Discovery College Annual Report 2012-13

2012-13 Annual Report

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Annual Report 2012-2013

Grow. Discover. Dream.

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Contents Our Chairman 4 Our Principal 5 DC Parent Teacher Association 6 Community Engagement 7 The Curriculum 8 Chinese and Language B 10 Student Support 11 Curriculum Enrichment 12 College Activities 13 Student Leadership 14 Academic Achievement 15 Professional Development 16 The College Community 17 Facilities 18 2012-13 Budget and Expenditure 19

2012-13 Annual Report

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Our Chairman Charles Wong

As Chairman of the School Council, I have had the good fortune to witness the progress of Discovery College and its continued growth into the full IB Diploma programme. Looking back on the 2012-13 year, I am proud of what Discovery College students and staff are achieving.

The opportunities afforded our students at Discovery College are remarkable, and as you review this report, I hope you will agree that Discovery College is preparing students for the next phase of their lives and giving them diverse opportunities to share these experiences with peers, mentors and friends from around the world. Recognising that the world is seemingly getting smaller, and the need for global communication and understanding is more important now than in perhaps any time in our history, Discovery College is offering our students the opportunity to learn about their community and enhance their understanding of themselves and one another.

These opportunities were manifested in many ways this year, one of which is the emphasis on language instruction at DC. Teaching young people the Chinese language, as well as offering Spanish courses, broadens the horizons of students and ensures that they are a step ahead in communicating globally. Likewise, the experiences outside of the classroom, such as camps, community service opportunities, and No Boundaries trips exposed our students to new places and scenarios this year, and helped to frame the world in a new way. These outside activities helped students apply their classroom knowledge, but also afforded opportunities for students to build leadership skills and confidence.

In addition, the emphasis on Restorative Practices at DC brought the opportunity for thoughtful discussion and understanding of how our actions impact those around us. These challenging situations offer ways to progressively enhance, develop and encourage these important skills in all of our students. Without question, these skills will help students both with their peer relationships today and with their professional relationships in the future.

The very nature of the Discovery College environment, in which students participate in class work, drama, music, sports and other activities with students and teachers from all corners of the world, gives our students a unique opportunity to apply their skills, gain insights into similarities across cultures and appreciate the things which make us each unique.

I am grateful to the teachers and staff who work incredibly hard to ensure that these opportunities exist and are impacting our students positively. I also express my appreciation to the School Council for their hard work tackling the important issues facing Discovery College. Through hard work and collaboration, the School Council will continue to play an important role in the school, and we look forward to further opportunities to work with the staff, parents and community.

Our Vision Statement Grow. Be passionate about being the best you can be.

Discover. Find wonder in the world around us.

Dream. Dare to make a difference for yourself, humanity and our planet.

School Council 2012-2013 Chairman Charles Wong ESF Representative Vivian Cheung Principal Mark Beach Parent Representative Elspeth Shaw Parent Representative Frederic Guiral Parent Representative Kimberly Whiley Community Representative Marcello de Guisa Community Representative Alfred Wong Community Representative Ernest Lin Staff Representative Robert Chaytor Staff Representative Catriona Tuimaka Staff Representative Pat Romano

2012-13 Annual Report

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Our Principal Mark Beach

This annual report of the College has changed remarkably since the opening of the Discovery Bay campus in 2008, and I have had the priviledge of watching the College grow since those early days. I am pleased with the way the College has grown and become a part of this community – so much so that I’ve stopped referring to us as “new” and now use the term “established.” In many ways this term reflects our current position, although part of me believes we will be truly established at the end of the 2013-14 academic year when our first class of Year 13 students graduate and go out into the world.

2012-13 brought our first cohort of IB Diploma students, and as principal, I could not have been more proud of they way these young people rose to the challenge. This year for them was far more than just starting the Diploma Programme. It was also about taking some very significant real-life steps that will prepare them well for life beyond DC. Schools have debated for decades the best ways to prepare young people for life. For our Year 12 students, this preparation included learning to appreciate and not squander their study periods, being responsible for many elements of their learning, being proactive about their university decisions, acting as real role models for all the other year levels and managing their own dress code. There were staff ready to support whenever needed, however, to a large extent it was the students’ responsibility to seek out assistance.

In addition to our leaders in Year 12, students across the College increased their efforts across a wide spectrum of activities. Some of the stand-out moments for me included: • the Year 11 class obtaining outstanding results in the MYP, both individually and collectively; • the remarkable achievement of the students who sat the ICAS tests, where DC students earned more awards than those of any other school in Hong Kong, including nine number one results; • a memorable Year 6 PYP Exhibition and Graduation Ceremony, celebrated on different days for the first time; • the introduction of student-run CCAs, where, by the end of the academic year, a total of 34 individual activities were offered by students for students; • the very real move toward a greater understanding of international mindedness, not only by staff but also through the actions of students; and • the huge range of sporting, cultural, leadership, musical, artistic and dramatic activities that helped to define the year.

We said goodbye to several students and staff who had been with us for many years, and as the College continues to grow ever larger, saying farewell to classmates, colleagues and friends will become ever more common. It is not easy to see friends depart, but it is always gratifying to see people moving on to new challenges and to know that Discovery College provided such a good grounding for this.

I must acknowledge the teaching and support staff for their tireless energy. Without their passion and genuine enthusiasm for the education of young people, we would not have been able to accomplish as much as we did this year.

Working to support the staff and students were the ever-wonderful DC PTA and the DC School Council. Both of these bodies spent countless, and mostly unrecognised, hours supporting the College. Their dedication and efforts resulted in many initiatives that benefited the entire Discovery College community. Alongside these more formal committees were the legions of parents volunteers, helpers, camp mums and dads, sports coaches, Class Parent Reps, trip supervisors, and others. My heart-felt thanks goes to the entire community for their support in helping Discovery College continue to improve year by year.

Our Powerful Learning Statement At Discovery College we believe that powerful learning and teaching occurs under a shared spirit of respect, which dignifies and prizes our diversity of experiences and perspectives, reaches into our traditions as well as into the future, excites a passion for ongoing inquiry and strives to help all learners reach for enduring excellence.

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DCPTA

Sue Meldrum, DC Parent Teacher Association President

Arts Fest

Family Concert

During 2012-13, the DC Parent Teacher Association embarked on an ambitious calendar of activity supporting and enriching the school life of parents, teachers and students. Along with the core activities of providing essential support services such as uniforms, stationery, school buses and administrative assistance for the College’s music programmes, the PTA also staged a number of important community-building and fundraising events. These included the annual Family Fun Day, Sunday Family Concert Series, the School Raffle, Quiz Night, Salsa Night, a wine tasting evening “Under the Stars” and the Easter Egg Raffle.

The monies raised from these events enabled the funding of an extensive list of teacher and student-led requests. This year the PTA funding of $100,000 supported the following projects requested by teachers: • enhancement of the Years 4/5 shared area learning space; • an additional interactive play space for Year 1 students; • timber display boards for hanging artwork for school and exam functions; • micro-gardens and workshops by Green Patch; • a touch-typing/keyboard programme for Year 7; • support materials for the seven Mother Tongue language groups; and • a donation to facilitate the use of the Wheeler on-line E-book loaning facility in the library.

For the first time this year the PTA granted generous funding for Student Council requests which were allocated to worthwhile student initiatives including: • playground equipment requested by Primary Class Captains; • materials for the Year 11 Graduation Committee ‘Red Carpet’ event; and • equipment for the Year 12 Welfare Group.

The Discovery College Arts Fest week, organised and funded by the PTA, continues to be a highlight in the school calendar. Once again our students from Year 1 through to Year 12 were entertained and educated by an extensive array of local and internationally acclaimed performers, musicians, comedians and artists.

DCPTA Board Members

In addition, the PTA assisted with the DCPTA Dragon Boat Team, the Year 6 Graduation Ceremony, a teenage issues awareness programme, social activities for children and families organised by the Primary Class Parent Representatives (CPR) and a very well received Year 4/5 Intra-school Sports Day with DBIS and Renaissance College. Through the PTA Shop, and with the support of a dedicated group of parent volunteers, the proceeds of second hand uniform sales enabled the PTA to allocate $1,000 to every year group in the school.

I would like to personally acknowledge and thank the PTA committee members for their outstanding dedication and contribution to our school community. We look forward to welcoming new parent and teacher volunteers so the PTA can continue to provide ongoing support for the school and its students.

Dragon Boat Team

2012-13 Annual Report

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Community Engagement This year saw the introduction of Community Engagement groups at Discovery College. These groups, either established by the school or through student initiative, help create opportunities for students to be actively involved in servicerelated efforts within the school or wider community.

A number of new Community Engagement projects were initiated this year, many by the Diploma students. Some of these included Chungking Mansions Service Centre where students planned and delivered programmes and activities to support refugees and asylum seekers in Hong Kong; Little Trekkers Learning Club where students worked with the Kerry Group Kuok Foundation to deliver a learning project for lowincome families in Yat Tung Estate; and Tung Chung Home for the Elderly, where students facilitated activities to provide company, fun and interactive opportunities for the residents.

School-based activities were held focusing on ethical consumerism, World Food Day, World Ocean Day and Earth Day, our very own TEDxYouth event, respecting the efforts of our domestic helpers through “Help the Helper” week, and participation in ‘Box of Hope’, to name a few.

One component of the Community Engagement Programme is No Boundaries, a week of off-campus learning activities for students in Years 10-12. These experiences offer students a unique exposure to other cultures and communities, aiming to

deepen their appreciation of others. Students were involved in activities that made them take a step out of their comfort zone, developed their leadership skills and encouraged them to see first-hand and respond to issues faced by communities around the region. Participating in the experience fostered international mindedness in students, through development of all attributes of the IB Leaner Profile.

Through No Boundaries, students were engaged in a wide variety of activities, from rafting on the Ganges, to supporting the efforts of an orphanage in Cambodia, to cycling through rural China. Not only did students learn a lot from these experiences, they also have memories that will endure for many years to come. No Boundaries again provided students the opportunity to Grow. Discover. Dream.

DC Students with local children on a No Boundaries trip in Yunnan, China.

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The Curriculum International Baccalaureate The IB Learner profile

The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.

The IB learner profile defines the type of learner that Discovery College hopes to develop through our programmes. We aim to develop internationally minded people who display the following learner profile attributes: • Inquirers/Open-minded • Knowledgeable/Caring • Thinkers/Risk-takers • Communicators/Balanced • Principled/Reflective

IB Mission

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB Core Values • • • • •

Motivated by a mission - We aim to create a better world through education Partnerships - We achieve our goals by working together Quality - We value our reputation for high standards Participation - We actively involve our stakeholders International mindedness - We embrace diversity

Discovery College fosters student achievement by providing learning and teaching programmes through the IB Curriculum framework in collaboration with students and parents.

Discovery College is a community of learners delivering excellence through: • a collaborative approach to learning and teaching • robust assessment procedures • benchmarking against the highest international standards • an internationally researched professional learning programme • regular self review

2012-13 Annual Report

Curriculum Highlights

Primary Years Programme, Middle Years Programme and Diploma Programme

Primary Years Programme (PYP)

During the 2012-13 year, the major focus was the IB PYP Evaluation. Programme evaluation is both a requirement and a service provided by the IB Organisation to IB World Schools. The aim is for the IB to ensure on a regular basis that the standards and practices of the programmes are being maintained. This process allows the IB to work closely with schools in their ongoing development of the programmes. The school had its official visit by the IB in April 2013. The outcome of this visit and the year long self study which involved the whole DC community was a set of actions for the school to continue to move the programme forward until the next visit in four years. The College received a significant number of commendations, with particular standouts in the Teaching and Learning and Assessment areas of the curriculum.

Parent workshop mornings and evenings were offered to educate our community about the Primary Years Programme, Language and Learning (Chinese) and what Assessment and Reporting looks like in the PYP. Coffee conversations became a new initiative this year, and included topics such as student well-being and Restorative Practices.

In addition, a science exemplary practice video was created by the Upper Primary Year 4 team to share best practices with other PYP teachers across ESF and Hong Kong.

The primary school DC Inquiry model was implemented to give students a strong framework for how to go about a process of inquiry. Teachers spent the year introducing and implementing the new model with the students within their programmes of inquiry.

Middle Years Programme (MYP)

MYP Results DC’s first set of IB-validated results were excellent. In 2012-13, more than 90 percent of students achieved an MYP Certificate.

Also impressive was that 50 percent of eligible students achieved a 50+ point MYP Certificate. DC’s highest achieving scholar was awarded 61 points of a maximum possible 63 points, equalling DC’s highest achieving student in 2011-12.

This cohort’s mean MYP subject grade was 5.2, representing a 0.3 point improvement on the 2011-12 results.

Diploma Programme (DP)

Having been successfully authorised by the IB to offer the Diploma Programme, 2012-13 was the first year of implementing the programme at DC. Students embarked upon the study of their chosen disciplines, with greater specialisation than in the MYP. While striving to meet the increasing intellectual demands of study at this level, students were able to put into practice the “learning how to learn” skills acquired in previous years. With the requirements of the final formal assessments in mind, students underwent formative experiences that will lead them toward their final goal.

Studied alongside the six academic subjects, the Theory of Knowledge course enabled students to make connections across disciplines and explore what it actually means to know something. The Extended Essay, started in Year 12 and to be completed in Year 13, allowed students to research in depth an area of interest to them, and gain experience in writing an academic paper. Creativity, Action and Service (CAS) is the final piece of the Diploma Programme, and students initiated longterm projects in Year 12 that will come to fruition in Year 13.

With the introduction of the IB Diploma and the release of new subject guides for MYP Humanities and Language B, these departments have been engaged in a comprehensive review of courses, with a dual focus on reviewing the scope and sequence of the MYP and ensuring a smooth transition to DP courses.

For the first time we had senior students who were given certain privileges including non-uniform, use of a study room, study periods and an exit pass enabling them to leave school when not in lessons. With these privileges came responsibility; students learned how to manage their time without direct supervision and acted as leaders and role models to younger students.

Preparation for the August 2014 MYP Next Chapter also began this year. The next iteration of the MYP has a strong emphasis on equipping students with a conceptual understanding of the world to complement solid grounding in the disciplines. In anticipation of this, five staff attended a two-day workshop on conceptbased thinking with Lynn Erickson, a key consultant to the IB on the MYP Next Chapter. These staff have since contributed significantly to the ongoing development of the MYP.

In Learning Team time, students carried out work on important areas such as CAS, the Extended Essay and Higher Education applications. They also had “leisure” sessions, in which they learned important life-skills such as how to keep fit and how to cook basic but nutritional meals. Pastorally oriented sessions encouraged an awareness of positive relationships and healthy decision-making.

To further support the preparation for the Next Chapter changes, many teachers have developed a range of interdisciplinary initiatives. These initiatives have integrated subjects such as Humanities and English; Art, English and Humanities; English and Music; and Drama, Music and Art. The College is investing more time and energy into further development of interdisciplinary learning opportunities in preparation for the MYP Next Chapter.

Many newly recruited teachers came to Discovery College with extensive DP experience, and DC teachers continue to attend DP workshops to increase their expertise in delivering the programme. As their experience in the DP grows, the involvement with the wider IB community will further develop.

Discovery College currently has several staff who are Assistant Examiners, one DP Workshop Leader, one School Visit Team Member and one Deputy Chief Examiner.

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Chinese and Language B Discovery College recognises the importance of language as a necessity for students who live in our international environment.

As a school where classes are taught in English, the College incorporates a rigorous Chinese curriculum at the Primary level and Chinese and Spanish as additional language options in Secondary.

By integrating language into many aspects of the curriculum, students learn the importance of culture, diversity and sensitivity towards others which in turn enhances their personal growth, cognitive development and international mindedness.

Primary Chinese

The Primary Chinese programme aims to provide the right conditions for growth, with students ultimately developing into confident and competent speakers of Chinese. This year, teachers focused on curriculum development by organising meetings with parents, gathering information and feedback, and then reviewing and revising the yearly overview in the background classes. In the non-background sector, the teachers worked together with the PYP coordinator to continue their revision and improvement of the programme.

All classes in Years 1 through 6 now have a clear overview in transdisciplinary and disciplinary, central ideas, lines of inquiry and, most significantly, unit language learning outcome. This documentation has made the DC Primary Chinese programme better outlined and easier to understand for our community.

Through teaching and learning this year, Primary students had many opportunities to grow. Year 1 students used language to describe themselves, their families and their school as part of their unit titled “All about me.” Year 2 participated in a dazzling fashion show and used the language to describe their clothing choices.

Year 3 students considered how Chinese traditional birthday celebrations were similar and different to their own experiences of birthday celebrations, while practicing days and dates. Year 4 students used timetables to explain their daily routines, and stories related to Chinese culture were a focus for learning and language development. Year 5 students introduced themselves to Pen Pals in other international schools, which was helpful for developing written language as well as learning about other students. In Year 6, students designed a dream school and included their ideas regarding overall designs, floor plans and timetables.

In order to promote Chinese learning, several special activities took place. A popular event, “Discovery Has Talent–Chinese Singing Competition,” was held with 120 participants across Primary. For the Lunar New Year and Dragon Boat celebrations, the Chinese Mother Tongue Group collaborated with the teaching and learning in class to hold a Chinese traditional food tasting as an excellent cultural experience. In addition, at the end of the academic year, students in Years 4-6 created their own Chinese learning blog to record their learning journey.

Secondary - Language B

As part of its regular seven-year review cycle, the IB revised and updated the MYP Language B guide, which impacted the learning and teaching of MYP Mandarin and Spanish B at Discovery College. These changes included the introduction of a six-phase developmental continuum of language acquisition to describe a student’s level of language proficiency and the introduction of four assessment criteria, including one which assesses the relationship between verbal and written texts, with visual texts.

Students are expected to move from comprehension of basic texts and interaction in simple exchanges in the earlier phases, through to communicating in a wide range of interpersonal and cultural contexts in the latter phases.

As environmental awareness has become a part of many students’ lives at DC, relevant vocabulary has been incorporated into the Chinese studies curriculum. In Year 11, for example, students took a look around the school for ways the College could create a greener environment and future. From their findings and using their Chinese vocabulary, students each wrote an open letter to Principal Mark Beach in which they suggested realistic solutions. Language B classes continued to use real world issues as a vehicle for students to engage with new vocabulary throughout the year.

This year a small team of Mandarin A students were involved in the International Schools Chinese debating competitions and earned third place. The College hopes to build on their experiences so that younger year level students will be inspired to participate.

The Discovery College Spanish B programme, which began in 2009, also continues to grow. This year the College added another staff member to the teaching team due to the growth in year levels. As one of the very few schools in Hong Kong to offer Spanish in the MYP, the progress that our students have made is very impressive. Many came into the programme with little or no Spanish and are now capable of holding basic conversations around certain topics.

2012-13 Annual Report

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Student Support Learning Development Team

The LDT has continued to grow from strength to strength, both in and beyond the Discovery College classrooms. Keeping at the forefront of our minds the need to support all teaching staff in the College with teaching and learning strategies for all students, particularly those with learning differences, we have continued to play an active and highly visible role in the planning and providing of professional development. This has included workshops on supporting specific students, in-house sessions on Specific Learning Difficulties and the use of Learning Intentions and Success Criteria. In the spirit of collaboration and continuing professional development to support the learning outcomes of all students, we have also worked hard to create links with specialist organisations beyond DC. This has been reflected in Matt Barker, head of LDT, joining the Dyslexia Association of Hong Kong (DAHK) committee and being elected on to the Special Education Network in Asia (SENIA) board.

Integral to our philosophy of providing an inclusive environment for all learners, LTD staff have continued to coach, collaborate and consult very closely with the two Primary and two Secondary LDT educational assistants. Additional in-class support has also been provided by two Secondary LDT parent-funded educational assistants.

Lizzie Hudson, Year 1 and 2 LDT teacher, has continued to advocate for EAL students in her role as Mother Tongue Coordinator for the College and ensure that the Mother Tongue programmes and initiatives continue and expand.

Student Guidance

Primary Known by the students as the ‘talk about it lady,’ Student Counsellor Tracey Chitty continued to provide support and counselling to children and their families in the areas of social, emotional and personal development. Regular visits to the classroom helped students feel comfortable with the idea of talking about ‘worries and niggles’. Student well-being was supported and developed throughout the Primary School in a variety of ways in the classroom such as circle time, class conferences, units of inquiry and ongoing programmes.

Restorative Practices continued to be developed within the Primary School. Many of the senior Primary students were initially trained by Marg Thorsborne, an external consultant, followed by ongoing support from staff. The purpose of this was to build the students’ capacity to facilitate others to resolve difficult situations. The students responded enthusiastically and their support in the playground was noticed and valued. In addition, five Primary staff were trained as Restorative Practices facilitators.

Secondary Student support continued through the Student Counsellor, Tracey Chitty, and through a government-funded Social Worker, Harriet Cheng. Many students across the year levels sought out their support along with a range of parents. The change of the vice principals’ roles to include the oversight of pastoral care needs, in addition to academic needs, provided a more seamless support system. The Deans continued to be a key point of support for students and their families.

The latter part of the year was spent developing a Student Wellbeing Policy which is now in the consultation phase amongst the wider staff. This document considers student wellbeing across the school and has helped to identify areas needing further development.

Many Secondary staff were also involved in the professional training offered by Marg Thorsborne to become Restorative Practices facilitators. Students’ Restorative Practices skills were also developed further through a range of opportunities.

Higher Education Office

The goal of the Higher Education Office (HEO) is to help every student to find a university that is the right ‘fit’ – one that suits them academically and socially. In 2012-13, the HEO focused on preparing the Year 12 students for their upcoming university applications, as well as educating parents and students in Years 10-12 on the preparation they should undertake for educational and vocational futures.

The higher education counsellor at DC offered individual and group counselling to students, which provided students with guidance and support throughout the entire university application process.

The expertise of the higher education office in university systems around the world enables the counsellor to keep students and parents informed about the requirements for tertiary studies, the latest trends, the wide variety of courses on offer and the entire university application process.

In addition, the HEO launched a newsletter to parents highlighting important university deadlines, admission test preparation sessions and tools for success. One such tool is the online programme “Family Connection” offered through Naviance. Naviance is a service DC uses to track and analyse data about college and career plans so that the College receives specific, up-to-date information relevant to DC students. This allows students and families to research colleges and careers, develop to-do lists to keep track of their university applications and receive targeted information about upcoming events, scholarship opportunities and other university and career information.

In 2012-13, Discovery College was visited by representatives from a wide range of universities and colleges in the US, the UK, Australia, Canada and around the world, which allowed students and their parents to make valuable contact with admission officers.

Information Evenings, University Fairs and Career Days also took place to better prepare our students for the planning of their future.

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Curriculum Enrichment Co-curricular activities

Internally run and organised activities: Anime Tutorial* Ball Hockey Board Games Club Bouldering Buddies Chamber Orchestra Chinese Cross-Stitch Chinese Homework Club Choir Cooking for Beginners* Craft Fun Cricket* Dance Walking and Harlem Shake DC Film Society First Aid & CPR Fitness Training* Football for Kids* Friendship Bracelets and Basic Weaving Inline Skating Jewellery Club Journalism Club* Maths Club Mini Scientists Model United Nations Origami and Mathematics* Saratoga Springs* Scrapbooking* Stage Band Story Time Crafts String Ensemble Tape It* Theatre Make-Up Young Artists Club *indicates a student-run CCA

Extra-curricular activities Externally run and organised activities: Cooking Golf Gymnastics Karate Ballet Chess Club Performers Studio Judo TLC Kids! – Maths and Science Club Swimming ESL Languages ESL Sports

Model United Nations

Discovery College offers Senior and Junior Model United Nations (MUN) for Secondary students. MUN allows students to step into the shoes of an ambassador to the United Nations. Discovery College students spent the year learning the United Nations rules of procedure, drafting and debating resolutions, plotting strategies and resolving global conflicts as country members of the United Nations.

This year, students in Years 7-9 learned about current events and diplomacy in international relations through role-play and debate. Jr. MUN students explored issues of peace, security, human rights, food and hunger, economic development and globalization in preparation for yearly conferences.

Thirty-four Jr. MUN students represented Discovery College in a United Nations simulation at Victoria Shanghai Academy. The students engaged in vigorous debate and consensus building. For many students, this was their first opportunity to speak in a public forum. In addition, 17 students travelled to Xiamen International School for the annual XIAMUN conference. This was a major highlight of the year. Discovery College was well-represented and the team returned with a Best Delegate Award.

This year also saw the Senior MUN students taking major leadership roles and mentoring the Jr. MUN students.

SEAMC

This year, six Discovery College students from Years 8 and 10, along with two chaperone mathematics teachers, went to Bangkok over the last weekend in February to attend the 2013 South East Asian Mathematics Competition (SEAMC).

Steve Warry, an enthusiastic teacher at an international school in South East Asia, had a belief that mathematics could be a spectator sport. In pursuit of this, he organised the South East Asian Mathematics Competition (SEAMC) in 2001. Since then SEAMC has evolved into an annual 2-day event organised by local volunteer teachers on a rotational basis throughout the region. Hundreds of international school students, aged 15 or younger, and their teachers, come together for a long weekend each year to share their enthusiasm for Mathematics and problem solving. Each school enters two teams of three students and the Warry Cup is awarded to the overall winning team each year.

The two teams of Discovery College students attended after school training sessions for eight weeks prior to the competition. Although students did not place in overall winnings, it was an excellent learning experience for everyone involved.

2012-13 Annual Report

College Activities Cobra Sports

Participation in sports grew this year with more than 20 Cobra teams offered at the College this year. Students had the opportunity to learn skills in time management, teamwork and sportsmanship, in addition to enhancing their athletic skills.

Cobra Sports teams at Discovery College in 2012-13 included: U12-U20 boys/girls swimming, U12-U20 boys/girls cross country, equestrian, golf, U16 girls volleyball, secondary netball, U14 boys/girls basketball, U16 boys/girls basketball, U20 boys/girls basketball, U12 rugby, U14 boys rugby, U16 boys/girls rugby, U12 boys/girls football, U14 boys/girls football, U20 boys/girls football, U12 badminton, U14 badminton, U16 badminton, U20 badminton, Primary girls netball, Primary basketball, Primary boys/ girls football, Primary cricket, Primary Gaelic football and Primary swimming.

Arts

The annual Arts Fest provided an exceptional week with guest artists, musicians and actors demonstrating their craft and sharing techniques with students. Arts Fest also featured a student photography competition and an Arts Fair at which students could showcase and sell their art.

Visual arts and film courses at the College offered challenging and creative outlets for students. A Discovery College Film Night showcased student films, and numerous art showcases in the College and around Hong Kong highlighted students’ achievements in visual arts.

Drama

Discovery College staged productions in the Primary and Secondary schools this year. The Primary production “James and the Giant Peach” brought to life Roald Dahl’s beloved tale, and the Secondary production, “Two Jagged Lines,” featured a studentwritten script. Both productions showcased the acting talents of students and gave students important insights into theatre productions on stage and behind the scenes.

Drama 5s and lunch time performances also gave students an opportunity to perform in front of their peers and gain experience in performance and teamwork.

Music

The annual Music Concert Series presented the very best of DC students’ musical talents. Students had the opportunity to perform many genres of music throughout the year, ranging from classical to jazz to self-written songs.

The Discovery College chamber orchestra, stage band, percussion ensemble and choirs performed at several College assemblies and events as well as at community gatherings throughout the year.

Class music performances and lunch-time concerts also provided avenues for students to share their talents and practice their performance skills.

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Discovery College

Student Leadership One School

Student Council

Thomas Au and Momoko Ishii, Student Council Co-chairs During 2012-13 the Student Council was superbly represented by 16 students from Years 5 through 12. The Student Council role continues to change, especially as the influence of senior students becomes more pronounced. These more mature students mentored the younger members of the Student Council, resulting in some significant achievements over the year, including: • implementing the student-run CCA programme, which saw 34 individual CCAs successfully offered by the end of the year across the school; • supporting senior secondary students co-coaching across a range of sports; • organising the student-run activities at the Family Fun Day, which included many successful events such as seeing staff being doused with wet sponges.

• allocating grant money from the DC PTA to a number of student groups in the College, which supported new playground equipment for Primary, provided items for the Year 11 Graduation Ceremony, and helped furnish the Diploma Common Room; • working with DC students as part of a College-wide emphasis on international mindedness to write cultural stories celebrating a variety of festivals and events important to our community, which were developed as website banners and appropriate music was played through the College sound system; • collaborating with Chartwells to plan the new cafeteria developments and menus for 2013-14 which involved designing and tasting new menus and options with a focus on healthy food and drink, offering feedback on the new layout for the 1/F Café and 2/F Deli and coordinating a student advisory group starting in 2013-14 to continue liaising with Chartwells on the quality and service in our food outlets.

Class Captains

Elected by their peers, our Year 3-6 Class Captains demonstrated ways they can make a difference to others through some of the initiatives they undertook throughout the year.

Concerned about the crowded nature of the adventure playground, the captains set about introducing equipment and rules into the yard for playtimes, including basketball goals, soccer goals, hoops, an assortment of balls and skipping ropes. The captains were successful in acquiring funding from the Student Council to pay for these initiatives. Other initiatives included assisting with the Arts Fest, speaking at assemblies on a variety of issues and meeting and greeting VIP guests in school.

Scholarship Students

Grow. Discover. Dream.

Scholarship students continue to serve as role models and exemplary students at Discovery College. More than 35 students on scholarships for academics, athletics, music, drama or visual arts offered numerous contributions to the life of the College, and their achievements demonstrated DC’s areas of excellence to the wider community.

The scholarship fund supports a wide range of college activities apart from the individual scholarship recipients, including much of the learning support; technicians in art, music and PE; a number of external sports coaches; and subsidies for activities, bus transports and events.

Houses

The five Houses at Discovery College are the only structured vertical connection for students from Year 1 to Year 12 to interact, work together and compete. Volunteers from our Student House Leaders came together this year to design an activity where all students could celebrate their identity and origins. All students spent an afternoon creating an artwork that celebrates who they are and where they came from. The senior students did a wonderful job mentoring Year 1 and 2 students on this day.

The result was a combined ‘One School’ artwork celebrating just what makes DC the place it is. The House programme now includes 16 minor and major events, with more planned for next year our House system continues to grow and develop.

Grow. Discover. Dream.

Grow. Discover. Dream.

2012-13 Annual Report

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Academic Achievement Students Earn Top Honours in ICAS

Nine students at Discovery College earned the highest score in an academic subject in the International Competitions and Assessments for Schools (ICAS) across all of Hong Kong in the spring of 2013. These students each received the ICAS Medal in their respective subject.

The winners were all Secondary students who earned top honours in subjects ranging from mathematics and science to English and writing. The ICAS Medal winners from Discovery College were: • Kevin Xin (Primary 6 science in English, first out of 647 students) • Howard Cheng (Form 1 mathematics in English, first out of 2,520 students) • Cherie Ho and Emily Weinstein (both Form 1 writing, equal first out of 1,359 students) • Emily Lo and Jason Chan (both Form 2 writing, equal first out of 558 students) • Zoe Franklin (Form 3 English, first out of 2,161 students) • Viola Graef (Form 3 writing, first out of 708 students) • Isabella Dia-Tsi-Tay (Form 4 writing, first out of 167 students) The ICAS provides an opportunity for students to gain a measure of their own achievement in an external testing situation compared to other students in Hong Kong.

The ICAS is administered and marked by an external company, and is offered to students across Hong Kong and around the world. Participation in the assessment is voluntary for students at Discovery College. In addition to the nine ICAS Medal winners, the College also had 82 students earning High Distinction, meaning they scored in the top one percent in Hong Kong.

In each of the last three years, one student at Discovery College has earned an ICAS Medal. Last year, Ezra Kohn earned the ICAS Medal in the writing competition, and in 2010-11 Tra My Hickin also achieved this honour in the writing competition. The previous year Timothy Tan received the medal in mathematics.

Performance Indicators in Primary Schools (PIPS)

The PIPS assessment is administered by the Centre for Evaluation and Monitoring at Durham University and is taken by over 4,000 schools, primarily in the UK. All ESF students in Years 1 and 2 take the assessment at the start of the year. The progress made by our Year 2 students was significant in their first year at DC. Discovery College students performed very well in the Year 1 and Year 2 tests as compared with all schools and other ESF schools.

160

Year 1 PIPS mean scores

Year 2 PIPS mean scores

160

250 %#!"

140

140

120

200 %!!"

120

100

100

150 $#!"

80

80

60

100 $!!"

%!"

40

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20

50 #!"

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0

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All Schools

ESF

Discovery College

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Discovery College continued next page

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Discovery College

International Schools Assessment (ISA)

ISA is a tool specifically designed for benchmarking international schools and provides detailed diagnostic information on individual students. It measures mathematics, reading and writing ability. It is carried out in Years 4, 6, 8 and 10. All parents in these levels receive a detailed report on their child. Other ESF schools do this in Years 4 and 6 but not in Secondary. DC students performed exceptionally, with students earning above ISA average in 12 of the 16 measures over the 4 year levels.

Year 4 DC students performed above the ISA and ESF averages for mathematics, reading and writing-exposition. In writingnarrative students performed above the ISA average and at the ESF average.

Middle Years Information System (MidYIS)

This computer adaptive test is completed by all Year 7 students.

It measures vocabulary, mathematics, non-verbal reasoning, skills and accuracy and is used by all ESF secondary schools.

Overall results in this instrument are presented in four bands where A is the highest achievement and D is the lowest. In an average school, 25 percent of students fall into each band.

This performance is measured against a school cohort primarily made of schools from the UK, and this information is used to benchmark our Year 7 cohorts. It serves as another measure to identify where support is needed and to correlate with teacher judgement in the MYP. DC students continue perform strongly with approximately 76 percent of students at DC in either band A or B overall.

MidYIS Results 60%

Year 6 In writing-exposition DC students performed above the ISA average and at the ESF average. Students performed close to the ISA and ESF averages for mathematics, reading and writingnarrative.

50% 40% 30%

Year 8 DC students performed above the ISA averages for mathematics, reading and writing-narrative. In writingexposition students performed at the ISA average.

Year 10 DC students performed above average in all 4 measures.

20% 10% 0%

Band A

Band B

Band C

Band D

Percent of Students

Professional Development Primary

It has been another exciting and innovative year for professional learning opportunities. Teacher inquiries for all Primary staff were focused on building teacher capacity.

Teachers engaged in various areas of inquiries aimed at improving student outcomes. Professional learning for Educational Assistants this year focused on supporting reading and maths in the classroom, as well as managing student behaviour using Restorative Practices strategies.

Primary staff attended a full-day Visible Learning workshop with John Hattie, and several staff continued to work with Hattie’s team to position students to be active participants in their own learning. The connection with Lane Clark, inquiry consultant, who worked with teams throughout the year to help strengthen their understanding for inquiry, was also a valuable professional learning opportunity.

Seven teachers participated in a 12-week online programme through the Harvard Graduate School of Education, looking at ways to improve leadership capabilities. Teachers and middle leaders participated in leadership development programmes such as Emerging Leaders, Performance Coaching and Senior Leadership Conference through ESF. Many teachers also participated in ESF discipline-based trainings. Staff gained PYP training in a variety of IBPYP workshops, and some Primary staff were accepted into, and trained to become, IB Educators who lead workshops in the Asia Pacific region.

Secondary

Many Secondary teachers participated in MYP and DP workshops, well beyond the minimum expectations stipulated by the IB. A higher proportion of training time was spent on Diploma Programme-related professional development this year to support the launching of the DP. In addition to IB workshops and conferences, Secondary staff attended workshops by leading thinkers in various fields. Five teachers attended a twoday concept-based curriculum workshop with Lynn Erickson in Hong Kong. Staff members also attended the SENIA conference on special educational needs, ICT in student-centred learning in Science, and the EARCOS Physical Education workshop.

Secondary teachers participated in the broad range of professional development opportunities offered by ESF, including Performance Coaching, Emerging Leaders and the ‘Friends’ (building resilience in children) programme. Five Heads of Department completed a Harvard Leadership Course, and as a result of this learning initiated a project investigating the role of DC’s Heads of Department, which led to a more defined sense of purpose and identity to this group as a whole.

Alongside this, a number of staff presented workshops at the ESF foundation-wide CPD conference in May on topics including building international mindedness, task-based learning in the Mandarin classroom and practical advice for dealing with Dyslexia.

2012-13 Annual Report

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The College Community Student Enrolments

American, 124

Discovery College had another steady year of enrolments in 2012-13. The major milestones included the additional Australian, Year 1 and 142 Year 2 classes and the expansion of Secondary into Year 12. The data below represents student enrolments and withdrawals (those who Austrian, 2 left the College) for the academic year 2012-13, including summer.

Belgian, 5 Botswanian, 2

Year Level

Total number of students

Total number of withdrawals

Year Level

Total number of students

Year 1

120

7

Year 7

111

Year 2

120

15

Year 8

109

Year 3

90

5

Year 9

96

Year 4

90

8

Year 10

91

Year 5

90

7

Year 11

59

Year 6

90

13

Year 12

55

Total number Brazilian, 5 of withdrawals British, 280

16 Canadian, 66

19 Chilean, 1 Chinese (Hong Kong), 142 Chinese 13 (PRC, Macau), 72 Croatian, 1

12 13 7

Czech, 2 Danish, 7 Dutch, 21

!123$'4%'()*+-,* ++/-50*

Student Nationalities

Filipino, 9 Finnish, 5

Discovery College has a diverse student body made up of students from around the world. In 2012-13, 47 countriesFrench, were13 German, 28 represented by our students. !123$%'()*,* ./+60*

Islands Slovakian Swedish Russian Seychelle 0.08% 0.08% Taiwanese 0.89% 0.24% 0.65% Scottish Singaporean Sri Lankan Swiss Portuguese 0.32% 0.08% Thai 0.16% 0.16% 1.45% Spanish Turkish 0.48% Polish Peruvian 0.24% 0.48% 0.16% 0.08% South Pakistani African American 0.16% Nepalese 1.37% 10% 0.24% New Malaysian Zealander 0.65% 3.06% Korean 2.50% Israeli Japanese Australian 0.81% 2.42% 11.45% Irish Italian 0.56% 1.45% Indonesian 0.40% Indian 5.89% Hungarian 0.16% German 2.26% Finnish French 0.40% 1.05% Filipino 0.73% Dutch 1.69% Danish 0.56% Chinese (PRC, Macau) Czech 5.81% 0.16% Croatian 0.08%

./+60*

Austrian 0.16% Belgian 0.40% Botswanian 0.16% Brazilian 0.40%

Italian, 18

Australian, 142 7$';%4%'()*5* ./-.0* Austrian, 2

Japanese, 30

Belgian, 5

Malaysian, 8

Botswanian, 2

Nepalese, 3

Brazilian, 5

New Zealander, 38

British, 280

Pakistani, 2

Canadian, 66

Peruvian, 1

Chilean, 1

Polish, 2

Chinese (Hong Kong), 142 Chinese (PRC, Macau), 72 Croatian, 1

Portuguese, 2

Dutch, 21

British 7$%<2=)*,>.* 22.58% ,,/5>0*

Filipino, 9 Finnish, 5 French, 13 German, 28

!123$%'()*,* ./+60*

Canadian 5.32% Chilean 0.08%

Indonesian, 5

American, 124

Danish, 7 !123$'4%'()*+-,* ++/-50*

Indian, 73

Nationality, number ofIrish, students 7 7932:'(%'()*,* (percentage of total shown at left) Israeli, 10

Czech, 2

Chinese (Hong Kong) 11.45%

Staff Nationalities

7#48%'()*5* ./-.0*

Hungarian, 2

7#48%'()*5* ./-.0* 7932:'(%'()*,* ./+60*

Hungarian, 2 Indian, 73 Indonesian, 5 Irish, 7

Korean, 31

Russian, 3 Scottish, 1 Seychelle Islands, 1 Singaporean, 18 Slovakian, 1 South African, 17 Spanish, 3 Sri Lankan, 4 Swedish, 11 Swiss, 2 Taiwanese, 8 Thai, 6 Turkish, 6

Israeli, 10 Italian, 18

7$';%4%'()*5* ./-.0*

Japanese, 30 Korean, 31 Malaysian, 8

The staff at Discovery College hail from 22 countries including Australia, Belgium, Canada, China,Nepalese, Germany, Fiji, Great Britain, Hong 3 Kong, Indonesia, India, Ireland, Japan, Kenya, Malaysia, Nepal, New Zealand, The Philippines, Spain, Sri Lanka, Sweden, Taiwan New Zealander, 38 and the United States.

Pakistani, 2 Peruvian, 1 Polish, 2 Portuguese, 2 Russian, 3

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Discovery College

Our Facilities Discovery College is fortunate to have several remarkable venues that are used for a variety of school and community activities. The increased use of the facilities after school and on weekends demonstrates that the College continues to support and partner with the community. A few of the events held in the College facilities this year include: • IB International Conferences; • Primary swimming programme; • Primary school production of James and the Giant Peach; • Secondary production of Two Jagged lines; • annual music series of concerts and recitals; • DB Pirates Family Fun Day; • Environmental Conference; and • DCPTA Family Fun Day. Throughout the 2012-13 academic year, further investigations were carried out to look at ways to maintain and enhance the physical space of the College. This included a review and update of the health and safety policies, including evacuation and lock down procedures. The College developed a DC Master Plan to support future needs, and collaboration continued with Hong Kong Resorts International on the implementation of this plan. To further ensure quality services, the College confirmed new three-year contracts with cafeteria, security, cleaning and pool-management providers.

During the summer, major construction works took place to meet the needs of the growing student population.

This included painting classrooms, shared areas and open indoor spaces. Several new classrooms were created from previous shared spaces to provide additional learning spaces.

Enhancements to the food service areas brought a new cafeteria layout and decor in the 1/F café, as well as a new serving area on the 2/F - the Discovery Deli. Construction began this year on the Wellness Centre, which will open in the 2013-14 year.

The College continued to build strong links with Discovery Bay Management and Hong Kong Resorts. DC also continued to participate in the Hong Kong Government’s recycling programme. The College’s focus on energy-saving measures saw several “Green Tips” for staff and students within the facilities, including using recycled products whenever possible (e.g., hand towels, photocopy paper). A collaboration programme with the Hong Kong government is allowing the College to look at further ways to reduce energy costs.

2012-13 Annual Report

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2012-13 Budget and Expenditure 2012-13 Actual HK$’000

2012-13 Budget HK$’000

Income Government grant

nil

nil

108,236

108,331

34

-

Rental

3,000

2,200

Nomination rights

5,340

6,000

Non-refundable Building Levy (NBL)

1,844

6,325

Transfer from prior year scholarship fund surplus

5,063

-

Others

6,609

5,098

130,126

127,954

101,728

104,407

12,964

12,882

Depreciation

1,061

900

Repairs and maintenance

3,095

2,885

Management and administration to ESF

1,759

1,759

Development and Operating Agreement (DOA)

9,983

12,883

10,824

10,833

Total expenditure

141,414

146,549

Surplus (Deficit)

(11,288)

(18,595)

Tuition fees Donations

Total income

Expenditure Staff expenses Other expenses - operational

Scholarship fund and hardship allowance

Draft results as of 11 October 2013, prior to intra-company adjustments.

Notes: • As a Private Independent School (PIS), Discovery College receives no Government funding/grants. DC is entirely self-funded.

• Discovery College is required to pay back ESF’s capital investment over a period of time. This is an annual cost to the College.

• There are specialised staff salaries funded out of the scholarship fund, which helped to reduce our 2012-13 deficit.

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Discovery College

Discovery College 38 Siena Ave Discovery Bay Lantau Island Hong Kong discovery.edu.hk