good hope school annual report 2017-2018

of 22

School Annual Report for 2017-2018

GOOD HOPE SCHOOL

ANNUAL REPORT

2017-2018

Good Hope School, 303 Clear Water Bay Road, Kowloon

Tel: (852) 2321 0250 Fax: (852) 2324 8242

of 22


CONTENTS

School Information Pg. 3 - 9

Report – Priorities Pg. 10 - 20

Report on SAM Grant Pg. 21

Financial Report Pg. 22

of 22


Introduction GOOD HOPE is a Catholic school sponsored by the Missionary Sisters of the Immaculate Conception

(MIC), originally established as a Kindergarten on Waterloo Road in 1954. In 1955, the Primary School

opened at its current location on Clear Water Bay Road. The Secondary School accepted its first

Secondary 1 students in 1957. These students sat their HKCE Examination in 1962.

Good Hope School Secondary Section grew to its current size of 36 classes in 1975. The Secondary

Section became fully subsidized under the Hong Kong Education Department in 1978 and since 2002

the school has been operating under the Direct Subsidy Scheme, which allows greater flexibility for the

school to provide quality education.

Mission Statement Good Hope School puts special emphasis on the Christian values of Love, Hope, Joy and Thanksgiving.

Through a whole-school approach we aim to draw out the potential and foster the sense of uniqueness of

each student.

We are committed to providing all Good Hopers with equal opportunities to develop their spiritual,

moral, intellectual, physical, social, emotional and aesthetic dimensions.

We accept the call to facilitate the formation of graceful, reflective young women who have a global

perspective and are mindful of both their responsibilities of citizenship and their capability of making a

difference.

Theme of the Year Give Hope through Kindness

2016-2017 was a fruitful year. As love binds us all together in perfect harmony, the whole School

collaborated to work on various meaningful projects, such as the launching of the Delia’s Wing

Revitalisation Campaign, Character Day and the Month of Happiness, just to name a few.

Good Hopers are encouraged to express love and hope in their daily lives as part of their mission, i.e. to

bring to the world one kind act at a time. To provide them with opportunities to achieve this, our 2017-

2018 annual theme is ‘Give Hope through Kindness’.

Hope refers to an optimistic mindset or attitude emphasizing a yearning for positive outcomes. Hope,

like love, is contagious and, by emphasizing our connections with each other, paves the way to a

brighter and more certain future.

One way to bring hope to others is to show kindness. Whenever we are kind to someone, we actually

help them to feel there is a promising future for them. Journeying the darkest hours with those in need

will instill hope in them as they will feel less alone having company along the way.

Kindness is a gesture of goodwill that we must have for ourselves as well as for others. This character

strength is a crucial characteristic of all mankind. Kindness is like a ray of sunshine: it has a dynamic

impact on those around us.

With kindness, there is always hope!

of 22


Medium of Instruction The school’s Medium of Instruction is English. All subjects, except Chinese Language, Chinese

Literature and Chinese History are taught in English. Chinese Language is taught in Putonghua from

Secondary 1 to Secondary 3.

Religious Education The School offers weekly religious education lessons - namely Ethics and Religious Education (ERE) -

for all students. From S.4 onwards, students can choose to study Ethics and Religious Studies (ERS) as

an elective. The purpose of including ERE and ERS in the formal curriculum is to spread the Good

News of Christ to our students and foster their holistic growth by developing their ethical and spiritual

character, personal integrity and moral courage.

The aim of the Catholic Society is to strengthen the Catholic faith among the student body, as well as to

unite all Catholic students and teachers in the same Christian family of Good Hope School. There are

four religious clubs under the Catholic Society, namely: the Altar Society, the Word and Worship

Club, the 3D Youth Club, and the ACTS.

Academic Affairs Committee

Job Specifications

The intellectual development of students is one of the primary concerns of every member of the Good

Hope community. This is also in line with the school’s mission of nurturing women leaders of tomorrow

who are capable of making informed and rational decisions.

The Academic Affairs Committee (AAC), headed by the Head and Associate Head of AAC, is

composed of three main branches, namely the Key Learning Areas (KLAs) Committee, the Curriculum

Development Committee and the Assessment and IT Committee.

The KLAs Committee comprises the Chinese Language Education, English Language Education,

Religious Education, Science Education, Personal, Social and Humanities Education, Technology

Education, Arts Education and Physical Education KLAs. Each of the 9 KLAs is taken charge of by the

KLA Head. The KLA Heads work closely with Panel Heads under the same KLA in the domains of

curriculum planning, implementation and evaluation, budgeting and personnel management.

The Curriculum Development Committee oversees the direction of the school curriculum development.

It is made up of the Technology in Education Team, the Project Learning Team, the Reading Team and

the Diversity Learning Team. The Technology in Education Team takes charge of the development,

implementation and evaluation of inter-disciplinary curriculum innovations which involve an extensive

use of technology e.g. S.1 STEAM. Apart from coordinating and supporting project work of different

subjects at different levels, the Project Learning Team is also responsible for the design, implementation

and evaluation of the S.2 Project Learning Curriculum. The Reading Team organizes reading-related

activities to strengthen the reading culture at school and, more importantly, to promote “reading across

the curriculum”. It also coordinates the nomination processes of various internal and external reading

awards. The Diversity Learning Team centralizes the arrangements of all enhancement and enrichment

programmes offered by different panels either during school hours or after school, and coordinates

gifted programmes provided by outside institutions. It also supports teachers in their endeavours to cater

for learner diversity in the classrooms.

of 22


The Assessment and IT Committee administers all major assessment events and manages issues related

to IT in learning and teaching. Under the Committee are the WebSAMS, Website and IT Team, the

School Assessment Team and the External Assessment Team. The WebSAMS, Website and IT Team is

responsible for promoting IT in education, providing IT support to staff and students, timetabling,

maintaining hardware and software, and processing students’ and assessment data. The School

Assessment Team focuses on devising the time schedules and invigilation duty rosters for the Mid-Year

Exam, Mock Exam, Standardized Test Week and the Final Exam, whereas the External Assessment

Team sees to all matters relating to public examinations, including the TSA, HKDSE, SBA and GCSE.

The AAC partners with the Student Affairs Committee and the School Administration throughout the

school year to provide all-round quality education to our students.

Student Affairs Committee

The Student Affairs Committee (SAC) aims to lay a sound moral foundation to the personal

development of Good Hopers, focusing mainly on the acquisition of positive values, the development of

a sense of responsibility, and social awareness. Through a whole-school approach, we aim to nurture

intelligent, passionate and caring leaders of tomorrow.

The SAC consists of five sub-committees, namely the Student Support Committee (SSC), Student

Leadership Committee (SLC), Values Education and Careers Life Planning Committee (VECLPC),

Other Learning Experiences Committee (OLEC) and Student Admission Committee (STAC).

Under the SSC, the Student Growth Team (SGT) gives support to students in their development of self-

discipline and personal growth, while the Individual Needs Team (INT) arranges individual or small

group tutorials and moral support to students with specific needs. The Scholarship, Subsidy and Fee

Remission Team (SSFRT) collects and disseminates information on various types of scholarship

applications and subsidies to teachers and students. It also helps to follow through with the application

process to ensure students will not be deprived of receiving quality education at Good Hope School.

Nurturing women leaders of the future plays a crucial role in Good Hope School. The SLC comprises

the Leadership Training Team (LTT), Central Board (CB), Prefect Board (PB) and External

Nominations Team (ENT). Leadership opportunities begin in Secondary One. The 7 Habits of Highly

Effective Teens Workshop, designed mainly for S.1 and S.2 students, aims to sharpen their leadership

skills while the Leadership Training Session for Club Exco and Class Committee members include both

the junior and senior students. The Big Sisters, Student Ambassadors, Central Board executive and sub-

committee members as well as Prefect Board executive members and school prefects take up various

leadership responsibilities to help with the smooth execution of school events. Through the ENT,

students have ample opportunities to learn and take up the roles of young leaders outside school and

their achievements are recognised.

The VECLPC includes the Values Education Team (VET) and Careers Guidance Team (CGT). Both

teams collaborate closely to make sure that all values education programmes and activities, including the

careers guidance service, are goal-directed. The VET helps students to develop their personal growth

and a healthy lifestyle, while the CGT introduces multiple career pathways to them so as to motivate

them to actualize their study and career aspirations. The VET also works closely with the SGT to instill

positive values and attitudes into students through home room periods and pastoral care lessons.

The OLEC is made up of the Co-curricular Activities Team (CAT), the Excursion Team (ETT) and the

Community Service Team (CST). Its primary objective is to ensure students can broaden their horizons

through co-curricular activities, exchange programmes, excursions and community service. Every year,

of 22


S.1-S.4 classes go on learning tours to Macau, Mainland China and Taiwan. Both teachers and students

find the experience very meaningful.

Under the STAC, the Recruitment, Admission and Registration Team (RART) aims to offer

comprehensive and accessible information about entry requirements, as well as recruiting high-caliber

students to the school in line with the admission criteria.

Moreover, the SAC collaborates with the Academic Affairs Committee and School Administration

throughout the year.

School Administration The School Administration is made up of seven sub-committees that are responsible for the general

running of school operations and make it possible for teachers and students to engage in a rich school

life at Good Hope School.

The sub-committees include IT Administration, Finance and Accounting, Strategic Planning

Implementation and Review, Campus Improvement, Administration, Stakeholders’ Communications

and General Affairs.

The further division of responsibilities can be reviewed on the Good Hope School website under ‘School

Structure’.

Classes and Enrollment The school has 36 classes, 6 at each level. In 2016 - 2017, the total enrollment was 1298. The school has

implemented small class teaching for junior secondary levels since 2002. In S.1 and S.2, each class is

split into two and each small class is taken care of by two class teachers. In 2016 - 2017, the S.1 intake

was 246. There were 6 classes of S.1, S.2 and S.3. The following table shows the number of students at

each level.

Level S.1 S.2 S.3 S.4 S.5 S.6 Total

No. of Girls (2015-2016) 244 242 220 215 185 161 1267

No. of Girls (2016-2017) 246 242 230 205 194 168 1285

No. of Girls (2017-2018) 246 238 223 215 200 176 1298

Lesson Allocation At Good Hope School, the lesson allocation for different Key Learning Areas (KLAs) is designed to

maintain a balance between different subject areas.

The following pie chart shows the overall lesson allocation among the KLAs (S.1 – S.3).

of 22


To meet the developmental needs of the students, different focuses are placed at different levels. The

following table illustrates the lesson allocation at junior levels in the Key Learning Areas.

KLA Subjects No. of lessons per week in GHS Percentage

S.1 S.2 S.3 Total

Chinese Education Chinese 10 10 10 16.7%

English Education English 10 10 8

16.7% English Literature NA NA 2

Maths Education Mathematics 8 8 8 13.3%

Science Education

Integrated Science 8 6 NA

11.1% Physics NA NA 2

Chemistry NA NA 2

Biology NA NA 2

Personal, Social, Health and Economic Education

Geography 2 2 2

18.3%

History 2 2 2

Economics NA NA 1

Liberal Studies NA NA 4

Project Learning NA 4 NA

Chinese History 2 2 2

Ethics and Religious Education

2 2 2

Technology Education

Technology & Living 2 2 2

7.2% Information and Communication Technology

2 2 2

BAFS NA NA 1

Arts Education Music 2 2 2

6.7% Visual Arts 2 2 2

Physical Education Physical Education 4 4 2 5.6%

Others Pastoral Care 2 2 2

4.4% STEAM 2 NA NA

Total 60 60 60 100.0%

16.7

16.7

13.3

11.1

18.3

7.2

6.7 5.6

4.4

Lesson allocation (percentage) Chinese Edu

English Edu

Maths Edu

Science Edu

PSHE

Tech Edu

Arts Edu

PE

Others

of 22


Student’s Early Exit Before graduation, some students choose to further their studies overseas: in the UK, the USA, Australia,

Canada and New Zealand, for example.

The following table and pie chart show the early exit data for the past four years.

Year Percent

2015 - 2016 5.37

2016 - 2017 4.74

2017 - 2018 5.08

Destinations of Secondary 6 Graduates The majority of the S.6 graduates further their studies at local universities to obtain a higher education

qualification, while some choose to study abroad. The following charts show the destinations of the S.6

graduates.

0

1

2

3

4

5

6

2015 - 2016 2016 - 2017 2017 - 2018

5.37

4.74

5.08

student early exit (percentage)

Programme

LOCAL

Overseas Others Total Bachelor's Degree Programmes

Sub-degree Programmes

Diploma Programmes

No. of students

2016 106 36 0 17 2 161

2017 104 22 0 41 1 168

2018 137 11 0 26 0 174

of 22


Our Students’ Accomplishments The students’ public exams achievements, along with a complete list of awards and scholarships, are

posted on the school webpage. Our students have continued to excel in all areas, notably academics,

sports, music, drama, languages, leadership and community service.

In 2018, our students continued to perform well in the DSE exams, with 94.3% of Good Hopers meeting

the basic entrance requirements for admission to publicly-funded (UGC) undergraduate programmes

(3322).

Results of the core subjects were also impressive:

Core subject

2016 2017 2018 2016 2017 2018

Meeting basic entrance requirement for admission to UGC funded programmes

Level 5 or above

English Language 100% 100% 100% 62.1% 60.4% 60.3%

Chinese Language 85.1% 83.9% 94.3% 13.7% 13.4% 28.7%

Mathematics 100% 99.4% 100% 32.9% 32.3% 40.2%

Liberal Studies 99.4% 100% 100% 28.6% 25.6% 34.5%

In 2018, 95.4% of our S.6 students received JUPAS offers.

Overall JUPAS offers rate

2016 2017 2018

84.5% 83.3% 95.4%

0

20

40

60

80

100

120

140

160

Degree Sub-degree Overseas Others

Destination of S.6 students

2016 2017 2018

of 22


Report - Priorities, Outcomes and Strategies for 2017-2018

Priority I: Getting well-equipped as 21st century learners focusing on achievement

1. Intended Outcome: To re-orientate the curriculum to align with the latest Learning to

Learn 2.0

Strategies Proposed:

1.1 To fine-tune the S.1 STEAM curriculum based on the first year of experience

1.2 To fine-tune the S.2 Project Learning Programme based on the first year of experience

1.3 To continue to promote reading across the curriculum

1.4 To step up efforts to help students acquire the essential self-learning skills

1.5 To fine-tune / streamline the S.3 restructuring arrangements based on feedback from various

stakeholders

Achievements

During the 2017-18 school year, the STEAM curriculum was modified to incorporate design

and computational thinking models in some of its modules and adjusted to enhance the

authenticity of the learning tasks. Some preliminary assessments of soft skills through self

and peer evaluations were introduced. Curriculum mapping was conducted within and

beyond the curriculum. Regular and timely revision was done where necessary.

The enhanced S.2 Project Learning Programme included working in collaboration with a

major international corporation. The learning tasks had students presenting proposals on

improving the service and products of the company to its leaders. The cooperative initiative

provided real-life experiences, creative opportunities and extensive insight into the industry.

Students were given great autonomy in their learning through differentiated learning tasks

and final products. In fact, more than 90% of the students agreed that they preferred to plan

their own learning process and take responsibility for their own learning. Students also

valued the experience of working on an authentic task through this collaborative relationship

associated with one of Hong Kong’s influential industries. Changes to the S.2 Project

Learning Programme have been well received and will be incorporated into routine.

To further promote reading across the curriculum the S.1-3 summer reading and extensive

reading scheme included book titles from a variety of subjects. The S.1-3 Extensive Reading

book lists included both fiction and non-fiction titles. Over 70% of the panels agreed or

strongly agreed that the students’ interest in reading about their subjects increased with the

reading tasks designed for them and other initiatives. Students identified that they acquired

cross curricular knowledge (70%) and that they found the ERS book list interesting (80%).

In addition, STEAM x Reading and Project Based Learning corners were set up in the library.

Students used and found the STEAM x Reading corner very interesting and informative

(79%). In fact, the library circulation statistics clearly showed an increase of approximately

2000 extra books checked out over last year with the biggest increase in non-fiction in both

English and Chinese. These practices will continue going forward as part of regular practice.

of 22


Panels developed more concrete strategies to enhance students’ self-directed learning skills.

Panels determined a more concrete plan to enhance self-directed learning skills using the

incorporation of the panel’s identified strategies. Most panels devised assessment tools to

gauge students’ level of mastery. It was identified that one of the biggest obstacles was the

students’ lack of learning motivation (due to a variety of reasons).

All S.3 restructuring arrangements and further revisions were completed with all stakeholders

more than 80% satisfied with the design, curriculum arrangements, communication and

understanding. All stakeholders believe the arrangements provide better opportunities for

learning.

The Junior Secondary Curriculum was reviewed by KLA and Panel Heads. The existing

curriculum of some subjects has been revised and the corresponding action plan prepared for

implementation September 2018.

2. Intended Outcome: To enhance assessment literacy


2.1 To adopt/fine-tune/streamline the assessment policy

Achievements:

Each panel identified an assessment strategy that is believed to be effective in supporting

student learning and which can better inform teaching for the subject area. The strategies

identified were useful for capable students, but further work needs to be done to support

students who have yet to achieve the expectations.

3. Intended Outcome: To build from strength to strength


3.1 To strengthen and enhance the culture of professional sharing of teaching practices

Achievements:

This past year, GHS staff members attended an average of 41.8 hours of professional

development of which 28.1 hours were attended outside of GHS through various professional

associations or educational organizations.

It was observed that interest in the Professional Learning Communities (PLC) declined due

to the change in the format and focus. Colleagues reported they were interested in learning

from each other but in a less formal structure. Colleagues indicated that the mandate of the

PLC was voluntary, self-directed and for professional learning. Changing this directive, as

encouraged in the External School Report, to include formal sharing with the staff at large

discouraged the openness and explorative nature of the PLC. On the other hand, staff

responded extremely favorably to colleagues sharing their experiences and learning from

various international conferences and teacher exchanges during staff meetings.

of 22


Last year’s staff development addressed increasing student engagement in the classroom and

developing student-centered lesson plans. Workshops for staff as a whole, as well as for

middle managers specifically, were conducted by CUHK. More than 90% of the participants

agreed that the workshops conducted were useful and met objectives.

In keeping with the culture of professional sharing, the peer lesson observation form and

policy was revised and carried out in the second term last year. More than 97% of colleagues

agreed the form changes and focus of the exercise met the objectives.

Teachers agreed (over 90%) that the two in-house training sessions on the careers guidance

services offered at the school were valuable in supporting their students’ planning, and they

all believed they were better equipped and more confident in handling careers-related tasks

and guidance with their students. All the training materials are readily available for teachers’

reference. A Google Classroom for the Careers Guidance Service was set up to compile the

CLP resources, including JUPAS, overseas studies, scholarships and activities for both

teachers and students.

Similarly, the Values Education Team organized two in-house training workshops on

character strengths and well-being for all teaching staff. Class teachers and foster parents put

what they learned into practice during Pastoral Care and Other Learning Experience lessons.

The feedback from the staff was exceptionally positive and teachers believed they could use

the training in their classrooms for the benefit of their students (98% for character strengths

and goal setting, 60% for practicing mindful rest and healthy eating).

4. Intended Outcome: To support 21st Century Teaching and Learning


4.1 To target facility and IT upgrades/initiatives with high impact

4.2 To develop a Comprehensive Environmental Stewardship Programme

Achievements:

The Revitalisation of Delia’s Wing progressed well over the past year. Members of the SMC

and staff were continuously consulted and kept up to date with the planning and design

decisions. The project is anticipated to be completed by December 2019.

Continuing with the focus of promoting Green projects in all aspects of the school, many

teams embraced environmental initiatives in their plans.

All S.4 students observed and experienced the Environmental Sustainability System in

Taiwan during their form tour in February. A whole-school exhibition was held by the S.4

form after completing the tour. Over 85% of all students agreed that they were more aware

of environmental concerns and more knowledgeable about the options in making more

environmentally-sustainable decisions. The S.4 students agreed or strongly agreed the

of 22


learning tour broadened their horizons, especially in terms of environmental protection issues

(100%).

All S.5 students were engaged in community service work, teaching the importance of

environmental protection to the elderly. The feedback from the elderly centre was very

positive. The seniors were interested in students’ demonstrations and willing to participate in

the activities. Both the elderly and our students had an unforgettable time together and hoped

to continue the exchange in future years.

Students demonstrated an improved sense of environmental stewardship through various

activities such as Green Classroom, Detergent Workshop, Waste Recycling, and the board

exhibition on Local Preserving Pure Seeds Scheme. The Gardening Club co-operated with

Produce Green Foundation to hold exhibitions. With all of the activities and interest, it was

observed that there was a lack of coordination among the organizers within the school.

Owing to miscommunication, the Co-curricular Team recommended earlier announcements

at the beginning of the year.

Reflections:

1. To re-orientate the curriculum to align with the latest Learning to Learn 2.0

The S.1 STEAM curriculum will be refined to include rich and authentic tasks. Dedicated staff

will be sought to further develop the underlying principles of design/computational thinking and

to devise tools and strategies to more systematically gauge students’ acquisition of various self-

learning and generic skills.

The enhanced S.2 Project Learning Programme will integrate authentic learning experiences

focused on developing 21st century self-directed learning skills. The programme will change

year to year, keeping themes fresh and current while maintaining the underlying focus on

strengthening generic and self-directed learning skills. The enhancements to the S.2 Project

Learning Programme are now part of regular practice.

Reading continues as a priority within the GHS culture and as such a whole-school approach will

be adopted next year to introduce different reading strategies to the student body with follow-up

tasks for consolidation.

More follow up is required in the effort to help students acquire the essential self-learning skills.

Panels will continue to their work with their identified self-directed learning skills and fine-tune

their strategies (if necessary) for better outcomes. At the same time, Panels will devise a plan to

encourage collaborative lesson planning designed to strengthen students’ learning motivation.

The S.3 restructuring arrangements and revision have been completed. The revised Junior

Secondary Curriculum will be implemented in the next academic year and it is expected to run

smoothly. Adjustments will be made where necessary and appropriate.

2. To enhance assessment literacy

Panels will continue to fine-tune assessment strategies based on their evaluations, paying special

attention to effectiveness in terms of coverage and comprehensiveness. In addition, panels will

of 22


devise action plans based on ‘Big Data’ gathered from internal and external assessments. The

action plans will focus on curriculum design/structure, schemes of work and learning and

teaching strategies.

3. To build from strength to strength

It was suggested to change the format of the PLC to a "Lunch n Learn" design so that staff can

participate in professional dialogue over the lunch hour. Sessions will be conducted by internal

and external presenters. Arrangements will be made early in the year, and the sessions will be

aligned with the school’s priorities.

The new Peer Observation Policy and Form will be incorporated into routine with fine-tuning

where necessary.

To continue the work established this year, international experts will be invited to organize

workshops/talks to strengthen the staff’s understanding of growth mindset and how it can be

applied to their teaching. At the same time, as part of the yearly routine, the Values Education

Team will provide induction training to all new teachers in support of the School’s culture and

priorities.

4. To support 21st Century Teaching and Learning

The Revitalised Delia’s Wing project will continue to be a priority during the 2018-2019 school

year as the final stages of the construction begin. This project will provide state-of-the-art

equipment and facilities for students to enrich their exposure and experiences.

The S.4 form trip and the S.5 community service programmes will be adopted as routine in the

coming years. The Co-curricular Team will assign a facilitator to help coordinate all panels and

clubs to develop a more comprehensive environmentally-sustainable program for all. The

Central Board and some clubs will continue to be encouraged to embrace Green programs and

initiatives into the planning for the upcoming year. Green project and initiatives will be a focus

of the strategy for the coming year.

of 22


Priority II: Strengthening the sense of well-being within the GHS Community while

nurturing leaders for tomorrow

1. Intended Outcome: To enhance positive character formation of students upholding the

principles of Catholic education


1.1 To launch a Positive Education programme through a whole-school approach

1.2 To offer more opportunities for students to be ‘great’ and feel ‘great’

1.3 To nurture students’ well-being and equip them with life planning skills

1.4 To deepen and make more evident the Catholic faith within the School

Achievements:

Two parallel training sessions for S.1 and S.2 class teachers and foster parents were

conducted by the Positive Education Laboratory form City University of Hong Kong in

February 2018. Lesson observations and debriefing sessions provided an opportunity to

exchange ideas and fine-tune the lessons. Teachers agreed they were well prepared and

confident with the curriculum (over 88%) and that the teaching materials met the needs of

their students (over 80%). In addition, students agreed they understood better how to build

positive relationships using their own character strengths (76% S.1, 71% S.2) and they

believed positive educations lessons were helpful and wished to have more in the future

(78% S.1, 63% S.2).

Eight uniform checks were conducted with the help of the Student Growth Team, Class

Teachers and School Prefects. Although there was an increase in uniform offences in

January during the transition to the winter school uniform, it was believed to be minimal.

Checks will continue as routine and, as a follow-up, Prefect leaders will present principles of

good self-management and positive self-image to the student body during assemblies.

The Individual Needs Team (INT) fine-tuned the Individual Educational Plan to create the

school-based Individual Learning Profile (ILP) for the purpose of recording information to

support the student’s learning process. The ILP enhanced communication among team

members and tracked the progress of students. It helped to inform class teachers during

Parents’ Day when discussing the students’ progress. More than 90% of the respondents

agreed that the INT maintained good communication with them and more than 60% agreed

that students showed improvement in their learning attitude, academic performance, social

well-being and emotional well-being.

More coordination was achieved in organizing civic education talks for S.2, S.3 and S.5

PC/OLE lessons. With the support of many panels, talk topics included food sustainability,

revolutionary philosophy, population growth and future planning. Student feedback was

positive and it was felt the talks were informative. This coordinated approach will be

adopted every year to address the moral and civic education of S.2 to S.5 students.

of 22


All S.1 Catholic students and their parents were invited to attend the S.1 Catholic Orientation

Programme, where they were introduced to Religious Education at Good Hope School. In

addition, all Catholic students and their parents were invited to attend the school’s monthly

Mass and the July Pilgrimage. Most parents gave positive feedback on the activities.

Students agreed or strongly agreed (81%) that the activities helped strengthen the connection

between their parents and themselves as well as helping them to understand and live out the

theme of the year “Give Hope through Kindness”.

All students, staff and parents of Catholic students were invited to attend the 5 monthly

Masses. There was a very positive turnout, with 80% or above attendance for S.1 and S.4

Catholic students. The religious clubs will continue to seek out ways to strengthen the

Catholic connection among the students each year as part of their routine.

2. Intended Outcome: To foster students with global perspectives


2.1 To augment life planning strategies across all forms

2.2 To widen students’ horizons and enrich their life experiences

2.3 To increase entrepreneurial opportunities

Achievements:

With the collaborative efforts of the Careers Guidance Team, Leadership Training Team,

Values Education Team and Community Service Team, the Pastoral Care and Other

Learning Experiences (PC/OLE) Team, a holistic approach to the S.1-S.5 curriculum was

completed. The varied programmes offered by the 4 teams refined the development of

students’ personal growth materials. It was also found that more than half of the Class

Teachers/Foster Parents, especially in S.1 and S.5, reported they did not have enough time to

build a closer relationship with their students. Given the feedback, adjustments were

incorporated into the PC/OLE curriculum for the coming year.

Apart from understanding more about themselves and gaining insights into their future, the

junior form students had more chances to learn about career planning and goal setting. These

are revealed in the findings of the APASO reports (2017-18).

The kick-off ceremony for the mentorship program was arranged one-month earlier than last

year with 60 S.5-6 students participating in the program. Although not all groups were able

to meet the goal of having at least 2 face-to-face meetings, 100% of the students agreed that

they benefited from their mentors’ sharing no matter the method used. The focus of the

sharings were mainly related to careers, school-related events and personal concerns. The

mentoring programme will be sustained under monitoring from the Careers Guidance Team.

An inaugural International Festival was organized with 4 sister schools from The Netherlands,

Australia, Singapore and Shanghai and 2 local Hong Kong schools. During the festival

students participated in activities to enhance understanding and appreciation of the different

of 22


cultures represented by the schools. Feedback from all participants indicated the experiences

were very rewarding and they thoroughly enjoyed it. This event will be adopted into the

regular programming every year when possible.

Twenty students with 2 teachers participated in a tour to 3 top Chinese universities in Beijing

in July. Both students and teachers found the tour very informative and that it widened their

understanding of what the universities have to offer. Further opportunities will be

investigated based on feedback.

To help students learn more about different industries, a job shadowing programme was

intended to be launched in S.4. However, it was very difficult to arrange for all S.4 students

to join the programme owing to the following reasons:

- Interested companies had already signed up for the S.5 Workplace Experience Scheme. It

was therefore extremely difficult to find enough companies to accommodate all the S.4

students.

- S.4 students had a very busy schedule. After the final exams, they prepared for the OLE

musical and many of them did not have time to join the shadowing programme.

Instead, the Careers Guidance Team (CGT) explored job shadowing opportunities for

students who would sign up on a voluntary basis. For example, the CGT joined one of the

Life Buddies programmes organized by the Commission on Poverty. S.4 and S.5 students

therefore had more opportunities to gain work experience. Participants were attached to the

following organisations for job shadowing.

Date Name of Organization No. of Participants

25/6/2018 ICAC 10

28-29/6/2018 Immigration Department 5

4-5/7/2018 Social Welfare Department 2

5-6/7/2018 Highways Department 2

The Careers Guidance Team developed collaborative relationships with institutions,

businesses, NGOs, past students and parents to provide opportunities for students. Students

were able to participate and learn from different organisations and events, such as HKFYG

LEAD, the Microsoft DigiGirlz Day, a visit to Tencent in Shenzhen, the HKU Nursing

Department and many others. The team will continue to adopt this strategy as a routine.

3. Intended Outcome: To cultivate and sustain student leadership


3.1 To review and fine-tune the ‘through-train’ leadership training scheme

3.2 To empower effective leadership and embrace leadership experiences

Achievements:

The club enrolment system was revamped, including the exco-members nomination process.

Club moderators nominated their exco-members for the Co-curricular Activities Team

(CCAT) to review. Feedback was given to avoid overloading certain students. The process

of 22


was done before the beginning of the school year. The monitoring system of the club

enrolment was also strengthened. Effective feedback was given to all clubs after examining

their interim reports before the start of the second term. Clubs could then improve in the

areas advised or continue their good work for the rest of the year.

The leadership training scheme was very successful. The refinements and modifications

were well received by students. The participants included the chairperson, vice-chairperson,

secretary and treasurers of all clubs. Student leaders from all Houses also joined the program.

It was reported that students were eager to learn and they were able to master the skills

required to lead their members in their respective positions.

4. Intended Outcome: To strengthen the sense of community and well-being for all GHS

stakeholders


4.1 To improve administrative processes

4.2 To celebrate and make well-known all that GHS has to offer in developing future women

leaders

Achievements:

A new finance software solution was fully implemented during the 2017/18 school year.

Fine-tuning and advanced functions have been introduced to facilitate improved

communications between Finance and Human Resources departments.

The implementation of software solutions for some Human Resource processes began with

testing and fine-tuning and is scheduled to be completed by the end of 2018. All staff agree

that the software has reduced paper use and manpower time significantly.

Webpages highlighting our school-based Positive Education and STEAM initiatives were

added to the school website. They showcase the curricular and extra-curricular experiences

which enrich our students’ learning environment through these initiatives.

New editions of the school’s prospectus and information video were also produced to

highlight the direction of both these initiatives.

The Values Education Team, including 8 members attended the Positive Schools Conference

Asia 2017 from 16 - 17 November at Renaissance College. A presentation on ‘Positive

Education at Good Hope School’ was delivered which attracted almost 400 dedicated

educators and school leaders interested in students’ wellbeing, including representatives from

Australia and those from international and local schools in Hong Kong.

The Values Education Team gave a talk on ‘Nurturing Students' Character Strengths through

Other Learning Experiences’ to teacher representatives from a variety of schools on 8

January 2018 at La Salle College. More than 20 teachers attended the talk. Through the

of 22


presentations, the Values Education Team expanded its social network with other schools,

the EDB and educational institutions.

Reflections:

1. To enhance positive character formation of students upholding the principles of Catholic

Education The launch of a Positive Education programme for S.3 will be a major strategy next year. The

S.2 Positive Education curriculum was not as well organized or well written as the S.1, so

improving this will also continue as a focus in the coming year.

The Individual Learning Profile (ILP) will be incorporated into regular use to document learning

progress for individual students with regard to academic, social and emotional well-being and

improving communication between the team and Class Teachers/Foster Parents and parents.

Some fine-tuning to the template will take place where necessary.

During the year, members of the INT Team identified that from time to time certain students

seemed unsure of their own personal direction and possible career destination. Team members

believed that this was an area for improvement: to strengthened student support with more

directed, one-on-one and explicit assistance. As such, extra life-planning programming will be a

focus for the INT Team to address next year.

The S.5 structured community service programme met with a lot of success, but it was felt that

students also need the opportunity to engage in social service based on their own interests,

personal values and character strengths. Several teams will coordinate to provide a platform for

students to develop their own passion for community service or to work with friends and family

to offer a helping hand as a focused task for next year.

Building community and connections among Catholic teachers, parents and students will be

incorporated into regular planning of all events. Next year’s focus will be on revamping the

structure of the religious clubs.

2. To foster students with global perspectives

Life planning is now designed with a more holistic approach across the six forms following the

school-based “HOPERS” scheme. The life planning ideas and theories were extended through

the Pastoral Care, Values Education and Other Learning Experiences curricula. The whole-

school approach will continue to be a strategy next year to fine-tune the curriculum form S.1 to

S.5.

The exchange programme is always well received and participating students indicated they

would likely participate in more exchanges. It is recommended that some organizational

processes within the Excursion Team should be improved. In addition, the team will explore

more learning opportunities with universities in China and around the world next year as well as

new opportunities for exchanges. Additionally, with the overwhelming interest of students to

participate in the Beijing University tour, the Careers Guidance Team will also focus on building

connections with Mainland China universities.

The mentorship program progressed well over this past year and modifications will become part

of regular practice. It is believed that more on-going monitoring could further enhance the

of 22


positive outcomes expected from the programme, which will be monitored by the Careers

Guidance Team.

Due to the lack of interest and busy schedule of S.4 and S.5 students, the job shadowing

arrangements will move forward on a voluntary basis. The Careers Guidance Team will

continue to seek opportunities to make available or recommend various job shadowing

programmes to students.

3. To cultivate and sustain student leadership

This year represented the first attempt to revamp the club enrolment system and feedback was

gathered for areas of improvement. Students and staff would like the finalized exco-members

list earlier so clubs can do next year’s planning before the end of the present year. Except for

clashes in the meeting schedules of some clubs due to the arrangement of the two-day system

which will be improved on, the changes were very well received. The revamp of the enrolment

system will be made routine with a few minor changes for next year. The structure and content of the “through-train” leadership training scheme is now well

established and routine. Apart from the exco-members, each club may add a junior member to

support succession planning. Any changes will be on an as-needed basis.

It was recommended to extend the “through-train” scheme to include a past students sharing

sessions with various groups of current students. As well as laying the groundwork for positive

leadership experience, training will be arranged to enhance emotional intelligence (EQ) skills.

Etiquette and networking training sessions will be arranged for selected groups of students.

4. To strengthen the sense of community and well-being for all GHS stakeholders

The finance software solutions have been fully implemented into day-to-day school business and

complete adoption of the HR software is scheduled for the end of the year.

In addition to updating the webpages, prospectus and information video, it was determined that

other school-devised products be reviewed to ensure that they align with the current priorities of

the school.

As a result of the presentations given by GHS staff, it is believed that working with other schools

and institutions is a positive and rewarding professional development experience. More sharing

sessions, workshops and presentations will be organized in the coming year so that more schools

will know more about GHS.

of 22


Report on SAM Grant

Report on the Use of the Strengthening School Administration Management Grant 2016-2018

Objective

After reviewing the operation of the school, the measures below will be implemented to enhance the school’s

overall administrative work, account and finance management, and human resources management.

Area Expected Results Item Achievement

Administrative

work

Streamline the daily process

Establish a clearly-

referenced centralized file

system that facilitates file

sharing and finding

Set up a platform for venue

and facility reservation and

other routine work

Purchase a system with these

functions that is compatible

with our current infrastructure

For venue and facility

booking of halls, it was

done by using Google

Forms and Google Calendar

Google Drive and Drive

File Stream were used to do

file sharing. The use of

Google Team Drive is in the

testing stage

Accounting

and Finance

Improve the efficiency of

financial reporting and

budgeting

Increase the effectiveness of

managerial control with

updated financial status

analysis

• Improve the effectiveness of

internal control of fixed

assets and learning tools

Purchase new accounting

software with analysis and

budgeting functions

Introduce electronic control

system for fixed assets and

learning tools

Flex Account System was

installed and some technical

problems were solved

Asset management system

is in the testing process

Human

Resources

Management

Streamline work flow of

leave and appraisal

management process

Create an environmentally-

friendly record with

paperless systems

Improve the internal

communication of

information and policy

decisions

Introduce an electronic leave

management system with

different policies to control

leave eligibility and balance

Introduce an electronic

appraisal system with access

rights granted as appropriate

to store/retrieve information

Introduce Intranet System for

staff to disseminate

information and communicate

policy decisions

The trial of using HR

system as part of Flex

system was done and fine

tuning is in progress

It is anticipated that the E-

Leave system will be

launched in the second term

of 22


Financial Summary

Financial Summary for the 2016/2017 School Year

Government

Funds

Non-Government

Funds

INCOME (in terms of percentages of the annual overall income)

DSS Subsidy (including government grants not subsumed in

the DSS unit rate payable to schools) 60.26% N.A.

School Fees N.A. 36.90%

Donations, if any N.A. 0.25%

Other Income, if any 1.12% 1.47%

Total 61.38% 38.62%

EXPENDITURE (in terms of percentages of the annual overall expenditure)

Staff Remuneration 74.05%

Operational Expenses (including those for Learning and

Teaching) 8.40%

Fee Remission / Scholarship1 6.70%

Repairs and Maintenance 1.05%

Depreciation 8.93%

Miscellaneous 0.87%

Total 100%

Surplus for the School Year # 1.02 months of the annual expenditure

Accumulated Surplus in the Operating Reserve as at the

End of the School Year #

11.89 months of the annual expenditure

# in terms of equivalent months of annual overall expenditure

Details of expenditure for large-scale capital works, if any:

One of the school’s premises is under reconstruction during 2016-17 school year and therefore the expenses

amount shown for this period does not truly reflect the real amount spent.

1 The % of expenditure on fee remission/scholarship is calculated on the basis of the annual overall expenditure of the school.

This % is different from that of the fee remission/scholarship provision calculated on the basis of the school fee income as required by the Education Bureau, which must be no less than 10%. It is confirmed that our school has set aside sufficient provision for the fee remission / scholarship scheme according to Education Bureau’s requirements. The expenditure of fee remission/scholarship of our school is above the 10% of the total school fee income set by EDB requirement.

good hope school annual report 2017-2018

Documents