Primary School

Marymount
Endorsed by
SMC on
November 16 2012
Primary School
Annual School Report
2011-2012
CONTENTS
PAGE
1.
School Vision and Mission
2.
Features of MPS
2.1
History & Recent Updates
2.2
School Culture
2.3
Class Structure
2-3
3-4
4-5
2.4
2.5
2.6
School Management Committee
Our Teachers and Principal
Our Partners in Education
5-6
6-7
7-8
2.7
2.8
2.9
2.10
Learning and Teaching
Support for Student Development
Student Performance
School Self Evaluation
3.
Major Concern A
Major Concern B
Financial Summary
4.1
Government Fund
4.2
Capacity Enhancement Grant
4.3
5.
9-11
11-14
15-16
16-17
Achievements and Reflection on Our Major Concerns
3.1
3.2
4.
1
School Fund
18-20
21-25
26-27
27
27
Appendix
A.
Staff Development Report
B.
Code of Respect
C.
My G-R-A-C-E Book
D.
MPS Subject Awards
28-30
31
32
33-36
E.
F.
37-39
40-43
External Awards
English Enhancement Grant Scheme for Primary Schools
Progress Report
1. School Vision and Mission
Marymount Primary School aims to provide quality education. According to our Catholic
and cultural traditions, we aim at the greater development of our students in moral,
intellectual, physical, social, aesthetic and spiritual aspects.
Through care and concern for each individual person, we seek to form our students in such
a way that
1.
2.
3.
4.
5.
their acquisition of knowledge and skills is joined to Christian values;
they will become reflective and will accept their strengths and weaknesses;
they will come to the knowledge of God and put Christian values into practice;
they are sensitive to the needs of others, especially the poor;
they fulfill the role in serving others to build a just and compassionate society.
To achieve our Vision and Mission, Our Team of Teachers and Support Staff are
M-iracle Workers who work with
P-assion and
S-erve with Smiles.
With teachers as their role models, students of Marymount will learn to be
C-aring
L-oving and
C-ompassionate.
With continued support from their Parents, students of Marymount will grow into
Integrated Persons of
Wisdom as they learn life-long
and work for the Greater Glory of God.
Page 1 of 43
2. Features of MPS
2.1 History & Recent Updates
Marymount, originally known as Holy Spirit School for girls, was founded by the
Maryknoll Sisters. The school opened on 10th January 1927 at Robinson Road with only 8
classes of students sharing 4 tiny classrooms. In 1930, the school moved to the building at
140 Caine Road which provided 7 classrooms. By 1941, it offered a complete course of
studies leading to matriculation. The school was closed during the war. It re-opened as
Maryknoll School in 1948.
As the school continued to expand, a school building with improved facilities became
necessary. In October 1957, the school moved to its present location in Happy Valley and
was renamed Maryknoll Sisters’ School. Initially, the building housed both Secondary and
Primary Sections. It was not until 1961 that the Primary School occupied the premises at
Tai Hang Road. During the school year 1978-79, after 52 years of devoted service, the
Maryknoll Sisters handed over the sponsorship of the school to the Columban Sisters.
As of September 1983, the name of the school was changed to Marymount Secondary
School and Marymount Primary School respectively. By 1993, to meet the needs of
increasing student population in the Secondary School, the Columban Sisters turned over
to the use of the school the remaining convent area on the fourth floor.
Marymount has been sponsored by the Christian Life Community (CLC) since 1997 when
the Columban Sisters initiated the transfer of sponsorship of the school. The CLC is an
international Catholic lay community with a keen interest in education and commitment to
the service of youth. The CLC has pledged to preserve the same school spirit, foster the
traditions and continue to provide quality education at Marymount.
Marymount Primary started whole-day school operation at a temporary school premise on
22 Cloud View Road, North Point, in September 2002. With support from the government,
the M.S.S. Alumnae Association, parents and friends, the old school building on 336 Tai
Hang Road was demolished and redevelopment project began thereafter to accommodate
24 classes from P.1 to P.6, with 4 classes in each level. In addition to 24 classrooms, there
are Small Group Teaching Rooms, Music Room, General Studies Room, Library, Visual
Arts Room, Computer Room, Language & Music Activity Room, Student Activity Centre,
PTA Room, a Basketball Court, a Covered Playground and an Assembly Hall at the new
campus.
With support from members of our Sponsoring Body, our teachers, parents and generous
Page 2 of 43
donors, the Mural of Annunciation is constructed which gives focus to the purpose of
education at MPS. The school began operation at the current campus in September 2006.
In the school year 2007-08, the Parent-Teacher Association raised further funds to give a
face lift to the Language & Music Activity Room in response to parent-teachers’ shared goal
to raise students’ global awareness through language, music and cultural activities. In the
school year 2008-09, construction of the Chapel completed. It is named Chapel of the
Annunciation. Thanks to ‘Green Power’ who has contributed their sponsorship and expert
advice for maintenance of our plants on G/F and LG1/F since 2008. The Roof Gardens,
sponsored by the University of Hong Kong and the HSBC, are ready for appreciation and
use in the school year 2010-11. The Roof Gardens are named ‘Haven of Harmony’ and
‘Haven of Peace’. All 24 classes visited the Gardens in May 2011.
Our school celebrated her 85th Anniversary in the school year 2011-2012. Led by our
alumnae and the MSSAA, students, parents, alumnae, members of the School Management
Committee and School Sponsoring Body joined the Walkathon and Music Medley in Oct
2011. Our Concert, Gala Dinner and Open Day in July 2012 captured the hearts of many.
As well as fond memories, additional funds were raised which will contribute to our
capacity for school development planning. We are grateful for the concerted efforts of all
stakeholders and benefactors of our school.
2.2 School Culture
We provide students with a learning environment conducive to quality pursuit and
whole-person development. Teachers support students to apply knowledge and skills
learnt to serve Christian values of care, love, compassion and wisdom. The word magis –
Latin, for ‘more’, is central to teachers’ and students’ work as we search for excellence.
Based on the educational philosophy of our sponsoring body, we foster a culture of
reflection and undertake the mission to serve. Reflection leads to awareness of our
strengths and weaknesses and by offering services, we work for the magis in our personal,
social and spiritual development. The Spiritual Exercises of St. Ignatius provide a sound
and solid foundation on which we build our school culture. Ignatius’ favourite phrase, ‘our
way of proceeding’, captures succinctly the culture emerging in our school – as we work
and learn together, we internalize and own our norms and values, the Christian values of
care, love and compassion. We form ourselves as we teach, and form our students so that
they will perform.
School culture reflects values, aspirations, needs and experiences of our stakeholders. The
following summarizes our stakeholders’ rating of our school climate on a 5-point scale:
Page 3 of 43
Stakeholders
2009-2010
2010-2011
2011-2012
Students
4.1
4.1
4.2
Teachers
3.8
4.0
3.9
Parents
4.4
4.4
4.4
In 2011-12, teachers continued to learn from each other and they were empowered to own
school development. Apart from our teachers’ effort to co-plan lessons vigorously and to
observe lessons for continuous pedagogical enhancement, Division Leaders’ Learning
Circle, staff development activities and regular Panel meetings equipped middle managers
with strategies to promote effective pedagogical strategies in their respective panels. In
April 2012, Ms. Anna Au, Educational Psychologist from the Catholic Diocese of Hong
Kong, led our P.6 Math teachers to implement Curriculum Compacting. To continue our
collaboration with parents, Parents’ Meetings catering for needs specific to individual
levels were held for P.1-6. With insights given by Mrs. Eva Sum, our consultant
Educational Psychologist as in last year, computer hardware and self-learning materials
were set up at the Excel Corner in P.2 to P.6 classrooms for developing high-achievers and
students’ self-learning skills in general.
To help students to be more committed to their learning, My G-R-A-C-E Book (Goal,
Reflection, Action, Context, Experience) (Appendix C) was introduced to all students to
record and reflect on their learning process and achievements which included ‘My
Discovery - in-class learning’, ‘My Success - after class learning’, ‘My Reading - reading
habit’ and ‘My Shine - home behaviour’. Multiple Intelligences Checklist was adapted to
help students explore their own strengths. The message of ‘Pray for the Best Try our
Best God will do the Rest’ was conveyed during Religious and Moral Education lessons
through helping students to set learning goals. This has been a starting point to integrate
character formation, religious and moral education with students’ commitment to increase
students’ responsibility for learning.
2.3 Class Structure
There are four classes in each level of Primary 1 to 6. Under a symmetrical structure, all
students admitted are able to enjoy schooling until Primary 6. An average of about three
quarters of Primary 6 students continues their education in Marymount Secondary School
after Secondary School Places Allocation (SSPA).
Page 4 of 43
No. of students
(2011-2012):
P.6
155
Class structure of Primary 1-6
P.5
P.4
P.3
P.2
158
157
130
132
P.1
Total
131
863
KEY
STAGE 2
KEY
STAGE 1
2.4 School Management Committee
Our School Management Committee comprises members from our sponsoring body and
stakeholders including teacher, alumna and independent member.
Composition of the School Management Committee (SMC)
7
2010/11
6
2011/12
5
4
3
2
1
0
Sponsoring
Body
Principal
Teacher
Alumnae
Parent
Independent
Members
Members of the SMC 2011-2012
Members
Dr. Eadaoin K.P. Hui
Fr. Sean Ó Cearbhalláin, S.J.
Ms. Lorraine Choi
Capacity
School Sponsoring Body
School Sponsoring Body
School Sponsoring Body
Mrs. Jennie Chor
Ms. Jasmine Hui
Ms. Flavia Hung
School Sponsoring Body
School Sponsoring Body
School Sponsoring Body
Page 5 of 43
Appointed
non-voting
member
Ms. Carrie Wong
Mrs. Julie Ma
Mrs. Angela Cheung
Ms. Barbara Chan
School Sponsoring Body
School Principal (MPS)
Teacher Manager
Alumna
Dr. Lydia Cheng
Mr. Henry Lo
Mr. Nicholas Tsui
Ms. Veronica Ma (School Principal of MSS)
Alumna
Parent Manager
Independent Member
Appointed non-voting member
2.5 Our Teachers and Principal
Our team of teachers comprised 47 staff members (including the principal) on Staff
Establishment in the past year. Among the 47 staff members, 2 teachers were funded by
the Capacity Enhancement Grant, 1 teacher by the Learning Support Grant, 1 teacher by
the English Enhancement Grant and 1 teacher by the MSSAA.
Highest Academic Qualifications attained by Teachers and Principal
Master's Degree
2%
Bachelor's Degree
Teacher's Certificate
49%
49%
Page 6 of 43
Percentage of Teachers with the stated years of Teaching Experience
0-2 yrs
3-5 yrs
6-10 yrs
over 10 yrs
8%
9%
13%
70%
Percentage of Subject-Trained Teachers Teaching the Core Subjects
100%
80%
60%
87%
100%
53%
40%
20%
0%
Chinese
English
Mathematics
2.6 Our Partners in Education
Parents and MPS Parent-Teacher Association (PTA)
The school highly values home-school partnership. Parents’ views and aspirations have
been taken into consideration in the formulation, planning and implementation of school
policies and activities. There is one Parent Manager in the School Management Committee.
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Close communication between parents and school has been maintained through the school
website, with parents well informed of the school policies, school events and school’s
recent development. Activities including Orientation Day, Parent-Teacher Interviews,
Parents’ Meetings, SSPA Briefing Sessions and Open Day were arranged to enhance
mutual understanding and strengthen home-school co-operation.
Apart from promoting home-school partnership, our PTA works for the well-being of the
students and the school. On top of Sports Day and Games Day which parents have joined
to organize with the school, members of PTA have given great support to the school. They
volunteered as Lunch Helpers and ‘Fun Time with Parents’ helpers. They also helped to
maintain the PTA website and published newsletters.
Other activities organized in 2011-12 included:
Christmas Party
PTA Family Outing
Catholic Family Mass
Values Education Workshops
Graduation Dinner
85th Anniversary Open Day
Luncheon Talks
Educational Seminar and Workshops
Home-school partnership reflects shared values, aspirations and growing trust of our
parents and teachers. The following summarizes our stakeholders’ rating of our
home-school cooperation on a 5-point scale:
Stakeholders
2009-2010
2010-2011
2011-2012
Parents
4.0
4.0
4.1
MSS Alumnae and the MSS Alumnae Association
There are strong ties between the alumnae and the school. Two alumnae are members of
the SMC, serving the school with their expertise, advice and support. Some serve in the
school as teaching staff. The MSS Alumnae Association has generously supported the
school. They help in the school’s development through their involvement in fund-raising
activities and organizing special school functions. Since the school year 2005-06, alumnae
with distinguished achievements have been invited to address our graduates on
Graduation Day. The MSSAA Ex-co has also been invited to join Fun Games in our Sports
Day since 2007.
Page 8 of 43
2.7 Learning and Teaching
The Ignatius Pedagogical Paradigm (IPP) has inspired our teaching staff to put their
continued reflection and evaluation of teaching experience in context, prompting action as
part of the improvement process of the school. As mentioned in the External School
Review Report 2007, our teachers are sincere, friendly and caring. They display good
communication skills and clear presentations, with lecturing, questioning, discussion,
experience sharing and role-play most widely used. In addition, multi-sensory approach,
cooperative learning, peer tutoring, project work and hands-on tasks are used. ‘Students’
motivation is enhanced’ and ‘Students’ communication, collaboration, critical thinking
skills and creativity are developed’ are intended outcomes of the strategies adopted to
address our Major Concerns as laid down in our Annual School Plan. In order to enhance
students’ learning motivation, different e-tools, e-platforms and educational websites are
used. And to help students brainstorm ideas, different tools including mind-mapping,
6Ws, story sum, shared writing, setting-climax-resolution model are adopted. These work
together to cultivate students’ critical thinking skills and creativity. Teachers’
encouragement and timely praises given to students during lessons also enable most
students to take the initiative to learn and become highly confident in learning.
The Staff Development and Appraisal Team organized various staff development activities
for teachers to support their professional work and to build a culture of excellence and
respect in 2011-12 (Appendix A). Speakers and facilitators included professionals from the
EDB and HKIEd, Educational Psychologists, as well as the Principal and Teachers of MPS.
Teachers took part in teacher professional development courses on diverse teaching
strategies, lesson study, relationship building, integrated education and teacher awareness
and wellness. It was evident that teachers’ learning and teaching capacity was enhanced
through exposure, cross-school networking, reflection and conversations.
The following summarizes our stakeholders’ rating on teaching on a 5-point scale:
Stakeholders
2009-2010
2010-2011
2011-2012
Students
3.9
3.8
4.0
Teachers
4.2
4.2
4.2
We provide a broad and balanced curriculum implemented through classroom activities,
co-curricular learning activities and programmes, and an environment conducive to
enhancing students’ language and reading competence, particularly in English. The
English Panel organized a variety of activities and programmes to engage students to learn
English not only through lesson time, but also through different connections and contexts.
Activities like Hong Kong International Young Readers Festival, Visit to Madame Tussauds
Page 9 of 43
Wax Museum and International Horse Riding Centre, Booklovers’ Sharing were
well-received by students. Students were also encouraged and selected to participate in
competitions. They included Hong Kong Budding Poets Award, Hong Kong Young Writers
Awards and Battles of the Books Competition. In general, student participation in the
above competitions was active, and learning was interactive and rewarding. Students’
creativity and linguistic intelligence were challenged and writing skills enhanced.
While English is used as the medium of instruction, students’ exposure to and experience
with Cantonese and Putonghua has been increasing to develop true bilingualism – a tool
for students to communicate with confidence, and to enjoy learning life-long. The Chinese
Panel adopted a new series of textbooks which facilitates teachers implementing a more
comprehensive curriculum to arouse students’ interest, consolidate their Chinese learning
and know about the Chinese culture. In addition to ‘每日一篇’, the online reading
enhancement programme used in the past years, the Chinese Panel and the Civic and
National Education Team organized ‘中華狀元紅問答比賽’ to prepare students to learn
Chinese history and their country. Students also took the initiative to learn outside
classroom by participating in the Mainland Study Tour ‘同根同心--香港初中及高小學生內
地交流計劃’ and went to Zhongshan to explore the relevant curricular topics. ‘普通話
週’was organized successfully by the Putonghua Panel this year, with many fun-filled
activities, which aimed at motivating students to use the language in their daily life.
Students gave positive feedback for the above measures and they were motivated to learn
Chinese.
Apart from language learning, students’ awareness in the inter-relationship between self,
society, country and global citizen could be enhanced through the study of General Studies.
Students built up their knowledge on various daily life issues through activities, reading
materials, video clips, newspaper articles and relevant online resources provided by
teachers. Teachers also made use of the Knowledge Building approach and Project
Learning to equip and develop students with the ability of independent learning and
inquiry-based learning. They encouraged students to participate in programmes on science
and environmental studies organized by education institutions.
Apart from traditional school activities like Picnic Day, Christmas Celebration, Sports Day
and Games Day, Chinese New Year Celebration, Family Mass and May Crowning, a great
variety of learning activities were initiated by Panels and Teams during the whole school
year, especially during the Learning Activity Days. Learning Activity Days aimed at
enriching students’ knowledge on various key learning areas in a pleasurable way after
summative assessments. Panels and Teams invited guest speakers from different fields and
organizations to share on relevant curricular themes to enrich and extend students’
understanding and learning. These activities included Music for the Millions Concert, talks
Page 10 of 43
on Dialogue-in-the-dark, interactive drama programmes on Anti-Internet Piracy and ‘鐵路
安全之達人’. Teachers also arranged visits and activities such as Scratch Workshop, Beach
Clean-up Day, MPS Junior Choir Caroling, pilgrimages and Bring Your Own Fan Day,
which allowed students to have an in-depth exploration of the relevant areas of learning.
Student participation was enthusiastic and they were also encouraged to participate in a
variety of competitions. These included the Hong Kong Schools Speech Festival, Music
Festival, Dance Festival, Sports Events, HK Mathematics Creative Problem Solving
Competition, Arts Ambassadors-in-school and HK Odyssey of the Mind.
Knowledge construction and pastoral care always go hand in hand as we aim at the greater
development of students as caring, loving and compassionate learners who will grow into
integrated persons of wisdom. Bloom Time on Wednesdays enhanced students’ literacy
competence, speech training and generic skills. It also facilitated students’ character
formation. Personal Growth lessons were organized to provide opportunities for students
to reflect on life events while Civic and National Education lessons enhance their
understanding on the history and culture of China. Student leaders were chosen from
different levels to be Prayer Leaders for Morning Assemblies in different seasons in the
liturgical year. Prayers and the sharing of readings and quotations from Bible enabled
students to achieve better understanding of our religion, enhanced their spirituality and
inspired them to serve fellow schoolmates with generosity.
The following summarizes our stakeholders’ rating on student learning on a 5-point scale:
Stakeholders
2009-2010
2010-2011
2011-2012
Students
4.0
3.9
4.0
Teachers
4.0
4.0
4.0
Parents
3.9
3.9
4.0
2.8 Support for Student Development
As in previous years, our Learning and Teaching Division worked closely with our Pastoral
Care Division to support students in value education, moral education, spiritual education,
environment education, gifted education, guidance and counselling, extra-curricular
activities (ECA) and catering for special educational needs (SEN).
Apart from Code of Respect (Appendix B), the values of F.A.T. - Forgiving, Appreciation
and Thanksgiving were disseminated through our formal curriculum, Religious and Moral
Education lessons, Personal Growth Education, Morning Assemblies and various reflection
activities such as P.6 Reflection Day.
Page 11 of 43
To help students to reflect and grow with Care, Love and Compassion and to inspire
students to make positive changes in the world through their own action, various activities
were organized, such as Lenten Donation, Red Packet Donation, Flag Selling Day, Free
Post Day, Visitation of Kindergarten, and talks on Understanding Needy Minority - ‘與
眾同藝’ and ‘傷健共融 各展所長’, Drug Abuse - 無毒新 Teen 使’, Responsible Citizens ‘垃圾桶叔叔的心聲’ and ‘責任之達人’, and bullying - ‘欺凌行為及其刑事責任’. Students’
participation has been enthusiastic.
To promote positive thinking, the Youth Difference Makers Award was co-organized by the
General Studies Panel and the Guidance Formation (GF) Team. The chosen themes were
‘Love Life’, ‘Love Green’ and ‘Love Others’. Twelve P.5 students were selected to be our
Difference Makers. With teacher guidance, various activities were organized by the
students which included conveying love messages through Appreciation Cards, Leftover
Food Competition and Never Give Up Campaign. To enhance students’ resilience in coping
with challenges, Understanding Adolescent Project (成長的天空) was organized for P.4
target students. The effectiveness of the programme was confirmed by Class Teachers of
P.4, parents and participants.
To reinforce and strengthen the values of national identity, various activities were held this
year by the Civic and National Education Team. They included ‘外國來的訪客’, ‘四大發明’,
‘認識書法基本筆畫’, understanding the Basic Law - ‘基本自由式’, ‘中華民族復興之路’, ‘國民
身份’ and ‘中華狀元紅問答比賽’. Students of the ECA group - Civic Wonderland – have
joined Junior Police Call since last year for the national flag raising training and were
responsible for Flag Raising Ceremony at Morning Assemblies. To deepen students’
understanding of Chinese history and culture, an educational visit ‘同根同心--香港初中及
高小學生內地交流計劃’ was organized for a group of 40 P.5 students.
To deepen our students’ spiritual awareness and faith, several programmes were held this
year. Liturgical events in morning assemblies, Confession sessions for P.4, P.5 and 6
students, First Holy Communion, Student Retreat for P.6, Pilgrimage for P.3 and P.4,
Family Mass, Thanksgiving Mass, Prayer Leaders Training were examples of such. To
further enhance students’ capacity to reflect, Daily Examen was used to guide students to
reflect regularly. In addition, Bible verses were chosen and uploaded onto school website
regularly to strengthen students’ spiritual growth.
To continue reinforcing students’ positive behaviour, GF Team organized the Star Student
Reward Scheme. Stickers were awarded to students who showed positive learning attitude.
Though there was keen student participation in the scheme, more could be done to help
students to become more self-disciplined and responsible learners.
Page 12 of 43
Ample support and opportunities were given to develop students’ giftedness through
joining School Prefects, Christmas programme, Odyssey of the Mind and Hong Kong
Budding Poets Award. Results had been encouraging with various awards received.
Generic skills were instilled in all classes as teachers nurtured their creativity, critical
thinking, leadership and problem solving techniques through high order questioning and
feedback.
A Pilot project on Curriculum Compacting in P.6 Math was conducted this year. The
project was initiated by teachers and supported by Ms. Anna Au, Educational Psychologist
from the Catholic Diocese of Hong Kong. It was a way of challenging high-achievers who
have mastered the specific curricular objectives. The computer hardware being set up this
year at the Excel Corner in the classrooms served the purpose well. More relevant learning
modes could be explored and developed to make even better use of the Excel Corner to
develop students’ talents.
Teachers were encouraged to attend courses to gain more understanding in supporting
students with SEN. For students with dyslexia and limited attention span, ten sessions
were organized for each group respectively, with support from the Boys’ and Girls’ Club
Association of Hong Kong and Heep Hong Society. Together with parents’ involvement,
students gained in areas including word recognition, memory retention, vocabulary
building, self management and classroom routine training. Teachers observed gain in both
students’ self awareness and learning strategies.
For students with Speech Impairment, our Speech Therapist, Ms. Winsy Wong from
Quality Therapy and Education Centre, conducted individual training sessions once a week
throughout the school year. Students gained in areas including speech, voice, language and
communication abilities. Story Telling Skills were introduced to P.3 students and Group
Discussion Skills were introduced to P.5 students during Chinese lessons. After-class
remedial workshops were conducted to strengthen students with difficulties in Chinese
speaking skills. Parent workshop on Using Games to Enhance Children’s Speaking Skills
was organized at Luncheon Talk session. Positive feedback was received.
Besides maintaining a mechanism for early identification of SEN students, small group
teaching for P.3 and P.4 was arranged. The effects of implementing small group teaching
were encouraging, in particular, for the less able students both in KS1 and 2 in
Mathematics and Chinese. The students enjoyed both the cooperative learning activities
and the closer relationship with their teachers. In addition, in-class and non-lesson time
learning support were provided to SEN students by our Learning Support Teacher (LST).
Home assignment and assessment accommodation were also provided. Individual
Educational Plan was drafted and used to support Tier 3 students, involving teachers,
Page 13 of 43
parents and the target students. To further support students with difficulties in learning,
this year, a 5-week after-class homework class was conducted with teacher-student ratio of
1:4. Very positive feedback was received among parents, teachers and students.
With the objective of enhancing students’ multiple intelligence in mind, teachers organized
a range of extra-curricular activities, including fee-charging interest groups and Friday
ECAs.
To arouse students’ awareness in protecting our environment and personal health,
activities such as Bring Your Own Fan Day, One Person One Flower and Beach Clean-up
Day were organized.
Besides referral cases from the Class Teachers, the GF Team identified students’ needs and
concerns as well as potential cases through counselling activities. Opportunities to serve as
School Prefects, Reading Ambassadors, Green Ambassadors, Student Librarians, Smart
Team members and Free Time Helpers were provided to students of different levels to stay
together, help each other, develop friendship and eventually build up a supportive
network.
The hierarchical structure of School Prefects (selected students in P.5 and 6) enhanced
better communication among teachers, Head Prefects and School Prefects. This enables
GF Team to have a fuller understanding of students’ behaviour and support needs at school
events. The School Prefect Sharing Sessions at Bloom Time and 3 Training Sessions during
the year provided students with an opportunity to reflect as a leader on their role in serving
others. To recognize good performance among School Prefects, Certificate of Merit and
record in Learning Achievement Report were introduced.
In collaboration with Class Teachers and GF Team, our Student Guidance Personnel (SGP)
provided support to students, parents and teachers through development programmes
such as Sex Education, P.1 Adaptation Group – ‘小一智叻星’ , New Comers Adaptation
Group, P.6 Graduation Camp, Former Students’ Sharing, Parent Newsletter – ‘社工心語’
and individual counselling.
The following summarizes our stakeholders’ rating on support for student development on
a 5-point scale:
Stakeholders
2009-2010
2010-2011
2011-2012
Students
4.0
3.9
4.1
Teachers
4.1
4.1
4.0
Parents
4.1
4.0
4.1
Page 14 of 43
2.9 Student Performance
Students are motivated, caring and respectful. They adhere to a high standard of code of
conduct and values. Most students find their learning capacity on academic performance
strengthened through goal-setting and self-learning. They show initiative and are
confident to take opportunity to explore knowledge with inquisitiveness through
collaborative activities. They love to participate in Sports Day, Show Time and a variety of
competitions. With the efforts made by the school to enhance students’ communication,
collaboration, critical thinking and creativity, students on the whole have developed their
generic skills through various learning experience such as project learning, e-learning and
role-plays.
In order to enrich students’ learning experience and enhance their Multiple Intelligences
development, a balanced variety of extra-curricular activities on academic, sports, arts and
voluntary services groups were organized. They were classified into 8 categories. There
were 17 Linguistic, 9 Interpersonal, 8 Logical and Visual, 7 Intrapersonal and Kinesthetic,
5 Musical and 3 Naturalist.
In 2011-12, students achieved outstanding results in internal assessment in English,
Chinese and Mathematics. They demonstrated great confidence and high proficiency in
using both English and Chinese for communication and presentation. Students’
performance in other learning experiences was equally impressive. They took part
enthusiastically in various sports, music and arts activities. The results were pleasing with
numerous awards and prizes obtained. A full summary of all the internal subject awards
and prizes won in external competitions can be found in Appendices D and E.
According to the data from Stakeholder Survey:
Student response to the statement ‘I take the initiative to learn.’
2%2%
Strongly A gree
20%
33%
Agree
Neutral
Disagree
43%
Strongly Disagree
Page 15 of 43
Parent response to the statement ‘My child is highly interested in learning.’
1%
18%
33%
Strongly Agree
Agree
Neutral
Disagree
48%
2.10 School Self Evaluation
In 2010-11, the School Self Evaluation (SSE) Team worked to integrate expectations of the
School Development & Accountability Framework stipulated by the EDB with our school
culture – one characterized by a learning/teaching environment conducive to quality
pursuit and whole-person development for both teachers and students. The word magis –
Latin, for ‘more’, is central to our evaluation work as we search for excellence. Based on the
educational philosophy of our sponsoring body, we work in a culture of reflection leading
to awareness of our strengths and weaknesses, at the school level, the panel/team level and
teacher/classroom level.
With the ultimate aim of enhancing students’ academic and non-academic performance
through continuous school self-evaluation and improvement, the SSE Team encouraged all
the panels/teams/teachers to apply the planning, implementation and evaluation cycle
(PIE) in the school’s operations. Support measures were taken through meetings and
conversations to give feedback on the PIE cycle at all levels for quality assurance and
attaining the magis. Using the Stakeholders Survey (SHS), Assessment Programme for
Affective and Social Outcomes (APASO) and Key Performance Measures (KPM) supported
by the EDB and recently introduced school-based evaluation methods, such as
semi-structured interviews and reflection sheets, the SSE Team is able to evaluate school
performance in a more comprehensive manner. This facilitates evaluation of our school
performance against the intended outcomes set for the stated major concerns in our School
Development Plan (SDP) and Annual School Plan (ASP).
Page 16 of 43
In the school year 2011-2012, the Principal also conducted Principal’s Lesson Observation
(PLO) from January to March 2012. 30 lessons including Chinese, English, Math and
General Studies among P.1 to P.6 levels were observed. Feedback was shared with all
members in each of the Subject Panels, with input from the two Vice-Principals. The
exercise was well-received. Teachers agreed that it facilitated professional exchange
among teachers and the school leaders. As the expectations spelled out in the Lesson
Observation Form used integrated our school-based Ignatian Pedagogical Paradigm (IPP)
and criteria suggested by the Education Bureau, the exercise also served to enhance
teachers’ capacity to prepare for a good lesson with greater awareness of the core elements
including expected student learning outcome, curriculum organization, learning/teaching
process, the use of questioning and effective feedback during the lesson.
Page 17 of 43
3. Achievements and Reflection on
Our Major Concerns
3.1 Major Concern A
To support teachers’ professional work on quality lessons and learning
activities through school organization, staff capacity enhancement and
communication with stakeholders.
Intended Outcomes:
1. Teachers are clear about their Roles and Responsibilities and they appreciate ‘good
match’ of their aspirations, talents and experiences with student needs and school
needs.
2. Principles, Policies, Values and Practice at MPS are aligned.
3. Teachers’ awareness of Core Purpose that underlies School Vision and Mission is
increased.
4. Teachers’ capacity to learn, teach and lead students to learn is increased.
5. Teachers’ space to learn, reflect, evaluate, understand parents’ expectations and tap
home resources is increased.
6. Stakeholders are well-informed of the contents and spirit of the School Development
Plan (SDP) for 2009-2012 and Core Values of the School.
Achievements:
The School flexibly made the staff deployment according to its developmental priorities
and teachers’ talents and experiences. Teachers' roles and responsibilities were clearly
spelt out in ‘T-E-A-M Tables A & B’ and ‘Teach Pray Love’. All teacher interviewees agreed
that the school documents provided them very concrete guidelines on school organization
and school operation. They were satisfied with their designated duties which could match
with their talents and experiences and optimize their potential. In the Stakeholder Survey
(SHS), nearly 83% of the teachers agreed that ‘the school strategically formulates its
developmental plan(s) in line with its direction of development’.
All teacher interviewees understood the contents and spirit of the School Development
Plan (2009-12) and Core Values of the school through school documents, staff meetings
and daily conversations. The school formulated comprehensive policies and guidelines to
deal with unforeseen events and emergencies. It also provided different channels, such as
frequent staff meetings, notices and emails, which were essential for sustained
Page 18 of 43
communication, message transmission and professional sharing. Monthly Activity
Calendars were issued both for teachers in the staff room and for students in the
classrooms, with all teachers given the opportunity to update the monthly calendar before
posting it up. Panels and Teams organized programmes and learning activities which were
able to address the Major Concerns. Over 84% of the teachers admitted that ‘the subject
panel/committee heads and teachers have an amicable working relationship’. Expectations
of MPS teachers were made clearer with the use of explicit criteria on our Appraisal Forms
(both for all teachers and for heads of teams and panels) and our Lesson Observation Form.
The Assessment Guide also spelt out the procedures necessary to ensure accuracy,
consistency and effectiveness in ensuring that teachers provide appropriate challenges for
student learning.
An average of 80% of the teachers found that the staff development activities enriched
their understanding of the chosen themes - ‘Small Group Learning & Facilitation’,
‘Understanding & Application of e-learning and teaching’ and ‘Facilitating Children to
Learn and Building Relationships with them’. Positive feedback was also well received after
the in-house sharing organized by respective panels. Professional exchanges were evident
through the practice of Collaborative Lesson Planning and Lesson Observation. All teacher
interviewees indicated that there was an increase in students' learning capacity as a result
of the adoption of school strategies, which were the effective questioning, integration of
e-approach and traditional approach and group learning. Teachers’ capacity to learn,
reflect, evaluate and lead students to learn was increased and further confirmed by the
Best Teacher Forum Paper Award given by the Global Chinese Conference Computers in
Education. Our team of computer teachers presented a case study on using Information
and Communications Technologies in General Studies Education. At the Conference held
in Taiwan, they shared their experiences and reflection inspired by the case study. In June
2012, with the guidance of Dr. K. C. Pang, all teachers co-constructed the MPS Teaching
Philosophy, with the 5 most important features of ‘Good’ Teaching identified. We deeply
believed that lessons that were Motivating, Interactive, Inspiring, Effective and Reflective
could optimize the lesson time and enrich student learning. Our team of teachers would
infuse these important features in our daily teaching in the next cycle of our school
development planning.
All teachers agreed that participation in PTA activities facilitated communication and
collaboration between the school and parents. Teachers could better understand parents'
expectations through the collaboration and communication with parents in school
activities or programmes such as Parent-Teacher Interviews, Parents' Meetings,
Orientations and SSPA Briefing Sessions. Besides, parents were eager to offer help in
school events like Christmas Party, Sports Day and Graduation Dinner. This enhanced
mutual trust and open communication between parties. They also participated actively in
Page 19 of 43
school and PTA activities, such as Christmas Party and Chinese New Year Celebrations.
These ensured that parents knew more about the core values of the school. Over 93% of the
parents expressed in the SHS that ‘the school often keeps parents informed of school
affairs and development’. Sufficient channels were established for them to express their
views and the school was willing to listen and actively considered and followed up parents'
opinions and concerns. In the SHS, nearly 90% of the parents showed that they had a good
relationship with the school.
Reflection:
Though objectives and implementation strategies are formulated through formal
discussion and an evaluation mechanism has been set up to monitor the implementation of
the operational work in different panels and teams, Heads of Panels and Teams could work
more in planning, co-ordinating and monitoring functions. They have room to develop
their professional knowledge and keep abreast of the latest trends in educational
development in order to lead and share with members and teachers.
To promote team spirit and enhance morale among teachers, we can further foster the
communication and collaboration between Panels and Teams. Cross-panel collaboration is
highly encouraged in the Curriculum Development Team to boost cooperative learning
among Panels. Opportunities of co-teaching among colleagues of the same level can be
considered.
To achieve learning objectives through various learning strategies with the aid of IT in the
future, there is room to further enhance teachers' knowledge to prepare e-resources for
teaching in order to foster an interactive and student-centred mode of learning. Teachers’
suggestion regarding professional development activities could be sought to formulate a
more appropriate staff development plan which could balance and fulfill the school
developmental needs and teachers’ expectations.
Though teachers’ awareness of our Core Purpose is enhanced, they still need to deepen
their understanding that it is often inspirational guidance, questioning and prompting,
rather than accuracy-based monitoring, which enables students to think critically and work
creatively. Programmes and tasks which exercise students’ critical thinking can be
organized more frequently so as to help students reflect and develop their habits for being
Responsible Learners. Teachers will continue to raise students’ awareness of the school
core values and remind them to practise them in their daily life.
Page 20 of 43
3.2 Major Concern B
To develop students’ learning capacity systematically through pedagogy and
curriculum planning, assessment designs and practices.
Intended Outcomes:
1. Students’ motivation is enhanced.
2. Students’ communication, collaboration, critical thinking skills and creativity are
developed.
3. Students’ reflection skills are developed.
Achievements:
Most students indicated that they experienced interesting and meaningful learning in
lesson time. They learned well through classroom activities. Teachers adopted the
school-level strategies like small group learning, integration of e-approach and traditional
approach and effective questioning, to engage students to participate in their learning. The
use of Information Technology in teaching brought positive impact to student learning.
Over 95% of the interviewees from Key Stage (KS)1 agreed that the electronic whiteboards,
video clips and different computer software could best arouse their learning interest.
Nearly 80% of the KS2 interviewees considered e-media as an effective measure to support
their learning. The adoption of the new series of textbooks ‘我愛學語文’, supplemented by
the curricular activities organized by the Putonghua Panel and the Civic and National
Education Team, such as ‘普通話週’, Mainland Study Tour and Flag Raising Ceremonies,
stimulated students to search for more on Chinese learning. In May 2012, supported by the
Gifted Education Section of the EDB, one of our P.5 classes enjoyed their General Studies
lessons in the Starlab set up in our School Hall. Both students and teachers were highly
motivated and overwhelmed by such experience for understanding the Solar System.
Besides, students found teachers’ reinforcement by means of incentive gifts, like
Forgiveness-Appreciation-Thanksgiving (F-A-T) pens and Appreciation Stickers, or the
school nomination for competitions, motivating and encouraging.
My G-R-A-C-E Book (Appendix C), as one of the yearly initiatives, guided students to
achieve their learning Goal through Reflection of the Action, Context and Experience.
According to the Assessment Programme for Affective and Social Outcomes (APASO),
there was a rise of the MPS mean for all areas (Academic Affect, Academic Initiation,
Change to Improve, Goal Setting and Inquisitiveness) which contributed to Independent
Learning Capacity, as compared to last year. It showed that a growing number of students
Page 21 of 43
understand they should have learning goals and manage to work to achieve them. Around
80% of the interviewees mentioned that they sought to self-learn, ask, read more about the
subject(s) outside class time. Through reading books and newspaper, surfing the Internet,
using e-learning tools provided by teachers and chatting with parents, students remarked
that they enjoyed exploring on the interesting subject matter.
Majority of the students like communicating with others. From lesson observation, Middle
Managers gathered that most students were confident in expressing themselves clearly and
fluently in Cantonese and English. They were also ready to answer teachers’ questions and
share in Putonghua during lessons. Students, especially those in KS1, could learn much
communication skills by listening to stories and presentations done by teachers, parents
and classmates. With teachers’ continued guidance, students managed to be active
listeners and responded in an appropriate manner. Apart from interacting with teachers
and students during lesson time, students presented and performed with pleasure in the
Morning Assemblies and other occasions. Students treasured opportunities to exercise
their communication skills and oratory skills.
Good communicative skills enable students to perform effectively in collaborative activities.
The Student Interview recorded an average of 82% of the interviewees liked group learning
and teamwork. In response to student preference, teachers arranged learning activities
such as group discussion, role play and project more frequently this year and it marked an
achieving 15% growth over 2010-11 from students’ views in the SHS. Given that more
opportunities were made for collaboration, KS1 students believed that they could grasp the
required skills to support the interaction and collaboration among group members. For
KS2 students, they aimed to seek for more identified skills to address the ways students
and teachers should interact to realize the proper norms for collaboration, such as
negotiation skill and showing appreciation for others.
Teachers and panels applied various pedagogies, adapted curriculum and different
learning activities in an effort to build students’ skills of critical thinking. According to the
Student Interview, an average of 80% of the interviewees found the high-order and
open-ended questions raised by teachers from all subjects essential to call their attention
to the importance of the thinking to an issue, question or problem of concern. Students
were taught different problem solving strategies in Mathematics to formulate a workable
solution to a complex problem whereas students of P.3 started to learn the Knowledge
Building Theory in General Studies to cultivate the positive habits of mind to have a desire
to follow reason and evidence and develop a systematic approach to problem solving for
reasoning and judgment. Participating in learning activities like group discussion, project
and debate, most interviewees found them meaningful, in which they gathered and
marshaled relevant information, and considered alternatives, so as to integrate new or
Page 22 of 43
revised perspectives into their schoolwork and ways of thinking and acting. Data from the
APASO evidenced the enhancement of the critical thinking skills of MPS students, with its
mean hitting 3.13, as compared to HK Norms, 2.99.
In the APASO, the mean of MPS students in creative thinking rose 3 percentage points
from the year before to 3.12, with 4 as the highest index, which was higher than the HK
Norms 2.88. The achievement demonstrated the importance of diversification during the
process of learning and teaching. Data from lesson observation indicated that a wide range
of teaching strategies were incorporated into student learning. Teachers structured their
teaching in a motivating manner, with the application of Information Technology, creative
resources and a wide range of activities, which aimed to foster students’ creativity. Diverse
student responses and performance to imaginative questions and tasks were evident.
Students’ schoolwork at the Open Day Exhibition displayed their potential for creativity.
Designing game booths in Mathematics, creating a computer game in Computer Studies,
poetry writing in English and making musical instruments in Music were some well-set
assignments which facilitated creative performance through a journey of attempts,
exploration and discovery.
Students were inspired to grow with reflection in their learning through ways like teachers’
guidance, prompting experience sharing and self assessment. At the beginning of the
school year, all students completed the Multiple Intelligences Checklist, which aimed to
identify their preferred intelligence(s) and support teachers to take inventory of their
learners’ skills. Majority of the student interviewees, 83% of KS1 and 96% of KS2, showed
that they recognized their weaknesses in terms of academic performance, but they showed
less sensitivity to their strengths. An average of 94% of the interviewees was eager to seek
for improvement and strive for excellence. They mentioned that they could do more
preparation, revision or reading for further improvement. With the use of My G-R-A-C-E
Book (Appendix C), students attempted to set their learning goals with specific strategies
and timeline to achieve them. The religious activities organized by the Religious and Moral
Education Panel such as Daily Examen, Confessions and Pilgrimages, inspired students to
reflect and learn the virtues of Saints. And the Graduation Camp successfully provided the
opportunity for our graduates to consolidate their understanding of values and attitudes
learnt so as to live up to the expectations of the MPS Graduate. As stated in the SHS, 81%
of the students appreciated that ‘the school actively fosters our virtues’.
All the interviewees declared that they liked to serve others. Both interviewees from the
two key stages recalled how they served others, for example, pushing wheelchairs for the
elderly, comforting the unhappy classmate and visiting the Home for the Aged. They
recognized what poverty meant and they were willing to express their compassion for the
poor, including those in China. The Guidance and Formation Team encouraged students to
Page 23 of 43
participate in voluntary services like flag selling, Youth Difference Makers Award Scheme
and Big Sister Scheme. Other Panels and Teams also organized relevant activities like
Lenten Donation, Beach Clean-up Day and Less Food Waste and Interactive Drama on
disabilities and race discrimination, to provide students opportunities to understand and
support the needy and serve the community. The activities were well-received and student
participation was satisfactory.
Reflection:
Last year, teachers’ efforts focused on developing students’ learning capacity, which
included increasing their learning motivation, developing their skills of communication,
collaboration, critical thinking and creativity and inspiring their growth in reflection for
self and aspiration for serving others. We believe that the satisfying achievements we made
in the past years and the way in which we responded to student learning enhancement
reflect realization of the vision and mission of our team of MPS teachers.
As we look ahead to 2013 and the next cycle of school development, our team of teachers
remains well-positioned to sustain the growth of the students’ learning capacity in our
established paradigm. Our priority is to create a meaningful and enjoyable learning
environment, with diverse learning modes and teaching strategies, to attend to students’
distinctive needs based on their goal-setting and MI identification, so as to develop their
potential to the full.
Apart from the ordinary pen-and-paper assessment, alternative assessments would be
called for so that teachers could measure the students’ understanding of the subject
knowledge, the skills learnt and their learning attitudes in a more comprehensive manner.
Alternative assessments could be designed in many forms, like open-ended questions, oral
presentations, projects, experiments, extending tasks and self- and peer-evaluation. The
effectiveness of the assessment depends on the feedback which helps students understand
how well they grasp the subject matter and what they need to improve. Teachers should
collaborate to work on assessment designs to support student learning and cater for
learner diversity.
Respective Panels have continued to underpin their formal and informal curriculum
development across all levels. We are committed to integrating meaningful programmes
and learning activities into our formal curriculum in a balanced manner, so students can
learn and benefit not only from daily teaching and learning, but also from fruitful learning
experiences. These learning experiences could be curricular activities like visits, field trips,
talks, competitions and specific schemes. Interview data reveal that unlike KS1 students, a
number of KS2 girls have not been deeply engaged in the activities arranged by the Panels.
Page 24 of 43
Due attention should be placed on considering the ability, needs, interests and expectation
of KS2 students when planning the activities for them therefore in the coming years, the
Curriculum Development Team could target at making provision for developing students’
self-learning strategies, which could equip them to direct and regulate their own action and
behaviour towards their learning goals.
The following summarizes our strategies which indicate our way forward to attain the
magis in learning and teaching:
Page 25 of 43
4. Financial Summary
4.1 Government Fund
Operating Expenses Block Grant (OEBG)
Balance b/f
Actual
Name of Grant
Income
(2010-2011)
Balance c/f
Expenditure
General Domain
$5,774.23
Putonghua
$544,079.48
School & Class Grant
$249,427.93
Revised Ad. Grant
$1,403.70
$1,384.00
$2,855.20
$4,303.03
$356,034.49
$472,980.10
$427,133.87
$1,217,678.10 $1,086,880.00
$380,226.03
Training and Development Grant
$7,287.00
$24,803.00
($16,112.30)
($5163.62)
Enhancement Grant for Staff Development
$5,304.00
$21,111.10
($20,970.72)
$19,382.25
Grant for Moral & Civic Education
$11,472.00
$4,246.80
$26,607.45
$78,441.36
School Curriculum Development Grant
$38,928
$56,690.80
$60,678.56
$0.00
$0.00
$880.00
Lift maintenance Grant
$79,680.00
$59,780.00
$106,899.40
Composite IT Grant
$316,811.00
$386,207.18
($116,508.38)
$128,870
$260,948.92
($126,761.43)
$217,334.00
$240,209.00
($22,875.00)
$2,298,419.53
$2,480,238.60
$778,055.22
$880.00
$86,999.40
($47,112.20)
$5,317.49
$0.00
$959,874.29
Loop System
Supplementary Grant for School-based management
Noise Abatement Measure Recurrent Sub.
Sub-total (A)
Special Domain
$9,019.13
Prog. fund for Whole-school Approach to Guidance & Discipline
$5,092.00
$745.80
$13,365.33
$1,341.08
English Extensive Reading Scheme
$7,198.00
$5,734.40
$2,804.68
$2,500.23
Chinese Extensive Reading Scheme
$7,198.00
$8,494.00
$1,204.23
$493,157.00
$467,339.10
$358,703.70
$608,939.00
$698,758.00
($89,819.00)
$332,885.80
$0.00
Student Guidance Service Grant
Capacity Enhancement Grant
$5,082.00
Understand Adolescent Project
$86,105.00
$80,730.00
$10,457
$12,743.80
Enhanced Speech Therapy Grant
$81,425.00
$75,284.00
$18,884.80
Sub-Total (B)
$1,289,114.00
$1,337,085.30
$315,600.74
Total (A) + (B)
$3,587,533.53
$3,817,323.90
$1,093,655.96
$363,572.04
$1,323,446.33
Page 26 of 43
Outside OEBG
Balance b/f
Actual
Name of Grant
Income
(2010-2011)
$720,654.30
$1,924.00
Balance c/f
Expenditure
Composite F. & E. Grant
Committee on Home-School (PTA) – Recurrent
$183,504.00
$777,005.00
$127,153.30
$4,418.00
$4,720.00
$1,622.00
$0.00
Committee on Home-School (PTA) Project – Activity
$10,000.00
$10,000.00
$0.00
$0.00
Committee on Home-School (PTA) – Other
$10,000.00
$10,000.00
$0.00
$339,800.00
$194,875.24
$240,716.56
$16,000.00
$16,000.00
$0.00
$95,791.80
Learning Support Grant
$0.00
Grant Account for Fringe Benefits under the NET Scheme
$0.00
English Enhancement Grant
$326,580.00
$330,439.65
($3,859.65)
$0.00
One-off Grant for Est. IMC
$350,000.00
$0.00
$350,000.00
$42,310.00
One-off Grant for Pro e-learn
$0.00
$43,840.00
($1,530.00)
$0.00
CCFAP School Lunch Subsidy
$32,300.00
$32,300.00
$0.00
4.2 Capacity Enhancement Grant
Balance b/f
Capacity
Actual
Income
(2010-2011)
Staff/Consultant/Programme
$0.00
$608,939.00
Salaries for 3 teachers (Sept 11 to Aug 12)
$497,642.00
MPF Contribution (Sept 11 to Aug 12)
$47,716.00
Fees for two consultant
$130,000.00
Yeung Yuen Fung-Orchestra-wind Ensemble
$0.00
Balance c/f
Expenditure
Total
$23,400.00
$608,939.00
$698,758.00
($89,819.00)
4.3 School Fund
Balance b/f
Actual
Name of Grant
Income
(2010-2011)
Balance c/f
Expenditure
$42,826.50
Stationery Charges
$61,180.00
$55,543.50
$48,463.00
$8,469.77
Handwork Charges
$43,700.00
$32,912.10
$19,257.67
Electricity Charges of Air-conditioning
$157,320.00
$157,320.00
$0.00
Charges for Specific Purposes
$262,200.00
$468,971.00
($142,176.70)
$0.00
$64,594.30
Page 27 of 43
Appendix A
Staff Development Report
Purpose
1.
To provide school leadership and support for Teachers’ CPD (to address our major concerns,
continue with professional development and achieve personal growth as teachers)
2.
To respect Teacher’s professional autonomy and enable them to plan and make their own CPD
choices
Major School-based Professional Development Activities
(2011-2012)
A. Wellness of Staff/Teachers
(Team building and stress management)
Month/Date
Nov 30 2011
Topic/Goal
Participants
SDD1 - Teacher Awareness
and Wellness Activities
Principal
All Teachers
EA, Office Staff reps,
Janitor reps
Facilitator/Speaker/Organization
Organization: Tung Wah Group
Social Service and Po Leung Kuk
Campsite
Co-coordinators: Ms. J. Wong,
Ms. P. Chik, Ms. E. Cheung (SGP)
B. Support for New Teachers
(Sharing and reflection)
Month/Date
Sep, Dec 2011 and
Jun 2012
Topic/Goal
Participants
New Teacher Induction and Ms. V. Tsang
Mentor Hunt
Ms. Y. Cheng
Ms. V. Leung
Mr. B. Wang
Facilitator/Speaker/Organization
Facilitators:
Mrs. J. Ma, Mrs. M. Lim
Speakers:
Mrs. J. Ma, Ms. Candy Chan,
Ms. L. Ha, Ms. B. Lo, Ms. V. Lui,
Mr. E. Chiu, Ms. W. Tse,
Mrs. M. Lim
C. Empowerment of Senior Teachers/Middle Managers
(Perspective broadening and reflection)
Month/Date
Topic/Goal
Participants
Facilitator/Speaker/Organization
Nov 9, 10 2011
Professional Exchange with
university students (M. Ed)
and serving teachers (local
and overseas)
Mrs. J. Ma
Ms. R. Lee
Ms. B. Lo
Ms. Candy Chan
Ms. L. Ha
Ms. A. Lam
Ms. V. Lui
Ms. Celina Chan
Ms. Y. Cheng
Mrs. J. Ma
Ms. R. Lee
Ms. B. Lo
Ms. Candy Chan
Mar 29 2012
Questioning Skills in MPS
Classrooms
Panel Heads and
Assistant Panel
Heads
Facilitators:
Ms. R. Lee, Ms. W. Wong
Page 28 of 43
Feb 2012
Division Leaders’ Learning Senior Teachers:
Facilitator:
Circle Meeting
Ms. Candy Chan
Mrs. J. Ma
Ms. L. Ha
Topic: “Authentic Leaders”
Ms. R. Lee
Mrs. M. Lim
Ms. B. Lo
Ms. J. Wong
APSMs (2010-2012):
Mr. J. Chan (D1)
Mr. E. Chiu (D1)
Ms. A. Fung (D2)
Ms. R. Li (D2)
Ms. K. To (D3)
Mrs. A. Tsui (D3)
D. Fulfillment of EDB Expectations on Teachers’ CPD Focus
(For Student Support and Development)
Month/Date
Oct 11 – Jul 2012
Topic/Goal
Participants
Teacher Professional
Development Framework
on Integrated Education
(IE) - EDB 5-year target staff
capacity enhancement
(2007-2012) for Diverse
Learning Needs:
1.
Basic Course (5)
2.
Advanced Course (3)
3.
Thematic
Course
on
specific SEN Types (1 for
Chi SpLD, 1 for Eng SpLD,
1 for other SEN types)
Facilitator/Speaker/Organization
Ms. B. Lo
Ms. V. Lui, Ms. G.
Foo
Ms. K. To,
Ms. Candy Chan
E. Teacher Capacity Building
(Exposure, Sharing and Reflection)
Month/Date
Topic/Goal
Participants
Facilitator/Speaker/Organization
Aug 24 2011
Small Group Learning &
Facilitation
All Teachers
Mr. Daniel Tang Yiu Nam (HKIED)
Aug 25 2011
Understanding &
Application of E-learning
and teaching
All Teachers
Dr. Kong Siu Cheung
(HKIED)
Aug 26 2011
Facilitating children to
learn and building
relationships with them
All Teachers
Mr. Jacob Yu Kwok Kin
Aug 2011
Orientation for Parents on
Core Values, School Vision,
Mission, Expectations, Graduate
Profile and Communication
venues/procedures; Effective
Learning
Principal
Senior Teachers
P.1 -6 Class Teachers
SGP
Speakers (Hall):
Mrs. J. Ma, Mr. J. Chan, Ms. Candy
Chan
Speakers (Classrooms):
Class Teachers
Sep/Oct 2011
Parents’ Meetings per Level
on Core Values, School Vision,
Mission, Expectations, Graduate
Profile and Communication
venues/procedures; Effective
Parenting
Principal
Senior Teachers
P.1 -6 Class Teachers
SGP
Speakers (P.1):
Mrs. T. Hung, Ms. R. Lee, Ms. B. Lo,
Ms. E. Cheung, Mrs. J. Ma, Mrs. M.
Lim (MC)
Speaker (P.2-6): Mrs. J. Ma
Page 29 of 43
Oct 11 – Jun 12
Meetings to Cater for
Diversities
(Policies, Procedures and Case
Study)
Ms. R. Lee
Ms. B. Lo
Facilitators:
Dr. E. Hui, Mrs. J. Ma and
Ms. A. Au, Educational Psychologist
Teachers/Staff: Ms. A. Ng, Ms. Y.
Cheung, Ms. W. Wong, Ms. E.
Cheung (SGP) and Learning
Support Teacher(s)
Dec 7 2011
SDD2 – School Self
Evaluation
All Teachers
Guest Speaker:
Dr. K. C. Pang
Facilitators:
Ms. C. Chan, Ms. R. Lee
Ms. B. Lo, Mrs. J. Ma
Mar 2012
Collaboration Lesson
Planning (CLP) on
Curriculum Compacting
Ms. W. Tse
Mrs. L. Lim
Mr. J. Chan
Ms. R. Lee
Facilitator:
Ms. A. Au, Educational Psychologist
May 2012
General Studies Pilot
Scheme
Ms. V. Lui
Ms. R. Lee
Facilitators:
Mr. P.T. Chan, Chief Curriculum
Development Officer and
Mr. Joseph Leung, Curriculum
Development Officer,
Gifted Education Section, EDB
Jun 6 2012
SDD3 – School
Development Planning
(2012-2015)
All Teachers
Guest Speaker:
Dr. K. C. Pang
Facilitators:
Ms. C. Chan, Mr. J. Chan, Mr. E.
Chiu, Ms. R. Lee, Mrs. J. Ma
F. Building a Culture of Excellence and Respect in Teachers
(Exposure, cross-school networking, sharing and reflection)
Month/Date
Nov 2011 – Mar
2012
Topic/Goal
Participants
Collaborative Lesson
Planning (CLP) and Lesson
Study (LO) (e.g. on subject
knowledge, teacher
collaboration, teaching strategy
enhancement, use of
teaching/learning resources)
Panel Heads,
Assistant Panel
Heads and relevant
teachers
Page 30 of 43
Facilitator/Speaker/Organization
Co-ordinators: Ms. R. Lee, Ms. W.
Wong
Advisor: Mrs. J. Ma
Appendix B
Code of Respect
Area
Appropriate Behaviour
1. Respect for Self
Students should wear proper uniforms.
2. Respect for Others
Students should co-operate with the Guidance and
Formation Team to keep the school in good order.
Silence is to be observed during morning assemblies, in the
classrooms, in the corridors and on the staircase.
Students taking nanny buses should be quiet and behaved
while they are on board.
Students are required to be regular and punctual in
attendance. Students who are late for class must obtain a
late-slip from the office before being admitted to class.
Students should complete the given assignments carefully
and tidily and hand them in on time. Liquid paper should
not be used.
Students should not bring to school unnecessary items like
toys, valuables, mobile phones, excess money, or literature
that has no connection with schoolwork.
Students should respect teachers and all authorized
personnel.
Students may not leave the school premises during school
hours.
Students should not change into casual wear at school
without special permission.
Students should not enter the staff room.
No buying or selling among students is allowed at school.
Students are expected to be polite, well behaved and honest.
3. Respect for Learning
4. Respect for School
5. Respect for the Truth
6. Respect for Property
Students should take good care of school property such as
library books, furniture and sports equipment.
7. Respect for the Environment
Students should keep the school clean.
Students should not eat or drink in the classroom during
recess. No glass bottles are allowed.
Students should care for plants at school.
Page 31 of 43
Appendix C
My G-R-A-C-E Book
Page 32 of 43
Appendix D
MPS Subject Awards
2011-2012
Best in Conduct
Class
P.1
A
B
C
D
Cheung Tsz Wai Chloe
Lo Georgina
Lau Stephanie
P.2
Choy Ching Yau
Ophelia
Fong Nam Anna
Kong Audrey
Chan Wai Kiu Bridget
P.3
Lam Oi Kwan Jessie
Cheng Fei Wan Anthea
Chu Chin Yue Allie
Chong Yee Yuet
Queena
Wong Hoi Ching Vicki
P.4
Fung Tsz Yu Karen
Lo Estrella
Ng Yi Man Christy
Choy Huen Wai Chloe
P.5
Kuo Hang Laam
Rachel
Yeung Cheuk Ying
Jessie
Ng Wing Hei Sophie
Siu Cheuk Lam
Samantha
Ho Cho Hung
Hui Jasmin
P.6
Ng Tsoi Pan
Chan Sze Ching
Best in Chinese
Class
P.1
A
Leung Yan Yu Sonia
B
C
D
P.2
Fong Nam Anna
Tse Cheuk Wing,
Vivienne
Tang Ka Po
Au Yeung Gabrielle
So Wa Sum Tiffany
Hui Sin Hang Phoenix
Leung Cheuk Yu Mia
P.3
Chan Sin Ying Bella
Wong Tsz Tong Phoebe
Liu Stefanie
Ho Long Yin Vardis
P.4
Chan Ho Yee, Gloria
Lau Tak Ming Melissa
To Lok Yiu Perissa
Lau Tsz Kwan
P.5
Fung Sze Nga Sharon
Ng Oi Lam Maisie
Chan Hei Lam Brittany
Wan Tsz Ching Vanessa
P.6
Teng Yik Ki Nicole
Wu Yuen Ka
Wong Jennifer Man
Lau Wing Yi
Best in English
Class
P.1
A
Lee Sze Yue Evelyn
B
C
Berry Natalie Jane
D
P.2
Fong Nam Anna
P.3
Pang Victoria Lucy
Tse Cheuk Wing
Vivienne
Wan Jasmine Chor
Wing
Cheng Fei Wan Anthea
P.4
Tse Sammee
Lu Hiu Ching Rachel
Ng Tsz Ching Megan
Wong Cheuk Ting
Jamie
Choy Huen Wai Chloe
P.5
Fung Sze Nga Sharon
Ng Wing Hei Sophie
Leung Hei Tou, Annis
Hui Jasmin
P.6
Teng Yik Ki Nicole
Tung Sze Hang
Samantha
Koc Sze Yin Rachael
Chu Ka Ying
Au Lorraine Kristie
Lorraine
Chu Chin Yue Allie
Choi Hoi Yeung
Shannon
Cheuk Tui Yau Kinnia
Best in Mathematics
Class
P.1
A
Ng Di Pui Edith
B
C
D
P.2
Cheng Athena Gaa Yee
P.3
Chan Sin Ying Bella
Cheung Lap Ching,
Nicole
Wan Jasmine Chor
Wing
Ma Sean
P.4
Yip Chun Yan Rachel
Lu Hiu Ching Rachel
Ng Hau Yu Nikki
Lee Lok Chi
P.5
Fung Sze Nga Sharon
Ha Chi Ching Nicole
Chan Hei Lam Brittany
Lee Ho Yan Jacqueline
P.6
Mok Ka Ka Janis
Wu Yuen Ka
Ho Cho Hung
Tse Faith
Page 33 of 43
Berry Natalie Jane
Lam Yee Yan Avery
Chan Wai Kiu Bridget
Ma Ka Yi Kylie
Chong Yee Yuet
Queena
So Tin Yi Steffi
Best in General Studies
Class
P.1
A
B
C
D
So Ting Wan Creamy
Hui Ka Ying Claudia
Lo Georgina
Choi Hoi Yeung
Shannon
Lau Naomi Joyu
P.2
Fong Nam Anna
Lau Chloe Jazzy
P.3
Kwok Yee Ching Jamie
Wong Tsz Tong Phoebe
Wong Yuen Ching
Katarina
Liu Stefanie
P.4
Lee Dominique
Ng Tsz Ching Janice
Ng Hau Yu Nikki
Choy Huen Wai Chloe
P.5
Cheung Abigail
Ng Hui Lam Venus
Lam Wing Serena
P.6
Ching Kwan Kiu Chloe
Cheung Hei Tung Sonia
Choi Wing Yue Vanessa
Choi Ching Tung
Sabrina
Chu Ka Ying
Luk Nicole
Best in PTH
Class
P.1
A
B
C
D
Kwok Ling Yung
Rachel
Fong Nam Anna
Cheung Tsz Wai Chloe
Au Yeung Gabrielle
Lam Yee Yan Avery
Lai Yi Lin
Lam Kwan Kiu Annette
Au Man Yan Mya
Lam Sau Lai Kathy
Choi Yat Lam Azura
Chan Wai Yan Cecilia
P.4
Ngan Yuet Sheung
Jacqueline
Tse Sammee
Tsang Wing Lam Sonia
Choi Tsz Lok
P.5
Fung Sze Nga Sharon
Wong Cheuk Ying
Christie
Ng Oi Lam, Maisie
Chan Ho Yi Macy
P.6
Ching Kwan Kiu Chloe
Wu Yuen Ka
Yung Man Shu,
Dorothy
Mak Ka Wai Stephanie
P.2
P.3
Sze Stephanie Chloe
Best in Music
Class
P.1
B
C
D
Ng Di Pui Edith
Leung Hoi Ching Chloe
Cheung Yu Pin Celeste
Wong Hau Ching Chloe
Kon Wyn
Wong Wai Ting Rachel
Wai Lok Yan Noel
Wong Kuk Sang Alison
Leung Cheuk Yu Mia
Chui Chi Man Gladys
P.4
Fong Nam Anna
Ngan Yuet Sheung
Jacqueline
Tsang Kwan Chi Gigi
Lau Tak Ming Melissa
Lo Wing Sum Abbie
Lam Cheuk Yiu
P.5
Sum Natasha
Chek Hoi Lam Melody
Cheong Noel
Chan Bianca Kerstin
P.6
Yung Cheuk Lam
Candace
Lee On Sang Ami
Chan Tiffany Noel
Leung Sze Ching
P.2
P.3
A
Best in Physical Education
Class
P.1
A
B
C
D
Ngan Hiu Yui Dianna
Harina Pauline Grace
Ong Hiu Ying Richelle
P.2
Choy Ching Yau
Ophelia
Wan Pui Hang Julian
Kong Audrey
Ho Michelle
Au Man Yan Mya
P.3
Loy Hin Wai Meghan
Chu Tsz Tong Naomi
Koo Chun Ning Karis
Lee Man Yan Rosabelle
P.4
Lau Cheuk Yin Eugenia
Cheung Tsz Yin Wendy
Leung Fong Miu
P.5
P.6
Wu Rain Hei Hayley
Li Hui Ching Letitia
Cheung Ka Wing
Evelyn
To Oi Yan Leticia
Tam Ka Wing
Ho Pui Sze Ceci
Fong Ching Charmaine
Chan Lok Ching Cody
Chan Hiu Yan
Page 34 of 43
Best in Visual Arts
Class
P.1
A
B
C
D
Chu Lok Yung
Chuang Chin Yi Agnes
Wong Ki Kei Kelly
Lai Ruby Pong Yiu
Lei Yan Ki Janice
Lam Oi Ying Samantha
P.3
Wong Wing Yung
Rynee
Tung Renee
Chu Tsz Tong, Naomi
Wong Kuk Sang Alison
Chong Yee Yuet
Queena
Cheng Pui Sa Isabel
P.4
Tsang Kwan Chi Gigi
Ng Yi Man Christy
Wong Yuen Yuen Emily
P.5
Wu Rain Hei, Hayley
Cheng Wing Ying
Esther
Cheung Lap Yin Kathy
Luk Wing Tung Janice
Ng Tsz Ching Atta
P.6
Kan Chung Lam Rita
Lam Chin Yui
Au Long Ni
Yip Yee Man Eamen
P.2
Best in Computer Studies
Class
P.1
A
B
C
D
Chen Wing Yan Donica
Datwani Charlotte
Yuen Yui Tung
P.2
Wong Yee Sang
Jasmine
Fong Nam Anna
Cheung Hei Suet Kenix
Lam Oi Ying Samantha
Thirlwell Aurora Mary
P.3
Lam Oi Kwan Jessie
Cheung Lok Ki Kiki
Wan Chor Ting Rachel
P.4
Lau Cheuk Yin Eugenia
Belshaw Yen Ling
Emma
Chu Ching Claudia
Lee Cherrie
P.5
Chen Ying Hei Helena
Ng Oi Lam, Maisie
Cheong Noel
Shiu Ling Sum
Menorah
Lai Panying Edwina
P.6
Ching Kwan Kiu Chloe
Tung Sze Hang
Samantha
Cheung Ka Wan
So Cyrena Heng Yee
Best in Religious and Moral Education
Class
P.1
A
B
C
D
Yuen Hoi Ling Carissa
P.2
Kwok Ling Yung
Rachel
Tan Lok Lam Rachel
Chan Yvette
Wong Wing Lam
Athena
Chan Wai Kiu Bridge
Hung Wing See Venice
P.3
Lo Tsz Ki Justine
Lee Yiu Tung Esme
Li Michelle Agnes
Chong Yee Yuet
Queena
Li Leong Yee Bertha
P.4
Chan Wing
Lau Tak Ming Melissa
Ting Yan Yi Audrey
Koh Wai Yan Natalie
P.5
Hung Tsz Ting Natalie
Chan Chi Ying Karen
Leung Hei Tou Annis
Sin Cheuk Wai Vivien
P.6
Yeung Cheuk Ying
Jessie
Lam Chin Yui
Suen Wynne Cheryl
Chan Hon Yi
Leaders of Tomorrow Scholarship
Class
P.6
A
Mok Ka Ka Janis
B
Koh Wing Ching
C
Wong Jennifer Man
D
Suen Hoy Yin
Madam Hui Yu Yuk Sin Memorial Scholarship – Academic Excellence
Class
P.6
A
Ching Kwan Kiu Chloe
B
Wu Yuen Ka
C
Choi Wing Yue Vanessa
D
Chu Ka Ying
Role Model Student Award
Class
P.3
A
/
Lee Yiu Tung Esme
B
P.6
/
Koh Wing Ching
Page 35 of 43
C
Li Michelle Agnes
/
D
/
Suen Hoy Yin
Madam Chau Ho Dak Hing Memorial Scholarship – Outstanding Student Award
Class
P.6
A
Mok Ka Ka Janis
B
Koh Wing Ching
C
Wong Jennifer Man
D
Suen Hoy Yin
Christian Life Community Scholarship – Top Student
Class
P.6
A
B
C
D
/
Wu Yuen Ka
/
/
Page 36 of 43
Appendix E
External Awards
2011-2012
Nature
Name of
Competition / Organization
63rd Hong Kong Schools Speech Festival
(English Solo)
63rd Hong Kong Schools Speech Festival
(Cantonese Solo)
63rd Hong Kong Schools Speech Festival
(Putonghua Solo)
Academic
The 6th GAPSK Putonghua Speech Competition
第十六屆全港中小學中英文硬筆書法比賽
Hong Kong Mathematics Creative Problem Solving
Competition
2012 Battle of the Books Competition
2nd Runner-up
1
Budding Poets
Award
Award Winner
1
2nd Runner-up
Champion
Merit
Arts
Ambassadors
2nd Runner-up
1
1
1
1
64th Hong Kong Schools Music Festival
(Piano Solo)
1st
2nd
3rd
4
5
2
64th Hong Kong Schools Music Festival
(Violin Solo)
1st
2nd
3rd
3rd
2
3
3
1
1st
1
1st
1
1st Runner-up
1
Champion
1
Hong Kong Budding Poets Award 2012
Hong Kong Young Writers Awards 2012
Merry Aussie Christmas Card Competition
我至 LIKE 表揚制服員工平面創作比賽-高小組
4th Arts Ambassadors-in-school
Art
Music
Award details
Number
Award / Prize
of prizes
details
received
1st
10
2nd
26
3rd
30
Honours
1
st
1
2
2nd
6
3rd
8
1st
8
2nd
3
3rd
9
st
1 Runner-up
1
Merit
1
2nd Runner-up
1
Merit
2
Bronze Award
1
Fire Safety Drawing Competition
64th Hong Kong Schools Music Festival
(Vocal Solo)
64th Hong Kong Schools Music Festival
(Descant Recorder Solo)
64th Hong Kong Schools Music Festival
(箏獨奏)
Primary School Choir-Hong Kong Island-Foreign
Language-Senior
Church Music-Foreign Language-Primary School Choir
Page 37 of 43
1
1
Nature
Award details
Name of
Competition / Organization
H.K. Island East Area Inter
Primary Schools Swimming
Competition
Award / Prize details
Number
of prizes
received
Grade A
50M Freestyle
2nd Runner-up
1
4X50M Freestyle
2nd Runner-up
1
Overall
2nd Runner-up
1
Grade B
HKE Inter-Primary School
Athletic Competition
50M Breaststroke
Champion
1
50M Butterfly
Champion
1
4X50M Freestyle
Champion
1
Overall
Champion
1
Overall
60M
100M
Softball throw
Sports
60M
Grade B
1st Runner-up
2nd Runner
2nd Runner
2nd Runner
Grade C
Champion
1
1
1
1
4x100m Relay
Champion
1
1
100M
2nd Runner-up
1
14th All Hong Kong Inter-Area
Primary Schools Athletics
Competition
60M
Champion
1
4x100m Relay
2nd Runner-up
1
All Hong Kong Inter-Primary
Schools Gymnastics Competition
Floor Exercise
2nd Runner-up
1
1st Runner-up
1
Outstanding
1
HK Island East Area
Inter-Primary School Badminton
Competition
Player
Page 38 of 43
Award details
Name of
Competition / Organization
Award / Prize details
Nature
SCAA-Inter School Swimming Meet
2011
Sports
Grade A
100M Breaststroke
Champion
50M Freestyle
Champion
st
50M Butterfly
1 Runner-up
4x50M Freestyle
1st Runner-up
50M Breaststroke 2nd Runner-up
50M Backstroke
2nd Runner-up
100M Freestyle
2nd Runner-up
100M Breaststroke 2nd Runner-up
Grade B
50M Freestyle
Champion
4x50M Freestyle
Champion
50M Backstroke
1st Runner-up
50M Breaststroke
2nd Runner
H.K. Island & Kowloon Region
Inter-Area Primary Schools
Swimming Competition
Others
48th Hong Kong Schools Dance
Festival
(Leisure and Cultural Services
Department)
1
1
1
1
1
1
1
1
1
1
1
1
50M Freestyle
2nd Runner
1
50M Backstroke
2nd Runner
1
Grade C
50M Backstroke
Champion
50M Breaststroke
Champion
50M Breaststroke 1st Runner-up
1
1
1
4x50M Freestyle
1
1st Runner-up
50M Freestyle
2nd Runner-up
Grade B
1
50M Butterfly
Champion
4x50M Medley
Relay
50M Breaststroke
1st Runner-up
1
1
2nd Runner-up
1
Lower Primary
(Group)
Commended
Award
1
Upper Primary
(Group)
Highly
Commended
Award
Commended
Award
1
Champion
1
Honourable
Award
1
Upper Primary
(Solo)
Hong Kong Odyssey of the Mind Team Parade cum Competition
Hong Kong Girl Guide
Outstanding Award
Number
of prizes
received
Outstanding Girl Guide Award
Page 39 of 43
1
1
Appendix F
English Enhancement Grant Scheme for Primary Schools
Progress Report
School Name:
A
Marymount Primary School
Completed as scheduled
(Please tick √)
Yes
To develop a learning and teaching
Reasons for not completing the
tasks as scheduled
No
√
resource package for creative
writing. The creative writing units
include:
2.
(a)
Narrative writing
(b)
Poetry writing
(c)
Drama writing
To provide 2 public speaking
√
workshops to the selected English
Ambassadors (EA). The two topics
are:
(a)
Voice projection and manner
of public speaking
(b)
3.
B018
Implementation Progress
Tasks scheduled for completion after
the first year of implementation
1.
File number:
Good pronunciation
To conduct 1 teaching training
√
session to teachers involved in the
teaching of the 3 writing units.
Page 40 of 43
Resultant change of the
implementation plan
B
Benefits Obtained
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
Have the effects of the
If the effects of the measures have not/
measures met the
partly achieved the expected outcomes,
school’s expectation?
what further actions would the school
(Please tick √)
take?
Yes
√
Partly
No
Enhancing
Students’
P. 3 –
Students were able to
the writing
understandin
4
recognize the different
narrative writing and drama
skills of
g towards the
text structures and
writing. For narrative writing,
students
3 different
features of narrative,
text types
poetry and drama
taught.
More time is needed for the units
some of the students found it
difficult to divide a story into
different parts when planning their
writing. They were also
able to apply what they
stories because they did not have
the habit of drafting. Teachers
have learnt in their
should introduce this concept to
writing.
students in all sorts of writing
because drafting ensure a better
organization of the composition.
For drama writing, some students
encountered difficulties when
trying to change a story into script
format. Teachers can add a short
activity on this to allow time for
students to have practice on this
beforehand.
Students’
P. 3 –
Students enjoyed the
motivation in
4
writing activities. They
not that keen on writing/ weak in
were eager to spend
writing were unable to maintain
their time researching
their interest throughout the
on the writing topics
writing units. Teachers can allow
outside class. They were
pair/group work at some stage to
also given chance to
help these weaker students.
writing.
appreciate each other’s
work. Positive
feedbacks were received
from students according
to their evaluation
forms.
Page 41 of 43
Some individual students who were
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
Have the effects of the
measures met the
not/ partly achieved the expected
school’s expectation?
outcomes, what further actions would
(Please tick √)
the school take?
Yes
Students’
performanc
e in their
P. 3 – 4
According to teachers’
√
Partly
No
Students were not used to
feedback, students
reading or commenting on
generally showed
others’ work. Students reflected
written
work.
If the effects of the measures have
improvement in their
writing (in terms of the
that such practice helped them
to be more cautious in their
writing. Through reading others’
use of vocabulary,
organization and content).
Students did not finish
work, it also allowed them to
learn from others and reflect on
their own writing. Teachers can
therefore try to use peer
their writing in one go.
evaluation more often in class
They got ample time to
plan, draft and revise their
work before submitting
their final product.
Apart from receiving
feedback from teachers,
students also got the
chance to comment on the
work of their peers.
Through this, they got a
better understanding of the
strengths and weaknesses
in their writing, and hence
were able to make suitable
amendments in their work.
Page 42 of 43
(especially in writing).
Evaluation
Areas with
Grade
Focus
improvement found
level
Supporting evidence
Have the effects of the
If the effects of the
measures met the school’s
measures have not/
expectation? (Please tick
partly achieved the
√)
expected outcomes, what
Yes
Partly
further actions would the
No
school take?
Enhancing the
Students’
speaking skills
confidence in
of students
speaking.
P. 3 - 4
During the workshops,
√
students showed interest
and were eager to
deliver speeches in front
of the teachers and their
peers.
Students’
Students were able to
awareness on the
put what they have
different
√
learnt from the
components in a
workshops into use
good speech.
when delivering their
speeches.
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
Have the effects of the
If the effects of the
measures met the
measures have not/
school’s expectation?
partly achieved the
(Please tick √)
Yes
Partly
expected outcomes,
No
what further actions
would the school
take?
Professional
The lesson
P. 3 & 4
Teachers were receptive in
development of
planning and
English
adopting the new writing
teachers
approaches used
teachers
approach in their lessons
in the teaching
of writing.
with the resources made.
They also gave constructive
feedbacks in modifying the
materials developed.
Page 43 of 43
√