good hope school annual report 2016-2017

GOOD HOPE SCHOOL

ANNUAL REPORT

2016-2017

Good Hope School, 303 Clear Water Bay Road, Kowloon

Tel: (852) 2321 0250 Fax: (852) 2324 8242

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School Annual Report 2016-17- 2017 1012wp2

CONTENTS

School Information Pg. 3 - 9

Report – Major Concerns Pg. 10 - 18

Financial Report Pg. 19

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Introduction GOOD HOPE is a Catholic school sponsored by the Missionary Sisters of the Immaculate

Conception (MIC), originally established as a Kindergarten on Waterloo Road in 1954. In 1955, the

Primary School opened at its current location on Clear Water Bay Road. The Secondary School

accepted its first Secondary 1 students in 1957. These students sat their HKCE Examination in 1962.

Good Hope School Secondary Section grew to its current size of 36 classes in 1975. The Secondary

Section became fully subsidized under the Hong Kong Education Department in 1978 and since

2002 the school has been operating under the Direct Subsidy Scheme, which allows greater

flexibility for the school to provide quality education.

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

Thanksgiving.

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

uniqueness of each student.

We are committed to providing all Good Hopers with equal opportunities to develop their spiritual,

moral, intellectual, physical, social, emotional and aesthetic dimensions.

We accept the call to facilitate the formation of graceful, reflective young women who have a

global perspective and are mindful of both their responsibilities of citizenship and their capability of

making a difference.

Theme of the Year Love is what binds us all together in perfect harmony

2015-2016 was declared the Holy Year of Mercy. We were reminded to forgive those who have

done wrong to us and help those who are in need. By expressing our love in action, we have

developed a closer bond with our Heavenly Father.

In 2016-2017, we aimed to further strengthen our faith in God and extend our love to all beings in

God’s creation, including Mother Nature. God created the world because of His love for mankind.

It is crucial for us to protect our environment and animals so as to live up to our moral obligations.

“Three things will last forever – faith, hope and love – and the greatest of these is love.” 1 Cor.

13:13

Love is indeed the most important core value in our lives. God has shown us the power of love.

His love for mankind was so great that our Heavenly Father was willing to sacrifice His only Son to

save us from sins. For many years, we have been taught to believe in His love for us. Our faith in

Him could make us love Him with all our heart, our mind and our soul.

Love brings peace and unity to the world. With love we are ready to accept those who are different

from us irrespective of age, gender, nation, personality, appearance and background. God’s

teaching always reminds us to love our neighbours as ourselves. Being selfless, we are willing to

treat others the way we want them to treat us.

We chose “Love is what binds us all together in perfect harmony” as the school theme in 2016-2017

to bring out the best in our students, teaching and non-teaching staff, ensuring all members are

serving God and others above all instead of their own ‘self’.

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Medium of Instruction The school’s Medium of Instruction is English. All subjects, except Chinese Language, Chinese

Literature and Chinese History are taught in English. Chinese Language is taught in Putonghua

from Secondary 1 to Secondary 3.

Religious Education The School offers weekly religious education lessons - namely Ethics and Religious Education

(ERE) - for all students. From S.4 onwards, students can choose to study Ethics and Religious

Studies (ERS) as an elective. The purpose of including ERE and ERS in the formal curriculum is to

spread the Good News of Christ to our students and foster their holistic growth by developing

their ethical and spiritual character, personal integrity and moral courage.

The aim of the Catholic Society is to strengthen the Catholic faith among the student body, as well

as to unite all Catholic students and teachers in the same Christian family of Good Hope School.

There are three religious clubs under the Catholic Society, namely: the Altar Society, the Word and

Worship Club, and the Catechism Class.

Academic Affairs Committee The intellectual development of students is one of the primary concerns of every member of the

Good Hope community. This is also in line with the school’s mission of nurturing women leaders of

tomorrow who are capable of making informed and rational decisions.

The Academic Affairs Committee (AAC), led by the Head and Associate Head of the AAC, is

composed of three main branches: the Key Learning Areas (KLAs) Committee, the Curriculum

Development Committee, and the Assessment and IT Committee.

The KLAs Committee comprises 9 KLAs, each taken charge of by a KLA Head. The KLA Heads

work closely with Panel Heads under the same KLA in the domains of curriculum planning,

implementation and evaluation, budgeting and personnel management.

The Curriculum Development Committee oversees the direction of the school’s curriculum

development. It is made up of the Implementation Team, the Reading Team and the Academic

Support Team. The Implementation Team is responsible for the primary-secondary curriculum link,

the summer bridging programme, subject allocation, revision timetables, extra lesson arrangements,

and project and long-holiday assignments coordination. To augment the reading culture at school,

the Reading Team organizes various reading activities during the school year. The Academic

Support Team works to offer timely academic assistance, be that enrichment or enhancement, to

students in need.

The Assessment and IT Committee administers all major assessment events and manages issues

related to IT in learning and teaching. Under the Committee are the WebSAMS, Website and IT

Team, the School Assessment Team and the External Assessment Team. The WebSAMS, Website

and IT Team is responsible for promoting IT in education, providing IT support to staff and

students, timetabling, maintaining hardware and software, and processing students’ and assessment

data. The School Assessment Team focuses on devising the time schedules and invigilation duty

rosters for the Mid-Year Exam, Mock Exam, Standardized Test Week and the Final Exam, whereas

the External Assessment Team sees to all matters regarding public examinations, including the TSA,

HKDSE, SBA and IGCSE.

The AAC partners with the Student Affairs Committee and the School Administration throughout

the school year to provide all-round quality education to our students.

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Student Affairs Committee

The new structure of the Student Affairs Committee (SAC), previously known as the Student

Development Committee, oversees a wider range of student-related matters in which more support

is given to them. The SAC consists of five sub-committees, namely the Student Support Committee,

Student Leadership Committee, Values Education and Careers Life Planning Committee, Other

Learning Experiences Committee and Student Admission Committee.

Under the Student Support Committee, the Student Growth Team (SGT) gives support to students

in their development of self-discipline and personal growth, while the Individual Needs Team (INT)

arranges individual or small group tutorials and moral support to students with specific needs. The

Scholarship, Subsidy and Fee Remission Team (SSFRT) collects and disseminates information on

various types of scholarship applications and subsidies to teachers and students. It also helps to

follow through with the application process to ensure students will not be deprived of receiving

quality education at Good Hope School.

Nurturing women leaders of the future plays a crucial role in Good Hope School. The Student

Leadership Committee comprises the Leadership Training Team (LTT), Central Board (CB),

Prefect Board (PB) and External Nominations Team (ENT). Leadership opportunities begin in

Secondary One. The 7 Habits of Highly Effective Teens Workshop, designed mainly for S.1 and

S.2 students, aims to sharpen their leadership skills. The Big Sisters, Student Ambassadors, Central

Board executive and sub-committee members as well as Prefect Board executive members and

school prefects take up various leadership responsibilities to help with the smooth execution of

school events. Through the ENT, students have ample opportunities to learn and take up the roles

of young leaders outside school and their achievements are recognised.

The Values Education and Careers Life Planning Committee includes the Values Education Team

(VET) and Careers Guidance Team (CGT). Both teams collaborate closely to make sure that all

values education programmes and activities, including the careers guidance service, are goal-

directed. The VET helps students to develop their personal growth and a healthy lifestyle, while the

CGT introduces multiple career pathways to them so as to motivate them to actualize their study

and career aspirations.

The Other Learning Experiences Committee is made up of the Co-curricular Activities Team, the

Excursion Team and the Community Service Team. Its primary objective is to ensure students can

broaden their horizons through co-curricular activities, exchange programmes, excursions and

community service. This year, S1-S4 classes went on learning tours to Macau, China and Taiwan.

Both teachers and students found the experience very meaningful.

Under the Student Admission Committee, the Recruitment, Admission and Registration Team aims

to offer comprehensive and accessible information about entry requirements, as well as recruiting

high-caliber students to the school in line with the admission criteria.

Moreover, the SAC collaborates with the Academic Affairs Committee and School Administration

throughout the year.

School Administration The School Administration is made up of seven sub-committees that are responsible for the general

running of school operations and who make it possible for teachers and students to engage in a rich

school life at Good Hope School.

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The sub-committees include IT Administration, Finance and Accounting, Strategic Planning and

Review, Campus Improvement, Administration, Stakeholders’ Communications and General

Affairs.

The further division of responsibilities can be reviewed on the Good Hope School website under

‘School Structure’.

Classes and Enrollment The school has 36 classes, 6 at each level. In 2016 - 2017, the total enrollment was 1285. The

school has implemented small class teaching for junior secondary levels since 2002. In S.1 and S.2,

each class is split into two and each small class is taken care of by two class teachers. In 2016 -

2017, the S.1 intake was 246. There were 6 classes of S.1, S.2 and S.3. The following table shows

the number of students at each level.

Level S.1 S.2 S.3 S.4 S.5 S.6 Total

No. of Girls (2014-2015) 246 235 234 198 174 165 1252

No. of Girls (2015-2016) 244 242 220 215 185 161 1267

No. of Girls (2016-2017) 246 242 230 205 194 168 1285

Lesson Allocation At Good Hope School, the lesson allocation for different Key Learning Areas (KLAs) is designed to

maintain a balance between different subject areas.

The following pie chart shows the overall lesson allocation among the KLAs (S.1 – S.3)

16.7

16.7

13.3

11.1

17.2

7.2

6.7

5.6 5.6

Lesson allocation (percentage) Chinese Edu

English Edu

Maths Edu

Science Edu

PSHE

Tech Edu

Arts Edu

PE

Others

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To meet the developmental needs of the students, different focuses are placed at different levels.

The following table illustrates the lesson allocation at junior levels in the Key Learning Areas.

KLA Subjects No. of lessons per week in

GHS Percentage

S.1 S.2 S.3 Total

Chinese Education Chinese 11 9 10 16.7%

English Education English 10 10 8

16.7% English Literature NA NA 2

Maths Education Mathematics 8 8 8 13.3%

Science Education

Integrated Science 8 6 NA

11.1% Physics NA NA 2

Chemistry NA NA 2

Biology NA NA 2

Personal, Social, Health and Economic Education

Geography 2 2 2

17.2%

History 2 2 2

Economics NA NA 1

Liberal Studies NA NA 4

Project Learning NA 4 NA

Chinese History 1 1 2

Ethics and Religious Education

2 2 2

Technology Education

Technology & Living 2 2 2

7.2% Information and Communication Technology

2 2 2

BAFS NA NA 1

Arts Education Music 2 2 2

6.7% Visual Arts 2 2 2

Physical Education Physical Education 4 4 2 5.6%

Others

Pastoral Care 2 2 2

5.6% STEAM 2 NA NA

French / Spanish N/A 2 N/A

Total 60 60 60 100.0%

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

Australia, Canada and New Zealand, for example.

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

Year Percent

2014 – 2015 5.03

2015 - 2016 5.37

2016 - 2017 4.74

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Destinations of Secondary 6 Graduates The majority of the S.6 graduates further their studies at local universities to obtain a higher

education qualification, while some choose to study abroad. The following charts show the

destinations of the S.6 graduates.

1

2

3

4

5

6

2014 – 2015 2015 - 2016 2016 - 2017

5.03 5.37

4.74

Student early exit (percentage)

0

20

40

60

80

100

120

DEGREE SUB-DEGREE DIPLOMA OVERSEAS OTHERS

Destinations of S.6 Graduates

2015

2016

2017

Programme

LOCAL

Overseas Others Total Bachelor's Degree Programmes

Sub-degree Programmes

Diploma Programmes

No. of students

2015 100 33 0 30 1 164

2016 106 36 0 17 2 161

2017 104 22 0 41 1 168

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Our Students’ Accomplishments The students’ public exams achievements, along with a complete list of awards and scholarships,

are posted on the school webpage. Our students have continued to excel in all areas, notably

academics, sports, music, drama, languages, leadership and community service.

In 2017, our students continued to perform well in the DSE exams, with 83.9% of Good Hopers

meeting the basic entrance requirements for admission to publicly-funded (UGC) undergraduate

programmes (3322).

Results of the core subjects were also impressive:

Core subject

2015 2016 2017 2015 2016 2017

Meeting basic entrance requirement for admission to UGC funded programmes

Level 5 or above

English Language

100% 100% 100% 61.0% 62.1% 60.4%

Chinese Language

84.1% 85.1% 83.9% 13.4% 13.7% 13.4%

Mathematics 99.4% 100% 99.4% 32.3% 32.9% 32.3%

Liberal Studies

100% 99.4% 100% 25.6% 28.6% 25.6%

In 2017, 83.3% of our S.6 students received JUPAS offers.

Overall JUPAS offers rate

2015 2016 2017

82.9% 84.5% 83.3%

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Report - Priorities, Outcomes and Strategies for 2016-2017

Priority I: Getting well-equipped as 21st century learners focusing on

achievement

1. Intended Outcome: To re-orientate the curriculum to align with the latest Learning to Learn

2.0

Strategies Proposed:

1.1 To develop / design the STEAM curriculum to be implemented in S.1

1.2 To revamp the S.2 Project Learning Programme

1.3 To augment the reading culture in School by promoting reading across the curriculum

1.4 To strengthen the acquisition of self-directed learning skills in different panels

1.5 To evaluate the lesson arrangement and learning/teaching effectiveness in S.3 after the

curriculum restructuring

Achievements

A team of teachers from disciplines represented by STEAM was formed in May 2016.

Together they developed 7 curriculum modules utilizing open-ended projects to

encourage and foster creativity and problem solving. Students engaged in curriculums

focused on IT, engineering and mathematics, and design. While the feedback was

encouraging - with students feeling more open to trying new things or experiences (78%)

or that their problem-solving skills had improved (69%) - both teachers and students felt

that the modules were too short and students’ interest levels could have been even higher

with more in-depth study.

The Project Learning Team completed a revamp of the programme with excellent results.

All of the teachers believed that the tasks were engaging and helped to develop self-

learning skills, while over 90% of the students believed that they had improved various

generic skills, including Communication skills, Mathematical Skills, Information

Technology Skills, Critical-thinking Skills, Creativity, Problem-solving Skills, Self-

management Skills, Self-learning Skills and Collaboration Skills. Students (90%) also

agreed that they had acquired various project learning skills, including data collection

skills, data analysis skills and proposal writing skills.

The Project Learning Team also reviewed 14 projects arranged by different KLA’s to

ensure that all the generic skills were being covered. The team determined that a clear

definition of a project was needed from a whole-School perspective.

The Reading Team added membership from the RE, PSHE, Math, Science, Technology

Education, Chinese and English KLA’s. Subject-based book recommendations were

conducted by students and good work was displayed. Library visits were conducted to

recommend books, e-Resources and to provide information literacy training for all S.1

students.

Over 70% of panels agreed/strongly agreed that they had a strong reading focus in their

year plan, and they had devised a panel-based reading programme. Over 90% of these

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panels regarded their reading program as successful/very successful. The reading focus

will be continued in nearly 70% of the panels’ year plans for next year and 40% of them

wish to have further support from the Reading Team next year.

While most panels identified at least one self-directed learning skill to focus on,

departments need more time to further develop and endorse a tool/rubric which will

assess the level of acquisition or mastery of that skill. This will continue to be a focus

for all KLA’s next year.

The change in the S.3 lesson arrangements was well received with more than 70% of all

students and parents in agreement that the new arrangements were better for learning.

The majority of teachers and panel heads agreed or strongly agreed that the arrangement

provided better flexibility, but also made the recommendation that the curriculums need

some adjustment. Feedback from teachers, which will be incorporated next year,

indicated that the timelines for the skills-based component of the curriculum should be

more flexible.

2. Intended Outcome: To enhance assessment literacy


2.1 To revise the existing assessment policy

Achievements:

The staff participated in a professional development day focused on Assessment for

learning provided by Dr. Mok from The Education University of Hong Kong. Staff

believed the seminar to be helpful (95%) and agreed they had a better understanding of

Assessment for learning (99%) and they knew how to enhance their teaching through the

topic (97%). Afterward, all KLA’s and panels reviewed and revised their department

assessment policies based on their learning. Panels are at different stages of readiness to

adopt new enhanced assessment practices based on their levels of understanding and

expertise. Many panels need more time to incorporate the new ideas. Further

professional support will continue next year for continuous development.

3. Intended Outcome: To build from strength to strength


3.1.To strengthen and enhance professional knowledge and expertise of our teachers

3.2.To enhance the PIE (Planning, Implementation and Evaluation) Process

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Achievements:

The Technology in the Classroom PLC (Professional Learning Community) was formed

by joining two PLC’s from last year with a similar focus on the use of technology. As

well, the Thinking Classroom PLC was establish to promote and develop high-order

thinking and self-directed learning strategies. The overall result was quite positive, with

28 staff members joining 6 different sharing sessions for each PLC. Over 90% of the

participants found the PLC’s useful for teaching and over 80% will continue next year.

Other feedback suggested having more lesson observations and pre-implementation

discussion.

Twelve staff members participated in a STEAM learning tour to 6 different Schools and

universities in Melbourne Australia. Staff had the opportunity to broaden their

understanding of a STEAM-thinking curriculum and ways to engage our students

through our School-based STEAM curriculum. All staff found the tour worthwhile and

enlightening.

Three Positive Education sessions were provided by staff members on the Positive

Education Team and two additional sessions were delivered by a team from City

University. The response from all staff for each session indicated between 78 to 96%

agreement that they understood positive psychology better; believed they could use the

demonstrated activities with their students; and they believed they were better equipped

to support students to learn to forgive more, deal with difficult relationships, show

emotions of love and understanding better and learned more strategies to help students

flourish. The staff believed embracing positive psychology will help to equip students

with tools to better deal with adversity.

All staff revisited the requirements of each stage of the cyclic process of EPIE

(Evaluation, Planning, Implementation, Evaluation) at the staff meeting on 25 Nov 2016.

Leaders at different levels regularly engage themselves in the evaluation process using

tools such as ESDA and Google Forms to inform planning. Most staff members agree

that EPIE is being embraced in the daily routine.

During the 2016-17 year, the School engaged in a review of all financial policies and

related procedures. Recommendations made by the Governance Review Sub-Committee

were implemented and will continue to be monitored. The cyclic review of the domains

of the Management and Financial Planning completed its third year. The yearly review

has become well-established in the School’s routine.

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4. Intended Outcome: To support 21st Century Teaching and Learning


4.1 To target facility and IT upgrades/initiatives with high impact

4.2 To develop a Comprehensive Environmental Stewardship Programme

Achievements:

The Technology and Living as well as the Needle Work classrooms were completely

renovated, modernizing the workspace design. Over 80% of the students and 100% of

the teachers agree or strongly agree that the renovations and upgrades in IT are

supportive to their learning and teaching activities.

The Revitalization of Delia’s Wing is well underway. The demolition of the former

building was completed in May 2016 as scheduled. The members of the SMC and

School Leadership Team have been actively involved at each stage of the revitalization,

and teachers and parents have been regularly consulted.

Learning the importance of environmental protection and sustainability was the focus of

the S.4 Form study tour to Taiwan. Over 95% of S.4 students agreed that the study tour

was informative and that it deepened their knowledge and awareness of environmental

protection issues. All the students agreed it was a worthwhile excursion.

S.5 students joined an environmental conservation service programme to promote a

green lifestyle. Over 95% of S.5 students completed the class-based community service

with the NGO, Food Angel. S.5 students helped to pack lunch boxes with food collected

from restaurants, which were then delivered to the underprivileged. Students learned to

treasure food and reduce waste. These initiatives will continue as part of the School’s

regular practice and the team will continue to look for more NGO opportunities for the

junior students.

Reflections:

1. STEAM will continue to be a focus for next year as the team continues to improve

curriculum integration with fewer topics, deeper study and more technology in longer tasks,

as well as a focus on the mode of delivery to increase hands-on experience, authenticity and

acquisition of essential skills. Assessment of generic skills (observation by teachers; self-

reflection by students using e-log book; progress reports; self- and peer assessment) will be

included in next year’s plan.

2. Improvements to the Project Learning programme will be included in next year’s plan as the

team fine-tunes the curriculum to provide time for peer & self-evaluation and revision. The

PL Team will prepare guidelines on project design to ensure all the essential elements are

included for future reference.

3. The Reading Team will continue to promote reading across the S.1-3 curriculum through

summer reading schemes, which will include book titles from other subjects; through

collaboration between language panels and other panels in their Extensive Reading Schemes;

through setting up STEAM x Reading and PBL corners in the library; and through monthly

subject-based reading plans.

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4. All KLA’s will continue to focus on enhancing the development of self-learning skills for

our students with particular attention on developing a rubric to assess students’ level of

mastery.

5. The S.3 curriculum and lesson arrangements will be fine-tuned next year based on this

year’s mid-year and year-end evaluations (both as a School and in each panel) and all

KLA’s will review the junior secondary curriculum in light of the latest Curriculum and

Assessment Guides.

6. Developing strategies and tools to enhance student learning though Assessment for Learning

will continue to be a strategy to enhance assessment literacy for the School next year.

7. The good practices shared during PLC meetings will be presented to the whole staff so that

everyone can benefit from the learning and promote the professional sharing culture

established among the staff.

8. Professional sharing is well established within the School’s culture. Opportunities will be

created to further develop this strength, such as PLC learning shared with the whole staff

and a revamped Peer Observation form.

Priority II: Strengthening the sense of well-being within the GHS Community

while nurturing leaders for tomorrow

1. Intended Outcome: To re-orientate the curriculum to align with the latest Learning to Learn

2.0


1.1 To launch a Positive Education Programme (Pilot Scheme) through a whole-School

approach

1.2 To offer more opportunities for students to be ‘great’ and feel ‘great’

1.3 To deepen and make more evident the Catholic faith within the School environment

Achievements:

Ten S.1-S.2 small classes took part in the pilot scheme of the Positive Education

Programme and 100% of the student participants agreed that they learned more about

positive emotions and how to build more positive relationships with others. All of the

class teachers and foster parents who participated agreed that the curriculum was

valuable and they wanted to continue with the programme the following year.

A number of different opportunities were organized for students to be ‘great’ and feel

‘great’ such as Bucket of Positivity, Positive Energy workshops, Month of Happiness

and Shield of Hope Merit slips. Messages of gratitude and appreciation were shared

among classmates during the Bucket of Positivity event and the Month of Happiness was

embraced by the whole School. Different panels, teams and clubs collaborated to

organize activities during the Month of Happiness. Students indicated (more than 73%)

activities like “Pass It On” and working with underprivileged primary students was very

rewarding and positively affected their outlook. 78% agreed their sense of pride

increased through the merit slip programme.

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Hymn singing was used to begin all Religious Education (RE) lessons and it was

determined that approximately 60% of the students agreed that hymn singing enhanced

their participation during Masses and Bible Services. All staff and students were invited

to attend 6 monthly masses through email or Ethics and Religious Education (ERE)

lessons. Over 80% of all S.1-6 Catholic students and on average approximately 20 non-

Catholic students attended. In addition, all but one Catholic family were able to join the

S.1 Catholic orientation programme. Among all respondents (Catholic

students/parents/teachers), all agreed that the orientation programme helped them to

understand the importance of the religious events and felt it was a great opportunity to

know more about each other.

2. Intended Outcome: To foster students with global perspectives


2.1 To augment life planning strategies across all forms

2.2 To widen students’ horizons and enrich their life experiences

2.3 To increase entrepreneurial opportunities

Achievements:

During the School year, the Careers Guidance Team implemented more than 30

programmes and services inside and outside School for students with different abilities

and developmental stages to help them understand the work market and their own

potential. This was done to help them identify their career goals and to make informed

choices. The team implemented new programmes such as the “S.3 Engineering

Workshop” and “Visit to United Overseas Bank” to further enrich students’ learning

experiences. The programmes were well-received by students and the satisfaction rate of

each programme was more than 90%.

A staff workshop conducted during September’s Form Meeting aimed to provide class

teachers and foster parents with a better understanding of the importance of careers &

life planning and goal setting. Based on staff feedback, the guest speaker addressed

many points in this area but lacked practical examples. Next year, a tailor-made session

will be conducted by the Careers Team to provide specific examples. In addition, to

provide teachers more resources on CLP, materials will be compiled and made available

to all staff for easy reference at the beginning of next year.

This year students joined 3 job-shadowing programs organized by the EDB business-

school partnership program, and 5 summer internships. The feasibility of running a

program with the PSA will be further explored next year.

A new program, “S.5 Working Reality 2.0” was introduced to enrich students’

experience by running a small “business”. It was well received, with a 96% satisfaction

rate in the evaluation survey.

The Business, Accounting and Finance Studies KLA introduced the Junior Achievement

Programme and competition for students to join. Participants had the experience of

establishing a company, hosting shareholder meetings, marketing, budgeting, production

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and sales. Students and staff found the experience very meaningful. The KLA will

continue to support this initiative for students in the coming year and will investigate

other ways to provide authentic entrepreneurial experiences.

3. Intended Outcome: To cultivate and sustain student leadership


3.1 To review and fine-tune the ‘through-train’ leadership training scheme

3.2 To empower effective leadership and embrace leadership experiences

Achievements:

The External Nomination Team made use of student self-nomination data and past OLE

records to target and nominate junior form students for various leadership programmes.

The team attempted to match students and opportunities following a sharing session and

interviews. As a result, over 65 S.1-S.3 students were nominated for external awards

and leadership programmes, such as the Positive Youths Award and various Student

Ambassador Schemes. The self-nomination form will be moved to an online version as

this process will be part of the students’ regular routine.

In addition, a more dedicated effort was made to include junior form students in internal

leadership initiatives. Students were encouraged to put their names forward rather than

just relying on staff recommendations. A larger number of student ambassadors (around

100 in all events) from junior forms were involved in helping out during School

functions this year. On average, around 75% of student helpers serving in different

functions came from the Big Sister Scheme (students of which are mainly from S.1-S.3).

Approximately 80% of the Big Sister Scheme helpers found the experience enjoyable

and 71% thought they had learnt something new or useful from the experiences.

Class committees (S.1-S.4) were organized to provide junior and senior form students

opportunities to take active leadership roles in their classes. Training workshops were

designed to for these particular roles. Most class leaders fulfilled their obligations with

good performances. 89.5% of class leaders agreed that they carried out duties and

facilitated class activities according to their posts, and 63.2% of them conveyed

messages from the Class Committee Workshops and had a positive influence on the

class (while 26.3% were neutral). Students found their learning and experiences from

the workshops rewarding, with 57.9% of class leaders agreeing that the workshops were

effective in making them a class leader (while 36.8% were neutral). Most students found

the workshops on presentation skills (68.4%) and minutes writing (42.1%) the most

effective.

4. Intended Outcome: To strengthen the sense of community and well-being for all GHS

stakeholders


4.1 To update, streamline and make transparent School policies/procedures/decision-making

4.2 To establish long-term planning that is aligned with the School’s vision and plan

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4.3 To celebrate and make well-known all that GHS has to offer in developing future

women leaders

Achievements:

The consolidated Human Resource Management Policy and the Public Complaint Policy

were presented during the August staff meeting. The new policies provided staff with

clear and thorough documentation on which the School bases decisions. During the

meeting, staff studied areas of possible concern and where to find the internal location of

the policy for future reference. The School received a favorable evaluation of the policy

during the Management and Financial Audit which took place during the fall of 2016.

The School has moved to a Google platform, which has facilitated the shared use of files,

calendars, online room bookings, scheduling and more efficient communication among

departments. Training was provided by the IT Team to ensure a smooth transition for

all staff.

The tendering process was completed in spring 2017 for a new software solution to

improve communication and expedite administrative processes between the Human

Resource and Finance Departments. Training, set up and full implementation will take

place in the fall of the 2017-18 school year.

The Facility and Preventative Maintenance Programme was integrated into all affected

departments with the final stages to be completed next year. Regular and consistent

practices together with further enhancements in the programme will be fine-tuned next

year, where necessary.

The School website was updated to include pages for the Delia’s Wing Revitalization

project and the Fundraising Campaign. As well, official Good Hope School Facebook

and Instagram accounts were launched and regularly monitored through the efforts of the

additional media staff of the Fundraising Team. The Facebook Like Trend data

demonstrates that more information is reaching past students and friends of Good Hope.

The increase has been steady over the course of the year, with on average 2000 more

likes on Facebook posts since the beginning of the year. In addition, the new Good

Hope School Instagram account has attracted hundreds of followers and is another tool

to share the success and achievement of GHS students and staff.

Reflections:

1. The School will continue to make Positive Education a focus next year through the

implementation of the programme in all S.1 classes, and piloting a curriculum in some S.2

and S.3 Pastoral Care lessons.

2. Various “Be great; Feel great” initiatives which were well received will be incorporated into

the School routine with heightened levels of communication between staff and students.

The Team will continue to organize a variety of schemes to enhance students’ well-being

and a positive self-image.

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3. The Catholic Family Orientation programme will be incorporated into the RE department’s

regular routine. Monthly masses and the invitation to all students and staff will also be

incorporated into the routine.

4. The Careers Team will make use of two form meeting timeslots (one in each term) next year

to support Class Teachers and Foster Parents in delivering a life planning and careers service

to the students. The PC/OLE curriculum will be reviewed to ensure a holistic focus from

S.1 to S.5.

5. Next year, various teams will focus on creating more opportunities to broaden learning

opportunities through the PSA mentoring program, overseas involvements and business

experiences. This will continue to be a focus for the coming year.

6. Although feedback about the Class Committees and training from teachers and students was

overwhelmingly positive, the number of workshops will be reduced as students have learned

from their experience in previous years. Case discussions and practices will be introduced to

give practical support to student leaders and the training will be introduced to the club

EXCO.

7. The new Policies and programmes have been integrated into the School’s daily operations.

8. The dedicated use of Facebook and Instagram will be adapted into routine in order to share

and celebrate the achievements of the students, staff, alumni and friends of Good Hope

School.

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Financial Summary

Financial Summary for the 2015/2016 School Year

Government

Funds

Non-Government

Funds

INCOME (in terms of percentages of the annual overall income)

DSS Subsidy (including government grants not

subsumed in the DSS unit rate payable to schools) 56.77% N.A.

School Fees N.A. 36.75%

Donations, if any N.A. 2.35%

Other Income, if any 0.98% 3.15%

Total 57.75% 42.25%

EXPENDITURE (in terms of percentages of the annual overall expenditure)

Staff Remuneration 73.16%

Operational Expenses (including those for Learning and

Teaching) 8.38%

Fee Remission / Scholarship1 8.40%

Repairs and Maintenance 0.86%

Depreciation 8.26%

Miscellaneous 0.94%

Total 100%

Surplus for the School Year #

1.24 months of the annual expenditure

Accumulated Surplus in the Operating Reserve as at

the End of the School Year #

10.29 months of the annual expenditure

# in terms of equivalent months of annual overall expenditure

Net book value on additional school building equivalent to 1.59 months of annual expenditure is

excluded.

Details of expenditure for large-scale capital works, if any:

One of the school’s premises is under reconstruction during 2016-17 school year and therefore

the expenses amount shown for this period does not truly reflect the real amount spent.

1 The % of expenditure on fee remission/scholarship is calculated on the basis of the annual overall expenditure of the

school. This % is different from that of the fee remission/scholarship provision calculated on the basis of the school fee income as required by the Education Bureau, which must be no less than 10%. It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme according to Education Bureau’s requirements. The expenditure of fee remission/scholarship of our school is above the 10% of the total school fee income set by EDB requirement.

good hope school annual report 2016-2017

Documents