KGV
King George V School
Annual Report 2013-2014
Content
Content 1 Message from the Principal
2
School’s Mission, Aims & Values
3-4
CAS and Extra Curricular Activities
5
Senior School Pathways
6-8
Middle School Curriculum Updates
9-10
Teaching and Learning 11 Statistics 12 Student Voice 13 School Council 14 Student Development 15 Challenge Week
16
Achievement and Success
17
Higher Education Destinations 18 Higher Education 19-20 Building and Facilities 21 School Budget 22 PTSA 23 PTSA Statement Accounts Summary
24
Strategic Development 25-26
Page 1
Message from the Principal
This year has been full of tangible successes that have transformed our school and the facilities within it. In August we opened the new Science and Performing Arts Blocks and students began to use these wonderful new facilities for the first time. It was delightful to welcome so many special guests to formally open the buildings in the autumn and it gave our students the opportunity to show off their talents. The Guilford Lecture Theatre has quickly become an attractive and functional location for a variety of school meetings and I am not quite sure how we managed before ! Attention then turned to the Fung Learning Resources Centre. We managed to prepare the space for the formal opening in June but it was very tight. In opening the Centre we were able to welcome Victor, Julia, William, Belinda and Clara Fung and they were all very impressed with what we have achieved. The favourite word of the evening was “wow� and many talked about how the facilities are even better than most Universities are able to use. We also took the opportunity to present Rowan Varty with the Outstanding KGV Alumni Award for 2014. The public events have not prevented us continuing to innovate and develop exciting aspects of KGV. Most importantly the coherent, skills based Middle School Curriculum is now ready for its launch in August and I pay public tribute to the extraordinary work of all my colleagues in developing something so powerful. On top of all this we achieved record breaking IB Diploma results and a wonderful set of BTEC awards. Progress to University for all our students has been smooth. KGV is in good heart and continues to be ambitious for future success based on a relentless emphasis on learning and teaching.
Ed Wickins KGV School Principal
Page 2
School’s Mission, Aims & Values King George V School is ambitious in developing its fine traditions of high achievement and creativity in an engaging, enjoyable and sustainable learning environment. We aim to celebrate diversity in an inclusive and supportive international community.
The table below shows how KGV aspires to the Vision Statement above. Vision (Philosophy)
Learning through the taught Curriculum
Learning through the wider Curriculum
KGV is ambitious in developing its fine traditions of high achievement and creativity.
• We provide excellent teaching in the medium of English • We expect excellent student work attitudes • We celebrate examination achievement and student progress • Our teaching develops knowledgeable and reflective learners through an academically rigorous approach • We use data and assessment for learning to monitor, support and challenge students to make progress • We expect students to be creative and innovative
• We enable a well supported House System to flourish with varied events • We provide many co-curricular activities and diverse opportunities for students to develop their talents and excel • Our Lion Yearbook records and celebrates achievements in all areas of school life • Active tutoring and target setting support our students’ learning needs both pastorally and academically • We prepare our students to progress as lifelong learners
...in an engaging, enjoyable and sustainable learning environment.
• Our teaching develops risktakers, critical thinkers, inquirers, communicators through being student-centred, interactive and intellectually curious • We develop environmental awareness throughout the curriculum
• We provide opportunities for students to develop their confidence and solve problems • We challenge our students to achieve in active, exciting ways • We take action to reduce our resource use
We aim to celebrate diversity in an inclusive and supportive international community.
• Our teaching develops open-minded, well balanced learners through exploring values, using a range of learning styles • Our teaching develops caring, principled learners through exploring international, cultural and religious issues • We recognise that an inclusive learning environment benefits all learners
• We value and support our diverse mother tongues • We use, celebrate and support our local community / schools • We value learning about current affairs • We develop sustained links with international projects
Page 3
The Learning Environment
The Learning Calendar
A Learning Ethos
• We cherish our iconic places • We evaluate school facilities and plan for appropriate extensions and improvements • We value student health; provide healthy food and encourage exercise • We provide a safe, secure, attractive and well maintained learning environment • Our environment reflects our commitment to all students
• Key school events emphasise our school traditions • We celebrate success regularly • We encourage participation • We organise formal occasions to celebrate individual achievements
• We celebrate school traditions • We maintain high expectations • We evaluate our actions to problem-solve and seek continual improvement • We set challenging targets / goals and support individuals to achieve them • We celebrate progress and achievement • We create an ethos where success is valued and it is “cool to achieve” • We value our partnership with parents
• We provide appropriate learning technology and use it both to stimulate student learning and respond to learning needs • We work to improve our local environment
• We give students opportunities to participate in a wide range of activities • We organise fun occasions for students to develop their skills • We study sustainability issues
• We invest in Professional Development and encourage dialogue / debate within KGV and with other schools • Leadership and Management has a clear focus on learning • We value and take responsibility for the regional and global environment
• We work to ensure all our students can easily access appropriate learning spaces on the school site
• We celebrate the major religious and cultural festivals of our school • We value different cultures
• All individuals are respected and valued • We ‘personalise’ learning • Students’ behaviour is managed in accordance with the Universal Declaration of Human Rights • We encourage students to take responsibility • We welcome alumni and value the sense of identity and heritage that ex-students gain from KGV
Page 4
CAS & Extra Curricular Activities Creativity, action, service (CAS) is a framework for experiential learning and is intended to provide experiences for students to develop self-confidence and empathy, and a willingness to help others. Students may directly confront or indirectly engage in work on global problems, or work directly with other people at a local level, developing their capacity to function collaboratively and effectively with others. CAS at KGV provides students with the opportunity to broaden their horizons and learn more about themselves and the wider community by setting themselves challenges and reflecting on them. All students benefit from CAS personally, it helps with self esteem, self confidence, independence and a better understanding of the wider community. More importantly, CAS allows our students to develop themselves as wider learners and appreciate the world beyond the walls of academia and KGV. As a school KGV provides some excellent opportunities for our students to complete CAS, but it is vital that students also embark on a personal discovery of CAS and that they learn to be independent of both their parents and teachers. Here are a few of the exciting opportunities that were taken up: • Working with charities • Tutoring and language teaching • Creative writing • Robotics • Animation • Model United Nations • Panache fashion show • Sports teams and coaching These activities add richness to the KGV learning experience. Without them, KGV would not be the vibrant school that it is. We are extremely grateful to the students and staff who give their time freely to make the CAS programme such a huge success.
Page 5
Senior School Pathways Senior School Pathways Students in the Senior School follow externally assessed pathways which lead to formal qualifications. Students in Year 11 study for (i)GCSEs and BTEC examination which prepare them for either the International Diploma/ BTEC course or the International Baccalaureate Diploma. This year students excelled in their examinations and final assessments and were rewarded with an outstanding set of grades. GCSEs In June 2014, 239 students sat a variety of GCSE and IGCSE examinations. Results continue to be highly successful with 28.9% of examination results at A* and 91.6% of examination results at A* - C. The mean GCSE grade is consistently excellent at 6.4 out of a maximum of 8. A total of 7.53% of the students achieved 8 or more A* grades which is an outstanding achievement. As a school, we continue to reflect on examination performance through meetings between Vice Principals and Learning Directors. We look forward to seeing the impact of the new Middle School Curriculum as students with developed skills come through to (I)GCSE courses.
Page 6
Senior School Pathways International Diploma Students at KGV continue to be very successful in their BTEC studies, with all students achieving a pass in the Level 3 Extended Diploma and 49% achieving a triple distinction, which represents superb results and reflects the dedication of both students and staff in the applied learning pathway. It is particularly pleasing that student achievement has enabled effective progression to university in a wide variety of places, ranging from the University of Arts in London to SCAD in Hong Kong through to Chicago.
Page 7
Looking forward, we are planning a modified approach to BTEC which will involve students being able to select a Major/Minor combination of subjects so as to enable greater levels of flexibility and personalization to meet the needs of our vocational learners. This course will also be supported by allowing the students to follow English and Mathematics courses to an appropriate level, whether that is GCSE resits or IB certificates. The aim will be to open up an even wider range of university opportunities for these students.
International Baccalaureate Diploma (IBD) Approximately 180 students opted for the IBD qualification which is 80% of the Year 13 cohort. This year we received our best results ever since the introduction of the IBD at KGV School. 99.5% of students passed the full Diploma with an average student point score of 36 points. Four students achieved the maximum 45 points and have taken places in universities in the US and UK. We also achieved the best IB Core points across ESF, with more students than ever achieving 2 or 3 points from their Theory of Knowledge and Extended Essay work. Below are a couple of graphs which reflect the superb performance of IBD students this year.
Page 8
Middle School Curriculum Update The launch of the new Middle School Curriculum beginning next August 2014 with our new Year 7 students experiencing it for the first time in all their subjects. The Middle School Curriculum has been developed over three years by the KGV staff, and becomes the basis of learning in Years 7 to 9 for all students. It is built around two important guiding principles:
- Skills - Coherence
Because the curriculum are there to serve students while they are in the Middle School, the curriculum plays an important role in bridging the experiences of primary schooling and the later challenges of studying for qualifications such as iGCSEs, BTEC Vocational Qualifications and the IB Diploma. It therefore aims to provide students with a set of transferable skills that will form the basis of their success in their future learning, and lives, and this is why Skills is one of the guiding principles.
Page 9
The skills of the Middle School Curriculum are built around the IB ‘Approaches to Learning’ Skills framework, meaning that they are the same skills which are worked towards through the Primary Years Programme that KGV’s partner primary schools pursue, and also the IB Diploma which the majority of KGV students study in Years 12 and 13. The Middle School Curriculum therefore completes a continuum of skills-based learning, giving us the capacity to help develop students’ skills of Thinking, Social Skills, Communication, Self-Management and Research right the way through their time as ESF students. Because the Middle School Curriculum is planned around this framework of skills, subject content becomes the vehicle through which skills are acquired and refined. But rather than talking solely about students’ learning in each subject, we can talk about students’ learning of each skill. Subjects are therefore challenged to work together to identify where they teach the same skills as another subject, and work together to ensure students’ skill development occurs strategically across all subjects. This is what we mean by the principle of Coherence.
accompanied by a new reporting system and a series of interactive coursepages in our Virtual Learning Environment, LIONeL, and we are tremendously excited about how these aspects of our current work can help guide student learning over the coming years. To learn more about the development of the KGV Middle School Curriculum, you can visit our website: http://www.kgvmsc.com which features a variety of different resources which help to give an insight into how the new curriculum works. There is also a blog to which we post regularly and which you can follow to receive updates about KGV’s curriculum development.
So these two principles have been brought together in the new topics, assessments and resources that have been designed in our new curriculum. The curriculum is Page 10
Teaching and Learning Our collaborative approach to developing the pedagogies that support our Approaches to Learning continues apace. Teachers are being bold and innovative in their use of ‘rapid prototyping’ opportunities in staff briefing so as to share ideas, timetabled collaboration time facilitates departmental discussions and the KGV Learning and Teaching journal provides further insights to a variety of classrooms. We are always looking for ways to develop our collaborative ethos and two areas of particular excitement for this year are the Learning and Teaching Innovation group and our use of student consultants. The Innovation group, led by Caroline Payne (Head of Middle School English), have been experimenting with a range of strategies that aim to develop thinking skills as well as focusing on evaluation and reflection. They have been sharing resources, discussing ideas and trialing simple but effective strategies that develop student learning in an engaging, fun but challenging way. The next stage will be to broaden their impact through the development of a ‘KGV Teacher’s toolkit’ which will provide a range of easy to use strategies that every teacher at KGV will be able to use and ultimately contribute towards. Engaging students in reflecting on their learning, commenting on curriculum development and discussing teaching strategies is a vital aspect of our work. Kasper Fan (Year 13 Deputy Head Prefect) has been instrumental in creating a team of student consultants who work with Learning Directors with an agreed focus linked to the
Page 11
school-wide Approaches to Learning (ATLs). Reports and recommendations are being finalised that will help us to continue to develop effective pedagogies that ensure the best possible learning outcomes. Alongside these exciting initiatives, we have revamped the way in which we find out what is happening in classrooms by creating ‘Reflections for Development.’ This approach involves identifying hypotheses to test, and then investigate what is happening so as to celebrate excellence and focus on areas for further development. Many of these hypotheses focus directly on learning and teaching, from the school-wide initiative on how we use data through to developing independent learning and how we give effective feedback to students. Conversations around Learning and Teaching are at the core of every teacher’s job and are key to enhancing the student experience. This is why we place great value on the initiatives presented here and will continue to work to provide more collaborative opportunities so that we can celebrate, develop and create a constructively challenging learning environment at KGV.
Statistics Turnover Rate 2011-2012
2012-2013
2013-2014
Total No. of students
Total No. of withdrawals
Total No. of students
Total No. of withdrawals
Total No. of students
Total No. of withdrawals
Y7
273
8
271
8
268
10
Y8
265
9
267
11
269
11
Y9
261
12
254
18
266
13
Y10
247
10
248
6
245
4
Y11
243
2
236
23
242
23
Y12
242
8
231
3
228
4
Y13
208
0
226
0
228
0
Total
1739
49
1733
69
1746
65
Ethnicity 2011-2012
2012-2013
2013-2014
Chinese
769
796
774
Caucasian
188
205
207
Eurasian
189
188
175
Indian
338
354
359
OEA
152
158
151
Other
97
32
34
Total
1733
1733
1746
2011-2012
2012-2013
2013-2014
American
125
124
121
Australian
109
109
111
British
437
438
424
Canadian
184
184
163
Chinese
334 (incl HK)
335
364
Indian
240
241
250
Nationality
Other
304
302
313
Total
1733
1733
1746
2011-2012
2012-2013
2013-2014
English
1122
1138
1207
Cantonese
330
338
287
Korean
54
55
51
Putonghua
42
42
40
First Language
Other
185
160
161
Total
1733
1733
1746 Page 12
Student Voice The student consultant initiative continues to gain momentum and valuable insights to learning are emerging through these discussions. This qualitative approach to student voice enables us to discuss subject specific and general learning issues so as to support curriculum and pedagogical developments. The consultants have been involved in discussions, meetings, lesson observations and focus groups to investigate and advise on our Approaches to Learning.
It is also pleasing that opportunities for student voice have grown and are widely integrated in school developments. The most recent Learning and Teaching journal was written entirely by students as they gave their different perspectives on how they learn in both the taught curriculum and also through co-curricular and CAS activities. Students have also been involved in making decisions in other aspects of school life, such as helping to design and select furniture for the Senior School Centre.
A particular highlight was a range of students presenting the outcomes of their work with learning directors. Common threads emerged from these presentations including the importance of effective use of learning technologies, the value of collaborative opportunities and how vital personalised feedback is to our learners. The ability of our students to articulate their findings and create constructive recommendations for the learning areas to work on highlights the value of this approach during this period of curriculum and pedagogical development.
Enriching and exploring further opportunities for student voice will continue as we recognise the importance of student perspectives on learning, curriculum and other school developments.
Page 13
School Council
The School Council continues to play an important role in the life of the school. Many of the initiatives that have been supported and shaped by our School Council Committees came to fruition during the year. The opening of the two new Blocks gave us the opportunity to permanently commemorate Michael Guilford’s work on the Premises Sub Committee where his tireless enthusiasm and dedication helped us to overcome various issues from planning restrictions on the height of the buildings to how best to manage the root system of the Banyan Tree. He would have loved the Guilford Lecture Theatre on the ground floor of the Science Block and this space has quickly become an important resource for the school. Roger Nissim continued this work and we were delighted he was able to deputise for Paul Varty on Speech Day and enjoy this unique school event. We were particularly pleased that the opening of the refurbished school field allowed all our students to participate in another world record, this time for most students completing the Bleep Test. Other members of the School Council also celebrated
our growing relationship with the HKRFU and we welcomed Anson Bailey as a Community Representative to replace Robbie McRobbie. The formal opening of the Fung Learning Resources Centre was the culmination of the first phase of our development work. The energy and commitment Mahesh Harilela has brought to this initiative in his role as Chairman of the Strategic Development Committee is fundamental to this success. As the year came to a close we had to say farewell and thank you to Paul Varty at the end of his two terms as Chairman of the School Council. He will be greatly missed and his contribution to the school in so many ways has been immense. We also have to say goodbye to other stalwarts of the Council in recent years: Roger Nissim, Kim Anderson (parent), Dave Grady (teacher) and Prem Kumar. Neville Shroff is the new Chairman and we look forward to working him on the continuing KGV agenda.
Page 14
Student Development
The school’s tutoring system is there to provide students with support, guidance and a sense of belonging. The 92 tutor groups are overseen by a team of 16 Heads of College and the Heads of the Middle School (James Fisher) and Senior School (Carole Beer). This Student Development Team continues to play a very important role in the lives of KGV’s students.
In both Middle and Senior Schools we are focussing on the three core KGV tutoring values which encapsulate what tutoring at KGV is all about:
A major focus of the year for Student Development has been in helping students adapt to the fantastic new environments that the changes to the school site have created. The new Learning Resources Centre and Senior School spaces and the provision of a new canteen outlet added to the student experience and the Student Development team has been working hard to communicate with students about site changes, keeping a careful eye on how the new spaces are being used and ensuring that issues and problems are responded to quickly.
- Helping tutees get to know each other so that they build connections and friendships among the group;
Page 15
- Getting to know tutees, understanding the challenges they face and helping them to make the most of their time at school;
- Giving tutees the chance to learn about their community and the wider world so that they can be part of something bigger than themselves. ePortfolios have been intrioduced in Middle and Senior school to support these values and provide consistent expectations and experiences for all students.
Challenge Week Challenge Week is a major event in our calendar each year. Students and teachers experience a rich range of activities covering challenge, activity and service. Challenge Week is part of KGV’s enriched curriculum and all students are expected to participate. KGV staff work incredibly hard and give up considerable amounts of their personal time organising challenge week experiences. Our students work hard in preparation for Challenge Week and during it, many of them supporting charitable work and helping those in need. In 2013, we had 14 overseas trips and 34 local activities. All activities went well with no serious incidents. For 2014 we have made a few interesting changes to the format of Challenge week. Year 11 students will engage in a language immersion activity. Students will travel to a country where the language they study is spoken or they will engage in a local immersion activity. Our languages learning area is working very hard to pioneer these trips and activities. The school has agreed to subsidise these activities by 25% to support families and encourage students to travel and enjoy a rich and engaging language experience. A focus on sustainability has been introduced and activities will work from year to year to build lasting effective relationships with local communities.
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Achievements and Successes (I)GCSE 2014 Summary Provisional June 2014
June 2013‡
June 2012†
June 2011
Number of exam entries
2119
2189
2485
2275
A*
28.9%
26.90%
31.6%
24.4%
A* - A
55.8%
53.80%
57.8%
52.5%
A* - C
91.6%
90.60%
93.9%
92.0%
Total number of students
239
232
239
253
Number of students with 10 or more A*
6.4
4
14
0
Mean GCSE grade (max 8)
4
6.61
6.35
4
† Results for Digital Applications included ‡ Results for Digital Applications not yet included
IB Diploma 2014 Summary Grade
7
6
5
4
3
2
1
KGV Results 2014
24.7%
34.1%
29.0%
10.0%
2.1%
0.1%
0.0%
KGV Results 2013
17.1%
34.3%
31.2%
14.0%
3.1%
0.3%
0.0%
KGV Results 2012
22.0%
32.7%
27.1%
14.3%
3.6%
0.4%
0.0%
KGV Results 2011
18.8%
32.7%
30.4%
14.0%
3.9%
0.2%
0.0%
IB World Results 2012
7%
20%
29%
25%
13%
5%
0%
June 2014
June 2013
June 2012
June 2011
World 2011
Page 17
Number of students
184
194
172
167
--
Percentage of Diplomas awarded
99.5%
98.5%
96.5%
97.6%
78.4%
Percentage of students with 40 or more points
28.3%
17.5%
26.2%
19.2%
5.9%
Percentage of students with 30 or more points
91.3%
79.4%
80.2%
82.0%
50.7%
Average total point score
35.9
34.5
35.4
34.8
29.6
Number of Bilingual Diplomas awarded
9
12
6
12
--
Higher Education Destinations
Popular Universities for Class of 2014 Name of University
Country
# of Students
University of Hong Kong
Hong Kong
20 (5 in Medicine)
University of Toronto
Canada
10
Chinese University of Hong Kong
Hong Kong
9 (6 in Medicine)
University of Leicester
United Kingdom
8
University College London
United Kingdom
7
University of British Columbia
Canada
7
Savannah College of Arts & Design
Hong Kong
5
University of Arts London
United Kingdom
5
London School of Economics & Polictical Science
United Kingdom
5
University of Nottingham
United Kingdom
4
University of Warwick
United Kingdom
4
University of California, Los Angeles
United States
4
University of California, Berkeley
United States
3
University of Exeter
United Kingdom
4
City University of Hong Kong
Hong Kong
3 (2 in Law)
University of Kent
United Kingdom
3 Page 18
Higher Education
Notes on Destinations (Class of 2014) From a cohort of 226 students the most popular University courses were Engineering (3.9%); Law (4.8%); Medical Sciences (9.2%); the Arts (11.9%); Economics & Business (16.8%). United Kingdom The United Kingdom remains the destination of choice for the majority of students and numbers have increased steadily since 2011. 2014 was another record-breaking year for number of applications sent to UK universities. In total we submitted 140 applications compared to 124 for the class of 2013 and 117 for 2012. 85 students are now destined for the UK with 9 students studying in 3 institutions ranked in the top 10 of World Universities. University College London, University of the Arts, London School of Economics & Political Science, and the Universities of Nottingham, Warwick, Exeter and Leicester were most popular amongst students’ final destinations. One student is now studying at University of Cambridge (King’s College) for Psychological and Behavioural Sciences. One student received an offer to study at University of Oxford (Magdalen) for Philosophy, Politics and Economics. Hong Kong Programmes at top universities in Hong Kong remain very competitive yet Hong Kong is still the second most popular destination amongst our students with increasing numbers destined for Chinese University of Hong Kong to Page 19
study Medicine. For the majority of students who applied to universities in Hong Kong, this was their first choice destination. United States Fewer students appear to be heading to the USA this year yet California remains the most popular region and 2 students are now studying at Cornell University, 2 at University of Pennsylvania, 2 at New York University and 2 at Wellesley College. Canada Slightly more students are going to Canada compared with 2013, particularly University of Toronto and British Columbia and most had other universities in Canada as alternative options. The majority of Canada-bound students hold Canadian passports. Others Australia, Bahrain, South Korea, Japan and Switzerland were other choices amongst our students especially Les Roches International School of Hotel Management.
Destinations of IB Students with 40+ total points (subject + core) United Kingdom
Number
USA
Number
Cardiff University
2
CalPoly
1
Durham University
2
Chapman
1
Goldsmiths College
1
Cornell
2
Heriot-Watt University, Edinburgh
1
Illinois Institute of Art - Chicago
1
Imperial College London
1
Loyola Marymount
1
King's College London
2
New York NYU
2
London School of Economics and Political Science
5
Northeastern University
1
London South Bank University
1
Notre Dame
1
Loughborough University
1
Parsons School for Design - New York
1
Middlesex University
1
Pennsylvania State University
1
Others - Falmouth University
1
Rhode Island School of Design
1
Oxford Brookes University
1
San Francisco
1
Queen Mary, University of London
1
School of Visual Arts
1
Royal Holloway, University of London
2
The University of Pennsylvania
2
Royal Veterinary College
1
University of California - Berkeley
3
The University of Birmingham
2
University of California - Davis
1
The University of Edinburgh
3
University of California - Los Angeles
4
The University of Kent
3
University of California - Riverside
1
The University of Liverpool
2
University of California - Santa Cruz
1
The University of Manchester
1
University of California, Irvine
1
The University of Nottingham
4
University of Illinois at UrbanaChampaign
1
The University of Reading
2
University of Southern California
1
The University of Salford
1
Washington University in St. Louis
1
The University of Wales, Aberystwyth
1
Wellesley College
2
The University of Warwick
4
Wisconsin - Madison
1
The University of York
2
University College London
7
Hong Kong
University for Creative Arts
1
University of Bath
Number
City University of Hong Kong
3
2
Hong Kong University of Science & Technology
2
University of Brighton
1
Savannah College of Art and Design
5
University of Cambridge
1
The Chinese University of Hong Kong
10
University of East Anglia
1
The Hong Kong Polytechnic University
1
University of Exeter
3
University of Hong Kong
18
University of Hertfordshire
1
University of Hong Kong - SPACE
2
University of Leeds
1
Canada
University of Leicester
8
Kwantlen University College
1
University of St Andrews
2
McGill University
1
University of Surrey
1
Simon Fraser University
1
University of the Arts London
5
University of Alberta
1
University of Westminster
1
University of British Columbia
7
University of Winchester
1
University of Ontario - Institute of Technology
1
University of Toronto
9
Switzerland Les Roches International School of Hotel Management Korea Sung Kyun Kwan University Ireland National University of Ireland
Number 2 Number 1 Number 1
University of Western Ontario Japan Keio University Bahrain Royal College of Surgeons (RCSI)
Number
1 Number 1 Number 1
Page 20
Buildings and Facilities
Page 21
School Budget Actual
Budget
2013/2014
2013/2014
HK$
HK$
Staff Funding
$136,086,606
$136,086,606
Total Non-Cash Funding
$ 136,086,606
$136,086,606
$12,481,682
$11,872,122
Government Grants
$203,766
$203,766
Rental and Other Income
$909,995
$470,000
$13,595,443
$12,545,888
$149,682,049
$148,632,494
($136,319,547)
($136,086,606)
($10,424,950)
($11,772,274)
($3,080,674)
($2,969,925)
Total Expenditure
($149,825,171)
($150,828,805)
Surplus / (Deficit)
($143,122)
($2,196,311)
FUNDING Non-cash Funding:
Cash Funding: Capitation & ICT Funding
Total Cash Funding
Total Funding
EXPENDITURE Staff Expenses Other Expenses - Operational Other Expenses - Capital
Page 22
PTSA
This year has been a marvellous year for the PTSA in all areas. Once again we have been able to support the school and the KGV community with an efficient shop and excellent services and events for parents and students. This year has marked major changes and upgrade in the PTSA shop. A great amount of effort and investment has been input to improve the shop efficiency with the instalment of new fitting rooms, new Point of sales system and racks for the store room. The whole procurement process of uniforms from the old suppliers to the new one has been completed.
This includes the Diwali and Chinese New Year lunchtime celebration. Our Popular sausage sizzles continued to be on our agenda. This year’s parent seminars were the most diverse in topics and range covering many areas of interest. • Cyber Safety – Victoria Walters (Teacher) • Eating disorders and body image – Hayley Thomas, (KGV Alumni) • Managing Multi-roles as Parents and Cultivating Emotional Balance within the family – Peta McAuley • Dealing with Bullies - Parents’ Guide – Kelly Support Group • PTSA Higher Education Parent Information Evening – KGV
Please note the new girls blouse available for sale now is in Oxford fabric. The shape is more tapered and length slightly longer to allow for tucking in. This fabric change was approved by our student council in order to overcome the transparency issues of the previous poplin fabric. The skorts for sale now are slightly longer also upon the request of our student council. The boys’ shorts for sale now are more shaped and include semi-elastic waist for comfort and better appearance. The fleece jacket has been redesigned with a warmer fleece fabric with a more structured cut. We hope these changes will improve the appearance and comfort of our uniform. Our calendar of events was packed with cultural celebrations, sausage sizzles and our very successful parents seminars. We continued to hold our cultural events to embrace our diverse cultures within the school. Page 23
Careers Department • Children expect us to expect them to excel - James Wright • Anti-Drugs Parent Information Evening – Hong Kong Police • Tackling Difficult Conversations – When and How to Communicate with Your Teenager – Jadis Blurton • Making Successful University Applications - Parent and Student forum – KGV Alumni • Positive Children and Positive Families: Strategies for Supporting your Kids and Yourselves! – Tim Conroy Stocker
PTSA Statement Accounts Summary Actual Year to 30/06/2014 Description
HK$
INCOME PTSA Membership Shop Sales Other Income Government Grant
Total Income
$467,600 $ 2,178,747 $80,750 $5,626
$2,732,723
EXPENDITURE Staff Expenses
$501,388
Other Expenses - Operation
$204,066
Shop Purchases Donations to School
Total Expenditure Surplus / (Deficit)
$1,575,553 $305,500
$2,586,507 $146,216
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Strategic Development Please welcome... Anne has joined KGV as Community Development Manager to develop the Alumni community and also work on the fundraising campaign. If you would like to discuss joining our Alumni community, visit the school and learn more about the ways to support KGV please contact Anne: anne.dubuc@kgv.edu.hk, she will be glad to answer your queries. Outstanding gifts made in 2013 -2014 enabled the school to develop many news facilities including the field and the Learning Resources Centre. Learn how your gifts helped the school below:
Site Development KGV reopened the school field thanks to the generous donations of HK Rugby Football Union, HK Cricket Association, ESF Educational Services Ltd and KGV PTSA). The refurbished facility provides improved playing surfaces, a running track and a professional standard audio system. The partnerships that have developed through the process are vital in building a “culture of excellence” in sport at KGV. The first floor of the Peel Block has been converted into the Fung Learning Resources Centre. Thanks to the Fung family who have invested in the entire project, the students can enjoy a multipurpose centre for independent study, reading and media combined with study pods, informal areas and teaching space. The library has been moved in the LRC and offers more than 20,000 books to borrow. The Archives room, part of the “Welfare League Archive and Heritage Centre”, has been included to the LRC construction plans and is furnished with former principal desk, numerous Lion Yearbooks from the 50s until now, and former students uniforms. Also, part of this Heritage program is the launch of the online archives (www.kgvhk. paperark.com) where many of the School’s archival photographs and key historical publications such as Lion Yearbooks and speech day programme can be viewed online. The Heritage Centre on the ground floor of the Peel block will be completed in autumn 2014: this public space for Alumni and visitors will ensure the best experience when returning to KGV.
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Alumni There are many ways for Alumni stay in touch with the school. During the past school year we were glad and thankful to welcome numerous Alumni for university counselling, visits, events and work projects as the online archives website. Rowan Varty was awarded with the 3rd KGV outstanding Alumni award 2014 and gave a warm speech in the school hall. The next KGV Alumni reunion will take place in Hong Kong in March 2015: Alumni are encouraged to register in our
Development Fund Accounts Summary Opening Cash Balance as at 01/09/2013
INCOME
General Donation Donation for School Field Donation for Language Trip Donation for Learning Resouces Centre Donation for Heritage Project
brand new Alumni website to find all information about events and school news, as well as connect with their former classmates: www.alumni.kgv.edu.hk/. During the past school year tremendous facilities improvement have been made thanks to outstanding donations from our Alumni and many other major donors. New developments including the field and the Learning Resources Centre have been refurbished and contribute once again to provide our students the best educational and fulfilling experience.
2013/2014 HK$6,665,865 HK$5,303 HK$10,600,000 HK$165,000 HK$10,000,000 HK$500,000
Total Income
HK$21,270,303
Payment for School Field
(HK$10,000,000)
Payment for Learning Resources Centre
(HK$15,000,000)
EXPENDITURE Total Expenditure
Ending Cash Balance as at 31/08/2014
(HK$25,000,000) HK$2,936,168
Note: 1) HK$498,929 will be paid in Oct 2014 for Language Trip 2) HK$191,782 will be paid in Oct 2014 for Heritage Project 3) HK$1,400,000 will be paid in Sep 2014 for School Field, the remaining will support the development projects.
KGV Lion Fund 2014 We would like to warmly thank all who have contributed and supported these and many other projects. In concert with our major gifts campaign, we will launch the Lion Fund on September 29: this 6 weeks intensive campaign aims to raise as many unrestricted gifts as possible among the KGV community. Donations of any amount will support a variety of smaller-scale projects from language & culture to environment and allow flexibility to respond quickly and appropriately to the areas of development at our school. For more information on the Lion Fund please visit our Giving page on the KGV website: www.kgv.edu.hk.
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King George V School 2 Tin Kwong Road, Homantin, Kowloon, Hong Kong General Enquiry: (852) 2711 3029 Fax No: 2762 9806 Website: www.kgv.edu.hk Email: office@kgv.edu.hk