St. Francis’ Canossian College
School Development Plan 2012/13 – 2014/15
Annual School Plan 2014/15
Contents
School Development Plan 2012/13 – 2014/15
School Motto & School Vision
1
School Mission & School Goals
2
School Self-Evaluation Mechanism
3
Holistic Review
4
SWOT Analysis
9
Major Concerns for 2012/13 – 2014/15
11
School Development Plan
12
Annual School Plan 2014/15
Major Concerns
17
School Development Plan
2012/13 – 2014/15
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)
(26/10/2012)
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)
(26/10/2012)
School Self-Evaluation Mechanism
Holistic Review
Effectiveness of the previous School Development Plan
Major Concerns
1. To prepare for the 334 New Senior
Extent of targets achieved
Fully Achieved
Follow-up action
Remarks
Will continue as part of the regular teaching
After the completion of
curriculum
the first cohort of the
Ongoing review and evaluation of the teaching
NSS, it was observed that
practices, which have been put in place in the
there is a wide spectrum
past 3 years, will be part of the evaluation
of learning differences.
mechanism
Catering for learning
The finalized framework and teaching
diversity will be the major
materials for the LS Curriculum was adopted
concern in the coming
in NSS1
years.
•
Incorporated as a routine measure
Students’ and teachers’
•
The focus of the SDP will continue to
•
Secondary Curriculum
•
•
2. To help students understand
Fully Achieved
themselves and develop their self
management skills
fostering other skills in students.
view was solicited and it
was commonly felt that
courtesy in our students
needs to be further
reinforced.
3. To hone students’ English for the
NSS Electives, enrich the English
learning environment in school, and
provide support in the teaching and
learning of English
Majorly Achieved
(The school was unable to hire a
suitable teaching assistant and the
ILC curriculum/material
development was put on hold.)
•
An efficient and capable teaching assistant
will be able to develop the stipulated number
of ILC teaching material in the next two years.
Evaluation of the School’s Overall Performance
PI Areas
1. School Management
Major Strengths




2. Professional Leadership



3. Curriculum and Assessment



Area for Reinforcement / Improvement
The school had a transparent and accountable
approach to decision making
Collaborative framework provided a forum for the
view 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
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 NSS
subject based seminars to be able to handle the
demands of the NSS curriculum
A school-based curriculum was adopted in I.S. (S1), 
IH (S2), IT (S3), R.S. (S1-S5) & (S6-S7) and
English (S1-S7) to cultivate students’ generic skills
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
Curriculum re-structuring in the lower form IH is
proposed and planned in order to strengthen the
content knowledge of Humanities for better
preparation of senior form Liberal Studies.
PI Areas
4. Student Learning and Teaching
Major Strengths








S1 Summer Bridging Programme during the

summer holidays was organized
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
Last year’s focus for Civic Education was
‘Elections’
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
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





The Special Education Needs (SEN) Team

continued its support
ILC continued to foster independent learning in
three language areas
The LMS continued to serve as a platform to foster
the self-learning culture

Health development activities were organized
Provisions were made to cater for learner
Area for Reinforcement / Improvement
More resources need to be provided in order to help
the students in need (e.g. employ SEN officer,
organize staff development for SEN identification
and encourage teachers to attend the thematic
courses)
Review the Crisis Management Procedure in school
and carry out the crisis drill in school
differences with remedial classes in the 3 core
subjects and enrichment classes in Mathematics
6. Partnership



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 the
Caritas in offering the PATHS programme to S1 and
S2 students
More opportunities in careers-related programme
need to be given to the Junior Form students
More connection with alumnae needs to be
established
PI Areas
7. Attitude and Behaviour
Major Strengths



8. Participation and Achievement





Area for Reinforcement / Improvement
As reflected by the encouraging responses in the
Stakeholders survey, students have a positive
attitude and the sense of belongings to school
Students respect teachers and like their school
There is an overall harmonious atmosphere and
caring culture in school
Outstanding performance by the School Swimming 
Team
SportACT Award
Exemplary performance in the HK Schools Music
and Speech Festival
Students got 9 Gold, 38 Silver and 59 Bronze
Individual Awards for Volunteer Service
SFCC got the Gold Award (Organization) for
volunteer service
More opportunities need to be given to students in
other KLA (e.g. International Mathematics
Olympiad, Australian & Canadian Mathematics
Competition, Australian National Chemistry Quiz
etc.)
9
SWOT Analysis
Our Strengths

A well established school organizational structure

Strong emphasis on moral and spiritual development of students

A very good learning 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 & 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 SS curriculum

Effective communication between the school and parents through seminars
Our Weaknesses

Lack of space for teaching, students’ self study, recreation and staff work place aggravated by
the process of school redevelopment

Lack of space for OLE activities

Some students are passive and lack self-autonomous learning skills

Some students lack motivation in learning
School Development Plan (SFCC)
(Aug 2014)
10
Our Opportunities

Students have the opportunity to be exposed to different cultures and professions through
workshops and overseas visits

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

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

Parents are generally over-protective of their children and impose pressure on school

Some parents shift their responsibility of educating their children to teachers

A few students are generally weak in handling emotions

Very heavy workload for the school staff

Teachers are overburdened with the demands of education 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 over burdened 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
School Development Plan (SFCC)
(Aug 2014)
11
Major Concerns for 2012/13 – 2014/15
(in order of priority)
1.
School Redevelopment Plan
2.
To upgrade the academic standard of students by catering for
learner diversity
3.
To reinforce the concept of courtesy on our students
School Development Plan (SFCC)
(Aug 2014)
School Development Plan (2012/13 – 2014/15)
Time Scale
Major Concerns
Intended Outcomes / Targets
(in order of priority)
1. School Redevelopment Plan

(Please insert )
12/13
13/14
14/15
To provide an up-to-standard
teaching and learning
environment





A General Outline of Strategies
Monitor the progress of
the construction works
Maintain current/future
SOA & CFA

Review & revise the master programme




Maintain listings of current/future SOA and
floor plans



Manage user groups’
input and feedback
Manage the use of
government funding
properly

Manage feedback loop for staff/
teacher-in-charge of the EBMPR
Carry out the cost saving exercise





Set up a fundraising committee to disseminate
school redevelopment and provide support to
the redevelopment project



Regular fundraising committee meeting, staff
meeting, morning assembly, PSA dinner and
PTA seminars to publicize fundraising events

To reinforce the bonding
among staff, parents, teachers,
students and alumni

Reach out to the
community which
includes all stakeholders
Major Concerns
(in order of priority)
Time Scale
Intended Outcomes / Targets


2. To upgrade the academic standard of 
students by catering to learning
diversity

To improve the learning attitude,
motivation and skills of potential
achievers
 To enhance professional
development to cater for
learners’ diversity
Enhance the
communication and
opportunity to
disseminate upcoming
events
Establish and maintain
historical archive
material
Evaluation of the strategies
with respect to:
 methods of assessment
 arrangement of
supplementary lessons
(NSS electives)
 remedial lessons and
post-exam learning
sessions for Junior Forms
 NSS subject choice
criteria
A General Outline of Strategies

Publicize upcoming events through webpage

Develop a system to record or keep the archive
material

Collect archive material from parties concerned
and/or record archive

Update and present the archive

To revise methods of assessment (i.e. setting of
exam papers and design of assignments)

For Senior Forms:
To arrange supplementary lessons (NSS
electives) to cater for learning diversity

(Please insert )
12/13
13/14
14/15





F.3-4
F.3-5
F.3-6
F.4
F.4-5
F.4-6
F.1-3
F.1-3


For Junior Forms:
F.1-3
 To organize remedial lessons (core subjects) to
cater for the needs of potential achievers
 To conduct post-exam learning sessions for
potential achievers
 To set NSS subject choice criteria to promote
students’ learning effort
 To conduct staff development workshops

Time Scale
Major Concerns
Intended Outcomes / Targets
(in order of priority)
3. To enable students to be considerate 
and courteous

To enable students to
 be considerate towards
others’ feelings
 care for the wishes and
needs of others
 live in harmony with one
another
To evaluate the theme of
courtesy (2012-2015)
A General Outline of Strategies
(Please insert )
12/13
13/14
14/15

Design Home Programs to facilitate students’
self -reflection




Hold a whole school programme/seminar to
arouse students’ concern on courtesy




Finalize the focus and implementation plan of
student formation based on questionnaires and
teachers’ workshop



Annual School Plan
2014/15
17
Annual School Plan
2014/2015
Major Concerns (in order of priority)
1. School Redevelopment Plan
2. To upgrade the academic standard of students by
catering for learner diversity
3. To reinforce the concept of courtesy in our students
4. To provide support in career guidance service and life
planning education for students
Annual School Plan (SFCC)
(Aug 2014)
1.
Major Concern:
School Redevelopment Plan
Strategies / Tasks
Time Scale
To move in to the new school
campus after the Phase 1
completion

Monitor the progress of the
construction works and

Identify the defects and
monitor the timely
rectification of the defects

Manage the use of government
funding properly
Whole year
To strengthen the communication
between client, consultants,
contractors and EDB for the
Phase 2 construction work

Manage consultancy
agreements and works
contracts

Coordinate client’s
requirements with design and
construction works

Manage project to be
completed on time and within
budget
Whole year
Methods of
Evaluation
Success Criteria





Occupation Permit to be granted in
September
Move in to the new school campus
in October / November
Furniture and equipment was
procured under the guideline and
regulation as advised by EDB
Budgets in line with the
expenditures

Employ the project manager to
liaise with external parties including
EDB, consultants, contractors and
other government departments


People
Responsible
Move in to the
new building
before
December

Project
manager was
employed
Satisfactory
performance
was delivered
by the project
manager





Principal
Move-in team
All staff
Resources
Required
Government grant
IMC
School grant
Principal
Project Advisor
2. Major Concern:
To upgrade the academic standard of students by catering for learner diversity
Strategies / Tasks
1. Assessment for learning
 To revise methods of
assessment (i.e. setting of
exam papers and design of
assignments)
2. Enhancement and remedial
programmes
 To conduct school-based
pullout enhancement and
remedial lessons
 To conduct post-exam and
summer learning sessions for
junior form potential achievers
3. Staff development
 To invite external
organizations (HKEAA &
CUHK) to conduct a series of
staff development programmes
(assessment and self-directed
learning) on measures /
strategies to cater for learner
diversity
 Lesson observation to focus on
measures / strategies to cater
for learner diversity
4.
Evaluation
 Term-end evaluation by
individual departments and
KLAs to evaluate the
strategies with reference to the
quantitative analysis of the
internal and public
examination results of the year
Time Scale
Whole year
Methods of
Evaluation
Success Criteria



Based on the KPM stakeholder
survey and student evaluation:
 Over 60% of teachers agree that
the strategies adopted can
improve students’ academic
performance
 Over 50% of students agree that
strategies adopted can help
learning
100% of teachers concerned attend
relevant workshops and programmes
Term-end department evaluation
reports with suggestions for
identifying the strengths and
solutions for the problems
encountered in the implementation of
strategies






Completion of
stakeholders’
survey by
students and
teachers
Observation by
teachers
Completion of
student
evaluation
Seminar
records
Evaluation
meetings
KLA
consultation
meetings
People
Responsible



Principal
Academic
Team
All teachers
and students
Resources
Required
School Grant
3. Major Concern:
Strategies / Tasks
To organize activities

to enable students to
 be considerate
towards others’
feelings
 care for the wishes
and needs of others
 live in harmony with
one another
To enable students to be considerate and courteous
Time Scale
Sept 2014 to
May 2015
Success Criteria



Methods of
Evaluation
More than 60% of students agree that  Completion of

the activities can help them to:
School-based

 be considerate towards others’
Evaluation
feelings
Questionnaires by
 care for the wishes and needs of
teachers, students 
others
and parents

 live in harmony with one another  Data analysis

More than 50% of the target parents
report

agree that the activities can help
students to:
 be considerate towards others’
feelings
 care for the wishes and needs of
others
 live in harmony with one another
More than 50% of teachers agree that
the activities can help students to:
 be considerate towards others’
feelings
 care for the wishes and needs of
others
 live in harmony with one another
People
Responsible
Resources
Required
Principal
Provided by St.
Student
James
Formation Team Settlement
(SFT)
Form teachers
All Staff
All students
Parents
4. Major Concern:
Strategies / Tasks
To develop school based
strategies on life planning
education
To provide support in career guidance service and life planning education for students
Time Scale
Sept 2014 to
May 2015
Success Criteria

Accomplishment of the development
of the school based strategies on life
planning education
Methods of
Evaluation
 Feedback from
school
administrative
authorties
People
Responsible


Resources
Required
Careers & Life Provided by
Planning
CLP Grant
Education
Coordinating
Team
Careers
Guidance
Team
Forms 1-2
To organize activities to
enable students to


develop self-awareness
explore the world of
work
Sept 2014 to
July 2015

More than 60% of students agree that
the activities can help them to:
 develop self-awareness
 explore the world of work
 Completion of
Evaluation
Questionnaires
by Forms 1 and
2 students
 Data analysis
report
 Feedback from
teachers
concerned





Careers & Life
Planning
Education
Coordinating
Team
Careers
Guidance
Team
Form 1 & 2
Form teachers
and students
Careers
Prefects
External
Organizations
and
Companies
Provided by
School Grant
and CLP
Grant
Forms 3-4
To organize activities and
provide guidance to enable
students to


know the education and
career opportunities of
individual subjects
understand how interest,
knowledge, skills,
attitudes and values can
be transferable to various
work roles
Sept 2014 to
July 2015

More than 60% of students agree that
the activities and guidance provided
can help them to:
 know the education and career
opportunities of individual
subjects
 understand how interest,
knowledge, skills, attitudes and
values can be transferable to
various work roles
 Completion of
Evaluation
Questionnaires
by Forms 3 and
4 students
 Data analysis
report
 Feedback from
teachers
concerned






Careers & Life
Planning
Education
Coordinating
Team
Careers
Guidance
Team
Form 3 & 4
Form teachers
and students
Careers
Prefects
Senior Form
students
External
Organizations
and
Companies
Provided by
School Grant
and CLP
Grant
Forms 5-6
To organize activities and
provide guidance to enable
students to


make a comprehensive
self-assessment of their
personality
explore career interest
through reviewing their
learning and career plans
Sept 2014 to
July 2015

More than 60% of students agree that
the activities and guidance provided
can help them to:
 make a comprehensive
self-assessment of their
personality
 explore career interest through
reviewing their learning and
career plans
 Completion of
Evaluation
Questionnaires
by Form 5 and
6 students
 Data analysis
report
 Feedback from
teachers
concerned







Careers & Life
Planning
Education
Coordinating
Team
Careers
Guidance
Team
Form 5 & 6
Form teachers
and students
Careers
Prefects
Senior Form
students
Alumni
External
Organizations
and
Companies
Provided by
School Grant
and CLP
Grant