Renaissance College Hong KongAnnual Report 2015 – 2016

ESF School Annual Report 2015 – 2016

Contents

page 1 Introduction

page 2 Vision and Mission

page 3 Learning at Renaissance College

page 4 Student Support and Well-being

page 5 Curriculum Updates

page 9 Curriculum Enrichment

page 26 Academic Achievement

page 32 Student Destinations

page 34 Alumni Relations and Development College Council and RAPT

page 36 Facilities

page 37 Staff

page 38 School Statistics

Introduction by Renaissance College Council Chairwoman

Our annual report aims to provide the ESF Board of Governors, the Chief Executive Officer and the RCHK community with snapshots of life on campus and accomplishments for the school year 2015-2016, and an outlook of the College for the coming year.

The construction of the Primary Block Extension, our major facilities enhancement project for these two years, is progressing on schedule. It is much hoped that completion of this new four-storey block will be another milestone to mark the College’s 10th anniversary next year.

Our students have shown continued improvement in their academic achievement. In particular, our IB examination results have been extremely encouraging, with many of our students having been accepted by renowned universities around the world.

Ms. Anne ChoiCollege Council Chairwoman

Introduction by the Principal

There were many extraordinary accomplishments in all areas of student achievement including academics, athletics and the arts during the 2015-2016 school year.

The eighth IBDP cohort did phenomenally well on the highly competitive IB examinations. The Class of 2016 had the highest passing rate ever at RCHK with 100% earning the IB Diploma! In addition, 20% of the class earned 40 points or more out of 45 points possible on the exams. The first cohort of IBCP students successfully finished their foundation courses at the Savannah College of Art and Design (SCAD) as well as passing examinations and achieving certificates in three or four IBDP classes. Once again, these marks are far above world averages which demonstrates the exceptional quality of teaching and learning at RCHK.

Partnerships with other schools and universities in the community has always been a keystone in the foundation of Renaissance College. This year we added the Hong Kong Sports Institute (HKSI) alongside SCAD, Chinese International School Hangzhou and the Hong Kong Rugby Football Union to our family of partners. We look forward to welcoming elite athletes from HKSI to RCHK.

Construction began in 2015 on a new building adjacent to the primary block. This four-story enhancement will include individual classrooms for primary Art, Chinese and Learning Enhancement as well as a multi-purpose open space on one full floor. The project is funded by the proceeds from Nomination Rights and the annual Building Levy. We plan to have the addition completed and open for students in August 2017.

Since opening in 2006, RCHK has grown at a steady pace and now enrolls over 2,080 students. Our unwavering commitment to a truly holistic education from primary through secondary school defines who we are in the community of international education and will help us to recruit and retain the most dedicated and successful staff and students.

Dr. Harry BrownPrincipal

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Vision And Mission

To seek. To serve. To strive.

Vision

Renaissance College (RCHK) is a student-focused international teaching and learning institution.Through a curriculum that is both rigorous and holistic, the college will develop global citizens who strive for academic excellence, appreciate aesthetics and are empowered to take progressive action.

Mission

RCHK strives to build a culture that promotes peace and democracy, values diversity and works towards a sustainable future for all.

College-Wide Objectives

• Model the International Baccalaureate (IB) Learner Profile to build and sustain relationships with families and colleagues, creating a culture of lifelong learning dedicated to a holistic and international education. This will be measured by observation, feedback from parents and retention of staff and students.

• Implement the IB programmes with fidelity, integrating curriculum, instruction and assessment within and across the PYP, MYP, DP and CP. This will increase student achievement and create a continuum of learning between year levels, as measured by observation as well as formative and summative instruments.

• Provide students opportunities to pursue authentic learning experiences in the local and international community. This will make the curriculum relevant, and service to others genuine, as measured by increased participation in programs and survey feedback from stakeholders.

• Utilize instructional technology tools to increase student achievement. This will actively engage students with the curriculum and one another, as measured by observation and student performance.

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Learning at Renaissance College

RCHK is proud to lead the private independent school sector in Hong Kong as one of a select group of “through train” schools offering the IB curriculum from Year 1 to Year 13.

RCHK is also fortunate to have all of our students on one campus, providing rich opportunities for older students to mentor their younger schoolmates.

The Education Outside of the Classroom (EOTC) curriculum in primary and secondary gives our students the opportunity to engage in real-world learning, which contributes to a vibrant school community. In addition, our students give back to the local community through their Creative, Action, Service (CAS) programme, which allows our students the opportunity to volunteer at local charities, hospitals and aid organizations.

All this has been made possible by the Education Bureau of Hong Kong, which approved the transfer of sponsorship from the English Schools Foundation (ESF) to ESF Educational Services Limited (ESL). In 2014, ESL renewed the School Sponsoring Body (SSB) agreement with the Education Bureau with a tenancy of five years at our current premises.

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Student Support and Wellbeing

Renaissance College is a large through school that educates over 2,080 students on one campus. It is important that all of our students feel safe and respected, make friends and know who to go to for help.

In the Secondary School, students in every year level are placed into House advisory groups. Each advisory group has a teacher advisor who is the first point of contact for students, parents and teachers. There is a Head of Year for each year group. These Heads of Year look after the academic, social and emotional wellbeing of the students in their respective years. They work closely with the Vice Principal for Student Support and Wellbeing. They also lead each year level team of teacher advisors. The Heads of Year move up the school with their year groups from Year 7 to Year 13, with the Head of Year 13 becoming the Head of Year 7 the following year. The teacher advisors do not move with the Heads of Year. They were in the following teams: Year 7, Years 8 & 9, Years 10 & 11 and Years 12 & 13.

There is also a Wellbeing Team of counsellors. This comprises of one full-time counsellor, two part-time counsellors and a full-time social worker, as well as a government-funded social worker for four days per week. This team works with any student who needs particular emotional guidance or support. They also work with parents.

A ‘Transition Week’ towards the end of the academic year helps to prepare Year 6 students for life in secondary school the following year. During this week the Year 6 students meet their secondary advisors and experience MYP lessons in the Secondary school.

There is also a House Director for each of the four houses: Ming, Qing, Song and Tang. These House Directors work with their respective House Captains to provide a number of school-based opportunities for all students tocompete and cooperate with each other.

The school also has an extensive network of support services including:

The Learning Enhancement Team (LET) – covering Special Educational Needs (SEN), English as an

Additional Language (EAL) and Gifted and Talented Education (G&T)

Library and Information Resource Centre (LIRC) - staff here often provide students with guidance on

how to research effectively, as well as avoiding issues of academic dishonesty.

Further Education Counsellors give students career-related guidance, as well as help with tertiary

education applications.

The College Nurse is an important part of the Student Support team, working closely with all members of

the teams described above.

Primary Student CouncilDuring the 2015-2016 academic year, Renaissance College continued the Primary School Student Council. This was the third year in which the Primary School has had a student council. The council consists of two students from each year group in the Primary School (apart from Year 1). After the initial selection, the students would meet once a week to discuss a range of school initiatives. These initiatives have come directly from the school population through questionnaires, google forms and interviews.

Once the council gathered the information from the Primary School, they went through the list and looked at what was possible to change and what was not (depending on safety rules or huge costs) trying to implement some of the ideas. They approached both Mr. Schmitz and Mr. Hureau with their ideas and suggestions to solve the problems.

The student council also had meetings with the environmental group to discuss initiatives relating to enhancing the schools sustainability, particularly the issue of wasting paper. They sorted out recycle bins for all primary classes and painted the bins with ‘No paper’.4

Curriculum Updates

PYPThe 2015-2016 academic year saw continued curriculum development across the Primary School.

The school was fortunate to have hosted Kath Murdoch in April 2016. Teachers witnessed her teaching classes and engaged in a professional development day around the pedagogy of inquiry.

In English Language, teachers consolidated the integrated language planning process in the context of units of inquiry. Much discussion took place in planning teams around reading strategies with a diagnostic assessment.

This Chinese team has continued to collaborate with one unit per year level and in other units used the language-planning format to document learning. There has been some experimentation with unit planners and there has been success in creating a Chinese writing planner. This was developed using the ESF Chinese language scope and sequence continuum and ensured vertical articulation across the Primary School. This success was shared and celebrated with ESF leaders at an ESF wide meeting held in Term 3.

With a whole-school focus on mathematics, teachers participated in three highly successful professional development opportunities exploring the notion of challenge. The school also led an ‘instructional rounds’ process, based on a Harvard protocol, aimed at gathering student voice to support areas for further development in mathematics.

Science within units of inquiry was mapped against the newly created ESF Science Scope & Sequence. Within the area of personal, social and emotional learning (PSE), teachers continued to explore facets of Positive Education and wellbeing.

Our single subject teachers continued to make authentic links to the Programme of Inquiry. Each single subject collaborates on a minimum of one unit of inquiry per year with every year group. With other units, specialist teachers work to establish connections through the essential elements of the Primary Years Programme.

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Secondary Student CouncilIn 2015-2016, all representatives on the Student Council were elected by students in their respective year groups. Each year level held elections and there were two students from each year level on the Student Council. There were two co-chairs as well as two students assigned to the RAPT Committee as well as two senior students assigned to the College Council.

The Student Council met every Tuesday lunchtime to discuss student issues and advocate for their fellow students. They were often part of the decision-making process with regards to the issues with which they dealt; this year even organising the creation of a new skort for girls in Secondary school.

Each year level also had a student focus group which comprised of volunteers from their year group. They met at least four times per semester. These focus groups dealt with year-specific issues and were chaired by their respective Student Council representatives and Heads of Year.

The Student Council is a place where student voice is important and valued. It is also a place where student initiated action is the focus, and through communication and collaboration the students were able to make positive changes within the RCHK community.

MYPCurriculum consolidation has been the main focus of the year alongside continued innovation and experimentation in teaching and learning. The embedding of service into the curriculum has seen the further development of the relationship between The Crossroads Foundation and Renaissance College through the I & S and mathematics departments. Students in Year 7 learned the true value of water to communities where it is a precious commodity. Classroom learning then contextualized their understanding of quantity and volume while students in I&S explored water stressed areas of the world. We have continued to enjoy the student partnerships between primary and secondary schools and our second Booktober created an opportunity for all students in the primary school to be read to by a student in the secondary school during their English lessons. New friendships have been forged and Booktober is about to start for 2016.

We celebrated the second year of our Interdisciplinary programme – now known as REAL week with further integration of the Wellbeing programme through Service and Action as well as opportunities for creative learning and the detailed exploration of complex contemporary issues such as inequality and sustainability.

The Secondary School’s EOTC programme continues to develop and we piloted a new Year 9 ‘Amazing Race’ style of camp with small groups of students working with their APA mentor meeting a continuous range of physical and mental challenges. The students responded with enthusiasm and were rewarded on their final afternoon with a presentation and prizes.

The Personal Project Exhibition is always a highlight of the MYP calendar and this year was no exception with some original products on display. There was an overwhelming variety of talent, creativity, technical ingenuity and social awareness on display. The success of this process depends on the commitment of the student and the dedication of the teacher mentors. Students will all receive an IB certificate in the Personal Project.

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DPThe curriculum in Years 12 and 13 allows student to opt for following four International Baccalaureate (IB) programmes; IB Career-related Programme (CP), IB Diploma Programme (DP), IB Courses, or an extended IB Diploma programme through our association with the World Academy of Sport and the Hong Kong Sports Institute. All four options also allow our students to achieve a Renaissance College High School Diploma that is accredited in Europe by the Council of International Schools (CIS) and in the United States by the Western Association of Schools and Colleges (WASC).

The first cohort of Career-related Programme (CP) students graduated in May 2016 and achieved excellent results from both the IB and the Savannah College of Art and Design (SCAD). It was particularly pleasing to see that our students have been accepted on to courses at the California Institute for the Arts (CalArts) in the United States, Kwantien in Canada and SCAD here in Hong Kong. Acceptance into CalArts was particularly impressive as it is one of the top art colleges in the United States and validated the worth and quality of the joint programme that we are offering.

The CP cohort has grown by 80% and attracting 50% of the cohort from outside of Renaissance College. The programme is continuing to attract interest also globally with Renaissance College appearing in some upcoming IB publications. In terms of further developments, we are very close to finalizing an agreement to offer a joint course with the Hong Kong Academy of the Performing Arts. Two other ESF schools are currently going through their accreditation process and this will provide the opportunity to share access to each other’s career-related study options, while also providing sufficient numbers to explore other options within Hong Kong.

The IB Diploma Programme (DP) has seen impressive improvements in academic results, as discussed later in this report, and in terms of allowing students to access impressive range of university courses worldwide. Two students gained places at Harvard and one student at Cambridge University. There has been expansion of the courses offered through the IB’s online provider Pamoja, and we now have students taking advantage of these course more than we have seen in previous years. The usual intake of students doing Pamoja online courses has been two to three students with this typically spread across two subjects. In Year 12 this year we have seven students doing online course spread across five subjects. The Pamoja online courses have also allowed us the flexibility to support our HKSI student with a timetable that allows them to train in the afternoon and attend competitions.

In June 2016, Renaissance College successfully completed its authorization with the World Academy of Sport to allow the support of professional athletes through their DP over a time span of up to four years. This is particularly useful as the training sessions, competitions that these athletes are involved not only take way time for study, but can also be physically draining.

All of the options for students in Years 12 and 13 are now supported by a very thorough option selection process that now includes the provision of the InterQuest career guidance questionnaire and feedback process. This feedback can now be fully utilized and followed up in the options interviews and during Personal, Social and Health (PSE) careers lessons form Year 11 through to Year 13.

The success of our May 2016 students was also seen at the ESF Chairman’s awards with 22 students awarded for achieving in excess of 40 points for the bilingual IB Diploma and 42 points and above for the regular IB Diploma. Two of our students gained Carlson Tong awards for gaining a grade 7 in two first language A courses. Only three students in total across all the ESF schools were awarded this prestigious accolade. Two of CP students also achieved Chairman’s awards for academic excellence.

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Curriculum Enrichment

PYPThe House system at RCHK continues to go from strength to strength, contributing to our constant move to make our big school feel small. Our House Captains were elected this year by the whole Primary student body, putting a lot of thought into their platforms. Dr. Brown worked with the House Captains at the start of the school year, styling them as “Champions of Kindness”. House events run throughout the year from a swim gala to a festival of the arts, while at lunchtime every other Wednesday smaller House games and crafts take place. Throughout, the House Captains can be seen exhibiting and developing their character strength of kindness, especially in their interactions with younger students, and encouraging others to do the same. Our PALs are another group showing their kindness, by giving one lunchtime a week to play with and listen to students who are feeling left out or lonely. They offer an invaluable service. Meanwhile, inside the classroom, we continue to develop our positive education approach. In September we celebrated Character Day, and over the year the students have helped to write character strength cards to support classroom activities. We have been gradually introducing more positive education into the school day, and a new step last year was to provide a ten-minute mindfulness session first thing in the morning. It’s open to any students and teachers who want to attend, and it sets the note for the positivity that infuses our school days.

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Primary EOTCYear 4During October 2015, all six Year 4 classes had their overnight camp at Cheung Chau. What a fantastic experience it was! We were blessed with beautiful weather and together with the Dragonfly team we did many exciting activities and had awesome adventures. The highlights of the trip were the students getting to build their own rafts and paddle them at the beach, sleeping away from home together with friends in the dorms, exploring a real pirate cave and going on a sampan. Everyone really enjoyed themselves and are looking forward to the Year 5 camp next year.

Year 5Exploration leads to discovery and develops new understandings. This was Year 5’s central idea for the third unit of inquiry. The students started with a key question: Why do people explore and how does that change them and change the world? Students began to answer this question for themselves when they went on a overnight camping experience in Mui Wo on Lantau Island. Students and teachers were guided by the experts at Dragonfly and embraced the challenge of kayaking, hiking, biking and trying new things. It was an amazing experience for all.

Camp was an excellent opportunity for students to connect with the feelings and motivations of true explorers. They used these experiences to develop questions and goals for their personal explorations later in the Where We Are in Place and Time Unit of Inquiry. It is possible that many of them may have caught that exploration bug and will have tales to tell for years to come.

Year 6 - Laos This year was the fourth year of offering students in Year 6 an International CAS experience in our primary school. Once again, it was a camp option for all students during school time. This unique opportunity allowed the eight students and eight parents to be working alongside RCHK teachers and the NGO CLI (Community Learning International) in Luang Prabang, Laos.

We travelled along the Mekong River on the library boat to a remote village to distribute school resources and hygiene supplies for the children to use. While we were there we joined in singing, playing games, storytelling and did artwork with local children and teachers. Another activity we were involved in was visiting the local library and gaining a better understanding about how CLI provides a variety of services for the people of Laos. We gave pre-used laptops, donated by RCHK, to the learning centre in Luang Prabang and our students shared their knowledge of using laptops with the monks and teachers in the learning centre.

We travelled to the small village of Nan again this year and visited a learning centre. We did similar activities as mentioned above. We were fortunate to be able to visit the Elephant Conservation Centre (ECC) to learn about the work this NGO does to educate others about elephants. We learnt about the importance of respecting and protecting elephants to avoid them becoming endangered animals in Laos. One student and her parent used this time as a valuable opportunity to stay and work with a group of children from the learning centre in Nan, sharing games and activities. The parent painted many of the buildings there and shared his knowledge of painting skills with other adults at the learning centre. This year the group stayed overnight in Nan and was once more invited to a community evening in the local village hall. We observed various musical and dance performances that showcased Laos culture. We were presented with special gifts to show how the people of the local village appreciate of our continuous efforts with supporting CLI.

We were also fortunate enough to experience the beautiful culture of Laos by visiting temples, markets, waterfalls, art activities, cooking classes and the giving of the alms. Visiting various cultural venues enabled us to participate in and understand special customs that take place in Laos.

This continues to be an amazing opportunity to provide a service for others who have a right to an education and for the RCHK community to experience a culture very different to that of Hong Kong. This will continue to be offered as a camp option in Year 6 for 2016-2017.

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Year 6 - China From October 6th - 9th, 38 RCHK students travelled to Zhaoqing, China. Before the camp, students went about collecting reading resources from the school community to donate to a school in Zhaoqing. During the school visit in China, RCHK students read with, made cards and played with the students from China. This was a thoroughly rewarding experience for both sets of students as they were able to share their way of life in Hong Kong, and learn about life in Zhaoqing. Other highlights included a cable way hike, in which students were zip lined across small streams and waterfalls. The students also had the opportunity try traditional Chinese paintings and Ink Stone carvings. All students and teachers thoroughly enjoyed the experience, while learning much more about Chinese culture and tradition.

Year 6 - Sai Kung As part of the holistic nature of our Primary Years Programme we planned an Education Outside the Classroom (EOTC) experience for the Year 6 students in Sai Kung. This was a 3-night, 4-day experiential learning and outdoor camp run by ‘Oceanic Sports Hong Kong Limited’ at the Sai Kung Outdoor Training Camp, accompanied by a number of RCHK staff and led by Ms. Ventura and Ms. Wnek. The main aim of the camp was for our students to experience a wide range of challenging activities that would enable them to move beyond their ‘comfort zone’ and would support the transition from the PYP to MYP.

On October 6th, a group of 118 students and 10 teachers/EAs set off for Sai Kung. With the focus on ‘adventure’ and ‘team building’ skills, students were able to develop both their personal and interpersonal skills such as problem solving, sharing ideas, dealing with challenges, listening to others and using perseverance. Some students had the opportunity to use the climbing wall while others enjoyed getting extremely wet during the ‘water tower’ challenge. Divided into 12 groups, students worked cooperatively and collaboratively to complete the many activities assigned to them. Team spirit came through as the students took an active role in competitive games such as bubble soccer, dodge ball, bubble soccer, easy hockey and tug of war.

Throughout the camp, students were encouraged to ‘reflect’ on the new experiences they had been involved in and a real sense of belonging and camaraderie developed among the students, camp leaders and teachers/EAs.

To sum up, our EOTC experience in Sai Kung proved to be a rewarding experience for all - a challenging hike, a visit to Trio Beach, an indoor BBQ, a talent show and lots of exciting and challenging activities.

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Primary Visual Arts 2015- 2016 has seen students engaging in a wide variety of art making experiences to activate the imagination and to delve into the creative process for understanding and conceptual experience. Year 1 students collaboratively worked with their homeroom and music classes to showcase their imagination during the How We Express Ourselves unit, culminating in the construction of a sea creature hat what was worn in a performance in their parents assembly. They also explored clay, with a very scientific inquiry into the changing state of clay, from the ground to the kiln. This was in collaboration with their unit How The World Works, exploring the central idea ‘Understanding the way materials behave and interact determines how people use them’. They each created pinch pots and enjoyed visiting the secondary Visual Arts department to see the Kiln. They also continued to explore texture line and shape when exploring Eric Carle’s collages and developed their own collaged based on their classroom bug. Year 2 students explored the shared concepts between Music and Art, such as pattern, tone, composition and form. They created a number of artworks including watercolour paintings using salt and glue to create texture in their compositions. One of the students’ favourite Units of Inquiry was sculpture. They carefully made sculptures that originated from their own drawings of various bugs and built up their 3D artwork over many weeks. Starting from newspaper armature they added layers of paper week by week, finally painting and adding details to their fantastic bugs.

Year 3 students learned photography and developed their own recycled shopping bag with an image transferred onto it that was inspired by the photography and artwork of Alexandra Valenti. They went on to look at the process of developing a completed piece of artwork using our iPad photos as inspiration. These photographs were then manipulated on the iPads and then the students used these new pictures as inspiration for a piece of mixed media artwork. The year was finished with an inquiry into simple machines, in which they inquired into to make a drawing machine.

Years 3 and 4 participated in the sixth annual Arts festival. This year the students focused on an exploration of Anthony Gormley’s field of Asia to celebrate the work that the artist had been doing in Hong Kong. They looked into the inspiration behind Anthony Gormley’s work and the many different Fields that he has created around the world as art installations. The students went on to build 600 clay figures that created the Field of RCHK. These were proudly displayed around the school. Year 4 explored how artists are inspired by nature and used different media in response to the work of Hundertwasser. Analysing colour and shape the students created initial drawings. These led to beautiful coloured polymer clay tiles in vibrant colours. In the Unit of Inquiry under “Sharing the Planet”, students raised awareness about the environmental issue of plastic waste. Students created sea creatures from recycled plastic. Under the theme of “How we express ourselves”, Year 4 students worked in conjunction with the Red Door to retell the story of Strega Nona. The students were involved in every aspect of the production, from creating the puppets and props, making a storyboard and then filming and acting using puppets and voice.

Year 5. This year the students inquired into Kinetic sculptures. They did a case study of the geometric shapes that are involved in these moving sculptures. They learned how to programme their own robotic sequences and construct their own kinetic sculptures using recycled materials and the Hummingbird Robotics kits. Tuning into the central idea ‘Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.’ Year 5’s visited the CW exhibition and also had the DP students come into the art class to share their process and inspiration with them.

Year 6 students explored how artists can create work for social and environmental change. They enthusiastically explored the work of Keith Haring and created artwork relating to the UN Rights of the Child, to express an idea with which they had a personal connection. During the Unit of Inquiry “How we express ourselves” students explored mark making by creating their own brushes from recycled materials. Further experimentation of line and mark led them to create individual compositions using ink and colour.

Artwork from RCHK’s primary students is promoted in various forms includingpublications like RCHK World and the RCHK Yearbook.

The culminating experience for 2015-2016 was an exhibition of student workfrom Years 1-13. This was another fantastic opportunity to see artwork from all four IB programmes and to promote the continuum between them. All three programs of inquiry are continually developing as a result of student driven inquiry and continuous collaborative teacher reflection – it is an exciting place to be for both student and teacher.

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Primary MusicThrough the transdisciplinary nature of the music programme at RCHK, students are able to make connections across other subject areas and to the world around them. Students experience music from various times, places and cultures, and as a result, they develop a unique perspective on the effect that music has on so many facets of our daily lives.

Students are engaged in activities that allow them to create and respond to music through movement, singing, composition, playing instruments, listening, research, music reading, and improvisation and develop music vocabulary, critical listening skills, and their ability to analyse what they hear.

Students are given the opportunity in class to sing, play a variety of tuned and untuned percussion, recorder, ukulele, and all students in Year 6 learn to play a band instrument.

Outside of class, students have the choice to sing in the primary choir, which takes place after school, and will culminate in performances for other students, parents and the wider community. All students in Year 6 will learn an instrument, and some have the chance to join an elite group called the “Band of 40”. Through these opportunities students learn to work cooperatively and enjoy creating music together with their peers, while developing the skills necessary to perform at a high level.

There will be several performance opportunities for students, and some students in choir will participate in the bi-annual ESF Choral Concert, whilst the Band program will continue to promoted through the ESF wide Orchestra Jam day, this year hosted at Renaissance College, as well as numerous performances in school.

Students also have the chance listen to, watch, perform with, and learn from a variety of guest performers, secondary peer mentors, private music tutors, ICT music technology programs, and music-based field trips.

PYP Music at RCHK is a challenging yet rewarding journey for students.

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Primary Sports2015-2016 has been an exciting year for Primary P.E. We would like to share some highlights from each year level.

Year 1Year 1 PE is all about learning new games, co-operating with each other as well as trying new skills and playing with a variety of different equipment. This year was our first year using the Perceptual Motor Programme during one of our units. The programme facilitated practice and improvement in balancing, fitness, co-ordination, eye tracking and locomotion.

Year 2Year 2 students embarked on a collaborative unit, in which we focused on a healthy lifestyle. While class teachers focused on a variety of aspects that contribute to overall health and wellbeing the focus in P.E. was on exercise. Students learned about different types of exercises and how they can impact the body short term and long term. All students were engaged in this unit and especially loved creating their own fitness workouts.

Year 3Year 3 students were able to use their knowledge, gained in our Health Related Fitness unit in their classroom, when working on their Unit of Inquiry about the human body. We explored the function of the Skeletal, Muscular, Respiratory and Circulatory systems and the effect exercise can have on these systems. The students displayed a high level of interest and enjoyed the learning activities.

Year 4All Year 4 students participated in an Inter-School Sports Day with Discovery College and Discovery Bay International School. This initiative was supported and funded by the Discovery College PTA, to promote community sport. The students had a great time participating in a number of fun activities and making new friends. They all showed great sportsmanship and team spirit throughout the day.

Year 5The first unit of the year for Year 5 was our Adventure Challenge unit. In this unit we collaborated with the learning that was taking place in the classroom, looking at governance systems and structures. Through a range of physical challenges carried out in small groups the students explored the role of the individual to affect change. The students were also able to reflect on their responsibilities when working in a group situation.

Year 6One of the highlights of the Year 6 programme is the Health related fitness unit, as it provides students with a knowledgeable platform to develop their own fitness habits. Another popular unit this year was the Games unit. We were able to secure two of Hong Kong’s Lacrosse players to come and introduce the game to our students. In addition to Lacrosse the students also gained exposure to Gaelic Football, which was enjoyed by all.

Another highlight for our Years 4-6 students was our Primary Sports Day. Though conditions were a little slippery underfoot, it was still an action-packed and fun-filled morning. This year’s winner was Song, followed by Qing, Tang and Ming.

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Our Primary Sports programme has continued to grow and it has been a very successful year all around.

The Boys and Girls Football teams entered a number of tournaments and league matches, which provided students with plenty of opportunities to show off their skills.

Our Netball team improved tremendously throughout the season, making it all the way to the plate final in the KJS tournament. In the ESF tournament the girls showed great teamwork and finished in third place in their pool.

The Field Hockey team showed a lot of promise this year, competing in a number of events. In a friendly against Harbour School our students won 5:0.

For the third year in a row the Basketball team won the Primary Mixed Basketball tournament on ‘home soil’. The team played against fierce and often taller opposition, however didn’t feel intimidated. The students showed courage, teamwork and incredible skills.

Our Cross-country team trained early every Wednesday morning and students had the opportunity to compete against other schools in two events. RCHK organized a friendly mini meet, which prepared our runners for the CIS Road Race, in which hundreds of students from all over Hong Kong competed.

The Touch Rugby team was a very popular choice this year, with many students trying out for the team. Students had several opportunities to compete, which helped them improve their skills and understanding of the game.

In Season 3 students had the opportunity to participate in the Primary Athletics team and Cricket team. Once again our students displayed great team spirit and enthusiasm. We saw some great individual performances from several students. We hosted a mini Athletics meet at HKIED for five other schools where the emphasis was on entering as many events as possible and getting to know students from other schools.

RCHK also competed in the Inter-School Equestrian Challenge. We won first place in the dressage and also received a prize for the Best Turn Out in the lower division. Our swimming enthusiasts had the opportunity to compete in a number of swimming competitions, including the Year 5 swim meet at DC and an Aquathon at Repulse Bay.

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MYP/ DP Secondary Performing Arts

2015-2016 was a creative, exciting, and eventful year for Secondary Performing Arts. The department underwent continued development of the curriculum, after-school activities programmes, and saw increased student involvement in the Performing Arts, resulting in a very successful and jam-packed year.

Growth for both disciplines within the IBO programmes and the Performing Arts continue to thrive at RCHK. Reviews and development of the existing Middle Years Programme (MYP) curriculum in the Performing Arts took place with specific focus on the scope and sequence. This continues in 2016-2017 with a focus on the development of learning skills in the curriculum, and on the role of the MYP in preparing the Performing Arts students for further studies in the Diploma Programme. As well the Performing Arts faculty are working closely with the Visual Arts faculty to seek new opportunities to extend learning across the Arts through the Year 10 and 11 Creative Arts Days, the first of which takes place in October with a theme of creating Awareness through the Arts.

Both disciplines experienced great achievement in the 2015-2016 Diploma Programme. This was the first examination of the updated Theatre curriculum and our Theatre DP results were extremely impressive for the Class of 2016. There was increased numbers in the uptake of Theatre with this cohort with most students choosing to study Theatre at Higher Level. Currently three students from the cohort’s Theatre class have gone on to continue studies in the Arts at post secondary. The Music DP cohort also achieved a fine set of results, with one student moving on to pursue his studies at the prestigious Berklee College of Music. The numbers choosing Music as a DP option continue to grow, with both current Years 12 and 13 classes in double figures. Students’ creativity continues to shine with an outstanding range of performances and varied compositions, from music technology and jazz improvisation to works in the Western classical style and more modern experimental efforts.

The department continued to seek new and interesting ways to encourage students to perform and take to the stage and will again this year provide new opportunities with the ESF 50 year anniversary Primary and Secondary concerts, and the ISTA Theatre Festival taking place in 2016-2017.

2015-2016 saw many such opportunities as well. Theatre students took part in the ESF drama conference at West Island School in September with other Years 12 and 13 students from ESF secondary schools. While all secondary Drama students were able to take part in a variety of theatre experiences provided by the department throughout the year including going to see YAF’s production of the Theatre in Education play Blood Brothers, and the smash hit solo performance Big Mouth featured at Hong Kong Arts Festival. The highlight of the year was the collaboration between Theatre and Music in the secondary school production of Bugsy Malone. There were over 100 students involved on stage, behind the scenes and on the technical front. This was a massive undertaking by the PA department, and allowed students tremendous opportunities to develop their performance skills, to collaborate across year levels, and to experience the joy of the stage.

A wide range of Music after-school opportunities continue to be embraced by our students, with multiple choirs, jazz and pop bands and student-led ensembles thriving. The scholarship programme plays a key role in supporting this, with scholars acting as mentors for younger bands and playing leading roles in their own groups. One - James’ Secret - achieved unprecedented levels of success, competing in the HK-wide YRock Battle of the Bands. Remarkably, they won, resulting in a performance slot at Clockenflap - Hong Kong’s biggest music festival. This achievement truly has raised the bar for bands at RCHK, and the example set by these inspirational students can be seen in the progress made by younger bands.

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Red Door

Teaching and Learning with Technology Documenting Learning In Years 1 and 2 students used Seesaw to document and share their learning with each other, parents, and with learners around the world.

Professional LearningRCHK faculty participated in Learning 2.0, 21 Century Learning, Re-thinking Literacy, #BeyondLaptops and Harvard Project Zero conferences.

The faculty also participated in over 60 workshops that included sessions at SCAD and MakersBay. Educators from RCHK and across the region shared their ideas about visual literacy, resiliency thinking routines, robotics, and MakersEd. Programming and RoboticsStudents and teachers in Year 5 were introduced to app coding using GameSalad. In addition to learning coding, students needed to apply mathematical concepts as well as physics, for example velocity when developing games. Lego robotics after school club has grown substantially and attracted over 40 students in Years 5 to 7.

Bauhinia Trainers Student ProgrammeAll students in Years 5 and 6 were introduced to coding using Lego robots. Year 5 students also build and programmed kinetic sculptures using Arduino based Humming Bird.

In Year 8 Mathematics students used AppInventor to apply probability concepts through coding a game of chance.

DronePhantom drone added dimension to filming of community events such as Terry Fox Run, ACAMIS Tournament and for the new recruitment video. Infrastructure Network UpgradeThe two-year new network project was completed. In addition to implementing the fibre to classroom technology, now we also have a Wi-Fi coverage in the all outdoor and rooftop areas.

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21

Infrastructure

Network Upgrade Recabling of all Primary and Secondary blocks including PAC and Sports Hall, using “fiber to classroom technology”, has now been completed and all areas and devices switched to the new network.

Apple TV Installation of 150 Apple TVs has allowed wireless projection and further increased students’ and teachers’ mobility, and redefined the learning spaces.

School Website and On-Line Presence As part of the ESF initiative, RCHK launched a new website and developed social media presence through Facebook page and Twitter hashtags.

Sports

2015-2016 was yet another hugely successful year for the RCHK Black Kites Secondary sports programme.

Black Kites teams managed to take home six ISSFHK Championships across the four seasons including; U14 Girls Volleyball, U16 Boys and Girls Basketball, U12 Girls, U16 Boys and Girls Badminton as well as the A grade Girls HKSSF and U14 Boys ESF titles in basketball.

In addition, we entered our very first RCHK cricket team in the U15 HK Cricket Association schools league as well as an Open team in the HK Ultimate Players Association Frisbee tournament where we managed to take home second place. Both these sports came about as a direct result of student action in seeking out fellow players and competitions that we could take part in.

In ACAMIS, the RCHK Black Kites were ever present across the Asia Pacific region with teams representing us in Volleyball, Netball, Basketball, Swimming, Badminton and Football. In Volleyball our boys achieved the runners up at home when we hosted ACAMIS for the Green division, as did our girls in basketball in Beijing. In badminton, it was our very first time entering the competition so we were delighted that our open team comprising four girls and four boys, managed to secure the silver medal in this. A special mention must go to RCHK Black Kites Boys Volleyball team Captain, Ji Fung Lam who was awarded the tournament MVP at ACAMIS after 2.5 days of consistently high performance. In swimming we had numerous individual podium placers despite finding it more difficult as a team this year to threaten for the overall championship. Thank you to the members of staff who accompanied these trips and to the parents who supported these opportunities and our on-going ACAMIS membership.

We formalized the student coaching initiative by first making all interested applicants apply in writing and complete an online accreditation through the Australian Sports Commission. Further, we had 25 students from the Primary School involved in REAP (the Renaissance Emerging Athletes Programme) which aims to accelerate primary students displaying aptitude in sport by enabling their involvement in secondary teams.

Also, Sailing became an official sport of the RCHK Black Kites thanks to years of dedication of out-going faculty member, Ms Laura Grodewald. The team competed admirably in a number of local inter-school competitions on occasion in some very tough climactic conditions.

Overall the strength and depth of the programme continued to grow this year with in excess of 600 students representing the Black Kites at some stage throughout the year. In addition to this, we had over 80 student volunteers in the roles of student coaches, First Aid team members, Black Chambers and sports officials. We also had some 35+ members of the RCHK faculty contribute to the programme as coaches or team managers, some of whom did so in more than one sport. Everyone to contribute was appropriately acknowledged at the end of year Sports Awards Assembly in May where triathlete and entrepreneur Mr. Erich Felbabel was the keynote speaker.

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Creativity, Action, Service (CAS)

Creativity, Activity and Service (CAS) is a core component of the IB diploma and offers students opportunities to engage in meaningful experiences to develop personally and socially. It is a chance to solidify learning through practice, and offers a counterpoint to the rigorous intellectual pursuit of the IB DP. CAS is not about counting hours but about the quality of experiences students have. Each CAS programme is tailored to the individual, designed by students to be an enjoyable and life changing experience.

CAS fosters reflective thinkers, who take on new challenges and roles as they engage with our school community, Hong Kong and overseas communities in need. It provides occasions for students to recognize their responsibilities as global citizens and engage in long-term projects that have meaningful outcomes.

CAS week in November allows Year 12 students an opportunity to be out of school for a week and travel to communities RCHK supports through SP@RC. We have long standing relationships with organizations such as Community Learning International, Laos, United World Schools, Ratanakiri, Cambodia, Indochina Starfish Foundation, Phnom Penh, Side by Side Farming, Bali, Bilit village homestay members in Sabah and a medical clinic in Darjeeling, India. Our students’ travel to these destinations to volunteer their time and to learn from the communities they visit.

Some of our Year 12 students elect to remain here in Hong Kong and participate in service opportunities close to home. We see students volunteer with Jockey Club Sarah Roe School, the Nesbitt Centre and Ark Eden. Other students develop themselves through leadership programmes like Outward Bound.

Along with the Service element, CAS involves being creative and enjoying a healthy lifestyle through physical fitness (Activity). Throughout the year our students challenge themselves in a variety of ways. Some learn how to surf, sail and paddle board. Others are involved in hiking, biking and of course playing hard for The Black Kites, to name but a few of the Activity experiences.

Creativity experiences such as Trashion, Ingenium, Imagine, Dance without Boarders, Art for Action, Black Chambers Photography, VoiceUp, Point Blank Film Studios, ARC, and music ensembles only starts the list of ventures our students initiate and participate in.

At the end of the two-year diploma programme, Renaissance students are able to demonstrate their self-awareness, growth and accomplishments in a final interview. Experiences are celebrated and reflected upon; thinking about how they can affect change as they leave our school for university and beyond.

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Service and Action

Service and Action is an integral part of the MYP here at Renaissance College. We strive for a caring culture of engagement and compassion on campus, and the S&A programme greatly enhances this. During the 2015-2016 school year, our students have been involved with a diverse range of service projects, events, and activities, transforming both their community and themselves.

Here on campus, students have been involved with assisting Renaissance College events such as First Aid team, Jie Jie Day, Booktober, the Terry Fox Run, creating College Fair games stalls, coaching and mentoring, International Day of the Girl Child, starting clubs for primary students, the Walk for Change, library support, and helping out with Friday Sports, just to name a few.

This year our annual Service Fair ran with a brand new structure to give each year level a chance to connect face to face with a variety of service organizations from the community. Workshops were provided for students in Years 6-9 and students in Years 10-13 signed up to volunteer with different non-profits at their booths in the PAC. Some of the groups our students support in the community include Feeding Hong Kong, Plastic Free Seas, Room to Read, Kids 4 Kids, Animals Asia, Bethune House, and Crossroads.

Many students have gone above and beyond the service requirements and embraced service as a life long commitment. However, Crystal Law and Dipti Paryani received student service awards for their quality contributions not only to RCHK but to the wider community. Great job, students!

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Secondary EOTC

The EOTC programme at Renaissance College has continued to promote students’ development and personal growth. It offers students an opportunity to fully enact the IB Learner Profile attributes in a non-academic environment. The EOTC programme is able to get the students moving and engaging in a way that a classroom cannot offer. In an age of modern technologies and conveniences that can take away from appreciating the natural world, EOTC provides that component of being physical and connecting with the environment.

EOTC in the Middle Years Programme focuses on experiences that encourage independence, self-management, organizational skills, resilience and personal responsibility. Challenge and risk-taking activities provide leadership opportunities and develop self-confidence. Essentially, EOTC guides adolescence towards effective adulthood by developing invaluable life skills. During 2015-2016 the EOTC experiences were as follows: Year 7 - Hong Kong based trips focusing on peer inter-relationships, iindependence and team building. This being a transition year it allowed the students an opportunity to get to know their peers whom they will be working with throughout their MYP years.

Year 8 - Hong Kong based trips focusing on open water competence and confidence. Many adventures that the students will go on throughout their lives will involve water activities. This program really focuses on developing their comfort level in and around water, while at the same time continuing to develop interpersonal and leadership skills.

Year 9 - Hong Kong based trip, which had the students in small groups doing a weeklong adventure race. This program has been built to challenge the student’s teamwork skills. Each day the students had to plan how they would carry out the tasks assigned to them for that day. They collected points throughout the week based on how they had completed the different tasks. At the end of the week the scores for each team were added up to determine which team was the most successful at completing the adventure race.

Year 10 - Trips have been delivered in Hong Kong as well as in: Fuxing in Taiwan, Cebu and Tioman Island in Malaysia.

On the Malaysia trip, students visited Tioman island where they got to work at a turtle sanctuary as well as some diving and snorkeling around beautiful underwater scenery.

The Philippines excursion immersed the students in the local culture. The students also got to do out rigger boating around the island as well as snorkeling in some of the world’s most diverse coral reefs.

On the Taiwan trip, students had the chance to explore some of the beautiful mountainous area in Fuxing as well as allow them to interact with the local people. During their time there the students got a chance to help at a local farm which was one of the highlights to the trip.

The Hong Kong excursion really pushed the students physically as they did a combination of hiking and Kayaking over the five days they were on camp. Both the hiking and the kayaking gave the students a chance to see some of the wonderful outdoors that Hong Kong has to offer.

The Year 11 - EOTC experience has continued as in previous years consisting of the highly successful work experience week.

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Academic Achievement

PYP Standardized Assessment

In the 2015-2016 academic year, learners in Years 2, 3, 4 and 6 completed various standardised assessments.

In September 2015, Year 2 students undertook the Performance Indicators in Primary School (PIPS) adaptive assessment. This assessment provided class teachers with information in various academic areas including reading (including phonics), writing, mathematics and short-term memory.

Year 3 students completed the Interactive Computerised Assessment System (InCAS) in Term 1. This adaptive assessment tests children in various areas, including reading, mathematics, mental arithmetic, developed ability and attitudes to maths, reading and school. It looks to support teachers in evaluating learner needs.

During the same timeframe, learners in Years 4 & 6 completed the full suite of the International Schools’ Assessment (ISA). This is an externally marked assessment that provides data for writing (narrative & exposition), reading and Mathematics. The statistics obtained from ISA allows RCHK to track individual students’ progress as well as examine class and year-level trends.

Participating in these assessments affords teachers the ability to consolidate their on-going diagnostic and formative assessment findings. The information gleaned from these assessments is used to evaluate the success and effectiveness of the written, taught and assessed curriculum.

Year 6 learners continue to shine as they celebrate their achievements in Primary, culminating in the PYP Exhibition. This academic year saw another impressive showcase of both process and product from this cohort of students.

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27

MYP Results

In response to changes from the IB, 2016 was the first year the MYP has not been externally moderated. We did, however participate in the pilot of the IB’s BQC programme (Building Quality Curriculum) in order to review and seek feedback on the curriculum we deliver. This process helps us to continue to improve the quality of our MYP programme.

The Personal Project is the culminating product of the MYP and it is now mandated that this is externally moderated. Feedback from the IB demonstrated that once again our students are achieving well above world averages at 5.37 points compared with a world average of 4.22.School based data was collected for all Year 11 students. Based on this, our students continue to perform at a high level. With a possible score of 63 points, Year 11 averaged a total of 50.5 points, with an average grade of 5.51 across the eight subjects (shown below).

Average MYP grade per student from 2011 – 2016. Grades range from Level 1 to level 7.

2011 2012 2013 2014 2015 2016

AverageMYP Score -

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Results for the IB Diploma Programme (DP)

The results for the May 2016 IB DP cohort was another outstanding year for Renaissance College. 100% of the cohort earned the IB Diploma while 25% earned 40+ points. This continual improvement in an increasingly competitive environment is testament to the quality of education offered at Renaissance College.

96% of the students were awarded the school’s MYP certificate at the Year 11 Graduation ceremony in May. Following the IB former certification standards, students need to complete the Personal Project to at least a level 3, satisfy the school’s service requirements and achieve a minimum of 36 points across all eight subjects.

It is impressive to note that average score was 36, which is often viewed as the minimal score needed for entry into some of the most competitive universities in Hong Kong and abroad.

The average subject grades showed that IBDP teachers are preparing and supporting our students very successfully. The average subject grade for May 2016 was a very impressive 5.66

Statistical analysis of our results confirmed the reliability of the MYP programme to prepare students well for the DP, and it also to allow us to predict outcomes for our students starting the DP to ensure that we are enabling our students to achieve their potential. The following graph shows how the MYP scores correlate with the DP scores. The graph indicates that achievement in the MYP explains 60% of the achievement in the DP.

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30

The following graph shows how the distribution of our IBDP results have shifted towards higher scores in comparison to the May 2015 session.

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An overall summary table below indicates a year on year comparison

The data presented above indicates continual and significant improvement in all areas for the DP. The 100% pass rate was very pleasing as it is our aim as an inclusive school for all our students to be successful, and to do this with a demanding course such as the DP is a strong testament to the quality of teaching and learning provided by our teaching staff. The fact that one quarter of our students gained 40+ points in the May 2016 session and 96% of the cohort obtaining IB Diplomas of 30+ is a most impressive achievement.

119 84 56 69,995134122126

May 2013

May 2014

May 2015

May 2016

May 2012

May 2011

Worldwide May 2016

117 83 55 56,519130121126

50 51 33 16,112575347

98.3% 98.8% 98.2% 80.8%97.0%99.2%100%

33.3 33.5 32.1 30.234.635.136.2

76% 76% 68% 49.2%82%90%96.0%

39% 39% 30% 25%52%57%65.1%

11% 10% 5% 22%20%17%25%

5.3 5.3 5.1 4.75.45.55.7

Number of students achieving the IB Diploma

Number of students achieving a Bilingual Diploma

% of students achieving the IB Diploma

Mean points score for all full IB Diploma students

% of students achieving 30+ IB Diploma points

% of students achieving 35+ IB Diploma points

% of students achieving 40+ IB Diploma points

Mean grade for all subjects

Number of students entered for the full IB Diploma

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23.00

19

0

5.30

0

Average reflective project mark (Out of 30):

Lowest reflective project mark:

Candidates achieved CP:

Candidates not achieved CP:

Average grade obtained by candidates who achieved the CP:

CP candidates excluded from statistics:

Highest reflective project mark (out of 30):

IB Summary of CP Core and DP courses data for the May 2016 CP Students.

The CP results were impressive not just because this was our first cohort, but because the achievement of an average DP subject grade of 5.3 is greater than the worldwide average grade of 4.7. The students’ grade point average at SCAD of 3.0 is also impressive given that these courses are first year university/college courses that are awarded credit by SCAD. The scores in the Reflective Project that is given equal weighting with DP Extended Essay by UCAS also demonstrated the strong independent research skills of the CP students.

Two of the CP students received ESF Chairman’s awards for obtaining a GPA average at SCAD of 3.0 or greater with an average DP grade equal to or above 5. The following summary and table provides more details of the CP student’s achievements.

• Average Reflective Project grade of B• Average GPA from SCAD of 3.0 for university/college foundation courses• Lowest DP grade was a 4 (1 subject) and a highest DP grade was 6 (4 subjects). • Places at CalArts, Kwantien, and SCAD for the CP graduates

Results for the IB Career-related Programme (CP)

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Final Destinations – Class of 2016

Student Destinations

The majority of students are now studying at higher education institutions in Hong Kong (27%), the UK (21%), Canada (17%) and the USA (17%). Seven students have decided to gain knowledge outside of academia by taking a gap year before they head off to university.

With guidance and support from our further education counsellors, students were encouraged to apply to universities based on a strategy of selecting “stretch,” “realistic” and “safety” choices. Students submitted an average of five applications each and generally they received multiple offers, ensuring an extremely high success rate in securing places at university.

The majority of our graduates are now studying a diverse range of subjects around the world including art and design, law, medicine, pharmacy, sciences and engineering, education, philosophy and literature, film studies, hospitality management, economics and business, and history of arts.

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College Matriculation – Class of 2015

Australia (2) Australian National University (1)Royal Melbourne Institute of Technology (RMIT) (1)

Canada (23)Kwantlen Polytechnic University (1)McGill University (4)Simon Fraser University (1)The University of British Columbia (10)University of Guelph (1)University of Toronto (5)University of Waterloo (1)

Hong Kong (35)City University of Hong Kong (1)Hong Kong Baptist University (2)HKU Space International College (1)The Hong Kong Polytechnic University (2)Savannah College of Art and Design Hong Kong (SCAD HK) (1)The Chinese University of Hong Kong (9)The Hong Kong University of Science and Technology (5)The University of Hong Kong (14)

Japan (1)Keio University (1)

New Zealand (2)University of Auckland (1)University of Otago (1)

Switzerland (1)Ecole hôtelière de Lausanne (1)

UK (27)Imperial College London (2)Leeds Beckett University (1)London School of Economics & Political Science (1)Loughborough University (3)Newcastle University (1)Nottingham Trent University (1)Royal Holloway, University of London (1)University College London (3)University of Cambridge (1)University of East Anglia (2)University of Exeter (1)University of Kent (1)University of Nottingham (2)University of Reading (1)University of the Arts London (3)University of Sheffield (1)University of Warwick (2)

USA (22)Berkelee College of Music (1)Boston University (2)Brigham Young University (1)California Institute of the Arts (1)Clark University (1)Hamilton College (1)Harvard University (2)Minerva Schools at KGI (1)Northeastern University (2)Pepperdine University (1)Rugters, The State University of New Jersey (1)University of California, Berkeley (1)University of California, Los Angela (3)University of California, San Diego (2)University of Southern California (1)Wesleyan University (1)

( ) indicates the number of 2016 graduates attending

Gap Year (7) / Unknown (3) / Students will apply to Australia for Feb 2017 intake (8)

As of 14/9/2016

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Alumni Relations and Development

While Renaissance College is a relatively young school, alumni relations and development is not forgotten. We see alumni as the college’s ambassadors in their communities and as mentors to current students. Through alumni gatherings twice a year and a dedicated website, we link alumni with the college and with each other, and to foster the growth of the RCHK alumni community.

In the 2015-2016 academic year, following the initiatives of the previous year, RCHK continued with the subsequent events:

• Overseas alumni reunion event was held in London in January 2016.• To mark the 10th anniversary of Renaissance College, a special alumni reunion was organised in August 2016 in Hong Kong, over 100 alumni members attended this event.• Launch of the online archive, a centralised school publication-storing platform accessible by registered alumni members.

College Council and RAPT

College Council The number of students on the roll at the College has grown at a steady pace. We have had a good year with both the Nomination Rights and Building Levy schemes, generating considerable revenue to our capital accounts. Besides meeting the general capital expenditure of the College, the income provides the much-needed funding for the Primary School Extension project in addition to the loan arrangement with ESF.

New community representatives appointed to the College Council have settled in well. Since May 2015, the Student Council has a voice in the Council through its two representatives attending the Council’s meetings. With these regular meetings and also meetings of its sub-committees, the Council continues to monitor the well-being and growth of the College to ensure long-term financial sustainability is achieved and healthy and positive education is delivered to our students.

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RAPT The 2015-2016 academic year was equally a successful and challenging year for RAPT. Starting in 2015, RCHK started collecting the RAPT membership fees through the e-payment service which has enhanced the efficiency. During the year, RAPT also organized the ever popular College Fair and many other memorable events.

Events included:Welcome Back BBQ in August 2015The 2015 College Fair in November 20156 Coffee mornings/afternoons in 2015-2016Sale of “pre-loved” uniforms in November 2015 and April 2016The annual Joyful Fruit Day in April 2016

With the funds available, we also made significant donations to the school in different areas:● Production of the Black Kite T-shirts● Refreshments for parent information evenings● Years 6, 11 and 13 graduation events● New floor in the Black Box Theatre ● Wireless speakers for PAC and furniture for library● Upgrade of the swimming pool filtration system● Replacement of musical instruments

The NutriAgent Team of RAPT worked closely with the school to promote healthy eating habits, carried-out lunch/snack consultations and organized healthy cooking workshops and the well-received Joyful Fruit Day. The NutriAgent Team also supported the ACAMIS International Volleyball Tournament by organizing a bake sale. Coffee mornings/afternoons were offered with different topics to share with parents, such as how to deal with bullying and ways to support gross and fine motor development.

In 2016-2017 academic year, we look forward to celebrating RCHK’s 10th anniversary.

Facilities Renaissance College boasts state-of-the-art facilities at its campus which is easily accessible by public transportation, including a direct subway link to Heng On Station on the MTR Ma On Shan Line. The College facilities are used extensively during and after school hours, as well as on weekends by other ESF affiliates and the local community. Our facilities include:

• Performing Arts Centre / Black Box Theatre• Library and Information Resource Centre (LIRC) • Seminar Rooms• Cafeteria / Café• Refurbished Rooftop Astroturf Sports Pitch (2)• Outdoor Basketball Court (2)• Outdoor Multi-purpose Astro-turf Field• College Gymnasiums (Primary and Secondary) and Climbing Wall• 25-metre Heated Swimming Pool• Science Laboratories• Art Studios• Music rooms• ICT Center (Red Door Center)

The works for an additional four-story primary building on the existing campus begun in June 2015. The new primary block will house the Primary Chinese department, the primary Arts department and the Primary LET department. There will be also a full floor multi-purpose activity room, a covered playground fully equipped with outdoor games and a Chinese garden rooftop. The grand opening of this building is scheduled for August 2017.

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Staff

Renaissance College has a team of experienced international educators. Members of our faculty come from around the world, including Australia, Canada, China, Hong Kong, India, Indonesia, Ireland, Malaysia, New Zealand, Singapore, South Africa, Taiwan, Trinidad and Tobago, United Kingdom and the United States. Our dedicated teachers provide much more than academic guidance. They embrace the philosophy of the International Baccalaureate and believe that the way we approach teaching and learning makes a difference.

School Statistics

Enrolment Numbers

First Language

11858413541391570102

1631671621621621691631611631571471511312058

1671681631621621691611621641621631451422090

Year 1

Year 8

Year 2

Year 9

Year 3

Year 10

Year 4

Year 11

Year 5

Year 12

Year 6

Year 7

Year 13

TOTAL

Total no. of studentsSept. 2015

Total no. of studentsSept. 2016

Total no. of withdrawals June 2015

Nationality

284264

10931082

187155

99111

9387 359

28720582043

20152014

Total No. ofstudents British Chinese Canadian American Australian All Others

1171756 62 22 11 3620581024721 64 21 10 342090

Total No. ofstudents English Cantonese Mandarin Korean Japanese All Others

20162015

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Budget

960240,190 237,231

20,808 19,943270,369

24,0197,107

(885)

7, 022

(3,117)

265,631

23,723

192,758 192,30633,614 31,941

3,506 3,50610,250 10,250

8,411 7,806

Staff expenses

Rental

Others

Tuition fees

Other expenses - Operational

Management and Admin to ESF

Scholarship

Development and Operating Agreement (DOA)

Donation

Income

Expenditure

*Actual 2015/2016

Budget 2015/2016

TOTAL INCOME

TOTAL EXPENDITUREDepreciations

SURPLUS/ (DEFICIT)

HK$’000 HK$’000

*Note 1: Draft results as of October 18, 2016, before intra-company adjustments.*Note 2: Funds generated by the Nomination Rights Scheme and Non-Refundable Building Levy are not P&L incomes.

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271,245 268,748

Endowment Fund Renaissance College’s Endowment Fund is money raised from the scholarship community and it is aimed to help current RCHK students who face financial difficulties and benefit those students in need.

The balance as at September 19, 2016 was HK$$1,012,206.81

651

Renaissance College Hong Kong

5 Hang Ming Street, Ma On Shan, NT, Hong Kong

Tel: (852) 3556 3556

Fax: (852) 3556 3446

www.rchk.edu.hk