Endorsed by
SMC on
November 14 2009
Marymount Primary School
Annual School Report
20082008-2009
Our work for children is inspired by the
Educational Philosophy of Christian Life
Community, our Sponsoring Body,
which is based on the spiritual vision
and world view of St. Ignatius.
CONTENTS
PAGE
1.
School Vision and Mission
2.
Features of MPS
2.1
History & Recent Updates
2.2
School Culture
2.3
Class Structure
2-3
3-4
4
2.4
2.5
2.6
2.7
School Management Committee
Our Teachers and Principal
Our Partners in Education
Learning and Teaching
5
6-7
7-8
8-10
2.8
2.9
2.10
Support for Student Development
Student Performance
School Self Evaluation
11-14
14-15
15-16
3.
Achievements and Reflection on Our Major Concerns
3.1
3.2
4.
Major Concern 1
Major Concern 2
17-19
20-22
Financial Summary
4.1
4.2
4.3
5.
1
Government Fund
Capacity Enhancement Grant
School Fund
23-24
24
24
Appendix
A.
Staff Development Plan
25-27
B.
C.
Code of Respect
MPS Subject Awards
28
29-31
D.
External Awards
32-34
1. School Vision and Mission
Marymount Primary School aims to provide quality education. According to our Catholic
and cultural traditions, we aim at the greater development of our students in moral,
intellectual, physical, social, aesthetic and spiritual aspects.
Through care and concern for each individual person, we seek to form our students in such
a way that
1. their acquisition of knowledge and skills is joined to Christian values;
2. they will become reflective and will accept their strengths and weaknesses;
3. they will come to the knowledge of God and put Christian values into practice;
4. they are sensitive to the needs of others, especially the poor;
5. they fulfill the role in serving others to build a just and compassionate society.
To achieve our Vision and Mission, Our Team of Teachers and Support Staff are
M-iracle Workers who work with
P-assion and
S-erve with Smiles.
With teachers as their role models, students of Marymount will learn to be
C-aring
L-oving and
C-ompassionate.
With continued support from their Parents, students of Marymount will grow into
Integrated Persons of
Wisdom as they learn life-long
and work for the Greater Glory of God.
Page 1 of 34
2. Features of MPS
2.1 History & Recent Updates
Marymount, originally known as Holy Spirit School for girls, was founded by the
Maryknoll Sisters. The school opened on 10th January 1927 at Robinson Road with only 8
classes of students sharing 4 tiny classrooms. In 1930, the school moved to the building at
140 Caine Road which provided 7 classrooms. By 1941, it offered a complete course of
studies leading to matriculation. The school was closed during the war. It re-opened as
Maryknoll School in 1948.
As the school continued to expand, a school building with improved facilities became
necessary. In October 1957, the school moved to its present location in Happy Valley and
was renamed Maryknoll Sisters’ School. Initially, the building housed both Secondary and
Primary Sections. It was not until 1961 that the Primary School occupied the premises at
Tai Hang Road. During the school year 1978-79, after 52 years of devoted service, the
Maryknoll Sisters handed over the sponsorship of the school to the Columban Sisters.
As of September 1983, the name of the school was changed to Marymount Secondary
School and Marymount Primary School respectively. By 1993, to meet the needs of
increasing student population in the Secondary School, the Columban Sisters turned over
to the use of the school the remaining convent area on the fourth floor.
Marymount has been sponsored by the Christian Life Community (CLC) since 1997 when
the Columban Sisters initiated the transfer of sponsorship of the school. The CLC is an
international Catholic lay community with a keen interest in education and commitment to
the service of youth. The CLC has pledged to preserve the same school spirit, foster the
traditions and continue to provide quality education at Marymount.
Marymount Primary started whole-day school operation at a temporary school premise on
22 Cloud View Road, North Point, in September 2002. With support from the government,
the M.S.S. Alumnae Association, parents and friends, the old school building on 336 Tai
Hang Road was demolished and redevelopment project began thereafter to accommodate
24 classes from P.1 to P.6, with 4 classes in each level. In addition to 24 classrooms, there
are Small Group Teaching Rooms, Music Room, General Studies Room, Library, Visual Art
Room, Computer Room, Language Room, Student Activities Centre, PTA Room, a
Basketball Court, a Covered Playground and an Assembly Hall at the new campus.
With support from members of our Sponsoring Body, our teachers, parents and generous
donors, the Mural of Annunciation is constructed which gives focus to the purpose of
Page 2 of 34
education at MPS. The school began operation at the current campus in September 2006.
In the school year 2007-2008, the Parent-Teacher Association raised further funds to give
a face lift to the Language Room in response to parent-teachers’ shared goal to raise
students’ global awareness through language, music and cultural activities. In the school
year 2008-2009, construction of the Chapel completed. It is named Chapel of the
Annunciation.
2.2 School Culture
We provide students with a learning environment conducive to quality pursuit and
whole-person development. Teachers support students to apply knowledge and skills
learnt to serve Christian values of care, love, compassion and wisdom. The magis – Latin,
for ‘more’, is central to teachers’ and students’ work as we search for excellence. Based on
the educational philosophy of our Sponsoring Body, we foster a culture of reflection and
undertake a mission to serve. Reflection leads to the awareness of our strengths and
weaknesses and offering service provides us with a mission in life. The Spiritual Exercises
of St. Ignatius provides a sound and solid foundation on which we build our school culture.
Ignatius’ favourite phrase, ‘our way of proceeding’, captures succinctly the culture
emerging in our school – as we work and learn together, we internalize and own our norms
and values, the Christian values of care, love and compassion. We form ourselves as we
teach, and form our students so that they will perform.
School culture reflects values, aspirations, needs and experiences of our stakeholders. The
following summarizes our survey findings which point very positively to MPS culture:
Stakeholders
2006-2007
2007-2008
2008-2009
Students
4.13
4.24
4.20
Teachers
4.38
4.35
4.00
Parents
4.47
4.49
4.40
Teachers learn from each other and they are empowered to own school development. In
2008-2009, teachers gained increasing opportunities for idea exchanges with our partners
in education. In September 2008, sixteen delegates from Singapore’s Senior Minister of
National Development and Education visited our school to learn about education in MPS.
In November 2008, staff members of St. Bonaventure Catholic Primary School visited us
for classroom observation and our exchanges focused on English learning and teaching. In
addition, our school also hosted Precious Blood Primary School to support their staff
development in January 2009. It was a good opportunity to exchange ideas with partners
in education from different schools and even government officials from a different part of
the world.
Page 3 of 34
In 2008-2009, exposure to new curricular strategies continued to inform and enrich our
well-founded tradition, especially of English language learning and values formation.
Students’ diverse learning needs are catered for, through a range of learning activities
provided in-house and by professionals invited by the school. Growing use of IT and
emphasis on pedagogical creativity further encourage students to realize their potential to
the full. It is the awareness of the need to achieve a balance of tradition and innovation
that has always characterized our school culture.
2.3 Class Structure
There are four classes in each level of Primary 1 to 6. Under a symmetrical structure, all
students admitted are able to enjoy schooling until Primary 6. An average of about three
quarters of Primary 6 students continue their education in Marymount Secondary School
after Secondary School Places Allocation (SSPA).
No. of students
(2008-2009):
P.6
P.5
155
161
P.4
P.3
157
155
P.2
P.1
156
152
Total
936
Class structure of Primary 1-6
KEY
STAGE 2
KEY
STAGE 1
Page 4 of 34
2.4 School Management Committee
Our School Management Committee comprises members from our Sponsoring Body and
stakeholders including teacher, alumna and independent member representatives.
Composition of the School Management Committee (SMC)
2006/07
2007/08
2008/09
7
6
5
4
3
2
1
0
Sponsoring
Body
Principal
Teacher
Alumnae
Parent
Independent
Members
Appointed
non-voting
member
Members of the SMC 2008-2009
Members
Dr. Eadaoin K.P. Hui
Representing
School Sponsoring Body
Fr. Sean O Cearbhallain, S.J.
Ms. Lorraine Choi
School Sponsoring Body
School Sponsoring Body
Mrs. Jennie Chor
Ms. Jasmine Hui
School Sponsoring Body
School Sponsoring Body
Ms. Flavia Hung
Ms. Carrie Wong
School Sponsoring Body
School Sponsoring Body
Mrs. Julie Ma
Ms. Regina Lee
School Principal (MPS)
Teacher Manager
Ms. Barbara Chan
Dr. Lydia Cheng
Alumna
Alumna
Mr Henry Lo
Mr Nicholas Tsui
Parent Manager
Independent Member
Ms. Veronica Ma (School Principal of MSS)
Appointed non-voting member
Page 5 of 34
2.5 Our Teachers and Principal
In 2008-2009, our team of teachers comprises 44 staff members (including the principal)
on Staff Establishment in the past year. Among the 44 staff members, 3 teachers are
financed by the Capacity Enhancement Grant (CEG) and one teacher by the Learning
Support Grant.
Highest Academic Qualifications attained by Teachers and Principal
Master's Degree
Bachelor's Degree
Teacher's Certificate
7%
43%
50%
Percentage of Teachers with the stated years of Teaching Experience
0-2 yrs
3-5 yrs
9%
7%
6-10 yrs
over 10 yrs
23%
61%
Page 6 of 34
Percentage of Subject-Trained Teachers Teaching the Core Subjects
100%
80%
60%
40%
46%
91%
71%
20%
0%
Chinese
English
Mathematics
2.6 Our Partners in Education
Parents and MPS Parent-Teacher Association
The school highly values home-school partnership. Parents’ views and aspirations have
been taken into consideration in the formulation, planning and implementation of school
policies and activities. There is one Parent Manager in the School Management Committee.
Close communication between parents and school has been maintained through the school
website, with parents well informed of the school policies, school events and school’s
recent development. Activities including Orientation Day, Parents Day, SSPA Briefing
Sessions and Speech Festival Winners’ Recital were arranged to enhance better mutual
understanding and strengthen home-school cooperation.
Apart from promoting home-school partnership, our PTA works for the well-being of the
students and the school. On top of Sports Day jointly organized with the school, PTA has
supported the school as they volunteered as Class-coordinators, Wash-hands Ambassadors,
Temperature-checks Helpers, Lunch Helpers, Reading Moms and Dad, maintained the
PTA website and published newsletters, and doing a survey on transportation service
provided to students.
Other activities organized in 2008-2009 include:
Christmas Party
PTA Family Outing
Educational Seminar
Values Education Workshops & Evaluation Session
Page 7 of 34
Graduation Dinner
Appreciation Party to thank all parent helpers
Fund-raising activity ‘The King & I’
Catholic Family Mass and souvenirs donation (Easter Eggs)
Home-school partnership reflects shared values, aspirations and growing trust of our
parents and teachers. The following summarizes our survey findings which point positively
to MPS home-school partnership over the past three years:
Stakeholders
2006-2007
2007-2008
2008-2009
Parents
3.87
3.97
4.10
MSS Alumnae and MSS Alumnae Association
There are strong ties between the alumnae and the school. Some alumnae join the School
Management Committee to provide expertise, advice and support. Some serve in the
school as teaching staff. MSS Alumnae Association has generously supported the school.
They help in the school’s development through their involvement in fund raising activities
and organizing special school functions. Since the school year 2005-2006, alumnae with
distinguished achievements have been invited to address our graduates on Graduation Day.
The MSSAA Ex-co has also been invited to join Fun Games in our Sports Day since 2007.
2.7 Learning and Teaching
The Ignatius Pedagogical Paradigm (IPP) has inspired our teaching staff to put their
continued reflection and evaluation of teaching experience in context, prompting action as
part of the improvement process of the school.
As mentioned in the External School
Review report 2007, our teachers are sincere, friendly and caring. Teachers display good
communication skills and clear presentations, with lecturing and questioning most widely
used. In addition, role-play, multi-sensory approach, cooperative learning, differentiated
lessons and hands-on tasks are commonly used teaching strategies. Furthermore, peer
tutoring, discussion, project work and life-wide activities are implemented to cultivate
their critical thinking skills and creativity.
In 2008-2009, apart from traditional school activities like Christmas Celebration, Sports
Day and Games Day, Chinese New Year Celebration, Family Mass and May Crowning, a
great variety of learning activities were initiated by Panels and Teams. These include
Learning Activity Days, Dress Casual/Special Day, Dress Chinese/Asian Day, Book Day,
Bring Your Own Fan Day, Fruit Day and Former Students’ Sharing for P.6. A variety of
extra curricular and life-wide learning activities are held as well. They include Sports Day
Page 8 of 34
Poster Design Competitions, Jump Rope for Heart Campaign; Meritorious Website
Contest, Speech Festival Winners’ Recital, chamber orchestra performance from Wells
Cathedral College, English drama performances, visits to Oxfam, Ping Shan Heritage Trail,
Hong Kong Museum of Coastal Defense and Ocean Park.
enthusiastic.
Student participation has been
The Staff Development and Appraisal Group (SDA) of School Improvement (SI) Team
organized various staff development activities for teachers to enhance their awareness of
understanding and responding to student needs and student talents in 2008-2009
(Appendix A).
Speakers and facilitators included professionals from the HKU,
educational psychologists, our Contract Consultant, the Principal and Senior Teachers of
MPS. In 2008–2009, it is evident that most teachers have tried out different strategies to
add ‘depth’ and ‘dimension’ to current practices in the classroom. The majority of our
teachers also managed to identify for themselves focuses related to deeper understanding
of ‘knowledge building’; or teaching strategies that cultivate talented students’ critical
thinking skills.
The following summarizes our survey findings which point very positively to our continued
refinement on teaching:
Stakeholders
2006-2007
2007-2008
2008-2009
Students
3.91
3.97
4.0
Teachers
4.54
4.52
4.2
We provide a broad and balanced curriculum implemented through classroom activities,
co-curricular learning activities or programmes, and an environment conducive to
enhancing students’ language and reading competence, particularly in English language.
There were English pull-out programmes in 2008-2009, namely, ‘Young Writers Society’
(for P.4 Talent Pool), ‘Eduarts Talented Minds’ programme (for P.5-6), ‘Shakespeare4All’
(for P.4-5) led by Mr. Duncan. In addition, students were encouraged to participate in a
variety of competitions. They include ‘The Hong Kong Budding Poets Award’, ‘Silver
Tongue Contest’, ‘Let Imagination Fly’ creative writing competition and Hong Kong
Schools Speech Festival. In general, student participation in the above programmes and
competitions was active, and learning was interactive and rewarding. Students’ creativity
and linguistic intelligence were challenged and writing skills enhanced.
potential for drama was also developed.
Students’
While English is used as the medium of instruction, students’ exposure to and experience
with Cantonese and Putonghua has been increasing to develop true bilingualism – a tool
for students to communicate with confidence, and to enjoy learning life-long. In
Page 9 of 34
2008-2009, an on-line learning platform – ‘iLearner’, ‘Reading Ambassadors’, ‘Chinese
Reading Corner’, ‘Putonghua Corner’, ‘Putonghua Week’ were introduced to students.
In 2008–2009, we took part in the ‘Knowledge Building International Project’ organized
by EDB and HKU. Students constructed knowledge on ‘Global Warming’ and
‘Electricity/Energy’ through scientific enquiry, first with their own classmates, and then
with students in Escola Projecte, Barcelona, Spain.
The ‘One Person One Flower’ Activity (for P.2) and The Green Ambassadors Programme
have also been promising. Upper level students were selected as ambassadors, this
developed both their ability and confidence to promote value-based activities over the year.
Learning Activity Days on Saturdays (for P.4-6) enriched students’ knowledge on how to be
a green consumer and an earth lover. The activities also developed students’ creativity,
critical thinking, and skills of a green consumer through cooperative learning. Students’
awareness of the need to adopt a responsible consuming attitude was raised.
Knowledge construction and pastoral care always go hand in hand as we aim at the greater
development of students as caring, loving and compassionate learners who will grow into
integrated persons of wisdom. Bloom Time on Wednesdays enhanced students’ numeracy
and literacy competence. It also facilitated students’ character formation. For example,
Maths Marathon was organized in order to raise students’ awareness of the need to apply
knowledge and skills learnt in their daily life; Moral Education lessons were organized to
provide opportunities for students to reflect on life events. Student leaders were chosen
from different levels to be Prayer Leaders for the Morning Assembly at different seasons in
the liturgical year. Prayers and the sharing of reading and quotations from Bible enabled
students to know more about our religion, enhanced their spirituality and inspired them to
serve fellow schoolmates with generosity. Furthermore, traditional school religious
activities like Family Mass and May Crowning were organized. Student participation has
been enthusiastic.
The following summarizes our survey findings which point positively to student learning:
Stakeholders
2006-2007
2007-2008
2008-2009
Students
3.78
3.96
4.0
Teachers
4.23
4.19
4.0
Parents
4.01
3.97
3.9
Page 10 of 34
2.8 Support for Student Development
With a close relationship between the Learning and Teaching Division and The Pastoral
Care Division, support services including value education, moral education, spiritual
education, environment education, gifted education, special educational needs support and
guidance and counselling services and extra-curricular activities were provided to our
students.
Value Education (VE) Core Group was set up to facilitate the incorporation of values into
our school ethos. Value messages were transmitted through our formal curriculum,
Religious and Moral Education lessons, Bloom Time, Morning Assembly, educational talks
and various activities. Stories of saints, St. Ignatius, St. Paul and St. Lucy, which helped
students to acquire and reflect on values, were very well received.
Joint efforts were made between our Library Teacher and Civic Education Team to
reinforce and strengthen the values of Care, Love and Compassion as well as national
identity this year. Topics such as Sichuan Earthquake, the 2008 Beijing Olympic Games
and National Flag Raising Training were introduced through Library books and Bloom
Time Activities.
To deepen our students’ spiritual awareness and faith, several programmes were held this
year, such as Liturgical Events in Morning Assemblies, Faith Sharing for P.5 and 6
students on Thursdays, Home-School First Holy Communion, Catholic Parents Seminar,
Prayer Leaders Training etc. To continue to develop students’ capacity to reflect, the
spiritual exercises --- Daily Examen (introduced by St. Ignatius) was introduced to
students to guide them to reflect regularly. In addition, Bible verses were uploaded onto
school website regularly for students’ convenient access.
Joint efforts were made among Guidance and Formation (GF) Team, Civic Education
Team, the Religious Activities Team, Information Technology Team and Subjects Panels
including General Studies & Green Education and Religious and Moral Education to
promote moral, civic and spiritual education among students. Various activities such as
Oxfam Red Packet Collection, Donation through Dress Causal, Purchasing of Oxfam Rice
and Famine Lunch were organised. Talks on acceptance of other students, especially
those with special needs, (e.g. 「街坊小子」
、「生命鬥士」、
「和諧校園」) were conducted.
Videotaped drama series on Integrated Education were created by P.5 students to convey
messages on acceptance of students with special educational needs.
A talent pool was identified among P.4 students before the beginning of the school year.
Their development in both creativity and leadership was given ample support. Through
Page 11 of 34
Young Writers Society, they were taught skills of creating stories and plays, with one of
their works staged as a drama during Christmas programme. At Bloom Time every
Wednesday, Teachers also used ‘SCAMPER’ to stimulate divergent thinking and brought
into their awareness essential qualities of a good leader. Products of their learning in
Chinese, English and Mathematics showed success of the programme and were displayed
for sharing with all students. Effects of implementing small group teaching were
encouraging, in particular, for less able students in Mathematics. Small group students
often looked forward to attending the class. They enjoyed both the cooperative learning
activities and the closer relationship with their teacher.
A number of specialists were invited to help Teachers support students with SEN.
70% of
Teachers felt that they had gained understanding about the difficulties of students with
speech impairment after the attending our Speech Therapist’s talk in February 2009.
Through six workshops, our Gifted Education Consultant familiarized Teachers with
strategies to develop creativity and HOTS. Teachers developed competence in supporting
students with potential in these areas. They used ‘SCAMPER’ among other strategies
conducive to creativity development in the Bloom Time pull-out programme for the P.4
talent pool students. They also shared their class-based strategies among themselves to
enrich classroom support for children with specific needs. For students with dyslexia and
limited attention span, eight sessions were organized for each group respectively, with
support from the Society of Boys’ Centre and Caritas. Together with parents’ involvement,
students gained in areas including word recognition, memory retention, vocabulary
building, self management and classroom routine training. Teachers observed gain in
both students’ self awareness and learning strategies.
Besides maintaining a mechanism for early identification of students with special
educational needs (SEN), small group teaching for P.4 and P.5 was arranged. In addition,
in-class and non-lesson time learning support were provided to SEN students by our
Learning Support Teacher. Individual Educational Plan was drafted and used to
supporting Tier 3 students.
Our Speech Therapist, Ms. Fiona Lam provided individual training sessions to support
students with Speech Impairment as well as Speaking Group to train P.4 and P.5 non-local
students in story telling skills.
With the objectives of enhancing students’ multiple intelligence (MI), a range of
extra-curricular activities was organized, including fee-charging interest groups and Friday
ECAs.
Page 12 of 34
To arouse students’ awareness of protecting our environment and personal health,
activities such as ‘Bring Your Own Fan Day’, ‘One Person One Flower’, ‘Paper Recycling’
and ‘MPS Fruit Day’ were organized. To reinforce students’ positive behaviour, various
award schemes were conducted this year. These included ‘Star Student’, ‘Code of Respect
Voting’ (Appendix B) and ‘Line Up Campaign’. ‘The Best Conduct’ award was set up to
better reinforce our P.1 – 6 students’ positive behaviour in school.
Besides cases transferred by the Class Teachers, the Guidance and Formation Team
identified students’ needs and concerns as well as potential cases through setting up of the
‘Little Angel Mail Box’. ‘The Big Sister Scheme’, counselling activities, services such as
‘School Prefects’, ‘Reading Ambassadors’, ‘Green Ambassadors’, ‘Student Librarians’,
‘Smart Team’, ‘Line Up Monitress’ and ‘Free Time Helpers’ all provided opportunities for
students of different levels to stay together, help each other, develop friendship and
eventually build up a supportive network. The hierarchical structure of School Prefect
(selected students in P.4, 5 and 6) enhanced a better communication channel among
Group Teachers in GF Team, Head Prefects and School Prefects. This enables GF Team
to have a fuller understanding of students’ behaviour and events at school. The School
Prefect Handbook provides students with an opportunity to reflect on themselves as a
leader and their role in serving others. Our Student Guidance Personnel provided
support to students, parents and teachers through development programmes and
individual counselling.
The following summarizes our survey findings which point positively to support for
student development:
Stakeholders
2008 - 2009
Students
4.1
Teachers
4.1
Parents
4.1
To improve on effectiveness of our pull-out programmes, students should be able to
benefit even more from ‘Young Writers Society’ with a reduced student-teacher ratio, for
better quality of interaction and collaboration on a creative level. More refined criteria
for selecting members should also sharpen the programme’s focus. It was observed that a
number of selected students were gifted in other areas but weak in English. For ‘Budding
Scientists’, training and support could be given to the participants at an earlier stage.
Familiarizing students with the requirements of the competition should help them achieve
even better results.
Page 13 of 34
刪除:
刪除 (Appendix C)
Although parents were satisfied with the support for SEN/SLD students in general,
Teachers felt that more talks can be organized to help strengthen competence in
supporting these needy students among all staff members. Future efforts should also
include collecting and compiling practical and proven strategies as a list of teacher
references. Policies and practices related to support for SEN/SLD students should also be
continuously reviewed and refined.
2.9 Student Performance
Students are pleasant, confident and well-behaved. They have good self-esteem and
possess positive thinking. They show a strong interest to learn and are eager to answer
questions. They love to perform during Morning Assembly, Show Time, Friday ECAs,
Bloom Time as well as in class. They are willing to take up responsibilities and enjoy
serving and helping others. With the efforts made by the school to promote reading,
students on the whole enjoy reading and have developed a good reading habit.
In 2008–2009, students’ internal assessment results in English, Chinese and Mathematics
were outstanding. They demonstrated great confidence and high proficiency in using both
English and Chinese for communication and presentation. In the Territory-wide System
Assessment (TSA)*, students in P.3 and P.6 continued to achieve outstanding results in
‘speaking’ for both Chinese Language and English Language.
* The EDB and the HKEAA cancelled other papers for the TSA (2008-2009) due to school closure.
In order to enrich students’ learning experience and enhance their Multiple Intelligence
development, a balanced variety of extra-curricular activities has been organized. They
were classified into 5 categories. There were 14 academic, 10 sports, 23 arts, 14 interest and
2 Uniform / Social Voluntary Services groups. In addition, we had more extension and /or
enrichment learning activities to complement the Formal Curriculum and cater for
Learning Diversities. They included poster design competitions, Maths week, Putonghua
week and Learning Activity Days.
Students’ non-academic achievement was equally impressive, with numerous awards and
prizes obtained. Students enthusiastically took part in various sports activities. The results
were pleasing. A full summary of all the prizes won in external competitions can be found
in attachment Appendix F.
The following summarizes how accurately the positive statements in the survey describe
students’ attainment of sense of achievement:
Page 14 of 34
Not accurate at all
4%
Not quite accurate
15%
35%
Quite accurate
Extremely accurate
46%
2.10 School Self Evaluation
In 2008-2009, the School Self Evaluation (SSE) Core Group of our School Improvement
(SI) Team worked to integrate expectations of the School Development & Accountability
Framework stipulated by the EDB with our school culture – one characterized by a
learning/teaching environment conducive to quality pursuit and whole-person
development for both teachers and students. The magis – Latin, for ‘more’, is central to
our evaluation work as we search for excellence. Based on the educational philosophy of
our Sponsoring Body, we work in a culture of reflection leading to awareness of our
strengths and weaknesses, at the school level, the panel/team level and teacher/classroom
level.
With the ultimate aim of enhancing students’ academic and non-academic performance
through continuous school self-evaluation and improvement, the SSE Core Group inspired
all the panels/teams/teachers to apply the planning, implementation and evaluation cycle
(PIE). Support measures were taken through meetings and conversations to give
feedback on the PIE cycle at all levels for quality assurance and attaining magis. Using
the revised Key Performance Measures (KPM) and Stakeholders Survey (SS) supported by
the EDB and interviews with teachers and students, the SSE Core Group was able to
evaluate school performance in a better way. This facilitated us to self-evaluate against
the goals and targets set for the stated major concerns in our School Development Plan
(SDP) and Annual School Plan (ASP). As this year marked the completion of our second
SDP, the SSE Core Group made reference to the revised Performance Indicators (PI)
provided by the EDB and conducted a holistic review on the overall school performance.
Such review will be reported in the 3-year School Development Plan. It helped us to
prioritise and set targets in the year(s) ahead for school improvement and development.
Page 15 of 34
For school self evaluation in 2008-2009, our work schedule and team work were as
follows:
2008-2009
Teacher Level
Sep 08 – Jun 09
• Peer Lesson
Observation (Form)
• Teachers’ Reflection
Mar 09
•
Subject-based
•
Lesson Observation
(Form)
Teachers’ Self
Panel/Team Level
SI-SSE Core
Group
•
Activity Evaluation
(Form)
•
Heads of
•
Panels/Teams
Appraisal (Form)
SHS
• Collection of KPM
data
Principal
(Notes)
Administration of
•
Annual Appraisal
(Interview)
• Conducting
Teacher/Student
interviews
Appraisal (Form)
• Data collection &
verification
Mar 09 – May 09
•
School Development
Plan drafting
• Discuss draft School
Development Plan
with Senior Teachers
• Data reading,
interpretation &
May 09 – Jun 09
Annual School
Report drafting
• Conduct a school
holistic review
Jun 09 – Jul 09
Aug 09 – Oct 09
SI-SSE / All teachers’ conversations, reflection & planning
•
Annual School Plan
drafting
•
•
SWOT Analysis
Annual School
•
Report proofreading
School Development
Plan & Annual
• Final reading
• Documents
touch-up
School Plan final
drafts
•
Nov 09
SMC endorsement of
Annual School
Report , School
Development Plan &
Annual School Plan
Nov 09
SI-SSE further conversations, reflection & planning (adjustments if necessary)
Upload to school’s homepage the endorsed SR, SDP & ASP
Page 16 of 34
3. Achievements and Reflection on
Our Major Concerns
3.1 Major Concern 1
To Enhance the Sense of Community through Interactive Vision Building and
Action Planning
Intended Outcome
Staff members, and possibly Parents, too, will enjoy and benefit from Team Work, Team
Leadership, Team Support and Team Learning. This would help sustain Teachers’ passion
for teaching and renew our commitment to students’ learning with shared values and
vision.
Achievements
Stakeholders of MPS made commendable efforts to share their understanding of school
vision and action planning. With their contribution, most stakeholders enjoyed a good
year of fruitful Team Work, Team Leadership, Team Support and Team Learning.
School Managers took the lead to invite Teachers to share on different possibilities of
greater school development and students’ benefits at both formal occasions and social
gatherings. This was particularly evident in the construction of the chapel as we all
agreed that the chapel was an ideal venue for spiritual growth. With inspiration of the
Ignatius Pedagogical Paradigm (IPP), teachers worked together and committed to
reflection and evaluation of teaching experience in the Collaborative Lesson Planning Time
(CLPT). They identified students’ needs and teaching focuses, conducted the planned
lessons and evaluated lesson effectiveness. Subject-based and peer lesson observation
were also conducted and 2 sharing sessions were held in March and April 09. Teachers
shared their strengths and gained understanding of their weaknesses in teaching, which
was conducive to greater and more effective use of the 35-minute lesson time. Extra
planning on ‘Small Class Teaching’ was scheduled to optimize its implementation in the
next school year. In order to inform our parents of school programmes and related
arrangements, all panels and teams prepared timely and regular updates of school events
and student achievements on the school website and issued Letters to Parents throughout
the year. From our working and conversations with PTA Ex-Co members, both parents
and teachers enjoyed working together. Parents’ contribution to Morning Reading
Scheme, Lunch Time Supervision, Sports Day, P.6 Graduation Dinner and PTA website
Page 17 of 34
maintenance proved how shared vision between parents and teachers prompted effective
action planning for students’ learning benefits.
Pursuing the aim to enhance staff empowerment for school development, 2 sessions on
‘Leading, Managing and Learning’ for the Division Leaders were held in September 2008
and June 2009. Another sharing session on ‘Leadership and Management with Values’
was given by Mr Michael Hong, an experienced former Principal of Shun Lee Catholic
Secondary School in February 2009. They provided opportunities for professional
conversations and reflection among the Guest Speaker, Principal, Senior Teachers and
middle managers. To better acquaint middle managers with strategies for Learning and
Teaching, Lesson Study (LS) Team organized a staff development workshop for them on
‘Elements of a Good Lesson’ in February 2009. Its aim was to develop the expertise and
confidence of the middle managers for subject-based lesson observation. Nearly all
participants appreciated that the workshop was beneficial to their professional
development.
To better prepare P.3 and P.6 students for Territory-wide System Assessment (TSA), our
Chinese and Mathematics Panel organized 2 hands-on workshops for the relevant teachers.
They analyzed the knowledge and skills expected and examined in the assessment. They
further shared on the difficulties the students might encounter and some good teaching
and learning practices. For new teachers, support measures were also taken to familiarize
them with the school culture and the Ignatius Pedagogical Paradigm (IPP). Lesson
demonstrations were given by Panels Heads to provide an excellent induction and to
familiarize them with school expectations on Teaching and Learning matters.
In 2008-2009, we put our learning focus on how to use the 35-minute lesson time more
effectively. The Principal first refreshed our memory on our school ‘Vision, Mission &
IPP…Core Values & Language’ in the first staff meeting held in August 2008. She further
shared her views on ‘Learning about Learning & Happiness’. Her thorough exposition
enriched teachers’ understanding of Bloom’s Taxonomy and Maslow’s Hierarchy of Needs.
Most teachers enjoyed her sharing on how to do ‘small things’ and ‘speak magic words’ to
make happy learning happen in the classroom. In December 2008, all teachers attended
the international conference entitled ‘From Teaching to Learning’ organized by the World
Association of Lesson Studies. As confirmed by Teachers’ reflection notes, they learnt
more about how to teach a good lesson and become more confident to help students learn.
2 in-house sharing sessions were organized to give teachers insight into Knowledge
Building in the classroom and Lesson Study for professional development. Our
consultant education psychologist, Miss Alice Yan, and the speech therapist, Ms Fiona Lam,
conducted a total of 5 workshops for teachers to gain better understanding of student
needs and student talents.
Apart from these, the Principal also shared some inspiring
Page 18 of 34
reading materials adapted from various sources on Learning and Teaching Matters on a
regular basis. This encouraged teachers’ reflection and professional development to
foster the growth of learning circles in the MPS community.
The following summarizes our survey findings which point positively to teachers’
agreement with the school’s direction of development:
Strongly agree
Agree
15%
22%
Neutral
63%
Reflection
Most stakeholders enjoyed and benefited from Team Work, Team Leadership, Team
Support and Team Learning. In order to provide quality education to our students,
coordination and cooperation among various stakeholders should be maintained and
further developed. We should create even more opportunities to engage different
stakeholders in interactive vision building and action planning. As regards action
planning, most stakeholders understand and accept the importance of the cyclical
relationship among Planning, Implementation and Evaluation. Monitoring the progress
of tasks and activities is essential to attain magis. Also, professional development
activities should continue to focus on teachers’ understanding of their roles and
responsibilities. Teachers could also be encouraged to take on a more proactive role in
expressing their opinions and suggestions so as to sustain our efforts in interactive vision
building and action planning.
Page 19 of 34
3.2 Major Concern 2
To Cater for Students’ Learning Diversity as Reflective and Compassionate
Professionals
Intended Outcome
Students will be cared for, their learning needs attended to with a variety of effective
teaching strategies. It takes both Competence and Compassion on the part of Teachers to
continue with our ministry. Our Teachers will be encouraged and supported to take part in
professional development programmes/activities to develop ‘Compassion’ for students
who have SEN and SLD, and to achieve ‘Competence’ in teaching all students including
those who are GIFTED and those who have SEN and SLD.
Achievements
On the whole teachers have attended to diverse learning needs of students using a range of
pedagogical strategies. For students of different abilities, teachers have designed an
increasing number of graded assignments, particularly in Mathematics and Computer.
Specific skills were highlighted for students. In Chinese lessons reading strategies such as
visualizing, making connections and synthesizing were introduced to students, who
applied them to overcome difficulties in making meaning from the texts. In Mathematics,
techniques of speed calculation were taught and improvement in this area was observed
among students.
Mathematics Teachers also promoted the use of a range of
problem-solving skills as ladders to higher order thinking skills (HOTS). Self-learning
skills were given much emphasis this year. The online language learning platform
i-Learner (for both English and Chinese) was introduced as self-regulated, self-paced
learning tool for students. Much success was observed especially in P.1-3 where more
than 70% of students found it useful. While self-access, self-check reading cards have
been produced to promote Chinese reading, bonus dictation has been introduced in
English. Students learnt beyond the classroom to expand their vocabulary bank on
selected themes and phonemes. The importance of time management was stressed, with
the use of a time record & reflection sheet for all assignments over long holidays. Products
of teachers’ Collaborative Lesson Planning have also proved to be effective stimuli for
classroom learning, as observed from the creativity students displayed after the planned
lesson. Such can also be observed in Chinese poems and essays, English sentence making
on ‘the past’ and ‘the present’, as well as students’ deepened understanding on the concept
of perimeter in Mathematics. In their second year of use, formative assessment tasks
have been refined. To continue the development of multiple intelligences, a variety of
non-paper-and-pen modes have been used, and the criteria for grading them have been
Page 20 of 34
made explicit to students and well documented.
For more able learners, various platforms were used to provide opportunities for them to
develop and share their talents with fellow schoolmates. We continued our tradition of
student speech performances in our Speech Festival Winners’ Recital, this year turned into
a delightful evening of achievement celebrations for students, parents and teachers. As
an initiative, those with a gift or a special interest in music were invited to perform in
Wednesday mini-concerts during recess. Students showed enthusiasm in volunteering as
performers. To promote students’ creativity, music composing has been promoted by
Music Teachers, with software support made available through use of the new textbooks.
In General Studies, P.5 girls joined the Knowledge Building (KB) programme, with support
from Centre of Information Technology in Education of HKU and 80% of them found KB
beneficial. Our Computer Panel has also set up discussion platforms in E-Class in our
Intranet.
Students participated actively in discussion of daily news with 80%
participation rate in P.4 and 100% in P.5.
Various pull-out activities/programmes have been arranged for students with special
needs. In P.4 Catholic students were grouped into one class to prepare for their First
Holy Communion, in line with our school’s tradition to form students according to
Christian values. We continued to provide a full range of fee-charging interest groups, in
response to different intelligences students possess. 95% of participating students felt
positive about the courses they enrolled in. Teachers also supported students with a
linguistic talent or a scientist’s mind to join territory-wide competitions. Among the 23
MPS participants, two received Merit in the Budding Poets (English) Awards, and two were
awarded 3rd Class Honour in the Budding Scientists Awards. All poems created by the
budding poets of MPS were displayed for school-wide sharing.
Reflection
Teachers reflected on the ways composing activities (Music) and problem solving skills
(Mathematics) were introduced to students and found there is a need for a sharper focus.
Students need time to digest the various techniques, which calls for reducing the
numbering of topics in order that sufficient time can be allowed for consolidation of
learning. While e-learning platforms enjoyed good participation rates among students, it
was evident that students’ written responses still lack in creativity and critical thinking on
the whole. As revealed from student interviews on questions teachers asked in day-to-day
lessons, students will benefit from teacher prompting that could challenge and guide them
to think out of the box. Further success of the e-platforms to promote Knowledge
Building (KB) hinges on the formation of mind habits, habits that could promote students’
HOTS on a daily basis.
Yet P.6 participation in e-platform discussion was far from ideal.
Page 21 of 34
Consideration should be given to their SSPA exam schedule in future implementation.
Though it was evident that students’ awareness of time management and self-learning as
essential to learning has been raised, there is still room for opportunities to promote
regular and systematic application. With assessment tasks and their criteria clearly
documented, we should direct more efforts to encourage teachers to use such tasks and
give feedback to student performance.
The following summarizes our students’ views which indicate our way forward to attain
magis in teaching:
Page 22 of 34
4. Financial Summary
4.1 Government Fund
Operating Expenses Block Grant (OEBG)
Balance b/f
Actual
Name of Grant
Income
(2007-2008)
Balance c/f
Expenditure
General Domain
$5,244.03
Putonghua
$629,613.11
School & Class Grant
$77,190.00
Revised Ad. Grant
$1,287.00
$888.00
$5,643.03
$359,908.83
$237,328.42
$752,193.52
$1,130,976.00
$1,062.790.00
$145,376.00
$6,774.00
$4,700.00
$4,709.70
$2,635.70
Training and Development Grant
$1,244.38
Enhancement Grant for Staff Development
$4,920.00
$5,840.00
$324.38
$2,570.10
Grant for Moral & Civic Education
$14,350.50
8,058.50
$8,862.10
School Curriculum Development Grant
$36,192.00
$27,809.20
$81,641.22
$0.00
$0.00
$880.00
$74,076.00
$73,160.70
$86,675.70
$291,236.00
$378,643.30
$66,024.99
$73,258.42
$880.00
$85,760.40
Loop System
Lift maintenance Grant
$153,432.29
Composite IT Grant
$129,035.33
Supplementary Grant for School-based management
$25,263.80
$1,186,127.56
Noise Abatement Measure Recurrent Sub.
Sub-total (A)
$119,790.00
$84,620.01
$164,205.32
$202,038.00
$233,831.00
($6,529.20)
$3,621,356.23
$3,486,226.13
$1,321,257.66
$4,734.00
$3,291.10
$7,164.33
Special Domain
$5,721.43
Prog. fund for Whole-school Approach to Guidance & Discipline
$21.48
English Extensive Reading Scheme
$6,690.00
$5,670.00
$1041.48
$1,996.23
Chinese Extensive Reading Scheme
$6,690.00
$6,694.40
$1,991.83
$263,902.70
Student Guidance Service Grant
$502,811.00
$514,768.30
$251,945.40
$595,740.67
Capacity Enhancement Grant
$566,027.00
$874,400.56
$287,367.11
$867,382.51
Sub-Total (B)
$1,086,952.00
$1,404,824.36
$549,510.15
Total (A) + (B)
$4,708,308.23
$4,892,970.49
$1,868,847.81
$2,053,510.07
Page 23 of 34
Outside OEBG
Actual
Balance b/f
Name of Grant
Income
$751,859.67
$61.50
Balance c/f
Expenditure
(2007-2008)
Composite F. & E. Grant
$170,592.00
$0.00
$922,451.67
Committee on Home-School (PTA) - Recurrent
$4,100.00
$1,920.00
$2,241.50
$0.00
Committee on Home-School (PTA) Project - Activity
$5,800.00
$3,000.00
$2,800.00
$0.00
Committee on Home-School (PTA) - Other
$5,500.00
$2,800.00
$2,200.00
$0.00
Grant for Upgrade Websams
$53,600.00
$49,800.00
$3,800.00
$0.00
Enhanced Speech Therapy Grant
$0.00
Learning Support Grant
$0.00
Grant for Prevention of Human H1N1 Influenza
$184,080.00
Upgrade I.T. Facilities Grant
$60,000.00
$55,000.00
$5,000.00
$170,000.00
$151,390.00
$18,610.00
$6,000.00
$0.00
$6,000.00
$0.00
$0.00
$184,080.00
4.2 Capacity Enhancement Grant
Balance b/f
Capacity
(2007-2008)
Staff/Consultant/Programme
Actual
Income
$595,740.67
Balance c/f
Expenditure
$566,027.00
Salaries for 3 teachers (Sept 08 to Aug 09)
$466,130.75
MPF Contribution (Sept 08 to Aug 09)
$56,926.16
Fees for three consultants
$210,000.00
Eduarts Membership fee
$20,000.00
Salary for 1 part time teacher for Values Ed. (Jan 09 to
Aug 09)
$595,740.67
$121,343.65
Total
$566,027.00
$874,400.56
$287,367.11
4.3 School Fund
Balance b/f
Actual
Name of Grant
Income
(2007-2008)
$0.00
Stationery Charges
$414.67
Handwork Charges
$0.00
$176,725.30
Balance c/f
Expenditure
$66,360.00
$58,201.00
$8,159.00
$47,400.00
$45,597.20
$2,217.47
Electricity Charges of Air-conditioning
$142,200.00
$133,045.00
$9,155.00
Charges for Specific Purposes
$284,400.00
$255,249.00
$205,876.30
Page 24 of 34
Appendix A
Staff Development Plan
(2008-2009)
To address our major concerns, continue with professional development and
achieve personal growth as teachers, we commit to the Staff Development
Plan as follows:
A. Community, Consensus and Vision Building
Date
Aug 25 08
Topic/Goal
Participants
Learning about Learning and
Speaker(s)/
Facilitator(s)
All Teachers
Mrs. Julie Ma
Happiness (2 hrs)
Oct 08 –
HKU Knowledge Building Project
P.5 English & G.S.
Facilitator from HKU
Jun 09
(18 hrs)
Teachers
Knowledge Building Project
Dec 2 08
(SDD1) Seminar: Lesson Study
All Teachers
Speakers at HKIED
All Teachers
Mrs. Julie Ma, Ms. Tiffany
(6 hrs)
Dec 3 08
(SDD2) Sharing: Follow up
Strategies on ‘A Good Lesson’ (2 hrs)
Kam, Ms. Regina Lee
& Ms. Julia Lo
Dec 08
From Reflection to Self-appraisal
All Teachers
(1 hr)
Apr - May
Mrs. Julie Ma
& SI-SDA Core Group
Values Education Workshop (6 hrs)
Parents & Teachers
PTA & CD-VE Core Group
(SDD3) In-house sharing (6 hrs)
All Teachers
Mrs. Julie Ma
09
Apr 6 09
& SI-SDA Core Group
Jun 30 09
Getting Ready for “Small Class
Teachers teaching
Ms. Tiffany Kam
Teaching” (2 hrs)
P.1 in 09-10
& SI-SCT Core Group
B. Support for New Teachers
Date
Topic/Goal
Participants
Speaker(s)/
Facilitator(s)
Aug 25 08
Use of induction Tool Kit (3 hrs)
New Teachers
ACTEQ & EDB
Aug 08
Mentor Hunt – Check-point Sharing
New Teachers
SI-SDA Core Group
Jan 5 09
(2 x 2 hrs = 4 hrs)
Nov 08
Lesson Demonstration & Lesson
Teachers who are
LS Team,
Observation
new at MPS
Panel Heads & Key Stage
Sharing of Good IPP Practices (1 hr)
Teachers who are
Ms. Tiffany Kam
Leaders
Jul 2 09
new at MPS
Page 25 of 34
C. Middle Managers’ Empowerment
Date
Aug 25 08
Topic/Goal
Participants
Sharing: School-based Induction
New Teachers
Support Programme for Beginning
& Panel Heads
Speaker(s)/
Facilitator(s)
Ms. Tiffany Kam
Teachers (1 hr)
Sep 9 08
Brain Storming Meeting for Teacher
School Principals
Ms. Tiffany Kam and
Induction Scheme (2 hrs)
& Teachers,
Ms. Winnie Wong
(organised by
ACTEQ)
Sep 27 08
Parent Briefing Session: P.4 Talent
P.4 Talent Pool
CE-GE Core Group
Pool (2 hrs)
Parents
Nov 8
(Sat)
Gifted Ed. Workshop:
Preparation for LADs
MPS CD-GE Core
Group, Panel Heads
Ms. Alice Yan
Nov 25 08
Wanchai District Sharing (EDB) on
Primary Schools in
Ms. Julie Ma &
‘Small Class Teaching –
Wanchai District
Ms. Tiffany Kam
School-based Experience’ (1 hr)
organised by EDB
(Education Psychologist)
Wanchai, School
Development
Section
Dec 1 08
Leading, Managing and Learning
Division Leaders’
Jun 9 09
(5.5 hrs)
Learning Circle
Jan 10 09
Leadership & Management with
Senior Teachers and
Mrs. Julie Ma
Mr. Michael Hong
Values (3 hrs)
Middle Managers
Jan 16 -17
Training for Middle Managers in
Ms. Tiffany Kam
HK Catholic Religious
09
Catholic Schools
Ms. Julia Lo
Council
Ms. Regina Lee
Jan, Mar,
Values Education, Ignatian
CD Team
May, June
Spirituality & Curriculum Planning*
09
(1.5 hr x 4 = 6 hrs)
* CD-VE Core Group comprises
Ms. Tiffany Kam, Ms. Lucia Ha, Ms.
Pamela Wong &, Ms. Goretti Foo
(VE Co-ordinator)
Mar 09
Lesson Study through Observation
Mrs. Julie Ma
& CD-VE Core Group
All Teachers
(1 hrs)
LS Team
& CD Team
Page 26 of 34
D. Understanding and Responding to Student Needs and Student Talents
Date
Topic/Goal
Participants
Speaker(s)/
Facilitator(s)
Aug 23 08
Workshop: Knowledge Building
P.5 English &
Facilitator from HKU
Sep 27 08
(26.5 hrs)
G.S. Teachers
Knowledge Building Project
Sep 3 08
Gifted Ed. Workshop: ‘Critical
All Teachers
Ms. Alice Yan
Sep 3 08
Gifted Ed. Workshop: ‘P.4 Talent
Gifted Core Group +
Ms. Alice Yan
Pool’ (2 hrs)
P.4 Teachers
(Education Psychologist)
Sep 10 08
IT Workshop: Use of DLL & Text
All Teachers
Speaker from Infinity Co. Ltd.
Oct 25
(Sat)
Gifted Ed. Workshop:
Chinese and English lesson design
for P.4
Gifted Core Group +
Ms. Alice Yan
P.4 Chinese and
(Education Psychologist)
Nov 15 08
Jan 10 09
Mar 7 09
Apr 30 09
Jun 27 09
Thinking’ (1.5 hr)
(Education Psychologist)
Speech (2 hrs)
English Teachers
Dec 11 08
Use of Smart Boarding – Advance
P.1 Teachers
(2 hrs)
Ms. Anita Chiu
(Education Technologist of
i-Control Ltd)
Feb 5
TSA Workshop (1.5 hrs)
Chinese Teachers
Chinese Panel
Feb 7
Gifted Ed. Workshop:
Maths lesson design for P.4 (2 hrs)
Gifted Core Group +
Ms. Alice Yan
P.4 Mathematics
(Education Psychologist)
Teachers
Feb 9 09
Essential Elements of a Lesson (2.5
CD Team
LS Team
All Teachers
Ms. Fiona Lam
hr)
Feb 11 09
Teaching Strategies on Teaching
Feb 17 09
TSA Workshop (1.5 hrs)
Speech Impairment Students (1 hr)
(Speech Therapist)
Mathematics
Mathematics Panel
Teachers
Feb 23
Small Class Teaching (1.5 hrs)
SI-SCT
Mrs. Julie Ma
All teachers will engage in at least 22 hours of School-based Staff
Development Activities in the school year 2008-2009
Page 27 of 34
Appendix B
Code of Respect
Area
1. Respect for Self
2. Respect for Others
Appropriate Behaviour
3. Respect for Learning
4. Respect for School
5. Respect for the Truth
6. Respect for Property
7. Respect for the Environment
Students should wear proper uniforms.
Students should co-operate with the Guidance and
Formation Team to keep the school in good order.
Silence is to be observed during morning assemblies, in the
classrooms, in the corridors and on the staircase.
Students taking nanny buses should be quiet and behaved
while they are on board.
Students are required to be regular and punctual in
attendance. Students who are late for class must obtain a
late-slip form the office before being admitted to class.
Students should complete the given assignments carefully
and tidily and hand them in on time. Liquid paper should
not be used.
Students should not bring to school unnecessary items like
toys, valuables, mobile phones, excess money, or literature
that has no connection with schoolwork.
Students should respect teachers and all authorized
personnel.
Students may not leave the school premises during school
hours.
Students should not change into casual wear at school
without special permission.
Students should not enter the staff room.
No buying or selling among students is allowed at school.
Students are expected to be polite, well behaved and honest.
Students should take good care of school property such as
library books, furniture and sports equipment.
Students should keep the school clean.
Students should not eat or drink in the classroom during
recess. No glass bottles are allowed.
Students should care for plants at school.
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Page 28 of 34
Appendix C
MPS Subject Awards
(2008-2009)
Best in Conduct
Class
A
B
C
D
P.1
Venus Lee
Melissa Lau
Lau Tsz Kwan
Ng Tsz Ching
P.2
Ng Oi Lam
Siu Cheuk Lam
Noel Cheong
Sharon Fung
P.3
Lau Hong Yue
Lau Wing Yi
Chu Ka Ying
Wu Yuen Ka
P.4
Cynthia Li
Crystal Tse
Jacqueline Lau
Gwyneth Lai
P.5
Vivian Kwan
Eunice Chang
Natalie Fung
Tsang Sze Ting
P.6
Carol Chan
Chloe Wong
Janice Lau
Natalie Fong
Best in Chinese
Class
A
B
C
D
P.1
Chloe Choy
Chan Ho Yee
Katie Lo
Lam Wing Ka
P.2
Chiu Kung Ki
Lee Ho Yan
Abigail Cheung
Sharon Fung
P.3
Koh Wing Ching
Eamen Yip
Chu Ka Ying
Wu Yuen Ka
P.4
Rachael Lau
Lam Wing Shuen
Bernice Ko
Portia Wong
P.5
Leung Wai Yan
Cheryl Kwok
Chan Man Yin
Isadoria Yung
P.6
Heather Lam
Hazel Chan
Tiffany Lo
Candy Cheng
Best in English
Class
A
B
C
D
P.1
Gigi Tsang
Melissa Lau
Sammee Tse
Ng Tsz Ching
P.2
Ng Oi Lam
Lee Yee Chun
Abigail Cheung
Sharon Fung
P.3
Lau Kei Kwan
Suen Hoy Tin
Rachael Koc
Wu Yuen Ka
P.4
Karen Li
Sharon Wong
Faith Lee
Portia Wong
P.5
Ines Fung
Sara Hui
Cheung Hiu Ching
Emily Wan
P.6
Kristie Fung
Natalie Lai
Fronia Cheng
Emily Yuen
Best in Mathematics
Class
A
B
C
D
P.1
Nikki Ng
Fung Tsz Yu
Sammee Tse
Lam Cheuk Yiu
P.2
Leung Hei Tou
Olivia Yeung
Charlene Chan
Stephanie Tai
P.3
Faith Tse
Leung Sze Ching
Chu Ka Ying
Vanessa Choi
P.4
Monique Chan
Chan Sze Wai
Jacqueline Lau
Janice Tang
P.5
Eve To
Clara Chow
Natalie Fung
Vanessa Li
P.6
Heather Lam
Nicole Chan
Tiffany Lo
Jennie Wong
Page 29 of 34
Best in General Studies
Class
A
B
C
D
P.1
Apple Chen
Sheryl Chan
Sammee Tse
Evelyn Cheung
P.2
Ng Oi Lam
Karen Chan
Charlene Chan
Margaret Lee
P.3
Grace Lowe
Jennifer Man
Theresa Chui
Samantha Tung
Wong
P.4
Nicole Chan
Samantha Lau
Yvette Ng
Janice Tang
P.5
Audrey Teng
Eunice Chang
Cheung Hiu
Ching
Serene Tse
P.6
Stephanie Au
Toto Ho
Chiu Kung Lam
Natalie Warne
Best in PTH
Class
A
B
C
D
P.1
Yeung Ching
Jane Megan Tio
Lau Tsz Kwan
Chan Shuen Yee
P.2
Ng Oi Lam
Gillian Lo
Abigail Cheung
Hui Yan Kiu
P.3
Faith Tse
Suen Hoy Tin
Chu Ka Ying
Sonia Cheung
P.4
Vanessa Lee
Stacey Chan
Kong Chin Yin
Portia Wong
P.5
Charlotte Chan
Cynthia Wan
Natalie Fung
Yocia Li
P.6
Stephanie Hui
Nicole Chan
Clara Lee
Chantal Wong
Best in Music
Class
A
B
C
D
P.1
Chloe Choy
Yin Ching Yu
Danielle Ko
Natalie So
P.2
Chan Choi To
Marisa Tan
Valerie Pearl Fan
Tiffany Wai
P.3
Vesta Kwan
Jennifer Man
Wong
Tiffany Noel Chan Wu Yuen Ka
P.4
Rachael Lau
Stephanie Leung
Kong Ching Yin
P.5
Vivian Kwan
Cheryl Kwok
Alison Lau
Au Lok Hei
P.6
Stephanie Hui
Florence Tse
Lee Bo Sum
Tiffany Chan
Portia Wong
Best in Physical Education
Class
A
B
C
D
P.1
Davina Wong
Cheung Tsz Yin
Jane Wong
Lui Ling Yu
P.2
Bianca Li
Young Tsz Chun
Wu Rain Hei
Margaret Lee
P.3
Letitia Li
Natalie Chan
Chu Ka Ying
Michelle Mak
P.4
Christina Ng
Chan Cheuk Yee
Jacqueline Tse
Cherry Chan
P.5
Jasmine Hui
Cynthia Wan
Alison Lau
Denise Yung
P.6
Sharon Mak
Jocelyn Chan
Carmen Cheng
Canna Yuen
Page 30 of 34
Best in Visual Arts
Class
A
B
C
D
P.1
Eugenia Lau
Jade Kwan
Chan Chi Lam
Lu Hiu Ching
P.2
Phyllils Chiu
Sin Cheuk Wai
Noel Cheong
Charlotte Chau
P.3
Chow Hong Ching Lau Wing Yi
Lam Chin Yui
Tam Ka Wing
P.4
Yuen Kam Ling
Victoria Liu
Sammy Tung
Myra Yip
P.5
Natalie Cho
Eunice Chang
Samantha Ng
Nicole Lam
P.6
Heather Lam
Annabelle Lau
Lee Bo Sum
Valerie Pui
Best in Computer Studies
Class
A
B
C
D
P.1
Choi Tsz Lok
Esther Cheng
Chan Chi Lam
Christina Lee
P.2
Chiu Kung Ki
Sin Cheuk Wai
Charlene Chan
Emma Li
P.3
Cheung Ka Wan
Yo Yo Sin
Au Long Ni
Samantha Tung
P.4
Joanne Ho
Lau Ho Ching
Charlotte Choi
Hayton Chui
P.5
Charmaine Fong
Chloe Hon
Karine Chan
Gemma Acconci
P.6
Elizabeth Lo
Jocelyn Chan
Janice Wong
Florence Law
Best in Religious and Moral Education
Class
P.1
A
B
Ng Sze Ting
Anna Ip
C
Katie Lo
D
Angel Wong
P.2
Leung Hei Tou
Siu Cheuk Lam
Abigail Cheung
Stephanie Tai
P.3
Koh Wing Ching
Leung Sze Ching
Wai Hei Yu
Samantha Tung
P.4
Tam Cheuk Yan
Chan Cheuk Yee
Jasmine Kay
Myra Yip
P.5
Vivian Kwan
Chan Yan Ting
Au Yeung Tsz Wai Nicole Lam
P.6
Kristie Fung
Katie Lau
Tiffany Lo
Amanda Joe
Leaders of Tomorrow Scholarship
Class
P.6
A
Heather Lam
B
Jocelyn Chan
C
Clara Lee
D
Chantal Wong
Madam Hui Yu Yuk Sin Memorial Scholarship – Academic Excellence
Class
P.6
A
Heather Lam
B
Natalie Lai
C
Tiffany Lo
D
Emily Yuen
Role Model Student Award
Class
P.6
A
Kristie Fung
B
Annabelle Lau
Page 31 of 34
C
D
/
/
Appendix D
External Awards
(2008-2009)
Nature
Name of
Competition / Organization
60th Hong Kong Schools Speech Festival
(English Solo)
60th Hong Kong Schools Speech Festival
(Cantonese Solo)
60th Hong Kong Schools Speech Festival
(Putonghua Solo)
Academic
‘Let Imagination Fly’ creative writing competition
(Hong Kong Art and Languages Development)
English Penmanship Competition
(HK Professional Teachers’ Union)
Chinese Calligraphy Competition
Award details
Number of
Award /
prizes
Prize details
received
1st
15
2nd
27
3rd
48
1st
2
2nd
5
3rd
3
1st
3
2nd
4
3rd
14
1
2nd
1
3rd
Champion
Merit
Merit
1
2
2
Merit
2
2nd
1
3rd class
honour
Merit
3
Champion
1
Champion
Merit
1
1
1st runner up
Merit
1
3
Merit
1
Merit
1
1st
2nd
3rd
3rd
1st
2nd
2nd
3rd
Merit
1
6
6
1
1
1
1
1
1
(HK Professional Teachers’ Union)
Hong Kong Budding Poets (English) Award
(The Gifted Education Section, EDB)
Silver Tongue Contest
(North District Junior Chamber)
Hong Kong Budding Scientists Award
(The Gifted Education Section, EDB)
Chinese Essay Writing Competition
(Concerted Efforts Resources Centre)
11th Inter-school Putonghua Speech Competition –
Hong Kong Island
(The Cultural and Educational Association of the New
Towns)
41st Joint School Science Exhibition Drawing
Competition
(Joint School Science Exhibition Committee)
Art
Launching of Shenzhou VII Manned Spacecraft –
Poster Design Competition
(Arts Education Section, EDB)
‘Change’ Drawing competition
(Hong Kong Bible Society)
2009 Calendar Design Competition
(City Junior Chamber)
61th Hong Kong Schools Music Festival (Piano Solo)
Music
61th Hong Kong Schools Music Festival (Piano Duet)
61th Hong Kong Schools Music Festival (Violin Solo)
61th Hong Kong Schools Music Festival (Cello Solo)
61th Hong Kong Schools Music Festival (Gu Zhang)
61st String Orchestra Competition
Page 32 of 34
1
Nature
Award details
Name of
Competition / Organization
Award / Prize details
Number of
prizes
received
Grade A
H.K. Island East Area Inter
Primary Schools Swimming
50M Breaststroke
Champion
1
Competition
100M Breaststroke
1st Runner-up
1
50M Freestyle
2nd Runner-up
1
100 Breaststroke
2nd Runner-up
1
4×50M Freestyle
1st Runner-up
1
Overall
1st
Runner-up
1
Grade B
100M Freestyle
Champion
50M Freestyle
1st Runner-up
50M Breaststroke
1st Runner-up
50 Backstroke
1st Runner-up
Champion
4×50M Freestyle
Overall
Champion
1
1
1
1
1
Grade A
100M
2nd Runner-up
200M
Champion
1st Runner-up
4×100M Relay
Overall
1St Runner-up
1
1
1
Grade B
60M
1st Runner-up
100M
2nd Runner-up
Softball
1st Runner-up
1st Runner-up
4×100M Relay
Overall
3rd Runner-up
1
1
1
1
H.K. Island East Area Inter
Primary Schools Athletics
Competition
Sports
Grade C
1st Runner-up
Champion
4×100M Relay
Girls overall
3rd Runner-up
100M
H.K. Island East Area Inter
1
1
1
1
1
1
Primary Schools Badminton
Competition
H.K. Island East Area Inter
Grade B
Champion
Primary Schools Fencing
Individual
Competition
Individual
2nd Runner-up
1
Overall
Champion
1
Grade B
All Hong Kong Inter-Primary
Schools Fencing Competition
1
Individual
Page 33 of 34
1st Runner-up
1
Nature
Name of
Competition / Organization
Hong Kong Flower Show 2009
(Leisure and Cultural Services
Department)
Hong Kong Odyssey of the Mind
Programme
(The Hong Kong Federation of
Others
Services
Award details
Award / Prize details
Hong Kong Flower Show Cup
(School Section)
Champion
Number of
prizes
received
1
4th Runner-up
1
Youth Groups, EDB)
2007 Odyssey Pin Design
Competition (Primary Division)
(The Hong Kong Federation of
1st Runner-up
1
Youth Groups, EDB)
45th Hong Kong Schools Dance
Festival
(Leisure and Cultural Services
Highly commended
1
Department)
Caritas Outstanding Volunteers
Award
Outstanding Volunteers
37
Page 34 of 34