St. Francis’ Canossian College
School Development Plan 2009/10 – 2011/12
Annual School Plan 2009/10
Contents
School Development Plan 2009/10 – 2011/12
School Motto & School Vision
1
School Mission & School Goals
2
Our School
3
Holistic Review
4
SWOT Analysis
8
Major Concerns for 2009/10 – 2011/12
10
School Development Plan
11
Annual School Plan 2009/10
Major Concerns
Appendix
Diversity Learning Grant – Network Programme
14
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)
(30/10/2009)
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)
(30/10/2009)
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)
(30/10/2009)
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
the regular teaching
•
Ongoing review and
evaluation f the
teaching practices.
•
The finalized
framework and
teaching materials for
the LS Curriculum will
be adopted in NSS1.
Secondary Curriculum
2. To reinforce students’ understanding
and acceptance of oneself, as well as
help them recognize and develop
their strengths
Fully Achieved
•
Incorporated as routine
work
•
The focus of the SDP
will move to 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
(2009 – 10) SDP.
Evaluation of the School’s Overall Performance
PI Areas
1. School Management
Major Strengths
z
z
z
z
2. Professional Leadership
z
z
z
3. Curriculum and Assessment
z
z
z
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
z
Target oriented seminars were organized
Teachers attended suitable courses and seminars
for reinforcement of their professional
competence
z
“Teacher Seminar Record System” recorded data
of teachers’ professional development
A school-based curriculum adopted in I.S. (S1),
IH (S2), Project Learning on aesthetic
appreciation (S3), 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 assessment was adopted in S1-3 Project
Learning and “DEAR”
Teachers should be encouraged 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
z
z
z
5. Student Support
z
z
z
z
z
S1 Summer Bridging Programme and S4
z
conversational English lessons by the AWA
volunteers were organized
‘DEAR’ Reading programme to enhance students’
interest in English
This year’s focuses for Civic Education were
‘Internet Culture’ and ‘Human Rights in China’
A Special Education Needs (SEN) Team was set
up
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
PI Areas
6. Partnership
Major Strengths
z
z
z
z
The Student Association partnered with the
“Steering Committee on Promoting Voluntary
Service”
The LS Team collaborated with the Chinese
University in its curriculum preparation for the
NSS
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
7. Attitude and Behaviour
z
As reflected by the APASO, students’ level of
general satisfaction, social integration and
teacher-student relationship were positive
8. Participation and Achievement
z
Outstanding performance by the School
Swimming Team
SportACT Award
Exemplary performance in the HK Schools Music
and Speech Festival
42 Gold and 23 Silver Individual Awards for
Volunteer Service
z
z
z
Area for Improvement
z
Positive measures are needed to enhance students’
sense of achievement
8
SWOT Analysis
Our Strengths
¾
A well-established school organizational structure
¾
Strong emphasis on moral and spiritual development of students
¾
A good learning environment
¾
Well equipped teaching and learning facilities
¾
Suitable NSS subject combination is offered to meet students’ needs and expectations
¾
Most students are well disciplined, cooperative and friendly
¾
Most students put in effort in their academic pursuits
¾
Some student-centred/autonomous teaching and learning methods are in place
¾
There is the incorporation of Project Learning and subject integration into the
curriculum to develop students’ generic skills
¾
A variety of co-curricular activities expose students to different learning experiences
and help them to explore their potential
¾
There is a comprehensive assessment and reporting system in place
¾
Dedicated, competent and committed staff
¾
Good support for the school from parents, past students and the school sponsoring
body
¾
Good link with the community & external organizations
Our Weaknesses
¾
Lack of space for teaching, students’ self study, recreation and staff work place
¾
Maintenance problems of IT facilities
¾
Lack of space for NSS activities, in particular in the cohort year
¾
Some students are hesitant to express their views
¾
Some students are passive, dependent on textbooks and teachers’ guidance, and lack
self-autonomous learning skills
¾
Some students lack motivation in learning and in taking part in extra-curricular
activities
¾
Some students lack motivation in learning
School Development Plan (SFCC)
(30/10/2009)
9
Our Opportunities
¾
Students have the opportunity to be exposed to different cultures through workshops
and visits
¾
Students are engaged in different forms of Language Arts and English Language
Enhancement activities
¾
The implementation of small class teaching in Liberal Studies in NSS
¾
The implementation of small class teaching in English for the Form 1 students
¾
The application of the intranet platform widens students’ scope of learning and
facilitates teacher-student communication
¾
The school redevelopment application is being processed
Our Threats
¾
Growing problems in students’ families
¾
Some parents are over-protective of their children and impose pressure on school
¾
Some parents shift their responsibility of educating their children to teachers
¾
Some students and parents are generally weak in handling emotions
¾
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
¾
Heavy workload for the school staff
¾
Teachers are overburdened with demands of education reform initiatives and
ever-changing education policies
¾
Declining student number in secondary schools
¾
Declining standard of incoming F.1 students and growing divide in students’ academic
abilities
¾
Very tight financial constraints on staff professional development
¾
Decrease of manpower in the regular staff establishment
¾
Insufficient government grant to support and sustain NSS development
¾
Class disruption due to outbreak of pandemic / infectious diseases
School Development Plan (SFCC)
(30/10/2009)
10
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)
(30/10/2009)
School Development Plan (2009/10 – 2011/12)
Time Scale
Major Concerns
(in order of priority)
1. Implementation of the New Senior
Intended Outcomes / Targets
z
Secondary Academic Curriculum
z
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
(Please insert 9)
A General Outline of Strategies
09/10
10/11
11/12
9
9
9
z
Evaluate subject offer for NSS
9
9
9
z
Evaluate manpower allocation for NSS
9
9
9
z
Evaluate timetabling for NSS
9
9
9
z
Evaluate OLE provided
9
9
9
z
Teachers attend seminars and courses on NSS
curriculum
9
9
z
Work out manpower allocation and time-tabling
for the cohort years
9
9
z
Regular staff seminars, PTA seminars, School
Advisory Committee meetings
9
(Cont’d)
Time Scale
Major Concerns
(in order of priority)
2. To help students understand
Intended Outcomes / Targets
z
To enable students to
understand themselves
z
To develop students’ self
management skills
„ Time and finance
management
„ Stress and emotion
management
„ Adversity management
themselves and develop their self
management skills
z
To evaluate the theme of self
management (2009-2012)
A General Outline of Strategies
(Please insert 9)
09/10
10/11
11/12
9
9
9
z
Design Home Programs to facilitate students’
self -reflection
9
9
9
z
Hold a whole school programme/seminar to
arouse students’ concern on their self
management skills
9
9
9
z
Implement students’ self management skills in
subjects
9
9
9
z
Finalize the focus and implementation plan of
student formation based on questionnaires and
teachers’ workshop
Annual School Plan
2009/10
14
Annual School Plan
2009/2010
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
Annual School Plan (SFCC)
(30/10/2009)
1.
Major Concern:
Strategies / Tasks
z
z
z
z
z
Implementation of the New Senior Secondary Academic Curriculum
Time Scale
Prepare teaching materials for Whole year
NSS1 curriculum
Work out the possibilities of
offering a greater choice of
NSS subjects
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
Methods of
Evaluation
Success Criteria
z
z
z
z
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 NSS1 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
z
z
z
z
z
z
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
z
z
z
z
z
z
Principal
Academic
Team
All NSS
teachers
All NSS1
students
Parents of
NSS1 students
Student
Formation
Team
Resources
Required
z
School Grant
2. Major Concern:
To help students understand themselves and develop their self- management skills
Strategies / Tasks
To organize activities for students:
z
z
Time Scale
Jan 2010 to May 2010
Methods of
Evaluation
Success Criteria
z
To understand themselves
More than 60% of students
agree that the activities can
help them:
z
¾
¾
To develop time and finance
management skills
z
z
understand themselves
develop their time and
finance 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:
¾
¾
understand themselves
develop their time and
finance management
skills
z
Completion
of
School-based
Evaluation
Questionnair
es by
teachers,
students and
parents
Data analysis
report
People
Responsible
z
z
z
z
z
z
Principal
Student
Formation
Team (SFT)
Form teachers
All Staff
All students
Parents
Resources
Required
$23,000.00
Measures to broaden student’s choices of elective subjects
for 2009/10 to 2011/12 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
Other
Programmes
In view of the small
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)
Duration of
the
Target students
programme
3 years
S4 – 6 students of
this cohort of
students
Estimated no. of students
Evaluation of
involved in each school year
student learning /
09/10
10/11
11/12
8
8
8
Teacher-in-charge
success indicators
Students will take Jointly
the HKDSE
organized with
Examination
Canossa
College, Pui Tak
Canossian
College &
Aberdeen
Technical
School