Year 2015-2016 - Tak Oi Secondary School

Transcription

Tak Oi Secondary School
School Development Plan
(2015/16 – 2017/18)
Annual School Plan
(2015/16)
Content
School Vision & Mission …………..………...…..…………...…….…..…….………..
Part A
1
Three-Year School Development Plan 2015/16-2017/18
I.
From Current to Future --- SWOT Analysis .………..…………….……...............
II.
Development Theme for 2015/16 - 2017/18 …….………………………...….….. 6
III. Major Concerns 2015-2018 and their Implementation ……….………….…….…
Part B
2
8
Annual School Plan 2015/16
I.
Programmes and Activities …………………..……………….…..…..…………
13
II.
Conclusion ……………………………………….………………………….…..
19
III.
Use of Funding …………………………………………………………………..
19
Appendix 1: Motivation and Aspiration: Work a Better Future –
The First Year (2015/16).............................................................................
20
Appendix 2: Diversity Learning Grant (DLG) Programme and Budget 2015/16 …..…
21
Appendix 3: School-based After-school Learning and Support Programmes (SBG)
Program and Budget 2015/16 ………………...………………….…....…
22
Appendix 4: Plan on Use of Capacity Enhancement Grant (CEG) 2015/16………..…
23
Appendix 5: Plan on Use of Enhanced Chinese Learning and Teaching for
Non-Chinese Speaking Students 2015/16 ……………………..………….
24
Appendix 6: Plan on Use of Senior Secondary School Curriculum Support Grant
(CSG) 2015/16 ……………………………………………………………
25
Appendix 7: Plan on Use of Career and Life Planning Grant (CLPG) 2015/16 ……… 26
School Vision and Mission
Tak Oi Secondary School is sponsored by the Missionary Sisters of the Immaculate
Conception (M.I.C.).
Through a whole school approach we aim to provide quality
Catholic Education to lead our young girls into a life of joy and thanksgiving.
Love and Truth, our school motto, are the guiding principles for developing our girls and
the whole school. Amazed at God’s gracious love, we nurture in our girls a heart of
appreciating all that is good, true and beautiful. Acknowledging Jesus as the ultimate
Truth, we enlighten our girls to strive for excellence in their pursuit of knowledge and
righteousness in life.
We are committed to fostering a caring, respectful and joyful environment with a rich
array of learning opportunities for our young girls to develop their unique potentials in all
aspects and to become a whole person.
We embrace the call to educate our girls to become responsible, resilient, creative,
passionate and collaborative young women who dedicate themselves to self-growth and
to contributing to the common good of the universe.
Tak Oi / Three-Year Development Plan 2015-2018 and Annual School Plan 2015-2016
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Part A: Three-Year School Development Plan 2015/16 – 2017/18
I.
From Current to Future – SWOT Analysis
At the end of the previous 3-year Development cycle (2012/13 – 2014/15) with the
development theme ‘Rooted to the Source; Reach Out to the World’ and our vision: ‘We
are Here to Make a Difference’, a SWOT analysis, based on observations on and data
from the learning outcomes, feedbacks from students and teachers, results of different
stakeholders’ surveys, and the recommendations in the 2015 ESR Report, was carried
out to examine the current situation of the whole school community before we move
forward.
The analysis served as a useful evaluation exercise which has provided a good
framework for the school community to locate her major areas of focus in the upcoming
three-year development cycle.
The Strengths, Weaknesses, Opportunities and Threats are summarized as follows:
Our Strengths:
The school’s persistent emphasis on the provision of an all-round Christian education
has always been well recognized. With good reputation in the Tsz Wan Shan District,
and the level of trust placed on us, we have gained good intake of students.
The whole community, with hardworking and supportive teachers who are well-aware
of the school vision & mission, has made constant efforts on fostering a caring and
supportive school climate. We have good understanding of our students, who not only
have good potentials but are also well-disciplined and caring. With good nurturing of
knowledge, skills and values, we believe that our students can stretch their potentials
and excel themselves for a better future and live their life to the full. To enhance
students’ learning effectiveness, different enrichment and enhancement programs are
provided to students. To address students’ needs in learning, our teachers are
enthusiastic to have various sorts of professional development. In the previous year,
different teams and subject departments have combined their efforts in collaboration to
promote professional sharing among teachers. To cultivate critical friendship was a
major development strategy in the previous development cycle. All teachers conducted
peer observation and were others’ critical friends. The post-lesson feedbacks on peer
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observation served as a good basis for teachers’ self-reflection on lesson improvement
for better learning effectiveness. The Learning and Teaching Development Team and the
Subject Department Heads also worked closely to arrange peer observation between
Subject Department Heads and the Learning and Teaching Development Team for
professional dialogue. The department heads opened their classroom for their fellow
department members for more subject-based professional sharing. The Team also
organized workshops and arranged meetings in which teachers could share more about
the idea and function of a co-planning lesson, the meaning of a structured lesson and
some useful teaching strategies. Moreover, the Learning and Teaching Development
Team had good collaboration with the Staff Development Team for providing training to
teachers to conduct well-structured lessons and enhance various learning skills of
students. The school also places emphasis on promoting the culture of professional
sharing through mentorship between mentors & mentees, with department heads and
KLA heads playing the former role and new teachers the latter. They share effective
teaching through less formal occasions such as lunch gathering.
The management of the school has good emphasis on communication and collaboration.
It is, in general, smooth and efficient, supported by a well-established administration
system and a well-steered organization structure, with duties and responsibilities of
different posts of responsibilities clearly defined. The non-teaching staff, with a good
team spirit, also have contributed a lot in supporting the whole community to sustain its
daily routine and to move forward.
Our Weaknesses:
Our students, in the growth stage of adolescence, are sometimes not proactive and selfmotivated enough to strive for betterment and personal achievement. When facing
challenges, they, sometimes, tend to learn within their comfort zone and lack courage,
resilience and perseverance to overcome them. They, on the one hand, need to learn to
be independent, and on the other hand, are in need of different sorts of attention,
guidance and enhancement in learning interest and motivation, foundation building and
value cultivation. Due to the high demand from work on individuals in society, in spite
of parents’ good trust on us, the support that they can give to the school for their
daughters’ growth needs is relatively limited. This implies a heavy reliance on school’s
resources in the provision of quality education for whole-person development.
In response to the increasing and ever-changing social expectations on individuals, in
equipping and nurturing our students, the view that a lot more has to be done is
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commonly shared among our teachers. However, the increasing workload in various
school development initiatives, the resource and manpower constraints, the need to
meet the increasing social expectations on schools, pose difficulties to teachers in the
accomplishment of their duties and responsibilities, which require good communication
and collaboration within and across different departments and functional groups, as
well as with other different stakeholders, both internal and external, of the school.
The school, with a history of 45 years, when maintaining the good practices, sees the
need to further raise students’ learning effectiveness by continuously developing
learning and teaching in a whole school approach. More student-centered lessons is
seen as an important development direction. This implies a further demand on teachers
to change teaching pedagogies and on students to adopt effective learning strategies
and independent study skills. For this, the school IT network & infrastructure, which is
not yet well-developed, must be a focus of development for better supporting the
mentioned changes.
Our Opportunities:
With the implementation of the previous four rounds of new senior secondary
education, and the different kinds of professional development our teachers have
undergone, the whole learning community has accumulated good experiences and
references for steady development of subject departments in learning and teaching as
well as school administration.
All subject departments and functional groups align with the school development
direction on the one hand, and on the other hand, have high autonomy in making
decisions on strategies to be adopted for effective learning and teaching, alignment and
betterments of curriculum, assignment and assessment as well as enrichment and
enhancement programs, to achieve their targeted learning outcomes. Our participation
in ‘IT in Education Phase 3-WiFi 900’ will help to upgrade and enhance the school IT
network and infrastructure in response to the various school development needs in
supporting the teaching pedagogy change, facilitating students with the authentic world
in learning, and preparing students for bridging with the future.
The provision of other learning experiences emphasized in the NSS structure would
bring about enhanced exposure and a greater recognition of students’ potentials in
different key learning areas including sports and aesthetic talents, which may otherwise
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have been neglected. All these would help students of different abilities to stretch as
well as develop their potentials.
Alumni & parents are potentially supportive partners for the school’s sustainable
development. To facilitate co-operation with these stakeholders in nurturing students’
development, various events and activities have been successfully organized. These
include the 45th Anniversary Home-coming Gala Night, and 45th Anniversary Reunion
Dinner aiming at strengthening the bonding with alumni, and Parent-Teacher
Association (PTA) seminars and talks, parents’ nights for enhancing the sharing among
parents and providing parent education as well. The foundation built in the 45th
anniversary events as well as long-existing ties are good sources of support which will be
further explored for the sustainable development of the school.
The establishment of the Incorporated Management Committee (IMC) on 3rd August
2015 has also signified the unfolding of a new development stage of the school. The
object of the IMC is to manage the School and to promote education in the School in
accordance with the vision and mission of Tak Oi. All the IMC managers, representing
different stakeholders of the school, shall share the same aims and objectives and strive
to uphold and carry out their duties in accordance with our vision and mission. We look
forward to the newness brought by this new development!
Our Threats and Challenges:
The declining student population does pose an imminent threat to all the schools in the
territory. How our school can survive well and maintain our standard is a key concern
for the whole school community.
The increasing demands placed on schools from the different stakeholders also put the
whole school community to test: the test on dealing with learning diversity, the test on
coping with students’ special education needs, the test of mutual trust, the test of the
level of collaboration and co-operation, the test of the school’s insight and foresight to
make wise decision for the school community, and the test of the ability of the school
community members to achieve a good work-and-life balance.
How we are going to nurture all our students in the secondary education, in midst of all
the constraints, which would entail essential education elements like, foundation
building, bridging between junior and senior, preparation for the Hong Kong Diploma of
Education (HKDSE) examination, life-goal planning, provision of other learning
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experiences and above all, the cultivation of good values and a wholesome personality,
is another great challenge for us all.
II.
Development Theme for 2015/16 – 2017/18
It is the vision of the whole school community that with the preparation and
nourishment in Tak Oi, our students would become young able women of good values
and sound character, who know how to respect and love themselves, as well as respect
and love others. With the passion for life, hard work and resilience, our students would
also be trying their best, to make a difference to the development of the human world.
To move forward, a clear direction is shared in our school community. That is, in
planning for the 2015/2016 – 2017/18 development cycle, which involves our overall 3year goals and development themes, and the major concerns of each of the three years,
we connect all these with the values, vision and mission of Tak Oi, in helping students to
learn and grow.
Building upon our caring and supportive culture and traditions as well as strengths and
good qualities, the school’s development direction is to further inculcate in our students
a strong level of motivation in learning and development as well as an aspiration for
excellence. A new 3-year development cycle (2015-2018) of the school will begin in this
academic year, the development theme of which is “Motivation and Aspiration – Work
for a Better Future” 「投入學習，探索抱負，開展未來」.
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III.
Major Concerns 2015-2018 and their Implementation
It is our strong belief that motivation and aspiration are essential to personal growth
and self-actualization for a better future. As learners, students can learn wholeheartedly when they are motivated and have the will to achieve. They can learn
effectively when they have a strong sense of ownership of the lessons and can
contribute with the skills acquired. The sense of achievement would boost their interest
and confidence in learning. Successful experiences in learning, both academic and nonacademic, would further motivate them to improve and aim high. With aspiration, they
will excel themselves and live life to the full.
To realize this, we emphasize the roles of students in learning as well as the roles of
teachers as facilitators in teaching and giving guidance in one way or another. The
school community would focus on opening up ample learning opportunities for our
students. Learning with meaningful engagement in structured lessons, with academic
enrichment and enhancement, exploring through other learning experiences inside or
outside school campus, taking opportunities to serve others and to lead others as
student leaders, our young girls will develop their unique potentials in all aspects. Each
individual student becoming the leader of herself is the ultimate aim.
Among the many choices of development focuses, it was agreed by all that the major
concerns for the new 3-year cycle would be on

Effective Learning and Teaching

Career and Life Planning
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2015-2018 School Development Theme
“Motivation and Aspiration – Work for a Better Future”
「投入學習，探索抱負，開展未來」
Major Concerns 2015-2018
Intended Outcomes
Effective Learning & Teaching in Classroom
 To enhance structured lessonstudent-engagement as the focus (2015-18)
 To handle learning diversity (2016-18)
 To adopt IT in education (2017-18)
Effective Learning & Teaching
Reading in Subjects
 To enhance reading skills (2015-18)
 To enhance extensive reading (2016-18)
 To cultivate reading habit (2017-18)
Career & Life Planning
 To enhance students’ self-understanding
 To enrich students’ knowledge of various academic
pathways
 To equip students with necessary skills and values
for their development in the future course of life
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Learning and Teaching Development 2015-2018
For effective learning and teaching, during the 3-year development cycle, subject
departments would move forward and echo the whole school development direction –
enhancement of structured lessons. The school’s learning-and-teaching policy aims to
enhance effectiveness in both learning and teaching with due focus on the essential
elements of an effective-lesson – lesson preparation, student engagement and lesson
consolidation.
In this new development cycle a special focus on development is on the enhancement of
structured lessons, effective student engagement as well as cultivation of critical
friendship. All teachers would conduct structured lessons, with clear lesson objectives,
students’ engagement and consolidation.
To start with, in 2015-2016, department heads from different key learning areas (KLA)
would open their classroom to all teachers for lesson observation. Post-lesson dialogues
would be arranged, so that teachers can explore on how to evaluate the effectiveness of
a lesson as an exercise for teachers’ professional development before carrying on with
the critical friendship. As an intended outcome, the feedbacks on peer observation, built
upon the experience gained and shared in the staff development, would further
enhance teachers’ self-reflection on lesson improvement for better learning
effectiveness. The teachers have discretion to have subject-based, KLA-based or crosssubject lesson observation for this professional development. Opening classrooms of all
teachers is the ultimate aim to achieve in the third year of the development cycle.
Dealing with learning diversity would be the focus in effective learning and teaching in
2016-2017. All teachers see closely to the learning diversity of students and strive to
cater for their needs. A good way to enable students to learn better is to see to their
individual learning progress and difficulties and to provide necessary support and help
with measures like through inclusion of core and extended components in curriculum
and assignments, varying teaching strategies and lesson engagement as well as personal
care and attention. Effective handling of learning diversity enables every student to feel
that despite a difference in the starting line, every student can move on and progress.
In providing support on the development of learning and teaching, the Learning and
Teaching Development Team, the Staff Development Team and the Subject Department
Heads would continue with good collaboration on supporting teachers to develop
structured lessons through different staff development functions such as holding a
workshop on handling Learning Diversity to echo our major concern in 2016-2017and
supporting students as well in adopting various learning skills through different study
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skill workshops on dictionary skills, memory skills, graphic organizer, data reading and
secondary source reading strategy etc.
In 2017-2018, the school will join in ‘IT in Education Phase 3-WiFi 900’. This will help to
upgrade and enhance the school IT network and infrastructure to meet our school
development needs especially in areas of pedagogical change in teaching, exposure and
exploration of students to the authentic world in learning and bridging with the future.
The benefits of reading in raising language competence, developing thinking skills,
widening exposure, heightening curiosity, and stimulating imagination, are beyond
doubt. We have a shared view that reading competence is crucial for learning
effectiveness. For this, reading in subjects is another major focus in this development
cycle. Different subject departments will incorporate various reading elements into their
curriculum to widen the reading scope of the students so as to enhance their capacity in
reading. All subjects concerned would enhance students’ skills and confidence in reading
subject-related contents. Strategies would include reading for understanding meanings
and extracting information from carefully selected text and subject-related news. The
assignment and assessment design would align with the learning tasks to enhance
students’ learning effectiveness. For gradual progression in the following two years,
extensive reading would be incorporated and coordinated across different departments
to boost an enhanced reading culture and to help shape a better reading habit, which is
the goal of 2017-2018.
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Career and Life Planning 2015-2018
To live up to the school motto “Truth and Love”, we always endeavour to provide a
caring and supportive learning community for our students.
Career and Life Planning is a major concern of the school in the 3-year development
them 2015-2018. It is our aim to foster students’ self-understanding and personal
planning. For this major concern, the school will implement different activities and
programs across forms.
To help S1 students to reflect and to enhance self-understanding for their growth and
improvement, the Individual Student Planning (ISP) would be carried out, with studentteacher dialogue throughout the year, ISP profile sheets for students’ reflection on the
areas of interests, character, academic performance, social life, goal and action plans.
For S3 students, various activities would be organized to help students to have better
understanding of themselves, the characteristics of different NSS subjects and admission
requirements in tertiary institutions. Subject departments would conduct introductory
sessions on the subject contents, types of assignments and assessments of different NSS
subjects and past students would be invited to have experience sharing with students
on career planning. Visits to workplace and institutions will also be organized to help
students to have a better understanding of the relationship between the careers world
and their subject choices.
To enhance S6 students’ understanding on making choices in JUPAS and multiple
pathways, mock release of HKDSE results, talks and small group experience sharing by
past students, and workshops on admission interview would be organized.
We aim at cultivating the reflective habits in students and guiding them progressively to
various pathways. With our concerted efforts, we provide lots of learning opportunities
to flourish students' experiences in potential-realisation. Our students would also be
equipped with various skills and values, such as reasoning skill which involves analytical
and critical thinking, problem-solving, responsibility which implies the application of
knowledge and skills, and resilience which requires adaptability and flexibility in selfactualization for one’s aspiration and contribution for the common good.
The principles underlying our development throughout the three years are gradual
progression and the intended outcomes being well-aligned with our direction.
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Part B: Annual School Plan 2015-2016
I.
Programmes and Activities
To develop learning and teaching, we would place great emphasis on programmes and
activities which would enhance the structured lessons in classrooms, equip students
with the skills to learn, deal with learning diversity, nurture the passion for learning and
cultivate the spirit of striving for excellence. In view of the good improvement in
learning and teaching effectiveness from students’ feedback in teaching evaluation in
the previous development cycle, the school community affirms that we are heading to
the right development direction.
It is our common goal in this year to collaborate closely with different departments and
teams to enhance the learning effectiveness. Teachers are mentors and facilitators in
the classroom, and professional development of teachers is essential to achieve this
common goal. Through open-classroom, critical friendship, sharing on good practice and
new teaching trends, teaching skills workshops and etc. would be conducted to echo our
major concerns and achieve the intended outcomes. We, teachers, would place good
emphasis on self-reflection and betterment in own teaching and use different strategies
to enhance students’ roles in effective learning through note-taking, lesson preparation
and student engagement.
Reading abilities, as an important factor, affect students’ learning abilities. It is
commonly felt that our students need to be strengthened in this area. In this year,
reading in subjects as one of the major focuses would be developed by different subject
departments. Based on the subject nature and contents, teachers would adopt various
subject-specific strategies in teaching and learning, designs of curriculum, assignment
and assessment to raise students’ reading abilities and hence learning ability. All
teachers, in different extents, will lead students to strengthen their word power, to read
for meanings, to extract key points, to make summary and etc.
To lead students in career and life planning, we adopt the growth concept in the
implementation of different sorts of programs progressively from junior to senior forms.
Programs, skills workshops, seminars, class teacher periods, training camps, visits and
study tours catering for the needs of our students in various forms are some good
examples of activities which help their growth and development.
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The key programmes and activities for the implementation of the major concerns of the
school for 2015-2016 are outlined in the following tables.
Learning and Teaching 2015-2016
Target
Focused Strategies
Enhancement of
structured
lessons
 Open Classroom of department heads of KLAs
 Teachers’ sharing session on strategies enhancing students’
engagement
 Critical Friendship among teachers
 Teacher training workshop on catering for learners’ diversity
Enhancing
reading ability of
students



Enhancing
learning skills of
students
 S1 Workshop on dictionary skills and memory skills
 S2 Workshop on enhancing students’ reading capacities by using
graphic organizers and data reading
 S3 Career lesson on students’ learning styles
Reading in Subjects
Whole school Sharing session by authors
Inter-house Academic Quiz Competition
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Career and Life Planning 2015-2016
Targets
Enhancing S1 students' selfunderstanding
Developing S2 students'
interpersonal skills and the
sense of serving the needy
Enriching S3 students' selfunderstanding for NSS
studies
Enhancing S4 to S6 students'
understanding
on choosing suitable
pathway
Focused Strategies
By Individual Student Planning
 S1 Class Teacher Periods
 S1 Training Camp
 Goal-setting workshop
 Student-teacher dialogue
 Life Education Program
By providing care and guidance and authentic experience
 Personal Growth Program
 Community service
 S2 Class Teacher Periods
By programs and activities in Career Lessons and Activity
Afternoons
 Personal Growth Program
 Introduction to NSS subjects
 Introduction to multiple pathways
 Introduction to careers world
 Sharing sessions by alumni in different disciplines of
study and job fields
 Workplace and institutions visits
 Parents' Nights
 Group counseling for preparation for NSS studies
 Life Planning Activities
 Class Teacher Periods
 Sharing with S5 and S6 by alumni
 Workplace or Institutions Visits
 Interview Skill Workshops for S5 and S6
 Career Assessments
 Workshops and activities
 Mock DSE results release workshop
 Preparation of and introduction to multiple
pathways
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Betterments of Essential Routines for Sustainable Development
In this new 3-year cycle, apart from the major concerns on learning and teaching
development and career and life planning, the whole school community would continue
to have betterments of essential routines.
Curriculum betterment
All the teachers would continue to see to the curriculum development of their
respective subjects both in the S1 –S3 junior level and S4 – S6 senior levels with
reference to the required standard set at the end of the sixth year for their subjects so
that they could devise a realistic target and standard to be attained at each secondary
level. Attention will especially be paid to the bridge between the junior and the senior
levels and to the breadth as well as depth of the curriculum in each particular level.
There will as well be better chapters/modules/units arrangement and the tailoring of
the teaching content to suit the diverse needs of the students of individual levels or
classes.
Quality assignments and assessments
Assignments and assessments are considered an indispensable part of an effective
learning process. Due attention will be given to the quality of the assignments and
assessments given in terms of objective, quantity as well as frequency, and their design
as well as alignment to the curriculum content. The concept of a ‘core’ part and an
‘extended’ part will apply in both daily assignments and periodic assessments to cater
for learner diversity and to help stretch the potential of the stronger students in
different subject areas.
Academic Enrichment and Enhancement
The importance of building up a good foundation in student learning in the junior levels
is well recognized among all the teachers. The introduction of the eight Enhancement
and Enrichment groups for English (3 groups), Mathematics (3 groups) and Chinese (2
groups) for two lessons each cycle at both S1 and S2 levels aims at further consolidate
and enhance what has been taught to help build up a better foundation of the three
core subjects at the junior levels. Supplementary lessons are also arranged for S5 and
S6 students in their free lessons after subject withdrawal. Emphasis will also be placed
on provision of subject-based enrichment and enhancement courses for S4-S6.
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Enhancing the English proficiency of the community
The relationship between the learning capacity of the students and their English
proficiency in the school using English as the Medium of Instruction has always been
well recognized. For that, the whole school community has been making consistent and
good efforts to provide an English rich environment in the school campus, and to
collaborate as much as possible to help enhance the English standard of not only the
students but also the community in general.
An English rich environment can create more authentic opportunities within the school
campus area for students to put the language to use. The English Department will
organize various activities to promote the daily use of English and to showcase the
talents of the students. English teachers also deem it necessary and important to
communicate with students in English outside the classroom.
The school has always seen the need to help bridge the learning gap of the students,
especially at the junior level, in subjects using English as the medium of instruction. Our
teachers have good collaboration in designing cross-curricular unit plans and learning
materials for English and Integrated Science as well as English and Liberal Studies at S1
and S2 levels. Based on the experiences gathered in those years in developing Language
Across the Curriculum (LAC), a more comprehensive LAC practice is in place and will
have further betterments through the continuous collaboration between English
teachers and the teachers of the subjects concerned.
Widening the exposure of students
Learning experiences come in a good variety of forms, ranging from seminars,
workshops, visits and field studies to joint school activities, external competitions and
overseas study tours, both in the academic and non-academic aspects.
All subject departments and functional teams are making good efforts in creating more
learning opportunities outside the school context for students to widen their exposure
and to stimulate them to strive for betterment. Co-ordination work has also been done
at the beginning of the school year to help spread out the various programmes and
activities throughout the year and to target them at different levels of students to avoid
clashes and overburdening any particular group of students.
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Whole school programme
The cultivation of a caring and supportive school culture is made possible throughout all
these years with the persistent, consistent and unyielding efforts of each and every
member of the school community. .
Student leaders are groomed to be role models for others to follow. A lot of emphasis
has also been placed on the importance of us teachers being the value transfer agents
of our students. In all this hidden curriculum, we will continue.
To cater for students’ growth needs, the Guidance Team will continue to organize
various courses and workshops, such as Social Skills Workshop, Circle Painting Workshop
and Basic Course on Mental Health, to enhance students’ social skills, as well as the skills
to manage emotion and stress.
Quality Catholic education will continuously be provided through scheduled religious
activities, Katso Days, prayer services, Ethics and Religious Education lessons as well as
other suitable occasions. The school aims at cultivating the core values of Catholic
education in 5 consecutive years, one core value for each year starting from 2015-2016.
To achieve this, “Life to the full”(豐盛的生命) is set as the religious theme for all related
activities, through which we enhance students ‘ self-understanding’ in order to raise
their self -awareness on their strengths and weak areas and make good use of all
learning opportunities to affirm the supreme value of life, to live out its full meaning.
There are whole school programmes in the form of seminars and experience sharing
sessions from our student leaders, alumni as well as other guest speakers to reinforce
the importance of cultivating a wholesome personality.
Class Teachers
Class teachers are the very first persons students come in contact with in school so their
role as a mentor, a caregiver and a model is duly emphasized. There are class teachers’
periods for S1 to S6 students during which topics related to growing up, life-goal setting,
stress management, preparation for NSS, the pursuit of dreams, interview tips and etc.
will be discussed in different forms. A lesson for Class Teachers’ form meetings is also
arranged in each cycle for each form to facilitate communication and enhance the
support network. All these, it is believed, are good channels for values cultivation.
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Leadership Training
The focus on leadership training is empowerment. So a lot of opportunities will be
provided to the different student leader groups, like Student Council Committee,
Committees of the four Houses, Prefects, Committees of the ECA groups, Guidance
Prefects, Moral and Civic Education Team, Religious Education Team, Student Librarians
and etc. to develop their potentials and exercise their leadership skills in their posts of
responsibility.
Leadership Training Camps would be organized for Prefects, Student Council and Houses
Committees to further orientate and empower them into their posts of responsibility.
It is also our aim to promote the social, emotional and behavior competence of S4
students to prepare them for the endeavor of NSS studies and the taking up of the
various posts of responsibility through a Leadership Training Camp.
The ‘TOSS APPS’ student leaders’ training programme will continue at the end of the
school year to further enhance the potentials of some S2 to S4 student leaders to
prepare them for the upcoming challenges in the following year and to equip them to
help in the S1 Orientation Programme.
Please refer to appendix 1 for details of the 2015-2016 school development.
II.
Conclusion
2015-2016 is a year for the school community to enter into her 46 years of history as
well as a year to build upon all the good qualities and resources harvested for realization
and actualization of the school vision and mission. We pray to God for granting us the
necessary strength, health, persistence and wisdom to stay focused and steer towards
our intended goal and target.
III.
Use of Funding
Please refer to appendices 2 - 7 for details of the use of financial resources.
19
Motivation and Aspiration: Work a Better Future
The first year (2015/16)
Enhancing the capacity of teachers
- Provision of staff development programs
( Enhancement on Structured Lessons –
Student Engagement, Career & Life
Planning, Dealing with Learning Diversity,
Staff Development Overseas Tour)
- New teacher induction program and
mentoring
 Deployment of resources to facilitate
learning and teaching
- Arranging teachers’ co-planning lessons for
various subjects at different levels and
common periods (for LS, English and
Chinese) for collaboration
- Arranging class-teacher meetings for
support among teachers in providing care
and guidance to students
- Arranging Activity Afternoons to conduct
learning activities on form basis or for the
whole school
- Installing e-Class i-portfolio service to
facilitate the composition of Student
Learning Profile (SLP)
- Improving IT facilities & equipment
- Providing support to NCS students for
learning Chinese Language
 Deployment of workforce
- Employment of an activity assistant, a
pastoral officer, associate teachers and an
SEN assistant to provide better support
 Efficient system for processing mark
analysis and using related data for
supporting students in learning and
communicating with parents students’
learning progress

Student Support
Learning & Teaching
Administration





Enhancing learning and teaching effectiveness
- Enhancement on Structured Lessons – Student
Engagement
- Continuous cultivation on professional sharing
culture and critical friendship
- Development of Reading in Subjects
- Learning Skills Workshops for S1-3
- Class Observation & Assignment Inspection at
department and school levels
- Organizing whole-school collective learning
experience: Inter-house Academic Quiz Competition
& Science Week
- Enhancing students’ exposure through various
subject-based or cross-subject other learning
experiences e.g. visits, outings, field studies
competitions, and study tours
Routine betterment for sustainable development
- Working towards alignment of curriculum, learning &
teaching as well as assignments and assessments
- Quality assignments & feedback
- Regular enrichment and enhancement lessons
- Subject-based Enrichment and enhancement
programs outside lesson time
Building up an English speaking environment via
routine announcements in morning assemblies,
special programs and English teachers using English
as the medium of communication with students
outside classroom in the school campus.
Working on language across curriculum for English,
LS , IS, T & L and Math at S1S2 levels in
collaboration with the LAC Core Team
Promoting reading to learn: Reading schemes in
subjects, Reading lessons for S1 to S3, Book sharing
in reading lessons, Thematic book displays jointly
organized by Library Team and subject departments,
Whole-school Assembly on Reading – Sharing by
Authors





Cultivating proper values among students
- Emphasizing teachers’ role as value transfer agents
- Emphasizing teacher-student contact and support
- Nurturing the sense of responsibility through Missing
Homework Record and Detention Class System
- Giving awards and recognition to good performance
and behavior through different awards & scholarships
Empowerment of student leaders
- Organizing leadership training camp for S4 students
and for various student leader groups
- Talks, experience sharing, ,religious & MCE activities
- Programmes in Class Teachers’ Periods
- Community service projects (S2 & S4)
Strengthening support to students
- Enhancing students’ understanding of oneself, the
career world and the education pathways across
different levels:
(1) S1 Individual Student Planning
(2) S3 Career Planning and NSS subject selection
(3) S6 Career planning and multiple pathways
- Providing support to students in social skills and
stress management skills
- Having frequent contact with parents for better
communication and giving timely help to students
through face-to-face or/and phone contact
- Liaising with parents through Parent-Teacher
Association for mutual understanding and support
- School-based educational psychology service
Establishing links with different stakeholders
- Liaising with alumni through Alumni Association for
enhanced mutual understanding and support
- Organizing PTA activities to build links with parents
and provide parent education for students’ growth
needs
Cultivating the sense of responsibility towards the
outside world : Organizing events and activities to
disseminate the message of the inter-connectedness of
one another in the world
Appendix 1
Intended outcome
 For students
- Enhancing self-understanding and personal
planning: roles in different posts and
responsibilities, strength and weakness,
goals at different life stages
- Enhancing learning skills and life skills:
Language skill, Reading Skill, Study Skills,
Leadership skill, Social skills and stress
management skill
- Working for a better future with motivation
and aspiration with knowledge and skills,
positive attitude, and proper values
- Understanding and appreciating their ties to
the school community and to the world
 For teachers
- Teaching and leading students as
facilitators & role models
- Enhancing own capacity for own
professional development and sustainable
development of the school in
(1) Raising
teaching
and
learning
effectiveness
(2) Helping cultivate good reading habits
(3) Nurturing students with Career and Life
Planning
(4) routine betterment
(5) broadening professional connections
 For whole school community
- Raising teaching and learning
effectiveness
- Cultivating the core values of Catholic
education
- Collaborating to enable all in the
community to be motivated, aspire and
work for a better future and live our life to
the full
20
Appendix 2
Diversity Learning Grant (DLG) Program and Budget 2015/16
Name of Programme
Participants
Details
Budget (HK$)
1. Chinese Language :
- Enhancement classes
S6
7 lessons
11,760
2. English :
- Enrichment classes
S6
S5
8 lessons
17 lessons (3 phases)
6,600
11,900
4-6 lessons (3 phases)
10,440
S6
S5
S4
6 lessons
6 lessons
4 lessons
2,400
2,400
1,600
S6
S6
S5
S5
10 lessons
5 lessons
4 lessons
4 lessons
4,400
2,900
2,800
1,700
S6
S4-5
7 lessons
5 lessons
8,400
4,000
S6
S6
S4-6
4 lessons
4 lessons
3 days
1,500
500
3,000
S6
5 lesson
2,000
9. Music :
- Senior Choir training courses
S4-5
20 lessons
18,000
10. Guidance Team
- Guidance prefect training course
S4-6
3. Mathematics :
- Remedial classes
4. BAFS :
5. History :
Enhancement classes
Enhancement classes
Enhancement classes
Enhancement classes
6. Economics :
7. Geography :
- Field studies
8. Technology & Living :
- Enrichment classes
S6
Total
4,000
100,300
21
Appendix 3
School-based After-school Learning and Support Programmes (SBG)
Program and Budget 2015/16
Name of Programme
1.
2.
3.
4.
5.
6.
7.
8.
Participants
Details
Budget (HK$)
S3
17 lessons (3 phases)
11,900
S3
S4
S5
S1-5
10 lessons
7,200
6,480
12,960
17,400
Music :
Junior Choir training courses
S1-2
20 lessons
18,000
Mass Prog & Student Leaders Team :
After school care classes
S1-2
20 lessons
20,000
S1-2
S1-2
S1
S1-3
S1-3
12 lessons
12 lessons
7 lessons
9 lessons
10-20 lessons
16,000
16,000
8,400
21,600
2,000
S6
2015 Oct 24
2,000
ECA Team
- Committee training workshop
S3-5
2015 Oct 3
3,000
Student Council & Houses
- Training workshop
S3-5
2015 Oct
2,000
S2-3
S3-4
2015 Dec – 2016 Jul
2016 May - Jul
20,000
5,000
English Language :
Enhancement classes
Mathematics :
Remedial classes
Remedial classes
Remedial classes
HKMO courses
Academic Enhancement Team :
Holiday revision classes(X’mas)
Holiday revision classes(Easter)
1st term Pre exam revision classes
2nd term Pre exam revision
classes
Post exam revision classes
Liberal Studies
Stress management workshop
9.
Mass Programme & Student Leaders
Development Team
- 從 SUN 出發成長計劃
- TOSS APPS leadership training
program
Total
189,940
22
Plan on Use of Capacity Enhancement Grant (CEG) 2015/16
Appendix 4
Name of School: Tak Oi Secondary School
Means by which teachers have been consulted: Staff meetings
Task Area
School
Development
Curriculum
Development
Major Areas of Concern
Strategies/Tasks
1. To relieve
teachers’ nonteaching workload
1.
To relieve the
workload of
teachers in
organizing ECA
activities
Resources Required
Success Criteria
To employ 1 clerical
assistant to provide
clerical support to
teachers
September
2015 –
August 2016
Salary of 1 clerical
assistant including
MPF:$139,400
- Non-teaching duties
of the teachers
concerned are
reduced
- Performance appraisal of General Office
the clerical assistant
To employ 1 clerical
assistant to provide
support on student
activities and careers
affairs to teachers
September
2015 –
August 2016
Salary of 1 clerical
assistant including
MPF : $176,100
of the teachers
concerned are
reduced
- Performance appraisal of General Office
the clerical assistant
and Teacher in- Collection of opinion
charge
from teachers
To employ 1 associate
teacher to assist in
learning and teaching
affairs
September Salary of 1 associate
2015 –
teacher including
August 2016 MPF : $203,400
of teachers
concerned are
reduced
- Performance appraisal of Head of subject
the associate teacher
department
- Collection of opinion
from teachers
To procure SchoolPlus
system to provide
support on school
administration
September Annual maintenance
2015 –
fee is $15,000
August 2016
- Teachers’ feedback
To employ coaches for
ECA teams
September Coach fee :$40,000
2015 –
August 2016
- Smooth operation of
school administration
and non-teaching
duties of teachers are
reduced
ECA activities and
non-teaching duties
of teachers are
reduced
Method(s) of Evaluation
People
Responsible
Time Scale
IT in Education
Team
- Performance appraisal of ECA teacher incoaches and comments
charge
from ECA teachers-incharge
23
2.
To relieve the
workload of
teachers in
organizing
religious &
pastoral activities
for students
To employ 1 pastoral
officer
September
2015 –
August 2016
Salary of 1 pastoral
officer including
MPF: $288,600
- Smooth operation of - Performance appraisal of
Head of
religious activities and
the pastoral officer and
Religious and
non-teaching duties
comments from teachers Life Education
of teachers are
Committee
reduced
Total: 862,500
Plan on Use of Enhanced Chinese Learning and Teaching for
Non-Chinese Speaking Students (NCS) 2015/16
Appendix 5
Task Area
Support NCS
students in
learning Chinese
Major Areas of
Concern
Strategies/Tasks
Time Scale
Resources Required
1. To relieve the
workload of
teachers in
teaching Chinese
Language to NCS
students
To hire external
professional tutor to
provide intensive
program on learning
Chinese Language for
NCS students
September
2015 –
Tutor fee :
$50,000
June 2016
Success Criteria
- Teaching duties of
teachers concerned
are reduced
from teachers
People
Responsible
Head of Chinese
Language
Department
Total: 50,000
24
Plan on Use of Senior Secondary School Curriculum Support Grant (CSG) 2015/16
Appendix 6
Task Area
Curriculum
Support and
Development
Major Areas of
Concern
1. To employ
contract
teachers to
reduce the
teaching load of
teachers and
facilitate the
preparation of
NSS curriculum
2. To employ
associate
teacher to
reduce the nonteaching
workload of
teachers
Time Scale
Resources Required
To employ 2 contract
teachers
September
2015 –
Salary of 2 contract
teachers including
MPF : $590,500
- Teaching duties of
teachers concerned
are reduced
- Performance appraisal of Vice-Principal
the teachers
Salary of 1 associate
teacher including
MPF : $171,400
of teachers
concerned are
reduced
- Performance appraisal of Panel Head of
subject
department
from teachers
August 2016
To employ 1 associate
teacher
September
2015 –
August 2016
Success Criteria
People
Responsible
Strategies/Tasks
Total: 761,900
25
Plan on Use of Career and Life Planning Grant (CLPG) 2015/16
Name of School:
Task Area
Curriculum
Support and
Development
Administration
and activities
support
Major Areas of
Concern
1. To employ activity
assistant and
associate teacher to
support teachers in
life planning
education and
career guidance
work
Strategies/Tasks
Time Scale
Resources Required
Success Criteria
To employ 1
activity assistant
September 2015 –
August 2016
Salary of 1 activity
assistant including
MPF : $171,400
To employ 1
associate teacher
September 2015 – Salary of 1 associate
August 2016
teacher including
MPF : $203,400
- Non-teaching duties of
teachers concerned are
reduced
- The contents and scope
of the level of career
guidance service is
enriched and expanded
- Non-teaching duties of
teachers concerned are
reduced
- Assist in data entry and
technical support work
in life education and
careers guidance
careers activities and
non-teaching duties of
teachers are reduced
- The elements of wholeperson development and
life-long learning are
enhanced and enriched
with professional
support
- Sufficient information
to assist in careers
guidance work and a
knowledge-based
information centre is
developed
1. To buy external
professional
services in
conducting life
planning
education and
career guidance
support
To arrange school
based workshops,
programs and
activities
September 2015 – Annual expenses :
August 2016
$100,000
2. To purchase
related reference
materials
To purchase related September 2015 – Annual expenses :
reference materials
August 2016
$5,000
Appendix 7
Revised as at 22 April 2016
People
Responsible
- Performance appraisal of Head of Careers
the activity assistant
Guidance Team
and Mass
from teachers
Programme &
Student Leaders
Development Team
-
-
-
Performance appraisal of
Collection of opinion
from teachers
Head of Careers
Guidance Team
and Mass
Programme &
Student Leaders
Development Team
from teachers
Review on the
implementation of the
activities
Head of Careers
Guidance Team
and Mass
Programme &
Student Leaders
Development Team
from teachers
Regular use of the
reference materials
Head of Careers
Guidance Team
Total: 479,800
26
Endorsed by
The Incorporated Management Committee
of
Kitty Wong____
Submitted by : ____
Ms. Wong Sau Ping, Kitty
Principal
Date : 30 October 2015

Year 2015-2016 - Tak Oi Secondary School

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