good hope school annual report 2017-2018
TRANSCRIPT
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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
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School Annual Report for 2017-2018
CONTENTS
School Information Pg. 3 - 9
Report – Priorities Pg. 10 - 20
Report on SAM Grant Pg. 21
Financial Report Pg. 22
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School Annual Report for 2017-2018
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!
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School Annual Report for 2017-2018
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.
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School Annual Report for 2017-2018
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,
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School Annual Report for 2017-2018
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).
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School Annual Report for 2017-2018
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
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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
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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
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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.
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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
Strategies Proposed:
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
Strategies Proposed:
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.
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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
Strategies Proposed:
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
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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
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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.
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School Annual Report for 2017-2018
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
Strategies Proposed:
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.
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School Annual Report for 2017-2018
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
Strategies Proposed:
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
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School Annual Report for 2017-2018
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
Strategies Proposed:
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
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School Annual Report for 2017-2018
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
Strategies Proposed:
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
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School Annual Report for 2017-2018
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
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School Annual Report for 2017-2018
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.
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School Annual Report for 2017-2018
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
Page 22 of 22
School Annual Report for 2017-2018
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.