School Plan 2019-2020

School Plan 2019-2020

School Vision & Mission

Our school mission is to:

• provide a holistic education;
• nurture people of excellence; and
• promulgate the Truth and lead students to an abundant life.

Major Concerns for 2019-2020
1. Equipping Students to become Active and Self-directed Learners
2. Nurturing students with positive values and education through the development of character strengths

Major Concern 1: Enhancing Students’ Learning Attitude

Strategies / TasksTime ScaleSuccess Criteria Methods of Evaluation People Responsible Resources Required
• Strengthening the learning environment by establishing the school library as a learning commons with enriched resources
• Promoting reading across the curriculum with collaboration of the school library and different KLAs
• Conducting a survey among students to collect information about their reading habits and to recommend books for library
• Setting up a Reading Promotion Group to organize and monitor reading activities and schemes to cater for the interest and needs of students
• Integrating current and coming works of reading and steering them to focus on self-directed learning, e.g. setting reading goals with the help of class teachers through reading scheme
• Equipping class and subject teachers to become facilitators
• Enhancing teaching skills of active and self-directed learning through professional collaboration, staff development programs and professional sharing among teachers
• Co-planning for active and self-directed learning, e.g. teachers work out strategies to engage students at work through co-planning activities
• Setting clear performance goals for both teaching and learning (teaching progress and curriculum) and devise concrete measures to attain them (assessments)
• Subject departments conduct focused lesson observations, e.g. peer lesson observation focusing on the pedagogy of conducting active and self-directed learning
• Inviting more teachers to launch the strategy of active and self-directed learning
• Enriching students’ learning experiences and skills through active and self-directed learning activities such as goal-setting, note-taking, and self and peer assessment
• Optimizing support of low achievers through peer sharing, group learning and revision class
9/19 - 6/20• 30% of students and teachers agreed that the learning environment has been strengthened by establishing the school library as a learning commons with enriched resources.
• Reading across the curriculum with collaboration of the school library and individual KLAs has been promoted.
• Information of students’ reading habits and recommended books are collected and follow-up works have been done.
• Reading Promotion Group has been set up and plan for the reading policy (including organizing activities or schemes).
• Works of reading have been integrated to focus on self-directed learning and launch reading schemes.
• F.1 class teachers and 20% subject teachers are equipped as facilitators.
• 20% of teachers’ teaching skills of active and self-directed learning have been enhanced.
• 30% of teachers co-planned teaching strategies
• Clear performance goals have been set (including the teaching progress) and attained (through assessments).
• 30% subject departments have conducted focused lesson observations.
• 30% teachers have carried out and evaluated the active and self-directed learning methods.
• Learning experiences and skills have been enriched among students by 30% subject departments.
• Integrate the current support works for low achievers and carry out new appropriate ones
• Feedback from the teachers and students concerned through meetings and surveys
• Students’ academic performance
• Reported by Academic Committee members in the School Annual Review
• Feedback from teachers in the School Annual Review
TCF and other Academic Committee membersRefer to the plan of Academic Committee

Major Concern 2: Develop Students’ Character: Responsibility and Respect

Strategies / Tasks Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required
• Nurturing students with positive values and education through the development of character strengths9/19 - 6/20• Students can identify their own character strengths through the completion of VIA survey in Religious Education lessons.
• 50% of the F.1 and F.2 students can develop growth mindset through stamp collection programme.
• Action Groups, Task Groups, Uniform Teams, etc. instilled the concept of specific character strengths in their activities.
• Some subject panels have instilled the concept of some character strengths in their teaching.
• Specific character strengths are selected by the school and the importance of them is instilled through messages in morning assemblies and class teacher’s period.
• Talks or workshops on positive education and development of character strengths are organized for teachers, parents and students.
• 50% of the students, teachers and parents who have joined the talk or workshop agreed that they understand the importance of developing character strengths
• Feedback from teachers, students and parents
• Conduct surveys of teachers and students
• Report in the Annual Review
• PWK and all teachers
• Student Development Committee, Action Groups, Task Groups and subject panels
concerned
Refer to the plans of the groups
concerned