The School Management Committee - St. Mary's Canossian College

St. Mary‟s Canossian CollegeSchool Report2009-2010CONTENTSPAGEOur SchoolOur School Motto 2School Vision and Mission 2School Sponsoring Body 3School Management Structure 5Achievements and Reflection on Major Concerns 6Our Learning and Teaching 11Support for Student Development 17Report on our Teachers 29Student Performance 31Financial Summary 40Future Planning 42Annex – Report on1 Additional Support for EMI Teaching 432 Use of CEG & Additional CEG 443 Use of TPPG & SSCSG 464 Use of The Hong Kong Jockey Club Life-wide Learning Fund 47Report endorsed by School Managers of SMCC 48Information on our school is also available at: Secondary School Profileshttp://chsc.edb.hkedcity.net/secondary orhttp://ssp.proj.hkedcity.net/eng/parser.php?file=eng/schbasic.htm&school_id=10821

Our SchoolSchool MottoCor Unum et Via UnaOur Heart and One Way一 心 一 道The „One Heart‟ is that of Jesus Christ, our Divine Model – a heart of perfect love, wisdom andcompassion. We model ourselves after this Heart and become hearts yearning for virtue andknowledge, ready to strive for the best, to grow, and to serve.The „One Way‟ is Jesus‟ way, vividly lived by Him in the Gospel – our Way to the Truth and thefullness of life.St. Marians, all united in spirit and action, pledge to walk together in God‟s love along the way ofGospel truth which the Canossian Educational Project tries to capture.School VisionIt is God‟s greatest glory that each and every St. Marian will be honoured and distinguished as sheis and what she can become.2

School MissionWe are committed to a belief that all our students CAN develop to their full capacity. We provide apositive learning environment for the promotion of the whole person grounded in Christian virtuesand the formation of heart, to empower them all to make the best use of God‟s given talents inservice to their fellowmen.We achieve our mission:‣ By instilling in students a love for learning with the ability to think critically and creatively;‣ By placing our hope in everyone and encouraging all of them to work and to develop their Godgiven abilities and talents;‣ By inculcating the Christian virtues of charity, humility and moral integrity which arefundamental to individual growth;‣ By preparing students to achieve clearly-defined goals which give meaning to their lives;‣ By means of concerted effort of the whole staff in grooming students as responsible citizenswho are committed to serving the needy and contributing to the well-being of our society andour countrySchool Sponsoring BodyThe sisters of the Canossian Daughters of Charity, as missionaries, in the spirit of St. Magdalene ofCanossa, their Foundress, were inspired to establish this school in 1900. Since then, under themanagement of the Sisters and the dedication of the whole staff, with the support of students,parents and past St. Marians, the school has grown and flourished.Our School and its ManagementOur school was founded in 1900 by Canossian Sisters of the Canossian Daughters of Charity, with anextremely modest beginning. The school started with only two classrooms for boys and girls inresponse to the need for a school in Tsim Sha Tsui, Kowloon. The small school admitted 30 pupilsand was named St. Mary‟s School. The small beginning developed rapidly as population in Kowloongrew. In 1960, student enrolment was 2500 including the Primary Section. In the same year, theSecondary Section was named “St. Mary‟s Canossian College”, a grant-in-aid school for girls fromage 12 to 19 ; the Primary Section was renamed “St. Mary‟s Canossian School”. At present, thestudent population in the secondary school is around 1330, from Form One to Form Seven. In hereffort to develop each person to her fullest, the school offers a great variety of academic and culturalsubjects as well as co-curricular activities to enable students to grow and learn those skills which areessential in today‟s world. Almost a hundred percent of St. Mary‟s graduates are qualified for entryinto local universities after Form 7, though a number of them prefer to go abroad, mainly after Form5 and Form 6, to the UK, the USA, Canada and Australia for further studies. Since 2004, we saw asmall number of students entering well known universities in Mainland China after completing Form6 with us.3

The School Management CommitteeComposition of the School Management Committee (SMC):MemberSponsoringBodyPast Student Parent Principal / Staff07/08 7 (70%) 1 (10%) 1 (10%) 1 (10%)08/09 7 (70%) 1 (10%) 1 (10%) 1 (10%)09/10 5 (62.5%) 1 (12.5%) 1 (12.5%) 1 (12.5%)With our constant commitment to quality education and promotion of the whole person, our schoolputs emphasis on continuous and all round development in our curricular and co-curricularprogrammes. The school management adopts a publicly accountable system for decision making,stressing a participatory and collaborative approach to policy making involving the whole staff andin particular, at the policy making level of the Senior Administration Team, and the School MiddleManagement Committee. On important issues such as the use of Capacity Enhancement Grant(CEG), Composite Furniture and Equipment Grant (CFEG) and Composite Information TechnologyGrant (CITG), teachers‟ opinions are solicited before reaching the final decision.4

School Management and Administration StructureSchool Management Committee (SMC)SupervisorPrincipalVice PrincipalAssistant PrincipalSenior Administration Team (SAT)Middle Management Committee (MMC)Student Support & QualityDevelopment Section :Integrated Approach toStudent Guidance &Discipline Coordination Team• Class Teachers and Level Heads• Guidance Team• Discipline TeamOther Learning ExperiencesCoordination Team (+ SLP)• Aesthetic Development Team• Co-curricular Activities• Character Formation Education(1) Moral & Civic Education(2) Health & Sex Education(3) Environmental Education• Community Service Union• Careers & Further Studies Team• Religious Activities & FormationTeam• Student Publications Team• Drama Core Team• Cultural Enrichment TeamLeadership Training Team• Student Council• Prefects‟ Board• Graduation Affairs AdvisoryParent-Teacher Association• Liaison• Publication• Parenting EducationAlumnae & CommunityRelations• Past Students Association• Public / Community RelationsStudent Welfare TeamLearning & Teaching Section :• Section Heads + Heads of KeyLearning Areas (Core Team)• Subject DepartmentsAssessments MonitoringTeamF.1 Bridging ProgrammeCoordination TeamAcademic Assessment &Advancement TeamStudent Support Team• Needs Assessments (F.1)Language EnvironmentSupport TeamIT in Education CoordinationTeamNSSE Coordination TeamReading & ThinkingEnhancement TeamSchool Management &Administration Section :School Improvement CommitteeSchool Administration Team• School Calendar (Academic)Design• School Time-tabling Team• Examination Affairs &Assessment Team• Internal ExaminationAdministration• External ExaminationAdministration• Scholastic AssessmentAdministration - HKAT & TSA• Public Examination &Scholastic AssessmentLogistics• School IT Infrastructure &Logistics Team• IT in General Affairs Team• Student Reports Team• WebSAMS• Student Admission & AllocationTeam• F.1 Admission / Interview Team• F.4 Allocation• F.6 Admission• School Documents & Publication• School Reports• Circulars• School Web Page• Staff Meetings Recording Team• General Administration• Non-Teaching StaffSchool Finance & ResourcesManagement Team• School Budget & Control Team• School Tender Opening & VettingTeams• Supplies/Inventory InspectionTeam• AV/IT Provision TeamSchool Maintenance & SafetyTeamSchool Emergency & CrisisManagement TeamStaff Development &Appraisal Team• Staff Development Team• Staff Appraisal TeamStaff Welfare TeamFeeder-to-Thru-Train SteeringCommitteeGraduation Day Co-ordinationCommittee5

Achievements and Reflection on Major ConcernsMajor Concern 1:Smooth Implementation of NSS with department-based focusesAchievements‣ All department heads were instructed to select 1-2 focuses related to curriculum planning, learning andteaching and assessment from the curriculum guide provided by the EDB on New Academic Structuregiving due consideration to the school context in their DDPs in the first HoDs Meeting.‣ Policy on performance reporting system has been successful drawn up to align with HKDSE reportingsystem released by the HKEAA.‣ Policy on adding or dropping an elective, Maths Extended Modules, Applied Learning has also beendrawn up and disseminated to students for their reference.‣ The inspectoral visits from the Curriculum Development Institute of EDB on subjects includingEnglish Language, Integrated Humanities, Chinese History, History and Economics have givenfavorable reports stating our curriculum design and classroom instructions have been very much inline with the spirit and essence of NSS.‣ The F.4 curriculum (2010-11) has been fine-tuned to allow for 107 subject combination choices whichare intended to meet students‟ abilities, interests and preferences. In the actual allocation, nearly 80% ofstudents were given their first three preferences.‣ L&T Section member sat in 6 subject department meetings including Chinese language, EnglishLanguage, Mathematics, Liberal Studies, Economics and Principles of Accounts to monitor the progressmade in the implementation of NSS and find out the support required from the school.Reflection‣ Sharing sessions have not been arranged for departments on good practices or ways to shootproblemsMajor Concern 2:Whole school approach to cater for student diversity for better learning outcomes.AchievementsLearning and Teaching Section:‣ Continual effort has been made by subject departments to align curriculum, teaching pedagogies,assessments to cater for learners‟ diversities. Attempts have been made to provide core and extendedcomponents for major assignments so that students have a choice to complete parts that are morecompatible to their abilities.‣ Teachers have been conscientiously seeking professional development on DI and the requirements ofthe SEN Teacher Professional Development Framework can be fulfilled by 2011-12.‣ Government grants have been fully utilized to provide opportunities for applied learning, giftedprogrammes and remedial classes through the joint efforts of subject departments and the StudentSupport Team.6

‣ The department–based homework policy has been effective in molding students‟ habit in handing intheir homework punctually. Based on the data collected on view on student learning from theAPASO, a survey completed by teachers, students and parents, it is revealed that all stakeholders agreedthat SMCC students take initiative in their learning and always complete their assignments seriously.This may be attributed to the strategies and steps adopted to animate students‟ motivation in learningand to enhance their competence as self-regulated learners throughout these years.‣ The Academic Assessment & Advancement Team has continued to provide data analysis of studentperformance in public examinations and territory –wide system assessments at Pre S1 and S3 levels totrace and study student‟s abilities so the school can formulate suitable measures to bring aboutdesirable learning outcomes.‣ The Assessment Monitoring Team has continued to conduct quality assurance inspection on allassessment papers and special attention has been given to the breadth and depth of content knowledgeand question types to allow for learners‟ diversities.Student Support Team:‣ Gifted programs:• Gifted students were given support to enhance their talents in different disciplines by taking part ingifted programs organized by local educational bodies and Hong Kong Academy of Gifted Education.• The students‟ interest in Mathematics, Astronomy, Earth Science and Humanities were nurtured withthe help of web-based course organized by EDB.• To cater for the huge population of gifted St. Marians, international competitions such as AustralianMathematics Competition and International Assessment for schools by the University of New SouthWales in Mathematics, English and Science were also arranged.• Workshops were held to boost the creative writing skills of students in English, in different genres.Regular training was given to mathematically gifted students and individual support was offeredcontinuously to the students gifted in English.• Students were given opportunities to exhibit their talents in many competitions such as Hong KongMathematics Olympiad,• Hong Kong & Macao Mathematical Olympiad Open Contest, World Class Tests, Hong Kong ProblemSolving Olympiad, Pui Ching Invitational Mathematics Contest, True Light Girls‟ InvitationalMathematics Contest, Canadian Mathematics Competition, High achievers Mathematics Competition,Joint School Science Competition and International Junior Science Olympiad. As for Englishcompetitions, students joined the World Culture Fiesta organized by the Economic Times; BuddingPoet Award organized by EDB; the News Commentary Competition organized by Hok Yau Club, andthe Digital Creative Storytelling Competition organized by City University and displayed their talents asthey were all final round entrants. Due to the students‟ high quality poems, the school is recognized byEDB as a secondary school producing a significant number of quality poetry work. A Scholar Club wasset up this year with a pool of talented English writers and speakers sharing and evaluating their work.In the Academic Talent Search 2010 organized by Stanford University, ten students got distinction andtwo attained high distinction in Mathematics and eight scored distinction in English writing.‣ Special Educational Needs:• Teachers attended courses offered by EDB to prepare themselves to understand and support studentswith special needs. Effective educational materials to help students of various special needs have beencollected for the use of teachers.• A Learning Support Centre was run every day by F.2 – F.6 tutors to help students with their homework.‣ Needs Assessment (F.1):• Using a questionnaire completed by all F.1 students in October 2009, the special needs of certainstudents were identified and guidance has been provided. A follow-up assessment was completed byall F.1 students in April 2010 to identify students requiring close supervision.7

Reflection‣ As learner diversity is an issue to stay particularly when the through–train mode is around the corner,the school should continue to work on this area.‣ Besides applying DI in teaching, subject departments should be encouraged to extend DI inassessments to improve the validity and discriminative power of examination papers.‣ A portion of time of the Staff Development Days could be allotted to issues related to learning &teaching for departmental or cross departmental sharing on focuses of Major Concern.‣ The policy on performance reporting system has still to be reviewed and the policy should also bedisseminated to parents properly for them to understand the new reporting system.‣ The school still has to work on coordinating the frequency, amount and submission deadlines so thatstudents will not be overloaded with assignments or projects at a particularly point in the term andparticularly prior to examinations.‣ Owing to limited resources, diverse learning needs of students cannot be all addressed.Major Concern 3:To cultivate the virtue of Respect through enriching experiences and reflectionsAchievements1. To explain the Major Concern on Student Quality of a St. Marian through staff meetingsand whole school functions‣ At the first General Staff Meeting 09-10, consensus was obtained from all staff members for theadoption of the Major Concern on Student Quality.‣ At the school Re-opening ceremony, the Major Concern on Student Quality was introduced to allstudents and teachers.‣ At Parents‟ Evenings, parents were invited to offer support to the fostering of good virtues of„Respect‟.‣ Through role plays and reflections, different classes shared their views on „Respect‟ during themorning assemblies, appealing to all school mates to live this virtue in everyday life. Topics such asSocial Harmony, Love and Understanding were addressed.2. To enhance Self-respect and Mutual Respect by(I) working out and implementing measures in various areas(a) Appearance of students‣ Feedback from teachers showed that improvement had been made in students‟ uniforms, both intidiness and length of dress.‣ In F.3, a seminar on Healthy Eating was conducted to draw students‟ attention to building a positiveself-image.‣ In F.6, a Make-up and Skin Care Workshop was organized to enhance students‟ awareness on theimportance of pleasant appearance.‣ As shown in the 09-10 APASO survey, the students‟ rating for „Appearance Self ‟ was the highest(2.88 out of 4 points) in the past five years.8

(b) Manners & Courtesy‣ A talk was conducted by the Discipline and Guidance Section to make the school‟s expectations ongood manners known to all F.1 newcomers.‣ In F.2 and F.3, class teachers initiated discussions on topics concerning Internet Bullying,Compensated Dating and the Art of Appreciation during Class Periods.‣ In F.5, teachers and students were encouraged to exchange views on the values and attitudes towardsdating while in F.6, a seminar on Pre-marital Sex was held to promote a healthy attitude towards sexand dating.(c) Use of Language‣ In F.1 and F.3, class teachers discussed the importance of using proper language with their studentsduring Class Periods.(d) Conflict Management‣ In F.1, virtues of kindness and tolerance were emphasized during Class Periods.‣ In F.5 and F.7, students were encouraged to evaluate their effectiveness in managing their time andstress so as to avoid getting into conflicts with people around them.‣ In addition, Guidance Prefects spread messages of anti-discrimination on their homepage. Throughall these student-led activities, St. Marians have been encouraged to develop empathy by taking otherpeople‟s points of view and accepting friendly criticism with an open heart.‣ In the 09-10 APASO survey, the students‟ rating for „Social Integration‟ showed a slight increase(from 3.04 in 08-09 to 3.07 in 09-10), indicating that students in general had a more harmoniousrelationship with their peers.(e) Emotion management‣ Emotion Management was incorporated as a learning focus in the NSS curriculum of LiberalStudies in F.4.(II) involving senior students to monitor the performance of juniors‣ A total of 155 prefects from the senior forms were appointed to act as role models for the juniorstudents.‣ For example, English prefects demonstrated and passed on their language skills and experiences oflearning when leading activities in the English Learning Center. The Student Council Ex-Comembers also served as mentors for a team of Sub-Committee members in coordinating studentactivities of all sorts.(III) inviting prefects to organize necessary activities to boost students’self-management skills and classroom behaviours in mass programmes‣ Discipline prefects rendered support to class teachers in advising students to show self-discipline atall times in school and outside school.‣ 20 Guidance prefects of F.6 and F.4 were entrusted to conduct interactive activities during the firsttwo days of the F.1 Summer Bridging Course in July 2009, encouraging the new F.1 students todevelop better self-management skills.9

3. To request all prefects to act as good role models as responsible leaders‣ Criteria for prefects‟ recruitment were revised to promote the importance of academic performanceand conduct among student leaders.‣ Training for all student leaders laid emphasis on leadership qualities and responsibilities.Reflection‣ It was found that the school had identified the right focuses on grooming student qualities.‣ It was encouraging to see student leaders displaying much more awareness on their roles by makingremarkable effort to live up to the expectations.‣ With the consensus made among the teaching staff and students, this year‟s activities / programmesshowed good coverage in the content and reached students at all levels.‣ It was suggested that the school keep promoting the virtue of respect throughout the three years ofimplementation.‣ It would be helpful if all team and subject departments join hands to promote the Major Concernon Student Quality by incorporating suitable strategies in their Development Plans.10

Chinese Lang EdEnglish Lang EdMathematics EdPersonal, Social &Humanities EdScience EdTechnology EdArts EdPhysical Ed% timeNo. of DaysOur Learning and TeachingNumber of Active School DaysActive School Days refer to days with learning activities organized by the school, including regularclass and learning activities such as school picnic, life-wide learning activities but excluding days fortests / examinations. The bar chart indicates the total number of active school days for S1-S3 in2009-10.Number of Active School Days (2009-10)200180160140172120100806040200S1-S3Percentage of Lesson time for Key Learning AreasLesson time allocated to the Key Learning Areas as per school timetable for S1 to S3 in 2009-10:% of Lesson Time for Key Learning Areas in 2009-10 (Form 1- 3)17.817.817.818.016.014.013.312.010.010.08.06.7 6.76.04.03.32.00.0KLAs11

F1F2F3F4F5ArtsF5ScienceF6ArtsF6ScienceF7ArtsF7ScienceOur CurriculumOur School offered the following curriculum leading to the HKDSE, the HKCEE and the HKALExamination.Curriculum 2009-2010KLASubjectsFormNo. of Classes 6 6 6 6 3 3 2 1 2 1EnglishLanguageEducationChineseLanguageEducationMathematicsEducationScienceEducationTechnologyEducationPersonal,Social andHumanitiesEducationArts EducationPhysicalEducationMoral & CivicEducationEnglish Language / UE Drama & Language Art Literature * * * * * *Chinese / Chinese Languageand Culture Chinese History * * French * * Mathematics * * * *Add. Mathematics / (Extendedmodules) (*) * Maths. & Statistics * * * *Integrated Science Physics * * *Chemistry * * * * *Biology * * * * *Science & Technology /(Combined Science) (*) * * Computer Studies / CIT * * * * *Computer Application / I.T. * * * *Needlework / Cookery Principles of Accounts / (BAFS) (*) * Integrated Humanities Economics * * * * * *Geography * * * * * * *History * * * * * *Psychology * * * *Liberal Studies * * * *Music Appreciation Music * * * Visual Arts * * * P.E. Religious Education Class Period (CP) * : Elective Subject : Compulsory Subject12

Class OrganizationOperating classes and number of students in the past three years:Level S1 S2 S3 S4 S5 S6 S7 TotalNo. of Classes 6 6 6 6 6 3 3 36Enrolment 07/08 241 242 233 236 209 96 87 1,344Enrolment 08/09 240 239 238 229 233 96 88 1,363Enrolment 09/10 228 236 235 223 228 96 81 1,327Students promoted to S4 & S6:Year S4 places filled by own S3 S6 places filled by own S5 S5 to S6 in other schools07/08 100% 100% 43.5%08/09 100% 100% 36.05%09/10 100% 100% 36.84%Students’ Early ExitStudents‟ early exit (excluding students with attendance less than one month) in the past 3 years:2007/2008 2008/2009 2009/2010S1 1 0 1S2 4 2 0S3 4 2 1S4 2 0 2S5 0 2 0S6 8 2 1S7 0 0 1Total 19 8 6Students’ Attendance RateStudents‟ attendance rates in the past 3 years:Attendance Rate (0708, 0809, 0910)10080%6040070808090910200S1S2S3S4S5S6S7091008090708YearS1 S2 S3 S4 S5 S6 S70708 99.45 98.99 99.1 98.74 98.43 98.19 98.40809 98.98 99.17 98.84 98.75 98.57 98.66 96.960910 98.31 98.52 97.78 97.81 97.83 97.5 96.27Catholic studentsThe total number of students on the roll in September 2009 was 1,327. The number of Catholicstudents was 336, making up 25.32% of the total population.13

Support for Learning and TeachingLearning & Teaching Section To ensure the smooth implementation of the New Academic Structure , all subject departments that offerNew Senior Secondary (NSS) curriculum have followed very closely the EDB guidelines on curriculumplanning, instruction strategies and assessment systems giving due consideration to the school context . The inspectoral visits from the Curriculum Development Institute of EDB on subjects including EnglishLanguage, Integrated Humanities, Chinese History, History, Economics and ICT have given favorablereports stating our curriculum design and classroom instructions have been very much in line with thespirit and essence of NSS. Continual effort has been made by subject departments to align curriculum, teaching pedagogies andassessments to cater for learners‟ diversities. Attempts have been made to provide core and extendedcomponents for major assignments so that students have a choice to complete parts that are morecompatible to their abilities. The F.4 curriculum (2010-11) has been fine-tuned to allow for 107 subject combination choices which areintended to meet students‟ abilities, interests and preferences. The 110th Anniversary Open Day in February was a golden opportunity for the school to showcase theeffort and attainments of teachers and students in pursuit of excellence in learning & teaching. Based on the data collected on view on student learning from the APASO, a survey completed by teachers,students and parents, it is revealed that all stakeholders agreed that SMCC students take initiative in theirlearning and always complete their assignments seriously. This may be attributed to the strategies and stepsadopted to animate students‟ motivation in learning and to enhance their competence as self-regulatedlearners throughout these years. The department–based homework policy has been effective in molding students‟ habit in handing in theirhomework punctually. However, the school is still working on coordinating the frequency, amount andsubmission deadlines so that students will not be overloaded with assignments or projects at a particularpoint in the term. The Academic Assessment & Advancement Team has continued to provide data analysis of studentperformance in public examinations and territory–wide system assessments at Pre S1 and S3 levels to traceand study student‟s abilities so the school can formulate suitable measures to bring about desirable learningoutcomes. The Assessment Monitoring Team has continued to conduct quality assurance inspection on allassessment papers and special attention has been given to the breadth and depth of content knowledgeand question types to allow for learners‟ diversities.F.1 Summer Bridging Course The F.1 Summer Bridging Course was tailor-made for all incoming F.1 students and conducted byundergraduates and current F.7 students. This course was cross-curricular in nature and was an integrationof English, Mathematics, Integrated Science, Integrated Humanities, Home Economics, reading skills andlife skills. Interactive activities such as problem-solving tasks, discussions, role-plays and group work, wereincorporated into the curriculum. Our F.5 students served as the English, Mathematics and Life SkillsFacilitators. With the extra support given, the in-coming students‟ needs were very well catered for. Generic skills like collaboration, communication, creativity, numeracy, problem-solving andself-management were enhanced through learning and teaching in the context of different subjects. The new F.1 students were very attentive and cooperative. They enthusiastically asked and answeredquestions in class. The course successfully eased students‟ pressure in transition from primary tosecondary school and fostered in them a sense of belonging to the school.14

Language Environment Support Team (English & PTH) The Student Council has been playing a valuable role in the school‟s efforts to promote the bilinguallanguage policy. This year, the Student Council organized an activity to encourage the use of oral Englishand Putonghua on campus. With the help of the English Prefect Board, a one-week program was held inthe form of an inter-class competition. Adopting a lively approach, the activity mirrored the image of a mission station in Space. The campaignprovided students across classes and forms with an exciting bilingual atmosphere in which theycommunicated in the two languages. Students were encouraged to take the initiative to participate ininteractive games where they explored fun in language. Game booths like „Moon Channel‟, „ET PhoneHome‟ and „Mission Bo Po‟ were designed for students to practice their oral skills and the integration ofthe two languages. These interactive activities were well received by students who showed enthusiasticsupport by their eager participation. Another activity organised by the winners of the St. Marian Achievers Convergence was held on the 110thAnniversary Open Day to present the school language policy to visitors as part of the „Kaleidoscope ofStudent Life‟. Original games, „Trabslationary‟ and „Scrabblationary‟, together with mini talk showsdemonstrated the language skills of St. Marians. 課 堂 內 :• 中 一 戊 、 中 一 己 、 中 二 甲 、 中 二 戊 、 中 三 甲 及 中 三 戊 共 六 班 以 普 通 話 教 授 中 國 語 文 科 , 課 堂語 言 溝 通 自 然 流 暢 。 同 學 基 本 上 樂 於 表 達 , 氣 氛 活 潑 。 寫 作 方 面 較 少 廣 東 口 語 , 比 較 清 暢 。 課 堂 外 :• 大 部 分 同 學 樂 於 使 用 普 通 話 交 流 , 氣 氛 自 然 和 諧 。 聯 課 活 動 :• 學 生 會 和 學 會 的 所 有 宣 布 及 大 型 活 動 ( 如 須 以 中 文 作 媒 介 者 ) 已 能 全 面 使 用 普 通 話 溝 通 交 流 。• 本 年 度 學 生 會 亦 舉 辦 了 連 串 輕 鬆 的 活 動 , 鼓 勵 同 學 在 校 園 內 多 練 習 普 通 話 , 讓 她 們 活 學 活 用 。例 如 一 百 一 十 周 年 校 慶 的 攤 位 遊 戲 , 同 學 們 要 把 粵 語 方 言 對 譯 成 普 通 話 , 從 中 體 會 兩 種 語 言的 奧 妙 。• 社 際 中 文 盃 比 賽 「 普 通 話 歷 史 人 物 角 色 扮 演 五 人 對 話 比 賽 」 於 一 百 一 十 周 年 校 慶 開 放 日 當 天舉 行 , 參 賽 者 表 現 理 想 , 觀 賽 家 長 、 老 師 及 同 學 反 應 熱 烈 , 非 常 投 入 。• 學 生 積 極 參 與 一 百 一 十 周 年 校 慶 開 放 日 、 各 項 校 內 及 校 外 普 通 話 活 動 及 比 賽 , 如 「 校 際 朗 誦節 」 等 , 成 效 彰 顯 。 總 結 :• 期 望 師 生 於 課 堂 內 外 及 日 常 生 活 中 更 樂 於 以 普 通 話 溝 通 及 交 流 , 將 普 通 話 循 序 漸 進 地 融 入 校園 的 日 常 教 學 及 生 活 當 中 , 進 一 步 提 升 普 通 話 的 聽 說 能 力 , 運 用 自 如 。15

Reading and Thinking Enhancement Team The motto “Read Strategically, Think Critically” was adopted. A banner featuring this motto was hung onthe St. Magdalene Building. A range of Reading Skills workshops have been held to train F.1 students to read strategically. Students arethen able to read more effectively with the reading skills SQ3R, namely Survey, Question, Read, Recall andReview. A former RTHK disc jockey, Mr. Michael Leung was invited to conduct a talk on the selection ofappropriate reading materials for F.2 and F.3 students. He was also invited to conduct a range of thinkingskills workshops for F.1 students which helped them to master the skills of doing research. Mr. Martin Lee, a former Legislative Councilor was invited to conduct a talk about “The development ofrepresentative government in Hong Kong”. He stressed the importance of thinking critically in hissharing. A number of reading activities, with the theme “Chinese Women Writers” were jointly held with theEnglish Learning Centre to promote reading. These activities included cross-word puzzles, quizzes andbook report competition, etc. There were promotion activities for the World Book Day. Each student and teacher was given a stickerwhich reminded them of the importance of reading. Meanwhile, the school library issued a special bulletinwhich comprised book sharing of students and teachers. Details of thinking skills like “What is an argument?”, “What is a counter argument?” were featured on theboard of our Team. By displaying outstanding assignments on these critical thinking skills and promotionsin morning assemblies, students gained a better grasp of the essence of these skills. Subject departments continued to design Content Area Reading assignments which encouraged studentsto read extensively and think independently. The Reading Award Scheme continued to play a vital role in infusing enthusiasm for reading among ourstudents. With the donation of books from PTA Exco members, a reading corner was set up in the coveredplayground. With trust in our students, the books were borrowed and returned on a self-monitored basis. The theme of the school library was “STAR” which encouraged students to explore and display theirpotential. Aligned with this theme, a number of activities were held, for example, a fun week for F.1 students,a sharing session by a renowned speaker, Mr. Chong Chan Yau, and a joint school reading fun day. A mini book exhibition was held for teachers in January 2010 to let them choose suitable readers forsubject departments. The Annual Book Exhibition was held in February 2010 which provided a channel for students, teachersand parents to choose suitable readers.Student Support Team Refer to Major Concern 2.I.T. in Education We have allocated resources in the following areas to enhance teaching and learning in this year:• Equipped more visualizers and now all the F.4, F.5 and Needlework classes can enjoy the instantvisualization of teaching materials;• Equipped a smart board system in Integrated Science Laboratory and now all the F.2 students can enjoythe interactive learning environment through the touch screen technology;• Equipped two wireless writing slates for the teachers who want to display their writing or drawinginstantly in the classrooms.16

We continued to provide support services of the newly equipped I.T. tools and daily use of computers forteachers.New Senior Secondary Education (NSSE) Implementation Thanks to the hard work and adequate readiness of our staff, all NSS curriculums started off smoothly asplanned at the start of the school year with only a few teething problems encountered. The internal assessment and reporting policy has been finalized for the first cohort of NSS classes. The administrative procedures regarding Student Learning Profile (SLP) have been in place to capture allthe necessary information from the parties concerned for future compilation of SLP. The logistics of implementing the Applied Learning Courses in our School has been confirmed andimplemented. The Diversified Learning Grant has been utilized to subsidize gifted or talented students to enroll forgifted education programmes offered by tertiary institutions. A survey was conducted to collect views towards the newly implemented timetable structure in order tofine-tune its feasibility, user-friendliness and efficiency. Preliminary findings indicate that the new structureis generally well-received by the end-users. In order to come up with the optimal NSS subject combinations for the students of next cohort, a survey wasconducted to collect students‟ interest and subject preference. The revised NSS curriculum was thendisseminated to both students and parents in details via talks before the subject selection exercise. All stakeholders have been well-informed about the latest news and information about the new academicstructure via the School‟s 334 website, talks and EDB publications.Support for Student DevelopmentWhole-school Approach to Guidance & Discipline Cultivating the Virtue of Respect through Enriching Experiences and Reflections• 2009-2010 is the first year of our school‟s three-year plan on The Formation of the Heart. It is hopedthat all St. Marians can live an honorable life and display desirable personal qualities of respect,elegance, integrity, responsibility, punctuality and social harmony.• It is encouraging to see all students and teaching staff making concerted effort to promote theimportance of self-respect and mutual respect in the school community. In September 2009, a talkconducted by the Discipline and Guidance Section was held to make the school‟s expectations on GoodManners known to all F.1 newcomers. In F.2 and F.3, class teachers initiated discussions on topicsconcerning Compensated Dating and The Use of Proper Language during Class Periods. The HongKong Police Force also enhanced our F.1 students‟ awareness on drug abuse and compensated dating byhaving a talk with them.• Bearing the belief that mutual respect is the key to meaningful relationships and social harmony, our schoolalso laid emphasis on conflict management and emotion management skills. Topics related to Kindness andTolerance were discussed in F.1 whereas Internet Ethics and The Art of Showing Appreciation werecovered in F.2 and F.3 respectively. At the levels of F.4 and above, students from different classes promotedthe value of social harmony, inner beauty, positive thinking, love and understanding to the whole schoolthrough role plays and reflections during the morning assemblies. Emotional Management has beenincorporated as a learning focus in the NSS curriculum of Liberal Studies in F.4. In addition to these,Guidance Prefects spread messages of anti-discrimination on their homepage. Through all these student-ledactivities, St. Marians have been encouraged to develop empathy by taking other people‟s points of view andaccepting friendly criticism with an open heart. Guidance & Discipline Programmes• Peer Induction Scheme & P.A.T.H.S.The P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) celebrated another17

year of success in 2009-2010 with the generous support of three professionally trained social workersand two programme workers. A good range of character-building activities were organized to guide 155participants through adventurous experience and team-building exercises. All student participants ofF.1 to F.3 found the scheme beneficial to their personal development of self-understanding, social skills,resilience training and emotion management.In F.3, topics on personal development were conducted through a formal curriculum whereas in F.2and F.1, participants went through mass programmes which aimed at developing different competencesas, for instance, self efficacy, behavioral competence, cognitive competence and emotional competence.Class teachers, after attending training workshops, played an active role in sharing their views andexperiences in related issues with their students during Class Periods.The P.A.T.H.S. in our school would not have been so successful without the dedication of our seniorstudents, who are always eager to share the St. Marian culture with their “younger sisters”. 20 Guidanceprefects of F.6 and F.4 have been entrusted to conduct interactive activities during the first two days of theF.1 Summer Bridging Course in July 2009, encouraging the new F.1 students to enjoy team work throughdaily-life situations. They also had a great time chatting about school life and building friendship during thelunch gatherings held throughout the school year.It has been a tradition for Guidance Prefects to contribute their services to society. Together with their“younger sisters”, they spent four mornings during the Easter holidays visiting the elderly, the deaf,children with special needs, children from newly immigrated families and the ethnic minority in HongKong. Despite the difficulties encountered by some, all participants found the visits once-in-a-lifetimeexperiences.• Student Quality and LeadershipSharing the belief that leadership grooms „Quality St. Marians‟, the school is committed to providingstudents leaders with ample opportunities to stretch their potential and encourage them to serve theschool community. 26 Discipline Prefects and 20 Guidance Prefects were recruited this year to renderpeer support to their fellow schoolmates and organize different school functions.Responsibility and respect were chosen to be the two main themes of the leadership trainingprogrammes in 2009-2010. Discipline Prefects attended a training session in September 2009 and a2-day-1-night camp in February 2010 with their teacher advisors. New members of the team took partin a series of team-building and duty-specific activities to equip themselves for maintaining order andpromoting good manners. At the end of the year, the Discipline Prefects‟ Team evaluated their ownand one another‟s performances. Acting as a „bridge‟ between the student and the school parties, theteam also reviewed the school regulations and made constructive suggestions to the school regardingdisciplinary measures.As for Guidance Prefects, a two-day Guidance Prefects‟ Training Camp was held in September 2009.Student leaders of the previous year led the new team members through interactive activities whichemphasized character building, mutual support and the importance of self-reflections and effectivecommunication. The training day that followed equipped the prefects with skills and attitudes thatgroom them into good companions of the junior students. Personal Growth through Goal-setting, Self-evaluation & Recognition of Achievements• To foster a culture of self-evaluation which aims at enhancing students‟ understanding of theirstrengths and weaknesses, a school-based scheme which aims at whole-person education has been inpractice since 2006. At the beginning of the school year, with the guidance of class teachers, allstudents are encouraged to set personal goals to target areas of improvement based on their ownexpectations, needs and abilities. Having taken action to attain the goals, they evaluate their progressand share their achievements with their parents at the Annual Parents‟ Day. During the academic year,individual students are awarded “Stars of the Week” by teachers in recognition of their efforts. Inrecognition of students‟ achievements in displaying good virtues like courtesy, honesty, helpfulness,self-discipline and self-motivation, the school presented a total of 47 conduct merits, 339 service meritsand 7 scholarships for Best Conduct this year. Home-School Partnership• F.1 Parents‟ Day & OrientationOn the Saturday before the commencement of a school year, all F.1 parents and students were invited18

to spend an afternoon with our teachers and student leaders. The school mission and vision wereintroduced by the Principal, followed by an information session covering aspects of attention such asthe school‟s language policy, disciplinary concerns, student activities arrangements and channels ofhome-school communication. The experience sharing session chaired by the Parent-TeacherAssociation was surely a highlight of the programme, with parents from the senior formsenthusiastically sharing tips on guiding their daughters to embrace challenges and learn importantlessons of life during their journey towards a rewarding secondary school life. All F.1 students also tookpleasure in meeting their two class teachers for the first time in the classrooms to get acquainted.• Parents‟ EveningsAll F.1 and F.2 parents were cordially invited to the Parents‟ Evenings in November 2009. Our PrincipalMs. Catherine Wong took the opportunity to share her views with the parents on the importance ofsupporting adolescents for their ever-changing needs. Our school social worker Ms. Jenny Chan alsodiscussed the impacts of youth culture on teens and offered advice on enhancing parent-childcommunication on the occasion.The two evenings had their own highlights in academic concerns. In the F.1 Parents‟ Evening, teachersof Chinese Language and Integrated Humanities introduced the subject requirements and suggestedpractical ways through which diversified thinking could be developed in their daughters. Parentsattending the F.2 Parents‟ Evening had an enjoyable and fruitful time exchanging their views with a pastSt. Marian, now a competent student studying Medicine in university, about how to strike a goodbalance between academic and student activities.After the programmes in the School Hall, all parents had a conversation with the class teachers of theirdaughters in the classrooms, where issues of common interests were brought forward for opendiscussions and valuable feedback from parents was obtained.Other Learning Experiences (OLE) As one of the essential components in the New Senior Secondary (NSS) Curriculum, Other LearningExperiences (OLE) offer a variety of programmes/ activities ranging from structured lessons toco-curricular activities, under the five areas, namely Moral and Civic Education, Community Service,Career-related Experiences, Aesthetic Development and Physical Development. The School has allocatedsufficient OLE time for students and catered for the diverse needs of students in order to develop OLEwith quality and sustainability. OLE timeslots on Fridays are specially assigned to implement OLE programmes. A range of OLEactivities, such as workshops, talks and outings are organized to enhance the quality learning of OLE.Examples of learning activities inside school are forum on news and current issues, debate/ball/ boarddecoration competitions, career guidance programmes, life education sessions, school drama and concert.• The initial implementation of OLE under the NSS Curriculum posed new challenges for school at thebeginning of the school year. The OLE Team has focused on the implementation of experientiallearning activities for Form 4 students. Good experience in community service is an essential learningexperience; students learn and develop through active participation in carefully organized services thatmeet the needs of various communities. Different target groups (including hearing impaired, mentallyhandicapped, physically handicapped, new immigrants etc) are invited to provide service opportunitiesfor students.• To further deepen the promotion of national education as pledged in the 2009-10 Policy Address,national educational programmes and tours are conducted throughout this year for students to have anin-depth study on the development of China and to enhance students‟ national identity. Studentsactively participate in the “Passing on the Torch” National Education Exchange Programmes initiatedby Education Bureau, flag-raising activity and the National Day activity. Students are requested to assistteachers to promote national education inside school.19

Apart from OLE timeslots, Activity Day is scheduled in the school calendar to provide students with OLElearning opportunities aiming at the promotion of whole-person development, e.g. visit to the GreenProduce Organic Farm, a Rock Climbing & Abseiling activity, Social Service Day, a Survival TrainingCourse and Ping Shan Heritage Trial study tour. Through the learning activities outside school, studentshave widened their horizons and enriched life-wide learning. To conclude, the provision of quality OLE plays an integral and important part of students‟ learning. It isessential for the OLE Team to turn students‟ experiences into active learning with quality and sustainability.To ensure the success of the sustainability policy, the OLE Team will reflect and learn from experience todevelop a colourful and versatile school-based OLE curriculum.Aesthetic Development The aim of the team is to nurture students in St. Mary‟s with the virtues of creativity, openness, flexibilityand aesthetic sensitivity for learning to learn and life-long learning. It also helps students to cultivate anopen-minded attitude and show respect for the arts through music, art, drama, dance and other aestheticactivities in St. Mary‟s. Music – the 110th Anniversary Concert was held in June at the Hong Kong Cultural Centre Concert Hall.This is a big event of the school and is programmed with various performances by our choirs, orchestras,past students and primary school students. Other than sharing the happiness of the anniversary, we alsoaim at developing students‟ interest and passion towards arts and enhancing their music talent. Theconcert ran smoothly and successfully. Everyone was enthralled by the music. There are over 400 membersin the Music Club. They have participated in various internal and external performances and competitions,including Hong Kong Schools Music Festival, performance in the School Drama, Christmas Celebration,Graduation Day and Open Day, etc. All these performing occasions can reinforce students‟ abilities ofexpression and their self-confidence, as well as their generic skills, values and attitudes. We also got veryencouraging results in the 62nd HK Schools Music Festival. Some talented students also composed songsfor the school drama. They showed their music talent in the areas of creative music making andarrangement of songs in this function. Art – To celebrate the 110th anniversary, the Art Department organized various art activities in this specialyear. The Inter-house Classroom Boards Decoration Competition was held throughout the wholeacademic year. The purpose of this function is to provide a platform for students to showcase their artisticpotentials, to enrich their aesthetics experience in their school life as well as to arouse their sense ofbelonging. The themes set for this year were centred around our school events such as Open Day andSchool drama. The outcomes were satisfactory. Besides, some specific workshops were held on the OpenDay so as to boost students‟ confidence and widen their horizons in the aesthetic aspect. For example, inthe glazing workshops, students were required to guide our guests to glaze on small bisque of cupbeautifully. In the workshops of portrait drawing and tattoo, students and guests both discovered thatthere were lots of ways to appreciate art pieces. The annual art exhibition was held in July. The aim of thisfunction is to raise both parents‟ and students‟ awareness of the beauty of art pieces. It was a very goodexperience for them and it also helped to foster an artistic atmosphere in school. Besides, workshops suchas glass blowing and glass painting were held successfully. They have stimulated students‟ sensitivity toartistic appreciation. Drama – our school presented seven performances of Shakespeare‟s famous play – The MidsummerNight‟s Dream during the drama week in April. The play was directed by our former drama teacher, MrGeoff Oliver, who has written many wonderful plays for SMCC over the years. Although it was not amusical, it included songs and dances with the music written by our own students. The 3-hour dramaperformance ran successfully. It was also a process of tapping and enhancing students‟ talents in aestheticdevelopment. The outstanding show gave our guests of honour, sisters, parents, past St. Marians, teachersand students a memorable evening. From the moment the curtain rose, it was evident that a lot of timeand effort had been put into the show, as the set, costumes, props, music, art, acting and choreography allsupported a “dream” which was romantic, humorous and exciting. Dance – students in St. Mary‟s participated in a number of dance activities and performances throughoutthis year. In the Christmas Celebration, a group of students performed a Chinese Dance. The performers20

did very well and the audiences were greatly impressed by their marvelous moves. Some studentsparticipated in the solo and group dance sections in the 46th Hong Kong Schools Dance Festival and gotHighly Commended Awards. Students also showed their dance achievement in the 110th AnniversaryConcert at the Hong Kong Cultural Centre in June. The audiences were impressed by their spectacularperformances. Students also showed their dance talent in the Open Day dance performance in February2010. There were ample chances for students to express their creativity by presenting dances fromdifferent cultures. These dance lovers also showed their gratitude to teachers and staff by performing aChinese Dance on Gratitude Day. Their performances impressed everyone in St. Mary‟s.Moral and Civic Education The Civic Education Award Scheme has been carried out to encourage students to participate in internaland external civic-related activities. Being well-received by students, the scheme has successfully raisedtheir social awareness. A forum on the topic "Focus on economic development rather than on environmental protection is moreconsistent with the national conditions of China" was held in March. Through heated debate, studentshave developed their higher-order thinking skills and learnt to view current issues from multipleperspectives. Regular E-Forum on current issues once every six weeks has provided a channel for students to share theiropinions with their schoolmates while at the same time helped them build up their own confidencethrough public speaking. Mr. Martin Lee delivered the talk „The Development of Hong Kong Democracy‟ to our F.4 & F.5 students.The activity was jointly organized with our school reading team. A talk was given by the ICAC. Students have learnt more about the importance of honesty and how to bea good citizen. Flag raising ceremonies, National Day celebration activities, exhibitions, game stalls and sharing in themorning assembly have been organised to encourage students to reflect on their national identity and raisestudents‟ sense of belonging to their country. Two fund-raising campaigns were organised to assist Haitian & Qinghai earthquake victims. A total of$400,000 in donation was raised. A game booth & display boards were set up on the Open Day to introduce the activities of our team to allvisitors. The games also aimed to increase students‟ awareness of local and global issues. The External Activities that our students have participated in were as follows:• 全 球 華 人 慶 祝 基 本 法 頒 布 20 周 年 系 列 活 動「 喜 迎 世 博 , 共 襄 盛 舉 」 校 際 中 文 作 文 比 賽 高 中 組 冠 軍• 「 香 港 領 袖 生 獎 勵 計 劃 : 國 情 教 育 課 程 」Three F.6 students participated in this activity. The course aims to enhance students’ understandingof the recent development of our country and their national identity through their experiences andexchange in the Mainland. The leaders are requested to assist the school to promote national educationupon completion of the course.• 「 健 康 原 動 力 」 無 毒 計 劃 - 標 語 創 作 比 賽won the Third Prize and a Merit Prize in the Junior Category.• 「 關 注 兒 童 權 利 : 讓 孩 子 踏 上 發 聲 平 台 」 全 港 青 少 年 徵 文 比 賽 2009won the Second Prize in the Junior (English) Category.21

• 消 費 文 化 報 告 獎won the Outstanding Report Award• 新 聞 評 述 比 賽won a Merit Prize & an additional place in the Final Round in the Senior (Chinese) Category.won two places in the Final Round in the Junior (English) Category.• 新 一 代 公 民 大 使 培 育 及 推 廣 計 劃 2009Senior students participated in this scheme. The scheme is to enhance students‟ understanding of theirrole as a citizen and member in the society, country and the world.Health and Sex Education The Health and Sex Education Team aims at promoting a healthy school environment. The Team isresponsible for empowering our students with the right knowledge and attitude towards health and sexrelated issues. Class Periods on exploring teenage slimming culture were conducted for Form 2 to Form 4 students. Theimportance of having a balanced diet and exercising was stressed. A seminar on healthy eating was conducted by a registered dietitian from the Hong Kong EatingDisorders Association for Form 3 students. Students were attentive and eager to seek answers for theirqueries from the guest speaker. An anti-drug education talk was held for Form 4 students by the social worker and registered nurse fromthe Centre for Psychotropic Substance Abusers. It helped raise students‟ awareness on the harmful effectsof drug abuse and the importance of healthy life style. A seminar on Human Papillomavirus (HPV) was conducted for Form 5 students by a registered nursefrom the Cervical Cancer Prevention Alliance to enhance students‟ understanding on the second mostcommon cancer among women. Students were alerted of this health threat and became morehealth-conscious. The social workers from the Hong Kong Catholic Marriage Advisory Council were invited to advocatepositive and responsible attitude towards pre-marital sex to Form 7 students. It helped students build up aright attitude towards sexuality. The game booth set up during the 110th Anniversary Open Day successfully increased parents, studentsand alumni‟s concern on the territory-wide mandatory Nutrition Labelling Scheme commencing on 1stJuly 2010. Policy on preventing sexual harassment was adopted in March 2010. It aimed at eliminating the happeningof sexual harassment on the campus and raising the staff and students‟ understanding and awareness onthe issue.Environmental Education Team To cultivate a sense of environmental conservation and the love for nature in school, students wereexposed to a variety of local and global environmental issues throughout the academic year. OurEnvironmental Protection Ambassadors were dedicated in spreading the green message around thecampus and carrying out activities to achieve this target. Green education should start at a young age. Therefore, a series of level- based activities were organizedfor F. 1- 3 students. They had great fun in our recycled paper making workshop, they got some insightsand a sense of satisfaction for being helpful in saving the precious resources in the world. Moreover, theF.3 Environmental bag design competition offered an opportunity for students to express their view onenvironmental issues aesthetically and creatively.22

Broadcasting and posting up of environmental messages helped to arouse students‟ awareness on criticalenvironmental challenges our world is facing now. To help students associate the concepts of environmental protection and community service, our teamhad jointly organized an old handbag donation programme with the Community Service Union. The spiritof reusing and making the best use of the world‟s resources was well brought forth while at the same timestudents were learning to serve the needy in our society.Community Service Union To cultivate benevolent St. Marians, students were exposed to the difficulties of the needy. HK Federationof Handicapped Youth briefed our F.1 students on the obstacles confronted by people with physicaldisabilities. While World Vision introduced the sufferings caused by the natural disasters to our F.2students, the Association for Joint Council of Disabled made F.3 students understand the needs of thedisabled and obstacles they faced in their daily lives through drama. Basic sign language was also taught toF.5- F.7 students. Rigorous training was given to F.4 students to serve different target groups. Cross Roads International,HK Deaf Association, HK Blind Union, HK Federation of Handicapped Youth, Equal OpportunityCommission and Parents' Association of Mentally Retarded introduced our students to different targetgroups, trained our students to serve the specific target group and class-based service programs werearranged to serve those target groups. The union initiated the packed food collection campaign for new immigrants in January, which was a hugesuccess. The union with the Environmental education team, collected used bags in March and donatedthem to Christian in Action, a local charity organization. In April, clothes collection campaign wasorganized jointly with the Student Council to help the earth quake victims in Qinghai Province and fortybags of clothes were donated to the victims through Grace Charity Foundation. Students were recruited for flag selling on Saturdays to support organizations such as the CommunityChest, The HK Down Syndrome, The HK Society for the Deaf, Retina HK, Lok Kwan Social Services,Association for the Rights of Industrial Accident Victims, HK Alzheimer‟s disease association, Society forAbandoned Animals Limited, HK Federation of Handicapped Youth, Hong Kong Student Aid Society,HK Joint Council of Parents of the Mentally Handicapped, Society for Community Organization and theSociety for the Prevention of Cruelty to Animals (SPCA). Community Service Scheme was well acknowledged by students as seventy-nine percent of the studentsfrom F.1- F.7 fulfilled the requirement this academic year. A record number of 245 students werehonoured Gold award, acknowledging their invaluable services to the community. The urge to serve being implanted in students, students show enthusiasm in rendering services incommunity centers, which offer various services or courses for the teenagers or needy in the districts thatthey live in. Students also take initiatives to become ambassadors in different voluntary programmes suchas the „UNICEF Young Envoys Programme‟ and „Medecins Sans Frontieres (MSF) Day Ambassadors‟.Through participating in these programmes, student ambassadors become more aware of the globalproblems including armed conflict, epidemics, natural disasters as well as the relief work provided bydifferent charitable organizations.Careers and Further Studies Team Throughout the academic year, many programmes were planned and carried out effectively during theOther Learning Experiences (OLE) timeslots. Careers talk and seminars held are• F.7 – JUPAS Q & A session– HKU Science Faculty Talk• F.6 – Mentorship Programme: Careers Development Seminar– Mentorship Programme: University Admission Interview Practice– Degree Programmes Familiarization Seminar– Subject Selection Sharing with F.6 students23

• F.5 – What‟s next after F.5?– HKU SPACE Pre-Associate Degree Programmes• F.4 – Careers Mapping Workshop (class based)• F.3 – Subject Selection Criteria– Subject Selection Sharing with F.6 students In order to facilitate the implementation of the NSSE, two new programmes have been introduced toForm 4 students, namely the Careers Mapping Workshop and the Parent School Partnership Scheme inCareer-related Experiences.• The Careers Mapping Workshop aims to facilitate students‟ self-understanding in their academicinterests, abilities and careers goals. With the use of the Career Development Tool designed by theHong Kong Association of Careers Masters and Guidance Masters, students have leant how toformulate their action plans on study and potential careers.• 5 students have joined the pilot Parent School Partnership Scheme. Through the close alliances betweenparents and school, students can gain wider exposures and a better understanding of different careers. The CFST webpage has been developed as the platform for sharing careers-related information, includingnews for careers seminars and talks, Power Point printout for school talks and many useful links forstudents to search for relevant information. Other local and overseas information related to further studieswas disseminated through the school announcement board and Careers Newsletters. The data collected from the Post-activity Evaluation Forms revealed a generally positive feedback. Over82% of participants found the activities relevant and useful to their future work and studies. Three F.7 students and four F.5 students were offered job attachments by the Summer Work ExperienceScheme.Religious Activity and Formation Helping students to appreciate the beauty of love and the spirit of sharing is the best way to celebrate the150th Anniversary of the arrival of Canossian Sisters in Hong Kong and the 110th Anniversary of theschool. Therefore, the theme „Formation of Heart‟ permeated all religious activities throughout the year,like the Advent and Lenten practices, Christmas Celebration as well as Easter Celebration.The inter-school service project, the Formation of Heart Project, provided a unique opportunity for theF.4 participants to explore the meaning of and foster a proper attitude towards service. Different kinds ofservices were also organized by our religious groups to share God‟s love with those in need. Cultivation of interior silence was promoted among students, especially the senior girls so as to providetime and space for self reflection on their experiences. In addition to the religious activities which helped students understand the beauty of the liturgy anddeepen their faith in God, game stalls were set up on All Saints‟ Day and during the Month of May to helpstudents to know more about the Catholic faith in a fun way. The St Magdalene Corner continued to serve as a platform for teachers and students to interact with oneanother and with those in need. To show our solidarity with the Church and those who were in need, our students and parents renderedtheir enthusiastic support for the fund-raising campaign of Caritas. This year, we were happy to have three students received the Sacraments of Initiation during the EasterVigil. The monthly Bible sharing group continued to provide a platform for our Catholic parents to share theirfaith and life experiences together.24

The St. Marian The St. Marian produced two issues of school electronic newsletter this year, one in January and one inJune. The first issue titled “ 承 . 傳 ” depicted the evolution of St. Mary‟s in the course of its 110 years ofestablishment, while its tradition and culture have been passed on through generations in the midst ofsocial changes. The second issue reported various big school events in celebration of our school‟s 110thanniversary, such as Open Day and the School Drama, with the focus on efforts behind the scene.Moreover, a total of five articles were submitted to “Your Voice”, a write-in channel for fellow students toexpress their views, ideas and feelings towards different issues, ranging from the vivid, energetic side ofschool life to global concerns. All in all, the two issues continued to report happenings and anecdotes in St.Mary‟s so as to further enhance the sense of belonging and community among St. Marians, past andpresent alike.The Heritage Team The major achievement of the Heritage Team this year is the establishment of the Heritage Lane, whichwas successfully completed by the Open Day in February 2010. The Heritage Lane consists of two parts. While the outside corridor shows photos of different aspects ofschool life in the past 110 years, display boxes of the inside corridor feature artifacts related to schoolhistory, such as report cards and graduation certificate. The preparation work started way back in January 2009. Team members paid visits to schools /institutions with similar establishments to get inspirations and insights. Ms Amy Lo, a past student who is now a professional designer, was invited to work out the designs of theHeritage Lane. Team members then selected photos from school magazines and the Canossian archives, and liaised with acompany to develop and mount the photos. Some of the artifacts which were originally placed in the School History Archive of St. MagdaleneBuilding were selected to be displayed along the inside corridor. With the generous assistance of the IT Department, the board “Foreword” was efficiently and effectivelyproduced. In the future, the Heritage Team will continue to show items related to school history in different ways,with the goals of enhancing students‟ sense of belonging to the school and presenting school history in asystematic manner.Cultural Enrichment Team To further promote national education as pledged in the 2009-10 Policy Address, St. Marians activelyparticipated in the Passing on the Torch: Exploring and Embracing Chinese Culture National EducationExchange Programme initiated by the Education Bureau (EDB).• From 10th to 11th October 2009, a two-day Guangdong Study Tour was organized for 36 F.1 to F.3students. Students gained a better understanding of the close relationship between Hong Kong and theGuangdong Province.• From 30th January to 3rd February 2010, a five-day Tracing Our Origin in Ancient Cities Study Tour toBeijing was organized for 18 F.4 students. The highlight of the tour was a visit to Tsinghua University.Students learned to appreciate Chinese culture and understand the current situation of our country.• Potential student leaders in the senior forms were nominated by the school to participate in the studyexchange tours to Beijing, Shanghai and Nanjing during Easter and summer holidays.25

To align learning experiences with curriculum objectives and content, cross KLAs study tours wereorganized.• From 18th to 21st March 2010, a four-day Pearl River Delta Study Tour was organized for 9 F.4 and F.6students. Students learned about the rapid economic and social development of Zhuhai, Zhongshanand Dongguan through visiting tertiary institutes and enterprises.• From 1st to 5th April 2010, a five-day Taiwan Study Tour was organized for 30 F.1 to F.3 students.Students learned about the social differences between Hong Kong and Taiwan through the visit toCheng Yuan High School in Taipei. Local History and Culture• On 22nd January 2010, a one-day Ping Shan Heritage Trail study tour was organized for 90 F.6 students.Students were able to recapture various aspects of life in the New Territories in the old days.Student Council & Co-curricular Activities This year, with the motto, Aspiration to Blaze, Volition Embraced, the Student Council put emphasis onstudents‟ participation and opinions. Various activities were organized with the aim to build closerrelationship among students, teachers and the school, thus developing a sense of belonging. Working inline with the school theme, Holistic Development Through Honouring Diversities & EnrichingExperiences, the Student Council adopted a student-based approach to create learning opportunities indifferent aspects, including leadership skills training and language enrichment. The first activity was the SC Activity Day which was a joint-club activity and one of the highlights in theyear as well. With their efforts of different kinds, the clubs organized a fun fair at which students enjoyeda euphoric afternoon. Other internal activities, like the Language program and the Students and TeachersFun Week, were organized to encourage communication between teachers and students as well asstudents‟ involvement in achieving the school‟s policies and mission. The Student Council has been playing an indispensible role in promoting the school‟s bilingual languagepolicy. A one-week promotion campaign was organized to promote the English and Putonghua speakingculture in school. In the form of interclass competition, the program encouraged students‟ initiative inexpressing themselves in these two languages through interactive activities. On top of that, a game boothwas set up by the winners of the St. Marian Achievers Convergence on the 110th Anniversary Open Day.The interactive language learning activities were well received by the students. Students took an active rolein the learning experience as they explored the fun of languages. Students‟ participation was encouragedand they were expected to uphold the language policy on campus. A new program, St. Marian Achievers Convergence, was launched as a leadership training program forpotential student leaders in school. Groups of participants from F.3 & F.4 entered a competition withproposals of their own plans for the SC Activity Afternoon. Five out of twenty groups were selected forthe second round of the contest. The selected groups actualized their plans which were zealouslysupported by other schoolmates. They continued to display their creativity and leadership skills in severalschool events, including a campus tracing activity for the junior form students and a game booth on the110th Anniversary Open Day. The accomplishment of these young leaders should be praised. The Open Day was a major highlight of the school‟s 110th Anniversary Celebration. In support of thetheme, Kaleidoscope of Student Life, the Student Council presented a variety show, EspeSHOW. With„E.S.P.E.‟ stands for 'Every Student's Potential Exhibits', students showcased on stage a wide spectrum oftalents, such as music and dance. A Joint School English Oral Practice was organized with La Salle College, Maryknoll Convent School andYing Wa College. Students came together for a simulation of the public oral exam as preparation for theirupcoming exams. Besides being beneficial to the participating students in terms of the experience andadvice they could gain from the activity, it also enabled participating schools to evaluate their EnglishLanguage curriculum as teacher examiners assessed the students‟ performance. The preparation trainingwas followed by the Joint School Chinese Oral Practice with Ying Wa College in January 2010.26

To provide more outreaching opportunities, the Student Council co-organized the Joint School SummerCamp with Diocesan Boys' School. It not only allowed interaction between students from the two schools,it also cultivated communication and leadership skills through the different activities. Devoted to enriching students‟ learning experiences, the Student Council organized activities in diversifieddomains which encouraged versatile developments in students. The support from the school and thestudents was a key to the success in these activities. With the persevering effort of the school as well as theStudent Council, continual betterment of the learning atmosphere on campus is anticipated.Student Welfare Eligible students were encouraged to apply for financial support to meet their diverse needs in the midstof the economic crisis. The number of students receiving Comprehensive Social Security Assistance,Full/Half Grant for Textbook Assistance and Travel Subsidy totalled to 329 this scholastic year. 74students benefited from funding of other external organizations, such as the Jockey Club Life-wideLearning Fund, the Government Matriculation Maintenance Grant and the Grantham Maintenance Grant. These students achieved good progress in motivation, learning attitude, self-confidence and self-esteem.They also extended their learning experiences beyond the classroom, which enriched their knowledge andfostered their sense of belonging to the community. In appreciation and recognition of our prominent students, scholarships of different categories areawarded annually. The internal and external scholarships as well as outstanding student awards attracted agood number of applicants. Through fair selection criteria and procedures, 49 internal scholarships, 19external scholarships and outstanding student awards were presented this academic year. Theself-confidence and whole-person development of the high achievers have been fostered as they gained aglobal outlook and multiple skills in pursuit of various scholarships and awards. Their dedication tocommunity service is a true indication of their genuine concern for the needy.Parent-Teacher Association The school has worked consistently to strengthen parent-school relationship by inviting parents toparticipate in various voluntary work, such as supervising F.1 lunch time, monitoring services provided bythe tuck shop and school tailor, and being parent librarians and examination invigilators. The PTA web-site has helped to boost networking among parents. The site provides a channel for parentsto raise their concerns, give feedback and share their thoughts. The PTA Newsletter, which is publishedtwice a year, manifests the joint efforts of parents and teachers to keep the school communitywell-informed of the school‟s initiatives and PTA activities. Moreover, parents regularly receiveinformation about PTA activities and parenting education through the Mailreach system. Certainly, parentsare pleased to receive the information and take part in various activities organized by the school, thegovernment and other educational organizations to enhance their parenting skills. The warm and conducive environment provided for parents encouraged many to serve or participate invarious school activities, such as PTA-AGM, Parent Volunteers Orientation, Swimming Gala, AthleticMeet, Christmas Celebration, Annual Parents‟ Day, PTA annual outing, 110th Anniversary Open Day, theseminar on understanding the risk in internet surfing, health seminars on anti-drug abuse and preventionof cervical cancer, the joint-school seminar held with St. Mary‟s Canossian School and Holy AngelsCanossian School on understanding the school life of a St. Marian, the joint-school seminar held with WahYan College, Kowloon on teenage dating. Through these activities, parents were introduced to morechannels of communication with their daughters, contributing to a better understanding and mutual trustbetween them. The bonding between parents and the school has also been effectively strengthened. With the enthusiastic support from parents, the PTA has organized six “Joyful Fruit Days” which wereheld once a month to cultivate the habit of fruit eating among students and teachers. The “Love Your Family Award” scheme has continued with the aim to develop students‟ role andresponsibility in the family and encourage them to show love, respect and appreciation of their parents.27

The PTA library continued to provide parents with useful resources on parenting skills and ways tofacilitate their children‟s personal development.Past Students Association As at 19th March 2010, the membership of the PSA stood at 5,344. There was an increase of 253members (5%) compared with the membership last year. Further reconnections with St. Marians will bepromoted through direct contacts, the PSA newsletters, the PSA websites and many other social activitiesorganized throughout the year. The new mode of Mentorship Programme was successfully completed last year. Based on the mentors‟work experience, 7 groups of different industries were formed with 2-3 mentors taking care of 4-5mentees this year. This mode allowed mentors to have more in-depth interactions with their menteesconcerning their personal growth and career concerns. With the help of the 40 mentors recruited, 3 massprogrammes were held this school year. They were the first mentor-mentee gathering (16th January 2010),Careers Development Seminars (26th March 2010) and F.6 Interview Training Workshop (4th May 2010). The Association maintained informal contact with the alumnae groups, including the Loveweavers, theAlumnae Orchestra and the Alumnae Chinese Orchestra. It also maintained contact with the SMCC PastStudents‟ Association (Toronto) and the Canossian Colleges Association in Vancouver. To celebrate our school‟s 110th anniversary, the Association has participated in the 110th AnniversaryOpen Day. It assisted the setting up of the St. Magdalene of Canossa Statue on the SMCS campus, theHeritage Lane outside the Main Building and the Annual Drama Production. On 13th November 2010,the Anniversary Dinner will be held at Laguna Palace Restaurant. Bookings are already in progress. In order to show support to our Alma Mater, the Association has sponsored activities held by theMagdalene of Canossa Club and the Canossian Global Youth Conference 2009.28

Report on our TeachersStatistics of Courses/Seminars attended by our teachers in 2009-10 :300025002000Training time (hours)54815001000191550002009-2010structure modeother mode600500400Number of training courses9430020040610002009-2010structure modeother mode29

Organizers of the training courses 2009-2010200180160140120100806040200School-based EDB Others (please indicate)Panel-based BUHK HKEAAHKU CUHK HKIEDCITYU140Nature of the training courses 2009-2010120100806040200Subject-RelatedOthers (please indicate)Careers & GuidanceStudent FormationCCANSSE - Subject-relatedDiscipline & GuidanceSchool Administration & ManagementSpiritual EducationEducation30

89.7%84.2%78.7%4.6%6.8%2.5%3.4%4.5%10.0%2.3%4.5%8.8%0.0%0.0%0.0%0.0%0.0%0.0%Student PerformanceHKALE 2009-2010Eighty students sat for the HKALE this year. The overall passing rate of all subjects at Advanced levelis 96.2% whereas the overall passing rate of all subjects at Advanced Supplementary level is 100%.95% of students awarded the minimum entrance requirement for local degree courses. The best sixsubjects achieving a high percentage of grade A-C results ranging from 64.7% to 91.3% are LiberalStudies, Computer Applications, Computer Studies, Chemistry, Pure Mathematics and Use ofEnglish respectively.HKAL results in the past 3 yearsDestination of Exit Students (F7)Academic and other pursuits of our F7 graduates in the Past 3 Years:100%90%80%70%2007-082008-092009-1060%50%40%30%20%10%0%LocalDegreeOverseasStudiesAssociateDegreeHigherDiplomaAL CourseOthers31

Business andmanagementSocial ScienceArts andhumanitiesCommunicationEducationLawSciencesMedicineEngineeringArchitechureNo.No.F7 Students Graduate Movement – by Institute (2009-10)201918161416131210864265 5354130HKUCUHKHKUSTPOLYUCITYUHKBUShue YanHKU SPACEOverseasLingnanOpenUF7 Graduates Movement – by Faculty (2009-10)252220191510985562531032

HKCEE 2009-2010Two hundred and twenty eight students took part in this year‟s HKCEE. 99.6% obtained passes infive subjects and above and 87.3% or 199 students scored 14 points and above which made themqualified for Form six studies in one‟s own school in the first round of F6 Admission. The best sixsubjects achieving a high percentage of grade A-C results ranging from 66.1% to 85.0 % are Biology,Chemistry, Mathematics, Additional Mathematics and Physics respectively, with English Languagescoring a magnificent 95.2% of Level 4 (regarded as grade C) to 5*(grade A).HKCEE results in the past 3 yearsPercentage of A-C grades in all subjectsHKCEE results in the past 3 years33

No.Enrolled F.6 inSMCCEnrolled F.6 inother schoolsRepeat F.5Study OverseasHigher DiplomaPre-AssociateDegreeOthers1.44%2.15%0.44%5.26%2.39%2.58%1.32%1.44%0.00%0.00%5.15%2.19%3.94%12.87%13.60%36.05%36.84%45.93%41.20%41.67%43.54%Destination of exit students (F5)Academic and other pursuits of F5 Graduates in the Past 3 years50%45%40%35%2007-082008-092009-1030%25%20%15%10%5%0%F5 Graduates Movement – by Class (2009-10)4540353025201523111711610111413316111152928OthersPre-Associate DegreeHigher DiplomaStudy OverseasRepeat F.5F.6 in other SchoolsF.6 in SMCC10506211914675A 5B 5C 5D 5E 5F34

PreS1 HKAT results of SMCC and Hong Kong (0708, 0809, 0910)Comparison between the performance (mean) of our students and allstudents in HK in the past 3 years:35

Percentage of Students within the Acceptable Weight Range:% of students within acceptable weight range (0910)1009092958991899080787060%50403020100S1 S2 S3 S4 S5 S6 S7Co-curricular ActivitiesPercentage of students participating in territory-wide inter-schoolcompetitions:Examples of Territory-wide inter-school competitions include Hong Kong Schools Music Festival, HongKong Schools Speech Festival, Hong Kong School Drama Festival, School Dance Festival etc.Percentage of students participating interritory-wide inter-school competitions(0910)454043.9353033.1%2520151050S1-S3S4-S736

AcademicArt & CultureMusicService & VoluntaryScholarship &AwardsSpeech (English)Speech (Chinese)SportsNo. of prizesPrizes won in Inter-school Activities in 2009-10:10090928081706050404730201021 212512 120NaturePercentage of students participating in uniform groups/social andvoluntary servicesExamples of uniform/social and voluntary services groups include: The HK Girl Guides Association, HKRed Cross, Junior Police Call & Service Unit, The HK Award for Young People & other voluntaryservices.Percentage of students participating in uniform groups / social &voluntary services (0910)100100908070%605056.4403020100S1-S3S4-S737

Statistics of Co-curricular Activities in school:No. of members in Co-curricular Activities Teams or Clubs38

School Financial SummaryFinancial Report as at 31 August 2010ParticularsA B C D = B-C E = A+DTotal Surplus /Income Expenditure(Deficit) forYear 2009/10 Year 2009/102009/10AccumulatedSurplus 08/09 B/FAccumulatedSurplus / (Deficit)C/F for 2009/2010$ $ $ $ $1 Government Funds(1) OEBG(a) General Domain- School and Class Grant 1,185,970.55 790,890.29 932,832.32 (141,942.03) 1,044,028.52- Noise Abatement Grant 131,744.00 260,104.00 289,304.00 (29,200.00) 102,544.00- Administration Grant 1,835,775.40 3,405,558.00 3,094,511.55 311,046.45 2,146,821.85- Admin. Grant for Add'l Clerical Assistant 73,933.07 144,660.00 145,420.00 (760.00) 73,173.07- Consolidated Subject Grant - 205,542.32 110,106.93 95,435.39 95,435.39- Enhancement Grant - 7,308.00 7,731.90 (423.90) (423.90)- Supplementary Grant - 162,464.00 182,531.14 (20,067.14) (20,067.14)- Training and Development Grant - 6,713.00 10,000.00 (3,287.00) (3,287.00)- Composite Information Technology Grant - 366,246.00 180,876.34 185,369.66 185,369.66Surplus of OEBG General Domain for previous Year 913,440.90 913,440.90Sub-total: 4,140,863.92 5,349,485.61 4,953,314.18 396,171.43 4,537,035.35Bal transfer to OEBG from various Grants for the year (1,079,909.70)& Deficit covered by OEBGSurplus of OEBG General Domain (m): 3,457,125.65Bal transfer toOEGB FundDef from Sp Dom& outside OEBG(b) Special Domain- Prog Fund for Whole-Sch Approach to Guid & Dis - 7,037.00 7,766.30 (729.30) (729.30)Bal transfer toOEBG Fund- English Extensive Reading Scheme 5,674.01 - 5,674.01 (5,674.01) - -- Chinese Extensive Reading Scheme 1,553.13 - 1,553.13 (1,553.13) - -- Capacity Enhancement Grant (Ordinary) 260,162.44 458,927.00 473,213.51 (14,286.51) 245,875.93 140,519.69- Capacity Enhancement Grant (Time Limited) 205,243.76 - 310,600.00 (310,600.00) (105,356.24)Deficit bal trf toCEGSub-total: 472,633.34 465,964.00 798,806.95 (332,842.95) 139,790.39 140,519.69Surplus of OEBG Special Domain (n): (332,842.95) 139,790.39 140,519.69Surplus of OEBG as at 31 August 2010 (o= m+n) (332,842.95) 3,596,916.04 140,519.6940

ParticularsA B C D = B-C E = A-DTotal Surplus /Income Expenditure(Deficit) forYear 2009/10 Year 2009/102009/10AccumulatedSurplus 08/09 B/FAccumulatedSurplus / (Deficit)C/F for 2009/2010AccumulatedSurplus 09/10 B/F10/11$ $ $ $ $ $1 Government Funds (Cont.)(2) Outside OEBG(a) Home-school Cooperation Grant 9,275.30 17,125.00 13,800.00 3,325.00 12,600.30 12,600.30(b) Fringe Benefits under enhan. NET Scheme - 13,031.00 13,031.00 - - -(c)Substitute Teacher Grant 163,113.84 157,524.72 56,155.50 101,369.22 264,483.06 264,483.06(d) Replacement / Upgrading of Computers 284,490.00 - 314,588.00 (314,588.00) (30,098.00)Bal transfer toOEBG(e) SB After-school learning & Support Prog. 28.50 - 15.00 (15.00) 13.50 13.50(f) Teacher Professional Preparation Grant 439,044.00 - 512,767.40 (512,767.40) (73,723.40)Bal transfer toOEBG(g) New Senior Secondary Curriculum Migration 168,125.30 - - - 168,125.30 168,125.30(h) Diversity Learning Grant-Other Programme - 42,000.00 3,130.00 38,870.00 38,870.00 38,870.00(i) Enhanced Senior Sec. Curr. Support Grant 421,140.00 421,140.00 532,791.29 (111,651.29) 309,488.71 309,488.71(j) One-off Grant for WebSAMS Upgrading 53,600.00 - 53,180.00 (53,180.00) 420.00 420.00(k) One-off Grant for Prevention of Human SwineBal transfer to1,190.00 - 3,060.00 (3,060.00) (1,870.00)InfluenzaOEBG(l) Composite Furnitute & Equipment - 524,952.00 1,498,441.00 (973,489.00) (973,489.00)Bal transfer toOEBGSub-total: 1,540,006.94 1,175,772.72 3,000,959.19 (1,825,186.47) (285,179.53) 794,000.87Surplus of Grant Accounts outside OEBG (p): (1,825,186.47) (285,179.53) 794,000.87Surplus of Government Grants (q= o+p) (2,158,029.42) 3,311,736.51 934,520.56II School Funds(1) Tong Fai 2,910,276.77 373,781.99 152,736.13 221,045.86 3,131,322.63 3,131,322.63(2) Scholarship Development Fund 534,004.72 40,500.00 47,000.00 (6,500.00) 527,504.72 527,504.72(3) Agnes Wong Memorial Scholarship 302,637.36 227.64 8,000.00 (7,772.36) 294,865.00 294,865.00(4) Air-conditioning Project Fund 2,137,174.34 400,800.00 234,392.40 166,407.60 2,303,581.94 2,303,581.94(5) School Improvement Fund 265,316.40 - - - 265,316.40 265,316.40(6) Study Tour Fund 121,293.56 161,101.00 166,031.90 (4,930.90) 116,362.66 116,362.66(7) Donations 152,902.76 40,000.00 1,071.00 38,929.00 191,831.76 191,831.76(8) 110th Anniversary - 89,689.00 64,816.30 24,872.70 24,872.70 24,872.70Sub-total: 6,423,605.91 1,106,099.63 674,047.73 432,051.90 6,855,657.81 6,855,657.81Surplus of School Funds (r): 432,051.90 6,855,657.81 6,855,657.8141

Future PlanningThe 3 major concerns for the 2009-2012 will be:Major Concern 1: Smooth Implementation of NSSMajor Concern 2: Whole school approach to cater for student diversity for betterlearning outcomesMajor Concern 3: To empower St. Marians with solid values to face challengestowards leading a meaningful life in the new era42

Additional Support to Enhance Learning & Teaching English for Secondary Schools Adopting English-medium TeachingReport on Expenditure 2007-10Annex 1(A)(B)(C)(D)(E)(F)School Year 2007/08 (HK$) 2008/09 (HK$) 2009/10 (HK$)Latest approved cashflow (HK$)(as at approval of 05.12.2007)Expenditure on approved measuresa) Hiring service to conduct a dramacourse each year for all students in aparticular junior secondary level withco-teaching of teachers toconsolidate the integration of dramain the junior secondary curriculumb) Hiring service to help teachersconduct 2 drama workshops for 2different groups of students toenhance their creative thinking skillsand script writing skillsc) Hiring service to help teachersconduct 3 drama workshops for 3different groups of students toenhance their skills of language artsperformancesd) Hiring service to help teachersconduct 3 drama workshops for 3different groups of students toenhance their skills of dramaperformances, drama appreciationand critical analysis of playse) Hiring service to conduct dramatraining workshops with a differentfocus each year for both teachers andstudents for an annual dramaproductionf) Hiring a professional consultant tooffer drama workshops for 15English teachers to enable them toincorporate drama texts into theEnglish curriculum, to prepare forthe NSS curriculum and to furtherenhance their knowledge of teachingdrama skillsSubtotal of expenditures (up to 31August of the school year)(I) Total approved cashflow / (II)Total expenditures (up to 31 Augustof the school year)Latestapprovedcashflow(as at05.12.2007)Expenditures paid182,000.00 166,000.00 150,000.00ExpenditurescommittedLatestapprovedcashflow(as at05.12.2007)Expenditures paidExpenditurescommittedLatestapprovedcashflow(as at05.12.2007)ExpenditurespaidExpenditurescommitted15,000.00 15,000.00 0.00 15,000.00 15,000.00 0.00 15,000.00 15,000.00 0.0050,000.00 50,000.00 0.00 N.A. N.A. N.A. N.A. N.A. N.A.N.A. N.A. N.A. 50,000.00 50,000.00 0.00 N.A. N.A. N.A.N.A. N.A. N.A. N.A. N.A. N.A. 50,000.00 50,000.00 N.A.112,000.00 112,000.00 0.00 96,000.00 96,000.00 0.00 80,000.00 80,000.00 0.005,000.00 5,000.00 0.00 5,000.00 5,000.00 0.00 5,000.00 5,000.00 0.00182,000.00 0.00 166,000.00 0.00 150,000.00 0.00182,000.00 182,000.00 166,000.00 166,000.00 150,000.00 150,000.00Underspending/(overspending) for theschool year ( = (A)-(B)(II) )0.00 0.00 0.00Interest gained, if any, in schooldesignated account of the Scheme0.00 0.00Balance of cashflow for the school year( = (C)+(D) )Cumulative funding in hand=(Fullpayment)-(BII)+(D)0.00 0.00 0.00316,000.00 150,000.00 0.00Remarks: N.A. : Not applicable as school does not apply for the funding (Total amount Approved for 3 years is $498,000.00)43

Report on Use of Basic CEG 2009-2010 Annex 2Task Area Reserve $ Budget Amount $ Actual Expenditure $1. Administration Executive 168,000 168,0002. PE – 4 Coaches 38,850 38,518.763. Music – 2 Conductors 121,800 121,794.754. Retired Teacher for substituting teachers on leave forcourses 24,000 21,0005. Full time Pastoral Care Worker for RE and RAFT 126,000 113,4006. Language Support for SLP (freelance) 10,000 07. Undergraduate Tutors for History 24,000 10,500Basic CEG$512,650.00 $473,213.51Balance c/d from 2008/2009 $ 260,162.44Grant for 2009/2010 458,927.00Total reserve for Basic CEG in 2009/2010 $ 719,089.44 Total Reserve in 2009/10$719,089.44$206,439.44$245,875.93CEG used to top upAdditional CEG in(105,356.24)2009/10:$140,519.69Basic CEG carry forward to2010/201144

Report on Use of Additional time-limited CEG 2009-2010Additionaltime-limited CEGTask Area Reserve $ Budget Amount $ Actual Expenditure $8. Chinese – Debate & F.5 Oral training coaches 51,900 33,4009. TA for English 138,600 138,60010. TA for OLE & L&T 138,600 138,600$329,100.00 $310,600.00Balance c/d from 2008/2009 205,243.76Grant for 2009/20100.00 No more as from2008/2009Total Reserve for Time-limited Additional CEG in 2009/2010 205,243.76 Total Reserve in 2009/10205,243.76($123,856.24) ($105,356.24)Total amount required to support the above staff employed by Basic CEG and AdditionalTime-limited CEG in 2009/2010 = $ 841,750.00Total expenditure in support of the above staff employed by Basic CEG and AdditionalTime-limited CEG in 2009/2010 = $ 783,813.51Additional CEG to betopped up by Basic CEG in2009/1045

Report on use of TPPG (Teacher Professional Preparation Grant) 2009/2010 Annex 3TPPG Budget Reserve $ Budget Amount $ Actual Expenditure $Task area: Support employment of 2495,110.40 512,767.40additional full time teachersBalance c/d from 2008/2009Grant for 2009/2010439,044.000.00 2008/2009 Last year, claw back on 31 August 2012Total Reserve for TPPG in 2009/2010 $ 439,044.00 Total Reserve in 2009/10$439,044.00($56,066.40) ($73,723.40)TPPG to be topped up with OEBGN.B. Additional TPPG (top up using OEBG) has been drawn upon to support release of teachers who go for seminars and courses in preparation forNSSE.Report on use of SSCSG (Senior Secondary Curriculum Support Grant) 2009/2010SSCSG Budget Reserve $ Budget Amount $ Actual Expenditure $Task area: Support employment of 2569,010.00 532,791.29additional full time teachersBalance c/d from 2008/2009 421,140.00Grant for 2009/2010 421,140.00Total Reserve for SSCSG in 2009/2010 $ 842,280.00 Total Reserve in 2009/10$842,280.00$ 273,270.00 $ 309,488.71SSCSG to be carried forward to 2010/201146

Annex 447

School Report 2009-2010Endorsed by the School Management Committee (2009-2010)ofSt. Mary‟s Canossian CollegeSr. Cynthia ChanCollege SupervisorSr. Rosangela CesatiRepresentative ofCanossian MissionsSr. Theresa ChienRepresentative ofCanossian MissionsSr. Agnes LawRepresentative ofCanossian MissionsSr. Susanna YuRepresentative ofCanossian MissionsMs. Annie ChoiRepresentative of PastStudentsMr. Daniel SuenRepresentative ofParentsMs. Catherine WongCollege Principal5 November, 201048