies ☆ ☆ ☆
Physics / Combined Science (S6 only) ☆
Chemistry / Combined Science (S6 only) ☆
Biology /Combined Science (S6 only) ☆
Integrated Science ☆ ☆
Economics ☆ ☆ ☆
Business, Accounting, and Financial Studies ☆ ☆ ☆
Chinese History ☆ ☆ ☆ ☆ ☆ ☆
History ☆ ☆ ☆
Geography ☆ ☆ ☆
Religious Studies / Ethics and Religious Studies ☆ ☆ ☆ ☆ ☆ ☆
Computer Literacy / Information and Communication Technology ☆ ☆ ☆ ☆ ☆ ☆
Putonghua ☆ ☆ ☆
Music ☆ ☆ ☆ ☆ ☆ ☆
Visual Arts ☆ ☆ ☆ ☆ ☆ ☆
Physical Education ☆ ☆ ☆ ☆ ☆ ☆
General Education ☆ ☆ ☆ ☆ ☆ ☆
Our School CI. 11
St. Louis School School Report 2014/2015
Number of Active School Days
The following bar charts indicate (i) the number of active school days in a school year with regular classes for S1-3, and (ii) lesson time of major KLAs in the past 3 years.
Principles apply for inclusion of learning activities:
learning is available and appropriate to students' ability levels; the learning targets of KLA curriculum guides are used to design the activities; all students are involved and entitled to learning opportunities in one way or the other through participating in events, organizing, helping or supporting, and are not just spectators; and
the activities are organized with educational purposes and on structured learning.
Number of Active School Days (KPM Data 05)
230 192 190 190
130
30
-70 12/13 13/14 14/15
Lesson Time for the 8 Key Learning Areas for S1-S3 (%) (KPM Data 06)
Our School CI. 12
St. Louis School School Report 2014/2015
School Management
http://applications.edb.gov.hk/imc/imcdetail.aspx?langno=1&schoolNo=514101&fintype=
3&schlvl=3
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St. Louis School School Report 2014/2015
Our Students
Class Organization &Unfilled Places
Number of operating classes 2014-15 Level S1 S2 S3 S4 S5 S6 Total
No. of 4 4 4 4 4 5 25 Classes
Class Structure (no of Students registered in September 2014)
CClllaaassssss
SS66 6A 6B 6C 6D 6E
SS55 5A 5B 5C 5D
SS44 4A 4B 4C 4D
SS33 3A 3B 3C 3D
SS22 2A 2B 2C 2D
SS11 1A 1B 1C 1D
Number of students (no of Students registered in September 2014) Source: R-SCH007-E
Level S1 S2 S3 S4 S5 S6 Total
No. of 136 138 136 128 124 176 838 Boys
Our School C2. 1
St. Louis School School Report 2014/2015
Our school operates 4 classes each at Secondary 1 to Secondary 5 and 5 classes at
Secondary 6, making a total of 25 classes.
Our S.1 students are admitted through the Secondary School Placement Allocation
System (SSPA). Starting from September 1, 2000, all S3 students are no longer required to participate in the JSEA. Instead, they will either be promoted to S4 or be required to repeat in S3 according to their academic results at the end of the school year.
In sum, our Secondary 3 graduates have been securing all Secondary 4 places in our school.
In 2014-15, 838 students were enrolled (as counted in early September 2014). The majority of our students are residents in the Central and Western Districts.
Distribution of students’ districts (whole school)
Districts % Central & Western 68.2 %
Southern 16.5 % Eastern 4.5 % Islands 5.2 %
Wan Chai 1.0 % Others 4.6 %
(WebSAMS Report /Whole School/R-STU015-E-1)
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St. Louis School School Report 2014/2015
Students’ Attendance & Punctuality
Students’ Attendance Rate*
*Attendance rate= {1 - [(Total no. of absence for year level) / (Total enrolment x Total no. of roll calls in the school year)]} x 100% Source: KPM / WebSAMS: R-ATT016-E
The situation of late attendance in the past three years is tabled below:
Source: WebSAMS Report Non-attendance Type (late) R-ATT006-E Day late for school per S1 S2 S3 S4 S5 S6 student
2014-15 0.9 1.5 2.1 4.0 5.6 3.2
2013-14 1.2 1.4 2.4 4.2 2.9 3.0
2012-13 1.0 1.1 2.2 2.6 3.4 2.5
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St. Louis School School Report 2014/2015
Students’ Promotion
Students’ Early Exit
The percentage of student early exit in 2014-15 is 3.2 % and the figures of the past three years are shown below: (Source: WebSAMS Report R-STU074-E)
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St. Louis School School Report 2014/2015
Our Teachers
Teachers’ Qualification & Working Experience
No. of teaching staff in approved 54 establishment :
No. of teaching staff not included in 0 approved establishment :
Qualifications and Professional Percentage of all teaching staff (%) Training
Teacher Certificate / Diploma in 94 Education :
Bachelor Degree: 50
Master / Doctorate Degree or above : 50
Special Education Training : 10
Working Experiences Percentage of all teaching staff (%)
0-4 years : 17
5-9 years : 20
10 years or above : 63
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St. Louis School School Report 2014/2015
Teacher Development Days
Date Event / Activity Provider /Organizer
3/12/2014 Staff Development Day 1 – Movie appreciation and School
sharing
30/4/2015 Staff Development Day 2 - 教育牧民方案（學校發展 Salesian Society
計畫）
10/6/2015 Staff Development Day 3 – eInventory Training eClass
Mobile learning EDB
Program run-down of Staff Development Day 2 - 教育牧民方案（學校發展計畫）
事前準備
項目 i. 兩個幅度強弱機危分析；ii. 校本願景使命價值宣言 iii. 六個重要組別主要關注事項；iv. 未來三年全校參與兩個主要關注事項 v. 經修訂學校「靈德育及公民教育組」周年計畫 組長簡介會 教師發展日當天
時間 項目 8:45a.m. 接待
9:00a.m. 導言與祈禱
9:05a.m. 開卷語
9:15a.m. 主題分享：建立教育牧民團體、落實全人成長培育
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St. Louis School School Report 2014/2015
9:55a.m. 小休、到達小組場地 訂定學校發展關注事項的 冊子內容：「模擬學校資料」（SWOT、宣言、主 目標與策略：跨科 / 組成 10:15a.m. 要關注事項） 員從「全校參與」角度，商 組長帶領，商討全校參與的目標和策略行動 討整體目標與策略行動。 11:00a.m. 小休、到達小組場地 訂定「科」周年具體行動： 冊子內容：「模擬學校資料」（SWOT、宣言、主 各科組成員從「科」角度商 要關注事項；屆時會提供目標、策略行動） 11:20a.m. 討「科」周年具體行動計 組長帶領，商討「科」周年行動計畫，以配合學 畫，以配合學校發展。 校發展計畫。（每一科） 12:05p.m. 小休、到達大會場地
12:25p.m. 匯報
12:55p.m. 總結
1:05p.m. 會長勉語
1:10p.m. 祈禱和派遣 1:15p.m. 大會結束：司儀宣布結束、填寫問卷
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St. Louis School School Report 2014/2015
Achievements and Reflection on Major Concerns
2014-15
Introduction
The school year 2014-15 saw the second year of implementation of our new 3-year school development plan, which had been fully reviewed and optimized in 2012-13 and first implemented in 2013-14.
A thorough end-of-year evaluation was conducted in late June 2015. The following evaluations were based on the results elicited from end-of-year reports and three different survey studies. They are namely
(1) a self-reported opinion survey (hereafter “SROS” – a
school-based EXCEL VBA Macro file completed by individual
subject panel chairpersons to report on their SHS
achievements/reflections in the ASP 14-15) http://www.edb.gov.hk/ en/sch-admin/sch-quali ty-assurance/performa (2) stakeholder surveys (hereafter “SHS”) (for all parents, teachers nce-indicators/shs/inde x.html
and students via E-platform for School Development and
Accountability (hereafter “ESDA”) conducted in January 2015,
(3) the Assessment Program for Affective and Social Outcomes
(hereafter “APASO”)* for both junior and senior students in APASO http://www.edb.gov.hk/en/sch -admin/sch-quality-assurance January 2015 and /performance-indicators/apas o2/background.html (4) school-based subject/team evaluation reports/minutes.
Achievements and Reflection on Major Concerns D. 1
St. Louis School School Report 2014/2015
* To provide support for schools’ self-evaluation, EDB launched the Assessment Program for Affective and Social Outcomes (APASO) in 2003. This facilitates schools to examine their students’ development and needs in the social and affective domains and the effectiveness of the related measures implemented in schools. They can then improve on their planning with the feedback for the betterment of students’ whole person development. Since its implementation, APASO has been widely adopted by schools.
Summary of Self-reported opinion survey (No of Subject Panels N = 17) % of panels responded Item Agree/Strongly Agree (except for items f-g) a My Panel has implemented the peer lesson observation protocol [including (i) Pre-Peer Lesson Observation meeting, 80 (ii) Observation and (iii) Post-Peer Lesson Observation meeting]. b A collaborative and reflective teaching culture is built up after 83 common lesson preparation sessions. c My panel has addressed the students’ weaknesses identified in the homework inspections – the pedagogical suggestions 91 have also been recorded in our schemes-of-work. d My panel has implemented the designated lesson observation protocol (including Pre-Observation Conference/ Observation 93 /Debriefing). e My panel has formulated a set of subject-based reading 64 strategies to promote the reading habits of our students. f My panel’s homework inspection records indicate that the mean score of the item “Quality of Homework” is [from 1 3.8 (Lowest) to 5 (Highest)]: g My panel’s homework inspection records indicate that the mean score of the item “Guidance and Feedback on 3.6 Homework” is [from 1 (Lowest) to 5 (Highest)]:
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The following sections, which are categorized according to the priority in the Annual
School Plan 2014-15, summarize the findings of the end-of-year evaluation.
Major Concern 1: Cater for students’ learning diversity, to promote students’ interest in learning and to enhance learning effectiveness
Target 1.1: Structure the curriculum, classroom organization, diversified teaching strategies, and assignment design systematically to cater for learner differences and arouse their learning interest and effectiveness. Adopt and implement cooperative learning in a gradual manner to cater for learners’ diversified needs.
Achievements
Like previous years, the school has been arranging regular common lesson preparation
(CLP) time (a lesson per cycle) for teachers of 4 NSS core subjects. During the CLP time intervals, the following issues had been considered: (i) issues related to learning and teaching in their own classrooms; (ii) develop/evaluate strategies based on theories or other research findings to improve students’ learning, (iii) evaluate textbook materials and (iv) develop/evaluate other learning materials, according to the reports/minutes of respective subject panels.
In addition, as shown in the SROS, a majority of panels (80 % of 17 subject panels, referring to the survey item 1a) reported that they had implemented the peer lesson observation protocol (with 75% as the pre-set target). When subject panels were asked whether the CLP could help their panel members cultivate a positive atmosphere among their panels, the finding is that a majority of panels (83 % of 17 subject panels, SROS
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survey item 1b) reported that a collaborative and reflective teaching culture was built up after common lesson preparation sessions.
In addition to CLP, the subject panels had completed the following practices in promoting the effectiveness of learning and teaching: 91% of subject panels have addressed the students’ weaknesses identified in the homework inspections – the pedagogical suggestions have also been recorded in their schemes-of-work (as revealed in SROS survey item 1c). As revealed in SROS survey item 1d, a majority of subject panels (93% of them) had implemented the designated lesson observation protocol (including
Pre-Observation Conference/ Observation /Debriefing). In sum, all of our pre-set targets in L & T (which was 75%) were met.
LASW (Looking at Student Work) is an effective means to ensure that high quality assignments have been given to students and the work has been clearly marked so that students could benefit from the “Guidance and Feedback on Homework” provided by teachers. Findings from SROS survey items 1f and 1g indicate that subject panels have fully utilized LASW (an average performance indicator of 3.6 out of a maximum 5) to monitor the implementation of their homework policies and the homework quality is high
(an average rating of 3.8 out of 5).
In addition, three of four DSE core subjects had joined a series of support services provided by GO (government organizations e.g., EDB etc.) or tertiary education
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institutions (e.g., HKIEd, HKU, CUHK etc.). More details could be found in the next session.
Reflections & Suggestions for Improvement
Through the common lesson preparation, teachers of different forms and from the same subject panel put their heads together to design and devise diversified teaching strategies to promote students’ interest in learning and cater for their varied abilities. It is clear that the school has established peer support culture through peer lesson observation from which teachers can learn from each other. As revealed in the above discussion, our teachers have also cultivated among themselves a collaborative and reflective teaching culture. This reminds us of the famous quote by John Donne: “No man is an island”.
Target 1.2: Reinforce student-centered learning approach in order to promote students’ thinking skills and learning effectiveness.
Achievements
One of our teachers of Chinese Language completed a 5-week course related to cooperative learning, self-regulated learning and small group teaching. This Seed
Teacher will lead a team on pedagogy in the coming cycle of SDP and help disseminate the ideas of cooperative learning, self-regulated learning as well as small group teaching to teachers of other subjects. (Remark: the school’s SDP for the coming cycle 2016-2019 will be mapped out with the help of a renowned global management consulting and human capital development firm DPI Asia (Asian operations of Decision Processes
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International, specializing in critical thinking processes that help organizations transform the way they conduct their business)
Here are some supportive measures from external agents in 2014-15:
Liberal Studies -- School-based support service (EDB)
LS panel continues to receive supports from the EDB on how
to enhance the arrangement of regular common meetings for LS teachers to
discuss, plan, and evaluate their learning and teaching so as to facilitate
collaboration among teachers and
to improve teaching materials through the sharing of resources among schools in
different districts.
English Language - Support service/program from the NET Section of EDB
The English Panel has participated in the Seed Project entitled Developing Critical
Readers and Writers through Reading-driven Units of Work.
Chinese Language – Support service/program from HKIEd
One of our teachers of Chinese Language joined the 5-week program to be one of the school’s seed teachers to help the school adopt and implement cooperative learning in a gradual manner to cater for learners’ diversified needs.
Reflections & Suggestions for Improvement
As mentioned above, the seed-teacher will present to all colleagues on how to adapt the
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models of the various schools of cooperative learning and try-out lessons on cooperative group work during the coming staff development day. The seed teachers will also serve as the mentor to assist at least two colleagues (mentees) to apply the theories of cooperative learning to some lessons in 2015-16. It is hoped that after 1 year of trial run, the ideas of the cooperative learning will be extended to more subject domains – this will become one of the major concerns for our coming cycle of SDP to be commenced in
2016-17.
In 2015-16, we will continue to seek supports from different educational bodies and to develop the school into a learning organization.
Target 1.3: Continue to establish online learning platform and develop reading strategies to help individual students to learn according to their own abilities, a measure to enhance their learning effectiveness.
Achievements
E-Learning
A 3-stage e-learning profile has been mapped out in our SDP. They are namely:
Stage 1 (Panels have constructed their own websites -- unidirectional knowledge providers for their students)
Stage 2 (Panels have designed and assigned to students some online assessments, which aim to provide students with
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i. diversified styles of learning and assessments;
ii. experiences of self-paced online assessment (featuring real time marking, suggestions on solutions, record of performance and state of submission of HW)
Stage 3: Bidirectional teacher-student forum (after which subject panels set up their individual online discussion forums (in either the eclass or other platforms) which allow students of the same class/other classes to chat on the subject matters with their classmates/fellow students and subject teachers.)
As revealed in the panel’s responses to SROS (survey item 1h), a majority of panels
(92%) have implemented stage 2, much higher than the pre-set target of 50%. However, only one panel, instead of two, could reach the highest stage 3.
Subject-based reading strategies
With respect to the target on subject-based reading strategies, each subject panel was required to formulate its individual subject-based reading strategies to promote students’ reading habits. As found in the panel’s responses to SROS survey item 1e, which concerned whether “My panel has formulated a set of subject-based reading strategies to promote the reading habits of our students”, about 64% (but not all) of them have formulated a set of subject-based reading strategies.
Reflections & Suggestions for Improvement
Our school will venture to a new era in e-learning after the completion of Wi-Fi
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infrastructure (“wifi900”) work in the school campus by 2015 summer. It is hoped that the installation of Wi-Fi in the school campus could facilitate more interactive learning model of learning and teaching. The so-called stage 3, which emphasized on bidirectional teacher-student forum, might seem to be a hurdle for some subject panels mainly because there is a lack of effective and user-friendly platform for both teachers and students to exchange ideas on learning and teaching. It is hoped that with the introduction of new hardware such as Wi-Fi network and tablets as well as software such as e-class App (more privacy for both T & S parties) and event WhatsApp, teachers might have more acquaintance with online tools to facilitate exchange of ideas with students.
With respect to the subject-based reading strategies to promote their students’ reading habits, it was found that some panels still faced difficulties in deriving activities and selecting materials that would help the students comprehend and constructively apply information on the unique content of their subject areas. In view of this, we have incorporated Using Thematic Reading to Learn in our coming ASP in the hope of providing a cross-subject/thematic reading plan, which will be formulated to promote students’ reading habits and skills in cross-disciplinary domain.
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Major Concern 2: Nurturing students a spirit of freedom and self-discipline, and promote love, piety and gratitude.
Target 2.1: Strengthen students’ perception of self-discipline and freedom, gratitude, piety to God, and respect and care for brothers through formal curriculum and optimized instructional design in class.
Achievements
The following team- or panel-based events, which helped strengthen students’ perception of self-discipline and freedom, gratitude, piety to God, and respect and care for brothers, were held as scheduled. Date(s) Event 01/10/14 - 28/10/14 Bulletin Board Design Competition 01/10/14 -14/11/14 Slogan Design Competition 23/04/15 Public Speaking Competition 16/03/15 -25/03/15 Classroom Cleanliness Competition 01/09/14 - 03/07/15 Self ‐ discipline Award Scheme (Outstanding Attendance Award) May 15 Best Conduct Award
As revealed in the Student Stakeholder Survey 2015 (for all teachers/parents/students) held in January/February 2015* via the E-platform for School
Development & Accountability (ESDA) the mean score of each item related to students’ views on teaching, support for student development, Circulars related to ESDA and school climate, is within 3.6 – 3.9, which are all above the pre-set target 3.5.
*http://www.stlouis.edu.hk/download.php?type=school_circular&id=1191 (for ALL students) http://www.stlouis.edu.hk/download.php?type=school_circular&id=1190 (for ALL parents)
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Target 2.2: Provide students with opportunities to practice what they have been taught systematically through the informal curriculum, such as religious rituals, classroom management, services, reflection and other learning activities
Achievements
Encourage students to practice and internalize the values through active participation in community services or visits.
Like former years, a student non-academic profile, which is a summary of presentation of what students have given excellent performances in informal curriculum (especially on community service), is issued together with the scholastic report for each student at the end of the school year.
Develop students’ spirit of love and service, enhance students’ positive image, and internalize what they have learned through reflection and sharing.
68.5 % of students (well-above the pre-target 50%) receive one merit award or more.
Encourage students to take the initiative to organize activities and provide service to students and perpetuate the tradition of trust and freedom.
The following iconic events of SLS were held as scheduled (including dates for workshops and camps):
Leadership Training Camp (15 Feb 15, 8 -10 Apr 15, 23 May 15, 27-30 Jul 15)
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Junior Training Program (2 Jul 15 & 12 -14 Jul 15)
Joint Club Exhibition (26 Sep 14)
Thanksgiving Nite (13 Mar 15)
Talent Time (17 Jan 15)
Questionnaires were issued to solicit students’ views on the activities. In sum 80-100 %
(much higher than the pre-set 75% of student committee members) agreed that the school had provided them with opportunities to organize activities and perpetuate the tradition of trust and freedom.
Reflections & Suggestions for Improvement
We have been devoting much of our school’s efforts to providing our students with the conducive environment of freedom and autonomy so as to unleash the potentials of our students, boost their motivation and abilities to take initiative in organizing activities.
We will continue to encourage students to participate in different types of internal and external activities, competitions or services, so that their horizons could be broadened.
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Our Learning and Teaching (I)
Here is a brief account of the salient features of learning and teaching in our school
(including curriculum development plan, improvement measures on students’ learning, teaching and assessment, etc.).
Don Bosco's method of Preventive Education
Our Founder, St. John Bosco's method of Preventive
Education is always in our hearts: rationality (teaching about reason), faith in the Lord (guide towards Religion) and love. A characteristic of the Preventive Education is that we teachers should keep company with our The Feast of the Immaculate Conception cum Celebration of the Society of St. Francis de Sales Establishment Day, held on 2nd December, 2014 students, participate in their lives, keep an eye on them
and advise them-- "Assistenza" -- which
means "to be together" with the students.
Our teachers enjoy being together and interacting with their students during every
lunch break, recess and after school,
albeit their tight teaching schedules.
A religious talk/activity hosted by Fr. WONG Kin-kwok Francis
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Learning & Teaching in SLS
Our school authority set up “The Board of Learning and Teaching (BLT)” to promote and oversee cross-subject collaboration. The BLT consists of all subject panels.
On the other hand, St Louis School is a traditional EMI Catholic boys’ school run by
Salesian Order. In response to the education reforms#, we have been able to tap additional resources so as to implement some additional programs that are in line with the educational reforms, including “coping with diversified needs of students”, “biliteracy and trilingualism—enhancing students’ language proficiency”, “nine generic skills” and
“four key tasks” (namely, Moral and Civic Education, Reading to Learn, Project Learning, and Information Technology for Interactive Learning). # Education Commission report (2000); Learning to Learn Report (CDC, 2001); Basic Education Curriculum Guide (CDC, 2002); 8 KLA & GS Curriculum Guides (CDC, 2002)
Details of various programs are given below:
Programs to enhance students’ language proficiency--“biliteracy and trilingualism
Featured Program: S1 English Enhancement Program (First Commenced in
2010-11)
To maximize our students’ exposure to English Language, the school has been tapping additional resources to create a conducive environment for English Language learning.
In 2014-15, we organized an English Enhancement Program for all S1 students after
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school. This program also serves the purpose of helping our S1 students fortify a solid foundation of English Language through training them to sit for a recognized English proficiency test called “Preliminary English Test (PET)”, a Cambridge English test designed for students attaining an intermediate level of English. The test was held on 25
April 2015 (Saturday) in our school.
In 2014-15, we arranged a similar English Enhancement Program to consolidate S1 students’ learning after school. This program serves the purpose of helping our S1 boys lay a solid foundation of English Language through different activities in reading. Each
S1 class has an additional after-school lesson weekly, during which the students receive training targeted for the International Competitions and Assessments for Schools (ICAS).
Remarks ICAS is a diagnostic test designed by the University of New South Wales, Australia to identify students’ strengths and weaknesses. All S1 students took the ICAS in March 2013. A report and a certificate were issued and included in the individual portfolio.
Intergenerational-ESL Programme
In 2014-15, our school was in collaboration with HKBU/BNU United International College
(UIC) and the Pennsylvania State University to establish an evidence-based initiative, titled “Intergenerational-English as Second Language (IG-ESL) Programme for our students.
Students who were interested in practicing English language skills beyond the classroom curriculum were invited to join this unique activity-based intergenerational English
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language enhancement programme during summer 2015. Twelve lessons (spanning from April to August 2015) of hands-on, interactive educational activities were conducted by a team of experienced, college-educated seniors who served in various professions before retirement.
English Debate Program (1): IELTS CUP 11th Shanghai Senior High School
English Debate Championship
Debate gives students meaningful and relevant practice in the four language skills of reading, writing, listening and speaking in an authentic and stimulating situation. Skills such as pronunciation, intonation, note-taking and vocabulary acquisition are also enhanced. Debate encourages critical thinking, personal expression and broadens students’ minds. Above all, it develops students’ confidence in speaking in front of others.
This school year, the school organized two featured programs for our students, namely
IELTS CUP 11th Shanghai Senior High School English Debate Championship and
2014-15 NESTA / South China Morning Post Debate Competition.
The IELTS CUP 11th Shanghai Senior High School English Debate Championship was held in Shanghai this 2015 summer. Having joined the S5 debate team and attended
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workshops on debating skills for the whole year, some of our S5 students joined the
English debate held in Shanghai, which was a rare eye-opening experience to compete with 20 other schools in Macau and China.
Details of the program are as follows:
Date: 6 July 2015 (Mon) – 11 July 2015 (Sat)
Venue: Suzhou Sino-Canadian International School
The whole debate competition is divided into two parts: different rounds of debate competition from 6-10 July and a consolidation Shanghai tour from 10-11 July.
English Debate Program (2): English Debate Workshops and 2014-15 NESTA /
South China Morning Post Debate Competition
Two groups of our boys (one group from S3 and the other from S4 and totaled 20 students) joined a course of English Debate workshops that were held after school on
Mondays (for S3) and Thursdays (for S4) with a view to joining the 2014-15 NESTA /
South China Morning Post Debate Competition held in May 2015.
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S5 Public Speaking Training Workshop
To enhance students’ public speaking ability, a series of training workshops on public speaking was organized on 18 July, 25 July and 2 August 2015. These workshops provided our S5 students with an opportunity to learn and build up their confidence in presentation, which is essential for job interviews and future study admission.
New Zealand English Study Tour 2015
Our school took part in the summer programme “New Zealand English Study Tour” that was organised by our school, alongside four other Catholic schools from the territory (Aberdeen
Technical School, Hong Kong Tang King Po College, Immaculate Heart of Mary College and
Salesian English School). This English Study Tour was scheduled from 7/2015-8/2015.
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Programs implemented to cope with diversified needs of students: (Remedial lessons and Intensive lessons/enhancement Programs)
Academic achievement is always our primary concern. The following bridging programs, consolidation courses and remedial programs were launched in 2014-15 to boost our students’ academic achievements or to provide students in needs with enrichments.
To help our S1 entrants spend their summer vacation more meaningfully and to prepare them well for the challenges ahead (including the programs to enhance students’ study skills, English proficiency and assist them to adapt to the English learning environment as well as to increase students’ understanding of St. Louis School), we jointly organized an eleven-day Summer English Bridging Programme with the Parents-Teachers
Association (PTA). After the 10-day lessons (3 to 14 August 2015), we concluded the programme with a one-day training camp, a parent seminar and a graduation ceremony on 15 August 2015.
S1 Summer Bridging Programme for Non-Chinese Speaking Students
The School also organised a three-day Summer Bridging Programme for Non-Chinese
Speaking students with the Chinese Language Panel with the aims to enhance students’
Chinese proficiency and assist them to adapt to the school learning environment
To help students with learning differences to catch up and streak ahead, we
implement small class teaching for S1-S3 students who lag behind in their English
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Language, Chinese Language and Mathematics.
S4-S6 Consolidation/Remedial Courses (diversified teaching activities) were
organized from October 2014 to August 2015 for our outstanding/underachieving
S4-S6 students respectively. These courses aim at providing extra lessons to help
them broaden their knowledge of the relevant subjects and hence to achieve even
better results. (For details, please refer to the individual reports.)
Study Tours (Outside HKSAR)
聖類斯中學台灣長庚大學交流考察團 29 Jun – 3 July 2015. The tour is only part of our
U-Summer Programs. Other U-Summer programs include:
1. CUHK Summer Institute 2015
2. HKUST Business Summer Camp 2015
3. HKUST Summer Programmes 2015
4. PolyU Summer Programmes 2015
5. HKU Summer Programmes 2015
Details of each program are available at: http://www.stlouis.edu.hk/user_page/page.php?page_id=57
Realizing that a growing number of local students are choosing to study in Taiwan, an
‘Asian Tiger’ nation, the school has signed a strategical partnership with the renowned university, Chang Gung University (CGU). A tour was organized in the summer of 2015.
Details of the tour are available at
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http://www.stlouis.edu.hk/download.php?type=school_circular&id=1240
聖類斯中學與台灣長庚大學 (Chang Gung University ， CGU) 簽署合作協議 儀式
21-Oct-2014
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New Zealand English Study Tour 2015
Our school also took part in the summer programme “New Zealand English Study Tour” that was organised by our school, alongside four other Catholic schools from the territory
(Aberdeen Technical School, Hong Kong Tang King Po College, Immaculate Heart of
Mary College and Salesian English School). This English Study Tour was scheduled from 17/7/2015-2/8/2015. Details are available at:
http://www.stlouis.edu.hk/download.php?type=school_circular&id=1155
Assessment Planning and Implementation
The weighting of H.W./Test/Book report/Project for the whole year was increased
to a level of 20% of the total score. This change gives a greater weighting to
assessments such as projects and book reports.
Programs in response to the “four key tasks”
The following sessions will detail our works done on each of the four key tasks (namely,
“Moral and Civic Education”, “Reading to Learn”, “Project Learning” and “Information
Technology for Interactive Learning”)
Moral and Civic Education (Please refer to Section F: “Support for
Student Development”)
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Reading to Learn
In 2001, the CDC released one of its policy documents on education reform "Learning to
Learn - The Way Forward in Curriculum Development" to promulgate the “Four Key
Tasks” , namely Moral and Civic Education,
Reading to Learn, Project Learning and
Information Technology for Interactive
Learning. These Four Key Tasks, as advocated by educators, could be used as separate learning and teaching strategies News Commentary to achieve particular learning targets and objectives or to develop students' potentials in aspects which have not yet been covered in the formal curriculum. The following sections will elaborate the utmost efforts we have made to cultivate students’ reading habits.
Reading brings new knowledge, stimulates thinking, nurtures one’s quality, diversifies one’s viewpoints and broadens one’s horizon. In fact, well before the inventions of the telecommunications, audio-visual entertainments, and the Internet, reading was once many teenagers’ pastime. Children and teenagers derived a lot of pleasure and enjoyment from novel reading. However, in our generation, many Hong Kong students start losing their passion as well as skills in reading. They seem to respond more to pictorial and animated stimuli and turn a blind eye to lines of written texts. To address the
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students’ dwindling interests in reading, we teachers are well aware that our students should be spurred to reading and are competing with television and the Internet for their attention. This explains why our school has been mapping out plans and activities to spur students’ interest in reading in response to the transition of Hong Kong into a knowledge-based society. We have to instill in them that learning is a life-long process, reading is a means to learn and more importantly, reading is fun.
In response to the above mentioned requirements of a successful implementation of reading, we have been adopting a whole-school approach to foster "Learning to Read,
Reading to Learn" in the hope of gathering all efforts of the whole staff (the efforts of parents to be addressed in due course).
The importance of cultivating a reading culture has been disseminated to all staff during various meetings of the school.
We also reiterated it is the whole-school responsibility to cultivate a reading culture by incorporating “reading” as a “Sharing your favorite books” organized by the Reading key task of the school development Club programme. School's effort in the area of promoting a reading culture has been reflected in the launching of various reading schemes and programs. Our key actions include the implementation of “Reading lessons”, “weekly recommendation of good books”, “Reading Award Scheme”, incorporating reading articles in school examination papers, the establishment of the ECA: Reading Club. The first foremost step is to lead
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our student to explore the realm of reading. This school year also marked another flourishing year to reinforce a life-long reading habit amongst our students. With the generous donation from our alumnus Mr. Keith Hung, the school quickly built up a rich collection of HKDSE reference books.
We have been adopting an “All-to-act” approach towards the promotion of reading and
“Reading to Learn”. Here are details of some programs undertaking at three levels, namely the school level, the classroom/subject panel level and the individual level.
Featured Reading programs in 2014-15
At the school level
Reading period
To further spur our students to read extensively, the school has established a 55-minute
“reading period” for each class. In the meantime, a set of guidelines (together with a newly complied complementary reading list) for reading periods was also issued for each level. A student’s record book, which details the objectives of the whole-school reading scheme and the reading award scheme, was distributed to each student.
Reading Activity for Secondary One Students (organized by our Native English
Teacher)
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To encourage reading among lower form students, the English Department set up a reading activity for S1 students every Monday lunchtime. Students brought along a book of their choice and shared with other participants a chosen extract from the book. They were also encouraged to explain the context of their chosen extract. This activity gave students the opportunity to read aloud to schoolmates, share book recommendations and enhance their use of English. This activity also built up our students’ confidence in using English in a more informal setting, strengthened their comprehension and improved their all-round literacy. During each session, students were given news of latest book recommendations and any other items of interest. Our Native English
Teacher was in charge of these activities and was on hand at each session to facilitate the process.
After-school Reading Course for S1 Students
To help S1 students enhance their English proficiency so as to increase their ability in reading, an after-school reading course for S1 students was organized on Fridays
(starting from 7 November 2014) with our English Language Teaching Assistant as the course instructor. The contents focused on reading English stories. http://www.stlouis.edu.hk/download.php?type=school_circular&id=1120
(Library Visit for all new S1 entrants during the summer bridging programme)
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“One-minute Good Books Recommendation” Program
Teacher-student sharing sessions are also indispensable and they could demonstrate teachers’ dual-role as role-models and reading partners to students. This school year also saw the fifth year of the “One-minute Good Books Recommendation” program - the school has been implementing a 55-minute “reading period” for all classes, since
2007-08 school year. Furthermore, our school librarian continues to strengthen and enforce the function of the library in the promotion of reading, establishing a record and award system for students in reading and help other teachers to incorporate reading as an essential element in group projects.
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School Reading Activities: A Summary
At the classroom/subject panel level
Reading/Writing afternoons
The charisma of famous writers is always taken as panaceas to increase students’ motivation in reading and writing. Our Chinese Panel has been inviting the local eminent writers to visit our school to give our students an opportunity to meet face-to-face and listen to their writing adventures. This year, it is our honor to have Mr. Au Yeung Wai Hoo
(歐陽偉豪) as our guest.
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Chinese Language Meet the Author: 作家講座—歐陽偉豪先生，講題為「作文，作什
麼」
Date 17 April 2015
Participants All S1 & S2 students
At the individual level (1)
Catering students with diversified learning styles and abilities are so widely accepted a notion in these days that could be found in any school development plans. This year, our
English (IRS—Intensive Reading Scheme) and Chinese Panels (廣泛閱讀計畫、 深度閱
讀課) derived and implemented various specially designed book report templates to allow students to “write” their book reports creatively. Here are some examples:
Written retelling-Retell the story in their own words/Write about what they learned
from the story.
Various choices of books (establish links between reading and students’ daily life)
Get students to read books that have been made into movies or were shown on
TV.
More interesting reading tasks—encourage students to retell or present the story
using ways that appeal to interests of both the readers and the audience. These
include: (1) Formal styles (writing a book review as it would be done for a
newspaper, keeping a record of what they have read in the school year); (2)
Creativity writing (writing a different ending for the story or a different beginning);
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(3) Retell the story in various ways (After reading a historical fiction, they can
make an illustrated timeline/flow chart showing events of the story and draw a
map showing the locations where the story took place); (4) Write and Draw (Make
a graphic representation of an event or character in the story. They can draw a
comic strip of their favourite scene (with short descriptions); they can design
illustrations / a book jacket for the book (with written explanations related to the
plots/characters of the book they have read); they can design bookmarks to
publicize the books they have read; write a short description (including physical,
emotional, relational) of each of their favorite characters in the book. They might
draw a portrait to accompany each description.)
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Here are some “Book Report” forms adopted by our English Panel: 1. A different perspective 2. A letter to a book character 3. Adjective fan 4. Advertise-a-book poster 5. After-reading questions 6. Any evidence 7. Biography 8. Book jacket 9. Book poster 10. Book review 11. Book talk 12. Bookmark 13. Castaway character 14. Character development story map 15. Character map 16. Comic strip (After reading, identify the five main parts of the story’s plot (setting and characters, rising action, climax, falling action, outcome). 17. Do you know the answer (Set some 18. Email friend (Imagine you could have a long questions to test your friend’s character from the story as an email understanding of the book) pal, write a series of e-mails between you and pal. Base them on what happens in the story.)
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19. Memoir 20. My thoughts 21. New character 22. New ending 23. Newspaper editorial 24. Newspaper headlines 25. Oral reading 26. Poster design 27. Predictions 28. Reading as feeling 29. Stand-up book report 30. Stay connected (Read the story and ask, “How can I link the reading to my life?”) 31. Story map 32. Story plot flow map 33. Story sequence 34. Teleletter 35. The author/ The climax/The director 36. The five events/Who are the big (Imagine that you were the director players (Choose 3 key characters in going to film the story. Give detailed the story and discuss their roles in the answers of at least 50 words to each story.) of the following questions. Why do you think this story is worth turning into a movie? What details will you add to the story in order to make the film more interesting for the audience? What difficulties do you expect to encounter when you turn the story into a film? Explain your answer.)
Here are some “pages” extracted from a students’ reading logbook designed by our
English Panel:
This logbook is for each student to note down his final thoughts and ideas. Before he writes on it, he should have planned and written a draft somewhere else. Use this book only after he has edited and proofread his own draft. Hence, this logbook is for him to write a fair and neat copy for teacher’s feedback.
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At the individual level (2)
Reading Forum 2015 held at King Ling College
Organized by King Ling College on 13 March 2015, five S.4 students were invited to present their own ideas and reflection on a book they have previously read such as romance and adventure. The presentation lasting for 4 minutes was based on the novel of their choice. The forum allowed an exchange of scholastic achievement as 16 schools from Hong Kong, Malaysia, Shanghai, Seoul and Thailand took part in it. About
15 S.4 students who had also read the book of their choice were present in the Reading
Forum as audience in this academic experience.
The English Department initiated a program titled ‘Leisure Home Reading Program’. The details of the program are as follows:
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Other subjects also implement mini-reading programs in their daily lessons. For instance,
“Doing some reading in the “Science Corner”-a special corner with books and magazines in the Science Laboratory” is a program organized by the Science Panel for S1-S2 students.
At the ECA level
The “SLS Reading Club” was established by our school librarian in 2006 as a means to promote reading as a recreational, stimulating, and fun activity.
There are quite a number of bookworms in SLS. The Reading Club therefore helps pool our student book lovers Book Sharing Days in Oct 2014, Feb 2015 and Apr 2015 together after school every fortnight and students participate in the regular discussion of their favorite books. Through ten regular meetings, our avid readers surely find the Reading Club a cozy place in which they can
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share their favorite titles or talk about an issue or a theme with other schoolmates.
Reading Club Sharing Sessions: November 2014 and February 2015
(English Language Session) (Chinese Language Session)
Incorporating reading as a vital element in group projects and integrating essay-typed/ comprehension questions to our examination papers.
In line with the current trend of curriculum and assessment reform, we have encouraged teachers to incorporate various reading resources as a vital database for group projects and integrate essay-typed/ comprehension questions to our examination papers.
Public speaking and Debate Training
This school also saw a lot of our efforts to promote students’ proficiency in both public speaking and debate. Below are some featured programs:
The Hong Kong Federation of Youth Groups -Standard Chartered Hong Kong
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English Public Speaking Contest (January 2015)
33 S.4 students took part in this annual public speaking extravaganza. They should deliver a speech in English spontaneously. 5 of SLS students were given the
Certificate of Good Performance Award and 1 student received the Certificate of the
Most Interesting Topic Award.
Discovery and Innovation: Debating Challenge 2014 organized by CityU and
Young Post, SCMP (February 2015)
8 S.5 students took part in this one-day event to familiarize themselves with the academic programs offered by the City University of Hong Kong and put their debating skills to the test in a competition with a local secondary school.
Debating Workshops for S.1 and S.2 students (February to May 2015)
Held twice a week to facilitate students to take part in the Inter-class Debating
Competition in St Louis School in May 2015. After then all S.1-2 debaters were given opportunities to watching an entertaining musical (Beauty and the Beast) at HKAPA for free as awards for their confident attempt and effort. It is hope that this series of program could help exposing students to authentic English being used as a form of art and they would continue joining debating activities next year.
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Hong Kong Secondary Schools Debating Competition 2014-2015 (organized by a
NET body in HK) (March 2015)
5 S. 4 students were given the motion of ‘That Hong Kong should reduce its number of public rubbish bins by at least 50%’ to debate with Workers’ Children Secondary School.
Prior to the debating competition, there were training sessions during lunch hours and after-school.
Training workshops for the English Debating Competitions at St Rose of Lima
(February to April 2015) & English Debating Competitions at St Rose of Lima
College (April 2015)
8 Training sessions were organized to prepare the 10 students involved in the English
Debating Competitions at St Rose of Lima College.
These training sessions were run by a native English speaker and a well-experienced university undergraduate who won debating tournaments in her secondary school life.
3 schools were involved in this tournament held in May 2015. They were St Louis School,
St Rose of Lima College and SKH Lui Ming Choi Secondary School. A total of 10 S.5 students were involved in this event.
Inter-school English Debate in Hong Kong Secondary School Debating
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Competition (May 2015)
Three S.4D students from St Louis School debating with HKWMA Chu Shek Lun
Secondary School.
IELTS CUP 11th Shanghai Senior High School English Debate Championship (6
July 2015 – 11 July 2015)
A team of senior form students took part in an English debate be held in Shanghai (a rare eye-opening experience to compete with 20 other schools in Macau and China). Venue:
Suzhou Sino-Canadian International School. The whole debate competition will be divided into two parts: different rounds of debate competition from 6-10 July and a consolidation Shanghai tour from 10-11 July.
第十屆「全港學生口語溝通大賽」(由教育學院主辦)
A total of 72 S4-S6 students participated in 小組討論 and 政策辯論.
普通話朗誦技巧訓練班及香港學校朗誦節比賽 (September to December) + 普通話才藝
比賽 (April to May)
11 took part in the 普通話朗誦節比賽， among them 8 got 優良獎狀 and 3 got 良好獎狀.
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Self-Regulated Learning (SRL) and Peer-Led Team Learning (PLTL)
SLOBA Medical Link was established in 2009 to foster and develop the bondage between members of the Link and contribute to the continuous wellbeing of St Louis School.
SLOBA Medical Link was initiated by a group of doctors who graduated from St. Louis School at different years from
1960s-2000s. Memories with Rev Fr. Deane, Rev Fr. Scilligo, and Rev. Fr. Bogadek from the old school days are still fresh in our mind. It is time for giving back.”
Source: http://www.sloba.org/?cmd=corner&act=group
Since 2013 – 2014, SLOBA Medical Link (聖類斯同學會醫生團) has initiated a two-year pilot programme – the Academic Enhancement Scheme (AES), whose targets are to help our students achieve successful enrolment into Hong Kong's medical and dental schools as well as to maximize their academic potential. Through AES:
Students can experience a mix of Self-Regulated Learning (SRL) and Peer-Led
Team Learning (PLTL), so as to prepare them to be motivated independent
learners.
Individual student will be supported by a mentor, subject tutors, Scheme-facilitator
and volunteers to unfold his learning potential.
Students could join various activities, such as: visits to hospital and medical / dental
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clinics, summer internship, in order to widen students' scope of understanding in
their chosen career.
To strengthen students' interview performance, they are offered mock interviews conducted by our old boys (who are medical professionals) prior to their formal university admission interview. Here are some of the career talks in 2015:
1. Accounting and Medicine (19 Jan 2015)
Old boys: Mr. Arnold Tam (Accounting) & Dr. Laval Chu (Medicine)
2. Psychology and Nursing (3 Feb 2015)
Old boys: Mr. Edward Choi (Psychology) & Mr. Su Ka Cheung (Nursing)
Three more talks have been arranged:
(i) Mid April 2015: Police and Human Resource
(ii) Early May 2015: Architectures and Airlines
(iii) Mid May 2015: Engineering and Hotel Management
Source: http://www.sloba.org/?cmd=programs&act=programs&itemID=21
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Reflection
The year 2014-15 saw the third year operation of the newly established SLS
Library Management Committee (in short
“SLSLMC”), whose members include the
Principal, Mr. Hung (our old boy and donor of many school reference books),
Mr. Silva (our former teacher), the school librarian, IT teacher, the Prefect-of-Studies. The Cyber Corner in the library continues to flourish, with new items of books and movie items being shelved every week.
For the use of the students, there is a total of
16 seats / desks with 4 Ubuntu Linux PCs, 2 iMacs and 2 MacBook Air's. For the remaining places, iPads or netbooks are used. All of these are networked to a small media server and students can watch Reading + learning via watching movies and reading English movies that have only English movie tie-in books subtitles hard-coded into them.
Through constant and frequent exposure to the sights and sounds of English, students will pick up English naturally. Movies have the advantage of bringing students to English countries and their culture without having to be physically there. Much research has
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been done to show this to be true. English movies are not the only service provided at the Cyber Corner.
Students can access the Internet for purposes of research, learning, study and work related to officially-recognized activities in the school. Connected to the network is also a multi-function copier, printer and scanner which has proved invaluable and popular with students. The copier has too often saved the skins of many a student who has lost his notes, exercises or textbooks.
For the future, more e-content and e-services of different varieties are in the pipeline to help enrich and broaden student learning while assisting their assignments and projects.
Cyber Corner
A comprehensive book list (for S1-S6)
has been updated which details
various types of suggested readings
for students of each level. Books
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included those recommended by 中學生好書龍虎榜, fictions, movies-tie-in (including historical fictions, mystery, science fictions, fantasy fictions, romance, horror etc.) and books from various classes under the classification system in library (General works,
Computer science and Information, Philosophy and psychology, Religion, Social sciences, Language, Science, Technology, Arts & recreation, Literature, History & geography).
In 2014-15, our school participated in the “26th Popular Reading Award Scheme 第 26 屆
普及閱讀獎勵計劃” organized by the Hong Kong Professional Teachers’ Union. A reading record booklet (for individual students) has been designed to help students keep a detailed record on their reading progress. It is hoped that the award scheme could enhance the development of a good reading culture in school, help students improve their language proficiency and assist students to build a good foundation for future academic development.
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Extracts from the Reading Record Booklet designed by our school librarian
Project Learning
Project-based learning (PBL) is a well-established pedagogical approach in our school to provide our students with opportunities for active learning. We have observed that students could experience peculiar learning processes such as teamwork, problem solving, information gathering, time management, information synthesizing, utilization of
IT tools and presentation during their involvement in the PBL. Below session tabulate the mini-projects conducted by students: Panel Description (Title / Date / Targets) (please refer to the individual subject reports for details) History Historical Enquiry Project / S1-S3
Science S2 Science Project/October to June/All S2 students
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Students of each class were formed 7 groups. Each group
carries out the designed experiment and wrote an experimental
report for the investigation of assigned topic. 1. 全港中學中國歷史研習獎勵計劃（2014-2015/香港大學中國歷史 Chinese History 研究文學碩士課程同學會/高級組三等獎
2. 初中級專題研習活動/February to June/S1-S3 中一級：《尋秦記》兵馬俑模型設計活動 中二級：中國歷史四格漫畫設計活動 中三級：假如______（歷史人物）有臉書設計課業 BASF Project for S4 students /May to August/ S4
Topics
A. Hong Kong’s Business Environment
B. Forms of Business Ownership
C. Business Ethics and Social Responsibilities
D. Management Functions (and Effective Management)
E. Key Business Functions 1 (HR + Finance + Operations)
F. Key Business Functions 2 (Marketing + IT + Risk)
G. Small and Medium Enterprises (and Entrepreneurship)
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Information Technology for Interactive Learning
All lifelong learners need information literacy. By this we do not simply mean our students could acquire certain skills in using information technology effectively, but also a cluster of skills dealing with the effective use of information – from locating the information to its evaluation, management and use. To develop these skills, we stress the importance of IT in Education and Project-based learning. With the funds raised from the Walkathon 2002, each classroom was installed with a computer-projector system (with screen and access to the Internet). Now, both teachers and students can make presentations with more effective, attention-getting and gorgeous audio-visual effects. Computers (hardware/software) in the MMLL were also upgraded. Upgrading of the computers (hardware/software) in the MMLL increases the efficiency when students create multimedia presentations and manipulate graphics. Our new Computer-Assisted Learning (CAL) Centre was opened in
September 2005, under the “School Improvement Program”.
In 2013-14, we have set up a cyber-corner in the library and introduced to all S1 students the use of ipad in their reading lessons.
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In our SDP 2013-16, we mapped out a three-year-three-stage plan for all our subject panels:
Stage 1 (websites as unidirectional knowledge providers)
1. Each Subject Panel compiles a list of educational websites for its students.
2. Each educational website is hyperlinked to an online educational resource bank (containing items such as online notes, simulations, videos etc.) and should be accompanied with a brief description prepared by the subject panel.
3. These lists of websites will be grouped by subject panel and be uploaded to the school webpage (http://www.stlouis.edu.hk/academic/subject_panels.php) as well as to the eclass.
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Stage 2
Each panel, either using the eclass or the online assessment centres provided by the textbook publishers, sets up at least three online assessments for students to complete after school.
These online assessments aim to provide students with
1. diversified styles of learning and assessment;
2. experiences of self-paced online assessment (featuring real time marking, suggestions on solutions, record of performance and state of submission of HW)
Stage 3: bidirectional teacher-student forum
At least 50 % of subject panels set up their individual online discussion forums (in either the eclass or other platforms) which allow students of the same class/other classes to chat on the subject matters with their classmates/fellow students and subject teachers.
The Fourth Strategy on IT in Education - Enhancing Schools’ WiFi Infrastructure (aims to enhance the school’s WiFi infrastructure to cater for the need of using e-textbooks and e-learning resources in class)
The first session of our staff development day 3 on 12 June 2015 was devoted to the uses of various APPs and online resources in teaching. In addition, the school has initiated the Wi Fi infrastructure enhancement under the Fourth Strategy on IT in
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Education (ITE4 or The Fourth Strategy on IT in
Education - Enhancing Schools’ WiFi
Infrastructure). It is hoped that the school’s WiFi infrastructure could be enhanced to cater for the need of using e-textbooks and e-learning resources in every classroom as well as the designated special rooms in the beginning of the school year 2015-16.
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Our Learning and Teaching (II)
An Introduction: The Interclass Choral Verse Speaking Competition & the
Interclass English Drama Competition
Realizing that effective communication and self expression in English are utterly vital for our students in the course of their school education as well as their everyday life, we are striving to pool our resources in an effort to maximize the opportunities for our students to express themselves confidently in front of the others and to make their inner talents shine. Like former years, two major annual large-scale English competitions were held in
November and May respectively. They are namely The Interclass Choral Verse
Speaking Competition and The Interclass Drama Competition. Since its first appearance in 2006-07 academic year, favorable feedback has been soliciting from our parents and alumni.
The Interclass English Drama Competition is one of our prominent events through which the confidence, creativity and potential in dramatizing of our students are radiated fully on stage. English choral verse speaking, however, set a platform for a class of students to perform a selected piece of poem and recite in unison in front of the audience.
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The Interclass English Drama Competition 2014-2015
The Competition itself is the fruit of the concerted efforts made by our English teachers and the school as we determine to boost our students’ public speaking in English in an enlivening and stimulating way -- the incorporation of “Dramatic English” in S1-S3
English curriculum. The Competition was organized on four consecutive school days from late Apr to Mid May 2015. A mini-drama or improvised play has been performed by every teaching group/class from S1-S4. Most of the teachers and students viewed positively with regard to their performance as a rare chance to build up the class as a team.
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Sample flyers designed by students:
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The drama titles of each class were depicted below:
Level Drama Title
1A E.T.’s Journey Home by Ramos Miguel Rafael Tejam
1B A_Murder_in_St._Petersburg by 1B students
1C The New Adventure of Tom Sawyer
1D The revenge of Darren Bishop-Inspired by ‘Who’s a big bully then?’
1S The Adventure of Tom Sawyer
2A A Flight Experience
2B Dance to the beats of your dream
2C Escape
2D A Drug Story
2S The Adventure of three little pirates
3A Serving a Dish of Revenge
3B The Powerful Pill, Your Wonderful Will
3C revenge of Cyrus
3D Lamb to the Slaughter
3S The Beauty and the Geek
4A The Mystery Tower
4B Age of Drug
4C Don’t Know Don’t Show
4D Detective Arthur Gets “Invited”
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More importantly, participating students from each class not only rehearsed their performance. Students from each participant class also wrote their own program booklet which included a synopsis, casts and crews—some classes even wrote their own scripts--our students could apply what they had learnt in the English lessons!
These fruitful results would not have been possible without the tremendous efforts by our teachers. Below are extracts from the English Drama Lessons booklet designed by our teachers of English Drama.
Our yearly efforts in the provision of additional resources to immerse our students in the dramatic English blossomed into the production of an original English Musical titled
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“Jonah”, which was performed in our SL80 Thanksgiving Variety Show held at Jockey
Club Auditorium, HK Polytechnic University on 2 March 2008. In fact, drama performance (performed with our students) has become one of the key features in our annual Thanksgiving Nite.
Drama performance by our students, parents and teachers in the Thanksgiving Nite 2015 held on 13 March 2015
What is the connection between the History of St Louis and the surrounding new MTR exits? Are there racial changes brought to the community as most of our boys are growing in it, with it and for it? We are part of the history and making a new page in the history of this community. Sponsored by the District Council, this drama performance, which was produced by Mr Pak Yiu Charn, Patrick, our former Vice Principal, on the captioned theme, had showcase bits and pieces of fond memories linking to this vintage but vibrant school on 179 Third Street. 28 March 2015
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Reflection
Integrating language arts (LA) activities into our English Language curriculum has been one of our key tasks in response to the current curriculum reform initiatives. For our junior students, the Dramatic English (DE) approach to learning English is not a novel idea—they have been experiencing theater productions since 2006. The valuable experiences we gained last year revealed to us that the DE can rewardingly boost our students’ confidence in using English in everyday life. Nowadays in SLS, learning language outside the classrooms becomes possible when the native English drama teachers introduce to our students the rehearsal techniques, role-play and improvisation skills in our Student Activities Centre. The DE approach is thus proved to be fun and exciting- it provides our S1-S3 students with a golden opportunity to play with language without fear. When our boys ascend to the stage with powder and rough makeup, they can immerse themselves in an English-rich environment while engaging in drama performance with skills adapted from actors' training. Both teachers and students display much enthusiasm on these language arts (LA) activities.
As a traditional EMI school, St. Louis is committed to providing a quality English environment to enhance students’ English proficiency. In every mid-May, there will be an
Interclass Drama Competition, in which students from different classes/groups will show their performing talents by working together with their teachers and classmates to produce a 15-min drama. To this end, we have been offering workshops to gear students with necessary skills for a drama performance (e.g. ice breaking games, voice projection,
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facial expressions). Below are some workshops held in 2014-15 to gear students with necessary skills for a drama performance.
From Page to Stage Program 2015: Around the World in 80 days English: Drama show with pre-show and post-show workshops:
The student participants were required to order a story book and then join an
English Theatre Performance “Around the world in 80 days” produced by “The
Absolutely Fabulous Theatre Connection
(AFTEC)”. This served as a valuable opportunity for students to get acquainted with different literacy modes in English
Learning and watch a live drama Pre-show workshop performance from the book.
Pre-show workshop Show Post-show workshop
Date: 12 March 2015 Date: 20 March 2015 Date; 7 April 2015
Venue: School Hall Venue: Sai Wan Ho Civic Venue: School Hall
Centre
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The Interclass Choral Verse Speaking Competition 2014-2015
This activity offers great scope for our boys to learn, to perform together and to work as a united team. The contest was held in 4 separated morning sessions for the four individual levels. The program first commenced in 2006-07 and marked a new era in the chronicle of SLS’ efforts to creating an ever richer English learning environment.
The adjudicator team consisted of our teacher, our NET as well as invited personnel.
They not only treasured the efforts teachers of English Language injected in the training of these students, they were also so amazed that students could remember these long poems, deliver them with brilliant volume and provide great intonation and articulation on most words. All adjudicators agreed that each class worked hard as a team, yet gave individual characters an opportunity to shine also! Junior and senior students also excelled in various aspects--Junior boys appeared confident on stage and gave a strong vocal performance. Their performances were tinctured with appropriate expressions, body movements and gestures. S3-S4 students, however, gave a visually pleasing and technically excellent performance and demonstrated proficient intonation and change of pace with good volume and articulation. We all agree that our students are well acquainted themselves with the use of practical conversation and speaking skills through the training in choral verse speaking from their respective English Language teachers.
Reflection
The rationales behind implementing “The Interclass Choral Verse Speaking
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Competition” in the school are two-fold: First, students will have ample opportunities to enrich their English learning and practicing experience, especially speaking aloud in front of the public in English. Secondly, students could extend a range of language abilities through exploring poems and preforming recitals (e.g., understanding and appreciating the themes, structures, features and language in poems; learning how to express the imaginative ideas, moods and feelings via poems and applying the knowledge and skills they have learned in their own creative performance of poems).
Both teachers and students display much enthusiasm on preparing and conducting the competitions.
Tuesday International News Reporting
Aims: To cultivate the general interest of students in history and promote a school atmosphere through weekly broadcasting in class-teacher-period on Tuesdays so that students will be more able to relate the current news with historical knowledge and hence they will be better motivated in the learning of history. The script of each broadcast was distributed to each student prior to the broadcasting.
Program Achievement
Tuesday Every Tuesday morning, the NET, in collaboration with the Liberal
International News Studies Panel, broadcasts a piece of news or a hot topic in Hong
Reporting Kong or from around the world to the whole school. The aim of
(On Tuesdays the broadcast is to arouse students’ interest in newspaper
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Whole year) reading and develop critical thinking and reflection on events
(Our native English happening around them. The broadcast takes place during the
Teacher/History class teacher period every Tuesday morning and features senior
Panel) LS students, who reflect upon the issues and voice their own
opinions. A vocabulary exercise is also included to help build
students' vocabulary bank.
http://www.stlouis.edu.hk/user_page/page.php?page_id=52
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Reflection
As a school concern to create a wider English Learning environment, the school authority has devised a number of strategies to create an all-round, enriching and motivating English Language Learning environment for our students. In addition to the ICAS (English Language) Program for junior forms students, we also initiated a new program titled “IELTS and School Support Measures” to introduce IELTS for S5 and S6 students in 2013-14.
International English Language Testing System, IELTS, has been accepted as a widely recognized English Language Test for students who require to use English Language for communication in their study at local or overseas university. S5 and S6 Students who once took the IELTS would have a chance to know their English proficiency level and
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plan their study towards the HKDSE.
Being informative to students, teachers, parents and school, IELTS test results would serve as a reliable means to assess our students’ English proficiency. In view of its usefulness and practical needs, our school is going to introduce IELTS for S5 and S6 students this year. Students are joining the close session of IELTS on a voluntary basis.
To support our students to take this test confidently and help them familiarize with the exam format, some online resources or practice exercises have been bought in the library. Students may also download apps on their Android phones, work on online exercises at home (30 hours) or in the library (120 hours) prior to the exam date.
As a bid to encourage students to obtain a better result and relieve their finance burden, we will reimburse half/ full exam fee to students who will be able to obtain a band 6.5 or above. Half fee reimbursement: band 6.5 or 7.0 Full fee reimbursement: band 7.5 or above
St. Louis School – Sung Laboratory Yale University INTERNSHIP PROGRAM
St. Louis School and Sung Laboratory of Yale University (chaired by our old boy,
Professor Patrick Sung) have been offering an internship program at Yale
University, New Haven, CT, USA for year. This program is designed to provide our students with a training opportunity in microbiology and molecular biology methods and techniques, and to become familiar with chromosome biology. We hope this internship experience can raise students’ awareness on health-related issues and to help prepare them for higher education, especially in biomedical discipline or
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medicine. Interns are expected to work 20 to 40 hours a week during a three-week internship period at Sung Laboratory, Yale University. Details are available at http://www.sloba.org/?cmd=programs&act=programs&itemID=8
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Support for Student Development
Introduction
Our school has been adopting a whole-school participation approach to provide support for our students’ development. In implementing the approach, we set up “The Board of
Student Support and School Ethos (BSSSE)” to promote and oversee cross-committee collaboration. The BSSSE consists of the following special duty terms:
Activities,
Careers,
Discipline
Guidance and Sex Education.
Health Education
Houses,
Moral and Civic Education,
Religious Activities, and
Sports
Here is a brief summary of the aims of individual teams and an account of the salient features of student support programs we have been implementing to nurture students’ development.
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Activities/SAA/Sports
Aims (Activities/SAA)
To cultivate a sense of belongings among students towards the school.
To cultivate a strong relationship among students in different classes and different
forms.
To provide students chances to make plans, decisions and organize activities.
Remarks:
Student Activity Association (SAA)
The Student Activity Association, abbreviated
as SAA, is a student body responsible for
extra-curricular activities. It provides support
and guidance to different clubs in the school. In
each academic year, SAA helped the school to
organize large-scale functions such as the Joint
Club Exhibition, Junior Training Program,
Student Activities Days and different Inter
House activities. SAA also organize joint school
activities such as the Leadership Training Camp.
Aims (Houses)
To maintain the traditional 'Spirit of St. Louis'.
To serve the fellow students by uniting students of different forms.
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To organize activities for students.
Remarks:
All students are grouped into 5 Houses, namely Lily(白社) , Rose(紅社), Shamrock(綠社),
Thistle(藍社) and Tulip(橙社).
Fr. Deane Achievement Award
St. Louis School encourages students to commit themselves to various activities in different areas, such as sports, cultural activities and educational events. In the light of these concerns, we have launched two programs namely Fr. Deane
Achievement Fr. Deane Achievement Award Hall of Fame Trophy Award (FDAA) 田 Source: http://www.deanetrust.org/ (Father Deane Foundation Fund) 惠民神父成就獎
and The Outstanding ECA Awards Presentation.
The FDAA will be granted to those SLS students who are all-rounders, not only academically but also in sports, social skills and willingness to help others. It is clear that the underlying philosophy of the FDAA and the Outstanding ECA Awards Presentation are in line with the philosophy of Other Learning Experiences (OLE). The OLE was promulgated by the EDB as one of the key features of NSS. In short, the essence of OLE
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is to enable students to obtain broad and balanced learning experiences through a wide range of exposures to develop diverse potential among individuals, such as their creativity, aesthetics, art appreciation, interpersonal and intrapersonal skills, motor and sports skills, and caring.
Fr. Deane Achievement Awards Winners
The 2014-15 FDAA Program (Sep 2014 to Mar 2015)
Features of 2014/15 Program
Encourage and direct mentees to develop personal skills, cultivate positive attitude and values in themselves and turn what they have learned into actions with positive change in behavior.
In general, both mentors and mentees need to be more proactive to bring the relationship to the next level Mentees not only to take from but also to give to the events:
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repatriate to the school by serving as junior mentors to S1 students and become role models(the S1 Mentorship Program) perform tasks to contribute in each event/activity (e.g. English teaching to primary school students plus agricultural/community service in rural Fujian) as a first step in building one’s dream, to set one simple personal goal to advance himself in the new school year
Events Date Remarks 1. Induction Session 12 Sep 14 To mentees and student mentors 2. S1 Mentorship Program Whole Year For entire school year (2014-15) 3. Training Camp for S1 Mentorship Camp site: Jockey Club Cheung 18-19 Oct 14 Program Chau Don Bosco Centre 24-28 Dec 4. Life Experience Camp Fujian Visit postponed to Jun 15 14 4. Job Shadowing Program Feb & Mar Visit 4 hosts of different trade, 14 industry and profession
http://www.sloba.org/?cmd=programs&act=upcoming&itemID=20
Joint Club Exhibition (JCE) (26 September 2015)
”Allowing our students to get themselves involved in mapping out their own school activities” is one of our many ways through which we could cultivate in our students the essence of leadership. Like the previous years, our students shoulder the responsibilities in organizing the large-scaled exhibition on extra-curricular activities, starting from the preparatory work to the running of the exhibition. Getting involved in
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the school activities is proved to be a great way for students to develop their sense of belonging, making them feel more connected to their alma mater.
Other training camps/ training workshops include
Title: Student Leaders Training Workshop Dates 25 Jun 2015 26 Jun 2015 5 Jul 2015 6 Jul 2015 Location: School Campus
Participants: 30 S4 students
Title: Leadership Training Camp
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Date: Feb-July 2015
Location: The 36th Leadership Training Camp LTC is a joint school program
aims to give students a better understanding on the idea of
leadership and communication skills. Besides, the activity also offers
opportunities for our students to work together with students and
group leaders from the four co-organizing schools.
2 Activities Days and 2 Camps were arranged.
The details are as follows: 15 Feb 15 Activities Day 8 -10 Apr 15 Camp 23 May 15 Activities Day 27-30 Jul 15 Camp
Various games, tasks, lectures and sharing sessions were provided
to participants in order to improve their leadership skills.
Participants: Joint school S4-S6 students
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Title: Junior Training Program for S1-S3
Date: 2 Jul 15 12 -14 Jul 15 (Camp)
Participants: 40 students
Careers
Aims
To assist the students to apply studying aboard.
To assist the students to apply JUPAS, IPASS and Ji Yi Diploma
Provide updated information and guidance to help students understanding their
interests, abilities in choosing the path for further studies.
To develop the Mentorship Program
To implement the career life planning
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Careers Team Achievement
In addition to the careers talks held throughout the whole school year, details about key programs are available at the Career Corner:
http://www.stlouis.edu.hk/user_page/page.php?page_id=59
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Discipline & Guidance Team
Aims
To practice the Preventive System advocated by the Salesian Society
To ensure the continuation of the tradition of “Freedom and Self-discipline” in our
school
To practice the whole-school approach of discipline
The needs of students of various cohorts at different developmental stages are
catered. Students’ attitudes, ability to handle problem, power to control anger and
resilience can be enhanced.
Students’ learning effectiveness and resilience power, especially among the bottom
ones can be enhanced
Discipline & Guidance Achievement Team Program /Election of Head boy The “Democracy wall” provides our students with a platform
Lively examples to of express their views on school matters. illustrate the principles of democracy ‘Prefects for Tomorrow’ In order to provide our prefects with trainings on leadership skills, the Prefects’ Association held a 2-day training camp at the Competency Development Centre 創能發 展中心
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GE Talks (Level) organized by the Discipline & Guidance Team 盜竊罪行 S1 欺凌行為 / 毒品的禍害 S2 黑社會罪行 S3 性罪行 S4 預防網上罪 行 S5
(i)
Guidance Team
The Best Conduct The Best Conduct Award has been set up to recognize and
Award applaud excellence in achievement and conduct
(Guidance Team)
(May 2015)
Peer Mentor A total of 80 students (50 S1 students and 30 “big brothers”,
Scheme students from senior forms) participated in the scheme.
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SEN Team
To implement a series of measures to cater for the students with SENs.
The school keeps releasing colleagues to complete the 120-hour course titled “Thematic
Course on Supporting Students with SEN - Behavioral, Emotional and Social
Development Needs (Focusing on the needs of students with ASD, AD/HD and EBD)”.
Also, we have recruited an additional student counselor to help our students with special educational needs. A school-based handbook titled “Students with Special Educational
Needs Student Support Team A Handbook for Teachers” << 特殊教育需要 學生支援小
組 (教師手冊) >> was drafted for teachers’ reference. Two featured programs of SEN
Team are namely (i) Peer Mentor Programs (Big-brother Program) run by Students’
Guidance Team and (ii) Interclass competitions of football and basketball.
Health Education To promote health and increase health awareness in the school. To conduct and coordinate health education programmes and promotion activities within and outside the school. To encourage students to adopt a healthy lifestyle through health education.
Student Participation in Student Health Service
Percent 100 90 80 1415 70 1314 60 S1 S2 S3 S4 S5 S6
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In addition to the Student Health Service, our Health Education Department also organized the following talks for S1-S4 students. Details are given below:
Date Topic/Level Oct. 2014 to July 2015 Student Health Service
Other featured talks in 14-15:
Dates Events (Level) 09/10/14 色情文化的衝擊(S.2) 21/10/14 吸毒=潮流?(S.3) 24/10/14 保護脊骨(S.6)
19/11/14 運動補水及中暑預防(S.1) 13/11/14 暗瘡預防及皮膚護理 (.S.5)
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05/01/15 友情與愛情(S.3) 16/01/15 認識視障(S.2) 20/01/15 真愛值得等(S.4) 保護脊骨(S.5) 21/01/15
06/02/15 同建共融校園劇場(S.1) 識飲識食新人類(S.1) 26/02/15
09/03/15 學生實用急救(S.1) 11/13/15 無煙新世代(S.3) 12/03/15 「性」在有愛(S.4)
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20/05/15 「看見差異，學習尊重」(S.4)
09/06/15 「網」上衡 (S.2)
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Moral and Civic Education
To help students understand the moral and civic values and developing their
willingness to employ those values in daily life.
To help students understand the functioning of the government, the
communication between the government and the people, and the rights and
responsibilities of citizens.
To develop students’ sense of identity and belonging.
To develop students’ sense of responsibility with regard to themselves, their
families, their society, their nation, and human-kind.
To develop students’ sense of acceptance and respect for others.
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MCE has been promoting through formal curriculum and diversified activities to cover various areas of value education. The team also made a good use of life events to encourage students to pay more attention to current social affairs.
Value Education Activities: At a Glance
Program Achievement
Annual Blood Realizing that “Give Blood, Give Love”, a total of 46 teachers and students and joined the annual blood donation on 5 March Donation (Red 2015. Cross)
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Flag Selling Flag Sales of Hong Kong Playground Association
The social service team will join a flag-selling day organized by Hong Kong Playground Association.
Date: 7th February 2015 (Saturday) Gathering Time and Place: 8:00 a.m., Main entrance of St. Louis School Participants: S4 and S5 students
Gold Award for
Volunteer Service
(Like former years, we have been awarded with the
Gold Award for our over 2000 hours of volunteer service to the community!
Caritas Fund-raising Caritas is a Catholic-based charitable organization which has
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served the community at large for a number of decades. Its
Selling Raffle Tickets services have extended to the underprivileged and the needy,
offering them medical support, welfare and education.
Community Service Around 15 groups were offered programs, with to S4 students.
Caritas
Each group consisted of about
20 hours of activities. All
service programs were
scheduled from October 2014
to May 2015.
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Dress Casual Day
Oct 2014
The Prefects’ Association has organized a fund-raising event on
13th October, 2014. Students had a chance to go to school in
casual wear, and at the same time make the day meaningful by
supporting The Community Chest. All donations raised has been
passed on in full to benefit the Family and Child Welfare
Services supported by The Community Chest, without any
deductions for expenses.
Daily Morning Prayer Mottoes which served to enshrine a set of moral values were
(Sound Files in WMA introduced and elaborated by our teachers during Monday are available for morning assemblies. All have been pooled in our school download at the website for students’ reference. school website)
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Mottoes which served to enshrine a set of moral values were
Weekly Monday introduced and elaborated by our teachers during Monday
Motto morning assemblies. All have been pooled in our school
website for students’ reference. The following table chronicles
(Whole year) the mottoes our teachers/students presented in 2014-15:
Details are as follows:
Monday mottos
Some mottoes have been framed and displayed in the walls of
the school campus.
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Classroom Helping students develop a stronger sense of belonging to the
Cleanliness and school by asking them to keep their classrooms clean and tidy.
Tidiness Competition Students’ sense of belonging to the school / healthy attitude
Interclass Bulletin towards life has been strengthened.
Board Design Interclass Bulletin Board Design Competition: Love Your
Competition: Neighbors (co-organized: Moral Education Team, Religious
Studies Panel and Civic Education Team)
Environmental Recycle bins in the school campus
Protection
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Regular Services by SLS Interact and Youth Club in 2014 -2015
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Religious Activities, Life Education & Power of Positive Students
Religious Activities
To enhance the running of school religious activities and fund-raising campaign
held by Hong Kong Catholic Diocesan.
Sketches of some feature events:
Participating in liturgical rites
Through involving in emceeing and bible reading, the teacher members assist the
proceeding of feast day mass services and liturgies.
Morning prayer
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Before daily lessons commence, the principal or assigned teachers would lead the prayer, instilling students a touch of spiritual life and prayer custom in Catholic religion.
Delivery of religious talks
Teacher members would be held responsible to conduct religious talks in Secondary
One and Secondary Two General Education Lessons, providing them a sip of our religion outside formal Religious Knowledge lessons.
Catholic Lenten Campaign
In echo with the various Lenten fund-raising activities by the Diocesan in March and
April, the team would organize a range of fund-raising activities such as circulation of
Lenten donation box. The proceeds obtained would go to Catholic Diocesan Lenten
Fund-raising Committee.
Sales of Caritas Tickets
These activities enable our students to stay strong in times of adversity so that they will never give up. Some featured programs include Mass on feast days (Feast of St John
Bosco, Feast of Mary Help of Christians) and weekly Monday Mottoes.
Feast of St John Bosco 30 Jan 2015
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聖類斯中學 天主教同學會 （慈青善會）
Links with Parents and External Organizations Parents-Teachers Association (PTA)
PTA provides the school with channels to maintain contact with parents. PTA also organized various forms of activities and parent education, and through these the parents were informed of the school development and student learning.
Events organized by school related to parents included “Information days” for all parents of Secondary one to Secondary six, talks, seminars, various gatherings and parent helpers etc. Details are available at:
http://home.stlouis.edu.hk/~pta/index.html
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Links with Parents and External Organizations Hong Kong Family Welfare society (香港家庭福利會) The Hong Kong Family Welfare Society (HKFWC) has been offering its school social work services to us for years. Regular stationing days are: Mondays, Wednesdays,
Thursdays and Fridays. Two school social workers, in addition to providing guidance services to our parents and students, they also devise preventive and developmental programs for our parents and students, which include a series of talks for parental education, a training camp on anti-drug programme in May, a mock HKDSE result release workshop on 7 July 2015 and several workshops to help our students communicate effectively.
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Aesthetic Development
At SLS, it becomes our tradition to have our student organizations launching several large-scale annual variety shows. They are (i) "Thanksgiving Nite" which includes singing, dramas, dancing, and sometimes verse recitals etc. and (ii) "Talent Time" which is a singing competition open to all students and (iii) Performance of Chinese Music
Orchestra. Shows are normally held in Sheung Wan Civic Centre and they provide our students with opportunities to demonstrate their talents in various cultural aspects.
Thanksgiving Nite 2015 (13 March 2015) & Thanksgiving Dinner 2015 (20 March)
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Talent Time (2015)
School’s Chinese Orchestra
School’s Chinese Orchestra performed their high-spirited blend of virtuosity in several school functions including the
Secondary One Orientation Day, The
Annual Speech Day and Thanksgiving
Nite. The audience was enchanted by their performances.
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St. Louis School Chamber Orchestra (SLSCO) (Founded 2011)
St. Louis School Chamber Orchestra (SLSCO) is a musical ensemble which provides a channel for students who are interested in classical music (“Music Salon”) to perform in front of audience, while building up their confidence as well. Our members are given the opportunities to perform in many school functions such as the Annual Speech Day and the Thanksgiving Night.
Regular practices are held after school in the school campus every Friday.
Physical Development
In addition to our regular programs such as PE lessons, Sports Days and Swimming
Gala, our school also attributes the success of physical development of our students to the regular training of five of our ECA sports clubs, (namely Badminton club, Football club, Basketball Club, Table Tennis Club and Tennis Club). In addition, more and more students and parents have their attention drawn by the regular practices of our “Chinese
Kung Fu (WING CHUN) Team” on Fridays.
The Chinese Kung Fu (WING CHUN) Course (PE Department) has been organized to help our students build their confidence, self-esteem, endurance and stamina.
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Students’ Physical Development # Percentage of Students within Acceptable Weight Range*
*The acceptable weight range is from 80% to 120% of the median Weight-For-Height based on figures of a territory-wide survey conducted by the Department of Pediatrics, the Chinese University of Hong Kong or Body Mass Index (BMI) within 18-23 kgm-2.
Life-wide Learning
Our school is committed to move student learning beyond the classroom into other learning contexts---the provision of life-wide learning activities which could provide students with experiential learning or learning experience that are more difficult to attain through classroom learning alone. Our teachers also constantly make good use of community resources and settings to create suitable learning contexts for educational purposes. Visits, camping, concerts or venture programs etc. have become core parts of our informal curriculum. Details of the Life-wide Learning (LWL) are as follows.
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Life-wide Learning (LWL) Day is a strategy that aims to move student learning beyond the classroom into real contexts and authentic settings. It requires teachers making good use of resources and settings available at their schools and in the communities, in order to create suitable learning contexts for particular educational purposes. Such experiential learning enables students to achieve certain learning goals that are more difficult to attain through classroom learning alone.
In 2014-15, we have devoted a whole day to LWL 2014 on 31 October 2015 - Life-wide
Learning Day, which included a series of life-wide learning activities to achieve the aims of whole-person development and to enable them to develop the life-long learning capabilities that are needed in our ever-changing society. Details of activities for each level are described below:
Details of the activity for S.1 students Activity Visits to 2 churches 1. Mary Help of Christians Parish, Salesian Discovery Centre, Salesian Catechetical Centre 16, Tin Kwong Road, Ma Tau Wai
2. St. Thomas Church 5, Tsing Luk Street, Tsing Yi, N.T.
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Details of the activity for S.2 students Activity HK Museum of Art
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Details of the activity for S.3 students Activity Fun With Physics Paper Airplane Contest School Hall 9.00 am – 12:30 pm
Details of the activities for S.4 students Dodgeball Boxing & kick Ice-skating Rugby Rock Climbing boxing
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Details of the activity for S.5 students Activity name Hiking Venue Pat Sin Leng Nature Trail (From Bridal Pool to Tai Mei Tuk)
We issued an ECA annual profile to each student together with his academic report
card at the end of the school year. This is a simple but vital way to accredit students’
participation in activities.
In addition to LWL day, our panels also organized a number of field trips for our students:
Subject/Team Location/Date/Participants
Academic Enhancement Program Visit to “Hong Kong Science Park”
Presented by the Hong Kong Science &
Technology Parks Corporation, a visit to
“Hong Kong Science Park” is organized by
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Senior Term Enhancement Project. The visit
provides a good opportunity for senior form
students in seeking to discover the forefront
of science. The tour is led by experienced
docents explaining the science principles
behind the exhibits showcases of the latest
developments of science and technology.
Activities Disney Youth Program – Disney World of
Physics for about 15 students on 9 July 2015
Biology Field Trip at Mui Wo and Caritas Chan
Chun Ha Field Studies Centre (Cheung
Chau) on 11 / 10 / 2014.
A guided tour at Mai Po Nature Reserve was
organized on 16th January, 2014 for all S5
Biology students.
中國歷史 參觀海防博物館活動
中國歷史科籌辦觀看由香港海防博物館主辦
的「甲午—爭與戰」專題展覽活動，冀加深同
學對甲午戰爭的認識。日 期：二零一四年十
一月七日（星期五）
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Guidance Peer Mentor Scheme – Social Service
The Student Guidance Team has organized
an activity to visit the elderly. Participants
were led by their mentors. T Participants
were divided into small groups to visit the
elderly in Western District. Simple household
cleaning, distribution of small gifts and
sharing were done in this activity. The
activity aims at promoting positive attitudes
towards caring for the elderly and thus
cultivating a helping atmosphere in society.
Moral & Civic Education Visit to Hong Kong Customs
Headquarters Building 29/1/2014 15
students participated
Physics Visit to the CLP Castle Peak Power
Station
Physics Club is going to organize visit to the
CLP Castle Peak Power Station (青山發電
廠 )which aims at broadening students’
horizon.
Date: 26 June, 2015 (Thursday).
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Integrated Science Visits to the Hong Kong Science Museum
May 2014 for all students in junior forms
Science Society A visit to Tai Hang Tung Floodwater Tank
Date: 6 February 2014
Stanley Sewage Treatment Centre
17 April 2014
Visual Arts “Exhibition of Secondary School
Students' Creative Visual Arts Work”
16 January 2014 30 S4-S5 students
Reflection
Life-wide Learning (LWL) is a strategy promulgated by the EDB that aims to move student learning beyond the classroom into other learning contexts. Such experiences can extend and deepen student learning in terms of knowledge, skills and values, which are difficult to attain through classroom learning alone. For learning to be 'life-wide', there needs to be a life beyond the classroom. Various activities have been organized to align with the pedagogy of LWL as well as our school tradition that our senior students take an active part and shoulder leading roles in the organization and running of large events.
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HKDSE 2015
Our most outstanding S6 student is
Chan Hoi Pok: 5** in four subjects; 5* in one subject and 5 in one subject
:
Student Performance G. 3
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Survey on S6 students’ pathways after 2015 HKDSE Examination
Student Performance G. 4
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The achievements of the school year 2014-2015
Student Performance G. 5
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Student Performance G. 6
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Student Performance G. 7
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Student Performance G. 8
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Student Performance G. 9
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Student Participation in Inter-school Events and Uniform Groups
The percentage of students in each of the Key Stages participating as contestants on behalf of their school in territory-wide inter-school competitions within a school year (KPM Data 20)
Note: (i) Territory-wide inter-school competitions should target on all schools in Hong Kong including online competitions and inter-school sports events organized by the Hong Kong Schools Sports Federation. (ii) Students will only be counted once even if they have participated in more than one of these events.
Year Percent 2014-2015 47.6%
2013-2014 46.9% Junior Secondary 2012-2013 76.5% 2014-2015 41.8%
2013-2014 44.4% Senior Secondary 2012-2013 63.1%
The percentage of junior secondary students participating in uniform groups/external community services within a school year (KPM Data 21) Note: Students will only be counted once even if they have participated in more than one of these events.
Year Percent 2014-2015 25.6%
2013-2014 13.8% Junior Secondary 2012-2013 29.1%
Student Performance G. 10
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Financial Summary
Financial Plan & Report
Summary of Proposed Plan on Use of Capacity Enhancement Grant (CEG) and
CEG Report & School Financial Report are available at http://www.stlouis.edu.hk/user_page/page.php?page_id=14
Financial Summary H. 1
St. Louis School
School Report 2014/2015
Financial Summary H. 2
St. Louis School School Report 2014/2015
Feedback on Future Planning
Key Issues for the new School Development Plan (13/14-15/16)
Major Concern 1: Cater for students’ learning diversity, to promote students’ interest in learning and to enhance learning effectiveness
Structure the Curriculum, classroom organization, diversified teaching strategies, and assignment design SLS SDP 13-16 systematically to cater for learner differences and arouse their learning interest and effectiveness. Adopt and implement cooperative learning in a gradual manner to cater for learners’ diversified needs Reinforce student-centered learning approach in order to promote student’s thinking skills and learning effectiveness. Establish online learning platform and develop reading strategies to help individual students to learn according to their own abilities, a measure to enhance their learning effectiveness. Utilize the evaluation data to analysis students’ abilities in order to provide essential feedback Enrichment measure to help more able students to enhance their learning ability and leadership talent. Consolidation measures to help less able students regain their confidence in learning.
Feedback on Future Planning I. 1
St. Louis School School Report 2014/2015
Supporting Teachers in Implementing Common Lesson Preparation (CLP) and
Peer Lesson Observation (PLO)
This school year (2015-16) will see the last year of our SDP (2013/14-2015/16) cycle.
The school will continue to implement both CLP and PLO. In addition, a summative evaluation could shed light on our future development.
A survey will be conducted to elicit from teachers what supportive measures they might need for future Common Lesson Preparation/Peer Lesson observations (in terms of resources, administrative support, time etc.)
E-Resources for Professional Development (ERPD): Gathering resources on lesson observations (and on other aspects of Learning and Teaching for Staff
Development)
Pooling resources such as research papers, newspaper/journal articles or videos or inviting experts from professional bodies/EDB to enhance the effectiveness of lesson observation. These resources will, as a part of staff development, be pooled at our school Intranet (entitled “E-Resources for Professional Development” or ERPD) for teachers’ reference.
Implementing Peer Coaching
Peer coaching is a particular form of peer observation which involves an experienced
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teacher working with a less-experienced/novice teacher in a mentoring role.
Implementation procedures: First, pairs of novice and experienced teachers decide to work together -- the less-experienced teacher invites an experienced colleague (from the same subject panel) to collaborate. Second, each pair of teachers arranges to conduct at least one observation (of each other’s classes) to share successful practices through collaboration and reflective practice support and to assist new teachers in their practice
Two focuses in the classroom practices are:
Use of cooperative learning model#, heterogeneous grouping and other learning
activities to promote collaboration among students.
Reinforce student-centred learning approach in order to promote students’ thinking
skills and learning effectiveness.
Review of St Louis Staff Appraisal and Lesson Observation System
Establish a sound staff appraisal and lesson observation system to ensure the quality of teaching.
Focuses of review include
reviewing the procedures and performance appraisal rubrics
re-examining the performance scales
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Remarks: Targets Achieved in 2013-2015
Our seed teacher (Chinese Language) had completed the Certificate in professional
Development Programme On Enhancing Student Learning in Small Groups organized by
HKIED (from late April 2015 to late May 2015).
Details of the Programme are available at:
https://www.ied.edu.hk/acadprog/pdp/bwp059.htm
e-Learning in St. Louis
In view of the coming availability of WiFi infrastructure (including mobile devices) at school, we will continue to build on our previous successful experiences in adopting IT
(e-learning + the use of Tablets in some lessons—mainly in Reading Lessons), we will continue to
develop sound pedagogical practices to make use of IT/Tablets in other subjects
in our curriculum;
share with other colleagues both the achievements and drawbacks in e-learning.
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St. Louis School School Report 2014/2015
Using Thematic Reading to Learn
A cross-subject/thematic reading plan is formulated to promote students’ reading habits and skills in cross-disciplinary domain.
Students are not simply required to submit their reading reports, they will also be provided with more opportunities to perform higher levels of comprehension (or readers’ reflection on the text context).
Remarks: Targets (related to Reading To Learn) Achieved in 2013-2015
(Linguistic)
Students in junior forms are taught
how to skim,
how to adjust reading pace for different purposes,
how to preview and predict text content
how information in a reading material is organized and
how to make use of linguistic clues to identify causes and effects in a passage.
(Panel-based)
Each subject has formulate its subject-based strategy which consists of i. (with respect to reading and comprehension skills) Identifying the reading skills that
students need to comprehend the concepts and content of its subject area; and
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St. Louis School School Report 2014/2015
ii. (with respect to activities and materials) deriving activities and selecting materials
that will help the students comprehend and constructively apply information based
on the unique content of its subject area
Major Concern 2: Nurturing students a spirit of freedom and self-discipline, and promote love, piety and gratitude.
Strengthen students’ perception of self-discipline and freedom, gratitude, piety to God, and
respect and care for brothers through formal curriculum and optimized instructional design
in class.
Provide students with opportunities to practice what they have taught systematically
through the informal curriculum, such as religious rituals, classroom management, services,
reflection and other learning activities
The theme of the year focuses on the reverence for the Lord, respect for human life, love the environment, and services
We will, like former years, continues to
encourage students to practice and internalize the values through active
participation in community services or visits.
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St. Louis School School Report 2014/2015
develop students’ spirit of love and service, enhance students’ positive image, and
internalize what they have learned through reflection and sharing.
encourage students to act on their own initiative to organize activities and provide
service to students and perpetuate the tradition of trust and freedom.
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