raimondi college secondary section · 2018. 8. 7. · ii. major concerns for 2015 - 2018 1. to...

1

RAIMONDI COLLEGE

SECONDARY SECTION

ANNUAL SCHOOL PLAN

2017 – 2018

2

Contents

I. School Mission Statement

II. Major Concerns and Long Term Vision

III. School Structure

IV. Annual School Plan (2017/18)

V. Work Plan on Capacity Enhancement Grant

VI. Work Plan on Diversity Learning Grant

VII. Work Plan on Non-Chinese Speaking Student Grant

VIII. Budget Summary Abbreviations

1. ADC : Academic Development Committee

2. AGM : Annual General Meeting

3. APASO : Assessment Programme for Affective and Social Outcomes

4. AQP : Assessment Quality-assurance Platform

5. CTP : Class Teacher’s Period

6. EDB : Education Bureau

7. F&E : Furniture and equipment

8. HKDSE : Hong Kong Diploma of Secondary Education

9. HKEAA : Hong Kong Examinations and Assessment Authority

10. HKSAR : Hong Kong Special Administrative Region

11. IMC : Incorporated Management Committee

12. KLA : Key Learning Area

13. PIE : Planning-Implementation-Evaluation

14. QEF : Quality Education Fund

15. RAA : Raimondi Alumni Association

16. RAAF : Raimondi Alumni Association Fund

17. RCPTA : Raimondi College Parent-Teacher Association

18. SAC : School Administration Committee

19. SDT : Staff Development Team

20. SIT : School Improvement Team

21. SSC : Student Support Committee

22. WebSAMS : Web-based School Administration and Management System

3

I. School Mission Statement

Our College shares the universal mission of Catholic Schools in the education of the whole

person.

Consistent with the school motto, “IN CONSTANTIA FORTITUDO”, we shall guide our students

to persevere in their quest for knowledge and help students build their character, develop their potential

and their sense of commitment towards the community at large.

It is the school’s hope that all students and members of staff experience the spirit of love and the

teachings of the Gospel both through the curriculum and school life. We shall uphold and pass on the

core values of Catholic Education (Truth, Justice, Love, Life and Family) to students to prepare them

properly for their life and future responsibilities.

UNITY PERSEVERANCE LOVE

II. Major Concerns for 2015 - 2018

1. To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching

2. To cultivate in students the five core values of Catholic Education for their life planning

Major Concerns for 2017-2018

1. To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching 1.1 Unleashing students’ creativity, collaboration and problem-solving skills via interactive

classroom and student-centred pedagogies

1.2 Enhancing students’ language proficiency by enriching and extending their learning experiences in reading and writing literacy across the curriculum

1.3 Implementing Science, Technology, Engineering and Mathematics (STEM) education through cross-curricular collaboration

2. To cultivate in students the five core values of Catholic Education for their life planning 2.1 Adopting a holistic approach for the cultivation of the core values, ‘justice’ and ‘truth’, within

school

2.2 Assisting students to actualize their aspirations by nurturing their whole person development through implementing the life-planning programme

2.3 Fostering rightness and sportsmanship in students through informal curriculum

4

III. School Structure

RAIMONDI COLLEGE School Organization Chart (2017-2018)

5

RAIMONDI COLLEGE School Organization Chart (2017 – 2018)

6

IV. Annual School Plan (2017-2018)

1. Major Concern: To nurture a student-centred and language-rich learning environment conducive to effective learning and teaching

Strategies/Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required

1.1 Unleashing students’ creativity, collaboration and problem-solving skills via interactive classroom and student-centred pedagogies

(a) Unleashing students’ creativity, collaboration and

problem-solving skills through

participating in

cross-disciplinary projects

S1 field study on Cheung Chau (Life & Society,

Geography, Chinese History

& History)

S1-2 Chinese cultural modules (Chinese Language

& Chinese History)

S1 STEM project (Integrated Science, Computer Literacy

& Mathematics)

S2 STEM project (Computer Literacy, Integrated Science

& Mathematics)

S3 STEM project (Physics, Chemistry & Biology)

S3 musical drama (English Language & Music)

S4 fashion show (Visual Arts & Music)

Whole year The quality of assignments and projects completed by students is raised

The results from surveys on parents, teachers and students are positive

Comments from the evaluation meetings are positive

Comments from the evaluation report on the STEM projects made by the Education

Bureau (EDB) and the University of Hong

Kong (HKU) are positive

Collecting feedback from EDB officials, HKU

professionals, parents,

teachers and students

through surveys

Inspecting students’ assignments and projects

Scrutinizing documents from the Academic

Development Committee

(ADC), School

Improvement Team (SIT)

and subject panels

ADC

SIT

Panel Heads

Subject teachers

The EDB officials and the HKU professionals

The EDB School-based

Support Services

called

“Self-Directed

Learning as a

Strategy to

Promote STEM

Education” under

the

University-School

Support

Programme in

collaboration with

the HKU

Department of

Electrical and

Electronic

Engineering

7


(b) Equipping students with generic skills through

subject-based project learning

S1-3 Chinese writing portfolio (Chinese

Language)

S1-3 History projects

S2 Consumer Council project (Life & Society)

S1 & S5 Trade Market (English Language)

S5 Independent Enquiry Study (IES) (Liberal Studies)

School-based Assessments in English Language, Chinese

Language, Physics,

Chemistry, Biology,

Information &

Communication Technology,

Visual Arts

(c) Students’ collaboration can be facilitated by creating the

favourable learning conditions:

Splitting S1-2 classes from 4 to 5 at each level

Split-class arrangements for core subjects in S3-6 as

well as S3 Computer

Literacy

Designing special seating arrangement in S1-2

classrooms

Grouping S1-2 students purposely to form effective

learning communities

Devising strategies for an interactive classroom at

subject level

Whole year The quality of projects completed by students is raised

The results from surveys on parents, teachers and students are positive

Comments from the evaluation meetings are positive

Teacher-student and student-student interactions in class are increased

The academic results of students are improved as revealed from the assessment

data

The quality of assignments completed by students is raised

The results from the surveys on parents, teachers and students are positive

Collecting feedback from teachers and students

through surveys

Inspecting students’ assignments and projects

Scrutinizing documents from the Academic

Development Committee

(ADC), School

Development Team,

School Improvement

Team (SIT) Data

Analysis & Websams

Team and subject panels

ADC

School Development Team

SIT

Data Analysis & Websams Team

Student Support Committee (SSC) and Educational

Psychologist

Panel Heads

Subject teachers

Purchase of eClass IES system

Hiring additional teachers

Utilizing extra classrooms

Making use of Websams and

eClass as tools for

assessment data

analysis

8


(d) Students’ problem-solving

skills can be enhanced with

the help of IT in education:

Further enhancing WiFi infrastructure for

e-learning

Producing videos for flipped classroom and

pre-lesson preparation

tasks

Using Google Classroom as electronic platform for

teacher-student

communications

Employing mobile learning and e-learning to

align teaching, learning

and assessment

Planning and implementing

problem-solving tasks for

students at subject level

Equipping students and teachers with the

necessary IT skills

Developing teachers in terms of necessary IT

skills and pedagogies

Whole year Over 200 videos are cumulatively produced by different subject panels

All teachers are using Google Classroom to communicate with students

Collaborative lesson planning is accomplished by some subject panels

All teachers are utilizing “Knowledge-Building” principles to plan

their lessons

The collaborative project on student learning named “Teacher Scheme for Educational

Dialogue Analysis” with regard to Life &

Society and Mathematics in association with

the University of Hong Kong (HKU) and the

University of Cambridge is executed with the

results revealed from evaluation reports

being positive

The evaluation report from the collaborative QEF project in developing effective learning

in Life & Society called “Making Thinking

Visible” by our Educational Psychology,

Student Support Committee and St. Teresa

Secondary School is positive

Collecting survey data from subject panels

Inspecting lesson plans and observing lessons

Inspecting students’ assignments

Scrutinizing evaluation reports on the

collaborative project

Collecting feedback from the EDB officers,

scholars, Educational

Psychologist, Student

Support Committee,

teacher from our School

and teachers from other

schools as well as our

students

ADC

Information Technology Team

School Development Team

Educational Psychologist

Student Support Committee

Panel Heads

Subject teachers

One-off Information

Technology Grant

(OITG)

QEF

Professional support from the

EDB officers,

scholars and

Educational

Psychologist

Professional exchanges with

other St. Teresa

Secondary School

Employing additional IT

Technician using

Information

Technology

Staffing Support

(ITSS) Grant

9


1.2 Enhancing students’ language proficiency by enriching and extending their learning experiences in reading and writing literacy across the curriculum

(a) Updating the language-across-the-curriculum

(LAC) programme

Assigning English lessons to LAC in S1-2 classes

Revising the curricula of the subjects using English

as the medium of

instruction (EMI) and

aligning the learning,

teaching and assessment

strategies to address the

learning needs of students

Reviewing the relevant learning and teaching

materials used in the

subjects of Integrated

Science, Computer

Literacy, Mathematics

and Life & Society by the

LAC Team

Whole year The curricula of EMI subjects are revised

The learning, teaching and assessment strategies are geared towards the needs of

students learning EMI subjects

The relevant learning and teaching materials used in Integrated Science,

Computer Literacy, Mathematics and Life

& Society are reviewed

The comments on the pilot scheme on developing curriculum materials to

enhance teaching Computer Literacy in the

English medium are positive

Students’ skills in decoding and answering the questions in the assessments for the

EMI subjects are sharpened

Collecting assessment data

Collecting feedback from the EDB official, HKPU

professional, teachers and

students

Inspecting lesson plans and observing lessons for

the Computer Literacy

Scrutinizing documents from ADC, LAC Team

and relevant subject

panels

ADC

Staff Development Team

LAC Team

Ms. L. Fruean (native English-speaking teacher,

NET)

English Panel

EMI subject panels

EMI subject teachers

Employing NET

The “School-based Support Programme

on Developing

Curriculum

Materials to

Enhance Teaching

the Key Learning

Areas of

Technology

Education, Arts

Education and

Physical Education

in the English

Medium” through

working with the

EDB and HKPU

(b) Pilot scheme on developing curriculum materials to

enhance teaching in the English

medium

Staff development for fostering students’

learning effectively in the

English medium

Collaborative lesson planning for developing

curriculum materials on

Computer Literacy with

the help from the

professionals

Delivering Computer Literacy lessons in

English medium using the

suggested pedagogies

Sharing of experiences with the EDB officials,

Hong Kong Polytechnic

University (HKPU)

professionals and other

schools

10


(c) Strengthening the role of the School Library as learning

centre

Renovating the School Library to provide

learners with enriched

printed and electronic

resources, networked

computers, independent

study areas, multimedia

meeting rooms, exhibition

spaces, study pods for

collaborative learning as

well as a shelf of

recommended books

named “Linus’ Corner”

Arranging visits to library during class time for S1-3

students to cultivate in

them a good reading habit

Organizing reading promotion activities by

the School Library:

Book Exhibitions Extensive reading

programmes by

cooperating with

different Subject

Departments

Theme-based exhibitions

Reading Week

Maintaining the online library system for search

of resources and

promotion of reading

Whole year Loan rate of library resources is raised.

Students are nurtured with a good reading habit

Retrieving loan rate from the online library record

Scrutinizing documents from the School Library

and Subject Panels

Reading Team

School Library

Subject Panels

Donation from the alumni and PTA

Books donated by the alumnus, Mr.

Linus Cheung

11


(d) Implementing reading programmes across the

curriculum

Adopting the DEAR (Drop Everything And Read)

programme

Subscription of newspapers of S4-6

students

Implementing reading programmes in language

subjects, including

Extensive Reading

Schemes

Subscribing online Chinese reading scheme by all

students

Promoting reading according to the reading

policies of different

subjects

(e) Designing writing activities across the curriculum

Devising school-based writing learning pack in

English Language

Devising school-based writing tasks or projects

that demand

paragraph-length answers

in other non-language

subjects

Improving students’ writing ability through

implementing Chinese

Writing Portfolio and

setting-up school-based

practical writing materials

Enhancing “Classical

Chinese” (文言文)

teaching in S1-3 so as to

lay foundation for senior

secondary study of

Chinese Language

Editing English and Chinese collections of

students’ work

Whole year The writing and reading skills of students in Chinese and English are polished as

revealed from the assessment results.


Collecting feedback from parents, teachers and

students

Inspecting students’ assignments

Scrutinizing documents from ADC and Subject

Panels

ADC

Reading Team

Panel Heads

Subject teachers

Purchase of online Chinese reading

programme

12


1.3 Implementing Science, Technology, Engineering and Mathematics (STEM) education through cross-curricular collaboration

(a) Enriching teaching in certain topics, revising worksheets,

introducing new projects and

restructuring the syllabuses of

the STEM subjects

Computer Literacy

Integrated Science

Physics

Chemistry

Biology

Mathematics

(b) Executing the cross-curricular STEM projects with the

support from the EDB officials

and HKU professionals

S1 STEM project involving 3D printing (Integrated

Science, Computer Literacy

& Mathematics)

S2 STEM project involving mBot coding system and

relay switch (Computer

Literacy, Integrated Science

& Mathematics)

S3 STEM project involving design of scientific device

(Physics, Chemistry &

Biology)

S1 field study on Cheung Chau involving Augmented

Reality (AR) technology

(Life & Society, Geography,

Chinese History & History)

Whole year Relevant topics are enriched and re-sequenced

Students are capable of accomplishing STEM assignments and projects

Students are equipped with basic knowledge and skills in STEM education, such as

coding, robotics, 3D printing, VR and AR

technology, etc.


Observing lessons

Inspecting students’ work

Scrutinizing panel documents

ADC

STEM Team

Panel Heads

Subject teachers

The EDB School-based

Support Services

called

“Self-Directed

Learning as a

Strategy to

Promote STEM

Education” under

the

University-School

Support

Programme in

collaboration with

the HKU

Department of

Electrical and

Electronic

Engineering

Professional exchange with

other schools

13


(c) Carrying out STEM research projects by talented students

Identifying gifted students by attending the

International Credential

Assessment Service

(ICAS) test

Purchasing a makerspace including a variety of

maker equipment, tools

and parts, as well as mBot

robot kits including

Arduino programming

platform, sensors and

Lego parts

Offering lessons for students on coding,

assembling 3D printers,

making use of a

makerspace and mBot

robot kits, as well as

Virtual Reality (VR) and

AR

Exploring the feasibility of establishing of a VR

cave at school

Conducting research projects using the recent

technology by gifted

students in STEM

Participating in STEM competitions by gifted

students

(d) Training workshops for teachers and professional

interflow with the EDB, the

University of Hong Kong

(HKU) and other schools

Attending training workshops and seminars

on the new technology

Professional exchange with other schools

Whole year Talented students are able to carry out STEM research studies through independent

learning and active participation in STEM

competitions

Teachers are trained to initiate programmes in STEM education

Retrieving co-curricular activity record

Scrutinizing committee, and team documents

ADC

STEM Team

IT Team

Staff Development Team

Technical support from the EDB

officials, HKU

professionals

STEM Grant

Application for the QEF

Professional exchanges with

other schools

14

2. Major Concern: To cultivate in students the five core values of Catholic Education for their life planning


2.1 Adopting a holistic approach for the cultivation of two of the five core values – ‘Justice’ and ‘Truth’ within school.

2.1.1 (a) S1 Orientation Day Introduce to S1 parents and

students the Core Values of

Catholic Education ‘ Justice’ and

‘ Truth ’

19/8/2017 Most parents and students understand the core

values of Catholic Education, school ethos and

major concerns of Raimondi College.

Evaluation meeting with

Vice Principal with

Guidance team and class

teachers

Feedback from parents,

teachers and students

Vice Principals

Guidance Team

Discipline Team

MCE Team

Hall

Caritas Social

Workers

(b) S4 Orientation Camp

Through mass programmes and

group work tasks for

problem-solving and

critical-thinking skills, students

are nurtured the core value

‘Justice’ and ‘Truth’

7-9/9/2017 Students are willing to actualise truth and

justice in their daily life.

Pleading ceremony

Observation

Teacher feedback

VP ( SSC )

ECA Team

S4 Class Teachers

Caritas Social

Workers

2.1.2 Introductory talk on major concerns

and core values

Theme of the Year:

‘Truth and Justice:

Fundamentals of Life’

‘生命柱石，真理公義’

Introduce Life Planning

Education

1-2/9/2017 Most students are able to tell the theme of

the year.

Observation

Evaluation worksheet

Principal

VPs, Aps

SSC

School Hall

2.1.3 School Opening Mass 6/9/2017 Students are able to realize the core values and

experience Truth and Justice through prayers

and preach

Observation Religious Team $3500

2.1.4 S3 Community Service (助人自助 /

愛貧為先)

Introduce community services

from Caritas to students so that

they can understand that it is

more blessed to give than to

receive

Whole Year Each student participate in at least one

community service activity.

Most students are aware of the under

privileged.

Most students play an active role in the

programme.

Class teachers observation

and evaluation

Student activity report

Report from Social Worker

MCE Team

Caritas Social Workers

School Social Worker

$6000

15


2.1.5 Hall Assembly

Collaboration with Discipline

Team and Religious Team to

deliver biblical and moral value

message of ‘Truth ’and ‘Justice’.

Through sharing life stories of

students and teachers, a sense of

unity and caring with love will

be cultivated amongst students.

Whole year Most students have a stronger sense of

belongings towards school.

Core values clearly delivered to students.

Questionnaire

Observation

Discipline Team (i.c.)

Other SSC Teams

School Hall

2.1.6 Displaying the theme of the year at

school campus

Using banners and pictures /

photos to constantly remind

students of the theme

Whole year Students are able to recognize and develop a

stronger sense of belonging and unity with

love and apply to their living with care

towards others especially for disadvantaged

group

Observation

Sharing in Classroom

VP ( SSC )

Religious Affair Team

$3000

2.1.7 (a) Cross-curricular programme in

promoting the Theme of the

Year – Truth and Justice

MCET team will liaise with the

Chinese Language, English

Language, BAFS and RS panels

in organizing thematic events:

Chinese Panel (Thematic Writing Competition,

Reading Report, Slogan

Design)

English Panel (Comments on current issues, Reading

Reports, S.3 Musical Drama

Showcase)

RS Panel (Thematic Sharing, Evangelization)

BAFS Panel (Workshop on Financial Management)

Reading Team (DEAR Reading Scheme)

Drama Show

Whole Year

Students are able to exhibit their understanding

of the theme of the year in word and action in

school

Students are able to actively participate in

activities and apply the core values “ truth ”

and “ justice ” in their daily lives

Class teachers observation

and evaluation

Activity record

Moral & Civic Education

Team

Chinese Language Panel

English Language Panel

BAFS Panel

Religious Affairs Team

Reading Team

Drama Club

$1000

Assessment

worksheet

16


2.1.8 (a) Class-Based Activities to echo

with the theme of the school year

Each class should organize at least 4 class-based

activities throughout the

year (2 times in each term)

Whole Year Most students exhibit a stronger sense of unity

and class spirit

Each class is able to organize the activities

successfully.

Form evaluation meeting

Activity evaluation form

Moral & Civic Education

Team

Class Teachers

$4800

Subsidy for class

activities

2.2 Assisting students to actualize their aspirations by nurturing their whole person development through implementing the life-planning programme

2.2.1 Optimize and Renew the Life

Planning Lessons ( LPL )

Moral and Civic Education

Team, Guidance Team,

Discipline Team, ECA Team and

Religious Team collaborate to

implement the formal and

informal curriculum for LPL

The new curriculum will focus

on ‘Truth’ and ‘Justice’

Whole year Students are able to use the log sheets and

project handbooks to record their

achievements in extra-curricular activities /

plan for their studies / develop their learning

objectives.

Most stakeholders find the curriculum

effective.

Checking the log sheets

and handbook by class

teachers and parents

VP ( SSC )

Student Support Committee

Handbook

2.2.2 Mentorship Scheme

“夢想 Goal 飛”

“My Dream, My Faith”

The mentor provides guidance,

advice, study skills and support

to his/her mentees

Guide S.4 to S.6 students to

make informed decision on

JUPAS programme choices and

how to prepare well for HKDSE

examinations

Whole year The mentors and mentees meet according to

the schedule.

Most stakeholders find the scheme effective.

Mentee and Mentor log

books

Feedback from teachers

VP and AP ( SSC )

SSC

SAMS Team

Class Teachers

Subject Teachers

School Hall

Clerical Support

IT Support

2.2.3 Character Formation

Through constructed curriculum

to build up students’ good

character and personality

Whole year With various activities, students are able to

actualize the spirit of school motto

Perseverance, Unity and Love

Teachers’ observation

Peers’ feedback

MCET

Guidance Team

School Hall

External organization

2.2.4 Sunshine Students Programme Whole Year

Students are able to distinguish what immoral

behaviour should be prohibited such as drug

abuse, internet bullying, theft etc.

Feedback from teachers

and students

Discipline Team Fight Crime

Committee

17


2.2.5 Mock Trial Programme

To facilitate students to review

their civic responsibility and

have more understanding of

Truth and Justice

Oct 2017 onwards Students are able to recognize the knowledge

of justice and rule of law so as to enhance

civic responsibility

Observation

Assessment worksheet

Chinese Society

MCET

Log book

2.3 Fostering rightness and sportsmanship in students trough informal curriculum

2.3.1 Uniform / Discipline Groups

All members of Prefect Body,

Red Cross , 99th Scout Troop and

Guidance Prefect should be

nurtured and educated to be a

leader of good character in

rightness and honesty through

morning gatherings, briefing

meetings and sharing sessions

Whole year Most of the uniform / discipline group

members are able to behave themselves and be

honest when performing their service duties

Observation

Questionnaire

ECA Team

Guidance Team

Prefect Body

Support from alumni

2.3.2 In the process of school teams

training or competition, students are

nurtured the importance of rightness

and sportsmanship

Whole year Most of school team members are able to

observe rightness and sportsmanship in

trainings and competitions

Feedback from

teacher(s)-in-charge/

coaches

Peer Observation

Sharing

ECA Team

PE Department

Music Department

Chinese and English

Department

Science Department

Gifted Education Team

$2000

I.T. Support

2.3.3 To promote self-reflection by students

on the values of “rightness” and

“justice” through experiencing the

education systems of two multi-ethnic

countries

Easter Students can reflect on the values of

“rightness” and “justice” by comparing the

education systems of Singapore, Malaysia and

Hong Kong through the presentation to other

students during morning assembly

Survey

Observation and feedback

from teachers and students

Ms. P.Y. To

Mr. M.Y. Wong

Wide Life Learning

Fund

18

V. Work Plan on Capacity Enhancement Grant

Work Plan on the Use of Capacity Enhancement Grant in 2017/2018

Task Area Major Area(s)

of Concern

Strategies/

Tasks

Benefits

Anticipated Time Scale

Resources

Required

Success

Criteria

Methods of

Evaluation

People

Responsible

All-round

Education

To promote

arts and

physical

education

To employ

instructors

for music

and sports

Whole

person

development

of students

Teachers’

workload

will be

relieved

Throughout

the school

year

Music

instructors/

conductors:

$136,090

Sports

trainers:

$60,000

Increase of

students’

interest in

music and

sports

Observing

lessons

Scrutinizing

panel

documents

Ms. C. Chan

Mr. W.Y. Yau

Curriculum

Development

and

Interactive

Learning

To support

STEM

education

development

To support

the Small

Class

Teaching

Scheme

To assist

students to

execute

STEM

research

projects

To provide

students with

an interactive

classroom

Students’

can carry out

STEM

research

projects

Learning

effectiveness

will be

enhanced

Throughout

the school

year

1 Science

Teacher:

$264600

1 Math

Teacher:

$239400

Completion of STEM

research

projects

Improved learning

atmosphere

and

performance

Collecting

assessment

data

Observing

lessons

Scrutinizing

panel

documents

Mr. K.H. Tam

Ms. R. Sit

Estimated Expenditure: $700,090

19

VI. Work Plan on Diversity Learning Grant

Annual Programme Proposal for Diversity Learning Grant (DLG) for the year 2017-2018

Domain Programme Objective Target Duration Teacher i/c Budget

English

Language

Training course on

English drama

To enhance students’ skills

in English debate 15 students

S4 & S5 students

Nominated by English teachers

First Term Ms. J. Chung $15,000

Chinese

Language

Training course on

Chinese debate

To polish students’ skills in

Chinese debate 15 students

S4 & S5 students

Nominated by Chinese teachers

First Term Mr. M.Y.

Wong

$10,000

Training course on

Chinese creative

writing

To improve students’

ability in creative writing 40 students

S5 & S6 students

Nominated by Chinese teachers

First Term Ms. P.H.

Yung

$15,000

Mathematics Training course on

problem-solving in

Mathematics

To facilitate students’

logical thinking skills in

mathematical

problem-solving

15 students

S4 & S5 students

Nominated by Mathematics teachers

First Term Mr. P.K. Yip

Mr. S.H. Yau

$10,000

Arts

Education

(Visual Arts

& Music)

Fashion show To help students apply the

knowledge and skills in

Visual Arts and music in

an authentic context.

20 students

S4 students

Interested students

Second Term Ms. E. Ko

Ms. C. Chan

$6,000

Student

Support

Prefect Training

Camp

To sharpen leadership and

interpersonal skills in the

Prefect Body

40 students

S4-6 students

Senior Prefects

December

2017

Mr. L. Yeung $15,000

Physical

Education

NSS PE (Network

Programme)

To coach students on

sports skills 28 students

S4-6 students

Taking NSS PE

Whole year Mr. W.Y. Yau $7000

Music NSS Music

(Network

Programme)

To train students NSS

Music 1 student

S6 student

Taking NSS Music

Whole year Ms. C. Chan $7000

Estimated Expenditure: $85,000

20

VII. Work Plan on Non-Chinese Speaking Student Grant

31

VIII. BUDGET SUMMARY

(A) Expended Operating Expenses Block Grant (EOEBG)

1. Administration $5,251,700.00 2. Curriculum $113,600.00 3. Co-curricular Activities $61,300.00 4. Student Affairs $77,600.00 5. General Affairs $108,300.00 $5,612,500.00

(B) Capacity Enhancement Grant (CEG)

1. Employment of additional staff $504,000.00 2. Hire of instructors $196,090.00 $700,090.00

(C) Diversity Learning Grant $85,000.00

(D) Composite Furniture & Equipment Grant (CFEG) $377,000.00

(E) Composite IT Grant (CITG) $430,000.00

(F) Small Class Teaching $617,400.00

(G) Service Centre Subsidy for Student Activities $12,000.00

(H) Careers & Life Planning Grant $100,000.00

(I) Senior Secondary Curriculum Support Grant $630,000.00

(J) Learning Support Grant $313,000.00

(K) Non-Chinese Speaking Students Grant $800,000.00

Prepared by: Endorsed by:

_____________________ ______________________

Mr. Louisa Lo Mr. Peter S.T. Lee

Principal Chairman

Incorporated Management Committee

Date: 6 October 2017

raimondi college secondary section · 2018. 8. 7. · ii. major concerns for 2015 - 2018 1. to...

Documents