Marymount Primary School

Transcription

Endorsed by
SMC on
November 21 2013
Annual School Report 2012-2013
CONTENTS
PAGE
1.
School Vision and Mission
2.
Features of MPS
2.1
History & Recent Updates
2.2
School Culture
2.3
Class Structure
2-3
3-4
4
2.4
2.5
2.6
School Management Committee
Our Teachers and Principal
Our Partners in Education
5
6-7
7-8
2.7
2.8
2.9
2.10
Learning and Teaching
Support for Student Development
Student Performance
School Self Evaluation
3.
Major Concern A
Major Concern B
Financial Summary
4.1
Government Fund
4.2
Capacity Enhancement Grant
4.3
5.
8-10
11-13
13-14
15
Achievements and Reflection on Our Major Concerns
3.1
3.2
4.
1
School Fund
16-19
20-22
23-24
24
24
Appendix
A.
Staff Development Report
B.
Code of Respect
C.
My G-R-A-C-E Book
D.
Magis Student Slogan and Poster Design Competition
25-27
28
29
30
E.
F.
G.
31-34
35-37
38-43
MPS Subject Awards
External Awards
English Enhancement Grant Scheme for Primary Schools
Final Report
1. School Vision and Mission
Marymount Primary School aims to provide quality education. According to our Catholic
and cultural traditions, we aim at the greater development of our students in moral,
intellectual, physical, social, aesthetic and spiritual aspects.
Through care and concern for each individual person, we seek to form our students in such
a way that
1. their acquisition of knowledge and skills is joined to Christian values;
2. they will become reflective and will accept their strengths and weaknesses;
3. they will come to the knowledge of God and put Christian values into practice;
4. they are sensitive to the needs of others, especially the poor;
5. they fulfill the role in serving others to build a just and compassionate society.
To achieve our Vision and Mission, Our Team of Teachers and Support Staff are
M-iracle Workers who work with
P-assion and
S-erve with Smiles.
With teachers as their role models, students of Marymount will learn to be
C-aring
L-oving and
C-ompassionate.
With continued support from their Parents, students of Marymount will grow into
Integrated Persons of
Wisdom as they learn life-long
and work for the Greater Glory of God.
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2. Features of MPS
2.1 History & Recent Updates
Marymount, originally known as Holy Spirit School for girls, was founded by the
Maryknoll Sisters. The school opened on 10th January 1927 at Robinson Road with only 8
classes of students sharing 4 tiny classrooms. In 1930, the school moved to the building at
140 Caine Road which provided 7 classrooms. By 1941, it offered a complete course of
studies leading to matriculation. The school was closed during the war. It re-opened as
Maryknoll School in 1948.
As the school continued to expand, a school building with improved facilities became
necessary. In October 1957, the school moved to its present location in Happy Valley and
was renamed Maryknoll Sisters’ School. Initially, the building housed both Secondary and
Primary Sections. It was not until 1961 that the Primary School occupied the premises at
Tai Hang Road. During the school year 1978-79, after 52 years of devoted service, the
Maryknoll Sisters handed over the sponsorship of the school to the Columban Sisters.
As of September 1983, the name of the school was changed to Marymount Secondary
School and Marymount Primary School respectively. By 1993, to meet the needs of
increasing student population in the Secondary School, the Columban Sisters turned over
to the use of the school the remaining convent area on the fourth floor.
Marymount has been sponsored by the Christian Life Community (CLC) since 1997 when
the Columban Sisters initiated the transfer of sponsorship of the school. The CLC is an
international Catholic lay community with a keen interest in education and commitment to
the service of youth. The CLC has pledged to preserve the same school spirit, foster the
traditions and continue to provide quality education at Marymount.
Marymount Primary started whole-day school operation at a temporary school premise on
22 Cloud View Road, North Point, in September 2002. With support from the government,
the M.S.S. Alumnae Association, parents and friends, the old school building on 336 Tai
Hang Road was demolished and redevelopment project began thereafter to accommodate
24 classes from P.1 to P.6, with 4 classes in each level. In addition to 24 classrooms, there
are Small Group Teaching Rooms, Music Room, General Studies Room, Library, Visual
Arts Room, Computer Room, Language & Music Activity Room, Student Activity Centre,
PTA Room, a Basketball Court, a Covered Playground and an Assembly Hall at the new
campus.
With support from members of our Sponsoring Body, our teachers, parents and generous
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donors, the Mural of Annunciation is constructed which gives focus to the purpose of
education at MPS. The school began operation at the current campus in September 2006.
In the school year 2007-08, the Parent-Teacher Association raised further funds to give a
face lift to the Language & Music Activity Room in response to parent-teachers’ shared goal
to raise students’ global awareness through language, music and cultural activities. In the
school year 2008-09, construction of the Chapel completed. It is named Chapel of the
Annunciation. Thanks to ‘Green Power’ who has contributed their sponsorship and expert
advice for maintenance of our plants on G/F and LG1/F since 2008. The Roof Gardens,
sponsored by the University of Hong Kong and the HSBC, are ready for appreciation and
use in the school year 2010-11. The Roof Gardens are named ‘Haven of Harmony’ and
‘Haven of Peace’. All 24 classes visited the Gardens in May 2011.
Our school celebrated her 85th Anniversary in the school year 2011-12. Led by our alumnae
and the MSSAA, students, parents, alumnae, members of the School Management
Committee and School Sponsoring Body joined the Walkathon and Music Medley in
October 2011. Our Concert, Gala Dinner and Open Day in July 2012 captured the hearts of
many. As well as fond memories, additional funds were raised which will contribute to our
capacity for school development planning. We are grateful for the concerted efforts of all
stakeholders and benefactors of our school.
2.2 School Culture
We provide students and teachers with a learning environment conducive to the pursuit of
quality and whole-person development. Teachers support students to apply the knowledge
and skills they have learnt to serve Christian values of care, love, compassion and wisdom.
The word ‘magis’– Latin, for ‘more’, is central to students’ and teachers’ work as we search
for excellence. Ample learning opportunities are created and developed for both students
and teachers to explore and excel through the Learning and Teaching Processes of various
platforms. Teachers are encouraged to work collaboratively with each other and with the
administration to teach students in ways that enable them to learn more. In-house sharing,
celebration of students’ achievements and the publication of good practices unify teachers,
students and parents around the School Vision and Mission and commitment to quality.
Based on the educational philosophy of our sponsoring body, we foster a culture of
reflection and undertake the mission to serve. Reflection leads to awareness of our
strengths and weaknesses and, by offering services, we work for the ‘magis’ in our personal,
social and spiritual development. The Spiritual Exercises of St. Ignatius provide a sound
and solid foundation on which we have built our school culture. Ignatius’ favourite phrase,
‘our way of proceeding’, captures succinctly the culture emerging in our school – as we
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work and learn together, we internalize and own our norms and values, the Christian
values of care, love and compassion. We form ourselves as we teach, and form our students
to be ‘Caring, Loving, and Compassionate Global Citizens who love to Learn, Lead and
Serve’.
The shaping and establishment of the harmonious and collaborative school culture
embodies the accumulated Values and Purpose of the School Vision and Mission from the
past, and the Vitality and Goals are continually renewed and recreated to stimulate
ongoing progress. With the shared beliefs, values and school expectations, teachers,
students and parents are obligated to work hand in hand to foster an effective and
collaborative school culture through every phase of school life which, in turn, supports the
formation of MPS Graduates.
The school culture reflects the values, aspirations, needs and experiences of our
stakeholders. The following summarizes our stakeholders’ ratings of our school climate on
a 5-point scale:
Stakeholders
2010-2011
2011-2012
2012-2013
Students
4.1
4.2
4.3
Teachers
4.0
3.9
4.0
Parents
4.4
4.4
4.5
2.3 Class Structure
There are four classes in each level of Primary 1 to 6. Under a symmetrical structure, all
students admitted are able to enjoy schooling until Primary 6. An average of about three
quarters of Primary 6 students continues their education in Marymount Secondary School
after Secondary School Places Allocation (SSPA).
No. of students
(2012-2013):
P.6
152
P.5
158
P.4
127
P.3
P.2
P.1
Total
132
131
131
831
Class structure of Primary 1-6
KEY
STAGE 2
KEY
STAGE 1
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2.4 School Management Committee
Our School Management Committee (SMC) comprises members from our sponsoring body
and stakeholders including teacher, alumna and independent member.
Composition of the School Management Committee
7
2011/12
6
2012/13
5
4
3
2
1
0
Sponsoring
Body
Principal
Teacher
Alumnae
Parent
Independent
Members
Appointed
non-voting
member
Members of the SMC 2012-2013
Members
Capacity
Dr. Eadaoin K.P. Hui
Fr. Sean Ó Cearbhalláin, S.J.
Ms. Lorraine Choi
Mrs. Jennie Chor
Ms. Jasmine Hui
Ms. Flavia Hung
School Sponsoring Body
Ms. Carrie Wong
Mrs. Julie Ma
School Principal (MPS)
Ms. Candy Chan
Ms. Barbara Chan
Dr. Lydia Cheng
Mr. Henry Lo
Mr. Patrick Ng
Teacher
Alumna
Alumna
Parent
Parent
Mr. Nicholas Tsui
Ms. Veronica Ma (School Principal of MSS)
Independent Member
Appointed non-voting member
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2.5 Our Teachers and Principal
Our team of teachers comprised 47 staff members (including the principal) on Staff
Establishment in the past year. Among the 47 staff members, 2 teachers were funded by
the Capacity Enhancement Grant, 1 teacher by the Learning Support Grant, 1 teacher by
the English Enhancement Grant and 1 teacher by the MSSAA sponsorship.
Highest Academic Qualifications attained by Teachers and Principal
Master's Degree
Bachelor's Degree
56%
44%
Percentage of Teachers with the stated years of Teaching Experience
0-2 yrs
3-5 yrs
6-10 yrs
13%
2%
19%
66%
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over 10 yrs
Percentage of Subject-Trained Teachers Teaching the Core Subjects
100%
80%
100%
100%
100%
60%
40%
20%
0%
Chinese
English
Mathematics
2.6 Our Partners in Education
Parents and MPS Parent-Teacher Association (PTA)
The school highly values home-school partnership. Parents’ views and aspirations have
been taken into consideration in the formulation, planning and implementation of school
policies and activities. There is one Parent Manager in the School Management Committee.
Close communication between parents and school has been maintained through the school
website, with parents well informed of the school policies, school events and school’s
recent development. Activities including Orientation Day, Parents’ Meetings,
Parent-Teacher Interviews, SSPA Briefing Sessions were arranged to enhance mutual
understanding and strengthen home-school co-operation.
Apart from promoting home-school partnership, our PTA works for the well-being of the
students and the school. On top of Sports Day and Games Day which parents have joined
to organize with the school, members of PTA have given great support to the school. They
volunteered as Lunch Helpers, ‘Fun Time with Parents’ helpers and escorts for Field Trips.
They also helped to maintain the PTA website and published newsletters.
Other activities organized in 2012-13 included:
Christmas Party
PTA Family Outing (Disneyland)
Catholic Family Mass
Values Education Workshops
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Graduation Dinner
Lunch Talks
Educational Seminar and Workshops
Snack Bag and Book Bag Design Competition
Home-school partnership reflects shared values, aspirations and growing trust of our
parents and teachers. The following summarizes our stakeholders’ ratings of our
home-school cooperation on a 5-point scale:
Stakeholders
2010-2011
2011-2012
2012-2013
Parents
4.0
4.1
4.1
MSS Alumnae and the MSS Alumnae Association
There are strong ties between the alumnae and the school. Two alumnae are members of
the SMC, serving the school with their expertise, advice and support. Some serve in the
school as teaching staff. The MSS Alumnae Association has generously supported the
school. They help in the school’s development through their involvement in organizing or
participating in special school functions. Since the school year 2005-06, alumnae with
distinguished achievements have been invited to address our graduates on Graduation Day.
The MSSAA Ex-co has also been invited to join Fun Games in our Sports Day since 2007.
2.7 Learning and Teaching
We provide students with a broad and balanced curriculum for the acquisition of
knowledge, skills and attitudes. The contents of the 10 curriculum subjects are developed
in a spiral, which allows students to revisit subject at different developmental levels of the
subject matter. With reference to the curriculum framework recommended by the
Education Bureau (EDB), subject panels formulate their school-based initiatives in
accordance with students’ strengths and needs, to enrich their learning experiences and
develop their potential to its full. A sound foundation of knowledge building is, therefore,
gradually formed. Teachers make good use of the learning and teaching materials and
e-resources, and organize various classroom activities, co-curricular learning activities and
programmes, in which students’ learning skills and generic skills can be exercised and
fostered. Celebrations of student achievement, presentations of student performances and
sharing of student work are frequently conducted to reinforce their motivation and
confidence to excel for ‘magis’. As a Catholic school, we put great emphasis on student
formation through religious, moral and civic education. Students do not only identify and
recognize the significance of acting according to Christian values and possessing positive
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attitudes, but they also learn to draw on these values and attitudes to discern personal,
social and global issues, and to make judgments, commitments and contributions.
Based on the educational philosophy of our sponsoring body, the Ignatius Pedagogical
Paradigm (IPP)* has inspired our teachers to put their continued reflection and evaluation
of teaching experience in context, prompting action as part of the school’s improvement
process. Teachers care about the context of each of the students as they realize the value of
this for effective learning and teaching. Teachers and students enjoy a good rapport.
Teachers display good communication skills and make flexible use of learning activities,
questioning skills and Information Technology (IT), to engage the minds, hearts and wills
of the students in learning. Such learning experiences enable the students to organize facts,
concepts and principles into a whole. With their teachers’ guidance, they draw meanings,
skills and values from the learning experiences, and they reflect on their understanding,
imagination and feelings about what is being studied. Students’ actions can then be taken
into the form of assignments and applications which indicate their growth in knowledge,
skills and values. Summative and formative evaluation instruments are used to assess the
degree of mastery of knowledge and the skills achieved. With the guidance of Dr. K. C.
Pang, all teachers constructed the MPS Teaching Philosophy in June 2012. We believe that
a Motivating, Interactive, Inspiring, Effective and Reflective lesson enriches student
learning. The following summarizes our stakeholders’ ratings of the teaching on a 5-point
scale:
Stakeholders
2010-2011
2011-2012
2012-2013
Students
3.8
4.0
3.9
Teachers
4.2
4.2
4.2
To support students to be more committed to their learning, the My G-R-A-C-E Book (Goal,
Reflection, Action, Context, Experience) (Appendix C) is issued to all students to record
and reflect on their learning process and achievements. The Multiple Intelligences
Checklist enables them to identify their own learning strengths, which, in turn, support
them to achieve their yearly learning goals. Teachers and parents support students to take
the initiative and responsibility to select, manage, and assess their own learning, which can
be pursued through any means, at school and beyond school. Students are involved in
initiating personal challenge activities and developing necessary personal qualities to
pursue them successfully. Working towards their own learning goals, they select, display
and share moments of joy and sense of achievement in their learning, and compile them
under
* ‘Ignatius Pedagogical Paradigm’ –
It is the substantial and appealing model that speaks directly to the teaching-learning process. The
continual interplay of CONTEXT, EXPERIENCE, REFLECTION, ACTION and EVALUATION become an effective ongoing pattern for learning as well as
a stimulus to remain open to growth to a lifetime. (The Characteristics of Jesuit Education and Ignatian Pedagogy, A Practical Approach.
Martin Scoope. 2002)
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under 4 areas: ‘My Discovery - in-class learning’, ‘My Success – after-class learning’, ‘My
Reading - reading habits’ and ‘My Shine - home behaviour’. With the positive feedback
given by teachers and parents, students are given commendation on their progress made,
and they are encouraged to sustain their motivation and commitment to their goals.
Every student has her own uniqueness with regard to cognitive and affective development,
learning styles and interests. Teachers attend to these individual differences and are
committed to exploring various strategies and making provisions to support student’s
unique growth and development. Apart from the formal lesson time, Panels and Teams
organize a great variety of school activities to enrich student learning. They include Book
Day, Fruit Day, Bring Your Own Fan Day and PTA Outing cum Learning Activity Day.
Guest speakers from different fields and organizations are invited to share on relevant
curricular themes to enable students to experience more in-depth exploration of the
relevant areas of learning. Visits, workshops, field trips and festive celebrations organized
are always well-received by students.
Teaching strategies to cater for learner diversity are evaluated, refreshed and renewed,
where appropriate, through attending staff development activities (Appendix A), including
seminars, Collaborative Lesson Planning (CLP) and Lesson Study (LS). Concerted efforts
are made to devise rich lesson plans, adopt diverse modes of delivery and interactions,
different levels of questioning and alternative assessment methods, like projects,
e-assignment and open-ended tasks. Panels are invited to work with the EDB or other
educational institutions on specific programmes and schemes to cater for high-achieving
students. Based on students’ multiple intelligences and teachers’ observations, students
with specific talents are selected and nominated to join special courses, competitions and
School Teams, or apply for scholarships and territory-wide awards, so as to broaden their
exposure and develop their abilities and potentials. Appropriate measures are also
formulated for students with special learning needs (SEN). The provision of different
therapeutic services, small group teaching, after-school homework class and curriculum
and assessment adaptation are in place to support students with different abilities in
learning.
The following summarizes our stakeholders’ ratings of student learning on a 5-point scale:
Stakeholders
2010-2011
2011-2012
2012-2013
Students
3.9
4.0
4.0
Teachers
4.0
4.0
4.1
Parents
3.9
4.0
3.9
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2.8 Support for Student Development
MPS attaches great importance to nurturing students’ whole-person development.
Students as well as teachers are encouraged to live the CLC spirit – Care, Love and
Compassion – and values education is very much emphasized in school. The core values
are disseminated through our formal curriculum, Religious and Moral Education lessons,
Morning Assemblies and various reflection activities such as Pilgrimages, Reflection Day,
Confession sessions and Thanksgiving Mass. To further enhance students’ capacity to
reflect and excel, Daily Examen is used or adapted to guide students to reflect regularly.
Bible verses are chosen and uploaded onto school website regularly to strengthen students’
spiritual growth.
The Guidance & Formation (GF) Team formulates and delivers a developmental,
comprehensive guidance and counselling programme to meet the personal, social and
academic needs of all students. With the expertise and support from Student Guidance
Personnel (SGP) and professional associates, various whole-school programmes are
organized yearly to foster students’ character formation, guidance and counseling and
positive discipline development. Personal Growth Education (PGE) is a well-designed
series of lessons provided for students throughout the year. Based on students’ life
experiences, PGE aims to develop in students a healthy self-concept, build up a good
interpersonal relationship and prepare them for life-long learning. Self-reflection and
improvement, teachers’ feedback, parents’ praise and suggestions are the fruits of learning
and teaching. Though the school has not set any school rules, students are taught the Code
of Respect (Appendix B) and they are constantly guided to follow the Code. Morning
Assembly is a weekly gathering to share learning experience and communicate information.
It also serves as a time to promote positive behaviour and to celebrate student
achievements. With various learning platforms and experiences, students are groomed to
be ‘Caring, Loving, and Compassionate Global Citizens who love to Learn, Lead and Serve’.
They demonstrate respectful behaviour in different areas, learn to overcome selfishness,
show concern for others and are pleased to accept responsibilities.
Level-based programmes like interactive talks, community services, positive reinforcement
activities and games, are organized by GF Team to meet the needs of students of different
developmental stages. The P.1 Adaptation Group ‘小一智叻星’ is a programme that enables
P.1 students to adapt themselves to primary schooling. New Comers Adaptation Group is
to help newcomers of various levels to adapt to the new school environment.
Understanding Adolescent Project ‘成長的天空’ is organized for P.4 target students. It aims
at enhancing primary students' resilience in coping with the challenges they have to face as
they grow up. The effectiveness of the programme is confirmed by Class Teachers of P.4,
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parents and participants. They indicate that the participating students have made progress
in anger management, conflict resolution, goal setting and interpersonal relationship. Both
parents and teachers consider that the project will enhance students' optimism, sense of
belonging towards their families and schools, communication skills and co-operation with
others. School Prefect training nurtures the critical thinking, creativity, leadership and
problem solving techniques of the selected senior students. It provides them with training
sessions during the year to reflect as a leader on their role in serving others and the school.
All P.6 students are overwhelmed by the laughter and memories of the Graduation Camp.
They also enjoyed reflecting on the six years of learning at MPS. Former MPS graduates
are invited to share their experiences to facilitate students’ preparation for secondary
schooling.
Besides maintaining a mechanism for early identification of students with SEN at P.1,
small group teaching is arranged. The effects of implementing small group teaching are
encouraging, in particular, for the less able students both in Key Stage (KS) 1 and 2 in
Mathematics and Chinese. The students enjoy both the cooperative learning activities and
the closer relationship with their teachers. In addition, in-class and non-lesson time
learning support are provided to SEN students by our Learning Support Teacher. Home
assignment and assessment accommodation are provided. Individual Educational Plan is
drafted and used to support Tier 3 students, involving teachers, parents and the target
students. To further support students with difficulties in learning, after-school homework
classes are conducted with teacher-student ratio of 1:8. Very positive feedback is received
among parents, teachers and students concerned. For students with Speech Impairment,
individual training sessions are conducted by a Speech Therapist from Quality Therapy
and Education Centre once a week throughout the school year. Students gained in areas
including speech, voice, language and communication abilities.
Besides, the Critical Incident & Crisis Management Team and the Ad Hoc Student Support
Team will take action to respond to critical incidents and individual needs that arise. We
follow a set of procedures to tackle such cases, with Care, Love and Compassion top in our
agenda. Parents and students concerned find our support and advice helpful, effective and
professional.
Close communication with parents is maintained throughout the year. To name a few,
there are Parents’ Meetings, Parent-Teacher Interview, Parent Workshops, Parents’
Newsletter ‘ 社工心語 ’ which educates parents on parenting skills and serves as a
communication channel between parents and the SGP. The Class Teacher Group
comprises the 24 class teachers who, together with all other teachers, identify the needs of
individual students in their classes, and work to support each to develop her potential to
the full. The class teachers present a professional but caring persona at all times.
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The following summarizes our stakeholders’ ratings of support for student development on
a 5-point scale:
Stakeholders
2010-2011
2011-2012
2012-2013
Students
3.9
4.1
4.0
Teachers
4.1
4.0
4.0
Parents
4.0
4.1
4.1
2.9 Student Performance
Students are creative, motivated and confident. Most students find their learning capacity
on academic performance strengthened through goal-setting, self-learning and project
learning. They show initiative in asking questions during lessons and are confident in
exploring knowledge through collaborative activities, reading and surfing on the Internet.
In the Stakeholders Survey (SHS) 2012-13, over 70% of the students think that they take
the initiative to learn and they are confident in learning.
With the efforts made by all teachers to enhance students’ communication, collaboration,
critical thinking, creativity and their thinking skills with reference made to Bloom’s
Taxonomy, students have developed their generic skills through various learning
experiences including hands-on tasks, e-learning and role-plays.
Besides, students are also caring and compassionate. They are actively participating in the
charity events like Lenten and ORBIS donations. They have also participated in voluntary
services outside school like flag selling, visiting the Home for the Aged and Christmas
caroling. Over 90% of the parents agree that the school can foster in their children good
virtues in the SHS.
In order to enrich students’ learning experiences and enhance their Multiple Intelligences
development, a balanced variety of extra-curricular activities on academic, sports, arts and
voluntary services groups are organized. They are classified into 8 categories. There were
12 Linguistic, 11 Interpersonal, 7 Logical, Intrapersonal, Kinesthetic, 8 Visual, 5 Musical
and 3 Naturalist in the past year. Some high-achieving students were selected and
nominated to participate in the gifted programmes organized by the EDB, the Chinese
University of Hong Kong and other organizations like Mass Mutual Jr. Space Camp
Program by Mass Mutual.
In 2012-13, students achieved outstanding results in internal assessment in English,
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Mathematics and General Studies. Students’ performance in other learning experiences
was equally impressive. They took part enthusiastically in various sports, music and arts
competitions like Hong Kong East Inter-Primary Schools Competition, Speech Festival and
Music Festival. The results were very pleasing with numerous awards and prizes obtained.
A full summary of all the internal subject awards and prizes won in external competition
can be found in Appendices E and F.
According to the data from the Stakeholders’ Survey (SHS), parents’ views on student
learning and school climate are very positive and encouraging. Here are their responses to
two statements:
Parent response to the statement ‘My child is highly interested in learning.’
2%
0%
Strongly Agree
13%
34%
Agree
Neutral
Disagree
51%
Strongly Disagree
Parent response to the statement ‘My child likes to participate in the school activities
and affairs.’
1% 0%
8%
Strongly Agree
Agree
45%
Neutral
Disagree
46%
Strongly Disagree
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2.10 School Self Evaluation
The School Self Evaluation (SSE) Team works towards integrating expectations regarding
the School Development & Accountability Framework stipulated by the EDB with our
school culture – one characterized by a learning/teaching environment conducive to
quality pursuit and whole-person development for both teachers and students. The word
‘magis’– Latin, for ‘more’, is central to our evaluation work as we search for excellence. We
work in a culture of reflection leading to an awareness of our strengths and weaknesses, at
the school level, the panel/team level and teacher/classroom level.
With the ultimate aim of enhancing students’ academic and non-academic performances
through continuous school self-evaluation and improvement, the SSE Team encourages all
the panels/teams/teachers to apply the planning, implementation and evaluation (PIE)
cycle in different aspects of school operation. Support measures are implemented through
meetings and conversations to give feedback on the PIE cycle at all levels for quality
assurance and attaining the magis. Using the SHS, Assessment Programme for Affective
and Social Outcomes (APASO) and Key Performance Measures (KPM) supported by the
EDB and the school-based evaluation methods, such as semi-structured interviews and
reflection sheets, the SSE Team is able to evaluate school performance in a more
comprehensive manner. This facilitates evaluation of our school performance against the
targets set for the stated major concerns in our School Development Plan (SDP) and
Annual School Plan (ASP).
After evaluating the effectiveness of our previous SDP (2009-12) and the school’s overall
performance based on the Performance Indicators provided by the EDB, all teachers have
contributed to the formulation of our new 3-year SDP (2012-15). Teachers refocused on the
school vision and mission, shared their views on educational trends and identified the
strengths, weaknesses, opportunities and threats in the school context for further
enhancement on student learning and student formation. Two Major Concerns, ‘Quality
Learning & Teaching Processes’ and ‘Magis Student Behaviour’ are set, complemented
with a list of explicit targets. Teachers, Panels and Teams work on the general outlines of
strategies and plan their yearly schoolwork to address the Concerns. Staff development
activities, formal meetings and staff sharing are conducted strategically to ensure the spirit
and expectations of SSE, SDP and ASP are conveyed and implemented at the planning
level and classroom level.
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3. Achievements and Reflection on
Our Major Concerns
3.1 Major Concern A
Quality Learning & Teaching Processes
Target:
To adopt relevant pedagogical practices at the teacher level so that the ’35-min’
lessons will be motivating, interactive, inspiring, effective and reflective.
Achievements:
The Curriculum Development (CD) Team and various subject panels provided ample
professional development opportunities, including Collaborative Lesson Planning (CLP)
and Lesson Studies (LS) workshops, Microsoft (MS) Office workshop,
Kodaly/Orff/Dalcroze workshop, Skills of Choral Speaking workshop, etc. The four core
subjects initiated to organize a parallel session during the Staff Development Day in June
2013. Physical Education teachers attended various courses, such as referee courses and
coaching courses outside school, to refresh their subject knowledge. All teacher
interviewees praised that the professional development activities were successful. Subject
Panel Heads and Assistant Panel Heads gained knowledge to make a design
comprehensive collaborative lesson plan in the CLP and LS workshop and they gave
detailed records and clearer instructions for teachers as guidelines. All Music teachers
agreed that the content of the subject-based workshop inspired them to teach music in a
motivating, interactive and inspiring way. Teachers learned some advanced skills about
MS Word and MS PowerPoint in the MS Office workshop. Although some teachers
expressed that some IT skills were not easy, more than 80% of them agreed that the new
skills, especially skills from MS PowerPoint, helped them to prepare more effective
teaching materials, hence to benefit lesson planning and student learning.
Teachers leaders in the four core subjects organized a parallel session for respective subject
teachers on Staff Development Day 3. More than 80% of the Chinese teachers agreed that
the programme ‘喜閱寫意’was effective and they will apply the strategies shared to
enhance students’ reading and writing skills. English teachers had a better understanding
of the techniques of Process Writing, which was the theme of the English Enhancement
Grant Scheme (Appendix G). They indicated that they are more confident to try it out with
their classes. All Mathematics teachers reviewed different problem solving strategies in the
session. The experience inspired their teaching practices about problem solving and
Page 16 of 43
further encouraged their students to use different strategies to approach/and solve
problems in a more dynamic way. The Mentoring Project of Re-modeling and Delivering
Differentiated Unit in Gifted Education was shared in the General Studies session.
Teachers demonstrated how to make use of the fascinating hands-on experiments to
provide challenge for the high-achievers and let them enjoy the world of science. In sum,
teachers developed required skills and competencies through participation in these
professional development activities which enable them to accomplish subject-based goals
and purposes, grow personally and professionally to enhance Quality Learning & Teaching
Processes.
This year, teachers used the materials prepared in CLP to conduct lessons for lesson
observation (LO). Close connections between CLP and LO were observed. On the one hand,
teachers of the same level and subject teamed up and discussed how to apply and integrate
the pedagogical practices, such as Ignatian Pedagogical Paradigm (IPP), Bloom’s
Taxonomy and e-approach, and design a lesson which was Motivating, Interactive,
Inspiring, Effective and Reflective. They paid efforts to set questions of different levels,
organize activities in different groupings and strategies and delivery the lesson content in
different modes. On the other hand, they implemented what was being discussed and
prepared. The linkage of CLP and LO teamed-up teachers to discuss and work in
collaboration which resulted in more diverse and rich lesson planning as well as more
effective lesson implementation. Students were observed to be more engaged and active in
the lessons. In the SHS, 81% of the teachers agreed that ‘the school had developed an
ambience of professional interflow’.
Bloom’s Taxonomy was broadly discussed among teachers in the lesson planning. In the
teacher interview, teachers remarked that they were more familiar with Bloom’s Taxonomy
and the six Cognitive Levels. They applied Bloom’s Verbs in questioning to match with
students’ abilities and needs. They found it effective to stimulate students’ thinking when
using Bloom’s verbs in the level for Analysis, Synthesis and Evaluation. Teachers also
stated that it was easier for junior students to understand questions starting with “wh”
words, with which they were prompted and encouraged to express more ideas and the
lesson became more interactive. Teachers were invited to visit the lessons conducted by
Panel Heads, with higher-order questioning and tasks as focus, to cater for high-achieving
students. In general, students showed that questions asked by their teachers prompted
more in-depth thinking. According to the SHS, more than 70% of the students agreed that
‘teachers often asked us thought-provoking questions in lessons’.
Posters and personal copies of the Six Cognitive Levels of Bloom’s Taxonomy, along with
the respective Bloom’s Verbs, were displayed in the Staff Room and distributed to all
teachers by School Identity (SI) Team. Teacher interviewees praised the use of visual
Page 17 of 43
reminders. Sharing on good teaching practices by Panel Heads was also found useful and
meaningful. Panel members agree that they could benefit from such sharing and learn
from effective and interesting practices which are useful and inspiring.
Reflection:
Through subject-based professional development provided by CD Team and Subject Panels,
teachers have opportunities to develop their professional knowledge and keep abreast with
the recent trends in education development. To further increase teaching capacity,
teachers’ flexibility in adopting IT should be fostered by greater participating in relevant
workshops. This will contribute to building a motivating, interactive and effective learning
environment which would reinforce students’ learning performance.
Professional development is facilitated with the implementation of LO using CLP materials.
With continual implementation, the practice will inspire teachers to adopt relevant
teaching pedagogies in the daily lessons. More vigorous discussion during the pre-lesson
and post-lesson conferencing conducted by Panel Heads and the observers will be useful
for professional exchange and curriculum development.
Though the awareness of using Bloom’s Taxonomy and the six Cognitive Levels in
questioning is raised, teachers need to further apply and emphasize the Bloom’s verbs in
questioning in order to stimulate students’ thinking on the higher cognitive levels
including analysis, synthesis and evaluation, especially in KS 2. Interaction and motivation
in the lessons could be enhanced through employing relevant questioning techniques.
Teachers should also continue the practice of asking thought-provoking questions to make
the lessons more reflective and inspiring.
Visual reminders, staff sharing, celebration and publication of good practices are effective
to promote MPS Teaching Philosophy and pedagogical practices among teachers. To foster
a learning atmosphere that strives for excellence among students, these practices could be
extended to student level through programmes in the Morning Assemblies, publication of
educational posters and students’ good work using whole-school approach.
Overall speaking, Major Concern A is well-addressed at teacher level. The Vice-Principal
(Division 2), CD Team and Panel Heads have played a leadership role in planning,
implementation and evaluation. The strategies which focus on professional development
through workshops, CLP & LO, application of Bloom’s Taxonomy and visual reminders are
carried out in a coordinated manner with support from all teachers. The ’35-min’ lessons
are facilitated to be more motivating, interactive and effective. To further enhance Quality
Learning & Teaching, the application of Bloom’s Taxonomy aiming at stimulating students’
Page 18 of 43
higher-order thinking could be further reinforced at the student level. With better use of
multiple modes of assessment, learner diversity will be even better catered for. In addition,
it is desirable to further formulate a broad and balanced curriculum between formal and
informal curriculum in order to enhance both the multi-intelligence development and
academic performance of our students.
Pedagogical
Practices
Broad &
Balanced
Curriculum
Quality
Learning &
Teaching
Processes
Multiple Modes
of Assessment
MPS Teaching
Philosophy
Bloom's
Taxonomy
Reflection and Way Forward to achieve Quality Learning & Teaching Processes
Page 19 of 43
3.2 Major Concern B
Magis Student Behaviour
Targets:
1. To make clear to students expectations regarding the Code of Respect; and to
strengthen home-school support for students so that they will display respectful
behavior.
2. To make clear to students expectations regarding responsible learner; and strengthen
home-school support for students so that they will display responsible behavior.
Achievements:
Guidance Formation (GF) Team made close reference to the Code of Respect (Appendix B)
and showed students video clips at Morning Assemblies which reminded them of the
importance of being respectful and responsible. Over 90% of the students understood the
school major concern and expectation of ‘Magis Student Behaviour’. They agreed that the
frequent reminders given by teachers and visual reminders helped them reflect on their
own behavior. Most students enjoyed participating in ‘Magis Student’ programme whereas
P.6 students also enjoyed the Graduation Camp and learned to display respectful behavior
during the group activities. According to the SHS, 71% of the students agreed that ‘My
schoolmates are self-disciplined and abide by school regulations’. This year, the PTA
organized Values Education seminars and Lunch Talks. Different topics like ‘The
Similarities and Differences among the Psychological Development of Boys and Girls’ and
‘Harmonious Families can Nurture Happier Children’ and the Principal’s sharing were
well-received by the parents. They achieved better understanding of the school belief,
school practices and suggestions for grooming girls to become respectful and responsible.
Such communication was fruitful to strengthen the mutual trust and collaboration between
the school and parents.
Most P.6 students loved the programme ‘Angel of Eggs’ in which they learnt how to protect
and respect life. 74% of the students protected their eggs for the whole day successfully to
show their responsibility. The success of ‘Angel of Eggs’ encouraged us to extend the level
involved to P.4 and P.5 next year. Besides, Community Youth Club also organized ‘Health
Day Education Day Camp’ in April 2013. It aimed to provide an opportunity for students to
show their love and care for the community and be thanksgiving. Students were involved
in different group activities to learn to take up responsibilities and work out solutions for
problems collaboratively. 74% of the students found the activities in the camp useful in
guiding them to be a responsible member in society. They showed their team spirit when
Page 20 of 43
performing various tasks and some could take up the role of the leader in the team.
Students who joined Odyssey of the Mind enjoyed the problem-solving activities very
much. They worked in groups, wrote the script for the play and made their own props and
clothes. The log book helped them to complete the tasks on schedule and learnt to be a
responsible learner through cooperating with others. All participants agreed that they have
become more responsible after joining the group.
CD Team and GF Team reached consensus on the qualities of a responsible learner. They
shortlisted some expected responsible behaviour for students. We believed that promoting
self-learning could support students to be a responsible learner and enjoy life-long
learning. Panel Heads and Assistants Panel Heads participated in a workshop for
developing ‘Self-learning Log’ in February 2013. Teachers shared their understanding of
Learning Log and the current self-learning practices in respective panels. We brainstormed
and decided what could be done to enhance students’ self-learning skills next year.
Reading is another essential tool to enhance learning. Most students like reading and they
appreciated the concept of ‘Library Everywhere’ at school. They could access reading
materials easily in the classroom, reading stations and school library. The Recommended
Booklist in four categories, namely Chinese, English, Values Formation Skills and Generic
Skills helped students extend their learning and become responsible learners. According to
SHS, over 70% of the students often read materials such as leisure reading materials and
newspapers outside class.
Parents’ Meetings and Parent-Teacher Interviews were conducted to make clear to parents
school expectations on ‘Magis Student Behaviour’ and solicit their support. Majority of the
parents agreed that the meetings and interviews enhanced the home-school support for
‘Magis Student Behaviour’ as more information and communication could be shared
between parents and teachers. The parent interviewees thought that the programmes like,
Lunch Talks, Parents’ Newsletter ‘社工心語’ and ‘Early Identification and Intervention of
Learning Difficulties Programme for P.1 Students’ provided them with useful ideas to
support ‘Magis Student Behaviour’. As parents, they thought that being a role model was
very important. They would keep reminding their daughters to learn to be a responsible
learner. And they agreed that better parent-teacher communication could facilitate their
understanding of their daughters’ learning needs and ways to groom them to become
responsible learners.
‘Magis Student Slogan and Poster Design Competition’ (Appendix D) were organized by SI
Team and GF Team. Students thought that the competition was meaningful and helped
them think more about ‘Magis Student behaviour’ and how to attract students to read their
messages on the posters. Teachers also shared the idea of using visual reminders to help
Page 21 of 43
deliver the messages related to ‘Magis Student Behaviour’. Apart from the competition,
some video clips of responsible practices were shared in the Morning Assemblies. The
teacher interviewees agreed that the role plays and video clips on responsible practices
were effective and interesting and they helped students understand and commit to
responsible behaviour.
Reflection:
This year, teachers focused on making clear to students the expectations of ‘Magis Student
Behaviour’. We could further enhance students’ respectful behaviour in daily life by
making close reference to Code of Respect (Appendix B) and deepen their understanding
of ‘Magis Student’ programme. Explicit focus of the programme and activities could be
highlighted to ensure students’ understanding whereas parents’ consensus and support
regarding the expectation of students’ behaviour could be more explicitly sought in the
Parents’ Meetings next year.
Visual reminders are essential to remind students to display respectful behavior. Teachers
could display them in the Covered Playground or eye-catching areas, to attract students’
attention. More good work on Code of Respect and ‘My School and Me’ will be displayed
next year to inspire students to self-direct and regulate their own behaviour.
Teachers agreed that video clips, role plays and relevant modes can raise students’
awareness to display respectful and responsible behaviour at school. However, teachers
thought that they could continue to give students frequent reminders in their daily school
life. More self-learning elements would be subsumed in G-R-A-C-E Book to groom
students to extend their learning outside school.
In sum, we have partly achieved the targets of Major Concern B this year. We see that most
students displayed ‘Magis Student Behaviour’ when participating in the programmes or
activities. Teachers are reminded to act as role models for the students and more efforts
will be paid on implementing relevant programmes and activities, reminding and praising
students whenever respectful and responsible behavior is observed.
Page 22 of 43
4. Financial Summary
4.1 Government Fund
Operating Expenses Block Grant (OEBG)
Balance b/f
Actual
Name of Grant
Income
(2011-2012)
Balance c/f
Expenditure
General Domain
$4,303.03
Putonghua
$1,435.00
$2,864.60
$2,873.43
$404,573.87
School & Class Grant
$367,408.08
$376,710.52
$3395,271.43
$379,275.93
Revised Admin. Grant
$1,261,764.00
$1,026,005.00
$615,034.93
($16,112.30)
Training & Development Grant
$7,557.00
$7,076.00
($15,631.30)
Enhancement Grant for Staff Development
$5,696.00
$1805.00
($17,079.72)
($20,970.72)
$26,607.45
Grant for Moral & Civic Education
$11,904.00
$1,000.00
$37,511.45
$60,678.56
School Curriculum Development Grant
$40,368.00
$52,972.70
$48,073.86
Lift Maintenance Grant
$82,632.00
$102,372.30
$87,159.10
$106,899.40
($116,508.38)
Composite IT Grant
$324,904.00
$393,094.66
($184,699.04)
($126,761.43)
Supplementary Grant for School-based management
$133,638.00
$115,197.40
($108,320.83)
$0.00
Noise Abatement Measure Recurrent Sub.
$225,381.00
$225,381.00
$0.00
$0.00
Moral & National Education Grant
$530,000.00
$0.00
$530,000.00
$0.00
$0.00
$880.00
$2,992,687.08
$2,304,479.18
$1,391,073.31
$880.00
$702,865.41
Wireless Induction Loop System
Sub-total (A)
Special Domain
$13,365.33
Prog. fund for Whole-school Approach to Guidance & Discipline
$5,280.00
$1,585.20
$17,060.13
$2,804.68
English Extensive Reading Scheme
$7,464.00
$7,408.00
$2,860.68
$1,204.23
Chinese Extensive Reading Scheme
$7,464.00
$7,433.60
$1,234.63
Student Guidance Service Grant
$511,404.00
$530,377.20
$339,730.50
$0.00
Top-up Student Guidance Service Grant
$105,000.00
$160,400.00
($55,400.00)
$0.00
Capacity Enhancement Grant
$631,470.00
$723,693.50
($92,223.50)
$358,703.70
$10,457.00
Understanding Adolescent Project
$96,734.00
$93,282.00
$13,909.00
$18,884.80
Enhanced Speech Therapy Grant
$81,072.00
$78,000.00
21,956.80
Sub-Total (B)
$1,445,888.00
$1,602,179.50
$249,128.24
Total (A) + (B)
$4,438,575.08
$3,906,658.68
$1,640,201.55
$405,419.74
$1,108,285.15
Page 23 of 43
Outside OEBG
Balance b/f
Name of Grant
Income
(2011-2012)
$127,153.30
$1,622.00
Actual
Balance c/f
Expenditure
Composite F. & E. Grant
Committee on Home-School (PTA) – Recurrent
$190,296.00
$299,667.50
$17,781.80
$4,626.00
$6,248.00
$0.00
$0.00
Committee on Home-School (PTA) Project – Activity
$10,000.00
$10,000.00
$0.00
$0.00
Committee on Home-School (PTA) – Other
$10,000.00
$10,000.00
$0.00
$96,000.00
Learning Support Grant
$280,000.00
$294,104.27
$81,895.73
($3,859.65)
English Enhancement Grant
$160,290,00
$156,430.35
$0.00
$350,000.00
One-off Grant for IMC Establishment
$0.00
$350,000.00
$0.00
$0.00
One-off Grant for Websams Upgrade
$8,850.00
$8,850.00
$0.00
$0.00
CCFAP School Lunch Subsidy
$27,489.00
$27,489.00
$0.00
$0.00
SBAS Learning & Support Programme
$9,650.00
$4,140.00
$5,510.00
4.2 Capacity Enhancement Grant
Balance b/f
Capacity
Actual
Income
(2011-2012)
Staff/Consultant/Programme
$0.00
$631,470.00
Salaries for 2 Contract Teachers (Sept 12 to Aug 13)
$545,445.00
MPF Contribution for 2 Contract Teachers (Sept 12 to
Aug 13)
$55,773.50
Fees for 2 Consultants (Choir/Orchestra)
$104,475.00
Fees for Wind Ensemble Coach
$0.00
Balance c/f
Expenditure
$18,000.00
Total
$631,470.00
$723,693.50
($92,223.50)
4.3 School Fund
Balance b/f
Actual
Name of Grant
Income
(2011-2012)
Balance c/f
Expenditure
$48,463.00
Stationery Charges
$58,810.00
$50,162.00
$57,111.00
$19,257.67
Handwork Charges
$42,110.00
$30,470.00
$30,897.67
$0.00
Electricity Charges of Air-conditioning
$151,380.00
$151,380.00
$0.00
$0.00
Charges for Specific Purposes
$252,300.00
$488,927.00
($236,627.00)
Page 24 of 43
Appendix A
Staff Development Report
Purpose of Staff Development Planning
1.
To provide school leadership and support for Teachers’ CPD (to address our major concerns,
continue with professional development and achieve personal growth as teachers)
2.
To respect Teacher’s professional autonomy and support them to plan and make their own
CPD choices
Major School-based Professional Development Activities
(2012-2013)
A. Wellness of Staff/Teachers
(Team building and stress management)
Month/Date
Topic/Goal
Participants
Dec 15 2013
SDD2 – Mindfulness
Practice for Teachers
Principal
All Teachers
Jun 3 2013
Teacher Workshop – Stress All Teachers
Management
Facilitator/Speaker/Organization
Dr. Matthew Chu
Ms. Y. Lee
Ms. J. Wong
B. Support for New Teachers
(Sharing and reflection)
Month/Date
Sep, Oct, Dec 2012
and Jun 2013
Topic/Goal
Participants
New Teacher Induction and Ms. Cherie Chan
Mentor Hunt
Mr. T. Lam
Ms. B. Law
Ms. J. Leung
Mrs. J. Ma
Ms. Candy Chan
Ms. L. Ha
Ms. R. Lee
Ms. R. Li
Mrs. M. Lim
Ms. V. Lui
Ms. W. Tse
C. Empowerment of Senior Teachers/Middle Managers
(Perspective broadening and reflection)
Month/Date
Dec 10 2012
Topic/Goal
Participants
HKU Structured Support
Programme for New
Appointed Principals’
Mrs. J. Ma
Ms. R. Lee
Ms. Candy Chan
Ms. L. Ha
Ms. A. Kwok
Ms. B. Law
Ms. V. Leung
Ms. R. Li
Ms. K. To
Ms. L. Taylor
Ms. Y. Tsang
Page 25 of 43
Mrs. J. Ma
Ms. Candy Chan
Ms. L. Ha
Ms. R Lee
Mrs. M. Lim
May 23, 24 2013
MSSR – Two day sharing
(Tomorrows’ Reading
Community)
Mrs. J. Ma
Ms. Candy Chan
Ms. S. Cheung
Mr. E. Chiu
Ms. A. Ng
Ms. Y. Tsang
Mrs. J. Ma
Ms. Candy Chan
Mr. E. Chiu
D. Teacher Capacity Building
(Exposure, Sharing and Reflection)
Month/Date
Topic/Goal
Participants
Aug 2012
Orientation for Parents on
Core Values, School Vision,
Mission, Expectations, Graduate
Profile and Communication
venues/procedures; Effective
Learning
Principal
Senior Teachers
P.1 -6 Class Teachers
SGP
Sep 28 2012
MPS Teaching Philosophy & All Teachers
SDP 2012-2015
Mrs. J. Ma, Ms. Candy Chan,
Ms. R. Lee
Sep/Oct 2012
Parents’ Meetings per Level
on Core Values, School Vision,
Mission, Expectations, Graduate
Profile and Communication
venues/procedures; Effective
Parenting
Mrs. J Ma
Ms. Candy Chan (MC)
Ms. R. Lee
Ms. Y. Lee
Ms. W. Tse
Ms. J. Wong
Dec 10 -15 2012
優化語文教學 – 支援讀寫困難 Ms. J. Wong
學生
Office Workshop 2010
All Teachers
Chinese University of Hong Kong
Feb 21 2013
Briefing on “Teach Pray
Love” Spring Version 2013
Mrs. J. Ma
Feb 25 2013
Self-learning Log Workshop Panel Heads &
Assistant Panel
Heads
Mr. J. Chan
Ms. R. Lee
Mar 1 2013
Post-visit Sharing (The use of Mrs. J. Ma
e-activities on the cloud for
Mr. J. Chan
Math, Chin & VA)
Ms. R. Lee
Mrs. M. Lim
Ms. A. Ng
Ms. W. Tse
Mrs. A. Tsui
Ms. W. Wong
Mrs. J. Ma
Mr. E. Chiu
Apr – Jul 2013
Curriculum Compacting
Raimondi College (Primary Section)
Feb 20 2013
Principal
Senior Teachers
P.1 -6 Class Teachers
SGP
All Teachers
Mr. J. Chan
Ms. T. Chan
Mr. E. Chiu
Ms. G. Foo
Ms. V. Lui
Ms. R. Lee
Ms. C. Sham
Ms. W. Tse
Mr. B. Wang
Page 26 of 43
Mrs. J. Ma
Ms. Candy Chan
Mr. J. Chan
Class Teachers
I. T. Team
Apr 10 2013
Kodaly/Orff/Dalcroze
Workshop for Music
Teachers
Ms. A. Lam
Ms. J. Leung
Ms. R. Li
Ms. V. Lui
Ms. A. Ng
Ms. R. Li
Mr. Jack Won
May 23 2013
Sharing on Curriculum
Development
All Teachers
Ms. R. Lee,
Ms. Anna Au (Educational
Psychologist)
Jun 5 2013
Teacher Activity – 如何提升
學生朗誦技巧教師工作坊
Ms. Candy Chan
Ms. S. Cheung
Ms. V. Luk
Ms. C. Ng
Ms. V. Ng
Ms. S. Poon
Ms. K. To
Ms. Y. Tsang
Mrs. A. Tsui
Mr. B. Wang
Ms. J. Wong
Ms. C. Ng
E. Building a Culture of Excellence and Respect in Teachers
(Exposure, cross-school networking, sharing and reflection)
Month/Date
Topic/Goal
Participants
Jan 31 2012
Meeting with HKT on
e-Activity
Mrs. J. Ma
Mar 1 2013
Post-visit Sharing (The use of Mrs. J. Ma
e-activities on the cloud for
Mr. J. Chan
Math, Chin & VA)
Ms. R. Lee
Mrs. M. Lim
Ms. A. Ng
Ms. W. Tse
Mrs. A. Tsui
Ms. W. Wong
Page 27 of 43
Ms. Candy Chan
Mr. J. Chan
Mr. E. Chiu
Ms. A. Ng
Ms. W. Tse
Mrs. A. Tsui
Ms. W. Wong
Mrs. J. Ma
Mr. E. Chiu
Appendix B
Code of Respect
Area
Symbol
Appropriate Behaviour
1. Respect for Self
Students should wear proper uniforms.
2. Respect for Others
Students should co-operate with the Guidance and
Formation Team to keep the school in good order.
Silence is to be observed during morning assemblies, in
the classrooms, in the corridors and on the staircase.
Students taking nanny buses should be quiet and
behaved while they are on board.
Students are required to be regular and punctual in
attendance. Students who are late for class must
obtain a late-slip from the office before being admitted
to class.
Students should complete the given assignments
carefully and tidily and hand them in on time. Liquid
paper should not be used.
Students should not bring to school unnecessary items
like toys, valuables, mobile phones, excess money, or
literature that has no connection with schoolwork.
Students should respect teachers and all authorized
personnel.
Students may not leave the school premises during
school hours.
Students should not change into casual wear at school
without special permission.
Students should not enter the staff room.
No buying or selling among students is allowed at
school.
Students are expected to be polite, well behaved and
honest.
3. Respect for Learning
4. Respect for School
5. Respect for the Truth
6. Respect for Property
Students should take good care of school property such
as library books, furniture and sports equipment.
7. Respect for the
Students should keep the school clean.
Students should not eat or drink in the classroom
during recess. No glass bottles are allowed.
Students should care for plants at school.
Environment
Page 28 of 43
Appendix C
My G-R-A-C-E Book
Page 29 of 43
Appendix D
Magis Student Slogan and Poster Design
Page 30 of 43
Appendix E
MPS Subject Awards
2012-2013
Best in Conduct
Class
P.1
A
B
C
D
Ngai Kristen Hoi Kei
Yip Tsz Fei Faye
Lau Hannah
Cheng Sze Wan
Anjelica
P.2
Ho Hiu Wai
To Etta
Wong Ki Kei Kelly
Lee Sze Yue Evelyn
P.3
Hui Sin Hang Phoenix
Chong Yi Yuet
Chan Wai Kiu
Bridget
Fong Nam
P.4
Lam Oi Kwan
Wan Chor Ting Rachel
Wong Hoi Ching Vicki
Pang Victoria Lucy
P.5
Choy Huen Wai Chloe
Lu Hiu Ching
Wong Lok Yu Angel
Lo Estrella
P.6
Chen Ying Hei Helena
Pang Chung Yan
Katharine
Siu Cheuk Lam
Chiu Kung Ki
Best in Chinese
Class
P.1
A
B
Wong Lok Yung
Leung Nok Lam
P.2
Leung Valerie Grace Man
Fay
Lee Yee Nok Quenna
P.3
P.4
C
D
Lee Sze Wing Eunice
Lam Wing Tung
Hung Wing See
So Wa Sum
Cheuk Tui Yau
Kum Man Suet
Hana
Fong Nam
Lee Yiu Tung
Cheng Yig Yen Jessie
Leung Oi Lan
Wong Tsz Tong Phoebe
P.5
Ma Annette Gar Yee
Lee Lok Chi
Tsang Kwan Chi Gigi
Tse Sammee
P.6
Fung Sze Nga Sharon
Ng Oi Lam
Chan Hei Lam
Wan Tsz Ching Vanessa
Best in English
Class
P.1
A
B
C
D
Pong Cheuk Yin
Leung Nok Lam
Yuan Anneka Joyce
Fang Samnatha Guo
Ling
P.2
Berry Natalie Jane
To Etta
Ng Di Pui Edith
Sun Ka Yin Leandra
P.3
Cheuk Tui Yau
Wong Ashley
Wan Jasmine Chor
Wing
P.4
Tong Tsz Kiu
Cheng Fei Wan Anthea
Wong Bethany Yan Kei
Pang Victoria Lucy
P.5
Choy Huen Wai Chloe
Cheng Tian Ai Joyce
P.6
Cheung Abigail
Ng Oi Lam
Yin Ching Yu
Wong De Rong
Michelle
Ng Hau Yu Nikki
Chan Cho Lam
Charlene
Best in Mathematics
Class
P.1
A
B
C
D
Ng Yan Hei Elizabeth
Leung Nok Lam
Poon Shannon Wan Yin
Lam Wing Tung
P.2
Ho Hiu Wai
Lee Yee Nok Quenna
Lam Yee Yan Avery
Lo Hoi Ching
P.3
Leung Cheuk Yu
Au Man Yan
Wong Ashley
Wan Jasmine Chor
Wing
P.4
Lam Oi Kwan
Wong Wai Ting
Wong Hoi Ching Vicki
Li Leong Yee
P.5
Choy Huen Wai Chloe
Lu Hiu Ching
Chung Nga Fay Chloe
Tse Sammee
P.6
Ting Bik Yu Louise
Ng Oi Lam
Chan Hei Lam
Ng Tsz Ching
Page 31 of 43
Best in General Studies
Class
A
B
C
D
P.1
Cheung Sum Yu
Fong Chit Charlotte
Yuan Anneka Joyce
Hung Tsz Ting
P.2
Berry Natalie Jane
Hui Ka Ying Claudia
Li Man Hin Natalie
Chong Hei Yui Jasmine
P.3
Cheuk Tui Yau
Lau Ka Yi Athena
Tsai Hon Yu
P.4
Li Cheuk Yin
Wan Chor Ting Rachel
Hui Ka Wai
Pang Victoria Lucy
P.5
Ng Tsz Ching Janice
Cheng Tian Ai Joyce
Ng Pui Wai
Tse Sammee
P.6
Ting Bik Yu Louise
Ng Oi Lam
Lam Serena Wing
Chan Cody
Best in PTH
Class
P.1
A
B
C
D
Ngai Kristen Hoi Kei
Leung Nok Lam
Yuan Anneka Joyce
Lam Wing Tung
P.2
So Ting Wan
Lam Hou Tsing
Lam Yee Yan Avery
Kwok Ling Yung
P.3
Leung Cheuk Yu
Cheuk Tui Yau
Liu Yu Tong
Yuen Sze Yu
P.4
Lam Oi Kwan
Ng Wan Yi
Choi AzuraYatlam
Lee Man Yan Rosabelle
P.5
Choi Wai Ying
Lau Tak Ming Melissa
Lam Ka Yee
Tse Sammee
P.6
Chiu Chi Wai Phyllis
Ng Oi Lam
Siu Cheuk Lam
Chan Ho Yi
Best in Music
Class
P.1
A
B
C
D
Wong Lok Yung
Kwun Valerie
Poon Shannon Wan Yin
Kwan Ya Wen Michelle
P.2
Chan Ka Yuet Sophia
Chow Pui Ching Alissa
Cheung Yu Pin Celeste
P.3
Leung Cheuk Yu
Kan Hei Pui
Wong Yee Sang
Jasmine
Ko Ching
P.4
Lam Sau Lai
Cheung Vicky
Chan Lok Sze Louise
Liu Stefanie
P.5
Choy Huen Wai Chloe
Johncock Margaret Lee
Lo Abbie Wing Sum
Wong Yuen Yuen Emily
P.6
Chiu Chi Wai Phyllis
Chan Choi To
Cheong Noel
Chiu Kung Ki
Kong Audrey
Best in Physical Education
Class
A
B
C
D
P.1
Lau Chloe Ting Hei
Wanchi Wing Wing
Emily
P.2
Ho Richelle
Wong Colette
Choy Ching Yau
Ophelia
Li Yan Tung
P.3
Watson Rachel
Macintyre
Chong Yi Yuet
Hou Wing Yan
Wan Pui Hang Julian
P.4
Chu Chin Yue
Koo Chun Ning
Lau Hoi Yan
Loy Hin Wai Meghan
P.5
Lee Yi Ching
Lin Po Tung
Cheung Ka Wing
P.6
Wu Rain Hei
Choi Yuen Yin
Ho Pui Sze
Lee Ho Yan
Page 32 of 43
Lo Hoi Ling
Chan Kwan Yui Katrina
Best in Visual Arts
Class
P.1
A
B
Fong Ching
Chan Adelaide
P.2
Leung Valerie Grace
Man Fay
Chow Wing Huen
P.3
Leung Cheuk Yu
P.4
Fan Man Hei Chloe
P.5
Lam Cheuk Yiu
P.6
Wu Rain Hei
C
D
Lau Hannah
Poon Ying Tung Valarie
Lo Georgina
Ngan Tsz Yen Beryl
Chong Yi Yuet
Chan Wai Kiu Bridget
Ho Elliana Shalom
Wong Kuk Sang Alison
Cheng Pui Sa
Lim Padma Yon Lian
Ip Pung Wai Anna
Yuen Hei Wun Patti
Luk Wing Tung Janice
Sin Cheuk Wai
Wong Cheuk Ying
Christie
Chan Chi Ying Karen
Best in Computer Studies
Class
P.1
P.2
P.3
A
B
Leung Kwan Kiu
Kwun Valerie
Wong Tsz Ham Sidney
Sze Nicole
C
D
Kwok Wan Ching
Lau Sien Tung Reiss
Li Man Hin Natalie
Choi Hoi Yeung
Shannon
Yu Yeuk Pui Yolanda
Chan Hoi Wun Cari
Chan Wai Kiu
Bridget
Yiu Yiu Haruka
P.4
Ngan Yuet Sheung
Jacqueline
Chan Wai Yan
Ching Ho Ling
Li Man Ching Chloe
P.5
Choy Huen Wai Chloe
Chow Wing Chi
Lo Abbie Wing Sum
Chan Chi Lam
P.6
Ting Bik Yu Louise
Lai Hiu Ki Ottilia
Chan Ingrid Nga Yu
Tai Wing Lam
Best in Religious and Moral Education
Class
P.1
A
B
C
Lam Cheuk Wing
Anson
Cheung Tsz Wai
Tsang Wing Tung
Chloe
D
Wong Tsz Tsun
Liu Kristy
Poon Ying Tung Valarie
P.2
Ho Hiu Wai
Lai Kiu Lok Edrea
P.3
Cheung Hay Ching
Eleanor
Wong Lai Ying Elly
P.4
Lam Yat Tung Abby
Ip Chloe Mabelle
Lo Wing Lam Joyce
Belshaw Emma Yen
Ling
P.5
Lau Tsz Kwan
Wong Ka Yee Davina
Cheung Ka Wing
P.6
Wai Lok Ting Tiffany
Ng Oi Lam
Leung Hei Tou
Lee Ho Yan
Lee Sze Yue Evelyn
Wong Hoi Ting
Leaders of Tomorrow Scholarship
Class
P.6
A
Ting Bik Yu Louise
B
Lo Tsz Yiu
C
Luk Wing Tung Janice
D
Hui Jasmin
I DID IT Award
Class
P.6
A
Lau Bik Ka Brigitta
B
Ng Patricia Marie
C
Leung Kwan Yui
D
Lai Cheuk Wing
Role Model Student Award
Class
P.6
A
/
B
/
Page 33 of 43
C
Lam Serena Wing
D
Chiu Kung Ki
Madam Chau Ho Dak Hing Memorial Scholarship – Outstanding Student Award
Class
P.6
A
Cheung Abigail
B
Ng Hui Lam
C
Yung Man Shu
D
Chan Cody
Christian Life Community Scholarship – Top Student
Class
A
B
C
D
P.6
/
Ng Oi Lam
/
/
Page 34 of 43
Appendix F
External Awards
2012-2013
Nature
Name of
Competition / Organization
64th Hong Kong Schools Speech Festival
(English Solo)
(Cantonese Solo)
(Putonghua Solo)
Hong Kong Inter-Primary School English Speech
Competition
Theatre Olympics
Academic
Gold Medal
1
Junior Gold
Junior Silver
Junior Bronze
Bronze Award
2
2
5
1
第十五屆全港中小學普通話演講比賽 2013
金獎
銅獎
1
2
2012-2013 年度公益少年團灣仔區主題活動比賽(小學組)
銅獎
1
樂思暑期活動 2012「小腳板夏日遊蹤」徵文比賽
初小組亞軍
1
恒生銀行之協助警方撲滅青少年罪行比賽 2012
小學組季軍
1
Champion
2nd runner-up
1
1
Wan Chai District Fight Crime Design Competition
Champion
1
HK Floral Arrangement Competition
3rd Prize
1
Primary School Choir-Hong Kong Island-Foreign
Language-Senior
2nd Runner-up
1
Church Music-Foreign Language-Primary School Choir
1st Runner-up
1
2012 Hong Kong Youth Music Interflows – String
Orchestra
Bronze Award
1
Commonwealth English Essay Competition
HK Mathematics Creative Problem Solving Competition
MTR Comic Colouring Competition
Art
Award details
Number
Award / Prize
of prizes
details
received
1st
15
2nd
28
3rd
43
st
1
2
2nd
6
3rd
5
1st
4
2nd
14
3rd
19
1st Runner-up
2
Music
Page 35 of 43
Nature
Award details
Name of
H.K. Island East Area Inter
Primary Schools Swimming
Competition
Award / Prize details
Number of
prizes
received
Grade A
50M Freestyle
1st Runner-up
1
50M Butterfly
Champion
1
100M Breaststroke
1stRunner-up
1
4X50M Freestyle
1st Runner-up
1
Overall
Champion
1
Grade B
HKE Inter-Primary School
Athletic Competition
100M Freestyle
2nd Runner-up
1
50M Butterfly
Champion
1
4X50M Freestyle
Champion
1
Overall
Champion
1
Grade A
200M
Sports
Champion
3rd Runner-up
High Jump
Overall
Grade B
2nd Runner-up
1
1
4x100m Relay
Champion
1
1
100M
Champion
1
3rdRunner-up
5
Outstanding
1
HK Island East Area
Inter-Primary School Badminton
Competition
Athlete Award
HK Island East Area
Inter-Primary Schools Table
Tennis Competition
1st Runner-up
4
Outstanding
2
Athlete Award
The 10th All Hong Kong
Inter-Primary Schools Aerobic
Competition
Primary Women' s
Individuals
Page 36 of 43
Champion
1
Nature
Award details
Name of
Award / Prize details
SCAA-Inter School Swimming Meet
Grade A
100M Breaststroke
1stRunner-up
2nd Runner-up
50M Freestyle
1stRunner-up
2nd Runner-up
50M Butterfly
Champion
2ndRunner-up
4x50M Freestyle
Champion
1st Runner-up
2nd Runner-up
50M Breaststroke
1st Runner-up
50M Backstroke
2nd Runner-up
100M Freestyle
1st Runner-up
2nd Runner-up
Grade B
50M Freestyle
Champion
4x50M Freestyle
Champion
50M Backstroke
Champion
1stRunner-up
50M Breaststroke
Champion
50M Freestyle
1st Runner-up
Sports
2nd Runner-up
HK Island & Kowloon Region
Inter-Area Primary Schools
Swimming Competition
Others
Hong Kong Girl Guide
Outstanding Award
2
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
100M Freestyle
2nd Runner-up
1
50M Butterfly
Champion
1
Grade C
50M Backstroke
Champion
4x50M Freestyle
Champion
Grade B
1
1
50M Butterfly
4x50M Medley
Relay
50M Breaststroke
49th Hong Kong Schools Dance
Festival
(Leisure and Cultural Services
Department)
Number of
prizes
received
Lower Primary
Children Dance
(Group)
Lower Primary
Modern Dance
(Trio)
Upper Primary
Modern Dance
(Group)
Upper Primary
Modern Dance
(Solo)
Runner-up
1
1
2nd Runner-up
1
Honours Award
1
Highly
Commended
Award
Highly
Commended
Award
Highly
Commended
Award
1
Champion
2nd
Outstanding Girl Guide Award
Page 37 of 43
1
1
2
Appendix G
English Enhancement Grant Scheme for Primary Schools
Final Report
School Name:
A
File number:
B018
Implementation Progress
Tasks should be completed after 2 years
Completed as scheduled
Reasons for not completing the
Follow-up actions for completing
of implementation
(Please tick √)
tasks as scheduled
the tasks as stated in the
Yes
1.
To develop a learning and teaching
resource package for creative
writing. The creative writing units
include:
(a) Narrative writing
(b) Poetry writing
(c) Drama writing
√
2.
To provide 4 public speaking
workshops to the selected English
Ambassadors (EA). The four topics
are:
(a) Voice projection and manner
of public speaking
(b) Good pronunciation
(c) Using contrast in volume and
pace to enhance speaking
effectiveness
(d) Effective expression of
emotions using intonation
√
3.
To conduct 1 teaching training
session to teachers involved in the
teaching of the 3 writing units.
√
4.
To conduct 1 professional
development workshop to English
teachers on the topic of Process
Writing.
√
5.
To bring the selected English
Ambassadors (EA) to share the good
work of students produced under the
EEGS project with other local
primary schools.
√
No
Page 38 of 43
approved school plan
B
Benefits Obtained
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
Have the effects of the
If the effects of the measures have not/
measures met the
partly achieved the expected outcomes,
school’s expectation?
what further actions would the school
(Please tick √)
take?
Yes
Enhancing
the writing
skills of
students
Partly
No
Students were able to
recognize the
different text
structures and
features of narrative,
poetry and drama
writing. They were
also able to apply
what they have learnt
in their writing.
√
Based on the difficulties encountered
last year, modifications have been
made to the plans. For example, the
script writing task for P.3 has been
simplified. The revisions made in
different units shortened the time spent
on writing for each unit. Hence, more
time was available for students to edit
their work.
As mentioned last year, individual
students who were not that keen on
writing/ weak in writing were unable
to maintain their interest throughout
the writing units. By allowing pair/
group work, the weaker students
showed improvement when
completing the writing tasks with the
help of teachers and also their peers.
Students’
ability to
use the
graphic
organizers
to plan their
writing.
When compared to
last year’s P.4
students, this year’s
P.4 students
demonstrated a
higher ability to use
the graphic
organizers (e.g. the
Story Mountain) to
plan their writing as
they have tried using
the same kind of
graphic organizers
when they were in
P.3.
√
To help students form the habit of
planning their ideas before their actual
writing, teachers may try to use
graphic organizers more often in
teaching writing.
Students are
more used
to the idea
of process
writing (i.e.
they modify
their drafts
before
reaching a
final
product)
.
Students were asked
to keep editing their
writing even beyond
the 3 writing units
(e.g. the report
writing and leaf
poem activities in P.4
this year).
√
Students’
understanding
towards the 3
different text
types taught.
P. 3 – 4
Page 39 of 43
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
measures met the
(Please tick √)
take?
Yes
Students’
motivation
in writing.
Students’
performance
in their
written work.
P. 3 – 4
Partly
No
Students enjoyed the
writing activities.
They were eager to
spend their time
researching on the
writing topics
outside class. They
were also given
chance to appreciate
each other’s work.
Positive feedbacks
were received from
students according to
their evaluation
forms.
√
Students were not used to reading or
commenting on others’ work. More
guidance is needed in teaching students
how to give feedback to each other.
Generally speaking, students reflected
that such practice helped them to be
more cautious in their writing. Through
reading others’ work, it also allowed
them to learn from others and reflect on
their own writing. Teachers can
therefore try to use peer evaluation more
often in class (especially in writing).
Apart from these, teachers can celebrate
students’ good work by publishing them
in class or displaying them around
school. They can also ask students to
read aloud some good work so as to
encourage students to learn from each
other.
According to
teachers’ feedback,
students generally
showed
improvement in their
writing (in terms of
the use of
vocabulary,
organization and
content).
Students did not
finish their writing in
one go. They got
ample time to plan,
draft and revise their
work before
submitting their final
product.
Apart from receiving
feedback from
teachers, students
also got the chance to
comment on the
work of their peers.
Through this, they
got a better
understanding of the
strengths and
weaknesses in their
writing, and hence
were able to make
suitable amendments
in their work.
√
Teachers reflected that in the P.4
narrative unit, students could not make
full use of the information found about
the animal in their own piece of writing.
To improve, teachers should make use
of one animal and model it to the class
how to relate the information of the
animal to the story (i.e. write a class
story as an example).
Instead of giving feedback to the
students only after they finished their
first draft, teachers can also give
students feedback based on their plan
(i.e. the content of the graphic
organizer).
Page 40 of 43
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
measures met the
(Please tick √)
take?
Yes
Enhancing
the speaking
skills of
students
Students’
confidence
in speaking.
Students’
awareness
on the
different
components
in a good
speech.
P. 4 -5
(40
chosen
EAs#)
During the
workshops, students
showed interest and
were eager to deliver
speeches in front of
the teachers and their
peers.
According to the
results of the
questionnaire, all 40
EAs agreed that the
speaking workshops
and presentation
visits are good
learning experiences
for them. They
agreed that the
speaking workshops
equipped them with
necessary speaking
skills for the
presentation visits.
All of them
expressed that they
are proud to and
would like to have
more chances to
present their learning
products to students
in other primary
schools.
√
Students were able
to put what they
have learnt from the
workshops into use
when delivering their
presentations.
According to the
data collected in the
questionnaire, all
EAs expressed that
they have a better
understanding of the
different criteria in a
good presentation
through preparing
for the presentation
visits. 80% of EAs
also said that they
get to know their
weaknesses/ areas
for improvement in
√
# EAs: English Ambassadors
Page 41 of 43
Partly
No
When preparing for the presentation
visits, teachers should give some tips
especially to the MCs on their
spontaneous feedback to the audience’
answers.
Evaluation
Areas with
Grade
Focus
improvement
level
Supporting evidence
found
measures met the
(Please tick √)
take?
Yes
Partly
No
speaking when
preparing
for the presentations.
Professional
development
of teachers
The lesson
planning and
approaches
used in the
teaching of
writing.
Teachers’
knowledge
on Process
Writing
P. 3 &
4
English
teachers
Teachers were
receptive in adopting
the new writing
approach in their
lessons with the
resources made.
They also gave
constructive
feedbacks in
modifying the
materials developed.
√
English
teachers
of
different
levels
According to the
evaluation forms,
results showed that
all the English
teachers who
participated in the
workshop agreed
that they obtained a
better idea of what
Process Writing is.
90% of them think
that such writing
strategy can improve
students’ quality of
writing.
90% of the teachers
who participated in
the workshop agreed
that they will try to
use Process Writing
in their lessons.
√
C Self-evaluation on the Implementation of the Measures
1.
What are the focuses of the enhancement measures?
(You may tick more than 1 option)
Enhancing teachers’ professional development
Refining or developing a school based English curriculum
Catering for learner diversity
Strengthening the learning and teaching of English for SEN/ NAC/ NCS students
Creating a rich English language environment
Page 42 of 43
As not all the English teachers attended
the Process Writing workshop,
handouts about Process Writing and/or
a similar workshop can be organized in
the coming year for all English
teachers so every one will get to know
how Process Writing works.
Teachers expressed their worries that it
will be time-consuming to practise
Process Writing in lessons. It is
therefore suggested that teachers can
try to use Process Writing in one of the
writing topics throughout the year.
2.
Please consider whether the following statement is true:
(Please explain if the rating is “1” or “2” )
Yes
5
1.
The measures are appropriate to achieve the
school-based objectives
√
2.
The school-based English curriculum developed
could cater for learner diversity (if applicable)
√
No
4
3
2
√
(Not all the
English
teachers in our
school were
invited to
attend the
workshop on
Process
Writing.)
3.
All the English teachers have acquired the required
strategies and pedagogies (if applicable)
4.
Curriculum leader(s) is/are developed (if
applicable)
5.
The deliverables produced could further help the
learning and teaching of English
√
6.
The overall implementation of the measures has
built up the capacity of the school for raising
students’ English proficiency
√
D
Dissemination of Good Practices
1.
Would you like to share the good practices with other schools?
2.
N/A.
Yes
No
(Please tick)
Please give a brief account of the good practice(s) you would like to share with other schools:
Outputs & deliverables produced
1.
The learning and teaching resource package developed for the teaching of creative writing in narrative writing, poetry writing and
drama writing.
2.
The good written work of students produced on the three creative writing units.
Successful experience
1.
Providing opportunities and motivating students to write in authentic and creative ways.
2.
Collaborations among teachers through regular co-plan meetings for the writing units allowed teachers to review and refresh their
pedagogical practices on teaching writing.
Page 43 of 43
1

Marymount Primary School

Transcription

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