School Report - Our Lady's College

Our Lady’s College

School Report

2019-2020

Table of Contents

I. Our School

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

2. Structure of School Organization .................................................................................................. 2

3. Curriculum and Allocation of Lesson Period / Time ..................................................................... 3

II. Achievements and Reflection on Major Concerns

To Enhance Learning And Teaching Effectiveness ........................................ 4 - 12

To Enhance Positive Character Formation Of Students ............................... 13 - 19

III. Our Learning and Teaching

Curriculum ............................................................................................................................ 20 - 21

Student Learning and Teaching ............................................................................................ 22 - 23

Assessment .................................................................................................................................. 23

IV. Support for Student Development

Life-wide Learning ...................................................................................................................... 24

Nurturing Positive Values ........................................................................................................... 25

Partnership ................................................................................................................................... 26

V. Student Performance

Student Performance .................................................................................................................... 27

External Awards ................................................................................................................... 28 - 29

VI. Financial Summary ............................................................................................................................... 30

VII. Feedback on Future Planning ............................................................................................................... 31

VIII.Appendix

Spending for Diversity Learning Grant ....................................................................... 32

Spending for NCS Grant .............................................................................................. 33

Spending for School-based After-school Learning and Support Programmes Grant (SBG) 33

Spending for Learning and Support Grant ................................................................... 34

Spending for Promotion of Reading Grant .................................................................. 35

Spending for Capacity Enhancement Grant (CEG) ..................................................... 36

Spending for Teacher Relief Grant (TRG) .................................................................. 36

Report on the Use of Student Activities Support Grant ........................................ 36 - 38

Report on Life-wide Learning Grant (LWLG) ..................................................... 39 - 53

OLC_ School Report (2019-2020) 1

I. Our School

1. Vision and Mission

Mission Statement

Our School was founded by the Institute of the Daughters of Mary Help of Christians (FMA). We have

been educating the students according to the principles of Catholic education and the spirit of our

Founders: St. John Bosco and St. Mary Mazzarello. Imbued with a joyful and family ambience, we carry

out the Preventive System (Reason, Religion and Loving-kindness) which aims to nurture the students’

integral development of the spiritual, moral, intellectual, cultural and social aspects. We stimulate them

to apply the acquired knowledge and the internalized values to life, to face reality with integrity and to

serve society with dedication.

School Emblem

Crown, Sceptre : Our Lady, Queen of Heaven and Earth－the Guide, the Teacher and the

Mother of all those entrusted to her care

Lily : Purity – a pure heart strengthens the unity of mind, thus rendering it capable

of assimilating all that is True, Good and Beautiful

Rose : Charity – care, understanding and self-giving for the love of God and

fellowmen, nurturing the flower of love and spreading the joy of

love in action

Puritas et Caritas : Purity and Charity

OLC : Our Lady’s College


2. Structure of School Organization


3. Curriculum and Allocation of Lesson Period / Time

Time-tabling arrangements

It was on a 6-day cycle basis, with a total number of 54 periods for S1-S6. Each period lasted 40 minutes.

Subjects offered in the 2019-2020 school year and the time-tabling arrangements:

Lesson per 6-day cycle

Subject

S1 S2 S3

HKDSE

S4 S5 S6 No. of

Group

No. of

Period

No. of

Group

No. of

Period

No. of

Group

No. of

Period

Chinese Language 9 9 9 4 8+(1)* 5 8+(1)* 5 8+(1)*

Putonghua 1 1

English Language 10 10 9 4 8+(1)* 5 8+(1)* 5 8+(1)*

General Reading / Oral 1 1 1 4 1 4 1 Mathematics 8 8 8 4 7+(1)* 4 7+(1)* 4 7+(1)*

Mathematics M1 1 5 1 5 1 7

Liberal Studies 2 4 7 5 7 5 7

Integrated Humanities 6 Geography 2 2 History 2 2 Life & Society (S2) /

Economics & Business (S3) 2 2+1 Chinese History 2 2 2 1 6 1 6 1 7

Geography 1 6 1 6 1 7

Economics 1 6 1 6 1 7

Science 6 6 Biology 2 2 6 2 6 1 7

Chemistry 2 1 6 1 6 1 7

Physics 2 1 6 1 6 1 7

BAFS 1 6 1 6 1 7

Computer Literacy 1 2 2 Information Literacy 1 Information & Communication

Technology 1 6 1 6 1 7

Technology & Living 1 1 1 1 6 1 6 1 7

Visual Arts 2 2 2 4 1 4 1 VA – HKDSE 1 6 1 6 1 7

Music 1 1 1 4 1 4 1 Physical Education 2 2 1 4 1 4 1 4 1

Ethics & Religious Education 2 2 2 4 1 4 1 4 1

Class Teacher Period 1 1 1 4 1 4 1 4 1

Remedial Class

Chinese Language: Class B & D (S1-S2)

English Language: Class C & D (S1-S2)

Mathematics: Class B & C (S1-S3)

Enhancement Class

Class A (S1-S3)

(1)*: Additional Lesson for Class B, C, D (S4-S6)


II. Achievements and Reflection on Major Concerns

TO ENHANCE LEARNING AND TEACHING EFFECTIVENESS

Target 1: To enhance student engagement in the learning process

Strategy 1a): Fine-tune the curriculum to cater for S1-3 students with diverse learning needs:

- Review and refine teaching materials based on assessment data

- Optimize teaching materials tailoring to cater for learner diversity

Achievements

Better alignment was formed between teaching, learning and assessment

To enhance students’ academic performance, formative assessments were organized to monitor

students’ progress. There were consolidation and revision tasks given after each topic. Students

were also given vocabulary lists, especially in LAC subjects, which could help facilitate their revision.

Infusion of DSE curriculum were even introduced into the S3 curriculum.

Curriculum adjustment and refinement were made to teaching materials

More varieties of teaching and learning activities were introduced in classes of various subjects.

These activities included having real life examples and topic issues and supplementary materials and

audio visual aids which support students’ learning. Project learning was also introduced as a way to

consolidate students’ learning, both in a written and spoken format.

To better cater to the learning needs of students, tailor-made worksheets covering items targeting

different skills were introduced. Worksheets of different difficulty levels were also given to students

of diverse learning needs. There were also tailor-made materials designed for the fine-tuned classes.

Teachers also went beyond classroom by organizing multiple learning experiences out of class time

for students to put their learning into real life experience.

Reflection

• Students were generally on task and were able to execute what the teachers have instructed. The

diverse curriculum adjusted, however, could not reflect the degree of students’ learning engagement.

Teachers expect there could be more engagement in terms of taking initiative and responsibility for

their own learning. Tasks design could require more research to be done and self-directed learning

tasks so as to build up students’ learning engagement.

• Students responded that they were content with the assigned learning tasks and classroom activities. It

is expected that students could give more positive responses and engagement to their learning. Apart

from academic related tasks, students could be given more thought-provoking tasks which could

enhance their engagement and develop their problem-solving skills.

• When students were in English medium classes, teachers reported that a general lack of confidence

was seen. Students were not confident enough in responding with their own answers. Some students

were seen lacking motivation to learn, showing no interests in their own learning. Thus, reinforced

effort has to be paid to strengthen students’ English learning ability. By introducing positive learning

attitude, it is hoped that through value education, career and life planning and class management can

students be motivated in taking responsibility for their own learning. For those students who have a

rather low English proficiency, reinforced learning support must be given.

• Even when students were performing within teachers’ expectation in class, students failed to execute

their learning out of classroom. At times, students could not connect the skills they have learnt in a

particular subject into another subject. When asked what preparation and revision work done at

home, students failed to sustain their learning. Timely and quality feedback could then raise students’

awareness towards their learning performance. Teachers could also optimize the use of assessment

data to promote assessment for learning.


Strategy 1b): Fine-tune the assignments to cater for S1-3 students with diverse learning needs:

Reduce the amount of homework focusing on mechanical drills to create space for

assignments to apply and integrate the skills and knowledge acquired

Achievements

Adjustment and refinement were made to the homework policy

The introduction of project work encouraged students to take their ownership in learning. Students

were asked to research information under certain topics. They were engaged in group discussions to

discuss and share their findings. They were also asked to present their work in essay format which

enhanced their writing skills and also to present their work in front of the whole class which enhanced

their speaking skills and developed their confidence.

In English classes, students were requested to make corrections to their writing not only on

mechanical grammatical patterns but also on the content. Students’ work made improvements by

giving more examples that enriched their writing content.

There was a closer link developed between reading and writing. Students had to produce work based

on the reading input teachers gave in and out of class. These could be reflected on the higher

proportion given to data-based questions. Students were required to read from the data and responded

accordingly.

A higher proportion of questions types has been shifted from mechanical drilling to high-order

thinking questions. These questions require students to comprehend data and make appropriate

responses, apply what they have learnt into the target questions, make comparison, analyze what they

have researched and draw conclusions, etc.

When setting questions, teachers also made use of real life examples to enhance learning engagement

and authenticity.

Self-learning tasks were also assigned to students to develop their sense of responsibility and learning

initiative.

Reflection

• Positive feedback was received from various panels on the design of assignments. These will be

continued in the following year.

• Varied performance was noted in the application of skills and knowledge in assessment. This could

be due to various facts including students’ learning motivation, their initiative in learning and their

English proficiency. Teachers should address these issues and assign tasks which could help tackle

the problems.

• With more demanding tasks assigned, it was found that students lack the skills in interpreting more

demanding and complicated question types. Step by step guidelines while tackling the questions

need to be reinforced. There were also students who failed to handle data-based questions and open-

ended questions. These would also rely on teachers to guide them in answering the questions.

• Intra-panel sharing of experience on home-learning arrangements could also be encouraged.

Teachers could share their experience in guiding students in handling high-order thinking questions.

It is hoped that valuable experience can be shared and common learning skills could be executed in

various subjects.


Strategy 2: Make more frequent use of e-Learning strategies to activate students’ enthusiasm in

learning

Achievements

A wide range of e-Learning tools have been used by various subjects

With the constant propaganda from the School, teachers’ awareness in using e-Learning tools has

been on a rise. It was noted in the first term that the frequency of using iPads in lesson was also on

a higher demand when compared to previous years.

It was also important to note that the school suspension period has further created the opportunity

for teachers and students to use e-Learning tools to sustain learning at home. These tools included

the use of Kahoot, Padlet, Pear Deck, etc.

A comprehensive use of one learning platform to coordinate e-Learning at home

The school suspension period has pushed forward the use of e-Learning as a whole-school approach.

The School has adopted the use of Google Classroom to support home-learning. Teachers have now

been familiarized with the use of the platform in delivering learning materials and collecting students’

work. The use of Google Hangouts Meet has also been standardized to conduct real-time online

lessons to achieve the aim, suspending school without suspending learning. Even when school has

resumed, teachers continued the use of Google Classroom to deliver messages and assign

examination revision exercises. Some teachers were also using Google Hangouts Meet to conduct

real-time tutorials afterschool.

Reflection

• Positive feedback has been constantly received from teachers about the use of e-Learning tools. It

was reported that e-Learning tools could liven the classroom atmosphere, in particular, the use of

Kahoot to encourage interaction among peers.

• Although students were not presenting at school in person, there was a high online lesson attendance

rate recorded.

• Teachers are aware of the use of e-Learning tools or home-learning being the trend in the case of

school suspension. An awareness towards more interaction and student engagement in learning

online needs to be developed. It was found that students tend to be passive in their learning while

attending the real-time online lessons. Responses received were less when compared to face-to-face

lessons. Teachers should be encouraged to further explore the use of interactive e-Learning tools to

engage students’ participation.

• It was also noted from the Progress Reports that teachers submitted, there was a need to improve the

submission rates and the observance towards homework deadline. Students should also be educated

that online learning is now a trend unavoidable in the case of school suspension. Students should

also raise their awareness that online learning could enhance self-directed learning.


Strategy 3: Encourage teachers to participate in internal and external professional development

activities to enhance the application of active learning strategies

Achievements

External professional sharing on subject curriculum planning and implementation was done

S2 teachers of the English Panel have taken part in the Curriculum Refinement and Planning together

with officers from the English Curriculum Support Team, EDB. Teachers had regular meetings with

the officers to co-plan lessons and curriculum to meet the needs of the S2 students. The experience

gained and materials developed would be shared with teachers teaching other forms and next year.

Continuous staff development programmes attended related to the state-of-the-art learning and teaching matters

A certain proportion of teachers have been attending seminars on subject curriculum and HKDSE.

The experience gained was shared within the subject panel.

The IT Team of the School has organized a full day training course of all teachers. Teachers were

equipped with the fundamentals of IT in education and were later split into groups according to

subjects to learn about more specific e-Learning tools related to the specific subjects. The response

received was positive.

An online platform for inputting staff CPD records has been set up.

Reflection

• Though positive response was received and that teachers were equipped with the fundamentals of IT

in education, teachers expressed that there were limited opportunities to apply the knowledge and

skills acquired owing to class suspension. It is hoped that teachers could continue exploring different

e-Learning tools to be better equipped with the needs of e-Learning.

• All teachers could make good use of the IT skills learnt in the workshop during the suspension period

and are prepared to further apply the skills in any future online learning opportunities which may

arise.


Target 2: to enhance English language proficiency

Strategy 1: Enrich the English speaking environment

Achievements

Student leaders were mobilized to promote the use of English among students

To open up more opportunities for students to develop their potentials, several student leader teams

were formed, including Student Ambassador Team, SA Committee, Big Sisters, School Prefects and

Library Prefects. Positive responses were received based on the students’ performance.

While team members were holding student functions, these student leaders took the initiative to use

English as a medium of instructions, either in the case of making announcements in English or being

the master of ceremonies of the functions. The proactive approach seen from students was very much

appreciated.

Various English activities which were all organized merely by students were held in the first term.

These activities included lunchtime conversations with peers and primary pupils from Our Lady’s

Primary School, lunchtime DJ programme commenting on hot social issues and dedicating songs,

Campus TV programmes featuring school functions, social issues and the use of English, Morning

Assemblies co-organized by students and the NET.

School programmes were conducted in English

With a higher awareness towards the use of English, several internal school functions were held only

or mostly in English. Functions that were held only in English included the annual Sports Day, the

Speech Day and the Prize Presentation Ceremonies. Functions that were mostly held in English

included the Christmas Celebration and the Thanksgiving Day.

Added extra-curricular activities were conducted in English to enrich students’ exposure to the use of English

New clubs and teams were formed where students could use English out-of-class time. These clubs

included the English Club with student leaders holding activities related to English for club members,

Student Ambassador Team where students were conducting lunchtime conversations in English and

being the master of ceremonies of various internal and external school functions and the English

Debating Team where students were exposed to high-order thinking questions and social issues to

debate with students of other EMI schools.

English public speaking training was provided for Student Ambassador Team and English Debating

Team.

The Junior Team of the English Debating Team has been winning 2 rounds of inter-school Debating

competition against other EMI schools in the first term.

Reflection

• Students demonstrated eagerness for opportunities to interact in English. This could be seen from

the high participation rate, 100 students volunteered to be the English Student Ambassador. Students

also initiated to hold different functions in English. With the encouraging eagerness from students,

there should be more speaking opportunities created in the future.

• As students volunteered to use English in public events, improvement in confidence in speaking in

English on school occasions was seen.

• Owing to class suspension, several internal and external school functions giving students

opportunities to use English were cancelled. It is hoped that these functions could be held in the

following year.

• The deployment of having external NETs to conduct English lunchtime activities was less

encouraging. Students prefer OLC teachers to converse with them in English. This could be an

opportunity to promote the use of English in teacher-student interactions outside the classroom.


Strategy 2: Enhance students’ English learning capacity

Achievements

The LAC Team has devised support measures to enhance students’ English language skills for

humanities and science subjects

There was mapping of the curricula of English, IH and Science subjects. Students were revisiting

the language items and the taught topics. The language items were introduced in English lessons and

students used the taught items while finishing assignments in humanities and science subjects.

Related topics were also rearranged to familiarize students with the vocabulary and concept discussed.

Subject vocabulary building and consolidation were done, especially for the aid of students with

lower English proficiency. Students did dictations to familiarize themselves with more content

vocabulary. There were also spelling games which encouraged both academic input and aroused

motivation in learning the language.

EMI subjects have developed language support materials with step by step guidelines in finishing

high-order thinking assignments. The support materials also enriched students to read data in

answering data-based questions.

Collaboration was developed between the English Panel and other EMI subjects in devising written

assignments. Students were taught certain grammatical items in English lessons and were asked to

use them in assignments developed by the EMI subjects. English teachers marked those written

assignments.

MOI support was given to students of fine-tuned classes and those switching from fine-tuned classes to

regular classes

Mathematics Bridging courses were conducted for S1-3 students to help students to adjust to the use

of English as a medium of instructions.

T & L Bridging courses were conducted for S2-3 students to help students to adjust to the use of

English as a medium of instructions.

More in-class materials were developed to cater to the needs of these students. These materials

included vocabulary lists and subject-based language worksheets.

Non-English teachers teaching EMI subjects have also adopted an encouragement approach to

encourage students to use English to express their thoughts both in a written and spoken format.

Teachers also gave more detailed explanation in class and conducted after-class tutorials to help

students to adjust to the language use.

Cross-curricular reading activities and programmes were held to broaden students’ vocabulary and

knowledge base

School-based Popular Reading Scheme has often received positive responses. The School Library

Team has coordinated the Scheme with different panels including Chinese, English, Science and

Humanities subjects.

7 collaborative library tours were conducted with 4 EMI subject panels.

Street Reading has been adopted for the second year to encourage students to read authentic and

subject based text during leisure time in recess and lunch hours.


Reflection

• Positive responses were received from students’ performance in terms of subject-specific language

skills. Improvements were seen from students in the ability to write in complete sentences and

paragraphs. This was particular prominent when students were able to use passive voice in writing

reports in Science subjects. In general, the language accuracy was also improved. Students were

also able to show understanding of the questions words. To see further improvements, teachers are

recommended to work on common weak areas, for instance, spelling, vocabulary awareness and

word forms.

• With a wider use of English, students have developed more confidence to use English as a medium

of learning. Positive responses were received from S1 students who have demonstrated a high

willingness to learn and use English in learning. Students in general were getting more accustomed

to the use of English and skills learnt in working on cross-curricular projects. However, students of

lower English proficiency have continuously demonstrated learning problems. Their low motivation

and hesitance in using English have resulted in their reluctancy to attempt questions or attend after-

class tutorials. Teachers are recommended to use positive and encouragement approach to give more

guidance and support to these lower achievers. Teachers are to show the understanding of these

students having difficulties in learning while using English.

• As mentioned, students of fine-tuned classes and students switching from fine-tuned classes to

regular classes have experienced more learning problems. They are the ones who were lagging

behind in the first term test and the examination scores. Extra support should be provided to these

students to catch up with the curriculum need.

• With the positive responses received from various reading activities, the cross-curricular reading

programmes shall be continued in the following year. Further collaboration between the library and

KLAs / subject panels in promoting the use of cross-curricular learning platforms as a tool for self-

learning should be promoted.

• Owing to class suspension in the second term, the promotion of the LAC language assessment could

not be made specific. Teachers reported that students of higher English proficiency were more ready

to use English with fluency. Such language assessment shall be carried out in S1 and S2 in the

following year to assess students’ performance for better evaluation.


Target 3: to better equip students with learning skills

Strategy 1: Help S1-2 students develop effective study habits

Lesson preparation and revision

Time management

Achievements

A 2-day Workshop was organized for Pre-S1 as learnings orientation programme

• The 2-day workshop received encouraging responses. 89% of the students found the workshop useful

in helping them adapt to secondary school life. Students were also equipped with positive learning

styles and various learning skills during the workshop. They also got to understand which learning

attributes they possessed and to match themselves with certain learning skills, for instance, visual

learners should use pictures and mind-mapping to help understand taught information.

Strategy 2: Foster S1-2 students’ cross-disciplinary learning skills through organizing workshops

Memory skills

Note-taking skills

Use of graphic organizers and mind mapping

Achievements

A 3-day Workshop on memory skills was organized for S1

93% of the students found the workshop useful and had learnt how to use graphic organizers to take

notes and improve their memory.

Teachers also commented that students were using mind mapping skills in taking notes during

lessons. Some teachers also introduced the use of graphic organizers in helping students understand

concepts and memorize vocabulary items.

A 3-day Workshop on note-taking skills was organized for S2

85% of the students found the workshop helpful to their learning and study.

Teachers also commented that students were using the note-taking skills introduced to take daily

notes. Teachers also encouraged students to put up note-taking skills on class board as consolidation.

Reflection

• With the positive responses received, the workshops shall be continued in the following year. Greater

effort from teachers should be paid to monitor students’ performance in learning after the workshops.

Strategy 3: Reinforce the target learning habits and skills in the subject curricula to provide students

with opportunities for application and consolidation

Achievements

Promoting the habit of lesson preparation through assigning class preparation tasks

Lesson preparation including pre-studying some related texts and vocabulary, researching related

topics, etc. was given out as homework. Students were better prepared for the lessons which gave

teachers opportunities to discuss the taught items in greater detail.

Use of graphic organizers to consolidate teaching points and to help with revision

Both during lessons and on students’ own studies, students have been using mind-maps as a

brainstorming tool. Students also used the taught graphic organizers to help consolidate taught items

and as revision tools.

Mind-map exercises were devised in S2 lesson worksheets. Before students were asked to write

essays, they had to draw mind-maps to organize their ideas and examples. Students were also

requested to draw or show planning during English writing examinations. Majority of students have

chosen the use of mind-map to organize their writing content.


Reflection

• In general, students were able to apply mind-mapping skill in learning and writing. They were also

able to jot notes onto their notebooks during lessons. It was particularly noted that S3 students were

more willing to prepare for the lessons.

• With the positive responses received, the workshops shall be continued in the following year. Greater

effort from teachers should be paid to monitor students’ performance in learning after the workshops.

To facilitate teachers’ monitoring work, it was suggested that resources from the student workshops

and other relevant information on learning strategies should be uploaded for teachers’ reference.

Once teachers are more familiarized with the learning skills taught, they could give more guidance

and support for lower-ability students in lesson preparation.

Conclusion

Constant improvement and alignment were seen from different panels in keeping students abreast of the

latest educational trend. Alignment among teaching, learning and assessment was seen. Students’ work

has also been made more demanding, requesting students to exercise their high-order thinking skills

though students’ effort and quality work has to be further enhanced. Reinforced effort has to be paid in

particular in students of fine-tuned classes or students switching from fine-tuned classes to regular

classes. These efforts include more support to be given and the use of learning skills taught in different

learning workshops. It is, however, important to note that students in general are willing to learn. There

was a rise of students showing willingness and interests in the use of English. Teachers should

continuously make good use of this opportunity to organize different English activities so as to enrich

the use of English in and out of classroom.


TO ENHANCE POSITIVE CHARACTER FORMATION OF STUDENTS

Target 1: To internalize Catholic core values, Salesian education values and the school motto

Strategy 1: Enhance teachers’ understanding of Catholic core values, Salesian education values and

the school motto through professional development programmes

Achievements

Four professional development programmes were held with high responses

On 24 August 2019, a start-of-the-year staff development programme was held for all staff members.

The programme was conducted by Dr. Francis Cheung on the topic, Catholic core values, Salesian

education values and the school motto. Teachers were well equipped from the workshop that school

values should be exercised through daily teaching and self-modelling.

Heads of functional units, teams under Student Development Committee and Life-wide Learning

Committee, panel heads of Liberal Studies and Integrated Humanities and other middle managers

attended a Capacity Building Programme - Value Formation conducted by Dr. Cheung. The

programme was held in 3 separate days on 25 October 2019, 2 January 2020 and 17 January 2020.

Teachers learnt how values could be incorporated in daily teaching and learning activities. Teachers

were also divided into teams to draw up action plans to inculcate the Catholic core values in different

school events.

Reflection

• Positive responses were received from the workshops and programmes. Teachers’ understanding of

the values was further enhanced. Reinforced efforts would be paid to see how the values would be

formulated and executed in daily teaching.

• An Action Group was set up and a more comprehensive and systematic programme was developed

for inculcating values among students. The suggested plan would be implemented in the following

year.

• The Values will also be included in the induction programme for new staff members.

Strategy 2: Reinforce the core values through refining the S1 – S3 Ethics and Religious Education

(ERE) curriculum and organizing religious formation activities

Achievements

A new introduction of Ethics and Religious Education in S1 to S3

The formally known Religious Education was revised as Ethics and Religious Education (ERE) by

placing more emphasis on ethics education among students.

The S1 was focusing on understanding and knowing Catholic education (認識天主教). The S2 was

focusing on the virtues and family of Mother Mary (聖母的德行及家庭). The S3 was focusing on

love (愛德).

To exercise the core values, a variety of learning tasks and classroom activities were conducted in

the ERE lessons.

A closer linkage was developed between social issues and Catholic core values

Teachers of ERE made use of the COVID-19 pandemic to illustrate the five Catholic core values

after class resumption. Students gave positive responses and were aware of the execution of the

values in daily lives.

Religious Ceremonies were broadcast via Campus TV

Aside from the attendance in the hall, the Ceremonies were recorded and broadcast via Campus TV.

The broadcast were done during class teacher period in the morning and also during lunch hour.


Reflection

• Positive responses were received having the introduction of ERE. Both students and teachers found

the learning tasks and classroom activities constructive. Core values could be further reinforced with

evaluation done in the panel through implementation in the S1-3 ERE curriculum.

• Seeing the success done in the ERE curriculum, core values should be infused in the other subjects

in the S1-3 curricula. It is hoped that the core values could be executed on the whole in different

subjects so students could live up to spirit of Catholic values. Teachers should look into the reflection

of different knowledge introduced and develop linkage between content knowledge and ethics.

• Apart from lesson time implementation, religious formation activities should be rescheduled to better

match with different focuses of the year.

• The same values could also be inculcated in learning activities. Debriefing session should be held

after the execution of the activities where students could be given the chance to reflect on their own

performance and to learn about the execution of Catholic core values in daily lives.

Target 2: To foster family spirit in the school community

Strategy 1: Strengthen the role of class teacher in pastoral care

Refine the curriculum of S1-3 Class Teacher Period

Cultivate self-discipline

Develop students’ endeavours to be well-groomed and well-mannered

Enhance collaboration of class teachers by sharing experience on effective class

management

Achievements

Pastoral care concerns were infused in S1-3 Class Teacher Periods

There were lessons allocated for organizing class-based activities to strengthen the class spirit.

Lessons were also allocated to strengthen the communication between class teachers and students.

A strong family spirit was cultivated.

The use of the pastoral care logbook was introduced to promote a stronger communication between

teachers and students.

Students’ responsibility of being disciplinary was reinforced

3 workshops concerning being a responsible student were organized for S1 and S2 students.

Class management strategies and Billboard Chart (S1 and S2) have been adopted for enhancing

students’ sense of responsibility.

Most of the classes set punctual homework submission and punctuality as their goals showing their

awareness to be self-disciplinary.

Constant reminders were given by teachers to remind students to be well-groomed and well-mannered

Timely reminders were given by teachers and especially teachers of the Discipline Team.

Inter-house Uniform and Personal Appearance Neatness Competition was held to remind students

the importance of being well-groomed.

Mid-term evaluation reports were drawn to evaluate the effectiveness of class management strategies.

With a more systematic report drawn, teachers were able to execute follow-up actions on managing

class affairs.


Reflection

• Positive responses were received from class teachers and students on the format and the design of

the pastoral care logbook. The logbook will be continued to use for the coming year but will be

refined based on feedback for better usage.

• Owing to class suspension both in the first and second term, some talks and workshops were

cancelled. These talks and workshops shall be rescheduled in the coming year.

• Positive feedback was received for the workshops held. Students were aware of being responsible

for their own learning and actions. Most students were able to demonstrate incentive to achieve

goals set. However, common problems including poor time management and self-centredness

were still noted. It was suggested that workshops on responsibility should be held at the beginning

of the school year. Students could be better equipped and planned ahead of their own learning in

the beginning of the year.

• Though most students were aware of being self-disciplinary, there was still a proportion of them

possessing poor learning attitude. Teachers reported that their motivation to learn was low and

that the students were unable to achieve goals set. It was decided that the role of class teachers

could be strengthened in raising students’ learning motivation. There should also be learning

support given to students who have low learning motivation.

• It is also important to note that there was an increase in the number of students given demerits

owing to homework non-submission. The number of demerits given in the first term increased

when compared to that of last year. The number of students not submitting homework on time

was 28 in the year 2018-19 but raised to 57 students in the year 2019-20. The number of demerits

given out in the year 2018-19 was 33 while there were 67 given out in the year 2019-20. It is

hoped that the strengthened role of the class teacher could help identify the problem earlier and

tackle the problem with close communication between teachers and students.

• Personal grooming and manners remain a problem among some students. There were students

who repeatedly breached the code of grooming. The results of the Inter-house Uniform and

Personal Appearance Neatness Competition in the first term were as follows:

Faith Hope Love Wisdom

Total marks deducted 45 20 24 14

To tackle the problem, reinforced efforts are needed to provide support to students, especially to

those who lack parental care. Class teachers could also play a role in encouraging students to be

well aware of personal grooming and manners.

• The mid-term evaluation reports gave teachers a better overview for class management. Owing to

class suspension, the sharing session scheduled in February could not be executed. The

arrangement could be made in the following year. A collaboration culture could be fostered among

class teachers to share good practices and suggestions to deal with problems encountered.


Strategy 2: Create a harmonious school community

Develop a code of conduct for members of the school community to cultivate a positive

school culture

Develop teachers’ endeavors to be the role model in living our loving-kindness and empathy

Provide opportunities for students to cooperate and collaborate with fellow students

and teachers through organizing school activities

Achievements

Constant sharing delivered by Supervisor and Principal cultivated a good sense of positive school culture

Both the Supervisor and Principal were invited to share their thoughts on school and social

happenings during staff development programmes and staff meetings. The sharing highlighted how

teachers should view and lead our students into giving positive responses and to live up to Catholic

core values and school motto. Teachers were also addressed to how the School values the well-being

of each and every staff member.

More teacher sharing were done in the first term

When compared to the previous few sharing held during the Morning Assemblies, more sharing were

scheduled this year. Despite the constant disruption due to school suspension, 8 teachers, a higher

number than last year, did their sharing on matters related to core values and school motto.

Compliance of teachers and students with the code of conduct was administered

A high code of conduct was seen from both teachers and students.

Closer bonding was developed between class teachers and their students

More regular meetings between class teachers and their students were held. These meetings included

informal and formal chatting about their academic and personal growth and even birthday parties

and class parties being held.

The use of the pastoral care logbook in replace of the monthly journal also enhanced more

communications. Some classes resumed the habit of writing weekly diary to share ups and downs

students faced in their daily lives.

Despite class suspension, pastoral care phone calls were made to students and parents to keep

teachers’ awareness towards students’ learning and well-being. Teachers also maintained

communication with students via school app and google classroom.

More student participation in holding school activities as a channel to enhance collaboration among

teachers and peers

More school functions and club activities were organized by students of various forms. It provided

opportunities for students from different classes and forms to collaborate and to organize school

events. It also opened up opportunities for teachers to guide students into organization,

communication and problem solving skills.

When formal external school events took place, students were invited to be co-organizers, assisting

teachers in ensuring the smooth running of the events.

Reflection

• Positive feedback was received from both teachers and students. The talks should continue be scheduled.

• Positive feedback on the use of the pastoral care logbook was also received from class teachers. It

provided an effective channel for teachers to show their care and empathy towards their students.

• Other than the loving-kindness teachers and students rendered, it was suggested that the same love and

care could be extended to other members of the school community.

• Positive feedback was received from teachers who praised the effective assistance students offered in co-

organizing various events. Student-led activities also gained satisfactory result and applauses. It is

important to note that students were the ones to take the initiative to assist teachers. Therefore, the same

approach should be adopted for the coming year as a way to enhance more cooperation and collaboration

between teachers *and students and students and students. Teachers should also consider organizing

these events in cultivating different core values. Guidance and support should be granted to students.


Target 3: to promote appreciation of individual strengths

Strategy 1: Cultivate students’ positive self-concept through organizing character formation

programmes and activities

Achievements

The S3 “Finding your dream” workshop was rescheduled after class resumption

Despite the limited time due to class suspension, S3 students were able to attend the workshop. It

was shortened but the key points were drawn and delivered.

Careers planning programmes were held for S6

Careers Teachers were able to grasp the limited class time for S6 to organize careers planning

programmes for them. Mock interviews and Mock DSE result release were also organized with

experts from Hok Yau Club to give students an overview of subject and career choice. Individual

guidance and advice were given to S6 students.

During class suspension, Careers Teachers made good use of the school app to disseminate careers

and post-secondary information to students. Online programmes, meetings, talks and individual

careers guidance were given to students, especially during the pre and post-DSE results release day.

Stress Management Workshops were held for S5 and S6

Ethics lessons were used to hold these Stress Management Workshops. S5 and S6 were familiarized

with the talks, mindfulness workshops, stress-relieved games, etc.

Reflection

• Positive feedback was received from both teachers and students with the talks and workshops

arranged. The same programmes could be continued for next year.

• Only a very few S3 students have a clear idea of their own interests and preferences in elective subject

selection. Students need more help from teachers to formulate a clear career path. The goal-setting

workshop, “Finding your Dream”, could be organized earlier, in the first term.

• S6 expressed that they gained valuable experience in the interview workshop. They were given a

clear career path and were better prepared for the choice of subjects and preparation work needed for

the DSE result release. Their self-esteem and confidence were also enhanced.

• Both S5 and S6 students learnt ways to manage stress. They valued the chance to pause and relax

during their hectic school life. It also helped nurture their positive self-concept.

• Seeing the positive responses from S5 and S6, it was suggested that “Career Mapping Workshop”

could be introduced to S4 earlier. It is believed that the workshop could provide students with

multiple pathways to their studies and careers choice.


Strategy 2: Unleash students’ potential through activities or competitions and service learning

programmes

Achievements

The S1 Orientation Programme was scheduled in the first cycle

Though the programme should be scheduled during August, it was rescheduled in the first cycle with

key elements drawn.

Service Learning Programme “Loving Generation” was arranged for S4

Students gained insights to generic skills, such as time management, cooperation, problem-solving

skills etc. while engaging in the activities.

Students took part in various inter-school competitions, attending with flying colours

A high number of students took part in various inter-school competitions of academic, sports and

aesthetic disciplines. The awards gained were also highly encouraging.

Reflection

• Positive feedback was received from both teachers and students in holding the workshops. The same

programmes could be continued for next year.

• Through the participation of various activities, students were able to render concerns and care for

people in need. They were also opportunities for students to develop and realize their potentials and

widen their horizons. Students’ self-esteemed was further boosted. It is suggested that teachers

should encourage more students to take part in these external events or competitions to gain insights

and recognition.

Strategy 3: Provide different platforms for students to showcase their achievements

Achievements

Prize Presentation Ceremonies were arranged every month in the school hall

Once students gained certain awards from internal and external events, prize presentations were held

formally in the hall. It developed a sense of recognition for the awardees and other schoolmates.

The ceremonies were conducted by student master of ceremonies in English which gave students

another chance to showcase their English ability and manner.

Timely renewal of students’ achievement records in the school webpage and the achievement board

Not only did students who participated in the events gain recognition, other schoolmates and the

School also felt proud and joined in congratulating those who achieved with flying colours. A

stronger school spirit was developing.

Reflection

• With the positive responses received this year, more prize presentation ceremonies shall be arranged.

It is believed that these ceremonies could boost students’ self-esteem and develop a strong school

spirit. Schoolmates could also develop a sense of appreciation for their peers who joined different

external events.

• Apart from the ceremonies, students should also be given more opportunities to share their

experience in preparing for those internal and external events. Schoolmates could then learn from

their valuable experience and put them into their own use. While reflecting on themselves, students

could reflect on the school values for better character formation.


Strategy 4: Develop student leadership qualities by organizing leadership training programmes

Achievements

Leadership training programmes for student leaders were organized

A training Day Camp was organized for student leaders. There were also 4 training sessions

organized to further develop their leadership skills.

A Leadership Training Camp was arranged for the committee members of the School Prefects, the

Big Sister Team and Catholic Society.

Etiquette workshop and public speaking training sessions were also held for the Student Ambassador

Team to equip them with the skills needed in being presentable young ladies.

Reflection

• Positive feedback was received from students. Students participated actively in those training

programmes and demonstrated a high degree of eagerness to develop their leadership skills. When

taking part in the reflection sessions, students also demonstrated seriousness and were looking

forward to improving themselves.

• Some other training sessions scheduled in the second term were cancelled owing to class suspension.

Seeing the positive responses and demand, the programmes could be arranged next year.

• With a certain number of students being trained, these students could be further developed as role

models of their fellow schoolmates. They should also be given more opportunities to demonstrate

the skills learnt.

Conclusion

Emphasis has been put on character formation and the realization of Catholic core values and school

motto. The programmes and strategies administered were proven effective. Students were given more

opportunities to reflect on themselves based on the core values discussed. It was believed both teachers

and students were observant in terms of moral standard. The School should continue to unleash students’

potential to develop students to be leaders of tomorrow. Students could be guided and given more

opportunities to take part in internal and external functions. There should be also debriefing and sharing

sessions held to let the whole student body know of the experience gained. More student leaders should

also be trained to be role models of their peers.


III. Our Learning and Teaching

1. Curriculum

Curriculum Objectives

With the 2019-20 school year being the first year of the school development cycle, to address the

school’s major concern of enhancing learning and teaching effectiveness, the curriculum was designed

to achieve the targets of enhancing student engagement in the learning process, boosting students’

English language proficiency and equipping students with learning skills.

Curriculum Design

To better engage students in learning and meet their learning needs, the curriculum was regularly

reviewed and refined with reference to students’ learning outcomes and performance data. To cater

for learner diversity, curriculum tailoring and adjustments to teaching materials were implemented.

Academic Support

Various support measures were implemented to enhance students’ academic abilities and performance.

As in previous years, a variety of academic support programmes were held to cater for students’ diverse

learning abilities.

S1-S3

Lower abilities Remedial class (Structured learning)

English Language (S1-2)

Chinese Language (S1-2)

Mathematics (S1-3)

Afterschool Remedial Class (for Bottom 15)

S1-S3 English Language, Chinese Language, Mathematics

Average abilities Homework Guidance Class

S1 and S2

S4-S6

Lower /

average abilities

Free Lesson Tutorial Class (Structured learning)

S4 and S5 Chinese Language, English Language and Mathematics

Free Lesson Extra Tutorial Class (Structured learning)

S4 and S5 Chinese Language, English Language and

Mathematics

Higher abilities Enhancement courses for core subjects

S5 and S6 English Language, Chinese Language

Debating workshops

Two initiatives were introduced to channel more resources to enhance academic support for S6:

• The number of free lessons for students taking 2 electives was adjusted and elective subjects were

allocated one additional period per cycle.

• Small group teaching to 5A and 6A in Chinese Language, English Language and Liberal Studies.

As a result of the class suspension due to the rampant Coronavirus epidemic, the after-school academic

support programmes scheduled for the second term were cancelled.


LAC & MOI Support

• There was collaboration across the curriculum; in particular, English Language, Science and

Humanities subjects to help align the teaching curriculum to cater for the subject specific language

needs of students.

• Various bridging courses were arranged for Pre-S1 students and students switching from the fine-

tuned class to the regular classes to help them adapt to the use of English as the medium of

instruction.

Support for NCS students

2 Non-Chinese Speaking (NCS) students were enrolled in S1 this year. A test was conducted to assess

their Chinese Language standard at the beginning of the school year. It was found that both of them

needed additional support. Among the 13 NCS students, 11 of them required Chinese language support.

Adjustments were made to teaching materials, assignments and assessment papers and requirements

so as to cater for the learning needs of the students. With the additional funding to enhance Chinese

learning and teaching for NCS for schools with 10 or above NCS students whose spoken language at

home is not Chinese, additional manpower was hired to provide NCS students with academic support

through curriculum development, pull-out Chinese language classes and after-school Chinese

enrichment courses. However, interest classes on Chinese culture scheduled for the second term were

cancelled owing to class suspension in light of the Coronavirus outbreak.

Elective Subject Choices for 2020/21-2022/23

A review on S4 subject selection was conducted. To broaden subject choices for students, BAFS –

Business Management Module would be offered to S4 in the coming school year. It would be placed

in the category of X2. The new elective would be taught in the English medium.

Applied Learning

To cater for students’ diverse learning needs and help students explore their career aspirations, S4

students were encouraged to take Applied Learning courses on condition that the time and effort

required for the additional subject would not adversely affect the other subjects. In light of this, the

nomination criteria were revised. 16 students applied for Applied Learning courses this year with 7

successfully enrolled. Individual counselling was also provided for S5 and S6 students taking Applied

Learning courses.


2. Student Learning and Teaching

Learning to Learn

To help students foster proper learning attitudes and learn effectively, the school reinforced efforts to

enhance students’ understanding of their learning styles and equip them with a wide range of cross-

disciplinary learning skills through workshops and the Class Teacher Period. The learning skills

enhancement aimed at boosting students’ motivation and engagement in the learning process. The

focus learning skills for different levels were as follows:

• S1 & S2: lesson preparation & revision, time management, memory skills, note-taking and use of

graphic organizers and mind mapping

• S3: Study skills

• S4: Ways to improve concentration

Various learning skills were incorporated into individual subjects to meet the needs of the subjects and

nurture students to be effective learners.

e-Learning

The class suspension period significantly raised teachers’ awareness of the need to explore the use of

e-Learning as an alternative to face-to-face lessons in sustaining learning at home. During the home

learning period, e-Learning was adopted on an unprecedented scale. The whole-school approach

provided both teachers and students with an invaluable opportunity to familiarize themselves with e-

Learning tools and the use of Google Classroom as an online learning platform, which would definitely

help them cope with teaching and learning in the ‘new normal’.

Campus TV

It provided a platform for enriching students’ learning experiences and knowledge of the world. The

lunchtime broadcasting covering a wide range of programmes served to keep students informed of

current issues while entertaining them during their lunch breaks. The Campus TV Team also helped

support the curriculum development of individual subjects through collaborating with various subject

panels and teams to produce programmes to promote learning. To facilitate the implementation of e-

Learning, the Campus TV Team would offer technical support to teachers and subject panels in the

preparation of instructional videos for flipped learning.

Homework Policy

To align with the school’s major concern of enhancing learning effectiveness, our homework policy

was refined to create room for students to apply, integrate and consolidate the skills and knowledge

acquired.

To promote students’ sense of responsibility towards their learning, various measures were

implemented to encourage the punctual submission of homework:

• An after-school 15-minute class teacher period was arranged for S1 students in which students

were to complete the homework records under the supervision of class teachers.

• The After-school Homework Guidance Class was held for S1 and S2, where tutors were available

to offer students help with their school work.

• The Homework Class (功課加油站) was organized for students with problems submitting their

homework on time.


Teachers’ Professional Development

• Teachers were active in pursuing professional development in areas relevant to the school’s key

concerns. They attended workshops, seminars and webinars on e-learning, catering for learner

diversity, handling students with special educational needs and subject-based pedagogical

knowledge and skills. Teachers had made an effort to apply the skills and knowledge acquired at

the professional development activities in their own teaching, including use of online platforms

and e-learning resources, skills in cooperative learning and ways to motivate students.

• The school continued its effort to enhance a sharing culture among teachers. In collaboration with

other schools, learning circle sessions were organized on performance tracking and careers and

life planning. Collaborative lesson planning and peer observation were conducted by each subject

panel, which strengthened the culture of co-planning and collaboration. Cross-KLA collaborative

lesson planning was also promoted through the LAC Programme, which was a cross-curricular

collaborative effort to facilitate the use of English as the medium of instruction.

• Professional exchange and collaborative projects with teachers of other schools and the EDB were

also highly encouraged. English Language Education KLA joined the EDB School-based

Language Support Programme in refining the S2 curriculum and materials.

3. Assessment

Assessment Policies

The school attaches great importance to assessment for learning through making use of assessment

data to identify and diagnose students’ learning needs for follow-up enhancement or remedial

measures. Diversified modes of assessment covering both summative and formative assessment were

employed to assess students’ performance in knowledge, skills and attitudes.

Arrangements for SEN & NCS students

Special arrangements were made for the SEN and NCS students. To cater for the needs of the SEN

students, special arrangements were made for internal tests and examinations upon consulting the

specialists including the provision of special aids, arrangements of special exam room, extension of

test and exam duration and diagram explanations of Liberal Studies and History test and exam papers.

As for the NCS students, continuous assessment and special assessment papers were prepared for them

in Chinese History. For other CMI subjects including Putonghua and Chinese Language, special

test/exam papers were designed based on their ability levels.

Adjustments Made in Response to Class Suspension

The prolonged periods of school suspension caused disruption to the school’s assessment arrangements.

• The S6 Mock Exam was cancelled. In order to provide S6 students with the much needed exam

practice to prepare for the HKDSE, it was replaced by online home-based mock exam practice

sessions. All mock exam papers were uploaded to Google Classroom. Answer scripts were

submitted online for marking. The overall submission rate was satisfactory and students took the

practice seriously.

• The S1-5 Second Term Test was cancelled. The mark weighting for the second term was

subsequently reviewed and adjusted.

• The Final Examination for S1-5 was postponed and some of the exams were cancelled.

Adjustments were made to the examination timetable, paper duration and examination syllabus

taking into consideration students’ learning situation.


IV. Support for Student Development

1. Life-wide Learning

Objectives

Through life-wide learning, we aim to provide students with learning opportunities in real contexts

and authentic settings. It is also a strategy to move student learning beyond the classroom into other

learning contexts. Experiential learning also enables students to achieve certain learning goals that are

more difficult to attain through classroom learning alone. It helps students achieve the aims of whole-

person development and enables them to develop the life-long learning capabilities that are needed in

our ever-changing society.

Activity Day

Originally, our school scheduled six activity days this year and one of them was a whole-day activity

day, in which both school-based and outside-school life-wide learning activities were organized such

as talks, visits, workshops, interactive drama shows, social services, games, day camp and field trips

to enrich other learning experience of the students. However, due to the class suspension, the Activity

Day was cancelled.

Service Learning

A social service programme named “Loving Generation” was organized for S4 students. Each S4

class had to design a service programme for a different serving target, such as the elderly, the students

from Our Lady’s Primary School and Our Lady’s Kindergarten. Due to the class suspension, only two

S4 classes could conduct their service programmes. Those who joined could show their care and

friendliness towards the serving targets. Apart from learning to be more considerate and patient when

dealing with the needy, they also enhanced their generic skills, such as time management, cooperation

and problem solving skills.

Leadership Training

This year, a leadership foundation programme was provided for some student leaders, such as School

Prefects / Big Sisters, House Captains and Student Association Committee Members. It aimed to help

students experience how to play the role of a leader properly through different intramural duties and

help them understand the attitudes and skills required for a leader as well as encouraging them to do

reflection and make improvement for themselves.

Study Tours

In order to broaden students’ horizons, enrich their growth experience and provide them with chances

to experience different cultures outside Hong Kong, various study tours were scheduled. However,

due to the widespread of COVID 19 worldwide, all study tours were cancelled.


2. Nurturing Positive Values

Our Guiding Principles

Our School was founded by the Institute of the Daughters of Mary help of Christians (FMA). We have

been educating students according to the Catholic core values and the spirit of our Founders: St. John

Bosco and St. Mary Mazzarello.

Imbued with a joyful and family ambience, we carry out the Preventive System (Reason, Religion,

Loving-kindness) which aims to nurture students to have a positive character, be a life-long learner

and commit themselves to society and the nation.

Student Development Committee

Under the new organizational structure, the Student Development Committee consists of Religious

Formation Team, Moral and Civic Education Team, Discipline Team, Counselling Team, Career and

Life Planning Team and Class Teachers Coordination Team. It oversees the measures implemented

by these functional units to put St. Bosco’s preventive educational rationale into practice so as to

cultivate a positive learning environment.

Morning Talks

During the morning assembly, the Principal and teachers gave talks to students. The talks were on a

variety of topics such as ethical values, spiritual development, disciplinary issues and civic

responsibilities, which helped disseminate positive values to students.

Pastoral Care

In order to understand students better, more regular meetings between class teachers and their students

were held. These meetings included informal and formal chatting about their academic and personal

growth. Despite class suspension, pastoral care phone calls were made to students and parents to keep

teachers’ awareness towards students’ learning and well-being. Teachers also maintained

communication with students via school app and google classroom. This, together with discussions

or sharing during Class Teacher Periods, monthly diaries or pastoral care log books and daily

interactions, consolidated students’ positive values towards life and enhanced the relationship between

students and their class teachers.

ERE & Class Teacher Period

For the cultivation of the positive values, curricula of ERE, and Class Teacher periods of various forms

were refined timely and more learning activities were organized to guide students to think about the

meaning of life and construct a positive attitude toward life.

Students’ Well-being

Our school also paid attention to students’ mental health, so class-based stress management, time

management and study skills workshops were held to equip students with various abilities to cope with

difficulties independently. Students generally demonstrated pleasing improvement in their confidence

in handling developmental and emotional problems.


3. Partnership

Home-School Collaboration

• As in previous years, the Parent-Teacher Association and the Past Pupils Association offered full

support to the school.

• Parent volunteers delivered lunch boxes to S1 students. They also assisted in the School

Information Day.

Alumnae Support

• Under the academic enhancement programme initiated by the Past Pupils Association, a writing

workshop was scheduled for the higher-ability S2 students. However, due to the class suspension,

the workshop was cancelled. An experienced coach was invited to train students for the Speech

Festival. Moreover, subsidies had been granted for students to join Performing Arts events to

widen their exposure to the various arts forms.

• The Past Pupils Association ran a mentorship programme for students in collaboration with the

Career and Life Planning Team. Since the information days of local universities were cancelled,

university visits were not successfully organized as scheduled. However, different useful

information of universities was distributed via WhatsApp. Besides, an interview workshop cum

lunch buffet was organized in December. Furthermore, during the class suspension period, video

clips recorded by mentor and ex-mentee showing love and care were sent to mentees. This

mentorship programme was deemed successful as it facilitated students’ future career planning.

Collaboration with NGOs and Government Organizations

• This year, our school collaborated with the Golden Age Foundation (黃金時代基金會) in

organizing activities and providing social services to various serving targets.

• We cooperated with various external and government organizations such as the Society of

Rehabilitation and Crime Prevention Hong Kong, the Law Society of Hong Kong, the Caritas,

the Department of Health, the Hospital Authority, the Education Bureau, etc. in organizing talks,

workshops and counselling services for students.

• The Career and Life Planning Team cooperated with the Hong Kong Federation of Youth Groups,

Hok Yau Club and tertiary institutions to provide students with school-based programmes and

information of multiple pathways.

• CP Service and Child and Adolescent Mental Health Community Support Project of our school

joined with the School-based Support Services for Students with Mental Health Needs which was

led by the Food & Health Bureau in collaboration with the Hospital Authority, the Education

Bureau and the Social Welfare Department. It stepped up the support for students with mental

health needs through setting up a school-based multi-disciplinary communication platform,

coordinating and delivering necessary services for target students.


V. Student Performance

1. Student Performance

The academic year 2019-20 was a year of unprecedented challenges for students. The social

incidents and the Covid-19 pandemic together with the resultant prolonged periods of class

suspension did have a considerable impact on students’ learning and other aspects of their school

lives.

In the HKDSE 2020, concerning the core subjects, our students did not perform as well as in previous

years in the percentages of students attaining Level 3 or above though they were still higher than the

territory figures. As for the elective subjects, improvement was made in some subjects including

ICT, M1 and Visual Arts. Despite the challenges students met, improvement signs were seen in the

percentages of students getting Level 5 or above and Level 4 or above in English Language and ICT

respectively.

Owing to class suspension, students had much fewer opportunities to participate in external

competitions. Despite this, with the concerted efforts of our teachers and students, we achieved

outstanding results in a variety of external competitions, especially in performance arts, public

speaking, music and art. Our Performing Arts Team won the championship of the Thematic Group

Speaking in the Hong Kong Schools Speech Festival for the second consecutive year. Our girls also

came first in English Dramatic Duologue and English Solo Verse Speaking and came second in the

Chinese Dramatic Duologue. Moreover, our students demonstrated their artistic talents and

performed very well in various international music and visual arts competitions. For instance, our

students won the Gold Award in the Nan Feng International Music Competition and won the

championship in the 4th Hong Kong Music Talent Music Competition. They also came first in the

11th International Open Visual Arts Competition and obtained prizes in various territory-wide

drawing competitions in recognition of their creative and artistic talent.

In the coming school year, we will continue to make it one of our key targets to unleash students’

potentials and enhance their whole-person development. Our teachers will devote concerted efforts

to offering our students guidance and support to make improvement and strive for excellence in their

pursuit of knowledge and other aspects of their school life.


2. External Awards

Nature Competition/Activity Achievements

Academic Chemists Online Self-study Award Scheme Diamond Award (2)

Gold Award (2)

Silver Award (1)

Bronze Award (2)

中文狀元挑戰計劃

高級組

中文狀元 (2)

Hong Kong Schools Speech Festival

English Thematic Group Speaking

Dramatic Duologue

Solo Verse Speaking

Chinese Dramatic Duologue

Putonghua Solo Prose Reading

Solo Verse Speaking

Champion & Honor Award

Champion

Merit (3)

Champion & Honor Award

Second (1)

Merit (1)

Merit (1)

Merit (4)

Reading Contract Best Performance Award

認識《基本法》@你我齊參與 2019 –

認識《基本法》網上問答比賽

優異獎

第五屆全港青少年進步獎優異嘉許獎 (2)

Youth Arch Student Improvement Award Award (14)

Arts Hong Kong Youth Piano Competition

Piano Solo Grade 8

Grade 7

Distinction

Distinction

Nan Feng International Music Competition

Liuqin & Zhongruan

Ensemble

Gold Award

Gold Award

The 4th Hong Kong Music Talent Music Competition

Intermediate Winds

Champion

International Visual Arts Awards for Children & Teenagers First Prize

Second Prize

The 11th International Open Visual Arts Competition Champion

1st Runner Up

「禮」．「品」宣傳大使設計比賽優異獎

入圍獎 (4)

全港青少年繪畫日比賽優異獎 (3)

香港國際文藝交流藝術節繪畫比賽

青年組

冠軍

Xu Beihong International Arts Competition for Young Adults &

Children 二等獎

優異獎

喜樂家庭四格漫畫創作比賽

中學團體組

亞軍

藝術智能之中秋慶團圓繪畫比賽

公開組

高中組

冠軍

創意獎

藝術智能之繽紛夏日繪畫比賽

高中組

季軍

創意獎


Nature Competition/Activity Achievements

Service Hong Kong Red Cross – East Kowloon District Red Cross Youth of

the Year

Award

Scholarship Upward Mobility Scholarship Award (2)

Rev. Joseph Carra Memorial Education Grant for Secondary 4-6

Students

Award

黄大仙文志獎學金最顯著進步獎

Others Don Bosco Prize Award

Wong Tai Sin District Outstanding Students' Selection

Senior High Category

Excellent Student (2)


VI. Financial Summary

Financial Summary 1st September 2019 - 31st August 2020

Income ($) Expenditure ($)

I. Government Funds

Expanded Operating Expenses Block Grant

(a) School Specific Grant

1. Administration Grant 3,858,058.56 3,537,591.11

2. Air-conditioning Grant 578,757.00 264,911.71

3. Composite Information Tech. Grant 420,652.00 338,115.25

4. Capacity Enhancement Grant 634,017.00 629,496.03

Sub-total 5,491,484.56 4,770,114.10

(b) Non-School Specific Grant 1,887,980.73

1. School & Class Expenditure 751,493.55

2. Composite Furniture and Equipment 150,056.55

3. Lift Maintenance 56,800.00

4. Training and Development 2,500.00

5. Consolidated Subject Expenditure 80,691.13

Sub-total 1,887,980.73 1,041,541.23

(c) Others :

1. Deficit transferred from ITSSG 100,862.00

Total (EOEBG) 7,379,465.29 5,912,517.33

II. School Funds

1. Collection of Fees for specific purposes

(Non standard equipment; repair,

maintenance and electricity of air-

conditioners

184,295.00 38,551.99

2. Tong Fai 111,180.00 0.00

3. Tuckshop rental fee 115,000.00 0.00

4 Insurance, Scholarships, others 154,269.73

Total (School Funds) 410,475.00 192,821.72

Total surplus for the school year 1,684,601.24


VII. Feedback on Future Planning

The year 2019-20, being the first year of the new School Development Cycle, was one like none other.

Every member of the school community faced unprecedented challenges, in particular, the social incidents

and the COVID-19 pandemic, which resulted in prolonged periods of class suspension. Seeing the

challenges as opportunities, the school persisted in its effort to actualize the goals laid down in the School

Development Plan, namely enhancing student engagement in the learning process and positive character

formation, which we believe would help our students cope with the disruption caused to their learning

and other aspects of their lives, as well as empowering them for future adversities.

To meet students’ educational needs in the changing society, in the coming year, the school will continue

its effort in enhancing the effectiveness of teaching and learning. The Coronavirus epidemic has reshaped

the way we approach pedagogy and enhanced the school’s capability of adopting modes of learning

alternative to face-to-face learning in terms of teachers’ and students’ readiness as well as its digital

infrastructure. Recognizing the need to deal with crises and emergency situations efficiently and

proactively, the school will reinforce its effort to enhance contingency planning. To further promote

participative leadership and empower the middle-level teaching staff, capacity building programmes

tailor-made to meet the development needs of the target groups will continue to be organized and four

Assistant Principal posts will be opened.

We will keep on implementing our education in light of the school motto and the educational mission of

Catholic schools, entrusting all our endeavours into the hands of Our Lady.


VIII. Appendix

Spending for Diversity Learning Grant

Programme title

Objective Target

(No./level/ selection)

Duration Deliverable Evaluation Expenditure

Leadership

Training

Programme

for student

leaders

To offer a

range of

leadership

training and

activities

for gifted

students

40

S4 to S6

students

Two training

sessions

Selected

students

were trained

for

leadership

skills

More than

80% of the

students gave

positive

feedback on

the activities.

Outsource

tutors

provided

professional

advice and

timely

feedback to

our students.

BG Infinity –

Leadership

Training for

Counselling Team

Leaders:

$4,840.00

Jumpstart Training –

Leadership skill

practice for S4 and

S5 leaders:

$4,360.00

Core Subjects

Enhancement

Courses

To offer

high order

thinking

skill

training for

average to

higher

ability

students

17

S6 students

(Chinese)

8

S2 to S4

students

(English

Debate)

6 lessons

(1 hour/lesson)

9 lessons

(1 hour/lesson)

Selected

students

were

enhanced in

high order

thinking

skills in core

subjects,

including

Chinese

Enhancement

Courses and

English

Debate

training

More than

80% of the

students gave

positive

feedback on

the course.

The quality of

tutors was

good.

Enhancement

courses fee for elite

students in

Chinese:

$4,200.00

English Debate

Tutors fee:

$6,300.00

Enhancement

programmes

and

workshops

for gifted

students

To enable

students to

acquire

diversified

learning

experiences

and develop

career

aspirations

60

S2 to S4

students

1st term Selected

students were

trained by our

teachers to

participate in

various gifted

programmes

and

competitions

outside our

school

Our students

participated in

the Hong

Disneyland

training

workshop and

English Debate

Competitions.

1 inspiring talk

was organized.

1 student was

enrolled in the

Hong Kong

Academy for

Gifted

Education.

All students

gave positive

feedback.

Materials for

promoting gifted

education:

$210.20

Materials

supporting students

to participate in

external

competitions:

$305.00

Materials

supporting students

to participate in

STEM workshops:

$24,112.00

Sponsorship for

gifted students who

attended gifted

programmes and

workshops:

$7,322.00


Spending for NCS Grant

Balances b/f $ 715,993.47

Grant Received $ 800,000.00

$1,515,993.47

Activities/Courses Expenditure

To employ a contract teacher and an assistant teacher to provide intensive

programmes on learning Chinese Language for NCS students $811,446.34

Teaching materials $6,529.40

To hire external tutors to provide tailor-made classes to enhance the NCS students’

motivation to learn Chinese $25,200

$843,175.74

Balance c/f $672,817.73

Spending for School-based After-school Learning and Support Programmes

Grant (SBG)

Balances b/f $4,013.70

Grant Received $126,600.00

$130,613.70

Activities/Courses No of target students No of non-target students Expenditure

Pre-S1 Summer English

Bridging Course 15 10 $9,000.00

Chinses Instrument Classes 10 6 $35,007.00

Enrichment Courses 4 12 $5,400.00

$49,407.00

Balance c/f $81,206.70

Due to the class suspension, many activities were cancelled. Nonetheless, 59 students were subsidized by the

grant. They could further develop their potentials and interests through participating in various activities.


Spending for Learning and Support Grant

Income

Item Amount ($) Remarks

Surplus allowed to be retained at the end of last financial year (i.e. as at 31 March)

(a) $68,482.18

The 2nd allotment in the 2019 /20 school year

(b) $262,500

The 2nd allotment is calculated according to the information submitted by schools on or before 30 November. EDB will notify and disburse the amount to schools in February and April of the following year respectively.

The 1st allotment in the 2019 /20 school year

(c) $95,500

The 1st allotment is 70% of school's entitled amount of LSG in the last school year which will be disbursed in August of every school year.

Total income (d) = (a) + (b) + (c)

$426,532.18

Expenditure


1. Employ additional full-time and /or part-time teachers

$0 The LSG should be used for supporting students with SEN and *ALAs. For details, please refer to Appendix 1 of EDB Circular No. 13/2012.

2. Employ additional TAs $228360 3. Hire of professional services $48000 4. Purchase teaching resources and aids $110

5. Organize programmes on learning or inclusive culture, conduct school-based teacher training programmes and organize home-school co-operation activities

$40535

Subtotal $317,005

Total Expenditure (e) $317,005

Balance


Estimated accumulated surplus by the end of this financial year (f) = (d) – (e)

$109,527.18 The LSG is a recurrent cash grant calculated according to the number of students with SEN enrolled at a school and their level of support required in the respective school year. As such, schools have the responsibility to fully utilize the LSG received each year to cater for the needs of the respective cohort of students (i.e. schools should avoid having surplus in item (f) when planning the budget of LSG as far as possible). Schools should make reference to Chapter 9 – Use of Resources of the “Operation Guide on The Whole School Approach to Integrated Education” in planning for the effective use of LSG. For details, please refer to EDB Circular No. 13/2012.

Percentage of surplus to this financial years’ provision (%) (g) = (f) / [(b) +(c)]x100%

30.5%

In this academic year, owing to the social events in first term and the Coronavirus Disease 2019 in the second

term leading to school suspension in November 2019 and February to May and from July to August in 2020,

most of the planned activities had been cancelled. Some out-sourcing services such as speech therapy, career-

planning service, occupational therapy or social skills training workshops were cancelled or terminated. On

the other hand, the after-school academic tutorials were cancelled or postponed leading to the large increase

of surplus of the grant in this academic year. The unexpected events are unavoidable and it is hoped that the

grant could be better utilized in coming year.


Spending for Promotion of Reading Grant

Balance b/f from 2018-19 was $ 8990.01

Actual grant provided for 2019-20 was $ 61,980 (as acknowledged by the EDB on 30th September 2019)

❶ Both the creative writing workshop and the author talks were cancelled owing to school closure.

❷ The printing cost of the booklets was saved as it was not feasible to deliver the hardcopy of the booklets to

individual students during the extended school suspension period. Therefore, an eBook of the student

work collection was produced as a substitute, which was free of charge.

❸ The book coupons were not purchased as the prize presentation ceremony was cancelled owing to school

closure.

Closing balance for 2019/20: $26881.01 (composed of : balance b/f from 2018/19: $8990.01+ inflated grant

provided by EDB for 2019/20: $1980 + balance remained in 2019/20: $15,911)

Particulars

Promotion of Reading Grant 2019-20 - $ 60, 000

Subject/

Group Level

Teacher-in-

charge Total Expenditure Balance

eRead Scheme annual subscription fee (Package for 250 ebooks)

Chinese Language Panel and Library

S1 - S6 Ms R. So & Ms L. Lo

$ 20,800 $ 20,800 $ 0

BrainPop and BrainPop ELL subscription fee (January – August 2020)

I.T. in Education Team

S1 - S6 Ms L. Lo ≅ $ 6,100 $ 6,290 -$ 190

Creative Writing Workshop by Joe Tsui Cheuk-yin (6 workshops x @$ 1,200 for a class of up to 25 students)


S1 - S2 Ms R. So & Ms L. Lo

$ 7 ,200 ❶ $ 0 $ 7 ,200

Chinese Creative Story Writing Competition (帶著問號去創作)


S1 - S5

Ms R. So & Ms L. Lo

① 2 Video recordings for introduction and debriefing of the entries

$ 3,000 $ 3,000 $ 0

② Adjudication of the entries

$ 4,000 $ 1,999 $ 2,001

③ Printing of the booklet of the collection of winning entries and outstanding work

$ 4,500 ❷ $ 0 $ 4,500

④ Prize – book coupons

$ 800 ❸ $ 0 $ 800

Author talk by Ms. Fan Kin-mui (范建梅) 書香世代

Chinese

Language

Panel and

Library

S1 - S5

Ms R. So & Ms L. Lo

$ 2,000 ❶ $ 0 $ 2,000

Author talk by Kim Ling (金鈴) 她帶你去旅行: 來一個絢爛、神秘之旅

Chinese

Language

Panel and

Library

S1 - S5

Ms R. So & Ms L. Lo

$ 2,000 ❶ $ 0 $ 2,000

Authors Express

English

Language

Panel &

Library

S1 - S3 Ms K. Cheung & Ms L. Lo

$ 9,600 $ 12,000 -$ 2,400

Total $ 60,000 $ 44,089 $ 15,911


Spending for Capacity Enhancement Grant (CEG)

Task Area Major Areas of

Concern Strategies/Tasks Time Scale

Amount of spending

HK$

School

Development

To relieve

teachers’

workload

To employ teaching

assistants to support

teachers

September 2019

– August 2020

Actual expenses:

$629,496.03

To relieve

teachers’

Workload

Transaction charge of

Octopus

September 2019

– August 2020

Actual expenses:

$8,168.20

Total $637,664.23

Spending for Teacher Relief Grant (TRG)

Task Area Major Areas of

Concern Strategies/Tasks Time Scale

Amount of spending

HK$

Curriculum

Development

To enhance the

efficient use of

the manpower

resources

To employ teachers,

assistant teachers and

teaching assistants to

enhance learning and

teaching

September 2019

– August 2020

Actual expenses:

$4,547,922.53

To substitute

lessons for

teachers on

leave

To employ supply

teachers

September 2019

– August 2020

Actual expenses:

$10,761.00

Total $4,558,683.53


Report on the Use of the Student Activities Support Grant

I. Financial Overview

A Allocation in the Current School Year: $110,500

B Expenditure in the Current School Year: $12,923.10

C Unspent Amount to be Returned to the EDB (A – B): $97,576.90

II. Number of Student Beneficiaries and Subsidised Amount

Category Number of Student

Beneficiaries Subsidised Amount

Comprehensive Social

Security Assistance 36 $2,270.00

Full-grant under the

School Textbook

Assistance Scheme

96 $3,971.90

Meeting the school-based

financially needy criteria 6

$6,714.90

(capped at 25% of the total allocation for the school year)

TOTAL 138

$13,050.10

(Remarks: This item should be equal to the

“Expenditure in the Current School Year” in Part I B)

III. Details of Expenses

Domain Brief Description of the Activity Expenses ($)

Person Times

of Student

Beneficiaries1

Essential Learning Experiences

(Please put a in the appropriate

box(es); more than one option

can be selected)

I M P S C

I: Intellectual Development (closely linked with curriculum) M: Moral and Civic Education P: Physical and Aesthetic Development S: Community Service C: Career-related Experiences

Local activities: To subsidise students with financial needs to participate in life-wide learning activities

covering different KLAs / cross-KLA / curriculum areas to enhance learning effectiveness (e.g. field

trips, arts appreciation, visits to enterprises)

Expenses on Item 1.1 0

1 Person times of student beneficiaries in this column refers to the sum of student beneficiaries participating in each activity, i.e. a

student beneficiary participating in more than one activity can be counted more than once.


Domain Brief Description of the Activity Expenses ($)

Person Times

of Student

Beneficiaries2

Essential Learning Experiences

(Please put a in the appropriate

box(es); more than one option

can be selected)

I M P S C


1.2

Local activities: To subsidise students with financial needs to participate in diversified life-wide learning

activities with a view to enriching the five essential learning experiences for them (e.g. activities on

multiple intelligences; physical, aesthetic and cultural activities; leadership training; service learning;

clubs and societies; school team training; uniformed groups; military camps)

Chinese flute lessons 1,440 1

Guzheng lessons 5,199.90 3

Volleyball coaching fees 80 1

Track and field coaching fees 75 1

School picnic 5,135.20 132

Expenses on Item 1.2 11,930.10

1.3 Non-Local activities: To subsidise students with financial needs to participate in non-local exchange

activities or non-local competitions


1.4 To subsidise students with financial needs to purchase basic and essential learning materials and

equipment for participating in life-wide learning activities

Purchase of musical instrument

(Erhu) 840 2

Purchase of volleyball jersey 153 1


1.5 Others


1.6 To pay the expenses incurred from the cancellation of learning activities due to the COVID-19

outbreak under the one-off measure


Total 12,923.10 141

Contact Person for Life-wide Learning (Name & Post): Ms. Cherry Lee, Vice Principal

2 Person times of student beneficiaries in this column refers to the sum of student beneficiaries participating in each activity, i.e. a

student beneficiary participating in more than one activity can be counted more than once.


Report on the Use of the Life-wide Learning Grant

Domain Brief Description of the

Activity Objective Date

Target

Student

(Level)

Evaluation

Results

Actual

Expenses

($)

Nature

of

Expenses＊

Essential Learning

Experiences (Please put a in the

appropriate box(es); more

than one option can be

selected)

I M P S C


Category 1 To organise / participate in life-wide learning activities

1.1 To organise life-wide learning activities in different KLAs / cross-KLA / curriculum areas to enhance learning effectiveness (e.g. field trips, arts appreciation, visits to enterprises, thematic learning day)

Chinese

Language

文學地景 - 石頭記由導師帶領中五及中六學生，參觀九龍城區的景點，並指導學生觀察景物，進行寫作練習。

透過實地觀察與寫作活動，提升學生寫景

及抒情的能力。 19 Nov 2019 S5 – 6 因社會事件而未能舉行 0 Nil ✔

粵劇藝術及文學、文化、語言教育工作坊由香港八和會館舉辦，由專業導師講解粵劇基本講解和示範，並觀賞折子戲的演出。

透過粵劇基本知識的講解及示範，提高學

生對傳統藝術的興趣，並增加其對中國文

化的認識。

12 Dec 2019 S5 因社會事件，主辦單位

取消活動 0 Nil ✔


English

Language

Speech Festival - Coaching &

entry fee

- To provide out-of-school English

interactions

- To provide a platform for students to

learn and use English in an authentic and

creative way

10 Oct -

14 Dec 2019 S1 – 5

3 Championships were

recorded with 2

Honorary Award and

87.5% of participants

gained the Certificate of

Merit. Students also gave

highly positive feedback.

3,654.5 E1, E2 ✔ ✔

External competitions &

workshops – entry fee

- To provide out-of-school English

interactions

- To provide a platform for students to use

and practice English in an authentic way

- To develop students’ sense of belonging

to the school when representing the

school

Dec 2019-

Jul 2020 S1 – 6

An Irish Etiquette

Workshop was

organized. Participants

gave highly positive

feedback to the event

and wished to have

similar events organized

next year.

3,000 E1, E6 ✔ ✔ ✔ ✔

Lunchtime English Activities -

Service Provider

- To provide out-of-classroom English

interactions

- To provide a platform for students to

learn and use English in an authentic and

creative way

- To provide another channel for students

to interact with different native English

speaking teachers

Oct 2019-

May 2020 S1 – 6

A Service Provider was

invited with 3 NETs

coming over to the

School organizing

English activities to

students. The response

was not as encouraging as

having own teachers

delivering the activities.

Activities were not

organized in the 2nd term

due to school suspension.

It was decided that

invitation would not be

made next year.

16,208 E1, E5 ✔ ✔

Singapore Study Tour

- To allow students to experience and use

English in an English speaking

environment

- To learn about environmental protection

policy done in Singapore as a way to

raise students’ awareness towards the

issue

- To widen Ss’ exposure to another English

speaking culture

7- 12 Apr

2020 S1 – 3

Due to the class

suspension, the Tour was

cancelled.

0 Nil ✔ ✔ ✔

Geography Field Studies Camp - To apply the field work skills in authentic

situations

4 & 5 May

2020 S4 – 5

Due to the class

suspension, the camp

was cancelled.

0 Nil ✔ ✔


Biology/

Geography

Environmental Educational

Programmes organized by Ocean

Park Academy Hong Kong

- To learn some facts about the marine

organisms in Ocean Park

- To understand the environmental impacts

of malpractice in fishery

- To understand the roles of fishermen and

the government in the implementation of

sustainable fishery through drama

activity

- To promote the concept of sustainable

seafood to visitors through an interactive

game

7 Dec 2019 S4

Students were engaged

in the activity. They

gained some knowledge

about sustainable

fishery.

2,430 E6 ✔ ✔

Chemistry Transportation fee for HKU visit

- To allow students to experience the

tertiary learning of chemistry at HKU

and expose them to the advanced

instruments for scientific investigation

11 Mar 2020 S5

Due to the class

suspension, the visit was

cancelled.

0 Nil ✔

Chemistry

Science

Biology

Sik Sik Yuen Biotechnology

Mobile Lab Program

S5 Chemistry:

- To learn about the basic concept of gel

filtration chromatography, and its

application.

- To learn how to purify protein samples

from a colorful mixture using gel

filtration chromatography

16 Oct 2019

S1, S5 &

S6

Students were interested

in the hand-on

experiments. They could

learn the technique that

could not be leaned with

school laboratory

equipment.

13,000

E6

✔

S1 Science:

- To learn about the basics of genetics, and

some common genetic traits from a short

lecture

- To check their bitter gene by

phenylthiocarbamide (PTC) taste test

paper

S5 Biology:

- To learn about the basic concept of

spectrophotometry, and different

biochemical methods to determine the

protein amount by a spectrophotometer

S6 Biology:

- To learn about the concept of

chromogenic analysis of water

contaminants from a short lecture.

- To test for the presence of Coliform

bacteria in the water samples.

Chin. Hist. Transportation fee for visit 透過參觀和專業導賞，讓學生對孫中山的革命事蹟有更具體的認識。

19 Nov 2019 S5 因停課而取消 0 Nil ✔


I.H. and

Economics

Transportation fee for visits

- S2: Court of Final Appeal

- S3: Factory of Yakult

- S4: Hong Kong Productivity

Council

- S5: Hong Kong Monetary

Authority

- To arouse students’ interest in studying

Life & Society and Economics and

broaden their horizon

- S2: 16 Oct

2019

- S3: 12 Dec

2019 & 9

Mar 2020

- S4: 16 Oct

2019

- S5: 19 Feb

2020

S2 – 5

Due to the class

suspension, the visit of the

Court of Final Appeal and

Hong Kong Monetary

Authority was cancelled.

Positive feedback from

teachers and students for

the rest of the activities.

Students’ interest in

studying Life & Society

and Economics was

aroused and their

horizon was broadened.

2,250 E2 ✔

I.H.

Workshop “童話法庭” - It is conducted by the Society of

Rehabilitation and Crime

Prevention Hong Kong

- Through an interactive drama, students

can understand more about the process of

trying a case in the court

12 Dec 2019 S2 Positive feedback from

teachers and students. 600 E6 ✔

Transportation fee for visit

S1: Visiting of heritages : Sam

Tung Kuk and Hong Kong

Heritage Discovery Centre

- Through the visit, students can collect

relevant materials to do the project.

- To arouse students’ interest in studying

Integrated Humanities and broaden their

horizon

19 Feb 2020 S1

Due to the class


cancelled.

0 Nil ✔

Physics

MTR Academy – Railway

System Modules

- The course aims to raise students’

interest and broaden knowledge in

railway-related prospects

21 Sep 2019 S5

The activity was

successful students

reflected the activity

could help them to get

the insights need to have

career related to physics.

1,728 E1 ✔

Travelling fee to MTR Academy

- The travelling fee aims to support the

students to go to the MTR Academy –

Railway System Modules

21 Sep 2019 S5 The travelling to MTR

Academy ran smoothly. 1,000 E2 ✔

Two days University Experience

Program

- The program aims to let students

experiencing the study of Physics and ICT

to Engineering in University.

April 2020 S5

Due to the class

suspension, the activity

was cancelled.

0 Nil ✔

Disney World of Physics

- The program aims to let the students

explore the Theme Park through hands-

on experiments and understand how

Physics concepts used in the design of

Hong Kong Disneyland.

2 Dec 2019 S4

Due to the class


was cancelled.

0 Nil ✔

Travelling fee to Disneyland - The travelling fee aims to support the

students to go to Disneyland. 2 Dec 2019 S4

Due to the class


was cancelled.

0 Nil ✔


T&L

Transportation fee for visit

- Factory or organic farm visit:

To enhance students to have a better

understanding about food production or

organic farming in Hong Kong.

February to

May 2020 S4 – 6

Due to the class


cancelled.

0 Nil ✔

Workshop / Visit fees

- Organic farm workshop:

To facilitate students to have hands-on

experience in organic farming.

February to

May 2020 S4 – 6

Due to the class


cancelled.

0 Nil ✔

V.A. Transportation fee for visit

- To enhance the student’s arts

appreciation ability and widen their

horizon through visiting Arts exhibition.

June 2020 S4 – 6

Due to the class


cancelled.

0 Nil ✔

STEM

Travelling fee to site for star

observation

- The travelling fee aims to support the

students to go to the site for star

observation activity.

February

2020 S1 – 5

Due to the class


was cancelled.

0 Nil ✔

Advanced STEM courses

- Advanced STEM courses aims to

provide a learning opportunity for some

selected gifted students to enhance their

knowledge and skill in STEM field.

October 2019

– May 2020 S4 – 5

The course ran smoothly.

Both teachers and

students gave positive

feedback.

9,889.50 E1 , E7 ✔

STEM day workshops

- Several STEM workshops provide a

learning opportunity for lower form

students to broaden their knowledge and

skill in STEM field.

7 Apr 2020 S1 – 2

Due to the class


was cancelled.

0 Nil ✔

STEM day Star Show

- Star show provides a learning

opportunity for lower form students to

understand the knowledge of Astronomy

and have simulated experience in star

observation.

7 Apr 2020 S1 – 2

Due to the class


was cancelled.

0 Nil ✔

“Assemble your own data logger”

workshops

- Some selected gifted students can have a

chance to assemble their own data logger

and have a practice workshop on the

application of the data logger.

July 2020 S1 – 5

Due to the class


was cancelled.

0 Nil ✔

AELOS robotic coding course

- The course aims to provide a learning

opportunity for some selected gifted

students to learn the coding system in

AELOS robot.

October –

December

2019

S3 – 5

The activity ran

smoothly. Both teachers

and students gave

positive feedback.

6,600 E6 ✔

Drone control and coding course

- The course aims to provide a learning

opportunity for some selected gifted

students to learn the coding system in

Drone.

March – May

2020 S3 – 5

Due to the class


was cancelled.

0 Nil ✔


L.S.

港島活化保育之旅

- Visiting the following heritages

on Hong Kong Island :

Dr. Sun Yat-sen Museum, Hong

Kong Museum of Medical

Sciences, Central Police Station

Through the visit, students are able to:

- learn about the historical development of

some important heritages in Hong Kong

- know how to appreciate the architectural

style of the heritages

- realize ways of revitalization of heritages

- understand the importance of cultural

conservation in Hong Kong

7 Apr 2020 S5

Due to the class


was cancelled.

0

Nil ✔ ✔

基層生活體驗

Visiting the subdivided unit in

Shum Shui Po

Through the visit, students are able to:

- experience the living environment of

under-privileged people in Hong Kong

- show sympathy for the under-privileged

people

12 Dec 2019 S3

Students were able to

experience the daily life

of grass root citizens so

as to realize the problem

of wealth disparity in

Hong Kong. They learnt

to be sympathetic for the

under-privileged

people.

720 E6 ✔ ✔

Transportation fee for visit - To support the above activity 900 E2 ✔

Science

Science in Action - Arduino

Projects

- Arduino Project aims to provide a

learning opportunity for all S2 students

to enhance their knowledge in electricity

by the electrical connection in Arduino.

November

2019 S2

The activity ran


and students gave

positive feedback.

25,000 E6 ✔

Forensic Science Project

- Forensic Science Project aims to provide

a learning opportunity for all S3 students

to enhance their scientific investigation

skills through forensic science.

September

2019 S3

The activity ran


and students gave

positive feedback.

23,000 E6 ✔

- Expenses on Item 1.1 109,980




Target

Student

(Level)

Evaluation

Results

Actual

Expenses

($)

Nature

of

Expenses＊

Essential Learning




selected)

I M P S C


1.2 To organise diversified life-wide learning activities to cater for students' interests and abilities for stretching students’ potential and nurturing in students positive values and attitudes (e.g. activities on multiple intelligences; physical, aesthetic and cultural activities; leadership training; service learning; clubs and societies; school team training; uniformed groups; military camps)

—

Coach fee of Sports Day - Preparation and training for school

Sports Day

18 Sep –

7 Nov 2019 S1 – 6

The number of training

sessions was reduced

due to the social event.

13,200 E5 ✔

Career Planning Programme - To help students understand themselves

and explore their career interests Whole year S3

The programme was

successfully implemented.

It helped students

understand themselves and

explore their career

interests. It facilitated

students’ subject selection

significantly.

3,000 E1 ✔

Talk on Multiple Pathways

- To provide a talk on strategies for

choosing appropriate programmes for

JUPAS and Non-JUPAS applications to

help students make information choices

29 Oct 2019 S6

The talk was successfully

held. It greatly enhanced

students’ understanding on

programme selection

strategies of the JUPAS

and Non-JUPAS

platforms.

2,850 E5 ✔

Workshops on Responsibility

- To cultivate in students the sense of

responsibility of different roles in family,

school and society

Oct – Nov

2019 S1-2

Positive feedback from

the teachers. Student’s

understanding on their

responsibilities were

enhanced.

40,000 E1, E5 ✔

Education Talk from SPCA for

S1

- To promote kindness to animals and to

cultivate in a deep respect for life in the

community so that all living creatures

may live together in harmony

17 Mar 2020 S1

Due to the class

suspension, the talk was

cancelled.

0 Nil ✔


—

Education Talk from SPCA for S2

- To promote kindness to animals and to

cultivate in a deep respect for life in the

community so that all living creatures

may live together in harmony

22 Apr 2020 S2

Due to the class

suspension, the talk was

cancelled.

0 Nil ✔

Talks organized in S1-3 Class

Teacher Periods

- To understand the importance and

strategies of maintaining a healthy and

safe lifestyle in physical, emotional and

social aspects

2 Mar 2020,

4 & 20 May

2020

S1 & 2

Due to the class

suspension, the talks

were cancelled.

0 Nil ✔

Socio Game – Elderly simulation

activity

- To promote students’ caring spirit

- To know the needs and feelings of the

elderly in Hong Kong

16 Oct 2019 S3

Students had the

opportunity to understand

the needs of the elderly

through simulation

activity. Feedback from

teachers and students were

positive.

4,100 E1 ✔

Service Learning Programme –

Loving Generation

To cultivate in students the elevated spirit of

serving others

September

2019 to

March 2020

S4

2 classes conducted the

service learning

programme successfully.

8,967.8 E1, E5 ✔

Training Programme “Social

Services with Social Innovation

Ideas”

To empower students with positive thinking

on Social service with Social Innovation 17 Apr 2020 S3

Due to the class

suspension, the

programme was cancelled.

0 Nil ✔

Leadership Training Day Camp

To provide chances for participants to have

personal breakthrough and to promote self-

learning, responsibility, communication and

team spirit through various Experiential

Learning Programmes to enhance students’

leadership skills

7 Apr 2020 S4

Due to the class

suspension, the day

camp was cancelled.

0 Nil ✔

S1 Orientation Programme

S1 students and Big Sisters are

grouped into small groups to

complete different tasks together.

Students learn to be responsible, cooperative,

considerate and preservative through the

participation of the programme

6 Sep 2019 S1

Most of the S1 students

and Big Sisters gave

positive feedback and

comments to this

programme. It could

increase S1 students’

sense of belonging and

enhance their cooperative

skills. Besides, they could

have chance to get better

know with the Big Sisters.

18,640 E1 ✔

Training sessions for committee

members

To develop leadership qualities of student

leaders Whole year S3 – 5

Leadership skills of

student leaders was

enhanced.

7,400 E6 ✔

Salesian Youth Day To stretching students’ potential and enhance

the catholic core value 29 Feb 2020 S1 – 6

Due to the class


was cancelled.

0 Nil ✔

Leadership Training Camp for

Catholic Society committee

members

To stretching students’ leadership skill and

enhance the sense of belongings to Catholic

society

August 2020 S2 – 6

Due to the class

suspension, the training

camp was cancelled.

0 Nil ✔


—

FMA vocation day To stretch students’ positive values and know

more about our school organizing committee 22 Jan 2020 S1 – 6

Students experienced the

family spirit 1,400 E1 ✔

Generic Skills Development

Program - Learning styles &

Learning strategies

To help pre-S1 students understand their

own learning style (Visual, Auditory,

Read/Write, Kinaesthetic) and learn how to

combine different learning strategies to

enhance their learning effectiveness

12 – 13

Aug 2020

S1

89% of students found

that the program was

useful since it could help

them adapt to new

secondary school life

and acquire new learning

strategies.

28,800 E5 ✔

Generic Skills Development

Program - Graphic organiser &

Memory skills

To help students understand how to select

and summarize information in an organized

manner by using different graphic organizers

11, 19 Sep

and 9 Oct

2019

S1

93% of students found that

the program was useful.

They have learnt how to

use graphic organizers to

take notes and improve

their memories.

20,000 E5 ✔

Game Stalls at Reading Carnival

Students have to plan, design, organize and

operate the game stalls before and on the day

of the Carnival. The Carnival is open to

public and students can therefore acquire

interpersonal and communication skills. This

experience will benefit their whole-person

development as well as serving as a fruitful

means of life-wide learning

30 Nov 2019 S1 – 6 Due to the social issue,

the event was cancelled. 0 Nil ✔ ✔

World Book Day – OLC Reading

Carnival

To help spread the messages of pleasurable

reading and recommend books to their friends

and relatives so as to promote the reading

culture throughout the city, students will take

part in game stalls as active readers who share

their joy and pleasure gained from reading.

Book lovers are also encouraged to

recommend their favourite books by filling in

the recommendation form together with their

books displayed in the library.

1 and 21 Apr

2020 S1 – 6

Due to the class


was cancelled. But some

materials for the activity

have been bought.

249.8 E7 ✔ ✔

Library Prefects’ Team visit to

Basic Law Library of the Hong

Kong Central Public Library

Provide Library Prefects with a better

understanding of setting up and operating of

a special library with the collection on the

Basic Law of the HKSAR and how the

reference materials are gathered and

preserved in the library.

TBC S1 – 6

Due to the class


was cancelled.

0 Nil ✔

Etiquette workshop

To provide students with opportunities to

appreciate good manner and have a basic

understanding of social etiquette.

October –

December

2019

S1 – 5

The etiquette workshop

was taken over by the new

set up team – Student

Ambassador Team to run

this programme

0 Nil ✔


—

Instructor Fee for Chinese

Debating Team

In order to develop students' critical thinking

and broaden their exposure, Chinese

Debating Team aims to give students the

necessary experience to be able to argue the

pros and cons of current local and

international issues. Also, planning for and

competing in debates helps get students'

confidence and skills up quickly.

Whole year S3 – 4

Due to the class

suspension, the debate

mock trial was cancelled.

1,800 E1 ✔

Instructor Fee for Chinese

Orchestra

To coach and conduct Chinese Orchestra,

aiming to perform in Speech Day

November

2019 – May

2020

S1 – 6

Due to the class

suspension and

cancellation of

performance programme

on the Speech Day,

students only had 4

rehearsals this year.

5,400 E6 ✔

Musical Performance of Drama

Club

Presenting their drama on stage on Mary Help

of Christians-School Feast Day at school is an

invaluable experience for students as they will

get professional onstage and backstage

training as well as staging performance.

Besides, performing Arts is becoming an

increasingly popular means used to enhance

the English learning experience. Musical

performance can help to make English

Language learning a fun and exciting

experience, one in which creativity, cultural

insight and cultural sensitivity are encouraged

and required. Through open and free learning

atmosphere, students can build up their self-

confidence, improve communication and

presentation skills, explore their creativity and

develop their appreciation of language arts

and performing arts.

15 Nov 2019

–

21 May 2020

S1 – 6

The scripts was prepared

by the service provider

but owing to school

suspension, only three

drama lessons were

conducted this year.

13,400 E5, E9 ✔

Instructor fee for Western Dance

Club

Students joining the School Modern Dance

Amateur Scheme offered by the Cultural and

Leisure Department and the City

Contemporary Dance Company will go

through a series of training and activities,

this modern dance programme aims at

enabling students to take a fresh look on

themselves, to consider their innate

infectious appeal, to cultivate team spirit and

empathy, and to learn about respecting,

accepting and embracing themselves and

others. It also broadens students' horizons

for the art of dance, and to nurture their

interest in art appreciation.

21 Oct 2019

– 8 Jul 2020 S1 – 5

Though students only

had 3 months’ dance

practices, they did gain

skills in modern dance

through the lessons.

7,560 Coach

Fee ✔


—

Western Dance Club

Transportation fee for

performance, choreography and

rehearsal of the Western Dance

Club

Presenting their dance on stage in front of

the public is an invaluable experience for the

students as they will get involved in the

professional dance practice as well as that of

staging a dance performance.

1 Mar 2020 S1 – 5

Due to the class

suspension, the

performance was

cancelled. However,

grants had been spent on

dance practice.

1,593.23 E7 ✔

Annual Retreat S1 Catholic

Society members

stretching students’ potential and nurturing

in students positive values and attitudes

27 – 28 Mar

2020 S1

Due to the class


was cancelled.

2,400 COVID ✔

Annual Retreat S2 – 3 Catholic

Society members



6 – 7 Apr

2020 S2-3

Due to the class


was cancelled.

3,300

COVID ✔

Annual Retreat S4-6 Catholic

Society members



December

2019 S4-6

Students can feel the

Love and Peace from

God.

4,181.4

E1, E2 ✔

Pilgrimage of Catholic Society Providing a time of silence to students, and

enhance the catholic core value. TBC S1 – 6

Due to the class


was cancelled.

0 Nil ✔

Instructor Fee for Athletics Club Preparation and training for HKSSF Inter-

School Athletics competition

22 Nov 2019 –

13 Mar 2020 S1 – 6

Due to the class


sessions were cancelled

in the 2nd term.

4,950 E5 ✔

Instructor Fee for Badminton

Club

Preparation and training for HKSSF Inter-

School Badminton competition

9 Sep 2019 –

27 Apr 2020 S1 – 6

Due to the class



in the 2nd term.

3,520 E5 ✔

Instructor Fee for Basketball Club Preparation and training for HKSSF Inter-

School Basketball competition

9 Sep 2019-

31 Aug 2020 S1 – 6

Due to the class



in the 2nd term.

6517.7 E5 ✔

Instructor Fee for Volleyball Club Preparation and training for HKSSF Inter-

School Volleyball competition

9 Sep 2019-

31 Aug 2020 S1 – 6

Due to the class



in the 2nd term.

6053.3 E5 ✔

Expenses on Item 1.2 209,283.23




Target

Student

(Level)

Evaluation

Results

Actual

Expenses

($)

Nature

of

Expenses＊

Essential Learning




selected)

I M P S C


1.3 To organise or participate in non-local exchange activities or competitions to broaden students’ horizons

—

Study Tour to Japan organized by

Economics Panel

- To understand the economic

development of Japan in the last 50

years.

- To apply economic concepts to real life

situation.

- To broaden their horizon.

7- 11 Apr

2020 S3 – 5

Due to the class

suspension, the tour was

cancelled.

0 Nil ✔

Study Tour to Japan organized by

Geography Panel

- To know the geological landforms in

Japan and analyse the opportunities and

risks brought by them

- To understand the land use planning in

Japan

- To know the latest development of

recycling facilities in Japan

7- 11 Apr

2020 S4 – 5

Due to the class


cancelled.

0 Nil ✔ ✔

Study Tour to Macau organized

by the Moral and Civic Education

Team

To increase their understanding of the

national knowledge, they could also cultivate

their national awareness and identity

June 2020 S1 – 2

Due to the class


cancelled.

0 Nil ✔





Target

Student

(Level)

Evaluation

Results

Actual

Expenses

($)

Nature

of

Expenses＊

Essential Learning




selected)

I M P S C


1.4 Others

Nil Nil Nil Nil Nil 0


Expenses for Category 1 319,263.23


Domain Item Purpose Actual Expenses ($)

Category 2 To procure equipment, consumables and learning resources for promoting LWL

STEM

Telescopes for Astronomy Study Telescopes are used for Astronomy Study. 0

Material for Rocket Car Project for S2 cross KLA project Material for Rocket Car is used for S2 Rocket Car Project across KLA in Science,

Mathematics, ICT and Art subjects. 0

PE

Sportswear for Athletics Club members Support and facilitate student training 924

Shuttlecock for Badminton Club Support and facilitate student training 570

Venue for Badminton Club training Support and facilitate student training 0

Sportswear for Basketball Club members Support and facilitate student training 2,700

Venue for Basketball Club training Support and facilitate student training 0

Sportswear for Volleyball Club Support and facilitate student training 2,811

Venue for Volleyball Club training Support and facilitate student training 0

Science

Ten Tablets for Data Logger Experiments

Tablets with the data loggers are used in remote data collection in experiments.

After assembling their own data logger, the selected gifted students will use their

own data logger and tablets to collect scientific data and carry out remote

laboratory remotely in the practical workshop.

0

Culturing bacteria and DNA project material (S1 Laboratory skill) Culturing bacteria and DNA project material is used for learning in S1 scientific

investigative skill. 859.20

Music Guzheng For replacing the old Zheng which were used for over 22 years, most were

damaged. 37,540

I.H. Pocket Wifi & Sim Card for the field trip at Wong Tai Sin To support the field trip as students need to answer questions through the use of

ipad. 0

Others Chinese Dance Club – costume, props, cosmetic for performance

To promote life-wide learning and whole-person development, the Chinese Dance

Club plans to let our members to perform on Speech Day in May. During the

training sessions, students can develop interpersonal skills, team spirits and boost

their self-confidence when they find themselves capable of performing on stage.

Thus, to unleash their potential, these materials are needed for the dancing classes

and the performance on Speech Day.

0

Expenses for Category 2 45,404.2

Expenses for Category 1 & 2 364,667.43


*：Input using the following codes; more than one code can be used for each item. Code for Expenses

E1 Activity fees (registration fees, admission fees, course fees, camp fees, venue fees, learning materials, activity materials, etc.）

E6 Fees for students attending courses, activities or training organised by external organisations recognised by the school

E2 Transportation fees E7 Purchase of equipment, instruments, tools, devices, consumables

E3 Fees for non-local exchange activities / competitions (students) E8 Purchase of learning resources (e.g. educational softwares)

E4 Fees for non-local exchange activities / competitions (escorting teachers) E9 Others (please specify)

E5 Fees for hiring expert / professionals / coaches COVID Fees chargeable under the one-off measure to pay the expenses incurred from the cancellation of learning activities due to the COVID-19 outbreak

Number of Student Beneficiaries

Total number of students in the school: 704

Number of student beneficiaries: 704

Percentage of students benefitting from the Grant (%): 100 Contact Person for Life-wide Learning

(Name & Post):

Ms. Cherry Lee

(Vice-principal)

Endorsed by

The Incorporated Management Committee of

Our Lady’s College

Submitted by : ____________________

Sr Lim Lai Ling Amy

Principal

Date : 23rd October 2020

Sr Amy Lim

Documents

School Report - Our Lady's College