St. Francis’ Canossian College
School Development Plan 2012/13 – 2014/15
Annual School Plan 2012/13
Contents
School Development Plan 2012/13 – 2014/15
School Motto & School Vision
1
School Mission & School Goals
2
Our School
3
School Self-Evaluation Mechanism
4
Holistic Review 2011 - 2012
5
SWOT Analysis
10
Major Concerns for 2012/13 – 2014/15
12
School Development Plan
13
Annual School Plan 2012/13
Major Concerns
Appendix
Diversity Learning Grant – Network Programme
17
School Development Plan
2012/13 – 2014/15
“… the conduct of one’s life depends on education”
St. Magdalene of Canossa
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)
3
Our School
Brief Introduction of the School
St. Francis' Canossian College was founded by the Canossian Daughters of Charity,
missionaries from Italy in 1869.
The School initially offered a basic education to the poor and needy children living in
Wanchai district. Over the years it expanded and developed into a co-educational primary
school and then into a secondary girls' college.
St. Francis' is a grant-in-aid secondary school, consisting of Form 1 to Form 7 classes, with
about 900 students and around 70 staff. It is an English Medium of Instruction School.
Following the teachings of Christ and the vision of the Foundress, St. Magdalen of Canossa,
the Sisters and teachers are dedicated in their commitment to offering a quality education.
This quality education places great emphasis on an all-round education. The focus is on
helping students to develop their full potential both academically and in terms of personal,
social and moral development.
The school motto: 'Veritas In Charitate, Live by the Truth in Love' places special value upon
spiritual growth, social awareness and compassion, along with a clear sense of justice.
More information about our school can be found on
(i)
our school’s webpage at http://www.sfcc.edu.hk and
(ii)
the webpage of our school profile at
http://www.chsc.hk/ssp/sch_detail1.php?lang_id=2&sch_id=151
School Development Plan (SFCC)
(26/10/2012)
School Self-Evaluation Mechanism
External
• EDB Directives
• Demands of Time
Factors for
consideration
Planning
Evaluation /
Revision
SSE
Data Driven
• KPM Data (e.g. SVAIS, APASO,
Stakeholders Survey)
• In-house Survey (e.g. DEAR, Student
Formation Team, ECA evaluation)
•
•
•
•
•
•
•
Internal
School Motto
Vision & Mission
SMC’s Directives
SWOT
Needs of Students
Staff Opinion
Parents’ Concern
Implementation
Duration /
Timeline
e.g. 1 yr / 3 yrs
Holistic Review 2011 - 2012
Effectiveness of the previous School Development Plan
Major Concerns
1. To prepare for the 334 New
Senior Secondary Curriculum
Extent of targets achieved
Fully Achieved
2. To help students understand
themselves and develop their
self management skills
Fully Achieved
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.)
Follow-up action

Will continue as part of the regular
teaching curriculum

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

The finalized framework and teaching
materials for the LS Curriculum was
adopted in NSS1

Incorporated as a routine measure

The focus of the SDP will continue to
fostering Self Management Skills in
students.

An efficient and capable teaching assistant
will be able to develop the stipulated
number of ILC teaching material in the
next two years.
Remarks
Evaluation of the School’s Overall Performance
PI Areas
1. School Management
Major Strengths




2. Professional Leadership



3. Curriculum and Assessment



Area for 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
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
Teachers need to continue to attend more NSS
subject based seminars to be able to handle the
demands of the NSS curriculum
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 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
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
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
Area for Improvement
PI Areas
7. Attitude and Behaviour
Major Strengths



8. Participation and Achievement





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
Area for Improvement
10
SWOT Analysis
Our Strengths

A well established school organizational structure

Strong emphasis on moral and spiritual development of students

A good learning environment

Well equipped teaching and learning facilities

Suitable NSS subject combination is offered to meet students’ needs and expectations

Most 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

There is the incorporation of Project Learning and subject integration into the curriculum to
develop students’ generic skills

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

Dedicated, competent, caring and committed staff

Good support for the school from parents, past students and the school sponsoring body

Good link with the community & external organizations

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 NSS 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 NSS activities

Some students are hesitant to express their views

Some students are passive and lack self-autonomous learning skills

Some students lack motivation in learning

Some students lack motivation in extra-curricular activities
School Development Plan (SFCC)
(26/10/2012)
11
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 NSS

The implementation of remedial classes for core subjects in junior forms

The implementation of small class teaching in English for F.1 students

NSS 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 learning diversity
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

Some students and parents are generally weak in handling emotions

Some students are so concerned with exam/academic results that they neglect the importance
of the learning process and fail to develop their interest in learning

Very heavy workload for the school staff

Teachers are overburdened with the demands of education reform initiatives

Declining student number in secondary schools

Declining standard of incoming F.1 students and growing divide in students’ academic abilities

Financial constraints on staff professional development due to insufficient funding from EDB

Insufficient regular staff establishment to sustain NSS development

Teachers are over burdened with the curriculum demands of Non-Chinese Speaking and SEN
students

Lack of resources to cater for the needs of SEN, Non-Chinese speaking students and their
parents

Increase in administrative preparation for the smooth transition from SMC to IMC

Students’ over-reliance on private tutoring affects their time management, learning at school
and participation in extra-curricular activities
School Development Plan (SFCC)
(26/10/2012)
12
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 to
learning diversity
3.
To reinforce the concept of courtesy on our students
School Development Plan (SFCC)
(26/10/2012)
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
2012/13
“… the conduct of one’s life depends on education”
St. Magdalene of Canossa
17
Annual School Plan
2012/2013
Major Concerns (in order of priority)
1. School Redevelopment Plan
2. To upgrade the academic standard of students by
catering to learning diversity
3. To reinforce the concept of courtesy in our students
4. 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
Annual School Plan (SFCC)
(26/10/2012)
1.
Major Concern:
School Redevelopment Plan
Strategies / Tasks
Time Scale
To provide an up-to-standard
teaching and learning
environment

Monitor the progress of the
construction works

Maintain current/future SOA
& CFA

Manage user groups’ input and
feedback

Manage the use of government
funding properly
Whole year
People
Responsible







To reinforce the bonding among
staff, parents, teachers, students
and alumni

Reach out to the community

Enhance the communication
and opportunity to disseminate
upcoming events

Establish and maintain
historical archive material
Methods of
Evaluation
Success Criteria
Phase 1 construction works to be
completed in 1st quarter 2014
Updated SOA to be sent to EDB for
confirmation
Document filing to be completed at
General Office
Teacher-in-charge involved in the
presentation workshop and give
advice
Budgets in line with the
expenditures


Feedback for
AP and
consultants
Site meeting
minutes and
monthly
progress
report to EDB
Whole year




As needed




Fundraising committee is setup
Agenda and minutes are recorded
and maintained
Fundraising committee website is
launched
Fundraising events are organized
A system to record or keep the
archive material is in place


Feedback
from
Fundraising
committee
Feedback
from students
and parents


Principal
Vice-Principal
Teacher-incharge of
the
EBMPR
Principal
Fundraising
committee
members
All students &
parents
All staff
Resources
Required
2. Major Concern:
To upgrade the academic standard of students by catering to learning diversity
Strategies / Tasks




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
For Junior Forms:
 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
Whole year
Methods of
Evaluation
Success Criteria




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
staff workshops
Term-end evaluation reports with
suggestions for identifying the
strengths and solutions for the
problems encountered in the
implementation of strategies






Completion of
school-based
evaluation
questionnaires
by teachers
Observation by
teachers on the
learning attitude
and performance
of students
Completion of
student
evaluation
Seminar records
Evaluation
meetings
Staff
consultation
meeting
People
Responsible



Principal
Academic Team
All teachers and
students
Resources
Required

School
Grant
3. Major Concern:
To enable students to be considerate and courteous
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
Time Scale
Sept 2012 to
May 2013
Success Criteria


 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
More than 60% of students agree that
agree that the activities can help
students to:

be considerate towards others’
feelings

care for the wishes and needs of
others


Methods of
Evaluation
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:
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
Strategies / Tasks
Time Scale
1. Hiring a tutor to conduct a course
Sep 2012 to
Aug 2013
for Form 2 on Teaching English

Through Popular Culture in
collaboration with regular
English teachers as preparation
for NSS Curriculum
2. Hiring a tutor to conduct a
Teaching English Through Sports
Sep 2012 to
Aug 2013
Methods of
Evaluation
Success Criteria

Communication Course for all
Form 3 students in collaboration
More than 70% of students will
pass an oral assessment
given at the end of each term
evaluating their performance in the
monologue/ duologue/ short play
based on the chosen popular
culture covered in the course.

More than 70% of students will
pass an oral assessment
given at the end of each term
evaluating their performance in the
course

60% of the English teachers agree
that the teaching assistant is
effective in assisting teachers with
the implementation of various
English learning activities,
curriculum development and
independent learning.

oral assessment
People
Responsible



oral assessment



with regular English teachers as
Regular
English
teachers
Course Tutor
All Form 2
students
Resources
Required
$70,000
Regular
English
teachers
Course Tutor
All Form 3
students
$70,000
All English
teachers
$180,000
preparation for NSS Curriculum
3. Hiring a teaching assistant for
assisting teachers in
implementation of various
English learning activities and
curriculum development
Sept 2012 –
Aug 2014

Questionnaire
 Counting

Strategies / Tasks
Time Scale

4.
Hiring a full-time English
teacher for 12 months so that
three serving English teachers
will be released for developing a
school-based teaching package
which prepares students for
learning Liberal Studies
Sept 2012 –
Aug 2013
Methods of
Evaluation
Success Criteria
Resources
Required
A total of about 500 English
learning tasks will be developed
for the Independent Learning
Centre by Aug 2014..
In the academic year 2013-14,
Form 3 students

will demonstrate acquisition of the
vocabulary and expressions in
quizzes. A pass rate of 60% is
expected.

60% students will demonstrate use
of vocabulary and expressions and
organization skills in
newspaper-cutting assignments.
Form 4 & 5 students

will demonstrate acquisition of the
vocabulary and expressions in
quizzes. A pass rate of 60% is
expected.

60% students will demonstrate use
of vocabulary and expressions and
organization skills in newspaper
cutting assignments.

People
Responsible
60% students show improvement
in LS assignments in terms of use
Vocabulary
quizzes
 Questionnaire




All English
teachers
All Liberal
Studies
teachers
All Form 3, 4
and 5 students
$289000
Strategies / Tasks
Time Scale
Methods of
Evaluation
Success Criteria
People
Responsible
Resources
Required
of vocabulary and expressions and
organization of ideas in answering
various essay-type questions.
5.
Hiring professional service to
assist English teachers in
establishing the English Drama
Club, which provides training for
its members, and developing
related teaching materials
Sept 2012 –
Aug 2013

60% participants agree that the
drama activities have enabled them
to learn drama skills and boost
their confidence in using English.

Questionnaire


Teacher advisors
of the English
Club
All student
participants
$15000
Measures to broaden student’s choices of elective subjects
for 2010/11 to 2012/13, for 2011/12 to 2013/14 & for 2012/13 to 2014/15 cohort of senior secondary students
The following programme is adopted with the support of EDB’s Diversity Learning Grant (DLG):
DLG funded
Strategies & benefits
Name of
Programme
anticipated
programme
Duration of
the
programme
Target
students
Estimated no. of students involved in each
Evaluation of
school year
student
10/11
11/12
12/13
13/14
14/15
learning /
Teacher-in-charge
success
indicators
Other
In view of the small
Programmes numbers of students
opting for ERS, this
network programme
with Canossa
College, Pui Tak
Canossian College
& Aberdeen
Technical School
can help to cater for
students’ diverse
needs
Ethics &
Religious
Studies
(network
programme)
3 years
S4 – 6
students
2010/11 S4
6
5
4
N.A.
N.A.
3
N.A.
2011/12 S4
N.A.
6
3
2012/13 S4
N.A.
N.A.
3
Students will
take the
HKDSE
Examination
Jointly
organized with
Pui Tak
Canossian
College,
Aberdeen
Technical
School, Holy
Family
Canossian
College & HK
Tang King Po
College