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St. Paul’s Convent School School Report 2015-2016

School Profile School Vision St. Paul’s Convent School aims to provide a seamless bilingual education for girls, in a happy and motivating learning environment, so that they will learn to embrace the Paulinian heritage of truth, beauty, goodness, nobility and honour. Mission Statement St. Paul’s Convent School aims to provide an all-round education based on Christian values that enhance the quality of life of Paulinians, both materially and spiritually, so that they can contribute positively to their home, profession and society with charity, conscience, confidence, courage, creativity, competence and commitment. School Motto OMNIA OMNIBUS is the school motto and is translated as “All things to all people” in English. It is taken from the first letter of St. Paul to the Corinthians, Chapter IX: 22, where St. Paul instructs the Christians to serve and embrace all people irrespective of class, race and religion. It is our avowed intention that no talented student will be denied admission to SPCS for purely financial reasons. There is a generous scholarship/fee remission scheme provided by the school. It is expected that each year no fewer than 30 % of students will benefit from the scholarship/fee remission scheme. School Core Values SPCS is a learning school in a learning world for a learning century. Our core values are integrity, joyfulness, simplicity, hard work and excellence. School Governance The school is managed by the School Management Committee which is accountable to its Sponsoring Body, the Sisters of St. Paul de Chartres, which was incorporated under ‘Soeurs de Saint Paul de Chartres Incorporation Ordinance (Chapter 1046)’, and which in turn is accountable to the Education Bureau. In pursuing excellence in quality education, a Quality Enhancement Team has been established to ensure the successful implementation of school goals and the continuous improvement in educational standards as well as sustainable school development. Furthermore, in view of the complex nature of modern schooling, distributed

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leadership is practiced through the School Leadership Team, which provides support to the Principal on the formulation of school-based plans to facilitate the smooth day-to-day running of the school. An Administration Team, which meets every Monday morning, helps to ensure that any upcoming issues are dealt with effectively and efficiently. There is also a School Advisory Board, consisting of three elected teacher members and parent and alumni representatives, whose main duties are to regularly review the existing channels of communication, the role and functions of various committees as well as to set up new committees, or dissolve irrelevant ones, in consultation with the teachers concerned. The School Advisory Board participates in tasks or functions initiated by itself, or delegated to it by the School Management Committee, insofar as such activities do not conflict with the best interests of students and the provisions in the Education Ordinance applicable to SPCS. School Goals • To provide an all-round education based on Christian values for our students and to instill

in them a Paulinian spirit that embraces all that is true, good, beautiful, noble and honourable.

• To give our students a Christian-oriented education which includes spiritual and religious

values as well as physical, moral, intellectual, emotional, aesthetic, technological and social development.

• To foster in our schools an atmosphere of mutual trust, understanding and unity that all

students and teachers can benefit from. • To enable students to develop into women of high integrity who are academically

prepared and fully equipped to take their place in society and carry out various responsibilities in their home, profession and community in which they live.

• To inculcate in students the ability to appreciate the finer and nobler things in life as well

as the sensibility to value beauty, goodness and truth. • To enable students to develop into individuals who can respond to human needs, putting

their knowledge and talents at the service of others, particularly the less privileged. • To instill in our students an awareness and pride in their national heritage and the beauty

of their own culture while being open to developing a global outlook and an appreciation of the beauty in other cultures.

• To embrace a positive attitude towards life and to encourage generosity in terms of giving

time and talent to the cause of building a better world. • To share a common vision and to work with a united purpose in personal and professional

harmony.

• To provide an appropriate, happy teaching/learning environment in which our students can be guided, challenged, corrected, taught and nurtured into becoming upright individuals capable of contributing positively to the society they live in.

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School Theme and Future Development The school theme for the five years is "Building a Successful and Sustainable Future". By seizing an opportune moment to launch the SPCS-based New Senior Secondary curriculum, our school has succeeded in preserving the Paulinian tradition of self-directed and self-managed learning and whole-person development. Major Development Milestones and Aims: • To foster English, ICT, greening, reading and e-learning across the curriculum.

• To plan and work collaboratively to ensure the smooth implementation of the New Senior Secondary curriculum and School-based Assessment requirements.

• To develop student electronic learning portfolios and e-learning platforms in order to enhance students' life-long learning skills and all-round development.

• To strengthen collaboration with tertiary institutions to provide applied learning programmes, alternative international curriculum and assessment, and other diversified programmes that will enrich students' learning experience.

• To offer an international curriculum and assessment methods in order to provide students with diverse education pathways for further education.

• To develop teaching and learning strategies to enable non-Chinese Paulinians to learn Chinese as a Second Language. This would help them develop a deeper appreciation of Chinese language and culture, integrate more effectively into the local community, and enhance their career prospects.

• To develop and implement an efficient, student-centred and subject-based e-platform, the E-Learning Multi-subjects Online (‘ELMO’) system to facilitate self-directed learning and e-portfolio submission.

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School Management Structure

Administration Public relations Academic Pastoral Care

• Administration • Office

Management • Building and

Infrastructure • School Safety • Management

Information System

• Human Resources

• Home-school Cooperation

• Hospitality • Alumni Association • Official School

Functions • Contingency Team • International

Exchange and Partnership

• Publicity and Recruitment

• Staff Development - Induction - Teaching Practice

Team - Ongoing Staff

Development Team • Panel Head

- Form Coordinator - Subject Teacher

• Curriculum Implementation - Resources

Management - Timetabling - Examinations - BTEC, NSS, IGCSE

& GCE (ASL& IAL) ● Other Supporting/

Special Programmes

• Prefects’ Board - Discipline - Environmental - Paulinian Board - Welfare Unit

• Discipline Team • Careers/Further

Studies • Extra-curricular

- House - Club/Societies

• Counselling and Guidance

• Paulinian Award Scheme

• Religious/FLE/Moral Education

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Number of School Days The total number of school days was 190. Lesson time for the 8 Key Learning Areas Lesson time allocated to the 8 key learning areas and LS in 2015-2016 was as follows:

KLA* English Language Education

Chinese Language Education

Mathematics Education

PSH Education

Science Education

Technology Education

Arts Education

Physical Education

Liberal Studies

F1 16.1% 19.6% 14.3% 19.6% 8.9% 5.4% 8.9% 3.6% 3.6% F2 16.1% 19.6% 14.3% 19.6% 8.9% 5.4% 8.9% 3.6% 3.6% F3 12.5% 19.6%,

12.5%, 12.5%

12.5%, 19.6% 12.5%

46.6% (depends on subject choice) 46.6% (depends on subject choice) 53.7% (depends on subject choice)

3.6% 3.6%

F4 12.5% 12.5% 12.5% 51.8% (depends on subject choice) 3.6% 7.1% F5 12.5% 14.3% 14.3% 41.0% (depends on subject choice) 3.6% 14.3% F6 12.5% 14.3% 14.3% 41.0% (depends on subject choice) 3.6% 14.3% GCEAS 14.3% 7.1% 17.8% 57.2% (depends on subject choice) 3.6% - GCEA2 - - 26.8% 69.6% (depends on subject choice) 3.6% -

* A total of 22 sessions of Diversified Interest Programme (DIP) were offered to Form 1 to Form 5 students on Wednesday afternoons to enrich their other learning experiences (OLE). School-based French and Spanish courses were offered to Form 1 to Form 4 students at four different levels (F1-F4: 4:00-6:00 pm) by the School of Modern Languages and Cultures, the University of Hong Kong, on Mondays and Fridays. Class Organization and Enrolment The school reopened on 1 September, 2015, with a total number of 1182 students in thirty-six classes. There were six classes each in Form One to Form Six. The breakdown of the enrolment number of 1182 students was as follows: Form One Two Three Four Five Six Total No. of classes 6 6 6 6 6 6 36 Enrolment 237 221 214 199 172 139 1182 Students’ Attendance Students’ attendance was satisfactory, with the average rate being 97.2%. Form One Two Three Four Five Six Overall Attendance Rate 97.7% 97.9% 98.3% 96.4% 97% 95.7% 97.2% Catholic Students The number of Catholic students was 357, making up 30.2 % of the total student population. One student was baptized during the Easter Vigil.

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School Formal Curriculum for 2015-2016

KLA Form Subjects F1 F2 F3 F4 F5 F6 English Language Education

English Language Literature in English English as a First Language English as a Second Language

Chinese/French /Spanish Language Education

Chinese Language Chinese Literature Ming Yi French Spanish Chinese as a Second Language

Mathematics Education

Mathematics Further/Pure Mathematics DSE Mathematics Module I & II

Science Education Integrated Science Physics Chemistry Biology

Technology Education

Computer Literacy/ICT Accounting/BAFS Home Management

PSH Education Economics Geography History Chinese History Religious Studies/ Ethics Liberal Studies Business Studies Learning to Learn Health Education

Arts Education Visual Arts Music/Creative Music

Physical Education Physical Education

Applied Learning Interior Design Foundation in Chinese Medicine

BTEC

L2 Home Cooking Skills L3 Art & Design L3 Business L3 Creative Media Production L3 Performing Arts (Musical Theatre)

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Achievements and Reflection on Major Concerns of 2015-2016 Major Concerns: First Priority: To sustain a diverse curriculum and offer multiple pathways to students

so as to prepare them for successful entry into tertiary education Achievements: Diverse curriculum and subject choices

• The school continued to offer multiple curriculums - BTEC, IGCSE, NSS, GCE, IAL and diverse subject choices for students, to cater for different learning needs and to broaden study pathways, has been welcomed by both parents and students. The outstanding results released from IGCSE, HKDSE and GCE/IAL have been posted up on the bulletin boards for review.

• Following the smooth implementation of BTEC L3 Performing Arts (Musical Theatre)

and BTEC L3 Art and Design in 2014-15, three more new BTEC courses, namely BTEC L3 Creative Media Production, BTEC L3 Business and BTEC L2 Home Cooking Skills were offered to F3 students and began teaching in September, 2015. In addition, the 1st cohort of the BTEC L2 Home Cooking Skills students completed their course in June 2016 and received their certificates in July 2016.

• IGCSE English as a First Language (EFL) and English as a Second Language (ESL)

were both offered to students as an alternative choice in the F4 curriculum. Many students took the EFL examinations and achieved excellent results in the IGCSE examination. This curriculum arrangement with an infusion of HKDSE English components can cater for the diverse range of student ability and lays a strong foundation for the HKDSE English Language examination.

• To strengthen Chinese proficiency, additional Chinese lessons were offered to F3 and

F4 students in the regular time table, while remedial lessons were offered to F1 & F2 students during the 9th period, and F5 & F6 students during DIP and post-examination period. In addition to the school-based self-study Chinese language handbooks for both the Junior Form and Senior Form students, three new ebooks were developed and published to enhance their reading skills.

• Extra modules on GCE Further Mathematics were opened and taught by a

Mathematics expert in the 9th period, on Saturdays, during DIP and in the long holidays. The knowledge gained enables students to have more options in their curriculum choices and better improve the quality of their applications for tertiary institutions.

• A total of 205 students enrolled in the French and Spanish courses conducted by the

School of Modern Languages, HKU.

• One Form 6 student completed an Interior Design course, an Applied Learning programme offered by VTC, with Distinction. One Form 5 student enrolled a Foundation in Chinese Medicine course.

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• Throughout the academic year, teachers attended different seminars and workshops on BTEC, IGCSE, GCE/IAL, NSS and SBA, conducted by the Edexcel, EDB, HKEAA or tertiary institutions, to enrich their professional understanding of the latest curriculum developments in their KLAs.

• Parents and students found the F2 Parents’ Day and the Form 4 Parents’ Day useful,

as they were able to have a better understanding of the requirements of various subjects and the career pathways offered by different subject combinations.

Career Life Planning & Preparation for further studies

• An additional Careers Counselor was employed for the fifth year to offer careers advice to senior form students. The counselor reviewed students’ personal statements, trained them in interview skills and enhanced their understanding of their own potential, study pathways and career aspirations. The feedback from students was very positive.

• The Careers and Further Studies Team organized comprehensive activities to prepare

students for their further studies. Various UK and local universities came to our school to give admissions talks, as well as subject specific talks on Law and Medicine, to our senior form students. Talks on overseas studies in Singapore and France were also organised to help students better understand different study pathways and how to gain successful entry into tertiary education. Sharing sessions by graduates studying in various tertiary/university programmes were also arranged, which allowed our students to have a more in-depth understanding of the features, requirements and characteristics of the programmes. Other career-related activities, including workshops on preparing SLP, CVs, personal statements and interview skills, and job-shadowing programmes run with SPCS Alumni and PTA were also provided. Individual and group counselling services were also offered.

• For F4 students, a special half-day Career Mapping Workshop was organised during

the post-examination period. Students learned a variety of transferable skills on managing their learning styles and attitudes, as well as a series of career-building strategies which not only helped the students to set their academic and career goals, but also helped them acquire the knowledge and skills needed to make informed curriculum choices and career plans.

• The Student Learning Profile system was implemented successfully. All Form 1 to Form 6 students became acquainted with the features of the system. The system was especially useful for Form 6 students, enabling them to work out their own OEA for JUPAS/Non-JUPAS or UCAS applications.

• As before, overseas study tours to Stanford University (USA), Brescia University College (Canada), University of Oxford (UK), Empire Mock Trial in San Francisco (USA), Europe Music Tour (Czech, Vienna and Berlin), French Immersion Tour (France), Spanish Immersion Tour (Spain), Tsinghua University (China) and the Environmental Tour at Zhaoqing (China) were organized to give students a taste of university learning, develop their self-management skills, foster mutual understanding between nations, create native-language learning environments and to appreciate diverse learning experience.

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• In addition, various talent programmes, the FoShan Sport & Art Summer Camp, the Beijing Science Tour, HKU STEM Summer School and the HKUST Joint School Science Programme were organized for arts, sports and science students during the post-examination period. These provided students with valuable opportunities to attend in-depth theoretical courses, to do scientific research and experiments, sports trainings or cultural art workshops with professors and world-class experts in the fields concerned.

Reflections:

• The Applied Learning programme can further be promoted to students and parents. The pilot scheme offering courses with wider careers spectrum, like Animal Care and Chinese Medicine, runs at the F4-F5 level can be investigated with EDB and various course providers to broaden students' further studies and careers pathways.

• To cater for students' diverse interests and to maximise their learning opportunities,

Wednesday DIP can be extended to end at 5pm so that students can join 2 different DIP classes every Wednesday afternoon. Students can attend interests classes like orchestra, dance or sports in one DIP session to develop their potential and in the second DIP session, they can join an enrichment class of BTEC, STEM, EITP or core subjects like Chinese and Mathematics.

Second Priority: To implement new curriculum initiatives such as EITP and BTEC in

related subjects and levels Achievements: Enriched Information Technology Programme (EITP)

• Being selected by the Office of the Government Chief Information Officer (OGCIO) as one of the EITP partner schools, the school is receiving funding (total of HK$5M) to provide enhanced IT training to Form 2 to 6 students for four cohorts from the 2015/16 school year to the 2022/23 school year.

• In this year, 80 F2 students were recruited as the first EITP cohort. They were divided

into a Wednesday group and a Saturday group to attend classes and workshops on 4 different modules (24 hours of learning per module) namely Digital Creativity, Mobile Apps, Digital Games and Web Authoring. Advanced IT topics covering virtual reality, 3D printing, smart devices, robotics, and apps/game/webpage programming.

• In addition, talks, site visits and tours were arranged to give students opportunities to

meet IT professionals and to gain an understanding of the future development of today's digital society.

• On 7th November 2015, OGCIO held the EITP launching ceremony with the

Financial Secretary, Mr. John Tsang, as the officiating guest. Over 300 secondary school students attended the ceremony, pledging their full commitment to enhance their knowledge and skills in IT through project-based learning and competitions.

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• On 5th and 6th November 2015, Professor Gary Antonick from Stanford University hosted a workshop on Creativity and Innovation at our school. This 2-day workshop introduced an innovative tool called Design Thinking, which was popularized by Stanford Design School, and emphasized an understanding of customer needs and rapid product development with arts-and-crafts type materials. The expertise of Professor Antonick, our active and engaged students, as well as our supportive staff members made the workshop a huge success!

• On 17th December 2015, the EITP students and the Form 5 Art students, visited City University of Hong Kong to learn more about digital creativity. The students were treated to a tour of cutting-edge research projects and applications of new technologies in several areas. In the university’s Apps Lab, students learned more about creating mobile apps to solve problems in their daily lives, while in the Innovation Commons, current and former City University students shared their experience in setting up new enterprises around technology. In the Creative Media Center, students experienced an impressive 360-degree immersive 3D recreation of the Magao Caves of Dunhuang, in China’s Gansu province, seeing how technology is helping in not only preserving historical sites but in bringing them to life for audiences. The students also saw entertaining films and 3D animations made by Creative Media undergraduates. One of the highlights was a live demonstration of an interactive 3D system for helping people with severe learning difficulties develop life skills, showing how technology can be used for the benefit of all. Our students left with a new sense of the possibilities of digital creativity and a greater awareness of potential study options and career paths in this area.

• On 9th January 2016, 29 EITP students participated in the Microsoft YouthSpark Day Camp. They had the rare opportunity to take a tour of Microsoft's newly renovated high-tech office and met some of the company’s employees, who briefed them on Microsoft’s latest innovations, such as the Skype Translator and Microsoft HoloLens. Our students also participated in the Minecraft Hour of Code, when they were able to utilize block coding to complete various puzzles. In addition, they joined the GirlSpark Camp sharing session and heard industry leaders talk about “Social Media and Enterprise Digital Transformation”. Our students were extremely inspired by the speakers’ creative use of social media and mobile applications to achieve various commercial goals. They left the Microsoft office with a new perspective on the potential of mobile applications and a greater awareness of the future of IT development.

• On 16th March 2016, a group of EITP students visited the Commonwealth Bank of Australia’s Innovation Lab. The premises included a “split testing room” for technological experts to monitor how customers use their online applications as well as a wall showing live data analytics of customer spending habits all around Australia. Highlights for the students included 3-D virtual reality (VR) glasses, a mini-segway, as well as a “Game of Life” simulator which predicted whether our wellbeing and life goals would be ideal in 5 years time based on the choices we make now.

• On 11th May 2016, some EITP students visited Madhead Studio, a local startup

business famous for its mobile game “Tower of Saviors”. In the visit, students learnt of the vision of the company from the CEO and gained an understanding of the development of the computer game industry as well as the various roles undertaken by staff in the game development process.

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• On 13th May 2016, some EITP students and IT prefects went on a one-day-trip to Shenzhen, China. Students visited museums exhibiting the economic and technological achievements of the city in recent decades. They also visited BGI, China’s greatest genomics company. Research staff introduced them to the contributions made by genetic engineering in food production and also in health care in the areas of hereditary and contagious diseases. Everyone learnt a great deal about the application of technology to life science and medicine.

• The EITP Recruitment Day (for the 2016-17 cohort) was held successfully on 18th

May 2016. The programme began with the sharing of teachers and current EITP students. Then, there was a showcase of Scratch programs, Mobile Apps, Digital games, Web design, Robotics, Augmented Reality and Nao the robot. All F.1 students were looking forward to joining the EITP next year while the F.2 members enjoyed themselves as helpers and tutors.

BTEC Programme

• Five BTEC courses L3 Art and Design L3 Business L3 Creative Media Production

L3 Performing Arts (Musical Theatre) L2 Home Cooking Skills

were implemented smoothly with a total enrolment of 61 students in the first cohort.

• Two External Verifications were held successfully for each BTEC subject where good practices were identified and guidance for further development was given by the Standards Verifier. All EV reports have assured us that our BTEC courses are operating well with high quality while maintaining international standards.

• The 1st cohort of BTEC L3 Performing Arts (Musical Theatre) students completed

their course in January 2016 with Distinctions while the 1st cohort of the BTEC L2 Home Cooking Skills students completed their course in June 2016 and received their certificates in July 2016.

• A F6 BTEC Performing Arts (Musical Theatre) student received the 2016

Outstanding Student Award from Pearson for her outstanding performance over the course.

Reflections:

• The EITP was successfully implemented with good responses from students. Both teachers and students learn together, not just on upgrading their IT knowledge, enhancing their logical thinking and creativity but also, through group-built projects, sharing of outcomes and peer evaluation, a learning community with a culture of life-long learning is nurtured among teachers and students. SPCS is a learning school in a learning world for a learning century.

• School resources (both IT tools and programmes) were available and sufficient. High

performance 3D printers, programmable robotics, galaxy tabs and software licenses for animation and 3D modeling were purchased and installed on demand. A mobile computer lab with about 40 new notebook computers has to be set up so that the coming EITP cohorts can have venues for lessons.

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• BTEC subjects are welcomed by students as continuous assessment instead of examinations are used to grade students' abilities, and thus can cater for different learning needs.

• As teachers have accumulated good experience in delivering the BTEC curriculum,

new cohorts and new BTEC subjects can be introduced according to the demands of the students and the availability of teachers in the specific disciplines.

Third Priority: To continue our leading role as a Professional Development School and

UNESCO Experimental and Exemplary School for sustainable development

Achievements: Professional Development School (PDS)

• All PDS activities were held smoothly and completed successfully around the topic - "An Innovative Experimental Approach to Problem-solving through Scientific Explorations". It was kicked off with school visits to the three partner schools in August and October 2015 where ideas were exchanged between the science panel heads and plans were formulated for conducting innovative experiments on algae and aquaponics systems with teachers and students in each school. Our PDS partner schools found the visits very fruitful and stimulating because a platform which facilitated professional exchange and dialogues among teachers, scientists and professionals from both outside and within school was built.

• PDS Seminar 1 on ‘The Wonders of Micro Algae with Demonstration’ was held in

our school on 31 October 2015. There were seventy-seven participants, including teachers, lab technician and students. The seminar started with a lecture about the structure and setup of an aquaponics system. Both the teachers and students were impressed by the siphon system as well as the ecosystem generated by the process of photosynthesis that simultaneously supported the growth of plants and fish. It was followed by Dr. Albert Cheung’s lecture on the wonders and significance of algae as a source of future food and energy. Students did an inspiring experiment on making ‘Algae Beads’. They all enjoyed the process and gave positive feedback. Teachers, not just took algae samples back to their own schools to culture, but also took many ideas on how to motivate students to learn science and to enhance science teaching through experiments.

• PDS Seminar 2 on ‘Big Ideas and Science Process Skills’ was held on 3 November

2015. Fifteen participants, including teachers and representatives from the EDB attended a talk conducted by a guest speaker, Mr. Wong Chi Kin, who shared with the teachers different science concepts and scientific processing skills that could be integrated and applied in science teaching. The speaker also discussed with teachers the problems and solutions encountered in delivering the NSS curriculum e.g. the insufficient time to do experiments, students' diversity in ability and interests.

• PDS Seminar 3 on ‘Experience Sharing on Setting Up an Aquaponics System’ was

held on 15 December 2015 in IVE, Shatin. Nineteen participants including teachers and technicians paid a site visit to IVE and attended a sharing and demonstration on the theory and operational principles of the ‘Constant Height One Pump’ (CHOP)

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design used in the aquaponics system in IVE. It also informed participants of its set up, running cost and related student projects through the Ecocube which is a large-scale educational aquaponics system developed and run by students and lecturers in IVE. On the whole, teachers found the seminar very informative, insightful and practical.

• PDS Seminar 4 on ‘Demonstration & Experiment on Soap-making’ was held on 13

May 2016. Twenty-one participants, including teachers and students attended the seminar. In the process of soap-making, students were guided through a scientific investigation process highlighting problem-solving, data collection, measurement, analysis and lab safety skills. It was a rewarding learning experience for both the students and teachers.

• PDS Seminar 5 on “How to Improve Students’ Technical Writing Skills” was held on

31 May 2016. Ten participants, including teachers and EDB representative attended the seminar. Mr. Peter Blythe explained systematically, with examples, the essential elements and structure of a good science report. He also highlighted the significance of good planning, observation, interpretation and analysis in producing a science report with clarity and accuracy. Teachers found the sharing very useful and practical in improving students' writing techniques.

UNESCO Experimental and Exemplary School for sustainable development

• On 9 April 2016, eighteen students became the UNESCO Peace Ambassadors and attended the Peacemakers’ Cultural Celebration at Science Park to promote peace and cultural diversity. The students presented the theme - ‘The Wonders and Characteristics of Popular Chinese Cultural Art' in their exhibition booth with games and exhibits. The games proved to be very popular to the visitors and everyone had a fun-filled day. In this program, our students learned about peace, global citizenship and respect for diversity of cultures.

• Eight F4 students participated in the UNESCO ESD Learning Program 2015/16.

With their project "Enlivening Aberdeen", they won the Second runner-up and also received the Grand ESD Thematic Award, the Grand ESD Award Grade 2, Written Group Project Report Award Grade 2 and Presentation Award Grade 1 with the theme "Built Environment and Place making".

• Ten F.3 to F.5 students, who were on the committee of the Conservancy Club in

2015-2016, joined the Youth Energy Saving Award, organized by Environmental Bureau of HKSAR and obtained the Gold Award. In the first round of this competition, each team member first enriched her energy saving knowledge by participating in an online quiz, and then they submitted a proposal for promotion strategies and action plans to reduce energy consumption in their home and in society. After being shortlisted, team members were invited to present to the judging panel their insights of energy saving. The team won $60000 cash awards for donation to Po Leung Kuk.

• A conservancy tour to Zhaoqing was arranged for all Form 1 students on 17 – 18 Dec

2015. The tour gave students a better understanding of the unique landscape of Zhaoqing, its changes and the relationship between the natural environment and human activity.

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• On joining the Pilot Scheme on Promoting Interflows between Sister Schools in Hong Kong and the Mainland, a FoShan Sport & Art Summer Camp was organized for 40 arts and sports students for exchange activities with our sister school, Foshan Hua Ying Middle School, in Mainland. The tour, not only enabled students to attend training courses on sports and arts, but also facilitated cultural interflows with the Mainland, expanded the school's network, enhanced teachers’ professionalism and broadened students’ horizons.

• From September, 2015 to August, 2016, a total of 25 overseas tours were organized.

The total number of participants was 812. This further broadened the international perspectives of our Paulinians and enhanced their other learning experiences.

• The school hosted many international visitors throughout the year; they came to share

our school’s experiences in areas such as the school-based curriculum, greening, STEM and IT in education.

Reflections:

• In the PDS scheme, teachers were fascinated by the many possibilities of experiments and STEM education that can be conducted with algae culture and the aquaponics system. Cross curricular understanding and professional exchanges are vital to continuous discovery and enquiry of scientific topics to enhance science teaching and learning.

• The peace programme enriched students’ knowledge of the importance of peace and

harmony. It would be good to continue this programme in the next academic year to nurture the global citizenship of Paulinians.

• The school will continue to explore new cultural/environmentally-related tours in new locations to cater for different students' diverse needs and interests.

Fourth Priority: To further identify and develop areas of excellence in all subjects

especially through the use of ipads and e-learning materials Achievements:

• With the provision of iPads, various elearning platforms and teaching apps including ELMO, English Builder, 智 愛 中 文 平 台 , Twig - world, Edmodo, Moodle and platforms supplied by textbook publishers, teachers can enhance their teaching, motivate and monitor students' learning progress better. New and more effective pedagogies have been explored, developed and shared among the teaching teams.

• The eBook development programme was held during DIP sessions and the post-

examination period. This year, one hundred Form 2 to Form 4 students joined the programme to produce ebook for subjects including History, Economics, RS, Geography, Chinese, Chemistry and Physics. About twenty ebooks were produced. The selected ones, categorized under individual subjects, have been stored together

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with the ebooks produced in the previous years on the school's ipads and these ipads are available for loan to students from the library.

Subjects No. of ebooks developed and selected as library collection

English 10 Chinese 65 Science 26

Humanities 24Moral Ed & Cultural Art 20

Speech & Dance 3 Total 148

• IT safety and ethics talks were organized for students and teachers to update them

about the strengths of the fast development of technology as well as issues related to data privacy, health and the risks of social networking.

Areas of excellence in different subjects

• Twelve Form 4 and Form 5 students participated in the 2016 Hong Kong Inter-School Mock Trial Championship and won the Champion Team prize. They also won two individual awards: the Best Attorney Award and the Best Witness Award. The team has subsequently been invited to represent Hong Kong in the Empire New York World Championship, one of the most competitive international mock trial competitions for secondary school students in November 2016.

• In the Hong Kong Bar Association Debating Competition, our debate team won the 1st Runner-up. They also got the 1st Runner-up in the senior section of the Hong Kong Secondary Schools Debating Competition. Furthermore, our students took part in the 31st Singtao Debating Competition and reached the quarter-finals. In the St. Patrick’s Cup Debating Competition, organized by the Consulate General of Ireland (Hong Kong and Macau), our team was one of the five winning teams, as well as the Second Runner-up in the Public Speaking Award Section. One team member got the Best Speaker Award.

• A Form 4 student was selected as one of the winners in the WYNG Philomathia

Student Essay Contest 2015-2016 for her essay on the theme of "Waste". Her prize consisted of a one-week all expenses paid trip to experience college life at Cambridge University.

• 在 2015-2016「中國中學生作文大賽」，來自中國 20 多個省巿，約 150 學生，

參與聽、讀、寫的選拔賽。本校一名中三同學比賽中脫穎而出，獲得最高榮譽

的獎項─「恒源祥文學之星」。另外兩名中二同學亦榮獲初中組銀獎及初中組

銅獎。

• In the Secondary School Mathematics and Science Competition 2016, five Form 5 students obtained High Distinction and 2 got Distinction in Biology. In Chemistry, 6 students got High Distinction and 7 got Distinction. In Mathematics, 3 students got High Distinction and 3 got Distinction. In Physics, 1 student got High Distinction and 1 got Distinction.

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• In the Science Assessment Test 2016 organized by the Hong Kong Association for Science and Mathematics Education, 9 students obtained the Diamond Award, 10 got Gold, 6 got Silver and 2 got Bronze.

• In the 2015 Australian National Chemistry Quiz, three Form 5 students were

presented with the “Award of Excellence” by scoring 100% in the quiz. Also, there were 7 High Distinction Excellence, 23 High Distinction, 46 Distinction and 24 Credit awards.

• Ninety-one F.5 students participated in The Chemists Online Self-study Award

Scheme (COSAS) 2015 organized by Hong Kong Virtual University and Education Bureau. Through studying pre-seminar materials, viewing online seminars and completing online assessment tasks, 50 of them obtained a Platinum Award, 4 got Gold, 4 got Silver and 16 got Bronze.

• The Final Judging of the 15th Awarding Program for Future Scientists (第十五屆「明天

小小科學家」獎勵活動) was held in Beijing, from 20 to 27 October 2015. One hundred finalists were selected from 719 representatives from 23 provinces, cities and autonomous regions of China. They were judged based on a written test on scientific knowledge, an integrated assessment on a personal quality and a project presentation. A Form 6 student won the 2nd Place Award with her project entitled ‘Homemade pastel’.

• In the 31st China Adolescents Science and Technology Invention Contest, held in

Shanghai, a Form 5 student presented her project “Lab Made Paint Reinvented!” and her booth attracted a great crowd in the Open Exhibition. She attained the 2nd Place Award in the category of Chemistry. One Form 3 student obtained the “Star of Creativity Award” in the category of Science and Technology Creativity for her project “Artificial Skin”. She received a Gold medal and sponsorship to join the exchange programme in Shanghai. Another Form 3 student received the Outstanding Creative Award for her project “Reuse of Immobilized Amylase".

• In the Final Judging of the 14th Guangdong Adolescents Children Inventions Award

Competition held in Guangzhou, our Form 3 student team won the Hong Kong and Macau Special Award with their project entitled "New Spin on an Alternative Method of Powering Ships". They break over four hundred finalists from Hong Kong, Macau and other cities in Guangdong province.

• In the “Digichem” Video Production Competition for HK Secondary Schools 2016,

two teams of students participated in the competition and produced videos entitled "Polylactic acid – Powerful Laundering Agent" and "Lab Made Paint Reinvented!" respectively. The Form 3 team won the Champion in the Junior secondary division while the Form 5 team won the Champion in the Senior secondary division.

• In the Hong Kong Student Science Project Competition, one Form 5 student team and

one Form 3 student team obtained the “Best Presentation Award” with their project “Lab Made Paint Reinvented!” and “Investigation on the anti-microbial ability of plant extracts” in the Senior and Junior Division respectively. In the Scientific Wallchart Division, one Form 3 student team won the First Prize while another 3 Form 3 student got the Second Prize.

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• In 小科學家科技發明/創意比賽 2015-2016, two Form 5 students received the 1st Place Award with their project “Handy Walking Cane” and the 2nd Place Award with their project “Smart Box”. Two Form 3 students attained Merit with their project “Chrysanthemum – A Natural Disinfectant”.

• In the Hong Kong Youth Science and Technology Innovation Competition 2015-2016,

our school received the “Outstanding Participating School Award” for submitting the largest number of outstanding projects. In the Research and Invention Category, the Form 5 students team received the 2nd Place Award with their project “Lab Made Paint Reinvented!” in the Senior Division. In the Junior Division, one Form 3 student team received the 2nd Place Award with their project “New Spin on an Alternative Method of Powering Ships”, while another Form 3 student team won the 2nd Place Award with their project “Manufacture of Artificial Skin with Sodium Alginate and Xanthan Gum”. Besides this, two teams obtained merit with their project “Reuse of Immobilized Amylase” and “Investigation on the Anti-microbial Ability of Plant Extracts”. In the Science Fiction Drawing Category, our Form 1 students won the 2nd Place Award as well as the 3rd Place Award.

• In HK Odyssey of the Mind Competition, the Form 4 student team got the 1st Runner-

up in the Spontaneous Problem section.

• In the Hong Kong Chemistry Olympiad for Secondary Schools 2016, our Form 5 students presented their project “Lab Made Paint Reinvented!” and won the Honour Award.

• In the Chemical Safety Comics Design Competition 2015, one Form 5 student won

the 1st Runner-up.

• In the Biology Olympiad 2016, five Form 6 students were awarded First Class Honors and five Form 6 students were awarded Second Class Honors.

• In the Mathematics Book Report Competition (2015-16), one Form 3 student got the

First Class Award, two got the 2nd Class Award in the Junior section. Two Form 5 students got the Second Class Award in the Senior section.

Reflections: • The Ebooks development programme can enrich students’ other learning experiences

especially in the area of aesthetic and ICT skills development. During the production process, students’ subject knowledge and IT skills were enhanced. Their creativity, critical thinking, art and media appreciation were stimulated. They were better equipped for further studies and job opportunities. Their products can also be used as supplementary teaching and learning aids for other students.

• Exploring innovative projects in different areas including science, technology,

environment, social and cultural issues, can keep our teachers and students abreast of the latest developments in the world and constantly inject new elements into the teaching and learning that will sustain the quality of Paulinian education for all students.

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Teaching and Learning Staff The total number of staff was 100 including the Principal, the Teacher Librarian and the NET teacher. Support staff included 3 laboratory technicians, 4 teaching assistants, 15 administrative support staff and 17 cleaning staff. The turnover rate, as in recent years, was low. SPCS has a stable and experienced team of professional teachers. Professional Development of Staff We had another fruitful year of professional staff development. The average CPD hours were 96 hours per staff member per annum. CPD included rich professional learning experiences including seminars, workshops and different staff development activities especially for the preparation of the NSS and our school-based curriculum. The First Staff Development programme for this year was held on 22 and 24 August, 2015. On the 22nd transport was laid on to take everyone to the 30th China Adolescent Science and Technology Innovation Contest at the Asia Expo venue on Lantau Island. It was amazing to see the inventiveness of students from so many different schools, and the creativity extended from robotics and weaving, to aeroplane cabin air filtration systems. Staff learned that the enthusiasm and inspiration of youth is one of the greatest resources any school possesses. The 24th was comprised of school-based speeches in the main hall covering topics about the seven new BTEC Courses, the new IT initiative (EITP) and an erudite explanation of the main school priorities for the year under the theme of ‘Beyond Excellence towards Sustainability’. These priorities are to continue to diversify the school curriculum, to implement new educational initiatives (such as BTEC and EITP), to act as a Professional Development Hub School in Science, and to develop areas of excellence in all subjects generally. All these were then followed by an informative lecture by Mr Gilbert Li, of Marsh HK Ltd, on Risk Management, Safety & Contingency Issues. Everyone was made well-aware of their ‘duty of care’ for the student body and given useful advice on how to react should accidents ever occur. These are timely reminders for all in this age of litigation. On 4 September, 2015, our new teachers attended a new teacher induction programme in the Staff Common Room. The programme introduced to them the school culture, school administration, how to prepare a good lesson, and IT and IWB training. It helped to familiarize them with their working environment. They all joined the induction and the feedback was very positive. On 15 – 17 September 2015, Sr. Margaret and 3 teachers went to Korea for an IT Educational Tour. They visited high-tech sites such as the LG Science Hall, the Digital Pavilion and the Samsung d’light. Besides, they also attended the “e-learning Expo in Korea”. The tour was a fruitful one that featured the latest hologram, video wall, 3D printing and robot technologies that could be used in our school to enhance teaching and learning. The latest technologies could also be employed to our newly built Smart Oasis. From the 10 - 12 December 2015, the annual Learning and Teaching Expo took place in the Hong Kong Convention and Exhibition Centre. The Expo hosted a combination of more than 200 exhibition booths showcasing new technology, furniture, e-learning platforms, robotic programming, mobile apps, game-based learning and many, many more things. Over the

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course of the three days, the Principal and staff attended many talks, workshops and presentations to discover the latest developments in educational resources and learning technology. It was a fruitful experience for the teachers to get out of the classroom and mingle with different professionals on the cutting edge of technology. On 21 March 2016, a group of teachers attended the 'Developing English Language Skills Through Integration of Tablets at Junior Secondary Level' project hosted by the British Council. The training session was based on 'Using iPads in the Classroom' and it was led by Ms. Alison Wood from the British Council. The aims of the session were to explore different apps that students could use in the classroom as well as focusing on improving 21st-century learning by improving student collaboration, communication, creativity and critical-thinking skills. Ms. Wood also introduced the SAMR concept to the teachers and how it can play a vital role in helping teachers decide on the validity of certain app-based tasks. On 21 March, 2016, Ms Catherine Kwan from Pearson delivered a talk to teachers about the current changes made to the International Edexcel Qualifications especially the assessment and syllabi of different IAL / IGCSE curricula. From May to June, 2016, teachers of various IAL / IGCSE subjects (including Accounting, Chemistry and Physics) attended a total of 5 training sessions organized by Edexcel at centres in Macau. All sessions were conducted by examiners flying from the UK. The aim of these sessions was to bring into focus the issues of course planning and preparing students for examinations. All participating teachers found these training sessions very informative and useful. Furthermore, departments met regularly to share and discuss strategies for learning and teaching issues, revising homework policies, moderating examination and SBA marks, checking the quality of examination papers and assignments, prepare and analyze the NSS, GCE/IAL and IGCSE curriculum and introducing OLE into their curriculum. Many departments succeeded in infusing English, Information/Mobile Technology, and greening into their curriculum. In addition, teachers were encouraged to enroll as HKDSE markers/examiners so that they can share the latest trends in assessment with their peers. Offering a Broad and Balanced Curriculum / Alternative Curriculum to Meet the Individual Needs of Every Paulinian Alongside the local NSS curriculum, our school offers the alternative GCE/IAL curriculum to our students. Staff development programmes were arranged by each department during DIP sessions to allow panel heads and their members to have a good understanding of the IGSCE/GCE/IAL/BTEC and the local DSE curriculums, to cross match the IGCSE curriculum with the local DSE curriculum, to collect teaching resources for the curriculum and to plan the schemes of work for the new curriculum. Furthermore, the focus was on assessment for learning through project work and hence learning attitudes and skills were given a more prominent place through oral presentations in class. Students were also requested to conduct peer and self-assessment and give suggestions for improvement. The guiding principle was to satisfy, as far as possible, the diverse needs and interests of the students and provide them with a broad and balanced curriculum that would enhance their whole person development.

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We collaborated with the School of Modern Languages and Cultures of the University of Hong Kong for the seventh year in offering modern languages to our students. This year, a total of 99 and 109 students enrolled on the French and Spanish courses respectively.

Language/Level Level 1 Level 2 Level 3 Level 4 Total French 37 40 11 11 99 Spanish 39 30 19 21 109

Furthermore, the school has registered eight different BTEC Applied Learning subjects to F3-F5 students to further develop their talents through experiential learning and to give them first step work-related qualifications for careers and further studies planning. Subjects included BTEC Level 3 Certificate in

1. Art and Design 2. Business 3. Creative Media Production 4. Home Cooking Skills (Level 2)

5. Information Technology 6. Performing Arts (Musical Theatre) 7. Performing Arts (Dance) 8. Principles of Coaching Sport

Catering for Diversity The school data management team has continued to provide an updated data analysis of students’ performance in AAT, TSA, IGCSE, GCE/IAL, HKDSE and mid-term/final examinations to subject departments to enable them to trace and identify students’ diverse needs. This helps the school and individual departments to formulate additional programmes appropriately and timely for less able students where necessary, and on the other side, to offer enrichment challenges to stretch gifted students. Timely feedback from tests and assignments was given to students by subject teachers to enable them to scale new heights and to improve their learning outcomes. As a Direct Subsidy School, the different funding and curriculum arrangement allows the school more flexibility to meet the particular needs of individual students. Additional lessons in Mathematics were arranged, starting in the first term, to cater for diversity among the Form 1-3 students. The selection of students for small class additional lessons was based on F1 AAT results and F2 and F3 final examination results. The same practice was applied to additional Chinese Language lessons in F1 and F2. Furthermore, an experienced teacher was employed to offer additional Chinese language lessons to F5 and F6 students during DIP sessions. Feedback from the teacher-in-charge was positive and the extra lessons, which concentrated on consolidating students’ foundation in the core subject, ensured a smoother transition from primary to secondary school. The UK Learning to Learn programme was successfully implemented in the Form 1 and Form 2 curriculum to help students improve their generic skills so that they could learn in a more focused way and in greater depth. The students enjoyed the programme and found mind mapping and various graphic organizers useful. Catering for Students with Special Educational Needs A senior teacher was designated to take care of any student with special educational needs. Every year, we have a few students with SEN including hearing impairments, attention deficit disorder and hyperactivity. The designated teacher referred the students to the

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appropriate organizations for the appropriate tests and special arrangements were made to meet their needs in their day-to-day school life and in public examinations. For example, those students who have hearing impairments can use headphones when having listening examinations. In addition, extended examination time was given to the students who have attention deficit disorder. Form teachers were informed and reminded to treat SEN students as regular students with special needs. Reading to Learn and Learning to Read The Reading Culture Team organized various annual activities to promote a reading culture in our school, which included creating an ideal reading environment in the Cyber Café, the school library, the lobby, the area outside the chapel, the English Room, and the Chinese Culture Room. In addition, the team tried to inculcate a good reading habit during Family Life Education lessons, form periods and free periods. Activities such as poster design competitions, monthly book exhibitions and story-telling sessions assisted in broadening students’ minds and perspectives. Students were also assigned to read eBooks in different KLAs, especially commendable articles/poems in Chinese, in an effort to help them to extend their horizons. The school subscribed to different e-learning platforms for the students, including English Builder, Twigs World and iLearner. The school also developed school-based e-learning platforms which included English4Us, Mathematics, Physics, Biology, Chemistry, Economics and Principles of Accounts, so that students can learn at their own pace, as and when they have time. In addition, the Pre-Form 1 students were asked to read at least two Chinese books and two English books during the summer vacation and to submit their book reports to their new language teachers in September. This helped to foster a good reading habit among all Paulinians. Interactive IT in Learning and Teaching Information Technology was successfully incorporated as a useful interactive tool for teaching and learning in SPCS. Technology was used extensively across the curriculum, both in academic and cultural subjects, so that it served well as a tutor, tutee and tool in the curriculum. All project work submitted to staff was in electronic form. The school-based Creative Media curriculum helped to empower students with the multi-media skills they needed to make presentations. Many students received prizes for their entries in short film competitions. Lessons in Digital Music and data logging systems in scientific investigations were incorporated in the regular curriculum to meet the challenges of the new technological world. In order to promote student interest in technologies, robotics and electronics, the school arranged “Electronics make Fun” , "Robotics", "One hour Coding" and "Apps Jamming" classes during Wednesday DIP sessions. Under the “EITP” project, eighty Form 2 students enjoyed extra visits (both local and cross-border) and courses on the latest technologies like Mobile game design and 3D printing to name just two. To align with the fourth strategy of IT in Education, the school successfully operated various e-learning platforms to extend learning beyond the classroom. Self-funded e-learning platforms in subjects including Mathematics, English4us, Biology, Chemistry, Physics, Accounting and Economics were developed. The total number of items developed on various e-learning platforms was as follows:

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Subjects No. of questions English 9,485 Physics 2,354 Chemistry 4,068 Biology 3,130 Mathematics 8,982 Principles of Accounts 1,056 Economics 720 Total 29,795

The school created the post of an IT Research and Development Coordinator to explore and develop e-learning platforms for our students. The e-learning platforms “English Builder”, “iLearner” (for Chinese), Learnlex (for Maths) and “Twig World” (for Geography, Mathematics, Physics, Chemistry, Biology and Science) were subscribed in order to enhance students’ learning. The successful development and deployment of ELMO (E-Learning Multi-subject Online) system has integrated all school-based e-learning platforms into a new single-login knowledge management system that can also be accessed through iPads. The whole campus was covered by wireless Internet access so that all SPCS students could be technologically ready for global linkage and communication, both of which foster world peace and an understanding of international affairs. All students were provided with an iPad each for mobile learning. To be better prepared to use iPads in teaching and learning, students and teachers joined workshops on how to produce eBooks using iBooks Author during DIP sessions and the post-examination period. The school also participated in the E-Textbook Market Development Scheme (EMADS) - Partner Schools Scheme initiated by the EDB to field test the interactivity and quality of the Chinese language e-textbooks developed by the commercial sector. Much effort was made to ensure that students became prudent, skillful and ethical users of technology through school-based curriculum and seminars. The school also tried to ensure that technology helped to support the school mission, to enhance the quality of teaching and learning, and to reduce the workload of teachers in the long run. Project Learning Throughout the year, students were assigned various subject-based projects to nurture their generic and IT skills and as part of continuous assessments in various subjects. Project learning is widely applied in subjects like Liberal Studies, Geography, English, Chinese, Chinese History, Integrated Science, Biology, Chemistry, and Religious Studies. Civic and Moral Education Religious Studies is part of the core school curriculum for Form 1 to Form 4 students and Ethics is one of the core subjects for Form 5 and Form 6 students. This helps nurture Christian values in students. In this academic year, the Ethics curriculum design was aligned with our school theme and the three major concerns of a value-based curriculum, global citizenship and being a media literate person. Celebrities, as role models of society, were invited to share their life experiences and wisdom with our Paulinians, who actively participated in all these enjoyable civic programmes.

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Support for Students Scholarship/Fee Remission Scheme We believe that no talented student should be denied admission to SPCS for financial reasons. There is a generous scholarship/fee remission scheme provided by the school. It is expected that no fewer than 30 % of students will benefit from the scholarship/fee remission scheme. This academic year, there were a total of 898 beneficiaries and the scholarship/fee remission amounted to HK$8.92M. For details, please refer to the school website http://www.spcs.edu.hk/feeremission.htm Pastoral Care Personal, Social and Health Education As in previous years, the school collaborated with the Health Department to offer a comprehensive health programme to our F1-F3 students to enable them to become healthy, independent and responsible members of society. Through different talks, reflection and discussion conducted by the nurses and supported by their Form teachers, students developed a sense of self-worth, and a range of personal and social skills. Their physical, mental and emotional health as well as self-esteem and self-confidence were enhanced. Healthy Paulinians Paulinians are healthy in terms of their physical, social and mental health. The APASO II study conducted in 2016 has indicated that our students scored better than the HK school average in all the areas of health considered. First, the school is pleased to see that the Paulinians have good and harmonious relationships with their parents. Paulinians also performed significantly well in their independent learning capacity, compared to the average for schools in Hong Kong. The results demonstrated that Paulinians have a high level of academic initiative being competent goal setters, voracious readers and efficient learning strategists. The study noted that the school provides senior students with various careers and guidance programmes that appropriately cater for their more advanced needs, such as job shadowing opportunities and college application advice seminars. The career education programmes targeting lower form students are appropriately adjusted to reflect their different level of maturity. To encourage every F1 to F6 student to become an effective independent learner, the school’s mobile learning initiative has increased the supply of iPads. This policy, coupled with the guidance of teachers, has encouraged students to learn outside the classroom and is a great step forward in getting students totally self-motivated in terms of their education.

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Scale Name

Junior (F1 to F3) average Senior (F4 to F6) average Whole school average SPCS HK SPCS HK SPCS HK

Self 2.98 2.71 2.88 2.66 2.93 2.69 Self-others 3.17 3.06 3.21 3.03 3.19 3.04 Self-school 2.95 2.68 2.92 2.64 2.93 2.66 Self-society 3.05 2.91 2.96 2.84 3.00 2.87 Self-future 3.16 2.92 3.04 2.91 3.10 2.91

Senior form students in the school showed a relatively high degree of test anxiety compared to junior form students who have a lower test anxiety compared to the HK average. The stress of public exams, and the high expectations senior form students endure, are the major reasons for high anxiety levels. Anxiety relief workshops are organized to help students to identify their source of anxiety and to suggest ways in which they can manage their stress. According to the survey, Paulinians are often reluctant to seek help with their learning. One possible reason could be that Paulinians are fiercely independent learners, and another might be that they are sensitive to the needs of the class and see the act of seeking help as something that might disturb and frustrate their classmates. It has been suggested that teachers could reserve some time in lessons for students to raise questions about the topics being considered. Form teachers could also encourage students to share their concerns and worries during form periods. Regarding physical fitness, our students stay in good health with an average weight of 49.25kg, an average height of 158.9cm and an average body mass index of 19.6 (healthy range of BMI is 18.5 to 22.9). No student is classified as overweight and only 0.17% of our students are classified as obese therefore overweight/obesity is not a health issue in our school. However, there is a growing concern about the increasing number of students being underweight.

Form No. of Overweight

and Obese Students

Percentage over the Form

No. of Underweight Students

Percentage over the Form

1 0 0% 26 15.1% 2 1 0.45% 13 5.9% 3 1 0.47% 12 5.6% 4 0 0% 8 4% 5 0 0% 5 3% 6 0 0% 1 0.7%

Also, our students performed better in their cardiovascular endurance tests (9-minute jogging) and flexibility tests (sit and reach) as compared to the HK school norm for females. The reason for this is that our school offers a positive environment, which promotes healthy living and a happy life. Most of our students enjoy regular physical activity and understand the health benefits of a suitable amount of physical activity. Furthermore, the school offers a wide range of sports-related opportunities to all students and has incorporated a comprehensive junior secondary health promotion programme, conducted by the Health Department, in the normal timetable.

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Form One Bridging Programme To prepare the new Form one students (2016-17) for a smooth transition from primary to secondary school, the school organized a Bridging Course from 11 - 22 July 2016. In the first week, they attended a half-day programme run by our teachers which focused on Mathematics, ICT and Chinese/French. In the second week, they joined the full-day English Immersion Camp conducted by a teaching team comprised of teachers from UK and teaching assistants from local universities co-organized by our school and Wofoo Social Enterprises, and supported by the HKSAR Education Bureau, British Council and Hong Kong Baptist University. The camp emphasized spoken English through an interactive and fun-packed activity-based curriculum. Morning classes were taught through interesting materials based on different themes while afternoon activities and events included arts and crafts, dancing, singing, a treasure hunt, a quiz/game show and a mini-Olympics. The week was ended by a Closing Ceremony held in the school hall where parents were invited to watch their daughters' presentations in the form of speech, drama, singing and dancing. During the Bridging course, our Paulinians made new friends and got familiar with the school culture, environment and school life at SPCS. Careers Team Life Planning Education • Following the smooth implementation of Life Planning Education in SPCS in 2014-

2015, the Careers Team continued to collaborate with the Pastoral Care Team / PSHE (Personal Social and Health Education) Team in 2015-2016 to implement career life planning education in junior forms (F1-F3) using the “Finding Your Colours of Life” booklet published by HKACMGM during Form Periods. Briefing sessions were conducted for Form Teachers in the First Term and Second Terms to guide teachers on how the activities in the booklet can be implemented in class. Junior form students not only developed better self-understanding and learning skills, but they also explored their choice of subjects based on their interests, personality traits, academic aptitude and career aspirations through interactive group activities and discussions, reflective questionnaires and presentations. In addition, our school social worker helped to conduct two mass lectures on subject choices and SMART Goals relating to career life planning to F2 and F3 classes.

• For F4 students, a special half-day Career Mapping Workshop was organised on 28

June 2016 during the post-examination period using the booklet "Career Mapping" (a career development tool designed by the HKACMGM for senior secondary school students in Hong Kong). Students learned a variety of transferable skills on managing their learning styles and attitudes, as well as a series of career-building strategies. They also had the opportunity to explore different university courses and occupations that best fit their personality traits with the help of a career interest assessment tool, the Holland Code, and through interactive and reflective exercises. After attending this comprehensive and informative workshop, students not only gained a clearer picture of their academic and career goals, but they also acquired appropriate knowledge, skills and attitude to make informed curriculum choices and career plans.

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University Information and Sharing Sessions • In 2015-2016, various UK and local universities came to our school to give admissions

talks, as well as subject specific talks on Law and Medicine, to our senior form students. Talks on overseas studies in Singapore and France were also organised to help students better understand different study pathways and how to gain successful entry into tertiary education.

• JUPAS / NON-JUPAS Sharing Sessions were conducted in October 2015. SPCS

graduates, studying in Year 1 or 2 at various local universities, were invited to share their experiences in making JUPAS / NON-JUPAS choices with our F5 and F6 students, as well as their individual study programmes and life at university in general.

• F4 and F2 Parents' Days were organised in March and April, 2016, respectively, to help

parents and students better understand different subject combinations, the requirements of different subjects and potential career pathways.

CV / Personal Statement/SLP Preparation and Interview workshops • Throughout the year, various workshops were provided by the Careers Team to teach

F5 students to write effective CVs and personal statements for their UCAS and Non-JUPAS applications. SLP preparation talks were also held to assist students in applying to local and overseas educational institutions. The individual personal statement/CV guidance and review process by the Careers Teachers encouraged student self-exploration and reflective thinking. This will strengthen their university applications.

• A series of designated Interview Skills workshops were arranged for F6 GCE and F6

DSE students in July 2015 and January 2016 respectively. The workshops were conducted by the professional career consultants from ARCH Education, with the aim of equipping students for both JUPAS and Non-JUPAS interviews.

Careers week (26 – 30 October 2015) • This year, the Careers Team organised a Careers Video Competition for F4-F5 which

aimed to stimulate students’ interest and understanding of different careers and career-related topics. For F1-F3 students, a Careers Quiz was organised on 26 October 2015 to arouse junior form students' interest in searching for information relating to further studies, different careers and the different study pathways available to them.

• On 28 October 2015, 20 F5 students attended a careers talk by two of the eight official uniformed forces under the Hong Kong Disciplined Services: the Hong Kong Fire Services Department and the Hong Kong Correctional Services Department. Officers from the two departments introduced the entrance requirements and job descriptions of various posts. They also covered in detail the employment opportunities, as well as salary and benefits for these jobs.

• On 29 October 2015, our alumnus and former head prefect, Miss Theodora Yeung,

came to give a talk to our students on Orbis, the non-governmental organization where she was employed. Through this very informative talk, our students learned a lot about the running of NGOs, the daily operation of Orbis Flying Hospital, and the role of Orbis Hong Kong as a “fundraising back office” to raise funds to support services provided worldwide. She also shared her personal experiences with the students such as on

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choosing subjects at school, deciding on her major at university and finally on finding a fulfilling career. Her inspirational talk was much appreciated by the students.

Exposure to different careers • On 25 October 2015, five F6 students job-shadowed a group of volunteer ENT surgeons,

general practitioners, anesthetists, dentists and nurses from the US and HK who provided free consultation, surgical and post-operative treatment to underprivileged children suffering from cleft lip and cleft palate at Huiyang People’s Hospital, China. By attending the doctors’ consultation session at the out-patient clinic, students had the opportunity to observe closely the clinical assessment process, as well as the medical conditions of cleft lip and palate patients.

• On 20 November 2015, a famed scientist, Professor Deborah Chung came to share with our students about her “Life with Sciences”. She not only introduced her renowned scientific invention of ‘Smart Concrete’, but also her mother’s involvement in World War II as a wartime nurse and her grandmother being the first female doctor of Western medicine in China. In particular, she emphasized the intricate relationship between faith in God and scientific research, which served as a great inspiration for the students.

• On 13 December 2015, 13 F5 students attended the event, ‘Career’s Network: 15 Careers a day’ organized by ARCH Education. During the workshop, students not only learnt how to write a cover letter and an impressive CV, but they also engaged in group discussions as led by young and accomplished leaders in particular fields. Students became better equipped for their future career and learnt more about different career paths.

• On 17 December 2015, a career talk was conducted by two alumni, a vet and a pilot to

all F. 2 students to introduce them to a broader range of careers.

• In collaboration with SPCS alumni, the PTA and the Team’s professional network, over 60 job-shadowing places were organised for our F5 students from July to August, 2016 to enable them to gain insight into 10 different industries ranging from Medicine, Dentistry, Law, entrepreneurship, finance, art and hospitality, to physiotherapy, healthcare and engineering. These valuable opportunities helped to broaden the career-related experiences of students, increased their exposure to the job market and helped to establish their social careers network.

Career Guidance for Non-Chinese Speaking (NCS) Students • In 2015-2016, the Careers Team partnered with Caritas Youth and Community Service to

take part in their Pilot Scheme on Providing Career-related Experiences for Non-Chinese Speaking (NCS) Students in Secondary Schools. A total of 18 F2 and F3 students participated in the Pilot Scheme from April to July 2016. Students developed greater self-understanding, self-management and interpersonal skills, and learnt more about the study opportunities and occupational choices through participating in a series of workshops, careers visits and job-shadowing experiences.

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Oxbridge Preparation Programme for F5-F6 Students • In 2015-2016, 18 students across F5 were selected to join our school’s Oxbridge

Preparation Programme based on their academic performance and potential. Students were introduced to the unique teaching methods, characteristics and rigorous admission criteria of these two top UK universities. In order to enhance students’ intellectual curiosity and awareness, a brainstorming workshop was organised in March to stimulate discussions on topical issues. F5 and F6 Oxbridge applicants also received specific personal statement and application guidance, mock interview training, and had the opportunity to hear past students’ sharing. Since March, the F5 students have been working on exciting individual research projects called the Ideas Inspire Project (I2) to deepen their knowledge and interest in their chosen course through research and presentation.

• On 30th October, 2015, representatives from ARCH Education came to our school to share with our prospective Oxbridge applicants on ways to prepare for Oxbridge interviews. Students were then split into groups with several discipline specific tutors from ARCH according to their chosen subjects. The tutors simulated Oxbridge style interviews and advised students on how to answer questions skilfully in order to better demonstrate their knowledge and enthusiasm towards their subject. The workshop broadened the students’ perspective of the amount of knowledge and preparation required when applying to top universities.

• On 12th July, 2016, around 20 F4 and F5 students had the opportunity to participate in some inspiring mock tutorial sessions with three Medical Science, Biological Science and Psychology professors from Pembroke College, University of Oxford, who were invited by ARCH Education. Students were encouraged to integrate knowledge from different disciplines in science and to think beyond the curriculum. The professors also gave an admissions talk where students and parents learnt more about the course structure, interviews and admission requirements of this world-class university.

Individual counselling services • Year-round individual counselling was provided by Careers Teachers, especially to F5

and F6 students, to guide and assist them with any matters relating to their further studies and careers plans.

Discipline and Counselling Team The data collected from APASO 2016 showed that our Paulinians have better social skills, both personal and interpersonal, and better ethical conduct as compared to the Hong Kong schools norm for females. They are good in terms of self control and perseverance. More importantly, they possess a more positive attitude to school due to higher satisfaction, good teacher-student relationships, more opportunities, more adventures and, overall, greater achievements at school. The survey also indicated that Paulinians have better parent-child relationships and stress management skills. These data might explain why we have only a few disciplinary and counseling cases every year. To further protect our students from cyber traps, a series of seminars and workshops entitled the Proper use of the Internet, Social Networking on the Internet, Game-based Learning and IT Safety were organized for Form 1 to Form 6 students.

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In addition to the school social worker, who was at school from Monday to Thursday each week, an additional social worker (0.2) from Caritas continued to serve our school by conducting sex education talks and careers talks for our junior form students. A psychologist, Dr Stephen Wu, was also stationed at school every Friday to give professional advice to teachers and students on maintaining a healthy mind and happy life including guidance on managing their emotions, behaviour and life planning. All of their services received positive feedback from students and parents. Prefects’ Board The Prefects' Board is a student organization of elected representatives that assists the School Authority with the smooth running of the school. Its objectives are to build a sense of unity, belonging and cooperation among Paulinians, to facilitate communication between Paulinians, the staff and the school authority, to maintain discipline within the school, to provide general welfare to Paulinians and to coordinate Paulinians in keeping SPCS a quality learning environment. The Prefects' Board assisted in the efficient running of numerous events this year. In their Platform speeches, they expressed their gratitude to the school for all the support they had received over the years and how they could use their leadership skills for the benefit of the school. After listening to all 20 platform speeches, teachers and Paulinians voted for the Head Prefect and two Vice-Head Prefects. The Installation Ceremony was held on 23 September, 2015. The badges for the new Head Prefect and Vice Head Prefects were pinned on by the Principal while the Prefects’ Board members, school prefects, class prefects, class monitresses, I.T. prefects, environmental monitresses and careers prefects of each class also had their badges pinned on their ties by their class teachers. This marked the official beginning of the responsibilities of the newly inaugurated student leaders. The board co-organized a Poverty Simulation Workshop with Junior Chamber International HK (JCI HK) and Hong Kong United Foundation Ltd on 26th April 2016. Fifty of our prefects served as helpers to facilitate the smooth running of the workshop. The workshop enabled our students to experience poverty via a simulation game. The event ended successfully with Paulinains being committed to pay more concern to the needy while aiming to actively bring about constructive changes in society in the future. Providing welfare for students is one of the major aims of the Prefects' Board. The board organized two souvenir sales for current students and new F.1 students and sold souvenirs to alumni throughout the year. The Second Hand Book Sale was held to ensure the Paulinians had a way to buy or sell second-hand books at a fair price. There were 3 sales organized so the F.6, 4 and 2 students had a platform to sell their old textbooks to lower form students. The activity demonstrated the essence of the Paulinian spirit - to help one another. It also promoted an environmentally friendly culture in the school. The Prefects' Board was also determined to train future leaders to sustain their good work. A workshop on Habits of Mind and a series of leadership related games were organized for the F.4 students to inspire them in “leadership”. On the 17-18 August, 2016, the board organized the annual Leadership Training Camp in the Hong Kong Federation of Youth Groups Sai Kung Outdoor Training Camp for the next generation of Prefects’ Board members. Through all these activities, the prefects’ confidence and determination to serve the school were enhanced and this ensures that future leaders will be prepared to serve the school with Paulinian spirit.

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All Round Development Through Active Participation in OLE More than 55 clubs and societies offered a huge diversity of extra-curricular activities throughout the year and added many extra dimensions to the Other Learning Experiences of our students. The school has six houses, which offer vertical support to students’ growth and these help to develop a house spirit. The experience gained is invaluable for students’ personal growth. House Enterprise and Service Houses act as the basis of the pastoral care system, helping students grow emotionally, intellectually, morally, physically, socially and spiritually. As in previous years, all six houses took turns to run the ‘tuck shop’, selling snacks, stationery or souvenirs to students. Sales of snacks/souvenirs/stationery took place during recess and at lunch time in the covered playground. The house which had the greatest number of sales and had the best business plan was awarded the Enterprise Award. This year, Cavell House won the House Enterprise Award. The annual Sports Day Final was held on 17th March, 2016. It was an extremely enjoyable occasion for everyone with the emphasis on sportsmanship and team spirit. All F.1 students performed with great enthusiasm and energy in the Cheering Team Competition. Morris House won the Best Cheering Team Award and Keller House was the Overall Champion. The annual Swimming Gala took place on 12th May, 2016. Cavell House was the Overall Champion of the Swimming Gala. All Form One students took part in the cheering team competition and it was sheer enjoyment to watch their performance. The Best Cheering Team award was won by Morris House. The Swimming Gala was another opportunity for our students to learn sportsmanship. All House officials and their Housemates fully demonstrated their leadership, loyalty, talents, creativity, sense of responsibility, team spirit and school spirit at these events.

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Enhancing Other Learning Experiences through Cultural Exchanges To promote a global outlook and global citizenship, the school organized many cultural exchange activities for the students. This year, a total of 25 tours were organized between September, 2015 and August, 2016.

Activity Date Location Participants

1. Korean Educational Tour 15 – 17 Sep 2015 Seoul Korea

3 teachers Sr. Margaret Wong

2. The 8th AASF Asian Age Group Championships 7 Oct 2015 Bangkok

Thailand 1 F.3 student Mrs. M. Iu

3. Cleft Lip Mission 25 Oct 2015 Huiyang China

5 F.5 and F.6 students Ms S. Keung

4. 15th Awarding Program for Future Scientists 20 – 27 Oct 2015 Beijing

China 1 F.6 student Mrs. T. Tam

5. Empire Mock Trial Competition 18 – 25 Nov 2015 San Francisco USA

12 F.4 and F.5 students

Ms K. Lau

6. Zhaoqing Exchange Programme 17 – 18 Dec 2015 Zhaoqing China

235 F.1 students Mr. D. Tse

7. Europe Music Tour 10 – 20 Feb 2016 Vienna, Brno, Prague & Berlin

41 F.1 to F.5 students Ms R. Lau

8. Taiwan Sprint Orienteering Championships 2016 28 Feb 2016 Gaoxiong

Taiwan 1 F.5 student Mrs. M. Iu

9. Tsinghua University Putonghua Immersion Programme

27 Feb – 7 Mar 7 – 16 Mar

3 – 12 Apr 2016

Beijing China

214 F.2 students Ms C. Tsui

10. Synchronized Swimming

Australian Open and Age Group Championships 2016

9 – 12 Apr 2016 Perth Australia

1 F.2 student Mrs. M. Iu

11. Malaysia Invitational Championships 24 Apr 2016 Malaysia 1 F.3 student

Mrs. M. Iu

12. Shenzhen IT Tour 13 May 2016 Shenzhen China

35 F.1 to F.3 students Mr. R. Li

13. 14th Guangdong Adolescents Children Inventions Award

Competition 20 – 22 May 2016 Guangdong

China 2 F.3 students

Mr. F. Wu

14. Macau Age Group Synchronized Swimming Championships 27 – 29 May 2016 Macau

China 2 F.1 and F.2 students

Mrs. M. Iu

15. Beijing Educational Tour 5 – 9 Jun 2016 Beijing China

3 teachers Sr. Margaret Wong

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Activity Date Location Participants

16. Brescia University Summer Leadership Camp 2 – 16 Jul 2016 Western Ontario

Canada 48 F.3 students Mrs. S. Wong

17. French Immersion Programme 2 – 17 Jul 2016 Loche France

34 F.1 to F.5 students Ms C. Yeung

18. Spanish Immersion Programme 2 – 17 Jul 2016 Avila Spain

45 F.1 to F.3 students Mrs. M. Arriaga

19. Christ Church, Oxford University Study Tour 2016 2 – 17 Jul 2016 London

United Kingdom 39 F.4 students

Mr. R. Li

20. WYNG Philomathia Student Essay Contest Awarding Tour 28 Jun – 5 Jul 2016

Cambridge & London

United Kingdom

1 F.4 student Mr. N. Maxwell

21. Foshan Sport and Art Summer Camp 4 – 9 Jul 2016 Foshan

China 40 students

Ms E. Cheung

22. Stanford University Summer Leadership Camp 5 – 18 Jul 2016 San Francisco

USA 42 F.3 students Mrs. S. Haider

23. Beijing Science Tour 16 – 22 Jul 2016 Beijing China

10 F.5 students Ms C. Tsui

24. China Shenhua Energy Tour 1 – 7 Aug 2016 Beijing,

Inner Mongolia China

4 teachers Ms C. Cheng

25. 31st China Adolescent Science

and Technology Innovation Contest

13 – 19 Aug 2016 Shanghai China

1 F.3 and 1 F.5 student

Mrs. T. Tam

Total 812 students From the student data reflected from APASO, the level of “Emotional Attachment to the Nation” increased gradually among our students after they joined the Shaoguan Tour in F1 and attended the Putonghua Immersion Programme in Tsinghua University in F2. Furthermore, on joining the "Pilot Scheme on Promoting Interflows between Sister Schools in Hong Kong and the Mainland", our arts and sports students got an opportunity to attend exchange activities with our sister school, Foshan Hua Ying Middle School, on the Mainland. The tour, not only enabled students to attend training courses on sports and arts, but also facilitated cultural interflows with the Mainland. Students gained a better understanding of the language, culture, living style, history and the latest development of their home country and built up a positive attitude towards the nation. This strengthened their national identity.

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Home-School Co-operation Form One Orientation Day This was held on 27 August, 2016 and all staff, Form 1 parents and students attended. The programme began with an introduction by the Principal about the history of the school, its vision, mission and the school curriculum. This was followed by a brief description of the work of the Discipline and Counselling committees, and the Extra-curricular activities offered by the school. Then, there was an introduction given by the school social worker on the services provided, followed by an open forum. Form One Catholic Parents’ Day This was held on 19 September, 2015, and most of the Catholic parents and students attended. The programme began with a prayer and an opening speech by the Principal. This was followed by a brief introduction to the various religious clubs and activities in the school, organized by the Catholic Movement Committee. Then, there was a sharing session by the Catholic students. Big Sister Scheme This year, the Big Sister Scheme recruited 110 Form 3, 4 and 5 students to provide academic support to 128 Form 1 Little Sisters. Before the commencement of the academic year, the Committee organized a ‘Knowing More About SPCS' activity to help the Little Sisters better understand their school. The Train-the-Trainer workshop focused on the skills Big Sisters needed to teach their Little Sisters effectively while the Little Sister Briefing Session aimed to remind Little Sisters about their obligations. Through regular tutorial sessions, both Big Sisters and Little Sisters developed a closer bond and fostered their Paulinian spirit. The scheme was well received by parents and students. Parent-Teacher Association The 9th Annual General Meeting of the PTA was held on 10 October 2015, by the PTA Committee to elect the new Executive Committee (EC). The EC hosted the first seminar of the year immediately, right after the AGM. It was conducted by Dr Patty FARH on “Managing Your Kids Like Managing Your Projects”. The committee also recruited 63 parent helpers to accompany students to 30 competitions in the 67th HK Schools Speech Festival held from 16 November to 16 December 2015. On 22 and 23 January 2016, the PTA organized a recycling activity to help the needy. 27 parent volunteers from different forms and 18 school ambassadors of the Conservancy Club assisted in the collection of a total of 45 packs of recycled items including winter clothes, domestic electrical appliances, computers, toys, stationery, story books, bags, and so forth - all in good condition. On the same day, the PTA also invited parents to take part in the “Parents-Also-Appreciate-Teachers” drive by writing messages on “Appreciation Cards for Teachers” and presenting them to their class teachers on the Parents’ Day to express their heartfelt gratitude to them. The PTA Chairman and Vice Chair represented the PTA in presenting Thank You Certificates to teachers to show their gratitude to them during the morning assembly.

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On 30 April 2016, over 110 parents, teachers and students including 4 members from the Chinese Opera Team participated as volunteers, bringing care, laughter and joy to 370 senior citizens residing in 4 elderly homes. They were (i) Caritas Evergreen Home; (ii) Caritas Li Ka Shing Care and Attention Home; (iii) Caritas Fung Wong Fung Ting Home; and (iv) Little Sisters of the Poor St. Mary’s Home for the Aged. The PTA had received donations from parents with a total amount of HK$20,050, and all the money was used to buy gifts for the elderly including food and daily necessities such as towels, which were wrapped up as lovely rabbits and lollipops. On 14 May 2016, over 50 parents and students gathered in room G7 to attend a seminar presented by guest speakers, Professor Frederick LEUNG and Mr. Paul CHAN on “STEAM Education”. They shared their insight and experience in the paradigm shift of science education and explain their design projects in relation to innovation and sustainability. On 2 June 2016, the PTA was invited to a talk hosted by an alumni on "Child and Adolescent Anxiety: Breaking Away from Negative Thinking" was conducted by Dr. Edwin CHIN, a Registered Clinical Psychologist. Based on his professional knowledge and experience, he gave some practical examples on how to cope with stress and anxiety. On 11 July 2016, 39 out of the 113 parent volunteers attended the Celebration of Success organized by the school. 7 Team Leaders went on the stage, representing the parent volunteers, and received the Certificate of Appreciation in recognition of their contributions to the PTA in the above-mentioned events. On 12 July 2016, the PTA was invited by the school to attend a workshop on “Admission Talk Panel and Mock Demo” conducted by Oxford Admission Tutors and Professors. They provided everyone with useful and informative tips on how to apply to the University of Oxford. Last but not least, 17 parent helpers and team leaders escorted 5 groups (over 200 teachers from Mainland China) on tour around Hong Kong on July 5, 6, 12 and 13. This concluded the PTA activities for the year. Alumni Association After the celebration of 160th Anniversary of the St. Paul’s Convent School, the Alumni Association AASPCS continued to organize activities to strengthen relationships of alumni members. The Medical Outreach Program, a significant program of the AASPCS, and one which has been running for years, gave students another opportunity to learn and serve. Convent Visit was organized for Alumni members so that they could visit the Sisters at the Convent of St. Paul de Chartres on 12 December 2015. This year, we invited Carolize Sze, who has experience in providing an image training programme for many top brand companies, to talk to our members about corporate image styling. The course was held in early 2016. The AASPCS also get involved in charity work by visiting children from Po Leung Kuk. A group of alumni gathered to have “A morning with Po Leung Kuk children” on 16th April 2016. During our visit at Po Leung Kuk, we played games and did art and craft with children aged 3 to 6.

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Visitors List

Date Person/Organization/Country No. of Visitors

14 October, 2015 深圳市教育局直屬學校後備校長來訪 24

27 October, 2015 Visit by Educators from Wales, UK 10

5-6 November, 2015 Visit by Mr. Gary Antonick from Stanford University, USA 1

19 November, 2015 佛山市禪城區教育局來訪 8

20 November, 2015 Visit by Professor Deborah Chung from State University of New York 1

14-15 January, 2016 Visit by Ms. Cui Ying and Mr. Fang Qiang 2

17 February, 2016 Visit by Mrs. Fanny Law and Ms. Jane Cheng 2

18 February, 2016 四川省德阳市第五中学師生來訪 31

11 March, 2016 四川北川中學到我校參觀探訪 16

15 April, 2016 包陪慶女士及陳清霞博士來訪 2

28 April, 2016 Visit by Mrs. Hong Chan Tsui Wah (Deputy Secretary for Education, EDB) and Ms. Amy Cheng Mee Yee (Senior Education Officer, EDB)

2

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Capacity Enhancement Grant 2015-2016 In order to provide Paulinians with the opportunity to develop their personal interests and talents, our school has designed the Diversified Interests Programme (DIP) for all Form 1 to Form 5 students. Professional tutors are employed to teach the DIP classes on every Wednesday afternoons using the Capacity Enhancement Grant. At the same time, teachers are freed from their teaching load and can undergo continuous professional development especially on the sharing, learning and preparation of the NSS, IGSCE, GCE/IAL and BTEC curriculums. There were, altogether, 22 DIP sessions from 30 September, 2015 to 11 May, 2016. Thirty-five different interest classes covering sports, science, technologies, languages and performing arts like music, dance speech and drama were offered to students. Students can also do community service to develop their inter-personal skills and make contributions to the community.

Capacity Enhancement Grant Report for 2015-16

Income HK$ Expenditure HK$

Brought Forward from Last Year 0.00 Expenditure Grant Total: 797, 698.00Current Year Grant 721,450.00 Adjustment 24,675.00 Balance (Deficit) 51,573.00

746,125.00 746,125.00 Evaluation: All DIP courses were appreciated and well-received by teachers and students with very satisfactory attendance rate. Students enjoyed the courses because they could take a break from their academic studies and learn new things, do community service or practice for competitions or performances under the guidance of expert tutors. Furthermore, a total of 24 students received Social Service awards (3 Gold Awards, 5 Silver Awards and 16 Bronze Awards). They gave up hours of their time to serve the community and enrich their learning experiences outside school. Feedback from other teachers was also positive as the DIP sessions on Wednesday afternoons freed them from their teaching duties and provided them with time and space to support school-based and department-based professional development.

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Student Performance Academic Achievement HKAT In general, the HKAT results of our students in the three core subjects were better than the HK average.

HKAT SubjectEnglish Chinese Mathematics

Average-Hong Kong (2014-2015) 49.7 53.0 57.6 Average-SPCS 83.4 68.7 73.5

HKDSE Below are our students’ HKDSE results as compared to the results of all HK Day School Candidates. 100% of the students continued with their tertiary education in local or overseas universities/tertiary institutions.

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University Entry Profile In line with previous years, 100% of our students continued their studies in tertiary institutions both locally and overseas. 51.5% of them entered the top 3 local universities and 23.2% of our girls went to study abroad.

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IGCSE This year was another year of excellence for our IGCSE results, with 135 students obtaining 4A*s or above and being rewarded with scholarships.

IGCSE Grades No. of students Scholarship 11A* 7

Full Scholarship for 2 years 10A* 18 9A* 22 8A* 20 7A* 22 Half Scholarship for 2 years 6A* 21 5A* 16 HK$5,000 4A* 9

Total 4A* or above 135 Average no. of A* per student (2016): 5.84

Total no. of students: 194

Below are the grade distributions of the IGCSE 2016 results.

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GCE/IAL Form 5 and Form 6 students took the GCE/IAL AS and AL examinations and obtained excellent results with many distinctions and credits.

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Non-Academic Achievements The overall achievements of the students in all other aspects were outstanding. The full list of prizes and awards received by our students each year can be found in the school magazine (The Paulinian) and the Speech Day booklet. There are altogether 221 students receiving non-academic scholarships, 45 for Dance, 49 for Music, 18 for Science, 73 for Speech, 16 for Sports and 20 for other categories such as Visual Arts, Mathematics, Leadership, Writing, Debate and Cookery. The Outstanding Paulinian Awards are for overall all-round achievement. One student received the Diamond Paulinian Award, 14 the Platinum, 47 the Gold, 60 the Silver and 90 the Bronze Award. All these are testimonies to the diverse and all-round development of Paulinians.

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School Plan for 2016-2017 Pastoral Goals Form teachers and Catholic teachers will continue to make the best use of Form Periods and regular school assemblies to guide students in their spiritual and emotional development. Paulinians will be given more opportunities to shoulder responsibilities and contribute to the pastoral care of younger students through the Big Sister Scheme, Prefects’ Board and leadership training programmes. There are six houses in the school to foster students’ growth and develop their house spirit. The experience gained by students through their participation in house activities is invaluable to their personal growth. To strengthen support for the younger generation so that they can pursue their interests and realize their potential, the Chief Executive in his Policy Address 2014, announced, inter-alia, that starting from the 2014/15 school year, public sector schools operating classes at the senior secondary level will be provided with an additional annual recurrent cash grant to enhance and enrich careers and life planning education elements for students. The objectives are to help students to understand their own capabilities, to foster their personal planning, goal setting and reflective thinking, to develop a positive attitude towards work, to learn and integrate their career/ academic aspirations with whole-person development and life-long learning and to equip students with the knowledge, skills and attitude needed to make informed and wise career/ academic choices. Health Education programmes, supported by the HKSAR Health Department and Caritas, will be organised to ensure all Paulinians have a healthy mind, body and soul so that they can contribute to their family, school and community to the fullest. Civic and Moral Education programmes will be strengthened to prepare young Paulinians to be future leaders and global citizens. To solicit more parental support and collaboration, and to ensure better communication between the school and parents, as well as the continual and holistic development of each Paulinian, closer contact with parents will be maintained through the Parent and Teacher Association (PTA) in the coming years. Spiritual Goals In line with our school motto “Be all things to all people”, our school welcomes students of all faiths, ethnicities and backgrounds and recognizes that diversity enriches school learning experiences. At St. Paul’s Convent School, there is a spiritual dimension to school life that enhances and enriches the spiritual experience of students. Our students experience a transcendental dimension and continue to build a loving relationship with God. They also learn to appreciate and accept the call to holiness. The school will continue to nurture an appreciation of positive moral values in an atmosphere centered on Roman Catholic beliefs. The school will offer opportunities to students to nourish their commitment to Jesus Christ and the Catholic faith. With a school environment conducive to the promotion of Catholic education, the school would like to see all Paulinians understand and appreciate the fact that they have unique abilities and gifts to share with others.

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Service Goals Our students will continue to undertake different kinds of social service activities in collaboration with various institutions. With the help of Caritas, Paulinians will continue to conduct tutorial lessons for the less privileged, to offer services for mentally challenged children and visit the homes of the elderly. The school will also undertake service programmes in Mainland China, in collaboration with other institutions, as and when opportunities arise. Academic Goals To scale new heights and to attain a world-class standard of academic achievement, the school will continue to strive for outstanding local and international public examination results and high language proficiency among Paulinians. Students will acquire a solid foundation in subject knowledge, generic skills, positive attitudes and values, in and outside the classroom, and will learn how to learn effectively. They will enjoy learning and thinking with understanding. We will foster the notions of life-long, life-wide and life-deep learning in order to equip Paulinians with global and multiple perspectives, so that they can face the challenges of changing times with full confidence and courage in our new knowledge-based society. With regard to public examination results, we will work strategically to ensure that 80% of our students achieve Level 2 or above in the core subjects of English, Chinese, Mathematics and Liberal Studies. In addition, we will work towards ensuring that at least 70% of our students achieve Level 2 in other subjects and 50% achieve Level 4 in English at the HKDSE level. At the IGCSE level, we anticipate 80% passes in all the four core subjects of English, Chinese, Mathematics and Religious Studies. In addition, we will work towards ensuring that at least 70% of our students pass in all other subjects. At the GCE/IAL level, we foresee 80% passes in all subjects. Applied Learning subjects will be offered in 2 strands starting at the junior secondary level through the BTEC curriculum (F3-F5) and the NSS Applied Learning courses (F4-F6) to develop students' talents through experiential learning and to give them the first steps in work-related qualifications for careers planning in advance. To facilitate the delivery of the curriculum, we have registered the school as a BTEC center, organized teacher training and recruited the necessary professional tutors. Eight subjects that are related to students' existing ECA or OLE are offered as options to students (Art and Design, Performing Arts - Musical Theatre, Performing Arts - Dance, Creative Media Production, ICT, Business, Home Cooking and Coaching Sport) For the NSS ApL, we will launch a pilot scheme, with the support of the EDB and in collaboration with various tertiary institutes, with courses including Animal Care, Foundation in Chinese Medicine, Medical Laboratory Science, Film and Video, Law Enforcement in Hong Kong, Computer Game and Animation Design, and Interior Design. Lessons will be conducted either during the regular school timetable, in DIP or on Saturdays.

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Technology Goals As a pioneering school in IT in education, we will continue to explore different IT opportunities to enhance teaching and learning inside and outside the classroom. This year, our school was selected by the Office of the Government Chief Information Officer (OGCIO) as one of its EITP partner schools. As a consequence, we receive funding (total of HK$5M) to provide enhanced IT enrichment training to our F2 to F6 students in four cohorts from the 2015/16 school year to the 2022/23 school year. This will foster a pro-IT atmosphere, stimulate interest in IT and develop IT talent among students in the school community. The Multi-media Self-access Learning Centre, the Information Technology Learning Centre, the Digital Music Laboratory and Creative Media Laboratory will continue to be used as venues for developing IT projects, teaching and self-learning. A multi-purpose room, Rm 609, equipped with 17 x iMacs is established to hone student IT skills for eBook development and creative media production. 60 new notebook computers will be purchased to set up another mobile computer lab to cater for the new EITP cohorts. Furthermore, the school has accomplished its mobile learning initiative with the supply of iPads to every F1 to F6 student. This will allow teaching and learning to be extended beyond the classroom. The building of the Smart Oasis, which integrates nature and technology, will provide a multi-media rich virtual immersive environment for students’ learning, activities and relaxation. We will enhance and develop our e-learning platforms in English and Mathematics, using them as virtual bridging courses for our pre-F1 and junior secondary students. These platforms will cater for their individual needs and support them in learning at their own pace. The new single-login ELMO (E-Learning Multi-subject Online) system has become a common e-platform for subjects including Physics, Chemistry, Biology, Economics and Accounting. This integration and development of e-learning platforms will foster personalized learning and assessment for learning. It will also free teachers from the mundane marking of scripts and enable them to focus more on the other learning needs of students. The development of e-learning journals/e-portfolios will enable students to document and track their learning progress; to develop an integrated picture of their learning experiences; and to enhance their self-understanding and reflection of their study so that they can better plan and proceed towards their future goals, both in terms of careers or further studies. All staff and students will be equipped with the latest IT skills for interactive teaching and learning, and for their own development and presentation of materials. To further expand their repertoire, teachers will make use of the Media Laboratory to produce teaching videos for self-evaluation and improvement through self-reflection, peer observation and sharing. The school will continue to explore and equip itself with the latest educational technologies including interactive textbooks (ebooks), learning apps, cloud computing, mobile learning, e-learning, open online courses (e.g. Coursera or iTunesU), robotics, 3D printing and 3D video taking, VR and AR so as to ensure a world-class technology-assisted learning environment is provided to all Paulinians to facilitate their learning.

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Learning Support Goals The school will continue to allocate extra resources to the planning and implementation of more teaching and learning support for students and teachers, as well as programmes for independent learning and individualized project work. In Form 3, the number of Liberal Studies lessons will be increased from two to three, and the Putonghua lessons from three to four. To further enhance the language proficiency of our students, they can choose to study the Hànyǔ Shuǐpíng Kǎoshì (HSK), GCE AL Chinese or DSE Additional Chinese. The Reading Culture team, the School Library and the Self-access Learning Centre will continue to actively support teaching and learning in collaboration with the Panel Chairperson. Teachers and students can place orders for books and/or software that they find useful for their teaching/learning. The “Learning to Learn” programme will continue to be part of the formal curriculum for all F1 and F2 students to help them nurture their generic skills as life-long learners. Bridging courses prior to students’ admission to Form One as well as the Big Sister Scheme will help young Paulinians to adapt to the academic rigor and language proficiency required for effective learning. There will also be learning support for various types of learners through the e-learning systems, individual or group coaching, remedial classes as well as enrichment classes and advanced placement classes. To support disadvantaged students and enable them to participate more fully in after-school activities, with a view to facilitate their whole-person development and personal growth, the school will continue to apply for the School-based Grant under the School-based After-school Learning and Support Programmes. The Grant will be used to finance the students to attend a Certificate Course on First-Aid (CPRAED) which will equip them with practical First-Aid knowledge and give them relevant certification. Administrative Goals SAMS and other management systems will be further customized to meet the school’s specific needs including the processing of student reports and records as well as the school administration and management framework. The school will access all the necessary functions of WebSAMS applicable for the use of SPCS. The daily attendance records of students, the distribution of some EDB circulars to staff, the applications for HKEAA examinations and communication with the EDB are mostly conducted electronically. The existing management framework will be further developed to enhance communication and co-ordination among school managers, Principal, Vice-principals, teachers, parents and students, as well as past students. The intranet system, SPCSSTARS, is in place and will be further developed to make the administrative work of staff both easier and more efficient. The school organization has been restructured to highlight the practice of distributed leadership through the School Leadership Team. The team members work closely with the Principal to achieve a common vision, to advise her on new initiatives and to follow through

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developing projects and the implementation of innovations in the school. More staff members will be invited to join the leadership team to increase the efficacy of leadership. The School Leadership Team will consist of the following teams and members:

Team Member Administration Team J Wong *, B Lam, R Li Academic Team L Lam *, N Maxwell, C Chow Pastoral Care Team L Ko *, C Cheng, S Au Public Relations Team I Wu*, J Yu

Mr. R. Li will maintain and develop the new knowledge management (ELMO) system, which offers one single integrated platform to facilitate data and knowledge management, and data retrieval and analysis. Evidence-driven teaching and learning will be made possible, and made effective, with this in place. Administrative procedures will be streamlined to help teachers work more efficiently and technology will be used to reduce teachers’ workload so that they can focus on better teaching practices and professional growth. Professional Goals In line with the school’s aspiration to be a learning school in a learning world for a learning era, focus will be put on continuous staff development, particularly on strategies for the successful implementation of the New Senior Secondary curriculum, as well as on the understanding of the latest teaching pedagogies and other educational trends. These can be acquired through structured professional development courses and school-based co-operative learning including staff appraisal and school self-evaluation. Staff development programmes will be provided to all teachers for a better mastery and understanding of the local and international curricula (DSE, IGCSE, GCE/IAL and BTEC) as well as on how to instill reflective pedagogies in daily teaching and learning so as to build up a self-evaluative culture among staff and to foster professional growth. An intranet platform is used to record teachers' CPD and helps the school to plan school-based professional development programmes based on their needs. Our school continues to be one of the Professional Development Schools that is responsible for leading professional sharing in the area of Science education through seminars, school visits and the sharing of teaching practices. This year, the topic of our PDS scheme is "An Innovative Experimental Approach to Problem-solving through Scientific Explorations". Our three partner schools include St. Paul’s Secondary School, HKFYG Lee Shau Kee College and Tung Wah Group Of Hospitals S.C. Gaw Memorial College. The school will work in collaboration with local and overseas consultants and institutions to promote the professional training of teachers and middle managers in state-of-the-art pedagogy, management and research. All in all, the school will play a significant role in promoting the professional growth of teachers by running special projects like English Across the Curriculum, Interactive IT Across the Curriculum, Learning with Habits of Mind and Learning through Mobile Technology.

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Social and Cultural Goals Students should play a proactive role in understanding and responding to current topical issues, both local and international. This is particularly important for the New Senior Secondary curriculum. Cultural exchanges of teachers and students with Mainland China and other countries, such as Canada, USA, UK, Spain and France, will continue to be organized to nurture civic awareness and global perspectives. The learning of “Guoqing Jiaoyu” has been infused into the annual Beijing Putonghua and Cultural Tour for all F2 Students. The learning and better understanding of environmental protection in the Pearl Delta Region is infused into the F1 students’ annual visit to Mainland China. Cultural exchanges, such as study tours or service tours to Sichuan or other parts of China, for the better understanding of their cultures, will be arranged for F 3 to F5 students to enrich their Other Learning Experiences and prepare them for their IES to meet the needs of the NSS. Moral and Civic education has always been an important aspect of Catholic education and value education. This is carried out formally through the Form Period as well as the Family Life lessons/Ethics lessons and permeates the whole school curriculum. Special emphasis will be put on character formation, family values, health education, national identity, environmental protection and global citizenship. Self-evaluation Goals To enhance our capacity for school improvement, we will continue to apply the self-evaluation tools that we have developed to enable our students and teachers to develop their potential and talents more fully and to scale new heights in their achievements. The objective is to ensure that the whole school is a learning organization committed to continuous self-learning and self-reflection using the PIE model as suggested by the SDA Framework. A quality enhancement team helps to review the implementation of our school goals, in particular our priority goals for the next three years, focusing on the successful implementation of the New Senior Secondary curriculum as well as the GCE/IAL/BTEC alternative curriculum, teaching and learning with interactive IT, teaching and learning with understanding, and a quality learning environment. In response to the improvement measures of DSS schools, a Governance Review Sub-committee was set up to review, in a 4-year cycle, the governance and internal control of school governance in the Fee Remission/Scholarship Scheme, Financial Resources Management, Human Resources and Personnel, and the Policies on School Management and Administration so as to ensure good governance and sound internal control are in place in the school. This year, the quality enhancement team will focus on the preparation for the External School Review. School-based staff development workshops to enhance the understanding of the SDA framework, SSE and ESR will be provided to the staff.

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Scholarship/Fee Remission Scheme The school provides a generous scholarship/fee remission scheme, as we believe that no talented student should be denied admission to SPCS due to financial reasons. It is expected that no fewer than 30% of students will benefit from this scheme. This academic year, there were a total of 898 beneficiaries and the scholarship/fee remission amounted to HK$ 8.92 million. For details, please refer to the school website http://www.spcs.edu.hk/feeremission.htm Capacity Enhancement Grant 2016-2017 To provide Paulinians with the opportunity to develop their personal interests and learn from their own experiences, our school will continue to run the “Diversified Interest Programme” (DIP) for all Form 1 to Form 5 students. This year, there will be two sessions of DIP. The first session lasts from 2:00 p.m. – 3:20 p.m. and the second session from 3:30 p.m. – 4:50 p.m.. Each student can join two different DIP classes based on their own choice. With this DIP arrangements, the school hopes to maximize students' learning opportunities, develop their multiple talents and broaden their future careers pathways. There will be altogether 22 DIP sessions on Wednesday afternoons, from 28 September, 2016 to 10 May, 2017. Thirty-five diversified interest groups will be organized for our students including courses for languages, sports, music, science and performing arts. Students can also opt for doing community service to develop their inter-personal skills and make a contribution to serve in the community. Using the Capacity Enhancement Grant, external tutors will be employed to teach the DIP classes. While students are attending their DIP classes, teachers will be freed to have panel meetings or professional development for better mastery of the NSS, IGSCE, GCE/IA and BTEC curriculums.

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