school report 2015-2016 - maryknoll fathers'...

School Report 2015-2016

1

Contents

1. Vision and Mission .............................................................................................. 2

2. Our School ........................................................................................................... 2

3. Achievements and Reflections on the Major Concerns ....................................... 3

Major Concerns 1: To cater for learner diversity .................................................. 3 3.1.1 To enhance learning effectiveness ....................................................... 3 3.1.2 To promote self-learning ...................................................................... 5

Major Concerns 2: To sharpen English proficiency ............................................. 9 3.2.1 To promote English culture and literature ........................................... 9

3.2.2 To promote English reading across the curriculum ........................... 10 Major Concerns 3: To foster spiritual development ........................................... 12

3.3.1 To strengthen Catholic spirituality ..................................................... 12 3.3.2 To raise civic spirit ............................................................................. 13 3.3.3 To develop life-long orientation ........................................................ 16

4. Management and Organisation .......................................................................... 18

4.1 School Management .............................................................................. 18 4.2 Professional Leadership ........................................................................ 18

5. Learning and Teaching ...................................................................................... 20

5.1 Curriculum and Assessment ................................................................. 20

5.2 Student Learning and Teaching ............................................................ 21

6. Student Support and School Ethos ..................................................................... 22

6.1 Student Support ..................................................................................... 22

6.2 Partnership ............................................................................................ 23

7. Student Performance .......................................................................................... 25

7.1 Academic Performance ......................................................................... 25

7.2 Inter-school Activities and Awards Won in 2014-2015 ....................... 29

8. Financial Summary 2015-2016 .......................................................................... 33

9. School Development Plan 2015-2018 ............................................................... 34

10. CEG Evaluation ................................................................................................. 37

School Report

2015-2016


2

1. Vision and Mission

School Vision

Truth and Loyalty – To pursue wisdom and honesty in our search for knowledge.

To be loyal and faithful to our country, our society, our family and our school.

School Mission

It is our mission to educate students to be self-motivated, creative, rational and

responsible individuals characterized by a manifestation of “Truth and

Loyalty” – the motto of the school, through a balanced educational programme

relevant to a rapidly changing world.

2. Our School

Maryknoll Fathers’ School (MFS) is a Catholic school set up in 1957 by the

Catholic Foreign Mission Society of America, Inc. (M.M.). It is a co-

educational school with 24 classes in 2015-2016.

The school premises comprise five blocks, with 31 classrooms, 1 school hall, 1

chapel, 1 library, 5 laboratories, 1 computer-assisted learning room (CAL), 1

language laboratory, 1 Campus TV studio, 1 English Zone, 2 multi-purpose

rooms, 1 student activity centre, 2 music rooms, 1 IT Team workshop, 1 IT

Team display room, 1 humanities resources room, 1 geography room, 2

remedial rooms, 1 careers room, 1 discipline room, 1 counselling room, 2

interview rooms, 1 social worker’s room, 1 PTA room and 2 staff rooms. All

classrooms are equipped with computers, projectors and television sets to

facilitate the use of IT in teaching.

The school strives to promote the holistic development of our students. Students

are encouraged to take part in various kinds of activities to enrich their school

life. These activities provide opportunities for broadening a student’s

perspective, enhancing a student’s self-esteem and responsibility. Also,

students may learn to care for society as well as gaining courage to face the

challenges ahead.


3

3. Achievements and Reflections on the Major Concerns

Major Concerns 1: To cater for learner diversity

3.1.1 To enhance learning effectiveness

3.1.1.1 – To promote assessment for learning tools

Strategy 1 – To set up a system to trace the students’ performance

through the pilot project in enhancing school administration

With the view to trace the students’ performance, the school aimed to make

use of the pilot projects to enhance the school administration so as to trace

the students’ performance and provide support to our students. But the pilot

projects have been delayed in this school year. It is expected that the projects

will be continue in the coming school year.

3.1.1.2 – To stream junior form students into sets according to their level

and ability

Strategy 1 – To stream F1 students into five sets according to students’

English level and ability

In order to narrow down learner diversity in English lessons, all F1 students

were streamed into five sets according to their English level and ability. The

streaming is reviewed twice per year according to the students’ performance.

The class size of each set varied from set to set to provide better support to

the students. The streaming policy has been reviewed after the first cohort.

The teaching materials, teaching approach, students’ application and

assessment were all set-based. To raise learning effectiveness and cater for

learner diversity, students’ levels of competency were continuously

evaluated through e-learning platforms’ electronic records.

Evaluation:

According to the subject survey, F1 teachers scored 94% in Question 3, ‘The

teacher makes the subject easy to understand’. This result proves that

students could follow the English lessons easily under a set-based curriculum.

From the observation of Principal and teachers, students’ performance

achieved most of the set goals. Learner diversity was catered for. Comparing

the assessment results in the Half-yearly Examinations with Final

Examinations, the streaming narrowed down the learner diversity in each set.

Teachers expressed that the students’ standard was similar in each set after

streaming. Students learnt with materials suitable for their English ability.

Assessment for learning was also achieved. Teachers adjusted teaching

materials according to the evaluation results of the e-learning platform. In

the teachers’ survey, 96% of the teachers strongly agreed/agreed with

Question 37, ‘I often adjust the teaching contents and strategies according to

students’ learning progress in lessons’. This result shows that almost all the

English teachers adjusted their teaching approach to meet the students’ needs.


4

This strategy was considered worthwhile and would further continue and be

extended to F2 in the future.

3.1.1.3 – To provide support to teachers through workshops and trainings

Strategy 1 – To organise a workshop about assessment for learning

In order to equip teachers with concepts of the pedagogy to make use of

assessment for learning, two talks were held on the 1st Staff Professional

Development Day on 26 Oct 2016.

The first talk was given by the speakers from the BroadLearning Education

Co. regarding “Analysis of assessment results’. And the second talk was

given by Mr. Kwan Kwok Hon, the Vice Principal, about “Making use of

assessment results to enhance learning and teacher”.

Evaluation:

Among the 49 staff members who attended the talk, 88% found the talks and

training helpful to them. It was suggested that talks or workshops with more

detailed explanation of assessment for learning will be carried out in the next

school year.

Strategy 2 – To organise an experience sharing session for teachers on e-

learning

5 experience sharing sessions were given by Mr. Kwan Shu Kei to

colleagues throughout this school year. Topics included the concept of e-

learning, hands-on practice of using different e-learning platforms such as

EduVenture, iClass and applications like Microsoft OneNote, Office Mix

and Padlet. Colleagues also shared relevant ideas and concerns regarding the

use of e-learning platforms and applications in the lessons.

The record of the sharing sessions is listed as follows:

Date No. of

attendant Theme and activities

14 Jul 2015 15

Introducing e-learning

Collecting relevant ideas and concerns

from teachers

Demonstrating various applications for

classroom teaching in different

subjects

14 Jan

2016 3

Hands-on practice of EduVenture (for

conducting field trip for F3 IH Project)

05 Apr

2016 6

Hands-on practice of iClass platform

07 Apr

2016 4

Using Microsoft OneNote and Office

Mix to conduct pre-lesson learning or

flipped classroom


5

Date No. of

attendant Theme and activities

08 Jul 2016 6

Controlling Apple TV for mirroring

iOS devices on classroom screens

Hands-on practice of Padlet (for

creating mind maps and capturing

instant feedback during lesson

discussions)

Evaluation:

Colleagues who attended the sharing sessions have given positive feedback

after the sharing sessions. They expressed that they are able to understand

the contents and have adopted the skills of using different e-learning systems

for the lesson in this school year.

3.1.2 To promote self-learning

3.1.2.1 – To introduce new e-learning platforms

Strategy 1 – To join WiFi 900 project

In order to facilitate and promote e-learning, the school joined the Education

Bureau’s Fourth Stage on IT in Education (WiFi 900 project) in this year.

With the grants provided by the EDB, the school has enhanced the WiFi

infrastructure so as to cater for the need of using e-learning resources.

Moreover, the school purchased mobile computing devices such as iPad for

students to use in the class.

Evaluation:

Subject survey by F1students,

Q3: “The teacher makes the subject easy to understand”

Rating 4 3 2 1

Chinese 38.84% 56.20% 2.48% 2.48%

English 50.82% 43.44% 4.10% 1.64%

Mathematics 49.59% 44.63% 5.79% 0.00%

Grand Total 46.43% 48.08% 4.12% 1.37%

Based on the result of Q3 in the subject survey conducted by students as

above, nearly 95% of them agreed “The teacher makes the subject easy to

understand”. This indicates that the learning effectiveness has been enhanced

after joining the WiFi 900 project.

Strategy 2 – To introduce e-learning in F1 core subjects

E-learning was introduced in all F1 core subjects smoothly and successfully.

Students were trained in the lesson to use the tablets for different e-learning

activities. Teachers designed a variety of e-learning materials and adopted e-

learning platform such as iClass to facilitate the teaching work.

To promote the e-learning and self-learning in Chinese Language, F1 and F2


6

students were required to join the iLearner platform to finish regular

exercises and have cultural exchange with students from other schools. E-

learning devices such as iPads were used in F1A for teaching Chinese

composition. Some students from F1A were also chosen to attend the

Chinese Language Enhancement Course, while iClass, one of the e-learning

platforms, was used during the lesson.

For F1 Mathematics, iClass was used frequently to promote e-learning in the

2nd term. Students used the iPads during the lessons to conduct peer learning.

For F1 English, students’ levels of competency were continuously evaluated

through their e-learning platforms’ electronic records. The online platform

of the grammar book, MyGrammarLab, was adopted this year. Teachers

assigned online grammar exercises to students before and after teaching the

grammar items. They adjusted their teaching approaches according to the

statistical analysis of students’ performance in the online exercises.

Evaluation:

Based on the statistics as shown above regarding the Q3 in the subject survey

conducted by students, about 95% agreed the statement that “The teacher

makes the subject easy to understand”, which affects that the learning

effectiveness in F1 core subjects has been enhanced through the introduction

of e-learning to the lessons.

Strategy 3 – To introduce e-learning in other subjects in senior forms

Besides core subjects in F1, e-learning has also been introduced to senior

forms’ students in Economics and Physics.

For Economics, iPads were used to facilitate the e-learning in the lesson. F4

and F5 students were also required to finish the pre-lesson online quizzes.

Besides, students of different forms were required to utilize online platform

for peer study. Different e-learning platforms, such as eClass (F3), Edmodo

(F4 & F5) and Schoology (F6) have been adopted for peer study.

Flipped Classroom was adopted in Physics to promote students’ self-

learning. All F3 students were required to finish the online Preview sessions

before the lessons.

Evaluation:

Subject survey by F4 and F5 students,

Q3: “The teacher makes the subject easy to understand”

Rating 4 3 2 1

Economics (F4) 62.79% 37.21% 0.00% 0.00%

Physics (F5) 40.42% 34.04% 21.28% 4.26%

Grand Total 47.73% 36.36% 13.61% 2.27%

Based on the survey result as above, 100% of F4 students agreed that the

teacher makes Economic easy to understand while more than 84% of


7

students studying Physics agreed the statement. These show that the learning

effectiveness in senior forms has been enhanced through e-learning.

3.1.2.2 – To strengthen 4 Steps-in-a-lesson, with special emphasis on pre-

lesson activities

Strategy 1 – To hold a workshop for teaching about pre-lesson planning

In order to emphasize the importance of pre-lesson activities, a workshop

was held on the 2nd Staff Development Day on 5 Feb 2016. Trainers of the

iClass Project from the University of Hong Kong were invited to provide the

workshop to our colleagues. The Interactive Class Response System was

disseminated during the workshop and colleagues were equipped with the

iPad for learning to use the iClass system.

After the workshop, Mr. Kwan Shu Kei also demonstrated the use of e-

learning for lessons.

Evaluation:

46 Colleagues attended the workshop. Some teachers decided to adopt the

iClass in their subjects. 88% of the participants found the trainings helpful.

Strategy 2 – To give a talk to students to teach them the importance of

self-reflection and preparation before class

Speakers from an educational service company provided a 6-lesson

workshop for all F1 students. The workshop aimed to introduce different

kinds of learning styles to students. Students were probed to find out their

own learning style, which may facilitate not just their learning but also their

self-preparation before the class. Moreover, by identifying their learning

style, they would be able to make review on their previous learning and

reflect if there were changes to be made so as to optimize their study.

Evaluation:

Average score of Q2-6 in the student questionnaire (appendix 1) is 2.9/4.0

(4.0 = best), indicating that students found the workshop clear and effective,

and they have applied or would apply skills learnt. Individual interviews with

5 students generated similar results.

Strategy 3 – To organise a forum for parents about students’ self-study

and their preparation before class

A trainer from the educational service company provided a 1-hour talk to

parents explaining different learner styles and the corresponding learning

strategies in a gathering organised by the Parent Teacher Association on 16

Apr 2016. Q&A session further allowed parents to help their children to

manage learning by themselves at home.

Evaluation:

58 parents attended the talk on that day. As indicated from the opinions


8

collected by the Parent Teacher Association, participants felt positive toward

the programme for their children and the talk given to parents. The majority

of parents opted for providing similar programme in the future for their

children and further explain the strategies of facilitating self-learning.


9

Major Concerns 2: To sharpen English proficiency

3.2.1 To promote English culture and literature

3.2.1.1 – To incorporate English literature and cultural elements into

English lessons

Strategy 1 – To incorporate English literature and cultural elements into

English lessons, the F1 and F4 curriculum in particular

In view of cultivating an English culture in lessons, English literature and

cultural elements were incorporated into English lessons. The F1 curriculum

included a wider range of genres, ranging from novel and short story to

poetry and drama. F1 students were asked to demonstrate their

understanding of the literary works in class activities, continuous assessment

and summative assessment, in which ten percent of the General English tests

and examinations were allocated to assess students’ acquisition of literary

devices, analytical skills, vocabulary and grammar through the learning of

English literature. On the other hand, F4 curriculum focused on novel and

short story. Teachers assessed the learning outcomes of F4 students through

class activities, continuous assessment and Readers’ Theatre.

Evaluation:

According to the subject survey, F1 teachers scored more than 92% on

average in Q2, ‘The teacher makes the subject interesting’, while F4 teachers

scored more than 75%. This indicates that students were interested in the

English lessons with English literature elements. From the observation of

Principal and teachers, students’ performance achieved some or all of the set

goals. This strategy was considered worthwhile and would further continue

and be extended to F2 and F5 in future.

3.2.1.2 – To expose students to a wide range of literature

Strategy 1 – To expose students to a wide range of literature and cultural

elements

Aiming to allow students to experience English culture in the campus,

various activities were held during this academic year. Ranging from internal

activities to inter-school competitions and external events, such as English

Week, English Radio Drama Competition for Schools in Hong Kong and

Macao, and AFS Intercultural Fair, different cultural and literature-themed

programmes were organised.

Evaluation:

All programmes were well-received by the participants. Over 80% of

students participated in these programmes. Students’ cultural awareness was

raised in different events, such as the Singapore Study Tour. Students were

also awarded with numerous prizes in different competitions, including the

Award for Outstanding Performer and the Award for Outstanding

Cooperation in the Hong Kong School English Drama Festival, the Hong


10

Kong Schools Speech Festival, and the 2016 Harvard Book Prize

Scholarship. The results were encouraging. This strategy was considered

worthwhile and would continue in the future.

3.2.1.3 – To develop students’ vocabulary and grammar through the

refinement of the Creative Reading and Writing Programme

Strategy 1 – To impart vocabulary and grammar through an integral and

contextual approach and refinement of the Creative Reading and

Writing Programme

To capitalize on the Creative Reading and Writing Programme, teachers

included vocabulary building and grammar exercises in the worksheets and

class activities, which accounted for approximately 25% of the programme.

As mentioned above, ten percent of the General English tests and

examinations were allocated to assess students’ learning outcomes of

studying English literature, in which one-third of the questions were about

vocabulary and grammar items.

Evaluation:

As shown in the assessment results of four assessments, namely Test in the

first term, half yearly Examination, Form Test in the second term and Final

Examination, around 75% of the students were able to answer the questions

about vocabulary and grammar items correctly. From the teachers’

observation, over 80% of the students could answer the questions about

vocabulary and grammar items in the worksheets accurately, and

demonstrated a good use of vocabulary and grammar items during the class

activities. This strategy was considered successful in imparting vocabulary

and grammar in the study of literary works, and would continue and extend

to F2 in future.

3.2.2 To promote English reading across the curriculum

3.2.2.1 – To encourage students to read more English books of different

subjects through Father Geitner Reading Award Scheme

Strategy 1 – To choose the best three book reports in each F3, F4 & F5

class and ask students to present them

In the view of encouraging students to read and develop public speaking

skills through Father Geitner Reading Award Scheme, F3 to F5 students

were asked to submit a book report. The best three book reports were chosen

in each class. Chosen students presented their English Reading Review on

4-6 May 2016 in the English Corner.

Evaluation:

The best three presentations in each form were awarded the Most

Outstanding Reader Award. Students were able to present their book reviews

in public with confidence. Feedback from teachers and judges was positive.

Students were able to present their book reports in public with confidence.


11

3.2.2.2 – To enrich the class library with books of different subject areas

Strategy 1 – To enrich the class libraries with books of different subject

areas

In order to encourage students to read books of different subject areas,

teachers advised students to read English books from the class libraries,

which included fiction and non-fiction books ranging from science to

geography. Students were required to record down the genres they read in

the Reading Record Book of Father Geitner Reading Award Scheme.

Evaluation:

From the records shown in the Reading Log Book, about 90% of the books

chosen by students were English fictions. More English books of different

subject areas should be added to the class libraries in the future and more

encouragement should be given to students to read books from different

subject areas.

3.2.2.3 – To recommend good books by English Ambassadors through

class visits and by teachers and students in videos on school website

Strategy 1 – To recommend good books by English Ambassadors through

class visits and videos on school website

A total of eight book recommendations were done by English Ambassadors

in F1 and F2 classes during the morning reading time. Videos were taken to

be shown on school website for all students.

Evaluation:

In response to the aim of recommending good books across the curriculum

and STEM education, the English Ambassadors deliberately included

science books in the recommendations. Participation in the Father Geitner

Reading Award Scheme was satisfactory. However, according to the

students’ surveys, there was a drop of students expressing that they often

read leisure materials outside class.

Students’ views about the school (2015-16) Survey

aspect

Item

Year Strongly

agree /

Agree

Neutral Strongly

disagree/

Disagree

Mean

My

views on

student

learning

11. I often read materials

such as leisure reading

materials and

newspapers outside class.

2016 42.8% 38.6% 18.7% 3.3

2015 49.7% 33.0% 17.3% 3.4

More encouragement should be given and more activities should be done on

promoting reading across curriculums in future.


12

Major Concerns 3: To foster spiritual development

3.3.1 To strengthen Catholic spirituality

3.3.1.1 – To set up a prayer leading roster in each class.

Strategy 1 – To have opening and closing prayer in each R.S./Ethics lesson

Students were required to lead their class in prayer during each R.S. / Ethics

lesson. The purpose was to instill an expectation of reverence or respect when

discussing matters of faith and good moral behavior as well as to develop a

habit of praying. Students composed their own prayers with a special

emphasis on social issues affecting Hong Kong and the world.

Evaluation:

All students participated regardless of faith background, writing prayers that

reflected a concern for others that is in keeping with the Maryknoll spirit.

They took their responsibility seriously, learning that they can and should

appeal to God not only for their needs but for those who are marginalized.

3.3.1.2 – To conduct religious activities for the whole school in the

tradition of Catholicism

Strategy 1 – To hold Term Opening Masses for F1 – F6 students

Every September, we hold an opening mass to pray for a blessed and fruitful

school year. Mass is the central form of worship for Catholics, and it is

important for students to take part and better understand this essential

practice of the faith. Teachers prepared students by explaining some elements

of the mass as well as leading them in song practice.

Evaluation:

Most students were attentive during mass and participated by singing hymns

and listening attentively to Father’s homily. Several students also

volunteered to help as readers and altar servers. Those who are Catholic used

this chance to set an example for others, and those who are not were able to

better appreciate the importance of the mass and the reverence afforded it.

Strategy 2 – To organise Living Rosary for F1 – F2 students

This project did not go ahead as planned due to scheduling conflicts.

Strategy 3 – To have All Souls Prayer during morning assembly

This was the first year that the school commemorated All Souls’ Day, an

important date on the church calendar that recognizes the deceased. Teachers

explained the reason for praying for the dead and asked students to write

down names of deceased relatives or family friends. Fr. Michael Sloboda

gave further reflections during the morning assembly and prayed for the souls

of the collected names.


13

Evaluation:

Many students were introduced to All Souls’ Day for the first time. They

learned about how the Church continues to pray for people even after death

and that in our personal losses, we can depend on God and the support of our

Maryknoll family. By recognizing important Church dates, our students also

join with the universal Church as we pray with and celebrate with the faithful

throughout the world.

3.3.1.3 – To meet Catholic students bi-weekly to form and consolidate

their Catholic faith

Lower form Catholic students met for biweekly gatherings to develop a sense

of fellowship and to strengthen each others’ faith. Fr. Michael Sloboda joined

most of the meetings and supported students through his prayers and

reflections. Activities included team building games as well as faith focused

ones to help students both learn more about their religion and how to live as

Christians in their daily lives.

Evaluation:

The core group of students who consistently attended Vineyard meetings

strengthened their Catholic identity by learning about and sharing their faith

regularly. They developed a greater sense of belonging to the school, which

also reflects their Catholic values. Because many activities aligned with

important dates in the Church calendar, students were also able to form a

deeper belonging with the universal Church.

3.3.2 To raise civic spirit

3.3.2.1 – To foster the sense of belonging among students by various

activities

Strategy 1 – To launch the Clean My Own Classroom campaign

In order to raise students’ awareness to clean and decorate their classroom,

the Civic Education Department organised the “Clean My Own Classroom”

campaign in every month and the Classroom Broad Decoration Competition

once in the first term and twice in the second term. A slogan competition was

held in Sep 2015 so as to promote the cleaning campaign.

Evaluation:

According to the class teachers’ comment at the end of school year, the

average rating of classrooms’ cleanliness is 7 out of 10, which shows that the

students had done well to tidy up and decorate their classrooms. The

competition will be continued in the coming school year so as to consolidate

students’ sense of belonging to the school. Nevertheless, it was suggested

that the department should work on optimizing the rating system and the time

to announce the result.

Strategy 2 – To join GAIA (Green Aspiration & Innovation Actions)

organised by CUHK


14

The GAIA has been introduced to students in this school year. The school

invited the Chung Ying Theatre Company to provide a drama show for F1

and F2 students so as to promote the concept of environment protection in

their daily lives.

Evaluation:

66 students have registered as the Go Green Ambassadors and the school has

been awarded the silver honour certificate as the Go Green Partner by the

CUHK for praising the school’s effort to promote environmental awareness.

The department is considering cooperating with the Geography Department

and Biology Department to organise activities for promoting environmental

awareness.

3.3.2.2 – To promote the caring for the underprivileged in society by

different kinds of voluntary services

Strategy 1 – To conduct a study “Is retired living really happy?” with

SSP East Lok Teen Club

For F4 students, the Civic Education Department worked with SSP East Lok

Teen Club to organise visits to the retired elderly working in the Ginkgo

House in the OLE sessions in Nov 2015 and May 2016 respectively. Before

the visits students were probed to think about the life after retirement through

role playing activities. They constructed a series of questions to ask the

elderly who had retired but are serving in the Ginkgo House. Through the

visits, student has learnt to reflect the current policies regarding the elderly

and has noticed that the life after retirement is not as happy as expected.

Evaluation:

Questionnaires were given to students after the activity. It is shown from the

result that more than 90% of students agreed that the visits have promoted

the caring for the elderly in the society. But this year there was personnel

change in SSP East Lok Teen Club. Thus the Civic Education Department

will have to discuss with the club whether to continue this programme in the

new school year.

Strategy 2 – To organise visits to the elderly living in SSP

In order to study the life of the elderly, F4 students were provided the chance

to visit the elder people living in the Pak Tin Estate in Nov 2015 and May

2016. The visit was jointly organised by the Civic Education Department

and SSP East Lok Teen Club. Before that social workers arranged a visit

simulation for students so as to equip them with the skills to communicate

with the elder people.

Evaluation:

The elderly living in the Pak Tin Estate gave positive feedback to the visit

and praised our students. Some students stated that through the visit they


15

started to reflect on their attitude to the elderly. As shown in the sharing

session and students’ reflective paper, more than 90% of students agreed that

the goal of the visit was achieved. Thus the department would like to

continue this programme with the club for the new school year.

3.3.2.3 – To encourage citizen participation appropriate to students in

order to foster their responsibilities

Strategy 1 – To organise a talk on “Rule of Law” by lawyers

A talk on “Rule of Law” given by lawyers to F4 and F5 students was held

on 10 Nov 2015. The talk aimed to let student learn the spirit of the rule of

law as the core value inherited by Hong Kong people and to encourage

students to take part in public affairs.

Evaluation:

When we look at the student questionnaire, all students agreed that the talk

allowed them to know more about the legal system in Hong Kong and the

requirements and quality to be a lawyer. That is to say, the targets were met

by the talk. As the responses are positive, the department would continue

organising talks of different themes so as to encourage students to participate

in public affairs.

Strategy 2 – To organise a News Commentary Competition with the

Chinese Department

In order to promote independent and critical thinking, the Civic Education

Department cooperated with the Chinese Department to organise the News

Commentary Competition held from Oct to Nov 2015. Students were

required to write a brief summary and give their comments on selected news.

For each class, the best works chosen by the Chinese teachers were posted

for exhibition.

Evaluation:

A wide range of news was covered in the exhibition. Students manifested

critical thought and insights in their work. They provided their comments

from different angles and showed their intention to care about the social

issues. Both the Civic Education Department and the Chinese Department

agreed that the targets have been met by this competition.


16

3.3.3 To develop life-long orientation

3.3.3.1 – To widen students’ horizons through interaction with alumni,

cooperation with external professional organisations on life planning, and

Life Education lessons

Strategy 1 –To provide Life Education to F1 and F2 students

All F1and F2 students had one Life Education lesson every one. The themes

of lessons of the two forms were respectively “Knowing Oneself” and

“Discovering One’s Potential”.

Evaluation:

98.4% and 96.9% of the F1 and F2 students respectively passed the subject.

The average score in subject survey of F1 and F2 Life Education was 3.33

out of 4.0. From assignments and presentations, it could also be seen that

students had profound reflection. A multi-media school-based teaching

package that helps the students have clearer life-long orientation had also

been fully developed.

Strategy 2 –To develop students’ respective orientation at different stages

of secondary school life through interaction with alumni

Five alumni sharing sessions were organised for all students from F3–F6. 39

alumni in total attended the sharing sessions.

Evaluation:

According to the students’ questionnaire surveys of respective sharing

sessions, the average scores of satisfaction ranged from 3.6 - 4.4 out of 5.0,

indicating a high level of satisfaction of the events among students.

Strategy 3 –To organise talks and OLE programmes with external

professional organisations

Out of the 12 talks, workshop and OLE programmes provided to students on

campus, 10 were operated jointly with 5 external professional organisations.

Students were also arranged to attend 5 off-campus external careers talks.

The above events, which were for all students of five forms and their parents,

covered topics including local studies, overseas studies, introduction to

different professions, learning style self-exploration, special support to SEN

students, and self-exploration of aptitude in lessons and on an online platform.

Evaluation:

The events generated very positive feedback according to questionnaire

surveys and observation. The events were rated 3.8 out of 5.0 by the

participants.


17

3.3.3.2 – To let students have experiential learning related to life planning

through institution visits, workplace visits and workshops

Strategy 1 –To organise company visits.

Opportunities to expose students to authentic workplace environment were

provided in various diverse manners: a visit to a law firm, a visit to a “mock

hotel” for teaching, guiding the students to run a dry goods stall in a real

Chinese New Year Fair, and applied learning courses. In addition, a special

experiential visit was also arranged: in an exchange programme with another

local secondary school, 5 students from each school studied in the other

school for five days.

Evaluation:

According to questionnaire, the levels of satisfaction of the visits to law firm

and mock hotel were above 4.1 out of 5.0. The participants of Chinese New

Year Fair stall stated in a written reported that they found the event rewarding,

and in fact a profit was made in the event. The students from our school and

another secondary school in the exchange programme expressed positive

feedbacks on the event in verbal presentations in the morning assembly.

Strategy 2 – To prepare students for interviews through Interviewing

Skills Workshop

F6 students were arranged to attend an external talk and mock interview

operated by EDB and Rotary Club, in which senior staff of different

professions interviewed students. Moreover, a talk on interviewing skills and

a mock interview operated jointly with Hok Yau Club were also provided to

F6 students. Every F6 student had a chance to join one or more of the above

events.

Evaluation:

Questionnaire surveys revealed a level of satisfaction of 4.0 out of 5.0 or

above.


18

4. Management and Organisation

4.1 School Management

The setting up of the IMC aims at introducing a participatory school

governance framework by including key stakeholders in school management.

School policies are better formulated to address to the needs of students and

the school resources can be better utilized to enhance teaching and learning

effectiveness. In this school year, Dr. Ko Mo Lin Regina continued to act as

the Independent Manager; our alumna Ms. Tsang Suk Yi Shirley was elected

the Alumni Manager; Mr. Choi Hok Fu was elected the Parent Manager and

Mr. Ng Yim Lun the Alternate Parent Manager.

Composition of the IMC (12 managers, excluding alternate managers)

Sponsoring Body Managers (7) Rev. Sloboda J. Michael, M.M.,

Supervisor

Rev. Phillips J. Edward, M.M.

Ms. Ho Kam Ping Loretta

Ms. Yeh Agnes Garman

Dr. Ho Chi Kwan

Ms. Wong Shui Hung

Mr. Tam Man Kei

Principal (Ex-offico Manager) (1) Mr. Ho Lik Sang Lobo, Principal

Teacher Manager (1)

Alternate Teacher Manager (1)

Mr. Chow Kai Yin

Ms. Yu Pui Sai, Agatha

Parent Manager (1)

Alternate Parent Manager (1)

Mr. Choi Hok Fu

Mr. Ng Yim Lun

Alumni Manager (1) Ms. Tsang Suk Yi Shirley

Independent Manager (1) Dr. Ko Mo Lin Regina

Planning, Implementation, Evaluation (P-I-E)

This school year was the first year of the new 3-year cycle. The new 3-year

school plan was constructed based on the data collected from all teaching

staff on the Staff Meeting held on 29 May 2015, a new Strength-Weakness-

Opportunities-Treats (SWOT) analysis was done. As a result, the 3 Major

Concerns for the coming three years were decided and the School

Development Plan 2015-2018 was devised.

4.2 Professional Leadership

Leadership and Monitoring

The Principal observed teachers’ lessons in this school year in order to

understand the learning and teaching situation. He actively helped to

optimize peer observations and to build up a culture of post-lesson discussion

and professional exchange among teachers.

The Principal also reviewed and monitored the financial budgeting among

staff and their financial management. Department Heads were asked to

submit a report to the School Finance Management Committee at the end of


19

the academic year. The actual amount used was checked to see if it was over

the approved amount by 15% or under the approved amount by 20%.

Collaboration and Support

To relieve teachers’ workloads, the Principal employed three Teaching

Assistants in 2015-16.

Being pivotal to the School’s self-evaluation system, our Staff Appraisal

system was refined. The Principal interviewed every teacher at the end of the

school year to discuss his or her performance.

The new locations of the Staff Rooms are on the 3rd and 4th floors of Block

E. The more centralized location was more accessible to students. Moreover,

the General Office was also renovated, which is now located in the G floor

of Block A (the original site of the Block A Staff Room).

Professional Development

To facilitate the practice of e-learning as the learning and teaching mode in

our school, talks, workshops and experience sharing sessions by outside

bodies or colleagues regarding the use of different e-learning platforms,

applications and software were given to colleagues throughout the year.

The 1st Staff Development Day was held on 26 Oct 2015. Ms. Wong Shui

Hung, the Sponsoring Body Manager of the IMC, provided a talk for our

colleagues regarding “School negligence and preventive measures”.

Besides, a Senior Community Relations Officer from the ICAC gave a talk

on the 2nd Staff Development Day on 5 Feb 2016 in order to raise our

colleagues' awareness of the laws against corruption in Hong Kong.

The 3rd Staff Development Day was held on 17 May 2016. The Planning of

strategies for Learning Enhancement in 2016-2017 was done among subject

departments. In the afternoon, colleagues travelled to the Asia World-Expo

for the Catholic Teachers’ Day so as to enhance their unity and co-

responsibility to actualize the vision and mission of Catholic education.

Together with the training courses provided by the Education Bureau and

other authorities such as the Hong Kong Examinations and Assessment

Authority, the hours of Teachers’ Continuing Professional Development for

the last 2 school years were computed as follows:

School Year Number of

staff

Total TCPD

Hour

Average

TCPD Hour

2014-2015 51 2123.75 41.64

2015-2016 50 1582.45 31.65


20

5. Learning and Teaching

5.1 Curriculum and Assessment

MOI Policy

Special measures were taken to strengthen the MOI policy in order to

enhance our students’ English proficiency. These included a 5-day summer

bridging programme for F1 new intakes with subjects using English as the

medium of instruction, namely, English, Mathematics, Integrated

Humanities, Integrated Science and Computer Literacy.

In order to cater for the learning diversity in English, F1 students were

streamed into 5 sets to have their English lessons. The streaming was based

on their English level and ability as reflected by the Pre S1 test results. The

re-streaming was done after the first term so as to optimize the system for

enhancing students’ learning effectiveness. Moreover, F1B and F2B

students also had to take up English and Mathematics reinforcement lessons

on Saturday mornings. In addition, the gifted and enhancement English

classes were both conducted for F1 to F5 students after school and on

Saturday mornings.

The cohort of 2010-2016 was under fine-tuning MOI policy, the students’

performance was satisfactory. According to the value-added report 2016, the

value-added score of English language was increased by 1.31.

English Environment

The School has been unremitting to create a good English learning ambience

for our students. Students are required to talk and communicate in English

in the English Zone, which is located on the 2nd floor of Block E. Throughout

the year a variety of English activities organised by different departments,

clubs and societies were held in the English Zone. It is a desirable place for

situational English learning, verse speaking practice, and organising English

activities.

Curriculum Evaluation

For F1 and F2, the number of session of Putonghua per week has been

increased from 1 to 2 while that of Life Education has been decreased from

2 to 1 per week. For F3, the Putonghua subject is removed from the

curriculum. The numbers of session of Computer Literacy and Professional

Accountancy have been both increased from 1 to 2 per week.

The new curriculum as above was launched smoothly. A review of Senior

Forms’ academic structure will be started in the school year 2016-2017.

Science Research was introduced to the F1 curriculum in this school year to

provide students with an understanding of research methods in science. It is

a 3-year course that is directed at students who have a keen interest in science

and would like to pursue excellence and progress in areas of original research.

A group of 8 F1 students were chosen to attend 3 sessions of the class each

week and they were required to construct a research project of their


21

own design and present their work at various competitions and symposiums.

Besides learning research methods in science, students were also organised

to attend different exhibitions, talks, workshops and fairs related to sciences.

It turned out that some students were not interested in Science Research.

They did not hand in homework in second school term. Only a few students

were able to follow instructions to complete a report. It was suggested

selecting student more strictly next year.

Civic Education

The Civic Education Department, Chinese Department and Geography

Department co-organised a Guilin Historical and Cultural Tour for F3

students from 28 Jun 2016 to 01 Jul 2016. This 4-day tour aimed at letting

the participants explore the natural and human landscapes and environmental

conservation in Guilin. 38 students and 4 teachers travelled to Guilin to visit

the Liu Sanjie Grand View Garden to understand the culture and daily life

of the ethnic minorities in Guilin. Different natural landscapes such as

Elephant Trunk Hill, Qixing Park and Silver Cave were also visited. All

participants found this trip intriguing and rewarding.

Other activities, included Top Ten Important News 2015 Election, were

provided to our students to enhance their civil spirits. Voluntary social

service activities were also jointly organised with SSP East Lok Teen Club.

The Department also organised visits to the elderly in the OLE sessions. In

this school year, all F3 to F5 students were required to help on 9 flag-selling

days in 2015-2016. 318 students took part in the social service. It was hoped

that through a variety of social services, our students could learn to become

responsible members of our society.

5.2 Student Learning and Teaching

Learning and Teaching Process

The Principal introduced the “Four steps in a lesson” and “Successful

Education” to all teachers. These two elements were continued to be

included in the new Lesson Observation Form to remind teachers to apply

them to their lessons. In this year, the school joined the WiFi 900 project and

thus introduced the use of e-learning to the learning and teaching process in

F1 Core subjects. Flipped classroom was continued in two subjects in senior

forms, Physics and Economics. It was under scrutiny to try to use it in more

subjects.

Feedback and Follow Up

The Subject Evaluation was conducted twice in this year during the two

examination periods. Teachers got back feedbacks from their students for

self-improvement. According to the value-added report 2016, the value-

added scores of core 4 subjects and best 5 subjects were increased by 2.93

and 3.26 respectively. These demonstrated that our success and effort in

teaching and learning.


22

6. Student Support and School Ethos

6.1 Student Support

After School Tutorial Class

To render support to students with problems in handing in homework,

students from F1 to F3 were chosen to attend this class. The class was

monitored by one teaching assistant and two student helpers every day after

school from 3:50pm to 4:50pm. Subject teachers were asked to fill in a

homework list for these students and put it inside a box in the office. The

teaching assistant monitored the students to finish their homework, which

was submitted to the teachers afterwards. The selection of students attending

the class was conducted four times a year in order to provide support to

students with problems in submitting homework on time.

Enhancement Classes and Reinforcement Courses

Reinforcement Courses in English, Computer Literacy and Mathematics

were given to F1B and F2B students on Saturday morning so as to enhance

students’ English speaking and writing skills and improve their learning

effectiveness in the English medium.

English Enhancement Courses were also provided for F3 and F4 students on

Saturday morning in order to improve students’ grammar skills.

Caritas, Hong Kong also provided after school English and Mathematics

classes for those in receipt of CSSA from Social Welfare Department or

Textbook Grant from Student Finance Office.

Study Rooms for Students

To accommodate our students a safe and quiet place for self-study, Multi-

purpose Rooms A and B on 2nd floor of Block B were used as the study

rooms for F4 to F6 students after school. F1 to F3 students had to provide

proofs of parental consent if they would like to do revision in the study rooms.

Warm water and biscuits were provided as an encouragement for students

studying late on campus.

Furthermore, Multi-purpose Room A was open for F6 student during non-

school days, except public holidays. The opening hours were from 8:00am

to 6:00pm.

Reading Habits

Emphasis on building a good reading habit of our students was promoted

through class teachers during the Morning Reading Session on Tuesdays and

Thursdays. Students are asked to read books (other than textbooks) during

the two twenty-minute reading sessions every week.

10-15 Chinese and English books and magazines were provided to the class

library so that students have been provided with backup reading resources in

their own classrooms.


23

Book exhibitions of different subjects were held in the school library that

students have been exposed to books of different fields so that the interest in

reading has been aroused.

Since 2011, Fr. Geitner Reading Award Scheme, funded by our alumna Dr.

Maria Kwong, has been implemented to promote our students’ reading habit.

This scheme showed that my school has continuously put strong emphasis

on this area and has worked closely with our loyal alumni for the wellbeing

of our students. To simply conclude, our students have been provided with

amble time and resources to develop a good reading habit and positive

effects can already be seen.

Integrated Guidance and Discipline Service

Our school has been adopting a whole school approach in providing

guidance service to our students. Class teachers, subject teachers, the

Counselling Team, the Discipline Board, and the school social worker all

worked closely together in different aspects of the students’ guidance service.

The Discipline Board and the Counselling Team held meetings regularly to

share information of their cases. Form Meetings with all class teachers,

subject teachers and form coordinators were usually held twice a year.

Students with Special Educational Needs (SEN)

In the past school year, we held homework tutorials to support the learning

of students with SEN. Various training programmes were launched to

enhance communication, self-management, collaboration and resilience of

students with SEN. In addition, various activities were organised in order to

build up inclusive culture among students. These include F1 Growth Camp

and Fun Fair.

Special examination arrangements for both internal and public examinations

were made for our SEN students. The Learning Support Grant for Students

with Special Educational Needs sponsored most of the supportive measures.

6.2 Partnership

Home-school Cooperation

The Parent-Teacher Association (PTA) played a vital role as a link between

the school and parents. Tea gatherings were arranged to exchange and share

ideas. Parents took part actively had contributed valuable suggestions and

opinions on school policies and administration. The communication between

the school and parents has also been strengthened by a variety of activities

organised by the PTA such as “Parents Also Appreciate Teachers Drive”,

workshops, seminars, picnic, Fun Fair, School Uniform Recycling Scheme,

voluntary service by parents, etc.

Good responses have been obtained from the parents in all the parent

seminars: F1 Parents’ Talk on 14 Jul 2015, F1 Parents’ Meeting and AGM

of PTA on 17 Oct 2015 and Parents’ Day on 24 Jan 2016.


24

Links with External Organisations

In order to have a better understanding on the standard of the students of

Maryknoll Fathers’ School (Primary Section), learning activities were

organised by the secondary teachers of Chinese, English and Mathematics

Departments for the primary students. As a whole, we believe this kind of

collaboration is worth doing and will be continued in future.

The school has maintained a close relationship with our alumni. Many of

them took an active role in school activities such as the Annual Athletic Meet,

Fun Fair, Watermelon Cup, School Anniversary Cup, careers talks, etc. They

are concerned about the development of the school and have made various

contributions, e.g. donations to provide financial assistance to students,

bursaries to encourage self-development, scholarships for students with

good academic achievements, awards for the English Ambassador Scheme

and the sponsorship of the Father Geitner Reading Award Scheme.


25

7. Student Performance

7.1 Academic Performance

Mean Score

40.636.7

1.6 2.3

17.2

1.60

26

22 22.8

0

12.6

0

8.7

32.1

36.5

85.8

15.3

2.20

40.739

7.34.9

6.5

0.8 0

Local full-timeBachelordegree

programmes

Local full-timesub-degree

programmes

Localvocational

training andcontinuingeducation

programmes

Repeating Studying inprogrammesoutside Hong

Kong

Employment Others

S6 Graduates Destination

2012 2013 2014 2015

0

10

20

30

40

50

60

70

80

2013 2014 2015

HKAT Result - Pre S1

Chinese

English

Mathematics


26

Percentage of students achieving Basic Competency in Chinese Language

Percentage of students achieving Basic Competency in English Language

70

75

80

85

90

95

100

2013 2014 2015

Territory-wide System Assessment - Chinese

Chinese (MFS)

Chinese (HK)

60

65

70

75

80

85

90

95

100

2013 2014 2015

Territory-wide System Assessment - English

English (MFS)

English (HK)


27

Percentage of students achieving Basic Competency in Mathematics

70

75

80

85

90

95

100

2013 2014 2015

Territory-wide System Assessment - Mathematics

Mathematics (MFS)

Mathematics (HK)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2012 2013 2014 2015 2016

HKDSE Results

No. meeting min.entrancerequirements forlocal degreecoursesTerritory norms

No. meeting min.entrancerequirements forlocal sub-degreecoursesTerritory norms


28


29

7.2 Inter-school Activities and Awards Won in 2014-2015

Academic

Science and Information Technology 1. Guangdong Children Invention Award

2 Special Awards

2. International Cyber Fair

Platinum Award

3. Cyber Security Challenge 2016

Merit Award

English 1. Hong Kong Secondary Schools Debating Competition

1 The Best Debater (Senior), 3 The Best Debaters (Junior), 1 Champion

(Senior), 1 Champion (Junior), 1 1st runner-up (Senior)

2. The Speaker, English Public Speaking Contest

Certificate of Excellence

3. ACEA Hong Kong Primary and Secondary School English Writing

Competition

Best Writer – Merit

4. Inter-school English Radio Drama Competitions

Quarter Final

5. Life-wide Learning' Writing Competition

3 Merits

6. Harvard Book Prize

1 Winner, 2 1st runner-up

7. Hong Kong Schools Speech Festival

English Solo Verse – 2 2nd runner-up

Chinese 1. National Teenagers Chinese Writing Competition

3 First Class Awards, 3 Second Class Awards, 2 Third Class Awards

2. National Chinese Writing Competition

6 Merits

Mathematics 1. Hua Xia Cup Mathematics Contest

9 Third Class Awards

2. Hong Kong & Macao Mathematical Olympiad Open Contest

4 Silver Awards, 16 Bronze Awards

3. The Hong Kong Mathematical High Achievers Selection Contest

1 Third Class Award

Others 1. Hong Kong Secondary School Moot Court Competition

2 Best prosecution, 3rd runner-up


30

2. HK Geography Olympiad

7 Merits

3. Inter-school Competition of Project Learning on HK History and Culture

2nd runner-up

4. Youth Ambassador of Geological Conservation

2 Merits

5. Hong Kong Schools Speech Festival

Putonghua Solo Verse – Champion, 1st runner-up

6. Hong Kong Schools Putonghua Speech and Art Competition

Solo Champion

7. Putonghua Speech Competition for Primary and Secondary Schools

7 Merits

Arts /Services 1. Hong Kong School Drama Festival

Outstanding Actress, Outstanding Cooperation

2. CLP School-Home Electricity Reduction - Talent Competition

2nd runner up award

3. Hong Kong Schools Music Festival

Harmonica solo Intermediate - Merit

Harmonica solo Junior – Proficiency

4. The Kiwanis International Community Service Award

5. 2 Art Ambassadors

Sports 1. Inter-school basketball competition

Boys Overall (Division III, Kowloon I) – 3rd runner-up

Boys C grade competitions (Division III, Kowloon I) – 1st runner-up

2. Inter-School Table Tennis Competition

Boys C grade competitions (Division III, Kowloon I) – 1st runner-up

3. Inter-School Badminton Competition

Boys Overall (Division III, Kowloon I) – Champion

Boys A grade competitions (Division III, Kowloon I) - Champion

Boys C grade competitions (Division III, Kowloon I) – Champion

Girls B grade competitions (Division III, Kowloon I) – 1st runner-up

4. Inter-school Swimming Competition

Boys A grade competitions (Division III, Kowloon 1)

50m Free Style – 3rd runner-up

200m Free Style - 3rd runner-up

4x50m Freestyle Relay - 3rd runner-up

Boys B grade competitions (Division III, Kowloon 1)

4x50m Freestyle Relay – 2nd runner-up

Boys C grade competitions (Division III, Kowloon 1)

200m Individual Medley – 2nd runner-up, 3rd runner-up

4x50m Medley Relay – 2nd runner-up

50m Backstroke – 3rd runner-up

Girls A grade competitions (Division III, Kowloon 1)

4x50m Freestyle Relay - Champion

100m Breast Stroke – 1st runner-up, 2nd runner-up

50m Breast Stroke – 1st runner-up, 3rd runner-up


31

50m Free Style – 3rd runner-up

Girls B grade competitions (Division III, Kowloon 1)

4x50m Freestyle Relay – 2nd runner-up

Girls C grade competitions (Division III, Kowloon 1)

100m Breast Stroke – 1st runner-up

4x50m Freestyle Relay – 1st runner-up

50m Breast Stroke – 2nd runner-up

5. Inter-school Swimming Competition

Boys

50m Bi-Fin swimming - 1st runner-up, 2 2nd runner-up

50m Apnea swimming - 2nd runner-up

100m Bi-Fin swimming - 2 1st runner-up

100m Bi-Fin swimming - 2 2nd runner-up

200m Bi-Fin swimming - 1st runner-up, 2 2nd runner-up

400m Bi-Fin swimming - 2nd runner-up

4x50m Bi-Fin swimming - Champion, 1st runner-up, 2nd runner-up

Girls

50m Bi-Fin swimming – Champion, 1st runner-up, 2nd runner-up


100m Bi-Fin swimming - 1st runner-up


4x50m Bi-Fin swimming - 2nd runner-up

6. 2016 Hong Kong Open Wushu (Competition and Tradition)

Championships

Broadsword – Winner

Spear – Winner

Individual all-around – 2nd runner up

7. The 2nd Dongguan Wushu Culture Festival and Open Wushu

Championship

Broadsword – Champion

Changquan – Champion

Cudgel – Champion

8. The 3rd China-Asean Wushu Festival

Méihuā Dā - Champion

DeTǎng Qua - Champion

9. 2015 Guangzhou "Dream Cup" Jingang Temple Wushu Elite

Championships

Changquan - Gold Award

Broadsword - Gold Award

Individual all-around - Gold Award

10. 2015 Hong Kong Open Wushu (Competition and Traditional)

Championships

Women's Open: Changquan – Champion

Women's Open: Broadsword - 1st Runner Up

Women's Open: Individual all-around - 2nd Runner Up

Women's Open: Cudgel – Merit

11. The 5th China Sichuan Emei International Wushu Festival Competition

Oversea Women’s Elementary Group AB Quanshu - Second Award

Oversea Women’s Elementary Group AB Wushu Instrument - Third

Award


32

12. The 8th Asian Junior Wushu Championships

Elementary Jianshu – Silver

Elementary Changquan – Silver

13. The First Wu Tai Taekwondo Heritge

Girls Under 48kg - Champion

Boys Under 48kg - Champion

Boys Under 68kg - Champion

Boys Under 72kg – Champion

14. Samsung Festival of Sport Taekwondo Color Belt Competition

Boys Group A Light - Champion

Boys Group C Heavy – 2nd runner-up

15. Secondary School TKD Competition 2016

Boys Group A Heavy – 1st runner-up

Girls Group A Light – 2nd runner-up

16. Wong Shek Kayaking Race 2016

Women’s Junior Short Distance Race – Champion

17. Hong Kong Secondary School Trampoline Championships

Boys C grade - Fourth place

18. Samsung Festival of Sport - Hong Kong Trampoline Age Group

Championship

Boys Age 13-14 Synchronization - Champion

Boys Age 13-14 Individual – 1st runner-up


33

8. Financial Summary 2015-2016


34

9. School Development Plan 2015-2018

Based on the data collected from all teaching staff on 29 May 2015, a new

SWOT analysis was done and the SDP 2015-2018 was revised. And starting

from the school year 16-17, STEM education has also been incorporated into

the plan.

Major Concerns

(In order of priority)

Intended

Outcomes /

Targets

Strategies Time Scale

15-16 16-17 17-18

1. To cater for

learner diversity

1.1 To enhance

learning

effectiveness

1.1.1 To promote assessment for

learning tools

1.1.2 To stream junior form

students into sets according

to their level and ability

1.1.3 To provide support to

teachers through workshops

and trainings

1.2 To promote

self-learning

1.2.1 To introduce new e-learning

platforms

1.2.2 To strengthen 4 Steps-in-a-

lesson, with special

emphasis on pre-lesson

activities

1.3 To promote

STEM

education

1.3.1 To equip teachers for

STEM education

1.3.2 To implement a Science

Research programme for the

selected students

2. To sharpen

English

proficiency

2.1 To promote

English culture

and literature

2.1.1 To incorporate English

literature and cultural

elements into English

lessons

2.1.2 To expose students to a

wide range of literature

2.1.3 To develop students’

vocabulary and grammar

through the refinement of

the Creative Reading and

Writing Programme


35

Major Concerns


Intended

Outcomes /

Targets


15-16 16-17 17-18

2. To sharpen

English

proficiency

2.2 To promote

English

reading across

the

curriculum

2.2.1 To encourage students to

read more English books of

different subjects through

Father Geitner Reading

Award Scheme

2.2.2 To enrich the class library

with books of different

subject areas

2.2.3 To recommend good books

by English Ambassadors

through class visits and by

teachers and students in

videos on school website

3. To foster

spiritual

development

3.1 To strengthen

Catholic

spirituality

3.1.1 To set up a prayer leading

roster in each class

3.1.2 To conduct religious

activities for the whole

school in the tradition of

Catholicism

3.1.3 To meet Catholic students

bi-weekly to form and

consolidate their Catholic

faith


36

Major Concerns


Intended

Outcomes /

Targets


15-16 16-17 17-18

3. To foster

spiritual

development

3.2 To raise civic

spirit

3.2.1 To foster the sense of

belonging among students

by various activities

3.2.2 To promote the caring for

the underprivileged in

society by different kinds of

voluntary services

3.2.3 To encourage citizen

participation appropriate to

students in order to foster

their civic responsibilities

3.3 To develop

life-long

orientation

3.3.1 To widen students’ horizons

through interaction with

alumni, cooperation with

external professional

organisations on life

planning, and Life

Education lessons

3.3.2 To let students have

experiential learning related

to life planning through

institution visits, workplace

visits and workshops


37

10. CEG Evaluation

The CEG for 2015/16 was spent on five areas, namely, Class Management, I.T.,

Reading, Mathematics, and Putonghua.

To provide room for class management, a teacher was employed to teach junior

forms PSHE subjects and organise activities. With his help, many activities and

growth camps were carried out successfully and the sense of belonging of junior

form students was enhanced.

To promote e-learning, an I.T. assistant was employed to provide technical support

to teachers on teaching and learning. The post had helped a lot to relieve teachers’

workload in preparing I.T. teaching materials and provided ad-hoc assistance

within classroom.

In promote reading, a teaching assistant was employed last year. He provided

assistance for the daily operation of the school library. Besides, he also provided

assistance to our students in the study room. From the students' feedback and record,

it was successful and he was helpful.

To cater for the needs of the less able and outstanding students in Mathematics,

part-time tutors were hired. There were F1 to F3 students joining the Mathematics

Gifted Programme. From the feedbacks of the students, most of them thought the

programme was useful and had aroused their interest in Mathematics.

A Putonghua tutor was hired to train 16 students to take part in the Hong Kong

Schools Speech Festival. The attendance rate of the participants was over 95%.

They had become more confident to speak Putonghua after the course. They had 1

champion and 1 second-runners’ up in the competition.

The total expenditure is shown in 8. Financial Summary 2015-2016.

school report 2015-2016 - maryknoll fathers'...

Documents