GOOD HOPE SCHOOL ANNUAL REPORT 2018-2019

Good Hope School, 303 Clear Water Bay Road, Tel: (852) 2321 0250 Fax: (852) 2324 8242

Page 1 of 19 School Annual Report for 2018 – 2019 CONTENTS

School Information Pg. 3 - 9

Report – Priorities Pg. 10 - 18

Financial Report Pg. 19

Page 2 of 19 School Annual Report for 2018 – 2019 Introduction GOOD HOPE is a Catholic school sponsored by the Missionary Sisters of the Immaculate Conception (MIC), originally established as a on Waterloo Road in 1954. In 1955, the Primary School opened at its current location on Clear Water Bay Road. The Secondary School accepted its first Secondary 1 students in 1957. These students sat their HKCE Examination in 1962.

Good Hope School Secondary Section grew to its current size of 36 classes in 1975. The Secondary Section became fully subsidized under the Education Department in 1978 and since 2002 the school has been operating under the , which allows greater flexibility for the school to provide quality education.

Mission Statement Good Hope School puts special emphasis on the Christian values of Love, Hope, Joy and Thanksgiving.

Through a whole-school approach we aim to draw out the potential and foster the sense of uniqueness of each student.

We are committed to providing all Good Hopers with equal opportunities to develop their spiritual, moral, intellectual, physical, social, emotional and aesthetic dimensions.

We accept the call to facilitate the formation of graceful, reflective young women who have a global perspective and are mindful of both their responsibilities of citizenship and their capability of making a difference.

Theme of the Year Find Joy in Giving

As we all know, even the smallest acts of kindness will give people hope. The school year 2017-2018 was indeed a very meaningful year for students to give and receive the kindness of love and care. For example, they wrote gratitude messages to one another, designed a memory app for the elderly, held reading sessions for primary school pupils, and made a group of underprivileged children’s Easter wishes come true. Some Good Hopers also joined a service tour to Cambodia. Both accompanying teachers and students found the experience very rewarding. With hope comes joy. According to the Bible, true joy derives from filling spiritual emptiness with good relationships, primarily a close bonding with our Almighty Father, who is pure joy, and the presence of the Holy Spirit. Joy is a state of contentment which helps us to relish the good times and wade through the bad times. In times of adversity, we still rejoice because we understand God’s power and love for us. His kindness and mercy fill our heart with joy. Our 2018-2019 annual theme, Find Joy in Giving, aims to extend our kindness by sharing and serving. Quality relationships are built on giving. It is always more blessed to give than to receive. Giving helps us to establish a better caring world of friendship and love. Sharing our skills, knowledge, time, passion and wealth enables us to live in harmony, while serving others with no expectations brings us intrinsic bliss. Whenever we can, just give. A giving heart is a generous and peaceful heart. Let us continue the good act of giving selflessly and rejoice!

Page 3 of 19 School Annual Report for 2018 – 2019 Medium of Instruction The school’s Medium of Instruction is English. All subjects, except Chinese Language, Chinese Literature and Chinese History are taught in English. Chinese Language is taught in Putonghua from Secondary 1 to Secondary 3.

Religious Education The School offers weekly religious education lessons - namely Ethics and Religious Education (ERE) - for all students. From S.4 onwards, students can choose to study Ethics and Religious Studies (ERS) as an elective. The purpose of including ERE and ERS in the formal curriculum is to spread the Good News of Christ to our students and foster their holistic growth by developing their ethical and spiritual character, personal integrity and moral courage.

The aim of the Catholic Society is to strengthen the Catholic faith among the student body, as well as to unite all Catholic students and teachers in the same Christian family of Good Hope School. There are four religious clubs under the Catholic Society, namely: the Altar Service Society, Word and Worship Teens, 3D Youth, and ACTS.

Academic Affairs Committee Job Specifications

The intellectual development of students is one of the primary concerns of every member of the Good Hope community. This is also in line with the school’s mission of nurturing women leaders of tomorrow who are capable of making informed and rational decisions. The Academic Affairs Committee (AAC), headed by the Head and Associate Head of AAC, is composed of three main branches, namely the Key Learning Areas (KLAs) Committee, the Curriculum Development Committee and the Assessment and IT Committee. The KLAs Committee comprises the Religious Education, Chinese Language Education, English Language Education, Mathematics Education, Science Education, Personal, Social and Humanities Education, Technology Education, Arts Education and Physical Education KLAs. Each of the 9 KLAs is taken charge of by the KLA Head. The KLA Heads work closely with Panel Heads under the same KLA in the domains of curriculum planning, implementation and evaluation, budgeting and personnel management. The Curriculum Development Committee oversees the direction of the school curriculum development. It is made up of the Technology in Education Team, the Project Learning Team, the Reading Team and the Diversity Learning Team. The Technology in Education Team takes charge of the development, implementation and evaluation of inter-disciplinary curriculum innovations which involve an extensive use of technology e.g. S.1 STEAM. Apart from coordinating and supporting project work of different subjects at different levels, the Project Learning Team is also responsible for the design, implementation and evaluation of the S.2 Project Learning Curriculum. The Reading Team organizes reading-related activities to strengthen the reading culture at school and, more importantly, to promote strategic reading and “reading across the curriculum”. It also coordinates the nomination processes of various internal and external reading awards. The Diversity Learning Team centralizes the arrangements of all enhancement and enrichment programmes offered by different panels either during school hours or after school, and coordinates gifted programmes provided by outside institutions. It also supports teachers in their endeavours to cater for learner diversity in the classrooms.

Page 4 of 19 School Annual Report for 2018 – 2019 The Assessment and IT Committee administers all major assessment events and manages issues related to IT in learning and teaching. Under the Committee are the WebSAMS, Website and IT Team, the School Assessment Team and the External Assessment Team. The WebSAMS, Website and IT Team is responsible for promoting IT in education, providing IT support to staff and students, timetabling, maintaining hardware and software, and processing students’ and assessment data. The School Assessment Team focuses on devising the time schedules and invigilation duty rosters for the Mid-Year Exam, Mock Exam, Standardized Test Week and the Final Exam, whereas the External Assessment Team sees to all matters relating to public examinations, including the TSA, HKDSE, SBA and GCSE.

The AAC partners with the Student Affairs Committee and the School Administration throughout the school year to provide all-round quality education to our students.

Student Affairs Committee

The Student Affairs Committee (SAC) aims to lay a sound moral foundation for the personal development of Good Hopers, focusing mainly on the acquisition of positive values, the development of a sense of responsibility, and social awareness. Through a whole-school approach, we aim to nurture intelligent, passionate and caring leaders of tomorrow. The SAC consists of five sub-committees, namely the Student Support Committee (SSC), Student Leadership Committee (SLC), Values Education and Careers Life Planning Committee (VECLPC), Other Learning Experiences Committee (OLEC) and Student Admission Committee (STAC). Under the SSC, the Student Growth Team (SGT) gives support to students in their development of self- discipline and personal growth, while the Individual Needs Team (INT) arranges individual or small group tutorials and moral support for students with specific needs. The Scholarship, Subsidy and Fee Remission Team (SSFRT) collects and disseminates information on various types of scholarship applications and subsidies for teachers and students. It also helps to follow through with the application process to ensure students will not be deprived of receiving quality education at Good Hope School. Nurturing women leaders of the future plays a crucial role in Good Hope School. The SLC comprises the Leadership Training Team (LTT), Central Board (CB), Prefect Board (PB) and External Nominations Team (ENT). Leadership opportunities begin in Secondary One. The 7 Habits of Highly Effective Teens Workshop, designed mainly for S.1 and S.2 students, aims to sharpen their leadership skills while the Leadership Training Session for Club Exco and Class Committee members includes both junior and senior form students. The Big Sisters, Student Ambassadors, Central Board executive and sub-committee members as well as Prefect Board executive members and school prefects take up various leadership responsibilities to help with the smooth execution of school events. Through the ENT, students have ample opportunities to learn and take up the roles of young leaders outside school and their achievements are recognised. The VECLPC includes the Values Education Team (VET) and Careers Guidance Team (CGT). Both teams collaborate closely to make sure that all values education programmes and activities, including the careers guidance service, are goal-directed. The VET helps students to develop their personal growth and a healthy lifestyle, while the CGT introduces multiple career pathways to them so as to motivate them to actualize their study and career aspirations. The VET also works closely with the SGT to instill positive values and attitudes into students through home room periods and pastoral care lessons. The OLEC is made up of the Co-curricular Activities Team (CAT), the Excursion Team (ETT) and the Community Service Team (CST). Its primary objective is to ensure students can broaden their horizons through co-curricular activities, exchange programmes, excursions and community service. Every year,

Page 5 of 19 School Annual Report for 2018 – 2019 S.1-S.4 classes go on learning tours to Macau, Mainland China and Taiwan. Both teachers and students find the experience very meaningful. Under the STAC, the Recruitment, Admission and Registration Team (RART) aims to offer comprehensive and accessible information about entry requirements, as well as recruiting high-caliber students to the school in line with the admission criteria. Moreover, the SAC collaborates with the Academic Affairs Committee and School Administration throughout the year. School Administration The School Administration is made up of eight sub-committees that are responsible for the general running of school operations and make it possible for teachers and students to engage in a rich school life at Good Hope School.

The sub-committees include Human Resources, IT Administration, Finance and Accounting, Strategic Planning Implementation and Evaluation, Campus Improvement, Administration, Communications and Relations, and General Affairs.

The further division of responsibilities can be reviewed on the Good Hope School website under ‘School Structure’.

Classes and Enrollment The school has 36 classes, 6 at each level. In 2018 - 2019, the total enrollment was 1296. The school has implemented small class teaching for junior secondary levels since 2002. In S.1 and S.2, each class is split into two and each small class is taken care of by two class teachers. In 2018 - 2019, the S.1 intake was 244. There were 6 classes of S.1, S.2 and S.3. The following table shows the number of students at each level.

Level S.1 S.2 S.3 S.4 S.5 S.6 Total No. of Girls (2016-2017) 246 242 230 205 194 168 1285 No. of Girls (2017-2018) 246 238 223 215 200 176 1298 No. of Girls (2018-2019) 244 239 226 210 195 182 1296

Lesson Allocation At Good Hope School, the lesson allocation for different Key Learning Areas (KLAs) is designed to maintain a balance between different subject areas. The following pie chart shows the overall lesson allocation among the KLAs (S.1 – S.3)

Lesson allocation (percentage) Chinese Edu English Edu 5.6 4.4 16.7 6.7 Maths Edu 7.2 Science Edu 16.7 PSHE Tech Edu 18.3 Arts Edu 13.3 11.1 PE

Page 6 of 19 School Annual Report for 2018 – 2019 To meet the developmental needs of the students, different focuses are placed at different levels. The following table illustrates the lesson allocation at junior levels in the Key Learning Areas.

No. of lessons per week in GHS Percentage KLA Subjects S.1 S.2 S.3 Total Chinese Education Chinese 10 10 10 16.7% English 10 10 8 English Education 16.7% English Literature NA NA 2 Maths Education Mathematics 8 8 8 13.3% Integrated Science 8 6 NA Physics NA NA 2 Science Education 11.1% Chemistry NA NA 2 Biology NA NA 2 Geography 2 2 2 History 2 2 2 Economics NA NA 1 Personal, Social, Health Liberal Studies NA NA 4 18.3% and Economic Education Project Learning NA 4 NA Chinese History 2 2 2 Ethics and Religious 2 2 2 Education Technology & Living 2 2 2 Information and Technology Education Communication 2 2 2 7.2% Technology BAFS NA NA 1 Music 2 2 2 Arts Education 6.7% Visual Arts 2 2 2 Physical Education Physical Education 4 4 2 5.6% Pastoral Care 2 2 2 Others 4.4% STEAM 2 NA NA Total 60 60 60 100.0%

Student’s Early Exit Before graduation, some students choose to further their studies overseas: in the UK, the USA, , Canada and , for example.

The following table and pie chart show the early exit data for the past four years.

Year Percent 2016-2017 4.74 2017-2018 5.08 2018-2019 3.93

Page 7 of 19 School Annual Report for 2018 – 2019 Student Early Exit (percentage)

6

5

4

3

2

1

0 2016-2017 2017-2018 2018-2019

Destinations of Secondary 6 Graduates The majority of the S.6 graduates further their studies at local universities to obtain a higher education qualification, while some choose to study abroad. The following charts show the destinations of the S.6 graduates.

LOCAL Bachelor's Sub-degree Diploma Overseas Others Total Programme Degree Programmes Programmes Programmes No. of 2017 104 22 0 41 1 168 students 2018 137 11 0 26 0 174 2019 147 7 0 23 5 182

Destination of S.6 Students 160 140 120 100 80 60 40 20 0 degree sub-degree diploma Overseas Others 2017 2018 2019

Page 8 of 19 School Annual Report for 2018 – 2019 Our Students’ Accomplishments The students’ public exams achievements, along with a complete list of awards and scholarships, are posted on the school webpage. Our students have continued to excel in all areas, notably academics, sports, music, drama, languages, leadership and community service.

In 2019, our students continued to perform well in the DSE exams, with 93.9% of Good Hopers meeting the basic entrance requirements for admission to publicly-funded (UGC) undergraduate programmes (3322).

Results of the core subjects were also impressive:

2017 2018 2019 2017 2018 2019 Core subject Meeting basic entrance requirement for Level 5 or above admission to UGC funded programmes English Language 100% 100% 100% 60.4% 60.3% 63.2% Chinese Language 83.9% 94.3% 93.9% 13.4% 28.7% 26.0% Mathematics 99.4% 100% 100% 32.3% 40.2% 43.4% Liberal Studies 100% 100% 100% 25.6% 34.5% 40.7%

In 2018, 94.5% of our S.6 students received JUPAS offers.

Overall JUPAS offers rate 2017 2018 2019 83.3% 95.4% 94.5%

Page 9 of 19 School Annual Report for 2018 – 2019 Report - Priorities, Outcomes and Strategies for 2018-2019 Priority I: Getting well-equipped as 21st century learners focusing on achievement 1. Intended Outcome: To re-orientate the curriculum to align with the latest Learning to Learn 2.0 Strategies Proposed: 1.1 To further refine the S.1 STEAM curriculum for its sustainable development 1.2 To focus on reading strategies which enable students to learn effectively through reading 1.3 To nurture self-directed learners in terms of skills and attitude

Achievements During the year, the members of the STEAM team worked in partnership with EduHK, and developed relationships with HKCSS (Hong Kong Council of Social Service) and HKDC (Hong Kong Design Centre) to develop engaging student activities. The staff working on the STEAM curriculum were able to have sharing experiences with educators from Taiwan, Guangdong and as well as present their work at the 1st International STEAM Conference at Ocean Park, Hong Kong. The principles of Design Thinking provided a foundation to the approach in developing the curriculum. Over 80% of students indicated that they felt they had improved in the areas of problem solving, confidence in attempting new things, developing as a self-directed learner, and critical thinking skills.

Several whole-school assemblies were used to introduce seven research-proven reading strategies to all students and staff. Over 77% agreed or strongly agreed they had a better understanding of the various strategies due to the assemblies. Approximately 70% to 85% of the students always or sometimes applied the reading strategies when reading or doing school work. All KLAs believe that the Reading Team supported their work in setting clear reading objectives and assisting in the design of reading tasks. The Annual Reading Festival was also utilized to enhance students’ understanding of the focused 7 reading strategies to improve student learning. Approximately 80% of the students agreed or strongly agreed that they had learnt more about the reading strategies after the Reading Festival. Additionally students indicated (~93%) that they enjoy reading time on Wednesdays and Fridays, and enjoy the weekly book sharing by classmates (84%).

Throughout the year, panels explored subject-specific pedagogies which were believed to help raise student engagement and cater for learner diversity. Collaborative Lesson Planning (CLP) with the support of CUHK expedited professional dialogues among panel members. Upon reflection, it was found that using CLP as a means of creating student-centered lessons designed to focused on student engagement was beneficial and yet taxing at the same time.

Page 10 of 19 School Annual Report for 2018 – 2019 2. Intended Outcome: To enhance assessment literacy Strategies Proposed: 2.1 To deepen the use of assessment data to promote student learning

Achievements: Professional development sessions focused on the analysis of big data were arranged this year to provide support and understanding on how the data can be utilized to evaluate learning and teaching effectiveness. Panel action plans were devised to focus on curriculum design/structure, schemes of work, and learning and teaching strategies. All panels strongly agreed or agreed that the analysis of DSE and TSA data was valuable in setting the direction and adjusting the teaching and support in their panels. With the goal of using all assessments to inform classroom instruction to improve learning and teaching, all panels will focus on internal assessments during the following year.

3. Intended Outcome: To build from strength to strength Strategies Proposed: 3.1 To empower teachers to support student development and wellbeing 3.2 To enhance the culture of learning focusing on teaching strategies

Achievements: The Values Education Team organized workshops to support student character formation and wellbeing during 2 Staff Development Days and a Form Meeting. Expert guest speakers from Australia and Japan presented on contextual wellbeing, the science of happiness and ways to make textbooks and activities more brain friendly. In addition, a local experienced educational psychologist’s presentation addressed how to identify students with emotional needs and the communication skills to manage them. Over 80% of participants agreed or strongly agreed that the objectives of the training workshops and talk were met.

An August induction workshop for all new teachers was held and 100 % of participants agreed or strongly agreed that they understood more about how Positive Education was implemented in school.

A series of workshops were conducted by CUHK for all teaching staff and panel heads focused on collaborative lesson planning to enhance student engagement and learning attitude. More than 90% of the participants of the staff development workshops agreed that the workshops were useful and supported their subsequent collaborative lesson planning.

Page 11 of 19 School Annual Report for 2018 – 2019 4. Intended Outcome: To support 21st Century Teaching and Learning Strategies Proposed: 4.1 To target facilities with a high impact on learning 4.2 To fine-tune environmentally-focused Green projects

Achievements: The revitalization project of Delia’s Wing has been slowed due to a variety of pressures, such as the weather and adjustments to the floor plan to meet government requirements as this is a highly technical project due to its location and design. Superstructure construction has begun and should move quickly. Delays have pushed the completion date into the 2020-21 school year.

Various student groups participated in the external Green projects focused on waste reduction, climate change, recycling activities, classmate environmental education, and environmental conservation. Approximately 87% of participants agreed that the objectives of the individual projects were met and 90% of the students agreed that the projects helped to increase their awareness of environmental concerns.

Reflections: 1. To re-orientate the curriculum to align with the latest Learning to Learn 2.0 Methods such as electronic portfolios and check lists were used to assess students’ generic skills during STEAM lessons. The electronic portfolios were difficult to share when working in groups and the checklists - although easy to use - were not utilized well. The team will try using a physical portfolio to demonstrate student mastery of various skills.

The STEAM team will continue to enhance connections with outside organizations in order to enrich the curriculum. As the members work on enriching the curriculum they will also build capacity and understanding with various technologies and applications. Next year will be spent consolidating the curriculum framework through curriculum mapping.

The seven reading strategies were introduced this year and need more time for solidification with students and staff. A whole-school approach will continue to be adopted to reinforce different reading strategies through library visits, morning assemblies, reading reports, and the Reading Festival, with the reading strategies as one focus. More extensive follow-up tasks will be created for students to complete for the purpose of consolidation. Panels will also develop at least one reading strategy-related task in each form.

The school will continue to focus on the learning attitude of students as it pertains to self- directed learning. The pedagogies practiced this year in Collaborative Lesson Planning in all subject panels will continue to be fine-tuned and other student-centered approaches to engage students and cater to their needs will be explored.

Page 12 of 19 School Annual Report for 2018 – 2019 2. To enhance assessment literacy It is believed that more work can be done on enhancing teachers’ assessment literacy by focusing on internal assessment practices. All panels will examine the mid-year examination papers next year with regard to alignment between curriculum, assessment and instruction and level of difficulty and students’ achievement.

3. To build from strength to strength With the completion of the 3-year cycle of the Positive Education curriculum and the professional development completed over the last 3 years, it is believed that the concepts of Positive Education are understood and routine within the school environment. The School will modify and enrich the programming and training as needed to tailor it to the Good Hope School culture.

Further staff development will be set aside during the next year as all panels will continue to participate with Collaborative Lesson Planning (CLP) focused on student-centered lessons to increase student engagement and elevate students’ learning attitude.

4. To support 21st Century Teaching and Learning The School will continue to work with all relevant parties to facilitate the completion of the revitalization project. In addition to Delia’s Wing, other high use facilities will be reviewed for needs and improvements.

Environmental awareness and promotion of Green projects are part of the school culture and are routinely incorporated in various school clubs, panel curriculums, learning tours, student excursions and student leadership. The Green projects will be routinely integrated into all aspects of student life at Good Hope School.

Page 13 of 19 School Annual Report for 2018 – 2019 Priority II: Strengthening the sense of well-being within the GHS Community while nurturing leaders for tomorrow 1. Intended Outcome: To enhance positive character formation of students upholding the principles of Catholic education Strategies Proposed: 1.1 To complete the 1st 3-year cycle of the Positive Education curriculum 1.2 To provide more opportunities for students to practice their character strengths 1.3 To empower students with life planning skills 1.4 To strengthen the Catholic faith within the GHS community

Achievements: The Positive Education lessons were conducted in March and April 2019, giving teachers and students more time to do evaluations and collect feedback. The S.2 curriculum has been refined to better cater for the needs of the students, while the draft of the S.3 curriculum has been revised several times to ensure that students can manage the tasks well.

According to the teachers, students were engaged in class. Their engagement was demonstrated through them sharing from their own life experiences rather than giving model answers. Teachers believe that students have enriched their knowledge about positive psychology concepts.

S.3 teachers shared their experience by establishing a peer learning network. They met regularly to discuss concepts and share experiences in class delivery. These experiences facilitated the S.3 teachers to learn from one another and increase their confidence in teaching. Most importantly, 100% of respondents reported that the Positive Education lessons have achieved their objectives.

In the effort to have students identify with their own character strengths and to utilize them in their goal setting, a section of their Student Handbook was dedicated to setting goals for personal development, which included the link to the Value in Action survey. In addition, during the 1st Parents’ Meeting, students shared their goals and strengths with their parents, Class Teacher and Foster Parent. Instead of academic results, the focus of the first Parents’ Meeting was on personal development. The feedback was very positive and parents appreciated the 3-way conference, which provided more insights from their daughter’s perspective. This format will be continued next year and made part of the school’s regular routine as it aligns with the philosophy of the School’s mission to develop the whole student and with the psychology of Positive Education.

The School initiated a new programme for all students to empower them in determining their own voluntary service experiences. All students, with the approval of their parents, were registered on the Social Career App. The app allowed students to self-select voluntary services that interested them. A goal of 10-hours of community service was set for all students. Panels, teams and clubs also used the app to promote their community service and

Page 14 of 19 School Annual Report for 2018 – 2019 applicants registered through it. Fifty-two events were recorded. Over 75% of the students agreed that the app had motivated them to apply to various types of community service in Hong Kong as well as providing them with sufficient opportunities to participate in community service.

Two parent-child community service opportunities were organized by the GHS Parent- Teacher Association. A total of 78 and 136 parents and students took part in the January and April programmes respectively. The target group was the elderly living in Ping Shek Estate. The feedback was extremely positive from the students, parents and the recipients of the service.

The GHS Catholic Society was restructured. The student leaders (i.e. Chairperson/Vice Chairperson) of the four religious clubs formed their own student committees with the aim of organizing whole-school religious events, including Bible Services and School Masses. According to feedback, over 91% of Catholic students agreed or strongly agreed that they were clear about the role of the Catholic Society. This arrangement will be continued next year and revised where necessary, such as the Club Moderators providing more support where necessary.

2. Intended Outcome: To foster students with global perspectives Strategies Proposed: 2.1 To enhance life planning strategies across all forms 2.2 To offer quality life-experience programmes 2.3 To enhance tertiary education opportunities outside Hong Kong

Achievements: This year, one or two Pastoral Care/Other Learning Experiences lessons have been reserved for topics under the discretion of Class Teachers and Foster Parents, such as courtesy, empathy and consideration, adversity, integrity, peer relationships, respect and self-discipline. The Class Teachers felt they had more flexibility to cater for the needs of their class by using some of the topics from the VET resource bank as needed. The majority found the data bank provided useful resources for them to choose from.

To offer quality life-experience programmes, the Excursion Team updated their tour locations and focus, which included a new service tour. The feedback on the new tours was positive. 100% and 95% of participants of the Japan Cultural Tour and Vietnam Service Tour respectively, agreed that the learning objectives were met. Additionally, all teacher escorts received a newly updated Guidelines and Procedures manual which was found to be useful.

The School joined the joint-school STEM+E 2019 (STEM+Entrepreneurship) Programme, with support from the Careers Guidance Team and several KLAs. This program was co- organized for students by the University of Science and Technology and Hong Kong Science Park. All participating students agreed that the programme raised their awareness about the fact that innovation, technology and entrepreneurship are integral factors in career and life- Page 15 of 19 School Annual Report for 2018 – 2019 planning. The programme extended their exposure to innovation, technology and entrepreneurship and helped to develop entrepreneurship qualities.

The Careers Guidance Team successfully connected with the Liaison Office of the Central People's Government (LOCPG) and obtained its help to explore the possibilities of organizing university taster programmes in Mainland China; joining theme-based programmes, e.g. STEM; attending university admission talks and students’ sharing sessions; and visiting famous organizations in Mainland China.

3. Intended Outcome: To cultivate and sustain student leadership Strategies Proposed: 3.1 To enhance training for varied leadership experiences

Achievements: As a new initiative this year, the Hospitality and Etiquette Ambassadors met students one on one to give them some reminders on table manners and proper grooming for special high profile events and award ceremonies, with the aim of building a stronger rapport among the students. All the ambassadors and the awardees believed the meet ups were valuable in providing relevant information and training with regard to etiquette and networking tips.

Arrangements for the Leadership Training Course were modified in order to capture more students’ interest and availability. Three sessions were offered instead of two and a follow- up half-day session was held later in the year to consolidate participants’ concepts and check their progress in practicing the 7 habits of successful teens. Instructors and students reflected that the last session was useful in that they were able to discuss the difficulties of putting theories into practice, give updates on their progress, and reassess their plans where necessary. They were encouraged to apply the skills learnt not only to their personal development, but also in creating a positive atmosphere around them.

Eight past Central Board Exco members were matched and met with current Exco members in a mentor-mentee relationship. A face to face meeting was held in January to share experiences and ways to deal with unexpected situations in their positions. The feedback from all participants was positive with regard to the experience sharing (~88%) and the meeting was valuable since mentors and mentees rarely connected with each other through WhatsApp or email. This type of meeting will be adopted during the Christmas holidays as all participants believed it was worthwhile.

4. Intended Outcome: To strengthen the sense of community and well-being for all GHS stakeholders Strategies Proposed: 4.1 To promote wellbeing and character building in GHS and the community

Page 16 of 19 School Annual Report for 2018 – 2019 Achievements: The Values Education Team organized various talks/workshops for GHS stakeholders and friends, which included GHPS, GHS PTA, Tak Oi Secondary School, Hong Kong University Graduate Association College, Positive Schools Conference Asia, Positive Education Sharing, Caritas, and Woofoo Foundation. The feedback on all presentations and workshops was very encouraging. Through the professional sharing further connections were made with schools and organizations in Hong Kong.

A number of different GHS products were redesigned or newly created to align with the whole-school Positive Education programme. The Values Education Team worked with different departments to create relatable products, such as the Kindness Posters (11) designed for Kindness Day in November, a set of 2 Chinese couplets designed for the Chinese New Year, a redesigned Student Handbook that included elements related to positive emotions and relationships, and a set of 5 Joyful Booklets for S.1-5 students, which included activities to help relieve stress, re-energize and think positively. Over 80% of students agreed or strongly agreed that overall these measures helped to remind them to hold a positive attitude and maintain a healthy lifestyle.

Reflections: 1. To enhance positive character formation of students upholding the principles of Catholic Education It was found that some topics of the Positive Education curriculum overlapped with those designed for the S.3 Pastoral Care lessons. To avoid overlapping, some of the topics will be integrated into the Pastoral Care lessons in different months with reference to the needs of the students next year. The second 3-year cycle of Positive Education curriculum will start next year. The Positive Education curriculum is well defined in the school and throughout school-based materials. As such, it is part of the school routine and will be regularly reviewed to address changing needs. The Pastoral Care lessons were reviewed and updated to ensure all areas of focus are included to align with the Positive Education curriculum in S.3. Since the Joyful Booklets are a new addition to the programme, they will continue to be a school focus next year.

Those individuals who used the Social Career App believed it provided more exposure to different community service experiences, but only 25% of students met the 10-hour community service requirement. The School will use the Social Career App for one more year to try to improve its use and acceptance among the wider school population. School teams and clubs will be encouraged to make use of it to recruit volunteers so that students can meet the 10-hour service requirement.

The GHS Parent-Teacher Association will continue to organize regular parent-child community service due to the positive feedback received and the connections established with the parent community at large.

Page 17 of 19 School Annual Report for 2018 – 2019 2. To foster students with global perspectives The adaptation to the Pastoral Care/Other Learning Experiences curriculum will become routine to allow Class Teachers and Foster Parents the flexibility to meet the needs of their own students. More Values Education lesson resources will be added to the data bank for teachers to access.

The Excursion Programme will be routinely reviewed to keep it fresh and interesting for students. A service tour will be provided yearly. The external organizers will not continue the Joint- school STEM+E Programme, but the School and all leadership teams routinely search for opportunities to work with tertiary institutions and NGOs to provide interesting learning experiences for students.

According to protocol, the LOCPG helps local schools to connect with universities in China. Thus, the proposed programmes with universities in China will be further explored in the coming year.

3. To cultivate and sustain student leadership The etiquette and networking training sessions will be regularly scheduled for future years. The sessions between the ambassadors and the awardees help to build stronger bonds among classmates and big sisters.

Attendance is definitely an unsolved issue for the Leadership Workshops. The demand on students’ time is heavy. After students had signed up for the Leadership Teens Workshop, a lot of ad hoc duties or engagements popped up on Saturdays. The yearly plan is to offer the workshops during the first 2 days of the Christmas holidays and the follow-up session in February.

4. To strengthen the sense of community and well-being for all GHS stakeholders All of the GHS Positive Education professional sharing experiences were valuable to the Values Education Team members. The experiences helped to consolidate the School’s stance of embracing Positive Education Psychology and allowing members to share the good work done at Good Hope School by the Values Education Team and all staff members.

With regard to the Joyful Booklets, although appreciated by educators outside of the school, it was noted that some classes did not make full use of the booklets. It was recommended that more time during PC lessons and homeroom periods be allocated to activities in the booklet as part of the school’s regular practice.

Parents who volunteered to be Parent Ambassadors participated in a Positive Education workshop to know more about their daughters’ learning. Parents and staff viewed the collaborative experience as very valuable in promoting positive values. Working with the Parent Ambassadors to promote positive values at GHS will be explored further next year.

Page 18 of 19 School Annual Report for 2018 – 2019 Financial Summary Financial Summary for the 2017/2018 School Year

Government Non-Government Funds Funds INCOME (in terms of percentages of the annual overall income) DSS Subsidy (including government grants not 61.46% N.A. subsumed in the DSS unit rate payable to schools) School Fees N.A. 34.88% Donations, if any N.A. 1.66% Other Income, if any 1.00% 1.00% Total 62.46% 37.54%

EXPENDITURE (in terms of percentages of the annual overall expenditure) Staff Remuneration 72.26% Operational Expenses (including those for Learning and 11.15% Teaching) Fee Remission / Scholarship1 6.72% Repairs and Maintenance 1.01% Depreciation 8.06% Miscellaneous 0.80% Total 100%

Surplus for the School Year # 0.91 month of the annual expenditure

Accumulated Surplus in the Operating Reserve as at 11.78 months of the annual expenditure the End of the School Year

Details of expenditure for large-scale capital works, if any: One of the school’s premises is under reconstruction during 2017-18 school year and therefore the expenses amount shown for this period does not truly reflect the real amount spent.

1 The % of expenditure on fee remission/scholarship is calculated on the basis of the annual overall expenditure of the school. This % is different from that of the fee remission/scholarship provision calculated on the basis of the school fee income as required by the Education Bureau, which must be no less than 10%.

It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme according to Education Bureau’s requirements. The expenditure of fee remission/scholarship of our school is above the 10% of the total school fee income set by EDB requirement. Page 19 of 19 School Annual Report for 2018 – 2019