Annual School Plan (2015-2016)

1. Major Concern : Develop students learning capacity through self-regulated learning

Targets

Strategies

Students
y Familiarize teachers and
demonstrate the
students with self-regulated
ability to apply
learning skills
different study
- Workshops (S.1 & S.3)
skills in their
- Ethics lessons
learning
- Sharing among teachers
y

Success Criteria

Methods of Evaluation

y
y

Feedback from teachers

and students is positive

Provide academic support

y 30% or above obtain a
measures to strengthen students
pass in examinations for
academic abilities
the lower ability students
- Core subjects (S.1,S.2,S.3) y 70% or above obtain a pass
in examinations for the
- EMI content subjects (S.3)
average ability students
- Homework Guidance Class
y Students show
(S.1,S.2)
improvement in tests and
examinations
y 90% or above of students
do not receive demerit on
homework non-submission
y Incorporate self-learning skills y Students are able to apply
in individual subjects (S.3-S.6)
different skills in their
learning
y Students show improvement
in their learning
y Teachers serve as facilitators
in helping students build up
their plans
y Disseminate good practices
y Feedback from teachers
among students
and students is positive
y Students make
- Peer sharing
improvement in their
- Discussion
learning

y
y
y
y
y
y

y
y

y
y
y
y

Time Scale People-in-charge

Evaluation meetings
Students performance in y
the learning processes
Students performance in
tests and examinations
Students reflection on
their learning
Evaluation meetings
y
Students performance
y
in learning
Students performance in
tests and examinations
Record of homework
non-submission

Evaluation meetings
y
Students performance
in the learning
processes
Students performance in
tests and examinations
Students reflection on
their learning
Students performance y
in learning
Students performance
in tests and
examinations

Whole
School
Year

Resources
Required

Academic
Enhancement Team
y Moral Education &
y School
Health Service Team
funding
y Subject teachers

First
Term
Second
Term

Whole
School
Year

Subject teachers

Whole
School
Year

Subject teachers

Academic
Enhancement Team
y Subject teachers of
English Language,
Chinese Language
and Mathematics
y Assistant Teachers
y Teaching Assistant

1. Major Concern : Develop students learning capacity through self-regulated learning

Targets

Strategies

Students
y Diversify assessment practice to
develop an
encourage self-learning
active learning
- Incorporation of
attitude
self-learning topics into
coursework
- More frequent use of
formative assessment
y Provide opportunities to
enhance students self-learning
attitude
- Programmes on self-learning
of individual subjects
- Project Learning (S.3)
- Leadership training
programme (S.4)
y

Success Criteria

Methods of Evaluation

Students demonstrate
y Evaluation meetings
y Whole
efforts in self-learning
School
y Students performance
Year
y 60% or above of students
on the self-learning
obtain a pass in the
topics in coursework
self-learning topics in
coursework

y
y

Feedback from teachers

and students on the
learning activities is
positive
y Students become more
positive in learning

y
y

Evaluation meetings
y Whole
School
Students performance
Year
in the activities
y Students performance
in learning

Foster the skills of

y Less than 10 demerits are y Evaluation meetings
self-management: time
given for homework
y Record of homework
management and perseverance
non-submission at each
non-submission
level of S.1-S.5
- Orientation programmes (S.1)
- Careers planning programme
(S.3)
- Leadership training
programmes (S.2, S.4)
- Class teachers guidance
Encourage students to become
active and reflective learners
- Learning portfolio (S.3)
- Ethics lessons
- Monthly diary

Time Scale People-in-charge

Students are able to

reflect on their learning
processes

Whole
School
Year

Reflections students
y End of
made on their learning
the First
process in the learning
and
portfolio and monthly
Second
diary
Term

Subject teachers

Subject teachers
Project Learning
Team
y ECA Team

y
y
y
y
y
y
y
y

Resources
Required

ECA Team
Counselling Team
Discipline Team
Academic
Enhancement Team
Careers Guidance
Team
Class Teachers
Teaching Assistant
Class teachers

School
funding

2. Major Concern : Enhance students learning effectiveness through language support

Strategies

Success Criteria

Methods of Evaluation

Implement
LAC in the
English
medium

y
y

Evaluation meetings
y Whole
School
Students performance
Year
in test and
examinations
y Students performance
in learning

y
y

Records of teachers
y Whole
participation in MOI
School
training
Year
y Feedback of teachers
on the activities

EMI content subject

teachers

y
y

y
y

LAC Team
y Teaching
Assistants
English Language
Panel & EMI content
subject panels
Mathematics Panel
Technology & Living
Panel
Computer Literacy
Panel
Class teachers
Subject teachers

Implement LAC programmes

for I.H. and Science
- S.1 I.H.
- S.2 Science

y
y

Help students
adapt to the
switch of
medium of
instruction

Measures implemented
as scheduled
Students show
improvement in learning
in those subjects
Feedback from I.H.,
Science and English
Language Panels is
positive.
Feedback from students
is positive
Feedback from teachers
is positive

Encourage teachers to
y
participate in LAC-related
professional development
activities
- Attending courses on MOI
- Sharing among teachers
y Organize bridging programmes y Feedback from teachers
for MOI adaptation
and students is positive
y Students show
- Pre-S.1 Bridging Course
improvement in learning
- Mathematics (S.2. S.3 & S.4)
- Technology & Living (S.2 &
S.3)
- Computer Literacy (S.1, S.2 &
S.3)
y

Time Scale People-in-charge

Resources
Required
y Support
measures
from HKU
y Teaching
Assistants

Targets

Evaluation meetings
y JulyAugust
Student performance in
2015
learning, tests and
y First
examinations
Term

Provide follow-up support for y The students are well

y Meetings of those
fine-tuned students switching to
adapted to regular classes
students with class
regular classes
teachers and subject
y The academic
teachers
performance of the
- Adaptation to everyday
y Evaluation meetings
students is satisfactory
learning
y Students performance
- Academic performance
in learning, tests and
examinations

LAC Team
English Language
Panel
y Science Panel
y I.H. Panel

y
y

Whole
School
Year
y Whole
School
Year

y
y
y

2. Major Concern : Enhance students learning effectiveness through language support

Targets

Strategies

Strengthen
y Implement cross-curricular
cross-curricular
reading activities to widen
collaboration
students exposure to English
- Use of the online teaching
resource Reading A Z
- Mini-book exhibitions /
theme-based reading
activities

Methods of Evaluation

Time Scale People-in-charge

y
y

Organize cross-curricular
y
English-medium activities
- English morning programme y
& extended activities
- English Speaking Day
y

Provide language support for

Liberal Studies
- Writing skills enhancement

Resources
Required
LAC Team
y School
funding
English Language
Panel
School Library
EMI content
subject panels

Success Criteria

Feedback from teachers

and students is positive
Relevant content
subject-related English
reading materials are
recommended to S.1-3
LAC readers are
incorporated into the
extensive reading scheme
for S.1-3
Activities are held as
scheduled
Feedback from teachers
is positive
Content subject-related
topics are covered in the
English activities
Relevant extended
activities are held for the
English morning
programme
Feedback from both
Chinese Language Panel
and Liberal Studies Panel
is positive
Students show
enhancement in their
writing skills

Evaluation meetings

Whole
School
Year

y
y
y
y

Evaluation meetings

Whole
School
Year

y
y

y
y

Evaluation meetings
y Whole
School
Students performance
Year
in coursework, tests
and examinations

LAC Team
English Language
Panel
y English Club
y The NET
y EMI content subject
panels
Chinese Language
Panel
y Liberal Studies Panel

School
funding
y Prizes
y Student
helpers

2. Major Concern : Enhance students learning effectiveness through language support

Targets

Strategies

Enhance the
English
learning
environment

Success Criteria

Methods of Evaluation

Provide a text-rich environment y All classrooms have set y

up an English Corner for
- in the classroom
displaying learning
- around campus
materials and students'
work in English.
y Majority of the ECA
boards and display
boards around the
campus are in English.
y All signs and notices
posted on school
premises are in English.
y Optimize the use of English in y The English Activity
y
daily communication
Room has been set up
y
and activities are held to
- Setting up the English
promote the use of
Activity Room
English.
- Broadcasting English hymns
y
English hymns and songs
and songs on English
are broadcast as
Speaking Days
scheduled.
- Encouraging the use of
y Students are able to
English outside the
communicate with their
classroom
peers and teachers in
English on English
Speaking Days.
y 90% of S.1-5 students are
awarded points for the
English Award Scheme
for joining English
learning activities held
outside class.
y Students are able to
communicate with
teachers in English in
everyday interactions.

Time Scale People-in-charge

Evaluation meetings y Whole

School
Year

Evaluation meetings y Whole

School
Feedback
from
Year
teachers
and
students is positive

y
y

y
y
y

Resources
Required

English Language
Panel
ECA Team
School Library

English Language y School

funding
Panel
y Prizes
English Club
y Student
Religious
helpers
Formation Team
EMI
subject
teachers

3. Major Concern : Foster whole person development through enhancing students awareness of career planning
Targets

Strategies

Success Criteria

Students
y Through Ethics lessons and
y
understand
Religious Studies lessons,
their interests,
students understand their
abilities and
- interests and attributes (S.1
career
& S.2)
aspirations
- abilities and career
aspirations (S.3 & S.4)
y Students participate in activities y
assigned to their respective
forms
y
- Orientation Day Camp,
Clubs or Teams, Sports Day y
( S.1)
- Self-exploration game,
Leadership Training
Programme, Sports Day (S.2)
- Talk on How to start your
career planning?, Workshop
on Finding your dream,
Career day camp, Career visits
(S.3)
- Social Service (S.4)
- University visits, MBTI
workshops, Career
exploration game (S.5)
- Talk on JUPAS choice selection
strategies cum workshop on
personality tests (S.6)

Students get a better

understanding of
their interests, abilities
and career aspirations

Resources
Required
y Moral Education &
y Health
Health Service Team
Department
y Religious Studies
y NGO
Panel
y Careers Guidance
Team

Methods of Evaluation

Time Scale People-in-charge

y
y

Whole
School
Year

Whole
School
Year

Students feedback
Evaluation meetings

The activities are held as y Students performance

scheduled
in the activities
Students show interest in y Evaluation meetings
the activities
Feedback from teachers
and students is positive

y
y
y
y

ECA Team
y School
Funding
Counselling Team
y
NGO
Discipline Team
Careers Guidance
Team
y Physical Education
Panel
y Social Service Team

3. Major Concern : Foster whole person development through enhancing students awareness of career planning
Targets

Strategies

Success Criteria

Methods of Evaluation

Time Scale People-in-charge

Students
develop their
potentials and
the spirit to
serve

80% of students join

clubs or teams
At least 10% of the
committee members
come from junior forms
60% of students
participate in inter-school
competitions
Teachers feedback on
students performance is
positive
Students demonstrate
their leadership in the
activities
Students leadership is
enhanced
Feedback from teachers
and students is positive

Feedback from teachers

and students is positive

Encourage students to
participate in extra-curricular
activities and take up posts of
responsibility

Encourage students to
y
participate in inter-school
competitions
y Provide opportunities for
y
students to organize activities
- Activities of clubs and teams
y
- Social Service (S.4)
y

Organize leadership training

programmes for
- S.2 and S.4 students
- School Prefects and Big
Sisters
Students
y Remind students of the
understand the
importance of setting goals
importance of
- Inspirational sayings in the
setting and
Student Handbook
reviewing their
- Alumnae sharing in the
goals at
Morning Assembly
different stages
- Ethics lessons
of their
secondary
y Guide students to set goals and
school lives and
carry out reflection in monthly
realize their
diary (S.3 S.6)
goals
y Enhance students skills on goal
setting (S.5)

y
y

Feedback from teachers

is positive

Students skills on goal

setting are enhanced
y Feedback from teachers
and students is positive

Resources
Required

Whole
School
Year

ECA Team

Records of ECA
y Whole
School
Records of subject
Year
panels
y Students performance y Whole
in the activities
School
Year
y Evaluation meetings

y
y

ECA Team
Subject Panels

y
y

ECA Team
Social service Team

School
Funding

Students performance y Nov

in the activities
y Students feedback
y Evaluation meetings

y
y
y

ECA Team
Counselling Team
Discipline Team

School
Funding

Religious Studies
Panel
Morning Assembly
Team
Campus TV Team
Moral Education &
Health Service Team
Class Teachers
Careers Guidance
Team
Class Teachers
Careers Guidance
Team

y
y

Records of ECA

y
y

Teachers and students y Whole

feedback
School
Year
y Records of Morning
Assembly Team
y Evaluation meetings

Class teachers
feedback
y Evaluation meetings
y Students feedback
y Evaluation meetings

Whole
School
Year
y July 16

y
y
y
y
y
y
y

Alumnae
Health
Department
y NGO

NGO

3. Major Concern : Foster whole person development through enhancing students awareness of career planning
Targets

Strategies

Success Criteria

Methods of Evaluation Time Scale People-in-charge

Encourage students to share their y Feedback from teachers y Teachers and students
successful experience in setting
and students is positive
feedback
and actualizing goals during the
y Records of Morning
Morning Assembly
Assembly Team
y Evaluation meetings
y Refine Student Self-Development y 50% of students achieve y Record of Student
Award Scheme (S.1S.3)
the goals they set
Self-Development
Award Scheme
- goals addressing students
abilities
- regular evaluation
y Introduce multiple pathways and y Feedback from students y Students performance
help students to plan their future
is positive
in the workshop
in Career Mapping Workshop
y Evaluation meetings
(S.4)
y Guide students to build up a
y Students know how to y Students performance
prepare themselves for
high-quality Student Learning
in the briefing sessions
the SLP
Profile (S.4 S.6)
y

Provide students with

information on further studies
and careers
- Organizing career-related
activities for senior students
9 Mentorship programme
9 Activities of subject
panels and functional
groups
- Enhancing the career
information and
dissemination channels

Activities are held as

y Evaluation meetings
scheduled
y Feedback of mentors
y Feedback from teachers
and mentees
and students is positive y Teachers and students
y The information on the
feedback on the
webpage and facebook
webpage and facebook
of Careers Guidance
Team is updated timely
y The Careers Room is
open during lunch time

Resources
Required

Whole
School
Year

Morning Assembly
Team

Whole
School
Year

Counselling Team

Nov

Careers Guidance
Team

S4 Nov y
S5 May 16
S6 Dec &
Jan 16
y Whole
y
School
Year
y

Careers Guidance
Team

my-IT
System

Careers Guidance
Team
Subject Panels and
Functional Groups

y
y

Alumnae
Eclass
System

y
y
y

3. Major Concern : Foster whole person development through enhancing students awareness of career planning
Targets

Strategies

Success Criteria

Methods of Evaluation

Time Scale People-in-charge

Students
understand
their social
responsibility
and establish
proper ethical
values

Foster students understanding

of the meaning of career
- Career talks or Alumnae
sharing
- Religious Studies lessons

Activities are held as

scheduled
y Students understand the
meaning of career

Records of Morning
Assembly Team
y Evaluation meetings

Guide students to make sensible y Activities are held as

y Records of Morning
choices and resist temptation
scheduled
Assembly Team
y Students know the way to y Students feedback
- Morning Assemblies
make choices and resist y Evaluation meetings
- Ethics lessons
temptation
- Religious Studies lessons

Whole
School
Year

y
y
y

Whole
School
Year

y
y
y

Careers Guidance
Team
Religious Studies
Panel
Morning Assembly
Team
Moral Education &
Health Service Team
Morning Assembly
Team
Religious Studies
Panel

Resources
Required
y Alumnae