School Report 2010-2011 - St. Mary`s Canossian College

School Report
2010-2011
St. Mary‟s Canossian College
School Report
2010-2011
CONTENTS
PAGE
Our School
Our School Motto
2
School Vision and Mission
2
School Sponsoring Body
3
School Management Structure
5
Achievements and Reflection on Major Concerns
6
Our Learning and Teaching
13
Support for Student Development
15
Report on our Teachers
30
Student Performance
33
Financial Summary
41
Future Planning
43
Annex – Report on
1 Use of CEG
44
2 Use of SSCSG
45
3 Use of The Hong Kong Jockey Club Life-wide Learning Fund
46
Report endorsed by School Managers of SMCC
47
Information on our school is also available at: Secondary School Profiles
http://chsc.edb.hkedcity.net/secondary
or
http://ssp.proj.hkedcity.net/eng/parser.php?file=eng/schbasic.htm&school_id=1082
1
Our School
School Motto
Cor Unum et Via Una
Our Heart and One Way
一心一道
The „One Heart‟ is that of Jesus Christ, our Divine Model – a heart of perfect love,
wisdom and compassion. We model ourselves after this Heart and become hearts
yearning for virtue and knowledge, ready to strive for the best, to grow, and to
serve.
The „One Way‟ is Jesus‟ way, vividly lived by Him in the Gospel – our Way to the
Truth and the fullness of life.
St. Marians, all united in spirit and action, pledge to walk together in God‟s love
along the way of Gospel truth which the Canossian Educational Project tries to
capture.
School Vision
It is God‟s greatest glory that each and every St. Marian will be honoured and
distinguished as she is and what she can become.
2
School Mission
We are committed to a belief that all our students CAN develop to their full capacity. We provide a
positive learning environment for the promotion of the whole person grounded in Christian virtues
and the formation of heart, to empower them all to make the best use of God‟s given talents in
service to their fellowmen.
We achieve our mission:

By instilling in students a love for learning with the ability to think critically and creatively;

By placing our hope in everyone and encouraging all of them to work and to develop their God
given abilities and talents;

By inculcating the Christian virtues of charity, humility and moral integrity which are
fundamental to individual growth;

By preparing students to achieve clearly-defined goals which give meaning to their lives;

By means of concerted effort of the whole staff in grooming students as responsible citizens
who are committed to serving the needy and contributing to the well-being of our society and
our country
School Sponsoring Body
The sisters of the Canossian Daughters of Charity, as missionaries, in the spirit of St. Magdalene of
Canossa, their Foundress, were inspired to establish this school in 1900. Since then, under the
management of the Sisters and the dedication of the whole staff, with the support of students,
parents and past St. Marians, the school has grown and flourished.
Our School and its Management
Our school was founded in 1900 by Canossian Sisters of the Canossian Daughters of Charity, with an
extremely modest beginning. The school started with only two classrooms for boys and girls in
response to the need for a school in Tsim Sha Tsui, Kowloon. The small school admitted 30 pupils
and was named St. Mary‟s School. The small beginning developed rapidly as population in Kowloon
grew. In 1960, student enrolment was 2500 including the Primary Section. In the same year, the
Secondary Section was named “St. Mary‟s Canossian College”, a grant-in-aid school for girls from
age 12 to 19 ; the Primary Section was renamed “St. Mary‟s Canossian School”. At present, the
student population in the secondary school is around 1300, from Form One to Form Seven. In her
effort to develop each person to her fullest, the school offers a great variety of academic and cultural
subjects as well as co-curricular activities to enable students to grow and learn those skills which are
essential in today‟s world. Almost a hundred percent of St. Mary‟s graduates are qualified for entry
into local universities after Form 7, though a number of them prefer to go abroad to the UK, the USA,
Canada and Australia for further studies.
3
The School Management Committee
Composition of the School Management Committee (SMC):
Member
Sponsoring
Body
Past Student
Parent
Principal /
Staff
08/09
7 (70%)
1 (10%)
1 (10%)
1 (10%)
09/10
5 (62.5%)
1 (12.5%)
1 (12.5%)
1 (12.5%)
10/11
6 (67%)
1 (11%)
1 (11%)
1 (11%)
With our constant commitment to quality education and promotion of the whole
person, our school puts emphasis on continuous and all round development in our
curricular and co-curricular programmes. The school management adopts a
publicly accountable system for decision making, stressing a participatory and
collaborative approach to policy making involving the whole staff and in particular,
at the policy making level of the Senior Administration Team, and the School Middle
Management Committee. On important issues such as the use of Capacity
Enhancement Grant (CEG), Composite Furniture and Equipment Grant (CFEG) and
Composite Information Technology Grant (CITG), teachers‟ opinions are solicited
before reaching the final decision.
4
School Management and Administration Structure
School Management Committee (SMC)
Supervisor
Principal
Vice Principal
Assistant Principal
Senior Administration Team (SAT)
Middle Management Committee (MMC)
Student Support & Quality
Development Section :
Integrated Approach to
Student Guidance &
Discipline Coordination Team
 Class Teachers and Level Heads
 Guidance Team
 Discipline Team
Other Learning Experiences
Coordination Team (+ SLP)
 Aesthetic Development Team
 Co-curricular Activities
 Character Formation Education



(1) Moral & Civic Education
(2) Health & Sex Education
(3) Environmental Education
Community Service Union
Careers & Further Studies Team
Religious Activities & Formation
Team
Student Publications Team
Drama Core Team
Cultural Enrichment Team



Leadership Training Team
 Student Council
 Prefects‟ Board
 Graduation Affairs Advisory
Parent-Teacher Association
 Liaison
 Publication
 Parenting Education
Alumnae & Community
Relations
 Past Students Association
 Public / Community Relations
Student Welfare Team
Learning & Teaching Section :
 Section Heads + Heads of Key
Learning Areas (Core Team)
 Subject Departments
Assessments Monitoring
Team
F.1 Bridging Programme
Coordination Team
Academic Assessment &
Advancement Team
Student Support Team
 Needs Assessments (F.1)
Language Environment
Support Team
IT in Education Coordination
Team
NSSE Coordination Team
Reading & Thinking
Enhancement Team
School Management &
Administration Section :
School Improvement Committee
School Administration Team
 School Calendar (Academic)
Design
 School Time-tabling Team
 Examination Affairs &








Assessment Team
 Internal Examination
Administration
 External Examination
Administration
 Scholastic Assessment
Administration - HKAT & TSA
 Public Examination &
Scholastic Assessment
Logistics
School IT Infrastructure &
Logistics Team
IT in General Affairs Team
Student Reports Team
WebSAMS
Student Admission & Allocation
Team
 F.1 Admission / Interview Team
 F.4 Allocation
 F.6 Admission
School Documents & Publication
 School Reports
 Circulars
 School Web Page
Staff Meetings Recording Team
General Administration
 Non-Teaching Staff
School Finance & Resources
Management Team
 School Budget & Control Team
 School Tender Opening & Vetting
Teams
 Supplies/Inventory Inspection
Team
 AV/IT Provision Team
School Maintenance & Safety
Team
School Emergency & Crisis
Management Team
Staff Development &
Appraisal Team
 Staff Development Team
 Staff Appraisal Team
Staff Welfare Team
Feeder-to-Thru-Train Steering
Committee
Graduation Day Co-ordination
Committee
5
Achievements and Reflection on Major Concerns
Major Concern 1:
To make the school environment safe & healthy
Achievements

The School has made substantial effort to enhance campus safety. Actions included:

Increasing staff awareness – through Staff Development (Talk by Mr. Chan Tak Hang),
having relevant items in staff meetings, subject panels to reinforce compliance of
subject-related safety measures, giving janitors instructions of proper actions to take under
different circumstances




Increasing student awareness – during lessons for subject-related issues, through constant
reminders by the principal & teachers whenever necessary, talk on drug education
 The School Maintenance & Safety Team conducting regular campus checks, fire drills, and
investigating and reporting on incidents
Tighter monitor of the existing Reporting System whereby teachers / janitors / students to report to
school office for follow-up actions.
A list of potential risks was drafted with input from students, teachers and janitors. Listed items
were prioritized and taken care of based on urgency.
Concrete examples of improved school campus safety included:
 Covering up the wire gauze on the Hall stage to prevent tripping
 Reducing risks due to wet floor:
 posting of hazard warning signs
 by regular mopping
 use of air blow dryer
 Reducing risks in other areas of potential danger by
 replacing wooden shutters on doors with glass windows
 painting bright yellow stripes along stair edges






sealing up wide gaps along handrails skirting staircases
adding cushion pads under basketball stands and sand bags to hold handball goals
installing mosquito lamps
installing safety net to screen off car parking spaces
installing CCTVs
conducting annual check-ups / trimming of trees

Routine practices, e.g. Fire drills, inspection of fire extinguishers, alarm system, school lift, first aid
boxes, briefing on lab safety rules were carried out without fail with practices evaluated.

Phase one of the installation of CCTVs around the school campus for increased security and safety
has started. Phase two will continue in the next academic year.

Constant reminders on safety precautions and measures against infectious diseases were made in
public announcements.
6

Clear directions given to janitors on hygiene and sanitation requirements and with close
supervision.

A reporting system has been set up to facilitate reporting of items requiring maintenance.

Teachers, parents and students were kept well informed of and encouraged to participate in the
learning opportunities in health and sex education.
 Suitable seminars, workshops and courses on health and sex education run by the EDB and
other NGOs were posted on the online school announcement board, student bulletin board
and staff bulletin board and were displayed in the Health and Sex Education Corner outside
the Geography Room. Teachers, parents and students were encouraged to take part in them.
Team members showed interest in attending the training programmes run by the EDB and
NGOs.

Much effort was put on instilling in our students the right attitude and knowledge on health and sex
related issues. The following activities were successfully held:
 Class Periods on exploring the harmful effects of various addictive disorders such as drug
taking, smoking and alcohol drinking were conducted by two registered nurses from the
Department of Health in each Form 1 classroom. Students were aware of the associated
threats and the importance of living a healthy life.







Anti-drug education talks were delivered to Form 2 and Form 3 students by the
representatives from the Community Drug Advisory Council. Form 2 students have learnt
more about how drug abuse adversely affected one‟s self-image while Form 3 students have
studied the correlation between peer influence and drug abuse.
Another anti-drug education talk was held for Form 4 students by the social worker and
registered nurse from the Centre for Psychotropic Substance Abusers. It helped raise
students‟ awareness on the harmful effects of drug abuse and the importance of healthy life
style.
A seminar on healthy eating was conducted by a registered dietitian from the Hong Kong
Eating Disorders Association for Form 3 students. Students actively sought answers to
questions on eating habits.
A seminar on Human Papillomavirus (HPV) was conducted for Form 5 students by the
registered nurse from the Cervical Cancer Prevention Alliance to enhance students‟
understanding on the second most common cancer among women. Students were alerted of
this health threat and became more health conscious.
The social workers from the Hong Kong Catholic Marriage Advisory Council were invited to
advocate positive and responsible attitude towards pre-marital sex to Form 5 to Form 7
students. It helped students build up a right attitude towards sexuality.
A talk on breast health was held for F.7 students by the registered nurse from the Hong Kong
Breast Cancer Foundation. Students were enlightened by the guest speaker on the preventive
measures for the leading cancer among Hong Kong women.
Sharing and promotions were done by the Health Ambassadors in the classroom from time to
time.
7

In order to allow our students understand the policy on preventing sexual harassment and
raise their awareness on the issue, representatives from Equal Opportunities Commission
were invited to share with students from junior and senior forms respectively. Students were
very attentive and eager to seek answers for their queries.

Provision of learning resources on health and sex education was made for our teachers and
students. They following initiatives were successfully carried out:
 8 reference books related to health and sex education were purchased and kept in the library.
Both teachers and students could enrich their knowledge in the related areas.
 Booklets and leaflets from various government departments and NGOs were collected.

Organization of Joyful Fruit Day with assistance of PTA to encourage students to have a healthy
diet.

Scrutiny of types of snacks to be sold at the tuck shop by Student Welfare Team.

Positive feedback was collected from staff members from various subject panels / teams.
Reflection

More promotion could be done to encourage our teachers to make use of the resources on safety
and health when preparing for Class Periods.

Constant efforts would be put in raising alertness of students and staff on issues relating to safety
and health.

Despite the improvements / provisions made in the above areas, some more items concerning
upgrading of equipment and school environment / setting have further been suggested by the
teaching staff and a more thorough evaluation has been recommended. Issues concerning car
parking and campus safety against visitors have yet to be addressed. These would be followed
through in the next academic year.
Major Concern 2:
Smooth Implementation of NSS
Achievements
Focus 1: Smooth Implementation of NSS with department–based focuses

All department heads have selected 1-2 focuses related to curriculum planning, learning and
teaching and assessment from the curriculum guide provided by the EDB on New Academic
Structure giving due consideration to the school context in their DDPs in the first HoDs Meeting.
Evaluation of the implementation is recorded in the year-end reports of subject departments.

The school-wide and department-based policies on school-based assessment (SBA) have been
formulated and disseminated to students and parents via the school homepage and briefing
sessions.

Latest news and information about the new academic structure has been uploaded on the school
homepage to keep all stake holders updated.
8

Scheduled HoD meetings and ad hoc meetings with subject departments have been held to address
issues related to NSS implementation. Resolutions are recorded in the relevant meeting minutes.

In the F.4 (2011-12) Subject Selection exercise, F.3 students can change their elective choices after
the Final Examination if they think appropriate. This arrangement is to allow F.3 students to make
more realistic choices so that they are able to enroll in electives that match their interests and
abilities.

In the staff survey on major concerns, teachers generally agreed that the implementation of NSS
[3.3 out of 4 (Strongly agree)] has been smoothly carried out. The survey questions and rating are
as follows:
Subject departments are aware of the rationale and focuses to be selected
Subject departments have drawn up implementation plans in DDPs including
strategies, measurable success criteria and evaluation methods over a 3-year cycle
to match with SSE cycle.
Subject departments have selected focuses related to curriculum planning,
learning and teaching and assessment according to their own needs and targets.
Platform has been provided for departments to share experience and problem
shooting.
Subject departments have followed closely the spirit and essence of the NSS
curriculum making appropriate adjustment to teaching pedagogy, assessment
methods and performance reporting system
3.33
3.33
3.40
3.11
3.33
Focus 2: Use of effective questioning strategies to develop higher order thinking for students with
diversified abilities & interests

Various strategies of diversified instructions in the classroom have been frequently applied to cater
for students‟ different learning styles and needs. This year, conscientious attempts have been
made to use effective questioning strategies to develop high order thinking for students. Training
sessions on effective questioning techniques, support materials, useful web sites and cross subject
department sharing have been provided for teachers to better equip them with the theory,
knowledge and practical examples.

More classrooms have been observed to have applied various questioning techniques and
monitored the amount and level of support for students with diversified abilities, interests,
motivations, aspirations, and learning styles.

Subject departments have set up own policy on how to set core and extended questions with
appropriate weighting to make assessment paper more discriminative and cater for diversified
abilities and learning styles.

Continual effort has been made by the school to coordinate the frequency, amount and submission
deadlines so that students will not be overloaded with assignments or projects at a particularly point
in the term. Homework Submission Block-off Periods are set 2 school days before organized tests
and 5 school days before examinations to allow students ample time for revision.

According to the data collected from the Assessment Program for Affective and Social
Outcomes(APASO), a survey to study students‟ attitude towards learning on a 4-point scale from 1:
strongly disagree to 4: strongly agree, we are able to conclude that our students have shown
eagerness in asking and responding to questions in class. On initiative to answer teachers‟
questions, SMCC students‟ score (2.78) is higher than Hong Kong norm (2.25). The response of
our students to the statement –“When the teacher is asking another person, I also think about how
9
to answer questions.” is 3.13 compared to the Hong Kong norm of 2.96.


Staff development programmes have been organized to raise teachers‟ competence in questioning
techniques.

We have invited Mrs Stella Chiu (Former School Principal of St. Clare's Girls' School, now
working with CUHK) to share with us the practical strategies for motivating students to
learn.84% of teachers found that the workshop could enhance their awareness on how to
teach students to think. 63% of teachers agreed that they will apply the learning activities
which have been proposed by Mrs Chiu to cater for learners‟ diversity.

Our Biology teacher – Mr Dominic Chan has conducted a lesson demonstration on 13th April
2011 to share his good practices. He focused on the applications of effective questioning
skills to improve high-order thinking among students. The lesson demonstration gave
teachers much more insights and appreciation of the lesson design components and delivery
strategies. Department-Based Sessions were held after the sharing session. This was an
opportunity for teachers of individual departments to get together and review the teaching
and learning strategies used in the current year. 80% of teachers thought that they will focus
more on how to apply different kinds of questions to provoke high-level thinking when
planning lessons in the future.
In the staff survey on major concerns, teachers generally agreed that effective questioning
strategies have been used to develop high order thinking for students with diversified abilities &
interest (3.08 out of 4) . The survey questions and rating are as follows:
Support (e.g. handouts, useful websites, experience sharing, and seminar) has
been provided on how to practise effective questioning techniques in
classrooms.
3.14
Suitable questioning techniques have been adopted and practised to cater for
the needs of students with diversified abilities, interests, motivations,
aspirations, and learning styles.
3.10
Subject departments have included DI & application of questioning techniques
as one of their focuses in the DDP.
3.19
Bloom‟s 6-level question taxonomy has been explicitly applied in classroom
teaching & paper setting.
2.97
Subject departments have set up own policy on weighting of higher order
questions to make assessment paper more discriminative.
Platform has been provided for experience sharing within departments or KLA.
Questioning strategies have been included as one of the targets for lesson
observations.
Sharing of successful application of questioning strategies has been one of the
meeting agenda in Panel meeting for at least one time.
3.19
2.94
3.14
2.98
Reflection

More sharing sessions should have been arranged for departments on good practices or ways to
shoot problems related to NSS implementation.

A thorough review and evaluation of the NSS implementation should be conducted to throw light
on how the curriculum and assessment can be further refined.
10

As learner diversity is an issue to stay particularly when the first cohort of through–train students
will be admitted next year, the school should continue to work on DI.

Some Teachers have not applied the Bloom‟s 6-level question taxonomy explicitly in classroom
teaching & paper setting probably because some subject panels did not include sharing of such
experience in their panel meetings.

Further application of questioning strategies should be adapted to provide different amount and
level of support for students with diversified abilities, interests, motivations, aspirations, and
learning styles.
Major Concern 3:
Fostering the virtue of Responsibility
Achievements

The Major Concern on Quality of a St. Marian was clearly explained to staff and students through
staff meetings and whole school functions. All students and staff were well aware of the qualities
expected from St. Marians.
Focus 1: Freedom, Choice & Responsibility

A range of activities, as summarized below, were held to foster appropriate attitudes & behaviour
on „rational choice-making & responsibilities‟ among our students during the OLE/ Class Periods,
with learning materials prepared by different teams under the Students Support & Quality
Development Section:






Sexual Harassment (F.1-6)
Self- image & Drug Abuse (F.2-4)
Proper attitude towards pre-marital sex (F.5-7)
Modeling Fraud (F.6)
Cyber Bulling (F.2)
Proper Use of Expressions (F.3)


ICAC talk (F.4)
Exhibition on Responsible Pet Ownership (whole school)

Concerted efforts were made to make students realize that freedom and choices come with
consequences that they will face. Careers Mapping topics were conducted by class teachers to
guide students towards self-understanding and careers options. Also, choice-making stories & tips
were shared by a group of Guidance Prefects on their homepage. St. Marian, our online newsletter,
featured articles and interviews conducted with past students, parents, teachers and professionals on
the wisdom of making choices.

In the Teacher Survey 2010-11, teachers recognized students‟ effort in “using proper means of
expression while exercising freedom”. A satisfactory score was recorded (2.89 in a 4-point scale, 4
being the highest).
11
Focus 2: Commitment to Roles

A variety of activities were organized to encourage students to understand and commit to different
roles they are playing in daily life (to family, to the school and to society):
 Guidance programme on Commitment & Responsibilities (F.4 & F.6) and Conflict
Resolution towards achieving Harmony (F.4)
 Current Affairs Forum (F.4 & 6)
 「我愛香港 Teen Teen 晴」(F. 1-2)
 Community Service Training & Outings (F.4-5)
 Environmental Education on “Living a low-carbon Life” (F.4)
 Student Council Cultural Week: “Decanation” (whole school)

All classes also helped to promote good attitudes and practices among students during the morning
assemblies. Topics shared include being active learners, being responsible St. Marians, respecting
differences and wisdom of choice-making.

Encouraging findings were recorded in the Teacher Survey 2010-11. Students in general displayed
better punctuality and showed a strong commitment to perform different roles. It was also found
that student leaders were devoted to passing their experience to school mates.
Reflection

The monthly quotes printed in the School Calendar were effective reminders helping to promote
the school theme of „responsibilities‟ and „rational choice-making‟ all year round. Higher
awareness was observed in our students‟ eagerness to pursue desirable virtues. The class
presentations were well-received. It is recommended that the same practice be kept for next year.

Along with efforts made by Teams and clubs under the Students Support & Quality Development
Section, subject departments also helped by including issue concerning „responsibilities‟ and
„sensible choice-making & the consequences‟ in their curriculums. Examples include „pre-marital
pregnancy‟ & „genetic engineering‟ in Biology lessons and „consumer rights & investment
responsibilities‟ in Economics class. This whole-school approach was found to be appropriate and
effective.

To prepare for the third year of our 3-year plan on „Formation of the Heart‟ (2011-12), the Students
Support & Quality Development Section will continue to enhance students‟ knowledge and
awareness on „Good Judgment‟, with emphasis lay on social network & Internet risk (e.g. use of
Facebook, mobile phones and cameras).

Feedback from students could also be collected on the school‟s effort in promoting target values
during the implementation and evaluation stages for better results.
12
Our Learning and Teaching
Number of Active School Days
Active School Days refer to days with learning activities organized by the school, including regular
class and learning activities such as school picnic, life-wide learning activities but excluding days for
tests / examinations. The bar chart indicates the total number of active school days for S1-S3 in
2010-11.
Percentage of Lesson time for Key Learning Areas
Lesson time allocated to the Key Learning Areas as per school timetable for S1 to S3 in 2010-11:
13
Our Curriculum
Our School offered the following curriculum leading to the HKDSE, and the HKAL Examination.
Curriculum 2010-2011
KLA
Subjects \ Form
No. of Classes
F1 F2 F3 F4 F5 F6 F7
6
6
6
6
6
3
3




＊
＊
＊
＊


＊
＊
＊
＊
English
English Language / UE



Language
Drama & Language Art



Education
Literature
Chinese
Chinese / Chinese Language and Culture





Chinese History



＊
＊
Mathematics





＊
＊
Language
Education
Mathematics
Education
Extended Module
Maths. & Statistics
Integrated Science
Science


Combined Science
＊
＊
Physics

＊
＊
＊
＊
Chemistry

＊
＊
＊
＊
Biology

＊
＊
＊
＊
BAFS
＊
＊
Technology
Computer Studies / ICT
＊
＊
＊
＊
Education
Computer Application / I.T.



＊
＊
Needlework / Cookery



Integrated Humanities


Education
Personal,
Economics
Social and
Geography
Humanities
History
Education
Psychology
＊
＊
＊
＊

＊
＊
＊
＊

＊
＊
＊
＊
＊
＊
＊
＊
Liberal Studies
Music Appreciation



Arts Education Music




＊
＊
Visual Arts



＊
＊
P.E.





＊
＊
Moral & Civic
Religious Education







Education
Class Period (CP)







Physical
Education
＊: Elective Subject
: Compulsory Subject
14
Class Organization
Operating classes and number of students in the past three years:
Level
S1
S2
S3
S4
S5
S6
S7
Total
6
6
6
6
6
3
3
36
Enrolment 08/09
240
239
238
229
233
96
88
1,363
Enrolment 09/10
228
236
235
223
228
96
81
1,327
Enrolment 10/11
216
228
234
230
215
95
88
1306
No. of Classes
Students’ Attendance Rate
Students‟ attendance rates in the past 3 years:
Catholic students
The total number of students on the roll in September 2010 was 1,306. The number of Catholic
students was 316, making up 24.20 % of the total population.
Support for Learning and Teaching
Learning & Teaching Section
 Each subject department has selected 1 to 2 focuses related to curriculum planning, learning and teaching
and assessment from the curriculum guide provided by the EDB on New Academic Structure according
to the school context.
 Various strategies of diversified instructions in the classroom have been frequently applied to cater for
students‟ different learning styles and needs. This year, conscientious attempts have been made to use
effective questioning strategies to develop high order thinking for students. Training sessions on
effective questioning techniques, support materials, useful web sites and cross subject departmental sharing
have been provided for teachers to better equip them with the theory, knowledge and practical examples.
 More classrooms have been observed to have applied various questioning techniques and monitored the
amount and level of support for students with diversified abilities, interests, motivations, aspirations, and
learning styles.
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 Subject departments have set up own policy on how to set core and extended questions with appropriate
weighting to make assessment paper more discriminative and cater for diversified abilities and learning
styles.
 According to the data collected from the Assessment Program for Affective and Social Outcomes
(APASO), a survey to study students‟ attitude towards learning on a 4-point scale from 1: strongly disagree
to 4: strongly agree, we are able to conclude that our students have shown eagerness in asking and
responding to questions in class. On initiative to answer teachers‟ questions, SMCC students‟ score (2.78)
is higher than Hong Kong norm (2.25). The response of our students to the statement –“When the
teacher is asking another person, I also think about how to answer questions.” is 3.13 compared to the
Hong Kong norm of 2.96.
 Continual effort has been made by the school to coordinate the frequency, amount and submission
deadlines so that students will not be overloaded with assignments or projects at a particularly point in the
term. Homework Submission Block-off Periods are set 2 school days before organized tests and 5 school
days before examinations to allow students ample time for revision.
 In the F.4 (2011-12) Subject Selection exercise, F.3 students can change their elective choices after the Final
Examination if they think appropriate. This arrangement is to allow F.3 students to make more realistic
choices so that they are able to enroll in electives that match their interests and abilities.
 The Academic Assessment & Advancement Team has continued to provide data analysis of student
performance in public examinations and territory–wide system assessments at PreS1 and S3 levels to trace
and study students‟ abilities so the school can formulate suitable measures to bring about desirable
learning outcomes.
 The Assessment Monitoring Team has continued to conduct quality assurance inspection on all
assessment papers and special attention has been given to the breadth and depth of content knowledge
and question types to cater for learners‟ diversities.
F.1 Summer Bridging Course
 The F.1 Summer Bridging Course was tailor-made for all incoming F.1 students and conducted by
undergraduates and current F.7 students. This course was cross-curricular in nature and was an integration
of English, Mathematics, Integrated Science, Integrated Humanities, Home Economics, reading skills and
life skills.
 The F.1 Summer Bridging Course was tailor-made for the incoming F.1 students and conducted by
undergraduates and current F.7 students. This course was cross-curricular in nature and was an integration
of English, Mathematics, Integrated Science, Integrated Humanities, Home Economics, reading skills and
life skills.
 Interactive activities such as problem-solving tasks, discussions, role-plays and group work, were
incorporated into the curriculum. Our F.5 students served as the English, Mathematics and Life Skills
Facilitators. With the additional support given, the in-coming students‟ needs were very well catered for.
 Generic skills like collaboration, communication, creativity, numeracy skills, problem-solving and
self-management were enhanced through learning and teaching in the context of different subjects.
 The new F.1 students were very attentive and cooperative. They enthusiastically asked and answered
questions in class. The course successfully eased students‟ transition from primary to secondary school and
fostered in them a sense of belonging to the school.
Language Environment Support Team (English & PTH)
 This year, the Student Council has put great emphasis on promoting the bilingual learning atmosphere at
school. A number of new programmes including Vocab Queen and “Deca-nation” were launched in
November. Under Vocab Queen, the Liaison Officer introduced an English word or phrase to the
students during the morning announcement. This helped arouse students‟ interest in learning new words
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and enriched their vocabulary bank. The words taught were posted onto the Student Council webpage
regularly for students‟ reference.
 “Deca-nation” was a one-year programme that aimed at improving students‟ public speaking skills and
awareness of global issues. 100 students from F.1 to F.6 were recruited and divided into 10 groups, each
representing a different nation. Each group was led by 2 leaders from F.5 and F.6. Activities including
speaking workshops, a cultural week, Deca-wedding and conferences were held throughout the year.
Through these activities, not only could students practise their public speaking skills in Cantonese, English
and Putonghua, but sisterhood could also be promoted.
 課堂內：中一甲、中一乙、中二甲、中二戊、中三甲及中三戊共六班以普通話教授中國語文科，
課堂語言溝通自然流暢。同學基本上樂於表達，氣氛活潑。寫作方面較少廣東口語，比較清暢。
 課堂外：大部分同學樂於使用普通話交流，氣氛自然和諧。
 聯課活動：學生會和學會的所有宣布及大型活動(如須以中文作媒介者)已能全面使用普通話溝通
交流。
 為了鼓勵同學於校園學習及使用普通話，學生會自十一月開始推行了「詞禧太后」計劃。學生
會幹事在早上完成通告匯報後，會向同學介紹一些粵普對譯的知識，希望引起同學對學習普通
話的興趣，提升表達能力。
 中文盃社際比賽「普通話歷史人物角色扮演對話比賽」
，參賽者表現理想，觀賽老師及同學反應
熱烈，非常投入。
 學生積極參與各項校內及校外之普通話活動及比賽，如「校際朗誦節」及「善言巧論」等，成
效彰顯。
 總結：期望師生於課堂內外及日常生活中更樂於以普通話溝通及交流，將普通話循序漸進地融
入校園的日常教學及生活當中，進一步提升普通話的聽說能力，運用自如。
Reading and Thinking Enhancement Team
 The motto “Read Strategically, Think Critically” was adopted.
on St. Magdalene Building.
A banner featuring this motto is displayed
 A reading skills workshop was conducted during the class period to teach F.1 students how to read
strategically.
 Books on teaching thinking skills have been purchased for the School Library. Students were briefed of
the merits of these books through promotions in morning assembly and the Team‟s webpage.
 The criteria for the Reading Award Scheme were modified to make them more attainable for students.
 The Extensive Reading Award Scheme encouraged students to read more books from the School Library
and the English Learning Centre.
 There was promotion of the World Book Day to highlight the importance of reading.
 In accordance with the theme “JUMP”, students were encouraged to JUMP out of their own circles,
limitations and fears, so as to live out their potential and pursue their dreams. Aligning with this theme, a
number of activities were held, for example, a fun week for F.1 students and a reading activity jointly
organised with Holy Angels Canossian School.
 The Annual Book Exhibition was held in February 2011 which provided a channel to choose suitable
readers. Books about personal development and self-actualization were recommended at this event.
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 An alumna, Ms. Gianni Mok, an author at present, together with two F. 6 students, Abbey Fong and Katie
Yeung, were invited to conduct a talk “Living my dream as an author”, to share their experience of reading
and writing and inspire our students to pursue their dreams.
Student Support Team
 The talents of gifted students in different disciplines were nurtured through participation in various gifted
programs organized by
local educational bodies and the Hong Kong Academy of Gifted Education.
 Students‟ inquisitiveness in disciplines like Mathematics, Astronomy, Earth Science and Humanities was
cultivated with the help of web-based courses organized by EDB.
 Australian Mathematics Competition and International Competition and Assessment for Schools in
Mathematics, English and Science were also arranged, catering to the need of the growing population of
gifted St. Marians.
 While the creative writing skills of gifted students were boosted by local experts in different genres in
English, students gifted in Visual Arts were taught to devise and use pinhole cameras. Two novice artists
from St. Mary‟s were given opportunities to work with a professional artist to create a life-size Chinese
mythological sculpture. Young St. Marians gifted in Science were inspired by a talk on the influence of
pollution on sexual development conducted by a HKU professor. Regular trainings and individual support
were offered continuously to students gifted in Mathematics, Science, Art, English and Chinese.
 Students gifted in art took part in an action research project on urban development in Wanchai. Their
works were reported in Oriental Daily, a local newspaper.
 Gifted students were given opportunities to exhibit their talents in many competitions such as Hong Kong
Mathematics Olympiad,
Hong Kong & Macao Mathematical Olympiad Open Contest, World Class Elite competition, Hong Kong
Problem Solving Olympiad, Pui Ching Invitational Mathematics Contest, True Light Girls‟ Invitational
Mathematics Contest, Canadian Mathematics Competition, Joint School Science Competition and
International Junior Science Olympiad. Promising results were achieved in many competitions including
News Commentary Competition (English), Stanford University EPGY Talent Search (English Writing and
Mathematics), 13th Hong Kong Mathematical High achievers Selection contest, 第五屆「善言巧論：全
港學生口語溝通大賽」,「民間信仰與傳統文化」學生創作比賽, 反青少年網上援交標語創作比
賽, 「鄰里展關懷」標語創作比賽 , as well as the promotion of Science learning in school projects.
 Support for students with special educational needs:

The team closely monitored the educational requirements of students with special needs. Special
examination arrangements were made for students with special needs, catering for their requirements.

The Learning Support Centre was run every day by F.2 - F.6 tutors to help students with their
homework.
 Needs Assessment (F.1):

The assessment was done via e-class by all F.1 students in October 2010. A brief assessment report was
sent to all F.1 Class Teachers, notifying them of the special needs of their students. To further assist
Class Teachers, more specific items were shown in the reports for easy reference and follow-up work.
I.T. in Education
 Relevant information in the following areas was introduced to our teachers through workshops and
newsletters to enhance learning through IT:

The use of a newly subscribed website in the classrooms

The use of smart boards in teaching junior form science
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
Our school has subscribed to an eLearning website for all students and teachers. They can enjoy a
quality Putonghua eLearning platform both in school and at home in the next 3 years. Our students will
also find self learning materials in Chinese History, poems, reading comprehension and idioms on this
platform. This platform also provides on-screen practice for the Territory-wide System Assessment
(TSA).
New Senior Secondary Education (NSSE) Implementation
 The hard work and readiness of our staff enabled all the NSS curricula to be implemented as planned.
 To enhance the implementation of school-based assessment (SBA), all subject departments concerned
prepared and disseminated the SBA-related information to students in detail via their department web
pages. A new web page has also been set up on our School Portal to host all the latest HKDSE and
school-based as well as subject-based SBA information for students‟ and parents‟ reference.
 The school policy on SBA implementation together with the appeal procedures were formulated and
disseminated to both students and parents.
 A F.5 parents‟ evening was held to inform parents of NSSE matters, such as the Student Learning Profile
(SLP), JUPAS, Other Experiences and Achievements (OEA), careers pathways and the school policy on
SBA implementation.
 Administrative procedures regarding SLP have been fine-tuned to capture all the necessary information
from the parties concerned for future compilation of SLP and OEA.
 All stakeholders have been well-informed of the latest news and information about the new academic
structure via the School‟s 334 website, talks and EDB publications.
Support for Student Development
Whole-school Approach to Guidance & Discipline
 Fostering Responsibilities through a sense of Commitment and the Fulfillment of Roles

Following our success in cultivating the virtue of Respect last academic year, students and teachers joined
hands to promote the importance of „Choices & Responsibilities‟ through acquiring positive attitudes
towards the freedom of expressions and understanding the consequences that choices bring. It is
hoped that all St. Marians live up to the different roles they are taking by showing commitment,
aspiration and perseverance. Such essences of our school‟s education - “The Formation of the Heart” were promoted through mass programmes, class-based activities, campus broadcast, exhibitions and
booth games. School teams and subject departments also lent support through class discussions and
co-curricular activities.

Throughout the academic year, all classes in F.3 to F.7 responded to the school theme “Holistic
Development through Honouring Diversities and Fostering Responsibilities” in the form of role plays
and presentations during morning assemblies. Through everyday scenarios, schoolmates encouraged
each other at every opportunity to judge and evaluate the consequences of their actions, and be
supportive friends, as well as avid learners.

The importance of commitment and role fulfillment were also cultivated through Class Periods.
Through discussion tasks, personal sharing, self-reflections, and analysis of current social phenomena,
students gained better understanding of their roles in different situations. Guidance Prefects offered on
their homepage practical suggestions on making choices and being responsible.

The highlight was our joint exhibition with the Society of Protection against Cruelty to Animals
(SPCA) – “Responsible Pet Ownership” – in February 2011. Display boards and game booths with
information about animal rights, foster homes and responsible pet ownership were set up to enhance
awareness.
 Guidance & Discipline Programmes
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
Peer Induction Scheme & P.A.T.H.S.
The overall objectives of P.A.T.H.S. are to provide teenagers with opportunities to develop competence
and skills conducive to holistic development, to promote peer support and to develop healthy beliefs
and strong values.
Specific objectives for F. 1 to F. 3 are as follows:
Form 1: build self-confidence with the companionship of Guidance Prefects
Form 2: develop potential and enhance abilities through multi-intelligence training
Form 3: enhance leadership skills and to be all-rounded
The major activities are:
Form 1: Lunch gatherings with Guidance Prefects, day and overnight camp, training workshops
and sharing sessions on social service outings to elderly centres.
Form 2: Multi-intelligence workshops and training sessions (on hand bells, hip pop dance and
sign language), overnight camp, preparation and sharing sessions on social service outings with the
elderly and the hearing impaired.
Form 3: Leadership training workshop, overnight camp, training workshops and sharing sessions
on social service outings visiting children with special needs.
The success this year was shared by 14 Ambassadors recruited from F.4 and F.5, who had been former
participants of the scheme. With the commitment to pay forward to the school community the benefits
they had gained as participants, the ambassadors served as facilitators by designing and leading activities
like City Chasing. Their devotion to the scheme received high acclaim.
Teacher advisors commented that diversified thinking was well observed in both the participants and
ambassadors, particularly in the process of problem-solving. Under the guidance of social workers,
students became more aware of the importance of living up to their roles, setting realistic goals and
showing determination to achieve them.
 Student Quality and Leadership
26 Discipline Prefects recruited from F. 4 to F. 6 performed their roles with mission and passion.
Responsibility, punctuality and collaboration were made the objectives of Discipline Prefects‟ Training
this year. The training day in September 2010 and the overnight camp at Tso Kung Tam Outdoor
Recreation Centre in February 2011 were conducted by teacher advisors. Discipline Prefects have helped
to sustain a desirable atmosphere and contributed to the remarkable improvement in student discipline.
The team was highly commended for setting good examples, and taking the initiative to review school
regulations.
20 Guidance Prefects partnered with the Discipline Prefects Team and served, as “Big Sisters”, the F.1
students. To acquire effective communication and peer counseling skills, members participated in a series
of workshops. In February 2011, a two-day training camp, led by former Guidance Prefects, brought
memorable moments to all participants through adventure-based outdoor activities that emphasized
mutual support, trust building and problem-solving skills. Other than guiding F.1 students, Guidance
Prefects also rendered support to the P.A.T.H.S. programmes in F.2 to 3. Their contributions have
become an intangible and yet indispensable part of the St. Marian culture.
 Personal Growth through Goal-setting, Self-evaluation & Recognition of Achievements
The self-evaluation of students played a prominent role as in the previous years. At the beginning of the
school year, students were encouraged to set personal goals based on their needs and abilities. Towards
the end of the term, the students evaluated their progress and shared the achievements at the Annual
Parents‟ Day. This enhanced the understanding of their strengths and weaknesses.
Throughout the academic year, students were awarded “Stars of the Week” in recognition of their
efforts. A total of 127 conduct merits, 459 service merits and 7 scholarships for Best Conduct were
given out this year.
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 Home-School Partnership

F.1 Parents‟ Day & Orientation
Before the commencement of the school year, students of F. 1 and their parents were invited to an
orientation. The school mission and vision were introduced, followed by an information session
covering the school‟s language policy, disciplinary concerns, activity arrangements and home-school
communication channels. Parents of senior forms enthusiastically shared their experience on guiding
their daughters to make their secondary school life rewarding. F.1 students also took pleasure in meeting
their two class teachers for the first time.

F. 1 and F. 2 Parents‟ Evenings
Parents were requested to support their daughters by honouring diversities against the current trend of
ever-changing needs of adolescents.
Teachers of Chinese and Mathematics presented some strategic measures for effective learning. In
addition, they suggested practical ways through which diversified thinking could be further stimulated in
the home environment. Another focus of the evening was parent-child communication by Ms. Jenny
Chan, our school social worker, and an alumna.
Other Learning Experiences (OLE)
 As one of the essential components in the New Senior Secondary (NSS) Curriculum, Other Learning
Experiences (OLE) offered a variety of programmes/activities ranging from structured lessons to
co-curricular activities in five areas, namely Moral and Civic Education, Community Service, Career-related
Experiences, Aesthetic Development and Physical Development. The school offered a good range of
OLE opportunities and students were encouraged to participate in all five areas in order to achieve a
balanced personal development.
 The school has allocated an OLE lesson in order to cater to the diverse needs of students for holistic
development. In the timeslot, programmes and activities were held both inside and outside school. They
included workshops, talks, outings, forums on news and current issues, debate, ball games, board
decoration competitions, life education sessions, environmental projects, community services, etc.
 F.4 and F.5 students were provided with experiential learning activities. Students learned and developed
through active participation in organizing community services that met the needs of target groups in
society, including the elderly, the hearing impaired, the mentally handicapped, the physically handicapped
and new immigrants.
 To strengthen the promotion of national education as pledged in the Policy Address, programmes and
tours were organized throughout the year, enabling students to acquire in-depth knowledge of the
developments in China and enhancing their national identity. Students actively participated in “Passing
on the Torch”, a national education exchange programme initiated by the EDB. Other programmes were
Flag-raising Ceremony, National Day Activity, Youth Leadership Training Programme and Calligraphy
Competition.
 Activities organized to help students learn about the world of work, and enable them to develop positive
attitudes towards work and acquire life-long learning capability and disposition this year were careers
guidance sessions, workplace visit and workshops on interview skills, skincare and stress management.
 To foster students‟ aesthetic development and their life-long interest in art, activities such as Drama Week,
Fashion Show, Music Concert and Dance Performance were organized for senior students, giving them
artistic exposures in a more relaxing way through appreciating, creating and performing.
 In order to broaden students‟ horizon and promote whole-person development, the following learning
opportunities were organized on Activity Day: visit to an organic farm, rock climbing & abseiling, social
service and a study tour to Ping Shan Heritage Trail.
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 As an integral part of the NSS curriculum, activities that enable students to pursue life-long learning in the
knowledge-based society were organized. Examples of KLAs and subjects extension activities held this
year included visits to museums, a drama afternoon, the “Sports for All” programme, an Economics
product sale etc.
Student Learning Profile (SLP)
 SLP is a summary of students‟ achievements towards whole-person development in their senior secondary
years. The following records have been collected:

Senior students‟ academic performance in school,

Monthly records of OLE activities organized by the OLE Coordinating Team or club,

Achievements or awards gained outside school,

Students‟ self-account on external activities joined or career goal setting.
 These records of students‟ experiences would be useful in helping them do reflection and compose their
self-statements for submission in F.6.
 The SLP served as a data bank that facilitated JUPAS application by the school and students. The SLP
would also serve similar purposes when processing students‟ application for overseas studies.
Aesthetic Development
 The Aesthetic Development Team worked on nurturing creativity, openness, flexibility and aesthetic
sensitivity among St. Marians.
 Music – This year, the Music Club and various music teams enrolled more than 400 members. They
participated in internal and external performances and competitions, which were HK Schools Music
Festival, HK Youth Music Interflows, performance in the 20th Anniversary Appreciation Concert of the
Diocesan Commission for Hospital Pastoral Care, School Drama, Christmas Celebration, Lunchtime
Concert, Graduation Day, Talent Quest and other joint-school functions.
These performances and participations helped to enhance students‟ abilities of expression, self-confidence
and generic skills. Over 1,000 St. Marians participated in the Talent Quest, the day of harvest. Students‟
aesthetic talents were manifested through creative music making, arrangement of songs, drama and dance
performances.
 Visual Arts – The inter-house classroom board decoration competition was an ongoing event throughout
the year. Besides, students competed in the outdoor floral drawing and took part in the creative art
exhibition organized by the EDB. With the help of the OLE Coordination Team and Aesthetics
Development Team, held the Fashion Show 2010 successfully showcasing students‟ artistic and creative
potential. The other activities included the Halloween product sale and tattoo stall, Valentine‟s Day sale
and workshops on rubber engraving and porcelain customization. These enhanced students‟ talents and
their abilities to appreciate visual arts in various forms. The annual Art Exhibition also fostered an artistic
atmosphere in the school.
 Drama – Our school presented seven shows of the musical – PanDora during the Drama Week. This new
version of the famous Greek legend of Pandora‟s Box was written and directed by our drama consultant,
Mr. Geoff Oliver, a veteran of wonderful plays in SMCC over the years. The story line was devised by the
senior Production Team members under the guidance of Mr. Oliver and Ms. Eudora Li, the co-director. It
included songs and dances, with the music written by our own students. The 2½ hour-long show ran
successfully, impressing the audiences.
To promote an English speaking culture and encourage students to learn English through drama, the
English Department organized two series of drama workshops, tapping and enhancing students‟ talents in
aesthetic development as well. Participants won the Outstanding Teamwork Award in the 2011 English
Drama Fest and performed for the F.1 to F.3 students in the Drama Afternoon.
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 Dance – Students took part in a number of dance activities and performances throughout the year. In the
Christmas Celebration, the performance of Chinese Dance impressed the audience by their marvellous
moves. Some of them received the Highly Commended / Commended Award in the solo and group
dance sections of the 47th Hong Kong Schools Dance Festival. These dance lovers also displayed their
talents on Graduation Day and in the Talent Quest.
Moral and Civic Education
 The Civic Education Award Scheme was carried out to encourage students to participate in relevant
internal and external activities. Being well received by students, the scheme has successfully raised their
social awareness.
 A forum on the topic "Departure tax should be imposed on Mainlanders buying food & daily necessities
in Hong Kong" was held in April. Through the debate, students developed their higher order thinking
skills and learnt to view current issues from multiple perspectives.
 Regular e-Forums on current issues conducted once every six weeks provided a channel for students to
share their opinions with their schoolmates while at the same time helped them build up their confidence
in public speaking.
 A current affairs forum co-organized with St. Paul‟s College was held in May.
 A talk on “Exclusive Interview with a Public Figure” was held for F.5 students. The activity was jointly
organized with the Chinese Language Department.
 Through the talk given by the ICAC, students learnt more about the importance of honesty and integrity.
 The talk on the 12th Five-Year Plan given by alumna Mrs. Fanny Law in June, gave insights to F.4 & 5
students on how they should prepare themselves for the future.
 Flag-raising ceremonies, National Day celebration activities, exhibitions, game stalls and morning assembly
sharing were organised to encourage students to reflect on their national identity and raise their sense of
belonging to their country.
 Students also participated in a series of activities organized by external agencies, such as

Training programmes -Students participated in different kinds of civic educational activities, such as national education
leadership training courses, the ambassador of basic law training courses, civic education leadership
training courses and reporter training courses. These courses enhanced students‟ understanding of the
recent developments in our country, thus strengthening their national identity. Upon completion of the
courses, these student leaders also assisted the school in the promotion of national education.

In the Consumer Culture Study Award Competition, our team won the highly commendable award.
In the News Commentary Competition we have won the following prizes:
The 2nd prize in the Senior Secondary Category (English),
The Final Round Entrant Award in the Senior Secondary Category (English).
The 2nd & 3rd prize in the Junior Secondary Category (English), and
The Final Round Entrant Award in the Junior Secondary Category (English).
Health and Sex Education
The Health and Sex Education Team has organized the following activities:
 A representative from Equal Opportunities Commission gave a talk on issues related to sexual harassment.
The talk raised staff and students‟ awareness and provided them with ways to prevent such harassments.
Students were very attentive and eager to seek answers for their queries.
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 F.1 classes learnt of the harmful effects of various addictive disorders arising from drugs, cigarettes, and
alcohol. Two registered nurses from the Department of Health made students aware of the associated
threats of drugs and the importance of living a healthy life.
 Anti-drug education talks were delivered to F.2 and F.3 by the representatives from the Community Drug
Advisory Council. While F.2 learnt more about how drug abuse adversely affected one‟s self-image, F.3
studied the correlation between peer influence and drug abuse. A seminar on healthy eating by a registered
dietician from the Hong Kong Eating Disorders Association was conducted for F.3 who actively sought
answers to questions on eating habits.
 Another anti-drug education talk was held for F.4 by the social worker and registered nurse from the
Centre for Psychotropic Substance Abusers. It helped raise students‟ awareness on the harmful effects of
drug abuse and the importance of leading a healthy life style.
 A seminar on Human Papillomavirus (HPV) for F.5 by a registered nurse from the Cervical Cancer
Prevention Alliance enhanced students‟ understanding on the second most common cancer among
women.
 Social workers from the Hong Kong Catholic Marriage Advisory Council advocated positive and
responsible attitude towards pre-marital sex to F.5 to F.7. A talk on breast health by a registered nurse from
the Hong Kong Breast Cancer Foundation enlightened F.7 students on the measures to prevent one of the
leading cancers among women.
Environmental Education Team

Our Environmental Protection Ambassadors were committed frontline workers in getting the green
message across. This year, a series of activities based on the theme of “Low carbon life” was organized
and received good response. One of the highlights – Eating Utensil Sale was our first trial in producing a
product for students‟ daily use and arousing their awareness to reduce the use of disposable eating utensils.

Regular broadcasting during assembly and announcements made on the school website helped to provoke
students‟ thoughts and discussion on the critical environmental challenges that threaten our world every
day.

Through the charity plant sale, which was jointly organized with the Community Service Union, the ideas
of greening the Earth and the spirit of serving the needy were well brought forth to students.
Community Service Union
 To nurture a heart for service to others and foster a sense of commitment to society, a series of
community service programmes has been provided for every St. Marian throughout this academic year.



F1: UNCIEF introduced children‟s education, protection, health and emergency in China.
F2: The talk led by World Vision offered students a wider view of the impact of global health
crisis on children and public health problems on society. The talk also covered how the
organization helps to improve children‟s health in developing countries.
F3: Drama performance led by the Association for Joint Council of Disabled encouraged the
students to gain good understanding and knowledge of real-life issues and situations that the
disabled people encounter.
 Students, teachers and parents responded with great enthusiasm in supporting different fundraising events
organized by the Union. Charity plant sale was carried out to support the „Greening for the Chest‟
fundraising event organized by The Community Chest. Red Cross fundraising campaign 2011 for the
Japanese Earthquake was well supported by staff and students. „Books for a cause 2011‟ campaign, held
near the end of the school term, also offered a precious chance for students and teachers to turn their
English and Chinese books into gifts for children in need locally, in China and the rest of the world.
 Besides rendering community service, the Union has also organized internal activities to help enhance
students‟ understanding of the problems faced by the underprivileged groups in our community and
24
encourage them to reflect on their own lives. A movie appreciation (A Wall-less World) was initiated and
students were encouraged to write a letter offering their support to a person with hearing impairment
 Students were recruited for flag selling on Saturdays to support organizations such as the Community
Chest, Senior Citizen Home Safety Association, The Society of Rehabilitation and Crime Prevention, The
Hong Kong Christian Service and Society for Community Organization.
 The Community Service Scheme was well received by students as 1,075 of them fulfilled the requirement
this academic year. A record number of 256 students were honoured Gold award, recognizing their
invaluable efforts in rendering services to the community.
 Having instilled a lasting passion for service, many of our students were inspired to become ambassadors
and helpers in different voluntary programmes such as the „UNICEF Young Envoys Programme‟ and
„Young Samaritans Peer Support Programme‟.
Careers and Further Studies Team
 Throughout the academic year, many programmes were planned and carried out effectively during the
Other Learning Experiences (OLE) timeslots. Careers talks and seminars held were:

F.7 – JUPAS Q & A Session
– Degree Programmes Familiarization Seminar

F.6 – Mentorship Programme

F.5 – F.5 Careers Seminar
– HKU SPACE Pre-Associate Degree Programmes
– Subject Selection Sharing with F.3 Students
– Careers Mapping Workshop (class-based)
– Mentorship Programme

F.4 – Careers Mapping Workshop (class-based)

F.3 – Subject Selection Criteria
– Subject Selection Sharing with F.6 Students
 In order to facilitate the smooth implementation of the NSSE, various activities related to careers and
further studies were organized for senior students, including Peking University Admission Talk, Exploring
Future @ IBM and JA Success Skills Workshop.

To address the increasing need of overseas studies, 84 students from F.4 to F.7 attended the Admission
Talk organized by the Peking University on 15th December 2010. Five representatives from Peking
University gave a clear presentation on admission requirements and the culture of Peking University.

To celebrate their 100th Anniversary, IBM has organized an open day for secondary school students. 20
F.5 students were invited to visit the IBM main office on 27th April 2011. Students were given featured
talk on IBM‟s background, core values, cultures and business ethics. They visited four departments and
learnt about different job roles and challenges encountered in the 21st century.

Six students were nominated to join the JA Success Skills Workshop held on 7th May 2011. Students
were given the opportunity to interact with business professionals and learn from successful role
models. In the 8-hour workshop conducted by Standard Chartered Bank volunteers, students learnt the
importance of interpersonal and teamwork skills in the workplace and took part in resume writing
workshop and mock interview.
 The CFST webpage has been developed as the platform for sharing careers-related information, including
latest information on careers seminars and talks, Power Point printouts of school talks and many other
useful links. Other local and overseas information related to further studies was also disseminated through
the school announcement board and Careers Newsletters.
 The data collected from the Post-activity Evaluation Forms revealed a generally positive feedback. Over
93% of participants found that the activities met their expectations and were relevant to their future needs.
25
 Among thousands of applicants, three F.7 students and one F.5 student were offered job attachments by
the Summer Work Experience Scheme 2011.
Religious Activity and Formation
 The Religious Activities and Formation Team, through organizing various Catholic group activities and
programmes, have faithfully promoted the spirit of „Ripples of Love‟ in this academic year. Activities like
Advent and Lenten Practices, Christmas Celebration as well as Easter Celebration were conducted to
encourage students to share God‟s love with people around them.
 In addition to the regular activities helping students understand the beauty of the liturgy and deepen their
faith in God, activities like game stalls for All Saints‟ Day, Rosary Making Workshop and Bible Reading
Competition were also organized to provide opportunities for students to know more about the Catholic
faith.
 The sensitivity of our students to the needs of our brothers and sisters in the society and around the
world was reflected in afternoon prayers with the intercession for one another and those in need. We
also participated actively in community service and gave our enthusiastic support for fund-raising
campaigns, such as Caritas Bazaar, famine lunch, and annual lucky draw, to show our solidarity with the
Church and the needy.
 Various devotions to Our Lady and our Foundress throughout the year reminded students of the virtues
of the two saints.
 At the Easter Vigil one student and one staff member were baptized. Besides, seventeen students received
the Sacrament of Confirmation.
 Some Catholic parents shared their faith and life experience actively and sincerely in their monthly Bible
sharing group.
Student Publication - The St. Marian
 Two issues of school electronic newsletter, The St. Marian, were produced in January and June this year.
The theme of the first issue „Holistic Development‟, focused on how students, teachers and parents
viewed and fostered holistic development, as well as their invaluable advice in its pursuit. In addition, there
was a feature article on the Student Learning Profile (SLP), providing both students and teachers
up-to-date information on this new component of the 3-3-4 Curriculum.
 The second issue, titled 「抉擇」, centred on various life choices that St. Marians, teachers and parents
made in their journey of life. The experience in decision-making, indeed the guiding light and inspiration
to all of us in face of critical and difficult life choices, was shared in the publication. Moreover, a total of
six articles were submitted to Your Voice, a write-in channel for fellow students to express their views, ideas
and feelings towards different issues, ranging from vivid, energetic school life to global concerns.
The Heritage Team
 A number of activities have been held by School History Ambassadors to enhance students‟ interest in
school history.
 Remarkable photos have been uploaded for the “Hong Kong Memory” project organized by the
University of Hong Kong.
 A former TV reporter, Ms. Diamond Cheng, an alumna, was invited to train School History Ambassadors
before they interviewed ex-teachers and past students.
 An interview with the former Vice Principal, Mr. Ma Chi Hung, was conducted to collect oral history
related with the school.
 Old exhibits and old school photos were properly categorized.
26
Cultural Enrichment Team
 To enhance and foster a sense of national identity, SMCC participated in the “Passing on the Torch”
National Education Exchange Programmes initiated by the Education Bureau. These programmes
comprised of 4 educational dimensions, namely, natural resources, history, humanities, and contemporary
development on the Mainland for Junior and Senior Secondary Students.

Shanghai World Expo, Pearl River Delta & Shaoguan
Eight F.5 students were able to see for themselves the contemporary developments and the future
outlook of our country. 18 F.4 and F.5 students learned about the rapid socio-economic developments
of Guangzhou, Dongguan, Zhongshan and Jiangmen by visiting tertiary institutions and enterprises.
Another group of 18 students explored the recent economic development of Shaoguan by travelling on
the high-speed railway. They also visited the Danxiashan Geopark to learn about the world natural
heritage landscape.

Zhaoqing Ecotour,
Foshan & Xinhui & Yunnan Province
The 2-day ecotour was organized for 36 F.1 to F.3 students. They gained an understanding of the natural
resources and geographic landscape of China‟s first natural reserve – Dinghushan. During the 3-day
study tour, 36 F.1 to F.3 students learnt about the rapid economic development of Guangdong Province
and visited the Ancestral Temple and Southerly Ancient Stove, two of the national cultural heritage sites
in Foshan. Another 21, accompanied by 3 Senior Form students, were able to learn about the features
of ethnic minority groups in Yunnan by visiting various historical and cultural towns, including the
world cultural heritage Lijiang Old Town.

Guangzhou Asian Games
Five F.6 student leaders attended the largest-ever Asian Games. They learned about Guangzhou's long
and proud history, and its unique culture.
 To align learning experiences with curriculum objectives and content, cross KLAs cultural exchange tours
were organized to broaden students‟ knowledge of the cultural, educational and historical aspects of Hong
Kong & other countries and to facilitate their whole person development.

Ping Shan Heritage Trail
The 1-day cultural tour for 95 F.6 students enabled them to have a glimpse of the aspects of life in the
New Territories in the old days.

English Learning Tour (4th to 21st August 2011)
The 17-day English Learning Tour to the United Kingdom this summer would see 30 students gaining
language immersion in thematic classes and workshops.
 Prefects from Senior Forms were nominated to participate in the “2011 Youth Tour to Our Motherland”
organized by EDB. They would help teachers to promote national education in school.

Beijing & Hebei Province Exchange Tour
A F.4 student leader had the valuable chance to visit urban and rural districts in Beijing and to observe
historic monuments and cultural heritage.

Youth Beijing – Chinese Cultural Summer Camp for International Students
A F.5 student leader has the opportunity to exchange views with other students from Beijing, Hong
Kong and Macao. Their understanding of the historical and contemporary developments of our
motherland will be strengthened.
Student Council & Co-curricular Activities
 With the implementation of the NSS, the Student Council has adopted a new structure to cater for the
double cohort this year. Both F.6 and eligible F.5 St. Marians were allowed to run for posts in the
General Election in early September. Clubs and prefect teams also enrolled F.5 students to take up chief
27
leadership roles. To promote cooperation among students from the two levels, a Leadership Training
Programme was organized in early October. Through communication games, team spirit was fostered.
 To live up to the motto of this year, „Your Involvement, Our Commitment‟, and the school theme,
„Holistic Development Through Honouring Diversities and Fostering Responsibilities‟, the
Council believed that students can develop their leadership potential through getting involved and taking
up more responsibilities in co-curricular activities.
 The first project for the Student Council was the SC Activity Days in late October. The Council invited
students to form teams and submit their proposals for the Haunted House. Out of 26 teams, 6 were
selected to help in the preparation. With their efforts, the Haunted House, along with amusements and
games provided by booths of different clubs, was a great success.
 During the Student Exchange Programme with Wah Yan College, Hong Kong, seven F.4 and eight F.6
students spent a week in each other‟s school. This not only stimulated cultural exchange but also was an
opportunity to experience the different learning atmospheres. The Volleyball Competition and cooking
workshops facilitated the St. Marians to interact with the boys, the Wahyanites‟. Our students enjoyed the
more relaxing learning style during their stay at Wah Yan.
 The Council has made its first publication in early May, a newsletter, Azure, with a view to promoting
active participation in the activities. Clubs and sports teams were invited to submit articles to share their
recent events. Students were also encouraged to send in their masterpieces of art and display their
photographic skills.
 To work for student welfare, the Student Council organized two Stationery Sales in December and April
respectively so that students can purchase stationery at low prices. Another programme, St. Marian
Union Day, was also conducted in March to enhance communication among teachers and students.
 A number of simulated public oral exam with the Joint School Practice sessions were held. The first
Joint School Chinese Oral Practice was organized with Queen‟s College in December. In April, the
sessions were continued with the Joint School English Practice with Cheung Chuk Shan College and St.
Paul‟s College, followed by a second Chinese Oral Practice with Wah Yan College, Kowloon.
Participating students gained a lot from the experiences and teachers‟ advice during the activity.
 To provide more outreaching opportunities for F.4 and F.5 St. Marians, the Student Council co-organized
the Summer Leadership Training Camp with Ying Wa College. Emphasis was put on instilling what
the qualities of a good leader are, and cultivating these skills since all the participants were senior students,
who would very likely be taking up leadership roles in different areas.
 This year, great emphasis was put on promoting the bilingual learning atmosphere in school. A series of
new programmes including Vocab Queen and “Deca-nation” was launched in November. Under Vocab
Queen, the Liaison Officer would introduce an English word or phrase to the students during the
morning assembly. This helped arouse students‟ interest in learning new words and enriching their
vocabulary bank. The words taught were posted onto the Student Council webpage regularly for students‟
reference.
 “Deca-nation” was a one-year programme that aimed at improving students‟ public speaking skills and
awareness of global issues. 100 students from F.1 to F.6 were recruited and divided into 10 groups, each
representing a different nation. Each group was led by 2 student leaders from F.5 and F.6. Activities
including speaking workshops, cultural week, Deca-wedding and conferences were held throughout the
year. Through these activities, not only students practised their public speaking skills in Cantonese,
English and Putonghua, sisterhood in St. Mary‟s was also promoted.
Student Welfare
 Eligible students were recommended to seek for financial support to meet their diverse needs. The
number of students accepting Comprehensive Social Security Assistance and Full Grant under the Student
Financial Assistance Scheme amounted to 326 this academic year. 78 students received benefits from
funding of other external organizations, such as the Jockey Club Life-wide Learning Fund, the
Government Matriculation Maintenance Grant and the Grantham Maintenance Grant.
28
 These students achieved steady progress in motivation, learning attitude, self-confidence and self-esteem.
Moreover, they extended their learning experiences in a more holistic manner, which enabled them to
attain a well-balanced development.
 In appreciation and recognition of the achievements of our promising students, scholarships of various
categories were offered as in every scholastic year. Through proper selection procedures, 76 internal,
external scholarships and outstanding student awards were awarded this year. The self-confidence and
whole-person development of the high achievers have been enhanced as they gained a global outlook and
multiple skills in pursuit of various scholarships and awards. Their dedication to community service
stands for a true indication of their genuine concern for those in need.
Parent-Teacher Association
 The school has worked consistently to build a productive, cooperative and understanding partnership with
the parents.
 The PTA website has helped to boost networking among parents providing a channel for parents to raise
their concerns, give feedback and share their thoughts. The PTA Newsletter, published twice a year,
displayed joint effort of parents and teachers to keep the community well-informed of the school‟s
initiatives and PTA activities. Parents regularly received information about PTA activities and parenting
education through the Mailreach system.
 The warm and conducive environment provided for parents encouraged many to serve or participate in
various school and PTA activities such as PTA-AGM, Parent Volunteers Orientation, Swimming Gala,
Athletic Meet, Christmas Celebration, Annual Parents‟ Day, PTA annual outing, seminars on memory
study and parent-child communication and the joint-school parent evening with St. Mary‟s Canossian
School and Holy Angels Canossian School on understanding the school life of a St. Marian. Through
these activities, parents were introduced to more channels of communication with their daughter,
contributing to better understanding and mutual trust between them. The bonding between parents and
the school has also been effectively strengthened.
 Six “Joyful Fruit Days” to cultivate the habit of fruit-eating among students were organized. With the
enthusiastic support from the parents, a sum of $48,600 was raised to last many more “Joyful Fruit Days”
in the years to come.
 The PTA library continued to provide parents with useful resources on parenting knowledge and skills to
facilitate their children‟s personal development.
Past Students Association
 In March 2011, the membership of the PSA stood at 5,620, an increase of 276 members (5%) compared
with the membership last year.
 The 2009/10 Mentorship Programme was successfully completed in the summer of 2010 with positive
results and the feedback was gauged for programme improvement. In order to fit the changes brought by
the NSS curriculum, voluntary mentee participation had been introduced for F.5 and F.6 students in
2010/11. 51 mentors were recruited for 142 mentees. 25 groups were formed based on mentees‟
indication of interests in eight sectors. Mentors were encouraged to join in pairs so that they can support
each other. There were two gatherings held this year, the first in October 2010 and the second in February
2011. Informal meetings were arranged on a needs-basis at the mutual convenience of the mentors and
mentees.
 The Association maintained informal contact with the alumnae groups, such as the Alumnae Choir, the
Orchestra and the Chinese Orchestra. Overseas, PSA maintained contact with the SMCC Past Students‟
Association (Toronto) and the Canossian Colleges Association in Vancouver.
 The 110th Anniversary Dinner was held in November 2010 at Laguna Palace Restaurant at the Fisherman‟s
Wharf in Hunghom, attracting over 1,100 past St. Marians, Sisters, teachers, friends and relatives. An
Open Campus session was organized before the Dinner at St. Mary‟s. A book presentation ceremony was
29
held on the same day when books were presented to the School Library from alumnae of the Class of
1960.
 In order to show support to our Alma Mater, PSA has made sponsorship to the Magdalene of Canossa
Club and the 110th Anniversary School Concert. In addition, HK $100,000 was raised at the Anniversary
Dinner to be used for the care of the elderly sisters of Canossian Missions.
Report on our Teachers
Statistics of Courses/Seminars attended by our teachers in 2010-11 :
30
31
Percentage of Teachers’ Highest Academic Qualifications
Teachers’ Teaching Experience
32
Student Performance
HKALE 2010-2011
Eighty Eight students sat for the HKALE this year. The overall passing rate of all subjects at
Advanced level is 95.7% whereas the overall passing rate of all subjects at Advanced
Supplementary level is 100%. 96.6% of students were awarded the minimum entrance requirement
for local degree courses. The best six subjects achieving a high percentage of grade A-C results
ranging from 71.3% to 100% are Chinese Language and Culture, Liberal Studies, Psychology,
Mathematics and Statistics, Use of English and Computer Studies respectively.
HKAL results in the past 3 years
33
Destination of Exit Students (F7)
F7 Students Graduate Movement – by Study Programme (2010-11)
F7 Students Graduate Movement – by Institute (2010-11)
34
F7 Graduates Movement – by Faculty (2010-11)
35
PreS1 HKAT results of SMCC and Hong Kong (0809, 0910, 1011)
Comparison between the performance (mean) of our students and all
students in HK in the past 3 years:
36
Percentage of Students within the Acceptable Weight Range:
Co-curricular Activities
Percentage of students participating in territory-wide inter-school
competitions:
Examples of Territory-wide inter-school competitions include Hong Kong Schools Music Festival, Hong
Kong Schools Speech Festival, Hong Kong School Drama Festival, School Dance Festival etc.
37
Number of Prizes won in Inter-school Activities in 2010-11:
Percentage of students participating in uniform groups/social and
voluntary services
Examples of uniform/social and voluntary services groups include: The HK Girl Guides Association, HK
Red Cross, Junior Police Call & Service Unit, The HK Award for Young People & other voluntary
services.
38
Statistics of Co-curricular Activities in school:
No. of members in Co-curricular Activities Teams or Clubs 2010-11
39
40
School Financial Summary
Financial Report as at 31 August 2011
Particulars
1 Government Funds
(1) OEBG
(a) General Domain
- School and Class Grant
- Noise Abatement Grant
- Administration Grant
- Admin. Grant for Add'l Clerical Assistant
- Consolidated Subject Grant
- Enhancement Grant
- Supplementary Grant
- Training and Development Grant
- Composite Information Technology Grant
Surplus of OEBG General Domain for previous Year
Sub-total:
A
Accumulated
Surplus 09/10
B/F
$
1,044,028.52
102,544.00
2,146,821.85
73,173.07
90,558.21
3,457,125.65
B
Income
C
Expenditure
Year 2010/11
Year 2010/11
$
$
D = B-C
Total Surplus /
(Deficit) in
2010/11
$
817,712.00
267,372.00
3,500,993.99
152,071.47
211,297.50
7,524.00
167,013.00
6,901.00
376,501.00
900,888.52
299,774.00
3,189,529.05
158,352.00
123,909.12
23,517.00
202,132.53
9,999.00
456,254.08
(83,176.52)
(32,402.00)
311,464.94
(6,280.53)
87,388.38
(15,993.00)
(35,119.53)
(3,098.00)
(79,753.08)
5,507,385.96
5,364,355.30
143,030.66
Bal transfer to OEBG from various Grants for the year
E = A+D
Accumulated
Surplus / (Deficit)
C/F in 2010/2011
$
960,852.00
70,142.00
2,458,286.79
66,892.54
87,388.38
(15,993.00)
(35,119.53)
(3,098.00)
(79,753.08)
90,558.21
3,600,156.31
(352,240.82)
Bal transfer to
OEGB Fund
Def from Sp Dom &
outside OEBG
3,247,915.49
145,706.59
3,102,208.90
Surplus of OEBG General Domain (m):
Less: Funds set aside for severance Payment/Long Service Payment
Surplus of OEBG General Domain after deducted provision for Severance Payment/Long Service Payment(m):
(b) Special Domain
- Prog Fund for Whole-Sch Approach to Guide & Dis
- Capacity Enhancement Grant (Ordinary)
-
7,234.00
9,343.70
(2,109.70)
(2,109.70)
140,519.69
471,771.00
608,665.81
(136,894.81)
3,624.88
3,624.88
3,624.88
Surplus of OEBG Special Domain (n):
Less: Funds set aside for Severance Payment/Long Service Payment
Surplus of OEBG Special Domain after deducted provision for Severance Payment/Long Service Payment(n):
Surplus of OEBG as at 31 August 2011 (o= m+n)
Bal transfer to
OEBG Fund
3,067,847.30
37,986.48
(34,361.60)
3,624.88
(as CEG)
41
Particulars
A
Accumulated
Surplus 09/10
B/F
$
B
C
D = B-C
E = A+D
Income
Year 2010/11
Expenditure
Year 2010/11
Total Surplus /
(Deficit) in
2010/11
Accumulated
Surplus / (Deficit)
C/F in 2010/2011
$
$
$
$
1 Government Funds (Cont.)
(2) Outside OEBG
(a) Home-school Cooperation Grant
(b) Fringe Benefits under enhan. NET Scheme
(c) Substitute Teacher Grant
(e) Understanding Our Motherland programme
(f) Liberal Studies Curriculum Support Grant
(g) New Senior Secondary Curriculum Migration
(h) Diversity Learning Grant-Other Programme
12,600.30
264,483.06
168,125.30
38,870.00
14,224.00
187,618.34
104,118.14
21,120.00
320,000.00
84,000.00
17,175.00
187,618.34
130,406.30
61,416.00
130,787.60
-
(2,951.00)
(26,288.16)
21,120.00
258,584.00
(130,787.60)
84,000.00
9,649.30
238,194.90
21,120.00
258,584.00
37,337.70
122,870.00
(i) Enhanced Senior Sec. Curr. Support Grant
309,488.71
762,264.00
1,421,883.83
(659,619.83)
(350,131.12)
420.00
-
71,570.00
539,640.00
4,711.91
437,188.50
66,858.09
102,451.50
420.00
66,858.09
102,451.50
(j) One-off Grant for WebSAMS Upgrading
(k) Procurement of e-Learning Resources
(l) Composite Furniture & Equipment
Surplus of Grant Accounts outside OEBG (p):
Surplus of Government Grants (q= o+p)
II School Funds
(1) Tong Fai
(2) Scholarship Development Fund
(3) Agnes Wong Memorial Scholarship
(4) Air-conditioning Project Fund
(5) School Improvement Fund
(6) Study Tour Fund
(7) Donations
(8) 110th Anniversary
Sub-total:
Surplus of School Funds (r):
Accumulated
Surplus 10/11 B/F
11/12
$
9,649.30
238,194.90
21,120.00
258,584.00
37,337.70
122,870.00
Bal transfer to
OEBG
420.00
66,858.09
102,451.50
857,485.49
3,925,332.79
3,131,322.63
527,504.72
294,865.00
2,303,581.94
265,316.40
116,362.66
191,831.76
24,872.70
6,855,657.81
393,164.11
86,500.00
74.32
394,224.00
208,881.20
92,652.56
1,175,496.19
182,053.00
76,000.00
8,000.00
719,885.90
240,065.94
46,120.00
7,512.20
1,279,637.04
211,111.11
10,500.00
(7,925.68)
(325,661.90)
(31,184.74)
46,532.56
(7,512.20)
(104,140.85)
3,342,433.74
538,004.72
286,939.32
1,977,920.04
265,316.40
85,177.92
238,364.32
17,360.50
6,751,516.96
3,342,433.74
538,004.72
286,939.32
1,977,920.04
265,316.40
85,177.92
238,364.32
17,360.50
6,751,516.96
6,751,516.96
42
Future Planning
The 3 major concerns for the 2011-2012 will be:
Major Concern 1:
Focus I - “Smooth Implementation of NSS with department–based focuses”
Focus II - “Further application of effective questioning strategies to develop higher order thinking for students with diversified
abilities & interests”
Major Concern 2: “To make the school environment safe & healthy”
Major Concern 3: “Embarking on the journey of life with aspirations, positive outlooks, & good judgment”
43
Report on Use of Basic CEG 2010-2011
Task Area
Annex 1
Reserve $
Budget Amount Actual Expenditure $
$
1. Administration Executive + (new TA for Administration)
168,000
171,225.81
2. TA for English
3. TA for OLE & L&T
4. Full time Pastoral Care Worker for RE and RAFT
5. Undergraduate Tutors for History
6. Chinese – Debate & F.5 Oral training coaches + (F.1
enhancement)
143,640
138,600
119,700
19,200
31,900
143,640
138,600
119,700
6,600
26,000
10,000
NA
2,000
900
7. Language Support for SLP (freelance)
7a. Others: Chinese Dance Training
Basic
CEG
$631,040.00
Balance c/d from 2009/2010
Grant for 2010/2011
$
140,519.69
471,771.00
Total reserve for Basic CEG in 2010/2011
$
612,290.69
$608,665.80
$3624.88
Basic CEG carry
forward to
2011/2012
44
Annex 2
Report on use of SSCSG (Senior Secondary Curriculum Support Grant) 2010-11
Task Area
Reserve $
Budget Amount $ Actual Expenditure $
Teacher for PE, IS
Teacher for VA, ICT
203,874.36
203,874.36
205,969.10
205,969.10
Teacher for LS, IH
Teacher for IH, LS, lib asst
Teacher for IS, IH, LS
Teacher for English Language
208,662.32
152,806.56
251,307.00
393,690.00
210,812.08
147,756.05
253,772.50
397,605.00
Total Budget Amount for SSCSG
$ 1,414,214.60
Senior Secondary Curriculum Support Grant
(SSCSG)
Balance c/d from 2009/2010
Grant for 2010/2011
$309,488.71
762,264.00
Total reserve for SSCSG in 2010/2011
$1,071,752.71
1,421,883.83
($350,131.12)
Deficit to be covered
by OEBG
45
Annex 3
The Hong Kong Jockey Club Life-wide Learning Fund: Annual Activity Report (2010/11)
Name of School:
St. Mary‟s Canossian College
A) Summary of expenditures
2010/11 Allocation
$42,390.00

2010/11 Expenditures
2010/11 Unspent amount (This
amount is to be returned to EDB) (1)

$42,390.00
$0.00
Remark (1): Regarding unspent amounts, (a) government, private and closing schools need to take our follow-up advice and then to pay the returnable
amount by cheque, (b) but for other schools, the returnable amount would be deducted from school account directly by EDB.
B) Number of benefited students (i.e. students entitled to use and actually had used the fund)
CSSA(2)
CSSA(2) SFAS
SFAS
Other
SubOther
Sub(full grant) Needy Student total
(full grant) Needy Student total
P1:
P2:
P3:
P4:
P5:
P6:
S1:
S2:
S3:
S4:
S5:
S6:
S7:
2
3
2
3
3
2
1
7
4
9
6
8
4
7
Sub-total (a):
0
0
0
0
0
0
0
Sub-total (b):
Total (a + b):
5,300
3,900
5,700
6,760
8,650
5,120
6,960
42,390
42,390
Remark (2): Please provide the CSSA information if available.
C) Report on Activities: (use additional sheet if the space provided is insufficient)
Hosting
Use of
Venue (4)
Name of the lifeOrganisation (4)
expenditures
wide learning
Other
(e.g. admission fee,
Outside
(3)
activity
Schools Organisa
HK
HK
transport fee, etc)
Funded by the HK Jockey Club
Life-wide Learning Fund
Expenditures
tions
1.
2.
3.
4.
Internal Music Course
External Music Course
Sports Course
Art Course
5.
Museum Visit
6.
Field Trip / Field Study
7.
Concert Appreciation
8.
Drama / Film Documentary
Appreciation
9. Uniform Group
10. Japanese Course
11. Picnic / Day Camp
12. Leadership Training Course
13. Study Tour
14. Dance Appreciation
15. Community Services
16. Career-related Experiences
Tuition Fee
Tuition Fee
Tuition Fee
Tuition Fee
Transportation &
Admission Fee
Transportation &
Entry Fee
Admission Fee


Admission Fee

Group Activities Costs

Tuition Fee
Transportation Fee
& Camp Site Fee
Training Fee
Transportation Fee,
Lodging & Meals
Admission Fee
Transportation Fee
Activities Costs
(Frequency, not Head Count)




$2,500.00
3,200.00
3,800.00
800.00
12
14
11
3


200.00
2


4,000.00
31


1,400.00
11


780.00
7



840.00
820.00
6
4


1,800.00
14


3,280.00
22
17,500.00
37
250.00
900.00
320.00
2
5
2








Remark (3): Please provide clear and specific activity name. Names such as “life-wide learning”
or “ECA activity” are too general and thus not advisable for use.
Remark (4): Please put a “” in the appropriate box.
Date:
Beneficiaries in the
Activity concerned



Total
$42,390.00
183
30 June 2011
46
School Report 2010-2011
Endorsed by the School Management Committee (2010-2011)
of
St. Mary‟s Canossian College
Sr. Cynthia Chan
Sr. Rosangela Cesati
Sr. Theresa Chien
College Supervisor
Representative of
Representative of
Canossian Missions
Canossian Missions
Sr. Agnes Law
Sr. Susanna Yu
Mrs. Lucilla Yip
Representative of
Representative of
Representative of
Canossian Missions
Canossian Missions
Canossian Missions
Mr. Daniel Suen
Ms. Annie Choi
Ms. Catherine Wong
Representative of
Representative of
College Principal
Parents
Past Students
3 November, 2011
47