St. Francis Canossian College. School Report 2010/11 School Development Plan 2009/ /12 Annual School Plan 2011/12

Transcription

1 St. Francis Canossian College School Report 2010/11 School Development Plan 2009/ /12 Annual School Plan 2011/12

2 Contents School Development Plan 2009/ /12 School Motto & School Vision 1 School Mission & School Goals 2 Our School 3 School Self-Evaluation Mechanism 4 Holistic Review 5 SWOT Analysis 9 Major Concerns for 2009/ /12 11 School Development Plan 12 Annual School Plan 2011/12 Major Concerns 15 Appendix Diversity Learning Grant Network Programme

3 School Development Plan 2009/ /12

4 1 School Motto Live by the truth in love School Vision We form the heart of our students leading them to embrace Christian values through a life of integrity and charity. School Development Plan (SFCC) (14/10/2011)

5 2 School Mission Through the Gospel values of Truth in Love we form women of dignity, instilling in them love for learning, commitment and compassion. School Goals Our aim is to instill in students a love for learning and develop their ability to think critically. We encourage students to work and to develop fully their God-given abilities and talents. We inculcate the Christian values of self-respect and morality which are integral to individual growth. We prepare students to achieve clearly defined goals which give meaning to their life. Through education we help students to become responsible citizens who are committed to serving the needy, and to contributing to the well-being of the society. School Development Plan (SFCC) (14/10/2011)

6 3 Our School Brief Introduction of the School St. Francis' Canossian College was founded by the Canossian Daughters of Charity, missionaries from Italy in The School initially offered a basic education to the poor and needy children living in Wanchai district. Over the years it expanded and developed into a co-educational primary school and then into a secondary girls' college. St. Francis' is a grant-in-aid secondary school, consisting of Form 1 to Form 7 classes, with about 900 students and around 70 staff. It is an English Medium of Instruction School. Following the teachings of Christ and the vision of the Foundress, St. Magdalen of Canossa, the Sisters and teachers are dedicated in their commitment to offering a quality education. This quality education places great emphasis on an all-round education. The focus is on helping students to develop their full potential both academically and in terms of personal, social and moral development. The school motto: Veritas In Charitate, Live by the Truth in Love places special value upon spiritual growth, social awareness and compassion, along with a clear sense of justice. More information about our school can be found on (i) our school s webpage at and (ii) the webpage of our school profile at School Development Plan (SFCC) (14/10/2011)

7 School Self-Evaluation Mechanism External EDB Directives Demands of Time Factors for consideration Planning Internal School Motto Vision & Mission SMC s Directives SWOT Needs of Students Staff Opinion Parents Concern Evaluation / Revision SSE Implementation Data Driven Duration / Timeline KPM Data (e.g. SVAIS, APASO, Stakeholders Survey) In-house Survey (e.g. DEAR, Student Formation Team, ECA evaluation) e.g. 1 yr / 3 yrs

8 Holistic Review Effectiveness of the previous School Development Plan Major Concerns Extent of targets achieved Follow-up action Remarks 1. To prepare for the 334 New Senior Secondary Curriculum 2. To help students understand themselves and develop their self management skills Fully Achieved Incorporated as part of regular teaching Ongoing review and evaluation f the teaching practices The finalized framework and teaching materials for the LS Curriculum was adopted in NSS1 Fully Achieved Incorporated as a routine measure The focus of the SDP will continue as fostering Self Management Skills in students. The implementation of the 334 New Senior Secondary Academic Curriculum will continue to be the major concern in the next year ( ) SDP. The adversity management skills will be the major concern in the next year ( ) SDP.

9 Evaluation of the School s Overall Performance PI Areas Major Strengths Area for Improvement 1. School Management A transparent and accountable approach to decision making Collaborative framework provided a forum for the view of different key stakeholders A bottom-up approach in making decisions on important issues Evidence-based evaluation mechanism 2. Professional Leadership Target oriented seminars were organized Teachers attended suitable courses and seminars for reinforcement of their professional competence Teacher Seminar Record System recorded data of teachers professional development 3. Curriculum and Assessment A school-based curriculum adopted in I.S. (S1), IH (S2), IT (S3), R.S. (S1-S5) & (S6-S7) and English (S1-S7) to cultivate students generic skills CAS was adopted to evaluate students learning progress and outcomes Parent endorsement mechanism in the DEAR Passport continued to foster parental involvement in promoting a reading culture in school Teachers need to continue to attend more NSS subject based seminars to be able to handle the demands of the NSS curriculum Focused class observation should be further encouraged for professional development of teachers

10 PI Areas Major Strengths Area for Improvement 4. Student Learning and Teaching S1 Summer Bridging Programme during the summer holidays was organized S4 conversational English lessons by the AWA volunteers were conducted DEAR Reading programme continued to enhance students interest in English KLA co-ordinators brainstormed strategies for uplifting public exam results A staff workshop on the implementation of the above the strategies was organized The Chinese Department designed a new curriculum to cater for the needs of the 2 non-chinese Speaking students (NCS) Last year s focus for Civic Education was Privacy of Personal Information 5. Student Support The Special Education Needs (SEN) Team continued its support ILC continued to foster independent learning in three language areas The LMS continued to serve as a platform to foster the self-learning culture Health development activities were organized Provisions were made to cater for learner differences with remedial classes in the 3 core subjects and enrichment classes in Mathematics Strategies need to be developed in order to motivate some passive and unmotivated students There need to be more fine-tuned strategies for uplifting students performance in public examinations

11 PI Areas Major Strengths Area for Improvement 6. Partnership The Student Association partnered with the Steering Committee on Promoting Voluntary Service The Careers Team joined the School-Company Partnership Programme led by the Young Entrepreneurs Development Council (YDC) and also a job shadowing programme under the guidance of the Junior Achievement Hong Kong The Counseling Team worked together with the Caritas in offering the PATHS programme to S1 and S2 students 7. Attitude and Behaviour As reflected by the encouraging responses in the Stakeholders survey, students have a positive attitude and the sense of belongings to school Students respect teachers and like their school There is an overall harmonious atmosphere and caring culture in school 8. Participation and Achievement Outstanding performance by the School Swimming Team SportACT Award Exemplary performance in the HK Schools Music and Speech Festival Students got 6 Gold, 21 Silver and 58 Bronze Individual Awards for Volunteer Service

12 9 SWOT Analysis Our Strengths A well established school organizational structure Strong emphasis on moral and spiritual development of students A good learning environment Well equipped teaching and learning facilities Suitable NSS subject combination is offered to meet students needs and expectations Most students are well disciplined, cooperative and friendly Most students put in effort in their academic pursuits Some student-centred/autonomous teaching and learning methods are in place There is the incorporation of Project Learning and subject integration into the curriculum to develop students generic skills A variety of co-curricular activities expose students to different learning experiences and help them to explore their potential There is a comprehensive assessment and reporting system in place Dedicated, competent and committed staff Good support for the school from parents, past students and the school sponsoring body Good link with the community & external organizations Hygienic and healthy school campus Our Weaknesses Lack of space for teaching, students self study, recreation and staff work place Maintenance problems of IT facilities Lack of space for NSS activities Some students are hesitant to express their views Some students are passive, dependent on textbooks and teachers guidance, and lack self-autonomous learning skills Some students lack motivation in learning and in taking part in extra-curricular activities School Development Plan (SFCC) (14/10/2011)

13 10 Our Opportunities Students have the opportunity to be exposed to different cultures and professions through workshops and overseas visits Students are engaged in different forms of Language Arts and English Language Enhancement activities The implementation of small class teaching in Liberal Studies and Chinese Language electives in NSS The implementation of remedial classes for core subjects in junior forms The implementation of small class teaching in English for F.1 students NSS students have the opportunity to be exposed to dynamic learning experiences through OLE activities The application of the intranet platform widens students scope of learning and facilitates teacher-student communication On completion of the school redevelopment project, students will have better learning environment and facilities Our Threats Growing problems in students families Some Form 1students lack self-management skills Some parents are over-protective of their children and impose pressure on school Some parents shift their responsibility of educating their children to teachers Some students and parents are generally weak in handling emotions Some students are so concerned with exam/academic results that they neglect the importance of the learning process and fail to develop their interest in learning Heavy workload for the school staff Teachers are overburdened with the demands of education reform initiatives Declining student number in secondary schools Declining standard of incoming F.1 students and growing divide in students academic abilities Very tight financial constraints on staff professional development Insufficient regular staff establishment to sustain NSS development Teachers are over burdened with the increasing number of Non-Chinese Speaking and SEN students Lack of resources to cater for the needs of SEN, Non-Chinese speaking students and their parents School Development Plan (SFCC) (14/10/2011)

14 11 Major Concerns for 2009/ /12 (in order of priority) 1. Implementation of the New Senior Secondary Academic Curriculum 2. To help students understand themselves and develop their self management skills School Development Plan (SFCC) (14/10/2011)

15 School Development Plan (2009/ /12) Major Concerns (in order of priority) Intended Outcomes / Targets Time Scale (Please insert ) 09/10 10/11 11/12 A General Outline of Strategies 1. Implementation of the New Senior Secondary Academic Curriculum Evaluation of the NSS curriculum with respect to: Subject offer with broad and balanced curriculum Flexible time-tabling to support subject development Appropriate staff development to enhance professional capacity Manpower allocation to maximize the use of manpower Other Learning Experiences Preparation for the cohort years: Manpower allocation Time-tabling Evaluate subject offer for NSS Evaluate manpower allocation for NSS Evaluate timetabling for NSS Evaluate OLE provided Teachers attend seminars and courses on NSS curriculum Work out manpower allocation and time-tabling for the cohort years Regular staff seminars, PTA seminars, School Advisory Committee meetings

16 (Cont d) Major Concerns (in order of priority) Intended Outcomes / Targets Time Scale (Please insert ) 09/10 10/11 11/12 A General Outline of Strategies 2. To help students understand themselves and develop their self management skills To enable students to understand themselves To develop students self management skills Time and finance management Stress and emotion management Adversity management To evaluate the theme of self management ( ) Design Home Programs to facilitate students self -reflection Hold a whole school programme/seminar to arouse students concern on their self management skills Implement students self management skills in subjects Finalize the focus and implementation plan of student formation based on questionnaires and teachers workshop

17 Annual School Plan 2011/12

18 15 Annual School Plan 2011/2012 Major Concerns (in order of priority) 1. Implementation of the New Senior Secondary Academic Curriculum 2. To help students understand themselves and develop their management skills 3. To hone students English for the NSS Electives, enrich the English learning environment in school, and provide support in the teaching and learning of English Annual School Plan (SFCC) (14/10/2011)

19 1. Major Concern: Implementation of the New Senior Secondary Academic Curriculum Strategies / Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required Prepare teaching materials for Whole year Teaching materials are prepared Use of Student Principal t NSS curriculum Over 80% of satisfactory rate in Option Academic Work out NSS subject choice of NSS electives as Programme Team combination for generated by the Student Option Seminar All NSS Teachers attend seminars and Programme records teachers courses on NSS curriculum 100% of teachers concerned Completion of All NSS Regular staff seminars, PTA attend seminars or courses on school-based students seminars, School Management NSS evaluation Parents of NSS Committee meetings Over 50% of NSS teachers and questionnaires students Evaluate manpower parents of NSS students agree by NSS Student allocation, time-tabling and with the implementation of NSS teachers and Association OLE arrangement curriculum parents of Prepare F.6 students for Term-end evaluation reports with NSS1 students JUPAS and non-jupas suggestions for identifying the Evaluation application strengths and solutions for the meetings Review current teaching and problems encountered in Staff learning effectiveness time-tabling, manpower consultation allocation and OLE arrangement meeting Provision of information on Minutes multi-pathways through seminars for F.6 students and parents Evaluation reports on current teaching and learning effectiveness

20 2. Major Concern: To help students understand themselves and develop their self- management skills Strategies / Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required To organize activities to help Whole year More than 60% of students Completion of Principal $ 15,140 students: agree that the activities can School-based Student To face adversity help them: Evaluation Formation To develop adversity face adversity Questionnaires Team (SFT) management skills develop their adversity by teachers, Form teachers management skills students and All Staff Data analysis and evaluation by More than 50% of the target parents All students students and teachers parents agree with the Data analysis Parents implementation of the report St. James Organize a workshop for teachers self-management skills Settlement to prioritize the needs of our More than 50% of teachers students so as to explore the agree that the activities can direction of student formation in help students: the coming years Face the adversity develop their adversity management skills The direction of student formation in the coming three year is honed.

21 3. Major Concern: To hone students English for the NSS Electives, enrich the English learning environment in school, and provide support in the teaching and learning of English Strategies / Tasks Time Scale Success Criteria 1. Hiring a tutor to conduct a course for Sep 2011 to More than 70% of students Form 2 on Teaching English Through Aug 2012 will pass an oral assessment Poems and Songs and Choral Speaking given at the end of each term in collaboration with regular English evaluating their performance teachers as preparation for NSS in the monologue, duologue Curriculum or short play based on the poems and songs covered in This strategy will reinforce the MOI the course. policy of our school as students oral More than 70% of students English skill will be honed and their will pass in the mechanics of confidence will be boosted PSHE presentation 2. Hiring a tutor to conduct a Teaching Sep 2011 to More than 70% of students English Through Social Issues Course Aug 2012 will pass an oral assessment for all Form 3 students in collaboration given at the end of each term with regular English teachers as evaluating their performance preparation for NSS Curriculum in the course This is a parallel strategy which will address the demands of English and our MOI requirements as students understanding of local and international topical issues is strengthened Methods of Evaluation oral assessment Oral speaking assessment in PSHE oral assessment People Responsible Regular English teachers Course Tutor All Form 2 students PSHE teachers Regular English teachers Course Tutor All Form 3 students Resources Required $89500 $79500

22 Strategies / Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 3. Hiring a teaching assistant for assisting Sept 2011to 60% of the English teachers Questionnaire All English $ teachers in implementation of various Aug 2014 agree that the teaching Counting teachers English learning activities and assistant is effective in curriculum development assisting teachers with the implementation of various The implementation of various English English learning activities, learning activities will foster an curriculum development and English-rich environment in our independent learning. school, in turn, will support our A total of about 500 English schools MOI as English learning tasks will be developed for the The English learning tasks in the ILC Independent Learning will cover topics related to the contents Centre by Aug of other subjects with the aim of reinforcing students comprehension and vocabulary 4. Hiring a full-time English teacher for Sept 2012 to In the academic year , Vocabulary All English $ months so that three serving English Aug 2013 Form 3 students quizzes teachers teachers will be released for developing will demonstrate acquisition Questionnaire All Liberal a school-based teaching package which of the vocabulary and Studies prepares students for learning Liberal expressions in quizzes. A teachers Studies pass rate of 60% is expected. All Form 3 60% students will and 4 students demonstrate use of vocabulary and expressions

23 Strategies / Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required This will improve students vocabulary, and organization skills in sentence construction, comprehension newspaper-cutting and answering techniques for a variety assignments. of question types Form 4 students will demonstrate acquisition of the vocabulary and expressions in quizzes. A pass rate of 60% is expected. 60% students will demonstrate use of vocabulary and expressions and organization skills in newspaper cutting assignments. 60% students show improvement in LS assignments in terms of use of vocabulary and expressions and organization of ideas in answering various essay-type questions.

24 Strategies / Tasks Time Scale Success Criteria 5. Hiring professional service to assist Sept 2011 to 60% participants agree that English teachers in setting up an Aug 2012 the drama activities have English Drama Club, which provides enabled them to learn drama training for its members, and skills and boost their developing related teaching materials confidence in using English. Methods of People Evaluation Responsible Questionnaire Teacher advisors of the English Club All student participants Resources Required $ The lunch time English conversation Sept 2011 to 70% participants agree that Questionnaire School classes with the members of the AWA Aug 2012 the activities have made coordinator for (American Women s Association) for them better and more the AWA Form 4 students and the English confident speakers of Programme Ambassador Programme for the Form 1 English Teacher students will provide speaking advisors of the opportunities for our students in a more English Club casual environment All student participants

25 Measures to broaden student s choices of elective subjects for 2009/10 to 2011/12 cohort, for 2010/11 to 2012/13 & for 2011/12 to 2013/14 of senior secondary students The following programme is adopted with the support of EDB s Diversity Learning Grant (DLG): Estimated no. of students involved in each Evaluation of DLG funded Programme Strategies & benefits anticipated Name of programme Duration of the programme Target students school year 09/10 10/11 11/12 12/13 13/14 student learning / success Teacher-in-charge indicators Other In view of the small Ethics & 3 years S /10 S4 Students will Jointly Programmes numbers of students opting for ERS, this network programme with Canossa Religious Studies (network programme) students N.A. N.A. 2010/11 S4 N.A N.A. take the HKDSE Examination organized with Canossa College, Pui Tak Canossian College, Pui Tak Canossian College 2011/12 S4 College & Aberdeen & Aberdeen N.A. N.A Technical Technical School School and Holy can help to cater for Family of students diverse Canossian needs College.