St. Francis’ Canossian College
School Report 2010/11
School Development Plan 2009/10 – 2011/12
Annual School Plan 2011/12
Contents
School Development Plan 2009/10 – 2011/12
School Motto & School Vision
1
School Mission & School Goals
2
Our School
3
School Self-Evaluation Mechanism
4
Holistic Review
5
SWOT Analysis
9
Major Concerns for 2009/10 – 2011/12
11
School Development Plan
12
Annual School Plan 2011/12
Major Concerns
Appendix
Diversity Learning Grant – Network Programme
15
School Development Plan
2009/10 – 2011/12
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)
(14/10/2011)
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)
(14/10/2011)
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://ssp.proj.hkedcity.net/school.php?lang=eng&school_id=1027
School Development Plan (SFCC)
(14/10/2011)
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
Effectiveness of the previous School Development Plan
Major Concerns
1. To prepare for the 334 New Senior
Extent of targets achieved
Follow-up action
Fully Achieved

Incorporated as part of
regular teaching

Ongoing review and
evaluation f the
teaching practices

The finalized
framework and
teaching materials for
the LS Curriculum was
adopted in NSS1
Secondary Curriculum
2.
To help students understand themselves
and develop their self management skills
Fully Achieved

Incorporated as a
routine measure

The focus of the SDP
will continue as
fostering Self
Management Skills in
students.
Remarks
The implementation of the
334 New Senior Secondary
Academic Curriculum will
continue to be the major
concern in the next year
(2011-12) SDP.
The adversity management
skills will be the major
concern in the next year
(2011-12) SDP.
Evaluation of the School’s Overall Performance
PI Areas
1. School Management
Major Strengths




2. Professional Leadership



3. Curriculum and Assessment



Area for Improvement
A transparent and accountable approach to decision
making
Collaborative framework provided a forum for the
view of different key stakeholders
A “bottom-up” approach in making decisions on
important issues
Evidence-based evaluation mechanism

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 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 was adopted 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
Focused class observation should be further
encouraged for professional development of
teachers
PI Areas
4. Student Learning and Teaching
Major Strengths







5. Student Support





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 the strategies was organized
The Chinese Department designed a new
curriculum to cater for the needs of the 2
non-Chinese Speaking students (NCS)
Last year’s focus for Civic Education was ‘Privacy
of Personal Information’
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
Area for Improvement
Strategies need to be developed in order to motivate
some passive and unmotivated students
There need to be more fine-tuned strategies for
uplifting students’ performance in public
examinations
PI Areas
6. Partnership
Major Strengths


7. Attitude and Behaviour

The Counseling Team worked together with the
Caritas in offering the PATHS programme to S1 and
S2 students

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


8. Participation and Achievement
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




Outstanding performance by the School Swimming
Team
SportACT Award
Exemplary performance in the HK Schools Music
and Speech Festival
Students got 6 Gold, 21 Silver and 58 Bronze
Individual Awards for Volunteer Service
Area for Improvement
9
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 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
Our Weaknesses

Lack of space for teaching, students’ self study, recreation and staff work place

Maintenance problems of IT facilities

Lack of space for NSS activities

Some students are hesitant to express their views

Some students are passive, dependent on textbooks and teachers’ guidance, and lack
self-autonomous learning skills

Some students lack motivation in learning and in taking part in extra-curricular activities
School Development Plan (SFCC)
(14/10/2011)
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 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
Our Threats

Growing problems in students’ families

Some Form 1students lack self-management skills

Some 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 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

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

Very tight financial constraints on staff professional development

Insufficient regular staff establishment to sustain NSS development

Teachers are over burdened with the increasing number of Non-Chinese Speaking and SEN
students

Lack of resources to cater for the needs of SEN, Non-Chinese speaking students and their
parents
School Development Plan (SFCC)
(14/10/2011)
11
Major Concerns for 2009/10 – 2011/12
(in order of priority)
1.
Implementation of the New Senior Secondary Academic
Curriculum
2.
To help students understand themselves and develop their self
management skills
School Development Plan (SFCC)
(14/10/2011)
School Development Plan (2009/10 – 2011/12)
Major Concerns
(in order of priority)
1. Implementation of the New Senior
Intended Outcomes / Targets

Secondary Academic Curriculum

Evaluation of the NSS
curriculum with respect to:
 Subject offer with broad
and balanced curriculum
 Flexible time-tabling to
support subject
development
 Appropriate staff
development to enhance
professional capacity
 Manpower allocation to
maximize the use of
manpower
 Other Learning
Experiences
Preparation for the cohort
years:
 Manpower allocation
 Time-tabling
Time Scale
(Please insert )
A General Outline of Strategies
09/10
10/11
11/12




Evaluate subject offer for NSS




Evaluate manpower allocation for NSS




Evaluate timetabling for NSS




Evaluate OLE provided




Teachers attend seminars and courses on NSS
curriculum



Work out manpower allocation and time-tabling
for the cohort years



Regular staff seminars, PTA seminars, School
Advisory Committee meetings

(Cont’d)
Major Concerns
(in order of priority)
2. To help students understand
Intended Outcomes / Targets

To enable students to
understand themselves

To develop students’ self
management skills
 Time and finance
management
 Stress and emotion
management
 Adversity management
themselves and develop their self
management skills

To evaluate the theme of self
management (2009-2012)
Time Scale
(Please insert )
A General Outline of Strategies
09/10
10/11
11/12




Design Home Programs to facilitate students’
self -reflection




Hold a whole school programme/seminar to
arouse students’ concern on their self
management skills




Implement students’ self management skills in
subjects




Finalize the focus and implementation plan of
student formation based on questionnaires and
teachers’ workshop
Annual School Plan
2011/12
15
Annual School Plan
2011/2012
Major Concerns (in order of priority)
1. Implementation of the New Senior Secondary
Academic Curriculum
2. To help students understand themselves and develop
their management skills
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
Annual School Plan (SFCC)
(14/10/2011)
1.
Major Concern:
Strategies / Tasks







Implementation of the New Senior Secondary Academic Curriculum
Time Scale
Prepare teaching materials for Whole year
NSS curriculum
Work out NSS subject
combination for 2012 - 2015
Teachers attend seminars and
courses on NSS curriculum
Regular staff seminars, PTA
seminars, School Management
Committee meetings
Evaluate manpower
allocation, time-tabling and
OLE arrangement
Prepare F.6 students for
JUPAS and non-JUPAS
application
Review current teaching and
learning effectiveness
Methods of
Evaluation
Success Criteria







Teaching materials are prepared
Over 80% of satisfactory rate in
choice of NSS electives as
generated by the Student Option
Programme
100% of teachers concerned
attend seminars or courses on
NSS
Over 50% of NSS teachers and
parents of NSS students agree
with the implementation of NSS
curriculum
Term-end evaluation reports with
suggestions for identifying the
strengths and solutions for the
problems encountered in
time-tabling, manpower
allocation and OLE arrangement
Provision of information on
multi-pathways through seminars
for F.6 students and parents
Evaluation reports on current
teaching and learning
effectiveness






Use of Student
Option
Programme
Seminar
records
Completion of
school-based
evaluation
questionnaires
by NSS
teachers and
parents of
NSS1 students
Evaluation
meetings
Staff
consultation
meeting
Minutes
People
Responsible






t
Principal
Academic
Team
All NSS
teachers
All NSS
students
Parents of NSS
students
Student
Association
Resources
Required
2. Major Concern:
To help students understand themselves and develop their self- management skills
Strategies / Tasks
Time Scale
To organize activities to help
students:

To face adversity

To develop adversity
management skills
Whole year
Data analysis and evaluation by
students and teachers
Organize a workshop for teachers
to prioritize the needs of our
students so as to explore the
direction of student formation in
the coming years
Methods of
Evaluation
Success Criteria

More than 60% of students
agree that the activities can
help them:





face adversity
develop their adversity
management skills
More than 50% of the target
parents agree with the
implementation of the
self-management skills
More than 50% of teachers
agree that the activities can
help students:



Face the adversity
develop their adversity
management skills
The direction of student
formation in the coming
three year is honed.

Completion of
School-based
Evaluation
Questionnaires
by teachers,
students and
parents
Data analysis
report
People
Responsible







Principal
Student
Formation
Team (SFT)
Form teachers
All Staff
All students
Parents
St. James’
Settlement
Resources
Required
$ 15,140
3. 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 for
Sep 2011 to
Form 2 on Teaching English Through Aug 2012
Poems and Songs and Choral Speaking
in collaboration with regular English
teachers as preparation for NSS
Curriculum
This strategy will reinforce the MOI
policy of our school as students’ oral
English skill will be honed and their
confidence will be boosted
2. Hiring a tutor to conduct a Teaching
Sep 2011 to
English Through Social Issues Course Aug 2012
for all Form 3 students in collaboration
with regular English teachers as
preparation for NSS Curriculum
This is a parallel strategy which will
address the demands of English and our
MOI requirements as students’
understanding of local and international
topical issues is strengthened
Methods of
Evaluation
Success Criteria



More than 70% of students
will pass an oral assessment
given at the end of each term
evaluating their performance
in the monologue, duologue
or short play based on the
poems and songs covered in
the course.
More than 70% of students
will pass in the mechanics of
PSHE presentation

oral
assessment

Oral
speaking
assessment in
PSHE
More than 70% of students
will pass an oral assessment
given at the end of each term
evaluating their performance
in the course

oral
assessment
People
Responsible







Regular
English
teachers
Course Tutor
All Form 2
students
PSHE
teachers
Regular
English
teachers
Course Tutor
All Form 3
students
Resources
Required
$89500
$79500
Strategies / Tasks
Time Scale
3. Hiring a teaching assistant for assisting Sept 2011to
teachers in implementation of various Aug 2014
English learning activities and
curriculum development
The implementation of various English
learning activities will foster an
English-rich environment in our
school, in turn, will support our
schools’ MOI as English
The English learning tasks in the ILC
will cover topics related to the contents
of other subjects with the aim of
reinforcing students’ comprehension
and vocabulary
4. Hiring a full-time English teacher for Sept 2012 to
12 months so that three serving English Aug 2013
teachers will be released for developing
a school-based teaching package which
prepares students for learning Liberal
Studies
Methods of
Evaluation
Success Criteria


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.
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
People
Responsible
Resources
Required

Questionnaire
 Counting

All English
teachers
$510000
Vocabulary
quizzes
 Questionnaire

All English
teachers
All Liberal
Studies
teachers
All Form 3
and 4 students
$289000



Strategies / Tasks
This will improve students’ vocabulary,
sentence construction, comprehension
and answering techniques for a variety
of question types
Time Scale
Success Criteria
and organization skills in
newspaper-cutting
assignments.
Form 4 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.

60% students show
improvement in LS
assignments in terms of use
of vocabulary and
expressions and organization
of ideas in answering
various essay-type
questions.
Methods of
Evaluation
People
Responsible
Resources
Required
Strategies / Tasks
5. Hiring professional service to assist
English teachers in setting up an
English Drama Club, which provides
training for its members, and
developing related teaching materials
Time Scale
Sept 2011 to
Aug 2012
6. The lunch time English conversation
Sept 2011 to
classes with the members of the AWA Aug 2012
(American Women’s Association) for
Form 4 students and the English
Ambassador Programme for the Form 1
students will provide speaking
opportunities for our students in a more
casual environment
Methods of
Evaluation
Success Criteria


60% participants agree that
the drama activities have
enabled them to learn drama
skills and boost their
confidence in using English.

70% participants agree that
the activities have made
them better and more
confident speakers of
English

Questionnaire
People
Responsible


Questionnaire



Teacher
advisors of the
English Club
All student
participants
School
coordinator for
the AWA
Programme
Teacher
advisors of the
English Club
All student
participants
Resources
Required
$32000
Measures to broaden student’s choices of elective subjects
for 2009/10 to 2011/12 cohort, for 2010/11 to 2012/13 & for 2011/12 to 2013/14 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
09/10
10/11
11/12
12/13
13/14
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
2009/10 S4
8
6
6
N.A.
N.A.
5
N.A.
4
5
2010/11 S4
N.A.
6
5
2011/12 S4
N.A.
N.A.
6
Students will
take the
HKDSE
Examination
Jointly
organized with
Canossa
College, Pui Tak
Canossian
College &
Aberdeen
Technical
School and Holy
Family of
Canossian
College.