l Implemented S1 Guidance Scheme and strengthened the communication with parents through the scheme. Constant progress is noted. Parents have more understanding and positive comments through the communication with class teachers.

l Implemented the ‥Parent Link…scheme to strengthen the communication with parents and the regular issue of newsletter has served as a facilitating tool

l The direction is appropriate with S1 parents and its related work as the starting point and work focus.

l The improvement work in Parents-teacher Association and Racial Network are not able to implement fully due to the tight schedule. Through it is understandable, there is a need to reflect and learn from experience.

Life-long Planning

l Significant progress noted in the development of multiple pathway for study opportunities in Taiwan and the Mainland. There are 5 Non-Chinese speaking students studying in I-SHOU University, which is a pioneer and breakthrough. Partnership agreements are signed with different universities including I-SHOU, Ming Dao, Feng Zha; there are also scholarship to help the needy

l Work relating to S3 subject selection, senior form career guidance and senior form student learning profile have been enhanced, in which the work in motivating students… autonomy plays the most important role.

l The mechanism in tracing the destination of graduates has been established.

l Through S1 Guidance scheme covers the work on life planning, the effectiveness is yet to be seen. More work on curriculum planning and objectives for S1 and S2 are needed.

l School-based life planning curriculum is not implemented. It actually plays an important role in the sustainability and more work should be done.

Overall

To summarize, constant progress seen in the tasks relating to the major concern, but there are 3 points worth noting:

l More specific expected outcomes and objectives have to be set up

l Focus should be set and placed in the work with high priority and importance

l Form the tasks taking into consideration the actual situation

4. Other Plans and Funding Schemes

Name

Report

School-based After-school Learning and Support Programmes

Usage:

l Activity: Tutoring, Study Skills Training, Language workshop, Arts and culture, PE activities, Confidence building workshop, talks, visits and outing

l No. of beneficiary 좬718 students좥88% of the total no. of students

l Evaluation:

There are over 50% students and parents giving positive comments that the arrangement is able to help on the personal development, social development

School-Based Support Scheme Grant

Usage:

l Subsidize 60 items including academic support programmes, personal development, social adaptation and co-curricular activities for newly-arrival students.

Special Grant for Designated Schools in Support of Non-Chinese Speaking Students

Usage:

l Employ additional teacher and teaching assistant

- Preparation and enhancement of curriculum and teaching materials, total: 54 units

- Grouping based on student ability

- Lesson teacher workload 12.5%

- Additional supporting class teacher for some Non-Chinese speaking classes

l Employ tutors for co-curricular activities

l Talks and seminars relating to life planning and adaptation

l Purchase reference books

Home-School Co-operation Activity Subsidized Report

Total: $13,418, Expense: $6,512.7

Usage:

l Stationery and notices

l Visit to Lantau: 48 families joining

l Talk on Subject selection and life planning, 86 families joining

l Workshop (Chocolate cake workshop) , 26 families joining

Capacity Enhancement Grant

Item 1좬Employ 1 lab technician

l 72% teachers agree the arrangement helps in resources management

l 70% teachers agree it helps in audio-visual materials preparation

l 100% lab technician agree it helps in lessen their workload and thus enhance the supporting work for teachers

Item 2좬Employ 1 teacher assistant

l 96% of teachers in Student Support Division agrees that this arrangement helps to lesson teacher workload

Item 3좬Employ 1 teacher and 1 part-time teacher

l Lesson workload of Chinese and English teachers by 12.5% for school-based curriculum enhancement work

l 80% of Chinese and English teachers agree that it may help them to lesson workload and spare more time for other curriculum development work, e.g. TSA, SBA and work relating to NSS.

Liberal Studies Curriculum Support Grant

l Liberal Studies Resources Corner has been set up in the school library, with over 180 Chinese and English books relating to Liberal Studies. Journal packs have been prepared using Sing Tao newspaper and HK economic journal and HK Economic Times. There are computer enabling students to search information online. Students and teachers agree that the arrangement help the learning and teaching of Liberal Studies.

l E-class is used to store all current affairs news and reading notes, there are over 60 pieces of materials uploaded for teachers and students as reference.

l Employ teacher assistant and supporting teacher to prepare materials, manage online resources, prepare worksheets and materials. Liberal studies teachers all agree that it helps to lesson the workload and enhance them to have more focus in learning and teaching preparation.

l There were online newspaper accounts and WiseNews account purchased over the past 2 years. There are a total of 100 students benefited from the online newspaper account and the teachers and students are both able to get easy access of news and journals through Wisenews.

l To summarize, the funding is able to form a good foundation for the subject, such as the setting up of resources center and online learning and teaching e-classroom. It enables the promotion of reading to learn, allowing students to have more and easy access to articles and commentary and thus widening their perspective. The Liberal Studies Team agrees that it may help enhance the learning and teaching quality.

English Enhancement Scheme

This year is the fifth year of the scheme and the foci this year are to set up a short story curriculum for the S.5 cohort, and to continue to provide opportunities for students to learn English in a fun and authentic environment (the English Foundation Programme and English activities including the Halloween Festival, the Christmas Festival and the English Week

For the Short Stories Curriculum for the S.5 cohort, students conducted an SBA assessment based on their learning in the previous school year. Since they learned how to write a short story and compiled a portfolio already in S.4, no teaching in short stories was conducted in S.5. Instead, the focus was switched to preparing students for the SBA task (Part B). The focus of each class varied in order to cater for learner diversity. All classes completed an SBA assessment on Short Stories.

For the drama curriculum for the S.4 cohort, a drama package was formulated last year and refined this year. A drama show was held in the second term. Students learned different skills related to drama such as script writing, acting, stage performance, stage management, etc.. The focus this year was to provide more opportunity for students to use the target language in an authentic environment. Due to teachers… concerns and time constraints, only 4C and 4D (classes of students with more confidence and higher language proficiency) were required to produce a drama show for all other S4 students. The other classes still learned the drama unit but the requirements were simplified to learning basic drama skills and writing shorter scripts. Both teachers and students found this arrangement very helpful and less stressful. It also catered for learner diversity and will be continued in the coming year.

The English Foundation Programme has been operated for 5 years and this year the focus was shifted to equipping CMI students with more self-learning skills such as grammar and reading skills, and speaking skills. This shift in focus was a result of thorough discussions among teachers and teachers generally agree that CMI students will benefit from these arrangements. Although no extra workshops were organized, more time was allocated to 1D, 2D, PS3 and PSS thanks to the special arrangement from the Academic Committee. 4 and 8 extra periods were provided per week to 1D and 2D, and PS3 and PSS respectively. The foci were on equipping students with self-learning skills and speaking skills as mentioned above.

Three big English activities were organized this year, namely Halloween Festival in October, Christmas Festival in December and Easter Hunt in April. Activities were organized according to students… preferences, English abilities and needs, and different themes. They generally aimed at involving students in conducting English activities in a fun way and enhancing students… interest in learning the language.

The PD workshops organized this year were different from last years due to time constraints. 6 co-lesson planning activities were conducted, 3 for new teachers and 3 for existing teachers. Moreover, training was organized for new teachers on teaching strategies in September and October. All new teachers attended the training sessions, conferencing and evaluation meetings, and each conducted a lesson based on the teaching focus/pedagogy demonstrated. In the second term, another 6 lesson observations were conducted on school level. Teachers co-planned the lessons with their group members, conducted the lesson and then attended the evaluation meeting afterwards. Furthermore, markers… meetings were held both in the first term and final examinations. A total of 24 markers… meetings, 2 for each form in each term, were held in which all teachers concerned attended all the meetings. A survey has been conducted on teachers… preference on the topics and foci of the workshops held next year.