St. Francis’ Canossian College
School Development Plan 2015/16 – 2017/18
Annual School Plan 2015/16
Contents
School Development Plan 2015/16 – 2017/18
School Motto & School Vision
1
School Mission & School Goals
2
School Self-Evaluation Mechanism
3
Holistic Review
4
SWOT Analysis
12
Major Concerns for 2015/16 – 2017/18
14
School Development Plan
15
Annual School Plan 2015/16
Main Foci
21
School Development Plan
2015/16 – 2017/18
1
School Motto
“Live by the truth in love”
School Vision
We form the heart of our students leading
them to embrace Christian values through a
life of integrity and charity.
School Development Plan (SFCC)
2
School Mission
Through the Gospel values of Truth in Love we form women of dignity,
instilling in them love for learning, commitment and compassion.
School Goals
Our aim is to instill in students a love for learning and develop their ability to
think critically.
We encourage students to work and to develop fully their
God-given abilities and talents.
We inculcate the Christian values of self-respect and
morality which are integral to individual growth.
We prepare students to achieve clearly defined goals which
give meaning to their life.
Through education we help students to become responsible
citizens who are committed to serving the needy, and to
contributing to the well-being of the society.
School Development Plan (SFCC)
School Self-Evaluation Mechanism
Our three-year School Development Plan was developed based on the PIE model.
To identify the strengths and weaknesses of the school, teachers and the
principal take part in the annual school self-evaluation, department and whole-school evaluations and lesson observations.
which gives a comprehensive view of the school development is collected.
in seminars.
Teachers’ and students’ feedback
Parents’ views on the school major concerns are also sought through surveys and
Students’ voices are heard through surveys done after student formation programmes and in end-of-year subject evaluations.
Holistic Review
Effectiveness of the previous School Development Plan (2012 - 2015)
Major Concerns
1. School Redevelopment Plan
Extent of targets achieved
Majorly Achieved
Follow-up action
•
(Given unforeseen circumstances
like increase in construction costs
and inclement weather, there was
expected delay in its completion.)
•
Remarks
Will continue to work closely with
After completion of Phase 1, it was
consultants and EDB officials to
found that there is a need (coordinate
ensure all the required tasks be
all tasks) to employ a project manager
completed as planned
and to liaise with the parties
Ongoing review and monitoring of
concerned.
the site work and statutory
submissions , which have been put
in place in the past 3 years, will be
part of the evaluation mechanism
2. To upgrade the academic
Fully Achieved
•
standard of students by catering
for learner diversity
•
Will continue as part of the regular
For the previous Major Concern
teaching curriculum
(2012-2015), emphasis was placed on
Ongoing review and evaluation of
the teaching practices, which have
been put in place in the past 3 years,
will be part of the evaluation
mechanism
developing teacher-directed
curriculum to cater for learner
diversity. It was found that students
lack learning motivation and are
rather passive.
To facilitate our
students to take more initiative and
responsibility in learning, enabling
our students to become autonomous
learners through self-directed learning
will be the new major concern in the
coming years.
Major Concerns
3. To enable students to be
Extent of targets achieved
Fully Achieved
Follow-up action
•
considerate towards the feelings
of others, care for the well-being
and needs of others so that they
will live in harmony with one
another
•
Remarks
Incorporated as a routine measure in
Students’, teachers’ and parents’
school community
views were solicited and it was
The focus of the SDP will continue
to cultivate other virtues in students
commonly felt that integrity needs to
be further reinforced.
Evaluation of the School’s Overall Performance
PI Areas
1. School Management
Major Strengths


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
2. Professional Leadership

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
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
Area for Reinforcement / Improvement
The school had a transparent and accountable
approach to decision-making
Collaborative framework provided a forum for
soliciting views of different key stakeholders
As always, a “bottom-up” approach to decision
making on important issues was in place
Evidence-based evaluation mechanism was
practised
The Incorporated Management Committee (IMC) is
committed to rendering full support to the school.
Teachers, irrespective of rank, are duly recognised 
as the intellectual capital of the school. The
Principal adopts distributed leadership and teachers
are encouraged to take part in different school
affairs.
The working relationship among teachers is
harmonious and they have a strong sense of
belonging and good team spirit.
Target oriented seminars were organized
Teachers attended suitable courses and seminars for
reinforcement of their professional competence
“Teacher Seminar Record System” recorded data of
teachers’ professional development
Teachers need to continue to attend more Senior
Secondary subject-based seminars so as to handle
the demands of the NSS curriculum and
examination needs.
PI Areas
3. Curriculum and Assessment
Major Strengths



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


A school-based curriculum was adopted in I.S. (S1), 
IH (S2), IT (S1-3), R.S. (S1-S6) and English
(S1-S6) to cultivate students’ generic skills
The school offers NSS subject combinations which
meet students' needs and interests
CAS continued to be in practice to evaluate
students’ learning progress and outcomes
Parent endorsement mechanism in the “DEAR”
Passport continued to foster parental involvement in
promoting a reading culture in school
Evaluation of curriculum was conducted after each
examination.
Questions of different levels of difficulty are set to
cater for individual learner diversity
Various modes of assessments were employed to
evaluate learning outcomes. Some subjects
incorporated peer assessment and self-assessment
into their project work.
Area for Reinforcement / Improvement
Curriculum re-structuring in the lower form IH was
proposed and planned in order to broaden students’
knowledge of Humanities in preparation for senior
form Liberal Studies.
PI Areas
4. Student Learning and Teaching
Major Strengths


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
S1 Summer Bridging Programme was organized

during the summer holidays
S4 conversational English lessons by the AWA
volunteers were conducted

‘DEAR’ Reading programme continued to enhance
students’ interest in English

KLA co-ordinators brainstormed strategies for
uplifting public exam results
A staff workshop on the implementation of the
above strategies was organized
Workshops and seminars were held with the specific
aim of upgrading students’ performance in HKDSE
electives
To upgrade the academic standard of students by
catering to learning diversity, seminars and
workshops were held
Area for Reinforcement / Improvement
Strategies need to be developed in order to motivate
some passive and unmotivated students e.g.
self-directed learning
More needs to be done in order to upgrade students’
performance in public examinations
Measures need to be taken to upgrade the academic
standard of students by catering for learning
diversity
PI Areas
5. Student Support
Major Strengths


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

The Guidance and Counselling Team continued to 
provide support for the students in need
Orientation programmes were organized to help S1
and S4 students better adjust to another stage of
their secondary school life
Leadership training programmes were organized to 
groom future student leaders
The Special Education Needs (SEN) Team
continued its support
OLE programmes were offered to all students to
broaden their horizons
ILC continued to foster independent learning in the
three languages
The LMS continued to serve as a platform for
fostering the self-learning culture
Health development activities were organized
Provisions (namely remedial classes in the 3 core
subjects and enrichment classes in Mathematics)
were made to cater for learner differences
Area for Reinforcement / Improvement
More resources need to be provided in order to help
the students in need (e.g. employing SEN officer,
organizing staff development for SEN identification
and encouraging teachers to attend thematic
courses)
Review and update the Crisis Management
Procedure regularly and carry out the crisis drill in
school
PI Areas
6. Partnership
Major Strengths




7. Attitude and Behaviour



The Student Association partnered with the
“Steering Committee on Promoting Voluntary
Service”
The Careers Team joined the School-Company
Partnership Programme led by the Young
Entrepreneurs Development Council (YDC) and
also a job-shadowing programme under the
guidance of the Junior Achievement Hong Kong
The Counseling Team worked together with Caritas
in offering the PATHS programme to S1 and S2
students
Parents are very supportive to school's function
With reference to the encouraging responses in the
Stakeholders survey, students have a positive
attitude and a good sense of belonging to school
Students respect teachers and like their school
There is an overall harmonious atmosphere and
caring culture in school
Area for Reinforcement / Improvement


More opportunities should be given to Junior Form
students to join careers-related programme
Stronger connection with alumnae needs to be
established
PI Areas
8. Participation and Achievement
Major Strengths






Outstanding performance by the School Swimming
Team
SportACT Award
Exemplary performance in the HK Schools Music
and Speech Festivals
Students got Outstanding Creativity and
Outstanding Teamwork Awards in 2015 English
Drama Fest
Students got 2 Long Service, 2 Silver and 12
Bronze Individual Awards for Volunteer Service
SFCC got the Gold Award (Organization) for
volunteer service
Area for Reinforcement / Improvement
12
SWOT Analysis
Our Strengths

A well established school organizational structure

Strong emphasis on moral and spiritual development of students

A very good learning and working environment

Well equipped teaching and learning facilities

Suitable SS subject combination is offered to meet students’ needs and expectations

Students are well disciplined, cooperative and friendly

Most students put in effort in their academic pursuits

Some student-centred/autonomous teaching and learning methods are in place

Students’ generic skills are developed through the integration of subject-related projects and
co-curricular activities into the regular curriculum

A variety of co-curricular activities expose students to different learning experiences and help them to
explore their potential

There is a comprehensive assessment and reporting system in place

Very dedicated, competent, caring and committed staff

Excellent support for the school from parents, past students and the school sponsoring body

Good link with the community and external organizations

Very hygienic and healthy school campus

There are remedial initiatives to uplift the academic standard of the potential achievers

There is effective collaboration in the development of Senior Secondary curriculum

Effective communication between the school and parents

The SEN students are rendered effective guidance and support by our dedicated SEN Team

Well established staff force with low turn-over rate

Students are engaged in different forms of Language Arts and English Language Enhancement activities

The implementation of small class teaching in Liberal Studies and Chinese Language electives in SS

The implementation of remedial classes for core subjects

The implementation of enrichment and remedial classes for various subjects

The implementation of small class teaching in English for F.1 students
Our Weaknesses

Lack of space for students’ self-study, recreation and extra-curricular activities in Phase 1 campus
because of school redevelopment

Inconvenience caused by the on-going construction work

Some students are passive and lack self-autonomous learning skills

Some students are easily distracted from learning

Some students lack motivation in learning
School Development Plan (SFCC)
(Aug 2014)
13
Our Opportunities

Students have the opportunity to be exposed to different cultures and professions through workshops and
overseas visits

SS students have the opportunity to be exposed to dynamic learning experiences through OLE activities

The application of the intranet platform widens students’ scope of learning and facilitates teacher-student
communication

On completion of the school redevelopment project, students will have better learning environment and
facilities

There are school-based initiatives to enable teachers to cater for learner diversity

Curriculum restructuring in junior forms facilitates transition to SS curriculum

Careers and life planning grant is in place to guide students in their choice of careers and life planning
Our Threats

Growing problems in students’ families

Some students lack self-management skills

A few parents are over-protective of their children and impose pressure on school

Some parents shift their responsibility of educating their children to teachers

Some students are generally weak in handling emotions

Very heavy workload for the school staff

Teachers are overburdened with the demands of EDB initiatives

Declining student number in secondary schools

Declining standard of incoming F.1 students and growing divide in students’ academic abilities

Insufficient regular staff establishment to sustain curriculum development

Teachers are overburdened with the curriculum demands of Non-Chinese Speaking and increasing
number of SEN students

Lack of resources to cater for the needs of SEN, Non-Chinese speaking students and their parents

Students’ over-reliance on private tutoring affects their time management, learning at school and
participation in extra-curricular activities

Growing social division has negative impacts on students’ values and moral development

Some students are preoccupied with various types of entertainment which grants them immediate
gratification

Potential risks, hazards and noise pollution caused by construction work in and around our school

The delay in the completion of the school redevelopment project has caused further inconvenience

Delay in completion has resulted in an increase in the cost of the redevelopment project
School Development Plan (SFCC)
(Aug 2014)
14
Major Concerns for 2015/16 – 2017/18
(in order of priority)
1.
To empower students to become autonomous learners through
self-directed learning
2.
To strengthen students’ sense of integrity
3.
To
provide
support
for
career
guidance
service
and
implementation of life planning education for students
4.
To implement the School Redevelopment Project
School Development Plan (SFCC)
(Aug 2014)
School Development Plan (2015/16 – 2017/18)
Time Scale
Major Concerns
Intended Outcomes / Targets
(in order of priority)
1. To empower students to become

Evaluation of the strategies on
autonomous learners through
self-directed learning with
self-directed learning
respect to:


To enhance learning through
To support staff development on


To enhance learning through mobile technology

To conduct action research in IS and LS
(Please insert )
15/16
16/17
17/18



F.1 (IS), F.1 (IS),
F.4 (LS) F.5 (LS)
action research through

e-learning
mobile technology

A General Outline of Strategies
development of a library
To develop a library curriculum to support
F.1
F.2
Life & Society (L&S) and IS
(L&S),
(L&S),
curriculum
effective use of eLearning
F. 1 (IS) F.2 (IS)

To support staff development on effective use of









eLearning
2. To strengthen students’ sense of integrity 
To enable students to


Organize Student Formation Days in which guest
be self-disciplined and
speakers share their life experiences on the main
reflect on their own
theme and Form Teachers conduct interactive
behaviour
home programs with all students.
be true to themselves and to
others



Organize an inter-class board decoration
appreciate honesty and
competition to guide students to reflect on the
integrity
main theme through board design and
collaboration
Time Scale
Major Concerns
Intended Outcomes / Targets
(in order of priority)
3. To provide support for career guidance

To develop school-based
service and implementation of life
strategies for life planning
planning education for students
education
A General Outline of Strategies
(Please insert )
15/16
16/17
17/18

Formulate school-based policy and plan




Evaluate the effectiveness of life planning







F.5-6
F.5
F.5
F.6
F.5-6
F.4-6
F.4-5
F.4-5
F.4-5
education and career guidance service for
continuous improvement

Support other school personnel, student leaders
and parents when providing life planning
education and career guidance service

Establish a stronger partnership with alumni for
collaboration in career guidance service

Senior Form Students can


Organize personality workshops to help students
make a comprehensive
understand their attributes and enable them to
self-assessment of their
explore their future careers choices
personality and explore their
career interests

become more competent in

future careers

develop positive attitudes
towards work and learning
Arrange workshops to enhance students’ soft
skills in preparation for future career.

Design home programmes that help students to
develop positive attitudes and prepare them for
the transition from study to work
Time Scale
Major Concerns
Intended Outcomes / Targets
(in order of priority)

(Cont’d)
make informed choices on
A General Outline of Strategies

service and implementation of life
pathways at the completion of secondary
planning education for students
schooling

enrich their career-related
Junior Form Students can

16/17
17/18
F.5-6
F.5-6
F.5-6

Provide individual career guidance
F.4-6
F.4-6
F.4-6

Implement a series of career-related learning
F.4-6
F.4-6
F.4-6
F.1-2
F.1-2
F.1-3
F.1-3
F.1-3
F.3
F.3
F.3
opportunities and to liaise with external parties
learning experience

15/16
university admission and multiple study
future career paths
3. To provide support for career guidance
Hold various talks on JUPAS application,
(Please insert )

Arrange workshops to help students understand
their achievements, qualities, aptitudes, abilities
develop self-awareness
and career aspirations

explore the world of work

Design home programmes to enable students to
obtain up-to-date knowledge about the world of
work

make study decisions in

Provide group and individual career guidance,
accordance with their
conduct talks and activities relating to choosing
interests, abilities and
senior secondary subjects
orientations
Major Concerns
Intended Outcomes / Targets
(in order of priority)
4. To implement the School

Redevelopment Project
A General Outline of Strategies
To provide an up-to-standard
Time Scale
(Please insert )






teaching and learning
environment

Monitor the progress of the

Review & revise the master programme

Maintain listings of current/future SOA and
construction works

Maintain current/future
SOA & CFA

Manage the use of
floor plans

Carry out cost-saving strategies

Publicize important events and activities
government funding
properly

To reinforce the bonding between
staff, parents, teachers, students
and alumni
through the school webpage
Annual School Plan
2015/16
21
Annual School Plan
2015/2016
Main Foci
1. To empower students to become autonomous learners through
self-directed learning to
•
enhance learning through mobile technology
•
support staff development on effective use of e-learning
2. To enable students to
•
be self-disciplined and reflect on their own behaviour
•
be true to themselves and to others
•
appreciate honesty and integrity
3. To provide support for career guidance service and
implementation of life planning education for students
4. To implement the School Redevelopment Project
Annual School Plan (SFCC)
1. Target: To enhance students' self-directed learning by conducting action research in Integrated Science (F.1) and Liberal Studies
(F.4)
Strategies / Tasks
1. To purchase tablets for
eLearning
2. To enhance learning through
mobile technology
 Action Research in F. 1 IS
(Project Learning)
 Action Research in F. 4 LS
(HK Today)
3. To support staff development on
effective use of eLearning
 To solicit external professional
support (CUHK) to
o conduct a series of staff
development programmes on
eLearning
o provide school-based
support in planning,
implementing and evaluating
the use of eLearning in F.1
IS and F.4 LS
 To carry out lesson observation
which focuses how self-directed
learning is promoted in class
4. Evaluation
 Evaluation with external
professional support (CUHK)
 Term-end evaluation by
individual departments and
KLAs
Methods of
Evaluation
Success Criteria




Purchase of 40 tablets for eLearning
Based on the findings of the
school-based survey for the teachers
and students concerned about the
action research:
 Over 60% of teachers agree that
the strategies adopted can
improve students’ motivation to
learn
 Over 50% of students agree that
the strategies adopted can
motivate learning
100% of teachers concerned attend
relevant seminars and programmes
End-of-term department evaluation
reports with suggestions on
identifying the strengths and
solutions to the problems
encountered in the implementation of
strategies







People
Responsible
Time Scale
Record of the August to November
use of tablets in 2015
the department
evaluation
report
Completion of a
school-based
questionnaire November, 2015 to
June, 2016
survey by
February to June
students and
2016
teachers
Interviews with
Whole year
students and
teachers
concerned
Observation by
teachers
Seminar records
Evaluation
meetings
KLA
consultation
meetings
Whole year



Resources
Required
Principal
School Grant
Academic Team
All teachers and
students
2. Target: To enable students to appreciate integrity through self-reflection and to become self-disciplined adolescents
Methods of
Evaluation
Time Scale
Completion of
Sept 2015 to

Principal
the activities can help them to:
school-based
May 2016

Student

be self-disciplined and reflect on
evaluation
Formation Team
their own behaviour
questionnaires by
(SFT)
Strategies / Tasks
To organize activities

Success Criteria

to enable students to



More than 60% of the students agree that
be self-disciplined and

People
Responsible
reflect on their own

be true to themselves and to others
teachers, students

Form teachers
behaviour

appreciate honesty and integrity
and parents

All Staff
More than 50% of the target parents agree 
Data analysis

All students
and to others
that the activities can help students to:
report

Parents
appreciate honesty and

be true to themselves

be self-disciplined and reflect on
their own behaviour
integrity


be true to themselves and to others

appreciate honesty and integrity
More than 50% of the teachers agree that
the activities can help students to:

be self-disciplined and reflect on
their own behaviour

be true to themselves and to others

appreciate honesty and integrity
Resources
Required
School Grant
3. Target: To implement career and life planning education by conducting school-based programmes for F.1 to F.5 student and buying
services for F.3 to F.6 students
Strategies / Tasks
1.
To develop school-based
Methods of
Evaluation
Success Criteria

Completion of the School Development

Feedback from
People
Responsible
Time Scale
Whole year

Careers & Life CLP Grant
strategies for life planning
Plan 2015/16 – 2017/18 and Annual
school
Planning
education by
School Pan 2015/16
administration
Education
Evaluation
Coordinating
Surveys
Team
• Formulating school-based

policies and plans
Evaluation of life planning education and

career guidance service conducted at the
• Conducting evaluation on
Resources
Required
end of each semester
the effectiveness of life
planning education and
career guidance service
2.
To help Senior Form

More than 60% of the students and

Evaluation
Whole year

Careers & Life
Students to
teachers agree that the life planning
questionnaires
Planning
• make a comprehensive
education and career guidance service
by students,
Education
self-assessment of their
can help students to
Form and
Coordinating
personality and to explore

make a comprehensive
Co-form
Team
self-assessment of their personality
teachers
career interests
• become more competent in
future careers

• develop positive attitudes
towards work and learning


• enrich their career-related
learning experience
become more competent in future
and Co-form
report
teachers
External
develop positive attitudes towards
organizations
work and learning
and companies
make informed choices on
future
career paths

Students, Form
Data analysis

careers
• make informed choices on
future career paths

and career interest

enrich their career-related learning
experience
CLP Grant
(Cont’d)
3. Target: To implement career and life planning education by conducting school-based programmes for F.1 to F.5 student and buying
services for F.3 to F.6 students
Strategies / Tasks
3.
To help junior form students
Methods of
Evaluation
Success Criteria

More than 60% of the students and

Evaluation
People
Responsible
Time Scale
Whole year

Careers & Life
to
teachers agree that the life planning
questionnaires
Planning
• explore the world of work
education and career guidance service
by students,
Education
• make study decisions in
can help students to
Form and
Coordinating
accordance with their

explore the world of work
Co-form
Team
interests, abilities and

make study decisions in accordance
teachers
orientations
with their interests, abilities and
orientations


Students, Form
Data analysis
and Co-form
report
teachers

External
organizations
and companies
Resources
Required
CLP Grant
4.
Target: To implement the School Redevelopment Plan
Strategies / Tasks
1.
Methods of
Evaluation
Success Criteria
To monitor the construction

Expenditure kept within the budgets
work of Phase 2

Provision in line with the approved
• Monitor the progress of the

Monthly Report
People
Responsible
Time Scale
Whole year

to EDB
School
Resources
Required
Government grant
Supervisor
scope of the project

Principal

IMC

Principal
construction works and
• Manage the use of government
funding properly
2.
To strengthen the
Employ a project manager to liaise with 
Project manager
communication between client,
external parties including EDB,
was employed
consultants, contractors and
consultants, contractors and other
EDB for the Phase 2
government departments


Satisfactory
performance
construction work
was delivered
• Manage consultancy
by the project
agreements and works
contracts
• Coordinate school’s
requirements with design and
construction works
• Manage the project so that it
will be completed on time and
within the budget
manager
Whole year
School grant