Report on our Students - St. Mary`s Canossian College

St. Mary‟s Canossian College
School Report
2014-2015
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
21
Report on our Teachers
36
Report on our Students
39
Financial Summary
48
Annex – Report on
1 Use of CEG / CLP / TRG / SSCSG
49
2 Use of DLG
50
3 Use of The Hong Kong Jockey Club Life-wide Learning Fund
51
Future Planning
53
Report endorsed by IMC of SMCC
55
Information on our school is also available at: Secondary School Profiles
http://chsc.edb.hkedcity.net/secondaryor
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 18 ; the Primary Section was renamed “St. Mary‟s Canossian School”. At present, the
student population in the secondary school is around 1250, from Form One to Form Six. 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. Around ninety one percent of St. Mary‟s graduates are qualified for entry
into local universities after Form 6, though a number of them prefer to go abroad to the UK, the USA,
Canada and Australia for further studies.
3
The Incorporated Management Committee
Composition of the Incorporated Management Committee (IMC):
Members
Sponsoring
Body
Alumna
Parent
Principal
Teacher
Independent
13/14
7
1
2
1
2
1
14/15
7
1
2
1
2
1
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),
Composite Information Technology Grant (CITG), and other Grants, teachers‟
opinions are solicited before reaching the final decision.
4
School Management and Administration Structure
5
Achievements and Reflection on Major Concerns
Major Concern 1:
“A whole school approach on Curriculum Review for the New Academic Structure”
Focus I: To use active learning strategies to elevate students’ confidence and stretch students’ potential
Achievements
 L&T Section disseminated to the staff the rationale and benefits of using active learning strategies in
class and sought consensus.
 Reference materials on active learning strategies on jigsaw classroom, questioning & wait time, etc.
have been made available by the L&T Section via the staff bulletin.
 All subject departments have listed the use of a wide repertoire of active learning strategies to make
lessons more engaging and interactive in the schemes of work.
 Teachers have conscientiously applied learning strategies in class to make lessons more interactive and
students more engaged in order to stretch their potential.
 Subject Departments have reviewed and evaluated the implementation at the end-of-year meeting.
 L&T Section has monitored the progress made, evaluated and reported to the whole staff at the end of
the school year.
 In the Major Concerns Survey, teachers generally agreed that they had implemented the focus
accordingly:( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
Survey item
Score
1
I have often asked my students to present in front of small groups or whole class
2.98
2
I have frequently asked questions of different levels to scaffold
knowledge/content taught in class
3.17
3
I have often encouraged my students to ask questions in class
3.15
4
I have applied active learning strategies approximately over 50% of my
teaching time
3.00
5
I have stated active learning strategies as my lesson observation focus
2.88
Reflection
 It is worth continuing with the use of active learning strategies to motivate and engage students‘
learning in coming years
 Panel-based exchange on active learning strategies should be encouraged for staff development
 Active learning can be further explored, making use of the Wifi installation in classrooms to soft launch
mobile learning ( m-learning)
6
Focus II: To better prepare students to interpret subject assessment requirements and apply knowledge
learnt intelligently in the HKDSE Examination
Achievements
 Subject departments have reviewed and studied assessment requirements based on examination papers,
marking schemes of previous HKDSE papers and answer scripts from the HKEAA
 Subject departments have sent teachers to attend available briefing /seminars/workshops to keep
abreast of the latest development/ changes in assessment formats & criteria
 Teachers of various subject departments have taken part in public examination marking and shared
experiences with panel members
 Special effort has been made by subject departments to better prepare F.4 –F.6 students to interpret
subject assessment requirements and apply knowledge in the HKDSE Examination. Appropriate
proportion of the teaching time has been allotted to teach the students how to analyze and answer
questions according to HKDSE requirements. Equipped with the examination skills, the students have
performed better.
 L&T Section has monitored and provided support to departments needing assistance.
 The HKDSE 2015 results have proven that the general performance of all subjects has been further
improved and 2 students have achieved the best results in Hong Kong (5** for 7 subjects). The grade
point scores of best five subjects with core subjects at 3322 or better have shown an increase (5.4% &
2.6% respectively) in the ranges of 25-27 and 31-33 compared with previous year.
 In the Major Concerns Survey, teachers generally agreed that they have implemented the focus
accordingly: ( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
6
I have often set assessment questions similar to DSE examination format
3.70
7
I have often provided opportunities for students‘ good work to be shared in class
or via eClass
3.22
8
I have explicitly taught students how to answer questions according to DSE
requirements
3.67
9
I have set aside some lesson time to teach examination skills specific to my
subject
3.39
Reflection
 For better examination outcomes, subject departments would need to
o
refine and provide more teaching and practice on understanding and interpreting questions and
answering skills.
o
provide subject specific study skills so as to adequately prepare students.
7
Focus III: To review and refine the application of DI in learning & teaching through collaborative
lesson planning and lesson observation
Achievements
 Subject departments were advised to review current DI measures taken in teaching, assignments/
worksheets and assessments at all levels
 Each subject department was requested to collaboratively design at least 1 comprehensive DI teaching
package on selected topic per level and to make DI a focus for peer observation and /or lesson
observation by panel heads
 Subject departments were requested to provide platform for members to share good practices
 The L&T section has monitored the progress of implementation, refinement and review of policy on DI
 Differentiated instructions (DI) have become a regular feature in learning and teaching in school. DI
measures have been applied to teaching packages, assignments and assessments to cater for students‘
diversified abilities and learning styles.
 In the Major Concerns Survey, teachers generally agreed that they have implemented the focus
accordingly: ( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
10
At least one teaching package has been refined / designed with special focus on
DI for the subject I teach within this academic year
3.25
11
I have stated DI as my lesson observation focus
2.92
12
There are always DI elements in my worksheets / assignments
3.21
Reflection
 To continue with application of DI in curriculum planning, teaching & assessment
 EDB School-based Support Services will continue to be sought to enhance students‘ learning through
curriculum planning, development on L&T strategies and DI for Mathematics and Science Education.
Major Concern 2:
Towards a healthy school
Achievements
Focus 1:
“To groom students to become responsible citizens by contributing to the common welfare of the
community”
The focus has been widely addressed through different channels:
In Morning Assemblies and Class Periods
 Half of the F3-F6 classes had themes centred round this focus, drawing attention of their peers to issues
such as protecting our Earth, promoting social integration and anti-discrimination.
 Six student groups also shared their views e.g. the Student Council enhanced awareness on the
surroundings through a project called ―Widen Our World‖; the Catholic Society appealed for mutual
understanding towards a caring world; the Environmental Education Team Ambassadors called for
contribution to a sustainable society; the CGYC officials urged us to pursue true happiness through
spiritual health; the Chinese Prefects promoted on the spirit of voluntary services while the Careers
Prefects discussed on pursuing career aspirations.
8
 Principals and teachers also did their part in sharing their opinions on topics like the English
Proficiency Index, Nobel PEACE laureates Kailash Satyarthi & Malala Yousafzai, Global Poverty,
Freedom of speech and Fair share of responsibility etc.
 In the Class Periods, Class Teachers and partner organizations or guest speakers shared information
with students and discussed with them on topics including: Building a healthy and caring world;
Understanding Social Entrepreneurship (by past students); Understanding children‘s rights (by
UNICEF); Understanding the needs of people with visual impairment (by Retina); Understanding
Youth Poverty (by Community Service Union); Courtesies in Cyberspace (by Guidance Team);
Emotion Management (by Guidance Team); Drug-related Health Consequences (by Discipline
Team) etc.
Through Social Service Projects organized by Community Service Union
 Two service projects for F. 2 and F. 3 students were jointly organised with the school Guidance Team
and Mongkok Kai-Fong Association Limited Chan Hing Social Service Centre. The targets served
were children from disadvantaged family backgrounds and ethnic minorities, respectively. A series of
workshops were held to equip our students with communication skills and organising skills for service
planning.
 F.1 students performed magic to entertain seniors in an Elderly Home. Some also took part in a
Joint-School Social Service Project 「城鄉長幼 Teen 共融」義工計劃 (organized by P.A.T.H.S &
Community Service Union). Their service targets were cross-border students and their objective was to
become responsible citizens by encouraging other members of the community to adapt to lives in HK
 Apart from services for children, the union‘s ambassadors were also trained to organise services for
cross-border students and the elderly. They have learnt to be empathetic and they have learnt different
ways to respond to the real needs of the minorities.
 Talks were organised for students of different Forms to understand the hardship faced by the different
groups of minorities. Partner organizations included UNICEF and ‗Retina‘.
 F. 4 students were encouraged to take part in class-based service projects. They were given training and
inputs by a number of local NGOs including The Hong Kong Federation for Handicapped Youth;
YMCA; Mongkok Kai-Fong Association Limited Chan Hing Social Service Centre; The Hong Kong
Society for the Deaf and International Social Service, Hong Kong branch. The services included
visiting elderly homes; spending time with people with intellectual disability, deprived children and the
hearing impaired.
 F.5 students were actively involved in voluntary work at Crossroads International, with an aim to
connect our students, those who can help, with those in need in the world. This year, they were
responsible for the part of Global Distribution. They were divided into different sections, such as
furniture freighting section, recycling section, nail removal section, book arrangement section and
categorization section. Through all these services, they joined hands to bring hope to the people of the
Least Developed Countries.
 Announcements including flag selling, Hong Kong Outstanding Youth Volunteers Scheme, Youth
poverty, etc. were posted on student bulletin to encourage students to take part in voluntary services
actively.
Through Co-curricular Activities (CCA)
 Students showed their responsibilities by following the CCA Formula to take up different leading roles
so as to contribute to the common welfare of the school.
 Club advisers provided individual and continuous guidance to their club committees so that student
leaders can organize diversified activities and contribute to the common welfare of the school.
 Student leaders cooperated well in organizing the Open Day, the School Drama, the School Concert
and contributed to the common welfare in celebrating the 115th Anniversary of the school. All
celebratory functions have been most successfully held and enjoyed by all present.
 Teacher advisers have explored activities promoting global outlook such as cultural exchange tours and
overseas competitions and encouraged students to participate in them. Students who have joined such
9
activities will share their experiences with their schoolmates in the Achievement Sharing sessions so as
to motivate their schoolmates to be global citizens.
Through Moral & Civic Education
 The ‗E-Class‘ Forum on current issues held every two months has provided an avenue for students to
share their opinions with their schoolmates while at the same time help them build up their own
confidence. It was well accepted by the students.
 An inter-House Forum was organised in March. Through the heated debate, students trained their
higher order thinking skills and learnt to view current issues from multiple perspectives.
 Through training programmes /external activities: Students were strongly encouraged to participate in
different kinds of civic-orientated activities, such as national education leadership training courses, the
ambassador of basic-law training courses, civic education leadership training courses and the reporter
training courses. The activities aim to enhance students‘ understanding of the recent development of
our country and their critical thinking. The External Activities which our students have participated in
included:
o
Ming Pao reporter training courses
o
苗圃行動苗圃青年大使計劃
o
News Commentary Competition – organized by Hok Yau Club in which 2 students obtained the
Final Round Entrant Award
 In the Major Concerns Survey, teachers generally agreed that they have implemented the focus
accordingly: ( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
13
Activities/Programmes have been organized by various parties to encourage our
students to be responsible members of society (e.g. Student Council, prefects and
ambassadors, social service and CCA groups, Class Periods & OLE Team, etc.).
3.31
14
As a class teacher / co-class teacher, I have helped to nurture my students to
develop the right attitudes to become responsible citizens.
3.44
15
As a subject teacher/teacher adviser, I have presented my students with
opportunities to understand their roles as responsible citizens.
3.28
Focus 2:
“To help students to develop global outlook towards international citizenship”
The focus has been well addressed through different channels:
Through Canossian Global Youth Conference (CGYC)
 A global conference jointly organized by SHCC and SMCC took place from 20 to 24 July 2015. A total
of 88 Canossian youths / delegates from 16 institutions from around the world took part. They came
from Hong Kong, Macau, the Philippines, East Timor, Malawi, Malaysia, and Italy. The Objective was
for the delegates to research on spiritual poverty in their local community and respond to the problem
by initiating services. The theme was to understand both physical and spiritual poverty. Through talks,
discussions and experience sharing on their observation and services done for the underprivileged at
their own communities, the delegates were able to gain a deeper understanding of the poverty issues
around the world. The motto of the conference, ―Global Perspective with Local Initiatives‖, has been
well realized.
Through Student Activities
 The Student Council has initiated a series of activities under the ‗WOW-Widen Our World‘ Campaign.
 The English Prefects have taken part in a project named ―Be Global‖ whereby participants from F.3
researched & discussed various cultural & religious factors for designing menus for new KFC shops in
10
different countries like China, Korea, India & Australia.
 The Guidance Prefects took part in a Video-taking Competition on ―Global Citizenship‖
 Some St Marians took part in Cultural Exchange Tours (designed by different KLAs)
e.g. to United Kingdom (Eng.), Guangdong (C. Hist.), Beijing (L.S.) and Tianjin (C. Hist.)
 Different Subject Departments also helped to increase students‘ exposure to global issues e.g. the
English oral exam tasks included topics on racism, robot tourism, cycling as a solution to air pollution,
etc.
 In the Major Concerns Survey, teachers generally agreed that they have implemented the focus
accordingly: ( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
16
‗Global Citizenship‘ has been made the school‘s theme to develop an
international perspective in our students.
3.15
17
Members of the school avail themselves to the opportunity to share their views
and knowledge on international issues and contribute to the growing awareness
of global citizenship.
3.06
18
In the team(s)/department(s) I work in, developing global outlook in our students
has been considered as a focus of development this year.
2.86
Reflection

Through activities, student participants were given ample opportunities to develop qualities of
responsible citizens. Students were encouraged to bond with other members of the communities in
Hong Kong.

Impressive concerted effort was made by various teams and clubs to promote global outlook and
citizenship.

Some of the programmes could be better arranged with closer collaboration with external
organizations.

More information on the types of services and with more detailed backgrounds on the service targets
could be uploaded to encourage student participation.

CGYC consumes a lot of resources, both human and financial, and for future conferences to be made
possible, means of fund raising would be necessary.

The teacher survey was done before some of the events e.g. CGYC, which took place in the summer
holidays, and so their impacts have not been given due consideration in this report.
Major Concern 3:
Implementation of IMC: towards Good Governance
Achievements
Focus 1:
“Review on Finance & Personnel Management Procedures”
 The school‘s internal monitoring system has been reviewed with respect to the following:
o
Tendering: revised template for written quotation based on latest EDB circular
o
Stock checking: to include FAR and Non-FAR items
o
inventory record: with use of FAM system & school Inventory
o
Use of Credit Card for purchases on behalf of school: a set of guidelines and a user-friendly
record form have been devised after consultation with staff
11
 Review has also been done on Finance & Personnel Management Procedures as below:
o
Contracts for new recruits have been reviewed and made more comprehensive with respect to
inclusion of terms in accordance with labour laws and Code of Aid. E.g. paternity leave, black
rainstorm etc.
o
Consultation on staff appraisal / promotion has been done with Canossian Missions Secondary
Sector. A new format for appraisal of the principal has been devised. As for staff appraisal,
individual schools are to take care of their own needs.
 In the Major Concerns Survey, teachers generally agreed that the focus has been implemented
accordingly: ( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
19
I understand and agree with the rationale behind Good Governance
3.01
20
I am well-informed of the progress of the review on Finance & Personnel
Management Procedures
3.00
21
The staff concerned was given adequate channels to have their opinions heard
2.99
22
The new finance arrangement leads to better governance
2.96
Focus 2:
“Review on School-based policies and work manuals for staff”
 The following manuals / school documents / procedures have been reviewed and refined, each of
which taken care of by a separate ad hoc committee led by a vice principal, a teacher from the Staff
Welfare Team, a teacher from the Administration Section and 2 to 3 interested teachers. The
proposals of the ad hoc team were then submitted for further scrutiny and adjustment by Senior
Administration Team and the IMC.
o
Guidelines for Handling School Complaints
o
Policy on Preventing Sexual Harassment
o
Policy on Parking Space Allocation
o
Policy on Staff Substitution and the use of Teacher Relief Grant (TRG)
 In the Major Concerns Survey, teachers generally agreed that the focus has been implemented
accordingly: ( 4 point-scale : 1 being strongly disagree while 4 being strongly agree)
23
The school-based policies and manuals for staff are easily accessible
3.18
24
I am well informed of the progress of the review on school-based policies and
work manuals for staff
3.11
25
The staff concerned was given adequate channels to have their opinions heard
3.06
26
Further review of school-based policies and work manuals for staff is needed
2.97
Reflection

Teachers are generally not interested in joining the ad hoc committees to review and refine
procedures. Maybe some kind of active opinion seeking discussions sessions could be arranged if
time allows.

Similar kinds of guidelines need to be set up in response to and according to changing needs in
society, e.g. equal opportunities and non-discrimination.
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
2014-15.
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 2014-15:
13
Our Curriculum
Our School offered the following curriculum leading to the HKDSE Examination.
Curriculum 2014-2015
KLA
Subjects
\ Form
F1
F2
F3
F4
F5
F6
6
6
6
6
6
6
English Language






Drama & Language Art








No. of Classes
English
Language
Education
Literature
 ＊ ＊ ＊
Chinese
Language
Education
Chinese Language



Chinese History


 ＊ ＊ ＊
Mathematics
Education
Mathematics









＊
＊
＊
Integrated Science






Combined Science



＊
＊
＊
Physics


 ＊ ＊ ＊
Chemistry


 ＊ ＊ ＊
Biology


 ＊ ＊ ＊
Information & Communication
Technology


 ＊ ＊ ＊
Needlework / Cookery






Integrated Humanities






Economics



＊
＊
＊
BAFS



＊
＊
＊
Geography


 ＊ ＊ ＊
History


 ＊ ＊ ＊
Liberal Studies





Music Appreciation





Visual Arts Appreciation






＊
＊
＊
P.E.






Religious Education






Class Period (CP)






Science
Education
Technology
Education
Personal,
Social and
Humanities
Education
Arts Education
Mathematics Extended Module
Visual Arts
Physical
Education
Moral & Civic
Education








＊: Elective Subject
: Compulsory Subject
14
Class Organization
Operating classes and number of students in 2014-15:
Level
No. of Classes
Enrolment 14-15
S1
S2
S3
S4
S5
S6
Total
6
6
6
6
6
6
36
209
230
194
193
201
197
1224
Students’ Attendance Rate
Students‟ attendance rates in 2014-15:
Catholic students
The total number of students on the roll in September 2014 was 1,224. The number of Catholic
students was 305, making up 24.9 % of the total population.
15
Support for Learning and Teaching
Learning & Teaching Section

The school continues to use active learning strategies to elevate students‘ confidence and stretch their
potential. Teachers have employed a wide repertoire of active learning strategies to make lessons more
engaging and interactive. Different question types ranging from those for tapping knowledge and
checking understanding to those for provoking higher-order thinking have been used to facilitate
learning and teaching. Students have also been provided with ample opportunities to ask questions and
work in groups to generate further discussions, inspire deeper thinking and encourage elaboration or
justification of ideas.

Special effort has also been made to better prepare F.4 – F.6 students to interpret subject assessment
requirements and apply knowledge learnt intelligently in the HKDSE Examination. Appropriate
proportion of the teaching time has been allocated to teach how to analyze and answer questions
according to HKDSE requirements. Equipped with the examination skills, the students are expected to
perform better.

Differentiated instructions (DI) have become a regular feature in learning and teaching in our school. DI
measures have been applied to teaching packages, assignments and assessments to cater for students‘
diversified abilities and learning styles.

This year we have put in place a measure to help students form a good habit of handing in assignments
punctually. On Tuesday, Wednesday & Thursday, an after-school session is arranged for students who
need extra support or more time to complete unfinished homework.

Based on the online subject preference survey results, the F.4 curriculum for the next academic year
(15-16) has been devised to offer a total of 122 different elective combinations to match with students‘
varied abilities and interests, having a satisfaction rate of nearly 90%.

Starting from this year, we are able to offer 2 classes of Core Part Mathematics and 2 classes of Core Part
Mathematics with M1/M2 Extension in a common block in F.4. This arrangement can allow more F.4
students to take M1/M2 with less constraint on subject combinations and also make it possible for those
who drop M1/M2 to be reallocated to the Core Part Mathematics classes in F.5 so as to maximize
learning time.

In view of the diversity in the senior secondary curriculum with students taking 2 or 3 electives, the
computation of class and form positions has been revised to better reflect students‘ performance. Instead
of using grade point average, weighted cumulative grade point (WCGP) is used as reference for the
ranking. The sorting sequence is first based on the WCGP of the four core subjects (Core 4) including
English Language, Chinese Language, Mathematics, Liberal Studies and 2 best electives; followed by
WCGP of Core 4 and 3 best out of all electives and M1/M2; then WCGP of Core 4, all electives and
M1/M2 and finally WCGP of Core 4, all electives, M1/M2 and RE.

From the School Based Assessment (SBA) Moderation Report 2014 issued by the HKEAA, out of the
13 HKDSE subjects with SBA, the number of subjects having the mean of raw SBA scores within
expected range is 10 while the spread of raw SBA scores within expected range is 11. This implies our
teachers are able to assess students‘ performance accurately and have a good understanding of the SBA
implementation.

The Academic Assessment & Advancement Team has continued to provide data analysis of student
performance in HKDSE and territory –wide system assessments at Pre S1 and S3 levels to trace and
diagnose students‘ abilities so the school can formulate suitable measures to bring about desirable
learning outcomes. This year, the team has extended the analysis to include cross-year comparisons by
subject, and by student cohort in internal assessments, and statistical reports on correlation between F.6
internal results and HKDSE results. Teachers are able to study the data to evaluate students‘ learning
progress and level of difficulties of examination papers.

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 allow for learners‘ diversity.
16
F.1 Summer Bridging Course

The F.1 Summer Bridging Course, tailor-made for new F.1 students (mainly from our two through-train
primary schools), was conducted by undergraduates and current F.6 students. The course was
cross-curricular in nature, with the integration of different disciplines, namely English Language,
Mathematics, Integrated Science, Integrated Humanities, Home Economics and Chinese Language.

Interactive activities such as problem-solving tasks, discussions, role-plays and group work, were
incorporated into the curriculum. Students were sensitized to many of the generic skills like collaboration,
communication, creativity, numeracy and self-management. Besides, reading and life skills were also
enriched in the course.

With the design of tiered learning tasks and timely support given by student facilitators, the in-coming
students‘ needs were well catered for.

Students enjoyed the English learning atmosphere on campus. While being attentive and cooperative,
they took the initiative to chat with the student facilitators and peers outside the classroom and actively
asked and answered questions in class. Students were awarded specially-designed pencils as an incentive
to sustain their active participation.

The course successfully eased students‘ transition from primary to secondary school and fostered a sense
of belonging to the school.

Three students from each of the eight classes were presented ―The Most Improved Student Award‖,
―The Most Outstanding Performance and Good Conduct Award‖ and ―The Best Attendance and
Participation Award‖ on F.1 Orientation Day so as to acknowledge their good effort made throughout the
course.
Language Environment Support Team (English & PTH)

Various activities were held to provide students with diverse opportunities to learn English and Chinese
and to create a bilingual learning environment. ‗Words on Wheels‘ was one of the highlights of the
Student Council activities held in support of the school‘s language on campus policy. Liaison Officers of
the Student Council introduced to schoolmates phrasal verbs, proverbs and quotations in English and
Putonghua once a week via the broadcasting system and Council webpage, broadening their knowledge
of languages.

In April, the Student Council launched ‗Words on Wheels – Highlight‘, which focused on promoting
everyday English Language. During lunch, the Council members took the lead to interact with their peers
in different simulated dining settings. Useful vocabulary items related to food and drinks were introduced
and applied so that orders could be placed in English at ease.

The English Society organized fun activities like story-telling competition, and detective game to
encourage schoolmates to use English and spur their creativity and imagination. Other highlights
included the English Cup, an annual Inter-House competition which provided a platform for the four
Houses to showcase their members‘ oral English and talents through creative radio plays.

Students were encouraged to take part in an array of English oral activities both inside school, such as
F.1 & F.2 Inter-Class Choral Speaking Competition, F2 Inter-Class Debate Competition, and outside
school, including Speech Festival, Drama Festival, Standard Chartered Public Speaking Contest, etc. Not
only have these participants attained satisfactory results, but they have also learnt to think on their feet
and sharpened their delivery skills throughout the training and competitions. Winners were even
provided the chance to showcase their achievements in the ‗Drama Galore‘ held in May.
17
課堂內：

中一甲、中一乙、中二甲、中二乙、中三丙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。

普通話科主要採取持續評估的方式，內容以實用的粵普對照及拼音為主，有效鞏固所學。

師生能善用普普城等學習網站，以進行自學及備課活動，有效提高學習及教學效能。

初中同學積極參與校外 GAPSK 普通話水平測試，成績卓越。有同學更於本年度榮獲最優異成
績獎。
課堂外：

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）能全面使用普通話溝通交流。

為了提升同學的文化素養，培養品德情意，學生會推出「細說名言」的常規活動。學生會幹事
透過中央廣播系統及學生會網頁為同學介紹一些警語及格言；所謂潛移默化，好讓同學累積更
多內涵豐富的文化金句。

五月的時候，學生會幹事舉辦了一個名為「文字風火輪」的午間活動。內容包括繞口令、認識
二十四節氣、讀音大測試和詩歌朗讀，並輔以有趣的中國傳統遊戲如投壺、踢毽子等，寓學習
於娛樂，讓同學可以生動地學習中國文化和練習普通話。

在 115 周年的開放日進行了中文盃社際比賽「普通話歷史人物角色扮演對話比賽」，參賽者積
極投入、創意無限，觀賽老師、同學及校友們均反應熱烈、氣氛熾熱。

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「普通話演講比賽」
等，表現出色，屢獲殊榮。
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。
I.T. in Education

E-Learning Projects
 Online English and Putonghua learning platforms have been well maintained with the support of
PTA‘s School Improvement Fund. Students were provided with quality learning opportunities
outside classrooms. Starting from this year, our students can access the online English learning
platform using mobile devices. Necessary preparation has been done for using the online English
platform in the classrooms via mobile devices and WiFi next academic year.
 Participation in e-learning continued to be one of the components in the House Challenge Cup.
E-learning bonus marks were added to the English subject marks. This has significantly increased
the use of the e-learning platform and the average scores.
 To promote the use of e-learning for English Language, temporary accounts of English e-learning
platform have been created for new Form 1 students who were asked to finish several tasks during
the Summer Bridging Course. As a result, they had been familiarized with the e-learning
environment before the new academic year started.
 Several Amazon kindles have been made available for loan from our school library. Our students
can borrow the e-readers directly so that they can enjoy the latest and more popular e-books at
home.

School and Teachers‘ I.T. Support
 The team continued to provide I.T. support for teachers in learning and teaching.
 A custom-made resource-borrowing system has been well maintained in the English Learning
Centre (ELC). English prefects can keep track of the records with ease.
 The Art room was equipped with a high-density visualizer for displaying the details of artworks.
18
Reading and Thinking Enhancement Team

We have adopted a systematic approach to promote thinking and reading skills. Two lunch time activities
were held with the English Learning Centre to enhance students‘ thinking and reading skills. Through
games and quizzes, students were able to understand more about the thinking skill ―analyzing‖ and
reading skill ―recall‖.

There was promotion of the World Book Day to remind students of the importance of reading.

The Reading Award Scheme continues to serve as a stimulus to encourage reading, especially among
junior form students.

The Extensive Reading Award Scheme encourages students to read more books from the School Library
and the English Learning Centre.

The theme of the school library this year is ―InfoAtom‖, with activities emphasizing the library as a place
with rich information. A workshop on how to search for information was organized for Form One
students.

The Annual Book Exhibition held in February 2015 provided a channel for students, teachers and
parents to choose suitable readers. A corner was set up for books recommended by teachers.

A book display was held to recommend books about globalization to enrich students‘ global outlook.
Student Support Team

Support to the Gifted Students:

A number of school-based gifted programs were organized to nurture students‘ talent in different
disciplines, echoing the school vision.
 Continuous training and constant support were offered to the students gifted in Mathematics,
Science, Visual Arts, English and Chinese Languages. While mathematically gifted F.1 – F.4
students attended ―Mathematics High-flyer Program‖, students interested in Science regularly
prepared for competitions under teacher guidance. Regular training was given by an expert to
nurture the public speaking skills of 15 F.3 – F.5 eloquent speakers. The junior form students‘
curiosity in disciplines like Mathematics, Astronomy, Earth Science and Palaeontology was
nurtured with the help of web-based courses organized by EDB.
 With the aim of arousing interest in extensive reading and cultivating teamwork skills, the
inter-school ‗Battle of the Books‘ contest was held in mid-May at Wah Yan College, Kowloon
with 12 F.1-3 students meeting up once bi-weekly with their reading mentors (participants of
the previous year) to prepare for the contest since September 2014. Different theme-based
book activities and quizzes, e.g. Easter Egg Treasure Hunt, were organized for the contestants
before May to make reading fun and exciting.
 A series of school-based pinhole-photography workshops were conducted. 10 students gifted in
Visual Arts were introduced to Solargraphy, a special way to create artworks through pinhole
photography and hand-made cameras. Students exchanged with participants in Iceland through
sending each other their hand-made cameras attached with creative postcards. St. Marians used
their received cameras to engage in solargraphy in Hong Kong. As a result, students‘ art
creations, solargraphy and postcards have become media of cultural exchange in the global
village.
 Cat-walk training was newly introduced this year to students who excel in Visual Arts. Walking
like a runway model requires students to have good posture, balance and techniques. Their
confidence has also been boosted. This would certainly help to enhance their performance in
other public presentations.
 Gifted St. Marians were nominated for various programs organized by local tertiary institutions
and the Hong Kong Academy of Gifted Education throughout the year.
19


Students have achieved well in various competitions which stretched their potential.
 Students across all forms talented in English writing and speaking were invited to take part in
various competitions. Chloe Chan of F.5 attained the First Runner-up in the Sino-Junior
Reporter Programme. 4 F.3 students were invited to participate in the Teen Time Radio
Programme organized by RTHK which was broadcast on 26th June this year. Other
competitions popular among our students included the HKFYG Standard Chartered Public
Speaking Contest, the Hong Kong Young Writers‘ Award, the Budding Poet Award, the News
Commentary Competition, the Lions International Essay Competition as well as the 30th Book
Report Competition.
 F.1 Sarah Yau, F.2 Tina Huang and Angel Wong have attained the Gold Award in their levels in
the 12th Hong Kong Problem Solving Olympiad in which students‘ problem solving abilities in
Chinese, English, Mathematics and Science were assessed.
 Mathematically gifted students were given opportunities to exhibit their talents in many
competitions such as the Hong Kong Mathematics Olympiad, Pui Ching Invitational
Mathematics Contest, True Light Girls‘ Invitational Mathematics Contest, and the University of
Waterloo CEMC contests. The school team formed by 4 F.1-2 students achieved Silver Award
in the Hong Kong Mathematics Creative Problem Solving Competition while F.2 Tiffany Ng
has attained 2nd Class Honour in the Hong Kong Mathematical High Achievers Selection
Contest.
 In the HK Polytechnic University Secondary School Mathematics and Science Competition, F.6
Queenie Lai won a medal in Biology while Vienna Chin in the same form was awarded medals
in both Biology and Physics.
 Promising results were achieved in many other Science competitions including the Australian
National Chemistry Quiz and the National Youth Science and Technology Invention
Competition.
 To meet the need of a large number of gifted St. Marians, the International Competitions and
Assessments for Schools organized by the University of New South Wales were arranged for
F.1 – F.5 students so as to assess their performance in Mathematics, English, English writing
and Science. Jodie Chan of F.4 got the highest score in her age group in English and won a
medal. 10 students got high distinction (top 1% in Hong Kong in that age group) in English, 3
in English writing, 2 in Mathematics and 2 in Science.
Support to Students with Special Educational Needs:
 Through good home-school communication, the special educational needs of students were
identified. Team members have provided timely support to these students by working
collaboratively with the class and subject teachers, parents, the school social worker, educational
psychologist, speech therapist and EDB officer.
 The parents were informed of the special examination arrangements tailor-made based on individual
student‘s learning needs. Custom-made tutorial classes and speech therapy workshops were arranged.
Teachers have enriched their knowledge and skills on catering for learners‘ needs by attending
various seminars and workshops.

A Learning Support Centre was run every day by F.3 – F.5 tutors to help students with their
homework. Enhancement classes were arranged for F.1 – F.5 students providing them additional
support in their weak areas.
MOI Support Team

English language grammar and spelling check have been conducted regularly to ensure accuracy in
examination papers, and evaluation reports of various subjects, namely Visual Arts, Physical Education,
and Mathematics.

In collaboration with the Visual Arts department, a teaching package on the Art Appreciation
essay-writing component of the HKDSE was developed and implemented into the senior curriculum.

A short workshop on writing student testimonials was conducted to empower staff members to
compose more succinct records for our graduating students.
20
Support for Student Development
Whole-school Approach to Guidance & Discipline

Quality St. Marians as Global Citizens
Committed to building a healthy and beautiful world, St. Marians nurture their global outlook to get
better understanding of international citizenship. Current issues around the globe were discussed and
reflected upon during the morning assemblies. Through role plays and sharing by student leaders and
teachers, students learnt how to contribute to the common welfare of the communities as responsible
global citizens.
To develop the right attitudes towards building a healthy and caring world, programmes on
Understanding Social Entrepreneurship, Courtesies in Cyberspace, Emotion Management and
Drug-related Health Consequences were conducted during Class Periods.

Guidance & Discipline Programmes

Guidance Prefects Game Booth
In high spirits, Form 1 students ran interactive games together with their ‗Big Sisters‘ (Guidance
Prefects) to share tips on friendship on the school‘s 115th Anniversary Open Day in March 2015.
The games highlighted the traits of a supportive friend and the desirable characteristics of a
responsible global citizen. To add to the festive atmosphere, participants of the Peer Induction
Scheme demonstrated their skills in balloon-twisting and won the hearts of many visitors.

Adventure-based programmes for F.1 & F.2
Young St. Marians who wished to challenge themselves enrolled in a series of outdoor activities and
social service programmes. Through exploring their talents and reaching out to serve people in the
society, the participants acquired new skills, identified their strengths and witnessed their personal
growth. Having gained so much, they paid it back, by planning and running social service outings,
on their own initiative. Their impressive skills in plate-spinning and balloon-twisting were greeted
with a warm welcome by all who shared the joy at the visits. It was observed that the participants
displayed more eagerness to share, to listen, to respect, and to render advice and encouragement to
one another.

Video-taking Competition on How to be Global Citizens
To encourage St. Marians to share their views on how to live up to the role of global citizens, a
video-taking contest was organized by Guidance Prefects. The event was met with enthusiastic
support, with students from different levels forming teams to showcase their creativity. Messages
that cultivate a global vision, such as ―Be tolerant and respectful of other people's cultures‖ and
―Oppose racism and segregation of all kinds‖, were promoted by means of digital presentation.

Peer Induction Scheme & P.A.T.H.S.
Striding into its third year, a 3-year community-based project "P.A.T.H.S. to adulthood: A Jockey
Club Community-based Youth Enhancement Programme " continues to pursue its aims to promote
the holistic development of young people. The project provides opportunities and recognition for
the participating students to develop competence and skills through bonding with others and
nurturing healthy beliefs.
With the sponsorship of the Jockey Club, mass programmes were conducted for participants in F.1
and F.2, encouraging them to build positive values and strengthen their capacities in resilience. 43
F.1 students were recruited in the school‘s Peer Induction Scheme, which aims at building
self-confidence and self-efficacy in the participants with the companionship of the Guidance
Prefects. Various activities were conducted throughout the year, including lunch gatherings,
handicraft classes, adventure-based overnight camp, Oxfam workshops, Ocean Park Fun Day, and
social services programmes for the elderly and ethnic minority children. To further widen students'
exposure to understand the Hong Kong community, three activities, namely the Promising Day,
City Chasing and Closing Ceremony, were co-organized with two other schools from the Yau Tsim
Mong and Kowloon City District to consolidate learning experiences.
21

Joint-School Service Project on Community Care
「城鄉長幼 Teen 共融」義工計劃, a joint-school service project organized by the International
Social Service Hong Kong Branch, together with its three serving schools, Heep Yunn School , Ho
Man Tin Government Secondary School & Tun Yu School, has launched a variety of programs to
arouse students‘ concern towards building a caring community. With the sponsorship of The Hong
Kong Bank Foundation District Community Programme, 24 F.2 students were recruited to benefit
from a series of activities. Apart from attending service training sessions, the students organized
various programmes to promote social integration in the local community. They included Games
Day, Visit to the Science Museum and Big Bus Tour, in which elderly people and cross-boundary
students took part. Through this project, the students learnt to be responsible citizens by bonding
with and encouraging other members of the community to adapt to their lives in Hong Kong.

Student Quality and Leadership
Guidance Prefects
To prepare themselves to be ‗Big Sisters‘ of the Peer Induction Scheme, 20 Guidance Prefects
participated in a series of workshops held at different times of the year. Through games, sharing
sessions and adventure-based activities, they learnt the importance of effective communication and
peer counselling skills. The Guidance Prefects also conducted the Life Skills sessions of the F.1
Summer Bridging Course. By running interesting activities for the new members of the school, the
‗Big Sisters‘ instilled positive values of companionship and planted the seeds of mutual respect and
active learning.
Discipline Prefects
In order to have better understanding of their roles and duties, 30 Discipline Prefects took part in
two training sessions this year. The first session was held in mid-September 2014, led by former
Discipline Team Leaders. The occasion allowed new members to work with and learn from their
more experienced counterparts. Activities were designed to stimulate the problem-solving capacity
of the young leaders. Another training session was held at Jockey Club Cheung Chau Don Bosco
Youth Centre in mid-January 2015. The prefects had another valuable chance to stretch their
leadership potential through cooperating with different members and strengthening the bonding
within the team.

Whole-person Development through Pastoral Care & Recognition of Achievements
To foster a culture of active participation, all students were encouraged to set personal goals to
target areas of improvement based on their own expectations, needs and abilities. Under the
guidance of teachers, students began to understand their strengths and limitations, take action and
evaluate their progress. On the Annual Parents‘ Day, students reflected upon their experiences while
celebrating success with their parents and class teachers.
In recognition of the impressive efforts made in both academic and non-academic aspects, 492 students
were awarded ―Stars of the Week‖. A total of 98 conduct merits, 537 service merits and 6 scholarships
for Best Conduct were presented this academic year.

Home-School Partnership

F.1 Parents’ Day & Orientation
Prior to the beginning of the scholastic year 2014-15, we took great pride in organising a half-day
Orientation Program, introducing our new students and their parents to the life at St. Mary‘s.
Information sessions provided an overview of the complete realm of school life, from academic
study to extracurricular activities and student support, as well as channels of home-school
communication. Students met and got acquainted with their class teachers to better prepare
themselves for a healthy and colourful school life.
22

F.1 and F.2 Parents’ Evenings
In November 2014, principals, teachers and parents exchanged their views on the learning outcomes
of the F.1 and F.2 students in the two parents‘ evenings. Teachers from the English and Chinese
Departments shared their views on how to support adolescents by attending to their ever-changing
needs and engaging them to active learning in school and at home. Our school social worker, Ms.
Jenny Chan, together with past student undergraduates, offered advice on coping with impacts of
the teen years and striking a good balance between studies and activities. The two evenings
highlighted the importance of home-school collaboration, as the foundation of education for the
youth.
Careers and Further Studies Team

Throughout this academic year, 8 programmes were planned and carried out effectively during the Other
Learning Experiences (OLE) timeslots. The programmes were:
 JUPAS Briefing
F.6
 Degree Programmes Familiarization –
Sharing by past students
F.6
 OEA, E-Apps and Overseas Application
F.6
 SBA and JUPAS Preparation
F.5
 Careers Mapping Workshop
F.4 & F.5
 F.4 Subject Selection – Selection Criteria
F.3
 F.4 Subject Selection – Subject Briefing
F.3
 F.4 Subject Selection – Sharing by F.5 students F.3 & F.5

The data collected from the Post-activity Evaluation Forms revealed a generally positive feedback. Over
73% of participants agreed that the activities met their expectations and over 78% of them found the
activities relevant to their future needs.

The following activities were also conducted to allow greater exposure to the careers world and
overseas studies.

Target students (F.3 to F.6) were invited for individual counselling sessions in which they could
decide on the focus of interest, including life planning, personal development, overseas studies and
University admission.

8 career prefects joined the Ambassadors of Counselling Training Scheme organized by Hok Yau
Club. In the Scheme, experienced social workers guided them to learn more about the skills of
counselling, the updated information on local and overseas studies. With the guidance of the social
workers, the prefects organized a workshop on careers planning for our F.3 and F.4 students in
March 2015. The feedback of the participants was positive.

To address the increasing need of overseas studies, over 60 students attended the UCAS and IELTS
talk organized by the British Council in October 2014. Application procedures and examination tips
were given to those interested in studying in the UK.

To echo with the school theme this year, over 400 F.6 parents and students attended a JUPAS
programme selection talk organized by Hok You Club in mid-October. The valuable information
could help both parents and students to make an informed choice for their further studies in local
universities

19 F.4 to F.5 students visited the Aviation Education Path at the Civil Aviation Department (CAD)
Headquarters in March 2015. They had the opportunity to learn more about the aviation
development in Hong Kong and the related careers path.

25 F.4 to F5 students joined a talk on medical related careers organized by EDB in April 2015.
Conducted by various medically-related professionals, the talk enabled the students to gain some
insight into the careers path in medical field.
23


14 F.5 students took part in the JA International Trade Workshop in May 2015. Through the
interactive half-day workshop and hands-on group activities under the guidance of business
volunteers, students learnt about the basic concepts of international trade, product innovation and
analysis, product pricing, distribution, marketing and effective market entry strategies.

The Chinese University of Hong Kong and The University of Hong Kong conducted the
Consultation Sessions for JUPAS Candidates in May 2015. Student recruitment counsellors and
current University students (mostly St. Marians) came to our school to give advice to our F.6
students on university admission and making strategic JUPAS programme choices.
3 seminars focusing on the choice of subjects in F.4, updates of the new education system and the study
paths after HKDSE were organized for parents of F.3, F.4 and F.6 students.
Religious Activity and Formation

With the aim of making Jesus known and loved among St. Marians, the Religious Activities and
Formation Team, together with different religious groups have faithfully organized various religious
programs with the theme ‗Do you love me?‘ in this academic year. Activities like Advent and Lenten
Practices, Christmas Celebration as well as Easter Celebration were conducted to encourage students to
treasure God‘s love and spread His love to others.

Regular activities including School Opening Mass, Foundress Mass, monthly Masses, Way of the Cross,
retreats and confessions helped students understand the beauty of the liturgy and deepen their faith in
God. Eucharistic adoration on every first Friday in the month provided a personal space for students to
meditate and pray.

Marian celebration, All Saints‘ Day celebration and Foundress Day celebration reminded students to
learn the virtues of the saints. Rosary making workshop and Christmas carolling were organized to
provide opportunities for students to share their blessings with others.

Our students are sensitive to the needs of our brothers and sisters in the society and around the world.
In afternoon prayers, we interceded for one another and those in need. We organized Rosary prayer
meetings for the victims in natural disasters in the Month of Mary. We participated actively in
community services and gave our enthusiastic support for charity campaigns such as Caritas Bazaar,
famine lunch, annual lucky draw and storytelling service, to show our solidarity with the Church and the
needy.

Our students participated in a sharing session for the celebration of the Year of Consecrated Life. Some
Canossian Sisters shared their experiences in responding to God‘s call to religious life.

Six students were baptized during the Easter Vigil. Besides, 17 students received the Sacrament of
Confirmation.
Other Learning Experiences (OLE)

Under the NSS Curriculum, Other Learning Experiences (OLE) make up one of the three components
other than the core and elective subjects for the whole person development of students. The OLE Team
has coordinated efforts for arrangement of the programmes so as to offer students opportunities to
participate in the five areas of OLE, namely Moral and Civic Education, Community Service,
Career-related Experiences, Aesthetic Development and Physical Development.

A timeslot is allotted every Friday to meet the diverse needs of students in OLE. A broad range of
programmes and activities were held both inside and outside school. They included workshops, talks,
outings, fashion show, forums on news and current issues, drama, life education, environmental projects,
community services, etc.
24


Moral and Civic Education – To strengthen the promotion of the school theme: ‗Towards a
healthy school‖ and ―To develop global outlook towards international citizenship‖, students actively
participated in talks and workshops conducted by teachers or guest speakers. Examples were Talk
on Healthy Sex, Workshop on Positive Psychology and Anti-drug Education Talk. Other activities
that enhanced one of the school focuses ―To develop global outlook towards international
citizenship‖, included Flag-raising Ceremony, National Day Activity, Talk on Modern China, and
Forums on News & Current Issues. These would enhance students‘ global outlook and concern for
the world, fostering their growth in becoming responsible citizens by contributing to the common
welfare of the community.

Community Service – Senior students were able to acquire valuable experiences of serving others
and to develop their sense of responsibility. F.4 students learned and developed through active
participation in organizing community services that met the needs of different target groups in
society, including the elderly, the hearing impaired and the physically handicapped. And F.5 students
served as volunteers for Crossroads Village. The class-based services were meaningful and
eye-opening for senior students.

Career-related Experiences – Programmes enabling students to learn about the world of work,
widen their perspective and develop positive attitudes towards work this year included Careers
Mapping Workshop, Skin Care Workshop, and Mentorship Programme. A series of seminars were
specially held for F.6 students to provide updated information and skills on study pathways and
public examinations. They included JUPAS Briefing, OEA Workshop, Briefing on SLP Compilation
and E-apps application. F.3 students also attended a series of seminars to obtain useful information
for subject selection in the DSE curriculum.

Aesthetic Development – To cultivate students‘ creativity, aesthetic sensitivity and their life-long
interest in art, activities such as Drama Week, Drama Afternoon, Workshop on Film Appreciation,
Fashion Show, Music Concert were organized for students, giving them artistic exposures in a more
relaxing way through appreciating, creating, performing and reflecting. And to promote Chinese
traditional arts, a class-based handicraft workshop for making floral signage was held for all junior
classes.

Physical Development – Students actively participated in different life-wide learning co-curricular
activities, such as inter-school competitions, inter-house/inter-class ball games competitions which
were co-organized by Student Council and various CCA Clubs.
An Activity Day scheduled in the school calendar, provided students with valuable chances for
experiential learning. Various outdoor learning events were organized for different levels: visit to an
organic farm, adventure-based challenge day, rock climbing & abseiling and social services. These
extended students‘ learning outside classroom to develop their potential and capacities, making
meaningful contributions to their life-wide learning.
Student Learning Profile (SLP)

With the efficient use of the Central Information Archive (CIA) system, the extraction and production of
school documents issued to students for compiling their own Student Learning Profile (SLP) has become
easier. The following school official documents were issued to the students for compiling their SLP to
facilitate their local or overseas university application and internship application:

Academic performance reports

Records of school-based activities on Other Learning Experiences

Records of achievement and awards

Testimonials
25

Records of OLE activities organized by the OLE Coordinating Team or co-curricular activities clubs
were collected monthly and records of scholarships and awards were collected from the corresponding
team directly to ensure timely input of records and issuance of documents for compiling SLP.

F.6 students were given guidelines on producing and adjusting the content of their SLP to meet
university application requirements.
Aesthetic Development

The aim of the team is to nurture students in St. Mary‘s with the virtues of creativity, openness, flexibility
and aesthetic sensitivity for learning to be life-long learners. An open-minded attitude and respect for the
arts was cultivated in students through music, art, drama, dance and other aesthetic activities in St. Mary‘s.

Music – The 115th Anniversary Concert was held in June at the Hong Kong Cultural Centre Concert
Hall. Music students took this opportunity to take centre stage, to perform in public and to refine and
enhance their skills through exchange of culture with the guest schools – Queen‘s College, Wah Yan
College, Kowloon and our two feeder schools. The concert provided a platform to nurture all-rounders
and to bring to bloom their music talents. The concert ran smoothly and successfully. Over 400
members of the Music Club participated in various internal and external performances and competitions,
which were, Hong Kong Schools Music Festival, the School Drama, Christmas Celebration, Graduation
Day and Open Day, etc. All these performing occasions reinforced students‘ abilities of expression and
boosted their self-confidence, as well as their generic skills, values and attitudes. The results in the 67 th
HK Schools Music Festival were very encouraging. Some talented students composed and arranged
songs, and created music also for the school drama.

Drama – Our school presented seven shows of the musical – The Gift during the Drama Week. The play,
written and directed by our drama consultant, Mr Geoff Oliver, included music and songs composed and
written by students. 23 students from F.3–F.5 took the initiative to produce their own play and won 4
awards in ―Building Tomorrow Today‖ Drama Competition 2014 organized by the Urban Renewal
Authority. The English Department organized a series of stage drama, choral speaking and dramatic
duologue workshops. Participants of these workshops had the chance to showcase their talents in the
66th Hong Kong Schools Speech Festival and 2014 English Drama Fest. Some of them also performed
to our school‘s junior students in the Drama Galore held in our school hall in May.

Visual Arts – The Inter-House Classroom Board Decoration Competition was an ongoing event
throughout the year. With the concerted efforts of the VA department, the OLE Coordination Team
and Aesthetics Development Team, ‗Fashion Show 2014-15‘ has successfully fostered an artistic
atmosphere in school among art and non-art students. As this was the year of 115th anniversary of SMCC,
students of different levels were given opportunities to showcase their art talents such as the design of
the 115th anniversary logo; the front and the back cover designs, the layout designs of the book
―Nostalgia‖. Besides, students did demonstrations of 3 Doodler Art and printmaking and organised an
Op art bookmark workshop during the Open Days. All these provided a platform for students to
showcase their artistic potential, to enrich their aesthetics experience in school life as well as to develop a
positive attitude towards the community. Other activities which included Art Journal Design Worship,
Resin Pendent making Workshop have all helped to cultivate students‘ appreciation of visual arts in
various forms. Our own two internal Art Exhibitions, which took place in February and July also helped
foster an artistic atmosphere in the school.

Dance – Students took part in a number of dance activities and performances throughout the year. On
the 115th Anniversary School Open Day, a full version of ―花腰花 — 傣族‖ was performed by the
Chinese Dance team which impressed the audience very much. Moreover, the 24 dancers of ―花腰花
— 傣族‖ received the Highly Commended Award in the Chinese Dance (Group Dance) in the 51st
Hong Kong Schools Dance Festival held at Yuen Long Theatre this year. In the 115 th Anniversary
Concert, the team also had a chance to perform
―心聲 — 藏族‖ at the Hong Kong Cultural Centre. These dance lovers also displayed their talents in
Christmas Celebration and on Graduation Day.
26
Moral and Civic Education

An inter-house forum was organised in March 2015. Through heated debate, students have developed
their higher order thinking skills and learnt to view current issues from multiple perspectives.

The online current affairs forum provided a channel for students to share their opinions on current
issues with their schoolmates. Relevant information was also displayed on board periodically.

Class Period
A series of lesson plans for different levels were prepared and placed on staff public drive. Teachers were
encouraged to use them for their Class Periods.

On the Open Day, a game booth was set up to enhance students‘ understanding about current affairs
and the government structure in Hong Kong. The game booth was well received by visitors.

In September 2014, the team and the Student Council co-organised a lunch-time forum about the recent
constitutional development of Hong Kong. With respect to the stance of the government and
pan-democrats, students and teachers expressed their views freely. They showed enthusiasm and
harmony in the exchange of ideas.

External Activities:

Training programmes
Students were strongly encouraged to participate in different kinds of civic-oriented programmes.
These programmes aim to enhance students‘ understanding of the recent developments in our
country and raise their social awareness. Student leaders assisted the school to promote civic
education upon completion of the programmes. Such programmes included:
 Ming Pao reporter training courses
 苗圃行動苗圃青年大使計劃

Competitions:
 News Commentary Competition – organized by Hok Yau Club
2 students obtained the Final Round Entrant Award
Health and Sex Education

The Team is responsible for empowering our students with the necessary knowledge and appropriate
attitude towards health and sex-related issues.

Class Periods on adversity management were conducted by two registered nurses from the Department
of Health for F.1 students who were made aware of the importance of having a happy and positive
outlook when facing any adverse life situations.

F.2 students were alerted the significance of healthy eating and healthy living by the sharing from nurses
in the classrooms. Students were responsive and showed good interest in the topic.

A social worker from the HK Catholic Marriage Advisory Council was invited to promote a positive and
responsible attitude towards pre-marital sex among F.5 students. Students‘ attention was drawn to the
possible physical, social and psychological impact arising from pre-marital sex.

A game booth on promoting fruit consumption was set up on the Open Days. Visitors have learnt about
the importance of eating different kinds of fruit for better health
27
Environmental Education Team

Environmental Education Team has organized different activities, to promote appropriate social values
and a deep interest in the environment so that they would actively engage in its protection and
improvement.

The Environmental and Conservation Fund for the change of light tubes from T8 to the more
energy-saving T5 model was approved in early September 2014, while corresponding activities such as
promotion during assembly and socket decoration design competition were organized to remind students
of the importance of using electricity wisely.

The Ambassadors were keen to arouse the whole school and the community‘s awareness of critical
global environmental crisis. On the school Open Days, they displayed useful information and presented
interactive games on challenging environmental issues in the world, such as global warming, energy
shortage and carbon footprint. Not only did the guests have fun but they also received some tips about
environmental conservation and learned more to fulfil their roles as global citizens.

Mass programmes such as plant sale, pamphlet distribution and recycling promotions were organized to
equip students with the necessary knowledge and the practical skills needed to solve environmental
problems of everyday life. Besides, form level activities with different focal points were arranged. While
F.2 were learning the pros and cons brought along by genetically modified food, F.3 gained a lot from
the experience sharing of the adventurous trip to the Amazon Basin. F.4 were inspired with ideas of
living green after watching the drama performance on sustainable development.
Community Service Union

A series of service programmes were organized for F. 1 to F. 5 students throughout the academic year, to
empower them to be citizens of integrity and versatility with global awareness and to be the catalyst of
hope and love among the needy.

Two service projects for F. 2 and F. 3 were jointly organized with the school Guidance Team and
Mongkok Kai-Fong Association Limited Chan Hing Social Service Centre. The targets served were
children from disadvantaged family background and ethnic minorities, respectively. A series of
workshops were held to equip our students with communication and organizing skills.

F.4 students were encouraged to take part in class-based service projects. They were given training
by a number of local NGOs to enrich their understanding of the background and the needs of the
specific target groups and equip them with the skills needed to serve different people in a proper
manner. Such NGOs included The Hong Kong Federation for Handicapped Youth, The Hong
Kong Society for the Deaf and International Social Service (Hong Kong branch), Mongkok
Kai-Fong Association Limited Chan Hing Social Service Centre and YMCA. This year, two classes
were given opportunities to plan activities to interact with underprivileged children. One class served
children with hearing impairment and, the other served deprived children living in subdivided flats.
Besides, the third class spent quality time with people with intellectual disability. The fourth class
held a birthday party for the elderly while promoting healthy life style through games in an elderly
center. The fifth and sixth groups organized a fun fair while visiting the elderly with physical
impairment.

F.5 students were actively involved in voluntary work at Crossroads International. The purpose of
the arrangement was to provide an opportunity for our students to serve people in need around the
world. They served in the aspect of Global Distribution. They were divided into different sections,
such as furniture freighting, recycling, nails removal, book arrangement and categorization. Through
all these services, they joined hands to bring hope to the people of the Least Developed Countries.
28

A number of seminars were organized to enrich students‘ understanding of the struggles faced by the
underprivileged groups in the community and to encourage students to reflect on their roles in the
community.




Several activities were held to call for the support of the whole school to the needs of minorities of our
community and around the globe.




Form 2: To help students understand the calamity brought by war and learn how armed conflict
deprives children of the rights to survival and protection, a talk by UNICEF was conducted.
Form 3: To enable students to understand the needs and potential of people with visual impairment,
students were involved in a talent show run by Retina.
Form 5: To facilitate students to understand the poverty situation faced by the youths in Hong
Kong and to develop a positive attitude when facing problems, a sharing was given by a group of F.
4 and F. 5 who had participated in a programme organized by YCCG.
The Community Service Union, in collaboration with the Environmental Education Team raised
fund for the Community Chest through a ―Plant Sale‖.
Non-perishable food items collected from students and teachers were donated to the elderly during
the home visits by our F.2 and F.3 volunteers.
A fundraising campaign was also organized to help support the relief and recovery programs for the
people affected by the earthquake in Nepal.
 Students were mobilized to serve voluntarily on the four Flag selling days organized by various
organizations.
The school based community service scheme was well received by students. 90 students obtained the
Silver award while 92 were awarded Gold. Certificates were issued as recognition of their enthusiastic
participation in volunteer work.
Cultural Enrichment Team

To enhance and foster students‘ awareness of their national identity, SMCC participated in the following
tours under the ―Passing on the Torch: Exploring and Embracing Chinese Culture National Education
Exchange Programme‖ series organized by the Education Bureau (EDB). The programmes covered 4
educational dimensions, namely, natural resources, history, humanities and contemporary development
of the Mainland.
 Mount Danxia Study Tour
「同根同心」─ 香港初中及高小學生內地交流計劃(2014)
韶關丹霞山的地質地貌及生態保育 (16th – 18th October 2014)

During the 3-day study tour, 37 F.1 to F.3 students visited one of the "world famous UNESCO
geoparks of China". They learnt about the Danxia landform and its natural conservation in this
scenic mountainous area which was listed as a natural World Heritage Site in the 2010 UNESCO list
of world heritage sites.
Zhaoqing Study Tour
「同根同心」─ 香港初中及高小學生內地交流計劃(2014)
肇慶的自然地貌與保育 (13th – 14th November 2014)
The 2-day eco-tour arranged for 38 F.1 to F.3 students helped them to gain an understanding of the
natural resources and geographic landscape of the Duanzhou District and Seven Star Crags.

Beijing Study Tour
「赤子情·中國心」資助計劃 (2015) — 北京天津考察交流團 (30th June – 5th July 2015)
The 6-day study tour was organized for F.1 to F.3 as well as 4 students from the Senior Forms. They
visited two national central cities of the People's Republic of China (PRC)  Beijing and Tianjin. The
tour enhanced their understanding of the ancient history and culture of Beijing, and also the close
relationship of economic development between the two metropolises.
29

To align learning experiences with curriculum objectives and content, cross Key Learning Areas cultural
exchange tours were organized to broaden students‘ knowledge of the cultural and historical aspects of
other countries through authentic learning experiences and to facilitate their whole person development.

Guangzhou Study Tour
高中學生內地交流活動資助計劃(2015) — 廣州考察交流團 (30th – 31st January 2015)
This specially designed 2-day Guangzhou tour, having attracted 23 F.5 students, was an opportunity
to have firsthand experience of the cultural and historical development of the port city on the Pearl
River.

English Learning Tour (20th July – 5th August 2015)
The 17-day English Learning Tour to the United Kingdom during the summer holiday will be held
to offer 20 Junior Form students an language immersion experience through attending thematic
classes and workshops.

Student leaders from Senior Forms are nominated to participate in the ―Award Scheme for Student
Leaders of Hong Kong‖ organized by the Education Bureau. They will benefit from the valuable
experiences that foster their leadership.

Summer Camp for Student Leaders of Beijing, Hong Kong and Macau
「京港澳學生交流夏令營 2015」(17th – 24th July 2015)
F.5 student leaders will be nominated to gain the valuable chance to exchange views with other
students from Beijing, Hong Kong and Macau. Their understanding of the historical and
contemporary developments of our motherland will be strengthened.
Student Publications

The St. Marian
The St. Marian produced two issues of online newsletter following last year‘s framework, one in
December 2014 and another in May 2015. The newsletter is composed of two main articles, one in
English and one in Chinese, and two columns named Culture Shock and Pleasure Leisure. The former
examines cultures, both local and global, prevalent in the community of Hong Kong and affecting the
life of St. Marians; while the latter recommends different leisure activities or places that students can do
or go to in their free time for relaxation.
The 1st issue focused on introducing different platforms which enable students to go the extra mile from
the ‗spoon-fed education‘ and transform themselves into global citizens. Past participants of various joint
school ventures shared their eye-opening experiences in the English main article; while the Chinese main
article interviewed the millennial students, their parents and teachers so as to understand this generation
more. Culture Shock featured some world renowned musicals and art performances in town while Pleasure
Leisure introduced two kinds of sports - yoga and bubble football.
In the second issue, the English main article reported the preparation work done for the 115 th
Anniversary Open Day through a series of interviews conducted with the Student Council, members of
different clubs and janitor staff. The Chinese main article looked into the struggles of local traditional
small-scale stores in face of the current market domination by the chain stores. Culture Shock depicted the
changing preferences towards toys while Pleasure Leisure introduced some new ideas about healthy snacks
and tips to healthier snacking.
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. All in all, the two issues were a collection of inspiring and interesting facts about
school life, the world and life as a whole.
30

School Magazine
The School Magazine tirelessly documented all the memorable moments of the school year, with an
underlying theme of taking the time to examine the extraordinary in the ordinary.

Our yearly Features section explored the small oases of enjoyment that are present in even the most
common parts of our lives: the wonders of art displayed in the MTR, the hidden culinary treasures
near our campus, the miracle of enjoying time with our families and the individuality present in our
school in the midst of uniformity.

A short new section invited staff members to share their idea of incredible incidents that happen
daily in their lives.

Our Chinese section explored the decision-making process behind successful choices and also how
to evaluate if a choice is correct in this increasingly fast-paced world of ours.
The Heritage Team

The Heritage Team aims to promote student‘s interest in school history and to organize school history
systematically.

School history items were displayed in a systematic and elegant manner during the 115th Anniversary
Open Days.

The school history webpage has been launched. Remarkable school history photos are displayed. We will
further digitalize school history items to be uploaded.
Student Council & Co-curricular Activities

Leadership Training
In early October 2014, a Leadership Training Programme was organized for all student leaders with
tutors from Hong Kong Playground Association. Several leadership training games were held to allow
them to have a taste of effective cooperation.

Walk Our Way
Walk Our Way was introduced throughout the year as a direct channel for schoolmates to voice out
their opinions to the school. In the beginning of the term, schoolmates were given opinion sheets where
they could freely express their concerns. A summarized report was drafted and sent to the School
Improvement Team. Responses were received and announced to our schoolmates. It is fervently hoped
that this practice of listening to our schoolmates could continue.

Wall of Wit
Wall of Wit was a platform on which students can express their opinions freely towards different issues.
There were four columns on the board, including ‗Words to Student Council‘, ‗Current Affairs‘, ‗Sharing
of School Life‘ and ‗Club Promotion‘. Students could make constructive suggestions and comments
accordingly. Not only did this board display students‘ views, but it also encouraged them to voice out
and draw others‘ attention to different social issues. It was in line with our School Theme and SC motto
this year - helping to promote the global sense among St. Marians. It helped to pass on positive energy
around the school campus.
31

Whisper of Warriors
On the Activity Days (23 & 24 October 2014), Whisper of Warriors was introduced as the theme. We
would like to raise our schoolmates‘ awareness of the universal problems caused by wars and to promote
different themes of war included in the Millennium Development Goals from the United Nations. A
mass game was held in the Hall which was transformed into a battlefield. Moreover, different CCA clubs
also set up their booths to heighten the atmosphere.

Words of Wisdom
Words of Wisdom was a forum held in October. It was a platform for teachers and students to raise
opinions towards the issue of Occupy Central. Information boards about the issue were displayed in the
covered playground in advance for students to learn about the views and perspectives of different
parties.

Weavers of Wonders
Our Talent Show this year was named Weavers of Wonders. It was held in December 2014, during the
Open Days in March and in July 2015. Everyone on stage had her own world of insights and emotions.
Through their acts, the performers sprinkled their inspirational sparks of the thoughts upon the audience.
Not only did they weave fine and delicate dreams, but they also created endless wonders in the
performances, amazing every single one of in the audience. Impressive performances, varying from
singing, dancing to instrument playing were included. High acclamation was received and both
performers and audience enjoyed themselves very much. This has been a precious opportunity to
appreciate the pleasingly astonishing talents of our schoolmates.

Who’s Our Winner
Though it is sad to say goodbye to F.6 schoolmates, we hoped to create a remarkable memory for them
and show them our gratitude through the activity Who’s Our Winner held in February 2015. They
grabbed their last chance in St. Mary's to interact and play games with their beloved teachers and
classmates.

F.6 Farewell Assembly
On the last school day for F.6, a Farewell Assembly was specially arranged. It was designed as a
farewell ceremony for them to recap their 6-year school life at St. Mary‘s. A bookmark was specially
designed and delivered to them, symbolising the act of recording and recalling every moment of their
lives: in the past or in the future, with the ups or downs. Moreover, some graphic designs were designed
and posted on Facebook which could be used as mobile phone wallpaper for them.

EKI
“Exchanging, Knowing and Improving (EKI)” was a 4-day Joint-School activity hosted by Wah Yan
College, Kowloon. It aimed to provide students from 10 participating schools with various styles of
leadership training in different environment. Through a series of mass programmes, for instance campus
tracing, detective game, talk, and life monopoly, our school‘s participants have set foot on a journey of
fun, laughter and valuable experiences. Students have also reached out, boosted their confidence as well
as unleashed their hidden potential to be future leaders by getting along with different students from
various schools. Moreover, the thought provoking talk given by Jasper Tsang Yok-sing, President of the
Legislative Council and Lam Yat Yan (YY Lam), popular tutorial teacher has inspired participants to be
future leaders.

Open Days
We were truly honoured to help co-organize the school‘s 115th anniversary Open Days in mid- March
2015. A promotion video for the Open Days was made as our first kick-off, which was included in the
―Trending Lately - Hong Kong‖ list on Youtube. Different updates like the promotion of subjects and
teams booths, programme of the two days were then uploaded to our Facebook page during the
promotion period. CCA clubs and the SC have set up booths in the open playground. Through engaging
and creative games, St. Marians‘ non-academic school life was introduced to the visitors A product sale
was held as well, during which files, pencil bags, hand bands, canvas bags and postcards were sold.
32

Widen Our World – SC Theme-based Campaign
Four WOW stations were held throughout the year, with Africa and Europe in the first term and Asia
and the Poles in the second term. The campaign included a kick-off activity, programmes ranging from
treasure hunt around the campus, chances for voicing opinions, a WOW lunch, to disseminating
interesting facts around the school and on the SC boards. These widened our schoolmates‘ horizons and
knowledge about different cultures, developments and problems faced in different parts of the world.

Joint School Chinese Oral Practice
To help F.5 students gain field experience and get well-equipped for the public examination, a Joint
School Chinese Oral Practice was organized with Diocesan Boys‘ School, Sing Yin Secondary School,
Canossa College and Po Leung Kuk Tang Yuk Tien College in early May 2015.

Leadership Training Camp
A Joint-School 3-day- Leadership Training Camp, co-organized with Ying Wa College, was held in
July 2015. It provided an opportunity for students to showcase their talents and unleash their potential.
Students were able to explore and be inspired to be potential leaders through a large variety of mass
games. In order to solve different challenging tasks designed in our programme, participants were
required to improve their communication and problem solving skills which in turn promoted better
cohesion among the group mates.

Language Policy Related Activities
Different types of activities were held to provide schoolmates with diverse opportunities to learn English
and Chinese actively and to create a bilingual, tri-dialect language learning environment in St. Mary‘s.

Words on Wheels –was introduced by the Liaison Officers during assembly, featuring an English phrase,
proverb or quotation on a regular basis to enrich schoolmates‘ knowledge in English language. 「細說名
言」常規活動：為了提升同學的文化素養，培養品德情意，學生會推出「細說名言」常規活動。
學生會幹事透過中央廣播系統及學生會網頁為同學介紹一些警語及格言；所謂潛移默化，好讓
同學累積更多內涵豐富的文化金句。
Words on Wheels – Highlight was introduced during lunch break in April 2015, focusing on the daily
English conversation. Schoolmates were able to experience the language used in a restaurant –
food-ordering, food-related vocabulary in different dining settings. Such activities provided students with
meaningful opportunities to use everyday English Language.
「文字風火輪」午間活動：二零一五年五月，學生會舉辦了一個名為「文字風火輪」的午間活
動。內容包括繞口令、認識二十四節氣、讀音大測試和詩歌朗讀，並輔以有趣的中國傳統遊戲
如投壺、踢毽子等，寓學習於娛樂，讓同學可以生動地學習中國文化和練習普通話。
Student Welfare Team

Students‘ achievements were fully reflected by the various External Scholarships obtained. These
included the Sir Edward Youde Memorial Prizes, Lugard Scholarship and other prestigious scholarships.

In the hope that every St Marian can realize their academic pursuits free from financial constraints, and
continue their studies with confidence, needy students were encouraged to apply for financial support
from the Magdalene of Canossa Fund and Jockey Club Life-wide Learning Fund. These funds aimed to
extend students‘ learning beyond the classrooms into other contexts, such as participation in field trips,
interest groups, music instrumental classes, sports activities, and subject-related activities.

More than 20 internal scholarships based upon the criteria of having achieved ―whole person
development, learning with excellence‖, have been established. St Marians with great capabilities,
creativity, and also a good heart, which is the key to building a caring society, have been awarded.
33

As nutritious food is vital to students‘ growth, our team has consistently supervised and monitored the
quality of food, prices, cleanliness and services provided by the school‘s Tuck Shop.

Our school uniform is a symbol of pride in St Mary‘s. Therefore, our team has monitored the supplier to
ensure the uniform is reasonably priced and of good quality.

Meetings with PTA representatives, student leaders and the management of the two suppliers have been
conducted regularly to evaluate the quality of the aforesaid services.

New tenders for the provision of school uniform and tuck shop services have been awarded, under the
vetting of both teacher and parent representatives, based on a marking system devised by joint efforts of
the school and PTA.
Parent-Teacher Association

The school has worked actively to promote harmonious parent-school relationship by inviting parents to
participate in various voluntary work such as supervising F.1 lunch time, monitoring the tuck shop and
school tailor and being parent librarians and examination invigilators.

The PTA website has helped to promote a strong network among parents, providing a channel to raise
their concerns, give feedback, share views and thoughts as well as to learn more about resources from
other educational organizations. The PTA Newsletter, published twice a year, has kept parents
well-informed of the school‘s initiatives and PTA activities. Parents regularly received information about
PTA activities through the Mailreach system.

The warm and loving school environment has encouraged many parents to serve and participate in
various school and PTA activities such as PTA-AGM, Swimming Gala, Sports Day, Christmas
Celebration, Annual Parents‘ Day, 115th Anniversary Open Days and annual outing. Two parenting
seminars ―溝通的目的和模式‖ and ―心繫女兒──讓她展翅高飛‖ were conducted this year. The
joint-school parents‘ evening with St. Mary‘s Canossian School and Holy Angels Canossian School has
helped the primary school parents to understand the school life of a St. Marian. A sharing session with
the parent volunteers was arranged to obtain their valuable feedback at the end of the school term. These
activities provided parents more channels of communication with their daughters, contributing to better
understanding and mutual trust. The bonding between parents and the school has strengthened and
become more trusting.

To celebrate the school‘s 115th Anniversary, the PTA has given each St. Marian a canvas bag printed with
the anniversary logo. A booth was set up on the Open Days to sell tailor-made merchandises like polo
T-shirt, towel, mug and strap bag as well as freshly-made mango mochi and other traditional Hong Kong
snacks. The fund raised would be spent on sponsoring student activities and development.

Five ―Joyful Fruit Days‖ which aimed at cultivating the habit of eating fruits among students and
teachers were held this year. An inter-house tongue twister competition was conducted on the last
―Joyful Fruit Day‖. Members from the four Houses participated enthusiastically to read out the tongue
twisters rapidly and clearly while having good fun.

The PTA library continued to provide parents with useful resources on parenting knowledge and skills to
facilitate their children‘s personal development. Book displays were held in the PTA-AGM and Annual
Parents‘ Day.
34
Past Students Association

As on 20 March 2015, the membership of the PSA stood at 6,309.

Our alumni generously acted as mentors to current St. Marians through the Mentorship Programme:

The 2013/14 Mentorship Programme was successfully completed in the summer of 2014. As in the
previous year, voluntary mentee participation was implemented, and mentors were encouraged to
participate in pairs so that they can support each other.

This year, 52 mentors were recruited to care for 155 mentees from F.5. 26 groups were formed in
accordance with the mentees‘ indication of interests in nine sectors.

Two gatherings (8 November 2014 and 28 March 2015) were arranged for mentors and mentees to
get together, allowing opportunities for discussion as well as group activities. This year, parallel
career seminar sessions were introduced to give further inspiration to the mentees.

Informal gatherings were arranged on a needs-basis at the mutual convenience of the mentors and
mentees. Feedback from both mentors and mentees for this arrangement was positive.

26 tables were set in the covered playground of the Magdalen Building on 29 November 2014. More
than 250 alumni and friends enjoyed an unforgettable evening in their Alma Mater.

To celebrate the 115th Anniversary, members of the Association took part in the Thanksgiving Mass and
Opening Ceremony. Ms Annie Choi assisted in the preparation of a special booklet, Nostalgia (溯),
sourcing related articles from old school magazines to share with current readers. The printing of the
booklet was funded by donations from alumnae and friends of St. Mary‘s.

In order to show support to our Alma Mater, the Association has made sponsorship to the Magdalene of
Canossa Club for the Christmas celebration and the SMPSA Scholarship for Outstanding Performance
and Active Promotion in Drama and Speech.

The Association maintained contact with the alumni groups, such as the SMCC Past Students‘
Association (Toronto) and the Canossian Colleges Association in Vancouver.
35
Report on our Teachers
Statistics of Courses/Seminars attended by our teachers in 2014-15:
36
37
Percentage of Teachers’ Highest Academic Qualifications
Teachers’ Teaching Experience
38
Report on our Students
Student Performance
HKDSE 2014-15
One hundred and ninety seven students took part in the HKDSE 2015. 92.4% of students attained
3322 or better in core subjects. The best six subjects achieving a high percentage of Level 4 or
above ranging from 90.5% to 100 % are Physics, Mathematics (Extended Module 2), Mathematics
(Extended Module 1), English, Biology and Chemistry respectively.
HKDSE results in 2015
39
Destination of Exit Students (F6)
F6 Graduates Movement – by Study Programmes (2014-15)
Key:
UGC-funded degree
UFD
Self-financing degree
SFD
UGC-funded associate degree
UFAD
UGC-funded higher diploma
UFHD
Self-financing associate degree
SFAD
Self-financing higher diploma
SFHD
40
F6 Graduates Movement – by Institutions (2014-15)
Key:
Community College of City University
CCCU
HKUSPACE
HKUSPACE
Hang Seng Management College
HSMC
PolyU HKCC
HKCC
HKBU - College of International Education
HKBUCIE
The Technological and Higher Education Institute of Hong Kong
THEi
41
F6 Graduates Movement – by Faculty (2014-15)
Key:
College of Arts and Social Science
BB(Arts/SocSci)
College of Science and Engineering
BB(Sci/Engin)
Double degrees of Arts and Education
DD(Arts/Ed)
42
PreS1 HKAT results of SMCC and Hong Kong (1213, 1314, 1415)
Comparison between the performance (mean) of our students and all
students in HK in the past 3 years:
N.B. The Hong Kong Mean for 13/14 is not available as PreS1 Attainment Test is optional for schools.
43
Percentage of Students within the Acceptable Weight Range:
Percentage of students within the acceptable weight range (2014-15)
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.
44
Number of Prizes won in Inter-school Activities in 2014-15:
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.
45
Statistics of Co-curricular Activities in school:
No. of members in Co-curricular Activities Teams or Clubs 2014-15
46
47
School Financial Summary
Financial Report as at 31 August 2015
Programme Item
Approved Budget ($)
Expenditure ($)
Percentage Spent (%)
Premises
$795,500.00
735,024.24
92.40%
Administration
1,413,948.00
888,632.15
62.85%
Curriculum - Subjects
891,176.10
757,298.08
84.98%
Pastoral
716,360.00
567,368.16
79.20%
$3,816,984.10
$2,948,322.63
77.24%
Total
48
Annex 1
Report on Use of CEG / CLP / TRG / SSCSG in 2014-15
Task Area
Amount Used $
1
TA for English
197,820.00
2
RE Teacher / Pastoral Care Worker
232,375.50
3
Chinese – Debate, F.5 Oral training coaches
12,500.00
4
LS/IH Support - past student helpers
12,850.00
5
Language Support for documents
5,000.00
6
Teacher for English Language
220,282.16
7
Teacher for Science Subjects
181,432.18
209,784.75
8
Teacher for Chi, PTH
Source of Funding
Capacity
Enhancement Grant
$460,545.50
Careers & Life
Planning Grant
$401,714.34
Teacher Relief
Grant
$209,784.75
9
Teacher for PE, IH
98,634.38
10
2xTeacher for LS & Humanities
337,097.29
11
2xTeacher for Maths
381,268.16
Senior Secondary
Curriculum Support
Grant
12
Teacher for Science Subjects
181,432.16
$1,256,321.33
13
Lang & Drama Consultant
257,889.34
49
Annex 2
Report on Use of DLG for Provision of Gifted Education Programmes 1415
Department
Programme Name
No. of Students
benefitted (F4+)
Actual
Expenditure(HK$)
Mathematics
F.4 Mathematics Highflyer Programme
16
2,400.00
Gifted
Education
Summer gifted programmes offered by
tertiary institutions
38
82,600.00
Visual Arts
Artist-in-Residence Project —
Cat-walk Trainings
22
3,000.00
English
Language
Public Speaking Training Courses
15
8,400.00
Music
Enrichment courses in music performance
1
2,000.00
Total :
$98,400.00
50
Annex 3
51
52
Future Planning
The 3 major concerns for 2015-18 will be:
School
Development Plan
2015-2018
Annual School Plan 2015-2016
Focus 1:
“Through frequent use of active learning strategies in
classrooms to motivate and activate students’ passion and
enthusiasm in learning”
Targets:
• To structure teaching routine to make students‘ on-task
time to be at least 50% of each lesson
“To groom students
as motivated, active
(especially in
mobile learning)
and achieving
learners”
• To revise work sheets to make learning more interactive
• To design tasks to encourage more pair work/ group work
• IT in Education Coordination Team to soft launch
mobile-learning ( m-learning)
Focus 2:
Major Concern 1:
(for Learning and
Teaching)
and
“To further develop and nurture subject-specific study
skills to prepare students to perform well in the HKDSE”
Targets:
“To apply
• To teach more than just content but also ways to study
Differentiated
and revise for the subject
Instruction (DI) in
Curriculum &
• To provide more support on examination skills and
Assessment to cater
strategies for high flyers to achieve the best results
for learners’
diversities”
Focus 3:
“To refine junior curriculum to cater for learners’
diversities so as to provide better alignment with senior
curriculum”
Targets:
• To trim down the F.1- F.3 curriculum to make learning
more effective for thru-train students
• To make exam syllabus for F.1- F.3 more manageable so
average students can cope competently
53
School
Development Plan
2015-2018
Annual School Plan 2015-2016
Focus 1:
“To cultivate a harmonious campus conducive to pleasant
experiences”
Targets:
Self-enriching
• To adjust students‘ mindset so that they are open to
challenges, able to adopt a positive attitude to learn and
engage, and possess the will to succeed
Group-enriching
Major Concern 2:
(for Student
Support &
Quality)
“To groom St.
Marians as
motivated learners”
• To foster an atmosphere which engenders a positive
learning environment, respect and patience for
classmates and teachers, and be conscious of their
individual role in group work
Focus 2:
“To equip students with personal skills to build
competence”
Targets:
Skill-enriching
• To enrich students‘ skills by setting goals and priorities,
getting organized and self-evaluation.
Socially-enriching
• To support students socially by creating open
communication channels to build strong and mutually
respectful relationships in family and society
Focus 1:
“To strengthen the staff force through effective staff
appraisal and development”
Targets:
• To review Teaching-Staff Appraisal system
• To review Non-Teaching Staff Appraisal system
Major Concern 3:
(for School
Management and
Administration)
“To Strive for
Excellence”
• To consult staff members on the fine-tuning of the Staff
Appraisal system
Focus 2:
“To embrace interactive learning via internet access”
Targets:
• To build an internet Wifi infrastructure for eLearning in
classrooms
• To acquire mobile devices to support classroom
eLearning
54
St. Mary's Canossian College
School Report 2014-2015
Endorsed by:
The Incorporated Management Committee
Of
St. Mary‘s Canossian College
Sr. Cynthia Chan
Supervisor/Chairperson
23 October, 2015
55