mission statement - canossa college€¦ · i. vision and mission 1 ii. our school 2 - 3 iii. our...

0 SR15-16

1 SR15-16

Contents Page

I. Vision and Mission 1

II. Our School 2 - 3

III. Our Students 4 – 5

IV. Our Teachers 6 – 7

V. Major Concerns 8 - 14

VI. Financial Summary 15 - 18

VII. Performance of Students 19 - 32

VIII. Future Planning for 2016 - 2017 33

Appendix 34-39

1 SR15-16

I Vision & Mission

We are fully committed to

offering an all-round

education enhanced with

the gospel spirit and the

virtues of humility, respect,

kindness and love.

2 SR15-16

II Our School

Brief Introduction of the School

Canossa College, the former Canossian Convent Secondary School, was founded by the

Canossian Daughters of Charity in 1959. The Canossian sisters left Italy, their homeland, to

begin their missionary work in Hong Kong in 1860. In 1891, on Mr David Sasson's

generous donation of a piece of land of 3,000 sq.ft in Shaukeiwan, the Canossian Sisters'

convent and a Chinese primary school were built. In 1932 a new convent and a primary

school were erected but were occupied by the Japanese and British soldiers during World War

II. In 1951, the Canossian Chinese Primary School was re-opened and the Canossian

Convent Secondary School was officiated in the new four-storey premises adjacent to the

primary section in 1959.

To make way for the development of Eastern district, both the secondary and primary schools

were transferred to the present premises at Quarry Bay in 1984 and renamed Canossa College

and the primary section, Canossa School (Hong Kong). Canossa College began to offer an

education in the medium of English.

The Incorporated Management Committee (IMC) of Canossa College was set up on 31 August

2013 to replace the School Management Committee.

School Premises and Facilities

The school premises not only won the 1984 Highest Honours Award in Architectural Design

for the simplicity, harmonious colour scheme, brightness and spaciousness, but also provide an

ideal learning environment for students. The School Improvement Programme was completed

in 2004 with a new wing erected from the parking area by the main entrance, providing more

facilities for students’ learning.

There are now 25 classrooms and other special rooms (2 visual arts rooms, 2 computer rooms,

1 language room, 4 laboratories, 5 multi-purpose rooms, 1 needlework room, 1 cookery room,

1 geography room and 1 student activity center). In addition, the school hall, library, tuckshop,

backyard, two multi-purpose ball courts, two covered playgrounds and the chapel adjacent to

the convent give ample space for various student activities.

School Management

Composition of IMC

School

Managers

Sponsoring

Body

Principal Parent Teacher Alumnae Independent

15/16 7(58.3%) 1(8.3%) 1(8.3%) 1(8.3%) 1(8.3%) 1(8.3%)

3 SR15-16

Number of Active School Days

Lesson Time for the 8 Key Learning Areas

204

179

205

178

209

182

160

165

170

175

180

185

190

195

200

205

210

215

No. of School Days in School Calendar No. of School Days for Instruction

No

. of

day

s

13/14

14/15

15/16

0

5

10

15

20

25

Ch

i. La

ng.

Edu

cati

on

Eng.

Lan

g.Ed

uca

tio

n

Mat

hem

atic

sEd

uca

tio

n

Scie

nce

Edu

cati

on

Tech

no

logy

Edu

cati

on

PSH

E

Art

sEd

uca

tio

n PE

Lesson Time for 8 Key Learning Areas

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III Our Students

Class Organization

As at 1.9.15

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

No. of Classes

4 4 4 4 4 5 25

Total Enrolment

(Girls) 142 138 135 122 131 144 812

Percentage of Form 3 students moving on to Form 4 in this school

93.3 93.75 94.8

0

20

40

60

80

100

2013-14 2014-15 2015-2016

Year

Per

cen

tag

e

5 SR15-16

Students' Attendance

Students' Early Exit

98.5 98.5 98.5 98.0 98.2

97.8

90

91

92

93

94

95

96

97

98

99

100

13/14 14/15 15/16

F.1 - 3

F.4 - 6

1.10%

1.18%

0.99%

0.00% 0.50% 1.00% 1.50% 2.00%

13/14

14/15

15/16

Student Early Exit Rate

Att

endan

ce R

ate

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IV Our Teachers (15/16)

1. No. of teachers in the School (including the Principal)

Year Total no. of teachers Remarks

13/14 59 Including 7 additional teachers

14/15 58 Including 8 additional teachers

15/16 59 Including 2 (0.5) Teachers & 4 additional teachers

13/14 14/15 15/16

Master Degree 34

58%

31

53.4%

31

52.54%

Bachelor Degree 25

42%

27

46.6%

28

47.46%

2.

Teachers’ Professional Qualifications 13/14 14/15 15/16

With Teachers’ Training 100% 100% 100%

Subject trained (Chin) 100% 100% 100%

Subject trained (Eng) 100% 100% 100%

Subject trained (Maths) 88.9% 100% 100%

English Teacher meeting LPR 100% 100% 100%

Putonghua Teacher meeting LPR 75% 75% 100%

3. Teaching Experience of the Principal and Teaching Staff 15/16

0 10 20 30 40

0–4 yrs

5–9 yrs

10–14 yrs

15 yrs or above

7

9

7

36

No

. of

Year

s

No. of Teachers

7 SR15-16

4. Continuing Professional Development of Teachers & Principal

Continuing Professional Development 2013-14 2014-15 2015-16

Total CPD hours of Teachers 3610.8 3814 4697.7

Total CPD hours of the Principal 87 96 65.5

Total 3697.8 3910 4763.2

5. Staff Turnover Rate

62.3

66.9

80.7

0

20

40

60

80

100

2013-14 2014-15 2015-16

Year

11.86%

5.17% 5.08%

0%

2%

4%

6%

8%

10%

12%

13/14 14/15 15/16

Staff Turnover Rate

Hours

of

Tra

inin

g p

er t

each

er

8 SR15-16

V Major Concerns (Achievements and Reflection)

Major Concern 1 : Forming Students’ Good Habits and Personal Qualities

Achievements

Setting Themes for Student Development

Themes for the development of each form of students were set to provide clear objectives and focus

for student formation.

Themes and Main Strategies Adopted

F.1 – Self Understanding, Self-Management & Learning to Respect

Through adventure-based training and Life Education lessons

F.2 – Developing Interpersonal Skills and Nurturing Service Spirit

Arranging all students to participate in service for different needy groups

F.3 – Recognizing Own Strengths and Goal Setting

Providing leadership training camp for selected students

F.4 – Learning through Service and Building Leadership

Guiding all students to plan and implement service programmes for different needy groups

F.5 – Actualizing Potentials

Encouraging students to take leading posts at school

F.6 – Future Planning

Through recollection day for all students

The programmes for F.1, F.2, F.4 and F.6 were rather systematically arranged and found effective

with positive feedback from the students and the teachers.

Cultivation of a Respectful Attitude and Courteous Manners

a. Courtesy Month

Students were cultivated a respectful attitude and courteous manners through slogan design,

board decoration, video making organized in the Courtesy Month. Within the Courtesy Month,

class discussions about courteous behavior and student reflection were also held during the

morning reading periods on two successive days in each week. About 61% of students

acknowledged that the activities held in the Courtesy Month helped them to become more

polite. About 93% admitted giving greeting to teachers whenever they meet but slightly less,

about 78% to other staff.

b. Writing appreciation cards

The Discipline Committee and the Counselling and Guidance Committee jointly organized

appreciation cards writing activity, motivating all students to write to their family members,

teachers, staff and members of the community with appreciation. The students showed a serious

attitude in this activity. The cards were posted on campus for sharing among students.

An atmosphere of appreciation was created through gesture and words in daily interaction

among teachers and students. About 92% of the students expressed that they tried to show

appreciation to others and 82% acknowledged appreciation from teachers and schoolmates.

c. Giving out appreciation cards to students

In order to help students form good habits and personal qualities, appreciation cards with praises

of “Keep up with your leadership”, “You are always punctual”, “Keep up with your generosity”,

Thank you for being helpful” and “Thank you for being respectful” were given out by ECA club

advisors to the students found with praiseworthy deeds and behavior in the clubs. Advisors

found it worthwhile to do so.

9 SR15-16

d. Integration of the Educational Theme into the formal curriculum

The Educational Theme of “Respect and Appreciate” for the school year 2015/16 was integrated

into the curriculum of many subjects. They included assigned reading of materials and slogan

design related to the theme in Chinese Language, writing articles, booth games and public

speaking in English Language, practicing cooperative learning, skills of negotiation and

reconcile different opinions to reach consensus in solving international confrontation in History,

strengthening an atmosphere of appreciation and a respectful attitude through activities in Music

and Physical Education, using relevant symbolic images to present the message of respect and

appreciation in Visual Arts and putting extra related topics in Religious Education and other

subjects.

Inter-class Cleanliness Competition

Students were motivated to take good care of their classrooms through an inter-class cleanliness

competition held by the Discipline Committee.

Team Building Activities

Form teachers also arranged team building activities to enhance students’ social skills and

collaboration with peers. The activities turned out to be very effective with 84% of the students

feeling good team spirit in their class.

Giving Pledge to Service

As all students are members of the Community Youth Club, they all were arranged to take an oath at

the Investiture of Student Leaders to pledge for commitment in service. Through the ceremony, all

students had their sense of service raised and were reminded to always serve at school and in the

community.

Form Assemblies

To nurture students’ spiritual strengths and cultivate Catholic values among students, a total of

eleven Form Assemblies with Bible reading, life experience sharing, thematic video, reflection and

prayers were held for each form of students once in each term (Form Six in first term only). Each of

these assemblies had a theme specially chosen to address the needs and prevailing issues about each

form of students. Through these activities, students were guided to acquire positive values for a

better life. To consolidate their learning, the reflection was followed up in Religious Education

lessons. The students showed good involvement in the activities. About 62% of the students

acknowledged that the assemblies helped them understand how to lead a positive life and be a better

person.

Reflection

The themes set for student development could be adopted again but effort should be made to

promote them to all teachers in order to draw better effect, or they will be easily neglected when

many other concerns about the students arise.

More than 87% of the teachers were satisfied with students’ general manners. About 86% of them

found students showing the habit of greeting with people. Yet about 67% agreed that the related

lessons they conducted were effective. Only 65.5% of the teachers agreed that the special activities

held in the Courtesy Month successfully conveyed the importance of showing respect for others and

58.6% of them found that students’ attitudes and manners had improved when compared them to the

year before. This may imply that the students had already possessed good manners before those

activities were run. After all, most students displayed good manners and attitude at school.

Club advisors will continue to give out appreciation cards to club members who deserve

reinforcement for their good deeds and proper attitudes.

10 SR15-16

Teachers made good effort to create a culture of respect and appreciation. They revised the syllabus

to include topics and lessons to enable students to understand, practise and live out the virtues. The

topics and lessons designed were relevant and effective.

More than 74% of the teachers agreed that the Form Assemblies helped nurture students’ character.

Suggestion was even given to double the frequency. With a view to assuring the quality rather than

quantity of the programmes for character formation, the number of the Form Assemblies will

remain unchanged for next school year. Understandably, it takes time for students to internalize the

values and live out the desirable characters. It is believed that repetition and spiralling arrangement

of the programmes for students will help develop a good school culture, desirable campus

environment and school ethos.

Major Concern 2 : Enhancement of Study Skills and Support for Student Learning

Achievements

F.1 Thinking Skills Training

All F.1 students were given training on 6-hat thinking skills on the Experiential Learning Day.

About 60% of them were able to point out the critical argument in case study analysis.

Enhancing Interactive Lessons

To enable students to express opinions with confidence and take an active role in learning, teachers

made effort to enhance interaction with students during lessons. They worked on their questioning

techniques. To facilitate the progress, more Lesson observation was carried out with the focus on

questioning techniques of the teachers. Besides peer observation among all teachers, thirty-four

teachers’ lessons were visited by the Principal followed by discussion and exchanging views for

improvement in teaching and learning. Students were found making improvement in their language

skills and expressing ideas compared with their performance in past years. They showed natural

exchange of comments, raised questions and responded to questions spontaneously.

Cross-panel lesson observation was also carried out by Integrated Science and Chemistry panels

with focuses on catering for learner diversity and questioning techniques. Physics and Biology

panels also exchanged lesson observation. The teachers concerned gained inspirations through this

practice and the post-observation discussion.

Nurturing Giftedness

It is believed that each student has some kind of talent, and effective strategies can tap their

potential and maximize their learning. To enable teachers to understand the possibilities for student

development and to obtain ideas for curriculum design, teachers were required to join an online

training programme and attend workshops on gifted education. About 38% of the teachers have

completed the foundation online gifted education training, less than the target 75% for this school

year. More promotion of the training is needed to encourage the rest of the teachers to attempt the

programme next year. Neverthless, over 67% of the teachers in a survey were certain that they had

the idea for integrating gifted education into their respective subjects.

Eighteen subject panels have formulated a 3-year plan for enhancement of teaching and learning

with elements of gifted education. These plans have a different focus for each level of students and

include cross-subject collaboration : Chinese Language and Chinese History, Chinese Language and

Putonghua, English and Geography, Biology and Physics, Chemistry and Integrated Science,

Information and Communication Technology and Physical Education, Religious Education and

Music, Visual Arts, Home Economics and Physical Education.

11 SR15-16

Throughout the year, a total of 99 members of the Talent Pool and high achievers received training

or took part in activities related to gifted education by the school or other organizations. Through

the activities offered by the school, 42 F.3 and F.4 students received leadership training; 12 F.4

members participated in a Leadership Training Program organized by the Hong Kong Federation of

Youth Groups; 23 members took part in a Team Building Training Program organized by the CEPT

Limited.

Enrichment on English Language, Chinese Language and Mathematics

Academic programmes were specially held for members of the Talent Pool and high achievers.

They included a 5-day course 「中文適意學」with training on writing, reading and speaking for 22

F.2 students. The participants had high motivation for learning and some showed very good

potential that can be further developed. Another creative writing course was run for 13 F.4 and F.5

students. More than 90% of them hope to have similar training again.

An 8-hour English drama course taught by Dramatic English Limited was arranged for 15 F.1 high

achievers. An 8-week toastmaster course was jointly organized by Toastmasters International and

the English Panel of the school for 28 F.3 to F.5 high achievers. Almost all participants agreed that

the course aroused their interest and enhanced their public speaking skills.

Enrichment courses for Mathematics high achievers of F.1-F.6 were arranged throughout the year.

Junior formers especially liked the enrichment classes with the attendance rate over 90%.

F.4 students weaker in Chinese had the chance to benefit from the EDB school support service for

enhancing catering for learner diversity with a focus on tackling texts of literary Chinese. Through

the training, the participants showed some mastery of the reading skills and became more willing to

try to tackle literary Chinese.

Collaboration among EMI Subjects

Language support for learning EMI subjects was provided for F.1 and F.2 students through English

lessons. For Integrated Science, F.1 students were provided worksheets to learn referencing skills,

phrases expressing cause-and-effect relationship, simple present tense and passive voice. For

Geography, F.2 students had the focus of learning on completing a survey, reporting survey results

and describing graphs and trends.

The English teachers and Geography teacher worked closely in training F.2 students to write topic

sentences. Another measure of helping students learn the vocabulary of EMI subjects through

dictation in English lessons was not so effective because the vocabulary was not taught in context in

the English lessons. This measure is not recommended for next year.

Meetings about collaboration among EMI subject teachers were held and the NET also conducted

sharing sessions for EMI subject teachers, discussing common errors in English and introducing

useful idioms to them.

Campus Forums for Strengthening Thinking Skills and Language Ability

English Language, Chinese Language, Putonghua, Liberal Studies Panels and Civic Education

Committee ran Campus Forums in the form of debating, public speaking or story telling during

lunch time in the covered playground to enable students to sharpen their thinking skills, build up

confidence, practise speaking and discuss current issues. More than half of the teachers helped

prepare students for the activities and make arrangements. More than 80% of the teachers agreed

that the Campus Forums could help students build up confidence and improve their thinking skills

and should continue. About 69% of the students participated as audience at the forums and over

12 SR15-16

56% hoped the forums would continue. However, only about 36% of the students took part as

speakers and only 29% acknowledged having gained confidence through taking part in these

activities.

Pleasure Reading Scheme

The extensive reading scheme was refined to enhance junior form students’ reading skills. A reading

booklet with a number of reading texts was introduced to F.1 students. Post-reading quizzes were

given.

Reflection

About 58% of the F.1 students had learnt 6-hat thinking skills in their primary schools, but only

about 34% of them felt confident in tackling skills before the training provided in our school. This

suggests that students need revision of the skills learned and opportunities for application of the

study skills should be provided for them to master the skills well.

Through lesson observation, the students were found possessing better communication skills than

they were in previous years. They could respond to questions more spontaneously and more

precisely. Some of them could express elaborated opinions. This can be attributed to the persistent

effort in training their speaking skills and frequent interaction with teachers and fellow students in

class.

Collaborative lesson planning and peer observation were good opportunities for panel members to

discuss and try out new strategies in enhancing students’ learning capacity. Teachers concerned

agreed that the cross-subject lesson observation could enhance sharing of different teaching

practice. Since many students were taking Chemistry and Biology as electives, the teachers through

cross-panel lesson observation could get a glimpse of the content covered and skills required in the

related subjects. This might be useful for planning the teaching schedule.

Teachers expressed that the emphasis of gifted education reminded them of the importance to

develop students’ high order thinking skills. Yet more effort is needed to promote the online gifted

education programme to teachers.

Collaboration between English teachers and EMI subject teachers will continue. It was found that

the collaborative lesson planning and its delivery within a short time frame seemed to be effective

for weaker learners. Similar collaboration was suggested to continue in the next academic year for

all F.2 classes, preferably in the first term, so that students can have more practice in the second

term. In view of F.1 and F.2 students’ increasing difficulty in understanding abstract concepts and

presenting ideas on their own, the worksheets currently used might be revised in order to give more

guidance and language support to them. Other modes of collaboration with other subjects could be

explored.

The toastmaster course really benefited students and similar courses will be organized next year.

Though not many participants of the Campus Forums felt that they gained confidence, Campus

Forums will continue because students need opportunities to practise speaking in the public. Indeed.

Campus Forums enable students to speak in front of their fellow students in a large venue.

About 67% of the teachers found that the modified Pleasure Reading Scheme could encourage

students to read extensively. The Librarian recommends providing guided reading for F.1 students

through looking up the meaning of vocabulary with them during the library lessons. She will invite

subject panels to provide subject-based reading materials for students in the reading periods and

assist to design task sheets for the students.

13 SR15-16

Major Concern 3 : Development of Career and Life Planning for All Students

Achievements

Career and life planning programmes were systematically arranged for all students. These training

programmes were chosen to address the needs of each form of students, from personal strengths

development, understanding job fields, career opportunities to future planning. Students were

helped to nurture career aspirations throughout the six years at school.

For Form One

All F.1 students took part in adventure-based training. They learned team building and problem

solving skills. The training enabled students to achieve their potential and gain confidence. It is a

good starting point for students to build up personal strengths when they begin to learn to make life

planning.

All F.1 students also were taught to write i-portfolio, to record learning activities and achievements

and do reflection on their experience so as to facilitate their future planning and personal

management.

For Form Two

Two life planning workshops were held for all F.2 students. They were guided to gain a better

understanding of themselves and match their existing attributes with various career choices. During

the programme, they were assisted to formulate medium-term goals and seek advice from relevant

people in school or in their family.

All F.2 students joined a leadership training camp. The students got very involved in the

activities. Nearly all of them acknowledged the learning experiences in personal development,

communication skills, problem solving and decision making.

For Form Three

All F.3 students were prepared for F.4 subject selection through two seminars. They learned about

their strengths and interest and the curriculum of electives. They also understood themselves more

through participation in an aptitude test. All F.3 students also learned the concepts of income,

saving, spending, donation, budget, needs and wants under the sharing of the business volunteer’s

financial management experience by attending JA Personal Spending 101 Seminar.

For Form Four

A socio-game was arranged for 29 F.4 students. They experienced a Mock HKDSE release day

with interviews for jobs and simple working practice in various fields. The programme could really

prepare students to manage and adapt to the transition from school to work.

Twenty-nine F.4 students attended JA Personal Finance Program organized by Junior

Achievement Hong Kong. The students found the programme informative and useful.

For Form Five

Student Learning Profile workshops were conducted for F.4 and F.5 students. All F.4 students

also learned work ethics and the virtue of integrity as well as the positive value of “Abide by the

Rules”, “Support Clean Elections” by visiting the workplace of ICAC. Students found the visit of

ICAC workplace interesting and useful.

Life Planning Day was arranged for all F.5 students. They came to understand the working world

through the sharing of job experience by the alumnae. The students found the programme

informative and useful. They enjoyed chatting with the alumnae and learned different job fields and

14 SR15-16

work experience from them.

For Form Six F.6 Recollection Day was organized to strengthen students’ self-understanding, ability to recall

their past and experience to build their future on their strengths with sense of vision and mission. It

was done rather smoothly because of sufficient preparation.

In a survey, about 76% of the students acknowledged understanding of their abilities and interest for

planning their future careers through the related training activities and over 86% still wanted to

learn more about how to make plans for their future.

Reflection

It was found that the life planning programmes could encourage students to start to make career

decisions in accordance with their interests, abilities and aptitude. To ensure a good start for all

students, it is suggested that the form teachers of junior forms conduct some preliminary activities

to encourage students to think about their future. To achieve this, a Life Education lesson on career

related issue will be provided next year.

The socio-game held for some interested students this year was found a useful experience for them,

so the programme will be offered to all F.4 students next year.

Almost 90% of the teachers shared that students had asked them for advice on their future planning.

The teachers were aware of the need to help students in career and life planning and about 79% of

them were sure how to guide the students. About 90% still felt that they needed more training on

career counselling. After all, for effective counselling to students about life planning, the teachers

should be supported to equip themselves with related knowledge and skills.

15 SR 15-16

VI Financial Summary

16 SR 15-16

17 SR 15-16

18 SR 15-16

19 SR15-16

VII Performance of Students

1. HKAT (Pre - F.1)

62.57 62.35 61.19

52.99

0

20

40

60

80

100

2013 2014 2015

CC

Mean S

core

Chinese

CC Mean Score

68.38 69.19 65.84

49.67

0

20

40

60

80

100

2013 2014 2015

CC

Mean S

core

English

CC Mean Score

69.54 71.64 71.43

57.64

0

20

40

60

80

100

2013 2014 2015

CC

Mean S

core

Mathematics

CC Mean Score

20 SR15-16

2. HKDSE Results 2016

Canossa

College

Day School

Candidates

No. of Candidates 142 56,112

Percentage of students meeting the minimum requirements

(3322+2) for university degree courses, including level 3 in

Chinese Language, English Language and level 2 in Mathematics

Compulsory Part and Liberal Studies

81% 42.2%

Percentage of students qualified for sub-degree programmes

(attaining 2222+2), including Chinese Language and English

Language

95% 71.2%

Results in 4 Core Subjects

Core Subjects

Level 2 or above Level 3 or above Level 4 or above

Canossa

College

Day School

Candidates

Canossa

College

Day School

Candidates

Canossa

College

Day School

Candidates

English Language 100% 80.3% 94.4% 55.1% 47.2% 28.6%

Chinese Language 99.3% 85.2% 83.1% 55.2% 48.6% 28%

Mathematics 97.2% 81.3% 83.8% 58.5% 54.2% 38.6%

Liberal Studies 98.6% 89.4% 85.2% 67.7% 38.7% 36.3%

21 SR15-16

3. Secondary 6 Graduates’ Placement

JUPAS Degree

52.8%

JUPAS

Sub-degree

11.2%

Others

36.0%

JUPAS Offer Results 2016

2015 - 2016 Secondary 6 Graduates Careers Survey

22 SR15-16

JUPAS degreeprogramme

Non-JUPASdegree

programme

JUPAS sub-degree

programme

Non-JUPASsub-degree

programme

Overseasstudies

Full-time S6course

Private study OthersFull-time

employmentUnknown

15/16 32.9% 12.6% 1.4% 32.9% 7.0% 0.0% 3.5% 0.0% 0.0% 9.8%

14/15 39.6% 20.8% 2.7% 22.1% 6.0% 0.7% 2.7% 0.0% 0.0% 5.4%

13/14 29.0% 16.6% 2.4% 37.3% 10.1% 0.0% 1.0% 0.6% 0.0% 3.0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Secondary 6 Graduates

15/16

14/15

13/14

23 SR15-16

4. Students' Reading Habit

Percentage of students borrowing reading materials from school/public libraries

13/14 14/15 15/16

F.1-F.3 F.4-F.5 F.1-F.3 F.4-F.6 F.1-F.3 F.4-F.6

Once a week or more

5.3% 5.5% 14.9% 4.9% 5.3% 2.1%

Once every two weeks

22.9% 6.8% 22% 6% 17.8% 2.8%

Once a month

24.7% 15% 19.2% 14.4% 18.7% 17.2%

Less than once per month

42% 53.6% 29% 54.1% 38.2% 58.7%

Never

5.1% 19.1% 14.9% 20.6% 20% 19.2%

Average no. of hours spent on reading books, newspaper and electronic information per week

13/14 14/15 15/16

F.1-F.3 F.4-F.5 F.1-F.3 F.4-F.6 F.1-F.3 F.4-F.6

English reading materials

3.1 3.3 2.3 3.1 3 3.3

Chinese reading materials

6.9 5.6 5.9 5.6 6.9 6.7

24 SR15-16

5. Inter-school Activities and Prizes Won in 2015-2016

Nature Name of Competition / Organization No. of Prizes

1st 2nd 3rd Other

Music

1. The 68th

Hong Kong Schools Music Festival

- organized by the Hong Kong Schools Music

and Speech Association

Pipa Solo (Junior)

Secondary School Choir Girls’ Singing in Chinese

First Division – Intermediate (Age 16 or under)

1

1

2. 2015 Hong Kong Youth Music Interflows

– organized by the Music Office, Leisure &

Cultural Services Department

Chinese Orchestra Contest

(Secondary School Class B)

Merit (1)

3. Hong Kong International Wind Instruments

Competition 2016

- organized by Hong Kong International

Performing Arts Foundation

3

1

4. Orientale Concentus IX International Choral

Festival 2016, Singapore

- organized by ACE 99 Cultural PTE Ltd.

Girls’ Choir – Equal Voices

Gold Award (1)

Sports

1. Inter-School Athletics Championships 2015 –

2016

– organized by the Hong Kong Schools Sports

Federation (HK Island & Kowloon

Secondary Schools Regional Committee)

Girls A Grade

- 100m

- 4x100m

- Long Jump

Girls C Grade

- 800m

- 1500m

1

1

1

1

1

2. Eastern District Age Group Athletics Meet

2015

- organized by the Leisure and Cultural

Services Department

Girls C Grade (16-18 years old)

- Shot Put

- Discus

1

1

3. Annual School Athletics Meet

4 x 100m Invitation Relay

Holy Family Canossian College

1

25 SR15-16


1st 2nd 3rd Other

4. Inter-School Swimming Championship

2015-2016

- organized by the Hong Kong Schools Sports

Federation (HK Island & Kowloon

Secondary Schools Regional Committee)

Girls A Grade

- 4x50m Freestyle Relay

Girls B Grade

- 50m Breast Stroke

- 50m Back Stroke

- 100m Breast Stroke


- Overall

Girls C Grade

- 50m Butterfly

- 50m Back Stroke

- 100m Freestyle


- Overall

Girls Overall

1

1

1

1

1

1

1

1

1

1

1

1

1

3rd Runner-up (1)

5. 2015-16 Age Group Short Course Swimming

Competition

- organized by the Hong Kong Amateur

Swimming Association

Division II

- 50m Freestyle



Division III

- 50m Back Stroke

- 100m Freestyle

- 100m Individual Medley

1

1

1

1

1

1

6. 2015-16 Age Group Long Course Swimming

Competition



Division II

- 50m Breast Stroke

Division III

- 100m Butterfly

1

1

7. 2016-2017 Age Group Long Course

Swimming Competition



Division II

- 100m Back Stroke

1

26 SR15-16


1st 2nd 3rd Other

8. Age Group Swimming Competition 2015

- organized by the Leisure and Cultural

Services Department

Sai Kung District (Girls Youth)

- Group G: 100m Breast Stroke

- Group F & G: 200m Freestyle

- Group H: 50m Butterfly


- Group H & I: 200m Butterfly

- Group H, I & J: 450m Medley Relay

Eastern District (Girls Youth)


- Group H: 100m Freestyle


Southern District (Girls Youth)

- Group H: 50m Freestyle



1

1

1

1

1

1

1

1

1

1

1

1

9. Panasonic Pan Asia Synchronized Swimming

Championships Cum 11th

Hong Kong

Synchronized Swimming Open Competition

2015

- organized by Hong Kong Amateur


Stroke – Local 25m (Age 11-12)

- Foot First Scull

- Freestyle Propeller

- Head First Scull

- Eggbeater Traveling Sideways

1

3rd Runner-up (1)

4th Runner-up (1)

4th Runner-up (1)

10. Hong Kong Synchronized Swimming Age

Group Competition 2016

- organized by Hong Kong Amateur


Sequence Swim (Age 13 or above)

1

11. Annual School Swimming Gala

4x50m Freestyle Invitation Relay

Marymount Secondary School

Precious Blood Secondary School

St. Francis’ Canossian College

St. Mark’s School

1

1

1

1

12. SAMSUNG 59th

Festival of Sports

2016 Hong Kong Aged Group Trampoline

Competition

– organized by the Sports Federation &

Olympic Committee of Hong Kong, China

Girls Aged 14 or below

- Synchronized

- Individual

Girls Aged 15-17

- Synchronized

2

4

2

1

27 SR15-16


1st 2nd 3rd Other

13. Hong Kong Trampoline Open Championship

2015

- organized by the Gymnastics Association

of Hong Kong, China

Girls B Grade

- Team Overall

Girls C Grade

- Individual

Girls Synchronized (Aged 14 or below)

Girls Synchronized (Aged 15 or above)

2

1

1

2

2

14. The 17th

Hong Kong Inter-School

Trampoline Competition

– organized by the Gymnastics Association of

Hong Kong, China

Girls B Grade

- Individual

Girls C Grade

- Individual

Merit Award (24 marks or above)

- Girls A Grade

Team Overall

- Girls B Grade

Team Overall

- Girls C Grade

Individual

Team Overall

- Girls Synchronization

1

1

1

1

1

1

3rd Runner-up (1)

15. Trampoline Invitation Competition

2015-2016

– organized by Maryknoll Convent School

Team Overall

1

16. Inter-school Table Tennis Competition

2015-2016

– organized by the Hong Kong Schools

Sports Federation (Hong Kong Island &

Kowloon Secondary Schools Regional

Committee) Division III (Hong Kong Island)

- Girls A Grade

5

17. Inter-School Basketball Competition 2015 –

2016

– organized by the Hong Kong Schools

Sports Federation (Hong Kong Island &

Kowloon Secondary Schools Regional

Committee) Division II (Hong Kong Island)

- Girls C Grade

- Girls Overall

1

1

28 SR15-16


1st 2nd 3rd Other

18. The 14th

Rosaryhill Sports Tournament –

Badminton Competition

- organized by Rosary School (Secondary

Section)

Girls

1

19. SAMSUNG 59th

Festival of Sport

Hong Kong Secondary School Baseball Elite

Championship 2016

- organized by the Sports Federation and


Women Junior

1

20. 2016 Kwai Tsing Beach Volleyball

Competition

- organized by the Kwai Tsing District Sports

Association

Girls Youth

1

21. Volleyball Invitation Competition

- organized by Ho Tung Secondary School

Team Overall

1

Best Blocker (1)

Best Serve (1)

Best Spiker (1)

22. The 47th

Hong Kong Judo Invitation

Competition

- organized by the South China Athletics

Association

Girl B (Aged 10-12) : 40-70kg

1

23. Hong Kong Student Judo Championships

2015

- organized by the Judo Association of Hong

Kong

Girl Junior (Aged 8-12): 40-70kg

1

24. Hong Kong Junior Judo Championships

2015

- organized by the Judo Association of Hong

Kong, China

Girl E (Aged 10-12): +46kg

1

25. AKA Judo Invitational Tournament 2016

- organized by AKA Judo

Girl Group E: 48kg

1

26. Students Invitational Judo Competition 2016

- organized by HKUSU Judo Club

Girl: 48kg

1

27. SAMSUNG 59th

Festival of Sport

Hong Kong Junior Judo Championships 2016

- organized by the Sports Federation and


Girl Group E (13-14 years old): 52kg

1

28. Jit Ching Judo Invitation Tournament 2016

- organized by Jit Ching Judo Club

Girls 52kg

1

29 SR15-16


1st 2nd 3rd Other

Academic

1. The 67th

Hong Kong Schools Speech Festival

2015

– organized by the Hong Kong Schools Music

& Speech Association

Solo Verse Speaking in Cantonese

- Secondary 2: Girls

Solo Verse Speaking in Putonghua

- Secondary 3-4: Girls

Choral Speaking in Cantonese

1

1

1

2. The 12th

Biliteracy & Trilingualism

Composition and Speech Competition

- organized by the Rotary Club of Hong

Kong Island West and Hong Kong

Federation of Education Workers

Senior Section -

The Best

English

Passage (1)

3. 第五屆香港青少年科幻小說創作大賽

- 香港新－代文化協會主辦，香港科幻會及香

港科學創意學會合辦

高中組

優異獎 (1)

4. 第十－屆仰夏夜之夢 Crossover 2015

- 巧克力網上學習平台、基督教香港信義會

社會服務部及香港青年寫作協會合辦

全港中小學暑期網上寫作計劃

各校最受歡迎

文章獎 (5)

整體最受歡迎

文章獎 (1)

5. [ 25 年前 / 後的我 ] 徵文比賽

- 香港文職及專業人員總會九龍東地區幹事

會主辦

公開組

1

優異獎 (2)

6. Composition of Comics Competition (Liberal

Studies)

- jointly organized by RTHK and Hong Kong

Education City

Award of

Excellence (2)

7. 「通識達人」網上問答比賽 2016

- 香港教育城主辦

優異獎 (3)

30 SR15-16


1st 2nd 3rd Other

8. The 13th

Talent Problem Solving Competition

- jointly organized by the International New

Standard Education and the Steering

Committee of Gifted Education

Preliminaries

- Science Problem Solving

- Chinese Problem Solving

- English Problem Solving

- Chinese and Mathematics Problem

Solving

- English and Science Problem Solving

- English and Mathematics Problem

Solving

- Chinese and English Problem Solving

- Overall Grade

Finals

- English Problem Solving

- Chinese Problem Solving

A Grade (4)

A Grade (2)

A Grade (1)

A Grade (1)

A Grade (1)

A Grade (1)

A Grade (1)

A Grade

A Grade (1)

A Grade (1)

Secondary 3

Individual

Bronze

Award

9. International Competitions and Assessments

for Schools

- organized by the University of New South

Wales, Australia

Mathematics in English

Science in English

Distinction (4)

Distinction (1)

10. Secondary School Mathematics and Science

Competition 2015

– organized by the Hong Kong Polytechnic

University

Mathematics

Biology

High Distinction (3)

Distinction

(3)

Distinction (1)

11. Hong Kong Biology Olympiad for Secondary

Schools 2015/2016

- organized by the Hong Kong Association for

Science and Mathematics Education

1st Class Honour

(1)

2nd Class Honour

(3)

3rd Class Honour

(1)

12. Hong Kong Youth Mathematical High

Achievers Selection Contest 2015-2016

– organized by the Hong Kong Po Leung Kuk

3rd Class Honour

(1)

13. Mathematics Book Report Competition

- organized by Mathematics Education

Section, Education Bureau

2nd Class Prize

(2)

31 SR15-16


1st 2nd 3rd Other

14. The 7th

Hong Kong Mathematics Creative

Problem Solving Competition for Secondary

Schools

- organized by the Gifted Education Section,

Education Bureau

Bronze Award

(4)

Other

Awards

1. Training Shield Competition 2014-2015

- organized by the Youth & Volunteer

Department, Hong Kong Red Cross

Merit Award (1)

2. Unit of the Year 2014-2015

- organized by the Youth & Volunteer

Department, Hong Kong Red Cross

Merit Award (1)

3. Progressive Programme

- organized by Hong Kong Red Cross

Youth

Attainment

Badge (2)

4. Caritas Bazaar 2015 (Hong Kong Island)

- organized by Caritas, Hong Kong

Best Game Design Award

1

5. Mainland Exchange Programme 2015-2016

- organized by Education Bureau Project Learning Competition (Junior

Secondary Group)

1

6. Hong Kong School Drama Festival 2015/16

– organized by the Hong Kong Art School

Award for

Outstanding

Performer

(1)

Award for

Outstanding

Cooperation

(1)

7. 香港品質保證局理想家園第九屆徵文、攝

影、繪畫及海報設計比賽

- 香港品質保證局主辦

中學高級組

1

32 SR15-16

Scholarships and other awards

Nature Name of Competition / Organization No. of Recipients

Scholarships 1. Sir Edward Youde Memorial Prize for Senior

Secondary School Students

– organized by the Sir Edward Youde Memorial

Fund Council

1

2. Rev. Joseph Carra Memorial Education Grant

– organized by the Rev. Joseph Carra Educational

Fund

1

3. Future Stars – Upward Mobility Scholarship

– organized by the Hong Kong Special

Administrative Region Government

2

4. Hong Kong Institute of Certified Public

Accountants Scholarship for Secondary Schools

2015 – 2016

– organized by the Hong Kong Institute of

Certified Public Accountants

1

Other Awards 1. 2015-2016 Eastern District Model Student Award

– organized by the Eastern District School Liaison

Committee

4

2. 2015-2016 Eastern District Most Improved

Student Award

– organized by the Eastern District School Liaison

Committee

5

3. Youth Arch Student Improvement Award 2014 - 2015

– organized by the Youth Arch Foundation

21

4. 2105 Hong Kong Island Outstanding Student Award

– organized by the Hong Kong Island

School Heads Association

Highly Recommendable Student of the Eastern

District

Junior Secondary Group

(1)

Senior Secondary Group

(1)

5. 2015-2016 Eastern District Outstanding Youth

Award Scheme

– organized by the Working Group on Promotion

of Civic Education of Eastern District Council

Eastern District 10 Outstanding Youth

1

6. 2015-2016 Eastern District Outstanding CYC

Member Award Scheme

– organized by Community Youth Club

2015-2016 Eastern District Outstanding CYC Member

1

7. Hong Kong Youth Improvement Award 2015

– organized by Elsie Tu Education Fund

Merit Award (3)

8. 2015 Future Leaders Award

– organized by the Outstanding Young Persons’

Association

6

9. A.S. Watson Group Hong Kong Student Sports

Awards

– organized by A.S. Watson Group

1

33 SR15-16

VIII Future Planning for 2016-2017

The school year 2016-2017 is the second year in the three-year school development cycle of

2015-2018. The three major concerns for 2016-2017 will remain the same as last year with some

strategies modified.

For the first major concern of Forming Students’ Good Habits and Personal Qualities, a new

Educational Theme “Achieve Together with Kindness” is set with the aim of cultivating among

students the virtue of kindness embraced in the school motto. Besides, Form Assemblies will

continue to be held to strengthen solidarity, nurture spiritual strengths and cultivate Catholic values

among students.

To address the second major concern of Enhancement of Study Skills and Support for Student

Learning, STEM education action plan and 3-year gifted education plan will be implemented.

The third major concern is about Development of Career and Life Planning for All Students.

Students will be helped to develop their strengths and interest, and explore possible career pathways

and options for future planning.

34 SR15-16

Appendix

Report on the Use of Grants 2015-2016

Strategies Employed Objectives Beneficiaries Time Scale Review

Capacity Enhancement Grant (CEG)

Employment of four teaching

assistants (activity, English,

Chinese and pastoral) and

one IMC assistant

To relieve teachers’

workload.

To provide support for

student learning.

The whole school 9/2015 – 8/2016 About 95% of the teachers agreed that

the employment of the teaching

assistants could help to relieve teachers’

non-teaching duties. More than 93% of

them suggested keeping these four

teaching assistant posts. Indeed, these

assistants not only helped in the

logistics but also ran activities and

tutorials after school, providing extra

learning opportunities for students. The

IMC assistant also enabled teachers to

keep systematic records of the fixed

assets of their departments.

Learning Support Grant for Secondary School (LSGSS)

Support programmes on

social and study skills by the

Salvation Army SKY Family

and Child Development

Centre

To provide individual

training course on

interpersonal communication

and social skills as well as

assessment, parent-teacher

consultation sessions for an

Asperger student.

1 F.5 student

10/2015-4/2016

The student found the training useful.

The student and her parent expect

provision of similar support programme

next year.

35 SR15-16


Social Skills Training

Programme by Caritas

Hong Kong Youth &

Community Service

To train the ADHD/SLI

students with social skills,

communication skills and

problem solving skills in a

group mixed with ordinary

peers.

3 F.1,5 F.2 and 3

F.3 students

2-5/2016 Besides the SENs, some ordinary

students also participated in the

programme. The students enjoyed the

activities and found them useful. They

would like to have it again next year.

Speech Therapy Course To help the student improve

her pronunciation and

expressive ability.

1 F.1 student 4/2/2016 –

5/5/2016

She made improvement in

pronunciation and organizing her

expressions and short presentation.

Diversity Learning Grant (DLG)

Leadership training by the

Hong Kong Federation of

Youth Group

To develop students’ generic

skills and leadership.

.

12 F.4 students in

the Talent Pool

10/2015 –

12/2015

The participants came to understand

their personal capacities. Some of them

were nominated to join the activities/

programs organized by the Hong Kong

Academy for Gifted Education.

Sponsoring students with

outstanding capabilities to

receive training

To enable capable students to

gain more training in Science

and Engineering Summer

Camp / Business School

Summer Camp organized by

HKUST.

2 F.4 & 4 F. 5

students

7/2016

Students gained exposure and

experience.

Subsidizing students for

summer courses in the

CUHK

To support academically

strong students to obtain

more training for further

development.

3 F.4 students

9 F.5 students 7/2016 The students gained exposure and

experience.

36 SR15-16


Chinese creative writing

workshop

To develop students’

language potential and

creativity in writing.

13 F.4 and F.5 high

achievers

3/2015-4/2015 About half of the participants could

produce writing of good quality. Over

90% of the participants wish to have

similar training in the future.

Mathematics enrichment

courses

To train high achievers for

Mathematics competitions

and for further development.

12 F.4 students

20 F.5 students

9/2015 – 5/2016 They took part in the Hong Kong

Mathematics Olympiad Competition

2016 organized by the EDB and the

Secondary School Mathematics &

Science Competition 2016 organized by

Hong Kong Polytechnic University,

attaining 3 high distinctions, 3

distinctions, 6 credits and 2

proficiencies.

Subsidizing outstanding

students for training, gaining

exposure and development of

their potential

To support two outstanding

students to attend Winter

Program for the Gifted &

Talented 2015 (Creativity and

Psychology)and (The Art of

Debating and Public

Speaking) by Faculty of

Education The Chinese

University of Hong Kong

2 F.4 students

1/2016-2/2016 The students gained more experience.

Subsidizing students for

training and gaining

exposure

To support students to take

part in 16th

Youth Leadership

Development Scheme 「傲翔

新世代」全方位青年領袖訓

8 F. 4 students

1/2016 - 8/2016 The students developed team spirit,

confidence, creativity, problem solving

skills and learned community service.

They showed outstanding performance

and two of them were chosen to join the

37 SR15-16


練計劃 run by the YMCA of

Hong Kong.

experiential service trip in Cambodia in

August.

The Hong Kong Jockey Club Life-wide Learning Fund (15-16)

Subsidizing students

for music instrument classes,

sports, training courses

service and culture activities.

To enable students to build

up self-confidence and to

develop their talents.

To help students gain other

learning experiences.

19 students Whole year The students who had financial need

could enjoy the same opportunities as

their peers to gain other learning

experience, and learn skills for personal

and social development. They showed

significant improvement in social skills,

interpersonal skills, cooperation,

attitude toward schooling and sense of

belonging to the community.

School-based After School Learning and Support Programme (Sch-based Af.Sch.L)

Subsidizing students

for sports training, music

instrument classes, skills

training, visits & volunteer

service.

To enable students to build

up self-confidence and to

develop their talents.

To help students gain other

learning experiences.

82 students Whole year The students who had financial need

could enjoy the same opportunities as

their peers to gain other learning

experience, and learn skills for personal

and social development. They showed

significant improvement in social skills,

interpersonal skills, cooperation,

attitude toward schooling and sense of

belonging to the community.

Career and Life Planning Grant

Adventure-based training To build up students’ team

spirit and problem solving

skills.

All F.1 students 2-3/12/2015 Most students took part in the training

with enthusiasm and 95 % of the

students acknowledged achievement of

the objectives.

38 SR15-16


Life planning workshops To enable students to

formulate medium term goals

and take systematic approach

to achieve them.

All F.2 students 11/2015 The students gained a better

understanding of themselves and learn

to match their existing attributes with

various career choices. They also

learned to seek advice from relevant

people in school and family in

achieving their goals.

Leadership training camp To exert students’ potential All F.2 students 12/2015 Nearly all the students acknowledged

the learning experience in personal

development, communication skills,

problem solving and decision making.

Leadership Training To train up students for

leading roles in the future.

23 F.3 & 7 F.4

members of Talent

Pool

5/2/2016 Students learnt team collaboration and

leadership skills in decision making.

They valued the experience highly and

gained confidence.

Simple Aptitude Test (by

CUHK)

To enable students to

understand their strengths

and interest in jobs.

All F.4 students Second Term From the test, the students discovered

their interest and strengths. They also

came to know how to make plans for

further studies.

Advanced Aptitude Test (by

CUHK)

To enable students to

understand their strengths

and interest in jobs.

All F.5 students Second Term From the test, the students discovered

their interest and strengths. They also

came to know how to make plans for

further studies.

Life Planning Workshop

through a Mock D Day

To provide students the

experience as a candidate on

the day of release of HKDSE

results.

29 F.4 students 5/2016 The program could help students

prepare themselves for managing and

adapting to the transition from school to

work.

39 SR15-16


Life Planning Day jointly

organized by the Alumnae

Association and Careers

Guidance Committee

To get students understand

the working world through

the sharing of job

experiences by alumnae.

All F.5 students 19/3/2016 The students found the programme

informative and useful. They enjoyed

meeting the alumnae and learned from

them.

Interview skills workshop

co-organized by Hong Kong

Employment Development

Service Limited and Careers

Guidance Committee

To train students with skills

for interviews for jobs and

tertiary places.

All F.6 students 3/12/2015 The students learned general responses

and social manners through a Mock

interview. They found the workshop

informative and useful.

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