La Salle College
Annual Report 2014-2015
Strive to be the best you can be
Our School 2 Preamble 2 Vision Statement 4 Mission Statement 4 Values 4 Motto 4 Competencies 4 Guiding Principles 4 Learning Goals 5 Curriculum Aims 5
Teaching and Learning 2014-2015 6 Academic Achievement 6 Professional Development 6 Review of the Small Class Teaching for Weaker Students 6 Learning Support Programmes 6
Support for Student Development 2014-2015 7 Moral and Civic Education 7 Service Learning 7 Aesthetics 7 Discipline and Counselling 7 Careers Education 7 Extra-Curricular Activities 7 Exchange Programmes and Study Tours 8 The Student Association 8 Learning Support Services 8 Integrated Planning of Student Support Service Programme 8 Conclusion 8
Student Performance 2014-2015 9
Financial Summary 2013 – 2014 (ended 31 August 2014) 13 Financial Summary for the year ended 31 August 2014 13 Financial Report on the Use of Grants and Support Funds for the year ended 31 August 2014 14 IT Budget to be reflected in Annual School Plan 2014 – 2015 15
School Annual Plan 2014-2015 16 Catholic & Lasallian Character 17 Teaching & Learning 21 Student Performance 28 Student Support 30 Management & Organization 34
Career Guidance and Life Planning Education 2014-15 47
Budget 68
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Our School
Preamble La Salle College, Kowloon, is a with extensive pedagogical preparation and on-going Lasallian school in the ‘Lasallian’ supervision in order to fulfil their God-given ministry. In tradition. consultation with his teachers, De La Salle designed a curriculum and wrote practical and effective textbooks The Lasallian School offers a infused with gospel values. The Christian schools were Catholic education that is primarily for the poor, yet all socio-economic levels were marked by a distinctive spirit. welcomed. Social segregation, which was the practice of the This spirit is rooted in the Gospel day, was not permitted in the Christian Schools. All students of Jesus Christ and in the were treated with the same dignity and respect. spirituality and educational philosophy of Saint John Baptist De La Salle envisioned teachers as ministers of grace who De La Salle (1651 – 1719), founder of the Brothers of the exercised their vocation daily by instructing youth in the Christian Schools. De La Salle was convinced that without a principles of the Gospel as well as in the various academic Christian education the poor children of his native Rheims and vocational subjects. He regarded the school as a (France) would be lost both to the Church and society. This community of believers working cooperatively to achieve a conviction led him to organize a group of teachers and to shared mission. The schools were to be effectively managed establish Christian Schools that would meet the needs of so as to achieve the intellectual, cultural, religious and these children. Over a period of thirty years, De La Salle vocational formation of the student through a curriculum founded schools in several French cities and towns and suited to their needs and based on Christian values. instructed teachers and students from various socio- economic levels. By the time of his death, De La Salle had The Lasallian School, then, was founded to be a Christian established primary and secondary schools, teacher training school whose purpose is “to give a human and Christian centres, and boarding schools. education to the young.” La Salle College, Kowloon is such a school with the same mission and purpose. John Baptist de La Salle was an educational innovator both in the development of teacher training programmes and in Theme for 2014/2015 his curricular and pedagogical practices. De La Salle recognized that teachers have a providential, grace-filled, Strive to be the best you can be. and pivotal role in the actions and achievements of students. Because of this pivotal role, De La Salle provided teachers
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School History temporary buildings on Perth Street, Homantin. Despite the considerable difficulties, few school activities suffered by this change. Br. Felix was appointed Director of the School in 1956 and with untiring efforts, re-acquired the College buildings from the Military Authorities on 1st August 1959. Eleven years of forced exile had come to an end. Student numbers grew steadily and this in turn led to a separation of primary and secondary divisions. La Salle Primary School commenced classes in 1957 and Br. Henry was appointed Headmaster. The Modern La Salle Towards the mid 1970’s, the Brothers, under the directorship of Br. Raphael, decided the then aging building was functionally inadequate and would have been too costly to refurbish. The old building with its majestic dome had to be knocked down to make way for progress. While classes were continuing, a portion of the school grounds were used to erect a new superstructure with In the beginning modern facilities. The Governor at the time, Sir Murray Maclehose, The story of La Salle College begins in 1917 when the Brothers of St. officially opened the new school on 19th February, 1982, which was Joseph’s College opened a junior school on Chatham Road, near also the Golden Jubilee year of the school. Rosary Church. Kowloon was expanding rapidly at this time and The new College building stands seven floors high and has a current demand for school places was rising. Br. Aimar, then Director of St. enrollment of about 1600 students. Four impressive blocks Joseph’s, realized that a new school building was necessary. He surround two quadrangles, the lower, dotted with benches and acquired a piece of land on Boundary Street in the late 1920’s as a greenery and the upper a standard size basketball court. All rooms site for the new La Salle College. are centrally air-conditioned and have double-glazed windows. In On 5th November, 1930, Sir William Peel, then Governor of Hong addition to the classrooms, there is an extensive range of facilities Kong, laid the foundation stone of the new building. By 3rd for academic use and for extra-curricular activities. At the time of December 1931, the work on the building and the playgrounds was construction the school was considered among the most modern in sufficiently advanced to allow the opening of eight classes under Asia. Br. Alphonsus Chee and Br. Thomas Lavin worked with the the management of 5 Brothers from St. Joseph’s College and 4 developer in developing these facilities. Assistant Masters, Messrs. Charles Dragon, Francis Chan, James Ng Since a major part of the School building is above standard, the and Benedict Lim, from the Chatham Road School. Government is not responsible for its maintenance. Replacements La Salle College was formally inaugurated on the 6th January 1932. of plant and machinery as well as the upkeep of existing facilities Seven Brothers headed by Rev. Br. Aimar as Director, and a few require substantial sums of money. The Brothers, the Principal Br. days later 40 boarders settled into the new College. There were Francis, and some Old Boys initiated the idea of a Foundation with then 540 students in 14 classes. one of the aims being to provide sufficient funds to do just this. In For seven years the College thrived under the wise guidance of early 1992, the La Salle Foundation was established with Mr. Brother Aimar. The students achieved excellent results in the Michael Sze as the first Chairman. Matriculation Examinations, the laboratories were furnished, four To enhance communication between teachers and parents, the La Tennis courts and a full-sized football pitch were built and the lovely Salle College – Parent Teacher Association was established in statue of St. John Baptist de La Salle that now stands in front of the January, 1995, and has become an integral part of the life of the College, was erected. The number of students increased to 805 in school. 1935 and 1060 in 1939. In September 2000, Br. Thomas rejoined the staff and became the War-Time and Exodus Supervisor and Principal of the College. The School Improvement Programme began with the Ground The outbreak of World War Two in 1939 brought great disruption Breaking Ceremony on 9th April 2003. In 2005, two Annexes were to the life of the school. The HK Government requisitioned the completed, one along La Salle Road and the other on top of the old buildings as an internment camp for Germans in 1939 and a tennis courts, and named the Br. Aimar Wing and Br. Cassian Wing hospital in 1941. Initially the Brothers had to arrange for use of after the school’s first and second Principals. The new wings temporary classrooms across the road at the current La Salle provided an additional 32 rooms with state of the art facilities to Primary School site. enhance student activities and support continuous school On Christmas Day, 1941 the Colony surrendered to the Japanese development. and, soon after, the Brothers were ousted from the College. The In 2004, Br. Thomas retired as Principal and Dr. Paul Lau (68) took buildings were turned into a storage depot. The Japanese this office. He was the first layman to take the post after 10 encouraged civilians to leave the Colony, as food was in short Brothers before him. Br. Thomas continued his role of Supervisor supply. A number of Brothers, including the founder and Principal, until he became Brother Visitor of the Penang District in 2008. Br. Br. Aimar, traveled to Indo-China where they remained for the Patrick then took over as Supervisor. In April 2007, Mr. Wong Yen duration of the War. Kit took the reins as Principal. In September 2008, Mr. Nicholas Ng, Post-War Recovery the former Foundation Chairman, was invited to be the Alternate Br. Cassian, OBE, energetically undertook restoration of the College Supervisor alongside Br. Patrick. In September 2010, on the after the war in 1946. Soon the College made a remarkable retirement of Mr. Wong Yen Kit, Br. Steve, from New Zealand, was recovery and had about 600 pupils on its roll. The British Military appointed Principal. Authorities, however, once again requisitioned the College in 1949 and it was turned into the 33rd General Hospital. Under the directorship of Brother Patrick Toner, the school was moved to
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Vision Statement To inspire and challenge students to achieve excellence in all Competencies things. La Salle College believes that to prepare students for the future the curriculum must embed key competencies – the skills required to live, learn, work, and contribute as active Mission Statement members of society. The key competencies embedded in the Faithful to the founder, St. John Baptist De La Salle, La Salle La Salle College curriculum are: College – is committed to providing a high quality human and Thinking - using creative, critical, and metacognitive Christian education processes to make sense of information, experiences, values each boy regardless of ethnicity, religion, and ideas. wealth, or status Using language, symbols, texts - using and making provides special attention to those less gifted meaning of the codes in which knowledge is seeks to empower all students to realize their communicated. potential through academic study, sport, and the Managing Self - self-motivation, a ‘can do’ attitude. arts Relating to Others - interacting and collaborating develops a civic, service, and leadership oriented effectively with a diverse range of people in a variety culture with its community of parents, friends, and of contexts. alumni. Participating and Contributing - being actively involved in communities. Problem Solving - in groups and individually solving problems
Guiding Principles La Salle College in implementing the Hong Kong Secondary School curriculum is guided by the cardinal principle that its work must be in the best interest of its students guided by the following 1. Decisions and practices are premised on the beliefs that all students have the ability to learn. 2. Students are provided with a wide range of different learning experiences for holistic development. 3. Diversified learning, teaching, and assessment are used to suit the different needs, interests, and abilities of students. 4. All students are provided with an enabling Values environment conducive to their development as self- regulated life-long learners. If young men are honest with themselves and others they 5. Planning and strategies are built on existing strengths will grow to be good men in the fulfilment of God’s plan for and implemented at the right pace, taking into them. If young men at La Salle College respect themselves, account the readiness of teachers, the school context others, and property, they will grow, aware of their and the characteristics of the students. responsibility to others and the environment. They will learn 6. Due consideration is given to local contexts and that rights are earned, and that honesty and respect are two needs. Capacity is built up through staged core values of the ‘social contract’ upon which all modern experiential approaches and periodic review. societies depend. In this way La Salle College incorporates 7. The change process is monitored making use of the five (5) key values of the Hong Kong Secondary School critical milestones and evidence to ensure timely and curriculum - responsibility, commitment, perseverance, quality support for teachers. respect for others, and national identity.
Motto La Salle College has two mottos, one in Latin, the other Chinese. The Latin motto Fides et Opera, means faith and works – that at La Salle College we are motivated by faith and good work. The Chinese motto 克己復禮 is from the Analects 《論語》of Confucius 《孔子》 – to subdue ones selfish desires and return to propriety (appropriate or fitting conduct).
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Learning Goals La Salle College in implementing the Hong Kong Secondary Curriculum Aims School curriculum has adopted the following learning goals for each student: La Salle College in implementing the Hong Kong Secondary to be bi-literate and trilingual with adequate School curriculum aims to proficiency; to be an informed and responsible citizen with a establish a vibrant, flexible, diverse, and enabling sense of global and national identity; learning environment that will widen the to respect pluralism of cultures and views, and be a knowledge base of every student, critical, reflective and independent thinker; provide multiple progression pathways for future to acquire IT and other skills as necessary for being a studies and career development in an ever changing life-long learner; society to understand their own career/academic aspirations enable students to achieve enhanced literacy and and develop positive attitudes towards work and numeracy knowledge and competence in critical learning; and thinking, independent learning, and interpersonal, to lead a healthy life style with active participation in moral, civic, physical, and aesthetic development aesthetic and physical activities. (La Salle College also includes spiritual development)
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Teaching and Learning 2014-2015 Academic Achievement performance etc., teachers had more information to plan their Panels made use of the relevant data gathered from the lessons. previous 3 HKDSE examinations to inform better planning for In addition Panel Heads were given 5-8 periods per cycle to have teaching and learning for the 2014-2015 cohort. Strengths and more lesson observation time in their Panels so that weaknesses of students were analysed so that changes in professional development could be enhanced. Panel Heads held pedagogy and in teaching materials could be made. Public ‘walk-throughs’ during the year and had professional dialogue examination results were compared with internal assessment with their members afterwards. Data was collected during the results to guide teaching of this 4th HKDSE cohort. In addition, walk-throughs and thus better planning and teaching strategies the College paid much effort in taking care of less able students. were shared among teachers. Using the data from internal assessments, less able students were identified and subject teachers gave corresponding Review of the Small Class Teaching for Weaker enhancement to these students in an attempt to lift their Students performance. The HKDSE results in 2014-2015 were the best The split class provision was examined again to see if it was HKDSE results in the 4 years of this new exam curriculum. appropriated correctly. The review again gave no evidence that Approximately 55% of all grades were 5 or better. 85% attaining split classes improved student performance or added value as 3 or above in Chinese, 100% 3 or above for English, 100% 2 or there were too many uncontrollable variables. The one above for Math, and 99% 2 or above for Liberal Studies. In controllable significant variable factor however was the teacher addition 65% attained entry into the top 3 universities in Hong – the performance of weaker students improved in either a full Kong, with 70 boys (35%) gaining entry to HKU. class or a small class depending on the skills of the teacher and Results in Hong Kong, National, and International Olympiads in the relationship with the students. Maths, Physics, and Informatics indicate that the top students The review on the use of resources for enhancement would are doing even better than last year. Results in the HKDSE and continue in 2015-2016. The data collected would continue to international assessments such as PISA, the Australian inform the College in terms of a better deployment of resources Mathematics Exam or the NSW ICAS Assessment indicate that in regard to helping less able students improve their academic our top math students are doing better even than last year. achievement.
Professional Development Learning Support Programmes Professional Development continued to be aligned to the The College developed further programmes for Gifted Students College Strategic Plan addressing the use of technology, through the Gifted Education Department of the Student differentiated learning, and data to inform teaching and Learning Support Services. Programmes included the Subject learning. In addition to focusing on ‘Writing across the Teams for Maths, Physics, and Science. The Gifted Education Curriculum’, the College designed a two year strategy to Department accessed programmes from HKU, the Dual develop Unit and lesson plans in all subjects. The College Programme from HKUST, and other programmes from BU, continued to administer professional development each PolyU and CityU for talented students as well as having students fortnight alternating between school workshops on up-skilling gain scholarships for the JHU Talent Search Summer School. in specific areas of IT in teaching such as the use of Microsoft SEN students, although only 3 in number, with mild audio or Office, Windows 8, YouTube, eClass, Google Classroom, and on visual impairment, were well supported by the SEN and teaching writing in all subjects. Teachers shared among Learning Support team. themselves strategies so as to better design their lessons to give more individual support to students. Not only the less able As a self-improving school the College focused on ‘Writing students, high achievers were also given more support to Across the Curriculum’ i.e. academic writing for exam situations, further enhance their abilities. In addition, students were give in 2014-2015. In addition the IT/BYOD Planning and more opportunities in authentic learning. More gifted Implementation Team continued in it work to prepare staff and programmes and exchange programmes were organized so that students for BYOD in September 2015. The Team gained IMC students were given the chance to challenge themselves and to approval for BYOD to begin in 2015-2016, and for Pilot participate in overseas exchanges. As in the past two years, student performance data was activities to be implemented throughout 2014-15. All collected and distributed to teachers from time to time. At the teachers were given a MacBook Air in 2014-15, classes were beginning of the school year, every subject teacher was given set up with AppleTV and the Multi-Media centre upgraded student performance data of the previous year’s examination as a Multi-Media Mac Lab. The College completed its so that he/she would know about the general profile of the class infrastructure work, ready for 2015-16 BYOD, from the he/she was teaching. Student performance was also reported in $600,000 awarded by the EDB for the eLearning Pilot markers reports which Panels made use of during the year. Programme funding. Together with the Reports from public examinations, SBA
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Support for Student Development 2014-2015
Through a whole school approach to ‘Student Support’, all teachers were engaged in a minimum of three student support duties resulting in an extensive range of support programmes and opportunities for the students of La Salle College. Some of the major programmes in 2014-15 have been identified and briefly commented upon in the following.
Moral and Civic Education In addition to the formal curriculum of Religious Studies, the College has a structured curriculum on Moral & Civic Education with a focus on moral education in junior Forms and life skills development in senior Forms. The topics covered in F1-3 Moral Education are Good Discipline and Citizenship, Respect, Responsibility, Problem Solving, Love, Empathy & Compassion, Career Education, Relationship and
Sex Education; in F4-5, the topics included Understanding Self, Leadership Skills, Setback & Stress Management, Career Discipline and Counselling Planning Competencies, Relationship & Responsibility, With an integrated approach to guidance and discipline, the Etiquette, and in F6, Thinking Outside the Box, JUPAS College paid special attention to training programmes in Application and Success Skills. The Civic Education Team, resilience, self-esteem, and confidence. Through the Big Health & Environment Promotion Team, Guidance Team, and Brothers Mentoring Scheme, Form 4 and 5 students coach the Assembly Team also help in the delivery of extra- Form 2and 3 students, an enhanced camaraderie and a curricular programmes on moral & civic education. special Lasallian bond was cemented among the senior and junior students. Service Learning All students were involved in service learning in 2014-2015. Careers Education All Form 2 students participated in a service programme A structured career education curriculum was implemented called ‘From La Salle with Love’ in November – reaching out during the Form Teachers’ Period, Form 1-6, in a sequential to different elderly homes, orphanages, and mentally and systematic manner. Special information sessions were disabled centres. Supported by the Parents-Teachers tailored for Form 3 and Form 6 students and parents about Association, the College hosted two underprivileged primary advice on Form 4 streaming and university application. The schools and treated them with a ‘Fun Day’. Other service Careers Department was adept at fully engaging the expertise programmes included programmes offered by the 5 uniform of alumni in programmes like the Careers Day, ‘Talks’, Form groups - Scouts 17th Group, Red Cross, St. John Ambulance 5-6 Interview Workshop, and the Job Shadowing Programme. Brigade, HK Air Cadet Corps, and Police Cadet Corps; and the In the latter, more than 100 places were secured in different Community Youth Club, UNICEF, HK Award for Young People companies, lasting from 1 to 3 days during the last summer Other regular service activities were organized by religious vacation. The Careers Department also worked closely with groups such as the Lasallian Youth Movement, Legion of Mary, external organizations like the Junior Achievement, Education Catholic Society, Outreach service Team, Learning Support Bureau Business-School Partnership Programme, Careers and Services Team, and Gifted Education Team. Guidance Master/Mistress Association, and The Hong Kong Federation of Youth Groups. A Career and Life Planning Aesthetics Activity for Form 4 was organized in January engaging the Service of Hong Kong Federation of Youth Groups. Aesthetics Assemblies and Workshops were held for Form 4 and Form 5 students. In addition a variety of activities Special counselling was provided for Form 6 students on including music performances, workshops on drama, dance JUPAS where one career teacher was assigned to look after and visual arts, speech and public speaking demonstrations one Form6 class each throughout the year. were provided for students who enrolled according to their aptitude and interest. Students also had the opportunity to participate in various lunchtime Art workshops, Music Corner, Extra-Curricular Activities and the Colleges very successful music teams – the Wind The forty six (46) school clubs and societies provided every Orchestra, Chinese Orchestra, Symphony Orchestra, and student an opportunity to stretch their potential in cultural, Choirs. Once again the Annual Concert was a wonderful services, interest, sports, religious, and foreign language school celebration of music talent in the College enjoyed by arenas. A two-day Extra Curricular Activity (ECA) Promotion the participants as much as the audience. Fair was held for Form 1-4 classes where all Form 1 students successfully enrolled in three or more ECA’s – at least one
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from each of, Cultural, Sports, and Service clubs/societies, students with special emphasis on learning effectiveness and while more than 90% of Form 2 students enrolled in three self-directed learning. A week-long Summer Bridging ECA’s. A rigorous evaluation system by students, teachers, Programme (co-organized with the PTA) was provided for the and the Student Association was employed to gauge newcomers to prepare for the new school life and curriculum. participants’ feedback to the quality of the club activities as A myriad of Gifted Education programmes were offered and well as suggesting areas for improvement. The Thumb-up are in high demand, including the Johns Hopkins University Scheme and Penalty Scheme were enforced to give the club Talent Search programmes, HKU Academy and the HKU leaders more incentive to improve. With the ample Junior Science Institute, the HKUST Dual Programme, the BU opportunities of leadership, 70% of Form 5 students have IT Programme, web-based programmes organized by the EDB, been leaders at some level in the school and 40% of students and various gifted programmes run by the Hong Kong have been office bearers of the Student Academy of Gifted Education. In addition the College has Association/Clubs/Teams by the end of Form 6. school-based ‘Gifted Education/Extension’ programmes offered via the ‘Academic Teams’ - Mathematics, Physics, Chemistry, and Informatics all of which participate in the Hong Kong and International Olympiads.
Integrated Planning of Student Support Service Programme During 2012-13 the College mapped the various EDB curriculum and/or curriculum statements with the various support programmes in the College ensuring compliance with EDB mandatory curriculum. The modules set out in the following curriculum are covered in the various student support services programmes; Careers Education, Health Curriculum, Sexuality Curriculum, Life & Society Curriculum, Civics Education Curriculum, and the PSHE curriculum. In 2014-15 the College revised its Careers programme in light of the extra funding provided by the HK SAR Chief executive. The Exchange Programmes and Study Tours Careers Plan is published on the College website - Twelve Exchange Programmes and Study Tours, lasting from Administration: Planning & Reporting. 3 to 16 days, were organized in 2014-2015 to Singapore, Beijing, Taiwan, Malaysia, the UK, France, Australia, New Zealand, Shanghai, Ningbo, Zhongshan, Taiwan, U.K. and Conclusion Heyuan engaging about 300 students. The school also played It is the aim of the school to nurture students to be healthy, host to a number of overseas schools including those from honest, law-abiding, civic young men who believe in serving Singapore, Beijing, Shanghai, Zhongshan, Ningbo, Australia, and caring for the community and people around them. It is New Zealand, and Malaysia. The Civic Education Team expected that La Salle College students will exhibit an avid organized a study tour to Shan Dong. Both the Choir and sense of civic and national awareness, high moral standards, Squash Team organized visits to Singapore as well. a sense of responsibility, and an aspiration for their future career. Most importantly, these young men, through the programmes and support offered at La Salle College this past The Student Association year will be able to continue to develop a positive self-image, The Student Association, under the guidance of a Steering grow in confidence, and share a positive attitude to life. Committee of select senior teachers, was successful in providing almost half of the student population a chance to serve and train to be future leaders. Arguably the most democratically elected student body in Hong Kong, the Student Association acted as a bridge between students and the school authority and has successfully initiated many high quality programmes which allow students to fully employ their creativity, organizational and management skills, and marketing and publication techniques while upholding accountability for their work. These Form 5 students also take full responsibility for the production of the School Year Book.
Learning Support Services To render special support to the less able students, Enhancement Programmes were provided for Form 1-5
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Student Performance 2014-2015
LSC - 2012, 13, 14, 15 Comparisons (%) % Each Grade 2012, 13, 14, 15 35 100 90 30 80 70 25
60 20 50 40 15 30 10 20 10 5 0 % 2-5** % 5-5** % Chin 3+ % Eng 3+ % Math 2+ % LS 2+ % Matric 0 % 5** % of 5* % of 5 % of 4 % of 3 % of 2 % of 1
2011.12 2012.13 2013.14 2014.15 2011.12 2012.13 2013.14 2014.15
LSC Chinese 2012, 13, 14, 15 LSC English 2012, 13, 14, 15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
LSC Liberal Studies 2012, 13, 14, 15 LSC Math Core 2012, 13. 14, 15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
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Student Performance 2014-2015
LSC Physics 2012, 13, 14, 15 LSC Chemistry 2012, 13, 14, 15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
LSC Economics 2012, 13, 14, 15 LSC Biology 2012, 13, 14, 15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
LSC Integrated Science 2012, 13, 14, 15 LSC Geography 2012, 13, 14, 15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
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Student Performance 2014-2015
LSC ICT 2012, 13, 14, 15 LSC Chinese History 2012, 13, 14,15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
LSC Music 2012, 13, 14, 15 LSC Maths Module 1 (C & S) 2012, 13, 14, 15 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015 LSC 2012 LSC 2013 LSC 2014 LSC 2015
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Student Performance 2014-2015
LSC Maths Module 2 (A & C) 2012, 13, 14, 15
100 90 80 70 60 50 40 30 20 10 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2012 LSC 2013 LSC 2014 LSC 2015
LSC BAFS - Management 2015 LSC BAFS - Accounting 2015 100 100 90 90 80 80 70 70 60 60 50 50 40 40 30 30 20 20 10 10 0 0 5**% 5*+% 5+% 4+% 3+% 2+% 1+% 5**% 5*+% 5+% 4+% 3+% 2+% 1+%
LSC 2015 LSC 2015
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Financial Summary 2013 – 2014 (ended 31 August 2014) Financial Summary for the year ended 31 August 2014
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Financial Report on the Use of Grants and Support Funds for the year ended 31 August 2014
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IT Budget to be reflected in Annual School Plan 2014 – 2015
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School Annual Plan 2014-2015
In this Strategic Plan the College has chosen to use the four Domains of the Education Bureaus Performance Indicator Framework (PIF) plus a fifth, Catholic & Lasallian Character, where Goals for the period 2010 - 2016 are identified and targets with associated expected outcomes set.
These targets, it is believed, will deliver the outcomes necessary for the College to deliver its mission and vision for the boys in its care. The following Annual Plan records the College’s plans for 2014/15 to achieve these goals.
[NB: Dates in this Plan are recorded as academic years e.g. 2011 refers to the end of the 2011/12 academic year]
Strategic Strand Goals 1. Catholic & Lasallian 1.1. To foster Lasallian values of faith, service, and community, and other Christian values such as Character love, hope, and respect. 1.2. To strengthen the understanding of Lasallian charism and Lasallian leadership among staff and students. 1.3. To foster the gospel value of service to others, and civic responsibilities. 1.4. To promote within La Salle College the catholic faith, the sacraments, and an active, vibrant worshipping community, while accepting all beliefs. 2. Teaching & Learning 2.1. To develop students’ critical and creative thinking skills. 2.2. To enhance student language proficiency. 2.3. To foster a self-directed learning culture; a learning to learn culture. 2.4. To develop the use of data to inform teaching practice. 2.5. To ensure differentiated learning strategies are used in all classes. 2.6. To support all staff to become confident capable users of emerging mobile ICT technologies. 2.7. To develop professional development that is linked to individual improvement plans. 2.8. To develop a writing strategy for academic writing frames across the curriculum 3. Student Performance 3.1. To foster students’ self-awareness and an awareness, respect for, and tolerance of difference. 3.2. To help students establish and maintain positive relationships with peers and acquire appropriate social skills. 3.3. To help students master a healthy and balanced lifestyle, build resilience against adversity, and manage stress. 3.4. To nurture a positive learning attitude among students. 3.5. To stretch the potential of gifted and talented students. 4. Student Support 4.1 To identify each individual students' learning needs and develop a comprehensive leaning support plan. 4.2 To provide career assistance to students from F1 – F6 to identify goals and interests so as to optimize higher education and career choices. 4.3 To ensure students have access to a comprehensive and well- established co-curricular programme to harness their creativity, independence of thought, interest in others and the world around them. 4.4 To nurture integrity, self-discipline, empathy, kindness, and interpersonal skills. 4.5 To promote and develop student leadership. 5. Management & 5.1. To ensure the physical facilities are at a high standard to support curriculum objectives and Organisation priorities. 5.2. To upgrade the ICT Infrastructure to enable all staff and students have access to reliable, sustainable, efficient, and appropriate ICT equipment, systems and services that meet their current and emerging e-Learning and e-Administrative needs. 5.3. To ensure the school’s Administration and Panels have ready access through ICT to a wide and well-focused range of learning resources that are selected, organised, and managed to be responsive to their needs and relevant to the Hong Kong Curriculum and Administration. 5.4. To develop a 10 Year Maintenance Plan, a Long Term Maintenance Plan, and an IT Development Plan. 5.5. To develop an Office Administrations Manual, a College Policies Manual, and IMC Procedures Manual. 5.6. To develop office administration systems, refurbish the administration and employ a Principal’s PA. 5.7. To develop a 5-10 Year Personnel Plan. 5.8. To improve communication and develop transparent systems at all levels within the school.
NB: Dates in this Plan are recorded as academic years e.g. 2011 refers to the end of the 2011/12 academic year
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Catholic & Lasallian Character
Goal 1.1. To foster Lasallian values of faith, service, and community, and other Christian values such as love, hope, and respect Goal 1.2. To strengthen the understanding of Lasallian charism and Lasallian leadership among staff and students Goal 1.3. To foster the gospel value of service to others and civic responsibilities Goal 1.4. To promote within La Salle College the catholic faith, the sacraments, and an active vibrant worshipping community accepting of all faiths of all faiths Goal 1.1 To foster Lasallian values of faith, service, and community, and other Christian values such as love, hope, and respect. Target/Goal Action/Strategy Who When Reporting 1.1.1 Done 2010, All staff and students to 1. To have a banner put up in the College at Pastoral 2 x per year 2011, 2012, know and be aware of the least twice a year with a Lasallian/ Christian Assistant 2013, 2014
Lasallian/Christian values message. Done 2010, As appropriate that the College 2. Develop banners, posters, slogans, Brothers’ Pastoral 2011, 2012, each year promotes quotations, Brothers’ photos, etc. and Assistant 2013, 2014 catchphrases promoting La Salle as a but more Lasallian school based on values of honesty could be and respect. done. 3. A Programme on Lasallian values and RS Panel Head 2011 onwards Done 2011, Lasallian Spirit is implemented in the F1 2012, 2013, Religious Education programme. 2014 1.1.2 A school All students acknowledge 1. A Health Promoting School Programme of Principal 2011 onwards theme has their right to be student led activities is developed to address been respected and their values such as respect for others, courtesy chosen each responsibility to respect and other issues identified from time to year but no others time. HPSP [See 3.3.2] programme yet. This is to be taken up by the Pastoral Exec Plan in 2015/16. 1.1.3 All teachers are to 1. All teachers are to identify in their Unit Plans All teachers 2012 onwards Not yet integrate values into their the values embedded in each unit taught done. teaching programmes
Goal 1.2 To strengthen the understanding of Lasallian charism and Lasallian leadership among staff and students Target Action Who When Reporting 1.2.1 To develop a staff 1. To develop a staff service programme to Pastoral 2011 onwards Many staff are exposure/service the underprivileged community once a Assistant involved in programme year. service programmes for functional teams but there is not a LSC Staff service programme yet. 1.2.2 For all staff to have an 1. Before the start of every Staff Meeting, Principal Every Staff Done 2010, 2011. on-going understanding the Principal/Lasallian Coordinator (LC) Meeting 2012, 2013, not of Lasallian charism will read something from the Founder’s done in 2014 writings related to the schools/
teachers. Principal & LC La Salle College School Report 2014-2015 | 17
Target Action Who When Reporting 2. At least one Staff Development Day a 2011 onwards Done 2010, 2011, year be allocated to Lasallian 2012, 2013, 2014 formation. 1.2.3 To develop Lasallian 1. LYM leaders are to participate in LYM & LC 2011 onwards Done 2011, 2012, leadership among staff & Lasallian Leadership training. 2013, 2014 students 2. The Lasallian Youth Ministry team to LYM & LC
develop an Annual Plan for the 2011 onwards development of Lasallian Youth Leaders Done 2011, 2012, 2013, 2014 engaged in Faith, Service, and Community events. Principal 2011 3. To appoint a Lasallian Coordinator (LC) to develop a Lasallian Formation Plan at Coordinator in La Salle College. LC 2011 4. To develop a Lasallian Formation Plan 2011 but plan not 2011 2011-2016. Principal & LC yet developed. 5. To identify external formation Not yet done. opportunities for staff at all levels and Done in 2013, to have 1 staff member attend at 2014 Lasallian formation programme Mr Peter Leung – annually. Rome Ms Tang – Philippines Mr Tong – Perth Mr Ho - Perth 1.2.4 To reinforce the sense of 1. LYM and CathSoc to organise a Games Pastoral 2011 onwards Done 2011, 2012, belonging to the Lasallian Day / Camp with local Brothers’ Assistant, 2013, 2014 Family, local and schools once a year. LYM, LC &
worldwide CathSoc 2011 onwards 2. To develop an Exchange Programme LC & Done 2011, 2012, with local Brothers’ schools and/or Exchange 2013 with SJC Brothers’ schools worldwide once a Prog Team Singapore and year. also LSC Perth, LSC Paris, and LSC Auckland in 2013 & 2014 1.2.5 To promote vocations to 1. To speak about the vocation of Brother LC 2011 onwards Done 2011, 2012, the Brothers and and priest at each monthly mass. 2013, 2014 by Br Priesthood. 2. To pray for vocations at appropriate Pastoral Jeffrey at each 2011 onwards opportunities. Assistant mass Done 2011, 2012, 2013, 2014
Goal 1.3 To foster the gospel value of service to others and civic responsibilities. Target/Goal Action/Strategy Who When Reporting 1.3.1 Some students To provide social justice 1. Coordinate with the LEAD District to Pastoral Assistant 2012 onwards help at the LC in exposure opportunities provide social justice exposure China each for students opportunity for students each year. summer. 1.3.2 2011 Assembly talk for Students F1 to F6 have at 1. Arouse students’ awareness of Pastoral Assistant Onwards Nepal, and LEC least one experience of livelihood issues around the world Mission Fund
serving the poor each through talks and sharing by Done 2011, 2012,
year charitable organizations eg lunchtime 2013, 14 garden presentation, RS class Pastoral Assistant 2011 onwards Done 2011, 2012, 1.3.2 Cont’d speakers. & RS Panel Head 2013, 14
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Target/Goal Action/Strategy Who When Reporting 2. All students are to participate in a Done 2011, 2012, service of the poor activity each year 2013, 14 including: Done 2011, 2012, - F1 at home service (RS Panel) 2013, 14 - F2 Service Learning Programme (RS Panel) - F3 Service Programme (RS Panel) - F4-F6 Voluntary Service activity
Goal 1.4 To promote within La Salle College the Catholic faith, the sacraments, and an active, vibrant, worshipping community, while accepting of all beliefs Target/Goal Action/Strategy Who When Reporting 1.4.1 Done 2011, 2012, To provide sacramental 1. At least once a year initiation Pastoral Assistant 2011 onwards 2013, 14 Done programmes each year programmes into the sacraments 2011, 2012, 2013,
for baptism, of baptism, reconciliation and 14 Sept annually reconciliation and Eucharist will be offered. Pastoral Assistant Done 2011, 2012, Eucharist 2. A survey and invitation to receive 2013, 14 the sacraments will be conducted Sept annually Done 2011, 2012, by the Pastoral Assistant in Sept Pastoral Assistant 2013, 14 each year. 3. Promote the catechumenate in the Sept annually Done 2011, 2012, acceptance of enrolment process Pastoral Assistant 2013, 14 and follow up in school for a Sept annually catechumenate class each year. 4. Liaising between parishes and Pastoral Assistant students interested in joining Parish Catechumenate classes. 5. Catholic Society hosting Bible and Bible sharing. 1.4.2 Done 2011, 2012, To increase student 1. All Catholic boys will have the Pastoral Assistant Advent & Lent 2013, 14 participation and opportunity to participate in the Done 2011, 2012, engagement in the Sacrament of Reconciliation at least 2013, 14 traditions and practices once a year. Pastoral Assistant 2011 onwards Done 2011, 2012, of both the Lasallian 2. Greater participation and 2013, 2014 tradition and the Catholic engagement through better Church attendance, singing, and more boys Done 2011, 2012, doing things in each of the following: 2013, 2014 - Opening Mass Done 2011, 2012, - La Salle Day 2013, ------Ash Wednesday Done 2011, 2012, - Assembly prayer 2013, 2014 - Lasallian prayer - Assumption Day Not yet done - All Saints and All Souls day Not yet done - Advent/Christmas 2011 annually Not yet done - Lasallian Saints Pastoral Assistant Done 2011, 2012, - Marian devotions in May, 2013, 14 October Pastoral Assistant 2011 Not yet done 3. Promotion of Lenten fast and abstinence regulations. Pastoral Assistant Done 2011, 2012, 4. Students able to compose and use 2011 2013, 14 suitable prayers. Done 2011, 2012, 5. Joint Liturgy Committee formed 2013, 14 from CathSoc and LYM for Founders Done 2011, 2012, day mass. 2013, 14 Done 2014 1.4.3 CathSoc Not yet done
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Target/Goal Action/Strategy Who When Reporting To increase awareness of 1. To screen religious movies at lunch Once every two and promote the Catholic time once every two months for months Done 2011, 2012, faith among staff and the whole school on the Catholic Principal Sept-2011 2013 students faith / Saints. onwards 2. To have a one-off session each year Principal/PastAsst Sept-2011 compulsory for all new staff and Done 2011 others to introduce the Catholic faith. 3. Develop Catholic symbols and images throughout the College. 1.4.4 All staff and students 1. Mass for all catholic and one Form Pastoral Assistant Monthly Done 2011, 2012, experience good liturgy compulsory the first Wednesday of 2013, 2014 and the sacraments each month. Pastoral Assistant Done 2011, 2012, 2. Students participate in all parts of Monthly 2013, 2014 the mass including Minsters of Pastoral Assistant except Eucharistic Eucharist. Advent/Lent Minister 3. All catholic boys will have the opportunity to participate in the Done 2011, 2012, Sacrament of Reconciliation at least 2013, 2014 once a year [See 1.4.2 -1] 1.4.5 Non-Catholic faiths are 1. Significant Non-Catholic religious Principal / Pastoral Annually Not yet done recognized festivals are recognised in some Assistant way in the College.
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Teaching & Learning
Goal 2.1. To develop students critical and creative thinking skills Goal 2.2. To enhance student language proficiency Goal 2.3. To foster a self-directed learning culture; a learning to learn culture Goal 2.4. To develop the use of data to inform teaching practice Goal 2.5. To ensure differentiated learning strategies are used in all classes Goal 2.6. To support all staff to become confident capable users of emerging mobile ICT technologies Goal 2.7. To develop professional development that is linked to individual improvement plans Goal 2.8 To develop a writing strategy for academic writing frames across the curriculum. [Added 2013/14] Goal 2.9 To design and implement the College IT eLearning Implementation Plan for BYOD and eLearning. [Added 2014/15] Goal 2.10. To design and implement the writing of Unit and lesson plans for shared and reflective practice to improve teaching and learning. [2014/15] Goal 2.11. To design and implement an enhanced Chinese Language teaching and learning curriculum based on the Chinese Language Curriculum Second Language Learning Framework Goal 2.1 To develop students critical and creative thinking skills Target/Goal Action/Strategy Who When Reporting
2.1.1 All students are able to 1. 20-30% of exam questions where applicable Panel Heads 2012 onwards Done 2012, 2013, answer open-ended are to be designated to open-ended 2014 questions questions. Done 2012, 2013, 2. Markers Reports are to include a statement Panel Heads 2012 2014 on open ended questions. onwards
2.1.2 Done 2011, 2012, All F1-F3 students develop 1. All F1-F3 students are to maintain a Journal VP Academic / 2011 onwards 2013, 2014 critical creative thinking of newspaper cuttings with comments. English Panel Done 2012, 2013, 2. All F1-F3 students are to have the 2014 opportunity and are to be encouraged to VP Academic 2012 onwards participate in a debate at least once a year. 2.1.3 Staff to implement higher 1. The College to implement professional Principal 2011 onwards Implicit in writing level thinking strategies in development workshops on higher order and IT project and their classes thinking and questioning skills. PD Plan 2015/16 2. The College to appoint coaches to assist Principal 2013 – Not yet done. teachers in their professional development in regards strategies to differentiated learners, and strategies developing critical thinking etc 2.1.4 ALL students are 1. Students are encouraged by SA and Form VP Academic/ 2011 onwards Done 2011, 2012, encouraged to read the Teachers to subscribe to the newspaper Form 2013, 2014 newspaper daily through the SA subscription service. Teachers/ (Subscription rate: 2. The News Headlines Boards are promoted. 3. The News Headlines Boards are updated Eng Panel 2011 onwards 16% 2013, 10% Head 2014) weekly. 2011 onwards Eng Panel Not done in Head 2014/15 Not done in 2014/15
Goal 2.2 To enhance student language proficiency Target/Goal Action/Strategy Who When Reporting 2.2.1 All students comfortable 1. Develop a Language Policy which is to VP Academic 2011onwards Decided not an and competent to speak include an English Language Development issue as the College Plan, Chinese Language Development Plan, is governed by EDB La Salle College School Report 2014-2015 | 21
English, Chinese, and and Putonghua Language Development MoI Language Putonghua fluently Plan 2011-2016 identifying programmes Policy plus Chinese, and activities to be implemented each year NCS Chinese, to improve language competency. English, Putonghua, French all have their Panel Plans aligned with the College Annual Plan and 6 Year Strategic Plan 2.2.2 100% of students pass 1. P6 and LSPS data is used to identify weaker English Panel 2011 onwards Done 2011, 2012, English in TSA and HKDSE students to form the split class and H & SEN 2013, 14 enhancement class. English Panel 2. Split classes use diagnostic tests and 2011 onwards H & SEN modified curriculum to catch up and return Not yet done. English Panel student to main class. 2011 onwards 3. Mid and End year exam data used to track H & SEN Done 2011, 2012, weaker students and modify split/remedial English Panel 2013, 14 classes in English. H 2011 onwards
4. Engage TSA and HKDSE Reports in Panel English Panel 2011 onwards Done 2012, 2013, Planning. H 5. Apply TSA and HKDSE type questions in 2014 internal examinations. Done 2012, 2013, 2014 2.2.3 100% of students pass 1. P6 and LSPS data is used to identify weaker Chinese Panel 2011 onwards Done 2011, 2012, Chinese in TSA and students to form the split class and H & SEN 2013, 2014 HKDSE enhancement class. Chinese Panel English partially in 2. Split classes use diagnostic test and 2011 onwards H & SEN 2014/15, to be modified curriculum to catch up and return Chinese Panel done in 2015/16 student to main class. 2011 onwards 3. Mid and End year exam data used to track H & SEN Done 2011, 2012,
weaker students and modify split/remedial Chinese Panel 2013, 14 classes in Chinese. H 2011 onwards 4. Provide monthly practice Reading, Writing, Done 2013, 2014 Listening, Speaking. 2011 onwards 5. Engage TSA and HKDSE Reports in Panel Chinese Panel Planning. H 2011 onwards Done 2012, 2013, 6. Apply TSA and HKDSE type questions in Chinese Panel 2014 internal examinations. H Done 2012, 2013, 2014 2.2.5 To cultivate a Reading 1. All students are to be provided a English Panel 2011 onwards Done 2013, 2014 habit / environment Recommended reading lists at the H beginning of the year with a copy available
to parents via e-class. 2. SSR to be monitored by VP’s and guidelines 2011 onwards Done 2011, 2012, set re Eng vs. Chin 2 x VP’s 2011 onwards 2013, 14 3. All students to maintain a reading log with a 2 x VP’s Done 2011, 2012, critical reflection after each text. 2013, 14 4. All boys to target reading at least 4 English 2011 onwards
novels per year. 2 x VP’s 2011 onwards 5. Improve access via library and Form Room Done 2011, 2012, Librarian to authentic Reading materials using a 2013, 14
‘rainbow’ approach to identify Not yet done. high/average/easier category texts for boys. 2011 onwards
6. The borrowing rate in the library to increase Librarian by 10% each year. Borrowing rate 2013 - 85% (14.8 books/student) Borrowing rate 2014 – 84%
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(15.2 books/student)
Goal 2.3 To foster a self-directed learning culture; a learning to learn culture Target/Goal Action/Strategy Who When Reporting 2.3.1 To develop a self-directed 1. Develop and implement computer assisted Principal 2012 onwards Not yet done. A trial learning culture learning (CAL) capability for teachers to VP Academic in 2013/14. NCS use for on-line learning at students own Chinese and
pace, instant feedback, and teacher Scholastic Reading monitoring. in 2014 2. Provide Professional Development for use Principal 2011 onwards Done 2014 of CAL. 3. Provide Professional Development for full Principal 2011 onwards Done 2012, 2013, use of e-class. 2014 2.3.2 To develop research skills 1. All F1 boys to be taught research skills in F1 Librarian 2011 onwards Done 2011, 2012, library time and in classes including eg 2013, 14 ebooks, online research etc. (Library Lesson + LS/Hist F3)
Goal 2.4 To develop the use of data to inform teaching practice Target/Goal Action/Strategy Who When Reporting 2.4.1 To provide teachers with 1. Achievement data is gathered, stored, Principal / 2012 Done 2012, 2013, student achievement archived, and analysed in a way that is VP Academic onwards 2014 data accessible and used to influence teaching
and learning by identifying which data is to be collected, how it is to be collated and to whom it is to be distributed - LSPS F6 Rank and End of Year Assessment - F6 Attainment Test Scores - F1-F3 NSWUN exam Scores - F3 TSA Principal / - F6 HKDSE 2011 Done 2012, 2013, 2. Provide teachers F1-F6 relevant diagnostic VP Academic onwards 2014 data including literacy levels, numeracy, SEN at the beginning of the academic year to inform practice and assist in identifying student needs differentiation within each class. [See 4.1.1]
2.4.2 To provide Panel Heads 1. Panel Heads formed as a pilot group for Principal / 2011 Decided not to with AfoL skills to AfoL(Assessment for Learning) training to VP Academic onwards pursue due to many improve their leadership become trainers. other major Principal / of teachers in the use of 2. Panel Head use Panel PD time to train initiatives. data to improve teaching teachers in the use of data, and ‘learning VP Academic 2011 Beginning to happen circle enquiry teaching’ discussions for onwards in some Panels. planning writing of Units for differentiated Principal / classrooms. 3. To evaluate the role of CA and assessment VP Academic Assessment 2011 and to revise the College Assessment Regulations reviewed onwards policy accordingly. in 2011. HKEAA QAMS Certified. 2.4.3
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Target/Goal Action/Strategy Who When Reporting To develop a 1. Share TSA and HKDSE examination All Panel 2011 Done 2012, 2013, comprehensive study of Markers’ Reports among all teachers in Heads onwards 2014 markers reports each Panel and provide actions to these Reports in a revised Panel Annual Plan for the Principal.
Goal 2.5 To ensure differentiated learning strategies are used in all classes Target/Goal Action/Strategy Who When Reporting 2.5.1 Done 2013, 2014 To ensure all students 1. Provide professional development for Principal 2011 onwards Done 2011, 2012, have access to learning teachers on scaffolds, modelling text 2013, 2014 regardless of ability types, writing frameworks. In progress in 2. Provide professional development for Principal 2011 onwards 2014/15 use of differentiated learning Done 2012, 2013, strategies. Panel Staff 2012 onwards 3. To re-write Unit Lesson Plans for 2014 Panel Heads 2011onwards differentiated instruction. Done 2011, 2012, 4. To review split classes after mid and 2013, 2014 end of term exams to ensure students In the appraisal are split based on need and best use of Principal 2011 onwards since 2012 but supporting resources. monitoring could 5. Provide split classes for F1-F3 English, improve. Math, and Chinese. Principal 2011 onwards 6. Higher order thinking strategies and differentiated learning strategies as a school wide goal in teacher appraisal. 2.5.2 To Stream Subjects 1. To investigate broad streaming in 3 Principal 2011 Reviewed in core subjects into 3 bands based on 2014/15 but the different ability levels. rejected for fair of labelling 2.5.3 To develop teacher 1. Promote peer observation and random VP Academic 2011 onwards Not yet done competency in sampling lesson observation. Not yet done differentiated teaching 2. Teachers prepare 1 lesson each on a differentiated strategy to be shared Subject 2012 onwards among colleagues. teachers
Goal 2.6 To support all staff to become confident capable users of emerging mobile ICT technologies Target/Goal Action/Strategy Who When Reporting 2.6.1 To identify IT professional 1. IT professional development needs will VP Academic 2012 onwards Done 2012, 2013, development needs and be identified and appropriate PD and 2014 offer appropriate on-going support for using IT in
opportunity Curriculum and Administration areas offered. 2.6.2 To participate in IT 1. Staff will attend relevant Conferences VP Academic 2012 onwards Done 2012, 2013, Conferences and and seminars and share information 2014 Seminars with appropriate people.
Goal 2.7 To develop professional development that is linked to individual improvement plans Target/Goal Action/Strategy Who When Reporting 2.7.1
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Target/Goal Action/Strategy Who When Reporting To develop a school wide 1. A Professional Development Plan is Principal 2011 Done 2012, 2013, Professional developed to meet the needs of staff in 2014 Development Plan 2011- meeting the expectations of improving 2016 student outcomes. 2.7.2 To establish an annual 1. An annual Appraisal process, Principal 2010 Done 2011, 2012, appraisal process, requirements, and associated 2013, 14 requirements and documentation formulated. Done 2011, 2012, documentation aligned to 2. Appraisal process and documentation Principal 2011 2013, 2014. improved performance to include each staff member keeping Done 2013, 2014 outcomes from all staff from year to year a cumulative including improved portfolio of evidence around identified for all non-teaching teaching and learning individual needs and compliance staff strategies of teaching checks in consultation with appraiser. Principal 2011 Done 2011, 2012, staff 3. Appraisal process and documents to 2013, 14 include established compliance Principal 2011 Done 2011, 2012, expectations. 2013 4. Appraisal process to include self and Principal 2011 student evaluations. Done 2011, 2012, 5. Appraisal process and documentation 2013, 14 clearly communicated to staff. 2.7.4 To develop a systematic 1. An Induction Programme for new staff Principal 2012 Done 2012, 2013, Staff Induction be written and implemented which 2014 but mentoring Programme in the College includes a system of mentoring and not routinized Professional coaching of new staff as part of the
Development Plan Staff Professional Development Plan 2011-2016.
Goal 2.8 To develop a writing strategy for academic writing frames across the curriculum Target/Goal Action/Strategy Who When Reporting 2.8.1 To develop a “Writing 1. Identify a team, the text-types to focus Principal 2013 Done 2013, 2014 Across the Curriculum’ on, and a plan for training staff across Plan all subjects F1-F6 2.8.2 To develop work-shops 1. Provide all staff workshops and Panel Academic 2013/14 Done 2013, 2014 for all staff tor academic workshops in the text-types to be Writing Team writing training. taught 2.8.3 To teach the text-types in 1. The writing team work with each Panel Academic 2013/14 Done 2013, 2014 all subjects across all in 2013/14 to continually develop the Writing Team levels training needs for each Panel in the teaching of academic writing. 2.8.4 To appraise the teaching 1. Teaching of text-types as scaffolds for Principal 2013/14 Done 2013, 2014 of writing frames and writing to be appraised by Panel text-types by all teachers Heads, VP, and Principal as a school in all subjects. wide goal for 2013/14
Goal 2.9 To design and implement the College IT eLearning Implementation Plan for BYOD and eLearning. [Added 2014] Target/Goal Action/Strategy Who When Reporting as at end of 2013/14 2.9.1 To design the College IT 1. Design the IT Implementation Plan for Principal & 2013 Done 2013, 2014 eLearning BYOD and eLearning eLIPC 2013 Done 2013 Implementation Plan 2. Decide on student device specification
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Target/Goal Action/Strategy Who When Reporting as at end of 2013/14 3. Decide on teacher device and funding Principal & 2013 Done 2013 4. Develop a LMS that integrates Google eLIPC 2014 Investigation Docs with eClass Principal & 2013 continues. 5. Develop school wide protocols and eLIPC Done 2013 policies on the use of devices by ITeLI teachers and students 2013 Coordinator 6. Appoint an IT eLearning Done 2013 Implementation Coordinator ITeLI Coordinator
Principal 2.9.2 To implement a PD Plan 1. Identify the eLearning platform and Principal & 2014 Done 2014 to enhance teacher organize whole staff training eLIPC 2014 Done 2014 competence in eLearning 2. Panel Heads appoint an IT Leader in Panel Head and move teachers each Year Level of each Course
through phases: 3. Panel Heads make use of Panel PD to 2014 Done 2014 adoption, adaption, develop and share resources and Panel head creation strategies that use eLearning tools 2014 Done by some not all 4. Panel Heads organize visits to other Panel Head 2014 schools and develop network sharing 2.9.3 To modify curriculum 1. Panel Heads appoint a Year Level Panel Head 2014 Done 2014 planning for Leader to coordinate Unit and Lesson incorporation of plans that incorporate were eLearning appropriate eLearning tools. 2.9.4 To inform and engage 1. Design and implement with the PTA Principal & 2013 Done 2013, 2014 stakeholders and OBA information sharing and eLIPC onwards education session(s) for parents Done 2013, 2014 2. Provide parent seminars with e.g. Principal & 2013 HKIEd or EdCity on good digital eLIPC onwards citizenship enhancing parents Done 2014 understanding of eLearning 3. Provide ongoing PD for staff See 2.9.2 Principal & eLIPC 2.9.5 To develop the eLearning 1. Develop school wide protocols and ITeLI 2014 Done 2014 infrastructure and policies on the use of devices by Coordinator environment teachers and students. See 2.9.1 2015 Planning completed 2. Have students bring devices as per the Principal 2014 College stipulated specification
Goal 2.10 To design and implement the writing of Unit and lesson plans for shared and reflective practice to improve teaching and learning. Target/Goal Action/Strategy Who When Reporting as at end of 2013/14 2.10.1 To develop Unit and 1. Design a standard template that each Principal 2013 Done 2013. Lesson Plans Panel can modify for the writing of Unit Implementation and Lesson Plans 2014/15 and 2015/16 Panel Heads 2014 2. Panel Heads to appoint a Year Level onwards Done 2014 Coordinator for each Course taught to
coordinate the writing of Unit and Year Level Lesson plans Coordinators 2014 Done 2014 3. Course Year Level Coordinators to onwards coordinate shared and reflective
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practice in the writing of Unit and Lesson Plans
Goal 2.11 To design and implement an enhanced Chinese Language teaching and learning curriculum based on the Chinese Language Curriculum Second Language Learning Framework. [Added 2014]
Target/Goal Action/Strategy Who When Reporting as at end of 2013/14 2.11.1 To design and implement 1. Assign a dedicated teacher to coordinate the Principal 2013 Done 2013 a Chinese Language Chinese Language curriculum for the NCS curriculum for the NCS students based on the CLCSLLF. NCS Chinese 2014 Done 2014 students based on the 2. Design a Chinese Language curriculum for the Language CLCSLLF NCS students based on the CLCSLLF. Coord 3. Set learning targets using the Chinese Language 2014 Done 2014 NCS CLC Assessment Tool 4. Employ a TA to develop resources and support
NCS student learning 2013 Done 2013, 2014 Principal 2.11.2 To strengthen NCS 1. Provide subject/pastoral support for NCS NCS CLC 2014 Done 2014 student support across students all subjects 2. Assist with resources, funding and the NCS NCS CLC 2014 Done 2014 Examination subsidy for GCSE IGCSE AS and A- level Examinations 2.11.3 To inform and engage 1. Develop communication/seminars with/for NCS NCS CLC 2014 Done 2014 stakeholders student parents Principal / 2014 Done 2014 2. Report to EDB on student performance using NCS CLC the Chinese language Assessment Tool in November each year
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Student Performance
Goal 3.1. To foster students’ self-awareness and an awareness, respect for, and tolerance of difference
Goal 3.2. To help students establish and maintain positive relationships with peers and acquire appropriate social skills Goal 3.3. To help students master a healthy and balanced lifestyle, build resilience against adversity, and manage stress Goal 3.4. To nurture a positive learning attitude among students Goal 3.5 To stretch the potential of gifted and talented students
Goal 3.1 To foster students’ self-awareness and an awareness, respect for, and tolerance of difference Target/Goal Action/Strategy Who When Reporting 3.1.1 100% of students 1. Form Coordinator and/or College VP Pastoral 2011 onwards Done in Form demonstrate self- Executive to plan for and monitor Assemblies 2014 awareness and Form Assemblies at least twice a
awareness, respect for, term that include formation in and tolerance of awareness of self, others, and difference respect/tolerance of difference. VP Pastoral 2011 onwards Done 2011, 2012, 2. The College Moral & Civic 2013, 2014
Education programme to include topics on self-awareness, and Principal / 2011 onwards Done 2011, 2012, respect/tolerance of difference. 3. Provide student recognition 2013, 2014 VP Pastoral including: - Good Student Award - Colours Awards to recognize VP Academic elite attainment in Sport, Academic, Cultural and Service - Certificates of Merit given at Form Assemblies - Most Improved Student Awards at Annual Prize-giving
Goal 3.2 To help students establish and maintain positive relationships with peers and acquire appropriate social skills Target/Goal Action/Strategy Who When Reporting 3.2.1. Students learn etiquette 1. The College Moral & Civic VP Pastoral 2011 onwards Done 2011, 2012, for different occasions Education programme to include 2013, 2014 topics on social skills.
3.2.2 To develop a student led 1. See ‘Health Promoting School Plan Principal 2011 onwards See 1.1.2 ‘Clean-school’ campaign ‘. [See 1.1.2] Principal 2010 onwards Not yet done in HPS 2. Include in the Health Promoting but part of Pastoral School campaign a zero tolerance Exec Plan 2015 of vulgar language. Form Teacher 2011 onwards 3. Form Captains to set up a roster Not done in system to clean the classroom 2014/15 after-school every last Friday of the month.
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Goal 3.3 To help students master a healthy and balanced lifestyle, build resilience against adversity, and manage stress
Action/Strategy Who When Reporting 3.3.1. To develop a systematic 1. Develop a systematic assessment Principal / 2011 onwards Done 2013, refined assessment and and monitoring service for students SENCO 2014 monitoring of student in need of health, learning, and/or support services for behaviour support services. student health and well being 3.3.2. 100% of F1 students 1. All Form 1 students take up 1 ECA 2011 onwards Done 2012, 2013, engage in at least one Sport, 1 Cultural Club and 1 Service Coordinator 2011 onwards 2014 sport Club as an ECA. Sports Master 2. Sports Clubs to provide one active session for members each week. Not yet done 2013, 2014 but ECA Coordinator keeps trying 3.3.3. All students have access 1. Provide Outward Bound or Outward VP Pastoral 2012 onwards Done 2011, 2012, to resilience training and Bound type experiences to students 2013 stress management as needed.
training 2. The College Moral & Civic Education VP Pastoral 2011 onwards programme covers topics on Done 2011, 2012, resilience and stress management. 2013, 2014
Goal 3.4 To nurture a positive learning attitude among students Target / Goal Action / Strategy Who When Reporting 3.4.1. To attain a 100% 1. Develop a systematic process for VP Pastoral 2011 onwards Daily manual calls attendance/explained checking, tracking and reporting
attendance rate attendance between home and 2011 onwards school. VP Pastoral Not yet automated 2. Use txt, email, phone, and personal visits to improve attendance and home-school communication. 3.4.1 100% students motivated 1. Develop professional development Principal 2011 onwards See 2.1.3 and 2.5.1 to learn actively in class workshops on interactive teaching
methods. [See also 2.1.3 and 2.5.1] 2. Assessments to be returned within Subject 2011 onwards Not yet done one cycle where possible. Teachers
Goal 3.5 To stretch the potential of gifted and talented students Target / Goal Action / Strategy Who When Reporting 3.5.1 Done 2012, All gifted and talented 1. Appoint a Gifted & Talented Principal 2011 onwards 2013, 2014 students are identified Coordinator (GTC). GTC 2011 onwards Done 2014 and opportunities for 2. Implement an assessment tool to Done 2012, enhancement provided. identify gifted and talented students. GTC 2011 onwards 2013, 2014 3. Develop a Gifted & Talented GTC 2011 onwards Development Plan. Not yet done in 4. Develop ILP’s for all identified gifted & 2014 talented students.
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Student Support
Goal 4.1. To identify each individual student's learning needs and develop a comprehensive leaning support plan
Goal 4.2. To provide life planning education and career guidance assistance for each student during F1 – F6 to identify goals and interests so as to optimize higher education and career choices.[Edited 2014: EBC 6/2014] Goal 4.3. To ensure students have access to a comprehensive and well- established co-curricular programme to harness their creativity, independence of thought, interest in others and the world around them Goal 4.4. To nurture integrity, self-discipline, empathy, kindness, and inter-personal skills
Goal 4.5. To promote and develop student leadership
Goal 4.1 To identify each individual student's learning needs and develop a comprehensive leaning support plan Target/Goal Action/Strategy Who When Reporting 4.1.1 To inform teachers of 1. Provide teachers F1-F6 relevant Principal / 2011 onwards Done 2012, student learning needs diagnostic data including literacy VP Academic 2013, 2014 based on data levels, numeracy, SEN at the beginning See 2.4.1 of the academic year to inform practice and assist in identifying student needs differentiation within each class [See 2.4.1] 4.1.2 To develop individual 1. Form Teachers have students write Form Teacher 2011 onwards Partially done in learning plans based on goals in their diary at the beginning of 2012, 2013, realistic goals, student each term and review by signing. 2014 aspirations, and careers 2. Form Dean to provide an opportunity FC 2011 onwards To be taken up guidance programmes for at least one motivational speaker to by Dean and address the Year Level Assembly each Pastoral Exec in term. 2015/16 4.1.3 To develop a coordinated 1. The SENCO and Principal will develop a Principal / 2011 onwards Done 2013, Learning Support Plan whole school approach to identifying SENCO 2014 and responding to SEN and
remedial/weak students and their learning needs in the classroom. SENCO 2011 onwards 2. The SENCO will develop a Partially done comprehensive in-class and withdrawal through SLLS
‘Learning Support Programme’ Form 1- Programmes
6 using TA’s and other in-school and external resources to improve learning SENCO 2011 onwards outcomes for SEN students. 3. The SENCO will advise further Done 2014 but professional development programmes limited suitable for teachers. programmes
Goal 4.2 To provide career assistance to students from F1 – F6 to identify goals and interests so as to optimize higher education and career choices Target/Goal Action/Strategy Who When Reporting 4.2.1 To develop a 1. Develop a comprehensive Career Careers 2011 onwards Done 2012, comprehensive F1-F6 Education Plan outlining all Coordinator 2013, 2014 Careers Plan programmes and initiatives for each (CC) year level. 2011 onwards La Salle College School Report 2014-2015 | 30
Target/Goal Action/Strategy Who When Reporting 2. Implement career education CC Done 2012, programmes in each Form as per the 2014 onwards 2013, 2014 Careers Plan. CC Done 2014 2014 onwards Principal Done 2014 204 onwards CC Done 2014 4.2.2 To have 80% of students 1. To coordinate with OBA and PTA job CC 2012 onwards Done 2012, complete a job shadowing opportunities for students 2013, 2014 shadowing experience by up to and including F5.
the end of F5 2. To develop a job shadowing register to monitor and follow up on students Not yet done who have not completed a job 2013, 2014 but shadowing. planned for 2015/16 4.2.3 To provide students with 1. Implement the career education CC 2012 onwards Done 2012, a wide breadth of career programme in each Form as per the 2013, 2014 and tertiary options Careers Plan. [see 4.2.1] See 4.2.1 2. Provide a careers talk for all students CC 2012 onwards F3 – F6 each year. CC 2011 onwards Done 2011, 2012, 2013, 3. Engage Old Boys in provision of work experience, practice interviews, and 2014 CC 2011 onwards careers talks. Done 2011, 4. Provide F3 with the EDB Work Choice 2012, 2013, programme for use from F3 to F6. CC 2011 onwards 2014 5. Provide Skill Assessment for all F6 to
determine their suitable careers. 6. Develop an onsite Careers/Tertiary Principal / CC 2012, /14, /16 Done 2011, Expo every two years. CC 2011 onwards 2012, 2013, 7. Organise students to attend 2014 exhibitions, conferences, lectures, information programmes etc. provided Done 2014 by Hong Kong and other tertiary
institutions. Done 2013 Done 2011, 2012, 2013, 2014
Goal 4.3 To ensure students have access to a comprehensive and well- established co-curricular programme to develop creativity, independence of thought, interest in others, and the world around them. Target/Goal Action/Strategy Who When Reporting 4.3.1 To provide exchange 1. To provide school based and to Exchange Prog 2012 onwards Done 2012, in opportunities so that at promote government based Coordinator EPC 2013 (19%), in least 50% of boys by the exchange/tour programmes so that 2014 (26.32%) end of F5 have 30% of F1-F3 will have had an Done 2012, in completed an exchange opportunity of an international 2013 (30%), in programme exchange programme by the end of EPC 2012 onwards 2014 (31.49%) F3. 2. To provide school based and to Done 2013, promote government based 2014 exchange/tour programmes so that La Salle College School Report 2014-2015 | 31
Target/Goal Action/Strategy Who When Reporting 50% of F5 will have had an opportunity Done 2013, in of an international exchange EPC 2011 onwards 2014 (2.27%) programme by the end of F5.
3. Develop a register to record student attendance of exchange programmes EPC 2012 onwards conducted by the College or others. 4. 30% of students to have taken part in a 3rd world exposure by the time they leave school. 4.3.2 To ensure 100% of boys 1. Develop a register to record student ECA 2011 onwards Done 2011, have had an overnight attendance at an outdoor Coordinator 2012, 2013 outdoor education / education/adventure programme. ECAC adventure exposure by 2. Provide an overnight outdoor 2012 onwards VP Pastoral the end of F2 education programme for all F2 boys Done 2011, who have not attended an outdoor 2012, 2013 education/adventure programme.
4.3.3 To provide a 1. Review ECA programmes annually in ECAC 2011 onwards Done 2011, comprehensive and light of target/goal. VP Pastoral 2012 onwards 2012, 2013, divers ECA programme to 2. Develop new ECA activities from time 2014 develop creativity, to time to meet student needs. Done 2011, independence, 2012, 2013, leadership, confidence, 2014 resilience, and innovation
Goal 4.4 To nurture integrity, self-awareness, self-discipline, empathy, kindness, and inter-personal skills Target/Goal Action/Strategy Who When Reporting 4.4.1 To develop moral and 1. To develop and implement a VP Pastoral 2011 onwards Done 2011, 2012, civic education Moral & Civic Education Period 2013, 2014 and Moral & Civic Education
curriculum F1 –F6. 4.4.2 To develop and 1. To develop and implement a F1- VP Pastoral 2011 onwards Done 2011, 2012, implement Relationships F6 Sex Education and 2013, 2014 and Sex Education Relationships programme to
Programme include all aspects of Relationships and Sex Education covered by various school programmes including Religious Studies, Science, Moral & Civic Education and assembly programmes. 4.4.3 To engage all teachers in 1. To design and implement Principal / 2011 onwards Done 2011, 2012, the implementation of professional development VP Pastoral 2013, 2014 the College student workshops for teachers to Not yet done 2013. discipline and pastoral identify student’s pastoral needs, Pastoral Exec Plan for care programme and the appropriate skills to Principal / 2011 onwards 2015/16 respond to student needs. VP Pastoral 2. To design and implement professional development workshops on classroom management.
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Goal 4.5 To promote and develop student leadership
Target/Goal Action/Strategy Who When Reporting
4.5.1 40% of students have 1. Co-ordinate the recruitment ECAC 2011 onwards Done 2012, 2013, been office bearers of SA policies of SA and clubs/teams to 2014 / Clubs / Teams etc by the avoid overlapping of personnel Done 2012, 2013 end of F6. as office bearers. VP Pastoral / 2011 onwards (55%), 2. Check registrations to ensure ECAC 40% of F6 students have been 2014 (55%) office bearers by the end of F6 and direct students accordingly. 4.5.2 100% of F1- F4 students 1. Check registrations to ensure ECAC 2011 onwards Done 2012, 2013, join ECA Clubs 100% of F1 students have joined 2014 /Societies/Teams etc at least 3 Clubs/Societies etc and
F2-F4 have joined at least 2 ECA clubs/societies/teams etc. 4.5.3 70% of F5 students are to 1. VP Pastoral to collect data from VP Pastoral 2011 onwards Done 2012, in 2013 have been leaders at F5 to check that at least 70% of (84%), some level in the school F5 have had leadership 2014 (70%) responsibility in something at some level and direct boys if needed. 4.5.4 To provide all F4 students 1. Organise a leadership seminar for VP Pastoral 2012 onwards Done 2013, 2014 with leadership training all F4 at the beginning of the year.
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Management & Organization
Goal 5.1: To ensure the physical facilities are at a high standard to support curriculum objectives and priorities Goal 5.2: To upgrade the ICT Infrastructure to enable all staff and students have access to reliable, sustainable, efficient, and appropriate ICT equipment, systems and services that meet their current and emerging e- Learning and e-Administrative needs Goal 5.3: To ensure the school’s Administration and Panels have ready access through ICT to a wide and well-focused range of resources
Goal 5.4: To develop a 10 Year Maintenance Plan, a Long Term Maintenance Plan, and an IT Development Plan
Goal 5.5: To develop an Office Administrations Manual, a College Policies Manual, and SMC/IMC Procedures Manual Goal 5.6: To employ a Principal’s PA and re-organise the College Office Administration area Goal 5.7: To develop a 5-10 Year Personnel Plan Goal 5.8: To improve communication and develop transparent systems at all levels within the school
Goal 5.1 To ensure the physical facilities are at a high standard to support curriculum objectives and priorities Target Action / Strategy Who When Reporting 5.1.1 To develop a 10 & 20 1. Develop a 10 and 20 Year College Principal 2011 Done 2011, 2012, 2013, year College Development Plan and proposed 2014 for 2020 only Development Plan funding needs. 5.1.2 To develop a 10 Year 1. Develop a 10 Year College Principal 2011 Not yet complete College Maintenance Maintenance Plan and funding
Plan needs. 2. Develop a maintenance Principal 2011 Not yet complete programme for the track & fields. 5.1.3 To provide the efficient 1. Teaching Schemes, units of work, Principal 2011 Not yet in place storage and availability assessment tasks, past Exam onwards of all learning, teaching papers and other learning
administration resources stored efficiently and resources. readily accessible by all teachers. Principal Not yet in place 2. Central Archiving systems, policy, 2012 procedures and hardware onwards developed to store all College documentation – including digital, video, and hardcopy texts. 5.1.2 To provide high quality 1. Every teacher and Admin staff will Principal 2011 Done 2012, 2013, 2014 teacher workstations have a workstation with access to
for all teachers and a computer, internet, and storage, Admin staff. spaces. 5.1.3 To provide facilities for 1. Implement the 10 Year Principal 2011 In progress effective delivery of the maintenance plan so as to be able onwards curriculum to provide good facilities for
changing curriculum needs. Principal SENCO has a specialist 2. Develop a specialist Learning 2011 office/counselling space Support Centre for SENCO and learning support staff/groups.
Goal 5.2 To upgrade the IT infrastructure to enable all staff and students access to reliable, sustainable, efficient, and appropriate IT equipment, systems, and services that meet their current and emerging e-Learning and e- Administrative needs Target Action Who When Reporting 5.2.1 1. Develop and implement a 5-10 Principal 2011 Done 2012, 2013, 2014 year IT Development Plan La Salle College School Report 2014-2015 | 34
To develop and including proposed professional implement an IT development needs and funding Development Plan needs. IT Technician 2011 Done 2013, 2014 2. Audit and update the inventory lists of IT facilities and software. 3. Upgrade the ICT infrastructure. Principal 2012 Done 2012 4. Increase student computer ratio Principal 2012 1:1 BYOD in 2015/16 from 1:7 to 1:3. 5. Equip each classroom with Wi-Fi. Principal 2012 Done 2012 6. Equip each classroom with Principal 2012 Done 2012 internet access for all students. Principal 2012 Done 2011 7. Equip each classroom with a
ceiling mounted HD data projector and sound system with IT Panel Head 2011 Done 2012 microphone capability. 8. Develop appropriate IT Policies IT Panel Head 2011 Done 2012 that include the efficient and effective sharing and utilization of school resources. 9. Develop an IT Maintenance Plan. 5.2.2 To provide further access 1. Make the Computer Rooms and Principal 2012 Done 2012 to IT resources to Library available as “Information
teachers and students Learning Centres” from 8:00am to 4:30pm. Principal 2012 Partially done via the 2. Provide off-site access to school intranet (eClass) and ICT resources for staff and Goggle Classroom, Drop students. (5.3.1) Box etc.
Goal 5.3 To ensure the school’s Administration and Panels have ready access through IT to a wide and well-focused range of learning resources that are selected, organised, and managed to be responsive to their needs and relevant to the Hong Kong Curriculum and Administration
Target Action Who When Reporting 5.3.1 To expand the present 1. Design and implement a document Principal 2012 Partially done via Intranet / Internet / management system for the eClass, Goggle Extranet to make more College Intranet to help design and Classroom, Drop Box effective use of IT store relevant forms. Done 2012 systems and resources 2. Review and upgrade the College Principal 2011 Not yet done. website. (5.3.3) Principal 2012 3. Improve Remote access facilities for staff and students. 5.3.2 To develop digital based 1. All Panel Schemes will incorporate VP Academic 2012 In progress 2014; to units of work and IT based Units of work. continue 2015/16 curriculum materials suitable for student use 5.3.3 To re-develop the College 1. Research best practice in terms of Principal 2011 IT and eLearning website as part of the web sites as web portals for e- committee reviewing College e-portal for both learning and communication various LMS for learning and between teacher, student, and 2015/16 communication parent and between the College and home. (5.3.1)
Goal 5.4 To develop a 10 and a 20 Year College Development Plan, a 10 Year Maintenance Plan, an IT Development Plan, and a Cultural Development Plan Target Action Who When Reporting 5.4.1
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To develop and maintain 1. 10 and 20 Year College Principal 2011 See 5.1.1 a 10 and 20 Year College Development Plan. (see 5.1.1) Principal 2011 See 5.1.2 Development Plan; a 10 2. 10 Year Maintenance Plan. (see Principal 2011 See 5.2.1 Year Maintenance Plan; 5.1.2) an IT Development Plan; 3. IT Development Plan. (see 5.2.1) Principal 2011 IMC approved the a Cultural Development 4. Develop a Cultural Development Performing Arts Plan Plan Plan. and a Board yet to be set up
Goal 5.5 To develop an Office Administrations Manual, a College Policies Manual, and SMC/IMC Procedures Manual Target Action Who When Reporting 5.5.1 To develop handbooks and 1. Draft, consult and implement the Principal 2011 Manual following Manuals: Not yet done - Office Administration Manual - College Policies Done 2013 - IMC Manual Not yet done 5.5.2 To develop Job 1. Develop JD and KPI. Principal 2011 In progress 2013 Descriptions, KPI and 2. Develop an appraisal document. Principal 2011 and 2014 Appraisal for all non- 3. Implement appraisal of all non- Done 2011, 2012, teaching staff (excl teaching staff. 2013, 2014 janitors) Principal 2011 Done 2013, 2014 5.5.3 To promote on-going 1. Appraisal to include professional Principal 2011 Done 2013, professional development development goals for all non- 2014 of non-teaching staff teaching staff.
Goal 5.6 To employ a Principal’s PA and re-organise the College Office Administration area. Target Action Who When Reporting 5.6.1 To employ a Principal’s PA 1. Review Office Staff JD’s. Principal 2010 Partially complete 2. Advertise, short list, interview and Principal 2010 Done 2011 appointment a PA. 5.6.1 To refurbish the Office 1. Set a scope brief. Principal 2011 Done 2011 Administration 2. Assign work to the Steering Principal 2011 Done 2011 Committee of the Maintenance Plan. 3. Implement office refurbishment. Principal / Mr 2011 Done 2011 Pau
Goal 5.7 To develop a 5-10 Year Personnel Plan Target Action Who When Reporting 5.7.1 To develop a 5-10 year 1. To develop Job descriptions and Principal 2011 Done 2014 Personnel Plan KPI’s for all functional and
academic administrative posts to be used for appraisal purposes. 2. To develop a 5-10 Year Personnel Principal 2011 Not yet done Plan. SMC/IMC 2011 Done 2011, 2012, 3. Elect a Teacher Manager and 2013, 2014 Alternate to the IMC.
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Goal 5.8 To improve communication and develop transparent systems at all levels within the school
Target Action Who When Reporting 5.8.1 To develop transparent 1. Principal to develop a Weekly Principal 2010 Done 2011, 2012, communication systems circular to staff. 2013, 14 2. Principal to develop a daily Done 2011, 2012, Announcements bulletin to Principal 2010 2013, 14 staff/students.
3. Principal to meet with SA twice a Principal 2010 term. Not yet done Principal 2011 4. Once a term, the Principal to invite Not yet done from staff & students input via a
‘Suggestion Box’. Panel & 2010 5. Panels and teachers to have teacher Not yet done student complete a Review/Evaluation sheet after each topic to be used with reviewing teaching and also for appraisal.
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Diversity Learning Grant for the 4th Cohort of NSS Students Other Languages & Other Programmes
Three Year Plan 2012/2013 to 2014/2015
DLG Three-year Plan – 4th Cohort Programme support to broaden students’ choices of elective subjects and provision of gifted education programmes for the fourth cohort of senior secondary students (2012/13 to 2014/15 school year)
Name of School: La Salle College Estimated grand total: $3,500*15 (OL) + $7,000*7 (OP) = $101,500 per year School Code: 0007(Estimated total for three years $304,500) School Year: 2012/13 to 2014/15 Project Coordinator: Mr. Mak Kwok Cheung
DLG funded Strategies & Benefits Name of Duration of Target Estimated no. of Evaluation of Teacher- programme Anticipated Programme(s) the students students involved student in-Charge / Course(s) Programme in each school year learning / and / Course 12/13 13/14 14/15 success provider(s) indicators Other Other languages (OL) Languages To enhance global French / Spanish 3 years Students 15 15 15 Students will French (OL) awareness and (Possibility of who have take the AS- teacher and competitiveness in the German / taken level exam LSST* 21st century and Japanese / respective offered by the increase the chance for based on need) language in Cambridge tertiary education. junior form. Inter. Exam and administrated by HKEAA. Other (Network Programme) Programmes In view of small number Music (network 3 years F4-6 10 10 10 Students will Jointly (OP) of students opting for programme) students of take the HKDSE organized Music, the Music this cohort exam. with other Network Programme of students school(s) will help to cater for and wish to (pending for music student’s needs. take Music reply from as one of EDB) the elective subject. Other (Gifted Education) Programmes To earn university HKUST Dual 3 years Students 30 30 30 Students will LSST (OP) (cont) credits from university programme – who have complete the programmes. Level 2 (Chem / taken programme Life Science / HKUST DP – offered by To strengthen, Maths / Physics) Level 1 with HKUST, HKU, enrich and extend Grade B or CUHK, HKPolyU students’ learning HKU, CUHK, above etc. capacity in various HKPolyU etc dimensions such as F4-6 elite HOT, Olympic students of this cohort La Salle College School Report 2014-2015 | 38
competition training etc. To support Web-based 3 years F4-6 elite 10 10 10 Students will LSST registration fee and courses (e.g. students in complete the enrolment in web- Johns Hopkins various web-based based courses (local or online subjects course. overseas) for gifted programme) students. To support Intensive 3 years F4-6 elite 10 10 10 Students will LSST and exchange programme training for students of have chance to School with network schools in debate, drama this cohort strengthen their Teams debate, drama etc learning training for school capacity by in teams. various skills To strength Advanced 3 months F4-6 elite 20 20 20 Students will LSST / students’ learning Writing Skills students of have chance to Subject capacity by enhancing this cohort stretch their Panels Chinese / English potential in standard through language. provision of Writing Skills Programme etc. Other To subsidize Overseas 1 month F4-6 elite 30 30 30 Students will LSST / Programmes registration fees for learning students of improve their Subject (OP) (cont) overseas learning / programmes this cohort skills e.g. HOT in panels exchange programmes various subject / overseas Exchange knowledge, competitions. programmes social skills and To partially competitions. subsidize study tour to Mainland China in gifted programme. To provide Academic 3 years F4-6 elite 15 15 15 Students will LSST / academic remedial enhancement students make use of the Subject programme to students programmes (sports) of remedial panels gifted in sports but this cohort programme to lagged behind enhance academically. academic performance. To provide local Various school 3 years F4-6 elite 100 100 100 Students can LSST and transportation for teams and students of attend various School school teams (pull-out training this cohort training, Teams programme). programmes network programme and competitions for school teams. To purchase N/A 3 years N/A N/A N/A N/A Teachers will be LSST reference books, better equipped journals and magazines with theories, for LSST. examples and practices in programming. *LSST – Learning and Support Service Team La Salle College School Report 2014-2015 | 39
Diversity Learning Grant for the 5th Cohort of NSS Students Other Languages & Other Programmes
Three Year Plan 2013/2014 to 2015/2016
Three-year plan – Measure to broaden students’ choices of elective subjects and provision of gifted education programmes for the fifth cohort of senior secondary students (2013/14 to 2015/16 school year)
Name of School: LA SALLE COLLEGE Estimated grand total: $3,500*10 (OL) + $7,000*7 (OP) = $84,000 per year School Code: 0007 (Estimated total for three years $252,000) School Year: 2013/14 to 2015/16 Project Coordinator: Mr Mak Kwok Cheung
DLG funded Strategies & Name of Duration of Target Estimated no. of Evaluation Teacher- programme(s) benefits programme(s) the students students involved in of student in-charge anticipated / course(s) programme each school year learning / and / course 13/14 14/15 15/16 success provider(s) indicators Other To enhance the French / 3 years Students 10 10 10 Students will French Languages (OL) competitiveness German / who have take the AS- teacher and in the 21th Japanese / taken level exam LSST* century and Spanish respective offered by the increase the language Cambridge chance for tertiary in junior Inter. Exam education. form. and administrated by HKEAA. Other (Network Music (network 3 years F4-6 10 10 10 Students will Jointly Programmes Programme) programme) students take the organized (OP) In view of small of this HKDSE exam. with three number of cohort of other students opting students schools for Music, the and wish network to take programme can Music as help to cater for one of the diverse needs. elective subject. Other (Gifted Education) HKUST Dual 3 years Students 30 30 30 Students will LSST Programmes To earn programme – who have complete the (OP) (cont) university credits Level 2 (Chem / taken programme from university Life Science / HKUST DP offered by programme. Maths / Physics) – Level 1 HKUST, HKU, To strength, with grade CUHK, enrich and extend HKU, CUHK, B or above HKPolyU etc. students’ learning HKPolyU etc F4-6 elite capacity in students various of this dimensions such cohort
DLG funded Strategies & Name of Duration of Target Estimated no. of Evaluation Teacher- programme(s) benefits programme(s) the students students involved in of student in-charge anticipated / course(s) programme each school year learning / and / course 13/14 14/15 15/16 success provider(s) indicators as HOT, Oly competition training To support Web-based 3 years F4-6 elite 10 10 10 Students will LSST registration fee courses (e.g. students complete the and enrolment in Johns Hopkins in various web-based web-based online subjects course. courses (local or programme) overseas) for gifted students. To subsidize Overseas 1 month F4-6 elite 30 30 30 Students will LSST / registration fee learning students improve their Exchange for overseas programme of this skills e.g. HOT Programme learning / cohort in various Team exchange Exchange subject programme / programme knowledge, overseas social skills competitions. and To partially competitions. subsidize study tour to Mainland China in gifted programme. To support Advanced 3 years F4-6 elite 10 10 10 Students will LSST / exchange programme students have chance School programme with of this to strengthen Teams network schools cohort their learning in debate, drama, capacity by in writing various skills workshops etc training for school teams. To provide Academic 3 years F4-6 elite 15 15 15 Students will LSST / academic enhancement students make use of Subject remedial programme (sports) the remedial panels programme to programme to students gifted in enhance sports but lagged academic behind performance. academically. To purchase N/A 3 years N/A N/A N/A N/A Teachers will LSST reference books, better
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DLG funded Strategies & Name of Duration of Target Estimated no. of Evaluation Teacher- programme(s) benefits programme(s) the students students involved in of student in-charge anticipated / course(s) programme each school year learning / and / course 13/14 14/15 15/16 success provider(s) indicators journals and equipped with magazines for theories, LSST. examples and practices in programming. *LSST – Learning and Support Service Team
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Diversity Learning Grant for the 6th Cohort of NSS Students Other Languages & Other Programmes
Three Year Plan 2014/2015 to 2016/2017
Three-Year Plan – Measure to broaden students’ choices of elective subjects and provision of gifted education programmes for the sixth cohort of senior secondary students (2014/15 to 2016/17 school year)
Name of School: LA SALLE COLLEGE School Code: 0007 School Year: 2014/15 to 2016/17 Project Coordinator: Mr Mak Kwok Cheung
DLG funded Strategies & Name of Duration of Target students Estimated no. of Evaluation Teacher- programme(s) benefits programme(s) / the students involved in of student in-charge anticipated course(s) and programme each school year learning / provider(s) / course 14/15 15/16 16/17 success indicators Other To enhance the French / German / 3 years Students who 10 10 10 Students will French Languages (OL) competitiveness Japanese / have taken take the AS- teacher in the 21th Spanish respective level exam and LSST* century and language in junior offered by the increase the form. Cambridge chance for Inter. Exam tertiary and education. administrated by HKEAA. Other (Network Music (network 3 years F4-6 students of 10 10 10 Students will Jointly Programmes Programme) programme) this cohort of take the organized (OP) In view of small students and wish HKDSE exam. with three number of to take Music as other students opting one of the schools for Music, the elective subject. network programme can help to cater for diverse needs. Other (Gifted HKUST Dual 3 years Students who 30 30 30 Students will LSST Programmes Education) programme – have taken HKUST complete the (OP) (cont) To earn Level 2 (Chem / DP - Level 1 or programme university Life Science / Pre-stage with offered by credits from Maths / Physics) grade B or above HKUST, HKU, university CUHK, programme. HKU, CUHK, F4-6 elite students HKPolyU etc. To HKPolyU etc of this cohort strength, enrich
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DLG funded Strategies & Name of Duration of Target students Estimated no. of Evaluation Teacher- programme(s) benefits programme(s) / the students involved in of student in-charge anticipated course(s) and programme each school year learning / provider(s) / course 14/15 15/16 16/17 success indicators and extend students’ learning capacity in various dimensions such as HOT, Oly competition training etc. To support Web-based 3 years F4-6 elite students 10 10 10 Students will LSST registration fee courses (e.g. in various subjects complete the and enrolment Johns Hopkins web-based in web-based online course. courses (local programme) or overseas) for gifted students. To support Local 3 years F4-6 elite students 50 50 50 Students will LSST registration fee competitions (e.g. in various subjects complete the and enrolment HK Bio Oly) relevant in competitions school-based for gifted training. students. To Overseas learning 1 month F4-6 elite students 30 30 30 Students will LSST / subsidize programme of this cohort improve their Exchange registration fee skills e.g. HOT Programm for overseas Exchange in various e Team learning / programme subject exchange knowledge, programme / social skills overseas and competitions. competitions. To partially subsidize study tour to Mainland China in gifted programme. To support Advanced 3 years F4-6 elite students 10 10 10 Students will LSST / exchange programme of this cohort have chance School programme to strengthen Teams with network their learning schools in
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DLG funded Strategies & Name of Duration of Target students Estimated no. of Evaluation Teacher- programme(s) benefits programme(s) / the students involved in of student in-charge anticipated course(s) and programme each school year learning / provider(s) / course 14/15 15/16 16/17 success indicators debate, drama, capacity by in writing various skills workshops etc training for school teams. To provide Academic 3 years F4-6 elite students 15 15 15 Students will LSST / academic enhancement (sports) make use of Subject remedial programme the remedial panels programme to programme to students gifted enhance in sports but academic lagged behind performance. academically. To N/A 3 years N/A N/A N/A N/A Teachers will LSST purchase better reference equipped with books, journals theories, and magazines examples and for LSST. practices in programming.
*LSST – Learning and Support Service Team
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School-based After-school Learning and Support Programme 2014/15 School-based Grant - Programme Plan
Name of School: La Salle College Project Coordinator: Br Steve Contact Telephone No: +852 2387171
A. The estimated number of students (count by heads) benefitted under this Programme is (including A. CSSA recipients, B. SFAS full-grant recipients and C. under school’s discretionary quota).
B. Information on Activities subsidized by the grant. Estimated Method(s) of Success No. of Name of *Name / evaluation Period/Date Estimated Objectives of criteria participating partner/service Type of (e.g. test, activity to be expenditure the activity (e.g. learning eligible provider activity questionnaire, held ($) effectiveness) students# (if applicable) etc) A B C Support for To provide Equipment Verbal & Academic equipment students in purchased visual year e.g. sports, need with and used reporting instruments equipment $10,000.00 etc. needs for after-school learning. Tuition Academic Grades Test Academic support for improve/bett result/Report year needy er than Card students who expected. $11,600.00 are involved in elite training.
$21,600.00 Total No. @No. of of man-times activities:
Two types of activities **Total no. of man- times Note: * Name/type of activities are categorized as follows: tutorial service, learning skill training, languages training, visits, art /culture activities, sports, self-confidence development, volunteer service, adventure activities, leadership training, and communication skills training courses. @ Man-times: refers to the aggregate no. of benefitted students participating in each activity listed above. **Total no. of man-times: the aggregate of man-times (A) + (B) + (C) # Eligible students: students in receipt of CSSA (A), SFAS full grant (B) and disadvantaged
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Career Guidance and Life Planning Education 2014-15
Goal 1. Enrich the content and expand the scope of the existing career guidance service 2. Integrate effective life planning education into school’s curriculum and other learning activities 3. Guide and assist students to make wise informed choice with reference to students’ interests, abilities and orientations 4. Connect students’ career and academic aspiration with life-long learning
Allocation of Career and Life Planning Grant Proposal To employ a new teacher with experience in career guidance to take up duties of Career Assistant (CA) To choose and use services provided by NGOs
Major Concern 1: Students’ achievement of their academic potential to formulate further study plan Target: To guide HKDSE students to make an optimal choice in JUPAS on the strength of their abilities & interests
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 1.1 F.6 JUPAS Talk
to provide F.6 students Sep 2014 Students have Statistics Careers Students were updated information about full on JUPAS Coordinator informed about: different study programmes in understanding application (CC) - admission local tertiary institutes and of JUPAS requirements their admissions requirement, operation. F.6 Form of JUPAS to facilitate students in the Teachers institutions. application process, guide - were aware Students them to make optimal and submit JUPAS of the
sensible choices. application schedule of and relevant JUPAS documents on application. time. - understood operations of the JUPAS online system. All students submitted their application before the school internal deadline. Only one student did not submit additional information before school deadline.
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Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 1.2 Individual Counselling for F.6 students
Throughout Students are Success CC/ Most students To guide students to make the year able to make rate of Career consulted Form optimal and sensible choices, informed JUPAS Assistant Teachers and choice about admission to give individual counseling to (CA) subject teachers their tertiary all F.6 students on their JUPAS about their study choices with reference to their programme programmes. Success career plan, Career choices. rate of Teachers Students have About 50% of the to coach students on time candidates (CT) management and goal-setting adequate self- receiving students asked based on their exploration understanding Band A for the advice of result in Career Mapping. to make their offer. career teachers. choice of tertiary study in relevance Survey on to their students’ ability, satisfaction interest, about their character and JUPAS potential. offers Students are able to construct their own revision time- table for HKDSE, striking a good balance between work and relaxation.
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Major Concern 1:Students’ achievement of their academic potential to formulate further study plan Target 2: To meet students’ needs for further education, applying for scholarships/awards etc.
People Strategies / Tasks Time Scale Success Criteria Methods of Evaluation Reporting Responsible 1.3 Support for Overseas Education Application Throughout the Students can Survey on students CC & CA Students were year have access to leaving for fully informed To assist all sorts of overseas studies at about the students’ information different levels procedures, planning and about requirements, application for studying and the overseas studies Track record of abroad via e- deadlines in in different success rate of class and the application countries for all students enrolling career library. process. levels and in the overseas
academic Students have institute they Ben Allen ’12 abilities by a clear desire came to share providing understanding tips on writing
necessary about the personal information, requirements Feedback & statement and individual and & their own reflection through essay for U.S. group eligibility for personal contact common counselling, study application. programmes arranging talks Students got in different by overseas insights on how institutes in institute alumni to write UK different and personal countries. representatives, statements but and invite Old Students are found the tips Boys who are able to draw given by the studying/have reference and old boy too graduated from benefit from general. They overseas the would prefer institute to be experience of more contact Old Boys who experience persons/mentor are sharing. s for students graduates/ who are undergraduat A total of 12 foreign planning to es of overseas universities study in these high admission talks schools. schools/tertia were carried out on To give support ry institutes. campus, and a total to teachers who of 89 students and Students can are required to 34 parents People benefit from give academic talks given by Responsible reference for visiting guests attended the students in the who impart talks. Students process of their first-hand and parents applications. experience & were highly La Salle College School Report 2014-2015 | 49
People Strategies / Tasks Time Scale Success Criteria Methods of Evaluation Reporting Responsible information of involved. They studying actively asked abroad. questions Increased rate concerning of successful application and overseas admission. studies application To issue recommendat ion letters and transcripts within 7 working days after student’s submission of all documents.
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Major Concern 2: Students’ learning and development of life skills for being a life-long learner Target 1:To organize students to join workshops held by NGOs and business sector.
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 2.1 Junior Achievement Hong Kong (JAHK) Workshops A total of 22 F4 and F5 students joined Throughout the Students Evaluation CA year, subject to acquire the Form the Success Skills To participate in Workshop. They organizer’s offer communicati the Success Skills on and gave positive Workshop teamwork Feedback & feedback to the organized by JAHK skills that reflection workshop, agreed To participate in help them to through that the workshop Job Shadowing excel in personal objectives were
organized by JAHK school, contact achieved, and liked the mock interviews To Participate in careers and and the ‘It’s My Business’ the comprehensive and organized by JAHK community. learning materials Students To provide support provided. appreciate to BAFS Panel in JAHK did not offer us the participation of the importance Job Shadowing but JA Company offered the Personal Programme in view of life skills which are Finance Workshop. of developing A total of 10 F4 and students’ skills in necessary in any situation. F5 students joined running a business. the activity and the Students are feedback was interested to positive. discuss business dilemmas and ethical solutions. 80% participation rat
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Major Concern 3: Students’ learning and development of career and life planning Target 1: To organize students to join activities for the development of career and life planning skills
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 3.1 Workshop on Career and Life Planning for Form 4
Jan 2015 Students Questionnaire CC & CA Students were To learn about recognize the s motivated in the the concept importance to set activity since the ‘career and life objectives in life format and planning’ Students’ and design truthfully Students teachers’ To experience simulated real recognize the feedback different stages factors which life. in life and learn Students’ affect their Students about factors subsequent planning reflected that affecting one’s academic they are now planning Students learn performance the skills to aware of those maximize the different chance of concerns they achieving have to take into objectives in life account in planning their future. 3.2 Guidance Programme for Low Motivated Students in Form 5 & 6 st 1 Term Students Questionnaire CA For F6, Students for Form 6 recognize their s were: To help students academic and Students’ - aware of recognize their career academic and secured path their needs development career after DSE in academic nd needs development 2 Term Students’ and career Students are able needs for Form 5 level of developmen To help students to make career or satisfaction t, and their align career further study for the path interest and dream with choices that fit secured abilities. academic their personal - They performance circumstances recognized and personal Students learn the various background the ways to factors To help students gather affecting formulate a information and their career workable plan work out a plan choice, and to realize their for themselves learned to career dreams assess whether a study La Salle College School Report 2014-2015 | 52
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible program is suitable. - They learned various further studies choices besides JUPAS. - They learned the skills to understand the labour market. For F5, Students: - understood their strengths and weaknesses in terms of academic and career developmen t. - They knew how to choose university programs which suit their expected HKDSE results. - They understood their interest, abilities, and various factors affecting their career choice - They knew how to choose careers and university programs
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Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible which suit their interests and ability. - They learned the skills to prepare themselves for job searching upon graduation. 3.3 Careers and Further Studies Interest Assessment for Form 6 Jan 2015 Students Questionnaire CC & CA Students recognize their s completed the To understand careers and assessment careers and further studies booklet without further studies interest in a problem. The interests systematic way debriefing through the use Students find the provided students of professional the guidelines to assessment tools assessment results useful for interpret the making careers assessment results and further and introduced to studies choice them an online tool, O*NET, for searching and learning about different occupations and the relevant training 3.4 Speaking & Presentation Skill Workshop for F.5 Sep 2014 80% attendance Survey on Alumni Most students students’ were highly To understand feedback attentive during the importance Teacher the talk and were of speaking & Students’ Adviser of given chances to presentation response in Speech practice. They skills in career the workshop Team enjoyed the development interaction with the speaker. To acquire the skills of a good speaker
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Major Concern 4: Students’ ownership of their career planning and exploration of their personality traits Target 1: To help each student to set life goals, study targets and initial tertiary study or career plan with feelings of confidence, success, and self-worth. Target 2: To assist Junior Form Students on understanding self and the world of work.
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 4.1 Career Education Curriculum in Form Teacher Periods Per Form Form Teachers are Questionnaires CA Form Teachers were Teachers’ able to complete 80% able to cover all the To prepare Feedback from Periods of the lessons topics. career teachers and Schedule Students understand CC Students were education students their academic engaged in the lesson plans in interests, abilities and lessons Form Teacher Form learning style Students’ Periods for all Teachers Students understand subsequent Forms. more about their own performance To review and personality and that and attitude Career revise lesson of other people Teachers plans from Students feel feedbacks of interested in class students and activities. Form Teachers. Students understand the meaning of work, the skills required and working conditions of different jobs. Students are motivated to set goals, study plans and are proactive in search for information. 4.2 NSS Electives Fair for F.3 students
Jan 2015 60% of F.3 students Questionnaires. CC & CA About 30% of F3 Help students have visited the fair. students have visited to know the the fair. In-class Students visiting the Subject curriculum, promotion by F5 fair thinks that the teachers coursework information provided students should be and help them to done next year to assessment of understand the NSS encourage more F3 the NSS electives. students to join. electives F5 subject
representatives effectively shared their experience with their F3 schoolmates. La Salle College School Report 2014-2015 | 55
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible The F.3 participants actively asked questions about the DSE electives as well as other concerns in subject choice. 4.3 F.4 Placement Talk for F.3 students and parents
Early March Students fully Survey on the CC All F.3 parents and working in understand the academic students attended the conjunction features & demands of performance of talk. with the Home- F.3 Form subjects offered in F.4. students in F.4 They were well School teachers Cooperation Students are aware of Statistics on informed of school
Team their own ability, number of policy and subject aims at helping interest & suitability in students Home- combination. students how choosing different changing/dropp school They were clear about to best match subject combination. ing subject in Coopera the requirements of their interest & Students have an idea F.4/5 tion core subjects and ability with of the correlation of Team elective subjects which were explained their choice of choice of study with study, and the tertiary studies & by Panel Heads. Subject inform them ultimately academic Panels opportunities requirement for of tertiary different careers. studies & Parents are well future informed of school academic/care policy and understand er options with their role in providing their choice of support to their son subjects. 4.4 Support for NCS students
Throughout Participants Questionnaires CC & CA All F.3 parents and To organize the term understand their Casual students attended the workshops for situation and are conversations talk. NCS students motivated to set with students clear targets They were well NCS students are Feedback from informed of school clear about their Form teachers policy and subject future opportunities combination. They were clear about the requirements of core subjects and elective subjects which were explained by Panel Heads.
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Major Concern 5: To provide assistance to F.6 students to identify goals and interests so as to optimize higher education and career choices
Target 1: To advice students in the process of choosing NSS elective subjects Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 5.1 Workshop on Interview Skills
Nov 2014 F.6 students are able Evaluation CC & CA The activity was To give a general to make a success of forms by cancelled due to presentation on the university interviewers small number of OBA interview skills & interview. and participants. represen etiquette interviewees Students were Students who have tative To conduct made plans for aware that except individual mock overseas studies and Students’ Business and interview work can also benefit. feedback Medicine exercise All participants can through causal programmes, benefit in acquiring talk interview is generally not the etiquettes and rhetoric expected of a required in JUPAS sensible and confident application. interviewee. It is suggested that future interview workshops should only focus on business and medicine. 5.2 Medicine Career Workshop & Interview Practice Nov 2014 F.6 students are able Students’ CC Medicine Career to make a success of feedback Workshop cum To give an the university through causal Interview Practice overview of interview. talk Dr Roger was carried out on careers in Wong 21st Nov 2014. medical related All participants can Success rate in (Old field benefit in acquiring JUPAS boy) 16 F6 students, 14 F5 To prepare the etiquettes and admission students & 18 F4 students to rhetoric expected of a students joined the pursue tertiary sensible and confident activity. interviewee. education in Types of medical medicine All participants can careers were To conduct formulate a plan introduced. Students mock interview towards a medical knew more about practice profession the different career prospects of a medical student so that they can plan for their medical training. Students found the La Salle College School Report 2014-2015 | 57
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible interview practice very useful and knew how to prepare themselves in the interview. A second Medicine Interview Workshop was carried out on 22nd May 2015. 23 F6 students (in which a few were not applying for a medicine programme) and 3 F5 students joined the activity. Students participated actively in the event. The Form 6 students have prepared very good self- introduction before attending the event. Almost all the participants were making note of comments and advice from the speakers after the mock interviews.
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Major Concern 6: To provide career assistance to students to identify goals and interests so as to optimize higher education and career choices Target 1: To provide students with a wide breadth of career and tertiary options
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible 6.1 Job Shadowing Programme
To coordinate with Jul Aug Students are Tracking of CC & CA 111 students OBA to organize aware of the students’ enrolled to join the job shadowing 2015 demands of the performance in programme and 78 programme for F.5 authentic the workplace OBA students were students. working world. “Student selected. Reports and Affairs Students are reflection Concern A total of 87 job educated about written by Group” shadowing posts the requirement students were provided by of different Feedback from 15 organizations. professions. mentors and Students are able OBA to learn the right work ethics and protocol. Students may develop their career aspirations and form the first idea of their future career plan. Students explore their career options and build up values which are essential for their future success. 6.2 Career visits
To organize visits Open, Students are Questionnaires CA A visit to the High to companies, subject to open to different filled up by Court was carried tertiary suitability professions by students out on 14th Nov institutions and of time & site visit. Casual 2014. other people. Students have conversations The visit was organizations. Througho some preliminary with students started with old ut the idea of real boy lawyers year. working situation introducing the HK
in a company or legal system, firm. followed by two La Salle College School Report 2014-2015 | 59
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible Students feel court hearings, interested in the and a meeting visit and want to with Justice Patrick know more. Li (72). Students form Justice Li shared the first idea of his career future career. experience and encouraged students to dream in life and strive to achieve it. Students found the programme very useful and fruitful. 6.3 Talk for parents and students - Get Prepared for the HKDSE Result Release Day . Students To provide Late Jun/ Early Students have full Attendance CC & CT responded very information about positively to the Jul understanding record HKDSE result programme the latest Feedback from release day CA content. They admission Parents, Form operation. arrangement of agreed that they Teachers and were clear about To introduce the various students Student the arrangement characteristics of institutions. helpers on Jul 15, various university Students are able understood the programmes. to review their HKDSE result plan for further Assessme To arouse students’ appeal procedures, studies with nt Team awareness of knew where to get reference to their making necessary information of performance in preparations for JUPAS HKDSE. further studies and programmes,
career planning. Students are knew more about ready to accept non-JUPAS study alternative options, options such as understood the local sub-degree online procedures programmes or for the submission self-financed of modified JUPAS Degree programme Programmes. choices, Students are understood what ready to seek to consider if they assistance need to modify proactively. their programme Students fully choices, and that understand the the information on procedure and using E-App is La Salle College School Report 2014-2015 | 60
Methods of People Strategies / Tasks Time Scale Success Criteria Reporting Evaluation Responsible mechanism of useful. modification of Programme Choices. Students know how to e- navigator to search for suitable study programmes with reference to their HKDSE results.
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Amount $ Grant received 517,620.00 Total 517,620.00
Expenses Amount $ Employment of Career Assistant 378,000.00 F.4 Career & Life Planning Workshop 24,000.00 Careers Day 935.00 F.6 Career Assessment Test 3852.46 Form Teachers’ Period – Career Education 10,513.00 Careers Library resources 1,118.00 Talks – Overseas Universities 72.00 Job Shadowing Programme 1,800.00 Total 420,290.46 Surplus (current year) 97,329.54
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La Salle College Careers Programme Objectives 1. To help students to achieve a better understanding of themselves and explore their interests, and aspirations. 2. To assist students in making well-informed choices regarding their further education and future careers.
Preamble Students need to be well-informed about the working world. Through the career education programmes and individual/group guidance and counselling, students will be equipped with the required knowledge, skills, attitudes and qualifications to embark on the career of their choice. Career Education Programmes aim to help students to achieve a better understanding of themselves and explore their interests, and aspirations. Students are encouraged to make their informed educational and career choices that are congruent with their personal qualities, such as talents, interests and abilities. During F.4 – F.6, all students are to enroll in at least one career-related programme offered by school in non- lesson time.
Programme Outline Level Programme Objective Who When F1 F.1 Career 1. To help students identify various professions and their characteristics Form Feb Education 2. To help students appreciate the contribution of various professions to society Teacher 3. To help students understand the importance of early careers planning 4. To help student learn the strategies to make careers plans. Oversea 1. To brief students on the study options (all levels – junior and high school) in UK Careers Dec/ Mar Studies Talk and US and their articulations. Coordinator (CC) F2 F.2 Career 1. To help students understand the technique in decision making Form Feb Education 2. To help students discover their preferred lifestyle, work values and interests Teacher 3. To help students understand the importance of goal setting 4. To provide students guidance in setting learning educational and career goals Oversea 1. To brief students on the study options (all levels – junior and high school) in UK CC Dec/ Mar Studies Talk and US and their articulations. F3 F.3 Career 1. To help students define their goals in senior secondary education. Form Feb Education 2. To motivate students to work towards their study goals and other activities that Teacher are related to their personal and social development. Talk on F.4 1. To help students match their interest & ability with their choice of study, and CC Mar placement inform them opportunities of tertiary studies & future career paths with their choice of elective subjects. Oversea 1. To brief students on the study options (all levels – junior and high school) in UK CC Dec/ Mar Studies Talk and US and their articulations.
Careers Talk 1. To introduce different professions, their entry requirements, job nature, future CC & Whole prospect and long-term development of each. Careers year 2. To foster a mentor relationship between students and the speakers. Team 3. To advise students on their choice of further studies and career planning. Member 4. To broaden their exposure to the real working world. F4 F.4 – F.6 1. To help students identify their interest, aptitude and personalities. Form Sep Career 2. To help students explore their career aspiration and to set their career goals. Teacher & Education Feb Careers Talk 1. To introduce different professions, their entry requirements, job nature, future CC & Whole prospect and long-term development of each. Careers year 2. To foster a mentor relationship between students and the speakers. Team 3. To advise students on their choice of further studies and career planning. Member 4. To broaden their exposure to the real working world. Oversea 1. To brief students on the study options (all levels – junior and high school) in UK CC Dec/ Mar Studies Talk and US and their articulations. 2. To brief students on the application procedures of UCAS (UK) and Common Application (US). 3. To give useful tips on writing personal statement, choosing programmes and universities. Careers Visit 1. To give students an understanding of various industries and the working CC & Whole environment. Careers Year 2. To provide other learning experiences. Team 3. To broaden their exposure to the real working world. Member Success Skills 1. To appreciate various practical success skills and learn how to apply them in the Careers Oct & Workshop workplace. Team Apr (Junior 2. To learn to apply interpersonal and teamwork skills in workplace. Member
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Level Programme Objective Who When Achievement 3. To practice various career-preparation activities e.g. resume-writing and mock Hong Kong) interviews. 4. To provide students with the opportunity to engage with business professionals and learn from successful role models. Job Shadowing 1. To introduce the working environment of different professions. CC Jul-Aug 2. To inspire students on choosing their future career. 3. To provide students authentic learning experiences in the real working environment. 4. To encourage rapport between students and old boys and to build up a network. F5 F.4 – F.6 1. To help students identify their interest, aptitude and personalities. Form Sep & Career 2. To help students explore their career aspiration and to set their career goals. Teacher Feb Education Careers Talk 1. To introduce different professions, their entry requirements, job nature, future CC & Whole prospect and long-term development of each. Careers year 2. To foster a mentor relationship between students and the speakers. Team 3. To advise students on their choice of further studies and career planning. Member 4. To broaden their exposure to the real working world. Oversea 1. To brief students on the study options (all levels – junior and high school) in UK CC Dec / Studies Talk and US and their articulations. Mar 2. To brief students on the application procedures of UCAS (UK) and Common Application (US). 3. To give useful tips on writing personal statement, choosing programmes and universities. Careers Visit 1. To give students an understanding of various industries and the working CC & Whole environment. Careers year 2. To provide other learning experiences. Team 3. To broaden their exposure to the real working world. Member Success Skills 1. To appreciate various practical success skills and learn how to apply them in the Careers Oct / Apr Workshop workplace. Team (Junior 2. To learn to apply interpersonal and teamwork skills in workplace. member Achievement 3. To practice various career-preparation activities e.g. resume-writing and mock Hong Kong) interviews. 4. To provide students with the opportunity to engage with business professionals and learn from successful role models. Job Shadowing 1. To introduce the working environment of different professions. CC Jul -Aug 2. To inspire students on choosing their future career. 3. To provide students authentic learning experiences in the real working environment. 4. To encourage rapport between students and old boys and to build up a network. F6 F.4 – F.6 1. To help students identify their interest, aptitude and personalities. Form Sep & Career 2. To help students explore their career aspiration and to set their career goals. Teacher Feb Education Careers Talk 1. To introduce different professions, their entry requirements, job nature, future CC & Whole prospect and long-term development of each. Careers year 2. To foster a mentor relationship between students and the speakers. Team 3. To advise students on their choice of further studies and career planning. Member 4. To broaden their exposure to the real working world. Oversea 1. To brief students on the study options (all levels – junior and high school) in UK CC Dec / Studies Talk and US and their articulations. Mar 2. To brief students on the application procedures of UCAS (UK) and Common Application (US). 3. To give useful tips on writing personal statement, choosing programmes and universities. Careers Visit 1. To give students an understanding of various industries and the working CC & Whole environment. Careers year 2. To provide other learning experiences. Team 3. To broaden their exposure to the real working world. Member Individual 1. To guide students on their JUPAS application. CC & Sep-Dec /group 2. To advise students on their career planning and JUPAS programmes choices. Careers & counselling 3. To advise students on the modification of JUPAS programme choices and Team 15 Jul application of other study pathways after the release of HKDSE result. Member & Form Teacher
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Objectives 3. To help students to achieve a better understanding of themselves and explore their interests, and aspirations. 4. To assist students in making well-informed choices regarding their further education and future careers.
Preamble Students need to be well-informed about the working world. Through the career education programmes and individual/group guidance and counselling, students will be equipped with the required knowledge, skills, attitudes and qualifications to embark on the career of their choice. Careers Programmes aim to help students to achieve a better understanding of themselves and explore their interests, and aspirations. Students are encouraged to make their informed educational and career choices that are congruent with their personal qualities, such as talents, interests and abilities. During F.4 – F.6, all students are to enroll in at least one career-related programme offered by school in non- lesson time.
Programme Outline Programme Objective Level Who When 1 JUPAS Talk 1. 2. To provide F.6 students updated F.6 Careers Sep information about different study Coordinat programmes in local tertiary or institutes and their admissions (CC) requirement, facilitate them in the application process, guide them to make optimal and sensible choices. 3. To give individual counseling to students on their JUPAS choices. 2 Interview 1. 2. To meet the needs of all students F.6 CC Nov- Workshop & preparing for university interview Dec Medicine and to acquire the necessary skills. Workshop 3. To give timely feedback on students’ performance in order to help them improve their interview skills. 3 Job 5. 6. To introduce the working F.6 CC Jul-Aug Shadowing environment of different professions. 7. To inspire students on choosing their future career. 8. To provide students authentic learning experiences in the real working environment. 9. To encourage rapport between students and old boys and to build up a network. 4 Careers Talk 5. 6. To introduce different professions, F.3 – F.5 CC & Whole their entry requirements, job Careers year nature, future prospect and long- Team term development of each. Member 7. To foster a mentor relationship between students and the speakers. 8. To advise students on their choice of further studies and career planning. 9. To broaden their exposure to the real working world. 5 Careers Visit 4. 5. To give students an understanding F.4 -F.5 CC & Whole of various industries and the Team year working environment. member 6. To provide other learning experiences. 7. To broaden their exposure to the real working world. 6 Success Skills 5. 6. To appreciate various practical F.4 – F.5 Careers Oct / Workshop success skills and learn how to apply Team Apr (Junior them in the workplace. member Achievement 7. To learn to apply interpersonal and Hong Kong) teamwork skills in workplace. 8. To practice various career- preparation activities e.g. resume- writing and mock interviews.
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Programme Objective Level Who When 9. To provide students with the opportunity to engage with business professionals and learn from successful role models. 7 Oversea 2. 3. To brief students on the study F.1 – F.6 CC Dec / Studies Talk options (all levels – junior and high Mar/ school) in UK and US and their Jun articulations. 4. To brief students on the application procedures of UCAS (UK) and Common Application (US). 5. To give useful tips on writing personal statement, choosing programmes and universities. 8 Talk on F.4 2. 3. To help students match their F.3 CC Mar placement interest & ability with their choice of study, and inform them opportunities of tertiary studies & future career paths with their choice of elective subjects. 9 F.4 – F.6 3. 4. To help students identify their F.4 – F.6 FT Feb Career interest, aptitude and personalities. Education 5. To help students explore their career aspiration and to set their career goals. 10 F.3 Career 3. 4. To help students define their goals S.3 FT Feb Education in senior secondary education. 5. To motivate students to work towards their study goals and other activities that are related to their personal and social development. 11 F.2 Career 5. 6. To help students understand the F.2 FT Feb Education technique in decision making 7. To help students discover their preferred lifestyle, work values and interests 8. To help students understand the importance of goal setting 9. To provide students guidance in setting learning educational and career goals 12 F.1 Career 5. 6. To help students identify various F.1 FT Feb Education professions and their characteristics 7. To help students appreciate the contribution of various professions to society 8. To help students understand the importance of early careers planning 9. To help student learn the strategies to make careers plans.
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To support the implementation of the NCS Programme under the Project
Methods of People in Resources Extra Manpower Job Description Time Scale Success Criteria Remark Evaluation Charge Required NCS Assistant Assist in all kinds Sept 14 Help NCS Teachers’ Janet Grant for Done Teacher of programmes to Jun students in feedback Yuen hiring the and activities for 15 learning and posts NCS students adaptation Performance evaluation Assist in the After- Rated school Chinese satisfactory or enhancement above in class for students performance who are joining GCE/GCSE
Help make NCS Chinese Electronic teaching and assessing resources for each Form - 12 Reading - 24 Listening - 12 Writing - 12 Speaking - 20 Chinese character writing exercises for F.1 & F.2 - 5 sets of other teaching materials e.g. flashcards
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Budget
Item Details Budgeted Exp Actual Exp 1 Hiring a NCS Assistant Teacher Est. total working hours: 40x13=520hrs $350,000.00 $216,229.25
1) After-school Chinese teaching and learning enhancement classes:
2) Lunch time/ recess time vocabularies memorize and writing
3) Teaching/ Assessment Materials preparing
4) Other programmes and activities for NCS students 2 Study Tour Shanghai, ZhongShan, Taiwan $105,000.00 $19,565.00 3 Teaching Materials $8,000.00 $4,534.80 4 E-learning Platform $10,000.00 $0.00 5 E-learning devices maintenance $20,000.00 $0.00 6 Intensive Cantonese Course $3,600.00 Total: $493,000.00 $243,999.50
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