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1 SR15-16
Contents Page
I. Vision and Mission 1
II. Our School 2 - 3
III. Our Students 4 – 5
IV. Our Teachers 6 – 7
V. Major Concerns 8 - 14
VI. Financial Summary 15 - 18
VII. Performance of Students 19 - 32
VIII. Future Planning for 2016 - 2017 33
Appendix 34-39
1 SR15-16
I Vision & Mission
We are fully committed to
offering an all-round
education enhanced with
the gospel spirit and the
virtues of humility, respect,
kindness and love.
2 SR15-16
II Our School
Brief Introduction of the School
Canossa College, the former Canossian Convent Secondary School, was founded by the
Canossian Daughters of Charity in 1959. The Canossian sisters left Italy, their homeland, to
begin their missionary work in Hong Kong in 1860. In 1891, on Mr David Sasson's
generous donation of a piece of land of 3,000 sq.ft in Shaukeiwan, the Canossian Sisters'
convent and a Chinese primary school were built. In 1932 a new convent and a primary
school were erected but were occupied by the Japanese and British soldiers during World War
II. In 1951, the Canossian Chinese Primary School was re-opened and the Canossian
Convent Secondary School was officiated in the new four-storey premises adjacent to the
primary section in 1959.
To make way for the development of Eastern district, both the secondary and primary schools
were transferred to the present premises at Quarry Bay in 1984 and renamed Canossa College
and the primary section, Canossa School (Hong Kong). Canossa College began to offer an
education in the medium of English.
The Incorporated Management Committee (IMC) of Canossa College was set up on 31 August
2013 to replace the School Management Committee.
School Premises and Facilities
The school premises not only won the 1984 Highest Honours Award in Architectural Design
for the simplicity, harmonious colour scheme, brightness and spaciousness, but also provide an
ideal learning environment for students. The School Improvement Programme was completed
in 2004 with a new wing erected from the parking area by the main entrance, providing more
facilities for students’ learning.
There are now 25 classrooms and other special rooms (2 visual arts rooms, 2 computer rooms,
1 language room, 4 laboratories, 5 multi-purpose rooms, 1 needlework room, 1 cookery room,
1 geography room and 1 student activity center). In addition, the school hall, library, tuckshop,
backyard, two multi-purpose ball courts, two covered playgrounds and the chapel adjacent to
the convent give ample space for various student activities.
School Management
Composition of IMC
School
Managers
Sponsoring
Body
Principal Parent Teacher Alumnae Independent
15/16 7(58.3%) 1(8.3%) 1(8.3%) 1(8.3%) 1(8.3%) 1(8.3%)
3 SR15-16
Number of Active School Days
Lesson Time for the 8 Key Learning Areas
204
179
205
178
209
182
160
165
170
175
180
185
190
195
200
205
210
215
No. of School Days in School Calendar No. of School Days for Instruction
No
. of
day
s
13/14
14/15
15/16
0
5
10
15
20
25
Ch
i. La
ng.
Edu
cati
on
Eng.
Lan
g.Ed
uca
tio
n
Mat
hem
atic
sEd
uca
tio
n
Scie
nce
Edu
cati
on
Tech
no
logy
Edu
cati
on
PSH
E
Art
sEd
uca
tio
n PE
Lesson Time for 8 Key Learning Areas
4 SR15-16
III Our Students
Class Organization
As at 1.9.15
Level F.1 F.2 F.3 F.4 F.5 F.6 Total
No. of Classes
4 4 4 4 4 5 25
Total Enrolment
(Girls) 142 138 135 122 131 144 812
Percentage of Form 3 students moving on to Form 4 in this school
93.3 93.75 94.8
0
20
40
60
80
100
2013-14 2014-15 2015-2016
Year
Per
cen
tag
e
5 SR15-16
Students' Attendance
Students' Early Exit
98.5 98.5 98.5 98.0 98.2
97.8
90
91
92
93
94
95
96
97
98
99
100
13/14 14/15 15/16
F.1 - 3
F.4 - 6
1.10%
1.18%
0.99%
0.00% 0.50% 1.00% 1.50% 2.00%
13/14
14/15
15/16
Student Early Exit Rate
Att
endan
ce R
ate
6 SR15-16
IV Our Teachers (15/16)
1. No. of teachers in the School (including the Principal)
Year Total no. of teachers Remarks
13/14 59 Including 7 additional teachers
14/15 58 Including 8 additional teachers
15/16 59 Including 2 (0.5) Teachers & 4 additional teachers
13/14 14/15 15/16
Master Degree 34
58%
31
53.4%
31
52.54%
Bachelor Degree 25
42%
27
46.6%
28
47.46%
2.
Teachers’ Professional Qualifications 13/14 14/15 15/16
With Teachers’ Training 100% 100% 100%
Subject trained (Chin) 100% 100% 100%
Subject trained (Eng) 100% 100% 100%
Subject trained (Maths) 88.9% 100% 100%
English Teacher meeting LPR 100% 100% 100%
Putonghua Teacher meeting LPR 75% 75% 100%
3. Teaching Experience of the Principal and Teaching Staff 15/16
0 10 20 30 40
0–4 yrs
5–9 yrs
10–14 yrs
15 yrs or above
7
9
7
36
No
. of
Year
s
No. of Teachers
7 SR15-16
4. Continuing Professional Development of Teachers & Principal
Continuing Professional Development 2013-14 2014-15 2015-16
Total CPD hours of Teachers 3610.8 3814 4697.7
Total CPD hours of the Principal 87 96 65.5
Total 3697.8 3910 4763.2
5. Staff Turnover Rate
62.3
66.9
80.7
0
20
40
60
80
100
2013-14 2014-15 2015-16
Year
11.86%
5.17% 5.08%
0%
2%
4%
6%
8%
10%
12%
13/14 14/15 15/16
Staff Turnover Rate
Hours
of
Tra
inin
g p
er t
each
er
8 SR15-16
V Major Concerns (Achievements and Reflection)
Major Concern 1 : Forming Students’ Good Habits and Personal Qualities
Achievements
Setting Themes for Student Development
Themes for the development of each form of students were set to provide clear objectives and focus
for student formation.
Themes and Main Strategies Adopted
F.1 – Self Understanding, Self-Management & Learning to Respect
Through adventure-based training and Life Education lessons
F.2 – Developing Interpersonal Skills and Nurturing Service Spirit
Arranging all students to participate in service for different needy groups
F.3 – Recognizing Own Strengths and Goal Setting
Providing leadership training camp for selected students
F.4 – Learning through Service and Building Leadership
Guiding all students to plan and implement service programmes for different needy groups
F.5 – Actualizing Potentials
Encouraging students to take leading posts at school
F.6 – Future Planning
Through recollection day for all students
The programmes for F.1, F.2, F.4 and F.6 were rather systematically arranged and found effective
with positive feedback from the students and the teachers.
Cultivation of a Respectful Attitude and Courteous Manners
a. Courtesy Month
Students were cultivated a respectful attitude and courteous manners through slogan design,
board decoration, video making organized in the Courtesy Month. Within the Courtesy Month,
class discussions about courteous behavior and student reflection were also held during the
morning reading periods on two successive days in each week. About 61% of students
acknowledged that the activities held in the Courtesy Month helped them to become more
polite. About 93% admitted giving greeting to teachers whenever they meet but slightly less,
about 78% to other staff.
b. Writing appreciation cards
The Discipline Committee and the Counselling and Guidance Committee jointly organized
appreciation cards writing activity, motivating all students to write to their family members,
teachers, staff and members of the community with appreciation. The students showed a serious
attitude in this activity. The cards were posted on campus for sharing among students.
An atmosphere of appreciation was created through gesture and words in daily interaction
among teachers and students. About 92% of the students expressed that they tried to show
appreciation to others and 82% acknowledged appreciation from teachers and schoolmates.
c. Giving out appreciation cards to students
In order to help students form good habits and personal qualities, appreciation cards with praises
of “Keep up with your leadership”, “You are always punctual”, “Keep up with your generosity”,
Thank you for being helpful” and “Thank you for being respectful” were given out by ECA club
advisors to the students found with praiseworthy deeds and behavior in the clubs. Advisors
found it worthwhile to do so.
9 SR15-16
d. Integration of the Educational Theme into the formal curriculum
The Educational Theme of “Respect and Appreciate” for the school year 2015/16 was integrated
into the curriculum of many subjects. They included assigned reading of materials and slogan
design related to the theme in Chinese Language, writing articles, booth games and public
speaking in English Language, practicing cooperative learning, skills of negotiation and
reconcile different opinions to reach consensus in solving international confrontation in History,
strengthening an atmosphere of appreciation and a respectful attitude through activities in Music
and Physical Education, using relevant symbolic images to present the message of respect and
appreciation in Visual Arts and putting extra related topics in Religious Education and other
subjects.
Inter-class Cleanliness Competition
Students were motivated to take good care of their classrooms through an inter-class cleanliness
competition held by the Discipline Committee.
Team Building Activities
Form teachers also arranged team building activities to enhance students’ social skills and
collaboration with peers. The activities turned out to be very effective with 84% of the students
feeling good team spirit in their class.
Giving Pledge to Service
As all students are members of the Community Youth Club, they all were arranged to take an oath at
the Investiture of Student Leaders to pledge for commitment in service. Through the ceremony, all
students had their sense of service raised and were reminded to always serve at school and in the
community.
Form Assemblies
To nurture students’ spiritual strengths and cultivate Catholic values among students, a total of
eleven Form Assemblies with Bible reading, life experience sharing, thematic video, reflection and
prayers were held for each form of students once in each term (Form Six in first term only). Each of
these assemblies had a theme specially chosen to address the needs and prevailing issues about each
form of students. Through these activities, students were guided to acquire positive values for a
better life. To consolidate their learning, the reflection was followed up in Religious Education
lessons. The students showed good involvement in the activities. About 62% of the students
acknowledged that the assemblies helped them understand how to lead a positive life and be a better
person.
Reflection
The themes set for student development could be adopted again but effort should be made to
promote them to all teachers in order to draw better effect, or they will be easily neglected when
many other concerns about the students arise.
More than 87% of the teachers were satisfied with students’ general manners. About 86% of them
found students showing the habit of greeting with people. Yet about 67% agreed that the related
lessons they conducted were effective. Only 65.5% of the teachers agreed that the special activities
held in the Courtesy Month successfully conveyed the importance of showing respect for others and
58.6% of them found that students’ attitudes and manners had improved when compared them to the
year before. This may imply that the students had already possessed good manners before those
activities were run. After all, most students displayed good manners and attitude at school.
Club advisors will continue to give out appreciation cards to club members who deserve
reinforcement for their good deeds and proper attitudes.
10 SR15-16
Teachers made good effort to create a culture of respect and appreciation. They revised the syllabus
to include topics and lessons to enable students to understand, practise and live out the virtues. The
topics and lessons designed were relevant and effective.
More than 74% of the teachers agreed that the Form Assemblies helped nurture students’ character.
Suggestion was even given to double the frequency. With a view to assuring the quality rather than
quantity of the programmes for character formation, the number of the Form Assemblies will
remain unchanged for next school year. Understandably, it takes time for students to internalize the
values and live out the desirable characters. It is believed that repetition and spiralling arrangement
of the programmes for students will help develop a good school culture, desirable campus
environment and school ethos.
Major Concern 2 : Enhancement of Study Skills and Support for Student Learning
Achievements
F.1 Thinking Skills Training
All F.1 students were given training on 6-hat thinking skills on the Experiential Learning Day.
About 60% of them were able to point out the critical argument in case study analysis.
Enhancing Interactive Lessons
To enable students to express opinions with confidence and take an active role in learning, teachers
made effort to enhance interaction with students during lessons. They worked on their questioning
techniques. To facilitate the progress, more Lesson observation was carried out with the focus on
questioning techniques of the teachers. Besides peer observation among all teachers, thirty-four
teachers’ lessons were visited by the Principal followed by discussion and exchanging views for
improvement in teaching and learning. Students were found making improvement in their language
skills and expressing ideas compared with their performance in past years. They showed natural
exchange of comments, raised questions and responded to questions spontaneously.
Cross-panel lesson observation was also carried out by Integrated Science and Chemistry panels
with focuses on catering for learner diversity and questioning techniques. Physics and Biology
panels also exchanged lesson observation. The teachers concerned gained inspirations through this
practice and the post-observation discussion.
Nurturing Giftedness
It is believed that each student has some kind of talent, and effective strategies can tap their
potential and maximize their learning. To enable teachers to understand the possibilities for student
development and to obtain ideas for curriculum design, teachers were required to join an online
training programme and attend workshops on gifted education. About 38% of the teachers have
completed the foundation online gifted education training, less than the target 75% for this school
year. More promotion of the training is needed to encourage the rest of the teachers to attempt the
programme next year. Neverthless, over 67% of the teachers in a survey were certain that they had
the idea for integrating gifted education into their respective subjects.
Eighteen subject panels have formulated a 3-year plan for enhancement of teaching and learning
with elements of gifted education. These plans have a different focus for each level of students and
include cross-subject collaboration : Chinese Language and Chinese History, Chinese Language and
Putonghua, English and Geography, Biology and Physics, Chemistry and Integrated Science,
Information and Communication Technology and Physical Education, Religious Education and
Music, Visual Arts, Home Economics and Physical Education.
11 SR15-16
Throughout the year, a total of 99 members of the Talent Pool and high achievers received training
or took part in activities related to gifted education by the school or other organizations. Through
the activities offered by the school, 42 F.3 and F.4 students received leadership training; 12 F.4
members participated in a Leadership Training Program organized by the Hong Kong Federation of
Youth Groups; 23 members took part in a Team Building Training Program organized by the CEPT
Limited.
Enrichment on English Language, Chinese Language and Mathematics
Academic programmes were specially held for members of the Talent Pool and high achievers.
They included a 5-day course 「中文適意學」with training on writing, reading and speaking for 22
F.2 students. The participants had high motivation for learning and some showed very good
potential that can be further developed. Another creative writing course was run for 13 F.4 and F.5
students. More than 90% of them hope to have similar training again.
An 8-hour English drama course taught by Dramatic English Limited was arranged for 15 F.1 high
achievers. An 8-week toastmaster course was jointly organized by Toastmasters International and
the English Panel of the school for 28 F.3 to F.5 high achievers. Almost all participants agreed that
the course aroused their interest and enhanced their public speaking skills.
Enrichment courses for Mathematics high achievers of F.1-F.6 were arranged throughout the year.
Junior formers especially liked the enrichment classes with the attendance rate over 90%.
F.4 students weaker in Chinese had the chance to benefit from the EDB school support service for
enhancing catering for learner diversity with a focus on tackling texts of literary Chinese. Through
the training, the participants showed some mastery of the reading skills and became more willing to
try to tackle literary Chinese.
Collaboration among EMI Subjects
Language support for learning EMI subjects was provided for F.1 and F.2 students through English
lessons. For Integrated Science, F.1 students were provided worksheets to learn referencing skills,
phrases expressing cause-and-effect relationship, simple present tense and passive voice. For
Geography, F.2 students had the focus of learning on completing a survey, reporting survey results
and describing graphs and trends.
The English teachers and Geography teacher worked closely in training F.2 students to write topic
sentences. Another measure of helping students learn the vocabulary of EMI subjects through
dictation in English lessons was not so effective because the vocabulary was not taught in context in
the English lessons. This measure is not recommended for next year.
Meetings about collaboration among EMI subject teachers were held and the NET also conducted
sharing sessions for EMI subject teachers, discussing common errors in English and introducing
useful idioms to them.
Campus Forums for Strengthening Thinking Skills and Language Ability
English Language, Chinese Language, Putonghua, Liberal Studies Panels and Civic Education
Committee ran Campus Forums in the form of debating, public speaking or story telling during
lunch time in the covered playground to enable students to sharpen their thinking skills, build up
confidence, practise speaking and discuss current issues. More than half of the teachers helped
prepare students for the activities and make arrangements. More than 80% of the teachers agreed
that the Campus Forums could help students build up confidence and improve their thinking skills
and should continue. About 69% of the students participated as audience at the forums and over
12 SR15-16
56% hoped the forums would continue. However, only about 36% of the students took part as
speakers and only 29% acknowledged having gained confidence through taking part in these
activities.
Pleasure Reading Scheme
The extensive reading scheme was refined to enhance junior form students’ reading skills. A reading
booklet with a number of reading texts was introduced to F.1 students. Post-reading quizzes were
given.
Reflection
About 58% of the F.1 students had learnt 6-hat thinking skills in their primary schools, but only
about 34% of them felt confident in tackling skills before the training provided in our school. This
suggests that students need revision of the skills learned and opportunities for application of the
study skills should be provided for them to master the skills well.
Through lesson observation, the students were found possessing better communication skills than
they were in previous years. They could respond to questions more spontaneously and more
precisely. Some of them could express elaborated opinions. This can be attributed to the persistent
effort in training their speaking skills and frequent interaction with teachers and fellow students in
class.
Collaborative lesson planning and peer observation were good opportunities for panel members to
discuss and try out new strategies in enhancing students’ learning capacity. Teachers concerned
agreed that the cross-subject lesson observation could enhance sharing of different teaching
practice. Since many students were taking Chemistry and Biology as electives, the teachers through
cross-panel lesson observation could get a glimpse of the content covered and skills required in the
related subjects. This might be useful for planning the teaching schedule.
Teachers expressed that the emphasis of gifted education reminded them of the importance to
develop students’ high order thinking skills. Yet more effort is needed to promote the online gifted
education programme to teachers.
Collaboration between English teachers and EMI subject teachers will continue. It was found that
the collaborative lesson planning and its delivery within a short time frame seemed to be effective
for weaker learners. Similar collaboration was suggested to continue in the next academic year for
all F.2 classes, preferably in the first term, so that students can have more practice in the second
term. In view of F.1 and F.2 students’ increasing difficulty in understanding abstract concepts and
presenting ideas on their own, the worksheets currently used might be revised in order to give more
guidance and language support to them. Other modes of collaboration with other subjects could be
explored.
The toastmaster course really benefited students and similar courses will be organized next year.
Though not many participants of the Campus Forums felt that they gained confidence, Campus
Forums will continue because students need opportunities to practise speaking in the public. Indeed.
Campus Forums enable students to speak in front of their fellow students in a large venue.
About 67% of the teachers found that the modified Pleasure Reading Scheme could encourage
students to read extensively. The Librarian recommends providing guided reading for F.1 students
through looking up the meaning of vocabulary with them during the library lessons. She will invite
subject panels to provide subject-based reading materials for students in the reading periods and
assist to design task sheets for the students.
13 SR15-16
Major Concern 3 : Development of Career and Life Planning for All Students
Achievements
Career and life planning programmes were systematically arranged for all students. These training
programmes were chosen to address the needs of each form of students, from personal strengths
development, understanding job fields, career opportunities to future planning. Students were
helped to nurture career aspirations throughout the six years at school.
For Form One
All F.1 students took part in adventure-based training. They learned team building and problem
solving skills. The training enabled students to achieve their potential and gain confidence. It is a
good starting point for students to build up personal strengths when they begin to learn to make life
planning.
All F.1 students also were taught to write i-portfolio, to record learning activities and achievements
and do reflection on their experience so as to facilitate their future planning and personal
management.
For Form Two
Two life planning workshops were held for all F.2 students. They were guided to gain a better
understanding of themselves and match their existing attributes with various career choices. During
the programme, they were assisted to formulate medium-term goals and seek advice from relevant
people in school or in their family.
All F.2 students joined a leadership training camp. The students got very involved in the
activities. Nearly all of them acknowledged the learning experiences in personal development,
communication skills, problem solving and decision making.
For Form Three
All F.3 students were prepared for F.4 subject selection through two seminars. They learned about
their strengths and interest and the curriculum of electives. They also understood themselves more
through participation in an aptitude test. All F.3 students also learned the concepts of income,
saving, spending, donation, budget, needs and wants under the sharing of the business volunteer’s
financial management experience by attending JA Personal Spending 101 Seminar.
For Form Four
A socio-game was arranged for 29 F.4 students. They experienced a Mock HKDSE release day
with interviews for jobs and simple working practice in various fields. The programme could really
prepare students to manage and adapt to the transition from school to work.
Twenty-nine F.4 students attended JA Personal Finance Program organized by Junior
Achievement Hong Kong. The students found the programme informative and useful.
For Form Five
Student Learning Profile workshops were conducted for F.4 and F.5 students. All F.4 students
also learned work ethics and the virtue of integrity as well as the positive value of “Abide by the
Rules”, “Support Clean Elections” by visiting the workplace of ICAC. Students found the visit of
ICAC workplace interesting and useful.
Life Planning Day was arranged for all F.5 students. They came to understand the working world
through the sharing of job experience by the alumnae. The students found the programme
informative and useful. They enjoyed chatting with the alumnae and learned different job fields and
14 SR15-16
work experience from them.
For Form Six F.6 Recollection Day was organized to strengthen students’ self-understanding, ability to recall
their past and experience to build their future on their strengths with sense of vision and mission. It
was done rather smoothly because of sufficient preparation.
In a survey, about 76% of the students acknowledged understanding of their abilities and interest for
planning their future careers through the related training activities and over 86% still wanted to
learn more about how to make plans for their future.
Reflection
It was found that the life planning programmes could encourage students to start to make career
decisions in accordance with their interests, abilities and aptitude. To ensure a good start for all
students, it is suggested that the form teachers of junior forms conduct some preliminary activities
to encourage students to think about their future. To achieve this, a Life Education lesson on career
related issue will be provided next year.
The socio-game held for some interested students this year was found a useful experience for them,
so the programme will be offered to all F.4 students next year.
Almost 90% of the teachers shared that students had asked them for advice on their future planning.
The teachers were aware of the need to help students in career and life planning and about 79% of
them were sure how to guide the students. About 90% still felt that they needed more training on
career counselling. After all, for effective counselling to students about life planning, the teachers
should be supported to equip themselves with related knowledge and skills.
15 SR 15-16
VI Financial Summary
16 SR 15-16
17 SR 15-16
18 SR 15-16
19 SR15-16
VII Performance of Students
1. HKAT (Pre - F.1)
62.57 62.35 61.19
52.99
0
20
40
60
80
100
2013 2014 2015
CC
Mean S
core
Chinese
CC Mean Score
68.38 69.19 65.84
49.67
0
20
40
60
80
100
2013 2014 2015
CC
Mean S
core
English
CC Mean Score
69.54 71.64 71.43
57.64
0
20
40
60
80
100
2013 2014 2015
CC
Mean S
core
Mathematics
CC Mean Score
20 SR15-16
2. HKDSE Results 2016
Canossa
College
Day School
Candidates
No. of Candidates 142 56,112
Percentage of students meeting the minimum requirements
(3322+2) for university degree courses, including level 3 in
Chinese Language, English Language and level 2 in Mathematics
Compulsory Part and Liberal Studies
81% 42.2%
Percentage of students qualified for sub-degree programmes
(attaining 2222+2), including Chinese Language and English
Language
95% 71.2%
Results in 4 Core Subjects
Core Subjects
Level 2 or above Level 3 or above Level 4 or above
Canossa
College
Day School
Candidates
Canossa
College
Day School
Candidates
Canossa
College
Day School
Candidates
English Language 100% 80.3% 94.4% 55.1% 47.2% 28.6%
Chinese Language 99.3% 85.2% 83.1% 55.2% 48.6% 28%
Mathematics 97.2% 81.3% 83.8% 58.5% 54.2% 38.6%
Liberal Studies 98.6% 89.4% 85.2% 67.7% 38.7% 36.3%
21 SR15-16
3. Secondary 6 Graduates’ Placement
JUPAS Degree
52.8%
JUPAS
Sub-degree
11.2%
Others
36.0%
JUPAS Offer Results 2016
2015 - 2016 Secondary 6 Graduates Careers Survey
22 SR15-16
JUPAS degreeprogramme
Non-JUPASdegree
programme
JUPAS sub-degree
programme
Non-JUPASsub-degree
programme
Overseasstudies
Full-time S6course
Private study OthersFull-time
employmentUnknown
15/16 32.9% 12.6% 1.4% 32.9% 7.0% 0.0% 3.5% 0.0% 0.0% 9.8%
14/15 39.6% 20.8% 2.7% 22.1% 6.0% 0.7% 2.7% 0.0% 0.0% 5.4%
13/14 29.0% 16.6% 2.4% 37.3% 10.1% 0.0% 1.0% 0.6% 0.0% 3.0%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Secondary 6 Graduates
15/16
14/15
13/14
23 SR15-16
4. Students' Reading Habit
Percentage of students borrowing reading materials from school/public libraries
13/14 14/15 15/16
F.1-F.3 F.4-F.5 F.1-F.3 F.4-F.6 F.1-F.3 F.4-F.6
Once a week or more
5.3% 5.5% 14.9% 4.9% 5.3% 2.1%
Once every two weeks
22.9% 6.8% 22% 6% 17.8% 2.8%
Once a month
24.7% 15% 19.2% 14.4% 18.7% 17.2%
Less than once per month
42% 53.6% 29% 54.1% 38.2% 58.7%
Never
5.1% 19.1% 14.9% 20.6% 20% 19.2%
Average no. of hours spent on reading books, newspaper and electronic information per week
13/14 14/15 15/16
F.1-F.3 F.4-F.5 F.1-F.3 F.4-F.6 F.1-F.3 F.4-F.6
English reading materials
3.1 3.3 2.3 3.1 3 3.3
Chinese reading materials
6.9 5.6 5.9 5.6 6.9 6.7
24 SR15-16
5. Inter-school Activities and Prizes Won in 2015-2016
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
Music
1. The 68th
Hong Kong Schools Music Festival
- organized by the Hong Kong Schools Music
and Speech Association
Pipa Solo (Junior)
Secondary School Choir Girls’ Singing in Chinese
First Division – Intermediate (Age 16 or under)
1
1
2. 2015 Hong Kong Youth Music Interflows
– organized by the Music Office, Leisure &
Cultural Services Department
Chinese Orchestra Contest
(Secondary School Class B)
Merit (1)
3. Hong Kong International Wind Instruments
Competition 2016
- organized by Hong Kong International
Performing Arts Foundation
3
1
4. Orientale Concentus IX International Choral
Festival 2016, Singapore
- organized by ACE 99 Cultural PTE Ltd.
Girls’ Choir – Equal Voices
Gold Award (1)
Sports
1. Inter-School Athletics Championships 2015 –
2016
– organized by the Hong Kong Schools Sports
Federation (HK Island & Kowloon
Secondary Schools Regional Committee)
Girls A Grade
- 100m
- 4x100m
- Long Jump
Girls C Grade
- 800m
- 1500m
1
1
1
1
1
2. Eastern District Age Group Athletics Meet
2015
- organized by the Leisure and Cultural
Services Department
Girls C Grade (16-18 years old)
- Shot Put
- Discus
1
1
3. Annual School Athletics Meet
4 x 100m Invitation Relay
Holy Family Canossian College
1
25 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
4. Inter-School Swimming Championship
2015-2016
- organized by the Hong Kong Schools Sports
Federation (HK Island & Kowloon
Secondary Schools Regional Committee)
Girls A Grade
- 4x50m Freestyle Relay
Girls B Grade
- 50m Breast Stroke
- 50m Back Stroke
- 100m Breast Stroke
- 4x50m Freestyle Relay
- Overall
Girls C Grade
- 50m Butterfly
- 50m Back Stroke
- 100m Freestyle
- 4x50m Freestyle Relay
- Overall
Girls Overall
1
1
1
1
1
1
1
1
1
1
1
1
1
3rd Runner-up (1)
5. 2015-16 Age Group Short Course Swimming
Competition
- organized by the Hong Kong Amateur
Swimming Association
Division II
- 50m Freestyle
- 100m Breast Stroke
- 200m Breast Stroke
Division III
- 50m Back Stroke
- 100m Freestyle
- 100m Individual Medley
1
1
1
1
1
1
6. 2015-16 Age Group Long Course Swimming
Competition
- organized by the Hong Kong Amateur
Swimming Association
Division II
- 50m Breast Stroke
Division III
- 100m Butterfly
1
1
7. 2016-2017 Age Group Long Course
Swimming Competition
- organized by the Hong Kong Amateur
Swimming Association
Division II
- 100m Back Stroke
1
26 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
8. Age Group Swimming Competition 2015
- organized by the Leisure and Cultural
Services Department
Sai Kung District (Girls Youth)
- Group G: 100m Breast Stroke
- Group F & G: 200m Freestyle
- Group H: 50m Butterfly
- Group H: 100m Butterfly
- Group H & I: 200m Butterfly
- Group H, I & J: 450m Medley Relay
Eastern District (Girls Youth)
- Group H: 50m Butterfly
- Group H: 100m Freestyle
- Group H: 200m Butterfly
Southern District (Girls Youth)
- Group H: 50m Freestyle
- Group H: 100m Butterfly
- Group H: 200m Butterfly
1
1
1
1
1
1
1
1
1
1
1
1
9. Panasonic Pan Asia Synchronized Swimming
Championships Cum 11th
Hong Kong
Synchronized Swimming Open Competition
2015
- organized by Hong Kong Amateur
Swimming Association
Stroke – Local 25m (Age 11-12)
- Foot First Scull
- Freestyle Propeller
- Head First Scull
- Eggbeater Traveling Sideways
1
3rd Runner-up (1)
4th Runner-up (1)
4th Runner-up (1)
10. Hong Kong Synchronized Swimming Age
Group Competition 2016
- organized by Hong Kong Amateur
Swimming Association
Sequence Swim (Age 13 or above)
1
11. Annual School Swimming Gala
4x50m Freestyle Invitation Relay
Marymount Secondary School
Precious Blood Secondary School
St. Francis’ Canossian College
St. Mark’s School
1
1
1
1
12. SAMSUNG 59th
Festival of Sports
2016 Hong Kong Aged Group Trampoline
Competition
– organized by the Sports Federation &
Olympic Committee of Hong Kong, China
Girls Aged 14 or below
- Synchronized
- Individual
Girls Aged 15-17
- Synchronized
2
4
2
1
27 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
13. Hong Kong Trampoline Open Championship
2015
- organized by the Gymnastics Association
of Hong Kong, China
Girls B Grade
- Team Overall
Girls C Grade
- Individual
Girls Synchronized (Aged 14 or below)
Girls Synchronized (Aged 15 or above)
2
1
1
2
2
14. The 17th
Hong Kong Inter-School
Trampoline Competition
– organized by the Gymnastics Association of
Hong Kong, China
Girls B Grade
- Individual
Girls C Grade
- Individual
Merit Award (24 marks or above)
- Girls A Grade
Team Overall
- Girls B Grade
Team Overall
- Girls C Grade
Individual
Team Overall
- Girls Synchronization
1
1
1
1
1
1
3rd Runner-up (1)
15. Trampoline Invitation Competition
2015-2016
– organized by Maryknoll Convent School
Team Overall
1
16. Inter-school Table Tennis Competition
2015-2016
– organized by the Hong Kong Schools
Sports Federation (Hong Kong Island &
Kowloon Secondary Schools Regional
Committee) Division III (Hong Kong Island)
- Girls A Grade
5
17. Inter-School Basketball Competition 2015 –
2016
– organized by the Hong Kong Schools
Sports Federation (Hong Kong Island &
Kowloon Secondary Schools Regional
Committee) Division II (Hong Kong Island)
- Girls C Grade
- Girls Overall
1
1
28 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
18. The 14th
Rosaryhill Sports Tournament –
Badminton Competition
- organized by Rosary School (Secondary
Section)
Girls
1
19. SAMSUNG 59th
Festival of Sport
Hong Kong Secondary School Baseball Elite
Championship 2016
- organized by the Sports Federation and
Olympic Committee of Hong Kong, China
Women Junior
1
20. 2016 Kwai Tsing Beach Volleyball
Competition
- organized by the Kwai Tsing District Sports
Association
Girls Youth
1
21. Volleyball Invitation Competition
- organized by Ho Tung Secondary School
Team Overall
1
Best Blocker (1)
Best Serve (1)
Best Spiker (1)
22. The 47th
Hong Kong Judo Invitation
Competition
- organized by the South China Athletics
Association
Girl B (Aged 10-12) : 40-70kg
1
23. Hong Kong Student Judo Championships
2015
- organized by the Judo Association of Hong
Kong
Girl Junior (Aged 8-12): 40-70kg
1
24. Hong Kong Junior Judo Championships
2015
- organized by the Judo Association of Hong
Kong, China
Girl E (Aged 10-12): +46kg
1
25. AKA Judo Invitational Tournament 2016
- organized by AKA Judo
Girl Group E: 48kg
1
26. Students Invitational Judo Competition 2016
- organized by HKUSU Judo Club
Girl: 48kg
1
27. SAMSUNG 59th
Festival of Sport
Hong Kong Junior Judo Championships 2016
- organized by the Sports Federation and
Olympic Committee of Hong Kong, China
Girl Group E (13-14 years old): 52kg
1
28. Jit Ching Judo Invitation Tournament 2016
- organized by Jit Ching Judo Club
Girls 52kg
1
29 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
Academic
1. The 67th
Hong Kong Schools Speech Festival
2015
– organized by the Hong Kong Schools Music
& Speech Association
Solo Verse Speaking in Cantonese
- Secondary 2: Girls
Solo Verse Speaking in Putonghua
- Secondary 3-4: Girls
Choral Speaking in Cantonese
1
1
1
2. The 12th
Biliteracy & Trilingualism
Composition and Speech Competition
- organized by the Rotary Club of Hong
Kong Island West and Hong Kong
Federation of Education Workers
Senior Section -
The Best
English
Passage (1)
3. 第五屆香港青少年科幻小說創作大賽
- 香港新-代文化協會主辦,香港科幻會及香
港科學創意學會合辦
高中組
優異獎 (1)
4. 第十-屆 仰夏夜之夢 Crossover 2015
- 巧克力網上學習平台、基督教香港信義會
社會服務部及香港青年寫作協會合辦
全港中小學暑期網上寫作計劃
各校最受歡迎
文章獎 (5)
整體最受歡迎
文章獎 (1)
5. [ 25 年前 / 後的我 ] 徵文比賽
- 香港文職及專業人員總會九龍東地區幹事
會主辦
公開組
1
優異獎 (2)
6. Composition of Comics Competition (Liberal
Studies)
- jointly organized by RTHK and Hong Kong
Education City
Award of
Excellence (2)
7. 「通識達人」網上問答比賽 2016
- 香港教育城主辦
優異獎 (3)
30 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
8. The 13th
Talent Problem Solving Competition
- jointly organized by the International New
Standard Education and the Steering
Committee of Gifted Education
Preliminaries
- Science Problem Solving
- Chinese Problem Solving
- English Problem Solving
- Chinese and Mathematics Problem
Solving
- English and Science Problem Solving
- English and Mathematics Problem
Solving
- Chinese and English Problem Solving
- Overall Grade
Finals
- English Problem Solving
- Chinese Problem Solving
A Grade (4)
A Grade (2)
A Grade (1)
A Grade (1)
A Grade (1)
A Grade (1)
A Grade (1)
A Grade
A Grade (1)
A Grade (1)
Secondary 3
Individual
Bronze
Award
9. International Competitions and Assessments
for Schools
- organized by the University of New South
Wales, Australia
Mathematics in English
Science in English
Distinction (4)
Distinction (1)
10. Secondary School Mathematics and Science
Competition 2015
– organized by the Hong Kong Polytechnic
University
Mathematics
Biology
High Distinction (3)
Distinction
(3)
Distinction (1)
11. Hong Kong Biology Olympiad for Secondary
Schools 2015/2016
- organized by the Hong Kong Association for
Science and Mathematics Education
1st Class Honour
(1)
2nd Class Honour
(3)
3rd Class Honour
(1)
12. Hong Kong Youth Mathematical High
Achievers Selection Contest 2015-2016
– organized by the Hong Kong Po Leung Kuk
3rd Class Honour
(1)
13. Mathematics Book Report Competition
- organized by Mathematics Education
Section, Education Bureau
2nd Class Prize
(2)
31 SR15-16
Nature Name of Competition / Organization No. of Prizes
1st 2nd 3rd Other
14. The 7th
Hong Kong Mathematics Creative
Problem Solving Competition for Secondary
Schools
- organized by the Gifted Education Section,
Education Bureau
Bronze Award
(4)
Other
Awards
1. Training Shield Competition 2014-2015
- organized by the Youth & Volunteer
Department, Hong Kong Red Cross
Merit Award (1)
2. Unit of the Year 2014-2015
- organized by the Youth & Volunteer
Department, Hong Kong Red Cross
Merit Award (1)
3. Progressive Programme
- organized by Hong Kong Red Cross
Youth
Attainment
Badge (2)
4. Caritas Bazaar 2015 (Hong Kong Island)
- organized by Caritas, Hong Kong
Best Game Design Award
1
5. Mainland Exchange Programme 2015-2016
- organized by Education Bureau Project Learning Competition (Junior
Secondary Group)
1
6. Hong Kong School Drama Festival 2015/16
– organized by the Hong Kong Art School
Award for
Outstanding
Performer
(1)
Award for
Outstanding
Cooperation
(1)
7. 香港品質保證局理想家園 第九屆徵文、攝
影、繪畫及海報設計比賽
- 香港品質保證局主辦
中學高級組
1
32 SR15-16
Scholarships and other awards
Nature Name of Competition / Organization No. of Recipients
Scholarships 1. Sir Edward Youde Memorial Prize for Senior
Secondary School Students
– organized by the Sir Edward Youde Memorial
Fund Council
1
2. Rev. Joseph Carra Memorial Education Grant
– organized by the Rev. Joseph Carra Educational
Fund
1
3. Future Stars – Upward Mobility Scholarship
– organized by the Hong Kong Special
Administrative Region Government
2
4. Hong Kong Institute of Certified Public
Accountants Scholarship for Secondary Schools
2015 – 2016
– organized by the Hong Kong Institute of
Certified Public Accountants
1
Other Awards 1. 2015-2016 Eastern District Model Student Award
– organized by the Eastern District School Liaison
Committee
4
2. 2015-2016 Eastern District Most Improved
Student Award
– organized by the Eastern District School Liaison
Committee
5
3. Youth Arch Student Improvement Award 2014 - 2015
– organized by the Youth Arch Foundation
21
4. 2105 Hong Kong Island Outstanding Student Award
– organized by the Hong Kong Island
School Heads Association
Highly Recommendable Student of the Eastern
District
Junior Secondary Group
(1)
Senior Secondary Group
(1)
5. 2015-2016 Eastern District Outstanding Youth
Award Scheme
– organized by the Working Group on Promotion
of Civic Education of Eastern District Council
Eastern District 10 Outstanding Youth
1
6. 2015-2016 Eastern District Outstanding CYC
Member Award Scheme
– organized by Community Youth Club
2015-2016 Eastern District Outstanding CYC Member
1
7. Hong Kong Youth Improvement Award 2015
– organized by Elsie Tu Education Fund
Merit Award (3)
8. 2015 Future Leaders Award
– organized by the Outstanding Young Persons’
Association
6
9. A.S. Watson Group Hong Kong Student Sports
Awards
– organized by A.S. Watson Group
1
33 SR15-16
VIII Future Planning for 2016-2017
The school year 2016-2017 is the second year in the three-year school development cycle of
2015-2018. The three major concerns for 2016-2017 will remain the same as last year with some
strategies modified.
For the first major concern of Forming Students’ Good Habits and Personal Qualities, a new
Educational Theme “Achieve Together with Kindness” is set with the aim of cultivating among
students the virtue of kindness embraced in the school motto. Besides, Form Assemblies will
continue to be held to strengthen solidarity, nurture spiritual strengths and cultivate Catholic values
among students.
To address the second major concern of Enhancement of Study Skills and Support for Student
Learning, STEM education action plan and 3-year gifted education plan will be implemented.
The third major concern is about Development of Career and Life Planning for All Students.
Students will be helped to develop their strengths and interest, and explore possible career pathways
and options for future planning.
34 SR15-16
Appendix
Report on the Use of Grants 2015-2016
Strategies Employed Objectives Beneficiaries Time Scale Review
Capacity Enhancement Grant (CEG)
Employment of four teaching
assistants (activity, English,
Chinese and pastoral) and
one IMC assistant
To relieve teachers’
workload.
To provide support for
student learning.
The whole school 9/2015 – 8/2016 About 95% of the teachers agreed that
the employment of the teaching
assistants could help to relieve teachers’
non-teaching duties. More than 93% of
them suggested keeping these four
teaching assistant posts. Indeed, these
assistants not only helped in the
logistics but also ran activities and
tutorials after school, providing extra
learning opportunities for students. The
IMC assistant also enabled teachers to
keep systematic records of the fixed
assets of their departments.
Learning Support Grant for Secondary School (LSGSS)
Support programmes on
social and study skills by the
Salvation Army SKY Family
and Child Development
Centre
To provide individual
training course on
interpersonal communication
and social skills as well as
assessment, parent-teacher
consultation sessions for an
Asperger student.
1 F.5 student
10/2015-4/2016
The student found the training useful.
The student and her parent expect
provision of similar support programme
next year.
35 SR15-16
Strategies Employed Objectives Beneficiaries Time Scale Review
Social Skills Training
Programme by Caritas
Hong Kong Youth &
Community Service
To train the ADHD/SLI
students with social skills,
communication skills and
problem solving skills in a
group mixed with ordinary
peers.
3 F.1,5 F.2 and 3
F.3 students
2-5/2016 Besides the SENs, some ordinary
students also participated in the
programme. The students enjoyed the
activities and found them useful. They
would like to have it again next year.
Speech Therapy Course To help the student improve
her pronunciation and
expressive ability.
1 F.1 student 4/2/2016 –
5/5/2016
She made improvement in
pronunciation and organizing her
expressions and short presentation.
Diversity Learning Grant (DLG)
Leadership training by the
Hong Kong Federation of
Youth Group
To develop students’ generic
skills and leadership.
.
12 F.4 students in
the Talent Pool
10/2015 –
12/2015
The participants came to understand
their personal capacities. Some of them
were nominated to join the activities/
programs organized by the Hong Kong
Academy for Gifted Education.
Sponsoring students with
outstanding capabilities to
receive training
To enable capable students to
gain more training in Science
and Engineering Summer
Camp / Business School
Summer Camp organized by
HKUST.
2 F.4 & 4 F. 5
students
7/2016
Students gained exposure and
experience.
Subsidizing students for
summer courses in the
CUHK
To support academically
strong students to obtain
more training for further
development.
3 F.4 students
9 F.5 students 7/2016 The students gained exposure and
experience.
36 SR15-16
Strategies Employed Objectives Beneficiaries Time Scale Review
Chinese creative writing
workshop
To develop students’
language potential and
creativity in writing.
13 F.4 and F.5 high
achievers
3/2015-4/2015 About half of the participants could
produce writing of good quality. Over
90% of the participants wish to have
similar training in the future.
Mathematics enrichment
courses
To train high achievers for
Mathematics competitions
and for further development.
12 F.4 students
20 F.5 students
9/2015 – 5/2016 They took part in the Hong Kong
Mathematics Olympiad Competition
2016 organized by the EDB and the
Secondary School Mathematics &
Science Competition 2016 organized by
Hong Kong Polytechnic University,
attaining 3 high distinctions, 3
distinctions, 6 credits and 2
proficiencies.
Subsidizing outstanding
students for training, gaining
exposure and development of
their potential
To support two outstanding
students to attend Winter
Program for the Gifted &
Talented 2015 (Creativity and
Psychology)and (The Art of
Debating and Public
Speaking) by Faculty of
Education The Chinese
University of Hong Kong
2 F.4 students
1/2016-2/2016 The students gained more experience.
Subsidizing students for
training and gaining
exposure
To support students to take
part in 16th
Youth Leadership
Development Scheme 「傲翔
新世代」全方位青年領袖訓
8 F. 4 students
1/2016 - 8/2016 The students developed team spirit,
confidence, creativity, problem solving
skills and learned community service.
They showed outstanding performance
and two of them were chosen to join the
37 SR15-16
Strategies Employed Objectives Beneficiaries Time Scale Review
練計劃 run by the YMCA of
Hong Kong.
experiential service trip in Cambodia in
August.
The Hong Kong Jockey Club Life-wide Learning Fund (15-16)
Subsidizing students
for music instrument classes,
sports, training courses
service and culture activities.
To enable students to build
up self-confidence and to
develop their talents.
To help students gain other
learning experiences.
19 students Whole year The students who had financial need
could enjoy the same opportunities as
their peers to gain other learning
experience, and learn skills for personal
and social development. They showed
significant improvement in social skills,
interpersonal skills, cooperation,
attitude toward schooling and sense of
belonging to the community.
School-based After School Learning and Support Programme (Sch-based Af.Sch.L)
Subsidizing students
for sports training, music
instrument classes, skills
training, visits & volunteer
service.
To enable students to build
up self-confidence and to
develop their talents.
To help students gain other
learning experiences.
82 students Whole year The students who had financial need
could enjoy the same opportunities as
their peers to gain other learning
experience, and learn skills for personal
and social development. They showed
significant improvement in social skills,
interpersonal skills, cooperation,
attitude toward schooling and sense of
belonging to the community.
Career and Life Planning Grant
Adventure-based training To build up students’ team
spirit and problem solving
skills.
All F.1 students 2-3/12/2015 Most students took part in the training
with enthusiasm and 95 % of the
students acknowledged achievement of
the objectives.
38 SR15-16
Strategies Employed Objectives Beneficiaries Time Scale Review
Life planning workshops To enable students to
formulate medium term goals
and take systematic approach
to achieve them.
All F.2 students 11/2015 The students gained a better
understanding of themselves and learn
to match their existing attributes with
various career choices. They also
learned to seek advice from relevant
people in school and family in
achieving their goals.
Leadership training camp To exert students’ potential All F.2 students 12/2015 Nearly all the students acknowledged
the learning experience in personal
development, communication skills,
problem solving and decision making.
Leadership Training To train up students for
leading roles in the future.
23 F.3 & 7 F.4
members of Talent
Pool
5/2/2016 Students learnt team collaboration and
leadership skills in decision making.
They valued the experience highly and
gained confidence.
Simple Aptitude Test (by
CUHK)
To enable students to
understand their strengths
and interest in jobs.
All F.4 students Second Term From the test, the students discovered
their interest and strengths. They also
came to know how to make plans for
further studies.
Advanced Aptitude Test (by
CUHK)
To enable students to
understand their strengths
and interest in jobs.
All F.5 students Second Term From the test, the students discovered
their interest and strengths. They also
came to know how to make plans for
further studies.
Life Planning Workshop
through a Mock D Day
To provide students the
experience as a candidate on
the day of release of HKDSE
results.
29 F.4 students 5/2016 The program could help students
prepare themselves for managing and
adapting to the transition from school to
work.
39 SR15-16
Strategies Employed Objectives Beneficiaries Time Scale Review
Life Planning Day jointly
organized by the Alumnae
Association and Careers
Guidance Committee
To get students understand
the working world through
the sharing of job
experiences by alumnae.
All F.5 students 19/3/2016 The students found the programme
informative and useful. They enjoyed
meeting the alumnae and learned from
them.
Interview skills workshop
co-organized by Hong Kong
Employment Development
Service Limited and Careers
Guidance Committee
To train students with skills
for interviews for jobs and
tertiary places.
All F.6 students 3/12/2015 The students learned general responses
and social manners through a Mock
interview. They found the workshop
informative and useful.
Recommended