RAIMONDI COLLEGE SECONDARY SECTION ANNUAL SCHOOL PLAN 2014 – 2015

RAIMONDI COLLEGE
SECONDARY SECTION
ANNUAL SCHOOL PLAN
2014 – 2015
Contents
I. School Mission Statement
II. Major Concerns and Long Term Vision
III. School Structure
IV. Annual School Plan (2014/15)
V.
Budget Summary
Abbreviations
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8.
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10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
AGM
APASO
AQP
CDC
CTP
EDB
F&E
HKAL
HKDSE
HKEAA
HKSAR
IMC
KLA
PIE
PTA
QEF
RAA
SAIC
SAC
SEC
SMC
SSC
WebSAMS
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Annual General Meeting
Assessment Programme for Affective and Social Outcomes
Assessment Quality-assurance Platform
Curriculum Development Committee
Class Teacher’s Period
Education Bureau
Furniture and equipment
Hong Kong Advanced Level
Hong Kong Diploma of Secondary Education
Hong Kong Examinations and Assessment Authority
Hong Kong Special Administrative Region
Incorporated Management Committee
Key Learning Area
Planning-Implementation-Evaluation
Parent-Teacher Association
Quality Education Fund
Raimondi Alumni Association
School Administration and Improvement Committee
Student Activities Committee
School Executive Committee
School Management Committee
Student Support Committee
Web-based School Administration and Management System
1
I. School Mission Statement
Our College shares the universal mission of Catholic Schools in the education of the whole
person.
Consistent with the school motto, “IN CONSTANTIA FORTITUDO”, we shall guide our students
to persevere in their quest for knowledge and help students build their character, develop their potential
and their sense of commitment towards the community at large.
It is the school’s hope that all students and members of staff experience the spirit of love and the
teachings of the Gospel both through the curriculum and school life.
UNITY
PERSEVERANCE
LOVE
II. Major Concerns for 2012 - 2015
1.
2.
3.
Assisting students to be responsible learners capable of constructing knowledge and acquiring skills
for higher level of attainment
Providing scaffolds for students to realize their potential, use their talents and abilities to serve the
community as well as to lead a healthy life
Upholding continuity and sustainability in school development under the governance of the
Incorporated Management Committee (IMC)
Major Concerns for 2014-2015
1.
Assisting students to be responsible learners capable of constructing knowledge
and acquiring skills for higher level of attainment
1.1 Motivating students to be self-directed learners through providing them with an interactive
learning classroom and inculcating in them a good reading habit
1.2 Catering for learner diversity through the provision of pull-out programmes for the gifted and
academically disadvantaged students
1.3 Refining the junior secondary curriculum to achieve horizontal and vertical coherence in the
design
2.
Providing scaffolds for students to realize their potential, use their talents and
abilities to serve the community as well as to lead a healthy life
2.1 Strengthening the role of class teachers in optimizing the work of school guidance and
discipline
2.2 Formulating developmental strategies for the provision of a goal-driven career path for the
junior form students
2.3 Reinforcing mutual trust and promoting collaboration among the school, alumni and parents in
creating an environment conducive to students’ all-round development
3.
Upholding continuity and sustainability in school development under the
governance of the Incorporated Management Committee
3.1 Launching the final stage of preparation work for the establishment of the Incorporated
Management Committee in May 2015
3.2 Optimizing the school’s organization structure to foster distributed leadership and to empower
the middle management for a sustainable and smooth succession in the future development
3.3 Forging close ties with Raimondi College Primary Section and other primary schools
Long Term Vision:



Unity (Whole-person Development)
Perseverance (Life-long Learning)
Love (Pupil-centredness)
2
RAIMONDI COLLEGE
School Organization Chart (2014-2015)
3
RAIMONDI COLLEGE
School Organization Chart (2014 – 2015)
4
IV. Annual School Plan (2014-2015)
1. Major Concern:
Assisting students to be responsible learners capable of constructing knowledge and acquiring skills for
higher level of attainment
Strategies/Tasks
1.1
1.2
Time Scale
Success Criteria
Methods of Evaluation
People Responsible
Motivating students to be self-directed learners through providing them with an interactive learning classroom and inculcating in them a good reading habit
(a) Providing students with an
interactive learning classroom
 Splitting 4 S1 classes into 5
 Designing special seating
arrangement in S1
classrooms
 Setting an elite class in S1
 Devising strategies for
learning, teaching and
assessment

Whole year
 Teacher-student and student-student
interactions in class are increased
 The academic results of students are
improved as revealed from assessment data
 Collecting assessment
data
 Observing lessons
 Scrutinizing documents
from AC and subject
panels
 AC
 SIT
 KLA Department Heads /
Subject Coordinators
 Subject teachers
(b) Inculcating in students a good
reading habit
 Adopting the DEAR (Drop
Everything And Read)
programme for students to
read
 Subscribing newspaper by
S4-6 students
 Designing reading exercises
in non-language subjects

Whole year
 Students can establish a reading routine in a
daily basis
 Students can select their own books or
newspapers to read silently and widely
without being assessed
 Students can self-reflect by filling in the
reading logs, which are endorsed by class
teachers and parents
 S4-6 students can raise their social
awareness
 Students can learn to make good use of
knowledge in subject contexts
 Collecting feedback from
students
 Inspecting students’
reading log books /
homework
 Observing lessons
 SSC
 Reading Task Group (Ms.
P.H. Yung, Dr. E. Lee, Ms.
R. Sit, Ms. A. Law, Ms. W.
Chiu, Ms. S.P. Ngo)
 KLA Department Heads /
Subject Coordinators
 Class teachers
 Subject teachers
Catering for learner diversity through the provision of pull-out programmes for the gifted and academically disadvantaged students
(a) Identification of gifted and
academically disadvantaged
students

Whole year
 Assessment data are comprehensively
analyzed to produce reports
 Follow-up actions are initiated at school,
class and subject levels
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 Collecting assessment
data
 Observing performance
of students
 SIT
Resources Required
(b) Providing pull-out programmes
for the gifted students
 Gifted education programmes
 S6 Star programme
 S6 Elite programme
 Subject-based programme

Whole year
 Gifted students are recommended for
enrolling gifted education programmes
organized by external organizations
 S6 students can attain higher number of
level 5 or above
 More S6 students can achieve their targeted
university programmes
 S5-6 students can perform better in
individual subjects
 S4-5 students can identify their learning
goals with suitable actions
 S3 students can identify the appropriate S4
electives
(c) Scaffolding S3-5 students in
planning for their future
 S4-5 inspiration programme
 S3 elective selection
programme

Whole year
(d) Encouraging talented students
to participate in competitions
outside school
(e) Providing pull-out programmes
for the academically
disadvantaged students
 Providing them with
counseling interviews and
remedial programmes at class
and subject levels
 Making use of the motivation
model (Meaningfulness;
sense of being in Control;
building Capacity)
 Supporting the non-Chinese
speaking (NCS) students and
those with special
educational needs (SEN)

Whole year
 More gifted students can achieve
recognizing results in competitions

Whole year
 Academically disadvantaged students are
provided with counseling interviews and
remedial programmes at class and subject
levels
 Students are motivated to tackle their
learning difficulties
 All students are provided with sufficient
learning opportunities
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 Collecting feedback from
students
 Collecting HKDSE
statistical results
 Collecting JUPAS
outcomes
 AC
 SSC
 KLA Department Heads /
Subject Coordinators
 Subject teachers
 Class teachers
 Collecting feedback from
students
 Tracing students’ paths of
further studies
 Collecting statistics of S4
elective allocation with
respect to students’
preference
 Collecting record of
student achievements
 Dr. E. Lee
 Careers & Life Planning
Team
 RAA
 Collecting assessment
data
 Collecting feedback from
students
 Observing lessons





 AC
 ECA Team
SIT
SSC
Guidance Team
Class teachers
Task Group for NCS
students (Ms. W. Chiu, Mr.
K.H. Tam)
 Task Group for SEN
students (Dr. E. Lee, Mr. D.
Chung)
 Recurrent grant for
NCS students
 Learning Support
Grant
1.3
Refining the junior secondary curriculum to achieve horizontal and vertical coherence in the design
(a) Introducing the subject of Life
& Society at S1-2

Whole year
 S1-2 students can acquire adequate
foundation so that they are better equipped
for senior secondary studies in terms of
knowledge and skills
 Observing lessons
 Inspecting students’ work
 Collecting feedback from
the EDB officer
 Life & Society Task Group
(Mr. R. Wong, Ms. S. Leung,
Mr. K.H. Tam, Mr. D.
Chung, Mr. H. Wong, Mr.
M.Y. Wong)
(b) Designing S3 curriculum to
prepare students for studying at
senior secondary level
 Offering Physics, Chemistry
and Biology at the expense of
Integrated Science
 Offering Economics &
Finance at the expense of
Economics & Public Affairs
 Launching cross-disciplinary
projects

Whole year
 S3 students can make wise choice in
choosing electives to be studies in the next
school year
 S3 students can learn in an integrated
manner
 Scrutinizing AC and
subject panel documents
 Observing lessons
 Inspecting students’ work
 AC
 KLA Department Heads /
Subject Coordinators
 Subject teachers
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 School-based
Support Services
2. Major Concern:
Providing scaffolds for students to realize their potential, use their talents and abilities to serve the
community as well as to lead a healthy life
Strategies / Tasks
2.1
Time Scale
Success Criteria
Methods of Evaluation
People Responsible
Resources Required
Strengthening the role of class teachers in optimizing the work of school guidance and discipline
(a) Enhancing collaboration among
different teams in handling
disciplinary cases
 Whole year
(b) Strengthening Discipline Work  Whole year
1. Refinement
of
the
“Teacher-On-Duty”
Programme
 Two teachers will be
assigned each day to patrol
the campus during lunch
time and after school until
5pm
2. Morning Gate Duty
 Whole year
 Discipline teachers will be
assigned with weekly gate
duty
 School prefects will be
assigned with weekly gate
duty
3. Detention after school for  Whole year
habitual late comers and
students with habitual late
submission of homework
behaviour
 Students having 3 times of
records have to be detained
after school in a designated
room with supervision for
40 minutes.
 The Discipline Team, Guidance Team and
teachers concerned are able to identify the
nature of all discipline cases collaboratively
 The discipline teachers are able to identify the
needs of individual students
 Individualised correctional programme are
designed and implemented.
 Reviewing discipline
teachers’ reports
 Collecting feedbacks
from teachers and
Head/Assistant Head
Teachers
 Discipline team
 Guidance team
 Disciplinary incidents can be found and
reported.
 The school can minimise the number of
disciplinary cases (other than punctuality and
uniform cases) to 5 per week
 Reviewing the “Patrol
record form”
 All full time teachers
 Students and teachers greet each other at the
gate
 Students’ appearance is improved
 The punctuality of students is improved
 Observing the gate
situation daily
 Collecting feedback
from student leaders,
teachers and parents
 All teachers
 Prefects
 Morning duty
log-book
 The punctuality of students is improved
 The punctuality of homework submission can
be improved
 The punctuality of homework submission
incidents is improved
 Reviewing the
detention log-book
 Reviewing the late
submission record
 Reviewing the
homework submission
record
 Discipline Team
 Teacher-on-duty
 SAMS clerk
 Detention log-book
 Clerical support
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 Advice from HK
Police Force
(Central)
 Social Workers
 Education
Psychologist
 Head Teacher
 VPs
 Patrol record form
 Clerical support
4. Handling Improper Uniform
 3 records or above:
- Detention after school
for 40 minutes.
- Parents will be
informed.
 5 records: A caution will be
given.
(c) Student Planner (S4-6) and
MMC approach interviews
(S1-3)
 Class teachers and subject
teachers can guide students,
according to their academic
needs, to develop individual
academic/career goal based
on the data collected
2.2
 Whole year
 Students are able to dress the school uniform
properly at all times.
 Collecting data from
the General Office
 Discipline Team
 Prefect Body
 Clerical support
 Whole year
 Students can show sign of positive class spirit
and peer relationship in class
 Students can show sign of positive learning
atmosphere in class. (e.g. forming study
group)
 Students can well behaved in class
 Closer relationship between class teachers and
students can be established.
 Students are willing to express their academic
needs with class teachers.
 Collecting feedbacks
from teachers and
students
 Observing class
activities by Head
teachers, Discipline and
Guidance teachers
 Interviewing Prefects
and Guidance Prefects







 Student Planner
 Examination
Guidebook
Class teachers
Head teachers
Discipline teachers
Guidance teachers
Prefects
Guidance Prefects
Students
Formulating developmental strategies for the provision of a goal-driven career path for the junior students
(a) “My Dream” Programme for JS
Students
 CTP programme
 University visits
 Nov 2014
Term 2
 Students will be able to set their short-term
goal and time frame to actualize it
 Students will be able to describe the pros and
cons of working locally and overseas.
 Students can target an university as their
learning goal
 Collecting feedback
from students using
questionnaire
 Analysing students’
reflection
 Careers & Life Planning
Team
 SAC
 Class Teachers
(b) Scaffolding for S3 students in
planning their elective choices
 Workshop on helping
students to explore their
career paths and the entry
requirements of heat JUPAS
programmes
 Talk on introducing the S4
elective selection, allocation
procedures and
requirements
 Consultation day on elective
selection
 Mock selection of electives
 Whole Year
 Students can name their dream career and the
related JUPAS programme
 Students can identify the appropriate S4
electives in relation to the their tentative
JUPAS programme
 Students first 3 elective choices were met
 Students can tell the strategies required to
make their dreams come true
 Collecting feedbacks
from students and
teachers
 Conducting students’
survey on JUPAS
programme choices
 Collecting data from
the mock selection
exercise
 Careers & Life Planning
Team
 AC
 Panel Heads
 SAMS team
 SSC Convenor
 Current senior form
students
 Alumni
 Class teachers
 Sept 2014
 Oct 2014
 Nov 2014
 Mar 2015
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 Clerical support
 IT Team support
(c) Examination Guidebook (S1-3)
and Student Planner (S4-6)
 Aim at scaffolding students
to develop their academic
and career goals
2.3
 Whole Year
 Students can use the Examination Guidebook
or Student Planner to facilitate their studies
and attain their pre-set goals.
 Every student can use the Examination
Guidebook or Student Planner to develop an
effective study or career plan.
 Observing classroom
activities
 Collecting feedbacks
from class teachers
 Analysing parents’
written feedbacks on
the Examination
Guidebook or Student
Planner Subject
teachers




 Interviewing
stakeholders and junior
students
 Observing students
responses/attitude in
various consultation
activities
 Collecting students
opinion using
questionnaire
 ECA Team
 Class Teachers
 Observing students’
behaviour and
responses
 ECA Team
 Class Teachers
Head teachers
Guidance teachers
Students
Guidance Prefects
Creating an environment conducive to students’ all-round development
(a) Preparation for the revival of
House System
 To connect closely the
senior and junior students in
school so as to arouse team
spirit and a sense of
belonging as one family in
Raimondi
 Planning for talk or
promotion for House
System to junior students S1
to S3 at CTP lessons
 Formulation of Rules for
House System, House
Uniform and House Name
 Consultation with teachers
and seek opinions
 Voting for support to
change House System from
Class Cub
 Appointment of House
Advisors
(b) The talent show cum prize
presentation ceremony
 to organize the
above-captioned programme
in each term to celebrate
students’ achievements
 to generate positive image
and dissemination of good
practices among students
Preparation phase:
 Aug and Sept
2014
 Junior students are able to understand the
House System
 The ECA is able to formulate a scoring system
for House competition
 The ECA Team is able to design House
Uniform
 The ECA Team is able to deploy House
Advisors and Chairpersons
 Jan and May 2015
 Feb and July 2015  The programme are run smoothly
 Students are able to enjoy and fully
participated in this programme
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 Examination
Guidebook (S1-3)
 Student Planner
(S4-6)
Founding new clubs and teams to
unleash students’ potential
(c) Robotic Club and Chinese
Debate Team
 Whole Year
 Clubs are able to organise monthly activities
for students
 The school teams can at least joining one
external competition
 Collecting students’
feedback through
sharing session
 Observing club/team
activities
 ECA Team
(d) Launching ‘World Educational
Tour’ (WET) Programme
 To plan and coordinates
offshore exchange tours
with different subjects and
committee.
 To organize thematic
sharing (Global Issues) in
assemblies
Consultation Phrase:
 Aug 2014
 Programme to be
launched in
October
 The school is able to organise at least 3
thematic school based study tours per annum,
such as art, sports, service, English Language,
science, Chinese culture
 Observing students
behaviour and sharing
 Collecting students
feedback using
questionnaires
 ECA Team
 Alumni or PTA
 Responsible teachers
relating to the school tour
themes
(e) School-based Spiritual
Programme
 Promoting the 5 core values
of Catholic Education with
the focus on “Love”.
 Spiritual Development
through praying in various
external competitions
 Whole year
 Stakeholders have an understanding of the 5
core values
 Students are able to pray regularly in groups
before any competitions
 Observing students
behavior and sharing
 Collecting feedback
from class teachers




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Team Manager
Religious Panel Head
Class Teachers
Coach
3. Major Concern:
Upholding continuity and sustainability in school development under the governance of the Incorporated
Management Committee (IMC)
Strategies / Tasks
3.1
Time Scale
Success Criteria
Method of Evaluation
People Responsible
Resources Required
Launching the final stage of preparation work for the establishment of the Incorporated Management Committee in May 2015
(a) Training for staff and
stakeholders
 Web SAMS system training
for staff responsible for
managing school finance
 19/8/2014
 22/8/2014
 Staff are able to acquire the skills in using
Web SAMS system for school financial
management
 End-of-programme
evaluation
 Trainers from the service
provider
 Procure service from
the Catholic
Education Office
using the IMC
funding
 Procure service from
the Catholic
Education Office
using the IMC
funding
 Procure service from
the Catholic
Education Office
using the IMC
funding
 IMC-related talks
 19/9/2014
 13/10/2014
 Stakeholders understand all the procedure
work in relation to the establishment of IMC
 End-of-programme
evaluation
 Trainers from the service
provider
 IMC training workshop for
school administrators
 11/2/2015
 Understanding the procedural guidelines &
rules for IMC meetings
 End-of-programme
evaluation
 Trainers from the service
provider
 Endorsement by the
school sponsoring body
 PTA
 RAA
 Review at meetings
 Financial & Asset
Management Task Group
 SMC
(b) Amendment of the PTA and
RAA constitutions
(c) Other preparation work
 Updating eInventory for
stock-checking and asset
management
 Performing a mock check of
school assets
 11 Oct 2014:
 Approval of the new PTA & RAA
PTA AGM
Constitutions at AGM
 Dec 2014:
RAA AGM
 Sep 2014 –
 eInventory for stock-checking and asset
April 2015
management updated
1st Mock Audit for  Mock check of school assets successfully
IMC
performed
9/1/2015
2nd Mock Audit
for IMC
11/4/2015
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 Recruitment of an
IMC clerk
3.2
3.3
Optimizing the school’s organization structure to foster distributed leadership and to empower the middle management for a sustainable and smooth succession in the future development
(a) Reviewing and revising the
school’s organization structure,
fostering distributed leadership
 Aug 2013 –
Sep 2014
 Optimizing the school’s organization
structure with the consensus of teachers
 Collecting feedback
from teachers
 Principal, Vice Principals &
senior teachers
 Clerical support
(b) Involving the middle managers
to help share the load
shouldered by the Principal,
Vice Principals and senior
management team
 Whole year
 The middle management being empowered
 Collecting feedback
from teachers
 Principal and Vice
Principals
 Clerical support
 End-of-programme
evaluation
 Principal and Staff
Development Team
 Honorarium for
guest speaker
 Feedback from Primary
Section
 Principal, Vice Principals &
School Promotion Team
 Feedback from
stakeholders
 Principal, senior teachers
and School Promotion
Team
Forging close ties with Raimondi College Primary Section and other primary schools
 Stronger links between the primary &
secondary sections
(a) Raimondi College Primary
Section
 Holding joint-section staff
development day
 29 Aug 2014
 Arranging meetings for P6
parents and students on S1
admission
 Professional exchanges
between the primary and
secondary sections
 Joint section activities e.g.
swimming gala, S1
admission, concert
 Oct – Nov 2014
(b) Other primary schools
 Paying visits to selected
primary schools
 Promoting school image
 Whole year
 Whole year
 Oct 2014 –
April 2015
 A considerable no. of school visits arranged
 School image boosted
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 Clerical support
V.
BUDGET SUMMARY
Expenditure
(A)
(B)
Operating Expenses Block Grant (OEBG)
1. Administration
2. Curriculum
3. Co-curricular Activities
4. Student Affairs
5. General Affairs
Capacity Enhancement Grant (CEG)
1. Employment of additional staff
2. Hire of instructors
$4,694,500.00
$128,600.00
$86,500.00
$56, 000.00
$45,000.00
$5,010,600.00
$420,000.00
$175,280.00
$595,280.00
(C)
Diversity Learning Grant
$105,000.00
(D)
Composite Furniture & Equipment Grant (CFEG)
$410,000.00
(E)
Composite IT Grant (CITG)
$339,000.00
(F)
Small Class Teaching
$589,491.00
(G)
Service Centre Subsidy for Student Activities
$12,300.00
Prepared by:
Endorsed by:
_____________________
Mr. Louisa Lo
Principal
______________________
Mr. Peter S.T. Lee
Chairman
School Management Committee
Date: 6 October 2014
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