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 1. 2. 3. 4. 5. 6. 7. 8. 9. 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 : : : : : : : : : : : : : : : : : : : : : : : 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 5 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 6 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 7 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 8 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 9 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 10 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 11 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 12 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 13 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 14
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