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Pope Paul VI College, established in 1969, is a Catholic subsidized EMI secondary school for girls. Its sponsoring body is the Missionary Sisters of the Immaculate (P.I.M.E. Sisters) Our school aims to develop the full potential of the students by means of an integrated education based on Christian values, especially universal love and service. We help our students to acquire knowledge and skills, learn to think critically and independently and live a meaningful life so that they can make contribution to society and the world as responsible individuals. Our school motto is Love and Service.
1. 2.
Number of Active School Days: 190 Lesson Time for the 8 Key Learning Areas
Lesson Time for the 8 Key Learning Areas Percentage of Lesson Tim 25.00% 20.00% 15.00% 10.00% 5.00% 0.00%eL an En gu gl ag ish e La ng ua M ath ge em ati cs ch no lo gy HE ien ce ts Ar PS PE
Ch in es
FORM S.1 S.2 S.3 S.4 S.5 S.6 S.7 Arts Science Arts Science
2. Students Attendance Students performed well in terms of attendance. The attendance rate of each form was as follows:
Teachers Qualification In the academic year 2010-11, our school had 61 teachers boasting an average of 17.4 years of teaching experience. All teaching staff hold Diploma or Certificate in education. The qualifications of our teaching staff fell into the following categories: - Teachers holding PhD or Masters degrees: 24 - Teachers holding Bachelors degrees: 35 - Teachers holding Certificates from Colleges / Hong Kong Institute of Education: 2
TEACHERS EXPERIENCE 0 2 years teaching experience 3 - 5 years teaching experience 6 10 years teaching experience More than 10 years teaching experience
1. To help students realize the importance of self-discipline and self-management skills so that they will become independent, self-directed learnersAchievements Structured study groups were organized in S.1 to cultivate an atmosphere of independent learning. All S.1 students had to join at least one study group in the following subjects: Integrated Humanities, Integrated Sciences, Mathematics and English. One student of each group had been chosen as the group leader who helped arrange the schedule and learning activities for her group. Students have developed some independent learning skills throughout the year. During the study group meetings, they carried out different kinds of activities, e.g. reading aloud, studying vocabularies, dictation, quiz and doing homework together. 80% of the students reflected that they would revise and take notes during and after the lessons. 84% of the students were willing to share and discuss the learning contents and their problems with their classmates. 90% of the students agreed that they would actively ask their teachers for help if they had difficulties in learning. Students reflected that study group could provide a good chance for them to learn independently. The Personal Development Profile was designed to give guidance and advice to students of S.1 to S.5 and prepare them to be self-directed learners. 1. The Personal Development Profile for S.1 to S.3 students focused on students healthy habit forming, personal goal setting and interpersonal relationship. Students had to reflect on their habits, strengths and weaknesses. They also had to set goals, initiate action plans and reflect on their performance of implementation in three stages at the beginning of the school term, at the end of the First Term in January and at the end of the Second Term in May. Feedback from Class Teachers was encouraging. 95.6% of them agreed that the Profile helped Class Teachers to know their students better and monitor their life style.6
Most of the Class Teachers (91.3%) reflected that the Profile helped students to reflect on their own weaknesses and make changes in their life style. Most of them (95.6%) also found that the Profile helped the students set goals and make plans. Students feedback was generally positive. 50% of the respondents found the Profile helped to remind them of the importance of healthy lifestyle. 57.8% of students responded that the Profile helped them learn to set goals for their personal growth. 55.4% of them had made attempts to put their action plan into practice. 53.5% of them agreed that the Profile helped them understand the importance of self-management. 52.5% of them found that by completing the Profile regularly, they could reflect their progress. 2. The Personal Development Profile for students of S.4 & S.5 focused on students Other Learning Experiences. Students of S.4 & S.5 had to set goals for future development and implement their action plan. Feedback from Class Teachers was encouraging. 100% of them agreed that the Profile helped Class Teachers to know their students better and monitor their OLE development. Most of the Class Teachers (92.9%) reflected that the Profile helped students to reflect on their own weaknesses and make balanced arrangements in their OLE development. Most of them (80.6%) also found that the Profile helped the students set goals and make plans. Students feedback was generally positive. Half of the students (50%) agreed that they realized the importance of goal-setting and self-management skills in pursuing their future education and careers aspirations. Over half of the students (59.7%) had made attempts to put their self-directed action plan into practice. 59.6% of them agreed that the Profile helped them become well prepared for writing self- account for the Student Learning Profile. 43% of them found that by completing the Profile regularly, they could reflect their progress. The Merit Award System was implemented to recognize students positive attitude and good performance in the following four aspects: (a) Conduct (b) Learning Attitude7
(c) Leadership & Participation in Inter-school Competitions (d) Service to School Out of 1125 students, 75.5% of the students got at least one merit. Among them, 251 students got two merits. 100 students got three merits and 52 students got four or more merits. The result was generally encouraging. A survey was conducted to invite students to express their views on the effectiveness of the Merit Award System. Most of the students (74.3%) agreed that the Merit Award System could motivate them to strive for self-enhancement 63.9% of the students agreed that the Merit Award System could help them develop good attitudes and become more self-directed in learning. Most of the students (70.6%) agreed that the Merit Award System could stimulate them to demonstrate good behaviour. Over half of the students (63.8%) agreed that the Merit Award System could stimulate them to be more responsible.
ReflectionsThe S.1 students showed positive responses to the study group activities. They gained more opportunities to learn independently. However, sometimes students found difficulty to find a suitable place to conduct their study group meetings since many classrooms were occupied by other activities. In order to further enhance students self-management and independent learning skills, the study group programme will continue and extend to cover both the S.1 and S.2 students in the next academic year. Subject teachers can give more support to those groups which have learning difficulties. Some classrooms will be reserved for the study group meetings. S.1-S.3 Class Teachers found the Personal Development Profile useful in assisting them monitor and encouraging students healthy lifestyle while the students valued the chance for reflecting on their practice so as to make changes. The Personal Development Profile, therefore, could be kept for the coming year after modification. In the coming year, some modifications of the content and frequency of submission will be made with reference to the suggestions given by both teachers and students. Students gave constructive and positive feedback in the parts where they8
showed appreciation. They valued the chance to reflect on their own performance and progress, and share with their Class Teachers their life goals. In addition, they treasured the comments from both their teachers and their friends. S.4-S.5 Class Teachers found the Personal Development Profile useful in enhancing students self-management skills. Students set goals for future development and implement their self-directed action plan. Students also valued the chance for reflecting on their practice so as to make changes. The Personal Development Profile, therefore, could be kept for the coming year after modification. According to the survey, 63.9% of the students agreed that the Merit Award System could help them develop good attitudes and become more self-directed in learning. It was suggested that the Merit Award System be implemented in the coming years. However, more publicity work on appreciation should be emphasized so as to arouse students attention.
2. To provide a rich collaborative learning and teaching culture in which learner diversity is acknowledged and addressedAchievements In order to enable the teachers to understand and better cope with learner diversity, a joint-school staff development programme was arranged on 15th October 2010. The staff development programme was very well-received by the participants in general as on average over 80% of them rated the programme very good and good. The majority of the participants found the programme applicable and could stimulate their reflection. They also found the sharing sessions among teachers of the participating schools very useful as they could learn from others practices and strategies to cope with learner diversity. The practice of collaborative teaching continued with the focus on addressing learner diversity. A sharing session was arranged in June 2011, subject departments of Integrated Sciences, Chinese History and Visual Arts were invited to share their lesson plans among teachers. Most teachers (96%) agreed that their collaborative lesson plans9
could cater for learner diversity. Different teaching and learning strategies were applied by teachers of different subjects. Questions of different levels of difficulty and tasks/assignments of different levels were given to students according to their abilities. Special grouping method and collaborative learning tasks and discussions were also applied in different subjects. Different sources of reading materials and guidelines of different levels were given to students to enrich their learning. According to the result of the S.1 students in the Pre-Secondary One Streaming Test held in July, split class teaching was practised in the following subjects and classes: English Language (four groups in 1D, 1E), Chinese Language (2 groups in 1D) and Mathematics (2 groups in 1E) with the aim to provide better support for the students to adapt to the new learning environment, to build up their confidence in the subject, to better cater for learner diversity and to maximize the amount of teacher-student interaction with a reduced class size. Two groups of split class teaching were also formed in S.2 Mathematics (2C). Subject teachers concerned collaborated to develop teaching strategies and material for these split groups. For the split groups in English Language, teachers observed that students became more active in the lessons and some of them were more willing to express themselves. The smaller class size allowed more teacher-student interaction and communication both in and outside the classroom. Some students came to ask teachers questions after school. Rapport was more easily established. The quality of assignment was also improving. Students became more confident in the subject. They showed great improvement in their assessments and also made steady and encouraging progress in the two examinations. Before the commencement of the summer holidays, teachers assigned groups of students with extra assignments including home reading, writing and listening tasks to ensure that they would continue to make progress in learning English during the summer holidays. Students concerned were required to come back to school to submit the assignments to their subject teachers. For the split groups in Chinese Language, teachers found that most students became more active in the lessons. Their ability in understanding Wen Yan Wen was raised while the performance in10
speaking was apparently improved. It was found that 41% of the students concerned showed obvious improvement in the examination result. For the split groups in S.1 Mathematics, the weakest 15 students formed a smaller group while the other formed a larger group of 22. Group quizzes were given so that students could learn from each other in a group. In the higher ability group, a few students could attain very good result (above 90 marks) in the Final Examination. In the lower ability group, proper learning habits and attitude were developed among most of the students. More than 70% of the students passed in the Final Examination, and two of them obtained more than 80 marks. For the split groups in S.2 Mathematics, worksheets with different levels of difficulty were prepared by the teachers concerned. Frequent short quizzes were also given. For those very weak students, after-school tutorials were arranged so that they could keep the pace. Most students gained more confidence in the subject. They were more willing to spend time on doing exercises in Mathematics. The school joined the programme of School-based Curriculum Development Support Services for Secondary Schools so as to deal with the problems of learner diversity in S.1 Mathematics. About 10 meetings were arranged with Miss Tai from the EDB to discuss possible strategies to cater for learners diversity in 5 topics. An activity was designed and students with different abilities were grouped and completed the task. Some worksheets were prepared in order to correct students misconception. Some teaching tools from Miss Tai were used in the lesson. The students could learn from each other in the group. Most students could handle better in the topic of Percentage. They were willing to put effort to apply their knowledge and make clear of the concept involved in the activity.
ReflectionsThe joint staff development programme gave new insights to teachers on teaching and learning approaches. The sharing among teachers of different schools could arouse teachers reflection on their own practices especially in catering for learner diversity under NSS. In the next academic year, the school will continue to encourage teachers to explore different strategies11
to cope with learner diversity. Some teachers reflected that it was not easy to handle learner diversity just by questioning during the lessons, so they tried to use different strategies according to students needs. It was suggested that the collaborative teaching will continue to focus on addressing learner diversity to that teachers can share more on this particular issue in the coming year. There is a lack of speaking opportunities provided for students to improve their speaking skills during the holidays, it is suggested that more help will be given to students who are really weak in English pronunciation in the ELSTC Centre Reading Aloud Club held at lunch time in 2011-2012 to further assist students to pay more attention to this particular area. In order to give better support to students, more timely feedback should be given to the students and individual guidance is always required. For those low achievers with low motivation in learning, it needs to communicate with their parents more frequently so as to better understand their problems and to discuss appropriate follow-up actions for them. The strategies suggested by Miss Tai were not all applicable to our students. It took too much time in conducting the activity in class, resulting in a rush of the syllabus. Its better for teachers concerned to plan ahead for the topics that they want to work on. The school will continue to join the programme of School-based Curriculum Development Support Services for Secondary Schools in Mathematics. Discussion will be focused on a selected topic Algebra.
Civic EducationObjectives To deepen students interest in local and global issues To help students understand their civic rights and responsibilities To help students learn to appreciate and respect different opinions To help students understand and appreciate Chinese culture Implementation Programmes Summer reading programme (organized by The Boys and Girls Club Association of Hong Kong) Flag-raising Ceremony Round-table Discussion (S.4-7) Visit to the Legislative Council (S.6) Current Affairs Quiz (S.1-3) Civic Education Lessons (10 lessons for S.1-S.6, 5 lessons for S.7) Talk: Hong Kong Election System13
Career Challenge 2010-2011 Study Trip to Guizhou Most of the participants were enthusiastic in joining civic education activities and showed their willingness to learn. The Civic Education Assistants took an active role in the preparation work and in organizing the various programmes. Besides, some of the Civic Education Assistants acted as good leaders in organizing the programmes. Through different activities such as inter-class quiz competitions, discussion forums, seminars, drama etc., a variety of local and global current issues were discussed during Civic Education lessons to enhance students awareness of their civic rights and responsibilities. Students critical thinking skills and communication skills were further enhanced. The Trip to Guizhou helped students develop a stronger sense of belonging and national identity. More, students served the disable students as well as taught the primary students in Guizhou. By this, students put our school motto Love and Service into practice.
Reading PromotionObjectives: To cultivate a reading culture in the school To cultivate an atmosphere of diverse reading and independent learning in the school Implementation Programmes: DEAR Day (a 30-minute reading period every cycle) Reading Day (Book recommendations and talks by writers) Book Recommendations by Students (Hall Assembly) Book Recommendations by Teachers (School Homepage) Book Recommendation Competition Reading Contract organized by Hong Kong Education City Popular Reading Award Scheme for S1-S3 Extensive Reading Scheme Cross-curricular Reading Portfolio Scheme14
Book exhibitions Reading Promotion Display Board (introducing contemporary authors, monthly top ten good books and book recommendations by students) WiseNews Learning Web-links (various websites recommended by teachers) In general, the students liked reading and they have developed a reading habit. They have borrowed reading materials from different sources such as the School Library, the English Learning and Teaching Support Centre, the Reading Corner in their own classrooms and public libraries. Besides printed materials, students also read on the Net through Wisenews to enrich their reading experience. Students were encouraged to read in diverse areas. The Cross-curricular Reading Portfolio Scheme was well supported by different subject panels. The Learning Web-links have been further enriched to support students learning.
Project-based LearningObjectives To enhance students independent learning capabilities To develop students generic skills and interpersonal skills To enable students to construct knowledge and broaden their horizons Implementation Programmmes Project-based learning was implemented in S.2. Annual Teacher Adviser Meeting Student Information Session Four student-adviser meetings throughout the year (held by the Project-based Learning Committee) Guidelines on tasks at different stages were given in each meeting Recruitment of student mentors for guiding students in their project work Project Presentation with teacher and peer assessments Best Project Competition Through workshops and regular meetings with teacher-advisers, students learnt how to formulate challenging questions, process information as well as present, share and reflect on the outcome of their project. The experience15
helped students to develop communication and problem-solving skills, and prepared them better for tackling the NSS curriculum in the senior forms. Teachers agreed that it was helpful to give clear guidelines at the beginning of each student-adviser meeting. Students found it easier to follow the instructions given in the Students Manual. Teacher-advisers, in general, found that students could apply various generic skills in conducting their project work and their independent learning capacities were enhanced through project-based learning.
A talk on Sex Offences was arranged for all the students so as to arouse the students awareness on self-protection. The evaluation of the above programmes showed that they not only met, but exceeded the success criteria set. More than 80% of the participants showed approval for the usefulness in most of the programmes. The responses were very encouraging and the programmes will continue in the coming year.
Careers GuidanceThe Junior Form Career Education Program (JFCEP) was adopted to heighten junior form students awareness of the importance of career planning and of acquiring a better understanding of themselves and their career orientation. JFCEP is comprised of three series of activities, namely, S.1 Understanding of Self Series, S.2 World of Work Series and S.3 Understanding NSS Curriculum Series. Class visits were made by careers teachers during class teacher periods to conduct JFCEP. Career activities, such as career talks, past students experience sharing sessions on study and examination skills, interview skills, were organized to enhance higher form students awareness of the importance of life-long learning and career planning. The activities also helped enhance students awareness of issues related to the world of work, especially work ethics and work attitudes. A series of talks on career paths for S5 and S7 graduates were organized. Talks on JUPAS choices were held for S6 and S7 students. Apart from the S.3 Understanding NSS Curriculum Series, talks on NSS Curriculum for both S.3 students and their parents were held to allow early preparation. A workshop on Choice of NSS Subjects and Learning Style was organized. Individual and group guidance on JUPAS choices was provided for S6 and S7 students. Individual and group guidance was provided for S5 and S7 graduates on the day of the release of the HKALE and HKCEE results. Representatives from various tertiary institutions were invited to provide career information on various tertiary programs.18
Individual guidance on choice of NSS subjects was provided for S3 classes. Sharing sessions by S4 students on NSS1 studies were also organized for S3 students. In addition to career talks on tertiary programs, a range of activities were conducted to provide opportunities for S4 students to participate in Career-related Experience (CRE) activities. The Careers Section hosted HKJA Its My Business Programme. There were visits to commercial business, Government organizations, academic institutes and Careers Expo, etc. Such visits helped enrich students knowledge on various career paths. A large number of S4 students took part in the CRE Health Care Profession Workshop held at Princess Margarets Hospital in August 2010. A number of students were selected to join the HKACMGM Summer Work Experience Scheme and the summer leadership training courses at the University of Hong Kong. Students showed great interest in CRE activities and sharing by past students on study skills and study opportunities. The Careers Section endeavoured to provide ample opportunities for students to participate in these activities. In the coming year, more emphasis would be laid on providing opportunities for students to learn to tell the stories of their learning experiences that have an impact on their personal growth and career aspirations.
Extra-curricular ActivitiesS.3 Eyes on the Community Service Program, Study Trip to Guizhou, Blood Donation Day and Dialogue-in-the-Dark workshop offered students the opportunities to extend their help, care and love to others, thus putting the school motto Love & Service into practice. Through the Social Service Award Scheme, One-Student-One-Service Award Scheme, students were encouraged to take part in community services which helped enrich their social experiences and nurture their all-round development. To develop students potentials in different aspects, a total of thirty-four clubs and societies as well as ten school teams were offered. Besides the annual Sports Days, the four Houses organized inter-House competitions in which students leadership skills and team spirit could be19
strengthened. To advance students leadership potential, a training session for all Club Chairpersons and House Officials was held. The leadership training session focused on procedure planning, problem-solving, coordination and liaison skills.
Home-school CooperationFostering a close and effective home-school partnership is vital to students growth. A series of parent education seminar and workshops on Harmonious Family was held to help build closer parent-child relationship. Besides, the School Social Worker organized parent groups in order to facilitate parents sharing of their experience in nurturing teenagers. To involve parents participation in school administration, a committee member of the PTA was elected to be a member of the School Executive Committee and two committee members of the PTA were elected to be a member of the Monitoring Committee of Trading Operations. To maintain effective contact between parents and the school, the PTA continued with programmes that contributed to the forging of a better home-school cooperation culture. Such programmes included Meeting Parents of First-formers on S.1 Orientation Day and Parent-Teacher Sharing Session. During PTA regular meetings, parents were active in exchanging opinions on school matters. Moreover, home-school communication was strengthened through the Parents Opinion Survey and the publication of three issues of the PTA Newsletters. Parent-child activity Visit the Elderly was held to put the school motto Love and Service into practice and forge better parent-child relationship. Interest classes such as dessert-making courses and Chinese calligraphy and painting courses were organized to develop parents potentials. Apart from the PTA Scholarship awarded to students with the best conduct in each class, the PTA also made donations to the Pope Paul VI20
College Love & Service Grant in order to provide assistance to students in need. Donations were made to support the renovation of the school library too. The PTA members also volunteered to serve the school. In general, the PTA has been very supportive of the school in various aspects in providing quality education for students.
Support from Alumnae To strengthen the ties with the alumnae, a Careers Day was jointly organized by the Alumnae Association and the Careers Section. Former students were invited to attend the Sports Day to forge stronger bonds and friendship with their junior counterparts. The Alumnae Association also made donation for the Pope Paul VI College Love & Service Grant to provide assistance to students in need. Donations were also made to support the renovation of the school library. Scholarships were set up by the alumnae to provide students with greater incentives for pursuit of excellence and constant betterment in their studies.
Performance of Students
No. of Candidates
Achievements in Inter-school Competition / Activities Nature Name of Competitions Outstanding Students Award of Tsuen Wan, Kwai Chung and Ching Yi District (on the Top Ten List) Outstanding Students Award of Tsuen Wan, Kwai Chung and Ching Yi District (by Federation of New Territories Youth, Kwai Tsing Youth Group, Tsuen Wan Youth Association) Sir Edward Youde Memorial Prizes Tsuen Wan Rural Committee Scholarship Most Improved Students Award (Lion & Globe Educational Trust) Awards 1
2 3 Towngas Best Improved Students Scholarship: 1 Shanghai Expo Cultural Tour Award: 1 Other Winners: 24 Merit Prize: 1
ThinkSeries Competition Junior Division, ThinkSeries Snapshot Award Best Caption Award Searching for Nature Stores 2011 - Investigative Field Study Competition HSBC Living Finance Young Financial Planner Competition 61st Hong Kong Schools Speech Festival a. English Section
Certificate of Excellence
Speech b. Competitions
Chinese Section
1st Prize: 1 2nd Prize: 2 3rd Prize: 1 Merit: 10 1st Prize: 1 2nd Prize: 1 3rd Prize: 4 Merit: 13 : 3 : 1 : 2
Name of Competitions 62nd Hong Kong Schools Music Festival a. Instrument Classes Guitar Solo Recorder Solo Zheng Solo Piano Solo Piano Duet Recorder Duet Violin Duet b. Female Voice Solo New Territories East and West Regions Speak Out Act Up! Improvised Drama Competition 2011 2011 Clipit Competition Anti-narcotics Fashion-design competition Smiling Faces Photo Competition
Certificate of Merit: 1 Certificate of Merit: 3 Certificate of Merit: 2 1st Prize: 1 Certificate of Merit: 11 Certificate of Merit: 2 Certificate of Merit: 3 Certificate of Merit: 1 Certificate of Merit: 2 Act Up Star Award: 1
: 2 : 1 Merit Prize: 1 2nd Prize 1st Prize 2nd Prize 3rd Prize Merit Prize 2nd Class Award: 2
Photography The 5th Summer Reading Scheme for the Development of My Motherland
Awards Championship: 1st Prize The Best Debater in 2nd Round; 3rd Round; Grand Final th The 26 Sing Tao Inter-school The Best Debater & The Best Debating Competition Interrogative Debater in Chinese Section 1st Preliminary; Chinese Section 2nd Preliminary The Best Interrogative Debater in Chinese Section 3rd Preliminary Rotary Inter-school Debating Championship: 2nd Prize Competition The Best Debater & The Best Interrogative Debater in Chinese Section 1st Preliminary; Chinese Section 2nd Preliminary; Chinese Section Quarter-final The Best Debater in Chinese Section 3rd Preliminary; Chinese Section Semi-final; Chinese Section final 6th Freedom Cup Inter-school The Best Debater in Debating Competition Chinese Section 1st Preliminary; Chinese Section 2nd Preliminary; Chinese Section 3rd Preliminary th 27 New Territories Joint School The Best Debater in 1st Phase Debating Competition of Negative-side Tournament25
Name of Competitions A.S. Watson Group Hong Kong Student Sports Awards Most Valuable player of the Inter-School Athletics Competition 2010/11 (Girls A Grade), HK Schools Sports Federation (Kwai Tsing District) Inter-school Athletics Meet (Kwai Tsing District) Inter-school Basketball Competition (Kwai Tsing District) Grade C Inter-school Handball Competition (Kwai Tsing District) Grade A Inter-school Volleyball Competition (Kwai Tsing District) Grade A Inter-school Touch Rugby Championship (Winter) Grade A Inter-school Swimming Competition (Kwai Tsing District) Grade B ThinkSeries Leadership Programme Outstanding Members Award of Junior Police Call (Kwai Chung and Tsing Yi Districts) Lifestival Music Video Competition lifestival MV
Awards 1 1
2nd Runner-up
3rd Runner-up
1st Runner-up
2nd Runner-up: 1 Outstanding Service Award: 1 Silver Award: 4 Bronze Award: 1 2nd Prize
Social Service Award Scheme This Scheme aims at encouraging students to take part in community service and help students put into practice the school motto Love and Service. An award will be given to those students who have rendered a certain number of hours of service. The awards and the criteria are as follows:
S.1 S.5 Bronze Award: Silver Award: Gold Award: 50 hours 120 hours 200 hours
70 60 50No. of winners
40 30 20 10 0Gold Award Silver Award Bronze Award
'09-2010 '2010-11
Financial SummaryBalance B/F surplus / (deficit) Income Expenditure
Government Funds
Bal c/f
General Domain
Administration Grant Administration Grant - Additional CA School & Class Grant Consolidated Subject Grant Air-conditioning Grant for Prep. Rm of Lab. Training & Development Grant Enhancement Grant Supplementary Grant Lift Maintenance Composite IT Grant
3,048,485.00 148,716.00 715,667.87 172,252.97 11,952.00 6,901.00 6,479.00 167,013.00 75,456.00 376,501.00
2,782,646.63 184,615.00 585,184.63 128,854.45 11,952.00 12,080.00 0.00 132,554.25 81,217.00 518,055.13
265,838.37 (35,899.00) 130,483.24 43,398.52 0.00 (5,179.00) 6,479.00 34,458.75 (5,761.00) (141,554.13)
Special Domain
5,070.23 43,611.64
7,234.00 472,971.00
6,997.00 475,481.24
237.00 (2,510.24)
Total surplus for the school year Accumulated surplus as at the end of school year
338,673.38 4,255,919.50
Balance B/F
Salaries Grant - Teaching Staff Salaries Grant - Lab. Technician Substitute Teacher Grant Home-Sch. Cooperat. Grant Fractional Post Cash Grant Diversity Learning Grant (First Cohort for Other Programmes) One-off Grant for Upgrade Websams Special One-off IT Grant on IT in Education Enhanced Senior Sec. Support Grant Diversity Learning Grant (Second Cohort for Other Programmes) Composite F & E Grant Teacher Professional Preparation Grant NSSC Migration Grant After-school Learning & Support Prog. Liberal Studies Curriculum Support Grant One-off Grant for Procurement of e-Learning Resources Jockey Club Life-wide Learning Fund English Enhancement Scheme Curriculum
1,800.00 14,665.00
0.00 0.00
0.00 14,200.00
1,800.00* 465.00*
* #
Financial SummaryBalance B/F Income Expenditure
School Funds
Subscription B/fwd
Tong Fai Profit on Sale of exercise books Hire Charges Tuckshop Rental Donations Others Income (e.g. fines, charges of photocopying, bank interest etc.)
Approved Collection for Specific Purposes Air-conditioning B/fwd Printing charges B/fwd 1,149,814.21 469,552.10 243,572.00 84,375.00
Total surplus for the school year Accumulated surplus as at the end of school year Closing Stock of Exercise Book
Sept. Jun. Oct. Mar. Oct. - May Dec. Jan. Sept. 2/9 (Wed) (2:30 -4:30) 15/9 (Wed) 30/9 (Thu) (4:15-5:00) 27/9 (Mon) 29/9 (Wed) (summer time) 30/9 (Thu) (4:00-5:15) Oct. 11/10 (Mon) (after school) 15/10 (Fri) 16/10-17/10 (Sat Sun) 19/10 (Tue) (summer time) 25/10 (Mon) (4:00-5:30) 26/10 (Tue) (4:10-5:30) 29/10 (Fri) (2:55-3:50) 29/10 (Fri) (after school) 30/10 (Sat) (3:00-5:30) Mid-Oct. Mid-Oct. Early Nov. Oct. Nov. Nov. 1/11 (Mon) (after school) 2/11(Tue) (4:00-5:30) 5/11(Fri) (2:55-5:15) 9/11 (Tue) (summer time) 12/11 (Fri)
& Civic Education Committee Civic Education Committee, Eyes on the Community Social Service Scheme (S3) ECA Section, RME Department (a) Board Display Competition with assigned themes (S1-S3) RME Department (b) Info-link pictures with biblical quotations Mathematics Olympiad Classes (S1-S6) Math Department Social Service Program: briefing (S3) ECA Section Briefing on JUPAS Web Application (S7) Careers Section Talk (Coral Community) (S4-S7) Biology Department Flag Raising Ceremony Civic Education Committee Collaborative Teaching Academic Committee Sharing Session among New and Old House Officials ECA Section PBL Teacher-advisor meeting PBL Committee Staff Development Staff Development Day Committee Prefects training camp Discipline Committee Collaborative Teaching Academic Committee (S5) Annual General Meeting Students Association Talk (S1-S5) Discipline Committee nd 62 HK Schools Speech Festival Rehearsal English Department PTA & Counselling Team Career Talk for Higher Forms Careers Section CTA Support You Study Groups for S1-S3 (Phase Counselling Team 1) Talk (by the Police Liaison Officer) (S1-S4) Discipline Committee 62nd HK Schools Speech Festival Rehearsal English Department Leadership Training workshop for Club Chairpersons ECA Section Careers Talk by the Alumnae Association Careers Section Collaborative Teaching Academic Committee Christmas Card Design for patients of hospitals HK Catholic Nurses Guild (a) PBL Student Information Session (S2) PBL Committee (b) S4 Musical Workshops Home Econ. Department; - Lighting & Audio IT Committee; - Stage & Pros. Design Music Department, - Costumes & Makeup Visual Arts. Department - Singing & Lyrics Writing (c) News Feature Presentation (S6) English Department ICAC Drama (S3) RME
Organizer Science Club and ASD domain of OLE (NSS) Careers Section Careers Section History Department Chinese Department & Civic Education Committee IH & LS Department PE Department PE Department PBL Committee Home Econ. Department; IT Committee; Music Department, Visual Arts Department English Department PE Department Counselling Team
26/11 (Fri) (7th period 4:00) Talk on Choice of Subjects for SS1 (S3) 27/11 (Sat) (2:00-4:00) Talk on Choice of Subjects for SS1 (S3) Parent Session 27/11 (Sat) (10:00-1:00) Visit (S7 History students) Round table discussion on global issues (S4-S7) 29/11 (Mon) (1st -2nd period) 29/11 (Mon) (4:00-5:00) 30/11 (Tue) (after school) Dec. 3/12 (Fri) (after school) Sports Day Rehearsal Sports Day Rehearsal (a) PBL 1st Student-Adviser Meeting (S2) (b) S4 Musical Workshops - Lighting & Audio - Stage & Pros. Design - Costumes & Makeup - Singing & Lyrics Writing (c) News Feature Presentation (S6) Sports Day a) Stress Management Workshop (S5) b) Meeting with S3-S6 CTA helpers Religion and Sex Ed. Week (Theme: Love yourself) Talks: Virginity Education (S1-S3, S4-S7); Book Exhibition Stall games Board Exhibition
7/12 (Tue) and 9/12 (Thu) 10/12 (Fri) a) 9:30-11:30 b) 12:00-1:30 13/12 17/12 a) 13/12 (Mon) - S1-S3: 1st period - S4-S7: 4th period b) 13/12 (Mon) c) d) e) 3 days (lunch time) whole week
16/12 (Thu) (4th period) Talk on (S1 & S2) Talk on handling love & love loss (S3) Christmas Carol Singing Christmas Carol Singing on bus Parents Day CTA Training Camp (+ Personal Growth Group B) S7 Inter-school Oral Practice Mathematics Week Chinese Book Exhibition (S4-S7) Visit to Legislative Council Prize-giving Ceremony Population Census (S4-S7)
Counselling Team Catholic society Catholic Society Catholic Society --Counselling Team English Department Math Club & Math Department Library & Civic Education Committee PTA & Social Worker Civic Education Committee ECA Math Department
f) 17/12 (Fri) (4th period) g) 14/12 (Tue) 18/12 19/12 19/12 28/12 29/12 Jan. 7/1 (Fri) (after school) 10/1 14/1 (Mon Fri) 12/1-13/1 (Wed-Thu) 12/1 (Wed) (1st period) 15/1 (Sat)(9:00-5:00) 18/1, 25/1 & 27/1 (1:00-3:30) 19/1 (Wed) (1st period) 20/1 (Thur. D5) (1st period)
Activity period Workshop on Finance Management (S5) (a) (b) PBL 2nd Student-Adviser Meeting (S2) S4 Musical Workshops - Lighting & Audio - Stage & Pros. Design - Costumes & Makeup - Singing & Lyrics Writing (c) News Feature Presentation (S6) Parents Seminar
Organizer LS & Econ. Department PBL Committee Home Econ. Department; IT Committee; Music Department, Visual Arts. Department English Department PTA and Counselling Team Social Worker Social Worker Civic Education Committee PTA Catholic Society Academic Committee LS Department Careers Section Careers Section English Department
21/1 (Fri) (7:00-9:30) 24/1 (Mon)(6th 7th period) 25/1 (Tue) (4:15-5:15) 28/1 (Fri)(1 -2 period) 28/1 (Fri) (4:00-6:00) 31/1 (Mon) (3:15-4:45) (last period suspended) Feb. 14/2 (Mon) (summer time) Mar. 1/3 (Tue) (after school) 4/3 (Fri) (after school) 5/3 (Sat) (Whole Day) 7/3-9/3 (Mon Wed) (6th 7th period)st nd
Stress Management (S3) Quiz Competition (S1) (S1-S3) Farewell Mass for S7 Students Collaborative Teaching Briefing on Activity Day (S4) Preparation for Mock JUPAS (S6) JA Success Skills Workshop (S5) English Festival 7/3 (D4) S2 8/3 (D5) S3; 9/3 (D6) S1; Whole Day S4: Visit (N.T. North District) S5: Visit / briefing /reflection (Jockey Club Creative Arts Centre) S6A & C: Visit (Western District)
15/3 (Tue)
(a) Reading Day: Reading Promotion Committee (b) Visits (S1): IS Department . (c) To be confirmed (S2): Chi. Hist. Department (d) Visits (S3): AM: Chi. Hist. Department & S1-S3: Reading Day (8:15 11:30) Hist. Department (e) Visit (S4): PM: LS Department S1: Visit Kadoorie Farm (1:00 4:00) (f) Visit (S5) S2: Visit: HK Heritage Museum (1:00 4:00) Music Department & VA S3: Visit HK Museum of Coastal Defense / Dr Department Sun Yat-Sen Museum (1:00 4:30) (g) Visit (S6) S6B: Visit HK Science Museum (1:45- 5:00) Chin. Department & Science KLA. ECA Section Blood Donation
Date Apr. 11/4 (Mon) (summer time) (c) 12/4 (Tue) (last period suspended) 15/4 (Fri) (4:15-5:30) 18/4 (Mon) (4:15-5:30) 19/4 (Tue) (4:10-5:30) 20/4 (Wed) (4:15-5:15) 25/4-29/4 (Mon Fri) Mid-April to Early May May 6/5 (Fri) (summer time) (a) (b)rd
Activity PBL 3 Student-Adviser Meeting (S2) S4 Musical Workshops - Stage & Pros. Design - Costumes & Makeup - Singing & Lyrics Writing News Feature Presentation (S6)
Organizer PBL Committee Home Econ. Department; Music Department, Visual Arts. Department English Department Catholic Society Careers Section English Department IT Committee;
Preparation for HKDSE Mock JUPAS (S5) Inter-school oral practice (S6) S4 Musical Workshop (lighting & Audio) Clean the Campus
9/5 (Mon) (4th period) 9/5 (Mon) (4:15-5:30) 12/5 (Thu)(4:10-5:30) 13/5 (Fri)(4:10-5:30) 16/5 (Mon) (4:15-5:30) 17/5 18/5 (Tue Wed) 20/5 (Fri)
Discipline Committee Civic Education Committee Service Trip to Guizhou & ECA Section CTA Support You Study Group for S1-S3 (Phase 2) Counselling Team (a) PBL 4th Student-Adviser Meeting (S2) PBL Committee (b) S4 Musical Workshops Home Econ. Department; - Stage & Pros. Design Music Department, - Costumes & Makeup Visual Arts. Department - Singing & Lyrics Writing (c) News Feature Presentation (S6) English Department LS Department & Econ. (S4) Department English Department Inter-school oral practice (S4) S4 Musical Workshop IT Committee; (lighting & Audio) Inter-class Economics Poster Competition (S6) Econ. Department English Department Inter-school oral practice (S5) English Book Exhibition Library Staff Development Staff Development Day Committee (a) PBL Presentation Session (S2) PBL Committee (b) S4 Musical Workshops Home Econ. Department; - Lighting & Audio IT Committee; - Stage & Pros. Design Workshop Music Department, - Costumes & Makeup Visual Arts. Department - Singing & Lyrics Writing (c) News Feature Presentation (S6) English Department S6 Stress Management Counselling Team Speech Day ---
Date June 17/6 27/6 July 6/7 7/7 (Wed Thu) (Post-exam. Activities) Musical Competition
Activity Writing workshop on Self Account in Student Learning Profile (S5) Ngong Ping 360 Day Trip Visit to Madame Tussauds Post-exam. Activities
Organizer Careers Section ECA Section ECA Section ECA Section and Students Association Visual Arts Department, Music Department, English Department Home Econ. Department PBL Committee Geography Department ECA Careers Section, Academic Committee & Counselling Section
Best Project Competition Field Trip for S4 Geography Students: Coastal Landform Prize Giving Ceremony S4 Orientation Program
Appendix 2
School-based After-school Learning and Support Programmes 2010/11 s.y. School-based Grant - Programme ReportName of School: Project Coordinator: Pope Paul VI College Mrs. Alice Au Contact Telephone No.: 24208155
9/8/2010 20/8/2010
Tutors feedback
Participants found the program useful in strengthening their English foundation and they became more confident in learning English. Students were interested in playing the instruments. They were able to play the musical instruments individually and perform in public confidently with all other band members.
Instructors assessment
Name of activity
Advisors observation
Students sports skills were improved and they became more confident in the matches. Team spirit had been developed. Team members instilled a sense of responsibility and it towered their teams
90% of the participants found the course helpful in boosting their self confidence and improving their communication skills as well as the team spirit.
86% of participants found the training helpful in nurturing leader qualities, enhancing their communication skills and promoting mutual support among participants.
- Questionnaire
93.3% found the course useful in strengthening their confidence and enriching their learning experience.
1/11, 5/11, 19/11, 26/11, 17/12/2010, 7/1, 14/1, 28/1, 4/3, 18/3, 25/3, 8/4/2011
- All the students agreed that their expectation in joining the course had been met. - Students found that the course was interesting and they learnt some problem solving skills. - They were more confident in attending various Mathematics Competitions or assessments.
90% of participants found the training helpful in nurturing leader qualities, enhancing their problem solving, interpersonal skills and promoting mutual support among participants. Most students found the training camp effective in building up their self-confidence, enhancing their problem-solving skills and promoting team cooperation.
Students found the activity useful in understanding mental health recovery. Students had new exposure in voluntary service and experienced personal growth.
Students feedback
Participants found the course helpful in alleviating their difficulties in academic subjects. 86% of the participants found the visit meaningful and interesting. Students reflected that the visit helped them widen their other learning experiences.
Advisors Observation
80% of the participants found the tour educational and interesting. Students reflected that they had a responsibility in conservation and betterment of natural environment Participants found the program helpful in enhancing their study skills and self-management skills and they became more confident in learning.
Total Expenses
Note:# Target students: students in receipt of CSSA/SFAS full grant and disadvantaged students identified by the school under the 10% discretionary quota. 42
Project EffectivenessTo the benefitted students, achievements of the activities conducted are rated as follows:Improved
Please put a against the most appropriate box. Learning Effectiveness a) Students motivation for learning b) Students study skills c) Students academic achievement d) Students learning experience outside classroom e) Your overall view on students learning effectiveness Personal and Social Development f) Students self-esteem g) Students self-management skills h) Students social skills i) Students interpersonal skills j) Students cooperativeness with others k) Students attitudes toward schooling l) Students outlook on life m) Your overall view on students personal and social development Community Involvement n) Students participation in extracurricular and voluntary activities o) Students sense of belonging p) Students understanding on the community q) Your overall view on students community involvements
No Change
Significant Moderate
Not Applicable
Do you have any feedback from students and their parents? the service provided? (optional)
As musical instrumental course fee is expensive, parents are grateful that their children are funded by the support programme.
Endorsed by Sr. Luigia Mindassi ( School Supervisor ) on behalf of the School Management Committee.
Appendix 3
Implementation PlanTo employ a full-time Teaching Assistant (TA) to: - conduct group discussion sessions for S.3 (after school) to enhance students speaking skills - assist teachers in organizing and implementing learning and teaching activities - conduct summer courses for students - help handle clerical work of the Department
Benefits Anticipated
Success Criteria
Recommendation / Follow-up
- Teachers - Practical and load in flexible administrative logistical arrangements to work of SBA and facilitate the implementation TSA will be of SBA and TSA relieved - Students - Students speaking skills speaking have been skills will be upgraded enhanced - Most of the teachers of the Chinese Language Department agree the TA help relieve their work load of SBA and TSA
- It is suggested that - Most teachers found the TA the school helpful in providing continue to administrative and clerical employ a full-time support for the smooth teaching implementation of SBA and assistant for TSA. Chinese Language - The TA conducted in the next school after-school group discussion year. sessions on speaking skills for all S.3 students. The discussion sessions provided opportunities for the students to practise speaking skills with the guidance of the TA. However, the performance of the students depends much on their knowledge and understanding of the subject content presented. Teachers should encourage students to read widely and to pay more attention to current social affairs and issues.
Implementation PlanTo employ a full-time Teaching Assistant (TA) to - prepare learning materials used in the ELTSC and promote learning activities in the Centre - assist the NET in conducting Reading and Speaking lessons in the junior forms - help English teachers with clerical work to reduce their workload
Benefits Anticipated- Learning materials in the ELTSC Centre will be fully utilized. - Teachers workload will be eased.
Success Criteria- The attendance rate in the ELTSC Centre is high. - Teachers feedback collected is positive.
Evaluation- The attendance rate in the ELTSC Centre is high according to the loan record. - Some of the learning activities held in the ELTSC Centre were not carried out as planned due to a lack of training of English Ambassadors. - The TA is helpful in assisting the NET to conduct the Reading and Speaking lessons in the junior forms. - Most English teachers had to take up all the clerical work by themselves, as the TA was busy preparing the material used in the Centre or engaged with the Reading and Speaking lessons
Recommendation / Follow-up- One more English teaching assistant who is mainly stationed in the Staff Room will be employed to help English teachers to ease their workload. - The teaching assistant who is stationed in the Centre will carry out more learning activities, such as the ELTSC Reading Aloud Club and the Poet Society.
Implementation Plan
To provide To employ a full-time assistance to teaching assistant (TA) teachers and give to: remedial support to - assist teachers in the weaker students preparing teaching materials, especially for the NSS curriculum - assist teachers in organizing and conducting subject-related activities - conduct enhancement lessons for 2 groups of S.4-students - supervise the weaker students to finish their homework assignments - help students solve their problems in learning Mathematics.
- Teachers can be - Most of the - The subject - Through the appraisal forms relieved of some Mathematics completed by all our panel teachers should teachers find the follow those weak of their workload members, the TA was found to teacher assistant students with poor be helpful and was willing to and can spare helpful offer suitable support to motivation in the more time in tutorial class. preparing their teachers and students. He had lessons and to conduct after school tutorial - Positive feedback taking care of the lessons everyday to help the from the students - As the TA is quite special learning weaker students from S.1 to busy, list of jobs needs of students S.5. It was found that he put - The learning assigned to him much effort in preparing needs of the should be clearly exercises and teaching notes. - The weaker weaker students stated with The oral feedback from some students will be are taken care of deadlines, so that he students reflected that they given more can see the priority could benefit from the remedial support and complete his after-school lessons conducted tasks more by the TA. effectively.
School Ball Teams Task Area Major Area(s) of Concern Implementation Plan Benefits Anticipated Success Criteria Evaluation Recommendation / Follow-upIf resources are available, professional instructors for the School Ball Teams will be hired in the next school year.
Skills - To relieve teachers enhancement workload in programme for School after-school training of the Ball Teams various sports teams
To employ professional instructors to train the following school teams: Basketball Team (twice a week) Volleyball Team (twice a week) Handball Team (twice a week) Rugby training (5 two-hour sessions)
- Most students in the school Teachers workload - The students in sports teams found the regular in after-school various school trainings and practices useful training of the sports teams find various sports teams the training in improving their sports skills. can be relived so programmes that they can helpful in - The various Teams performed concentrate more on improving their well in the inter-schools their normal sports skills competitions 2010-11 (Kwai teaching duties Tsing District). - The Ball Teams Basket Ball (Grade C) 2nd Students show improved Runner-Up sportsmanship and performance in Handball (Grade A) 2nd skills in various inter-schools Runner- Up sports will be competitions Volleyball (Grade A) 3rd enhanced Runner- Up The Rugby Team got the 1st Runner-Up (Grade A) in the Inter-schools Touch Rugby Championship (Winter) 20010-11
Appendix 4 Evaluation on the Gifted Education Programme for S.4 in the 2010-2011 School Year The following programme was adopted with the support of EDBs Diversity Learning Grant (DLG):Name of Programme & Programme Provider Mathematics Enhancement Course provided by Canotta Maths. Learning Centre Top 20 students of S.4 in Mathematics Target Students
After-school enhancement Maths lessons are offered to the abler students in S.4 so as to broaden their knowledge and learn extra skills in Maths. It is expected that these students can: - master more advanced techniques in Maths. problem-solving. - cultivate greater interest in Maths.
- Enrichment topics such as Series, Divisibility and Modulus were introduced. - Students feedback was positive as all of them agreed that they had learned a variety of Mathematics knowledge /problem solving skills. 19 of them agreed that the course had inspired their greater interest in Maths. - Comments from the tutor about students performance was also positive. The students showed good learning attitude. Some of them did homework in group so that they could learn from one another. Yet some students had difficulty with concepts that involved higher problem solving skills and multiple steps. They need some hints to solve the problems.
It is recommended that similar Mathematics enrichment programme for the more able senior forms students be organized in the next school year.
Appendix 5 Project-end Evaluation Report The Scheme on Additional Support for Secondary Schools Adopting English-medium Teaching Name of School: Pope Paul VI College Project Period: 2007/08 2010/11
Tangible Deliverables 1
Professional development of English teachers: Hiring service to conduct training courses on 2-3 NSS elective modules for teachers to help them prepare for teaching the NSS curriculum School-based programmes and curriculum development: Employing a full-time Teaching Assistant to help teachers develop school-based self-access learning materials for S1-S3 students to cater for learner diversity and assist English teachers to implement various English learning activities
All English teachers in our college were required to attend related seminars before the introduction of the NSS curriculum. Therefore the teachers have a common understanding of the NSS and can collaborate and support each other. The English Learning and Teaching Support Centre (ELTSC) is run by a Teaching Assistant and English Ambassadors to give support for both students and teachers. The Teaching Assistant can supervise and train students and give support to teachers with resources. Teachers can enhance their teaching with such support. Students were able to make good use of the resources provided in the ELTS Centre. Various types of English activities were organized at lunch time to create more opportunities for students to enjoy an English-rich environment.
Creating an English-rich language environment: a) Purchasing hardware and equipment for the ELTS Centre b) Purchasing English teaching and learning resources for the ELTS Centre
Output / Outcome-based Targets Pledged by School in the Proposal 1. Professional development of teachers: Teachers interest in the use of drama activities in English lessons will be heightened as they are provided with fundamental techniques and essential skills to implement a sustainable English Drama programme in the junior forms and teach the drama elective module in the New English Curriculum.
Extent of Attainment
All English teachers took part in the training sessions. Teaching strategies and pedagogies have been enhanced. All English teachers possess basic dramatic skills and teach students how to create stories, write short scenes and produce class-based drama productions in the Language Arts lessons in the junior forms from 2008 onwards and conduct learning English through Drama in SS1 in 2009.
They have been able to conduct the elective module Learning English Teachers will learn teaching strategies and will be able to teach students through Poems & Songs lessons since 2009 with the subject content learnt in how to write poems, respond to poems and perform what they have the training course. School-based teaching and learning materials have been produced. developed. Students performances in both formative and summative Teachers will be able to conduct Learning English through Poems and assessment have been enhanced. Songs in SS1 in 2010 and Learning English through Social Issues in 2011 onwards. The module Learning English through Social Issues was introduced in September 2011 with the introduction given by a speaker. Teachers are The adapted school packages will be developed before the introduction developing the materials in the collaborative lessons. of the elective modules. 2. Creating an English-rich language environment: The English learning environment has been improved as more than 80% of With the implementation of the English Learning and Teaching Support the students (the majority of them were junior forms students) made good Centre, students will be motivated by teachers to go to the Centre to try use of the resources provided in the centre each year. Students produced both out various types of materials. Gradually, students motivation in written and spoken language output in the English lessons such as book learning English will be higher. Students will be able to show a reports, film reviews, individual presentations and group interactions. Their confidence in English has been demonstrated through formative and51
Output / Outcome-based Targets Pledged by School in the Proposal developed confidence and competence in using English. summative assessments.
An 80% target of usage of the Centre will be evident in the junior forms each school year.
Students exposure to the English language and culture has been enriched through participation in the activities organized in the Centre such as doing some grammar games and viewing video clips. Students participation in the English activities is satisfactory and a good variety of English activities have been organized for students.


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The structured material on Better Orienteering has been designed to get you from a beginner or improver to a higher level of orienteering skills in manageable steps. There is of course much more that can be said and much more to learn and build into your orienteering skills base.
This section includes articles on a range of orienteering skills and strategies to help you keep developing. I hope that this section will keep growing with other contributions being offered.
Articles at On The Red Line
Preparing for a single race. Alasdair McLeod
Discusses the preparation process before you get to race day
Let's Start Well. Alasdair McLeod
Looking at race day routine


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Wickland, Home of Three Governors 550 Bloomfield Road Bardstown, KY 40004
For more information on Wickland, please contact our Manager, Clara Fulkerson, via email or phone 502-275-6731.
MARCH 16 St. Patrick's Tea Party - Noon until 2:00 p.m. Come join us as we get a head start for the celebration of St. Patrick's Day. Teas from Ireland, Irish inspired breads, savories, and sweet treats will be served. Information and activities about the Irish and this internationally celebrated holiday will be shared. Cost $25.00 per participant. Reservations required; reservations will be accepted until March 14. Please call or text Clara Fulkerson at 502-276-6731 to make reservations.
MAY 5-8 Studio 2 Art Exhibit Wickland's beautiful historic interiors will be enhanced by the masterpieces of Mary Spalding's Studio 2 Art students. Opening Reception: Sunday May 5, 1-4 p.m.; exhibit hours: Monday May 6, Tuesday May 7, and Wednesday May 8, from 1:00-3:00 p.m.
NOVEMBER 23 Wickland Christmas Bazaar at Civi Center - 10:00 a.m. - 4:00 p.m.
Christmas decorations, gifts and cards will be on sale. Local crafters and artists will offer unique creations for one of a kind purchases. For table rental and more information contact Clara Fulkerson, phone or text, 502-275-6731. Civic Center located at 321 South Third Street.
DECEMBER 14 & 15 Mrs. Julia Beckham's Christmas Teas Julia Wickliffe Beckham, the only woman in the world to be the mother, sister, and daughter of a governor, hosts a Victorian Tea, and shares memories of her life at Wickland at the turn of the century. Saturday luncheon at noon; Sunday tea begins at 4:00 p.m. Reservations required and non-refundable pre-payment is expected. For more information, contact Clara Fulkerson, phone or text, at 502-275-6731.


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The following is a Graduate Review for Fidessa.
Fidessa scores 3.8/5 based on 105 reviews.
All reviews are based exclusively on results of feedback from employees from Fidessa. Employees are asked to rate Fidessa on a wide range of work place topics, which is broken down through star ratings on the right hand side.
To find out how your Graduates can leave reviews of your company, please contact our Brand Manager Jo on 01825 725291.
What are the Best and Worst things about your job?
It's a relaxed environment with good social opportunities. I have a manager and then line managers, my line managers are very good and very understanding.
Being in support, you can feel underappreciated. The pay for graduates is good at first, but is difficult to progress.
What is the annual salary for this role?
Starting salary: £25,000 - £27,000
Current salary: £29,000 - £31,000
What hours do you actually work, on average?
Start: 08:45
Finish: 17:15
What advice would you give to someone applying to this role?
It would be most useful to have a stem subject, however if you have examples of where you have used technical skills that may be relevant (SQL, Java, TCL...) then I do not think a stem subject is mandatory.
Do you have any interview tips?
Have examples ready for the prep questions with regards to support service (example of dealing with difficult people etc.). For the technical side, you do not need to know anything, just show your capability and willingness to learn.
HR Graduate, Human Resources at Centrica
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Home / hydro cyclones manufacturers from pakistan for iron ore benificiation
Iron Ore | Mining | SGS
Mining Iron Ore Iron ore is an important commodity currently in high demand due to population and infrastructure growth in developing countries. Whether you are involved in iron ore exploration, processing or trade, SGS provides a comprehensive range of services to support these activities.Get Price
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Equipment » copper ore beneficiation plant equipment supplier india. ... pakistan steel mill jobs 2015 form Top House Bamp;B. pressroom Concord Group. 13.01.2015 contract signed for construction of a Coke Dry Quenching Plant at Vizag Steel. The job is to be completed by 7 months. ... 2015 iron ore brazil. Read More;Get Price
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Iron ore - Wikipedia
Iron ore is the raw material used to make pig iron, which is one of the main raw materials to make steel—98% of the mined iron ore is used to make steel. Indeed, it has been argued that iron ore is "more integral to the global economy than any other commodity, except perhaps oil".
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iron ore beneficiation plant with destoner - In the traditional mining, the low grade ore-fines get discarded and dumped for its low iron-ore content With the fast depleting high grade iron ore deposits all across the globe which are non-renewable and for the best utilization of non-marketable low grade iron ore, beneficiation and agglomeration is the only way for the future Iron and .Get Price
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Alibaba offers 5,509 iron ore mining equipment products. About 38% of these are crusher, 29% are mineral separator, and 6% are mine mill. A wide variety of iron ore mining equipment options are available to you, such as flotation separator, magnetic separator, and ball mill.
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Ore Beneficiation Yield
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design calculations for a hydrocyclone for iron ore .2013-05-11· an approach for recovery of iron values from slimes – [email protected] . In India iron ores processing industries play a vital role in Indian economy. . Several beneficiation technGet Price
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hematite iron ore beneficiation plant manufacturers in canada. hematite iron ore beneficiation plant manufacturers in canada. Hematite Iron Ore beneficiation plant manufacturers in canada. Hematite Iron Ore beneficiation plant manufacturers in canada 72 Views The Zenith is the professional . Chat Online; iron ore crusher types indianpagoda ...Get Price
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Iron Ore Processing Plant Equipment For Pakistan Iron Ore Mining . Value Added Services; Urgent Request Extra Quotes An overland conveyor system transports the ore to the iron ore beneficiation plant. wear protection products, conveyor system and in addition we also supply spares parts being removed in cluster cyclones before conventional ...Get Price
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Cromar Product Hydra Cyclone. Cromar are a major European manufacturer of Swarf Conveyors and Filtration solutions for the engineering, aerospace and rail industries, and also offer conveyor Email:[email protected] Cromar in developing its filtration solutions has gone back to proven technology with the inclusion of Hydra cyclone technology. GEA CycloneGet Price
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China Chrome Wash Plant Manufacturers and Suppliers . The hydrocyclone is mainly for sliming inside the chrome ore pulp. Then the ore will be fed into the spiral chute for roughing firstly, (spiral chute is very important equipments in chrome ore washing, which can separate the chrome to upgrade better content), finally, it will be recovered mostly by shaking table.Get Price
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Hydrocyclones | Tega Industries Africa Pty Ltd
Desliming iron ore and chromite fines/slimes. Hydrate classification and spent liquor recovery in Alumina refineries. De-griting of china clay. Dewatering of beach sands. Tega 10" Hydrocyclones are available in single units and for larger flow rates cyclones are supplied in radials. These radials can accommodate up tp 16 number of cyclones.Get Price
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Beryl Ore, Beryl Ore Suppliers and Manufacturers at iron ore processing plant australia for wolframite in pakistan . iron ore processing plant australia for wolframite in pakistan offers 72 beryl ore products. About 43% of these are crusher, 25% are other ore, and 2% are loose gemstone. A wide variety of beryl ore options. Get PriceGet Price
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herstal hydrocyclones
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NZ$13.03 - 27.94 / Piece
(US $8.08 - 17.33 / Piece)
Please Select Color, Size
Shipping Cost: Free Shipping
To United States Via ePacket Est.Delivery Nov 1 and Nov 23
Gender 1: Men
Collar: Crew Neck
Sleeve Length: Short Sleeve
Feature: Breathable Anti-Wrinkle Enzyme Washed Anti-Pilling Anti-Shrink
About delivery: Epacket10-15 days DHL 7 days or so delivery.All come with the original box, if more than 3 will provide DHL free once
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The above dimensions are measured by hand, with some errors, the body size varies from person to person, for reference only.
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Unshoveled Sidewalk Request at 1–99 Beech Rd, Brookline
Closed over 4 years ago via iPhone
request #: 8322status: Closed. Thank you for your recent request using the BrookOnline Notify Application. This has been given to proper enforcement department.
submitted: Thu Jan 29, 2015 08:22AM
opened: Thu Jan 29, 2015 08:22AM
closed: Thu Jan 29, 2015 09:16AM


text: I've got the answer :) set SHARETREE_RESERVED_USAGE=1 in execd_params On Fri, 15 Jun 2007, Yuan Wan wrote: > > Hi all, > > I'm using shared tree policy to calculate prioty for our cluster. > But I noticed that the consumption is measured by cpu (mem, io) usage rather > than wall clock. So if someone submit a large number of light weight job with > little cpu usage, he will not be charged by shared tree policy. This seems > not ideal. > > Anyone know how to measure the resource consumption by wall clock? > > > --Yuan > > > Yuan Wan > -- Unix Section Information Services Infrastructure Division University of Edinburgh tel: 0131 650 4985 email: ywan at ed.ac.uk 2032 Computing Services, JCMB The King's Buildings, Edinburgh, EH9 3JZ --------------------------------------------------------------------- To unsubscribe, e-mail: users-unsubscribe at gridengine.sunsource.net For additional commands, e-mail: users-help at gridengine.sunsource.net