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St. Paul’s Convent School

School Report 2010-2011

School Vision

St. Paul‟s Convent School aims to provide a seamless bilingual education for girls in a happy and motivating learning environment so that they will learn to embrace the Paulinian heritage of truth, beauty, goodness, nobility and honour. Mission Statement

St. Paul‟s Convent School aims to provide an all round education based on Christian values that enhances the quality of life, both materially and spiritually, of our Paulinians so that they can contribute positively to their home, profession and society with charity, conscience, confidence, courage, creativity, competence and commitment. School Motto

OMNIA OMNIBUS is the school motto and is translated as “All things to all people” in English. It is taken from the First letter of St. Paul to the Corinthians, Chapter IX: 22 where St. Paul instructed the Christians to serve and embrace all people irrespective of class, race and religion. It is our strong belief that no talented students will be denied admission to SPCS due to financial reasons. There is a generous scholarship/fee remission scheme provided by the school. It is expected that each year no fewer than 30 % of students will benefit from the scholarship/fee remission scheme. School Core Values

SPCS is a learning school in a learning world for a learning century. Our core values are integrity, joyfulness, simplicity, hard work and excellence. School Governance

The school is managed by the School Management Committee that is accountable to its Sponsoring Body, the Sisters of St. Paul de Chartres, which was incorporated under Soeurs de Saint Paul de Chartres Incorporation Ordinance (Chapter 1046), and which in turn is accountable to the Education Bureau. In pursuit of excellence for quality education, a Quality Enhancement Team has been established to ensure the successful implementation of school goals and the continuous uplifting of educational standards as well as sustainable school development. Furthermore, in view of the complex nature of modern schooling, distributed leadership is practiced through the School Leadership Team that gives support to the Principal on the formulation of school-based plans to facilitate the day-to-day smooth running of the school. An Administration Team that meets every Monday morning helps to ensure that any upcoming issues are dealt with effectively and efficiently.

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There is also a School Advisory Board, consisting of three elected teacher members, and parent and alumni representatives, whose main duties are to review regularly the existing channels of communication and the role and functions of various committees as well as to set up new ones or dissolve irrelevant ones in consultation with the teachers concerned. The School Advisory Board participates in tasks or functions initiated by itself or delegated to it by the School Management Committee, insofar as such activities do not conflict with the best interests of the students and the provisions of the Education Ordinance applicable to SPCS.

School Goals

To provide an all round education based on Christian values to our students and to instill in

them the Paulinian spirit that embraces all that is noble, good, true and beautiful. To give our students a Christian-oriented education which includes spiritual and religious

formation as well as physical, moral, intellectual, emotional, aesthetic, technological and social development

To foster in our school an atmosphere of mutual trust, understanding and unity by which

individual students and teachers are able to grow. To form our students into women of high integrity who are academically prepared and fully

equipped to take their place in society and carry out their various responsibilities in their home, profession and the community in which they live.

To develop in our students the ability to appreciate the finer and nobler things in life, as

well as the sensibility to love beauty, goodness and truth. To form students who can respond to human needs, who can put their knowledge and

talents at the service of others, particularly the less privileged. To instill in our students an awareness of and pride in their national heritage and the beauty

of their own culture while being open to developing a global outlook and an appreciation of the beauty of other cultures.

To embrace a positive attitude towards life and to be generous in the giving of one‟s time

and talents to building a better world. To share a common vision and to work with a united purpose in personal and professional

harmony to provide an appropriate, happy teaching/learning environment in which our students can be guided, challenged, corrected, taught and nurtured into upright characters capable of contributing positively to the society they live in.

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SCHOOL THEME AND FUTURE DEVELOPMENT The school theme for the coming five years is "Building a Sustainable Future". The opportune moment to launch the New Senior Secondary Curriculum will be seized and the school-based curriculum will be implemented to sustain the self-managed and self-directed learning of students. The major development items include: Fostering English, ICT, thinking, greening, reading and e-learning across the curriculum Planning and working collaboratively to ensure the smooth implementation of the New

Senior Secondary Curriculum and School-based Assessment Developing students' electronic learning portfolio and e-learning platforms to enhance

students' lifelong learning skills and all-round development Fostering collaboration with tertiary institutions to provide applied learning and diversified

programmes to enrich students' learning experience Offering an international syllabus and assessment to students to provide them with diverse

education pathways for further education Providing opportunities for our students to work with students from other parts of the world

on global issues so as to build a better tomorrow Developing learning and teaching strategies for Non-Asian students to learn Chinese as a

Second Language so as to improve their understanding and appreciation of Chinese culture

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School Management and Administration Structure

Administration Academic Pastoral Care

Public Relations

Administration

Finance

Building and

Infrastructure

School Safety

Management

Information Systems

Human Resources

Staff Development

- Induction

- Teaching Practice

Team

- Ongoing Staff

Development Team

Panel Head

- Form Coordinator

- Subject Teacher

Curriculum

- Resource

Management

- Timetabling

- Examinations

- NSS, IGCSE &

GCE (ASL&AL)

Religious/FLE/Moral

Education

Careers/Further Studies

Counselling and

Guidance

Extra-curricular

- House

- Club/Societies

Prefect Board

- Discipline Team

- Environmental Unit

- Paulinian Board

- Welfare

Fee Remission and

Scholarships

Home-school

Cooperation

Hospitality

Alumni Association

Official School

Functions

Contingency Team

International

Exchange and

Partnership

Publicity and

Recruitment

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Report on Our School

Number of School Days The total number of school days was 190.

Lesson time for the 8 Key Learning Areas Lesson time allocated to the 8 key learning areas and LS from F1 to F7 in 2010-2011 was as follows:

KLA* English Language Education

Chinese Language Education

Mathematics Education

PSH education

Science Education

Technology Education

Arts Education

Physical Education

Liberal Studies

F1 16.1% 19.6% 14.3% 19.6% 8.9% 5.4% 8.9% 3.6% 3.6%

F2 16.1% 19.6% 14.3% 19.6% 8.9% 5.4% 8.9% 3.6% 3.6%

F3 12.5% 17.9% 12.5% 50.1%:depends on subject choice 3.6% 3.6%

F4 12.5% 12.5% 12.5% 52.0%:depends on subject choice 3.6% 7.1%

F5 12.5% 14.3% 12.5% 30.4%:depends on subject choice 5.4% 14.3%

F6 14.3% 14.3% 67.8%:depends on subject choice 3.6% 3.6%

F7 14.3% 14.3% 67.8%:depends on subject choice 3.6% -

GCE 14.3% 7.1% 17.9% 57.1% depends on subject choice 3.6% -

* A total of 22 sessions of Diversified Interest Programme (DIP) were offered to our F1 to F5 students on Wednesday afternoons to enrich their other learning experiences (OLE). School-based French and Spanish Courses were offered by The Modern Language Faculty, the University of Hong Kong after school (4:00 to 5:30 pm in WTT/ 2:00 to 5:30 pm in STT) on 4 week days for IGCSE students and/or on Saturday for F1 to F5 students at four different levels.

Class Organization and enrolment The school reopened on 1st September, 2010 with a total number of 1271 students in thirty eight classes. Form One to Form Five had six classes each while Form Six and Form Seven had four classes each. The breakdown of the enrolment number of 1271 was as follows:

Form One Two Three Four Five Six Seven Total

No. of classes 6 6 6 6 6 4 4 38

Enrolment 231 232 231 221 146 127 83 1271

Students’ Attendance Students‟ attendance was satisfactory, with the average rate being 98.4%.

Form One Two Three Four Five Six Seven Overall

Attendance Rate 98.6% 98.5% 98.5% 98.7% 98.4% 98.1% 97.7% 98.4%

Catholic students The number of Catholic students was 317, making up 24.9 % of the total student population. Seven students were baptized during the Easter Vigil.

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School Formal Curriculum for 2010-2011 KLA Form Subjects F1 F2 F3 F4 F5 F6 F7

English

Language

Education

English Language

Literature in English

English as First language

Chinese

/French

/Spanish

Language

Education

Chinese Language

Chinese Literature

Ming Yi

French/Spanish

Chinese as a Second Language

Mathematics

Education Mathematics

Further/Additional Mathematics

Pure Mathematics

Mathematics and Statistics

Science

Education Integrated Science

Physics

Chemistry

Biology

Technology

Education Computer Literacy/ICT

Accounting/BAFS

Home management

PSH Education Economics

Geography

History

Chinese History

Religious Studies/ Ethics

Liberal Studies

Business Studies

Learning to Learn

Health Education

Arts Education Visual Arts

Music/Creative Music

Creative Media

Physical

Education Physical Education

Applied

Learning Film and Media Studies

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Achievements and Reflection on Major Concerns

Major Concerns:

First Priority: Enriching the Senior Secondary Curriculum

1a. Enriching the NSS curriculum

Achievement: There was a good match between the expertise and interests of the staff and the subject combinations of the students in the NSS, IGCSE and GCEAL curriculums. Parents and students found the F2 and F4 Parents‟ Days useful as they were able to have a better understanding of the requirements of various subjects and careers pathways offered by different subject combinations. School-based staff development programmes on Wednesday afternoons created the time and space necessary to meet the curriculum challenges and to prepare for the NSS, IGCSE and GCEAL curriculums. A school-based staff development programme to update the staff on the recent developments in NAS was successfully conducted by the Staff Development Team on 30th August 2011. Teachers had a better understanding of the local and alternative curriculums offered by the school, OLE, OEA, SLP, ApL and JUPAS/Non-JUPAS pathways. During the academic year, colleagues attended different seminars and workshops on NSS and SBA conducted by the EDB, HKEAA or tertiary institutions to enrich their professional understanding of the latest developments in their KLAs. On 15th July 2011, many of our staff members joined the Hong Kong International Education Forum and Expo to have a better understanding of the multiple pathways, local and international articulation and learning opportunities under the NAS. 36 teachers from Tseung Kwan O Government Secondary School visited our school on 21st February 2011 for a professional sharing on lesson observation. They observed lessons in the three core subjects and participated in a post-lesson conference. They all enjoyed the professional exchange and had a fruitful day. The SLP was implemented successfully and all F1 to F5 students became acquainted with the features of the system. SBA was successfully completed for the F5 students and the mark submission procedure was smooth and effective. A special training session was conducted in May 2011 to help NSS teachers with the SBA mark submission procedures. The feedback was very positive and all the SBA marks were successfully submitted to the HKEAA. All NSS electives for different subjects and the booklists were finalized. Teachers were ready and prepared for the F6 curriculum. Liberal Studies was introduced in the F1 and F2 curriculums to replace the traditional subject of EPA to enhance curriculum coherence in LS. Two F5 students were enrolled in Film and Video Studies, an Applied Learning Programme offered by VTC for the coming academic year. The Creative Media curriculum had another successful year. Students won many prizes and awards in the Think Series Competition 2010-2011. Prizes included “The Best Video Award”, “Most Creative Award”, “Best Narrator Award”, the 1st Runner Up of “YouTube Most Viewed Award”, “ThinkSeries Video Award”, “Most Entertaining

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Award” and “Best Photo Award”, and the 2nd Runner Up of “ThinkSeries Video Award” and “Best Editing Award”. A total of 194 students enrolled for the French and Spanish courses. During the post examination period, the Liberal Studies Department and the Chinese History Department worked together to provide an enrichment programme for the Modern China module for all the F4 and F5 students to better prepare them for the NSS LS curriculum. The programme was well received by the students and highly appreciated by the PDS partner schools. Extra lessons were arranged during the summer vacation for the NSS students to provide more learning time for the curriculum.

Reflections: Effective use of the post examination period and the summer vacation offered extra

learning time and different learning opportunities to the double cohort students. The Imperial College Gifted Programme offered an invaluable learning opportunity to science students. The establishment of a sister school partnership with Foshan Huaying Middle School (華

英中學) will provide a different perspective on the OLE of our students in the coming

years.

Second Priority: Promoting Higher Order Thinking through Questioning and Interactive

Teaching Pedagogy

Achievement: More high order, open-ended and data analysis questions were included in the test and examination papers to promote thinking skills of the students. Teachers gave their students more time to come up with quality answers. Student leaders employed interactive reflective pedagogy to design their HOM workshops and cyber safety activities to promote students‟ participation in the learning process and deep reflection. Critical thinking workshops for senior form students trained them to be problem solvers and enhanced their civic awareness. Students‟ Voice in Action provided an interactive platform for students to lead, plan and host discussion forums that enhanced their understanding of social and environmental issues from multiple perspectives. Teachers provided more reflections on teaching and learning in their log books.

Reflections: Teachers would make better use of the DIP sessions for professional exchange to

promote questioning skills and high order thinking skills. LS should be introduced across the curriculum to promote civic awareness and critical thinking skills.

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Third Priority: Nurturing All Round Education

Achievement: An organic farming site was successfully established in the school garden and was maintained by the Conservancy Club. Six houses were invited to join the inter-house organic farming competition to encourage students‟ active participation in organic farming. The installation of a composting machine and the piloting of composting of kitchen wastes helped promote the concept of recycling. A total of 18 tours were organized from July 2010 to July 2011 to enrich the other learning experiences of our students. The school sustained the role of a green school successfully by promoting the school theme “ Low Carbon Living Green Life”

Reflections: Regarding the English Language Fund project, the EDB was too rigid in its funding

arrangement and it was not easy to reach mutual consensus even though the school put in a lot of effort and time. The school will continue to explore opportunities for cultural exchanges in different parts of the world and in China, in order to broaden the global perspective of our students. It took a long time to solve the technical problems that arose from building the Green Roof.

Learning and Teaching

Staff The total number of staff was 90 including the Principal, the Teacher Librarian and the NET teachers. Support staff included 3 laboratory technicians, 4 teaching assistants and 3 administrative support staff. The turnover rate, as in recent years, was extremely low; SPCS has a stable and experienced team of professional teachers.

Professional Development of Staff We had another fruitful year of professional staff development. The average recorded CPD hours of the staff, in the SPCSSTAR intranet system, was over 100. CPD included rich professional learning experiences such as seminars and workshops on preparation for the NSS and many school-based staff development activities. On 20th August 2010, all new teachers joined an Interactive White Board (IWB) training session in the Humanities Room. The session was conducted by an experienced trainer from the Educational Technology Connection Ltd. Teachers found the session useful as it helped them to master the IWB more effectively. On 23rd August 2010, they attended another training session on Mobile Learning, using iPod as the learning tool. In October and November 2010, the Chinese Department invited Ms Yip Po Ying, an experienced educator in Chinese Language education, to conduct 4 professional workshops on how to design learning activities to enhance oral proficiency and to promote understanding of the

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oral assessment standards of the public examination. The workshops helped our teachers better prepare for SBA in HKDSE. Two experienced Canadian educators, Ms Gloria Fung and Mr. John Wood, organized a series of school-based staff development programmes on English Teaching at our school‟s Student Centre from 1st November to 5th November 2010 . The workshops included classroom management and interactive teaching pedagogy. 4 teachers from our English Department and 6 teachers from Guangzhou participated in the programme. On 26th November 2010, 12 teachers attended the thematic workshop and lesson demonstration organized by The Hong Kong Academy for Gifted Education. It was called “Differentiating the Curriculum and Instruction for Gifted Learners” and was conducted by Dr Sandra N. Kaplan from The University of Southern California. The workshop was inspiring and our staff had a fruitful day. On 18th December, 2010, 4 teachers attended a Staff Development Seminar - "Redesigning Schools for the 21st Century", organised by the Hong Kong Direct Subsidy Scheme Schools Council. The seminar was conducted in our school by Mr. Ken Walsh O.B.E. who is the Associate Director of the Specialists Schools & Academic Trust and the Associate Consultant of Cambridge Education. In the seminar, Ken shared with us examples, including software and hardware, of how schools in the UK are re-designed to meet the needs of the 21st Century. He also emphasized the importance of blending formal and informal learning to encourage students to be more creative, to think critically and to communicate effectively using technology. The seminar was very useful and innovative. In November and December 2010, 10 teachers attended training sessions on GCE Accounting, Biology, Chinese and Applied ICT conducted by examiners from Edexcel. Furthermore, in June 2011, 8 teachers attended training sessions in GCE and/or IGCSE Chemistry and Economics conducted by Edexcel. The aim of these training sessions was to bring into focus the issues, including planning of the course, preparing students for examinations and monitoring the coursework, pertaining to the GCE AS and A2 curriculums of each subject. A group of 8 teachers representing different Key Learning Areas (Science, Mathematics, English, CSL, Humanities, Liberal Studies and Information Technology) attended the 21st Century Learning Conference HK in West Island School on 18th -19th February, 2011. The Conference brought together educators from around Hong Kong and Asia to share their vision, experience and the challenges they had faced, especially when using digital technology to enhance learning. It comprised of 4 keynotes speeches, 40 classroom workshops, open forums and exhibition booths displaying the latest IT products by corresponding vendors. It was a very fruitful experience. On 21st February 2011, 36 teachers from Tseung Kwan O Government Secondary School visited our school for a professional sharing session on lesson observation. They observed lessons in the three core subjects and participated in a post-lesson observation sharing session. They enjoyed the professional exchange and dialogue.

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On 18th and 19th March 2011, 4 teachers participated in the Schools Middle Managers Training Camp held by the Catholic Religious Schools Council. It was a 2-day-1-night camp aimed at providing an opportunity for middle managers in Catholic schools to reflect on the key management roles and responsibilities in taking forward the schools‟ vision and mission while maintaining high standards of performance. It was an intensive, yet joyous and fruitful training for all the participants who were urged to respond to God‟s calling to be servant leaders in their schools. One of our teachers joined the Professional Development Programme in School Health organized by the Hong Kong Institute of Education from January to February 2011 to learn more about the of school health, drug-related issues and infection control. On 12th July 2011, which was designated as a staff development day, all teachers joined the 2011 International Conference in ICT on Teaching and Learning to better understand the latest developments in ICT using mobile technology. In addition, 10 teachers participated in the 11th and 13th July programme of the conference. Furthermore, Apple Learning Academy conducted workshops for the Science, Mathematics, Language and Humanities teachers on the use of mobile technology- the use of iPad for teaching and learning in our school from 12th July to 15th July 2011. A total of 31 of teachers participated in the workshops to gain an inspiring insight into how to use the iPad in teaching and learning. On 15th July 2011, 22 teachers joined the International Education Forum and Expo: “Learning Journey for the Globalized World” to have the latest updated information on NAS.

Departments have been meeting regularly to share and discuss learning and teaching issues and strategies, to revise homework policy, to modulate examination and SBA marks, to check quality of examination papers and assignments, to prepare and analyze the NSS, GCEAL and IGCSE curriculums and to introduce OLE into their curriculum. Many departments have succeeded in infusing English, Information Technology, thinking and greening into the curriculum. In addition, teachers were encouraged to enroll as markers/examiners of public examinations so that they could share the latest assessment trends with their peers.

The school offers a broad and balanced curriculum /alternative curriculum to

meet the individual needs of every Paulinian

In accordance with the NSS curriculum, our school offered the alternative curriculum, the GCEAL, to our students. Staff development programmes were arranged during the DIP sessions for each department so as to allow Panel heads and their members to have a deep understanding of the IGSCE/GCEAL and the NSS curriculums, to cross match the IGCSE curriculum with the local NSS curriculum, to collect teaching resources for the curriculum and to plan the schema of work for the new curriculum. Furthermore, the focus was on assessment for learning through project work and hence learning attitudes and skills were given a more prominent place through oral presentations in class. Students were also requested to conduct peer and self assessment and give suggestions for

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improvement. The guiding principle was to satisfy, as far as possible, the diverse needs and interests of the students in order to offer them a broad and balanced curriculum that would enhance the whole person development of our students. We collaborated with the School of Modern Languages and Cultures, Faculty of Arts, of the University of Hong Kong for the fourth year to offer modern languages to our students. This year, a total of 112 and 82 students enrolled for the French and Spanish courses respectively.

Language/Level Level 1 Level 2 Level 3 Level 4 Total

French 37 40 21 14 112

Spanish 30 24 28 - 82

Catering for diversity The school data management team has continued to provide updated data analysis of students‟ performance in ATT, TSA, IGCSE, GCEAL, HKALE and mid-term examinations to subject departments to better trace and identify students‟ diverse needs. This helps the school and individual departments to formulate appropriate and timely additional programmes or lessons to help less-able students and to offer enrichment challenges to further stretch the potential of the gifted students. Timely feedback from tests and assignments was given by subject teachers to enable students to scale new heights and to improve their learning outcomes. As a Direct Subsidy School, the funding and the flexible curriculum allowed the school to offer different school curricula to meet the special needs of individual students. Based on the results of the Pre-F1 AAT, additional lessons in Mathematics were arranged from 1st August to 12th August 2011 to cater for the diversity of the F1 students. Feedback from the teacher-in-charge was positive and the extra lessons, which concentrated on consolidating students‟ foundation in the core subjects, offered students a smoother transition from primary to secondary school. The UK Learning to Learn programme was successfully extended to the F2 curriculum to help the students better develop their generic skills so that they could learn smarter and in more depth. The students enjoyed the programme and found mind mapping and various graphic organizers useful and helpful in learning effectively. Catering for students with Special Education Needs

A senior teacher was designated to take care of any student with special education needs. Every year, we have a few students with SEN including hearing impairments and hyperactivity. The designated teacher refers the students to the appropriate organizations for the necessary tests and special arrangements are made to meet their personal needs including special requirements during the school and public examinations. Form teachers are informed they should be treated as normal students.

Reading to Learn and Learning to Read The Reading Culture Team organized various annual activities to promote a reading culture in our school, which included creating an ideal reading environment in the school garden, the Cyber Café, the school library, the lobby, the area outside the chapel, the English Room, and the

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Chinese Culture Room. In addition, the team inculcated reading habits during Family Life Education, Form periods and free periods. Activities such as a poster design competitions, monthly book exhibitions, storytelling, topical reading and sharing assisted in broadening the students‟ minds and perspectives. All Pre-F1 students subscribed to different on-line e-learning platforms which included English-4-Us, English Builder, “A Passage A Day”, iLearner and E-learning Platform for Mathematics, so that they could prepare better for their new secondary school life. In addition, the Pre-F1 students were asked to read at least two Chinese books and two English books in the summer vacation and to submit their book reports to their new language teachers in September. This helped to nurture a good reading habit for all Paulinians.

Interactive IT in Learning and Teaching The whole campus was covered by wireless Internet access so that all SPCS students could be technologically ready for global linkage and communication, both of which foster world peace and an understanding of international affairs. Information Technology was successfully incorporated as a useful interactive tool for teaching and learning in SPCS. Technology was used extensively across the curriculum, both in academic and cultural subjects, so that it served well as a tutor, tutee and tool in our curriculum. All project work submitted by staff had to be in electronic form. The school-based Creative Media curriculum helped to empower students with the multi-media skills they needed to do presentations of their project work. Many students received prizes for their entries in the short film competitions. Lessons in Creative Media, Digital Music and Data logging systems in scientific investigation were incorporated into the regular curriculum to allow them to meet the challenges of the new technological world. In order to promote students‟ interests in robotics and electronics, the school arranged “Robotics” and “Electronic for Fun” classes during Wednesday afternoon DIP sessions. The school has created the post of an IT Research and Development Co-ordinator to explore and develop e-learning platforms for our students. The e-learning platforms “English Builder”,

English-4-us, “iLearner” and “A Passage A Day” (每日一篇) were subscribed to in order to

enhance students‟ English Language and Chinese Language learning respectively. Much effort was made to ensure that students became prudent, skillful and ethical users of technology through the school-based curriculum and seminars and also to ensure that technology helped to support the school mission and quality of teaching and learning, reducing the workload of teachers in the long run. To align with the Third Strategy in IT in Education, the school successfully sustained various e-learning platforms to extend learning beyond the classroom. Self funded e-learning platforms including Mathematics, English4us, Biology, Chemistry, Physics, Accounting and Economics were developed. The total number of items developed in various e-learning platforms was as follows:

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Subjects No. of questions in 2009 No. of questions in 2010

English 9485 9485

Physics 1528 2354

Chemistry 2363 3229

Biology 1650 2500

Mathematics 7125 8680

Principles of Accounts 225 1056

Economics 720 720

Total 23096 28024

The school will explore the use of mobile technology of iPad in the coming years. To better prepare the staff for the application of iPad in teaching and learning, 31 teachers from various KLAs including Science, Mathematics, language and Humanities joined a two-day workshop on how to use iPad in daily teaching conducted by Apple Learning Academy on 12th-13th July 2011. The school was designated as a PDS for using mobile technology in the teaching of Literature in English and LS in 2010-2011 and our teachers actively engaged in professional sharing sessions with teachers from partner schools throughout the year. Wi-Fi coverage in the whole school campus was upgraded to support mobile learning.

Project learning Throughout the year, students were assigned various subject-based projects to nurture their generic and IT skills and as part of continuous assessment in various subjects. Projects from Liberal Studies, Geography, English, Chinese, Chinese History, National Education, Integrated Science, Biology, Chemistry, and Religious Studies in Junior Forms were presented by students and assessed as part of their continuous assessment.

Civic and Moral Education Religious Studies is part of the core school curriculum for F1 to F4 students and Ethics is one of the core subjects for F5 to F7 students. This helps nurture Christian values in students. In line with the 2010-2011 school theme of "Low Carbon Living Green Life ", the Form 6-7 Ethics curriculum focused on „Building a Sustainable Self‟ aiming to promote in students values, behaviour and lifestyles required for a sustainable future. This focus develops a personal responsibility in students, creating new relations among people and fostering greater respect for the needs of the environment in confronting the challenges of the future with hope and confidence. Celebrities, as role models of society, were invited to share their life experiences and wisdom with our Paulinians, who actively participated in all these enjoyable civic programmes. The success of school-based Moral and Civic Education was reflected in the APASO results, which showed our students placed a greater emphasis on social harmony and had better civic-oriented behaviour.

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Support for Students

Scholarship/Fee Remission Scheme We believe that no talented student should be denied admission to SPCS due to financial reasons. There is a generous scholarship/fee remission scheme provided by the school. It is expected that no fewer than 30 % of students will benefit from the scholarship/fee remission scheme. In this academic year, there were a total of 630 beneficiaries (over 49 %) and the expenses were HK$ 5.995 million.

Pastoral Care

Personal, Social and Health Education that nurtures students’ healthy development

As in previous years, the school collaborated with the Health Department to offer a comprehensive health programme to all the students in junior secondary. The school will continue to collaborate with the Health Department in the coming years. Healthy Paulinians Paulinians are healthy in terms of social, physical and mental heath. The emotional well-being of SPCS students in terms of anxiety was lower than the Hong Kong Norm for females and it showed good improvement compared with the previous data. Their ethical conduct values were in line with the Hong Kong norm for females. A total of 107 students (8.4%) of our school were classified as overweight (BMI 23-29) and among this group of students, there were 6 students (0.47%) who were classified as obese (BMI over 30). In addition, our students‟ performance in cardiovascular endurance tests (9-minute jogging) and flexibility tests (sit and reach) were better than the norm of Hong Kong students.

Form No. of Overweight Students Percentage 1 18 7.8%

2 14 6.0%

3 27 8.6%

4 22 8.6%

5 19 13.0%

6 5 3.9%

7 2 2.4%

Total 107 8.4%

Careers Team

Throughout the academic year, the Careers Team organized many programmes to help our students in their curriculum choices and career plans. Career talks for senior students were timely, and included JUPAS and non-JUPAS talks, Degree programme familiarization programmes and visits to university Information Days for F7 students and Overseas Study Talks for Australia, UK and USA.

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Visits to local industries and Education Expos of various countries were organized annually to help students better understand different study paths and the nature of various careers. Summer camps and work attachment schemes were arranged to allow students to explore possible future careers. F2 and F4 Parents‟ Days were organized to help parents and students better understand different subject choice combinations, requirements of different subjects and potential career pathways. Senior form students were invited to share their subject choice experiences with their schoolmates. It was found that peer counseling was sometimes more effective than counselling by career counselors. Students welcomed and enjoyed the sharing sessions very much. The team also co-organized job shadowing programmes and careers talks with the SPCS Alumni Association to enrich career-related experiences of the students. Throughout the year, various workshops were organised to teach students to write good personal statements, interview techniques, SAT preparation skills and help them to apply to local and overseas educational institutions. A successful Career Quiz for junior forms was held, raising awareness among students of the need to plan their careers, which should start as early as possible. Discipline and Counseling Team

The data collected from APASO showed that the self-esteem of our Paulinians was better than the Hong Kong norm for females in all six sub categories which include general self, social self, intellectual self, appearance self, moral self and family self. In addition, they had better social skills and interpersonal competence. More importantly, they have a better attitude to school as they have higher general satisfaction, better teacher-student relation, higher achievement and more opportunities and adventure. The data might explain why we have only a few disciplinary and counseling cases every year. To protect our students from cyber disorders, a series of seminars and workshops were conducted during the post examination period from 4th July to 8th July 2011. The school employed the train-the-trainer approach by inviting trainers from The Hong Kong Federation of Youth Groups (HKFYG) to give talks and training sessions in early July to 54 of our F4 to F6 students and 18 Form Teachers on its “Be NetWise” programme. Student leaders, in a group of three, made use of the resource package from the HKFYG to plan a series of activities for each of the F1 to F3 classes to promote wise use of the internet. Furthermore, the school also invited speakers from the Office of the Privacy Commissioner for Personal Data (PCPD), Hong Kong Police and the Television and Entertainment Licensing Authority (TELA) to conduct seminars on the concept of personal data protection, cyber crime and cyber safety in order to promote a healthy and safe net environment to our students. The programme was well received by students and teachers.

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Home-school co-operation

(i) Form One Orientation Day This was held on 28th August 2010 and all staff, parents and students attended. The programme began with an introduction by the Principal of the Sister of St. Paul de Chartres and of the school, its vision, mission and the school curriculum. This was followed by a brief description of the work of the discipline and counseling committees. Then there was a talk by the school social worker about the services she provided, followed by an open forum.

(ii) Form One Catholic Parents’ Day This was held on 18th September 2010 and most of the Catholic parents and students attended. The programme began with a prayer and an opening speech by the Principal. This was followed by a brief introduction of the various religious activities of the school organized by the Catholic Movement Committee. Then there was a sharing session by the Catholic students.

(iii) Meeting with the School Principal

The Principal met F1 parents in November 2010 to better understand how well the F1 newcomers were adapting to their secondary school life. Parents of other students were able to initiate meetings with the Principal at mutually convenient times through appointments to discuss various issues that arose and required extra support and help from the school. (iv) Big Sister Scheme

This year, the Big Sister Scheme recruited 136 F4 to F6 students to provide both academic and social support to 81 F1 & F2 Little Sisters. The Scheme Committee organized an orientation activity to help their Little Sisters better understand their mother school. With the help of the school social worker, Big Sisters were recruited and trained with various skills so as to prepare them to serve others. The Big Sisters conducted IGCSE Examination skills workshops for F3 and F4 students. They also ran workshops on time management and memory enhancement for the F1 and F2 students respectively. The Big Sisters also acted as role models for the Little Sisters to live out the Paulinian Spirit. The scheme was well received by the parents and students.

(v) Parent-Teacher Association

The PTA Committee held the Annual General Meeting on 9th October 2010 to elect the Executive Committee. The EC hosted two seminars this year. The first one was conducted by Dr Sandra Tsang who gave a speech on “How to build a sustainable good family relationship”. The second talk was conducted by Ms Yip Yin-Ping of Produce Green Foundation on “Sustainability and Home Planting”. Over 170 parents attended the two enlightening seminars. The committee also recruited 67 parent volunteers to accompany the students to 35 sessions of the 62nd School Speech Festival. On 21st January 2011, the PTA co-organized a recycling activity with the Conservancy Club to help the needy. The programme was well received. Thanks to the generosity and kindness of over100 parents, a total of 450 recycled items were collected and donated to Caritas.

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On 19th March 2011, over 60 participants attended the Harvest Day, which comprised a variety of activities including showcasing the green and sustainable school environment, a seminar, handicrafts, cooking demonstrations and an exhibition. Student representatives from the Conservancy Club shared their „Green Education‟ and activities at school. Participants also enjoyed the workshops on making coasters with dried flowers, making plant pots with recycled materials, demonstrations of cooking with herbs, and herbal tea tasting. 37 parent volunteers and the PTA EC members took part in the fund-raising campaign for the victims of the Japan earthquake and tsunami and contributed by teaching the students at SPCS Day-Nursery, Kindergarten, and Primary Sections to fold paper hearts, as well as counting the donations. The PTA and parent volunteers were invited to attend the closing ceremony held on 4th May 2011. (vi) Alumni Association

The SPCS Alumni Association organized workshops for writing personal statements, interview skills, job shadowing and a summer internship to help some of our students prepare for their future careers. In collaboration with the Alumni Association, the Starcom MediaVest Group, Hong Kong Arts Centre, Bee‟s Diamond, Ma Wan Park Noah‟s Ark, Health & Care Dental Clinic and Hong Kong Observatory ran a few comprehensive job shadowing programmes for our Paulinians in different areas such as finance, media production, administration, public service and dentistry. The Alumni Association also organized an annual dinner and a visit to the Convent to promote bonding among the alumni.

All round development through active participation in OLE

More than 50 clubs and societies offered a huge diversity of extra-curricular activities throughout the year and added a wide dimension to the other learning experiences of our students. The school has six houses to offer vertical support to students‟ growth and to develop their house spirit. The experience gained is invaluable for one‟s own personal growth. Enhancing Other Learning Experiences through Cultural Exchange

To promote a global outlook and global citizenship, the school organized rich cultural exchange activities for our students. A total of 21 tours were organized to enhance the other learning experiences of our students from July 2010 to August 2011.

Activity Date Location Participants

1 Cooking Demonstration at World Expo 2010 29 June – 7 July Shanghai 5 F3 students

2 “Cultural Tour to Sichuan, “the Qiang Minority Group

30 June – 7 July Sichuan 46 F4 & F6 students

3 “Cultural Tour to Sichuan,” Chengdu and Mianyang

30 June – 4 July Sichuan 40 F4 students

4 Spanish Immersion Study Tour to Avila 30 June–13 July Spain 41 F1 & F2 students

5 French Immersion Study Tour to St. Denis International School, Loche

4 - 13 July France 20 F1 & F2 students

6 Stanford University Mathematics and Science Study Tour

11 - 25 July USA 39 F3 students

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7 The 7th Huhhot International Folk Art Festival of China in Inner Mongolia

11 – 18 July Mongolia 7 F2 to & F6 Dance Team members

8 “Nanjing, Shanghai and Hong Kong Exchange Programme: “Linking the Hearts of China”

13 - 17 July Shanghai 12 F3 to F6 students

9 “Overseas, HKSAR and Macau Youth of Chinese: “Seeking the Roots of China”

24 – 28 July Beijing 12 F5 students

10 World Expo 2010 Shanghai Tour for Chemistry Students

26 – 31 July Shanghai 5 Chemistry Olympiad Winners

11 Education for Sustainable Development in Low Carbon Age: Student Forum and Exchange Programme

13 -18 August Xian 8 F4 & F5 students

12 “Passing the Torch: Cultural Enrichment” National Education Expo 2010 Shanghai Tour

16 -20 August Shanghai 10 F5 students

13 Tour to Expo 2010 Shanghai for Hong Kong and Macau Youths

20 -24 August Shanghai 10 F3 to F6 students

14 Tour to Foshan: Taiwan “Chimei Philharmonic Orchestra” Performance

21 -22 September Foshan Guangdong

6 F2 Chinese Orchestra members

15 Tsinghua University Putonghua Immersion Programme

10 – 16 October 17 – 23 October 25 – 31 October 12 – 22 March

26 March – 5 April 9 – 19 April

Beijing 480 F2 and F3 students

16 Sichuan Voluntary Teaching Programme 3 -11 December Sichuan 10 F6 students

17 Stanford University Mathematics and Science Study Tour

4 - 17 July 2011 USA 40 F3 students

18 Imperial College Gifted Programme 3 – 16 July 16-30 July

UK 43 F4 students

19 Hong Kong Student Science Project Competition 2011 Singapore Exchange Tour

10-12 August Singapore 3 F6 students

20 26th China Adolescents Science and Technology Invention Contest

2-8 August Hohhot, Inner Mongolian Autonomous Region

1 F6 student

21 2011 Ode to Peace International Youth Culture and Art Festival

22-26 August Penglai, Shangdong

10 F1-7 members of Chinese Orchestra

Total 838 students

Capacity Enhancement Grant 2010-2011 In order to provide Paulinians with an opportunity to develop their personal interests and learn from their own experiences, our school has designed the “Diversified Interest Programme‟ for all F.1 to F.5 students. This means that teachers are provided with the necessary time and space every Wednesday afternoon for sharing, learning and continuous professional development, especially to prepare for the NSS, IGSCE and GCE AL curriculaums while students follow the DIP that develops their multiple intelligences. Tutors are employed to take care of the DIP using the Capacity Enhancement Grant. From 29th September 2010 to 11th May 2011, there were altogether 22 DIP Sessions on Wednesday afternoons. Thirty-three diversified interest groups enabled students to develop their

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interests and talents in various languages and performing arts, and facilitated contribution to the community and development of inter-personal skills through community services. Students who shared the same interests had a chance to make new friends during these lessons and to develop their full potential under the guidance and expertise of their tutors.

Capacity Enhancement Grant Report for 2010 - 2011

Income HK$ Expenditure 支出 HK$ 港幣

Brought Forward from Last Year 0.00 Expenditure Grant Total: 519,525.00

EDB Adjustment 21,609.00

Current Year Grant 582,120.00 Balance -40,986.00

560,511.00 560,511.00

Evaluation: The attendance rate of different activity groups was very satisfactory. All DIP courses were appreciated and welcomed by the teachers and students. Students found the courses useful because they could take a break from their studies and learn new things, read, do social services, or practice for competitions or performances under the guidance of kind and helpful tutors. Some of the DIP courses (dance, sports and music groups) have extended students‟ learning to other extra-curricular activities like inter-school competitions or performances. Students showed great interest in reading and took pride in sharing what they had read; there was an increase in the number of books read by students. Furthermore, a total of 53 students received Social Services Awards (6 Gold Award, 14 Silver Award and 33 Bronze Award). They offered hours of their own time to serve the community and enrich their learning experience outside school time this year. Feedback from teachers was also positive as the DIP sessions during Wednesday afternoons freed them from their teaching duties and provided time and space to support school-based and department-based professional and curriculum development.

Student Performance

Academic achievement

AAT

In general, the AAT results of our students in the three core subjects were better than the HK average.

PreS1-AAT Subject English Chinese Mathematics

Average-Hong Kong (2010-2011) 49.6 54.7 58.4 Average-SPCS (2010-2011) 82.5 67.9 70.9 Average-SPCS (2011-2012 at 12 July) 79.9 62.2 66.2

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Public Examinations

HKALE

The credit and above percentage in English Language (80.5%) was much higher than all

candidates (13.0%) and even higher than the passing percentage (69.7%) as compared with all

school candidates. Most subjects in HKALE had a higher credit and above percentage as

compared with the data from all school candidates. Almost all subjects had a higher passing

percentage as compared with the data from all school candidates. 100% of our F7 students

entered either local or overseas tertiary institutes to continue their studies.

IGCSE

A total of 218 F4 students sat for the IGSCE examination this year. The examination results in

IGCSE were outstanding and the average number of A* per student was 4.3 A*. The average

percentage of A*/ A of each subject was 68.3% as compared with 25.5% in the United Kingdom.

GCEAL

A total of 75 F5/F6 students sat for the GCEAS examination this year. Their results were also

excellent, with many distinctions and credits. The average number of A per student was 3.2 A

and the average percentage of A of each subject was 58.4%.

Non-academic achievements

The overall achievements of our students in all other aspects were outstanding. The full list of

prizes and awards received by our students each year can be found in the school magazine-The

Paulinian, Speech Day booklet and the School Webpage.

Feedback on Future Plan

Three major concerns for 2011-2012

School Theme: Diversified Pathways Successful Life多元發展 成功人生

1. To offer multiple pathways to students so as to prepare them for a successful future in

tertiary education

2. To strengthen moral and civic education focusing on character formation and prudent use of

technology

3. To improve the learning environment of the school campus by renovating the classrooms,

special rooms and school facilities such as air-conditioning, interactive white board etc

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Financial report

Financial Report

Income 收入 HK$ 港幣 Expenditure 支出 HK$ 港幣

DSS Subsidy 直資津 54,859,174.25 Salaries 薪酬 56,883,885.46

Fees 學 31,388,500.00 Additional Teachers 新增教師 1,933,133.40

School Development Fund/ 學校發展基金 -10,000,000.00 Operating Expenses 營運開支 6,301,915.36

Scholarship / Fee Remission

奬學金 / 學 減免 -4,388,875.00 Surplus / (Deficit) 盈餘 / 虧損 6,739,865.03

71,858,799.25 71,858,799.25