st. francis’ canossian college

St. Francis’ Canossian College

School Report 2010/11

School Development Plan 2009/10 – 2011/12

Annual School Plan 2011/12

Contents

School Development Plan 2009/10 – 2011/12

School Motto & School Vision 1

School Mission & School Goals 2

Our School 3

School Self-Evaluation Mechanism 4

Holistic Review 5

SWOT Analysis 9

Major Concerns for 2009/10 – 2011/12 11

School Development Plan 12

Annual School Plan 2011/12

Major Concerns 15

Appendix Diversity Learning Grant – Network Programme

School Development Plan

2009/10 – 2011/12

1

School Development Plan (SFCC)

(14/10/2011)

School Motto

“Live by the truth in love”

School Vision

We form the heart of our students leading

them to embrace Christian values through a

life of integrity and charity.

2


(14/10/2011)

School Mission

Through the Gospel values of Truth in Love we form women of dignity,

instilling in them love for learning, commitment and compassion.

School Goals

Our aim is to instill in students a love for learning and develop their ability to

think critically.

We encourage students to work and to develop fully their

God-given abilities and talents.

We inculcate the Christian values of self-respect and

morality which are integral to individual growth.

We prepare students to achieve clearly defined goals which

give meaning to their life.

Through education we help students to become responsible

citizens who are committed to serving the needy, and to

contributing to the well-being of the society.

3


(14/10/2011)

Our School

Brief Introduction of the School

St. Francis' Canossian College was founded by the Canossian Daughters of Charity,

missionaries from Italy in 1869.

The School initially offered a basic education to the poor and needy children living in

Wanchai district. Over the years it expanded and developed into a co-educational primary

school and then into a secondary girls' college.

St. Francis' is a grant-in-aid secondary school, consisting of Form 1 to Form 7 classes, with

about 900 students and around 70 staff. It is an English Medium of Instruction School.

Following the teachings of Christ and the vision of the Foundress, St. Magdalen of Canossa,

the Sisters and teachers are dedicated in their commitment to offering a quality education.

This quality education places great emphasis on an all-round education. The focus is on

helping students to develop their full potential both academically and in terms of personal,

social and moral development.

The school motto: ‘Veritas In Charitate, Live by the Truth in Love’ places special value upon

spiritual growth, social awareness and compassion, along with a clear sense of justice.

More information about our school can be found on

(i) our school’s webpage at http://www.sfcc.edu.hk and

(ii) the webpage of our school profile at

http://ssp.proj.hkedcity.net/school.php?lang=eng&school_id=1027

School Self-Evaluation Mechanism

External• EDB Directives• Demands of Time

Internal• School Motto • Vision & Mission• SMC’s Directives• SWOT• Needs of Students• Staff Opinion• Parents’ Concern

• KPM Data (e.g. SVAIS, APASO, Stakeholders Survey)

• In-house Survey (e.g. DEAR, Student Formation Team, ECA evaluation)

e.g. 1 yr / 3 yrs

PlanningPlanning

ImplementationImplementationEvaluation /Evaluation /RevisionRevision

Data Driven

Factors for consideration

Duration /Timeline

SSESSE

External• EDB Directives• Demands of Time

Internal• School Motto • Vision & Mission• SMC’s Directives• SWOT• Needs of Students• Staff Opinion• Parents’ Concern

• KPM Data (e.g. SVAIS, APASO, Stakeholders Survey)

• In-house Survey (e.g. DEAR, Student Formation Team, ECA evaluation)

e.g. 1 yr / 3 yrs

PlanningPlanning

ImplementationImplementationEvaluation /Evaluation /RevisionRevision

Data Driven

Factors for consideration

Duration /Timeline

SSESSE

Holistic Review

Effectiveness of the previous School Development Plan

Major Concerns Extent of targets achieved Follow-up action Remarks

1. To prepare for the 334 New Senior

Secondary Curriculum Fully Achieved Incorporated as part of

regular teaching

Ongoing review and

evaluation f the

teaching practices

The finalized

framework and

teaching materials for

the LS Curriculum was

adopted in NSS1

The implementation of the

334 New Senior Secondary

Academic Curriculum will

continue to be the major

concern in the next year

(2011-12) SDP.

2. To help students understand themselves

and develop their self management skills

Fully Achieved Incorporated as a

routine measure

The focus of the SDP

will continue as

fostering Self

Management Skills in

students.

The adversity management

skills will be the major

concern in the next year

(2011-12) SDP.

Evaluation of the School’s Overall Performance

PI Areas Major Strengths Area for Improvement

1. School Management A transparent and accountable approach to decision

making

Collaborative framework provided a forum for the

view of different key stakeholders

A “bottom-up” approach in making decisions on

important issues

Evidence-based evaluation mechanism

2. Professional Leadership Target oriented seminars were organized

Teachers attended suitable courses and seminars for

reinforcement of their professional competence

“Teacher Seminar Record System” recorded data of

teachers’ professional development

Teachers need to continue to attend more NSS

subject based seminars to be able to handle the

demands of the NSS curriculum

Focused class observation should be further

encouraged for professional development of

teachers

3. Curriculum and Assessment A school-based curriculum adopted in I.S. (S1), IH

(S2), IT (S3), R.S. (S1-S5) & (S6-S7) and English

(S1-S7) to cultivate students’ generic skills

CAS was adopted to evaluate students’ learning

progress and outcomes

Parent endorsement mechanism in the “DEAR”

Passport continued to foster parental involvement in

promoting a reading culture in school


4. Student Learning and Teaching S1 Summer Bridging Programme during the

summer holidays was organized

S4 conversational English lessons by the AWA

volunteers were conducted

‘DEAR’ Reading programme continued to enhance

students’ interest in English

KLA co-ordinators brainstormed strategies for

uplifting public exam results

A staff workshop on the implementation of the

above the strategies was organized

The Chinese Department designed a new

curriculum to cater for the needs of the 2

non-Chinese Speaking students (NCS)

Last year’s focus for Civic Education was ‘Privacy

of Personal Information’

Strategies need to be developed in order to motivate

some passive and unmotivated students

There need to be more fine-tuned strategies for

uplifting students’ performance in public

examinations

5. Student Support The Special Education Needs (SEN) Team

continued its support

ILC continued to foster independent learning in

three language areas

The LMS continued to serve as a platform to foster

the self-learning culture

Health development activities were organized

Provisions were made to cater for learner

differences with remedial classes in the 3 core

subjects and enrichment classes in Mathematics


6. Partnership The Student Association partnered with the

“Steering Committee on Promoting Voluntary

Service”

The Careers Team joined the School-Company

Partnership Programme led by the Young

Entrepreneurs Development Council (YDC) and

also a job shadowing programme under the

guidance of the Junior Achievement Hong Kong

The Counseling Team worked together with the

Caritas in offering the PATHS programme to S1 and

S2 students

7. Attitude and Behaviour As reflected by the encouraging responses in the

Stakeholders survey, students have a positive

attitude and the sense of belongings to school

Students respect teachers and like their school

There is an overall harmonious atmosphere and

caring culture in school

8. Participation and Achievement Outstanding performance by the School Swimming

Team

SportACT Award

Exemplary performance in the HK Schools Music

and Speech Festival

Students got 6 Gold, 21 Silver and 58 Bronze

Individual Awards for Volunteer Service

9


(14/10/2011)

SWOT Analysis

Our Strengths

A well established school organizational structure

Strong emphasis on moral and spiritual development of students

A good learning environment

Well equipped teaching and learning facilities

Suitable NSS subject combination is offered to meet students’ needs and expectations

Most students are well disciplined, cooperative and friendly

Most students put in effort in their academic pursuits

Some student-centred/autonomous teaching and learning methods are in place

There is the incorporation of Project Learning and subject integration into the curriculum to

develop students’ generic skills

A variety of co-curricular activities expose students to different learning experiences and help

them to explore their potential

There is a comprehensive assessment and reporting system in place

Dedicated, competent and committed staff

Good support for the school from parents, past students and the school sponsoring body

Good link with the community & external organizations

Hygienic and healthy school campus

Our Weaknesses

Lack of space for teaching, students’ self study, recreation and staff work place

Maintenance problems of IT facilities

Lack of space for NSS activities

Some students are hesitant to express their views

Some students are passive, dependent on textbooks and teachers’ guidance, and lack

self-autonomous learning skills

Some students lack motivation in learning and in taking part in extra-curricular activities

10


(14/10/2011)

Our Opportunities

Students have the opportunity to be exposed to different cultures and professions through

workshops and overseas visits

Students are engaged in different forms of Language Arts and English Language Enhancement

activities

The implementation of small class teaching in Liberal Studies and Chinese Language electives

in NSS

The implementation of remedial classes for core subjects in junior forms

The implementation of small class teaching in English for F.1 students

NSS students have the opportunity to be exposed to dynamic learning experiences through

OLE activities

The application of the intranet platform widens students’ scope of learning and facilitates

teacher-student communication

On completion of the school redevelopment project, students will have better learning

environment and facilities

Our Threats

Growing problems in students’ families

Some Form 1students lack self-management skills

Some parents are over-protective of their children and impose pressure on school

Some parents shift their responsibility of educating their children to teachers

Some students and parents are generally weak in handling emotions

Some students are so concerned with exam/academic results that they neglect the importance

of the learning process and fail to develop their interest in learning

Heavy workload for the school staff

Teachers are overburdened with the demands of education reform initiatives

Declining student number in secondary schools

Declining standard of incoming F.1 students and growing divide in students’ academic abilities

Very tight financial constraints on staff professional development

Insufficient regular staff establishment to sustain NSS development

Teachers are over burdened with the increasing number of Non-Chinese Speaking and SEN

students

Lack of resources to cater for the needs of SEN, Non-Chinese speaking students and their

parents

11


(14/10/2011)

Major Concerns for 2009/10 – 2011/12

(in order of priority)

1. Implementation of the New Senior Secondary Academic

Curriculum

2. To help students understand themselves and develop their self

management skills

School Development Plan (2009/10 – 2011/12)

Major Concerns (in order of priority)

Intended Outcomes / Targets

Time Scale (Please insert ) A General Outline of Strategies

09/10 10/11 11/12

1. Implementation of the New Senior

Secondary Academic Curriculum Evaluation of the NSS

curriculum with respect to:

Subject offer with broad

and balanced curriculum

Flexible time-tabling to

support subject

development

Appropriate staff

development to enhance

professional capacity

Manpower allocation to

maximize the use of

manpower

Other Learning

Experiences

Preparation for the cohort

years:

Manpower allocation

Time-tabling

Evaluate subject offer for NSS

Evaluate manpower allocation for NSS

Evaluate timetabling for NSS

Evaluate OLE provided

Teachers attend seminars and courses on NSS

curriculum

Work out manpower allocation and time-tabling

for the cohort years

Regular staff seminars, PTA seminars, School

Advisory Committee meetings

(Cont’d)


Intended Outcomes / Targets

Time Scale (Please insert ) A General Outline of Strategies

09/10 10/11 11/12

2. To help students understand

themselves and develop their self

management skills

To enable students to

understand themselves

To develop students’ self

management skills

Time and finance

management

Stress and emotion

management

Adversity management

To evaluate the theme of self

management (2009-2012)

Design Home Programs to facilitate students’

self -reflection

Hold a whole school programme/seminar to

arouse students’ concern on their self

management skills

Implement students’ self management skills in

subjects

Finalize the focus and implementation plan of

student formation based on questionnaires and

teachers’ workshop

Annual School Plan

2011/12

15

Annual School Plan (SFCC)

(14/10/2011)

Annual School Plan

2011/2012


1. Implementation of the New Senior Secondary

Academic Curriculum

2. To help students understand themselves and develop

their management skills

3. To hone students’ English for the NSS Electives, enrich

the English learning environment in school, and

provide support in the teaching and learning of

English

1. Major Concern: Implementation of the New Senior Secondary Academic Curriculum

Strategies / Tasks Time Scale Success Criteria Methods of Evaluation

People Responsible

Resources Required

Prepare teaching materials for

NSS curriculum

Work out NSS subject

combination for 2012 - 2015

Teachers attend seminars and

courses on NSS curriculum

Regular staff seminars, PTA

seminars, School Management

Committee meetings

Evaluate manpower

allocation, time-tabling and

OLE arrangement

Prepare F.6 students for

JUPAS and non-JUPAS

application

Review current teaching and

learning effectiveness

Whole year Teaching materials are prepared

Over 80% of satisfactory rate in

choice of NSS electives as

generated by the Student Option

Programme

100% of teachers concerned

attend seminars or courses on

NSS

Over 50% of NSS teachers and

parents of NSS students agree

with the implementation of NSS

curriculum

Term-end evaluation reports with

suggestions for identifying the

strengths and solutions for the

problems encountered in

time-tabling, manpower

allocation and OLE arrangement

Provision of information on

multi-pathways through seminars

for F.6 students and parents

Evaluation reports on current

teaching and learning

effectiveness

Use of Student

Option

Programme

Seminar

records

Completion of

school-based

evaluation

questionnaires

by NSS

teachers and

parents of

NSS1 students

Evaluation

meetings

Staff

consultation

meeting

Minutes

Principal

Academic

Team

All NSS

teachers

All NSS

students

Parents of NSS

students

Student

Association

t

2. Major Concern: To help students understand themselves and develop their self- management skills


People Responsible

Resources Required

To organize activities to help

students:

To face adversity

To develop adversity

management skills

Data analysis and evaluation by

students and teachers

Organize a workshop for teachers

to prioritize the needs of our

students so as to explore the

direction of student formation in

the coming years

Whole year More than 60% of students

agree that the activities can

help them:

face adversity

develop their adversity

management skills

More than 50% of the target

parents agree with the

implementation of the

self-management skills

More than 50% of teachers

agree that the activities can

help students:

Face the adversity

develop their adversity

management skills

The direction of student

formation in the coming

three year is honed.

Completion of

School-based

Evaluation

Questionnaires

by teachers,

students and

parents

Data analysis

report

Principal

Student

Formation

Team (SFT)

Form teachers

All Staff

All students

Parents

St. James’

Settlement

$ 15,140

3. Major Concern: To hone students’ English for the NSS Electives, enrich the English learning environment in school, and provide support in the teaching and learning of English


People Responsible

Resources Required

1. Hiring a tutor to conduct a course for

Form 2 on Teaching English Through

Poems and Songs and Choral Speaking

in collaboration with regular English

teachers as preparation for NSS

Curriculum

This strategy will reinforce the MOI

policy of our school as students’ oral

English skill will be honed and their

confidence will be boosted

Sep 2011 to

Aug 2012

More than 70% of students

will pass an oral assessment

given at the end of each term

evaluating their performance

in the monologue, duologue

or short play based on the

poems and songs covered in

the course.


will pass in the mechanics of

PSHE presentation

oral

assessment

Oral

speaking

assessment in

PSHE

Regular

English

teachers

Course Tutor

All Form 2

students

PSHE

teachers

$89500

2. Hiring a tutor to conduct a Teaching

English Through Social Issues Course

for all Form 3 students in collaboration

with regular English teachers as

preparation for NSS Curriculum

This is a parallel strategy which will

address the demands of English and our

MOI requirements as students’

understanding of local and international

topical issues is strengthened

Sep 2011 to

Aug 2012


will pass an oral assessment

given at the end of each term

evaluating their performance

in the course

oral

assessment

Regular

English

teachers

Course Tutor

All Form 3

students

$79500


People Responsible

Resources Required

3. Hiring a teaching assistant for assisting

teachers in implementation of various

English learning activities and

curriculum development

The implementation of various English

learning activities will foster an

English-rich environment in our

school, in turn, will support our

schools’ MOI as English

The English learning tasks in the ILC

will cover topics related to the contents

of other subjects with the aim of

reinforcing students’ comprehension

and vocabulary

Sept 2011to

Aug 2014

60% of the English teachers

agree that the teaching

assistant is effective in

assisting teachers with the

implementation of various

English learning activities,

curriculum development and

independent learning.

A total of about 500 English

learning tasks will be

developed for the

Independent Learning

Centre by Aug 2014.

Questionnaire

Counting

All English

teachers

$510000

4. Hiring a full-time English teacher for

12 months so that three serving English

teachers will be released for developing

a school-based teaching package which

prepares students for learning Liberal

Studies

Sept 2012 to

Aug 2013

In the academic year 2013-14,

Form 3 students

will demonstrate acquisition

of the vocabulary and

expressions in quizzes. A

pass rate of 60% is expected.

60% students will

demonstrate use of

vocabulary and expressions

Vocabulary

quizzes

Questionnaire

All English

teachers

All Liberal

Studies

teachers

All Form 3

and 4 students

$289000


People Responsible

Resources Required

This will improve students’ vocabulary,

sentence construction, comprehension

and answering techniques for a variety

of question types

and organization skills in

newspaper-cutting

assignments.

Form 4 students

will demonstrate acquisition

of the vocabulary and

expressions in quizzes. A

pass rate of 60% is expected.

60% students will

demonstrate use of

vocabulary and expressions

and organization skills in

newspaper cutting

assignments.

60% students show

improvement in LS

assignments in terms of use

of vocabulary and

expressions and organization

of ideas in answering

various essay-type

questions.


People Responsible

Resources Required

5. Hiring professional service to assist

English teachers in setting up an

English Drama Club, which provides

training for its members, and

developing related teaching materials

Sept 2011 to

Aug 2012

60% participants agree that

the drama activities have

enabled them to learn drama

skills and boost their

confidence in using English.

Questionnaire Teacher

advisors of the

English Club

All student

participants

$32000

6. The lunch time English conversation

classes with the members of the AWA

(American Women’s Association) for

Form 4 students and the English

Ambassador Programme for the Form 1

students will provide speaking

opportunities for our students in a more

casual environment

Sept 2011 to

Aug 2012

70% participants agree that

the activities have made

them better and more

confident speakers of

English

Questionnaire School

coordinator for

the AWA

Programme

Teacher

advisors of the

English Club

All student

participants

Measures to broaden student’s choices of elective subjects

for 2009/10 to 2011/12 cohort, for 2010/11 to 2012/13 & for 2011/12 to 2013/14 of senior secondary students

The following programme is adopted with the support of EDB’s Diversity Learning Grant (DLG):

DLG funded

Programme

Strategies & benefits

anticipated

Name of

programme

Duration of

the

programme

Target

students

Estimated no. of students involved in each

school year

Evaluation of

student

learning /

success

indicators

Teacher-in-charge 09/10 10/11 11/12 12/13 13/14

Other

Programmes

In view of the small

numbers of students

opting for ERS, this

network programme

with Canossa

College, Pui Tak

Canossian College

& Aberdeen

Technical School

can help to cater for

students’ diverse

needs

Ethics &

Religious

Studies

(network

programme)

3 years S4 – 6

students

2009/10 S4 Students will

take the

HKDSE

Examination

Jointly

organized with

Canossa

College, Pui Tak

Canossian

College &

Aberdeen

Technical

School and Holy

Family of

Canossian

College.

8 6 6 N.A. N.A.

2010/11 S4

N.A. 6 5 5 N.A.

2011/12 S4

N.A. N.A. 6 4 5

st. francis’ canossian college

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